Designing qualitative research, second edition, Catherine Marshall &Gretchen B.

Rossman, Thousand Oaks, London, New Delhi Questionnaires and Surveys Researchers administer questionnaires to some sample of a population to learn about the distribution of characteristics, attitudes, or beliefs. In deciding to survey the group of people chosen for study, researchers make one critical assumption- that the characteristics or beliefs can be described or measured accurately through self-report. In using questionnaires, researchers rely totally on the honesty and accuracy of participants responses. Although this limits the usefulness of questionnaires in delving into tacit beliefs and deeply held values, there are many occasions when surveying the group under study can be useful. Questionnaires typically entail several questions that have structured response categories and may include some that are open-ended. The questions are examined (sometimes quite vigorously) for bias, sequence, clarity, and face validity. Questionnaires usually are tested through administration to small groups to determine their usefulness and, perhaps, reliability. Sample surveys consist of the collection of data in a standardized format, usually from a probability sample of the population. The survey is the preferred method if the researcher wishes to obtain a small amount of information from a large number of subjects. Survey research is the appropriate mode of inquiry for making inferences about a large group of people from data drawn on a relatively small number of individuals from that group. The basic aim of survey research is to describe and explain statistically the variability of certain features of a population. The general logic of survey research gives a distinctive style to the research process; the type of survey instrument is determined by the information needed. Page 95, 96 Strengths of surveys include their accuracy, generalizability, and convenience. Accuracy in measurement is enhanced by quantification, replicability, and control over observer effects. Survey results can be generalized to a larger population within known limits of error. Surveys are amenable to rapid statistical analysis and comparatively easy to administer and manage. Page 97 Learning Learning is a relatively permanent change in a behavioral tendency and is the result of reinforce practice (Kimble & Garmezy, 1963: 133) Kimble, Gregory A and Garmezy, Norman, 1963, Principles of General Psychology, second edition, New York: The Ronald Press.

Similarity, teaching, which is implied in the first definition of learning, maybe defined as Showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.

H. Douglas Brown, Principles of language learning and teaching. Fourth edition, San Francisco State University. (Page 7) Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. nt Language is a complex, specialized skill, which develops in the child spontaneously, without conscious effort or normal instruction, is deployed without awareness of its underlying logic, is qualitatively the same in every individual, and is distinct from more general abilities to process information or behave intelligently. Language is a system of arbitrary conventionalized vocal, written, or gestural symbols that enable members of a given community to communicate intelligibly with one another. Page 5 Pinker, the language Instinct (1994), page 18 Pinker, Stephen.1994.The language Instinct: How the Mind Creates Language. New York: William Morrow. We can see that language helps to shape thinking and that thinking helps to shape language. H. Douglas Brown, Principles of language learning and teaching. Fourth edition, San Francisco State University, Page 72