assignment- write a literature review on the topic "TRAINEE TEACHERS VIEWS ON MONOLINGUALISM AND BILINGUALISM IN THE FOUNDATION PHASE".
below are files attached of what is a literature review, conducting and the structure of a literature review. together with 2 examples of a literature review
PowerPoint Presentation RES 400 Unit 2 – the Literature Review Unit 2 – The Literature Review What is a literature Review? Researchers make use of primary, secondary and tertiary sources of information Data is collected by conducting research in journals, books, chapters, theses, dissertations, reviews, conference papers and more “The process of reading, analyzing, evaluating, and summarizing scholarly materials about a specific topic” (about.com 2012). Why conduct a literature Review? The literature review is conducted to establish what has already been researched and reported about a specific matter, phenomenon, topic or field. “Not to be confused with a book review, a literature review surveys scholarly articles, books and other sources (e.g. dissertations, conference proceedings) relevant to a particular issue, area of research, or theory, providing a description, summary, and critical evaluation of each work. The purpose is to offer an overview of significant literature published on a topic” (UCSC 2012). SOURCES Consulted in a literature review The sources that a researcher consults may be: theoretical (theories, models or approaches) descriptive (articles that discuss a phenomenon but no data was collected) empirical (a collection of data from questionnaires, interviews, focus groups, videos) Struwig and Stead (2013: 30) The purpose of a literature review “… the purpose of a review is to analyze critically a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles” (The University of Wisconsin 2011). The purpose of a literature review – finding ‘gaps’ The literature review explores previously conducted research and identifies ‘gaps’ in the literature which provides justification for further research. Typically, in research, a ‘gap’ indicates that there is some aspect of research that has not yet been identified, conducted or addressed or that it has been inadequately addressed. Struwig and Stead (2013: 30) The purpose of a literature review What is the purpose of a literature review? Find out what information already exists in your field of research Identify main methodologies and research techniques Show the relationships between previous studies or theories Provide a context for your own research Identify main ideas, conclusions and theories and establish similarities and differences Can research be conducted without a literature review? The literature review provides evidence that the researcher is aware of the literature and research already conducted in the field / area or on the topic. It is the convention of research for a literature review to provide the researcher with a platform on which to stage the phenomenon or topic under research, and the means against which the research data is compared and conclusions drawn. How does the literature review relate to the rest of the study? The literature review is specific in focus – it provides information about the phenomenon under study. If the research is focussed on the production of manipulatives for numeracy in the foundation phase classroom then the introduction, literature review, aims and hypotheses, research design, measures or instruments, results and discussions all need to refer to the phenomenon. Struwig and Stead (2013: 32) Stay focussed The literature review must remain true to the intended area/topic/phenomenon under study. If the topic is about manipulatives for numeracy in the foundation phase classroom then the literature review should not include numerous references to articles about recycling and advantages of recycling at the expense of the real topic which is about numeracy manipulatives. Struwig and Stead (2013: 33) AVOId a mismatch The material that is offered in your literature review must be relevant and appropriate to the topic and phenomenon. It is also necessary that there is a match between the perspectives of the literature you have reviewed and the perspective adopted in your research. For example: If you are researching the student teacher attitudes to school dress code for staff then the literature should not be about teacher/ parent attitudes to school dress code for staff. Read, read, read! Reading outside of and around the field and topic is advisable in order to broaden understanding and perspective. There are no shortcuts to producing a sound literature review. READ, READ, READ! Do’s and don’t’s Do: be aware of the range of quality sources try to be objective (read with the author and against the author) check when research was published, by whom and where – these will give you clues as to how reliable the source is Don’t: try to only find things that agree with your point of view believe everything you find on the internet For more comprehensive guidance on these matters see Struwig and Stead (2013: 33-36) PowerPoint Presentation RES 400 Unit 2 – Conducting a Literature Review Unit 2 – Conducting a Literature Review Conducting a literature review. How to read the source How to record or note the material How to organise the material You need to know What material to record or note HOW to read the source - Topic To save time and get a sense of the topic of the written piece, read: the title the abstract the aims or hypothesis the discussion of the study This will assist in deciding whether the source is relevant or not. (Struwig and Stead 2013: 36) HOW to read the source – Methodology and instruments If you are interested in the: approaches, methods and instruments that were used in the research conducted by other researchers, then read the methodology section of the article / book / thesis / dissertation. If you have an interest in the instruments they used to generate data for their research this will also be found in the methodology section of the article / book / thesis / dissertation. (Struwig and Stead 2013: 36) HOW to read the source – DATA ANALYSIS and theory If you are interested in the: data anaylsis or theoretical perspective of the research that the researcher has conducted then read that section of the article / book / thesis / dissertation. (Struwig and Stead 2013: 36) HOW to read the source – what attitude and cognitive engagement is required? Decide which articles to include or omit. Group your research readings and provide a good rationale for the groupings that you have chosen. You must demonstrate to other researchers that you are familiar with existing literature and you must comment on the existing literature. This is not an exercise in imitating what other researchers have written. (Struwig and Stead 2013: 37) HOW to read the source – what attitude and cognitive engagement is required? Compare and contrast the various points, approaches, methods and make comments about the similarities and differences. Make a summary of the literature and comment on its positive and negative aspects. Indicate how current research can be improved upon by going about research in the way that you intend. Justify your claims with evidence and explanation. The criticism is about the work, not the author. (Struwig and Stead 2013: 37) What should be recorded or noted? Literature sources should be related to the topic. Select only what is relevant to your topic but ensure that what you write is not taken out of its context. Record all the details that are required for referencing immediately so that they are not lost. (Struwig and Stead 2013: 37) How should material be recorded or noted? Literature reviews are recorded in the past tense. Be consistent in the use of the past tense. Write concisely. As a guideline, you should not use more than 3 sentences to describe an article. (Struwig and Stead 2013: 38) How should material be recorded or noted? Example of how to describe the key points of a research article. “Brown and James (2012) examined the relationship between self esteem and motivation among 400 first and second-year university students. The sample comprised males and females of which 50% were black, 20% white, and 10% Asian. They reported a statistically significant positive correlation between self esteem and motivation.” (Struwig and Stead 2013: 38) How should material be recorded or noted? Example of how to write comparisons between points made within articles; these are three separate points: Smith (2010) claims that corporal punishment should not be re-introduced into the South African education system because it damages a child psychologically and emotionally. Jones (1998) believes that corporal punishment should not be permitted in South Africa as it is not in line with the law of South Africa. The South African Constitution states that every human being has the right to lead a life of dignity free from inhumane treatment (Constitution of South Africa 1996) and corporal punishment infringes this right. Marsh (2003) holds that corporal punishment should be reinstated in schools as teachers do not have the skills to deal with discipline in the classroom. How should material be recorded or noted? Example of how to write comparisons between points made within articles; these are three separate points combined: Researchers differ in their positions on the reinstatement of corporal punishment in South African schools. Smith (2010) and Jones (1998) both voice their concern regarding the reinstatement of corporal punishment; Smith asserting that corporal punishment damages a child psychologically and emotionally and Jones maintaining that it is against the spirit of the South African constitution. However, other critics are in favour of the reinstatement of corporal punishment. Marsh (2003) holds that teachers are ill-equipped to deal with classroom discipline and thus, corporal punishment should be brought back into South African classrooms. How should the material be organised? The material should be organised in a logical sequence. The literature review may have a few selected sub-headings. Begin with the description of theories, models and approaches that are important to the topic. Refer only to the theory’s basic and overall detail that is relevant to your topic. Explain why it is important to your topic and how it relates to your topic. Work from the general to the specific and report older literature before more recent literature. (Struwig and Stead 2013: 38-39) The contents of the literature review PowerPoint Presentation RES 400 The structure of the literature review The structure of the literature review – academic writing Academic writing The rules of academic writing must be applied to the literature review and to all parts of the research. What is academic writing? It is a formal type of language. It is: clear concise precise and specific unambiguous accurate (Struwig and Stead 2013: 40) The structure of the literature review – academic writing Academic writing The rules of academic writing must be applied to the literature review and to all parts of the research. What is academic writing? It is a formal type of language. It is: clear concise precise and specific unambiguous accurate (Struwig and Stead 2013: 40) The structure of the literature review – the language of academic writing (Struwig and Stead 2013: 41) There is a tendancy for … (Machel 2017:23). According to Gopi (1988:134) it would seem that ……. The majority of