DEFINITION AND PURPOSE OF RESEARCH

 

If you are interested in writing, then you are interested in research! If you are interested in problem solving then you are interested in research! If you doubt any existing claims, you should of course be interested in research!

This article is written to help you if you have any problem doing a research for your school, workplace, or personal reason. It is important that you know exactly what your reasons for the research are before you begin a research. If not so, you are likely to start a journey you will not complete. You will end up without achieving any useful result.

To begin, I will like to answer the question;

WHAT IS RESEARCH?

Research has been defined in several ways. It is broadly defined as a process that involves collection, analysis and interpretation of data, information and facts for the advancement of knowledge. Research requires careful, critical and systematic studying of a phenomenon in order to discover something or to add a new voice to something previously analysed. Doing a research is to find out by means of observation of an occurrence or reasons why certain things happen and provide solutions to certain questions and or problems. It is a systematic investigation that leads to a dependable result. This shows that research is a process of engaging in a deeply and result oriented exercise through scientific experimentation or exploration of existing documents or events.

Research is not Like Every Day-to-day Writing

Research work is not just the reflection of our day to day writing where one’s opinion, feelings and thought are expressed. It is a piece of writing which is intended to support existing theory most especially if such theory is marked with controversy. Benson (1) sees research as “any studious investigation designed to support, refuel or formulate scholarly conclusions”. The idea supports the fact that research is based on a theory whose validity is questionable. It would not be out of place, therefore, to conclude that research is a means of advancing knowledge which enables man to relate better with his environment.

Original research

Original research can take a number of forms depending on the discipline it pertains to. In experimental work, it typically involves direct or indirect observation of the researched subject(s), e.g. in the laboratory or in the field, it documents the methodology, results, and conclusions of an experiment or set of experiments, or offers a novel interpretation of previous results. In analytical work, there are typically some new (for example) mathematical results produced, or a new way of approaching an existing problem.

 In some disciplines which do not typically carry out experimentation or analysis of this kind, the originality is in the particular way existing understanding is changed or re-interpreted based on the outcome of the work of the researcher. The degree of the originality of the research is among major criteria for articles to be published in academic journals and usually established by means of peer review.

Research is not a perfect phenomenon

One should not say that research is a perfect phenomenon where man’s problems are completely solved. What should be known about it though, is that it is empirical, transparent and replicable; it is not a mystery as some may see it. Not everyone may agree with the findings in a research work but subjective personal believe has to have a validity check against objective tools and methodology. It shows that for every research, the findings and procedures are open to scholarly criticism or scrutiny by fellow members of the research community; therefore, errors can be detected and findings re-evaluated or cancelled.

Research consists of:

·         Asking new questions,

·         Doing the necessary work to find an answer, and

·         Communicating the acquired knowledge to the community.

WHY DO A RESEARCH?

Research has to be a conscious endeavour with a clearly expected result. When you do a research, you do any of the following:

Confirming an earlier theory

You have heard and read many times that yam has some protein in it, and you wonder how that is possible when it is always listed among carbohydrate foods. Now, you just want to know how true that is; and perhaps, why it is not listed as protein food. Through a personal research, you can find out. After your research, you can also tell other people whether or not the claim is true.

Finding solution to a problem that just comes up

A decease that seems not to have a cure is in town killing people, and you want to help. You begin to do a research to find a solution to this new problem, going from place to place and trying several ways of treating the decease. Now, your interest in finding the solution is your reason for research. This is one of the ways research is said to be important to man.

Proving or disproving what has been hypothetically held as real

A hypothesis refers to a claim that has not been empirically tested. It can also be call assumption. We make assumptions almost every day. And in most cases, assumptions come before research, or we can say they prompt research. Two people are in a room quarrelling and after a while, the whole place is silent. You walk into the room and find one of them lying dead with a stab on the neck; and the other is standing up with a blood stained knife. Your first believe is that the one with the knife murdered the dead one, but that is an assumption. After an investigation, truth is known. That is what happens in research.

Finding new ways to do a thing that is already been done in a deferent way.

This is the way that technology has advanced over the centuries; from the cart to modern day automobiles. Electronics, most especially the computer, has changed from one generation to another, from one state to a better one. Man is always looking for new ways to do things to achieve greater result. The advancement in weaponry, agriculture, furniture production etc. is evidence of good research.

Educational advancement

Of course as we advance in education, particularly to earn a degree, we are required to do a research. The research is intended to show how much we have learnt in our study and also to enable us contribute to existing knowledge. A person that is not interested in doing a research is invariably indicating that he/she is not interested in advancing in his/her education carrier.

Other purposes for research are

1.       To understand the subjective world or human experience.

2.       To overcome misleading appearances.

3.       To document trends of existing facts.

Patton (112-3) points out the importance of identifying the purpose in a research process. He classifies four types of research based on different purposes:

1.     Basic research

The purpose of this research is to understand and give explanation, i.e. the research is interested in formulating and testing theoretical construct and propositions that ideally generalize across tine and space. This type of research takes the form of a theory that explains the phenomenon under investigation to give its contribution to knowledge. This research is more descriptive in nature exploring what, why and how questions.

2.      Applied Research

This research is to help people understand the nature of human problems so that human beings can more effectively control their environment. In other words, this type of research poses potential solutions to human and societal problems. This research is more prescriptive in nature, focusing on how questions.

3.     Evaluation research (summative and formative)

This research studies the processes and outcomes aimed at attempted solutions. The formative evaluation is purposed to improve human intervention within specific conditions, such as activities, time and groups of people; the purpose of summative evaluation is to judge the effectiveness of a program, policy, or product.

4.     Action Research:

This research aims at solving specific problems within a program, organization, or community. Patton described that design and data collection in action research tend to be more informal, and the people in the situation are directly involved in gathering information and studying problem.

Conclusion

Research is an interesting but tedious endeavour, and the world will not develop without it. Anyway, people will always ask questions, and answers to the questions will always be sought. Man will always be faced with problems, and solutions will always be provided. Curiosity is also an ardent part of our world. That means that research has come to stay with man, and everyone should endeavour to enrich his own world through research.

References

Ali, Anthony. Fundamentals of Research in Education: Meks Publishers Nigeria LTD. Awka, 1996.

Cohen Louis et. al. Research Methods in Education (6^th ed) British journal of Education Technology Vol. 42. 2011.

Creswell Louis et.al. Educational Research: Planning, conduction and evaluating quantitative and qualitative research. Upper Saddle River: Pearson, 2008.

Patton, Michael Quinn. Qualitative Evaluation and research Methods (2^nd ed). Newbury Park, CA: Sage. 1990.

The English Syllable

 

Language is in multiple dimensions structured to achieve one linguistic function or the other. Because language is structured, that is why it can be studied and explained. The understanding of the structures enables learners to understand the workings of linguistic properties and apply them in language learning or teaching. The syllable is one of such structured aspects of language that can be studied.

The structural sequence of sounds in utterances can vary according to the language. This is to say that syllabic unites don’t have to be structurally similar in English and other languages. This is why it necessary to state from the start that this discussion is about the English syllable specifically.

Why do we need to understand the syllable?

The syllable is an important part of language. A good knowledge of it will help in proper pronunciation of words. That is to say that a poor understanding of how the syllable works in utterances will make it difficult for a language user to express his or her ideas well.

Additionally, rhythm in speaking cannot be properly used or studied unless one has adequate understanding of the operation of the syllable.

Understanding the syllable helps a speaker to know which part of a word to emphasize by accentuating it; and proper accentuation of syllables can enhance meaning and make communication effective.

What is a syllable?

A syllable is a unit of an utterance. An utterance can be a word, a phrase or a complete sentence. Every utterance is a collection of small units (syllable). It contains one or more sounds; but the obligatory component is the vowel, except for the syllabic consonants. The syllabic unit is made up of either only a vowel sound or a vowel sound and one or more consonant sounds attached before or after the vowel. The breaking down of an utterance into syllabic units is called syllabification.

After the definition like the one given above, it does not seem a difficult task to identify the syllable in words of one or more syllables. We, chore, art, on, run, fine, drink etc. are words of one syllable. Father, wisdom, content, rather are words of two syllables. We can also have division, comforted, vibration, deposit and readiness as words of three syllables. However words like bottling and realistic can be controversial in terms of determining the number of syllables in them.

 

Structure of the English syllable

The syllable is divided into two constituents: the onset and the rhyme. The rhyme is further divided into the peak and coda. Onsets and codas are occupied by consonant sounds. In linear presentation the structure of a syllable will be C(V)C where the initial C and the final C both represent consonant sounds while the V represents vowel sounds. The V is enclosed in a bracket to show that it is an obligatory element of the syllable structure. The others are nonobligatory because they can be missing in the structure. In a diagrammatic presentation, the syllable structure is shown bellow.

The onset of the syllable

The onset is not always present in a syllable. Words such as it, art, and egg are words that do not have onset. They begin with the nucleus which is also called peak, so that the structure will be as shown below. The English syllable can be displayed in a tree diagram. This diagram enables the learner to see how the syllable is divided into phonemic units (unit of sounds). The same way syllables combine to form a word; that is how phonemes combine to form a syllable.

It is possible to have more than one consonant at the onset. Example of such words are cram, drum, sky, scream and spring. As such it can be seen as one consonant onset, two consonant onset or three consonant onset according to the number of consonants making up the onset.

 

 

 

 

 

 

The rhyme of the syllable

The rhyme is the right arm of the syllable structure. It consists of either only the peak or the peak and the coda. That is, it contains either only a vowel sound or a vowel and a consonant sound following it. Words such as tea, say, we are in this category of syllables. Compare the structural display of car and card below.

                                               

  Such syllables that do not have coda are called open syllable while the syllables with coda are called closed syllable.

The Coda of the syllable

The coda of the syllable refers to the consonant sound or sounds that follow the peak. It is in many aspects like the onset but in a further study that will have to do with sonority levels, their differences will not be ignorable. Similar to the onset, the coda can have more than one consonants: craft, films, act and dump. As such, we can talk about one consonant, two consonant or three consonant codas.

Syllable boundaries

How do we determine the start or end of a syllable? Much earlier in this discussion we stated that the English language has a syllable structure that is different from that of some other languages. Determining the boundary of the syllable is one of such areas that reveal such difference.  The English syllable does not have an easily divisible structure like that of French and Japanese.

Determining the number of syllables in an utterance is not a problem as it is only to locate the peaks, which are vowel sounds and sonorous. The peaks represent the centre of the syllable. It is problematic to set the boundaries in words such as funny, bitter, mattress. These words are disyllabic (having two syllables). How can we tell whether the word medial consonant should align with the left syllable as coda or with the right syllable as the onset.

 

Mono syllabic words have only one peak.

 Disyllabic words have two peaks

Trisylabic words have three peaks

Multisyllabic have more than three peaks.

 

The English Rhythm

Generally, the word rhythm refers to regular repeated pattern. This can come in form of sound, movement or writing. In language, rhythm is based on the movement of the sonority of the voice in the event of making an utterance divided by equal timing. There is a regular upward and downward movement of the voice as one speaks.

English is described as stress-timed as opposed to some other languages, especially African languages, which are syllable timed. To be stress-timed means that an utterance is made with an alternating stress levels of the syllables. It means some words are made to be more clearly heard than other words in an utterance.

Stress means the level of energy exerted; so stressed syllables are syllables are pronounced with more energy when compared to the level of energy applied in the production of neighboring syllables. Syllables are produced in terms of weak and strong stressing. The stressed syllables are said to be strong while the unstressed syllables are said to be weak.

In English language rhythm divides an utterance us as the time is near into two equally timed parts containing strong and weak syllables. The is weak , time is strong is is weak, near is strong; and the rhythm goes on and on to the end of the utterance no matter how long. Where W stands for weak, and S stands for strong, we will have SWSW as the rhythmic pattern for

W       S     W      S

The  time is near.

 

The combination of a weak and a strong syllable forms a foot. The above utterance has two feet.  A feet contains on strong syllable and one or more week syllables. Paul is to water the flowers has three feet according to the number of strong syllables.

S    W W  S    W   W   S   W

            Paul is to water the flowers

 

Which words should be stressed in English sentence?

Not every word in the sentence should be stressed. The words that should be stressed are content words. They are words belonging to the following parts of speech: noun, verb, adverb and adjective. Other words such as prepositions, auxiliary verbs, articles and pronouns are function words. They are generally not stressed in expressions.

W      S    W   W   S

The boy is my friend