Research methodologies used in social sciences

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Compare and contrast research methodologies used in social sciences
Scenario
Choose a role from anthropology, human services, criminal justice, or political science. You have been working in this role in Washington, DC, at the Department of Justice (DOJ). You have recently decided to apply for another position within the DOJ, and you have been asked by the interview committee, which is comprised of potential peers and management, to explain methodologies used in research related to a topic in your field. You will demonstrate your critical thinking about research through an analysis of multiple methodologies within the same topic. This will be presented in a formal interview presentation.

Directions
Interview Presentation
You are analyzing research studies related to your field by discussing different types of research, their benefits and drawbacks, and why each method would be used. After choosing some of these sources earlier in the course, and after receiving professor feedback, complete the following:

Identify relevant quantitative, qualitative, and mixed-methodology research studies. Include the following:
An example of each methodology in three separate studies
An explanation of how each research study fits the definition for the type of methodology
An explanation of how each research study directly relates to your intended topic
Explain the benefits of using each of the three major methodologies for your identified research topic. Include the following:
An explanation of how each methodology supports the research topic
An explanation of the potential results that each methodology might produce
Explain the drawbacks (potential downfalls or limitations) of using each of the three major methodologies for your identified research topic. Include the following:
An explanation of the identified drawbacks or limitations to the methodology
An explanation of where these drawbacks or limitations might be seen in each methodology
Explain why each researcher may have chosen their particular methodology to answer the research question. Include the following:
An explanation of the benefits of each methodology as they were applied to the research question
An explanation of the drawbacks of each methodology as they were applied to the research question
An explanation of why the researchers might think the benefits outweigh the drawbacks
What to Submit

Sample Solution

nderlying concept and semantic information, and syntactic constructions (Schmitt, 2002: 42).
Only a small part of the vocabulary of a language and the semantic information of this vocabulary can be learned by teaching. The knowledge of vocabulary is so great that it is impossible to learn it all this way. Every word learned through instruction may not be able to reach the learner\’s lexical competence. For this reason, it would be wrong to expect that all of the word information will be learned this way.

4.3.1 Number of Words to Teach
When learning vocabulary through teaching, the number of vocabulary to be taught needs to be determined in advance. In this learning method, there are many questions about both the teacher and the student, about the number of words to be taught and learned, and what they should be. This is at the beginning of the decisions that need to be made before learning the word.
Many researchers today argue that a large number of vocabulary learning is required in the first stages of language learning (at least 3000 high frequency words) (Richards and Renandya, 2002: 259).

Among the ways in which the words to be taught can be identified, the province may be to use lists where the most commonly used words are identified. The most famous and most commonly used word list is West\’s (1953) \”General Service List of English Words\”. This list gives about 2000 words, along with meaning and frequency information, from millions of words.
Although it is quite old, it still can not be filled. Nation (1990) argues that knowing the words in this list means knowing about 80% of the words in any written text, which in turn contributes to the motivation of students (Richards and Renandya, 2002: 259).

In order to have general academic vocabulary knowledge, it is necessary to know the 3,000 most commonly used words, because this proportion constitutes a large majority of the words of an average text. Laufer (1990) found that at least 3,000 words

It is necessary for effective reading at university level, and for 5000 words to be able to achieve academic achievement (Richards and Renandya, 2002: 260). Another way to determine the number of words that need to be taught is to use the Nation (1990) word-level test or checklist (Richards and Renandya, 2002:

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