Real life research is among the popular ways of connecting to the real world. This method of research involves students using literacy in real circumstances that require reading and writing, including field trips outside of classroom. For instance, instructors often avail chances for their learners to study carte du jour in classroom and then go to an eatery to order in French of English.
Sometimes instructors demo how to search kids’ books about their native nation on the Internet using Google Books, Amazon or online bookstores and then inquire with the school library to know if these books are available, thus connecting reading and writing with real life technology. Real life research approach is a contemplative process of advanced problem solving used by researchers working with others in groups to better the way they deal with issues and find solutions to problems.
The success of real life research has been a point of discussion for many researchers, including (Bransford, Brown & Cocking, 2000). In their study, Bransford, Brown, and Cocking (2000) found out learners in classes where instructors made links to real life developed basic reading skills at a high progression rate. Second language learning and adult literacy also manifest the positive impact of real life research because they often focus on task-based learning and communicative interactions.
Providing a model of instruction placed in a particular context, including literacy and language tasks contemplative of real life language application, will promote reading comprehension as well as greater language ability in the language being learned.
For example, Condelli, Wrigley, Yoon, et al. (2003) established that learners in classes where instructors linked teachings to real life contexts indicated greater advances on basic reading and research skills than learners in classes where instructors made fewer connections to real life.