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This article reports the results of a survey of 121 professionals in applied linguistics about their knowledge of and attitudes toward statistics and empirical research. Respondents were asked to rate their knowledge of statistical concepts and procedures, to react to statements about the role of statistics and the importance of quantitative methods, and to respond to research situations where statistics are often used. The survey results indicate a range of knowledge of the concepts and procedures associated with empirical research. Respondents also showed differing attitudes about the usefulness of statistics and techniques in research methodology and the need to be informed about such procedures. The results of this study are useful as a “gauge” of literacy in research methodology and statistics in our field and as evidence that a need for such literacy exists.

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Several excellent articles and books have been written, based on discourse analyses of spoken language, which can infrom teachers (and teacher educators) about features and conventions that are unique to spoken English (Brown, et al. 1984, Brown and Yule 1983, Bygate 1987, Melrose 1989, Tannen 1989) or about differences between authentic, naturalistic discourse and that fount in textbooks (Cathcart 1989, Scotton and Bernstein 1988). These approaches, clearly, have applications and implications for language instruction. However, it is the intent of this paper to discuss the ways in which discourse analysis itself can be useful for language learners as a tool for speaking and listening instruction. Many of the techniques and activities described in this paper bring students into the role of active participant in their own language learning processes, requiring them to collect and produce their own language “data,” to analyze these materials, and to become conscious of the skills involved with language production.

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