Applied Linguistics

 

Applied Linguistics 1.1) TOPIC 1. AN OVERVIEW OF APPLIED LINGUISTICS 1.1. What is Applied Lin!isti"s #AL)$ %!ltidis"iplina&it' and inte&dis"iplina&it'

Essentially a problem - driven discipline - Narrow and broad definitions of the term “Applied Linguistics” Applied Linguistics is concerned with language teaching in mother tongue education or with the teaching and learning of foreign/second languages (Wilins! "#$%& 'aplan! "##& )ridhar! "##*+ Applied linguistics is an academic discipline “concerned with the relation of  nowledge about language to decision maing in the real world, (, , ,+ applied linguistics sets out to investigate problems in the world in which language is implicated  both educational and social problems”, (.oo! %*+ n a broad sense! applied linguistics is concerned with increasing understanding of  the role of language in human affairs and thereby with providing the nowledge necessary for those who are responsible for taing language-related decisions whether the need for these arises in the classroom! the worplace! the law court or the laboratory, Wilins ("###0 $+! cited in 1, )chmitt and 2, .elce-2urcia (%%0 "+, - 3ther uses of the term “Applied Linguistics” Applied linguistics is using what we now about a+ language b+4ow it5s learned c+ 4ow it used to achieve some purpose or solve some problem in the real world - Applied Linguistics versus (6heoretical+ Linguistics0 Applie App lied d Lingui Linguisti stics cs dif diffe fers rs from from Lingui Linguisti stics cs in gener general al mainly mainly with with respec respectt to its e7plic e7plicit it orientation towards practical! everyday problems related to language and communication (http0//www,aila,info/about,html + Applied linguistics is essentially a problem-driven discipline! rather than a theorydriven one (2c.arthy! %"0 8+ 9 What does success in the AL enterpr enterprise ise depend on: ", dentifying and defining problems, %, .onte7tualising those problems within linguistic study and developing a theoretical stance, *, Employing appropriate resources for the e7ploration of possible solutions, 8, Evaluating the proposed solutions,

9 What might fall within the domain of typical AL problems: problems:

 

- Applied Linguistics0 2ultidisciplinarity and interdisciplinarity 6A)') 6A)') " A1; % 1.(. The deel*p+ent *, Applied Lin!isti"s.

- Applied Linguistics during the twentieth century0 9 language teaching concerns 9 incorporating social/cultural and conte7tual elements into Applied Linguistics 9 The content of section 1.2 is mainly based on Reading 1 Readin 10 )chmitt! 1, and 2, .elce-2urcia (%%+, n )chmitt! 1, (ed,+! chapter "0 "-"ragmati matics cs t studies the factors that govern our choice of language in social interaction and the *, >rag effects of our choice on others, 6his field overlaps with other areas! such as sociolinguistics or discourse analysis! among others, (.rystal! "#=$0 "%+

8, Le7icology 6he study of the history and present state of a language5s vocabulary, (.rystal! "#=$0 8%8+ ?,  1eurolinguistics 6he study of the neurological basis of language development an use in human ?, ?, 1eurolinguistics  beings! especially of the brain5 s control over the processes processes of speech and understanding, (.rystal! "#=$0 8"%+ sycholinguistics  >sycholinguistics 6he study of the relationship between linguistic behaviour and the

 

 psychological processes processes (e,g, memory! memory! attention+ thought thought to underlie it, (.rystal! "#=$0 "#=$0 8"%+ behaviour!! #, Ethnography  Ethnography 6he study of the forms and functions of communicative behaviour  both verbal and non-verbal! in particular social settings (;avies! "###0 "8$+ / 6he study of  language in relation to the social and cultural variables that influence human interaction, (.rystal! "#=$0 8%+ ", .orpus linguistics  linguistics t uses large collections of both spoen and written natural te7ts tht are stored on computers (@eppen and )impson! %%0 #%+ linguistics stics 6he study of any te7t or item of spoen/written language which has "", orensic lingui relevance to a criminal or civil dispute! or which relates to what goes on in a court of law! or or to the language of the law itself, 6hus the linguist may be called upon to analyse a very wide variety of  documents! e,g, agreements relating to ancient territorial disputes! the Buality of court interpreting! an allegation of Cverballing5 (claims by defendants that their statements were altered by police officers+! a disputed will! a suicide note! etc, (based on http0//www,thete7t,co,u/inde7,html+ "%, L% AcBuisition AcBuisition 6his  6his is the common term used for the name of the field, t refers to the learning of another language after the native language has been learned, )ometimes the term refers to the learning of a third of fourth language (Dass and )eliner! %"08+ %"08+

"*, .ritical ;iscourse Analysis  might be defined as fundamentally interested in analysing opaBue as well as transparent structural relationships of dominance! discrimination!  power and control as manifested in language, n other words! .ritical ;iscourse Analysis aimss to in aim inve vesti stiga gate te criti critical cally ly so soci cial al in ineB eBua uali lity ty as it is e7 e7pr press essed ed!! co cons nstit titut uted ed!! legitimied! legitim ied! and so on! by language language use (or in discourse+, discourse+, (Wei (Weiss ss and Woda! Woda! %*0 "?+, According to ;avies ("###+! this approach “analyses how linguistic choices in te7ts are used to maintain and create social ineBualities”,

"8, Ethnomethodology  6he use of transcripts of conversations to develop descriptions of  the interlocutors interlocutors55 nowledge! nowledge! especially of the social situation in which they interact (;avies! "###0 "8$+ / 6he detailed study of the techniBues used during linguistic interaction, (.rystal! "#=$0 8%+, Tas- (. G&*!p the ,*ll*in titles *, p&esentati*ns ien at AESLA (//0 and AILA (// int* thei& "*&&esp*ndin panels2st&ands in the ta3le1. 4!sti,' '*!& anse&. #5*! "an &ite the n!+3e& in the &iht "*l!+n *, the ta3le a3*e.)

oreign Language 6eaching 6eaching and 6eacher 6eacher Education "! * ;iscourse Analysis #! "% Le7icology and Le7icography ""

 

)ociolinguistics ?! < 6ranslation and nterpreting =  .orpus Linguistics! .omputational Linguistics and Linguistic Engineering $! " Language >olicy % >ragmatics 8

", 2a7imi 2a7imiin ing g EL learne learners5 rs5 commun communicat icative ive compet competenc encee throug through h cooper cooperativ ativee learning, %, A reflection on the linguistic situation of the Derman-Frailian communities, *, .ont .onten entt an and d lang langua uage ge n nte tegr grat ated ed learn learnin ing g in 6eac ache herr Educ Educati ation on00 Fili Filing ngua uall Approaches supporting multilingualism 8, >hat >hatic ic utter utteran ance cess as fa facece-th threa reaten tenin ing/ g/sa savi ving ng ac acts ts or po poli lite tenes nesss strat strateg egie ies0 s0 a  pragmatic reflection for their teaching in the L% class, ?, 2ade in G)A, Americanisms in )panish advertising, EE.4 .322G16M 9 6 @EE@) 63 F364 '13WLE;DE A1; )'LL 1 G)1D 64E '13WLE;DE .32>31E16)0 8 A@EA) 3 '13WLE;DE A1; )'LL Tas- 1. %at"h the DEFINITION ith the TER% 1. Grammatical competence 3. Discourse competence 2. Sociolinguistic competence 4. Strategic competence A, 'nowledge of how to combine grammatical forms and meanings to achieve a

unified te7t, *

 

F, Appropriateness in meaning (the right speech act! i,e,! complaining! suggesting! etc,+ and in form, % ., 2astery of verbal and non-verbal communication strategies that can compensate for breadown in communication, " ;, 2astery of linguistic code itself, 8

Tas- (. Identi,' the t'pe *, C.C. in*led in ea"h *, these a"tiities. 4!sti,' '*!& anse&. ", 'nowing how to apologie, % %, @ecogniing paragraph marers in a te7t, * *, Feing able to construct conditional clauses, " 8, 'nowing how to use a dictionary, 8 ?, 'nowing how to interrupt interrupt in a conversation, conversation, %ositive reinforcement0 such reinforcement helps the students develop correct habits, Pa&t III6 In '*!& *pini*n7 hat a&e the +ain adantaes *&2and disadantaes *, !sin this +eth*d$

A0 2y opinion is that this method is obsolete! this video was made in "##! now we are in %"8! how could we apply this method in our generation: 4owever is not saying that this method is not fine! rather it needs to evolve! the main advantage is that spoen language is more important than the written language!  support this idea without a doubt, Fut in the video! the students were adults! it is confirmed that grown-ups are less efficient in learning written language, 4owever if  this method wants to be applicable for adolescents or children in our generation! it would be better  to show the written te7t (even pictures+ frist! then combine it with this method! multimodal te7t would be a better way of studying,

TOPIC ( APPLIED LINGUISTICS AND FIRST LANGUAGE ACUISITION APPLIED LINGUISTICS AND FIRST LANGUAGE ACUISITION #L1) "a+p!s !nde& the ,ile 6heories of irst Language (.1) The*&ie The*&iess *, L1 A"B!isit A"B!isiti*n i*n #See "a+p!s AcBuisition  ) AcBuisition

2ore notes0 th

2ar, <  %"8  .hildren attempt to imitate and practice sounds and patterns produced by those around them, 

t encouraged by positive reinforcement they would continue to imitate/practice the sounds and patterns they heard

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.ontinuous imitation and practice formation of “habits” of correct language use

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Adherence to the scientific method

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As a result! such concepts as consciousness and intuition were regarded as “mentalistic” illegitimate domains of inBuiry

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ocus on form/study on surface structure

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ocus on correctness and primary interest in the phonetic system of language

 

4owever! their grammatical grammatical ability cannot be e7plained on the basis of imitation0 .hildren seen unable to imitate grammar construction e7actly (e,g the single negative pattern+ 

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