Second language acquisition and ultimate attainmentOya Katırcı
The document discusses the concept of ultimate attainment in second language acquisition research. Ultimate attainment refers to the end state or final level of proficiency achieved by second language learners. The study of ultimate attainment provides insights into limitations on second language learning. While first language acquisition universally results in native-like competence, second language acquisition often leads to non-native like outcomes. Younger ages of second language acquisition are associated with higher levels of ultimate attainment. The end state may be incomplete or divergent from the target language. Access to Universal Grammar and differences between language pairs also influence ultimate attainment.
Transactional and Interactional Function of Language discusses the different functions of language. Transactional language is used to transfer information and achieve specific goals or results, while interactional language serves to maintain social relationships. Transactional language involves communication strategies, questioning, clarification, and confirmation. Interactional language aims to create connections, trust, and a positive social atmosphere. Several aspects can influence politeness in communication, including culture, social status, distance, age, and power dynamics.
Interlanguage refers to a learner's language that has features of both their first and second languages. It was coined by Selinker and has five principles including language transfer and overgeneralization. Interlanguage is permeable, dynamic, and systematic, with three key features - it incorporates aspects of the learner's other languages, it changes and develops over time, and it has its own internal structure and logic.
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
The document discusses corpus linguistics and different types of corpora. It defines corpus linguistics as the study of language based on large collections of electronic texts, known as corpora. It describes general corpora, specialized corpora, historical/diachronic corpora, regional corpora, learner corpora, multilingual corpora, comparable corpora, and parallel corpora. It also discusses corpus annotation, concordancing, frequency and keyword lists, collocation, and software used for corpus analysis.
The document summarizes key points from chapters in a book on language assessment principles and classroom practices. It discusses informal and formal assessment, norm-referenced versus criterion-referenced tests, designing classroom language tests, standardized testing, standards-based assessment, and alternatives to testing such as portfolios. The principles of practicality, reliability, validity, authenticity and washback are explained in relation to test design and evaluation of student language skills. Different types of tasks for assessing the skills of listening, speaking, reading and writing are also outlined.
Second language acquisition and ultimate attainmentOya Katırcı
The document discusses the concept of ultimate attainment in second language acquisition research. Ultimate attainment refers to the end state or final level of proficiency achieved by second language learners. The study of ultimate attainment provides insights into limitations on second language learning. While first language acquisition universally results in native-like competence, second language acquisition often leads to non-native like outcomes. Younger ages of second language acquisition are associated with higher levels of ultimate attainment. The end state may be incomplete or divergent from the target language. Access to Universal Grammar and differences between language pairs also influence ultimate attainment.
Transactional and Interactional Function of Language discusses the different functions of language. Transactional language is used to transfer information and achieve specific goals or results, while interactional language serves to maintain social relationships. Transactional language involves communication strategies, questioning, clarification, and confirmation. Interactional language aims to create connections, trust, and a positive social atmosphere. Several aspects can influence politeness in communication, including culture, social status, distance, age, and power dynamics.
Interlanguage refers to a learner's language that has features of both their first and second languages. It was coined by Selinker and has five principles including language transfer and overgeneralization. Interlanguage is permeable, dynamic, and systematic, with three key features - it incorporates aspects of the learner's other languages, it changes and develops over time, and it has its own internal structure and logic.
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
This document discusses key concepts in second language acquisition, including:
- The difference between first and second language acquisition, with second language acquisition referring to learning additional languages beyond one's native tongue.
- Factors that can help or hinder second language learning such as interaction level, age, and affective barriers like embarrassment.
- Educational approaches to teaching second languages including grammar-translation, audio-lingual, and communicative methods.
- Concepts like interlanguage, fossilization, input/output, and motivation that influence the second language learning process.
The document discusses corpus linguistics and different types of corpora. It defines corpus linguistics as the study of language based on large collections of electronic texts, known as corpora. It describes general corpora, specialized corpora, historical/diachronic corpora, regional corpora, learner corpora, multilingual corpora, comparable corpora, and parallel corpora. It also discusses corpus annotation, concordancing, frequency and keyword lists, collocation, and software used for corpus analysis.
The document summarizes key points from chapters in a book on language assessment principles and classroom practices. It discusses informal and formal assessment, norm-referenced versus criterion-referenced tests, designing classroom language tests, standardized testing, standards-based assessment, and alternatives to testing such as portfolios. The principles of practicality, reliability, validity, authenticity and washback are explained in relation to test design and evaluation of student language skills. Different types of tasks for assessing the skills of listening, speaking, reading and writing are also outlined.
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
This document discusses input, interaction, and output in second language acquisition. It defines input as the language a learner is exposed to, interaction as the conversations learners participate in which allow them to receive feedback, and output as language production which can help learners develop grammar. The document also examines feedback, both explicit and implicit, negotiation of meaning between interlocutors, and the role of attention in intake from input. It notes common misunderstandings of the interaction approach and debates regarding explicit versus implicit learning.
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
Second Language Acquisition (Error Analysis)Emeral Djunas
This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
Phonological and Graphological level examines the sound system and written form of language. The phonological level studies how sounds are organized into tone groups, feet, syllables and phonemes. The graphological level looks at how writers use punctuation, capitalization, spacing and other written elements to convey meaning and achieve stylistic effects. It identifies the basic written units of a language, such as the paragraph, sentence, word and letters in English.
1) When the brain matures during childhood, it lateralizes language functions to different hemispheres, with the left hemisphere controlling language.
2) The optimal time period for acquiring different aspects of a second language varies, from lower-order processes like pronunciation in early ages to higher-order functions like semantics later in maturation.
3) Both children and adults can acquire a second language successfully, though younger children may have an advantage due to increased plasticity and less developed self-identity and social awareness.
The document discusses several key concepts in second language acquisition (SLA) theory, including Krashen's input hypothesis, Long's interaction hypothesis, Chomsky's views on language acquisition, and Krashen's acquisition/learning hypothesis. It also examines notions of comprehensible input, the affective filter hypothesis, the monitor hypothesis, interlanguage, and negotiation of meaning. Generalizations from SLA research are presented regarding how adults and children acquire a second language in systematic ways through practice, but not in a way that achieves full native-like mastery.
Input, interaction, and second language acquisitionPe Tii
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
The document discusses hypotheses about second language learners' language development. It describes the interlanguage hypothesis proposed by Larry Selinker, which posits that learners develop an "interlanguage" between their native and target languages. This interlanguage is systematic and evolving. Selinker identified five processes in second language learning: language transfer, overgeneralization, transfer of training, learning strategies, and communication strategies. The document also discusses the approximative system hypothesis and the notion of learners developing idiosyncratic dialects that blend features of their native and target languages.
The document discusses various concepts related to discourse analysis including defining discourse, objects of discourse analysis, coherence and cohesion, reference and substitution, and implicature. It provides examples to illustrate concepts like cohesive ties, transition markers, and how background knowledge is needed to interpret implicatures in conversations. Grice's cooperative principle of conversation and its maxims of quality, quantity, relation and manner are also summarized.
The document summarizes Grice's theory of conversational implicature, which proposes that conversations are generally cooperative endeavors governed by a cooperative principle and four maxims: quality, quantity, relation, and manner. It provides definitions and examples of each maxim, and explains how apparent violations of the maxims, known as floutings, can imply additional meanings through implicature.
This document discusses language learners and learner language. It defines learner language as the written or spoken language produced by a language learner. Researchers study learner language to understand how a learner's internal language representations develop over time. Errors in learner language are important to analyze, as they reveal how the learner's grammar is developing. The document outlines different ways to identify, describe, explain, and evaluate errors made by language learners. It also discusses developmental patterns in learner language, such as common acquisition stages and sequences. Variability in learner language is influenced by linguistic, situational, and psycholinguistic contexts.
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.
Discourse analysis refers to the study of relationships between language and context. It examines both written and spoken language in use. Discourse analysis has developed since the 1960s from various fields including linguistics, sociology, and philosophy. Key developments included studying language as social action, conversational structure, and the form and function of language. Discourse analysis interprets language based on both its grammatical form and communicative function within different social contexts and interactions.
Robert Lado was influential in the development of SLA theory and methods. He studied how language transfer affects foreign language learning. Specifically, he hypothesized that aspects of a foreign language similar to one's native language will be easier to learn, while differences will be more difficult. This contrastive analysis hypothesis informed the Audiolingual method and focus on minimal pairs.
This document discusses key concepts in conversation analysis. It defines interaction and conversation, and explains the basic structure of turn-taking in conversation. It also describes important conversational elements like pauses, overlaps, backchannels, conversational style, adjacency pairs, and preference structure. Adjacency pairs refer to expected question-answer sequences in conversations, while preference structure indicates that acceptance is a more preferred response than refusal.
This presentation discusses Grice's cooperative principle and maxims of conversation. It outlines the maxim of quality, quantity, relevance, and manner. Examples are provided of violating and flouting these maxims in conversation. The presentation concludes that Grice's cooperative principle specifies rules or maxims that speakers should follow to achieve cooperation when conversing.
Pre-school education in Malaysia is provided through government-run, private, and non-governmental organizations' kindergartens. The government provides common guidelines for a syllabus. Two examples highlighted are the Child Care Centre at the International Islamic University, which cares for children from 2 months to 6 years old, and Tadika Seri Soka Kindergarten, which has 510 students and 62 teachers. Pre-schools aim to educate children to be righteous, intelligent, healthy individuals and good future citizens through developing their physical, mental, emotional, and spiritual skills. They utilize resources like libraries, gardens, and multimedia and emphasize teaching processes like language development, mathematics, and other subjects through activities.
This document provides definitions and concepts related to a common societal language. It defines key terms like society, citizens, types of citizens, societal resources, and barriers to interconnections. The goal is to establish a shared framework and context for discussion across different fields to help create meaningful dialogue around societal problems. It aims to encompass the domain of discussion, encourage context-specific solutions, and identify interventions compatible with the defined context.
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
This document discusses input, interaction, and output in second language acquisition. It defines input as the language a learner is exposed to, interaction as the conversations learners participate in which allow them to receive feedback, and output as language production which can help learners develop grammar. The document also examines feedback, both explicit and implicit, negotiation of meaning between interlocutors, and the role of attention in intake from input. It notes common misunderstandings of the interaction approach and debates regarding explicit versus implicit learning.
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
Second Language Acquisition (Error Analysis)Emeral Djunas
This document discusses error analysis in second language acquisition. It defines error as evidence of a lack of learning, and distinguishes errors from mistakes which are accidental. Error analysis emerged to address limitations of contrastive analysis, finding that errors also result from the complexities of the second language itself, known as intralingual errors. These can be classified by type, language competency, language level, and gravity. Error analysis follows steps of collecting language samples, identifying errors, describing and classifying them, and explaining errors. It informs teaching by showing learning occurs through errors, and helps teachers understand student learning. However, error analysis also has weaknesses like insufficient attention to factors influencing errors.
Phonological and Graphological level examines the sound system and written form of language. The phonological level studies how sounds are organized into tone groups, feet, syllables and phonemes. The graphological level looks at how writers use punctuation, capitalization, spacing and other written elements to convey meaning and achieve stylistic effects. It identifies the basic written units of a language, such as the paragraph, sentence, word and letters in English.
1) When the brain matures during childhood, it lateralizes language functions to different hemispheres, with the left hemisphere controlling language.
2) The optimal time period for acquiring different aspects of a second language varies, from lower-order processes like pronunciation in early ages to higher-order functions like semantics later in maturation.
3) Both children and adults can acquire a second language successfully, though younger children may have an advantage due to increased plasticity and less developed self-identity and social awareness.
The document discusses several key concepts in second language acquisition (SLA) theory, including Krashen's input hypothesis, Long's interaction hypothesis, Chomsky's views on language acquisition, and Krashen's acquisition/learning hypothesis. It also examines notions of comprehensible input, the affective filter hypothesis, the monitor hypothesis, interlanguage, and negotiation of meaning. Generalizations from SLA research are presented regarding how adults and children acquire a second language in systematic ways through practice, but not in a way that achieves full native-like mastery.
Input, interaction, and second language acquisitionPe Tii
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
The document discusses hypotheses about second language learners' language development. It describes the interlanguage hypothesis proposed by Larry Selinker, which posits that learners develop an "interlanguage" between their native and target languages. This interlanguage is systematic and evolving. Selinker identified five processes in second language learning: language transfer, overgeneralization, transfer of training, learning strategies, and communication strategies. The document also discusses the approximative system hypothesis and the notion of learners developing idiosyncratic dialects that blend features of their native and target languages.
The document discusses various concepts related to discourse analysis including defining discourse, objects of discourse analysis, coherence and cohesion, reference and substitution, and implicature. It provides examples to illustrate concepts like cohesive ties, transition markers, and how background knowledge is needed to interpret implicatures in conversations. Grice's cooperative principle of conversation and its maxims of quality, quantity, relation and manner are also summarized.
The document summarizes Grice's theory of conversational implicature, which proposes that conversations are generally cooperative endeavors governed by a cooperative principle and four maxims: quality, quantity, relation, and manner. It provides definitions and examples of each maxim, and explains how apparent violations of the maxims, known as floutings, can imply additional meanings through implicature.
This document discusses language learners and learner language. It defines learner language as the written or spoken language produced by a language learner. Researchers study learner language to understand how a learner's internal language representations develop over time. Errors in learner language are important to analyze, as they reveal how the learner's grammar is developing. The document outlines different ways to identify, describe, explain, and evaluate errors made by language learners. It also discusses developmental patterns in learner language, such as common acquisition stages and sequences. Variability in learner language is influenced by linguistic, situational, and psycholinguistic contexts.
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.
Discourse analysis refers to the study of relationships between language and context. It examines both written and spoken language in use. Discourse analysis has developed since the 1960s from various fields including linguistics, sociology, and philosophy. Key developments included studying language as social action, conversational structure, and the form and function of language. Discourse analysis interprets language based on both its grammatical form and communicative function within different social contexts and interactions.
Robert Lado was influential in the development of SLA theory and methods. He studied how language transfer affects foreign language learning. Specifically, he hypothesized that aspects of a foreign language similar to one's native language will be easier to learn, while differences will be more difficult. This contrastive analysis hypothesis informed the Audiolingual method and focus on minimal pairs.
This document discusses key concepts in conversation analysis. It defines interaction and conversation, and explains the basic structure of turn-taking in conversation. It also describes important conversational elements like pauses, overlaps, backchannels, conversational style, adjacency pairs, and preference structure. Adjacency pairs refer to expected question-answer sequences in conversations, while preference structure indicates that acceptance is a more preferred response than refusal.
This presentation discusses Grice's cooperative principle and maxims of conversation. It outlines the maxim of quality, quantity, relevance, and manner. Examples are provided of violating and flouting these maxims in conversation. The presentation concludes that Grice's cooperative principle specifies rules or maxims that speakers should follow to achieve cooperation when conversing.
Pre-school education in Malaysia is provided through government-run, private, and non-governmental organizations' kindergartens. The government provides common guidelines for a syllabus. Two examples highlighted are the Child Care Centre at the International Islamic University, which cares for children from 2 months to 6 years old, and Tadika Seri Soka Kindergarten, which has 510 students and 62 teachers. Pre-schools aim to educate children to be righteous, intelligent, healthy individuals and good future citizens through developing their physical, mental, emotional, and spiritual skills. They utilize resources like libraries, gardens, and multimedia and emphasize teaching processes like language development, mathematics, and other subjects through activities.
This document provides definitions and concepts related to a common societal language. It defines key terms like society, citizens, types of citizens, societal resources, and barriers to interconnections. The goal is to establish a shared framework and context for discussion across different fields to help create meaningful dialogue around societal problems. It aims to encompass the domain of discussion, encourage context-specific solutions, and identify interventions compatible with the defined context.
Dealing with Behavioral Challenges in Pre School Children - Workshop day2PSTTI
This document provides information on identifying and providing for children with special needs. It discusses development across several domains including physical, cognitive, social/emotional, and communication. Specific areas covered include information processing skills like attention and memory, language processing, speech development, and social skills development. The document aims to help understand child development and identify potential developmental delays or disabilities.
1. The document covers various topics in human development from conception through adulthood, including physical, cognitive, language, moral, and gender development at different life stages.
2. It discusses theories of cognitive development from Piaget and moral development from Kohlberg, as well as Erikson's stages of psychosocial development.
3. The document also addresses resilience and challenges the assumption that childhood traumas inevitably continue to affect people, finding that most individuals recover from difficult experiences like war, abuse, or family alcoholism.
The document discusses the field of linguistics and what it involves. It states that linguistics is not the same as the study of language history, learning multiple languages, literary criticism, or traditional grammar studies. Linguistics involves the scientific study of language structure and includes subfields like phonetics, phonology, morphology, syntax, semantics, and pragmatics. It concludes that a degree in linguistics can open up career opportunities in fields like education, publishing, media, social services, and language-related research.
Listening is an important communication skill. The document makes three key points:
1. Listening accounts for 45% of a typical workday and 45% of a business person's salary is earned from listening skills. Good listeners are perceived as more intelligent and have greater chances of career advancement.
2. Teaching listening involves three stages - pre-listening, while listening, and post-listening activities. Pre-listening prepares students and activates background knowledge. While listening includes activities like gap filling, multiple choice, and true/false questions.
3. Improving listening skills requires identifying objectives, evaluating habits, generating motivation, eliminating distractions, asking questions, and evaluating progress. Good listening is an essential skill for
Communication skills listening and speaking skillsusmancp2611
The document discusses speaking and listening skills. It defines speaking as conveying information through spoken language and notes the importance of speaking skills for communicating effectively. Potential barriers to speaking mentioned include physical, perceptual, emotional, cultural, language, gender, and interpersonal factors. Effective speaking involves thinking before speaking, knowing the message and audience, using simple language, and sticking to time schedules. The document also defines listening as paying attention to sound and differentiates it from hearing. Barriers to listening are discussed, including environmental, linguistic, psychological, physiological, perceptual, content, and personal barriers. Techniques for effective listening include preparing to listen, avoiding prejudgments, being open-minded, giving feedback, and blocking out distractions.
The listening skill
DEFINITION AND EXAMPLES
Why we listen?
The skill of listening
Sounds , Vowels and Consonants
Word stress?
Sentence stress?
Intonation?
Some exercises for the development of listening skill
Graded practice exercises
Types of classroom listening performance
Some principles of teaching listening comprehension
Graphical Description
Conclusion
An Introduction to Applied Linguistics part 2Samira Rahmdel
The document discusses the scope and definition of applied linguistics. It begins by stating that applied linguistics is not exclusively about language teaching, but also involves other fields that utilize linguistic knowledge like speech therapy, literary criticism, and communications engineering. It then distinguishes applied linguistics as an activity rather than a theoretical study, using linguistic findings to address practical problems. Finally, it maps out the scope of applied linguistics by classifying its areas of study into three categories: language and education, language, work, and law, and language, information, and effect. Several examples are provided for each category to illustrate the broad and diverse range of activities to which applied linguistics is relevant.
This document summarizes growth and development in toddlers between 1 to 3 years of age. It discusses physical growth including height, weight, head circumference and motor development milestones. Sensory development of vision, hearing, taste and touch are also outlined. The document provides immunization schedules and recommendations on injury prevention and nutrition for toddlers.
This document discusses typical development for toddlers ages 18-36 months across several domains: social, emotional, physical, cognitive, and language. It outlines normal developmental milestones as well as potential abnormalities. It also provides examples of activities and strategies that teachers and caregivers can use to support development in each domain. The roles of teachers and adults in facilitating development are also described.
The document provides an overview of applied linguistics, including:
- Its origins in the 1940s through efforts to ally language teaching with linguistics.
- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
This document discusses the relationship between applied linguistics and language teaching. It defines applied linguistics as the theoretical and empirical investigation of real-world language problems. It explores how applied linguistics can positively impact language teachers by informing areas like teaching methods, materials development, and testing. The document also examines how linguistics, applied linguistics, and language teaching are interrelated and how descriptions of language can improve teaching.
This document provides an overview of an introductory linguistics course being offered at Boğaziçi University in summer 2019. It introduces the instructor, Dr. Konstantinos Sampanis, and provides information about grading, required readings, and an outline of course topics. The course will cover the main subfields of linguistics including morphology, syntax, semantics, phonetics, phonology, and linguistic typology. Students will be evaluated based on class participation, assignments, a midterm exam, and a final exam. Readings will be taken from the textbook "An Introduction to Language" and additional materials will be made available online.
Applied linguistics uses knowledge from linguistics and other fields like psychology, sociology, and anthropology to investigate and solve practical language-related problems in various contexts. It applies linguistic theories and methods to issues in areas such as education, workplace communication, language planning, and translation. While linguistics studies language in the abstract, applied linguistics is problem-driven and seeks to understand how language operates in real-world situations. It establishes a reciprocal relationship between theoretical expertise and practical experience with language issues. Applied linguistics plays an important role in language education by drawing on linguistic theories to inform teaching methods and stimulate innovation in language pedagogy.
Week 1 an introduction to the course.pptxzeinebayachi2
This document provides an introduction to applied linguistics. It defines linguistics as the scientific study of language and communication. Applied linguistics involves using linguistic research to solve real-world problems in various fields like education, law, and media. The document outlines key areas of applied linguistics like language teaching and learning, workplace communication, and translation. It also describes the focus of the course, including first language acquisition, the relationship between language and the mind/brain, and individual differences in language use.
LIN101 introduces students to the field of linguistics. The course is taught by Dr. Russell Rodrigo and aims to define linguistics, identify its scopes, examine language and linguistic concepts, and analyze language learning and acquisition. Students will be assessed through participation, discussions, assignments, and a presentation to demonstrate their understanding of course topics like syntax, morphology, phonology, semantics, and pragmatics.
This document discusses the history and various approaches to teaching pronunciation. It describes two general approaches: 1) an intuitive-imitative approach used before the 19th century where students imitate models, and 2) an analytic-linguistic approach developed later using phonetic tools to analyze and teach sounds explicitly. Subsequent sections outline methods like Audiolingualism and the Communicative Approach, discussing techniques such as minimal pairs, tongue twisters, and using visual aids to teach pronunciation communicatively and improve intelligibility.
This document discusses the history and various approaches to teaching pronunciation. It describes two general approaches: 1) an intuitive-imitative approach used before the 19th century where students imitate models without explicit instruction, and 2) an analytic-linguistic approach developed later using tools like phonetic alphabets to explicitly teach sounds. Subsequent methods incorporated aspects of both, including the Direct Method using imitation with some analysis, and Audiolingualism using imitation supported by linguistic information and minimal pair drills. Later approaches like the Cognitive Approach deemphasized pronunciation. The Communicative Approach stresses the importance of intelligible pronunciation for communication. The document outlines techniques commonly used to teach pronunciation communicatively.
This document discusses sociolinguistics and introduces several key concepts. It defines sociolinguistics as studying the relationship between language and society, and how social factors can influence linguistic variation. It examines why individuals may use language differently depending on social context like the participant, setting, topic and function. Varieties and codes are defined, and Hong Kong is presented as a multilingual speech community with both individual and societal bilingualism.
Linguistics and The Teacher
Yaseen Taha
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u Is linguistics a method of teaching?
u Many language teachers and learners tend to
ask this question: Why should we teach or learn
linguistics?
u What is the importance of linguistics?
u What do linguistics and teacher deal with?
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What is Linguistics?
u What are the main branches of linguistics?
Linguistics is the scientific study of language. There are three
aspects to this study: language form, language meaning, and
language in context
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u phonetics (the study of the production, acoustics and
hearing of speech sounds)
u phonology (the patterning of sounds)
u morphology (the structure of words)
u syntax (the structure of sentences)
u semantics (meaning)
u pragmatics (language in context)
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Linguistics?
Phonetics
sounds
Phonology
sounds
Morpholog
y words
Syntax
sentence
Semantics
meaning
Pragmatics
meaning
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u Linguistics is a major that gives you insight into one of the
most intriguing aspects of human knowledge and behavior.
Majoring in linguistics means that you will learn about
many aspects of human language, including sounds
(phonetics, phonology), words (morphology), sentences
(syntax), and meaning (semantics). It can involve looking
at how languages change over time (historical linguistics);
how language varies from situation to situation, group to
group, and place to place (sociolinguistics, dialectology);
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u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
language (computational linguistics); how people
acquire or learn language (language acquisition);
how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
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One very good reason for studying linguistics is that
language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: “The birth of language is the
dawn of humanity …. before we had words, we were not
human beings”
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u The relationship between linguistics and second language
teaching has always been a controversial one. Many linguists
have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
Language is more than just a means of communication. It influences our culture and even our thought processes. During the first four decades of the 20th century, language was viewed by American linguists and anthropologists as being more important than it actually is in shaping our perception of reality. This was mostly due to Edward Sapir and his student Benjamin Whorf who said that language predetermines what we see in the world around us. In other words, language acts like a polarizing lens on a camera in filtering reality--we see the real world only in the categories of our language.
9300AWEEK 1 What is language Our relationship with language. T.docxblondellchancy
9300A
WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition.
Readings:
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford
University Press. Chapter 1.
· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因:why do you need to learn English? Is there have some special reason to learn [academic, daily life])
· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]
· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]
· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?
· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.
·
WEEK 2: First Language Acquisition
Readings:
Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford
University Press. Chapter 1
Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.
Morphology; syntax
Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?
【Which stage do you think is the fastest progress in your second language?】
【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008
[学习者有没有背单词,是long-term memory 还是working memory?(cognition)]
Negation对立面p.9
WEEK 3: Behaviourism and Contrastive Analysis Hypothesis
Readings:
Brown, H. D. (2000). Principles of language learning and teaching. P.69-71
Ellis, R. (2015). Understanding second ...
This document discusses English for Specific Purposes (ESP). It defines ESP as teaching English for a particular subject or profession. ESP emerged for three main reasons - changing needs, advances in linguistics focusing on real communication, and prioritizing learners. ESP has specific characteristics, including focusing on learners' needs and disciplines. It uses various teaching methods and technologies and is designed for intermediate or advanced students, especially in professional contexts.
This document discusses idioms in the English language. It notes that idioms are an important part of mastering English as they go beyond just knowing word definitions to understanding figurative language. Learning idioms is challenging but important as native English speakers use them frequently in conversation. The document then provides definitions of idioms and discusses how they enrich the English language and make it more colorful. It emphasizes that understanding idioms requires grasping their non-literal meanings.
This document provides an introduction to applied linguistics. It defines linguistics as the scientific study of language and its goals to understand language in general. Applied linguistics is defined as using linguistic knowledge to solve real-world problems involving language. Some key points:
- Applied linguistics developed in the 1950s and uses theories from linguistics, education, psychology, and other fields to address issues like language teaching/learning, literacy, and language policy.
- It occupies an intermediary position, applying knowledge from language-related disciplines to understand and address practical language problems.
- This course will focus on applied linguistics to foreign language teaching and learning. It is organized around subfields like language education, language and
This document provides an overview of psycholinguistics, which studies the relationship between linguistic competence and performance. It discusses key topics including language acquisition theories like behaviorism, innateness, cognition, and input theory. The document outlines typical stages of language acquisition from babbling to telegraphic speech. It also covers bilingualism, second language acquisition, and how sign language is acquired similarly to spoken language.
The Importance Of Language In English LanguageHaley Johnson
The document discusses the importance of linguistics in the author's education and career goals. It explains that the author's individually designed major in linguistics reflects their interest in the overarching influence of language in human culture. Core linguistics courses have emphasized the history, development, perception of language, and development of foreign language skills. Studying topics like the history of the English language and bilingual education help prepare the author for discussion and investigation of language and future career in linguistics.
The document discusses the concept of English as a Lingua Franca (ELF) as an alternative to the traditional view of English having a 'standard' form based on Inner Circle varieties. It notes that ELF users prioritize effective communication over narrow definitions of correctness, making use of accommodation strategies, code-switching, and innovating in ways that create their own preferred forms. Research on ELF has found its users exploit the language through these means while focusing on successful interaction, not adherence to native speaker norms. The implications are that English teaching may need to take an ELF approach that develops accommodation skills and accepts global variation rather than discourage creativity.
Similar to Ch 1 language-Presented by Mr. Kak Sovanna (20)
This document discusses 11 word formation processes: etymology, coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronym, derivation, and multiple processes. It provides examples for each process and explains how new words are created through modifying, combining, shortening, or deriving elements from existing words. The key word formation processes that generate many new English words are borrowing, derivation using affixes, and compounding.
Education is the process by which people acquire knowledge, skill, habits, values, or attitudes. The word education is also used to describe the results of the educational process.
This document provides definitions for 135 key terms in applied linguistics. It defines terms related to phonetics, morphology, semantics, syntax, and other areas of linguistics. Some key terms defined include accent, affix, allomorph, applied linguistics, assimilation, bilingual, bound morpheme, cohesion, compounding, conjugation, derivation, dialect, and morphology. The document is compiled by Lect. Kak Sovanna of the Cambodian International Cooperation Institute and provides definitions to support the study of applied linguistics.
This document provides an overview of syntax and generative grammar. It discusses key concepts like deep and surface structure, structural ambiguity, recursion, phrase structure rules, lexical rules, complement phrases, and transformational rules. Tree diagrams and other symbols are presented to describe syntactic structures. The goal of generative grammar is to have a system of explicit rules that can generate all valid syntactic structures of a language while avoiding invalid ones.
This document summarizes a chapter on syntax presented by Kak Sovanna. It defines syntax as the study of rules governing how words combine to form phrases, clauses, and sentences. Generative grammar is described as attempting to define all grammatical sentences of a language using rules. Deep structure refers to the basic structure of a sentence, while surface structure is the transformed structure. Syntactic description uses symbols and tree diagrams to represent sentence structure.
The document discusses various word and word-formation processes in English and other languages. It provides detailed explanations and examples of processes such as coinage, borrowing, compounding, blending, clipping, backformation, conversion, acronyms, affixation and others. The document aims to educate readers on the different ways that new words are created and entered into the lexicons of languages.
This document provides information about adjective clauses, including:
1. Definitions of adjective clauses and relative pronouns. Adjective clauses modify nouns and pronouns.
2. Types of relative pronouns including who, whom, whose, that, which, when, where, why.
3. Kinds of adjective clauses including relative pronouns as subject and object.
4. Punctuation rules for restrictive and nonrestrictive clauses. Restrictive clauses do not use commas while nonrestrictive clauses do.
5. Formation of adjective clauses with relative pronouns as objects of prepositions, either with the preposition first or last.
This document discusses the different types of adverb clauses. It begins by defining an adverb clause as a subordinate clause that modifies a verb, adjective, or adverb by telling when, where, why, to what extent, or under what conditions. There are 8 types of adverb clauses: time, place, purpose, cause/reason, condition, result/consequence, comparison, and supposition/concession. Each type is introduced by specific subordinating conjunctions and examples are provided for each type.
This document discusses the four main types of sentences in English: simple, compound, complex, and compound-complex. It provides examples and explanations of each type. Simple sentences contain one independent clause. Compound sentences contain two or more independent clauses joined with coordinators, conjunctive adverbs, or semicolons. Complex sentences contain one independent clause and one or more dependent clauses, which can be adverb, adjective, or noun clauses. Compound-complex sentences contain at least three clauses, with at least two being independent clauses.
This document discusses issues and solutions related to agriculture in Cambodia. Some key issues discussed include low literacy levels among farmers, lack of expertise to monitor farmers, difficulty reaching widely spread farms, and farmers' reluctance to change. Suggested solutions include providing education and training to farmers on practices like integrated pest management; increasing farm mechanization; conducting agricultural research; developing the rice export market; improving irrigation, credit access, and transportation infrastructure; and prioritizing farm credit systems and land titling programs. The conclusion emphasizes sustainably expanding irrigation and learning from past mistakes in managing irrigation systems.
Issues Surrounding Legalization of Prostitution in CambodiaSovanna Kakk
This document summarizes the key issues surrounding the legalization of prostitution in Cambodia. It discusses how prostitution is currently illegal under Cambodian law due to negative social and cultural impacts. Legalizing it could increase sex trafficking and spread diseases like HIV/AIDS. While it may benefit the economy, most Cambodians oppose it because it violates traditional values and norms. The document examines perspectives from different groups and sectors and concludes that the challenges of legalizing prostitution outweigh the benefits in the Cambodian context.
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
This document discusses morphology and defines key terms. It describes the two types of morphemes: free and bound. Free morphemes include lexical morphemes like nouns and verbs, and functional morphemes like conjunctions. Bound morphemes cannot stand alone and include derivational affixes like prefixes and suffixes, and inflectional morphemes that indicate grammatical functions. The document also discusses morphological description, problems that can arise, morphs and allomorphs, and provides examples from other languages to illustrate morphological patterns.
1. This document discusses mathematics problems involving students named Kumar.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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2. AL “ means many things to
many people” (Cook, 2006
cited in Davies, 2007:1)
21 June 2014 2
3. 3
What is language?
Language is not entity.
1. social fact
2. Psychology state
3. A set of structures
4. or collect of outputs
21 June 2014
4. 4
Language can be viewed as a system of
system.
There is a sound system to what order s the
words.
The is a system to what sounds we use in
English.
Ex. Towel and Cowl
What is language?
21 June 2014
5. 5
Language is a mental reality.
1. It is in the head of people
2. Grammar is mental entity
3. Grammatical system that allows
people to produce suitable utterance.
4. Grammar has as many meaning as
language.
Ex. Kim kissed the crocodile.
Ex. The crocodile kissed Kim.
What is language?
21 June 2014
6. 6
The total of utterances that can be made in
a speech community is the language of that
speech community. (Bloomfield 126: 26)
Language is a set of finite or nonfinite of
sentences, each finite in length and
contracted out of a finite set of elements.
(Chomsky 1957:13)
What is language?
21 June 2014
7. 7
E-language is the external manifestation of
the internally mentally represented
grammars or I-languages of many
individuals.
E-languages are the appropriate domain
for social, political, mathematical or logical
statements.
I-language are the appropriate domain for
statement about individual knowledge.
What is E-language?
21 June 2014
8. Noam Chomsky introduced the terms I-
Language and E-Language to refer to
internal/internalised and
external/externalised language respectively
where internal and external are to be
interpreted with reference to the individual
speaker. So, the linguistic knowledge that is
in the mind of the speaker is I-Language
whilst the observable linguistic output
(sentences, songs, texts etc.) is E-Language.
21 June 2014 8
9. 9
What are E and I-language different?
Utterances are E-language.
Sentences belongs to I-language.
Intellectual apparatus allows children to
construct a language by themselves.
The language capacity
21 June 2014
10. Utterance:
- a spoken word, statement, or
vocal sound.
- the action of saying or
expressing something aloud.
21 June 2014 10
11. What is IDIOLECT?
The description of what is in any person’s
head can never provide a full description
of a language in the sense that English is a
language.
Ex. when family members talk to each other,
their speech habits typically differ from
those any one of them would use in, say, an
interview with a prospective employer.
1121 June 2014
12. 12
What is Universal Grammar?
• Every speaker knows a set of principles
which apply all languages and also a
parameters that can vary from one
language to another.
• According to UG, acquiring a language
means applying the principle of UG of a
particular language.
• For Example: សិសសល្អ/ good student
21 June 2014
13. • Universal grammar (UG) is a theory in
linguistics, usually credited to Noam
Chomsky, proposing that the ability to learn
grammar is hard-wired into the brain.
• The theory suggests that linguistic ability
manifests itself without being taught (see
the poverty of the stimulus argument), and
that there are properties that all natural
human languages share.
21 June 2014 13
14. 14
What does it mean to know a language? (1)
When you know a language, you can
speak and be understood by others who
know that language. This means you have
the capacity to produce sounds that signify
certain meanings and to understand or
interpret the sounds produced by other.
21 June 2014
15. 15
What does it mean to know a language? (2)
• Therefore, part of knowing a language
means what sounds (or signs) are in that
language and what sounds are not.
• Ex. This/ That
• It also means knowing which sounds may
start a word, end a word, and follow each
other.
• Ex. Nkrumah (Nekrumah or Enkrumah)
21 June 2014
16. 16
What does it mean to know a language?(3)
• Knowing a language means also knowing
that certain sequences of sounds signify
certain concepts or meanings.
• (Vocabulary) Ex. toy, boy,…. (not moy)
• Ex. glare, glint, gleam, glitter, glossy,
glaze, glance, glimmer, glimpse, glisten,…..
(not gladiator, glucose, glory, globe….) Ex.
Happily, disable, communism, rewrite…
21 June 2014
17. 17
What does it mean to know a language? (4)
Knowing a language also means being
able to produce new sentences never
spoken before and to understand
sentences never heard before. (The
Creative + Grammar)
You can’t buy a dictionary or phrase book
of any language with all the sentences of
the language, because the number of
sentences in a language is indefinite.
21 June 2014
18. 18
What does it mean to know a language? (5)
• E.g. This is the house.
• The is the house that Jack built.
• This is the malt that lay in the house that jack
built.
The is the dog that worries the cat that killed
the mouse that ate the malt lay in the house
that jack built.
E.g. The old, old, old, old, old, old, man came.
- A beautiful old red round Russian wooden
dining table.
21 June 2014
19. 19
What does it mean to know a language? (6)
In addition to knowing the words of the language,
linguistics knowledge includes rules for forming
sentences and making the kinds of judgments
about those sentence.(The Grammar)
21 June 2014
20. 20
What does it mean to know a language? (7)
E.g.
• (a) John kissed the little old lady who
owned shaggy dog.
• (b) Who owned the shaggy dog, John kissed the
little old lady.
• (C) John is difficult to love.
• (d) It is difficult to love John.
• (e) John is anxious to go.
• (f) John, who was a student, flunked his exam.
• (h) Exams his flunked student a was who john.
21 June 2014
21. 21
What is linguistics?
According to Widdowson: Linguistics is the
name given to the discipline which studies
human language. (1996:3)
He maintains that its purpose is to identify
some relatively stable linguistic knowledge
which underlies language behavior.
Access to that linguistic knowledge is
achieved by a process of idealization.
21 June 2014
22. 22
What is linguistics? (1)
In the late 1950s, linguistics is moved away from
its traditional concerns with language in all its
manifestation, into a non-accountable, never
applied, laboratory of cognition and the mind.
This core linguistics view of language focuses on
language forms, ignoring the context in which
those forms are used.
Therefore, nowadays the focus falls on units of
language larger than the sentence and on
context.
21 June 2014
23. 23
What is applied linguistics?
Applied linguistics is using what we know about
(a) language, (b) how it is learned and (c) how it is
used in order to achieve some purpose or solve
some problems in the real world. (Schmit, 2002)
Applied linguistics is concerned with increasing
understanding of the role of language in human
affairs and thereby with providing the knowledge
necessary for those who are responsible for taking
language-related decisions whether the need for
these arises in the classroom,
21 June 2014
24. 24
What is applied linguistics?(1)
responsible for taking language-related decisions
whether the need for these arises in the classroom, the
workplace, the law court, or the laboratory. (wilkins,
1999)
Applied linguistics is a practice-driven disappline that
addresses language-based problems in real-world
contexts. (Kaplan, 2002)
21 June 2014
25. 25
Applied linguistics Vs Linguistics
When you are doing applied linguistics are you
doing (1) linguistics only, (2) linguistics plus
something else, or (3) only something else?
Applied linguistics is just another area, part of
linguistics.
The general heading “Linguistics” includes a
number of sub-disciplines, namely:
Theoretical linguistics
Descriptive linguistics
Historical linguistics
21 June 2014
27. Development of Applied Linguistics
• Early history
-Both “plato and Aristotle contributed
to the design of curriculum beginning with
good writing, then moving on to effective
discourse and culminating in the
development of dialectic to promote a
philosophical approach to life. (Hawatt,
1999:618)
2721 June 2014
28. Development of Applied Linguistics 1
Early history (2)
-In 1755, Samuel Johnson published his
Dictionary of the English Language, which
influences on meanings and spelling of
words.
- About the same time (1762), Robert
Lowth published an influential grammar,
Short Introduction to English Grammar,
which prescribed what “correct” grammar
should be. 2821 June 2014
29. Development of Applied Linguistics 2
AL during the 20th Century
- Grammar-translation method (Karl Plotz)
* 1 or 2 new grammar rules
* A list of vocabulary items
* Practice examples to translate from L1 into L2
or vice versa
* Disadvantages: too controlled, too focus on
accuracy and explicit grammar rules, to analyze
but not to use.
2921 June 2014
30. Development of Applied Linguistics 3
AL during the 20th century (2)
-Direct method
* An emphasis on exposure to oral language
(listening and speaking)
* Meaning was related directly (no translation)
* Explicit grammar instructions.
Disadvantages: teachers need to be highly
proficiency, differences between L1&L2, not
enough exposure.
3021 June 2014
31. Development of Applied Linguistics 4
AL during the 20th century (3)
-Reading method (by Michael West)
* An emphasis on reading and vocabulary
* Substitute low-frequency words with
more frequent one.
* Reduce lexical loads for readers
Disadvantages: not conversational fluent.
3121 June 2014
32. Development of Applied Linguistics 5
• AL during the 20th century (4)
• - Audiolingual method
• * Habit formation (Drills)
• * Reinforce good language habits
• * Attention to pronunciation, intensive oral
drilling, a focus on sentence patterns and
memorization.
• Disadvantage: not focus on language forms,
Universal Grammar, knowing how to use it.
3221 June 2014
33. Development of Applied Linguistics 6
• AL during the 20th century (5)
• -Hymes (1972) added the concept of
“communication competence”
• *not just being able to form
grammatically correct sentences but also
knowing when and where to use these
sentences and to whom.
3321 June 2014
34. Development of Applied Linguistics 7
AL during the 20th century (7)
-Communicative language teaching
* Focus on message and fluency rather than GR.
* Problem solving activities and tasks
* Interaction and usage
* Content
* Later explicit grammar instruction
Disadvantages: fluent but not accurate,
persistent GR mistakes.
3421 June 2014
35. Development of Applied Linguistics 8
AL during the 20th century (6)
-Monitor theory (Krashen)
* Exposure to comprehensible input.
* Focus on meaning rather than form
* Affective filter
3521 June 2014
36. References
• Schmitt, N. (2002) An Introduction to
Applied Linguistics. London: arnold.
• Fromkin,V., Hyam, N., and Rodman, R.
(2011). An Introduction to Language.
United States of America.
• Davies, A. (1999). An Introduction to
Applied Linguistics: From Practice to
Theory. Edinburgh: Edinburgh University
Press.
3621 June 2014