Lada, I understand your desire to include the original Russian quotes and your translations. However, for the purposes of this assignment, it would be best to focus the discussion on your reflections and learning, leaving out direct quotes from the data. You could paraphrase or summarize parts of the conversations to support your points. The goal is for you to reflect on your experience, not to present a full analysis of the data. I hope these suggestions are helpful as you revise your draft. Please let me know if you have any other questions.
Student: Thank you for your feedback. You are right, the focus should be on my reflections rather than direct quotes. I will revise the assignment accordingly. Doing so will allow me to discuss my experience
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.
la lingüística aplicada también comenzó restringida como la aplicación de puntos de vista de la lingüística estructural - en primer lugar a la enseñanza del Inglés en las escuelas y, posteriormente, a la segunda y la enseñanza de lenguas extranjeras.
There are five generation of applied linguistics looking into the history and development of language teaching. This slide presents the fourth generation of five.
Interaction and second language acquisition: an ecological perspectiveVera Menezes
This document discusses interaction and second language acquisition from an ecological perspective. It argues that interaction is essential for language acquisition, as humans have an innate drive to socially interact. While classroom interaction is important, experiences outside the classroom through interaction in natural environments and mediated interactions enabled by technology can also greatly contribute to second language acquisition. The conclusion advocates for teachers to help students broaden their opportunities for interaction beyond the classroom to explore new linguistic worlds.
Presentación2.ppt input and interactionJoel Acosta
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
Applied linguistics aims to investigate problems involving language in both educational and social contexts. It has broad scope as language impacts many aspects of daily life. Applied linguistics is relevant to language and education including first language, additional language, clinical linguistics and language testing. It also applies to language in work and law such as workplace communication, language planning and forensic linguistics. Finally, it relates to language for information and effect including literary stylistics, critical discourse analysis, translation and interpretation, information design and lexicography.
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.
Applied Linguistics: an emerging discipline for twenty first century.edac4co
It discusses how applied linguistics emerged from structural and functional linguistics in the 1950s to address issues in second language teaching and literacy. It examines how applied linguistics is problem-based and oriented toward real-world issues rather than theoretical explorations. It also looks at the domains and generations of applied linguistics as a field.
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.
la lingüística aplicada también comenzó restringida como la aplicación de puntos de vista de la lingüística estructural - en primer lugar a la enseñanza del Inglés en las escuelas y, posteriormente, a la segunda y la enseñanza de lenguas extranjeras.
There are five generation of applied linguistics looking into the history and development of language teaching. This slide presents the fourth generation of five.
Interaction and second language acquisition: an ecological perspectiveVera Menezes
This document discusses interaction and second language acquisition from an ecological perspective. It argues that interaction is essential for language acquisition, as humans have an innate drive to socially interact. While classroom interaction is important, experiences outside the classroom through interaction in natural environments and mediated interactions enabled by technology can also greatly contribute to second language acquisition. The conclusion advocates for teachers to help students broaden their opportunities for interaction beyond the classroom to explore new linguistic worlds.
Presentación2.ppt input and interactionJoel Acosta
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
Applied linguistics aims to investigate problems involving language in both educational and social contexts. It has broad scope as language impacts many aspects of daily life. Applied linguistics is relevant to language and education including first language, additional language, clinical linguistics and language testing. It also applies to language in work and law such as workplace communication, language planning and forensic linguistics. Finally, it relates to language for information and effect including literary stylistics, critical discourse analysis, translation and interpretation, information design and lexicography.
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.
Applied Linguistics: an emerging discipline for twenty first century.edac4co
It discusses how applied linguistics emerged from structural and functional linguistics in the 1950s to address issues in second language teaching and literacy. It examines how applied linguistics is problem-based and oriented toward real-world issues rather than theoretical explorations. It also looks at the domains and generations of applied linguistics as a field.
The document discusses competence, process, and assessment standards for English language teaching in Indonesia with a focus on developing literacy. It outlines the ultimate goal of English education as enabling students to communicate ideas accurately, fluently, and appropriately in spoken and written English. Standards are provided for listening, speaking, reading and writing competencies at different education levels. The document emphasizes organizing instruction around the negotiation of meaning and using techniques that promote language use and communication over direct grammar instruction. Assessment should evaluate students' ability to create and understand spoken and written texts in various genres.
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
The document discusses interlanguage pragmatics and its importance for EFL teachers. It defines key concepts like pragmatic competence, speech acts, and pragmatic failure. It explains that during second language acquisition, learners develop an "interlanguage" system with features of both their first and second languages. There are three types of pragmatic knowledge: cognitive awareness, receptive skills, and productive skills. The document proposes a three-stage model of L2 pragmatic instruction involving observation, analysis, and extension activities. It emphasizes that pragmatic features can be taught at all levels through explicit instruction combined with practice opportunities.
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
Linguistics is the scientific study of language and its applications. It has theoretical and applied subfields. Theoretical linguistics includes descriptive linguistics, which studies phonetics, phonology, morphology, syntax, semantics, and pragmatics. Applied linguistics contributes to fields like education, literature, language teaching, sociology, anthropology, and more. It has various applications in education, cognitive science, healthcare, computing, and other areas. Linguistics is an increasingly important developing science that helps understand language and can be applied in careers involving language, communication, education, and more.
The document discusses Bley-Froman's Fundamental Difference Hypothesis regarding differences between child and adult second language acquisition. Specifically, it states that Bley-Froman believes adults' SLA is guided by general cognitive learning capacities rather than the domain-specific module that guarantees children's success in first language acquisition. Adults may reach a plateau in SLA that children do not, and adults never attain the same level of grammatical intuition as native speakers.
The document discusses Michael Long's interactional hypothesis, which is based on Stephen Krashen's input hypothesis. The interactional hypothesis proposes that negotiated interaction between learners and their interlocutors can qualitatively change the nature of the input, facilitating language acquisition. When communication breaks down, interlocutors provide modified input through repetition, confirmation checks, comprehension checks, and clarification requests to aid comprehension. While interaction can help comprehension, it is not solely responsible for acquisition and individual differences are also important factors. The interactional hypothesis perspective has limitations but provides insights applicable for language teaching.
Linguistic and Applied linguistic contribution to English TeachingKing Saud University
Linguistics is the scientific study of language, divided into theoretical and applied fields. Theoretical linguistics includes phonetics, phonology, morphology, syntax, semantics, and pragmatics. Applied linguistics applies linguistic theories to solve practical problems and is interdisciplinary, drawing from fields like psychology and education. It is concerned with language teaching, learning, and use. Key areas include second language acquisition, teaching methodology, assessment, translation, and forensic linguistics. Applied linguists use theories but are consumers not producers of theories.
Revisiting linguistic preparation: Some new directions arising from researchi...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), Revisiting linguistic preparation: Some new directions arising from researching multilingually. Paper presented at the 48th Annual Meeting of the British Association for Applied Linguistics (BAAL), hosted by Aston University, September 3rd – 5th, 2015.
Michael Long developed the Interaction Hypothesis in 1983, which posited that comprehensible input alone is not sufficient for second language acquisition. The hypothesis emphasizes that meaningful interaction and negotiation of meaning between interlocutors is essential. When learners do not understand, interaction provides opportunities to modify input through techniques like clarification requests and confirmation checks. This negotiated interaction allows learners to notice gaps and facilitates acquisition by connecting input, internal processes, and output. Long later incorporated aspects of Merrill Swain's Output Hypothesis by acknowledging the role of output in development.
A language teacher is considered an applied linguist as they put linguistic theories into practice through language pedagogy and teaching. Other applied linguists include speech language pathologists and translators who also apply linguistic knowledge to solve real world problems in areas like communication disorders, language teaching, and translation. While language teachers draw on aspects of different roles, they are primarily scientists who systematically study and apply knowledge of language acquisition and teaching methods based on linguistic and educational research.
This document discusses the scope of applied linguistics. It begins by noting that language plays a central role in human life and interactions. It then outlines several areas of focus for applied linguistics, including language education, language in the workplace and law, and the relationship between language and information/effects. Finally, it acknowledges that while some areas are more independent, such as literary stylistics, they all fall under the broad definition of applied linguistics as the study of real-world problems involving language.
This presentation has been prepared to help 'the readers concerned' push the boundaries of complexities they face while differentiating between what 'critical' stands for and how it functions in the very current discipline.
- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc.
- Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success.
- Applied linguistics approaches language teaching and learning problems through second language acquisition research, language proficiency testing, teaching language for specific purposes, and curriculum design.
Input and Interaction - Psychology of Language LearningRichard Gallahad
This document covers several key topics in second language acquisition (SLA) research including Krashen's input hypothesis, Long's interaction hypothesis, Chomsky's views on language acquisition, Krashen's acquisition/learning hypothesis, the affective filter hypothesis, comprehensible input, the natural order hypothesis, issues with Krashen's thinking, negotiation of meaning, and generalizations from SLA research. It provides explanations of these concepts and cites supporting research from scholars like Ellis, Krashen, Lightbown, Spada, and VanPatten.
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.
The document discusses various methods and theories of language teaching, including:
1. Grammar-translation, direct method, audiolingual method, and communicative language teaching approaches. Key aspects and principles of each are outlined.
2. Linguistic theories that have influenced language teaching such as behaviorism, innateness/mentalism, cognitive, and input/interactionist theories.
3. The role of applied linguistics, linguistics, and universal grammar in better understanding language learning and determining how to teach language structures.
History and Definition of Applied LinguisticsKuloNila
Applied Linguistics entails using what we know about language, about how it is used, and about how it is learned in order to solve some problem in the real world.
Field of study that identifies, investigates, and offers solutions to language related to problems
How is it different from Linguistics??
Issues in applied linguistics 15 feb (1)SamerYaqoob
The document defines linguistics as the scientific study of language, including its structures, uses, development and acquisition. It discusses key aspects of linguistics such as what constitutes a language, how languages differ from animal communication systems, and the main components and branches of linguistic study. The summary focuses on three main points:
1) Linguistics is defined as the scientific study of language, its structures and uses, as well as how language is developed and acquired.
2) Key differences between human language and animal communication are that human language is open-ended, arbitrary, social and can involve displacement of concepts.
3) Acquiring a language involves learning its phonological, morphological, syntactic and semantic rules at both
This document discusses several topics related to applied linguistics, including language use, dialects versus standards, and children's language development at home versus at school. It notes that language is central to human life but some activities do not require language. While aspects of language use are beyond conscious control, there are also decisions that can be made. It raises questions about whether children should maintain their dialects or conform to language standards and how teachers should address variations in students' languages.
Researchers as mediators: languaging and culturing when researching multiling...RMBorders
Andrews, J. and Fay, R. (University of Manchester), Researchers as mediators: languaging and culturing when researching multilingually. Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
The document discusses competence, process, and assessment standards for English language teaching in Indonesia with a focus on developing literacy. It outlines the ultimate goal of English education as enabling students to communicate ideas accurately, fluently, and appropriately in spoken and written English. Standards are provided for listening, speaking, reading and writing competencies at different education levels. The document emphasizes organizing instruction around the negotiation of meaning and using techniques that promote language use and communication over direct grammar instruction. Assessment should evaluate students' ability to create and understand spoken and written texts in various genres.
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
The document discusses interlanguage pragmatics and its importance for EFL teachers. It defines key concepts like pragmatic competence, speech acts, and pragmatic failure. It explains that during second language acquisition, learners develop an "interlanguage" system with features of both their first and second languages. There are three types of pragmatic knowledge: cognitive awareness, receptive skills, and productive skills. The document proposes a three-stage model of L2 pragmatic instruction involving observation, analysis, and extension activities. It emphasizes that pragmatic features can be taught at all levels through explicit instruction combined with practice opportunities.
Applied linguistics is the interdisciplinary study of language and its applications in real world contexts. It draws on linguistic theories and research to solve practical language-related problems. Key areas include second language acquisition, teaching methodology, testing, and the relationships between language and society, technology, and other fields. Throughout the 20th century, applied linguistics influenced the development of language teaching methods, shifting the focus from grammar translation to more communicative, meaning-based approaches grounded in theories of language acquisition and use.
Linguistics is the scientific study of language and its applications. It has theoretical and applied subfields. Theoretical linguistics includes descriptive linguistics, which studies phonetics, phonology, morphology, syntax, semantics, and pragmatics. Applied linguistics contributes to fields like education, literature, language teaching, sociology, anthropology, and more. It has various applications in education, cognitive science, healthcare, computing, and other areas. Linguistics is an increasingly important developing science that helps understand language and can be applied in careers involving language, communication, education, and more.
The document discusses Bley-Froman's Fundamental Difference Hypothesis regarding differences between child and adult second language acquisition. Specifically, it states that Bley-Froman believes adults' SLA is guided by general cognitive learning capacities rather than the domain-specific module that guarantees children's success in first language acquisition. Adults may reach a plateau in SLA that children do not, and adults never attain the same level of grammatical intuition as native speakers.
The document discusses Michael Long's interactional hypothesis, which is based on Stephen Krashen's input hypothesis. The interactional hypothesis proposes that negotiated interaction between learners and their interlocutors can qualitatively change the nature of the input, facilitating language acquisition. When communication breaks down, interlocutors provide modified input through repetition, confirmation checks, comprehension checks, and clarification requests to aid comprehension. While interaction can help comprehension, it is not solely responsible for acquisition and individual differences are also important factors. The interactional hypothesis perspective has limitations but provides insights applicable for language teaching.
Linguistic and Applied linguistic contribution to English TeachingKing Saud University
Linguistics is the scientific study of language, divided into theoretical and applied fields. Theoretical linguistics includes phonetics, phonology, morphology, syntax, semantics, and pragmatics. Applied linguistics applies linguistic theories to solve practical problems and is interdisciplinary, drawing from fields like psychology and education. It is concerned with language teaching, learning, and use. Key areas include second language acquisition, teaching methodology, assessment, translation, and forensic linguistics. Applied linguists use theories but are consumers not producers of theories.
Revisiting linguistic preparation: Some new directions arising from researchi...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), Revisiting linguistic preparation: Some new directions arising from researching multilingually. Paper presented at the 48th Annual Meeting of the British Association for Applied Linguistics (BAAL), hosted by Aston University, September 3rd – 5th, 2015.
Michael Long developed the Interaction Hypothesis in 1983, which posited that comprehensible input alone is not sufficient for second language acquisition. The hypothesis emphasizes that meaningful interaction and negotiation of meaning between interlocutors is essential. When learners do not understand, interaction provides opportunities to modify input through techniques like clarification requests and confirmation checks. This negotiated interaction allows learners to notice gaps and facilitates acquisition by connecting input, internal processes, and output. Long later incorporated aspects of Merrill Swain's Output Hypothesis by acknowledging the role of output in development.
A language teacher is considered an applied linguist as they put linguistic theories into practice through language pedagogy and teaching. Other applied linguists include speech language pathologists and translators who also apply linguistic knowledge to solve real world problems in areas like communication disorders, language teaching, and translation. While language teachers draw on aspects of different roles, they are primarily scientists who systematically study and apply knowledge of language acquisition and teaching methods based on linguistic and educational research.
This document discusses the scope of applied linguistics. It begins by noting that language plays a central role in human life and interactions. It then outlines several areas of focus for applied linguistics, including language education, language in the workplace and law, and the relationship between language and information/effects. Finally, it acknowledges that while some areas are more independent, such as literary stylistics, they all fall under the broad definition of applied linguistics as the study of real-world problems involving language.
This presentation has been prepared to help 'the readers concerned' push the boundaries of complexities they face while differentiating between what 'critical' stands for and how it functions in the very current discipline.
- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc.
- Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success.
- Applied linguistics approaches language teaching and learning problems through second language acquisition research, language proficiency testing, teaching language for specific purposes, and curriculum design.
Input and Interaction - Psychology of Language LearningRichard Gallahad
This document covers several key topics in second language acquisition (SLA) research including Krashen's input hypothesis, Long's interaction hypothesis, Chomsky's views on language acquisition, Krashen's acquisition/learning hypothesis, the affective filter hypothesis, comprehensible input, the natural order hypothesis, issues with Krashen's thinking, negotiation of meaning, and generalizations from SLA research. It provides explanations of these concepts and cites supporting research from scholars like Ellis, Krashen, Lightbown, Spada, and VanPatten.
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.
The document discusses various methods and theories of language teaching, including:
1. Grammar-translation, direct method, audiolingual method, and communicative language teaching approaches. Key aspects and principles of each are outlined.
2. Linguistic theories that have influenced language teaching such as behaviorism, innateness/mentalism, cognitive, and input/interactionist theories.
3. The role of applied linguistics, linguistics, and universal grammar in better understanding language learning and determining how to teach language structures.
History and Definition of Applied LinguisticsKuloNila
Applied Linguistics entails using what we know about language, about how it is used, and about how it is learned in order to solve some problem in the real world.
Field of study that identifies, investigates, and offers solutions to language related to problems
How is it different from Linguistics??
Issues in applied linguistics 15 feb (1)SamerYaqoob
The document defines linguistics as the scientific study of language, including its structures, uses, development and acquisition. It discusses key aspects of linguistics such as what constitutes a language, how languages differ from animal communication systems, and the main components and branches of linguistic study. The summary focuses on three main points:
1) Linguistics is defined as the scientific study of language, its structures and uses, as well as how language is developed and acquired.
2) Key differences between human language and animal communication are that human language is open-ended, arbitrary, social and can involve displacement of concepts.
3) Acquiring a language involves learning its phonological, morphological, syntactic and semantic rules at both
This document discusses several topics related to applied linguistics, including language use, dialects versus standards, and children's language development at home versus at school. It notes that language is central to human life but some activities do not require language. While aspects of language use are beyond conscious control, there are also decisions that can be made. It raises questions about whether children should maintain their dialects or conform to language standards and how teachers should address variations in students' languages.
Researchers as mediators: languaging and culturing when researching multiling...RMBorders
Andrews, J. and Fay, R. (University of Manchester), Researchers as mediators: languaging and culturing when researching multilingually. Paper presented at the 16th IALIC Conference, “Bridging across languages and cultures in everyday life: new roles for changing scenarios”, hosted by the Autonomous University of Barcelona, Barcelona, Spain, November 25th-27th, 2016.
Comm skills & multiple intelligences approach to communicative teachingShelia Ann Peace
June, 2013 report given for a Professional Development Seminar: K.S.A. English Prep Year Program.
Teacher Research into the use of Howard Gardner's Multiple Intelligences applications for the teaching of Communication Skills to Saudi Prep Year English students.
This document outlines the challenges and insights gained from conducting a narrative study in Mandarin about Chinese international students' experiences in Manchester. It discusses how prior assumptions about data generation, transcription, and analysis based on English-language literature did not directly translate to the Mandarin research context. Creative approaches were needed, such as using storytelling prompts and developing a transcription convention. Both English and Mandarin were used in data analysis to capture themes. The use of more than one language in research adds complexity but invites deeper thinking and creative exploration to obtain rich insights.
This document discusses the use of corpus linguistics in language teaching and learning. It provides examples of how corpora can be used for vocabulary acquisition, grammar instruction, and developing classroom activities. Specific corpora mentioned include the British National Corpus and the International Corpus of Learner English. Benefits of corpus linguistics include helping learners understand typical language use and aiding in lifelong language learning.
Assessing Intercultural Capability A ScarinoMLTA of NSW
Assessing Intercultural Capability: teacher and researcher perspectives
Presentation by Angela Scarino and Melissa Gould-Drakeley at AFMLTA conference in Sydney 2009, Dialogue Discourse Diversity
This document discusses a study on how intercultural competence affects the translation process of English students at Tridinanti University in Palembang, Indonesia. The study analyzed translations done by fourth semester English students with different cultural backgrounds. It found that while the students had diverse cultures, they demonstrated the same ability to translate the target language well by considering its cultural context. Most translations showed good word choice, correct grammar and syntax, and could be understood by readers. The document provides background on intercultural communication, translation, and the relationship between language, culture and translation competence.
A CASE STUDY OF AN ENGLISH LANGUAGE LEARNER IN THE PERSPECTIVE OF BEHAVIOURIS...Andrew Molina
This document provides a case study of an English language learner from the perspectives of behaviorism and mentalism language learning theories. The researcher observed an intermediate English learner in Pakistan to identify the effects of behaviorism and mentalism principles on their language learning process. Data was collected through observation sheets and analyzed according to the main principles of both theories. The case study found that both theories were valid for language learning in the Pakistani context as the student learned successfully. The researcher provided recommendations to improve language teaching and learning in Pakistan based on the findings.
LAUD 2016: Learning to Translate Linguistic LandscapeDave Malinowski
Slides from my plenary talk at the LAUD Symposium in Landau, Germany, April 6, 2016.
Conference program and materials:
https://www.uni-koblenz-landau.de/de/landau/fb6/philologien/anglistik/laudsymposium2016
RM-ly work in progress: some current whats and hows from our interdisciplinar...RMBorders
Fay, R. (University of Manchester), Andrews, J. (University of the West of England), Holmes, P. and Attia, M. (Durham University), RM-ly work in progress: some current whats and hows from our interdisciplinary, collaborative work to date. Presentation as part of the AHRC Researching Multilingually at the Borders of Language, the Body, Law and the State symposium, Bucharest, Romania, November 3rd – 6th, 2015.
Discourse analysis involves studying language beyond the sentence level, including conversations and written texts. There are various approaches to discourse analysis from different fields like sociology, linguistics, and philosophy. Sociological approaches include conversational analysis which examines turn-taking, openings/closings of conversations. Systemic functional linguistics views language as evolving based on its social functions and analyzes texts in relation to social contexts. Critical discourse analysis considers how power and social domination are reproduced through language.
Researching Multilingually in Higher Education: Opportunities and ChallengesRMBorders
This document discusses researching multilingually in higher education. It introduces a project investigating how researchers conduct research in more than one language. Some key challenges discussed include: the assumption of English as the norm in universities; lack of policies on inclusion of other languages; and preference for publishing in English. The document also explores aspects of researching multilingually like: using interpreters and translators; considering literature in multiple languages; issues around representation and publication; and lack of support from ethical and institutional policies. Examples are provided of PhD students who have conducted multilingual research and the complexities they have faced.
This document discusses approaches, methods, and techniques in language teaching. It defines each level of the hierarchy:
- Approach is the philosophy or belief system about language and learning.
- Method operationalizes the approach and specifies objectives, content, activities, and roles.
- Technique refers to classroom implementation.
It outlines different theories that underlie approaches, such as cognitive, structural, functional, and sociocultural models of language. It also discusses theories of learning like behaviorism, constructivism, and interactionism. Methods are analyzed based on their objectives, syllabus, activities, learner and teacher roles, and materials. Techniques refer to specific classroom behaviors.
Applied Linguistics session 111 0_07_12_2021 Applied linguistics challenges.pdfDr.Badriya Al Mamari
Applied linguistics is a branch of linguistics that applies linguistic theories and methods to solve language-related problems. It originated in the 1950s and draws from various fields like sociology, psychology, and computing. Applied linguistics covers areas like second language teaching, language disorders, and the use of technology for language learning. It aims to improve language efficiency and address issues like how best to teach languages based on social and cultural factors. Corpora, or large electronic collections of authentic texts, are an important tool used in applied linguistics research to study language quantitatively and qualitatively.
Researching Multilingually and Translating Cultures Hub
Presented by Prue Holmes
7 Dec 2015, University of Glasgow
Languages, Refugees & Migration Event
Applied linguistics is an interdisciplinary field that applies linguistic theories and knowledge about language to solve real-world language problems. It aims to answer how linguistic models can be used to address practical language issues. Applied linguistics involves utilizing what is known about language, how it is learned and used. Key areas include foreign language education, methodology, and second language acquisition theory and pedagogy. It is defined as using linguistic research findings to improve tasks involving language. The primary goal of applied linguistics is to make abstract linguistic ideas practical and relevant to solving basic language problems.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
Linguistically Responsive Teaching: Strategies to Support International Stude...LearningandTeaching
Margot Volem, M.Ed., Student Success Manager at the Global Student Success Program, presents key theories in second language acquisition research (SLA). Full of vivid examples, Margot brings SLA theories to life, and discusses the limitations of some theories, while highlighting how other theories shed light on complex processes that go on when multilingual learners learn content in a new language. The lecture connects theories to concrete best practices in the classroom, to paint a comprehensive picture of how theory connects to practice.
Researching Multilingually: Possibilities and Complexities RMBorders
AHRC Workshop, London, 12 February 2016
Mariam Attia (Durham University)
Jane Andrews (University of the West of England)
Prue Holmes (Durham University)
Richard Fay (The University of Manchester)
Strategies for Interpreting Instructional Images Used to Support Language Lea...colin gray
The document summarizes a research study that examined how language learners make sense of images during learning activities. Dyads of students learning English or Arabic worked together to match sentences to images from language exercises. Researchers observed and recorded the dyads, then analyzed transcripts to identify strategies used to interpret visuals, such as using life experiences, comparing images and text, and making inferences from minimal cues. Preliminary findings suggest learners draw from multiple resources including images and text, and their interpretation strategies are not always consciously accessible. Further analysis of the data is needed.
Theoretical and methodological possibilities and challenges for researching e...researchingmultilingually
This document discusses the theoretical and methodological challenges of researching encounters with Chinese communities from a non-Chinese perspective. It addresses issues like essentialism and culturalism, and explores theoretical frameworks like social constructionism and phenomenology that provide a more universal understanding. The author discusses their experiences researching Chinese students in terms of building trust, reflexivity, and the complex power dynamics between researcher and participants. They emphasize developing empathy, recognizing incomplete knowledge, and allowing participants' voices to shape the research.
Researching multilingually at the borders of language, the body, law and the ...researchingmultilingually
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Researching Multilingually at the Borders of Language, the Body, Law and the ...researchingmultilingually
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1. Intentionality, convention and fashion
in researching multilingually
Juup Stelma
School of Education
University of Manchester
Juup.Stelma@manchester.ac.uk
Second Researching Multilingually Seminar
University of the West of England, Bristol
25 April 2012
2. Structure of the presentation
Ecological theory
Intentionality, convention and fashion …
… and relate this to researching multilingually
Conclude
3. One (not uncommon) definition of ecology is…
… the interrelationship of an organism and the environment
static animal nature
dynamic people nature
researcher research
community
… the activity of a researcher in a research community
4. Intentionality, Convention and Fashion
Convention
Fashion
Interrelationship
Intentional?
Revenge
Love
Duty Power
Survival Materialism
Religion Autokinesis
5. Focus on activity
… as in research-ING multilingually
Why are you doing that?
Because it is what is expected of me CONVENTION
Because everyone seems to be doing it FASHION
Because < it achieves something I value > INTENTIONAL
________________________
6. An ecological model of intentional activity
Resources and Expectations in
the Research Environment
Developing Intentional Activity
Developing Awareness
8. Intentionality on different levels of research activity
Improving practice/curriculum (Action Research)
Planning Acting Observing Reflecting
Recording Analysing
Transcribing
Why transcribe
Why transcribe
at all?
like this?
9. Intentionalities in Researching Multilingually Activity
Intentionalities in researching multilingually may include:
a) directly or indirectly exploring multilingual phenomena;
b) enhancing research quality;
c) responding to resource considerations;
d) furthering lingua-political agendas.
Clearly not comprehensive;
May include both apples and oranges;
…
Gets us thinking about intentionality, convention and fasion
in researching multilingually.
10. directly or indirectly exploring
multilingual phenomena;
enhancing research quality;
responding to resource considerations;
furthering lingua-political agendas.
11. Exploring multilingual phenomena
Directly when research aim is overtly about multi-lingual phenomena
Leeming, P. (2011). Japanese high school students’ use of L1 during
pair-work. International Journal of Applied Linguistics, 21(3):
360-382.
Developing Intentionality during MA research education:
When transcribing Japanese I used the original Japanese
script … In terms of a final copy I was thinking of writing
phonetic reading underneath (Roman alphabet) and then a
translation under that. Is this going to make my transcription
messy? Would it be okay to omit the phonetic transcription or
would it be better to get rid of the original Japanese script as it
is unreadable by most? (BB, 17/12, Paul).
12. Maya: in my picture … the … nani yaro? onegai shimasu//
(what is it? please go on)
Kaori: in my picture … it’s five o’clock//
Maya: tokei {[shakes head]nai} … in my picture nothing.. tokei watch?
(there is no clock) (clock)
Kaori: clock//
“When Maya is unable to proceed she makes a request in line 22 for
Kaori to take over, using the Japanese phrase omegai shimasu.
Although translated as “please go on”, there is no direct equivalent of
this phrase in English. This is the only example in the data where
polite Japanese is used … Between friends overly polite language is
often used as a joke and eases the tension here as Maya struggles
with the task” (Leeming 2011, p.370).
13. Indirectly by exploring multi-lingual phenomena embedded in data
Sahar Abdulelah – PhD student at Manchester
Focus on intertextuality in Arab postgraduate students’ writing
Source (http://www.aleqt.com/2007/12/08/article_120490.html):
Student:
<Student text removed from this published version for confidentiality
reasons >
14. “… she used a short paragraph from an Arabic newspaper
where she basically translated what was written word by
word … close word by word translation but only structural
alterations for the sake of style. Since I have done
translation projects, this is the kind of translation I would
do in order to closely mirror the target source of the
translation”
(Personal Communication, Sahar Abdulelah).
15. directly or indirectly exploring multilingual
phenomena;
enhancing research quality;
responding to resource considerations;
furthering lingua-political agendas.
16. Enhancing Research Quality
reliability / validity / credibility / other
Fashion /
Include both languages alongside each other at all
Convention stages of the research process.
Nikander’s (2008) suggestion for a set of guidelines
for the presentation of translation in qualitative
research transcripts …
… to “guarantee the publicly verifiable nature of
qualitative research” (p. 229).
… to ensure that “the acceptability of the translation
constructed remains, at least potentially open to
challenge and suggestions of alternative improved
Intention versions” (p. 229).
17. Critique
Intentionality = Enhance research quality
multilingual
transcription? multilingual
coding?
multilingual
interpretation? multilingual
dissemination?
Does intentionality on one level mean that
associated activity on another level is intentional?
18. Exploring Intentionality on Different Levels
Chafe’s (2003) three stages of remembering:
Everyday Researching Multilingually
1. awareness of ideas and Data generation in
evaluations, plus how these were one language
verbalised (categorisation,
orientation and combination)
how to
transition ?
3. retaining ideas and evaluations
Interpretations in
5. retaining evaluations only another language
19. Intentional Translation (metaphoric expressions)
Example from Woojoo Lee (PhD Thesis 2010):
YM
Translation: Public school is “acting with eyes closed” on English
education
This means that “public schools do not have a carefully considered plan for
English education”.
YM Public school does not seem to plan for English education
with much care.
20. Intentional Translation (anaphoric references)
Extract from Hamid Rahmani Sangani (PhD Thesis 2009):
“In Farsi, my mother tongue, we usually use pronouns and we refer
to previous events without caring about the immediate nouns which
precede them. The pronouns may refer to events or nouns having
been discussed some time back. This differs from English in which
any pronoun refers to the immediate preceding or following noun.”
21. directly or indirectly exploring multilingual
phenomena;
enhancing research quality;
responding to resource considerations;
furthering lingua-political agendas.
22. Resource considerations – Linguistic Competence
“I conducted the interviews in Turkish ... I transcribed … and then
translated them into English so that I could discuss them with my
supervisors in Leeds” (Zeynep Onat-Stelma PhD Thesis 2005).
“The reason I used the translation … for analysis was to share the
process of analysis with my supervisor, allowing him to understand
the interview data” (Woojoo Lee PhD Thesis 2010).
Resource considerations – Technology
“The TDS sessions were run in Farsi and their transcriptions were
also in Farsi, so for data analysis and writing-up I needed to translate
the transcriptions into English (I had to write my thesis in English and
I used ATLAS. ti for manipulating the data)” (Hamid Rahmani
Sangani, PhD Thesis 2011).
23. Resource considerations – Dissemination
Jarvis, Jennifer (1999). Aktiv læring i engelsk - oppfølging av prosjekt i
nordland [Active learning in English - follow-up of project in Nordland].
Bedre Skole, (1): 16-22.
24. directly or indirectly exploring multilingual
phenomena;
enhancing research quality;
responding to resource considerations ;
furthering lingua-political agendas.
This may include:
b) Developing Identity
c) Developing Diversity
d) Balancing Power Relationships
27. Three linguistic codes – Lada’s own translations!
“I followed Richard’s advice, as it was my first experience of this kind … there
were quotes in Russian, translated in English in the body of my draft followed by
Russian and English author’s surname … but I had to remove them and replace
by the indirect references in English due to the word limit. I decided to leave the
author’s surname in Cyrillic for ‘reader-friendliness’ anyway, as the Russian
sources were stored in the reference section separately and with Cyrillic coming
first” (Personal Communication, Lada Smirnova).
28. Why do
we need
Diversity?
A species of African freshwater fish called mormyrids (elephant fish),
generate and perceive electrical signals. They use this to navigate, hunt
(sometimes in groups), and communicate.
http://www.nbb.cornell.edu/neurobio/hopkins/video.htm
29. There are two sub-families of mormyrids. The one called mormyrins has a
more developed ability to generate and perceive electrical signals, and the
other called petrocephalins has a less developed ability to generate and
perceive electrical signals.
There are 178 species of mormyrins / 30 species of petrocephalins.
http://blogs.discovermagazine.com/notrocketscience/2011/04/28/in-african-
rivers-an-electric-tower-of-babel/
30. Loss of Diversity - Futurama
http://www.youtube.com/watch?v=mnbSnTMnTFY
31. Conclusion
Researcher Environment
Knowledge and Expectations
Awareness and Resources
Linguistic Fashion Participants
knowledge
Technology
(Multi)cultural Intentionality
knowledge Supervisor /
other Colleagues
Awareness of Convention
possibilities Academia
33. References (not already detailed)
Chafe, Wallace. 2003. The Translation Paradox. In N. Baumgarten, C. Böttger,
M. Motz and J. Probst (Eds). Übersetzen, Interkulturelle Kommunikation,
Spracherwerb und Sprachvermittlung: das Leben mit mehreren Sprachen.
Festschrift für Juliane House zum 60. Geburtstag. (pp. 57–66). Available from:
zif.spz.tu-darmstadt.de/jg-08-2-3/docs/Chafe.pdf
Lee, W-J. (2010). Views and experience of English language education for
young learners in South Korea. Unpublished PhD thesis. University of
Manchester, United Kingdom.
Nikander, P. (2008). Working with transcripts and translated data. Qualitative
Research in Psychology, 5: 225-231.
Onat-Stelma, Z. (2005). Moving from Teaching Older Learners to Young
Learners: Cases of English Language Teachers in Turkey. Unpublished PhD
Thesis, University of Leeds, United Kingdom.
Sangani, A-H. (2009). How reflective practice impacts on English writing
teachers in a particular context in Iran. Unpublished PhD Thesis. University of
Manchester, United Kingdom.