LANE 622 APPLIED LINGUISTICS Prepared by Dr Abdullah
LANE 622 APPLIED LINGUISTICS Prepared by Dr. Abdullah S. Al-Shehri asalshehri@hotmail. com 1
LECTURE I WHAT IS APPLIED LINGUISTICS? 2
Applied Linguistics is. . n An interdisciplinary field of study that identifies, investigates, and offers solutions to language-related real-life problems. Some of the academic fields related to applied linguistics are education, linguistics, psychology, anthropology, and sociology. 3
The Domain of Applied Linguistics n First and Second Language Acquisition, Language Pedagogy, Bilingualism and Multilingualism, Computer -Mediated Communication (CMC), Conversation Analysis (CA), Contrastive Linguistics, Language Assessment, Literacy, Discourse Analysis, Lexicography, Language Planning and policies, Pragmatics, Forensic Linguistics, and Translation. n This course will focus on the applications of linguistic principles or theories to “language pedagogy”, mainly Second Language Learning and Teaching. 4
Language Learning and Teaching n L 2 learning is a long and complex undertaking n L 2 learner struggles to break away from the confines of L 1. n An ideal L 2 learning involves the acquisition of: n n n A new language. A new culture. A new way of thinking, feeling, and acting. Successful L 2 learning requires total commitment, total involvement, total physical, intellectual, and emotional response. 5
L 2 Learning. . Variables which affect the process of L 2 teaching and learning. These variables are the answers to the following questions: 6
Who? n Who does the learning? n Who are the learners and where do they come from? n What are their native languages? n What are their levels of education? n What are their socioeconomic levels? n Who are their parents? n What are their intellectual capacities? n What sort of personalities do they have? n Who does the teaching? n What is his native language? n How much knowledge does he/she have of L 2 and its culture? n How is he/she as a person? 7
What? n What must be taught and learned? n What is communication? n What is language? n What do we mean when we say someone knows a language? n What are the differences between L 1 and L 2? n How much descriptive knowledge of L 1 and L 2 systems is L 2 teacher required to have? 8
How? n How does learning take place? n How can we ensure L 2 learning success? n What cognitive processes are used in L 2 learning? n What strategies does the learner use? n What is the optimal cognitive, affective, and physical domains for successful L 2 learning? 9
When? n When does L 2 learning take place? n We know by observation that children are “better” language learners than adults. If so, why? 10
Where? n Where is L 2 learning taking place? n Is it being learned within the cultural and linguistic milieu of L 2 or not? n What are the sociopolitical conditions of a particular country and how might that affect the learning process? n How do intercultural contrast and similarities impact L 2 learning process? 11
Why? n Why learn a second language? n What is the learner’s purpose? n Is he/she motivated by the prospects of a successful career, by passing a foreign language requirement, or by wishing to identify with the culture and people of the target language? 12
. . L 2 learning Answers to these questions and others help us understand better the process of language teaching and learning and the variation in the levels of achievement among L 2 learners. 13
Definitions n In order to answer these questions, we must delimit and define the following three concepts/terms which are going to be the focus of inquiry: n 1. Language n 2. Learning n 3. Teaching 14
What is Language? n n n n 1. Language is a system of arbitrary vocal symbols. 2. These symbols have conventionalized meanings. 3. Language is used for communication. 4. Language is used in a community with a culture. 5. Language is a human social phenomenon. 6. Language is acquired the same way universally. 7. Language has universal characteristics. 15
What is Language? Continued. . The simplicity of the previous statements about “language” should not be allowed to mask the sophistication of linguistic research. A study of the following categories are suggested for a thorough understanding of “language”: n Explicit and formal accounts of the system of language on several levels of analysis (mainly phonological, morphological, syntactic and semantic). n The symbolic nature of language; relationship between language and reality; philosophy of language; history of language; writing systems; kinesics; proxemics; language and cognition; psycholinguistics; sociolinguistics; language and culture; bilingualism; first and second language acquisition; language universals etc. . 16
What should language teachers know? n Components of language n Relationship between language and n n n Cognition Writing system Nonverbal communication Sociolinguistics First language acquisition 17
Learning and Teaching Definitions. . 18
Learning n Learning is acquiring knowledge of a subject/skill by study, experience, or instruction. n Learning is/involves n Acquisition or “getting. ” n Retention of information or skill. n Relatively permanent but subject to forgetting n A change in behavior. n Active conscious focus on and acting upon events outside or inside the organism. n Some form of practice, perhaps reinforced practice. 19
Teaching n Teaching is Guiding and facilitating learning. n Enabling the learner to learn. n Setting the conditions for learning. n Reinforcing practice. n 20
Schools of Thought in. . Second Language Acquisition 21
Structuralism and Behaviorism 1900 s, 1940 s & 1950 s n Description n Observable performance n Scientific method n Empiricism n Surface structure n Conditioning n Reinforcement 22
Rationalism and Cognitive Psychology 1960 s & 1970 s n Generative Linguistics n Acquisition n Innateness n Inter-language n Systematicity n Universal Grammar n Competence n Deep Structure 23
Constructivism 1980 s, 1990 s & early 2004 n Interactive discourse n Sociocultural variables n Cooperative group learning n Interlanguage variability n Interactionist hypotheses 24
Language Teaching Methodology n Language teaching is not easily categorized into methods and trends. n Each teacher should try and develop a sound overall approach to various language classrooms. n There are no instant recipes. n Every learner is unique. n Every teacher-learner relationship is unique. n Every context is unique. n A language teacher can build a theory based on principles of second language teaching and learning, using eclectic approach. 25
The Grammar Translation Method n Classes are taught in the mother tongue, with little active use of the target language. n Vocabulary is taught in the form of lists of isolated words. n Long elaborate elaborations of the intricacies of grammar are given. n Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words. n Reading of difficult classical texts is begun early. n Little attention is paid to the contents of texts. n Texts are treated as exercises in grammatical analysis. n Little or no attention is given to pronunciation. n Drills are often limited to exercises in translating disconnected sentences from L 2 into L 1. 26
Comments on the Grammar Translation Method n Does not enhance a student’s communicative ability. n Remembered by students as a tedious experience of memorizing endless lists of grammatical rules and vocabulary, and attempting to produce perfect translations of literary prose. n Requires few specialized skills on the part of teachers. n Tests of grammar and translations are easy to make and can be objectively scored. n Learners have little motivation to go beyond grammar, analogies, translations, and rote exercises. n Sometimes successful in leading a student towards a reading knowledge of L 2. n Does not rely on any particular theory. 27
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