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21 febrero 2014
• “Applied Linguistics” is using what we know about...
a) language b) how (language) is learned c) how (language) is used … in order to achieve some purpose or solve some problems in the real world.
• Other uses the name Applied Linguistics is also used to denote:
a) professional organization b) a national research center c) journals focusing on issues of second language acquisition and language use.
• The problems Applied Linguistics deals with range from aspects of the linguistic and
communicative competence to language and communication related problems in and between societies.
• When Applied Linguistics originated it was mainly concerned with language
teaching, especially second or foreing language teaching, to the point that the two terms became synonymous.
• Over time, the field grew and expanded to include other subfields unrelated to
second or foreing language teaching, such as language planning, translation and interpretation, clinical linguistics, to name just a few (became multidisciplinary).
• Applied Linguistic is also regarded as an interdisciplinary discipline, that is, one that
uses or cuts across several established disciplines or traditional fields of study.
• Language planning : the systematic approach to developing language as a
national or regional resource./Official intentions and policies affecting language use in a country.
• Lexicography : the art and science of dictionary making.
• Pragmatics : it studies the factors that govern our choice of language in social
interaction and the effects of our choice on others. This field overlaps with other areas, such as sociolinguistics or discourse analysis, among others.
• Lexicology: the study of the history and present state of a language's vocabulary.
• Neurolinguistics: the study of the neurological basis of language development an
use in human beings, especially of the brain's control over the processes of speech and understanding.
• Speech pathology: the study of abnormalities in the development and use of
language in children and adults.
• Sociolinguistics: the study of the interaction between language and the structure
and functioning of society.
• Psycholinguistics: the study of the relationship between linguistic behaviour and
the psychological processes (e.g. memory, attention) thought to underlie it.
• Ethnography: the study of the forms and functions of communicative behaviour,
both verbal and non-verbal, in particular social settings./The study of language in relation to the social and cultural variables that influence human interaction.
• Corpus linguistics: it uses large collections of both spoken and written natural
texts that are stored on computers.
• Forensic linguistics: the study of any text or item of spoken/written language
which has relevance to a criminal or civil dispute, or which relates to what goes on in a court of law, or to the language of the law itself. Thus the linguistic may be called upon to analyse a very wide variety of documents, e.g. agreements relating to ancient territorial disputes, the quality of court interpreting, an allegation of “verbaling” (claims by defendants that their statements were altered by police officers), a dispute will, a suicide note, etc.
• L2 acquisition: this is the common term used for the name of the field. It refers to
the learning of another language after native language has been learned. Sometimes the term refes to the learning of a third of fouth language.
• Critical discourse analysis might be defined as fundamentally interested in
analysing opaque as well as transparent structural relationships of dominance, discrimination, power and control as manifested in language. In other words, critical discourse analysis aims to investigate critically social inequality as it is expressed, constituted, legitimized, and so on, by language use (or discourse). This approach analyses how linguistic choices in texts are used to maintain and create social inequalities.
• Ethnometodology: the use of transcripts of conversations to develop descriptions
of the interlocutors' knowledge, especially of the social situation in which they interact./The detailed study of the techniques used durig linguistic interaction.
27 Febrero 2014
A DEVELOPMENT OF APPLIED LINGUISTICS
• Around mid 40s Applied Linguistic was used both in the US and Uk to refers to
applying a so called scientific approach to teahcing foreing languages, including English for non native speakers.
• Applied Linguistic: First officially recognized as an independent course at the
University of Michigan in 1946.
• Late 1950s and early 1960s: use of Applied Linguistic was gradually broadened
inclusion of automatic translation.
• 1964: Foundation of AILA, the Association Internationale de Linguistique Appliquée.
Applied Linguistic as an academic discipline.
• The founding of other national association of Appplied Linguistic contributed to the
grow of the fiel:
• 1967: The British Association of Applied Linguistic (BAAL)
• 1979: The American Association of Applied Linguistic (AAAL)
• 1982: The Spanish Association (AESLA)
• an over 40 different associations world wide reflect the good health of the discipline
and its fast growth.
APPLIED LINGUISTIC DURING THE 2O CENTURY (connection with reading 1)
• Whether (and to what degree) something is formally possible.
• Whether (and to what degree) something is feasible in virtue of the means of
implementation available.
• Whether (and to what degree) something is appropiate in relation to a context
in which it is used and evaluated.
• Whether (and to what degree) something is in fact done, actually performed.
• Influenced Canala and Swain's (1980), Canale (1983) notion of Communicate
Competence. Components:
• Grammatical Competence: Accurate use of morphology and syntax.
• Sociolinguistics Competence: The ability to adjust our utterances to the social
context.
• Discourse Competence (included as part of the sociolinguistic competence in Canale
and Swain 1983): The ability to interpret the langer context and how to construct longer stretches of discourse into a coherent whole.
• Strategic Competence: The mastery of verbal and non verbal communication
strategies used to repair breakdowns in communication/compesate for any difficulty in communication.
28 Febrero 2014
HALLIDAY'S SYSTEMIC FUNCTIONAL GRAMMAR (Question 5)
• Language = a means of functioning in society (versus Chomsky's view: language =
internal to learner / governed by cognitive factors)
• 3 functions of the language (page 6 text)
• Ideational (facts/experiences)
• Interpersonal (social relationship, communicative)
• Textual (create text, organization,...)
TOWARDS A MORE COMMUNICATE TYPE OF PEDAGOGY
• Council of Europe (mid 70s): attempt to create a Europe wide language teaching
system based on:
• Needs analysis
• Notions (e.g. relevant concepts)
• Functions (e.g. uses of language)
• Notional-functional syllabus in text books.
80S AND 90S
• Krashen's theory
• Language was mainly unconsciously required through exposure to “comprehensive
input” (input: what we receive).
• 2LA input beyond the current level of learner's ability.
• Focus on meaning → long exposure: meaning-based and understandable.
• Learner's emotional state can affect acquisition (“affective filter”).
• Communicative Language Teaching (CLT)
• Emphasis on the use of language for meaningful.
• Focus on learner's message and fluency rather than a their grammatical accuracy
(problem-solving, activities, info, gap exercises).
• Immersion programmes
• Using the L2 to learn subject matter content.
• Learning the L2 by using it (L2 is not the foccus of explicit instructions).
• Technology
• CALL: Computer Assisted Language Learning.
• Computing technology → incorporation of audio and video input into learning
programmes + analysis of language on the basis of corpora → (text in a computer containing at least one million words).
A CLOSER LOOK AT THE MAIN DEVELOPMENT OVER THE 20 CENTURY SHOWS:
• Important changes in 70s regarding.
• The study of language use (language of communication)
• Focus on social factors and language use → sociolinguistics → (= led to the
development of...)
• Context affects communication > pragmaticis, discourse analysis
• context → historical (social...), situation
• co-text → linguistic context
• The view of cognition
• Language learning cannot be separated from the context where it takes place.
• New view of cognition, sociocultural theory. It's only through social interaction with
others than human develop their language and cognition.
• Language learning
• Learner's as active participant in the learnig process.
• Importance of what learners did > learner's strategies.
• Learner's autonomy.
