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KEY MOCK EXAM 2017, Apuntes de Lingüística

Universidad Complutense de Madrid (UCM)Lingüística
Prof. Elena Martínez Caro

Asignatura: linguistica, Profesor: Elena Martínez Caro, Carrera: Estudios Ingleses, Universidad: UCM

Tipo: Apuntes

2016/2017

Subido el 06/06/2017

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Departamento de Filología Inglesa I, UCM Dra. Elena Martínez Caro
APPLIED LINGUISTICS
KEY MOCK EXAM May 2017
NOTE: Given that this is, mainly, a theoretical exam, the answers given are suggested answers,
meaning that there could be other ways to explain the topics asked and discussed (and other related
ideas that you could mention). Likewise, your style may be less formal, though – hopefully – still
academic. The addition of examples to these answers is also advisable, as well as any other piece of
information which you consider important to clarify or ‘enhance’ the discussion.
A. Give an appropriate definition of APPLIED LINGUISTICS. Discuss on the scope of (and
different approaches to) this discipline.
Some possible answers are the following:
-Applied linguistics is an academic discipline concerned with the relation of knowledge
about language to decision making in the real world. It intends to investigate problems in
the world in which language is implicated – both educational and social problems.
-Applied linguistics is using what we know about language, how it is learned and how it
is used, in order to achieve some purpose or solve some problem in the real world.
-The theoretical and empirical investigation of real-world problems in which language is a
central issue.
For many years applied linguistics was mainly associated with the teaching and learning
of foreign languages and, to a lesser extent, of the mother tongue (i.e. the areas of second
language acquisition/teaching and first language acquisition). This is applied linguistics in its
narrow scope or covering traditional areas.
Ta ki ng in to a c co u nt t h e ot h er f i el d s of a p pl i ca ti o n of ap pl i ed l i ng ui s ti c s th a t ha v e
emerged in more recent years, we are considering the discipline in its broad scope or covering
some less-traditional areas. These include the following: discourse analysis, corpus linguistics,
clinical linguistics, forensic linguistics, language planning, lexicography, psycholinguistics,
sociolinguistics, and others.
B. Give a brief and simple definition of each of the following disciplines, which could be
seen as integrated within AL:
(1) LEXIGRAPHY
It is the art and science of dictionary-making. (Lexicography could be seen as a branch of
‘applied lexicology’.)
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Departamento de Filología Inglesa I, UCM Dra. Elena Martínez Caro APPLIED LINGUISTICS KEY MOCK EXAM May 2017 NOTE: Given that this is, mainly, a theoretical exam, the answers given are suggested answers, meaning that there could be other ways to explain the topics asked and discussed (and other related ideas that you could mention). Likewise, your style may be less formal, though – hopefully – still academic. The addition of examples to these answers is also advisable, as well as any other piece of information which you consider important to clarify or ‘enhance’ the discussion. A. Give an appropriate definition of APPLIED LINGUISTICS. Discuss on the scope of (and different approaches to) this discipline. Some possible answers are the following:

  • Applied linguistics is an academic discipline concerned with the relation of knowledge about language to decision making in the real world. It intends to investigate problems in the world in which language is implicated – both educational and social problems.
  • Applied linguistics is using what we know about language, how it is learned and how it is used, in order to achieve some purpose or solve some problem in the real world.
  • The theoretical and empirical investigation of real-world problems in which language is a central issue. For many years applied linguistics was mainly associated with the teaching and learning of foreign languages and, to a lesser extent, of the mother tongue (i.e. the areas of second language acquisition/teaching and first language acquisition). This is applied linguistics in its narrow scope or covering traditional areas. Taking into account the other fields of application of applied linguistics that have emerged in more recent years, we are considering the discipline in its broad scope or covering some less-traditional areas. These include the following: discourse analysis, corpus linguistics, clinical linguistics, forensic linguistics, language planning, lexicography, psycholinguistics, sociolinguistics, and others. B. Give a brief and simple definition of each of the following disciplines, which could be seen as integrated within AL: (1) LEXIGRAPHY It is the art and science of dictionary-making. (Lexicography could be seen as a branch of ‘applied lexicology’.)

(2) LANGUAGE PLANNING

Term used in sociolinguistics to refer to a systematic attempt to solve the communication problems of a community by studying the various languages or dialects it uses and developing a realistic policy concerning their selection and use; often referred to as ‘language engineering’. (3) LANGUAGE or SPEECH PATHOLOGY It is a language disorder or the field which studies language disorders. C. Behaviourism vs. Innatism (as the two most influential approaches to L1 acquisition) BEHAVIOURISM: Traditional behaviourists believe that language learning is simply a matter of imitation and habit formation. Children imitate the sounds and patterns that they hear around them and receive positive reinforcement (which could take the form of praise or just successful communication) for doing so. Thus encouraged by their environment, they continue to imitate and practice these sounds and patterns until they form ‘habits’ of correct language use. According to this view, the quality and quantity of the language which the child hears, as well as the consistency of the reinforcement offered by others in the environment, should have the effect on the child’s success in language learning. INNATISM: Chomsky criticised behaviourism by arguing that an approach based on the idea of learning from the environment (as behaviourism does) cannot account for language acquisition. Chomsky proposes that large parts of the human language capacity are, in fact, not learned from experience but innate: built into the human brain from birth. He thinks that language develops in the child in just the same way that other biological functions (like learning to walk, for instance) develop. He further argues that the behaviourist theory fails to recognise what has come to be called the ‘logical problem of language acquisition’. This problem refers to the fact that children come to know more about the structure of their language than they could reasonably be expected to learn on the basis of the samples of language that they hear. D. Define: ♦ UNIVERSAL GRAMMAR It is considered to consist of a set of principles which are common to all languages. If children are pre-equipped with universal grammar, then what they have to learn is the ways in which their own language makes use of these principles and the variation on those principles which may exist in the particular language they are learning.

Telegraphic speech This stage occurs before the child is 2 or 2 1/2 years old and is characterised by strings of words (lexical morphemes) in phrases or sentences such as: E.g. this shoe all wet, cat drink milk, daddy go bye-bye The child has clearly developed some sentence-building capacity by this stage and can get the word order correct. At the same time, a number of grammatical inflections begin to appear in some of the word-forms and simple prepositions ( in, on ) are also used. G. Looking at the stages in which WH- INTERROGATIVE SENTENCES are acquired by the native English learner, refer to three important SYNTACTIC features which this type of sentence must have in English. (1) Adding the wh- form to the beginning of the interrogative (2) Inversion of auxiliary and subject (or less common, lexical verb and subject), where the wh- form is not the subject (3) Insertion of auxiliary do where necessary In addition, one could think of a 4th^ feature, as we said in class: (4) Applying grammatical features such as tense/number/person just on the auxiliary (and not the lexical verb; i.e. just once) H. Explain briefly the CRITICAL PERIOD HYPOTHESIS in L1 acquisition The Critical Period Hypothesis (first proposed by the biologist Eric Lenneberg) states that there is a period during childhood when the human brain is most ready to receive input and learn a particular language. There are two versions of this hypothesis: (a) The strong version is that children must acquire their first language by puberty or they will never be able to learn from subsequent exposure (b) The weak version if that language learning will be more difficult and incomplete after puberty. I. Distinguish between: ♦ SECOND LANGUAGE and FOREIGN LANGUAGE A foreign language is one that is not generally spoken in the surrounding community. A second language is one that is spoken in the surrounding community. For instance, Japanese students in an English class in Japan are learning English as a foreign language (EFL) and, if those same students were in an English class in the USA, they would be learning English as a second language (ESL).

♦ ACQUISITION and LEARNING Acquisition is used to refer to the gradual development of ability in a language by using it naturally in communicative situations with others who know the language. Learning applies to a more conscious process of accumulating knowledge of the features, such as vocabulary and grammar, of a language, typically in an institutional setting. (Mathematics, for example, is learned, not acquired.) J. Comment briefly on the main ideas on the following NON-LINGUISTIC FACTORS affecting L acquisition: [Apart from the suggested answers, you can also talk about the criticism that some of these ideas have received because it is not easy that one can demonstrate the effects of these theories/ hypotheses in empirical studies.] ♦ INTELLIGENCE and APTITUDE INTELLIGENCE Over the years, many studies have found that intelligence levels were a good means of predicting how successful a learner would be at learning a second language. More recently, some studies have shown that intelligence may be more strongly related to certain kinds of L abilities than others: those which are used in the formal study of a language (i.e. reading, language analysis, writing, and vocabulary study), but that intelligence is much less likely to influence the way in which oral communication skills are developed. APTITUDE The assumption that there is a talent (i.e. ‘aptitude’) which is specific to language learning has been held for many years. The ‘aptitude factor’ has been investigated most intensively by researchers who are interested in developing tests which can predict how successful a language learner will be. The most widely used aptitude tests measure characteristics such as: (1) ability to identify and memorise new sounds, (2) ability to understand words functioning grammatically in sentences, (3) to figure out grammatical rules from language samples, and (4) memory for new words. The hypothesis is that possessing various degrees of these abilities predicts correlated degrees of success in L2 acquisition (but not all factors are required for success). ♦ ATTITUDE and MOTIVATION MOTIVATION in L2 learning is a complex phenomenon which can be defined in terms of two factors associated with motivation: (a) the learners’ communicative needs and (b) their attitudes towards the L2 community. One factor which often affects motivation is the social dynamic or power relationship between the languages (i.e. members of a minority group may have different attitudes and motivation when learning the language of a majority group than those of majority group members learning a minority language).

L. Give a brief account of FORENSIC LINGUISTICS commenting on the main concepts, its concerns and subareas. Forensic linguistics (FL) can be defined as the application of linguistic techniques to investigate crimes, in which linguistic data forms part of the evidence in order to support police statements. The phrase forensic linguistics first appeared in 1968 when Jan Svartvik, a professor of linguistics, used it in an analysis of statements by Timothy John Evans. Among its main current issues we find:

  • working for prosecution, defence or within police investigations
  • authorship investigation
  • describing the legal system (police interviews and courtroom language) In courtroom research, two research themes have predominated: (1) examining the intricacies of courtroom questioning between lawyers and witnesses, and (2) the words delivered by judges to juries. A common topic of research has been the discourse of rape trials. According to some authors, FL is divided into two areas: (a)Voice identification (forensic phonetics comprising: speaker profiling and speaker identification) (b)Authorship profiling (forensic stylistics) Examples of common forensic texts include: emergency calls, ransom demands or threat texts, hate mails, and suicide letters. In these, central linguistic parameters which are applied are: lexis and grammar, and the orthography, in particular the punctuation M. Finally, considering the corpus-linguistics exercise on Task 11, give a brief account of the results you found for the analysis of the expression you selected.