Applied Linguistics (Intro)
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Transcript of Applied Linguistics (Intro)
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Should everyone learn foreign languages? If so, whichlanguages?
How to decide which foreign languages should be taught inschools? (for example, in Sumadija, which languagesshould be taught in schools; take into account that the
factory of FIAT opened in Kragujevac; should we includeItalian into syllabus now?)
How can we prevent Serbian language from losing its ownidentity? How can we fight against Anglicisms? Should wedo that?
Should we support English as lingua franca? How can we prevent some languages from dying out?
Should we do that?
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The answers to these questions depend on our attitudes
and decisions.
In order to find solutions for these questions, we need
to use the knowledge about language and apply it to theproblems.
That is the job of applied linguistics.
Applied linguistics is the academic discipline
concerned with the relation of knowledge aboutlanguage to decision making in the real world.
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What is linguistics?
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Linguistics
By components of
language
Phonetics (sounds)
Syntax (grammar)
Lexis (words)
Semantics (meanings)
Pragmatics (uses)
Discourse (connectedtexts)
By area studied
Comparative linguistics
PsycholinguisticsSociolinguistics
Historical linguistics
Theoretical linguistics,
Etc.
Applied
linguistics
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Translation Language
technology
Computer assisted
language learning
RhetoricApplied linguistics Second language
acquisition
Language
policy Critical discourseEducational
linguistics
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The importance of AL lies in the significant role it has in solvinglanguage-related problems.
Language is crucial to human lives. Without language, mostimportant activities will be inconceivable.
Throughout the history and across the world, people have been
using language to communicate. In our world there are many rapid changes. These changes affect
how people use language. Hence, people need to investigate and understand the facts of
language use, to organize and formalize what they know and tosubject their knowledge to rational consideration and criticalanalysis.
Only by doing so will people be able to set out the options foraction and the reasoning behind them.
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Language andeducation
First languageeducation
Additional-language education(foreign LE andsecond LE)
Clinical linguistics Language testing
Language, work andlaw
Workplacecommunication
Language planning
Forensic linguistics
Language,information and
effect
Literary stylistics
Critical discourseanalysis
Translation andinterpretation
Information design
Lexicography
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Applied linguistics as a MEDIATOR between language
experience and abstract analyses of language
Very difficult to combine and reconcile these fields
That is the main task and challenge of applied
linguistics
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Applied linguistics does not only span the gap between
linguistic problems and linguistic theory, but it also
uses the theory to explore how we can change the
perception of problems.
The results we get, can be implemented into linguistic
theory, in turn.
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Detect a linguistic problem
Start from a theory of linguistics (choose the proper
one according to the problem)
Apply the knowledge of the chosen theory to theproblem
Possibly implement the results into linguistic theory, in
turn
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A speech therapist sets out to investigate why a four-year-old child has
failed to develop normal linguistic skills for a child of that age.
An EFL teacher wonders why a group of learners sharing the same first
language regularly makes a particular grammatical mistake that learners
from other language backgrounds do not. An expert witness in a criminal case tries to solve the problem of who
exactly instigated a crime, working only with statements made to the
police.
An advertising copy writer searches for what would be the most efficient
language use to target a particular social group in order to sell a product.
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A mother tongue teacher needs to know what potential employers considerimportant in terms of a school leavers ability to write reports or other
business documents.
A person constructing a language test for non-native speakers for entry
into further education needs what the key linguistic or psycholinguistic
indicators are of reading ability in a second or foreign language. A dictionary writer ponders over possible alternatives to an alphabetically
organized dictionary.
The child has difficulties with expressing ideas clearly and learning new
vocabulary. The doctor claims that the child is dyslexic.
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Edward Said claims that the term The Other is used for non-westerncountries to show the superiority of the western countries.
The paper is concerned with the contrastive analysis of terms for bodily
disorders in English and Serbian
A group of civil servants are tasked with standardizing language usage in
their country, or deciding major aspects of language planning policy thatwill affect millions of people.
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All these problems have one thing in common:
the possibility of turning the discipline of
linguistics to seek solutions.
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Linguisticstheory-driven
Applied linguisticsproblem-driven
Applied linguistics does not only test the applicabilityof linguistic theories, but also challenges them where
they are found wanting.
they are more likely to be partners
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The responsibility of linguists to build theories of language that aretestable, which connect with perceived realities and which are not
contradicted or immediately refuted when they comfort those
realities.
The responsibility of linguists to offer models, descriptions and
explanations of language that satisfy not only intellectual rigour but
intuition, rationality and common sense.
The responsibility of applied linguists not to misrepresent theories,descriptions and models.
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The responsibility of applied linguists not to apply theories,descriptions and models to ill-suited purposes for which they werenever intended.
The responsibility of applied linguists to provide an interface betweenlinguists and practitioners where appropriate, and to be able to talk onequal terms to both parties.
The responsibility of both communities to exchange experience withfront-end practitioners such as language teachers, psychologists or
social workers, who may not have a training in linguistics nor the timeor resources to do applied linguistics themselves, but who may beeager to communicate with both groups.
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A teacher of English as a foreign language wonders
why groups of learners sharing the same first
language regularly make a particular grammatical
mistake that learners from other language
backgrounds do not.
A dictionary writer ponders over possible alternatives
to an alphabetically organized dictionary.
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Language Teachers Questions Lexicographic (dictionary-
making) questions
What is known about the learners firstlanguage or any other language that
he/she knows that may interfere with
foreign language learning?
What is the internal structure oflanguage(s) I am dealing with?
What do grammarians say about this
structure?
What do we know about the mental
organisation of vocabulary in human
beings? Perhaps this can be used in
dictionary organisation?
What psychological barriers may be
preventing the learning of the
structure?
What problems might a non-native user
of the dictionary have with the
organising principle chosen?
Are some structures difficult to learn if
they are tackled too early on? Is there
an order in which structures are best
presented?
What place should information about
grammar have in such a dictionary? Is
a bilingual dictionary along non-
alphabetical lines possible?
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Some questions are common: Can linguistics offersolution to the problems? If so, by which approach or
method? How reliable are linguists methods? How
willing are linguists to participate in practical
endeavours? If there are conflicting theories, which
approach should one resort to? Can a non-
linguistically-trained person undertake such a task or
is it a job for highly specialized experts?
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Identifying and defining problems.
Contextualizing those problems within linguistic study
and developing a theoretical stance.
The use of appropriate resources for the exploration ofpossible solutions.
Evaluating the proposed solutions.
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THANK YOU
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