Academic literature on the topic '200401 Applied Linguistics and Educational Linguistics'
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Journal articles on the topic "200401 Applied Linguistics and Educational Linguistics"
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Mann, G. "Review: Applied Linguistics." ELT Journal 58, no. 2 (April 1, 2004): 200–202. http://dx.doi.org/10.1093/elt/58.2.200.
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Plaza Lara, Cristina. "Audiovisual Translation in Applied Linguistics: Educational Perspectives." TRANS. Revista de Traductología, no. 25 (December 30, 2021): 607–9. http://dx.doi.org/10.24310/trans.2021.v1i25.12940.
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Vladymyr Vladymyrovych, Dubichinsky. "Main areas applied linguistics in educational process." Novosibirsk State Pedagogical University Bulletin 5, no. 5 (October 7, 2015): 156–62. http://dx.doi.org/10.15293/2226-3365.1505.14.
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د. محمود بن عبدالله المحمود, د. محمود بن عبدالله المحمود. "Associate professor of applied linguistics Applied Linguistics Dept., Arabic Linguistics Inst., King Saud University." journal of King Abdulaziz University Arts And Humanities 28, no. 13 (May 7, 2020): 199–235. http://dx.doi.org/10.4197/art.28-13.7.
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In the Kingdom of Saudi Arabia, the concern of the Arabic language is reflected in the Saudi language policy, which is displayed in all aspects of decisions, programs, projects and public life. The Kingdom’s development process has facilitated significant improvements at all levels, which enhances the need for continuous review of the language policy to ensure that it is achieving its goals. The current study seeks to discuss Saudi language policy in general, with a specific focus on Arabic language decisions, by utilizing an integrated approach, consisting of questionnaire and interview with a sample of administrative leaders in the Kingdom. The study seeks to discuss the ideology underlying Saudi language policy, as well as views on its nature, effectiveness, impact and implementation challenges; it also proposes a framework to build a Saudi language policy aimed at preserving previous achievements and achieving future aspirations. The study demonstrates the existence of social, cultural and linguistic ideologies that support the policies related to the Arabic language, such as considering it as a basic component of the political entity, a major part of the national identity; it also identifies concern for Arabic in the linguistic landscape, along with its centrality in the educational system, and the keenness of linguistic purification. The results also showed the participants’ agreement on the clarity of the decisions on language, as well as its comprehensiveness, need for development, and the extent to which individuals and institutions exhibit a weak awareness of it. Also, it reveals the existence of some problems that prevent its implementation, which are related to the decisions themselves, the procedural processes, or the administrative institutions. The study also provides suggested methodological recommendations to build the desired language policy, which proceeds from a research base and builds on current achievements.
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Kaszubski, P. "Corpora in Applied Linguistics." ELT Journal 57, no. 4 (October 1, 2003): 416–20. http://dx.doi.org/10.1093/elt/57.4.416.
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Schmitz, John Robert. "Some polemical issues in Applied Linguistics." Revista Brasileira de Linguística Aplicada 10, no. 1 (2010): 21–42. http://dx.doi.org/10.1590/s1984-63982010000100003.
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In this paper, I look at three polemical issues in Applied Linguistics. I argue, first of all, that the desire for a stable definition of applied linguistics has by no means prevented research in the discipline. Secondly, I contend that the notion or "tradition" of "linguistics applied" (corpus linguistics or lexicography) is broader and more serious than "applicationism" (the use of linguistic formalisms, artificial practices, and terminology) in teaching material that are problematic and motivated by commercial interests. Thirdly, I argue that Educational Linguistics and Applied Linguistics have overlapping research objectives. In the course of the paper, I present some reservations about Educational Linguistics.
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Serebrianska, Irina. "APPLIED LINGUISTICS, COMPUTATIONAL LINGUISTICS AND OTHER INTERDISCIPLINARY SCIENCES AS EFFECTIVE INTERCULTURAL COMMUNICATION STRATEGIES." Fìlologìčnì traktati 13, no. 1 (2021): 78–84. http://dx.doi.org/10.21272/ftrk.2021.13(1)-8.
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The article deals with the issues of interaction of linguistics and modern computer information technologies. It systematizes the actual problems and ways of their integration based on the analysis of the latest scientific works and the appropriate educational programs in higher education institutions all over the world. It draws attention to interdisciplinary sciences such as applied linguistics, computational linguistics, linguistic informatics, quantitative linguistics, mathematical linguistics, Internet linguistics, and integrated knowledge. The cooperation of two different areas is very productive and prospective. It contributes to the development of artificial intelligence and provides wider professional opportunities, effective intercultural communication and further improvement of society. The representatives of two, very different fields become mutually beneficial and complete each other successfully. The result of this interaction is a universal specialist which is in great demand nowadays. The main issues of the interaction of linguistics and modern information technologies are the following: 1) the role of virtual space and modern information technology in the development of linguistics; 2) the role of linguistics in the development of virtual space and information technologies, and the training of computer specialists; 3) the place of virtual space and modern information technologies in preparing linguists and translators (machine translation, translation systems, etc.); 4) the emergence of interdisciplinary sciences and educational courses at the intersection of two areas to provide society with professionals with integrated knowledge; duplication of their conceptual and terminological apparatus and research methods (due to their novelty); methodological support of the integrated educational process.
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Macaro, E. "Applied Linguistics in Language Education." ELT Journal 57, no. 4 (October 1, 2003): 414–15. http://dx.doi.org/10.1093/elt/57.4.414.
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Andon, N. "Applied Linguistics and Materials Development." ELT Journal 67, no. 3 (May 17, 2013): 367–69. http://dx.doi.org/10.1093/elt/cct026.
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Sugarman, Julie, Molly Fee, and Anne Donovan. "Center for Applied Linguistics, Washington DC, USA." Language Teaching 48, no. 2 (March 13, 2015): 292–97. http://dx.doi.org/10.1017/s0261444814000421.
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The Center for Applied Linguistics (CAL) is a private, nonprofit organization with over 50 years’ experience in the application of research on language and culture to educational and societal concerns. CAL carries out its mission to improve communication through better understanding of language and culture by engaging in a variety of projects in the areas of primary, secondary, and adult education, including research on effective strategies for the instruction of linguistically and ethnically diverse students; evaluation of the effectiveness of educational programs for such students; professional development for teachers and other staff working with linguistically diverse students; development of instructional materials and language tests; and services to support cultural orientation of immigrants and refugees.
Dissertations / Theses on the topic "200401 Applied Linguistics and Educational Linguistics"
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Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.
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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003; McGrenere & Ho, 2000); Learning Design (Conole & Dyke, 2004a, 2004b; Laurillard et al. 2000;); Education (Kirschner, 2002; Salomon, 1993; Wijekumar et al., 2006) and Educational Psychology (Greeno, 1994).
In order to investigate this subject, the following research questions, rooted in the theoretical foundations of the thesis, were formulated: (1) What are the learners’ attitudes towards the ICT tools used in the project?; (2) What are the affordances offered by ICTs used in a specific French language course at university level from the perspective of the teacher and from the perspective of language learners?; (3) What affordances offered by ICT tools used by the teacher within the specific teaching and learning environment have been taken up by learners?; and (4) What factors influence the uptake by learners of the affordances created by ICT tools used by the teacher within the specific teaching and learning environment?
The teaching phase of this project, conducted between 2006 and 2008, used Action Research procedures (Hopkins, 2002; McNiff & Whitehead, 2002; van Lier 1994) as a research framework. The data were collected using the following combination of qualitative and quantitative methods: (1) questionnaires administered to students (Hopkins, 2002; McNiff & Whitehead, 2002) using Likert-scale questions, open questions, yes/no questions; (2) partnership classroom observations of research participants conducted by Research Participant Advocates (Hopkins, 2002; McNiff & Whitehead, 2002); and (3) a focus group with volunteering students who participated in the unit (semi-structured interview) (Hopkins, 2002; McNiff & Whitehead, 2002).
The data analysis confirms the importance of a careful examination of the teaching and learning environment and reveals differences in the ways in which the opportunities for an action offered by the ICTs were perceived by teacher and students, which impacted on the uptake of affordances. The author applied the model of affordance, as described by Good (2007), to explain these differences and to investigate their consequences. In conclusion, the teacher-researcher considers that the discrepancies in perceiving the affordances result from the disparities between the frames of reference and the functional contexts of the teacher-researcher and students.
Based on the results of the data analysis, a series of recommendations is formulated supporting calls for careful analysis of frames of reference and the functional contexts of all participants in the learning and teaching process. The author also suggests a modified model of affordance, outlining the important characteristics of its constituents.
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Woodman, Karen. "A study of linguistic, perceptual and pedagogical change in a short-term intensive language program." Thesis, University of Victoria, 1998. https://eprints.qut.edu.au/102184/1/__qut.edu.au_Documents_StaffHome_StaffGroupW%24_woodmank_Desktop_PhDthesis.pdf.
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This study investigates linguistic, perceptual, and pedagogical change (LPPC) in a short-term, study abroad English immersion program. It proposes the LPPC Interactive Model of second language acquisition based on Gardner's 1985 socioeducational model and Woods' 1996 beliefs, attitudes, and knowledge (BAK) structure. The framework is applied in a cross-cultural context, highlighting participants in the 1993 Camosun Osaka Aoyama English Language Institute involving Japanese English-as-a-Second-Language (ESL) students from Aoyama Junior College in Osaka, Japan, and non-Japanese ESL teachers at Camosun College and Canada's University of Victoria in British Columbia. The study examined the definition of teacher achievement; distinctions between language activation and language acquisition in the short-term, study abroad context; development of the constructs student BAK+, teacher BAK+, and class BAK+ to describe interactions in "class fit"; and the influence of temporal parameters on linguistic, perceptual, and pedagogical change. Data from teacher and student surveys and interviews suggest that change occurs in each of the linguistic, perceptual, and pedagogical dimensions and support constructs proposed for the model.
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Liviero, Sara. "Teachers' reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16005.
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The purpose of this dissertation was to investigate teachers’ beliefs about a fundamental aspect of foreign language teaching: grammar. Whilst progressively reinstated in the national curriculum and consistently sustained by foreign languages teachers’ practices, grammar’s perceived irrelevance for assessment criteria of the nationally adopted method of assessment - the General Certificate of Secondary Education – kept it caught in conflicting discourses of policy, linguistic research and teaching practices. Whilst foreign languages policy and practice kept converging towards increasing focus on forms in language education along correspondences with linguistic research, the assessment has remained focused on generic communicative, skill-focused criteria. My small-scale research aimed to find how foreign languages teachers translated grammar teaching policy and possible theoretical guidelines in their teaching practices, by collecting data through interviews, observations and think-alouds. The findings revealed disparate educational contexts, approaches, as well as interpretations of grammar teaching. It led me to realise the necessity to probe further into a much more thorough theoretical and methodological underpinning of foreign languages education. As this study concludes, the secondary foreign languages curriculum has become disapplied, and schools and teachers have been left to devise their idiosyncratic foreign language learning strategies and rationales. As foreign languages teaching becomes anchored in the primary education curricular provision, this research hopes to document the need to frame theoretical and methodological guidelines, a consistent foreign languages education rationale, leading to a consistent and convincing education and provision of future foreign language teachers.
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Almuhayya, Ali Hussain. "THE USE OF EDUCATIONAL CODE-SWITCHING IN SAUDI UNIVERSITY EFL CLASSROOMS: A CASE STUDY." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1607.
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The present study observed the use of educational code-switching to the L1 (Arabic) among six Arabic EFL teachers at Majmaah University, in Saudi Arabia. It used an a priori set of purposes based on Creswell (2003) and derived categories to examine the linguistic, social, and class management purposes behind code-switching. The instrument consisted of two parts: a demographic questionnaire and an audio recorder used in conjunction with a classroom observation sheet. Although some studies have suggested that educational code-switching to the L1 in EFL classrooms is an unconscious act (e.g., Moghadam, Abdul Samad, & Shahraki, 2012), the present study's results concluded the reverse: that the use of educational code-switching could be interpreted as an intentional practice among teachers in EFL classrooms. The results provided a more in-depth understanding of the use of educational code-switching to the L1 (Arabic). They agreed with previous studies that have found such code-switching to be very common among EFL teachers. Although participants displayed different linguistic, social, and class management purposes, analysis of the data revealed that certain purposes were more common than others, with linguistic purposes being far more common than social, class management, or other purposes. The most common linguistic purpose was to explain new words, and for class management was to clarify activities/exercises. Only two purposes, to engage in small talk with students and to connect between sentences, could not be categorized into one of the three main types.
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Hayashi, Yuko. "On the nature of morphological awareness and vocabulary knowledge in school-age English-Japanese bilingual and monolingual children." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:8bab5ec6-6f9a-4c7d-858c-97bdba53ef03.
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Morphological awareness and vocabulary knowledge are two (among many) components of multi-faceted word knowledge critical for language development and ultimately, academic performance, as they strongly correlate with other essential, literacy-related skills, such as spelling, writing and reading comprehension (Ramirez, Chen, Geva & Kiefer, 2010). Developing these types of knowledge is a non-linear process for school-age children: morphological awareness, in particular, involves long-term learning towards a full mastery beginning in mid-dle childhood and continuing through adolescence. Such learning processes can pose significant challenges especially for children attending a school entirely in a second language (L2) while speaking, as a first language (L1), a language which is ethno-linguistically minority in status in the larger (L2) society. Despite globally growing populations of L2 children in school settings, little is known about the nature of morphological/vocabulary knowledge in one language, relative to the other, especially when children are learning two typologically distant languages with different writing systems. The current study, situated within the theoretical framework of multicompetence (Cook, 2003), set out to investigate specific aspects of vocabulary knowledge and morphological awareness in different groups of English- and Japanese-speaking monolingual and bilingual children, whilst also examining the extent to which English morphological awareness influences/or is influenced by Japanese morphological awareness among the bilingual sample. The purpose of the study is largely three-fold. One was to examine the children’s ability to understand and express a connection between a word and its meaning. The former taps into receptive vocabulary knowledge, whereas the latter expressive vocabulary knowledge. Two vocabulary tests were administered to three groups of children per language: two bilingual groups (24 Japanese learners of English as a Second Language (ESL) and 21 learners of Japanese as a Heritage Language (JHL)) and a group of 25 English Language Monolinguals (ELMs) (English); and ESLs, JHLs and a group of 27 Japanese language Monolinguals (JLMs) (Japanese). The second purpose was to investigate the children’s ability to identify morphemes included in a word and also to produce inflectional and derivational forms of a word, using two morphological tasks per language – a Word Segmentation (WS) task and a Word Analogy (WA) task. Lastly, the current study examined, through statistical analyses, the nature of an association between morphological awareness and vocabulary knowledge in each language, and also whether morphological awareness in one language could act as a significant predictor of morphological awareness in the other, i.e., cross-linguistic influence. Four key findings were obtained. First, the patterns in which each group demonstrated vocabulary knowledge through English tests contrasted with the pattern observed in the Japanese results. In English, the ESL group scored more highly on the receptive test than the expressive test, whereas the reverse pattern was the case for the ELM group. The JHL group yielded comparable scores across tests. In Japanese, in contrast, all three groups (ESL/JHL/JLM) scored more highly on the expressive test than on the receptive test. Second, all groups of children typically demonstrated higher degrees of an awareness of inflectional morphemes than of derivational morphemes in the English morphological tasks (both the WS and WA tasks) and the Japanese WA task. A slightly different pattern was observed in the Japanese WS task, where the performances of ESL and JLM children were not sensitive to morpheme type, whereas the JHL group yielded higher scores on the inflectional morphemes than the root morphemes. As regards the relationship between morphological awareness and vocabulary knowledge in each language, in English, it was the ability to produce morphologically complex items, as opposed to recognising morphemes, that was positively related to vocabulary knowledge in all three groups (ESLs, JHLs & ELMs). In Japanese, in contrast, both morpheme recognition and production were positively related to vocabulary knowledge in all Japanese-speaking groups (ESLs, JHLs & JLMs). Lastly, the bilingual data identified a reciprocal nature of morphological transfer (Japanese -> English) only in the ESL group. More specifically, the ESL children’s ability to identify morphemes in Japanese words through segmentation may have a positive influence on the ability to produce English inflectional and derivational items. The latter ability is, in addition, likely to play a positive role in its Japanese equivalent, namely, the ability to produce Japanese inflectional and derivational items. No transfer effects were established in either direction for the JHL group. These within-language and cross-linguistic investigations of the nature of, and the relationship between morphological awareness and vocabulary knowledge are discussed in terms of the existing evidence in the literature (e.g., Carlisle, 2000; Ramirez at al.,2010) and are graphically illustrated via the integration continuum based on the notion of multicompetence (Cook, 2003). Several limitations of the current study are reviewed and discussed, fol-lowed by the Conclusion chapter, where the unique contribution of the current study to the literature is revisited, together with a brief remark about its indirect links with the field of educational research in Japan and suggestions for future research.
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McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.
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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.
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Collins, Brett. "SANDHI-VARIATION AND THE COMPREHENSION OF SPOKEN ENGLISH FOR JAPANESE LEARNERS." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/500157.
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Teaching & LearningPh.D.
In this study I addressed three problems related to how sandhi-variation, the adjustments made by speakers to the speech stream, filters comprehension for second language listener processing. The first was the need to better understand proficiency problems encountered by L2 listeners as they decode the speech stream with the phonological features of sandhi-variation, elision and assimilation, by investigating the item difficulty hierarchy of the phenomena. The second was the scarcity of research on aural processing abilities of second language learners in relation to their understanding sandhi-variation in aural texts. The third concerns the lack of research investigating links between learners’ backgrounds and their ability to handle listening texts, especially variations in the speech stream in target aural texts. The purpose of this study was threefold. My first purpose was to investigate the item difficulty hierarchy of sandhi-variation types that learners have in relation to L2 listening proficiency. My second purpose was to evaluate links between aural input containing elision and assimilation and second language aural processing, to provide insight into how learners deal with sandhi-variation as they process such input. My third purpose was to investigate through the use of interviews the aural input that participants have encountered prior to the interventions of this study, to help explain which types of aural input can facilitate intake. Twenty-five first- and second-year Japanese university students participated in the current study. The participants completed a series of instruments, which included (a) a Test of English as a Foreign Language Paper-Based Test (TOEFL PBT), (b) a Listening Vocabulary Levels Test (LVLT), (c) a Modern Language Aptitude Test–Elementary (MLAT-E), (d) a Pre-Listening in English questionnaire, (e) an Elicited Imitation Test (EIT), and (f) a Background and Length of Residency interview. The EIT was used as a sandhi-variation listening test with two component parts (i.e., elision and assimilation) and two sub-component parts (e.g., two different utterance rates), using elicited imitation. Finally, the participants were interviewed about their language backgrounds to gauge their understanding and feelings about English. An empirical item hierarchy for elision and assimilation was investigated, along with the determinants of the hierarchy. Overall, the tendency was for items with elision and assimilation to be more difficult. Results also indicated that the two input rate variables combined with elision and assimilation affected the non-native participants’ listening comprehension. Moreover, the strength of the relationship between two measures of the participants’ language ability, proficiency and aptitude, and their comprehension of items with and without the phonological features of elision and assimilation, were investigated. The results confirmed a positive relationship between language aptitude as measured by the MLAT-E and the comprehension of the phonological features of elision and assimilation. Finally, the results indicated that there were no significant, positive correlations between English language proficiency scores and both the Pre-Listening Questionnaire, which measured the participants’ feelings about second language listening, and the Background and Length of Residency Interview. More research needs to be conducted to determine how learners’ backgrounds are related to listening comprehension in order to better prescribe aural input in second language listening classrooms.
Temple University--Theses
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Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.
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Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity.
Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served.
While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.
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Souza, Rômulo Francisco de. "Implicações do uso de Material Didático Virtual Livre em contexto formal de ensino-aprendizagem de italiano como LE/L2: a perspectiva dos problemas de ensino." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-22012015-161313/.
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Nossa pesquisa teve como objetivo explorar as implicações relativas à utilização de material didático de natureza virtual livre em contexto formal de ensino-aprendizagem de italiano LE/L2. As implicações foram tratadas em forma de Problemas de Ensino e o termo utilização foi desdobrado em dois aspectos: utilização em sala de aula presencial e produção. Orientou-nos a hipótese de que o uso de materiais didáticos de natureza virtual livre, em contexto formal de ensino-aprendizagem de língua italiana como LE/L2, deflagra uma série de implicações observáveis e específicas as quais podem ser definidas em termos de Problemas de Ensino (ORTALE, 2010) , dada a sua natureza peculiar, ou seja, livre. A fim de alcançar nossos objetivos, lançamos mão de uma metodologia qualitativa de viés construtivista e interpretativista. Os Problemas de Ensino foram identificados por meio da análise de Relatos de Problemas de Ensino (ORTALE, 2010). Balizaram nossas análises a metodologia de formação de professores, alicerçada na ideia de Aprendizagem Baseada em Problemas (ABP), explicitada em Ortale (2010), e as técnicas e procedimentos de desenvolvimento de teoria fundamentada, conforme Strauss e Corbin (2008). Os Problemas de Ensino relativos à utilização foram investigados em duas disciplinas de língua italiana ofertadas em nível de graduação junto à Faculdade de Letras de uma universidade pública do estado de São Paulo. Os Problemas de Ensino relativos à produção foram pesquisados nos contextos de duas edições de um curso de formação de professores de língua italiana em serviço e em pré-serviço que ministramos no âmbito de duas universidades públicas brasileiras - uma no estado de Santa Catarina e outra no estado de São Paulo. Encontramos um total de 11 (onze) Problemas de Ensino - 7 (sete) relacionados ao aspecto da produção de Material Didático Virtual Livre e 4 (quatro) relacionados ao aspecto da utilização. Notamos, por meio de nossa análise, a proeminência de dois fatores associados aos Problemas de Ensino encontrados: as crenças a respeito de materiais didáticos de natureza virtual livre e a demanda pelo desenvolvimento de competências relativas aos aspectos virtual e livre desse tipo de material didático. Concluímos que os Problemas de Ensino identificados não são específicos, mas, sim, característicos dos materiais didáticos de natureza virtual livreThe aim of our research was to explore the implications related to the use of Free Virtual Educational Materials in the context of formal teaching and learning Italian as FL/SL. The implications were dealt as Problems of Teaching (ORTALE, 2010) and the term use was considered according to two aspects: use in presential classrooms and production. The hypothesis was that the use of Free Virtual Educational Materials, in the context of formal teaching and learning Italian as FL/SL, triggers a series of observable and specific implications, which can be defined in terms of Problems of Teaching due to its peculiar nature, that is, being a free educational material. The methodology adopted here was qualitative, both constructivist and interpretativist. The Problems of Teaching were identified through the analysis of the Reports of Problems of Teaching (ORTALE, 2010). The analyses were based on the methodology of teacher education, supported by the idea of Problem-Based Learning (PBL), explained in Ortale (2010), and the techniques and procedures of the Grounded Theory, according to Strauss e Corbin (2008). The Problems of Teaching related to the use were investigated in two undergraduate subjects of Italian Language offered by the College of Arts in a public university in São Paulo state. The Problems of Teaching related to the production were researched in the context of two editions of the training course for teachers of Italian Language in-service and pre-service, taught at two Brazilian public universities one in Santa Catarina state and the other in São Paulo state. We have found the total of 11 (eleven) Problems of Teaching 7 (seven) related to the aspect of production of Free Virtual Educational Materials and 4 (four) related to the aspect of its use. We have noticed through our analysis, the prominence of two factors associated to the Problems of Teaching which were found in the research: the beliefs regarding Free Virtual Educational Materials and the demand to develop the competences related to the free and virtual aspects of this sort of material. We concluded that the Problems of Teaching identified here are not specific but are typical of educational materials that are virtual and free
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Compton, Michelle L. "THE EFFECTS OF A NEW METHOD OF INSTRUCTION ON THE PERCEPTIONS OF APPALACHIAN ENGLISH." UKnowledge, 2015. http://uknowledge.uky.edu/ltt_etds/6.
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This paper evaluates whether students’ perceptions of Appalachian English improve through a method of instruction that uses dialect literature in the classroom. Most existing methods of instruction tend to portray dialects as wrong, incorrect, or in some way less rule-governed than Standardized English, despite the numerous studies that have demonstrated otherwise (e.g., Labov 1969, Wolfram 1986). The data from this study derives from two groups of students enrolled in introductory composition and communication at the University of Kentucky. Each group is given a pre-test to determine attitudes toward Appalachian English and Standardized English. An experimental group is then exposed to a method that incorporates texts that use Appalachian English features, while no specific dialect literature is included in the control group. After the conclusion of the lessons, students in both groups complete a post-test used to analyze whether their perceptions of Appalachian English changed throughout the study. The experimental method results in significant increases in several of the attitude measures for Appalachian English, while the students that did not receive this method of instruction experienced no increase for the linguistic variety. These results demonstrate that this method has potential for reducing negative perceptions towards speakers of non-standard dialects.
Books on the topic "200401 Applied Linguistics and Educational Linguistics"
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Educational linguistics. Oxford, UK: B. Blackwell, 1986.
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Piper, David. Language theories and educational practice. San Francisco: Mellen Research University Press, 1992.
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English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins Pub., 2003.
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Cardinet, Jean. Applying generalizability theory using EduG. New York: Routledge, 2010.
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service), SpringerLink (Online, ed. Towards an Understanding of Language Learner Self-Concept. Dordrecht: Springer Science+Business Media B.V., 2011.
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M, Fetterman David, ed. Speaking the language of power: Communication, collaboration, and advocacy (translating ethnography into action). London: Falmer Press, 1993.
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service), SpringerLink (Online, ed. Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development. Boston, MA: Springer Science + Business Media, B.V, 2008.
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Directions and Prospects for Educational Linguistics Educational Linguistics. Springer, 2010.
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Lertola, Jennifer, Noa Talaván, and Laura Incalcaterra McLoughlin. Audiovisual Translation in Applied Linguistics: Educational Perspectives. Benjamins Publishing Company, John, 2020.
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Lertola, Jennifer, Noa Talaván, and Laura Incalcaterra McLoughlin. Audiovisual Translation in Applied Linguistics: Educational Perspectives. Benjamins Publishing Company, John, 2020.
Find full textBook chapters on the topic "200401 Applied Linguistics and Educational Linguistics"
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Weideman, Albert. "The Scientific Status of Applied Linguistics." In Educational Linguistics, 53–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_4.
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Weideman, Albert. "An Inter-Disciplinary View of Applied Linguistics." In Educational Linguistics, 39–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_3.
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Weideman, Albert. "Applied Linguistics as a Discipline of Design." In Educational Linguistics, 75–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_5.
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Weideman, Albert. "Themes and Styles of Doing Applied Linguistics." In Educational Linguistics, 149–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_8.
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Bartels, Nat. "Researching Applied Linguistics in Language Teacher Education." In Educational Linguistics, 1–26. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_1.
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Weideman, Albert. "Design Principles and The Future of Applied Linguistics." In Educational Linguistics, 211–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_11.
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Weideman, Albert. "A Returning Question: Defining the Field of Applied Linguistics." In Educational Linguistics, 197–209. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_10.
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Weideman, Albert. "A Linguistic Explanation for the Foundations of Applied Linguistics." In Educational Linguistics, 11–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_2.
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Bartels, Nat. "Applied Linguistics and Language Teacher Education: What We Know." In Educational Linguistics, 405–24. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_23.
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Whong, Melinda. "Applied Generative SLA: The Need for an Agenda and a Methodology." In Educational Linguistics, 231–47. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6362-3_12.
Full textConference papers on the topic "200401 Applied Linguistics and Educational Linguistics"
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Salih, Rashwan. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.03.
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This paper investigates the effect of using discourse markers on the writing skills of Kurdish university students. By revising the related literature, it appeared that so far there is no consensus on the actual effect of the explicit presence of discourse markers on foreign language writing. Many studies concluded that different discourse markers have different effects on the writing of foreign language learners (Morell, 2004; Ying, 2007; Castro and Marcela 2009; Dariush and Mohamad 2015, etc.). The current research tries to find out if there are any cross-linguistic factors that could cause issues for students in EFL modules. Data for the current study were collected from essays written by Kurdish students at the English Department in Salahaddin University, Erbil. In total, 20 essays were received with total of 19872 words and total 261 DMs were found in the data. A mixture of quantitative and qualitative methods was used to analyse the data. The raw frequencies of the DMs were: Additive (101 = 0.5 %), Adversative (45 = 0.22 %), Causal / Conditional (83 = 0.4 %), and Temporal (32 = 0.16 %). The findings suggested that level of attention to and appropriate use of discourse markers were significantly unbalanced, and various misuses were found. Sample errors in using the DMs were selected for a qualitative analysis. It is recommended that discourse markers are taught individually not in groups with more focus on the more difficult discourse marker types.
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Sheveleva, A. S. "MULTIMEDIA EDUCATIONAL PUBLICATIONS FOR APPLIED EDUCATIONAL ONLINE PROGRAMS." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-142.
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"Importance of Multimodality in Educational Syllabi." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a12.
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Ahmed, Mohammed, and Rizgar Mahmood. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.07.
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To be able to use the target language sentence structure efficiently, a speaker needs to learn and have a very large number of words (Nation, 2013). Research shows that understanding the meaning of a word is not sufficient, rather, it involves more than just its meaning; such as spelling, and grammatical behavior (Pigada & Schmitt, 2006). Vocabulary acquisition requires effective methods. One of the methods of learning vocabulary is learning the process of word formation in the target language. This research aims at investigating and exploring one of the productive word-formation processes in the English language which is conversion or zero-derivation in which the grammatical category of a word is changed without adding any affixes. For instance, every day, I walk(V) to the park near my house, or, every day, I take a walk(N) with my dog. The results will have several pedagogical implications for researchers, teachers, and learners. Based on the presented data in the current study, it can be concluded that zero-morph can be considered one of the productive word-formation processes, and pedagogical implications are discussed in the discussion section.
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Dabbagh, Lanja, and Wrya Ali. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.08.
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Interpreting as a profession has become the center of interest and focus for many linguists, translation scholars, translators, and professionals. Interpreting has played a vital role in bridging the gap and maintaining relationships among people of different languages. The output of interpreting, unlike written translation is entirely oral leaving behind no written proof. Interpreting is an activity or a process which consists of the facility of oral and sign language communicated either consecutively or simultaneously between two or more speakers who are not speaking the same language. Interpretation is the act of transposing a message from one language to another immediately in real time. The study sheds light mostly upon non- linguistic factors in the process of interpreting which can be of no less important than the linguistic ones. The aim of the study is to provide an overview of interpreting in general with a detailed description of the non- linguistic strategies or skills from the perspective of interpreting process. Bearing these in tactics in mind, the interpreter tackles the interpreting problems and difficulties in a more skillful way.
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Mohammad, Alaa. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.05.
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Semantic transfer, or sometimes semantic change, occurs when a word drops its old meaning and comes to refer to something different. This results in a change in a word’s meaning. The changes in meaning are usually gradual. Many words in both languages, English and Kurdish, have gone through semantic transfer, whether the change is an extension or narrowing of the original meaning of them. This paper compares a set of words in the two languages in terms of their semantically transferred sense of the original meaning they used to convey. Those words are sometimes used interchangeably by the Kurdish students as a result of language interference between their first language which is Kurdish, and English which is the target language of their learning.
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Hamad, Pakhshan. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.04.
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The present study attempts to find out the distinctiveness of juncture(pauses within words, phrases and sentences) in English and central Kurdish. Juncture is the relationship between one sound and the sounds that immediately precede and follow it. It is a morphophonemic phenomenon with double signification , a suprasegmental phoneme which changes the meaning and is important for phonological descriptions of languages. The aim of this study is to see how juncture affects the meaning of words , phrases and sentences. Slow or rapid speech can also determine the use of juncture which marks the break between sounds and the phonological boundary of words, phrases or sentences. However, the ambiguity of meaning resulting from the placement of juncture can be solved by context. Stress placement on certain words also affects the use of juncture and leads to a change in meaning. In this study, English and Central Kurdish junctures were identified within words, phrases and sentences. Based on the data collected and presented, it was found out that juncture in English is distinctive at all levels , namely , simple words, phrases and sentences .In Central Kurdish, however, juncture is distinctive in compound words and sentences. As for the sentence level, because Kurdish is an agglutinative language, there are cases where the pause or juncture is closely related to the morphological structure of the words and the personal clitics and prefixes added to the end. As for the implications of the results in the field of practice , teachers must take these into consideration while teaching stress , intonation and other aspects of connected speech.
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Ismail, Rekan, and Nawsha Ghaleb. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.02.
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Minor changes and improvements have been made to syllabi in the universities in Erbil-Kurdistan over the years. Hence, this research aims to bring to light the need for student-centered syllabus in Erbil- Kurdistan. It further aims to find out the degree to which the syllabi of syntax class are student-centered, assess the items mentioned in the syntax syllabi, and identify the frequency range of the existing student-centered factors. Additionally, it identifies the items in the syllabi that need to be modified towards a more student-centered format. Document review is adopted as a quantitative research tool for collecting data. 15 syllabi of syntax class have been collected in 8 public and private universities in Erbil-Kurdistan. To assess the learner-centeredness of the collected syllabi, the researchers adapted Cullen and Harris’ (2009) rubric in accordance to the syllabi in the universities in Kurdistan. The results show that syllabi of syntax class in the public and private universities in Erbil-Kurdistan are teacher-centered to a high degree. Moreover, the findings also show that the syllabi of syntax class would sound more student-centered if teachers start working on certain elements in their syllabi, such as accessibility of teacher, learning rationale, teacher’s role, student’s role, grades, feedback mechanisms, and revision/redoing. The results will benefit all the teachers in Erbil-Kurdistan and show them a clear picture of the state of their syllabi in terms of student-centeredness and encourage them to work on certain aspects in their syllabi to design a more student-centered syllabus.
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Bilgin, Recep, and Yunus Yildiz. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.12.
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The categories introduced to the world of science by Aristotle basically express the different situations necessary for the definition of a noun. According to Aristotle, who put forward 9 different categories related to the noun, the features that will distinguish an object from others are determined by these categories. In its definition, the noun is expressed as substance, while the other categories are determined as accidents. In addition, he mentioned 4 different causes of the existence of an object. All these are effectively used for word definitions, especially in dictionaries. The concepts of universal, which are related to the word, and differentia, which distinguish the word from others in its own kind, are the concepts that dictionaries especially focus on. Knowing and using these concepts correctly by teachers will help students understand better. This study was conducted to confirm this aim. In this study, 15 teachers were asked to define the given words and then the problematic situations in the definitions were mentioned to the teachers. Afterwards, the issue of categories and what universal and differentia are, were explained to the teachers and asked to redefine the words. In this case, it has been observed that teachers were more successful. In addition, the word definitions were given to the students, and they were asked what the word was. The rate of students knowing the words correctly was found to be sixty-two percent.
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Chicho, Kanar, and Ahmed Abdulla. "12th International Conference on Educational Studies and Applied Linguistics." In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.06.
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Language educators aim to promote speaking skills because speaking skills are one of the productive skills that make language learners create meaningful conversations and dialogues with the target language. There are different methods and strategies for promoting speaking skills, such as communicative language teaching (CLT) and story-telling strategies. CLT aims to have communication and discussions in the class, and so does the story-telling. The researchers conducted studies on making foreign language learners speak the target language. They concluded that enhancing speaking skills requires actively involved students, and for that, the language instructors need to use some tools and strategies. Moreover, the story-telling strategy involves the students practicing their speaking skills, and this technique aims to improve their speaking skills in a real-life situation. Thus, this research paper explores the values of story-telling strategies in the EFL classroom. A qualitative research design was implemented, and the data was collected from secondary sources such as research articles. For analyzing the data, a thematic analysis was used. The results demonstrated that story-telling was highly sufficient in improving speaking skills. It enhances the capacity of capturing new vocabularies, fostering pronunciation. It also enables the learner’s imitation skill, expanding the learner’s communication, including their criticality, and increasing the learning desire to use the target language. In brief, story-telling strategies help the language learners to use the target language, and it also helps the learners to improve their speaking skills.
Reports on the topic "200401 Applied Linguistics and Educational Linguistics"
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.
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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.