Relevant bibliographies by topics / Degree Discipline: Applied Linguistics

Academic literature on the topic 'Degree Discipline: Applied Linguistics'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Degree Discipline: Applied Linguistics"

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Liddicoat, Anthony J. "Applied linguistics in its disciplinary context." Australian Review of Applied Linguistics 33, no. 2 (January 1, 2010): 14.1–14.17. http://dx.doi.org/10.2104/aral1014.

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Australia’s current attempt to develop a process to evaluate the quality of research (Excellence in Research for Australia – ERA) places a central emphasis on the disciplinary organisation of academic work. This disciplinary focus poses particular problems for Applied Linguistics in Australia. This paper will examine Applied Linguistics in relation to this issue of discipline in two ways. First, it will examine ways in which Applied Linguistics has articulated for itself its disciplinary nature. In most formulations of the focus of Applied Linguistics, the emphasis has not been on identifying a discipline, but rather on identifying an area of focus. Such formulations necessarily cover a very diverse range of research methods, theories, etc. This approach can be seen as one of emphasising diversity and breadth within the field. Other attempts have been made to characterise Applied Linguistics in more discipline-like terms. Such broad characterisations however conceal a high degree of internal diversity. Applied Linguistics does not appear to be a ‘discipline’ but rather an interdisciplinary field of enquiry. Second, the paper will examine some possible implications of the diversity of Applied Linguistics for how it is positioned through the ERA process.
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Liddicoat, Anthony J. "Applied linguistics in its disciplinary context." Australian Review of Applied Linguistics 33, no. 2 (2010): 14.1–14.17. http://dx.doi.org/10.1075/aral.33.2.01lid.

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Australia’s current attempt to develop a process to evaluate the quality of research (Excellence in Research for Australia – ERA) places a central emphasis on the disciplinary organisation of academic work. This disciplinary focus poses particular problems for Applied Linguistics in Australia. This paper will examine Applied Linguistics in relation to this issue of discipline in two ways. First, it will examine ways in which Applied Linguistics has articulated for itself its disciplinary nature. In most formulations of the focus of Applied Linguistics, the emphasis has not been on identifying a discipline, but rather on identifying an area of focus. Such formulations necessarily cover a very diverse range of research methods, theories, etc. This approach can be seen as one of emphasising diversity and breadth within the field. Other attempts have been made to characterise Applied Linguistics in more discipline-like terms. Such broad characterisations however conceal a high degree of internal diversity. Applied Linguistics does not appear to be a ‘discipline’ but rather an interdisciplinary field of enquiry. Second, the paper will examine some possible implications of the diversity of Applied Linguistics for how it is positioned through the ERA process.
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Block, David. "Social Class in Applied Linguistics." Annual Review of Applied Linguistics 35 (March 2015): 1–19. http://dx.doi.org/10.1017/s0267190514000221.

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ABSTRACTSocial class is a curious construct. In the discipline where it has traditionally been most at home, sociology, there has been a constant flow of commentary on its demise and, indeed, its death over the years. In applied linguistics, the situation is somewhat different in that there has been a degree of social classdenial, but more importantly, there has been social classerasurein that the construct has tended to receive little or no attention in publications that deal with language and identity and social life. Where social class is introduced into research, it is almost always done in a very cursory, partial, and superficial way. Still, there has been some research examining the interrelationship between social class and language over the years, and in this article, I provide a review of that research, focusing primarily on the period 2000–2014. First, however, I include a discussion of what social class means in 21st-century societies and a short review of class-based research carried out from the 1960s to the 1990s, the inclusion of the latter being necessary to an understanding of research after 2000. I conclude the article with some thoughts about future directions.
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Uba, Sani Yantandu. "Semantic Categories of Reporting Verbs across Four Disciplines in Research Articles." English Language Teaching 13, no. 1 (December 18, 2019): 89. http://dx.doi.org/10.5539/elt.v13n1p89.

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This paper investigates semantic categories of reporting verbs across four disciplines: Accounting, Applied Linguistics, Engineering and Medicine in research article genre. A general corpus of one million words and sub-corpus (for each discipline) were compiled from a total of 120 articles representing 30 articles from each discipline. In this study, two levels of analysis were conducted. Firstly, I randomly selected five articles from each discipline and read and reread each article identifying what reporting verbs are used, in what context are used and why such reporting verbs are used. This process enabled me to identify semantic categories of reporting verbs. Secondly, on the basis of the identified list of semantic categories of reporting verbs, I used the list in generating concordance output for quantitative textual analysis of each sub-corpus of the four disciplines, as well as the general corpus. The results of the study show that writers from both Accounting and Applied Linguistics are having a high frequency of reporting verbs than writers from Engineering and Medicine disciplines. It also shows that there are certain commonalities and differences between the disciplines. For example, all the disciplines are having frequency of the three semantic categories of reporting verbs but with certain degree of variations. The study recommends raising awareness of students on semantic categories of reporting verbs. The results could also help EAP/ESP teachers in designing course materials for discipline specific reporting verbs. It could also be helpful for textbook course designers in developing textbooks for teaching reporting verbs.
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Murray, Neil, and Jonathan Crichton. "What’s in a name?" Australian Review of Applied Linguistics 33, no. 2 (January 1, 2010): 15.1–15.16. http://dx.doi.org/10.2104/aral1015.

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In this paper we explore the provision of applied linguistics within Australian universities. We focus on how the ‘what’ of applied linguistics, as captured in scholarly definitions of the discipline, accords with the ‘where’, as captured in potential contexts of application as these are manifested in provision. In doing so, we examine the extent of any congruence or divergence between how applied linguistics is understood in the abstract and how it is realised in degree programs. Our findings, based an analysis of data collected via a survey of university websites, suggest that while the rhetoric around course offerings may suggest a wider view of the discipline, the content of applied linguistics programs generally reflects a narrower interpretation which aligns closely with observations often made as caveats to scholarly definitions and sees English language teaching as predominant
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Murray, Neil, and Jonathan Crichton. "What’s in a name?" Australian Review of Applied Linguistics 33, no. 2 (2010): 15.1–15.16. http://dx.doi.org/10.1075/aral.33.2.02mur.

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In this paper we explore the provision of applied linguistics within Australian universities. We focus on how the ‘what’ of applied linguistics, as captured in scholarly definitions of the discipline, accords with the ‘where’, as captured in potential contexts of application as these are manifested in provision. In doing so, we examine the extent of any congruence or divergence between how applied linguistics is understood in the abstract and how it is realised in degree programs. Our findings, based an analysis of data collected via a survey of university websites, suggest that while the rhetoric around course offerings may suggest a wider view of the discipline, the content of applied linguistics programs generally reflects a narrower interpretation which aligns closely with observations often made as caveats to scholarly definitions and sees English language teaching as predominant
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Du Plessis, H. "Teksheid: Die kreatiwiteitsgraad van ’n teks as aanduiding van die grense tussen taaldissiplines." Literator 21, no. 2 (April 26, 2000): 133–44. http://dx.doi.org/10.4102/lit.v21i2.477.

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Textness: The degree of creativity of a text as marker of the boundaries between language disciplines In this article it is proposed that the traditional distinction between linguistics and literature poses more questions than it gives answers. In view of the modern academic context of focus areas and research programmes the focus should rather be on the similarities between the subdisciplines of language than on the differences. The growth of creative writing as science and the development of the discipline of language usage as applied in South Africa force us to look afresh at language-related subjects. Text is postulated as the binding factor between the study of linguistics, literature, creative writing and language usage. But text has to be defined in terms of the degree of creativity, thus indicating text as the binding factor of a given text, and creativity as the differentiating factor.
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Ren, Hongwei, and Yuying Li. "A Comparison Study on the Rhetorical Moves of Abstracts in Published Research Articles and Master’s Foreign-language Theses." English Language Teaching 4, no. 1 (February 28, 2011): 162. http://dx.doi.org/10.5539/elt.v4n1p162.

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The abstract of research papers is one of the first things that a reader will read to determine the value of the research. A well-written abstract will surely promote the text attached to it more effectively. By examining the rhetorical moves in the abstracts of Chinese Master’s English theses and published research articles in applied linguistics, this study compares the practices of student writers and expert writers in fulfilling the rhetorical goal of abstracts to shed light on the degree to which students appropriate to the practices of their own discipline and to provide relevant ESP materials for both teachers and student writers of applied linguistics, especially those who write in English as a foreign language.
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Candlin, Christopher N., and Sally Candlin. "8. HEALTH CARE COMMUNICATION: A PROBLEMATIC SITE FOR APPLIED LINGUISTICS RESEARCH." Annual Review of Applied Linguistics 23 (March 2003): 134–54. http://dx.doi.org/10.1017/s0267190503000230.

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In this chapter, we address, selectively, how applied linguists and those concerned with discourse analysis in particular, have recently approached the study of health care communication, especially in intercultural contexts, and relate these approaches to studies undertaken by researchers in other academic disciplines such as the sociology of medicine and by health care practitioners in the course of their own work. At issue will be questions concerning selected sites and themes, the degree of distinctiveness of research methodologies and different understandings of what counts as data, and questions concerning reflexivity and practical relevance in terms of the use to which findings can be put. Appreciating areas of difference and similarity is a necessary basis for establishing the desirable, but potentially problematic, partnerships among academic disciplines and between such disciplines and the work of professional practitioners, both in research and in professional development. As a sample site in the delivery of health care in the framework of cultural and linguistic diversity, we identify nursing, and use this site and its practices to advocate the collaboration of applied linguists, professional practitioners, and researchers from other areas of social science in the exploration of health care communication in multilingual/multicultural contexts and elsewhere.
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Boginskaya, Olga A. "Cross-disciplinary variation in metadiscourse: A corpus-based analysis of Russian-authored research article abstracts." Training, Language and Culture 6, no. 3 (September 22, 2022): 55–66. http://dx.doi.org/10.22363/2521-442x-2022-6-3-55-66.

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The article deals with metadiscourse variation in academic texts across disciplinary boundaries. Its main focus is on the distribution of metadiscourse markers in Russian-authored academic prose in the field of applied linguistics and engineering. The study assumes that the distribution of metadiscourse devices is determined by disciplinary norms. The theoretical basis of the study is Hyland’s taxonomy of metadiscourse markers. With the aim of investigating metadiscourse in English-medium research article (RA) abstracts by Russian authors, the present study adopted a combination of quantitative and qualitative methods. The results revealed that RA abstracts feature four types of metadiscourse markers whose distribution varies across two disciplines representing the humanities and hard sciences. The study also investigated the degree of familiarity of linguistics and engineering scholars from leading Russian universities with metadiscourse devices and their awareness of the need to use them in research articles. To achieve this goal, a survey was conducted to obtain data on knowledge of metadiscourse as a discursive strategy. The findings carry therefore pedagogical implications for academic writing course designers and instructors and can enhance non-native English writers’ knowledge of academic writing conventions in the discipline.
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Dissertations / Theses on the topic "Degree Discipline: Applied Linguistics"

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Sii, Hui Ging. "Disagreeing in academic written discourse in the discipline of theoretical and applied linguistics." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/disagreeing-in-academic-written-discourse-in-the-discipline-of-theoretical-and-applied-linguistics(eb6f6605-7221-4a6d-8d38-23815f9a5720).html.

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Disagreeing, although face-threatening, is an important but difficult aspect of academic writing. As such, disagreeing in, particularly, written academic discourse is a challenge for many students and novice writers, but one that must be embraced to arm them with skills and understandings to survive and thrive in academic settings. Existing studies (e.g. Pomerantz, 1984; Locher, 2004; Stadler, 2006) have made important contribution on the strategies and functions of disagreement in spoken contexts; however, to date only Hunston (1993) and Salager-Meyer (1999) have addressed disagreement in research articles. It is therefore necessary to conduct more data-based research to further understand how academics disagree with other named researchers and/or their work. This study investigated how British professors typically expressed disagreement with named researchers in 16 TAL (Theoretical and Applied Linguistics) articles written in a nonquantitative (i.e. qualitative or a combination of qualitative and quantitative) framework and published in leading journals or books between 2000 and 2011. 11 interviews were also used in this study to explore the TAL authors’ reasons for writing the disagreement moves and steps the way they did. This study has reinforced Hunston’s (1993) findings that disagreement occurs when there is a differential between the opposed claim and proposed claim, but the differential can be resolved by presenting the opposed claim negatively and the proposed claim positively. It has also reinforced Salager-Meyer’s (1999) findings that indirect disagreement expressions are frequent in papers written after the 1930s. In addition, this study extends their findings by developing a theoretical and/or analytical framework to further explain how a disagreement instance is structured and expressed. Based on the results of text analysis, the 69 disagreement instances in the 16 TAL articles could first be classified into one to three disagreement moves: pre-, core- and post-disagreement moves. Next, using move analysis again, the pre-, core- and postdisagreement moves could be further classified into various disagreement steps. The coredisagreement move, for example, could be further classified into three broad categories of ‘Explicit Disagreement Steps’, ‘Less-Explicit Disagreement Steps’ and ‘Implicit Disagreement Steps’. Moreover, the text analysis results showed that the TAL authors frequently used the precore- post-disagreement move sequence in the TAL articles. The interviews with the TAL authors suggested that this could be attributed to persuasion, reviewer power and convention. The text analysis results also found that the TAL authors preferred less-explicit and implicit core-disagreement steps. The eight reasons given for the TAL authors’ choice of the lessexplicit and implicit core-disagreement steps centred on showing evidence, implicitness, nonagonistic reasoning, appreciation, caution and persuasiveness, respect to opposed writers and how power operates in British culture. Furthermore, seven of the core-disagreement steps found in the TAL articles were found to be similar to some spoken disagreement strategies mentioned in previous studies. This might suggest that some core-disagreement steps were transferred from spoken English to the written academic discourse.
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Geng, Yifan. "Appraisal in discussion sections of doctoral theses in the discipline of ELT/Applied Linguistics at Warwick University : a corpus-based analysis." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/72721/.

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The present research, drawing upon Martin and White’s (2005) Appraisal Theory, investigated the deployment of interpersonal meanings in discussion sections of doctoral theses produced by both First Language (hereafter L1) Chinese and L1 English speakers from the Centre of Applied Linguistics (hereafter CAL) at the University of Warwick. This study adopted a corpus-based approach to examining the choices of Appraisal options made by L1 Chinese and L1 English writers. It also explored the patterns of discussing the authors’ own research findings in relation to previous literature by means of Appraisal options or co-articulations of options, which is considered as a key aspect of the rhetorical purpose of discussion sections. The statistical tests of this study showed that no significant difference was found in the use of Appraisal options between the L1C and L1E sub-corpora. This finding indicates a similar command of these interpersonal resources by both sets of writers and suggests that L1 may not be a constraint for English as second language (hereafter L2) writers on using interpersonal resources at the doctoral level. The qualitative analysis identified different preferences for co-articulating with the three main Appraisal options that the authors adopted to engage with the literature while discussing their findings. It also identified the congruent and non-congruent linguistic realizations of the two main Appraisal options that the authors used to present their claims about findings. Part of the qualitative results was shared with Masters students at CAL for the purpose of raising their awareness of the use of interpersonal language through exploration of extracts from corpus data.
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Meyer, Heather Lynn Boik. "An investigation into the linguistic characteristics and cognitive implications of academic writing at senior secondary level thesis submitted to Auckland University of Technology in partial fulfillment of the degree of Master of Arts in Applied Language Studies, December 2004 /." Full thesis, 2004. http://puka2.aut.ac.nz/ait/theses/MeyerH.pdf.

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Parent, Kevin. "Polysemy : a second language pedagogical concern : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/970.

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Nguyen, Thi Cam Le. "Learner autonomy and EFL learning at the tertiary level in Vietnam : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1203.

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Wen-Min, Hsieh. "Text analyses and online material development for EAP graduate courses: Teaching of abstract writing in the field of applied linguistics discipline." 2006. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0016-0109200613402304.

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Hsieh, Wen-Min, and 謝文敏. "Text analyses and online material development for EAP graduate courses: Teaching of abstract writing in the field of applied linguistics discipline." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/16155512761832445921.

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碩士
國立清華大學
外國語文學系
94
Academic English has been recognized as a distinct genre in the English discourse community with its unique and conventional text structure. Although many studies have been conducted to contribute to our understanding of the textual and phrasal aspects of various academic genres, few have been transformed into actual teaching practice in particular for EFL graduate students. The purpose of the study is to apply the results of textual analysis one step further for developing relevant online course content in explicitly teaching abstract writing in the applied linguistics discipline. By conducting text analysis and comparison on two corpora of 50 published journal research articles and 50 non-native conference paper abstracts, patterns and problems such as functional moves in organization, word use of patterns and phraseology were located. Text analysis results revealed that four potential problems in the non-native corpus concerning functional moves were found: Inverted move sequence, missing of obligatory moves, disproportional abstracts, and outlining information in one move. Moreover, with the help of computer programs, frequently used phraseology and collocations were found and categorized according to their functional moves for the purpose of presenting the information to learners in a systematic way. Next, a review of learning and teaching principles on L2 academic writing as well as existing websites designed for teaching of English for Academic Purposes (EAP) was conducted in order to strengthen the theoretical and practical aspects of our material development. Two Natural Language Processing tools—a web-based concordancer CARE (Concordance of Academic wRitten English)—using the EAP corpus, and a peer-editing tool POWER (Peer Online Writing and Editing Room) were also incorporated into the online EAP teaching environment based on the MOODLE platform. Combining these three elements together the instructional design and development of online material development were then made complete. Formative evaluation of the abstract online unit was conducted at three public universities in northern Taiwan. 35 first-year graduate students were given two to three hours to finish the online materials. A 48-item evaluation questionnaire, including open-ended questions, were used to elicit information about students’ background information, the usefulness of online materials, overall design of the abstract online unit, and the participants’ attitudes toward using the new tools. From the results of the questionnaire, students’ different experiences and needs in writing academic articles were reported. Among the components of the online materials, students gave the highest credits to “Lessons” (hypertextual lecture notes) followed by “Web Resources” and “Activities”. They also expressed their willingness of revisiting the unit when necessary. Although students indicated little difficulty in using the computer tools and the platforms in the unit, their attitudes toward the computer tools were only moderately positive. Finally, six modifications of the abstract learning unit were made according to student feedback from the questionnaire. This study has demonstrated the feasibility of linking research results to material development. Two implications are drawn from the current study. First, language teachers can make use of the platform and computer tools employed in this study to assist their teaching of EAP writing, especially in aspects such as material implementation, peer review, and promotion of inductive learning. Second, by studying and analyzing the learner corpus, researchers might identify some common patterns of Taiwanese learners’ writing which may deserve teachers’ instructional efforts. Further research in testing the usefulness of this online unit on learners will undoubtedly help to refine this sample unit. In addition, researchers in the future might want to expand the size of their collected reference corpus so as to not only have better representative results of an analysis but also present more varieties of lexical choices to the target learners. Lastly, as e-learning is becoming a trend in foreign language learning, how to effectively combine e-learning with traditional classroom instruction for optimal learning effect might deserve researchers’ attention in the future.
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Fung, Yong Mei. "The nature and dynamics of collaborative writing in a Malaysian tertiary ESL setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand." 2006. http://hdl.handle.net/10179/1467.

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This classroom-based study provides insights into the nature of collaborative writing in a Malaysian tertiary ESL setting. It tracked the collaborative writing processes of three case study groups over one semester and elicited students' reflections on their collaborative experience. The study focussed on three case study groups formed by nine undergraduates who were enrolled in an academic writing course in a large public university in Malaysia. The individuals volunteered to be involved in the study and they self-selected their group members. Multiple research instruments were used for data collection. The primary data was comprised of audio and video-recordings of the case studies' collaborative writing sessions over three writing tasks. Interviews, journal entries, and a questionnaire supplemented the primary data. The use of various techniques ensured that data collection was sufficiently covered in breadth and in depth. Results showed that the collaborative writing process was a complex phenomenon. The nature of collaboration is influenced by group composition, role flexibility, and task complexity. The findings reveal that familiarity with group members is crucial for group cohesion; it provided a safe and comfortable working environment. Flexibility in role-taking also helped the groups to carry out their collaboration effectively. Leader, contributor, and gate-keeper roles were interchangeable across groups and across tasks except for the scribe role. It was found that as tasks increased in complexity, conflict also intensified. During negotiations and resolutions of conflicts, the students had considered cultural issues, such as sensitivity to face and group harmony. Other affective factors such as cooperation, willingness to share, team spirit, and tolerance aided the collaboration while apathy and domineering behaviour were detrimental. These multiple factors, which differed from one case study to another, shaped the distinctiveness of each group. Nonetheless, findings from the students' transcripts and personal reflections revealed that group collaboration changed and became more positive over time. This study provides a revised definition of collaborative writing. The three case study groups shared some common features, such as mutual interactions, sharing of expertise, conflict, and use of colloquial sentence particles. However, there were other features which were peculiar to each group, namely, self-questioning talk, use of local language, creative use of language, and humour. These features not only mediated the writing processes, but also expanded the students' knowledge construction and language acquisition. Based on the analyses, a number of implications have been drawn regarding the use of collaborative writing in the classroom. The study culminates with several recommendations for future research.
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Books on the topic "Degree Discipline: Applied Linguistics"

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Makoni, Sinfree, Elaine Ridge, and S. G. M. Ridge. Freedom and discipline: Essays in applied linguistics from Southern Africa. New Delhi: Bahri Publications, 2001.

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studi, Associazione italiana di linguistica applicata Congresso di. Atti del 12o Congresso dell'Associazione italiana di linguistica applicata: Comunicare le discipline attraverso le lingue : prospettive traduttiva, didattica, socioculturale : Macerata, 23-24 febbraio 2012. Perugia: Guerra, 2013.

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Blinov, Aleksandr, Yuriy Rozhdestvenskiy, Yuriy Marchuk, and Sergey Romashko. Introduction to Linguistics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1070194.

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The textbook is based on the lecture course "Fundamentals of Linguistics", taught at the Faculty of Philology of Lomonosov Moscow State University. The book introduces students to the system of concepts and terms used by any philological discipline. The purpose of the textbook is to provide theoretical training for students to learn languages and help them master languages practically. The text of the textbook introduces students to the range of problems that are further generalized in the courses "General Linguistics", "Theory of Language", "History of linguistic teachings". Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of philological faculties of higher educational institutions studying in the direction of training 45.03.01 "Philology" (bachelor's degree).
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Kas'yanova, Svetlana. Accounting in the restaurant and hotel business and tourism. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1171922.

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The textbook outlines the theoretical and applied aspects of the organization and accounting features, which allow assessing the effectiveness of its management with a proper degree of completeness and reliability. The latest legislative changes have been taken into account. All the material is distributed on topics between theoretical, practical and seminar classes, as well as independent work of students in the form of discussions, presentations, situational tasks, test tasks. The use of methodological materials will allow students to rationally allocate their time while studying the discipline, get a sufficiently adequate aggregate score and rating assessment and form professional skills. Meets the requirements of the federal state educational standards of higher education of the latest generation. The textbook contains a set of developments for the preparation of bachelors in the field of accounting that meet the requirements of the educational program in the field of training 38.03.01 "Economics".
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William, Grabe, ed. Applied linguistics as an emerging discipline. New York: Cambridge University Press, 2000.

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Grabe, William. Applied Linguistics: A Twenty-First-Century Discipline. Oxford University Press, 2010. http://dx.doi.org/10.1093/oxfordhb/9780195384253.013.0002.

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Wright, Clare, Lou Harvey, and James Simpson, eds. Voices and Practices in Applied Linguistics: Diversifying a Discipline. White Rose University Press, 2019. http://dx.doi.org/10.22599/baal1.

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Elaine, Ridge, Makoni Sinfree, and Ridge, S. G. M. 1942-, eds. Freedom and discipline: Essays in applied linguistics from Southern Africa. New Delhi: Bahri Publications, 2001.

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Fan, Yu-Chen C. A semantic study of Taiwanese verbs using case grammar applied: A knowledge representation model : a dissertation submitted to the Faculty of the Graduate School of Arts and Sciences og Georgetown University in partial fulfillment of the degree of Doctor of Philosophy in Linguistics. UMI, 2001.

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Mura, Anna, and Tony J. Prescott. A sketch of the education landscape in biomimetic and biohybrid systems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0064.

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The Living Machines approach, which can be seen as an exemplar methodology for a wider initiative towards “convergent science,” implies and requires a transdisciplinary understanding that bridges from between science and engineering and to the social sciences, arts, and humanities. In addition, it emphasizes a mix of basic and applied approaches whilst also requiring an awareness of the societal context in which modern research and innovation activities are conducted. This chapter explores the education landscape for postgraduate programs related to the concept of Living Machines, highlighting some challenges that should be addressed and providing suggestions for future course development and policy making. The chapter also reviews some of the within-discipline and across-discipline programs that currently exist, particularly within Europe and the US, and outlines an exemplar degree program that could provide the multi-faceted training needed to pursue research and innovation in Living Machines.
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Book chapters on the topic "Degree Discipline: Applied Linguistics"

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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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Murray, Neil. "Embedding Academic Literacy in Degree Curricula." In Research Questions in Language Education and Applied Linguistics, 695–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_121.

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Wilkinson, Robert. "2. Locating the ESP space in problem-based learning: English-medium degree programmes from a post-Bologna perspective." In AILA Applied Linguistics Series, 55–73. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.4.05wil.

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Escalona Torres, Juan M. "Chapter 6. Degree, time and focus." In Current Theoretical and Applied Perspectives on Hispanic and Lusophone Linguistics, 133–52. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.27.06esc.

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Eguren, Luis, and Alberto Pastor. "Chapter 5. Pied-piping in degree wh-clauses in Spanish." In Current Theoretical and Applied Perspectives on Hispanic and Lusophone Linguistics, 109–32. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/ihll.27.05egu.

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Ennser-Kananen, Johanna, and Taina Saarinen. "Towards Socio-material Research Approaches in Language Education." In New Materialist Explorations into Language Education, 3–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_1.

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AbstractThis chapter outlines the socio-material framing of the book that it opens. We situate this volume materially not only in the discipline of applied linguistics and language education, but also in the long tradition of applied language studies at the University of Jyväskylä in Finland and the community there. In doing so, the book builds on the authors’ roots in social constructionist thought and explicates why an orientation towards new materialism may be useful for a consideration of equity issues in language education. Socio-materialism fosters a critical, transformative perspective and encourages an ontological ethical grounding of research, thus providing a starting point for research that implicates (but yet decenters) the role of the researchers. Having conducted the work presented in this book in a community of applied linguists has also made us aware of the material role of the community and its scholars in the process; not just as a vessel of knowledge, but as a part of an assemblage.
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Widdowson, Henry. "Disciplinarity and Disparity in Applied Linguistics." In Voices and Practices in Applied Linguistics: Diversifying a Discipline, 33–49. White Rose University Press, 2019. http://dx.doi.org/10.22599/baal1.c.

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Simpson, James, Lou Harvey, and Clare Wright. "Introduction – Diversity in Applied Linguistics: Opportunities, Challenges and Questions." In Voices and Practices in Applied Linguistics: Diversifying a Discipline, 1–9. White Rose University Press, 2019. http://dx.doi.org/10.22599/baal1.a.

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Bradley, Jessica, and Lou Harvey. "Creative Inquiry in Applied Linguistics: Language, Communication and the Arts." In Voices and Practices in Applied Linguistics: Diversifying a Discipline, 91–107. White Rose University Press, 2019. http://dx.doi.org/10.22599/baal1.f.

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Fitzpatrick, Tess, Mike Baynham, Guy Cook, Susan Hunston, Ros Mitchell, and Greg Myers. "The Engagement of BAAL – and Applied Linguistics – with Policy and Practice." In Voices and Practices in Applied Linguistics: Diversifying a Discipline, 13–31. White Rose University Press, 2019. http://dx.doi.org/10.22599/baal1.b.

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Conference papers on the topic "Degree Discipline: Applied Linguistics"

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Rifai, Irfan, and Ade Rizki Mohammad. "Narrative Experiences of Indonesian Academic Sojourners Studying Master’s Degree in English-Speaking Countries: A Cross-Case Analysis." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.036.

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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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Perfilieva, Natalia, and Natalia Novospasskaya. "MA DEGREE PROGRAM “THEORETICAL AND APPLIED LINGUISTICS” (IN ENGLISH) AS A NEW TREND AT RUDN UNIVERSITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1406.

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Paroushev, Zhivko. "THE DISCIPLINE "ETHNO-CULTURAL LANDSCAPE STUDIES" IN THE MASTER-DEGREE CURRICULUM OF THE SPECIALTY "INTERNATIONAL TOURIST BUSINESS" IN UNIVERSITY OF ECONOMICS - VARNA." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.90.

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There are presented the essence, basic terminology, methodology and scientific perimeter of the discipline "Ethno-cultural landscape studies". By use of a brief historic overview, there is traced the development of the cultural landscape as a scientific notion from its onset to present times. Regulatory postulates of UNESCO are taken into consideration, which explain the meaning of the terms "tradition", "intangible cultural heritage" and "cultural landscape". There are also summed up the practical and applied benefits from studying the discipline: a model for making an ethno-cultural landscape profile of the tourist site as a ground for creating unique tourist products based on traditional culture and turning folklore rituality into a generator of touristic plots.
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Roquette, Juan, Fernando Alonso, and Pilar Salazar. "Human-Centered Design since the Degree Kickoff: from Alumni Experience to Designer and User Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001377.

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This article seeks to investigate the new paradigms of digital form and their application to the design process as a way to integrate service design from the very beginning of the process. It addresses a review of the generation of design in the key of "activity of conformation of open strategies". The aim is to open a deep reflection that allows an evolution of the understanding of the discipline of design linked to the outdated definition of "task of formalization of finished objects", which is widespread and still widely assumed. It is undeniable that engineering, urban planning, architecture, graphic design, product design, experience design and fashion design all share a common objective: all of them, in the end, can be considered as "service design".Indeed, each of the modalities of contemporary design and creation involves providing conceptual and oper-ational responses to needs (functional, aesthetic, symbolic, structural, social, individual). In short, creative activity consists of interpreting requirements and constraints in the most creative and efficient way possible. Design is not so much concerned with the need to produce "finished" objects, whether tangible or intangible. Contemporary design aims to create "formal laws", flexible and open, that can be applied according to the changing scenarios posed by today's users. To design digitally today is to create logical structures of data, algorithms and open results. This article rais-es the possibility of designing -from the genesis of the design- by integrating data referring to users and their algo-rithms as the basis of the formal, diagrammatic or structural law of the design solution. From clear mathematical rules and their parameterization, we propose the generation of the base structure of the "digital contemporary design"; from the exposition of data to the generation of “empty form”. In order to that, a preliminary reflection on the Technical drawing / CAD / BIM is proposed as well as describing the languages of the contemporary Design project (data and algorithms necessary for the construction of the form by topological transformations on simple forms). This is a con-temporary way of understanding the generation of the “empty form”. A "prepared" and "structured" format for the subsequent acquisition of successive layers of information (user data) that would trigger the "virtual twin" of the de-sign. Designing by means of topological transformations is an essential exercise in the foundations of digital culture: working with this type of algorithm is the main work of CAD programs. The conception of contemporary design must increasingly take into account the digital era, which constitutes the paradigm of our culture. The ideation and formalization of the actions that define design, architecture, urbanism and the physical environment, go through the management of formal operations within information systems that com-bine identity, visuality, materiality, measurement, financing, parameterization, industrialization, construction mainte-nance and, of course, interaction with users and systems. This phenomenon once again highlights the importance of geometry and drawing as fundamental disciplines that sustain the solid foundations of design education in the Univer-sity.Finally, the article addresses the urgency of defining new methodologies for the design process to ensure that design does not remain a mere "cultural response" to the technical advances produced by science, nor is it a purely intuitive process that proposes images but dispenses with the technical language of its time. We defend the activity of design as a purely contemporary task, which must be generated with the languages and methodologies of our current (and future) time, and for which it must have the possibility of integrating data and adapting to them with flexibility. In this way, any kind of design can be considered "service design" because it will "serve" effectively, avoiding the unnecessary iterations pursued by the LEAN system, which make human actions on reality inefficient and unsustaina-ble. Such a design would prevent the industry from having to generate an overabundance of designs and then discard the inadequate ones (by natural selection, through trial and error, dictated by the market and by user needs).Keywords: Design Training · Design Methodologies · Human-centered Design · Alumni experience · Designer experience ·User Experience · Service Design · Form · Contemporary Design process
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.

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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
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Kleiner, Yuri. "ORTHOEPY — HISTORY OF LINGUISTICS — HISTORY OF LANGUAGE." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.01.

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The definition of orthoepy as “a branch of linguistics that studies pronunciation norms” tends to determine the understanding of its tasks as exclusively prescriptive, and that of orthoepy as a whole as an applied area, par excellence. Its other component, purely linguistic, is present in the problem of the correlation between the system and the norm, traditionally central to the school of Lev Shcherba. In essence, this problem is a particular case of the Saussurian “language — speech” dichotomy, which is the reason for regarding orthoepy as a purely linguistic discipline and for discerning two points of view on its object, those “from within” and “from without.” The latter implies a conscious attitude towards the choice, from several possibilities, of one unit as a normative or “correct” with the establishment of the systemic status of this unit. This point of view on language, which emerged almost simultaneously with the awareness of it as an inherently human capacity (Plato), is reflected both in the early evidence of “language prestige” (Catullus, Cicero) and in the works of “intuitive linguists,” either relying on a certain norm (Alexandrian grammarians) or creating it (English orthoepists). In turn, the norm is synonymous to speech, which exists at a given synchronic stage; it changes either as a result of the alternative possibilities offered by the system (language dynamics) or due to the transition of the system to another synchronic stage (linguistic change per se), cf. Ludmila Verbitskaya’s formulation in The Linguistic Encyclopedic Dictionary: “The phonological system of a language completely determines the pronunciation norm. The norm can change within the system provided new forms gradually replace the old ones under the influence of extralinguistic factors or as a result of changes that have taken place in the system.” In this context, the primary task of interpreters of early orthoepic evidence (first of all, historians of language) is to identify factors belonging to two fundamentally different spheres. Ignoring this circumstance in the research procedures, characteristic of (chronologically or ideologically) pre–Saussurian (pre–Baudouin de Courtenay) linguistics, leads to a confusion of factors, including systemic and extra–linguistic ones, and, moreover, of the fundamental notions, (diachronic) change and (synchronic) variation, which, among other things, is reflected in the idea of ‘recent changes’ in the system (in fact, in the norm) and in the popular notion of “language in the state of (constant) flux.” On the contrary, the consistent differentiation, in research procedures, of different factors interacting in the functioning of language system, and thus discerning between the two points of view on it, “from within” and “from without,” makes orthoepy an integral part of linguistics as a fundamental science of language, providing theoretical justification for its applied component, the latter’s goals having been formulated, for all times, as a maxime to “speak properly and correctly.” Refs 29.
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Michael, Andreas. "The True Market Value of a Good Petroleum Engineer: A Technical Perspective." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206272-ms.

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Abstract Defined by SPE as the application of basic and engineering sciences to the finding, development, and recovery of oil, gas and other resources from wells, petroleum engineering (PE) has been throughout the years falsely thought of as an amalgamation of other disciplines applied to the exploration and recovery of hydrocarbons. Integrating all PE subdisciplines in a manner efficient for teaching and learning is essential for securing the abundance of well-rounded market-attractive professionals. This paper discusses advantages individuals with PE background experience should exhibit in their employment in the oil and gas industry and academia. There is no point for students in going to school for a degree that will not hand them a competitive edge within their discipline. For graduate PEs, the job market is dependent on the quality of their respective academic programs and by extension to the quality of the teaching faculty. A steady oil and gas job market may not necessarily warrant robust employment opportunities, particularly straight after graduation. In a discipline like PE, where almost everything that matters takes place thousands of feet underground, apportioning credit for successes or responsibility for failures is itself a challenge. Decreases in student enrollments in PE programs reported by various universities during times of low oil and gas prices poses questions about the future of the PEs discipline, despite the steady demand for oil and gas in the world's energy mix. Academic programs interested in facilitating a smooth transition of their graduates into the industry should work in conjunction with practitioners to provide the correct balance between theory and practice in their coursework ensuring that once employment opportunities are created, they get filled with candidates of relevant education and training. PE degree-holding candidates should be the natural first choice for PE positions. This means that their educational and professional backgrounds should be providing them with an undisputed advantage which places them a leg above candidates from other disciplines. For instance, for a well completions job opening, there should not be a better alternative than a good PE specialized in well completions. If every PE graduate comes out of his or her program with a skillset which is superior to that of his or her competition, he or she will be the preferred choice for an oil and gas job.
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Venables, Anne, and Grace Tan. "Thinking and Behaving Scientifically in Computer Science: When Failure is an Option!" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3048.

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In a Finnish study of four different academic disciplines, Ylijoki (2000) found that in Computer Science there was a disparity between the conceptions held by undergraduate students and staff about their discipline; students viewed it as being far more pragmatic and results focused than did their instructors. Not surprisingly, here at our Australian university where the undergraduate Computer Science program emphasizes programming and problem solving skills, the authors had noticed a similar inconsistency between staff and student beliefs. This paper reports on an effort to realign these conceptions and broaden student experience using an assessment task. Centered on solutions to the popular ‘Sudoku’ puzzle (Sudoku, 2005), the task was designed and introduced into an Intelligent Systems course, a final year elective of a Computer Science degree. The goal was to expose students to some of the ‘pure’ rather than applied aspects of the Computer Science discipline (Becher & Trowler, 2001), by using assessment to encourage experimental learning (Kolb & Fry, 1975). The assessment specification instructed students to design and conduct several ‘in silica’ Computer Science experiments to solve and/or create Sudoku puzzles. Importantly, students were asked to keep a Research Diary documenting their thoughts, attempts, backtracking and progresses as they attempted the assignment. Most unique from a student’s perspective was that ‘failure’ to solve the given problem by experimentation was a viable option; their efforts would be rewarded given they conducted themselves ‘scientifically’ in their attempt.
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Robinson, Stefanie L., and Jennifer A. Mangold. "Implementing Engineering and Sustainability Curriculum in K-12 Education." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66693.

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Introducing students to engineering concepts in early education is critical, as literature has shown that students’ degree of comfort and acceptance of science and technology is developed very early on in their education. While introducing engineering as a potential profession in K-12 classrooms has its own merits, it has also proven itself to be useful as a teaching tool. Engineering can lend itself to concepts that can engage students in critical thinking, problem solving, as well as the development of math and science skills. In engineering higher education there has been an increased focus on industrial ecology and sustainability in order to help students understand the environmental and social context within today’s society. The authors of this paper discuss the importance of these attributes when introducing engineering to K-12 students. Engineering and sustainability are not two mutually exclusive concepts, but sustainability should be considered throughout the practice of the engineering discipline. The ADEPT (Applied Design Engineering Project Teams) program at the University of California, Berkeley was established to design and deploy a standards-based engineering curriculum for middle schools and high schools (grades 6–12) designed to integrate mathematics and science concepts in applied engineering projects, inspire secondary students, and strengthen the classroom experience of current and future faculty in math, science, and engineering. This paper discusses the importance of introducing engineering and sustainability in K-12 classrooms. Example modules that were developed through the ADEPT program are presented as well as a set of recommendations that were designed as a guideline for educators to incorporate engineering and sustainability in K-12 classrooms. While the module discussed here was designed for middle school students, the curriculum and criteria recommended can be adapted to primary and secondary education programs.
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Reports on the topic "Degree Discipline: Applied Linguistics"

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Brokert, V. V., and O. N. Nazarova. Electronic tests for the current control of knowledge in the discipline "Applied Geometry and Engineering Graphics" (training direction: 160000 Aviation and rocket and space technology, the level of higher education - specialty, bachelor's degree). Science and Innovation Center Publishing House, January 2017. http://dx.doi.org/10.12731/brokertnazarova17012017.22528.

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