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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Elsweiler, Christine. "Gender variation in the requestive behaviour of Early Modern Scottish and English letter-writers? A study of private correspondence." Journal of Historical Sociolinguistics 8, no. 1 (April 1, 2022): 55–88. http://dx.doi.org/10.1515/jhsl-2020-0040.
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Abstract This study applies the methods of variational pragmatics, a discipline situated at the intersection of pragmatics and variationist sociolinguistics, to historical data to explore the effect of the macro-social factors gender and region on request choices in Scottish and English private letters written between 1570 and 1700. It specifically examines gender variation regarding the choice of request strategies and of internal downgrading modification, e.g. the use of modal auxiliaries or hedges. Overall, the analysis only finds limited evidence for gender differences in the private correspondence data. The requestive behaviour of Scottish and English female and male letter-writers displays similar directness levels and both genders also employ mitigating modifiers to a similar degree. It is shown that the requestive style of women and men is determined by the situational circumstances of a letter rather than by gender. Moreover, when zooming in on the level of direct realisation strategies, the analysis provides evidence that the macro-social factor region has a greater impact on the choice of realisation strategies than gender.
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Dai, Yongjun, and Xiangqing Wei. "Translating ancient Chinese legal works." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 5 (September 27, 2019): 633–47. http://dx.doi.org/10.1075/babel.00111.dai.
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Abstract The notion of narrative is a very productive concept in many disciplines, and it has been introduced and applied effectively in translation studies, where the specific narrative typology and narrative features are drawn and outlined. Based on the understanding of translation and the analysis of narrative features by Baker, this paper examines the issues in translating ancient Chinese legal works. The default narrative features in ancient Chinese legal works are firstly given a detailed explanation, then the challenges to the Western sinologists in re-narrating ancient Chinese legal stories, especially for the purposes of constructing a “moral” world for the Western readers. For the purpose of successful communication, the fundamental elements in Chinese legal tradition should be given more attention. Thus a contextualized narrative strategy is proposed for application in translating ancient Chinese legal works. For successful communication, it requires on the part of the narrator a degree of creative adaptation.
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Гранева, И. Ю. "The Pronoun ya (ʽIʼ) in Russian Phraseological Units in the Light of Key Ideas of the Russian Linguistic Worldview." Vestnik of Northern (Arctic) Federal University. Series Humanitarian and Social Sciences, no. 2 (April 10, 2021): 42–51. http://dx.doi.org/10.37482/2687-1505-v086.
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This article presents a part of a comprehensive research on lexicographic portraying of Russian personal pronouns in the context of the communicative-pragmatic, linguoculturological, and cognitive linguistic approaches. The paper aimed to describe semantic, stylistic, and functional properties of Russian phraseological units containing the pronoun ya (‘I’) and its case forms in terms of representation of key culturally significant ideas of the Russian linguistic worldview. The author applied the pronoun referential analysis methodology developed on the basis of E.V. Paducheva’s ideas. The material included data of Russian explanatory dictionaries as well as a semantic and a phraseological dictionary. The usage examples were extracted from the Russian National Corpus. The scientific value of this paper consists in introducing a new aspect of Russian personal pronouns analysis, namely, the cultural significance of phraseological units with the pronominal component ya in the Russian linguistic worldview. It is shown that phraseological units containing the pronoun ya and its case forms have considerable conceptual and evaluative potential for representing culturally significant ideas and attitudes of the Russian linguistic worldview. These phraseological units embody empathic attitude (estimation of the degree of a speaker’s personal involvement in the situation) and the idea of primary importance of the speaker’s world to him/herself. The human ‘I’ in phraseology is a natural measure of norms and values, a criterion of one’s attitude to outward things. The paper makes a certain contribution to the theory and practice of integral description of language as well as to the linguoculturological study on Russian phraseological units. In terms of practice, the results can be used in teaching linguoculturological disciplines at universities and compiling a new type of dictionaries, as well as in forensic linguistics.
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Bygate, Martin. "Applied Linguistics: A Pragmatic Discipline, a Generic Discipline?" Applied Linguistics 26, no. 4 (December 1, 2005): 568–81. http://dx.doi.org/10.1093/applin/ami032.
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Araújo, Siane Paula de, Luhan Dias Souza, and Maurício Silva Gino. "Linguística cognitiva e produção/avaliação de objetos de aprendizagem em dança / Cognitive linguistics and production/assessment of learning objects in dance." Texto Livre: Linguagem e Tecnologia 9, no. 2 (December 9, 2016): 231–47. http://dx.doi.org/10.17851/1983-3652.9.2.231-247.
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RESUMO: Este trabalho busca refletir sobre como a Linguística Cognitiva – no que tange à teoria da metáfora conceitual ao conceito de embodiment –auxilia os processos de delineamento, produção e avaliação de um material didático virtual destinado à disciplina Anatomia para o movimento, do curso de Licenciatura em Dança da Escola de Belas Artes, Universidade Federal de Minas Gerais. Esse material compreende trêsobjetos de aprendizagem (um jogo digital e dois players de vídeos animados interativos)ressaltando conteúdos sobre os sistemasanatômicos humanos: esquelético, muscular e articular. A metodologia deste estudo segue um caminho crítico-analítico sobre o processo experienciado no desenvolvimento e na testagem desses objetos. Nesse contexto, a teoria da metáfora conceitual (LAKOFF; JOHNSON, 2002) contribuiu com os processos de delineamento e planejamento da primeira avaliação dos objetos produzidos, uma vez que cada objetoé constituído por modelos análogos às estruturas anatômicas humanas e seu processo de avaliação destaca os conteúdos anatômicos representados. O conceito de embodiment (GIBBS, 2005), por seu turno,influenciouo processo de produção, mostrando por quais meios as metáforas seriam representadas e, principalmente, por balizar a segunda avaliação dos objetos que foram aplicados durante um semestre letivo em sala de aula. Essa avaliação traz inferências sobre os possíveis impactos dos objetos de aprendizagem na referida disciplina. A partir dos resultados apurados, espera-se contribuir com o processo de produção de objetos de aprendizagem na sociedade e no desenvolvimento de metodologias adequadas às finalidades propostas.PALAVRAS-CHAVE: analogias e metáforas; embodiment;dança; linguística cognitiva; objetos de aprendizagem. ABSTRACT: This work seeks to reflect on how the Cognitive Linguistics – about the conceptual metaphor theory and embodiment – assiste the production processes and assessment of a virtual learning material for the course Anatomy for the Movement in the Degree Course of Dance from Escola de Belas Artes, Universidade Federal de Minas Gerais. This material comprises three learning objects (a digital game and two players of animated videos with the possibility of interaction) and emphasizes contents on human anatomical systems: skeletal, muscular or joint. The methodology of this study is critical-analytical about the development of this objects and its testing. In this context, the theory of conceptual metaphor (LAKOFF; JOHNSON, 2002) contributed to the design and planning processes of the first evaluation of the objects produced, since each is constituted by similar models to human anatomical structures and its evaluation process highlights the represented anatomical content. The concept of embodiment (GIBBS, 2005) influenced the production process, highlighting by which means metaphors would be represented, and especially for guiding the second evaluation of the objects that were applied during one semester in the classroom. This assessment brings inferences about the possible impact of learning objects in that subject. From the results obtained, it is expected to contribute to the process of production of learning objects in society, and in developing appropriate methodologies to the goals purposes.KEYWORDS: analogies and metaphors; embodiment; dance; cognitive linguistics; learning objects.
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Goncharova, Lyubov. "Working Program of the Discipline “Marketing Linguistics”." Scientific Research and Development. Modern Communication Studies 10, no. 5 (November 3, 2021): 51–57. http://dx.doi.org/10.12737/2587-9103-2021-10-5-51-57.
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Language tools that implement the marketing model of consumer behavior and ensure the consumer’s purchase decision, have occupied the focal place in linguistic studies. Such studies have led to the formation of a new pragmalinguistic direction – marketing linguistics. This syllabus is designed for 45.04.02 direction of training ("Linguistics"), the orientation (profile) "General and typological linguistics and applications in the field of linguistics" (training level – master's degree, graduate qualification – master's degree).
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Maltsev, D. V., E. M. Genson, and D. S. Repetskiy. "Electronic Study Guides for Applied Bachelor’s Degree Programs." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 4 (April 21, 2019): 134–41. http://dx.doi.org/10.31992/0869-3617-2019-28-4-134-141.
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The development of electronic study guides (ESG) for Bachelor’s disciplines enables to reduce procurement costs for print library collections. Posting of ESGs on the University Internet resources will provide their accessibility and usability, so the subject is topical. The article analyzes the experience of developing electronic study guides for the disciplines of basic professional bachelor’s degree programs in various universities and reviews the literature on this subject. The main features that distinguish ESG from paper teaching materials are the following: multimedia presentation of information, interactivity, dynamic content. In addition, remote interaction between a teacher and students in forums or video conferences is possible, depending on the format of the ESG. Furthermore, ESG allows one to remotely monitor the completeness and timeliness of the study of certain topics of the discipline, unlike other types of educational and methodological support. The implementation of the ESG makes it possible to maintain control in two forms: internal and external. There are also such criteria for assessing the quality of ESG as: proportion in ensuring the total volume of discipline, proportion in ensuring the self-directed student work, quality of design, the effectiveness of multimedia, adaptability, level of remote access. The result of the analysis was the development of requirements for the ESG design for the discipline «Structure and calculation of engines». This discipline includes the basics of structure and calculation elements and systems of internal combustion engines and the processes occurring in them. In Perm National Research Polytechnic University, according to the curriculum, the discipline is studied for 2 semesters; the labor intensity is 7 credits. Classroom lessons consist of lectures, laboratory and practical classes, additionally, coursework was provided. The difficulty of organizing and maintaining a laboratory in working condition is due to high labor and material costs for fuels and lubricants, electricity, forced-air ventilation, maintenance and repair of internal combustion engines, etc. In this regard, it is relevant to use simulation methods and create virtual laboratory benches to determine the characteristics of the internal combustion engine. These benches may be considered as an alternative to field experiments and stands. As a result of the generalization experience, it was possible to draw up general requirements to the structure and content of the ESG and to provide recommendations on the development of ESGs taking into account the specifics of applied bachelor’s programs.
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Pennycook, Alastair. "Applied linguistics as epistemic assemblage." AILA Review 31 (2018): 113–34. http://dx.doi.org/10.1075/aila.00015.pen.
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AbstractAny discussion of transdisciplinary applied linguistics needs to engage with three central questions. First, whileinterdisciplinarity may allow for disciplines to stay in place and engage with each other,transdisciplinarity implies a space beyond or above disciplines. As a result, we have to consider whether applied linguistics is seen as a discipline (in which case it is not transdisciplinary) or whether it is seen as a transdisciplinary field of study (in which case it is not a discipline). Second, while applied linguists may engage with work from other fields – sociology, geography, philosophy, cognitive science are common examples – this does not necessarily mean that we engage with those fields as disciplines. Rather, the engagement with such work is often on the basis that relevant thinkers are engaging themselves with broader epistemic shifts. Such work may therefore be seen as having to do withepistemesrather than disciplines. Third, a focus on transdisciplinarity obscures broader concerns about unequal relations of knowledge production, particularly between North and South. If applied linguistics is to become a responsible field of work, it needs to engage with southern epistemologies. In order to do so, applied linguistic practices can be more usefully understood as temporary assemblages of thought and action that come together at particular moments when language-related concerns need to be addressed. This flexible account helps us see how applied linguistic practices are assemblages of different language-oriented projects, epistemes and matters of concern.
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Golebiowski, Zosia, and Anthony J. Liddicoat. "The interaction of discipline and culture in academic writing." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 59–71. http://dx.doi.org/10.1075/aral.25.2.06gol.
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Abstract Work in contrastive rhetoric has often sought to examine the impact of culturally-based writing conventions on text production and has outlined cultural differences in texts in different languages. At the same time, the study of specialised languages has often claimed a degree of uniformity in text construction both at the level of culture and at the level of the discipline. It appears however that approaches which consider just culture or just discipline miss part of the picture. This paper argues that considerations of discipline and culture are complex and interrelated and that this complexity and interrelationship can be seen at several different levels in specialised academic texts.
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Kaplan, Robert B., and William Grabe. "APPLIED LINGUISTICS AND THE ANNUAL REVIEW OF APPLIED LINGUISTICS." Annual Review of Applied Linguistics 20 (January 2000): 3–17. http://dx.doi.org/10.1017/s0267190500299996.
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The Annual Review of Applied Linguistics is celebrating its 20th anniversary, and we are happy to report that applied linguistics is still with us. We also believe that the field of applied linguistics is here to stay, much as psychology and English literature are disciplinary fixtures after having developed in the early 20th century. The development of a disciplinary field, however, is a messy undertaking, typically driven by needs and purposes that extend beyond individual goals or planned group purposes. In the case of applied linguistics, its continued development can only be channeled and planned indirectly. Moreover, full disciplinary acceptance will only occur to the extent that applied linguistics responds to wider societal needs and its expertise is valued by people beyond the professional field. Applied linguistics, as an inter-disciplinary field, faces the additional challenge of trying to cohere around a set of central notions with which a diverse group of practitioners can identify. So, while some may want an orderly blueprint for disciplinary development and acceptance, and some practitioners may generate discussions around such orderly expectations, none is likely to arise. At the same time, certain events and institutional structures help to shape and form the discipline without recourse to any neat blueprint. Examples include the establishment of the English Language Institute at the University of Michigan in 1941, the establishment of the Department of Applied Linguistics at Edinburgh in 1956, the establishment of the Center for Applied Linguistics in Washington, DC in 1959, the formation of the TESOL organization in 1966, and the formation of the American Association for Applied Linguistics in 1977.
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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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Shan, Wei, Chen Liu, and Jing Yu. "FEATURES OF THE DISCIPLINE KNOWLEDGE NETWORK: EVIDENCE FROM CHINA." Technological and Economic Development of Economy 20, no. 1 (January 28, 2014): 45–64. http://dx.doi.org/10.3846/20294913.2014.825460.
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Interdisciplinary knowledge exchange constitutes a network with discipline nodes and knowledge flow edges. Using data on Chinese academic literature, the current paper establishes a discipline knowledge network and analyses its structural features. Citation analysis is first used to measure the flow of knowledge between disciplines to build a discipline knowledge network. Subsequently, the features of the network, such as degree distribution, degree correlation, knowledge flow mode and other structure properties, are then analysed based on complex networks and social network theory. The tail of the degree distribution of this discipline knowledge network is in concordance with exponential distribution. The network has also a distinct hierarchical structure. Moreover, the knowledge flow between disciplines is directional. It flows from certain basic and academic disciplines to the applied disciplines.
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Bennema, Cornelis. "How Readers Construct New Testament Characters: The Calling of Peter in the Gospels in Cognitive-Narratological Perspective." Biblical Interpretation 29, no. 4-5 (November 12, 2021): 430–51. http://dx.doi.org/10.1163/15685152-29040002.
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Abstract The discipline of cognitive narratology applies insights of cognitive linguistics to narrative analysis. This study seeks to demonstrate the value of cognitive narratology by exploring the role of the reader and the extent of the reader’s knowledge in constructing characters. While traditional narrative criticism often limits itself to the world of the text, cognitive narratology recognizes that the reader’s knowledge from other texts and the real world also contributes to the construction of characters. This study will show that the extent of the reader’s literary and social knowledge of a text affects the construction of characters. As a case study, we will examine the calling of Peter in the canonical Gospels and show how four readers with varying degrees of knowledge will arrive at different constructions of Peter’s character.
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Zortéa, Tamires Regina, and Cláudia Andrea Rost Snichelotto. "Abordagem da variação e da mudança linguística em um curso de graduação em comunicação social – jornalismo e manutenção do preconceito linguístico na mídia / Approach of Variation and Linguistic Change in a Course of Graduation in Social Communication – Journalism and Maintaining Language Preconception in the Media." Caligrama: Revista de Estudos Românicos 24, no. 2 (August 12, 2019): 57. http://dx.doi.org/10.17851/2238-3824.24.2.57-74.
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Resumo: Neste artigo, investiga-se o tratamento da variação e da mudança linguística que perpassa os materiais didáticos das disciplinas de Redação e Expressão Oral I, II e III de um curso de graduação em Comunicação Social – habilitação em Jornalismo – de uma Universidade Federal do Sul do Brasil. Por meio de levantamento documental, verificou-se se os materiais didáticos utilizados nas disciplinas realizam, além do ensino da gramática normativa, reflexões sobre a variação e a mudança da língua portuguesa do Brasil. Além disso, foram analisadas as Diretrizes Curriculares Nacionais para o curso de graduação em Jornalismo (Resolução Nº 1, de 27 de setembro de 2013) e o relatório da última prova do Exame Nacional de Desempenho dos Estudantes aplicada no ano de 2015 para o curso de Jornalismo para verificar se são cobrados aspectos voltados ao emprego da linguagem e sob qual perspectiva. A hipótese é de que os materiais didáticos utilizados no curso de formação do profissional jornalista contribuem com a intolerância para com as variedades linguísticas do Português Brasileiro. A partir da análise, constata-se que os materiais investigados promovem o ensino tradicional do padrão linguístico normativo, ou seja, diferentemente do que preconizam os estudos linguísticos atuais e o relatório da última prova do Enade, há uma discussão superficial sobre a variação e a mudança linguística no curso de Comunicação Social - Jornalismo, reproduzindo textos jornalísticos com temas sobre o “empobrecimento da língua”, que multiplicam as críticas que retratam a imprensa como uma das fontes de difusão do preconceito linguístico.Palavras-chave: jornalismo; preconceito linguístico; ensino; variação linguística.Abstract: In this paper, we investigate the approach to variation and linguistic change that pervades didactic materials of the disciplines of Writing and Oral Expression I, II and III of an undergraduate course in Social Communication - degree in Journalism – of a Federal University from the South of Brazil. Through documental research, it was verified if the didactic materials used in the subjects leave room for, in addition to the teaching of normative grammar, reflection on the variation and the change of the Portuguese language of Brazil. In addition, the National Curriculum Guidelines for the undergraduate course in Journalism (Resolution No. 1, September 27, 2013) and the report on the last test of the National Student Performance Examination applied in 2015 in the Journalism course were analyzed to check if language use aspects had been encompassed under what perspective. The hypothesis is that the didactic materials used in the training course of the professional journalist might foster intolerance towards the linguistic varieties of Brazilian Portuguese. From the analysis, it is verified that the materials investigated promote the traditional teaching of the normative linguistic standard, that is, unlike the current linguistic studies and the report of the last Enade test, there is a superficial discussion about variation and linguistic change in the Social Communication – Journalism course, reproducing journalistic texts with themes on the “impoverishment of the language” that increase the criticism that portrays the press as one of the sources of diffusion of linguistic prejudice.Keywords: journalism; linguistic prejudice; teaching; linguistic variation.
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Rajagopalan, Kanavillil. "Applied Linguists." Revista da Anpoll 52, no. 2 (November 18, 2021): 13–24. http://dx.doi.org/10.18309/ranpoll.v52i2.1542.
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This paper seeks out future directions for the field of study that has by now fully consolidated itself as an independent discipline under the name of Applied Linguistics. Special attention is drawn to the ‘loosening up’ of the very notion of language as a hermetically sealed entity, impervious to outside influences, as well as the groundbreaking critical turn it has taken in recent years, along with the impulse to intervene in the states of affairs that it unveils through painstaking studies. It is shown that this last development is by no means an optional follow-through from the analytic work customarily done. Rather, it is an inevitable sequel to the new stance adopted by researchers in the field – a development whose roots can, oddly enough, be traced back to Saussure’s thoughts at the very dawn of Linguistics, its ‘mother discipline’. But it is also emphasized that, side by side with these exciting prospects, there also appear on the horizon some serious challenges to reckon with in the years ahead.
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Bygate, Martin. "Some current trends in applied linguistics." AILA Review 17 (December 31, 2004): 6–22. http://dx.doi.org/10.1075/aila.17.04byg.
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This paper argues that the most significant trend in applied linguistics is the emergence of the field as a generic discipline, involving several subareas, all characterised by the aim of developing theoretical and empirical studies of language as a key element in real world problems. Various subsidiary trends are apparent including numerous methodological and theoretical developments. The paper argues that so far these trends respond only inconsistently to two major challenges in the relationship between the academy and the lay community: (1) identifying and studying issues held to be problems by those outside the academy; and (2) clarifying the nature of the contributions of research to those real world problems. Three themes are considered: the relationship between surface data and theory development; the problem of the specific and the general; and the importance of problematicity. The paper concludes that applied linguistics needs to be accountable to two communities, the academy and the lay communities it aims to work with.
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Bhattacharya, Usree, Lei Jiang, and Suresh Canagarajah. "Race, Representation, and Diversity in the American Association for Applied Linguistics." Applied Linguistics 41, no. 6 (February 15, 2019): 999–1004. http://dx.doi.org/10.1093/applin/amz003.
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Abstract Since its inception, the American Association for Applied Linguistics (AAAL) has advocated for diversity within the organization and in the discipline. This culminated in the passing of the resolution, ‘Affirming Commitment to Promoting Diversity’ (2013), hailing racial and other kinds of diversity as ‘an asset within our community and a source of learning and opportunity’. Despite this resolution, AAAL faces continuing challenges in realizing diversity in practice. This study turns the spotlight on the uneven professional mobility and visibility of scholars of color (SOCs) within AAAL, examining historical trends in the representation of SOCs in structures of power within AAAL as well as in recognition of meritorious scholarship. The data were mined from annual conference programs and official websites, and analyzed using computer software. Our analysis reveals stark disparity in the representation of SOCs across both metrics. We finally argue that cultivating greater racial diversity within AAAL is imperative for highlighting issues of race and inequality in applied linguistics; in expanding our epistemological field; and, ultimately, sustaining our vibrancy and strength as a discipline.
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McIvor, Onowa. "Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures?" Annual Review of Applied Linguistics 40 (March 2020): 78–96. http://dx.doi.org/10.1017/s0267190520000094.
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AbstractDamages done to Indigenous languages occurred due to colonial forces, some of which continue to this day, and many believe efforts to revive them should involve more than Indigenous peoples alone. Therefore, the need for learning Indigenous languages as “additional” languages is a relatively new societal phenomenon and Indigenous language revitalization (ILR) an emerging academic field of study. As the ILR body of literature has developed, it has become clear that this work does not fit neatly into any single academic discipline. While there have been substantial contributions from linguistics and education, the study and recovery of Indigenous languages are necessarily self-determined and self-governing. Also, due to the unique set of circumstances, contexts, and, therefore, solutions needed, it is argued that this discipline is separate from, yet connected to, others. Applied linguists hold specific knowledge and skills that could be extended to ILR toward great gains. This paper explores current foci within ILR, especially concepts, theories, and areas of study that connect applied linguistics and Indigenous language learning. The intention of this paper is to consider commonalities, differences, current and future interests for shared consideration of the potential of collaborations, and partnerships between applied linguistics and ILR scholars.
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Kadarisman, A. Effendi. "LANGUAGE PROBLEMS IN APPLIED LINGUISTICS: LIMITING THE SCOPE." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 1 (January 1, 2014): 94. http://dx.doi.org/10.15639/teflinjournal.v25i1/94-121.
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This article critically discusses the paradigmatic shift in applied linguistics, resulting in a claim that countless real-world language problems fall within its scope, but in reality they weaken the discipline and make it lack a focus. Then it takes a closer look at the nature of these language problems, and picks out, for analysis, real examples of writing problems in ELT in Indonesian context. It further argues that, by focusing primarily on problems in ELT and SLA, applied linguistics reaffirms its well-defined position and underscores its significant contributions to both disciplines. Finally, it concludes the discussion by adding some notes on the question of autonomy in both applied linguistics and in ELT in Indonesia.
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Larsen-Freeman, Diane. "SECOND LANGUAGE ACQUISITION AND APPLIED LINGUISTICS." Annual Review of Applied Linguistics 20 (January 2000): 165–81. http://dx.doi.org/10.1017/s026719050020010x.
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Just as applied linguistics (AL) may be said to be an emerging discipline, so too is one of its sub-fields, second language acquisition (SLA). The parallelism may not be surprising; after all, a difference of only about twenty years separates the points at which the two were identified as autonomous fields of inquiry. Then, too, the two share central defining concepts. AL draws on multidisciplinary theoretical and empirical perspectives to address real-world issues and problems in which language is central (Brumfit 1997). SLA draws on multidisciplinary theoretical and empirical perspectives to address the specific issue of how people acquire a second language and the specific problem of why everyone does not do so successfully. Furthermore, the two share something else: At this juncture in the evolution of AL and SLA, both are grappling with fundamental definitional issues, ones even extending to the nature of language itself. (See Larsen-Freeman 1997a for how this is true of AL.) Should AL and SLA deal successfully with these challenges, both will have much to contribute in the decade to come. Should they instead succumb to internecine feuding and fragmentation, the future will not be as bright.
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DALAF, Muna. "IRAQI EFL COLLEGE INSTRUCTORS’ AWARENESS OF SOME OF THE PROBLEMS OF APPLIED LINGUISTICS." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 273–82. http://dx.doi.org/10.47832/2717-8293.1-3.21.
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Applied linguistics is one of the most influential disciplines that appeared in the twentieth century. This discipline received a major interest in many western countries. In many Arab countries; this discipline started to receive the attention gradually. This research is an attempt to investigate Iraqi instructors’ background knowledge of applied linguistics at AL- Mustansiryiah University-English department and some instructors from different Iraqi universities. To collect the data, twenty instructors gave their opinions through a questionnaire, while, eight other instructors contributed through an interview. The results of this study showed a variation in the answers of the instructors. That is different and contradictory answers and opinions were given regarding some of the questions in the field. As a result, it is really preferable and recommended to do workshops to enhance the background knowledge of the instructors regarding this field.
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DALAF, Muna. "IRAQI EFL COLLEGE INSTRUCTORS’ AWARENESS OF SOME OF THE PROBLEMS OF APPLIED LINGUISTICS." RIMAK International Journal of Humanities and Social Sciences 3, no. 1 (January 1, 2021): 273–82. http://dx.doi.org/10.47832/2717-8293.1-3.21.
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Applied linguistics is one of the most influential disciplines that appeared in the twentieth century. This discipline received a major interest in many western countries. In many Arab countries; this discipline started to receive the attention gradually. This research is an attempt to investigate Iraqi instructors’ background knowledge of applied linguistics at AL- Mustansiryiah University-English department and some instructors from different Iraqi universities. To collect the data, twenty instructors gave their opinions through a questionnaire, while, eight other instructors contributed through an interview. The results of this study showed a variation in the answers of the instructors. That is different and contradictory answers and opinions were given regarding some of the questions in the field. As a result, it is really preferable and recommended to do workshops to enhance the background knowledge of the instructors regarding this field.
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Motha, Suhanthie. "Is an Antiracist and Decolonizing Applied Linguistics Possible?" Annual Review of Applied Linguistics 40 (March 2020): 128–33. http://dx.doi.org/10.1017/s0267190520000100.
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AbstractThis article argues for an uncovering of the multitude of ways in which applied linguistics has functioned as an important and effective vehicle for White supremacy and empire, with its disciplinary roots embedded in assumptions about racial inequalities and racial hierarchies and, equally importantly, the concealment of these forms of racial discrimination which often manifest as innocuous language practices. In particular, the notion of objectivity has played a guiding role in reinscribing Whiteness in much applied linguistics theorizing and research within a global context of inequitable racial power and forms of knowledge production and transmission that are steeped in colonial reasoning. In this piece, the author considers what antiracism and decolonization mean within applied linguistics and asks: Is the discipline of applied linguistics irretrievably rooted in an ontology of race and empire? Or is an antiracist and decolonizing applied linguistics possible?
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Nazarova, Olga. "“Applied Geometry” Discipline Adaptation to Undergraduate for Exploitative Specialities of an Aviation High Educational Institution." Geometry & Graphics 8, no. 1 (April 20, 2020): 57–64. http://dx.doi.org/10.12737/2308-4898-2020-57-64.
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The problem of teaching and formulating the tasks for the “Applied Geometry” discipline is considered in this paper. Currently, in aviation high educational institutions there is a tendency to reduce the number of hours allocated to graphic disciplines; in addition, “Descriptive Geometry” – the habitual name of the discipline – has been replaced by name “Applied Geometry”. This is certainly connected with the transition to learning on undergraduate programs, that implies a competency-based approach, i.e., training in accordance with the necessary knowledge and methods of activity in a particular area [4; 9; 23; 29; 30; 34]. The planned results of learning in “Applied Geometry” include knowledge of methods for solving applied engineering-geometric problems, as well as the ability to use the basic elements of applied geometry and engineering graphics in professional activities, and to solve specific applied problems of geometric modeling [4; 14; 20; 22; 32]. For these reasons arises the question of the need to adapt “Descriptive Geometry” to the requirements and programs for the training of bachelors, bringing it to conformity with the name “Applied Geometry” of the discipline. According to the results of “Applied Geometry” studying, students ought to gain experience and have the ability to independently solve cognitive, organizational and other problems related to their future professional activities [28–30]. In this paper is proposed a general approach to the formulation of “Applied Geometry” problems for cadets pursuing a bachelor's degree in “Air Navigation” (25.03.03) and “Operation of Airports and Flight Support of Aircraft” (25.03.04). Using rather simple examples, has been considered the possibility to formulate the problem in such a way that instead of the traditional formulation it could be applied for a specific bachelor's degree. As well has been considered a complex applied problem, which is suitable as a task for performing a computational and graphic work, since it integrates several topics of the discipline.
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Wirag, Andreas, Yunong Li, and Bin Zhang. "Applying cognitive linguistics to foreign language teaching and learning." Cognitive Linguistic Studies 9, no. 2 (December 15, 2022): 185–201. http://dx.doi.org/10.1075/cogls.21010.wir.
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Abstract The discipline of Applied Cognitive Linguistics is a recent, still emerging framework, which is situated at the interface of Cognitive Linguistics (CL) and Applied Linguistics research (Pütz, Niemeier & Dirven 2001a, 2001b). At its core, Applied CL is concerned with the use of CL models, theories, or concepts for L2 teaching and learning, where it aims to create effective teaching methods, activities, or materials. Owing to its more recent origin in the 1990s/2000s, a lively metadisciplinary discussion is still taking place within the discipline, which highlights various challenges or concerns that Applied CL research is currently facing (e.g., Achard & Niemeier 2004; Pütz 2010; Roche 2014; Tyler & Huang 2018). Major concerns in this discussion are, for instance, (1) the underuse of empirical data in Applied CL research and (2) the yet limited application of CL theories to Communicative Language Teaching (as opposed to Present-Practice-Produce, in which it is typically embedded). This article outlines these two challenges to research in Applied CL and offers suggestions how to address these concerns in future investigations. By doing so, we intend to contribute to the ongoing metadisciplinary discussion about the Applied CL framework and to promote its further consolidation.
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Huang, Ju Chuan. "Marine engineering and sub-disciplinary variations: a rhetorical analysis of research article abstracts." Text & Talk 38, no. 3 (April 25, 2018): 341–63. http://dx.doi.org/10.1515/text-2018-0002.
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Abstract This study explores the rhetorical structure and linguistic features of research article abstracts in an applied discipline. Recently, many emerging applied disciplines have evolved to incorporate knowledge from a variety of disciplinary areas. Therefore, the writing style may vary within one discipline. While most studies have compared rhetorical variations between disciplines, few have examined sub-disciplinary variations. The purpose of this study is to investigate the extent to which variations exist among research article abstracts in three sub-fields of one applied discipline: marine engineering. A small specific corpus consisting of 60 marine engineering abstracts was compiled. By examining similarities and differences in the rhetorical structure, frequently used verbs, tense, and the use of first person pronouns, the analysis showed that sub-disciplinary variations existed among the three sub-fields. For example, the abstracts in the sub-field of automatic control (a discipline closely related to electronic engineering) differ from the abstracts of the other two sub-fields as for rhetorical structure, verb tense, and frequency of use of first-person pronouns. The findings of this study indicate that English for Specific Purposes (ESP) instructors should take into account sub-disciplinary preferences when teaching academic writing so that students can make informed choices when writing in their specific sub-field.
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Mackey, Alison. "New directions for the Annual Review of Applied Linguistics." Annual Review of Applied Linguistics 36 (March 2016): 1–4. http://dx.doi.org/10.1017/s0267190515000136.
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To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language; multilingualism; foundations of second language teaching; applied linguistics as an emerging discipline; language and psychology; discourse and dialogue; language contact and change; advances in language pedagogy; lingua franca languages; neurolinguistics; cognitive aspects of language processing; language assessment; and formulaic language.
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Hulstijn, Jan H. "Is the Second Language Acquisition discipline disintegrating?" Language Teaching 46, no. 4 (January 25, 2012): 511–17. http://dx.doi.org/10.1017/s0261444811000620.
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After characterizing the study of second language acquisition (SLA) from three viewpoints, I try to answer the question, raised by DeKeyser (2010), of whether the SLA field is disintegrating. In answering this question, I first propose a distinction between SLA as the relatively fundamental academic discipline and SLA as the relatively applied field of language education. Instead of portraying the field in terms of quantitative or laboratory studies on the one hand, and qualitative or anthropological studies on the other, I will look at SLA in terms of theories that differ in their empirical basis. All scientific disciplines must create room for ideas or theories that do not yet lend themselves to empirical testing, but for a discipline to develop fruitfully it is crucial that nonempirical ideas do not outnumber the empirical. The fact that the number of empirical SLA theories is large is not in itself a problem: through the practices of rational ‘normal science’ (Kuhn 1962), the best theories (in terms of coherence, testability and scope) will rightfully come out on top.
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Karapetjana, Indra, and Gunta Roziņa. "Current Research Tendencies in Applied Linguistics." Baltic Journal of English Language, Literature and Culture 4 (April 25, 2014): 44–55. http://dx.doi.org/10.22364/bjellc.04.2014.04.
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In this article, we discuss the changing role of applied linguistics from a diachronic perspective and outline its present role as an interdisciplinary branch of science. In the 1950s, applied linguistics was viewed as a branch of science dealing with the application of linguistics to language teaching and with tackling central issues of practical language in use. Nowadays applied linguistics encompasses a wide range of objectives, the scope of which is often hard to define. If applied linguistics had to undergo a long way of broadening the field all over the world, this period of development was left out in Latvia, applied linguistics not being officially recognized as a branch of science. The official beginning of applied linguistics in Latvia is considered to be the year 1999, when it was entered into the Science Classification of the Latvian Council of Science. At the outset, the first dissertations written in applied linguistics reflected its interdisciplinary nature as a practice-driven discipline that addresses solving language-related phenomena in a variety of general, academic, occupational and professional contexts. The present article argues that applied linguistics lies at the intersection of different disciplines; however, the narrow view of applied linguistics that still exists in the Latvian society calls for considering its role within our own academic niche as well as in an outward perspective, thus making the Latvian academic society aware of its importance as an interdisciplinary branch of science.
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Gholaminejad, Razieh, and Mohammad Reza Anani Sarab. "Academic vocabulary and collocations used in language teaching and applied linguistics textbooks." Terminology 26, no. 1 (June 12, 2020): 82–107. http://dx.doi.org/10.1075/term.00043.gho.
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Abstract Somewhere between technical and general vocabulary are located those words which are used in formal academic contexts with a high frequency across scientific disciplines (Farrell 1990). These are referred to as academic vocabulary. Recent findings do not support the adequacy of a single academic wordlist which can equally meet the needs of students of all disciplines (Durrant 2016), and this has inspired researchers to develop wordlists specific to each discipline. Language Teaching and Applied Linguistics is a discipline which often embraces a high number of non-English speaking students for whom it is a demanding task to engage in academic communication without having access to a ready-made resource. In the present study, a 10,781,188-word corpus based on textbooks taught in thirteen subject areas of this field was compiled. The corpus was characterized by a specified genre and time-span, and a large representative scope. It was used to draw up a list of academic words (= terminology) for students of this field. The wordlist, which is accompanied by a list of collocations, accounts for approximately 7.1% of the coverage in the corpus. The findings build on the trend toward generation of field-specific academic wordlists, which have significant implications for students, instructors, material developers and researchers.
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Musthofa, Musthofa. "COMPUTATIONAL LINGUISTICS (Model Baru Kajian Linguistik dalam Perspektif Komputer)." Adabiyyāt: Jurnal Bahasa dan Sastra 9, no. 2 (December 31, 2010): 247. http://dx.doi.org/10.14421/ajbs.2010.09203.
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This paper describes a new discipline in applied linguistics studies, computational linguistics. It’s a new model of applied linguistics which is influenced by computer technology. Computational linguistics is a discipline straddling applied linguistics and computer science that is concerned with the computer processing of natural languages on all levels of linguistic description. Traditionally, computational linguistics was usually performed by computer scientists who had specialized in the application of computers to the processing of a natural language. Computational linguists often work as members of interdisciplinary teams, including linguists (specifically trained in linguistics), language experts (persons with some level of ability in the languages relevant to a given project), and computer scientists. The several areas of computational linguistics study encompasses such practical applications as speech recognition systems, speech synthesis, automated voice response systems, web search engines, text editors, grammar checking, text to speech, corpus linguistics, machine translation, text data mining, and others. This paper presents the definition of computational linguistics, relation between language and computer, and area of computational linguistics studies.
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AbdAlgane Mohammed, Mohamed AbdAlla. "An Overview of the History and Development of Applied Linguistics." Malaysian Journal of Social Sciences and Humanities (MJSSH) 5, no. 1 (January 30, 2020): 9–14. http://dx.doi.org/10.47405/mjssh.v5i1.339.
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This study is conducted to highlight the brief history of applied linguistics, its development over the years and the work of a few people who have contributed a lot to the development of applied linguistics (AL). Many people have defined or described applied linguistics and some of their definitions will also be presented. These definitions will give you an idea of what applied linguistics entails and the various areas of language endeavor it covers. The main objective of this study is to familiarize EFL learners with the background and nature of the concept of applied linguistics, i.e. giving various definitions of applied linguistics as well as describing how applied linguistics became a discipline. The study adopts the descriptive methodology.
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Tyustina, G. G., and O. V. Skvortsova. "PROFESSIONAL TRAINING OF FUTURE PSYCHOLOGISTS FOR PSYCHOLOGY TEACHING IN GENERAL EDUCATIONAL INSTITUTIONS (SCHOOLS)." Bulletin of Nizhnevartovsk State University, no. 4 (December 15, 2019): 94–102. http://dx.doi.org/10.36906/2311-4444/19-4/14.
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The problem stated is conditioned by the professional training of future physiologists for teaching psychology in general educational institutions according to the norms of new Federal Educational Standards of Higher Education regulating the formation of the professional competences which are demanded for a Bachelor’s Degree holder to teach psychology in school, spread psychological literacy among students, estimate educational processes in school using the up-today methods and innovative technologies in teaching. These days the problem of the impact of the applied disciplines to the professional training of future psychologists remains in demand though being not investigated deep enough. The paper presents the outlook of practical experience of professional training of students taking the Bachelor’s Degree Program in Psychology at the Faculty of Pedagogy and Psychology of Nizhnevartovsk State University The author reveals the importance of the applied discipline “The Methods of Psychology Teaching in General Educational Institutions” and states the impact that the discipline provides to the professional training of future psychologists through pointing out the aims of the discipline the demands for the students’ results and achievements and the analysis of the discipline content and the teaching methods it requires. The article states the feasibility of integration of theoretical and practical training aspects while the discipline teaching that supposes planning the class activities in the way that provides the interrelation of theoretical knowledge and practical skills of the students. The approach stimulates students’ individual research work in the field of future profession, their individual development and ability to work out the information creatively.
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Thompson, Celia, Janne Morton, and Neomy Storch. "Becoming an applied linguist." Australian Review of Applied Linguistics 39, no. 2 (December 31, 2016): 139–57. http://dx.doi.org/10.1075/aral.39.2.03tho.
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The need to establish an authorial identity in academic discourse has been considered to be critical for all doctoral students by academic writing teachers and researchers for some time. For students for whom English is an additional language (EAL) in particular, the challenges are not only how to communicate this identity effectively in English, but also how to develop from a writer who simply ventriloquizes the voices of scholarly others to an author who writes with authority and discipline-specific rhetorical knowledge. In the current project, we explored how three EAL students constructed authorial voices through the use of personal and impersonal forms of self-representation and evaluative stance in the Introduction sections of their written PhD Confirmation Reports. Our findings indicate that students combined a complex range of linguistic and rhetorical resources, such as integral and non-integral attribution of sources and attitudinal markers of stance, in their quest to project credible authorial identities as Applied Linguists. We also discovered the effect of these resources on readers to be cumulative. We recommend further research, including interviews with students, supervisors and examiners from across the disciplines, to explore and extend the scope of the present study.
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Adhikari, Bal Ram. "Applied Linguistics in Nepalese Academia: Historical Development, Contemporary Trends and Perspectives." Education and Development 29 (December 1, 2019): 45–58. http://dx.doi.org/10.3126/ed.v29i0.32566.
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Theoretical in its orientation, this article briefly surveys the historical development of applied linguistics, and its contemporary trends and perspectives in Western academia. Against this backdrop, it sheds light on the present situation of the discipline in Nepalese academia whereby its presence as an independent field of inquiry is yet to be realized. The article shows how the practice of applied linguistics in Nepal is confined to ‘linguistics applied’ and how the field has been subservient to linguistics and language teaching. Finally, it appeals for the practice of applied linguistics rather than merely linguistics applied in line with post-realities such as post-structuralism so as to address the language-related issues in the Nepalese society.
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Tipton, Charles M. "The emergence of Applied Physiology within the discipline of Physiology." Journal of Applied Physiology 121, no. 2 (August 1, 2016): 401–14. http://dx.doi.org/10.1152/japplphysiol.00767.2015.
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Despite the availability and utilization of the physiology textbooks authored by Albrecht von Haller during the 18th century that heralded the modern age of physiology, not all physicians or physiologists were satisfied with its presentation, contents, or application to medicine. Initial reasons were fundamental disagreements between the “mechanists,” represented by Boerhaave, Robinson, and von Haller, and the “vitalists,” represented by the faculty and graduates of the Montpellier School of Medicine in France, notably, Bordeu and Barthez. Subsequently, objections originated from Europe, United Kingdom, and the United States in publications that focused not only on the teaching of physiology to medical and secondary students, but on the specific applications of the content of physiology to medicine, health, hygiene, pathology, and chronic diseases. At the turn of the 20th century, texts began to appear with applied physiology in their titles and in 1926, physician Samson Wright published a textbook entitled Applied Physiology that was intended for both medical students and the medical profession. Eleven years later, physicians Best and Taylor published The Physiological Basis of Medical Practice: A University of Toronto Texbook in Applied Physiology. Although both sets of authors defined the connection between applied physiology and physiology, they failed to define the areas of physiology that were included within applied physiology. This was accomplished by the American Physiological Society (APS) Publications Committee in 1948 with the publication of the Journal of Appplied Physiology, that stated the word “applied” would broadly denote human physiology whereas the terms stress and environment would broadly include work, exercise, plus industrial, climatic and social factors. NIH established a study section (SS) devoted to applied physiology in 1964 which remained active until 2001 when it became amalgamated into other SSs. Before the end of the 20th century when departments were changing their titles to reflect a stronger science orientation, many established laboratories and offered degree programs devoted to Applied Physiology. We concluded that Applied Physiology has been an important contributor to the discipline of physiology while becoming an integral component of APS.
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Nagy, Judit T., and Mária Bernschütz. "The Moderating Role of Academic Discipline in Acceptance of Video Technology for Educational Purposes." Periodica Polytechnica Social and Management Sciences 30, no. 1 (January 3, 2022): 28–35. http://dx.doi.org/10.3311/ppso.17531.
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This study aims to investigate the role played by academic discipline differences in terms of their influence on the acceptance of video technology being used for educational purposes by higher education students. The research model was based on Technology Acceptance Model in which academic discipline (hard, pure, soft, applied) was involved as a moderator variable.Data were collected from 240 students using a questionnaire on which the partial least-squares structural equation modelling and the Henseler's multi-group analysis were used to compare differences among academic discipline-groups. In summary, results show that the degree of importance attached to perceived usefulness, perceived ease of use and attitude toward video use when students explain the intensity of their instructional video usage differs between hard/soft, and pure/applied academic disciplines. In the case of hard-pure subjects (e.g. natural sciences) and hard-applied subjects (e.g. engineering or computer science) the intensity of video usage, as a learning resource, is mostly determined by the students' expectations in relation to the effortlessness (or otherwise) of learning with videos. In the case of soft-pure subjects (such as sociology) and soft-applied subjects (such as law and business studies) positive/negative feelings associated with video usage also play an important role in the intensity of video usage as a learning resource. The degree to which a student believes that using videos would enhance his or her learning has a stronger influence on the intensity of video usage in the case of soft-pure subjects than in the case of soft-applied subjects.
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Gonulal, Talip, Shawn Loewen, and Luke Plonsky. "The development of statistical literacy in applied linguistics graduate students." ITL - International Journal of Applied Linguistics 168, no. 1 (September 22, 2017): 4–32. http://dx.doi.org/10.1075/itl.168.1.01gon.
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Abstract Statistics play an important role in analyzing data in applied linguistics research. Given the increase over time in the field’s reliance on quantitative analysis (Brown, 2004; Gass, 2009), statistical literacy is critical for both producers and consumers of L2 research. Although there has been some investigation into statistical literacy among applied linguists, no research to date has examined how such literacy is obtained by masters and doctoral students in the field. The present study investigated the development of statistical literacy in a sample of such students taking semester-long discipline-specific quantitative research methods courses. Participants completed a pre-course and post-course survey. The results indicate that participants increased their knowledge of basic descriptive statistics and common inferential statistics to a great extent. Furthermore, participants reported that they felt more confident interpreting and using statistics. Based on these findings, recommendations for improving methodological practices and graduate training in our field are provided.
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Sanjaya, I. Nyoman Suka. "Boosting in English and Indonesian Research Articles: A Cross-Cultural and Cross-Disciplinary Study." Lingua Cultura 10, no. 2 (November 30, 2016): 105. http://dx.doi.org/10.21512/lc.v10i2.1423.
Full textAbstract:
Boosters, defined as linguistic devices (e.g. certainly) used by writers to indicate full commitment to the truth value of a proposition, has received little attention from applied linguists, despite their persuasive power in research writing. The present study investigated the effects of the two variables of sociocultural context and discipline on the frequency of use of boosters in research articles. A specialized corpus of 104 research articles published between 2007 and 2010 taken from applied linguistics and chemistry written in English and Indonesian by the respective native speaker scholars were quantitatively analyzed using 2 x 2 Factorial ANOVA. The results showed that there was a significant main effect of sociocultural context, F (1, 100) = 44,34, p <0,05, ŋ2 = 0,307, a significant main effect of discipline, F (1,100) = 19,16, p < 0,05, ŋ2 = 0,161, and a significant interaction between sociocultural context and discipline, F (1,100) = 6,90, p < 0,05, ŋ2 = 0,065. However, the within-sociocultural context simple effects analysis revealed that English applied linguistics and chemistry research articles were not significantly different from each other, F (1,101) = 1,07, n.s. suggesting that, discipline might not be a decisive factor that influences boosting usage in research articles. These results indicate that the two variables (sociocultural context and discipline) exerted unequal influence upon boosting practices in research articles. The differential characteristics of the two sociocultural contexts are offered as explanations to account for the differential boosting practices of English and Indonesian research articles.
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Marit Simensen, Aud. "The relationship between an applied discipline and its ‘parent disciplines’ in English teaching in Norway." Histoire Épistémologie Langage 33, no. 1 (2011): 39–52. http://dx.doi.org/10.3406/hel.2011.3205.
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