Relevant bibliographies by topics / School of Linguistics and Applied Language Studies

Academic literature on the topic 'School of Linguistics and Applied Language Studies'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School of Linguistics and Applied Language Studies.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "School of Linguistics and Applied Language Studies"

1

Chambers, Angela, David Atkinson, and Fiona Farr. "Centre for Applied Language Studies, University of Limerick, Ireland." Language Teaching 45, no. 1 (November 24, 2011): 135–39. http://dx.doi.org/10.1017/s0261444811000425.

Full text
Abstract:
The Centre for Applied Language Studies (CALS), founded in 1997, is a research centre within the School of Languages, Literature, Culture and Communication. It brings together researchers and postgraduate students from several disciplines within the School, which includes six languages: English (English Language Teaching and English Literature), French, German, Irish, Japanese and Spanish. The Centre provides a focus for research in applied language studies within the University and a focal point for national and international links. It also promotes the interaction of research and the application of language activities in areas such as language learning, corpus linguistics, language in society, and language planning and policy. CALS also has a number of associate members from other Irish and European universities who make an important contribution to the work of the Centre by co-supervising Ph.D. theses and collaborating in publications and events. The Centre currently has 65 members, including 21 Ph.D. students.
APA, Harvard, Vancouver, ISO, and other styles
2

Baird, Robert, and Caroline Hyde-Simon. "Centre for Applied Language Research at the University of Southampton." Language Teaching 42, no. 3 (July 2009): 397–401. http://dx.doi.org/10.1017/s0261444809005795.

Full text
Abstract:
The Centre for Applied Language Research at the University of Southampton is one of two research centres within the discipline of Modern Languages. Established in 2004, CALR now has more than 50 members, predominantly faculty members working in the School of Humanities/Modern Languages, as well as growing number of postgraduate researchers. The Centre has always sought to work collaboratively with other centres and institutions worldwide and regularly hosts visiting international scholars. Additionally, many of its members work closely with the Centre for Transnational Studies, which also comes under the School of Modern Languages. CALR promotes an extensive applied language research agenda, including language education policy, second language acquisition (SLA), foreign language learning (FLL) and teaching, sociolinguistics, intercultural communication and language globalisation. Emanating from the legacy of Christopher Brumfit, the founder of the Centre, CALR work has always reflected an awareness of global and local issues in language use and learning. Brumfit was renowned for balancing his concerns for the rights and freedoms of the language learner with his influential work on classroom pedagogy. Since his passing in 2006, these values have lived on in the work of the Centre.
APA, Harvard, Vancouver, ISO, and other styles
3

Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.

Full text
Abstract:
In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
APA, Harvard, Vancouver, ISO, and other styles
4

Martin, James R., Yanmei Gao, Hanbing Li, Chengfang Song, and Minglong Wei. "Martin on discourse semantics, genre, educational linguistics." Language, Context and Text 3, no. 2 (October 15, 2021): 367–87. http://dx.doi.org/10.1075/langct.20003.mar.

Full text
Abstract:
Abstract J. R. Martin is a leading scholar who has greatly developed the theoretical framework of systemic functional linguistics (SFL) over the past four decades. Some of these contributions, such as the systems of discourse semantics, the appraisal framework and genre relations have been widely applied in various areas of linguistic studies and language education. The educational linguistic model he and his colleagues have cultivated and developed has attracted the attention of more and more educators from different disciplines around the globe. In this interview, he firstly elaborates on the significance of the concepts of discourse semantics, grammatical metaphor and genre. Then he continues with applications of genre theory in secondary school education, language maintenance, the relation and collaboration between Legitimation Code Theory (LCT) and SFL, and how the two paradigms complement each other. Finally, he introduces some of his recent collaborations with grammarians of different languages.
APA, Harvard, Vancouver, ISO, and other styles
5

Krasina, Elena A., Kanat K. Rakhimzhanov, and Marzhan K. Akosheva. "Translingual Personality of a Scholar and Researcher: the 60th Anniversary of Prof. Zifa Kakbayevna Temirgazina." Polylinguality and Transcultural Practices 17, no. 3 (December 15, 2020): 306–20. http://dx.doi.org/10.22363/2618-897x-2020-17-3-306-320.

Full text
Abstract:
The article is devoted to the professional translingual personality of Dr. of Philology, Professor Z.K. Temirgazina who is a creative and ever-developing professional linguist and researcher. A short survey of her scientific research activities, the review of her main works, to speak about finally - the research school of linguistics help give evidence of her truly active and multidimensional work in the direction from monolingualism towards real translingualism which are both revealed in theoretical and applied planes. Its obvious that in the professional sphere a linguist being a translingual scholar is able to understand better and deeper his own creative translingual self and entity, choosing as an object of the studies various languages involving in his professional competence. Simultaneously the article observes the innovative theoretical contribution of Prof. Z.K. Temirgazina to the studies of evaluation as a linguistic category as well as the studies in semantic syntax, the theory of speech activity, and linguistic gender studies. To sum up, there is surveyed the leading role of Prof. Z.K. Temirgazina to create the Kazakhstan linguo-axiological research school carried out during the latest two decades. Together with theoretical developments, the scholar pays much attention to the applied linguistic tasks, in particular, it concerns implementation and adaptation of polylingual; education at Kazakhstan secondary schools, and development of grammar literacy of schoolchildren by means of the Russian language.
APA, Harvard, Vancouver, ISO, and other styles
6

Nation, Paul, and Averil Coxhead. "Vocabulary size research at Victoria University of Wellington, New Zealand." Language Teaching 47, no. 3 (June 3, 2014): 398–403. http://dx.doi.org/10.1017/s0261444814000111.

Full text
Abstract:
The English Language Institute (now the School of Linguistics and Applied Language Studies) at Victoria University of Wellington has a long history of corpus-based vocabulary research, especially after the arrival of the second director of the institute, H. V. George, and the appointment of Helen Barnard, whom George knew in India. George's successor, Graeme Kennedy, also saw corpus linguistics as a very fruitful and important area of applied language research.
APA, Harvard, Vancouver, ISO, and other styles
7

Tokatova, Lyudmila E., and Atirkul E. Agmanova. "The paradigm of life in science: to the 60th anniversary of Z.K. Temirgazina." Neophilology, no. 23 (2020): 608–17. http://dx.doi.org/10.20310/2587-6953-2020-6-23-608-617.

Full text
Abstract:
The work is dedicated to the anniversary of Professor Zifa Kakbaevna Temirgazina. Professor’s research activity is analyzed, that is connected to developing theoretical and applied questions of linguistics and its directions such as linguistic axiology, pragmalinguistics, linguistic gender studies, political linguistics, we show the scientist’s role in creating her own linguaxiological scientific school, we define her role in training scientific-pedagogical personnel for graduate school of Kazakhstan. Reviewing scientist’s works allows to demonstrate a new way to a category of assessment, that is developed in her research, the idea of it is to define syntactic method as the primary linguistic method of expression in this category – in evaluative statements. Based on the analysis of the scientist’s works that are dedicated to highly variegated language phenomena, we show multi-discipline characteristic of her scientific findings: language is viewed in immediate in-terdependence and correlation with cultural, historical, cognitional, psychological, communica-tional facts. The scientist’s research results became the foundation for emergence of linguaxiology and development of pragmalinguistics as modern scientific ways in linguistics of Kazakhstan and received further development in works of students of her scientific school.
APA, Harvard, Vancouver, ISO, and other styles
8

Lazdiņa, Sanita. "PROBLEMS OF MASTERING LATVIAN AS A SECOND LANGUAGE IN THE CONTEXT OF THE DEVELOPMENT OF APPLIED LINGUISTICS." Via Latgalica, no. 1 (December 31, 2008): 103. http://dx.doi.org/10.17770/latg2008.1.1601.

Full text
Abstract:
The objective of the paper is to illuminate the interpretation of the term „Applied Linguistics” in Latvia and abroad (in Western Europe, the USA and Russia), and thereby identifying possibilities and grounds for the research of Latvian as a second language in the context of the development of applied linguistics in Latvia. Apart from theoretical literature, the author also uses data from observations of classroom discussions, which were obtained in three secondary schools and one elementary school (two schools in Rezekne, one in Rezekne region and one in Balvi). The author of the paper conducted a discourse research of Grade 9 pupils who learn Latvian as a second language (LAT 2). These research data are also important for problems of the development of methodology of applied linguistics in Latvia, because they enable the identification of new data and research methods. Applied linguistics as a field is based on the research of language and its role in human activities. Modern research of applied linguistics in Western Europe shows that attention is paid to areas such as second language acquisition (SLA), cognition, language policy and planning, lexicography, translation theory, corpus linguistics, etc. In Russia, when defining the areas and functions of applied linguistics, emphasize is put on the close connection of linguistics with information technology, artificial intelligence and logics. Russian linguists link the emergence of applied linguistics to the development of science and technology, which have made it necessary to observe language in action. The term „Applied Linguistics” is usually opposed to theoretical linguistics, which studies language in a system under a particular condition. To identify the interpretation of the term „Applied Linguistics” in Latvia, two sources were used for the paper: The „Interpretative Dictionary of Basic Terms of Linguistics” (IDBTL), published in 2007, and the description of the branches and sub-branches of science available on the home page of the Latvian Council of Science (LCS). The comparison of these sources reveals two differences in the definition of „applied linguistics”. IDBTL does not mention sociolinguistics among the areas of applied linguistics. Sociolinguistics is mentioned separately in the dictionary, but there is no link to applied linguistics. The second difference is that IDBTL does not refer to language teaching or learning – neither in the definition of applied linguistics, nor in the description of its areas, whereas it is mentioned in the LCS description of sub-branches. These findings show a lack of consistency in introducing the problem of second language acquisition into the context of the development of applied linguistics. The second part of the paper gives an insight into the research of the Latvian language as a second language. The research data were obtained through structural observations of class discourse and by analyzing them with the help of check lists and tables. The data of the class discourse research is important for the research of the actual situation of language acquisition. The task of an applied linguist is to be a mediator between the theory of linguistics and language pedagogy (linguodidactics). Even for studying problems of mastering the Latvian language as a second language, there is still a lack of systemic research which would provide a deeper analysis of the difficulties that LAT2 pupils deal with while learning Latvian, as well as while studying other subjects bilingually or in Latvian. There is an on-going need for class discourse research and for research of a individual language acquisition processes by means of interviews, questionnaires, and pupils’ reports about the accomplishment of some cognitive or linguistic tasks, as well as by other methods.
APA, Harvard, Vancouver, ISO, and other styles
9

Sanz, Cristina, and Jessica G. Cox. "Laboratory studies on multilingual cognition and further language development." Language Teaching 50, no. 1 (December 21, 2016): 65–79. http://dx.doi.org/10.1017/s026144481600029x.

Full text
Abstract:
Multilingualism is now seen as the norm rather than the exception in an age of migration and supranational entities, and where minority language rights and the consequent educational policies have become more common. The field of applied linguistics reflects that transition: second language acquisition (sla) research is slowly being replaced by research on multilingualism, which includes third language (L3) acquisition. Indeed, there is a growing list of studies that are ‘normalizing’ third language acquisition by studying bilinguals learning a new language but not considering bilingualism a variable (e.g. Stafford, Sanz & Bowden 2012; Lado et al. 2014; Pérez-Vidal 2014; Cox & Sanz 2015). In this modern global context, researchers have produced empirical research on L3 acquisition that can be divided into three main categories depending on its focus: (a) classroom studies conducted in bilingual communities and schools with students learning a third language as part of the school curriculum (Cenoz 2013); (b) research on cross-linguistic influence investigating sources of transfer from L1 or L2 into the L3 (e.g. Sanz, Park & Lado 2014) and other possible directions for transfer (González Alonso et al. 2016); and (c) laboratory research – that is, studies outside of classroom or immersion contexts, in which dependent and independent variables can be tightly controlled by the researcher – conducted within a cognitive approach, the focus of this timeline. Despite its potential diminished ecological validity, this last strand is characterized by the robustness of its design and its improved overall validity, and by the manipulation of external conditions and the measurement of internal variables related to cognition.
APA, Harvard, Vancouver, ISO, and other styles
10

Wildsmith-Cromarty, Rosemary. "Report on BAAL ‘Language in Africa’ SIG meetings Reading in African languages: Developing literacies and reading methodologies." Language Teaching 48, no. 2 (March 13, 2015): 297–301. http://dx.doi.org/10.1017/s0261444814000457.

Full text
Abstract:
This report describes ongoing research on reading in African languages. It draws mainly on contributions from two British Association for Applied Linguistics (BAAL) ‘Language in Africa’ (LiA) Special Interest Group (SIG) meetings: the LiA SIG strand at BAAL 2013 and the seminar on Reading Methodologies in African Languages held at The School of Oriental and African Studies (SOAS), University of London in January 2014. This report will only cover contributions that focused on reading research and practice.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "School of Linguistics and Applied Language Studies"

1

Alborough, Clare Louise. "Designing social identities : a case study of a primary school theatrical performance by Zulu children in an English ex-model C school." Thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6718.

Full text
Abstract:
This multimodal case study investigates the discourses that emerge in a theatrical performance, constructed and performed by a group of grade seven, Zulu speaking students as a representation of themselves. The performance was set in an ex-model C primary school in Kwa-Zulu Natal and reflects the tensions between the students' identities that are located in the different fields of home, school, traditional settings and urban settings. The study is qualitative in nature, with the performance text being a participatory, creative, multi modal, joint-construction involving the participants and the researcher. The performance was structured so that each scene represents one of the participants' social fields. The analysis of the performance follows this structure and explores the way discourses and identities emerge from the Traditional, Home, School and Urban scenes of the performance. The study draws on the New London Group's Multiliteracies theory, using the concepts of discourse, identity, interest and design, as well as drawing on Bourdieu's notions of field and capital. The study makes use of social semiotic analysis, drawing particularly from Kress and van Leeuwen's visual grammar, to explore the multi modal nature of the performance, analysing the linguistic mode alongside those of the visual, the gestural and the spatial. The study attempts to be consistent with the multimodal nature of the performance and so presents the data through photographs, sketches and video clips integrated with the written text. The study alms to amplify the participants' voice through the richness of their representation. It attempts to contest the notion that marginalised people are powerless in the face of hegemonic discourses, asserting rather that there is always agency.
APA, Harvard, Vancouver, ISO, and other styles
2

Braam, Daryl. "The role of a school community's perceptions of the implications of a change in language policy in a Western Cape primary school." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/7807.

Full text
Abstract:
Bibliography: leaves 79-83.
The constitution, South African Schools Act and the Language in Education Policy (LiEP) all advocate the development and promotion of all official languages. LiEP also gives a clear directive for additive bilingualism whereby the home language of learners should be encouraged as the foundation for learning additional languages. This policy is clearly aligned with the constitutional provisions for promoting parity of esteem between all languages.
APA, Harvard, Vancouver, ISO, and other styles
3

Haley, Jamalieh. "Escalating Language at Traffic Stops: Two Case Studies." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3887.

Full text
Abstract:
In recent years, the public has seen a rise in recorded footage of violent encounters between police and Black American citizens, partially due to technology such as cell phones, dash-cameras, and body-cameras. This linguistic study examines how these encounters get escalated to the point of violence by asking 1) what kind of directives were used, 2) how were they responded to, 3) how the directives contributed to escalation, and 4) how might power and authority have played a role. I use two case studies to analyze directives and their responses. Findings reveal that repetition of directives on the part of the officers, as well as the rejections to those directives on the part of the motorists tend to aggravate the conversation. I conclude that a variety of directives may represent a variety of reasons the officer might have for a motorist to comply with their directives and that police authority might be better understood and agreed to by the motorist if a variety of linguistic resources were used.
APA, Harvard, Vancouver, ISO, and other styles
4

Proctor, Elspeth. "Talking democracy in Grade 7 : a discourse analysis of SRC practice in a primary school." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/7882.

Full text
Abstract:
Bibliography: leaves 111-117.
My research set out to clarify to what extent democracy education is an identifiable and teachable concept in Curriculum 2005 and to find pedagogically useful ways of conceptualising and teaching active democratic participation. I chose a two-staged explorative qualitative research framework, informed by the New Literacy Studies and Critical Discourse Analysis, with Grade 7 learners in a primary school. I identified school Student Representative Councils (SRC's) as a potential site for 'democracy education-in-action'.
APA, Harvard, Vancouver, ISO, and other styles
5

Dyer, Dorothy. "Why won't they learn? : a contrastive study of literature teaching in two Cape Town high school classrooms." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7463.

Full text
Abstract:
Includes bibliographical references (leaves 71-75).
Literature is included as part of most English curricula around the world. South Africa is no exception, and students are expected to study novels, poetry and plays as part of their school language curriculum. There are many debates about the best way to teach these texts in the classroom. However what is often overlooked is that reading literature, like reading anything, is primarily a social activity, and as such has been 'learned'. The way we respond to literature depends on the social activities, attitudes and behaviours -what can be called the practices -of our social grouping that holds value for us. What many teachers hold as the 'right' way of reading and responding literature reflects their commitment and participation in a particular set of practices, whereas students come to class from backgrounds that are different from theirs, and with different commitments. This thesis uses a case-study, ethnographic approach to study two teachers' English classrooms in a working class high school to in order to examine how practices around literature were negotiated between teachers and students who came from working class backgrounds. Despite differences in personality and beliefs, both teachers in the study approached literature study in a limited way -the way that examinations prescribe -viewing the text as a given that had to be mediated for the students so that they were able to 'get the message'. The students in both classes were generally unruly, or passive, with about less than half the class focusing on the lesson at anyone time. This may partly be ascribed to this limited approach to literature. However this approach has been used more successfully in other schools, and I argue that the reason for the 'failure' of these lessons lay beyond the classroom walls. Working class students who want to perform adequately at school have to, in some ways, give up something of the values and beliefs of their backgrounds, and develop a new set of understandings of who they are, a new identity that incorporates these practices. It is unlikely that this investment is going to be made without some reward or fulfilment. In the classes in this study, students had no motivation to join this new literature club that might even affect their participation in other domains. They did enough to get by, to pass through the lessons and exams, but were engaged in very little real meaning making in the classroom. Literature study remained a foreign and sometimes puzzling requirement for examination purposes.
APA, Harvard, Vancouver, ISO, and other styles
6

Pietersen, Nicola Aideen. "What counts as English? : a discursive investigation between two English language Cape Town primary school grade six classrooms." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11156.

Full text
Abstract:
Includes bibliographical references (leaves 63-67).
What counts as English depends on the circumstances and where and how it is employed. In classrooms this socio-cultural artefact is constructed through practices in particular ways. Language and literacy practices in schools produce and re-produce certain things that count. In this dissertation I asked what counts as English and what practices were employed in varying contexts to validate what counted in a greater context. I was concerned to find out whether and how English-language resources in different contexts or did not contribute to enhancing students’ (social and economic) mobility. This ethnographically-based study focused on two Grade Six classes in State run Primary schools in Cape Town, one of them being a well-resourced, monolingual, English classroom and school and the other being a poorly-resourced, multilingual, English as an Additional language classroom and school.
APA, Harvard, Vancouver, ISO, and other styles
7

Kendal, Charmaine Allana. "Everyone has a view of literacy : learners' perceptions of literacy and their practices at home and at school." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8077.

Full text
Abstract:
Includes bibliographical references (leaves 90-93).
This is an ethnographic study of how learners write about, speak about, depict and value their literacy activities at home and how this links with their performance at school. It also examines the shift in learners' perceptions of literacy through their involvement in the research project. The theoretical framework for the research is drawn from the New Literacy Studies with its emphasis on the autonomous and ideological models ofliteracy (as formulated by Street) and on literacy as situated practice. The data is a series of literacy activities, of seven learner profiles made up of their writing, literacy inventories, photographic depictions, focus group discussions, semi structured interviews, and tasks assessed in the formal academic domain. Critical Discourse Analysis is used as a tool for the analysis of some of the data and traces the similarities and differences in the kinds of literacy activities that learners engage in, ranging from homework to hobbies, cell phones, conversations, computer games and so forth. Interpretation of the data also draws on Gee's theory of primary and secondary Discourses.
APA, Harvard, Vancouver, ISO, and other styles
8

Nthara, Ivy Jeb. "An examination of classroom practices for the development of writing in English as a second language in a Malawian primary school." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/11765.

Full text
Abstract:
Includes abstract.
Includes bibliographical references (p. 85-88).
This study arises out of an awareness of the history of Malawi' s language in education policy from the era of British colonialism to the present multilingual era. English is given a high status in schools despite the fact that many more teachers and pupils speak local languages. Malawi's new language in education model stipulates that "English should be offered as a subject from Standards 1 to 3; English should be offered as medium of instruction from Standards 4 to 8" (MOE. 1996). The Malawi in education bilingual model is thus subtractive, which impacts negatively on second language learning. I discuss various theories that underpin the teaching of literacy in a second language. namely bilingualism and cognition, social learning, and theories with an educational or classroom orientation to establish a framework for my empirical investigation.
APA, Harvard, Vancouver, ISO, and other styles
9

Ralphs, Liana. "Peripheral Normativity: Language and literacy, teaching and learning in two Grade Four classrooms in an under-resourced school in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8276.

Full text
Abstract:
This study focuses on how children in the post-Foundation phase of Primary Schooling encounter reading and writing practices and learn to be certain kinds of readers and writers in poorly-resourced school settings in the Western Cape in South Africa. The aim of this research was to investigate how literacy practices in a socially situated domain, such as a classroom in a poorly-resourced school, are shaped by both the internal dynamics of classroom teaching as well as by external factors beyond the school, relating to the social location of the school within a peripheral social context. Through an ethnographic-style case study of a multilingual context in one primary school site, this study examined how specific notions of Grade Four school-appropriate language, literacy and learning activities operated as locally normative resources that produced complex outcomes in relation to the language-of-instruction and in relation to what counted as worthwhile classroom learning. By focusing on two Grade Four classes (the 'Afrikaans class' and the 'English class'), this study investigated the ecological and cultural dimensions of the language debates that were operating at the research site, and how these influenced the children, teachers, and the school. It was found that what characterised teaching and learning at this research site involved peripheral normativity: the downscaling and localisation of educational standards and language debates to attainable local levels of possibility. The children received localised, restricted versions of language use and literacy that was context-specific. The school's educational response to the multilingual context and to the social pressure for access to high status linguistic and literacy resources was to stream the predominantly Afrikaans-speaking school community into two parallel streams where the language of learning and teaching was either 'English' or 'Afrikaans,' and these divisions reflected a broader division in the wider community between those aspiring to upward social mobility and those who more clearly constituted a social underclass. The language and literacy learning practices characteristic in both the Grade Four classes did not, however, provide the resources for school success for children in either group.
APA, Harvard, Vancouver, ISO, and other styles
10

BARBOSA, GABRIELA BRITO. "UNDERSTANDING WHAT STUDENTS DO NOT UNDERSTAND: APPLIED LINGUISTICS, EXPLORATORY PRACTICE AND LITERACY IN HIGH SCHOOL FOREIGN LANGUAGE CLASSROOMS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34790@1.

Full text
Abstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
A presente dissertação objetiva investigar as dificuldades de letramento apresentadas por alunos de primeiro ano do Ensino Médio de um colégio estadual localizado em um bairro de baixa renda da Zona Norte do Rio de Janeiro. A autora desta dissertação é professora de língua inglesa nesse contexto e se interessou pelo tema ao perceber que os desafios enfrentados por seus alunos ecoavam notícias publicadas em jornais, portais eletrônicos, rádio e televisão acerca do fraco desempenho dos estudantes brasileiros em exames nacionais e internacionais como o SAEB, o ENEM e o Pisa. Buscando entender e contribuir para essa grave situação social, a presente pesquisa, de cunho qualitativo-interpretativista, se insere nos estudos da Linguística Aplicada e foi realizada com diversas turmas de primeiro ano do Ensino Médio, ao longo das aulas de inglês, na qual a pesquisadora em questão também era a professora. A base teórica foi construída a partir dos conceitos de letramento, tanto em LM como em LE, apresentadas por Street (1984), Soares (1998) e Rojo (2009) bem como da Prática Exploratória (Allwright; Hanks, 2009). Assim, a professora-pesquisadora sistematizou suas observações cotidianas a respeito do trabalho de letramento que realiza há nove anos, sob a perspectiva de gêneros textuais como formas de vida e ações sociais (Miller, 1984; Bazerman, 2006), com alunos ingressantes no Ensino Médio. Os entendimentos reflexivos alcançados confirmam a necessidade de intensificar o ensino-aprendizagem de LM e LE através de gêneros textuais e sugerem a importância de fomentar mais estudos sobre práticas de letramento escolar.
This work aims to investigate the literacy difficulties presented by high school students of a state school located in a low income neighborhood of the Northern Zone of Rio de Janeiro, Brazil. The author of this dissertation is an English language teacher in this context and became interested in the subject when she realized that the challenges faced by her students echoed news published in newspapers, electronic, radio and television portals about the weak performance of Brazilian students in such national and international examinations as SAEB, ENEM and Pisa. Seeking to understand and contribute to such a serious social situation, this qualitative-interpretative research is considered an Applied Linguistics study and was carried out with several 1st year high school English classes, in which the researcher was also the teacher. The theoretical framework was anchored not only in the concepts of literacy, both in the mother tongue and in the foreign language, as presented by Street (1984), Soares (1998) and Rojo (2009) but also in the ideas of Exploratory Practice (Allwright; Hanks, 2009). Thus, the teacher-researcher systematized her daily observations regarding the literacy work that she had been doing since 2010, from the perspective of textual genres as forms of life and social actions (Miller, 1984; Bazerman, 2006), with entering high school students. The reflective understandings achieved confirm the need for intensifying mother tongue and foreign language teaching and learning through a genre pedagogy and also suggest the importance of encouraging further studies on school literacy practices.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "School of Linguistics and Applied Language Studies"

1

1963-, Ayoun Dalila, ed. Studies in French applied linguistics. Philadelphia: John Benjamins Pub. Company, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Applied Linguistics and Primary School Teaching. Cambridge: Cambridge University Press, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Studies in applied linguistics and language learning. Newcastle upon Tyne: Cambridge Scholars, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1951-, Ross Steven, and Seedhouse Paul, eds. Research methods for applied language studies. Milton Park, Abingdon, Oxon: Routledge, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Zaynab, Ibrāhīm, Aydelott Sabiha T, and Kassabgy Nagwa, eds. Diversity in language: Contrastive studies in Arabic and English theoretical and applied linguistics. Cairo: American University in Cairo Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Russian language studies in North America: New perspectives from theoretical and applied linguistics. London: Anthem Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Agnihotri, Rama Kant. Problematizing language studies: Cultural, theoretical, and applied perspectives : essays in honour of Rama Kant Agnihotri. Delhi: Aakar Books, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Makarova, Veronika. Russian language studies in North America: New perspectives from theoretical and applied linguistics. London: Anthem Press, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ibrāhīm, Zaynab. Diversity in language: Contrastive studies in Arabic and English theoretical and applied linguistics. Cairo: American University in Cairo Press, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Piątkowska, Katarzyna. Correspondences and Contrasts in Foreign Language Pedagogy and Translation Studies. Heidelberg: Springer International Publishing, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "School of Linguistics and Applied Language Studies"

1

Leone, Paola. "General spoken language and school language." In Studies in Corpus Linguistics, 235–48. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/scl.41.17leo.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Domínguez, Rocío, G. Richard Tucker, and Richard Donato. "Chapter 4. Documenting Curricular Reform: Innovative Foreign Language Education in Elementary School." In Directions in Applied Linguistics, edited by Paul Bruthiaux, Dwight Atkinson, William Eggington, William Grabe, and Vaidehi Ramanathan, 56–71. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598500-007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Awedyk, Wieslaw, and Camiel S. J. N. Hamans. "The “Poznań School” of Structural Linguistics." In Studies in the History of the Language Sciences, 213. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/sihols.68.24awe.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Li Wei and Zhu Hua. "Chapter 6. Language and literacy teaching, learning and socialization in the Chinese complementary school classroom." In AILA Applied Linguistics Series, 117–36. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/aals.12.07wei.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Cannon, Garland. "Sir William Jones and Applied Linguistics." In Studies in the History of the Language Sciences, 379. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/sihols.38.43can.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hint, Mati. "Is a linguistic theory needed for successful applied linguistics?" In Studies in the History of the Language Sciences, 233. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sihols.95.31hin.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Buráňová, Eva. "Factual Content of a Communication and its Linguistic Expression in Applied Systems Based on Natural Language." In Prague Studies in Mathematical Linguistics, 161. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/llsee.22.19bur.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Grucza, Franciszek. "Chapter 2 Origins and Developments of Applied Linguistics in Poland." In Studies in the History of the Language Sciences, 53. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/sihols.102.05gru.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bátyi, Szilvia. "13 The Impact of Attitudes on Language Retention of Russian as a Foreign Language in Hungary: Some Lessons to be Learnt from Attrition Studies." In Future Research Directions for Applied Linguistics, edited by Simone E. Pfenninger and Judit Navracsics, 265–85. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097135-014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Winkler, Pierre. "The brith of functional grammar in the 'Austronesian school' of missionary linguistics." In Studies in the History of the Language Sciences, 329. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/sihols.111.23win.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "School of Linguistics and Applied Language Studies"

1

"Family Language Policy and School Language Choice in Iraqi Kurdistan Region." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

Full text
Abstract:
The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.
APA, Harvard, Vancouver, ISO, and other styles
4

"Learning Difficulties in High School Physics." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v39.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

"Language and Medicine Interaction in Iraqi Kurdistan Region." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

"Language Activation in Online Pedagogical Learning: Students’ perspective." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

"The Use of Translation in the Language Classroom: A Useful Tool to Enhance Language Proficiency." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

"An Intelligent Integrated Computer-Assisted Language Learning (iiCALL) Environment." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

"The Impact of Culture on Learning English as a Second Language." In International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a58.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tóth, Noémi Evelin, and Győző Yang Zijian. "Magyar nyelvtan tanulását segítő alkalmazás átalános és középiskolás diákok részére." In Agria Média 2020 : „Az oktatás digitális átállása korunk pedagógiai forradalma”. Eszterházy Károly Egyetem Líceum Kiadó, 2021. http://dx.doi.org/10.17048/am.2020.211.

Full text
Abstract:
A kutatás célja egy olyan tanulást segítő alkalmazás megvalósítása, amely segítségével a magyar diákok számára könnyebbé tehető az olyan anyanyelvi alapok megértése, mint például, hogy miként épülnek fel a mondatok, milyen egységekből állnak össze és azok hogyan viszonyulnak egymáshoz. A száraz nyelvtani anyagok helyett önállóságot növelő, játékos és interaktív feladatokkal több diák is közelebb kerülhetne a magyar nyelvhez és annak mélyebb megértéséhez. Tapasztalat, hogy a tanulók számára a nyelvtan, mint tanóra, sokszor okoz nehézségeket a tanulás során. Bár az évek alatt átfogó anyagot kapnak ahhoz, hogy a nyelvtan mindennapi használata ne jelenthessen gondot, azonban sokan így sem tudják összeegyeztetni a tanultakat a gyakorlattal, hiába használják nap mint nap helyesen az anyanyelvüket. Elmondható, hogy messze elmarad az általában kedvelt tantárgyak mögött, holott mindennek az alapját az jelentené, ha egy ember a saját anyanyelvét jól ismerné és használná. Ezért fontos lenne elérni, hogy a gyerekek számára a nyelvtantanulás, korosztálytól függetlenül, ne csak teher legyen. Találják meg a nekik megfelelő nehézségű feladatokat, amelyeket élvezettel oldhatnak meg, megfelelő visszajelzést kapva arról, ha hibáztak és azt hogyan javíthatják. Ehhez társul egy olyan webes technológiákkal és nyelvészeti eszközökkel támogatott alkalmazás, ami rendelkezik a megfelelően felépített és letisztult felhasználói felülettel, ami kisebb gyerekek és szülők számára is érthető és könnyen használható. Az alkalmazás funkciói közé tartozik mind a törzsanyag elsajátítása, mind a helyesírás és a mondatok elemzése, ellenőrzése. A tananyag csakúgy, mint ahogy az iskolában, témakörökre bontott, amikben korosztály szerint megtalálhatók a feladatsorok és a hozzájuk artozó magyarázó részek. Így könnyebben feldolgozható, lépésről lépésre, gyakorlati példákon keresztül tanulható az elmélet. A feladatok sokszínűsége miatt a diákok figyelme fenntartható és különböző jutalmazási rendszereken keresztül a tanulás élvezetesebbé válhat. A szoftver hátterében pedig jól bevált, különféle nyelvi elemzők implementálásával maga a szoftver is részt vesz a mondatok elemzésében, a helyesírás ellenőrzésében az iskolákban tanított nyelvi szabályok alapján. A felhasználók pedig maguk is megadhatják az elemezni kívánt mondatot, vagy mondatokat. Mindezzel nemcsak a diákok, de a pedagógusok munkája is egyszerűbbé válhat, ugyanis azzal, hogy a diákok nemcsak az órán kaphatnak visszajelzést a tudásukról, ami a legtöbb iskolában heti egy-két alkalmat jelent, az önálló, otthoni tanulás is eredményessé válhat, a program így elősegíti az anyag helyes rögzülését is. ----- Hungarian grammar learning application for primary and high school students ----- The aim of this research is the development of an application that allows Hungarian students to learn the basics of the Hungarian grammar in an easier way, for instance the sentence structure, the different units that build up a sentence, and how they relate to one another. Instead of the plain grammar rules, this application motivates students for independence, helps students to get closer to the Hungarian language by friendly and interactive tasks, and allows them to gain a deeper understanding of the language itself. When it comes to grammar lessons many individuals have experienced difficulties in the learning process. Although they get a brief overview during the years, granting them the correct use of their language in the everyday life without complication, some still can’t manage to apply their studies in practise. It can be stated that it is far behind the popular subjects, despite the fact that it would be the basis of everything, that a person knows and uses their mother language in the correct way. This is one of the main reasons why we need to find a way, in which every individual regardless of their age finds learning grammar more than just a burden. They should be able to find the right tasks for their knowledge, which they can solve with joy, getting the right feedback, letting them know of their mistakes, and ways to correct those mistakes. Such a thing would be the application stated above, using web technologies and linguistic tools, including a properly structured and clean user interface, which would be easy to use and understand for both small children and adults as well. The application would function as a tool for learning the core material, besides accurate spelling, analysing sentences and inspecting them. The educational material would be themed just like in school, in which themes one can find tasks for particular age groups along with the explanation. With this approach the theory is more processable through practical examples. With the diversity of tasks the attention of students is more viable, and using some kind of a rewarding system the learning process becomes more enjoyable. The software would take part in analysing the sentences, supervising the spelling based on the language and grammar rules applied by schools, alongside with the well proven language analysts. The users would also be able to specify their own sentences when it comes to analysing. Thereby not just the learning process for students would become easier, but the performance for teachers and educators, considering that the students would not only receive feedback of their knowledge in school, which only happens one or two times a week, but also during their independent learning processes which they can manage outside of school, since the application supports the correct fixation of material.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "School of Linguistics and Applied Language Studies"

1

BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

Full text
Abstract:
The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'School of Linguistics and Applied Language Studies' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography