Littérature scientifique sur le sujet « Applied Linguistics and Educational Linguistics »
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Articles de revues sur le sujet "Applied Linguistics and Educational Linguistics"
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.
Texte intégralKramsch, Claire. « A New Field of Research : SLA-Applied Linguistics ». PMLA/Publications of the Modern Language Association of America 115, no 7 (décembre 2000) : 1978–81. http://dx.doi.org/10.2307/463621.
Texte intégralMann, G. « Review : Applied Linguistics ». ELT Journal 58, no 2 (1 avril 2004) : 200–202. http://dx.doi.org/10.1093/elt/58.2.200.
Texte intégralSerebrianska, Irina. « APPLIED LINGUISTICS, COMPUTATIONAL LINGUISTICS AND OTHER INTERDISCIPLINARY SCIENCES AS EFFECTIVE INTERCULTURAL COMMUNICATION STRATEGIES ». Fìlologìčnì traktati 13, no 1 (2021) : 78–84. http://dx.doi.org/10.21272/ftrk.2021.13(1)-8.
Texte intégralد. محمود بن عبدالله المحمود, د. محمود بن عبدالله المحمود. « Associate professor of applied linguistics Applied Linguistics Dept., Arabic Linguistics Inst., King Saud University ». journal of King Abdulaziz University Arts And Humanities 28, no 13 (7 mai 2020) : 199–235. http://dx.doi.org/10.4197/art.28-13.7.
Texte intégralGOMES DE MATOS, Francisco. « Peace linguistics for language teachers ». DELTA : Documentação de Estudos em Lingüística Teórica e Aplicada 30, no 2 (décembre 2014) : 415–24. http://dx.doi.org/10.1590/0102-445089915180373104.
Texte intégralKaszubski, P. « Corpora in Applied Linguistics ». ELT Journal 57, no 4 (1 octobre 2003) : 416–20. http://dx.doi.org/10.1093/elt/57.4.416.
Texte intégralPlaza Lara, Cristina. « Audiovisual Translation in Applied Linguistics : Educational Perspectives ». TRANS. Revista de Traductología, no 25 (30 décembre 2021) : 607–9. http://dx.doi.org/10.24310/trans.2021.v1i25.12940.
Texte intégralVladymyr Vladymyrovych, Dubichinsky. « Main areas applied linguistics in educational process ». Novosibirsk State Pedagogical University Bulletin 5, no 5 (7 octobre 2015) : 156–62. http://dx.doi.org/10.15293/2226-3365.1505.14.
Texte intégralSchegloff, Emanuel A., Irene Koshik, Sally Jacoby et David Olsher. « 1. CONVERSATION ANALYSIS AND APPLIED LINGUISTICS ». Annual Review of Applied Linguistics 22 (mars 2002) : 3–31. http://dx.doi.org/10.1017/s0267190502000016.
Texte intégralThèses sur le sujet "Applied Linguistics and Educational Linguistics"
STEPHENS, DEBORAH ANNE. « LINGUISTIC ASPECTS OF CODESWITCHING AMONG SPANISH/ENGLISH BILINGUAL CHILDREN (SOCIOLINGUISTICS, PSYCHOLINGUISTICS, APPLIED LINGUISTICS) ». Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/188166.
Texte intégralBilz, Kelly Ann. « Changing the Mos Maiorum : Applied Linguistics and Latin Pedagogy ». Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors152483189473871.
Texte intégralFox, Jeremy. « Learning languages with computers : a history of computer assisted language learning from 1960 to 1990 in relation to education, linguistics and applied linguistics ». Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280930.
Texte intégralPinheiro, Raquel Martins Melo. « O frame aula : uma análise sociocognitiva do discurso docente ». Universidade Federal de Juiz de Fora (UFJF), 2009. https://repositorio.ufjf.br/jspui/handle/ufjf/2758.
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Esta dissertação integra o projeto-mãe “Práticas de Oralidade e Cidadania” (MIRANDA, 2007 - FAPEMIG/CNPq) cuja discussão central converge para a crise das práticas de oralidade nas instâncias públicas da sociedade brasileira e seu reflexo na sala de aula, almejando um repensar da educação lingüística em sua equação com a educação de valores éticos e morais. Este trabalho é um estudo de caso e tem como propósito investigativo compreender como os professores conceptualizam o frame Aula, quais as práticas mais comuns realizadas por eles e seus alunos nesta cena e qual a perspectiva sobre uma aula ideal. Nosso corpus investigativo, construído a partir de um instrumento – um questionário semiaberto - é composto pelos discursos de 42 docentes do 6º. e 9º anos do ensino fundamental, da rede municipal de Juiz de Fora - MG, distribuídos por vinte e uma escolas urbanas. A metodologia utilizada para a operacionalização dos dados integra procedimentos quantitativos e qualitativos. Ferramentas computacionais disponibilizadas pela Linguística de Corpus (programa WordSmith Tools) foram usadas para fazer emergir padrões de freqüência. O aporte analítico central se funda nos pressupostos da Lingüística Cognitiva, em especial os processos de conceptualização e categorização (LAKOFF e JOHNSON, 1999; LAKOFF, 1987; FAUCONNIER e TURNER, 2002; CROFT, W. e CRUSE, 2004; SALOMÃO, 1999, 2006; MIRANDA, 2002) e a semântica de frames (FILLMORE, 1977, 1979, 1982), com destaque para o projeto lexicográfico FrameNet (www.framenet.icsi.berkeley.edu ) . Os estudos da Antropologia Evolucionista (TOMASELLO, 2003) e da Psicologia Cognitiva (CLARK, 1996) sobre o caráter cultural e interacional da cognição humana e da linguagem somam-se a este aporte teórico, também enriquecido pela perspectiva crítica de uma Linguística Aplicada comprometida com uma agenda ética (LOPES, 2006; RAJAGOPALAN, 2003; MIRANDA, 2005, 2006, 2008) e pelos estudos de ARAÚJO (2002, 2009) sobre ética, democracia escolar e educação comunitária. Como conclusões analíticas, erigem-se duas perspectivas sobre o frame Aula - aula como uma prática de TROCAS e aula como uma prática de TRANSFERENCIA. Destas projeções, emergem duas metáforas conceptuais: AULA É TROCA e AULA É TRANSFERÊNCIA. A aula como TROCA é a perspectiva majoritária no corpus. A aula é definida como uma açãoconjunta entre o professor e seus alunos no encalço de uma concepção sociointeracionista de educação, os professores se reconhecem no frame Aula como os Trocadores1, isto é, como os protagonistas da cena que detêm o objeto da troca, seja ele matéria ou experiência. Neste sentido, reafirmam sua relação assimétrica com o aluno. As ações docentes descritas pelos professores propõem a interface com as realidades dos alunos. Enquanto que metade das ações discentes descritas negligencia o frame escolar. A responsabilidade pela aula ideal, segundo os professores, reside, primeiramente, no docente e, por último na Família e no Estado. A quase ausência da família nesta cena e, por outro lado, o largo protagonismo do professor são, sem dúvida, dados merecedores de atenção. Assim, a busca por ações interventivas que resgatem os valores morais e éticos da sociedade, equacionando-os a uma educação lingüística mestiça constitui uma meta urgente.
This dissertation integrates the matrix-project “Orality, citizenship and their practices” (MIRANDA, 2007 - CNPq and FAPEMIG), which has as central discussion focus on the orality practices crisis in public instances of Brazilian society and its reflex in the classroom, and also aims a rethinking of the linguistic education in its equation with the education of ethic and moral values. This paper is a case study and has as investigative purpose to comprehend how teachers conceptualize the Class frame, which practices are most commonly used in this scene and what is the perspective of an ideal class. Our investigative corpus, built from an instrument – a semi-open questionnaire – is composed by discourses of 42 teachers from the 6th to the 9th year of elementary school, of the municipal public education system of Juiz de Fora – MG, spread over 21 urban schools. The methodology used for the operationalization of data integrates quantitative and qualitative procedures. Computational tools from the Corpus Linguistics (WordSmith Tools Programme) were used to emerge frequency models. The central analytic contribution bases on Cognitive Linguistics assumptions, specially the conceptualization and categorization processes (LAKOFF and JOHNSON, 1999; LAKOFF, 1987; FAUCONNIER and TURNER, 2002; CROFT, W. and CRUSE, 2004; SALOMÃO, 1999, 2006; MIRANDA, 2002) and the frames semantics (FILLMORE, 1977, 1979, 1982), with highlight on the lexicographic project FrameNet (www.framenet.icsi.berkeley.edu). The Evolutionist Anthropology studies (TOMASELLO, 2003) and the Cognitive Psychology (CLARK, 1996) about the cultural and interactive character of human cognition and language add up to this theoretical contribution, also enriched by the critical perspective of Applied Linguistics that is committed with an ethic agenda (LOPES, 2006; RAJAGOPALAN, 2003; MIRANDA, 2005, 2006, 2008) and by the studies from ARAÚJO (2002, 2009) about ethics, scholar democracy and communitarian education. As analytical conclusions rear two perspectives about the Class frame – class as EXCHANGES practice and class as TRANSFERENCE practice. From these projections emerge two conceptual metaphors: CLASS IS EXCHANGE and CLASS IS TRANSFERENCE. The class as EXCHANGE is a majority perspective in the corpus. The class is defined as a conjunct-action between the teacher and the students together with a sociointeractionist conception of education. Teachers recognize themselves in the Class frame as the Exchangers 1, i.e. as the protagonists of the scene that detain the exchange object, this last being matter or experience. In this sense, they reassure their asymmetric relation with the student. The teachers' actions described by themselves propose the interface with the reality of the students. Whereas half of the described student actions neglect the scholar frame. The responsibility for the the ideal class, according to the teachers, is primarily held by teachers and finally by Family and the State. The almost absence of family in this scene and, on the other hand, the broad protagonism of of the teacher are, undoubtedly, attention-worthy data. Thus, the search for interventional actions that rescue moral and ethic values of society, equating them to a hybrid linguistic education, compose an urgent goal.
Liviero, Sara. « Teachers' reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England ». Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16005.
Texte intégralHutter, Jo-Anne. « A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics ». PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2211.
Texte intégralFolkeryd, Jenny W. « Writing with an Attitude : Appraisal and student texts in the school subject of Swedish ». Doctoral thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7410.
Texte intégralMcGarry, Theresa. « Identifying and Encouraging Active Learning Through Speech Events ». Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6168.
Texte intégralEdling, Agnes. « Abstraction and authority in textbooks : The textual paths towards specialized language ». Doctoral thesis, Uppsala University, Department of Linguistics and Philology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-6989.
Texte intégralDuring a few hours of a school day, a student might read textbook texts which are highly diversified in terms of abstraction. Abstraction is a central feature of specialized language and the transition from everyday language to specialized language is one of the most important things formal education can offer students. That transition is the focus of this thesis.
This study introduces a new three-graded classification of abstraction including the levels of specificity, generalization and abstraction, based on a discussion of the concept of abstraction. The investigations performed, based on this classification, show that texts from different subject areas display distinct patterns of abstraction. The Swedish literary texts had the lowest degree of abstraction, the social science texts had an intermediate degree and the natural science texts were the most generalized and abstract. The results also show that the degree of abstraction in the textbook texts increases in later grade levels.
The thesis presents a new way of analyzing shifts between levels of abstraction and their functions. Interestingly, the texts with a medium degree of abstraction, the social science texts, are the ones with the greatest variety in shifts. The functions of the shifts differ with respect to cultural domains. The shifts in the Swedish literary texts in general belong to the everyday domain while the shifts in the natural science texts belong to a specialized domain. The shifts in the social science texts had features of both domains.
A secondary aim of the thesis is to develop the understanding of the relationship between author and reader in the texts. The results from my investigation of modality in the Swedish textbook texts confirm the earlier findings from English and Spanish textbooks. In comparison to other text types, textbook texts present knowledge in a more authoritative and less modalized way.
From time to time, abstraction is described as a feature that hinders students accessing texts. Some researchers even suggest a removal of features of specialized language in textbook texts, in order to increase students’ understanding. However, in a society where specialized knowledge is necessary, the access to specialized texts is important. A democratic view of education and school mandates that children and adolescents have the opportunity to encounter and learn to encounter specialized language in school. In analyzing the texts special attention is paid to the relationship between the texts, the contexts of use and the student readers.
Aguiar, Maristela Torres de. « Interface dos discursos de crianças / familiares em tratamento de câncer e pediatras oncologistas : uma análise crítica ». Universidade Católica de Pernambuco, 2008. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=396.
Texte intégralThis study aims to analyze the narratives of children in cancer treatment and their families who are being taken care of, as well as their oncopediatricians who are taking care of. The critical discourse analysis theory gave foundation to this research, from a relationship between social practice and discursive practice and from the role of some emblematic discourses that penetrates the interaction between subjects. The discourses were further analyzed as for the identity formations, the discursive interfaces of cancer treatment children, their families, and their oncopediatricians. Linguistic Theory provides the tools to verify the interfaces of discourse of the intra- and inter discourse, modal words, ethos, politeness and metaphoricsemantic elements, which can be a contribution to the education and medical practice process . Health Education must first focus on an open communication between the patients and their families, to know and to respect the language and cultural experiences of the community that will be assisted, as well as to maintain an ethical attitude inherent to the medical professional
Livres sur le sujet "Applied Linguistics and Educational Linguistics"
Stubbs, Michael. Educational linguistics. Oxford, UK : B. Blackwell, 1986.
Trouver le texte intégralApplied linguistics in language education. London : Arnold, 2002.
Trouver le texte intégralBartels, Nat, dir. Applied Linguistics and Language Teacher Education. Boston, MA : Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3.
Texte intégralNat, Bartels, dir. Applied linguistics and language teacher education. New York : Springer, 2005.
Trouver le texte intégralPiper, David. Language theories and educational practice. San Francisco : Mellen Research University Press, 1992.
Trouver le texte intégralMohebbi, Hassan, et Christine Coombe, dir. Research Questions in Language Education and Applied Linguistics. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8.
Texte intégralRichards, Jack C. Longman dictionary of language teaching and applied linguistics. 2e éd. Essex, England : Longman, 1992.
Trouver le texte intégralRichards, Jack C. Longman dictionary of language teaching and applied linguistics. Harlow : Longman, 1992.
Trouver le texte intégralRichards, Jack C. Longman dictionary of language teaching and applied linguistics. 3e éd. New York : Longman, 2002.
Trouver le texte intégral1959-, Hickey Tina, Williams Jenny 1938- et Irish Association for Applied Linguistics., dir. Language, education, and society in a changing world. Dublin : IRAAL/Multilingual Matters, 1996.
Trouver le texte intégralChapitres de livres sur le sujet "Applied Linguistics and Educational Linguistics"
Weideman, Albert. « A Linguistic Explanation for the Foundations of Applied Linguistics ». Dans Educational Linguistics, 11–38. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_2.
Texte intégralWeideman, Albert. « The Scientific Status of Applied Linguistics ». Dans Educational Linguistics, 53–74. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_4.
Texte intégralWeideman, Albert. « An Inter-Disciplinary View of Applied Linguistics ». Dans Educational Linguistics, 39–51. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_3.
Texte intégralWeideman, Albert. « Applied Linguistics as a Discipline of Design ». Dans Educational Linguistics, 75–95. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_5.
Texte intégralWeideman, Albert. « Themes and Styles of Doing Applied Linguistics ». Dans Educational Linguistics, 149–82. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_8.
Texte intégralBartels, Nat. « Researching Applied Linguistics in Language Teacher Education ». Dans Educational Linguistics, 1–26. Boston, MA : Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_1.
Texte intégralWeideman, Albert. « Design Principles and The Future of Applied Linguistics ». Dans Educational Linguistics, 211–31. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_11.
Texte intégralWeideman, Albert. « A Returning Question : Defining the Field of Applied Linguistics ». Dans Educational Linguistics, 197–209. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41731-8_10.
Texte intégralBartels, Nat. « Applied Linguistics and Language Teacher Education : What We Know ». Dans Educational Linguistics, 405–24. Boston, MA : Springer US, 2005. http://dx.doi.org/10.1007/1-4020-2954-3_23.
Texte intégralWhong, Melinda. « Applied Generative SLA : The Need for an Agenda and a Methodology ». Dans Educational Linguistics, 231–47. Dordrecht : Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6362-3_12.
Texte intégralActes de conférences sur le sujet "Applied Linguistics and Educational Linguistics"
Dabbagh, Lanja, et Wrya Ali. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.08.
Texte intégralSheveleva, A. S. « MULTIMEDIA EDUCATIONAL PUBLICATIONS FOR APPLIED EDUCATIONAL ONLINE PROGRAMS ». Dans ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-142.
Texte intégralAhmed, Mohammed, et Rizgar Mahmood. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.07.
Texte intégralMohammad, Alaa. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.05.
Texte intégralHamad, Pakhshan. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.04.
Texte intégralIsmail, Rekan, et Nawsha Ghaleb. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.02.
Texte intégralBilgin, Recep, et Yunus Yildiz. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.12.
Texte intégralSalih, Rashwan. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.03.
Texte intégralChicho, Kanar, et Ahmed Abdulla. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.06.
Texte intégralIbrahim, Sangar. « 12th International Conference on Educational Studies and Applied Linguistics ». Dans 12th International Conference on Educational Studies and Applied Linguistics. Salahddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.01.
Texte intégralRapports d'organisations sur le sujet "Applied Linguistics and Educational Linguistics"
BAGIYAN, A., et 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.
Texte intégralHutter, Jo-Anne. A Corpus Based Analysis of Noun Modification in Empirical Research Articles in Applied Linguistics. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.2208.
Texte intégralJohnston, Kathryn. Lexical Bundles in Applied Linguistics and Literature Writing : A Comparison of Intermediate English Learners and Professionals. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.5366.
Texte intégralPESSOA, Marcelo. Professor da UEMG Frutal propõe patente de novo alfabeto para a língua portuguesa e registra marca editorial no INPI. AKEDIA, 2022. http://dx.doi.org/10.33726/relatsearcher24477656v897a82022p01a01.
Texte intégralZelenskyi, Arkadii A. Relevance of research of programs for semantic analysis of texts and review of methods of their realization. [б. в.], décembre 2018. http://dx.doi.org/10.31812/123456789/2884.
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