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Статті в журналах з теми "Applied Linguistics and Educational Linguistics"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 31 січня 2023

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1

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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Анотація:

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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2

Kramsch, Claire. "A New Field of Research: SLA-Applied Linguistics." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1978–81. http://dx.doi.org/10.2307/463621.

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Second language acquisition research (sla) is the systematic exploration of the conditions that make the acquisition of a foreign language possible, both in natural and in instructional settings. Its objects of study are the biological, linguistic, psychological, and emotional makeup of language learners and the educational, social, and institutional context of learning and teaching. Whereas language as a linguistic system is studied through the metalanguage of linguistics (phonology, syntax, and semantics), language learning, as psycholinguistic process and sociolinguistic discourse, is researched through the metadiscourse of applied linguistics: psycho- and sociolinguistics, anthropological and educational linguistics, discourse analysis, pragmatics, stylistics, and composition and literacy studies. These fields illuminate what it means to learn to speak, read, write, and interact in a foreign language, what it means to appropriate for oneself the national idiom of communities that share a history and a culture that are different from one's own. SLA provides the applied linguistic metadiscourse for the practice of language learning and teaching.

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3

Mann, G. "Review: Applied Linguistics." ELT Journal 58, no. 2 (April 1, 2004): 200–202. http://dx.doi.org/10.1093/elt/58.2.200.

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4

Serebrianska, Irina. "APPLIED LINGUISTICS, COMPUTATIONAL LINGUISTICS AND OTHER INTERDISCIPLINARY SCIENCES AS EFFECTIVE INTERCULTURAL COMMUNICATION STRATEGIES." Fìlologìčnì traktati 13, no. 1 (2021): 78–84. http://dx.doi.org/10.21272/ftrk.2021.13(1)-8.

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The article deals with the issues of interaction of linguistics and modern computer information technologies. It systematizes the actual problems and ways of their integration based on the analysis of the latest scientific works and the appropriate educational programs in higher education institutions all over the world. It draws attention to interdisciplinary sciences such as applied linguistics, computational linguistics, linguistic informatics, quantitative linguistics, mathematical linguistics, Internet linguistics, and integrated knowledge. The cooperation of two different areas is very productive and prospective. It contributes to the development of artificial intelligence and provides wider professional opportunities, effective intercultural communication and further improvement of society. The representatives of two, very different fields become mutually beneficial and complete each other successfully. The result of this interaction is a universal specialist which is in great demand nowadays. The main issues of the interaction of linguistics and modern information technologies are the following: 1) the role of virtual space and modern information technology in the development of linguistics; 2) the role of linguistics in the development of virtual space and information technologies, and the training of computer specialists; 3) the place of virtual space and modern information technologies in preparing linguists and translators (machine translation, translation systems, etc.); 4) the emergence of interdisciplinary sciences and educational courses at the intersection of two areas to provide society with professionals with integrated knowledge; duplication of their conceptual and terminological apparatus and research methods (due to their novelty); methodological support of the integrated educational process.

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5

د. محمود بن عبدالله المحمود, د. محمود بن عبدالله المحمود. "Associate professor of applied linguistics Applied Linguistics Dept., Arabic Linguistics Inst., King Saud University." journal of King Abdulaziz University Arts And Humanities 28, no. 13 (May 7, 2020): 199–235. http://dx.doi.org/10.4197/art.28-13.7.

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In the Kingdom of Saudi Arabia, the concern of the Arabic language is reflected in the Saudi language policy, which is displayed in all aspects of decisions, programs, projects and public life. The Kingdom’s development process has facilitated significant improvements at all levels, which enhances the need for continuous review of the language policy to ensure that it is achieving its goals. The current study seeks to discuss Saudi language policy in general, with a specific focus on Arabic language decisions, by utilizing an integrated approach, consisting of questionnaire and interview with a sample of administrative leaders in the Kingdom. The study seeks to discuss the ideology underlying Saudi language policy, as well as views on its nature, effectiveness, impact and implementation challenges; it also proposes a framework to build a Saudi language policy aimed at preserving previous achievements and achieving future aspirations. The study demonstrates the existence of social, cultural and linguistic ideologies that support the policies related to the Arabic language, such as considering it as a basic component of the political entity, a major part of the national identity; it also identifies concern for Arabic in the linguistic landscape, along with its centrality in the educational system, and the keenness of linguistic purification. The results also showed the participants’ agreement on the clarity of the decisions on language, as well as its comprehensiveness, need for development, and the extent to which individuals and institutions exhibit a weak awareness of it. Also, it reveals the existence of some problems that prevent its implementation, which are related to the decisions themselves, the procedural processes, or the administrative institutions. The study also provides suggested methodological recommendations to build the desired language policy, which proceeds from a research base and builds on current achievements.

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6

GOMES DE MATOS, Francisco. "Peace linguistics for language teachers." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 30, no. 2 (December 2014): 415–24. http://dx.doi.org/10.1590/0102-445089915180373104.

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Анотація:

This text aims at presenting the concept of Peace Linguistics - origins and recent developments -- as being implemented in the author's ongoing work in that emerging branch of Applied Linguistics. Examples of applicational possibilities are given, with a focus on language teaching-learning and a Checklist is provided, of topics for suggested linguistic-educational research, centered on communicative peace.

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7

Kaszubski, P. "Corpora in Applied Linguistics." ELT Journal 57, no. 4 (October 1, 2003): 416–20. http://dx.doi.org/10.1093/elt/57.4.416.

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8

Plaza Lara, Cristina. "Audiovisual Translation in Applied Linguistics: Educational Perspectives." TRANS. Revista de Traductología, no. 25 (December 30, 2021): 607–9. http://dx.doi.org/10.24310/trans.2021.v1i25.12940.

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9

Vladymyr Vladymyrovych, Dubichinsky. "Main areas applied linguistics in educational process." Novosibirsk State Pedagogical University Bulletin 5, no. 5 (October 7, 2015): 156–62. http://dx.doi.org/10.15293/2226-3365.1505.14.

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10

Schegloff, Emanuel A., Irene Koshik, Sally Jacoby, and David Olsher. "1. CONVERSATION ANALYSIS AND APPLIED LINGUISTICS." Annual Review of Applied Linguistics 22 (March 2002): 3–31. http://dx.doi.org/10.1017/s0267190502000016.

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Conversation Analysis (CA) as a mode of inquiry is addressed to all forms of talk and other conduct in interaction, and, accordingly, touches on the concerns of applied linguists at many points. This review sketches and offers bibliographical guidance on several of the major relevant areas of conversation-analytic work—turn-taking, repair, and word selection—and indicates past or potential points of contact with applied linguistics. After covering these areas, we include a brief discussion of some key themes in CA's treatment of talk in institutional contexts. Finally, we discuss several established areas of applied linguistic work in which conversation analytic work is being explored—native, nonnative, and multilingual talk; talk in educational institutions; grammar and interaction; intercultural communication and comparative CA; and implications for designing language teaching tasks, materials, and assessment tasks. We end with some cautions on applying CA findings to other applied linguistic research contexts.

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11

Macaro, E. "Applied Linguistics in Language Education." ELT Journal 57, no. 4 (October 1, 2003): 414–15. http://dx.doi.org/10.1093/elt/57.4.414.

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12

Andon, N. "Applied Linguistics and Materials Development." ELT Journal 67, no. 3 (May 17, 2013): 367–69. http://dx.doi.org/10.1093/elt/cct026.

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13

Al-Kahtany, Abdallah, and Munassir Alhamami. "Linguistic Hegemony and English in Higher Education." Sustainable Multilingualism 20, no. 1 (June 1, 2022): 18–45. http://dx.doi.org/10.2478/sm-2022-0002.

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Summary Linguistics hegemony, linguistics imperialism, and linguistic colonialism are serious issues that have not gained enough attention in applied linguistics research. English as a medium of instruction (EMI) in non-anglophone countries is a type of linguistics imperialism (Phillipson, 2018). EMI policy has led to adverse outcomes in several aspects such as low achievement of learning outcomes, challenges to students’ identity, limited access to educational resources, unjust treatments, and unfair assessment in undergraduate programs. This research study investigates the views of students and academic experts using questionnaires and interviews. The data were analyzed both qualitatively and quantitatively. The findings of this study demonstrate the lack of educational justice and the strong connection between linguistic hegemony and the colonization of consciousness. The findings show that participants in EMI programs do not engage in authentic, rigorous, and fun learning. Decisions to use EMI are either based on fallacies regarding the nature of language, on fuzzy assessment of educational priorities, or both. We strongly encourage applied linguists, language policymakers, and university administrators to play significant roles in challenging English hegemony and English supremacy to promote educational justice, equal opportunities to learn, and fair treatment in EMI undergraduate programs around the globe, especially in non-anglophone countries.

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14

Christie, Frances. "Literacy in Australia." Annual Review of Applied Linguistics 12 (March 1991): 142–55. http://dx.doi.org/10.1017/s0267190500002191.

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Анотація:

This discussion will focus upon English literacy research which draws upon systemic functional linguistic theory. Over the last ten to fifteen years, a significant number of applied linguists and language educators have emerged in Australia who use systemic functional linguistic theory to address a wide range of research questions. Their effort has been stimulated by the scholarly leadership of Halliday (e.g., 1985a), who took up the Chair of Linguistics at Sydney University in the late 1970s, as well as that of colleagues and former students of his, including Hasan (e.g., Halliday and Hasan 1985) and Martin (e.g., 1985a). The group of scholars who have emerged have contributed to the development of a rich tradition of research and teaching in English literacy in both first and second language contexts. Such a tradition offers the prospect of an educational linguistics of value both to researchers and teachers. More than one tradition of linguistic research might well contribute to the development of an educational linguistics. However, it is the particular claims and contributions of systemic functional linguistic theory that are argued for here.

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15

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.

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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.

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16

Trueba, Henry T. "Bilingualism and Bilingual Education (1984-1985)." Annual Review of Applied Linguistics 6 (March 1985): 47–64. http://dx.doi.org/10.1017/s0267190500003056.

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I want to go beyond the narrower definition of applied linguistics as the application of theoretical linguistics to the acquisition of second, third, and fourth languages, to the broader notion proposed by Trudgill as "the application of linguistic research to the solution of practical, educational and social problems of all types" (Trudgill 1984:1, see also Kaplan 1980).

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17

Poole, Brian. "Mapping Applied Linguistics." System 41, no. 2 (June 2013): 489–91. http://dx.doi.org/10.1016/j.system.2013.04.008.

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18

Sugarman, Julie, Molly Fee, and Anne Donovan. "Center for Applied Linguistics, Washington DC, USA." Language Teaching 48, no. 2 (March 13, 2015): 292–97. http://dx.doi.org/10.1017/s0261444814000421.

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The Center for Applied Linguistics (CAL) is a private, nonprofit organization with over 50 years’ experience in the application of research on language and culture to educational and societal concerns. CAL carries out its mission to improve communication through better understanding of language and culture by engaging in a variety of projects in the areas of primary, secondary, and adult education, including research on effective strategies for the instruction of linguistically and ethnically diverse students; evaluation of the effectiveness of educational programs for such students; professional development for teachers and other staff working with linguistically diverse students; development of instructional materials and language tests; and services to support cultural orientation of immigrants and refugees.

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19

Rice, Sally. "Applied field linguistics: delivering linguistic training to speakers of endangered languages." Language and Education 25, no. 4 (July 2011): 319–38. http://dx.doi.org/10.1080/09500782.2011.577216.

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20

McDonough, J. "Issues in Applied Linguistics. M. McCarthy." ELT Journal 56, no. 1 (January 1, 2002): 96–99. http://dx.doi.org/10.1093/elt/56.1.96.

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21

Davies, A. "Review: An Introduction to Applied Linguistics." ELT Journal 59, no. 1 (January 1, 2005): 77–79. http://dx.doi.org/10.1093/elt/cci013.

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22

Matveeva, Galina, Georgy Myasischev, Olga Gaibaryan, and Elena Shirina. "Criteria for objectivity and non-objectivity in linguistics." E3S Web of Conferences 210 (2020): 16011. http://dx.doi.org/10.1051/e3sconf/202021016011.

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Анотація:

This article is dedicated to studying a few problems of objective and non-objective approaches towards linguistic research and their impact on the educational potential of higher school. The article also presents the following: a review of the attitudes of the learner towards the information about liberal arts; a review of relevant internet resources and an analysis of the level of their objectiveness; the key indices of the non-objective approach towards linguistics; an example of learners' responses to a spectrum of sources of knowledge about linguistics and an example of objective linguistic approach towards studying language and speech, We are offering a detailed theoretical description of the model of the linguistic persona, pragmalinguistic experiments, links to a few more successful works in the field, details of an experiment based on some pragmalinguistic methods and its results. The method applied is based on comparing among a number of specific syntactic unities and applying some grammar forms all along the documentary body under study.

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23

Wang, Ruizhong, and Terence Odlin. "Language Transfer: Cross-Linguistic Influence in Language Learning (Cambridge Applied Linguistics Series)." TESOL Quarterly 26, no. 3 (1992): 581. http://dx.doi.org/10.2307/3587183.

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24

Moore, Sarah Catherine K., and Julie Sugarman. "Center for Applied Linguistics, Washington DC, USA." Language Teaching 43, no. 4 (August 23, 2010): 522–26. http://dx.doi.org/10.1017/s0261444810000212.

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Анотація:

The Center for Applied Linguistics (CAL) is a private, nonprofit organization dedicated to the application of research on language and culture to educational and societal concerns. Through its work in research, information dissemination, development of instructional materials and language tests, and professional development and technical assistance to schools, districts, and states, CAL serves as a liaison between the academic world of research and the practical world of language education and language-related concerns. CAL plays a leading role in articulating language- and culture-related issues that affect policy decisions; conducting research on language use, language learning, and effective teaching methods; and translating research into practical applications that help language learners succeed.

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25

Narcy-Combes, Marie-Françoise. "Guy Cook, Applied Linguistics." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT, Vol. XXII N° 2 (June 15, 2003): 99. http://dx.doi.org/10.4000/apliut.3747.

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26

Redzimska, Joanna. "Corpus analysis in applied linguistics: Selected aspects." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 17(3) (September 16, 2020): 33–55. http://dx.doi.org/10.26881/bp.2020.3.02.

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Анотація:

Recently, teaching and learning processes have been significantly influenced by modern technologies. Thus, the teacher’s position as the only authority in the classroom has been changed into playing the role of a guide or a facilitator who should possess the knowledge and skills to use modern technologies and to freely access data. This change is particularly visible in the field of teaching and learning languages with the application of various educational platforms and software. Since this situation has been widely discussed since the 1990s, for the sake of this article only selected aspects have been taken into account. The major focus of the present article is to present language corpus analysis as a method of activating teachers and students as participants in the Data-Driven Learning (DDL) process.

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27

Adnan Salih, Faeza. "SUBJECT REVIEW: APPLIED LINGUISTICS AND LANGUAGE TEACHING." INTERNATIONAL JOURNAL OF RESEARCH IN SOCIAL SCIENCES & HUMANITIES 12, no. 03 (2022): 199–205. http://dx.doi.org/10.37648/ijrssh.v12i03.012.

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Language mirrors understanding of the same or other culture. Meaning is hardly encoded in the world community. Some linguists cannot solve language problems because of its abstractedness. Language communicators learn the second or foreign language at schools for three reasons. First, English is not their first language. Second, they have little or no educational background in experiencing what they know in another language. Third, they have not improved their communication skills in English. Analyzing the language as a mean of communication would not be learned enough without its practice. This paper gives an exclusive preview of applied linguistics. It defines the conversion of different areas of the study of language with second or foreign language education. The connection and distinction between applied linguistics and language teaching is addressed in the study comprehensively. The findings of this review suggests that the two areas need further investigation in the education system.

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28

Bloome, David, and Judith L. Green. "Educational Contexts of Literacy." Annual Review of Applied Linguistics 12 (March 1991): 49–70. http://dx.doi.org/10.1017/s0267190500002142.

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Recent research on educational contexts of literacy has focused primarily on a set of central issues and debates: definitions of literacy; basic cognitive, social, and linguistic processes involved in reading and writing; the efficiency and value of various pedagogical approaches and instructional materials; assessment of reading and writing achievement; and access to literacy learning opportunities for students outside the dominant culture and language. These debates and issues have been discussed in previous reviews of research on literacy in the Annual Review of Applied Linguistics (Grabe 1990, Kaplan, et al. 1984, Srivastava 1990), in recent handbooks of research (e.g., Barr, et al. 1991, Flood, et al. 1991, Pearson, et al. 1984), in major educational research journals (e.g., Applebee 1984, Clifford 1984, Dole, et al. 1991, Erickson 1984), in reviews commissioned by professional education and research organizations (e.g., Adams 1990, Anderson, et al. 1985, Goodman, et al. 1988, Hillocks 1986), and in other articles in this volume.

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29

Mushyrovska, Nataliia, Inna Kholod, Oksana Neher, Iryna Zozulia, and Iryna Pavliuk. "Fundamental cognitive-semantic theories in linguistics." Eduweb 16, no. 3 (September 28, 2022): 261–73. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.19.

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Анотація:

The article studies fundamental cognitive-semantic theories (Langacker, Lakoff, Fillmore, Croft) used in linguistics. The paper shows the use of ideas that can change the educational system with the aim of improving the teaching of linguistic disciplines in higher education. The relevance of the study is to improve the education quality for linguistics specialists and the possibility of implementing the study results to improve the teaching methodology. Particular focus is on the theories, tools, and methods of teaching foreign languages, which are essential components of quality learning and the formation of knowledge and skills among students of linguistic specialties. The study aims to systematize the theoretical foundations and directions of the cognitive-semantic theory in linguistics to determine the relevance of teaching this theory to the educational process. In the course of the study, general scientific methods of knowledge are applied, in particular analysis and synthesis of theoretical and practical information, as well as methods of questioning and statistical methods of analysis. The hypothesis of the study: the system of basic theoretical innovations used in the complex of cognitive-semantic theories is effective in the field of humanities research. It is an effective tool in the learning process in process of learning foreign languages. The result of the study is to determine the need to study theories of linguistics, which represent effective directions in the postmodern mainstream. The article shows the place of cognitive-semantic theories in the modern practice of teaching foreign languages. The study’s practical significance lies in the possibility of applying the results in constructing foreign language learning methodologies in higher education institutions.

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30

Coronel-Molina, Serafín M. "Introduction." International Journal of Literacy, Culture, and Language Education 3 (October 6, 2022): 1–3. http://dx.doi.org/10.14434/ijlcle.v3i.35379.

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Анотація:

The International Journal of Literacy, Culture, and Language Education (IJLCLE) is an open-source, peer-reviewed international journal dedicated to publishing research in the field of literacy, culture, and language education from multi-, inter-, and transdisciplinary perspectives. Its mission is to promote the academic exchange of ideas and dissemination of research among scholars and researchers from diverse fields of study worldwide. Authors are invited to submit manuscripts describing scholarly research on a wide range of topics related to language, literacy, and culture in education. Theoretical and conceptual studies, empirical and applied research using qualitative and/or quantitative methodologies, critical papers, special issues, and book reviews are all invited. Contributions from a host of disciplines such as sociolinguistics, sociology of language, psycholinguistics, educational linguistics, applied linguistics, linguistic anthropology, raciolinguistics, literacy studies, cultural studies, language and gender studies, language and political economy, media and technology, language education, teacher education, educational policy, semiotics, pragmatics, language policy and planning, language revitalization, and linguistic landscapes are very welcome. The intended audience of IJLCLE is researchers, scholars, educators, and graduate students from around the world.

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31

Птущенко, Елена Борисовна, and Разиет Юнусовна Хурум. "Information technologies as a factor in the process of digitalization and digital transformation in linguistics." Вестник Адыгейского государственного университета, серия «Филология и искусствоведение», no. 2(297) (October 31, 2022): 83–92. http://dx.doi.org/10.53598/2410-3489-2022-2-297-83-92.

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В статье рассматриваются вопросы процессов дигитализации и образовательной конвергенции и их роль в лингвистике. Отмечается, что информационные и компьютерные технологии берут на себя всё больший объем информационно-технологической коммуникации в преобразовании теоретической, прикладной и сравнительно-сопоставительной лингвистики. Использование данных технологий в лингвистической области российского социума предполагает возможности адаптации системы получения знаний и формирования лингвистических компетенций другим способом, отличном от классического. Показана роль базовых лингвистических ресурсов информационных технологий, интернета в том числе, в процессе формирования цифровых лингвистических компетенций. В связи с тем, что лингвистические ресурсы интернета - один из главных источников информации для лингвиста, предложен обзор некоторых веб-ресурсов, которые в значительном объеме предназначены для решения ряда лингвистических задач, определена также ключевая особенность электронных цифровых информационных ресурсов для прикладной лингвистики The paper discusses the issues of digitalization and educational convergence and their role in linguistics. The authors note that information and computer technologies are taking on an increasing amount of information - technology communication in the transformation of theoretical, applied and comparative linguistics. The use of these technologies in the linguistic field of Russian society suggests the possibility of adapting the system of knowledge acquisition and the formation of linguistic competencies in a different way than the classical one. The publication shows the role of basic linguistic resources of information technologies, including the Internet, in the process of formation of digital linguistic competencies. Insomuch as the linguistic resources of the Internet are one of the main sources of information for a linguist, the paper proposes an overview of some web resources that are designed to solve a number of linguistic tasks in a significant amount, a key feature of electronic digital information resources for applied linguistics.

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Keyser, Robert M. De, Jack Richards, John Platt, and Heidi Weber. "Longman Dictionary of Applied Linguistics." TESOL Quarterly 21, no. 2 (June 1987): 351. http://dx.doi.org/10.2307/3586739.

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Santos, Terry. "Replication in Applied Linguistics Research." TESOL Quarterly 23, no. 4 (December 1989): 699. http://dx.doi.org/10.2307/3587548.

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Banegas, Darío Luis. "Applied linguistics perspectives on CLIL." International Journal of Bilingual Education and Bilingualism 23, no. 2 (July 10, 2017): 246–49. http://dx.doi.org/10.1080/13670050.2017.1350269.

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Kirby, John. "Applied Linguistics and the teacher." ITL - International Journal of Applied Linguistics 93-94 (January 1, 1991): 71–83. http://dx.doi.org/10.1075/itl.93-94.03kir.

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Comanaru, Ruxandra-S. "Essential statistics for applied linguistics." International Journal of Bilingual Education and Bilingualism 17, no. 4 (July 9, 2013): 498–500. http://dx.doi.org/10.1080/13670050.2013.809910.

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Cameron, Lynne. "Applied linguistics in language education." System 32, no. 1 (March 2004): 121–22. http://dx.doi.org/10.1016/j.system.2003.11.002.

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Milton, James. "An Introduction to Applied Linguistics." System 32, no. 2 (June 2004): 286–88. http://dx.doi.org/10.1016/j.system.2004.02.004.

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Hilton, Heather. "Studies in French Applied Linguistics." System 38, no. 3 (September 2010): 507–8. http://dx.doi.org/10.1016/j.system.2010.06.006.

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Mamontov, Aleksander S. "Cultural linguistics in the aspect of teaching the Russian language as a means of intercultural communication." Russian Language Studies 17, no. 2 (December 15, 2019): 143–56. http://dx.doi.org/10.22363/2618-8163-2019-17-2-143-156.

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Анотація:

The article is devoted to the modern direction in linguistics - cultural linguistics in the aspect of teaching Russian as a means of intercultural communication. Basing on scientific papers, his own extensive scientific and pedagogical experience and needs of linguodidactics, the author proposes to determine this discipline in a wide sense considering teaching the representatives of different linguistic cultures, different traditions, customs, systems of values. The essence of culture is understood as a specific way of human life and activity, having verbal representation. Cultural linguistics is focused on the specifics of the addressee’s native culture and building the most adequate model of teaching Russian as a means of intercultural communication in modern educational space. The review article allows to consider cultural linguistics in an applied aspect relevant to the methods of teaching language, including Russian as a foreign language.

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Martin, James R. "Genre and Literacy-Modeling Context in Educational Linguistics." Annual Review of Applied Linguistics 13 (March 1992): 141–72. http://dx.doi.org/10.1017/s0267190500002440.

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Christie (1992), in the previous year's volume of the Annual Review of Applied Linguistics, reviewed literacy initiatives in Australia which drew on systemic functional linguistics, focusing on three themes: differences between speech and writing, written genres, and the study of spoken language. This paper is designed to complement her review, highlighting ongoing research within the same general theoretical framework, and focusing on the general question of modeling context in educational linguistics.

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Johnson, Donna M. "Linguistics and Applied Linguistics Curricula in Graduate Programs in Bilingual Education." Hispania 70, no. 4 (December 1987): 900. http://dx.doi.org/10.2307/342564.

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Papademetre, Leo. "Applied Linguistics in “dialogue” with hermeneutics in discoursing “the intercultural” in educational praxis." Australian Review of Applied Linguistics 31, no. 1 (January 1, 2008): 6.1–6.22. http://dx.doi.org/10.2104/aral0806.

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Ever since the Socratic-Platonic inquiry on the nature of language, linguistic and socio-cultural thinking in Eurocentric academic cultures about human communication has been discoursed from various philosophical perspectives based on diverse conceptualisations, perceptions, understandings, notions, theories, descriptions and explanations of the variable phenomena observed in intra- and intercultural interaction and communication. In the variable research areas of applied linguistics ‘scholars from a variety of disciplines have applied themselves to defining what the nature of intercultural communication might be and how it might be taught’ (Kramsch, 2002, p. 277). However, in the concerted effort to apply our understanding of “the intercultural” in our research and educational praxis, we ‘have no other recourse but discourse itself – the discourse of [our] discipline, laid out on the page as disciplinary truth. And that, as James Clifford (Clifford, 1988) would say, is the “predicament of culture”’ (Kramsch, 2002, p. 282). In the following essay, this “predicament” is examined in the contexts of the discourse tradition which centres on “dialogue” as a valued means of understanding self-and-other intra-and-inter-culturally. Discussion will focus on how “dialogue” can impose “situated/positioned” ways of interpreting and understanding “the intercultural” in languages education, especially when it defers engaging with variable-linguisticality and variable-traditionality in its discourse tradition.

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Papademetre, Leo. "Applied Linguistics in “dialogue” with hermeneutics in discoursing “the intercultural” in educational praxis." Australian Review of Applied Linguistics 31, no. 1 (2008): 6.1–6.22. http://dx.doi.org/10.1075/aral.31.1.04pap.

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Анотація:

Ever since the Socratic-Platonic inquiry on the nature of language, linguistic and socio-cultural thinking in Eurocentric academic cultures about human communication has been discoursed from various philosophical perspectives based on diverse conceptualisations, perceptions, understandings, notions, theories, descriptions and explanations of the variable phenomena observed in intra- and intercultural interaction and communication. In the variable research areas of applied linguistics ‘scholars from a variety of disciplines have applied themselves to defining what the nature of intercultural communication might be and how it might be taught’ (Kramsch, 2002, p. 277). However, in the concerted effort to apply our understanding of “the intercultural” in our research and educationalpraxis, we ‘have no other recourse but discourse itself – the discourse of [our] discipline, laid out on the page as disciplinary truth. And that, as James Clifford (Clifford, 1988) would say, is the “predicament of culture”’ (Kramsch, 2002, p. 282). In the following essay, this “predicament” is examined in the contexts of the discourse tradition which centres on “dialogue” as a valued means of understanding self-and-otherintra-and-inter-culturally. Discussion will focus on how “dialogue” can impose “situated/positioned” ways of interpreting and understanding “the intercultural” in languages education, especially when it defers engaging with variable-linguisticalityand variable-traditionalityin its discourse tradition.

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De Costa, Peter I., Joseph Sung-Yul Park, and Lionel Wee. "Why linguistic entrepreneurship?" Multilingua 40, no. 2 (December 22, 2020): 139–53. http://dx.doi.org/10.1515/multi-2020-0037.

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Abstract This introduction builds on De Costa et al.’s (2016], [2019) notion of linguistic entrepreneurship, which is defined as “the act of aligning with the moral imperative to strategically exploit language-related resources for enhancing one’s worth in the world” (2016: 696). The four empirical studies and two critical commentaries that constitute this special issue explain the relevance of this construct and explore how it is instantiated in a range of formal and informal educational contexts across the world. Specifically, we explain how linguistic entrepreneurship serves as a unique and innovative contribution to the existing body of sociolinguistics, applied linguistics, and language policy research on neoliberalism.

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Duff, Patricia A. "Case Study Research on Language Learning and Use." Annual Review of Applied Linguistics 34 (March 2014): 233–55. http://dx.doi.org/10.1017/s0267190514000051.

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Case study research has played a very important role in applied linguistics since the field was established, particularly in studies of language teaching, learning, and use. The case in such studies generally has been a person (e.g., a teacher, learner, speaker, writer, or interlocutor) or a small number of individuals on their own or in a group (e.g., a family, a class, a work team, or a community of practice). The cases are normally studied in depth in order to provide an understanding of individuals’ experiences, issues, insights, developmental pathways, or performance within a particular linguistic, social, or educational context. Rather than discuss constructs, hypotheses, and findings in terms of statistical patterns or trends derived from a larger sample or survey of a population of language learners, as in some quantitative research, a qualitative case study of a person presents a contextualized human profile. Case study has contributed substantially to theory development, generating new perspectives or offering a refutation or refinement of earlier theories in applied linguistics by analyzing linguistic, cultural, and social phenomena associated with children, adolescents, young adults, and older adults.In recent years, the purview of case studies in applied linguistics has expanded to include many previously underrepresented topics, linguistic situations, theoretical perspectives, and populations. This article provides an overview of some traditional areas of coverage and then newer foci in terms of methodology, thematic areas, and findings pertaining to language learners in transnational, multilingual, and diaspora contexts especially.

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Graham, Ross, Caroline McGlynn, and Annette Islei. "Language in education in sub-Saharan Africa: Language in Africa Special Interest Group (BAAL)." Language Teaching 48, no. 3 (June 18, 2015): 426–30. http://dx.doi.org/10.1017/s0261444815000178.

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The Language in Africa Special Interest Group (LiASIG) of the British Association for Applied Linguistics (BAAL) is a forum for applied linguistic research in Africa, and invites studies with both a micro and a macro focus. Researchers are concerned with how political, social and educational contexts affect the valuation and use of languages in Africa where multilingualism is the norm. Papers are presented at the SIG annual meeting and in the LiA track at BAAL conferences. The present review covers papers presented between 2012 and 2014 that focus on the interplay of policy and practice, particularly in education.

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Takaki, Nara Hiroko. "THOUGHT-PROVOKING ‘CONTAMINATION’: APPLIED LINGUISTICS, LITERACIES AND POSTHUMANISM." Trabalhos em Linguística Aplicada 58, no. 2 (August 2019): 579–611. http://dx.doi.org/10.1590/010318132019588654719.

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ABSTRACT This paper purports to present some characteristics of the posthuman perspective and relate them to contemporary understanding of applied linguistics and literacy studies with preliminary activities in this direction and interrogations for future studies. As interdisciplinary studies, posthumanism draws on Deleuze and Guattari’s notion of assemblage (2005) and has been gaining relevance according to theorists such as Barad (2007), Bennet (2010), Braidotti (2018) and Pennycook (2018), among others. One of their concerns is the future of language research, teaching, learning and enacting in philosophical, transcultural and educational ways. Barad (2007) and Bennet (2010)) use the terms humans and nonhumans while Braidotti (2018) and Pennycook (2018) write humans and non-humans. At times, Bennet (2010) prefers human-nonhuman(s) to emphasize the idea of assemblage. They consider such agents in vibrant interconnected assembles within a broader range of semiotic, spatial and ethical complexities in the emergence of posthuman humanism as Braidotti (2018) argues. This calls for applied linguistics and literacy studies willing to recognize that they themselves are products of such entanglements for which a revision of ontologies influencing epistemologies and methodologies might be productive.

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Al-Juaifari, Hanaa Idan Mahdi. "Analysis and Conclusion of Pragmatics in Syntactic Structures." International Journal of Early Childhood Special Education 14, no. 1 (March 31, 2022): 1288–93. http://dx.doi.org/10.9756/int-jecse/v14i1.221147.

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The emergence of the concept of modern pragmatics is what prompted linguists to pay attention to the issue of reception. For a period of time, linguistics has been divided into two main traditional divisions, syntax, which studies the relationship between linguistic signs, and semantics, which examines the relationships of linguistic signs with the meanings they signify. These two branches aspired to describe the works of human language. Then, philosophers of language added a third section and called it pragmatics, which is concerned with the relations of the linguistic sign. The present study aims to reveal and highlight the pragmatic dimensions in the ancient linguistic lesson in some grammatical structures, including addressing, contracting, and temptation and warning. The researcher selected samples and applied pragmatic dimensions on them to clarify their forms.

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Lapshyna, Olga, and Olena Dorofeyeva. "THE CONTENT OF PROFESSIONAL TRAINING IN LINGUISTICS AT THE UK UNIVERSITIES." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 75–78. http://dx.doi.org/10.24144/2524-0609.2021.49.75-78.

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The current challenges of linguistic globalization have increased the attention of researchers to professional training of specialists in linguistics. A detailed analysis of relevant scientific works on comparative pedagogy has shown that the problem in question in foreign experience, in particular in the UK, has not been sufficiently justified by Ukrainian researchers. Therefore, the article aims to analyze and justify the content of professional training for specialists in linguistics at the UK universities. The following research methods have been used to achieve the above-mentioned aim: analysis and synthesis, induction and deduction, structural-functional, comparative-pedagogical, exploratory, prognostic. A detailed study of content characteristics of professional training for linguists at the UK universities has proved that both the structurization and selection of training content rely on the competency-based approach, the principles of subject-specific specialization, interdisciplinarity, modularity, electiveness, fundamentalization. The structure of degree programmes consists of compulsory and optional courses, as well as dissertation preparation. Compulsory courses cover the key areas of linguistics (phonetics, phonology, semantics, morphology, syntax, pragmatics). Optional courses are focused on different linguistic fields (neurolinguistics, applied linguistics, cognitive linguistics, communicative linguistics, forensic linguistics). It must be noted that a wide range of optional courses highlights the innovativeness of the UK approach to student autonomy, given that British educators consider students as the full participants in the educational process, who can choose their own path to achieve expected learning outcomes due to the constructive and effective content of degree programmes in linguistics. This article does not disclose all the aspects of the problem in question. Consequently, further research should aim to substantiate the main characteristics of doctoral degree programmes in the field of linguistics at the UK universities.

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