APPLIED OF LINGUISTICS

APPLIED OF LINGUISTICS

  An Introduction to Applied Linguistics

What is applied linguistics?

 Applied Linguistics is using what we know about :

A.    Language,

B.     How it is learned,

C.     How it is used,

 In order to achieve some purpose or solve some problems in the real world” (Schmitt & Celce-Murcia, 2002, p. 1).  

Defining characteristics of Applied Linguistics

·         Autonomous, multidisciplinary and problem solving: uses and draws on theory from other related fields concerned with language and generates its own theory in order to find solutions to language related problems and issues in the real world.

·         Practical concerns have an important role in shaping the questions that AL will address.

·         Language related problems concern learners, teachers, academics, lawyers, translators, test takers, service providers, etc.

A sample of questions Applied Linguistics

·         How can we teach languages better?

·         How can we diagnose speech pathologies better?

·         How can we improve the training of translators?

·         How can we develop valid language examinations?

Theoretical, Interdisciplinary and Applied Linguistics

Theoretical linguistics •Phonology, •Morphology, •Syntax and structural grammar, •Semantics, •Historical linguistics.

nterdisciplinary linguistics •Psycholinguistics, •Sociolinguistics, •Pragmatics, •Discourse analysis. •Computational and corpus linguistics.

Applied linguistics •Applied linguistics to language education, •Applied linguistics to foreign language education, •Translation studies, •Lexicography.

Linguistics and Applied Linguistics

·         Linguistics is primarily concerned with language in itself and in findings ways of analysing language and building theories that describe language.

·         Applied linguistics is concerned with the role of language in peoples’ lives and problems associated with language use in peoples’ lives.

·         Linguistics is essential but not the only feeder discipline.

Applied Linguistics

 

·         Linguistics (the study of the nature, structure and variation of language).

·         Education (teaching, learning, acquisition, assessment).

·         Sociology (the scientific study of human behavior and the study of society).

·         Psychology (the science of mind and behavior, and the application of such knowledge of various spheres of human activity).

·         Anthropology (the scientific study of the origin and behavior of man).

Applied Linguistics or linguistics applied?

Widdowson (2000, p. 5) presents the question in terms of linguistics applied and applied linguistics: “The differences between these modes of intervention is that in the case of linguistics applied the assumption is that the problem can be reformulated by the direct and unilateral application of concepts and terms deriving from linguistic enquiry itself. That is to say, language problems are amenable to linguistics solutions. In the case of applied linguistics, intervention is crucially a matter of mediation . . . applied linguistics . . . has to relate and reconcile different representations of reality, including that of linguistics without excluding others.”

Major Applied Linguistics Organisations

·         TESOL: Teaching English to Speakers of Other Languages.

·         IATEFL: International Association of Teachers of English as a Foreign Language.

·         AAAL: American Association for Applied Linguistics.

References BAAL. (1994). Recommendations on Good Practice in Applied Linguistics. British Association for Applied Linguistics . Corder, S. P. (1974). Error Analysis. In Allen J. P. B. and Pit Corder (1974, editors). Techniques in Applied Linguistics (The Edinburgh Course in Applied Linguistics). London: Oxford University Press. Grabe, William. (2002). Applied linguistics: an emerging discipline for the twentieth century. In Robert B. Kaplan (Ed.), Oxford handbook of Applied Linguistics (pp. 3–12). New York: Oxford University Press. Schmitt, N. and Celce-Murcia, M. (2002). An overview of applied linguistics. In Schmitt, N. (ed.), An Introduction to Applied Linguistics. Arnold Press. Widdowson, H. G. (2000). On the limitations of linguistics applied. Applied linguistics, 21(1), 3-25.

THE NEW JOURNAL ABOUT PSYCHOLINGUISTICS

 

THE NEW JOURNAL ABOUT PSYCHOLINGUISTICS

 

1.   Self-Regulatory Behaviors and Approaches to Learning of Arts Students: A Comparison Between Professional Training and English Learning

 

Expert: MC Tseng et al. J Psycholinguist Res 46 (3), 643-659. 6 2017.

 

  SUMMARY

This study investigated the self-regulatory behaviors of arts students, namely memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, learning responsibility, and planning and organizing. We also explored approaches to learning, including deep approach (DA) and surface approach (SA), in a comparison between students' professional training and English learning. The participants consisted of 344 arts majors. The Academic Self-Regulation Questionnaire and the Revised Learning Process Questionnaire were adopted to examine students' self-regulatory behaviors and their approaches to learning. The results show that a positive and significant correlation was found in students' self-regulatory behaviors between professional training and English learning. The results indicated that increases in using self-regulatory behaviors in professional training were associated with increases in applying self-regulatory behaviors in learning English. Seeking assistance, self-evaluation, and planning and organizing were significant predictors for learning English. In addition, arts students used the deep approach more often than the surface approach in both their professional training and English learning. A positive correlation was found in DA, whereas a negative correlation was shown in SA between students' self-regulatory behaviors and their approaches to learning. Students with high self-regulation adopted a deep approach, and they applied the surface approach less in professional training and English learning. In addition, a SEM model confirmed that DA had a positive influence; however, SA had a negative influence on self-regulatory behaviors.

·         PubMed: 27858256

·         DOI: 10.1007/s10936-016-9460-0

Keywords : Self-Regulatory dep approach surface approach art majors

 

2.   Inhibition Efficiency in Highly Proficient Bilinguals and Simultaneous Interpreters: Evidence from Language Switching and Stroop Tasks

• Authors and affiliations

• Xavier AparicioEmail author
• Karin Heidlmayr
• Frédéric Isel

First Online:08 June 2017

DOI: 10.1007/s10936-017-9501-3

Cite this article as:

Aparicio, X., Heidlmayr, K. & Isel, . J Psycholinguist Res (2017). doi:10.1007/s10936-017-9501-3

SUMMARY

The present behavioral study aimed to examine the impact of language control expertise on two domain-general control processes, i.e. active inhibition of competing representations and overcoming of inhibition. We compared how Simultaneous Interpreters (SI) and Highly Proficient Bilinguals—two groups assumed to differ in language control capacity—performed executive tasks involving specific inhibition processes. In Experiment 1 (language decision task), both active and overcoming of inhibition processes are involved, while in Experiment 2 (bilingual Stroop task) only interference suppression is supposed to be required. The results of Experiment 1 showed a language switching effect only for the highly proficient bilinguals, potentially because overcoming of inhibition requires more cognitive resources than in SI. Nevertheless, both groups performed similarly on the Stroop task in Experiment 2, which suggests that active inhibition may work similarly in both groups. These contrasting results suggest that overcoming of inhibition may be harder to master than active inhibition. Taken together, these data indicate that some executive control processes may be less sensitive to the degree of expertise in bilingual language control than others. Our findings lend support to psycholinguistic models of bilingualism postulating a higher-order mechanism regulating language activation

Keywords

Bilingualism Language control Stroop task Active inhibition Overcoming of inhibition Language switching.

3.   Data from Russian Help to Determine in Which Languages the Possible Word Constraint Applies.

 

EXPERT:  Alexeeva et al. J Psycholinguist Res 46 (3), 629-640. 6 2017. 

SUMMARY

The Possible Word Constraint, or PWC, is a speech segmentation principle prohibiting to postulate word boundaries if a remaining segment contains only consonants. The PWC was initially formulated for English where all words contain a vowel and claimed to hold universally after being confirmed for various other languages. However, it is crucial to look at languages that allow for words without vowels. Two such languages have been tested: data from Slovak were compatible with the PWC, while data from Tarifiyt Berber did not support it. We hypothesize that the fixed word stress could influence the results in Slovak and report two word-spotting experiments on Russian, which has similar one-consonant words, but flexible word stress. The results contradict the PWC, so we suggest that it does not operate in the languages where words without vowels are possible, while the results from Slovak might be explained by its prosodic properties.

Psycholinguistics

PSYCOLINGUISTICS

An Introduction to Psycholinguistic, in this subject we learn about psychology and linguistic and all material relate to language that we have never learned in our education before.  In this chapter we have discussed about speech production. Especially about speech how children acquire speech begin with vocalization to babbling , naming ' holophrastic ,telegraphic, morphemic and the rule for negation, question ,relative clauses, passive and other complex structure.  That’s all about how people acquire of languages because they need relation between psychology and linguistic .

A.        Vocalization, Babbling and Speech

1.      Vocalization to babbling

Before to uttering speech sound, children  make a variety of sounds like crying, cooing and gurgling. After that, around the seventh month, children ordinarily begin to babble, to produce what may be described as repeated syllables for example, ‘baba’ , ‘gigi’ , ‘panpan’ (consonant + vowel + consonant variety). This structure of babbling has been found to be produced by children in all studied languages. From as early as 6 months of age, even before they utter words in the language, children from different language communities begin to babble somewhat ditinctively, using some of the intonation of the language to which they have been exposed.

2.      Babbling  to speech

Around one year, the advanced stage of babbling that children move into uttering their first word. It can occur much earlier or much later. When children begin to utter words , somewhat surprisingly only some of sound which they have uttered in babling appear in speech. There is some discontinuity between babbling and meaningful speech where the kinds of sounds which occur in babbling are not always immediately realized in meaningful speech.

As babbling progresses to meaningful speech, though, the relationship seems to get stronger. Babbling is non-intentional in the sense that particular sound are not under central cognitive control ; the infants  does not intentionally make particular babbling sounds which occur. They seem to happened by the chance coordination of speech articulators. Babbling is different from speech with respect intenatiolity, nevertheless speech is dependent to some degree on banking . In babbling the child will chance on many of articulatory mechanism for producing speech and give practice to the use those articulators.

B.     Early Speech Stage

1.      Naming.

Children can be said to have learned their first word when;

a.       They able to utter a recognizable speech form and when it is done.

b.      Conjunction with some object or event in the environtment.

The speech form may be imperfect, for example ‘da’ for ‘daddy’. First word have been reported appearing in children from as young as 4 months to as old as 18 months, or even older and the children utter their first word around the age of 10 months. The naming of objects is one of the first uses to which children put words, for example ‘mama’ is said by the child when the mother walks  into the room. Naming may be preceded by words which accompany actions, such as ‘bye bye’ inleave-taking.

2.      Holoprastic function

Holo is whole whereas phras is phrase or sentence

Holophrastic : a single word to express the thought for which mature speakers will use a whole sentence, because whole sentence function that this aspect of one-word speech. For example, ‘peach, Daddy, spoon’ was used to described a situation where Daddy had cut a peace of peach that was in a spoon.

Its not easy to interpretwhat a child is intending to convey by single word. And, while knowing the child, the child previos experiances,andelement of the present situation will serve to aid in the interpretation of an utterance ,even the most attentive parent are frequenly unable to interpretutterance which their children produce.

3.      Telegraphic speech

Children do not proceed as rapidly two-word utterance as one might expect. In any case, around 2 years of age or so children begin to produce two- and three –word utterances.

·         Varietyof perposes and semantic relation

Regarding purpose, the child uses language to request,  warn, name, refuse, brag, question, answer and inform. In order to gain these ends, the utterance invove such semantic relation and concept as agent, action, experiencer, receiver, state, object, possession, location, atribution, equation, negation and quantivication.

·         Low incidence of fuction words.

A second feature of the child utterance is the low incidence of function wurd such as article,preposition,and the copula ‘be’. Children‘s utterance at this stageappearto have the character of telegram message, they shortand mainly composed of content word, that this phase of speechdevelopment is often reffered to as the telegraphic stage. The child onlylearned content word and has yettolearn fuction word.

·         Close approximate of the language’s word order.

The child learning english tend to say’my cup’ than ‘cup my’. It showthat the childhas acquire a significant aspect ot the grammar of englishwhich will later enable the child to comprehend and produceappropriate utterance.

·         Syntatics semantic analysis

For children at two and three stage, there was litle for theorist followingsuch a theoryto do but classify utterancein term of suquence grammaticale.g. ‘mommy chair’ = noun+noun. Because children in using two- and three word utterance tent to use only few gramaticalclasses(noun, verbs, adjective) the result is relatively few unique sequences of word classes.

4.      Morphemic

Once two and three word uttterancehave been acquared. Children have something on which to elaborate.they start to add function words and inflections totheir utterance. Function words like the preposition , the articles , the modal , and the auxularies, begin to appear , together with inflectionsuch as the plural and tense marking.

CONCLUSION

A.        Conclusion

Before children comprehend speech and produce it. they through some step, they are vocalization to babling and bablingto speech, and then children through speech stages: naming, holoprastic, telegraphic and morphemic.

B.     Sugestion

Similarly we can describe the material that is the subject of this paper,of course there are still many shortcomings and weaknesses, because the lack the knowledge and the lack of reference. Author much hopedear readers, providing constructive criticism and suggestions for the perfect paper to the author in the writing of the paper in the next oppurtunities.hopefully this paper is useful for writers in particular are also dear readers in general.

REFERENCE

Steiberg, DannyD, et al 2001. Physicolinguistic Language Mind and World. London: Longman.