Research in applied linguistics relevant to language teaching: 1990

<span lang="EN-GB">This research is about Corpus Linguistics, Language Corpora, And Language Teaching. As we know about this science is relatively new and is associated with technology. There are several areas discussed in this study such as several important parts of the corpus, the information generated in the corpus, four main characteristics of the corpus, Types of Corpora, Corpora in Language Teaching, several types that could be related to corpus research, Applications of corpus linguistics to language teaching may be direct or indirect. The field of applied linguistics analyses large collections of written and spoken texts, which have been carefully designed to represent specific domains of language use, such as informal speech or academic writing.</span>

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Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

Studies in Hispanic and Lusophone Linguistics ◽

10.1515/shll-2020-2025 ◽

2020 ◽

Vol 13 (1) ◽

pp. 79-113

Author(s):

Farrah Neumann ◽

Matthew Kanwit

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Study Abroad ◽

Language Teaching ◽

Applied Linguistics ◽

Future Research ◽

Control Group ◽

Before And After ◽

The Individual ◽

At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

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Editor's Introduction

Annual Review of Applied Linguistics ◽

10.1017/s026719051100016x ◽

2011 ◽

Vol 31 ◽

pp. vi-vii

Author(s):

Charlene Polio

Keyword(s):

Language Learning ◽

Teaching And Learning ◽

Language Teaching ◽

Applied Linguistics ◽

Collaborative Writing ◽

Asia Pacific ◽

Annual Review ◽

Second Languages ◽

Specific Skill ◽

Second Language Pedagogy

With this volume of the Annual Review of Applied Linguistics (ARAL), I continue the tradition of my predecessors of producing a volume on the topic second language pedagogy about every five years. Although applied linguistics encompasses more than the teaching and learning of second languages, articles on these topics tend to be among the most downloaded from the ARAL web site. I decided, however, to break with the tradition of focusing mostly on specific skill areas. Because language teaching is a situated activity that cannot be separated from its contexts and learners, the first section is devoted to language learning in or for specific contexts (secondary school settings, online, the workplace, the Asia-Pacific region, and study abroad), and the second section focuses on specific learners (young learners, adult emergent readers, and hearing learners of sign language). These are followed by a section on integrated approaches and includes articles on language-literature instruction, content and language integrated learning, the application of corpus research to language teaching, and multimodal literacy. The final section includes articles on more specific skill areas including teaching non-Roman writing systems, collaborative writing, and pragmatics.

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Corpus linguistics and its aplications in higher education

Revista Alicantina de Estudios Ingleses ◽

10.14198/raei.2010.23.04 ◽

2010 ◽

pp. 51 ◽

Cited By ~ 3

Author(s):

Miguel Fuster Márquez ◽

Begoña Clavel Arroitia

Keyword(s):

Higher Education ◽

Corpus Linguistics ◽

Teaching Practices ◽

Language Teaching ◽

Applied Linguistics ◽

Data Driven ◽

Future Success ◽

Different Types ◽

Theoretical Linguistics ◽

Relevant Factors

The aim of this paper is to review and analyse relevant factors related to the implementation of corpus linguistics (CL) in higher education. First we set out to describe underlying principles of CL and its developments in relation to theoretical linguistics and its applications in modern teaching practices. Then we attempt to establish how different types of corpora have contributed to the development of direct and indirect approaches in language teaching. We single out Data Driven Learning (DDL) due to its relevance in applied linguistics literature, and examine in detail advantages and drawbacks. Finally, we outline problems concerning the implementation of CL in the classroom since awareness of the limitations of CL is vital for its future success.

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Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

BELT – Brazilian English Language Teaching Journal ◽

10.15448/2178-3640.2019.2.34333 ◽

2019 ◽

Vol 10 (2) ◽

pp. 34333

Author(s):

Lívia Chaves Melo

Keyword(s):

Qualitative Research ◽

Teaching And Learning ◽

English Language ◽

Teaching Practice ◽

Language Teaching ◽

Applied Linguistics ◽

English Language Teaching ◽

Research Approach ◽

Interdisciplinary Field ◽

Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

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language teaching

Language Teaching ◽

10.1017/s0261444807004314 ◽

2007 ◽

Vol 40 (3) ◽

pp. i-i

Keyword(s):

Second Language Acquisition ◽

Language Teaching ◽

Applied Linguistics ◽

Annual Conference ◽

University Of Wisconsin ◽

Listening Skill ◽

Product And Process ◽

L2 Listening ◽

Teaching Learning ◽

The University

In this issue's state-of-the-art article, Larry Vandergrift suggests that L2 listening remains the least understood and the least researched of all four skills. His paper focuses on a number of areas central to the topic, including the implicit nature of the listening product and process, the cognitive dimensions of the listening skill, listening tasks and the assessment of the skill.The present issue of Language Teaching sees the start of a new series, surveying recent research in some of the most widely-taught L2s. It can be argued that nowadays too much L2 research is focussed on English, and there is very often an implied assumption that ‘one size fits all’ in methodological terms for all languages, which is clearly not the case. We also feel that this journal needs to serve its readers more comprehensively by providing an accessible and regular means of obtaining information about research into languages other than English. Michael Evans opens the series with a review of research on L2 French; reviews of research into L2 German, Spanish, Japanese, Italian and Chinese are currently being prepared.This issue also sees the start of another regular section, wherein we will be publishing plenary and invited speeches from recent language teaching and second language acquisition conferences around the world. Many of these speeches are of fundamental interest to a community wider than those present at such events. To begin the series, Fred Davidson with Glenn Fulcher discuss the flexible language of the Common European Framework of References for Languages and explore the pragmatic utility of such language to guide language test development, and William Littlewood discusses the problems encountered in incorporating new methodologies developed in Europe into East Asian educational institutions. In future issues, we will be presenting speeches from events as diverse as the annual conference of the American Association for Applied Linguistics and the conference of the Applied Linguistics Association of New Zealand, and papers based on the invited speakers' lecture series at the University of Berkeley and the University of Wisconsin-Madison.Richard Johnstone's article in which he reviews research on language teaching, learning and policy published in 2004 and 2005 is available online in Language Teaching 39.4 (2006), at http://journals.cambridge.org/jid_LTA.

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Applied linguistics

Language Teaching ◽

10.1017/s026144480628385x ◽

2006 ◽

Vol 39 (4) ◽

pp. 317-318

Keyword(s):

New Zealand ◽

Language Teaching ◽

Applied Linguistics ◽

International Review ◽

Linguistic Typology ◽

Oxford University ◽

Constructing Knowledge ◽

Semantic Prosody ◽

Oxford University Press

06–836Richards, Keith (U Warwick, UK), ‘Being the teacher’. Applied Liguistics (Oxford University Press) 27.1 (2006), 51–77.06–837Song, Jae Jung (U Otago, New Zealand; [email protected]), The translatability-universals connection in linguistic typology: Much ado about something. Babel (John Benjamins) 51.4 (2005), 308–322.06–838Wharton, Sue (U Warwick, UK; [email protected]), Ways of constructing knowledge in TESOL research reports: The management of community consensus and individual innovation. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 23–48.06–839Xiao, Richard & Tony Mcenery (U Lancaster, UK), Collocation, semantic prosody, and near synonymy: A cross-linguistic perspective. Applied Liguistics (Oxford University Press) 27.1 (2006), 103–129.

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The Birth of Applied Linguistics

Historiographia Linguistica ◽

10.1075/hl.35.3.04lin ◽

2008 ◽

Vol 35 (3) ◽

pp. 342-384 ◽

Cited By ~ 5

Author(s):

Andrew R. Linn

Keyword(s):

Intellectual History ◽

Real World ◽

Language Teaching ◽

Applied Linguistics ◽

Language Planning ◽

Spoken Language ◽

Discourse Communities ◽

World Language ◽

Teaching Reform ◽

Linguistic Historiography

Summary The major claim of this article is that there is an independent and clearly defined chapter in the development of linguistics, beginning in the 1880s, which represents the birth of modern applied linguistics, and which has been overlooked in linguistic historiography because of the comparative marginalisation of applied linguistics in the literature. This is the Anglo-Scandinavian School, a phrase its members used to describe themselves. Pioneers within phonetics, these linguists applied their phonetic knowledge to a range of ‘real world’ language issues, notably language-teaching reform, orthographic reform, language planning, and the study of the spoken language. As well as presenting the ideas of the Anglo-Scandinavian School and how they were developed, this article interrogates the notion of a school in intellectual history and proposes that it may in fact be more fruitful to view intellectual history in terms of discourse communities.

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Introduction: Applied Linguistics and Language Teaching in the Twenty-first Century

Contemporary Applied Linguistics : Volume 1 Language Teaching and Learning ◽

10.5040/9781474211789.0005 ◽

2014 ◽

Cited By ~ 1

Keyword(s):

Language Teaching ◽

Applied Linguistics ◽

First Century ◽

Twenty First Century

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In the Path of Creating a Relational “How” in Research

10.4018/978-1-7998-8283-1.ch007 ◽

2022 ◽

pp. 120-141

Author(s):

Yeraldine Aldana

Keyword(s):

Qualitative Research ◽

English Language ◽

Language Teaching ◽

Applied Linguistics ◽

Short Description ◽

English Language Teaching ◽

Research Approach ◽

Practical Realization ◽

Doctoral Study

Some researchers consider the qualitative research approach is a finished enterprise; however, this is not the case. This chapter discusses some methodological decisions through a proposal that plurisignifies qualitative research as an otherwise intuitive approach. This derives from a doctoral study about peace construction (PC) in applied linguistics (AL) to English language teaching (ELT). Firstly, a problematization around qualitative research develops to question taken-for-granted methodological beliefs, concepts, and practices, which represent the instrumentalization of research. Secondly, a proposal to re-humanize these problematized aspects is presented through a discussion of its relationalities and a short description of a practical realization of it. Conclusions wrap up the main contributions of this chapter and comment on their possible implications.

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