Applied Linguistics and Communicative Language Teaching

1987 ◽  
Vol 8 ◽  
pp. 3-13 ◽  
Author(s):  
Christopher Brumfit
Keyword(s):  
Second Language ◽  
Teaching Strategies ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Communicative Language Teaching ◽  
Annual Review ◽  
Second Language Teaching ◽  
Language Study

Some linguists may well feel that it is inappropriate to devote an entire issue of the Annual Review of Applied Linguistics to a movement exclusively within language teaching. It would certainly be inaccurate to see language teaching as simply an application of linguistics, and some parts of this issue of ARAL will necessarily survey material that is not exclusively applied linguistics. Nonetheless, one particular tradition of applied linguistics has been heavily committed to the development of effective second language teaching strategies, and communicative language teaching has been responsive to changes in our approach to language study in its most central tenets and beliefs.

scholarly journals Communicative Language Teaching の実現を促す英語科組織の経営特性 －高等学校の英語科経営に関する質問紙調査を通して－ (Organizational Effectiveness of Upper Secondary School English Language Departments and Their Commitment toward Communicative Language Teaching)

2002 ◽  
Vol 24 (1) ◽  
pp. 33
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Communicative Language Teaching ◽  
Organizational Characteristics ◽  
English Language Education ◽  
Second Language Teaching ◽  
Upper Secondary ◽  
Upper Secondary Schools

Since 1970, Communicative Language Teaching (CLT) has developed as a predominant trend in the world of second language teaching. CLT has had an enormous influence on theoretical aspects of second language teaching, but there has not been much evidence of change in its practical application. In the academic area of English language education research, the major focus has been on methods of instruction, teaching content, and political aspects. However, little attention has been paid to how English language education is carried out in an organized manner among the personnel of English language departments (EL departments) in Japanese schools. In order to understand the organizational characteristics appropriate to CLT practices, this study investigates (1) the realities of EL department members' commitment to CLT in public upper secondary schools in Japan, (2) the organizational characteristics of EL departments, and (3) the relation between organizational characteristics and the commitment to CLT. The framework to analyze organizational characteristics of the EL departments was constructed based on the theory of organizational science and research of effective schools. The framework consists of four criteria: adaptability, goal-rationality, collegiality, and orientation. Adaptability is a criterion to assess the flexibility of EL departments in adapting to their external environments and their creativity in the face of a changing world. Goal-rationality is a criterion to assess levels of goal-attainment through the PDS cycle; setting department objectives and plans to attain them (Plan), carrying them out (Do), and evaluating them (See). Collegiality refers to the assessment of the efficiency of the management, and collaboration among the members of EL departments. Orientation refers to the assessment of the maintenance of the value patterns shared among the members, levels of morale, and commitment to develop the quality of their English language education. The framework for CLT is based on Kumaravadivelu's (1994) macrostrategies. To collect data about the realities of organizational characteristics of EL departments and CLT practices, a questionnaire was administered at 128 upper secondary schools in the Chugoku area. The data of 82 schools were selected for analysis. The following conclusions were reached: CLT can be divided into two types: activity-based CLT and form-based CLT. In most schools, both types are considered to ideal ways of teaching the language, but thinking of the relatively small proportion of schools where CLT is put into practice, it seems to be difficult to apply them under the present organizational conditions of EL departments. The organizational characteristics of EL departments can be grasped from the four criteria: adaptability, goal-rationality, collegiality, and orientation, and they are different from school to school. The four organizational characteristics were confirmed as promoting CLT practices. Orientation and goal-rationality are especially crucial to realize CLT. In terms of CLT types, form-based CLT can be rationally put into practice through the PDS management cycle, but to realize activity-based CLT, which has been recently called for in the Japanese Course of Study, it is not enough to introduce such a rational approach. It also requires collaboration in which teachers exchange and share their trials and errors in these practices and conceptualize their own CLT. 高等学校の英語科組織の経営特性と、英語科教員のCommunicative Language Teaching(CLT)へのコミットメントの現状を質問紙調査を通して把握し、CLTの実現を促す英語科組織の経営のあり方を追求することを目的としている。調査票は教育経営学や組織研究などの知見をもとに作成され、英語科組織の4つの経営特性(適応性、目標合理性、連帯性、志向性)とその成員のCLTへのコミットメントに関する質問項目から構成された。分析の結果、1)CLTの実現には英語科教員の意識レベルのコミットメントを促すような職場環境が必要であること、2)4つの経営特性はCLTの実現に有効に働きかけること、3)特に活動重視型CLTの実現は合理的な運営方式のみでは不十分であり、英語科組織成員がお互いの経験や問題意識を共有することを通じて状況に応じたCLTを創っていくことが必要であること、などが明らかにされた。

scholarly journals New directions for the Annual Review of Applied Linguistics

2016 ◽  
Vol 36 ◽  
pp. 1-4 ◽  
Author(s):  
Alison Mackey
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Processing ◽  
Language Contact ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Annual Review ◽  
Language Pedagogy ◽  
Bilingual Communities

To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language; multilingualism; foundations of second language teaching; applied linguistics as an emerging discipline; language and psychology; discourse and dialogue; language contact and change; advances in language pedagogy; lingua franca languages; neurolinguistics; cognitive aspects of language processing; language assessment; and formulaic language.

Vrue Taalprodukties En De Computer

1989 ◽  
Vol 33 ◽  
pp. 33-39
Author(s):  
Johan Zuidema ◽  
Gellof Kanselaar ◽  
H. Wichmann ◽  
M. Giezeman ◽  
L. Koster ◽  
...  
Keyword(s):  
Second Language ◽  
Computer Program ◽  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Second Language Teaching ◽  
Communicative Skills ◽  
English Sentence ◽  
Grammatical Class ◽  
Free Language

In second language teaching a great deal of attention is paid to the learning of communicative skills. The computer program PRESTIGE (Productive and Receptive English, a Smart Tutor and Intelligent Generator of Exercises) subscribes to the views currently held in communicative language teaching. Among these are learning the meaning of a word through deduction of the word's meaning from contexts, and emphasizing the use of productive language. The computer program PRESTIGE, written in PROLOG, consists of several parts: A parser, which checks if syntax, spelling and inflection of pupils' input sentences, words, and verbs are correct. The parser is the heart of the program, and is capable of analysing most English sentence structures which are used in the first years of secondary education. A database of descriptions of words and context sentences in everyday English (taken from Collins COBUBLD English Language Dictionary). Both databases can be consulted by the pupil at any moment and thus constitute an extensive help facility. A database of texts. These texts are taken from a method called "Notting Hill Gate" (Malmberg). A generator of exercises. The program is able to generate exercises for both receptive and productive language use. Receptive: a story fragment is selected from the database. For every word, pupils can ask for a description (in English) or for a context sentence in which the word is used. Productive: several different exercises can be generated. They vary from cloze texts: the parser leaves out words that belong to a certain grammatical class (adjectives, prepostions, etc.), to free language productions: writing a composition. Furthermore, exercises can be generated in which interrogative or negative sentences have to be made. When the pupil is writing a composition, the parser checks whether the sentences are grammatically correct. Here as well, all help options from the databases are available. Pupil registration. For every pupil the program keeps track of the words that (s)he has studied, what kind of help (s)he has asked for, and what the results of the exercises are. The advantage of PRESTIGE over existing courseware for second language teaching is the open structure of the program, which makes free input of language possible. In the article the possibilities of the parser are shown and illustrated by examples. The article concludes with a discussion of the uses of PRESTIGE as an intelligent generator of exercises, and some plans for further research.

Structural-Cognitive

1980 ◽  
Vol 1 ◽  
pp. 26-42
Author(s):  
F. Gomes de Matos
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
International Association ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Teaching Materials ◽  
Second Language Teaching ◽  
Explicit Mention

The design of teaching materials for second or foreign language teaching (hereafter SFLT) should be a particularly creative and insightful activity for applied linguists to engage in, yet a search through the ever-growing literature of Applied Linguistics reveals that relatively negligible attention has been given to the study of applications of linguistics to SFLT textbooks (Gomes de Matos 1976a). A look at the Proceedings (1971, 1974, 1976) of three Congresses of the International Association of Applied Linguistics (AILA) shows that in its Stuttgart, 1975 Congress, AILA features a section devoted to Language Materail Development, but the program of its 1978 Montreal meeting reveals that the former sectin was subsumed under the section Second Language Teaching and Learning. Greater recognition of the importance of textbooks in Applied Linguistics can be seen in the inclusion in AILA's 1981 Congress in Lund, Sweden of a section on Teaching Materials, Textbooks (note the explicit mention of the latter), and Pedagogical Grammars.

scholarly journals From the editor

2017 ◽  
Vol 6 (3) ◽  
pp. 111
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Second Language Teaching

 From the Editor Assoc. Prof. Dr. Ali RahimiMessage from EditorDear Readers,It is a great honor for us to publish August 2016 - Vol 6, No 3 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics. Keyword and Full Video Captioning in Listening Comprehension, Infants’ Acquisition of Words Before Concepts, Pragmatics, Task Complexity , Language Use of Patients With Early-Onset Alzheimer’s Disease, Headings in Theses and Research Articles in Applied Linguistics, and Developing Intercultural Competence have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University

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