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.

scholarly journals EDITOR'S INTRODUCTION

2005 ◽  
Vol 25 ◽  
pp. vii-xi
Author(s):  
Mary McGroarty
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Corpus Linguistics ◽  
Language Contact ◽  
Applied Linguistics ◽  
Language Translation ◽  
Historical Context ◽  
Annual Review ◽  
Language Curriculum ◽  
Language And Education

It is a sign of overweening ambition if not hubris to think that all of applied linguistics can fit between two covers. Dynamic even when the Annual Review of Applied Linguistics (ARAL) began publication in 1981, applied linguistics has continued to change, grow, and redefine its areas of coverage, even as many other journals have emerged in the intervening 25 years. Writing in the 20th anniversary issue of ARAL, my editorial predecessors, Robert Kaplan and William Grabe, provide the historical context for the establishment of ARAL and show how it came to fit into the context of applied linguistics as the field evolved from the mid-20th century to the beginning of the 21st. They summarize the key notions that characterize applied linguistics and remark that it “commonly includes a core set of issues and practices that are readily identified as work done by many applied linguists (language teaching, language teacher preparation, and language curriculum development)” along with “several further identifiable subfields of study: bilingual studies, corpus linguistics, forensic linguistics, language contact studies, language testing, language translation and interpretation, language use in professional contexts, lexicography and dictionary making, literacy, second language acquisition, and second language writing research” (Kaplan & Grabe, 2000, p. 5). The variety and diversity of these subfields defy attempts to gather them into a single volume (although some useful recent handbooks have done so; see, for example, Davies & Elder, 2004; Kaplan, 2002); furthermore, at present, topics in applied linguistics are commonly addressed through entire handbooks for particular subfields (Bhatia & Ritchie, 2004; Doughty & Long, 2003; Spolsky, 1999) or even in multivolume sets such as the Encyclopedia of Language and Education (Corson, 1997). Hence, this year's volume should perhaps be labeled a ‘selective’ survey, or even a sampling of the field, rather than an exhaustive inventory of all possible endeavors that warrant inclusion within applied linguistics. The present volume features research on some of the perennial concerns of applied linguistics, akin to Kaplan and Grabe's ‘core issues.’

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

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.

scholarly journals Editor's Introduction

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.

scholarly journals Applied linguistics

2004 ◽  
Vol 37 (3) ◽  
pp. 208-210
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Second Language Learners ◽  
Applied Linguistics ◽  
Relevance Theory ◽  
University Teaching ◽  
Annual Review ◽  
Learning And Teaching ◽  
Language Research

04–413 Biber, Douglas and Cortes, Viviana (Northern Arizona U., USA). If you look at…: lexical bundles in university teaching and textbooks. Applied Linguistics (Oxford, UK), 25, 3 (2004), 371–405.04–414 Davies, C. E. (U. of Alabama, USA), Developing awareness of crosscultural pragmatics: The case of American/German sociable interactionMultilingua (Berlin, Germany), 23, 3 (2004), 207–231.04–415 Kaufman, Dorit.Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 303–319.04–416 Kern, Richard, Ware, Paige and Warschauer, Mark. Crossing frontiers: new directions in online pedagogy and research. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 243–260.04–417 Liszka, S. A. (U. of London, UK; Email: [email protected]). Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective. Second Language Research (London,UK), 20, 3 (2004), 212–231.04–418 McArthur, T. Is it world or international or globalEnglish, and does it matter?English Today (Cambridge, UK), 20, 3 (2004), 3–15.04–419 Ying, H. G. (U. of Colorado at Denver, USA; Email: [email protected]). Relevance mapping: a study of second language learners' processing of syntactically ambiguous sentences in English. Second Language Research (London,UK), 20, 3 (2004), 232–255.04–420 Zegarac, V. (U. of Luton, UK; Email: [email protected]). Relevance Theory andthein second language acquisition. Second Language Research (London, UK), 20, 3 (2004), 193–211.

The rediscovery of vocabulary

2002 ◽  
Vol 18 (4) ◽  
pp. 393-407 ◽  
Author(s):  
Paul Meara
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Computational Linguistics ◽  
Vocabulary Acquisition ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Current Work

This article reviews four recent books of current research in vocabulary acquisition. Vocabulary acquisition has moved from being a neglected backwater in second language acquisition (SLA) to a position of some importance, and this importance looks like increasing as lexical issues become more central to theoretical linguistics.The review suggests, however, that most vocabulary research in applied linguistics is based on a narrow linguistic agenda that was to a large extent defined by the concerns of the vocabulary control movement in the 1920s, particularly the work of H.E. Palmer and his successors (Smith, 1998; Institute of Research in Language Teaching, 2000). Current work in psycholinguistics and computational linguistics does not seem to have made much of an impact on the field, and this has led to a serious divergence between the theories of vocabulary acquisition that appear in these books, and the theories that are developing in other related fields.

scholarly journals Foreword

1989 ◽  
Vol 10 ◽  
pp. vii-xi
Author(s):  
Robert B. Kaplan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
Language Planning ◽  
Language Testing ◽  
Annual Review ◽  
Education Planning ◽  
The Past

This tenth volume of the Annual Review of Applied Linguistics (ARAL) concerns itself with a survey of applied linguistics broadly, as this series did in volume I and volume V. The changes which have occurred in the field generally over the past decade are impressive; indeed, a volume such as this one would have been quite impossible ten years ago. Some of the topics covered in this volume are ones to which this series has repeatedly returned—e.g., language planning, language-in-education planning, bilingualism; others are unique to this volume—e.g., language and aging, and still others represent sub-fields which have been treated previously but which have expanded significantly in the years since volume I was published—e.g., second-language acquisition, language testing.

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.

Cognitive Semantic ways of teaching figurative phrases

2011 ◽  
Vol 9 (1) ◽  
pp. 227-261 ◽  
Author(s):  
Frank Boers
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Applied Linguistics ◽  
Language Pedagogy ◽  
Positive Effects ◽  
Published Evidence ◽  
Cognitive Semantic ◽  
Scope Of Application ◽  
Second Language Pedagogy

In this article I review studies published between 1996 and 2010 in which the effectiveness of Cognitive-Semantics informed second language pedagogy was put to the test. Altogether, the published evidence is manifestly favourable, although questions remain as to the scope of application of the approach and the precise properties that produce its positive effects. It must also be recognised that Cognitive Semantic ventures into language pedagogy stand a lot to gain from a closer collaboration with ‘mainstream’ applied linguistics, not only with regard to general insights into the nature of second language acquisition but also with regard to this type of research methodology.

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