scholarly journals Language in education and the role of applied linguistics in Kenya

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Martha Moraa Michieka
Keyword(s):  
Applied Linguistics

An assessment of language attitudes as a mediator in the stereotypes–L2 motivation linkage

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Larisa Nikitina ◽  
Fumitaka Furuoka
Keyword(s):  
Foreign Language ◽  
Language Attitudes ◽  
Positive Impact ◽  
Applied Linguistics ◽  
Statistical Procedure ◽  
Motivational Factor ◽  
Mediating Role ◽  
L2 Motivation ◽  
Context Of Learning

AbstractApplied linguists and language educators have long acknowledged the prominent role that language attitudes play in the process of selecting and learning an additional language. The current study examines a mediating role of language attitudes in the Stereotypes–L2 motivation linkage in the context of learning a foreign language, an area which remains comparatively underexplored. It provides a detailed description of – and rationale for – applying a statistical procedure based on the Baron–Kenny method, which is rarely used in applied linguistics research. The findings indicate that stereotypes and language attitudes had a positive impact on L2 motivation when the former two variables were examined separately in two different analyses. However, when all the three variables were analysed together, language attitudes were found to remain a motivational factor while the stereotypes ceased to be such. This suggests that stereotypes had an indirect effect on L2 motivation through language attitudes. Hence, language attitudes were a mediating variable in the Stereotypes–L2 motivation linkage assessed by the Baron–Kenny method. These findings have some pedagogical implications.

scholarly journals A Translator’s Wanderings in TranslationStudiesWorld

2019 ◽  
Vol 30 (1-2) ◽  
pp. 79-99
Author(s):  
Brian Mossop
Keyword(s):  
Applied Linguistics ◽  
Translation Studies ◽  
Point Of View ◽  
Full Time ◽  
Canadian Government ◽  
Definition Of ◽  
Object Of Study

This semi-autobiographical article reflects on the discipline known as Translation Studies from the point of view of the author, who was a full-time Canadian government translator from 1974 to 2014, but also taught and wrote about translation. The narrative begins with the emergence of Translation Studies in Canada and in Europe and continues through the present neoliberal era, with reflection on a variety of topics including the English name of the discipline, the lack of definition of an object of study, the original role of the journal Meta, and the notion of translation as applied linguistics. The last section considers two fictive scenarios in which Translation Studies does not emerge, and translation is studied, right from the start, in ways much more closely linked to the translation profession, with a focus on translators rather than translations, and therefore on translational production rather than the analysis of completed translations.

Applied linguistics in Europe

AILA Review ◽  
2004 ◽  
Vol 17 ◽  
pp. 57-68
Author(s):  
Kees de Bot
Keyword(s):  
Cold War ◽  
Labor Migration ◽  
Western Europe ◽  
Applied Linguistics ◽  
Social Changes ◽  
Languages In Contact ◽  
The North ◽  
The Cold War ◽  
The Eu

In this contribution developments in Applied Linguistics in Europe are linked to major social changes that have taken place over the last decades. These include: The decline of the USSR and the end of the cold war; The development of the EEC and the EU and fading of borders; The economic growth of Western Europe; Labor migration from the south to the north of Europe; The emergence of regionalism. All of these developments have shaped the role of languages in society and they have sparked research on linguistic aspects related to the languages in contact due to these developments.

Het Belang Van Taalkunde Voor de Toegepaste Taalkunde

1981 ◽  
Vol 11 ◽  
pp. 246-257
Author(s):  
A.G. Sciarone
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Linguistic Understanding ◽  
Language Courses ◽  
The Difference ◽  
And Linguistics ◽  
Task Division

Applied Linguistics is generally regarded as a multidisciplinary field in which didactics, psychology and linguistics participate. It is remarkable that within the context of foreign language teaching the focus is mainly on the didactic experiment and on the construction of psycholinguistic hypotheses. Yet for a linguistic-didactic experiment to be relevant, insight in what is to be taught, viz. language,is necessary. Many variants of language teaching could have been avoided with a better linguistic insight. Moreover, a better linguistic understanding in applied linguis-tics leads to a better distinction between the views of linguists on language didactics and psycholinguistics and the descriptions of language they give. In this paper the relation between grammar and vocabulary is discussed. It is argued that this distinction is based more on definition than on reality. Stressing the importance of the role of vocabulary does not imply denying or minimising the importance of grammar. On the contrary, the traditional task division in linguistics between grammar and lexicology has led to a sterile grammatical description. Recent tendencies in linguistics now show a more integrated description of grammar and vocabu-lary. Finally, with regard to the didactically important problem of vocabu-lary selection, some remarks are made concerning the difference between selection on the basis of linguistic properties and selection on the basis of usually arbitrary non-linguistic idiosyncrasies of words and the influence of this on teaching material. This is illustrated with examples from language courses.

scholarly journals Disentangling the Role of Linguistics in English Language Teaching

ELT in Focus ◽  
2019 ◽  
Vol 2 (1) ◽  
pp. 29-33
Author(s):  
Kelik Wachyudi
Keyword(s):  
English Language Learners ◽  
Literature Review ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Research Paper ◽  
English Language Teaching

The research paper attempt to disentangle of (applied) linguistics in English language teaching.  In this research, I used a literature review as my method. The result revealed that the role (applied) linguistics in English language teaching is needed for language learners. As a result, English language learners have beneficial from (applied) linguistics along with study English language teaching.  The content of (applied) linguistics help language learners better to comprehend ELT.

Slovotvorná Motivácia V Jazykovom Vývine Dieťaťa

2018 ◽  
Vol 69 (3) ◽  
pp. 600-615
Author(s):  
Ľudmila Liptáková
Keyword(s):  
Language Development ◽  
Applied Linguistics ◽  
Research Problem ◽  
Theoretical Background ◽  
Point Of View ◽  
Relevant Research ◽  
Transdisciplinary Approach ◽  
Instructional Text ◽  
Research Findings

Abstract The aim of the paper is to analyse the role of word­formation motivation in child’s language development. The character of the research problem requires a transdisciplinary approach. For this reason, the author looks back on derivational theories as well as on researches of applied linguistics in Slovakia and abroad. Analysis of the relation between word­formation motivation and language development is based on author’s empirical findings on the children’s nonce words, the role of word­formation motivation in the development of the child’s cognitive and linguistic abilities and in the comprehension of an instructional text. The paper consists of: 1) the analysis of theoretical background from the point of view of derivatology as well as of applied linguistics; 2) the analysis of relevant research findings and the clarification of relationship between particular aspects of this topic; 3) the discussion about the functions of word­formation motivation in child’s language development confronting the author’s findings with the findings of other researches in this field.

The role of DO-auxiliary in subject-auxiliary inversion: Developing Langacker’s notion of existential negotiation

2016 ◽  
Vol 27 (2) ◽  
pp. 269-287 ◽  
Author(s):  
Patrick Duffley
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Cognitive Motivation ◽  
Core Elements

AbstractThis paper builds on Langacker’s (in press. How to build an English clause. Journal of Foreign Language Teaching and Applied Linguistics 2(2)) analysis of subject-auxiliary inversion (SAI) as involving “existential negotiation”. Langacker’s account is completed by relating it to full verb inversion (FVI). In FVI, non-core elements are fronted, resulting in inversion without an auxiliary, as in Into the room walked Mary; however, non-core elements are also frontable in SAI, as in Bitterly did we regret our decision. Do is treated as denoting full actualization and SAI is accounted for by focus on an exceptionally intense mode of actualization, whence the use of do to explicitly express what is focused on. The role of into the room in the FVI example is to define a locus into which an entity is introduced. Since this does not involve focus on the fact or manner of the verbal event’s actualization, do is not used. This leads to a different division of inverted structures than that of Chen (2013. Subject auxiliary inversion and linguistic generalization: Evidence for functional/cognitive motivation in language. Cognitive Linguistics 24. 1–32), who distinguishes those that merely reverse subject and auxiliary (argued to denote non-indicative mood) from those where the inverted auxiliary-subject order is accompanied by fronting of a non-subject element (treated as involving focus on the fronted item). It is argued here that fronting do-auxiliary marks focus on the actualization of the verbal event itself.

scholarly journals Austausch am eigenen Leib erfahren – die Rolle der Reflexion für angehende Lehrende in interkulturellen Begegnungen

2018 ◽  
Vol 143 ◽  
pp. 457-470
Author(s):  
Daniel Bodył ◽  
Kamila Chmielewska-Molik ◽  
Gabriela Gorąca-Sawczyk
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Applied Linguistics ◽  
Learning By Doing ◽  
Language Teachers ◽  
International Exchange ◽  
Opinion Poll ◽  
Foreign Language Teachers ◽  
Teaching Community

 In dem Beitrag wird dargestellt, welche Rolle die Reflexion in der Bildung von Fremdsprachenlehrenden spielt und wie sie in handlungsorientierten Vorgehensweisen entwickelt werden kann. Das Ziel des Artikels ist es, die Ergebnisse einer Befragung unter acht Masterstudierenden der Angewandten Linguistik, die zu Deutsch- und Englischlehrenden ausgebildet werden und an dem deutsch-polnischen Seminar zum Thema Schüleraustausch in Kreisau teilgenommen haben, zu präsentieren. Die Möglichkeit, sich mit den deutschen Kollegen jungen Lehrenden im Referendariat auszutauschen, hat bei den Studierenden das Gefühl der Zugehörigkeit zur Lehrerschaft ausgelöst und ihnen gezeigt, dass sie einen großen Einfluss auf die Entwicklung interkultureller Kompetenz bei ihren SchülerInnen haben. Experiencing an international exchange at first hand. The role of reflection for prospective foreign language teachers in intercultural exchangesThe paper describes the role of reflection in training foreign language teachers and shows how it can be fostered in the initiatives based on the concept of learning by doing. The purpose of this article is to present the results of an opinion poll on the reflections of 8 MA students of Applied Linguistics who are training to become German and English teachers and who took part in a Polish-German Seminar on school exchanges in Krzyżowa. Having had the opportunity to share their knowledge and experiences with young teachers from Berlin also gave them the feeling of being a part of the teaching community and showed them that they can have a great impact on the development of intercultural competence by their own pupils. It also contributed to developing their own intercultural competence.

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