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An Introduction to Applied Linguistics for SLSAx

An Introduction to Applied Linguistics

Introduction

Title: An Introduction to Applied LinguisticsEditors: Norbert Schmitt and Michael P.H. RodgersPublication: Third Edition published by Routledge, 2020

Copyright and Publishing Details

  • © 2020, selection and editorial matter by Norbert Schmitt and Michael P.H. Rodgers; individual chapters attributed to their respective contributors.

  • Rights: No part of the book may be reproduced without written permission from the publisher.

ISBN Details:

  • ISBN 978-1-138-29012-9 (hardback)

  • ISBN 978-1-138-29013-6 (paperback)

  • ISBN 978-0-429-42446-5 (ebook)Available in multiple formats to accommodate different preferences and recognizes the authors' intellectual property rights.

Chapter 1: An Overview of Applied Linguistics

Historical Context

  • Twentieth Century: Significant transformations occurred in linguistic description and educational methodologies, heavily influenced by social and technological changes.

Teaching Methods Evolution

  • Grammar-Translation Method: Predominant early in the century; introduced by Karl Plötz.

    • Focus: Grammar rules, vocabulary acquisition, and translation exercises.

    • Critique: Lacked emphasis on actual language use; prioritized reading and writing over oral skills, limiting communicative competence.

  • Direct Method: Emerged in response to the shortcomings of Grammar-Translation.

    • Characteristics: Highlighted oral skills; reduced reliance on explicit grammar rules and translations.

    • Challenges: Teacher proficiency levels and students' unrealistic learning expectations concerning L2 acquisition.

Developments in Pedagogy

  • Reading Method: Initiated by Michael West to enhance reading exposure in language learning.

    • Aspects: Focused on effective vocabulary management and the simplification of complex texts.

    • Contribution: Led to the creation of the General Service List, identifying the most useful English words for learners.

  • Audiolingualism: Developed during WWII from military needs; led by American structural linguists.

    • Methodology: Emphasized the development of speaking and listening skills through repetitive drills and habit formation, aiming for fluency.

  • Chomsky's Revolution: In the late 1950s, Noam Chomsky challenged behaviorist theories.

    • Theory: Proposed the concept of Universal Grammar, suggesting that humans have an innate understanding of language structures and the capability to test hypotheses in language acquisition.

  • Communicative Competence: Introduced by Hymes (1972), expanding on Chomsky’s work.

    • Focus: Emphasized the appropriateness of language use in various contexts, moving beyond mere grammatical correctness.

    • Theoretical Contributions: Halliday's Systemic-Functional Grammar reinforced the idea that language serves social functions beyond syntax and semantics.

  • Notional-Functional Approach: Developed by the Council of Europe (1976) to create a framework addressing the needs of L2 learners.

    • Language Function Categories: Included imparting and seeking factual information, expressing attitudes, and facilitating social interaction among others.

  • Krashen's Input Hypothesis (1982): Asserted that comprehensible input is essential for effective L2 acquisition.

    • Recommendation: Suggested that learners should have rich exposure to meaningful communication, with a focus on tasks that extend beyond basic grammar.

Advances in Assessment

  • Evolution of Test Criteria: Shifted from focusing solely on internal factors to considering context and the impact on stakeholders.

  • Messick's Validity Framework: Promotes a comprehensive view of validity that incorporates multiple factors affecting testing scenarios.

  • Alternative Assessments: Recognized the need for assessments tailored to specific educational contexts, moving away from traditional high-stakes testing.

Influence of Technology

  • CALL (Computer-Assisted Language Learning): Revolutionized language learning environments through personal computers.

    • Impact: Enabled interactive, customizable learning experiences that can cater to individual learner needs.

  • Corpora Insights: The facilitation of extensive language data analysis through corpora has contributed significantly to linguistic research.

    • Findings: Showed lexical patterns and differences in spoken versus written discourse, emphasizing the phrase nature of language.

Conclusion

Technological advancements and innovative pedagogical approaches have played crucial roles in reshaping the landscape of applied linguistics and language education, opening new pathways for understanding and teaching language, and ensuring ongoing development in the field.