应用语言学

AL: An advanced Course
Chapter 1 Introduction P24
1.AL-AL(print), P2
2.Major aspects- AL(print), P2
3.Social relationships play a crucial role in AL
Chapter 2 The development of AL P51
Chapter 3 AL and linguistics P97
1.Linguistics-P54 Linguistics plays an important role,P54m
2.Pragmatics
Pragmatic awareness is regarded as one of the most challenging aspects of language learning, and comes only through experience.
There is considerable overlap between pragmatics and sociolinguistics, since both shares and interest in linguistic meaning as determined by usage in a speech community.
Pragmatics helps anthropologists relate elements of language to broader social phenomena; it thus pervades the field of linguistic anthropology.
3.Relationship between L and AL
Generally speaking, P70
Specifically
(1)Jia, P69u, P86 (2)Widdowson, P69d, P70, P75
(3)Corder, P71 (4)Christopher, P71
(5)Davies, P71 (6)Elasson, P80
(7)Grabe and Kaplan, P85
(8)I think
Applied linguistics first concerned itself with principles and practices on the basis of linguistics. In the early days, applied linguistics was thought as “linguistics-applied” at least from the outside of the field.Research of applied linguistics was shifted to “the theoretical an d empirical investigation of real world problems in which language is a central issue”.
Chapter 4 AL and Language P99
nguage-systematic, symbolic, arbitrary,primarily vocal, human specific, used for communication.
2.Implication of identities of language to foreign language L&T
nguage identities
The relationship between identity and language learning is of interest to scholars in the fields of second language acquisition (SLA), language education, sociolinguistics, and applied linguistics.Is holds that learners can be defined in binary terms as motivated or unmotivated, introverted or extroverted, without considering that such affective factors are frequently socially constructed in inequitable relations of power, changing across time and space, and possibly coexisting in contradictory ways within a single individual. Chapter 5 Al and SLA P112
1.AL and SLA, P102, P111
2.AL and LA
3.SLA relate to pedagogy, P110u Applied linguist contribute to SLA, P110d
Chapter 6 AL and Psycholinguistics P126
1.Psycholinguistics and AL, P121, P125
2.Multilingual processing explain learners’ acquisition of non-native language
Regulatory pragmatic interpersonal
micro Interactional macro
function Personal mathetic ideational
Heuristic meta
Imaginative textual
Informative
3.Future psycholinguistics
Two other major subfields of psycholinguistics investigate first language acquisition, the process by which infants acquire language, and second language acquisition.
The field of aphasiology deals with language deficits that arise because of brain damage. Studies in aphasiology can both offer advances in therapy for individuals suffering from aphasia, and further insight into how the brain processes language.
the advent of brain imaging equipment neurolinguistic findings language impairment
explores the question of whether language is a form of communication peculiar to human beings the question of how language evolved
contributing to the work of clinicians, this research helps to shed contrastive light on normal language processing. Similarly, work on the relationship between language and other cognitive skills in conditions such as Down syndrome or autism provides insights into whether language is part of general cognition or develops independently of it.
Studying Linguistics and Applied Linguistics teaches a wide range of generic skills that are useful in many ways, it also provides specific skills that are central to a wide range of occupations.
Language teaching. Whether it's teaching foreign languages, or English as a second language, or traveling the world teaching English, Linguistics and Applied Linguistics lay essential foundations. Once teaching, higher qualifications in Linguistics and Applied Linguistics considerably increase your career prospects.
Information technology. As the IT industry rapidly expands direct interaction between people and machines the demand increases for linguists to work on speech recognition and synthesis, and on developing computers facility to interpret and generate natural language.
Speech therapy and speech pathology. A background in Linguistics and Applied Linguistics is a definite advantage in work helping people like stroke victims and the developmentally disabled overcome speech difficulties.
Translation and interpreting. Careers in translation and interpreting can be attractive in pay and conditions, and Linguistics and Applied Linguistics provide unique skills in cross-linguistic and cross-cultural communication.
Working with Aboriginal communities. The languages and cultures of Australia's indigenous people are rapidly being lost, and many indigenous schools and communities employ trained linguists to help provide language and literacy materials. Linguists can also play a part in land-rights claims. Employment in multicultural Australia. Training in linguistics provides skills that can lead to employment working with minority community groups, or with government to develop policies and programs on multilingualism and community languages.
Publishing. Linguists are needed by publishers to work on language reference books such as dictionaries and thesauruses, and on language-teaching materials, and the demand for these kinds of books is huge.
Principles of Language Learning and Teaching
Chapter 2 1st language acquisition P45
1. Behaviorisic theories explain earliest utterances well, P22d，P41m
Nativistic,P24-28 Function, P28-29 , Bloom, Piaget, Dan
3. behavioristic-nativistic-functional cycle Behaviorists view sounds reasonable in explaining the routine aspects, the innatist accounts mos t reasonable in explaining children’s acquiring complex system,
and the interactionist description convincing in understanding how children learn and use the language appropriately from their environment.
4. UG and LAD, First language acquisition(print), P4
5. Chomsky ,performance variables, P31
6. Competence and performance, note
7. Comprehension and production, P33+note
8. Form of language
Function of language
P29,Bloom
9. Variability permanent
variability is the property of language which defines the range of possibilities from which choices can be made
10. Frequency of meaningful occurrence, P41m
Chapter 3 Compare and Contrast 1 and 2 LA P72
3.Critical period hypothesis- (1) The strong one suggest that children must acquire their first language by puberty or they will never be able to learn from the subsequent exposure.(2) The weak holds that language learning will be more difficult and incomplete after puberty.
Perfect accent, S&D between 2 and 1(Print),success
4. Scovel’s sociobiological critical period, P54d
5. left- and right-brain, P53
6.The saliency of interference, P65m
Chapter 4 Human Learning P100
2. Teaching method: Grammar-translation method, Direct method, Audiolingual method, Situational method, Cognitive approach, Communicative approach, Task-based language teaching approach.
10. Inductive method, the teacher induces the learners to realize grammar rules without any form of explicit explanation.
Advantage: it is believed the method is more effective in that student discover the grammar rules themselves while engaged in language use. This is especially true with grammatical regularities which are easily perceived, understood and applied.
Deductive method, relies on reasoning, analyzing and comparing.
Advantage: (1)it could be very successful with selected and motivated students.(2)it could save time when students are confronted with a grammar rule which is complex but which has to be learned.(3)it may help to increase students’ confidence in those examinations which are written with accuracy as the main criterion of success.
Disadvantages: (1)it teaches grammar in an isolated way.(2)little attention is paid to meaning.(3)the practice is often mechanical.
In practice, the distinction between the deductive method and the inductive method is not always apparent. Perhaps a blend between the two is indeed more appropriate. Again, learner variables and instructional variables need to be considered when teachers decide whether to use a deductive method of an inductive method or a combination of both
11.Gradner’s and Sternberg’s intelligence, P93, P94
Chapter 8 CA, Interlanguage, and EA P223
1.(1)It was around the 1940s and 1950s that CA developed and thrived with pedagogy as its concern.
(2)before any of the questions of how to teach a foreign language must come the much more important preliminary work of finding the special problems arising out of any effort to develop a new set of language habits against a background of different native language.
(3)hence, CA of the NL and TL become essential in producing NL based materials detailed comparison between the two languages were carried out to determine similarities and differences and
with the pedagogical impetus.CA as a field developed quickly.
3. Whitman’s four procedures, P194 Prator’s six categories, P195-196.
4. Three versions of CA hypothesis, Topic 8 CA and EA(Print), P1d
7. Mistake and error
(1)P205.
(2)mistake is skin to slips of the tongue which are generally one-time-only events. Error is systematic, it is likely to occur repeatedly and is not recognized by the learner as an error.
(3)The two main error types were discerned within the EA framework: interlingual and intralingual. Interlingual error are those that can be attributed to the NL. Intralingual error are those that are due to the language being learned, independent of the NL.
8. Overt error-mistake，performance error
Covert error-error，competence error
9. Fossilization, P271m+d
Chapter 11 Theories of SLA P297
3. Krashen’s input hypothesis
Most plausible
Implication
4. Seliger’s output hypothesis, P282 Role, P282 Why, P281, krashen claim----
5. Mclaughlin’s redefinition, P283m, A more------
6.Bialystok, quick retrieval of information,-functional practicing+formal practicing+elaborate rehearsal+ use TL to express
Possibilities, P28w6Model
11. Characteristics of language teacher: attentive, intuitive, disciplined, speaking clearly, well-prepared,-enthusiastic, professionally-trained.
How to train: Be controller, assessor, organizer, prompter, participant, resource-provider.。