Applied Linguistics Essay

Learner * We see learning in diametric courses (Behavior habit netup- Innatism response to behaviorism- ). If we learn through habits, what about(predicate) children? * Chomskys LAD theory * Universal Grammar * Were programmed to learn at least(prenominal) atomic number 53 lyric Interactionism * Snow Interaction is a vital factor, non LAD * Evidence Accommodation of diction * speech communication is modified by the kind of subject youre c every on the carpeting to. * Modifying the way were victimisation a phrase. * When we gurgle to children, we do it in a different way. * unconscious act * Between Children and c atomic number 18takers.* Between Natives and non-natives * The idea is to workout a nominate enter (Krashen) * The nevertheless way to learn face is to exchange the way we speak intelligible introduce * Communication as a de landmarkination * Focus is on problem solving or accomplishing tasks Key concepts (cont. ) see angles * Teaching methods and address assessment (Common European Framework of Reference) * Different Benchmarks for competence * International exams and certifications * Relationship between nomenclature and teaching * Teaching materials certain by linguistic corpora.* British national corpus * Language and speech intercourse * Learners age * Kids and young people * Critical halt * Content ground wording teaching more flexible * elderly people * It is more complicated to acquire a talking to when youre getting old * Different focus of bid, different reasons e. g. occupational, academic, etc. * You do-no affaire teach different things in a certain age * consideration * Physical locale (classroom or outside? ) * Immersion programmes * Teachers are putted into a context to teach to the target required * Problems fluent, barely no accurate.* semipolitical pressures in more or less parts of the world e. g. Iraq, Japan, * Multilingualism in Ameri notify classrooms is not a priority right now * Na tional lecture policies * What does it besotted to learn a language? Money? Fun? * Tajikistans fibre change from Russian to side of meat * Future trajectory * Learn other subjects in an L2? How? * Is it possible that Chile would be a bilingual rural area? * Teaching in a language target * Endangered languages * sight stop using a certain language * Reflection of a certain refining.* The end of a language is also the end of a culture * linguals Imperialism * Were getting the English/Ameri wad culture English language is fixed by the culture e. g. Afri female genitalia English * English as a Lingua Franca * Universal language * Clusters issues as non-native speakers in fact, beach, special * Native speakers vs Non-native speakers norms * Technology * Computer-mediated contact with other languages and cultures * Internet-delivered language instruction * Use of corpora to access to the information.An introduction to Applied linguistics * Language as a powerful tool * It give s access to information * convince (ads, politics) * Definition * Is NOT the application of linguistics * Means many things for many people (Cook, 2006) * A group of semi-autonomous disciplines (Spolsky, 2005) * AL (is now) a cover term for a sizeable group of semi-autonomous disciplines, each dividing its parentage and in allegiances between the semi-formal study of language3 and other relevant fields, and each working to develop its cause methodologies and principles * Cook, 2003.* the task of applied linguistics is to mediate between linguistics and language use * The academic discipline concerned with the relation of acquaintance about language to decision making in the real world * The chain of applied linguistics re master(prenominal)s or else vague, except attempts to delimit its main areas of concern as consisting of language and precept language, work and law and language information and effect. * Two comments * The source of applied linguistics. What applied lingu istics draws on * Narrow interpretation * (Linguistics) Language teaching.* Usage of linguistic elements semantics, phonology, pragmatics * Broad interpretation * (everything to do with language) * There are the different connotations of language * The target of AL * What applied linguistics equips you to do (SLA) * Language Acquisition (L1 and L2) * Psycho and Neurolinguistics * Sociolinguistics * brain Studies * Pragmatics * Discourse Analysis and Rhetorics * Text/Processing/translation * Computational Linguistic * Corpus Linguistics * Dialectology BBC Documentary Horizon Why do we talk? * Humans have a unique trait we have a different language like animals * We have requests.* Complex motion to pronunciate a word when child (wa der to water) * Language is exclusively humans race * Not much record about origins of language * Why chimps green goddess build up akin sounds like humans? * There are some parts of the brain involved in creation of words * grow of language re ception Test on newborn babies * How much a baby is attending to a particular sound * We can fill in sounds from our beginnings * Chomskys theory An innate aptitude to learn a language * Ability to talk is composed by words, moment and sounds. It also inwrought * Were BUILT ON SPEECH.* The KA family communication in other slipway are thoroughgoing(a), neither the speech * A DNA failure to constrain words * Theres no fossil try outs of speech communication * It is supposed that language was a practical way to defining rules * No one designed any language * Combination of words that can be easily remembered * Make sound to build a think uping * Dominant Theory of learning psychology Behaviorism * Positive strengthener * Habits are automatic and difficult to eradicate * If L1 differs to L2, L1 leave interfere with formation of L2 habits e. g. use of articles (a/an, the) * Interference manifests itself in error (undesirable).* Learners have to overcome L1 features and depu tise them Contrastive Analysis Hypothesis (CAH) * Analysis of L1 and L2 features (grammar and phonology) to determine equalities and differences between languages * Comparisons * CAH prospicience * L2 features which are similar to L1 easy features to learn * Present simple, present perfect * L2 features which are different to L2 errors in L2 * People is are * usage of L2 instruction teachers should focus on features which could be potential errors. Teaching via imitation, practice and error correction. * Mistakes are very dangerous here Immediate correction * E. g. quote after me Problems with CAH * Researchers trying ti apply CAH in analyzing L2 errors, soon effect that * Many errors could not be excuseed only by reference to L1 e. g. I goed * Many predicted errors were not made in L2 * Learners from different L1 made similar errors L2 * New weays of loking at L2s errors Error Analysis * C parade (1967) * Learner language is a placement in its own right * Errors are an grav e reflection of the state of L2 intimacy (system) and processing strategies. * Errors were a good thing there is a reflection about thinking of new things * create rules trial and fail * Processing* Learners form guesswork about L2 on the basis of their flick to the L2 * These hypothesis are tested receptively and profitably * If hypotheses disconfirmed, this leads to the formation and testing of new hypothesis Interlanguage (IL) * Concept created by Selinker (1972) * Coined the term Interlanguage to describe a scholars language * Is the whole process of learning a language * No competence Native-like competence * Interlanguage is rule governed (systematic) and dynamic (in flux) * U shape accomplishment * High performance is developed in Beginners aim and the Advance one * Explaining learners errors.* principal(prenominal) processes which can pardon errors in L2 * L1 transfer * L1 rules interfering with L2 * Overgeneralization of L2 rules e. g. goed (use regular past tense with all verbs) * It happens a lot with children * Transfer of training errors due to the way L2 was taught e. g. use of he because teaching materials contain mainly reference to males * Formal language in formal contexts * Simplification e. g. omission of referent elements (articles, prepositions) * Elision / wanna talk to me? sort of of do you wanna talk to me? Problems with IL and errors analysis.* Focus on errors rather than entire learner language output (i. e. what a learner can do * Oriented to L2 norms norms are often difficult to define (e. g. build of acceptable pronunctiations of some words) * Attribution of errors to processes not al shipway clear manage * Doesnt consider variability Morpheme studies * Morpheme the smallest unit of meaning in English e. g. plural s (bound morpheme), article (unbound morpheme) * Influential study Brown (1973) on First Language Acquisition (FLA) * Order of learning determined on basis of accuracy i. e. * Most accurate acquired ea rliest.* The most developed occurrence is the one which was developed earlier * Findings although rate of acquisition may differ, order of acquisition same for all children. Acquisition order in FLA downright MORPHEME EXAMPLE 1 Present progressive Boy singing 2 Preposition Dolly in car 3 Plural Sweeties 4 bypast Irregular Broke 5 Possesive Babys toy 6 Articles A car 7 Past regular Wanted 8 Third person singular He eats 9 appendix be Hes running * Dulay and Burt (1973-1975) * Suppliance of a set of morphemes in obligatory context * Developmental Secquences.* farseeingitudinal look for on acquisition of grammatic coordinates (e. g. negation, question formation word order) instal * Learners follow a set of order of make ups of acquisition * L1 may reckon how long a learner stays at any one stage * Learners cannot abbreviate a stage, regardless of L2 instruction * Instruction can only extend to speed of acquisition and whether learners reach final stage. Index readings T est 1 Monday 8th * Key concepts in language learning and language education * History and definitions * Introduction to SLA * Development of learner language.Developmental sequences yearnitudinal inquiry on acquisition of grammatical structures (eg negation, question formation word order) found * Learners follow a set order of stages of acquisition * L1 may affect how long a learner stays at any one stage * Learners cannot skip a stage, regardless of L2 instruction * Instruction can only affect speed of acquisition and whether learners reach final stage * Naturalistic statement the most important thing will be communication people wont correct anyone Variability in learner language.If IL is systenmatic, we should go thourg different stages. How can we account for variability in a learners interlanguage? * Need to do between free vatiation and systematic variation * Free variation may be due to * Random errors * Performance factors, e. g. anxiety * Anxiety affects issue * Early stage of IL experimentation * People is is not a taboo * Systemic variation may be due to * Linguistic environment e. g. omission of final s may vary agree to what sounds come before or after the letter ss * Situational context e.g. the person the learner is speaking to (interlocutor) or setting may affect the perceived level of formality and thus how much precaution Is give to accuracy * Fluency is affected by focus on accuracy * Psycholinguistic context e. g. amount of planning time given before being asked to perform the task infix & Interaction * Inputanything that a learner is exposed to in the environment. Anything that is perceived. * Intakeprocessing. When youre receiving language, you make out a certain structure subconsciously.* Uptake when you do something observable with your stimulant drug, if you make a mistake and then you have the correct version * siding production of language errors and mistakes are included * Comprehensible inputrefers to modify the langu age and make it comprehensible * Negotiation of meaning looking for answers for what you want to say negotiatate what someone say what? Could you repeat that? You tell () or you said ()? * Positive evidence vs. Negative evidence* NE corrections. Could be tie in to grammar * PE Discrete parts of the language. Its just language * Implicit vs. denotative feedback * Implicit feedback we dont really saying what the mistake is directly, but youre uttering what you say. * Explicit feedback correction looking a language as an object * Recast implicit feedback fixing what youre trying to say. When youre emphasizing, it turns to explicit feedback. Its supposed to be implicit.Introduction* Range of perspectives (theories) which exempt how language (L1 and L2) is processed and ultimately acquired * All theories agree that learners need exposure to language (input from a behaviorism focus, is important), but the kind of input and how that input is processed in order to become acquired v ary * Todays seminar focuses on the interaction hypothesis, a very influential theory in the field of SLA remark * Input is everything that you can get into the language * Language learner is exposed to (available for processing). * Two examples of input* Positive evidence sure or modified language * Negative evidence corrections behavioristic perspective Lado and Lee * From a behaviorist approach, Learners need positive and prohibit evidence (both) * Positive evidence models that learners imitate and repeat (thus forming habits) * Negative evidence given to prevent formation of incorrect habits * Language learning process of imitation & habit formation Universal Grammar Perspective * Proponents Chomsky (L1) White and Schwartz & Sprouse * Learners need ONLY exposure to positive evidence.* Positive evidence triggers processing in an innate language acquisition device * LAD contains principles (general rules about all human languages e. g. Parts of speech) and parameters (rule s which are language specific e. g. no voy instead of I cannot) * Pro-dropped language * Dummy subjects * Second language acquisition resetting parameters based on L2 evidence * Some debate in SLA Is UG fully, partially on not at all available for adult L2 learners? * Is very irrelevant that is available. Is mostly partially available Krashen.Main argument learners need only exposure to appropriate input (positive evidence) * Appropiate input comprehensible input at a level slightly above the learners incumbent level (i+1) input + something a bit higher * Comprehensible input will activate LAD subconscious process * Comprehensible input acquired fellowship (implicit knowledge used to produce language) * Is comes out, it flows * Conscious learning learnt knowledge (explicit knowledge used to monitor language production) * If youre giving ban evidence, they will acquire language * Difference between learning and acquiring language* Explicit knowledge does not become implicit know ledge (the non-interface position) * When you learn, you will not be able to acquire language Longs interaction hypothesis * Built on Krashens imagination of the importance of copmprehensible input for SLA * However difference in what makes input comprehensible * Krashen emphasis on learners individual processing i. e. learner uses contextual clues, world knowledge to comprehend i+1 * Long (1983) interactions (negotiation of meaning) make input comprehensible * Findings* Speech modifications alone are rarely sufficient. Native speakers also make a lot of adjustments to the reciprocal structure of conversations, and it is conversational modifications of the latter sort that are greater, more consistently observed, and believably more important for providing comprehensible input * Conversational modifications * Repetitions * Confirmation checks (is that what you mean? ), often involve repetition uttered with a rising chanting * Clarification requests (what do you mean? ) e. g. Sor ry? What?* Comprehension checks (do you follow me? ) e. g. OK? I+1 our current level of english Positive evidence language Negative evidence corrections Longs interactional hypothesis Original version (1983) * deductive argument * Conversational modifications make negotiation input (negotiations of meaning) make inupt comprehensible e. g. Having conversations with native speakers will change development of language because * Comprehensible input promotes acquisition (krashen) THEN * Negotiations of meaning - promote SLA Research based on Longs interaction hypothesis.* Variables that affect the quantity and type of conversational modifications (negotiation * moves) * Task type e. g. Doughty & Pica, 1986 * Learner variables (L1, proficiency in L2, gender) e. g. Pica et al. , 1991 Polio & Gas, 1998 * boundary to which negotiations facilitate comprehension e. g. Ellis et al. , 1994 * Extent to which negotiations lead to acquisition results mixed e. g. Iwashita, 2003 Mackey, 1999 * Fa mily will promote more negotiation Criticism of research and interaction hypothesis * Number of assumptions questions e. g. the more negotiations moves the better?* A social nature of research ignores context and learners goals (ie is there always a clear one-to-one mapping of interaction moves and speakers intented meaning? * deductive nature of argument no mechanism to explain acquisition * insufficiency of robust evidence for L2 learning * Is anybody learning a language, or acquiring it? Negotiation of languge Chance to process more the input and do something with that mates outpout hypothesis * Research language proficiency of students in Canadian immersion program, found that learners fluent but not accurate * Main argument* Comprehensible input alone insufficient for learners to develop grammatical accuracy * Comprehension requires learners only to process language for meaning, not for phrase structure * Learners need to be pushed to produce accurate and appropriate languag e (output) * Students were fluent, but not accurate * Push them to produce more and more INPUT * Grammatical processing basic to improve accuracy * Long * Role of input * Output provides learners with opportunities to * Move from semantics, open-ended processing of language public in comprehension to grammatical processing needed for accurate production. * get a line gaps in their interlanguage.* Test hypotheses abput language + receive feedback abput hypotheses * Reflect abput their language use + develop automaticity through practice (Gass, 2004) * Note focus shifted from focus on positive evidence to negative evidence (corrective feedback) -negative evidence * Negative feedback may be facilitative of L2 development * MEDIATED BY SELECTIVE economic aid Focus on learners internal factors, drawing on work of Schmifts (1999, 1993) on assist and noticing nypothesis * DEVELOPING L2 PROCESSING cognitive content draws on studies on developmental sequences & pienemans work on learnab ility to explain mixedfindings on negotiations and acquisition *NEGATIVE FEEDBACK OBTAINED DURING NEGOTIATION WORK shift in focus from interactions providing comprehensible input to conversations providing opportunities for negative feedback * MAY BE facilitative ESSENTIAL FOR LEARNING CERTAIN SPECIFIABLE L1-L2 CONTRASTS prediction abput which language structures are most likely to need negative feedback (L1-L2 contrats, e. g. dative alteration, adverb placement) * If the verb comes from latinate origin, is not possible to have dative alternation. If Germanic, it is. Why Long was unwilling to unvarying his hypothesis?* Previous hypothesis * Krashens monitor hypothesis * IS a contradiction Monitor check contents to learn, but it doent divine service to ACQUIRE * Closest to BEHAVIORISM * Current Hypothesis * New ways of correcting * KEY GIVING FEEDBACK Cognitive accounts of SLA * SLA acquiring a new knowledge system. Learning new information * Based on cognitive psychology, which mo dels the human mind similar to a computer (up to a point) * Learning& ability for use* NOTICE NEW INFORMATION, e. g. a vocabulary item (an arouse word such as nuts) or a feature of syntax like 3rd person singular s * combine NEW INFORMATION and comparing with the old one, e. g.relating the vocabulary item to similar ones or 3rd person-s to indicative present tense verb use * PROCEDURALIZING OR AUTOMATIZING, e. g. accessing the vocabulary itam / applying the 3rd person s rule Areas of interest * A great deal of work in SLA has focused on noticing and attention because it is central to learning (Schmidt)* There is also some work on the interaction of new language information in semipermanent computer storage (Bialystok) * The type of knowledge (explicit/implicit) has also been studied, which is related to proceduralization / automatization The human cognitive system Outside world - sensory register - working memory - long-term memory.