¡Descarga Applied Linguistics: A Historical Overview and Key Developments - Prof. Dafouz Milne y más Resúmenes en PDF de Lingüística solo en Docsity! Applied Linguistics 2021 SuwAmnay of The Corea Reading 1— An everview ef apptied linguistics. An Introduction to Applied Linguistics. Applied linguistics” is using what we know about (a) language, (b) how itis learned and (c) how itis used, in order to achieve some purpose (many and varied) or solve some problem in the real world. In 2010 there were listed 16 areas according to the American Association of Applied Linguistics (such as language and ideology or sociolinguistics) and in 2011 the AILA conference stated that there were 28 instead, mainly dominating the teaching and learning of L2. Number of L2 users and learners are only estimated but give anidea of how big of an impact applied lin guistics make in the world The primary concern of applied linguistics has been second language acquisition theory, second language pedagogy and the interface between the two. Literacy, speech patholo gy, deaf education, interpreting and translating, communication practices, lexico graphy and first language acquisition are sub-disciplines. Applied linguistics is also interested in cases where language goes wrong (language related disorders or “slips of the tongue”) and that way get to know the brain better. Development of Applied Linguistics. Interest in languages come from ancient Greece where philosophers wrote about good writing, effective discourse and development of different dialects to promote a philosophical approach to topics. Specifically on English language, the interest started with the publication of the 1 dictionary by Johnson in 1755, which it stated the meaning of words but also did standard the spelling, Lowth also published about “correct grammar” basing in on a Latin model, borrowed from the Greeks. There were rules too rigid to describe actual language usage suck as no multiple negatives or no ending a sentence with a preposition. Nowadays they are ambiguous and have been adapted. Applied Linguistics during the Twentieth Century The acceleration of change and development in linguistic description and pedagogy occurred here thanks to different movements. At first the grammar-translation method was used. It wanted to make language learning easier through the use of sentences learning but led to a very controlled system in need of accuracy and explicit grammar rules. It was not based in the use of language but the analysis and so it did not help oral communication skills. The direct method appeared, giving importance to speaking and listenin g skills, imitating the learning of a mother tongue by listening and then repeating, lastly reading and writing. But for this the teachers needed to be proficient and they did not consider the differences in L1 and L2 acquisition such as the different levels of exposure. Michael West introduced another method called the “reading method” which would use vocabulary management by changing in their text books some words less used for more common ones (isle for island, nought for nothing) and controlled the number of new words that could appear in a text, reducing the lexical load. This was part of a bigger method, the “Vocabulary Control Movement”, which eventually resulted in a book called the Applied Linguistics 2021 General Service List of English Words (West, 1953), which listed the most useful 2000 words in English. Those 3 methods continued until World War IL There it came the Behaviourism, borrowed from the Direct method, especially its emphasis on listening and speaking, It said that language learning was a result of habit formation. This the method included activities which were believed to reinforce “good” language habits, such as close attention to pronunciation, intensive oral drilling, a focus on sentence patterns and memorization. The success of students of this method was greater. The method naturally continued on after the war, and itcame to be known as “Audiolingualism'”. Chomsky did not agree with this approach and so it caused to lose popularity and use. He proved that language acquisition was more based on cognitive factors assumed to be innated. He defended de idea of an “universal grammar” with what children would know from birth the principles of grammar and their parameters, only needing an exposure to learn the L1 butin a more reduced way than a habit-formation route. It made people understand how children learnt L1 so quickly. This stimulated the field of psycholinguistics. In the 70s Hymes introduced the concept of “communicative competence” explaining that it was not only needed to form some sentences but when, where and how to use them. This made the focus go to how suitable a language was for a context. Halliday presented an alternative to Chomsky's approach saying that language was seen as a means of functioning in a society, identifying 3 functions: ideational (telling people facts or experiences), interpersonal (maintaining personal relationships with people) and textual (expressing the connections and organization within a text, for example, clarifying, summarizing, signalling the beginning and end of an argument). This approach highlighted the communicative and dynamic nature of language and pushed the teaching to a more communicative approach. It was attempted to create a Europe-wide teaching system based on the needs of language learners, the semantics, relevant concepts and uses. They revised it to make 6 categories broad appear in 1998's version: «imparting and seeking factual information . expressing and finding out attitudes . getting things done (suasion) + socializing + structuring discourse * communication repair. And 8 general ones: «existential(existence, presence, availability) . spatial (location, distance, motion, size) . temporal (indications of time, duration, sequence) . quantitative (number, quantity, degree) . qualitative (shape, colour, age, physical condition) . mental (reflection, expression of ideas)
