MODULE:
Applied linguistics
First Lesson
Applied linguistics
Means using what we know about language, how it's learned, and how it's used to solve real-world
problems. For example, helping people learn a new language or improving communication in a
workplace.
Applied linguistics vs. linguistic applied
Applied linguistics use the study of language to find solutions for real problems, while, linguistics
applied is the process of using linguistic theories.
Applied linguistics focuses on solving problems rather than just studying theories.
The main concerns of applied linguistics:
second language learning: (For example, it might study different methods for teaching English to nonnative speakers).
Literacy: (For instance, it might develop techniques to help children with dyslexia learn to read.)
speech disorders: (For example, it might research ways to help people with stuttering or other speech
difficulties.)
identifying authors through their writing style: (For instance, it might be used in forensic
investigations to identify the author of an anonymous letter based on their writing style.)
Essential areas of study in applied linguistics
1. Second Language Acquisition: This is about how people learn a new language. For example,
it might study how children in a new country learn the local language.
2. Psycholinguistics: This is about how our minds understand and produce language
3. Sociolinguistics: This is about how society and culture influence language.
4. Focus on the language learner: Styles, strategies, and motivation: This is about
understanding how different people learn languages and what motivates them.
5. Multilingualism: This is about studying people who speak more than one language
These areas of inquiry in applied linguistics help us understand how language works, how people learn
it, and how it's used in different situations.
The development of AL
Grammar-translation method:
At the start of the 20th century, second languages were taught using the 'Grammar-translation method'.
Lessons focused on new grammar rules, vocabulary, and translating between languages.
It heavily emphasized accuracy and explicit grammar rules, focusing on reading and writing literary
materials.
The problem was that it focused on analyzing language rather than using it.
Direct method:
The 'Direct method' focused on oral language, with listening and speaking as the main skills.
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It aimed to mimic (‫ ( تقليد‬natural language learning, starting with listening and speaking before reading
and writing.
It tried to banish the use of the first language and required teachers to be highly proficient in the target
language.
However, it didn't consider the differences between first and second language acquisition. (For
example, it didn't consider that adults might learn a new language in a different way than children
learn their first language.)
Audiolingual method:
The Audiolingual method or/ the military method, followed the principles of the Direct method.
It was based on the psychological theory of Behaviorism, which said that learning a language was about
forming habits.
This method saw significant success during and after the Second World War.
Cognitive linguistics with Chomsky:
Chomsky's cognitive linguistics proposed that language is not just about forming habits, but is controlled
by innate rules we are born with, known as 'Universal Grammar (1959)'. This idea led to extensive
research into second language acquisition and the cognitive processes of language.
The Communicative Approach (CLT)
Hymes added the idea of 'communicative competence', which means being able to use language in the
right way at the right time and with the right people, not just making correct sentences.
Halliday's Systemic-Functional Grammar saw language as a way to function in society, not just
something in our heads.
Halliday identified three types of language function:
Ideational telling facts or experiences,
Interpersonal maintaining personal relationships,
Textual organizing a text.
In the mid-1970s, the Council of Europe Project tried to make a language teaching system based on
what learners needed, and textbooks using this approach became common.
Krashen's 'Monitor theory'
says people learn a new language best when they understand what they hear and read, not just by
doing exercises. It's important to focus on meaning, and the classroom should provide understandable
language that's a little challenging. This approach often involves problem-solving activities and tasks.
CLIL and immersion programs and CLT
allow students to learn a second language by using it to study other subjects, without the language being
the main focus. For example, in immersion programs, students learn all subjects in the second language.
Research has shown that students can become fluent in this way. However, some explicit language
instruction, like that found in CLT, may still be needed to fully develop language skills.
Technology and AL development:
Technology, like personal computers, has changed how we learn languages. For example, now we can
use computers to help us learn a new language through programs and apps. These programs can
include audio and video, making learning more interactive and engaging. Additionally, the use of
computers has allowed for the analysis of large databases of language, called corpora, which has
become an important area of study in applied linguistics.
Social and cultural elements in AL
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play a big role in how we use and learn languages. For example, the way we speak can be influenced
by the people around us and the situations we find ourselves in. Vygotsky, a psychologist, highlighted
how our interactions with others shape our learning. The socio-cultural theory emphasizes that our
language and thinking skills develop through our interactions with others. For instance, children learn a
lot about language and how to use it by talking and playing with their friends and family.
The critical movement in applied linguistics:
challenges the idea that everyone should speak only one language. It values the differences between
languages and sees them as always changing and influenced by different people. It also thinks that
individual ways of using language are more important than just labeling them as "standard" or "nonstandard." This approach recognizes that learning and using multiple languages can be complicated,
especially in places where many languages are spoken. For example, in a multilingual community,
people might use different languages for different purposes, and this can be seen as a normal and
valuable way of using language.
"Transcendence and language" in Critical AL
It emphasizes that communication involves more than just individual languages. It includes various
resources such as gestures and visual cues. For example, when someone uses hand gestures to
communicate in addition to speaking, they are using non-verbal elements to enhance their message.
This approach questions the traditional labeling of languages and recognizes that they can work together
to enrich communication. It also stresses the importance of collaboration across different fields to better
understand language and its diverse resources.
"Collaboration and self-regulation" in Critical AL
It highlights the significance of working together to understand communication and build knowledge.
When people collaborate, they create meaning together, rather than individually. Additionally, using
multiple languages can help learners and writers regulate their language use. For instance, a student
who is fluent in both Spanish and English may use their knowledge of Spanish grammar to improve their
English writing. This collaborative and multilingual approach is essential for effective communication
and learning in diverse contexts.
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