Applied Linguistics (English Medium Instruction)
Instructor: Prof. Victoria Rau, Institute of Linguistics
Time: Friday 9:10-12:00
Place: Room 413, College of Humanities
Goals
This course aims to provide graduate students in linguistics with a comprehensive
overview of the field of applied linguistics in preparation for linguistic research to
solving communication-related problems.
Contents
This course takes sociocultural and cognitive perspectives of applied linguistics to
cover topics from its traditional foundations in language teaching and learning to
broader topics such as ecolinguistics, endangered language documentation and
conservation, forensic linguistics, and intercultural communication.
Recommended texts:
“Big picture”
Berns, Margie (Ed.) (2010). Concise encyclopedia of applied linguistics. Oxford:
Elsevier.
Hall, Christopher J., Patrick H. Smith, and Rachel Wicaksono. (2011). Mapping
applied linguistics: A guide for students and practitioners. New York:
Routledge.
http://www.mappling.com
http://cw.routledge.com/textbooks/hall/
Kaplan, Robert (Ed.) (2002). The Oxford handbook of applied linguistics. New York:
Oxford University Press.
Li, Wei (Ed.) (2011). The Routledge applied linguistics reader. New York: Routledge.
Oaks, Dallin D. (2001). Linguistics at work: A reader of applications. Cambridge:
MA: Heinle & Heinle.
Applied cognitive linguistics:
Pütz, Matin, Susanne Niemeier, and René Dirven (Eds.) (2001). Applied cognitive
linguistics II: Language pedagogy. New York: Mouton de Gruyter.
Robinson, Peter and Nick C. Ellis (Eds.) (2008). Handbook of cognitive linguistics
and second language acquisition. New York: Routledge.
Applied sociolinguistics:
Trudgill, Peter. (Ed.) (1984). Applied sociolinguistics. London: Academic Press.
Corpus linguistics:
O’Keeffe, Anne, Michael McCarthy, and Ronald Carter. (2007) From corpus to
classroom: Language use and language teaching. New York: Cambridge
University Press.
Meyer, Charles F. (2002). English corpus linguistics: An introduction. New York:
Cambridge University Press.
Rau, Victoria, L-H. Chang, Y.-H. Chien, and H.-Y. Lu. (2012). From corpus to
classroom: Investigating dative alternation of “give”. In Ming-Yu Tseng (Ed.),
Investigating Language at the Interface. Kaohsiung: Center for the Humanities
and the College of Liberal Arts. National Sun Yat-sen University. 27-76.
http://www.ccunix.ccu.edu.tw/~lngrau/_private/From%20corpus%20to%20class
room%20Investigating%20dative%20alternation%20of%20%E2%80%9Cgive
%E2%80%9D.pdf
Sinclair, John McH. (2004). How to use corpora in language teaching. Philadelphia:
John Benjamins.
Ecolinguistics:
Fill, Alwin and Peter Mühlhäusler. (Eds.) (2001). The ecolinguistics reader:
Language, ecology and environment. New York: Continuum.
Bang, Jorgen Christian and Jorgen Door. Edited by Sune Vork Steffensen and Joshua
Nash (2007). Language, ecology and society: A dialectical approach. New York:
Continuum.
Endangered languages documentation and conservation
Cope, Lida. (Ed.) (2012). Applied linguists needed: Cross-disciplinary teamwork in
endangered language contexts. New York: Routledge.
Rau, D. Victoria and Margaret Florey. (Eds.) (2007). Documenting and revitalizing
Austronesian languages. University of Hawaii Press.
http://nflrc.hawaii.edu/ldc/sp01/
Discourse analysis:
Capps, Lisa and Elnor Ochs (1995). Constructing panic: The discourse of
agoraphobia. Cambridge, MA: Harvard University Press.
Scollon, Ron and Suzie Wong Scollon. (2003). Discourses in place: Language in the
material world. London: Routledge.
Scollon, Ron and Susie Wong Scollon. (2004). Nexus analysis: Discourse and the
emerging Internet. New York: Routledge.
Forensic linguistics:
吳偉平. (2002). <<語言與法律﹕司法領域的語言學研究>>。上海外語教育出版
社。
Coulthard, Malcolm and Alison Johnson. (2007). An introduction to forensic
linguistics: Language in evidence. New York: Routledge.
Olsson, John. (2009). Wordcrime: Solving crime through forensic linguistics. New
York: Continuum.
Shuy, Roger. (2002). Linguistic battles in trademark disputes. New York: Palgrave
Macmillan.
Genres in EAP:
Flowerdew, John and Matthew Peacock. (Eds.) (2001). Research perspectives on
English for academic purposes. New York: Cambridge University Press.
Huber, Mary Taylor and Sherwyn P. Morreale (Eds.) (2002). Disciplinary styles in the
scholarship of teaching and learning: Exploring common ground. Washington
D. C.: American Association for Higher Education.
Johns, Ann M. (Ed.). (2002). Genre in the classroom: Multiple perspectives. Mahwah,
NJ: Lawrence Erlbaum.
Swales, John M. (1990). Genre analysis: English in academic and research settings.
New York: Cambridge University Press.
Intercultural communication:
Adler, Ronald B. and Jeanne Marquardt Elmhorst. (2010). Communicating at work:
Principles and practices for business and the professions. New York: The
McGraw Hill.
Adler, Ronald B., Lawrence B. Rosenfeld, and Russell F. Proctor II. (2010). Interplay:
The process of interpersonal communication. New York: Oxford University
Press.
Scollon, Ron and Suzanne Wong Scollon. (2001). Intercultural communication.
Second Edition. Malden, MA: Blackwell.
Spencer-Oatey, Helen and Peter Franklin. (2009). Intercultural interaction: A
multidisciplinary approach to intercultural communication. New York: Palgrave
Macmillan.
Interlanguage:
Bardovi-Harlig, Kathleen and Beverly S. Hartford. (Eds.) (2005). Interlanguage
pragmatics: Exploring institutional talk. Taylor & Francis Group.
Bayley, Robert and Dennis R. Preston. (Eds.) (1996). Second language acquisition
and linguistic variation. Philadelphia: John Benjamins.
Chen, Yuanshan and D. Victoria Rau (October 2011). Investigating the complimenting
behaviors of Chinese speakers of English. Language and Linguistics 12.4:
917-950.
http://www.ccunix.ccu.edu.tw/~lngrau/_private/Chen%20and%20Rau%20%28
October,%202011%29-Investigating%20complimenting%20behaviors%20of%2
0Chinese%20speakers%20of%20American%20English.pdf
Rau, D. Victoria, Hui-Huan Ann Chang, & Elaine Tarone. (September 2009). Think or
sink: Chinese learners’ acquisition of the voiceless interdental fricative.
Language Learning. 59.3: 581-621.
http://www.ccunix.ccu.edu.tw/~lngrau/_private/A-3.pdf
Tarone, Elaine. (1988). Variation in interlanguage. London: Edward Arnold.
Language teaching and material development:
Tomlinson, Brian (Ed.). (1998). Materials development in language teaching. New
York: Cambridge University Press.
Yami language e-learning website: http://yamiproject.cs.pu.edu.tw/elearn
Literacy:
Hornberger, Nancy. (Ed.). (2003). Continua of biliteracy: An ecological framework
for educational policy, research, and practice in multilingual settings.
Tonawanda, NY: Multilingual Matters.
Rau, Victoria and Michael Rau (December 2012). Development of Chinese literacy in
academic genres as a heritage language. In Chin-lung Wei (ed.), Globalization
and Digitalization: Pedagogical Challenges and Responses (全球化與數位化：
教學挑戰與對策). ISBN: 978-986-147-568-4. pp. 135-161.
http://www.ccunix.ccu.edu.tw/~lngrau/_private/CHAIR%202012%20Book%20
%28draft%202%29.pdf
Methodology:
何德華. (2009).《華語教學研究方法與論文寫作》. 臺北﹕正中書局.
Gonzalez-Marquez, Monica, Irene Mittelberg, Seana Coulson and Michael J. Spivey.
(Eds.) (2007). Methods in Cognitive Linguistics. Amsterdam/Philadelphia:
John Benjamins. (http://www.mohamedrabeea.com/books/book1_15935.pdf).
Hatch, Evelyn and Anne Lazaraton. (1991). The Research Manual: Design and
Statistics for Applied Linguistics. Boston, MA: Heinle & Heinle.
Mackey, Alison and Susan M. Gass. (2005). Second Language Research:
Methodology and Design. Mahwah, NJ: Lawrence Erlbaum Associates.
Mallinson, Christine, Becky Childs, and Gerard van Herk. (2013). Data collection in
sociolinguistics: Methods and applications. New York: Routledge.
Rossman, Gretchen B. and Sharon F. Rallis. (2003). Learning in the Field: An
introduction to qualitative research. Second Edition. Thousand Oaks, CA: Sage
Publications.
Second Language Acquisition:
Ellis, Rod. (1994). The study of second language acquisition. New York: Oxford
University Press.
Gass, Susan. M. and Alison Mackey (Eds.). (2012). The Routledge handbook of
second language acquisition. New York: Routledge.
Hinkel, Eli (Ed.). (2005). Handbook of research in second language teaching and
learning. Mahwah, NJ: Lawrence Erlbaum.
Kramsch, Claire. (1993). Context and culture in language teaching. New York:
Oxford University Press.
Lightbown, Patsy M. and Nina Spada. (1999). How languages are learned. Revised
edition. New York: Oxford University Press.
Tarone, Elaine. (2010). Social context and cognition in SLA: A variationist
perspective. In R. Batstone (Ed.), Sociocognitive Perspectives on Language Use
and Language Learning (pp. 54-72). Oxford: Oxford University Press.
https://apps.cla.umn.edu/directory/items/publication/303587.pdf
Systemic functional grammar and its applications:
Mahboob, Ahmar and Naomi K. Knight. (2010). Appliable linguistics. New York:
Continuum.
Recommended journals:
Applied Linguistics
English for Specific Purposes
Journal of English for Academic Purposes
Language Learning
Studies in Second Language Acquisition (SSLA)
System
TESOL Quarterly
Course requirements:
Participation and discussion: Students will take turns leading discussion on selected
readings, drawing examples from their observations of language use, language
teaching and learning in their own contexts (30%).
Research proposal with a literature review and presentation of an exemplar
article (30%):

Students are expected to submit a research proposal with a literature review
(3-5 pages), summarizing current research on the topics of their own choice
and justifying their research gaps.

Students will present an exemplar article from a current journal to serve as the
point of departure of their own research during the mid-term week.
Final research paper (40%): Submit a 15-20 page research paper. One revision to
address the instructor’s feedback and peer review is required.
Grading rubric:
Grade
Mark
Description
A+
96-100
Outstanding: The level of research, thinking, and communication are
outstanding.
A
91-95
Very good: The level of research, thinking, and communication are
superior. Well done!
A-
86-90
Good:
good.
B+
81-85
Satisfactory: The level of research, thinking, and communication
are satisfactory.
B
76-80
Acceptable but average at best: The level of research, thinking, and
communication are acceptable.
B-
71-75
Acceptable but definitely below average: The level of research,
thinking, and communication are barely acceptable.
C+ or
below
70 or below
The level of research, thinking, and communication are very
Not acceptable: The work is not appropriate for this class.
Schedule
9/19 Introduction: “Big picture”
9/26 Applied cognitive linguistics
10/3 Applied sociolinguistics
10/10 Corpus linguistics
10/17 Ecolinguistics/ Endangered language documentation and conservation
10/24 Discourse analysis
10/31 Forensic linguistics
11/7 Genres in EAP/ Systemic functional grammar and its applications
11/14 Intercultural communication
11/21 Interlanguage/ Literacy
11/28 Second language acquisition
12/5 Research proposals
12/12 Exemplar article presentations
12/19 Exemplar article presentations
12/26 Exemplar article presentations
1/2 Progress report I
1/9 Progress report II
1/16 Final presentations