applied linguistics moi
TRANSCRIPT
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W E L C O M E T O G R O U P 1 S P R E S E N T A T I O N
Presented by :
VU THUYTRAN THI TH
DANG THI THANH TRAN
NGUYEN THI MAI TRAM
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Table of contentsINTRODUCTION
APPLIED LINGUISTICS
Definitions
Functions of Applied Linguistics
Historical perspectives
1950s
1960s 1970s
Psychological Reality
Pedagogical and Analytical Grammars
CONTRASTIVE ANALYSIS
Definition
Kinds of contrastive analysis
Versions of contrastive analysis
CONCLUSION
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Applied linguistics
Applied linguistics is the applications of
linguistics principles or theories to certain
more or lesspractical matters.(Brown.1976b, Kaplan et al. 1981)
Definitions
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Applied linguistics is the branch of Linguistics
concerned with using linguistic theory to addressreal-world problems. It has been traditionally
dominated by the fields of language education
and second language acquisition, but some see
it as encompassing all applications of linguistic
theory.
Both definitions are widely used.
Applied linguistics
Definitions
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Applied linguistics
Applied linguistics is an
interdisciplinary field of study that
identifies, investigates, and offerssolutions to language-related real life
problems. Some of the academic fields
related to applied linguistics are
education, linguistics, psychology,
anthropology, and sociology.
Definitions
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Applied linguistics
Applied linguistics, the study of
language related issues applied inevery day life, notably language
policies, planning, and education.
Applied linguistics puts linguistic
theories into practice in areas such as
foreign language teaching, speech
therapy, translation and speech
pathology.
Definitions
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Applied linguistics
Though the term "applied linguistics" hastraditionally been associated with the scientific
study of such areas as language teaching and
learning, applied linguists do a variety of things.
Some of the questions that applied linguists ask
include:
-How can languages best be learnt and taught?
-What social factors affect language learning?
-How can technology be used to contribute to the
effectiveness of language teaching/learning?
-What are the related problems associated with
language disorders? How can these be prevented?
Functions
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Historical perspectives
Applications of theory have formed the
stepping stones of progress in foreign
language teaching.
In the past few decades of history, there are
some interesting relationships between
theoretical paradigmsand language teachingmethods and techniques.
It can be divided into 4 periods :
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4 periods
Structural Grammar
(1950s)
Transformational Grammar(1960s 1970s)
Case Grammar
Generative Semantic Theories( From 1980s)
Analytical Grammar
HISTORICAL PERSPECTIVES
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Historical perspectives
With structural linguistics and behavioral psychology
acting as theoretical paradigms for research and
practice, language teachers were strongly
influenced by theory and were able to make direct
applications of theory in the classroom.
A linguistic paradigm such as Charles C. Fries in
The structure of English (1952) was applied to
language teaching perfectly.
Ex : There are 4 form-classes (nouns, verbs,adjectives, adverbs) and 15 types of function words(articles, auxiliary verbs, negative markers(not),
conjunctions, prepositions )
In the 1950s
Structural
Grammar
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In the classroom, teachers had instant pattern-practice models for
students to fill in:
Psychological theory claimed that language, like any other aspect ofhuman behavior, was something that could be broken into component
parts and practiced repeatedly by the learner. Thus arose the rather
common technique known as pattern practice
Historical perspectives
In the 1950s
GROUP CLASS GROUP GROUP CLASS GROUP CLASS CLASS
A 1 G C 2 A 1 4
The boys do not do their works promptly
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Historical perspectives
In the 1960sand 1970s
There was a revolution in linguistics theory. Theadvent of generative linguistics brought with it a new
way of looking at language, and at the same time
cognitive psychology turned the attention of thosestudying human behavior away from programs of
mechanistic conditioning.
(Noam Chomsky)
Ex: "The man will hit the ball,"
Transformational grammar
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Historical perspectives
In the 1960sand 1970s
Transformational grammar at first promised to be as
applicable and relevant to the classroom as structuralgrammar had been, but it was not to be.
Transformational grammar did not provide therelevance that teachers were looking for.
The frustration of the new grammar was illustrated in
the following letter written by the mother of a third-grade child to his language teacher :
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Applied Linguistics and Contrastive Analsis
Dear Mrs Klein,
Erics homework will be late.
I have gone through three dictionarys to fine, if nothing else, a definition for the
word determiner sounds easy doesnt it?! I mean this is for third grade English.
Well, no luck.
So, I called my sister, shes in her second year of college- no luck. Then I called
my brother-in-law who teaches English and courses at U.C.L.A. He has a masters
degree and doctors degree!
None of us know what a determiner is ! This doesnt make any sense at all. You
are hearing from a mother who is loosing her marbles. Eric doesnt know what itis. John (he s in fifth) doesnt know. Michael (hes in sixth grade) says it has
something to do with the word the but he isnt sure.
I went to see my grandmother in the hospital this evening. She knows everything.
Almost, but not determiner. My husband doesnt know, and by golly neither do it.
()
This is from the letter by the mother of a third-grade child to his language teacher
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Historical perspectives
PsychologicalReality
Psychological Reality- the degree to which a theory
accurately accounts for actual thought - is
important criterion for language teachers.Grammatical structures are psychologically real if they
describe directly relate to mental processing, storage,
and recall. (*)
The criterion of psychological reality considers thatthe semantic or cognitive component is the base of
language, not syntactic component.
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Eg:
Bill doesnt have a home. (01)
Bill has a home. (02)
Bill is a homeless. (03)
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Historical perspectives
PsychologicalReality
A cognitive or semantic base is suggested by
generative semantic theories of language. Case
grammar falls into this category of grammaticaldescription. Nilsen (1971) described some of the
potential uses of case grammar in teaching English as
a foreign language, showing that it can lead to
structurally based lessons that are at the same time
situational and meaningful.
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Historical perspectives
PsychologicalReality
With a semantically or cognitively based grammar,
such sentences as the following structurally diverse
by some standards could be categorized as
semantically similar:
I saw a boy who had red hair.
I saw a boy and he had red hair.
I saw a red-headed boy.
The boy I saw was a redhead.
A redheaded boy was seen by me.
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Historical perspectives
Pedagogicaland Analytical
Grammars A resolution to the difficulty of reconciling theory andpractice can be found in the concept of pedagogical
and analytical grammars.
A pedagogical grammar is a grammaticaldescription of a language specifically designed as
an aid to teaching that language.
A good model of a pedagogical grammar can be found
in Robert KrohnsEnglish Sentence Structure (1971) ,
in which major grammatical categories are presented
in simply stated rules and accompanied by exercises
tailored for the learners.
Most grammar textbooks used in foreign language
classes are pedagogical grammars.
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Historical perspectivesPedagogical
and Analytical
GrammarsAn analytical grammarattempts to account formally
and logically for the structure of a language
without reference to pedagogy, sequencing, levels
of difficulty, or ease of explanation.
Few analytical grammars are suitable for pedagogy :
-Fries Structure of English (1952) was an exception
- Traditional grammars of Jespersen (1933) were not
very helpful for the language student.
- Transformational grammarwas valuable to language
teachers for its implications, not its applications.
- Case grammar, generative semantic models are
more relevant to language learning and language
teaching.
- Communicative grammars may be a goodresolution to the dilemma of putting theory into
practice.
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Summary of Historical Perspectives
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Contrastive analysis
Definition Contrastive analysis is an inductive investigativeapproach based on the distinctive elements in a
language.
(Glossary of Linguistic Terms,2004)
Contrastive analysis is the systematic study of a pairof language with a view to identifying their structural
differences and similarities. Historically, it has been
used to establish language genealogies
Wikipedia
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Contrastive analysisHere are some kinds of contrastive analysis:
Intralingual-Analysis of contrastive phonemes
E.g: contrastive phonemes /p/ & /b/ in English
-Feature analysis of morphosyntactic categories
E.g: forms of verbal as Subject, Object, complement
-Analysis of morphemes having grammatical meaningE.g: morphemes making number, tense
-Analysis of word order
E.g: OSV, SVO
-Componential analysis of lexemes
E.g: Salary [+paid monthly] [+usually by cheque]Wage [+paid weekly] [+in cash] [+usually for
manual or clerical work]
-Analysis of lexical relations
E.g: synonymy, antonymy, hyponymy
Kinds of Contrastive Analysis
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Contrastive analysis
Here are some kinds of contrastive analysis:
Cross-linguistic- Comparative analysis of contrastive phonemes between 2
languages
E.g. /p/ in English vs. Vietnamese- Comparative analysis of morphosyntactic systems
E.g. Adjectives in English vs. Vietnamese
- Comparative analysis of lexical semanticsE.g. causative verbs in English vs. Vietnamese
- Analysis of translational equivalence: one idea in two
languages. Analysing to see if there is an equivalence or a
lost of lexical meaning
- Study of interference in foreign language learning
E.g. How OSV order in Vietnamese may influence
transfers into English
Kinds of Contrastive Analysis
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Contrastive analysis
Procedures of contrastive analysis :
1. Description
2. Selection
3. Contrast4. Prediction of error or of difficulty.
Versions of Contrastive Analysis
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Contrastive analysis
This hypothesis has three versions, the strong version, the
weak version and the moderate version.
The strong version is the one which most of the supporters of
this theory base their claims, although it was unrealistic and
impracticable. However, the weak version does have
possiblities for usefulness, although even this is suspect to
some linguists. It does not imply the a prioriprediction of
certain fine degrees of difficultty.
Versions of Contrastive Analysis
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Contrastive analysis
The strong version"It is possible to contrast the system of one language
(the grammar, phonology and lexicon) with the system of
a second language in order to predict the difficulties
which a speaker of the second language will have in
learning the first language, and to construct reading
materials to help him/her learn that language."
This theory makes a lot of demands of linguists.
Versions of Contrastive Analysis
Main tenants of CAH (strong version):
Main source of errors in L2 due to transfer of L1 habits Errors can be predicted by a contrastive analysis of the
L1 and L2
The greater the difference between L1 and L2, the more
errors that will occur
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Contrastive analysis
Hierachy of difficulty :Prator (1967) suggested six levels :
1. Level 0- Transfer :
No difference or contrast is present between the two
languages.
e.g : I like music
Ti thch m nhc
2. Level 1- Coalescence
Two or more items in the native language become
coalesced into essentially one item in the target language.
e.g : NL: i (m), mc (o), mang giy, xc nc hoaTL: wear (a hat), wear (a shirt)
3. Level 2- Underdifferentiation
An item in the native language is absent in the target
language.
e.g: TL: //, // , // NL: there are no //, // , //
Versions of Contrastive Analysis
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Contrastive analysis
Hierarchy of difficulty :
4. Level 3- Reinterpretation
An item that exists in the native language is given a new
shape or distribution.
e.g. NL: a beautiful girlTL: mt c gi p
5. Level 4 over differentiation
A new item entirely must be learned.
e.g. TL: /dZ/ NL: there is no /dZ/
6. Level 5 split
One item in the native language becomes two or more in
the target language.
e.g. NL: hc
TL: learn , study
Versions of Contrastive Analysis
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Contrastive analysis
Problems with CAH:
Errors occur that are not due to L1
Errors dont occur when they are predicted
Problems operationalizing the contrastiveanalysishow do you measure difference and
distance
Paradigm shift from behaviorist to mentalist
views in psychology and linguistics
- Errors in child language part of rule
formation and not part of childs linguistic
environment
- Limitation and reinforcement/correction
dont seem to be important to language
acquisition
Versions of Contrastive Analysis
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Contrastive analysis
The weak version:
"The linguist uses the best linguistic knowledge
available to him in order to account for the observed
difficulties in second-language learning."
This approach makes fewer demands of contrastive
theory than the strong version. The starting point of
this approach is provided by real evidence from such
phenomena as faulty translation, learning difficulties
and residual foreign accents.
Versions of Contrastive Analysis
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Contrastive analysisThe moderate version:
Oller and Ziahosseiny(1970) proposed a moderate form a
compromise between the strong and weak versions - of the
CAH on the basis of a rather intriguing study of spelling
errors.
Versions of Contrastive Analysis
-Interference can actually be greater when items to be
learned are more similar to existing items than when items
are entirely new and unrelated to existing items.
-Greater differences do not always result in greaterlearning learning difficulty.
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CONCLUSION