Applied Linguistics Moi

7/30/2019 Applied Linguistics Moi

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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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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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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


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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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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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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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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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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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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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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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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Procedures of contrastive analysis :

1. Description

2. Selection

3. Contrast4. Prediction of error or of difficulty.

Versions of Contrastive Analysis


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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.



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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.


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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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 //, // , //



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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



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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



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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.



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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.


-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

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Applied Linguistics Moi