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1、Applied LinguisticsInstructorFengQiCourseforPostgraduateProgramSchoolofForeignLanguagesShanghaiUniversitySept.12,20107/8/20241CourseDescriptionAimsandObjectivesToenablethestudentstohavefundamentalknowledgeofthenatureandcontentsofappliedlinguisticsToenablethestudentstoconductsomeresearchinthisareawit
2、htheknowledgetheyacquirebytakingthecourseTeachingplans:16hoursoflecturesEvaluation:termpaperNorms:Title+abstract+keywords+body+reference/bibliographyNoplagiarism7/8/20242CourseDescription1.A General Introduction:What is Applied Linguistics2.Language Behaviour and Language Learning3.Second Language L
3、earning4.Performance Analysis and Discourse Analysis5.Learner Characteristics6.Relevance of Source Disciplines7.Historical Development of FLT8.Language Policy and Syllabus Design 9.Selection of Course Contents10.Testing and Summary7/8/20243Whatisappliedlinguistics?Basic assumptions and misconception
4、s:1.subordinatetolinguisticsorapplicationoflinguistictheories:BeijingandChina;empireandcolony2.equalizelinguistics:盐=氯化纳3.independentdiscipline:hasnothingtodowithlinguistics4.independentdisciplinebutrelatedtolinguisticsinsomeway7/8/20244DisagreementsHowtogiveAppliedLinguisticsascientificdefinition?S
5、ofarnogeneralagreementonclear-cutboundarywhereAppliedLinguisticscanbestrictlydefined/delimited.1.anytheoreticalstudyrelatedtotheapplicationoflanguage2.theapplicationoftheoriestolanguageteachingandlearning7/8/20245Representatives1stview:bestrepresentedbyWangDechun(SISU)(ChineseandRussiantradition:fro
6、mthepointofviewofalinguist)Lexicography,translation,languageteachingandlearning,languageandmachinetranslation,stylistics.2ndview:bestrepresentedbyGuiShichun(GW)andOxfordseriesofreadingsonAL:consistsofabout20booksandcoversawideareaofdiscussionandawiderangeoftopics(EuropeanandAmericantradition:fromthe
7、perspectiveofappliedlinguisticsitself)7/8/20246China:BooksonAL冯志伟（著）：应用语言学综论广东教育出版社，1999（汉语）于根元（著）：应用语言学概论商务出版社，2004何玉英，蔡金亭（主编）：应用语言学（AppliedLinguistics）上海外语教育出版社，2005（汉语）桂诗春（编著）：应用语言学（AppliedLinguistics）湖南教育出版社，1988（外语专业教师）文秋芳（著）：AppliedLinguistics:ResearchMethodsandThesisWriting应用语言学研究方法与论文写作，外语教学
8、与研究出版社，2001（外语专业教师）7/8/20247International:OxfordSeriesonAL1.FundamentalConceptsofLanguageTeaching2.UnderstandingSecondLanguageAcquisition3.TheStudyofSecondLanguageAcquisition4.SecondLanguageResearchMethods5.ConditionsforSecondLanguageLearning6.AGrammarofSpeech7.MeasuredWords(ObjectiveLanguageTesting
9、)8.AspectsofLanguageTeaching9.ACognitiveApproachtoLanguageLearning10.IssuesandOptionsinLanguageTeaching11.HistoryofEnglishLanguageTeaching12.FunctionalConsiderationsinLanguageTesting13.LanguageTestinginPractice14.LanguageandUnderstanding15.ContextandCultureinLanguageTeaching16.DiscourseandLiterature
10、17.PracticalStylistics(amarriagebetweenlinguisticsandliterature)18.LiteratureandLanguageTeaching19.LanguageCorpus7/8/20248MoreBooksCorder:IntroducingAppliedLinguisticsElsetal:AppliedLinguisticsandtheTeachingandLearningofForeignLanguagesHallidayetal:(1964)publishedabookunderthetitleof“TheLinguisticSc
11、iencesandLanguageTeaching”Theimplicationpassedfromthewritertothereader:AppliedLinguisticsissynonymoustoforeignlanguageteachingConclusion:broadlydefinedandnarrowlydefined:BroaddefinitioncoversareasoutsidelanguageteachingandlearningandnarrowdefinitionstrictlyreferstoLanguageteachingandLearning,especia
12、llyForeignLanguageteachingandlearning7/8/20249ThenwhatisAppliedLinguistics?Differentdefinitions:differenttreatmentanddifferentphilosophyaboutlanguageHowisittobetreatedinourcourse?Secondperspective,butincloseassociationwiththefirstfortworeasons:BecauseweareEnglishlearnersandtendtofollowtheEuropeanand
13、AmericantraditionBecausethisiswheremyexpertiseliesandhowithasalwaysbeentreatedinourprogram.7/8/202410AmorespecificdefinitionLongmanDictionaryofAppliedLinguistics:LongmanDictionaryofLanguageTeachingandAppliedLinguistics(revisededition):(Richards,PlattandPlatt)1.thestudyofsecondandforeignlanguagelearn
14、ingandteaching.(NarrowDefinition)2.thestudyoflanguageandlinguisticsinrelationtopracticalproblems,suchasLexicography,Translation,SpeechPathology,etc.(cross-culturalcommunication,computationallinguistics)Appliedlinguisticsusesinformationfromsociology,psychology,anthropology,andinformationtheoryaswella
15、sfromlinguisticsinordertodevelopitsowntheoreticalmodelsoflanguageandlanguageuse,andthenusesthisinformationandtheoryinpracticalareassuchassyllabusdesign,speechtherapy,languageplanning,stylistics,etc.(BroadDefinition)7/8/202411Anyconfusion?Appliedmathematics=theapplicationofmathematicsinsolvingmathema
16、ticalproblemsAppliedphysics=theapplicationofphysicsinhandlingpracticalproblemsWhyappliedlinguisticstheapplicationoflinguisticsindealingwithlanguageproblems?Duetotheambiguityoftheterm“applied”,B.Spolskyrecommendsthatweshouldusetheterm“educationallinguistics”insteadof“appliedlinguistics”toavoidconfusi
17、on.7/8/202412ExplanationsMostpeoplemaintain:nothinginappropriateabouttheterm“appliedlinguistics”.strictlydefineitsothatitwillnotbeinterpretedinitsliteralsense.“Languagelaboratory”hascometobeaccepted.How?notusedinthesenseofordinarylaboratoryfulloftesttubes,chemicalsandsoon,butitsreferencehasmoreorles
18、sbeeninternalizedanddeterminedinourmindassomethingfixed.Thereisnoneedtoconsiderthetermliterallyorwordbyword.conventionalization&arbitrarynatureoflanguage:moreexamples:endoftheworld,未婚妻,打扫卫生,晒太阳Itisatechnicalterm.Origin&developmentoftheterm7/8/202413origin&development of the termOrigin of the term:Ba
19、ck:alreadyexistedattheturnoflastcentury:late19thandearly20thcenturies.Failedtogiveevidencetosupporthisstatement.Generallyagreed:originatedintheUnited Statesin1947attheUniversity of MichiganWhy?7/8/202414Rise of Applied LinguisticsBecauseitwasin1947andatUniversityofMichiganthatEnglishLanguageDepartme
20、ntestablishedbyFriesandLadopurposeoftheprogram:tobedevotedtotheteachingofEnglishtoForeignlearnersPleasenote:keywords:“teaching”&“foreignlearners”7/8/202415How did the term come into popularityCameintobeingin1947,butdidnotcomeintopopularityuntil1960s.Why1960sratherthan1950s?4 principal reasons:1)prac
21、ticalreasons;2)linguisticreasons;3)educationalreasons;4)reasonsofAppliedLinguisticsitself7/8/2024161.Practical ReasonsWhatwasthesituationinthe1940s50s?AfterWW2,therewasaneedforeverynationtohealfromwounds:todeveloppoliticstodevelopeconomicstodevelopindustrytodeveloptourismtodevelopeducationtodevelops
22、ocialsecurityEducationwasconsideredtobethebestpolicy&solution7/8/202417Politicalsituationinthe1950sCold war:betweentheSovietUnionandAmericaSovietUnionemergedasanew up-start:challenge&threattotheUSgovernment.feltanurgentneedtodevelopeducation,especiallyforeignlanguageeducationtolearnfromtheworld.Beca
23、useappliedlinguisticshassomethingtodowitheducation.7/8/2024182.Linguistic Reasons:WhatwastheLinguisticsituation?Importantdatestoremember:1950s1960s:aperioddominatedbystructuralismrepresentedbyBloomfield.CorrespondingtoMainstreamofAmericanStructuralism,behaviouristpsychologyheadedbySkinner.Adirectres
24、ultofthedevelopmentoflinguisticsandpsychology:stimulusandresponsetheory,habitformationprocess;theriseofAudio-lingualApproach;English900,patterndrills.7/8/202419LinguisticReasons(continued)Whatwasthesituationinthe1960s?riseofChomskyandhisTGgrammar:broughtnewlifetolinguistics:consideredasarevolutionan
25、dofferedanewperspective/view/approachtoFLT:mentalisticview:tobediscussedinsubsequentlectures7/8/202420Educational ReasonsTheeducationalsituationinthemid1960s:educationalcrisisprevailedwesternworld:strongdemandforreform.Whatwaswrong?toomuchimportanceattachedtoteachers:twoorthreeyearsoftraining,butsti
26、llunabletoperformcommunicativetasksmanyresearchprojectsfocusedonvariousfactorsrelatedtolearnersAsimilarsituationfacedbyChinese:akettleofwater7/8/202421Reasons in AL itselfImportant dates to remember:58&64:1958:forthefirsttimeinhistory:CollegeofAppliedLinguisticswassetupbytheSchoolofGraduateStudiesat
27、theUniversityofEdinburgh;dedicatedtothetrainingtoappliedlinguists1964:markedthebeginningofAppliedLinguisticstomaturation:Why?theFirstInternationalConferenceforAppliedLinguisticsheldinFrance.Attheconference,InternationalAssociationforAppliedLinguisticssetup25organizationsbecamemembersregularlyevery3y
28、ears7/8/202422Properties of Applied LinguisticsFourpropertiesofAL:1.AppliedLinguisticsasanIndependentScience2.AppliedLinguisticsasanInterdisciplinaryScience3.AppliedLinguisticsasanAppliedScienceandMOREthananappliedscience4.AppliedLinguisticsasanExperimentalScience7/8/202423ALasanIndependentScienceIt
29、hasitsownsubjectofstudy:i.e.languageteaching&learningIthasgivenrisetoprojectswaitingforustoexploreinthecourseoflanguageteachingIthasalreadydevelopedarelativelycompletesetoftheories&methodologiesIthasitsowntrainingbasesofexperimenttodevelopitsownprofessionalteams.Subject of study for graduate and Ph.
30、D.studentsallovertheworld.Noneedtogoelsewhere:JustsituationinChina:MostprestigiousuniversitiesinChinaofferALprogramsatbothdoctoral and masters levels.A sure signthatALisalegitimate areaofacademicresearch.7/8/202424StatisticsStatisticalevidence:over1thousandappliedlinguistswereproducedinBritainfrom19
31、67to1977.Andstillmoretoday.China:Ipersonallybenefitedfromasimilarprogramin1982achancetogotoXiamen,Beijing&Shanghai7/8/202425AL as an Interdisciplinary ScienceReflectedinitsconnectionwithmanyotherdifferentdisciplines.Forexample:1.LinguisticsDiscipline(LD),2.LinguisticsRelatedDisciplines(LRD),3.Educat
32、ion-RelatedDisciplines(suchasPsychology),4.LanguageTeaching7/8/202426a diagramLinguisticsDisciplines(LD)Linguistics-relatedDisciplines(LRD)AppliedLinguistics(AL)Education-relatedDisciplines(ERD)LanguageTeaching(LT)7/8/202427AL as an Applied Science&MoreFocusonactualapplicationratherthantheoreticalre
33、search.Onemisconception:adirectrelationshipbetweenlinguistictheories,linguisticdescriptions&languageteaching.Whatanappliedlinguistdoesisnomorethanputtingtheoriesintopractice.Usefulbutcannotandshouldnotexpectlinguistictheoriestoprovideanswerstoallyourquestionsandproblems.Linguistictheoriesprovideteac
34、herswithinformation&systematicknowledgeaboutstructures&functionsoflanguagesystems.Appliedlinguisticsisconcernednotwiththeactualapplication,butmoreimportantlywithitsimplicationtolanguageteaching&learning.Weneedtoobserveourownmaterialcollectdatafromourowndatafromourownpractice.Animportantsourcetoenric
35、hlinguisticstudies.7/8/202428AL as an Experimental ScienceTheaimofappliedlinguistics:toestablishtheoriesandprinciplesonlanguageteaching.Howtoachieveit?Scientificexperimentation.TwopossiblewaystoconductEducationalResearch:Observation:whenworkingonlanguagedevelopmentandlanguageerrorsofourstudents.Expe
36、riment:establishresearchprojects&proposehypothesesandtesthypothesesbymeansofcontrollableobservationsandcometoobjectiveconclusionsonthebasisofourresearchfindings.7/8/202429Experimental Science(continued)FLLeffectscanbedeterminedbyinternalfactorssuchaslearnersmotivation,personalinterest,intelligence,a
37、gespan,learningstrategiesandsoon.alsobyexternalfactorssuchassenseofresponsibility,teachingapproaches,teachingmaterials,teachinginstruments,teachingfacilities,etc.Manipulation&Control:interlanguageisaresultofvariousfactors.Butwhichisadominantfactor?Toknowtheirdifferenteffects,weneedtomakealistoffacto
38、rs&putthedominantfactorundermanipulation&therestundercontrol.Statisticaldataasevidence7/8/202430SometechnicaltermsTEFL,TESL,TESOLandELT:Whatsthedifference?TEFL(TeachingEnglishasaForeignLanguage)involvesteachingpeople,usuallyintheirowncountries,whowanttouseEnglishforbusiness,leisure,travel,etc.TESL(T
39、eachingEnglishasaSecondLanguage)involvesteachingimmigrantsinEnglish-speakingcountries.TESOL(TeachingEnglishtoSpeakersofOtherLanguages)&ELT(EnglishLanguageTeaching)coverbothTEFLandTESL.Confusingly,theacronymTESOLalsoreferstotheAmericanprofessionalassociation:TeachersofEnglishtoSpeakersofOtherLanguage
40、s.7/8/202431Course Descriptionin more detail7/8/202432A General SurveyWhatisAppliedLinguistics?Twodifferentdefinitions:anarrowdefinitionandabroaddefinition.WhatarethedefiningfeaturesofAL:FourpropertiesofALWheredoesthetermcomefromandhowdoesitbecomepopular?origin1947atUniversityofMichigan,USA;populari
41、tyin1960sfor4principalreasonsWhatshouldbeincludedinthiscourse?7/8/202433Language Behaviour and Language LearningLanguageBehaviourWhatislanguagebehaviour:hierarchicalstructuresoflanguagebehaviourGrammarandlanguagebehaviourObservationsinthestudyofgrammarandlanguagebehaviourLanguageLearningAbehaviouris
42、ticapproachAmentalisticapproachAproceduralapproach7/8/202434Second Language Learning(1)CA,EA&Interlanguage:ahistoricalperspectiveContrastiveanalysis:stronghypothesisweakhypothesisErrorAnalysis:intralingualdeviationsfromL1normslearnerorienteddeviationsInterlanguage:auniquesystemfossilizationanddefoss
43、ilizationTrainingprocedures7/8/202435Performance Analysis&Discourse AnalysisPerformanceanalysismethodologicalaspectssyntacticdevelopmentmorphologicaldevelopmentlexicaldevelopmentphonologicaldevelopmentDiscourseanalysisforeignertalkturn-takingandconversationalcorrection(howdifferentculturesinfluencet
44、urntaking:conversationalballgames)thematicprogression7/8/202436Learner CharacteristicsAge:年龄criticalperiodhypothesis语言学习关键期假说biologicalargument:hemispherelocalization&brainplasticity可塑性otherargumentsempiricalevidence观察得到的证据Aptitude:资质definitionaptitudetest7/8/202437Learner CharacteristicsCognitiveSt
45、yles:认知方式field-dependentfield-independentAffectiveCharacteristics情感特征Introvert性格内向之人Extrovert性格外向之人Empathy移情作用Attitudeandmotivation态度和动机Factorsthatinfluencemotivation7/8/202438Relevance of Source DisciplinesLinguisticstraditionallinguisticsmodernlinguisticssyntaxsemanticsPragmaticsteachingmethodolog
46、iesinrelationtoallofthemPsychologybehaviorismmentalismtheoryofmemorytheoryofproximalrelevanceSociolinguistics7/8/202439Historical Development of FLTGrammarTranslationMethodDirectMethodAudio-lingualApproachAudiovisualApproachCommunicativeApproachAdvantagesandDisadvantagesTowardsanIntegratedModelofLan
47、guageTeaching7/8/202440Language Policy&Syllabus DesignLanguagePolicywhatislanguagepolicy?examplesoflanguagepolicyrelationsoflanguagepolicywithlanguagelearningandteachingSyllabusDesigndefiningsyllabusdifferentlevelsofsyllabusdesignrelationsofsyllabusdesignwithlanguagepolicyexamplesofsyllabusdesign7/8
48、/202441Selection of Course Contents&TextbooksSelectionofcoursecontentstheroleofexternalfactorsselectionofthetypeoflanguagematerial:dialects,register,style,mediumselectionoflanguageforms:whichandhowmanycriteriaforselection:wordfrequencyatthelexicallevel;structuralsimplicityatthesyntacticlevel;lengtho
49、ftextsatthediscoursallevelSelectionofTextbookstextbookdescription:authorsandpublishersinformation;Textbookreviews;TextbookEvaluation:usersjudgements;experimentalresearchintotheeffectsoftextbooks7/8/202442Language Evaluation&TestingPurposesoflanguagetestingApproachesinlanguagetesting:thetraditionalapproachthepsychometric-structuralapproachthepsycholinguistic-sociolinguisticapproachtypesoftests:Clozeprocedures,Dictation,CommunicativeTestingNorm-referencedandcriterion-referencedmeasurementsSomegeneralrequirementsfortesting:reliabilityvaliditywash-backeffects7/8/202443