Applied Linguistics E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Introducing Linguistics
• Sprache: Englisch

Seitenzahl: 685

Veröffentlichungsjahr: 2013

Beschreibung

In this complete survey of the theories, methods, and key findings within applied linguistics, students are introduced to core research questions and the various approaches to tackling these.

• Provides a comprehensive introduction to this interdisciplinary field of research and practice, dealing with practical issues of language and communication
• Takes a problem-solving approach, introducing students to key research questions and guiding them through the various ways of tackling these
• Features additional study aids throughout, including chapter outlines, learning objectives, key terms, research questions and answers, study questions, and recommended further readings
• Enables students to identify every-day language and communication issues, and to draw on their own personal experiences
• Edited by a leading figure in the field, heading up an experienced and interdisciplinary team of contributors from the renowned department of applied linguistics at Birkbeck College, University of London – resulting in unique combination of knowledge, skills, and strength from scholars who teach and research together

Leseprobe

Contents

Notes on Contributors

Acknowledgements

chapter 1 Introducing Applied Linguistics

1.1 What is Language and What is Linguistics?

1.2 Applied Linguistics as a Problem-solving Approach

1.3 Doing Applied Linguistics: Methodological Considerations

1.4 Structure and Content of this Volume

part I Language in Development

chapter 2 First Language Acquisition

2.1 Introduction

2.2 What Are the Facts and Problems of First Language Acquisition?

2.3 How Do Adults Speak to Children and What Roles Does Input Play in Language Acquisition?

2.4 What Are the Special Features of Bilingual and Multilingual First Language Acquisition (BAMFLA)?

2.5 What do Cross-linguistic Studies Tell Us about First Language Acquisition?

2.6 What Is Language Socialization and What Is Its Impact on Language Acquisition and Learning?

2.7 Summary

chapter 3 Second and Additional Language Acquisition

3.1 Introduction

3.2 What Makes Somebody a ‘Good Language Learner’?

3.3 Age Effects and the Critical Period Hypothesis

3.4 Previously Learned Languages

3.5 Instructional Environments and Authentic Use

3.6 Conclusion

3.7 Summary

chapter 4 Language and the Brain

4.1 Introduction to Language Processing in the Brain

4.2 How Does Communicative Function Fractionate Through Selective Impairment?

4.3 How Does Language Interact with Other Cognitive Domains, Or is It Independent of Them?

4.4 What Effect Does Maturation Have on the Manifestations of Language Impairment?

4.5 What Can Be Learned about Language by Considering Impairments in Speech as Compared with Reading and Writing?

4.6 What Can Be Learned about Language by Considering Impairment in People with More Than One Language?

4.7 Summary

part II Language in Use

chapter 5 Language in Interaction

5.1 Introduction

5.2 Language as Action and the Role of Context in the Interpretation of Meaning

5.3 Indirectness: Avoiding Saying Directly What You Mean

5.4 From Expressed to Implied Meanings

5.5 (Im)Politeness: Language Use in the Management of Rapport and Interpersonal Relationships

5.6 Language in Interaction: The Study of Conversation or Talk-in-Interaction

5.7 Summary

chapter 6 Intercultural Communication

6.1 Introduction

6.2 What is the Field of Intercultural Communication Concerned With?

6.3 What Are the Key Factors Behind Mis- or Non-understanding in Intercultural Communication?

6.4 What Are Culture-specific Ways of Communication?

6.5 What Does ‘Interculturality’ Mean in Multilingual and Multicultural Communicative Contexts?

6.6 How to Develop Intercultural Communicative Competence?

6.7 Summary

chapter 7 Literacy and Multimodality

7.1 Introduction

7.2 Basic Components of Literacy

7.3 Literacy in Cross-modal Bilingual Contexts: Does Sign Language Competence Facilitate Deaf Children’s Literacy Development?

7.4 Social Literacy and the Continua of Biliteracy

7.5 Multimodality

7.6 Summary

part III Language in Society

chapter 8 Language Diversity and Contact

8.1 Introduction

8.2 Classifying Varieties

8.3 Choosing a Target Group and a Suitable Speech Sample

8.4 Language Change and Language Shift

8.5 Code-switching among Bilinguals

8.6 Powerful and Less Powerful Varieties

8.7 Conclusion

8.8 Summary

chapter 9 Language, Identity and Power

9.1 Introduction

9.2 What is (Linguistic) Identity?

9.3 Is ‘Identity’ Something We ‘Have’ or Something We ‘Do’?

9.4 How Do We Construct and Negotiate Identity through Narrative?

9.5 How and Why are Boundaries Constructed?

9.6 How are Identities Represented in and for the Media?

9.7 Summary

chapter 10 Language Planning and Language Policy

10.1 Introduction

10.2 Domains of Language Planning – Where is it Needed? Why is it Needed?

10.3 What is Being Planned? Status and Corpus Planning

10.4 What are the Social Motivations for Language Planning and Language Policy?

10.5 Who Makes Language Policies and Who Makes Them Work?

10.6 What are the Consequences of Language Policy and Language Planning?

10.7 Summary

part IV Language in Public Life

chapter 11 Language Assessment

11.1 Introduction

11.2 Varieties of Language Assessment

11.3 Key Concepts in Test Construction and Use

11.4 Socio-political Uses of Language Testing

11.5 The Consequences of Language Testing

11.6 Ethical Issues in Language Testing

11.7 Summary

chapter 12 Language in Media, Health and Law

12.1 Introduction

12.2 How Does Language Construct Events in the Media?

12.3 How are Health and Illness Constructed through Language?

12.4 What is the Relationship between Language and the Law?

12.5 Summary

chapter 13 Translation and Interpreting

13.1 Introduction

13.2 What is Translation?

13.3 What Happens in Translation?

13.4 Literal or Free?

13.5 What Happens in Subtitling?

13.6 What Happens in Interpreting?

13.7 Summary

Glossary

Resources List

References

Index

Introducing Linguistics

This outstanding series is an indispensable resource for students and teachers – a concise and engaging introduction to the central subjects of contemporary linguistics. Presupposing no prior knowledge on the part of the reader, each volume sets out the fundamental skills and knowledge of the field, and so provides the ideal educational platform for further study in linguistics.

1.

Andrew Spencer

Phonology

2.

John I. Saeed

Semantics

, Third Edition

3.

Barbara Johnstone

Discourse Analysis

, Second Edition

4.

Andrew Carnie

Syntax

, Third Edition

5.

Anne Baker and Kees Hengeveld

Linguistics

6.

Li Wei, editor

Applied Linguistics

This edition first published 2014© 2014 John Wiley & Sons, Ltd

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Library of Congress Cataloging-in-Publication Data

Applied linguistics / Edited by Li Wei.        pages cm.    Includes bibliographical references and index.

    ISBN 978-1-4051-9359-7 (cloth) – ISBN 978-1-4051-9358-0 (pbk.)1. Applied linguistics. I. Li, Wei    P129.A665 2014    418–dc23

2013021026

A catalogue record for this book is available from the British Library.

Cover image: Wu Guanzhong, The Easterly Breeze Blows Open the Wisteria (detail), 2009, ink and colour on paper. Hong Kong Museum of Art CollectionCover design by Nicki Averill Design.

Notes on Contributors

Editor

Li Wei is Chair of Applied Linguistics at Birkbeck College, University of London, UK, where he is also Pro-Vice-Master and Director of the Birkbeck Graduate Research School. His research interests are primarily in bilingualism and multilingualism. He is the Principal Editor of the International Journal of Bilingualism. Among his many publications is the award-winning Blackwell Guide to Research Methods in Bilingualism and Multilingualism (co-edited by Melissa Moyer). He is Chair of the University Council of General and Applied Linguistics (UCGAL), UK and an Academician of the Academy of Social Sciences, UK.

Contributors

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck College, University of London, UK. His research interests cover a wide range including multilingualism, multiculturalism, and psycholinguistic, sociolinguistic, pragmatic and psychological aspects of second/foreign language acquisition and production. He is specifically interested in individual differences in foreign language acquisition and multilingualism. He has published numerous books and articles, including the monograph Emotions in Multilingual Languages. He is a former President of the European Second Language Association (EUROSLA) and is currently Editor of the International Journal of Bilingual Education and Bilingualism.Malcolm Edwards is Senior Lecturer in Applied Linguistics at Birkbeck College, University of London, UK. His research interests cover descriptive and theoretical syntax as well as Discourse Analysis and translation studies. He has published on the syntax of spoken Egyptian Arabic, grammatical issues in the analysis of code-switching, and semantic and pragmatic issues in film translation.Penelope Gardner-Chloros is Professor of Sociolinguistics and Language Contact at Birkbeck College, University of London, UK. Her research interests include code-switching, pronouns of address, minority languages in Europe and bilingual arts and artists. She is author of Language Selection and Switching in Strasbourg and Code-Switching. She is currently carrying out a large comparative study of the influence of multilingualism on Parisian French and London English.Marjorie Lorch is Professor of Neurolinguistics at Birkbeck College, University of London, UK. Her main research interest is in understanding how language is organized in the brain through the investigation of neurogenic language and communication disorders, with a specific interest in cross-linguistic comparisons and bilingual speakers. In addition, she carries out theoretical work in neurolinguistics from a historical perspective, focusing on the nineteenth-century history of ideas about language and communication.Lisa J. McEntee-Atalianis is Lecturer in Applied Linguistics and Communication at Birkbeck College, University of London, UK. Her research interests include language and identity, Deaf Studies and psycholinguistics. She has published on agrammatism, sign language, language attitude and ethnolinguistic vitality, and is currently researching the globalization of English and its impact on issues of language planning, policy and practice at an organizational level.María Elena Placencia is Reader in Spanish Linguistics at Birkbeck College, University of London, UK. She is co-founder of the International Association for the Study of Spanish in Society (SIS). Her main research interests lie in socio- and variational pragmatics, Discourse Analysis and Intercultural Communication. She has published extensively on (im)politeness in familial and institutional contexts, cultural styles of rapport management, forms and functions of small talk, the language of service encounters, address forms and discursive racism in interethnic communication, as well as Spanish as a foreign language.Zhu Hua is Professor of Applied Linguistics and Communication at Birkbeck College, University of London, UK. Her research interests span across Intercultural Communication and child language development. She is author of Exploring Intercultural Communication: Language in Action and Phonological Development in Specific Contexts, and editor of The Language and Intercultural Communication Reader and Phonological Development and Disorders (with Barbara Dodd).

Acknowledgements

This book has truly been a long time coming! It started as a team project, with a genuine belief that a multi-voiced volume would be more appropriate for an introductory text on a field as diverse as Applied Linguistics than a single-authored one. We still believe it, although we are not 100 % sure if the end result is discord or harmony. We certainly have tried our best to achieve an acceptable level of consistency in the text, but individuality definitely shines through.

The assignment of the chapters was not based entirely on the author’s proven expertise. Indeed, some of us are writing for the first time on the assigned topics. The nature of the introductory textbook means that we have to draw on a huge amount of work done by colleagues in the field other than ourselves. We have tried to acknowledge this fact through the references, but it is inevitable that not every single source of information is completely acknowledged. We hereby ask for your understanding and forgiveness.

We are most grateful to Danielle Descoteaux for her faith in us in commissioning this volume, and to Julia Kirk for her patience and support throughout the project. Too many people have been involved in various aspects of the project to be named here. Our students over the last three years have used draft versions of parts of the text, probably without fully realizing it. Colleagues from other institutions have contributed to the volume by discussing various issues with us and providing crucial information and references.

Contributors to the volume are all members of the Applied Linguistics team at Birkbeck College, University of London. Three people spent a considerable amount of time helping the editor with copy-editing, checking references, formatting and proofreading the drafts. They are Rosemary Wilson, Jennifer Watson and Brigid O’Connor. The project could not have been completed without their help.

The diagrams in Chapter 1 were drawn by Steve Stamp, who also helped with other technical issues. Part of the text in Chapter 1, Section 1.2 is taken from the introduction written by Vivian Cook and Li Wei in their edited volume Contemporary Applied Linguistics (2009), and part of Section 1.3 taken from the chapter Doing Applied Linguistics, in Li Wei’s The Routledge Applied Linguistics Reader (2011: 497–514), co-authored with Zhu Hua. The contributions of Vivian Cook and Zhu Hua are gratefully acknowledged.

The Resources List is based on the list in Li Wei’s The Routledge Applied Linguistics Reader (2011: 515–526), updated by Zhu Hua.

Copyright permission for the two figures in Chapter 4 is as follows:

The Cookie Theft picture, from Goodglass, Harold and Edith Kaplan. 1983. The Assessment of Aphasia and Related Disorders. Philadelphia: Lea & Febiger. Permission granted by Pro-Ed, Inc., Texas.

Examples of paraphasias in deaf left-hemisphere damaged (LHD) signers, from Hickok, Gregory, Ursula Bellugi and Edward Klima. 1998. The neural organization of language: Evidence from sign language aphasia. Trends in Cognitive Sciences 2 (4), 129–136. Permission granted by Elsevier.

Permission to reproduce the image in Chapter 8, ‘Sri Lankan Brit shows true grit’ by Carole Malone, News of the World, 22 March 2009, granted by The Newspaper Marketing Agency, www.nmauk.co.uk.

chapter 1

Introducing Applied Linguistics

Li Wei

Chapter Outline

1.1 What is Language and What is Linguistics?

1.2 Applied Linguistics as a Problem-solving Approach

1.3 Doing Applied Linguistics: Methodological Considerations

1.4 Structure and Content of this Volume

Learning Outcomes

After reading this chapter, you should

have an understanding of the different approaches to language;be able to appreciate the connections between different branches of linguistics;be able to appreciate the scope of Applied Linguistics as a problem-solving approach to language;have an understanding of the process of doing Applied Linguistics research;have an understanding of the different research designs.

Key Terms

Applied LinguisticsBilingualismLanguageLinguisticsMethodologyResearch designSociolinguistics

If you describe yourself as a linguist to other people outside the discipline, chances are that they will ask you, ‘How many languages do you speak?’ But if you describe yourself as an Applied Linguist, they may well go silent completely, wondering what they should say to you next. If you are lucky, you might get asked, ‘Is that how to teach languages?’ or ‘Is that translation?’ These questions are not entirely unreasonable, as Applied Linguistics can mean different things to different people, even among those who would describe themselves as Applied Linguists.

The International Association of Applied Linguistics (AILA) proclaims:

Applied Linguistics is an interdisciplinary field of research and practice dealing with practical problems of language and communication that can be identified, analysed or solved by applying available theories, methods or results of Linguistics or by developing new theoretical and methodological frameworks in linguistics to work on these problems

The AILA definition is both broad in including, potentially, many different areas such as child language acquisition, language and communication disorders, multilingualism, language testing, communication in the workplace, and so on, and narrow in relating Applied Linguistics to linguistics proper. The latter has caused a perpetual controversy, not least because linguistics has also been conceptualized in many different ways to produce a unified theory. In this introductory chapter, we begin with a discussion of what linguistics is, focusing, in particular, on the differences as well as the similarities between the different approaches to language. The main objective is to highlight the connections between the various branches and sub-branches of linguistics, as Applied Linguists may apply one specific approach or a combination of several different ones to the problems that they wish to solve. We then go on to describe Applied Linguistics as a problem-solving approach, outlining its key elements and characteristics. A substantial part of the chapter, Section 1.3, is on the methodological considerations in doing Applied Linguistics, covering all the main stages of doing a research project. The last section outlines the structure and content of the book.

1.1 What is Language and What is Linguistics?

All linguistics work, whatever specific perspective one may adopt, should ultimately have something to say about the question, ‘What is this thing called language?’ (Nunan, 2013). Ron Macaulay (2011) presents ‘Seven Ways of Looking at Language’:

language as meaning

language as sound

language as form

language as communication

language as identity

language as history

language as symbol.

These can be summarized in three rather different conceptualizations of language:

as a particular representational system based on the biologically rooted language faculty;

as complex and historically evolved patterns of structures;

as a social practice and a culturally loaded value system.

The different conceptualizations of language lead to very different methodological perspectives which together constitute the field of linguistics today. The following is a list of some of the commonly occurring terms for different branches of linguistics:

theoretical linguistics

formal linguistics

descriptive linguistics

historical linguistics

sociolinguistics

psycholinguistics

neurolinguistics

clinical linguistics

cognitive linguistics

forensic linguistics

educational linguistics

computational linguistics

corpus linguistics

geolinguistics.

To these we can add sub-branches:

phonetics

phonology

morphology

syntax

semantics

pragmatics

dialectology

Discourse Analysis

Critical Discourse Analysis

stylistics

genre analysis

second language acquisition

language pathology.

Figure 1.1 Approach to Linguistics 1.

Figure 1.2 Approach to Linguistics 2.

Indeed, the list can go on. It may be useful to look at the differences, but also similarities, between these different kinds of linguistics in terms of the relationship between the linguist who does the studying of language and the evidence he or she uses for the study, paying particular attention to how the evidence is gathered and used in the analysis.