Posted by ahmad sofwan.
This page is made for trial
Posted by anitavandhuttend on March 14, 2012 at 9:35 pm
ANITA RIZKY KURNIAWATI
401 – 402
I. DEFINITION OF APPLIED LINGUISTIC
1. Applied linguistics means taking language and language theories as the basis from which to elucidate how communication is actually carried out in real life, to identify problematic or challenging issues involving language in many different contexts, and to analyze them in order to draw out practical insights and implications that are useful for the people in those contexts. As an applied linguist, I’m primarily interested in offering people practical and illuminating insights into how language and communication contribute fundamentally to interaction between people
Professor in the Faculty of Human Sciences,Macquarie University, Sydney
( Source : Anne Burns.2009.Applied Linguistic.Retrieved from http://www.cambridge.org/elt on 14 March 2012 )
2. A wit once described an applied linguist as someone with a degree in linguistics who was unable to get a job in a linguistics department. More seriously, looking back at the term ‘applied linguistics’, it first emerged as an attempt to provide a theoretical basis for the activities of language teaching (witness Pit Corder’s book on the subject from1973). Later, it became an umbrella term for a variety of disciplines which focus on language issues in such fields as law, speech pathology , language planning, and forensic science. In the mean time, language teaching has evolved its own theoretical foundations, and these include second language acquisition, teacher cognition, pedagogical grammar, and so on, and there is a declining interest in viewing ‘applied linguistics’ as having any relevance to language teaching. Some years ago, many graduate programs in language teaching were labeled as programs in applied linguistics. Today they are generally called programs in TESOL. Many specialists in language teaching, such as myself, don’t call themselves ‘applied linguists’. We are what we are – specialists in language teaching, and we don’t see that adding the label ‘applied linguistics’ to our field adds any further understanding to what we do. Where those in other disciplines find the label ‘applied linguistics’ of use to them, is of course, something they need to decide for themselves.
Professor and part time lecturer at the Regional Language Center, Singapore
( Source : Jack C. Richards. 2009.Applied Linguistic.Retrieved from http://www.cambridge.org/elt on 14 March 2012 )
3. Applied linguistics is any attempt to work with language in a critical and reflective way, with some ultimate practical goal in mind. This includes(amongst other things): deliberately trying to learn (or teach) a foreign language or to develop your ability in your native language : overcoming a language impairment; translating from one language to another : editing a piece of writing in a linguistically thoughtful way. It also includes doing any research or developing any ideas or tools which aim to help people do these sorts of things.
Visiting Assistant Professor , Graduate School of Education, Bilkent University
( Source : Phil Durrant.2009.Applied Linguistic.Retrieved from http://www.cambridge.org/elt on 14 March 2012 )
4. Applied Linguistics is an area of work that deals with language use in professional settings, translation, speech pathology, literacy, and language education; and it is not merely the application of linguistic knowledge to such settings but is a semiautonomous and interdisciplinary . . . domain of work that draws on but is not dependent on areas such as sociology, education, anthropology, cultural studies, and psychology.
( Source : Alastair Pennycook.2001. Critical Applied Linguistic. Retrieved from http://www.cambridge.org/elt on 14 March 2012 )
5. Applied linguistics is the point at which all the branches of linguistics intersect with other disciplines.
( Source : Robert Kaplan.1980. Applied Linguistic. Retrieved from http://homepage.ntlworld.com/vivian.c/AppliedLinguistics/AppLingDefining.htm on 14 March 2012 )
6. Applied Linguistics itself may be seen as an autonomous, problem-solving disciple, concerned broadly with language (mainly, but not exclusively second language) education and language problems in society
( Source : Steve McDonough. 2002. Applied Linguistic. Retrieved from http://homepage.ntlworld.com/vivian.c/AppliedLinguistics/AppLingDefining.htm on 14 March 2012 )
7. Applied Linguistic traditionally, the primary concern of Applied Linguistics has been second language acquisition theory, second language pedagogy and the interface between the two
( Source : Norbert.2002. Applied Linguistic. Retrieved from http://homepage.ntlworld.com/vivian.c/AppliedLinguistics/AppLingDefining.htm on 14 March 2012 )
II. THE SCOPE OF APPLIED LINGUISTIC
Linguistics is the study of languages and covers all aspects of language, including phonetics (sounds humans make), phonology (the way sounds interact in a given language), semantics (meanings), syntax (sentence structure), grammar, discourse, language acquisition and the role languages play in society and culture.
The relationship between phonetics, phonology, and applied linguistics continues to be a paradoxical one. On the one hand, these fields of linguistics lend themselves more readily to application than others since they deal with something more tangible and material than morphology, syntax, semantics, or historical research. On the other hand, there is something esoteric in phonetics and phonology: The objects they handle–sounds, articulatory features, acoustic spectra, stress degrees or melodies–are more elusive and hard to observe for the non-specialist than, say, suffixes, word order, or even meanings. Their terminology is rich and often forbidding, and they may sometimes seem to insist on pedantic distinctions or irrelevant detail (Dieling 1992). The validity of the phonetics–phonology dichotomy itself may be questioned when it comes to their application; however, the two fields continue to develop separately and grow further apart. Thus the application of the “sound sciences”, phonetics and phonology, is partly more advanced and partly more rudimentary than that of other linguistic branches. The purpose of the present survey is to demonstrate the importance of phonology and its applications in TEFL. To do so, this survey will examine current development in both phonetics and phonology, and then suggest implications for instructional contexts.
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