Language Theories and Language Teaching—From Traditional Grammar to Functionalism
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Traditional Grammar
Traditional Grammar Traditional grammar refers to the type of grammar study Continuing with this tradition, grammarians in done prior to the beginnings of modern linguistics. the eighteenth century studied English, along with many Grammar, in this traditional sense, is the study of the other European languages, by using the prescriptive structure and formation of words and sentences, usually approach in traditional grammar; during this time alone, without much reference to sound and meaning. In the over 270 grammars of English were published. During more modern linguistic sense, grammar is the study of the most of the eighteenth and nineteenth centuries, grammar entire interrelated system of structures— sounds, words, was viewed as the art or science of correct language in meanings, sentences—within a language. both speech and writing. By pointing out common Traditional grammar can be traced back over mistakes in usage, these early grammarians created 2,000 years and includes grammars from the classical grammars and dictionaries to help settle usage arguments period of Greece, India, and Rome; the Middle Ages; the and to encourage the improvement of English. Renaissance; the eighteenth and nineteenth century; and One of the most influential grammars of the more modern times. The grammars created in this eighteenth century was Lindley Murray’s English tradition reflect the prescriptive view that one dialect or grammar (1794), which was updated in new editions for variety of a language is to be valued more highly than decades. Murray’s rules were taught for many years others and should be the norm for all speakers of the throughout school systems in England and the United language. -
Issues in Applied Linguistics
UCLA Issues in Applied Linguistics Title The Practice of Theory in the Language Classroom Permalink https://escholarship.org/uc/item/2s36f41d Journal Issues in Applied Linguistics, 18(2) ISSN 1050-4273 Author Norton, Bonny Publication Date 2010 DOI 10.5070/L4182005336 Peer reviewed eScholarship.org Powered by the California Digital Library University of California The Practice of Theory in the Language Classroom Bonny Norton University of British Columbia In this article, the author makes the case that poststructuralist theories of language, identity, and investment can be highly relevant for the practical deci- sion-making of language teachers, administrators and policy makers. She draws on her research in the international community to argue that while markers of identity such as accent, race, and gender impact the relationship between teach- ers and students, what is of far greater importance are the teachers’ pedagogical practices. This research suggests that language teaching is most effective when the teacher recognizes the multiple identities of students, and develops peda- gogical practices that enhance students’ investment in the language practices of the classroom. The author concludes that administrators and policy makers need to be supportive of language teachers as they seek to be more effective in linguistically diverse classrooms. Introduction One of the icons of language teaching in Canada, Mary Ashworth, was often heard to comment, “There is nothing as practical as a good theory.” As the United States struggles to adjust to the challenges and possibilities of linguistic diversity in American classrooms, and how research should inform educational policy mak- ing, I wish to bring theory back into the debate. -
Introduction to Applied Linguistics (3 Credit Hours) Spring 2015 Course
EDU 204A/B: Introduction to Applied Linguistics (3 Credit Hours) Spring 2015 Conceptual Framework: We believe that teachers are “Developers of Human Potential.” Like Martha Berry, we believe the role of excellent teachers is to help our candidates and the students they teach to reach their full potential by developing their head, heart and hands. Our philosophy and purposes are based on three dimensions to develop teachers and educational leaders who 1) Promote Reflection and Decision Making (head), 2) Facilitate Learning (hands), and (3) Enhance Self and Social Awareness (heart). Each of these dimensions is tied to one or more of the 10 program principals and is demonstrated by our candidates in the coursework, field and clinical experiences. Course Description: This course provides an introduction to the analysis and description of languages in general and English in particular. The major areas of linguistics (phonetics, phonology, morphology, syntax, semantics, and pragmatics) and English grammar in use are presented and discussed with an emphasis on applications, including first and second language acquisition. After an overview of the nature of language, we will study the sounds of language: how they are produced (phonetics), and how they are patterned into words (phonology). Next, we will look at different ways in which languages form words and sentences (morphology and syntax, respectively). Lastly, we will study how meaning is expressed in a language (semantics) and how context interacts with language (pragmatics). Student Learning Outcomes: 1. Appreciate the value and uniqueness in language (INTASC 4) 2. Identify patterns in the English language as a tool of analysis with which to examine language. -
BRIGHTEN: an Exploration of Where the Linguists Are Working Dr. Anna Marie Trester Career Linguist
BRIGHTEN: An exploration of where the linguists are working Dr. Anna Marie Trester Career Linguist Thinking about careers can tend to be quite linear. Such thinking would lead one to conclude that if one studied linguistics, one ought to be doing something recognizeably “linguistic” as part of one’s subsequent professional expression of that training. I tend to approach the question instead in terms of the kinds of challenges a linguist might be drawn to and then ask: which of her linguistic skills and training does she bring to this work? Often, these are the things that make her uniquely successful! In some fields, linguistic training is known and recognized as valuable. However, in most cases we linguists will need to more actively cultivate opportunities for using our skills. But in just about any work that we do, we will likely find ways to express things like cross-cultural awareness, our ability to abstract away from understanding and misunderstanding, and to apply an empirical orientation to understanding human behavior. Thus, one of my answers to “what can you do with a degree in linguistics?” is BRIGHTEN! This works to gently encourage optimism and serve as a command to gloomy would-be nay-sayers who only want to focus only on the challenges, difficulties, and anxieties of the job search process “hey, the future is BRIGHT!” but the acronym also serves as a handy “world of work” educational tool. BRIGHTEN stands for: Business, Research, Innovation/Industry, Government, Healthcare, Technology, Education/Entrepreneurship, and Non-Profits. These are some of the areas in which the linguists I know have found meaningful professional expression of their skills and training. -
Introduction to the Encyclopedia of Applied Linguistics CAROL A
Introduction to The Encyclopedia of Applied Linguistics CAROL A. CHAPELLE The Encyclopedia of Applied Linguistics is a reference work encompassing the range of research on language-related problems that arise in the real-world contexts where languages are learned and used. Because of the wide range of issues that applied linguists work on, a precise defi nition of the fi eld is diffi cult to articulate. In his 2007 Introduction to Applied Linguistics, Davies points out that one might be tempted to conclude that “because language is everywhere, applied linguistics is the science of everything,” but such a conclusion would be neither correct nor useful (Davies, 2007, p. 2). If applied linguistics is not the science of everything, how is it defi ned? Simpson, the editor of The Routledge Handbook of Applied Linguistics, defi nes applied linguistics as “the academic fi eld which connects knowledge about language to decision- making in the real world . In this sense applied linguistics mediates between theory and practice” (Simpson, 2011, p. 1). In The Oxford Handbook of Applied Linguistics, in place of a defi nition, Kaplan indicates that “Applied linguistics is a diffi cult notion to defi ne.” He goes on to say that the Handbook does not “provide a defi nitive defi nition of the fi eld,” and then explains the historical origin of the fi eld through the efforts of language teachers wanting to distance themselves from their colleagues teaching literature (Kaplan, 2010, p. vi). These two very recent books provide a wealth of examples of work in applied linguistics, which help to demonstrate the diffi culty the editors faced in constructing a usefully precise and inclusively accurate defi nition of the fi eld. -
TRADITIONAL GRAMMAR REVIEW I. Parts of Speech Traditional
Traditional Grammar Review Page 1 of 15 TRADITIONAL GRAMMAR REVIEW I. Parts of Speech Traditional grammar recognizes eight parts of speech: Part of Definition Example Speech noun A noun is the name of a person, place, or thing. John bought the book. verb A verb is a word which expresses action or state of being. Ralph hit the ball hard. Janice is pretty. adjective An adjective describes or modifies a noun. The big, red barn burned down yesterday. adverb An adverb describes or modifies a verb, adjective, or He quickly left the another adverb. room. She fell down hard. pronoun A pronoun takes the place of a noun. She picked someone up today conjunction A conjunction connects words or groups of words. Bob and Jerry are going. Either Sam or I will win. preposition A preposition is a word that introduces a phrase showing a The dog with the relation between the noun or pronoun in the phrase and shaggy coat some other word in the sentence. He went past the gate. He gave the book to her. interjection An interjection is a word that expresses strong feeling. Wow! Gee! Whew! (and other four letter words.) Traditional Grammar Review Page 2 of 15 II. Phrases A phrase is a group of related words that does not contain a subject and a verb in combination. Generally, a phrase is used in the sentence as a single part of speech. In this section we will be concerned with prepositional phrases, gerund phrases, participial phrases, and infinitive phrases. Prepositional Phrases The preposition is a single (usually small) word or a cluster of words that show relationship between the object of the preposition and some other word in the sentence. -
Grammar: a Historical Survey
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 10, Issue 6 (May. - Jun. 2013), PP 60-62 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.Iosrjournals.Org Grammar: A Historical Survey Dr Pandey Om Prakash Associate Professor, Dept of English, Gaya College, Gaya (Under Magadha University, Bodh Gaya India) The term grammar has been derived from the Greek word ‘grammatica or grammatika techne’ which means ‘the art of writing’. The Greeks considered grammar to be a branch of philosophy concerned with the art of writing. In the middle ages grammar came to be regarded as a set of rules, usually in the form of text book, dictating correct usage. So in the widest and the traditional sense, grammar came to mean a set of normative and prescriptive rules in order to set up a standard of ‘correct usage’. The earliest reference of any grammar is to be found in 600 B.C.. Panini, in 600 B.C., was a Sanskrit grammarian from Pushkalvati, Gandhara, in modern day Charsadda District of Khyber Pakhtunkhwa, Pakistan. Panini is known for his formulation of 3959 rules of Sanskrit morphology, syntax, semantics in the grammar known as Ashtadhyayi meaning eight chapters. After Panin observations on Language are found in the records we have of pre-Socratic philosophers, the fifth century rhetoricians, Plato and Aristotle. The sources of knowledge of the pre-Socratic and the early theoraticians are fragmentary. It would be wise therefore to begin with Plato. The earliest extinct document in Greek on the subject of language is Cratylus, one of Plato’s dialogues. -
Sample Reading List in French Linguistics Général Sujets Particuliers
Sample reading list in French Linguistics Général Chapitres sélectionnés des ouvrages suivants : Bourdieu, Pierre. 1982. Ce que parler veut dire : l’économie des échanges linguistiques. Paris:Fayard. Lodge, R. Anthony. 1993. French: From dialect to standard. New York/London: Routledge. Fagyal, Z., Kibbee, D., Jenkins, F. 2006. French: A Linguistic Introduction. Cambridge, Cambridge University Press. Armstrong, N., Pooley, T. 2010. Social and Linguistic Change in European French. New York: Pallsgrave Macmillan. Sujets particuliers (based primarily on reading lists covered in courses taken by the candidate): Sociophonétique Articles and chapters: Armstrong, N. and Low, J. 2008. C’est encore plus jeuli, le Mareuc: some evidence for the spread of ‘o’-fronting in French. Transactions of the Philological Society, 106(3):432–455. Brousseau, A-M. 2005. The Sociolect of 17th and 18th Century French Settlers: Phonological Cues from French Creoles, U.Penn Working Papers in Linguistics, 10(2), 45-59. Carton, F. 1999. L'Epithèse vocalique en français contemporain: étude phonétique. Faits de langue, 13 : 35-45. Chalier, M. 2019. La norme de prononciation québécoise en changement (1970–2008) ? L'affrication de /t, d/ et l'antériorisation de /ɑ̃/ chez les présentateurs des journaux télévisés de Radio-Canada. La Revue Canadienne Chekin, P. 2018. Jean de Joinville and the Old French rhotic consonant. Zeitschrift für Romanische Philologie 134(4), 985-1007. Colantoni, L., & Steele, J. 2007. Acquiring /R/ in context. Studies in Second Language Acquisition, 29(3), 381-406. Dalola, A., Bridwell, K. 2019. The shape of [u]: Towards a Typology and Final Vowel Devoicing in Continental French. Proceedings of the 19th ICPhS, Melbourne, Australia, 106(3):432–455. -
Why Major in Linguistics (And What Does a Linguist Do)? by Monica Macaulay and Kristen Syrett
1 Why Major in Linguistics (and what does a linguist do)? by Monica Macaulay and Kristen Syrett What is linguistics? Speakers of all languages know a lot about their languages, usually without knowing that they know If you are considering becoming a linguistics it. For example, as a speaker of English, you major, you probably know something about the possess knowledge about English word order. field of linguistics already. However, you may find Perhaps without even knowing it, you understand it hard to answer people who ask you, "What that Sarah admires the teacher is grammatical, exactly is linguistics, and what does a linguist do?" while Admires Sarah teacher the is not, and also They might assume that it means you speak a lot of that The teacher admires Sarah means something languages. And they may be right: you may, in entirely different. You know that when you ask a fact, be a polyglot! But while many linguists do yes-no question, you may reverse the order of speak multiple languages—or at least know a fair words at the beginning of the sentence and that the bit about multiple languages—the study of pitch of your voice goes up at the end of the linguistics means much more than this. sentence (for example, in Are you going?). Linguistics is the scientific study of language, and However, if you speak French, you might add est- many topics are studied under this umbrella. At the ce que at the beginning, and if you know American heart of linguistics is the search for the unconscious knowledge that humans have about language and how it is that children acquire it, an understanding of the structure of language in general and of particular languages, knowledge about how languages vary, and how language influences the way in which we interact with each other and think about the world. -
Applied Linguistics to Identify and Contrast Racist 'Hate Speech'
Applied Linguistics Research Journal Original Research ALR Journal 2018;2(3):1–16 doi: 10.14744/alrj.2018.36855 Applied Linguistics to Identify and Contrast Racist ‘Hate Speech’: Cases from the English and Italian Language Gabriella B. Klein ABSTRACT University of Perugia, Perugia, Applied linguistics makes use of analytical tools from many not only language-related disciplines. Purpose of the research was to show how Italy the methodological choices of analysis are driven by the nature of the object of analysis itself. The ‘hate speech’ phenomenon is particularly interesting for this, due to its complexity which is reflected in a series of definitions, none of which really grasps completely its multifaceted nature. Indeed, one needs to use a variety of analytical tools originating from different social and human disciplines to support and integrate an ‘applied linguistics’ approach. Current ‘hate speech’ research focuses mainly on a lexical-semantic level (verbal communication), adding in some cases also visual aspects (visual communication), but neglecting body language (non-verbal communication) and the use of the voice (paraverbal communication). The same restricted understanding of hate speech emerged from the analysis of legal texts and their language use talking about hate crime and hate speech. The empirical case studies presented here stem from a two-year European project named RADAR - Regulating AntiDiscrimination and AntiRacism (JUST/2013/FRAC/ AG/6271) and include the analysis of two advertising images from UK and one talk show extract from Italy. Given their different communicational configuration, the materials needed to be analyzed by means of different tools ranging, in our case, from Language Critique (Sprachkritik), Critical Discourse Analysis, Ethnomethodology, Ethnographic Conversation Analysis, Psychology of Color and Forms. -
Applying the Principle of Simplicity to the Preparation of Effective English Materials for Students in Iranian High Schools
APPLYING THE PRINCIPLE OF SIMPLICITY TO THE PREPARATION OF EFFECTIVE ENGLISH MATERIALS FOR STUDENTS IN IRANIAN HIGH SCHOOLS By MOHAMMAD ALI FARNIA A DISSERTATION PRESENTED TO THE GRADUATE COUNCIL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1980 ACKNOWLEDGMENTS I would like to thank Professor Arthur J. Lewis, my advisor and chairperson of my dissertation committee, for his valuable guidance, not only in regard to this project, but during my past two years at the Uni- versity of Florida. I believe that without his help and extraordinary patience this project would never have been completed, I am also grateful to Professor Jayne C. Harder, my co-chairperson, for the invaluable guidance and assistance I received from her. I am greatly indebted to her for her keen and insightful comments, for her humane treatment, and, above all, for the confidence and motivation that she created in me in the course of writing this dissertation. I owe many thanks to the members of my doctoral committee. Pro- fessors Robert Wright, Vincent McGuire, and Eugene A. Todd, for their careful reading of this dissertation and constructive criticism. I would like to express my sincere gratitude and appreciation to my younger brother Aziz Farnia, whose financial support made my graduate studies in the United States possible. My personal appreciation goes to Miss Sofia Kohli ("Superfish") for typing the final version of this dissertation. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS , LIST OF ABBREVIATIONS ^ ABSTRACT ^ii CHAPTER I I INTRODUCTION The Problem Statement 3 The Need for the Study 4 Problems of Iranian Students 7 Definition of Terms 11 Delimitations of the Study 17 Organization of the Dissertation 17 II REVIEW OF THE LITERATURE 19 Learning Theories 19 Innateness Universal s in Language and Language Learning .. -
Linguistics Courses (LING) 1
Linguistics Courses (LING) 1 LING:2248 The Invention of Writing: From Cuneiform to Computers 3 s.h. Linguistics Courses Invention of writing as one of the most momentous events in the history of human civilizations; how the use of written (LING) sign systems, notations, maps, graphs, encryptions, and most recently, computer programs have consequences This is a list of all linguistics courses. For more information, that reach deeply into all aspects of people's lives; how see Linguistics. writing fascinates and delights, fosters reflexive thinking LING:1000 First-Year Seminar 1 s.h. and facilitates development of complex societies, and gives Small discussion class taught by a faculty member; topics rise to institutions of social power and control; students chosen by instructor; may include outside activities (e.g., explore the invention of writing and its consequences in films, lectures, performances, readings, visits to research broad international and interdisciplinary context. Taught in facilities). Requirements: first- or second-semester standing. English. Same as ANTH:2248, ASIA:2248, CL:2248, CLSA:2048, COMM:2248, GRMN:2248, HIST:2148, IS:2248, TRNS:2248, LING:1003 English Grammar 3 s.h. WLLC:2248. Recognizing nouns, verbs, adverbs, adjectives, and other parts of speech; sentence analysis; subjects, objects; types of LING:2900 Language, Gender, and Sexuality 3 s.h. sentences; passives, relative clauses; for students with little Gender-related language variation; current research on or no background in English grammar study. Does not count gender-specific linguistic forms and usage in the United States toward the linguistics major. Same as WRIT:1003. and other language communities; introduction to relevant principles of linguistic theory and analysis.