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READING REPORT
APPLIED LINGUISTICS(Meeting 2-7)
By:
Yeasy Agustina SariNIM. 1304095
Lecturer: Prof. Dr. M. Zaim, M.Hum.
ENGLISH DEPARTMENTGRADUATE PROGRAM OF THE STATE
UNIVERSITY OF PADANG2013
2nd MEETING
APPLIED LINGUISTICS AND LANGUAGE TEACHING
IN THE TWENTIETH CENTURY
By. Vivian Cook and Li Wei
Applied linguistic is an interantrans disciplinary approach. It identifies,
investigates, and offers solution to language-related to real life problems. In this article, the
author talks about how the importance of applied linguistics in learning the language. Applied
lingguistics can be said as the way for solving the language problrms today. In this topic, the
problem solving of applied linguistics included devising orthographies for languages that no
written from and inventing simplified languages for mariners.
For language teaching, linguistics and psychology have the important
relationships. Applied linguistics designed syllabuses and tests used around the world; some
haveventured into coursebook writing. The implementation of language teaching was universally
beneficial, here the applied linguistics hired gun was on the side of the goodies. Then this chapter
show the contribution that applied linguistics can make to language teaching. So. Applied
linguistics acan solve the problems of language teaching hopefully.
APPLIED LINGUISTICS AND LANGUAGE LEARNING/TECHING
Applied linguistics is close to the langauge learning and language teaching. In this
article, the writer said that there are three areas of common interest to both linguist and applied
linguist, attempted to distinguish the purposes and procedures of the two professions. The writer
discusses the field of language teaching and learning that dominant in applied linguistics. In this
chapter, the writer begins to presend the arguments for applied linguistics and against confining it
that will concern to second language teaching and learning.
Then, the writer explains the two examples problems in te field of language
teaching. They are, the optimum-age problem and proficiency test. This topic discuss these two
problems by distinguishing the problems from other views that involve some factors like: the
educational, the social, the psychological, the anthropological, the political, the religious, the
economic, the business, the planning and policy aspect, and the linguistics including the phonetic.
About the proficiency test, the writer explains that this test has been commissioned the first used
until the late 1970s, and the second operational in the early part of the 1980s, and for the next this
kind of text is called as ELTS Test- English Language Testing System.
After that, the writer investigates the problems of the methodologu od applied
linguistics. Here, the writer considered that the methodology used by the applied linguis in
working with a problem, and to that end the writer took as exples four areas of importance in
language teaching that connect with it is that is supposed to be beinglearned. They are; second
language acquisition research, language proficiency testing, teaching of LSP, and Curriculum
design. All of these four areas has particular relevance to language teaching and language
learning, the trust of applied linguistics activity is to extend the knowledge of what the learners
learn, that are; stages, markers, needs, or plans.
3rd Meeting
LEARNING STRATEGIES
This topic discuss about what are the learning strategies that should be givent to the
students. Firs of all, the writer give the expalanation about what is learning strategies. The writers
explain about the concept of strategy that is a somewhat fuzzy one. The writer also give the two
types of learning strategies that are; language learning strategies and skill learning strategies. In
this discussion, the writer conclude that they are some problems occure in learning strategies, the
first is learning strategies are to be perceived of as behavioural. Second, the problems concern the
precise nature of the behaviours that are to count as learning strategies. Third, wether learning
strategies are to be seen as conscious and intentional or as subconscious. Fourth, it concern
wether learning strategies are seen as having a direct or an indirect effect on interlanguage
development. And the last problem is, they are differences in opinions about what motivatesbthe
use of learning strategies.
Then, this chapeter also discuss about the methods that can be used to investigate the
learning strategies and also clasifying the learning strategies. The method that has been found to
be more successful involves the useof structured interview and quistionnaires that call for
retrospective accounts of the strategies learners employ. Next, there are some factors affecting
strategy choice. First, individual learner differences. Second, beliefs about language learning.
Third, learners factors. Foruth, the learner’s personal background. Fift, situational and social
factors. And the las factors is, the factors that is in the used of strategy.
DEVELOPMENTS IN LANGUAGE LEARNER STRATEGIES
This topic explain the observed that LLS ‘movement’ came about because the
focus of the research interest became the learner and bacause what learners do with their
linguistic knowledge is perhaps as important as that knowledge itself. This chapeter also explain
about how succesful and usucsessful learner have been conceptualized in the LLS literature and
the implications this has for the role that strategic behaviour plays in successful learning.
In the language learning strategies the learner should be considered as the raw
material of conscious cognitive processing and it should be considered in flexible combinations
or clusters. In this section, it defines language learner strategies from a psycholinguistic and
sociocultural perspective and examine strategy development in the light of strategy instruction
and strategic classrooms. Theese two factors as they are of particular relevance to the primary
classroom. This is not to say that other factors - some of which are identified in the following
section - do not also affect the development of LLS.
4th Meeting
LANGUAGE USER GROUPS AND LANGUAGE TEACHING
This chapter discuss about the consequences of language user groups for future
directions of language teaching. As the users, they have to recognize the first language and the
second language than the monolingual. Language teaching is a teaching a local language to
people who want to take part in monolingual local language community, a central languagebto
people who want to take part in a multilingual community where the language is used, a
supercentral language to people who want to use it for specialist cross-national uses, and a
hypercentral language to people who want to use it for a range of purposese across the globe.
BILINGUAL AND MULTILINGUAL EDUCATION
This topic talk about the program of education in multiple language. Bilingual
means learning by using two languages. Bilingual education is teaching the material by using
two languages. Multilingual educational programs can provide the means to meet these
community and national aspirations. Based on linguistic and pedagogical principles, SIL works
with local and national educators to develop transition literacy materials. Transitional materials
begin with what a person has already learned through literacy in the mother tongue to gain
literacy in the national language. However, if the person has learned to read first in the national or
some other language, instructional materials can be designed to begin with that language to
transition back into the mother tongue. The person with multilingual literacy skills then has
access to print in "both worlds."
In this chapter, the writer discuss the bilingual and multilingual education in some
countries such as in Chinese Scools, South Africa. The writer also explain the purpose of
bilingual and multilingual education programs similarly, because some programmes aim to help
learners to develop knowledge about a particular cultural group. The writer also explains the
three of frames of particular schools and programmes that are language based frames, content
based frames, and context frame based.
5th Meeting
Intergrating Content-Based and Task-based Approaches for Teaching, Learning and
Research
This article is talk about the importanceof teaching trends in nowadays. The
teachhing is based on the content and task approches. This kind of teaching method purpose to
enggage the learner in their communicative, academic, and professional interest. This topic
describes the learning process in the form, feedback and production, and the suggest the need of
the task design.
The writer in this article also explain about the way to create and design the
language based task to have the meaningful communication to solve the problems. According to
the principle, most of classroom activity use the Jigsaw, Grammar Communication, and also Spot
the difference. But, by the time, this task based is quite difficult to perform, this is happen
because the task are not clear enough to deliver. The writer also said that tasks can integrate
many of the strategies that the teacher use to provide the learners with adjusted input, feedback,
negotiation, direct instruction, opportunities for modified production of output. These article can
be used during the lesson and debates. The last of of this aticle, the writer explain the task
implementation in two study. The first is done for American cultures course and the second is the
comparation of three types of tasks that is used in the content-based language course on
contemporary American culture. So, for the teachers, the content based and task based are very
useful strategies in teaching the language.
CLASSROOM INTERACTION AND SECOND LANGUAGE ACQUISITION
This topic describes about hhow does the interaction in classroom will be run
perfectly in the Second language learner. Here, the writer explains the classroom affords the L2
researcher for three different perspectives. First, comparative method studies. Second, involves
going inside the black box of the classroom itself. And the last, the perspectives involves
investigating the effects of formal instruction. The instruction is viewed as attempt to interveno
directly in the language learning process by teaching specific properties of the L2.
In this topic, the writer will consider some of the principal research methods that
have been used to investigate the role of classroom interaction in language learning. The writer
also wants to exmine the different aspects of classroom interaction, that are; teacher talk, error
treatment, teachers’ questions, learner participation, task based interaction, and small group work.
After that, the writer discuss about the aspects of classroom interaction. Where according to Gues
(1983a), classroom process research was based on three basic premises, arejection of the notion
that classrooms fiffer on a single variable such as method, an emphasis on decribing instructional
events as fully as possible as a way of generating hypothesies, and the priority of direct
observation.
6th Meeting
WE DO NEED METHODS
In this chapter, Michael Swan, try to explain about the method that can be used in
language teaching. The attention has been diverted from the linguistic ‘centre’ by the increasing
interest of applied linguistic researchers in matters which are pheriperal or ancillary to teaching
language itself, and by post method views which tend to discourage concern with questions of
methodology.
Then the writer also scetch out about the method, Methods, and Postmethod. For
these three kinds of methods, the writer explain that the mother tongue must never be used in
foreign language; learning can only be effective if it involves genuine communication;
comprehensive input provides all that it neessary for effecive acquisit. In the condition of
postmetods, methods fail to address the broarder contexts of language teaching. Sometimes we
have ignored several other factors that govern classroom processes and practices and practices,
the factors are; teacher cognition, learner perception, societal needs, cultural contexts, political
exigencies, economic imperatives ( Kumaravadivelu, 2006:165). Kumaravadivelu (2006:201)
also list the macrostrategies which characterize postmethod language teaching, and from which
teachers can generate the situation that specific to the language teaching techniques: 1) maximize
learning opportunities; 2)Facilitate negitiated interaction; 3) Minimize perceptual mismatches; 4)
Activate intuitive heuristics; 5) Foster language awareness; 6) Contextualize linguistic input; 7)
Integrate language skills; 8) Promote learner autonomy; 9) Ensure soocial relevance; and 10)
Raise cultural consciousness.
Michael Swann also suspect that the postmethod account of language teaching
history, whereby monolithic approaches have generally and comprehensively dictated the shape
of courses, material, and teaching techniques, may be somewhat over simplified. So the
important things are the syllabus, the materials, and test design. Then, on the centrifugal muddle,
doing things is easies, and more fun, than teaching things. It is caused by the activities thet there
be an identifiable linguistic payoff for the time and energy invested.
In the communicative bias, the products are getting extract meaning from text and
training the students become better at preceiving and decodung the phonetic features. Then, the
writer also discuss about the language teaching and the need for methods, that tell the problem
with the large-scale language teaching approaches. Next, there are four problems that the course
of isntruction must privide the learner with an appropriate knowledge and skill based. They are;
Selection and presentation, establishment of a knowledge base, development of recall and
deployment, and course architecture. Finally, the writer tell about the fiture about the language
teaching methodologi. How it can be expected to develop this method in the future? Michael
Swan, answer this question by two things; first, the language teaching method will make the
progress, and the second, the progress, though real, will never be spectacular.
FORMAL INSTRUCTION AND SECOND LANGUAGE ACQUISITION
As we know that the formal instruction is the education a student receives in a
classroom setting from a pre designed syllabus. It is a standard in most culture that children go to
school to receive a formal education. However, there is a large portion of the population that is
begining to accept the notion that formal education in the classroom teaching is teaching the
second language learer and theoretical, that is the instruction will be successfully, and lingustic
environment and internal processing mechanisms.
Formal instruction here, discuss about the cognitive and metacognitive goals. In
this chapeter, the author explains about the different betrween the two types of goals, that Ellis
( 1994 ) stated. Then, in language centred instruction, here the learners were able to develop a
native-like competence as a result of communicating in second language ( L2 ).
Then in this chapter, the writer also explains about the effects of formal instruction
on second language learning, and also on general language proficiency. There are eleven studies
here, they are; first, six studies that lent to support to formal instruction; Second, three studies
that indicated that instruction did not help; Third, a study that exposure without formal instruction
was beneficial; and Fourth, two studies that ambiguos cases.
7th Meeting
INTERLANGUAGE AND THE ‘NATURAL’ ROUTE OF DEVELOPMENT
This chapter will explore the case for a mentalist interpretaticor of SLA. In oder to
do so, it will consider mentalist accounts of L1 acquisition, the interlanguage construct in SLA,
the empirical evidence for natural developmental route and the extent to which this route is the
same in L1 acquisition and SLA. The goal of this chapter is to examine the claims that the second
language (L2) learners acquire knowledge of a L2 in a fixed order. This emphasized the
importance of environmental factors and first language (L1) interference.
The writer also begins with her consider in; 1) Te background theory and research
in L1 acquisition; 2) The notion of interlanguage, a discussion of the L2=L1 hyphotheses; 3) The
cavoats regarding the centrality of learner. According to the mentalist theory, L1 acquisition was
the product of an Acquistion Device (AD) by which means the child relkated a set of Universal
Grammatical Rules to the surface structure of the language he was learning. There are fifth
mentalist View of L1 acquistion. They are; 1) Language is a human-specific faculty; 2) language
Exist as independent faculty; 3) The primary determinant of L1 Acquisition is the child’s AD,
which genetically endowed and provides the child with a set of principles about grammar; 4) The
AD atrophies with age; 5) The process of acquisition consist of hyphotheses testing, by which
means the grammar of the learner’s mother tongue is related to the principles of Universal
Grammar (UG).
Then the writer also discuss about the term interlanguage that is used for the first
time by Slinker ( 1972). He said that, interlanguage refer to the structure system which the learner
at any given stage in his development and it also refer to the series of interlocking systems which
form what Corder (1967) called the learner’s built-in syllabus. Selinker raised the three principles
features of the interlanguage focused, they are; language-learner language is permeable,
language-learner language is dynamic, and language-learner language is systematic.
After that, the writer explain about the error analysis and also the procedure that
are used for error analysis. They are, 1) a corpus of language is selected, 2) error in the corpus are
identified, 3) the errord are classified; 4) the errors are explained; 5) the errors are evaluated. The
last of this chapter, the writer add about the cross-section research, that the study of morpheme
quere carried out to investigate the order acquisition of a range of grammatical functions in the
speech of L2 learners. Also about morphemes that have examined the acquisition of grammatical
morphemes that have foccused on the other aspects of development.
INTERLANGUAGE AND FOSSILIZATION; TOWARDS AN ANALYTIC MODEL
The article discuss about the process of learning a second language (L2) is
characteristically non-linear and fragmentary, marked by a mixed landscape of rapid progression
in certain areas but slow movement, in cubation or even permanent stagnation in others. Such a
process results in a linguistic system known as interlanguage ( Selinker, 1972 ). Fossilization, or
the cessation of learning is recognized as a widespread phenomenon in second language
acquisition. The researchers Agnello, 1977; Bean,1990; Bruzzese, 1977; Sotillo, 1987) have not
identified the linguistic behavioor of those whose second language acquistion has cased. This
study seeks to identify some characteristics of linguistic behavior that distinguishes fossilized
nonnative speakers from those who are still learning. There is a theory ^ Vygotskian ( suggests
that differences might be found between these two groups in performance on tasks which
challenge the linguistic abilities of the speakers. Four hypotheses, concerning (1) the use of
imitation, (2) the ability to learn short-term, (3) the use of object- and other-regulation, and (4)
the use of private speech were tested with two groups of English as a second language speakers,
one fossilized and one non fossilized.
Selinker (1972) define the fossilixation is the concept of the first language that is
purportedly the source language that provides the initial building materials to be gradually
blended with materials tkaen from the target language, resulting in new forms that are neither in
the L1, nor in the Target Language, though lacking in sophistication in the view of many
contemporary L2 researchers. Then, the writer also explain the definitions of fossilization for
more clearly. According to Plan (1977), Fossilization is for L2 children, Besser (2002), for
adolescent, and adult learners ( Lardiere, 2007). Selinker (1972) also suggest that phenomenon of
fossilization is the most important distinguishing the factor that rekated to L1 acquisition.
The theoretical perspective on interlanguage have multiplied since the early days
of SLA research. The field has made major advances, both units own, through accumulation of
empirical findings, and through increasingly interfacing with other diciplines, notably, theretical
linguistics and cognitive psychology. This chapter also explain the draws of primarily on the
Universal Grammar ( UG ) for L2 that perspective to elucidate the issue of selective fossilization.
The writer also discuss about the concept of fossilization in SLA research that related to
interlanguage that will be the phenomenon for all SLA.