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Subject's code : 24402283
In this unit we come across the definition of applied linguistics, its scope and a short history of the field from its origins up to the present.
In this unit we learn about the concept of grammar, descriptive grammars and the limitations of grammatical description. We also survey different theories of learning that account for how grammar is learned and how grammar can be taught.
This unit gives a definition of vocabulary. We learn about the two major considerations that determine what vocabulary to focus on: the needs of the learners and the usefulness of the vocabulary items. We look at four strands of vocabulary learning: learning vocabulary from meaning-focused input (listening and reading), learning vocabulary from meaning-focused output (speaking and writing), deliberate vocabulary learning and developing fluency with vocabulary across the four skills. We also learn about the four major strategies that help with finding the meaning of unknown words and making the words stay in memory. Finally we study how to assess vocabulary knowledge.
In this unit we find a definition of discourse analysis and we study the spoken and the written discourses. We learn about those approaches to discourse analysis that have the greatest relevance to applied linguistics and language education. We also see the differences in grammar of spoken and written discourses and the lexical patterns used in spoken language. We finally learn about corpus linguistics and variation in discourse, and the pedagogical implications of discourse analysis.
This unit explains what pragmatics is about and we learn some important terms and concepts in modern pragmatics. We study the two main broad approaches to pragmatics: the cognitive-psychological approach and the social-psychological approach. Finally, we study the implications for language teaching, learning and use: the importance of contextual information, the process of constructing meaning, the Speech Act Theory and pragmatic transfer.
This unit gives a definition of corpus linguistics and deals with corpus types and some of the issues involved in designing and compiling a corpus as well as what kind of information can be gathered from a corpus. We get to know different types of corpus studies (language change across the centuries, language changes related to language development in first and second language situations, exploring similarities or differences across different national or regional varieties of English, exploring the differences between spoken and written language) and we learn about the impact of corpus linguistic studies on classroom language teaching practices.
In this unit we find a definition of second language acquisition and we learn about linguistic and psychological theories of second language learning. We also see some of the findings of research on learner language and, finally, we study the effect of instruction on second language acquisition.
In this unit a definition of psycholinguistics is given and we learn about cognitive models to describe and predict specific linguistic behaviour. We also study how knowledge of the bilingual’s two languages is organized and accessed.
Sociolinguistics is the study of language in society. In this unit we study the ways people speak, the descriptive tools of language variation and the social factors that correlate with language variation. We are also shown how to deal with sociolinguistic data. Finally we learn about the applications of sociolinguistics.
In this unit we learn about the learner’s characteristics. We study the characteristics outside the teacher’s control (age, gender and language aptitude), the motivation variable, learning styles and learner strategies. Finally we come across the pedagogical implications of the intersection of motivation, style and strategies.