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تحميل كتاب APPLIED LINGUISTICS WHAT S THAT NUMA MARKEE pdf
المؤلف : Numa Markee
عن الكتاب : 1990م - 1443هـ
APPLIED LINGUISTICS: WHAT’S THAT?
NUMA MARKEE
Division of English as an International Language, University of Illinois at
Urbana-Champaign, United States of America
This paper traces the historical development of strong and weak definitions of
applied linguistics. Strong definitions of applied linguistics assume that the methods
and insights of theoretical linguistics are directly applicable to resolving second
language teaching problems. On the other hand, weak definitions do not limit
themselves to the resolution of second language teaching problems but potentially
address all practical language-related problems. These definitions typically assert
the autonomy of the field from the mother discipline; and they draw on a broad
range of feeder disciplines in addition to theoretical linguistics, whose choice
depends on which particular language-related problem is to be resolved. This paper
argues that weak definitions are preferable in that they provide a most necessary
element of flexibility in the theory and practice of applied linguistics which is in
tune with the needs and realities of the wider profession. Finally, the paper
illustrates these theoretical principles with a practical example by examining the
contributions various feeder disciplines can make to designing a coherent second
language curriculum.
INTRODUCTION
Applied linguistics (AL) is barely 40 years old. Howatt (1984) cites the first issue of Language
Learning (1948), subtitled A Quarterly Journal of Applied Linguistics, as the first use of
this term. Whether this is actually its first attestation or not is less important than the fact
that it had gained common acceptance by the mid 1950s in both the United States and
Britain as the name for our profession. Other labels, such as educational linguistics (Spolsky,
1978), have been suggested, but these alternatives have not diffused to any great extent
among the wider profession. For good or for ill, AL is the most widely used term; therefore,
this is the expression that will be used in the rest of this paper.
Given that AL has had such a short history as a recognizably separate academic discipline,
it is not surprising that applied linguists differ as to what the defining characteristics of
the field are. Is it synonymous with language teaching, in particular English language
teaching or with second language acquisition (SLA)? Furthermore, what is its relationship
to theoretical linguistics? Is it no more than the sum of its parts, that is, the application
of linguistic theory to language teaching, or is it an autonomous discipline which is also
concerned with problems that are not necessarily confined to issues related to formal
language instruction? .
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وصف كتاب APPLIED LINGUISTICS WHAT S THAT NUMA MARKEE
1990م - 1443هـ
APPLIED LINGUISTICS: WHAT’S THAT?
NUMA MARKEE
Division of English as an International Language, University of Illinois at
Urbana-Champaign, United States of America
This paper traces the historical development of strong and weak definitions of
applied linguistics. Strong definitions of applied linguistics assume that the methods
and insights of theoretical linguistics are directly applicable to resolving second
language teaching problems. On the other hand, weak definitions do not limit
themselves to the resolution of second language teaching problems but potentially
address all practical language-related problems. These definitions typically assert
the autonomy of the field from the mother discipline; and they draw on a broad
range of feeder disciplines in addition to theoretical linguistics, whose choice
depends on which particular language-related problem is to be resolved. This paper
argues that weak definitions are preferable in that they provide a most necessary
element of flexibility in the theory and practice of applied linguistics which is in
tune with the needs and realities of the wider profession. Finally, the paper
illustrates these theoretical principles with a practical example by examining the
contributions various feeder disciplines can make to designing a coherent second
language curriculum.
INTRODUCTION
Applied linguistics (AL) is barely 40 years old. Howatt (1984) cites the first issue of Language
Learning (1948), subtitled A Quarterly Journal of Applied Linguistics, as the first use of
this term. Whether this is actually its first attestation or not is less important than the fact
that it had gained common acceptance by the mid 1950s in both the United States and
Britain as the name for our profession. Other labels, such as educational linguistics (Spolsky,
1978), have been suggested, but these alternatives have not diffused to any great extent
among the wider profession. For good or for ill, AL is the most widely used term; therefore,
this is the expression that will be used in the rest of this paper.
Given that AL has had such a short history as a recognizably separate academic discipline,
it is not surprising that applied linguists differ as to what the defining characteristics of
the field are. Is it synonymous with language teaching, in particular English language
teaching or with second language acquisition (SLA)? Furthermore, what is its relationship
to theoretical linguistics? Is it no more than the sum of its parts, that is, the application
of linguistic theory to language teaching, or is it an autonomous discipline which is also
concerned with problems that are not necessarily confined to issues related to formal
language instruction? .
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