I then discuss action research reports, which may have been a source of some concerns expressed as to the quality of action research. Although action research reports may take forms different from those of orthodox research, I suggest that they are of interest and potential benefit to both the regular SL teacher and the profession as a whole. Most users should sign in with their email address. If you originally registered with a username please use that to sign in.
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Sign In. Advanced Search. Article Navigation. Close mobile search navigation Article Navigation. The long-term effectiveness of the instructional materials was also examined to see whether learners were able to retain improvement beyond the training period. In addition, the study explored whether improvement can transfer to novel contexts. The influence of high frequency and low frequency words on linking production was also investigated. Forty-five learners of English participated in the study with 15 students in each of the two experimental groups and the control group.
A pretest, posttest and delayed posttest design was implemented to answer the research questions of the study. Learners were also able to transfer the gained improvement to novel contexts. The use of audio-visual training with waveforms resulted in better improvement in linking perception and production as well as more positive learner feedback than an audio-only training.
The findings of the study hold a number of pedagogical implications for language teachers, material developers, and those interested in researching connected speech and the use of technology for language learning. Her research interested in assessing productive grammatical ability in academic ESL writing and speaking assessment. She investigates genre writing in the disciplines and automated writing evaluation to improve writing pedagogy.
Her latest venture is a collaboration that aims to bring CALL research into perspective using bibliometrics. Kelly has presented her work widely and published in several journals including Corpora , Writing and Pedagogy , and the Journal of English for Academic Purposes. Richmond has developed an online course in introduction to computer assisted language learning for the University of Ghana. He also works with Cardinal Turkson Foundation to enhance the quality of English language education for children in rural communities in Ghana.
His research focuses on multimodal communication and L2 acquisition, revision in L2 writing, and the interface of digital technology and communication in the Christian church. Dissertation title: Facilitating revision in the English as a second language ESL composition classroom through computer-based multimodal composing activities: A case study of composing practices of ESL students Hui-Hsien Feng is assistant professor at National Kaohsiung University of Science and Technology where she teaches sociolinguistics, academic writing, and English communication.
Her research interests include computer assisted language learning, second language academic writing, automated writing evaluation, computational linguistics, and corpus linguistics.
- What is applied linguistics?!
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Dissertation title: Technology and tasks for bridging the language content gap: Teacher-researcher collaboration in a third-year Spanish writing course Maja Grgurovic is a teaching and learning specialist with the Teaching and Learning Center at Colorado Technical University Online where she does onboarding and training of online faculty in both synchronous and asynchronous modes. Previously, Maja was a faculty member and administrator at the University of Illinois at Chicago.
Her research interests include genre analysis and academic writing instruction, best practices for training graduate student writing tutors, and systemic functional linguistic approaches to language development. Her research interests are language assessment, second language writing, and CALL.
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Dissertation title: A validity argument for the use of scores from a web-search-permitted and web-source-based integrated writing test Kadir Karakaya currently works as an instructional design assistant for Engineering-LAS Online Learning. His primary area of research includes interactionist and sociocultural approaches to instructed Second Language Acquisition. His interests also include instructional design, learner training, and task-based language teaching and learning.
D program in Fall She has built extensive assessment development and validation experience at leading organizations including the Center for Applied Linguistics, Educational Testing Service, and Pearson. Her research interests lie in the areas of domain analysis, innovative assessment tasks, and learning-oriented assessment. Dissertation title: Innovative assessment tasks for academic English proficiency: An integrated listening-speaking task vs.
Previously, she taught courses on second language writing assessment, teaching methods of elementary school English, and academic writing at Seoul National University, Busan National University of Education, and Iowa State University. Her primary research interests are in language assessment, automated writing evaluation, academic writing, computer-assisted language learning, and conversation analysis. Dissertation title: Transfer from ESL academic writing to first year composition and other disciplinary courses: An assessment perspective Jinrong Li is an associate professor in the Department of Writing and Linguistics at Georgia Southern University.
Her research interests generally run along three main themes: 1 feedback in teaching second language writing, 2 language teaching, technology, and second language instruction, and 3 information literacy and second language writing pedagogy. Since joining Georgia Southern, Jinrong has also started working with researchers in rhetoric and composition, and has developed strong interests in identifying opportunities for productive collaboration between first and second language writing specialists.
Dissertation title: The effects of synchronous text-based computer mediated communication tasks on the development of L2 and academic literacy: A mixed methods study Zhi Li is an assistant professor in the Department of Linguistics and Religious Studies at the University of Saskatchewan UoS , Canada.
His research interests include language assessment, computer-assisted language learning, corpus linguistics, and systemic functional linguistics. Dissertation title: An argument-based validation study of the English Placement Test EPT : Focusing on the inferences of extrapolation and ramification Stephanie Link is an assistant professor of TESL at Oklahoma State University where she teaches graduate courses in pedagogy, applied linguistics, and research methods.
Her primary research interests are in the development and evaluation of emerging technologies for computer assisted language learning with a special focus on L2 writing, genre analysis, systemic functional linguistics, and automated writing evaluation. Objective measurements e. Development of the engine utilizes measures of complexity, accuracy, fluency, and functionality CAFF , which are guided by Complexity Theory and Systemic Functional Linguistics.
These measures were built into computer algorithms by using a hybrid approach to natural language processing NLP , which includes the statistical parsing of student texts and rule-based feature detection. Validation follows an interpretive argument-based approach to demonstrate the adequacy and appropriateness of AES scores.
Teaching and Researching Speaking (Applied Linguistics in Action)
Practice provides applied linguistics theory with both the point of departure and its end destination. But this is not the sense in which I am using the term here. In saying that applied linguistics has a theoretical dimension, I mean that it involves an explicit attempt to: a derive, from our personal values and our empirical observations, a coherent explanation of what language is and how it can be learnt most efficiently; b connect this explanation to our language teaching practice.
Theory, in this sense, is not the counterpoint of practice; rather, practice provides applied linguistics theory with both the point of departure and its end destination. In my view, there are two problems with such a statement.
Research and teaching
Firstly, this attitude locks teachers in a position where their understanding of their teaching context is limited, which in turn limits their scope of intentional action. He goes on to point out that:. Some examples of these connections can be seen in the historical evolution of language teaching. For example, it is easy to see how the Audiolingual Method built on structural linguistics, which was prevalent at the time [ 4 ]. Rather than revolutionise learning, these recommendations more commonly result in confusion, uncritical enthusiasm and paralysing disillusionment.
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What applied linguistics offers to teachers is the tools to develop an explicitly articulated set of principles on which we can draw to appraise these recommendations in principled, sensible ways. Another important reason why language teachers can be helped by a robust knowledge of applied linguistics is because of the disappointing prevalence of lay theories about language and learning.
For better or for worse, language teaching deals with an aspect of human behaviour that is entirely familiar. Everybody has intuitions about language and language learning, because everybody uses language.
And while this engagement and knowledge is sometimes salutary, it is often associated with the prevalence of misguided opinions, like the following:. They can also make their way into public discourse in very forceful ways, as happened when the far right in Greece declared war! In such instances, knowledge of applied linguistics can provide language teachers with a framework on which a credible counter-discourse can build.
Returning to my original point, of course it is possible to teach a language well without any explicitly articulated theoretical knowledge, and if this is all one wishes to do, that is fine. But I think that as language educators, we can aspire to more than just teaching people how to read and write and speak and understand another language. My own goal, when teaching applied linguistics is to prepare teachers who will be in charge of their classrooms, even if this means taking back control from coursebook writers, examination providers, researchers and policy makers.
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But one can only change what one understands well. For language teachers, understanding applied linguistics is not about learning theory; it is about developing the confidence and authority that will empower them to make positive change happen. This brings to mind an exam, in which a student requested a clarification about this very question: she confidently claimed that she could provide her own opinion and mine, but would like to know which one I expected.