3301 Eup Linguistics 24/5/07 13:19 Page 1 EDINBURGH .
3301 eup linguistics24/5/0713:19Page 1EDINBURGH TEXTBOOKS IN APPLIED LINGUISTICSThis new textbook series provides advanced introductions to the main areas of study incontemporary Applied Linguistics, with a principal focus on the theory and practice oflanguage teaching and language learning and on the processes and problems of language in use.An Introduction to Applied LinguisticsFrom Practice to TheorySecond EditionALAN DAVIESThis Second Edition of the foundational textbook An Introduction to Applied Linguistics providesa state-of-the-art account of contemporary applied linguistics. The kinds of language problemsof interest to applied linguists are discussed and a distinction drawn between the differentresearch approach taken by theoretical linguists and by applied linguists to what seem to bethe same problems. Professor Davies describes a variety of projects which illustrate theinterests of the field and highlight the marriage it offers between practical experience andtheoretical understanding. The increasing emphasis of applied linguistics on ethicality is linkedto the growth of professionalism and to the concern for accountability, manifested in thewidening emphasis on critical stances. This, Davies argues, is at its most acute in the tensionbetween giving advice as the outcome of research and taking political action in order tochange a situation which, it is claimed, needs ameliorisation. This dilemma is not confined toapplied linguistics and may now be endemic in the applied disciplines.Alan Davies is a long-term member of staff of the Department of Applied Linguistics in theUniversity of Edinburgh. His publications include Principles of Language Testing, The NativeSpeaker: Myth and Reality, Dictionary of Language Testing, The Handbook of Applied Linguistics andA Glossary of Applied Linguistics.ALAN DAVIESKey features surveys current issues in applied linguistics, including the concept of the Native Speaker andthe development of World Englishes examines the influence of linguistics, cognitive science and philosophy on applied linguistics andmakes a contrast with educational linguistics proposes that a key issue for the profession will increasingly be the tension between advice andaction suggests that applied linguistics is a theorising rather than a theoretical discipline.An Introduction to Applied LinguisticsS E R I E S E D I T O R S : A L A N D AV I E S & K E I T H M I T C H E L LAn Introduction toApplied LinguisticsSecond EditionFrom Practice to TheoryALAN DAVIESCover design: River Design, EdinburghEdinburgh University Press22 George Square, Edinburghwww.eup.ed.ac.ukEdinburghISBN 978 0 7486 3355 5EDINBURGH TEXTBOOKS IN APPLIED LINGUISTICSS E R I E S E D I T O R S : A L A N D AV I E S & K E I T H M I T C H E L L
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page iFrom reviews of the first edition‘Alan Davies’ introductory text forcefully re-echoes the famous Edinburgh series inapplied linguistics, which he contributed to in a major way.’Applied Linguistics‘Every discipline coming of age needs to reflect on its origins, its history, its conflicts,in order to gain a better understanding of its identity and its long term objectives.Alan Davies, one of the founding fathers of applied linguistics, is the ideal person forthis soul-searching exercise Introduction to Applied Linguistics is obligatory readingfor students and researchers in applied linguistics, for language professionals and foranyone interested in the link between linguistics and applied linguistics.’Modern Language Review
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page ii‘’Tis of great use to the sailor to know the length of his line, though he cannot with it fathomall the depths of the ocean. ’Tis well he knows that it is long enough to reach the bottom, atsuch places as are necessary to direct his voyage, and caution him against running upon shoalsthat may ruin him. Our business here is not to know all things, but those which concern ourconduct. If we can find out those measures whereby a rational creature, put in that state whichman is in the world, may and ought to govern his opinions and actions depending thereon,we need not be troubled that some other things escape our knowledge.’(John Locke, An Essay Concerning Human Understanding, 1695)
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page iiiEdinburgh Textbooks in Applied LinguisticsSeries Editors: Alan Davies and Keith MitchellAn Introduction to AppliedLinguisticsFrom Practice to TheorySecond EditionAlan DaviesEdinburgh University Press
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page ivGrateful acknowledgement is made for permission to reproduce material previously publishedelsewhere. Every effort has been made to trace the copyright holders, but if any have beeninadvertently overlooked, the publisher will be pleased to make the necessary arrangements atthe first opportunity. Alan Davies, 1999, 2007Edinburgh University Press Ltd22 George Square, EdinburghFirst edition published 1999by Edinburgh University PressTypeset in Garamondby Norman Tilley Graphics, Northampton,and printed and bound in Great Britainby Cromwell Press, Trowbridge, WiltsA CIP record for this book is available fromthe British LibraryISBN 978 0 7486 3354 8 (hardback)ISBN 978 0 7486 3355 5 (paperback)The right of Alan Daviesto be identified as author of this workhas been asserted in accordance withthe Copyright, Designs and Patents Act 1988.
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page vContentsSeries Editors’ ii1 History and ‘definitions’12 Doing being applied linguists: the importance of experience133 Language and language practices414 Applied linguistics and language learning/teaching635 Applied linguistics and language use926 The professionalising of applied linguists1157 Applied linguistics: no ‘bookish theoric’1338 The applied linguistics 180194
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page vi
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page viiSeries Editors’ PrefaceThis series of single-author volumes published by Edinburgh University Press takesa contemporary view of applied linguistics. The intention is to make provision forthe wide range of interests in contemporary applied linguistics which are providedfor at the Master’s level.The expansion of Master’s postgraduate courses in recent years has had two effects:1. What began almost half a century ago as a wholly cross-disciplinary subject hasfound a measure of coherence so that now most training courses in AppliedLinguistics have similar core content.2. At the same time the range of specialisms has grown, as in any developingdiscipline. Training courses (and professional needs) vary in the extent towhich these specialisms are included and taught.Some volumes in the series will address the first development noted above, whilethe others will explore the second. It is hoped that the series as a whole will providestudents beginning postgraduate courses in Applied Linguistics, as well as languageteachers and other professionals wishing to become acquainted with the subject,with a sufficient introduction for them to develop their own thinking in appliedlinguistics and to build further into specialist areas of their own choosing.The view taken of applied linguistics in the Edinburgh Textbooks in AppliedLinguistics Series is that of a theorising approach to practical experience in thelanguage professions, notably, but not exclusively, those concerned with languagelearning and teaching. It is concerned with the problems, the processes, the mechanisms and the purposes of language in use.Like any other applied discipline, applied linguistics draws on theories fromrelated disciplines with which it explores the professional experience of itspractitioners and which in turn are themselves illuminated by that experience. Thistwo-way relationship between theory and practice is what we mean by a theorisingdiscipline.The volumes in the series are all premised on this view of Applied Linguistics asa theorising discipline which is developing its own coherence. At the same time, inorder to present as complete a contemporary view of applied linguistics as possibleother approaches will occasionally be expressed.
01 pages i-xiv:APPLIED LINGUISTICSviii31/5/0709:30Page viiiSeries Editors’ PrefaceSome twelve years from its first planning meeting, the Edinburgh Textbooks inApplied Linguistics (ETAL) Series reaches double figures with the publication of thisvolume by Alan Davies: An Introduction to Applied Linguistics: from practice to theory.It is hoped that the range of topics dealt with in these ten volumes (all listed on theinside cover) offers a helpful idea of the variety of contemporary applied linguisticsconcerns both in teaching and in research. The fact that Davies’s volume is a secondedition of the book that introduced the series in 1999 does not deny our claim forrange and variety. Davies’s volume has been brought up to date eight years on andcontains two wholly new chapters (1 and 8). Furthermore, the need for a secondedition attests to the continuing interest in the scholarly pursuit of applied linguisticsand in the ETAL Series.Alan DaviesW. Keith Mitchell
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page ixPrefaceA generous review of the First Edition (Davies: 1999) of this book suggested thatI had taken on ‘an impossible task, that of simultaneously addressing both theconcerns of disciplinary theorists and those of students. It would have been best tolimit the audience to those “interested in reviewing arguments about the relationshipbetween linguistics and applied linguistics. [That being so, the review continues] Itis those with considerable professional and professionalizing experience who canbest appreciate and critically evaluate this very theory-driven exposition.”’I am persuaded by this argument and accept that the audience I had – and nowhave – in mind is my professional colleagues and graduate students. Indeed, it is thatgroup we have continued to target in the eight volumes that followed in the Seriesafter ETAL 1. I list them later in this chapter but point out here that the constructof each volume was never how to do applied linguistics but rather what it means todo it. In other words, I took for granted that, pace Alastair Pennycook (2004), seriousapplied linguistics is always critical, and therefore whether the area under discussionis literature, materials, politics, language planning etc., what applied linguistics mustdo is to take a critical approach to it, problematise it and in so doing abjure easysolutions and packaged remedies.Since 1999 when the first edition of this book was published as the Introductionto the Series: Edinburgh Textbooks in Applied Linguistics Series, eight furthervolumes have appeared. Their publication means that we now have a broaderdefinition of applied linguistics than was available ten years ago and their influencecan be observed in the revisions to this volume. In particular I have accepted that thestrong distinction I argued for in the first edition, between linguistics-applied andapplied-linguistics, is not as necessary as it may once have been, and in this secondedition I return to the more traditional distinction between (theoretical or general)linguistics and applied linguistics.
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page xAcknowledgementsAUTHOR’S ACKNOWLEDGEMENTSIn addition to those colleagues and students mentioned in the Acknowledgmentsto the first edition, I wish to thank friends in the international language testingcommunity for their collegiality, colleagues at the Hong Kong PolytechnicUniversity where I was employed part-time over several years and those in the widerapplied linguistics community who helped shape the Handbook of Applied Linguisticsthat Cathie Elder and I developed. I am particularly grateful to John Joseph forsharing his vision of applied linguistics with me and to the ETAL Series authorsfor expanding my understanding of applied linguistics. My thanks also to KeithMitchell, co-editor of the ETAL Series, and to Sarah Edwards at EdinburghUniversity Press, for their constant support.AUTHOR’S ACKNOWLEDGEMENTS (FIRST EDITION)I am grateful to those colleagues and students with whom I have worked in theDepartment of Applied Linguistics at the University of Edinburgh since the early1960s. For much of that period Applied Linguistics and Linguistics were togetherin one department, allowing me to reflect on the relationship between the twodisciplines, an issue central to the argument of this volume. Towards the end of mycareer in Edinburgh I worked for some years in the University of Melbourne, asDirector of the National Language and Literacy Institute of Australia LanguageTesting Research Centre. In Melbourne I found again the excitement of the earlyyears in Edinburgh and I want to thank all those with whom I shared that experience.At a recent Film Academy awards ceremony, the actor Kim Bassinger accepted herOscar award with a very short speech of thanks. All she said was that she wanted tothank everyone she had ever met in her whole life. After nearly 40 years in appliedlinguistics, I think I know what she meant. But I do want to express my particulargratitude to several colleagues whose views on applied linguistics have influencedme: Pit Corder, Ron Asher, Henry Widdowson, Chris Brumfit, John Maher, TerryQuinn and Cathie Elder. But the views expressed in this volume are of course my
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page xiAcknowledgementsxiown and for them I take full responsibility. I am grateful to my co-editor of thisSeries, Keith Mitchell, for a critical read of my manuscript and I want to thank JackieJones of Edinburgh University Press for her encouragement and support.
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page xiiAbbreviationsAAALAILAAmerican Association of Applied LinguisticsAssociation de Linguistique Appliquée (International Associationof Applied Linguistics)ALAAApplied Linguistics Association of AustraliaBAALBritish Association of Applied LinguisticsCIEFLCentral Institute for English and Foreign LanguagesCLAChild Language AcquisitionEFLEnglish as a Foreign LanguageELF (or ELiF) English as a Lingua FrancaELTSEnglish Language Testing SystemESLEnglish as a Second LanguageESPEnglish for Specific PurposesIATEFLInternational Association for the Teaching of English as a ForeignLanguageIELTSInternational English Language Testing ServiceLOTELanguage Other Than EnglishLSPLanguages for Specific PurposesSLA(R)Second Language Acquisition (Research)TESOLTeachers of English to Speakers of Other LanguagesTOEFLTest of English as a Foreign LanguageUCHUnitary Competence Hypothesis
01 pages i-xiv:APPLIED LINGUISTICSFor Cathie as before31/5/0709:30Page xiii
01 pages i-xiv:APPLIED LINGUISTICS31/5/0709:30Page xivEdinburgh Textbooks in Applied LinguisticsTitles in the series include:Teaching Literature in a Second Languageby Brian Parkinson and Helen Reid ThomasMaterials Evaluation and Design for Language Teachingby Ian McGrathThe Social Turn in Second Language Acquisitionby David BlockLanguage Assessment and Programme Evaluationby Brian LynchLinguistics and the Language of Translationby Kirsten MalmkjaerPragmatic Stylisticsby Elizabeth BlackLanguage Planning in Educationby Gibson FergusonLanguage and Politicsby John E. Joseph
02 pages 001-202:Layout 131/5/0709:30Page 1Chapter 1History and ‘definitions’‘In Anna Karenina and Onegin not a single problem is solved but they satisfy youcompletely just because all the problems are correctly presented.’(Anton Chekov, letter to Alexei Suvorin, 27 October 1888,in L. Hellman (ed.), Selected Letters of Anton Chekov, 1955,translated by S. Lederer)1 DEFINITIONSApplied linguistics does not lend itself to an easy definition, perhaps because, asVivian Cook remarks: ‘Applied Linguistics means many things to many people’(Cook 2006). This absence of certainty is much bemoaned by those who practiseapplied linguistics but the lack of consensus can be found in other academicenterprises, especially those in the humanities and social sciences, where fragmentation is rife, sometimes acting as an escape from disagreement and entrenchedepistemological disputes as to the nature of the enterprise. Applied linguistics has afurther definitional problem because, if the nature of the enterprise is disputed, whatagreement can there be as to what it is that is being applied? A mediation betweentheory and practice (Kaplan and Widdowson 1992: 76); a synthesis of research froma variety of disciplines, including linguistics (Hudson 1999); ‘it presupposeslinguistics one cannot apply what one does not know’ (Corder 1973: 7); it is‘understood as an open field, in which those inhabiting or passing through simplyshow a common commitment to the potential value of dialogue with people who aredifferent’ (Rampton 1997: 14). And taking up what some will regard as an extremeposition: ‘critical applied linguistics opens up a whole new array of questions andconcerns, issues such as identity, sexuality, access, ethics, disparity, difference, desire,or the reproduction of Otherness that have hitherto not been considered as concernsrelated to applied linguistics’ (Pennycook 2004: 803–4).What most introductions and collections try to do is to use applied linguisticsconcerns and activities in order to illustrate and then analyse what applied linguisticsmethods and purposes are (see for example van Els et al. 1984, Davies et al. 1999,Spolsky 1999, Schmitt 2002, Cook 2003, Davies and Elder 2004, Sealey and Carter2004, Kaplan and Baldauf 2005). This is the approach by ostensive definition: if you
02 pages 001-202:Layout 1231/5/0709:30Page 2An Introduction to Applied Linguisticswant to know about applied linguistics, ‘look around you’ (as the inscription onWren’s memorial in St Paul’s Cathedral exhorts). Extreme versions of this approachcan be found in Rampton (1997), postgraduate courses which operate as à la carteand even the anti-arguments of Pennycook (2004). The trouble with such views isthat they offer no help in constructing introductory syllabuses in applied linguisticsfor initiates and they lack clarity as to how a determination can be made on thoseinitiates’ success in demonstrating that they should be admitted to the profession.The ostensive view is defended by Spolsky:the definition of a field can reasonably be explored by looking at the professionalsinvolved in its study Applied Linguistics [is now] a cover term for a sizeablegroup of semi-autonomous disciplines, each dividing its parentage and allegiancesbetween the formal study of language and other relevant fields, and each workingto develop its own methodologies and principles.(Spolsky 2005: 36)Robert Kaplan, founding editor of the Annual Review of Applied Linguistics, whosecareer has been spent championing applied linguistics and whose Handbook (Kaplan2005) has been followed by a Festschrift (Bruthiaux et al. 2005), has long beenconcerned about the status of applied linguistics, convinced that what it had to offerwas not always understood or valued. This was a way of speculating about the natureof applied linguistics.Ostensive definitions are rejected by those who argue for a dictionary definition,who maintain that there is, indeed, an applied linguistics core which should berequired of all those attempting the rite du passage. Widdowson, for example, arguesstrongly for the coherence of applied linguistics, dismissing as illogical the commonly held view that applied linguistics is a gallimaufry, a coming-together in an adhoc way of different disciplines (Widdowson 2005). Cook agrees with Widdowson:‘the task of applied linguistics is to mediate’ between linguistics and language use(Cook 2003: 20).Guy Cook defines applied linguist
An Introduction to Applied Linguistics Second Edition EDINBURGH TEXTBOOKS IN APPLIED LINGUISTICS SERIES EDITORS: ALAN DAVIES & KEITH MITCHELL This Second Edition of the foundational textbook An Introduction to Applied Linguisticsprovides a state-of-the-art acco
1 Chapter 3301-32 of the Administrative Code School Age Child Care Program Rules 1-12 Effective June 22, 2015 Table of Contents 3301-32-01 Definitions 3301-32-02 Staff 3301-32-03 Staff ratios and volunteers 3301-32-04 Facilities 3301-32-05 Program and curriculum 3301-32-06 Health and safety 3301-32-07 Nutrition 3301-32-08 Management of communicable disease
Probe Compatibility Matrix Model Compatible Probe GTK01 HITACHI EUP-V33, EUP-CC31, EUP-V33W, EUP-CC531 EUP-V53W, EUP-V12 GTK02 BK 8808 GTK03 TOSHIBA PVF-620ST, PVL-625RT
Darrell Larsen Introduction to Linguistics. What Is Language? Linguistics What Is Linguistics? What Do Linguists Examine? Competence vs. Performance Linguistics Miscellania Sound Structure / Intuitions (7)Which are possible English
Introduction to English Language & Linguistics 0. Introduction to language and linguistics 0.1. grammar linguistics from school 0.2. linguistics thinking about language 0.3. features of human language 1. Phonetics & phonology 2. Morphology & word formation 3. Syntax and grammar 4. Semanti
Explain equivalent units of production (EUP), and calculate EUP for each cost ele-ment in beginning and ending inventories and in the spoilage. 3. Describe the six steps for departmental cost accounting in a PCAS. 4. Demonstrate the differences in calculating product costs between FIFO and weighted-average methods. 5. Prepare a list of attributes needed in a relational database to prepare .
Report for Tender No. TREN/D1/40 Lot 6 -2005 EuP Lot 6 - Task 1 2nd of October 2007 Fraunhofer IZM CODDE Bio IS DUH Final Report Page 1-1 1. Definition (Task 1) 1.
The Handbook of LinguisticsThe Handbook of Linguistics Edited by: Edited by: Mark Aronoff And Janie Rees-Miller eISBN:eISBN: 9781405102520 Print publicationPrint publication date: date: date: 2002 Presupposing no prior knowledge of linguistics, The Handbook of Linguistics is the ideal resource for people who want to learn about
Cambridge IGCSE ACCOUNTING 0452/22 Paper 2 May/June 2020 MARK SCHEME Maximum Mark: 120 Published Students did not sit exam papers in the June 2020 series due to the Covid-19 global pandemic. This mark scheme is published to support teachers and students and should be read together with the question paper. It shows the requirements of the exam. The answer column of the mark scheme shows the .
