a course applied linguistic

بسم الله الرحمن الرحيم
الي عنده كتاب a course applied linguistic المولفه noor al qadi >>>>>>
تكفون تكفون الله يسعدكم دنيا واخره والله لادعيلها في صلاتي بالسعاده في الدارين

طلبي هو في الفصل الثاني يتكلم عن first language acquisition >>>>>>>>>>
اريدكم تساعدوني في المقارنه والمشابه في المدارس وهي .........
behaviouristic aproach
innatist approavh
cognitive approach
interactionistic approach >>>>>>>>>>>>>>>>>
الله يسعدكم دنيا واخره
تسليم هذا الواجب يوم السبت والله قعدت احاول احاول :guy face (62):بعدين طلبتكم المساعده لعل وعسي احد يساعدني:smile (97):
الله يفرجها عليكم :small:
يارب يارب :smile (97):

:smile (84):

:smile (24)::smile (24)::smile (24)::smile (24)::smile (24):

ياعسل انا ماادري عنك متى كتبتي الموضوع بس حابه اوضحلك انو اسم المؤلف غلط
يمكن عشان كذا مااحد جاوبك.. :smile (90):

اسم مؤلفين الكتاب /
د/هاشم نور
د/ناصر القاضي
:smile (42):
وانتي ياعسل جامعتهم مع بعض ..!!

هذه بعض المحاضرات منقولة
Lecture 1
What is Applied Linguistics?
What is Applied Linguistics (AL)?

 An Anglo-American Coinage.
-It was invented by linguists who wanted to be known as scientists not as humanists.
-It was first used at the university of Edinburgh school of Applied Linguistics in 1956.
- In 1957, it was used at the Center of Applied Linguistics in Washington D.C.
 AL in the past based itself on the findings of theoretical linguistics.
 Its main concern was the teaching and learning of foreign languages.
 In addition to the study of language learning and teaching AL is concerned with providing the knowledge necessary for solving language-related problems.
Lecture 2
Definitions of the Term
Corder (1974)
“AL is the utilization of the Knowledge about the nature of language achieved by linguistic research for the improvement of the efficiency of some practical task in which language is a central component.”
Strevens(1992)
“Applied Linguistics is a multidisciplinary approach to the solution of language related problems.”
Wilkins (1999)
The Purposes of AL:
“ Applied linguistics is concerned with increasing understanding of the role of language in human affairs and thereby with providing the knowledge necessary for those who are responsible whether the need for these arises in the classroom, the workplace, the law court, or the laboratory.”


Areas of Applied Linguistics
 Language teaching
 Language policy and language planning
 Speech therapy/Pathology
 Lexicography and dictionary making
 Translation and interpretation
 Computer assisted language learning/ instruction
Lecture 3
Areas of Applied Linguistics
1-Language teaching
 AL is not the only source of advancement in language teaching.
 The relation between AL and Language teaching is not direct.
 The problems faced in language teaching are solved with the help of AL.
2-Language policy and language planning
 AL is a great source of minimizing complex social, political, economic, linguistic, and cultural tensions.
 Al also plays a vital role in planning the national or local language(s) of concerned countries.
3- Speech therapy/Pathology
 Speech therapy/Pathology or clinical linguistics includes activities and exercises designed to help overcome language problems such as stuttering and aphasia.
 A number of clinics are attached to AL departments to help treat speech disorders.
4- Lexicography and dictionary making
 New lexicographers are engaged in applied linguistics for at least part of their task.

Lecture 4
Chapter 2
First language acquisition Theories
Introduction
 Human beings have the ability to acquire a language.
 They are provided with tools as will as biological accoutrements.
 First language acquisition has attracted
the attention of linguists and psycholinguists
for generations.
 There are many approaches to first language acquisition.
Approaches of first language acquisition
 Behaviouristic Approach
 Innatist / Nativestic Approach
 Cognitive / psychological Approach
 Interactionistic Approach
Lecture 5
Behaviouristic Approach
The outlook of Behaviorists
 From the observation, of systematization and prediction of animal responses to stimuli in laboratory experiments, Skinner drew conclusions about human behavior and derived a theory of language acquisition.
 The Behaviorists indicate that language learning is simply a matter of imitation and habit – formation.
 Children imitate the sounds and patterns which they hear around them and receive positive reinforcement for doing so.
 With the encouragement of those in the environment around them, children continue to imitate and practice these sounds and patterns until they form habits of correct language use.
 The quality and quantity of language which the child hears, as well as consistency of reinforcement offered by the environment have an effect on the child’s success in first language acquisition.
 Child’s ‘errors’ are the result of imperfect acquistion.
Criticism
 Behaviorism faces two critical points regarding:
The kind of language children produce: Children say goed, sheeps and mouses instead of the correct irregular forms; went, sheep and mice produced by the people around them
 The kind of language they do not produce:
At a certain age children cannot produce certain patterns no matter the amount of practice and reinforcement they get.
o Example:
Child: Nobody don’t like me.
Mother: No, say ‘Nobody likes me.’
(Eight repetition of this dialogue)
Child: Oh! Nobody don’t likes me
Lecture 6
Innatists /Nativists
The views of Innatists /Nativists
 Language acquisition is a complex system of rules which enables the child to understand and create an infinite number of sentences.
 The creativity of the child is apparent in the extraction of abstract knowledge in the form of rules from concrete examples.
 Children are born with a language faculty (innate ability).
 This language faculty is already equipped with considerable knowledge about the form that human language takes.
 When a child is exposed to a particular human language his/her mental grammar is fixed in appropriate ways.
 Innatists call the language faculty LAD (language acquisition device)
 To acquire language, child follow these steps:
 The child uses his LAD to understand the utterances heard around him.
 Then, s/he derive from them hypotheses about the grammar of the language.
 Then, the child uses these hypotheses to produce sentences that after a process of trail and error, correspond to those in adult speech.
Lecture 7
The Viewpoint of Cognitists


The Viewpoint of Cognitists
 According to cognitists, knowledge of language grows as the child’s mental abilities grow.
 Linguistic structures will appear in the child’s language only if there is an already-established cognitive foundation.
 English children use the present simple and continuous forms before they start using perfect tense.
 They claim that children, in the process of language development follow a number of ‘operating principles’ in making sense of language data.
 According to Clark & clark(1977) there are three operating principles:
Avoid exceptions, clear meaning –relationships of words and semantic sense of grammatical markers.
 They claim that children, in the process of language development follow a number of ‘operating principles’ in making sense of language data.
 According to Clark & clark(1977) there are three operating principles:
Avoid exceptions, clear meaning –relationships of words and semantic sense of grammatical markers.
 They claim that children, in the process of language development follow a number of ‘operating principles’ in making sense of language data.
 According to Clark & clark(1977) there are three operating principles:
Avoid exceptions, clear meaning –relationships of words and semantic sense of grammatical markers.
Avoid Exceptions
Regular rules are acquired before irregular ones. Unless the needed cognitive foundation is established, children produce breaked, mouses, mans, etc., for broke, mice, and men
Clear meaning –Relationships of Words
The underlying meaning-relationships of words should be clearly marked in the mind of children. This might explain why the active appears before the passive in the children language.
Semantic Sense of Grammatical Markers
Children prefer not to make a semantic category with Ø-marked but with some clear form. For example, forms which may undergo contraction or deletion tends to be initially absent in children ‘s speech as in The pen which he used before The pen he used, I will before I’ll.
Lecture 8
The viewpoint of Interactionists

They are of the opinion that language develops as a
result of the complex interplay between the uniquely
human characteristics of the child and the environment in
which he grows.
Child Environment

Parents Other children

The viewpoint of Interactionists
 The interactionists claim that many parents do not
talk to their children in the same way they talk to other
adults. Rather they seem capable of adapting their
language to provide the child with the maximum
opportunity to interact and learn.
 This adaptation or so - called ‘caretaker talk’ has a number of characteristics which distinguish it from typical speech between adult.
•It is generally spoken more slowly and clearly
•It contains short, simplified utterances.
•It contains fewer complex sentences.
•There is less variety of tense.
•The range of vocabulary is more limited.
•For the purpose of clarification unnecessary information is
provided and sentences may be repeated several times.