APPLIED LINGUISTICS

WHAT YOU NEED TO KNOW

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You are welcome to Applied Linguistics Page.

This blog has been designed to help you meet your needs in your study of Applied linguistics.

The underlying objective of Applied Linguistics is to address language-related problems and issues in everyday world. I have addressed these concerns from three complementary vantage points: Language Acquisition, Language Assessment, and Discourse analysis/functional Grammar.

We focus on the interface of these perspectives in real world situations. Other books or materials focus on individual aspects such as first language acquisition, conversation analysis, or computational modeling, but they do not systematically bring these areas together as we do.

Applied Linguistics is to provide supportive and complementary materials for the English language course through the provision of an in-depth and theoretical background to the topics covered in a more practical perspective in relation to the society in which we live.

The Topics in this blog are illustrated and discussed to give only indirect support to learning English and foreign Cultures in relation to Cambodia Cultures of which much of the topics have been discussed in the class by the lecturer.

This thus makes the section brief and easy to read with extensive association with important ideas.

It will be helpful to read the more practical parts of these articles but be aware that the extensive details are contained in the Students Course. The ideas in this articles on the other hand have been developed for this reality and will therefore serve as your guide when you read other published Applied Linguistic material as you prepare for your Examinations.

SECTION 7 (PPIU APPLIED LINGUISTIC REVISION GUIDE)

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1= T
2= T
3= F
4= T
5= F
6= F
7= C
8= C
9= C
10= D
11= B
12 = A
13 = C
14= A
15= A
16 = A
17= B
18 = C
19 = B
20 = A
21 = D
22 = A
23 = E
24 = C
25 = B

Given below are illocutionary acts, and for each four suggested felicity conditions. In each case only two of the felicity conditions are actually correct. Indicate the correct felicity conditions by cycling your choices.

1 = A and C
2 =A and D
3 = B and C
4 = B and C
5 = B and D

Click Here to return to Section 1

SECTION 5 (PPIU APPLIED LINGUSITICS)

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There are several kinds of Antonyms. By writing C, G or R in Column C, indicate whether the pairs in column A and B are complementary, gradable or relational.

1= C
2= C
3= R
4= C
5 = C
6 = C
7 = C
8= G
9 = C
10 = G
11 = G
12 = G
13 = C
14 = R
15 = C

Answer to Section 6 Click Here

SECTION 6 (PPIU APPLIED LINGUSITICS)

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1. Enumerate 5 uses of English Language in Cambodia

In Cambodia, English language is being used for achieving different goals and so Cambodians use the language for many different reasons such as

1. Global Integration

2. Travel, tourism and cultural exchange

3. Economic and business relations

4. Job and employment opportunities

5. Information Exchange and Communication

6. Educational Purposes

7. Research and Project Implementations

2. What do you understand as Morphemes?

These are the most basic units of meaning in a language. A word (e.g book) is a morpheme because it conveys a single unit of meaning (a set of bound pages). However, s at the end of a noun is also a morpheme because it conveys the meaning that there are more than one. Thus, the word books contain two morphemes, book and s.

3. Enumerate 5 characteristics of a good Language learner.

1 They have a positive attitude about the language they want to learn and about speakers of that language.

2 They have a strong personal motivation to learn the language.

3 They are confident that they will be successful learners.

4 They are prepared to risk making mistakes and they learn from the mistakes that they make.

5 They like to 1earn about the language.

6 They organize their own practice of the language.

7 They find ways to say things that they do not know how to express correctly.

8 They get into situations where the language is being used and they use the language as often as they can.

9 They work directly in the language rather than translate from their first language.

10 They think about their strategies for learning and remembering. And they consciously try out new strategies.

4. State 5 basic Principles of teaching and learning

1. Learning is more important than teaching

2. Teach the students not the book

3. Involve the students in the learning process

4. Don't tell students what they can tell you

5. Show your reaction to what students say

6. Students need practice not you

7. Don’t Emphasize Difficulties.

8. Vary what you do and how you do it.

9. Select

10. Activities and relationships in the classroom Change

11. Students need to Learn How to learn

12. Useful and fun is better than either alone

5. Mention 5 qualities of a good language teacher

I He makes his course interesting.

2 He teaches good pronunciation.

3 He explains clearly.

4 He speaks good English.

5 He shows the same interest in all his students.

6 He makes all the students participate.

7 He shows great patience.

8 He insists on the spoken language.

9 He makes his pupils work.

10 He uses an audio-lingual method.

Click Here for SECTION 7

SECTION 4 (PPIU APPLIED LINGUSITICS)

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SECTION 4.
5= U
6= M
7 = C
8 = U
Answer section 5 click here

SECTION 3 (PPIU APPLIED LINGUSITICS)

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SECTION 3.
1. C
2. B
3. D
4. C
5. D
6. D
7. A
8. D
9. C
10. D
11. D
12. C
13. B
14. A
15. D

Answer to SECTION 4 Click here

SECTION 2(PPIU APPLIED LINGUSITICS)

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1. Explain with Examples the term “Hedges”
Sometimes what we are saying may not be totally accurate. Hedges are used to show that the speaker is cautious of what they say and helps to maintain Quantity, Quality, Relation and Manner.

2. Underline the Hedges in the following sentences and indicate which cooperative principles it tries to maintain.

a. The teacher is not married, I guess. Quality
b. I don't know if this is important, but some of the files are missing Relation
c. I'm not sure if this makes sense, but car had no lights. Manner
d. I won't bore you with all the details, but it was an exciting trip Quantity
e. This may be a bit confused, but I remember being in a car Manner
f. I may be mistaken, but I saw a wedding ring on her finger. Quality
g. This may sound like a dumb question, but whose handwriting is? Relation
h. As you probably know, I am terrified of bugs. Quantity

3. What is the relationship between Cooperation and Implicature
When speakers and listeners are involved in conversation, they are generally cooperating with each other. For example, speakers use references to make listeners to understand them, while listeners use inference to understand the speaker.
The ability for speakers to communicate by providing additional conveyed meaning is called Implicature. It is through these Implicatures that listeners are able to understand the intended meaning of speakers. Implicatures help listeners to interpret the intended meaning of the speakers.

4. Explain in details the relationship between Speech act and Speech Events.

When people speak, they do not just use grammatical structures or words but rather, they perform actions with their utterances (sound or words). Speech act refers to the action performed through utterances.
Speech events on the other hand, refer to the circumstances surrounding the utterances which may include other utterances.
Therefore, the action performed (Speech Act) by an utterance depend on the circumstances (Speech Event) of the utterance and the Circumstance determines the Action Performed by the utterance.

5. Do you agree or disagree that Animals have a language? Give reasons to support your answers.

It is evident that animals just like humans can communicate with each other. However, the question of whether animals have a language is contentious. Human beings are the only species capable of learning language.
This is because Humans can think and talk about things that happened in the past, present and even in the future. Human beings can talk about things that are near or far, they can talk about things which are seen or unseen as well as things from their imaginations.
Animals do not posses such characteristics in their communication.

6. What is Cohesion? Give Reasons why Cohesion is important element of Discourse Analysis.

Cohesion is an important element of written text and spoken data. Cohesion refers to how the information contained in the text links together. For Texts to be understandable by readers, the writer should ensure that the information is Cohesive. Cohesion helps the texts to have meaning.

7. What is the difference between Reference and Inference?

Reference is an act in which a speaker, or writer uses linguistic forms to enable a listener, or reader, to identify something.
Inference on the other hand refers to the reasoning which listeners/readers use to make logical judgment from circumstantial evidence rather than from observation. Inference helps to clarify references.

8. What is the difference between Morphemes and Semantics?

These are the most basic units of meaning in a language. A word (e.g book) is a morpheme because it conveys a single unit of meaning (a set of bound pages). However, s at the end of a noun is also a morpheme because it conveys the meaning that there are more than one. Thus, the word books contain two morphemes, book and s.
Semantics refers to the system of meaning of words within a context. For example, when we say "Ravy flew down the street in her new car". Flew in this sentence has a different meaning than it is used in the sentence; The Pilot flew to Toronto and back in the same day.

It is important to note that semantics and morphemes deals with meaning. However, while Semantics focuses on units of meaning associated with the relationships among words, Morphemes are units of meaning associated with the components that make up a single word.

9. Outline the Approaches of Language Acquisition
APPROACHES TO LANGUAGE ACQUISITION.
There are four categorical approaches to Language acquisition.
1. Biological Basis of language acquisition
2. Cognitive Basis of Language acquisition
3. Socio cultural Basis of language acquisition
4. Behavioral and Social Learning Bases for Language Acquisition

Answer for Section 3 Click Here

KEY STAGES OF LANGUAGE ACQUISITION

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KEY STAGES OF LA

STAGES MAIN FEATURES AGES
1. Crying -Used to communicate with parents 1-3months
2. Babbling -sound made with the front of the mouth 3-6 months
3. Cooing -a sound that resembles real words. 6-10 months
4. Holo-phrase - one word syllables children use to make speech 10-15months
5. Telegraphic - use two or three word phrases 18-24months
6. Middle Age - they begin to add clauses and compound sentences 5-7Years
7. Adolescence -The competence for written languages is higher than spoken
language 13-17 years

Answer for Section 2 Click Here

Answer key For Applied Linguistic Year 4 Semester 2 PPIU Revision Guide.

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PART ONE
TRUE OR FALSE
1. T
2. F
3. T
4. T
5. T
6. F
7. F
8. F
9. T
10. T
11. T
12. T
13. T
14. F
15. C
16. A
17. Phonemes
18. Morphemes
19. Language acquisition
20. Pragmatics

KEY STAGES OF LANGUAGE ACQUISITION