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English applied linguistics

     

    BA Final exam topics and reading list         updated 17 April, 2013 

     

    For the readings please contact DEAL secretary, Erzsébet Szilágyi

     

    1. SLA theories

    Lightbown, P. M. & Spada, N. (2006). How languages are learned (3rd ed.). Oxford, United Kingdom: Oxford University Press. pp. 34-51.

    Key words:

    behaviourism and contrastive analysis; Chomsky's Universal Grammar; Krashen's Monitor Model; cognitivist theories (information processing, connectionism, the interaction hypothesis, the noticing hypothesis, processability theory); sociocultural theory
     

    2. Communicative competence

    Cook, G. (2003).  Applied linguistics. Oxford, United Kingdom: Oxford University Press. pp. 40-48.

    Cook, G. (2003). Applied linguistics. Oxford, United Kingdom: Oxford University Press. pp. 103-104.

    Key words:

    Hymes’ model; Canale and Swain’s model; the communicative approach to English language teaching

     

    3. Discourse analysis

    Tankó, Gy. (2012). Professional writing: The academic context (Rev. 2nd ed.). Budapest: Eötvös University Press. pp. 40-68.

    Celce-Murcia, M. & Olshtain, E. (2000). Discourse and context in language teaching.

    Cambridge, United Kingdom: Cambridge University Press. pp. 4-13.

    Key words:

    definition of discourse and discourse analysis; genre, register, information structure, turn-taking; critical discourse analysis; context and shared knowledge; coherence, cohesion, types of cohesion, topic, logical relationships, complex genre, part-genre, sub-genre, text type, patterns of organisation

     

    4. Pragmatics

    Illes, E. (2009). An introduction to pragmatics for teachers. In R. Bhanot & E. Illes (Eds.), Best of Language Issues (pp. 53-57). London, United Kingdom: LLU+ London South Bank University.

    Yule, G. (1996). Pragmatics. Oxford, United Kingdom: Oxford University Press. pp. 59-69.

    Key words:

    definition(s) of pragmatics; Speech Act Theory; Grice’s Cooperative Principle (maxims);

    Politeness: positive/negative face, politeness strategies

     

    5. Sociolinguistics

    Wardhaugh, R. (2006). An introduction to sociolinguistics. (5th ed.). Oxford, United Kingdom: Blackwell. pp. 25-57.

    Key words:

    Language v. variety (examples); dialects; language-dialect continuum; accent; Standard English; Received Pronunciation

     

    6. Psycholinguistics: Language production and language loss

    Scovel, T. (1998). Psycholinguistics. Oxford, UK: OUP. pp. 26–49.

    Scovel, T. (1998). Psycholinguistics. Oxford, UK: OUP. pp. 70–89.

    Keywords: conceptualisation; formulation, articulation, self-monitoring; the human larynx, coarticulation; mistakes/errors; neurolinguistics; neuroplasticity; aphasia (Broca’s, Wernicke’s); speech and language disorders; long-term memory, short-term memory 

     

    7. Language policy

    Darquennes, J. (2013). Current issues in LPP research and their impact on society. AILA Review, 26, 11–23.

    Coleman, J. A. (2006). English-medium teaching in European Higher Education. Language Teaching, 39(1), 1–14.

    Key words: multidimensionality in language policy and language planning (LPP); interplay between language policy and language planning; current issues in LPP; impacts of LPP; drivers of the Englishization; Content and Language Integrated Learning; English-medium instruction in higher education 

     

    8. Individual differences

    Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford, United Kingdom: Oxford University Press. pp. 53-76.

    Key words:

    language learning and age, the Critical Period, aptitude, learning styles, learning strategies

     

    9. Motivation

    Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, United

    Kingdom: Cambridge University Press. pp. 5-30. 

    Key words:

    history of L2 motivation research; types of motivation; process oriented view on L2 motivation; motivational teaching practice

     

    10. Language testing and assessment

    McNamara, T. (2000). Language testing. Oxford, United Kingdom: Oxford University Press. pp. 3-11.

    Hughes, A. (1989, 2003). Testing for language teachers. Cambridge: Cambridge University Press. pp. 36-52.  

    Key words:

    Definition of test; test types, item types, test purpose, performance, inference, validity, reliability

     

    11. Corpus linguistics

    Reppen, R., & Simpson-Vlach, R. (2010). Corpus linguistics. In N. Schmitt (Ed.), An   introduction to applied linguistics (2nd ed.). London, United Kingdom: Hodder Education. pp. 89-105.

    Key words:

    general/specialised corpus, written/spoken corpus, structural markup (headers, tagging), concordancing tools, KWIC, collocations/lexical bundles, corpora in the classroom

     

    12. English as a lingua franca

    Illes, E. (2012). English as a lingua franca and its implications for the teaching of English. Language Issues, 23(1), pp. 5-9.

    Jenkins, J. (2009). English as a lingua franca: interpretations and attitudes. World Englishes,

    28(2), pp. 200-207.

    Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 50(4), 339-341.

    Key words:

    the spread of English (Kachru’s circles); World Englishes; intra/international communication; definitions of English as a lingua franca; native speakers in ELF; identity in ELF

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