Teaching Researchers sciences A Learning Educational linguistics theory and

Teaching researchers sciences a learning educational

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Teaching Researchers sciences (A) Learning Educational linguistics theory and Mediator research Level 2 Foundations History of language Linguistics teaching And (???) Basic Linguistics sciences (B) Sociology … Level 1 Theoretician Table 1. Aspects, models, actors/roles, relationships in applied linguistics to language teaching
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104 problems arise on the practice level. But it is on the basic level where the questions are posed, and the solutions given in terms of techniques and methods to be followed by practitioners. I support the lack of an interlevel in the following quote by Stern (1992): “Just as there was a constant shift from one teaching method to another, the language- related sciences seemed to necessitate periodic changes from one underlying discipline to another or from one theory to a newer and better theory. It was in response to this concern that educational or applied linguistics evolved in the early 1960s as a buffer between linguistics and language teaching” (Page 8) (my italics) A second phase is characterized by a monodisciplinary, unidirectional and hierarchical relationship, which has its starting point on the basic disciplinary or fundamental level; there, theorists developed theoretical knowledge. This knowledge constitutes the basis on the intermediate level where applied scientists mediate it in designing methods, techniques and materials. These materials, along with directions, are given for implementation on the practice level. It could be considered as a way of preventing problems when theoretical principles go straight from the basic level to the practitioners without any filter, and with disappointing results. Practitioners are trained and they put models and approaches into practice. It seems to have been the mainstream vision in the case of applied linguistics for a long time. The first model proposed by the U.S. linguist Campbell in 1980, by Stern (1983:36) is a sample of that stage. The view of Campbell (1980), according to Stern (1983: 36), is that the mediator between the practitioner and the theorist is applied linguistics. Summing up we can represent it as follows: (B) à (A) à (P). This unidirectional and hierarchical vision between applied linguists, linguists and language teachers could be traced in Corder’s thought (1973). According to Byram (2000:33), Corder’s view is explicitly set out in his book, Introducing Applied Linguistics, a classic text. In this school of thought, a division of work is made and even the applied linguist is considered a consumer or user, and not a producer of theory. Corder believed that there was a clear hierarchy of responsibility between three groups of people. Linguists produced descriptions of languages. The immediate consumer of these descriptions was the applied linguist, whose job was to mediate the work of the linguist, by producing pedagogical grammars. These pedagogical O N THE N ATURE OF A PPLIED L INGUISTICS
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105 grammars were turned into textbooks and teaching materials, and eventually reached the teachers, whose job it was to actually teach the language.
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  • Fall '17
  • jane smith
  • Second language acquisition, Applied linguistics, Nature of Applied Linguistics

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