Thursday, 3 October 2013

Judit Sárosdy, et al. Applied Linguistics I for BA Students in English

Reviewed by Zaenal Arifin
Tulungagung, 3 October 2013

Judit Sarosdy, et al. Applied Linguistics I for BA Students in English

Applied Linguistics

The key term that we need to understand before going further discussing this book is ‘applied linguistics’.
According to Péter Medgyes the discipline ‘applied linguistics’ has got several interpretations. Some specialists mean language pedagogy by ‘applied linguistics’, while others integrate all new linguistic disciplines such as psycholinguistics, sociolinguistics, pragmatics, and/or computer assisted linguistics into the term.

About this Book

Applied linguistics meant in this book is that from the first definition which deals with language pedagogy. From what I read on it, I myself conclude that this book is originally designed for university students studying English teaching, as also stated in the book that the writers’ aim with the present work is to arouse BA students’ interest in Language Pedagogy and motivate them to become English teachers. They will have plenty of chances to gain deeper knowledge in each area of Applied Linguistics.
Judit and friends, in this book, try to provide wide information about English pedagogy, including various teaching methods, learning process and learning types, classroom managements, exploration of language skills and aspects, course planning, evaluation with its deep explanation,  and others. Take an example about language skills in this book, it begins with the explanation of language teaching models, giving readers understanding about input and output, then developed into the classification of language skills (receptive and productive), plus the exploration of the skills such as why they are important, and some views of sub-skills, like skimming, scaning, interpreting and so on in reading and/or listening skill.

See the ‘contents’ below for complete description.

1.1. The Grammar Translation Method
1.2. The Direct Method
1.3. The Audio-Lingual Method
1.4. The Silent Way
1.5. Suggestopedia
1.6. Community Language Learning
1.7. Total Physical Response (TPR)

2.1. Communication
2.2. Characteristics of communicative classes
2.3. Defining Communicative Competence

3.1. Teacher’s roles, teaching styles
3.1.1. Controller
3.1.2. Organiser
3.1.3. Assessor
3.1.4. Prompter
3.1.5. Participant
3.1.6. Resource
3.2. Learner types
3.2.1. The Age of Learners
3.2.2. Learner differences Neuro-linguistic programming – Revell and Norman (1997) Multiple intelligences theory – Gardner (1983) Learning styles according to Willing (1987)

4.1. Classroom interaction
4.2. Classroom dynamics
4.3. Classroom arrangement – various work-forms in classes
4.3.1. Whole class grouping (Frontal/Lockstep)
4.3.2. Individualised learning
4.3.3. Pairwork
4.3.4. Groupwork
4.4. Discipline problems
4.4.1. Discipline
4.4.2. Why discipline problems occur
4.4.3. The teacher’s role in maintaining discipline How to prevent disruptive behaviour Dealing with the rising problems When the problem has exploded
4.5. Classroom management techniques
4.5.1. Techniques

5.1. A language teaching model
5.1.1. Input Roughly-tuned Input Finely-tuned Input
5.1.2. Output Practice output Communication output
5.2. Classification of language skills
5.2.1. Receptive Skills Reasons for reading and listening Sub-skills of Receptive Skills Methodological Principles for Teaching Receptive Skills The content of the texts Methodological Steps of Developing Receptive Skills
5.2.2. Productive Skills Speaking Writing Translation Interpreting

6.1. Selecting Vocabulary
6.2. What does it mean to know a word?
6.3. Active and Passive Vocabulary
6.4. Presenting Vocabulary
6.5. Using dictionaries

7.1. The presentation of structures

8.1. When to teach pronunciation?
8.2. The areas of pronunciation
8.2.1. Individual sounds
8.2.2. Stress
8.2.3. Intonation
8.2.4. Connected speech and fluency
8.3. What materials to use to improve students’ pronunciation?

9.1. The definition of culture
9.2. The domains of culture
9.3. What culture do we teach?
9.3.1. The importance of teaching achievement culture (‘big C’) The objectives of teaching achievement culture
9.3.2. The importance of teaching behaviour culture (‘small c’)
9.3.3. The concepts belonging to the third area of culture
9.4. Why to teach culture?
9.5. Goals of teaching culture

10.1. Basic principles of using tools in foreign language classes
10.2. Visuals and techniques of visualisation
10.3. Audio resources and ways of audio-production
10.4. Audio-visual means of education and approaches to video-production
10.5. Information and communication technologies

11.1. General principles of course design
11.2. General principles of syllabus design
11.2.1. Planning a syllabus
11.2.2. Types of syllabuses
11.3. Short-term planning – Lesson plans
11.3.1. Pre-planning
11.3.2. The plan
11.3.3. A sample lesson plan

12.1. Feedback
12.2. Kinds of feedback
12.3. Error correction
12.4 Errors versus mistakes
12.4.1. Mistakes
12.4.2. Slips and attempts
12.4.3. Performance versus competence
12.4.4. Errors
12.5. Teachers’ attitude to errors
12.5.1. Interlanguage
12.6. What are the most important causes of errors?
12.6.1. Language transfer - interference
12.6.2. Intraference
12.6.3. Overgeneralization
12.6.4. Teaching-induced errors
12.7. Types of errors
12.8. Responding to oral errors
12.8.1. Accuracy
12.8.2. Indication of incorrectness
12.8.3. Ways of correction
12.8.4. Fluency
12.9. Correction of written errors

13.1. Assessment
13.1.1 Forms of assessment
13.2. Measurement
13.3. Tests
13.4. Criteria of good tests
13.4.1. Validity
13.4.2. Reliability Reliability of scoring
13.5. The relationship of validity and reliability
13.6. The relationship between teaching and testing
13.7. Practicality
13.8. Test types
13.8.1. Aptitude tests
13.8.2. Placement tests
13.8.3. Achievement tests
13.8.4. Progress tests
13.8.5. Diagnostic tests
13.8.6. Proficiency tests Concepts of proficiency
13.9. Tests of grammar and usage
13.9.1. The most common task types (Heaton, 1995)
13.10. Assessing receptive skills (reading and listening
13.10.1. The most widely used task types
13.11. Assessing productive skills (writing and speaking
13.11.1 The most common task types for testing written performance
13.11.2. Scoring productive writing tests
13.11.3. Assessing speaking skills
13.11.4. The most common task types
13.11.5. Scoring speaking tests
13.12. Language examinations in Hungary
13.12.1. Accredited language proficiency examinations

14.1. The basic principles of course-book evaluation
14.2. Basic steps and types of course-book evaluation
14.3. General characteristics of course-books
14.4. Main criteria for selecting course-books
14.5. Specific criteria to evaluate the content of course-books
14.6. Basic principles for organizing the content

As Reference

This book can be helpful for you if you are on the working of academic papers, especially those dealing the application of various teaching methods and strategies, classroom management, the analysis of students learning styles, improving linguistic skills (listening, reading, speaking and/or writing) and competences (pronunciation, vocabulary, and/or grammar), studying error, or some significant terms in evaluation.
Judit Sarosdy, et al. Applied Linguistics I for BA Students in English

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