Aplied Linguistics, L1 and L2
Reading Worksheet 1:
Read the extract Applied Linguistics: An emerging discipline for the twenty-first century in your reading packs and answers the following questions:
1. On the basis of the information provided by Grabe, complete the following chart. Which conclusions can you draw regarding the scope of Applied Linguistics?
|Decade |Focus of Applied Linguistics |
| |Insights of structural and functional linguistics that could be applied to language teaching and |
|1950s |literacy in first and second language. |
| |Language assessment, language policies and second language acquisition ( focused on learning rather |
|1960s |than teaching) |
| |Real world problems rather than theoretical explorations: Language assessment, second language |
|1970s |acquisition, literacy, multilingualism, language minority rights language planning and policy and |
| |teacher training. Language teaching remains important. |
| |Incorporation of many subfields beyond language teaching and language learning such as: language |
|1980s |assessment, language policy and planning, language use in professional settings, translation, |
| |lexicography, multilingualism, language and technology and corpus linguistics. |
| |Incorporation of more subfields and drawing on supporting disciplines: Psychology, education, |
|1990s |anthropology, sociology, political science,
Read the extract Applied Linguistics: An emerging discipline for the twenty-first century in your reading packs and answers the following questions:
1. On the basis of the information provided by Grabe, complete the following chart. Which conclusions can you draw regarding the scope of Applied Linguistics?
|Decade |Focus of Applied Linguistics |
| |Insights of structural and functional linguistics that could be applied to language teaching and |
|1950s |literacy in first and second language. |
| |Language assessment, language policies and second language acquisition ( focused on learning rather |
|1960s |than teaching) |
| |Real world problems rather than theoretical explorations: Language assessment, second language |
|1970s |acquisition, literacy, multilingualism, language minority rights language planning and policy and |
| |teacher training. Language teaching remains important. |
| |Incorporation of many subfields beyond language teaching and language learning such as: language |
|1980s |assessment, language policy and planning, language use in professional settings, translation, |
| |lexicography, multilingualism, language and technology and corpus linguistics. |
| |Incorporation of more subfields and drawing on supporting disciplines: Psychology, education, |
|1990s |anthropology, sociology, political science,