English

Didactics I
Directions in
Applied
Linguistics 1.2
L. Fielden Burns
lvfielden@unex.es
 Language systems Language skills
Language Language skills
systems d…
k…….

2
 Language systems Language skills
Language Language skills
systems doing
knowing

Phonology Productive:
Lexis Speaking
Grammar Writing
Function Receptive:
Discourse Reading
Listening
3
A request or an order
Verb (imperative) + first person object pronoun +
definite article + noun
Phonological
The relationship between one sentence and the other Lexical
suggests a reason the book cannot be passed (because Grammatical
Mary has gone home and she has the book with her). Functional
Pass= give, hand over, present
Discoursal
me= reference to speaker
The book= object made of paper with words or
information
pliz pæs mi ðə bʊk.
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 2. Learning
1. Aptitude styles and
1.2
Investigative strategies
directions in
Applied
Linguistics

3. Affective 4. Motivation
factors
5
 What do you need to be a successful language
learner?

How can you

What does it know if someone
mean to have has language
“aptitude” for “aptitude”?
language?
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1.
Aptitude: A trait? Fixed?

-Tends to be defined as something fixed

-Tends to be seen in the context of something measurable (test) like in
the MLAT (Carroll, 1959) or Pimsleur, 1966).

MLAT: https://lltf.net/aptitude-tests/language-aptitude-tests/mlat-elementary/ 7
What the MLA tests:

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 LONDON IS THE CAPITAL OF ENGLAND.

Example of SHE LIKED TO GO FISHING IN MAINE.

MLAT A B C D E
question:

WHICH WORD IN THE UNDERLINED

SENTENCE HAS THE SAME FUNCTION
AS LONDON IN THE FIRST SENTENCE?

MLAT: https://lltf.net/aptitude-tests/language-aptitude-tests/mlat-elementary/ 9
Example of
MLAT
question:

MLAT: https://lltf.net/aptitude-tests/language-aptitude-tests/mlat-elementary/ 10
 Aptitude tests: Valid criticism
Do some people have a “special ability” to learn a FL?
- Problems: aptitude tests focus on form and not communicative
function (Ellis, 1985) where learners with more academic
experience will have an advantage.
- Can we test for potential? (Dweck, 2011)
- Language aptitude through prediction is equal to the prediction we
can make if children develop good literacy skills (Skehan).
- Good literacy skills are associated with parents reading with and to
children and interaction in early oral development (See MIT study)
- Other studies have shown no correlations between MLAT and FL
class success or low MLAT and/or FL language “disabilities” 11
 2. Learning styles and learning strategies

When you get new material in a class, how do you best

assimilate it?
When someone tells you about it?
When they show you graphs and pictures?
When you read it?
When you analyze it?

A lot of studies have pointed to learning styles as important to

language learning, and a need to work with a variety of learning
styles. 12
Strategies of successful language learners
(Oxford, 1990). SILL TEST.

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 Strategies of successful language learners
(Oxford, 1990). SILL TEST.

Memorization, Cognitive, Compensation, Metacognitive, Affective and

Social strategies.

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(Oxford, 1990).15
 3. Affect in language learning

“Aspects of emotion, feeling, mood or attitude (beliefs) which

condition behaviour” (Arnold & Brown 1999, 1).

“Success in language learning depends less on

materials, techniques and linguistic analyses
and more on what goes on inside and between
the people in the classroom” (Stevick 1980, 4).

State or trait?
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-The individual or personality factors:
self-concept/self-esteem, anxiety, inhibition, attitudes,
motivation, learner styles...) which we can consider as
inside the learner.

-Relational and contextual aspects which develop

between the participants in the classroom – between
students or between teacher and students - or possibly
between learners and the target language and culture.

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“Any classroom situation is influenced by
the relationship between learning and
affect but with language learning this is
especially crucial since our self image is
more vulnerable when we do not have
mastery of our vehicle for expression –
language (Arnold, 2011).”

Language is the vehicle AND the driver. 18

A. Anxiety: most related to productive
activities, in particular, speaking
a. A negative correlation between
anxiety and achievement in
language classes (Horwitz, 1986).

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3. Ambiguity tolerance in learning

Tolerance for ambiguity can be defined as the degree to

which an individual is comfortable with uncertainty,
unpredictability, conflicting directions, and multiple
demands. Tolerance for ambiguity is manifest in a person's
ability to operate effectively in an uncertain environment.

More tolerance for ambiguity tends to be positive for

foreign languages (Ely, 1989, 1995). Tolerance can be
worked, so that it can improve.
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https://www.thecut.com/2015/12/this-quiz-shows-how-well-you-handle-uncertainty.html
 2. Learning
1. Aptitude styles and
1.2
Investigative strategies
directions in
Applied
Linguistics

3. Affective 4. Motivation
factors
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A. Where do these go?
a. Asking someone to clarify
something?
b. Ambiguity tolerance
c. Seeing patterns in syntax
(grammar)
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A. Beliefs: opinions, attitudes
concerning language learning
What we believe about language, the
language learning process, etc affects how
we learn as well.
a. Beliefs about Foreign Language Learning
Index (BALLI ), Horwitz, 2008)
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24
The Beliefs about Language Learning Inventory
(BALLI) explores five logical areas, i.e., beliefs
dealing with foreign language aptitude
(26.5%), learning and communication
strategies (23.5%), the nature of language
learning (20.6%), difficulty involved in
learning (17.6%) and motivations and
expectations (11.8%).

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 4. Motivation

-Multifaceted
-General: (intrinsic vs. extrinsic (Deci & Ryan), mindsets (Dweck), etc
-Specific:
-L2 Self-theories (Dornyei, 2011)
-Instrumental versus integrative motivation for language
learning (Gardner & Lambert, 1972.)

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Integrative / instrumental motivation(Gardner and Lambert 1959,
1972)

A social psychological point of view.

1. Integrative motivation: aim of learning is to learn about the
language group, or to meet more and different people from the
target language community, to the point of eventually being
accepted as a member of that group. (Consistent predictor for FL
success: Masagoret & Gardner, 2003)

2. Instrumental motivation: reasons of L 2 learning reflect the more

utilitarian value of linguistic achievement, such as benefiting in an
occupation 27
Integrative &
instrumental
motivation

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Warm-up 1. What is one 2. Name one
area of good language
aptitude for learner strategy.
the MLAT?

3. What can 4. What is

affective integrative
factors include? motivation?
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Warm-up 1. Hidden words 2. Reviewing
well

4. Desire to get to
know something
3. Anxiety, about
beliefs, AT people,culture, to
integrate
minimally 30
 1. Terminology:
L1, L2, FL, SL,
bilingual

2. Epistemology
3. Approach
of LT: Influences
vs. method
on language
teaching
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 32

Think of synonyms for each one.

33
What about this statement?
“Learning French as a second language in Canada”

FIRST ≠ “national”, “historically first” or “important” SECOND”

≠ “less important” or “inferior” .

Talking about second language implies no value or judgement

about the language itself.

Rather we look at the relationships between

individuals and their use of the language. 34
 L1 terms

They indicate that a person has acquired the language in

infancy and early childhood (time relationship).

Also, they suggest a characteristic level of proficiency in

the language.

Intuitive, native-like, full or “perfect”command of the

language. 35
36
L2 implies the prior availability to the individual of an L1 =
kind of bilingualism .

Again, dual function:

Command Acquisition
(proficiency) (chronology)

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What does it mean to be bilingual?

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Bilingualism:

Two points of view:

Objective: “Canada is a bilingual country” .

Subjective: “I’m bilingual in French and English”.

What about: “We have a bilingual section at

our primary school.” 39
Second versus a foreign language

Mostly the two are used as synonyms, but in

certain cases a conceptual distinction is
expressed in the use of “second” or “foreign”.

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Part 2:

The epistemology of language learning/teaching.

Epistemology: the theory of knowledge, especially

with regard to its methods, validity, and scope.

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Remember these? How we got here is a story of the epistemology of language learning. 42
 How to think about the changes in language teaching…..
From simple to complex, as society has gone.

-What it means to
` KNOW a language
-Reasons for learning
vary, English for needs
Standard variety of -Student profile is
language, for various (younger, etc)
purpose of -typology of texts has
translation, usually changed (oral, email, etc
to Latin or French.
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In epistemology there is a distinction between those sciences which

a. aim at knowledge and are called theoretical; for example, the aim of
biology is knowledge of the nature of life; chemistry aims to describe
how atoms combine in molecules; linguistics aims to know the natu-
re and function of language;

b. aim at solving problems and are called practical or operational; the aim of
medicine is to resolve pathologies of human or animal biology;
pharmacology seeks those molecules which can be used in medicine;
Language teaching aims to respond to the need to learn languages and to be
able to use them.

These tend to be INTERDISCIPLINARY. This is the science of language

teaching: it draws implications from other sciences which are outside the
specific context of language teaching.
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Balboni, 2006.
 Neurosciences,
Language sciences,
psychology,
communication
cognitive
sciences
science

Language
Teaching
Methodology

Sciences of
Sciences of culture and education,
society communication
sciences
Balboni, 2005 45
 Language sciences,
This includes knowledge about:
communication
-The nature of communication, sciences
communicative events and
communicative competence
(Semiotics to ethnography of
communication etc) Can you think of
- Notions of language and grammar an example we
(linguistics) have seen so far in
-Language as a social act class?

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Linguistics: LAD, Communicative competences, etc

 Neurosciences,
psychology,
This includes knowledge about: cognitive science

-neurological research on how

the brain works (hardware)
-Psycholinguistics (software) Can you think of
-Motivational psychology an example we
-Psychology of identity have seen so far in
class?

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Motivation: Intrinsic, extrinsic; Psychology: affective filters, ambiguity tolerance

 Sciences of
culture and
society
This includes knowledge about:

-What culture is
-What civilization is (anthropology) Can you think of
-Intercultural communication an example we
(communication science) have seen so far in
class?

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Intercultural communication: critical incidents, cultural relativity

 Sciences of education,
communication
This includes knowledge sciences
about:

-principles of education,
Can you think of an
teaching methodologies and example we have
technologies, testing and seen so far in class?
evaluation

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Language learning strategies, Warm-ups, scaffolding etc

The progression, as we have seen, has been coherent; from the
centrality of the language as structure, which a confident teacher
transmits to an ignorant student, there has been a slow movement
towards an environment in which:
`

a. the word ‘language’ is replaced by the concept ‘communicate with

language’;

b. the neuro-psychological and relational complexity of the learner has

been recognized;

c. the teacher has become the director of operations, who, as Humboldt

put it, creates the conditions for acquisition to take place. 50

Balboni, 2006
Method or approach?

Approach: a philosophy of language, including: a concept of

language and culture, a model of learner and the aim of language
education. EX: Communicative approach

Method: A combination of methodological principles which

convert an approach into operational models, teaching materials
ways of using technologies and relational models between
teachers and students. Ex: The Direct Method (NO L1, full
immersion, ect).

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Recall:

What are some differences between first and second

language?
What is the difference between METHOD and
APPROACH?
What are some influences on language teaching from other
fields?

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H.H. Stern. Fundamental concepts of language teaching. Oxford
University Press, 1984.

Paolo E. Balboni. The epistemological nature of language teaching

methodology. Perugia: Guerra Edizioni, 2006.

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Workshop I Monday September 26 (Chronology check!)

1. NOTEBOOK
2. Individual
3. Stays with me
4. B2 English
5. Questions: Essay style, must define key terms to cover
theoretical content to count
6. Examples of FINAL exam answers from last year are on CV
7. How to prepare:
a. Review key terms on CV. Could you define them
basically?
b. Concept map
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