Section 1

Applied Linguistics – Definition, Scope of Study and Tasks.

Links to Other Disciplines. Contemporary Trends in Young
Learner Foreign Language Teaching.

Worksheet 1: Problems addressed by applied linguistics

Fill in the missing problems in the table. Use the ones given below:

A ) Language contact problems E) Language use problems

B) Language assessment problems F) Translation and interpretation problems
C) Literacy problems G) Language policy problems
D) Language and technology problems H) Language pathology problems

Problems Some of the questions applied linguistics attempts to answer

Language  What problems are there to learning a language?
learning  How do we know about them?
problems  What attitudes do learners have to language learning?
 What expertise could be offered to overcoming the problems?
 What resources should be used to teaching a particular language?
 What sort of training should language teachers receive?
 What interaction patterns should be used in the language
classroom?
 What outcomes are expected? What should learners achieve and
master in the target language use?
Language  What problems could arise as a result of use of a language by
inequality different ethnic groups?
problems  What problems could there be as a result of use of a language by
men or women?
 What language skills should be attained for basic literacy?
 What language skills should learners attain beyond basic literacy?
 What problems could arise when communicating across cultures
and languages?
 How can these problems be avoided?
 Section 1
Applied Linguistics – Definition, Scope of Study and Tasks.
Links to Other Disciplines. Contemporary Trends in Young
Learner Foreign Language Teaching.

 What dialects exist in a language? Who speaks them?

 What registers are there in a language?
 Are there any gate-keeping situations?
Language policy  What frameworks of language policy are there?
and planning  What is corpus planning and status planning of languages?*
problems
 What sort of tests are used to measure language knowledge and
skills in a particular language?
 Are these tests valid and reliable?
 Who can use them and who administers them?
 How can ICT assist language teaching and learning?
 How can technology assisted language learning be assessed?
 What issues arise in relation to the access and use of e-learning
resources?
 What types of translation are there?
 Is there on-line, off-line or technology assisted translation and
interpretation?
 What sort of language disorders are there?
 How can aphasias, dyslexias or physical disabilities be diagnosed?
 What approaches could be used for teaching languages to
learners with language pathology problems?

*Corpus planning – “individual linguistic units which constitute a language system, or more correctly loan
words”[Ammon, 2001:448]
Status planning – “the use of English or any other foreign language as a whole, as a means of
communication, or more concretely, the use of foreign language in higher education” [Ammon, 2001:449].
 Section 2
Fundamental Language Abilities of Speakers. Theories
Explaining First Language Acquisition.

Worksheet 1: A summary of Behaviourist and Mentalist approaches

Read the text and fill in the grid.

No BEHAVIOURISTS’ APPROACH MENTALIST APPROACH

1. Language acquisition is a result of a the
development of connections based on
the stimulus-response bond.

2. Language is a specific mental process

which is different from other human
behaviours.

3. Children language by imitation and Children learn language by applying the

analogy. rules of their mental grammar.

4. Repetition, imitation and reinforcement

have a central role in language learning.

a) Language learning is based on practice.

b) Language learning is analytical and creative process
c) Language is an innate process.
d) Exposure to the target language is of significant importance.
 Section 3
Psychological Evidence for the Language System
Worksheet 1 – Understanding Language
Read the following passage.
Aoccdring to a rseearch at an Elingsh univervtisy, it dseon’t mttaer in waht oredr the
ltteers in a wrod are, the olny imprmoant tihng is that the frist and lsat ltters are at the rghit
pclae. The rset can be a toatl mses and you can still raed it wouthit a porbelm. Tihs is
bcuseae we do not raed ervey lteter by itslef but the wrod as a wlohe.
[from Sternberg and Mio, 2008: 426]
Answer the questions:
1. Could you read the text? If “yes”, did you read it with your normal reading pace?
2. What does this passage tell you about how people read?
3. What does this passage tell you about the organization of language in the brain? Do
you agree with the idea that people store “mental models” for text comprehension in
their brains?

Worksheet 2 – Cognitive Organization of Language

Look at the photograph and answer the questions.
1. Which of the sentences would you use to describe it:
(1) The cat is on the chair.
(2) The chair is under the cat.
2. Does any of the sentences seem “odd” to you? Why?

Read the text and compare your ideas.

“From what psychology has revealed about how the human mind works, we know
that we have a tendency to focus our attention on certain aspects of a visual scene. The
aspect we focus on is something about which we can make certain predictions. … We
focus on the cat rather than on the chair because our knowledge of the world tells us that
the cat is more likely to move than the chair to move, to make a noise or to perform some
other act. We call this prominent entity the figure and the remainder of the scene the
ground.” [Evans and Green, 2006: 18].
In the first sentence the cat has a prominent position. In most languages across the
world the first position of a sentence is a “special position”. Therefore, the first position in
the sentence can be taken by the prominent entity in the visual scene.
 Section 4
Biological Foundations of the Language System. The
Organization of Language in the Brain.
Worksheet 1 – Are you a right or left brain learner?*
Read the questions and put a tick () next to the option that most closely matches
what you might do in the situations described.
LEFT BRAIN RIGHT BRAIN

1. When trying to work tend to break it down into tend to try to make sense of
something out, do you ... little bits? it all in one gone?
2. When following go through them step by tend to glance through and
instructions do you ... step? follow a few steps in your
own way?
3. Do you ... happily follow instructions prefer to do things your own
given by others? way?
4. When given a task to do you read the instructions do you hurry up and try to
complete ... first? get it finished quickly?
5. If you could choose your the one that has clear the one that lets you do
assignments, would you instructions? what you want?
go opt for ...
6. When you meet look at details? (e.g. what just get the general idea?
someone for the first earrings one has, what
time do you ... colour are his / her eyes ...)
7. After you have finished a check it carefully? want to move quickly to the
task do you ... next task?
8. When your work do you work at a steady pace? only work in short bursts of
tend to ... energy?
9. When you arrange your organize it under separate tend to put things together
work do you ... headings or bullet points so to find the links between
that it fits into categories? them?

*Adapted from European Guide to Good Practice in Training Teachers of Disadvantaged Groups – LLP-
LdVTOI2007UK048
 Section 4
Biological Foundations of the Language System. The
Organization of Language in the Brain.

LEFT BRAIN RIGHT BRAIN

10. Do you tend to ... pay attention to details? worry more about the overall
look of something?
11. Do you tend to ... make choices after you make choices quickly based
have weighed up all the on how you feel at the time?
facts?
12. If you have to do think it through first? jump straight into ‘hands on’
something practical, do situation?
you ....
13. When learning a new learn it bit by bit? know what the end product
subject, do you prefer to might be and then work out
... what you have to do to get
there?
14. When given a task do ask how it should be done? know why it should be
you like to ... done?
15. When you draw just get on with it? Spend time making your
diagrams or take notes diagram or notes look nice?
do you ...
16. Do you prefer facts given in written form? in pictures or in
to you ... demonstration?
17. Would you prefer to ... read the book before seeing see the film and then read
the film? the book?
18. Do you consider a sensible, down to earth a daydreamer?
yourself to be ... person?
19. Do you tend to be ... on time and meet rather late and laid back
deadlines? about keeping to times and
deadlines?
TOTAL: TOTAL:

The column with the greater number of ticks suggests your natural tendency.
 Section 4
Biological Foundations of the Language System. The
Organization of Language in the Brain.

Worksheet 2 – Teaching techniques for right and left brain learning

Read the teaching techniques for right and left brain learning.

Part A. LEFT BRAIN TEACHING TECHNIQUES

Many students have a preference for which side of the brain they tend to use.
Traditionally, all approaches to teaching have favoured students who have a left
brain preference.

Characteristics of left brain thinking Teaching tips

 Looks at details and / or parts of things Include activities that involve the
development of research which includes
both detail and conceptual analysis.
 Likes to analyze things Write an outline of the lesson on board;
Include topics that involve thinking and
analysis (e.g. science topics);
Number skills activities
 Focuses on written language Use vocabulary activities, crossword
puzzles, anagrams

 Likes to take notes and listen to lectures Include lecturing and lots of activites that
involve listening
 Relies on instructions and follows them Give clear and step by step instructions;
closely by working things precisely and Write the instructions on board
in detail

 Enjoys individual work Use individual assignments so students

could work alone
 Likes to work in quiet and orderly Maintain good discipline and keep the room
environments clean

 What profile of left-brain learners can you make based on what you have read?
 Section 4
Biological Foundations of the Language System. The
Organization of Language in the Brain.

Part B. RIGHT BRAIN TEACHING TECHNIQUES

Characteristics of right brain thinking Teaching tips

 Likes to see the complete picture of Give overviews and summaries

things as a whole
 Focuses on similarities, patterns and Show the ‘whole’ in context via case
connections with prior learning studies, anecdotes, demonstrations
 Gets a ‘feel’ for the topic and sees how Use mind maps, diagrams, illustrations and
everything fits together visual representations

 Relies on intuition and guesswork rather Encourage use of experience, practice, trial
than working things precisely and in and error and discussion
detail
 Flexible and imaginative Use analogies, metaphors to explain,
images and forms to stimulate creativity;
Include project work that allows learners to
use their creativity and imagination
 Enjoys working with others Include pair or group activities that allow for
collaboration
 Likes music Use songs or music that allow for relaxation
and fun

 What profile of right-brain learners can you make based on what you have read?