Pub Date : 2018-12-14DOI: 10.1002/9781405198431.WBEAL0452
Ken Hyland
Language for specific purposes (LSP) refers to a distinctive approach to language education that focuses on the particular linguistic features, discourse practices, and communicative skills used by target groups. Its success depends on accurately identifying what these features and practices are so they can be taught to students, and this has been greatly assisted since the late 1980s by the emergence of genre analysis. Keywords: discourse analysis; genre analysis; languages for specific purposes
特定目的语言(Language for specific purposes, LSP)是一种独特的语言教育方法，它关注目标群体使用的特定语言特征、话语实践和交际技巧。它的成功取决于准确地识别这些特征和实践是什么，这样才能教授给学生，自20世纪80年代末以来，体裁分析的出现极大地帮助了这一点。关键词:语篇分析;体裁分析;特定用途的语言
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Pub Date : 2018-12-14DOI: 10.1002/9781405198431.wbeal0916.pub2
Miriam A. Locher
{"title":"Politeness","authors":"Miriam A. Locher","doi":"10.1002/9781405198431.wbeal0916.pub2","DOIUrl":"https://doi.org/10.1002/9781405198431.wbeal0916.pub2","url":null,"abstract":"","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"301 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128622251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-14DOI: 10.1002/9781405198431.wbeal0718.pub2
R. Phillipson
The study of linguistic imperialism focuses on how and why certain languages dominate internationally, and on attempts to account for such dominance in an explicit, theoretically founded way. Language is one of the most durable legacies of European colonial and imperial expansion. English, Spanish, and Portuguese are the dominant languages of the Americas. In Africa, the languages of some of the colonizing powers, England, France, and Portugal are more firmly entrenched than ever, as English is in several Asian countries. The study of linguistic imperialism can help to clarify whether the winning of political independence led to a linguistic liberation of Third World countries, and if not, why not. Are the former colonial languages a useful bond with the international community and necessary for state formation and national unity internally? Or are they a bridgehead for Western interests, permitting the continuation of a global system of marginalization and exploitation? What is the relationship between linguistic dependence (continued use of a European language in a former nonEuropean colony) and economic dependence (the export of raw materials and import of technology and know-how)? In a globalizing world, has English shifted from serving Anglo-American interests into functioning as an instrument for more diverse constituencies? Or does U.S. dominance in the neoliberal economy constitute a new form of empire that consolidates a single imperial language? Imperialism has traditionally been primarily concerned with economic and political aspects of dominance (Hobson, 1902). Later theorists have been concerned with analyzing military, social, communication, and cultural activities, and the underlying structures and ideologies that link powerful countries, the ‘Center,’ with powerless countries, the ‘Periphery,’ and the structure of exploitation from which rich countries benefit and poor countries suffer (Galtung, 1980). Resources are distributed unequally internally within each country, which has its own Center and Periphery, which in Marxist analysis is seen in terms of class (Holborrow, 1999). Linguistic imperialism was manifestly a feature of the way nation-states privileged one language, and often sought actively to eradicate others, forcing their speakers to shift to the dominant language. It was also a feature of colonial empires, involving a deeper degree of linguistic penetration in settler countries (e.g., Canada, New Zealand) than in exploitation and extraction colonies (e.g., Malaya, Nigeria). Linguistic imperialism presupposes an overarching structure of asymmetrical, unequal exchange, where language dominance dovetails with economic, political, and other types of dominance. It entails unequal resource allocation and communicative rights between people defined in terms of their competence in specific languages, with unequal benefits as a result, in a system that legitimates and naturalizes such exploitation (Phillipson, 1992). Linguisti
{"title":"Linguistic Imperialism","authors":"R. Phillipson","doi":"10.1002/9781405198431.wbeal0718.pub2","DOIUrl":"https://doi.org/10.1002/9781405198431.wbeal0718.pub2","url":null,"abstract":"The study of linguistic imperialism focuses on how and why certain languages dominate internationally, and on attempts to account for such dominance in an explicit, theoretically founded way. Language is one of the most durable legacies of European colonial and imperial expansion. English, Spanish, and Portuguese are the dominant languages of the Americas. In Africa, the languages of some of the colonizing powers, England, France, and Portugal are more firmly entrenched than ever, as English is in several Asian countries. The study of linguistic imperialism can help to clarify whether the winning of political independence led to a linguistic liberation of Third World countries, and if not, why not. Are the former colonial languages a useful bond with the international community and necessary for state formation and national unity internally? Or are they a bridgehead for Western interests, permitting the continuation of a global system of marginalization and exploitation? What is the relationship between linguistic dependence (continued use of a European language in a former nonEuropean colony) and economic dependence (the export of raw materials and import of technology and know-how)? In a globalizing world, has English shifted from serving Anglo-American interests into functioning as an instrument for more diverse constituencies? Or does U.S. dominance in the neoliberal economy constitute a new form of empire that consolidates a single imperial language? Imperialism has traditionally been primarily concerned with economic and political aspects of dominance (Hobson, 1902). Later theorists have been concerned with analyzing military, social, communication, and cultural activities, and the underlying structures and ideologies that link powerful countries, the ‘Center,’ with powerless countries, the ‘Periphery,’ and the structure of exploitation from which rich countries benefit and poor countries suffer (Galtung, 1980). Resources are distributed unequally internally within each country, which has its own Center and Periphery, which in Marxist analysis is seen in terms of class (Holborrow, 1999). Linguistic imperialism was manifestly a feature of the way nation-states privileged one language, and often sought actively to eradicate others, forcing their speakers to shift to the dominant language. It was also a feature of colonial empires, involving a deeper degree of linguistic penetration in settler countries (e.g., Canada, New Zealand) than in exploitation and extraction colonies (e.g., Malaya, Nigeria). Linguistic imperialism presupposes an overarching structure of asymmetrical, unequal exchange, where language dominance dovetails with economic, political, and other types of dominance. It entails unequal resource allocation and communicative rights between people defined in terms of their competence in specific languages, with unequal benefits as a result, in a system that legitimates and naturalizes such exploitation (Phillipson, 1992). Linguisti","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114864084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-14DOI: 10.1002/9781405198431.WBEAL0153
N. Storch
The term collaborate means to share labor (co-labor) and hence collaborative language learning is often taken to mean assigning students to work in pairs (or small groups) on language tasks. Keywords: esl/efl; language in the classroom; second language acquisition; sociocultural language studies
{"title":"Collaborative Language Learning","authors":"N. Storch","doi":"10.1002/9781405198431.WBEAL0153","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL0153","url":null,"abstract":"The term collaborate means to share labor (co-labor) and hence collaborative language learning is often taken to mean assigning students to work in pairs (or small groups) on language tasks. \u0000 \u0000 \u0000Keywords: \u0000 \u0000esl/efl; \u0000language in the classroom; \u0000second language acquisition; \u0000sociocultural language studies","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130269718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-14DOI: 10.1002/9781405198431.WBEAL1211.PUB2
Brian Paltridge
There are a number of discussions in the literature of the issues that second language students face when writing a thesis or dissertation in English. One key issue that arises in this literature is the difficulty that many students face in meeting the demands of the kind of writing required of them at this particular level of study. It is not always clear to them whose responsibility it is that their piece of writing meets the requirements of their level or area of study. This is made more difficult for students who do not have an English-speaking background by their lack of familiarity with the conventions and expectations of thesis and dissertation writing in English. As Dong (1997, p. 10) notes, writing a thesis or dissertation Keywords: language for academic purposes; writing
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Pub Date : 2018-12-14DOI: 10.1002/9781405198431.WBEAL0377
C. Nickerson
English for business is referred to in the academic literature in a number of different ways, including English for business, business English (BE), English for specific business purposes (ESBP), international business English (IBE), and business English as a lingua franca (BELF). English for business can be considered as English for academic purposes (EAP) when it is taught as part of academic training. Many of the research methods used in EAP are also standard in investigating English for business. When English for business is taught in professional business settings, it overlaps with English for occupational purposes. Other areas of research that are relevant to English for business are sociolinguistics, intercultural communication, discourse analysis, and business communication. Keywords: discourse analysis; esl/efl; globalization; intercultural communication; research methods in applied linguistics; language for specific purposes
{"title":"English for Business","authors":"C. Nickerson","doi":"10.1002/9781405198431.WBEAL0377","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL0377","url":null,"abstract":"English for business is referred to in the academic literature in a number of different ways, including English for business, business English (BE), English for specific business purposes (ESBP), international business English (IBE), and business English as a lingua franca (BELF). English for business can be considered as English for academic purposes (EAP) when it is taught as part of academic training. Many of the research methods used in EAP are also standard in investigating English for business. When English for business is taught in professional business settings, it overlaps with English for occupational purposes. Other areas of research that are relevant to English for business are sociolinguistics, intercultural communication, discourse analysis, and business communication. \u0000 \u0000 \u0000Keywords: \u0000 \u0000discourse analysis; \u0000esl/efl; \u0000globalization; \u0000intercultural communication; \u0000research methods in applied linguistics; \u0000language for specific purposes","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"PP 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126444682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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