Pub Date : 2020-06-15DOI: 10.1002/9781405198431.WBEAL0768.PUB2
A. Kukulska-Hulme
Mobile-assisted language learning (MALL) is the use of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages. A key attraction of mobile learning is the ubiquity of mobile phones. Typical applications can support learners in reading, listening, speaking and writing in the target language, either individually or in collaboration with one another. Increasingly, MALL applications relate language learning to a person’s physical context when mobile, primarily to provide access to location-specific language material or to enable learners to capture aspects of language use in situ and share it with others. Mobile learning can be formal or informal, and mobile devices may form a bridge connecting in-class and out-of-class learning. When learning takes place outside the classroom, it is often beyond the reach and control of the teacher. This can be perceived as a threat, but it is also an opportunity to revitalize and rethink current approaches to teaching and learning. Mobile learning appeals to a wide range of people for a variety of reasons. It may exclude some learners but it is often a mechanism for inclusion. It is likely that the next generation of mobile learning will be more ubiquitous, which means that there will be smart systems everywhere for digital learning. Mobile learning is proving its potential to address authentic learner needs at the point at which they arise, and to deliver more flexible models of language learning.
{"title":"Mobile‐Assisted Language Learning","authors":"A. Kukulska-Hulme","doi":"10.1002/9781405198431.WBEAL0768.PUB2","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL0768.PUB2","url":null,"abstract":"Mobile-assisted language learning (MALL) is the use of smartphones and other mobile technologies in language learning, especially in situations where portability and situated learning offer specific advantages. A key attraction of mobile learning is the ubiquity of mobile phones. Typical applications can support learners in reading, listening, speaking and writing in the target language, either individually or in collaboration with one another. Increasingly, MALL applications relate language learning to a person’s physical context when mobile, primarily to provide access to location-specific language material or to enable learners to capture aspects of language use in situ and share it with others. Mobile learning can be formal or informal, and mobile devices may form a bridge connecting in-class and out-of-class learning. When learning takes place outside the classroom, it is often beyond the reach and control of the teacher. This can be perceived as a threat, but it is also an opportunity to revitalize and rethink current approaches to teaching and learning. Mobile learning appeals to a wide range of people for a variety of reasons. It may exclude some learners but it is often a mechanism for inclusion. It is likely that the next generation of mobile learning will be more ubiquitous, which means that there will be smart systems everywhere for digital learning. Mobile learning is proving its potential to address authentic learner needs at the point at which they arise, and to deliver more flexible models of language learning.","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124332809","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 : 2020-06-15DOI: 10.1002/9781405198431.wbeal0013.pub2
Nkonko M Kamwangamalu
La Cour africaine des droits de l’homme et des peuples a été créée en vertu de l’article 1 du Protocole relatif à la Charte africaine des droits de l’homme et des peuples portant création d’une Cour africaine des droits de l’homme et des peuples, adopté le 9 juin 1998, et entré en vigueur le 25 janvier 2004. Elle est le premier organe judiciaire régional à l’échelle du continent ayant pour vocation d’assurer la protection des droits de l’homme et des peuples. La Cour est devenue opérationnelle en 2006. Le siège de la Cour est établi à Arusha (République-Unie de Tanzanie).
{"title":"African Union","authors":"Nkonko M Kamwangamalu","doi":"10.1002/9781405198431.wbeal0013.pub2","DOIUrl":"https://doi.org/10.1002/9781405198431.wbeal0013.pub2","url":null,"abstract":"La Cour africaine des droits de l’homme et des peuples a été créée en vertu de l’article 1 du Protocole relatif à la Charte africaine des droits de l’homme et des peuples portant création d’une Cour africaine des droits de l’homme et des peuples, adopté le 9 juin 1998, et entré en vigueur le 25 janvier 2004. Elle est le premier organe judiciaire régional à l’échelle du continent ayant pour vocation d’assurer la protection des droits de l’homme et des peuples. La Cour est devenue opérationnelle en 2006. Le siège de la Cour est établi à Arusha (République-Unie de Tanzanie).","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115126646","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 : 2020-06-15DOI: 10.1002/9781405198431.WBEAL0203
Friederike Kern, M. Selting
Interactional linguistics is grounded on the premise that language should not be analyzed in terms of context-free linguistic structures but as a resource for the accomplishment of actions in social interaction. With this in mind, interactional linguistics takes an interdisciplinary approach to a linguistic analysis that aims at an understanding of how language is both shaped by and itself shapes the actions it is used for. Interactional linguistics combines an interest in linguistic phenomena and structures with the theory and methodology of conversation analysis (CA) and contextualization theory (CT). It is conceptualized as an interface between linguistic analysis and the analysis of social interaction. Keywords: methods; research methods in applied linguistics; interactionist language studies
{"title":"Conversation Analysis and Interactional Linguistics","authors":"Friederike Kern, M. Selting","doi":"10.1002/9781405198431.WBEAL0203","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL0203","url":null,"abstract":"Interactional linguistics is grounded on the premise that language should not be analyzed in terms of context-free linguistic structures but as a resource for the accomplishment of actions in social interaction. With this in mind, interactional linguistics takes an interdisciplinary approach to a linguistic analysis that aims at an understanding of how language is both shaped by and itself shapes the actions it is used for. Interactional linguistics combines an interest in linguistic phenomena and structures with the theory and methodology of conversation analysis (CA) and contextualization theory (CT). It is conceptualized as an interface between linguistic analysis and the analysis of social interaction. \u0000 \u0000 \u0000Keywords: \u0000 \u0000methods; \u0000research methods in applied linguistics; \u0000interactionist language studies","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114158617","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 : 2020-06-15DOI: 10.1002/9781405198431.WBEAL1272.PUB2
H. Mahn, Hafiz Muhammad Fazalehaq
The far-reaching influence that the Russian psychologist Lev Vygotsky (1896–1934) has had on second language acquisition (SLA) research is reflected in studies which emphasize the important role played by semiotic mediation in social interaction within social, cultural, physical, and historical contexts. Keywords: language and social interaction; second language acquisition; sociocultural language studies
{"title":"Vygotsky and Second Language Acquisition","authors":"H. Mahn, Hafiz Muhammad Fazalehaq","doi":"10.1002/9781405198431.WBEAL1272.PUB2","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL1272.PUB2","url":null,"abstract":"The far-reaching influence that the Russian psychologist Lev Vygotsky (1896–1934) has had on second language acquisition (SLA) research is reflected in studies which emphasize the important role played by semiotic mediation in social interaction within social, cultural, physical, and historical contexts. \u0000 \u0000 \u0000Keywords: \u0000 \u0000language and social interaction; \u0000second language acquisition; \u0000sociocultural language studies","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117321426","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 : 2020-06-15DOI: 10.1002/9781405198431.WBEAL0623.PUB2
Tommaso M. Milani
Over the past two decades, the notion of language ideology has gained considerable momentum in different strands of scholarship that aim to unpack how language works in society. Language ideology has its roots in North American linguistic anthropology as a concept within which to explore the “mediating links between social forms and forms of talk” (Woolard, 1998, p. 3). Whilst it is axiomatic for linguists that “all languages are equal” in terms of their meaning-making potential and their worth as objects of academic inquiry, a cursory glance at any sociolinguistic environment in the “real world” will reveal a different scenario—one in which linguistic phenomena are unequally ranked according to different meanings and values, so that, say, “language” X is believed to be lexically richer, more logical or beautiful, and thus better suited for wider communication within a polity than “dialect” Y. It is precisely the belief systems underlying such social processes of naming, signifying, and valorizing linguistic practices that the notion of language ideology aims to capture. This entry will begin by clarifying the notion of language ideology, followed by a reflection over the notions of public versus private in relation to language ideology. The entry will conclude with some current developments and directions in language ideology research. Keywords: discourse analysis; linguistic anthropology; sociolinguistics; ideology; sociocultural language studies
{"title":"Language Ideology and Public Discourse","authors":"Tommaso M. Milani","doi":"10.1002/9781405198431.WBEAL0623.PUB2","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL0623.PUB2","url":null,"abstract":"Over the past two decades, the notion of language ideology has gained considerable momentum in different strands of scholarship that aim to unpack how language works in society. Language ideology has its roots in North American linguistic anthropology as a concept within which to explore the “mediating links between social forms and forms of talk” (Woolard, 1998, p. 3). Whilst it is axiomatic for linguists that “all languages are equal” in terms of their meaning-making potential and their worth as objects of academic inquiry, a cursory glance at any sociolinguistic environment in the “real world” will reveal a different scenario—one in which linguistic phenomena are unequally ranked according to different meanings and values, so that, say, “language” X is believed to be lexically richer, more logical or beautiful, and thus better suited for wider communication within a polity than “dialect” Y. It is precisely the belief systems underlying such social processes of naming, signifying, and valorizing linguistic practices that the notion of language ideology aims to capture. This entry will begin by clarifying the notion of language ideology, followed by a reflection over the notions of public versus private in relation to language ideology. The entry will conclude with some current developments and directions in language ideology research. \u0000 \u0000 \u0000Keywords: \u0000 \u0000discourse analysis; \u0000linguistic anthropology; \u0000sociolinguistics; \u0000ideology; \u0000sociocultural language studies","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121678520","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 : 2020-06-15DOI: 10.1002/9781405198431.WBEAL0814.PUB2
S. Norris
Multimodal interaction analysis (Norris, 2004) is a holistic methodological framework that allows the analyst to integrate the verbal with the nonverbal, and to integrate these with material objects and the environment as they are being used by individuals acting and interacting in the world. Keywords: discourse analysis; pragmatics; research methods in applied linguistics; sociolinguistics
{"title":"Multimodal Interaction Analysis","authors":"S. Norris","doi":"10.1002/9781405198431.WBEAL0814.PUB2","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL0814.PUB2","url":null,"abstract":"Multimodal interaction analysis (Norris, 2004) is a holistic methodological framework that allows the analyst to integrate the verbal with the nonverbal, and to integrate these with material objects and the environment as they are being used by individuals acting and interacting in the world. \u0000 \u0000 \u0000Keywords: \u0000 \u0000discourse analysis; \u0000pragmatics; \u0000research methods in applied linguistics; \u0000sociolinguistics","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"382 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132105110","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 : 2020-06-15DOI: 10.1002/9781405198431.WBEAL1006.PUB2
H. Mahn, Shannon Reierson
Since the publication of Frawley and Lantolf’s 1985 study, there has been a signifi cant increase in second language acquisition (SLA) research using sociocultural approaches that draw from Vygotsky’s theoretical framework and methodological approach. Researchers interested in diverse facets of SLA both in and out of educational contexts have utilized sociocultural theory in a variety of ways. Some have focused more on the internal aspects of language, the mental processes involved in making and communicating meaning through language acquisition, while others have focused more on the social, cultural, physical, and historical contexts of second language learning and acquisition. While researchers have relied on different interpretations and aspects of sociocultural theory, they all strive to understand second language learning and acquisition considering the role of sociocultural context as a mediating force in language development and use. They also recognize the essential role of semiotic mediation—making meaning through signs—in the development of the mind. Lantolf (2000, p. 18) draws on the memoir of one of Vygotsky’s closest collaborators, Alexander Luria’s The Making of Mind: A Personal Account of Soviet Psychology, to describe sociocultural approaches. Because sociocultural research seeks to study mediated mind in the various sites where people engage in the normal activities affi liated with living, it undertakes to maintain the richness and complexity of “living reality” rather than distilling it “into its elementary components” for the purpose of constructing “abstract models that lose the properties of the phenomena themselves” . . . On this account, explanation of human activities is about observation, description, and interpretation guided by a theory that is careful not to compromise “the manifold richness of the subject.” (Luria, 1979, pp. 174, 178) Ever-developing systems of systems made manifold in complex, dialectical interconnections of mind and matter were the subject of Vygotsky’s work. He advocated methods that were appropriate to the matter being studied—the unifi cation of thinking and speaking processes —and not just methods borrowed from the natural sciences, which is what psychology had in an effort to be recognized as an authentic fi eld of science. He saw a dialectical relationship between theory and praxis in which testing theory in practice infl uenced the development of methodology. The challenge faced by researchers developing sociocultural approaches to SLA research is similar to the one Vygotsky faced, since SLA research, in order to be accepted as a fi eld, has also relied on methods developed by the natural sciences. In a special edition of the Modern Language Journal, Alan Firth and Johannes Wagner (2007) refl ect back on their call ten years earlier for a reconceptualization of SLA, “for a theoretical, methodological, and epistemological broadening of SLA” to create “an SLA that was more interactionally sens
{"title":"Research Methods and Sociocultural Approaches in Second Language Acquisition","authors":"H. Mahn, Shannon Reierson","doi":"10.1002/9781405198431.WBEAL1006.PUB2","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL1006.PUB2","url":null,"abstract":"Since the publication of Frawley and Lantolf’s 1985 study, there has been a signifi cant increase in second language acquisition (SLA) research using sociocultural approaches that draw from Vygotsky’s theoretical framework and methodological approach. Researchers interested in diverse facets of SLA both in and out of educational contexts have utilized sociocultural theory in a variety of ways. Some have focused more on the internal aspects of language, the mental processes involved in making and communicating meaning through language acquisition, while others have focused more on the social, cultural, physical, and historical contexts of second language learning and acquisition. While researchers have relied on different interpretations and aspects of sociocultural theory, they all strive to understand second language learning and acquisition considering the role of sociocultural context as a mediating force in language development and use. They also recognize the essential role of semiotic mediation—making meaning through signs—in the development of the mind. Lantolf (2000, p. 18) draws on the memoir of one of Vygotsky’s closest collaborators, Alexander Luria’s The Making of Mind: A Personal Account of Soviet Psychology, to describe sociocultural approaches. Because sociocultural research seeks to study mediated mind in the various sites where people engage in the normal activities affi liated with living, it undertakes to maintain the richness and complexity of “living reality” rather than distilling it “into its elementary components” for the purpose of constructing “abstract models that lose the properties of the phenomena themselves” . . . On this account, explanation of human activities is about observation, description, and interpretation guided by a theory that is careful not to compromise “the manifold richness of the subject.” (Luria, 1979, pp. 174, 178) Ever-developing systems of systems made manifold in complex, dialectical interconnections of mind and matter were the subject of Vygotsky’s work. He advocated methods that were appropriate to the matter being studied—the unifi cation of thinking and speaking processes —and not just methods borrowed from the natural sciences, which is what psychology had in an effort to be recognized as an authentic fi eld of science. He saw a dialectical relationship between theory and praxis in which testing theory in practice infl uenced the development of methodology. The challenge faced by researchers developing sociocultural approaches to SLA research is similar to the one Vygotsky faced, since SLA research, in order to be accepted as a fi eld, has also relied on methods developed by the natural sciences. In a special edition of the Modern Language Journal, Alan Firth and Johannes Wagner (2007) refl ect back on their call ten years earlier for a reconceptualization of SLA, “for a theoretical, methodological, and epistemological broadening of SLA” to create “an SLA that was more interactionally sens","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122564247","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 : 2020-06-15DOI: 10.1002/9781405198431.WBEAL0145.PUB2
Hanna Risku
Obviously, there is more to translation than just associating words in one language with those in another. Cognitive scientific approaches to translation try to understand and explain the workings of translators' minds: How do translators and the other actors involved in translation create meaning in the situations and texts they handle? How do they arrive at their strategies and choices? How does their cultural and linguistic background influence their thinking and understanding? How do they develop translation competence? Keywords: cognitive science; psycholinguistics; semantics; reading; translation; writing
{"title":"Cognitive Approaches to Translation","authors":"Hanna Risku","doi":"10.1002/9781405198431.WBEAL0145.PUB2","DOIUrl":"https://doi.org/10.1002/9781405198431.WBEAL0145.PUB2","url":null,"abstract":"Obviously, there is more to translation than just associating words in one language with those in another. Cognitive scientific approaches to translation try to understand and explain the workings of translators' minds: How do translators and the other actors involved in translation create meaning in the situations and texts they handle? How do they arrive at their strategies and choices? How does their cultural and linguistic background influence their thinking and understanding? How do they develop translation competence? \u0000 \u0000 \u0000Keywords: \u0000 \u0000cognitive science; \u0000psycholinguistics; \u0000semantics; \u0000reading; \u0000translation; \u0000writing","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124790275","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 : 2020-06-15DOI: 10.1002/9781405198431.wbeal1437.pub2
N. H. Jong
{"title":"Teaching Speaking","authors":"N. H. Jong","doi":"10.1002/9781405198431.wbeal1437.pub2","DOIUrl":"https://doi.org/10.1002/9781405198431.wbeal1437.pub2","url":null,"abstract":"","PeriodicalId":298589,"journal":{"name":"The Encyclopedia of Applied Linguistics","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114506662","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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