چکیده:
The basic assumption in applied linguistics is that the expert disciplinary study of
linguistics can yield insights which can be applied to an understanding of how
language is actually experienced, and so provide a principled basis for intervention
by prop
learning language gives rise to. But the validity of this assumption depends on how
is expertise in linguistics to be defined, and how far, as it has been conventionally
practiced, can it claim to account for the reality of how individuals experience
language? What, for example, does it tell us, and not tell us, about how users and
their attitude has on their using and learning? These are crucial questions about the
scope of linguistics and its applied linguistic relevance since they have an immediate
and urgent bearing on the problematic issues that applied linguistics would claim to
address of how communication is enacted across different lingua-cultural and
ideological borders in a globalized world. Since this global communication is
predominantly mediated by the expedient use of English as a lingua franca, it raises
the applied linguistic question that this talk will be centrally concerned with of what
pedagogic implications this has for how English is conventionally taught as a
foreign language subject.
خلاصه ماشینی:
Since this global communication is predominantly mediated by the expedient use of English as a lingua franca, it raises the applied linguistic question that this talk will be centrally concerned with of what pedagogic implications this has for how English is conventionally taught as a foreign language subject.
Keywords: Applied Linguistics, English as Lingua Franca, Communal competence, Creativity, Capability Online ISSN: 2383-2460; Print ISSN:2383-591x; 2019 © Azarbaijan Shahid Madani University Press The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 2, Summer and Autumn, 2018, pp.
So the foreign language subject is based on the teaching of competent; normative competent; the competent of a particular community, and I think when one looks at the language subject, and in our case English as a subject to be taught in schools and elsewhere, there are two 19 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 2, Summer and Autumn, 2018, pp.
What it means is that the objective in English we are thinking of English teaching but it could apply to any language is to initiate learners into the membership of a native speaker community in some way, or at least to identify with that native speaker community.
g. , Task-based Learning and so on, there may be some allowance made for learner initiative, but if they use language not only English but other linguistic resources they may have at their disposal to achieve their communicative objective, that does not count as being an acceptable result unless it leads to conformity.