Applied Linguistics - Science topic

i am working on the role of mindfulness and resilience in online environment. If you do not mind, you can join me.

I agree. developments are happening.

Your manuscript should be organized around answering your research question. For each question, you should have a process to collect data and analyze it. Your Methods section and your Findings section should both be organized by research question. For example: "The answer research question 1, about _____, the researcher used ________."

I do not think the manuscript should describe collecting and analyzing data that does not answer one (or more) of your research questions.

Applied linguistics journals that accept research manuscripts and short research notes or reports include the following (in alphabetical order):

You could go through the attached guide, referenced below, for more insights.

Editors of TESOL Quarterly. (2017). how to get published in a TESOL or applied linguistics serial publication. TESOL International Association: Information for authors. https://www.tesol.org/docs/default-source/books/how-to-get-published-in-a-tesol-or-applied-linguistics-serial-publication-2017.pdf?sfvrsn=686ee5dc_0

Good luck,

The language problem in ADHD could be expressed in any age, in different intensity levels, that could bring negative effects in all daily activities and learning process, which depends on the right language acquisition during the child’s development. Among the most common comorbidities in ADHD, the abnormalities in language result in greater unsatisfactory evolution and many problems in verbal and nonverbal abilities, and even more in academic life, as a result of losses in reading and writing appropriation.

People who have some kind of obsessive compulsive disorder (OCD) can in certain circumstance train themselves away from that behavior. In so doing they actually alter the metabolism of the OCD circuit in the brain. I remember as a child that my father could wiggle his ears and I could not. However, by spending a lot of time willing my ears to move, they eventually did. Reattribute by recognizing the need to develop new brain circuitry, taking advantage of the fact that the brain is known to be plastic throughout one’s adult life. Until the circuitry develops it is pointless to be disappointed at mistakes or less than perfect pronunciation or communication in the new language.

Hello, feel free to try Slovo a slovesnost: http://sas.ujc.cas.cz/?lang=en. It is even indexed in WoS.

It depends on the goals of your study and the research questions. In other words, what are you trying to accomplish with your study? Answering that question will tell you what data sources you need.

It seems to me that seeking to publish theory in an applied linguistics outlet is like trying to fit a square peg in a round hole. When the theory becomes viable, you may apply it and publish your findings in applied linguistics journals. I suggest for theory journals such as Journal of Linguistics, Theoretical Linguistics, Natural Language and Linguistic Theory, etc. Good luck with your theory.

I am having the same problem with my research design at the moment. I don't have enough participants for an experiment design and my data will be mainly qualitative, so I am looking into doing a case study. But I also have an intervention whose effectiveness I want to test and varify. So I guess it would be a case study with intervention then.

Eloy Romero Muñoz

A theoretical article, in general, comprises or alludes to new or established abstract concepts relating to a certain field of knowledge. These articles are peer-reviewed, however, they do not often include research or experimental data.

These articles might help, have a look:

“I am a writer of books in retrospect. I talk in order to understand; I teach in order to learn”

― Robert Frost

Dear Samaher, your research would need to start from the research question(s) that you want to answer - and not from the research instruments you are using. The instrument itself is only a way to gather data that can help you to answer your question(s). So the simplest idea to help you would be to turn your research back on its feet: Start with want you want to find out about (which usually derives from what is already know/not yet known in your area of research) - and only then pick the scales that are appropriate to measure the student characteristics that you are interested in.

A Proverb is more worth than thousands of words. A proverb is like "A picture is worth a thousand words".

Re i-memes and Social Media, check out this PowerPoint about Humor and Journalism where we show that Western Tall Tales became Urban Legends, which became Q-Anon Conspiracy Theories. We also discuss humor in the news and humor in fake news.

International Society for Humor Studies: http://www.humorstudies.org/ .

Alleen and Don Nilsen’s The Language of Humor (Cambridge University Press, 2019) is now available. We have developed a PowerPoint to accompany each of the twenty-five chapters of the book as follows:

Chapter 1: Introduction & Humor Theories Chapter 2: Humor in Anthropology & Ethnic Studies Chapter 3: Humor in Art Chapter 4: Humor in Business Chapter 5: Humor in Computer Science Chapter 6: Humor in Education Chapter 7: Humor in Gender Studies Chapter 8a: Humor in Geography I (International Humor: Books, Conferences and Organizations) Chapter 8b: Humor in Geography II (International Humor: Examples and Discussion) Chapter 9: Humor in Gerontology Chapter 10: Humor in History Chapter 11: Humor in Journalism Chapter 12: Humor in Law Chapter 13: Humor in Linguistics Chapter 14: Humor in Literature Chapter 15: Humor in Medicine and Health Chapter 16: Humor in Music Chapter 17: Humor in Names and Naming Chapter 18: Humor in the Performing Arts Chapter 19: Humor in Philosophy Chapter 20: Humor in Physical Education Chapter 21: Humor in Politics Chapter 22: Humor in Psychology Chapter 23: Humor in Religion Chapter 24: Humor in Rhetoric and Composition Chapter 25: Humor in Sociology We’re sending you a PowerPoint indicating how humor is important to your particular discipline. Please let us know if you would like to receive any of our other humor-related PowerPoints (see above). Thanks. Don and Alleen Nilsen don.nilsen@asu.edu alleen.nilsen@asu.edu .

Hi Dr Samaher Saud . There are two types :

(1) smaller versions of studies, called feasibility studies, and

(2) “the pre-testing or 'trying out' of a particular research instrument”

See the link :

There are several (it would be nice to have an organised list of these databases, or point toward some list if it already exists):

-FrameNet (for English and Spanish, and perhaps other languages that I'm not aware of): https://framenet.icsi.berkeley.edu/fndrupal/about

-SemLink: This one merges several other databases:

In Spanish there are other:

-ADESSE: http://adesse.uvigo.es/

-AnCora: http://clic.ub.edu/corpus/es/ancora (also for catalán)

-SenSem: http://grial.uab.es/ (once available, now apparently broken) (also catalán).

-BDS: http://www.bds.usc.es/

Different languages: http://regdili.hf.ntnu.no:8081/multilanguage_valence_demo/multivalence

Also, regarding your question, it would be useful to become familiar with the linguistic framework that guided the construction of these databases, whether they include arguments and adjuncts, etc. Some of them are available to download, others aren't.

Yes it going to leave a huge impact after understanding of competing views in language education

You could look for a postdoc opportunity on Linguist List. Here is an example.

LINGUIST List. (2021, June 3). LINGUIST List 32.1926. https://linguistlist.org/issues/32.1926/

Good luck,

using reliable software for exam

Thank you for sharing the paper, Dr. Yuliya Shtaltovna

I will read it as I promised as soon as have some time available.

Best Regards.

Garcia or Cangarajah's concepts of translanguaging might help you.

Sincere condolences to his family members, friends, and colleagues.

May his soul rest in peace.

Hi Laiba,

SL is a vast and interesting field! One project I did was about politeness. we compared an observation of interactions at a small grocery store to questionnaire results for another set of subjects with scenarios that were witnessed in the observation. We found that the differences in what people say that they do and what people actually do are differentiated along categories like, culture, gender, and socioeconomic strata.

Basically you should ask yourself . . .

"What differences in the way people speak interest me?"

then ask

"How can I study that?"

Hello Stefan Ziemendorff,

Praat could be practically useful for doing various tasks of phonetic analysis by computer.

More info:

Good luck,

(LLS= Language Learning Strategies).

Definitely we should help each other

Hi, I am from India, doing research on subtitles (AVT) in foreign language like Chinese, English. If you have done any research on same, may share with me also.

Thank you! @Agata Bednarek

Jinan F. B. Al-Hajaj Thank you so much! :)

Can you give me more clarification on this subject

The LinguistList Mailing list has these all the time.

Assuming you're referring to the UK context, I'd think that this kind of data may be kept private in the Department of Education. Perhaps it's worth trying to check with the National Resource Centre for Supplementary Education https://www.supplementaryeducation.org.uk/

I think CorporaCoCo does this? https://cran.r-project.org/web/packages/CorporaCoCo/index.html

(1) You should do X / (2) we should do X / (3) X should be done — note that this is about deontic utterances, which are performative. They have no truth value but have variable speech act force. That FORCE stems from the authority that backs up the speaker in context. In (1), the back up is, basically: "...because I say so!" = personal authority. In (2), there is a collective morality behind the speaker. And in (3), there is an appeal to rationality, so the speaker speaks in the name of what he thinks is best according to impersonal logics and knowledge.

DearReza Biria

Thank you very much foy your informative answer.

Hola,

Para el cálculo de la frecuencia léxica de unidades simples o complejas, se suele utilizar WordSmith o AntCon.

Saludos

It will help if you use a suitable and powerful qualitative research software as Atlas.ti (https://atlasti.com/) or equivalent. This software allows you to introduce and research large amounts of text, written or oral, images, videos, etc. Then, you can select diverse research techniques, including frequencies, correlations, modulations, structures, and several other tools.

I would suggest using Standford CoreNLP to annotate your texts (corpus) with POS tags, and I believe this computational package can have different scripts for different languages. Then, extract the words with verb tags. Let me know if there is any question.

An interpretation is considered admissible if it's not in contradiction with the text, but since the text is open and polysemous, the return to the text is often insufficient to determine the validity of the interpretations, which are diverses and can be contradictory. Literary interpretation is both subjective and in part conditioned by interpretative communities (Fish). We cannot use a criterion of truth (true / false) but an intersubjective validation process (admissible / contestable), in other words to be admissible an interpretation must be recognized as such by other readers. We must then turn to the explanation by the readers of the sources of their interpretations. In my educational research, I have shown that teachers refer more to literary culture and students to the values ​​shared in their communities as well as to their personal experiences of the world. Thank you for the rich discussion!

I would say that there is a great influence of the Society on the language and its behavior. Taking into account terms such as: "linguistic attitude" or "linguistic identity". The first refers to the responses that as individuals or a community we make to the use of the language of a certain individual or social group, these can be: rejection, acceptance, prestige, pride. It also has a great influence on the adoption, use or study of a language. so that, if a language has prestige, the more likely it is to be reproduced or spoken; Quite the opposite happens with languages ​​that do not enjoy that prestige, due to disuse, they are gradually forgotten until they become extinct. On the other hand, linguistic identity is the link we have with a speaking community. Duzak (2002) indicates that we do not develop a single linguistic identity, but rather that according to situations and contexts we adapt a multiplicity of identities.

However, taking into account aspects such as the use of language in a community, and its impact on the modification and acceptance of certain rules regarding speech, we find phenomena such as the insertion of terms that we could consider incorrect in the Dictionary of the Real Language Academy.

Follow.

Annelies Kusters and Maartje De Meulder, The use of language portraits in the study of multilingual and multimodal repertoires, https://bib.irb.hr/datoteka/1009214.visual_verbal_abstracts_final.pdf

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Part 3 of Autonomous Language Learning with Technology: Beyond the Classroom (Advances in Digital Language Learning and Teaching), Chun Lai, New York: Bloomsbury Academic, 2017

Following

https://journals.sagepub.com/doi/full/10.1177/2332858419828691

http://www.multilingualliving.com/2010/05/31/does-bilingualism-multilingualism-cause-language-delay/

Following

Hello,

These new journals have fast workflow, but they are not yet indexed in Scopus or ISI.

1. Middle East Journal of Applied Linguistics (MEJAL)

2. Middle East Journal of English Language and Literature (MEJELL).

Hope it helps

Regards,

please check:

, you are welcome. Do report bugs to me if you find any.

See this thread: https://www.researchgate.net/post/Which_journals_in_applied_linguistics_have_short_turnaround_times_How_long_was_your_longest_wait?_ec=topicPostOverviewAuthoredQuestions&_sg=Di0z5leiw9gH6M3_U4SOZcwIkjyjFkM3yEVzLCUBqAHWUeRUqqgrDJuSI2e1pmudsys1HTZspAO3lt65

A growing number of studies, including Mkhelif’s which is to come, have recently provided evidence indicative of an important role of frequency in the acquisition of EFL vocabulary items.

I just finished my dissertation in which a few interviews were in foreign language. This is what I did, and it worked like a charm.

1. Code all interviews in their original language - without translation. In this, you will not loose the meaning.

2. Translate only those parts of the foreign-language-interviews, what you would like to it as quotes. This is so much easier.

Relevant corpora can be made use of, but is that enough?

Violeta Cautin-Epifani te envío por privado! :)

It's always a good idea to have a very clear justification for your research design and methods before collecting data, but now that you've already done it, you might look to a textbook on mixed methods to reflect on your rationale for the approach you've taken (e.g. see Creswell and Plano Clark, 2017).

Similarly, it would have been a good idea to consider construct validity to some extent before actually administering the questionnaire (e.g. face validity, at least), but perhaps you can go back to the construct(s) you were trying to measure and look more explicitly at whether and how your items measure all aspects of that/those construct(s)?

The lesson learned here, really, is not to jump ahead too quickly to data collection, and to make sure you have your justifications for design and methods fully fleshed-out before proceeding.

Notably, the pragmatic aspects of language use can be actualized by the anguage contexts. To this end, problem solving tasks fostering critical thinking and collaborative work such as discourse completion , role play, and consciousness raising activities engaging the learners in group work can make a difference.

Yes, we can make science more clear and powerful with new language, but we can't neglect English because English currently plainly settled as the principle language of universal logical correspondence, specialists keep on distributing their work in different dialects than English too.We encourage mainstream researchers to attempt to handle this issue and propose potential methodologies both for incorporating non-English scientific knowledge viably and for upgrading the multilingualism of new and existing information accessible just in English for the clients of such learning.

I am still waiting to hear from IAFOR.

Since morphemes such as '-ism', 'un-', 'bi-' stand for semantic concepts, albeit somewhat ambiguously, e.g. 'un-' can mean 'not', or 'reverse (an action)', you should look at Laurence Urdang's two books Prefixes and Other Word-Initial Elements of English and Suffixes and Other Word-Final Elements of English. Both were published by the Gale Research Company, the latter in 1983 and the former in 1984. Both are out of print but secondhand copies are available from ABE Books Secondhand, or possibly from your university library.

Prefixes lists 2860 elements, Suffixes, 1545.

In addition, you could examine C.K. Ogden's 1930 Basic English (Cambridge: The Orthological Institute) which provides a core vocabulary of 850 words. These words overlap to a degree with the 200 concepts listed by Morris Swadesh (1950 and 1971) and Cliff Goddard's Natural Semantic Metalanguage (Google Cliff Goddard or NSM).

Since many artificial languages e.g. Esperanto, Eh May Gee Chah (by Hankes) and Nobel (by Randic) start with a core vocabulary and elements which can modify that vocabulary, it would be worth researching these, too.

For further information, e-mail: I.C.Maun@exeter.ac.uk

Sabri Thabit Saleh Ahmed Thanks for your participation in my discussion and your nice answer. In my opinion, the authors of the mentioned book intended to mention that teaching the knowledge of a language with the aim of reaching to the skill in the second step is not a successful path. Therefore, it seems that it might be better to change the initiation point to the skill side.

For literature on the socio-cultural perspective in metaphor research, I recommend that you read the work by e.g. Kövecses, Musolff and Charteris-Black. They have different takes on the relation between the socio-cultural, discourse and the cognitive, but provide relevant perspectives on the subject.

Sorry, but your exercise still being inductive. Please review the theory about SEM and regression, there are a lot written and evaluated... In this way it is just pseudoscience...

Dear Jamal,

You have to have a good command of Systemic Functional Grammar by M. Halliday. The common denominator of Fairclough, van Dijk , Hodge and Kress and van Leeuwen is their employment of Systemic Functional Grammar. If you would like to focus on "who did what to whom, what is not said rather than what is said" concerning social power abuse, dominance and inequality, read Halliday.

Best,

N. Kansu-Yetkiner

Many thanks, Agnieszka Will geb. Gronek !

I hope grad students read this who are assigned large stacks of research essays outside their own areas.

Here are the three key parts in outline form (from my Ph.D. professor):

METHODS (note number of subjects in experiment and who is funding if noted in this or INTRO.) Who funded the study is most important when cnsidering possible biased findings or not.

DISCUSSION OF DATA AND EXPERIMENT (skim this unless needed for evaluating the text. May have difficult material such as advanced equations ans innumerbale names of chemical reactions, etc.)

CONCLUSION

The Intro, methods, and conclusion can re written in understandable langauge. If more is needed, get help from a person of that speciality.

أعتقد أن للتعليم القرآني عموما سواء أكان عبارة عن مدارس نظامية أم في صورة كتاتيب وزوايا وحلقات مسجدية ...إلخ دورا هاما في تعليم العربية وترسيخ ملكتها لدى منتسبي هذا النوع من التعليم، وذلك من خلال البيئة الاصطناعية من الانغماس في النص القرآني سماعا وتكرارا وتدبرا وحفظا ... مما يساعد على عملية الاكتساب للغة وإن لم تكن مقصودة عينا، وهو ما تؤكده النظرية السلوكية في تعليم وتعلّم اللغات، وغيرها من النظريات مثل نظرية تشوكمسكي العقلية ونظرية الفطرة والممارسة لعبد الدنان...إلخ

I teach English and language awareness i.e., not only one English but Englishes especially the varieties they speak and/or need to learn, so not necessarily British or American English but International English, the one spoken and understood by the nonnative speakers (EFL/ESL). World Englishes proponents & supporters respect all varieties.

Applied linguistics includes teaching languages' the fist language & the second language', different kinds of written and spoken texts (corpus linguistics), style, sociolinguistics, compiling dictionaries, machine translation, language and brain 'neurolinguistics', language disorders.

Good luck

It is true . Language is life. And life is a theater . Because no person can live a normal life without it . But the most important point I think is that , how language items are used and in what situation they are appropriate .(use.+ usage)

We are creating the discussions and use English so it is a resource in a positive sense. Why English? Of course it is the matter of power but it's been historical process and no sense in condemning it now - we have to deal with it, and leave space for other languages including minor languages and in science too. There is an author writing on linguistic imperialism - Robert Philipson - he published a lot on that.

I personally think major languages representing major economies will be used in all processes during our way to Industry 4.0 and I assume within the Industry 4.0 era minor languages will be in the most vulnerable position and might not survive that era. However if they do survive and reach the next stage - Society 5.0 - they will have a chance as the technology will be supposed to serve human needs first, not businesses and languages as well as age and gender will stop being a tool for personal social and professional development - but that is the distant perspective and more of a hypothetical view

The fields of linguistics are lot and you need to decide which one you are interested in. Then, google what you need.

Sometimes the journal itself disapear

I believe using L1 in EFL/ESL classroom is beneficial. According to Lin (2008), the use of L1 in L2 classroom is helpful for:

I could imagine that there are some tests in Rebecca T. Cover's chapter "Semantic fieldwork on TAM" in "Methodologies in Semantic Fieldwork", edited by

M. Ryan Bochnak and Lisa Matthewson. Conceptually, the important thing is of course to make up one's mind on whether "all futures are modal" or not - in the latter case you will have to chose your test sentences very carefully, guaranteeing that informants are really sure that the main proposition does hold at some later time.

Dear sir, could you please do us a favor and distribute this to your friends and students?

Many thanks in advance.

A good observation respected Azzawi Hadi, as this phenomenon is already happening every where; who are non natives English speakers.

There are two reputed journals with fast publication process:

1- Applied Linguistics (Oxford journal, IF: 3.22)

2- International Journal of Applied Linguistics (Wiley Publications)

So the first step would be to 'lock down' the terms / lexicalizations. You can do a bit of explorative reading to get to them, of course. But you should not just build up the totality of the corpus as you go. That will skew tha data to some direction. Don't try to go wide by getting many terms. Try to get deep by getting a few terms in as much different contexts as you could possibly lay your hands on. Typically you'd want your corpus to reflect the balance of contexts in the actual discourse. But, often enough, insights are gained by the odd low-count contex . So do try to get them in, even if at an expense of balance.

Then, 'lock down' corpus size. Corpora grow to be virtual behemoths these days (up to millions and tens of millions tokens). If you'd like to retain the option to close-read when necessary you'd want to go on the low end -or design for sub-corpora. Sub-corpora are extra nice, because they can allow for keyness analyses (texts where your terms are key would be more likely to elaborate on them). So, get your size fixed and go reach it, without changing your mind about what should go in and what shouldn't midway. Ideally, you'd want to crowd-source that part; it both speeds up the procedure and keeps you impartial. Set up a Train-Test split (dedicate part of your data to derive your scheme from and part to test it on). You can also go for a cross-testing arrangment.

Perform standard collocation and collostructional analyses with your terms as KWICs and wide enough spans on both sides on your Train set. See if any interesting n-grams -including skip-grams- with discriminative power pop-up (n-grams mostly showing up with one but not the other term). Run collocation analyses on items in them too. If an n-gram strongly selects a term as collocate both ways and not another, well done, you've found a disambiguating feature. Add the feature to a lexicon. You'd want at least one disambiguating feature for every term touple. Once there's a scheme in place, evaluate it against the Test set. Observe where it hits and where it misses. Go back and refine as necessary.

This is a very broad question that deserves a really long answer, but very generally linguistic distance can either be defined in terms of phylogenetic distance / (un)relatedness or in terms of typological distance independent of phylogenetic distance. Whereas the former concerns how closely related a set of languages are, the latter involves similarities and differences in terms of typological traits, e.g. phonological, lexical, morphological and syntactic (dis)-similarities. These tro often go hand in hand but do not have to, due to e.g. contact effects between unrelated (but geographically closely) languages or by pure chance.