1. Branches of Applied Linguistics
Predmetni nastavnik: doc. dr Valentina Bošković Marković

2. There is an uncertain boundary between applied linguistics and the various interdisciplinary branches of linguistics, such as sociolinguistics and psycholinguistics, especially as several of the latter’s concerns involve practical outcomes of a plainly ‘applied’ kind (e.g. planning a national language policy). (Crystal, 2008, p.31)

3. Language acquisition
Psycholinguistics
Sociolinguistics
Linguistic anthropology
Generative linguistics
Cognitive linguistics
Computational linguistics

4. Descriptive linguistics
Historical linguistics
Comparative linguistics
Etymology
Stylistics
Prescription
Corpus linguistics
Discourse analysis
Pragmatics

5. Pragmatics ‘put the kettle on’ (expected to make you a cup of tea)
‘I am cold’ (intended to close the window)
a subfield of linguistics and semiotics that studies the ways in which context contributes to meaning

6. Sociolinguistics
Sociolinguistics is concerned with language as a ‘social and cultural phenomenon’ (Trudgill, 1974)
It engages with contemporary social questions of culture, ethnicity, gender, identity, ageing, and migration
Started in the 60s

7. Discourse Analysis
a general term for a number of approaches to analyze written, vocal, or sign language use, or any significant semiotic event
Text linguistics is a closely related field

8. (Second) language acquisition
a scientific discipline devoted to studying the process of learning the second language
interlanguage, the idea that the language that learners use is not simply the result of differences between the languages that they already know and the language that they are learning, but that it is a complete language system in its own right, with its own systematic rules.

9. SLA
This interlanguage gradually develops as learners are exposed to the targeted language. However, languages that learners already know can have a significant influence on the process of learning a new one. This influence is known as language transfer.

10. EFL
Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding (Krashen)

11. ESL
Krashen: there are two independent systems of second language performance: 'the acquired system' and 'the learned system'.
The 'acquired system' or 'acquisition‘- the product of a subconscious process very similar to the process children undergo when they acquire their first language

12. ESL
acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act

13. ESL
The "learned system" or "learning“- the product of formal instruction and it comprises a conscious process which results in conscious knowledge 'about' the language, for example knowledge of grammar rules. ‘Learning' is less important than 'acquisition'.

14. ESL
The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar.

15. ESL
The Natural Order hypothesis is based on research findings (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable.

16. ESP
From the early 1960's, ESP has grown to become one of the most prominent areas of EFL teaching today. Its development is reflected in the increasing number of universities offering an MA in ESP (e.g. The University of Birmingham, and Aston University in the UK) and in the number of ESP courses offered to overseas students in English speaking countries.

17. ESP
Examples of ESP:
Law
Medicine
Business
Science

18. Questions?