Publisher's Synopsis
Sometimes called applied linguistics, the field of applied language study (ALS) is devoted to the study of particular domains of language learning and use, such as foreign language learning and teaching, bi- and multilingualism, translation and interpretation, communication in professional contexts, or intercultural communication. The text Applied Language Study: New Objectives and New Methods presents the research methods for applied language studies, and combines the application of second language theories to the practice of learning, teaching, and assessing second languages. The aim of first chapter is to examine a number of aspects of course design in corpora and language learning involving direct access by learners, focusing not on the training of corpus linguists but rather on the popularization of corpus consultation by a wide spectrum of learners. Strategy use and language performance by second language learners in Nigeria have been discussed in second chapter. Third chapter presents findings of a study of recognition vocabulary knowledge as a predictor of written academic English proficiency (AEP) and overall academic achievement in an English medium higher education program in an English-as-a-foreign-language (EFL) context. Fourth chapter highlights key problematic issues, especially in light of the increasingly diverse student bodies, and highlights potential solutions for the European language context. An empirical study of content-based instruction applied in non-English-majored graduate English teaching in the post-massification has been presented in fifth chapter. The linguistic study of language has been introduced in sixth chapter. Seventh chapter deals with the study of language and language acquisition. Eighth chapter examines the use of communication strategies in monologues and dialogues by Malaysian healthcare trainees with limited English proficiency during communication strategy training. The effect of listening to comic strip stories on incidental vocabulary learning among Iranian EFL learners has been evaluated in ninth chapter. A critical review of common vocabulary learning strategies in Iranian EFL classrooms has been presented in tenth chapter. Eleventh chapter explores how students' informal language learning experiences with English find their way into the formal context of content-based language teaching (CLIL). Last chapter discusses the language ideologies of voluntary learners of Swedish and Hungarian in two contexts where these languages are historical minority languages.
