Applied Linguistics Guy Cook Pdf Free Download

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Guy Cook Discourse Analysis from: Language Teaching- Discourse, Guy Cook;OUP, 1996, pages 25-26) You hear one side of a telephone call in a foreign language. The speaker says: Linguistics He is current Chair of the British Association for Applied Linguistics, and an academician of the UK Academy of the Social Sciences. He has published. Sep 26 2020 AppliedLinguisticsGuyCook 1/5 PDF Drive - Search and download PDF files for free. Applied Language Studies, University of Reading. Page ix PREFACE The Encyclopedic Dictionary of Applied Linguistics is, as its subtitle states, A Handbook for Language Teaching. It is intended for all those with an interest in the field of applied linguistics as it relates to second and foreign language education. Epson scan download.

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Interview with Michael H. Long, Applied Linguistics Author

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This article critically examines the demand that academic research should be assessed by its impact, and universities' compliance with that demand. The article begins by briefly examining the meaning of impact. It next considers the role of applied linguistics in shaping language-teaching revolutions, and suggests it was commercial and political interests which had the greatest impact. Moving on to the current wider scope of applied linguistics, it suggests that while the discipline has had positive influence in some areas, it has failed to influence government policy, but that this failure is not a measure of its worth. In the second part of the article, the focus changes to a consideration of impacts on applied linguistics by public relations PR models of language, and government interference in academic affairs. The overall conclusions of the article are that impact is not necessarily a measure of academic worth, and that informed critique of establishment values should remain one of the main roles of academics. While these conclusions are relevant to all academic disciplines they are of particular poignancy for applied linguistics, given the role of language in establishing control and undermining academic freedoms.

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The Routledge Handbook of Applied Linguistics serves as an introduction and reference point to key areas in the field of applied linguistics. The volume as a whole highlights the role of applied linguistics, which is to make insights drawn from language study relevant to such decision-making. The chapters are written by specialists from around the world. Each one provides an overview of the history of the topic, the main current issues and possible future trajectory. Where appropriate, authors discuss the impact and use of new technology in the area.

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Widdowson: Linguistics George Yule: Pragmatics , No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press with the sole exception of photocopying carried out under the conditions stated in the paragraph headed 'Photocopying' , or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above. You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer. Photocopying The Publisher grants permission for the photocopying of those pages marked 'phorocopiable' according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach.

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Guy Cook is Professor of Language and Educationat the Open University, UK. He was formerly Professor of Applied Linguistics atthe University of Reading (1998-2004) andhead of TESOL at the London University Institute of Education (1991-1998). Hewas co-editor of the journal Applied Linguistics 2004-2009. He is current Chairof the British Association for Applied Linguistics, and an academician of theUK Academy of the Social Sciences. He has published extensively on appliedlinguistics, discourse analysis, English language teaching, literarystylistics, advertising, and the language of environmental debate. He has beenan invited speaker in over 30 countries. (www.goodreads.com)
This is executivesummary of the book Applied Linguistic,written by Guy Cook. The book is divided into following four sections: Survey,Reading, References and Glossary.
The first section of thebook Survey consists of eighty onepages; the section is divided into eight important chapters. These chaptersare: Applied linguistics, Prescribing and describing: popular and academicviews of ‘correctness’, Language in the contemporary world, English LanguageTeaching (ELT), Language and communication, Context and culture, Persuasion andpoetics; rhetoric and resistance, Past, present and future directions.
The second section of thebook Reading consists of thirty threepages. This section is a collection of texts taken from different pieces ofliterature. Eight chapters are drawn on the lines of the chapters in survey.
Referenceis the third section of the book. All the references of eight chapters aregiven with short commentary. It is also important for people, who want to gofor advance search.
Glossarythefourth and final section of the book is very useful for those, who are new to thissubject (Applied Linguistic).
Section1: Survey
Applied Linguistics
Cook pens down thefirst chapter with the line, “Languageis at the heart of human life”. This sentence basically shows his bent of mindthat language encircles almost every activity of life. He, then, raises somequestions regarding child acquisition of L1.
For this we shouldinvestigate and understand facts of language use basing upon our accumulatedknowledge. Applied Linguistics concerns with the decision making, that isjustified and taken rapidly, but not on foolish grounds with the relation oflanguage to its usage, The author has posed some imaginary situations toexemplify his idea clearly.
Theauthor of this book divides the scope of Applied Linguistics into threeheadings as: Language and Education; Language, Work and Law; Language,information and affect.
Inthe end, Guy Cook says,” Applied linguistics is not simply a matter of matchingup findings about language with pre-existing problems but of using findings toexplore how the perception of problems might be changed”.
Prescribingand describing: popular and academic views of correctness
Children are expected to speak bestlanguage. A child pronounces brang instead of brought. He says, ‘I seen it’ butin the school he is expected to speak ‘I saw it’. Moreover, spelling of words likecolor or colour makes him confused again. There is a need for standardization,while we often see disagreement when we precede the standardization. Appliedlinguistics needs to approach such debates carefully and with respect.
Language in practice is ‘description’;and language what ought to happen is ‘prescription’. What is the standard,language should not be changed. The standard is neither superior nor morestable than any other variety. Having different regional standards areconsidered positive for the growth of language.
Linguistically ‘correctness’ is anabstract point, but people always want correct usage of language. Criteria ofcorrectness may change, and it could be implicit or explicit. AppliedLinguistics is to bring out what these criteria.
Languagein the Contemporary
People do not speak ‘language’ but theyspeak languages. In order to communicate with other language speakers, thereare two ways: first people have to learn other’s language, or they have to employa translator. Question arises, who learns whose language.
Linguistics have to deal with variousarbitrary notions. Latin is more logical language than others, German is moreefficient and French are more romantic than other languages and so on, are someof the beliefs of people and these ideologies do not base on any scientificreasons.
Nowadays, languages are compared in twoways; the number of speakers and the geographical distribution, because ofthese numbers and geographical distribution some linguists consider one languageis more important than other.
In ‘Thegrowth of English’ Cook says, “In the past, English was but one internationallanguage among others, It is now increasingly in a category of its own”. Inevery country English is being taught.
EnglishLanguage Teaching (ELT)
Earlier it was considered that AppliedLinguistics and Teaching English as a Foreign Language (TEFL) are two names ofone product. The insight of study tells us, there is a wider relevance thanmight at first appear. In this chapter Grammar Translation Method (GTM) oflanguage teaching, ‘the direct method’, ‘Natural’ language learning and ‘thecommunicative approach’ are discussed.

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The primary objective of Grammar translation method is to makestudents understand the structure and translate the first language into secondand target language into the native. A language student focuses on reading andunderstanding the things through translation and speaking and listening areneglected by the instructor and the students as well.
To learn a language in a minimum timewas the need of students, immigrants, business people and tourists. Linguistsadvocated a direct method targetlanguage was the vehicle of classroom communication. The method was entirelydifferent from the Grammar Translation Method GTM.
Exposure of ‘meaningful’ input is a rootof Natural Language Learning.Though Several points in the method do notresemble the linguists view, but the method is based on the mainstream linguisticsresearch into child’s first language acquisition. The communicative approach was introduced after the naturalapproach. To achieve the goal of successful communication CLT is considered themost appropriate and modern way language learning.
Languageand Communication
This chapter ‘language andcommunication’ is explained through following four headings: Knowing alanguage, Linguistic Competence, communicative competence and influence ofcommunicative competence.

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In knowinga language, traditionally grammar translation language teaching, assumedthat knowing the rules of a language and using them in a language are samethings, but in the society there are several examples where someone masters therules he can not apply those rules in his communication.
Cooks defines Linguistic Competence, andquotes Chomsky,” the human capacity for language as illustrated by achild’s acquisition of language around them, is not the product of generalintelligence or learning ability, but an innate, genetically determined featureof the human species.” (Cook, 2003)
What is needed for communicative competence, Hymes suggested four types of knowledge:possibility, feasibility, appropriateness, and attestedness. Communicative competenceremains, however an extremely powerful mode for applied linguistics, not onlyin language teaching but in every area if enquiry.
Contextand Culture
For users, a language is not abstract,it always makes sense and happens in specific situations, but in linguistics,language is very obviously abstracted from experience in order to be seen moreclearly. Systematizing context: discourse analysis, culture, translationculture and context, own language: rights and understanding and teaching cultureare the main topics of this chapter.
In ‘Systematiccontext: discourse analysis’ Cook writes, “ Some linguists have claimed,that the meaning of language in context is so messy and subjective that it isbeyond the reach of systematic enquiry.” Moreover, To demonstrate this, appliedlinguistics has drawn upon, and also developed discourse analysis---the study of how stretches of languageperceived as meaningful and unified by their users. Furthermore, three areas ofstudy which contribute to this field are paralanguage, pragmatics, and genrestudies.
The successful understanding of alanguage in context depends upon the how participants share conventions andprocedures including those related to paralanguage, pragmatics and genre.
In Foreign language education, doingbusiness with other communities, and in research work, we always do the Cross-culture communication. Meanings ofdifferent conventions like kissing, pressing palms, nodding of head aredifferent at different communities. Culture has a strong impact on language.
Whatever our definition of culture, or ourviews about its universality, there can be a little doubt that a real danger inthe many activities which involve cross cultural communication ismisunderstanding. Consequently, in a wide range of personal and professionalcontexts, practical decisions must be made about how to avoid it. Translation,own language, and teaching culture also interwoven with culture. In short, withoutconsidering culture, language study is not possible.
Persuasion and poetics;rhetoric and resistance
In this chapter literary stylistic,language and persuasion and Critical Discourse Analysis (CDA) has been chosenas main topics. What is relation of literature with the applied linguistics?How does Applied linguistics deal with the literary terms, fiction, andfigurative speeches etc. Literary Stylistic deals with the literature. Cooksays, “Stylistic analysis tend to highlight three related aspects of literarylanguage: its frequent deviation from the norms of more everyday language use;its patterning of linguistics; and the way in which the form of the wordschosen seem to argument or intensify the meaning.” In language and persuasion it is discussed that language can be usedto tell the truth or sometimes people lie. The language used to prevail liedoes not base on facts. Same thing also happens in the language ofadvertisement. Applied linguistic has to deal with these kinds of problems. InCritical Discourse analysis, different aspects like affect of society,audience, background information and the literal meaning are probed. Critical Discourse Analysis (CDA)does not provide a concrete answerto problems based on scientific research. In other words, CDA will unfoldthe motivation behind a text, or behind the choice of a particular ways ofresearch to interpret that text.
Past,Present and Future Directions
This chapter spots light the futuredirections of Linguistics, keep in view of past and present. Eight headingshave been discussed in this chapter as follows: Early orientation, subsequentchanges, Second Language Acquisition (SLA), Corpus Linguistics, Being Applied,Critical Applied Linguistics, ‘post-modern’ applied linguistics and A harderfuture: mediation.
In Early Orientation concerns of initiallinguists and its direction has been discussed. Second Language Learning is oneof the major area of Applied Linguistics. Corpus linguistics is concerned withthe patterns and regularities of language use which can be revealed bysystematic analysis of such corpora. Moreover the formation and use of corpusis also discussed in this chapter. Critical Applied Linguistics and post modernApplied linguistics are also illustrated in detail by Cook. In ‘A harderfuture: mediation’ most important issues: the education of children, the rightsof the disadvantaged, the changing balance of culture and languages, the affectsof technology on communication are manifested.
Section2: Readings
Inthis chapter, four texts have been chosen: one to discuss the development inthe discipline and its shift from Linguistics Applied to Applied Linguistics,which was a total shift of the focus from the dependent status to independency;second to pose the immediacy of discourse analysis and forensic sight oflinguistics; third deals with the translation studies in relation to thelinguistics; and fourth one to cater the area of clinical linguistics. Thesetexts are taken to relate the things to those three arenas which are consideredin the first chapter of survey section.
Thischapter presents a deep insight onto the matter of descriptivism andprescriptivism in line with the second chapter of the survey section. It hastwo texts about descriptivism and correctness. In the first text, Cameron D.strengthens the prescriptive point of view by putting a critique on the proponentsof descriptivists. The second text deals with the social bias of dialect toothers in which Labov focuses upon the so-called depravity of child regardinghis accent or deploying his accent to describe his issues, but that is fluctuationfrom the norms.
Thischapter having three texts tries to put a balance in the views for and againstthe concept of English Native speaker. Monopoly of English language over theother languages found and spoken in the world and the concept of linguistic hegemony,which English is playing like a Damocles sword. Moreover, the need of corporaand its impact both for and against are also discussed. It enlightens theissues of nativity and corpus, in relation to English language.
Here three texts have been chosen:first is presenting the teaching of English language with historical,demographic and economic point of view; second text deals with how learninghappens around in the mind, and the co-mingling of form-focused approach withaspect of communication in which meaning has primary foci; third text dealswith the separation of English language from its central user and how it hascreated its own community.
Here two texts are presented toaudience. In the first text first language acquisition is discussed, that how achild learns a language, as time passes he masters the infinite ability, thatof producing and understanding in principle any and all grammatical sentencesof language.” We have then to account for the fact that a normal child acquiresknowledge of sentences, not only as grammatical, but also as appropriate. Cookcompares this text with Hyme’s view of communicative competence which is oftenrepresented as a complete rejection of Chomsky’s account of competence. Secondtext deals with the different types of competence: grammatical competence,sociolinguistics competence and strategic competence. The author puts thesecomponents with the Hymes’ model (possibility, feasibility, appropriateness,and attestedness).
In this chapter the only text is chosen from Context and Culture in Language Teaching byClaire Kramsch. In this book culture in language teaching enjoys centralposition. Her view about classroom is not only a meeting place of cultures, butthere emerges a ‘third culture in its own right’. Following are some questions,raised in the text, considered very important. “We want to teach language insuch a way that learners are initiated into its social and cultural meanings,how many of these meanings must be made explicit, how many can be understoodimplicitly? How can a foreign way of viewing the world be taught via andeducational culture which is itself the product of native conceptions andvalues? ..” . What is the answer of these questions? and these argumentsdiscussed in the text, in your view, apply equally to the teaching of alllanguages, and in all circumstances.
In this chapter, two texts havebeen chosen by the author. In the first text, how poetic language is used tocreate special effect is penned down. In the second text, the two of theleading figures Norman Fairclough and Ruth Wodak , gives a clear and accessibleintroduction to the movement’s main principles. Cook raised questions aftersecond text to further explain his point,” is there a contradiction between theclaims that CDA sees itself not as dispassionate and objective social science?”
Guy Cook has chosen three texts.In the first extract the authors, Mitchell and Florence reflect upon therelationship between theories of SLA and foreign language teaching. “The agendaof SLA research does not necessarily centre on the issues which teachers aremost conscious of problematic.” Moreover next they state, “ there can be no‘one best method’, however much research evidence supports it, which applies atall times and in all situations, with every type of learner”. Cooks probes isthis at odds with the argument of text. In the second extract different benefitsof corpus are discussed and the last extract indicates some of the distinctivefeatures of Calx.