From Applied Linguistics to Linguistics Applied: Issues, Practices and Trends

216 Pages·2007·1.53 MB·English

British Association for Applied Linguistics

From Applied Linguistics to Linguistics Applied:
Issues, Practices, Trends

Edited by

Maeve Conrick and Martin Howard

British Studies in Applied Linguistics Volume 22

From Applied Linguistics to Linguistics Applied:
Issues, Practices, Trends
British Studies in Applied Linguistics

Each volume in the series consists of a selection of peer-reviewed papers on a
theme of general interest, based on presentations at the BAAL Annual General
Meetings. In covering state-of-the-art research in the UK and elsewhere, the
series aims to broaden the scope of applied linguistics to include areas as
diverse as sociolinguistics, discourse analysis, communication studies and
language education.

Volumes 1-15 in this series were published by Multilingual Matters; volumes
16-18 were published by Continuum; volumes 19-21 were published by
Equinox.

For more information about BAAL and IRAAL visit their websites:
www.baal.org.uk, www.iraal.ie.

Previously published
Applied Linguistics at the Interface
Edited by Mike Baynham, Alice Deignan and Goodith White
(Volume 19)

Reconfiguring Europe: the contribution of applied linguistics
Edited by Constant Leung and Jennifer Jenkins
(Volume 20)

Language, culture and identity in applied linguistics
Edited by Richard Kiely, Pauline Rea-Dickins, Helen Woodfield and Gerald
Clibbon
(Volume 21)
British Studies in Applied Linguistics: Volume 22

From Applied Linguistics to Linguistics Applied:
Issues, Practices, Trends

Selected papers from the
British Association for Applied Linguistics and Irish Association for Applied
Linguistics conference at University College Cork, September 2006

Edited by

Maeve Conrick and Martin Howard

BRITISH ASSOCIATION FOR APPLIED LINGUISTICS

IRISH ASSOCIATION FOR APPLIED LINGUISTICS
Published by

British Association for Applied Linguistics
www.baal.org.uk

First published 2007

© Maeve Conrick, Martin Howard and contributors 2007

All rights reserved. No part of this publication may be reporduced or
transmitted in any form or by any means, electronic or mechanical, including
photocopying, recording or any information storage or retrieval system,
without prior permission in writing from the publishers.

ISBN: 0704426277

Printed by the University of Birmingham.
Contents

1 Introduction 7
Maeve Conrick
2 The grammar of spoken English and the discourse of
non-native speakers 12
Susan Hunston, Eri Hirata and Yumi Otoshi
3 National trends in achievement in Irish Listening at
primary level: A challenge for language revitalisation
and language policy 25
John Harris
4 Use of an Irish-English lexical categorisation task to
examine children‟s homograph recognition as a function
of language context and language background 43
Fiona Lyddy
5 Investigating Development in Writing in 9 to 11 year
olds 56
Roger Beard, Andrew Burrell, Brownen Swinnerton and
Godfrey Pell
6 Investigating beliefs about foreign language writing and
composing strategy implementation. The effect of
instruction and practice 76
Rosa Manchón, Liz Murphy and Julio Roca de Larios
7 Transferability of argumentative writing competence
from L2 to L1: Effects of overseas experience 91
Hiroe Kobayashi and Carol Rinnert
8 Altering the Sequence of Acquisition 111
Kent Hill
9 The uses of grammar: a corpus based investigation
of the term „grammatical‟ in the British Press 130
Richard Badger and Malcolm MacDonald
10 Voices of Youth and Discourses of Multilingualism and
Citizenship 149
J. Byrd Clark
11 Nursing across Cultures: the communicative needs of
internationally educated nurses (IENs) working with
older adults 165
Margaret Hearnden
12 Group project work in higher education: what it is
and what it is not 180
Edward Bressan and V. Michael Cribb
13 New concepts, new paradigms for English as an
international language 195
Paul Roberts
Contributors 207
1 Introduction

Maeve Conrick

This volume is a collection of papers from the joint conference of the British
Association for Applied Linguistics and the Irish Association for Applied
Linguistics, held at University College Cork, National University of Ireland
Cork, on 7-9 September 2006. The theme chosen for the conference was ‘From
Applied Linguistics to Linguistics Applied: Issues, Practices, Trends’. The
papers in this volume address this theme in a range of ways, reflecting the
continuing diversity of Applied Linguistics as a research field. Many of the
presenters at the conference were concerned with defining the discipline, how it
is evolving and how it relates to or distinguishes itself from other disciplines,
whether in terms of theory or practice. Concern with these issues is apparent in
the papers collected in this volume, notably in the ways in which the authors
situate their contribution in relation to existing practices or emerging trends in
their specific field of interest.
The thematic framework of the conference brought into focus the
distinction drawn between ‘Linguistics Applied’ and ‘Applied Linguistics’ (see
Widdowson, 2000) and gave rise to many references to Brumfit’s much-quoted
definition of Applied Linguistics as: ‘The theoretical and empirical
investigation of real-world problems in which language is a central issue’
(Brumfit, 1995: 27).
In the papers presented in this volume, the ‘real-world’ dimension of
the field is apparent in the range and variety of contexts discussed, from
educational settings to the media and healthcare. The variety of approaches
which characterise the work of applied linguists is also evident in the range of
theoretical positions adopted and the research practices brought to bear on the
linguistic issues under discussion, including inter alia the perspectives of
second language acquisition, sociocultural theory and discourse analysis.
The first paper, by Hunston, Hirata and Otoshi, addresses the theme
very explicitly by discussing whether corpus research into spoken English is
valid both as Applied Linguistics and as Linguistics Applied. The paper
investigates to what extent expert non-native speakers of English use the same
discoursal, lexical and grammatical features as native speakers, with a view to
establishing whether or not materials based on non-native speaker English
could be used to raise the consciousness of learners with regard to the features
of naturally-occurring interaction. One of the assumptions behind the study was
that teachers might not pay attention to the findings of corpus linguists, treating
those findings as Linguistics rather than Applied Linguistics. For example, if a
8 From Applied Linguistics to Linguistics Applied: Issues, Practices, Trends

feature occurred only in native speaker discourse, it might be considered
unimportant for those learners who were unlikely to have much interaction with
native speakers. The research confirms that all the features under investigation
(discourse markers, vague language, backchannels, pauses and non-clausal
units) occur in both groups.
The next five papers deal with specific aspects of skills such as
listening (Harris), reading (Lyddy), writing (Beard, Burrell, Swinnerton and
Peel; Manchón, Murphy and Roca de Larios; Kobayashi and Rinnert). Harris
and Lyddy both consider the Irish context, where interest in issues related to
achievement in the Irish language has been to the fore in recent years,
especially following the passing of the Official Languages Act 2003, a
legislative instrument which has as its objective the promotion of the Irish
language. One of the provisions of the Act was the appointment of a Language
Commissioner (An Coimisinéir Teanga), who, in his first Annual Report (An
Coimisinéir Teanga, 2005), referred to the need for improvement in levels of
achievement in Irish, given the level of state investment in the teaching of Irish
in schools. Harris reports on a large-scale study carried out in 2002 on behalf of
the Department of Education and Science. He concludes that there has been a
considerable decline in performance in Irish Listening in ordinary primary1
schools since 1985, especially in relation to listening vocabulary and general
comprehension, skills which the author regards as of particular importance
because of their role in the use of Irish for real communication. Harris situates
his findings in the context of educational and language planning and makes
recommendations with regard to developing a plan of action to remedy the
situation, which would include wider use of Irish in school and additional
supports in the home and the community. Lyddy’s paper also deals with the
achievements of children in Irish primary schools, thirty-nine pupils from Irish-
medium schools and twenty-six from English-medium (Gaeltacht) schools,
aged 11 to 12. She addresses the very specific issue of cross-language (English
and Irish) homograph recognition, using a computerised lexical decision task
and finds that Gaeltacht-schooled children continue to operate and to interpret
stimuli within an Irish language mode rather than being influenced by the
English context.
Beard, Burrell, Swinnerton and Peel investigate the development of
persuasive writing in primary school children in England in Year 5 (aged 9 to
11) and a year later when the children were in Year 6, using a repeat design and
standardised instrument, the NFER Literacy Impact package. The authors’ aim
is to attempt to establish what constitutes progression at this level, comparing
two contrasting genres (persuasive and narrative). They find encouraging
results, with many children demonstrating ability to include features specific to
persuasive writing in Time 2. While Beard and Burrell’s analysis focuses on