“SEMANTICS AND PRAGMATICS”

Supporting Lecturer:

Dr. Ike Revita, M.Hum

Created by:

Rahmatillah Salwa (2110732021)

Tri Prima Serin (2110732017)

FACULTY OF HUMANITIES

ENGLISH DEPARTEMENT

ANDALAS UNIVERSITY
 Preface

First of all, thanks to Allah SWT because of the help of Allah, writer finished writing the paper entitled
“Applied Linguistic” right in the calculated time. The purpose in writing this paper is to fulfill the
assignment that given by Bu Laily Martin as lecturer in Introduction to Linguistic.

The writer realized that this paper still imperfect in arrangment and the content. Then, the writer hope
the criticism from the readers can help the writer in perfecting the next paper. Last but not the least,
hopefully, this paper can helps the readers to gain more knowledge about Applied Linguistic.

November 3, 2021

Group 6
1. Applied Linguistic

Applied linguistics is a field of study that looks at how linguistics can help understand real-life problems
in areas such as psychology, sociology and education. It can be compared with theoretical linguistics,
which looks at areas such as morphology, phonology and lexis. Areas of applied linguistics of interest to
teachers of languages include language acquisition, corpus studies and sociolinguistics.

For example:

Linguistic anthropology is a field of applied linguistics that links analysis of linguistics and socio-cultural
issues. Studies in applied linguistics which inform the ELT classroom include bilingualism, conversation
and discourse analysis, sociolinguistics, language assessment and language teaching itself.

2. Language learning: First, Second, Foreign Language Acquisition

Language learning is broadly defined as developing the ability to communicate in the second / foreign
language, and in this context includes:

-Language learning for specialists. This includes programmes which not only teach language but also a
variety of subject ‘content’ related to language such as literature, culture, history and politics at BA or
MA level. This also covers programmes and courses involving the teaching of translating and
interpreting.

-Language learning for non‐specialists or service languages. This includes language teaching options
which are available to all interested students, some of which may have a focus on specific topics (e.g.
German for Law) or on the enhancement of selected skills (e.g. effective speaking skills). Also included
are programmes in which language is a minor part and predominately relates to the learning of language
skills rather than related ‘content’ studies, as outlined above (language learning for specialists). This type
of language learning is often offered under an Institution Wide Language Programme (IWLP).

-Languages for instruction (including the teaching of the language/s of a host university to non‐native
speakers), where the target language is normally used as the language of instruction. For many
institutions in the EU this will often relate to the teaching of courses through the medium of English. This
is described more fully in section 2.4 Content and language integrated learning (CLIL).

-Language learning for social purposes. This includes language learning for mobility or where the local
language is taught as a foreign language to incoming students. It also relates to language learning for
employability, travel (holidays or living abroad) or for heritage/family reasons.

a.First Language Acquisition

The first language acquisition is the process of learning the language everyone learns from birth or even
before birth when infants acquire their native language. Children learn their mother tongue at a fast
pace and very efficiently with “a rapid and effortless transition from the “initial state” to the “final state”
(Crain and McKee 94) and “there is a growing consensus that by the age of three, children have acquired
the basic phonological, morphosyntactic, and semantic regularities of the target language irrespective of
the language or languages to be learned” (Weissenborn and Höhle vii).

And even though to become a native speaker is a rapid and efficient process, it takes a long time to
become a proficient speaker.

b. Second Language Acquisition

In the process of second language acquisition, people learn a language other than their first language, as
the name indicates. This might be early in life as a child, in adolescence or even later in adulthood. The
second language is usually learned after the first language is already established. Sometimes the second
language is learned as early as at the age of 3 or 4 and thus the boundaries to bilingualism are not
always clear. The studies of second language acquisition, however, focus on the language learning after
the age of 4 where the process of acquiring the language is generally completed (cf. Ortega 4). Second
language acquisition describes a process where the learner has to make a conscious effort to learn the
language, as opposed to the first language, where it seemingly proceeds automatically. In second
language acquisition, compared to the first language, a lot of factors play an important role and
therefore the outcome can vary enormously.

c. Foreign Language

A foreign language is a language not commonly spoken in the country of the speaker. However, there
must be a defined distinction between foreign language and second language. It is also a language not
spoken in the native country of the person referred to, e.g., a German speaker living in the Philippines
can say that Filipino is a foreign language to them, a Japanese speaker living in China can say that
Chinese is a foreign language to them, or a Portuguese speaker living in Bangladesh can say that Bengali
is a foreign language to them. These two characterisations do not exhaust the possible definitions,
however, and the label is occasionally applied in ways that are variously misleading or factually
inaccurate.

3. Language Teaching : TESOL

TESOL International Association, formerly Teachers of English to Speakers of Other Languages is the
largest professional organization for teachers of English as a second or foreign language. It was founded
in 1966, and is based in Alexandria, Virginia, in the United States. As of 2018, it had 10,113 members
worldwide, and it was affiliated with 109 language education organizations, just over half of which were
based outside the United States. TESOL's total number of members, including those of affiliate
organizations, was around 44,000.

4. Language Testing: TOEFL, TOEIC, IELT

International students and workers must take a standardized test of English to move into higher levels of
education and employment. There are three popular tests that universities or employers can use. They
are the Test of English as a Foreign Language, TOEFL, the Test of English for International
Communication, TOEIC, and the International English Language Testing System, IELTS.

In most cases, the choice is clear. A student applying to a school learns which test the program requires.
However, some programs or universities will accept scores from any of the international tests of English.
Then, a student may choose which test to take.

a. The TOEIC tests workplace communication

The Educational Testing Service, ETS, in Princeton, New Jersey, develops and administers both the TOEFL
and the TOEIC. It says the TOEIC measures the everyday English skills of people working in an
international environment.

The TOEIC test started in the 1970s. The Japanese Ministry of International Trade and Industry asked ETS
to develop a test for corporations to use. They wanted to know if non-native English speakers could
carry out business in English.

The TOEIC is based on English used in the workplace. But the test does not require knowledge of special
business words. The questions come from real situations like attending a company meeting.

Organizations sometimes use the TOEIC to measure progress in English training programs. They also use
it to consider people for placement at the right level in language programs. ETS says that 14,000
organizations in 150 countries use the TOEIC.

b. The TOEFL tests English used in the classroom

There are several versions of the TOEFL. Students take the Internet-based TOEFL, or TOEFL IBT, on a
computer. Many U.S. universities require the TOEFL IBT for international student admissions.

Another TOEFL is the paper-based TOEFL, or TOEFL ITP. It is part of ETS’s institutional testing program.
TOEFL ITP is used within institutions for the purpose of placement or to evaluate progress of students. It
is not accepted for entrance to universities.

For young English learners, there are two new TOEFL tests. The TOEFL Junior Test is for young people
between 11 and 15 years old. And the TOEFL Primary Test is for those over the age of eight.

c. IELTS tests academic and general language skills

The IELTS has two forms. The Listening and Speaking sections are the same for both forms. In the
Reading and Writing sections, however, there are two different tests.

The Academic IELTS uses topics and materials covered in undergraduate, graduate, or professional
programs. The General IELTS uses topics and material from everyday books, newspapers and magazines.

References
An Introduction to Applied Linguistic by Alan Davies and Keith Mitchell

https://www.tesol-direct.com/about-tesol-direct/what-is-tesol/

https://learningenglish.voanews.com/a/toefl-ielts-toeic-comparing-the-tests/2873821.html

https://www.academia.edu/6893678/First_second_and_foreign_language_learning_how_distinctive_ar
e_they_from_one_another

https://www.eslbase.com/teaching/language-acquisition-vs-language-learning

https://www.linguisticsociety.org/resource/applied-linguistics