An Introduction to Applied Linguistics

part-of-speech tagging 95, 100
pitch/tone 204–6, 210
prestige and stigmatization 145, 150, 156
and pronunciation 197, 203–7, 209–14
sentence vs. text format 207–9
speech communities 145–6, 149
speech disorders 2
standard/non-standard 144–5, 149, 153
teaching, implications for 207–12
topic management 59, 203, 205
turn-taking/exchange 58–9, 149, 202–5, 208
and vocabulary learning 39
and writing, differences between 11, 55–6, 
100–1, 198, 270
SPEAKING grid 60
Speaking model 126–7
speech act theory 57
spiral syllabus 29
stalling/time-gaining strategies 165
strategies see learner strategies
structural functional linguistics 57
sub-set hypothesis 128
summarization 187
syllabus 5, 21, 29
synchronic axis 143
synonyms and antonyms 65–6, 98, 131
syntax/morphosyntax 22
systemic functional linguistics (SFL) 57, 62–3
tagmenics 235
teachability hypothesis 113
teachers, motivational influence of 171–2
technology, use in language learning 7–8, 89, 
138, 252–3, 261–2
Teeside Study 153–6, 274–5
Test of Written English (TWE) 243
testing, of language proficiency see language 
assessment
textbooks 84, 101
textual function, of language 5
thinking-out-loud/ think-aloud protocols (TOL/
TAP) 151–2, 189
time, language change over see sociolinguistics
tip-of-the-tongue phenomena 127, 131
TOEFL-2000 Spoken and Written Academic 
Language Corpus 92
tokens 22–3, 34, 36–7
tone 204–6, 210
top-down processing 13, 27, 181, 183–5
topic avoidance 165
topic management 59, 203, 205
Transcortical Magnetic Stimulation (TMS) 139
translation 140–2, 165, 168, 187
turn-taking 58–9, 149, 202–5, 208
two-way listening 182–3
Universal Grammar (UG) 5, 27, 108–10
urban dialectology 150
usage/exemplar-based theory 9
utterances 74–5, 197
context, role of 78–9
defining 72–3
paired 58–9, 78, 202–3, 210
validation 7, 248–9, 254–6, 258

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342 Index
variation, of language see under 
sociolinguistics
vocabulary 50–2, 268–9
defining 34
frequency counts 36–7
learner strategies 42–4, 168–9
learning
and corpus linguistics 102–3
dictionaries, use of 44, 222
direct/deliberate learning methods 40–1, 
52
fluency development 41–2, 52
four strands 269
guessing from context 42–3, 221–2
how to learn 38–42
meaning-focused input/output 38–9, 52
what to learn, considerations for 35–8
word cards/parts 40, 43–4, 52
and reading, in L2 220–2
teaching trends 11–12
technical 37–8, 47–8
tests 44–6
Vocabulary Control Movement 4
Vocabulary Dictation tests 45
Vocabulary Levels Test 44–5, 251–2
Vocabulary Size Test 45–6
washback studies 7, 258–9, 264
who, what, where, when, why and how (5W1H) 
235
willingness to communicate (WTC) 10
women see gender
words
all-purpose 165
chunks/multi-word units 12, 25, 200, 204, 
210
coinage of 165
content words 206
frequency counts 36–7, 95–100
function words 206
high-frequency words 36–7, 41–2, 44–5, 50
picture-word interference 130–1
tokens 22–3, 34, 36–7
word cards/parts 40, 43–4, 52
word families 34, 38–9, 221, 268–9
word types 34–5
writers
discursive identity 233
writer’s block 235
writing 244–6, 280–1
cohesive devices 236–7
discourse analysis 54–6, 63–4, 270
drafting and revision 235–6
grammar, spoken vs. written 24, 63–4
in L2 237–44
for academic purposes 37, 237–8, 
241–2
assessment/tests 243–4
controlled composition 238–9
genre-based approach 241–2
and learning to write 237
linguistic analysis 239
paragraph pattern approach 239–40
process approach 240–1
programmatic issues in 242–4
teaching implications 238–44
vs. foreign language writing 237–8
learner strategies 168
and readers 233–4
relational aspect of 233–4
role of 232–7
and speaking, differences between 11, 55–6, 
100–1, 198, 270
strategic aspect of 234–6
textual aspect of 236–7
and vocabulary learning 39
X_Lex 45
Y_Lex 45

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