VAN LANG UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

M.A. IN ENGLISH LANGUAGE

Course name: INTRODUCTION TO APPLIED LINGUISTICS
Course code: 81IALI6043

Lecturer: Assoc. prof. dr. Nguyen Thanh Tung

Teaching hours: 3 credits
Total indicative study hours: 45 hours
Semester: I

COURSE OVERVIEW

This course provides students with the opportunities to explore (1) the knowledge and skills
about applying linguistics on three aspects of Applied Linguistics (Language Semiotics,
Linguistic Education and Language Information Services) and (2) to practice those skills in real-
life Vietnamese and foreign languages.

COURSE LEARNING OUTCOMES

After learning this course, the graduate students can develop their knowledge and skills in
the following areas:
Knowledge: Students are able to understand the practical knowledge of the content and
methods of applied linguistics as well as applications in specific implementation research. They
could also apply the knowledge of applied linguistics to analyze and characterize each specific
application area.
Abilities: The course aims to enable the students to identify and establish the three main
contents of applied linguistics.
Capacities & Responsibilities:
Students are able to actively participate in discussions in lectures, having creative thinking,
capable of independent research to decide the direction of development of the assigned tasks
effectively.

Course Learning Outcomes

CLO PLO
The students are capable of doing the following skills
CLO 1 Understand the importance of applied linguistic knowledge PLO1
CLO 2 Explain the terminological issues related within the field PLO2
Reflect critically on the developments of Applied Linguistics
CLO 3 PLO2&3
and its practical applications in foreign language teaching
Conduct a critique analysis and description of a specific
CLO 4 PLO3&4
applied domain.

PLO1: Attitude Develop: an attitude of discovery/innovation/creativity, as demonstrated by

students possessing a strong sense of curiosity, asking questions actively, challenging
assumptions or engaging in inquiry together with teachers.
PLO2: Ability Develop: the ability/skill needed to discover/innovate/create, as demonstrated by
students possessing critical thinking skills to assess ideas, acquiring research skills,
synthesizing knowledge across disciplines or applying academic knowledge to self-life
problems.
PLO3: Accomplishments Demonstrate: accomplishment of discovery/innovation/creativity
through producing /constructing creative works/new artefacts, effective solutions to real-life
problems or new processes.

RATING RUBRICS FOR THE COURSE:

Evaluation Criteria Description Details

Course assignments 20% A short essay (500-1,000 words)
Participation 10% Full (both online and offline)
Assignments 20% In-class, 45- minute test
Final Project 50% A research essay (1,500-2,000 words)
 First absence: for free (no bonus)
 Second absence: minus 10%
Classroom Attendance 10%  Third absence: not eligible to do the writing
project
 15-minute late can be seen as a half-day-absence

MODE OF INSTRUCTION (TEACHING METHODS)

 Lectures
 Discussion
 Assignment
 Feedback (optional)
 Q&A
 Modelling (optional)

COURSE-BOOKS & SUPPLEMENTARY MATERIALS

Course books:
Schmitt, N. (2010). An Introduction to Applied Linguistics. Hodder & Stoughton Ltd.
Supplementary Materials:
[1] Sealey, A. and Carter, B. (2004), Applied Linguistics as Social Science. London:
Continuum.
[2] Bartels, N. (2005). Applied Linguistics and Languge Teacher Education, Springer.
[3] Simpson, J. (2011). The Routledge Handbook of Applied Linguistics. Routledge
Press.

COURSE-WORK OUTLINE
WEEK 1: OVERVIEW OF INTRODUCTION TO APPLIED LINGUISTICS
Session 1. Course orientation and general considerations
Chapter 1: History and ‘definitions’
1.1. Definitions
1.2. Source and Target
1.3. Language Learning
1.4. Restricting the scope
1.5. Etal series and Apllied Linguistics
1.6. Apllied fields
1.7. Applied Linguistics the unmarked form
1.8. Conclusion
Session 2: Doing being applied linguists: the importance of experience
2.1. Introduction
2.2. Individual experience
2.3. Institutional Apllied Linguistics
2.4. Seven case studies
2.4.1. Language-programme evaluation
2.4.2. Literacy acquisition
2.4.3. Pedagogical grammar
2.4.4. Workplace communication
2.4.5. Language and identity
2.4.6. Assessing English as a lingua franca
2.4.7. Critical pedagogy
2.5. Development and research in Applied Linguistics
2.5.1. Language assessment
2.5.2. Language planning
2.5.3. Language-teaching curriculum
2.5.4. Second-language acquisition
REFERENCES (IF ANY)
Course books and Supplementary materials
WEEK 2: CASE STUDY
Session 3: Language and language practices
3.1. Introduction
3.2. Language in situation
3.3. Language and Gender
3.3.1. High-rise intonation
3.3.2. Leading change
3.3.3. Different language?
3.3.4. Use of standard
3.3.5. Politeness
3.3.6. Boys and girls
3.3.7. Language in gender
3.3.8. Sexism
3.3.9. The linguist and the applied linguist
3.4. Clinical Linguistics
3.4.1. Language impairment
3.4.2. Kinds of impairment
3.4.3. Linguistic analysis
3.4.4. The language problem
3.4.5. The crucial different
3.4.6. Theoretical arguments
3.4.7. Combined approach
3.4.8. Individual and social loss
Session 4: Applied linguistics and language learning/teaching
4.1. Introduction
4.2. Claims
4.3. A personal account
4.4. Applied linguistics and institutional problem
4.5. Optimum age
4.5.1. Prebyterian Ladies’s College
4.5.2. English teaching in Nepal
4.5.3. Immersion language teaching
4.5.4. Factors relevant to the optimum-age problem
4.5.5. Doing applied linguistics: the process
4.6. Factors relevant to the elts evaluation
1. Background
4.7. Investigating the problems: The methodology of apllied linguistics
4.7.1. Second-language acquisition research
4.7.2. Language proficiency testing
4.7.3. The teaching of language for specific purposes
4.7.4. Curriculum design
4.8. Educational Linguistics
REFERENCES (IF ANY)
Course book and Supplementary materials
WEEK 3: CASE STUDY
Session 5: Applied linguistics and language use
5.1. Introduction
5.2. Problems
5.3. Language correctness as an applied linguistics problem
5.3.1. Old shibboleths
5.3.2. Effective writing
5.3.3. Social class markers
5.3.4. Non-discriminatory language
5.3.5. Correctness and the applied linguist
5.4. Some factors in forensic linguistics
5.4.1. Example 1
5.4.2. Example 2
5.5. Applied stylistics
5.6. Lexicography
5.7. Language treatment

Session 6: The professionalising of applied linguists

6.1. Introduction
6.2. The frowth of applied linguistics
6.2.1. The flight to the professions
6.2.2. Applied linguistics in Edinburgh
6.2.3. Source and target
6.2.4. The importance of speculation
6.2.5. Conclusions
6.3. The profession of apllied linguistics
6.3.1. A general need
6.3.2. Institutional applied linguistics
6.3.3. Defining a profession
 6.3.4. Need for reflection
6.3.5. Strong and weak professions
6.4. Ethics in apllied linguistics
6.4.1. Current concern
6.4.2. Professional morality in applied linguistics
6.4.3. Limits on ethics
6.4.4. Judging project ethics
6.4.5. A cal view: ethic again?
6.4.6. Assessing English as a lingua franca
REFERENCES (IF ANY)
Course books and Supplementary materials
WEEK 4: CASE STUDY
Session 7: Mid-Term Test: Reflection
Session 8: Applied linguistics: no ‘bookish theoric’
8.1. What is postmodernism?
8.2. Change in applied linguistics practice
8.3. The new critique of applied linguistics
8.3.1. Changes
8.3.2. Emergence of a theory
8.3.3. Rise of relativism
8.4.4. Critical discourse analysis
8.4.5. Widdowson’s critique
8.4.6. Critical applied linguistics
8.4.7. Rampton’s ‘open field’
8.4.8. A theorizing approach
8.4. Theorising practice

REFERENCES (IF ANY)

Supplementary materials
WEEK 5: CASE STUDY
Session 9: The applied linguistics challenges
9.1. The native speaker and the standard language
9.2. Two native speakers
9.3. Prototype theory
9.4. Magnitude estimation
9.5. Barth on boundaries

Session 10: The applied linguistics challenges (cont.)

10.1. A sociolinguistic view
10.2. The standard language
10.3. Differing views
10.4. Socio-cultual theory
10.5. Applied linguistics and responsibility

REFERENCES (IF ANY)

Supplementary materials

WEEK 6: CASE STUDY

 Session 11: Reflection
REFERENCES (IF ANY)
Supplementary materials

Rubrics for evaluating the research reports

No
Sections Criteria Scales Rating
.
The title should be Informative and catchy, and it should
1 Title 0.2
not exceed 15 words.
The section on abstract should provide a concise and
accurate summary of the research report, including the
2 Abstract 0.5
research background/ gaps, objectives, methods, results,
and implication or highlights.
The background of the study should clearly provide an
overview of the general issues related to the investigated
topic and highlight the specific problems that need to be
3 Introduction 1
addressed through research. It should set the context for
the research and provide a comprehensive understanding
of the significance of the problem.
The section of research purposes should clearly state the
aims and objectives of the study and how they relate to the
Research
4 research problem. The research purposes should be 0.3
purposes
specific, measurable, and achievable within the scope of
the study.
The section of literature review should provide a
comprehensive and critical analysis of the existing
knowledge related to the research problem. It should
Literature identify gaps in knowledge, highlight areas of consensus
5 1.5
review and controversy, and demonstrate the significance of the
research problem. The literature review should be well-
structured and organized, and should provide a clear
rationale for the research questions or hypotheses.
The section of methodology should clearly describe the
research design, data collection, and data analysis
procedures used in the study. It should provide a clear and
6 Methodology detailed explanation of the research approach and how it 1
relates to the research problem and questions. The section
should also provide details on the participants, sampling
techniques, and ethical considerations.
The section of results and findings should present the data
collected and analyzed in the study, and provide a clear
and concise summary of the research outcomes. It should
Results and answer the research questions or hypotheses and provide
7 1.5
findings evidence to support or refute them. The results and
findings should be presented in a logical and systematic
manner, using appropriate tables, charts, and graphs to
support the presentation.
8 Discussion The section of discussion should interpret and explain the 1
meaning of the results and findings of the study, and
provide a critical analysis of their significance. It should
relate the findings to the research questions, hypotheses,
and the existing literature, and highlight the contributions
of the study to the field. The discussion section should also
No
Sections Criteria Scales Rating
.
identify the limitations of the study, and provide
recommendations for future research.
The section of conclusion should summarize the main
findings of the study, restate the research problem and the
9 Conclusion research objectives, and highlight the significance of the 1
study. It should also provide recommendations for future
research and suggest practical implications of the study.
10 References APA 0.5
In-text
11 APA 0.5
citations
Does the paper make a significant contribution to the field
12 Contributions of study? Does it offer new insights, ideas, or perspectives 0.5
on the topic?
The language quality should focus on the clarity,
coherence, and effectiveness of the language used
Language
13 throughout the research report. It should ensure that the 0.5
quality
language is clear, concise, and easy to understand, and that
it effectively conveys the intended meaning to the reader.
14 Total 10
Signature

Rubrics for evaluating the literature review paper

No
Sections Criteria Scales Rating
.
The title should be Informative and catchy, and it should
1 Title 0.2
not exceed 15 words.
The section on abstract should provide a concise and
accurate summary of the research report, including the
2 Abstract 0.5
background information, the research problems or research
gaps, the findings, and highlight or recommendation.
The background of the study should clearly provide an
overview of the general issues related to the investigated
topic and highlight the specific problems that need to be
3 Introduction 1.5
addressed through research. It should set the context for
the research and provide a comprehensive understanding
of the significance of the problem.
Research The research purposes should be specific, measurable, and
4 0.3
purposes achievable within the scope of the study.
The section of literature review should provide a
comprehensive and critical analysis of the existing
Theoretical knowledge related to the research problem. It should
concepts and identify gaps in knowledge, highlight areas of consensus
5 1
historical and controversy, and demonstrate the significance of the
overview research problem. The literature review should be well-
structured and organized, and should provide a clear
rationale for the research questions or hypotheses.
Review of This section should provide a comprehensive overview of 1.5
previous the most relevant and recent research studies that have
research been conducted on the topic. the author should explain
studies how these studies have addressed the research purposes,
No
Sections Criteria Scales Rating
.
and how they have contributed to the existing knowledge
on the topic. The author should also discuss the strengths,
weaknesses, limitations, and gaps of these studies.
Research This section should identify and discuss the gaps or
gaps limitations in the existing literature on your topic. The
author should also explain how the literature review will
6 1
address these gaps or limitations, and how it will
contribute to the advancement of knowledge or practice in
the field of language teaching and learning.
This section should provide a comprehensive discussion of
the main themes, concepts, methods, debates, and gaps
that the author have identified in the literature review. The
author should relate to the research purpose, and the
8 Discussion 1
current situations in his/her context. The author should
also synthesize and evaluate the sources that he/she has
discussed and show how they support or challenge his/her
argument.
Conclusion The section of conclusion should summarize the main 1
findings of the study, restate the research problem and the
9 research objectives. It should also provide
recommendations for future research and suggest practical
implications of the study.
10 References APA 0.5
In-text
11 APA 0.5
citations
Does the paper make a significant contribution to the field
12 Contributions of study? Does it offer new insights, ideas, or perspectives 0.5
on the topic?
13 The language quality should focus on the clarity, 0.5
coherence, and effectiveness of the language used
Language
throughout the research report. It should ensure that the
quality
language is clear, concise, and easy to understand, and that
it effectively conveys the intended meaning to the reader.
14 Total 10
Signature

HCMC, Feb 13, 2024

DEAN OF FACULTY OF FOREIGN LANGUAGES LECTURER

PHAN THE HUNG, Ph.D., NGUYEN HOA MAI PHƯƠNG, Ph.D.

PRESIDENT
ASSOC. PROF. TRAN THI MY DIEU, Ph.D.,