A Research Study On Linguistics

A speech therapist, a teacher, an expert witness in criminal case, an advertising copywriter, historian, literary scholar, dictionary writer, a group of civil servants, computer programmer, a zoologist, a medical sociologist and many more faces professional problems and need the help of Applied Linguistics for their solutions. According to Mouton de Gruyter, the scope of Applied Linguistics include: “Language Acquisition (L1 and L2), Psycho/Neuro - linguistics, Language Teaching, Sociolinguistics, Humor Studies, Pragmatics, Discourse Analysis / Rhetorics, Text / Processing / Translation, Computational Linguistics – Machine Translation, Corpus Linguistics, Language Control / Dialectology” (Alan Davies, 2007). The scope of AL has widened up to a large extend and encompasses almost every field of life related to language, whether its language planning or language policies; language and gender or language and the media, etc. In short, Applied Linguistics has to do any and every thing with the

Semantics is also at the centre of human mind – thought processes, cognition, conceptualization – all these are strongly connected to the way in which we classify and convey our experience of the world through language.

Linguistic structure is the “social product of a language faculty” and “a body of necessary conventions adopted by society to enables the members of society utilise their language faulty” (Saussure 2014, p.11).

Globalisation is an interesting concept, especially considering the way it allows for more and more cultures to communicate with each other. With this communication, cultures is able to stretch its impact on the world society as a whole. The way globalisation affects many cultures through the interweaving of all different sorts of cultures. Though with a growing connection, there is an impact on culture regarding the environment, and the “Stewardship of Natural Resources”. Globalisation plays a large role in the understandings between one group of people to another, but to further express the relation between Culture and the “Stewardship of Natural Resources”, it is also important to understand the relationship cultures have with the

“Globalization is a process that encompasses the causes, course, and consequences of transnational and transcultural integration of human and non-human activities.” (Nayef R.F. Al-Rodhan, 2006)[1]

In the 1950’s, Skinner put forward his theory about language and how it develops in children. His theory suggested that we as humans behave in the way we do due to consequences that we have experienced in the past through other people behaving or saying certain things. Skinner’s theory suggested that children grow to develop their language due to environmental cues around them, such as people talking around them, and giving them cues on

Brief understandings of article: Today the planet is suffering with global warming, toxic, pollution and terrorism and fear. In fact we need to relook into these crises and take up measures from individual to larger scale. This article showcasing the important aspects of "Localising" rather "Globalising" which can promote new way of economical and environmental development activity.

The concept of linguistic repertoire is not to be intended as a mere sum of linguistic codes since it also concerns the way such codes interact with one another, their hierarchy and the rules running their use. In order to clear up the logic underlying the relations emerging from the steady contact among languages sociolinguistics introduced concepts such as diglossia code-switching, bilingualism, dilalia etc.

This theory explains that every human is biologically endowed with a facility of language, the device used in language acquisition which is accountable for the early state of language development. The universal grammar theory regards the contribution from the environment is inadequate to report for language acquisition. The universal grammar theory supports the research that essentially works with the experiments in the form of grammatically and acceptability

Increasing technologic advancements continue to generate more opportunities for globalization to expand globally. However the dominance of globalization and the effects it has on cultures has created groups focused on fighting the expansion of globalization (Godfrey, 2008). According to Giddens, “Globalization is identified as the intensification of worldwide social relations which links distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa.” (Giddens, 1990). The ideology of globalization is not a new concept but over time it has taken on different changes such as the size, speed, and awareness.

Globalisation is evident in our everyday living, and is inescapable; as it portrays many forms and directly influences each individual. Maston (p.4, 2014) defines globalisation as an ‘increasing interconnectedness of different parts of the world through common processes of economic, environmental, political and cultural change’. This complex global system can be incorporated, embraced or rejected by a local culture. However, throughout humanity’s existence, unique locations, beliefs, values and way of living are disturbed by the proliferation of change from other customs. Physical, social and cultural elements are reshaped which can result in a sense of detachment and loss of place and culture. The process of globalisation,

A global society is where the whole world is seen as one international society, instead of separate nation states, as a result of globalization. It is when things happen in one part of the world and end up affecting other parts of the world too, resulting in a growing awareness of the world as a whole. “Globalization can thus be defined as the intensification of worldwide social relations that link distant localities in such a way that local happenings are shaped by events occurring many miles away…” (Giddens, 1990: 64). This essay will be exploring the way in which we may or may not in fact inhabit a global society, and how far we do inhabit one. This essay will deploy theories of various sociologists’ views on globalization, whilst exploring economic globalisation, political globalisation, the ideology of globalisation, cultural globalisation, and media related globalization. Both viewpoints will be analysed to subsequently reach the conclusion that we are indeed starting to show aspects of inhabiting a global society, yet how this is limited by the idea that we are not completely inhabiting a global society.

The world as we know it is vastly changing all around us, becoming exponentially “global”. But what does it truly mean to become global or to globalize? This term is being used by rhetoricians, professors, political candidates and business people alike, yet globalization is a vastly broad and unfamiliar concept to a majority of people. Personally, before enrolling in this class, I thought I knew what the general idea of globalization was, as rudimentary and elementary as my knowledge of the topic had been. However, after only exposing myself to a minuscule amount of cultural literature throughout the course of this class thus far, I have greatly expanded my understanding of what the true meaning of globalization is: a process that is

Globalization as ‘the acutely adamant affiliation of economies, societies and cultures into a borderless accepted communications [technology] and accumulation arrangement [is] a world-transforming process, not all which is pleasant,’ (Morrison, 2010, p. 32). Although globalization is, and will apparently abide for some time, one of ‘a lot of ambiguous and misunderstood’ concepts, there is some accepted arena to be beginning an allotment of all the confusion (White, 2008). That is the abstraction of admission and relationships that go above the immediate, bounded ambiance. ‘Globalization is the action by which all peoples and communities appear to acquaintance an added accepted economic, amusing and cultural environment; but globalization as a theory, deals with the compression of the region and accession of alertness of the region as a whole’ (Robertson, 1992, p. 8).

On the contrary, teachers may leave University with extensive theoretical knowledge about linguistics but it can be sometimes seem far removed from the real concrete situations they face in the field; and just one practical case they have to deal with may give them more insight into a problem and its solutions than any amount of theoretical understanding. In this sense, it is noteworthy that much of linguistics today is corpus-based. Which means that the theories actually come from studying "real world" texts and are therefore founded in practical experience. A language teacher can build on linguistics research trough their own experience to improve their teaching ability. Within this context, a teacher gaining knowledge from practice will have real samples on how language is used by their students regarding language acquisition and learning; so they will be able to base their investigations on them. The more practice teachers have the wider learners corpora will be there for the development of this technique, allowing them to detect and recognise the most frequent uses and structures with a view to introduce them in the curriculum. (Gries, S, 2009)