A History of Applied Linguistics - From 1980 to the present

Tables

• 1 Introduction Preface xiii


• 2 The informants
  
  
  • 2.1 Demarcation problems
  
  
  • 2.2 Representativeness
  
  
  • 2.3 Gender aspects
  
  
  • 2.4 Race
  
  
  • 2.5 Age
  
  
  • 2.6 Multilingual applied linguists?
  
  
  • 2.7 Educational background
  
  
  • 2.8 Affiliation with AL
  
  
  • 2.9 Influenced by...
  
  
  • 2.10 Influence on...
  
  
  • 2.11 Conclusion
  
  
  
  


• 3Defining AL
  
  
  • 3.1 An inclusive or exclusive definition?
  
  
  • 3.2 The autonomy of AL
  
  
  • 3.3 Unity, fragmentation or compartmentalization?
  
  
  • 3.4 AL and TESOL
  
  
  • 3.5 AL and AILA
  
  
  • 3.6 Conclusion
  
  
  
  


• 4 The leaders
  
  
  • 4.1 Criteria for leaders
  
  
  • 4.2 The list of leaders
  
  
  • 4.3 Portraits of the main leaders
  
  
  • 4.4 Conclusion
  
  
  
  


• 5 Most important articles and books in AL
  
  
  • 5.1 Most important articles
  
  
  • 5.2 Most important books
  
  
  • 5.3 The role of publishers
  
  
  • 5.4 Conclusion
  
  
  
  


• 6 Main trends I: theoretical and methodological aspects
  
  
  • 6.1 Theoretical aspects
    
    
    • 6.1.1 Linguistic theories
      
      
      • Acquisition (SLA) 6.1.2 Theory construction and Second Language
      
      
      
      
    
    
    • 6.1.3 The relativist/rationalist debate
    
    
    • 6.1.4 The growth of Socio-Cultural Theory
      
      
      • the wheel 6.1.5 Foundational sources and reinventing
      
      
      
      
    
    
    • 6.1.6 Definition of concepts
    
    
    
    
  
  
  • 6.2 Research methodology
    
    
    • 6.2.1 Research methods
    
    
    • 6.2.2 The impact of corpus linguistics
      
      
      • analysis 6.2.3 Discourse analysis and conversational
      
      
      
      
    
    
    • 6.2.4 Critical approaches
      
      
      • of language 6.2.5 Neurolinguistics and the neurobiology
      
      
      
      
    
    
    • 6.2.6 The role of technology
    
    
    • 6.2.7 Ethics in testing
    
    
    • 6.2.8 Meta-analyses and overview studies
    
    
    • 6.2.9 Other research populations
    
    
    • 6.2.10 International comparisons
    
    
    • 6.2.11 Generalizability
    
    
    
    
  
  
  • 6.3 Conclusion
  
  
  • educational aspects 7 Trends II: psycholinguistic, sociolinguistic and
  
  
  • 7.1 Psycholinguistic aspects: language and cognition
    
    
    • 7.1.1 The role of input, output and interaction
    
    
    • 7.1.2 Transfer and cross-linguistic influence
    
    
    • 7.1.3 Language attrition and language loss
    
    
    • 7.1.4 Individual differences
    
    
    
    
  
  
  • 7.2 Sociolinguistic aspects: language in context
    
    
    • 7.2.1 Multilingualism and L3
    
    
    • 7.2.2 Language shift
    
    
    • 7.2.3 Language and identity
      
      
      • Lingua Franca (ELF) 7.2.4 The spread of English and English as a
      
      
      • 7.2.5 Variation and variability
      
      
      • 7.2.6 Language policy
      
      
      • 7.2.7 The linguistic landscape
      
      
      
      
    
    
    
    
  
  
  • 7.3 Educational aspects
    
    
    • 7.3.1 Vocabulary acquisition
      
      
      • (TBLT) 7.3.2 Task-based language teaching
      
      
      
      
    
    
    • 7.3.3 Teacher education
    
    
    
    
  
  
  • 7.4 Conclusion
  
  
  
  


• 8 Trends III: the dynamic turn
  
  
  • 8.1 Complex Dynamic Systems Theory (CDST)
  
  
  • 8.2 CDST and multilingual processing
    
    
    • bilingual processing 8.3 Characteristics of CDST-based models of
    
    
    
    
  
  
  • 8.4 Code switching (CS) as language production
    
    
    • 8.4.1 Sources of triggering in code switching
    
    
    • 8.4.2 CS as a critical state
    
    
    
    
  
  
  • 8.5 The analysis of language variation
  
  
  • 8.6 Individual differences and CDST
  
  
  • 8.7 CDST and timescales
  
  
  • 8.8 Concluding remarks
  
  
  
  


• 9 The citation game
  
  
  • 9.1 Data sources for citation analysis
  
  
  • 9.2 Using Hirsch’s h-index
  
  
  • 9.3 Number of citations as an indicator
    
    
    • and their citations 9.4 A database of applied linguists
    
    
    
    
  
  
  • 9.5 The impact of publications over time
  
  
  • 9.6 Factors influencing citation scores
  
  
  • 9.7 Leaders and citations
    
    
    • other dubious practices 9.8 Cronyism, ignorism, Matthew effects and
    
    
    
    
  
  
  • 9.9 The risk of publication pressures
  
  
  • 9.10 AL journals and their impact
  
  
  • 9.11 More advanced analyses
  
  
  • 9.12 Conclusion
  
  
  • language learning and teaching 10 The impact of applied linguistic research on
  
  
  • 10.1 I don’t know
  
  
  • 10.2 No application
  
  
  • 10.3 Negative impact
  
  
  • 10.4 Little or no impact
  
  
  • 10.5 Some impact
  
  
  • 10.6 Substantial to huge impact
  
  
  • 10.7 Conclusion
  
  
  
  


• 11 Concluding remarks
  
  
  • Appendix 1: the questionnaire
  
  
  • Appendix 2: definitions of AL from AILA and AAAL
  
  
  • Appendix 3: index and total number of citations
  
  
  • Index
  
  
  
  


• 2.1 List of interviewees


• 2.2 List of informants invited tofill out the questionnaire


• 2.3 Gender effects in listing leaders in thefield


• 4.1 List of leaders with number of times mentioned


• 5.1 AL journals with the number of listings (>2)


• 8.1 Standard versus CDST research questions


• 9.1 Batia Laufer’s citation indices from Google Scholar


• 9.2 Output of PoP for Batia Laufer


• 9.3 Descriptives for h-value and total number of citations
  
  
  • most frequently cited publications 9.4 Applied linguists 1–25 on the basis of h-index and sum of three
  
  
  
  


• 9.5 Impact factors of the top six AL journals 1995–