Tag Archives: Applied Linguistics

Blog like a boss

30 Sep

Saturday Night Live just turned 40 and I may or may not have gone down a rabbit hole of Will Ferrell amazingness  and Andy Samberg songs (the video below – NSFW!).  Although Andy probably didn’t have ELT blogging in mind when he composed it, I take inspiration from wherever I can get it, especially living in Dubai.

In any case, after spending far too many hours on an MSc paper on discourse analysis of ELT blogs, I came up with a 6500-word monstrosity (you can email me if you’re a masochistic applied linguist looking for some light holiday reading). If you just want a quick synopsis of the findings though and are curious what luminaries @thornburyscott, @hughdellar, @teflerinha, and @Harmerj have in common, then read on!

The stars of the show

First, a big thank you to Scott, Hugh, Rachael and Jeremy for (unknowingly) providing the texts for my mini-corpus – good ol’ public interwebs. In any case, I only used bloggers with sizable followings, a large number of posts, and who also have published materials in other ELT genres.

It’s a genre I tell you (ok, maybe a sub-genre)

Although much of my academic rambling had to do with specific genre features of ELT blogs, suffice to say that all these blogs have a lot in common in terms of field (context, content, etc.), tenor (discourse community), and mode, as well intertextuality and the inherent structure of blogs.

How to do it

For me, perhaps the most interesting part was the consistency of the communicative ‘moves’ of the different authors. If someone was to ask me how to write an ELT blog (hey, it could happen), this is what I’d tell them:

1) Capture their attention with the title

Whether it’s humour, alliteration, or a question to the audience, make sure the title is catchy. My personal favourite from the corpus was Harmer’s “What the Dickens!” – I’m always going to read that one.

 

2) Create interest using multi-media

Ok, you’ve got the reader’s attention, now time to seal the deal. No one cares about words these days, so better whack in a picture, cartoon or video to liven up the text! Rachael gets my nod of approval for her pond full of floating rubber ducks.

 

3) Tell a personal anecdote

Now the reader’s hooked, but you don’t want to scare them off with cold ELT talk. Better warm them up with a little story. A tangentially related personal anecdote seems to be the safest bet, but if you don’t leave your ELT cave very often, then a current event will do in a pinch. The winner for this category is Scott who combines personal travel and current events with this opening line: “As the sign suggests, with the passing of the same-sex marriage bill, it’s been a good time to be gay in New York.”

 

4) Provide information/opinion on topic of interest to the ELT community

There’s no more delaying it – time to hit them with the heavy stuff. Luckily for you, if you’re writing an ELT blog, there’s not much chance of a non-ELT audience ever coming across your post. Too many good ones to choose a favourite for this move – there’s a reason I read these blogs!

 

5) Appeal to authority

It may be a personal blog, but a little back up never hurts. References to your own/others’ published work, informal work, and corpora should all do the trick.

6) Prompt or ask a question to finish

This ain’t no stuffy article, this is a blog post godammit. If you want some interaction you need to go out and get it, preferably after you’ve finished pontificating. You can either go for the direct question, What new talks are you working on?” or the not-so-subtle hypothetical, “I’d be very interested to hear any comments…”

7) Link up to the community (this move can occur at any time)

Of course, since the internet lets you link to other ELTers’ output, you should probably crank the connections up to 11. Why not link to #ELTchat, other bloggers’ posts, or even to some new fancy app if you’re that way inclined (not that there’s anything wrong with it).

8) Interact with the ELT community

At this point all your hard work should have paid off and the comments and adulation are rolling in. Now you can just sit back, thank everyone for stopping by, and have a chat with your PLN friends. Good times.

Exception to prove the rule?

Interestingly, to start I had collected texts from Adrian Underhill’s amazing pronunciation blog and had noticed that his posts didn’t typically follow the move sequence. His texts were later cut from the research as he didn’t have enough followers (outrageous!), which brings up the question: is his blog less popular because he doesn’t follow the typical conventions? Ok, so it probably has more to do with his lack of a twitter account, but if I can’t draw dubious conclusions from my own tiny sample size, what’s the point of doing research?

Hmm… looking back at this post, it seems I’ve forgotten about move #6, so if anyone has any more ELT blog examples that confirm/refute this move sequence, please let me know below. Cheers.

Condemner or Condemned

13 Oct

If you ever visit IH Dubai in the afternoon, there’s a good chance you’ll stumble into a round of ‘Guess that Collocation’.  Someone shouts out a random word, everyone guesses the most common collocation, and then we check the COCA or BNC corpus.  What can I say, we really know how to party.

Anyways, one day someone picked condemn. I think the best guess was violence which came in at about #5, but what was really surprising came a little further down the list: homosexual at #23 and homosexuality at #35.  So, when it came time to write a paper for the lexis module of my MSc, I decided to do a little more investigating.  I won’t bore you with research methods or tables of corpus search results[1], but here are a few trends that I found interesting:

 

PolFinger wagitics

Politicians love to condemn.  Condemn other parties, condemn other governments, condemn the terrorists – if someone/something needs condemning, they’re the ones to turn to.  And if it’s not them condemning, it’s the media reporting the politicians.  Just take a look at some of the top collocates:

–          War: attack, bombing, violence, terrorism

–          Politics: resolution, motion, Clinton, government

–          Other nations: Israel, Palestine, Iran, Iraq

 

Religion

Of course, if you really want some good ol’ fashioned moral judgment, nothing beats religion.  In fact, the two sub-genres where condemn occurred most frequently were religious magazines for the US and sermons for the UK.  Not surprisingly, there were a number of obvious religious collocates, including church, bible, and cleric to the left of the verb, and homosexuality and suicide to the immediate right.  What I found most fascinating was that these common collocates only occurred in the COCA corpus and not in the BNC.  This raises a number of questions:

Do Americans condemn more for religious reasons than the British?

Do American politicians incorporate more religion into their political platforms?  If so, is it mostly the right wing?

Does the American media merely report this or do they actively condemn as well?

Is the anti-gay movement really that strong in the US or is it just rhetoric from both sides on the issue of homosexuality?

Although I try to put forward my own hypotheses in my paper, I think I’ll just leave the questions here for others to mull over.  Interestingly as well, even the Webster dictionary (US) includes the term ‘moral judgment’ in its primary definition while Collins (UK) only talks about disapproval and censure.

 

Condemner or Condemned

As seen, whether the collocate search is for words to the left or right of the Condemn makes a huge impact on the results.  On the left, we can see agents who are doing the condemning, typically depersonalized entities, the law, the government, the bible, the UN, etc.  It seems that usually when someone wants to condemn somebody else, it’s better to hide behind the moral weight of a faceless powerful force.  Even when this isn’t the case, the passive voice is also often used – apparently personally condemning is distasteful!

 

Overall, I have to admit – I didn’t actually enjoy doing corpus research and may leave this particular field to other more qualified and enthusiastic people.  What I do find fascinating are the trends that emerge from this kind of work and I’ll definitely be continuing to read others’ papers.  If you come across anything similar, please do let me know and post a link.


[1] If anyone has a perverse desire to see the whole paper, just send me a private message.

Something seems to be missing from my Applied Linguistics MSc…

16 Apr

(Hint: it’s not the linguistics)Halliday

I like to think that I’m as into linguistics and theory as much as the next geeky EFL teacher, but the last few months have seriously made me reconsider.  To start, I was super excited to begin my MSc at a well-known British university, and although I had never taken a long online course, I’ve always worked well by myself.  First module: Grammar.

Here is the ongoing conversation with my own psyche over the past few months as I tried to justify and wrap my mind around what I was doing:

Grammar to start?

So far, so good – I know my grammar. 

Wait, Systemic Functional Grammar is something completely different? 

No problem, a new perspective for looking at language – this will be great.

Ok, so this seems like a ton of new terminology, differing between authors…

Shhh brain, I’m trying to figure out if this embedded clause has a mental process of cognition with a circumstance of contingency/behalf or not.

So, um… how exactly is this going to help your teaching?

Well, greater awareness…mumblemumble…different perspectives…tell you later

Great, we’ve completed half the course!  I wonder what other grammatical perspectives we’re going to see!

Yeah, forgot to tell you, SFG is the only grammar we’re looking at.  Noam who?

Yes, final paper completed!  5000 word commentary, another 4000 words in analyses.  Time to reflect on how this is applicable to my future career.

I wouldn’t do that if I were you…

Shut up brain, I’m writing a blog post about it.

To be fair, this was only the first of several modules, so the ‘applied’ in my applied linguistics may well come later.  And I do realize that teaching/teacher training is only one of the many fields in which the knowledge can be applied.  In fact, this is one of the reasons I chose not to do an MA TESOL, as I do like theory and am interested in seeing applications of linguistics and other possible career avenues.

So, if anyone could help me out by explaining how my new-found SFG knowledge can be applied in the real world, it would honestly be much appreciated.

Next up: lexis.