linguistic part 2.1 (journal rieview)

https://drive.google.com/file/d/0Bxp9j04pEX2JcDRNZjVReTdmbXM/view?usp=sharing

linguistic part 2

https://drive.google.com/file/d/0Bxp9j04pEX2JNUUtNDkwNTloSVk/view?usp=sharing

What is Linguistics?

Each human language is a complex of knowledge and abilities enabling speakers of the language to communicate with each other, to express ideas, hypotheses, emotions, desires, and all the other things that need expressing. Linguistics is the study of these knowledge systems in all their aspects: how is such a knowledge system structured, how is it acquired, how is it used in the production and comprehension of messages, how does it change over time? Linguists consequently are concerned with a number of particular questions about the nature of language. What properties do all human languages have in common? How do languages differ, and to what extent are the differences systematic, i.e. can we find patterns in the differences? How do children acquire such complete knowledge of a language in such a short time? What are the ways in which languages can change over time, and are there limitations to how languages change? What is the nature of the cognitive processes that come into play when we produce and understand language?

And know i'll try to give you some articel linguictic.🙌🙌

LINGUISTIC AND EDUCATION🎒🎒 : HOW CAN TEACHER TALK SUPPORT LEARNING?

The dialogic nature of discourse which stems from the work of [Bakhtin, M. (1994). Speech genres and other late essays. In P. Morris (Ed.), The dialogic imagination (pp. 81–87). London: Edward Arnold. (Original work published 1986)] provides important understandings in an investigation into the nature of classroom discourse. Using analytical tools informed by Systemic Functional Linguistic theory it is possible to articulate a variety of teacher talk strategies which enable the teacher to apprentice his students into the discipline of History.

By examining in detail excerpts from two History lessons that occurred at the beginning of the first year of high school in an independent Australian boys’ school, some of the teacher talk strategies that lead to students’ developing the skills and content relevant to a particular subject area have been identified. These are repeating, recasting and recontextualising language to develop technical language; cued elicitation; modifying questioning to extend or reformulate student's reasoning and recycling ideas through busy clusters of words.

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