Applied Linguistics and ELT

1 00 Applied Linguistics & ELT Related Words

80
Format: Word – /Pronunciation/ – বাংলা অর্থ – Sentence
Acquisition – /ˌækwɪˈzɪʃən/ – অধিগ্রহণ – Language acquisition happens subconsciously.
Learning – /ˈlɜːnɪŋ/ – শেখা – Learning a language takes time.
Pedagogy – /ˈpedəɡɒdʒi/ – শিক্ষাদান পদ্ধতি – Pedagogy influences classroom practice.
Methodology – /ˌmeθəˈdɒlədʒi/ – পদ্ধতিবিদ্যা – ELT methodology has evolved.
Curriculum – /kəˈrɪkjʊləm/ – পাঠ্যক্রম – The curriculum includes four skills.
Syllabus – /ˈsɪləbəs/ – পাঠসূচি – The syllabus is learner-centered.
Assessment – /əˈsesmənt/ – মূল্যায়ন – Assessment measures progress.
Evaluation – /ɪˌvæljʊˈeɪʃən/ – মূল্যনির্ধারণ – Evaluation improves courses.
Competence – /ˈkɒmpɪtəns/ – দক্ষতা – Communicative competence matters.
Performance – /pəˈfɔːməns/ – প্রয়োগ – Performance varies in exams.
Input – /ˈɪnpʊt/ – ভাষাগত উপাদান – Input must be meaningful.
Output – /ˈaʊtpʊt/ – ভাষা উৎপাদন – Output shows learning.
Interaction – /ˌɪntərˈækʃən/ – পারস্পরিক যোগাযোগ – Interaction aids fluency.
Feedback – /ˈfiːdbæk/ – প্রতিক্রিয়া – Feedback helps correction.
Motivation – /ˌməʊtɪˈveɪʃən/ – প্রেরণা – Motivation affects success.
Attitude – /ˈætɪtjuːd/ – মনোভাব – Attitude shapes learning.
Aptitude – /ˈæptɪtjuːd/ – যোগ্যতা – Aptitude differs among learners.
Strategy – /ˈstrætədʒi/ – কৌশল – Reading strategies help comprehension.
Autonomy – /ɔːˈtɒnəmi/ – স্বনির্ভরতা – Autonomy empowers learners.
Scaffolding – /ˈskæfəʊldɪŋ/ – সহায়ক কাঠামো – Scaffolding supports beginners.
Discourse – /ˈdɪskɔːs/ – কথন – Discourse analysis is important.
Pragmatics – /præɡˈmætɪks/ – ব্যবহারিক ভাষাবিজ্ঞান – Pragmatics studies context.
Semantics – /sɪˈmæntɪks/ – অর্থবিজ্ঞান – Semantics focuses on meaning.
Syntax – /ˈsɪntæks/ – বাক্যগঠন – Syntax rules vary.
Morphology – /mɔːˈfɒlədʒi/ – শব্দগঠন – Morphology studies morphemes.
Phonology – /fəˈnɒlədʒi/ – ধ্বনিতত্ত্ব – Phonology examines sound systems.
Phonetics – /fəˈnetɪks/ – ধ্বনিবিজ্ঞান – Phonetics studies speech sounds.
Intelligibility – /ɪnˌtelɪdʒəˈbɪlɪti/ – বোধগম্যতা – Intelligibility matters most.
Fluency – /ˈfluːənsi/ – সাবলীলতা – Fluency improves with practice.
Accuracy – /ˈækjʊrəsi/ – শুদ্ধতা – Accuracy is crucial in writing.
Error – /ˈerə/ – ভুল – Errors are natural.
Mistake – /mɪˈsteɪk/ – অনিচ্ছাকৃত ভুল – Mistakes can be corrected.
Interlanguage – /ˌɪntəˈlæŋɡwɪdʒ/ – মধ্যবর্তী ভাষা – Interlanguage changes over time.
Fossilization – /ˌfɒsɪlaɪˈzeɪʃən/ – স্থায়ী ভুল – Fossilization is hard to fix.
Transfer – /ˈtrænsfɜː/ – ভাষান্তর প্রভাব – Transfer can be positive.
Interference – /ˌɪntəˈfɪərəns/ – হস্তক্ষেপ – L1 interference occurs.
Context – /ˈkɒntekst/ – প্রেক্ষাপট – Context shapes meaning.
Register – /ˈredʒɪstə/ – ভাষার ধরন – Academic register differs.
Genre – /ˈʒɒnrə/ – ঘরানা – Genre awareness helps writing.
Task – /tɑːsk/ – কাজ – Tasks engage learners.
Communicative – /kəˈmjuːnɪkətɪv/ – যোগাযোগমূলক – Communicative teaching works.
Collaborative – /kəˈlæbərətɪv/ – সহযোগিতামূলক – Collaborative learning is effective.
Critical – /ˈkrɪtɪkəl/ – সমালোচনামূলক – Critical thinking is vital.
Reflective – /rɪˈflektɪv/ – আত্মপর্যালোচনামূলক – Reflective teachers improve.
Inclusive – /ɪnˈkluːsɪv/ – অন্তর্ভুক্তিমূলক – Inclusive classrooms help all.
Differentiation – /ˌdɪfərenʃɪˈeɪʃən/ – পার্থক্যভিত্তিক শিক্ষা – Differentiation meets needs.
Facilitate – /fəˈsɪlɪteɪt/ – সহায়তা করা – Teachers facilitate learning.
Monitor – /ˈmɒnɪtə/ – পর্যবেক্ষণ – Teachers monitor progress.
Implement – /ˈɪmplɪment/ – বাস্তবায়ন – Policies are implemented.
Evaluate – /ɪˈvæljʊeɪt/ – মূল্যায়ন করা – Teachers evaluate outcomes.
Objective – /əbˈdʒektɪv/ – উদ্দেশ্য – Lesson objectives guide teaching.
Outcome – /ˈaʊtkʌm/ – ফলাফল – Learning outcomes are clear.
Proficiency – /prəˈfɪʃənsi/ – দক্ষতা – Proficiency improves gradually.
Literacy – /ˈlɪtərəsi/ – সাক্ষরতা – Literacy includes reading.
Numeracy – /ˈnjuːmərəsi/ – সংখ্যাজ্ঞান – Numeracy supports education.
Cognition – /kɒɡˈnɪʃən/ – জ্ঞানপ্রক্রিয়া – Cognition affects learning.
Constructivism – /kənˈstrʌktɪvɪzəm/ – নির্মাণবাদ – Constructivism supports discovery.
Behaviorism – /bɪˈheɪvjərɪzəm/ – আচরণবাদ – Behaviorism stresses drills.
Interactionism – /ˌɪntərˈækʃənɪzəm/ – পারস্পরিক তত্ত্ব – Interactionism values communication.
Bilingualism – /ˌbaɪˈlɪŋɡwəlɪzəm/ – দ্বিভাষিকতা – Bilingualism aids cognition.
Multilingualism – /ˌmʌltɪˈlɪŋɡwəlɪzəm/ – বহুভাষিকতা – Multilingualism is common.
ESL – /ˌiː es ˈel/ – দ্বিতীয় ভাষা হিসেবে ইংরেজি – ESL learners need support.
EFL – /ˌiː ef ˈel/ – বিদেশি ভাষা হিসেবে ইংরেজি – EFL contexts differ.
SLA – /ˌes el ˈeɪ/ – দ্বিতীয় ভাষা অর্জন – SLA studies learning.
Corpus – /ˈkɔːpəs/ – ভাষা সংগ্রহ – Corpus helps research.
Authentic – /ɔːˈθentɪk/ – প্রামাণিক – Authentic materials motivate.
Input hypothesis – /ˈhaɪpəθəsɪs/ – ইনপুট তত্ত্ব – Input hypothesis explains learning.
Output hypothesis – /haɪˈpɒθəsɪs/ – আউটপুট তত্ত্ব – Output hypothesis stresses speaking.
Noticing – /ˈnəʊtɪsɪŋ/ – সচেতনতা – Noticing aids grammar.
Consciousness – /ˈkɒnʃəsnəs/ – সচেতনতা – Consciousness raising helps learning.
Classroom – /ˈklɑːsrʊm/ – শ্রেণিকক্ষ – Classroom interaction matters.
Learner – /ˈlɜːnə/ – শিক্ষার্থী – Learners differ individually.
Teacher – /ˈtiːtʃə/ – শিক্ষক – Teachers guide learning.
Instructor – /ɪnˈstrʌktə/ – প্রশিক্ষক – The instructor explains clearly.
Trainer – /ˈtreɪnə/ – প্রশিক্ষণদাতা – Trainers develop skills.
Mentor – /ˈmentɔː/ – পথপ্রদর্শক – Mentors support teachers.
Peer – /pɪə/ – সহপাঠী – Peer feedback helps.
Group work – /ɡruːp wɜːk/ – দলীয় কাজ – Group work increases interaction.
Pair work – /peə wɜːk/ – জোড়ায় কাজ – Pair work builds confidence.
Presentation – /ˌprezənˈteɪʃən/ – উপস্থাপনা – Presentations build fluency.
Lecture – /ˈlektʃə/ – বক্তৃতা – Lectures explain theory.
Seminar – /ˈsemɪnɑː/ – সেমিনার – Seminars encourage discussion.
Workshop – /ˈwɜːkʃɒp/ – কর্মশালা – Workshops are practical.
Observation – /ˌɒbzəˈveɪʃən/ – পর্যবেক্ষণ – Classroom observation helps.
Reflection – /rɪˈflekʃən/ – প্রতিফলন – Reflection improves teaching.
Practice – /ˈpræktɪs/ – অনুশীলন – Practice leads to mastery.
Drill – /drɪl/ – পুনরাবৃত্তি অনুশীলন – Drills improve accuracy.
Repetition – /ˌrepɪˈtɪʃən/ – পুনরাবৃত্তি – Repetition aids memory.
Reinforcement – /ˌriːɪnˈfɔːsmənt/ – শক্তিবৃদ্ধি – Reinforcement motivates learners.
Habit – /ˈhæbɪt/ – অভ্যাস – Language habits form early.
Skill – /skɪl/ – দক্ষতা – Listening is a skill.
Listening – /ˈlɪsənɪŋ/ – শ্রবণ – Listening precedes speaking.
Speaking – /ˈspiːkɪŋ/ – কথন – Speaking builds confidence.
Reading – /ˈriːdɪŋ/ – পাঠ – Reading expands vocabulary.
Writing – /ˈraɪtɪŋ/ – লেখন – Writing needs practice.
Note-taking – /ˈnəʊt ˌteɪkɪŋ/ – নোট নেওয়া – Note-taking helps learning.
Skimming – /ˈskɪmɪŋ/ – দ্রুত পাঠ – Skimming finds main ideas.
Scanning – /ˈskænɪŋ/ – নির্দিষ্ট তথ্য খোঁজা – Scanning saves time.
Inference – /ˈɪnfərəns/ – অনুমান – Inference aids comprehension.
Comprehension – /ˌkɒmprɪˈhenʃən/ – অনুধাবন – Comprehension improves gradually.

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Abs Sohag

দেশনেত্রী বেগম খালেদা জিয়ার বিদায় মানে একটি যুগের অবসান। গণতন্ত্রের সংগ্রামে তাঁর আপসহীন পথচলা আমাদের আজীবন অনুপ্রেরণা জোগাবে। আল্লাহ তায়ালা তাঁকে জান্নাতুল ফেরদাউস নসিব করুন এবং শোকসন্তপ্ত পরিবারকে ধৈর্য ধারণের শক্তি দিন। বিদায় হে মাদার অফ ডেমোক্রেসি।
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The passing of Begum Khaleda Zia marks the end of an era. Her uncompromising journey in the struggle for democracy will inspire us forever. May Allah grant her the highest place in Jannah and give her family the strength to endure this irreparable loss. Farewell, Mother of Democracy.

Q1. CALL (Computer Assisted Language Learning)

Definition:
CALL means Computer Assisted Language Learning. It is the use of computers and digital technology to help in teaching and learning languages. CALL helps students practice listening, speaking, reading, and writing through computer programs, online platforms, and apps.
Historical Evolution of CALL:
1. 1960s – Behavioristic CALL:Focused on drills and practice. Learners repeated exercises and got immediate feedback. (Example: simple grammar and vocabulary programs).
2. 1980s – Communicative CALL: Moved toward communication and interaction. It encouraged students to use language meaningfully, not just through drills.
3. 1990s – Integrative CALL: Combined multimedia (audio, video, images) and the internet. Learners could use online tools, chat, and multimedia lessons.
4. Present – Modern CALL: Uses AI, mobile apps, virtual classrooms, and online learning platforms (like Duolingo, Google Classroom, ChatGPT, etc.) for interactive learning.

Tools and Facilities of CALL:
Hardware: Computers, headphones, microphones, projectors, smartboards, and mobile devices.
Software and Apps: Language learning programs (Rosetta Stone, Duolingo, Babbel).
Online Resources: YouTube videos, language blogs, e-books, and learning websites.
Communication Tools: Email, Zoom, Google Meet, discussion forums, and social media for practice.

Implementation of CALL:
CALL can be used in classrooms and at home through:
Language labs with computers and audio systems.
Online classes using learning management systems (LMS).
Interactive activities like quizzes, games, and multimedia lessons.
Teacher guidance to help students use technology effectively.

Benefits of CALL:
1. Makes learning more interesting and interactive.
2. Provides individualized learning — students learn at their own pace.
3. Gives immediate feedback and correction.
4. Improves listening, speaking, reading, and writing skills.
5. Helps students access global resources anytime, anywhere.
6. Encourages self-learning and motivation.

Challenges of CALL:
1. Lack of training for teachers.
2. Limited access to technology or internet in some areas.
3. High cost of software and devices.
4. Technical problems (like power cuts or software errors).
5. Some students may become distracted by non-educational use of technology.

Conclusion:
CALL is an effective way to teach and learn languages through technology.
Although it has some challenges, its benefits make language learning more enjoyable, flexible, and successful in modern education.

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Assistant Terachers -LIS To improve the quality of education, to do research to create an environment for real oriented education

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Md.Sohag Law

What is MALL?

MALL stands for Mobile-Assisted Language Learning. It refers to the use of mobile devices like smartphones and tablets to support language learning. MALL allows learners to access language materials, practice skills, and communicate with others anytime and anywhere .

How to Use an Internet-Based Simulation in a Language Class

1. Introduction

Internet-based simulations are online tools that mimic real-world situations, providing interactive environments for learners to practice language skills.

2. Internet-Based Simulation Tools

Duolingo: Offers gamified language lessons.
Quizlet: Provides flashcards and quizzes for vocabulary building .
Padlet: Allows collaborative boards for sharing ideas and discussions.
Zoom: Enables virtual classrooms and real-time interactions.

3. How to Use It in a Language Class
Choose a simulation tool: Select a platform that aligns with your lesson objectives.
Set clear goals: Define what language skills you aim to develop.
Engage students: Encourage active participation through interactive activities.
Provide feedback: Offer constructive feedback to guide improvement.

Example: Using Duolingo, students can practice vocabulary through interactive exercises. After completing a lesson, the teacher provides feedback on pronunciation and usage.

4. Important Points with Examples :
Simulations make learning interactive.
Example: Students engage in role-playing scenarios.

2. Accessibility: Learners can access materials anytime.
Example: Using Quizlet flashcards on mobile devices.

3. Real-world Practice: Simulations mimic real-life situations.
Example: Ordering food in a virtual restaurant.

4. Immediate Feedback: Instant corrections help learners improve.
Example: Receiving pronunciation tips on Duolingo.

5. Collaboration: Students work together in simulations.
Example: Collaborating on a Padlet board.

6. Motivation: Gamified elements increase learner interest.
Example: Earning points in Duolingo.

7. Flexibility: Learners can study at their own pace.
Example: Practicing vocabulary on Quizlet anytime.

8. Cultural Exposure: Simulations introduce cultural contexts.
Example: Exploring cultural scenarios in Zoom discussions.

9. Skill Development: Enhances various language skills.
Example: Improving listening skills through simulated conversations.

10. Cost-Effective: Many tools are free or low-cost.
Example: Using free versions of Duolingo and Quizlet.

11. Engaging Content: Interactive content keeps learners interested.
Example: Participating in interactive Zoom sessions.

12. Progress Tracking: Monitors learner advancement.
Example: Tracking progress in Duolingo levels.

13. Diverse Learning Styles: Caters to different learners.
Example: Visual learners benefit from interactive simulations.

14. Language Immersion: Simulations provide immersive experiences.
Example: Engaging in full-language conversations on Zoom.

15. Teacher Support: Facilitates teacher involvement.
Example: Teachers guiding students through simulations.

5. Formation Best Practices

Clear Instructions: Provide straightforward guidelines.
Engaging Activities: Design interactive and relevant tasks.
Regular Feedback: Offer constructive and timely feedback.
Monitor Progress: Keep track of student development.

6. Benefits:
Enhanced Engagement: Interactive simulations captivate learners.
Improved Skills: Provides practical language practice.
Flexible Learning: Allows learning at one's own pace.
Cultural Awareness: Introduces diverse cultural contexts.
Increased Motivation: Gamified elements boost interest.

7. Limitations
Technical Issues: Dependence on technology can cause disruptions.
Access Barriers: Not all students may have access to required devices.
Over-reliance: Excessive use may reduce face-to-face interactions.
Learning Curve: Some tools may require time to master.

8. Conclusion
Integrating MALL and internet-based simulations into language classes can enhance learning experiences. By providing interactive, flexible, and engaging environments, these tools support the development of practical language skills. However, it's essential to consider potential limitations and ensure balanced usage to maximize their effectiveness.

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Teaching Speaking Using Technological Aid

Teaching speaking with the help of technology means using modern tools to improve learners’ speaking skills. Speaking is one of the most important skills in language learning, and technology makes it easier, faster, and more interesting.

1. Tools for Teaching Speaking

Audio and Video Materials: Learners can listen to native speakers, repeat, and practice correct pronunciation.

Language Learning Apps (e.g., Duolingo, ELSA Speak): These give immediate feedback on accuracy.

Online Platforms (Zoom, Google Meet, Skype): Students can practice speaking with classmates and teachers in real time.

Recording Tools (mobile recorder, Audacity): Learners can record their voice, listen again, and correct mistakes.

Speech Recognition Software: Helps learners check pronunciation and fluency.

Virtual Reality (VR) and AI tools: Provide real-life speaking practice, like talking in a shop, airport, or classroom.

2. Benefits

Gives students more exposure to real spoken English.

Provides motivation through interactive activities.

Offers immediate feedback for self-correction.

Creates opportunities for collaborative learning (group tasks, role-plays online).

Builds confidence because learners can practice in private before speaking in front of others.

3. Challenges

Not all learners have equal access to devices or the internet.

Some students may rely too much on technology and less on real communication.

Teachers need proper training to use these tools effectively.

4. Conclusion
Technology is not a replacement for teachers but a strong support. By using apps, videos, online platforms, and interactive tools, teachers can create rich speaking opportunities. This makes learning more effective, enjoyable, and connected to real life.

Action Research is a systematic, reflective process of solving problems or improving practices by taking action and analysing results. It is commonly used in education, healthcare, and organisations.

🎯 Purpose of Action Research:

To solve real-world problems in a specific context

To improve teaching, learning, or work performance

To reflect on practices and make informed decisions

To encourage professional development

🔄 Steps of Action Research:

1. Identify the Problem

Find an issue or challenge in your classroom or workplace.

2. Plan the Action

Think of a strategy or intervention that might solve the problem.

3. Implement the Action

Apply your plan in real settings (e.g., your class or team).

4. Observe and Collect Data

Watch what happens and record data (e.g., test results, behaviour).

5. Reflect and Analyse

Study the data and see what worked or didn’t work.

6. Revise and Share

Make improvements or share the findings with others.

🧪 Example (Education):

Problem: Students are not doing homework.

Action: Introduce a reward system for completed homework.

Observation: More students start completing their work.

Reflection: The strategy works well — keep using it or improve it.

✨ Key Features of Action Research:

Practical: Focuses on real issues

Participatory: Done by the person facing the issue (e.g., teacher)

Reflective: Involves thinking deeply about the process

Cyclical: Repeats for continuous improvement