Article Riview
Journal of Linguistics
Asif Agha
Identitas
Jurnal yang
direview adalah sebuah jurnal strategi pembelajaran (Journal of learning
strategy) yang ditulis oleh asif agha dari University pennyslvania.
Jurnal yang berjudul “ Journal Of Linguistics ” ini diterbitkan secara online
pada tahun 2007 dengan Volume 35,
rentang halaman 217-235. © 2007 Sage Publications 10.1177/0075424207304240 http://eng.sagepub.com hosted at http://online.sagepub.com .
Abstract
This journal is written with the purpose to understand the content more specific linguistic journals me is to invite you to consider some of the problems that arise
when certain types of objects that exist in the world's us everyday, so-called social facts
"Language" -is epistemic discipline diluted with agenda focusing on
select the number of its features as a fraction extracted, and, by taking them as objects
research, performative seek to establish themselves as a unified discipline. I argue that "extractionist" impulses to replace language studies
with the study of language-fraction-runs as a thread in the discipline of "linguistic"
during most of the twentieth century, especially in the dominant "departmentalized"
form; which together with certain corollaries (discussed below) of the impulse
is a language ideology (and its studies discipline mode) for many
period leading linguists, including Saussure, Bloomfield, Chomsky, and they
follower; which continues to re-direct the energy of its practitioners were arrested in
the handle toward smaller denominations and smaller than language as normally understood.
This journal is written with the purpose to understand the content more specific linguistic journals me is to invite you to consider some of the problems that arise
when certain types of objects that exist in the world's us everyday, so-called social facts
"Language" -is epistemic discipline diluted with agenda focusing on
select the number of its features as a fraction extracted, and, by taking them as objects
research, performative seek to establish themselves as a unified discipline. I argue that "extractionist" impulses to replace language studies
with the study of language-fraction-runs as a thread in the discipline of "linguistic"
during most of the twentieth century, especially in the dominant "departmentalized"
form; which together with certain corollaries (discussed below) of the impulse
is a language ideology (and its studies discipline mode) for many
period leading linguists, including Saussure, Bloomfield, Chomsky, and they
follower; which continues to re-direct the energy of its practitioners were arrested in
the handle toward smaller denominations and smaller than language as normally understood.
Preliminary (Pendahuluan)
In this section the researchers write sense Tracks linguistics in the coming decade is likely to be shaped by how to formulate the object of study (either as a language or some aspect of a narrowly defined language) and by the extent appropriate or narrowness with which to articulate its projects epistemic itself in the twenty-first-century -Academy. This article discusses two epistemic projects that have shaped the linguistic in the previous century, who both survive in the institutional zone is somewhat different from the academy today. I diagnose some of the assumptions underlying the narrow conception of linguistics at the first of these traditions. I would argue that the "linguistic turn" in the academy, on the contrary, oriented language studies more widely understood. This creates difficulties for each narrow linguistic understood, difficulties wider vision of language as an object of study-and from every discipline that studies these things must strive to overcome. Keywords: linguistic; language; sociology of knowledge; history of linguistics; disciplined formation Ihave been asked by the organizers of this conference to address two somewhat paradoxical question. That is : (Quoting now from a letter of invitation) to discuss "the future direction of linguistics" and to comment on "the possibility of a unified discipline" paradox posed together by their presuppositions. The first question assumes that an integrated discipline called existing linguistic and go somewhere; but the second, by calling attention is now a lack of integration, implying some-perhaps mutually exclusive objectives. We can not approach these questions by taking a pre-formed discipline as our topic, or assume that the question of the future has a meaning independent of the choice of destination. And, we can not understand (or choose) where linguistics is to go without a principled understanding of why and when something is considered a "Linguistic" or what "discipline integration" might mean, and how it came about, or not. Linguistics is not just "any language experts do." In fact, most of the activities in which linguists involved (eg, driving to work, pay taxes) are never counted as linguistics. Activities are counted as linguistic activities oriented toward a particular object of study, institutionalized audiences (journals, conferences), affiliated units (departments, associations), and the tradition of the investigation (reference literature). This reference of "linguistics" is a sphere of activity which involves the study of language (and its products).
In this section the researchers write sense Tracks linguistics in the coming decade is likely to be shaped by how to formulate the object of study (either as a language or some aspect of a narrowly defined language) and by the extent appropriate or narrowness with which to articulate its projects epistemic itself in the twenty-first-century -Academy. This article discusses two epistemic projects that have shaped the linguistic in the previous century, who both survive in the institutional zone is somewhat different from the academy today. I diagnose some of the assumptions underlying the narrow conception of linguistics at the first of these traditions. I would argue that the "linguistic turn" in the academy, on the contrary, oriented language studies more widely understood. This creates difficulties for each narrow linguistic understood, difficulties wider vision of language as an object of study-and from every discipline that studies these things must strive to overcome. Keywords: linguistic; language; sociology of knowledge; history of linguistics; disciplined formation Ihave been asked by the organizers of this conference to address two somewhat paradoxical question. That is : (Quoting now from a letter of invitation) to discuss "the future direction of linguistics" and to comment on "the possibility of a unified discipline" paradox posed together by their presuppositions. The first question assumes that an integrated discipline called existing linguistic and go somewhere; but the second, by calling attention is now a lack of integration, implying some-perhaps mutually exclusive objectives. We can not approach these questions by taking a pre-formed discipline as our topic, or assume that the question of the future has a meaning independent of the choice of destination. And, we can not understand (or choose) where linguistics is to go without a principled understanding of why and when something is considered a "Linguistic" or what "discipline integration" might mean, and how it came about, or not. Linguistics is not just "any language experts do." In fact, most of the activities in which linguists involved (eg, driving to work, pay taxes) are never counted as linguistics. Activities are counted as linguistic activities oriented toward a particular object of study, institutionalized audiences (journals, conferences), affiliated units (departments, associations), and the tradition of the investigation (reference literature). This reference of "linguistics" is a sphere of activity which involves the study of language (and its products).
Problem (Masalah)
Researchers have been trying for such a journal article) where no linguist involved except for some time. In addition, the referent of "linguistics" is organized institutional scope of activities, and questions about the "future" and the "integration" of the concerns of some nesting level or scale of social organization. It is clear that the "future" -question will have a very different answer depending on whether we identify areas of "linguistic" with activities that take place in certain departments (such as today's university department bearing the name of it), or by its disciplinary orientation practitioners ( such as people who identify themselves or are identified by others, such as linguists) regardless of their departmental affiliation, or the fact of membership in a particular scientific associations, or as any systematic effort to learn the language. That "integration" -question precisely the question whether such activity fields come together as a unified project within a certain period of the history of the discipline, or not. It is equally clear that the reference of the noun "linguistics" is not a historical given. Over the past century or more areas of this activity has been the way-by periodic times a bit loud agenda disciplines that seek to expand or limit the types of activities that linguists do, even to widen or narrow the form of language study are considered as "linguistic" in one or more of the institutional sphere I have just described. It is important, then, to consider the degrees of intellectual agenda of the discipline can be obtained through the constitution of objects of their study, and the ways in which projects epistemic they can open or close a particular purpose for practitioners, including integration as a field of study form language which they are committed. Epistemic project discipline is not the same as the epistemological commitments (For the term episteme (Foucault 1994 [1966]) is more appropriate) 0.2 An epistemic project in the sense I was a social project investigation. It is that aspect of the discipline agenda, understood as a social project, organized by the constitution of the object of study mode. In the following pages I am concerned with a single question about the "linguistic":
Researchers have been trying for such a journal article) where no linguist involved except for some time. In addition, the referent of "linguistics" is organized institutional scope of activities, and questions about the "future" and the "integration" of the concerns of some nesting level or scale of social organization. It is clear that the "future" -question will have a very different answer depending on whether we identify areas of "linguistic" with activities that take place in certain departments (such as today's university department bearing the name of it), or by its disciplinary orientation practitioners ( such as people who identify themselves or are identified by others, such as linguists) regardless of their departmental affiliation, or the fact of membership in a particular scientific associations, or as any systematic effort to learn the language. That "integration" -question precisely the question whether such activity fields come together as a unified project within a certain period of the history of the discipline, or not. It is equally clear that the reference of the noun "linguistics" is not a historical given. Over the past century or more areas of this activity has been the way-by periodic times a bit loud agenda disciplines that seek to expand or limit the types of activities that linguists do, even to widen or narrow the form of language study are considered as "linguistic" in one or more of the institutional sphere I have just described. It is important, then, to consider the degrees of intellectual agenda of the discipline can be obtained through the constitution of objects of their study, and the ways in which projects epistemic they can open or close a particular purpose for practitioners, including integration as a field of study form language which they are committed. Epistemic project discipline is not the same as the epistemological commitments (For the term episteme (Foucault 1994 [1966]) is more appropriate) 0.2 An epistemic project in the sense I was a social project investigation. It is that aspect of the discipline agenda, understood as a social project, organized by the constitution of the object of study mode. In the following pages I am concerned with a single question about the "linguistic":
how its object the constitution mode of
study set its character as a sociological scope epistemic activities? My more
specific objectives is to invite you to consider some of the problems that
arise when certain types of objects that exist in the world's us everyday,
social fact called "Language" -is epistemic dissolved disciplinary
agenda which focuses on a select number of features -fiturnya as fractions
extracted, and, by taking them as objects of research, looking performative to
establish themselves as a unified discipline. I argue that
"extractionist" impulses to replace language studies with the study
of language-fraction-runs as a thread in the discipline of
"linguistic" during most of the twentieth century, especially in the
dominant "departmentalized" form; which together with certain
corollaries (discussed below) these impulses is a language ideology (and its
studies discipline mode) for many leading linguists period, including Saussure,
Bloomfield, Chomsky, and their followers; which continues to re-direct the
energy of practitioners caught in its grip in the direction of smaller
denominations and smaller than language as usually understood.
Result (Hasil)
In this paper researched on the level of awareness of listening metacognitive strategies in learning English as a foreign language among Iranian university students and high school students. The results showed that the general level of awareness of metacognitive strategies satisfying listening. This finding is consistent with findings from other studies that show that the number of Iranian students have an awareness of metacognitive high in general (Pishghadam 2009; Lachini, 1997; Tajedin, 2001; Akbari, 2003) and in the listening strategies (Rahimi and katal 2010; ShiraniBidabadi and Yamat, 2010, 2011) as well as other skills such as reading (Mahmoudi and Khonamri 2010) and vocabulary (Chari, Samavi and Kordestani, 2010) in particular.
In this paper researched on the level of awareness of listening metacognitive strategies in learning English as a foreign language among Iranian university students and high school students. The results showed that the general level of awareness of metacognitive strategies satisfying listening. This finding is consistent with findings from other studies that show that the number of Iranian students have an awareness of metacognitive high in general (Pishghadam 2009; Lachini, 1997; Tajedin, 2001; Akbari, 2003) and in the listening strategies (Rahimi and katal 2010; ShiraniBidabadi and Yamat, 2010, 2011) as well as other skills such as reading (Mahmoudi and Khonamri 2010) and vocabulary (Chari, Samavi and Kordestani, 2010) in particular.
In-depth analyst
research shows that students are more aware of the problem solving strategy
than the other strategy types. These findings indicate that Iranian students
generally uses words that are known and a general idea of the text to infer the
meaning of words that are not known, use their experience and general knowledge
in interpreting the text, adjust their interpretation because I realized that
it was not true, monitor the accuracy conclusions for congruence with evolving
interpretations, and compare their interpretation evolve with knowledge of the
topic (Vandergrift, et al., 2006).
However,
researchers also found that the number of Iranian students are not aware of
their knowledge of the strategy. Knowledge of the self-efficacy refers to the
students and the ability to assess the perceived difficulties of learning
tasks. This supports the fact that metacognitive knowledge and self-efficacy
are closely related (Vandergrift, 2005). The findings of this study can be
explained by considering the fact that it rarely happens that the number of
Iranian students have the opportunity to evaluate their own strengths to the
task given in class language because most of the language course time in Iran
focus on traditional techniques and methods that focused on teachers (Rahimi and Nabilou, 2009).
Researchers argue that the concept of self-assessment, self-awareness, and
peer-assessment has not really expanded among Iranian students, while the
essence of the most practice to improve metacognitive skills is to engage
students in collaborative activities such as peer assessment, reflection
collective, and metacognitive process modeling (Choi, Land, and Turgeon, 2005).
As students plan, monitor and reflect on their work can be applied to encourage
metacognitive thinking and development, the need for formation in EFL
curriculum in Iran is highlighted by these findings.
Conclusion (Kesimpulan)
Researchers found that the In what follows, I use the expression of specific determinants "language," "that language, '' language, '' some language, '' bahasa'-as well as plural" Languages "-to refer to one or more of the types of formations socio-historical that we usually refer to as Spanish, Arabic, Chinese or Tagalog. When I use a single generic "language," I mean to say: choose any language you prefer. That term does not have the technical or theoretical specificity further. Language in this sense is the business of everyone. All of our business is done in it, which was organized by the established and activated by the user. This has important consequences that the study of aspects of human affairs can be illuminated by the study of the language, as long as we have a set of useful analytical models that serve as a "bridge construction" -that is, provide a link to disclose or connection between some of the features observed on the language and the human realm informing affairs. Thus, the way modeling grammatical category allows us to connect the facts constituents formal semantics and cultural classification. Model of deixis clarify the principles by which the speech-act of selecting an existing entity (Whether standalone or performative), and that, after the vote, came to fill the discourse as a "reference." The model of style and register feature links discourse on matters of social identity, status relative, and social relations in the institutional sphere of any kind, including those defined by law, medical, education, ceremony, or the scientific practice of language use (Agha 2007). Model how language ideologies work enables us to see how the discourse reshape the social formations of nationalism, gender relations, and even the constitution of scientific,
Researchers found that the In what follows, I use the expression of specific determinants "language," "that language, '' language, '' some language, '' bahasa'-as well as plural" Languages "-to refer to one or more of the types of formations socio-historical that we usually refer to as Spanish, Arabic, Chinese or Tagalog. When I use a single generic "language," I mean to say: choose any language you prefer. That term does not have the technical or theoretical specificity further. Language in this sense is the business of everyone. All of our business is done in it, which was organized by the established and activated by the user. This has important consequences that the study of aspects of human affairs can be illuminated by the study of the language, as long as we have a set of useful analytical models that serve as a "bridge construction" -that is, provide a link to disclose or connection between some of the features observed on the language and the human realm informing affairs. Thus, the way modeling grammatical category allows us to connect the facts constituents formal semantics and cultural classification. Model of deixis clarify the principles by which the speech-act of selecting an existing entity (Whether standalone or performative), and that, after the vote, came to fill the discourse as a "reference." The model of style and register feature links discourse on matters of social identity, status relative, and social relations in the institutional sphere of any kind, including those defined by law, medical, education, ceremony, or the scientific practice of language use (Agha 2007). Model how language ideologies work enables us to see how the discourse reshape the social formations of nationalism, gender relations, and even the constitution of scientific,
Critical analysis (Analisis Kritis)
My interest in this epistemic project lies in the manner in which the constitution of the object of study motivated epistemic limits of sociological discipline.
I'm not concerned with the question whether the discipline should have boundaries;
I take it for granted that it should be. And I am not concerned with any aspect of the project Saussurean epistemic, or, from the point of view of this discussion, with Saussure's theories about how language works. My interest lies in the reflexive project organization epistemic Saussure, linguistic proposals on how the object should be re-established to produce the horizon discipline.
Three features of the project is evident in the proposal Saussure.
My interest in this epistemic project lies in the manner in which the constitution of the object of study motivated epistemic limits of sociological discipline.
I'm not concerned with the question whether the discipline should have boundaries;
I take it for granted that it should be. And I am not concerned with any aspect of the project Saussurean epistemic, or, from the point of view of this discussion, with Saussure's theories about how language works. My interest lies in the reflexive project organization epistemic Saussure, linguistic proposals on how the object should be re-established to produce the horizon discipline.
Three features of the project is evident in the proposal Saussure.
Deficiency (Kekurangan)
1. Bibliography written researchers are complete but most of the references becomes too long publication that is not up to date.
2. Another study different result is not clarified even further than the previous version.
3. The number of participants is not balanced between the two groups so it looks less fair.
4. Too many quotes, so the thought of the researchers themselves less visible.
5. Not shown kuisionernya, so that the reader does not know clearly what is questionable therein.
6. There is no explanation on the steps listening metacognitive strategy itself that the average reader is hard to understand.
1. Bibliography written researchers are complete but most of the references becomes too long publication that is not up to date.
2. Another study different result is not clarified even further than the previous version.
3. The number of participants is not balanced between the two groups so it looks less fair.
4. Too many quotes, so the thought of the researchers themselves less visible.
5. Not shown kuisionernya, so that the reader does not know clearly what is questionable therein.
6. There is no explanation on the steps listening metacognitive strategy itself that the average reader is hard to understand.
Advantages (Kelebihan)
1. Researchers were able to see the gap is quite interesting to be investigated further.
2. The term research results to further facilitate student self-correct will listen metacognitive awareness to improve their academic achievement.
1. Researchers were able to see the gap is quite interesting to be investigated further.
2. The term research results to further facilitate student self-correct will listen metacognitive awareness to improve their academic achievement.
