APPLIED LINGUISTICS CONFERENCE


Applied Linguistics Conference is one of the leading research topics in the international research conference domain. Applied Linguistics is a conference track under the Humanities and Social Science Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Humanities and Social Science.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Humanities and Social Science).

Applied Linguistics is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Applied Linguistics Conference Track will be held at “Humanities and Social Science Conference in New York, United States in August 2021” - “Humanities and Social Science Conference in Tokyo, Japan in September 2021” - “Humanities and Social Science Conference in Zürich, Switzerland in September 2021” - “Humanities and Social Science Conference in Barcelona, Spain in October 2021” - “Humanities and Social Science Conference in San Francisco, United States in November 2021” - “Humanities and Social Science Conference in Istanbul, Turkey in November 2021” - “Humanities and Social Science Conference in Singapore, Singapore in November 2021” - “Humanities and Social Science Conference in Bangkok, Thailand in December 2021” - “Humanities and Social Science Conference in Paris, France in December 2021” .

Applied Linguistics is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

XXV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

XXVI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

XXVII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

XXVIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

XXIX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

XXX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

XXXI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

XXXII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

XXXIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

FINISHED

I. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

III. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

FINISHED

V. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

FINISHED

VI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

FINISHED

VII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

FINISHED

IX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

X. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

FINISHED

XI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

FINISHED

XII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

FINISHED

XIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

FINISHED

XIV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

FINISHED

XV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

XVI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

FINISHED

XVII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

FINISHED

XVIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

FINISHED

XIX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

FINISHED

XX. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

FINISHED

XXI. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

FINISHED

XXII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

FINISHED

XXIII. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

FINISHED

XXIV. INTERNATIONAL HUMANITIES AND SOCIAL SCIENCE CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

Humanities and Social Science Conference Call For Papers are listed below:

Previously Published Papers on "Applied Linguistics Conference"

  • Analyzing Microblogs: Exploring the Psychology of Political Leanings
    Authors: Meaghan Bowman, Keywords: Colombia peace referendum, FARC, hashtags, linguistics, microblogging, social media. DOI:10.5281/zenodo. Abstract: Microblogging has become increasingly popular for commenting on current events, spreading gossip, and encouraging individualism--which favors its low-context communication channel. These social media (SM) platforms allow users to express opinions while interacting with a wide range of populations. Hashtags allow immediate identification of like-minded individuals worldwide on a vast array of topics. The output of the analytic tool, Linguistic Inquiry and Word Count (LIWC)--a program that associates psychological meaning with the frequency of use of specific words--may suggest the nature of individuals’ internal states and general sentiments. When applied to groupings of SM posts unified by a hashtag, such information can be helpful to community leaders during periods in which the forming of public opinion happens in parallel with the unfolding of political, economic, or social events. This is especially true when outcomes stand to impact the well-being of the group. Here, we applied the online tools, Google Translate and the University of Texas’s LIWC, to a 90-posting sample from a corpus of Colombian Spanish microblogs. On translated disjoint sets, identified by hashtag as being authored by advocates of voting “No,” advocates voting “Yes,” and entities refraining from hashtag use, we observed the value of LIWC’s Tone feature as distinguishing among the categories and the word “peace,” as carrying particular significance, due to its frequency of use in the data.
  • Words of Peace in the Speeches of the Egyptian President, Abdulfattah El-Sisi: A Corpus-Based Study
    Authors: Mohamed S. Negm, Waleed S. Mandour, Keywords: Corpus-assisted discourse studies, critical discourse analysis, collocation network, corpus linguistics. DOI:10.5281/zenodo. Abstract: The present study aims primarily at investigating words of peace (lexemes of peace) in the formal speeches of the Egyptian president Abdulfattah El-Sisi in a two-year span of time, from 2018 to 2019. This paper attempts to shed light not only on the contextual use of the antonyms, war and peace, but also it underpins quantitative analysis through the current methods of corpus linguistics. As such, the researchers have deployed a corpus-based approach in collecting, encoding, and processing 30 presidential speeches over the stated period (23,411 words and 25,541 tokens in total). Further, semantic fields and collocational networkzs are identified and compared statistically. Results have shown a significant propensity of adopting peace, including its relevant collocation network, textually and therefore, ideationally, at the expense of war concept which in most cases surfaces euphemistically through the noun conflict. The president has not justified the action of war with an honorable cause or a valid reason. Such results, so far, have indicated a positive sociopolitical mindset the Egyptian president possesses and moreover, reveal national and international fair dealing on arising issues.
  • A Study to Assess the Employment Ambitions of Graduating Students from College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
    Authors: J. George, M. Al Mutairi, W. Aljuryyad, A. Alhussanan, A. Alkashan, T. Aldoghiri, Z. Alamari, A. Albakr, Keywords: College of Applied Medical Sciences, employment ambitions, graduating students, King Saud bin Abdulaziz University for Health Sciences. DOI:10.5281/zenodo.3566367 Abstract: Introduction: Students make plans for their career and are keen in exploring options of employment in those carriers. They make their employment choice based on their desires and preferences. This study aims to identify if students of King Saud Bin Abdulaziz for Health Sciences, College of Applied Medical Sciences after obtaining appropriate education prefer to work as clinicians, university faculty, or full-time researchers. There are limited studies in Saudi Arabia exploring the university student’s employment choices and preferences. This study would help employers to build the required job positions and prevent misleading employers from opening undesired positions in the job market. Methodology: The study included 394 students from third and fourth years both male and female among the eighth programs of college of applied medical sciences, King Saud Bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh campus. A prospective quantitative cross-sectional study was conducted; data were collected by distributing a seven item questionnaire and analyzed using SPSS. Results: Among the participants, 358 (90.9%) of them chose one of the three listed career choices, 263 (66.8%) decided to work as hospital staff after their education, 75 students (19.0%) chose to work as a faculty member in a university after obtaining appropriate degree, 20 students (5.1%) preferred to work as full-time researcher after obtaining appropriate degree, the remaining 36 students (9.1%) had different career goals, such as obtaining a master degree after graduating, to obtain a bachelor of medicine and bachelor in surgery degree, and working in the private sector. The most recurrent reason behind the participants' choice was "career goal", where 276 (70.1%) chose it as a reason. Conclusion: The findings of the study showed that most student’s preferred to work in hospitals as clinicians, followed by choice of working as a faculty in a university, the least choice was to be working as full-time researchers.
  • Investigating Iraqi EFL University Students' Productive Knowledge of Grammatical Collocations in English
    Authors: Adnan Z. Mkhelif, Keywords: Corpus linguistics, frequency, grammatical collocations, L2 vocabulary learning, productive knowledge, proficiency, transparency. DOI:10.5281/zenodo. Abstract: Grammatical collocations (GCs) are word combinations containing a preposition or a grammatical structure, such as an infinitive (e.g. smile at, interested in, easy to learn, etc.). Such collocations tend to be difficult for Iraqi EFL university students (IUS) to master. To help address this problem, it is important to identify the factors causing it. This study aims at investigating the effects of L2 proficiency, frequency of GCs and their transparency on IUSs’ productive knowledge of GCs. The study involves 112 undergraduate participants with different proficiency levels, learning English in formal contexts in Iraq. The data collection instruments include (but not limited to) a productive knowledge test (designed by the researcher using the British National Corpus (BNC)), as well as the grammar part of the Oxford Placement Test (OPT). The study findings have shown that all the above-mentioned factors have significant effects on IUSs’ productive knowledge of GCs. In addition to establishing evidence of which factors of L2 learning might be relevant to learning GCs, it is hoped that the findings of the present study will contribute to more effective methods of teaching that can better address and help overcome the problems IUSs encounter in learning GCs. The study is thus hoped to have significant theoretical and pedagogical implications for researchers, syllabus designers as well as teachers of English as a foreign/second language.
  • The Analysis of Deceptive and Truthful Speech: A Computational Linguistic Based Method
    Authors: Seham El Kareh, Miramar Etman, Keywords: Egyptian Arabic corpus, computational analysis, deceptive features, forensic linguistics, human perception, truthful features. DOI:10.5281/zenodo.3299393 Abstract: Recently, detecting liars and extracting features which distinguish them from truth-tellers have been the focus of a wide range of disciplines. To the author’s best knowledge, most of the work has been done on facial expressions and body gestures but only few works have been done on the language used by both liars and truth-tellers. This paper sheds light on four axes. The first axis copes with building an audio corpus for deceptive and truthful speech for Egyptian Arabic speakers. The second axis focuses on examining the human perception of lies and proving our need for computational linguistic-based methods to extract features which characterize truthful and deceptive speech. The third axis is concerned with building a linguistic analysis program that could extract from the corpus the inter- and intra-linguistic cues for deceptive and truthful speech. The program built here is based on selected categories from the Linguistic Inquiry and Word Count program. Our results demonstrated that Egyptian Arabic speakers on one hand preferred to use first-person pronouns and present tense compared to the past tense when lying and their lies lacked of second-person pronouns, and on the other hand, when telling the truth, they preferred to use the verbs related to motion and the nouns related to time. The results also showed that there is a need for bigger data to prove the significance of words related to emotions and numbers.
  • Semantic Preference across Research Articles: A Corpus-Based Study of Adjectives in English
    Authors: Valdênia Carvalho e Almeida, Keywords: Applied linguistics, corpus linguistics, chemistry, research article, semantic preference. DOI:10.5281/zenodo.3298862 Abstract: The goal of the present study is to investigate the semantic preference of the most frequent adjectives in research articles through a corpus-based analysis of texts published in journals in Applied Linguistics (AL). The corpus used in this study contains texts published in the period from 2014 to 2018 in the three journals: Language Learning and Technology; English for Academic Purposes, and TESOL Quaterly, totaling more than one million words. A corpus-based analysis was carried out on the corpus to identify the most frequent adjectives that co-occurred in the three journals. By observing the concordance lines of the adjectives and analyzing the words they associated with, the semantic preferences of each adjective were determined. Later, the AL corpus analysis was compared to the investigation of the same adjectives in a corpus of Chemistry. This second part of the study aimed to identify possible differences and similarities between the two corpora in relation to the use of the adjectives in research articles from both areas. The results show that there are some preferences which seem to be closely related not only to the academic genre of the texts but also to the specific domain of the discipline and, to a lesser extent, to the context of research in each journal. This research illustrates a possible contribution of Corpus Linguistics to explore the concept of semantic preference in more detail, considering the complex nature of the phenomenon.
  • Collaborative Stylistic Group Project: A Drama Practical Analysis Application
    Authors: Omnia F. Elkommos, Keywords: Applied linguistic theories, collaborative learning, cooperative principle, discourse analysis, drama analysis, group project, online acting performance, pragmatics, speech act theory, stylistics, technology enhanced learning. DOI:10.5281/zenodo.3298817 Abstract: In the course of teaching stylistics to undergraduate students of the Department of English Language and Literature, Faculty of Arts and Humanities, the linguistic tool kit of theories comes in handy and useful for the better understanding of the different literary genres: Poetry, drama, and short stories. In the present paper, a model of teaching of stylistics is compiled and suggested. It is a collaborative group project technique for use in the undergraduate diverse specialisms (Literature, Linguistics and Translation tracks) class. Students initially are introduced to the different linguistic tools and theories suitable for each literary genre. The second step is to apply these linguistic tools to texts. Students are required to watch videos performing the poems or play, for example, and search the net for interpretations of the texts by other authorities. They should be using a template (prepared by the researcher) that has guided questions leading students along in their analysis. Finally, a practical analysis would be written up using the practical analysis essay template (also prepared by the researcher). As per collaborative learning, all the steps include activities that are student-centered addressing differentiation and considering their three different specialisms. In the process of selecting the proper tools, the actual application and analysis discussion, students are given tasks that request their collaboration. They also work in small groups and the groups collaborate in seminars and group discussions. At the end of the course/module, students present their work also collaboratively and reflect and comment on their learning experience. The module/course uses a drama play that lends itself to the task: ‘The Bond’ by Amy Lowell and Robert Frost. The project results in an interpretation of its theme, characterization and plot. The linguistic tools are drawn from pragmatics, and discourse analysis among others.
  • Evaluating the Perception of Roma in Europe through Social Network Analysis
    Authors: Giulia I. Pintea, Keywords: Applied mathematics, oppression, Roma people, social network analysis. DOI:10.5281/zenodo.1474823 Abstract: The Roma people are a nomadic ethnic group native to India, and they are one of the most prevalent minorities in Europe. In the past, Roma were enslaved and they were imprisoned in concentration camps during the Holocaust; today, Roma are subject to hate crimes and are denied access to healthcare, education, and proper housing. The aim of this project is to analyze how the public perception of the Roma people may be influenced by antiziganist and pro-Roma institutions in Europe. In order to carry out this project, we used social network analysis to build two large social networks: The antiziganist network, which is composed of institutions that oppress and racialize Roma, and the pro-Roma network, which is composed of institutions that advocate for and protect Roma rights. Measures of centrality, density, and modularity were obtained to determine which of the two social networks is exerting the greatest influence on the public’s perception of Roma in European societies. Furthermore, data on hate crimes on Roma were gathered from the Organization for Security and Cooperation in Europe (OSCE). We analyzed the trends in hate crimes on Roma for several European countries for 2009-2015 in order to see whether or not there have been changes in the public’s perception of Roma, thus helping us evaluate which of the two social networks has been more influential. Overall, the results suggest that there is a greater and faster exchange of information in the pro-Roma network. However, when taking the hate crimes into account, the impact of the pro-Roma institutions is ambiguous, due to differing patterns among European countries, suggesting that the impact of the pro-Roma network is inconsistent. Despite antiziganist institutions having a slower flow of information, the hate crime patterns also suggest that the antiziganist network has a higher impact on certain countries, which may be due to institutions outside the political sphere boosting the spread of antiziganist ideas and information to the European public.
  • The Effect of Realizing Emotional Synchrony with Teachers or Peers on Children’s Linguistic Proficiency: The Case Study of Uji Elementary School
    Authors: Reiko Yamamoto, Keywords: Elementary school education, emotional synchrony, language proficiency, sympathy with others. DOI:10.5281/zenodo.1474435 Abstract: This paper reports on a joint research project in which a researcher in applied linguistics and elementary school teachers in Japan explored new ways to realize emotional synchrony in a classroom in childhood education. The primary purpose of this project was to develop a cross-curriculum of the first language (L1) and second language (L2) based on the concept of plurilingualism. This concept is common in Europe, and can-do statements are used in forming the standard of linguistic proficiency in any language; these are attributed to the action-oriented approach in the Common European Framework of Reference for Languages (CEFR). CEFR has a basic tenet of language education: improving communicative competence. Can-do statements are classified into five categories based on the tenet: reading, writing, listening, speaking/ interaction, and speaking/ speech. The first approach of this research was to specify the linguistic proficiency of the children, who are still developing their L1. Elementary school teachers brainstormed and specified the linguistic proficiency of the children as the competency needed to synchronize with others – teachers or peers – physically and mentally. The teachers formed original can-do statements in language proficiency on the basis of the idea that emotional synchrony leads to understanding others in communication. The research objectives are to determine the effect of language education based on the newly developed curriculum and can-do statements. The participants of the experiment were 72 third-graders in Uji Elementary School, Japan. For the experiment, 17 items were developed from the can-do statements formed by the teachers and divided into the same five categories as those of CEFR. A can-do checklist consisting of the items was created. The experiment consisted of three steps: first, the students evaluated themselves using the can-do checklist at the beginning of the school year. Second, one year of instruction was given to the students in Japanese and English classes (six periods a week). Third, the students evaluated themselves using the same can-do checklist at the end of the school year. The results of statistical analysis showed an enhancement of linguistic proficiency of the students. The average results of the post-check exceeded that of the pre-check in 12 out of the 17 items. Moreover, significant differences were shown in four items, three of which belonged to the same category: speaking/ interaction. It is concluded that children can get to understand others’ minds through physical and emotional synchrony. In particular, emotional synchrony is what teachers should aim at in childhood education.
  • Teaching Linguistic Humour Research Theories: Egyptian Higher Education EFL Literature Classes
    Authors: O. F. Elkommos, Keywords: ABTH, deviance, disjuncture, episodic, GTVH, humour competence, humour comprehension, humour in the classroom, humour in the literary texts, humour research linguistic theories, incongruity- resolution, isotopy-disjunction, jab line, longer text joke, narrative story line (macro-micro), punch line, six knowledge resource, SSTH, stacks, strands, teaching linguistics, teaching literature, TEFL, TESL. DOI:10.5281/zenodo.1131101 Abstract: “Humour studies” is an interdisciplinary research area that is relatively recent. It interests researchers from the disciplines of psychology, sociology, medicine, nursing, in the work place, gender studies, among others, and certainly teaching, language learning, linguistics, and literature. Linguistic theories of humour research are numerous; some of which are of interest to the present study. In spite of the fact that humour courses are now taught in universities around the world in the Egyptian context it is not included. The purpose of the present study is two-fold: to review the state of arts and to show how linguistic theories of humour can be possibly used as an art and craft of teaching and of learning in EFL literature classes. In the present study linguistic theories of humour were applied to selected literary texts to interpret humour as an intrinsic artistic communicative competence challenge. Humour in the area of linguistics was seen as a fifth component of communicative competence of the second language leaner. In literature it was studied as satire, irony, wit, or comedy. Linguistic theories of humour now describe its linguistic structure, mechanism, function, and linguistic deviance. Semantic Script Theory of Verbal Humor (SSTH), General Theory of Verbal Humor (GTVH), Audience Based Theory of Humor (ABTH), and their extensions and subcategories as well as the pragmatic perspective were employed in the analyses. This research analysed the linguistic semantic structure of humour, its mechanism, and how the audience reader (teacher or learner) becomes an interactive interpreter of the humour. This promotes humour competence together with the linguistic, social, cultural, and discourse communicative competence. Studying humour as part of the literary texts and the perception of its function in the work also brings its positive association in class for educational purposes. Humour is by default a provoking/laughter-generated device. Incongruity recognition, perception and resolving it, is a cognitive mastery. This cognitive process involves a humour experience that lightens up the classroom and the mind. It establishes connections necessary for the learning process. In this context the study examined selected narratives to exemplify the application of the theories. It is, therefore, recommended that the theories would be taught and applied to literary texts for a better understanding of the language. Students will then develop their language competence. Teachers in EFL/ESL classes will teach the theories, assist students apply them and interpret text and in the process will also use humour. This is thus easing students' acquisition of the second language, making the classroom an enjoyable, cheerful, self-assuring, and self-illuminating experience for both themselves and their students. It is further recommended that courses of humour research studies should become an integral part of higher education curricula in Egypt.