- Applied linguistics aims to solve real-world language problems by applying linguistic knowledge. It considers factors like social, political, economic, etc. - Determining the optimum age to start foreign language learning is a problem applied linguists must address. While biological factors support early learning, local conditions also influence success. - Applied linguistics approaches language teaching and learning problems through second language acquisition research, language proficiency testing, teaching language for specific purposes, and curriculum design.

1. Chapter#4
Applied
Linguistics and
Language teaching and
learning .

2.  Sana ul haq
 Komal
 Moniza
 Saira
 shumaila

3.  Sana ul haq

4. Applied Linguistics and
Language teaching and learning
IS Applied Linguistics confined only to language teaching
and learning?
Language teaching and learning is a dominant field in
Applied Linguistics .But there is a view held by some
applied linguists and linguists that Applied linguistics is
confined only to second language teaching and learning.
I n this chapter arguments have been given for and against
confining applied linguistics only to second language
teaching.

5. Arguments against confining applied
linguistics only to 2nd language teaching and
learning.
The domain of applied linguistics is extremely
wide and includes foreign language learning
and teaching, lexicography, style, forensic
speech analysis and the theory of reading.
Wilkins(1994):

6. •The application of linguistic knowledge to real world
problems …..whenever knowledge about language is
used to solve a basic language related problem we may
say that applied linguistics is being practiced, which
makes abstract ideas and research findings accessible
and relevant to the real world. it mediates between
theory and practice.
Kaplan and Widowson(1992)
Arguments in favor of confining A. Linguistics
to 2nd language learning and teaching:
•The majority of applied linguistics has been directly
concerned with language teaching and learning.
Strevens (1994:81

7. •In practice applied linguistics has developed so for as an
enterprise principally dedicated to creating a better
understanding of the processes of language especially
second language learning.
Ibid(:164)
Alan Davies and Language teaching and
Learning:
 The history of language teaching is ,indeed, the
history of method . Like fashion in dress and clothes
method in language teaching emerges and disappears. As
staleness is to fashion so is failure to method. Since
reliance on method alone must lead to failure.
Kaplan(1993:139)

8. Alan Davies says that language learning and language
teaching are problems because they are so often
ineffectual. The temptation is always to seek better
method of teaching and better methods of learning.
Such an un-thought through solution results from
faulty diagnosis which itself derives from a lack of
objectivity.
A foreign language learner is always persuaded that
what is needed is to change the method of learning.
Teacher becomes dispirited because the methods in use
are not working. Again the solution is to change the
method.

9. but what applied linguistics offers is in its recognition that
the question to ask is not how to improve the learning but
what is it that is not being improved .
In other words what it is that is supposed to be being
learned. The how to improve, question comes from a
teacher training tradition where solutions are
understandably method directed: What do I do in the
class on Monday morning? and the answer so often is
learn a new method.

10. Applied linguistics and institutional
problems:
For the applied linguists language problems
involve more than language. They include these
factors, like the social factors the political
factors, the religious factors, and the economic
factors.
We turn our attention to a problem that is of
the optimum age for starting to learn a foreign
language so as to consider the factors that the
applied linguists need to take into account when
faced with a language learning problems.

11. Optimum age:
First the age of starting a foreign language ,
What is the right age to start language
learning? One approach to the optimum age
question is known as critical period hypothesis .
This hypothesis considers that developments in
the brain at puberty change the way in which
we learn. Before puberty we acquire languages
as native speakers and after puberty we learn as
second or foreign language speakers.
 The critical period hypothesis. If true ,

12. would support a universal optimum age for starting a
second or foreign language namely as early as
possible in order to allow for possible acquisition as a
native speaker.
But research into second language suggests that there
may be no optimum age since adult can learn as
efficiently as children and indeed more quickly. What
matters are local conditions.
To illustrate the local condition , an example of an
Australian girl school has been given.
Presbyterian Ladies’ College (PLC)
This school, in Melbourne, is a large
independent girls’ school (N=1200) with both

13. The teaching materials used in both,
The measures used to determine progress
and the aims of the French teaching
programme in the primary and the
secondary schools, whether they are in
harmony or not.
For the applied linguist this is a problem
that invites explanation and that neatly
combines theoretical interest and
practical involvement.

14. komal

15.  Everybody agrees that age is a crucial factor in
language learning.
 factors can influence language learning:
biological factors, mother tongue, intelligence,
learning surroundings, emotions, motivation
and last but not least: the age factor.

16.  In early childhood, becoming bilingual is often
an unconscious event, as natural as learning to
walk or ride a bicycle.
 According to scientific surveys, language
aspects such as pronunciation and intonation
can be acquired easier during childhood, due
to neuromuscular mechanisms which are only
active until to the age of 12.

17.  greater learning and memory capacity are in
any case advantages in early language
learning.
 Kids are more willing to communicate with
people than adults, they are curious and they
are not afraid of making mistakes.

25.  saira

37.  Moniza Momal

38. •Fundamental problems concerning
Language Learning and teaching
•Problems such as how to plan for the optimum
starting age for Language teaching in a school or
education system
•Problem such as how to assess language learning
•How to know whether or not this is being
achieved

39.  Applied linguistics has developed a series of
methodological approaches to the collection of
relevant language data
 What propose to do now is to consider four
areas of Applied linguistics tat have very direct
relevance to language learning and language
teaching.

40.  The four areas are:
 Second language acquisition research
 Language proficiency testing
 Teaching of LSP
 Curriculum design

41.  Research into Second language acquisition
began in a very traditional applied linguistics
way by investigating the problem of learners’
errors
 All Language teachers and learners are aware
of the fact of error
 An error is a gap in a learners’ knowledge of
the target language

42.  SLA research has developed its study of the
learners’ language into the most abstract of
applied linguistic projects.
 So that applied linguists not just language
teachers have begun to query what the current
paradigm as to offer to the understanding and
improvement of communication

43.  Testing is more a normal part of language
teaching than of other curriculum subjects
because the language teachers is concerned
with skill as well as with knowledge.
 There is more need of testing.
 Testing is further complicated by the unusual
presence of a living criterion the native speaker

44.  Language proficiency testing is about is the
setting of appropriate targets for varying levels
and uses of language.
 Such test aim to provide the rigours of test
guideline
 This is a major contribution both to the practice
of language learning and teaching
 And theoretical understanding of language
learning and language need.

45.  Second or foreign languages used for particular
purpose and restricted types of communication
 (eg. For medical reports, scientific writing, air
traffic control)
 Which contain lexical, grammatical and other
linguistic features which are different from
ordinary language

46.  They take for granted the the discreteness of
LSPs and of registers
 A major contribution of applied linguistics to
language learning and teaching studies has
been to develop materials purposely written
for language teacher.

47.  Language teaching is not confined to the
classroom: if it were then the idea that teaching
in really be about method would have more
force.
 But language teaching in reality also takes in
the necessary education of the teacher
 In language teaching, curriculum development
also called syllabus design includes:

48.  Richard Rodgers suggest is that while a
curriculum often is the plan and the
philosophy
 A syllabus contains the details of the content to
be taught and the methods to be used
 Traditionally the term syllabus has been used
to refer to the form in which linguistic content I
specified in a course or mrthod.

49.  The study of the purposes for which a learner
needs a language(need analysis)
 The setting of obectives and the development
of a syllabus teaching method and materials
 The evaluation of the effects of these
procedures on the learners’ languageability

50.  shumaila

51. Factors relevant to the
ELTS evaluation.

52.  Field of language testing such factors taken
into account the sources of knowledge.
 Skills also necessary part of IELTS.
 The methodology used by the applied linguists
in operating a problem focus on four main
areas
 Language teaching
 Second language acquisition
 Proficiency language testing
 Curriculum design

53.  Economic Factors
 A benefit cost was necessary in order to
determine the cost of the test outweighed in its
usefulness.
 But the cost was not paid in the receiving
intuitions for the program of English learning
 this was influenced by the reliability that could
be placed on the results
 For example

54.  If a test is reliable hundred percent there
would be still cost but a test no complete
reliability it would be necessary to compute it
in financial terms as far as possible

55.  Closely related to economic factors
 ELTS operate more and more as business
operations which would sell its services to
universities and other receiving institutions as
well as candidates
 For example
 ELTS was developed if the government
has money
for the monitoring of overseas students

56.  Integrated program
 Its an additional aspect that emphasis in the
evaluation and the integration of the
proficiency test.
 The evaluation of IELTS made clear that a one
off-proficiency
test.
 this type of integrated program needs
resources and these it was difficult to argue for
in a climate of reduced resources

57.  Non specialist component of IELTS was that the
proficiency test should be in target language use in
the community
 That a student coped easily with English
communication in life in formal or non formal
uses.
 ELTS is meant to represent the language.
 A spoken test also important part of ELTS
 Related to phonetic system
 For example
[speaking and listening]
 students own speaking has been measured

58.  The whole revolves around language teaching
and language learning
 Problems also discussed in these field..
 Optimum age problem
 The validity of a large-scale English language
proficiency.
 Finally,
“the term of educational linguistics seen as
a reduced version of applied linguistics”’.