Linguistics is the scientific study of language, divided into theoretical and applied fields. Theoretical linguistics includes phonetics, phonology, morphology, syntax, semantics, and pragmatics. Applied linguistics applies linguistic theories to solve practical problems and is interdisciplinary, drawing from fields like psychology and education. It is concerned with language teaching, learning, and use. Key areas include second language acquisition, teaching methodology, assessment, translation, and forensic linguistics. Applied linguists use theories but are consumers not producers of theories.

1. Linguistics and applied linguistics

2. What is linguistics ?
It’s the scientific study of language

3. Linguistics as a field divided
into
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Theoretical linguistics
Applied linguistics
Descriptive linguistics
Historical linguistics
Geographical linguistics
Comparative linguistics

4. Theoretical Linguistics
Phonetics and Phonology
Morphology and Syntax
Semantics and pragmatics

5.  Phonetics: the study of the physical properties of
sounds of human language.
 Phonology: the study of sounds as discrete, abstract
elements in the speaker's mind that distinguish
meaning.
 Morphology: the study of internal structures of
words and how they can be modified.
 Syntax: the study of how words combine to form
grammatical sentences .
 Semantics: the study of the meaning of words.
 Pragmatics: the study of meaning in contex.

6. What is applied linguistics?
 “Applied linguistics is simply the process of
formulating possible solutions to specific problems
using linguistic theory” Politzer (1972).
 “Applied linguistics is an interdisciplinary area, a
combination of linguistics with psychology, pedagogy,
mathematics and so forth” Pap (1972).
 The application of linguistic knowledge to some object
is an activity. It’s not a theoretical study. It makes
use of the findings of theoretical studies. The applied
linguist is a consumer, or user, not a producer of
theories. Corder (1973).

7. Applied Linguistics
 It’s a subarea of linguistics which is
concerned with the applications of linguistic
principles or theories to certain practical
matters.
 It’s a interdisciplinary field of study which
investigates and offers solutions to
language-related problems.
 It describe how language is used, learned
and taught.

8. Applied linguistics and language
teaching
 Theories about the nature of human
language are not restricted to language
teacher.
 It would be a mistake to associate applied
linguistics exclusively with language
teaching.
 Other people who are engaged in practical
activities which involve language in a
central role for whom a knowledge of its
nature could be of use in dealing with
problems which arise in their work:

9. Applied linguistics and Language
Teaching
 Speech therapist, literary critic,
communications engineer, for
example.
 We do not uniquely associate applied
linguistics with any single one of
these activities. Whilst applied
linguistics and language teaching may
be closely associated, they are not
one and the same activity. (Corder)

10. Applied linguistics and Language
Teaching
 The application of linguistic knowledge to
some object—or applied linguistics, as its
name implies—is an activity.
 It is not a theoretical study. It makes use
of the findings of theoretical studies.
 The applied linguist is a consumer, or user,
not a producer, of theories. If we use the
term 'theory' as it is used in science, then
there is no such thing as a 'theory of
language teaching' or a 'theory of speech
therapy' or a 'theory of literary criticism'.

11. Applied linguistics and Language
Teaching
 Language teaching is also an activity, but teaching
language is not the same activity as applied
linguistics.
 However, if we interpret language teaching in the
very broadest sense, to include all the planning and
decision-making which takes place outside the
classroom, then there may be an element of
applied linguistics in all language teaching.
 Just as there may be an element of applied
linguistics in all speech therapy or all literary
criticism.

12. Language Teaching operation
Political:whether,what L, whom to teach
Linguistic,
:
what to teach, when to
Sociolinguistic: teach,how much to teach
Psycholinguistic: how students learn
Pedagogic
:motivation, attitudes

13. The linguistic contribution in language
teaching and learning
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I am frankly, rather sceptical about the significance, for the
teaching of languages, of such insights and understanding as
have been attained in linguistics and psychology… it’s difficult
to believe that either linguistics or psychology has achieved a
level of theoretical understanding that might enable it to
support a technology of language teaching. (Chomsky
1966b;p.43)
Teachers, in particular, have a responsibility to make sure (the
linguists’) ideas and proposals are evaluated on their merits
and not passively accepted on grounds of authority, real or
presumed. The field of language teaching is no exception. It’s
possible-even likely- that principles of psychology and
linguistics and research in these disciplines, may supply sueful
insights to the language teacher. But this must be
demonstrated and cannot be presumed. It is the language
teacher himself who must validate or refute any specific
proposal. (P.45).

14. Competence and performance
 Chomsky claimed that the objectives of the
linguistic study of language have always implicitly
been the characterization of the internalized code
or set of rules used by a speaker-hearer when he
uses his language, and not a description of the
utterance produced by speakers of a language.
 Linguists don’t study what people do when they
speak and understand language, but seek rather to
discover the rules underlying this performance. This
is what Chomsky calls “Competence”.
 Performance is the actual use of knowledge in
utterances.

15. Competence and performance
 competence involves “knowing” the
language and performance involves
“doing” something with the language.
 Is it important to know the
difference?
 How can we apply them to the
Classroom ?

16. The Main subfields of applied
linguistics
 Language Acquisition
 Teaching and learning foreign
languages
 Improving teaching methodology
 Improving syllabuses
 Language assessment: the assessment
and evaluation of language achievement
and proficiency, both in first and additional
languages, and for both general and
specific purposes.

17. The Main subfields of applied
linguistics
 Translation and interpretation: the issues of
equivalence between SL and TL, and the practices of
translating written text and interpreting spoken
language.
 Machine translation
 Lexicography: methods and techniques for creating
dictionaries.
 Forensic linguistics : how linguistic knowledge is used
in crime investigation and finding evidence
 Psycholinguistics: the study of the psychological
factors which can enable students to acquire and
understand the language well.

18. The Main subfields of applied
linguistics
 Literary stylistics: the study of the
relationship between linguistic choices and
effects in literature.
 Critical Discourse Analysis: the study of
the relationship between linguistic choices
and effects in persuasive uses of language,
of how these indoctrinate or manipulate
(for example, in marketing and politics),
and the counteracting of this through
analysis.

19. References
 S. pit corder(1973),Introducing
applied linguistics, Hazeli Watson &
Viney Ltd; Britain.
 Chomsky, N. (1966b), linguistic
Theory,North East Conference on the
Teaching of Foreign languages.