2.  Language Learning: A Journal of Applied Linguistics  A starting point from a British perspective

3.  Continued the exploration  Meant to reflect the insights of structural and functional linguists  The advancement of L1 literacy and language Arts

4.  Exploration continued  More advancement: the application of linguistics-to-language teaching  More on practical language issues such as language assessment, language policy, SLA, learning strategies.

5. Evolution began  Second Language Teaching (SLT) becomes dynamic  AL emerge as a genuine problem-solving enterprise

6.  Roles expanded  Discipline: Addresses real-world language-based problems (Kaplan, 1980)  More advancement: language assessment, SLA, literacy, multilingualism, language minority rights, language planning and policy, and teacher training

7.  Real contexts and need analysis (for inquiry and exploration)  Seen as functional and discourse based (Systemic and descriptive linguistics)  Innovations of new tools for research studies

8.  Exploration went beyond language teaching and language learning  Inclusions: language assessment, language policy and planning, language use in professional settings, translation, lexicography, multilingualism, language and technology, corpus linguistics.  More incorporation: psychology, education, anthropology, sociology, political science, policy studies, public administration, language studies…etc.

9.  AL as problem driven and real-world based rather than theory driven (Kaplan and Widdowson, 1992)

10.  1960s—Generative linguistics was the only way for understanding language form, expression, and acquisition (Rule-based system).  Norm Chomsky theories: Transformational, Government and Binding, and Minimalism

11.  Data and evidence  Competence Vs. performance  Notion of the idealized speaker  Default genetic exploration of language acquisition  Minimal interface with real-world use

12.  I think that it is the applied linguists, who works with language in the real world, who is most likely to have a realistic picture of what language is, and not the theoretical linguist, who sifts through several layers of idealization. Furthermore, it may well be the applied linguist who will most advance humankind’s understanding of language, provided that he or she is aware that no one has a monopoly on the definitions and conduct of science, theory, language research and truth.

13. 1. Instruction and Interaction (Pedagogy) 2. The role of critical studies 3. Language uses in academic, disciplinary and professional settings 4. Descriptive analysis of language in real settings 5. Multilingual orientation 6. Language testing and assessment 7. Roles of AL between RESEARCH AND PRACTICE

14.  Referred to p.7-8

15.  Referred to p. 8-9

16.  Referred to p.10

17.  Generative Linguistics  Functional Linguistics  Structural Linguistics  Systematic Linguistics  Corpus Linguistics  Curriculum  Language input  Authenticity  Task-based learning  Content-based learning  Theoretical linguistics  PragmaticsSociolinguisticsPsycholinguistics