1. What Is Applied Linguistics? Applied Linguistics is an interdisciplinary field studies real-world language problems.

Broadly, it is related to different fields, such as, psychology, education, sociology, computer science, linguistics, communication research, language and policy and etc. Schmitt (2002 defines it as !using what we "now about (a language (b how it is learned and # how it is used, in order to achie$e some purpose or sol$e some problem in the real world.! - Interdisciplinary field (HOW?) Because it is a $ery wide area of research, there ha$e been many branches or areas that ha$e been searched widely under AL field. %eferring bac" to the call for papers by American association of AL (AAAL (20&0 as they listed &' areas of AL. (hese branches can be listed as ( The scope of

AL))
Analysis of discourse and interaction assessment and e$aluation bilingual, and language minority education language and ideology language and learner characteristics language and technology language cognition and brain research (*sycho- and neurolinguistics language, culture and pragmatics language planning and policy reading and writing second and foreign language pedagogy SLA sociolinguistics te+t analysis translation and interpretation

other important areas of AL include) - &L education, - forensic Linguistics, literary Linguistics (the study of linguistics choices and effects in literature.

,owe$er, (he primary concern of applied linguistics has been second language ac-uisition theory, second language pedagogy and the interrelationship of both areas. 2. Linguistics Vs. Applied Linguistics Linguistics is the scientific study of language. .t endea$ours to answer the -uestion) what is language and how is represented in the mind/ So Linguistics focus on thought or theories with association with particular schools (0c1arthy, 200& . ,owe$er, AL is a problem-dri$en discipline, rather than a theory-dri$en one. .t is oriented to the solution of linguistic problems. 3. What does AL particularly study?
!(he urgent -uestion mar" against applied linguistics is this) 2ust what is its source, what e+actly is being applied/ .f the interpretation of applied linguistics is $ery narrow so that what is being applied is only linguistics, then because linguistics, li"e other theoretical disciplines, deals with idealisations, it appears to ha$e $ery little to say about the language-related problems in what we call the real world. .f applied linguistics is interpreted $ery broadly, then it must concern itself with e$erything to do with language. 3either position is tenable. Linguistics, it seems, must play an important role in applied linguistics but by no means the only role. Applied linguistics must also draw on psychology, sociology, education, measurement theory and so on. .t may be that we shall gain a clearer picture of the nature of applied linguistics if we turn our attention away from the source (what applied linguistics draws on to its target (what applied linguistics e-uips you to do . (he target clearly cannot be anything and e$erything to do with language. 1order4s solution (1order &567 was to focus on language teaching, widely interpreted and therefore including, for e+ample, speech therapy, translation and language planning. Such narrowing of the target still ma"es sense today, which is why most of the entries in the 8lossary of Applied Linguistics (9a$ies 200:a ha$e some connection with language teaching. 0y reasoning is that it remains true that many of those who study applied linguistics ha$e been and will continue to be in$ol$ed at some le$el in language teaching, which is, after all, the largest profession in$ol$ed in language studies. (his is not to say, once a language teacher always one) some, perhaps many, of those who engage with applied linguistics mo$e on to research, administration and so on. But in preparing the 8lossary . ha$e found it helpful to pro$ide myself with this constraint on what it is we claim as applied linguistics. .t!s true that AL deals with real-world problems in language. So to a$oid the danger of the ;science of e$erything4 position by targeting language

teaching, at the same time recognising that the world of language learning and teaching is not an artificial world but one that must engage e$ery day with real-world problems. (hese real-world problems in$ol$e success and failure, ability and disability, ethical, cultural and gender issues, technology and lac" of resources, the difficult and the simple, and the child and the adult.' (Alan a!ies" #$$%)

&. AL during the last century (Theories)

Language teaching came into its own as a profession in the twentieth century. (he whole foundation on contemporary language teaching was de$eloped during the early part of the twentieth century, as applied linguistic and others sought to de$elop principles and procedures for the design of teaching methods and materials, drawing on the de$eloping fields of linguistics and psychology to support a succession of proposals for the more effecti$e and theoretically sound teaching methods.

'(( )Language Teaching Theories* for

(TAIL'

+. What pro,le-s are related to language learning?

< Language teaching problems . Literacy problems) < Language contact problems (lang = culture < Language policy and planning problems < Language use problems < Language and technology problems < (ranslation and interpretation problems
.ocusing on our current course/

Language learning problems what is the impact of indi$idual differences between learners on language learning process/ how learner!s strategies and styles are related to the -uality and the speed of learning/ >hat is the relation between learner autonomy and language learning/ < Language teaching problems) language teachers! -uestions li"e) what is "nown about lanhuage learner!s L& thhat can interfere with L2 learning/ .s there an order

in which structures are best presented/ >hat is the best method for teaching $ocabulary/ does using technology ma"e L2 learning easier or faster/ < Language assessment problems) >hat do we "now about assessment and testing/ >hat has influenced approaches to language testing/ >hat should we "now about classroom assessment/ >hat characterised good assessment practice/ < Language pedagogy) what factors do we need to consider in writing language materials/ ,ow can we establish goals or ob2ecti$es/ >hat options are there in choosing a syllabus/ >hat procedures can be helpful in e$aluation courses/