Applied Linguistics And English Language Teaching

Middle-East Journal of Scientific Research 15 (8): 1140-1146, 2013
ISSN 1990-9233
© IDOSI Publications, 2013
DOI: 10.5829/idosi.mejsr.2013.15.8.11238
Corresponding Author: Ali Akbar Khansir, Bushehr University of Medical Sciences and Health Services, Iran.
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Applied Linguistics and English Language Teaching
Ali Akbar Khansir
Bushehr University of Medical Sciences and Health Services, Iran
Abstract: The aim of the present investigation is to examine applied linguistics and english language teaching.
Many resent researches concerned with applied linguistics have led to a phenomenon to resolve language
problems in general and in particular english language. In general, language phenomenon is complex. Finegan
and Besiner defined language as a finite system of elements and principles that make it possible for speakers
to construct sentences to do particular communicative jobs. Brumfit, defined applied linguistics such as “the
theoretical and empirical investigation of real- world problems in which language is a central issue.” Grabe used
the term of applied linguistics as an emerging discipline. This paper gives special emphasis to the influence of
applied linguistics on english language and discusses the relation between linguistics and language teaching.
Key words: Applied linguistics Linguistics Language English Language Teaching
INTRODUCTION communication that can be identified, analysed or solved
The history of English Language Teaching is
linked with developments in many fields and especially
with linguistics, applied linguistics, the psychology of
learning and education. Titone [1] emphasized that there
have been two basic positions held in English language
teaching : a ) Form-focused teaching which emphasizes
the teaching of the rules of grammar, structures, the
development of vocabulary and the sounds of language;
b) Meaning–focused teaching which emphasizes
language use, communication or fluency and appropriacy
of expression in different situations. Language teaching
came into existence as a profession in the twentieth
century. Its foundation was developed during the early
part of the twentieth century, as applied linguists focus
on the fields of linguistics and psychology to support
what was thought to be a more effective teaching
methodology. Language teaching in the twentieth century
was characterized by frequent changes, innovations
and development of language teaching ideologies [2].
Corder [3] argued that applied linguistics was a collection
of applications of linguistics at various levels to the determine precisely the constrains, or laws if you will,
language teaching operation, albeit of linguistics in a
broad sense. Cook and Wei [4] mentioned that applied
linguistics is an interdisciplinary field of research and
practice dealing with practical problems of language and
by applying available theories, methods or results of
Linguistics or by developing new theoretical and
methodological frameworks in linguistics to work on
these problems’. Varshney [5] defined applied linguistics
as the collective term for the various applications of
linguistic (and phonetic) scholarship to related practical
fields-foreign language teaching, lexicography,
translation, speech pathology and therapy, error analysis,
etc. Applied linguistics in the widest sense, therefore,
borders on other disciplines, for example, sociology,
anthropology, psychology, biology, computational
linguistics, stylistics, etc. The speech therapist, the
literary critic, the translator, the communication engineer,
the language teacher, the syllabus framer, the educational
planner, the text book writer, the dictionary maker have
found linguistics useful for their work. “Applied
linguistics is a consumer, or user, not a producer of
theories” [5]. As a field of study it is about more than 60
years old.
Rosenbaum [6] mentioned that the object of
linguistic research has two fold, first of them, is to
which govern the form of the constructs employed in the
linguistic descriptions which best characterize the varied
instances of human linguistic ability; the second is to
determine the particular instances of the descriptive

Middle-East J. Sci. Res., 15 (8): 1140-1146, 2013
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constructs within an arbitrary language. Finally, the by Contrastive Analysis are not always because of
purpose of linguistics is to deal with the problem of mother tongue interference; it is not enough to predict
language teaching and to describe the best way of mistakes, what is needed is their correction; applications
instances of human linguistic ability. of different descriptions are so superficial and incomplete
Today, English language is used as a world language and misleading that there is a multiplicity of terms and
around world; it is used as language in international approaches in linguistics; and the most of linguistically
business, science and medicine. Even in countries where approved grammars are difficult to follow. Halliday,
English is not first language, a number of English words McIntosh and Steevens [9] mentioned that the relevance
are used. According to this idea, Kainth and Arora [7] of linguistics to second language teaching is very useful.
argued that “of all the different languages, English, as a The concepts of linguistics are always concerned with as
global/international language or a Lingua franca, is widely major components of language teaching and useful for
used in communication between people and countries. the language teacher. The concepts are such as langue,
The English language has spread and developed parole, competence, performance, etc. In other words,
globally, which is a fact that cannot be ignored. It has Corder [10] pointed that teacher can not teach a language
become a potent tool of socio- cultural and knowledge by any of current techniques without linguistics
exchange as well as an affective soft skill of enviable knowledge and that he does make constant use of what
market value”. In addition, explaining of English as a are bascally linguistic concepts in this teaching.”
world language among the different languages around Halliday,, McIntosh and Steevens [9] argued that the role
world, introduce it as foreign or second, even official of linguistics and phonetics in language teaching is not
language mainly in countries. The countries have decided to tell the teacher how to teach. The teacher of the
to introduce teaching of English right from the elementary language is as much a specialist in the field as the linguist
level (primary school) to advance level (university) and it is in his and will remain so. He is not teaching linguistics.
has played a crucial role in higher education of the But he is teaching something which is the object of the
countries. The researcher believed that teaching of study of linguistics and is described by linguistic method.
English language develops learners’ ability to enhance Teacher of language has received the knowledge of
their international communication and improve their linguistic theory to teach language. Linguistics has been
cultural quality so as to meet the needs of their country’s used as one of the disciplines which contribute to the
social development and international exchanges. theory of language teaching. The knowledge of linguistic
Language Teaching and Linguistics: The researcher has teacher. Wilkins [11] pointed out that linguistics can be
to investigate the relation between linguistics and more directly applied in language teaching, such as in the
language teaching in this paper, because they are two teaching programme and in the preparation of the
major important subjects are related to the study of teaching material of all kinds that can be used in the
Applied Linguistics. The history of linguistics has been classroom. McIntyre [12] considered the Chomsky’s view
as a subject is related to language teaching came to the of the scope of linguistic theory: Chomsky regards the
end of the Second World War, the relation of linguistics grammar of a language not only as something which will
has been generated as a subject to second language enable us to specify those rules a grasp of which
teaching. They have been seen as two different constitutes competence in a native speaker. He also
disciplines. According Varshney [5] Linguistics is science believes that a linguistic theory which can specify an
whereas language teaching is called as an art. The objects adequate grammar will furnish us with an explanation of
of the linguist and the language teacher are at great how the child acquires its large ability to use language
variance. What is elixir to the linguist may be poison to from the materials with which it is presented. An adequate
the language teacher. Many linguists had many different linguistic theory will tell us what those principles are
ideas about the relevance of linguistics to the teaching native to the human being and presumably embodied in
language such as Mackey [8] argued that the relevance the structure of the brain which make language
of linguistics to the teaching of English language as a acquisition possible and give to the language the
foreign language is not worthwhile. Meanwhile, he character it has. Today, teaching of language is not easy
believed that linguistic descriptions are not identical and and it is needed to provide materials and make methods
similar; the methods of the linguistic scientist as a teacher that the English teacher uses them to teach his/ her
are not necessarily the most effective; the errors predicted students. The materials and methods are needed to be
theory has been used as a device to help the language

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have done by researchers in many fields, especially In addition, when a dog sees a piece of meat (stimulus),
linguistics, psychology computational linguistics and it salivates (response). According to psychologists of
stylistics, etc. According to Boey [13] the language the behaviourist school, the process of language
teaching profession today has become more and more teaching can be explained in terms of conditions.
complex and it has three main strands: 1) Theoretical In addition, Conditioning is a process of shaping and
contributions from linguistics, psychology and social moulding of behaviour: desired behaviour is
theory. 2) Methodology and teaching techniques. 3) Aids induced and undesirable behaviour is extinguished.
and equipment. In addition, Bloomfield [14] undertook to Eapen [17] mentioned that the implications of the
use the knowledge of linguistics to analyze the language behaviourist model of language learning as follows:
to be taught and the result proved to be satisfactory.
He added that the only effective teacher should be the Language is learnt only through use, practice.
trained linguist working alongside the students, because The more the learner is exposed to the use of
language teachers often have an insufficient command of language the better the chances of learning it.
the language, only the trained linguists know how to The production of language depends on the
guide the students learning from native speakers and how situation which makes its use necessary.
to teach the forms of the language. Meng [15] argued that Language cannot be taught divorced from the
“language is an inherently complex system. It presents situation; the teacher has to introduce each new
some contradictions and oppositions. Both linguistics pattern of language in a meaningful situation.
and language teaching must consider these Producing the correct linguistic response to a
contradictions; otherwise they cannot provide a stimulus requires effort. If the learner is not called
satisfactory solution to the problems of language”. upon to make this effort there is no learning.
This paper can conclude that linguistics gives Producing the correct response also requires
contribution to the theory of language teaching and attention. Attention is bound to slacken after a time,
the language teacher should get knowledge of them. so prolonged practice is less useful than spaced
The language teacher should be master of linguistics practice.
knowledge is that he/she uses of the knowledge to teach The spoken language comes earlier than the written
his /her learners well. form. The receptive (passive) experience of language
The School of Language Teaching: In this paper, the begin.
basic schools of language teaching such as Learning takes place faster if the correct response
Behaviourism, Cognitivism and Constructivism are to a stimulus is immediately confirmed. The learner
related to psychology of learning will be explained. In must know at once if the effort made is right or
addition, linguistics and psychology are closely wrong.
intertwined, so both of them are necessary to discuss Learning is faster if the learner is placed in a situation
with each other. Linguistics and psychology has where s/he can produce only the correct response.
affected on Language teaching that is why, language Each incorrect response builds up a faulty behaviour
learning involves the individual learner, motivations pattern which interferes with the process of
for learning, memory etc. Meanwhile, language learning conditioning.
focuses on actual learning processes that take Every new item learnt must be reinforced by further
place in the minds of individuals. One of the school practice before further learning begins.
language teachings is Behaviourism. The basic theories
of the behaviourist school are on empirical evidence He added that most of the methods for teaching
obtained from experiments with living organisms and languages are based on these assumptions from
laboratory animals. Richards, et al [16] mentioned behaviourism and emphasize repeated, but spaced,
that “Behaviourism was an important influence on practice of language material in meaningful situations,
psychology, education and language teaching, in imitation of a given model, first orally and then
especially in the United States and was used by writing. Wilkins [11] argued that “most developments in
psychologists like Skinner, Osgood and Staats to foreign language teaching since the second world war
explain first language learning. The term behaviour is have been based on the assumption that language is a
to be interpreted in terms of stimulus and response. form of behaviour.”
is necessary before any productive (active) use can

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The second school of language teaching is available linguistic input and the importance of
“cognitivism”. Brown [18] argued that in the decade of social interaction in creating a new linguistic system”.
the 1960s, generative transformational linguistics emerged The constructivism theory can be mentioned that was
through the influence of Noam Chomsky and a number of coined by Piaget. Taber [21] examined the constructivism
his followers. Chomsky tried to show that human theory as follows:
language cannot be scrutinized simply in terms of
observable stimuli and responses or the volumes of raw Knowledge is actively constructed by the learner,
data gathered by filed linguists. The generative linguist not passively received from the outside. Learning is
was interested not only in describing language something done by the learner, not something that is
(achieving the level of descriptive adequacy ) but also in imposed on the learner.
arriving at an explanatory level of adequacy in the study Learners come to the learning situation (in science
of language, that is, “principled basis, independent of etc.) with existing ideas about many phenomena.
any particular language, for selection of the descriptively Some of these ideas are ad hoc and unstable; others
adequate grammar of each language ” [19]. According to are more deeply rooted and well developed.
this idea, he added that cognitive psychologists asserted Learner has their own individual ideas about the
that meaning, understanding and knowing were world, but there are also many similarities and
significant data for psychological study. They tried to common patterns in their ideas. Some of these ideas
discover psychological principles of organization and are socially and culturally accepted and shared and
functioning instead of focusing rather mechanistically they are often part of the language, supported by
on stimulus–response connections. In addition, metaphors etc. They also often function well as tools
“cognitive psychologists, like generative linguists, tried to understand many phenomena.
to discover underlying motivations and deeper structures These ideas are often at odds with accepted scientific
of human behavior by using a rational approach” [18]. ideas and some of them may be persistent and hard
Eapen [17] examined the stages in learning process based to change.
on the cognitivists as follows: Knowledge is represented in the brain as conceptual
The learner encountering a new situation recognises these in some detail.
it as a “problem” to be solved. Teaching has to take the learner's existing ideas
This problem is analysed and the learner tries to seriously if they want to change or challenge these.
identify the elements or components of the new Although knowledge in one sense is personal and
situation. individual, the learners construct their knowledge
The new situation is compared with those previously through their interaction with the physical world,
encountered, with the use of a mental “filing index” collaboratively in social settings and in a cultural and
system, in an attempt to find out if it is similar or linguistic environment. (The relative stress on such
different. factors account for the different 'versions' of
The comparison suggests a plan, or strategy, for constructivism earlier alluded to.)
dealing with the new situation. But the plan has to
be tested. Applied Linguistics: The history of applied linguistics
The plan is tried out; if it doesn’t work, it is has rooted in the United States in 1940 after the
abandoned and an alternative plan is evolved and establishment of the English Language Institute at the
tried. If the plan works, it is stored away in the filing University of Michigan. Among others, the term was
system for future use. used to label a course applying a so-called “scientific
In addition, Chomsky [20] demonstrated that this scholars who were associated with the applied linguistics,
brand of behaviourism at least is quite incapable of when this field was established were Charles Fries and
explaining our ability to learn and use our mother tongue. Robert Lado. Charles Fries initiated the study of
The last school of language teaching is discussed in contrastive linguistic in 1945. Contrastive analysis has
this paper, is Constructivism. Brown [18] defined that been commonly recognized as a branch of Applied
“constructivism is a school of thought that emphasizes Linguistic Science. Widdowson [22] argued that there is
both the learner’s role in constructing meaning out of no doubt that early applied linguistics was largely
structures and it is possible to model and describe
approach” to teaching foreign languages. The first

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associated with language teaching and learning, seeking he or she is aware that no one has a monopoly on the
to bridge the gap between the theoretical achievements of definitions and conduct of science, theory, language
linguistics and the reality of classroom pedagogical research and truth.”
practice. “The pedagogical preoccupation of applied Finally, it is important to note that a list of major
linguistics gradually gave way to a more extensive focus language-based problems that applied linguistics
by including more aspects of the academic study of addresses along with the details mentioned by Kaplan
language. Since the 1980s, the term has begun to be used [28] as follows:
to refer to any area of study that is language-related and
the growing diversity of the field may be noted. The trend Language learning problems (emergence, awareness,
is well illustrated by Brumfit’s definition [23]: “In addition rules, use, context, automaticity, attitudes, expertise)
to what has been traditionally regarded as applied Language teaching problems (resources, training,
linguistic territory-language education (first, second and practice, interaction, understanding, use, contexts,
foreign language teaching and learning) this definition inequalities, motivations, outcomes)
extends coverage to areas such as clinical and forensic Literacy problems (linguistic and learning issues)
linguistics, lexicography, critical linguistics and Language contact problems (language and culture)
translation theory and practice [24]. Language inequality problems (ethnicity, class,
The role of applied linguistics in language has been region, gender and age)
concerned with solving or at least ameliorating social Language policy and planning problems (status
problems involving language. The problems applied planning and corpus planning; ecology of language)
linguistics concerns itself with are likely to be: How can Language assessment problems (validity, reliability,
we teach languages better? How can we diagnose speech usability, responsibility)
pathologies better? How can we improve the training of Language use problems (dialects, registers, discourse
translators and interpreters? How can we write a valid communities, gate keeping situations, limited access
language examination? How can we evaluate a school to services)
bilingual problem? How can we determine the literacy Language and technology problems (learning,
levels of a whole population? How can we helpfully assessment, access and use)
discuss the language of a text? What advice can we offer Translation and interpretation problems (on-line,
a Ministry of Education on a proposal to introduce a new off-line, technology assisted)
medium of instruction? How can we compare the Language pathology problems (aphasias, dyslexia,
acquisition of a European and an Asia language? What physical disabilities).
advice should we give a defense lawyer on the
authenticity of a police transcript of an interview with a Applied Linguistics and English Language Teaching:
suspect? [25]. Howatt [26] mentioned that the role of
applied linguistics in language teaching is an honorable
role. He added that if there is one single source which
has been responsible for stimulating innovation and
activity in language teaching, it is applied linguistics. It
has not performed miracles, but as a focus of enquiry,
critical self-examination and new ideas, it has enriched the
profession at least as much as it has irritated it. Over the
years, applied linguistics has tried to investigate the real
world problems of language teaching and learning. From
this point of view, Van Lier [27] argued “I think that it is
the applied linguist, 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
human kind’s understanding of language, provided that
Applied linguistics is important for the English language
teaching and the relationship between English language
teaching and applied linguistics is not only interesting but
decisive. English language is taught as a second or
foreign language around the world to school children and
learner’s adults. English language has a special place in
the educational system of foreign countries and no doubt,
learning and teaching English requires English teacher
should be master the English language skills, from this
point of view, a knowledge of applied linguistics is
essential for English language teaching in general and
English teacher, in particular. Because, the most major
important role of applied linguistics in language is that
has been concerned with solving or at least ameliorating
social problems involving language. In other words, “in
the modern educational setting, the English teacher is
supposed to know linguistics or applied English
linguistics in order to prove himself as an effective

1145
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