An Introduction to Applied Linguistics

5 CONCLUSION
I have argued in this chapter that there appears to be a permanent tension in all
linguistic studies of language between a focus on stability and a focus on change. To
that end I have looked at three areas of common interest to both linguists and applied
linguists: language in situation, language and gender, and clinical linguistics. Linguists
and applied linguists work in all three areas and while their work can overlap (e.g.
developing assessment instruments for speech therapists, encouraging more inclusive
language to combat sexism in the area of language and gender) their orientation
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is janus-like, looking in opposite directions, with language change as the linguistic
agenda driving the linguist in search of evidence regarding linguistic theory, and
language stability, the providing of more efficient means of communication in the
society we live in now, motivating the applied linguist. 
In Chapter 4 I focus on the major role of applied linguistics in language teaching,
especially the teaching of second languages and therefore with language-teacher
education. This role is seen by some as being the proper concern of applied
linguistics.
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Chapter 4
Applied linguistics and language
learning/teaching
Homines dum docent, discunt.
(Even when they teach, men learn.)
(Seneca, 
Epistula Morales
, 7/8)
1 INTRODUCTION
In the last chapter I considered three areas of common interest to both linguists
and applied linguists and attempted to distinguish the purposes and procedures of
the two professions. I proposed that linguists and applied linguists typically look
in opposite directions, with language change as the linguistic agenda driving the
linguist in search of evidence regarding linguistic theory, while the applied linguist is
motivated by the providing of more efficient means of communication in the society
we live in. I turn next to the field of language teaching and learning: this is dominant
in applied linguistics, in the sense that more applied linguists specialise in this field
than in any other. There is a view, held by some linguists and applied linguists, that
language teaching and language-teacher education are the only proper concerns of
applied linguistics.
The chapter begins with a presentation of the arguments for and against confining
applied linguistics to a concern with second-language teaching and learning. Then
I take the examples of two ‘problems’ in the field, first the optimum age problem
(which we have already raised in Chapter 2) and second an investigation into the
validity of a large-scale English language proficiency test, the English Language
Testing Service (ELTS) test, the predecessor of IELTS (see below), and in particular
the construct used in the design of that test, that of English for specific purposes.
These two ‘problems’ are considered from the point of view of a number of relevant
factors, opening up a discussion on what it is that needs to be taken into account
when the applied linguist is faced with a problem in language education. Finally, I
consider the methodology used by the applied linguist in operating on a problem and
to that end I take as examples four areas of importance in language teaching, second
language acquisition, proficiency language testing, the teaching of languages for
specific purposes and curriculum design.
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