-
1950
The term was commonly meant to reflect the insights of structural and functional linguists that could be applied directly to second language teaching and also in some cases to first language (L1). -
1960
The term continued to be associated with the application of linguistics to language teaching and related practical language issues
Corder, 1973
Halliday, McIntosh, and Strevens, 1964
Rivers, 1968 -
1970
Applied linguists became involved in matters of language assessment, language policies, and the new field of second language acquisition (SLA), focusing on learning, rather than on teaching, In this respect, applied linguistics began to emerge as a genuine language-centered problem-solving enterprise -
1980
Applied linguistics extended beyond language teaching and language learning problems to encompass linguistic assessment, language policy and planning, problems of language use in professional environments -
1980
• Increase in the importance of needs analysis and variable solutions in differing local contexts
• Reemergence of systemic and descriptive linguistics as resources for problem solving, particularly in North American contexts
• The recognition that no single discipline can provide all the tools and resources to address language-based real-world problems
• The need to recognize and apply a wide range of research tools and methodologies to address locally situated language problems -
1990
Applied linguistics has evolved still further during the 1990s and 2000s, breaking away from the common framing mechanisms of the 1980s. A parallel coevolution of linguistics itself needs to be commented upon to understand how and why linguistics, broadly defined, remains a core resource for applied linguistics. -
2000
Strengthening of teacher training by placing considerable emphasis on the notions of language awareness, attention and learning, "focus on forms" for language learning, dialogical interaction learning, teacher-student interaction patterns, task-based learning, learning based on content and teacher training. As a researcher through action research. -
2000 - 2005
Strengthen research addresses multilingualism and bilingual interaction in school, community, and work and in professional settings or policy issues at regional and national levels. Because the majority of people in the world are to some extent bilingual, and because this bilingualism is associated with the need to negotiate life situations with other cultural and language groups -
2005 - 2010
New resources and perspectives provided by neurolinguistics and brain studies associated with learning and using language were born. perhaps it is not an immediate concern of applied linguistics. However, significant advances in the relationships between brain functioning and language learning (including the development of literacy) suggest that neurolinguistic research perspectives may soon become too important to ignore.
