INTRODUCTION

A complete survey with a detailed discussion of all the areas of Applied

Linguistics is impossible to achieve here in the present volume. According to Pter
Medgyes (1997) the discipline Applied Linguistics has got several interpretations.
Some specialists mean Language Pedagogy by Applied Linguistics, while others
integrate all new linguistic disciplines such as Psycholinguistics, Sociolinguistics,
Pragmatics, Computer Assisted Linguistics into the term. We confine ourselves to
certain areas of Language Pedagogy in this book so as to give a taste of language
teaching process to BA students so that they can get some motivation and
encouragement for teaching English as a foreign language and majoring as
language teachers on MA level. The aim mentioned above could be achieved in
two volumes. The first part of which contains the basic terms and definitions of
Language Teaching Methodology. The second volume will deal with concepts
such as language learning strategies, learning styles, the media and drama
techniques, etc.
The structure of the present first volume of Applied Linguistics for BA
students follows the traditional model of a book on methodology. Having given
the historical background of language teaching methods in the first two
chapters the authors follow the general model of a book on Language Pedagogy
taken all the principles of Communicative Approach into consideration.
According to Jen_ Brdos (2000) the basic model of language teaching
methodologies consists of the following five parts: WHO teaches WHOM, WHAT
and HOW, THROUGH WHAT TEACHING AIDS. In chapter 3 the participants of
learning process are in focus. Readers can learn about various teachers roles
and teaching styles in the first part. It answers the question WHO. Its second
part treats different learner types and learning styles to reflect on question
WHOM. Having treated classroom management problems we inform our
students about the nature of language teaching by presenting a language
teaching model consisting of input and output stages. According to the model
mentioned above developing students receptive and productive skills are in
focus. Still remaining with the question WHAT the book gives useful pieces of
information about the problems of presenting and practising vocabulary,
grammatical structures and developing students pronunciation. So as to follow
the model of communicative language teaching we want to arouse students
cultural awareness as well. To achieve our aims we include a chapter on culture
into this part. Following Professor Brdoss model the question HOW is to be
answered in chapters on planning, giving feedback and evaluation. The fifth
element of the model THROUGH WHICH is in focus in chapters on visual,
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audio-visual and digital aids, and in the one focusing on course-book
evaluation.
Our aim with the present work is to arouse BA students interest in Language
Pedagogy and motivate them to become English teachers. At MA courses they will
have plenty of chances to gain deeper knowledge in each area of Applied
Linguistics.


Applied Linguistics
(Drs. Ujang Efendy, M. Pd)

A. Aims

Upon the completion of this course the students are expected to
have a good understanding of the main issues in SLA and language
learning theories and their implications in L2 teaching and learning.

B. Teaching and Learning Activities

Teaching and learning activities will mainly involve lectures and
questions and answers (discussions). The first half of each of the
sessions will be used for discussions and the second for lectures. At the
end of every session the lecturer will give the students weekly
assignments (i.e. a number of questions related to the topic he has just
presented). Each student should answer the questions individually in
writing and be ready to participate in the discussion in the following
meeting.

D. Assessment

To assess the effectiveness of the learning process, the students are required
to: do weekly (minor) assignments (answer questions that are given at the
end of
every session): 20%
write a paper of 2500 3000 words of length on a topic relevant to
any of the issues covered in this course: 20%
sit mid-semester
test: 20% sit
semester test: 20%
participate actively in the class discussions: 20%

Penalty: 10% for late submission of major assignment and 50% for
minor assignment.
Late arrival: 5-10 minutes (0.3), 10-15 minutes (0.4), 15 - minutes
(0.5).

Major assignment

Write a paper of 2500 to 3000 words of length on a topic relevant to any of
the issues covered in this course. (Propose two or three topics/problems of
your particular interest. You may think of a classroom problem or a second
language learning problem or a second language teaching problem or a
syllabus/materials development problem and then solve the problem.
Alternatively, you may start from theories/research findings/learning
principles, etc. and then propose the application in the classroom or any
area in ESL/EFL).