Full name : Essaadia Ait Bih Professor: Darhour Hanane

N° aApogee:16009077

Essay about overview of applied

linguistic
Applied linguistic is on trying to resolve language-based
problems that people encounter in the real world, whether they be
learners, teachers, supervisors, academics, lawyers, service providers,
those who need a social services, test makers, policy developers,
dictionary makes, translators, or a whole range of clients. Applied
linguistic has got a several interpretation, some specialists mean
language pedagogy by applied linguistic, while other integrate all new
linguistic discipline such as psycholinguistic, sociolinguistic, pragmatic.
Applied linguistic focus more about how language is use and how
language is learn and how language is thought. There is a different
between linguistic and applied linguistic. Linguistic deals with the
scientific study of language whereas, applied linguistic deals with the
real life problems related to language. In this essay we will be dealing
with the history of applied linguistic and how applied linguistic
approaches first and second language acquisition, and learning theories
and contrastive analysis (L1VSL2).

The history of applied linguistic started when Generative

grammar was invented and developed by Noam Chomsky in 1928.
Applied linguistic started in 1950 as postgraduate qualification, and it
was founded first at university of Edinburgh school of applied linguistic,
then at center of applied linguistic in Washington .in the 1950, applied
linguistic was concerned itself with the principle and practices on the
basis of linguistic. In the 1960, however, applied linguistic was expanded
to include language assessment language. Language policy and second
language acquisition. As early 1970, applied language became a problem
driven field rather than theoretical linguistic, including the solution of
language related problem in real world. Moreover, in the United State,
applied linguistic, began narrowly as the application of insights from
structural linguistic first to teaching English in school and subsequence
to second and foreign language teaching. Finally, in the late 1960 applied
linguistic began to establish it’s own identity as interdisciplinary field of
linguistic concerned with the real-world problems related to language.
Full name : Essaadia Ait Bih Professor: Darhour Hanane
N° aApogee:16009077

First language acquisition does not require any conscious

effort; the acquisition process of the first language is subconscious.
Piaget’s theory describes and explains that changes that occur in
logically thinking at these ages. Piaget’s suggested that cognitive
development occurs following a series of stages maturation and
experience such as: Sensorimotor (from birth to two years), reoperation
stage (from two years to seven years) concrete operational stage (from
twelve to beyond). According to Vygotsky’s belief in the importance of
social influences especially instruction, on children’s cognitive
development he gives the concept of zone of proximal development. A
level that a child is able to do when there is support from interaction
with a more advanced interlocutor. A supportive interactive
environment enables children to advance to a higher level of knowledge
and performance than she\he would be able to do independently.

Second language acquisition has been and still the central

concern of the field of applied language. Many theories have grow
within this discipline in attempt to approach and explain the process of
language acquisition from various perspectives. One of the most leading
theories that that tried to provide a plausible explanation of how
children acquire the second language is behaviorism. This approach was
well influenced by the Skinner who viewed language behavior as the
production of correct response to stimulus through reinforcement. Thus,
encouraged by environment, children continue to imitate and and
practice these sounds and patters until they from the habits of correct
language use
Behaviorist theory in its turn was often linked to Contrastive Analysis
Hypothesis which claims that a person learning and second language
starts off with the habits formed in the first language and these habits
would interfere with the new ones needed for the second language.
Thus, Contrastive Analysis Hypothesis predicates that where there is
similarities between second language and target language, the learner
will acquire target language structure with ease, where there are
difference, the learner will have difficulty
Full name : Essaadia Ait Bih Professor: Darhour Hanane
N° aApogee:16009077

The linguist Stephen Krashen has attempted to distinguish

between acquisition and learning. The acquired system or acquisition is
the product of subconscious process very similar to process children
undergo when they acquire their first language. It requires meaningful
interaction in target language natural communication in which speakers
are concentrated not in form of their utterances, but in the
communicative act. The leaner system or leaning is the product of
formal instruction and it comprises a conscious process which results in
conscious knowledge about the language, for example knowledge of
grammar rules. The Monitor hypothesis explains the relationship
between acquisition and learning and defines the influence of the latter
on the former. The monitoring function is practical result of the learned
grammar. According to Krashen, the acquisition system is the utterance
initiator, while the learning system performs the role of the monitor or
the editor, the monitor acts in planning, editing and correcting function

The natural Order hypothesis suggested that the

acquisition of grammatical structures follows a natural order which is
predictable. For a given language, some grammatical structures tend to
be acquired early which other late. The Input hypothesis suggest that
learner improves and progresses when she/ he receive second language
Input that is one step beyond his or her current stage of linguistic
competence. For example, if a learner is at a stage `i`, then acquisition
takes place when he /she is exposed to comprehensible Input that
belongs to level ` I ‘+ 1. Finally, the Affective Filter hypothesis embodies
Krashen`s view that a number of effective variables play a, role in second
language acquisition. These variables include motivation, `self-
confidence` and anxiety. Krashen claims that learners with high
equipped for success in the second language acquisition. low
motivation, low self -esteem, and debilitating anxiety can combine to
raise the affective filter and form a mental block that prevents
comprehensible Input from being used for acquisition.
Full name : Essaadia Ait Bih Professor: Darhour Hanane
N° aApogee:16009077