A SAMPLE COURSE PROCEDURE FOR APPLIED LINGUISTICS AND LANGUAGE TEACHING
DOI:
https://doi.org/10.18623/rvd.v23.5747Palavras-chave:
Language Acquisition, Applied Linguistics, Language TeachingResumo
Language acquisition is one of the main indicators of the development of an individual since this specific field is related both to the physical and mental development of a child. Language acquisition studies are signposts for the language teaching practices operating on the findings of linguistic research. In this respect, language teaching programs are expected to utilize the implications of FLA (First Language Acquisition) and SLA (Second Language Acquisition) and apply these findings. This study aims to introduce the classroom procedure of an applied linguistics course conducted at an Education Faculty. The syllabus of the course involves the application of linguistic research findings (e.g. critical age hypothesis) to classroom practice since the course is based on a past linguistic course conducted previously. The teacher candidates of the ITE program are asked to prepare classroom course presentations in one of the branches of linguistics. The presentation starts with a swift brushing of the linguistic theme to be studied aiming to revise the issue once more; it flows with a featured and designed classroom application of this specific theme in a language classroom through the presentation, practice and production stages; finally, it ends with the comments of the peers and the lecturer.
Referências
Bartels, N. (Ed.). (2004). Applied linguistics and language teacher education. Springer.
Cook, G. (2003). Applied linguistics. Oxford University Press.
Gomez Torres, N., & Márquez, O. M. (n.d.). Introduction to linguistics for language teaching. Sello Editorial Universidad del Tolima.
Hrehovčík, T. (2000). Secondary school English teachers and communicative language teaching. Seria Filologiczna, 113–121.
Li, C. (2025). A systematic review of the teaching–research nexus in language education. System. https://doi.org/10.1016/j.system.2025.103XXX
Meng, J. (2009). The relationship between linguistics and language teaching. Asian Social Science, 5(12).
Michel, M. (2023). Key concepts in applied linguistics: Task-based language teaching. ELIA, 23, 317–328. https://doi.org/10.12795/elia.2023.i23.10
Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge University Press.
Ortaçtepe Hart, D., & Aydınlı, J. (2023). Applied linguistics and language education research in Turkey: 2016–2022. Language Teaching, 56, 495–521. https://doi.org/10.1017/S0261444823000198
Schmitt, N. (2010). An introduction to applied linguistics (2nd ed.). Hodder Education.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004
Ur, P. (2012). A course in English language teaching (2nd ed.). Cambridge University Press.
Ur, P. (2014). Practice and research-based theory in English teacher development. The European Journal of Applied Linguistics and TEFL, 3(2), 143–156.
Widdowson, H. G. (1990). Aspects of language teaching. Oxford University Press.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Submeto (emos) o presente trabalho, texto original e inédito, de minha (nossa) autoria, à avaliação de Veredas do Direito - Revista de Direito, e concordo (amos) que os direitos autorais a ele referentes se tornem propriedade exclusiva da Revista Veredas, sendo vedada qualquer reprodução total ou parcial, em qualquer outra parte ou outro meio de divulgação impresso ou eletrônico, dissociado de Veredas do Direito, sem que a necessária e prévia autorização seja solicitada por escrito e obtida junto ao Editor-gerente. Declaro (amos) ainda que não existe conflito de interesse entre o tema abordado, o (s) autor (es) e empresas, instituições ou indivíduos.
Reconheço (Reconhecemos) ainda que Veredas está licenciada sob uma LICENÇA CREATIVE COMMONS:
Licença Creative Commons Attribution 3.0
