应用语言学是一门独立的新兴交叉学科，自20世纪40年代以来，得到了迅猛的发展，如今已经是语言学研究中的一个热门领域。《应用语言学高级教程（第2版）/高等院校英语语言文学专业研究生系列教材（修订版）》简要回顾了应用语言学的发展历程，详细讲解了这一学科的基本概念，厘清了应用语言学的含义，并分章节介绍了本学科与其他语言学分支学科之间的联系。第2版在前一版的基础上，增添了近年来应用语言学领域的最新研究成果，全面反映了本学科的研究动态。
《应用语言学高级教程（第2版）/高等院校英语语言文学专业研究生系列教材（修订版）》是我国首套英语语言文学专业研究生教材，强调科学性、系统性、规范性、先进性和实用性，力求体现理论与应用相结合，介绍与研究相结合，史与论相结合，原创与引进相结合，全面融会贯通。每一种教材都能够反映出该研究领域的新理论、新方法和新成果。《应用语言学高级教程（第2版）/高等院校英语语言文学专业研究生系列教材（修订版）》涵盖了语言学、语言教学、文学理论、原著选读等领域，可作为我国英语语言文学专业研究生的主干教材，也适合对该领域学术研究感兴趣的学习者使用。
Chapter 1 Introduction
1.1 What Is Applied Linguistics?
1.2 Fields ofApplied Linguistics
1.3 Summary
Chapter 2 Development of Applied Linguistics
2.1 A BriefHistory of Applied Linguistics
2.2 Changes in Applied Linguistic Practice
2.3 Applied Linguistics in China
2.4 Somejournals of Applied Linguistics
2.5 Summary
Chapter 3 Applied Linguistics and Language
3.1 What Is Language?
3.2 Why Do We Study Language?
3.3 A General View of Language and Individual Languages
3.4 Identities ofLanguage
Chapter 1 Introduction
1.1 What Is Applied Linguistics?
1.2 Fields ofApplied Linguistics
1.3 Summary
Chapter 2 Development of Applied Linguistics
2.1 A BriefHistory of Applied Linguistics
2.2 Changes in Applied Linguistic Practice
2.3 Applied Linguistics in China
2.4 Somejournals of Applied Linguistics
2.5 Summary
Chapter 3 Applied Linguistics and Language
3.1 What Is Language?
3.2 Why Do We Study Language?
3.3 A General View of Language and Individual Languages
3.4 Identities ofLanguage
3.5 Summary
Chapter 4 Applied Linguistics and Linguistics
4.1 Sub-fields ofLinguistics
4.2 What Do We Study in Linguistics?
4.3 Is Linguistics Applied?
4.4 Relationship between Applied Linguistics and Linguistics
4.5 Summary
Chapter 5 Applied Linguistics and Language Learning
5.1 Language Problems and Applied Linguistics
5.2 Methodology ofApplied Linguistics
5.3 Multimedia Learning
5.4 Cooperative/Collaborative Learning
5.5 Learning to Communicate through Communication
5.6 Summary
Chapter 6 Applied Linguistics and Psycholinguistics
6.1 What is Psycholinguistics?
6.2 A Brief History of Psycholinguistics
6.3 Fields of Psycholinguistics
6.4 Relationship between Psycholinguistics and Applied Linguistics
6.5 Key Issues in the Multilingual Processing
6.6 Summary
Chapter 7 Applied Linguistics and Sociolinguistics
7.1 What is Sociolinguistics?
7.2 Origin and Rise of Sociolinguistics
7.3 Sociolinguistics and Second Language Acquisition
7.4 Sociolinguistics and Second Language Teaching
7.5 What is the Relationship between Applied Linguistics and Sociolinguistics?
7.6 Summary
Chapter 8 Applied Linguistics and Corpus Linguistics
8.1 Basics ofCorpus Linguistics
8.2 Basics ofAnalyzing a Corpus
8.3 Phraseology
8.4 Applications of Corpora in Applied Linguistics
8.5 Summary
Chapter 9 Applied Linguistics and Second Language Acquisition
9.1 Second Language and Foreign Language
9.2 Second Language Acquisition
9.3 Brief History of Second Language Acquisition
9.4 Applied SLA and SLAApplied
9.5 Relationship between Applied Linguistics and Second Language Acquisition
9.6 Summary
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Chapter 10 Theories of Second Language Acquisition
Chapter 11 What Makes a Good Second Language Learner?
Chapter 12 L2 Learner L2
Chapter 13 FL Teachers and FL Teaching Research
References
It is often pointed out that Chomsky， in a talk at a teachers' conference in 1965， expressed his own skepticism about the relevance of linguistics for language teaching （and by implication the validity of applied linguistics）， and his remarks are frequently cited， with. some glee， as ifthey settled the question once and for all. But Chomsky， as a linguist， has no authority to pronounce on the matter， and right at the beginning of his talk he makes his position quite plain: "I should like to make it clear from the outset that I am participating in this conference not as an expert on any aspect ofthe teaching of languages， but rather as someone whose primary concern is with the structure of language and， more generally the nature of cognitive processes." （Chomsky， 1966） And later in his talk we find the following disavowal:"It is possible-even likely - that principles of psychology and linguistics， and research in these disciplines， may supply insights useful to the language teacher. But this must be demonstrated， and cannot be presumed. It is the language teacher himself who must validate or refute any specific proposal. There is very little in psychology or linguistics that he can accept on faith." （Chomsky， 1966）
As we have seen， not all linguists would be so cautious and deferential. Some would assume usefulness without further ado and presume to propose precepts for teachers based on linguistic authority. One might， of course， retort that what Chomsky says applies to his linguistics， linguistics only of the possible， an idealized， armchair abstraction， which everybody knows， is useless because it does not describe use. With linguistic description that deals with attested reality， the situation is different. "But how is it different? To begin with， a moment's reflection will reveal that Chomsky's linguistics was not useless at all. It has an enormous influence on how people are concerned with pedagogic thought about language. His insights effectively led to a fundamental reconceptualization of the nature of the language learning process， and consequently of how language was to be defined as a subject. It was Chomsky who challenged the orthodox pedagogic view of the time that learning was a matter of habit formation to be induced by pattern practice and structural drill whereby learners were constrained into conformity. He made us conceive of learning in a totally different way， as an essentially cognitive and creative process in which there was room for learner initiative. This reorientation， in turn， led to a revision of the concept of error and a radical reappraisal of teacher and learner roles.
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