Applied Linguistics to Foreign Language Teaching and Learning

Bessie Dendrinos


The overall purpose of this course is to provide course participants with awareness, knowledge and skills related to the teaching and learning of languages, particularly to English as a foreign language inGreece as a member state of the European Union. Therefore, European language education policies and recommendations are taken into serious account. 

Course code: ENL6
Category: Αγγλικής Γλώσσας και Φιλολογίας » Προπτυχιακό
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Course Units

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  • What is linguistics?
  • What is the relation between linguistics and applied linguistics? How do they differ?
  • What is applied linguistics?
  • When did applied linguistics develop as an independent area of study?
  • What are the main areas of concern of applied linguistics?
  • What will this course focus on? How is this course organised?


  • What is a method?
  • What are the components of a method?
  • What is an approach?
  • Overview of most well known methods in language teaching.
  • Do methods help teachers?
  • Problems with methods.
  • Is there a super method?

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  • The formalist/structuralist trend (Bloomfield and structuralism/Chomsky and formalism).
  • How has the formalist/structural theory of language affected foreign language teaching practices.
  • The functionalist trend (Hymes, Halliday).
  • How has functionalism affected foreign language teaching practices.



  • What kinds of knowledge does a language user need to have in order to use the language effectively?
  • What is competence and performance?
  • What is communicative competence?
  • What is declarative and procedural knowledge?
  • Is competence related to performance?
  • What is participatory and official knowledge?
  • What is our starting point in language course design?


  • What is a curriculum?
  • What is a syllabus?
  • Defining characteristics of syllabi.
  • Organising principles of syllabi.
  • International perspectives on curriculum development and the Greek case.
  • The new Integrated Foreign Languages Curriculum.
  • Steps in designing a course.
  • Expressing objectives.
  • A priori and a posteriori syllabi.


  • The source of language learning theories.
  • Principles of Behaviourism.
  • Principles of Mentalism (Chomsky).
  • Principles of Cognitivism.
  • Principles of Constructivism.
  • Principles of Humanism.
  • Principles of Social Interactionism.
  • Comprehensible input and comprehensible output.


  • Variables affecting language learning (affective variables: motivation and attitudes, personality variables: Introversion/extroversion, tolerance of ambiguity, inhibition/risk taking, cognitive variables: learning styles, intelligence, learning strategies).
  • Learner autonomy.



  • The main principles of the communicative approach (background, goals, differences with the audiolingual method, structure of the lesson, principles of communicative activities, criticisms).
  • The main principles of task based language teaching (background, task, underlying principles, the task based lesson).
  • The main principles of the intercultural approach.


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