Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of figures; List of tables; Preface; 1. Introduction; 2. The informants; 2.1 Demarcation problems; 2.2 Representativeness; 2.3 Gender aspects; 2.4 Race; 2.5 Age; 2.6 Multilingual applied linguists?; 2.7 Educational background; 2.8 Affiliation with AL; 2.9 Influenced by ... ; 2.10 Influence on ... ; 2.11 Conclusion; 3. Defining AL; 3.1 An inclusive or exclusive definition?; 3.2 The autonomy of AL; 3.3 Unity, fragmentation or compartmentalization?; 3.4 AL and TESOL; 3.5 AL and AILA; 3.6 Conclusion; 4. The leaders
4.1 Criteria for leaders4.2 The list of leaders; 4.3 Portraits of the main leaders; 4.4 Conclusion; 5. Most important articles and books in AL; 5.1 Most important articles; 5.2 Most important books; 5.3 The role of publishers; 5.4 Conclusion; 6. Main trends I: theoretical and methodological aspects; 6.1 Theoretical aspects; 6.1.1 Linguistic theories; 6.1.2 Theory construction and Second Language Acquisition (SLA); 6.1.3 The relativist/rationalist debate; 6.1.4 The growth of Socio-Cultural Theory; 6.1.5 Foundational sources and reinventing the wheel; 6.1.6 Definition of concepts
6.2 Research methodology6.2.1 Research methods; 6.2.2 The impact of corpus linguistics; 6.2.3 Discourse analysis and conversational analysis; 6.2.4 Critical approaches; 6.2.5 Neurolinguistics and the neurobiology of language; 6.2.6 The role of technology; 6.2.7 Ethics in testing; 6.2.8 Meta-analyses and overview studies; 6.2.9 Other research populations; 6.2.10 International comparisons; 6.2.11 Generalizability; 6.3 Conclusion; 7. Trends II: psycholinguistic, sociolinguistic and educational aspects; 7.1 Psycholinguistic aspects: language and cognition
7.1.1 The role of input, output and interaction7.1.2 Transfer and cross-linguistic influence; 7.1.3 Language attrition and language loss; 7.1.4 Individual differences; 7.2 Sociolinguistic aspects: language in context; 7.2.1 Multilingualism and L3; 7.2.2 Language shift; 7.2.3 Language and identity; 7.2.4 The spread of English and English as a Lingua Franca (ELF); 7.2.5 Variation and variability; 7.2.6 Language policy; 7.2.7 The linguistic landscape; 7.3 Educational aspects; 7.3.1 Vocabulary acquisition; 7.3.2 Task-based language teaching (TBLT); 7.3.3 Teacher education; 7.4 Conclusion
8. Trends III: the dynamic turn8.1 Complex Dynamic Systems Theory (CDST); 8.2 CDST and multilingual processing; 8.3 Characteristics of CDST-based models of bilingual processing; 8.4 Code switching (CS) as language production; 8.4.1 Sources of triggering in code switching; 8.4.2 CS as a critical state; 8.5 The analysis of language variation; 8.6 Individual differences and CDST; 8.7 CDST and timescales; 8.8 Concluding remarks; 9. The citation game; 9.1 Data sources for citation analysis; 9.2 Using Hirsch's h-index; 9.3 Number of citations as an indicator
Summary
How has Applied Linguistics been defined and how has the field of Applied Linguistics developed over the last 30 years? Who were the leaders that pushed the agenda? What are the core publications in the field? Who are the authors that have been cited most and how is that related to leadership? What were the main themes in research? Why did formal linguistic theories lose so much ground and the interest in more socially oriented approaches grow? What has been the impact of Applied Linguistics on language teaching?Adopting a theme-based approach, this book answers these questions and more and fo
