Mega Fariziah Nur Humairoh

21502073005
Applied Linguistics

Summary Chapter 1
Applying linguistics: disciplines, theories, models, descriptions
This chapter discusses about applying linguistics in general. The writer discussed the belief
which linguistics can help us to overcome the problems related to language in many sides.
Applied linguistics offers potential solution to the outside or real world. The writer spoke that
applied linguistics within academic community leads to be suspicion between the learners
and language teachers. Some professionals might solve their wide-ranging problems by
applied linguistics, such as. A speech therapists, an English teacher, an expert witness in a
criminal case, and so on.
One of the experts spoke that the main problem of applied linguistics is the feeling that
applied linguistic research does not address the practical needs of teachers. But, becoming
more sensitive to the needs of language teachers can be only as a half solution of that
problem for applied linguists or theoreticians.
In this chapter, the writer tried to discuss about two different language teaching problems and
how they may be solved. Two examples of language teaching problems are about grammar
and lexicography. The writer also gives the problem solving of both problems briefly.
All in all, the final point of this chapter talks about applied linguistics in general and also
some language teaching problems and the ways they are solved.

Mega Fariziah Nur Humairoh

21502073005
Applied Linguistics

Summary Chapter 2
A Framework of Course Development Process
There are some framework components :
Need assessment
Need assessment deals with finding out what the learners know and
can do and what they need to learn or do so that the course can
bridge the gap.
There are two kinds of need: objective (empirical needs) and
subjective (persive) needs.
There are some purposes of need assessment:
To get more objective or empirical needs.
To help a teacher to make choices as to what to teach and how
to teach based on students need.
To gather information about students need.
To find out what learners know and can do what they need to
learn.
To make sure any actions the teacher eventually takes are in
line with nees that are expressed bu the learners.
Steps of need assessment depend on ones context:
1. The planning stage; in stage
2. The teaching stage
3. The re-planning stage, if one determines that the assessment must
be modified in some way.
To conduct a needs assessment, teachers use a variety of methods as
like questionnaire, test and interview.
Determining goals and objectives
Goals are general statement of the overall, long-term purposes of the
course.
Objectives express the specific ways in which the goals will be
achieved.
We set the goals and objective because it provides a sense of
direction and a coherent framework for the teacher in planning the
course.
Conceptualizing content
It is figuring out which aspects of language and language learning
that will include, emphasize, and integrate in course.

 The traditional way of conceptualizing content, which many

teachers have experienced in their own learning of language, is as
grammar structures, sentence patterns, and vocabulary.
Selecting and developing materials and activities
Two of the most important are their effectiveness in achieving the
purpose of the course and their appropriateness for the students
and the teacher.
Appropriateness includes students comfort and familiarity with the
material, language level, interests as part of their course design.
Feasibility and availability are also important to consider.
Developing material require time before, during ,and after the
course-for preparing, using , and modifying them, respectively.
Eventually, all materials are adapted or modified in some way. Even
materials that have been developed by teacher for specific courses
will be modified over time.
Organization of content and activities
Two general, complementary principles of sequencing are building and
recycling. In deciding how to sequence material, one considers building from
the simple to the complex, from more concrete to more open ended or so
that unit or activity A prepares students for unit or activity B).
Evaluation
Evaluation means; evaluation within the course, assessing students
proficiency, progress, or achievement.

Consideration of resources and constraints

Resources and constraints are two ways of looking at the same thing. A
requires course book may be a constraint for one teacher and a source for
another. Teacher should teach courses not in the abstract but in the concrete
of their constraint and resources.

Mega Fariziah Nur Humairoh

21502073005
Applied Linguistics

Summary Chapter 3
Scaffolding Instruction for English Language Learners: A Conceptual Framework.

Scaffolding: to help or to guide students when it is needed only.

Teachers role in scaffolding : facilitating and guiding.
The principles of scaffolding:
1. Fully guided task
2. Partly guided task
3. Partly free task
4. Fully free task
SCT learning from a sociocultural perspective:
1. Learning precedes development.
2. Language is the main vehicle (tool) of thought.
3. Mediation is central to learning.
4. Social interaction is the basis of learning and development.
5. ZPD is the primary activity space in which learning occurs.