10 The impact of applied linguistic
research on language learning and
teaching
In the early years of AL, the label was basically synonymous with language
teaching and this continues to be a major part of what goes on in AL. There
is probably not another topic on which views vary so much as on this
one. The wording in the questionnaire was:“To what extent has AL research
led to an improvement of language teaching and learning?”It is the question
the informants indicate they found most difficult to answer. The reactions
can globally be divided into six categories: I don’t know/no application of
research/research has a negative impact/no impact/some impact/considerable
to huge impact. Some impact may refer to some impact on different aspects
or to substantial impact on a limited set of aspects.
10.1 I don’t know
Several people answered that they do not know. Martin Bygate:
I feel totally unable to answer this question. I simply don’tknow.Ibelieve
that little has been done to investigate the impact of AL research on lan-
guage education, and this is one reason why reading research in thefield
gives little or no basis for assessing the impact of AL on language education.This is also more or less Karlfried Knapp’s perception:To what extent and how AL research has had a positive effect on language
education can hardly be assessed in general, given that education systems
vary considerably across nations and that in many countries, such systems
determine what and how much of new insights from AL may seep into
official language policies, curricula, teaching materials and teacher education.10.2 No application
Lydia White argues:“Researchfindings don’t necessarily have direct applica-
tions.”Along similar lines, Michael Sharwood Smith distinguishes research