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Edited by Norbert Schmitt and Michael P.H. Rodgers, this third edition published by Routledge in 2020 provides a comprehensive overview of applied linguistics and its development through the twentieth century.

The twentieth century was marked by significant changes in linguistic description and pedagogy, influenced by various educational movements.

Grammar-Translation Method:
Dominant method at the century's start, focusing on grammar rules and vocabulary translation.
Originally aimed to simplify language learning but grew pedantic, emphasizing accuracy and obscure grammar rules.
Concentrated on reading and writing, neglecting oral communication skills.
Direct Method:
Emerged as a more communicative approach emphasizing listening and speaking.
Aimed to relate meaning directly to the target language, minimizing translation.
Required high proficiency from teachers, which was often not feasible.
Did not consider the differences between first language (L1) and second language (L2) acquisition.
Reading Method:
Developed by Michael West to enhance reading skills through better vocabulary management, replacing infrequent words with more familiar ones.
Led to the creation of the General Service List, identifying essential vocabulary for effective communication.

During WWII, the need for conversational fluency led to the development of the Audiolingual Method based on behaviorist principles, emphasizing pronunciation, oral drills, and memorization.
Chomsky's critique (1959) challenged the behaviorist view, introducing the concept of Universal Grammar—innate language rules that children apply in learning languages.
Communicative Competence (Hymes, 1972):
Highlighted the importance of context in language use, shifting focus from mere grammatical correctness to appropriateness in communication.

Development of a more communicative type of pedagogy in the mid-1970s, emphasizing needs analysis and functional language use.
A Council of Europe project led to a notional-functional syllabus focused on language functions such as seeking information, expressing attitudes, and socializing.
Krashen’s Monitor Theory (1982) emphasized the importance of comprehensible input and meaningful communication in language acquisition.
The emergence of Communicative Language Teaching (CLT) shifted lesson focus from grammatical accuracy to meaningful interaction and fluency.

Traditional testing criteria: validity, reliability, and practicality.
Messick (1989) argued that assessment validity should also consider the context and stakeholders involved, promoting a more comprehensive understanding of testing impacts.
Rise of alternative assessments such as portfolios and self-assessments reflecting individual learning paths.

The development of personal computers revolutionized language learning through Computer-Assisted Language Learning (CALL).
Technology facilitated interactive learning and access to large language databases, or corpora, enriching linguistics research and pedagogy.
Corpora provided insights into language patterns, impacting lexicography and enabling descriptive grammars.

The evolution of applied linguistics reflects ongoing changes in teaching methodologies, assessment strategies, and the integration of technology. The insights gained from various approaches continue to shape practices and theories in the field, suggesting a dynamic and ever-evolving discipline.