No one can deny the ultimate role of linguistics in ELT studies and it is one of the required courses offered in the ELT programs across the world, so is the case in our country. Therefore, this textbook has been planned, designed, and co-authored by a professional team of senior lecturers. It includes theoretical and practical aspects of linguistics in language teaching. It is our assumption that this textbook will help English language teachers to transfer their theoretical and practical ideas into practice. For this aim in mind this book has 11 Chapters as described below. In Chapter 1 Professor Demirezen focuses on the importance of phonetics in ELT studies. He mentions branches of phonetics, examining how speech sounds are produced, combined, described and represented by written symbols. In Chapter 2, he examines the role of phonology by focusing on the principles that govern ways in which speakers of any languages organize speech sounds to express meanings. In Chater 3 Dr. Öz discusses the contributions of morphology and its implications for English Language Teaching. Morphology is the study of the internal structure of words and the rules governing the formation of words in a language. An awareness of English morphology enables language teachers to help their learners understand how words enter a language, what they consist of, and how they are formed by combining prefixes, suffixes, and roots. This chapter first scrutinizes words and types of words to provide a general overview of the notion of words. Then, it introduces a variety of morphological issues such as the concept of morpheme, its types, the distinction between inflections and derivations, and exceptions in English morphology as well as morphs, allomorphs and the pronunciation of morphemes. The chapter later elaborates on word formation through derivation, which is by far the most common word formation process in the creation of new English words. Beyond this common process is the discussion of other word formation processes such as coinage, compounding, backformation, borrowing and conversion. Each of these and additional processes are examined and exemplified for students of English to develop their awareness. Finally, the last part looks at some morphological implications for English language teaching. In discussing implications for language teaching, particular attention is paid to recent research findings that focus on the explicit teaching of morphological awareness as metalinguistic ability. In Chapter 4 Dr. Gračanin-Yuksek refers to the role of Syntactic knowledge and its relevance to language teaching and learning. This chapter is a brief and incomplete introduction to the study of syntax. It begins with an introduction to the notion of a hierarchical structure, which by hypothesis underlies all utterances in any language, emphasizing the importance of structural relations that hold among the elements of a sentence over the linear relations that hold among them. The chapter presents three phenomena in language, which the syntactic theory provides an explanation for: binding, movement, and agreement. It is shown that all three phenomena seem to depend on the one hand on structural relations that hold among the elements in a structure and on the other, on economy (locality) considerations, which seem to be a major guiding principle in a syntactic computation. The fact that three unrelated phenomena are all subject to the same or very similar conditions is taken as vi an argument that there is a design in the language structure which seems not to be construction- or phenomenon-specific. Throughout the chapter references are made to theories of and studies in second language acquisition, bringing the reader’s attention to the fact that some of the errors observed in a language classroom become much clearer once their syntactic underpinnings are considered. In Chapter 5 Dr. Kırkıcı scrutinizes important branches of linguistics: Semantics and Meaning. It provides a basic introduction to the main aspects of semantics, the study of meaning. It starts with a discussion of the meaning of ‘meaning’ and introduces different types of meaning such as conceptual, connotative and social meaning. The chapter next focuses on lexical semantics and provides the reader with a short discussion on the distinctions among sense, reference and connotation, followed by an overview of relevant concepts as synonymy, antonymy, hyponymy, hypernymy, monosemy and polysemy. The chapter then goes beyond the word-level and introduces the basics of sentential semantics, discussing fundamental concepts like entailment, presupposition, paraphrase, ambiguity, contradiction and anomaly. Finally, the concept of argument structure is presented and frequently encountered thematic roles are discussed. In Chapter 6 Professor Gürel examines the contributions of Psycholinguistics to our profession ELT. This chapter provides a brief introduction to the field of psycholinguistics and a discussion about its implications for second/foreign language (L2) teaching. The major aim of the chapter is to familiarize graduate students and language teaching professionals with psycholinguistics. Psycholinguistics is a branch of linguistics, which is increasingly used to seek answers to questions relevant to second language acquisition/learning. Psycholinguistics can contribute greatly to the improvement of second language teaching methodologies and testing as it provides insights into how exactly language(s) is/are processed in the human mind. This chapter highlights some of the main issues in psycholinguistic research but it should not be read as a complete review of all the relevant literature. For a more complete treatment of the topic one may refer to Traxler (2011). In Chapter 7 Professor Haznedar states that language acquisition in young children has long been the subject of great interest in the literature. Indeed, the past several decades have witnessed significant advances in the study of child language, with an aim to unveil the linguistic and psychological nature of child grammars. From a cognitive and generative perspective, in particular, important steps have been taken in order to describe the acquisition of language and universal aspects of acquisition. This wave of intense research led to the rise of various models which have received considerable attention in recent studies. The primary aim of this review is two-fold: to describe the principal phenomena which characterize early stages of first language acquisition in normally-developing children, with special reference to phonological, lexical and morphosyntactic development; and to examine some of the major theoretical frameworks which have been used to explain the complex nature of language acquisition in children. In Chapter 8 Dr. Hişmanoğlu places heavy emphasis on the role of pragmatics and its implications for L2 classrooms. Pragmatic competence, the knowledge and the ability to use the language appropriately, is one of the main components of communicative competence. Pragmatic competence has often been disregarded in the field of foreign language learning an teaching. L2 learners may have a high level of grammatical competence; however, they may not have a high level of pragmatic competence. The aim of the present chap-vii ter is to explore the application of pragmatics in L2 teaching after establishing a theoretical framework about pragmatics and pragmatic competence. To put it differently, it presents the historical background of pragmatics, explains theories of pragmatics, components of pragmatics, the concept of pragmatic competence, and features of pragmatics and makes categorization of pragmatic knowledge. Additionally, it takes into account how to teach L2 pragmatics and presents some specific ways of increasing students’ pragmatic awareness via examples. Finally, the chapter ends with listing several implications for L2 classrooms. In Chapter 9 Dr. Korkut discusses sociolinguistics. The purpose of this chapter is to introduce the field of sociolinguistics for students of English in general. For this aim, basic tenets of sociolinguistics have been covered in this chapter. To start with, because we live in a society, the definition of speech community is given and some social factors and social dimensions have been explained why people use particular varieties for different purposes. Later on, not everyone uses the exact language in every society, thus different dialects exist within the societies and the reasons and types of these dialects have been listed. Also, the differences between vernacular languages and standard languages have been given in order to have a better insight into the different uses of a language in a society. In the following sections of the chapter, language contact has been analyzed. Because of various reasons, speakers of two or more languages may be mixed together in the same community or different communities. So, lingua franca, pidgin languages and Creole languages have been identified in order to cater for this purpose. Basically, in every society, men and women do not use exactly the same language and not everyone living in the same society speaks the same language based on their age differences. These have been studied under the titles of gender and age in this chapter. A single language is not used in a totally homogeneous manner within a single community, therefore various variations may exhibit and in the final part of the chapter, these variations have been dealt with. In Chapter 10 on Classroom Discourse Analysis Professor Bada and Kılıç define discourse as any form of language which is specific to a speech context and which contains extra-sentential properties. Therefore, discourse studies aim to discover the relationship between the form and function of utterances in specific contexts. In other words, discourse analysis is concerned with the study of the relationship between language and the contexts in which it is used. Classroom language, as a type of discourse, has some distinguishing features, of which teachers need to be aware. Teachers who are familiar with the dynamics of classroom interaction may better organize in-class activities and manipulate the language use in the classroom. With the above-mentioned purpose, the present chapter tries to explain what discourse is, how speakers employ speech acts and conversational maxims to create a discourse, how conversational analysis is used to decipher the organization of a discourse, what distinguishing features classroom discourse has, and how classroom interaction is defined and classified. In Chapter 11 Dr. Işık-Güler examines corpus linguistics and its implications for L2 classrooms. Language corpora have not only revolutionized linguistic research but also had an immediate impact on the way we plan and deliver language courses. Ever since its first inception, applied linguists and practitioners in the field of language learning/teaching have been working on ways to integrate corpus approaches to language research and classrooms. This chapter first sets the stage for corpus studies by outlining the intricacies involved in what counts as a corpus and the rise of Corpus Linguistics as a field of research delineating viii historical roots. Next, possible applications of corpus research findings to ELT are presented by introducing corpora readily available to teachers, learners and researchers in ELT such as generalized corpora (e.g. BNC, ANC, COCA), specialized corpora (e.g. MICASE/MICUSP, BASE/BAWE) and language learner and L2 language user (nonnative) corpora (e.g. VOICE). Next, most typical corpus software applications that can be used in L2 classrooms for retrieval, display and analysis purposes are discussed. The chapter closes with a discussion of current merits and future prospects of using corpora in ELT and ends with a call for research via corpus-based and corpus-driven methodologies not yet fully explored in language programs and teacher education programs in ELT. I would like to take this opportunity to thank all the contributors to this joint book.