Applied linguistics, like language teaching, is in a state of disarray. It has been caught in the turmoil associated with the downfall of the theoretical model and the rise of several others. It is no longer identified solely with language teaching, but has begun to explore the solution of language problems in nonformal educational settings and noneducational settings as well as in traditional educational settings. However, while applied linguistics has evolved in recent years, it suffers from the lack of a clear model for what it is doing. Applied linguistics needs to develop a theoretical paradigm offering a constructive view of language, against which to test hypotheses. After a period of deconstructivism, the discipline is entering a period of constructivism with the development of a new paradigm, much of whose content will come from current work in oral and written discourse analysis. The new paradigm will probably cause an even greater separation between applied and theoretical linguistics. Other elements promising to have a major influence include some of the work in language acquisition, the issue of literacy, the question of fluency versus accuracy, and analysis of language learners' needs. (MSE)