Assumptions and Approaches of Linguistics

By Shaozhong Liu
Guangxi Normal University, China

3.6 Linguistics and FL teaching

Traditional Grammar in FL teaching
Structuralist linguistics in FL teaching
Transformational-Generative linguistics in FL teaching
Functional linguistics in FL teaching
Pragmatics in FL teaching
The theory of competence in FL teaching

3.6.1 Traditional Grammar in FL teaching

Traditional Grammar: word-oriented; parts of speech; elements of a sentence; prescriptivism; error analysis;
attitudes towards errors; contrastive analysis (CA)
The Grammar translation approach in FL teaching, syllabus design, textbooks, testing.
3.6.2 Structuralist linguistics in FL teaching

Structuralist linguistics: language as a system or chess board; relational structures unique to each language;
relationship between elements in one unit; linguistic assumptions and approaches: speech vs. writing,
language vs. parole
Teaching approaches such as the Direct Method, Audiolingualism, Situational language teaching, in FL
teaching, syllabus design, textbooks, testing.
3.6.3 Transformational-Generative linguistics in FL teaching

Transformational-Generative linguistics: language rules and structures are limited; LAD born with and ready
for use; UG and linguistic universals; LAD and UG inactivation and the transformability and regeneratability of limited rules and structures for communication; competence and performance
TGG in FL teaching: Teaching language skills versus teaching language performance; Communicative
language teaching: the concept and objective of communicative competence (=performance ability) in via
pair work, interaction, activity, etc. in FL teaching, syllabus design, textbooks, testing.
3.6.4 Functional linguistics in FL teaching
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Functional linguistics: Language is there to fulfill certain social functions; to learn a language is to learn or
develop ones knowledge about language functions and how to function how mean with a learned language.

Functional language teaching notion and approach in FL teaching, syllabus design, textbooks, testing.
3.6.5 Pragmatics in FL teaching

Pragmatics: caters for the speaker meaning in a dynamic context; via the examination of deixis, speech
act, conversations, conversation implicature, the CP hypothesis, the PP hypothesis, the RT hypothesis; by
means of context and inference

Scope of and approaches into pragmatics and their implications in FL teaching, syllabus design,
textbooks, testing: key points and main points of teaching; wastes in FL learning.

Task-based approach to FL teaching

3.6.6 The theory of competence in FL teaching

The theory of competence: linguistic competence (N. Chomsky), communicative competence (D.
Hymes), linguistic potential and actual linguistic behavior (M.A.K. Halliday), sociolinguistic competence
(R. Hudson, J. Holmes), pragmatic competence (G. Kasper, J. House, S. Blum-Kulka)

Implications: Three educational facings, Three represents, empowerment education

3.6.7 The nature of language and its implications to FL teaching

The definition of language and its implications to FL teaching

The design features and language and its implications to FL teaching

The functions of language and its implications to FL teaching

3.6.8 Relating linguistics to Chinas current teaching reforms

What to teach and what not to teach?

The concept of learning, teaching, English as L2, and Chinese as L1: Updated perspectives

The role-ship of textbooks, teachers, students, classrooms, schools in teaching and learning
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Task-based learning, inquisitive learning, versus grammar-oriented learning, etc.

Structuralism is a theory that seeks to explain broad subjects by looking at their

individual components and how they interact. This is particularly useful when
teaching English; many people learn English by applying individual elements,
such as grammar and vocabulary. Taking the structuralist approach to teaching
English will help you develop a methodology that can be applied to any
problem.
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The Theory

Structuralism views a thing as a complex system of interrelated parts. The

structural approach to English views the language as being divided into several
components; these components interact with each other and form the rules of
the language. Structuralist approaches to teaching English help students learn
through context. Theoretically, the students learn how to piece the parts of
English together into a more complete understanding of the language.

How it Applies

When you divide English into its basics, you reduce words into several
categories, such as nouns, verbs, adjectives, adverbs, prepositions and
particles. Every word falls into one of these basic categories. The words
individually have meanings which signify objects, actions and situations in the
real world. When combined into sentences, the meanings are unique and often
transcend the meanings of their components. Students learn a language by
using the parts and intuitively learning how they interact.

How to Use it

Apply the rules of language in practical ways. The audio-lingual approach

focuses on spoken language skills. Students speak English and receive positive
reinforcement when they speak correctly. Another structuralist method of
teaching English is grammar translation. Students are presented with a short
story or book chapter; they also receive a list of vocabulary words and
grammar rules used in that piece of written text. Students work their way
through the reading, learning the appropriate language with help and
explanations from the teacher.

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When to Use it

Structuralist teaching techniques are not always appropriate for the

classroom. Gauge your your students' progress level and learning style while
teaching. No matter how hard you try to stick to this method, you are bound to
encounter students determined to learn their own way. Structuralism in the
classroom relies heavily on repetition and trail-and-error. Teaching in this
manner is often tedious. If this method is not working for you, mix it with other
teaching approaches.

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