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Chapter11LinguisticsandForeignLanguageTeaching11.1TherelationoflinguisticstoforeignlanguageteachingAppliedlinguisticsservesasamediatingareawhichinterpretstheresultsoflinguistictheoriesandmakesthemuser-friendlytothelanguageteacherandlearner.Broadmeaning:Appliedlinguisticsisthestudyoflinguisticsandothertheoriesinrelationtoanylanguage-relatedproblems.11.2Variouslinguisticviewsandtheirsignificanceinlanguagelearningandteaching11.2.1TraditionalgrammarAtraditionalgrammarisapre-20thcenturylanguagedescriptionwhichisbasedonearliergrammarsofGreekandLatin.Itlaysemphasisoncorrectness,literaryexcellence,theuseofLatinmodels,andthepriorityofthewrittenlanguage.Thetraditionalapproachtolanguageteachinginvolvesthepresentationofnumerousdefinitions,rulesandexplanation,anditadoptsateacher-centeredgrammar-translationmethod.11.2.2StructuralistlinguisticsStructuralistlinguisticsdescribeslinguisticfeaturesintermsofsystemsorstructures.Itsetsouttodescribethecurrentspokenlanguagewhichpeopleuseincommunication.Likethetraditionalgrammars,thefocusofstructuralistgrammarisstillonthegrammaticalstructuresofalanguage.Itisinfluencedbythebehaviouristicviewthatonelearnsalanguagebybuildinguphabitsonthebasisofstimulus-responsechains.Itusesapatterndrilltechniquewhichaimsatthelearner’sautomatismsforlanguageforms.11.2.3Transformational-Generativelinguistics(Chomsky)TGgrammarseeslanguageasasystemofinnaterules.InChomsky’sview,anativespeakerpossessesakindoflinguisticcompetence.Thechildisbornwithknowledgeofsomelinguisticuniversals.Learninglanguageisnotamatterofhabitofformation,butanactivityofbuildingandtestinghypothesis.11.2.4Functionallinguistics(Halliday)Halliday’ssystematic-functionallinguisticsseeslanguageasaninstrumentusedtoperformvariousfunctionsinsocialinteraction.Forhim,learninglanguageislearningtomean.Onehastomasterasetoflanguagefunctionswhichhavedirectrelationtosentenceforms.11.2.5Thetheoryofcommunicativecompetence(D.H.Hymes)Thelearneracquiresknowledgeofsentencesnotonlyasgrammaticalbutalsoasappropriate.Theaimoflanguagelearningistheabilitytoperformarepertoireofspeechactssoastotakepartinspeechevents.11.3Syllabusdesign11.3.1Whatissyllabus?11.3.2Majorfactorsinsyllabusdesign1)Selectingparticipants2)Process3)Evaluation(internal,external)11.3.3Typesofsyllabus1)Structuralsyllabus2)Situationalsyllabus3)Notional-functionalsyllabus4)Communicativesyllabus5)Fullycommunicativesyllabus6)Communicative-grammaticalapproach11.4Languagelearning11.4.1Grammarandlanguagelearning11.4.2InputandlanguagelearningInputhypothesis(Krashen)11.4.3InterlanguageinlanguagelearningConstructivismInterlanguage11.5Erroranalysis11.5.1Errors,mistakes,anderroranalysis11.5.2Attitudestoerrors1)Thestructuralistview2)Post-structuralistview11.5.3Procedureoferroranalysis1)Recognition2)Description3)Explanation11.5.4Contrastiveanalysisandnon-contrastiveanalysis1)Contrastiveanalysis-LanguagelearnersattempttoTRANSFERthefeaturesoftheirmothertonguetothesecondlanguage.-Whenthestructuresofthetwolanguagesaresimilar,wecangetPOSITIVETRANSFERorFACILITATION.Whenthetwolanguagesaredifferentinstructures,NEGATIVETRANFERorINTERFERENCEoccursandresultsinerrors.2)Non-contrastiveanalysisOvergeneralizationandhypercorrection11.6Testing11.6.1TwodifferentapproachestotestingPsycholinguistic-structuralistapproachPsycholinguistic-sociolinguisticapproach11.6.2Typesoftest1)Aptitudetest2)Proficiencytest3)Achievementtest4)Diagnostictest11.6.3Requirementsofagoodtest1)Validity2)Reliability3)Validityandreliabilityundercriticism11.6.4Testcontentandtestform1)Structuraltests2)Communicativetests11.6.5Markingandinterpretationofscores11.7SummaryQuestionsandExercisesWhichofthefollowingtwosentencesifstructurallymorecomplex?Whichdoyouthinkismoredifficultforyounglearnerstolearn?SentenceA:Johnsingswell.SentenceB:Johnissinging.Distinguisherrorsandmistakes.Distinguishaptitude,proficiency,achievementanddiagnostictests.