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 re-generatability 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.
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3.6.4 Functional linguistics in FL teaching
Functional linguistics: Language is there to fulfill certain social functions; to learn a
language is to learn or develop one’s 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
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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 China’s 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
 Task-based learning, inquisitive learning, versus grammar-oriented learning, etc.
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