linguistic & language teaching
TRANSCRIPT
TXGX6101LINGUISTIC
THEORYSEMINAR 1
PRESENTED BY:
AQSAJENNIFER
MIMIESURES
LINGUISTICAND
LANGUAGE TEACHING
Linguistics & Language Teaching
Definition & Historical
Background
Approaches to Language Teaching
Syllabus Design
Testing & Evaluation
DEFINITION AND
HISTORICAL BACKGROUND
Noor Aqsa Nabila bt Mat Isa
What is Language Teaching?
The teaching of any
language; first language,
second language or
foreign language.
The Relationship of Linguistics to Language Teaching
Linguistics Language Teaching
Both takes LANGUAGE as their subject.
the general principles in which languages are
constructedLINGUISTIC
The Relation of Linguistics to Language Teaching
Linguistics
Language Teaching
APPLIED LINGUISTICS
ACHIEVEMENTS OF
LINGUISTIC INQUIRY
EFFECTIVE LANGUAGE TEACHING
Explain how communication is actually
carried out in real life
Analyse them in order to draw out practical
insights and implications
that are useful
Identify problematic
or challenging issues
involving language
Burns (2009) stated that Applied Linguistics means
taking language and language theories as the basis to:
What is Applied Linguistics?
History of Applied LinguisticsThe term reflected the insights of
structural or functional linguists that could be applied to second
language teaching and to first language. (Halliday, M., et al. 1964)
Expanded to include language assessment, language policy, and
second language acquisition.
1950s
1960s
History of Applied Linguistics
Became a problem-driven field rather than theoretical linguistics. Applied linguistics also included solution of
language-related problems in the real world.
Viewed as problem driven and real-world based rather than theory driven and disconnected from real language
use. (Widdowson, H., et al. 1992)
1970s
1990s
APPROACHES TO
LANGUAGE TEACHING
Jennifer A/P Arigam
• Changes in language teaching methods throughout history have reflected the development of linguistic theories.
• From the 17th to the 19th centuries, linguistics was characterized by traditional grammar.
• The interest in the analysis of vernaculars (grammars, grammar schools, grammarians) favoured one method:
“GRAMMAR TRANSLATION”
EARLY 20th CENTURY
• The emphasis was back on the “USE” of a language
rather than on its “ANALYSIS”.
• The “DIRECT METHOD” FRANCOIS GOUIN (1880)
also known as the “NATURAL METHOD” or “NATURAL
APPROACH” gained favour.
20th CENTURY “APPROACHES” TO LANGUAGE TEACHING
1 • Grammar translation
2 • Direct method
3 • Reading method
4 • Audiolingualism
5
•Cognitive approach
6
•Affective- humanistic
7
•Comprehension based approach
8
•Communicative approach
MAIN APPROACHES BY INFLUENCE
• Language is rule- governed. • The emphasis is on cognitive
behavior (not habit formation; Skinner´s cognitive conditioning)
COGNITIVE APPROACH
• Learning a foreign language is a process of self realization and of relating to other peopleAFFECTIVE –
HUMANISTIC APPROACH
MAIN APPROACHES BY INFLUENCE
• Language acquisition occurs if only the goal of the language teaching is communication.COMPREHENSION
APPROACH
• The purpose of language (the goal of teaching) is communication.COMMUNICATIVE
APPROACH
SYLLABUS DESIGN
AND LANGUAGE ACTIVITIES
Noor Syamimie Bt Mohd Nawi
Syllabus Design
• Syllabus is THE DESCRIPTION OF PLANNING AND
FRAMEWORK FOR A COURSE OF STUDY, consist of the
learning goals, objectives, contents, processes,
resources and means of evaluation planned for students.
• In brief , a syllabus can be described as a statement of what is
to be learnt. It reflects language and linguistic performance. (Hutchinson and Waters, 1987)
Difference between Syllabus and Curriculum
• Curriculum is wider term as compared with syllabus.
• Curriculum covers all the activities and arrangements made by the institution
• Syllabus is limited to a particular subject of a particular class.
Curriculum
Syllabus
Scheme of work
Lesson plan
Types of syllabi
Product-oriented
Structural approach
Situational approach
Functional approach
Process-oriented
Task-based approach
Proportional approach
Learner-led syllabus
Product Oriented
•A list of grammatical structure, leading to an understanding of the grammatical system
•Main organising foundation
STRUCTURAL/ GRAMMAR
•Relates to situational contexts
•Principle – teach language that occurs in situations
•E.g.: seeing dentist, meeting new people
SITUATIONAL
•Emphasizes on communication purpose & conceptual meaning of language
•E.g.: requesting , offering, agreeing
FUNCTIONAL
•Use tasks and activities to encourage students to utilize language.
•Task – relevant to real world, meaningful
TASK-BASED
•To develop overall competence – improve basic skills
•Syllabus – dynamic, not static to get feedback and flexibility
PROPORTIONAL
•Based on learners’ personality and experiences
•Learners – be involved in the implementation of the syllabus design as far as possible
LEARNER- LED
Process Oriented
Language Activities
Language activities (games)
Hadfield (1999)
LINGUISTICS COMMUNICATIVE
ADVANTAGES
• promotes active learning
• motivation
DISADVANTAGES
• noise• class control• timing
Types of language games
Sorting, ordering and
arranging Information gap
Guessing
Search
Role- play Matching
Labeling
Exchanging
Board
TESTING AND
EVALUATION
Sures A/L Batumalai
Benefits Of Test In Language Teaching
• Tests are very useful instruments that have the power to inform and influence
PROVIDE INFORMATION
GENERATE CHANGES
GUIDE THE DECISION-MAKING PROCESS
Functions Of Tests
FEEDBACK FUNCTION
• improves the teaching and learning for both teachers and
students
ASSESSMENT FUNCTION
• focuses on the result of language teaching
BACKWASH FUNCTION
• assesses whether the teaching goal is appropriate, valid
and to what degree it has been achieved
Language Testing
• VALIDITY refers to the degree to which a test
measures what it is intended to measure.
• RELIABILITY refers to whether a test produces the
consistent results when given to the same
candidates twice in succession.
• EFFICIENCY involves questions of economy, ease
of administration, scoring, and interpretation of
results.
Types of language testing
The Discrete Point Test
The Integrative Test
The Communicative Test
The Achievement TestThe Proficiency Test
The Aptitude Test
The Diagnosis Test
REFERENCES
• Charles E. Townsend
Princeton University (phoenix.princeton.edu)
Topic: Linguistics and Language Teaching
• Communicative Language Teaching:
Linguistic Theory and Classroom Practice
SANDRA J. SAVIGNON
• Relation between Linguistics & Language Teaching.pdf
• Linguistics and Language Teaching.ppt
THANK YOU