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