1) Knowing a word involves understanding its probability of occurrence, associated words, and syntactic behavior. 2) A word's meaning depends on context, including variations based on function, situation, and register. 3) The goal of vocabulary teaching is more than memorizing words; it requires understanding a word's semantic value, meanings, and relationships to other words in the language system.

1. G
R
O
U
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HELDINA PRISTANTI
SEKTA LONIR OSCARINI WATI BHAKTI
4 SUNARMI
SUKMAWATI
THERESIA HILDA KAYANI

3.  To show the additional properties of
language which various disciplines have been
emphasizing as important when looking at
language as a tool of communication rather
than as a self-contained system

4.  Speech event
 Thetypologies of the factors in speech event by
Jakobson and Hymes
 Addressers
 Addressee
 Message form
 Channel
 Setting
 Topic
 code

5.  Language Varieties
 Labov
 Formality of the situation and status of the
participants.
 Register Analysis
 Social construct (roles, rights and obligation,
stereotypes, reference groups, categories and
attitudes)

6.  Concerned not only with language itself but also with
language as an integral part of all social interaction
 The participants in an interaction are constantly
involved in making sense of what has been said (or
written) in line with their knowledge, beliefs,
interest, etc.
 At the level of connected discourse there are no
precise and generally accepted rules for
interpretation
 There is no fixed structure there waiting to be
discovered and described by the sociolinguist /
sociologist


7.  GRAMMAR
 “Structural”Grammar
 Transformational-Generative Grammar
 Semantic Based Grammar
 Modality
 Textual Function
 Summary of the trends in Grammar

8.  “Structural” Grammar
 Emphasizing on FORM rather than MEANING
 Grammatical categories should be defined not in
terms of meaning but in terms of distribution
 Formalization the “surface structure” of a
sentence by a method of analysis such as IC
analysis

9.  Transformational-Generative Grammar
 Generative is to specify the nature of a speaker’s
knowledge about his language, but with such
accuracy and in such detail that someone who does
not know the language will be able to produce its
forms simply by following the rules of the grammar
and without having to refer to any source of
information outside the grammar.
 Transformational grammar is one which incorporates
two aspects on syntactic description, a surface
structure and a more deep structure, together with a
set of transformational rules relating deep and
surface structure

10.  Semantic Based Grammar
 Trying to account for the fact that sentences
with different surface forms actually have the
same logical meaning, that is, they contain the
same proposition.
 One of the function of the language is to refer to
the activities, event, processes that are going
on, to be capable of expressing ‘judgments about
such matters as who did it, who it happened to,
and what got changed’

11.  Modality
 Example:
 I shall stop talking now / Shall I stop talking now?
 You may listen to me / You must listen to me
 Modality leads us to question how sentences are
used to performed different communicative acts
 Sentences can be used to perform different
speech or communicative acts

12.  Textual Function
 The basic unit of language in use is not a word or
sentence but a ‘text’
 Language is structured in such a way that by the
use of suitable option a speaker or writer is
enable to create continuous texts.
 Example
 What did you see yesterday?
 I went to a play

13.  Summary of the Trends in Grammar
 Thecentral concern of the grammarians is with
the structure of language and with the way in
which a formal description of it may be given

14.  One approach to linguistics description may
provide important insights into the nature of
language; but at the same time it may do so
only by idealizing out certain features
language which another approach might
regard as of paramount important
 How to idealize
 Making assumption that the language system is
well define
 Concentrates on the variability of language`

15.  Structural/Situational
 Syllabusare clearly derived from the structural
analyses of the grammarians together with
received notions about the nature of learning
from behavioral psychology. With the advent of
transformational-generative grammarians and
cognitive psychology, attack on the underlying
theoretical basis for such syllabuses has been
overwhelming

16.  Semantic
A syllabus is firmly based on grammatical principles
and is essentially sentence based, as when the
categories chosen as a starting point include what we
have defined previously as speech
 The emphasis in such a notional syllabus is in
teaching the expression of meaning and bringing
home to the learner that many language forms can
be used to express the same idea.
 Ideational or propositional function of language aims
is to teach the means by which propositions can be
expressed and also the attitude of the speaker to the
proposition he makes

17.  Textual
 Itshould be remembered that cohesion is a part
of syntax and phonology and not dependent on
the relation between form and function

18.  ESP/EST/EAP
 Inpractice, syllabuses for EST, ESP, etc. have
frequently been emphasizing those aspects of
language which have tended to be left out of
elementary structural syllabuses – namely the
grammar of connected text and the relation
between form and function

19.  In the Southeast Asian region syllabuses for
beginners being basically situationally-based
structural ones, to be followed by a syllabus
based on a re-structuring of the grammatical
categories learned into a notional or speech act
framework. This in turn might lead away from
sentence-based material to connected language
and the teaching of cohesion. The final stage
would be the additional teaching or rhetorical
structures or skills in interpreting the meaning
behind the language forms used in connected
discourse

21.  The role of vocabulary in the syllabus in the
light of the assumptions and findings of
theoretical and applied linguistics
 A consideration of some knowledge that is
assumed by lexical competence is offered as
a frame of reference for the determination
of objectives for vocabulary teaching and for
the assessment of teaching techniques
designed to realize these objectives

22.  In Two ways
 In considering the role of vocabulary in the syllabus
we can look to the theoretical language disciplines
for a more informed understanding questions. The
information will turn out to be vastly more complex
than we might intuitively have supposed, yet will be
tentative and inconclusive because of the changing
state of knowledge and theory in the disciplines
concerned.
 In evaluation or interpretation of results obtained.
When problems or failures arise we may have to
refer to a model or theory to see if it can offer
explanation

23.  The native speaker of a language continues to
expand his vocabulary in adulthood, there is
comparatively little development of syntax in
adult life.
 Insyntax, the period of maximum development
appears to be form about the age 2 to 12, with only
minor changers according to social roles and mode of
discourse taking place in adulthood, in vocabulary,
there is continued development beyond the
childhood year, adults constantly adding new words
to their vocabulary through reading, occupations,
and others activities.

24.  Knowing the words means knowing the
degree of probability encountering that word
in speech or print. For many words, we also
“know” the sort of words most likely to be
found associated with the words.
 Thespeaker of a language recognizes not only
the general probability of words being associated
with other words

25.  Knowing a word implies knowing the
limitations imposed on the use of the word
according to variations of function and
situation.
 Register restraints :
 Temporal variation
 Geographical variation
 Social variation
 Social role
 Field of discourse
 Mode of discourse

26.  Knowing a word means knowing the syntactic
behavior associated with that word.

27.  Knowing a word entails knowledge of the
underlying form of a word and the derivation
that can be made from it.

28.  Knowing a word entails knowledge of the
network of associations between that word
and other words in language.

29.  Knowing a word means knowing the semantic
value of a word

30.  Knowing a word means knowing many of the
different meanings associated with the word.

31.  The goal of vocabulary teaching must be
more than simply covering a certain number
of words on a word list.
 Teaching techniques can help us realize our
concepts of what it means to know a word.
 Our understanding of the nature of what we
are teaching, should be reflected in the way
we set about teaching it.
 Vocabulary has for some time been one area
of the syllabus where this link between
approach, method and technique has been
neglected.