3. PRESENTED BY:

5. Definition &
Historical
Background
Linguistics & Approaches
Testing &
Evaluation Language to Language
Teaching
Teaching
Syllabus Design

7. What is Language Teaching?

8. The Relationship of Linguistics
to Language Teaching
the general principles
LINGUISTIC in which languages are
constructed
Linguistics Language Teaching
Both takes LANGUAGE as their subject.

9. The Relation of Linguistics to
Language Teaching
ACHIEVEMENTS EFFECTIVE
OF LANGUAGE
LINGUISTIC INQUIRY TEACHING
Linguistics
APPLIED LINGUISTICS
Language Teaching

10. What is Applied Linguistics?
Burns (2009) stated that Applied Linguistics means
taking language and language theories as the basis to:

11. History of Applied Linguistics
The term reflected the insights of
structural or functional linguists that
1950s could be applied to second
language teaching and to first
language. (Halliday, M., et al. 1964)
Expanded to include language
1960s assessment, language policy, and
second language acquisition.

12. History of Applied Linguistics
Became a problem-driven field rather
than theoretical linguistics. Applied
1970s linguistics also included solution of
language-related problems in the real
world.
Viewed as problem driven and real-
world based rather than theory driven
1990s and disconnected from real language
use. (Widdowson, H., et al. 1992)

14. • 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”

15. 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.

16. 20th CENTURY “APPROACHES”
TO LANGUAGE TEACHING

17. MAIN APPROACHES BY
INFLUENCE
• Language is rule- governed.
COGNITIVE • The emphasis is on
cognitive behavior (not habit
APPROACH formation; Skinner s
cognitive conditioning)
• Learning a foreign language
AFFECTIVE – is a process of self
HUMANISTIC realization and of relating to
other people
APPROACH

18. MAIN APPROACHES BY
INFLUENCE
• Language acquisition
COMPREHENSION occurs if only the goal of
APPROACH the language teaching is
communication.
• The purpose of
COMMUNICATIVE language (the goal of
APPROACH teaching) is
communication.

20. 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)

21. Difference between Syllabus
and Curriculum
Curriculum
• Curriculum is wider term as
compared with syllabus.
• Curriculum covers all the Syllabus
activities and arrangements
made by the institution
Scheme of
• Syllabus is limited to a work
particular subject of a
particular class. Lesson
plan

22. Structural
approach
Situational
Product-oriented
approach
Functional
approach
Types of syllabi
Task-based
approach
Process-oriented Proportional
approach
Learner-led
syllabus

23. Product Oriented
• A list of grammatical structure, leading
STRUCTURAL/ to an understanding of the grammatical
GRAMMAR system
• Main organising foundation
• Relates to situational contexts
• Principle – teach language that occurs
SITUATIONAL in situations
• E.g.: seeing dentist, meeting new
people
• Emphasizes on communication
purpose & conceptual meaning of
FUNCTIONAL language
• E.g.: requesting , offering, agreeing

24. Process Oriented
• Use tasks and activities to encourage
students to utilize language.
TASK-BASED • Task – relevant to real world,
meaningful
• Based on learners’ personality and
experiences
LEARNER- LED • Learners – be involved in the
implementation of the syllabus design
as far as possible
• To develop overall competence –
improve basic skills
PROPORTIONAL • Syllabus – dynamic, not static to get
feedback and flexibility

25. Language Activities
Language activities (games)
LINGUISTICS COMMUNICATIVE
Hadfield (1999)
ADVANTAGES DISADVANTAGES
• promotes active • noise
learning • class control
• motivation • timing

26. Sorting,
ordering
and
arranging Information
Board gap
Exchanging Types of Guessing
language
games
Labeling Search
Role-
Matching play

28. Benefits Of Test In
Language Teaching
• Tests are very useful instruments that
have the power to inform and influence

29. 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

30. 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.

31. The Discrete
Point Test
The Diagnosis The Integrative
Test Test
Types of
language
The
Aptitude testing The
Test Communicative
Test
The Proficiency
Test The Achievement
Test

32. 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