Linguistics and Language Teaching Lecture 9Approaches to Language TeachingnLanguage teaching usually refers to the teaching of any language, either as a first language, second language or as a foreign language. In order to improve the efficiency of language teaching, many approaches have been used. Approaches to Language TeachingnLanguage teaching has experienced great changes in the world. The 20th century witnessed a dramatic transformation of the role of the English language in the world. Approaches to Language TeachingnChanges in language teaching methods throughout history have reflected the development of linguistic theories. nFrom the 17th to the 19th centuries, linguistics was characterized by traditional grammar. Correspondingly, the grammar-translation method was widely used in the teaching of Latin in European schools. In the grammar-translation method, priority was given to reading and translation of written language. Approaches to Language TeachingnDue to the political, economic and technical changes, English has obtained a new role and is widely taught as an official language in the newly independent countries, as a second language to new immigrants in English-speaking countries, and as a foreign language in many non-English-speaking countries. Approaches to Language TeachingnThe new role of the language teaching has brought about different approaches to language. While the traditional grammar- translation method and its various variations are still used in English-teaching classes, applied linguists and teachers have formulated many “new“ approaches. Approaches to Language TeachingnThe natural method (also called the direct method) of language teaching was quite successfully used in the various language schools in the USA and Europe in the late 19th century and the early 20th century. In the post-World War I decades, the direct method was adopted into English language teaching (ELT) and laid a solid intellectual and practical foundation for the development of ELT as an autonomous profession. Approaches to Language TeachingnIn the decades during and after the Second World War, a structural approach was formulated with behaviorist psychology as its psychological basis and structural linguistics as its linguistic basis. Behavioral psychology views language learning as one of human behaviors that can be explained by the Stimulus-Response model. Systematic reinforcements can lead to the establishment of a connection between a stimulus or stimulus situation (s) and the organisms response (R).Approaches to Language TeachingnIn the late 1950s and the 1960s Chomsky formulated the mentalistic approach to language acquisition, which considered human behavior much more complex than animal behavior. According to Chomsky, everyone is born with a Language Acquisition Device (LAD), which enables the child to make hypotheses about the structure of language in general, and the structure of the language being learned in particular. Approaches to Language TeachingnLater, applied linguists brought about the situational approach and the notional/functional method. Meanwhile, based on a broader framework for the description of language use called communicative competence proposed by Hymes, the communicative approach to language teaching came into being. The Relation of Linguistics to Language Teaching nBoth linguistics and language teaching takes language as their subject. Linguistics aims at exploring the general principles upon which all languages are constructed and operate as systems of communication in the societies in which they are used. The achievements of linguistic inquiry can be utilized for effective language teaching. The bridge between linguistics and language teaching is applied linguistics. The Relation of Linguistics to Language Teaching nIn the broad sense, applied linguistics refers to the application of linguistic knowledge to the solution of various problems in other domains of science from the invention of language for a certain minority nationality to machine translation. In the narrow sense, this term is used to refer to language teaching, particularly the teaching of a second language or a foreign language. Syllabus Design nSyllabus refers to the description of the planning and framework for a course of study, and may list the learning goals, objectives, contents, processes, resources and means of evaluation planned for students.nSyllabus is fundamental to language teaching. Before any course is started, and before any materials are written, a decision has to be taken about what the students are going to learn. Once a syllabus exists, materials can be written and teachers can decide how long they need to spend on various parts of the syllabus and how long they will need in class to complete it. Grammatical SyllabusnGrammatical syllabus takes grammar as the basis for (foreign) language teaching. To