THE ROLE OF LINGUISTICS TO LANGUAGE TEACHING

This paper is arranged to fulfill the assignment of Linguistics subject

Zaenul Wafa
S200140025
Email: Zaenulwafa90@gmail.com

Graduate Program of Language Studies

University of Muhammadiyah Surakarta
2014

TABLE OF CONTENT
COVER ...........................................................................................................................1
TABLE OF CONTENT ..................................................................................................2
ABSTRACT ....................................................................................................................3
A. INTRODUCTION
1. Background of the study ........................................................................................4
B. CONTENT
1. Linguistics .........................................................................................................5
1.1 Pure linguistics .......................................................................................5
1.2 Applied linguistics .................................................................................7
2. Language Teaching ...........................................................................................9
2.1 Definition of Language Teaching ..........................................................9
2.2 General Concept of Language Teaching ................................................9
3. Linguistics and Language Teaching ..................................................................10
4. The Role of Linguistics in Language Teaching ................................................11
5. Correlation between Linguistics and Language Teaching ................................13
C. CLOSURE
1. Conclusion ..............................................................................................................15
BIBLIOGRAPHY

THE ROLE OF LINGUISTICS TO LANGUAGE TEACHING

ZaenulWafa
S200140025
E-mail: Zaenulwafa90@gmail.com
A graduate student of Muhammadiyah University, Surakarta

ABSTRACT
Every human knows at least one language, spoken or signed. Linguistics is the science of
language, including the sounds, words, and grammar rules. Words in languages are finite, but
sentences are not. It is this creative aspect of human language that sets it apart from animal
languages, which are essentially responses to stimuli. The rules of a language, also called
grammar, are learned as one acquires a language. These rules include phonology, the sound
system, morphology, the structure of words, syntax, the combination of words into sentences,
semantics, the ways in which sounds and meanings are related, and the lexicon, or mental
dictionary of words. When we know a language, we know words in that language; those are
related to specific meanings. However, the sounds and meanings of words are arbitrary. For
the most part, there is no relationship between the way a word is pronounced and its meaning.
Knowing a language encompasses this entire system is highly important. Hence, this subject
is highly urgent as a scholar of language studies to understand further about theoretical basis,
technical means to make descriptions of language teaching and the means to compare and
contrast it with other languages. Linguistics has a very big role principally to contribute to
aspects of language study. In general, the linguistics interpretation is a form of science that
takes language as an object of study. Linguistics is a closely related to education. Linguistics
and language teaching are dual one. They actually have own autonomy but they have
beneficial correlation. Understanding the nature of linguistics is going to detect its role even
the contribution to other sciences. Here, the writer concentrates on the role of linguistics to
language teaching through explaining what is linguistics and the sub-discussion such as; pure
and applied linguistics, and what is the language teaching and the general concepts, whereas
the latter discussion concentrates on the role of linguistics to language teaching and the
correlation of them.
Keywords: Linguistics, Language Teaching, Beneficial Correlation.

A. INTRODUCTION
1. Background of the study
The beginning of the research of the relationship between linguistic theory and
language teaching can be traced back to the late of 19th century. From then on different
research proposed by different scholars has been disputable. Until 1960s, when their
relationship was reassessed, emerged two viewpoints: one was to say that linguistics is not so
important as it has been thought. its importance had been overrated. Some linguists like
Johnson (1967) and Lamendella (1969) expressed their disagreement to regard linguistics as
the basis of a strategy of learning. Lamendella (1969) thought that it was a mistake to look to
transformational grammar or any other theory of linguistic description to provide the
theoretical basis for second language pedagogy, Meng (2009:1)
Linguistics and language teaching are an interesting topic to talk over. A long debate
and harsh argumentation have colored both of them as a study taking language as the object
of the study. Linguistics is still hesitated as a mother discipline to language teaching
development. The main reason of this topic discussion is to look at and reveal the fact role of
linguistics to language teaching. As we know that the relationship between linguistics and
language teaching has always been controversial one. There are some linguists argued that
linguistics has nothing to say to language teaching and some stated that linguistics has
important contribution toward language teaching development. For example Sampson in
Walt (1992:169) and he said that he did not believe that linguistics has any contribution to
language teaching. On the other hand, Johnson in Walt (1992:169) points out that language
teaching (stakeholder) has always looked to linguistics theory for guidance on how to teach
language. He added that language teaching has always considered linguistics as something of
a mother discipline and linguistics is going to be a field of study relevant to language
teaching.
Everything seems blurry if we do not investigate the fact, we need to understand what
it talks about to detect the role and the correlation to the object of the study. Linguistics itself
actually not only discusses about the theoretical concepts or approaches in language but the
effectiveness theoretical concepts toward practical activity as well.

The aim of this paper is intended to address the issues related to the question and long
debate about the role linguistics to language teaching. The writer will give an overview of
linguistics and its branches such as pure and applied linguistics, and then discusses the role of
4

linguistics to language teaching and shows the correlation of the linguistics and language
teaching to reveal linguistics role.

B. CONTENT
1. Linguistics
Linguistics is the scientific study of language. By this we mean language in general, not a
particular language. If we were concerned with studying an individual language, we would
say Im studying Arabic... or English, or whichever language we are studying. But
linguistics does not study an individual language, it studies language in general. That is,
linguistics. G. Daffy said that Linguistics observes language in action as a means for
determining how language has developed, how it functions today, and how it is currently
evolving. And Corder justified that Linguistics is concerned with the nature of human
language, how it is learned and what part it plays in the life of the individual and the
community. According to Naeem (2010) Generally, linguistics is classified into two
objects; pure linguistics and applied linguistics

1.1 Pure Linguistics

Pure linguistics or Theoretical linguistics is the branch of linguistics that is most concerned
with developing models of linguistic knowledge. Bauer (2007: 12) classified generally the
subfield of theoretical linguistics are
a) Phonology
Phonology is the study of language sounds. Phonology is divided into two separate
studies, phonetics and phonemics. Phonetics is what depicts the sounds we hear. It
calls attention to the smallest details in language sounds. There are three kinds of
phonetics: acoustic phonetics, auditory phonetics, and articulatory phonetics. Acoustic
phonetics deals with the physical properties of sound, what sounds exactly are coming
from the person speaking. Auditory phonetics deals with how the sounds are
perceived, exactly what the person hearing the sounds perceives. Finally, articulatory
phonetics studies how the speech sounds are produced. This is what describes the
actual sounds in detail. It is also known as descriptive phonetics.

b) Morphology
Morphology is the study of word structure. For example, in the sentences the dog runs
and the dogs run, the word forms runs and dogs have an affix -s added, distinguishing
them from the base forms dog and run. Adding this suffix to a nominal stem gives
plural forms, adding it to verbal stems restricts the subject to third person singular.
Some morphological theories operate with two distinct suffixes -s, called allomorphs
of the morphemes Plural and Third person singular, respectively. Languages differ
with respect to their morphological structure. Along one axis, we may distinguish
analytic languages, with few or no affixes or other morphological processes from
synthetic languages with many affixes. Along another axis, we may distinguish
agglutinative languages, where affixes express one grammatical property each, and
are added neatly one after another, from fusional languages, with non-concatenative
morphological processes (in fixation, umlaut, ablaut, etc.) and with less clear-cut affix
boundaries.

c) Syntax
Syntax is the study of language structure and phrasal hierarchies, depicted in parse
tree format. It is concerned with the relationship between units at the level of words or
morphology. Syntax seeks to delineate exactly all and only those sentences which
make up a given language, using native speaker intuition. Syntax seeks to describe
formally exactly how structural relations between elements (lexical items or words
and operators) in a sentence contribute to its interpretation. Syntax uses principles of
formal logic and Set Theory to formalize and represent accurately the hierarchical
relationship between elements in a sentence. Abstract syntax trees are often used to
illustrate the hierarchical structures that are posited. Thus, in active declarative
sentences in English the subject is followed by the main verb which in turn is
followed by the object (SVO). This order of elements is crucial to its correct
interpretation and it is exactly this which syntacticians try to capture. They argue that
there must be a formal computational component contained within the language
faculty of normal speakers of a language and seek to describe it.

d) Semantics
Semantics is the study of intension, that is, the intrinsic meanings of words and
phrases. Much of the work in the field of philosophy of language is concerned with
the relation between meanings and the world, and this concern cross-cuts formal
semantics in several ways. For example, both philosophers of language and
semanticists make use of propositional, predicate and modal logics to express their
ideas about word meaning; what Frege termed 'sense'.
Although phonetics often informs phonology, it is often excluded from the purview of
theoretical linguistics, along with psycholinguistics and sociolinguistics. Theoretical
linguistics also involves the search for an explanation of linguistic universals, that is,
properties all languages have in common.

1.2 Applied Linguistics

Applied linguistics is important for the English language teaching and the relationship
between English language teaching and applied linguistics is not only interesting but
decisive. English language is taught as a second or foreign language around the world to
school children and learners adults. English language has a special place in the educational
system of foreign countries and no doubt, learning and teaching English requires English
teacher should be master the English language skills, from this point of view, a knowledge of
applied linguistics is essential for English language teaching in general and English teacher,
in particular. Because, the most major important role of applied linguistics in language is that
has been concerned with solving or at least ameliorating social problems involving language.
In other words, in the modern educational setting, the English teacher is supposed to know
linguistics or applied English linguistics in order to prove himself as an effective English
language teacher Davies (2004).
In order to understand current developments in using the term applied linguistics, it is
useful to take a brief look at the past. Although the roots of applied linguistics can be found a
long time ago, the notion of applied linguistics as known today emerged in the United States
in 1941 after the establishment of the English language institute at the University of
Michigan, Fauziati (2009: 3).
There is no doubt that early applied linguistics was largely associated with language
teaching and learning, seeking the bridge the gap between the theoretical achievements of
linguistics and the reality of classroom pedagogical practice, Widdowson (1979:1) stated
7

Applied linguistics, as I conceive it, is a spectrum of inquiry which extends from theoretical
studies of language to classroom practice"
Applied linguistics is generally perceived as an interdisciplinary filed of research for
the study of all aspect of language use, Hrehovk (2005:217). Moreover, applied linguistics
has traditionally concerned with the application of linguistics to teaching and language
education in general. However, this field has developed rapidly and has become increasingly
boarder in scope as it redefines its objectives in favor of more interdisciplinary perspective.
At present, applied linguistics is characterized as the application of various research areas
such as sociological, psychological, and anthropological, Fauziati (2009: 3).
Understanding applied linguistics more is necessary to look into linguistics
significance to language teaching.

In general definition, the application or applied science to plan and create design for
practical activities and daily life. Teaching and learning languageis a matter of practical
activities, that is why Corder (1980: 8) stated that Applied linguistics is a set of related
activities or techniques mediating between various theoretical accounts of human language
on the one hand and the practical activities of language teaching on the other .
According to Bauer (2007: 14) classified applied linguistics into several sub-fields as
follows:
a) Second or Foreign Language Acquisition, e.g. theories of language learning and
acquisition, cognitive processes involved in learning and acquiring a second or
foreign language in various educational contexts, language learning strategies and
styles, and attitudes and motivation for acquiring a new language;
b) Sociolinguistics, e.g. the impact of the social and cultural context in which a language
is being used within a society, intercultural difference and second or foreign language
learning and teaching, and variation in language use;
c) Discourse Analysis, e.g. communicative aspects of language use, linguistic structures
of speech acts, conversational sequences, speech activities, and oral and literate
registers;
d) Bilingualism, e.g. code-switching, storage of multiple languages in the brain, and/or
issues of bilingual education;
e) Contrastive Linguistics, e.g. comparative analysis of the phonological, semantic and
grammatical features of a native tongue and a target language, or of any two
8

languages or groups of languages;

f) Second/Foreign Language Pedagogy, e.g. theories and practical issues of
second/foreign language teaching.

2. Language Teaching
2.1 Definitions of language teaching
Teaching is derived from word teach. It has meaning; give somebody information about a
particular subject to learn something (Oxford-Advanced Learners Dictionary, 1995: 1225).

Language Teaching is showing or helping someone to learn how to do something,

giving instruction, guiding in the study of language, Brown (2000: 7).
Based on the previous definition the writer limited the meaning of language teaching
is a series of material delivery activity to students to help, receive, achieve master and
develop the subject properly.

2.2 General concepts of language teaching

Cherrymp (1991) an expert on contemporary cognitive psychology, stated the concept of
language teaching divides into three, namely:
a) In quantitative terms, teaching means "the transmission of knowledge" that the
transmission of knowledge in this case the teacher only needs to master the
knowledge of their field of study and pass on to his students as well as possible.
b) In terms of institutional teaching means "the efficient orchestration of teaching skills",
it means the arrangement of all the teaching skills efficiently in this sense teachers are
required to always be ready to adapt different teaching techniques for a variety of
different students' talents, abilities, and needs.
c) Quantitative understanding of teaching that is "the facilitation of learning" that is an
effort to help facilitate student learning activity. Overall understanding of the above
can be concluded that in principle are teaching activities to develop the full potential
of the realm of psychological.

3. Linguistics and Language Teaching

The 20th century was characterized by many changes and innovations in the field of
language teaching ideologies. In the history of language teaching approaches and methods,
there was a move away from methods that focus on writing and reading to methods that
stronger concentrate on the skills speaking and listening. Even the actual questions
concerning language teaching that are debated have already been discussed throughout the
history of language teaching (Richards & Rodgers 2007: 1-3). And here is 20th century
approaches to language teaching (a development)

(Richards & Rodgers 2007: 1-3)

If one considers the relationship between linguistics and the teaching of English as a
second language, it is obvious that linguistics has had an abiding influence which has moved
through a number of phases. Walt (1992:170) states that the relationship between linguistics
and Language teaching has shifted along a continuum from a direct relationship to a more
indirect one. The best example of a direct relationship is the application of Structuralism to
language teaching. The Structuralism approach to language was coupled with Behaviorist
learning principles, resulting in a scientific and confident application of linguistics to second
language teaching in the audio-lingual method.
This set the tone; teachers expected linguistics to say something to the language
teaching. When Chomsky attacked Behaviorism, discrediting and in effect destroying it,
language teachers expected him to provide alternative answers; they wanted Chomsky's TGG
to guide their teaching. It was therefore inevitable that there would be attempts to incorporate
the new ideas provided by generative linguistics and L1 researchers into second language
10

teaching. Two methods, the cognitive code method and the cognitive anti-method, emerged,
both drawing on different aspects of Chomsky's cognitive. Chomsky's view of language as a
system of rules was interpreted in the cognitive code method to mean that perception and
awareness of rules precedes the use of these rules, and that a conscious grammatical
understanding of a language rule should precede the provision of opportunities for practice in
language teaching (e.g. Chastain, 1971). Chomsky's insistence on the creative characteristics
of the language faculty led to the rejection of mechanical practice and an emphasis on the
creative an innovative use of language, Walt (1992:171).
The changes in linguistic theory in the 1970s saw a shift away from the study of
language seen purely as a formal system towards the study of language as communication; a
shift towards sociolinguistics, discourse analysis, semantics, speech act theory and
pragmatics. This had a major impact on language teaching, culminating in the so-called
communicative approach to second language teaching, which was a reaction against the
predominant formalistic view of language teaching. Its initial impact was on syllabus design.
Wilkins (1976) influenced by Halliday's functional approach to language and Austin's speech
acts, produced a notional syllabus which took the language teaching world by storm.

4. The Role of Linguistics in Language Teaching

It would be useful to begin the discussion by considering what Corder has said (1968:
74) a teacher cannot teach a language by any of current techniques without linguistics
knowledge, and that he does constant use of what are basically linguistic concepts in this
teaching. The quotation tells us that linguistics has a great role in language teaching.
Further, that points out that it is mistaken when someone claims that he has been teaching
English for years but he knows nothing about linguistics. What actually he does not know
is the meaning of the word linguistics itself. Then, what is the role of linguistics and
applied linguistics in language teaching? To get the answer of this question, it is wise if we
see some views which talk about it.
Applied linguistics provides the bridge between the theoretical disciplines and
language teaching. It is also a problem-solving enterprise; its raison d'etre is solving
practical problems. It therefore performs an essential function in the language teaching
process. For example, linguistics provides language descriptions of a particular language,
Walt (1992:179).

11

Halliday, (1964: 166) points out that the role of linguistics in language teaching is not
to tell the teacher how to teach. The teacher of the language is as much a specialist in the
field as the linguist is in his, and will remain so. He is not teaching linguistics. But he is
teaching something which is the object of the study of linguistics, and is described by
linguistic method. In addition, he also says that the main contribution that linguistic
sciences can make to the teaching of languages, to provide good descriptions. Any
description of a language implies linguistics, that is, a definite attitude to language, a
definite stand on how language work and how it is to be accounted for. As soon as the
teacher uses the work sentence or verb in relation to the language he is teaching, he is
applying linguistics.
While Wilkins (1972: 216) points out that it is hard to imagine that languages can
ever be taught without reference to the available language descriptions. It means that
linguistics will always be a field of study relevant to language teaching. Further, he
comments that the main role of linguistics in language teaching is to produce good
descriptions of languages. Then these descriptions of language serve as the input to
language teaching materials.
Corder (1973: 10) points out that linguistics provides a growing body of scientific
knowledge about language which can guide activity of the language teacher. Linguistics
gives us a framework for describing what we mean by skill in, and knowledge of, a
language and consequently makes it possible in principle to show that one way of teaching
or one set of teaching materials is more effective than another for achieving a particular
aim with a particular group of learners. There can be no systematic improvement in
language teaching without reference to the knowledge about language which linguistics
gives us. From this quotation, we can see that linguistics provides a theory to language
teaching.
Corder (1973: 30) also points out that the role of linguistics in language teaching is to
provide the most detailed and comprehensive description of language. We all will agree
that it is an important contribution to language teaching, because language teachers need
to have better understanding of the subject they teach. Therefore, it is expected that
language teachers who have been exposed to linguistics will be more aware of the nature
of language and how it works. As Wilkins (1972: 229) says that the real contribution of
linguistics is to increase one understands of the nature of language. Anyone who has
studies linguistics is sensitized to language and thereby to complexity of language
12

learning. They will be better able to exercise critical judgment of attractive innovation in
language teaching.
Further, Halliday (1964: 187) and Wilkins (1972: 226) state out that linguistics can be
more directly applied in language teaching, such as in the teaching program, and in the
preparation of the teaching material of all kinds (that make use in the classroom).
Linguistics is also one of the disciplines which contribute to the theory of language
teaching. As Brumfit (1983: 155) says that teaching is not simply something that can be
intuitively picked up by unconstructed contact, for a lot of our teaching is highly conscious
and thought out, and requires careful analysis if we are to be fully effective and of course
there are also a large number of contributions to be made to language teaching by
disciplines like linguistics which are not primarily concerned with teaching at all.
While Lim Kiat Boey (1975: 7) says that the language teaching profession today has
become more and more complex, and it has three main strands: a. theoretical contributions
from linguistics, psychology and social theory. b. methodology and teaching techniques. c.
aids and equipment.
From these views, we can see that linguistics hands over contribution to the theory of
language teaching that the language teachers have to have. Further, Corder (1968: 86) says
that linguistics has largely to do with what we teach. It has less to say directly about how
we teach. It is, of course, true that theories about learning, and particularly about language
learning, are more concerned with this, and it is perhaps to them that must turn for
description and explanations how we learn languages. But this does not mean that
linguistics must be wholly silent on the subject.
From all views that have been pointed out, we can make a conclusion that linguistics and
applied linguistics give a great contribution in language teaching in broad sense. As David
S. Taylor (1987: 8) says that linguistics and applied linguistics must be seen as making
their most effective contribution to language teaching within this broader educational
perspective.

5. Correlation between Linguistics and Language Teaching

Language teaching activity is an effort to encourage learners in learning a language
effectively and efficiently. Linguistic theory is classified in applied linguistics that enables
a language teacher might receive knowledge of how to apply the linguistic theories in
knowledge of language, because we know that people who are proficient in a language
13

does not guarantee that he can teach the language to others (Dr. Afdol).
In addition, language teaching is practical and pragmatic. Teaching language has
its primary purpose, which is to achieve the results of teaching the language, namely, that
students master the target language as a communication tool. For a teacher, speaking and
understanding a language is one thing, and another thing is how to achieve the technical
knowledge required understanding and explaining the system language - phonemes,
morphemes, words, sentences, and discourse structure. Each one has another view of the
language, and the language teachers are wise if they pay attention to these differences in
order to obtain an integrated picture of the object. Mackey states that
There are two questions in language teaching that needs to solve, namely: what is taught
and how to teach it. It is a matter of content and methods, the results of the design
problem, and the design process. Method of language teaching and teaching itself
ultimately depends on what exactly was the point of view of language teachers and method
composer.
(Mackey, 1950: 4)

Therefore linguistics takes important role in language teaching and learning which aims to
make students good at a variety of communication contexts.
In the process of language teaching and learning there are a number of variables,
which can determine the success of the learning process. Variables are not a thing apart
and stand on their own, but are linked, related, so it forms a system network. Variable
language teaching methods and media have been described by solid and detailed by
Mackey in his book Language Teaching Analysis (1967). Then, for a lesson or what
variables obtained by students after learning, socio-cultural variables, for example, the
environmental community, and student variables have been discussed extensively by Leon
A. Jakobovits in his book Foreign Language Learning: A psycholinguistics Analysis of the
Issues (1971).
In summary, there are several aspects that need to be considered in the process of
language learning and teaching. Giving motivation or reviewing students' social
background can be used as a reference in the sort of language learning strategies. In
addition, those still pursued the interaction of teachers and students in language learning
continuously. A language learning program that is comprehensive and integrated cannot
be separated from the nature of language rules. In language teaching, the rule should be
descriptive. Hence, the language should be taught in accordance with how the language is
used by native speakers, rather than as recommended by the grammarian.
14

There are two kinds of language description based on its purposes. The first is
pedagogic and the second is theoretical. In a description of applied linguistics exists three
phases, namely: (1) stage of linguistic description - about the nature of language to be
taught,(2) deciding -content and syllabus - make the design results to pick up materials,
and(3) stages of language learning activities - are pedagogic; pedagogical grammar is a
grammar that contains the activities of teaching and learning that is written for language
teaching and learning process. Informally, information about the success or particular
approaches or procedures in language teaching is always available. Class can be
considered as the most accessible laboratory for the research. It seems that applied
linguistics can contribute both in helping teachers to conduct studies and in an effort to
introduce a stronger empirical foundation for the evaluation of learning and effectiveness
in language learning and teaching.

C. CLOSURE
A. Conclusion
1. Linguistics is a scientific study of language for determining how language develops, how it
is functioned and how it currently evolves.
2. There are two classifications of linguistics namely; pure linguistics including phonology,
morphology, semantics etc. and applied linguistics including discourse analysis,
bilingualism, second or foreign language acquisition etc.
3. The role of linguistics in language teaching is
a) Giving a framework for describing what we mean by skill in, knowledge of, a
language and consequently makes it possible in principle to show that one ways of
teaching material.
b) Providing a variety of techniques, methods and approaches to perform in language
teaching.
c) Explaining the most detailed and comprehensive description of language.
4. Correlation between linguistics and language teaching as follows:
a) It takes language as an object of study
b) Linguistics supplies the concepts of teaching and learning to language teaching as
practical guidance.
15

In addition there are three descriptions related to correlation of linguistics and language
teaching (1) stage of linguistic description - about the nature of language to be taught,(2)
deciding -content and syllabus - make the design results to pick up materials, and(3) stages
of language learning activities - are pedagogic; pedagogical grammar is a grammar that
contains the activities of teaching and learning that is written for language teaching and
learning process.
In general, Linguistics is closely related to language teaching. Learning linguistics is
absolutely necessary for language teachers because it is going to assist a lot in the teaching
activity. Thus, the application of the science of language in this language teaching will
provide a foothold on the principles of language teaching, including in the approach, method
and technique. Then, giving directions or foothold on language materials to teach based on
the detailed description of the language.
As the scientific study, linguistics can be applied in language teaching. Some
branches of linguistics discuss some aspects of a language such as phones, phonemes,
morphemes, words, meanings, and language in relation to socio-cultural and psychological
perspectives. All of the aspects are of course useful for language teaching.

16

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