LINGUISTICS

Language Theory and Language

Teaching
 History of English Language
Indo-European Family of Language
INDIAN
RIG-VEDA
(1OO HYMNS 1500 BC)

VEDIC SANSKRIT

SUTRAS
BRAHMANAS UPANISHADS
ARANYAKAS
Rules
Dogmatic Philosophical
Meditation concerning
Commentaries Speculations
aspects of life
INDIAN VEDIC SANSKRIT

PANINI (4TH CENTURY

B.C.)
MAHABHARATA

CLASSICAL SANSKRIT

PRAKRITS
RAMAYANA
PALI
IRANIAN IRANIAN

EASTERN WESTERN

AVESTAN OLD PERSIAN

Records of Achievement of Darius

and Xerxes
AVESTA
Sacred Book of MODERN PERSIAN
Zoroasterism SHAHNAMAH
Persian Epic
ARMANIAN CAUCASUS MOUNTAIN

THRACE MACEDONIA

THRACO-PHRYGIANS MACEDONIANS

ASIA MINOR

TROJANS
HELLENIC HELLENIC

PERICLES (495-429 BC) ATTIC

DRAMATISTS

AESCHYLUS
EURIPIDES
SOPHOCLES
ITALIC LATIN

ROMANIC LANGAUGES
SPAIN
GAUL
FRENCH SPANISH BRITAIN

ITALIAN
BALTO-SLAVIC BALTO-SLAVIC

BALTIC SLAVIC

EAST SLAVIC – RUSSIAN

PRUSSIAN - GERMAN
WEST SLAVIC—POLAND
LETTIC –LATVIA
SOUTH
LITHUANIAN-- LITHUANIA SLAVIC—HUNGARY AND
ROMANIA
 CELTIC
WELSH = WALES

CORNISH = CORNWELL

BRETON = ENGLISH
 4 MACRO SKILLS

• LISTENING
• SPEAKING
• READING
• WRITING
 4 COMMUNICATIVE COMPETENCIES
• GRAMMATICAL
• DISCOURSE
• SOCIOCULTURAL/SOCIOLINGUISTIC
• STRATEGIC
 4 CUEING SYSTEMS
• PHONOLOGY
• MORPHOLOGY
• SEMANTICS
• SYNTAX
 4 COMMUNICATIVE COMPETENCIES
• If a student shows skill in pronouncing the vowel
sounds correctly
• If a student utters “bookish” because he doesn’t
know how to pertain to a person who is only
good at theory but not in practice
• If a student can monitor his words and his actions
based on the norms of a particular place
• If a student can use the language beyond
sentential level
 4 CUEING SYSTEMS
• If a student can verbalize written symbols
• If a student can list the synonyms of a given
word
• If a student can provide proper affixation
• If a student can analyze the structure of a
particular language
 PHONOLOGY
• The Parts of the Speech Mechanism
• The Sounds of English
– Voicing
– Manner of Articulation
– Point of Articulation
 VOICING MANNER POINT
• S 11. SH
• TS 12. ZH
• NG 13. G
• M 14. T
• W 15. D
• DZ 16. N
• K 17. L
• B 18. R
• P 19. Z
• F 20. V
 MORPHOLOGY

MORPHEME

FREE BOUND

MAJOR MINOR INFLECTIONAL DERIVATIONAL

 MORPHOLOGY
BOUND OR FREE INFLECTIONAL OR
• TEACH DERIVATIONAL
• UN • JUMPER
• JUMP • WRITER
• MIS • WRITTEN
• WRITE • TAKEN
• EN • COUNTER
• BI • WALKED
• TYPE • WALKER
 SEMANTICS
• SYNONYMY
• ANTONYMY
• HYPONYMY
– Homophone
– Homograph
– Homographic Homophone
 HOMOGRAPH, HOMOPHONE, OR
HOMOGRAPHIC HOMOPHONE
• Bear (the animal) and 5. Lead (to be in a
bear (to carry) forefront) and lead
• Wind (moving air) and (element)
wind (to mend) 6. Read (present) and read
• Stares (to look) and (past)
stairs (ladder) 7. Bare (nude) and bear
• Back (body part) and (animal)
back (return)
 SYNTAX
PHRASE, CLAUSE, SENTENCE

Run!
The man is
The man inside the very big house on the street
 PHRASE STRUCTURE RULES
• The very pretty nurse inside the very big
house is writing a very short note on a white
sheet.
• The very pretty nurse inside the very big
house on the narrow street has written a very
short note on a white sheet.
• The very pretty nurse writes a very substantial
report.
• Run!
 SENTENCE
• MOODS
– Declarative (Indicative)
– Interrogative
– Imperative
– Exclamatory*
– Subjunctive*
 Zero Conditional
• This refers to a conditional sentence that
states a simple implication. The dependent
and the main clause are in the present tense
because this type of conditional expresses a
universally accepted fact.
-If the soil is soft, Ezinma and Obiageli don’t
need to dig hard for cassava.
 First Conditional
• This type of conditional sentence expresses a
situation that concerns a hypothetical but
possible future event. The dependent clause is
in the present tense while the main clause is
in the future tense.
-If Okonkwo returns home, he will receive a
hero’s welcome.
 Second Conditional
• This conditional sentence expresses a
hypothetical situation that is unlikely to
happen. The dependent clause is in the simple
past tense while the main clause is in the
conditional mood (would + base form of the
verb).
-If Okonkwo were to decide on the undertakings
of the feast, he would want it to be more
extravagant.
 Third Conditional
• This conditional sentence connotes a situation
that is impossible to happen because it already
transpired in the past. The dependent clause
must be in the past perfect tense, and the main
clause must be in the conditional perfect mood
(would + have + past participial form of the verb).
• If Ezinma had planted more cassava during
spring, she would have harvested more for the
feast.
 SENTENCE
• Theme and Rheme
• The Cub Scouts held the carwash despite the
rain.
• The carwash was held by the Cub scouts
despite the rain.
• Despite the rain, the Cub Scouts held the
carwash
• Voice (Active or Passive)
LANGUAGE TEACHING
• Classical Greek and Medieval Latin
– Teaching people to use foreign languages
• Direct approaches to convey from and meaning
• Aural and Oral Techniques
• Renaissance
– Printing Press
– Johan Amos Comenius (1631)
• Use of imitation
• Repetition
• Limited vocabulary
• Practice reading and speaking
• 1860’s KARL PLOETZ (Grammar Translation)
• 1880 FRANCOIS GOUIN (Direct Method)
• 1886 PASSY, SWEET, VIETOR (IPA)
• 1941 MICHAEL WEST (Reading Approach)
• 1945 Audiolingual (USA) OSA (UK)
 TYPES OF GRAMMAR
• Descriptive- describes grammatical constructions
used in a language
• Pedagogical- specifically designed for teaching a
foreign language
• Prescriptive-governs socially correct use of
language
• Reference-most comprehensive and used as
reference
• Theoretical-determine what constructs are
needed to do grammatical analysis
• Traditional Grammar
 LANGUAGE TEACHING

• Competence-Based Language
Teaching (CBLT)
• Notional-Functional Syllabi
• Content-Based Syllabi
• Task-Based Syllabi
•APPROACH
•METHOD
•TECHNIQUE
 REFERENCES
• The Cambridge Encyclopedia of Language by
David Crystal
• Teaching English as a Second or Foreign
Language by Marian Celce-Murcia
• The Grammar Book by Diane Larsen-Freeman
and Marian Celce-Murcia
• The History of the English Langauge by Albert
C. Baugh