Presented by:

1. NURI NURYANI / 1923042010

2. SUSILAWATI S. / 1923042002
3. DWI HARTININGSIH / 1923042003

LAMPUNG UNIVERSITY
2019
 Linguistics is the study of languages, but in a
scientific way.
 This means not just looking at the meaning of
words in a language, but at how the language is
formed, the contexts it is used in, and much
more.
 Since it is the scientific study of languages,
there are, of course, numerous schools of
thought related to it.
1. Functionalism
2. Structuralism

3. Generativism
4. Cognitivism
 Historical
Development

Structuralism
Concepts

Implications
 Where does the
Structuralism come?
Structuralism first comes to prominence as a
specific discourse with the work of a Swiss
linguist, Ferdinand de Saussure, who
developed a branch of linguistics called
"Structural Linguistics."
Before Saussure, Linguists tried
to reconstruct dead languages
on the basis of the similarities
that were found to exist
between languages thought to
be related historically to those
dead languages.
 Ferdinand de Saussure (The Father
of Modern Linguistics)
 …was not satisfied with the
historical comparison of
language.
 …stated that such comparison
Ferdinand de Saussure only answered where a language
1857 - 1913 comes from, but not what
language is. So, he found out
language on the way how it is
made.
Four important concepts proposed by
Saussure:
1. Signifier and Signified

2. Langue and Parole

3. Synchronic and Diachronic

4. Paradigmatic and Syntagmatic

Signifier
&
Signified
 Ferdinand de Saussure conceptualized language as a
system of “SIGN”
 SIGN is anything that tells us about something other
than itself.
 What is meant by ‘other than itself’?
(Many terms that mean one thing in everyday usage and
something quite different when they are used as technical
terms)
E.g. The red light at an intersection does not make us
think about its redness; its there to make us stop.
Characteristics of sign
1. The sign is binary
It is comprised of two parts; signifier (sound pattern) and
signified (concept).
2. The sign is arbitrary
 If it were not so, the’re would be only one language in
the world.
 There is no natural reason why a signifier (sound
pattern) is linked to a signified (concept).
 It is limited by a convention or agreement among the
users.
Elements of Sign :
1. Signifier
The sound pattern of a word, either in
mental projection or in actual, physical
realization of a speech act
2. Signified
The concept or meaning of the word
 Signifier and Signified are body and soul.
 Its two sides are ultimately inseparable— one side
does not exist without the other. Thus a linguistics
SIGN does not link a name and a thing, but a
concept (signified) and an acoustic image
(signifier).
 Different words can describe the same objects or
concepts. Alternately, the same word can describe
different objects or concepts. Hence, a specific sign
does not always have to be used to express a given
signifier.
 LANGAGE
(language in general)

 The most abstract concept of means of communication

using verbal signs, both in written and spoken form.
 This concept doesn’t refer to any particular languages in
the world.
 The ideal form of language.
 Human’s possession
 LANGUE
 The abstract system of language
that is the arrangement of sounds
& words which speakers of a
language have a shared language
of or ‘agree to use’
 Referring to any particular
languages used by particular
society : Bahasa Indonesia,
English, Javanese etc.
PAROLE
 The individual’s actual speech
utterances and writing.
 The physical manifestation of
speech.
 The actual use of language by
people in speech or writing
 e.g. my language, yours,
somebody else’s, etc

e.g. Consider the analogy that the game of chess are the
langue and the individual moves of chess itself comprise
the parole.
Synchronic
&
Diachronic
 Ferdinand de Saussure
introduced two branches of linguistics;
Synchronic linguistics
and
Diachronic linguistics
in his Course in General Linguistics (1916)
 Saussure earlier works focused on the study of
language through time, but his new concern
dealt with the study of language at a particular
point in time.
 While earlier he worked on the diachronic aspect
of language, he now started working on its
synchronic dimension.
 SYNCHRONIC DIACHRONIC

 The study of the function of  The study of language across

language in a fixed time period through, or between time(s)
without reference to any other (Historical development of
time period, past/future. language)

e.g. Modern American English e.g. the change in sound

and British English have a system of English from
synchronic relation. old English to modern
English
Example:
1. Diachronic
- Tracing the development of English from the Old
English period to the twentieth century.
- The study of how Old and Middle English managed to
separate from German.
2. Synchronic
- Determining the regions of the United States in which
people currently say 'pop' rather than 'soda' and 'idea'
rather than 'idear'
Paradigmatic
and
Syntagmatic
Paradigmatic
 A term that describes the substitutional relationships
that a linguistic unit has with other unit.(The relations
that a linguistic unit has with units by which it may be
replaced: sets of synonyms, pairs of antonyms, etc)
 For example:
- to get synonymic set: to obtain, to receive, to gain,
to acquire, etc.
- Other compounds of teach: teacher, taught,
teaches
- Other words with similar meaning and form: tutor,
mentor, lecturer
Syntagmatic
 Syntagmatic is a term that refers to the sequential
characteristics of language. When we construct words
and sentences, we follow a certain order in arranging
the individual items. For instance, in forming /kat/, we
are obliged to utter the the particular phonemes in that
order; any other order would make the sequence
unacceptable or entirely different in meaning.

Note:
Each phoneme in the above example is referred to as
syntagm
 Like Paradigmatic relations, Syntagmatic relations can
operate at all linguistic levels.
In the phrase the boy, which consists of a determiner plus
noun, we can put a variety of items between the and boy, but
we are not permitted to reverse them.
 Paradigmatic and Syntagmatic relations together constitute
the identity of an item within the linguistic systems as a
whole. In other words, every linguistic item (phoneme,
morpheme, word, etc.) can be characterized or identified by:
- Where it is able to occur sequentially with other units (its
distribution), and
- Referring to the set of terms with which it can be
interchanged (substituted).
 Syntagm
People Clothing to be Color
Paradigm

Alice’s hat is green.

My coat isn’t yellow.
The vicar’s pyjamas were pink.

The value of each term is determined by its place in the

syntagm--by the other terms in the sentence that precede and
follow it.
Also by the set of alternative terms that might replace it.
Syntagmatic
 A syntagmatic relationship is one where
signs occur in sequence or parallel and
operate together to create meaning.
 The sequential nature of language
means that linguistic signs have
syntagmatic relationships.
 Thus, for example, the letters in a word
have syntagmatic relationship with one
another, as do the words in a sentence or
the objects in a picture.
 Syntagmatic relationships are often
governed by strict rules, such as spelling
and grammar.
 They can also have less clear
relationships, such as those of fashion
and social meaning.
Paradigmatic
 A paradigmatic relationship is one where
an individual sign may be replaced by
another.
 Thus, for example, individual letters
have a paradigmatic relationship with
other letters, as where one letter is used,
another may replace it (albeit changing
meaning). Letters and numbers do not
have a paradigmatic relationship.
 Items on a menu have paradigmatic
relationship when they are in the same
group (starters, main course, sweet) as a
choice is made. Courses have a
sequential (syntagmatic) relationship,
and thus an item from the starter menu
does not have a paradigmatic
relationship with the sweet menu.
 Structural Linguistics is an approach to linguistics & is a part of overall approach of
structuralism. It is stressed examining language as a static system of
interconnected units.
 Structural Linguistics involves collecting a corpus of utterances & then attempting
to classify all the elements of the corpus at their different levels: the phonemes,
morphemes, lexical categories, noun phrases, verb phrases, and sentence types.
 Language Learning needs to apply language education because it is the teaching
& learning of foreign or second language.
 Language education is also a branch of applied linguistics that can be applied to
the teaching of language.
 In teaching language, the teaching learning strategies are also be applied because
they have attracted increasing focus as a way of understanding the process of
language acquisition. Structural linguistics has its implication to language
teaching, such as: there is a key concept that must be operated; language
learning must be viewed in one context & background; language forms as sign
system; there is one good method in teaching language; linguistics finding of
structuralism model can be applied in teaching language; language has rule,
pattern, & system that must be followed; &structural linguistics can be used as an
alternative method in language teaching.
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