Fundamental Concepts of Language Teaching (H.H.

Stern 1983)
L1/L2 (Catford 1959):
L1: primary language: usually, but not always, the language first acquired in
childhood; i tis the language its speakers intimate everyday life; it is also to a large
extent the language of counting and other forms of self-stimulation, or thinking in
words (p.22)
L2: second(ary) language
o any language acquired after L1 (chronology of learning) childhood/adult life

o or language whose level of command is (frequently) lower than L1 (p.12/13)

Bilingualism: knowledge of two languages, regardless of the level of proficiency??

Learning vs. Acquisition: language learning or language acquisition mean the same (HH
Stern)
acquisition: some privilege this term when talking about first language (connected to
ideas about biological process of growth and maturation rather than social learning)
o weakness of language acquisition: associated with the notion of permanent
possession but language development is subject to modifications
learning: some connect it with processes arising from deliberate teaching
Krashen (1978,1981): uses the term acquisition to describe second language learning
which is analogous to the way in which a child acquires a first language, that is naturally,
without focus on linguistic form, and learning as conscious language development
especially in school settings
disadvantage: learning is dependent on school

Theories of language teaching:

1940-1960: application of linguistics and psychology as best bases

1960-1970: applied linguistics as mediating discipline between theoretical

developments in the language sciences and the practice of language teaching -
but limited because not taken into consideration social, political, and economic
realities
Language sciences and language teaching practice (p.36): relation between theory and
practice
Campbells model (1980) - Theory: linguistics, psychology, sociology, anthropology -----
Mediator: applied linguistics/psychology/sociology/anthropology ---------- Practitioner:
pedagogy
Spolskis educational linguistics model (also applied linguistics): p.37
Three sources:
o Language description (founded on theory of language)

o Theory of language learning (derives from the other two)

o Theory of language use

Disciplines that provide theoretical foundations and data

o Psychology for theory of learning

o Psycholinguistics for the theory of language learning

o General linguistics for a theory of language and language description

o Sociolinguistics for a theory of language use in society

Limitations of model:
o It leaves out the practicalities and pressures of the world in which language
education takes place
o Methodology of language teaching and other matters constituting the
substance of pedagogy are also outside the purview of the model
Igrams model of the development of language teaching practice (1980) p.39
Role of theoretician, applied linguist, and practitioner (Campbell)
Greater detail on the functions of applied linguist and relative distribution of tasks
among applied linguistic and teacher - complements Spolski
Feedback from practice is acknowledged

Disadvantages:
o Limited role allocated to the practitioner in comparison to the applied linguist

o Notion that methodology and practice are ultimately and exclusively derived
from theoretical sciences

Mackeys interaction model (1970)

Language learning into its sociopolitical context: five major variables
M: methods and materials
T: what the teacher does

I: instruction (what the learner gets)

 S: sociolinguistic and sociocultural influences of the environment
L: what the learner does
Role of underlying disciplines if implied.

Strevens teaching-learning process (1976, 1977)

It is not concerned about the connection between linguistic sciences and language
teaching
It includes policy and governmental action (Mackey)
Details teaching process (Mackey, Strevens

STERNS MODEL: a general model for second language teaching (p.44)

Intends to represent all second language teaching and learning (school/academic
settings and less formal contexts, e.g., migrants)
Principle of interaction: interrelationships between the various components of the
model; there are no passive roles
Multifactor view of language
Multidisciplinary approach
Four key concepts: language, learning, teaching, and context.
Language: language teaching requires a concept of the nature of language (theories
of language) main disciplines: linguistics, psycholinguistics, sociolinguistics, study of
particular languages
Learner and the nature of language learning main disciplines: educational
psychology, psycholinguistics for language learning and language use
Teacher and language teaching: theories that interpret teaching and what is to be a
teacher main discipline: study of education
Context:
o (1) language context: languages manifest themselves in certain social, cultural,
and political contexts main disciplines: social sciences
o (2) educational setting main disciplines: sociology and sociolinguistics

o (3) language teaching background main disciplines: history of language

teaching
Broad areas of language teaching research
The language learner and language learning processes
The language teacher and teaching

The environmental contexts of language teaching and learning

The methodology and organization of language teaching

Language in general and the languages and related cultures and societies
Historical studies of language teaching

An enquiry is a systematic process if:

- It has an explicit rationale: reasons for a study
- It has a theoretical basis: research should be placed in a conceptual framework (e.g.
Mackeys, Sterns)
- It is carried out with a deliberately chosen methodology
- Its findings and interpretation of the findings are kept apart: research findings vs.
interpretation vs. policy implications

Language teaching and learning history: should take into account synchronic and diachronic
aspect (p.78ss)
- Synchronic: focus on a given stage in history in its social and educational context (e.g.
Mackey 1965, Titone 1968 chronological approach)
- Diachronic: description of the development of different features and aspects (e.g.
Kellys thematic survey 1969)

Diachronic studies tend to be more fruitful than synchronic selection of a restricted field
and manageable body of data

Communicative language teaching (p.111)

 - communicative competence (Hymes 1972): social view of language (since mid-
1960s) see chart Change and Innovation in language teaching: 1880 -1980
(p.113)
- linguistic competence (Chomsky)

Linguistics: theoretical and descriptive From the linguists point of view a language is what
the speakers do and not what someone thinks they ought to do (p.123)
- But: it is prescriptive in the sense that the native speakers right (grammatical) or
wrong (ungrammatical) usage is the yardstick by which linguists must be guided
- Second language teachers and learners deal with the normative/prescriptive side of
language
- Saussure: first to formulate the idea that a language should be studied in a particular
point in time with an emphasis on how the different parts of the language hang
together and interact (p.123) 20th century: predominance of the synchronic
treatment, especially contemporary forms of language (second language teaching,
especially)

Language as system or structure (relational):

- Syntagmatic vs. paradigmatic:
o Syntagmatic relationship: combination of morphemes, words, and clauses (re-
lire, contre tous, la vie humaine) audible in the utterance emphasized
approach in language teaching since the 40s
o Paradigmatic relationship: associative and evoked in the mind of the language
user (e.g. enseignement enseigner, renseigner, changement,
apprentissage)