Beruflich Dokumente
Kultur Dokumente
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
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
Language in general and the languages and related cultures and societies
Historical studies of language teaching
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
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)