LINGUISTICS

Language Theory and

Language Teaching

History of English Language

Indo-European Family of
Language

INDIA
N

RIG-VEDA
(1OO HYMNS 1500
BC)
VEDIC SANSKRIT

SUTRAS

BRAHMANAS
ARANYAKAS
Dogmatic
Commentarie
s

Meditation

UPANISHADS
Philosophical
Speculations

Rules
concerning
aspects of
life

INDIA
N

VEDIC SANSKRIT
PANINI (4TH
CENTURY B.C.)

MAHABHARATA
CLASSICAL
SANSKRIT
PRAKRITS

RAMAYANA
PALI

IRANIA
N

IRANIAN

EASTERN

WESTERN

AVESTAN

OLD PERSIAN
Records of Achievement
of Darius and Xerxes

AVESTA
Sacred Book of
Zoroasterism

MODERN PERSIAN
SHAHNAMAH
Persian Epic

ARMANIA
N

CAUCASUS MOUNTAIN

THRACE

MACEDONIA

THRACOPHRYGIANS

MACEDONIANS

ASIA MINOR

TROJANS

HELLEN
IC
PERICLES (495429 BC)

DRAMATISTS
AESCHYLUS
EURIPIDES
SOPHOCLES

HELLENIC

ATTIC

ITALIC

LATIN

ROMANIC LANGAUGES

FRENCH

SPANISH

ITALIAN

SPAIN
GAUL
BRITAIN

BALTOSLAVIC
BALTIC

PRUSSIAN GERMAN
LETTIC LATVIA
LITHUANIAN-LITHUANIA

BALTO-SLAVIC

SLAVIC

EAST SLAVIC
RUSSIAN
WEST SLAVIC
POLAND
SOUTH SLAVIC
HUNGARY AND
ROMANIA

CELTIC
WELSH = WALES
CORNISH = CORNWELL
BRETON = ENGLISH

4 MACRO SKILLS
LISTENING
SPEAKING
READING
WRITING

4 COMMUNICATIVE
COMPETENCIES

GRAMMATICAL
DISCOURSE
SOCIOCULTURAL/SOCIOLING
UISTIC
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
doesnt 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

PHONOLOGY
The Parts of the Speech
Mechanism
The Sounds of English
Voicing
Manner of Articulation
Point of Articulation

VOICING MANNER POINT

S
TS
NG
M
W
DZ
K
B
P
F

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

SH
ZH
G
T
D
N
L
R
Z
V

MORPHOLOGY
MORPHEME

FREE

MAJOR

BOUND

MINOR

INFLECTIONAL

DERIVATIONA
L

MORPHOLOGY
BOUND OR FREE
TEACH
UN
JUMP
MIS
WRITE
EN
BI
TYPE

INFLECTIONAL OR
DERIVATIONAL
JUMPER
WRITER
WRITTEN
TAKEN
COUNTER
WALKED
WALKER

SEMANTICS
SYNONYMY
ANTONYMY
HYPONYMY
Homophone
Homograph
Homographic Homophone

HOMOGRAPH, HOMOPHONE,
OR HOMOGRAPHIC
HOMOPHONE
Bear (the animal)
and bear (to carry)
Wind (moving air)
and wind (to mend)
Stares (to look) and
stairs (ladder)
Back (body part)
and back (return)

5. Lead (to be in a
forefront) and lead
(element)
6. Read (present)
and read (past)
7. Bare (nude) and
bear (animal)

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

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

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

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

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

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

1860s 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

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