FACULTAD DE CIENCIAS DE LA EDUCACIN CARRERA PEDAGOGA MEDIA EN INGLES LINGSTICA APLICADA PROF.

EDUARDO ROLDAN ESTUDIANTE: CAMILA MARTINEZ AZOCAR OSORNO

The relationship between Linguistics and a teacher of English.

Linguistics have taken a big role through time in Education, especially in English teaching, because some linguists have said that Linguistics has no importance for a teacher of English, and because of this, the relationship has always been a controversial one. This paper will deal with the relationship between Linguistics and a teacher of English and some contributions of Linguistics to English teachers. Since the Second World War Linguistics have been developed and recognized as an important part in language teaching. During the Second World War many soldiers did not know how to communicate with people from other countries so, they just tried to imitate the sound of words without knowing anything about the language just to give a message. The common method used during that period was The Audio-Lingual Method, a method based on structural linguistic and behavioral psychology: that way to acquire the sentence patterns of the target language is repetition of dialogues about everyday situations that are imitated and drilled to make the response automatic. The best example of a direct relationship is the application of Structuralism to language teaching. The Structuralist approach to language was coupled with

Behaviorist learning principles, resulting in a scientific and confident application of linguistics to second language teaching in the audio lingual method. As a way to understand the Audio lingual method, it emphasizes: (1) the teaching of speaking and listening before reading and writing; (2) the use of dialogues and drills; (3) the avoidance of the use of the mother tongue in the classroom. Audio lingual method regards speaking and listening as the most basic language skills, which is in accordance with our English of today teaching situation. Sampson (1980), for example, says: "I do not believe that linguistics has any contribution to make to the teaching of English or the standard European languages. The many people who claim that it have seem to me to deceive themselves and others. Meanwhile, on the other hand is Johnson (1982) who says: Language teachers have always looked to the linguist for guidance on how to teach languages. He says that language teachers have always considered linguistics as something of a mother discipline. For some teacher linguistics has been a model of teaching, a based where start Some contributions that linguistics has given to English are the effectiveness of its theories in education and the understanding of interpretative and formative processes through language. Several people think that Linguistic is not importance in the area of education, but I do not agree with them I think linguistics is the basis to understand English and to know the nature of the idiom. Now, according to education linguistics gives different methods and approaches to teach the language (English). Other contributions that linguistic gives is that if a teacher knows phonetics very well he can tell the students the construction of the organs of the body that produce the sound and the articulation of it to get the right pronunciation. Not anybody can teach this, a person who manages perfectly the language and the information of the topic can teach and tell the students how sounds are pronounced properly with the help of the organs.

In my opinion Linguistics helps English language to solve problems of miscommunication in daily life and to acquire a better pronunciation of difficult words. I would say also that without linguistics there is no learning because linguistics gives to someone the tools know how the mother tongue works and how to learn a new language As a conclusion the relationship between Linguistic and an English teacher is important for language pedagogy. The development of linguistics and English teaching will demand teachers to applied theories and a permanent study of it for the students to get familiar with what they are learning and to know the nature of the language in this case the nature of the mother tongue.

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