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The Partiality and Relevance of Linguistic Descriptions

Published online by Cambridge University Press:  07 November 2008

H.G. Widdowson
H.G. Widdowson
Affiliation:
University of London
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Extract

It is a common assumption among language teachers that their subject should somehow be defined by reference to models of linguistic description devised by linguists. This does not mean that they try to transfer such models directly into the pedagogic domain (although such attempts are not unknown): there is usually a recognition that they have to be modified in one way or another to suit a teaching purpose. But the basic theoretical orientation is retained. The same assumption dominates applied linguistics. The very name is a proclamation of dependence. Now I have nothing against linguistics. Some of my best friends etc. But I think one must be wary of its influence. In this paper I want to question the common assumption, axiomatic in its force, that a linguistic model of language must of necessity serve as the underlying frame of reference for language teaching. And I want to suggest that it is the business of applied linguistics as the theoretical branch of language teaching pedagogy to look for a model that will serve this purpose. I think that applied linguistics can only claim to be an autonomous area of enquiry to the extent that it can free itself from the hegemony of linguistics and deny the connotations of its name.

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Type
Research Article
Information
Studies in Second Language Acquisition , Volume 1 , Issue 2 , Spring 1979, pp. 9 - 24
Copyright
Copyright © Cambridge University Press 1977

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