Abstract
The importance of applied linguistics in general and English language teaching in particular is perceived by almost all pedagogues and educationists. Gone are days when a postgraduate or a graduate used to join teaching profession due the fact that he possessed good knowledge in English literature or even language. In the modern educational setting, the English teacher is supposed to know linguistics or applied English linguistics in order to prove himself as an effective English language teacher. In most pedagogic situations in Saudi Arabia, the teacher of English is bound to make error/contrastive analysis between LI (Arabic) and L2 (English) so that he can evolve a compatible strategy for each sub-aspect of the language: sound, grammar, spelling, meaning etc. The present paper is a modest attempt towards exploring the use of applied linguistics in the whole process of teaching/learning of the target language (English).
Highlights
Linguistics is the science of languages, and the major concern of all the Linguists is largely related to the finding and describing the characteristics of a particular language(s)
The term ‘applied linguistics’ is often used to refer to the use of linguistic research in language teaching only, but results of linguistic research are used in many other areas especially English language teaching (ELT) in general and English as a foreign language(EFL) in particular
Linguistic analysis is a sub-discipline of applied linguistics used by many researchers, pedagogues and educationalists by diagnosing learning difficulties and solving such problems including looking for a compatible strategy
Summary
Linguistics is the science of languages, and the major concern of all the Linguists is largely related to the finding and describing the characteristics of a particular language(s). The English teachers can use comparative study/contrastive analysis as a tool for teaching of the target language. The investigation of errors can be at the same time diagnostic and prognostic It is diagnostic because it can tell us the learner's state of the language (Corder, 1967) at a given point during the learning process, and prognostic www.ccsenet.org/ijel. 2.1.2 Interference (negative transfer) is the negative influence of the mother language (L1) on the performance of the target English language learner (Lado, 1964) It is 'those instances of deviation from the norms of either language which occur in the speech of bilinguals as a result of their familiarity with more than one language' (Weinreich, 1953, p.1). Nemser (1974, p. 55) referred to it as the Approximate System, and Corder (1967) as the Idiosyncratic Dialect or Transitional Competence
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