Functional linguistics is an approach to the study of language characterized by taking systematically into account the speaker's and the hearer's side, and the communicative needs of the speaker and of the given language community. Linguistic functionalism spawned in the 1920s to 1930s from Ferdinand de Saussure's systematic structuralist approach to language (1916).
The following outline is provided as an overview and topical guide to linguistics:
Systemic functional grammar (SFG) is a form of grammatical description originated by Michael Halliday. It is part of a social semiotic approach to language called systemic functional linguistics. In these two terms, systemic refers to the view of language as "a network of systems, or interrelated sets of options for making meaning"; functional refers to Halliday's view that language is as it is because of what it has evolved to do. Thus, what he refers to as the multidimensional architecture of language "reflects the multidimensional nature of human experience and interpersonal relations."
A programming paradigm is a relatively high-level way to conceptualize and structure the implementation of a computer program. A programming language can be classified as supporting one or more paradigms.
A typed lambda calculus is a typed formalism that uses the lambda-symbol to denote anonymous function abstraction. In this context, types are usually objects of a syntactic nature that are assigned to lambda terms; the exact nature of a type depends on the calculus considered. From a certain point of view, typed lambda calculi can be seen as refinements of the untyped lambda calculus, but from another point of view, they can also be considered the more fundamental theory and untyped lambda calculus a special case with only one type.
TPR Storytelling is a method of teaching foreign languages. TPRS lessons use a mixture of reading and storytelling to help students learn a foreign language in a classroom setting. The method works in three steps: in step one the new vocabulary structures to be learned are taught using a combination of translation, gestures, and personalized questions; in step two those structures are used in a spoken class story; and finally, in step three, these same structures are used in a class reading. Throughout these three steps, the teacher will use a number of techniques to help make the target language comprehensible to the students, including careful limiting of vocabulary, constant asking of easy comprehension questions, frequent comprehension checks, and very short grammar explanations known as "pop-up grammar". Many teachers also assign additional reading activities such as free voluntary reading, and there have been several easy novels written by TPRS teachers for this purpose.
Communicative language teaching (CLT), or the communicative approach (CA), is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.
Systemic functional linguistics (SFL) is an approach to linguistics, among functional linguistics, that considers language as a social semiotic system.
Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century, as evidence exists that this method was used in psychology and sociology. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.
Language teaching, like other educational activities, may employ specialized vocabulary and word use. This list is a glossary for English language learning and teaching using the communicative approach.
In systemic functional grammar (SFG), a nominal group is a group of words that represents or describes an entity, for example The nice old English police inspector who was sitting at the table with Mr Morse. Grammatically, the wording "The nice old English police inspector who was sitting at the table with Mr Morse" can be understood as a nominal group, which functions as the subject of the information exchange and as the person being identified as "Mr Morse".
Applicative computing systems, or ACS are the systems of object calculi founded on combinatory logic and lambda calculus. The only essential notion which is under consideration in these systems is the representation of object. In combinatory logic the only metaoperator is application in a sense of applying one object to other. In lambda calculus two metaoperators are used: application – the same as in combinatory logic, and functional abstraction which binds the only variable in one object.
The Copenhagen School is a group of scholars dedicated to the study of linguistics, centered around Louis Hjelmslev (1899–1965) and the Linguistic Circle of Copenhagen, founded by him and Viggo Brøndal (1887–1942). In the mid twentieth century the Copenhagen school was one of the most important centres of linguistic structuralism together with the Geneva School and the Prague School. In the late 20th and early 21st century the Copenhagen school has turned from a purely structural approach to linguistics to a functionalist one, Danish functional linguistics, which nonetheless incorporates many insights from the founders of the Linguistic Circle of Copenhagen.
Dogme language teaching is considered to be both a methodology and a movement. Dogme is a communicative approach to language teaching that encourages teaching without published textbooks and focuses instead on conversational communication among learners and teacher. It has its roots in an article by the language education author, Scott Thornbury. The Dogme approach is also referred to as "Dogme ELT", which reflects its origins in the ELT sector. Although Dogme language teaching gained its name from an analogy with the Dogme 95 film movement in which the directors, actors, and actresses commit a "vow of chastity" to minimize their reliance on special effects that may create unauthentic feelings from the viewers, the connection is not considered close.
The lexical approach refers to various methods of teaching foreign languages with focus on lexical units of various sizes. On the smaller end, the lexical approach refers to teaching practices where vocabulary learning sets the preliminary ground for further language learning. Paul Nation, Laufer and others have been influential in this field, with various techniques to quickly expand the student's vocabulary mostly via vocabulary list learning. On the longer end, it requires to understand and produce lexical phrases as chunks, as described by Michael Lewis in the early 1990s. Students are there taught to identify frequent language patterns (grammar), as well as to have sets of words at their disposal.
Language pedagogy is the discipline concerned with the theories and techniques of teaching language. It has been described as a type of teaching wherein the teacher draws from their own prior knowledge and actual experience in teaching language. The approach is distinguished from research-based methodologies.
Ruqaiya Hasan was a professor of linguistics who held visiting positions and taught at various universities in England. Her last appointment was at Macquarie University in Sydney, from which she retired as emeritus professor in 1994. Throughout her career she researched and published widely in the areas of verbal art, culture, context and text, text and texture, lexicogrammar and semantic variation. The latter involved the devising of extensive semantic system networks for the analysis of meaning in naturally occurring dialogues.
The Silent Way is a language-teaching approach created by Caleb Gattegno that makes extensive use of silence as a teaching method. Gattegno introduced the method in 1963, in his book Teaching Foreign Languages in Schools: The Silent Way. Gattegno was critical of mainstream language education at the time, and he based the method on his general theories of education rather than on existing language pedagogy. It is usually regarded as an "alternative" language-teaching method; Cook groups it under "other styles", Richards groups it under "alternative approaches and methods" and Jin & Cortazzi group it under "Humanistic or Alternative Approaches".
GrapeSEED is a research-based oral language acquisition and critical listening program for teachers that allows students to obtain the English language naturally. This natural approach, developed by Stephen Krashen, a linguist and researcher in the fields of second-language acquisition and bilingual education, and Tracy D. Terrell, an education theorist, is intended to give language learners the ability to "communicate with native speakers of the target language" by having students, who are taught in a classroom setting, first comprehend the language, and then "Speech production emerges as the acquisition process progresses."
Elizabeth A. Thomson is an Australian linguist. She is an adjunct professor in the Division of Learning and Teaching at Charles Sturt University, and Principal Honorary Fellow of the School of Humanities and Social Inquiry at the University of Wollongong. She is known for her research in linguistics, language education and training, language other than English and curriculum & assessment design, and has made contributions to the field of English and Japanese linguistics from the Systemic Functional perspective. She is a foundation member of the Japan Association of Systemic Functional Linguistics (JASFL), a member of the International Systemic Functional Linguistics Association (ISFLA) and the Australian Systemic Functional Linguistics Association (ASFLA), and also an associate member of The Council of Australasian University Leaders in Learning and Teaching and The Australasian Council on Open, Distance and e-Learning (ACODE).
