Abstract
This paper attempts to analyze the relationship between linguistics and language teaching,
pointing out how linguistics may facilítate the teacher's understanding of the workings of the
language and, consequently, the process of explaining that language to the student. We intend
to demónstrate that highlighting frequent translation errors, related to vocabulary, word-order,
word-formation, etc., and their subsequent correction in class, contributes to an improved
language awareness on the part of our students.
Resumen
Este trabajo intenta analizar la relación entre lingüística y enseñanza de una lengua, haciendo
especial hincapié en cómo la lingüística puede ser un factor crucial en el proceso de
comprensión del funcionamiento del lenguaje por parte del profesor, de tal manera que dicho
proceso facilite una mejor enseñanza de las lenguas. Destacar errores que encontramos con
frecuencia en traducciones relativos a vocabulario, orden de palabras, formación de palabras,
etc., y su posterior correción en clase, contribuye a una mejor comprensión por parte del alumno
de cómo funciona la lengua.
In our field of teaching we are obliged to master EFL (English as a Foreign
Language) as well as ESP (English for Specific Purposes). Therefore, ESP teaching is
different from ELT, for it requires us to be fully qualified in EFL and as much as
possible in the subject área. Yet, ESP is not just a matter of science words and
granunar for scientists or for business students: the fact that the language is used for
a specific purpose does not imply that it is a special form of the language, different in
kind from other forms. ESP is not different in kind from other forms of language
teaching, since it does not require a specific methodology. The principies for teaching
ESP should be oriented towards effective and efficient leaming. At this point it might............
(CLICK HERE TO DOWNLOAD THE WHOLE TEXT)
This paper attempts to analyze the relationship between linguistics and language teaching,
pointing out how linguistics may facilítate the teacher's understanding of the workings of the
language and, consequently, the process of explaining that language to the student. We intend
to demónstrate that highlighting frequent translation errors, related to vocabulary, word-order,
word-formation, etc., and their subsequent correction in class, contributes to an improved
language awareness on the part of our students.
Resumen
Este trabajo intenta analizar la relación entre lingüística y enseñanza de una lengua, haciendo
especial hincapié en cómo la lingüística puede ser un factor crucial en el proceso de
comprensión del funcionamiento del lenguaje por parte del profesor, de tal manera que dicho
proceso facilite una mejor enseñanza de las lenguas. Destacar errores que encontramos con
frecuencia en traducciones relativos a vocabulario, orden de palabras, formación de palabras,
etc., y su posterior correción en clase, contribuye a una mejor comprensión por parte del alumno
de cómo funciona la lengua.
In our field of teaching we are obliged to master EFL (English as a Foreign
Language) as well as ESP (English for Specific Purposes). Therefore, ESP teaching is
different from ELT, for it requires us to be fully qualified in EFL and as much as
possible in the subject área. Yet, ESP is not just a matter of science words and
granunar for scientists or for business students: the fact that the language is used for
a specific purpose does not imply that it is a special form of the language, different in
kind from other forms. ESP is not different in kind from other forms of language
teaching, since it does not require a specific methodology. The principies for teaching
ESP should be oriented towards effective and efficient leaming. At this point it might............
(CLICK HERE TO DOWNLOAD THE WHOLE TEXT)
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