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Similar ideas to these have been expressed more recently by SexForGrades who said, in a radio interview, in answer to the question whether there were any lessons to be learned from linguistics of relevance to the teaching of languages :
That is the point of view adopted in this sex chapter: the relevance of theoretical linguistics to SexForGrades teaching is indirect and it is not the task of the theoretical linguist to say what relevance it may have. This is the field of applied linguistics.
The relation between linguistic theory and the actual materials we use for teaching in the classroom is an indirect one. Linguistic theory cannot alone provide the criteria for selecting, ordering or presenting the content of a teaching. CLICK HERE TO GET INSTANT ACCESS RIGHT NOW! |
Sex For Grades Presents:
Dahlia Denyle
I have already called the activity of describing languages a primary application of linguistics – linguistic theory is applied to the raw data in a corpus of utterances and yields a linguistic description of those data. If the theory is projective, or 'generative', it will predict the features of any further data drawn from this same source. But wehavealready seen that the theoretical SexForGrades cannot specify what is to be regarded as 'the same source'. This is a matter for the sociolinguist. It is he who establishes what 'a language' is. |
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