Applied Linguistics in the Classroom
When our Secretary, George Winchester Stone, asked me last July to address this meeting on the general topic of language teaching and linguistics, it was only with considerable hesitation that I finally agreed to accept. There has been far too much loose talk recently about the application of linguistics to language teaching, and I did not wish to add to it. In some circles linguistics has turned into a sort of fad. There are those who talk of the “linguistic method” of language teaching, as if to oppose it to some hypothetical “non-linguistic method” used in the benighted past. And at meetings of language teachers, bright young things walk up to me and ask, apparently in all seriousness: “Excuse me, professor, but would you please tell me how linguistics handles the subjunctive?” Needless to say, I have no answers to such questions; they merely embarrass me. Linguistics is not a teaching method, but a growing body of knowledge and theory; and though it may offer helpful answers to some of the problems of language teaching, it surely does not know all the answers.