The important of linguistic in Language Teaching
By Herri Mulyono
Linguistic competence is of requirements for being a professional language teacher beside psychology, anthropology and education awareness (Grabe, Stroller and Tardy, 2000 in Sarah and Larry: 2005). Concerning to Grabe, Stroller, and Tardy’s opinion, I view that the importance of linguistic to language teaching and learning collides certain areas of making assumption of students’ learning characteristic, determining certain language teaching method to be applied in teaching and learning process, monitoring device of students’ language learning process and identifying success and failure of students’ language learning as well.
In making assumption of students’ learning characteristics particularly when teacher attempts to design a learning syllabus, it is important to notify area of phonetic, phonology, morphology, syntax, semantic and lastly pragmatic for each stage of students’ language learning. The understanding of language phonetic and phonology is necessarily carried out to analyze certain level of students’ speech production that conveys meaning. In addition, designing particular stage of language structure and meaning of language vocabularies to be learnt by students might be assisted when teacher is well equipped to syntactical and semantic knowledge while concerning to the practice of communicative approach in language teaching and learning classroom, presence of pragmatic discourse is very influential in syllabus design.
Besides, linguistic competence is valued particularly in determining certain teaching method teacher might select into the practice. Each sub area of linguistic structure might base the choice of certain methodology for language teaching and learning activities. In proposing the oral accuracy, for example, teacher’s background of phonetic and phonology would be beneficial to be tailored with audio-lingual method and direct method. With such knowledge, teacher has been equipped by information of particular sounds or other level of speech production he is going to develop.
Although Kershen’s monitoring theory differentiate between the language acquisition and language learning, the practice of those two terms of language acquisition and language learning remains to be integrated. The language learning has to be enabled to keep the language acquisition run on its appropriate track and achieve its main goal, communicative language competence. For such idea, I believe that knowledge of linguistics field importantly could be devised as monitoring instrument of students’ language learning. Teacher’s comprehension of phonetic, phonology, morphology, syntax, semantic and pragmatic could be used to monitor students learning (correcting some mistakes on pronunciation or arrangement of words, for example). By doing this, ways for achieving appropriate, acceptable and understandable communication competence are widely open.