Subject: Theories of Language Description: Topic: Applications of Structuralism
Subject: Theories of Language Description: Topic: Applications of Structuralism
Subject: Theories of Language Description: Topic: Applications of Structuralism
Significance:
1. To provide awareness to teacher will be able in choosing methodology according to the cognitive
condition of learner.
2. It will suggest the appropriate services and techniques to learner.
3. It will encourage the teacher to diagnosis learning problems and provide solution.
4. New knowledge will be generated by the learners in the social context through descriptive
approach.
5. To increase self confidence potential ability of hearing progressively and gradually.
6. To build strong interaction of the learner with his society.
7. Teacher can see the strengths, the weaknesses and the intellectual functioning of the brain of the
learner in initiative way.
8. Learner is able to generate initiative number o sentences from a finite set of items.
9. It is an upward process of thought and leads to principles.
10. Improves long term retention and increases transfer.
Application of structuralism:
Structural theory is based on formal and factual study of language that studied language as a mirror of
culture. Since no two cultures alike, no two languages are alike. Methodology did not affect learners if it
could have no reflection of society. So correlation between concept, symbol and referent are essential.
The desired information about subject are selected that highlight the individual perception by which
learners organize and interpret their sensory impression in order to give meaning to their environment.
Meaning as naming a thing in real life
Meaning as sensing a thing in real life
Words are dependent but language is independent
So, things cannot be understand I isolation language have to seen in the context of the larger structure
because word is based on language. Structuralism has inductive method for teaching. Instruction makes
use of student “noticing”. Instead of explaining a given concept and following this explanation. For
example the teacher presents students with many examples showing how the concept is used. The intent is
for students to “notice” by way of the examples, how the concept works.
Generalization by learners
Application learner, the rule is given only after the learner has induced the underlying framework for the
rule.
e.g. students are able to understand that for making questions statement, helping verbs come first and after
completing the statement question make is used.
So learner draws his own experience and prior knowledge through which students interact with the
environment by exploring and generating number of concepts on specific structural rules.
It is believed that the rules become clear if the students are given enough appropriate examples and
students discover the grammar rules themselves while engaged in language.
Students are involved actively. Teacher used to call students one by one and write sentence on the
whiteboard. It produces motivation and students participate actively and to give new concepts and
generate number of sentences. Student learning goes bottom to up means simple to complex and it
reduces the element of anxiety.