این مقاله پیشتر در شماره ژانویه نشریه (Teachers’ Response) و برای مخاطبی که غالباً مدرس زبان دوم می باشد منتشر شده است.
Syntagmatic and Paradigmatic Relations in TEFL
How to avoid perfunctory teaching
Note: To cite this article, please note that it was first published in:
Arab, R. (2012). Syntagmatic and Paradigmatic Relation in TEFL: How to avoid perfunctory teaching. Teachers’ Response, 2 (1): 8-10.
“The “sign” is thus the combined association of signifier and signified. Signs can be defined only in a state of contrast with other signs, in a manner that is either syntagmatic (i.e., syntax) or paradigmatic (i.e., as part of a related group).” +
The process of learning a second language is dividable into three major levels regardless of various theoretical or practical assumptions of ours: beginner, intermediate, and advanced. Given this division, I would like to propose the consideration of some potentialities of language which we are not fully aware of as we live within. Now we know any leaner of a language needs linguistic competence of that language; i.e. being fully aware of or in better words unconscious knowledge of deep structure and syntax of that language. I suppose it will not be obtainable only if we establish an inductive presentation of syntagmatic and paradigmatic relations in the language teaching classes. To reach this, we need to have a brief acquaintance with some related notions in the field of linguistics. The list of notions contains syntagmatic and paradigmatic axis/relations, linguistic competence, linguistic performance, deep structure, syntax, morpheme, and morphology.