| Abstract: |
Since the emergence of functionalism in the 1970s, with its view of language as a dynamic, open system whose primary function is communication, the parlance of Applied Linguistics1 has seen drastic changes in its approach to language study, particularly, touching teaching and learning. This paper examines the approach of the functionalists to language description with the view to determining the influence it has on language learning, specifically. This, as should be expected, implicates language teaching - a process that facilitates learning. The study finds that, apart from apparent shift in attitude to the nature of language and focus on what the learner needs to learn, the functionalists approach has brought about significant changes in methods and technique of language teaching especially through communicative language teaching (CLT). However, it is found that in this part of the world, the influence seems more of a theoretical thing that thrives only in the world of discourse than a practical one. It is recommended, therefore, that teachers be more exposed to the current issues and practices in language teaching. Seminars, workshops and re-training programmes in which they will be acquitted with current issues in the field need to be organised for them by the governments and non-governmental organisations. |
EBONYI JOURNAL OF LANGUAGE
