CONNECTION BETWEEN LINGUISTICS AND DIDACTICS

Аннотация

The interrelationship between linguistics and didactics plays a pivotal role in shaping effective language teaching methodologies. This study explores how linguistic knowledge informs and enhances didactic practices, particularly within the context of language education. Drawing on a qualitative multiple case study design, the research investigates theexperiences often language teachers across various educational settings. Data were collected through semi-structured interviews, classroom observations, and document analysis. Findings reveal that while teachers recognize the relevance of linguistic concepts— such as syntax, pragmatics, and discourse analysis—there is a significant variation in how these are applied in instructional design and classroom interaction. Teachers with stronger backgrounds in linguistics tended to adopt more informed, adaptive pedagogical approaches. However, a lack of formal linguistic training and institutional support often limited the integration of linguistic theory into practice. The study highlights the need for teacher education programs to bridge this gap by embedding linguistics more deeply into professional development. These insights have implications for curriculum design, teacher training, and thefuture ofapplied language education. Keywords:linguistics, didactics, language teaching, applied linguistics, second language acquisition, teacher education, pedagogy, classroom practice, linguistic theory, curriculum design Introduction(LiteratureReview) The intersection of linguistics and didactics has long been recognized as a foundational area in the development of effective language teaching methodologies. Linguistics, as the scientific study of language, provides critical insights into the structure, function, and usage of language, while didactics focuses on the theory and practice of teaching. The convergence of these two domains forms the bedrock of language education, where an understanding of linguisticprinciples informs pedagogical strategies aimed at enhancing learner outcomes. Historical approaches to language teaching, such as the Grammar-Translation Method, relied heavily on prescriptive grammar rooted in classical linguistic traditions. However, the evolution of linguistic theory in the 20th century, particularly the rise of structuralism and later transformational-generative grammar (Chomsky, 1965), led to a rethinking of how languages should be taught. This gave rise to communicative approaches to language teaching, which emphasized the importance of pragmatics, discourse analysis, and sociolinguisticcompetence (Hymes, 1972; Canale& Swain, 1980). Modern applied linguistics further bridges the gap between theory and practice, integrating insights from psycholinguistics, sociolinguistics, and corpus linguistics into the design of curricula and teaching materials. For example, research insecond language acquisition (SLA) informs didactic decisions about input processing, error correction, and scaffolding of language skills (Ellis, 2008). Moreover, corpus-based studies have enabled teachers to use authenticlanguage datato highlight patterns in real-life communication (Biber et al., 1998). page1784 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue04,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai Despite these advancements, there remains a gap in the systematic integration of linguistic knowledge into teacher education programs and classroom practice. Studies (e.g., Borg, 2006) have shown that many language teachers lack formal training in linguistics, which can limit their ability to make informed pedagogical decisions. Therefore, there is a pressing need to explore how linguistic theory can be more effectively translated into didactic practice, especially in multilingual and multicultural classrooms. This study seeks to examine the dynamic relationship between linguistics and didactics, with the goal of identifying practical pathways through which linguistic insights can enhance teaching methodologies, particularly in language education settings.