Influential Linguistic Theories in English Language Teaching
DOI:
https://doi.org/10.65405/.11.ملحق%2041.2219Keywords:
English Language Teaching, linguistic theories, behaviourism, generative grammar, Vygotsky, communicative competence, eclectic approach.Abstract
The field of English Language Teaching (ELT) has never existed in a theoretical vacuum. Its methodological evolutions from the mechanical drills of the Audio-Lingual Method to the meaning-centred practices of Communicative Language Teaching, have been shaped, often decisively, by developments in linguistics, psychology, and educational philosophy. This paper examines four major linguistic and cognitive theories that have fundamentally influenced how English is taught: Skinner's behaviourism, Chomsky's generative grammar and innatist theory, Piaget's cognitive constructivism, and Vygotsky's sociocultural theory. Adopting a descriptive analytical approach grounded in critical literature review, the paper traces the theoretical origins of each framework, analyses its pedagogical manifestations in classroom practice, and assesses its strengths and limitations in the context of second language teaching. A comparative analysis reveals a clear paradigm shift in ELT: from a preoccupation with linguistic form and accuracy towards a broader conception of communicative competence and meaning-making. The paper concludes by arguing that no single theory offers a sufficient account of the complexity of language learning, and that a principled eclectic approach one that draws thoughtfully from multiple theoretical traditions, best serves the diverse needs of contemporary learners. Implications for curriculum design, teacher training, and future research directions are discussed.
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