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This is part of a paper about my teaching style written in 2003 for my Master of Applied Linguistics Program at the University of Southern Queensland. I've divided my paper into 5 parts:
The Nature of Language
The nature of language
I teach based on the theory that language is used to communicate and the most important aspect of of this communication is that human language allows a person to create and understand sentences that have never been encountered previously (Fromkin, Rodman, & Hyams, 2003, pp.8-10). Indeed, this ability to be creative separates humans from other animals with the ability to communicate (Fromkin et al., 2003, p.3).
For example, I can use my knowledge of English to write this paper without relying entirely on other people's words. No one gave or taught me these exact words, and if I were asked to write on the same topic again tomorrow my response would not be identical to this one. Therefore, while humans are not the only animals who use communication systems (Fromkin et al., 2003, p.23), only humans can generate and understand an infinite number of messages on any topic. The systems used by other animals are limited: bees use a system limited to communicating "a single subject-food source" (Fromkin et al., 2003, p.26), and crabs communicate through an elaborate series of gestures that never change so "only one meaning can be conveyed" (Fromkin et al., 2003, p.25).
Other than the facts that language is used to communicate and that human language has a creative aspect, it is important that language is a system of vocal or visual symbols and that these symbols have meanings (Brown, 2000, p.5). This means that while a parrot can imitate human language, it can never know a language because it will never associate the sound symbols it imitates with particular meanings (Fromkin et al., 2003, p.23).
In light of this theory regarding the nature of language, my ultimate goal as a teacher is to help students use English creatively (unlike bees and crabs) to convey meaning (unlike parrots).