Teaching Marginalized Grammar  

作　　者：Katsuhiro Ohashi 

机构地区：[1]Ritsumeikan Asia Pacific University, Beppu City, Japan

出　　处：《US-China Foreign Language》2013年第7期495-509,共15页美中外语（英文版）

摘　　要：When Ferdinand de Saussure （1916） granted priority to synchronic linguistics over diachronic linguistics, his intention was not to ignore the fact that language is fundamentally a historical entity. How would a linguist, who recognized the inherent historicity of language to the fullest （de Saussure, 1916）, have pronounced a practical abnegation of diachronic linguistics？ His prioritization of synchrony should be construed as no more than a methodological expediency. Yet far from being a mere pedagogic expediency, the primacy of synchrony as a core assumption behind modem language teaching has gone to such an excess as to perpetuate a falsified image of language as ahistorical. For any tree cause of TESL （teaching English as a second language）, this is a corrigendum of the first order of importance. The current investigation is motivated by a sense of need to unleam such a specious assumption and reestablish TESL on a symmetrized balance between synchrony and diachrony. To meet this specific need, the idea of synchro-diachronic concomitance will be brought into discussion as lying at the heart of the MH （Marginalization hypothesis）.

关 键 词：DIACHRONY synchrony synchro-diachronic concomitance MH （Marginalization hypothesis） 

分 类 号：TP312[自动化与计算机技术—计算机软件与理论] H319[自动化与计算机技术—计算机科学与技术]