Theoretical Framework of Core, Peripheral and Interdisciplinary Disciplines in Linguistics

Theoretical Framework of Core, Peripheral and Interdisciplinary Disciplines in
Linguistics
Invariably, the disciplines of linguistic curriculum are commonly designed on account of
core, peripheral and inter-disciplinary categories which primarily depict three essential
approaches to language: Structural, Functional and Interactive approaches (Richard & Rodgers,
2001). In the similar way, these approaches towards language are backed by the three school of
thoughts about language, viz. behaviorism, functionalism and cognitivism, respectively.
1. Theoretical Framework of Core subjects:

According to Anthony (1966), the structural view about language focuses on the
structural elements for coding of the meaning ( (Richard & Rodgers, 2001). It means that the
language learning pivots around the elements of language ranging from phonological units,
grammatical units consisting of clauses, phrases and sentences, grammatical operational, for
example, adding, shifting, joining, and transforming and lexical items depending on functional
words and structural words. Hence, it can be noted the decoding and encoding of meaning
comprise the behaviour of linguistic elements that is the primary function of behaviorist theory,
“Behaviorist theory is the habit formation theory of language teaching and learning, reminding
us the learning of structure grammar (Crystal, 2010).” In other words, the structural view of
language presents the bottom-up model referred to phonology, morphology, syntax (Anderson,
2003).
Figure No. 1: Bottom-up Approach to Core Fields of Linguistics

With respect to linguistic subjects, all the subjects having the characteristics of structural view of
language can be stated the core subjects as they present the fundamental perspective of
linguistics.
Theoretical Framework of Peripheral subjects:
On the contrary, function view of language concentrates on the functional meanings of
language rather than the structural meanings through the deployment of language as a vehicle. In
other words, the essential area of language is to achieve contextual meanings, meaning that the
context controls the linguistic structures. Further, the functional theory emphasizes the context of
situation, intending that language can be analyzed in relation to context. Thus, functionalism also
has impacts on the curriculum of linguistics because all those subjects which are pertain to
context of language rather the structure of language can be named as peripheral subjects. The
word “peripheral” denotes the outer edge of a particular area, so the linguistics subjects
foreground outer edge of language (context) are commonly listed under the title of peripheral.
Figure No.2: Top-down approach to Peripheral Fields of Linguistics

. In order to clarify this concept, the top-down model proclaims that the comprehension reside in
the speaker; therefore, the speaker, by utilizing the background knowledge or context, attempt to
understand semantic view of text (Anderson, 2003).
Theoretical Framework of Interdisciplinary Subjects:
According to this perspective, the deployment of language as a vehicle results in
realization of interpersonal relational and affects “the performance of social transaction between
the individual” (Richard & Rodgers, 2001). It can be said that the maintenance of social relations
requires language as a tool in order to establish the societal relationships, and all the disciplines
related to social relations such as sociology, psychology, computer and civics are investigated
via manipulation of theoretical concepts behind linguistic patterns, meaning that interdisciplinary
disciplines of linguistics are utilized to explore the social realities. In this way, the interactional
view finds out interdisciplinary domain of linguistics supported by cognitive constructivist
approach. Essentially, the cognitive theory laid the foundation of the psychology theory of
constructivism. According to Dr. Weegar and Dr. Pacis (2012), the evolution of learning theory
of constructivism is due to cognitive development, so the construction of human knowledge
depends on ones’ experience. It indicates that humans cannot understand the information
automatically rather they effectively employ their prior personal knowledge to create the mental
images for the construction of their own knowledge. Likewise, the deployment of interactive
problem based learning (PBL) is an example of constructivist approach. In this method, the
learners apply their knowledge to the real world scenarios which are revealed through the
disciplines of social sciences. Epistemologically, the pragmatists emphasize the application of
knowledge in order to solve the problems. Therefore, the pragmatists focus on the inter-
disciplinary curriculum so that the learners can utilize their concepts of varied disciplines to
resolve the real life issues. As far as linguistics is concerned, learners can encompass the
linguistic problems of society by linking the linguistics and the social science subjects such
psychology, sociology, and literature, etc. Hence, the interdisciplinary inquiry in linguistics is
due to cognitive revolution; further, Miller (2003) proposed six disciplines germane to
psychology that were psychology, linguistics, neuroscience, computer science, anthropology and
philosophy (Miller, 2003). According to Miller (2003), linguistics, computer sciences and
psychology are central while the other three are peripheral. It means that each discipline has
particular view to examine the cognition, and the problems of each discipline primarily link to
the other disciplines. In this way, the model of interdisciplinary model has been given below:
Table No.3: Interdisciplinary Approach of Cognitive Psychology to Linguistics

By considering the above model, the connection of linguistics with computer, psychology,
anthropology and neuroscience form computational linguistics, psycholinguistics,
anthropological linguistics, and neurolinguistics, etc. Consequently, it is likely to infer that
interactive approach towards language features the both bottom-up model of linguistics in form
of linguistic patterns and top-down model in terms of social disciples for depiction of
overarching meaning of social realities.
Figure No. 4: Interactive Approach to Inter-disciplinary Fields of Linguistics
References
Anderson, N. (2003). Reading. In D. Nunan, Practical English Language Teaching (pp. 67-86). New York:
The McGraw-Hill Companies .
Crystal, D. (2010). Theories of Language Learning . In D. Crystal, The cambridge Encyclopedia of

Language (pp. 392-393). Cambridge : Cambridge Printing Press.
Miller, G. A. (2003). The cognitive revolution: a historical perspective. TRENDS in Cognitive Sciences, 141-
143.
Richard, J. C., & Rodgers, T. S. (2001). In J. C. Richard, & T. S. Rodgers, Approaches and Methods in
Language Teaching (pp. 18-25). Cambridge: Cambridge University Press.
Weegar, D. A., & Pacis, D. (2019, july 4). A Comparison of Two Theories of Learning --Behaviorism and
Constructivism as applied to Face-to-Face and Online Learning . Retrieved from https://www.g-
casa.com/conferences/manila/papers/Weegar.pdf

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Theoretical Framework of Core, Peripheral and Interdisciplinary Disciplines in

Invariably, the disciplines of linguistic curriculum are commonly designed on account of

thoughts about language, viz. behaviorism, functionalism and cognitivism, respectively.

1. Theoretical Framework of Core subjects:

Figure No. 1: Bottom-up Approach to Core Fields of Linguistics

Theoretical Framework of Peripheral subjects:

On the contrary, function view of language concentrates on the functional meanings of

Figure No.2: Top-down approach to Peripheral Fields of Linguistics

understand semantic view of text (Anderson, 2003).

Theoretical Framework of Interdisciplinary Subjects:

According to this perspective, the deployment of language as a vehicle results in

view finds out interdisciplinary domain of linguistics supported by cognitive constructivist

of constructivism is due to cognitive development, so the construction of human knowledge

disciplines of social sciences. Epistemologically, the pragmatists emphasize the application of

Table No.3: Interdisciplinary Approach of Cognitive Psychology to Linguistics

anthropology and neuroscience form computational linguistics, psycholinguistics,

anthropological linguistics, and neurolinguistics, etc. Consequently, it is likely to infer that

overarching meaning of social realities.

Figure No. 4: Interactive Approach to Inter-disciplinary Fields of Linguistics

Crystal, D. (2010). Theories of Language Learning . In D. Crystal, The cambridge Encyclopedia of

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