International Journal on Studies in English Language and Literature (ijsell) Volume 2, Issue 8, August 2014, pp 116-130

Structural Linguistics and its Implication to Language Teaching 
 
International Journal on Studies in English Language and Literature (IJSELL) Page | 128
Period between 1960-1970, an early collapse of audio-lingual and audiovisual methods that the 
cause is the view of Noam Chomsky. At this period began the popular "contrastive analysis", 
which is trying to find the basic theory in language teaching. Later in the period 1970-1980, it was 
a period of the most innovative in language learning. The concept and the nature of language 
learning to be redefined, then directed to the development of a model of effective and efficient 
learning that is based on solid theory. The approach is intended communicative approach in 
language learning. 
The results that have been achieved by the experts of language learning have yet to be called a 
theory because it has not been tested with steady. Therefore, there is still a general nature and is 
referred to as a hypothesis. Hypotheses that need to be considered in language learning are: 1) the 
hypothesis of similarity between the first language (L1) and a second language (L2); 2) 
contrastive hypothesis; 3) hypothesis Krashen; 4) the hypothesis of language-between; and 5) 
pijinisasi hypothesis. All described above need to be applied and tested on language teaching. 
Viewpoint of structural models in language teaching must be operated by four key concepts 
(Stern, 1987: 42), namely: 1) Language; 2) Learning; 3) Teaching; and 4) context. Thus it can be 
described that language teaching requires a concept of the nature of "language". Teaching a 
language requires a view of the "learner" and about the nature of "language learning". Teaching 
language implies a view to "language teacher" and "teaching language support". Language 
teachers should have a good educational background or qualified. In the context of language 
learning activities required language. Learning and teaching should always be viewed in the 
context, and background.