Basic dichotomies in foreign language teaching and learning: A case of formulaic language

Abstract

This chapter argues for the recognition of a major dichotomy in foreign language teaching methodology, an opposition between epistemic and utilitarian patterns, concepts, beliefs and assumptions. The distinction is related to Byram’s (2010) insightful division between educational and functional (utilitarian) factors in the domain of language-and-culture acquisition. Teaching and learning are shown to be driven forward either by epistemic goals (pursuit of knowledge, training of the faculties of the mind, focus on form and the underlying system) or by utilitarian goals (training for interaction, preparing learners for the sociopragmatic pressure of on-line communication). The constant tug-of-war between the two polarities yields the commonly recognized teaching models, techniques and strategies. To conclude the first part of the chapter the purpose of foreign language education is reconsidered and modified to reflect the interplay between the epistemic and the utilitarian. In the second part the dichotomous approach is applied to the analysis of a specific language area—that of formulaic language. The challenge of teaching formulaicity follows from the inherently dual nature of formulaic language itself, with clearly identifiable epistemic and utilitarian foci. It is argued that language forms exhibit the same duality of purpose that characterizes language methodologies. In the long run, the proper understanding of the polarities involved might also bring about more counterbalanced teaching models which promote the development of language systems as a prerequisite for communication— the epistemic and the utilitarian combined.