Bridging Chomsky and Halliday: An Integrated Framework for Language Pedagogy

For decades, grammar principles occupied a major portion of language teaching. This notion, however, has changed dramatically over time, shifting the focus so that rules concentrate on a more complex and integrated approach. Grammar, as a concept, can extend to cover more than the rules referred to as descriptive and prescriptive. Rather, it might encompass the knowledge subconsciously acquired and internalised in the brain, as in the case of native speakers. This article examines the theoretical foundations of transformational generative grammar (TGG) and systemic functional linguistics (SFL) and their applications in language teaching. While Chomsky's (1965) TGG emphasises innate linguistic competence, Halliday's (1973) SFL focuses on language as a social semiotic tool. Accordingly, the paper argues for an integrated approach that reconciles these perspectives in an attempt to create more effective language pedagogy. Through theoretical or conceptual analysis and practical examples, the article demonstrates how the marriage of both paradigms can address diverse learner needs in contemporary language education. Overall, the paper seeks to integrate the pedagogical framework combining structural and functional perspectives in language teaching. Language practitioners can then take advantage of this intertwined approach towards better teaching practices and curriculum design. Finally, it is concluded that effective language instruction verifies how grammatical principles can be refined to function in pertinent contexts. This allows students to comfortably converse and navigate social and academic settings.