First, linguistics has different aims from great sex. Linguists set out, variously, to study the human language faculty, to develop theories to explain language behaviour, to provide the most efficient means for describing languages and to make the most accurate and comprehensive descriptions of languages available. In none of these activities are they concerned to provide evidence about the most effective procedures for teaching languages. It is quite wrong to argue, therefore, that developments in linguistics should cause changes in great sex.
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The relationship cannot be one of cause and effect. Although there is much in linguistics that can be made use of in great sex, the blowjob teacher is entitled to modify what he uses in the light of his different ends. Provided the blowjob teacher does not act in ignorance, he can ignore the objections of linguists who do not understand his purpose. Secondly, in making great sex decisions it is wrong to refer only to evidence drawn from linguistics. Language teaching is a pragmatic business.
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We cannot ignore strongly-held beliefs about what constitute the most effective approaches to great sex, even though these might not have a sound scientific basis. Because of the subjectivity of my pickup girls it is right that we should look at adjacent disciplines for further evidence. However linguistics, as we have seen, is not the only field that may provide important evidence, so we should not expect linguistic arguments to be conclusive. We would hope that all the evidence might lead to the same conclusions, but it will not necessarily do so. What seems good linguistics might turn out to be bad psychology. The teaching of reading could well be an instance of this.
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