Introduction to Language Study PDF

 Foundation on the Study of Language Prof. Bryan Paul Espinosa Course Facilitator  Objectives CONTENTS Defined key linguistic terms and concepts 1. Language and Explained the fundamental d...

 Foundation on the Study of Language Prof. Bryan Paul Espinosa Course Facilitator  Objectives CONTENTS Defined key linguistic terms and concepts 1. Language and Explained the fundamental definition nature of language 2. Nature of language Identified and analyzed 3. Characteristics of characteristics of language language Distinguished between various 4. Branches of branches of linguistics linguistics Demonstrated understanding of 5. Language models language models 6. Linguistics in the Analyzed how linguistic theories classroom can inform teaching practices What is linguistics? the scientific study of language and its structure What is language? What is language? 1. Language is verbal communication. arrangement of sound and symbols production of sounds Language is innate to humans.  Question Animals produce sound and communicate with one another this way. Do animals have language too?  Language is complex and structured communication systems with specific grammar, syntax, and the ability to convey abstract concepts. This is a debated topic even among scientist. Some animals do exhibit complex communication systems. Such animals include dolphins and research on this area needs to be done. Those who disagree with this idea believe that animal communication is not complex enough to be considered language. HOWEVER, animal/non-human communication is not a concern of traditional linguistics. Is non-verbal communication a language? No. NVC comprises signals to convey meaning, but it lacks the complexity of language structures. However, NVC is an aspect of language that is studied in linguistics under proxemics and paralinguistics.  Sign language is not verbal. Is it really “language”? Yes, SL is complex with grammar, syntax, vocabulary, and even variations (American, British, Austrailian) What is language? 2. Language is linguistic communication. It has linguistic structures composed of a system of symbols, grammar, syntactic categories (parts of speech) to form meaning. Identify the syntactic category of each word. The cat is on the mat. Cats lick their hair gently. I found the love of my life but she has not found me. What is language? 3. Language is a mental process. What a man says is reflective of his/her thinking and how his brain works. Language is a form of human intelligence.  Consider two individuals describing the same situation, but using different metaphors: Who values teamwork and efficiency? Who is competitive? "The project is "The project is like a well-oiled like a battlefield. machine. Each We're team member constantly plays a crucial fighting against role, and challenges, and everything is every decision is running a strategic smoothly." move." What is language? 4. Language is culture-shaped. Language is intertwined with culture.  For the Inuit, snow has many types. Snow  What is language? 1. It is verbal communication. 2. It is linguistic communication. 3. It is a mental process. 4. It is culture-shaped.  Language Views Implication: The way we view language affects the way we teach it. Structuralist Functionalist Transformationalist Interactionist  Language Views The structuralists believe that language Structuralist can be described in terms of observable and verifiable data as it is being used. They also describe language in terms of Keywords its structure and according to the System of systems, building regularities and patterns or rules in language structure. To them, language is blocks, pattern, vocal, a system of speech sounds, arbitrarily observable, arbitrary assigned to the objects, states, and concepts to which they refer, used for human communication.  Language Views Structuralist Teachers develop each “block” of language through drills and activities. The focus is on mastering these blocks or codes of language.  Language Views The transformationalists/cognitivists assert that Transformationalist language is innate and universally present in humans. They propose the existence of a Language Acquisition Device (LAD) in the brain, facilitating rapid acquisition of a first language within approximately five years. Language is Keywords viewed as a creative mental phenomenon, Innate, Universal, Creative, allowing native speakers to generate and comprehend novel sentences. Universality is Mental emphasized, both in the widespread ability of children worldwide to acquire a mother tongue and in the shared abstract features across all languages, such as sound structure and rules governing word and sentence formation.  Lenneberg (1967) NOAM CHOMSKY  There are many ways (surface structure: what we hear as sounds with Language is creative. meaning and see as text on print) to express meaning (deep structure). It’s very hard. Basic English DEEP STRUCTURE It’s quite a challenge, I It’s not exactly a walk Addressing this must say. in the park, you know. challenge requires Polite English Evasive English adeptly navigating the intricacies of our It’s awfully arduous, I The formidable nature operational framework. daresay. of this task is evident. Business English Upper Class English Formal English SURFACE STRUCTURE  There are many ways (surface structure: what we hear as sounds with Language is creative. meaning and see as text on print) to express meaning (deep structure). I LOVE YOU DEEP STRUCTURE SURFACE STRUCTURE  Language Views Functionalists argue that language is a dynamic Functionalist system serving as a means for exchanging information and expressing functional meanings, including emotions, persuasion, information exchange, and giving instructions. Keywords This perspective prioritizes the practical use and Exchange Info, Practical, communicative functions of language over its grammatical features. Consequently, language Use language, Functions and teaching based on functionalism focuses on Notions conveying categories of meaning, notions, and functions, rather than emphasizing structural elements and grammar. To learn a language, we need to use it.  Language Views The interactionists believe that language Interactionist is a vehicle for establishing interpersonal relations and for performing social transactions between individuals. It is a tool for creating and maintaining social Keywords relations through conversations. Establish interpersonal Language teaching content, according to relations this view, may be specified and organized by patterns of exchange and interaction. Language builds bridges.  Task-Based Learning is interactionist in nature. Language lessons centered on completing tasks that students need to accomplish require interaction and collaboration. This could involve problem- solving activities, projects, or other tasks that require communication in the target language.  Language Views Implication: The way we view language affects the way we teach it. Structuralist Functionalist Transformationalist Interactionist  Language Views Implication: The way we view language affects the way we teach it. Structuralist Functionalist Transformationalist Interactionist  REVIEW ON DIFFERENT VIEWS OF LANGUAGE To learn language, it needs to be used. Structuralist Functionalist Transformationalist Interactionist  REVIEW ON DIFFERENT VIEWS OF LANGUAGE Language is composed of building blocks to encode meaning. Structuralist Functionalist Transformationalist Interactionist  REVIEW ON DIFFERENT VIEWS OF LANGUAGE Language is innate. Structuralist Functionalist Transformationalist Interactionist  REVIEW ON DIFFERENT VIEWS OF LANGUAGE Language is a system of systems. Structuralist Functionalist Transformationalist Interactionist  REVIEW ON DIFFERENT VIEWS OF LANGUAGE Task-based activities are proposed as they foster cooperation among members. Structuralist Functionalist Transformationalist Interactionist  REVIEW ON DIFFERENT VIEWS OF LANGUAGE Class should focus on activities like exchanging information, asking directions, buying and selling, etc. Structuralist Functionalist Transformationalist Interactionist  REVIEW ON DIFFERENT VIEWS OF LANGUAGE Language builds bridges. Structuralist Functionalist Transformationalist Interactionist  REVIEW ON DIFFERENT VIEWS OF LANGUAGE As there are numerous ways to express one deep structure, language is creative. Structuralist Functionalist Transformationalist Interactionist  Objectives CONTENTS Defined key linguistic terms and concepts 1. Language and Explained the fundamental definition nature of language 2. Nature of language Identified and analyzed 3. Characteristics of characteristics of language language Distinguished between various 4. Branches of branches of linguistics linguistics Demonstrated understanding of 5. Language models language models 6. Linguistics in the Analyzed how linguistic theories classroom can inform teaching practices ▪ Arbitrariness ▪ Cultural Transmission ▪ Discreteness ▪ Displacement ▪ Duality of Structure ▪ Dynamic ▪ Productivity/Recursiveness ▪ Transference 1. Arbitrariness It is generally the case that there is no natural connection between a linguistic form and its meaning. The form of word CAT has no natural relationship with that animal. The property of linguistic signs is their arbitrary relationship with the objects they are used to indicate. The forms of However, the instance that language is not arbitrary is human language demonstrate this property with onomatopoeia as there because they do not, in any way, fit the is a clear connection between objects they denote. the word and its meaning. 2. Cultural Transmission We acquire a language in a culture with Feral children are individuals other speakers and not from parental who, for various reasons, have genes. This process whereby language is grown up with limited or no human contact during their passed on from one generation to the next critical period of language is called cultural transmission. Human development. The study of feral infants, growing up in isolation, produce children provides insights into the relationship between nature no instinctive language. Language is and nurture in language learned through culture with other acquisition and human speakers and not from parental genes. development 3. Discreteness The discreteness of language is The sounds we use in language are taught at an early age through phonemic awareness. meaningfully distinct. The property of language when each sound is treated as discrete is described as discreteness. For example the English word tin would consist of three units t/i/n. Speech units can be ordered and reordered, combined and split apart. 3. Discreteness Discreteness refers to how each sound or phoneme in a language is distinct or different from others. Because of this phonemic awareness is a crucial aspect of early literacy development that focuses on recognizing and manipulating the individual sounds (phonemes) in spoken words. Teaching phonemic awareness helps children understand the discreteness of sounds in language, laying a foundation for reading and spelling. 4. Displacement We can talk about the past and the present. Human language can communicate about things that "Yesterday, I visited the are absent as easily as about things that are present. museum and saw an This feature of the human language is called incredible art exhibition. The paintings were truly displacement. It allows the users of language to talk inspiring.“ about events and things not present in the immediate Next month, we are planning environment. This also refers to the human ability to a family vacation to Europe. exchange information about abstract, hypothetical and We'll explore different cities and enjoy the cultural distant ideas. experiences Identify which The following refers to. In some parts of the world, greetings may involve specific a. Arbitrariness gestures, expressions, or even b. Cultural Transmission the use of particular phrases that c. Discreteness reflect the norms of politeness and friendliness of the d. Displacement community which in turn is learned through exposure. Identify which The following refers to. John said, "If I won the lottery, I a. Arbitrariness would travel the world and visit b. Cultural Transmission all the places on my bucket list." c. Discreteness d. Displacement Identify which The following refers to. In English, the sounds /b/, /æ/, and /t/ represent individual a. Arbitrariness phonemes. Changing any one of b. Cultural Transmission these sounds in a word can c. Discreteness create a new word (e.g., "bat" vs. "cat"). d. Displacement Identify which The following refers to. The written word "tree" in English has no inherent a. Arbitrariness connection to the tall, woody b. Cultural Transmission plant it represents. The c. Discreteness arrangement of letters t-r-e-e must be learned within the d. Displacement context of the English language. 5. Duality of structure Language is organized in two levels. This property is called “duality” The duality of structure is in its sound and meaning or double articulation. One level is when we produce individual sounds like “n, t, d, i”. In another level we produce these sounds in Individual Sounds: /b/, /a/, /t/ a particular combination “bin, tip” and we are producing a meaning Combinations: "bat," "tab" that is different from other combination of these sounds. At one Distinct Meanings: A flying level we have distinct sound and at another level we have distinct mammal and a thing used in sports meaning. With a limited set of distinct sounds we are capable of vs. a flat surface for writing or producing a very large number of sound combinations which are drawing distinct in meaning. Phonemes are meaningless in isolation but they become meaningful only when they are combined with other phonemes. 6. DYNAMIC The integration of new Language is always changing through words into the lexicon, such as "selfie," "blog," or "tweet," the addition of neologisms, new words reflects the influence of technology and social media or old words with new meaning, and on language. the creation of slang. It is always changing, evolving, and adapting to the needs of its users 7. Productivity Language users manipulate their linguistic resources Remember the example presented in the premise to produce new expressions and new sentences “Language is creative” in without limitations. This property of human slide 26. language is known as productivity or creativity or recursiveness. The potential number of utterances in any human language is infinite. Productivity also refers to the speaker´s ability to combine the basic linguistic units. 8. Transference It is possible to write down spoken language and read aloud the written material. This property of language is called transference. Human language has two basic manifestations: One is speech and the other is writing. It is possible to write down spoken language and read aloud the written material. Identify which The following refers to. The word "gay" has undergone a. Duality of Structure a semantic shift from primarily meaning "happy" to b. Dynamic now predominantly referring c. Productivity to sexual orientation. d. Transference Identify which The following refers to. Basic Units (Phonemes): /s/, /i/, /t/ a. Duality of Structure Combinations of Phonemes: b. Dynamic "sit," "its" c. Productivity Meaningful Units (Morphemes): d. Transference "sit" is a verb indicating an action of being seated; "its" is a possessive pronoun. Identify which The following refers to. After eavesdropping on their a. Duality of Structure conversation, she texted everything down and sent the message to her b. Dynamic friend. c. Productivity d. Transference Identify which The following refers to. What do these sentences suggest? a. Duality of Structure I do eat banana as a good snack. b. Dynamic Eat banana for a healthy snack. c. Productivity Banana is eaten by me to be healthy. d. Transference ▪ Arbitrariness ▪ Cultural Transmission ▪ Discreteness ▪ Displacement ▪ Duality of Structure ▪ Dynamic ▪ Productivity ▪ Transference Jakobson's model of the distinguishes six elements, or factors of communication, that are necessary for functions of language communication to occur Jakobson's model of the distinguishes six elements, or factors of communication, that are necessary for functions of language communication to occur CONTEXT Referential Function provides contextual information Example: Our business hours are 9am to 5pm, Monday to Friday; Seeing a friend at a restaurant after five years of having no contact Jakobson's model of the distinguishes six elements, or factors of communication, that are necessary for functions of language communication to occur CONTEXT Referential Function MESSAGE Poetic Function involves diction, the art of choosing words, aesthetic Example: To be or not to be; what light through yonder window breaks?  Jakobson's model of the distinguishes six elements, or factors of communication, that are necessary for functions of language communication to occur CONTEXT Referential Function SENDER or MESSAGE ADDRESSER Poetic Function Emotive Function involves interjection; expressions of emotional state Example: Awww. Oh, man! Yeaaahh! I am so happy. Jakobson's model of the distinguishes six elements, or factors of communication, that are necessary for functions of language communication to occur CONTEXT Referential Function SENDER or RECEIVER or MESSAGE ADDRESSER Poetic Function ADDRESSEE Emotive Function Conative Function involves command, demand, imperatives Example: Go on. Check this out. Come in. Jakobson's model of the distinguishes six elements, or factors of communication, that are necessary for functions of language communication to occur CONTEXT Referential Function SENDER or RECEIVER or MESSAGE ADDRESSER Poetic Function ADDRESSEE Emotive Function Conative Function CONTACT provides the keys to open, Phatic Function maintain, verify or close the communication channel Example: "Hello?", "Ok?", "Hummm", "Bye"..  Jakobson's model of the distinguishes six elements, or factors of communication, that are necessary for functions of language communication to occur CONTEXT Referential Function SENDER or RECEIVER or MESSAGE ADDRESSER Poetic Function ADDRESSEE Emotive Function Conative Function CONTACT Phatic Function to use language to describe it Example: “Water is a CODE non-count noun, right?” Metalingual Function  Jakobson's model of the functions of language Match the element on the right to the function they serve on the left. 1. context a. conative 2. addresser (sender) b. emotive 3. addressee (receiver) c. metalingual 4. contact d. phatic 5. common code e. poetic 6. message. f. referential  Jakobson's model of the functions of language Match the expressions on the right to the function they serve on the left. 1. Oh wow! That looks so lovely! 2. I see. Hmmmm a. conative 3. At home, early in the morning, with b. emotive family 4. Come here. I’ll show my eggplant to c. metalingual you. d. phatic 5. Roses are red, violets are blue, love e. poetic never crossed my mind till the day I f. referential met you. 6. Ahhh is an interjection. PAIR WORK: GIVE TWO EXAMPLES TO ILLUSTRATE EACH LANGUAGE FUNCTION. Jakobson's model of the functions of CONTEXT Referential Function language SENDER or RECEIVER or MESSAGE ADDRESSER Poetic Function ADDRESSEE Emotive Function Conative Function CONTACT Phatic Function CODE Metalingual Function