This document discusses Universal Grammar and Chomsky's theory of language acquisition. It defines Universal Grammar as the idea that the ability to learn grammar is innate. The theory proposes that all human languages share certain properties. Chomsky argued that the human brain contains a limited set of rules, or Universal Grammar, that provide the common structural basis for all languages. The document also outlines three hypotheses for how language evolved and discusses criticisms of Universal Grammar, including that it has no coherent formulation and conflicts with principles of biological evolution.
Standard language is an official form of a language used for formal situations like newspapers and speeches. It is established through social, economic and political influences and codified to be accessible to all speakers of the language. Characteristics of a standard language include being a prestigious variety recognized by a community and used for high functions. In contrast, a dialect is a form of a language spoken by a particular group in a region, shown through accent and vocabulary. While dialects have benefits like developing characters, they also have risks like being confusing, offensive or distracting. Standard languages differ from dialects in having more speakers, being used in all fields, and representing all dialects under it, whereas dialects have limitations.
This document discusses the micro and macro functions of language. It outlines seven micro functions: physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. The physiological function releases physical and nervous energy through expressions like curse words. The phatic function facilitates sociability in communications like greeting letters. The four macro functions are ideational, interpersonal, poetic, and textual. The ideational function involves conceptual thinking, while the interpersonal function emphasizes language as a social tool to project the speaker. The poetic function manipulates language creatively, and the textual function creates cohesive and coherent long-form writing or speech. In conclusion, these are one perspective on language functions, and other approaches may identify different functions or names
Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
The document outlines the key aspects and perspectives on language functions. It defines language and its functions. Language functions are processed both socially and biologically. There are various proponents of language functions cited. Language functions can be studied from general/micro and meta/macro aspects. General functions include physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. Metafunctions include the ideational, interpersonal, and textual functions. The document concludes that language allows for flexible communication and that the study of language functions is constructive across various disciplines.
The document repeatedly lists the "Department of English Language and Literature, MUL" without providing any additional context or information. It is unclear what the purpose or content of the document is, as only the department name is repeated over 15 times.
Noam Chomsky was an influential linguist who proposed the theory of Universal Grammar. He believed that children are born with an innate language acquisition device (LAD) that allows them to learn language quickly and easily. According to Chomsky, the LAD contains a set of innate linguistic principles and parameters that are shared across all human languages. When children are exposed to speech, their LAD is activated and allows them to deduce the grammatical rules of their native language from limited experience. However, Chomsky's theory of Universal Grammar has been criticized for focusing only on syntax and ignoring other linguistic domains like semantics, pragmatics, and social factors involved in language acquisition.
Factors that influence second language acquisition and learninglislieroyo1
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
This document discusses Universal Grammar and Chomsky's theory of language acquisition. It defines Universal Grammar as the idea that the ability to learn grammar is innate. The theory proposes that all human languages share certain properties. Chomsky argued that the human brain contains a limited set of rules, or Universal Grammar, that provide the common structural basis for all languages. The document also outlines three hypotheses for how language evolved and discusses criticisms of Universal Grammar, including that it has no coherent formulation and conflicts with principles of biological evolution.
Standard language is an official form of a language used for formal situations like newspapers and speeches. It is established through social, economic and political influences and codified to be accessible to all speakers of the language. Characteristics of a standard language include being a prestigious variety recognized by a community and used for high functions. In contrast, a dialect is a form of a language spoken by a particular group in a region, shown through accent and vocabulary. While dialects have benefits like developing characters, they also have risks like being confusing, offensive or distracting. Standard languages differ from dialects in having more speakers, being used in all fields, and representing all dialects under it, whereas dialects have limitations.
This document discusses the micro and macro functions of language. It outlines seven micro functions: physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. The physiological function releases physical and nervous energy through expressions like curse words. The phatic function facilitates sociability in communications like greeting letters. The four macro functions are ideational, interpersonal, poetic, and textual. The ideational function involves conceptual thinking, while the interpersonal function emphasizes language as a social tool to project the speaker. The poetic function manipulates language creatively, and the textual function creates cohesive and coherent long-form writing or speech. In conclusion, these are one perspective on language functions, and other approaches may identify different functions or names
Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
The document outlines the key aspects and perspectives on language functions. It defines language and its functions. Language functions are processed both socially and biologically. There are various proponents of language functions cited. Language functions can be studied from general/micro and meta/macro aspects. General functions include physiological, phatic, recording, identifying, reasoning, communicating, and pleasure functions. Metafunctions include the ideational, interpersonal, and textual functions. The document concludes that language allows for flexible communication and that the study of language functions is constructive across various disciplines.
The document repeatedly lists the "Department of English Language and Literature, MUL" without providing any additional context or information. It is unclear what the purpose or content of the document is, as only the department name is repeated over 15 times.
Noam Chomsky was an influential linguist who proposed the theory of Universal Grammar. He believed that children are born with an innate language acquisition device (LAD) that allows them to learn language quickly and easily. According to Chomsky, the LAD contains a set of innate linguistic principles and parameters that are shared across all human languages. When children are exposed to speech, their LAD is activated and allows them to deduce the grammatical rules of their native language from limited experience. However, Chomsky's theory of Universal Grammar has been criticized for focusing only on syntax and ignoring other linguistic domains like semantics, pragmatics, and social factors involved in language acquisition.
Factors that influence second language acquisition and learninglislieroyo1
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
Cognitive language acquisition theories presentationHina Honey
Cognitive Language Acquisition Theories discusses Jean Piaget and Lev Vygotsky's theories of language development. Piaget believed that cognitive development precedes language acquisition and that children progress through four stages of development. Vygotsky argued that language and thought have different origins that intersect, and that social learning in the Zone of Proximal Development is important for cognitive development. Both theorists linked cognitive and language development but disagreed on the influence of social factors and the ability to accelerate learning.
The five main components of language are phonemes, morphemes, lexemes, syntax, and context. Along with grammar, semantics, and pragmatics, these components work together to create meaningful communication among individuals.
This document discusses similarities and differences between animal communication and human language. It examines various linguists' definitions of language and identifies several key properties that Charles Hockett said distinguish language from other communication systems, including displacement, productivity, and arbitrariness. While some animal signaling systems demonstrate properties like semanticity and cultural transmission, human language is unique in its ability to communicate about things not present through time and space via productive, open-ended systems of symbols combined into infinite sentences.
Language serves two main functions: transactional and interactional. The transactional view sees language as a way to transmit information between people, as in making requests or sharing facts. The interactional view sees language as a way to express social relationships and personal attitudes, as in greetings or casual conversation. Transactional language prioritizes the message, while interactional language prioritizes the relationship between participants. Both functions are important for human communication, though interactional language may be more common in daily life as people seek to maintain social bonds.
The document discusses four main theories of language acquisition: imitation/behaviorism, innateness/nativism, cognition, and motherese/input. The key points covered include:
- Imitation theory views language learning as a process of reinforcement through stimulus-response and feedback.
- Nativism/innateness theory posits that children are born with an innate language acquisition device that allows them to deduce grammar from primary linguistic data.
- Universal Grammar proposes principles and parameters that are common across languages.
- Theories have both similarities and limitations in fully explaining the complex process of language acquisition.
1. In the first conversation, the Quality maxim is being flouted.
2. In the second conversation, the Quantity maxim is being flouted.
3. In the third conversation, the Relevance maxim is being flouted.
4. In the fourth conversation, the Manner maxim of avoiding ambiguity is being flouted.
2. Yes, the implicatures are successful in each case because the hearer recognizes that a maxim is being flouted and is able to infer the implicated meaning.
Semantics is the study of meanings of words, phrases and sentences. It involves analyzing conceptual meanings, which are the basic components of a word's meaning, and associative meanings, which are connotations attached to a word. Semantics also examines how words fulfill roles like agent, theme, and experiencer within sentences, and lexical relations between words such as synonyms, antonyms, and polysemy.
Stages of Acquisition of first LanguageJoel Acosta
The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
This document provides an introduction to the field of linguistics. It defines linguistics as the scientific study of language and discusses how it differs from traditional grammar in being descriptive rather than prescriptive. The document outlines the scope of linguistics, dividing it into micro- and macrolinguistics. Microlinguistics includes the study of phonetics, phonology, morphology, syntax, semantics and pragmatics. Macrolinguistics encompasses sociolinguistics, psycholinguistics, neurolinguistics and other fields. It also discusses the usefulness of linguistics for students of language, teachers and researchers.
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
This document discusses the difficulty in defining the term "language" and provides definitions from various linguists and dictionaries. While no single definition fully captures language, common characteristics that emerge are that language is a system of symbols used for human communication, it is conventional and arbitrary, and it varies between social/linguistic groups. Over 7,000 languages exist worldwide, with Pakistan having approximately 72 languages.
This document discusses psycholinguistics and language acquisition. It defines psycholinguistics as the study of the relationship between the human mind and language. Key aspects covered include language production, which involves conceptualization, formulation, articulation and self-monitoring. Language acquisition examines first language acquisition in children and theories like nature vs nurture. Second language acquisition looks at factors like age and motivation and compares it to first language acquisition.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITIONzana mohd
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
This Power Point presentation defines syntax and describes seven syntax rules for the English Language. The Presentation also discusses four issues English Language Learners find so difficult when it comes to learning and acquiring ESL.
This document discusses the nature and characteristics of language. It defines language as a symbol system that is uniquely human, arbitrary yet structured, and acquired through social learning rather than instinct. The key points made are:
1) Language is a system of symbols that allows for the communication of ideas, emotions, culture and identity between humans.
2) It is characterized by properties such as displacement, infinite complexity, open-endedness, discreteness, and structural complexity that distinguish it from animal communication systems.
3) Language is acquired socially rather than instinctively, and every human must learn the language of their community.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
This document discusses the relationship between language and thought. It presents several perspectives on this relationship:
- Classical theorists like Plato argued that thought determines language, while others like J.B. Watson believed thought is language.
- Edward Sapir and Benjamin Lee Whorf proposed the Sapir-Whorf hypothesis, which suggests language influences or determines thought. For example, the structure of a language influences how speakers of that language view the world.
- There is evidence that different languages categorize and describe concepts like time, colors, and snow differently, potentially influencing thought. However, critics argue linguistic determinism is too strong and thought is not entirely constrained by language.
- The relationship is complex
Michael Halliday is an internationally renowned linguist who has significantly contributed to theories of language and related areas since the late 1950s. He is best known for developing systemic functional linguistics (SFL), shifting the focus from syntax to a more semiotic approach. SFL analyzes language through three metafunctions - the ideational which conceptualizes the world, the interpersonal which represents the speaker, and the textual which manages discourse flow.
introduction to linguistics lecture 1.pptZahraJaffri1
Linguistics is the scientific study of language. It examines the fundamental properties of human language across languages. The main branches of linguistics include phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, psycholinguistics, and computational linguistics. Linguistics aims to describe and analyze language as it is actually used, rather than prescribe rules for correct language use. Key distinctions in linguistics include synchronic vs diachronic analysis, langue vs parole, and competence vs performance.
Language and communication ( The chemistry between the two) Hathib KK
This document discusses the concepts of language and communication. It defines language as an abstract system of symbols that carry prescribed meanings, which can be sounds or letters. The key characteristics of language are that it is humane, meaningful, symbolic, systematic, and flexible. Communication is defined as the process of sharing information, messages, knowledge, or feelings through a communicator, message, channel, and receiver. The relationship between language and communication is that language provides one of the primary channels for the process of communication between humans. While communication is possible without language through gestures, language helps to make communication more meaningful, reduces confusion, and facilitates thinking, aesthetic expression, and cultural exchange.
Cognitive language acquisition theories presentationHina Honey
Cognitive Language Acquisition Theories discusses Jean Piaget and Lev Vygotsky's theories of language development. Piaget believed that cognitive development precedes language acquisition and that children progress through four stages of development. Vygotsky argued that language and thought have different origins that intersect, and that social learning in the Zone of Proximal Development is important for cognitive development. Both theorists linked cognitive and language development but disagreed on the influence of social factors and the ability to accelerate learning.
The five main components of language are phonemes, morphemes, lexemes, syntax, and context. Along with grammar, semantics, and pragmatics, these components work together to create meaningful communication among individuals.
This document discusses similarities and differences between animal communication and human language. It examines various linguists' definitions of language and identifies several key properties that Charles Hockett said distinguish language from other communication systems, including displacement, productivity, and arbitrariness. While some animal signaling systems demonstrate properties like semanticity and cultural transmission, human language is unique in its ability to communicate about things not present through time and space via productive, open-ended systems of symbols combined into infinite sentences.
Language serves two main functions: transactional and interactional. The transactional view sees language as a way to transmit information between people, as in making requests or sharing facts. The interactional view sees language as a way to express social relationships and personal attitudes, as in greetings or casual conversation. Transactional language prioritizes the message, while interactional language prioritizes the relationship between participants. Both functions are important for human communication, though interactional language may be more common in daily life as people seek to maintain social bonds.
The document discusses four main theories of language acquisition: imitation/behaviorism, innateness/nativism, cognition, and motherese/input. The key points covered include:
- Imitation theory views language learning as a process of reinforcement through stimulus-response and feedback.
- Nativism/innateness theory posits that children are born with an innate language acquisition device that allows them to deduce grammar from primary linguistic data.
- Universal Grammar proposes principles and parameters that are common across languages.
- Theories have both similarities and limitations in fully explaining the complex process of language acquisition.
1. In the first conversation, the Quality maxim is being flouted.
2. In the second conversation, the Quantity maxim is being flouted.
3. In the third conversation, the Relevance maxim is being flouted.
4. In the fourth conversation, the Manner maxim of avoiding ambiguity is being flouted.
2. Yes, the implicatures are successful in each case because the hearer recognizes that a maxim is being flouted and is able to infer the implicated meaning.
Semantics is the study of meanings of words, phrases and sentences. It involves analyzing conceptual meanings, which are the basic components of a word's meaning, and associative meanings, which are connotations attached to a word. Semantics also examines how words fulfill roles like agent, theme, and experiencer within sentences, and lexical relations between words such as synonyms, antonyms, and polysemy.
Stages of Acquisition of first LanguageJoel Acosta
The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
This document provides an introduction to the field of linguistics. It defines linguistics as the scientific study of language and discusses how it differs from traditional grammar in being descriptive rather than prescriptive. The document outlines the scope of linguistics, dividing it into micro- and macrolinguistics. Microlinguistics includes the study of phonetics, phonology, morphology, syntax, semantics and pragmatics. Macrolinguistics encompasses sociolinguistics, psycholinguistics, neurolinguistics and other fields. It also discusses the usefulness of linguistics for students of language, teachers and researchers.
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
This document discusses language learning strategies. It defines language learning strategies as conscious mental activities that involve both an action and a goal related to learning a language. The document discusses various classifications of language learning strategies proposed by researchers, including cognitive, metacognitive, memory, social, compensation, and affective strategies. It provides examples of strategies for each category and concludes that teachers should take an experimental approach to discover, consider, and model different language learning strategies.
This document discusses the difficulty in defining the term "language" and provides definitions from various linguists and dictionaries. While no single definition fully captures language, common characteristics that emerge are that language is a system of symbols used for human communication, it is conventional and arbitrary, and it varies between social/linguistic groups. Over 7,000 languages exist worldwide, with Pakistan having approximately 72 languages.
This document discusses psycholinguistics and language acquisition. It defines psycholinguistics as the study of the relationship between the human mind and language. Key aspects covered include language production, which involves conceptualization, formulation, articulation and self-monitoring. Language acquisition examines first language acquisition in children and theories like nature vs nurture. Second language acquisition looks at factors like age and motivation and compares it to first language acquisition.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITIONzana mohd
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
This Power Point presentation defines syntax and describes seven syntax rules for the English Language. The Presentation also discusses four issues English Language Learners find so difficult when it comes to learning and acquiring ESL.
This document discusses the nature and characteristics of language. It defines language as a symbol system that is uniquely human, arbitrary yet structured, and acquired through social learning rather than instinct. The key points made are:
1) Language is a system of symbols that allows for the communication of ideas, emotions, culture and identity between humans.
2) It is characterized by properties such as displacement, infinite complexity, open-endedness, discreteness, and structural complexity that distinguish it from animal communication systems.
3) Language is acquired socially rather than instinctively, and every human must learn the language of their community.
How People Learn
Today, the primary theory is socio-constructivist—in which knowledge is understood to be importantly shaped by the context in which it is situated, and is actively constructed through social negotiation with others. On this understanding, learning environments should be where:
• Constructive, self-regulated learning is fostered
• The learning is sensitive to the context
• It will often be collaborative
Theoretical concepts do not yield concrete prescriptions for classroom application, but the good theory can be used flexibly and creatively by teachers in their planning and educational practice. At the same time, not all learning takes place in the classroom as much of it occurs at home, on the sports field, in museums and so forth (non-formal education), and sometimes implicitly and effortlessly (informal learning).
12 Learning Theories:
• Constructivism
• Behaviorism
• Piaget's Developmental Theory
• Neuroscience
• Brain-Based Learning
• Learning Styles
• Multiple Intelligences
• Right Brain/Left Brain
• Thinking
• Communities of Practice
• Control Theory
• Observational Learning
• Vygotsky and Social Cognition
This document discusses the relationship between language and thought. It presents several perspectives on this relationship:
- Classical theorists like Plato argued that thought determines language, while others like J.B. Watson believed thought is language.
- Edward Sapir and Benjamin Lee Whorf proposed the Sapir-Whorf hypothesis, which suggests language influences or determines thought. For example, the structure of a language influences how speakers of that language view the world.
- There is evidence that different languages categorize and describe concepts like time, colors, and snow differently, potentially influencing thought. However, critics argue linguistic determinism is too strong and thought is not entirely constrained by language.
- The relationship is complex
Michael Halliday is an internationally renowned linguist who has significantly contributed to theories of language and related areas since the late 1950s. He is best known for developing systemic functional linguistics (SFL), shifting the focus from syntax to a more semiotic approach. SFL analyzes language through three metafunctions - the ideational which conceptualizes the world, the interpersonal which represents the speaker, and the textual which manages discourse flow.
introduction to linguistics lecture 1.pptZahraJaffri1
Linguistics is the scientific study of language. It examines the fundamental properties of human language across languages. The main branches of linguistics include phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, psycholinguistics, and computational linguistics. Linguistics aims to describe and analyze language as it is actually used, rather than prescribe rules for correct language use. Key distinctions in linguistics include synchronic vs diachronic analysis, langue vs parole, and competence vs performance.
Language and communication ( The chemistry between the two) Hathib KK
This document discusses the concepts of language and communication. It defines language as an abstract system of symbols that carry prescribed meanings, which can be sounds or letters. The key characteristics of language are that it is humane, meaningful, symbolic, systematic, and flexible. Communication is defined as the process of sharing information, messages, knowledge, or feelings through a communicator, message, channel, and receiver. The relationship between language and communication is that language provides one of the primary channels for the process of communication between humans. While communication is possible without language through gestures, language helps to make communication more meaningful, reduces confusion, and facilitates thinking, aesthetic expression, and cultural exchange.
1) Language is an abstract system of symbols and meanings that includes rules for relating symbols and meanings to allow communication. It is a key feature that distinguishes humans from other animals.
2) Language is organized through processes like remembrance and utilization of limited words and infinite sentences. It involves meaningful, arbitrary symbols linked to concepts through sound.
3) Communication requires at least a transmitter, signal, channel, and receiver. It can be verbal using language or nonverbal using cues like paralanguage, proxemics, and body language. While language is important for human communication, some communication is still possible without it through other signals.
A common language is one of the most important features of a community. Language is a means of communication that conveys culture and traditions. It is a social phenomenon that allows people to interact and cooperate. Language is symbolic, systematic, vocal, non-instinctive, and conventional. It is acquired through social learning rather than innate instincts. A first language is acquired naturally as a child, while additional languages are learned later in life, requiring more effort. Understanding students' language backgrounds is important for effective education.
The document discusses the key criteria for a system of communication to be considered a language. It notes that a language must be generative, meaningful, have rules to govern how symbols are arranged, and be learned rather than innate. A language also has three main building blocks - phonemes, morphemes, and rules of grammar and syntax that provide structure. It is concluded that language is the most powerful system of communication between humans in different countries and cultures.
Covers the definitions of Language, Elements used in defining the term Language and the characteristics of Language (Both peculiar to human Language and those shared by other species) according to the Tanzanian English syllabus for Advanced level learners.
This document discusses the definition and characteristics of language as well as the functions of language and definition of communication. Some key points:
- Language is a symbol system that is systematic, arbitrary, productive, dynamic, diverse and specific to humans. It has unique characteristics but also universal ones.
- The functions of language include expression, information, explanation, persuasion, entertainment, as well as personal, directive, phatic, referential, metalinguistic and imaginative functions depending on the speaker, listener, topic and message.
- Communication requires the exchange of information between individuals using a common system of symbols or behaviors. It involves a sender, receiver and common system of symbols.
This document provides an overview of key concepts in linguistics, including definitions of language, properties of language like arbitrariness and duality of patterning, the origin of language, and methods of classifying languages. It discusses language as a system of arbitrary symbols used for communication, and outlines properties like displacement and creativity. The functions of language are described, including as a means of expression and communication. Theories on the origin of language incorporate both natural and divine explanations. Languages can be classified geographically, genetically based on ancestry, or typologically based on structural features.
Language has several key characteristics:
1. Language is arbitrary - there is no inherent connection between words and their meanings, and languages can vary significantly between communities.
2. Language is a social phenomenon - it exists to allow humans to interact and coordinate as members of a society.
3. Language is a symbolic system - it uses sounds, words and other symbols to represent concepts, ideas and objects.
Linguistics is the scientific study of language. It has two main purposes: to study the nature and rules of language, and to understand how language is organized and functions in human life. The document discusses key topics in linguistics including the main branches of linguistics, which are divided into microlinguistics focusing on language itself, and macrolinguistics examining language in relation to other areas. It also distinguishes between descriptive linguistics, which analyzes actual language use, and prescriptive linguistics, which prescribes rules for "correct" language behavior.
No, No, No, No
Pragmatics cont...
Activity -2
Look at the following utterances and state the
implied meaning:
(1) A: ‘Do you have the time?’
B: ‘Sure, let me check’
(2) A: ‘Can you pass the salt?’
B: ‘Help yourself’
(3) A: ‘I’m freezing!’
B: ‘Then put on a sweater’
(4) A: ‘When will dinner be ready?’
B: ‘Soon, I promise’
Pragmatics cont...
Discourse
- Discourse analysis studies language use
beyond
No, No, No, No
Pragmatics cont...
Activity -2
Look at the following utterances and state the
implied meaning:
(1) A: ‘Do you have the time?’
B: ‘Sure, let me check’
(2) A: ‘Can you pass the salt?’
B: ‘Help yourself’
(3) A: ‘I’m freezing!’
B: ‘Then put on a sweater’
(4) A: ‘When will dinner be ready?’
B: ‘Soon, I promise’
Pragmatics cont...
Discourse
- Discourse refers to language use beyond the sentence
Unit 1 Importance of English as a second language.pdfshahjehan31
English is an important second language in Pakistan that enables global communication, opportunities for growth, and access to education and employment (Paragraph 1). It plays a key role in today's interconnected world and acts as a lingua franca connecting people and cultures (Paragraph 2). English serves various functions in Pakistan, including facilitating access to information, cultural exchange, career prospects, and academic excellence (Paragraph 3).
Language refers to the innate human capacity for acquiring and using complex systems of communication, while a language is a specific example of such a system, like English, French, etc. There are several key characteristics that define human language:
1. Language is arbitrary - there is no intrinsic connection between linguistic symbols like words and their meanings.
2. Language is social - it is a system of conventional communicative signals used by humans for communication within a community.
3. Language is systematic - though composed of arbitrary symbols, these symbols are arranged according to an organized system with rules.
1. The document discusses the study of meaning, including how children acquire language and the knowledge speakers have about their language.
2. It examines meaning from the perspectives of psychology, philosophy, and linguistics. Key aspects of language include it being a systematic, conventional symbolic system that is learned and constantly evolving.
3. A speaker's semantic knowledge involves having a vocabulary and understanding how to pronounce and combine words to communicate meanings to others.
Language serves several functions:
- It allows humans to communicate ideas, emotions, and desires through a system of symbols. Language functions can be studied at the micro level of individual uses in society or the macro level of ideational, interpersonal, and textual functions.
- At the micro level, language serves physiological functions like expression, as well as phatic functions like social interaction, recording information, identifying objects, reasoning, communication, and providing pleasure.
- At the macro level, the ideational function involves conceptualizing experience and logic; the interpersonal function involves interaction between individuals; and the textual function involves organizing messages cohesively. Language thus allows rich expression and social connection through its diverse functions.
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2. Language is a purely human and non-instinctive method of communicating ideas,
emotions and desires by means of voluntarily produced symbols. Language is an
aspect of human behaviour. In written form it is a long-term record of knowledge
from one generation to the next while in spoken form it is a means of
communication. Language is the key aspect of human intelligence. Therefore
language is −
a) human speech;
(b)the ability to communicate by this means;
(c) a system of vocal sounds and combinations of such sounds to which meaning is
attributed, used for the expression or communication of thoughts and feelings;
(d) the written representation of such a system.
3. ‣ It is a means of communication.
‣ It is arbitrary word.
‣ It is a system of systems.
‣ It is primarily vocal.
‣ It differs from animal communication in several
ways.
‣ It is a symbol system.
‣ Productivity.
‣ Interchangeability.
‣ It is like biological organism as it is marked by its
origin, growth, development and evolution.
‣ It serves a specific purpose on specific situation.
‣ Language always endeavours to transmit a thought of
the speaker.
4. The Referential Function
corresponds to the factor of Context and describes a situation, object or mental
state. The descriptive statements of the referential function can consist of both
definite descriptions and deictic words, e.g. "The autumn leaves have all fallen
now”.
The Poetic Function
focuses on "the message for its own sake” and is the operative function in
poetry as well as slogans.
The Emotive or Expressive or Affective Function
relates to the Addresser (sender) and is best exemplified by interjections and
other sound changes that do not alter the denotative meaning of an utterance but
do add information about the Addresser's (speaker's) internal state, e.g. "Wow,
what a view!"
The Conative Function
engages the Addressee (receiver) directly and is best illustrated
by vocatives and imperatives, e.g. "Tom! Come inside and eat."
Interrogative:
When language is used to get information from others, it
serves an interrogative function
Through Questions that expect answers.
5. The Phatic Function
is language for the sake of interaction and is therefore associated with the
Contact/Channel factor. The Phatic Function can be observed in greetings
and casual discussions of the weather, particularly with strangers. It also
provides the keys to open, maintain, verify or close the communication
channel: "Hello?"
The Metalingual or Metalinguistic or Reflexive Function
is the use of language (what Jakobson calls "Code") to discuss or
describe itself. This makes language infinitely self-reflexive: We
human beings can talk about talk and think about thinking, and thus
only humans can ask what it means to communicate, to think, to be
human.
Informative
Language serves an informative function when it is used to tell
what the speaker believes, to give information about facts, or to
reason things out.
By use of Declarative Sentences.
Recreational
The use of language for the sheer joy of using it.
E.g. baby’s babbling, poetry, etc.
Interpersonal
Language serves an interpersonal function when it is used
to establish and maintain their status in a society.
6. Physiological Function:
Releasing physical and nervous energy.
Sports fans – shouting instructions, express
support/disappointment, cheers.
Cursing – rarely convey meaning and are only to make the
speaker feel better.
Identifying Function:
Language is used to identify the objects and events in the world we
live in.
Without this function language would be almost useless.
Reasoning Function:
Instrument of thought
Before we say something we think and to do that we necessarily use
language.
It is difficult to think about anything without any use of words.
Car or automobile
Disappointment
7. Communicating Function:
Often the first function that people identify.
Most commonly used by the majority of speakers.
Requesting, Apologising, Informing,Ordering, Promising,
Refusing.
Activity:
A means to convey information
Drawing using only verbal instructions.
Recording Function:
Denotes using language to make a durable record of things
that ought to be remembered.
Typically written language.
Began with pictures and moved to the alphabet we use
today.
8. Language has become an inseparable part of human life . Everything we
do we use any of the mentioned functions of language; rarely we use
gestures or signs. With time language has developed and flourished and
resulted in adding up more functions of it.