The document discusses several key properties of language:
1) Languages are arbitrary systems of symbols and codes that have no natural connection between their sounds and meanings.
2) Languages have a dualistic structure with smaller meaningless elements that form larger meaningful units.
3) The elements of language, such as sounds, are discrete and distinct from one another.
4) Languages have productivity, allowing speakers to generate an infinite number of novel utterances.
Other significant properties discussed include language universals, the cultural transmission of language, and how language both shapes and is shaped by culture.
The document discusses various lexical semantic relations between words such as synonyms, antonyms, hyponyms, homophones, polysemy, and collocations. It defines each relation and provides examples to illustrate how the meaning of words can be related or contrasted in multiple ways. The key relations covered are synonyms (words with similar meanings), antonyms (opposite meanings), hyponyms (a specific example of a general category), and polysemy (a single word with multiple related meanings).
The document discusses the properties of human language and whether animal communication can be considered language. It notes that human language has properties like displacement, arbitrariness, productivity, cultural transmission and duality. While some animals can communicate, their systems have limited signals and meanings and do not exhibit the full properties of human language. Experiments teaching chimpanzees, gorillas and other great apes to use human language systems like sign language had some success but questions remain about how deeply the animals understand language.
There are seven types of meaning in semantics:
1. Conceptual meaning refers to the basic dictionary definition of a word.
2. Connotative meaning involves attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context of a word's use.
4. Affective or emotive meaning refers to the feelings or attitudes a word evokes in listeners.
5. Reflected meaning arises from a word having multiple conceptual meanings.
6. Collocative meaning is based on words that tend to co-occur together.
7. Thematic meaning depends on how a message organizes focus and emphasis.
General linguistics is the scientific study of human language in all its forms without restrictions. It supplies the concepts and categories used to analyze specific languages. General linguistics studies the theoretical bases of language description and the methods used to investigate linguistic phenomena. It also examines the connections between linguistics and other fields like logic, psychology, and the social influences on a language's development and structure. One feature is a dual approach using both structural analysis of a language's systems and sociolinguistic analysis of social influences.
This document provides information about phonetics and phonology. It defines phonetics as the study of speech sounds and their production, combination, and description, while phonology is concerned with how patterns of speech sounds create meaning. It discusses the branches of phonetics including articulatory, acoustic, and auditory phonetics. It also explains that phonetics studies the physical properties of sounds, while phonology studies abstract sound patterns and systems. The document provides the definition of key terms like phoneme and includes examples of a phonemic chart and International Phonetic Alphabet (IPA) chart.
Functional linguistics claims that language use is functional, with the main function being to make meanings. These meanings are influenced by social and cultural context. Language use involves a semiotic process of choosing meanings. Jakobson identifies six communication functions associated with the communication process: referential, aesthetic, emotive, conative, phatic, and metalingual. Halliday sees language as a social/cultural phenomenon. He identifies seven functions language serves for children: instrumental, regulatory, interactional, personal, heuristic, imaginative, and representational. Systemic functional linguistics analyzes language in terms of context, semantics, lexico-grammar, and phonology-graphology. It sees three types of meanings encoded simultaneously
Phonology is the study of sound systems in languages. It has four branches: segmental phonology which analyzes speech into discrete segments like phonemes; suprasegmental phonology which analyzes features over multiple segments like intonation and stress; diachronic phonology which studies sound patterns through a language's history; and synchronic phonology which studies sound patterns regardless of historical change. Phonology also examines phones which are minimal speech units, phonemes which are distinctive minimal units, and allophones which are variants of phonemes that occur in different phonetic environments. A syllable contains a sonority peak like a vowel with optional onset and coda consonants. Syllable structure and distinctive features are also
The document discusses various lexical semantic relations between words such as synonyms, antonyms, hyponyms, homophones, polysemy, and collocations. It defines each relation and provides examples to illustrate how the meaning of words can be related or contrasted in multiple ways. The key relations covered are synonyms (words with similar meanings), antonyms (opposite meanings), hyponyms (a specific example of a general category), and polysemy (a single word with multiple related meanings).
The document discusses the properties of human language and whether animal communication can be considered language. It notes that human language has properties like displacement, arbitrariness, productivity, cultural transmission and duality. While some animals can communicate, their systems have limited signals and meanings and do not exhibit the full properties of human language. Experiments teaching chimpanzees, gorillas and other great apes to use human language systems like sign language had some success but questions remain about how deeply the animals understand language.
There are seven types of meaning in semantics:
1. Conceptual meaning refers to the basic dictionary definition of a word.
2. Connotative meaning involves attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context of a word's use.
4. Affective or emotive meaning refers to the feelings or attitudes a word evokes in listeners.
5. Reflected meaning arises from a word having multiple conceptual meanings.
6. Collocative meaning is based on words that tend to co-occur together.
7. Thematic meaning depends on how a message organizes focus and emphasis.
General linguistics is the scientific study of human language in all its forms without restrictions. It supplies the concepts and categories used to analyze specific languages. General linguistics studies the theoretical bases of language description and the methods used to investigate linguistic phenomena. It also examines the connections between linguistics and other fields like logic, psychology, and the social influences on a language's development and structure. One feature is a dual approach using both structural analysis of a language's systems and sociolinguistic analysis of social influences.
This document provides information about phonetics and phonology. It defines phonetics as the study of speech sounds and their production, combination, and description, while phonology is concerned with how patterns of speech sounds create meaning. It discusses the branches of phonetics including articulatory, acoustic, and auditory phonetics. It also explains that phonetics studies the physical properties of sounds, while phonology studies abstract sound patterns and systems. The document provides the definition of key terms like phoneme and includes examples of a phonemic chart and International Phonetic Alphabet (IPA) chart.
Functional linguistics claims that language use is functional, with the main function being to make meanings. These meanings are influenced by social and cultural context. Language use involves a semiotic process of choosing meanings. Jakobson identifies six communication functions associated with the communication process: referential, aesthetic, emotive, conative, phatic, and metalingual. Halliday sees language as a social/cultural phenomenon. He identifies seven functions language serves for children: instrumental, regulatory, interactional, personal, heuristic, imaginative, and representational. Systemic functional linguistics analyzes language in terms of context, semantics, lexico-grammar, and phonology-graphology. It sees three types of meanings encoded simultaneously
Phonology is the study of sound systems in languages. It has four branches: segmental phonology which analyzes speech into discrete segments like phonemes; suprasegmental phonology which analyzes features over multiple segments like intonation and stress; diachronic phonology which studies sound patterns through a language's history; and synchronic phonology which studies sound patterns regardless of historical change. Phonology also examines phones which are minimal speech units, phonemes which are distinctive minimal units, and allophones which are variants of phonemes that occur in different phonetic environments. A syllable contains a sonority peak like a vowel with optional onset and coda consonants. Syllable structure and distinctive features are also
This document discusses several key linguistic concepts:
1. Semantic features examine the meaning and properties of words, such as whether something is animate or canine.
2. Synonyms share a degree of similarity in meaning but can be distinguished from each other.
3. Antonyms are binary opposition pairs where one term is the opposite of the other, such as tall/short or young/old.
4. Polysemy refers to a single word that has multiple related meanings.
Definition and Scopo of PsycholinguisticsRezaHalimah
Psycholinguistics is the study of the cognitive and psychological processes underlying language acquisition, production, and comprehension. It investigates how the mind processes language and deals with the relationship between linguistic behavior and psychological mechanisms. Psycholinguistics has several sub-disciplines including theoretical psycholinguistics, developmental psycholinguistics, neuropsycholinguistics, and experimental psycholinguistics. It seeks to understand how language is acquired and produced by users as well as how the brain works in processing language.
Linguistic theories approaches and methodsEsraaAlobali
This document outlines several linguistic theories and approaches, including:
- Structuralism founded by Ferdinand de Saussure which views language as a system of signs.
- American structuralism which took a behaviorist approach and focused on observable patterns.
- Generative grammar by Noam Chomsky which aims to explain a speaker's innate linguistic knowledge.
- Cognitive approaches like prototype theory and conceptual metaphor theory which see language as reflecting mental representations.
- Psycholinguistic approaches which study language production and comprehension processes.
- Corpus-based approaches which use large text databases to analyze authentic language usage.
Psycholinguistics is the study of the cognitive processes underlying language acquisition, production, and comprehension. It investigates how the human mind processes language and the relationship between language and the brain. Key areas of focus include language comprehension, production, and acquisition. Language comprehension involves deriving meaning from spoken or written language and is thought to occur mainly in Wernicke's area of the brain. Language production describes the stages between having a concept and translating it into linguistic form. Language acquisition refers to how humans develop the ability to use and understand language.
This document provides an overview of the main branches of linguistics. It discusses phonetics, phonology, morphology, syntax, semantics, and pragmatics. Phonetics studies speech sounds and their production, transmission, and perception. Phonology examines sound systems and phonemes. Morphology analyzes the formation of words from morphemes. Syntax establishes rules for sentence structure. Semantics deals with meaning at various linguistic levels. Pragmatics studies meaning in context during communication.
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.
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
Psycholinguistics is an interdisciplinary field that studies the cognitive and neurobiological factors that enable humans to acquire, comprehend, and produce language. It examines the psychological processes underlying language use and how linguistic concepts are represented in the mind. Psycholinguistics draws on ideas from linguistics, psychology, cognitive science, and other fields to understand how humans process language through speaking, listening, reading, and writing and how language is acquired. The goal of psycholinguistics is to understand the structures and processes that underlie humans' remarkable ability to use language.
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
Language Acquisition: Lecture 2 Phonological Developmentsuascolleges
This lecture discusses phonological development in children from ages 1 to 7. It outlines the stages of crying, cooing, and babbling in the first year. By age 2 1/2, children have mastered most vowels and 2/3 of consonants, with difficulty remaining for a few consonants by age 4. Sounds are used correctly first at beginnings of words. To make words easier, children may delete or substitute sounds. While speech may lag comprehension, studies show children can understand sounds they cannot pronounce. Intonation understanding continues developing into the teenage years.
This document provides an overview of pidgins and creoles. It defines pidgins as contact languages that arise between distinct linguistic groups for communication, featuring reduced grammar and vocabulary. Creoles develop from pidgins when a new generation acquires the contact language as its native tongue, expanding its structure. The document outlines the processes of pidginization and creolization, and notes that creoles may decreolize over time to resemble the standard language. It provides examples of pidgins and creoles, and a model of their life cycle from jargon to creole and possible convergence with the standard form.
This document discusses code switching, which is when multilingual speakers alternate between two languages or varieties of the same language in a single conversation. It defines code switching as the process of keeping the linguistic features of each language while switching between them to facilitate conversation. There are three main types of code switching: inter-sentential, which occurs at sentence boundaries; intra-sentential, which occurs within sentences; and tag switching, where a word or phrase from another language is inserted into the conversation. Examples of each type are provided.
This document discusses creoles and pidgins from linguistic and social perspectives. It defines creoles as pidgins that have acquired native speakers, arising through extended contact between language groups where one dominates. Creoles provide insights into the origins and identities of their speaker communities. The document also discusses decreolization as the process where a creole converges over time with a dominant standard language. Key terms related to decreolization include basilect, acrolect, mesolect and post-creole continuum. The process of creolization whereby a pidgin develops into a creole through generations acquiring it as a first language is also examined.
Mentalist and Behaviorist Theory of SLAWenlie Jean
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
This document discusses neurolinguistics and the relationship between language and the brain. It describes several key language areas in the brain, including Broca's area, Wernicke's area, the motor cortex, and the arcuate fasciculus. It also discusses the localization view that specific language abilities can be linked to specific brain locations. The document then examines phenomena like slips of the tongue and slips of the ear. It provides definitions and examples of different types of aphasia that can result from brain damage, including Broca's aphasia and Wernicke's aphasia. The dichotic listening technique for studying brain asymmetry in auditory processing is also mentioned. Finally, the concept of
Psycholinguistics is the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language. It investigates the three primary processes of language comprehension, language production, and language acquisition. Psycholinguistics is a branch of cognitive science that draws from fields like psychology, neuroscience, linguistics and computer science to understand how humans perceive, learn, and produce language.
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Phonology is the study of how sounds are organized and used in languages. It examines an inventory of sounds and rules for how they interact, and analyzes sound patterns to determine which sounds are significant for a language. Phonetics studies speech sound production, while phonology analyzes sound patterns and interpretations in a particular language. A phoneme is the smallest meaningful sound unit that distinguishes word meanings. Generative phonology assigns phonetic representations to utterances based on a speaker's internal grammar. Non-linear models like autosegmental and metrical phonology treat representations as multi-dimensional. Lexical phonology accounts for interactions of morphology and phonology in word formation through ordered levels.
This document provides an overview of semantics and pragmatics, discussing their similarities and differences. Both are subfields of linguistics that deal with meaning, but semantics focuses on literal word and sentence meanings, while pragmatics examines how context contributes to meaning. Key differences include pragmatics considering social and situational contexts versus just text for semantics. Theories like Grice's implicature and Austin's sense and force further separated the fields by highlighting how pragmatics examines implied versus literal meanings and how utterances can perform actions.
Language & Mind Fredinand de Saussure.pptIdonKnow5
This document discusses several theories about language and the mind from thinkers like Saussure, Bloomfield, Sapir, and Whorf. It outlines Saussure's idea of language as a structured system of signs learned through social convention. It also discusses linguistic determinism and the Sapir-Whorf hypothesis, which suggest language influences thought by determining how speakers understand reality. Finally, it covers Chomsky's innateness hypothesis that humans possess an innate, specialized language faculty.
This document discusses theories of language and mind from several influential linguists. It outlines Ferdinand de Saussure's view that language structures thought and our perception of reality is determined by the language we speak. It also discusses Leonard Bloomfield's behaviorist approach and Benjamin Whorf's theory of linguistic determinism stemming from his study of the Hopi language with Edward Sapir. Finally, it presents Noam Chomsky's hypothesis that language is innate, arguing children could not learn language with just general intelligence due to the speed and order of acquisition across all human languages.
This document discusses several key linguistic concepts:
1. Semantic features examine the meaning and properties of words, such as whether something is animate or canine.
2. Synonyms share a degree of similarity in meaning but can be distinguished from each other.
3. Antonyms are binary opposition pairs where one term is the opposite of the other, such as tall/short or young/old.
4. Polysemy refers to a single word that has multiple related meanings.
Definition and Scopo of PsycholinguisticsRezaHalimah
Psycholinguistics is the study of the cognitive and psychological processes underlying language acquisition, production, and comprehension. It investigates how the mind processes language and deals with the relationship between linguistic behavior and psychological mechanisms. Psycholinguistics has several sub-disciplines including theoretical psycholinguistics, developmental psycholinguistics, neuropsycholinguistics, and experimental psycholinguistics. It seeks to understand how language is acquired and produced by users as well as how the brain works in processing language.
Linguistic theories approaches and methodsEsraaAlobali
This document outlines several linguistic theories and approaches, including:
- Structuralism founded by Ferdinand de Saussure which views language as a system of signs.
- American structuralism which took a behaviorist approach and focused on observable patterns.
- Generative grammar by Noam Chomsky which aims to explain a speaker's innate linguistic knowledge.
- Cognitive approaches like prototype theory and conceptual metaphor theory which see language as reflecting mental representations.
- Psycholinguistic approaches which study language production and comprehension processes.
- Corpus-based approaches which use large text databases to analyze authentic language usage.
Psycholinguistics is the study of the cognitive processes underlying language acquisition, production, and comprehension. It investigates how the human mind processes language and the relationship between language and the brain. Key areas of focus include language comprehension, production, and acquisition. Language comprehension involves deriving meaning from spoken or written language and is thought to occur mainly in Wernicke's area of the brain. Language production describes the stages between having a concept and translating it into linguistic form. Language acquisition refers to how humans develop the ability to use and understand language.
This document provides an overview of the main branches of linguistics. It discusses phonetics, phonology, morphology, syntax, semantics, and pragmatics. Phonetics studies speech sounds and their production, transmission, and perception. Phonology examines sound systems and phonemes. Morphology analyzes the formation of words from morphemes. Syntax establishes rules for sentence structure. Semantics deals with meaning at various linguistic levels. Pragmatics studies meaning in context during communication.
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.
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
Psycholinguistics is an interdisciplinary field that studies the cognitive and neurobiological factors that enable humans to acquire, comprehend, and produce language. It examines the psychological processes underlying language use and how linguistic concepts are represented in the mind. Psycholinguistics draws on ideas from linguistics, psychology, cognitive science, and other fields to understand how humans process language through speaking, listening, reading, and writing and how language is acquired. The goal of psycholinguistics is to understand the structures and processes that underlie humans' remarkable ability to use language.
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
Language Acquisition: Lecture 2 Phonological Developmentsuascolleges
This lecture discusses phonological development in children from ages 1 to 7. It outlines the stages of crying, cooing, and babbling in the first year. By age 2 1/2, children have mastered most vowels and 2/3 of consonants, with difficulty remaining for a few consonants by age 4. Sounds are used correctly first at beginnings of words. To make words easier, children may delete or substitute sounds. While speech may lag comprehension, studies show children can understand sounds they cannot pronounce. Intonation understanding continues developing into the teenage years.
This document provides an overview of pidgins and creoles. It defines pidgins as contact languages that arise between distinct linguistic groups for communication, featuring reduced grammar and vocabulary. Creoles develop from pidgins when a new generation acquires the contact language as its native tongue, expanding its structure. The document outlines the processes of pidginization and creolization, and notes that creoles may decreolize over time to resemble the standard language. It provides examples of pidgins and creoles, and a model of their life cycle from jargon to creole and possible convergence with the standard form.
This document discusses code switching, which is when multilingual speakers alternate between two languages or varieties of the same language in a single conversation. It defines code switching as the process of keeping the linguistic features of each language while switching between them to facilitate conversation. There are three main types of code switching: inter-sentential, which occurs at sentence boundaries; intra-sentential, which occurs within sentences; and tag switching, where a word or phrase from another language is inserted into the conversation. Examples of each type are provided.
This document discusses creoles and pidgins from linguistic and social perspectives. It defines creoles as pidgins that have acquired native speakers, arising through extended contact between language groups where one dominates. Creoles provide insights into the origins and identities of their speaker communities. The document also discusses decreolization as the process where a creole converges over time with a dominant standard language. Key terms related to decreolization include basilect, acrolect, mesolect and post-creole continuum. The process of creolization whereby a pidgin develops into a creole through generations acquiring it as a first language is also examined.
Mentalist and Behaviorist Theory of SLAWenlie Jean
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
This document discusses neurolinguistics and the relationship between language and the brain. It describes several key language areas in the brain, including Broca's area, Wernicke's area, the motor cortex, and the arcuate fasciculus. It also discusses the localization view that specific language abilities can be linked to specific brain locations. The document then examines phenomena like slips of the tongue and slips of the ear. It provides definitions and examples of different types of aphasia that can result from brain damage, including Broca's aphasia and Wernicke's aphasia. The dichotic listening technique for studying brain asymmetry in auditory processing is also mentioned. Finally, the concept of
Psycholinguistics is the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language. It investigates the three primary processes of language comprehension, language production, and language acquisition. Psycholinguistics is a branch of cognitive science that draws from fields like psychology, neuroscience, linguistics and computer science to understand how humans perceive, learn, and produce language.
The document defines inter-language as the language system produced by second and foreign language learners who are in the process of learning a new language. Inter-language develops based on rules from the learner's first language and the target language, and may not reflect features of either. The inter-language system changes over time as rules are altered, deleted, or added. Learners progress through stages from early approximations of the target language to later intermediate and final stages. Fossilization occurs when errors become impossible to correct despite ability and motivation.
Phonology is the study of how sounds are organized and used in languages. It examines an inventory of sounds and rules for how they interact, and analyzes sound patterns to determine which sounds are significant for a language. Phonetics studies speech sound production, while phonology analyzes sound patterns and interpretations in a particular language. A phoneme is the smallest meaningful sound unit that distinguishes word meanings. Generative phonology assigns phonetic representations to utterances based on a speaker's internal grammar. Non-linear models like autosegmental and metrical phonology treat representations as multi-dimensional. Lexical phonology accounts for interactions of morphology and phonology in word formation through ordered levels.
This document provides an overview of semantics and pragmatics, discussing their similarities and differences. Both are subfields of linguistics that deal with meaning, but semantics focuses on literal word and sentence meanings, while pragmatics examines how context contributes to meaning. Key differences include pragmatics considering social and situational contexts versus just text for semantics. Theories like Grice's implicature and Austin's sense and force further separated the fields by highlighting how pragmatics examines implied versus literal meanings and how utterances can perform actions.
Language & Mind Fredinand de Saussure.pptIdonKnow5
This document discusses several theories about language and the mind from thinkers like Saussure, Bloomfield, Sapir, and Whorf. It outlines Saussure's idea of language as a structured system of signs learned through social convention. It also discusses linguistic determinism and the Sapir-Whorf hypothesis, which suggest language influences thought by determining how speakers understand reality. Finally, it covers Chomsky's innateness hypothesis that humans possess an innate, specialized language faculty.
This document discusses theories of language and mind from several influential linguists. It outlines Ferdinand de Saussure's view that language structures thought and our perception of reality is determined by the language we speak. It also discusses Leonard Bloomfield's behaviorist approach and Benjamin Whorf's theory of linguistic determinism stemming from his study of the Hopi language with Edward Sapir. Finally, it presents Noam Chomsky's hypothesis that language is innate, arguing children could not learn language with just general intelligence due to the speed and order of acquisition across all human languages.
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.
Chomsky is a renowned linguist who revolutionized the field with his theory of transformational generative grammar. He argued that language is rule-governed and that children have an innate language acquisition device that allows them to learn language based on limited environmental input. Chomsky developed the concepts of deep structure, surface structure, and recursion to explain how language works. His theories challenged the behaviorist view of language learning and established linguistics as a cognitive science.
1) The document discusses several key properties of human language including arbitrariness, duality, productivity, cultural transmission, and displacement.
2) It defines these properties and explains how they are uniquely present in human language compared to animal communication systems. For example, duality refers to language having two levels of structure - meaningless sounds that combine to form meaningful units.
3) Several properties are described as "significant" because they are uniquely part of human language, like displacement which allows referring to things removed from the present context. This highlights what makes human language distinct from communication in other species.
Mona Baker's strategies for translation. Chapter 2ssusere6b7f7
This document discusses different types of lexical meaning and strategies for dealing with non-equivalence between words in translation. It outlines four main types of lexical meaning: propositional meaning, expressive meaning, presupposed meaning, and evoked meaning. Propositional meaning relates to the truth or falsity of what words refer to, expressive meaning relates to attitude rather than reference, presupposed meaning includes selectional and collocational restrictions, and evoked meaning arises from dialectal or register variation. The document also discusses problems that can arise from non-equivalence at the word level during translation, such as culture-specific concepts, differences in lexicalization or meaning distinctions between languages. Common strategies for dealing with non
This document discusses key concepts in linguistics, including definitions of language, linguistic knowledge, creativity in language, grammar, language acquisition, sign languages, animal communication systems, attempts to teach language to primates, theories of language origin, and the relationship between language and thought. It provides examples of linguistic universals and differences between languages in areas like sound systems, words, and expressions of location.
This document provides an overview of basic concepts in linguistics. It discusses key topics such as the differences between speech and writing, descriptive vs. prescriptive approaches to language, the parts of grammar including phonetics, phonology, morphology, syntax, semantics and pragmatics, and the concept of arbitrariness in language. The document aims to describe language objectively and analyze its underlying patterns and structures from a scientific perspective rather than making value judgments about usage.
This document provides an overview and outline of Noam Chomsky's revolutionary work in linguistics. It discusses Chomsky's life and background, his critique of Skinner's behaviorist model of language learning, and his proposal of an innate Language Acquisition Device. The document also summarizes Chomsky's distinction between competence and performance, his argument that language has an underlying universal grammar, and his view that linguistic intuitions and a rule-governed system provide evidence of this innate linguistic knowledge.
The document provides an introduction to the study of linguistics. It discusses key characteristics of human language, including that language is arbitrary, social, symbolic, systematic, vocal, non-instinctive and conventional. It also notes that language is productive and creative, allowing for new utterances. The document outlines the main components of linguistics, including phonetics, phonology, morphology and syntax. It describes the sounds of language and how morphemes like prefixes and suffixes can change a word's meaning.
Language is the most powerful system of communication between humans. It is a system of symbols and rules that allows for meaningful communication between individuals and across cultures. For a system of communication to be considered a language, it must meet certain criteria, including having standardized rules, a community of speakers to give it vitality, a sense of identity and history for its speakers, autonomy, and characteristics of being systematic yet flexible. The building blocks of any language include phonemes, morphemes, and grammatical rules that specify how these elements are combined.
Language is the primary system of human communication. It allows people to express thoughts, emotions, and ideas across cultures through a set of symbols and rules. An effective language must meet several key criteria, including having symbols to represent concepts, rules to structure symbols into understandable messages, and a community of users. The document outlines several characteristics that define human language, such as its arbitrary nature, role as a social phenomenon, and ability to constantly generate new expressions. It also describes some fundamental building blocks of language, including phonemes, morphemes, and grammar.
This document provides an overview of basic concepts in linguistics. It discusses key topics such as the differences between speech and writing, descriptive vs. prescriptive approaches to language, and the main parts of grammar including phonetics, phonology, morphology, syntax, semantics, and pragmatics. It also explains the concept of arbitrariness in language, where the relationship between form and meaning is largely conventional rather than derived from the form itself.
What is language? Definitions of different authorsshahnawaz168
This document discusses the definition and characteristics of language. It provides 7 definitions of language from various scholars such as Aristotle, Edward Sapir, Noam Chomsky. It states that language is an integral part of human life that allows for the development of civilization and culture. The key characteristics of language discussed are that it is arbitrary, social, symbolic, systematic, and vocal in nature. Language exists within society and allows for communication and the transfer of knowledge between generations.
Language is the most powerful tool given by God to humans. Language has some characteristics or features. The presentation discusses language, its definitions and salient characteristics.
The presentation explains topics on study of language, applications on natural language processing, levels of language analysis, representation and understanding, linguistic background and elements of a simple noun phrase
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.
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Properties of language
1. Properties of Language
• Language, the most flexible and versatile system of
communication, human or non-human
• Natural languages are codes and may be compared with
other codes in all sort of ways
• The problem to decide what properties of the codes or
communication systems in which they operate is significant
• Properties are a way to compare languages and analyze
what properties are either insignificant or of less importance
• It is important to compares codes in terms of the degree to
which a certain property is present than in terms simply of
whether the property is present or not
2. Looking Backward
• Noam Chomsky's linguistic research in the late 1950s
and 1960s was one of the first to use the work in formal
theories of computation to illuminate some of the
properties of the human mind
• The emphasis was on the learning of 'verbal materials' -
nonsense syllables, randomly constructed lists of words,
and the like
• From the behaviorist point of view, to the extent that a
theory might be required; the ideal theory was one that
predicted 'observed behavior‘
• Chomsky argued that the number of sentences in any
natural language is, in principle, infinite
• In 1956 article (Chomsky, N. Three models for the
description of language. IRE Transactions on Information
Theory, 1956, IT-2(3), 113-124.) defined a new game
3. • In this game, a theory is not asked to predict specific
behaviors in a specific context. Rather the theory is
asked to 'generate all syntactically correct strings of
words (and only) the syntactically correct strings of
words of some language
• ' That is, the theory should capture the essential
properties of all language behavior.
• This eventually led psychologists to shift there
attention from the memorization of linguistically related
materials to questions about the kind of capacities that
the human mind must possess in order to use
language
• The properties of natural language became more
important than some specific linguistic utterance
4.
5. • There are four significant properties that have
frequently been singled out for mention:
• Arbitrariness
• Duality
• Discreteness
• Productivity
However, in a broader sense, language
universals, grammar, cultural transmission, and
displacement also stand for the common
properties of language
6. Arbitrariness
• Another property of language is that the symbols used are arbitrary. Any
concept or grammatical rule can be mapped onto a symbol
• Directly related to the link between form and meaning, the signal and the
message
• By arbitrariness Saussure (200) means that there is no internal connexion
between the signifier and the signified
• It implies simply that the signifier is unmotivated: that is to say arbitrary in
relation to its signified, with which it has no natural connexion in reality
For Ex Compare the animal pictured to either the word "cat” or to its
pronunciation kæt
• There are sporadic instances in all languages of what is traditionally referred
to as onomatopoeia- the non arbitrary connection between the meaning and
the form
7. • Most languages make use of sound, but the combinations of sounds used do not
have any inherent meaning - they are merely an agreed-upon convention to
represent a certain thing by users of that language.
For instance
• there is nothing about the Spanish word nada itself that forces Spanish speakers to
use it to mean "nothing". Another set of sounds - for example, English nothing - could
equally be used to represent the same concept. Nevertheless, all Spanish speakers
have memorized that meaning for that sound pattern. But for Croatian,
Serbian/Kosovan or Bosnian speakers, nada means "hope“
• For Saussure, the traditional use of the word symbol to designate the linguistic sign
is awkward, for it is characteristic of symbols that they are never entirely arbitrary.
They show at least a vestige of natural connection between the signifier and its
signified. For instance, the scale could hardly be replaced by a chariot.
• Most languages make use of sound, but the combinations of sounds used do not
have any inherent meaning - they are merely an agreed-upon convention to
represent a certain thing by users of that language.
For instance
• there is nothing about the Spanish word nada itself that forces Spanish speakers to
use it to mean "nothing". Another set of sounds - for example, English nothing - could
equally be used to represent the same concept. Nevertheless, all Spanish speakers
have memorized that meaning for that sound pattern. But for Croatian,
Serbian/Kosovan or Bosnian speakers, nada means "hope“
8. • though in principle the symbols are arbitrary, this does not mean that a
language cannot have symbols that are iconic of what they stand for.
Words such as "meow" sound similar to what they represent like
Onomatopoeic words
• but they do not necessarily have to do so in order to be understood
• Many languages use different onomatopoeias as the agreed convention
to represent the sounds a cat makes.
• But vast majority of words are non-onomatopoeic: the connection
between their form and meaning is arbitrary; given the form it is
impossible to predict the meaning, and given the meaning its impossible
to predict the form
• but they do not necessarily have to do so in order to be understood. Many
languages use different onomatopoeias as the agreed convention to
represent the sounds a cat makes. Arbitrariness increases the flexibility
and versatility of communication system
• The extension of vocabulary is not constrained by matching form and
meaning
• A considerable burden upon memory in the language-acquisition process
9. • Arbitrariness makes the signals more difficult to interpret for one who
does not know the system
• In Chomskyean hypothesis that a good deal of principles including
operation of the structure-dependency in UG is also arbitrary
• For Chomsky, human beings are genetically endowed with a
knowledge of allegedly arbitrary general principles which determine
the general structure of all languages
• Absolute and Relative Arbitrariness
The fundamental principle of the arbitrary nature of the linguistic sign
does not prevent us from distinguishing in any language between
what is intrinsically arbitrary---that is, unmotivated---and what is only
relatively arbitrary. Not all signs are absolutely arbitrary. In some
cases, there are factors which allow us to recognize different degrees
of arbitrariness, although never to discard the notion entirely. The
sign may be motivated to a certain extent.
10. • the whole system of language is based on the irrational principle of the
arbitrariness of sign
• Diverse languages always include elements of both types; radically
arbitrary and relatively motivated
• But in proportions that vary greatly and this characteristic help to classify
them
• There is no language in which nothing is motivated
• In any case motivation is never absolute
• Compound words and derivational forms are not absolutely arbitrary. They
are relatively arbitrary
• There is a certain connection between their sounds and meanings. With a
particular language, signs may be partially
motivated in a different way. For example (Saussure, 2001: 130), nineteen is
not absolutely arbitrary, but relatively arbitrary
• For Saussure, the process of combining nine and teen, to create new
motivated signs is fundamentally similar to the way in which we combine
words to form phrases.
• The meaning of the new phrase is related to the combined meanings of
individual words.
11. • all languages have as their basic elements arbitrary signs first, and then they
have various processes for combining these signs. In spite of the various
processes of combining new signs, the essential nature of language and its
elementary constituents are never altered
• Arbitrariness is absolute, and motivation is relative
• There are two reasons for the claim:
• One is that the elements of a motivated sign themselves are arbitrary
• The other reason is that the value of the term as a whole is never equal to the
sum of the values of its parts
• For Saussure (ibid), “relative motivation implies:
(i) the analysis of the term in question, and hence a syntagmatic relation
(ii) appeal to one or more other terms, and hence an associative relation”,
• Languages always exhibit features of both kinds---intrinsically arbitrary and
relatively motivated--- but in varying proportions.
12. • Not only are the elements of a motivated sign themselves unmotivated,
but the value of the whole term is never equal to the sum of the value of
parts
• Pain+ful is not equal to pain ful
• The unit is a product, a combination of two interdependent elements that
are simply lumped together
• They acquire value only through their reciprocal action in a higher unit
pain ful
• The whole has value only through its parts, and the parts have value by
virtue of their place in the whole
• That is why syntagmatic relation of the part to the whole is just as
important as the relation of the parts to each other
• Relative motivation implies:
analysis of a given term, hence a syntagmatic relation
the summoning of one or more other terms; an associative relation
13. • Absolute arbitrariness and relative arbitrariness are
an important characteristic of all languages
• According to which, two types of language can be
classified in the world (ibid: 131-132). One is lexico-
logical languages, in which, absence of motivation
reaches a maximum. Chinese is claimed by him to
be the typical lexico-logical language
• The other is grammatical languages, in which,
absence of motivation falls into a minimum
Proto-Indo-European and Sanskrit are prototypical
examples for him.
14. Duality
• The property of having two levels of structure
• Distinct sounds – consonant and vowel
Organized in multiple ways to produce infinite meaning
combinations
• Never one sound = one meaning throughout a language
• The units of the primary level are composed of elements
of the secondary level and each of the two levels has its
own principles of organization
• The smaller, lower level elements are meaningless
whereas larger higher-level units have a distinct
identifiable meaning
• All communication systems have such primary units but
these units are not necessarily made up of elements
• Advantage:
a large number of different units can be formed out of a
small number of elements
15. Discreteness
• is opposed to continuity or continuous variation
• Property of secondary elements
• Sounds used to produce language are distinct from one
another (in our minds)
• Contrast voiced bilabial b with voiceless bilabial p
• Not logically dependent upon arbitrariness, it interacts
with it to increase the flexibility and efficiency of the
system
• Reduces the possibility of misunderstanding in poor
conditions of signal-transmission
• In animal communication systems non-discreteness is
associated with non-arbitrariness
16. Productivity
• Makes possible the construction and interpretation of
new signals and allows speakers to use linguistic signs
in new combinations to generate wholly new thoughts.
• Allows to say that which has never been said, as in “I
want to marry you even though you’re a giraffe,” and be
understood.
• All language systems enable their users to construct and
understand indefinitely many utterances that they have
never heard or read before
• Language is not learned solely by imitation and
memorization
• It manifests through grammatical structures
• Interconnected with other properties in various ways
17. Language Universals
• A linguistic universal is a statement that is true for all
natural languages
• For example, All languages have nouns and verbs, or All
spoken languages have consonants and vowels
• Research in this area of linguistics is closely tied to
linguistic typology, and intends to reveal information about
how the human brain processes language
• The field was largely pioneered by the linguist Joseph
Greenberg, who from a set of some thirty languages derived
a set of basic universals, mostly dealing with syntax
• Linguistic universals in syntax are sometimes held up as
evidence for universal grammar though epistemological
arguments are more common
• linguistic universals tend to be properties of language which
aid communication
18. Language Universals
• absolute implicational
• Absolute universals apply to every known language and are
quite few in number; an example would be All languages
have pronouns
• An implicational universal applies to languages which have
a particular feature that is always accompanied by another
feature, such as If a language has trial grammatical number,
it also has dual grammatical number, while non-implicational
universals just state the existence (or non-existence) of one
particular feature
19. • Also in contrast to absolute universals are tendencies, statements
that may not be true for all languages, but nevertheless are far too
common to be the result of chance
• They also have implicational and non-implicational forms
• EX: The vast majority of languages have nasal consonants
• However, most tendencies, like their universal counterparts, are
implicational
• For example, With overwhelmingly greater than chance frequency,
languages with normal SOV order are postpositional
• Strictly speaking, a tendency is not a kind of universal, but
exceptions to most statements called universals can be found
• For example, Latin is an SOV language with prepositions. Often it
turns out that these exceptional languages are undergoing a shift
from one type of language to another. In the case of Latin, its
descendant Romance languages switched to SVO, which is a much
more common order among prepositional languages
20. Language Universals
Unidirectional bidirectional
• In a bidirectional universal two features each imply the existence of each
other
• For example, languages with postpositions usually have SOV order, and
likewise SOV languages usually have postpositions
• The implication works both ways, and thus the universal is bidirectional
• In a unidirectional universal the implication only works one way
• Languages which place relative clauses before the noun they modify
again usually have SOV order, so prenominal relative clauses imply
SOV
• On the other hand, worldwide SOV languages show little preference for
prenominal relative clauses, and thus SOV implies little about the order
of relative clauses
• As the implication only works one way, the proposed universal is a
unidirectional one
21. Grammatical Backbone
• All languages must define the structural relationships
between these symbols in a system of grammar
• Rules of grammar are what distinguish language from
other forms of communication
• They allow a finite set of symbols to be manipulated to
create a potentially infinite number of grammatical
utterances
• Grammar is a complex and highly structured affair,
and operates in terms of concepts and categories,
which themselves have to be defined in the same way
• The technical terms are essential only for stating the
rules of grammar
22. Cultural Dependence and transmission
• Language is learned (in a certain age window) because we
have an innate predisposition (not an instinct) to learn it
• When language is used in the contexts of communication, it is
bound up with culture in multiple and complex ways
• The words people utter refer to common experience; the stock
of knowledge about the world other people share
• Words also reflect their author’s attitudes and beliefs, their point
of view, that are also those of others
• But
experiences are also created through language, by giving
meaning to it through the medium they choose to
communicate that is understandable to the group they
belong to
• Through all its verbal and non-verbal aspects, language
embodies cultural identity
• Language as a system of signs is seen as having a cultural
value
• Speakers identify their language as a symbol of their social
23. • The word culture evokes the traditional
nature vs. nurture debate
• Are human beings mainly what nature
determines them to be from birth or
what culture enables them to become
through socialization process?
24. • Essential Oils – are wrung –
• The Attar from the Rose
• Be not Expressed by Suns – alone –
• It is the gift of Screws –
• The General Rose – Decay –
• But this – in Lady’s Drawer
• Make Summer – When the Lady lie
• In Ceaseless Rosemary -
25. • Culture is not bound by biological time
• Culture refers to what has been grown and groomed
• Through a sophisticated technological procedure, developed
especially to extract the essence of existent species, culture
forces nature to reveal its ‘essential’ potentialities
• The technology of the word, printed syntax and vocabulary
is analyzed, among the many potential meanings that a
word or utterance might have, only those that best express
its innermost truth and serve best for the purpose
• The biological existence is not permanent but through the
process of language the essence becomes immortal and
brings both back the people and culture to life in the
imagination of its readers and speakers; the cultural
transmission
• The word and the technology of the word have immortalized
nature
26. • The nature and culture both need each other
• The use of written language is also shaped and
socialized through language
• Language Registers and text genres are also
sanctioned by cultural conventions, and these
ways with language, or norms of interaction and
interpretation, form part of the invisible ritual
imposed by culture on language users
• This is culture’s way of bringing order and
predictability into people’s use of language
27. So The Relationship Between Language And
Culture Illuminate Several Key Points
• 1- culture is always the result of human intervention in the
biological process of nature
• 2- culture both liberates and constrains
• 3- Culture is the product of socially and historically
situated discourse communities, that are to a large extent
imagined communities, created and shaped by language
• 4- A community’s language and its material achievements
represent a social patrimony and a symbolic capital that
serve to perpetuate relationships of power and
domination; they distinguish insiders from outsiders
• 5- Cultures are fundamentally heterogeneous and
changing and a constant site of struggle fro recognition
and legitimation
• 6- Cultural encodings can also change over time in the
same language
28. • 8- Linguistic signs do not signify in social vacuum
• 9- Sign-making and sign-interpreting practices are the
result of socio-cultural motivation
• 10- Linguistic signs can be emptied of the fullness of
their meaning and used as symbolic shorthand in the
context of situation or culture
29. Minor traits of Human Language
• Uses voice-auditory channel (for most speakers)
• Reciprocity – speakers can both produce and
receive language
• Specialization – language symbols not used for
much else than language
• Rapid fade – must be nearby to hear
• Non-directionality – cannot easily direct speech
to one listener only