1) Ilocano is the third most spoken language in the Philippines and is very distinct from Tagalog. The Ilocano people arrived by boat and their name comes from the word for "bay".
2) Ilocano differs significantly from Tagalog in terms of syntax and grammar. For example, "What's your name?" is "Ania ti naganmo?" in Ilocano instead of "Ano'ng pangalan mo?" in Tagalog.
3) Ilocano uses prefixes and suffixes extensively when building nouns, verbs, and adjectives. For example, the prefix "Ag-" forms many verbs and the suffix "-ak" is used for pronouns that
This document discusses national and regional identity and how they are represented and constructed. It notes that national identity is often defined in relation and contrast to other nations through stereotypical character traits. Regional identity is similarly defined by recognizable characteristics outside the region, especially accent, dialect and customs. As an example, it discusses how "Essex girls" are commonly represented in British media as unintelligent and promiscuous through jokes and stereotypes, helping construct a regional identity and representation.
Phonological and Graphological level examines the sound system and written form of language. The phonological level studies how sounds are organized into tone groups, feet, syllables and phonemes. The graphological level looks at how writers use punctuation, capitalization, spacing and other written elements to convey meaning and achieve stylistic effects. It identifies the basic written units of a language, such as the paragraph, sentence, word and letters in English.
This document discusses principles and considerations for teaching reading with technology. It provides an overview of extensive and intensive reading approaches. Some key principles discussed include encouraging students to read as much as possible, engaging them with the content, allowing prediction, and fully exploiting reading texts. The document also introduces technology-enhanced language learning, noting how the internet provides learning resources and opportunities for communication. More advanced technologies like VR and mobile apps are changing pedagogical approaches such as flipped classrooms. While technology offers options to promote reading, issues like implementation, costs, and training must be addressed.
The communicative approach views language as a tool for communication. The goal is to develop students' communicative competence by having them use the language for meaningful purposes through tasks and activities. It focuses on fluency over accuracy and sees culture as everyday lifestyle. Lessons incorporate information gap, choice, and feedback activities. The syllabus is based on functions, notions, tasks or skills. Errors are tolerated during fluency activities.
The document discusses motivation in second language learning and methods teachers can use to promote learning. It defines intrinsic and extrinsic motivation and explains their role in second language acquisition. Some ways to increase student motivation mentioned include varying activities, cooperative learning, setting goals, and building relationships. The document also lists several methods a teacher can employ in the classroom, such as demonstration, questioning, narration, games and role plays, to engage students and promote learning.
1) Ilocano is the third most spoken language in the Philippines and is very distinct from Tagalog. The Ilocano people arrived by boat and their name comes from the word for "bay".
2) Ilocano differs significantly from Tagalog in terms of syntax and grammar. For example, "What's your name?" is "Ania ti naganmo?" in Ilocano instead of "Ano'ng pangalan mo?" in Tagalog.
3) Ilocano uses prefixes and suffixes extensively when building nouns, verbs, and adjectives. For example, the prefix "Ag-" forms many verbs and the suffix "-ak" is used for pronouns that
This document discusses national and regional identity and how they are represented and constructed. It notes that national identity is often defined in relation and contrast to other nations through stereotypical character traits. Regional identity is similarly defined by recognizable characteristics outside the region, especially accent, dialect and customs. As an example, it discusses how "Essex girls" are commonly represented in British media as unintelligent and promiscuous through jokes and stereotypes, helping construct a regional identity and representation.
Phonological and Graphological level examines the sound system and written form of language. The phonological level studies how sounds are organized into tone groups, feet, syllables and phonemes. The graphological level looks at how writers use punctuation, capitalization, spacing and other written elements to convey meaning and achieve stylistic effects. It identifies the basic written units of a language, such as the paragraph, sentence, word and letters in English.
This document discusses principles and considerations for teaching reading with technology. It provides an overview of extensive and intensive reading approaches. Some key principles discussed include encouraging students to read as much as possible, engaging them with the content, allowing prediction, and fully exploiting reading texts. The document also introduces technology-enhanced language learning, noting how the internet provides learning resources and opportunities for communication. More advanced technologies like VR and mobile apps are changing pedagogical approaches such as flipped classrooms. While technology offers options to promote reading, issues like implementation, costs, and training must be addressed.
The communicative approach views language as a tool for communication. The goal is to develop students' communicative competence by having them use the language for meaningful purposes through tasks and activities. It focuses on fluency over accuracy and sees culture as everyday lifestyle. Lessons incorporate information gap, choice, and feedback activities. The syllabus is based on functions, notions, tasks or skills. Errors are tolerated during fluency activities.
The document discusses motivation in second language learning and methods teachers can use to promote learning. It defines intrinsic and extrinsic motivation and explains their role in second language acquisition. Some ways to increase student motivation mentioned include varying activities, cooperative learning, setting goals, and building relationships. The document also lists several methods a teacher can employ in the classroom, such as demonstration, questioning, narration, games and role plays, to engage students and promote learning.
The document discusses the history and development of the field of historical linguistics. It explains that historical linguistics studies how languages change over time and are related to one another. Traditional historical linguistics focused on documenting past language changes, while modern historical linguistics examines the social and cultural factors that influence language change. The history of the English language reflects the cultural and political influences of groups like the Romans, Vikings, and Normans that have shaped its vocabulary and grammar over many centuries.
Pragmatics is concerned with studying how language is used in communication and how context influences meaning. There is no agreed upon paradigm in pragmatics. Pragmatics questions the code model of communication and recognizes that human communication relies on reasoning about intentions rather than just encoding and decoding messages. Pragmatics explores how participants in a dialogue derive meaning from utterances in context through processes like assigning reference, figuring out what is directly or indirectly communicated, and determining how utterances adhere to Grice's cooperative principle and maxims.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
The document discusses various translation strategies and approaches, including:
- Literal vs. free translation
- Prioritizing comprehensibility over translatability
- Examples show the translator balancing literal meaning with style and readability
- General consensus is that translation involves rendering the literal meaning while refining for style
- Some expressions may be difficult or impossible to directly translate if the form is essential to the message
- Later theorists emphasized taking context, audience, and purpose into account over strict literalism
- Translation methods include word-for-word, sense-for-sense, communicative, and free translation
The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
This document discusses listening and its importance in language learning. It covers several key points:
1) Listening serves basic purposes like gathering information and pleasure for humans. It can also enrich lives through imagination.
2) Listening skills include listening for gist, specific information, in detail, and inference. Spoken language has characteristics like elision and assimilation that make it different from written text.
3) Listening difficulties arise from message characteristics, delivery aspects, the listener, and the environment. Memory load also challenges listeners. Activating background knowledge helps comprehension.
4) Approaches to listening include bottom-up processing of language pieces and top-down use of context clues. In reality, listeners use an interactive
The document discusses language planning in the Philippines. It outlines that the 1987 Constitution mandates Filipino as the national language and established the Komisyon sa Wikang Filipino to develop Filipino as an intellectual language. The agency is tasked with standardizing Filipino, disseminating it for academic use, researching languages, and preserving other Philippine languages. Government policies and agencies govern the use of Filipino and English in education.
Language shift occurs when a minority language is displaced by the majority language over time through factors like economic pressures, social status, and intermarriage. This can lead to language death if maintenance efforts are not successful. Language maintenance aims to preserve minority languages through practices like families living together and using their native tongue, as well as institutional support through education. Without maintenance, languages retreat from public domains into private use until they are lost. An example is provided of the Dyirbal language in Australia, which is becoming less used as younger speakers adopt English.
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. In the LEA, the teacher records a student's account of an experience, which becomes reading material for the student. This helps reading comprehension as the student is reading self-generated text. The approach supports concept development, vocabulary growth, and provides opportunities for meaningful reading and writing activities linked to students' personal experiences.
- Stylistics is the scientific study of style in written and oral texts through the examination of linguistic features like grammar, vocabulary, semantics, and phonology.
- It began in the 1950s and analyzes how these linguistic aspects influence readers' understanding and perception of texts.
- Early influential books and articles on stylistics applied linguistic analysis to literary criticism and focused on determining how language shapes readers' responses.
This document discusses the distinction between competence and performance in language learning. It defines competence as a learner's internalized knowledge of the language system, while performance refers to a learner's actual use of language. The document notes that while competence is difficult to directly observe, performance provides a way to assess learners' proficiency. However, poor performance may be due to lack of opportunity rather than underlying competence. The document suggests using communicative, interactive, contextualized activities to better link competence and performance and provide accurate assessments of learners' abilities.
Developmental sequences in learner languageiBATEFL.COM
The document discusses developmental sequences in learner language acquisition. It covers several topics:
1) The silent period - Most but not all L2 learners go through a period of listening before speaking. This allows private speech practice. The length of the silent period varies individually.
2) Formulaic sequences - Early learner language relies heavily on memorized phrases and patterns.
3) Structural and semantic simplification - Early creative utterances typically contain fewer words and omit grammatical elements to simplify messages.
4) Acquisition of grammatical morphemes - Studies show L1 and L2 order differs but both show evidence of a natural sequence. Tense and aspect also show clear developmental patterns.
1) Conversation analysis examines how conversations are structured through turn-taking patterns, adjacency pairs, and preference organization.
2) Turn-taking refers to speakers alternating who has the floor, with transition relevance places (TRP) indicating when a turn may change.
3) Adjacency pairs are fundamental units like question-answer or greeting-response that usually follow directly with no interruption.
1. The document discusses transitivity analysis, which examines how meaning is represented through clauses that have participants, processes, and circumstances.
2. It provides examples of different process types - material, behavioral, mental, verbal, existential, and relational.
3. Four studies are summarized that apply transitivity analysis to newspaper headlines about crimes against women, a song about Malala Yousafzai, a short story character, and newspaper headlines about a Kenya terrorist attack. The analyses examine how language constructs representations and images.
The document summarizes research on gender and language, focusing on how language use differs between men and women. It discusses theories from Robin Lakoff on politeness maxims typically used more by women. Features said to distinguish women's language are analyzed based on dialogues from A Doll's House, including questioning intonation, empty adjectives, intensifiers, qualifiers, model constructions, WH- imperatives, and hedging. However, the text finds examples of male characters also using these supposed women's language features, contradicting some of Lakoff's claims.
This document analyzes code switching factors between characters in a Malay movie called Istanbul Aku Datang. The research questions examine how addressee and function affect code choice. The objective is to investigate how addressee and function impact code choice in different situations. Three main characters from the movie are analyzed for their code switching between Malay, English, and Turkish based on who they are addressing and the conversation function. The findings show that addressee and function are important factors for determining code choice. Closeness, society, emotions, social media, business matters, and appreciation all influence which language is used. In conclusion, addressee and function play a role in code switching between characters from Malaysian and Turkish societies in the
Pragmatics is the study of meaning in context and how language is used in communication. Speech act theory analyzes utterances as locutionary acts (the words spoken), illocutionary acts (the intention or force behind the words), and perlocutionary acts (the effect on the listener). There are five main speech act sets: representatives that assert facts, directives that command or request, commissives that commit the speaker to actions, expressives that convey attitudes, and declarations that bring about changes through uttering. Apologies typically involve expressing regret, taking responsibility, providing an explanation or offer to repair the situation, and promising non-recurrence. Cultural factors influence apology strategies used.
- The English language originated with Germanic tribes like the Angles, Saxons, and Jutes invading Britain in the 5th century AD and displacing the native Celtic language. Their language was called Old English.
- In 1066, William the Conqueror invaded England from Normandy bringing Norman French, which became the language of royalty and nobility. English became dominant again in the 14th century but incorporated many French words.
- Major changes from 1500-1800 included the Great Vowel Shift in pronunciation and the adoption of many new words from Britain's global expansion and the Renaissance, helping standardize the language.
Languages exhibit internal variation at four different levels: phonological, morphological, syntactical, and semantic. The document provides examples of variation in English from the York English Corpus including dropping "t" sounds or "-ing" endings (phonological), omitting suffixes like "-ly" (morphological), differences in syntax like "go slow" versus "go slowly", and differences in word meanings between dialects of English (semantic).
Class 2. 18-03. FFyL.pptx emitida en power pointccande066
Here are the tone groups in this sentence:
When Sarah, my second child, was born some years ago, I secretly hoped that sibling rivalry wouldn’t happen to my own kids. Now, five years later, however, I’ve learnt th
This document provides an overview of the major and minor branches of linguistics. The major branches discussed are phonology, morphology, syntax, and semantics. Phonology is the study of sound structure in language. Morphology studies word formation. Syntax deals with the arrangement of words. Semantics is the study of meaning. The minor branches covered are phonetics, sociolinguistics, psycholinguistics, and pragmatics. Phonetics focuses on speech sounds. Sociolinguistics examines the relationship between language and society. Psycholinguistics studies language processing in the brain. Pragmatics relates to practical language use. Examples are provided for some branches.
The document discusses the history and development of the field of historical linguistics. It explains that historical linguistics studies how languages change over time and are related to one another. Traditional historical linguistics focused on documenting past language changes, while modern historical linguistics examines the social and cultural factors that influence language change. The history of the English language reflects the cultural and political influences of groups like the Romans, Vikings, and Normans that have shaped its vocabulary and grammar over many centuries.
Pragmatics is concerned with studying how language is used in communication and how context influences meaning. There is no agreed upon paradigm in pragmatics. Pragmatics questions the code model of communication and recognizes that human communication relies on reasoning about intentions rather than just encoding and decoding messages. Pragmatics explores how participants in a dialogue derive meaning from utterances in context through processes like assigning reference, figuring out what is directly or indirectly communicated, and determining how utterances adhere to Grice's cooperative principle and maxims.
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
The document discusses various translation strategies and approaches, including:
- Literal vs. free translation
- Prioritizing comprehensibility over translatability
- Examples show the translator balancing literal meaning with style and readability
- General consensus is that translation involves rendering the literal meaning while refining for style
- Some expressions may be difficult or impossible to directly translate if the form is essential to the message
- Later theorists emphasized taking context, audience, and purpose into account over strict literalism
- Translation methods include word-for-word, sense-for-sense, communicative, and free translation
The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
This document discusses listening and its importance in language learning. It covers several key points:
1) Listening serves basic purposes like gathering information and pleasure for humans. It can also enrich lives through imagination.
2) Listening skills include listening for gist, specific information, in detail, and inference. Spoken language has characteristics like elision and assimilation that make it different from written text.
3) Listening difficulties arise from message characteristics, delivery aspects, the listener, and the environment. Memory load also challenges listeners. Activating background knowledge helps comprehension.
4) Approaches to listening include bottom-up processing of language pieces and top-down use of context clues. In reality, listeners use an interactive
The document discusses language planning in the Philippines. It outlines that the 1987 Constitution mandates Filipino as the national language and established the Komisyon sa Wikang Filipino to develop Filipino as an intellectual language. The agency is tasked with standardizing Filipino, disseminating it for academic use, researching languages, and preserving other Philippine languages. Government policies and agencies govern the use of Filipino and English in education.
Language shift occurs when a minority language is displaced by the majority language over time through factors like economic pressures, social status, and intermarriage. This can lead to language death if maintenance efforts are not successful. Language maintenance aims to preserve minority languages through practices like families living together and using their native tongue, as well as institutional support through education. Without maintenance, languages retreat from public domains into private use until they are lost. An example is provided of the Dyirbal language in Australia, which is becoming less used as younger speakers adopt English.
The document discusses the Language Experience Approach (LEA), a teaching method that uses students' own words and experiences to help develop reading and writing skills. In the LEA, the teacher records a student's account of an experience, which becomes reading material for the student. This helps reading comprehension as the student is reading self-generated text. The approach supports concept development, vocabulary growth, and provides opportunities for meaningful reading and writing activities linked to students' personal experiences.
- Stylistics is the scientific study of style in written and oral texts through the examination of linguistic features like grammar, vocabulary, semantics, and phonology.
- It began in the 1950s and analyzes how these linguistic aspects influence readers' understanding and perception of texts.
- Early influential books and articles on stylistics applied linguistic analysis to literary criticism and focused on determining how language shapes readers' responses.
This document discusses the distinction between competence and performance in language learning. It defines competence as a learner's internalized knowledge of the language system, while performance refers to a learner's actual use of language. The document notes that while competence is difficult to directly observe, performance provides a way to assess learners' proficiency. However, poor performance may be due to lack of opportunity rather than underlying competence. The document suggests using communicative, interactive, contextualized activities to better link competence and performance and provide accurate assessments of learners' abilities.
Developmental sequences in learner languageiBATEFL.COM
The document discusses developmental sequences in learner language acquisition. It covers several topics:
1) The silent period - Most but not all L2 learners go through a period of listening before speaking. This allows private speech practice. The length of the silent period varies individually.
2) Formulaic sequences - Early learner language relies heavily on memorized phrases and patterns.
3) Structural and semantic simplification - Early creative utterances typically contain fewer words and omit grammatical elements to simplify messages.
4) Acquisition of grammatical morphemes - Studies show L1 and L2 order differs but both show evidence of a natural sequence. Tense and aspect also show clear developmental patterns.
1) Conversation analysis examines how conversations are structured through turn-taking patterns, adjacency pairs, and preference organization.
2) Turn-taking refers to speakers alternating who has the floor, with transition relevance places (TRP) indicating when a turn may change.
3) Adjacency pairs are fundamental units like question-answer or greeting-response that usually follow directly with no interruption.
1. The document discusses transitivity analysis, which examines how meaning is represented through clauses that have participants, processes, and circumstances.
2. It provides examples of different process types - material, behavioral, mental, verbal, existential, and relational.
3. Four studies are summarized that apply transitivity analysis to newspaper headlines about crimes against women, a song about Malala Yousafzai, a short story character, and newspaper headlines about a Kenya terrorist attack. The analyses examine how language constructs representations and images.
The document summarizes research on gender and language, focusing on how language use differs between men and women. It discusses theories from Robin Lakoff on politeness maxims typically used more by women. Features said to distinguish women's language are analyzed based on dialogues from A Doll's House, including questioning intonation, empty adjectives, intensifiers, qualifiers, model constructions, WH- imperatives, and hedging. However, the text finds examples of male characters also using these supposed women's language features, contradicting some of Lakoff's claims.
This document analyzes code switching factors between characters in a Malay movie called Istanbul Aku Datang. The research questions examine how addressee and function affect code choice. The objective is to investigate how addressee and function impact code choice in different situations. Three main characters from the movie are analyzed for their code switching between Malay, English, and Turkish based on who they are addressing and the conversation function. The findings show that addressee and function are important factors for determining code choice. Closeness, society, emotions, social media, business matters, and appreciation all influence which language is used. In conclusion, addressee and function play a role in code switching between characters from Malaysian and Turkish societies in the
Pragmatics is the study of meaning in context and how language is used in communication. Speech act theory analyzes utterances as locutionary acts (the words spoken), illocutionary acts (the intention or force behind the words), and perlocutionary acts (the effect on the listener). There are five main speech act sets: representatives that assert facts, directives that command or request, commissives that commit the speaker to actions, expressives that convey attitudes, and declarations that bring about changes through uttering. Apologies typically involve expressing regret, taking responsibility, providing an explanation or offer to repair the situation, and promising non-recurrence. Cultural factors influence apology strategies used.
- The English language originated with Germanic tribes like the Angles, Saxons, and Jutes invading Britain in the 5th century AD and displacing the native Celtic language. Their language was called Old English.
- In 1066, William the Conqueror invaded England from Normandy bringing Norman French, which became the language of royalty and nobility. English became dominant again in the 14th century but incorporated many French words.
- Major changes from 1500-1800 included the Great Vowel Shift in pronunciation and the adoption of many new words from Britain's global expansion and the Renaissance, helping standardize the language.
Languages exhibit internal variation at four different levels: phonological, morphological, syntactical, and semantic. The document provides examples of variation in English from the York English Corpus including dropping "t" sounds or "-ing" endings (phonological), omitting suffixes like "-ly" (morphological), differences in syntax like "go slow" versus "go slowly", and differences in word meanings between dialects of English (semantic).
Class 2. 18-03. FFyL.pptx emitida en power pointccande066
Here are the tone groups in this sentence:
When Sarah, my second child, was born some years ago, I secretly hoped that sibling rivalry wouldn’t happen to my own kids. Now, five years later, however, I’ve learnt th
This document provides an overview of the major and minor branches of linguistics. The major branches discussed are phonology, morphology, syntax, and semantics. Phonology is the study of sound structure in language. Morphology studies word formation. Syntax deals with the arrangement of words. Semantics is the study of meaning. The minor branches covered are phonetics, sociolinguistics, psycholinguistics, and pragmatics. Phonetics focuses on speech sounds. Sociolinguistics examines the relationship between language and society. Psycholinguistics studies language processing in the brain. Pragmatics relates to practical language use. Examples are provided for some branches.
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.
This document discusses paralinguistics, which is the study of non-verbal elements of speech. It defines paralinguistics and lists its key components: volume, speed of voice, intonation, tone, pronunciation, articulation, pause, and punctuation marks. For each component, it provides a brief explanation of how it is used and perceived in communication. The document suggests that paralinguistics conveys meaning beyond the words themselves and that understanding paralinguistics can help improve communication effectiveness and understand others better. It concludes by attributing more meaning to how something is said rather than just the words.
This document discusses English phonetics and phonology. It covers the key concepts of phonetics, phonology, vowels, consonants, models and techniques for teaching pronunciation, and differences between English and Spanish phonological systems. Phonetics studies how sounds are physically produced, while phonology studies how sounds combine to form meaning. English has more complex patterns of stress, rhythm and intonation than Spanish. Techniques for teaching pronunciation include repetition, songs, stress and rhythm activities, and role plays focusing on suprasegmentals. Errors must be corrected indirectly to avoid damaging fluency.
The document discusses the relationship between language and culture. It states that language is the most important component of culture, and that language and culture are intertwined. Culture determines how people communicate through language by influencing message encoding and imposing social norms. The document also discusses the role of family and community in language development for children, with parents and interaction with others being important factors. Finally, it examines how culture can shape perspectives and the way linguistic concepts are categorized.
The document provides an overview of key concepts in linguistics including what language is, how it is distinct from animal communication, its special features, where it came from, and how to best view and study it. It discusses questions about language, Hockett's design features that make human language unique, different types of writing systems, differences between speech and writing, how languages use rules and paradigms to generate sentences, and the relationship between competence and performance.
The document discusses several important aspects of learning pronunciation for a foreign language like English. It states that to learn pronunciation, one must try to speak the language like a native speaker, including being able to distinguish different sounds. It also notes that imitation alone is not enough and learners should understand the theory of phonetics to know how speech sounds are produced. The document then provides brief definitions and descriptions of articulatory phonetics, acoustic phonetics, and the importance of being a good listener to develop pronunciation skills.
It is very useful presentation to understand what is paralinguistics. It is useful to effectively understand the component of non-verbal communication.
This document discusses various aspects of human and non-human communication. It describes four categories of non-human communication including visual, auditory, chemical and tactile communication. It then outlines 13 key features of human language according to Charles Hockett including vocal transmission, interchangeability, productivity and duality of patterning. Finally, it examines different theories on the functions of language from researchers such as Roman Jakobson, Michael Halliday and Geoffrey Leech, covering referential, phatic, poetic and other functions.
This document provides an overview of the acquisition of language structure, including phonetics, phonology, semantics, and lexicon. It discusses:
- Phonetics, the study of speech sounds, including articulatory, acoustic, and auditory phonetics. Key concepts covered include places and manners of articulation.
- Phonology, the study of sound patterns in language and how sounds function to encode meaning. It examines phonemes and allophones.
- Semantics, the study of meaning in language, including the relationship between signs/symbols and their meanings. Semantics intersects with fields like lexicology and syntax.
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.
Oral communication involves the exchange of information between two or more people using voice rather than writing. It is spontaneous and momentary, occurring in a specific context, with responses between participants. Effective oral communication requires breathing from the diaphragm and avoiding vices like dequeism, cosism, barbarism, and euphemism. Proper intonation and diction also support clear oral transmission by pronouncing words correctly and phrasing with pauses. Breathing exercises can train diaphragmatic breathing for relaxed, modulated voice use without tiring.
This document discusses measuring the pronunciation of the English stops /p/ and /b/ by Saudi English language learners. It notes that learners may pronounce sounds from their second language like the closest sounds in their first language if a sound is not present. For Saudi learners of English, the voiceless bilabial stop /p/ does not exist in Saudi Arabic, so learners have two ways to pronounce it - without regard for voicing distinction, or like the closest Arabic sound /b/. The document proposes measuring the voice onset time (VOT) of learners' productions of /p/ and /b/ to analyze how closely they match English sounds. VOT is defined as the time between a
This document discusses features of pronunciation in English, including phonemes, vowels, consonants, suprasegmental features, and articulation. It covers the categories of phonemes, types of vowels and diphthongs, places and manners of articulation for consonants, and suprasegmental features like stress and intonation. Phonetics is defined as the study of speech sounds, including their physiological, acoustic, and perceptual properties. Phonology deals with interpreting and systematizing the pattern of sounds in a given language.
This document discusses discourse analysis and phonology. It summarizes key aspects of pronunciation including segmenting sounds into phonemes, minimal word pairs, and how pronunciation can be affected by surrounding sounds. It also discusses the importance of teaching pronunciation by addressing segmental, voice-setting, and prosodic features. Additional topics covered include rhythm, word stress and prominence, intonational units, tone units, tones and their meaning related to grammar, attitude, and interaction, and how pitch varies across speakers in a conversation.
This document discusses verbal and non-verbal communication. It defines verbal communication as oral communication and describes its advantages as being more personal and allowing for immediate feedback, but also notes disadvantages like not being able to take back words. Non-verbal communication includes body language, paralanguage (tone, volume, etc.), signs, gestures, and attire. Effective communication requires considering objectives, the audience, being brief and using simple language. Both verbal and non-verbal forms allow people to convey information, attitudes, and meanings.
Dimensions of Speech and Mechanism of Speech.KYyadav kaushal
This document discusses various dimensions and mechanisms of speech. It defines linguistics and its branches including phonetics, phonology, morphology, syntax and semantics. It describes the organs of speech, phonetic transcription, speech sounds in terms of nature, place and manner of articulation. It also discusses word accent, rhythm, intonation and their role in speech. English language development in India is also summarized.
This document is a sociolinguistics paper presented by Rizqi Akbarani to their lecturer, Mrs. Wiwin. The paper defines key sociolinguistic concepts such as language, speech events, speech acts, code switching, and code mixing. It discusses how language functions in society and is influenced by social and contextual factors. The paper aims to explain these sociolinguistic concepts and their relationships to increase understanding of linguistics and appropriate language use.
XP 2024 presentation: A New Look to Leadershipsamililja
Presentation slides from XP2024 conference, Bolzano IT. The slides describe a new view to leadership and combines it with anthro-complexity (aka cynefin).
This presentation by Thibault Schrepel, Associate Professor of Law at Vrije Universiteit Amsterdam University, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by Yong Lim, Professor of Economic Law at Seoul National University School of Law, was made during the discussion “Artificial Intelligence, Data and Competition” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/aicomp.
This presentation was uploaded with the author’s consent.
This presentation by OECD, OECD Secretariat, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
This presentation was uploaded with the author’s consent.
Collapsing Narratives: Exploring Non-Linearity • a micro report by Rosie WellsRosie Wells
Insight: In a landscape where traditional narrative structures are giving way to fragmented and non-linear forms of storytelling, there lies immense potential for creativity and exploration.
'Collapsing Narratives: Exploring Non-Linearity' is a micro report from Rosie Wells.
Rosie Wells is an Arts & Cultural Strategist uniquely positioned at the intersection of grassroots and mainstream storytelling.
Their work is focused on developing meaningful and lasting connections that can drive social change.
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This presentation by Professor Alex Robson, Deputy Chair of Australia’s Productivity Commission, was made during the discussion “Competition and Regulation in Professions and Occupations” held at the 77th meeting of the OECD Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found at oe.cd/crps.
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This presentation by Nathaniel Lane, Associate Professor in Economics at Oxford University, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
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This presentation by OECD, OECD Secretariat, was made during the discussion “Pro-competitive Industrial Policy” held at the 143rd meeting of the OECD Competition Committee on 12 June 2024. More papers and presentations on the topic can be found at oe.cd/pcip.
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Suzanne Lagerweij - Influence Without Power - Why Empathy is Your Best Friend...Suzanne Lagerweij
This is a workshop about communication and collaboration. We will experience how we can analyze the reasons for resistance to change (exercise 1) and practice how to improve our conversation style and be more in control and effective in the way we communicate (exercise 2).
This session will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
Abstract:
Let’s talk about powerful conversations! We all know how to lead a constructive conversation, right? Then why is it so difficult to have those conversations with people at work, especially those in powerful positions that show resistance to change?
Learning to control and direct conversations takes understanding and practice.
We can combine our innate empathy with our analytical skills to gain a deeper understanding of complex situations at work. Join this session to learn how to prepare for difficult conversations and how to improve our agile conversations in order to be more influential without power. We will use Dave Gray’s Empathy Mapping, Argyris’ Ladder of Inference and The Four Rs from Agile Conversations (Squirrel and Fredrick).
In the session you will experience how preparing and reflecting on your conversation can help you be more influential at work. You will learn how to communicate more effectively with the people needed to achieve positive change. You will leave with a self-revised version of a difficult conversation and a practical model to use when you get back to work.
Come learn more on how to become a real influencer!
5. Verbal
communication
Verbal communication is the use of sounds and
language to convey the message or for giving
information.
Non-verbal
Communication
Non-Verbal communication refers to the
communication through signs, body language and
gestures. It is informative but not always
communicative.
What are signals:
Signals are sounds OR gesture that have a natural
or self-evident meaning. Signals are transmitted in
In the Vocal Auditory Channel or not.
6. • Human speech is the combination of verbal
and non-verbal signals, while speaking the
words human also use gestures and pauses
that determine the meaning of speech and
convey the message appropriately.
• Verbal signaling consists of words and
linguistic units of sounds and speech organs
take a prominent position among the
production and transmission of signals.
Relationship between verbal and non-verbal signaling/
communication
7. • Non-Verbal signaling
It consists of two-layered phenomena that consist of :
• Vocal signals
• Non-vocal signals
The signals that are produced through the vocal tract
and are used for communication and giving
information.
Kinds of vocal signals
Vocal Reflexes
Voice set(quality)
8. • All vocal signals that are not linguistics are called vocal
reflexes( ~ reflex is an action or movement of the body that
happens automatically as a result to something).
Examples: sneezing , coughing , snoring
Vocal reflexes
Characteristics Physiologically determined
External to language
Operate independently of
language
9. • introduce noise into the
channel.
During speech
• intentionally to communicate.
• e.g. “cough” to catch
someone’s attention Or warn
someone
Use by Individual
or in cultural
convention
10. A fixed vocal background for an individual’s speech is called voice
quality.
Voice Set (Quality)
Characteristics
Known as extra-linguistics
Cultural and physiological
component
Function:
Necessary attendant to speaking.
Expressive and social function because determines:
identity of a speaker.
Self-presentation (information about him/her)
11. Non-vocal signal
Non-vocal signals includes body language(facial expression, eye
movement, hand movement, nodding the head etc.) that covey the
silent message in regards to spoken language. Such as:
Eye contact, Sign of OK
• Usually it is:
• Known as extra-linguistics
• Cultural and physiological component
12. Verbal and non verbal components of
Utterances/speech/communication.
1. Prosodic
features
2.Paralinguistic features
Stress
Intonation
Eye movement
Facial expression
Hand and Body
Movement
13. Intonation and stress are the principle prosodic
features that operates in English utterance. They are:
Prosodic features:
• because they are overlying on
the string of forms (e.g.
consonant ,vowel ) and essential
part of verbal signals
verbal
component
• because they do not use to
identify the word-forms by which
the utterance or speech is
composed.
Non-
verbal
component
14. Stress:
• Stress may be determined by:
• Grammatical function of utterance. (e.g. noun, verb, adjective)
• By the attitude of a speaker.
For example, in the answer of the question:
“ have you seen Mary?”
“I haven't seen Marry.”( seen is stressed)
It means that “ Although I haven't seen Mary but I have a news of
her.” but if
“I haven't seen Marry.” (Marry is stressed)
It means that “I haven't seen Marry , I have seen someone else”
15. Stress may serve to distinguish one word form from another. For
example the noun” produce” distinguishes from the verb “ produce” on the
bases of stress that the former carries stress on first syllable and the later
on second syllable.
Stress serves to distinguish derivationally related verbs and nouns in the
spoken language. e.g. amaze= amazement, refuse= refusal
Stress serves to distinguish inflectionally (~distinct forms of the same
lexeme) related forms. For example in Spanish canto( I sing) vs canto
(he/she sings)
Stress serves to distinguish morphologically unrelated lexemes. For
example differ vs defer and die vs dye
Stress as a verbal component of utterance/vocal signal:
16. It differentiate the words in spoken language and changes the meaning by
differences of pitch that one word is pronounced with high tone and one from low
tone.
Example:
In Chinese, different lexemes are separated by the tone not by contrasting
consonant and vowels as in English.
In many west African languages inflectional forms of same lexeme are kept apart
by the tone as compare to English where it does by the use of particular suffix.
Function:
Commonly referred to Tone- language
Integral part of the verbal component (bolinger,
1972)
It can be determined:
By the grammatical structure of the utterance.
By the attitude of a speaker. For example
ironical, surprised, sad.
Intonation
17. Paralinguistic features OR paralinguistic phenomena
• The term “paralinguistic” means the communication through
Paralanguage (~ the use of manner of speaking to communicate particular
meaning).
• Basically, it is a non-verbal phenomena but it covers some features of
verbal signals.
It includes:
Non prosodic vocal phenomena (pith, loudness, duration, frequency)
non-vocal phenomena (gestures, facial expressions, eye movement hand
movement etc.,) .
18. It plays a supporting role in speech and verbal
communication to clear the meaning.
Determine the structure of the meaning of
utterance.
Adjust the development of a conversation and
the interpersonal relation.
Function of Non
vocal phenomena
19. • Abercrombie said:
“We speak with our vocal organs, but we converse with our
entire bodies.”
So the paralinguistic features both vocal or non-vocal are an
essential part of all normal language behavior( communication).
• It occurs alongside spoken language, interact with it and
produce with it a total system of communication.
• The conversational use of spoken language cannot be
properly understood unless appropriate paralinguistic elements
are taken into account.
Paralinguistic features and spoken language
20. If the specific
paralinguistic cues
are omitted:
o The participant get
confused and nervous.
o Conversation may lose the
flow and become less
coherent.
o Conversation is restrained.
21. Functions of the paralinguistic phenomena
Paralinguistic features modify our speech and also make our speech
affective on the basis of their following functions:
Modulation
Punctuation
Cultural function
22. •
“It’s not what he said but the way he said”
Modulation
Modulation of an utterance is the particular attitudinal coloring upon an
utterance to illustrate the speaker’s intention in what he is saying and his desire
to impress or convince the listener.
The tone of the speaker and the frequency of hearing and different body
movement in the speech determines the modulating function along with vocal
features because tone recognize the voice dynamic, tempo and continuity.
Example: a speaker will speak more loudly and in an unusual pitch when he is
exited or angry.
23. “
Punctuation of an utterance is “ the marking of boundaries”:
• At the beginning and end of an utterance.( for pause)
• At various point within the utterance.
Punctuation:
Functions
To segment the utterance
To manage the information
To take the listener’s permission for the utterance to
be continued.
24. Examples:
Nodding the Head:
• The non-vocal paralinguistic phenomena having both
modulating and punctuating function is “nodding the head” with
or without an utterance to show agreement or disagreement.
• The movement of head and hands and facial expression which
modulate and punctuate language utterance.
• Eye contact:
Eye contact reflect Interest in what the person is saying OR Paying
attention to what is being said Or Respect but on the other side eye
contact is considered disrespect, anger, aggression, sexual interest
and the lack of eye contact shows lying, discomfort etc.
25. Cultural function
Both vocal and non vocal
paralinguistic phenomena
differs from language to
language and also from
culture to culture.
For example, a Turkish or
Greek speaker throw he head
back rather than move it from
side to side for disagreement.
26. There are two concepts that are originated by Birdwhistell and
Hall with the connection of paralinguistic feature/non vocal
features and linguistic semantics that are:
Paralinguistic features and
linguistic semantics
Kinesics Proxemics
The investigation of signaling-
system making use of gestures and
other body movements.
The use of interpersonal space in
social interaction according to the
degree of intimacy and social
roles.
27. Semiotic function of paralinguistic
The semiotic functions fulfilled by paralinguistic signal (vocal or
non-vocal) exclusively expressive and social.
• For example:
During a conversation the speaker requires continual feed back
from the listener that is following him. Most of the feedback
consists in head-nods, grunts and eye movement.
28. :
The distinction between
prosodic and paralinguistic
features
It is impossible to distinguish between paralinguistic feature and
prosodic features in general phonetic terms.
Their function on semantics grounds differentiate them because prosodic
features are internal to language while paralinguistic features are
external to language.
Prosodic features include the grammatical function of the utterance as well
as the attitude of the speaker while paralinguistic feature only determine
by the attitude of the speaker.
29. Generalization about linguistic Semantics on the basis of
various (verbal and non verbal )components of
utterance/speech
First Generalization: ( classification
of the component in a signaling
system)
It would be agreed by linguists that Although all
the components( that we have discussed in
previous slides) are essential but:
the verbal component is more essential than the
non verbal component
prosodic features are more central than
paralinguistic features
Stress and intonation are more necessary than
the others like syllable.
Paralinguistic features are more important than
the voice set(quality).
Reason:
The reasons is that the
more specific to a
particular component is
the more highly structured
it is “grammatically” and
more specific to human
language by contrast with
other species’ signaling
system.
30. Second generalization: (semiotic
function of the components)
It has to do particularly with the semiotic function of the different
component of language. Verbal and non-verbal/ linguistic or non-
linguistic signals typically convey two kinds of semantic
information:
Verbal/linguistic= descriptive
No-verbal/ non-linguistics= social and expressive
It is very difficult to draw a distinction among these three
information , because verbal component can also be expressive
and non-verbal can also be descriptive. They are complimentary
rather than contrasting.
31. Example:
“He will do it by Tuesday.” it’s a purely predicative and
descriptive statement. Uttered with the suitable prosodic and
paralinguistic features it may be interpreted as a command or
request.
Reason:
It can’t be supposed that verbal components are always
descriptive.They may have expressive and connotative.
The choice of the words by speaker is more indicative of his
attitude towards what he is describing and what may have the
effect.
32. When there is a contradiction
between the semantic information
conveyed by the verbal part of an
utterance and the information
conveyed by associative non-
verbal( prosodic and
paralinguistic) features it is the
latter which determine the
utterance as a question rather than
a statement or as a command
rather then a question.
Third generalization:
(Contradiction)
Reason:
There is sometimes a conflict
between the information
signaled verbally and non-
verbal component. the
conflict may be due to the
contradiction of different
components transmitted in the
vocal auditory channel or
difference in modality.
33. To be sum up it can be said that:
• There is a well-knitted relationship among verbal and non
verbal/ prosodic and paralinguistic features because the
semantic meaning of speech is completed by the combination
of both.
• The verbal and non-verbal components always comes in mind
with the consideration of linguistic and non-linguistic
signaling system.
Conclusion
34. • `Without the consideration of non-verbal (vocal and non-
vocal) signals in the speech the speech would become flat.it is
like:
“human without heart”