Language Systems COM 370Psychology of Language John R

Language Systems COM 370—Psychology of Language John R. Baldwin

http: //www. salon. com/sept 97/comics 1970929. html

Opening and announcements § Syllabus on-line § Today: Ellis, Ch. 1 [Reggie. Net] ►Aspects of language ►What are sociolinguistics? Speech community? ► 10 ideas about language § Tuesday: Clark & Clark Ch. 1. Watch for… ►Propositions …and their functions ►Joining propositions and condensing sentences ►Content versus function words ►Thematic structure: 3 main considerations

Coming up next… ►A brief look at study of language (Ellis, pp. 8 -13) ► 10 ideas about language: How do they apply to your language use? Watch and think: ► Class notes: Basic elements of language

10 Ideas about Language ►Inherently (Ellis, 1999, Ch. 1) communicative ►Learned easily and implicitly ►Rule-governed ►Sounds, vocabulary, syntax ►Everyone speaks a dialect

Styles, subdialects, colloquial, slang n Language change is normal n Intimately tied to society & individuals (language is political) n Judgments; language attitudes n Writing is derived from speech n (Artifact idea…)

Opening discussion ► Thought questions: § TTE: What are some things you learned about language through your reading? § Structural vs functional aspects of language? § Is language biological or cultural? § How is human comm different from that of other animals? ("holistic, emotional, and referential, " Ludden p. 15) § What is relationship b/t language and comm? between language and ? § Meaning of title: "from magic to semantics?

• • Do you speak English? http: //www. youtube. com/watch? v=Q 0 I 7 PCoy-nk Tones: http: //www. youtube. com/watch? v=-a. B 4 t. Owf 2 Sc Clicks: http: //www. youtube. com/watch? v=31 zz. Mb 3 U 0 i. Y Whistles: https: //www. youtube. com/watch? v=n. YKBTj. SNMv 8 http: //www. thai-language. com/ref/tones

Language Systems Elements of Language: Once over Lightly… ► Phonetics: the sounds of a language ► Phonology: how sounds are put together ► Morphology: § the breaking up of sounds into words: ►Ihavetogohomeearlytoday. ►I have to go home early today ►Rhaidimifyndadre’ngynnarheddiw ►Rhaid I mi fynd adre’n gynnar heddiw § the parts of sounds that have meaning, can work together: "coffeelike"; "bookly" "incentivate, “ “conversate”

Language Systems (continued) how sounds relate to each other structurally: the arrangement of sounds into grammatical sentences ► Syntax: § You up pick at o’clock will eight § I will picks you up at eight o’clock § I will pick you up at eight o’clock § At eight o’clock, I will pick you up ► Grammaticality (is it correct? ) versus semantic acceptability (does it make sense? )

Language Systems (continued) Semantics: the relation of sounds to what they represent: the meaning of utterances ► Ambiguity § § (more than one possible meaning) I like chocolate cakes and pies. I’ll meet you at the bank. Visiting relatives can be dreadful I saw her duck ► Semantic equivalence? § John is an unmarried male = John is a bachelor? § The car bumped the truck = The truck was bumped by the car? § Spanish: "Las llaves se me perdieron. " ► Onomotopeia: HHD Exercise!

Language Systems (continued) the relation of language to context; social conventions, etc. ► Pragmatics: ►How (when, to whom) would you… § ask a favor? § point out something potentially embarrassing? § Tell a joke ► Styles of Speech: Registers, dialects ► Discourse: Types of discourse (interview discourse, chit-chat, giving instructions, telling a story/”narrative, ” etc. OR…

Language Elements 2 ► Phonemic: the sounds ► Phonology: the relation of sounds to sounds ► Morphemic: the relation of sounds to meaning ► Syntax: the relation of words to each other ► Semantics: the relation of words to what they represent ► Pragmatics: the relation of utterances to social settings ► Discourse: the relation of utterances to ideas

► An exercise… www. engrish. com ► A exercise: § Bruno Mars: The Lazy Song I'll be lounging on the couch, Just chillin' in my snuggie Click to MTV, so they can teach me how to dougie 'Cause in my castle I'm the frikkin’ man Find: ► Phonemes/phonology ► Morphemes ► Syntax ► Semantics ► Pragmatics

LA N G U AG E

Now…in more detail: Phonetics ► What § § § are the phonemes in the following words? /wash/ /strength/ /pecan/ /foyer/ /pen/ vs /pen/ /don/ vs /dawn/ /lumber/ (versus /dumber/) ► Explain how you produce these sounds? ► What are some phoneme types in other languages that English does not have? What are some phonetic confusions with other languages?

Phonemes and the mouth… http: //www. ich. ucl. ac. uk/factsheets/families/F 000368/images/diagram. gif

(phonetics) ► https: //www. youtube. com/watch? v=Dc. NMCB-Gsn 8 ► What are some types of phonemes? (how would you label them)? Useful terms in describing them? § Consonants / vowels / semi-vowels § The Phonetic Alphabet ► What are some phonemes that do not go together in English? Differences in Amer/Brit English? ► Why is this information useful?

Morphology ► Morphemes in word structure § Conjugation § Declension § Prefixes and suffixes ► Rules on prefixes and suffixes § Stems with a given affix usually combine to form the same part of speech: -able, -un, -dis § Words joined with an affix usually result in the same part of speech: -usable, disuse, abuse

THURSDAY SPECIES WHO? Birds Joi, Jimmy/Jim, Nicole, Tricia [too much in chapter!] Bees Hannah, Andres, Tyler, Lucy Fish Abby, Kelly, Caleb, Liv Ants Emilie, Deena, Ryan, Kailee Dolphins Madison, Kate, Anna K [not in chapter] Chimps Chinny, Sarah, Christina [not in chapter] Fireflies & Crickets Frank, Matt, Anna T ► Know “design features” of language and 3 that Thorpe adds for people! ► What stands out about your animals? ► Your animal and “design features”?

Morphology Categorizing Morphemes ►Bound: word Needs to be attached to a § Affixes ►Prefix ►Suffix § Inflectional ►Conjugation : verbs ►Declension: nouns

Morphology ► Categorizing Morphemes § Derivational: Change the meaning of the word or the part of speech ►Ex: happy (ADJ) + un = unhappy (ADJ) ►Ex: happy (ADJ) + ness =happiness (N) § Inflectional: Root meaning of word stays the same, as does part of speech ►Conjugation: Ex: She runs; he walked ►Declension: Bradens; Braden’s ►[Insert bad joke here]

Conjugation English ► I know ► He/she/it knows ► You know ► We know ► Y’all know ► They know Greek English ► ginosko ► [yo] conosco ► ginoskeis ► [tu] conoces ► ginoskei ► [él/ella/Ud. ] conoce ► [nosotros] conocemos ► ginoskomen ► ginoskete ► [vosotros] conocéis ► [ellos/ellas/Uds] conoce► n ginoskousin A conjugation chart of Basque verb "to be"

Declension The boy ► Subj: The boy(s) ► Poss: Of the boy(s)/the boy’s(s’) ► IO: (to) the boy(s) ► DO: the boy(s) ► (Vocative): Oh boy! German ► Subj: der Junge/ die jungen ► Gen: des Jungen/ der jungen ► Dat: dem Jungen/ den Jungen ► Acc: den Jungen/ die Jungen Greek ► Nom: logos ► Gen: logou ► Abl: logou ► Loc: logo ► Inst: logo ► Dat: logo ► Acc: logon ► Voc: loge

An exercise the Morphemes: nonjudgmental ► Weird morphemes ► Find § Unkempt, uncouth, unruly, undermine § Ugly § Disheveled § Conversate? ? ► Let us rejoicify with definish morphemes! § How, if at all, does the morpheme change the part of speech? § Would these be derivational or inflectional morphemes?

Syntax Lexical Categories: clusters or groups of words according to function ► Nouns (N) ► Verbs (V) ► Adjectives (ADJ) ► Adverbs (ADV) ► Determiners (DET) ► Auxiliary Verbs (AV) ► Prepositions (P): (P + NP = PP!) ► Pronouns (PRO)

A quick example ► “The quick brown fox jumped over the lazy dog” ► “I’m lookin’ for the man who shot my paw” ► “I’m gonna kill the dirty dog that does his business in my lawn. ”

Syntax Ways to Organize Sentences ► Linear Order ► Hierarchical Structure: Propositions and Constituents: Semantically coherent groups Ex: Most executives eat at really fancy restaurants Ex: Enraged Cow Injures Farmer with Ax

Practice ► Phonemes ► Morphemes ► Bound, unbound ► Derivational, inflectional ► Syntax: § Sentence structure § Parts of speech ► Semantics ► Propositions ► Constituents ► Joining/condensing ► Thematic structure This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day

Clark & Clark Ch. 1 ► Three fundamental questions § Comprehension § Production § Acquisition ► Why is studying grammar important for understanding the psychology of language? ► Structure, function, and process

Content and Function Words ► Content words (contentives): "Carry the principal meaning of the sentence" —"name the objects, events, and characteristics that lie at the heart of the message the sentence is meant to convey" (Clark & Clark, 1977, p. 21) ► Function words: The "glue" that holds the content words together, "to indicate what goes with what and how. "

Content or Function? ? ? ► Pronoun ► Determiner (e. g. , articles) ► Adjectives ► Prepositions Which are faster or slower to change? ► Nouns ► Conjunctions ► Adverbs and conjunctive adverbs ► Verbs, regular, linking, and auxiliary ► Relative pronouns

Propositions & Constituents ►A ____ is a group of words that hold together in a sentence. Find constituents: § “The quick brown fox jumped over the lazy dog” ►A ____ is a unit of meaning within a sentence. Find constituents above. § Usually a verb plus one or more nouns (with other possible elements). Some verbs require 1 noun, some 2, and some 3! (p. 11) § Underlying mental structure of _____. ► On diagramming sentences…

Constituents Propositions What you hear (surface structure of sentence) Groups of words The underlying meaning of the actual words spoken [The quick (brown fox)] [jumped (over {the lazy dog})] The fox jumped over a dog There is a fox we know about (“the fox”) The fox is quick The fox is brown The dog is known (the) The dog is lazy NOT: The dog was laying down NOT: The fox was agile NOT: The dog was sleepy

My old dog, Finn, sleeps a lot of the time, but he is still friendly and playful!! ► Content word? Function word? ► Main “sentence”: § Subject(s), predicate(s), SVO? ► Morphemes: bound/free, derivational, inflectional ► Constituents ► Propositions ► Combining and condensing propositions?

Jabberwocky

Combining propositions ► Coordination: 2 props “on par” with each other (NOT subordinate) § And, but, or/nor, (so) ► Relativization: § § restricting or qualifying Possession Adjectives/adverbs, prep phrases Relative clauses: that (etc. ), which, who Subordinating conjunctions: (although, etc. ) ► Complementation: One fills an “empty part” § Complement: “Mike is [tall]”; “Emma is [a student]” § “[For Grandma to visit] was nice / took a lot of work” ► Recursion: Using more than one of these at once!

Condensing Sentences ► Ellipsis: The key: ________ § Grammatical: “We went to the mall, the pool hall, and had some milkshakes” [incorrect!] § Contextual: “Where are my sunglasses? !” “On your head, you dolt. ” ► Pronominalization § Why repeat the noun when you don’t have to? § Key: _____ “When students use vague pronouns, they are annoying. ” § Pro-verbs: “Please do so”

Clark & Clark Ch. 1 exercises Wellington’s fresh, young troops defeated Napoleon’s well-trained army. " ► Sentence: § Find the "propositions" (p. 10 -11) § Diagram the sentence (p. 12) ►Main phrases (NP & VP, or subject and predicate ►Adjectives, articles, and so on ►Adjective and Adverb clauses § Different ways to say the same thing? § Why is this useful!?

Thematic Structure ► The puppy that I bought was cute. ≠ ► I bought a puppy that was cute. ≠ ► I bought a cute puppy. ► 3 aspects of thematic structure: § Frame and insert (where do we file it in our brain? § Subject and predicate § Given and new

Give me Ambiguity, or… ► Defining Ambiguity: ► Types of Ambiguity: § Structural: when constituents can be grouped in more than one way § Lexical: when a word can be a member of more than one lexical category § Semantic: when a word or phrase (or gesture) can mean more than one thing. [Also frequently called http: //www. gally. net/leavings/01/0137. html lexical!]

Examples: Ambiguity ► Larry raises miniature badgers and racoons. ► We need more intelligent leaders. ► Iraq Bombs Gut Factory (headline) ► Free Wales ► Wet Paint ► The little girl hit the child with the toy ► Squad Helps Dog Bite Victim (headline) ► Teacher Strikes Idle Kids (headline) http: //grammar. about. com/od/terms/g/ambiguity. htm http: //answers. yahoo. com/question/index? qid=20091218063942 AAkj. B 1 T

Student Quotes ► "She said she was having problems with her job [at a school]. She said it was because of a bad principle. " ► There was a high degree of gender differentiation within her family, with her father resting on the top. ► Where I work if a person comes in by them self to eat the customers sometimes expect me to sit down and converse with them.

► The only information given about the college was that it was a liberal arts college off the coast of the Atlantic Ocean. ► "Stella was flapping and fighting the currants in the river…" ► "In our findings, a variety of beauty definitions arouse. " ► Barthes felt this was the problem with mythic shits. ► The sample could have screwed our data.

Baldwin’s Writing Corner ► Learning structure and clearer speaking: § PP = preposition + object of preposition ►"This is important for both Susan or myself" ►"This is important for both Susan and I" ►"This is important for both Susan and me" § VT versus VI: "It’s good to be able to critique" § Adjective or Noun? : "lots of positives, " "prejudice, " "the dominate characteristic" § Help! I need an AV: "I would of been there…" § http: //www. englishforums. com/English/Funny. Se ntences/vqlc/post. htm

► Ellipsis and § List structure: It is important for students to bring their books, materials, and have a good attitude. § Pronoun case: Give this to Dr. C or ____ § Supporting clauses as fragments: ►Although she had not seen her for years. ►Meaning I really didn’t understand Baldwin’s point. § Relation and variety of conjunctions

Dude! http: //duderific. tripod. com/dude. html

Productivity: Old Words ► http: //www. lssu. edu/banished/current. php ► http: //www. lssu. edu/banished/complete_list. php ► http: //www. banbuilder. com/ ► http: //www. owlnet. rice. edu/~ling 215/New. Words/ page 1. html ► http: //www. urbandictionary. com/

Language in a System: Communication Sending Receiving Meaning All of These Interpreting Pragmatic Conceptual

ALL COMMUNICATION SYSTEMS HAVE ►A MODE OF TRANSMISSION § SIGNS § SIGNALS

ALL COMMUNICATION SYSTEMS HAVE ► PRAGMATIC FUNCTION

Language productivity (continued) ► EMERGENT ► EVOLVES ► BUT ALWAYS RULE GUIDED (set by language and culture) § Phonetic § Semantic § Syntactic § Pragmatic

TRUE LANGUAGE-BASED COMMUNICATION SYSTEMS HAVE ► CONCEPTUAL FUNCTION ► INTERCHANGEABILITY ► CULTURAL TRANSMISSION ► ARBITRARINESS ► DISCRETENESS ► DISPLACEMENT ► PRODUCTIVITY

A thought question: