THE NATURE OF LANGUAGE AND LANGUAGE STUDY

Lesson1 A Quick look at language, Macro skills and communicative Competence

LANGUAGE

Latin term lingua (tongue)

French term langue

Language is and expression and thought utilizing speech-sounds.

Language, Culture, Society

What are Macro skills?

Speaking

Listening

Viewing

Reading

Writing

Communicative competence- the ability to understand and use language effectively to communicate in
authentic social and school environments

Linguistic – understanding and using

 Vocabulary
 Language convention (grammar punctuation and spelling)

Syntax (e.g. sentence structure)

Sociolinguistics – having awareness of:

 Social rules of language

 Nonverbal behavior
 Cultural references

Discourse – understanding how ideas are connected through;

 Patterns of organization
 Cohesive and transitional devices

Strategic – using techniques to:

 Overcome language gaps

 Plan and assess the effectiveness of communication
 Achieve conversational fluency
 Modify text for audience and purpose
Communicative competence- the ability to use language effectively and appropriately in different
context

Grammatical competence- knowledge of grammar vocabulary punctuation spelling and syntax.

Sociolinguistics competence- the ability to use language appropriately in different social situations

Discourse competence- the ability to connect ideas and create coherent and meaningful text of
conversation.

Strategic competence- the ability to overcome communication breakdowns and adapt your
communication style to different situations

Macro and Micro Linguistic Studies

Linguistics is the scientific study of language, including its structure, use, and history.

Narrower view

The focus is more on the structures of the language system in itself and for itself internal view of
language

Broader view

The focus is on the way languages are acquired , stored in the brain and use for various functions;
interdependence of language and culture; physiological and psychological mechanism involved in
language behavior

1. PHONETICS-The study of the sounds of language.

THREE BRANCHES OF PHONETICS

Articulatory phonetics

Acoustic phonetics

Auditory phonetics

2. PHONOLOGY - The study of the functions of speech sounds in a language. Its focus is on the
ways speech sounds are organized.
3. MORPHOLOGY - The study of the construction and formation of words. It is a branch of
linguistics, which breaks words into morphemes and is considered the grammar of words.

Prefix: “un-” (meaning “not”)

Root: “break”

Suffix: “-able”

4. SEMANTICS

The study of the relationships between linguistic forms and entities in the world. It focuses on the
meaning of a sentence.
5. PRAGMATICS - The study of the relationships between linguistic forms and the users of those
forms.
6. SYNTAX - The study of relationship between linguistic forms, how they are arranged in
sequences and which sequences are well-formed.
Branches of Macro linguistics
INTRA-DISCIPLINARY
Applied
Theoretical
Historical
Descriptive
Comparative
Acoustic Phonetics studies the physical properties of sounds as transmitted from mouth to air
and then received by ear drum.
METAPHOR
- My heart is a bottomless ocean of love.
IRONY
-a fire station burns down.
-a marriage counselor files for devorce.
-the police station gets robbed.
-a pilot has a fear of heights.
-a fireman afraid of fire.
-the blind leading the blind.
-the teacher failed the test.
Sarcastic Remark
1. When something bad happens
That’s just what I needed today!
2. When a husband comes home after a long day at work
I work 40 hours a week for me to be this poor.
WORLD ENGLISHES
WORLD ENGLISH Vs WORLD ENGLISHES
WORLD ENGLISH- Language used in businesses, trade and diplomacy and other International
activities.
WORLD ENGLISHES Refers to the varieties of English from the different regions of the world.
NATIVATION CONTINUUM OF WORLD ENGLISHES (INCWEs)
Diffusion- • English is spread because of colonization, globalization or by any other means

Induction- English is officially accepted as a language used for education, trade communication,
so on.
Customization- • L1 and other local languages start to reshape English slowly by giving it a local
touch.

Native Recognition • People start to use English unconsciously without associating with its
parent varieties.
ENL- English as a Native Language
ESL- English as a Second Language
EFL- English as a Foreign Language
Kachru’s Concentric Circle
• Kachru (1985) proposes this concentric circle to ilustrate the spread of English all over the
world
• Each circle in this model represents the kind of function and acquisition in which English
language is used.

Inner Orcle (ENL)

• Englishes in the model refer to the parent countries of English. These countries are the
colonizing nations in our history
Outer Circle (ESL) Belongs to the territories colonized by the parent countries of English.

Expanding Circle (EFL) • Considers English as a foreign language Encompasses countries where
English has no historical or governmental roles

The Power of English

Kachru (1906) establishes the authority of the English language by looking into its range and
depth

The range of the English refers to the totality of functions which it has acquired as it spreads
around the globe

Its depth refers to the amount of societal penetration it has achieved

Kachru’s useful parameters of one power of the language:

Demographical and numerical unprecedented spread across cultures and languages, on

practically even continent

Functional: provides access to the most important scientific, technological, and cross-cultural
domains of knowledge and Interaction

Attitudinal: symbolizes certainly to a large group across cultures-one or more of the folowing
neutralim, liberalism, status and progressivism

Accessibility: provides international accessibility in the Outer Orcle and international mobility
across regions

Pluricentricity: this has resulted in the nativization and acculturation of the language

Material: a tool for mobility, economic gains and social status

L1 Does not require any conscious effort; the acquisition process of the first language is
subconscious

L2 Requires constant conscious effort so that the learners can internalize the structure of the
second language
L1 It is like an instinct which is triggered by birth and developed with the experience of being
exposed to it

L2 Personal choice of a person

L1 NATURAL No need for instruction in acquiring it

L2 NOT NATURAL Needs continuous guidance and instructions

L2 can never be learned as efficiently as a first language; though good competence can be
achieved in the second language, the process is slow

L1 Completely acquired with 100% proficiency within 6 years from the birth

Some factors of difference for the first language and the second language

AGE It is the most important factor that makes a second language totally different from the
first language. Children of the age of 6 who have already acquired full proficiency in their first
language are most capable of learning a second language. Adults usually find it difficult to learn
a new language when they become too accustomed to their first/native language.

PERSONALITY A child’s personality does not usually make that much of difference in the
acquisition of the first language. But it makes a huge difference in the learning process of the
second language. In the second language learning process, the learners with an introvert
personality usually make slow progress than the learners with an extrovert personality.

MOTIVATION A learner with good motivation to learn a second language is likely to learn that
language faster. But the acquisition of the first language does not require any motivation
because it is a natural phenomenon. The first language is acquired subconsciously and there is
no need for motivation to acquire it.

Semiotics derived from the Greek word “semeiotikos” which mean observant of signs Semiotics
is the study of sign and symbols .it is how are Language are used to communicate and develop in
interpretation.
Semiotics tries to know how atext,abehaviororanobjectbuilds
itself.Semioticstriestodescribetheorganizationof themeaning.

Signs isasymbolwhichisunderstood Torefertosomethingotherthanitself.

Symbols – is an object that presents ,stands for or suggest ideas or vidual images. Society”

JohnLocke(1632-1704) anEnglishPhilosopher,regardedsemioticsasthekeytotheevolutionofhuman

consciousness.Hefurther espousedthatlanguagebeganwithsigns,thatare

signsanddyadic,meaningasignatureistiedtospecificmeaning.

Lesson 1: Account’s on the origin of language

 “A language is not just words. It’s a culture, a tradition, a unification of a community, a whole
history that creates what community is. It’s all embodied in a language.”

-Lev Vygotsky

Here are theories and hypotheses about the origin of language:

From bow-wow to la-la:

The bow-wow theory – This is based on the ideas that humans imitate the sounds of the
animals call.

The pooh-pooh theory –This arose with the idea that people make instinct sounds.

The ding-dong theory-This is based on the notion that people react to the world and make
sound symbolism.

The yo-he-ho theory- This is based on the proof that humans create rhythmical grunts which
later developed into chants to address physical environmental needs.

The la-la theory- The romantic side of human life is the sole factor that is responsible for the
creation of language.

Genetic mutation of Chomsky

Noam Chomsky postulates in his theory that language was created from a genetic mutation
from one of our human ancestors. This human ancestor developed the ability to speak and
understand language and he passed this on to his offspring.

Vocal Grooming of Dunbar

Robin Dunbar’s theory is based on the notion that people needed to find a more efficient form
of grooming as communities began to grow larger. Wanting to keep their peers with them,
humans groom themselves and so did the vocals develop. Humans need to be together with
other humans so they needed to use sounds like early conversations similar to gossip in our
modern times.

Whitney’s Origin of Language

Whitney’s theory on the source of human speech is anchored on the natural sound of human
cries. As humans express their feelings and are being understood by others the use of language
began. Next, according to Whitney, human beings come to use imitative or onomatopoetic
utterances as the reproduction of the sound of crying.

HALLIDAYS LANGUAGE FUNCTIONS

Michael HALLIDAY -A scholar linguist who developed a model of language.

According to him language serves for a certain purposes for children

ACQUISITION Language is vital in every interaction. People cut across their purpose of
communication through language. These purposes may include a personal chore or whiling
away time indulging in one’s hobby or sport. It may also be interactions from social gatherings
or pursuing goals for professional and personal growth.

For Halliday (1978), these functions or purposes are very important and drive the motivation for
children to develop language. He categorizes these functions or purposes into seven and the
first four help a person to satisfy and address his/her physical, social and emotional needs.

Halliday’s Language Functions

Instrumental

Regulatory

Interactional

Personal

Heuristic

Imaginative

Representational

Instrumental (I want) It is the Language used to getting things done and satisfying specific needs.

Example:

“I want to drink milk.”

“Excuse me Mrs. J can you help me with this poster?”

Regulatory (do as I tell you) It is the language used to influence/control behavior feelings or
attitudes of others, includes the language of rules and instructions.

Example:

“You must follow all my instructions.“

“First, gather all the materials you will need.”

Interactional ( Me and you ) It is the language Used for social interactions and to get along with
others, to include or exclude.

Example:

“Can I please be the next after you?”

“Do you like pancakes too, Ethan?”

Personal (Here I come) It is the language used to talk about oneself and express individuality, it
can be used in the classroom by having students share personal experiences or by making
feelings public.

Example:

“I know that movie because I saw that when I was five. “

“I had so much fun this winter.”

Heuristic (tell me why)

It is the language used to seek information or test knowledge, explore his/her environment and
it can have a question and answer format.

Example:

“Why do you like that song?”

“Why do we need to learn English?”

Imaginative (let’s pretend) It is the language used when creating stories and creating new
worlds.

Linguistic play including poems rhymes and riddles not necessarily about anything at all.

Example:

“If we migrate to planet mars I will bring my phone and charger.”

Representational (I’ve got something to tell you) It is the language used in communicating
information, conveying a message with specific references to the process, persons, objects,
abstractions, qualities, states and relations of the real world around him or her.

Example:

“I made this bracelet to symbolize our friendship.” “It is raining heavy all day.”

LESSON3:THEORIES in Language AND CULTURE

The interconnectedness between culture and Language

Kramsch(1998) pointed three ways by which language and culture are related;

Ways of doing things and perceptions can be manifested throught he use and arrangement of
words. Considering this, people in society convey culture.

2.People postulate meaning in their daily activities and experiences through language,and
thus,language personifies culture reality.

3.The context of communication where language is used embodies cultural reality and speakers
distinguish themselves
Using their language as their identity.

Language is a purely human and non-instinctive method of communicating ideas,emotions and

desire by bmeans of voluntarily produced symbols”(Sapir,1921).

Risgar (2006) claims that language is a part of culture and a part of epidermal behavior It is
predominantly held that he task of language is to put thoughts into words,to communicate
pieces of area of study, Kramsch(1962) phrased the main function so language in three aspects:

Language is the primary vehicle of communication.

Language reflects both the personality of the individual and the

Language makes possible the growth and transmission of culture,

Benjamin Lee Whorf shared his theory on the significance of language in organizing our
thoughts. He espoused that our ways of looking at the world depend on the type of language.

Vygotsky’stheory Lev Vygotsky,a psychologist,believed that social interactions between and

among people area key element in acquiring knowledge,just like how a child watches anda
learns from adults.

Piaget’stheory Jean Piaget contends that when child are born they have an embedded basics
structure for cognition as well as for language.

Chomsky’sTheory Noam Chomsky is known for his Language Acquisition device(LAD)which is

abuilt-inbox in the brain responsible for creating and learning the language.