EL1101/GEK1011

The Nature of Language

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Welcome to EL1101E/GEK1011 Our team

•  plan for today:
–  introducing the team
–  what is this course about?
–  how does this course work?
–  logistic issues
•  Lecturer:
–  Leslie Lee ellleel@nus.edu.sg
•  you may call me ‘Leslie’ or ‘Dr. Lee’, not ‘Prof(essor)’
–  caveat: do not address instructors by their !rst names
unless invited to; when in doubt, use ‘Dr. <last name>’
•  Tutors:
–  Dr. Justina Ong elljo@nus.edu.sg
–  Lauren Yeo lauren.y@nus.edu.sg
–  Cheng Yuanchen yuanchen@u.nus.edu
–  Wan Lixin e0193291@u.nus.edu
–  Kelvin Wong wongch@u.nus.edu

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 What is this course about? True or false?
•  this is not an English language communication course 1.  linguistics is about learning how to speak some language properly
–  this course is not meant to help improve your ability to
communicate in English
•  in fact, we assume that you are all more or less "uent in
English
•  this is an introductory course to linguistics
•  what is linguistics?
•  before we answer this question, let’s see what kind of ideas you
have about ‘linguistics’
–  turn to your neighbour and introduce yourself !
–  go to this URL and login: www.pollev.com/leslielee

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True or false? True or false?

1.  linguistics is about learning how to speak some language properly 2.  linguistics is learning to speak multiple languages
•  false
•  not about learning how to speak language X ‘properly’
–  linguistics is descriptive, not prescriptive
•  i.e. linguists describe/observe how languages are used,
rather than prescribe rules about how they should be used
•  e.g. “some people say things like ‘this ain’t right’” instead of
“it is incorrect to say things like “this ain’t right’”

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 True or false? True or false?
2.  linguistics is learning to speak multiple languages 3.  linguists are more interested in writing than in speech
•  false
•  not about learning to speak multiple languages
–  some (good) linguists speak only one language!

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True or false? So what is Linguistics?

3.  linguists are more interested in writing than in speech •  the scienti!c (systematic) study of how human languages work
•  false
•  speech is more basic than writing
–  writing is a later historical development than speech
–  there are languages that are not written down
–  writing must be taught, whereas spoken language is acquired
naturally
–  the processing and production of written language is overlaid on
the spoken language areas in the brain
–  writing can be edited, while speech is more spontaneous

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 Key features of Language Key features of Language
1.  means by which messages are transmitted and received (mode of 7.  ability to combine discrete units to create larger communicative
communication) units (discreteness)
2.  all signals in the communicative system have meaning or function 8.  capacity for novel messages to be built up out of discrete units
(semanticity) (productivity)
3.  the communicative system serves some useful purpose (pragmatic 9.  ability to communicate about things, actions, and ideas that are
function) not present in space of time (displacement)
4.  ability of individuals to both transmit and receive messages
(interchangeability)
5.  aspects about language that we can only acquire through
interaction with others (cultural transmission)
6.  connection between form and meaning is arbitrary (arbitrariness)

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Key features of Language Key features of Language

•  features shared by all communication systems •  features exhibited by some animal communication systems
–  mode of communication –  interchangeability
–  semanticity –  cultural transmission
–  pragmatic function •  e.g. geographical variation in signals made by killer whales
(of a single species)
–  arbitrariness
•  e.g. alarm calls of vervet monkeys
–  loud bark = leopard spotted; cough-like sound = eagle
spotted; soft whirring sound = snake spotted
–  discreteness
•  bees’ dances are made up of smaller patterns

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 Key features of Language Why Linguistics?
•  features not found in animal communication systems •  why study about the way human languages work?
–  displacement –  language makes us uniquely human
•  bee dance? •  many other species have the capacity to communicate using
–  productivity sounds and gestures
–  a few can even acquire certain properties of human
•  number of signals is !xed in animal communication systems
language
•  animals don’t seem to use di#erent combinations of units to
create signals with novel meanings or to convey novel ideas •  but no other species is comparable to humans with respect to
the creativity and complexity of our communicative systems
•  only human language has all 9 features
–  language is a unique avenue to investigate a
–  ‘Language’ fundamental aspect of what it is to be human

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Why Linguistics? Why Linguistics?

•  why study about the way human languages work? •  why study about the way human languages work?
–  social role of language –  practical applications
•  we speak di#erently depending on •  develop better teaching tools/methods for language
–  who we are, instruction
•  design computer programs that can interact with humans
–  where we come from,
using language
–  whom we talk to,
•  treat people with speech and language disorders
–  where the conversation takes place,
•  …
–  what the conversation is about…
•  language is a re"ection of a speaker’s individual identity as
well as social and cultural aspects of a society
–  allow us to learn about human society and social
behavior
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 Topics to be covered How does this course work?
•  how do we produce di#erent speech sounds? (phonetics) •  this class is designed a bit di#erently from what you might
•  how do sounds interact in a language system? (phonology) normally be used to

•  what is the internal structure of words? (morphology) –  class will be focused around you

•  how do we form phrases and sentences? (syntax) –  what you understand

•  class will be conducted in such a way to help both you and me
•  what do we mean when we say something? (semantics)
!gure out what you understand and what you might need some
•  what do we really mean when we say something? (pragmatics) more help with
•  what kind of social factors can a#ect language use and language –  so, ‘lecture’ will be very di#erent
change? (language variation and change)
•  ever wondered why we have ‘lecture’?

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Why do we have lecture? Why do we have lecture?

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 Why do we have lecture? What we have today
•  innovations: printing press, the web
•  you don’t have to trust the monk!
–  read and analyze for yourself!
–  if I read the textbook to you, what purpose does that serve?
•  traditional class structures often look like this:

Lecture Textbook Exam

First Read hard stuff Show knowledge

exposure on your own mastery

•  you get very little opportunity for ‘expert feedback’

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Flipping the classroom Flipping the classroom

Reading Lecture Exam •  so how does this work?
–  read assigned reading before class
–  I will pose carefully designed questions in class
•  use a classroom response system (Poll Everywhere)
First exposure: Learn hard stuff: Show knowledge
Textbook With teachers and mastery •  solo vote: think for yourself and select an answer
peer discussion
•  discuss: analyze the question in groups of 3
•  greater opportunity for real time expert feedback! –  try and convince your classmates why your answer is
correct, explain your reasoning
–  reach group consensus
•  group vote: everyone in the group votes on the same answer
•  class discussion

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 Peer instruction
•  discussion with your peers is KEY!
–  research on learning shows that
•  everyone constructs their own understanding
–  you must actively think about an issue and construct
your own understanding of it in order to learn
e#ectively
•  learning is a social activity
–  explaining a concept is a great way to cement your own
understanding
–  often easier to understand the explanations of those at
your own level
»  recently struggled with the concept and have a fresh
idea of what di$culties they had to overcome
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Before you get TOO excited
•  “it really makes a di#erence when attending lectures after doing the
readings vs not doing the readings”
•  peer instruction will begin proper next week
–  see schedule on syllabus for assigned reading
–  all readings have been uploaded to IVLE
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Feedback from last year
•  “’"ipped classroom’ style is really good, clears doubts”
•  “enjoyed the lecture style as there was a lot of engagement with the material
being learnt”
•  “The use of Archipelago has helped me engage in critical thinking, compared to
normal lectures styles whereby I feel I do not really think but absorb mostly”
•  “The in-lecture quiz allow us to comprehend and understand the reading
contents better and makes it much easier for us to expect what to focus on”
•  “The questions given are really good in pointing out common mistakes that we
should avoid doing and it really tests my level of understanding of the topic”
•  “I think he encouraged further thinking and critical thinking on our own rather
than rely completely on spoonfeeding by the lecturer”
•  “The "ipped classroom is a really good mode of teaching as the ungraded
questions in lectures greatly helped me understand the concepts and clear
doubts I had after doing my readings under a friendly, non-stressful
environment”
How to do well in this course
•  students who do well in this course do at least the following:
–  prepare for class by doing assigned reading
–  participate actively in group and class discussions
–  seek clari!cation at the earliest opportunity
•  in other words, the students who do well in this course are those
that take ownership over their learning
 Logistics Logistics
•  grading •  open consultation hours
–  lecture participation (10%) –  Wednesdays 0900-1030, AS5/05-29
•  simply responding to peer instruction questions in lecture –  simply drop by with your questions and be fed candy!
•  not graded on correctness •  email policy
•  begin next week –  questions about course content should be posted on IVLE
–  tutorial attendance and participation (20%) –  you should only email me directly to speak about personal
–  midterm quizzes (40%) matters or to set up an appointment outside my regular hours
•  anonymous feedback (not questions!)
•  two in-class closed-book midterms (see syllabus for dates)
•  multiple choice –  enabled on IVLE
–  I want you to be able to safely express any concerns that you
–  !nal exam (30%)
have at any time during the course
•  cumulative, closed-book exam
•  multiple choice 33 34