a dynamic set of visual, auditory, or

tactile symbols of communication...

 a system of communication which
consists of sounds, words, and
grammar utilized in a
particular speech community.
 an exclusively human mode of
communication...
1. COMMUNICATION is not
restricted to a fixed set of topics.
2. IT enables us to produce and
understand new words, phrases,
and sentences.
3. IT allows novelty and innovations
in response to new thoughts,
experiences, and situations.
 NOUN USE VERB USE
Pull the boat onto the Beach the boat
beach
Keep the airplane on the Ground the airplane
ground
Tie a knot in the string Knot the string
Clean the floor with a Mop the floor
mop
Though there is freedom to innovate in the
formation of VERBS, there is also a LIMIT!
 SENTENCES with nouns MEANING
used as verbs

1. JAIL the robber Put the robber in jail

AWKWARD

1. PRISON the robber Put the robber in prison

ACCEPTABLE sentences denoting period of TIME

1. Julia summered in Paris

2. Bob vacationed in France.

3. Harry and Julia honeymooned in Hawaii.

 AWKWARD SENTENCES,
NOT ACCEPTABLE
though, they are denoting TIME

1.Jerome midnighted in the streets.

2. Andrea nooned at the restaurant.

3. Philip one o’clocked at the airport.

how to use the grammar, syntax, and
vocabulary of a language. Linguistic
competence asks:
1. What words do I use?
2. How do I put them into phrases and
sentences?
how to interpret the larger context; how to
construct longer stretches of language so that the
parts make up a coherent whole. Discourse
competence asks:
1. How are words, phrases and sentences put
together to create conversations, speeches, e-
mail messages, newspaper articles?
how to use and respond appropriately to given
setting, topic, and relationships among the
people communicating. Sociolinguistic
competence asks:
1. Which words and phrases fit this setting and this
topic?
2. How can I express a specific attitude (courtesy,
authority, friendliness, respect) when I need to?
3. How do I know what attitude another person is
expressing?
how to recognize and repair communication
breakdowns; how to work around gaps in one’s
knowledge of the language; and how to learn
more about the language and in the context.
Strategic competence asks:
1. How do I know when I’ve misunderstood or
when someone has misunderstood me?
2. What do I say then?
3. How can I express my ideas if I don’t know the
name of something or the right verb form to use?
1. The speakers of language are able
to produce and understand an
unlimited number of utterances,
including many that are NOVEL &
UNFAMILIAR.

2. The mental system that allows human

beings to form and interpret the
words and sentences of their own
language.
COMPONENT DOMAIN
PHONETICS The articulation and
perception of speech sounds
PHONOLOGY The patterning of sounds
MORPHOLOGY Word formation
SYNTAX Sentence formation
SEMANTICS The interpretation of words
and sentences
1. ALL LANGUAGES have GRAMMAR. WHY?

If language is Phonetic and

spoken phonological system

Since it has words and Morphological and

sentences syntactic system

Since words and Semantic system

sentences have
systematic meanings
 ALL varieties of language are absolutely
equal as instrument of communication
and thought.
 ALL languages have grammars that
enable their speakers to express any
proposition
 There is no “superior” or “inferior”
language
 Allgrammars of all languages are
constantly changing because of the:

› Addition of new words (advent of new

technology) to the vocabulary of English
 ALL LANGUAGES, according to
current researches, have shared
important grammatical principles and
tendencies.
a. Existence of negator
b. Existence of constraints and preferences
 Examples:
› the existence of a negator (NOT)
a. Not Pat is here.
b. Pat not is here.
c. Pat is not here.
d. Pat is here not.

1st & 4th patterns are very rare because in all

languages, NOT immediately precede or
immediately follow a verb.
› Existence of constraints and preferences
Examples:
a. Canadians like hockey. (SVO)
b. Canadians hockey like. (SOV)
c. Like Canadians hockey. (VSO)
d. Like hockey Canadians. (VOS)
e. Hockey like Canadians. (OVS)
f. Hockey Canadians like. (OSV)
 95% of the world’s languages adopt the
1st three orders for basic statements, and
almost impossible for the next three
orders.
 Grammatical Knowledge is acquired
without the help of instruction.

 Example (among native speakers)

› Hunted
› Slipped
› Buzzed
Native speakers say id for hunted, t in
slipped and d in buzzed.
Example:
 Flib = flibbed (d)

 The distinctions are automatic because the

grammatical subsystem regulating this
aspect of speech was acquired without
instruction when the native speaker was still
a child and it now exists subconsciously in
his/her brain.
 Humans have the capacity for
language that is not shared by other
creatures.

 Humans are specialized for the

perception of speech.
 DUAL FUNCTIONS OF SPEECH ORGANS

ORGAN SURVIVAL FUNCTION SPEECH FUNCTION

Lungs To exchange CO2, oxygen To supply air for

speech

Vocal folds To create seal over passage To produce voice for

to lungs speech sounds

Tongue To move food to teeth and To articulate vowels

back to throat and consonants

Teeth To break up the food To provide place of

articulation for the
consonants

Lips To seal oral cavity To articulate vowels

and consonants

Nasal cavities Breathing To provide nasal

resonance
 LANGUAGES have specific
features and characteristics
 Languages have GRAMMAR
 ALL speakers of languages have
SUBCONSCIOUS KNOWLEDGE of
its grammar.
 Humans are specialized to speak.
1. What do you notice about babies and
young children and their language
abilities?

2. What does this suggest about learning L1

for children?

3. How do you think these babies and

children were able to communicate?
Why did they communicate?
 How do we learn a language?
 Why do we learn another language?
 Are there any differences in the
learning process between L1 and L2?
If so, what are the differences?
 How does our L1 interfere with
learning L2?