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1. What is language?
There are two words in the title of this course that need some explanation. Firstly, if
somebody asked you "What is English?", you would most certainly reply that
English is a language. Your interlocutor might next wonder what was meant by
language. There are various definitions of language, but let us look at only two, one
from the early 1920s and one from the late 1980s.
In 1921 (p.8) the American linguist Edward Sapir defined language in the following
way: "Language is a purely human and non-instinctive method of communicating
ideas, emotions, and desires by means of a system of voluntarily produced
symbols." Almost 70 years later, British Linguist, David Crystal (1989:251) said: [we
can refer] to language as human vocal noise (or the graphic representation of this
noise in writing) used systematically and conventionally by a community for
purposes of communication."
The first thing that we notice in both definitions is that language is restricted to
human communication, which raises two issues: do non-humans use language and
do they communicate. The answer to the first question is that only humans use
language, that is language is species-specific. Human beings are born with the
capacity to learn and use language and in this sense language is innate. Every child
that is born and that does not have a severe brain damage can learn a language.
This does not mean that the child is born with the capacity to learn a particular
language. An infant born by Croatian parents and raised in China in a Chinese
speaking family will learn Chinese with equal ease as we have all learned Croatian.
The main reason why language capacity is restricted to human beings is that
animals lack the necessary apparatus for the production of what Crystal calls vocal
noise. This apparatus for producing vocal noise consists of the larynx, the oral and
nasal cavities, the tongue, the teeth and the lips. Even our closest relatives,
chimpanzees, lack a larynx and a mouth that allow them articulation of a wide
variety of sounds produced by human organs of speech.
If animals are not equipped with speech organs which would enable them to
produce vocal noise called speech, can they communicate at all? One can often
hear expressions such as the language of bees, the language of traffic signs, etc.
These are obviously not languages in the above sense, but it cannot be denied that
there exist other systems of communication in addition to language. Let us consider
first some animal communication systems:
Scent. Some insects communicate by emitting chemicals, called pheromones, to
signal their reproductive readiness. Dogs urinate to mark their territory.
Colour. The colour of many animals plays an important role in communication. For
example, the octopus changes colour in order to communicate its readiness for
mating or to defend its territory.
Facial expressions. Chimpanzees and other apes can change their facial
expressions to communicate such things as anger, fear, frustration, readiness to
fight, etc.
Now, if you look back at the first definition of language, the one by Sapir, you will
1
signified
signifier
F. de Saussure (1863)
To relate the form to its meaning we need also someone who will interpret this
relation. In other words the relation between the signifier and the signified is not
direct, it is mediated through an interpreter. We can show this three-fold distinction
as in the following diagram:
Sign vehicle: the form of the sign
Sense/Interpreter: the sense made of the sign
Referent: what the sign stands for
S
e
n
s
e
:
t
h
e
s
e
n
s
e
m
a
d
e
o
f
t
h
e
s
i
g
n
there is nothing natural or intrinsic that would relate the signifier and the signified
and we say that the relationship between them is arbitrary. For example, what is
natural in the relationship between the word dog and the real animal. It is only by
convention that the speakers of English use the word dog, for an animal of the
canine species. Other languages use different signifiers for the same signified, e.g.
Hund in German, hont in Dutch, pas in Croatian, cane in Italian, etc.
they cannot indicate where the food source was two days ago. Vocal noise
produced by birds or primates reflects primarily reaction to immediate events.
8. Creativity (Productivity) refers to the ability to create new messages on any
topic at any time. Every sentence we produce is in a sense completely new and
may have not been produced before. Humans are also capable of understanding
sentences they had never heard before. It is doubtful whether birdsong or
vocalization of certain monkeys convey novel messages. Another creative aspect of
language is the process of creating new verbs from nouns in English, as in the
following table adapted from W. O'Grady, M. Dobrovolsky and F.Katamba(1996):
Noun
leave the boat on the beach
stab the man with a knife
they spent the summer in Rome
we flew to London by Concorde
Verb
beach the boat
knife the man
they summered in Rome
we Concorded to London
The branch of science that studies language from a scientific point of view is called
linguistics, that is; "linguistics may be defined as the scientific study of language"
(Lyons 1968:1). The term scientific begs another question, but suffice it to say that
by scientific study of language we mean "its investigation by means of controlled
and empirically verifiable observations and with reference to some general theory of
language-structure." (Lyons 1968:1).
When you hear a language that you had never heard before at first it sounds simply
as some kind of noise. After some time you start to recognize some of this noise as
familiar sounds, such as /pl, /t/, lal etc. The sounds produced by humans when they
speak are studied by phonetics. However, because of the structure of their organs
of speech, humans are capable of producing an almost infinite variety of sounds,
but not all of these sounds are relevant to a particular language. For example, the
sound Ipl is pronounced differently in post and spit but this difference does not
cause any change in meaning, i.e. if you pronounce both sounds in the same way
you will still get your meaning across. On the other hand, compare the initial sounds
in cat, mat, sat in the sentence The cat sat on the mat. In each case these words
differ in meaning only because they have different initial sounds. Do not confuse
spelling and pronunciation because one and the same sound may be spellt in more
than one way, e.g. [f] in fish and enough. The branch of linguistics that studies
sounds which make a difference in a language is called phonology. Since
phonology studies only those sounds that have some function in a language it is
also sometimes referred to as functional phonetics. However, sounds do not have
any meaning (although they can cause a change of meaning) and therefore they
are combined into larger meaningful units, such as cat, dog, bird, etc. These larger
units are called morphemes and are studied by morphology. Although morphemes
have meaning ((i.e. they express a relation between a signifier and a signified) we
do not normally use them in isolation. We combine them into larger units like a big
dog or The dog saw the cat. The structure of such larger units (phrases, sentences)
is studied by syntax. Finally, not all combinations of morphemes (we shall come
later to the discussion of differences between morphemes and words) express the
same meaning. Compare the sentence above with The cat saw the dog. The
branch of linguistics which studies meaning is called semantics. Phonology,
morphology, syntax and semantics are traditionally referred to as the four major
branches of linguistics. Morphology and syntax are often subsumed under the term
grammar. Before we look at the place of English within the languages of the world,
let us turn to these traditional branches of linguistics and some less traditional ones.
Recomended reading:
Poole, Stuart C. 1999. An Introduction to Linguistics. Houndmill-Palgrave (ch. 1)
Dobrovolsky, Michael; 1996. Animal communication. In: William O'Grady, Michael
Dobrovoisky and Francis Katamba (eds.) Contemporary Linguistics. An
Introduction.Longman. (Chapter 16; especially 1; 2.1; 2.2; 7).
- VOWELS: produced with a relatively free flow of air through the vocal tract
Place of articulation of vowels (Figure 3):
Further readings:
Poole, Stuart C. (1999) an Introduction to Linguistics. Palgrave. Basingstoke and New York.41-70.
Yule, George (1996) The Study of Language. CUP: 40-63.
2
MORPHOLOGY
- the study of MORPHEMES building elements used to form composite words or grammatical units;
-
meaning
'again'
meaning
'open'
grammatical function
'past tense'
free morphemes can stand by themselves as single words: ROOT vs. BASE
root
affix
root
base
Free morphemes
Functional morphemes (conjunctions, prepositions, articles, pronouns): closed
class of words
bound morphemes are not independent; attached to other forms: AFFIXES (prefixes, suffixes, infixes)
STEM is the basic word-form (free morpheme) used with bound morphemes :
un-
prefix
dress
stem
-ed
suffix
care
-less
stem suffix
-ness
suffix
Q: What is the stem in Latin cor, cordis, n.? And what is the root in Croatian udbenik?
ALLOMORPHS - realisations of a morpheme that are in complementary distribution to each other: [s],
[z], [iz] PLURAL MORPHEME or MORPH (a phonetic realization of a morpheme)
Q: What would we list as allomorphs of the morpheme PLURAL from this set of English words:
DERIVATIONAL morphemes are used in forming new lexemes or derived words; restricted in their
application to a certain group of word stems LEXIS
Q: Which are original English derivational suffixes and which are the borrowed ones in the following set
of words: yellowish, revolutionarize, illegal, happy, redden, revolution, iconic
INFLECTIONAL morphemes are used to form grammatical constructions; can be applied to all the
members of a given category SYNTAX
Q: Can you think of a way to state the rule that will accomodate all the examples given here?
teethmarks
clawmarks
*clawsmarks
lice-infested
roach-infested
*roaches-infested
the feet-cruncher
the finger-cruncher
*the fingers-cruncher
mice-infested
rat-infested
*rats-infested
Readings:
Dirven, R., M. Verspoor (2004) 'Meaningful building blocks'. In: Dirven, R., M. Verspoor (2004). Cognitive
Exploration of Language and Linguistics. Amsterdam/Philadelphia: John Benjamins. 49-75.
Poole, S.C. (1999) ' Morphology'. In: Poole, S.C. (1999) An Introduction to Linguistics.Hampshire/New
York:Palgrave. 73-82.
Yule, G. (1996). 'Morphology'. In: Yule, G. (1996). The Study of Language. CUP. 74-85.
SEMANTICS
SYNTAX
MORPHOLOGY
PHONOLOGY
1. per.sg.
2. per.sg.
3. per.sg.
1. per.pl.
2. per.pl.
3. per.pl.
I love
you love
he loves
we love
you love
they love
amo
amas
amat
amamus
amatis
amant
- Prescriptive rules
Q: What is wrong with the following sentences:
'I can't get no satisfaction'.
Mary runs faster than me.
And Mary crossed the finish line in a record time.
Who did you see?
He is the person to talk to.
I wanted to simply check if he's available tomorrow.
- Descriptive approach: Structural analysis one type of descriptive approach which describes
the distribution of forms (morphemes) in a language as it is used by its speakers
father her
wedding
to shotgun
the
Distributional property
ocurrence with a determiner
ocurrence with an auxiliary
ocurrence with a degree word
Examples
a car, the weat
has gone, will stay
very rich, too big
father
man
brought
saw
took
a
the
shotgun to the
wedding
thief
in a
car
Jean
to
came
Honolulu
here
- Phrases are built around a 'skeleton' consisting of two levels where to each level elements of
different types can be attached
2
VP
AP
PP
phrase level
word level
S
VP
NP
Art
[The]
?
NP
N
[dog]
V
[followed]
Art
N
[the] [boy]
?
?
?
- Head - a word at the lowest level around which the phrase is built (N, V, A, P)
- Specifiers elements in a phrase helping to make more precise the meaning of the head (Det,
Qual, Deg)
- Complements are elements, themselves phrases, providing information about entities and
locations whose existence is implied by the meaning of the head (books about the war)
Q: Define highlighted elements within a phrase:
a) He likes books.
c) We were in the house when that happened.
e) Mary went out.
- Phrase structure rules are grammatical mechanisms which regulate the arrangement of the
elements that make up a phrase:
NP (Det) N (PP)...
VP (Qual) V (NP)...
AP (Deg) A (PP)...
PP (Deg) P (NP)...
Specifier
X
Head
Complement
S
NP
VP
NP
Det
________
N
______
V
_______
Det
N
_____ ______
- Noam Chomsky 1950 Syntactic structures; basis of a generative grammar as a set of explicit
rules that yield an infinite number of grammatically acceptable sentences; a top-down approach.
- deep structure: language universals, i.e an abstract level of structural organization in which all
the elements determining structural interpretation are represented
- surface structure: the syntactic form sentences take; arbitrary.
Active vs. passive: different surface structure, same deep structure
Charlie broke the window vs. The window was broken by Charlie.
Conceptual ambiguity: same surface structure, different deep structure
Q: Provide a different 'surface structure' for the same 'deep structure' for the following
sentences:
4
SIGNIFIER
SIGNIFIED
- MEANING usually stated by producing a term that is more familiar than the one whose meaning is
being questioned (translation, explanation, paraphrase) DUALISM
- Ogden & Richards (1923) "The Meaning of Meaning": 16 different kinds of meaning
Q: Does meaning exist outside its connection to referents? Cf.: Wittgenstein (1953:31)...for a large
class of words... the meaning of a word is its use in the language.
- two kinds of semantics:
1. one that relates to non-linguistic entities (meaning in terms of our experience outside language:
REFERENCE
boy:
human
male
adult
woman:
human
male
adult
Positional manifestation:
Possessional manifestation:
Identificational manifestation:
girl:
human
male
adult
Q: To which of the above manifestation would the following verbs belong: fly, inherit, crawl,
become, give, turn into, buy, walk?
- Lexicalization is the process whereby concepts are encoded in the words of a language.
Words for 'snow' in Eskimo
aput
'snow on the ground'
quana
'falling snow'
piqsirpoq
'drifting snow'
qimuqsuq
'snow drift'
Q: How many English words pertaining to the perception of light can you list?
Synonyms are words or expressions that have the same meaning in some or all contexts
Q: Is there true synonymy? Study the following examples: youth
adolescent
purchase
buy
vacation
holidays
hide
conceal
tall
high
Antonyms are words or phrases that are opposites with respect to some component of their meaning,
e.g. right/wrong; big/small, up/down
Q: What are antonyms of the following words:
Polysemy occurs where a word has two or more related meanings; one lexeme with a variety of
referents, e.g. key
Homonyms a single form with two or more entirely distinct meanings
Homophones: same ____________ different _____________. Ex:
Homographs: same ________________ different _____________. Ex.:
Q: Which of the following lexical items belong to the polysemous items and which to homonyms:
bank, bill, meat, bark, fair, wind, invalid, play, bat, bright...
____________
_________
animal
plant
________
ant
bee
Prototype is the best exemplar of a category (of co-hyponyms) culturally and individually
determined helps in defining a lexical item
Q: How would you define the following: a whale, a platipus, molluscs, a tomato, a berry...?
Q: What is the basic lexical relation between the following pairs of words?
a) shallow deep b) mature ripe c)suite sweet d) table furniture e) move run
f) single married
Metaphor relatedness of meaning founded on the understanding of one concept in terms of another
(X is Y), e.g. treating the concept of time as if it were a concrete commodity: You're wasting my time;
How do you spend your time these days? etc.
Source
Target
metaphorical mapping
Q: i. Determine the basis for the metaphor sets used in the following sentences:
a) She gave him an icy stare.
He gave her the cold shoulder
They got into a heated argument
ii. Think of the phrases/idioms that would fit the metaphors: LIFE IS A JOURNEY; HAPPY IS UP; SAD IS
DOWN; BUSINESS IS WAR; ...
metonymic mapping
Q: Which of the following examples are best described as metaphor or as metonymy?
a) Computer chips are an important new technology.
b) The bookstore has some new titles in linguistics.
c) Yes, I love those. I ate the whole box on Sunday!
d) I had to park on the shoulder of the road.
e) The pen is mightier than the sword.
- Sentence semantics helps in interpreting the meaning of sentences, i.e. how the positioning of
words and phrases in syntactic structure helps determine the meaning of the entire sentence.
- The Principle of Compositionality: The meaning of a sentence is determined by the meaning of its
component parts and the manner in which they are arranged in syntactic structure structural
ambiguity arises when the meanings of the sentence components can be combined in more than one
way, cf. wealthy men and women, Nicole can see the people with binoculars.
Further readings:
Dirven, Rene and Marjolijn H. Verspoor (2004). Cognitive Exploration of Language and Linguistics
(Cognitive Linguistics in Practice). John Benjamins Publishing Co.
O'Grady, William, M. Dobrovolsky, F. Katamba (2001) Contemporary Linguistics : An Introduction.
St. Martin's Press. pp. 268-295.
Yule, George. The Study of Language. CUP. pp.100-111.
Speech varieties
Socio-economic status
Gender
Ethnic group
Age
Occupation
Others
Casual
Formal
Technical
Simplified
Others
- THE STANDARD is the superposed variety chosen by the government, communication media, educational
system because of the economic and political prestige of its speakers; it is more fixed (allowing less
variation in pronunciation, spelling and grammar) and more resistant to change
- Sociolects are associated with the socio-economic status of their speakers (overt vs. covert prestige)
arranged along the vertical dimension, e.g.: use of vernacular/slang, taboo/swear words, vebal hedges
(perhaps, maybe), politeness formulas, gender exclusive differentiation: distinct grammatical markers
(Biloxi: 'carry it!' M to M kikank, M/W to W kitk, W to M kitat), distinct lexical items: e.g. Japanese:
(w) taberu (m) kuu = 'eat'
- Regional dialects- arranged along a horizontal dimension geographical distribution of speakers maps
with ISOGLOSSES- lines representing clear boundaries betweeen speakers of different dialects- the
opposite: a dialect continuum, when there is no sharp distinction, but dialects merge gradually
- Dialect vs. ACCENT difference in pronunciation (as opposed to the difference in vocabulary and
grammar found in different dialects)
- Functional speech varieties or REGISTERS:
SLANG is informal or non-standard variety of the language (adolescents) maintenance of a group
identity
JARGON is vocabulary peculiar to some field; occupational or sociolect (e.g. hackers: c.f.
hardware/software/freeware/shareware/postcardware/crippleware/guiltware; Internet: netiquette/client)
ARGOT is an obscure or secret language( e.g. Cockney rhyming slang: bees and honey, bird lime)
Gricean maxims:
1.) quantity: make contribution as informative as is requested
do not make it more informative
2.) quality: try to make a contribution that is true
dont say what you believe to be false
don't say for what you don't have adequate evidence
- SPEECH ACTS - people perform actions with utterances: e.g. You are welcome!
-
Functions
Question
Command (request)
Statement
- Indirect speech acts when one of the forms is used to perform a function other than in a
corresponding direct speech act, e.g. Can you pass the salt? Question or ...?
Q: Someone stands betw. you and a TV set. Which is a direct and which an inderst speech act?
a) Move!
b) You're in the way. c) Could you sit down?
d) Please get out of the way.
Further readings:
Dirven, Rene and Marjolijn H. Verspoor (2004). Cognitive Exploration of Language and Linguistics
(Cognitive Linguistics in Practice). John Benjamins Publishing Co.
O'Grady, William, M. Dobrovolsky, F. Katamba (2001) Contemporary Linguistics : An Introduction. St.
Martin's Press. pp.296-312.
Yule, George. The Study of Language. CUP. pp.112-123.
Q: Dialect or language?
Welsh, Flemish, Macedonian, Cockney, Afrikaans, Styrian, Sicilian, Catalan, Yiddish, Gaelic, Geordie
-
LINGUISTIC CLASSIFICATION :
I. PHONOLOGY:
i
- size and pattern of the vowel systems:
e
cca. half of the world's languages have a five vowel system:
- the span of vowel number is 3-9, e.g. Gudanji (Aus):3 (/i/, /u/, /a/),
English: 10 (/i:/, /I/ //, //, //, //,/u/,//, //, //)
- most frequent: /a/, /i/, /u/
- all languages have stops (/p, t, k/), almost all a fricative /s/
- suprasegmental (prosodic) features: when a pitch distinction is phonemic:
u
o
a
c') agglutinating: words contain several morphemes (root and affixes representing a single,
separate grammatical category and meaning), e.g.
Turkish: kj 'village', kj-ler 'villages', kj-ler-in 'of the villages'
c'') fusional: words consist o several morphemes (roots and affixes marking several grammatical
categories simultaneously), e.g.
Russian suffix -u:
Mi vidjim
ruk-u.
we see (1.Ps.Pl.)
hand-fem/sg/Ac
Q: Determine the morphemic typology of Croatian and English.
SVO
?
VSO
Welsh
Lladdodd y ddraig y dyn.
killed
the dragon the man
'The dragon killed the man.'
Further readings:
O'Grady, William, M. Dobrovolsky, F. Katamba (2001) Contemporary Linguistics : An Introduction. St.
Martin's Press. pp. 372-412.
HISTORY OF ENGLISH
- English is a member of the Indo-European family of languages:
o Latin and the modern Romance languages,
o the Germanic languages,
o the Indo-Iranian languages, including Hindi and Sanskrit,
o the Slavic languages,
o the Baltic languages of Latvian and Lithuanian (but not Estonian),
o the Celtic languages and
o Greek.
- original Indo-European language: proto-Indo-European: father: Vater (German): pater (Latin): pitr
(Sanskrit)
- Germanic group of languages:
o
o
792
871
911
c.1000
OLD ENGLISH
587
731
Anglo-Saxon settlement of Britain begins (the Angles, the Saxons, and the Jutes); the Celts
Earliest OLD ENGLISH inscriptions date from this period (about half of the most commonly used
words in modern English have Old English roots (e.g. be, water, and strong)
The Venerable Bede publishes The Ecclesiastical History of the English People in Latin
(ecclesiastical terms such as priest, vicar, and mass)
Alfred becomes king of Wessex. He has Latin works translated into English and begins practice
of English prose. The Anglo-Saxon Chronicle is begun
Charles II of France grants Normandy to the Viking chief Hrolf the Ganger. The beginning of
Norman French
The oldest surviving manuscript of Beowulf dates from this period
1066
The oldest surviving manuscripts in MIDDLE ENGLISH date from this period (mixture of AngloNorman and Old English)
English replaces Latin as the medium of instruction in schools, other than Oxford and Cambridge
which retain Latin
1349-50
1362
1384
c.1388
MIDDLE ENGLISH
1348
c.1400
William Caxton establishes the first English printing press (standardization of English)
EARLY MODERN ENGLISH
1476
1492
1525
1536
1549
1564-1616
1603
1604
1607
1611
1666
1702
The Statute of Pleading replaces French with English as the language of law. Records continue to
be kept in Latin. English is used in Parliament for the first time
The Union of Parliaments (England and Scotland): the legislature was transferred to
London, and English became the official written language.
1755
1770
1776
1788
1803
1828
1851
1922
1928
1707
HISTORY OF ENGLISH
- English is a member of the Indo-European family of languages: Latin and the modern Romance languages, the
Germanic languages, the Indo-Iranian languages, including Hindi and Sanskrit, the Slavic languages, the Baltic
languages of Latvian and Lithuanian (but not Estonian), the Celtic languages and Greek.
- original Indo-European language: proto-Indo-European: father: Vater (German): pater (Latin): pitr
(Sanskrit)
- Germanic group of languages: East Germanic (Gothic); North Germanic (Swedish, Danish, Norwegian, and
Icelandic); West Germanic (modern German, Dutch, Flemish, Frisian, and English).
Old English (c.1000)
The Statute of Pleading replaces French with English as the language of law. Records continue to be
kept in Latin. English is used in Parliament for the first time
Wyclif publishes his English translation of the Bible
Chaucer begins The Canterbury Tales
THE GREAT VOWEL SHIFT begins (all long vowels became closer (higher, more tense) or
diphthongized: namena:m > n:m; break br:k > brik ; home ho:m > houm; mile