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Competence Performance

Definitions Having knowledge Applying knowledge Possess Use Analogies / Examples Recipe Final product: food Blueprint Actual building Musical score Performance of it. Competence Performance. Performance Degrading Problems.

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Competence Performance

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  1. DefinitionsHaving knowledge Applying knowledge Possess UseAnalogies / ExamplesRecipe Final product: food Blueprint Actual building Musical score Performance of it Competence Performance

  2. Performance Degrading Problems  Nervous  Tired  Drunk  Divided attention  Slips of the tongue

  3. Knowledge of the Sounds and Sound System • clock • blerk • mlock

  4. Knowledge of Words  Pronunciation  Meaning    

  5. Arbitrary / Conventional • What do these two phrases mean? • How can you apply them to language? 顧名思義 顧物思名

  6. Onomatopoeia—Sheep Arabic (Algeria): baa baa Chinese (Mandarin): mieh mieh Dutch: bèèh English: baaah Esperanto: mek Estonian: mää Finnish: bäää bäää French: bêêê German: bähh, bähh Hebrew: meeee meeee www.georgetown.edu./cball/animals/

  7. Onomatopoeia—Sheep Hindi: bhe:-bhe: Italian: beeee Japanese: mee Korean: meeeee Russian: bee Spanish (Spain): bee Spanish (Argentina): meeee Swedish: bää Turkish: me-e-e-eh, me-e-e-eh Vietnamese: be-hehehe www.georgetown.edu./cball/animals/

  8. Creativity:Embedded Clauses This is the house. This is the house that Jack built. This is the malt that lay in the house that Jack built. This is the dog that worried the cat that killed the rat that ate the malt that lay in the house that Jack built. Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, pp. 290-291.

  9. Grammaticality Judgments Linus lost his blanket. * Lost Linus blanket his. 我 也 喜 歡 吃 冰 淇 淋。 * 也 我 喜 歡 吃 冰 淇 淋。

  10. Grammar (One View) “We use the term ‘grammar’ with a systematic ambiguity. On the one hand, the term refers to the explicit theory constructed by the linguist and proposed as a description of the speaker’s competence. On the other hand, it refers to this competence itself.” N. Chomsky and M. Halle, The Sound Pattern of English Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, p. 294.

  11. What does Grammar mean?  Written description of your linguistic competence (All Areas)  Your linguistic competence • “Traditional” Grammar [Syntax]  Book containing traditional grammar / syntax

  12. Types of Grammars  Descriptive Grammar  Prescriptive Grammar  Teaching Grammars  Universal Grammar Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, pp. 294-299.

  13. So-Called Ungrammatical Sentences I don’t have none. You was wrong about that. Mathilda is fatter than me. Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, p. 295.

  14. Long-Standing Prescriptive Grammar Rules 1  DON’T end a sentence with a preposition. I don’t know who to give this book to. “This is the sort of nonsense up with which I will not put. Winston Churchill (p. 15)  DON’T split an infinitive He wants to quickly finish the work and go home.

  15. Long-Standing Prescriptive Grammar Rules 2  USE ONLY Nominative after the verb BE. It’s me.  NEVER use a double negative. I don’t have none.

  16. Animal “Languages”  “Talking” Parrots • Spiders  Fiddler crabs  Birds (their calls and songs) • Bees • Chimps Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, pp. 303-308.

  17. Origin of Language What do we really know?

  18. Sapir-Whorf Hypothesis • Linguistic Determinism  Linguistic Relativity Fromkin, Victoria, Robert Rodman & Nina Hyams. 2011. An Introduction to Language, 9th edition. Wadsworth, Cengage Learning, p. 311.

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