Chaptor 1: Foundations on the Study of Language | 4 Lesson 1: Definition of Language and Vie a nen Deion of FOUNDATIONS ON THE STUDY OF LANGUAGE Learning Outcomes In this Chapter, you are expected to: explain personal views on language vis-a-vis existing views and definitions; trace the nature and characteristics of language; decode the functions of language and use them to create @ composition. Introduction * How do you say “home” in your native language? * How do you say it when you refer to more than two houses? © Would you say the same if you refer it to an idea of a place, person, or lbw key Comonunicabing asnthara i ARBITRARY entity where you find comfort? manis*, communicating culture ‘anauAce, Mae Oftentimes, we are stuck with these questions, yet no matter how much we try to arrive at a reasonable answer, it would just not completely explain and describe the beauty, complexity, depth and richness of a very important phenomenon: language. This Chapter will give you a broad perspective on linguistics and lead you to demystify how language works by exploring the foundations of language learning such as the views, nature and characteristics and, the language functions. This Chapter will git you a broad perspective on linguistics and lead you to demystify how language w by exploring the foundations of language leaming such as the views, the nature characteristics and the language functions.ee ee Language and Views _ —...., ) Definition of —— es Let's Explore creak 1: Rate yourself based on your personal definition and views of language. Four (4) as the highest and one (1) as the lowest. 1. Luse language more in writing poetry. > Lear a language better when I interact with people. fo) 73 4 3. Studying grammar or pattems is the best way t0 i 2. master language. 4. Lusually imitate those who interact with me. i 2 3 4 5. Language is a product of my creative sense. to? hae 6. I believe that language is composed of systems and structures. 1 2 5.4 7. Language is learned best in a context. 2 ee 8. Language is a tool for communication. 1 2 BA 9. Language is mind power; linguists are thinkers. by & 2" $3, 10. Without sounds and symbols, there is no language. 1 FA 4 11. Deaf and mutes are language-deprived. 1 Otias 1237. 4 12. My language is reflective of my beliefs and practices. Tey, 2ieeegu"” 4! Task 2: Watch this short video clip: https:// i linguistics. m/chapter/cl r-1/ Answer the following questions: 1. What makes linguistics the science of language? Ae as Aga! fin anon dian wh ecole 2. Explain how linguists see language,_ Foundations on the Study of Language yor 1 Danton of Language and Views: How does this statement illustrate a descriptive language? “She was like, I can’t believe you did that!” How do the articulatory, auditory and neural systems make humans different from other species? Let’s Engage Central to gaining insights on the distinct human attribute, is to comprehend how language works. We, human beings are the only ones capable of language both written and oral. We use it mainly to interact and express ourselves in limitless structures and indefinite means. The interactions vary from one person to another; others use it to communicate and build relationships; many use it to influence and some even use it to create, While most people use language as a vehicle for interaction, linguists spend their time understanding its structures, forms, system, nature, etc. to decipher its wonders and build knowledge. This is what linguistics is about. ‘To understand language further, we need to explore how language is viewed and defined. LANGUAGE DEFINED Language is defined as linguistic communication, speech communication, cognitive ability, and cultured-based. Verbal Communication While many are particular with the arrangement of sounds and symbols, others also look at language as verbal communication where the production of sound matters. AAs speech communication, language is about the production and reception of sounds. Through the use of the speech organs, humans are capable of transferring4 Introduction to Linguistics of time, In any interaction and whenever vane use the articulatory mechanisms of the vocal tract to T ound, These sounds are transported through the air in ed, translated, and interpreted by the brain. Language cate, It is innate to humans. information, even in the shortest amour! language is used, hum produce strings of oral sound wavelength, The sound is receiv indeed is a remarkable means to communi Mental Process “Language most shows @ man, speak that I may see thee”. Ben Johnson itis always believed thatthe brain processing ofa person is observed in his/her language, What a man says is reflective of his/her thinking and how his brain works. Language is some form of human intelligence. Language as a cognitive ability is professed as an instrument of thinking, where language mirrors the mind, Although all humans are equipped with the same configuration of the speech organs, not all people are as eloquent, or as good at playing with their words and using a particular language. All people have certain native tongues, but not all people communicate the same. All people learn a language at some point, bt not all people use language the same way. This is attributed to how cach of the human brains functions similarly but works differently. Language as a cognitive process is often illustrated as the workings of the brain, especially when we are alone. When we afe buried in our deep contemplations, we seem to have an incessant stream of internal speech, and most likely we respond to. four thoughts. The more we think further, the more we unconsciously think aloud. This is because language is a central part of human consciousness. The brain is such a gift that itis capable of decoding abstract symbols and translating them into congrete symbols of sounds and structures of words. Linguistic Communication Most people are very particular with the spelling of the words, the vocabulary command, and structural control of a particular language. They see language fluency in people who are very good at playing with their words and arranging the words into sentences under the prescribed grammar of a particular language. This is because language is a linguistic communication. Language, as linguistic communication, is perceived as sets of signs and a system of symbols grounded on pure arbitrary concords. Although the organization of inane fon speakers to speakers of different languages, there is a generic ra cee ae male we Bl, clauses, and series of, ee ‘meaningful: sentences, The configuration of language is complex yet In English language s; is oneal tach word is labeled into a syntactic category called speect category is arranged in a logical system to form a meaning,Chapter 1; Foundations on the Study of Language J 5 oo a t 1: Definition of Language and Views — Consider the sentence: The people are advised to stay home during the pandemic. The Syntactic configuration in this sentence is subject + predicate, where “the People” is the subject and “are advised to stay home during the pandemic” is the Predicate. The subject consists of an article the and a noun, while the predicate is made up of an auxiliary verb + main verb in past participle + infinitive + noun + prepositional phrase (preposition, article, and noun). The arrangement of these words in the sentence is systematic, which means that you cannot rearrange these words unless the meaning remains, Culture-shaped “Each community is formed by the activity of language.” -Leonard Bloomfield Language is a means of communicating the culture of a particular community or members of society. A particular expression could be acceptable to a specific community of people but not to others whose practices are formed from different orientations. In studying a particular culture, one needs to look into their beliefs, Practices, and values. Looking at what is acceptable for people and what they approve of is a good way to interpret their orientations. They always express them through language, thus, language is intertwined with culture. For instance, in terms of honorifics, in the. Philippines, we address teachers generally as “Ma’am” or “Sir” then followed by the last name such as Ma’am Perez, Sir Smith. We also emphasize the civil status and genders such as Miss, Mrs. Mr., and the last name of the teacher. However, in other cultures like that of the Koreans, they use the word “Seeng-neem” in addressing the teachers, since the word “neem” is a general term for respect. The language of LGBT is also quite specific to their culture and interaction. Their language is described to be very flexible and they use new jargons and codes that only they understand, thus, representing the culture that they form. i Language indeed is culture-defined as Saussure (1916) quoted, “it is time to return to viewing language as cultural because language is a social institution”.[apnnnmrerrrererrr cess erecrer eee 6 J nvoductono Lingustes see aE Quick Check Linguistic simply 1s ¢he decoding of language. Then, ings y (2) How is a language defined” e {What is your definition of language? £2) What makes linguistic a scientific study? LANGUAGE VIEWED Several groups of linguists view language 9% follows: Structuralists ¢ language is a structured system of components, an + them, language, as a system, possesses a structure that governs the aspects of every element of a whole. The structures of language concretely make up the fotal concept behind the surface meaning. Understanding the concept and structure of language is looking into the different sub-sets and how these coexist and fit into the overarching language configuration. 'A structuralist teacher provides drills and activities where students are required to analyze the patterns of sounds, the configurations of word formations, the arrangement of the words in the sentences. Structuralist teachers focus on the students’ mastery of the codes and system of language. The structuralists assert that learning language is putting all the pieces together because they are interrelated. They describe language as consistencies, patterns, and rules, To them, the language system is semiotic. It is composed of speech sound randomly assigned to the object and ideas to which they pettain for human communication. The structuralists believe that idea with a specific framework. For They specifically view language as a means of communication, primarily vocal, arbitrary, and a system of systems. Transformationalists Language for the: transformationalists is a generative and creative process. Language pervades: creativity since it is more abstract and has more reflective elements. ‘They maintain the sight of language as an actual knowledge and use, that language is internalized when language atmosphere is provided. Transformationalists see language creativity as competence and transformation. They believe that humans = naturally inventive, which allows them to creatively produce new combinations s ier erad Jeam and use the language more successfully through continuous poo guage oie sd Ses Fels, a child picks up the language temnalizati rovi Language is knowledge and Rogie: Tee cust Mee GaelChapter 1: Foundations on the Study of Language | 7 = i ‘Lennon 1: Definition of Language and Views ——- approach (0 learn the a He a Team the language, Human language, according to Chomsky (1980) a system five thee expre ; ¥ fhee expression of thought, essentially independent of stimulus control, nec satisfaction or instrumental purpose" A transformationalist teac her allows students to use the language in creative way by using their innate multiple intelligences to be creative anc at the same time utilize language. Some may ask the students to role-play a situation of create a game using Tanguage or design a pop-art and explain their designs. Transformationalists view language as mental, innate, universal, and creative, thus all humans are capable of mastering it Functionalists The functionalists view language as an instrument for communication and 2 vehicle for expression, They argue that structures can be best analyzed when referred to the functions they carry-out in a communicative context, They believe that language is acquired, produced, used, and structured for interactions. For the functionalists, language is part of the social, semiotic, and interdependent relationship. It is more than a set of sentences; “it is a text, a discourse, an exchange of meanings in an interpersonal context” (Nordquist, 2020). A functionalist language teacher provides authentic tasks that will allow her/ his students to use the language and attain the function of the interaction. Using the language of the members of the community, such as the students, the students are allowed to express their emotions, persuade people, ask, and give information. Michael Halliday, a functionalist, confirmed that language potentially creates not only meaning but also society, which is fully achieved when it is used in functional communication, Linguistic function, according to Halliday (2018), involves meta and micro functions where one language is used by children as means of exploring their language skills and their environment, and the other is used by adults to create interaction and transmit order in society. Interactionists Interactionists view language as a product of a human desire to communicate with another and acquire the language which one desires to learn. The interactionists believe that human genetics provides an individual the capability to produce language and his/her social interactions make hinvher master the language. This means that an interactionist teacher, who targets the mastery of his or her students in a second language, will allow his/ her students to communicate and interact with each other to practice the use of the target language. According to Vygotsky (1962), language is developed through social interaction, When a child interacts with adults, he/she potentially leans the language. Vygotsky, confirmed, “language plays a critical role in the child’s cognitive development.” This vneans that the more a child uses language, the better his brain functions. For adultsnnn. ae the primary purport of using the language, but hand internalized. hat Ianguage is @ Symbolic that learning the language ax Vygotsky net, communication i tance itis mastered it Becomes iMNEE spece! This view is supported by Brunet rnustration of a person's Hntefiectel develop i net je an active process and done through interaction’ He believed # ent, He notes Quick Check he study of language. Then Linguistic simply ls @ 11 How do linguists view language? [21 How do you view language? [2 Which group of linguists convince you * most? ee Let’s Execute 1. Explain the following quotes: (Refer back to the defini views.) 2 “The agility of the tongue is shown in its insisting that the world depends on itions and language it (Charles Sanders Peirce) b. “We are storytelling creatures, and as children we acquire language to tell those stories that we have inside us.” (Jerome Bruner) ¢. “Language disguises thoughts.” (Ludwig Wittgenstein) 2. Create a meme that represents your learning and personal view of language. Criteria: Visual presentation - 20% Relevance - 30% Humor and Emotional Appeal - 25% Message = 25% Total 100%or 1 Foundations on the Study of Languag® |g ot 2. Hahire and Characteration of Language Nature and Characteristics of Language nee Let's Explore ———Rore Answet the following questions below: 1, Describe your native language, 2. How did you acquire your first language? 3. How did you acquire your second language? 4, What makes your language unique? 5. In what way will you leam new words? 6. What makes humans understand each other? ‘Based on your answers, explain the characteristics and nature of language.eS Lats Engese J. It sets us va gift to mankin 8 ape co humans: : from thinking to hans. It is involves Janguage . ommunicatings establishing, thal f rt from other creation, ourselves; a solving. problems hls ingredient. We manae to transfer a us pared 4 discoveries through and a nd Kee? mr ventions aad SCOT sn jg unthil ., understandin; Knowledge from one anott is Sido! language #8 unthinkable. a 1g Janguage. It is sii fag il tna se i OF effectivelY- the nature and characteris LANGUAGE TE e is described a5 ) Jeamned, 2) related . language ints base contin, nature of langu'e™ Tad unigue to bumans, 4) system, 5) i ies-specific, unif to the culture of society 3) species-specific, unit ‘vocal, 6) skill subject, 7) means for communication, 8) arbitrary: Language as something learnt, tn as much as human beings afe programmed to acquire language easily, they lear a language. Maybe you don't have an ides of how you actually learned a language. However, when your parents started communicating with you, as an infant, using sounds and simple utterances, you started learning and responding to the language they are using to interact. ‘This is how you leamed your native language. When you started attending school and your teacher was speaking @ particular language as @ medium of instruction, you managed to acquire the language, 100, litle by little. ‘When you watch a TV show where the language used by the characters seemed unfamiliar at first, however, you continue watching repeatedly and gradually get acquainted withthe language they use, You learn the language. eee ” ee and coded in our genes #8 human beings, but Tiyan tibelt seed Fe ant is far beyond being able to produce it. favorite show, when we sed ei Ca ae the language codes. When we watch our we are learning the language. ee ‘ - ra i ee that is learned through exposure and practice. Although mone ant eee in our brain to make distinctions of the different ions, language acquisition is’ produced through active esting: ek “epeliia i petitive interactior behavioral, imitative, and eis 2020). Language ‘learning, therefore, is ‘As soon a8 we set ecusinted wi : its system and structures, ae a particular language and become interested in capable of leaming as many languag pe eae i ea maaetoaen means that human beings are wr ‘ can when interested.oftanguas® | 14 cehaptr 1: Foundations on the Stud OF -ETAL Gy Cems 2. Nature and Charatan 9 of Languad! as related to the culture of soctety Langu ” Look at the people around you, do they communally think and behave like you 40% fons speak differently. YOu might ‘[Link] language and interest inds meet and you understand 1 expressions, body language ntation with @ Different people from different social orientatl te wondering why you love having friends who share with you. When you share the same language, your Mm! cach other using common code, Even hand gestures, facia ‘could be meaningful and understandable when you have # similar orie certain groups of people sntities. Because of that At birth, we are socialized into our various linguistic ide «the people we belong to. Since language, most of the time, they ts and they form a culture, & social configuration, we speak the same language 4 people of a particular community or group have one ‘understand each other, they share the same sentimen society of similar interest. the values, the This is how language works. Language influences culture: practices, and the interests of people. Similarly, culture infuenc&® language. This is the reason why the longer you watch Kdrama and get very familiar with their verbal and non-verbal cues you tend to get Koreanized, or when you watch Hollywood films, you become westernized, too. This is the influence of language in shaping culture and society. “There is always a cyelical association among language, society, and culture that is produced due to the interaction, Language is culturally defined. They are inseparable ina way that culture affects language, and language affects the mental state of society. When people communicate their values, beliefs, and customs, they Us language as 4 tool, The interaction pattems that they create constitute culture. Through the use of language, the common values and identity of @ certain crowd are cultivated and formed since the same language that people use in speaking has @ significant role in shaping their collective identity. Thus, language creates a vial foundation in the development of a society. Language as species-specific, uniformed, and unique to humans “Language is human.” - Edward Sapir Here is a man who has different pets at home, He has'a”couple of dogs, a few chickens, and cats, He assigned all the pets a name, As time progressed he realized that only dogs respond to their names. The cats will respond to the sound of /9/ while the Chickens respond only tothe sound of /k. Because ofthis observation, he changed the cas) names with and the chickens with A. Every day he attempted to communicate with all of his pes, Later on, he found out that only his dogs had positive responses to his words. He realized that some animals only exist to survive, that they only, respond to a stimulus, which is food, and not to the language that humans use to communicate.ieee EOD a vo guages gen Ibert BY Raman Tf yy tuman beings are capable of acquiring Janguage, set in the ye communicate, however, language i8 A important tool for et a ils tough to think of a society without language. Although animals communicate in various ways {OF ROME ere arenes pie see : r «binds especially during mating 8 ia preploeagl i Mukherce, 2015), the dren 9s oto bing. aan creamer a engl word, antke hurnans do. Tis is vcibed [0 10% ; 12.7 introduction to Linguine The ability to uve and reapond speviewuniformed sittee on Tight environ Pruman communication, fare preset. n is different from that of the animals, Acconting to Chomsky (1975), the hum in the left hemisphere ot creativel Humans lean and produce language creati fhe imal. This t ite fr ihe rest of of the brain, seated on the cerebral cortex, different from # es ‘what makes humans capable of producing language, Language 6 human species-specific since only human beings are gifted with language. Language is an attribute of humans, Humans converse with others using oral and auditory symbols, which are important characteristics and forms of human behavior. nan brain Jy, Language functions Language as a system Learning a language is similar to learning mathematics. It needs analysis. This is in reference to the fact that language is a system of systems. It is a system of sounds and symbols. There are phonological and grammatical systems in all languages. A careful analysis of these systems would lead you to the proficient use of a particular language. Linguistic units constitute language. These units are interdependent on one another. A language is a unit of combined speech [Link] form into words, phrases, to sentences and eventually become ideas, and thoughts. There are two distinguishing systemic categories of language: the sound system, structures, and meaning; and the system of symbols and non-verbal signals, Noam Chomsky (1975) believed that language is a controlled-noise. The sounds form their own system as numerous sounds function systematically. In the same nianner, language is a set of organized and boundless sentences, constructed out of a definite set of elements. With a language system of syntactic structures, words are formed arid meaning is created. It is also evident that language works through symbols. Language is a system of spoken and written symbols in which abstract figures concretely represent. The words used in the language are symbolic representations of ideas, characterized through letters and figures, which are carefully arranged to form a meaning. The combination of [Link].h for example, stands for an abstract idea of a desire. When the letters are rearranged which ‘may result in s.h..w or [Link].w, these would not make sense. The idea that the word “wish” represents has become a convention, something that is difficult to change. Language is also a system of non-verbal signs purely based on arbitrary conventions. We st or writers desire to communicate they convey their message across in non-verbal signs such as gestures, facial expressions, body movements, and written communication. The receiver of the messa yge who shares the arrives at the intended meaning. ‘common codes interprets and‘Chapter 1: Foundations on the Study of Langueg® | 43 inion? nt a Gamete of areeo Language as vocal Although today, substitute fir verbal e sh le muy cmminc by wre or eatin, en s nmunication, especially when communicating with familiar people. Language is oral, Sp expression of language. A is primary, writing is secondary. Speech is the fundamental sat bet with A language without speech is unimaginable, Language is spoken his will be traced back to how language evolved from the sounds roduced by the primiti r Primitive days when men used to hoot or grunt to communicate. THe yoeal sound duce lequags. setts by the articulatory device of the human body primarily makes UP oe a = Wi generations, language has been passed on verbally and eventually in ie : Haid preserves language, When you were a child, you learned to speak it aes - Sane to write it. Most probably during our lifetime, we speak more than ww e, the sum of the considerable amount of speech produced is way larger than that of the written works. youn of ‘speech pr is way Language as a skill subject Leaming a language is acquiring skills. The macro skills - listening and viewing, SPER reading, and writing - are categorized into receptive and expressive languase 3 Receptive skill is the ability to understand information represented in words and sentences either through visual or auditory, while expressive language skill is the facility t0 put forth sensible ideas into visual and acoustic symbols such as in writing and speaking, Pith accurate grammatical representation: Receptive and expressive’ skills are intertwined: receptive language skill is an essential foundation in developing expressive skis. The skills ire honed through extensive’ reading, studying of the rules, listening for precision in the articulation of sounds, and accuracy of intended meaning, practice, and repetition. Language mastery is acquired by leaming thé sills through constant practice and exposure. In formal setting, language is part of the curriculum, the ultimate goal of which is usage in both verbal and non-verbal ‘communication. To maximize the language skills acquisition, a language teacher has to devise curricular tasks that will allow the students to be exposed to the language and use it themselves. ‘The language skill acquired is a stepping stone (0 gaining linguistic and communicative competence and performance. Language as a means for communication Communication is branded as a process of conveying and exchanging messages from person to person using a medium, mostly done for the society to function cohesively. It is a basic human necessity, Language, similarly, is the greatest form of intelligent interaction for the gifted individuals of the universe: humans. Communication and language are mutually linked since the ‘beginning of time, Now that people are living in an organized global ‘community, interaction has become progressively possible.14 | Introduction to Linguiatioe es ——— ‘communi jc and speech ol to express ‘As previously defined, language isa tna i ween, 18 ia 1 across ; A designed to put intended messAee ee rogram wath sh of conventional It is a social phen: icate with precision to communi n activity that facilitat person, people can share ‘As a whole, language feelings and ideas. communicative marks, Because language is spec fof emotions and thoughts from on information, interact, persuade, oF jntermediary between the individual an that allows humans jfically a humat eto another affect others. the community. es the transport and receive serves as an Language as arbitrary Va e, but once christened, a name 1s assigned to us, which We are bom with no nam ' makes up our identity. The same principle is applied when it comes {0 language. Language is arbitrary in the sense that I ings existed as they are. There are no plausible explanation or inherent relation as to how meanings are assigned to each letter, symbol, or ‘word, There is no scientific principle that underlie the naming of symbols. It is a matter of vrvention. The availablity of the words is guided by no Purpose. Socrates once discussed that a word assigned to an object was not based on pure convention, It resulted from integral correctness, which related the features of the object to the sounds used to label it. However, this idea was dismissed later by Lucretius with the argument that anyone could be given any names and continuously used them. Wilhelm von Humboldt, a prominent writer in the modern era, vied that there is an acceptable basis in forming words that “language naturally selects for particular objects speech sounds which partly and independently in comparison with others produce an impression on the ear similar to that which the object makes the mind”, Saussure, ihe father of modern linguistics, on the other hand, contended that the structural configuration of the word has no relation to its ‘meaning. Saussure added that “language is a convention, the nature and sign that are agreed upon do not matter because they are arbitrary, it follows no law but rather based on pure tradition.” ([Link]) sa eran therefore, is a structure of conventional symbols. Each symbol embodies a ‘tch of sounds with which a sense could be associated. If lan; created, there could only be one I i soc per aa ad ly be one language in the entire world; fixed and unchanging. Quick Check ‘Language is described in its basic constitution, Then, 3) 2 Is language human-specific? {Q_Do animals have language? (1 How is language learned?Chapter 1 Foundations on he Study of anauag® J 45 _- Lesson 2: Nature and Charactariatics of Language CHARACTERISTICS OF LANGUAGE Language is charncterizey zed according to its distinguishing conventionality and non-instinetive qualities These include displacement, productivity and creativity, duality Juumanness, and universality Conventional and Non-instinctive Dy to observe the people in your neighborhood, take mote of how they greet each other Just like any other conventional practices naturally acquired, language is non- instinctive and conventional. Language is brought about by evolution and strengthened with convention. It is a silent pact that each generation transmits to the next. Like all human institutions, language flourishes and perishes, it expands and transforms. It adapts with the change of time. Every language is a convention in the community, a product of 2 cooperative mind. People communicate spontaneously and patterns of communication are not planned. Language is non-instinctive since none is born with the spontaneity to speak any language. It is learned through interaction and socialization. Language is not biologically automated but culturally determined. A word does not make sense unless it is collectively understood by the users, The language systems, symbols, structures, and meanings are always products of the peoples’ thoughts produced in harmony. Productivity and Creativity “A rose by another name would smell as sweet.” = William Shakespeare Notice how Shakespeare associates the object “rose” to its distinguishing characteristic “sweet” scent as if these two words are interchangeable yet the description of the smell of the object is a specific attribute of a rose. The images that he created do not only limit to the two words “rose and sweet”, but to multifarious metaphors, which generate other words. However, no one sets a finite line as to the particular words that have to be associated with rose and sweet. This means that every reader or listener is allowed to link the words as to the limits of his imagination, without specific rules set. Language is productive. It is creative. It keeps on sprouting that with one word emerges another.46 | rroticton to Lnguistcn —— “For last year" , ‘And the next year’s WO! 'g language. ‘= words belong to last year’ it another voice. ar - 7.8. Ellot a means of adapting t0 the feature compared to modem ge evolves as [As the needs of the people change, langua it, Old English has a distinet demands of the people who use inet English, in the same way, that the language of the Millennial is different oe C lane ot the alpha generation. The structural features of human language can be cate new expressions, which are understood by both speakers and listeners. Man uses concurrent linguistics to produce complete novel ideas and expressions. ‘This makes language productive and creative. Duality ‘Study the sentences below: The hunters shot the lion. Lion the hunters shot the. ‘The sentence “The hunters shot the lion” conforms to the general philosophical theory of signs and symbols concerning its semantic and pragmatic sense. It makes sense since the sounds are arranged according to their fixed combinations and the words are arranged according to the prescribed grammatical structure, The second sentence “lion hunters shot the” does not conform to the established language syntactical rules, thus, it doesn’t make sense. Human language comprises of two sub-systems: the sound system and the meaning system. Predetermined sound combinations create units of meaning. Different combinations of sounds produce syntactic categories, units, and constituents that create more sophisticated and meaningful utterances. ‘The duality of patterning is the double articulation’ and semiotic. Language duality is what gives language expressive power since meaningless sounds are combined according to rules to form meaningful words (Luden, 2016). Significantly in speech production, the individual sounds of p.e.n do not have intrinsic meaning, but when combined as in “pen” it now has a distinct meaning. The combination of sounds is based on fixed rules that no word starts with zl, Ir, bz, or ng in the English language. This makes language dual. Displacement “No matter how eloquently a dog may bark, he cannot tell you that his parents were poor but honest.” - Bertrand RussellChapter 1: Foundations on the Sti ‘oundations on the Study of Language Lesson 2: Nature and Characteristics of Language 7 Unlike animal con ommunicatio, free. Human beings are ‘azable - that is context-bound, human language is context- o them at the moment, For huma coe ‘events and situations without actually living n language, a stimulus is not directly induced, objects may not necessarily be tan, Bib displacement. ly present at the place and time of speaking. This is called Only humans are : what happens next, BE: aii oe events that occurred before or the vision of linguistics mext semester. When a rte my cousin's place last week, or I am enrolling in t condition, A dog cannot ae Produces a sound, it generally is his reaction to his tell its master that it went to the nei its masters that it saw a thief previously, nor a cat can 1 neighbors’ house, events happened in the past. The property of dis if bet bagpenhd ie ve ahs explains why humans are capable of recalling stories ‘ing stories that may not be realistically possible, such as fiction. Humanness See ea not innate is to say there is no difference benveen aie andi? ee bl sities other words, if you take a rock, a rabbit and ea ae neath people are communicating in English, they - (Chomsky, 2000) Language is innate to human beings. No species other than humans are gifted with language. Humans are endowed with physical attributes for them to acquire language. which animals could not Language has complex structures of sounds and meanings, comprehend. A cow's moo today is similar to the moos centuries ago. Human language is changeable and extendable. Although animals could communicate with each other, it is limited to signs and sounds. A bee could determine the distance and sources of honey by instinct or dog can bark when he is excited or angry. Yet these messages are limited. Humans could clearly distinguish concrete identifiable symbols through the use of language, however, animal communication is often non-discrete. Indeed, human language is way more intricate than animal communication. “The limits of my language mean the limits of my world.” - Ludwig Wittgenstein18 Introduction to Linguistion > no ng in terms of sounds, vog; aby ys a unique aye of functiot ty of the universe: the linguistic patterns A inguistic universal is. systematic oxeuenes ot Seni ania ro d istic $ A linguis 1 languages have nouns, althoug! ee may national languages. ATl langt ead roost, 1s ea the same way that all languag scion guages Ha digas sot where all elements apply to every kno! th to different languages. implicational, where only particular features apply Although dnc language Ie inall the parts and structures, language is equal all the p Quick Cheek Language has distinguishing qualities. Then, @ What is language by nature? 2g CA What are the characteristics of language? {Ql What other characteristics of language q you observe? e Let’s Execute 1. Make a concept map of the nature and characteristics of language. Write a reflection paper using the format: i, Prior Leaning What did I know before I leamed something new? New Leaning (What did T leam now?) iil, Application of Learning (What will I do with what I learned?) Opportunity for Research (What do I want to learn mare?)Lesson 3: Language Funcl® | Let’s Explore Below are activity cards with sets of tasks. Perform each. Task A 1. cope for the mastery test, Give advice on how to: wat 2. quit from vices and survive on a global pandemic. Task B: Persuade a friend to: 1. share her/his favorite snacks, speak against social media craze and 2. 3. invest for a health insurance. 4. Task C: Agree or disagree with the following statements below. Explain your arguments. 1. No comer of society is safe because virtually everything can cause stress. Even knowledge can cause trouble. 2. Social media privacy is overrated. Everyone wants to know everybody. 3. The world community must speak out against on-going injustices in some countries. We must make it clear to every government that human rights abuses cannot and will not be tolerated. Let's Engage People use language for specific reasons, whether that is to inform, to apologize, or to express desires, Language is always used to meet certain functions. The purpose of each interaction using language is called language functions. Saving on (1983) noted “The use to which language is put, the purpose of an utterance rather than the particular grammatical form an utterance takes.”_ 20 | rtrosuction to LnaWeN® a ae uNCT TONS ort ANGUAG GENERAL rl nie petow are the general unetiony of tain tow are the Interpersonal oan : J mpot us take” come with me." / - fubitts the furan needs 10 exchange : hen the communicators A fa tanga «interpersonal i nal WI ‘The interpers fal beings. It 8 interperson® | relati es since humans are erform theit interpersonal Felations experience a nal use grammatical preferences, that ing does not only talk but is in constant ‘This is based on the eee age is US interact, establish, and ee a conversation with otRers cat of view of elicit others’ point of view. relationship, influence a oath” “Tis comes with an automatic reaction of the Let us look at the sentence "'N" | the speaker, which could create interpersonal eee Janguage that invites an- listener to engage in a com eae i it “Come aes relations. Similarly, the statemen sos Mm A eh ob eon response to the speaker which would all ‘These sentences are interpersonal. Informative » | Humans are eapable of love. — Some languages are, used not only for interaction but also as a packet of information. The sentence above has a truth value but could neither be considered true nor false. The language function is informative if it does not confirm or reject propositions. It is informative when language is used to inform or to give further emphasis to the known information. Declarative statements are used in informative languages. Informative language is Hs seen in analytical reports, arguments, and directions, or most everyday speeches. \guage then functions as a means in illustrating observable and confirmable reasons. Pas - Laccept. - Lapologize. I promise, PerformativeChapter 1: Foundations on the Study of Language | 24 jon 3: Language Functions The statements ab ove person. These expressions a Actions using the verbs to be performed by the first language is used to do things only convey meaning; they communicate intent. When performative. The performative 4 Perform or reports an action, the language function is : fu Ueed o performance ofa nein of language hols power hat can guarantee he The couples “I do” R uri of their com ing the wedding ceremony, serves as a binding statement mitment to each othi Ys responsibilities that cannot b et. This guarantees their confirmation of their ae ence undone. In this aspect, language is more than just mere When somebody said, y said " accept” denotes an agreement with what is previo and conforming to Bleak oor opinion” means submission to others! ualbton' ef ous Geert e expression “I apologize” is a humbling act oF a” of apology mates oy int expression of reget, Somesines a sale expression lationship. The expression “I promise” is a confirmation of an action that will definite i 4 ly happen in the F : _ refrain from doing something in the future or if not a declaration that one wil sinking Expressive oF eo ~You are such a happy pill! -This is great! Verbal communication is always used to meet the needs to express oneself. When one uses language to express feelings, the language function is expressive. The expressive language function reports attitudes and emotions. The sentences “You are such a happy pill!” and “This is great!” evoke emotions of the speaker, which do not directly point a meaning. The expressive language of a speaker is oftentimes a way of understanding the speaker's personality and emotions. The statement “I love this character so much” does not give any particular meaning and detail about the character but rather to the speaker's emotion and interest towards the character. Quick Check Language is used in different communicative functions. Then, @| =D What are the four general functions of language? {Q. What makes the language function performative? (1 What other functions’ of language could you think of?aoe a: 22 | inroduction to Linguists koodien ae model. Adding poetic, 4 on 1 Bubler’s orBan i uhler’s functions of language, Jakobson to verbal communication. Verbal i individuals information between and among ™ se n words is labeled as ction that utilizes spoke FUNCTIONS OF EAI wnoed by K JAKOBSON' Roman Jakobson etalingual ny was influe! phatic, and me : explained the six fet communication is done through ‘xing the speech faculties. ABY a an sons nan prsee BP communication model. Any Te understand he pon, is composed of factors such as (1) the sender, (2) seta ch sessile) the channel or the contact between she’ sexider and the receiver, (3) the context ( the receiver, (5) the common and (6) the message. form of interat code, Roman Jakobson’s Communication Model (1960) Each of these factors has a distinct function of language, which is explained as follows: Referential Function are ‘The referential function is associated with the context. This language function is concemed with the content. Language describes a situation or an object. It is referred to as denotative, cognitive function since it pronounces a mental state. It involves both deictic words and specific descriptions to: show things or facts. An example of a referential function is “The sun rises from the east and sets in the west.” Emotive Function The emotive fun coe Justin focuses on the sender, similar to expressive language. This e ; interjections, which are phrases spoken to express a burst of emoti rise, i : Suprise, excitement, or frustration. The Emotive function is an expression of the speaker’s intemal state. ¢ speaker communicates for himsel In this function, the sp for himself /Chapter 1: Foundations on the Study of Language | 23 a_i ‘Cravon 3: Language Functions Examples of emotive language are “ouch ‘ouch”, singled-out but taken as a whole. yuck" and “wow”, They are not Conative Function — Receiver Sey panini ae directive and oriented towards the receiver. This is used esate sed foe cuisine ee influence the receiver. A conative requests. The linguistic ate oF preventing an action. It is used for commands and : pressions are evocative and imperative sentences, which will direct the receiver to act out and do something, These expressions “Come in and join the class” and “Run” are examples of conative function. Phatic Function — [aoe] Communication is not only dependent on the sender and the receiver alone: A channel or Jakobson calls it contact, is also necessary. A channel is a psychological and physical association between the sender and the receiver. ‘The phatic function of language is a socio-linguistic function used for the sake of interactions, This is set for the ‘‘channel or contact” that establishes, suspends, oF prolongs the communication. This function is used to keep the communication open and maintain contact with the person one is talking with. This is also to check whether the channel is still there. Examples of phatic language are “Are you still listening?” or “Can you hear me?” It can also be observed in greetings and casual conversations to open the conversation such as “Hello “or “Hi.” Further, the expressions: “ok”, “bye” are also considered phatic since they provide keys to maintain or close the contact or channel of communication. Metalingual function ? rereg Metalingual function also called “reflexive”, is the use of language to describe itelf (selfreferential) or use of the code as Jakobson calls it, It is used when a language talks about its features asin “sky bas three letters”. The language is used to talk about itself, compared to “the sky is blue” which talks about the characteristics of the characteristics. The “code” used is concealed and will be verbally and overtly used when formed as a significant subject. The metalingual function usually develops from an interruption in the communication process. This happens when two or more people speak different languages or “use different codes within one language such as dialects, sociolects, and ‘diolects” or when a language is used 1° discuss about a language.24 | introduction to Lingus Poetic Function aesthetic presentation. It ig fers to the descriptive language c¢ manipulation of the intrinsic ily on the splendor of the language itself. It The poetic function focuses On the message and its itself, This re! associated! with how the message reflects | ! ‘used to create a picture in the mind, It is an acstheti linguistic elements, which focuses primant! presents the richness of language texture ‘and sound. The wo strikingly using sounds and linguisti€ features. scat Although most of the time, & poetic function is used in poetry. bi can’ 7 be reduced only to the poetic nuances. “It emphasizes the concrete side sign o the language, deepening the fundamental opposition between what is intelligible and what is perceptible, between the linguistic sign @s means of intelligible knowledge and the abjects ofthe reference of reality” (Narcis, 2017). According to Jakobson, the poetic function allows readers or listeners more to focus on the “signifies” of linguistic signs, away from the signified (Tsur, 2010). rds are arranged and crafted Quick Check Language is used in different communicative functions. Then, {1 Explain Jakobson’s effective act of verbal communication. (2) How does language function according to Jakobson? (2) Which language function do you usually use? HALLIDAY’S FUNCTIONS OF LANGUAGE Michael Halliday (1985) categorized two functions of language, the Meta-function and Micro-function. Halliday’s Metafunctions of Language Oy? Interpersonal )‘Chanter 1: Foundations on the Study of Language | 25 Lesson 3) Language Functions _—— Halliday, the proponent o pocteasl, Atcorting 1 Hal oh fnetional linguistics, described tanguage as Meta- Ways Meta-fimet 1 in expt tr ion is n set of principles of language that are essential Dinining how adult Ianguage wotla, Mi principles of language : and interpersonal flinetions, Jeta-firnetion includes textual, ideational, Jdeational Function An ideational function involves This is concemed with creat : experiential and logical ing and maintaining a notion of experience, which is both the natural world and human consciousness. E will i Fe a the speaker's choice of linguistic elements that sucrvendiog snd ine the lan NB: This is mostly illustrated when you interact with your Th paiena of neces neee {© construe an abstract prototype of your experiences the complex world around installed in your brain, which are used to make sense of ind you. Halliday noted that through interactions, humans make meaning from their experiences, Logical function denotes logical-semantic associations, where the relationship between one clausal unit and another is established. Combining clausal units such that in conditional sentences is a logical process. Interpersonal Function An interpersonal function is about the world of people working together. This function seeks to create and uphold social relationships. This includes sentences and grammatical choices that allow a person to enact interpersonal relations. This is grounded on the assumption that a speaker always communicates with another, which shows that language does not only interpret experiences but also as a vehicle with which to interact. Halliday argues that through the changing micro-encounters of the day-to-day interactions, people set a complex pattern of dialogue to a more permanent relationship, where the language is used to institute social bonds, The grammatical system that relates to the interpersonal function includes mood, modality, and polarity (Wikipedia. org). Textual Function Halliday believes that ideational and interpersonal functions are intricately structured, These two are combined freely and as Halliday puts it, with a distinct mode of meaning that is the textual function. ‘The textual function comprises: all the grammatical systems needed to create relevance to context, through which “language creates a semiotic world of its own.” A text is created that coheres the context of the situation within itself.ction to Linguistics age 2 | “ sniero-tunt008 of Languss ‘'s by interaction, rathe, Halliday’ onstructes . Functionally related to thy ge based on the age a8 © Jooked at lan day (1978), further nf rat 1978) than acquired He observable situations that interaction im 80 functions © fulfill his $0 aie elke master the language. functions are what hy re. The first 4 ; ‘ “Aa cial, physical, and emotional need, al. For children, language for creating premise He categorized the 7 referred to as pragmatics © uch as instrumental, regulatory, js used as a tool for controlling of : i e child's social world. rt Mega ree functions are what he calls “mathematic which are used th his/her physical atmosphere, which include essing oneself of, “The remaining tht to help ® person come t0 terms W" imaginative, heuristic, and representational. Instrumental function Before the child leas the concrete languaee, he/she uses sounds and signs to communicate with the people around him/her. This use of language instruments is called the instrumental function. Oftentimes the instrumental function is used when a child expresses what he/she wants, such as food or milk. Even crying serves as ‘an instrument of a child’s need. It signals the adults around him/her that he/she could be hungry or he/she needs a hug and cuddle, or that he/she wants the attention of the people around hinv/her. The instrumental’ function of language refers to the use of language to communicate needs, express desires, choices, and preferences. Using language as an ae io child Gan get me ‘done. Halliday illustrates instrumental function 's instrument such as sounds to get what he/she wants, even befc i concrete verbal language. sega The expression I want to. . . . is often used. Regulatory function The in i foe a when the child demands attention and wants to control sal aie Sate This is done by the use of verbal language. Such pena contol and elt behavior st regulatory function refers to the use of language to the child ior. It is concemed with influencing people to do hses for Most of the regulatory expressions include: Go away... ; Doas tell you... You needSturly of Language Lessee 3 Language Pinetone | 27 Toteractional After Tearing a fow yy won ees bs, children want to interact with the People ‘s " tend to become very talkative. They always to tk about the things ayn re, MT NA, oftentimes to ge the aterton af people Y Notice, “OF Just to use the language. The language takes functions as intentional fay unetion 's phrases like: Tove you" of “thank you, Personal function Uherself which oftentimes starts with hild wants to display his/her grasp of ¢ environment, This language function competing with others, This happens when the ¢ himsel@herself and how he/she is distinct from th, is called personal. ‘ ahs ean =e of language is; demonstrated when it is used to convey negro laces level [Link] and attitudes and the identity FE 'on includes “noises children make when they find something interesting, or something tastes nice” (Thwaite, 2019). Example: “The expression used “Here Lam...” Heuristic Function Children have inquisitive minds. They always try to leam new things and gain knowledge of their surroundings. Once a boundary between them and the environment is established, they start to explore his/her environment. Their curiosity is ignited as they name objects, throw questions, ask about everything that they see and observe. When the children explore and desire to lear from their environment, they use language in a heuristic manner. Example expressions include: What is that for? Tell me why. . . - Imaginative Function Children’s minds are very imaginative, They usually use language to get into the world of fantasy. Children love to tell stories and invent dialogues without having the constraints of having to tell the truth, In this sense, language is used with an imaginative function. function of language is used by children to generate imaginary a Lies Ik to themselves, create a story, and converse ‘construct. This is observed when they ta28 J invoduction to Linguistics " anguage is fulfilled when children tion of I the language, n inary funet fi jen, The imaginary Tancton are in by usin with an imaginary fi : Je situation 1 create and modify the place and th : include: Some imaginative language expressions ! Let's pretend... Imagine that... - Representational function : Ae After learning the environment, children then formulate ideas ant others of their observations. They use language to convey facts, explain ideas, relay, and request information. This use of language is what Halliday called the representational function of language where the child accurately captures how the world works. The representational language function is done more when children start attending school and start to stretch their speech. Examples: I will tell you... . Iknow. .. . Quick Check Language is used in different communicative functions. Then, @®_ OD What has the child learned to do using the language ‘ according to Halliday? ” PA How are Halliday’s language functions similar or different from the general language functions and those of Jakobson’s? Q How should a teacher use language functions in designing interactive lessons? ——— Let's Execute —_—_—— Tasks: 1. a is ‘ ae 8 diagram showing a comparison and a contrast between Halliday’s and ‘obson’s functions of language, Explain your diagram.