chapter i (the study of meaning) - copy

7/28/2019 Chapter i (the Study of Meaning) - Copy

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Semantics

Anggiat Mananda Hutabarat

@uki.semantics.2013


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2. Philosophy

1. Psychology

3. Linguistics

4. Semantics

5. Pragmatics


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How we know, how any particular fact is

considered true and related to other possiblefacts.

How to identify an antecedent (presupposition)and entailment, contradictory, synonyms, etc.


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How language works to make meanings.

Identifying meaningful elements of specificlanguages.

Indentifying meaningful elements throughmodulations of a speakers voice

(pronunciation).


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The systematic study of meaning:

knowledge encoded in thevocabulary of the language and itspatterns for building moreelaborate meanings, up to the level

of sentence meanings.


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The study of use of language in

meaningful communication.


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a. Animals

stimulus-bound

communicating for something exists only

repertoire communication

for survival and food

b. Humans stimulus-free

communicating for what does not exist or yet

creative producing new utterances due to arbitrariness

resulted in arbitrariness


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a. Pre-Linguistic Phase

b. Linguistic Phase

. Humans Language Acquisition Processes

Knowledge about language


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b. Linguistic Phases

Babbling

One-word Phase

Two-word Phase

Telegraphic Phase

Humans Language Acquisition Processes


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Babbling

six to ten months

producing a large variety of sounds; not of house hold

learning to distinguish the sounds of his/her own from

those not of his/her own /i/, /u/ and fricatives and nasals

producing syllabic-type sounds



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One-Word (Holophrastic) Phase

Age of 12 months

Imitating their parents ways of naming what is in theenvironment

Talking about objects around them



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Two-Word Phase

Age of 18 months Expressing two words to refer to a sentence



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Three or More-Word (Telegraphic Speech) Phase

Between 2 and 3 years of age

Using more complex utterances in strings of lexicalmorphemes

Acquiring questions and negative statements

Being able to make use of utterances, as in realcommunication, such as: expressing feelings andthoughts (ablility to use and to think and toconceptualize)



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All the knowledge of language acquired is partlyconscious and explicit; but to another extent it

is unconscious and implicit.

We know and use the language, but we do notknow what we know; because we do notremember the process of acquiring theknowledge; but are consciously able to use it.


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What Makes Meaningful Utterances?

Knowledge of Language

Knowledge of How to Use the Knowledge


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1. Knowledge of Language

Vocabulary to produce utterances

to understand others utterances


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2. Knowledge of How to Use the Knowledge

a. how to form the vocabulary (Morphology)

(The description of morphological knowledge of themental grammar is termed Grammar)

Grammar:

Semantics (Meaning)

Mental knowledge of words to be understood and tounderstand.

Mental knowledge of word combination to beunderstood and to understand.


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2. Knowledge of How to Use the Knowledge

b. how to pronounce the vocabulary items and recognize othersutterances through their pronunciation (Phonology)

Phonology:

The mental speech sound arrangement knowledge

The speech sounds are termed phonemes.

Phonemes: sounds that contrast one another

The contrastive units:

Homonyms: two words with the same sounds but have differentmeanings.

Ambiguity: a sequence of words .with the same pronunciation withdifferent interpretation.

Prosody: different melodies with different meaning.


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2. Knowledge of How to Use the Language

Knowledge, or description, of the classes of words and thecombination to go to form phrases and sentences.

The relation between syntactic knowledge and semantics:

The meaning of a sentence is based on or more than the meaningsof the words in the sentence.

The meaning of a word often depends on those going together with

c. how to combine the words (Syntax)


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1. Possession of Vocabularies

2. Pronouncing vocabularies

Required Abilities/Competences

1. Possession of Vocabularies

a. to produce meaningful utterances to others

b. to understand others

2. Pronunciation

a. to pronounce vocabularies to others

b. to recognize otherspronunciation


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1. Adjency pair

10 Aspects of a Speakers Knowledge

Any utterance or answer that can go together and related tothe first

Examples:

1. How did he leave?

on foot by plane by bus alone


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2. Ambiguity


A sentence with two meanings

Examples:

1. Flying planes can be dangerous.

2. The English history teacher is here now.


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3. Anomaly


An utterance sounds meaningful, but in fact meaningless

Examples:

1. The leaves are dancing to the left and right.

2. House I live in.


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4. Antonym

Two words making opposite statements about the samesubject

Examples:

1. All the students passed the test. (failed)2. They are selling fruit. (buying)


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5. Contradictory

sentences that contain opposite statements about te samesubject

Examples:

1. Its a thick book. (thin)


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6. Entailment

a word which entails another

Examples:

1. She has some children.Two of them are girls.


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7. Paraphrases

sentences with the equivalent statements about the sameentities

Examples:

a. The spaces are rented by the owner.b. The owner rents the spaces.


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8. Presupposition

the message of sentence presupposes other sets ofknowledge

Examples:

1. Harry teaches English at the school.a. There is a person named Harry.

b. Harry teaches.

c. English is the subject Harry teaches.

d. There is a school where Harry teaches.


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9. Semantic Features

words with some elements of meaning

Examples:

leave go travel journey voyage


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10. Synonymy

words with the same sense in a given context

Examples:

He is looking for his wallet. (searching)

chapter i (the study of meaning) - copy

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