production puttinng words in one's mouth

7/24/2019 Production Puttinng Words in One's Mouth

1/17

Production: Putting words

in ones mouth

Student: Ana Maria Garcia

Rodriguez


2/17

How does the part of the brain,called cerebellum work?

It is the part of the brain

devoted to the programming ,timing, and coordination of allvoluntary muscular movements.

rom the cerebellum radiateshundreds of simultaneousmessages along the nerve pathways which go to theappropriate muscles involved inthe head and neck, in the back,in the arms and hands, in theleg, and in the feet.

!he primary function of thecerebellum is to providefeedback and "ne#tuning for

motor output.


3/17

$%plain &evelts division forspeech production

'ccording to &evelt there are (models for speech production:

)onceptuali*ation

ormulation'rticulation

+elf#monitoring


4/17

hat is conceptuali*ation?

!he process of conceptuali*ationinvolve determining what to say.

!hese are sometimes also called

message level of representation.

+peaker conceives an intention

+peaker selects relevant informationin preparation for construction ofintended utterance

!he product is a preverbal message.


5/17

'ccording to -avid c/eill primitive linguisticconcepts are formed as two concurrent andparallel modes of thought.

Syntactic Thinking!hinking in words in a linear, se0uential manner

It spawns the se0uence of words which wetypically think of when we talk about howlanguage is initiated.

It is segmented and linear and creates thestrings of syllables, words, phrase, and sentences

that together make up speech.Imagistic Thinking

!he visual component of the conceptuali*ation oflanguage that is ultimately manifested in the

gestures which accompany speech.


6/17

How do we formulatesounds?

It is when the message is framed into words,phrases, clauses by the speaker.

Involves translating the conceptual representationinto a linguistic form

Includes the process of le%icali*ation, where wordsthat the speaker wants to say are selected

Includes the process of syntactic planning wherewords are put together to form a sentence

Involves detailed phonetic and articulatory planningIncludes the process of phonological encoding, where

words are turned into sounds


7/17

Slips of the tongue

istakes in speech or in writing which

provide psycholinguistic evidence forthe way we formulate words andphrases.


8/17

hat are +poonerisms? hy are

they called so?

+lips of the tongue which create new phrases with oftenunintended or humorous meaning

1sually this happens by accident, particularly if you2respeaking fast.

3enerally +poonerisms which are produced accidentallyare transpositions between words that resemble oneanother phonetically, such as cuss andkiddleand slow and sneet5kiss and cuddle, snowand sleet6.

!he name Spoonerismcomes from the ReverendWilliam Archiald Spoonerwho is reputed to havebeen particularly prone to making this type of verbalslip


9/17

Spooner!s Spoonerisms "ghting a liar lighting a "re

cattle ships and bruisers battle ships and

cruisers nosey little cook cosy little nook

tons of soil sons of toil

our 0ueer old -ean our dear old 7ueen

a half#warmed "sh a half#formed wish

know your blows blow your nose wave the sails save the whales

mad bunny bad money

eye ball bye all

soul of ballad bowl of salad


10/17

8ead the subtitle the planning of higher levelsof speech and e%plain it in your own words


11/17

How do the variables pragmatics andsociolinguistics in9uence the way we

speak?

"ragmatics !he study of what

people mean when they uselanguage in a normal socialinteraction

Sociolinguistics . !he study of whywe say what to whom, when, andwhere. How social factors in9uencelinguistic structure and us.


12/17

$%plain the stage of articulation.hich ;rgans are related to it? How

they evolved?Involves retrieval of

chunks of internal

speech from bu


13/17

's recently as the =>>s, linguists upheld thecommon sensical and seemingly incontrovertiblenotion that the chest, throat, and mouth were

anatomical organs designed solely for biologicalfunctions.

!he basic function of our lungs is to e%change o%ygenfor carbon dio%ide, not to produce syllables and, the

primary use of our teeth is for chewing, not for thearticulation of sounds.

+ome thirty years ago $ric &enneberg, apsycholinguist, showed that whereas the ma@ority of

this organs have primarily evolved to serve essentialbiological functions such as respiration and ingestion,a few of them have adopted secondary functionsconnected with enhancement of speech articulation.


14/17

hy is this last step of speechproduction important? 'ny

$%ample?!he speaker self#monitors A listening,at a relatively low level of attention, totheir own speech. hen the slip is

heard, the information is fed back intothe conceptualiser which can then plana correction if it is felt necessary.

hen we edit our message and correctany errors.


15/17

Dierence between mistakes and errors

Mistakes

!he production of incorrect forms in speech or

writing, the result of factors such as carelessnessor fatigue.

'll speakers make mistakes, whether they arenative or non#native users of the target language.

I mistakenly added salt in the tea instead ofsugar.

Im sorry, I mistook you for someone else.

I made a mistake in the calculations. !he above e%amples indicate that a mistake is

usually an unintentional wrong committed due towrong @udgment or an honest misunderstanding.


16/17

#rrors

!he production of incorrect formsin speech or writing by a non#native speaker of a secondlanguage, the result of incompleteknowledge of the rules that target

language!hey have diBculty correcting it.

!he last I knowedabout it CI mean

Dnew about itE, he had leftFancouver.

+he was so drankCI mean drunkE,

that we decided to drive her


17/17

hat is the critical period?

!he critical period is thought to be relatedto the brain plasticity and laterali*ation.

Plasticity refers to how 9e%ible the brainis in learning various functions.

&aterali*ation refers to the speciali*ationof the two sides, or hemispheres of thebrain.

If a child is not e%posed to language

during the critical period, heGshe willnever be able to ac0uire it normally.

!he e%act cut#o< age is not certain but isbefore puberty.

production puttinng words in one's mouth

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