Majeng

• Linguistics


  The scientific study of human language. It is a science that studies the rules, systems, and principles of human language.
• Fields of linguistics


  • Micro-linguistics
  • Macro-linguistics
• Micro-linguistics


  Also called as theoretical linguistics or general linguistics, studies the nature of language - that is, what a language is all about and how it works.
• Branches of micro-linguistics


  • Phonology
  • Phonetics
  • Morphology
  • Syntax
  • Semantics
  • Pragmatics
• Phonology


  Studies the systems of sounds within a language or between different languages. Concerned with the systematic organization of sounds especially in spoken languages.
• Phonetics


  Studies the physical properties of sounds that is, how sounds are produced and articulated through the interaction of the different vocal organs.
• International Phonetic Alphabet (IPA)


  Provides a unique but generalized symbol for every sound or phoneme in a language.
• Morphology


  Study of morphemes the smallest meaningful unit of a language that cannot be further divided. Studies different morphological structures of words, describes how words are formed, and demonstrates how word formation processes affect the meaning of words and their pronunciation.
• Syntax


  Studies the arrangement of words and phrases to form sentences. The word 'syntax' in Greek is syntaxis, which means arrangement.
• Semantics


  Deals with the study of the linguistic meaning of words and sentences.
• Pragmatics


  Deals with meaning beyond the surface or literal level-that is, it focuses more on the intended meaning of the speaker rather than what the sentence literally means.
• Macro-linguistics


  Views language from a broader perspective. It is concerned with how a language is acquired or used and how it relates to society as a whole.
• Branches of macro-linguistics


  • Sociolinguistics
  • Psycholinguistics
  • Computational linguistics
  • Historical linguistics
  • Comparative linguistics
  • Structural linguistics
  • Biolinguistics
  • Applied linguistics
  • Clinical linguistics
  • Developmental linguistics
  • Linguistic typology
  • Neurolinguistics
  • Stylistics
  • Etymology
• Sociolinguistics


  Study of the effects of the different social and cultural factors on the use of language.
• Psycholinguistics


  Focuses on the interrelation between linguistic and psychological factors that enable humans to understand, acquire, and use language.
• Computational linguistics


  Studies the application of computer science in the analysis of language and speech and other linguistic studies.
• Historical linguistics


  Also known as diachronic linguistics. It deals with the study of language change or change of a group of languages over time, including phonological, grammatical, and semantic changes.
• Comparative linguistics


  Also called as comparative-historical linguistics, is a sub- field of historical linguistics that is primarily concerned with comparing languages to establish their similarities and differences especially in identifying whether or not they have a common ancestral language.
• Structural linguistics


  Study of language as an independent network of formal systems or structures.
• Biolinguistics


  Study involving other disciplines such as biology, linguistics, psychology, and neurolinguistics, primarily aims to explain the evolution and formation of language.
• Applied linguistics


  Concerned with the application of language studies in real life, such as in language teaching and learning.
• Clinical linguistics


  Focuses on the application of linguistic concepts and theories in the field of Speech-Language Pathology.
• Developmental linguistics


  Studies the development of the linguistic ability of an individual especially children.
• Linguistic typology


  Classify languages based on their structural and functional components.
• Neurolinguistics


  Studies the relationship between language and the structures and functions of the brain.
• Stylistics


  Deals with the study on how different individuals or social groups use language in all types or forms, spoken or written in their communication. Stylistics is also called literary linguistics.
• Etymology


  Investigates the origins of words, their birth, and development, often delineating their spread from one language to another and their evolving changes in form and meaning.
• Behaviorism


  The behaviorists, most notably BF Skinner, believe that for language learning to occur, imitation, drills and constant practice are very important.
• Nativism/Innatism


  Noam Chomsky, the main proponent of nativism, criticized the imitation and stimulus-response learning principles of behaviorism for its failure to explain why, with limited knowledge of grammatical rules, people are able to generate a limitless number of sentences. Chomsky hypothesized that humans must be born with Language Acquisition Device (LAD) in their brain which is the reason why children can acquire language quickly. He called this set of rules Universal Grammar (UG) or mental grammar which allows us to 'feel' unconsciously whether or not our utterance or sentence is well-formed.
• Interactionism


  Proponents of interactionism assert that language acquisition has both biological and social components that is, it is the result of the application of the principles propounded by the behaviorists and nativists. According to Vygotsky, children can only do so much with their own ability (zone of actual development), but with the social environment surrounding them, help and support from their parents, peers, and teachers (MKO's), they can soar to greater heights and achieve great things (zone of proximal development).
• Monitor Model


  Another idea supporting the principle that acquiring a language has both biological and social components is Stephen Krashen's Monitor model, also known as the Input hypothesis, which is composed of five hypotheses or components expounding the process of language acquisition.
• Acquisition-Learning Hypothesis


  Krashen argued that, acquisition and learning are different. Krashen cited the experience of children when they 'acquire' their first language. Language Acquisition- process is very subconscious. Language learning- is a 'conscious process' and usually happens within a formal environment such as in school. According to Krashen, between acquisition and learning, acquisition is more important than learning.
• Natural Order hypothesis


  Krashen claimed that there is a natural or predictable order by which all learners acquire language.
• Monitor hypothesis


  Krashen argued that while our acquired competence is responsible for our language production such as our utterance, the result of learning (learned competence) functions as a monitor, editing or self-correcting our language output.
• Input Hypothesis


  The best way and perhaps the only way to acquire a language according to Krashen, is simply to receive abundant meaningful 'inputs from a context-rich environment. According to Krashen, having 'intakes' or inputs from a context-rich environment is already enough to acquire a language.
• Affective-filter hypothesis


  Affective-filter acts like a screen or an opening that either facilitates or blocks meaningful inputs from reaching the language acquisition part of the brain.
• Communicative Competence Model


  The linguist Dell Hymes first coined the term communicative competence in 1972. It was developed further and expounded by Canale and Swain into a language model composed of four components: grammatical, sociolinguistic, discourse and strategic competence.
• Grammatical competence


  Includes the ability to create grammatically correct utterances, incorporating the linguistic knowledge of morphology, phonology, syntax and semantics.
• Sociolinguistic competence


  Concerned with the appropriateness of the utterances. This includes the learners' ability to apply linguistic knowledge in different communicative functions in various sociolinguistic contexts that is, their ability to determine when to speak, when not, and as to what to talk about with whom, when, where and in what manner.
• Discourse competence


  Concerned with the learners> mastery of producing coherent and cohesive language outputs in the modes of listening, speaking, reading and writing.