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Language Production

Language Production. Com 370 Baldwin. Type of Discourse (Discourse Plans) Sentence Plans Constituent Plans Articulatory Program Articulation. Planning What You Will Say…. Overarching influences Goals (immediate and deeper [1 st , 2 nd -order] Context (social, relationship)

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Language Production

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  1. Language Production Com 370 Baldwin

  2. Type of Discourse (Discourse Plans) • Sentence Plans • Constituent Plans • Articulatory Program • Articulation Planning What You Will Say…

  3. Overarching influences • Goals(immediate and deeper [1st, 2nd-order] • Context(social, relationship) • Interactants(status, level of acquaintance, knowledge) • Linguistic resources available(e.g., word for a color, a new experience) (funny note: sniglets) Influences on Production

  4. Discourse Plans • Type of discourse • Ex: • Ex: • Adjacency pairs (and various types) • Ex of type of adjacency pair • 1st part and expected 2nd part (p. 229) • Presequence • Insertion sequence • Hidden rules (rules of different types of discourse) Discourse Plans

  5. “Discourse type” example: Casual conversation • Assumptions (p. 228) • Rules for Conversations • 1: • 2: • 3: • Closing conversations? • Opening conversations? • Level of formality (context, roles) Discourse Plans

  6. “Discourse type” example: Telling a Story • Description “problems” • Level • Content • Order • Relations • Can you think of times people don’t follow these rules? Discourse Plans

  7. Propositional Content • Rules for organizing: Chunking • Conceptual Salience (joints and intervals) • Verbalizability • Pertinence • Simplicity criterion • Ex: Different types of description “rules” (p. 240) Sentence Plans: Propositional

  8. Illocutionary Content • Cooperative Principle • Grice’s Maxims • Relation • Quality • Quantity • Manner • Implicature • Examples: Sentence Plans: Illocutionary

  9. Illocutionary Content • Types of linguistic “force” • Locutionary (content) • Illocutionary (intent) • Perloctutionary (force or effect) • Types of speech acts (p. 242) • Representative • Directive • Commissive • Expressive • Declarative • Felicity Conditions Sentence Plans: Illocutionary

  10. Thematic Structure • Frame and Insert • Given and New Information • Subject and Predicate (e.g., active/passive) • Example: • P1: Dr. Baldwin has a son • P2: His son’s name is Chris • P3: Chris is a National Merit Finalist • P1: Baldwin has a daughter • P2: His daughter’s name is Katie • P3: Baldwin gave Katie cello • P4: Cello (known) is full-size Sentence Plans: Thematic

  11. Thematic Structure • Can relate to *any* of the constituents… Our texts just treats noun phrases: • Basic Level Nouns • Articles (definite, indefinite) • Modifiers • Pronouns • Direct address • The Power and Solidarity semantics • P&S in other countries (“differentiated speech codes”) • U.S.: P&S in direct address • Does it apply in any other aspect? • How do you decide? Constituent Plans

  12. Thematic Structure • Example: • You are visiting a friend who has a painting… • Art museum • Stranger • Stranger is Mr. Dali Constituent Plans

  13. Katie: Hey, Daddy—are you busy? • Dad: What do you need? • Katie: I wanted to show you something. • Dad: Oh! Katie! That’s just beautiful! • Katie: Yeah—my [ • Dad: [um…what is it? • Katie: It’s paper maché--from my art class. My teacher really liked it. • Dad: Tell me more about it. • Katie: It’s a Chinese dragon. • Dad: That is SO PRETTY, I think we need to put it on the piano. An extended example

  14. Turn-taking rules • Turn-relevant junctures • Adjacency pairs • Pre-sequences • Insertion sequences • 1st and 2nd (preferred) parts • Sentences • Propositions • Framing (and insert); subject/predicate • Illocutionary force (direct/indirect) • Constituents • Articulation

  15. What do articulation errors tell us about the thought processes involved in creating articulation? The Articulation Process

  16. Errors & Examples Articulation

  17. Constituent seems to be the primary unit • Are they planned semantically or syntactically? • Some rules: • Speakers try to plan each constituent fluently • They try to plan each constituent as a unit • When they do have to stop, the offer explanation before correcting themselves and going on • It is the selection of words that makes them stop when they do Planning and Execution

  18. Ideal Delivery • Most common disruption: filled or silent pause • Most people pause 40-50 percent of the time • Fast speakers usually simply use less pauses (this is where speed comes from) • Table 7:2—what does it tell us? (compare two sides) • Why is ideal speech important? Articulation / Delivery

  19. Juncture pauses (grammatical junctures) • Constituent boundaries • Before first content word of constituent (argues for primacy of content words). Pauses

  20. Stephanie would like, oh, carrots. • Stephanie would like—ah, carrots. • Stephanie would like, well, carrots. • Stephanie would like, say, carrots Interjections

  21. He hit Mary— that is, Bill did—with a frying pan. • I’m trying to lease— or rather, sublease—my apartment. • I really love— I mean, despise—getting up in the morning. • I’ll be done immediately— well, in a few minutes. Why do people have difficulty planning? Correction Phrases

  22. Consider and give examples of either interjections or corrections (indicate how different interjection or correction serves a different purpose in the articulation program) • Discuss how whichever you are assigned either supports or does not support the 5-step articulation program that Clark & Clark suppose • What are the implications for how we produce language? Discussion Exercise

  23. Meaning selection: What meaning should the present constituent have? • Selection of syntactic outline: “Specifies a succession of word slots and indicates which slots are to get primary, secondary, and zero stress. • Content word selection: Select nouns, verbs, adjectives, and adverbs to fill appropriate slots • Affix and function word formation: Spell out “phonological shape” of function words (e.g., articles, conjunctions, prepositions), prefixes, suffixes • Specification of Phonetic segments: Build up fully specified phonetic segments available by syllable. Steps in the Articulation Program

  24. Word reversals: • A weekend for MANIACS  a maniac for WEEKENDS • Phonetic segments & features • With this ring I thee wed with this wing I thee red. • Terry and Julia Derry and Chulia • Syllables • Harpsichord carpsihord • Consonant clusters • Grizzly + ghastly  gr/astly • Morpheme Confusion • Rosa dated shrinksRosa date shranks Articulation woes

  25. Spoonerisms: • “You have hissed all my mystery lectures” • “The Lord is a shoving leopard to his flock” • Malapropisms • “I’m simply ravishing” • “We should be reminisce in our duty if we did not investigate.” • My own: “It’s worn for wear” (instead of “worse for wear”) • Tip-of-the-tongue experiences • Sextant: “secant,” “sextet,” “sexton” • Articulation shortcuts • I wannagechaonizcatamaran. Articulation Woes

  26. Spoonerisms: http://www.matthewgoldman.com/spoon/rindercella_2.html • Ladle Rat Rotten Hut:http://www.exploratorium.edu/exhibits/ladle/index.html • The Anguish Languish webpage: http://www.justanyone.com/allanguish.html Cinderella—Told Sideways

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