1. Language Production and Conversation

2. In linguistics, language production is the production of spoken or written language. It describes all of the stages between having a concept, and translating that concept into linguistic form In linguistics, language production is the production of spoken or written language. It describes all of the stages between having a concept, and translating that concept into linguistic formlinguistics

3. Stages of Language Production Stages of Language Production: conceptualization, formulation, articulation, self-monitoring Conceptualization: a conceptual representation of what to say Conceptualization: a conceptual representation of what to say Encode message into linguistic form. Select words to express concepts Encode message into linguistic form. Select words to express concepts Organize words syntactically to convey a message Organize words syntactically to convey a message Articulation: generate auditory/written/signed sequence. Sound goes from speaker's mouth to hearer's ear Articulation: generate auditory/written/signed sequence. Sound goes from speaker's mouth to hearer's ear Speech is decoded into linguistic form Speech is decoded into linguistic form Linguistic form is decoded into meaning Linguistic form is decoded into meaning

4. Message generation Message-conceptual representtaion independent of particular words Message-conceptual representtaion independent of particular words Take into account: level of politeness, speech acts (question, command, etc.) Take into account: level of politeness, speech acts (question, command, etc.) Register (slang vs. Formal) Register (slang vs. Formal) Reference Reference Listener knowledge Listener knowledge

5. Word selection Lexical access: Look up words in mental dictionary. Pick word that you want to say, based on semantic features. Overcome competition from semantically similar words. Phonological features come into play, too. Sentences get built when words are selected. Gramatical encoding. Lexical access: Look up words in mental dictionary. Pick word that you want to say, based on semantic features. Overcome competition from semantically similar words. Phonological features come into play, too. Sentences get built when words are selected. Gramatical encoding. Adult english Adult english Speaking vocabulary:........45.000-60.000 words Speaking vocabulary:........45.000-60.000 words Speaking rate....................120-150 words/min Speaking rate....................120-150 words/min Selection error rate..........1 in 1000 words Selection error rate..........1 in 1000 words

6. Word organization Apply syntactic and discourse rules to determine a word sequence: e.g. The glass is filled with water. vs. Water fills the glass. Apply syntactic and discourse rules to determine a word sequence: e.g. The glass is filled with water. vs. Water fills the glass. Function words Function words Inflectional morphemes Inflectional morphemes agreement agreement

7. Word organization affetcs future word organization in sentence production Syntactic priming: Syntactic priming: The voice of a context sentence affects how a picture is described: The voice of a context sentence affects how a picture is described: Active voice/passive voice in the context Active voice/passive voice in the context

8. Self-monitoring Production is not a one-way transmission of messages. Speakers and writers are quickly capable of readjusting a message at the stages of conceptualization, formulation, or articulation, depending on where they noticed the brakdown in production occured. Production is not a one-way transmission of messages. Speakers and writers are quickly capable of readjusting a message at the stages of conceptualization, formulation, or articulation, depending on where they noticed the brakdown in production occured. The fact that native speakers can monitor and quickly correct mistakes in linguistic output proves Chomsky’s claim that there is a distinction between performance and competence. The fact that native speakers can monitor and quickly correct mistakes in linguistic output proves Chomsky’s claim that there is a distinction between performance and competence.

9. There are two main types of research into speech production. One type focuses on using the analysis of speech errors. There are two main types of research into speech production. One type focuses on using the analysis of speech errors. The other looks at reaction-time data from picture-naming latencies. The other looks at reaction-time data from picture-naming latencies.

10. Research into production Analysis of speech errors has found that not all are random, but rather systematic and fall into several categories. Although speech production is very fast, (2 words per second) the error rate of the utterances are relatively rare (less than 1/1000) and those errors are categorized as follows: Analysis of speech errors has found that not all are random, but rather systematic and fall into several categories. Although speech production is very fast, (2 words per second) the error rate of the utterances are relatively rare (less than 1/1000) and those errors are categorized as follows: Anticipation: The word is in the speaker's mind and ready to be spoken, but the speaker says it too quickly. This could be because the speaker is planning and holding words in their mind. Reading list>leading list Anticipation: The word is in the speaker's mind and ready to be spoken, but the speaker says it too quickly. This could be because the speaker is planning and holding words in their mind. Reading list>leading list Preservation: The word retains characteristics of a word said previously in a sentence: Preservation: The word retains characteristics of a word said previously in a sentence: Taddle Tennis instead of Paddle Tennis Taddle Tennis instead of Paddle Tennis Blending: More than one word is being considered and the two intended items "blend" into a single item, perhaps implying the speaker is waffling between a few word options. Blending: More than one word is being considered and the two intended items "blend" into a single item, perhaps implying the speaker is waffling between a few word options. The child is looking to be spaddled instead of spanked or paddled The child is looking to be spaddled instead of spanked or paddled Addition: adding of linguistics material, resulting in words like implossible, blue bug>blue blug Addition: adding of linguistics material, resulting in words like implossible, blue bug>blue blug

11. Substitution: a whole word of related meaning is replacing another. These errors can be far apart from another, or target words, and are generally grammatically consistent and accurate. Substitution: a whole word of related meaning is replacing another. These errors can be far apart from another, or target words, and are generally grammatically consistent and accurate. at low speed it's too light (instead of heavy) at low speed it's too light (instead of heavy) Malapropism: a lay term referring to the incorrect substitution of words. It is a reference to a character Mrs Malaprop from Sheridan's The Rivals. Malapropism: a lay term referring to the incorrect substitution of words. It is a reference to a character Mrs Malaprop from Sheridan's The Rivals.SheridanThe RivalsSheridanThe Rivals Makes no delusions to the past. Makes no delusions to the past. The pineapple of perfection. The pineapple of perfection. I have interceded another letter from the fellow. I have interceded another letter from the fellow. Spoonerism: switching the letters from words. For example, the phrase slips of the tongue could become tips of the slung. Spoonerism: switching the letters from words. For example, the phrase slips of the tongue could become tips of the slung. You have missed my history lectures> You have hissed my mistery lectures You have missed my history lectures> You have hissed my mistery lectures You have wasted the whole term.>You have tasted the whole worm. You have wasted the whole term.>You have tasted the whole worm. The dear old queen.>The queer old dean. The dear old queen.>The queer old dean. Is the bean dizzy? Is the bean dizzy?

12. Reverend William A. Spooner

13. Why Speech Errors? Freudian theory of production errors: Freudian theory of production errors: Errors represent unconscious beliefs or desires: repressed thoughts of some kind. Last night my grandmother (died !) lied. Psycholinguistic Perspective: Psycholinguistic Perspective: Speech errors provide insights into the workings of the language system. a (real !) meal mystery (anticipation) a (real !) meal mystery (anticipation) he pulled a (tantrum !) pantrum (perseveration)

14. It’s my pleasure to prevent, er...present the next person on the panel. It’s my pleasure to prevent, er...present the next person on the panel. (infer that the speaker objects to the person)

15. Disfluences I ahve to remember to...um..leave a note. I ahve to remember to...um..leave a note. Filler: um, er, uh, etc. Filler: um, er, uh, etc. Phoneme, word and phrase repetition. Phoneme, word and phrase repetition.

16. Syntactic Level Errors Syntactic level errors are slips involving whole words. Syntactic level errors are slips involving whole words. Syntactic Category Constraint: Slips involve words from the same lexical category. Syntactic Category Constraint: Slips involve words from the same lexical category. (I love verb to dance verb !)-  I dance verb to love verb (I love verb to dance verb !)-  I dance verb to love verb Exchange the (sun noun !) -  sky noun is in the sky Exchange the (sun noun !) -  sky noun is in the sky Anticipation Anticipation

17. Morphemic Level Errors Morphemic level errors involve an incorrect association between a stem and an inflection. Stranding Error: The inflection gets stranded in its original correct position, whereas the intended stem is moved. Closed-class items tend to get stranded, whereas open-class items tend to get moved. (rules of word formation !)  words of rule formation. (rules of word formation !)  words of rule formation. She's already (packed two trunks !)  trunked two She's already (packed two trunks !)  trunked two packs. packs.

18. Language Production: Conversation 1.LISA: Hey Eva there's something I wanted to tell you 1.LISA: Hey Eva there's something I wanted to tell you 2.EVA: mhm 2.EVA: mhm 3.LISA: My brother is coming to town for a visit next week 3.LISA: My brother is coming to town for a visit next week 4.EVA: How nice 4.EVA: How nice 5. LISA: and you know, he broke up with that awful Julie 5. LISA: and you know, he broke up with that awful Julie *last* week *last* week 6.EVA: *how* very nice., when's he getting here? 6.EVA: *how* very nice., when's he getting here? 7.LISA: next Monday 7.LISA: next Monday 8.EVA: Want to go shopping and help me pick out something really attractive before Monday? 8.EVA: Want to go shopping and help me pick out something really attractive before Monday?

19. Features of Conversation Personnel: Participants in a conversation Personnel: Participants in a conversation Speaker(s) and addressee(s) Speaker(s) and addressee(s) Common Ground: Knowledge and beliefs shared by the personnel Common Ground: Knowledge and beliefs shared by the personnel Assumptions about what the other(s) know (s)/believe(s) Assumptions about what the other(s) know (s)/believe(s)

20. The Production of Written Language Three Phases of the Writing Process: - Planning: Setting goals, formulating and organizing ideas. - Translating: Sentence generation. - Reviewing: Evaluating and revising the text.