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 [1st, 2ndorder] ◦ 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 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 “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 “Discourse type” example: Telling a Story Description ◦ Level ◦ Content ◦ Order ◦ Relations “problems” Can you think of times people don’t follow these rules? Discourse Plans 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 Illocutionary Content Cooperative Principle Grice’s Maxims ◦ Relation ◦ Quality ◦ Quantity ◦ Manner Implicature Examples: Sentence Plans: Illocutionary 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 Thematic Structure ◦ ◦ ◦ ◦ Frame and Insert Given and New Information Subject and Predicate (e.g., active/passive) Example: P1: P2: P3: Dr. Baldwin has a son His son’s name is Chris Chris is a National Merit Finalist P1: P2: P3: P4: Baldwin has a daughter His daughter’s name is Katie Baldwin gave Katie cello Cello (known) is full-size Sentence Plans: Thematic 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 Thematic Structure Example: You are visiting a friend who has a painting… Art museum Stranger Stranger is Mr. Dali Constituent Plans 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 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 What do articulation errors tell us about the thought processes involved in creating articulation? The Articulation Process Errors & Examples Name of Error Example Silent pause Turn on the // heater switch Filled pause Turn on, uh, the heater switch Repeats Turn on the heater / the heater switch False starts (untraced) Turn on the stove /heater switch False starts (retraced) Turn on the stove / the heater switch Corrections Turn on the stove—I mean, the heater switch Interjections Turn on , oh, the heater switch Stutters Turn on the h-h-h-heater switch Slips of the tongue Turn on the sweeter hitch. Articulation 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 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 Juncture pauses (grammatical junctures) Constituent boundaries Before first content word of constituent (argues for primacy of content words). Pauses Stephanie Stephanie Stephanie Stephanie would would would would Interjections like, oh, carrots. like—ah, carrots. like, well, carrots. like, say, carrots 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 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 5step articulation program that Clark & Clark suppose What are the implications for how we produce language? Discussion Exercise 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 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 shrinksRosa date shranks Articulation woes 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 wanna gecha oniz catamaran. Articulation Woes Spoonerisms: http://www.matthewgoldman.com/spoon/ rindercella_2.html Ladle Rat Rotten Hut: http://www.exploratorium.edu/exhibits/la dle/index.html The Anguish Languish webpage: http://www.justanyone.com/allanguish.ht ml Cinderella—Told Sideways
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