Understanding the

language system:
insight from Garman
(1990)
A Comprehensive Exploration of linguistic Components and
Cognitive Process
INTRODUCTION

 Overview of the linguistic System

Definition:
 The language system refers to the complex structure and cognitive
processes that govern how humans acquire, comprehend, and
produce language. It encompasses various components, such as
phonology, morphology, syntax, semantics, and pragmatics( Garman,
1990)
 Significance in Linguistics and Psycholinguistics:
 Linguistics: Studies the formal aspects of language structure,
including grammar and vocabulary.
 Psycholinguistics: Explores the cognitive processes involved in
language use, focusing on how language is processed in the brain
and how it is learned.
Importance of Understanding
Language Acquisition and
Processing
Understanding the language system aids in comprehending how
children learn languages and how adults process language in real-
time.
 Insights from this field inform educational practices, speech therapy,
and our understanding of language disorders.
Key Components of the Language
System
 Phonology
 Definition: The study of the sound system of a language, focusing on how sounds
function and are organized.
 Key Element: Phonemes are the smallest units of sound that can distinguish meaning
(e.g., /b/ in "bat" vs. /p/ in "pat").
 Importance: Essential for understanding speech sounds and their combinations,
which is crucial for literacy and communication.
 Morphology
 Definition: The study of the structure of words and how they are formed from
morphemes, the smallest meaningful units in a language.
 Key Element: Morphemes can be roots or affixes (e.g., "un-", "happy", "-ness" in
"unhappiness").
 Importance: Understanding morphology helps in word formation and comprehension
of grammatical variations (e.g., tense changes)
Components of the Language
System
 Syntax
 Definition: The set of rules that govern sentence structure and word order.
 Key Element: Syntax dictates how words combine to form phrases and sentences
(e.g., subject-verb-object order in English).
 Importance: Mastery of syntax is necessary for constructing grammatically correct
sentences and conveying clear meaning.
 Semantics
 Definition: The study of meaning in language, including how words and sentences
convey meaning.
 Key Element: Semantics explores relationships between linguistic forms and their
meanings (e.g., idiomatic expressions like "kick the bucket").
 Importance: Understanding semantics is crucial for interpreting language
accurately and grasping both literal and figurative meanings.
summary

 Garman's examination of the language system offers valuable

insights into the intricate components and cognitive processes
involved in language acquisition and use. By exploring key areas such
as phonology, morphology, syntax, semantics, and pragmatics,
Garman presents a comprehensive framework that illustrates how
these elements interact to form a cohesive linguistic structure.
 Language Acquisition

 Introduction:

 Definition
 Language Acquisition:
 The natural and subconscious process through which individuals learn to
understand and communicate in their native language.
 Importance
 Cognitive Insights:
 Provides valuable insights into human cognitive abilities and the nature of learning.
 Educational Implications:
 Informs effective educational practices for teaching languages, enhancing
language instruction methods.
 Stages of language acquisition
 Pre-Talking Stage (0-6 months)
 Description:
 Infants begin to recognize sounds and speech patterns.
 Key Features:
 Attunement to the rhythms and melodies of their native language.
 Ability to distinguish between different phonetic sounds.
 Babbling Stage (6-12 months)
 Description:
 Infants produce repetitive consonant-vowel combinations.
 Examples:
 Common sounds include "ba-ba," "da-da," and "ma-ma."
 Significance:
 This stage is crucial for developing the physical skills needed for
speech
Stages of language acquisition

 Holophrastic Stage (12 months)

 Use of single words to convey complete ideas (e.g., "milk").
 Two-Word Stage (18-24 months)
 Simple combinations (e.g., "want cookie").
 Telegraphic Stage (2-3 years) Use of three or more words, omitting
less critical words (e.g., "want more juice").
 Multi-Word Stage (3-4 years)
 More complex sentences and expanded vocabulary (e.g., "I want to
play with my toys").
 Theoretical Perspectives on
Language Acquisition
 Nativist Theory
 Proposed by Noam Chomsky.
 Key Concept:
 Suggests the existence of an innate "language acquisition device"
(LAD).
 Implications:
 Children are born with an inherent ability to learn language.
 Language development is largely independent of environmental facto
Theoretical Perspectives on
Language Acquisition
 Behaviorist Theory
 Associated with B.F. Skinner.
 Key Concept:
 Language learning occurs through imitation, reinforcement, and
conditioning.
 Children learn to speak by mimicking adults and receiving positive
feedback for correct usage.
Theoretical Perspectives on
Language Acquisition
 Interactionist Theory
 Emphasizes the role of social interaction in language learning.
 Children acquire language through meaningful conversations with
caregivers and peers.
Bilingual Language Acquisition

 Cognitive Flexibility
 Definition:
 Bilingual children exhibit cognitive flexibility, allowing them to switch
between languages depending on context and conversational
partners.
 Example
 Language Use in Context:
 A bilingual child may use:
 English at school with friends.
 Spanish at home with family.
conclusion

 In conclusion, both the Nativist and Behaviorist theories provide valuable

insights into the complex process of language acquisition. The Nativist
theory emphasizes the innate abilities that enable children to learn
language naturally, suggesting that humans are born with a built-in capacity
for language learning. In contrast, the Behaviorist theory highlights the
significant role of environmental factors, asserting that language is acquired
through imitation and reinforcement from caregivers and peers.
 The Interactionist Theory, first proposed by Jerome Bruner in 1983,
emphasizes the critical role of social interaction and the environment in
language acquisition while acknowledging the innate biological
predispositions for language learning. This theory bridges the gap between
the Nativist and Behaviorist perspectives by asserting that children learn
language not only through their inherent capabilities but also through
meaningful interactions with caregivers and peers.
Nature vs Nurture in
Language Acquisition
Exploring Genetic and Environmental Influences
 Introduction

 The nature versus nurture debate examines the roles of genetic

predispositions (nature) and environmental influences (nurture) in
language acquisition.
 Purpose of the Presentation:
 Explore both perspectives and their interaction in language
development.
Nature Perspective in Language
Acquisition
 Innate Capacity for Language
 Definition:
 Humans are born with an innate capacity for language, suggesting that language learning is a
natural process rather than solely a learned behavior( Noam Chomsky).
 Noam Chomsky: Introduced the concept of the Language Acquisition Device (LAD), a
hypothetical tool in the brain that enables children to acquire and produce language.
 Example for nature:
 Certain brain structures are organized to support language processing, indicating an inherent
biological capacity.
 Key Concepts
 Universal Grammar:
 An internalized set of grammatical rules common to all languages, which allows children to
understand and generate language structures.
 Chomsky suggests that all human languages share a common underlying structure, despite
their apparent differences.
Nurture Perspective

 Environmental Influences:
 Emphasizes the importance of social context and interaction in
language development.
 Behaviorist theories proposed by B.F. Skinner, which argue that
children learn language through reinforcement and imitation.
 Examples:
 Children acquire language by interacting with caregivers who provide
linguistic input and feedback.
 Language development is shaped by environmental influences, not
just innate abilities.
conclusion

 In conclusion, the nature versus nurture debate is a longstanding

discussion in psychology that examines the roles of genetic
predispositions (nature) and environmental influences (nurture) in
language acquisition. Both perspectives significantly contribute to our
understanding of how children develop language skills.
 Research acknowledges that successful language acquisition relies
on a combination of both innate abilities and rich linguistic
environments.
Linguistic Competence and
Language Performance
The Foundations of Language Use
INTRODUCTION

 Importance of Studying Language:

 Enhances communication skills and cultural understanding.
 Fosters respect and empathy toward different cultures.
 Supports cognitive development and critical thinking.
 Noam Chomsky's Contributions:
 Introduced the concepts of linguistic competence and language
performance.
 Emphasized the distinction between inherent language knowledge
and actual language use.
Concepts of Linguistic Competence

 Definition:
 Linguistic competence is the mental representation of a speaker's
knowledge about their language (Chomsky, 1965). It encompasses the rules
and structures that govern language use, independent of actual speech.
 Components:
 Grammar Rules:
 The systematic principles that dictate how sentences are structured,
including syntax (sentence formation) and morphology (word formation)
(Radford, 2004).
 Vocabulary:
 The set of words and phrases that a speaker knows, including their
meanings and uses in different contexts.
Concepts of Language Performance

 Definition:
 Language performance refers to the actual use of linguistic
competence in communication. It encompasses how individuals
produce and comprehend language in real-world situations (Chomsky,
1965).
 Influencing Factors:
 Memory: Limitations in working memory can affect sentence
construction and comprehension during conversation.
 Context: Social and situational contexts influence how language is
used, including choice of words and formality.
 Emotional State: Emotions can impact clarity and coherence in
speech, potentially leading to misunderstandings or errors.
 Conclusion

 Importance of Understanding Both Concepts:

 Recognizing the distinction between linguistic competence and language
performance is essential for a comprehensive analysis of language behavior.
This understanding helps linguists, educators, and researchers to better
interpret how language functions in various contexts (Chomsky, 1965).
 Insights into Language Comprehension and Production:
 Linguistic competence provides a framework for understanding the
underlying knowledge that enables language use, while language
performance reveals the practical application of that knowledge in real-
world communication.
 Together, these concepts illustrate the complexities of human
communication and highlight the factors that influence how language is
produced and understood.
REFERENCES

 Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.

 Koay, J. (2021). What is linguistic competence? EduMaxi.
 Levelt, W. J. M. (1989). Speaking: From Intention to Articulation. MIT
Press.
 Garman, M. (1990). Psycholinguistics. Cambridge University Press.