Psycholinguistics ( Le ecture 3) (心理语言学) Jiang men Sichuan International Studies University Mar 2013
Psycholinguistics (Lecture 3) （心理语言学） Jiang Meng Sichuan International Studies University Mar.2013
Part Three Language Production
Part Three Language Production
Part Three Language Production Production of monologic speech Production of Dialogic Speech
Part Three Language Production ◼ Production of Monologic Speech ◼ Production of Dialogic Speech
Production of Monologic speech ■ Introduction Analysis of speech Errors as a means to Study speech Production The Stages of Speech Production An Integrated Model: Levelt's Speaking Model a Insights from Sign Language Production Home
Production of Monologic Speech ◼ Introduction ◼ Analysis of Speech Errors as a Means to Study Speech Production ◼ The Stages of Speech Production ◼ An Integrated Model: Levelt’s Speaking Model ◼ Insights from Sign Language Production Home
Introduction Language production, which involves going from thought to speech, is intrinsically more difficult to study than language comprehension, which involves going irom speech to thought a Consequently, far more is presently known about receiving language than producing it Home
Introduction ◼ Language production, which involves going from thought to speech, is intrinsically more difficult to study than language comprehension, which involves going from speech to thought. ◼ Consequently, far more is presently known about receiving language than producing it. Home
Analysis of Speech Errors as a Means to Study Speech Production Speech Errors: the concept Types of Speech Errors Common Properties of Speech Errors Explanation of Speech Errors Home
Analysis of Speech Errors as a Means to Study Speech Production ◼ Speech Errors: the concept ◼ Types of Speech Errors ◼ Common Properties of Speech Errors ◼ Explanation of Speech Errors Home
Speech Errors: the concept ■ Speech error refers to‘ slip of the tongue By determining whether there are consistent patterns in when and where speech errors occur, people are able to examine the role of linguistic units in the production of speech An example(p 193) You have hissed my mystery lectures. I saw you fight a liarin the back quad. In fact, you have tasted the whole worm ◆ Intended to mean to You have missed my history lectures. I saw you light a fire in the back quad. In fact, you have wasted the whole worm Home
Speech Errors: the concept ◼ Speech error refers to ‘slip of the tongue’. ◼ By determining whether there are consistent patterns in when and where speech errors occur, people are able to examine the role of linguistic units in the production of speech. ◼ An example (p.193): ◆ You have hissed my mystery lectures. I saw you fight a liar in the back quad. In fact, you have tasted the whole worm. ⧫ Intended to mean: You have missed my history lectures. I saw you light a fire in the back quad. In fact, you have wasted the whole worm. Home
Types of Speech Errors Eight Categories(p. 194 Table 8-1) Shit(转移) That's so she'll be ready in case she decide to hits it ( decides to hit it) ◆ Exchange(倒置) o Fancy getting your model renosed(getting your nose remodeled ◆ Anticipation(提前) o Bake my bike( take my bike) ◆ Perseveration(延缓) He pulled a antrum(tantrum) Home
Types of Speech Errors ◼ Eight Categories (p.194 Table 8-1) ◆ Shift (转移) ⧫ That’s so she’ll be ready in case she decide to hits it (decides to hit it) ◆ Exchange (倒置) ⧫ Fancy getting your model renosed (getting your nose remodeled) ◆ Anticipation (提前) ⧫ Bake my bike (take my bike) ◆ Perseveration (延缓) ⧫ He pulled a pantrum (tantrum) Home
◆ Addition(添加 o I didnt explain this carefully enough(carefully enough ◆ Deletion(减少) . Ill just get up and mutter intelligibly(unintelligibly Substitution(代替) At low speeds it's too light(heavy) ◆ Blend(混合) That child is looking to be paddled (Spanked/paddled) Home
◆ Addition (添加) ⧫ I didn’t explain this clarefully enough (carefully enough). ◆ Deletion (减少) ⧫ I’ll just get up and mutter intelligibly (unintelligibly) ◆ Substitution (代替) ⧫ At low speeds it’s too light (heavy). ◆ Blend (混合) ⧫ That child is looking to be spaddled (spanked/paddled) Home
Common Properties(pp. 194-7) Speech errors are hardly random. They are found to occur in highly regular patterns Common properties o Elements that interact with one another come from similar linguistic environments o The little burst of baden(beast of burden You're not a poojin pitter-downer, are you?(pigeon putter-downer Children interfere with your nife lite(night life co Initial segments for initial; middle for middle, final for final o Elements that interact with one another are phonologically similar o Sesame street crackers(sesame seed crackers) os Consonants exchanged or shifted with consonants, not vowels Home
Common Properties (pp.194-7) ◼ Speech errors are hardly random. They are found to occur in highly regular patterns. ◼ Common properties ◆ Elements that interact with one another come from similar linguistic environments ⧫ The little burst of beaden (beast of burden) ⧫ You’re not a poojin pitter-downer, are you? (pigeon putter-downer) ⧫ Children interfere with your nife lite (night life). Initial segments for initial; middle for middle; final for final. ◆ Elements that interact with one another are phonologically similar. ⧫ Sesame Street crackers (sesame seed crackers). Consonants exchanged or shifted with consonants, not vowels. Home