Link to glossary

 

 

 

English Structures

Understanding the Features of Language

Pages: 1, 2, 3, 4, 5 Moodle TESL 551: Crowley   Houts-Smith
 

 

 

 

 

Understanding Meaningfulness

The last section just described the three types of signs: iconic signs, indexical/symptomatic signs, and symbolic signs. Language is based on symbols, which are signs that have an arbitrary relationship to their referents. Because a word is arbitrarily related to its meaning, speakers of a language can make any word refer to anything we want it to, as Shakespeare pointed out, a rose could actually be given another name. Language carries meaning, then, only because the speakers of any one language all agree to use the same symbol (word) to refer to the same thing. This also means that if all speakers agree, they can change the meaning of a word. This, in fact, does happen. All languages change over time, and change is possible because of the arbitrary nature of language.

Activity: Seeing Meaningfulness as Agreement

Consider how the meaning of the word gay has changed over time. Look at the meaning of gay in the the lyrics of the song I Feel Pretty from the movie version of West Side Story, made in 1961. What does gay mean here?

I feel pretty,
Oh, so pretty,
I feel pretty, and witty and gay,
And I pity
Any girl who isn’t me today.

I feel charming,
Oh, so charming--
It’s alarming how charming I feel,
And so pretty
That I hardly can believe I’m real.

See the pretty girl in that mirror there:
Who can that attractive girl be?
Such a pretty face,
Such a pretty dress,
Such a pretty smile,
Such a pretty me!

I feel stunning
And entrancing--
Feel like running and dancing for joy,
For I’m loved
By a pretty wonderful boy!
(Stephen Sondheim, lyricist; retreived from http://www.westsidestory.com)

Now look at the meaning of the word gay that is listed as the final definition in the online Merriam-Webster dictionary:

4 a : homosexual <gay men> b : of, relating to, or used by homosexuals <the gay rights movement> <a gay bar> (http://www.merriam-webster.com)

Now consider the following:

1. What does chick mean?

2. What does stick mean?

3. What does glick mean?

The word glick has no meaning in English. If you're like most people, you came up with a meaning for chick and for stick, but couldn't think of anything for glick. Just to be sure, you might have looked it up in a dictionary and discovered that there this word has no meaning. But why doesn't it? If chick and stick can have meanings, why not glick? The only reason is that the speakers of English have agreed not to give this combination of sounds any meaning. That's the only reason that chick and stick are meaningful, but glick is meaningless.

The changing meanings of words show that the relationship between a word and its meaning is arbitrary. They also show that the meanings in language exist as long as the speakers of the language agree that these should be the meanings. Further evidence that the meaningfulness of words is tied to agreement among speakers is the fact that some combinations of sounds are given meanings, but others aren't. Even if the meaningless combinations follow the rules for putting sounds together, they might not be assigned meaning by speakers of the language.

Meaningfulness

The meanings in language exist as long as the speakers of the language agree that these should be the meanings.


Understanding Creativity

Language has other characteristics, too. The arbitrariness it contains allows for great creativity as well as for changing meanings. In one way, of course, changing meanings is being creative, but there are more ways that language allows for creativity. Let's look at some of these ways.

Activity: Seeing Creativity

Consider the word weird in the following sentences, and think about what part of speech weird is:

1. This has been a weird day.

2. My grandfather was called "Old Weird Harold."

3. What is that weird sound?

What part of speech is weird?

Now consider the word weird in this sentence:

"I like to verb words. Verbing weirds language." (Watterson, B., Calvin and Hobbes comic)

Usually people use weird as an adjective. However, users of English have the freedom to create new uses for a word, and as the Calvin and Hobbes quotation shows, speakers of English can use an adjective as a verb and other speakers will understand it. At this point, some people might say, "Well, wait a minute. I've heard weird used as a verb a lot. I hear people say, 'That weirded me ou.t' Using weird as a verb doesn't seem very creative at all."

Look at what happens in the following sentence, though.

Language is very weirdable.

When presented with the example above, no one in my classes has yet claimed that they have heard the word weirdable before. Yet they are able to rephrase this and explain its meaning. This demonstrates the creative quality of language. Languages allow for novelty and innovation as speakers respond to new thoughts, experiences, and situations. Users of a language can create new words and new sentences never spoken before and still maintain meaningful communication with others.

There is no limit within the language itself on how many different words and how many different sentences we can make. That is: the output of language is infinite.

Creativity

Languages allow for novelty and innovation as speakers respond to new thoughts, experiences, and situations. There is no limit within the language itself on how many different words and how many different sentences we can make.


Understanding Systematicity

The descriptions of meaningfulness and creativity are based on the arbitrary nature of the relationship between langauge signs and their meanings, but while we can see the creativity and meaningfulness, we can also see potential problems with using an arbitrary relationship. Follow the following line of reasoning. If words can have any meanings we want them to, and we can change the meanings that words have, obviously we can create new words. Also we can use old words in new ways. Doesn't all this flexibility result in confusion rather than communication, though? Imagine if one person just decides to change the meaning of a word one day, and then uses it with a different meaning the next. How can anyone figure out what is meant? Shouldn't we have chaos? Doesn't that suggest that every statement we make has infinite meanings? What makes it possible for communication to happen when chaos seems more likely a result of using arbitrary relationships?

Activity: Seeing Systematicity

Read each sentence aloud and fill in the blank at the end of the second sentence.

  This is a wug. bird
     
  Now we have two ? birdbird

Did you say "two wugs?" Why did you decide to add an -s at the end of the word? Did you know that word already?

Read each sentence aloud and fill in the blank at the end of the second sentence.

  This is a goose. Image of single goose
     
  Now we have two ? Image of two geese.

Did you say "two geese?" or did you say "two gooses?" You know that the plural for goose is geese.

Your choices filling in the blanks in the sentences above demonstrate that while users of a language can create new words and give new meanings to old words, they choose to follow rules even while being creative. As you saw, you know that the rule for making plural nouns in English is to add an -s, even though wug is a new word for the language and you have never heard its plural before. Even though there are other choices available in English, such as irregular plural forms, you chose not to use the irregular forms for the new word. This means that speakers of a language fit innovation into an existing system, choosing to follow the most predominant features of that system.

Discussion - Lesson 1, Page 3

Systematicity

Even though meaning is arbitrarily attached to words and speakers have the creativity to make new words and an infinite number of sentences, there are rules that speakers follow when they use a language. These rules create a system that puts boundaries on the arbitrariness and the creativity that language has. This creates stability instead of chaos in a language.

Continue to Part 4

American Sign Language The sign language used by the deaf community in the United States.
Test of English for International Communication. A standardized exam for Educational Testing Services that is intended to determine the general capability of an NNSE to use English to conduct business. It is used by some businesses, predominantly in Asia, in hiring.
Test of English as a Foreign Language. A standardized exam from Educational Testing Services that is intended to determine the general capability of an NNSE to use English as the language of insruction .It is used as an admissions requirement by most US universities and colleges for international students.
Teaching English to Speakers of Other Languages. A term that encompasses both TEFL and TESL. It is the name of the professional organization to which many teachers belong. TESOL the organization has many regional affiliates both in the US and abroad.
Teaching English as Second Language. Refers to the activity of teaching the English language as a tool necessary for some daily task like instruction, shopping, or interpersonal interactions.
Teaching English as a Foreign Language. Refers to the activity of teaching the English language as an intellectual, academic pursuit to non-native speakers of English.
Native Speaker of English. Refers to a person who acquired English in infancy and young childhood as a first language.
Native Speaker. Refers to a person whose relationship to a language is that it was encountered in infancy and young childhood as the dominant language of the environment.
Non-Native Speaker of English. Refers to a person who didn't acquire English as a first language, but came to it after another language was established.
Non-Native Speaker. Refers to a person whose relationship to a particular language is that he/she didn't encounter it while initially acquiring language, but came to it after another language was established.
Limited English Proficient. An adjectival phrase used to refer to the same students as ELL refers to. LEP is falling into disuse as it focuses attention on student deficiency rather than on the positive attribute of learning. Is being replaced by ELL.
Second Language. Refers to any language gained subsequent to the first or native language. It is acquired or learned secondarily to the native language. Doesn't refer to the ordinal numbering of languages, only to the relationship of a particular language to a persons native language.
First Language. Refers to the language that an individual encounters as an infant and young child; a persons native language.
English for Specific Purposes. Refers to the goal of learning English to use it for highly focused activity, such as for business or for aviation communication.
English as a Second Language Program. refers to a school program that is purposefully structured to provide instruction on the English language to NNSEs. An ESL program does not typically include instruction in any other subjects than English. An ESL program may be a component of a larger ELL program at a school.
English as a Second Language. Refers to the subject matter of the English language and the methodology for teaching the English language to non-native speakers. ESL makes no reference to the subjects other than English, but it is not methodology alone either, it refers to teaching the English language as content area. Typically, ESL refers to the study of English in a country where it is used for at least one daily task, such as instruction, interpersonal relations, or shopping.
English Langauge Learner Program. Refers to a school program that is purposly structured to provide instruction on the English language and instruction in other content areas to English Language Learners.
English Language Learner. Refers to students who are in the process of learning English, whether they are in ESL classes exclusively or a combination of ESL classes and other subject area classes.
English as a Foreign Langauge. Refers to the study of English as an intellectual, academic pursuit, not a a language whose use is necessary or desirable for daily life, although it may be used as a research tool. Typically, EFL is the study of English in a country where English is not a language of instruction or daily interactions, such as in Italy or in Saudi Arabia.
English for Academic Purposes. Refers to the goal of learning English to use it as the language of instruction for other subject areas.
Refers to a school program that is purposely structured so that students will use two languages on a daily basis.
Refers to the use of two languages in any capacity on a daily basis. A bilingual person uses two languages on a daily basis--for work and at home, perhaps, or for different subjects at school. Can also refer to the ability to use two languages, even if not used daily.