Linguistic competence and performance group5
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This document discusses the concepts of linguistic competence and performance. It defines linguistic competence as an idealized knowledge of language that allows people to understand and generate sentences, including novel ones. Linguistic performance refers to the actual use of language in real-world speech and writing, which can involve errors or imperfections. The document provides examples to illustrate the difference between what speakers know about language rules versus how they apply that knowledge in practice.
Linguistic competence and performance group5
- 1. Linguistic competence and performance By 王哲君 李萍 黄丽茵 程粉香 Class 0207
- 2. What are linguistic competence and performance?
- 3. According to Chomsky, competence is the ideal speaker/hearer, i.e. an idealized but not a real person who would have a complete knowledge of language. This means a person’s ability to create and understand sentences, including sentences they have never heard before. Performance is the actual use of the language by individuals in speech and writing.
- 4. Act 1 Place : in the classroom Teacher Huang Liyin Hattie Li Ping
- 5. Five minutes later… VERY VERY VERY VERY VERY
- 6. Speakers’ linguistic knowledge permits them to form longer and longer sentences by joining sentences and phases together or adding modifiers to a noun. whether you stop at three, five or eighteen adjectives, it is impossible to limit the number you could add if desired. Very long sentences are theoretically possible, but they are highly improbable. Evidently, there is a difference between having the knowledge necessary to produce sentences of a language, and applying this knowledge. It is a difference between what you know, which is your linguistic competence, and how you use this knowledge in actual speech production and comprehension, which is your linguistic performance.
- 7. When we speak, we usually wish to convey some message. At some stage in the act of producing speech, we must organize our thoughts into strings of words. Sometimes the message is garbled. We may stammer, or pause, or produce slips of the tongue. We may even sound like the baby, who illustrates the difference between linguistic knowledge and the way we use that knowledge in performance.
- 8. when the baby see an apple...
- 9. The apple looks lovely… It must be delicious… I want to eat it… Apple want!!
- 10. Gleitman Professor of Psychology. He once recorded a talk between a seven year old girl and her mother .
- 11. Act 2 Mother---------- Huang Liyin Little girl----Cheng Fenxiang Professor----------Li Ping
- 12. Linguistic competence of native language One can recognize whether the word belongs to his native language. e.g. Slip slib sbill * *
- 13. Linguistic competence of native language He also can know the morphology, such as prefix, suffix. e.g. Re-cuddle nonderiveable en-rich-en *
- 14. Linguistic competence of native language He can distinguish sentence and non-sentences. e.g. The accident was seen by thousands. The accident was looked by thousands. *
- 15. Linguistic competence of native language He can distinguish some sentences which have the same structure but the different meanings. e.g. The cow was found by the stream. The cow was found by the farmer.
- 16. Linguistic competence of native language He can know some sentences with different structure, but related meanings. e.g. The police examined the bullet. The bullet was examined by the police.
- 17. The dispute about the derivation of linguistic competence Produced by the influence of the environment. Produced by both influence of the environment and human inherent ability. It is the human inherent ability.
- 18. 语言能力 语言以外的因素 语言运用机制 语义 句法 语音 大脑机制 语言使用 产生 理解
- 19. The end ^_^