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    Language Production: Presented by Muhammad Saleem & Abid Hussain Assigned by Ma'Am Sana

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    Baloch Karawan
    The document summarizes the four stages of language production: conceptualization, formulation, articulation, and self-monitoring. 1) Conceptualization is when a speaker thinks of what they want to say based on their knowledge and experience in response to external stimuli. 2) Formulation is when the speaker thinks of the specific words to express their thoughts, deciding how best to reply while considering the message. 3) Articulation is the physical production of speech using organs like the lungs and tongue. It involves training these organs to produce rehearsed or planned speech. 4) Self-monitoring is when speakers listen to their own speech and quickly correct any mistakes, like slips of the

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    Language Production: Presented by Muhammad Saleem & Abid Hussain Assigned by Ma'Am Sana

    Uploaded by

    Baloch Karawan
    164 views20 pages
    The document summarizes the four stages of language production: conceptualization, formulation, articulation, and self-monitoring. 1) Conceptualization is when a speaker thinks of what they want to say based on their knowledge and experience in response to external stimuli. 2) Formulation is when the speaker thinks of the specific words to express their thoughts, deciding how best to reply while considering the message. 3) Articulation is the physical production of speech using organs like the lungs and tongue. It involves training these organs to produce rehearsed or planned speech. 4) Self-monitoring is when speakers listen to their own speech and quickly correct any mistakes, like slips of the

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    by Abid Baloch

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    Age of Chaucer

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    The document summarizes the four stages of language production: conceptualization, formulation, articulation, and self-monitoring. 1) Conceptualization is when a speaker thinks of what they want to say based on their knowledge and experience in response to external stimuli. 2) Formulation is when the speaker thinks of the specific words to express their thoughts, deciding how best to reply while considering the message. 3) Articulation is the physical production of speech using organs like the lungs and tongue. It involves training these organs to produce rehearsed or planned speech. 4) Self-monitoring is when speakers listen to their own speech and quickly correct any mistakes, like slips of the

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    © All Rights Reserved
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    164 views20 pages

    Language Production: Presented by Muhammad Saleem & Abid Hussain Assigned by Ma'Am Sana

    Uploaded by

    Baloch Karawan
    The document summarizes the four stages of language production: conceptualization, formulation, articulation, and self-monitoring. 1) Conceptualization is when a speaker thinks of what they want to say based on their knowledge and experience in response to external stimuli. 2) Formulation is when the speaker thinks of the specific words to express their thoughts, deciding how best to reply while considering the message. 3) Articulation is the physical production of speech using organs like the lungs and tongue. It involves training these organs to produce rehearsed or planned speech. 4) Self-monitoring is when speakers listen to their own speech and quickly correct any mistakes, like slips of the

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    Language Production

    Language Production
    PRESENTED BY
    Presented By
    MUHAMMAD SALEEM
    Muhammad Saleem &
    & ABID HUSSAIN
    Abid Hussain
    ASSIGNED BY MA’AM
    SANA

    Assigned By
    Ma’am Sana
     we have four stages of speech production. These are the
    processes by which humans produce speech. All of the ways
    that we come up with the words we say have been compiled
    into four stages. These stages are not consecutive like
    normal scientific stages. Instead, they are simply classified
    as such. This means that they are not something you go
    through developmentally. Rather they are simply different
    ways in which you may produce speech. We describe each
    one of them so you can learn and understand what they are
    and know how exactly you come up with everything you say.
     According to Levelt there are 4 models for speech
    production:
     Conceptualization
     Formulation
     Articulation
     Self-monitoring
    What is conceptualization?

     The process of conceptualization involve determining what


    to say. These are sometimes also called message level of
    representation.
     The first one is called the Conceptualization Stage. This is
    when a speaker spontaneously thinks of what he or she is
    going to say. It is an immediate reaction to external stimuli
    and is often based on prior knowledge of the particular
    subject. No planning goes into these words and they are all
    formulated based upon the speaker’s knowledge and
    experience at hand. It is spontaneous speech. Examples of
    this can range from answering questions to the immediate
    verbiage (the way in which something is expressed;
    wording or diction.) produced as a result of stubbing your
    toe.
     According to David McNeill primitive linguistic concepts
    are formed as two modes of thought.
    Syntactic Thinking
     syntactic thinking, which creates the sequence of words
    which we typically think of when we talk about how
    language is initiated
     It is segmented and creates the strings of syllables,
    words, phrase, and sentences that together make up
    speech.
    Imagistic Thinking
     The visual component of the conceptualization of
    language that is ultimately manifested in the gestures
    which accompany speech.
    Syntactic thinking and imagistic thinking collaborate
    together to conceptualize conversation.
     Formulation is the second step in language production. It is the eventual
    output of the process. It is easier to formulate than to conceptualize. The
    psycholinguist , Karl lashely, published an essay focused on the
    psychology of language. It concentrated on how speakers produce words,
    sound, sentences and phrases together so rapidly and accurately. He
    talked about how common it is to commit spelling errors when one is
    typing. These slips of the tongue or the pen are not linguistic loss during
    brain damage. They are normal mistakes occurs in everyday speaking
    and writing. We can make back-track and correct it.
     This is when the speaker thinks of the particular words that are going to
    express their thoughts. It occurs almost simultaneously with the
    conceptualization stage. However, this time the speaker thinks about the
    response before responding. The speaker formulates his or her words and
    deciding how best to reply to the external stimuli.
    Phonological encoding

     Here speakers retrieve the pronunciation representations


    that are necessary for articulating the words in the
    utterance.
     Remember that pronunciation representations are
    distinct from meaning.
     Anomia, from Greek words meaning “without” and
    “name.”
     Anomia is a common consequence of injury to many
    language-related areas of the brain. Patients with anomia
    may look at a picture and be unable to retrieve the
    phonological representation, although they can
    demonstrate their understanding of the meaning in other
    ways.
    lexicalization

     In psycholinguistics, lexicalization is the process of going


    from meaning to sound in speech production. The most
    widely accepted model, speech production, in which an
    underlying concept is converted into a word, is at least a
    two-stage process.

     First, the semantic form (which is specified for meaning)


    is converted into a lemma, which is an abstract form
    specified for semantic and syntactic information (how a
    word can be used in a sentence), but not for phonological
    information (how a word is pronounced).
     It is when the message is framed into words, phrases,
    clauses by the speaker.
     Involves translating the conceptual representation into a
    linguistic form
     Includes the process of lexicalization, where words that
    the speaker wants to say are selected
     Includes the process of syntactic planning where words
    are put together to form a sentence
     Involves detailed phonetic and articulatory planning
     Includes the process of phonological encoding, where
    words are turned into sounds
    Articulation

     The third stage is the Articulation Stage. This is when the


    speaker physically says what he or she has thought of
    saying. This is a prepared speech or planned wordage. In
    addition, the words may have been rehearsed such as
    when someone practices a presentation or rehearses a lie.
    It involves the training of physical actions of several
    motor speech organs such as the lungs, larynx, tongue,
    lips, and other vocal apparatuses. Of course, the first two
    stages also involve these organs; however, the
    articulation stage uses these organs multiple times for
    the same word patterns.
    Articulation

     Articulation, often associated with speech production, is the term used


    to describe how people physically produced speech sounds. For people
    who speak fluently, articulation is automatic and allows 15 speech
    sounds to be produced per second.
     An effective articulation of speech includes the following elements –
    fluency, complexity, accuracy, and comprehensibility.
     Fluency:
     Is the ability to communicate an intended message, or to affect the
    listener in the way that is intended by the speaker. While accurate use
    of language is a component in this ability, over-attention to accuracy
    may actually inhibit the development of fluency. Fluency involves
    constructing coherent utterances and stretches of speech, to respond
    and to speak without undue hesitation (limited use of fillers such as
    uh, er, eh, like, you know). It also involves the ability to use strategies
    such as simplification and gestures to aid communication. Fluency
    involves use of relevant information, appropriate vocabulary
    and syntax.
    Articulation

     Complexity:
     Speech where the message is communicated precisely. Ability to adjust the message
    or negotiate the control of conversation according to the responses of the listener,
    and use subordination and clausal forms appropriate per the roles and relationship
    between the speakers. It includes the use of sociolinguistic knowledge – the skills
    required to communicate effectively across cultures; the norms, the knowledge of
    what is appropriate to say in what situations and to whom.
     Accuracy:
     This refers to the use of proper and advanced grammar; subject-verb agreement;
    word order; and word form (excited/exciting), as well as appropriate word choice in
    spoken language. It is also the ability to self-correct during discourse, to clarify or
    modify spoken language for grammatical accuracy.
     Comprehensibility:
     This is the ability to be understood by others, it is related with the sound of the
    language. There are three components that influence one’s comprehensibility and
    they are: Pronunciation – saying the sounds of words correctly; Intonation–
    applying proper stress on words and syllables, using rising and falling pitch to
    indicate questions or statements, using voice to indicate emotion or emphasis,
    speaking with an appropriate rhythm; and Enunciation (“declaration.”)– speaking
    clearly at an appropriate pace, with effective articulation of words and phrases and
    appropriate volume.
    Self-Monitoring

     SELF-MONITORING
     In the stages of production, conceptualization and formulation stages are different
    with self-monitoring stage but similar to the articulation stage which we just
    discussed just now. In this final stage of self-monitoring, we have direct evidence of
    what happening when people compose speech. Speakers not only produce speech
    and listen to one another when they are speaking, they also keep listening to what
    they themselves are saying and if they catch something wrong, they are quick to
    correct the mistake and then continue to converse. Like ourselves when we talk. We
    quickly tend to correct our mistakes when we make mistakes like slips of the tongue.
     All speakers and writers of any language, regardless of their degree of native fluency,
    they will still commit linguistic blunders or mistakes. Mistakes like slips of the
    tongue, typos and misspellings are mistakes normally made by us every day.
    Mistakes are the production problems; they are the troubles you have with your
    linguistic printer which is by your hands and mouth, not by the original software
    which is the brain. For example someone says, the last I knowed about it {I mean
    knew about it}, he already left Malaysia. Another example, she was so drank {I
    mean drunk}, that we decided to drive her home. See? When the speaker realized
    they made a mistake like “The last I knowed about it, I mean knew about it”, they
    quickly corrected it.
    Self-Monitoring

     Mistake is different from error. Errors on the other hand, are believed only made by
    the non-native speakers. This is because the non-native speakers or the second
    language speakers make errors in their speech without realizing it. Since they fail to
    notice the error, they will not immediately correct it. For example, they say, “I have
    ate lunch” when they are supposed to say “I have eaten lunch”. Even when we
    pointed out their error, they will still have difficulty in correcting it. It may be due to
    their first language interference or they are still not fluent in the language itself.
     Do you realize that when we talk, we tend to make ‘uhh’, ‘err’, or ‘umm’ when we are
    not sure what to say next in our speech? For example, I think it costs
    about...uh…twenty-five rupees. These hesitations or when we say, ‘y’know, that
    thing. What is it again?’, these are not mistakes. They are caused from the lack of
    fluency. The intrusive ‘uh’ in the example suggest that the conceptualization phase is
    still in the process of selecting the information to appear at the end of the sentence
    and so the speaker pauses in midway to allow the brain to progress for the last part
    of the sentence, to finish it. Basically, we pause because we want to think first before
    giving a definite answer or reply to the other person.
     To sum it all up, self-monitoring stage assumes that people do not just communicate
    with others, they communicate with themselves. They do not just listen to others,
    they listen to themselves. So it’s like monitoring yourselves when you are speaking
    to make sure you are not making any mistakes in your speech.
    slips of the tongue or tongue-slips

     The scientific study of speech errors, commonly called slips of the tongue or
     tongue-slips, can provide useful clues to the processes of language
    production: they can tell us where a speaker stops to think.

     An spoonerism is an error in speech on words in which corresponding

    consonants, vowels or morphemes are switched between two words in a phrase.


     e.x: “The Lord is shoving leopard” instead of

     “The Lord is a loving shepherd”.

     - we’ll have the hags flung out

     -we’ll have the flags hang out .

     - is the bean dizzy ? Is the Dean busy ?


    Examples of the eight types of errors

     (1) Shift is one speech segment disappears from its


    appropriate place and appears somewhere else.
     : That’s so she’ll be ready incase she decide to hits it. (decides to
    hit it).
     (2) Exchanges are, in fact, double shifts, in which two
    linguistic units exchange places.
     : Fancy getting your model renosed. (getting your nose
    remodeled).
     (3) Anticipations occur when a later segment takes the
    place of an earlier one. They are different from shifts in
    that the segment that intrudes on another also remains in
    its correct place and thus is used twice.
     : Bake my bike. (take my bike).
     (4) Perseverations appear when a earlier segment replaces
    a later item.
     : He pulled a pantrum. (tantrum).
    Examples of the eight types of errors

     (5) Additions add linguistic material.


     I didn’t explain this clarefully enough. (carefully enough).
     (6) Deletions leave something out.
     I’ll just get up and mutter intelligibly. (unintelligibly)
     (7) Substitutions occur when one segment is replaced
    by an intruder. These are different from the
    previously described slips in that the source of the
    intrusion may not be in the sentence.
     Target: Where is my tennis racquet?
    Error: Where is my tennis bat?
     (8) Blends apparently occur when more than one
    word is being considered and the two intended items
    “fuse” or blend into a single item.
     That child is looking to be spaddled. (spanked\paddled).
    Conclusion

     These were the stages of speech production. Think


    about this and start to notice each time you are in
    each stage. Of course, you won’t be able to
    consciously notice what stage you are in all of the
    time. However, once in a while it may be amusing for
    you to reflect on these stages and see how they
    coincide with the words you speak.
     Life is a beautiful gift for all of us. There are millions of
    situations we pass through in our whole life. Every level
    and stage of life has its own value, Sometimes we earn
    and sometimes we learn. No matter in what situation we
    are, We must realize its a part of our life. If We are happy
    we must be thankful to God (Allah Subhana Watala) For
    everything and If are having tough time. We must have
    faith that there is something good on the other side of
    this painful time.
     As it’s mention in Holy Quran.
     “So verily with the hardship there is relief,
    verily with the hardship there is relief –
     Ch. 94:5-6 Quranic Verses“

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