Four Main Linguistic School of Thought by Echavez, Cristy Joy L..pptx

Four Main Linguistic School of Thought

1. RIDDLE, RIDDLE ON THE WALL!

2. I'm not alive, but I can speak; With different sounds, my words I tweak. In "cat" and "bat," I change just one; Guess what I am, when day is done? RIDDLE, RIDDLE ON THE WALL!

3. Phonology is the study of the sounds of language and how they interact to form words . It deals with the different sounds (phonemes) that can change the meaning of words, such as the difference between "cat" and "bat" being just one sound (/k/ vs. /b/). RIDDLE, RIDDLE ON THE WALL! I am PHONOLOGY!

4. I'm not a word, but I make them new; With prefixes, suffixes, and roots too. I change the form, I change the meaning, In language, I'm quite the key thing. RIDDLE, RIDDLE ON THE WALL!

5. Morphology is the study of how words are formed and the structure of words. It deals with prefixes, suffixes, and roots that can change the form and meaning of words. RIDDLE, RIDDLE ON THE WALL! I am MORPHOLOGY!

6. In sentences I hold the sway, Arranging words in a certain way. Subject, verb, object, too, I dictate how ideas flow through. RIDDLE, RIDDLE ON THE WALL!

7. Syntax refers to the rules that govern the structure of sentences in a language, including how words are ordered to form meaningful expressions. It determines the arrangement of subjects, verbs, objects, and other. RIDDLE, RIDDLE ON THE WALL! I am SYNTAX!

8. I'm not the words you speak aloud, But I give meaning, clear and proud. From "cat" to "lion," big or small, I define what words mean overall. RIDDLE, RIDDLE ON THE WALL!

9. Semantics is the study of meaning in language. It concerns the relationships between words, phrases, and sentences and their meanings. Semantics defines the meanings of words and how they are interpreted in different contexts, distinguishing between different shades of meaning (e.g., "cat" vs. "lion") RIDDLE, RIDDLE ON THE WALL! I am SEMANTICS!

10. I'm not just what you say, but how and why, In conversations, I'm the guide nearby. From politeness to intentions, subtly shown, I navigate the meaning you condone. RIDDLE, RIDDLE ON THE WALL!

11. Pragmatics is the study of how context influences the interpretation of language. It deals with the ways in which people use language in social situations to achieve their goals, convey meaning indirectly, or imply different meanings beyond the literal words spoken. Pragmatics considers factors such as politeness, intentions, and the shared knowledge between speakers and listeners that affect communication. RIDDLE, RIDDLE ON THE WALL! I am PRAGMATICS!

12. Thank you for participating!

13. FOUR MAIN LINGUISTIC SCHOOLS OF THOUGHT Prepared by: Ms. Cristy Joy L. Echavez

14. INTRODUCTION Linguistics is the scientific study of language, and its focus is the systematic investigation of the properties of particular languages as well as the characteristics of language in general.

15. Linguistic schools of thought are different frameworks for understanding how language works. INTRODUCTION

16. FUNCTIONALISM focuses on how language is actually used in everyday life focuses on the role of language in communication examines how language is used in different contexts to achieve specific goals, such as expressing emotions, conveying information, or influencing others

17. FUNCTIONALISM focuses on phonological, semantic, syntactic, as well as the pragmatic functions of language emphasizes the importance of social context, usage, and the communicative function of the grammar, phonology, orthography, and more, of a language

18. FUNCTIONALISM the Prague School was leading this theory can be traced back to its first meeting under the leadership of V.Mathesius Mathesiusin in 1926 practiced a special style of synchronic linguistics, and its most important contribution to linguistics is that it sees language in terms of function

19. FUNCTIONALISM The London school on the other hand, was under the leadership of Firth's, theorizing mainly about phonology and semantics, and how language is a means of doing things and making others do things.

20. FUNCTIONALISM Functionalism, as characterized by Allen, (2007:254) “holds that linguistic structures can only be understood and explained with reference to the semantic and communicative functions of language, whose primary function is to be a vehicle for social interaction among human beings.”

21. STRUCTURALISM Ferdinand de Saussure is credited as the Father of Structuralism focuses on the idea that languages are fixed systems made up of many different units that connect with each other this school of thought marked a shift from historical linguistic analysis to non-historical analysis. Later on, other linguists would come to see structuralism as rather out-of-date

22. STRUCTURALISM emphasizes the underlying structure of language. aims to identify the fundamental units of language, such as phonemes, morphemes, and syntactic structures, and their relationships to each other. Bloomfield was a leader when it comes to the American structuralism, along with Boas & Sapir, and the researchers of what is known the post-bloomfieldian linguistics.

23. GENERATIVISM The work of Noam Chomsky became the basis for the generativism approach to linguistics. It was originally a way to explain how humans acquire language in the first place, but soon it came to be used to explain the different phenomena that occur in all natural languages.

24. GENERATIVISM aims to understand the innate capacity for language in humans proposes that the human mind contains a universal grammar, a set of rules that govern the structure of all languages

25. GENERATIVISM suggests that language is made up of certain rules that apply to all humans and all languages. This led to the theory of “universal grammar”, that all humans are capable of learning grammar. All of this was developed in the second half of the 20th century, with Noam Chomsky taking into account the work of Zellig Harris as well.

26. GENERATIVISM Main Principle of Generativism All humans are born with an innate capacity for language and that this capacity shapes the rules for what is considered “correct” grammar in a language. emphasizes the concepts of universal grammar and language acquisition

27. COGNITIVISM emerged as a reaction to generativist theory in the 1970s and 1980s states that language emerges from human cognitive processes. challenges “universal grammar” by suggesting that grammar is not something that all humans can inherently understand, but rather it is learned by using language.

28. COGNITIVISM focuses on the mental processes involved in language investigates how language is acquired, stored, and processed in the mind. led by theorists like Ronald Langacker and George Lakoff, cognitive linguists propose that language is an emergent property of basic, general-purpose cognitive processes.

29. Functionalism Structuralism Generativism Cognitivism Language serves communication. Language has underlying structure. Humans have innate language capacity. Language is a cognitive process. Context shapes language use. Language is composed of units. Universal grammar governs languages. Language is represented in the mind. KEY PRINCIPLES OF EACH SCHOOL Each school of thought emphasizes distinct aspects of language and has its own core principles that guide its research and understanding.

30. Thank you for listening!