The Importance of Studying the Slips of the Tongue
Harely (2001) asserted that studies analyzing speech errors have enabled psycholinguists to propose models that explain the processing stages of the speech production in the brain. Similarly , Field (2005) claimed that speech errors show the order of the levels that the speakers go through to combine sounds, words, phrases, and sentences for producing the speech.
An example of speech production model that describes the levels of processing speech is Levelt's (1989) model. In this model, there are four stages of processing in the production of speech including: sentence construction, lexical access, positional patterning, and articulatory planning. In the first level, the speaker constructs his ideas and intentions. In the second level, the speaker transforms his intentions and ideas into words. In the third level, the speaker orders the word and phrases in patterns. In the fourth level, the speaker, "activates a series of verbal gestures through articulating planning" (MacWhinney, 2001, p.12346).
Moreover, Field (2005) revealed that speech errors are able to provide psycholinguistics with information about the words storage and retrieval from the mental lexicon. Field explained that by classifying the speech errors into: selection errors and assemblage errors. The selection errors refer to inability of the speakers to retrieve the words that they want to produce. Substitution is an example of selection errors because the speakers may substitute one word for another word or even non-word. The selection errors indicate that the meaning and form are responsible for connecting words in the mental lexicon of the speakers. In addition, they reveal that the speakers retrieve word...
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Radulescu, A. (2011). 'SLIPS OF THE TONGUE' - A PSYCHOLINGUISTIC APPROACH. Economics, Management and Financial Markets, 6(2), 768-772. Retrieved from http://search.proquest.com/docview/884338941?accountid=142908
Slip of the tongue (2014) in Camberige Dictionary Online. Retrieved from http://dictionary.cambridge.org/dictionary/british/slip-of-the-tongue?q=slip+of+the+tongue
Stagni (1987) Slips of the tongue in Arabic. In In M. Eid (Ed.), (1990). Perspectives on arabic linguistics : Papers from the annual symposium on arabic linguistics, volume I : Salt lake city, utah. Philadelphia, PA, USA: John Benjamins Publishing Company.
The article The Strange Persistence of First Languages by Julie Sedivy was an intriguing and eye-opening piece of writing to read. The concepts she brought to life through her explicit writing revealed many things I had never heard of before. The further I read, the more I wanted to know and the deeper my interest became. As a monolingual, this article was insightful, captivating and ultimately provided me with a new perspective on language.
From the time Caroline began preschool she had a severe speech sound disorder. She had a lisp along with difficulty producing what she referred to as harsh sounds, such as the sound /r/. The lisp caused difficulty in producing /th/ which was produced in the form of /s/. The sounds that gave her the most trouble were the lingua-dental. There was extreme difficulty in the articulation of her tongue to produce the sounds, and in order to compensate for not being able to say the words properly she began to omit the sounds she could not produce. Her speech language pathologist explained to her that she had a lazy tongue. It was described to her that she did not know how to properly move her tongue in the specific ways to produce the specific sounds. When Caroline was asked what she thought had caused her speech disorder, she thought it was because she had a delay in her verbal abilities and poor mouth structure as her mouth was narrow, and teeth were very crooked. However, the underlying cause was not known.
This research is intended to analyze the transcript of a child’s speech. The target child is a female named Majorie who is 2 years and 3 months old. The transcript is from The Journal of Applied Developmental Psychology. The linguistic aspects that will be examined are the phonological processes of the child including speech errors, syllable shapes, and her phonetic inventory consisting of manner and place of articulation. Included in the analysis will be her stage and development of lexical knowledge and what words she uses.
It is more basic and more widespread than traditional phonics programs. A primary cause of decoding and spelling problems is with the challenge of judging sounds within words. This is called phonemic awareness. Weak phonemic awareness causes individuals to add, omit, substitute and reverse sounds and letters within words. Many children and adults experience the symptoms of weak phonemic awareness. This causes weakness
Speech Language Pathology helps solve or improve situations with language and speech. Some of the things that works are: articulation, fluency, and oral motor disorders. In the articulation disorders we can found: the difficulties in producing sound and the correct pronunciation of words. In the other hand the fluency and the oral motor disorders we found di...
In respect to the distinction of voice, Turner uses the example of a Gullah speaker saying, “they beat him” instead of the English syntactic phrase, “he was beaten” (Turner, 209). Thus, distinctive voice is eliminated by the use of the objective case as opposed to passive verbs in English. This syntactical framework can be found in the African languages of Ewe, Yoruba, Twi, Fante, and Ga (Turner, 209). Similarly to the languages of Ewe and Yoruba, the verb /de/ is the Gullah language is used as a prepositional verb. Also, in the Gullah language verbs are often used in pairs or phrases, which is reflective of the languages of the Ewe and Twi people (Turner,
Languages are continually changing and developing, and these changes occur in many different ways and for a variety of reasons. Language change is detectable to some extent in all languages, and ‘similar paths of change’ can be recognised in numerous unrelated languages (Bybee, 2015, p. 139). Since users of language all over the world have ‘the same mental processes’ and ‘use communication for the same or very similar ends’ (Bybee, 2015, p. 1), similar changes occur on the same linguistic aspects, and in many cases these changes produce similar results in multiple languages. However, language change is limited by the function it performs. Languages must be learnt to such an extent which allows communication between the generation above and below one’s own (McMahon, 1994, p. 5). Hence language change is a gradual, lethargic process, as only small changes in
Stuttering is a disorder of oral communication and it is characterized by disruptions in the production of speech sounds, also called "disfluencies" (American Speech-Language-Hearing Association, 2014). It usually emerges in childhood and affects around 5% of the population (Guitar, 2006), even though there is some variation in the incidence of stuttering in different studies. During infancy, it is common for children to present dysfluency because of the complex process of language acquisition and development. These disfluencies are normal and tend to disappear in 80% of the children, however for some it may evolve into a chronic state that is called developmental stuttering. Stuttering can also occur in two other circumstances, from injuries, which is called acquired or neurogenic stuttering and another one, involving psychological aspects (Oliveira et. al., 2012). Perkins, Kent and Curlee (1991) focused on the theories to explain the possible causes of disfluency and theorized that speech disruption and time pressure are the two important variables that may account for the stuttered dysfluency.
"Linguistics 201: First Language Acquisition." Linguistics 201: First Language Acquisition. Western Washington University, n.d. Web. 8 Sep. 2013. .
Singleton, D. (1999). Exploring the Second Language Mental Lexicon (p. 178, 236). London: Cambridge University Press.
In this paper the writer is going to present an overview of the field of neurolinguistics which is the study of the mental faculties involved in the perception, production, and acquisition of language. In other words, the neurobiological factors that enable humans to acquire, use, comprehend and produce language.
Speech impediments are exactly what they say they are. They are something that impedes the speech of an individual. They can make speech slower or harder to understand to the average ear. They can be anything from a slight lisp to muteness causing a lack of ability to speak at all, and many different types in between. In a school setting especially, speech impediments can be frustrating for children. Not only does it make it harder to communicate with peers, but it could also make it more difficult to communicate with teachers. It is often taken for granted to have the ability to speak without any hindrances, such as stutters and cluttering, but having a voice that sounds much different from the voices of your peers can have a lasting effect on people. In this paper, I will explore possible causes of speech disorders, the tests used to diagnose a disorder, some possible treatments or cures, and the lasting effects that having a speech disorder can have emotionally on children, even going into adulthood.
Consonants are described in accordance with three main parameters and any change in one of these parameters can result in a change of the sound and this leads to a change of the meaning of words. It is defined as the point where the airflow is obstructed and where a sound is produced (Ahmed, 2004: 17). The place of articulation (Makhraj) is defined as the point where the sound is produced (Al-Bisher, 2000: 180). There are many terms of the place of articulation as “MaKhraj”, initiator (Al-Mubda), the flow (Al-Majra) which is used by many classic Arab phoneticians. While the modern phoneticians use the terms” the place or point of articulation" and “the location of articulation” (Al- Joburi, 2004: 2-5).
This study is limited to study only one kind of speech acts, namely, the speech act of offering. The researcher will examine the different types and strategies used by the Jordanian Arabic spoken language only. Other Arabic dialects and languages are not investigated.
4), can facilitate communication (Nattinger & DeCarrico,1992), contribute to naturalness in language use (Millar, 2009, as cited in Allen, 2009) and in turn create more native-like sentences (Nation, 2001). However, “misuse of formulaic language has been shown to be a potential source of communication difficulties” (Millar 2009, cited in Allen, 2009, p.106), creating barriers to effective communication (Karami, 2013). Hence, one of the areas most susceptible to interlingual transfer is collocation and multi-word sequences, especially where the first language does not correspond with the target language in terms of collocational patterns. Previous studies (e.g., Altenberg & Granger, 2001) show that, familiarity with patterns that diverge from those in L1 diminish the risk of negative