1. Language
and
The Brain

2. COMMUNICATE

3. - a special branch of linguistics
which studies the physical
structure of the brain as it
relates to language production
and comprehension

7. So do dolphins, monkeys, apes and humans.
Speaking Speaking
the Written Word the Heard Word

9. Dichotic Listening
- an experimental technique
that has demonstrated a left
hemisphere dominance for
syllable and word processing.

10. The tip of the tongue
phenomenon
- speakers generally have an
accurate phonological outline of
the word, can get the initial sound
correct and mostly know the
number of syllables in the word.
- mainly occurs with uncommon
words and names.

11. Example:
fire distinguisher
fire extinguisher
transcendental medication
transcendental meditation

12. Slips of the tongue
- sometimes called
“spoonerism” after William
Spooner
- are often simply the result
of a sound being carried over
from one word to another

13. Example:
long shory stort
long story short
use the door to open the key
use the key to open the door
loop before you leak
look before you leap

14. Slips of the ear
- this may provide some clues to
how the brain tries to make sense
of the auditory signal it receives

15. Example:
great ape
gray tape
'Don't cry for me, Marge and Tina’.
‘Don’t cry for me, Argentina’.
'Row, row, row your boat…Life's a
butter dream’.
'Row, row, row your boat…Life
is a but a dream’.

16. Serious Disorders
in Brain Function
Aphasia
- an impairment of language
function due to localized brain
damage that leads to difficulty
in understanding and / or
producing linguistic forms

17. Common Cause:
• stroke through traumatic
head injuries from violence
or an accident or an may
have similar effects
• brain tumors
• infections

19. Broca’s Aphasia
• also called ‘motor aphasia’
• reduced amount of speech,
distorted articulation and slow,
often effortful speech
• frequent omission of functional
morphemes and inflections
• often consists almost entirely of
lexical morphemes

20. Example:
I eggs and eat and drink coffee
breakfast.
Ah ... Monday ... ah, Dad and Paul and
Dad ..went... hospital. Two ... ah,
doctors ... and ah ... thirty minutes ...
and yes ... ah ... hospital. And, er,
Wednesday ... nine o'clock. And er
Thursday, ten o'clock ... doctors. Two
doctors ... and ah... teeth. Yeah,... fine.

21. Wernicke’s Aphasia
• also known as ‘sensory
aphasia’
• the type of language
disorder that results in
difficulties in auditory
comprehension

22. Example:
Examiner: What kind of work
have you done?
-- We, the kids, all of us, and I,
we were working for a long
time in the... You know... it's
the kind of space, I mean
place rear to the spedawn...

23. Examiner: Excuse me, but I
wanted to know what kind of
work you have been doing.
-- If you had said that, we had
said that, poomer, near the
fortunate, porpunate, tamppoo,
all around the fourth of martz.
Oh, I get all confused.

24. Conduction Aphasia
• individuals suffering from
this disorder sometimes
mispronounce words, but
typically do not have
articulation problems

25. Example:
velitision for television
vaysse for base
fosh for wash

26. When did
you learn to
speak?

27. First language
Acquisition
Language acquisition is the study of
the processes through which
learners acquire language. By itself,
language acquisition refers to first
language acquisition, which studies
infants' acquisition of their native
language.

28. Caregiver speech
a
- a characteristically simplified
speech style adopted by someone
who spends a lot of time
interacting with a young child.
- featured with the use of
question, often using exaggerated
intonation, extra loudness, and a
slower tempo with longer pauses.

29. Cooing and Babbling
-the earliest use of speech-like
sounds has been described as
cooing;
- create sounds similar to the
consonants (k) and (g) and
high vowels similar to (i) and
(u)

30. -between six and eight
months, the child is able to
produce a number of
different vowels and
consonants such as ba-ba-ba
and ga-ga-ga which is
described as babbling.

31. One-word stage
- is characterized by speech
in which single terms are
uttered for everyday objects.
Example:
milk cookie
cat cup
spoon

32. Two-word stage
- this can begin around eighteen
to twenty months, as the child’s
vocabulary moves beyond fifty
words.
Example: mommy come
daddy sit
baby eat

33. Telegraphic Speech
- characterized by strings of
words in phrases or sentences
Example:
this shoe all wet
cat drink milk
daddy go bye-bye

34. Developing morphology
By the time a child is two-and-a-
half years old, he or she is
incorporating some of the
inflectional morphemes that
indicate the grammatical
function of the nouns and verbs.

35. Example:
cat sitting
mommy reading book
foots
mans
goed
comed

36. Developing syntax
- young children are able to
use syntactic structures on
their own way.

37. Example:
Adult: The owl who eats candy
runs fast.
Child: owl eat candy and he
run fast
Adult: I'm having this little
one.
Child: Me'll have that.

38. Developing semantics
One interesting feature of
the young child’s semantics
is the way certain lexical
relations are treated.

39. Example:
Hyponymy
animal – dog – poodle
plants – flowers – rose

40. I come it closer so it won’t fall.
(bring it closer)
Mommy, can you stay this open?
(keep this open)

41. When did you
learn the English
language?

42. Second Language Acquisition
- deals with acquisition of
additional languages in both
children and adults.

43. Acquisition vs. Learning
(Krashen)
Acquisition is a process by which
children unconsciously acquire their
native language.
Learning is a conscious knowledge
of a second language, knowing the
rules, being aware of them, and
being able to talk about them.

44. Approaches
Grammar-translation method
Vocabulary lists and sets of
grammar rules are used to define
the target of learning,
memorization is encouraged, and
written language rather than
spoken language is emphasized.

45. Audiolingual method
It involved a systematic
presentation of the structures
of the L2, moving from
simple to the more complex,
in the form of drills that the
student had to repeat.

46. Communicative approaches
- it’s partially a reaction against
the artificiality of ‘pattern-
practice.’
- it’s against the belief that
consciously learning the grammar
rules will necessarily result in an
ability to use the language

47. Communicative
Competence
- the general ability to use language
accurately, appropriately, and
flexibly.

48. Grammatical competence
Concentration on grammatical
competence only, however, will
not provide the learner with
the ability to interpret or
produce L2 expressions
appropriately.

49. Sociolinguistic Competence
The ability to use appropriate
language.
Strategic Competence
The ability to organize a
message effectively and to
compensate, via strategies, for
any difficulties.

50. Applied Linguistics
- is an interdisciplinary field
of study that identifies,
investigates, and offers
solutions to language-related
real-life problems.