EL 101 REVIEW:

LANGUAGE,
CULTURE
AND SOCIETY
 Micro linguistics Macro linguistics

• Looks at linguistics with a narrower • Looks at linguistics with a broader

view view
• The focus is more on the structures of • The focus is on the way languages
the language system in itself and for are acquired, stored in the brain and
itself used for various functions;
interdependence of language and
culture; physiological and
psychological mechanism involved in
language behavior
• Phonetics • Psycholinguistics
• Phonology • Sociolinguistics
• Morphology • Neurolinguistics
• Syntax • Discourse Analysis
• Semantics • Computational Linguistics
• Pragmatics • Applied Linguistics
 Micro Linguistics
Phonetics Focuses on the sounds; in particular how it
should be articulated, transmitted, and
received
Phonology Study of the functions of speech sounds in a
language; and how they are organized
Morphology Construction and formation of words broken
down into morphemes; “grammar of words”
Syntax Relationship between linguistic forms, how
they are arranged in sequences and which
are well-formed
Pragmatics Relationships between linguistic forms and the
users of those forms
 Macro Linguistics
Psycholinguistics Study of language and mind; mental
structures and processes which are involved
in the acquisition, comprehension and
production of language
Sociolinguistics Relations between language and society:
how social factors influence the structure and
use of language
Neurolinguistics Study of language processing and language
representation in the brain. It typically studies
the disturbances of language comprehension
and production caused by the damage of
certain areas of the brain
 Macro Linguistics
Discourse Analysis Study of how stretches of language used in
communication assume meaning, purpose,
and unity for their users.
Computational Application of linguistic theories and
Linguistics computational techniques to problems of
natural language processing
Applied Looks at how linguistics can help understand
Linguistics real-life problems in areas such as
psychology, sociology, and education
 World Englishes:
Kachru’s Concentric Circle
◦Kachru (1985) proposes this
concentric circle to illustrate the
spread of English all over the world.
Each circle in this model represents
the kind of function and acquisition
in which English language is used.
 World Englishes:
Kachru’s Concentric Circle
◦1. Inner Circle (ENL)
◦ Refers to the parent of countries of English. These countries
are the colonizing nations in our history. Through
colonization, they have spread English to the other regions
of the world. For example, Britain carried the language to
Australia, New Zealand, and North America.
2. Outer Circle (ESL)
Belongs to the territories colonized by the parent countries of
English. English in this circle is considered to be a second
nonnative language and is used for functions like education,
law, and government transactions.
 World Englishes:
Kachru’s Concentric Circle
3. Expanding Circle (EFL)
Considers English as a foreign language. This
encompasses countries where English has no historical
or governmental roles. Nevertheless, English is still used
for very limited transactions mostly for international
communications only.
 Kachru’s Useful Parameters of the
Power of Language
◦Demographical and numerical
◦Functional
◦Attitudinal
◦Accessibility
◦Pluricentricity
◦Material
 Multilingualism
◦ If a person can communicate effectively be it writing, speaking, or
even singing using three or more languages, they are considered a
multilingual or polyglot. They can also listen or read passively and
understand the message in different languages.

◦ Minimal multilingual: these are individuals who can successfully cut

across their message even if they are not fluent in the second or third
language. For example: tourists. They can communicate and make
themselves be understood although some of them are not very
proficient in the language
Features of Human Language
by Hockett
 Halliday’s Language Functions
Halliday’s Function Description Example
Instrumental (I want) -getting things done; “I want to drink”
satisfying material needs “Excuse me, Mrs. J, can
you help me with this
poster?”
Regulatory (Do as I tell -influencing the “You must follow all my
you) behavior, feeling, instructions.”
attitudes of others; “First, gather all the
includes the language materials you will need.”
of rules and instructions
Interactional (Me and -getting along with “Can I please be next
you) others; to include or after you?”
exclude “Do you like pancakes
too, Ethan?”
 Halliday’s Language Functions
Halliday’s Function Description Example
Personal (Here I -expressing individually “I know that movie
come) and personal feelings; because I saw that when I
making public their was five.”
individuality “I’ve got a pet dog!”
Heuristic (Tell me why) -seeking and learning; “Why do you like that
using language to song?”
explore their “Why can’t we live with
environment; a way of grandma and grandpa?”
learning about things
 Halliday’s Language Functions
Halliday’s Function Description Example
Imaginative (Let’s -creating stories, games “If we migrate to planet
pretend” and new worlds; Mars, I will bring my phone
linguistic play including and charger.”
poems, rhymes, and “Alice, the camel, has one
riddles; not necessarily hump, one hump, one
“about” anything at all hump.”
Representational (I’ve -communicating information; “I made this bracelet to
got something to tell conveying a message with symbolize or friendship.”
you) specific reference to the “it is raining heavy all
processes, persons, objects,
abstractions, qualities, states
day.”
and relations of the real
world around them
 Accounts on the Origin of Language

◦Bow-wow theory: human imitate the sounds

of the animals call
◦Pooh-pooh theory: people make instinctive
sounds
◦Ding-dong theory: people react to the world
and make sound symbolism
 Accounts on the Origin of Language

◦Yo-he-ho theory: proof that humans create

rhythmical grunts which later developed into
chants to address environmental needs
◦La-la theory: romantic side of human life is
the sole factor that is responsible for creation
of language
 Culture as Part of Language
◦1. Language is the primary vehicle of
communication.
◦2. It reflects both the personality of the individual
and the culture of history. In turn, it helps in
shaping both personality and culture.
◦3. it makes possible the growth and transmission
of culture, continuity of societies and the
effective functioning and control of social group.
 Language, Thought, and Culture
◦1. Vygotsky’s Theory: believed that social
interactions between and among people are key
element in acquiring knowledge
◦2. Piaget’s Theory: children are born with
embedded basic structure for cognition and
language
◦3. Chomsky’s Theory: Language Acquisition
Device (LAD)