Data Analysis

Mention the scope of language study in a restricted sense.

Possible answer includes: -

• Phonetics

• Morphology

• Syntax

• Vocabulary

4.0. CONCLUSION

We can now conclude our discussion in Unit 11. In this unit, you have learnt about the concept of language study. You have learnt that in a broad sense language study is “learning and gaining knowledge of the system of arbitrary vocal symbols by means of which members of a speech community communicate with each other”. You also learnt about the wide range of concerns that can be treated under language study in its broad spectrum. You learnt that some of those concerns have to do with cognitive processes, comprehension, language acquisition, psycholinguistics, language research, etc.

You learnt that under the realm of psycholinguistics alone one is likely to cover the scope of language acquisition, language production, comprehension and language loss. You also learnt that language study can equally be restricted to second language learning, in which case it will be defined as “the process by which the learner appropriates and uses the building blocks in a given language to communicate with the members of that language community”. You learnt about the scope of language study from that restricted perspective and you were told that the major concerns of that limited area of language study include phonetics, morphology, syntax and vocabulary. You learnt about three reasons why phonetics should be considered to be of prime importance in language study. You learnt that phonetics can be considered important due to the fact that it belongs to oral, a domain that is understandably senior to its written counterpart in a natural respect. You learnt that even child language acquisition begins with phonetics. You also learnt that phonetics is even the preferred starting point in second language learning.

5.0. SUMMARY

Unit 11 has equipped you with some vital information concerning the place of phonetics in language study. You can now define language study in a broad sense. You can also mention the scope of language study on a broad perspective. You can now define language study in a restricted sense. You can

can now give reasons to justify the prime position of phonetics in language study.

There is no doubt that what you have learnt in this unit will be very useful to you in the rest of the units of this course.

6.0. TUTOR-MARKED ASSIGNMENTS

1. Define language study as it pertains to second language learning.

2. Mention the scope of language study from a broad perspective.

3. Define language from the point of view of applied linguistics.

4. Explain why phonetics is the preferred starting point in second language learning.

5. Explain why it is important to note that phonetics belongs to the oral code.

7.0. REFERENCES AND OTHER RESOURCES

Bloch, B. & Trager, G.L. (1942). Outline of Linguistic Analysis. Baltimore:

Linguistic society of America/Waverly Press.

Hall, R.A. (1964). Introductory Linguistics. Philadelphia & New York: Chilton Books.

Lyons, John (1981). Language and Linguistics, An Introduction (reprinted 1992) Cambridge, Cambridge University Press.

Politzer, R. L. (1964). Teaching French. New York, London, Sydney, Toronto:

John Wiley and Sons.

Sapir, E. (1921). Language. New York: Harcourt Brace.

Http ERIC and other websites.

UNIT 12

THE CONCEPT OF THEORIES IN PHONETICS

TABLE OF CONTENTS 1.0. Introduction 2.0. Objectives

3.0. The concept of theories in phonetics 3.1. Definition of theory

3.1.2. Theory a branch of science 3.1.3. Theory a mathematical construct 3.1.4. Theory an abstract construct 3.1.5. Theory a guiding principle 3.1.6. Theory an assumption 3.2. Types of theories

3.3. Three characteristics of a good theory 3.4. Functions of a theory

3.4.1. Theory building knowledge

3.4.2. Theory binding knowledge together 3.4.3. Theory as a guide to research

3.4.3.1. Theory a source of research questions 3.4.3.2. Theory providing literature review 3.4.3.3. Theory useful in discussing findings 3.5. Self assessment exercise

4.0. Conclusion 5.0. Summary

6.0. Tutor-marked assignment 7.0. References and other resources

1.0. INTRODUCTION

We have now come to Unit 12, the second unit of transition and the beginning of a new module. Before we go into the business of this unit, a quick reminder of what has been covered in the past two modules – module I (Introduction to the course), Module II (Major branches of phonetics). You do recall that the last unit, Unit 11, served as a transition point between the preceding modules and the second half of this course. You will recall that in that first unit of transition we discussed the place of phonetics in language study. Remember language study was presented first as a broad discipline housing areas of concern as varied as cognitive processes, comprehension, language acquisition, language maintenance, language research, to mention but a few. You will also recall that language study was equally presented as an area with limited scope,

learner appropriates and uses the building blocks in a given language to communicate with members of that language community”? Remember it was within the framework of restricted language study that we discussed the important position of phonetics. Do you remember that within that restricted framework of language study other areas of interest included morphology, syntax and vocabulary? You will recall that phonetics was presented as being of prime importance in the scheme of things in language study. Remember the fact of phonetics belonging to the domain of spoken language added impetus to it as an area of study. You will remember that even in the area of child language acquisition phonetics was presented as being the starting point. You will recall as well that in second language learning we presented phonetics as being equally the preferred starting point.

So much has been said so far about the importance of phonetics that it is about time we zeroed in on the question of theories and trends in phonetics. To open the discussion on such an area, we need to address the fundamental concept of theories to being with. It is actually the opening remarks on theories that we are going to deal with in this unit. The present unit, therefore, is going to discuss the notion of theories. In the unit you are going to learn about theories. You will learn to define theories. You will learn about the importance of theories.

You will learn the relationship between theories and knowledge. You will learn the relationship between theories and research. You will learn about how theories are sustained. You will learn the difference between theories and practice. You will learn the characteristics of a good theory.

2.0. OBJECTIVES

On completion of this unit, you should be able to:- 1. Define the concept of theories.

2. Mention the advantages of a theory

3. Explain the relationship between theory and research 4. Explain the relationship between theory and knowledge.

5. Mention the difference between theory and practice.