Differences Between Language And Language

Firstly, Cook defines the native speaker and L2 users. Then he discusses the slight but salient differences between monolingual native speakers and multilingual native speakers in terms of “multicompetence” so that there is no stable NSM. He also argues NSM is implicit and L2 users are actually using L2 differently instead of deficiently from monolingual bias

Changes over the last two hundred years has seen a marked increase in the evolution of semantics in the

Language is not about the actual words we say, but what we mean by them. While reading Amy Tan’s article, I found it to be very interesting and somewhat sad. Though I could not relate to the text directly, I understood the hardships of the English language. She is fascinated by the English language and speaks of the different types of English that she uses. The type of English she uses with her mother is completely unalike to that in what she uses when she delivers lengthy speeches. While I do have a few agreements and some disagreement, she does make multiple arguments to describe the variations; languages between family and outside of family, expression, and perception.

Until you get off of an airplane in a foreign country, do you really understand how important language is to your everyday life and what language is? I personally did not have this realization until I traveled to France the past summer not knowing more than a handful of French words.

There are some reasons because native English speakers are difficult to understand. Native English speakers have different ways of talking based on their original accent or where they grew up or just their style. Also, they usually speak like they would speak to another English native speaker. People that work on the radio or on broadcasting or on TV tend to speak very clearly. But people that use to work all day with other Americans speak very quickly and they may combine or omit some words more often. Others may speak less clearly because they’ve gotten so used to speaking with their own way, with their own accent and combining words together.

Since there do exist different English varieties it is clear that the most important are the American English and the British English, which are quietly different yet so connected with each other. Generally, it is agreed that no one version is "correct" however, there are certainly preferences in use. However, there are a lot of grammatical differences between these two, which sometimes cannot be identified by English speaking peoples unless they are very meticulous or linguistics to understand them, but also the native speaker of both these varieties can easily detect these grammar differences. They are present in pronunciation differences in both consonants and vowels, in intonation and word stressing; also differences are in vocabulary, in verbs, nouns, phrasal verbs and also using names of items or tools. The main difference can be seen in spelling where a general difference is in the usage of prefix and suffix. Also differences are seen in the use of auxiliary verbs, past tense verbs, tag questions etc… So the British and American English have more similarities than

Some linguistic models try to explain the development of second language acquisition. The three most common models are (1) the Universal Grammar Model, (2) the Competition Model, and (3) the Monitor Model. The Universal Grammar Model refers to the system of principles, conditions, and rules that are properties or elements of all human languages. At the same time, each language has grammatical rules that vary from one language to another. Thus, Chomky states that different languages have a limited possibility of different grammatical structures (1975). Therefore, second language learners base their second language acquisition on universal principles common to all languages, and on the force of the particular rules of each language. All of those can be concluded that as a human, especially as children, we have vary form of rules in language, in this case is second language.

If you have a pet like dog, you will think it knows us. They know our expressions and they always can give us a comfort when we are in terrible situation. I think a lot of people often think about do animals know humans’ language? I want to discuss about Do animals have ability to learn language and what is the difference between human language and animal language.

In the world of English language, the notion of native and non- native speaker is very prominent. The concept of native and non- native speaker is still important to some people especially scholars because it shows the distinct features possessed by the speakers. However, as time passed and new varieties emerge the distinction between these two seems to be less visible. The issue also becomes debateable as each scholar has different opinion on the matter. Some seem to stick to their believes that there are still differences that differentiate the two, native and non- native speakers while some believe that the distinctions are no longer visible, thus make the two speakers equal. Nonetheless, according to some studies carried out, there are

The use of standard English rules should be variable depending on who use it, such as immigrants in the United States. As we know, most immigrants’ native languages are not English. When they communicate with other people in English, immigrants convey their opinions with their merely familiar words. Perhaps they need to say several times so that they could express their idea clearly. However, most of the time, native English speaker can easily comprehend immigrants’ ideas by catching the main words and predict what immigrants want to say. In the article “Why Good English is Good for You”, John Simon shows that “ ‘Figure out’ is precisely what a listener or reader should not have to do” (532). In Simon’s perspective, when people use correct grammar to write,

In order to provide the wider information on speech acts and political discourse, the short definition of pragmatics needs to be presented, as the speech acts are deeply rooted in this particular field of linguistics. The presented paper provides the explanation of the term based mostly on the Yule’s (1996) definition of it. Pragmatics is field of study which very often is connected with semantics and syntax. Pragmatics is a study that focuses on the meaning behind the words that are produced by the speaker and received by the listener, whereas semantics focuses mostly on the words and structures as such, and syntax focuses on relation between different linguistic forms and its sequences (Yule 1996: 4). The term “pragmatics” was firstly presented as a field of linguistics “in the 1930s by Morris, Carnap, and Peirce, for whom (…) pragmatics addressed the relation of signs to their users and interpreters” (Horn and Ward 2006: xi). Yule, in his book Pragmatics (1996), provides a broad

Modern day linguistics has seen the arrival of many different viewpoints of language. Beginning with Noam Chomsky, unquestionably one of the most influential figures in recent linguistics, new theories and ideas have been introduced at a rapid rate. In part due to his status as a revitalizer in the field, but also due to his often controversial theories, Chomsky maintains a place at the center of this discussion. His search for a universal grammar and criticism of pure descriptivism have informed generations of research. Much of this has been reactionary against him, but his influence can not be discounted. His theories of a universal grammar have inspired writers on both sides of the debate. Paul Hopper argues against this view, positing

* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students

It is in the realm of phonology that West Frisian evinces the greatest evolution from that of Old Frisian. The morphology, while further simplified in directions foreshadowed even in Classical Old Frisian, is not radically changed. In the literature it is quite generally assumed that Old Frisian is an SOV language, i.e. a language with a subject (S) – complement (O) – verb (V) order in simplex sentence structure. In this observational statement, V refers to non-finite verbs essentially, since it is assumed that these forms are indicative of the basic position of verbs (Studies in West Frisian Grammar: 2010). According to the same book, it was noted that a number of cases of grammatical influence of Dutch on Frisian were discussed, especially regarding a morphological example of this influence which is a change in the system of Frisian diminutive formation. The syntax of the Frisian verbal complex differs in several ways from the Dutch one. According to Besten and Edmondsen’s paper from 1983, Frisian shares an interesting property with other West Germanic languages in that main verbs are accompanied by ‘auxiliary’ verbs and/or modals occur in one cluster in sentence final

Example (1), which is an example typically used to explain interlanguage, is produced by an L1 Spanish speaker who is learning English as L2. This sentence is ungrammatical both in Spanish and English; therefore, the speaker is not using either a Spanish or English structure for the production of this sentence. This led scholars to establish that interlanguage has its own rules odd to either her L1 or L2. This the idea that innate predisposition for language acquisition may result in the