Language Production

Language Production
PRESENTED BY
Presented By
MUHAMMAD SALEEM
Muhammad Saleem &
& ABID HUSSAIN
Abid Hussain
ASSIGNED BY MA’AM
SANA

Assigned By
Ma’am Sana
 we have four stages of speech production. These are the
processes by which humans produce speech. All of the ways
that we come up with the words we say have been compiled
into four stages. These stages are not consecutive like
normal scientific stages. Instead, they are simply classified
as such. This means that they are not something you go
through developmentally. Rather they are simply different
ways in which you may produce speech. We describe each
one of them so you can learn and understand what they are
and know how exactly you come up with everything you say.
 According to Levelt there are 4 models for speech
production:
 Conceptualization
 Formulation
 Articulation
 Self-monitoring
 What is conceptualization?

 The process of conceptualization involve determining what

to say. These are sometimes also called message level of
representation.
 The first one is called the Conceptualization Stage. This is
when a speaker spontaneously thinks of what he or she is
going to say. It is an immediate reaction to external stimuli
and is often based on prior knowledge of the particular
subject. No planning goes into these words and they are all
formulated based upon the speaker’s knowledge and
experience at hand. It is spontaneous speech. Examples of
this can range from answering questions to the immediate
verbiage (the way in which something is expressed;
wording or diction.) produced as a result of stubbing your
toe.
 According to David McNeill primitive linguistic concepts
are formed as two modes of thought.
Syntactic Thinking
 syntactic thinking, which creates the sequence of words
which we typically think of when we talk about how
language is initiated
 It is segmented and creates the strings of syllables,
words, phrase, and sentences that together make up
speech.
Imagistic Thinking
 The visual component of the conceptualization of
language that is ultimately manifested in the gestures
which accompany speech.
Syntactic thinking and imagistic thinking collaborate
together to conceptualize conversation.
 Formulation is the second step in language production. It is the eventual
output of the process. It is easier to formulate than to conceptualize. The
psycholinguist , Karl lashely, published an essay focused on the
psychology of language. It concentrated on how speakers produce words,
sound, sentences and phrases together so rapidly and accurately. He
talked about how common it is to commit spelling errors when one is
typing. These slips of the tongue or the pen are not linguistic loss during
brain damage. They are normal mistakes occurs in everyday speaking
and writing. We can make back-track and correct it.
 This is when the speaker thinks of the particular words that are going to
express their thoughts. It occurs almost simultaneously with the
conceptualization stage. However, this time the speaker thinks about the
response before responding. The speaker formulates his or her words and
deciding how best to reply to the external stimuli.
 Phonological encoding

 Here speakers retrieve the pronunciation representations

that are necessary for articulating the words in the
utterance.
 Remember that pronunciation representations are
distinct from meaning.
 Anomia, from Greek words meaning “without” and
“name.”
 Anomia is a common consequence of injury to many
language-related areas of the brain. Patients with anomia
may look at a picture and be unable to retrieve the
phonological representation, although they can
demonstrate their understanding of the meaning in other
ways.
 lexicalization

 In psycholinguistics, lexicalization is the process of going

from meaning to sound in speech production. The most
widely accepted model, speech production, in which an
underlying concept is converted into a word, is at least a
two-stage process.

 First, the semantic form (which is specified for meaning)

is converted into a lemma, which is an abstract form
specified for semantic and syntactic information (how a
word can be used in a sentence), but not for phonological
information (how a word is pronounced).
 It is when the message is framed into words, phrases,
clauses by the speaker.
 Involves translating the conceptual representation into a
linguistic form
 Includes the process of lexicalization, where words that
the speaker wants to say are selected
 Includes the process of syntactic planning where words
are put together to form a sentence
 Involves detailed phonetic and articulatory planning
 Includes the process of phonological encoding, where
words are turned into sounds
 Articulation

 The third stage is the Articulation Stage. This is when the

speaker physically says what he or she has thought of
saying. This is a prepared speech or planned wordage. In
addition, the words may have been rehearsed such as
when someone practices a presentation or rehearses a lie.
It involves the training of physical actions of several
motor speech organs such as the lungs, larynx, tongue,
lips, and other vocal apparatuses. Of course, the first two
stages also involve these organs; however, the
articulation stage uses these organs multiple times for
the same word patterns.
 Articulation

 Articulation, often associated with speech production, is the term used

to describe how people physically produced speech sounds. For people
who speak fluently, articulation is automatic and allows 15 speech
sounds to be produced per second.
 An effective articulation of speech includes the following elements –
fluency, complexity, accuracy, and comprehensibility.
 Fluency:
 Is the ability to communicate an intended message, or to affect the
listener in the way that is intended by the speaker. While accurate use
of language is a component in this ability, over-attention to accuracy
may actually inhibit the development of fluency. Fluency involves
constructing coherent utterances and stretches of speech, to respond
and to speak without undue hesitation (limited use of fillers such as
uh, er, eh, like, you know). It also involves the ability to use strategies
such as simplification and gestures to aid communication. Fluency
involves use of relevant information, appropriate vocabulary
and syntax.
 Articulation

 Complexity:
 Speech where the message is communicated precisely. Ability to adjust the message
or negotiate the control of conversation according to the responses of the listener,
and use subordination and clausal forms appropriate per the roles and relationship
between the speakers. It includes the use of sociolinguistic knowledge – the skills
required to communicate effectively across cultures; the norms, the knowledge of
what is appropriate to say in what situations and to whom.
 Accuracy:
 This refers to the use of proper and advanced grammar; subject-verb agreement;
word order; and word form (excited/exciting), as well as appropriate word choice in
spoken language. It is also the ability to self-correct during discourse, to clarify or
modify spoken language for grammatical accuracy.
 Comprehensibility:
 This is the ability to be understood by others, it is related with the sound of the
language. There are three components that influence one’s comprehensibility and
they are: Pronunciation – saying the sounds of words correctly; Intonation–
applying proper stress on words and syllables, using rising and falling pitch to
indicate questions or statements, using voice to indicate emotion or emphasis,
speaking with an appropriate rhythm; and Enunciation (“declaration.”)– speaking
clearly at an appropriate pace, with effective articulation of words and phrases and
appropriate volume.
 Self-Monitoring

 SELF-MONITORING
 In the stages of production, conceptualization and formulation stages are different
with self-monitoring stage but similar to the articulation stage which we just
discussed just now. In this final stage of self-monitoring, we have direct evidence of
what happening when people compose speech. Speakers not only produce speech
and listen to one another when they are speaking, they also keep listening to what
they themselves are saying and if they catch something wrong, they are quick to
correct the mistake and then continue to converse. Like ourselves when we talk. We
quickly tend to correct our mistakes when we make mistakes like slips of the tongue.
 All speakers and writers of any language, regardless of their degree of native fluency,
they will still commit linguistic blunders or mistakes. Mistakes like slips of the
tongue, typos and misspellings are mistakes normally made by us every day.
Mistakes are the production problems; they are the troubles you have with your
linguistic printer which is by your hands and mouth, not by the original software
which is the brain. For example someone says, the last I knowed about it {I mean
knew about it}, he already left Malaysia. Another example, she was so drank {I
mean drunk}, that we decided to drive her home. See? When the speaker realized
they made a mistake like “The last I knowed about it, I mean knew about it”, they
quickly corrected it.
 Self-Monitoring

 Mistake is different from error. Errors on the other hand, are believed only made by
the non-native speakers. This is because the non-native speakers or the second
language speakers make errors in their speech without realizing it. Since they fail to
notice the error, they will not immediately correct it. For example, they say, “I have
ate lunch” when they are supposed to say “I have eaten lunch”. Even when we
pointed out their error, they will still have difficulty in correcting it. It may be due to
their first language interference or they are still not fluent in the language itself.
 Do you realize that when we talk, we tend to make ‘uhh’, ‘err’, or ‘umm’ when we are
not sure what to say next in our speech? For example, I think it costs
about...uh…twenty-five rupees. These hesitations or when we say, ‘y’know, that
thing. What is it again?’, these are not mistakes. They are caused from the lack of
fluency. The intrusive ‘uh’ in the example suggest that the conceptualization phase is
still in the process of selecting the information to appear at the end of the sentence
and so the speaker pauses in midway to allow the brain to progress for the last part
of the sentence, to finish it. Basically, we pause because we want to think first before
giving a definite answer or reply to the other person.
 To sum it all up, self-monitoring stage assumes that people do not just communicate
with others, they communicate with themselves. They do not just listen to others,
they listen to themselves. So it’s like monitoring yourselves when you are speaking
to make sure you are not making any mistakes in your speech.
 slips of the tongue or tongue-slips

 The scientific study of speech errors, commonly called slips of the tongue or
 tongue-slips, can provide useful clues to the processes of language
production: they can tell us where a speaker stops to think.

 An spoonerism is an error in speech on words in which corresponding

consonants, vowels or morphemes are switched between two words in a phrase.

 e.x: “The Lord is shoving leopard” instead of

 “The Lord is a loving shepherd”.

 - we’ll have the hags flung out

 -we’ll have the flags hang out .

 - is the bean dizzy ? Is the Dean busy ?

 Examples of the eight types of errors

 (1) Shift is one speech segment disappears from its

appropriate place and appears somewhere else.
 : That’s so she’ll be ready incase she decide to hits it. (decides to
hit it).
 (2) Exchanges are, in fact, double shifts, in which two
linguistic units exchange places.
 : Fancy getting your model renosed. (getting your nose
remodeled).
 (3) Anticipations occur when a later segment takes the
place of an earlier one. They are different from shifts in
that the segment that intrudes on another also remains in
its correct place and thus is used twice.
 : Bake my bike. (take my bike).
 (4) Perseverations appear when a earlier segment replaces
a later item.
 : He pulled a pantrum. (tantrum).
 Examples of the eight types of errors

 (5) Additions add linguistic material.

 I didn’t explain this clarefully enough. (carefully enough).
 (6) Deletions leave something out.
 I’ll just get up and mutter intelligibly. (unintelligibly)
 (7) Substitutions occur when one segment is replaced
by an intruder. These are different from the
previously described slips in that the source of the
intrusion may not be in the sentence.
 Target: Where is my tennis racquet?
Error: Where is my tennis bat?
 (8) Blends apparently occur when more than one
word is being considered and the two intended items
“fuse” or blend into a single item.
 That child is looking to be spaddled. (spanked\paddled).
 Conclusion

 These were the stages of speech production. Think

about this and start to notice each time you are in
each stage. Of course, you won’t be able to
consciously notice what stage you are in all of the
time. However, once in a while it may be amusing for
you to reflect on these stages and see how they
coincide with the words you speak.
 Life is a beautiful gift for all of us. There are millions of
situations we pass through in our whole life. Every level
and stage of life has its own value, Sometimes we earn
and sometimes we learn. No matter in what situation we
are, We must realize its a part of our life. If We are happy
we must be thankful to God (Allah Subhana Watala) For
everything and If are having tough time. We must have
faith that there is something good on the other side of
this painful time.
 As it’s mention in Holy Quran.
 “So verily with the hardship there is relief,
verily with the hardship there is relief –
 Ch. 94:5-6 Quranic Verses“