Types of Speech Errors
Garrett (1975) represented four characteristics of slips of the tongue. The first one is that the exchange exists between linguistic units of the same positions. For example, initial linguistic segments are replaced by another initial linguistic segment. The same generalization is applied to the middle and final linguistic segments. Additionally, slips appear in similar phonetic units. This means that that the consonants are replaced by consonants and vowels are replaced by vowels. Furthermore, the slips occur in similar stress patterns, which signifies that stressed syllables are replaced by stressed syllables and unstressed syllables are replaced by unstressed syllables. Finally, slips of the tongue follow the phonological rules of a language (cited in Carroll, 2007, p. 195).
Researchers have provided different classifications of speech errors. They can be categorized according to the “linguistic units,” such as “phonological feature, phoneme, syllable, morpheme, word phrase, or sentence levels” (Harely, 2001, p. 376). Moreover, speech errors can be classified according to the “mechanisms” of the speech errors (Harely, 2001, p. 376). For example, Carroll (2007) classified eight of the basic types of slips of the tongue according to the error mechanism from the previous psycholinguistic studies. These errors include shift, exchanges, anticipations, perseveration, additions, deletions, substitutions, and blends.
Shift is defined as the movement of one linguistic unit from its position to another position. An example of shift is when a speaker says, “in case she decide to hits it” while he intended to say “decides to hit it.” In the previous example, the suffix “s” disappears from its place and it is added...
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...ladab College Journal, 1(92), 142-151. Retrtieved from http://www.iasj.net/iasj?func=issueTOC&isId=189&uiLanguage=ar
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Slip of the tongue (2014) in Camberige Dictionary Online. Retrieved from http://dictionary.cambridge.org/dictionary/british/slip-of-the-tongue?q=slip+of+the+tongue
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The article The Strange Persistence of First Languages by Julie Sedivy was an intriguing and eye-opening piece of writing to read. The concepts she brought to life through her explicit writing revealed many things I had never heard of before. The further I read, the more I wanted to know and the deeper my interest became. As a monolingual, this article was insightful, captivating and ultimately provided me with a new perspective on language.
This chapter focused mainly on misconceptions and attempting to clarify those misconceptions about accents. In the opinion of linguists, accent is a difficult word to define. This is due to the fact that language has variation therefore when it comes to a person having an accent or not, there is no true technical distinction because every person has different phonological aspects to their way of speaking. However, when forced to define this word, it is described as “a way of speaking” (Lippi-Green, 2012, p.44). Although Lippi- Green identified the difficulty linguists have in distinguishing between accent, dialect, and another language entirely, they were able to construct a loose way of distinguishing. Lippi- Green states that an accent can be determined by difference in phonological features alone, dialect can be determined by difference in syntax, lexicon, and semantics alone, and when all of these aspects are different from the original language it is considered another language entirely (Lippi-Green, 2012).
Kistner, A. L. and M. K. Kistner. “The Five Structures of ‘The Changeling’.” Modern Language Studies 11.2 (1981): 40-53. Accessed March 29, 2014.
Seikel, J. A., King, D. W., & Drumright, D. G. (2010). 12. Anatomy & physiology for speech,
The article begins by defining phonemic awareness and gives examples which gave me a better grasp of the topic. Phonemic awareness gives a person the ability to hear the difference between sounds in words even when they sound similar such as the words “sat” and “sit”. Phonemic awareness is a division of the larg...
Introduction This research is intended to analyze the transcript of a child’s speech. The target child is a female named Majorie, who is 2 years and 3 months old. The transcript is from The Journal of Applied Developmental Psychology. The linguistic aspects that will be examined are the phonological processes of the child, including speech errors, syllable shapes, and her phonetic inventory consisting of manner and place of articulation.
Fromkin, Victoria, Robert Rodman, and Nina Hyams. An Introduction to Language. 8th ed. Boston: Thomson, 2007.
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Curzan, Anne and Adams, Michael. How English Works: A Linguistic Introduction. New York: Pearson Longman, 2006
Stuttering is a disorder of oral communication and it is characterized by disruptions in the production of speech sounds, also called "disfluencies" (American Speech-Language-Hearing Association, 2014). It usually emerges in childhood and affects around 5% of the population (Guitar, 2006), even though there is some variation in the incidence of stuttering in different studies. During infancy, it is common for children to present dysfluency because of the complex process of language acquisition and development. These disfluencies are normal and tend to disappear in 80% of the children, however for some it may evolve into a chronic state that is called developmental stuttering. Stuttering can also occur in two other circumstances, from injuries, which is called acquired or neurogenic stuttering and another one, involving psychological aspects (Oliveira et. al., 2012). Perkins, Kent and Curlee (1991) focused on the theories to explain the possible causes of disfluency and theorized that speech disruption and time pressure are the two important variables that may account for the stuttered dysfluency.
Bibliography GRADDOL, D., LEITH, D., and SWANN, J., (eds) (1996) English: history, diversity and change, Routledge in association with The Open University (course book) University College of London Phonetics department website (www.phon.ucl.ac.uk/home/estuary/queen2.htm) entered on 23/3/03
"Linguistics 201: First Language Acquisition." Linguistics 201: First Language Acquisition. Western Washington University, n.d. Web. 8 Sep. 2013. .
Languages are continually changing and developing, and these changes occur in many different ways and for a variety of reasons. Language change is detectable to some extent in all languages, and ‘similar paths of change’ can be recognised in numerous unrelated languages (Bybee, 2015, p. 139). Since users of language all over the world have ‘the same mental processes’ and ‘use communication for the same or very similar ends’ (Bybee, 2015, p. 1), similar changes occur on the same linguistic aspects, and in many cases these changes produce similar results in multiple languages. However, language change is limited by the function it performs. Languages must be learnt to such an extent which allows communication between the generation above and below one’s own (McMahon, 1994, p. 5). Hence language change is a gradual, lethargic process, as only small changes in
North, S. (2012), 'English a Linguistic Toolkit' (U214, Worlds of English), Milton Keynes, The Open University.
This study is limited to study only one kind of speech acts, namely, the speech act of offering. The researcher will examine the different types and strategies used by the Jordanian Arabic spoken language only. Other Arabic dialects and languages are not investigated.