DELL HYMES

B.F. SKINNER

ADELUISA G. SANTIAGO

(June 7, 1927, – November 13,

2009)

•linguist,

•sociolinguist,

•anthropologist, and

•folklorist

He was one of the first to call the

fourth subfield of anthropology

"linguistic anthropology" instead of

"anthropological linguistics".

Hymes helped to pioneer the

connection between speech and social

relations and this started the speaking

model.

Hymes formulated a response

to Noam Chomsky's competence

vs. performance

“What we know cannot be equated with

what we do”

Linguistic competence is not

post natal, but innate.

Linguistic competence underlies linguistic

performance.

(A speaker still has his linguistic

competence even he does not speak.)

D.H. extends the idea of competence to

communicative competence.

Linguistic competence is only part of

communicative competence.

CC is what the speaker needs to know in

order to be communicatively

competent on a speech community.

Example:

Linguistic competence tells you whether a

sentence is grammatical or not,

communicative competence tells you

whether an utterance is appropriate or

not within a situation.

THEORY OF COMMUNICATIVE COMPETENCE

1. Possibility –able to produce

2. Feasibility-can be decoded

3. Appropriateness-use of correct form

4. Performance-utterance is completed

“Learning a language is

learning to perform certain

function.”

THE "S-P-E-A-K-I-N-G" MODEL

Hymes developed a valuable model to assist the

identification and labeling of components of

linguistic interaction THAT in order to speak a

language correctly, one needs not only to learn its

vocabulary and grammar, but also the context in

which words are used.

SPEAKING MODEL

Burrhus Frederic (B. F.) Skinner

(March 20, 1904 – August 18, 1990)

an American psychologist,

behaviorist,

author,

inventor, and

social philosopher.

invented the operant conditioning chamber, also

known as the Skinner Box.

SKINNER BOX

He was a firm believer of the idea that human free

will was actually an illusion and any human action

was the result of the consequences of that same

action. If the consequences were bad, there was a

high chance that the action would not be repeated;

however if the consequences were good, the

actions that led to it would be reinforced.[8] He

called this the principle of reinforcement

OPERANT CONDITIONING

Operant conditioning

BEHAVIORIST THEORY &

LANGUAGE LEARNING

Core to all of behaviorism is the

assumption that human and animal

behaviors are determined by learning

and reinforcement.

A basic assumption of his was that all

language, including private, internal

discourse, was a behavior that

developed in the same manner as

other skills.

The probability of a verbal response

was contingent on four things:

reinforcement, stimulus control,

deprivation, and aversive

stimulation. The interaction of these

things in a child’s environment would

lead to particular associations, the

basis of all language.

TYPES OF SPEECH

He claimed that there were four general

types of speech: echoic

behavior, mand, tact, interverbals and a

utoclitic.

ECHOIC BEHAVIOR

Echoic behavior is the primary form of verbal behavior of

language learners. These verbalizations include repeated

utterances, as in

MAND

Mands (short for deMANDS) are defined as

utterances that are reinforced by the elevation of

deprivation. So for instance, if a child were hungry

or cold, her requests (as in (2))

(2) Cookie.

Directives such as “Stop,” “Go,” and “Wait” also

count as mands.

However, in (3), the child may be simply naming the

object or stating what she likes. (3) Cookie

UTTERANCES

tact (short for conTACT). Tacts are verbalizations

that the speaker produces to provide information

instead of attending to states of deprivation.

tacts and mands may seem similar, their underlying

motivations (stimuli) and their reinforcements are

different.

When a mand is reinforced, the need is

sated. When a tact is reinforced, there is no need

to sate.

INTERVERBAL

The fourth type of utterance is the interverbals. These include such things as “Please” and “Thank you.” for example, in (4), the second utterance, the response to the question, is an interverbal. Likewise, the associative response in number (5) is also an interverbal.

(4) SPEAKER A: Who’s your favorite graduate student?

SPEAKER B: You

(5) WORD: CATRESPONSE: Dog

AUTOCLITICS

Autoclitics, will influence not only current and future

thought but also current and future verbal behavior.

Differences among the four types

Thank you for

listening!