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Linguistic competence refers to a person's underlying knowledge of language rules, while linguistic performance refers to how language is actually used in real communication. Competence involves knowledge of morphology, syntax, semantics and pragmatics. Performance accounts for psychological limitations and real-world factors that can influence language production and understanding, such as memory lapses, tiredness or social context. While competence represents what one knows, performance represents how well one can apply linguistic knowledge in actual speech and comprehension.
Linguistic competence refers to a person's underlying knowledge of language rules, while linguistic performance refers to how language is actually used in real communication. Competence involves knowledge of morphology, syntax, semantics and pragmatics. Performance accounts for psychological limitations and real-world factors that can influence language production and understanding, such as memory lapses, tiredness or social context. While competence represents what one knows, performance represents how well one can apply linguistic knowledge in actual speech and comprehension.
Linguistic competence refers to a person's underlying knowledge of language rules, while linguistic performance refers to how language is actually used in real communication. Competence involves knowledge of morphology, syntax, semantics and pragmatics. Performance accounts for psychological limitations and real-world factors that can influence language production and understanding, such as memory lapses, tiredness or social context. While competence represents what one knows, performance represents how well one can apply linguistic knowledge in actual speech and comprehension.
his language. linguistic theory of • The system rules which transformational generative a language user has grammar, refer to language mastered so that it would is seen as a set of specific be possible for that user utterances produced by to produce and native speaker. understand an infinite number of sentences and recognise grammatical mistakes and ambiguities LINGUISTIC COMPETENCE
• What you know about the language.
• Concern: o-communicative competence-grammatical sociolinguist, discourse and strategic. opragmatic competence-how language is used. oliterary competence- ability to handle special properties of literary language. Linguistic competence of native language One can recognize whether the word belongs to his native language. e.g. Slip * slib * sbill Li ngui st i c compet ence of nat i ve l anguage •He also can know the morphology, such as prefix, suffix. e.g. Re-cuddle nonderiveable * en-rich-ment Li ngui st i c compet ence of nat i ve l anguage
• He can distinguish sentence
and non-sentences. e.g. The accident was seen by thousands. * The accident was looked by thousands. Li ngui st i c compet ence of nat i ve l anguage
• He can distinguish some sentences
which have the same structure but the different meanings. e.g. The cow was found by the stream. The cow was found by the farmer. Li ngui st i c compet ence of nat i ve l anguage • He can know some sentences with different structure, but related meanings. e.g. The police examined the bullet. The bullet was examined by the police. The dispute about the derivation of linguistic competence
Produced by the influence of the
environment.
Produced by both influence of the
environment and human inherent ability.
It is the human inherent ability- Language
Acquisition Device. LINGUISTIC PERFORMANCE
• How you actually use your knowledge about
language. • Performance is the actual use of the language by individuals in speech and writing. • Utterances might : o Contain features irrelevant to the abstract rule systems-hesitation, unfinished structure. o Involve psychological and social difficulties- lapses of memory, limitations, tiredness o Descr i be t he psychol ogi cal pr ocess i nvol ved i n usi ng t he l i ngui st i c compet ence i n al l ways t hat t he speaker can act ual l y use it. o Psychol ogi cal pr ocess: Pr oduci ng ut t er ances Under st andi ng t hem Maki ng j udgment s about t hem Acqui r i ng t he abi l i t y t o do al l t hese Rel at i onshi p bet ween Compet ence and Per f or mance • I f you make gr ammat i cal mi st akes, but you know t hey ar e mi st akes, t hen your per f or mance does not mat ch your compet ence. • I f you don't know t hey ar e mi st akes, t hen your compet ence mat ches your per f or mance, and you ar e pr obabl y not nat i ve Evi dent l y, t her e i s a di f f er ence bet ween havi ng t he knowl edge necessar y t o pr oduce sent ences of a l anguage, and appl yi ng t hi s knowl edge. I t i s a di f f er ence bet ween what you know, whi ch i s your l i ngui st i c compet ence, and how you use t hi s knowl edge i n act ual speech pr oduct i on and compr ehensi on, whi ch i s your l i ngui st i c per f or mance. When we speak, we usual l y wi sh t o convey some message. At some st age i n t he act of pr oduci ng speech, we must or gani ze our t hought s i nt o st r i ngs of wor ds. Somet i mes t he message i s gar bl ed. We may st ammer , or pause, or pr oduce sl i ps of t he t ongue. We may even sound l i ke t he baby, who i l l ust r at es t he di f f er ence bet ween l i ngui st i c knowl edge and t he way we use t hat knowl edge i n per f or mance. THANK YOU