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PREPARED BY: FATIM
Comprehension
of speech
Comprehension
of writing
INTRODUCTION
DAY AFTER DAY, PEOPLE LISTEN TO THOUSANDS OF SENTENCES ABOUT MANY TOPICS FROM A VARIETY OF
SOURCES AND MANAGE TO UNDERSTAND THEM, TO DO THIS, THEY HAVE TO MAKE AN INTRICATE SERIES
OF DECISIONS THAT REQUIRE DETAILED KNOWLEDGE AND DELICATE JUDGEMENTS OF ALL SORTS,
Constructing an
interpretation
Answer/ reaction
E.G., WHEN HEARING A QUESTION, LISTENERS NORMALLY SEARCH FOR THE INFORMATION ASKED FOR AND
COMPOSE AN ANSWER, WHEN HEARING AN ORDER OR REQUEST, THEY TRY TO DETECT THE WORD/
PROPOSITION WHICH REFERS TO WHAT EXACTLY THEY SHOULD DO IN ORDER TO KNOW HOW TO
RESPOND.
FLUENT SPEAKERS NORMALLY SPEAK IN A WAY THAT THEIR SPEECH IS DIVIDED INTO UNITS, THEY USE
THE SPACE BETWEEN THOSE UNITS AS BREAKS TO TAKE A BREATH OR TO PAUSE FOR THOUGHTS
BUT, NON FLUENT SPEAKERS DO NOT FOLLOW THE SAME DICTUM, THEY MAY HESITATE IN THE MIDDLE OF A
CONSTITUENT TO FIND A WORD OR CHANGE THEIR PHRASING, WHAT SO CALLED MID-CONSTITUENT
HESITATIONS MAKE THE LISTENERS JOB HARDER.
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LIKEL
RLEY, (2005; P 338)
HA
ABSTRACT INFORMATION, I.E., WE REMEMBER THE MEANING OR MEANINGS THAT A SENTENCE/ UTTERANCE
CONVEYS, BUT, WE DO NOT REMEMBER THE WORD ORDER IN WHICH IT WAS UTTERED,
THE WORKING MEMORY IS WHERE THE MIND OF THE LISTENER TRIES TO DETECT THE INFORMATION NEEDED TO
BE ANSWERED (THE CASE OF A QUESTION) OR THE REACTION NEEDED (THE CASE OF A REQUEST OR COMMAND)
IN ORDER TO GIVE AN APPROPRIATE REACTION; THAT IS WHY THE WORKING MEMORY IS IMPORTANT.
WE START TO PURGE OUR MEMORY OF THE DETAILS OF WHAT WE HEAR AFTER SENTENCE BOUNDARIES.
JARVELLA (1971),
T O SUM
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INFERENCES
WE MAKE AN INFERENCE WHEN WE GO BEYOND THE LITERAL MEANING OF THE TEXT. AN INFERENCE IS THE DERIVATION OF
ADDITIONAL KNOWLEDGE FROM FACTS ALREADY KNOWN; THIS MIGHT INVOLVE GOING BEYOND THE TEXT TO MAINTAIN
COHERENCE OR TO ELABORATE ON WHAT WAS ACTUALLY PRESENTED.
WE CAN NOTE THREE MAIN TYPES OF INFERENCE; CALLED LOGICAL, BRIDGING AND ELABORATIVE
BRIDGING INFERENCES (SOMETIMES CALLED BACKWARD INFERENCES) HELP US RELATE NEW TO PREVIOUS INFORMATION
(CLARK, 1977A,B). TEXTS HAVE COHERENCE IN A WAY THAT RANDOMLY JUMBLED SENTENCES DO NOT HAVE. WE STRIVE TO MAINTAIN THIS COHERENCE, AND
MAKE INFERENCES TO DO SO,
ONE OF THE MAJOR TASKS IN COMPREHENSION IS SORTING OUT WHAT PRONOUNS REFER TO. SOMETIMES EVEN MORE
COGNITIVE WORK IS NECESSARY TO MAKE SENSE OF WHAT WE READ OR HEAR.
WE MAKE ELABORATIVE INFERENCES WHEN WE EXTEND WHAT IS IN THE TEXT WITH WORLD KNOWLEDGE. THE GERALD
MARTIN EXAMPLE IS AN (UNWARRANTED) ELABORATIVE INFERENCE.
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CONSTRUCTI
INTRODUCTION
IN THE SYNTACTIC APPROACH, LISTENERS ARE ASSUMED TO USE THE SURFACE FEATURES OF A SENTENCE
IN COMING TO ITS INTERPRETATION. THEY IDENTIFY SOUNDS, WORDS, AND LARGER CONSTITUENTS AND
FROM THEM BUILD AND CONNECT PROPOSITIONS IN AN INTERPRETATION FOR THE WHOLE SENTENCE.
IN THE SEMANTIC APPROACH, LISTENERS ARE ASSUMED TO WORK FROM THE INTERPRETATION A
SENTENCE MUST BE CONVEYING.
BUILDING CONSTITUENTS
LISTENERS HAVE AT THEIR COMMAND A BATTERY OF MENTAL STRATEGIES, BY WHICH THEY SEGMENT
SENTENCES INTO CONSTITUENTS, CLASSIFY THE CONSTITUENTS AND CONSTRUCT SEMANTIC
REPRESENTATIONS FROM THEM.
LISTENERS HAVE ISOLATED AND LABELED EACH CONSTITUENT ACCORDING TO ITS FUNCTION
(DETERMINER, NOUN, VERB, NOUN PHRASE, VERB PHRASE, AND SENTENCE. THEY THEN USE LABELED
BRACKETING FOR CONSTRUCTING THE UNDERLYING REPRESENTATION.
HOWEVER, THIS STRATEGY CANNOT BE APPLIED UNEQUIVOCALLY BECAUSE SOME WORDS BELONG TO
MORE THAN ONE CLASS OF FUNCTIONS.
USE OF AFFIXES
STRATEGY3: USE AFFIXES TO HELP DECIDE WHETHER A CONTENT WORD IS A NOUN, VERB, ADJECTIVE, OR
ADVERBS.
MOST AFFIXES CAN BE ADDED TO ONLY OR TWO KINDS OF CONTENT WORDS, SO THAT THEY CAN BE USED
TO PICK OUT WHAT KIND OF CONTENT WORD A WORD IS.
(ING/ ED; REFER TO VERBS) (IVE; REFER TO ADJECTIVES) (TION/ ITY/ NESS; REFER TO NOUNS)
USE OF VERBS
STRATEGY4: AFTER ENCOUNTERING A VERB, LOOK FOR THE NUMBER AND KIND OF ARGUMENTS APPROPRIATE TO THAT VERB.
THE VERB OFTEN SPECIFIES WHETHER THERE SHOULD BE ONE, TWO OR THREE NOUN PHRASES WITH IT.
FOR EXAMPLE: SLEPT REQUIRES ONLY ONE NOUN PHRASE.
HIT REQUIRES A SUBJECT AND AN OBJECT.
PUT REQUIRES A SUBJECT AND OBJECT AND A LOCATION (THREE NOUN PHRASES)
SOME VERBS LIMIT THE SYNTACTIC FORM OF THE OBJECTS OR COMPLEMENT.( THE EXAMPLE OF VERBS HIT AND BELIEVE)
WHEN OPTIONAL RELATIVE PRONOUNS (WHO, WHICH, THAT) OR COMPLEMENTIZERS (THAT) ARE DELETED, COMPREHENSION IS
TEMPORARILY IMPAIRED.
MEMORY CAPACITY
ACCORDING TO KIMBALL (1973), LISTENERS TRY
TO MINIMIZE MEMORY LOAD RELYING ON:
CLAUSES
STRATEGY6: USE THE FIRST WORD (OR MAJOR
HISTORICAL EVIDENCE
BEVER AND LANGENDOEN (1971) APPEALED TO THE HISTORY OF RELATIVE CLAUSES IN ENGLISH:
IN MODERN ENGLISH, THAT CAN BE DELETED WHERE IT IS THE SUBJECT OF THE RELATIVE CLAUSE.
ACCORDING TO BEVER AND LANGENDON, BY THIS STRATEGY, LISTENERS ASSIGN TO THE FIRST VERB
WITH TENSE TO THE MAIN CLAUSE UNLESS THEY FIND CONTRARY INDICATIONS PRIOR TO THE VERB.
ENGLISH HAS NEVER ALLOWED THAT TO BE DELETED WHEN IT WAS THE SUBJECT OF A RELATIVE CLAUSE
PRECEDING THE VERB OF THE MAIN CLAUSE.
ACTUAL SPEECH IS SO FULL OF INCOMPLETE WORDS, REPEATS, STUTTERS, AND OUTRIGHT ERRORS.
IT IS DIFFICULT TO SEE HOW BY WORKING FROM SYNTACTIC INFORMATION ALONE LISTENERS COULD EVER FILL IN ALL
UNINTELLIGIBLE WORDS AND GET AROUND THE OTHER MISTAKES SPEAKERS MAKE.
THE PURE SYNTACTIC APPROACH DOES NOT TAKE ADVANTAGE OF SEMANTIC AND PRAGMATIC INFORMATION UNTIL VERY LATE
IN THE PROCESS.
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THE CON
PROCESS
INTRODUCTION
LISTENERS USUALLY KNOW A LOT ABOUT WHAT A SPEAKER IS GOING TO SAY FROM WHAT HAS JUST BEEN
SAID AND FROM THE SITUATION BEING DESCRIBES. (SELECTING AMONG ALTERNATIVE PARSES OF A
SENTENCE TO ANTICIPATE WORDS AND PHRASES TO CIRCUMVENT SYNTACTIC ANALYSIS TOGETHER)
THE SYNTACTIC GOAL IS TO DETERMINE HOW EACH SENTENCE WAS MEANT TO BE UTILIZED.
REALITY PRINCIPLE
THE SUBSTANCE OF SENTENCES, THE IDEAS ARE BEING TALKED ABOUT. LISTENERS INTERPRET SENTENCES
IN THE BELIEF THAT THE SPEAKER IS REFERRING TO A SITUATION OR SET OF IDEAS THEY CAN MAKE SENSE
OF.
IT IS VERY POWERFUL, IT HELPS LISTENERS TO RULE OUT AMBIGUITIES, FILL IN MISHEARD WORDS, AND
AVOID OTHER INCORRECT INTERPRETATIONS.
COOPERATIVE PRINCIPLE
IS THE WAY THESE IDEAS ARE EXPRESSED. LISTENERS USE THIS PRINCIPLE TO INTERPRET SENTENCES IN
THE BELIEF THAT THE SPEAKER IS TRYING TO SAY THE TRUTH.
IT TELLS LISTENERS ALL THEY NEED TO KNOW AND NO MORE, SAY THINGS THAT ARE RELEVANT AND USE
SENTENCES CLEARLY AND UNAMBIGUOUSLY.
ANTICIPATING CONSTITUENTS
STRATEGY9: LOOK FOR CONSTITUENTS THAT FIT THE SEMANTIC REQUIREMENTS OF THE PROPOSITIONAL
FUNCTION THAT UNDERLIES EACH VERB, ADJECTIVE, ADVERB, PREPOSITIONS
FODOR (1971) AND SHANK (1972) , LISTENERS CENTER THEIR ATTENTION ON VERBS AND LOOK FOR NOUN
PHRASES THAT FIT THEIR SEMANTIC REQUIREMENT.
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