Compiled and created by: Hermansyah 2012 601 2002

1. Explain and give examples if neccessary a. The relationship between language and linguistics knowledge Let us distinguish between language and linguistic knowledge, A language is a dynamic set of visual, auditory, or tactile symbols of communication and the elements used to manipulate them. Language can also refer to the use of such systems as a general phenomenon. While, Linguistics is the scientific and philosophical study of language, encompassing a number of sub-fields. At the core of theoretical linguistics are the study of language structure (grammar) and the study of meaning (semantics) all of them are in our mind. According to my opinion, the relationship of linguistic theory and language teaching is a dual one. It means, on the one hand, some theories of linguistics can be applied to language teaching, i.e. linguistics guides the development of language teaching theory. On the other hand, a language teaching theory expresses or implies answers to questions about the nature of language. These questions relate language teaching theory directly to theoretical linguistics. In other words, Linguistics is the scientific study of language. Another says that, The rules for rules for forming acceptable utterances of the language. Linguists take as their data what people say and what people find acceptable in language use.for example is processed must first acknowledge that understanding it depends on several smaller tasks: - The sounds of the message must be isolated and recognized. - The words must be identified and associated with their meanings. - The grammatical structure of the message must be analyzed sufficiently to determine the roles played by each word. The resulting interpretation of the message must be evaluated in light of past experince and the current context. As we do it may become evindent that, although using and understanding language is a relatively quick and easy

task for most of us, many aspects of our Linguistic knowledge are subconscious in nature. b. Early researcher of the mental lexicon viewed within thegreater framework the the organization of semantic memory. According to this approach, the forms of words and their meaning do share the same lexical entry, with emphasis placed on their meaning rather than their form. How do we represent meaning and Structure in language? The need for meaning representations arises when neither the raw linguistic inputs, nor any of the structures derivable from them by any of the transducers. we have studied thus far, facilitate the kind of semantic processing that is desired. More specifically, what we need are representations that bridge the gap from linguistic inputs to the non-linguistic knowledge of the world needed to perform tasks involving the meaning of linguistic inputs. To illustrate this notion, consider the following everyday language tasks that require some form of semantic processing of natural language: Answering an essay question on an exam; Deciding what to order at a restaurant by reading a menu; Learning to use a new piece of software by reading the manual; Realizing that youve been insulted; and Following a recipe. In the representational approach explored here, we take linguistic inputs and construct meaning representations that are made up of the same kind of stuff that is used to represent this kind of everyday commonsense knowledge of the world. The process whereby such representations are created and assigned to linguistic inputs SEMANTIC ANALYSIS is called semantic analysis. In other words, from different expert will say that, We can define the structure of language in terms of sets of rules that tell us how words strung together can form a sentence and convey a meaning. When we speak of rule structure to language, we do not mean that a speaker consciously follows these rules when uttering a sentece. Example: The student write the book The teacher graded the test of her students.

The teacher heard the student. Although all three sentences take the form of the noun verbed the noun, the two sentences are not reversible. That is, while you can say, The student write the book , or The teacher graded t he test, you cannot say,The book write the student, or The test graded the teacher. Only the third sentence is reveible. You. Can just as easily say, The student heard the teacher as The teacher heard the student.Some actions are possible, and some are not.Real world knowledge can supply constraints that operate as part of the structure of our languge. 2.a. Frequency and neighbrourhood environment. Multiple studies suggest that we tend to respond to high-frequency words more quickly than to low-frequency words in both lexical decision tasks (Rubenstein,Garfield,& Millikan,1970) and naming tasks,where subjects are asked to read strings of letters aloud (Forster & Chambers,1973). For examples: predict or vilify, angry or puddle. Neighbourhood environment will influence subconciously the word access and organizatio, people who comes from rural area tend to use their language more polite while people who lives in city, where its influences by neg\ighbourhood environment. People who stay with educate people tend to use polite language. It may be conclude that neighbourhood really influence the word access and organization. Have a look on people who comes from village they sometimes use polite language where we sometime appreciate by their language. b. Imageability,concreteness and abstractness When we think the one sntences like : I found my umbrella beside my table. Imageability we will try to iamge the word by word what is umbrella in this case, like a things that use to cover our body from raining and sun shining. When we hard to imagine the word heavenn , we probably imaged a symbol for the concept portrayed, like the word freedoom also it is symbolyze liberty bell rather than generate image of the word

meaning. Concrete words such as apple are more imageable, and abstract words such as knowledge are less easily to image. 3. Speech processing is the study of speech signals and the processing methods of these signals. The signals are usually processed in a digital representation, so speech processing can be regarded as a special case of digital signal processing, applied to speech signa. Aspects of speech processing includes the acquisition, manipulation, storage, transfer and output of digital speech signals. Speech processing includes the following areas:

Speech recognition (also called voice recognition), which deals with analysis of the linguistic content of a speech signal and its conversion into a computerreadable format.

Speaker recognition, where the aim is to recognize the identity of the speaker. Speech coding, a specialized form of data compression, is important in the telecommunication area. Voice analysis for medical purposes, such as analysis of vocal loading and dysfunction of the vocal cords. Speech synthesis: the artificial synthesis of speech, which usually means computer-generated speech. Advances in this area improve the computer's usability for the visually impaired.

Speech enhancement: enhancing the intelligibility and/or perceptual quality of a speech signal, like audio noise reduction for audio signals. Speech compression is important in the telecommunications area for increasing the amount of information which can be transferred, stored, or heard, for a given set of time and space constraints.

Speaker diarization is the process of determining who spoke when in a signal.

The chart of Speech processing in this case, developed enough to explain the basic problems in speech perception or to account for the accumulate empirical information,in the perception process, speech signals are interpreted by reference to motor speech movements. Research also suggests lexical, syntactic, ancotextuali nput to speech perception process that operate in cases of unclear or unrespond acoustic information.

Thus what listener expect to hear in a particular context is likely to affect what they think they actualy heard. It is this flexible trading relationship among domains of linguistic knowledge that makes machine speech processing particularly formidable. 4. As a teacher of foreign language teaching we might be get some difficulties in answering the question provide by our students, for example how do the word come from our mind, or how do we produce the language espicially English as our foreign language, and also we will helped by psycholinguistic jnowing psychologycally the word access or word come to our mind or mouth. And the students psychology in producing a sentecesa may varry one anothers because of some factors that we learn from psycholinguistics. I have felt guilty when one of my students asked me, sir how do we know our language is produce when we talk to other people. But after knowing the answer i answred it clearly beacuse of learning psycholinguistics.