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    Barry

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    kamola
    This document summarizes key points from chapters in the book "Linguistic perspectives on language and education" by Barry A.K. regarding the differences between oral and written language. It discusses how writing is a later, secondary form of language that allows for transmission of messages over time. Written language involves visually perceiving stable textual constructions, whereas oral language is transient. The development of written language in children involves a transition from drawing to symbolic writing. While writing is a mechanism, written language itself refers to linguistic phenomena and involves both psychological and physiological aspects. The document also discusses the history of English orthography and challenges students face in applying written conventions that do not directly match spoken agreements.

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    Barry

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    kamola
    13 views2 pages
    This document summarizes key points from chapters in the book "Linguistic perspectives on language and education" by Barry A.K. regarding the differences between oral and written language. It discusses how writing is a later, secondary form of language that allows for transmission of messages over time. Written language involves visually perceiving stable textual constructions, whereas oral language is transient. The development of written language in children involves a transition from drawing to symbolic writing. While writing is a mechanism, written language itself refers to linguistic phenomena and involves both psychological and physiological aspects. The document also discusses the history of English orthography and challenges students face in applying written conventions that do not directly match spoken agreements.

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    This document summarizes key points from chapters in the book "Linguistic perspectives on language and education" by Barry A.K. regarding the differences between oral and written language. It discusses how writing is a later, secondary form of language that allows for transmission of messages over time. Written language involves visually perceiving stable textual constructions, whereas oral language is transient. The development of written language in children involves a transition from drawing to symbolic writing. While writing is a mechanism, written language itself refers to linguistic phenomena and involves both psychological and physiological aspects. The document also discusses the history of English orthography and challenges students face in applying written conventions that do not directly match spoken agreements.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    13 views2 pages

    Barry

    Uploaded by

    kamola
    This document summarizes key points from chapters in the book "Linguistic perspectives on language and education" by Barry A.K. regarding the differences between oral and written language. It discusses how writing is a later, secondary form of language that allows for transmission of messages over time. Written language involves visually perceiving stable textual constructions, whereas oral language is transient. The development of written language in children involves a transition from drawing to symbolic writing. While writing is a mechanism, written language itself refers to linguistic phenomena and involves both psychological and physiological aspects. The document also discusses the history of English orthography and challenges students face in applying written conventions that do not directly match spoken agreements.

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    © All Rights Reserved
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    Summary Assignment

    Having read the chapter by Barry A.K I came to conclusion that written speech, in
    general,is a form of language existence, opposed to oral speech. This is a secondary,
    later form of language existence. If oral speech singled out a person from the animal
    kingdom, writing should be considered the greatest of all inventions created by man.
    This is a speech based on visually perceived stable fixation of language constructions in
    the form of written text. At the same time, it turns out that it is possible to transmit
    messages with a significant time delay.
    Barry(2008) notes that it is necessary to distinguish between the concepts of "writing"
    and "written speech" because they are not identical. Writing is a mechanism for
    performing written speech. Written speech is a special system of symbols and signs, the
    possession of which means a critical turning point in the entire cultural development of
    the child. The development of written speech is a transition from illusory play through
    drawing to writing. Thus, writing acts both as a mechanism and as one of the stages of
    the development of written speech, being its symbolic fixation.
    Written speech, first of all, refers to language phenomena. As a result, it is necessary to
    take into account the factors that determine this type of speech from a linguistic and
    psycholinguistic point of view. At the same time, written speech is a special human
    activity in which it is necessary to distinguish both psychological and physiological
    aspects. In this regard, when studying the mechanisms of writing and speech, it is
    important to take into account not only the doctrine of mental operations, but also the
    psychological structure of each operation separately.
    In chapter 6 author provides relevant background information about English
    orthography history.Moreover,Baugh&Kable (1993) stated that In history, sounds and
    letters were constantly mixed by linguists, even by Humboldt, they were finally delimited
    in European science only in the second half of the XIX century.
    On the other hand, the actual study of graphics, unlike the study of phonetics, did not
    play a big role in the European tradition. Apparently, the reason was the relative
    simplicity of phonetic writing as in the ancient world literacy teaching was considered a
    craft. And the prestige used by writing before fell sharply during the Romantic era, in the
    first half of the XIX century.Today,We certainly know that successful writing of English
    means more than spelling words correctly. As author claims, there are many other issues
    related to involving the language spoken on paper, such as word proficiency, syllables
    and sentence restrictions.

    We can better assess the size of the task before or semi-mediocre condition of our
    students. Take, for example, some punctuation agreements accompanying the
    proposals. We know that sentences start with uppercase letters and end with final
    punctuation, either a period, a question mark, or an exclamation mark, depending on
    their intended function. But if we think about what is considered a sentence in a word,
    we will understand how difficult it is to characterise this concept in a non-circular way.
    The common definition of "full thought" does not exclude, for example, small
    components, which are often found in isolation when they say: where did you go last
    night? To the movies. If we include a certain notion of subject and predicate as a
    requirement for a complete sentence, we do not exclude some fragments of sentences,
    because I need a vacation that can also remain autonomous in conversation. We note
    once again that our written conventions do not directly comply with our expression
    agreements and that children should understand that these conventions are not based
    solely on speech.

    References
    Barry, A. K. (2008). Linguistic perspectives on language and education. Upper Saddle
    River, N.J: Pearson/Merrill Prentice Hall. [Barry] Chapter 6 – The Written Word (115-130)

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