 More output or not more output. So, the output is, what is the proportion of output, that is, what is the comparison between input and output. Any idea? Based on the input, what is the output? More or less? More output. Why? Understand my question? If output is more, why? We have been discussing these things. I simply want you to tell me answers to these simpler questions, so that I understand that you understand that. Generative mechanism. Because generative mechanism inbuilt within the hypothetical device, so that we may be able to form new words and communicate new ideas. So basically, generative mechanism is the apparatus, is the capacity that is responsible for infinite output. What does generative capacity do? What does it do in precise terms? We got the idea about language acquisition device and universal grammar. We want to know, what is it that generative mechanism precisely does? Exactly. It helps us deduce the underlying patterns of language, that is, underlying rules of language. If we are talking about words, then it gives us words, the underlying patterns behind words. For example, words will have sounds in a systematic way, in a particular way, which is the fourth thing that we see is, we must have vowels in a word. We cannot have a word, which means in other words, that does not have vowel sounds. So, this underlying pattern, this rule gets clearer through development of this generative capacity, which is what we mean by language learning. Therefore, language learning is not really learning of words and sentences. Words and sentences are outcome of the development of a particular type of capacity. Also, when we say language is in need to human being, that is, language is inbuilt to human being, what we mean is the ability to develop this specific capacity is inbuilt. Output in a sense is really trivial. By output, we mean language, which is actually the outcome of this generative capacity is trivial, trivial quote in quotes. You understand this point? Because that outcome could be any language, which depends on immediate society. I think we have dealt with this thing in a way that in a clear way. If there are any confusions, if there are any issues related to that, please let me know because some of the things that I am going to ask you or talk about are based on the clarity of this capacity, clarity of understanding about this capacity. And again, they are also very simple point, not very complicated. But complication keeps building if the previous one is not clear. If the previous thing is clear, then the next one follows from the previous one. Can we go down this list of terms and see if we are familiar with these things? Not necessarily we have to go through this list again, but I just want to clarify whether you have heard these terms and not only heard these terms, we are very clear about them because these are going to be fundamentals of many things that we are going to be discussing. And I have been telling you that we are building the basis for a more serious discussion at the level of sentences in terms of what are the fundamental principles of language? What are more fundamental rules that operate in language? What is that linguistic computation which works in human cognition? How does that building takes place? Get it? I think we have, I do not remember, but I think we have talked about this. When you speak, I am not sure if you watch yourself or others, but if you do or if you happen to do from now on words, we have talked about the smallest possible sentence, which was just a word. What was the word? Go or come or go is better one because that is even smaller in a word, as a word. So fine. What do you think will be a longer sentence? How long do you think a sentence could be? There is no limit. How does a sentence end? How do we know that now sentence is over? Anybody, any idea? When we speak or when we read or write. No, no, I am talking about spoken language. Stop, a full stop. How do we know where to put the full stop? That is, full stop is in written language, but in spoken language we stop. So how do we know where to stop in order to understand that this sentence is over? So a sentence is like go, a sentence is like go home. A sentence could be, I am asking you to go home. A sentence could be this is a pointer, this is a room, this is a classroom. We are studying here. These are the sentences. How do we know that this sentence is over at the point when I say this is a pointer? This sentence is over. Now what I say is going to be the next sentence. How do we know that? Any idea? The reason I am asking you this question is, this question, the answer to this question follows from our understanding of why go is a sentence. What makes go a sentence? Everything has a meaning. When we say pointer, does it not have a meaning? Does it have a meaning or not? It has a meaning. Or everything could possibly have meaning. There is something else that makes the word the utterance go a sentence. So what follows from that is every sentence requires one verb. You may have little bit more. You may have something else. We can call them, call those things different things. But a sentence must have a verb. And when a verb is there in the sentence and then the verb agrees with the subject, then we know now it is going to be end of the sentence. The next question is how long a sentence could be? You said something about that? There is no limit. And that is in a way true. The sentence could be infinitely long. Is that difficult to believe at this stage? So can you give me an example of a long sentence or as long as it gets? So you are right. True. It is not just about commas and end. You are right. Essentially what you are saying is right that a sentence could be infinitely long. You understand this part? This could be a very tall claim. That a sentence could be infinitely long. How is going to be determined and the actual answer to this how comes when we look at the, when we look at actual linguistic computation in human cognition. And we understand the underlying pattern which allows a sentence to be infinitely long. We can get an example. We can get an example which will be let us say 10 sentences combined together. But then again it is 10. It does not tell you infinitely long. In fact when we say infinitely long it is almost impossible to give an example of an infinitely long sentence. We cannot possibly give an example of an infinitely long sentence. But we can possibly understand through the computation that underlying processes have accommodation for infinitely long sentence. That is what we will see. But for that these things are important. So clear about them. A language, linguistics, language and dialect, language learning or language acquisition, behaviorism that is two different ways of looking at how we understand, how we learn language, behaviorism and innate hypothesis, generative mechanism, language computation. Language computation is something that we have just talked about. We have not really looked at the total details. Language if at all at this stage you can give an example of language computation at the level of words we can say this rule is an example of language computation. That this is one rule which gives us words. And this pattern can give us many many words. We can have a different pattern but this pattern where we have a collection cluster of two consonants in the beginning of a word results into very few words. And here when we say very few we mean compare to this one. So number one gives a lot. We can go all the way to say infinite but we do not want to say that. Say that just a lot. This one radically reduced from this. That is way too low compared to the first one. Get this thing? And we will come to specific more specific examples radically too low because of this constraint. So this could be an example of internal computation at this level. We will talk about more soon. Again when we look at the specifics of generative foundation of language acquisition everything else that we have been discussing since yesterday. And we just revised it in the beginning of this class today is part of generative foundation of language acquisition where language acquisition device, universal grammar, principles, parameters, knowledge of language and again generative capacity. These are the terms that we have been using to understand how learning takes place. So these are the reason why I am emphasizing on these terms and I want you to be fully familiar with these terms is because these are going to be like normal vocabulary. And please be attention to the last one generative capacity and generative mechanism. There is an overlap between the two but still a little bit of clarity is required which is this is a mechanism and what when it gets internalized that becomes capacity. Knowledge of language just to quickly revise it anybody because this is not a simple phrase which means knowing about language it means what does it mean? So let us first look at universal grammar just to revise it once again to make sure that we understand this thing. Innate set of innate and abstract principles clear set of innate and abstract principles that is those principles are already inbuilt. It only requires triggering through input from immediate environment and that is the inbuilt principle which is responsible for developing language in us. So external factor input triggers and inbuilt principles get triggered and then we get language then we get these things. This is what we mean by principles. Principle part of universal grammar parameters a set of rules that languages vary around languages vary from one another. A set of rules that determines how languages vary from one another is what we know as parameter okay and this is what I was asking you. It is important to know this concept with clarity which is knowledge of language is that we know these things. We know that this rule is responsible for lots of words and we do not know all of those words because we know this one. So what this results into is I know them but I just do not know that I know them. Everything about language is part of that and that is what we call that is what we call knowledge of language and why do we not know that we know them? Anybody? Why do we not know that we know them? We should be able to answer this question at this stage. Remember I am saying I am talking about the rules of language or rules of language learning that we know but we do not know that we know all those rules. Why so? Why do we not know what we know? It is kind of a problematic thing when we are saying we know but we do not know that we know. Sounds very nice. We do not really go and learn the things so we do not know that we know this. So it is the ability that comes and even the parts of ability the what see if ability is a machine the components of that machine that mechanism is not really obvious. They are set of abstract things they just get triggered we just we really do not know them as a matter of list understand. So when we do something like we do 10 things in a day so we are doing those things one after the other. Therefore we know what are the things that we have done what are the things that we have learned then we know them but something that happens we do not even know the order in which they take place they take place and how they how they work how that machine begins developing therefore we do not know that we know them. However miraculously as a matter of miraculously the result of this is that we speak language not only we speak language we speak with full grammatical patterns and we talked about this grammatical pattern yesterday did we the grammatical means acceptable grammatical grammatical means well formed well formed acceptable and appropriate to so this really becomes a miraculous development that on the basis of the rules that are not so clear to us even about development we get an output which is miraculously well formed grammatical acceptable appropriate all right. So what is important about learning this thing what does it tell us so far if we understand acquisition we get to know how we speak how we begin to speak we get to know how language is a complex phenomena and it is a specific to humans we get to know that there are differences between languages and language differences are taken care of taken into account by set of principles and parameters okay and this is the second last part is something which we have not discussed so far is take it as it is right now we will talk about this which is how does language change takes place okay remember it is not not really completely obscure should not be completely obscure for you that if it is language continuum right then languages are two different at two different ends right but there are lots of similarities in between right lots of similarities in between still hold on like I said I will discuss this thing later but just let me give you a brief thing about this have you heard anyone saying or have you realized that there is a change in language after every five to ten kilometers have you heard this thing no not heard have you witnessed this thing it happens at language border in visible terms right for example at the border of Tamil and Telugu speaking areas you are going to see this change so the kind of Tamil people speak at that border is going to be very different from Tamil spoken in Madurai, Koyambatur or for that matter at the borders of Malayalam that is going to be different so differences at borders are clear I am talking about even when there are not borders after twenty kilometers you find people speaking a different kind of same language and this does not this is not a specific only to Tamil it is a specific it is true for all the languages not heard this thing not whatever there you call that is style I do not want to give them names as in Kerala where we are just talking about three sets that is three broader distinctions I want you to think about this thing and then tell me late by later I mean not today talk to people and try to see if this has any meaning language changes not only in three major categories but the language changes after every now and then every short distance people twenty kilometers from one place people will speak things differently and such changes are very minor when they become major then they start becoming different languages now these are the changes which are responsible for larger changes in language so how they take place is also taken into account if we understand these things and then finally language continuum and multilinguality which again we will address little later is also taken care of by this pattern of acquisition wait a minute it this is also important for you to understand more I will briefly mention this and then move to different concept most of the time when we talk about multilinguality what does it mean when we say multilingual what does it mean to you different languages people speaking how many languages more than one so and then what will be bilinguals those who speak to right now in the interest of time let me let me tell you this thing and ask me a question if there are if you do not agree with this thing and if you think we do not have clarity about it then the difference between the two terms bilinguals and multilinguals is nothing anyone who is a bilingual is also a multilingual so these two terms can be used interchangeably for a long time people made these distinctions just for the sake of mathematical order monolinguals bilinguals and multilinguals when you look at it look at language carefully and just now what you have seen the process of learning language what is it that works as input then you can understand the term multilinguality with with greater clarity which is remember we just established yesterday that children are not learning Bengali Hindi Tamil Telugu what are they learning actually what are they learning that whatever is spoken to them whatever the input the child receives from the society and there is no society which speaks just one thing right therefore what happens is this generative capacity is again inbuilt with the capacity for multilinguality get this point the fact that someone speaks more than one language is no additional capacity is is is part of this generative apparatus it is following from the capacity to learn a language is following from generative mechanism and in nateness hypothesis that people will be speaking more than one language that that is point number one point number two that everybody speaks more than one more than one language particularly when we look at language continuum at a micro level do you understand the distinction between macro and micro when we look at something when we look at language continuum at a micro level then we realize that people have capacity to negotiate between different varieties of same language also right there is a categorical distinction between Northern Malayalam Central Malayalam and Trabancore Malayalam but it is not that people speaking Northern Malayalam will not be able to understand and talk to speakers of Trabancore Malayalam get it people speaking Hindi in Delhi will not be able to speak to people speaking Hindi in Kolkata however there are striking differences between the two now what I want to underline is the following the ability to negotiate between the varieties is also part of multilinguality and this is the definition of multilingualism at a micro level and this is why we we claim and we say that every individual is a multilingual when we say every individual is a multilingual that does not mean everybody must know for five languages that is Hindi, Punjabi, Tamil, Telugu, English even the capacity to negotiate between different regional varieties is part of multilingual capacity is part of and and that multilingual capacity in particular follows from generative apparatus is this point making sense to everybody therefore multilinguality is important and therefore we we have mentioned here that this helps us understand the existence of multilinguality in real world okay so multilinguality in real world is no neither a big deal nor a strange phenomena alright okay then we have been we have looked at couple of more and very quickly we will look at few new concepts from this did you did I did I mention competence and performance so far I language any language and the distinction between I language and E language is I language here E language in the real world right I language the language of human mind E language the language of the real world that is external to human mind okay excuse me the distinction between competence and performance is exactly that competence refers to the capacity to generate language the fact that generative capacity lies in human mind so whenever we talk about competence we are actually talking about generative capacity we are talking about I language whereas performance is E language and capacity to use language in real world in real time get it so that is the distinction between competence and performance similarly the two terms form and function the distinction between the two terms form and function is exactly that form is about I language when we are looking at the internal properties of language underlying patterns of language we mean form we mean study of formal properties of language when we talk about the use of language in actual world we are talking about the function of language in the actual world so the terms like I language E language competence performance form function with minor differences refer to exact same kind of dichotomy okay then comes a point which is important for us to understand which is critical period hypothesis this is the term which comes in the context of language acquisition right which simply means if a child receives input from immediate society and as a result of which we develop generative capacity and child continues speaking a language for how long does this takes place can I does this happen to me I have been receiving input in Tamil in Chennai I have not been speaking them Tamil it is more than a year now other than two three words nothing has developed so how do we believe this and how does why why does it not happen to me what is responsible for that get this question some of you may be non Tamil speakers right and you have been living here for much longer a period than I have been living it has not happened to you so does it not raise a question to you that if it is if input from immediate environment is the only thing that is responsible for triggering universal grammar and developing generative capacity and in turn we speak the language then why did why did it not happen in last four years for me so what is that ability is restricted to different stages right what is that stage when does it stop whenever that stops is called critical period whenever that stops is called critical period and those who studied these things gave it a name critical period hypothesis so so the assumption is again if we look at in terms of this so let us say five ten fifteen and twenty years of age okay so the idea is it is starts from here and stops around this place okay that is around thirteen to fourteen years of age it stops I should use a more careful word it is not that it stops the access to universal grammar that is universal principles and parameters is open until this point that is when we receive input right the universal that input does something to universal set of rules that the triggering can take place after this does this help you understand after this it is not fair to say it stops completely what happens is the access becomes weaker and weaker and weaker that is the input is unable to trigger those rules and even if they do they do it in a very minimal way if we say access to universal rules stops what will be the consequence of that if we say access to universal rule completely stops the consequence of that will be we cannot learn any new word or we cannot learn any new language however there is enough evidence that we do learn some languages after fifteen years also remember you understand we do learn some language if we put some serious effort we do learn some new languages and English is one such example right maybe for some people they started learning English this side of the age group right there are many people who started learning after fourteen or fifteen okay some people started learning this side that is let us say some people started learning English from this point some people may be even earlier so there are different kinds of variations when it comes to learning English and some other languages now two points are critical here if we say the access to universal grammar access to universal rules or the capacity to capacity to universal capacity to develop sorry the ability to develop generative capacity through triggering universal set of principles by external input from immediate society stops then no new language comes period the fact that that does not happen we can say it is a still open but it is weak therefore the languages that we learn this side are really good that is the capacity is reliable what that capacity gives us intuition and that intuition is authentic so when and that is the intuition which remains as original the intuition that we develop after this capacity becoming weaker is not authentic into intuition we do learn and therefore we we do not we feel less confident less confidence in languages that we learn later on get this thing therefore this when when the when it starts becoming weaker is called a language that we learn critical period all right keep one more thing in mind that it is this is not a sudden break I I have just drawn the sentence line this way it is not a sudden break probably it starts little early right so it is not as weak but nothing could be so sudden abrupt this starts happening little early it may not happen for some people it may happen all the way to 20 so these numbers are not very hard and fast but wherever that stops is called critical period the axis becomes weaker does not stop completely and that is called critical period it is clear what what we mean by critical period and see there are consequences of these things as you can see that consequences we learn in new languages and if we say axis is blocked then we do not learn new language okay all right if we are learning languages on this side then there is going to be impact or imprints of languages that we have learned this side of the on the new language therefore if we learn English here we are going to see lot of influence of languages from here on this and that is called mother tongue interference okay mother tongue interference with this I am bringing in a new term which is called mother tongue right or native tongue or native language what do we mean by that what do we call mother tongue what is mother tongue any idea quickly which is first major languages the languages that we have been learning in critical period and again remember this could be there is a strong possibility rather very very strong possibility that 0 to 10 the number of languages may be more than one right definitely more than one right definitely more than one in that case what is the mother tongue theoretically is if we understand this this acquisition process in a theoretical term then it should not be difficult for you to answer with to full with total conviction what will be the mother tongue you are right you you are absolutely right the languages that we learnt this side so I am asking you if we learnt more than one then what is the mother tongue among them all of them that is right the language that immediate society speaks and if there are more than one languages in that then all of them the therefore no one else decides about your mother tongue no one else decides oh you speak Telugu your mother tongue is Telugu that is not that is not how mother tongue is decided mother tongue is something very specific and technical in its term that mother tongue is the language or languages that we learnt on this side get it mother tongue is also the term which we use for the one term I already gave you which is native language mother term is also the term for forced language and this is little bit strange that you will find here when we say forced language right forced language by definition means how many one but if you understand the process of language acquisition forced language could be more than one or many so it is only the only inter in the context of language acquisition the the term does not mean much it is the only time when we say when we can say forced language is not a good term it could be possibly forced languages right and based on these understandings we can say in the larger context we are talking about really language not in not instances of language so whenever we talk about forced languages we are talking about many languages languages together but actually we are talking about language and anything that we acquired before this all of them are forced language are forced languages mother tongue native tongue and you decide what you learnt this side no one else decides get it and if if acquisition of all the languages of the world takes place this way then now you can appreciate it in a letter in a little bit better better sense what could be the difference between language and dialect if we are talking about different varieties of Malayalam and Tamil they are all learnt the same way if we are talking about different names of names of different languages there we learn all of them the same way if we understand universal set of principles and parameters the abstract rules of what we call languages or what we call dialects are all here and they get triggered in the same way then in a real technical sense there is absolutely no distinction between language and dialect so when we say language and dialect distinction is really sociopolitical we are not trying to be politically correct we are we are talking about what follows from the principles of language acquisition therefore no distinction between them get it all right are we are we clear about mother tongue forced language critical period right these these are way too fundamental things and a clarity is required and this clarity comes when we understand generative foundation of language acquisition without names or without any language there is there there could be no confusion in this just two more terms and then we stop for today if we know about forced language then there is a term which is called second language right second language by definition will be where here on this side right and there is one more thing a specific for second language is because it happens here on this side and because the axis is broken right so there is one more thing a specific for second language which is instruction so if I say I I know English as second language what I am essentially also saying that I have received instruction in English too ok however no instruction is required this side that is knowing you we understand the meaning of instruction a formal instruction in a formal setting in classroom with the help of books and other other materials all right so that is about second language second language is the language which we acquire probably beyond critical period and with instruction is called second language without instruction before 10 years or 12 years of age all of them are forced language all right then there is a term called foreign language right there is a term called foreign language what is that foreign language most of the learning is done in a formal setting true and minimal by minimal exposure what do you mean minimal exposure very true but why exactly foreign language very nice a foreign language is not the language which we decide according to national boundaries as you have seen if one thing you can see underlyingly being discussed that there is no concept of boundary walls in languages language boundaries are so porous so we are not talking about languages of political geography we are saying this term foreign language simply means the language where of course we get instruction so that way foreign language and second language are the same thing as far as instruction is concerned but the distinction between foreign language and second language is in terms of its accessibility and availability in the society for second language we get instruction as well as it is available in the society too for foreign language it is not available in society and on the basis of this distinction anything could be a second language or any language could be foreign language depending upon which place we are talking about so a Manipuri or Assamese could be a foreign language in Chennai at the same time Tamil could be foreign language in Himachal Pradesh or UP get it so these terms are technically defined in terms of first language second language and foreign language not in according to political boundaries alright one more point to clarify which is often asked you have not asked so far what happens to languages that we start what happens to languages that we start here and then we lose later that is we do not speak after couple of years we do not speak after couple of years I started speaking Tamil then to speak after couple of years that is three four years okay what will happen to that language think about this time is over we will talk about this and talk about sounds tomorrow thank you.