Comprehension Linguistics

Language is a representational system that is the foundation for humans to express their ideas, thoughts and knowledge through communication. The terms that will be discussedare imperative in comprehension linguistics. Teaching second language learners how to read, recognize otheir learning types, strengths and weaknesses higher performance and language development is achieved. Language is the communication of thoughts and feelings through a system of arbitrary signals such as voice, sounds gesters, or written symbols. Dialect refers to a particular form of a language that is peculiar to a specific region or social group. The Sapir-Whorf Hypothesis is the general idea that differences in language structure cause people to view the world

It enables learners to know what and when to communicate, depending on the circumstances. Sociolingusistics is critical when learning a new language, it guides learners how to speak, questions, statements, casual. Linguistic competence and linguistic performance are ineffective without one another. Acquiring competence is “having the ability to use language accurately..” (Yule, 2017). It is a psychological or mental function, while performance is a production of actual utterances. Competence involves “knowing” the language and performance involves “doing” something with the language. It is very difficult to assess competence without assessing performance. Linguistics has tended to accentuate common, even universal, features in language and the autonomy of language. African-American Vernacular English (AAVE) is a language spoke by African Americans Highlight african roots, speech and connections with languages. Pidgin languages- the chief language is english, used originally between Chinese people and Europeans. Creole languages are vernacular languages, often confused with AAVE, developed in European colonial plantation settlements in the 17th and 18th centuries, as a result of contact between groups that spoke mutually unintelligible

language learning is dependent on existence of different profiles of language ability. “Some learners seem to have a linguistic orientation to learning; that is, achieving success by considering language learning to be a pattern-making problem, with rules and analysis figuring prominently” (Skehan, 1991). Other learners are more memory-dependent and do not see language as a system whose rule-based nature can be exploited. They see language a group, and these groups or prefabricated components provide direct, potential communication. Knowing how a learner, learns is highly important for achieving language learning