Definition of language

Language is a code we create for communicating our ideas, experiences,

emotions and anything else that we need to pass on to other people. It is a symbol
system that is understood by all members of a particular community. When we say cat,
for example, the word that is heard and said is merely a code for the English language
that is understood to mean a common domestic animal with whiskers that gies out the
sound meow when it is hungry. !he codes are goerned by rules that the parties
inoled in the communication process hae to be familiar with in order for the message
to be coneyed successfully, and to be understood correctly.
In a more specific term, it can be defined simply as a formali"ed method of
communication consisting of #$% the signs and symbols by which ideas can be
represented, and #&% the rules goerning these signs and symbols #e.g., how the
symbols can be combined%. Language occurs among a community of language users,
which means that the person expressing the linguistics message and the person or
persons receiing it must hae shared meanings attached to the message content.
Language is uni'ue to humans because only human beings are able to use language to
communicate about the past and the future as well as the present #(olton, $)*$%. !here
are seeral modes by which humans may communicate their language, including
reading, writing, speaking and listening. !hese modes can be classified either as
receptie or expressie language. +eading and listening are examples of receptie
language #i.e., the message is receied and decoded or interpreted%. Writing and
speaking are forms of expressie language whereby the message is encoded or
produced.
The importance of language and its usage
Language use refers to the conentions goerning how language is used in
arious social contexts. It inoles the rules a culture has deeloped for what people
choose to say, to whom, how, and under which circumstances. !he study of language
use stems largely from a field of study called pragmatics, which deeloped into a ma,or
discipline in the mid-$)./s and has had a profound impact on students of language
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deelopment. 0ragmatics is primarily concerned with the functions of language,
especially those related to social contexts. It is based on the idea that when people
speak, they are doing more than ,ust uttering the words organi"ed by conentional rules
of language. !hey are also using these particular word and linguistic constructions to
get things done. !hey are performing what 1ustin #$)2&% called speech acts.
In general, language use operates under what (ates #$).2% described as a
conersational code of conduct that includes the following3
4ooperate with your conersational partner#s%
!ell the truth
5ffer only information assumed to be new and releant to the listener.
+e'uest only information you sincerely want to hae.
0roide your listener with ,ust the right amount of background information so that
he or she will understand your point.
(e unambiguous.
4hange your language to fit the current social situation.
!he use component of language encompasses rules that goern the use of
language in social contexts. !he rules are also called pragmatics and include rules that
goern the reason #s% for communicating #called communicatie functions or intentions%
as well as rules that goern the choice of codes to be use when communicating #(loom
6 Lahey, $).*%.
!he functions of language relate to the speaker7s intention or goal. 8reeting,
asking 'uestions, answering 'uestions, re'uesting information, giing information, and
re'uesting clarification are examples of language functions.
In addition to coding communicatie intentions, a speaker must use information
regarding the listener and the nonlinguistic context to achiee his communicatie
intention. 9e must choose from alternatie forms of message the one that will best
sere his communicatie intention. !he speaker must take into account what the listener
already knows and does not know about a topic, as well as information about the
context. !he selection of the words and sentences to use to formulate a message
depends upon this information. :or example, knowing the age and occupation of
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different listeners influences the choice of words to greet them. It is appropriate to say
9i ya to a ;-year-old and 9ow do you do< to a school principal.
In conclusion the importances of language are, to3-
Identify wants and needs
4hange and controls behaior
:acilitate cognitie growth
1llow for fuller interactions with others
Express the uni'ueness of the indiidual
Communication
1ccording to Edward 1. 0olloway, Lynda =iller and !om E.4 >mith in Language
Instruction for Students with Disabilities communication is typically iewed as the
interchange of ideas, feelings, thoughts, experiences, and information. 9umans
communicate using a wide range of methods including speech, =orse code, sign
language, (raille, printed words, flags, gestures, facial expressions, and een clothing
and hairstyle. 9umans sometimes communicate by not saying or signaling anything?
that is, messages are coneyed through silence.
+efer in Language Arts: Exploring Connections written by @aren A7 1ngelo
(romley, communication is the transmission of meaning through sound, signal, gesture,
or symbol. 4ommunication refers to the sending and receiing of messages,
information, ideas, or feelings #9ulit 6 9oward, &//&%. It is a broad term that not only
encompasses the physical production of speech and the symbolic nature language, but
any behaior or action that coneys a message. :or example, a snee"e may coney a
message that a person has a head cold #4rystal 6 Barley, $))*%.
The Process of Communication
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!he communication process is the guide toward reali"ing effectie
communication. It is through the communication process that the sharing of a common
meaning between the sender and the receier takes place. Indiiduals that follow the
communication process will hae the opportunity to become more productie in eery
aspect of their profession. Effectie communication leads to understanding.
!he communication process is made up of four key components. !hose
components include encoding, medium of transmission, decoding, and feedback. !here
are also two other factors in the process, and those two factors are present in the form
of the sender and the receier. !he communication process begins with the sender and
ends with the receier.
!he first step the sender is faced with inoles the encoding process. In order to
coney meaning, the sender must begin encoding, which means translating information
into a message in the form of symbols that represent ideas or concepts. !his process
translates the ideas or concepts into the coded message that will be communicated.
!he symbols can take on numerous forms such as, languages, words, or gestures.
!hese symbols are used to encode ideas into messages that others can understand.
When encoding a message, the sender has to begin by deciding what heCshe
wants to transmit. !his decision by the sender is based on what heCshe beliees about
the receiers knowledge and assumptions, along with what additional information
heCshe wants the receier to hae. It is important for the sender to use symbols that are
familiar to the intended receier. 1 good way for the sender to improe encoding their
message, is to mentally isuali"e the communication from the receierDs point of iew.
!o begin transmitting the message, the sender uses some kind of channel #also
called a medium%. !he channel is the means used to coney the message. =ost
channels are either oral or written, but currently isual channels are becoming more
common as technology expands. 4ommon channels include the telephone and a
ariety of written forms such as memos, letters, and reports. !he effectieness of the
arious channels fluctuates depending on the characteristics of the communication. :or
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example, when immediate feedback is necessary, oral communication channels are
more effectie because any uncertainties can be cleared up on the spot. In a situation
where the message must be deliered to more than a small group of people, written
channels are often more effectie. 1lthough in many cases, both oral and written
channels should be used because one supplements the other.
If a sender relays a message through an inappropriate channel, its message may
not reach the right receiers. !hat is why senders need to keep in mind that selecting
the appropriate channel will greatly assist in the effectieness of the receierDs
understanding. !he senderDs decision to utili"e either an oral or a written channel for
communicating a message is influenced by seeral factors. !he sender should ask him
or herself different 'uestions, so that they can select the appropriate channel. Is the
message urgent< Is immediate feedback needed< Is documentation or a permanent
record re'uired< Is the content complicated, controersial, or priate< Is the message
going to someone inside or outside the organi"ation< What oral and written
communication skills does the receier possess< 5nce the sender has answered all of
these 'uestions, they will be able to choose an effectie channel.
1fter the appropriate channel or channels are selected, the message enters the
decoding stage of the communication process. Aecoding is conducted by the receier.
5nce the message is receied and examined, the stimulus is sent to the brain for
interpreting, in order to assign some type of meaning to it. It is this processing stage that
constitutes decoding. !he receier begins to interpret the symbols sent by the sender,
translating the message to their own set of experiences in order to make the symbols
meaningful. >uccessful communication takes place when the receier correctly
interprets the senderDs message.
!he receier is the indiidual or indiiduals to whom the message is directed. !he
extent to which this person comprehends the message will depend on a number of
factors, which include the following3 how much the indiidual or indiiduals know about
the topic, their receptiity to the message, and the relationship and trust that exists
between sender and receier. 1ll interpretations by the receier are influenced by their
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experiences, attitudes, knowledge, skills, perceptions, and culture. It is similar to the
senderDs relationship with encoding.
:eedback is the final link in the chain of the communication process. 1fter
receiing a message, the receier responds in some way and signals that response to
the sender. !he signal may take the form of a spoken comment, a long sigh, a written
message, a smile, or some other action. EEen a lack of response, is in a sense, a form
of responseE #(oee 6 !hill, $))&%. Without feedback, the sender cannot confirm that
the receier has interpreted the message correctly.
:eedback is a key component in the communication process because it allows
the sender to ealuate the effectieness of the message. :eedback ultimately proides
an opportunity for the sender to take correctie action to clarify a misunderstood
message. E:eedback plays an important role by indicating significant communication
barriers3 differences in background, different interpretations of words, and differing
emotional reactionsE #(oee 6 !hill, $))&%.
!he communication process is the perfect guide toward achieing effectie
communication. When followed properly, the process can usually assure that the
senderDs message will be understood by the receier. 1lthough the communication
process seems simple, it in essence is not. 4ertain barriers present themseles
throughout the process. !hose barriers are factors that hae a negatie impact on the
communication process. >ome common barriers include the use of an inappropriate
medium #channel%, incorrect grammar, inflammatory words, words that conflict with body
language, and technical ,argon. Foise is also another common barrier. Foise can occur
during any stage of the process. Foise essentially is anything that distorts a message
by interfering with the communication process. Foise can take many forms, including a
radio playing in the background, another person trying to enter your conersation, and
any other distractions that preent the receier from paying attention.
>uccessful and effectie communication within an organi"ation stems from the
implementation of the communication process. 1ll members within an organi"ation will
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improe their communication skills if they follow the communication process, and stay
away from the different barriers. It has been proen that indiiduals that understand the
communication process will blossom into more effectie communicators, and effectie
communicators hae a greater opportunity for becoming a success.
References
ISL 1: UNDERSTANDING LANGUAGE Page 7
(romley, @aren A71ngelo. #$))&%. Language Arts: Exploring Connections 2
nd
Edition.
=assachusetts3 1llyn and (acon.
0olloway, Edward 1. et al. #&//G%. Language Instruction for Students with Disabilities 3
rd
Edition. 4olorado. Loe 0ublishing 4ompany.
5yer H. 9erbert. #$))G%.Speech Language and hearing Disorders. =assachusetts3
1llyn and (acon.
(ahagian 0endidikan 8uru #&//G%. !aedah "enga#aran !has $ahasa Inggeris. @uala
Lumpur3 @ementerian 0endidikan =alaysia.
(ernstein, Aeena @. et. al. #$));%. Language and Co%%unication Disorders in Children.
Few Iork3=acmillan 0ublishing 4ompany.
Bicki 1. +eed. #&//J%. An Introduction to Children with Language Disorders. 1rlington
>treet, (oston3 0earson Education, Inc.
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