Порождение речи. Модель Левелта
Уровни модели порождения речи, выделяемые в работе В. Левелта "LANGUAGE
PRODUCTION: A BLUEPRINT OF THE SPEAKER".
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1. Conceptual preparation.
Alone, or interactively with the interlocutor, the speaker generates a
message, whose expression may affect the interlocutor as intended.
Messages are conceptual structures of the kinds described above. In
preparing a message, we exercise our social competence, minding the
knowledge shared with our interlocutors, directing their attention to
what is new or relevant, etc. This is accomplished by skilfully
accessing various knowledge sources (knowledge sources are diagrammed as
ellipses). The ultimate message is a conceptual structure, consisting of
lexical concepts, i.e., concepts for which there are words in the
language. In this respect the message is more specific than just any
conceptual structure. Not all concepts that we can entertain are lexical
(think of a dead tree). But a message must eschew those, because it must
be expressible in words. This is captured in the term "preverbal
message".
2. Grammatical encoding.
The lexical concepts in the message will activate the corresponding
syntactic words ("lemmas") [под "леммой" в модели Левелта понимается
морфолого-синтаксическая характеристика слова, в частности включающая а)
указание на частеречную принадлежность и б) состав и свойства
морфологических категорий слова - А.Б.] in the mental lexicon. Their
selection makes the syntactic frames available that should correspond to
the semantic functions and arguments in the message. In grammatical
encoding, the speaker uses this lexical-syntactic information to build
up the appropriate syntactic pattern, the "surface structure". And this
is roughly done incrementally, i.e., "from left to right". This
completes the processing of the first core system.
3. Morpho-phonological encoding.
As soon as a lemma is selected, its form code becomes activated. The
speaker gets access to the item's morphological and phonological
composition. This is the basic material for building up phonological
words. In particular, it is used to generate a word's syllabification in
its syntactic context. For instance, the word comprehend is syllabified
differently in the phrase I-com-pre-hend than in the phrase
I-com-pre-hen-dit. In phonological encoding, the "phonological score" of
the utterance, its syllabified words, phrases and intonation pattern, is
built up incrementally, dogging the steps of grammatical encoding.
4. Phonetic encoding.
Each of the syllables in the phonological score must trigger an
articulatory gesture. Here we finally reach the repository of syllabic
gestures that the infant began to build up by the end of the first year
of life. Sometimes new or infrequent syllables have to be composed, but
mostly speakers can resort to their syllabary. Phonetic encoding is the
incremental generation of the articulatory score of an utterance.
5. Articulation.
The execution of the articulatory score by the laryngeal and
supralaryngeal apparatus ultimately produces the end product: overt speech.
6. Self-perception.
When we speak we monitor our own output, both our overt speech and our
internal speech. This output monitoring involves the same speech
comprehension system that we use for listening to others. If we notice
trouble in the speech we are producing, in particular trouble that may
have communicative consequences, we can stop and correct ourselves.
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АБ
