Language as System refers to the idea that language can be viewed as a complex system with interrelated parts. In this view, language is not just a collection of individual words and grammar rules, but rather a cohesive and dynamic system that allows speakers to convey meaning through a variety of linguistic devices.
The Poverty of Stimulus is a concept that was first introduced by linguist Noam Chomsky in the 1950s. It refers to the idea that children are able to learn and use language despite having limited exposure to it. This means that children are not simply imitating what they hear from others, but rather they are able to abstract underlying linguistic rules and structures on their own.
Competence vs performance is a distinction made in linguistics to differentiate between a speaker’s underlying knowledge of a language (competence) and the actual use of language in real-life situations (performance).
Linguistic competence refers to a speaker’s knowledge of the grammar, syntax, and vocabulary of a language. It is often contrasted with pragmatic competence, which refers to a speaker’s ability to use language appropriately in social contexts.
Communicative competence is a broader term that encompasses both linguistic and pragmatic competence. It refers to a speaker’s ability to use language effectively to communicate with others in a given context.
Grammatical competence refers specifically to a speaker’s knowledge of the rules of grammar and syntax in a language.
Sociolinguistic competence refers to a speaker’s ability to use language appropriately in different social and cultural contexts. This includes knowledge of appropriate language use in different situations, as well as an understanding of regional and cultural variations in language use.
Overall, these concepts highlight the complexity of language as a system and the importance of considering multiple factors when analyzing language use and acquisition.