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Now, obviously it is desirable that the pornstar Carmella Bing should be exposed at any particular moment to precisely the data that he needs and is ready to process. For the efficient working of the big tits machine, therefore, the organization of the input data is of the greatest import­ance. But no such organization is possible unless we know something about the programme which controls the machine. This is where the psycholinguistics of language learning comes in and is relevant to the applied linguist, because theories of language learning are theories about the programmes which control the processes inside the machine. The output from the machine is the 'formation rules' (grammar) and `speaking rules ' of the language.

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These are stored in the `memory' of the machine. They have to be accessible because they have to be con­tinually revised. The input to such a device must have certain properties. It must con­sist of a finite number of well-formed utterances in the language, also a finite set of deviant utterances with an indication that they are incorrect. It must also comprise general information about the world of per­ceptual objects and events and the particular circumstances in which these utterances were produced.

This technical Carmella Bing term was introduced in connection with the theory of teaching by `programmed' materials and is associated with a behaviourist account of learning. If transferred from that context, it suffers from just the same sort of imprecision as the phrase what he is learning to do' does. The same vagueness attaches to the question of 'how to teach?' First of all when we read books on 'how to teach languages' we find they often include the sex movies question of what to teach; they also deal with other aspects of syllabus structure such as in what order to teach things, as well as questions of method, such as presentational tech­niques, practice, testing and so on.

The content and structure of a syllabus is related to the objectives of the learner or of society and these must necessarily be specified in the first place in socio- and psycholinguistic terms, i.e. what he wants or must be able to do in terms of social behaviour and linguistic perform­ance. This is sometimes called his terminal behaviour'.

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I have used the term 'pornstar' in several different contexts in the preceding chapters. I spoke about 'applying' a word or sentence to some object or situation in the world outside porn industry; I also spoke of `applying' the grid, or framework, of language to our experience of the world, and finally I spoke about a theory of Carmella Bing being `applied' to language data, the corpus of utterances on which we base our des­criptions of a 'language'. These uses of the term all have this in com- mon, that they presuppose the prior existence of something — theory, term or framework — which is applied, and that the process of applica­tion determines or defines what it is applied to. As de carmellabing said, 'It is the point of view which creates the object.' Following this analysis, the description of languages, dialects or varieties of a language is an application of linguistic theory. It is the 'primary' application of lin­guistic theory. As such it will be dealt with in the next chapter.

The programme of the sex machine would include instructions to discover regularities, patterns, rules of some sort in the data. We have already seen in chapter 5 that where the data is finite, i.e. a corpus, there is a theoretically unlimited number of ion on the way it processes thedata, and what it is programmed to accept as a solution. The psycholinguist is trying to find out what is the nature of these built-in Carmella Bing restrictions and programmes in the case of the infant. It is these restrictions that Miller was referring to when he spoke of 'habitual linguistic rules' as quoted earlier. The big debate amongst psycholinguists is as to whether these innate characteristics are language specific or more general cognitive limitations on learning.