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Area: English Focus: Introduction To Linguistics Competencies
Area: English Focus: Introduction To Linguistics Competencies
Competencies:
B. Acquisition of Language
a. The child imitates the sounds and patterns which s/he hears
around her/him.
b. People recognize the child’s attempts as being similar to the
adult models and reinforce (reward) the sounds by approval
or some other desirable reaction.
c. In order to obtain more of these rewards, the child repeats
the sounds and patterns so that these become habits.
d. In this way the child’s verbal behavior is conditioned
(‘shaped’) until the habits coincide with the adult models.
4. The view that is both cognitive and affective has given rise to a
holistic approach to language learning or whole-person learning
which has spawned humanistic techniques in language learning
and Community Language Learning. In these methods, the whole
person including emotions and feelings as well as language
knowledge and behavior skills become central to teaching. The
humanistic approach equips learners “vocabulary for expressing
one’s feelings, for sharing one’s values and viewpoints with others,
and for developing a better understanding of their feelings and
needs.”
D. Linguistic Concepts:
Phonology is the study of the sound system of language: the rules that
govern pronunciation. It comprises the elements and principles that
determine sound patterns in a language.
Phonology:
The /t/ in top is aspirated [th]; the /t/ in stop is released [t]; the /t/ in
pot is unreleased [t7].
Palatal
Glottal
Alveolar
Velar
Bilabial
Stops voiceless p t k
voiced b d g
Fricatives voiceless f θ s š h
voiced v ð z ž
Affricates voiceless č
voiced ǰ
Nasals voiceless
voiced m n ŋ
Liquids voiceless
voiced l r
Glides voiceless
voiced w y
Source: Parker, F. & K. Riley. (1994). Linguistics for Non-Linguists.Boston: Allyn and Bacon.
(a) Stops. Two articulators (lips, tongue, teeth, etc.) are brought
together such that the flow of air through the vocal tract is
completely blocked (/p,b,t,d,k,g/).
(b) Fricatives. Two articulators are brought near each other such that
the flow of air is impeded but not completely blocked. The air
flow through the narrow opening creates friction, hence the
term fricative (/f,v,θ,ð,s,z,š,ž,h/).
(c) Affricates. Articulations corresponding to affricates are those that
begin like stops (with a complete closure in the vocal tract) and
end like fricatives (with a narrow opening in the vocal tract)
(/č,ǰ/). Because affricates can be described as a stop plus a
fricative, some phonemic alphabets transcribe / č/ as /tš/ and /ǰ/
as /dž/.
(d) Nasals. A nasal articulation is one in which the airflow through the
mouth is completely blocked but the velum is lowered, forcing
the air through the nose (/m,n,ŋ/).
(e) Liquids and Glides. Both of these terms describe articulations that
are mid-way between true consonants (i.e., stops, fricatives,
affricates, and nasals) and vowels, although they are both
generally classified as consonants. Liquid is a cover term for all
l-like and r-like articulations (/l,r/).
+bilabial +bilabial
/p/ = +stop /b/ = +stop
−voice +voice
5. Vowels are produced with little obstruction in the vocal tract and are
generally voiced. They are described in terms of the following
physical dimensions: tongue height, frontness, lip rounding, tenseness.
Different parts of the tongue may be raised or lowered. The lips may
be spread or pursed. The passage through which the air travels,
however, is never narrow as to obstruct the free flow of the airstream.
Vowel sounds carry pitch and loudness; one can sing vowels. They
may be long or short.
Front Back
i u
High
Tense
ɪ ℧
Lax
e o
ε Λ (ә)
Mid
æ a
Source: Parker, F. & K. Riley. (1994). Linguistics for Non-Linguists.Boston: Allyn and Bacon.
e.g.
2 1 2 1 1 2
fundamental introductory secondary
Morphology:
3. Free morphemes are those that can stand on their own as independent
words, e.g. {happy} in unhappily, {like} in dislike, {boy} in
boyhood. They can also occur in isolation; e.g. {happy}, {like}
Bound morphemes are those that cannot stand alone as words; they
need to be attached to another morpheme; e.g. {con-}; {de-}, {per-} to
be attached to {-ceive} as in conceive, deceive, perceive.
5. Inflectional morphemes are those that never change the form class of
the words or morphemes to which they are attached. They are always
attached to complete words. They cap the word; they are a closed-
ended set of morphemes - English has only 8 inflectional morphemes.
Proper Name. This process forms a word from a proper name (e.g.,
hamburger < Hamburg (Germany); sandwich < Earl of Sandwich).
8. Morphophonemic Processes
Syntactic Structures
1. Structure of Predication has two components: a subject and a
predicate; e.g. the seagull flies, the water level rose abruptly, the trial
has begun
Semantics
3. Synonymy refers to words having the same sense; that is, they have
the same values for all of their semantic features. happy and glad;
reply and respond; hastily and hurriedly are synonymous words in
English.
Pragmatics