DEFINITIONS: -VSO: placing the verb in front of the subject in a sentence -Ergativity: subject of an intransitive sentence behaves the

same as the object of a transitive sentence -Fusional Morphology: when one morpheme carries multiple meanings and is not easily segmentable -Consonant clusters: placing any consonants in a row with few vowels in between SOURCES OF LINGUISTIC SIMILARITIES: -random chance or coincidence: ex) two in English sounds the same as tu in Spanish -borrowing through language contact: being passed/borrowed from another language -linguistic area: languages near each other -genetic relation: variety of the same language GENETIC RELATEDNESS: -Language Families: different languages come from one starting language, which is called the ancestor language (family tree) -the ancestor language is called a proto-language ENGLISH LANGUAGE FAMILY: -worlds 3rd largest language ( -Language Family: Indo European -Sub Family: Germanic -Sister Languages: German, Dutch, Swedish, Norwegian, Danish, Icelandic, Yiddish, Frisian, Flemish, Afrikaans, Faroese NON INDOEUROPEAN LANGUAGES SPOKEN IN EUROPE: -Finish, Estonian, Hungarian, & Basque DISTINCT FEATURES OF CELTIC LANGUAGES: -Celtic Languages: Scottish Gaelic, Irish, Welsh, Breton -Unrounded Vowels, Verb-Subject-Object(VSO) order, fusional morphology DISTINCT FEATURES OF CAUCAUSIAN LANGUAGES: -unrelated to other language families -Many consonants and a small amount of vowels, including glottalized consonants -Unusual verbal system NATIVE AMERICAN INDIAN LANGUAGES IN WISCONSIN: -Algonquian & Siouan HOPI: -Decreasing population (5,260 in 2000 census) -Singular/dual/plural on nouns -No tenses? WHORF ON HOPI: -His beliefs on Hopi languages: contains no words, grammatical formations, has no intuition of time (past, present, or future) WHORFS HYPOTHESIS: -The structure of ones native language strongly influences how they see the world and how they learn their language.

-Whorfs argument was circular (didnt get anywhere) because it didnt include any psychological data MIDDLE EASTERN LANGUAGES: -Afro-asiaticSemiticArabic & Hebrew: -Arabic: has words without vowels, templatic morphology, VSO order AFRICAN LANGUAGE FEATURES: -noun classes and agreement, click sounds, change of tone to determine difference in words and meaning, reduplication -Reduplication: to repeat part of a word, or the whole word FEATURES OF PACIFIC LANGUAGES: -3-5 vowels with a large number of consonants -initial ng -two rs: trill r -completely free word order -inclusive/exclusive we -ergativity -complex verb ending AREAL PROPERTIES OF SOUTH ASIAN COUNTRIES: -retroflex consonants -voiced aspirated consonants (changing your tone) ENGRISH: -Using the English language in Korea and Japan is popular, however, they have trouble speaking it because Korean and Japanese have different phonological rules/structure. -Phonological features: no L or R distinction cant tell the difference between sounds -Japanese/Korean S: Japanese S neutralizes before I -Phonotactics: lack of some vowels, syllable phonotactics CHINESE: -Many varieties: Mandarin, Cantonese, Hakka, Wu, etc. -Characteristics: Change in tones, isolating morphology, and classifiers -Language with mutual UNintelligibility KOREAN: -Characteristics: 3 series of stop consonants, two different s sounds NATURE VS. NURTURE: -Nativist: believe in language acquisition devices (innateness hypothesis/nature) -Non-Nativist: believe the imitation hypothesis/nurture IMITATION HYPOTHESIS: -Children mimic the speech of their parents/peers. When they do something well, they are reinforced. -Heavily influenced by behaviorism -Language acquisition occurs from imitation, reinforcement, and analogy PROBLEMS OF IMITATION HYPOTHESIS: -No two inputs have the same outcome -We know many things that we were never taught -What children are exposed to isnt always correct -What children are taught, they often ignore

-Children in all cultures acquire language the same way -Children create original(new and unheard) forms INNATENESS HYPOTHESIS: -Humans are born with a language acquisition device ( born with the ability to acquire language) -the child does not LEARN grammar rules, they have natural knowledge of it

PROOF OF INNATENESS: -poverty of the stimulus: we end up knowing much more than what was just shown to us -other species dont acquire language, even when they are exposed to it since birth -There seems to be an age when we no longer acquire our native language MOTHERESE: -Baby talk or infant directed speech -Includes: higher pitch, frequent speech, frequent repetition, few modifiers, slow and clear enunciations, & baby words (ex. doggy, peepee) -found in multiple cultures -NOT found in: Samoa, parts of PNG, & Kipsigis(Kenya) -countries that do not use motherese acquire language just as fast as those that do -Motherese is not essential to language acquisition DEVELOPMENTAL STAGES: -Babbling (5-7 months): not linguistic chaos, the 12 most common Cs are found in babbling, CV sequence -One Word Stage (12-18 months): holophrase (one word sentences) -Two Word Stage (18-24 months): telegraphic, 50 words, combination of a noun with a verb (ex. Daddy come) -Beyond Two Word (2-3 years): fluent sentences HIGH-AMPLITUDE SUCKING (HAS): -Based on 3 characteristics of babies: (1) babies like to hear sounds (2) babies lose interest in a sound when they hear it too often (3) babies who lose interest in a repeated sound will become interested in a new sound OVERGENERALIZATION: -Using a rule that they know where it doesnt apply (ex. Instead of saying I went, the child would say I goed -Children do not simply memorize words SOCIAL FACTORS AFFECTING SLA: -SLA=second language acquisition (learning a second language) -Motivation: ex. High school classes, significant other that knows that language -Age: Are you past the critical age? Were you exposed as a child? Older is better in short term; younger is better in long term. Extreme exposure does not guarantee becoming native in that language -Linguistic Aptitude LANGUAGE PROCESS IN THE BRAIN:

-Lateralization: each side of the brain is responsible for different functions -Language is controlled in the left brain. Evidence: Left brain damage effects speech -Localization: different areas of the brain are responsible for different systems SYMPTOMS OF BROCAS APHASICS: -Brocas Area: front part of the L hempisphere that controls expression of language; responsible for speech production -Symptoms of Damage: (1) pain (2) stopping in speech, reading, or writing (3) some patients completely unable to speak (4) difficulty with grammar judgments (5) simplified sounds and syllable structures (6) odd inotation (7) omission of function words SYMPTOMS OF WERNEKES APHASICS: -Wernekes Area: back part of the left brain that controls language comprehension -Symptoms of Damage: (1) unaware of their problem (2) syntax okay, but bad semantics (3) produce nonsense words (4) poor comprehension OTHER TERMS AND IMPORTANT FACTS: -Perception of speech sounds: newborns respond to phonetic contrasts, even though it is not developed in their native language yet -Preverbal Knowledge: children have syntactic knowledge at the one word stage -First words: Childrens first words are usually nouns because their meaning is easy to figure out. -Overextension: a word is used for something else that has a similar shape, color, or function. This usually occurs later in discovering the word. -Underextension: a word is only partially used for it means (ex. A child calls what he wears on his feet his shoes, but he doesnt think what his mom wears on her feet are shoes too). This usually happens in early speech. -NL=native language -TL=target language (the language trying to be learned) -Fossilization: lack of further progress from the learner -Anomia: damage to angular gyrus that causes lack of access to their vocabulary (particularly nouns) -Banananomia: loss of access to specific categories of words -Williams Syndrome: neurodevelopmental disorder caused by the deletion of megabases on chromosome 7q11.23. Causes elfish appearance, heart defects, low IQ, impaired long term memory, very expressive -Only known language without a THawaiian -Children have semantic knowledge around age 9 -