Transcript PPT_W2_ENG463_DCP

DCP Week 2

Questions or comments?

Independent activities

Discussion Board topics





Suggest a topic
Brainstorm questions a search of the topic
might answer
Cluster similar questions – is this enough for a
search on its own? (Narrow the search)
Focus on one research question if possible
Brainstorm types of resources to investigate



Spanish ESL or English Language Learners.
and the current structure for teaching them
English.
Deaf students and English language
acquisition.





Each group has 3 links on a related topic
Identify the general topic
Annotate each resource (Individual or pairs)
Present resources to the group (report-back)
Discuss similarities and differences
How is each work unique
 Are there elements that the resources all have in
common?
 Do any stand out for any reason?


Conclusions – so what? Link major assignments.



Phoneme –the IDEA of voiceless bilabial stop
/p/
Phone: the way a phoneme is actually
pronounced [ph]
Phonemic (distinctive) feature-phonetic
properties of phonemes that distinct one word
from another [bIg] pIg] – voicing



One phonological feature makes a meaning
difference – i.e. creates a new “word” =
individual phonemes
One phonological feature differs in context, but
no meaning difference = allophone
Aspiration h


Pill, par; till, tar; kill, car
Spill, spar; still, star; skill, scar










rubi
Kir-I
Saram
Irum-I
Ratio
Mul
Pal
Səul
Ilgop
ibalsa










Ruby
Road (nom)
Person
Name
Radio
Water
Pal
Seoul
Seven
Barber

Are /l/ and /r/ allophones of one
phoneme or two distinct phonemes?
 Where does each occur?
 Minimal pairs?
 Complementary distribution?
 State a rule.


Location, location, location
Syllable =phonological unit made up of at least
one vowel (nucleus) and its surrounding
consonants.


Position – initial (onset), terminal (coda), medial
Open – end in vowels (Romance/Oriental language)
 Pa ris’
 Footoborro = football


Closed – end in consonants (English) Par’is
Sequential constraints and lexical gaps 7.11
Complete independently.

Don’t read the words below; just say the color
they are printed in correctly – out loud.
Red
 Yellow
 Green
 Blue
 Red
 Blue
 Yellow
 Green


Debrief Color Code activity
Report findings from last week’s assignment

Morphological connections to sound



Visual word boundaries ≠ auditory word boundaries
Spelling conventions and word boundaries simplify
the reading task.



Un petit d’un petit
S’étonne aux Halles
I pledge a lesion, to the flag of the new
knighted steaks of America
And to the republic, for witches dance
One nation, undergone,
with liver tea, and just ice, for all








Choose a book
Peruse to select a variety of words
Transcribe at least 50 words
Note connections between sight and
sound/spelling and phonology
Note sounds with multiple spellings
Discuss how effective the “sound it out” approach
or other phonics based approached would be for
your book.
Suggest knowledge a reader would need to
approach the text successfully.
Draw conclusions – Report back



Morpheme = smallest unit of meaning
Morpheme ≠ “syllable” Morpheme ≠ “word”
Cannot be broken down further
 Teach + er


*Fath + er
Pronunciation influenced by phonological rules
All morphemes are not created equal.
Morphemes
bound
Affix – attached
to a root or free
morpheme
free
Root – used in
combination
with prescribed
affixes
Stand alone as
“words”

Lexical Morphemes



Convey content
Open class
Universal to all languages
 Nouns – naming words
 Verbs – action words
 Modifiers – describing
words
 Adjectives
 Adverbs

Grammatical Morphemes
 Function “words”
 Closed class
 Other languages inflect
 Conjunctions- join
 Prepositionsplace/time relations
 Articles/determinersnoun ahead
 Pronouns – replace
nouns
 Auxiliary verbs –
helping verbs
 Particles – ticked off
 Intensifiers – very

Derivational





Numerous
Change meaning
Precede inflectional
morphemes
Prefixes Suffixes – mark syntactic
category

Inflectional



Limited to suffixes
 -ing
 -ed
 -s
 -est
 -er
 -s
 -’s
 -en
Do not change meaning or
create new “words”
Do not change syntactic
category

Identify all morphemes – Bound or Free?
Root
Bound
Derivational
Morpheme
Inflectional
Free



Assign meaning
Classify as root or affix
Recombine to form new sentences/words













Manao
Matua
Malosi
Punou
Atamaki
Savali
Laga
Mananao
Matutua
Malolosi
Punonou
Atamamaki
pepese












He wishes
he is old
He is strong
He bends
He is wise
He travels
He weaves
They are old
They are strong
They bend
They are wise
they sing


What is Samoan for the following:
 1. They weave
 2. They travel
 3. he sings
Formulate a general statement (a
morphological role) that states how to
form the plural verb form from the
singular verb form.





Compounding – black bird
Blending – brunch
Clipping – prof
Acronym – BIOLA
Abbreviation - CBU

Derivation – Roots and affixes
Back Formations – editor

Coining




Product names  generic - Kleenex
Greek roots - Thermos
Eponyms – Sandwich






How does it sound? (phonology)
What does it mean? (morphology)
How does it function in a sentence? (syntax)
How does it relate to other words like it?
(Connotation and semantic properties)
Cultural context and appropriate usage
(pragmatics)
FRH p. 107, #1 – Estimate your mental lexicon.