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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.