Download PPT_W2_ENG463_DCP

DCP Week 2
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Questions or comments?
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Independent activities
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Discussion Board topics
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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
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Spanish ESL or English Language Learners.
and the current structure for teaching them
English.
Deaf students and English language
acquisition.
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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?
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Conclusions – so what? Link major assignments.
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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
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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
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Pill, par; till, tar; kill, car
Spill, spar; still, star; skill, scar
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rubi
Kir-I
Saram
Irum-I
Ratio
Mul
Pal
Səul
Ilgop
ibalsa
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Ruby
Road (nom)
Person
Name
Radio
Water
Pal
Seoul
Seven
Barber
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Are /l/ and /r/ allophones of one
phoneme or two distinct phonemes?
 Where does each occur?
 Minimal pairs?
 Complementary distribution?
 State a rule.
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Location, location, location
Syllable =phonological unit made up of at least
one vowel (nucleus) and its surrounding
consonants.
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Position – initial (onset), terminal (coda), medial
Open – end in vowels (Romance/Oriental language)
 Pa ris’
 Footoborro = football
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Closed – end in consonants (English) Par’is
Sequential constraints and lexical gaps 7.11
Complete independently.
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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
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Debrief Color Code activity
Report findings from last week’s assignment
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Morphological connections to sound
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Visual word boundaries ≠ auditory word boundaries
Spelling conventions and word boundaries simplify
the reading task.
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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
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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
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Morpheme = smallest unit of meaning
Morpheme ≠ “syllable” Morpheme ≠ “word”
Cannot be broken down further
 Teach + er
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*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”
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Lexical Morphemes
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Convey content
Open class
Universal to all languages
 Nouns – naming words
 Verbs – action words
 Modifiers – describing
words
 Adjectives
 Adverbs
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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
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Derivational
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Numerous
Change meaning
Precede inflectional
morphemes
Prefixes Suffixes – mark syntactic
category
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Inflectional
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Limited to suffixes
 -ing
 -ed
 -s
 -est
 -er
 -s
 -’s
 -en
Do not change meaning or
create new “words”
Do not change syntactic
category
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Identify all morphemes – Bound or Free?
Root
Bound
Derivational
Morpheme
Inflectional
Free
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Assign meaning
Classify as root or affix
Recombine to form new sentences/words
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Manao
Matua
Malosi
Punou
Atamaki
Savali
Laga
Mananao
Matutua
Malolosi
Punonou
Atamamaki
pepese
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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
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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.
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Compounding – black bird
Blending – brunch
Clipping – prof
Acronym – BIOLA
Abbreviation - CBU
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Derivation – Roots and affixes
Back Formations – editor
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Coining
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Product names  generic - Kleenex
Greek roots - Thermos
Eponyms – Sandwich
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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.