2nd+Class

February 11, 2012 =Foundations of Linguistics=
 * # ** Phonetics ~ Study of Sound across languages **
 * 1) ** Phonology ~ Study of Sounds of a specific Language **
 * 2) ** Morphology ~ Study of Word formation **
 * 3) ** Syntax ~ Study of word order - phrases, clauses, sentences **
 * 4) ** Semantics ~ Study of meanings of words, phrases, clauses **
 * 5) ** Pragmatics ~ Study of how language is used to communicate(situation specific) ** || [[image:2.jpg width="448" height="453"]] ||


 * **Phoneme is the smallest segmental unit of sound**
 * Phonemic Awareness ~ sound system of a language ~ Phonemic Awareness and Reading are mutually reinforcing ~ don't need Phonemic Awareness to speak or listen
 * Phonologial Awareness is necessary to read or speak
 * **Minimal pair ~ set of two words that differ by only one phoneme ie Fair/Care**
 * Homonyms ~ same sound, same spelling, or both
 * homophone ~ same sound different spelling
 * homograph ~ same spelling may or may not have same sound
 * heteronym ~ same spelling different sounds

Implications from Phonology for Teaching Reading & L2

 * L1 acquired without instruction
 * 2 Views of Phonemic Awareness
 * Metalinguistcs ~ knowledge about language
 * Sociopsyholinguistics ~ listen/watch/try
 * To read don't need to be aware of phonemes, but do to write
 * L1 learners attend to meanings not sound
 * Krashen supports phonemic awareness training
 * L2 learner must develop control of phonology

Methods of L2 Learning: Learning (Krashen) vs Acquisition

 * Grammar Translation ~ from Latin to Eng
 * ALM (Audio Lingual Method) ~ listen & repeat
 * Natural Approach ~ focus on meaning
 * Sustained Content ~ focus on learning content

Allophones ~ different sounds produced by one phoneme **ALL Keep Cool**

 * k has 2 allophones Keep Cool
 * t has 6 allophones top, pot, kitten, letter, train, stop

Spelling

 * Cummins 3 forces that shape spelling system
 * Phonemic Demands ~ spell like they sound
 * Semantic Demands ~ spell words alike that have similar meaning
 * Etymological Demands ~ spelling reflects origin
 * Our system is a compromise
 * Most words are spelled the way they sound
 * Spelling signals meaning not just sound flour/flower

Morphology ~ study of words

 * Words are broken into morphemes (basic unit of meaning)
 * Free morphemes can stand along
 * Bound morphemes must be bound to free morphemes as a prefix or suffix
 * Simple word is 1 morpheme
 * Complex word is 1 free + 1 or more bound (unclear/clearer)
 * Compound word is 2 free morphemes (hotshot)
 * Inflectional morphemes are suffixes added that don't change meaning ed, ing, est, etc.
 * Derivational morphemes do change meaning tie/untie

Types of Languages

 * Analytical Language relies on word order SVO
 * Inflectional language relies on ending
 * Languages use both types for meaning

Words

 * Content words carry main meaning of sentence
 * Function words are determiners, qualifiers, prep, conjun, etc
 * Particles added to verbs ~ gave up on
 * Coining ~ desktop
 * Clipping/Acronyms ~ math, gas, VIP
 * LEP ~ limited English Proficiency
 * FEP ~ fluent
 * BICS ~ Basic Interpersonal Communiation Skills
 * CALP ~ Cognative Academic Language Proficiency
 * L2 ~ 2nd Language
 * SLA ~ 2nd Language Acquisition
 * Blends ~ brunch
 * Back formation ~ same word different function
 * Borrowed

Applications of Morphology
=Cummins=
 * Word Recognition
 * Structural analysis ~ construct meaning from content
 * Sociopsycholinguistics engages students in structural analysis
 * BICS ~ basic interpersonal communication skills
 * consversational
 * learned first
 * appear to speak and understand on the playground
 * struggle in academics
 * CALP ~ cognative analytical linguistic proficiency
 * academic language
 * more cognitively challenging
 * new vocab and concepts
 * less contextual support
 * take longer to acquire (5 yr)

Learning Vocabulary

 * Structural analysis ~ building from small unis to the whold
 * Phonological analysis ~ building from smallest sound unit
 * Important Parts
 * prefix
 * root
 * suffix
 * word parts

Vocabulary Development

 * Pre-teach vocab
 * reading is not just decoding, need context
 * frontloading ~ learning, talking, wondering about a topic before reading
 * Don't practice voc without context
 * Knowing a word from a linguistic perspective involves
 * ** Phonological information **
 * ** Morphological information **
 * ** Syntactical info **
 * ** Semantic info **
 * ** Pragmatic info ~ real world **
 * Other VIP Stuff
 * ** Consonant digraph ~ pair of letters that represent one sound sh **
 * ** Semiotics ~ relation between signs and what they refer to **
 * ** Metalinguistic awareness ~ awareness of rules of a language **
 * ** Paralinguistic awareness ~ punct changes meaning Bob is tall. Bob is tall? **
 * ** (Socio)psycholinguistics ~ study of mind through speech/language **

Negative Transfer Invented Spelling 3rd Person Singular Homonyms Synonyms Antonyms