...Linguistics 1 Homework B: Phonology Huave Huave (pronounced [wave]) is a language isolate spoken in the state of Oaxaca, Mexico. The data below are taken from the San Mateo dialect. Before turning to the data I need to make clear three special properties of the language which are different from English. 1. The following six vowels occur in Huave words: [ i e æ ɨ o ɑ]. The vowels can be short or long — the long vowels are marked here with a following colon, e.g. [tɑndɑ:b] ‘burned’ has a short [ɑ] in the first syllable and a long [ɑ:] in the second. The [ɨ] vowel is a high central tense vowel. It resembles the sound of the second vowel in the English word roses, where the [ə] has a rather high allophone for many speakers. This sound occurs only as a stressless vowel in English. To practice making it, you can try to say [u] and then unround your lips completely and hold the vowel (try smiling as a way to make sure your lips are not rounded — smiling pulls back the sides of your mouth). Huave, along with Russian and Modern Irish (for example), has the important characteristic that most of the consonants can be either plain (regular) or palatalized. A palatalized segment has in addition to its ordinary articulatory gestures an additional movement of the tongue body upward and forward in the mouth, as if to pronounce a [ j] (y-like sound). For this reason palatalization is notated with a small superscript ʲ to the right of the affected segment. So for example in Huave [kɨtʲ] the final...
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...Language PSY 360 June 17, 2015 Melissa Jackson ------------------------------------------------- Language An intense association exists between cognitive abilities and language. Thought processes have the capability of altering communication methods; however, methods of communication can very easily do the same to an individual’s way of thinking. New ideas are communicated in which thought can be generated simply by thinking of the name of a certain stimulus. Language can be defined by several different key components. A reciprocated attempt at a considerate conversation between individuals can be anything from arbitrary to unsubstantial, yet likely to be configured and orderly through numerous manners in which general ideas are configured through the different parts of a language (Papafragou, Li, Choi, & Han 2007). In addition, language can also be dynamic and constantly developing, therefore leading to the conclusion that such an intricate topic, such as language, is challenging to undertake, especially in explaining in more depth how it works in its entirety through the key components toward a better understanding. The main purpose of the key features of language, including arbitrariness, communications, and dynamics, as well as generative and structured divergences, is to facilitate the comprehension and translation of language itself. Associating words to stimuli is unsystematic in its development and is groundless in an unconscious attempt to form...
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...bottom up view of phonology which deals with the individual sounds which make a difference to meaning. These are called phonemes and their effect can be seen clearly in the following example: * Red (colour). * Read (past tense of the verb to read). * Read (present tense of the verb to read). The pronunciation of 1 and 2 is the same; they are homophones. The spelling of 2 and 3 is the same; they are homographs. All three examples are made of 3 distinct phonemes /r/ followed by a vowel and ending with /d/. The difference in pronunciation of 2 and 3 is only the vowel sound. If we keep the vowel sound the same and change the initial consonant sound from /r/ to /b/ we have a distinguishably different word: bed or bead. In summary a phoneme is the smallest unit of sound which carries meaning. A morpheme is the smallest linguistic unit that makes semantic sense (semantics is the study of meaning.) Take for example the word “childlike”. This word has both two syllables and two morphemes: child – a young human- being, -like – a suffix, meaning “having the characteristics of”. The suffixes –ed and –ing are also morphemes as they change meaning when added. Morphemes are composed of phonemes when spoken. 2 The way that two different people produce phonemes is not exactly the same. Two different realisations of the same phoneme are called allophones. A common criticism of the phonemic chart is that the sounds do not represent the actual way that...
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...going to discuss here the definitions of the phoneme, methods used in establishing the phonemic structure of a language, the system of English phonemes, modifications of sounds in connected speech. 1.1. The Phoneme 17 1.1. The Phoneme 1.1.1. The definition of the phoneme To know how sounds are produced by speech organs it is not enough to describe and classify them as language units. When we talk about the sounds of a language, the term “sound” can be interpreted in two rather different ways. In the first place, we can say that [t] and [d] are two different sounds in English, [t] being fortis and [d] being lenis1 and we can illustrate this by showing how they contrast with each other to make a difference of meaning in a large number of pairs, such as tie – die, seat – seed, etc. But on the other hand if we listen carefully to the [t] in let us and compare it with the [t] in let them we can hear that the two sounds are also not the same, the [t] of let us is alveolar, while the [t] of let them is dental. In both examples the sounds differ in one articulatory feature only; in the second case the difference between the sounds has functionally no significance. It is perfectly clear that the sense of “sound” in these two cases is different. To avoid this ambiguity, the linguist uses two separate terms: “phoneme” is used to mean “sound” in its contrastive sense, and “allophone” is used for sounds which are variants of a phoneme: they usually occur in different positions in...
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...Phonology The branch of linguistics dealing with the relations among speech sounds in particular languages and in languages generally, and contrasting with phonetics. Though the creation of alphabetic writing necessarily required some intuitive grasp of phonology, the subject only began to be distinguished from phonetics in the late nineteenth century, and the distinction was not firmly established until well into this century, particularly as a result of the work done by the Prague School, which popularized the term ‘phonology’ (Trask ,1996). Phonetics The scientific study of speech, conventionally divided into articulatory phonetics (the study of the organs of speech and their use in producing speech sounds),acoustic phonetics (the study of the physical properties of the sounds produced in speaking) and auditory phonetics (the study of the processing and interpretation of speech sounds by the ear, the nervous system and the brain); instrumental phonetics is the study of any of these by means of instruments to measure, record or analyse data. Anthropophonics (or general phonetics) considers the total range of speech sounds producible by the human vocal apparatus, independently of any real or possible linguistic use; linguistic phonetics examines the speech sounds occurring in particular languages or in languages generally. Phonetics is commonly regarded as a distinct discipline from linguistics, the two together being labelled the linguistic sciences (Trask...
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...PHONOLOGICAL RULES * Phonemes are mental entities and phones are physical rules. In phonological rules we consider the connection between these two levels. * A speakers knowledge of phonological rules allows him or her to “translate” phonemes into actual speech sounds; knowledge of these rules forms part of the speakers linguistic competence. * Change from the underlying phonemic form to the actual phonetic form of a word by means of phonological rules can be represented with a diagram. phonemic form =rules= phonetic form Examples: I can ask {ay kaen aesk} I can see { ay kaen si} I can bake { ay kaem bek } I can play { ay kaen ple} I can go { ay kaen go } I can come { ay kaen kam } * As these transcriptions show /n/ is pronounced as /m/ when it precedes a labial stop and as /n/ when it precedes a velar stop. We can state this fact about English as descriptive rule: /n/ is pronounced as: /m/ before a labial stop /n/ before a velar stop /n/ everywhere else Flapping: Alveolar oral stops are realized as /r/ when they occur after a stressed vowel and before an unstressed syllable. Writer /raytr/- /rayrr/ and rider /raydr/-/ rayrr/ are examples of the application of this rule. Palatalization- refers to a special type of assimilation in which a consonant becomes like a neighboring sound. For example...
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...Language and Decoding It must be understood that words are broken up into smaller units of sounds called phonemes. Being able to pronounce and articulate phonemes is obviously essential. Further, having awareness that sounds can be manipulated, segmented and blended to create words in just as critical. This is both key to reading, writing, and spelling. When a kindergarten student ask you how to spell a particular word. The common answer is usually “sound it out”. In order for this method to work, one must be able to dissect a word into its finite parts in order to map each sound to the corresponding letter or letters. According to Roth, Paul & Pierotti, Children who perform well on sound awareness tasks become successful readers and writers, while children who struggle with such tasks often do not. (2006,par.2) Language and Vocabulary Teaching children to decode or sound out words is usually the starting point for reading instruction. Ultimately, readers have to understand what they are reading and writing. In order for them to fully comprehend the material, the student must have a significant repertoire of known words or vocabulary such as “site words”. Kindergarten vocabulary is primarily learned from the parents, friends or their community. Children who come from a proper English speaking homes have more of an advantage to learn up to three times as many words as a child from a non-proper English speaking home. (Hart & Risley, 1995) Conclusion ...
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...INTRODUCTION 1. Background Phonology is the study of phonemes of a language and vocabulary distribution. Based on the studies, phonology divided into phonetics and phonemics. Both use sound as an object of research. Phonetic is a field of linguistics that studies the sounds of language regardless of whether the sound has a function as discrete categories or not, while the phonemic is a sound of the language to discern the meaning of the word or function. Based on the study, phonetic called the sounds of language with phoneme. Phonetics and phonology are related, dependent fields for studying aspects of language. Phonetics is the study of sound in speech; phonology is the study (and use) of sound patterns to create meaning. Phonetics focuses on how speech is physically created and received, including study of the human vocal and auditory tracts, acoustics, and neurology. Phonology relies on phonetic information for its practice, but focuses on how patterns in both speech and non-verbal communication create meaning, and how such patterns are interpreted. Phonology includes comparative linguistic studies of how cognates, sounds, and meaning are transmitted among and between human communities and languages. Phonetics has concentrated on the three central components of the speech chain, where observation of what is going on is fairly straightforward. The three central components are articulatory phonetics is the study of the way the vocal organs are used to produce speech sounds...
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...Subject: Colors / Literacy Grade: Pre-School Topic: Colors of food we may eat. Duration: One Day Goals/Objectives: • Children to relate to the different food and colors • Children will build vocabulary associated witt the theme of colors. - they will learn to name the different colors of food; • Children will utilize verbal communication - children will ask and answers questions during the reading Standards Covered: CCSS.ELA-LITERACY.RL.K.1 - With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.K.7 - With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). CCSS.ELA-LITERACY.RL.K.10 - Actively engage in group reading activities with purpose and understanding (Common Core Standards Initiative, 2014) . Materials: • Flashcards - depicting colors and associated written text • Flascards - depictin fruit and text indicatin color and fruit name (i.e., red apple). • Tactile Book- The very hungry capterpillar by Eric Carle. This book uses simple reptitious words and "texture" that allows for a sensory learning. The center pages of the book are in different size(starts with qaurter, half, three quarter them full pages again). These pages also have "punched holes" threw the center of the depicted food, indicating the caterpillar ate through it. • Plastic fruits (apple, pear, plum, strawberry and orange) ...
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... According to Otto (2008) assessment of Kindergarten students can: * Identify skills that need to be taught or reviewed * Monitor student progress * Guide teacher instruction * Demonstrate the instructors effectiveness * Provide instructors with information on how instruction can be improved A male kindergarten student age 5 was evaluated using the Yopp-Singer Test of Phonemic Segmentation, the Phoneme Blending Assessment and the Beginning Sound Assessment designed by Dr. Adria Klein, Professor at CSU San Bernardino. He seemed to be struggling in the kindergarten class, 5 months in, so his grandmother/guardian asked the tutor to assess and instruct him to bring him up to speed. He was anxious to learn as his classmates shunned him and called him dumb. He did not attend pre-kindergarten classes. He achieved a perfect score on the Beginning Sounds and the Phoneme Blending Assessment but only 69% on the Yopp-Singer Test. The result from the Yopp-Singer test shows emerging phonemic awareness. It appears he has trouble with words that have the “th” sound at the beginning of the word, as well as, words with silent “e” at end. He is aware of the silent “e” and gets confused as whether to sound it out or not. Oddly enough he sounded the “gr” sound as “grr.” The first thing the tutor did was tell the student how well he did on the beginning sounds and...
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...communication skills are at risk of having problems in the future. Therefore, the development of oral language has in effect on the development of emergent reader literacy skills. Oral language is a key aspect of the future literacy of children, as it goes a far way toward promoting many of the skills contained in reading writing, and language arts. Oral language is also a method through which children may learn incidental vocabulary. Being exposed to language in a real life setting allows them to learn and use new words in an interactive way that is likely to promote memory and proper usage. Children’s familiarity with oral language and the ability to express themselve in this way requires that they develop a certain awareness of the different phonemes that exist within the language. Such oral language skills also require that children...
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...Running head: FIVE ELEMENTS OF READING Five Elements of Reading: Scaffolding from Phonics and Phonemic Awareness Justine Leigh Saavedra Grand Canyon University: EDU 470 June 2012 Five Elements of Reading |Phonemic Awareness |Phonics |Fluency |Vocabulary |Comprehension | |Phonemic awareness is the |Phonics is defined as the |Fluency is the ability to read |Vocabulary is the understanding|Comprehension refers to | |“ability to notice, think |relationship between letters and |text with ease and flow. The |of the meanings of words in |understanding what one is reading| |about, and work with discrete|sounds. It is identifying the |reader can quickly group words |other words their definitions. |and applying meaning from | |sounds in spoken |symbol of the letter with its |into groups and use the phonemic |This is a precursor to |personal experience or | |language.”(nhpirc.org) |sounds. |and phonic awareness to place |comprehension, single words are|understanding information which | | | |emphasis and punctuation |comprehended. |is factual. | | | |correctly...
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... Then the client will have to articulate the word with the /s/ initial sound then move on to the next card, until they reach the prize. At the end of the row would be prize such as a sticker or a piece of candy. I will be recording the activity for a reliability purposes to double check and to compare my quick tally marks as we go along. This task falls on the high structured side on the continuum of naturalness, because Shane is limited to the words on the flashcards and the activity is simple, but very directed. I chose this level on the continuum, because at this point in the assessment structured activity may be easier to determine the clients abilities, whereas something more natural maybe harder to elicit the particular skill and phoneme I am trying to target. d. To elicit the behavior from the client, I will simply instruct him on how the activity works, and repeat as necessary. I will point to the words and continue in a uniform fashion to keep the activity...
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...February 8, 2014 ANTH 154 Emic VS. Etic Essay Emic: The research strategy that focuses on local explanations and criteria of significance. Etic: The research strategy that emphasizes the ethnographer’s rather than the local’s explanation, categories, and criteria of significance. My first example is Celebratory Food. The Emic view in this example is that food is the center piece of almost all celebratory get togehters. No matter where you live, when there is a celebration, like holidays, birthdays, rites of passage, etc., they will most likely be serving food. The Etic view in this example is that I am from the South, and we celebrate with different types of food then the North or the West or even another country would. When we have an occasion worth celebrating and cooking, we make Chicken, cornbread, oysters, greens, salad and sweet tea! In other portions of the world though, their celebrations may include, sushi, tamales, kobayashi beef, or….DOG! My second example is Raising Children. The Emic view in this example is that children are born and either one or two parents raise them. This happens in every culture all over the world, how different cultures raise these children brings me to the Etic view of this example. Being born and raised in South Carolina, some of the first few words that come out of our mouths are Mr. or Mrs. We are raised to be southern ladies and gentlemen. On the other hand we are encouraged to hunt, climb trees, and play in the mud as well. I received...
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...Virtually vur-choo-uh-lee Direction dih-rek-sheen Did not – Didn’t did-nt Realize ree-uh-lahyz Has- have Haz-Hav or haf as a f Particular per-tik-kuh-ler Instead in-sted Enjoying en-joi-yeen Turning tur-ning Reality ree-al-li-tee Friend frend (trend) Late leyt Reminding ree-min-ding Constantly kon-stuh nt-li Really ria-lee Started-start stahrt Ed-talking about the past. Purpose pur-pes Secondary sekənˌderē Graduation gra-joo-ey-sheen Managed man-nage Attain uh-teen Reasonable ree-zeen-nuh-bol Qualified kwo-luh-fyd Program pro-gram Chose-choose- Chohz- chooz Association uh-soh-see-ey-sheen Degree di-gree Tourism toor-ri-zim Management man-nage-gi-meen-t Aptitude ap-ti-tood When you read, read the phonetic spelling that I wrote it under the word. Or if you don’t really understand the phonetic spelling then just separating the words into parts. Listen to the word & try to say the words slowly then try to say medium to fast. For example I use the word association and this is not the phonetic spelling it just separating the words into parts. : A-sso-ci-a-tion So, there are 3 ways to pronounce the ED- ending in English. “ED” After the verbs ending in a T/D sound : Wanted, decided, ended, exploded, “T” After verbs ending on K,S,P,X,F,SH, AND CH sound: Missed=misst, fixed=fixt, liked=likt, stopped=stopt, laughed=laft, brushed=brusht, watched=watcht, developed=developt “D” Arrived= a-rrivd don’t say a-rriv-ed Cleaned=cleand, played=playd,...
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