Unit 6 Application Questions

Application Questions Freeman & Freeman Chapter 5

#3

1.        Blimp.  The origin of the word is uncertain but the reason for the name probably has to do with the sound it makes.

2.       Superbug:  bugs that were resistant to pesticides.

3.       Vitamin:  The part of the word “vita” means life in Latin.

4.       Tsunami:  “tsu” means harbor and “name” means waves in Japanese.

5.       Bagel:  original meaning means ring and a bagel is a little ring.

6.       Barbecue:  barbe (beard) and queue (tail) as in a pig is roasted from beard to tail.

7.       Fudge: original meaning is to cobble together something in a makeshift manner.

8.       Hacker:  “hack” means to attempt or try something.

9.       Picnic:  In it’s original French form referred to  a meal where everyone contributed either food or money.

10.   Testify:  comes from the latin word, testis, which means witness.

#4

PHONETIC DEMAND

Mat

Bar

Pit

Park

Bat

SEMANTIC DEMAND

Sign/signal

Bible/biblical

Locate/location

Speak/speech

ETYMOLOGICAL DEMAND

Tsunami

Gelato

Taliban

Bologna

Psychology

#8

Cage                              Edge

Stage                             Hedge

Garage                         Pledge

Barge                            Badge

Marge

There is no “d” before “ge” when the letter before is “a” or the combination “ar”

Punch                           Scotch

Bunch                           Butch

Church                          Bitch

Torch                             Itch

Porch                            Switch

Pinch

There is a “t” before “ch” when there is a vowel before it.  If the “t” was not added, it would change the sound of the letter “c”.

Freeman Application Questions: Chapter 4

Application Questions 5 & 6 (Freeman(

5.  For the phoneme /p/, the allophones are [p] and [ph] like in the words pin and spin.  In another language, native speakers of that language may have the phoneme /p/ but may not have the allophone [ph], therefore making it very difficult for them to hear the difference between words like Pam and spam.

6.  Who doesn’t love to listen to someone with a British accent?  This is a great example of differences in dialect.  I have a friend who moved to the United States from Great Britain only 3 years ago.  There is a significant difference in the pronunciation of words as well as some differences in vocabulary.  I would imagine that many people associated an increased level of intelligence in people who speak with a British accent. 

When living in Spain for a summer, I took classes in a language school in the city of Pamplona.  While working in the language lab on my Spanish, I had the opportunity to sit and listen to many Spaniards working on their English pronunciation with speaking software.  Some were learning American English and others were speaking with a British accent.  It was so fascinating to see students in one room learning the same foreign language in two completely different dialects. 

I do not feel that people should try to speak with some sort of standard dialect.  I do think, however, that students should be made aware of the different dialects and given examples of some differences they may encounter should they find themselves communicating with someone from another area.  As a Spanish teacher, I often mention the differences in pronunciation of certain words across dialects.  We most often briefly discuss the differences between Mexico, Spain and Argentina.  Are my students able to speak using these three dialects?  No, but they are at least aware of some of the words that differ in each dialect.

Minimal Pairing Lesson

Minimal pairing Lesson

1.)     Listen to each set of words as pronounced by the teacher.

2.)    Listen and repeat each set of words.

3.)    Students use index cards with each of the 20 words.  Students work with one pair at a time and place the bingo chip on the word he or she hears.

4.)    If a student demonstrates mastery of this skill with choosing between two cards, the activity will be expanded by placing 4 cards in front of them at one time.  The activity could be expanded even more by  increasing by two cards each time until the student is able to differentiate between the sounds and identify the correct card when presented with all 20 words (provided that there is more than 5 minutes to work on this skill).

5.)    Listen and repeat each set of words again.

WORDS

Fan         Van

Fast        Vast

Rifle       Rival

Wait       Wet

Raid       Red

Lake       Rake

Lice        Rice

Light      Right

Shot       Shout

Spot       Pout

Unit 3 Summaries

Greetings!

The three posts below are summaries of the three readings for Unit 3.  The first is a list of terms from O'Grady Chapter 2.  These terms were also included in the other two chapters (Freeman and Pinker) so it is helpful to look at these terms first.  The next two posts are links to mind maps I created for each of the remaining chapters(Freeman and Pinker).  Once again, there is information in both of these mind maps that can be found in O'Grady Chapter 2 as well.

Enjoy!

O'Grady Chapter 3: Summary Of Terms

O’Grady:  Chapter 3 25 Important Definitions

1. Phonetics: the study of the inventory and structure of the sounds of a language. 
2. Phones: any sounds used in human language.     
3. Articulatory Phonetics:  An approach to phoenetics that studies the physiological mechanisms of speech productions.
4. International Phonetic Alphabet (APA):  A system for transcribing the sounds of speech that attempts to represent each sound of human speech with a single symbol.
5. Segments:  individual speech sounds.
6. Syllable:  a unit of linguistic structure that consists of a syllabic element and any segments that are associated with it.
7. Broad transcription:  Phonetic transcription that uses a relatively simple set of symbols to represent contrasting segments.
8. Diacritics:  marks added to a phonetic symbol to alter its value in some way.
9. Narrow transcription:  phonetic transcription that uses a fairly elaborate set of symbols and diacritics to show phonetic detail.
10. Larynx:  the box-like structure in the throat through which air passes during speech production, commonly known as the voice box.   
11. Pharynx:  The area of the throat between the uvula and the larynx.
12. Glottis:  The space between the vocal cords.
13. Voiceless:  The glottal state in which the vocal cords are pulled apart, allowing air to pass directly through the glottis.
14. Glides:  Sounds that a produced with an articulation like that of a vowel but move quickly to another articulation.
15. Stops:  Sounds made with a complete and momentary closure of airflow through the air tract.
16. Fricatives:  Consonants produced with a continuous airflow through the mouth, accompanied by a continuous audible noise.
17. Affricates: Noncontinuant consonants that show a slow release of the closure.
18. Aspiration:  The lag in the onset of vocalic voicing, accompanied by the release of air that is heard about the release of certain stops in English.
19. Liquids: A class on consonants containing l or r sounds and their variants.
20. Nasalization:  The nasalizing affect that a nasal consonant can have on an adjacent vowel.
21. Epenthesis:  A process that inserts a segment into a particular environment
22. Metathesis: A process that reorders a sequence of segments.
23. Voicing Assimilation:  The process by which one sound becomes more like another in terms of whether it is voiced or voiceless.
24. Place Assimilation:  The process by which one segment becomes more like another in either the place at which it is articulated or the manner by which it is articulated.
25. Devoicing:   Voicing assimilation in which a sound becomes voiceless because of a nearby voiceless sound.             

Mind Map for Pinker Chapter 3: Mentalese

Please click on the link below to access the mind map for Pinker: Chapter 3. Please be sure to click each topic to view all the information.

http://www.spicynodes.org/a/ad13b689d45fa06a3e99c8b05a5352d4

Mind Map for Freeman Chapter 3: English Phonology

Please click on the following link to view the mind map for Chapter 3. Be sure to click on each topic to uncover further information about each topic.
http://www.spicynodes.org/a/f1537018156c9abf4e662e5fcbb2dc1c