ࡱ> Y bjbj[[ 9 \9 \BRvv4""""\~"Rhf"8888- 9AgCgCgCgCgCgCg$jnmgggg88 hq$q$q$V88Agq$Agq$q$q`!f8f?!#Ub6-g"h0RhbLn1#Lnl!fLn!f ACq$<AAAgggg#AAARhLnAAAAAAAAAv> : English 1200Introduction to Linguistics/Study of Language Fall 2009 T/TH 8:00-9:20am Tiffany Rousculp Office: AD 218 (Writing Center) Office Hour: T/TH 10-10:50am Phone: 957-4992, x. 3 or leave message E-mail:  HYPERLINK "mailto:t.rousculp@slcc.edu" t.rousculp@slcc.edu (best way to reach me) Textbook: How English Works, 2nd ed. Other Materials: For the final project, you will need a recording and playback device (tape recorder/digital voice recorder) Overview: The purpose of this course is to introduce students to basic concepts in linguistics, including the linguistic subfields of phonetics, phonology, morphology, syntax, and semantics. The class also reviews selected topics of sociolinguistics and applied linguistics( e.g., language variation and language acquisition). Linguistic phenomena of English and other languages will be examined in order to sharpen students' analytic skills and their ability to apply key linguistic concepts to novel language contexts and data. In this course, students will observe, collect, interpret and analyze natural language events. By the end of the course, students will be able to: Conduct basic phonetic transcriptions of English, identify phonological processes and discuss their relationship to pronunciation and language learning Demonstrate a basic understanding of morphology Demonstrate a basic understanding of common syntactic structure in English via tree diagrams Identify socio-cultural and linguistic factors that contribute to language variation (including non-standard varieties and cross-cultural interactions Identify and discuss the socio-cultural and linguistic factors affecting first and second language acquisition. Course Expectations: In order to learn about linguistics, you must do linguistics; its not a class like history in which there might be a lot of memorization involved. This class is quite exercise-heavy, meaning you will read and then apply what youve read in problems at the end of each reading. We will be covering a wide range of topics quite rapidly so it is important that you stay caught up with the reading and the homework, as it can easily pile up on you. (I have attempted to organize the homework so that you have the larger assignments between Thursday and Tuesday and have more time.) Nearly 1/3 of your final grade is based on participation, which means that you need to do the reading, have the homework done, and participate in class. Since the goal is for you to learn, I want to provide you with opportunities to revise your work, even though the majority of it is in exercise form. First, you may turn in your homework after we discuss it in class so that you can revise it based on our discussions. Also, after I review your work, if there are any problems with it, you may also revise it and turn it in again. However, this puts the responsibility on you to be sure you get your homework turned inand re-turned in if youd like. I will keep track of what you have turned in, but its up to you to check it if you are unsure. We will have two mid-terms to assess how you are doing with your learning. These will be take-home and open-book, and you can work with each other on the tests. My purpose is to see how you are understanding and able to apply your new knowledge, not to test you. For the final project, you will conduct an investigation into an area of Linguistics that you are interested in: phonology, morphology or syntax. You will be given guidelines for each of these projects. Assignments Reading, Exercises and Participation 30% Early mid-term 20%, Late mid-term 25% Final Project: an investigation regarding Phonetics, Morphology, or Syntax 25% Absences/Tardies Due to the quick pace of this course, please dont miss more than two times. Also, being late means that youve arrived after weve started. If you need assistance in catching up, you can call on each other, meet me during my office hours, communicate with me via email or talk with me on the phone. Accommodations Students with medical, psychological, learning or other disability desiring accommodations or services under ADA must contact the Disability Resource Center, (801) 957-4659. The DRC determines eligibility for and authorizes the provision of these accommodations and services. SLCC Outcomes SLCC is committed to fostering and assessing the following student learning outcomes in its programs and courses: *Acquiring substantive knowledge in the field of their choice *Developing quantitative literacies *Developing the knowledge and skills to be civically engaged *Thinking critically *Communicating effectively English 1200Introduction to Linguistics/Study of Language Fall 2009 Schedule TuesdayThursday8/25-27Introduction to Course Pre-Course Survey H/w: Read Chapter 1 Ex: Look over exercises, but dont do any. We will discuss some in class. 9/1-3A Language Like English Hw/: Read Chapter 2 through p. 48 Ex. 2.1 and 2.2.2 Language and Authority h/w: Read Chapter 3 through page 82 Ex. Attempt 3.1.1.a9/8-10Phonetics Ex. 3.1.1.a-c, 3.1.2, 3.2Phonetics h/w: Read Chapter 5 Ex. 5.1, 5.2, 5.3, 5.49/15-17Syntax Ex. 5.5, 5.6, 5.7, 5.8Syntax h/w: Read Chapter 6 Ex. 6.1.1, 6.1.29/22-24Syntax Ex. 6.2.1, 6.2.2Syntax Ex. 6.3, 6.4.1, 6.4.2, 6.59/29-10/1Syntax Ex. 6.6.1, 6.6.2, 6.7.1, 6.7.2Syntax h/w: Study for Early mid-term10/6-8Early Mid-termFall Break10/13-15Phonology/Review Phonetics h/w: Read 82-89 Ex. 3.3.1Phonology h/w: Read supplement reading Ex. 3.3.2, 3.3.3, Additional exercises10/20-22Phonology Ex. Additional exercisesPhonology Ex. 3.3.4.1-510/27-29Phonology h/w: Read pp. 88-89 and 92-95 Ex. 3.5.1, 3.5.2, 3.6Phonology Ex. Complete ones that you still havent finished11/3-5Phonology h/w: Read Chapter 4 Ex. 4.1, 4.2.1-3Morphology h/w: Additional reading (from Language Files?) Ex: Additional Exercises11/10-12Morphology Ex. Two from 4.3 and all of 4.4Morphology h/w: Study for Late mid-term11/17-19Late Mid-term H/w: Read Chapter 11 through p. 383 Ex. 11.2.1Language Variation H/w: Read rest of Chapter 11 Ex. 11.1, 11.4.2, and Linguistic Profiling Quiz (test 5 people) http://www.uiowa.edu/~c103112/profile.html11/24-26Language Variation Introduce final project h/w: Decide on final project and read Chapter 10, record kids language Ex: 10.1Thanksgiving12/1-3Language Acquisition Discuss final project Ex. 10.2, 10.3.1-3, 1.4Language Acquisition h/w: Work on final project12/8-10Work on final project h/w: Work on final projectWork on final project h/w: Work on Final Project12/15Final Project Due Mini-Final (pass/fail) English 1200: Introduction to the Study of Language/Linguistics A Pre-Course Survey People who say Nobody aint done nothin cant think logically. Swearing degrades a language. Kids need to study for years in school to learn to speak their language properly. Many animals have languages much like human languages. Writing is more perfect than speech. The more time parents spend teaching their children English, the better their children will speak. You can almost always recognize Jews and Blacks by the way they talk. Sloppy speech should be avoided whenever possible. Its me is ungrammatical, bad English, and out to be avoided by educated speakers of English. The English language traces its ancestry back to Latin. Women generally speak better than men. There are primitive languages with only a few hundred words. French is a clearer and more logical language than English or German. People from the East Coast talk nasally. Homosexuals lisp. Some people can pick up a language in a couple of weeks. Its easier to learn Chinese if your ancestry is Chinese. Native Americans all speak dialects of the same language. The only reasonable way to arrange words in a sentence is to start with the subject and follow with the verb. English is a simpler language than Latin or Greek. Every language distinguishes singular nouns from plural nouns by adding an ending in the plural. The only ways deaf people can communicate are by writing, by reading lips, and by spelling out English with their fingers. People all over the world indicate yes or no by the same set of head gestures. Correct spelling preserves a language. International relations would improve if everyone spoke the same language. Japanese, Chinese and Korean are dialects of the same language. There were once tribes of Native Americas that has no spoken language, but relied solely on sign language. Eskimos dont have a general word for snow, therefore they cant think abstractly. The more words you know in a language, the better you know the language. Nouns refer to people, places or things only. From Language Files, 9th Ed. Pp 5-6. English 1200Final Project To get us out of the book and into the work that linguists do, you are going to do an investigation into language structures. This project will include recording natural language data from a speaker (or two speakers), accurately transcribing the data, and coming to a conclusion about it through analysis. You will select one from the three possible projects below. A note: Be sure to have your subject include their age, where they live, where they were raised, and their permission to be recorded. Phonemic Analysis Purpose: To isolate and analyze a phonemic variableallophones--in prompted, natural speech from at least two different speakerspreferably from different geographic backgrounds. Process: Select an allophone set that you are familiar with from our class, Create several utterances that include that variable and several that do not. (So your subject cannot tell what the variable is.) Record your subject reading the sentences. (Please have him/her read them at least three times, and use the last reading for your analysis). Phonetically transcribe the examples of the variable and analyze its occurrence. So, when youre done, youll have three things to turn in: Recorded tape of utterances (with your name on it) Transcribed utterances (with demographic information of speaker). Summary of analysis Morphological Analysis Purpose: To describe morphological processes that generate new words in an language. Process: Record someones natural speech for approximately 15-25 minutes. Select ten words or phrases that would not be found in a current college dictionary. Determine the morphologic composition and process of each word or phrase. Analyze the derivation of each word. So, when youre done, youll have three things to turn in. Transcription of words or phrases. Tree structures describing each word or phrase. Analysis of derivation for each. Syntactic Analysis Purpose: To describe a grammatical rule in natural speech. Process: Record someones natural speech for approximately 15-25 minutes. Select at least five utterances from the last ten minutes of the recording and draw their trees to determine their phrase-structure rules. Describe a grammatical structure that you discover. So, when youre done, youll have three things to turn in: Transcription of five utterances. Tree structures for each utterance. Description of grammatical feature. Hints: Determine Deep Structure of the utterance. Look for transformations. Look for patterns in the utterances. English 1200 Fall 2009 Early Mid-term Name:______________________ Score: /xzzpts Grade: Which of the following statements are prespective and which are descriptive? (5pts) Its me is ungrammatical; Its I is grammatically correct. People who say aint may suffer negative social consequences because it is associated with dialects of the lower classes. In casual styles of speaking, English speakers end sentences with prepositions; ending sentences with prepositions is avoided in formal styles. Between you and me is correct; between you and I is ungrammatical. Some speakers of English accept the sentence My mother loved. Write the phonetic symbol representing each of the following sounds (dont forget to use brackets). (5pts) voiceless palatal affricate voiced velar nasal voiceless glottal fricative voiced labiodental fricative voiced interdental fricativevoiced palatal fricative voiced alveolar lateral liquid high front tense unrounded vowel mid front lax unrounded vowel mid back lax rounded vowel Transcribe the following words (dont forget to use brackets). (5pts) child sugar cane said ghoulbreath breathe Godzilla punched whale Describe the following natural classes of English sounds. (5pts) [r, l] [f, , s, , h] [i, u] [p, b] [n, r, l] 5. Are the following bracketed words constituents? (5pts) I ve got [rings on my fingers and bells on my toes]. I can t believe [I watched that entire] T.V. show. The [new book of comics] sold right off the shelf. My cat walked [right into] the window. [The wind] nearly blew the branches onto the roof. Pat threw [the fish into the tank]. Kim [looks angry] about something. Leslie said it rained [cats and dogs]. I wonder [if he will] take the job? [Writing phonetic symbols] is tricky 12. Draw tree structures for the following sentences (in detail, no shortcuts). (10pts) Pat loves Robin passionately. Robin yelled angrily at the manager from Ohio. Robin talked to the manager over the phone. The yellow parakeet asked if she could fly around the room today. The girl swung up and down in the swing but never jumped off. 13. Draw trees for the deep-structure and the surface structure for the following sentences, including transformations. (10pts) (S-structure) Can the astronaut beat the charges? (D-structure) ___________________________________________________ (S-structure) What can we do about all the pollution in the air? (D-structure) __________________________________________________________________________ 14. Draw the surface structure and the deep structure, including transformations, of the following sentence (5pts Extra Credit) (S-structure) The grammar issue which drove me crazy was annoying. (D-structure) ___________________________________________________________________________ A few more questions on syntax. (5 Extra Credit) Each of the following sentences is ambiguous. Lexical ambiguity means that the ambiguous meaning resides at the word level; structural ambiguity means that it resides at the syntactic level. Explain whether the ambiguity is lexical or structural. The player knew that the ball would be attended by the prince. The clown caught the thief with the umbrella. Jill looked for the documents that Julie hid under the table. We will dispense water to anyone in a sterile plastic bottle. Red tape holds up the new bridge. Late mid-term 5. English (5pts) In the following dialect of English there is a predictable variant [Yj] of the dipthong [aj]. What phonetic segments condition this change? What feature(s) characterize the class of conditioning segments? [bYjt] bite [taj] tie [rajd] ride [raiz] rise [rYjt] write[fYjt] fight [baj] buy [rYjs] rice [fajl] file [lYjf] life[tajm] time [tYjp] type [najn] ninth [fajr] fire [bYjk] bike Farsi (5pts) Farsi (or Persian) is an Indo-European language spoken in Iran. In the following data, do [U], [U ], and [~] belong to one, two or three phonemes? If they belong to different phonemes, give the minimal pairs that that show this. If they are allophones of one (or two) phonemes, state the rule for their distribution. Which one would you choose as the phonemic form and why? [U] voiced trill[U ] voiceless trill[~] voiced flap[Ute]  army [faUsi]  Persian [qdUi]  a little bit [Uis]  beard [Uah]  road [Uuz]  day [ahaU ]  starch [behtU ]  better [hrntowU ]  however [aU ]  four [euU ]  what kind [iU ]  lion [aha~i]  starched [b~adU ]  brother [be~id]  go [bi~Kg]  pale [e~a]  why [da~id]  you have  Igbirra (5pts Extra Credit) Examine the sounds [e] and [a] in the following data from Igbirra, a language spoken in Nigeria. Do they appear to be allophones of separate phonemes of allophones of the same phoneme? If the two sound are in complementary distribution, state the conditioning environments for the allophones. [mezi]  I expect [meze]  I am well [meto]  I arrange [metu]  I beat] [mazj]  I am in pain [maz[]  I agree [mat]  I pick [mat]  I send  8. Turkish (5pts) Examine the following data from Turkish and answer the questions that follow. [deniz]  an ocean [denize]  to an ocean [denizen]  of an ocean [eve]  to a house [evden]  from a house [evjkden]  from a little house [denizjkde]  in a little ocean [elde]  in a hand [elim]  my hand [eller]  hands [diler]  teeth [diimizin]  of our tooth [dilerimizin]  of our teeth [eljke]  to a little hand [denizlerimizde]  in our oceans [evjklerimizde] in our little houses Give the Turkish morpheme that corresponds to each of the following translations. ___________ ocean__________ in__________ my__________ house___________ to__________ of__________ hand__________ from__________ our__________ tooth__________ little__________ plural marker How would you say of our little hands in Turkish? 9. Swahili (10pts) Examine the following data from Swahili, a language spoken in East Africa, and answer the questions that follow. 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Japanese (5pts Extra Credit) Consider the following inflected Japanese verb forms and answer the questions that follow. (X, Y, and Z are used as dummy pronouns in the glossesthey are not actually expressed morphologically in the data.) [tabeta] X ate Y [aketa] X opened Y [tabesaseta] X made Y eat Z [akesaseta] X made Y open X [taberareta] X was eaten [akerareta] X was opened[tabesaserareta] X was made to eat Y [akesaserareta] X was made to open Y [tabesasenai] X doesnt/wont make Y eat Z [tabenai] X doesnt /wont eat Y [tabesaserareru] X is/will be made to eat Y Give the Japanese morphemes for the following English translations: __________ open __________ eat __________ passive marker (be verb-ed, e.g., They were opened/eaten.) __________ causative marker (make X verb, e.g. Robin makes Tracy laugh.) __________ non-past marker (present or future tense) __________ past marker __________ negative marker Give the Japanese verb form for the following English translations: (She) will make (him) open (them)._____________________________ (He) will be made to open (them).______________________________ In Japanese [uketa] means (She) took (a test). Using this fact, how would you say the following in Japanese? 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