ling 151 revision don’t panic!. announcement 152 (syntax) revision session fri 11 th june, 12:00,...
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The exam
June 16th, 2-5pm, Cartmel LT bring library card! rubric will explain what parts of the exam
you need to do; this depends on what modules you’ve taken (101, 151 + 152 and/or 153)
but basic structure of exam paper is…
Exam
part I: 151 mc questions part II: 151 essay questions part III: 152 (a) mc questions, (b) essay
questions part IV: 153 essay questions
Exam
part I mc questions N=35, focus on term 2 though term 1 not entirely ignored; exactly like Xmas test questions (use separate answer sheet; 152 mc questions in answer book); samples towards end of today’s session
part II essay questions choice of 6, no focus on term 2
Some friendly advice…
Read the rubric carefully
Know the numbers of the modules that you have done
Make sure you’re clear on which questions you’re supposed to answer
Some friendly advice…
Timing3 hour exam5 questions (4 if you don’t do LING 152)35 mins or 45 mins per questionEveryone does 3 essays, and either 1 or 2
multiple choice sectionsMultiple choice: 151 has 35 questions, 152
has 12 questions
Some friendly advice…
Read the question carefullyAnswer the question asked (don’t just write
everything you know about X)Just because there has been a lecture topic
on X you won’t have to write everything you can remember from the lecture – there will be a focus in the essay question that you must recognise if you are to get good marks
Some friendly advice…
Revision…should already be well underwayRead through lecture notes and seminar tasks
carefully Important: read the additional reading that
was suggested at the end of each lecture (especially the recommended chapters from ODK)
Content
Acquisition (L1, L2) Disorders Accents of English/Phonetics/Phonology Language change Grammar Meaning (semantics-pragmatics) Writing systems Language Families Language Endangerment
Acquisition
Innate vs Environmental theories of L1 acquisition
Stages of acquisition (one word stage, two word stage etc)
Processes in acquisition (speech errors, grammatical errors etc)
Critical Period Hypothesis Teaching of a second language Difficulties in teaching a second language
Language Disorders
Parts of the brain dealing with language Types of aphasia (Broca’s, Wernicke’s) Genie
Phonetics and Phonology
Articulation Parts of the vocal tract Movement of the tongue (for vowels and
consonants) Action of the Larynx Terminology
Place/Manner/Voicing Phonemes and allophones Transcription
Accents of English
The transcription of sounds in accents Distinctions betweens phonemes and
allophones How do we recognise and describe
phonological differences between accents?Systemic differencesRealisational differencesDistributional differences
Language change
fragments from Anglo-Saxon Chr, Chaucer, Shakespeare, Jane Austen, PDE language changes is continuous and affects all areas (phon, morph, lex, syntax, semantics)
attitudes to language change often negative attempts to regulate & fix language (Académie Française, Real Academia Española, attempts in England by Dryden, Swift, etc. “prescriptivism” generally to no avail, esp. in spoken language (consider in English split infinitives, double negatives, ain’t, etc.)
Language change cont. also: positive views, e.g. Darwinistic forms often
shortened over time (do not > don’t, want to > wanna) due to economy of effort/efficiency BUT: short forms often replaced with longer forms (Fr. (nous) chanterons ‘we will sing’ < Lat. cantare habemus, but cf. longer new Fr. form (nous) allons chanter
also: massive differences across languages unexpected if there were some ideal, maximally efficient system, which all languages gravitate towards (simplification in one area of grammar often leads to complication in another (OE case endings lost in ME, but less freedom in word order, which is a complication)
primary function of language: communication no evidence that some language are more suited to communicate ideas than others (pidgins excepted)
overall, languages don’t decline over time, but they don’t improve either
Grammar
morphology: morpheme, free v. bound, inflectional v. derivational, etc.
syntax: subject, predicate, verb, object, etc. (grammatical functions) v. N(oun), V(erb), A(djective), P(reposition), NP, VP, AP, PP, etc. (syntactic categories) trees
Meaning (semantics-pragmatics) componential analysis v. prototype-based
semantics componential analysis: stallion [+male] [+adult]
[+equine] useful to some extent but cf. bachelor [+human]
[+male] [+adult] [+unmarried] what about the Pope, a priest, an unmarried beggar, a man who has been engaged for 2 yrs? instead, we seem to have an idea of features that bachelors will typically tend to have (non-clergy, well-off, available, attractive, …) the higher the degree to which these features are present in a man, the more central he is to the ‘bachelor’ category
Meaning cont.
pragmatics study of meaning in use meaning in use different from isolated meaning
enriched by features of the context (e.g. it the pc in Lonsdale Large LT)
signal meaning v. speaker meaning negotiating meaning between speaker and
hearer is governed by various constraints: conversational maxims (quantity, manner, etc. co-operative principle) and politeness (agreement, praise, etc. politeness principle)
Last part of term 2
writing systems (different kinds of, evolution, etc.)
language families (comparative linguistics, reconstruction, etc.)
endangerment (what causes it, why should we care, how can death be prevented, etc.)
see Andrew Wilson’s personal www page for some useful downloadable summaries of his lectures
MC Questions
some sample questions task: try to answer them, asking us any
questions you may have (on anything)
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