1 / 24

LING 151 Revision

LING 151 Revision. Don’t panic!. Announcement. 152 (syntax) revision session  Fri 11 th June, 12:00, B80. Info about…. the official bits exam strategy content of the module sample multiple choice questions. The exam. June 16 th , 2-5pm, Cartmel LT bring library card!

hoshi
Download Presentation

LING 151 Revision

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. LING 151 Revision Don’t panic!

  2. Announcement • 152 (syntax) revision session  Fri 11th June, 12:00, B80

  3. Info about… • the official bits • exam strategy • content of the module • sample multiple choice questions

  4. 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…

  5. 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

  6. 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

  7. 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

  8. Some friendly advice… • Timing • 3 hour exam • 5 questions (4 if you don’t do LING 152) • 35 mins or 45 mins per question • Everyone does 3 essays, and either 1 or 2 multiple choice sections • Multiple choice: 151 has 35 questions, 152 has 12 questions

  9. Some friendly advice… • Read the question carefully • Answer 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

  10. Some friendly advice… • Revision • …should already be well underway • Read 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)

  11. Content • Acquisition (L1, L2) • Disorders • Accents of English/Phonetics/Phonology • Language change • Grammar • Meaning (semantics-pragmatics) • Writing systems • Language Families • Language Endangerment

  12. 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

  13. Language Disorders • Parts of the brain dealing with language • Types of aphasia (Broca’s, Wernicke’s) • Genie

  14. 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

  15. 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 differences • Realisational differences • Distributional differences

  16. 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.)

  17. 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

  18. 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

  19. 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

  20. Meaning cont. ‘bachelor’: Pope Orlando degree of prototypicality man engaged for 2 yrs

  21. 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)

  22. 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

  23. MC Questions • some sample questions • task: try to answer them, asking us any questions you may have (on anything)

  24. Good luck! • Kevin’s office hours: • Mon 11-12, Weds 12-1 • Willem’s office hours: • Mon 1-2, Weds 1-2

More Related