Semantics In Native English

Semantics In Native English
Semantics
Semantics "is the study of the meaning of words, phrases and sentences" (Ariza, 2010, Ch 9, p.
205). Semantics is really about the meaning behind what we say. Semantics challenges English
Language learners because of the cross–cultural differences. The connotative meaning of words has
its roots in cultural expression (Ariza, 2009). Take for example colloquial expressions and idioms
like "you snooze, you lose". The meaning of these phrases and words are not literal rather the focus
is on the connotative meanings instead of the denotative. If you were to research the individual
meanings of words in the dictionary, you wouldn't derive the exact meaning of this phrase. The
meaning comes from somewhere other than the dictionary. Culture is the source of these colloquial
terms. Abdull often mixes up idioms. For example, while we were playing a game he told me "you
snooze, you won." This is an incorrect use of the idiom and it shows he doesn't understand the
meaning. As a matter of fact, he gave it the opposite meaning. Native English speakers would know
that "you snooze, you lose" means that if you are slow then you will lose. This is an example of why
it is difficult for an English language learner that is adjusting to a new culture to understand and
comprehend cultural phrases.
Pragmatics
Pragmatics is the study of language "within a context and why people use language a particular
way" (Ariza, ch10, 2010, p. 82). Words have meaning beyond their dictionary definition.
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Difference Between Formal And Less Formal Writing
Morphology Analysis: Formal vs Less Formal Writing Word choice in writing is influenced by the
context, just as is the case between formal speeches and informal ones. The kind of words in formal
and less formal writing gravitates between academic and formal, depending on the context and the
message being put across. The morphemes used in both formal (academic) and less formal (as is the
case in newspapers), vary. Formal writing uses different word forms and morphemes, due to the
strict nature of this kind of written communication. Less formal writing moves between using a lot
of morphemes and still maintaining a certain level of formality, so as to communicate effectively. In
some instances, less formal writing may even use colloquial language and a lot of morphemes. In
this discussion, the focus is on an academic form of writing and a less formal kind of writing, picked
from a newspaper. The discussion shall analyze how morphemes have been used in the two kinds of
writing and why this is the case. The first writing is a Classroom Research, which is just an
introduction of the research and sets the tone for the rest of the paper. The sentences are short and
use few adjectives, as the journal work seeks to strictly communicate facts and avoid the
introduction of personal opinions. The writing is objective and the morphemes used have affixes, to
keep them short and precise. In the journal paper, the writers used a lot of free words to create
meaning and context. For example,

Language Sample Analysis Child 's Name
Rebecca Mirakova Language Sample Analysis Child's Name:
N (female) Child's Date of Birth: June 12, 2009 Child's Date of Evaluation: 09/12/2014 Child's
Chronological Age/Sex: 63 months Child's Primary Language: Russian Language of Evaluation:
English Name of Student Evaluator: Rebecca Mirakova
PERTINENT BACKGROUND INFORMATION N is my neighbor, who is 63 months old. She has
two older siblings, Rachel and David. N 's parents are from Russia, so she has been exposed to both
the Russian and the English languages. She communicates with her parents in Russian, and speaks
in English with everyone else. Even though her parents speak English, they want N to learn Russian.
As a result they speak to her only in Russian. She is currently attending ... Show more content on
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TESTS ADMINISTERED Language Sample MLU development chart by Brown (1973) Speech and
Language Milestone Chart by PRO–ED Inc. (1999) Phonological processes by Puccini (2001)
Articulation development chart. Sanders, J. (1972).
INFORMAL TEST RESULTS Morphology Morphology discusses the rules that govern the use of
morphemes. N 's MLU came out to be 5.3, this MLU signifies a typical developing child. According
to Brown (1973) Language Sample Development, she falls under the stage V+, which is the average
level for a child within 47 months and above. N has good use in both bound and free morphemes.
She particularly utilized a substantial amount of bound morphemes such as the"ing"and third person
regular "s". For example in utterance number three, I asked N what animals she enjoyed seeing at
the zoo, she responded "da seal show was the best /deI/ woe jumping in the water. From that
sentence we see how N used the "ing" in jumping. In utterance number forty two we see how N
correctly used the third person regular "s" when I asked N if her brother David plays with her she
responded "no, no he plays with his fwends". In that response we see how N used the correct
grammatical marker, the third person regular "s". "She was also able to produce plural words such as
"books" and "friends" She was able to differentiate between past and present tense for example, in
utterance number three N said

Oral Language Development
Children develop oral language at a very early age. Almost every sound a human being makes can
be considered communication. As children grow up, they are constantly observing and practicing
communication and oral language. What they know about oral language has an effect on the
development of their literacy skills. "Students who had difficulty with early speech communication
skills were believed to be at risk for reading and consequently writing" (Montgomery, 1998).
Therefore, the development of oral language has an effect on the ways in which emergent readers
develop literacy.
Transcribed dialog taken from a personal interview with a 3–year–old girl named Gianna will be
referred to in this paper. Gianna's dialog will provide ... Show more content on Helpwriting.net ...
al., 1998, p.536). Gianna understands this. Most of her sentences show syntax. For example, she
says "I like to touch him" and "Look, now I'm using yellow." (DiNobile, 1998). Both of these
examples are grammatically correct.
Syntax is basically the same with regard to reading. When a student reads a sentence in a book, she
typically understands the material because it is worded just as it would be spoken. "Readers use their
knowledge of the meaningful arrangement of words in sentences to construct meaning from text"
(Vacca et. al., 1995, p.26). For example, a sentence that reads, "my book is green" makes sense. If it
were worded, "green book is my," it would not make sense to the reader.
In the two–word stage of oral language development, children between 18 and 20 months of age,
begin to use two–word statements. " During this stage, children rapidly learn the value of language
for expressing concepts, and especially the power of language to aid them in communication their
desires to others" (Dworetzky, 1996, p.241). There are four different types of two–word phrases.
Children use two–word phrase to locate or name something, to demand or desire something, to
indicate possession, and to question
something. A few examples are "there book," "more milk," my shoe," and "where ball" (Dworetzky,
1996, p.241).
There is no

Who Is Forrest Gump's Phonology?
When it comes to the formulation of languages there are five main components. The five parts are
phonology, morphology, syntax, semantics and pragmatics. In speech these five come together to
make up the accepted norm of what language sounds like. In Forrest Gump the main character is
said to have an IQ of seventy–five. In most states this meets the standard for a mentally challenged
diagnosis. Phonology is the rules concerning structure, distribution and sequence of speech sounds.
Phonology deals with phenomes which are also the smallest unit of sound. For the most part Forrest
Gump's speech is easy to comprehend. His phonology is not severely affected by his mental
capability.
He does have a southern accent but it does not hinder the audience from understanding him when he
speaks. His drops certain consonants when he speaks. The most noticeable would be the R
consonant at the end of a word. For example, in one of the scenes Janie asked him was he afraid in
Vietnam. ... Show more content on Helpwriting.net ...
Morphology are rules that govern internal organization of words. For example; the word peacefully
has three different morphemes. The word is considered a function word. It has no lexical meaning
but serves the purpose of describing a state. Peace meaning a calm state of being, ful suffix meaning
full of something and ly meaning in the manner of. At times he will use a word that has two
morphemes, but it is not as frequent. This makes his speech simple, but concise. In other words,
short to the point. Throughout the movie his simplistic way of talking and speaking are his saving
grace. The lead character does not have perfect syntax, but it is good enough for him to
communicate with other people around. Syntax are the rules that apply to how words are combined
to form sentences and phrases. He speaks with the correct English sentence structure. This simple
structure has a subject, verb and then

Learning English Morphology Essay
LEARNING ENGLISH MORPHOLOGY FOR EFL LEARNERS
Generally, we can mention that EFL (English as a Foreign Language) learners are those who learn
English tend to achieve the particular purpose. For example, they can use English when travelling or
to communicate with other people from whatever country, who also speak English. We can classify
the students of English department into EFL learners, too. So, they need to be able to speak English
well. One of the foremost aspect in speaking English is we have to understand about morphology, so
that we can speak English easily. That's why we need to learn English morpholgy as an EFL
learners.
This essaytries to explain about how to learn English morphology, especially for EFL learners.
Before we ... Show more content on Helpwriting.net ...
Open–class (as known as lexical morphemes) are nouns, verbs, and adjectives which can take
additional morphemes. Closed–class (as known as functional morpheme) are conjunctions,
prepositions, and determiners which cannot take an additional morpheme.
The fifth, we have to understand that bound morphemes are classified as inflectional and
derivational affixes or roots. Inflectional morphemes (e.g. –er, –ed, –s) don't change the gammatical
function of the word, but derivational morphemes (e.g. –ness and –ify) do. For example :
Inflectional morpheme (neatneater : adjective adjective), whereas derivational morpheme
(neatneatness : adjective noun).
The last, we should find a list of words and practice breaking the words into the morphemes from
which they are built. Trial and practical can be the good way for us to get comprehension more. All
of instructions above is very useful to make us understand easier about morphology.
After EFL learners do all of instructions above, maybe they can get some problems. Words such
asinstitutional, react, input are described morphologically as (institute + tion + al), (re +act), and (in
+ put). Students sometimes over–generalize what they learn, so they describe words like repel as (re
+ pel), incident (in + cident), repeat (re + peat). Those words can not be described morphologically
in this way because they are a part of the stem/root, i.e. in repel, (pel) can not give meaning

Investigating Potential Differences That May Be Caused By...
disregarding examining potential differences that may be caused by the structure of language.
For example, several studies have examined the behavioral effects of morphological frequency
across Dutch (Schrueder & Baayen 1997; de Jong, et al., 2000; Bertram, et al., 2000), English
(Feldman and Pastizzo, 2003; Baayen et al., 2007), Hebrew (Moscoso del Prado Mart´ın et al.
2005), and Finnish (Moscoso del Prado Mart´ın et al. 2004). Similar types of analyses exist
regarding morphological decomposition (e.g., early vs. late morphological processing, form–then–
meaning vs. semantically driven morphological processing) in English (e.g., Rastle & Davis 2003;
2000; Feldman & Soltano, 1999; Feldman et al., 2009; Gold & Rastle 2007), Dutch (e.g.,
Dienpendaele et al., 2005), Russian (Kazanina, 2011), Serbian (Feldman et al., 2012), French
(Logntin et al., 2003), and Spanish (Dunabetia et al., 2011; Dunabetia et al., 2007). Turning to the
neurocognitive and neurobiological impacts of language structure on morphological processing,
there are also examinations of processing across languages such as English (Gold and Rastle, 2007;
Vannest and York, 2005; Vannest et al., 2010), Hebrew (Bick et al., 2008; Bick, Goelman, and Frost,
2011), and Chinese (Zou et al, 2015).
However, relatively fewer studies focus on direct comparisons of effects between languages, looking
specifically at differences in effects that may arise due to differential morphological structure, such
as in English and

Teaching Sight Words Essay
Sight words: words that are automatically and effortlessly recognized without any conscious
application of decoding or word analysis strategies. o When teaching sight words to children you
should consider:
 Words should appear frequently in print
 Words should be in a reader's oral vocabulary
 Words cannot be pronounces using phonic generalizations
High frequency words: approximately 200 words account for about 50% of the words in nearly any
reading selection, and 400 words make up about 70% of most writing.
 After repeated experiences with such words in meaningful context, these words become sight
words.
 A, about, after, again, be, because, call ,can, did, do, does don't, every, for, go, had, has, have, he,
I, in, is, it, if, of, on, said, some, so, that, the, then, their, them, there, these, to, ... Show more content
on Helpwriting.net ...
These procedures help children see common words repeatedly and provide additional environmental
print.
Another common strategy is modeled writing, where teachers can draw attention to sight words
during a writing activity that models writing behavior. In this way, teachers can emerge several
instructional goals within the modeled writing activity.
Morpheme: the smallest unit of meaning in a word. o Free morpheme: can stand alone. EX: "cat"
contains a single morpheme and can stand alone. o Bound morpheme: cannot stand alone. EX: "s" in
"cats" means there is more than one cat, but "s" cannot stand alone without "cat" cannot stand alone
Morphemic analysis: involves looking at word parts, such as prefixes, suffixes, and root words, to
help determine a word's meaning. o Often used with English Learners or struggling readers to help
them build vocabulary, and the strategies presented in this book help all learners pronounce the word
parts associated with morphemic

Cognitive Limitations: The Power Of Literacy
Discussion and Summary
Literacy (n.d), according to the Merriam–Webster dictionary is "the ability to read and write,
knowledge that relates to a specified subject." The power of literacy lies not only in the ability to
read and write, but rather in an individual's capacity to put those skills to work in shaping the course
of his or her own life. Children with severe speech impairments who use AAC, reading and writing
may be their only means to communication. Children who require AAC often struggle with literacy
due to physical, sensory, perceptual or cognitive limitations. Research has shown that children with
disabilities can learn to read with appropriate instruction. Children, who use AAC, like typically
developing children, need to be ... Show more content on Helpwriting.net ...
Research that was available was either outdated or a part of Special Interest Groups (SIGs). The
thing about SIGs is that it requires an annual subscription to view its contents as well as research
articles. However, the SIGs have valuable information but also have limitations. You may find
something interesting and usable in one SIG then locate another similar research in another SIG that
pertains more to the topic, but in order to access it you would also need an annual subscription to
that particular

Acquisition Of English Grammatical Morphemes
ACQUISITION OF ENGLISH GRAMMATICAL MORPHEMES BY L2 LEARNER FARIS N
ALOTAIBI California State University Fresno This study explores the acquisition of English
grammatical morphemes by a Native Arabic speaker. What type of errors the L2 learner makes
during acquisition? What percentage of each error they produce. To answer this question, I collected
data from an adult named (Mayyadah) through spontaneous speech and a grammar test. Then, a re–
testing will take place after L2 learner receive a training sessions on correct use of grammatical
morphemes in English. The point of the latter step is to measure the effectiveness of more TL input.
KEY WORDS: ERRORS, GRAMMATICAL MORPHEMES ACQUISITION, ENLISH 1.
INTRODUCTION. There is a significant number of studies addressing English morphology. This
interest in English morphology did not start recently. Some studies on English morphology date
back to the first half of the twentieth century. Morphology is a Greek word means the study of form.
This paper addresses thoroughly the English grammatical morphemes from an acquisition by a L2
learner perspective. Several reasons prompt me to undertake this study. First, acquisition of English
as a language must go through a stage of morphemes internalization. Second, learning morphemes
of English is quite complex unlike phoneme acquisition. Third, vocabulary is the core element of
any language and morphology explore it extensively. Forth, deep understanding of morphology
paves the way

Reading Is An Important Action That Teachers
Reading aloud is an important action that teachers, as well as parents and guardians should take.
Reading aloud provides very important foundational skills, introduces and expands vocabulary,
provides a model of fluency, and helps children recognize the joy of reading. Storybook experiences
expand a child's vocabulary and comprehension skills. Preschoolers enjoy books that contain
colorful illustrations, repetitions, rhymes, and actions. These books include a variety of genres, such
as fairy tales, picture books, predictable books, nursery rhymes, and wordless books. When selecting
storybooks for children, it is important to keep student's interest in mind and selecting stories that
depict enjoyable experiences. Two storybooks I have chosen to share aloud with a preschool
classroom is "The Night Before Preschool," written by Natasha Wing, and Dr. Seuss's "Hop on
Pop." The first day of school can always be frightening, no matter which grade you are entering.
Preschool can be more frightening, as this is a child's first year attending school. I would present
"The Night Before Preschool" during story time, on the first day of preschool. Before reading the
book, I would talk about how everyone feels different emotions on their first day of school, whether
those emotions would reflect excitement, nervousness, or shyness. I would also mention how adults
get nervous for their first day of work, interviews, and other occasions. After reading the book, I
think it would be important

Morphology: Affix and Word
COURSEWORK 1 Topic 4: Morphology Question 2: The knowledge of morphology can contribute
to our understanding of English vocabulary and grammar better and help us in our future role as an
English teacher. Morphology is the study of the system of rules underlying our knowledge of the
structure of words (Kristin Denham, Anne Lobeck, 2013). It is also known as the branch of
linguistics that studies the structure of words and different patterns of word formation. In this essay,
I will discuss how the knowledge of morphology can contribute to our understanding of English
vocabulary and grammar better and how this knowledge can help us in our future role as an English
teacher. The knowledge of morphology can be applied among the teachers ... Show more content on
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Therefore we need to know the blending process where only parts of the words, not the whole words
are combined. For example the word breakfast is combined with the word lunch to produce a new
word 'brunch' which are popularly used by the students nowadays or even teachers. Another
example is students are familiar with Milo and Nescafe. In blending process, these two words can
produce a new drink 'Neslo'. This word formation can create excitement in language learning or
even in our daily conversations. Another skill the English teachers should have is the clipping
process where a longer word is being shortened. This is a very useful skill whenever we are
attending seminars or meetings. Clipping is similar to the idea of shorthand. For example the word
'professional' can be presented with 'pro', the word 'mathematics' can be presented with 'maths' and
the word 'laboratory' can be presented with 'lab'. Students can benefit from this clipping process to
write their own short notes and mind mapping which is easier to memorise. Many students are not
familiar with acronyms. For example the word ITALY can mean "I Truly Always Love You". The
word FRANCE means "Friendship Remains And Never Comes End". These two acronyms are
usually written at the end of an informal letter during the time where correspondence is one of the
popular hobbies among the teenagers. So this acronym process is used by the

The Importance Of Second Language Acquisition
Abstract
An interesting phenomenon in the research of second language acquisition is that learners seem to
acquire English grammatical morphemes in a certain order, regardless of their native languages,
ages, and learning environments. Furthermore, technique of instruction and data collection seem to
have little effect on the acquisition order. This study attempts to investigate the morpheme
acquisition order in the writing of Arabic students learning English at king Faisal University, KSA.
Data collected from twenty placements tests is examined for fourteen grammatical morphemes and
the participants from Saudi Arabian male students at king Faisal University. The acquisition order
obtained is compared to orders, found in previous studies. The study does not find a significant
correlation between second language acquisition order and first language acquisition order, but high
correlations between this study's sequence and those in five other second language acquisition
studies give further strength to the idea of a universal ESL morpheme acquisition order.
Introduction
In the late fifties the predominant view of language learning was Skinner's (1957) behaviorist theory
which claimed that learning proceeds according to a series of stimulus/response associations and
reinforcement. This view has changed since Chrosky's proposal (1957–1965) that the task, of
learning a language is not learning a vast number of sentences, as Skinner believed, but rather
learning a system of rules

Give Two Examples Of Inflection In The English Language
Activity 1 – Mandatory
After reading the suggested sources of information, do the following task.
Answer the following using your own words:
1. What is inflection? How does it work? Give two examples of inflection in the English language.
Do not use examples from the materials you read.
It is a word formation process consisting in adding a "bound morpheme" to a word without changing
its main meaning.
It takes places because of syntactic needs, to illustrate let us take the following cases:
Ann worked yesterday.
Ann works very hard.
In both cases, we can note that there is a syntactic relation between the words of each sentence with
the verb "work", that is why the inflectional morphemes "–ed" and "–s" must be added. In the first
example we must attach the inflection (–ed) because of "yesterday", and in the second because of
"Ann" (third person). ... Show more content on Helpwriting.net ...
In spite of the fact that there are only eight inflectional morphemes, this process is very productive
since it can be applied to a wide range of words:
Nouns, to form possessives and plurals (Marco´s books).
Verbs, to form the present tense of the third person in singular, the progressive tenses, the past tense
and the past participle of some verbs (takes, walked, taking, taken).
Adjectives, to form comparatives and superlatives (quicker, quickest)
2. What is derivation? How does it work? Give two examples of derivation in the English language.
Do not use examples from the materials you read.
It is another morphological process consisting in attaching either a prefix or a suffix to a word; yet,
this attachment does change the meaning of the original word. In derivation, the relation involved
only has effect within the word. For instance

Characteristics Of Lingustics
Lingustics is by far one of the most intriguing subjects and classes I have ever taken before. In my
opinion, it is a subject everyone seems to be familiar with, yet not really aware of how and why we
know the gist of it. Lingustics is the scientific study of human language and its structure, we study
language because it teaches us how to communicate with others. Language is everywhere and part
of our everyday lives, we use language to communicate with everyone around us. For many
communication is vital as part of our jobs and for others it is a form of expression. Language is
something that can make us feel good and happy, if someone compliments you, it makes you feel
good, but it is also something that can be used to hurt and make people cry, it is a powerful tool
humans have. Language whether it be verbal or not has meaning and we must know the basics in
order to communicate effectively. In lingustics we learn about the different perspective of language
and the different aspects that language is made up of, including phonetics, phonology morphology,
and syntax. Morphology and morphemes are what we know as the sounds of language, morphology
are what we know as words and synatx are the sentences that compose our language. There is a lot
more to language than what the common person knows, language and the way we speak it all has
meaning behind it. I believe that to know and be able to speak any language is a privilege and for
those who are bilingual and get to experience it

Phonology And Second Language
Abstract Roger Bacon points out "Grammar is substantially one and the same in all the languages
despite its accidental variations." So there is not much difference in the structure of a language. If a
person has good command over the mother tongue, there are more possibilities to adapt, assimilate
and accommodate second language without putting up much pressure on the learners. There are
some similarities in syntax, phonology, morpheme, word inflection and various other aspects of the
language. In this context of learning the second language, introspective learning should be
emphasized, language learning should be action oriented and engaging so that learners can practice
more and more. They can easily perceive what one wants to convey in a particular sentence. It is
obvious that acquisition ... Show more content on Helpwriting.net ...
Our first thoughts come to us only in mother tongue whether we learn second language through
syntax or we acquire it by living in that environment. At embryonic stage of learning, we think
twice, first in the mother tongue and then in the other tongue. Gradually we do not take much time
in thinking. As we start thinking in second language, thoughts come inadvertently. In fact in this
process of imbibing the second language we internalize syntax, phonology, morpheme of second
language with the help of our knowledge of the mother tongue. The focus of the paper will be on
phonological aspect of mother tongue and second language, by drawing similarities between the
two. The second part of the paper will focus on syntactical aspect in language learning. At places
structures of the mother tongue and the second language are parallel. There is difference in structure
but it can be solved out very easily if we focus on sentence pattern seriously but more on practice of
sentences. The third part of the paper will focus on morphological aspects of the mother tongue
which aid in the learning of the second language because there is similarity in the use of affixes in of
Hindi

Language Essay In English
Language is the way humans communicate with eachother. Most of us use it verbally, many use it in
writing and other use sign language in order to communicate. Language is part of almost everything
amongst us, we read it or hear it on a daily basis. If we are driving we read signs on the road, when
we buy stuff we read labels and we could not read without knowing the language, and when we
speak we also use language. But language does not stand alone, linguistics is a huge part of it. In my
opinion, linguistics is by far one of the most intriguing subjects and classes I have ever taken before.
I believe it is a subject everyone seems to be familiar with, yet not really aware of how and why we
know the gist of it. Linguistics is the scientific study of human language and its structure, we study
language because it teaches us how to communicate with others. Language is everywhere and part
of our everyday lives, we use language to communicate with everyone around us. For many
communication is vital as part of our jobs and for others it is a form of expression. Language is
something that can make us feel wonderful and happy, if someone compliments you, it makes you
feel good, but it is also something that can be used to hurt and make people cry, it is a powerful tool
humans have. Language whether it be verbal or not has meaning and we must know the basics in
order to communicate effectively. In linguistics we learn about the different perspective of language
and the different

Julie Language Analysis
Review 1: Text
A. Overall comprehension
It is viable to assess that 3;3 year old Julie's language comprehension is on target from analyzing
these video clips, as development is fairly predictable for typically developing children. J.
understands both yes/no and more advanced wh–word questions, which emerge between Late Stage
II to Early Stage III (p. 184). Cathy says to J., "Do you know when your birthday is?" J. responds,
"June 22nd." She also doesn't hesitate in answering Chris when he asks, "Besides strawberries, what
other kind of berries do you like?" J. does have trouble with why questions, which are later
developing (Late Stage III to Early Stage IV). When asked, "Why is the baby bird sad?" J. ignores
the question. Linguistic comprehension ... Show more content on Helpwriting.net ...
During this time, fast mapping is used to quickly incorporate words into the child's lexicon (perhaps
"bistro" will become one of them), sometimes at a rate of nine new words per day (p.185–186). J's
content includes parts of speech such as: articles (the, a), main verbs (fly, eat), nouns (chair, nest),
proper nouns (Chris, Max), pronouns (he, they), adjectives (sad), and prepositions (in, on). Some
examples of J's more complex vocabulary include: museum, restaurant, macaroni, strawberries,
raspberries, and lollipop. When recapping Where the Wild Things Are, J. begins to make an error of
not using an antecedent for the pronoun (he), but backtracks to clarify. She says, "So he... Max, then
puts his wild things suit on and sailed away to where the wild things are." After she's introduced
Max and the wild things, she goes on to use the correct subjective pronouns (he and they). J.
correctly sorts out that the singular pronoun he works for Max, but when referring to the wild things,
the group pronoun they is

Morphological Development Is The Best Ways For How...
Morphological development is one of the best ways as to how children gain, and become
knowledgeable. Morphemes assist in helping, and guiding children with learning how to read, and
how to spell. Morphemes are the building blocks that children need in order to succeed, fully grasp,
and master language. For a couple of weeks now we have taken apart child's X language sample,
and have studied her usage on pragmatics, now we will be taking a closer look at her morpheme,
and syntax. The first step in analyzing Child X's usage on morphemes was to collect data from her
two videos that would allow us to gain further knowledge. In her first video, child X had an MLU
score of 2.3 resulting in stage III according to Brown's stages of development. The second video of
child X had an MLU score of 4.26 resulting in stage V. In both of these two video's child X used a
couple of Brown's 14 morphemes. In video one, child x used three out of the fourteen that Brown
has listed, child X used prepositions, plural, and lastly uncontractible auxiliary. Prepositions were
said in utterances 3, 20, 27, 35, 38, and 44, in these utterances child X says for example "I want to
see" or "I need to open it" (Gomez Transcript 1 Video 1). Child X used plural words in utterances 1,
2, 7, 8, 15, and 19 were she says "That's my lunch" (Gomez Transcript 1). Lastly child X used a
uncontractible auxiliary, child X says these in utterances 37, 45, 46 and 48 where she says "It's so
squishy!" (Gomez Transcript 1 Video

Morphology: Affix and Inflectional Morphemes
University of Algiers Department of English Magister Ling–did Descriptive Linguistics Presentation
on Morphology Prepared by: Supervised by: Mohamed Al–Elyani Dr. Hamitouch Academic Year:
2010/2011 Outline: I. Introduction: II. Defining the key concepts: II.1 Morphology II.2 Morphemes
III. Types of Morphemes III.1 Lexical and Functional morphemes III.2 Derivational and inflectional
morphemes IV. Morphological description V. Problems in morphological description VI. Conclusion
VII. References: Morphology According to George Yule, morphology means '' The study of forms. It
investigates basic forms in ... Show more content on Helpwriting.net ...
Other types of free morphemes are called functional morphemes. Examples are and , but, when,
because, on, near, above, in, the, that, it, them.This set consists largely of the functional words in the
language such as conjunctions, prepositions, articles and pronouns. Because we almost never add
new functional morphemes to the language, they are described as a '' closed'' class of words.
Derivational and inflectional morphemes Derivational morphemes are bound morphemes, we use
them to make new words or to make words of a different grammatical category from the stem. For
example, –ness changes the adjective good to the noun goodness. The noun care can become the
adjective careful or careless. Other examples are foolish, quickly, payment, etc. The second set of
bound morphemes contains what are called inflectional morphemes. These are not used to produce
new words in the language, but rather to indicate aspects of grammatical function of a word.
Inflectional morphemes are used to show if a word is plural or singular, if it is past tense or not, and
if it is a comparative or possessive form. English has only eight inflectional morphemes illustrated
in the following sentences: Jim's two sisters are really different. One likes to have fun and is always
laughing. The other liked to read as a child and has always taken things seriously. One is the loudest
person in the house and the other is quieter than a mouse. Morphology , then, is the study of two
aspects

The Relationship Between Phonology And Morphology
3. The relationship between Phonology and Morphology.
The relation between the distribution of phonemes and grammatical units such as morphemes and
words is therefore an aspect of the interface between Phonology and morphology. Both Phonology
and Morphology study various patterns in languages all over the world. Considering the similarities
of these fields, both are engaged in the scientific analysis of languages. Both are sub branches of
Linguistics and without studying Phonology, one cannot move on to Morphology. There is an inter–
relationship between these subjects. For differences, we can identify that Phonology mainly
concentrates on sound systems of a language while Morphology pays attention to the word and the
morphemes of a language. (Booij, 2007)
Then, in general, the interaction between phonology and morphology can be illustrated into at least
four points:
1– Phonological rules may precede the morphological rules. Therefore, phonemes are considered to
be the basic units of speech sound by which morphemes are represented. According to Kiparsky
(1985), there are two common word–internal phonological domains, level 1 or the stem level, ...
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Its pronunciation varies between [s], [z], and [ɪz], as in maps, games, and glasses respectively. A
purely phonological realization would most likely assign to these three ending phonemic
representations /s/, /z/ or /ɪz/. On a morphophonological level, however, they may all be considered
forms of the underlying object //z//, which is a morphophoneme. The different forms it takes depend
on the segment at the end of the morpheme to which it attaches: the dependencies are described by
morphophonological rules. The behaviour of the English past tense ending "–ed" is similar, it can be
pronounced /t/, /d/ or /ɪd/, as in worked, bobbed and loaded respectively. (Hargus, & Kaisse1993 ,‫‏‬
)
and (Hayes,

Chapter Ten Reading Response
Chapter Ten Reading Response (#6)
1. There are two types of vocabulary: oral and reading. Oral vocabulary refers to words that a reader
recognizes in listening and uses in speaking. Reading vocabulary refers to words that a reader
recognizes or uses in print. Two approaches to teaching vocabulary include the indirect approach
and the direct approach. Students can learn vocabulary words indirectly when they hear and see
words through conversations with other people, listening to advanced readers read aloud, and
through reading extensively on their own. Teachers can promote students' indirect learning of
vocabulary by teaching them to be "word detectives" who recognize knew words and try to find
their meaning. Teachers should also use complex ... Show more content on Helpwriting.net ...
It is difficult for students with learning problems to succeed in content area classes in secondary
school because students with learning and behavior problems often struggle with the completion of
assignments and homework. The most common homework and assignment type problems include
problems forgetting to bring materials home and returning materials to school, inaccurately
recording homework assignments, and having unrealistic plan or no plans for completing
assignments. Additionally, students struggle with procrastinating on the completion of work,
submitting incomplete assignments, and having disorganized book bags, lockers, and other
resources so that organizing and completing assignments is

Text 1.11 And The Language
In the following essay I will compare and contrast two texts with each other by referring to the
language and linguistic features.
The main idea in Text 1.11 is of a persuasive manner. This text is aimed at persuading the reader to
buy the "Mentz & Rahmen" products. This statement is supported by the use of the modality words
"except" and the use of the active voice: "settle" and "listening". The cohesion in the text is found in
the form of an ellipsis and makes use of transitions with the use of the words "stereo", "earpiece",
"sound", "listening" and "headphones". These words are all directly related to the product. The
writer also uses Reference cohesion in referring back to the people. Text 3:3 is an argumentative
piece. The writer appeals ... Show more content on Helpwriting.net ...
Text 3:3 avoids speaking directly to the reader. The language features within text 1:11 are very vast.
The use of bound or inflectional morphemes is clear when the word "distorted" is used. One can also
find an example of zoomorphism in the words "hisssing" and "jusst". The words "conk out on them"
is often found in American English which is common in informal writing. This text is written in the
active voice thus speaking directly to the reader, and uses conjunctions like "and" to create a natural
flow. Typographic elements are also used in this text to make reading more interesting and to
emphasize certain key words. Text 3:3 on the other hand has all the qualities of an argumentative
newspaper article. The writer makes use the present tense and quotations to substantiate his
arguments. Also makes use of the words "complex" and "consistent" which are inflectional
morphemes.
The rhetorical devices in text 1:11 are used effectively: Description and imagery is used as the writer
describes a situation in which a reader uses another set of headphones with a bad quality and the use
of a Hyperbole comparing the experience with a nightmare. Text 3:3 uses some of the same methods
especially the Hyperbole when they refer to: "people who like nothing better than to kill team–
mates" and "scam, cheat and abuse". In this text the writer makes use of implicature. The writer also
uses conjunctions: "and"

Toddlers Language Development
As soon as infants are born they immediately begin innately paying attention to language. There are
several major achievements in language as infants grow and develop. First in phonology, infants
begin babbling using vowel–like sounds at 3–8 months, early consonants at 5–8 months, and CV
syllables from 5–10 months. CV syllables means syllables with a consonant and a vowel, and are
more complex for infants to produce. They also acquire prosodic abilities, or the ability to find
patterns of intonations and stress in language. An infant proves unable to produce multiword
utterances and therefore contains no syntax, but they begin to formulate single words beginning
around 9–14 months of age. To count as first words, they must be "true words", ... Show more
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Toddlers' phonological processes change as they develop their motor skills, and these are
responsible for the "funny mistakes" they make when trying to communicate. Toddlers grasp
language by making their speech simpler and easier to produce through syllable structure changes
such as: reduplicated syllables, final consonant deletion, and weak syllable deletion. Also, reduction
of consonant cluster, assimilation, and changing the place and manner of articulation affect their
learning of language as toddlers. These changes can range from the replacing of a velar sound such
as "k" to a bilabial sound such as "b" to turning words such as "playing" to "paying" and so on.
Toddlers also comprehend and utilize morphemes, specifically grammatical morphemes, around 18
to 24 months or after their first fifty words. Roger Brown created a formulaic sequence of
acquisition of these morphemes, beginning with "–ing" as early as 19–28 months and continuing
with the plural "s" at 27–30 months. Toddlers achieve syntax around two years at the "two–word
stage" where they produce telegraphic word combinations that often lack grammatical markers and
misuse pronouns. While they are learning syntax, they also develop a large receptive and expressive
lexicon that is organized into a semantic network in their brain. Toddlerhood is known for large
word additions in their lexicons, and the vocabulary spurt begins at around fifty words at 12–18
months, where they start to learn 7–9 words/day between 18 and 24 months. By five years, these
children have acquired roughly 2,100 to 2,200 words. However, many times children have semantic
mapping errors, such as overextension, under–extension, and overlap, but these are usually corrected
as they grow. Finally, the social–pragmatic framework shows that toddlers learn through interactions
with others, and by twelve

Importance Of Foreign Language Essay
Knowledge of foreign language has recently turned into necessary to people to feel comfortable in
the increasingly diverse global community. Also, while studying another language people study the
culture of that country that makes the view of the person wider and gives additional development to
the person. Because to study another language and culture gives one the powerful key to successful
communication: knowing how, when, and why to say what to whom. Now every country tries to
provide studying second language at schools. So, there are many reasons for studying a foreign
language including academic, professional, and personal. As for academic studying a foreign
language can improve cognitive and critical thinking abilities. Knowledge of a foreign language
gives an advantage in every career. Foreign language study provides the ability to gain an
understanding of the country's trading partners. Many multinational corporations and
nongovernmental organizations need people with foreign language abilities. Learning a language is
not just learning about its pronunciation, grammar and vocabulary, it is learning to see the world as
the other culture sees it. To study a language well, the teacher must have professional skills and have
perfect knowledge in language. Also, it is important to involve students in studying and to make the
subject interesting. For language teacher is obligatory to be a good trainer in speaking and writing
and know how to make his lessons easy for

Syntactic And Morphological Skills In Autism
Introduction The focus of the study was on how children with autism develop syntactic and
morphological skills and if they apply alternative ways of learning such as memorization techniques
in order to make up for the lack of normal morphological processing and if they learn grammatical
morphemes in an unusual form. Previous studies have proposed the idea that children with autism
present unusual syntactic and morphological skills; however, there is not sufficient information
available on this topic. Existing studies have yet to indicate how these skills differentiate to children
with developmental delay without autism. Moreover, the question of this research is important for
deciding whether language impairments are merely linked to autism or developmental delay. Three
different hypotheses were presented by the researchers of this study. The first hypothesis explained
that children with autism would obtain lower scores on the tests measuring morphological and
syntactic skills than children without autism and developmental delay. The second hypothesis was
that children with autism would obtain lower scores on the tests measuring the ability to apply plural
... Show more content on Helpwriting.net ...
This hypothesis was not supported by the results. When looking for differences between the three
groups in their ability to use plural inflections to non–words, none were found. It was suggested that
not fully understanding the task and its requirements was a possible cause for the normal–
developing children to obtain a large variety of scores. The results reveal that the groups with autism
and developmental delay without autism both have difficulty applying past tense inflections which
may create the task of applying past tense inflections to non–words more

Cyc Observation In Children
Visiting the Center for Young Children on campus allowed me the opportunity to incorporate and
observe some of the classroom knowledge I've learned in motion in a real life environment. I was
able to observe a young a group of children varying in age from three to four. Children also varied in
ethnicity and races making for a somewhat diverse arrangement for my observation. I was able to
see examples shown in class manifest itself in this environment with each child. Having knowledge
about semantic, phonological and morphological development, this essay will draw correlations
from in class examples to my real life scenarios observed from my CYC visit. I will correlate each
development examples by first identifying the characteristics and key ... Show more content on
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Vowels specifically seemed to be the strongest being the most stressed when pronounced among
children in normal conversation. Vowels are made with an unobstructed vocal tract and I found that
these speech sounds where the easiest to produce for the children. I also observed a child trying to
pronounce the world yellow but still having trouble making the /y/ and it sound coming of as more
of we–llow. Protowords are words children make up on their own and was one of the few things I
thought I would observe. Unfortunately I was unable to find one protoword that was clearly not a
word commonly used. I found this interesting as maybe they no longer used protowords but I
decided against that idea by correlating it to the short amount of time and was unable to catch a
glimpse of a child using a protoword. The concept of cluster reduction in which a syllable is
unstressed and at time forgotten was also another aspect I felt would have been every common to
occur but was not able to observe a word. What was observed was the use of the word "that"
substituted with the consonant /d/ to make the sound like "dat". With the sound /th/ being found
under the fricatives I assumed the child avoided using the correct sound due to the complexity of the
syllable structure.
Semantic development is the process of learning words and their meanings while creating a
connection to the two. Usually studied

Analysis Of The Basque-American Indian Pidgin
The Basque–American Indian pidgin found in the north–eastern part of North America was first
documented in the early seventeenth century. Although it is believed to have first been used in the
sixteenth century, this was the first time that there was recorded documentation of someone
experiencing the pidgin. The pidgin was created between the Basque people of Spain and France
and the American Indian people of North America. The pidgin is believed to be composed from a lot
of Basque words and influence and the different languages the native people spoke. The native
people spoke variations of the Algonquian language, and their influence is also seen in the pidgin.
The pidgin was mostly spoken between the Basque people and the native people, although the native
people also used it when speaking to visiting Frenchmen. The Basque people were mostly seafarers
and sheepherders, while the native people were mostly hunters and farmers. When these the two
groups met it was usually to conduct trade of some sort. The Basque–American Indian pidgin was a
pidgin used to help the Basque people and the native people to communicate. Before going into the
linguistic portion of the analysis, we need to talk about the pidgin itself and how it came to be. That
is; what the superstrate and the substrate of the pidgin are. Based on my analysis of the phonology,
morphology, and lexicon I have come to the conclusion that the superstrate of the pidgin was the
Basque language. This

Analysis Of ' Roger Brown ' Essay
In 1973, Roger Brown performed an in–depth study of three children and proposed stages that
children naturally go through in regards to language acquisition. Although he examined semantics
and grammar as well, the part concerning the order of morpheme acquisition is of the most interest
to this paper. Brown proposed that morpheme acquisition follows a fairly regular process or order.
He came to this conclusion after performing an in–depth analysis of the morpheme acquisition of his
three test subjects. This paper makes use of Brown's (1973) proposed order of morpheme acquisition
when testing the participants' morphological development. Carol Chomsky studied the syntactic
acquisition of children ages 5–10 in 1969. In order to do this, she created a series of experiments
that involved different complex syntactic structures to test approximately when children have
mastered certain syntactic structures. Her book, The Acquisition of Syntax in Children from 5 to 10
(1969) focuses on 4 experiments: (1) the Easy to see experiment, (2) the Promise experiment, (3) the
Ask/tell experiment, and the Pronominalization experiment. This paper focuses on the first
experiment, conducting Carol Chomsky's original experiment as well as a variant on both of the
participant. Introduction This research paper examines the morphosyntactic differences exhibited
between a 4 ½ year old and a 6 year old. These differences include Mean Length of Utterance
(MLU), acquisition of Brown's 14

Importance And Importance Of Linguistics
What is linguistics ? Linguistics known as the study of language and its structure .also it is include
the study of syntax, grammar, and phonetics. linguistics division to sociolinguistics, dialectology,
psycholinguistics, computational linguistics, structural linguistics and comparative linguistics,.
Linguistics have many elements such as  phonetics: it is the study of the speech sound  syntax: it
is the study of grammatical sentences in a language.  morphology : it is the study of the words
formation  semantics: it is the study of meaning words meaning  Pragmatics: it is the study of
language use. In this research I will talk about phonetics , morphology and syntax but first,
phoneticsis a system of symbols that present all the sounds in ... Show more content on
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Auditory phonetics: the study of the reception and perception of speech sounds(Brogan 1570–1980.
Baltimore, 1981.) by the listener or (the study of hearing and the perception of speech sounds)
Phonetics deals with production ,transmission and received of all human speech sounds in general
with no particular reference to any one language. why is the phonetics is important because it give a
true description of English sounds and how they are made also it is point the mistakes in learners
pronunciation and help them learn the correct pronunciation. On the other hand; there are many
sounds of English from those of the mother tongue. The English language sounds divided into two
main streams, first, consonants it is a sound that is articulate with complete closure of the air steam
by constructional of speech organs . there are 24 consonants in English language. There are six
plosive consonants in English language these are the sounds formed by means of a complete closure
of the air passage, which is afterwards released suddenly these are given as followed p in pen b in
bet, t in tea, d in dress, k in kind, g in

Essay about Understanding the Roots of the Word Ruthless
In the popular children's television show Phineas and Ferb, Dr. Doofenshmirtz, the primary
antagonist declares that he is "ruthless. [He] has no ruths" (19:40). His declaration articulates an
interesting linguistic idiosyncrasy; ruthless currently only operate in various forms of itself (i.e.
"ruthlessness," "ruthlessly). As many words do, this facet of the word ruthless illuminates various
types of change in the English language over time. To be completely understood, the word "ruthless"
must be looked at, and then it must be examined in its constituent parts–"ruth–" and "–less." I will
also look at the name Ruth as a variant on the root word "ruth." This word demonstrates various
aspects of compounding and the movement of Christianity ... Show more content on Helpwriting.net
...
3 reo(w)ðe, reoþe; 3 reouþe, –ðe, –de, 4–5 reouþ, –th; . 2–5 rouþe, 4–5 routhe, 5, 7 routh (5 rought);
2 rowðe, 4–5 rowthe, 5 rowith; 4 rau–, rawþe, 4–5 raw–, 5 rauthe, roth; . 4–5 ruþe, 4–6 ruthe; 4 ruþ,
5– ruth, 6–7 rueth. [Early ME; reuðe, rewðe, etc., f. rewen rue v.1 Cf. OE. hreow rue sb.1, and for
the ending, ONor. hryggð. ] ("ruth"). As seen above, the word "ruth" has undergone minimal
phonological variations which include minor vowel shifts and the dropping of an aspirated
consonant.. As this entry also suggests, the spellings/variations of "rewen" and "hreow" suggest a
close relationship to the word "rue," which means "Sorrow, distress; repentance; regret" or "Pity
[and] compassion." "Rue," and its variants, first appears in texts with religious connotations
(Aelfred's "Preface" to his translation of Gregory's Pastoral Care) and Beowulf . Given the context
of the first uses of the word "ruth" and "rue," another possible origin for the word "ruth" in the
English language could stem from a biblical and Hebrew word. According to Wilkinson, the Hebrew
woman's name "Ruth" is a contraction of the word "reuth" (qtd. Zondervan). The name "Ruth" is
generally associated with companionship and virtuousness. Although in meaning it seems somewhat
removed from the sense of "ruth" meaning

Ged210 Introduction to Cultural Anthropology Unit 2 Exam
GED210 Introduction to Cultural Anthropology Unit 2 Exam Follow Below Link to Download
Tutorial https://homeworklance.com/downloads/ged210–introduction–to–cultural–anthropology–
unit–2–exam/ For More Information Visit Our Website ( https://homeworklance.com/ )
Email us At: Support@homeworklance.com or lancehomework@gmail.com
1. One goal of anthropological linguistics is to determine the number of phonemes
(phoneticstructure) that exist in different languages. This goal is accomplished by employing the use
of:
minimal pairs
phone taps
maximal differences
syntax units 2. The word "lower" contains:
two bound morphemes
two bound phonemes
two free morphemes
one bound morpheme and one free morpheme ... Show more content on Helpwriting.net ...
According to Franz Boas, in order to conduct a historical particularist study of a society, one must
adopt the notion of ___________, or the belief that each society should be understood in terms of its
own cultural practices and values.
particular evolution
cultural relativism
lagged diffusionism
functionalism 14. During your lifetime you will probably be a member of two families, the family of
orientation (the family into which you were born and enculturated) and the family of __________
(the family in which you will have or adopt children).
acculturation
deculturation
procreation
life 15. Which of the following is not a function of the family?
nurture and enculturation of children
regulation of sexual activity
protection and support for members
regulation of statuses, roles, and gender 16. A typical ____________ family consists of two parents
and their immediate biological offspring or adopted children.

basic
atomic
extended
nuclear 17. Marriage within the same social group or category is __________, while __________ is
marriage between people from different social categories or groups.
incest; outcest
endogamy; exogamy
in–marriage; out–marriage
monogamy; polygamy 18. From a female perspective, you will be a daughter and possibly a mother
and wife. As such, you assume what are called __________ roles that correspond to these different
status positions.
family

Phonemic Awareness Essay
Phonemic Awareness There are many components to building a student's reading skill set. One skill
that is introduced in preschool and developed through the primary grades is phonemic awareness.
The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes –
individual sounds. The child becomes aware of how sounds are connected to words prior to reading.
This awareness creates the understanding of how phonemes explains how the smallest part of sound
creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words,
and reassemble them, and then to alter the word into something different explains the concept
behind phonemic awareness. It is the primary foundation in which other reading skill sets are
according based.
In the Classroom
Phonemic Awareness is important to the development of spelling, word ... Show more content on
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The analysis determined that difficulties in reading are strongly related to the lack of phonemic
awareness. Instruction, when given explicitly and direct one on one focus in one skill area of
phonemic awareness were greater than instructions that focused on three or more skill areas. In
addition, the NRP continued to state that children taught in small group settings showed larger
improvement gains than students taught in large groups or individually. The panel concluded that it
could be taught under a variation of conditions, for a diverse range of learners. Furthermore, it stated
that instruction of phonemic awareness was more effective through the use of letters, explicitly
focused on only one or two areas of awareness, lesson and activities were tailored toward small
group development levels, and program ranged from 5 to 18 hours – remaining under 20 hours of
instruction based on 25 minute instruction

The Is A Disorder Diagnosed When Oral Language
SLI is a disorder diagnosed when oral language lags behind other areas of development for no
apparent reason (Bishop & Snowling, 2004). Many studies report that SLI affects a relatively large
percentage of the child population, around 5%– 10%, (McArthur et al., 2000). Furthermore,
McArthur et al. (2000) showed that more than 50% of children with dyslexia also meet the criteria
for SLI (see also Marshall, Harcourt–Brown, Ramus & Van der Lely, 2009 and McArthur &
Hogben, 2001). Bishop and Snowling (2004) claim that diagnostic criteria for SLI are vague. This is
153
because children with SLI display significant difficulties with one or more linguistic domains, such
as phonology, syntax, semantics and pragmatics. In fact, the defining criterion states that a child has
SLI if their difficulties cannot be explained by deficits in other aspects of cognition that are linked to
language acquisition, such as intelligence, hearing, oral–motor skills and language exposure
(Dollaghan, 2008), but does not specifically define any subfield of linguistics as crucial for the
discrimination.
5. 4. 2 SLI and morphology
Friedmann & Novogrodsky (2006) present a detailed discussion of variability in SLI. The authors
distinguish between phonological–SLI, syntactic–SLI, semantic– SLI and pragmatic–SLI. In their
study, the authors tested children with SLI using tapping tasks in dissociated form on syntax,
semantics, phonology or pragmatics. They observed that children's difficulties can be

Unit 1 Assignment 1 Case Studies Of Endearment
Endearment, something that endears: an action or utterance showing affection and to makes dear,
esteemed, or beloved. These terms all have a positive connotation and are seen in an affectionate
view when used in any setting. In comparison, the "n" word is defined as a contemptuous term used
to refer to a person of any racial or ethnic origin regarded as contemptible, inferior, ignorant, etc.
and a victim of prejudice similar to that suffered by blacks; a person who is economical, politically,
or socially disenfranchised. These two words are in no way viewed, in the literary sense, on the
same end of the spectrum yet in this particular article those involved see them as interchangeable.
The feelings and emotions that accompany this term are ... Show more content on Helpwriting.net ...
I would establish a discussion forum that addressed both this particular racial slur and others in the
classroom setting. I would first gather resources and research relating to specific race relations and
racial slurs in the environment and the challenges that have been presented. Secondly, I would
request assistance in establishing a board/forum of students, teachers, administrators, and parents
who would be willing to discuss this issues collectively with positive results being the ultimate goal.
I would utilize this forum on a regular basis and not just during periods of tension. Keeping
communication open about these types of situations takes some of the apprehension and anger out of
them when they present themselves in our everyday lives. My rationale in this is that the challenges
that face society today are hindered by silence. When a person or group feels that they do not have a
voice, it hinders their ability to participate actively and productively in these types

The Problem Solving Brain And Learning
1. Jensen speaks about the problem–solving brain and restates some thinking skills related to the
problem–solving brain. Pick two of these thinking skills and connect them to any aspect of chapters
1 through 7 of Graves.
Two skills that are related to our problem solving brain are, maintain focus, and being able to
connect and find differences in material taught (Jensen, 115). A teacher is able to maintain focus
with movement and encouragement. Movement is a great way to maintain focus because it increases
blood flow to the brain and other parts of the body. If you think about it, who would want to be
listening to someone for long period of time without movement. Another skill that is related to the
problem solving brain is connects and finding differences in material that was learned (Jensen 115)l.
This can be connected to the model on page 145 with elaboration. Elaboration is when you connect
material together. Teachers when they teach need to keep in mind that they only have about an hour
for making solid connections.
2. What is the difference between phonics and phonemic awareness? How do you know the
difference between a morpheme and an affix? How do these terms relate to fluency and/or
comprehension when reading?
Phonics is connecting sounds to the individual letters. Whereas phonemic awareness deals with
phonemes or separate sounds that can be found in different words. Each are very similar because
they deal with sound however phonemic awareness is the

Relation Between Phoneme And Morphology
3. Phoneme and morpheme relationship.
The relation between phonemes and grammatical units such as morphemes and words is therefore an
aspect of the interface between Phonology and morphology. Both Phonology and Morphology study
various aspects in languages all over the world. Considering the similarities of these fields, both are
engaged in the scientific analysis of languages. Both are branches of Linguistics and without
studying Phonology, one cannot move on to Morphology. Hence, there is an inter–relationship
between these branches. For differences, Phonology essentially concentrates on the sound systems
of a language while Morphology pays attention to the word and the morphemes of a language.
(Booij, 2007)
3.2. The interface between Phonology ... Show more content on Helpwriting.net ...
Allophone vs. allomorph.
Allophones are two or more realizations of a single underlying phoneme. The /t/ in top is aspirated,
but the /t/ in stop is not. These are two variations in pronunciation of the same underlying phoneme
/t/. There is no pair of English words top [aspirated] and top [unaspirated]; it's always either one or
the other (and it is predictable which one is required).
Allomorphs are two or more realizations of a single underlying morpheme. For example, the past
morpheme "–ed" in English. There are really three different ways this is realized phonetically: /t/ in
helped, /d/ in opened, or /id/ in wanted. Again, it is predictable which one is required, but all three of
these are manifestations of the same morpheme "–ed".
Therefore, the main difference between the two is that allophones include several ways to pronounce
a single phoneme. Allomorphs include several ways to pronounce a single morpheme.
4. The concept of

The Romani Language : The Language Of Inflected Romani
The Romani Language The culture of the Roma, otherwise known as gypsies, encases many cultural
values and traditions separate from that of Western culture. A factor of their culture includes their
language, which can be defined as a system of publicly shared symbols by which individuals share
private experiences. The Roma's language of inflected Romani, created after from linguistic
divergence of the Indo–European proto language, is able to meet all the properties of language as
well as being interrelated with their culture. Romani allows gypsies to be able to preserve their
culture when they are dispersed around the world, while upholding their beliefs because of how they
think through the lense of language. Romani, being the language most commonly spoken by the
Roma, is very different throughout Europe. Since the Roma have diffused in many locations,
different dialects have developed based on the languages surrounding them and how they are
acculturated or if they choose to assimilate. Due to the lack of a state committed to the culture of the
Roma, many people within these communities adapt and pick up the language commonly spoken in
the country in which they have settled. Overtime, a shift in values has lead to a cultural view that
has western or other european views infused into that of the Roma's culture. This leads to the need
for code switching within their society because of the language difference between the people of
Roma culture and the language of the country

Karlie's Tutoring Goals
The goals set for Karlie were in the areas of reading comprehension, inflectional endings, and self–
monitoring. To address each of these during our tutoring time, I implemented a combination of
approaches.
Inflectional endings
For the word study part of the tutoring time, we focused on inflectional endings. We started with
inflectional morphemes. Karlie's favorite review activity was fill in the blank sentences. I would
have a short excerpt from a story on the whiteboard and she had to add the endings of particular
words. The other activity we used was building words. We would start with a basic word and then
build it. She loved "competing" with me towards the end of the tutoring. We both came up with the
basic word and wrote it down on a ... Show more content on Helpwriting.net ...
The activities include: Analyzing text structure, creating idea maps, text annotation, and content–
free question index cards.
First we focused on analyzing the text structure. At first Karlie would read a text and then would
have no idea what the topic was even about or the purpose behind the passage. Therefore, she first
learned to identify the type of text structure. We mainly focus on expository structures: cause and
effect, comparison and contrasting, sequential, and problem(s) and solution. With each type of text
structure there was an idea map to go with it. This help Karlie to focus on the actual information that
was given and to help self–monitor her understanding for that particular text. Karlie really enjoyed
the graphic aid, because she was physically able to see the different parts of the text.
Third of strategy, Karlie learned was closed reading or text annotation. This type of strategy help
Karlie really break down difficult text into smaller manageable pieces to understand. (She also really
enjoy using a highlighter and jotting down her thoughts on the actual paper.) Karlie, felt "super
smart," when she was text annotating and at the end of the passage, she felt extremely confident in
her comprehension of the text. This strategy helped Karlie to self–monitor her own

Semantics In Native English

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