Linguistics part 3
•Download as PPTX, PDF•
1 like•191 views
This document provides an overview of various branches and topics within linguistics. It discusses phonetics, phonology, morphology, syntax, lexicography and other areas. It also describes different linguistic theories and methods for teaching English as a second language, including the Direct Method, Audio-Lingual Method, and Communicative Language Teaching approach. Finally, it touches on the history of English and applied linguistics, noting influential reports and theories that have shaped the study and teaching of languages over time.
Recommended
More Related Content
Similar to Linguistics part 3
Similar to Linguistics part 3 (20)
More from Garret Raja
More from Garret Raja (20)
Recently uploaded
Recently uploaded (20)
Linguistics part 3
- 4. BRANCHES OF LINGUISTICS • Phonetics • Phonology • Morphology • Syntax • (Semantics) • (Pragmatics) • Lexicography
- 6. PHONETICS • Articulatory Phonetics • Acoustic Phonetics • Auditory Phonetics • The place of articulation • the manner of articulation • Voicing
- 7. PHONETICS
- 8. FEW SOUNDS • ə • ʌ • æ • ɒ • ɑː • ɔː • ɜː • θ • ð • tʃ • dʒ • ʃ • ʒ • eɪ • aɪ • ɔɪ • əʊ • aʊ • ɪə • eə • ʊə • j • w
- 11. CONSONANTS – PLACE OF ARTICULATION • Bilabial - /m/ /b/ /p/ /w/ • Labio-dental - /f/ /v/ • Dental - /θ/ /ð/ • velar - /k/ /g/ /η/ • Alveolar - /t/ /d/ /s/ /z/ /ʧ/ /ʤ/ /n/ /l/ • Palato Alveolar - /ʧ/ /ʤ/ • Nasal - /m/ /n/ /η/ • Glottal - /h/
- 12. CONSONANTS – MANNER OF ARTICULATION • Plosives or Stops - /p t k/ (voiceless) and /b d ɡ/ (voiced) • Fricative or spirant - /f/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ /ʒ/ /h/ • Affricates (plosive + fricative) - /tʃ/and /dʒ/ • Nasal - /m/ /n/ /η/ • Lateral - /l/ • frictionless continuant - /r/ • Semi-Vowels (approximants) - /w/ and /j/
- 13. • Trills • Flaps • Approximants
- 14. PHONOLOGY • Phoneme • Allophones • Minimal pairs • Minimal sets • Syllable, Stress, Intonation, and Accent • Consonant cluster (cc) • ONSET – PEAK - CODA • Assimilation – have + to • Elision – Must + be
- 17. MIDDLE ENGLISH (1150–1500) • Decay of Inflectional Endings • Loss of Grammatical Gender • Middle English Syntax • French Influence on the Vocabulary • Prefixes – for, with • Suffixes – • Aureate Terms • Four principal dialects of Middle English: Northern, East Midland, West Midland, and Southern • London Standard Language
- 18. -EN PLURAL INFLECTION • Most inflectional syllables in Old English ended in -an, or -am. • As a rule all such endings have disappeared. • Yet the ending -en remains in two or three plurals, as oxen, children, breathren, and in a few past participles like driven, risen. (Bough 37) • Doth, hath, - s • Southern. Northern. East-Midland and West-Midland (dialects) • Change in spelling – Norman French Influence – hus – hous , hoom – home
- 19. VOCABULARY (FRENCH) • Wed – Marry • Sheep – mutton • Pig – Pork • Cow – Beef • Villein • boil; fry; roast; mince; dine; dinner; supper; appetite; flour; grease; sugar; spice; vine gar; bacon; victuals; lard, pork; beef; mutton; veal; venison; sausage; sauce; gravy; jelly; salad; juice; cabbage; c ream; biscuit; fritter; cider; cucumber; onion • Other Words - Metathesis – frist ,hros, bridd
- 20. SATANDARD ENGLISH • English of Southern England • Bible Translation - William Tyndale, Miles Coverdale, Great Bible, Geneva Bible, Bishop’s Bible, King James Version • Transliteration, Transference, • Johnson’s Dictionary
- 21. LEXICOGRAPHY • Lexeme – “an abstract unit of morphological analysis in linguistics, that roughly corresponds to a set of forms taken by a single word”. • Table Alphebatical – Robert Cowder – 1604 • Thomas Blount – Glossographia – 1656 • Johnson’s Dictionary – 1755 • OED – 1928 • E-version – 1988 • Online Version – 2000 • Noah Webster – 1826 • Marriam Webster – Jorgal Charles – 1828
- 22. LSRW • Receptive Skills • Productive Skills • Barriers • Affective Factors • Code Switching
- 23. BASIC ENGLISH PROJECT • Charles Kay Ogden • Basic English: A General Introduction with Rules and Grammar (1930) • I. A. Richards - Schools (China) • basic 850-word list • only 18 verbs (operators)
- 24. TEACHING METHODS
- 25. ESL PEDEGOGY: METHODS • Classical Method (drills, repetition, and translation) • Direct Method (Maximilian Berlitz) • Audiolingual Method • Total Physical Response (TPR) • Suggestopedia • Community Language Learning • The Silent Way • The Natural Approach • The structural approach
- 26. • The structural approach • Immersion • Task-based language learning • The structural approach • The Lexical Syllabus • Communicative Language Teaching/Learning • The Series Method
- 27. GRAMMAR–TRANSLATION METHOD • derived from the classical (traditional) method of teaching Greek and Latin • originated from the practice of teaching Latin • Grammar rules are learned deductively
- 28. DIRECT METHOD • Natural method • contrasts with the grammar–translation method & Bilingual method of teaching • focuses on the development of oral skills • teaching vocabulary through real-life objects • teaching grammar by using an inductive approach • centrality of spoken language (including a native-like pronunciation) • Maximilian Berlitz
- 29. BILINGUAL METHOD • C.J. Dodson • combination of the Direct method and the Grammar translation method • counterpart of the audiovisual method • presentation – practice – production.
- 30. AUDIO-LINGUAL METHOD • Army Method, or New Key • based on behaviorist theory • similar to the direct method • teacher drilled students in the use of grammar • direct opposition with communicative language teaching • Repetition: the student repeats an utterance as soon as he hears it. • Replacement: one word is replaced by another. • it drew on the work of American linguists such as Leonard Bloomfield
- 31. • Dialogue is the main features of the audio lingual syllabus • The theory emphasizes the listening-speaking-reading-writing order. • the learner has little control over their learning • Only language form is considered while meaning is neglected • Equal importance is not given to all four skills. • It is a teacher-dominated method.
- 32. TOTAL PHYSICAL RESPONSE (TPR) • developed by James Asher • instructors give commands to students in the target language with body movements • 3 HYPOTHESES • first, that language is learned primarily by listening • second, that language learning must engage the right hemisphere of the brain • third, that learning language should not involve any stress.
- 33. SUGGESTOPEDIA • developed by the Bulgarian psychotherapist Georgi Lozanov • Desuggestopedia • Physical surroundings and atmosphere in classroom • art and music, are used by the trained teachers • Baroque music is played in the background. • deciphering, concert session (memorization séance), and elaboration • Placebo • JOY AND LOVE
- 34. COMMUNITY LANGUAGE LEARNING (CLL) • Counselling-approach • encourages interaction as a vehicle for learning • counselor and a client
- 36. SILENT WAY • created by Caleb Gattegno • Students are encouraged to actively explore the language • Teachers can remain silent when a student makes a mistake to give them time to self-correct • discovery learning
- 37. NATURAL APPROACH • developed by Stephen Krashen and Tracy Terrell • make the learning environment as stress-free as possible • comprehensible language input • originally created in 1977 by Terrell • Terrell worked with Krashen • published 1983 book The Natural Approach • Krashen's monitor model
- 38. FIVE HYPOTHESES IN KRASHAN’S MODEL 1. The acquisition-learning hypothesis. 2. The monitor hypothesis. 3. The input hypothesis. Comprehensible input "i+1". 4. The natural order hypothesis. 5. The affective filter hypothesis. • Despite its basis in Krashen's theory, the natural approach does not adhere to the theory strictly.
- 40. STRUCTURAL APPROACH • the learner masters the pattern of sentence • Word order
- 42. SECOND LANGUAGE DEVELOPMENT – 4 STAGES • Pre – production (silent period) • Early production (blabbering) (6 months) • Speech emergence (not grammatically correct) • Intermediate and advanced fluency – active vocabulary – they are trying – they fail – they have doubts – ready to master
- 43. TASK-BASED LANGUAGE TEACHING (TBLT) • popularized by N. Prabhu while working in Bangalore, India • similar to the more traditional present-practice-produce (PPP) paradigm • three main categories of task: • information-gap (picture) • reasoning-gap (deriving some new information from given information) • opinion-gap (personal feelings)
- 44. COMMUNICATIVE LANGUAGE TEACHING (CLT) • Noam Chomsky's theories gave rise to communicative language teaching • but the conceptual basis for CLT was laid in the 1970s by linguists Michael Halliday • Dell Hymes developed the concept of communicative competence
- 45. LEXICAL APPROACH • described by Michael Lewis • The teaching of chunks and set phrases • vocabulary selection studies • Computer Databased
- 46. THE SERIES METHOD • François Gouin • a Latin teacher • Wanted to Learn German • three-year-old nephew • people will memorize events in a logical sequence • I walk toward the door. I draw near to the door. I draw nearer to the door. I get to the door. I stop at the door
- 48. THEORIES OF SLA • UNIVERSALIST THEORY • BEHAVIOURIST THEORY • NATIVIST THEORY • COGNITIVIST THEORY (Jean Pieget) • SOCIAL INTERACTIONIST THEORY • ACCULTURATION THEORY (Ego boundaries) • CONTRASTIVE THEORY - “positive transfer” or “negative transfer” or “interference”. • IDENTITY THEORY - language learn second language by same law • MONITOR THEORY
- 49. LANGUAGE CHANGE
- 52. SEMIOTICS • Charles Sanders Peirce (semiosis) • Ferdinand de Saussure • louis hjelmslev
- 54. THE NEWBOLT REPORT (1921) • The Newbolt Committee was appointed on May 2, 1919 • “The Teaching of English in England” • presented to the Board of Education in 1921 by a committee chaired by Sir Henry Newbolt • The report listed 105 recommendations • English was unduly neglected as a subject in many schools • from elementary schools to universities • understanding of literature should have a central role • It aimed at uniting divided classes after the war • every teacher is a teacher of English
- 55. NON-NATIVE SPEAKER TEACHER • The second language acquisition literature traditionally ‘elevates an idealized “native” speaker above a stereotypicalized “nonnative” • “Native Speakerism”