Chapter 5: The Human Language

CH 5 1 Learning Log for CHAPTER 5: The Human Language Insert your name in the header above (double-click to access the header area, then double-click again in this part of the page when finished). Provide your responses below in the boxes as indicated. When you start typing, the response area will automatically expand as needed. 1. Identify 2 grammatical rules that areuniversal to all languages spoken on this planet. a. Displacement: past time, the ability to negate, use question forms, issue commands and so on. b. Have a limited set of sounds and gestures to form meaningful sound combinations. 2. Identify 2 factors that teachers should know about language to be effective in the classroom. a. The purpose of language is communication and is learned through use. b. Language is culturally transmitted, and people speak the same way as the people they are around. 3. What are theessential components of the human language system? Use the overview resource attached at the end of these questions as well the chapter to develop a definition for each that MAKES SENSE YOU! TO Write your definitions in the spaces below. Component Your definition Phonology A sound system Orthography The correct sequence of letters in words Phonics The connection between sounds and letters. Morphology The system in which words or concepts are built CH 5 2 Component Syntax/ Grammar Your definition Semantics The system of word meanings Pragmatics The system in which language is used in society. Phonemic Awareness Blending and segmenting; playing with words verbally. The system in which words are arranged in sentences and paragraphs TRANSFER QUESTIONS 1. What does knowing about universal features in each language help you with when you work with students who are non-native speakers of English? Provide one comment. Knowing about universal features help me to work with students who are non-native English speakers because it allows me to understand how one phrase can be viewed in multiple different ways. To make sure that EL students are welcomed and understood, I need to be aware of how my words can be viewed and how it can impact my relationship with them. 2. Why are specificnuances of English specifically noticeable in the area of pragmatics? Give an example with your answer. Specific nuances of English are specifically noticeable because often times when someone states a phrase, in order to understand the true meaning of it, one has to understand the situation in which it is being stated. For example, one may say “We should get lunch sometime”, however it is often times not followed through in situations in which you randomly run into sometime on a busy street. 3. The purpose of language is: Communication and is learned through the use of it. CH 5 TERM 3 DEFINITION EXAMPLE The study of sounds, how we produce sounds characteristics for a language Teaching/learning how to pronounce sounds, syllables and words; focus is on what parts of the speech apparatus are used how to produce sounds. Sounds can be differentiated according to these categories (e.g. labial = a sound that is produced by popping lips; voiced = vibrating vocal cords). Orthography The study of how we spell sounds, syllables and words that we hear and say. Teaching/learning how to spell sounds, syllables and words when they follow spelling rules and when they are not following any rules. Phonics The study of the relationship between sounds/pronunciations and spellings of words; a meaningful link of orthography and phonology and phonemic awareness. Phonemic awareness is a pre-requisite of success with phonics. Teaching/learning how the sounds and letters/letter patterns relate to each other. It combines spelling and reading (decoding and blending sounds and syllables into words), as well as pronunciation (reading aloud) . Phonemic Awareness The ability to differentiate sounds in sequence and how this sequence and individual sounds determine the meaning of words. The smallest unit that carries meaning here is the phoneme. Only focus: sounds that carry meaning Teaching/learning that sounds in sequence determine meaning and that one sound can change the meaning of a spoken word (e.g. /ship/ vs /tip/ vs. /tik/) Morphology The study of how word parts change the meaning of entire words or their grammatical function or message. Its smallest part that carries meaning is the morpheme. Teaching/learning what prefixes, roots and suffixes mean and how they can change the meaning of words (e.g., unpredictable vs. prediction vs predictions) or their grammatical function (e.g., unpredictable vs. prediction vs predictions) Syntax The study of how words and phrases are placed in different kinds of sentences to express meaning Teaching/learning where words of certain grammatical functions are placed to create sentences of simple and complex natures with correct use of tenses. Phonology CH 5 TERM Pragmatics Semantics 4 DEFINITION EXAMPLE The study of what to do verbally and non-verbally (gestures, tone of voice) to “get what you want” in a communicative setting; includes spoken and written skills. Teaching/learning how to effectively use verbal and non-verbal language to be successful in communications (e.g., politeness towards authority figures, peer talk) The study of the meaning of entire words and phrases; vocabulary Teaching/learning what idiomatic expressions (e.g., being tied up) mean and what the difference is in use of words such as prettyand handsome