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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!

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LING 151 Revision

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  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

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