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Essential Linguistics

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Emily Urness

on 2 February 2016

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Transcript of Essential Linguistics

Chapters 4-6
Essential Linguistics
By David E. Freeman and Yvonne S. Freeman
Vocabulary
Phonology
- the study of the sounds used by speakers of a particular language
Phoneme
- the smallest sound that makes a difference in meaning within a given language
Phonemic transcription
- each phoneme is represented by only one written mark
International Phonetic Alphabet (IPA)
- alphabet that has symbols to represent all the sounds that have been found in human languages
Allophones
- the group of sounds that make up one phoneme. These variations do not make a difference in meaning, but pronunciation of phonemes can change depending on their position in words and other sounds around them.
Graphophonic knowledge
- knowledge of phonology, orthography, and relationships between phonology and orthography.
Graphotactics
- typical spelling patterns of English
Orthography
- all aspects of writing (spelling, punctuation, spacing, and special features i.e. bold or italics)
Semantics
- the meaning of a word, phrase or text
Essential
linguistics
Chapter 4:
English Phonology
Chapter 5:
Implications from Phonology for Teaching a Second Language and Teaching Reading
Chapter 6:
English Orthography
Phonology and Teaching a Second Langugage
Orthography
English Phonology
Emily Urness
Southern Oregon University
ED 545
Winter 2016
Phonology and Teaching Reacding
Learning View:
explicitly teach correct pronunciation
Acquisition View:
focus on meaningful communication and pronunciation is addressed when errors prevent effective communication
The Natural Approach:
People acquiring a second language naturally go through a series of stages



Language Transfer:
It is important for teachers to understand aspects of the learner's first language, so that they can predict the way students may
pronounce English words

Phonology and teaching reading
Orthography
Linguists describe the process of producing meaningful sounds in 4 steps
1.
Break the speech stream into discrete units:
Phonemes



2.
Categorize the units:
where and how phonemes are produced




3.
Group the units:
There are many ways to do this (i.e. consonants and vowels, long, short, reduced vowels, voiceless stops and voiced stops, etc.) Groups allow linguists to make general observations and compare languages.
4.
Find dependencies among the units:
Describe how one phoneme
or group of phonemes depends on or is affected by other
phonemes

English Phonology
Phonology and Teaching a
second language
Learning View:
Students are taught phonological awareness, phonemic awareness, names and sounds of letters, and phonics rules. Phonics is seen as the primary source of information used in decoding words. It is a prerequisite to reading.
Acquisition View:
As students interact with text, they acquire graphophonic knowledge. Students use graphophonic cues along with syntactic and semantic cues to construct meaning from the text. Graphophonics is learned subconsciously as a result of reading and being read to. Not a prerequisite to reading, but it is acquired by engaging with texts.
Teaching strategies:
gradual release of responsibility model (read-alouds, shared reading, guided reading, and independent reading), choose texts that support reading, meaningful reading and authentic literacy activities
1. Are the materials authentic?
2. Are the materials predictable?
3. Is there a good text-picture match?
4. Are the materials interesting and/or imaginative?
5. Do the situations and characters in the book represent the experiences and backgrounds of the students in the class?
How to choose texts that support reading
Learning View:
Spelling is taught in a consistent, systematic way.
Classroom activities:

spellings lists, spelling tests, including weekly words in writing assignments, spelling bees, etc.

Acquisition View:
Spelling is part of the writing instruction. Students write for real purposes, so they are motivated to use conventional forms of spelling to communicate more clearly. Students naturally progress through stages of writing from invented spelling to more conventional spellings.
Classroom activities:
discussions about different spellings, linguistic investigations to discover spelling patterns,
activities that help students focus on words, word games to help students increase awareness of graphotactics
Spelling Investigations
Teachers can involve their students in spelling investigations where students look for patterns instead of memorizing correct spelling:
1. Investigate the spelling of many words
2. Look for patterns
3. Categorize the words into similar groups
4. Look up history of words for less common spellings
5. Create a rule that accounts for all or most of the groups of words
Examples to investigate:
The spellings of /k/, Silent e, Consonant doubling
Reasons for unusual spellings:

1. Retaining spellings of English from earlier centuries
2. Retaining spellings of borrowed words from other
languages, such as French or Latin
3. Spelling words alike that are related in meaning
Full transcript