This is an opportunity for you to reflect on your language learning experience(s) and the insights you have gain through this (these) experience(s)

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This is an opportunity for you to reflect on your language learning experience(s) and the insights you have gain through this (these) experience(s) about yourself and your notions regarding language acquisition.

Some questions that might guide your narrative:

· What is (are) the first language(s) you learned as a child?

· English only

· What do you (or family members/caregivers) recall about this process?  With whom did you interact, and in what language(s)?

· My whole family are native English speakers with no foreign language use.

· Do you still use this (these) language(s)?

· English, yes.

· What additional languages have you learned (or tried to learn)?

· I have studied Japanese and Chinese.

· Why did you (try to) learn these languages?

· I love the history and culture from Japan and China.

· How did you learn them?

· I started Japanese at 17 years of age, self-studying. After I started to attend junior college I began taking formal Japanese. Last year I took a sabbatical from studying Japanese and focused on Chinese.

· What was the experience like?

· Self-studying a language is incredibly difficult for me, especially because I have no real practical use of the language outside of study.

· How successful were you?

·

· What is your impression of yourself as a language learner?

· I need actual immersion and practical use of the language daily in order to successfully retain the information I learn.

· What factors do you suppose might have played a role in your level of success?

· The immersion program I took to learn Japanese in japan was very affective. As well as the fact that my best friend, who is also my roommate back in San Francisco, is native Chinese. Therefore I get regular practice.

· (In what way) have any of your language learning experiences affected subsequent language learning experiences?

· Well, learning Chinese after studying Japanese for 2 years was very helpful because I already knew how to write the Chinese characters, and the meanings of numerous characters.

· Overall, what insights have you developed from your experiences in learning additional languages?

Length: 3-4 pages, double-spaced (approx. 750-1000 words)

The misconceptions of sign language 

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The misconceptions of sign language

Some people believe sign language is based on English when in fact sign language is its own language with its own grammatical structure.

People believe that all sign language is the same but it is not. It may be a bit easier to learn another signed language but they are not all the same.

The development of sign language.

When did it become considered a language?

At least 8 full pages, double spaced, 1-inch margin, 12 pt Times New Roman Font (not including reference section)

APA Format with at least 4 respectable sources for your research listed in your references or bibliography section.

how you set up your lexicon

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For this, you will use the attached: English Plurals.pdf, Eng-Plural Data 1-10.pdf, followed by the subsequent questions and possible answers of Eng-Plural Data 1-10, And the Phono Guidelines.pdf

Following the directions and formats with the appropriate charts and prose is of the utmost importance, so please do top-notch work, and triple check all your grammar and spelling.

In support of your analysis, your paper should include the following charts and tables:

  1. Vowel chart and consonant chart of all the segments in the dataset, organized as in the IPA chart by place and manner (for consonants) or by height and backness (for vowels).
  2. A table with the local environments where each allophone occurs (for the allophone(s) under consideration)
  3. Formal phonological rule(s), phrased using features, not lists of segments
  4. Paraphrased phonological rule(s) in prose form: This explains what your formal rule is supposed to do, and shows us that you understand it.
  5. Sample derivations that illustrate how your analysis works. I.e., /underlying representation/ –> [surface representation] for a number of examples that illustrate why you chose the features you did for the rule in (3,4). This is your “proof” section.
  6. Lexicon: what you hypothesize the underlying representation to be for all forms in the problem. What you think the speaker has in their head, before the rule(s) you discovered apply.

Your paper must explain all your reasoning:

  • how you set up your lexicon,
  • how your rule works,
  • why you chose the particular distinctive features in your rules,
  • how your sample derivations work,
  • why alternative rule formulations are not as good as the one you have proposed, any problems you might have encountered, etc.

This discussion should be integrated with the tables and charts. Refer to the Phono Guidelines pdf for further guidance on how to organize your paper. The resulting essay alone must be at least two pages long, if you’re very concise, or more likely 3-5 pages long. There is absolutely no reason for it to be more than 10 pages long; you should aim for 2-5 pages (single spaced, 12pt font, reasonable margins).

Some Guidelines for Writing up Homework Assignments

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Some Guidelines for Writing up Homework Assignments Jaye Padgett – Ling 101 Phonology 1 is a disciplinary communications (DC) course. The upshot of this is that you should consider your homework assignments to be papers – even if they are sometimes rather small. Please always keep this in mind. They can be hand-written or typed, but they should be papers. A good analysis takes time to develop. You will usually have to leave more than an hour or two for the job. The first analysis you come up with is not always the best one. Leave yourself time to come back to your analysis and think about whether you have any new insights that could make it better. 1. It’s important to put off writing anything until you have worked out the details of

your analysis, and your argumentation. Be clear on where you’re going and why, before you put pen to paper (or finger to keyboard).

2. Have an introduction, of even just one or two sentences, where you state the main

point(s) you want to show. It’s OK to write something like “In this paper I will examine the sounds [o] and [ɔ] in Swahili.” But it’s better to write “In this paper I will examine the sounds [o] and [ɔ] in Swahili and show that they are in complementary distribution, with /o/ being the underlying phoneme.” Notice how the second version implies you have to know where you’re going when you start writing.

3. Argue for what you think is the right analysis. This includes taking seriously any

salient alternative analysis and showing why it is less desirable. (E.g., what about saying that /ɔ/ is underlying…?)

4. Make use of examples to illustrate your claims, e.g. Swahili forms that show [ɔ]

only before nasals and that show [o] in a more diverse set of environments. Call on linguistic terminology as appropriate (“phoneme”, “allophone”, “complementary distribution”, etc.).

5. Appeal to notions we’ve developed in class. But offer your own ideas when you

think something more is needed. 6. Make sure you test your analysis or claims against all of the data. Do you account

for all the right forms? Equally important, do you avoid predicting wrong forms? If there are any problems or potential problems with your analysis, discuss these.

7. If you realize that your analysis has problems as you write it up, then go back and

rewrite the assignment. Remember: what you turn in is a well-finished and succinct presentation of the best analysis you could find. It should not be a history of your trial and error work.

8. An assignment should be clear and easy to read.

The goal of this assignment is to give you the experience of collecting and analyzing data from a second language (L2) learner.

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The goal of this assignment is to give you the experience of collecting and analyzing data from a second language (L2) learner.

MUST BE APA FORMAT!

See all attached documents. There is a template you need to follow in APA format, Data sets you will need to analyze carefully from both the L1 (baseline native English speaker, and L2 English learner. You will need to analyze the interference and transfer from the L1 native language, Chinese, onto their learning of the L2, English. Your focus will be primarily on the VERB conjugations(past and progressive) and NOUN pluralizations! see attached documents.

Quick note: Chinese does NOT conjugate verbs nor does it pluralize nouns. This is why I am focusing on the interference of the L1 on the learning of the L2

If you don’t think you have enough data, let me know ASAP so I can provide more!

The PDFs are of a sample of verb conjugations and noun pluralizations that both the L1 and L2 took. The purple highlighted boxed indicate incorrect conjugation.

Below are some sources you can use, in addition to whatever you find that is more relevant. Please use the Hummel, K for sure, and the Berko, J

Berko, J. (1958). The child′s learning of English morphology, Word, 14, 150-177.

Pavlenko, A. (2002). Bidirectional Transfer. Applied Linguistics – APPL LINGUIST. 23. 190-214.

Hummel, K. (2014). Introducing Second Language Acquisition: perspectives and practices. 138-151 JOHN WILEY & SONS.

Ask the participant to explain their education experiences.? How was the experience of learning the L2? Was it immersion?

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Notes

 

 

1. Ask the participant to explain their education experiences.? How was the experience of learning the L2? Was it immersion?

I. He/She pronouns

II. Wug test for plurality .( not pronunciation of the (s/z))

III. 

IV. Ricking test for past tense. (something similar for conjugating present tense)

V. 

· List stats of each participant including age, length of L2 study, education level, Familial exposure to the L2,

· Gather data samples in both oral recording with transcripts and written.

· Find a native speaker for baseline comparison.

· Compare the data.

 

· Restrict to one L1

· Learners English book.

· Possible phonology

· Describe pictures

· Describe favorite movie plot

· Explain education experience through to uni.

· Something that will elicit past tense conjugation.

· Take oral exam then a week later written on the same question. Compare data.

 

 

 

· I will focus on the use of plurality (s’), use of pronouns (he/she/his/hers) and past tense conjugation of verbs. All of the aforementioned structures are areas I’ve noticed native Chinese L1 learning English as L2 have the most difficulty in obtaining accuracy.

· L2 learners have strong interference from their L1, referring to some grammar, but mainly pragmatics? Such as verb conjugation or plurality of nouns.

 

· From “Bidirectional Transfer”

Method

Four 3-minute long films with a sound track but no dialogue were used for

narrative elicitation purposes. Previously, films have been used successfully

for narrative elicitation purposes in the crosslinguistic study of narrative

production *Chafe 1980; Tannen 1980, 1993) and in the study of SLA

*Bardovi-Harlig and Reynolds 1995; Becker and Carroll 1997; Jarvis 1998;

McClure 1991; Perdue 1993). This methodology, which presents subjects with

a uniform non-verbal prompt, is a variation of the better-known picture task

elicitation procedure. Both of these types of data elicitation allow the

researcher to keep the data more or less homogeneous by holding the

semantic referents constant *in contrast to elicited personal narratives, which

exhibit significantly more variation). Using films rather than pictures,

however, has the advantage of making the storytelling task less artificial

and more similar to spontaneous narratives *Tannen 1980, 1993). By using

this technique and by holding our experimental conditions relatively constant

*see below), we were able to elicit narrative data that we believe are optimal

in terms of comparability across subjects and language conditions. On the

other hand, the narratives elicited through this approach were relatively

short, so in the future it would be helpful to elicit a larger variety and longer

stretches of data.

 

 

 

Transcript of simple conversation with the L2

 

· When did you begin to study English?

· “At my kindergarten, start with simple vocabulary and alphabet.”

· How long have you studied English?

· “active study is 6 years. Total studies is from kindergarten to now”

· What did you have the most difficulties with when you started to learn English?

· “I think my majority of difficulties come from writing. I didn’t put much attention to grammar.” “I used to translate from Chinese to English when I was learning. It made bad clarity for my grammar and sentence.”

· How did you study English at school? (all years studied)

· “First remember the vocabulary. Then try to remember the vocabulary by using and speaking it. First listen to the word then speak it, then use it in a sentence. Other that that learning grammar by practicing. By use practice sheet. They give you a grammar sheet to practice what you don’t understand, over and over again. For the listening and speaking part, they give you videos or sound track to listen and practice to. And most of my English skill come from practice for the toefl”

· Was English spoken at all at home?

· “probably not”

· Did any family members know English?

· “Like two generation higher than me only know basic english but not good. One generation has mediocre ability. “

· What do you think you have the most trouble with now, in regard to English?

· “I would say also writing. Not changing. But my speaking skills have improved but my writing skills did not improved much.”

· Do you have any trouble with verb conjugations? EG. Past tense, current tense? Plurality of nouns?

· “yes. A lot. That is the biggest mistakes I made in writing. Also trouble with singular and plural.”

·

 

 

Possible sources

 

Berko Gleason, Jean. (1958). The Child’s Learning of English Morphology. Word. 14. 10.1080/00437956.1958.11659661.

Berko, J. (1958). The child’s learning of English morphology, Word, 14, 150-177.

 

Pavlenko, A. (2002). Bidirectional Transfer. Applied Linguistics – APPL LINGUIST. 23. 190-214.

 

Miller, D. (2020, February). Chpt. 6: Second Language Development. Chpt. 6: Second Language Development. Santa Cruz.

 

Hummel, K. (2014). Introducing Second Language Acquisition: perspectives and practices. 138-151 JOHN WILEY & SONS.

 

Imai, M., Haryu, E., Hirsh-Pasek, K., Li, L., Okada, H., Golinkoff, R., & Shigematsu, J. (2008). Novel Noun and Verb Learning in Chinese-, English-, and Japanese-Speaking Children. Child Development, 79(4), 979-1000. Retrieved February 26, 2020, from www.jstor.org/stable/27563533

 

CROWTHER, D., TROFIMOVICH, P., SAITO, K., & ISAACS, T. (2015). Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background. TESOL Quarterly, 49(4), 814-837. Retrieved February 26, 2020, from www.jstor.org/stable/43893788

 

Severino, C., & Prim, S. (2015). Word Choice Errors in Chinese Students’ English Writing and How Online Writing Center Tutors Respond to Them. The Writing Center Journal, 34(2), 115-143. Retrieved February 26, 2020, from www.jstor.org/stable/43442807

Mechanism – how individuals produce and perceive communicative signals

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Final Paper

Your final paper should discuss similarities and differences between the human language and animal communication systems. You should compare and contrast the two systems in one or more of the following aspects:

· Mechanism – how individuals produce and perceive communicative signals

· Ontogeny – how individuals learn and become mature communicators

· Function – how properties of the communicative system affect the individuals’ chance of survival and reproduction

· Phylogeny – how properties of the communicative system have evolved over time

· Complexity – how complex the communicative signals can be

 

Your final paper should be around 2,000 words. As for formatting, I recommend 12 point font, double spaced,1 inch margin all around. As for citation, direct quotes from class materials are prohibited. You should explain or describe them in your own words. If you incorporate materials from elsewhere, you must cite your sources properly. You can choose any citation style (e.g. APA, MLA, IEEE) as long as you are consistent throughout the paper.

 

I will grade your paper according to the following rubrics:

– Ideas and Content: whether your paper contained insightful theses supported by relevant, accurate, and specific evidence from appropriate sources

– Organization: whether your paper followed a clear and logical train of thought

– Originality: whether the ideas are expressed in your own words

– Conventions: whether you used correct grammar, spelling, punctuation, citation (if any)

 

This assignment pertains to learning objectives CLO4, CLO5, and GELO2:

· Understand how to analyze animal communication systems in terms of the four explanatory principles of ethology: adaptation, mechanism, ontogeny, and phylogeny.

· List the essential design features of human language, and to explain how our language differs from the communication systems of other animal species.

· Distinguish science from pseudo-science.

 

Here are some information might be helpful:

 

Q: You suggested that we compare/contrast in terms of mechanism, ontogeny, function, phylogeny, complexity. How many of those aspects should we address in the paper — just one, all of them, or any number of them?

 

A: Any number of them.

 

I recommend that you specify what aspects of communication you plan to discuss early on in the paper (e.g. in the introductory paragraph).

 

 

 

Q: Do we pick just one animal (e.g. bottlenose dolphins) and compare its language with humans or can we discuss more than one?

 

A: As many animals as you find relevant to the discussion.

To be more precise, the goal of the assignment is to let you think about how human language is similar to and different from languages of other animals in general. That is, the focus is on humans rather than a particular animal of your interest. So a structure that I recommend is first list several properties of human language that you want to focus on and then find examples of one or more animals to compare/contrast for each property. If you know well enough to find all the materials from a single animal species, that is perfectly fine. But if not, feel free to bring up as many animals as you need.

 communicative systems of cat

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(1)It’s a 10-15 minute presentation on topic in communicative systems of cat.  Create slides for your presentation on the topic of your choice.

(2) Annotate each slide with what you want to say about the slide — either by adding notes at the bottom of the slide or in a separate document. (Using Microsoft PowerPoint.) 

Linguistics Paper

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Your final paper should discuss similarities and differences between the human language and animal communication systems. You should compare and contrast the two systems in one or more of the following aspects:

  • Mechanism – how individuals produce and perceive communicative signals
  • Ontogeny – how individuals learn and become mature communicators
  • Function – how properties of the communicative system affect the individuals’ chance of survival and reproduction
  • Phylogeny – how properties of the communicative system have evolved over time
  • Complexity – how complex the communicative signals can be

Your final paper should be around 2,000 words. As for formatting, I recommend 12 point font, double spaced,1 inch margin all around. As for citation, direct quotes from class materials are prohibited. You should explain or describe them in your own words. If you incorporate materials from elsewhere, you must cite your sources properly. You can choose any citation style (e.g. APA, MLA, IEEE) as long as you are consistent throughout the paper. Please look at the Attached file for more information.

Second Language Acquisition

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6 page paper on

What is second language acquisition and why is it important? The disadvantages of not learning a second language. The benefits of being bilingual and multilingual. When is the best time to learn a second language and why? Why is it important to learn a second language at a younger age rather than an  older age?

3 reliable sources.