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Flashcards

Approaching Eng. Ling. (language, variation, change)

Martina Vienna English 143 cards

Cards in this deck (143)

  1. 1Universal properties of human language (x5)- Arbitrariness (btw ling. form/meaning)
    - Cultural transmission (L passed on)
    - Displacement (past/future)
    - Duality (level of sounds/level of meaning)
    - Productivity (creating new words)
    - Reflexivity (L to think/talk about L itself)
  2. 2= study of human sound system/speech sounds (It provides the ingredients)phonetics
  3. 3study of abstract categories that organize sound system sound inventory of L (gives the recipe for baking the cake)phonology
  4. 4Types of phonetics- Articulatory phonetics: what happens in the body when we're producing sounds (articulation)
    - Acoustic phonetics: what happens when sound travels through air as sound waves
    - Auditory phonetics: what happens when we perceive sounds
  5. 5Articulatory phonetics: ____ = passage above the larynxVocal tract
  6. 6/r/ is pronounced after vowelspostvocalic /r/
  7. 7varieties w. postvocalic /r/rhotic varieties
  8. 8omission of /r/ after vowelsnon-rhotic varieties (British Eng)
  9. 91.____ = the airstream passes freely through the vocal tract - vocal folds vibrate + example 2.____ = airstream is impeded by a constriction in the vocal tract + example1. Vowels (e.g. i)
    2. Consonants (e.g. t)
  10. 10distinction of consonants (x3) 1. when air passes through vocal cords 2. where sound is produced 3. how sound is produced1. voicing (when air is pushed out by the lungs up through the trachea to the larynx where the vocal cords are)
    2. place of articulation (where sound is produced)
    3. manner of articulation (how sound is produced)
  11. 11Voicing: 1. voice cords are open and air passes through unimpeded) 2. production happens with voice cords drawn together, air flow causes them to vibrate) + examples!1. unvoiced/voiceless consonants (please, five, thirty, ten, sir, she, cheers, king)
    > sound from vocal cords!!
    2. voiced consonants (book, vanilla, dish, zero, genre, good)
    > sound from the mouth!!
  12. 12Place of articulation: Which organs come together to form the blockage?nasal cavity, palate, velm, uvula, alveolar ridge...
  13. 13Place of articulation: 1. lips forming the blockage 2. tongue forming blockage 3. sounds formed w. upper teeth+lower lip 4. sound btw. teeth 5. btw. alveolar ridge and hard palate 6. btw. soft palate and back of tongue 7. articulators only vocal fold1. bilabial (b)
    2. alveolar (t)
    3. labiodental (f)
    4. dental (eth)
    5. palatal (sh)
    6. velar (k)
    7. glottal (h)
  14. 14Manner of articulation: 1. stopping the airstream briefly 2. continuous airflow, but obstructed 3. combination plosive/fricative 4. airstream flows out through nose 5. no complete closure1. stops/plosive (p)
    2. fricatives (f)
    3. affricatives (ch)
    4. nasal (n)
    5. approximants (w)
  15. 15Vowels: 1. shift towards a closer tongue position 2. shift towards a more central tongue position1. closing diphtongs (maid, pie, boy, cow)
    2. entering diphtongs (heir, here, lure)
  16. 16field that studies relation btw. L and society, btw. uses of L and social structures in which users of L liveSociolinguistics
  17. 17group of people who share a set of norms and expectations regarding use of Lspeech community
  18. 18Functions of L 1. ideational function (_____,_____) 2. interpersonal function (_____,_____)1. use L to come to terms with world around us: e.g. classifying, organising, referring, influencing
    2. use L to interact w. others: e.g. relations, cooperation, belonging to a group
  19. 19father of sociolinguistics + study of variationWilliam Labov
  20. 20father of universal grammar, of L1 competence, syntax, cognitive linguisticsNom Chomsky
  21. 21father of linguistic anthropologyDell Hymes
  22. 22intelligibility vs. identity- mutual intelligibility = decrease accent and vocabulary differences
    - maintain identity = increase accent and vocabulary differences
  23. 23____ = a way of explaining the direction in which certain individuals change their speechprestige
  24. 24____ = standard socially acknowledged as correct - change in direction of a form that is more frequent in the speech of those perceived to have higher social statusovert prestige
  25. 25non-standard varieties have _____ ascribed to them by their speakers. "Hidden" status of a speech style, usually from lower-working-class speakers that value the features that mark them as members of their social groupcovert prestige
  26. 26Hymes SPEAKING-heuristic- Setting
    - Participants
    - Ends (=purpose of interaction)
    - Acts sequence
    - Key (=mood)
    - Instrumentalities (=mode)
    - (social) Norms (=expectations)
    - Genres (=types of interaction)
  27. 27an idealised variety, accepted version of the official language of a community/country (socially favored variety of L)standard L
  28. 281. variation according to region 2. variation according to ethnicity 3. variation according to social background 4. variation according to sub-culture 5. the collective of an individual's way of speaking (personal dialect)1. regiolect
    2. ethnolect
    3. sociolect
    4. jargon
    5. idiolect
  29. 29example of social markerswords that end in "-ing" are pronounced in' > sign of lower class/less education
  30. 30way of speaking selected for/adapted to a particular communicative purpose - difference btw. formal/informal uses + a change from one to another is _____speech style
    +
    style shifting
  31. 31ability to modify our speech style toward/away from perceived style of person we're talking to - reduce distance = ______ - emphasise distance = _____speech accomodation
    - convergence
    - divergence
  32. 32__________ = - conventional way of using L that is appropriate in a specific context - stylistically defined L variety associated w. certain channels - spoken/written - or situational contexts - letter/writing/texting/speech...)register
  33. 333 types of contexts + examples- situational context (church)
    - occupational context (among lawyers)
    - topical context (talking about L)
  34. 34speech used outside higher-status groups, usually among younger speakersslang (e.g. buck for money)
  35. 35_______ = - non-standard spoken version of a L (kind of social dialect) used by lower-status groups - kind of speech a person produces when he's not paying attention to speech (ordinary, informal, relaxed speech) + example of L + example of featurevernacular (e.g. African American Vernacular English)
    - feature: tendency to reduce final consonant cluster (left hand > lef han)
  36. 36set of L habits that is shared by a certain group of speakers for use in certain contexts (Schneider, 2011)variety
  37. 37L varies according to...sociolinguistics parameters (age, gender, status, origin...) + context of the situation
  38. 38refers to the pronunciation aspect of a linguistic variety - pronunciation identifies where an individual is from (regionally/socially)accent
  39. 39___________ = - refers to features of pronunciation as well as grammar/vocabulary - L form associated w. a certain group from a given region or social class (regional ____, social _____) - no standardisation(published literature - generally mutually intelligible of a Ldialect
  40. 40_____ is acknowledged and has political/social importance (not mutually intelligible w. other ____)language, languages
  41. 41member of minority group grows up in one L community mainly speaking L1 but learns another one in order to take part in larger dominant L community + examplebilingualism
    (French in Canada)
  42. 42situation where there's a low variety/vernacular acquired locally and used for everyday affairs AND a high variety learned in school and used for important matters + exampleDiglossia
    e.g.: in Arabic-speaking countries
  43. 43_______ = - when government plan which variety of L spoken is to be used for official business - process of standardisation of a L + stages (x5) + distinction of socio-political and linguistic aspects of stagesLanguage planning/standardisation of L:
    1. L planning
    2. codification (establish L through grammars, dictionaries...)
    3. elaboration (L is developed for use in all aspects of social life)
    4. implementation (encouragement to use)
    5. acceptance (majority use new L)
    - socio-political aspects: selection/implementation/acceptance
    - linguistic aspects: codification, elaboration
  44. 44_______ = - variety of L that developed for some practical purpose (e.g. trading) among groups of people who had contact but different L - has NO native speakers - fulfils restricted communicative local needs btw. people who don't share a common L + main source of words is called _____ + examplepidgin
    +
    lexifier L
    example: Tok Pisin (example of Creole spoken in Papua New Guinea)
  45. 45_______ = when pidgin develops beyond contact L and becomes first L of social community + name of the process: ______ + examplecreole
    +
    creolisation
    example: Jamaican Creole/Patois
    (Patois = non-standard L, refers to pidgin/creole/dialects/vernaculars)
  46. 46creole converges w. one of the standard L from which it deriveddecreolisation
  47. 47slightly different varieties that range btw. 2 extremes (creolisation and decreolisation)post-creole continuum
  48. 481. class is a ____ variable 2. pronunciation/word is a ____ variable1. social
    2. linguistic
  49. 49when dialect or L variety merges into anotherdialect continuum (regional variation exists along dialect continuum rather than having sharp breaks from region to the next)
    e.g. Holland-Germany (NO: Vienna-Amsterdam)
  50. 501.____ = name of the line across map that represents a boundary btw. areas w. regard to one particular linguistic item. 2 different varieties have different features. When more ____ come together, a more solid line can be drawn: 2______1. isogloss
    2. dialect boundary
  51. 511. dialects of the same L (speakers understand each other) 2. different languages + examples1. mutual intelligible (e.g. British Eng. and American Eng.)
    2. mutual unintelligible (German and Chinese)
  52. 52L forms spoken in different nations are commonly considered 1._____ (e.g. Danish, Swedish, Norwegian), while L forms spoken in one nation are labelled as 2._____ (e.g. Cantonese, Hokkien, Mandarin in China)1. Languages
    2. dialects
  53. 53"A 1.____ is a 2.____ that has an army and a navy" "Distinction btw. L/dialects is a 3.____ one1. language
    2. dialect
    3. political
  54. 541._____ = one of several distinguishible varieties of a L, generally 2._____ _____ (but not always). It has features on all levels of 3.____ (l____, p____, m____, p____). Linguists use this term to refer to any L. variety, regardless of its 4.____ status1. dialect
    2. mutually intelligible
    3. linguistic (lexical, phonological, morphosyntactic, pragmatic).
    4. social
  55. 551.______ perspective = standard L and its norms and rules, connected w. value judgement (good vs. bad) 2._____ perspective = forms of L and their rules and norms, as attested in speakers' actual usage, no value judgement1. prescriptive
    2. descriptive
  56. 561. Variations btw. groups of speakers: ____, ____ or ____ 2. Variations within one speaker: ____1. varieties, dialects (regional/social), accents (pronunciation)
    2. styles (formal/informal)
  57. 57____ = investigates L change and related phenomena + linguistic aspects of history, genetic relationship of L. Necessary to understand L 1.____ and 2.____historical linguistics/philology
    1. variation
    2. change
  58. 58L change is____gradual
  59. 59Temporal levels (De Saussure): 1._____ perspective on L = study of the state of L at a given time (_____ or _____variation) 2. _____ perspective of L = study of the development of L over time/throughout history (____ variation) + examples1. synchronic (social/geographical)
    e.g. pronunciation or "r" in different countries now)
    2. diachronic (historical)
    e.g. how plural was formed)
  60. 60Relations of words (De Saussure) 1.____ = meaning of words in relation to other words 2.____ = sentence - what is acceptable1. paradigmatic
    2. syntagmatic
  61. 611.____ = a new linguistic variable appears 2.____ = the new variety spreads after a certain treshold1. actuation/innovation
    2. implementation
  62. 62Linguistic change: - Synchronic systems aren't static and 1._____ - 2.____ in a L (exceptions of the rules) are often relics of older L stages, where system was different > often inexplicable in synchronic terms - attitude about L. change: supposed 3.____1. homogeneous
    2. irregularities
    3. degeneration
  63. 63- Data for living languages (1.___ perspective) > introspection, elicitation, observation (____ use) - Data for historical languages (2.____ perspective) > more restricted, corpus of written texts1. synchronic > attested use
    2. diachronic
  64. 64models of linguistic genealogy 1. phylogenetic _____ _____ model (by A. Schleichter) 2. ____ model (by J. Schmidt)1. Family Tree
    2. wave
  65. 651. ____-____-____ = 19th century's term to describe L ancestors (from family tree model) 2.___-___ = family with largest population and distribution in the world1. Proto-Indo-European
    2. Indo-European
  66. 66linguistic genealogy: _____ or ____ reconstructioncomparative or internal
  67. 67Comparative reconstruction = process of establishing possible 1.____ connection btw. different L involved by looking at 2._____ = similarities in particular sets of words, similar in form and identical in meaning (genetical relatedness) + example1. family
    2. cognates
    e.g. mother/Mutter
  68. 68Methodological principles of comparative reconstruction: 1.____ plausibility = sound changes 2. ____ principle = if in a cognate-set 3 words begin w. P and one w. B, then it's P1. phonetic plausibility
    2. majority principle
  69. 69____ reconstruction = reconstruction on the basis of linguistic ____ left in L from its earlier stagesinternal, traces
  70. 70Internal reconstruction best applies with _____ = L that doesn't seem to have any immediate relativesisolates
  71. 71Inner circle's Englishes: x7 A range of _____ and _____ dialects- British Eng
    - American Eng
    - Canadian Eng
    - Irish Eng
    - Australian Eng
    - New Zealand Eng
    - South Africa Eng
    regional, social
  72. 72L. change and variation (tree-graph) 1. morphology: ____ and ____ 2. Lexis: ____, ____, ____1. derivational and inflectional
    2. word-formation, semantic change, borrowing
  73. 73L. change and variation (tree-graph) > lexis 1. examples of word-formation 2. types of semantic chance1. affixation, compounding, clipping
    2. broadening, narrowing
  74. 74England's area of regional diversity: x8 - mostly ____-based differences- Leeds/Yorkshire/"Northern"
    - Southwest
    - Eastern England
    - Northeast
    - Liverpool
    - Manchester
    - Birmingham/Midlands
    - London and "home counties"
    - accent-based
  75. 75UK example of social dialect + example of workCockney - "My Fair Lady"
  76. 76British vs. American Eng > ._____ differences Examples: 1. Same word, different meaning 2. Same word, additional meaning in one variation 3. Same word, difference in style/connotation/frequency 4. Same concept, different word- Lexical
    1. pants (UK: underwear, US: trousers)
    2. school (US: also university)
    3. quite (UK: neutral/negativ; US: more positive)
    4. pavement vs. sidewalk
  77. 77North American dialect areas (x7)- New England
    - NYC & mid-Atlantic States
    - North
    - Midland
    - South
    - West
    - Canada
  78. 78____ = the process of taking words from other L Inner circle's L examples: 1. American Eng. comes from ____ 2. Australian Eng. comes from ____ 3. New Zealand Eng. comes from ____ + e.g. of wordsborrowing
    Examples:
    1. Native American languages e.g. squash, mocassin)
    2. Aboriginal languages (e.g. kangaroo, boomerang)
    3. Maori L (e.g. hangi)
  79. 79____ = the process of taking words from other L Outer circle's L examples: 1. Indian Eng. comes from ____ 2. Malaysian Eng. comes from ____ 3. Nigerian Eng. comes from ____ + e.g. of wordsborrowing
    Examples:
    - Hindu/Urdu (e.g. dhal, typhoon)
    - Malay (e.g. kampong)
    - Yoruba (e.g. oga)
  80. 80speaker of 2 languagesbilingual
  81. 811. ______ bilingualism = an individual who speaks two L (speaker of a minority L at home, who uses dominant L in education/job) 2. ______ bilingualism = a country which has 2 official L or in which 2 L are widely spoken by population and fulfil wide range of international functions1. individual
    2. societal
  82. 82Outer-circle countries: wide-spread bilingualism as a result of long-term intensive and extensive L ______ between Eng. and local language(s)contact
  83. 83Outer-circle countries: consequences of long-term L contact 1. linguistic consequence: ______ 2. sociolinguistic consequences: _____, ______1. borrowing
    2. code-switching, style-shifting
  84. 841. Code-switching: between ______ 2. style-shifting: between ____ or ____1. languages
    2. dialect or accents
  85. 85Communicative Accommodation Theory: - symmetrical > 1. _____= assimilation - asymmetrical > 2. ______ = interlucutor marks difference btw. himself and other L (identity marking)1. Convergence
    2. Divergence
  86. 86______ = - study of a speaker's meaning, "invisible meaning (we recognise what is meant even when it isn't said) - study of contextual meaning (how we interpret sth. based on context) - study of how more gets communicated than is said - study of the expression of relative distancepragmatics
  87. 87Speaker-meaning-message 1. Speaker ____ the message and ____ the meaning 2. Listener ____ the message and ____ the meaning1. constructs, implies
    2. interprets, infers
  88. 88____ = - a conventional knowledge structure in memory for specific things. Such as a supermarket - people's expectations about people, objects, events, settings, and ways to interact in the worldschema - schematic knowledge
  89. 891. _____ = a series of conventional actions, a conventional knowledge structure in memory for the series of actions involved in events such as "going to the dentist", "eating in a restaurant" > dynamic schema influenced by 2. _____1. script
    2. culture
  90. 90Context: 1. _____ context > physical (auditory, movement...) 2. _____ context > cultural, interpersonal 3. ______ = inside the text1. situational context
    2. background context
    3. co-text
  91. 91Speech Act Theory (J. Austin, 1962) Speech Acts x3- locutionary act
    - illocutionary act
    perlocutionay act
  92. 92Speech Act Theory (J. Austin, 1962) Speech Acts: 1. _____ act = the communicative intention rendered by the speaker, such as promising(commanding(making compliments (what is meant by it) 2. _____ act = viewed at the level of its consequence (what effect it has on a listener) 3. _____ act = the performance of an utterance, and hence a speech act (what's said)1. illocutionary act
    2. perlocutionary act
    3. locutionary act
  93. 93Speech Act Theory (J. Austin, 1962) Speech Acts - examples for 1. locutionary act 2. illocutionary act 3. perlocutionary act1. "it's cold in here"
    2. "please close the window" (request), "don't come in without a sweater (warning), "Let's leave" (request) etc.
    3. somebody may close the window, somebody may bring a sweater, somebody may leave
  94. 941. _____ speech act = illocutionary force matches the locutionary act 2. ____ speech act = the illocutionary act has to be inferred by the hearer from the context, on the basis of the cooperative principle (e.g. "It's cold in here" > please close the window)1. direct
    2. indirect
  95. 95John Searle's classification of speech acts: 1. ____ = express form of statement you believe to be true (assert, claim, complain) 2. ____ = get the hearer to do sth. (ask, beg) 3. ____ = commit the speaker to a future action (promise, vow, swear) + examples (> goes on next slide)1. representatives (The weather is nice)
    2. directives (Do you think I can carry this tray?)
    3. commissives (I'll come to the party)
  96. 96Searle's classification of speech acts (pt.2): 4. ____ = express the speaker's feelings about sth. (thank, congratulate) 5. ____ = bring about a change of status, of an object/person by saying sth. (fire, marry, sentence, baptise)4. Expressives (Thanks for your help!)
    5. Declaratives (With this ring, I thee wed)
  97. 97______ condition = all aspects of the context associated w. the action need to be fulfilled so that a speech act can be successfully carried outpreparatory/felicity condition
  98. 981.________ = showing awareness of and consideration for another person's 2.______1. politeness
    2. face
  99. 991. _____ face = positive self-image, group membership, complements > 2._____ aspects of self-image = 3.______ politeness = being complimentary and gracious to the addressee1. positive
    2. social
    3. positive
  100. 1001. _____ face = freedom of action and from imposition > 2._____ aspects of self-image = 3.______ politeness = ways of mitigatinf an imposition1. negative
    2. individual
    3. negative
  101. 1011. FTA = face-______ acts 2. FSA = face-______ acts1. threatening
    2. saving
  102. 102Face-_____ act = using a _____ speech act to get someone to do something: you're behaving as if you have more social power than the other personFTA
    direct
  103. 103Face-_____ act = an _____ speech act, in the form associated w. a question, removes the assumption of social powerFSA
    indirect
  104. 104Do the FTA: - off record - on record > without 1. _____action vs. with 2._____ action > 3._____ politeness vs. 4._____ politeness1. regressive
    2. regressive
    3. positive
    4. negative
  105. 105Politeness and context: 1. _____ context = size of imposition, formality of context 2. _____ context = degree of social distance/closeness, power relations 3. _____ context = degree of directness/indirectness1. situational
    2. social
    3. cultural
  106. 1061. _____ = the process by which we use L to create and negotiate ______ 2. _____= the product of the process of (see 1.)1. discourse, meaning
    2. text, discourse
  107. 1071. ______ = the act of using L to refer to entities in the context > the listener or reader can identify the thing referred to 2. thing referred to = _____ 3. linguistic form used = _____ _____ + examples (choice is based on _____)1. reference
    2. referent
    3. referring expression, e.g. proper nouns/names, definite/indefinite noun phrases, pronouns, vague L.
    Choice is based on assumed shared knowledge
  108. 108_____ = ties and connections that exist within texts on the _____ levelcohesion, textual
  109. 109______ = people make sense of what they hear and read on the level of _____coherence, meaning
  110. 110repetition of words, use of synonyms, pronouns, use of linking wordscohesive devices
  111. 1111. ______ = pointing with L 2. ______ expression = a type of referring expression, a linguistic expression which refers directly to the personal/temporal/locational characteristics of the situation it occurs in, in order to identify a referent1. deixis
    2. deictic expression
  112. 112Deixis + examples: 1. _____ deixis = deixis to point at people 2. _____ deixis = words and phrases used to point to a location 3. _____ deixis = words and phrases used to point to a time1. person (pronouns: I, those idiots, she...)
    2. spatial (here, there, near that...)
    3. temporal (now, then, last week...)
  113. 1131. Anaphora: referring ______ to sth. used earlier in a text, usually using a grammatical substitute such as a ______ 2. Cataphora: referring _____, use of a grammatical substitute (such as a _____) that has the same reference as a following word/phrase1. back, pronoun (I have a new neighbour. He's nice)
    2. forward, pronoun (He's cute. My new neighbour)
  114. 114_________ = - large-scale assumptions about what the listeners know already - what a speaker assumes is true or known by a listener - situation which must exist for utterance to be appropriate - they remain even when sentence is _____presuppositions, negated
  115. 1151.___________ principle (Paul Grice): "Make your conversational contribution such as is required, at the state at which it occurs, by the accepted purpose or direction of the talk exchange in which you're engaged". 2. Supporting this principle are 4 ______ maxims1. Co-operative
    2. Gricean maxims
  116. 116Gricean maxims (co-operative principle) 1. Maxim of ____ = make your contribution as informative as is required, but no more/less 2. Maxim of ____ = don't say that which you believe to be false or for which you lack adequate evidence 3. Maxim of ____ = be relevant 4. Maxim of ____ = be clear, brief and orderly (ambiguity)1. quantity (A: how many pets do you have? B: 2 cats)
    2. quality (A: What's the time? B: It's 12)
    3. relation (A: I'm glad the elections are over B: I voted for the green party)
    4. manner (A: Mary went to the supermarket and bought herself a steak)
  117. 117words or phrases used to indicate that we're not really sure that what we're saying is sufficiently correct or complete + examplehedges (e.g. sort of, kind of, think, feel, may...)
  118. 118an additional meaning conveyed by a speaker under the assumption of the cooperative principle > more is communicated than is saidimplicature (e.g. A: do you like the food here? B: a sandwich is a sandwich)
  119. 119Fields of study: 1.____= field of study which investigates how human beings store and process L in the brain (perception , comprehension, memory...) 2.____= study of relationship btw. L and the brain 3.____= how L interacts with cognition1. psycholinguistics
    2. neurolinguistics
    3. cognitive linguistics
  120. 120Acquirement of L > observation through ______ evidenceindirect (such as observation, experiments, speech disorders)
  121. 121speech/L disorder: _______ = impairment of L function due to localised brain damage that leads to difficulty in understanding and/or producing linguistic forms (from Greek: speechless)Aphasia
  122. 122Malfunctions: 1.____-of-the-tongue = when you feel that some word that you know is just eluding you - initial sound correct, correct phonological outline of the word 2.____-of-the-tongue = error which occurs involuntarily in spontaneous speech production1. tip
    2. slip
  123. 123______ errors = seem to involve wrongly chosen items give examples: 1. single-word errors 2. blendsselection errors
    1. Turn LEFT (instead of RIGHT)
    2. My TUMMACH (TUMMY/STOMACH) feels funny
  124. 124_____ errors = the right items have been chosen > anticipatory processing is going on exampleAssemblage errors
    e.g. You have tasted the whole worm (You have wasted the whole term)
  125. 125when something is misheardslips of the ear
  126. 126Psycholinguistic model (Levelt): production as a linear progression of 4 successive stages:1. conceptualisation (mental concept of what we want to say)
    2. formulation (planning of verbal msg)
    3. articulation (words that have been formulated are translated into sounds/syllables of speech)
    4. self-monitoring (speakers correct themselves)
  127. 1271. ______ = slips of the tongue, tip of the tongue phenomenon 2. ______ = slips of the ear, lexical decision tasts1. production
    2. comprehension
  128. 128comprehension: 1. ______ ______ processing vs. 2. ______ ______ processing comprehensing: 3. _____ 4. _____ 5. _____1. top-down
    2. bottom-up
    3. sentences
    4. words
    5. sounds
  129. 129L-related brain areas 1. ______ area (anterior speech cortex): involved in the _____ of speech 2. ______ area (posterior speech cortex): involved in the ______ of speech 3. ______ cortex: controls _____ movements 4. ______ fascicles: connection btw. _____'s and _____'s area1. Broca's, production
    2. Wernicke's, comprehension/understanding
    3. Motor, muscle
    4. Arcuate, Wernicke/Broca
  130. 130Brain imaging methods: 1. CT 2. PET 3. MRI/fMRI1. Computer Tomography (scans, no brain activity, only structure)
    2. Positron Emission Tomography (scans, brain activity)
    3. Magnetic resonance Imaging/functional magnetic resonance Imaging
  131. 1311. FLA = ________ 2. SLA = ________1. first language acquisition
    2. second language acquisition
  132. 132FLA - prelinguistic stage (x3) 1. ______ L experience 2. _____ ability = _______ 3. _____ ability = _______1. pre-natal
    2. receptive = hearing/input
    3. productive = output
  133. 133FLA - stages (x4) 1. _______ 2. _______ stage/____ ____ utterances 3. _______ stage 4. ______ speech/_______ speech + months1. babbling (4-6m)
    2. one-word/single-word (12-18m)
    3. two-word (18-20m)
    4. multiple-word/telegraphic (2/2.5y)
  134. 134One-word stage: 1. _____ bound 2. _____ stage 3. vocabulary size: ____ new words x month 4. influencing factors: _____1. context
    2. holophrastic (single form functioning as a phrase > "up" for "pick me up")
    3. 20-40
    4. input
  135. 135Theories of L acquisition (x3) + authors1. Behaviorism (Skinner)
    2. Generativism/innatist perspective (Chomsky)
    3. Interactionist/developmental perspectives
  136. 136Nature or nurture: 1. Generativism = ______ 2. Behaviorism = ______ 3. Interactionist and developmental perspectives1. nature
    2. nurture
    3. nature AND nurture
  137. 137Behaviourism - L learning process: 1. linguistic _____ 2. encouragement to ______ 3. provide _____ 4. _____ _____ 5. formation of _____1. stimuli
    2. imitate
    3. feedback
    4. positive reinforcement
    5. habits
  138. 138Main assumption of Generativism: Humans are equipped with an 1.____ ability for L. 2. ______ L faculty > later renamed _____ _____ (UG)1. innate
    2. innate, Universal Grammar
  139. 139Innatist perspective/Generativism 1. __________ = a specialized module of the brain which is pre-programmed for L, a sort of 2. ______ containing the principles that are universal to all human L1. Universal Grammar
    2. template
  140. 140Theories of L1 acquisition 1. ______ = LL is rapid, effortless, no instruction 2. ______/______ = LL is variable and gradual, social interaction is crucial1. Nativism
    2. Interactionism/constructivism
  141. 141______ period = a period of time with a distinct onset/offset during which experience can lead to learning by an organism - assumed to be innately programmed and irreversible = time in human development when the brain is predisposed for success in L learningcritical
  142. 142L1 similarities 1. ________ L2 differences 2. ________ 3. ________ 4. ________1. new language
    2. one L already
    3. age of learner
    4. learning context
  143. 1433 problems of FLA1. how do children crack the code?
    2. is it nature or nurture?
    3. is there a critical period?

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Flashcards on Approaching Eng. Ling. (language, variation, change), created by Martina Vienna on 21/01/2019.
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Martina Vienna
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