Propose an analysis to account for the alternations illustrated by these data. Do you need to order any of your rules with respect to each other? Explain.

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Phonological Analysis of each Alternation in Tagalog from the data below.

Tagalog (Indonesian, Philippines) has two derivational suffixes -in and -an. These suffixes induce various alternations in the roots, as exemplified by the following data.

Propose an analysis to account for the alternations illustrated by these data. Do you need to order any of your rules with respect to each other? Explain. Illustrate your analysis with derivations for the following forms: [buksin] ‘open’, [pusdan] ‘tuft’, [dipa] ‘open’, [pulhin] ‘ask for trifles’, [gampan] ‘fulfill’, [aptin] ‘thatching’.

Develop at least three possible discussion questions that you can discuss to help everyone understand the main points of the assigned reading.

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Discussion leader

Develop at least three possible discussion questions that you can discuss to help everyone understand the main points of the assigned reading. Don’t worry about the small details. Your task is to help people mull over the big ideas in the reading and to share reactions to the text. Prepare your own brief answers to your questions. You be responsible for creating thought provoking questions to help your teammates analyze the reading. You will need to turn in at least three discussion questions with your own brief answers.

Leo ni tarehe ngapi? Leo ni siku gani? Ni mwezi gani? Ni mwaka gani? Wewe ulizaliwa lini? Wewe utahitimu lini?

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Foreign Languages

Jibu kwa Kiswahili/Answer or respond to these questions in Swahili:

  1. a) Leo ni tarehe ngapi?_______________________________
  2. b) Leo ni siku gani?_________________________________
  3. c) Ni mwezi gani? _______________________________
  4. d) Ni mwaka gani? _______________________________
  5. e) Wewe ulizaliwa lini? _______________________________
  6. f) Wewe utahitimu lini? _______________________________

Tafsiri: translate into Swahili using the correct objects. In each sentence circle or underline the object used

  1. a) Is done for you., and you can see the object is –ji- , which stands for himself or herself.
  2. a) He pays rent for himself/herself. __Anajilipia kodi ya nyumba _________________
  3. b) I pay for my school fees. _______________________________
  4. c) Mom and Dad pay school fees for me. _______________________________
  5. d) I buy food for him/her. _______________________________
  6. e) I buy books for you. _______________________________
  7. f) You buy clothes for him_______________________________
  8. g) You all buy clothes for him. _______________________________
  9. h) I pay fees for them. _______________________________

 

Peer-teaching strategies can be effectively employed in language classes. To what extent do you agree or disagree? Write an essay, include reasons and any relevant examples to support your answer.

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Peer-teaching strategies

Peer-teaching strategies can be effectively employed in language classes. To what extent do you agree or disagree?
Write an essay, include reasons and any relevant examples to support your answer.

» Write at least 250 words.

Develop one coherent part of the lexicon in detail. Describe as necessary and list 25 terms in your language in phonemic transcription and accompanying translations, with glosses as necessary.

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Project 4: Syntax and Semantics

  1. 2022-03

The assignment is to develop the syntax and semantics of your language.

 

Part 1: Syntax

  • What is the basic word order in your language: SOV, VSO, SVO, etc.? Provide an example sentence with a transitive verb something like this: The squirrel buried the acorn. (5 points)

Subject-object-verb (SOV)     41%                 Subject-verb-object (SVO)     35%

Verb-subject-object (VSO)     7%                  Verb-object-subject (VOS)       2%

Object-verb-subject (OVS)     0.8%               Object-subject-verb (OSV)       0.3%
No dominant order     14%

  • Provide Phrase Structure Rules of the type

NP ® (AP) N

and examples in your language with translation for all ten structures below. (3 points each; 30 total). Please follow the examples carefully, and note if your language is different from the patterns in English below.

  • Provide the rule and a glossed and translated example of a Determiner in relation to the Noun (e.g. a dog)

So, write your answer like: NP ® Det N /u ʃɑ̃w̃/ ‘the dog’

  • Provide the rule and a glossed and translated example of a Degree (Intensifier) word in relation to the Adjective (e.g. very good)
  • Provide the rule and a glossed and translated example of an Adjective in relation to the Noun (e.g. green bananas).
  • Provide the rule and a glossed and translated example of an Adposition (Preposition or Post position, or possibly a case marker) in relation to the Noun Phrase (e.g. from the store).
  • Provide the rule and a glossed and translated example of a transitive Verb in relation to the Noun Phrase Direct Object (e.g. heard the doorbell; kicked the ball).
  • Provide the rule and a glossed and translated example of Verb Phrase that takes a Complementizer Phrase (or S) as its complement (e.g. [they] believe (that) life is beautiful)
  • Provide an example of a conjoined Noun Phrase (I love apples and oranges)
  • Provide an example of a conjoined Verb Phrase (She drinks coffee and eats breakfast at 5:00).
  • Provide an example of conjoined main clauses. (She eats apples but he prefers pears).
  • Provide an example of complex verb phrase with infinitival complement (He wants them to leave now).
  • Provide examples and glosses of the following statement/question pairs. (2 pts each; 34 total).
    • The woman is here.             Is the woman here?
    • The woman is not here.             Is the woman not here?
    • The man is there.             Who is there?
    • The boy’s dog chases cats.             Whose dog chases cats?
    • The teacher saw her student.             Whom did the teacher see?
    • The mother gave her child a hug. To whom did the mother give a hug?
    • The mother gave her child a hug. What did the mother give her child?
    • They went to the store.             Where did they go?

 

For reference, here are some of the Phrase Structure Rules of English. Remember, your language can have a different linear order.

S ® NP (AUX) VP                            AUX = Auxiliary Verbs like can, will, might, should, infinitival to etc.

NP ® (Det) (AP) N (PP)

AP ® (Deg) A (PP)                            Deg = Degree or Intensifier like very, rather, quite, somewhat

PP ® P NP

VP ® V NP

VP ® V S

S ® COMP S                                     COMP = Complementizer like that, if, whether

NP ® NP CONJ NP                          CONJ = Conjunction like and, or, nor, but

VP ® VP CONJ VP

S ® S CONJ S

 

Part 2. Semantics. (31 points)

  1. Develop one coherent part of the lexicon in detail. Describe as necessary and list 25 terms in your language in phonemic transcription and accompanying translations, with glosses as necessary. For example, you could develop the kinship system based on the type of society you have. In English, we have the term grandfather that applies both maternally and paternally. Does your language have a unique lexical item for each kind, or is a phrase used (maternal grandfather)? Does your language have different single words for ‘older brother’ and ‘younger brother’? In English, aunt describes both a sister of the mother (or father), as well as the wife of a parent’s brother; does your language have different words for each kind? Are kinship terms the same for each gender, or do males and females use different vocabulary items for certain relationships, e.g. ‘dad (used by a female)’ vs. ‘dad (used by a male)’? You could instead choose to develop the terminology for foods unique to your culture—have fun if you’re a foodie. Or what are all the terms for types of camels or horses and their care, if they play a significant role in your society? For example, here is a link that describes many words (and some phrases) for camels in Arabic:
    https://medium.com/@chrisneil/just-how-many-words-does-arabic-have-for-camel-da5b58022564

Choose any domain that interests you: breeds of dog, types of weapons, genres of literature, types of book, desserts, coffee drinks, speech acts (like promise, threaten, declare, proclaim), emotions, etc. One point per word (25) plus 6 points for clarity of explanation, presentation, and creativity.

Create your own language, starting with the inventory of contrastive sounds (phonemes), and some information on how sounds combine to form syllables.

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Project 1

Purpose:
The assignment is to create your own language, starting with the inventory of contrastive sounds (phonemes), and some information on how sounds combine to form syllables.

This document should be read alongside:
• the Project Template (which you can rename and save and then use to build your answers). This is what you will upload to Canvas for the assignment.
• the Project Sample, which shows you what a final project might look like. The samples, though, are of a real language the professor is researching. Your sample will be of your own invented (constructed) made- up language, which should not look like English, or any other language you know.

Prerequisites:
In order to type phonetic symbols (not found in the usual ASCII range), you need three things:

1. A phonetics font containing all IPA symbols. There are many free resources. The standard font is DoulosSIL, available from the link on Canvas and at https://software.sil.org/doulos/. Be sure it gets installed into the appropriate part of your Control Panel or System Library. It is necessary to quit Word and restart the program after installing new fonts.

2. A virtual phonetics keyboard will allow you to press combinations of strokes on your physical keyboard to get an appropriate phonetic symbol. You can then switch back to the standard American
keyboard on a pulldown menu or creating a keyboard shortcut. For Mac users, please see resources on Canvas (Files > Phonetics > Phonetic Resources for Mac)
For Windows, try this “Unicode Phonetic Keyboard and SIL Fonts” virtual keyboard and font package, and map, separately at:
https://www.phon.ucl.ac.uk/resource/phonetics.php
For Mac, Windows, and others, SIL’s Keyman and phonetic keyboards (try the top two options) may be found here, also with extensive help and documentation online:
https://keyman.com/keyboards/h/ipa/

3. A map of your virtual phonetic keyboard so that you can understand what strokes are necessary to input the appropriate symbol. For example, on my IPA keyboard, shift+s (at same time) gives ʃ, shift+d gives ð, shift+option+d gives ɖ, etc.

An easy way (for now) is to insert phonetic symbols is to use the following website to click and paste into your word processing document: https://www.internationalphoneticalphabet.org/html-ipa-keyboard-v1/keyboard/ Later, however, with more typing, you will want to use a virtual keyboard, not the above web utility.

What is its presence in cultural or artistic domains? What types of media outlets can it be found in, and how broad is their range.

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Language’s presence in different domains

Consider the language’s presence in different domains, such as government, school, work, home, media, etc. What is its presence in cultural or artistic domains? What types of media outlets can it be found in (i.e. literature, radio, television, etc.), and how broad is their range (e.g. local, national, international, etc.). Use in-text citations where necessary and list APA references used at the end.

Rewrite the examples of “enquoted voices” below using standard writing conventions. What does the use of quotatives like those above in texts, etc. tell us about media ideologies related to electronically mediated communication today?

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Foreign Languages

Use the section on writing systems on the website www.omniglot.com to answer the questions below.

  1. Below are the names of 5 countries written in the Georgian  writing system. Provide the two missing English names.
  2. The common greeting for ‘hello’ in Korean is ‘annyeong haseyo’. How would you write that using the Hangul writing system?
  3. A common greeting for ‘hello’ in Hindi is ‘namaste’. How would you write that using the Devanagari script?
  4. Below is the word for ‘Cherokee’ in the Cherokee language. How would you pronounce it/write it in the Latin alphabet?
  5. The system of katakana is used to write foreign words in Japanese. What English word is written in katakana below?

II ‘Enquoting Voices’

  1. Rewrite the examples of “enquoted voices” below using standard writing conventions.
  2. What does the use of quotatives like those above in texts, etc. tell us about media ideologies related to electronically mediated communication today?

III Literacy Practices

What can be done to improve the educational outcomes of children from communities like Heath’s Roadville and Trackton? How can we overcome social inequalities related to differences in literacy while at the same time preserving the diversity of local, culturally specific literacy practices?

 

 

Explain how the endangered language is currently being acquired and current work that is being done to document and conserve the language for future generations. Does a government entity recognize the language and offer any support for its revitalization and/or preservation?

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Language Documentation & Conservation

Explain how the endangered language is currently being acquired and current work that is being done to document and conserve the language for future generations. Does a government entity recognize the language and offer any support for its revitalization and/or preservation? Is the endangered language being taught to the children within its communities? If so, how? Formally or informally? Who in the community is working to keep the language “alive”? Is it the elders or perhaps the younger generations that are calling for a revival of the language and its culture?
Use in-text citations where necessary and list APA references used at the end.

Order of adjectives, when multiple adjectives occur in a noun phrase. Do we have agreed upon rules as to which type of adjective should come first, second, etc.?

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Order of Adjectives

PAPER INSTRUCTIONS:

– A minimum of five (5) sources. The final paper should be typed, approximately 4 – 5 pages. Start with ” The Grammar Book” . It’s an excellent source. Then start looking in a variety of grammar books (both descriptive and prescriptive; ESL grammar books can be quite helpful) for information. When you have found out what several grammarians say about your topic, you may still have unanswered questions of your own. Proposing your own solutions to a problem is acceptable.

-( The Grammar Book link:)

https://xn--webducation-dbb.com/wp-content/uploads/2019/12/Diane-Larsen-Freeman-Marianne-Celce-Murcia-The-Grammar-Book_-Form-Meaning-and-Use-for-English-Language-Teachers-National-Geographic-Learning-2016.pdf

THE RESEARCH QUESTION:

Order of adjectives, when multiple adjectives occur in a noun phrase. Do we have agreed upon rules as to which type of adjective should come first, second, etc.? The big green plastic dinosaur (the plastic big green dinosaur??)