eng 310 hw 4

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Joshua Gonzalez English 310 Professor Wenzell Homework #3 Chapter 9: Language Acquisition 1. #5 Pg. 439-440 a) 1. [dot] Substitution: of last cluster [nt] simplified to a single consonant /t/. 2. [khIp] Substitution: first cluster [sk] gets turned into an aspirated /s/ which shows the child knows the rule. 3. [su] Substitution: first cluster [sh] becomes /s/ and the vowel is said correctly. 4. [daet] Substitution: first cluster [th] becomes
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  Joshua Gonzalez English 310 Professor Wenzell Homework #3 Chapter 9: Language Acquisition 1. #5 Pg. 439-440 a) 1. [dot] Substitution: of last cluster [nt] simplified to a single consonant /t/. 2. [k  h Ip] Substitution: first cluster [sk] gets turned into an aspirated /s/ which shows the child knows the rule. 3. [su] Substitution: first cluster [sh] becomes /s/ and the vowel is said correctly. 4. [daet] Substitution: first cluster [th] becomes /d/ but that vowel sound is correct. 5. [p h e] Substitution: beginning cluster [pl] becomes /p h / and is aspirated which shows that the child knows the rule. 6. [d^p] Substitution: beginning cluster [th] turns into /d/ and the final cluster of [mp] turns into /p/ but the schwa is the correct vowel sound. 7. [baet] Substitution: final cluster [th] becomes /t/ but vowel sound is correct. 8. [t h ap] Substitution: of the first cluster [t  ] to an aspirated /t/ showing that the child understands the rule. 9. [kIdi] Substitution: of the [tt] cluster gets turned into /d/ 10. [waIt] Substitution: /l/ to /w/ but the vowel diphthong is said correctly. 11. [daui] Substitution: of the vowel sound /aw/ substituted for a diphthong /au/ with the deletion of /ll/.  12. [go] Substitution: first consonant cluster [gr] is pronounced /g/ and the /w/ at the end is silent.  b) The child struggles when pronouncing consonant clusters in the beginning or ending of the word. They can usually pronounce the vowels in the word properly except for some diphthongs. 2. #8 Pg. 440-441 a) The last consonant of the word is pronounced the words that end in the consonants /p, t, k, s,  p/ but they fail to say words that end in the consonants /b, g/. Words that have either a consonant cluster or vowel cluster will produce the correct final consonant sound if they end in /p, t, k, s, p/.  b) The child that is 1.5 years old has already pronounced the phoneme [t  ] as in cheese, and dish,  but the child of age 2 says [tis] not able to pronounce the [t  ]. 3. #12 Pg. 442 m. That is my toy. t. The computer is broken. n. He is sleeping. u. I want cookies and milk. o. I want more milk. v. I am Superman.  p. Read the moon book to me. w. Mommy is angry. q. I want that. x. It’s all gone kitty. r. The teddy bear is up there. y. Here is my baseball bat. s. Daddy is on the computer. Part 1: This child is in the telegraphic speech stage because the child is leaving out articles but knows the rules of plural as well as possessive. Part 2: The child has an average of 3-4 morphemes per sentence. Part 3: The child’s MLU is 4 per utterance, and about 1 per word.  Part 4: Allgone- would be considered two morphemes because both words in the compound have meaning. The child is trying to say all gone. Batball- would be considered two morphemes as well because the child is trying to say baseball bat and it is clear what he means. Glasses- one morpheme because although it has the plural ‘s’ it is still one object rather than multiple. Cookies- two morphemes because the child added the ‘s’ to make cookies plural. 4. 14. a) ball- objects in column B are all round shaped.  b) cookie- objects in column B are food, two are breakfast foods but cucumber maybe the closest the child can get when pronouncing it. c) birdie- objects in column B are nouns that fly. d) bowwow- objects in column B are all animals. e) truck- objects in column B are bigger vehicles. f) dada- objects in column B are male figures that the child might see, or men’s clothing. g) moon- objects in column B are all moon shaped, even during the moon phases. Chapter 7: Language in Society 5. #3 Pg. 330-331 Hook: The word doesn’t exist in the same context, another slang word for marry would be cuff. Hump: The word is still used but with different slang meaning, it means to a relation between two people (sexually). Hush Money: The phrase is still used and has the same meaning. Itch: The word is still used and has the same meaning. Jam: The word doesn’t exist in the same context; it now means fruit spread.  Leg bags: The phrase doesn’t exist to mean stockings; another slang word would be “tights”. To Lie Low: the phrase is still used and has the same meaning. To Lift a Leg On: The phrase does not exist in the same context, another slang word for intercourse would be to “knock boots”. Looby: This word is no longer used; people just call fools “fools”. Malady: This word is no longer used; I don’t know any slang terms for syphilis.  Nix: This word is no longer used; slang for nothing “zilch” .  Noddle: This word is no longer used; slang for the head is noggin. Old: This word is not used in the same context, a slang word for money is “cheddar”. To Pill: This phrase is not used in the same context, I don’t know a slang word to mean talk  platitudes. Pipe Layer: This phrase is still around today with the same meaning. Poky: This word is not used; I don’t know any word with similar meaning. Pot: The word is still used but not to mean urinal or to excel. Puny: The word is not used in the same cont ext, a slang word for freshman is “fresh - meat”.  Puss-gentleman: the phrase is not used, a slang word to replace this word would be feminine. 6. #9 Pg. 332 1.   Benchmark- a standard the students must know by a certain date. 2.   Lesson plan- planning what students will learn daily. 3.   Free lunch- subsidized government lunch for students. 4.   Assembly- a school gathering to talk about/celebrate events.
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