Revision Guidelines for Final Exam
Section
A: Definition of linguistic terms
Chapter 1
1. Slang: is the
non-standard use of language, and slang expression are those that we use in
everyday, informal communication.
2.
Dialect: organized in
regions along the Atlantic coast. Each dialect has its own sub-dialects.
3.
Idiomatic expression:
4. Technical
word: word s which are limited to English of specific subjects, topics or
solutions.
Chapter 2
1. School
curriculum: probably many Ss learn the language because it is
on the school curriculum whether they like or not.
2.
Advancement: some people want
to study English because they think that it will offer them a chance to get
promoted and to get a better job.
3.
TLC: Target Language Communication some
learners learn the language because they want to live in a target language
community. They learn English to survive in that community.
4.
ESP: English for
Specific Purpose
5.
EOP: English of
Occupational Purpose
6.
EST: English for
Science and Technology
7.
Culture: some Ss learn the
language because they are attracted to the culture of one of the TLC. They
learn because they want to know more about the culture, people, the place, and
the writing.
8.
Motivation: is some kind of
internal drive that encourages somebody to pursue a course of action.
9.
Extrinsic motivation: concerned
with factors outside classroom.
10.
Intrinsic motivation: concerned
with factors inside classroom.
11.
Integrative motivation: this
kind of motivation Ss need to be attracted by the culture of TLC, and they wish
to integrate themselves into that culture.
12.
Instrumental motivation: Ss
believe that mastery of the target language will be helpful in getting them a
better job, position of the status; language is an instrument in their achievement
of such goal.
13.
Physical condition: refer
to the classroom that is badly lit and overcrowded can become de-motivated.
14.
Method: the teacher uses
to teach the Ss should have some effect on their motivation. If it bring the Ss
will become de-motivated.
15.
Teacher: all Ss want a
teacher who is fun or one who understands them. The teacher should motivate the
Ss through enjoyable and interesting class and build confidence for all Ss.
16.
Success: the Ss’ success
and failure depend on the teacher. So when setting the activities, teacher
should consider the level of the Ss.
Chapter 3
1.
Pronunciation: is the way in
which a language or particular word or sound is pronounced.
2.
Sound: which words, or
which parts of a word, you say loudest and longest.
3.
Stress: is an extra force
used when pronouncing a particular word or syllable.
4.
Intonation: is the rise and
fall of the voice in speaking, especially as this affects the meaning of what
is being said.
5.
Accent: mode of
pronunciation characteristic of group of people or region.
6.
Grammar: is the rule in a
language for changing the form of words and joining them into sentences.
7.
Vocabulary: language Ss need
to learn the lexis of the language. They need to learn what words mean and how
they are used.
8.
Lexis: all word forms having
meaning or grammatical.
9.
Context: paragraphs
surrounding a word or sentence function.
10.
Discourse: is the use of
language in speaking or writing in order to produce meaning.
11.
Language function: is the
basis of what purpose we wish to achieve or performs the function of
congratulation as soon as the word is out of your mouth.
12.
Discourse organization: at the
same time as Ss are studying grammar, vocabulary, and language functions, we
can encourage them to work on the way they organize what they say and write.
Chapter 4
1.
ELT: English Language of Target
2. Lexical
set: refer to what words can be grouped and it can help people learn new
words.
3.
Word stress: is usually marked
with a small line just before the stressed syllable, e.g. ‘record, re’cord.
4.
Sentence stress: is important for
two reasons.
Ø First,
the rhythm of English speech tends to bound along from stressed syllable to
stressed syllable.
Ø The
second reason why stress is so vital is that we clear stress words which we
think are important to the meaning of what we want to say
5.
IPA: International Phonetic Alphabet as it
used for standard British English and standard American English.
CHAPTER 5:
1. Phonemes: are the different sounds within a
language.
2. Consonant sound: may be voiced or
unvoiced (voiceless).
3. Vowel sound: are all voiced, and may be
single (like /e/, as in let, or a combination, involving a movement from
one vowel sound to another (like /ei/ as in late); such combinations are
known as diphthongs.
4. Voiced consonant:
b, z, d, g, m, n, ɪ, r, v, j, ð, 3, d3, ng
5. Unvoiced consonant: p, t, k, ts, f, s, h, th, sh
6. Single vowel: æ, i:, I, u, u:, e, A, ……
7. Short vowel: ɪ, u, e, æ, ʌ, ɒ
8. Long vowel: I, u, ɑ:,
ɔ:, ɜ:
9. Diphthong: Sounds which consist of a
movement or glide from one vowel to another.
Examples:
• ɪə : beard, weird, fierce, ear, beer, tear
• eə: aired, cairn, scarce, bear, hair,
• ʊə: moored, tour, lure, sure, pure
• eɪ : paid, pain, face, shade, age, wait,
taste, paper
• aɪ: tide, time, nice, buy, bike, pie, eye,
kite, fine
• ɔɪ: void, loin, voice, oil, boil, coin, toy,
Roy
• əʊ: load, home, most, bone, phone, boat, bowl
• aʊ: loud, gown, house, cow, bow, brow, grouse
10. Triphthong:
A triphthong is a glide from one vowel to another and
to a third, all produce rapidly and without interruption. For example, a
careful pronunciation of the word ‘hour’ begins with a vowel quality similar to
‘ɑ:’, goes on to ‘ʊ’ then ends in ‘ə’.
• It says /aʊə/
• Triphthong : 5
closing diphthongs with ‘ə’ added on the end.
- eɪ + ə = eɪə . as
in layer, player
- aɪ + ə = aɪə. as in
lire, fire
- ɔɪ + ə = ɔɪə, as in
loyal, royal
- əʊ + ə = əuə, as in
lower, mower
- aʊ + ə = auə, as in
power, hour.
11. Suprasegmental feature: are features of speech which
generally apply to groups of segments, or phonemes.
12. Plosive: a complete closure is made
somewhere in the vocal tract, and the soft palate is also raised. Air pressure
increases behind the closure, and is then released ‘explosively’, e.g. /p/ and
/b/
13. Affricative: a complete closure is made somewhere
in the mouth, and the soft palate is raised. Air pressure increases behind the
closure, and is then released more slowly than in plosives, e.g. /ts/ and /d3/
14. Fricative: when two vocal organs come close
enough together for the movement of air between them to be heard, e.g. /f/ and
/v/
15. Nasal: a closure is made by the blade of the tongue
against the palate, the soft palate is lowered, and air escapes through the
nose, e.g. /m/ and /n/
16. Lateral: a partial closure is made by the
blade of the tongue against the alveolar ridge. Air is able to flow around the
sides of the tongue, e.g. /l/
17. Approximant: vocal organs come near to each
other, but not so close as to cause audible friction, e.g. /r/ and /w/
18. Bilabial: using closing movement of both
lips, e.g. /p/ and /m/
19. Labio-dental : using the lower lip and the
upper teeth, e.g. /f/ and /v/
20. Alveolar: the blade of the tongue is used
close to the alveolar ridge, e.g. /t/ and /s/
21. Palat-alveolar: the blade (or tip) of the tongue
is used just behind the alveolar ridge, e.g. /ts/ and /d3/
22. Palatal: the front of the tongue is
raised close to the palate, e.g. /j/
23. Velar: the back of the tongue is used against the
soft palate, e.g. /k/ and /ng/
24. Glottal : the gap between the vocal cords
is used to make audible friction, e.g. /h/
25. Close front vowel:
is produced when the front of the tongue is the highest part, and is
near the roof of the mouth. /i:/ bead
26. Close back vowel: is produced when the back of the
tongue is the highest part, and is near the roof of the mouth. /u:/ food
27. Mid front vowel: is the symbol in the IPA that
represents this sound is /e/ left
28. Mid center vowel: is the symbol in the IPA that
represents this sound is /er/ about
29. Mid back vowel: is the symbol in the IPA that
represents this sound is / / call
30. Open front vowel: is produced when the front of
the tongue is the highest part, but the tongue itself is low in the mouth. / æ/
hat
31. Open center vowel: is the symbol in the IPA that
represents this sound is / / run
32. Open back vowel: is produced when the back of the
tongue is the highest part, but the tongue itself is low in the mouth. / / dog
33. Manner of articulation: is the configuration and
interaction of the articulators (speech organs such as the tongue, lips, and
palate) when making a speech sound.
34. Place of articulation: is the point of contact where an
obstruction occurs in the vocal tract between an articulatory gesture, an
active articulator (typically some part of the tongue), and a passive location
(typically some part of the mouth).
35. Phonetics: the study of the sounds made by
the human voice in speech
36. Phonology: is the study of the speech sound
of a particular language.
CHAPTER 6:
1. Morphology: is the study of the form of the
language.
2. Morphemes: is a minimal unit of meaning or
grammatical function in a language.
3. Free morphemes: are morphemes that can stand by
themselves as single words.
4. Bound morphemes: are morphemes which cannot
normally stand alone, but which are typically attached to another form, Ex: re-,
-ist, -ed, -s
5. Lexical morphemes: a free morpheme that carries the
content of the message3s we convey.
6. Functional morphemes: a free morpheme that is used as a
function word.
7. Derivational morphemes: A bound morpheme that is used to
make new words or to make words of a different grammatical category from the
stem.
8. Inflectional morphemes: A bound morpheme that is used to
indicate aspects of the grammatical function of a word.
9. Morphological description: a full description of English
morphology will have to take account of both historical influences and the
effect of the borrowed elements.
10. Morphs: are the actual forms used to
realize morphemes.
11. Allomorphs: are variations of morph or are
the different forms of morph.
CHAPTER 7:
1. Coinage: form proper names and the names
of products.
2. Borrowing: is the process of taking over
words from other languages.
3. Compounding: is when two or more words are
combined together to form another new word.
4. Blending: is the process of taking only
the beginning of one word combined with the end of other word.
5. Clipping: is a word that is shortened with
one or more syllables omitted.
6. Backformation: reduction parts of the words to
create a new words.
7. Conversion: a change in the function
of a word as, for example, when a noun comes to be used as adverb, without
any reduction.
8. Acronym: the initial letters of words are
combined in a way that produces consonant and vowel.
9. Derivation: the formation of a word from
another word or from a root in the same of another language.
10. Prefix: are words, letters, or numbers
placed before other words.
11. Suffix: are morphemes added at the end of others
words to form derivative.
12. Infix: are formative elements inserted in other
words.
13.
Multiple processes: although we have concentrated on each of more than one process at
work in the isolation, it is possible to trace the operation of more than one
process at work in the creation of a particular word.
Section
B: True/ False statements
...T.... 1. Morpheme
is a minimal unit of meaning or grammatical function.
...F... 2. Bound
morpheme is a morpheme that can stand freely as independent words.
…F…. 3. Free
morpheme is a morpheme that cannot stand alone and are typically attached to
another form.
…T…. 4. Lexical
morpheme is a free morpheme that carries the content of the messages we convey.
…F…. 5. Derivational
morpheme is a free morpheme that is used as a function word.
…F…. 6. Functional
morpheme is a bound morpheme that is used to make new word or to make words of
a different grammatical category from the stem.
…T… 7. Inflectional
morpheme is a bound morpheme that is used to indicate aspects of the
grammatical function of a word.
…T… 8. The word
“unemployed” has three morphemes.
…T… 9. The morphemes
“ir-/dis-/un-“are derivational morphemes for prefixation.
…F… 10. The morphemes
“-less/-ful/-hood” are functional morphemes for suffixations.
…F… 11. The words
“-in/ we/ and/ may” represent lexical morphemes.
…F… 12. The words
“book/ teach/ slow/ yesterday” constitute functional morphemes.
…T…. 13. The morphemes
“-ing/ -ies/ -ed” in “watching/ comedies/ performed” are
inflectional morphemes.
…F…. 14. The morpheme
“-er” in “fatter” represent a derivational morpheme of suffixation.
…F…. 15. The morpheme
“er” in “teacher” represent an inflectional morpheme for suffixation.
…F…. 16.
Affixation is used to change the parts
of speech, not meaning.
…T….
17. The morphemes “im-/in-/ir-“ in “im penetrable
/in edible /ir regular” constitute an allomorph of “not”.
…T….
18. Morphemes are divided into free morphemes and
bound morphemes.
…F….
19. The sounds
/b/, / ð/, /d/, /n/, / ʒ/, /dʒ/, / ŋ/, /z/, and /g/ are voiceless.
…T….
20. Bound morphemes are divided into derivational
morphemes and inflectional morphemes and inflectional morphemes.
…T….
21. Learners can be categorized into five groups
according to their ages.
…F….
22. The sounds /p/, /f/, / θ/, /t/, /s/, / ʃ/, /
tʃ/, /k/, /h/, and /s/ are voiced.
…F….
23. Adolescents are the most interesting people
to teach and they do not present any problems at all.
…T….
24. The most
important of the teaching of pronunciation is to give students communicative
efficiency.
…F….
25. There are three kinds of motivations:
Extrinsic motivation, intrinsic motivation, and Integrative motivation.
…F….
26. The sounds /aɪ/, / oʊ/, / aʊ/, / ɔɪ/, / eɪ/
are monothongs.
…T….
27. English monothongs can be long or short.
…T….
28. Three factors are important in discussion of
language varieties.
…F….
29. Intrinsic Motivation concerned with factors
outside classroom.
…T….
30. Free
morphemes are divided into lexical morphemes and functional morphemes.
SECTION C: PHONOLOGY,
MORPHOLOGY
I.
Phonology
Manner of articulation
|
|
Plosive
|
A complete closure is made
somewhere in the vocal tract, and the soft palate is also raised. Air pressure
increases behind the closure, and is then released ‘ explosively’ , e.g. /p/
and /b/
|
Affricate
|
A complete closure is made somewhere in the mouth, and the
soft palate is raised. Air pressure increases behind the closure, and is then
released more slowly than in plosives, e.g. /tʃ / and /dʒ/
|
Fricative
|
When two vocal organs come
close enough together for the movement of air between then to be heard, e.g
/f/ and /v/
|
Nasal
|
A closure is made by the
blade of the tongue against the palate, the soft palate is lowered, and air
escapes through the nose, e.g. /m/and /n/
|
Lateral
|
A partial closure is made
by the blade of the tongue against the alveolar ridge. Air is able to flow
around the sides of the tongue, e.g. /l/
|
Approximant
|
Vocal organs come near to
each other, but not so close as to cause audible friction, e.g. /r/ and /w/
|
Place of the articulation
|
|
Bilabial
|
Using closing movement of
both lips, e.g. /p/ and /m/
|
Labio-dental
|
Using the lower lip and
the upper teeth, e.g. /f/ and /v/
|
Dental
|
The tongue tip is
used either between the teeth or close to the upper teeth, e.g. / θ/ and / ð /
|
Alveolar
|
The
blade of the tongue is used close to the alveolar ridge, e.g. /t/ and /s/
|
Palato-alveolar
|
The blade(or tip) of the
tongue is used just behind the alveolar ridge, e.g. / tʃ/ and /dʒ/
|
Palatal
|
The front of the tongue is
raised close to the palate, e.g. /j/
|
Velar
|
The back of the tongue is used against the soft palate,
e.g. /k/ and /ŋ /
|
Glottal
|
The gap between the vocal
cords is used to make audible friction, e.g. /h/
|
II.
Morphology
What
are the functional, inflectional, lexical, and derivational morphemes in the
sentence below: “For a few linguists, the analysis of conversational speech is
considered to be a poor way of discovering the major properties of language.”
a. functional: for, a, of, the, is, to, few
b. inflectional : s, ies, ing, ed
c. lexical: linguist, analysis,
conversational, speech, consider, poor, way, discover, major, property,
language
d. derivational:
III.
Word-Formation
Processes
Give two clear examples of the
word-formation processes below:
1. Coinage: is the process of inventing
new word from proper name and the name of product.
Ex: somp, aspirin
2. Borrowing: is the process of taking
over of words from other languages.
Ex: alcohol (Arabic), boss (Dutch)
3. Compounding: is the process of
combining two or more word together to form another new word
Ex: Nouns: pop group, car park
Adjective:
heartbreaking, homesick
4. Blending: is the process of taking only
the beginning of one word and joining in to the end of other word.
Ex: camcorderï camera+ recorder
Fanzine
ï fan+ magazine
5. Clipping: is the process of shortening
a word with one or more syllables omitted.
Ex: ad ï advertisement, advert
Memoï memorandum
6. Backformation: is the process of
reducing part of verb to create new word.
Ex: emote< emotion
Televise< television
7. Conversion: is the process of changing
function of word without any reduction.
Ex: Verb> nouns: cure, drink,
doubt
Noun>verbs: to bottle,
to bully, to chair
Section D: Comprehensive Questions
Answer the 5 questions below with short explanation.
v Questions to be
revise:
Chapter 1:
1. Briefly write
about the development of English language.
Original English: along with other languages
spoken in Europe and Western Asia, English belongs to the Indo-European family
of languages. Linguists believe that all of these languages developed from
Proto-Indo-European, a tongue spoken by nomadic group in Europe more than five
thousand years ago. Development of Old English: during the A.D. 400s and
500s, three groups of Germanic people_ the Jutes, the Saxons, and the Angles_
invaded the Britain and settled there. Development of Middle English:
The English language changed after the Normans from Normandy France invaded and
conquered Britain in 1066. Rise of Modern English: the next major change
in English came in about 1476, when William Caxton set up the first printing
press in English. Elizabethan English__ the language of the English poets
William Shakespeare. John Donne, and Edmund Spenser__ became the standard form
of English during the reign of Queen Elizabeth from 1558 to 1603. This was the
language of the educated classes of London.
2. Briefly write
about the development of American language.
Throughout the 1600s and 1700s. American English was
developing as a dialect with characteristics that differentiated it from those
dialects in Britain. By the end of the eighteenth century, though, it had
developed three chief dialects, which originated in regions along the Atlantic
coast. Each dialect has its own sub-dialects.
The
northern dialect: is spoken in New England and New York. The Midland
dialect: extends from New Jersey to Delaware and includes most of
Pennsylvania. The Southern dialect: rages from southern Delaware to
South Carolina.
3. Some of American
words share the same meanings with British words but different spelling, can
you think of those differences of spelling?
British English
|
American English
|
Theatre
|
theater
|
Favourite
|
favorite
|
Petrol
|
gas, gasoline
|
4. As second
language student, do you find any difficulties understanding American and
British English? If so, why? If not, why not?
5. As a teacher of
English, do you think you should teach American English or British English or
both to your students? Why?
6. Can you give some
examples of American and British slang?
Slang of American
|
Meaning
|
Slang of British
|
Meaning
|
Crazy
|
wonderful
|
Get stuffed!
|
Scram!
|
hep
|
aware
|
Bugger off!
|
Go away!
|
hairdo
|
coiffure
|
Barmy
|
crazy
|
7. As a second language learner, do
you wish to sound like American or British people? If so, Why? If not, why not?
Chapter 2:
1. What are the reasons for learning
languages? Explain each one briefly.
Reasons
for learning languages: A. School curriculum: probably many students learn the
language because it is on the school curriculum whether they like it or not. B.
Advancement: some people want to study English because they think that it is
will offer them a chance to get promoted and to get a better job. C. Target
language community (TLC): some learners learn the language because
2. What is motivation? How many kinds
of motivation are there? Explain each one in detail by attaching with clear
examples.
Motivation
is some kind of internal drive that encourages somebody to pursue a course of
action. Motivation is separated into two main categories. Extrinsic
motivation and intrinsic motivation. Extrinsic motivation:
concerned with factors outside classroom. Intrinsic motivation:
concerned with factors inside classroom.
3. How many age groups are there in
motivational processes? Explain each one in summary.
Motivational
differences:
1. Children are those people who are curious
2. Adolescents are the most interesting people
to teach but they can also present more problems than any other age group
3. Adult beginners are in the same ways the easiest
people to teach
4. Adult intermediate students are those who may well be
motivated extrinsically. They already know a lot and may a lot and may not make
any progress. So the teacher needs to motivate the students that there is still
a lot to learn.
5. Adult advanced learners these student are often highly
motivated. If not they would not see the need to continue with language study
because they have already achieved so much.
4. As a teacher, what types of
learner do you prefer to teach? Why?
I
prefer to teach adult advanced learner because those learners are mature; they
what they should and not do in the class, so as the teacher we do not need to
advise them much like other level. Additionally, as teachers we do not need to
teach them new thing every single day, for they want to work on what they have
already known.
5. Do you think students should learn
with fun or they should learn useful lesson all the time? Explain clearly with
supporting examples.
I
am sure all students prefer to learn with fun rather than learning all the time
because fun learning is a hook, which can draw students’ attention, or it is a
tool to refresh students’ mind. To illustrate, we are explaining them about the
history of English, most difficult point in the applied linguistic, so some
students might feel bored or frustrated with the point; however, when we
explain them with a funny style, they will get the point because we awake or
refresh them with funny time.
6. Do you agree or disagree that the
students` success is depending on the teachers? Explain briefly with supporting
examples.
I
take issue with this mindset. In fact, students’ success is not depending on
the teachers alone; students themselves must effort to reach success which
means those parts must join in order to get success. For instance, my teacher
is a dedicated teacher, and he tries to illuminate the lesson to me; when I get
back home, I never review the lesson because I think that my teacher is a good
teacher. As a result, how I can succeed if I depend on only my teacher.
7. Do you think it is better to build
good rapport with the students inside the classroom? Why/why not?
Having
good rapport with student inside the class is very crucial because we can know
their needed. Moreover, students will be motivated through the rapport, and it
can dare student to talk or ask when they do not understand the lesson.
8. Students should be motived to
learn the language, so how do you, as a teacher, motivate students to learn the
language?
I
can motivate them to learn the language by telling them the advantages and
disadvantages of learning language.
9. What do you think make the
students learn language?
students learn language because –school
curriculum: both they and their parents want to have taught, -Advancement: some people want to study English (or
another foreign language) because they think it offers a chance for advancement
in their professional lives, -Target language community:
English-speaking country would be a TLC, -English for
specific purposes: students who are going to study at a university in
the USA, Great Britain, Australia and Canada, on the other hand, may need
English so that they can write reports or essays and functions in seminars, -culture:
because they want to know about the people who speak it, -Miscellaneous: for some students learning a language
because they think it was fun, want to be tourists in a country, and all their
friends are learning the language.
10. What is Integrative and Instrumental
Motivation?
Integrative
motivation: for this kind of motivation students need to be attracted by the
culture of TLC, and they wish to integrate themselves into that culture.
Instrumental motivation: students believe that mastery of the target language
will be helpful in getting them a better job, position of the status. Language
is an instrument in their achievement of such goal.
11. What is Intrinsic Motivation?
Concerned
with factors inside classroom.
12. Do you think students should be
both intrinsically and extrinsically motivated? Why/why not?
13. Do you think how useful it is for
the teacher to know different methods of teaching? Explain clearly with your
own supporting examples.
Chapter 3:
1. What should students learn in
pronunciation? Explain each one in detail with examples.
2. What should students learn in
vocabulary? Explain each one in detail with examples.
Word
|
MEANING
Meaning in context
Sense relation
|
WORD USE
Metaphor and idiom
Collocation
Style and register
|
WORD FORMATION
Parts of speech
Prefixes and suffixes
Spelling and pronunciation
|
WORD GRAMMAR
Noun: countable,
uncountable
Verb completementation,
Phrasal verbs, etc
Adjective and
adverbs, position, etc
|
3. What is discourse? And what is
language function? What is the relationship between discourse and language
function?
Discourse
is the use of languages in speaking or writing in order to produce meaning.
Language function
4. What is syllabus? How many types
of syllabus are there? Explain each one briefly.
Syllabus
is an outline of the subjects in a course of study or teaching. There are three
types of syllabus
1) Structure-and-function Syllabus
2) Vocabulary-Based Syllabus
3) Situation/Topic/Task – Based
Syllabus
5. What is good pronunciation?
Explain with your own supporting examples.
Good
pronunciation is not "perfect American or British accent" but to make
the partners of the conversation clearly understand what you meant. Example:
You don't have to sound like the Queen of England or the President of the
United States of America. But your accent must be close to the standards
(American and British English).
6. How important is good
pronunciation in a foreign language to you?
7. How important is it for your student?
8. How important is it to teach
grammar? What is the best way of doing it?
Today
the tendency is to say, “Forget grammar. Teach the language people speak, and
let your students have fun!” I do not agree with this attitude, and I will
explain why. A child who goes to live in a foreign country, will learn to speak
the language by just listening and interacting with others. His brain is young
and powerful enough to pick up the language he is exposed to while respecting
all the aspects of this language—grammar, vocabulary, and pronunciation. If he
is young enough, his language acquisition will be perfect. It will not be a
whole set of approximations with masses of errors. No, his language will be
native-like.
9. Which one is more important,
grammar or vocabulary? Why?
Chapter 4:
1. How do you teach students new
words? Explain each techniques briefly.
2. How do your teach students what to
do when they do not know a word? Explain each techniques briefly?
3. Explain this sentence
“You
should base your confidence on pretense of knowing or base your confidence on
an ability to look things up and explain.”
4. What are the helps of the use of
language functions in ELT? Explain each one with specific example.
Chapter 5:
1. What is phonology? And what is
phoneme? Give practical examples to support your definitions.
Phonology
is the study of the speech sound of a particular language. Phonemes are the
different sounds within a language. For example: the word rat has the phonemes /ræt/.
If we change the middle phonemes, we get /rɒt/ rot, a different word.
2. What are the manners of
articulation and places of articulation? Give examples to support your
definitions.
The manner of articulation is the configuration and interaction of the articulators (speech
organs such as the tongue, lips, and palate) when making a speech sound. The
place of articulation (also point of articulation) of a consonant is the
point of contact where an obstruction occurs in the vocal tract between an
articulatory gestures, an active articulator (typically some part of the
tongue).
3. What are suprasegmental features?
Give examples to support your definition.
Suprasegmental
features: apply to groups of segments or phonemes. The features which are
important in English are stress, intonation, and how sounds change in connected
speech, PAper, or BOttle.
4. Give the differences between
phonetics and phonology.
Phonetics
is concerned with how sounds are produced, transmitted and perceived (we will
only look at the production of sounds). Phonology is concerned with how
sounds function in relation to each other in a language. In other words,
phonetics is about sounds of language, phonology about sound systems of
language. Phonetics is a descriptive tool necessary to the study of the
phonological aspects of a language.
Chapter 6:
1. What is morphology? And what is
morpheme? Give examples to support your definitions.
Morphology
is the study of form of the language. Morpheme is “a minimal unit of meaning or
grammatical function in a language.” Example: talks, talker, talked and talking
must consist of one element “talk", and a number of other elements such as
–s, -er, -ed, -ing.
2. What are free and bound morphemes?
Give examples to support your definitions.
Free
morpheme is morpheme that can stand by themselves as single words. Example:
Open, Tour. Bound morphemes, that is, those which cannot normally stand alone,
but which are typically attached to another form. Example: re-, -ist, -ed, -s.
3. Give some problems in
morphological description.
Example:
Singular
|
Plural
|
Cat
|
cats
|
sheep
|
sheep
|
man
|
men
|
Chapter 7:
1. Explain about Frequency, Coverage.
And Choice.
2. Explain about Word Use.
3. Explain about Word Formation.
4. Explain about Word Grammar.
Section
E Discussion Topics
Choose one topic among five discussion
topics below and answer in precisely in the form of paragraph.
*Topics to be revised:
Chapter 1:
1. From
your own understanding, do you think the development of English and Khmer
languages is similar or not? Why and why not? Support your answers with
examples.
2. During
the Khmer Empire, there were many languages spoken by many groups of people
from different regions. Do you think the falling down of this Empire was caused
by the language varieties or? Why or why not?
Chapter 2:
1. What
are your own reasons for learning English language? Explain in detail.
2. Studying
English language today, what motivate you to learn? Explain in detail.
3. What
age group of students do you like to teach the most? Why?
Chapter 3:
1. There
are four skills in English: reading. Listening, speaking, and writing. In the
context of Cambodia, do you think you should teach these four skills equally to
your students or not? Why or why not? Explain your reasons with the support
from the examples.
2. Among
pronunciation. Vocabulary, and grammar, which one do you like to teach the
most? Give your reasons.
Chapter 4:
1. What
are your own ways to learn new words?
2. Do
you think it is important to have the same or similar accent as the native
speaker? Why or why not?
Chapter 5:
1. Find
the differences and the similarities between English and Khmer phonology? Give
specific examples to your answers.
Answer
According to my understanding on the
differences and the similarities between English and Khmer phonology of Applied
Linguistics, I can see the main part of the similarities of them. To the
similarity is based on the Vowel phonemes that share the same points like
single and diphthong vowels. In English, we pronounce the word based on the
short sound like his /I/, / book /bʊk/
for short and we (wi:)To the difference is based on the consonant phoneme that
contains voiced like /b/, /d/, and /g/, and unvoiced/voiceless phonemes of
consonants like /p/, /t/, and /k/. In Khmer language, we don’t classify the
sounds like that.
Chapter
6:
1.
Find the differences and the
similarities between English and Khmer morphology? Give specific examples to
your answers.
Referring to the study of morphology on
Applied Linguistics, I found some difference and the similarities between
English and Khmer morphology. To the similarities between English and Khmer
morphology, we can see the parts of speech of them like the parts of speech of
noun. For example, animal, and other parts of speech like verbs,
adjectives, conjunctions, interjections, pronouns, prepositions, and adverbs.
However, English and Khmer morphology have some differences. The important
point of the differences of Khmer morphology is the position of parts of
speech. For example, in English, adjectives stand before noun like the
adjective beautiful stands before the noun girl, but in Khmer, nouns
stand before adjectives like the noun girl stands before the adjective beautiful.
Both English and Khmer morphology, adjectives modify nouns the same.
Chapter 7:
1. Find
the differences and the similarities of the word-formation processes between
Khmer and English languages.
Referring to my own understanding on
Applied Linguistics, I found that some word-formation processes between Khmer
and English languages are similar. The important similarities of English and
Khmer in word-formation processes are borrowing words like the words are from
Chinese, English and French for Khmer language. For example, logo
(symbol) is from English, café (coffee shop) is from French, and Yi
How (symbol) is from Chinese. Also, in English, there are some borrowing
words from Arabic, like alcohol, Dutch like boss, and French like
croissant. Despite they share the same word-formation they also share
some different word-formation. The significant point is the clipping. Clipping
is appeared only in English language like ad from advertisement, memo
from memorandum, and decaf from decaffeinated. The clippings are appeared
in English, not in Khmer language.
