The Maxim of Relevance:
Teacher: Do you have the assignment finished?
Student: Are you coming to the football game tonight?
Teacher: Maybe. Do you have the assignment finished?
Student: It's going to be a really good game.
This maxim was violated as the student tried to get me off topic by changing the subject of conversation. The student is trying to avoid the assignment with humor.
The Maxim of Quality:
Teacher (to student): What are you doing?
Student:(with chemistry book on desk) I am working on my Spanish assignment.
This maxim is violated with a particular facial expression and intonation of voice because they know that they are caught.
The Maxim of Quantity:
Student: What does your husband look like?
Teacher: My husband.
The maxim is violated for politeness. It is said in a sarcastic tone because I do not want to discuss personal information. Students know that this tone means that they need to drop the conversation.
The Maxim of Manner:
Students: Who is your substitute Mrs. G.?
Teacher: You know her. She was in for Mr. Smith. She is Emily's mother.
This maxim was violated for politeness because I could not remember my substitutes name. I knew it was Emily's mom and they did not have the same last name.
Monday, October 31, 2011
Unit 8 Application Questions
#1 A good school? (Mrs. Thomas and Mrs. Rashid are both parents of students in the district where Mrs. Thomas also teaches.)
Mrs. Thomas: Johnny has Mr. Smith as a teacher next year. I hear he is an excellent teacher.
Mrs. Rashid: He's very nice.
Mrs. T: Are you happy with the school district?
Mrs. Rashid: There are many lovely people in the neighborhood.
Mrs. Thomas and Mrs. Rashid have two different outlooks on the conversation. Mrs. Thomas, as a teacher, is referring to the school and educational aspects, whereas Mrs. Rashid is referring to the personality of the teacher and people in the community. The miscommunication begins when Mrs. Thomas states that Mr. Smith is an excellent teacher. She is implying that he teaches well and Mrs. Rashid is thinking about his personality as a nice individual. When asking about the school district, Mrs. Rashid misinterprets the question as concerning the community in general. Mrs. Rashid probably felt that her answer was appropriate and this is an example of pragmatics and how the intended meaning can be confused.
Mrs. Thomas: Johnny has Mr. Smith as a teacher next year. I hear he is an excellent teacher.
Mrs. Rashid: He's very nice.
Mrs. T: Are you happy with the school district?
Mrs. Rashid: There are many lovely people in the neighborhood.
Mrs. Thomas and Mrs. Rashid have two different outlooks on the conversation. Mrs. Thomas, as a teacher, is referring to the school and educational aspects, whereas Mrs. Rashid is referring to the personality of the teacher and people in the community. The miscommunication begins when Mrs. Thomas states that Mr. Smith is an excellent teacher. She is implying that he teaches well and Mrs. Rashid is thinking about his personality as a nice individual. When asking about the school district, Mrs. Rashid misinterprets the question as concerning the community in general. Mrs. Rashid probably felt that her answer was appropriate and this is an example of pragmatics and how the intended meaning can be confused.
Sunday, October 23, 2011
u06a2
1).
Etymology--Zany comes to us from the Italian zani meaning a buffoon, which comes from Zanni which is a dialectal variant of the name Gianni. Gianni is a familiar form for Giovanni which the Italian form of John.
Etymology--From Latin belligerantem, from belligerare (wage war), from belliger (waging war), (bellum: war + gerere: to conduct).
Etymology--The term terrific is borrowed the Latin terrificus, meaning causing terror or fear. The root is the Latin terrere, meaning to fill with fear.
Etymology--Taboo came into English use around 1780 and was borrowed from Tongan, the language spoken in the South Pacific island country of Tonga. In Tongan, taboo is generally an adjective; using it as a noun and a verb are English innovations.
Etymology--Superstition- from Middle French superstition, from Latin superstitiotonem, meaning fear of the gods.
Also refers to a color of a grayish to deep reddish brown to deep grayish brown.
Etymology--Chocolate for the Aztec was xocolatl. The similar Mayan form was xocoatl. The Mexican Indian form that we know, chocolate, comes from a combination of the terms for "foam", choco, and "water", atl. The Aztec term xococ, meaning bitter is also attributed to the derivation.
7. monstrosity
Definition- anything that is frightful or hideous; a grotesque person or object.
Etymology--Monstrosity- a derivative of the word monstrous (unnatural, hideous) which is derived from the Latin monstruosus.
Etymology--Frenzy comes from Middle English frensie, from the Old French and Medieval Latin phrenesia, which is from the Latin phrenesis. Frenzy is a back formation from the Latin phreneticus for frenetic, the adjectival form of frenzy. Phreneticus, meaning delirious, is an alteration of the Greek phrenitikos, meaning an inflammation of the brain.
Etymology--Frenzy comes from Middle English frensie, from the Old French and Medieval Latin phrenesia, which is from the Latin phrenesis. Frenzy is a back formation from the Latin phreneticus for frenetic, the adjectival form of frenzy. Phreneticus, meaning delirious, is an alteration of the Greek phrenitikos, meaning an inflammation of the brain.
Etymology--Procrastinate- borrowed from the Latin procrastinatus, which is the past participle of procrastinate, meaning to put off until tomorrow (pro- forward + crastinus belonging to tomorrow).
All Cites LLC. (1998-2008). AllWords.com. Retrieved October 19, 2011, from www.allwords.com.
2).
3).
* g has two sounds—hard and soft ( /g/ & /ĵ/. The sound is soft when g is followed by e or i, as in gem or ginger and y, gym and gypsy.The sound is hard when g is followed by a, o, or u, as in garden, gum, or goal.
*There are exceptions such as girl and get. These exceptions pertain to the /g/ not the /ĵ/.
* I believe that this pattern is in relation to the etymology of the word.
1. zany
Definition--amusingly crazy.Etymology--Zany comes to us from the Italian zani meaning a buffoon, which comes from Zanni which is a dialectal variant of the name Gianni. Gianni is a familiar form for Giovanni which the Italian form of John.
2. belligerent
Definition- hostile, antagonistic, unfriendly; ready to wage war. Etymology--From Latin belligerantem, from belligerare (wage war), from belliger (waging war), (bellum: war + gerere: to conduct).
3. terrific
Definition--terrifying or frightful or colloquially marvelous, excellent, or intense. Etymology--The term terrific is borrowed the Latin terrificus, meaning causing terror or fear. The root is the Latin terrere, meaning to fill with fear.
4.taboo
Definition--anything which is banned or disapproved of by social custom. The act of setting a person or thing apart as sacred, unclean, or cursed. Etymology--Taboo came into English use around 1780 and was borrowed from Tongan, the language spoken in the South Pacific island country of Tonga. In Tongan, taboo is generally an adjective; using it as a noun and a verb are English innovations.
5. superstition
Definition--a belief in the supernatural effects of something on nature; an irrational fear of that which is unknown. Etymology--Superstition- from Middle French superstition, from Latin superstitiotonem, meaning fear of the gods.
6. chocolate
Definition--a food product, made from cacao beans, that have been husked, fermented, roasted, shelled, and ground. Often combined with a sweetener or other flavoring and used on its own or as a coating or flavoring for other dishes. Also refers to a color of a grayish to deep reddish brown to deep grayish brown.
Etymology--Chocolate for the Aztec was xocolatl. The similar Mayan form was xocoatl. The Mexican Indian form that we know, chocolate, comes from a combination of the terms for "foam", choco, and "water", atl. The Aztec term xococ, meaning bitter is also attributed to the derivation.
7. monstrosity
Definition- anything that is frightful or hideous; a grotesque person or object.
Etymology--Monstrosity- a derivative of the word monstrous (unnatural, hideous) which is derived from the Latin monstruosus.
8. frenzy
Definition--A state of wild agitation or excitement, also a mania or craze. Etymology--Frenzy comes from Middle English frensie, from the Old French and Medieval Latin phrenesia, which is from the Latin phrenesis. Frenzy is a back formation from the Latin phreneticus for frenetic, the adjectival form of frenzy. Phreneticus, meaning delirious, is an alteration of the Greek phrenitikos, meaning an inflammation of the brain.
9. frenzy
Definition--A state of wild agitation or excitement, also a mania or craze. Etymology--Frenzy comes from Middle English frensie, from the Old French and Medieval Latin phrenesia, which is from the Latin phrenesis. Frenzy is a back formation from the Latin phreneticus for frenetic, the adjectival form of frenzy. Phreneticus, meaning delirious, is an alteration of the Greek phrenitikos, meaning an inflammation of the brain.
10. procrastinate
Definition- to put off doing something; to hestitate; to delay unnecessarily. Etymology--Procrastinate- borrowed from the Latin procrastinatus, which is the past participle of procrastinate, meaning to put off until tomorrow (pro- forward + crastinus belonging to tomorrow).
All Cites LLC. (1998-2008). AllWords.com. Retrieved October 19, 2011, from www.allwords.com.
2).
Phonetic demand | Semantic demand | Etymological demand |
cat | sign/signature | chronicle |
bib | account/accountant | debt |
sip | column/columnist | fault |
tap | imagine/imagination | language |
jet | perform/performance | scissors |
3).
#9. The letter g at the beginning of a word. When does it have a /g/ sound and when does it have a /ĵ/ sound?
/g/ | /ĵ/ |
gynecologist | gypsy |
get | gem |
give | ginger |
garden | gel |
girl | giant |
gum | geometry |
goal | giraffe |
graduate | gym |
gorilla | gender |
great | gerbil |
* g has two sounds—hard and soft ( /g/ & /ĵ/. The sound is soft when g is followed by e or i, as in gem or ginger and y, gym and gypsy.The sound is hard when g is followed by a, o, or u, as in garden, gum, or goal.
*There are exceptions such as girl and get. These exceptions pertain to the /g/ not the /ĵ/.
* I believe that this pattern is in relation to the etymology of the word.
Sunday, October 9, 2011
u04a02 Application Questions
5. Freeman and Freeman state, "Each phoneme in English or any other language is actually a group of sounds, called phones. The phones that make up one phoneme are called allophones"(p. 87).
In English, /p/ and /ph/ are allophones of the /p/ phoneme.
Examples would include pit /p/ and spit /ph/.
There are different forms of allophones; ones with aspirations include an additional puff of air. Examples would include pig and pair. In Spanish, for example, there is no puff of air, therefore a student pronouncing pig may sound like big to English speakers. There are also unreleased allophones, which are very common in English words such as, keep and stop. This specific type links syllables in words together and is the most difficult for English Language Learners to hear the /p/ sound. They will either omit the sound or insert at wrong placement within a word.
According to Freeman and Freeman, "Each language uses a different invetory of sounds. As a result, some phonemes from one language may be identical to those in another language, and some may be different" (p.92).
6.English is standard but diverse. English in the U.S. has standard vocabulary, however areas have their own slang.People in areas of the U.S. have different pronunciations for words. Many people can be distinguished by their accent. People are very proud of their culture and I would never think for people to be expected to speak in a "standard dialect". I do feel that an ELL should be taught by someone who speaks a "standard dialect" due to the fact that some accents are strong and it may make learning English more difficult for the student. When going to school in Spain, I went to Salamanca because it is said that this city has the "purest Spanish". When a student has learned the language, then they become familiar with these different accents. I feel it is best to learn a language through "standard dialect" but I do not feel that it should be required by the majority population. This is what makes us each diverse and in many ways is a reference to where we come from.
In English, /p/ and /ph/ are allophones of the /p/ phoneme.
Examples would include pit /p/ and spit /ph/.
There are different forms of allophones; ones with aspirations include an additional puff of air. Examples would include pig and pair. In Spanish, for example, there is no puff of air, therefore a student pronouncing pig may sound like big to English speakers. There are also unreleased allophones, which are very common in English words such as, keep and stop. This specific type links syllables in words together and is the most difficult for English Language Learners to hear the /p/ sound. They will either omit the sound or insert at wrong placement within a word.
According to Freeman and Freeman, "Each language uses a different invetory of sounds. As a result, some phonemes from one language may be identical to those in another language, and some may be different" (p.92).
6.English is standard but diverse. English in the U.S. has standard vocabulary, however areas have their own slang.People in areas of the U.S. have different pronunciations for words. Many people can be distinguished by their accent. People are very proud of their culture and I would never think for people to be expected to speak in a "standard dialect". I do feel that an ELL should be taught by someone who speaks a "standard dialect" due to the fact that some accents are strong and it may make learning English more difficult for the student. When going to school in Spain, I went to Salamanca because it is said that this city has the "purest Spanish". When a student has learned the language, then they become familiar with these different accents. I feel it is best to learn a language through "standard dialect" but I do not feel that it should be required by the majority population. This is what makes us each diverse and in many ways is a reference to where we come from.
u04a01 Minimal Pairs
5 minute minimal pairs activity.
Give students pictures of words associated with the minimal pairs we will be using.
/tʃ/ and /ʃ/ contrasts
*chore/shore, chin/shin, chew/shoe, cheat/sheet, chip/ship, choose/shoes, chop/shop.
Students will examine the words with their picture.
1. Students will listen to first word orally.
2. Students will listen to second word orally.
3. One word will be repeated to the student orally.
4. Student will pick the correct word that was repeated orally.
Give students pictures of words associated with the minimal pairs we will be using.
/tʃ/ and /ʃ/ contrasts
*chore/shore, chin/shin, chew/shoe, cheat/sheet, chip/ship, choose/shoes, chop/shop.
Students will examine the words with their picture.
1. Students will listen to first word orally.
2. Students will listen to second word orally.
3. One word will be repeated to the student orally.
4. Student will pick the correct word that was repeated orally.
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