Documents about American English
ling233_test_2_study_guide
Washington, LING 233
Excerpt: ... mmatical differences Morphology Derivational suffixes Inflectional suffixes Verb inflection Regularized forms Syntax Verbs Completive done, habitual be, double modals Structures Pragmatic differences Speech act Directness/indirectness Forms of address Power/solidarity Greetings/leave taking Backchanneling Pages like 66, 78, 91 Chapter 4: Dialects in the US: past, present, future People from different UK regions settled in separate regions in US Development of American English Primary cultural centers Jamestown 1607 Boston Philadelphia Charleston New Orleans Language contact Geographic isolation Effects of geographic mobility Dialect leveling Pidgin Creole Louisiana Creole Innovation Native words or new meanings for old words Desire for independence Spelling changes American English Extended Settlement patterns beyond the east coast 19th century Foreign immigration The westward expansion of English 20th century changes Change in immigration patterns Change in patterns of population movement Change in cultura ...
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HW2
Arizona, TRAD 101
Excerpt: ... HW#2: TRAD 101, Summer I, 2007 _ Name Part I. Phonetics: 1. Please go to http:/www.uiowa.edu/~acadtech/phonetics/# , Then, choose American English and try, "Vowels" in order to hear sample sounds and fill in the chart below. American English Vowels: 2. Practice transcription: Vowel only (consonants are given) 3. And try a little bit more. These symbols mean. 4. Go to http:/www.uiowa.edu/~acadtech/phonetics/# Then, choose American English and try, Manner, Place, Voicing in order to hear sample sounds. (Try to produce the sounds by yourself while listening to the sounds. Remember, you will be required to memorize the consonant and vowel charts, so, listening to the sounds would be a great way to learn them. ) Part II. Phonology: 1. Matching Choose the words that best match the following definitions. Put the letter of the appropriate word in the blank before the definition. A. allophone B. phonology C. aspiration D. vowel E. complementary distribution F. phoneme G. cons ...
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OTReading
UMass (Amherst), LING 201
Excerpt: ... argue muse new lewd few view suit hue [pju ] [kjut] [tjun] [ bjuz] [djuz] [ gju] [mjuz] [nju] [ljud] [fju] [vju] [sjut] [hju] American [pjur] [kjut] [tun] [ bjuz] [duz] [ rgju] [mjuz] [nu] [lud] [fju] [vju] [sut] [hju] Lets go back to the distinction between the British and American English distribution of [ju] In essence, these constraints demand that a segment or a sequence of segments involve 1 We saw that Brits produce the sequence [ju] indiscriminately and that Americans produce [ju] except when [j] comes after a coronal. We came up with the following rule for the American dialect: o /ju/ [u] / Coronal _ On a rule-based approach, we would have to say that the American dialect has a rule that is absent in the British dialect. Now, lets think about this same phenomenon in terms of constraints. Lets take a word like tune, in which this rule would apply. The underlying (phonemic representation is /tjun/, since in general we see the sequence [ju]. Now, suppose there ...
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jive_class
Concordia Chicago, DJM 2
Excerpt: ... I took the following, VERBATIM, from the University of Chicago COURSES AND PROGRAMS OF STUDY, 1992-1993 Linguistics 370. _Structure of African- American English ._ PQ: Ling 201, 202, 203, or equivalent. This class examines features, primarily morphosyntactic, that make African- American English distinctive from other varieties of English spoken in the United States, particularly "white middle-class English." When possible the features are compared with their counterparts in white nonstandard varieties to show how far their similarities go and where they stop. The features include, but are not limited to, time reference, the status of copula, forms and distributions of negators and of personal pronouns, strategies of focusing, and the structures of relative and interrogative clauses. S. Mufwene. Winter. all i can say is "Excuse me, stewardess? I speak jive," - AIRPLANE! ...
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ling233_test4_studyguide-1
Washington, LING 233
Excerpt: ... LING/COM/ANTH 233 Test 4 Study Guide Wolfram & Shilling-Estes chapters 7 and 8 Lecture and section notes Chapter 7: African American English (AAE) The linguistic structure of AAE Supra-regional features Sytactic features Phonological features Social class/regional variation Northern metropolitan Southern rural Shared features Pattern differences The origin and early development of AAE Anglicist Hypothesis Creolist Hypothesis Creole Neo-Anglicist Hypothesis Substrate Hypothesis Substrate language Naming of language varieties Language ideology King vs. Ann Arbor (1979) The problem The argument The ruling Oakland controversy (1996-97) The resolution The misconceptions The intensions Language change taking place in AAE Mobility Population and habituation shifts Current development of AAE Supra-regional base of AAE in 20th century Some structures intensifying Solidarity Social evaluation of AAE Attitudes to language variation Principle of linguistic subordination Chapter 8: Gender and language variation Sex Gend ...
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113AAEAssignment1
Michigan State University, LIN 113
Excerpt: ... Ling 113 Fall 2005 Language and Diversity in the US Assignment on Chapter 2 of Lisa Greens African American English . Hand in by Monday, November 14 (A note on length: content is more relevant than length, but if youre unsure aim for maybe a page and a half or so.) One. Describe some differences and commonalities in the auxiliary system of African American English and Mainstream English. Give examples. Two. Suppose somebody claimed that speakers of African American English (AAE) didnt use the auxiliary be properly, and illustrated it with the example in (1), claiming that is really should be like the Mainstream English (ME) sentence in (2). Show that his argument is based on the wrong assumption that be in (1) is an auxiliary in the same way that are is in (2). You can use examples (3) (5) to illustrate your point. Then mention the differences in meaning between AAE (1) and ME (2). (1) Mice be squeaking. (2) Mice are squeaking. (3) Mice DO be squeaking. (4) Mice dont be squeaki ...
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socio
Ohio State, LING 201
Excerpt: ... e English speaking world: British English vs. American English vs. Australian English (along with others). Northern American English , Southern American English , etc. (1) Brit/American: lay by/rest area, petrol/gasoline, lorry/truck, minerals/soft drinks A dialect spoken by one individual is called an idiolect. Everyone has small differences between the way they talk and the way even their family and best friends talk, creating a "minimal dialect". 3 Language Variation Accent What Factors Enter into Language Variation? It's clear that there are many systematic differences between different languages. (English and Japanese, for example). By "systematic" we mean describable by rules. But what is not as obvious is that languages also contain many levels of internal variation, related to such variables as age, region, socioeconomic status, group identification, and others. These various dimensions of variation are systematic in the same way as the variation between different languages is. 2 An accent i ...
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Hsieh_EvansWagner
Acton School of Business, NWAV 37
Excerpt: ... Americans usually can put adverbs before auxiliaries: A corpus study Ching-Ni Hsieh and Suzanne Evans Wagner Michigan State University British English and American English have different constraints on the placement of adverbs with respect to auxiliary verbs. Compare sentences 1-3: 1. The result was officially announced the other day. 2. The result officially WAS announced the other day. 3. The result officially was announced the other day. While both dialects allow adverbs in post-auxiliary position in normal declarative contexts (1), British English generally allows adverbs in pre-auxiliary position only in emphatic contexts (2). American English , however, appears to have much greater latitude with respect to the non-emphatic context in (3), whereas in British English this configuration is quite rare (Jacobson, 1975). The use of adverbs in pre-auxiliary position, however, is explicitly not recommended in American English prescriptive grammars such as Modern American Usage (Follett, 1966) and the Chicago Man ...
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AAEQuiz1
Michigan State University, LIN 113
Excerpt: ... Ling 113 YOUR NAME: QUIZ on Selected Linguistic Features of African American English . DUE Monday 12/12/05, in class (11:15am). Selkirk Fall 2005 Teachers and other educators need to know about the features of AAE so that they can understand AAE-speaking children and help them acquire school language (= mainstream American English ) while giving recognition to their home language (= African American English ). If you were a teacher of AAE-speaking children, it would be important for you to get 100% on the quiz below. The quiz is based on the Child dialogue in African American English collected by Dr. Toya Wyatt of Cal State University, Fullerton, CA. Following the format below, you are to provide a translation of each of the sentences of the AAE Child Dialogue into mainstream American English . (Some sentences will be identical in both varieties). When there is a difference between the AAE sentence and the translation into MAE, you must, for each difference, (i) note what that difference is, ( ...
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AAEQuiz1
UMass (Amherst), LING 113
Excerpt: ... Ling 113 YOUR NAME: QUIZ on Selected Linguistic Features of African American English . DUE Monday 12/12/05, in class (11:15am). Selkirk Fall 2005 Teachers and other educators need to know about the features of AAE so that they can understand AAE-speaking children and help them acquire `school language' (= mainstream American English ) while giving recognition to their `home language' (= African American English ). If you were a teacher of AAE-speaking children, it would be important for you to get 100% on the quiz below. The quiz is based on the `Child dialogue in African American English ' collected by Dr. Toya Wyatt of Cal State University, Fullerton, CA. Following the format below, you are to provide a translation of each of the sentences of the AAE Child Dialogue into mainstream American English . (Some sentences will be identical in both varieties). When there is a difference between the AAE sentence and the translation into MAE, you must, for each difference, (i) note what that difference is, (ii) mention ...
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Paper5
S. New Hampshire, EFL 537
Excerpt: ... Course: EFL504 Instructor: Dr. Jeannine Dobbs Student: Yao Bo Chen (Paul) Topic: Weekly Paper #5 In Taiwan, many people do not realize there is such term called `Englishes', even they somewhat do know that English has been picked up as a lingual franca in this world. It is particularly true that most of younger learners of English only know about the existence and distinguish of British English and American English , as that's what they are told and what they might see in dictionaries. There are so many more `kinds of Englishes'. People use their Englishes differently around the global-from Singapore, South Africa, to Ireland-how they use English in different `ways' or even their own vocabularies to reflect their societies and their cultures. American English is what most people learn in Taiwan, and majority of texts used to teach English are American English , blended heavily with western culture, particularly American culture. I am not against the idea of learning western culture, rather my emphasis is on h ...
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3-lang-noteguide
Arizona, LING INDV 101
Excerpt: ... Note-taking guide for INDV101 Language, Spring 2009 Mon., 1/26 When is the standard language supposedly used? (1) (2) (3) (4) Real News, Real Fast (CNN Headline News Slogan) Do drive as careful as you can. (University of Arizona National Public Radio Announcer) It dun work. Ya gum bring it with? The illiteracy level of our children are appalling. Will the highways of the Internet become more few? Sometimes you misunderestimated me. (George W. Bush) What conclusions can we get from the above examples? What do they show us about who uses what varieties of English? Why do we need a standard? Illustrate how the following language examples demonstrate language change. (5) (6) Latin Standard British and Standard American English What register of language is mostly used in school? What does the following example show about written language? (7) Although it could perhaps be maintained that that You-tube video was amusing, . What are the differences between written and spoken language? What is the pu ...
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197
Michigan, NWAV 33
Excerpt: ... Research on the acquisition and development of African American English (AAE) has focused on discrete linguistic units (e.g., order of acquisition; Cole, 1980), verbal strategies (e.g., Wyatt, 1991, 1995), communicative goals (Blake, 1984; Bridgeforth, 1987), and the range of narrative structures produced by AAE-speaking children (Champion, 2003). The interaction among these elementsacquisition of discrete linguistic units, their communicative function, and how they are realized in a discourse formhas not been directly investigated. This is an important area of research because it can lead to a better understanding of (a) verbal strategies employed by AAE speakers and (b) functional variation within AAE. This paper focuses on narrative and discourse features produced by a 3-year-old boy and a 4-year-old girl in Southwest Louisiana, in a naturalistic conversation setting. Both children, as well as 8 others in the study, are developing AAE speakers, evidenced by their use/comprehension of AAE features suc ...
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H1301 Unit 1 Lecture Two class 2008 [4]
Tarrant County, HISTORY 1301
Excerpt: ... English Colonies in America: Transplantation of the English Culture Little mingling with Native Americans English Common Law / religion / social conventions Social mobility based on financial success and land Continual threat from Native ...
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AED1
University of Florida , SPA 2024
Excerpt: ... SPA 2024 Human Communication Dynamics American English Dialects 1 Introduction Why do SLPs need to understand dialect variation in American English ? Disorders are assessed by referencing norms based on studies of normally-developing children Norms are dialect-specific: Standard American English Definition of a dialect: A variety of language spoken by a particular community Dialects can vary by all levels of language (phonological, morphological, syntactic, vocabulary) Introduction "Community" is defined in terms of shared characteristics Region Class Race/Ethnicity Religion Linguistic Any other social factor that divides speakers of a language into smaller communities Introduction Children actually acquire a specific dialect of a language, that of his/her environment Standard American English (SAE) may be acquired in addition to a child's specific dialect SAE = "Averaged dialect" All distinctive variants have been dropped in favor of the most common corresponding forms ...
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AmerEng_phonol_difs2
Washington, COURSES 446
Excerpt: ... dance /: kit /: dress /: strut /: thought /: lot, palm, comma Northern Cities Shift A case of phonetic change No increase/decrease in the number of vowel phonemes N. Illinois/S. Wisconsin speaker: reading passages Southern Shift The South (earlier TELSUR map; see map in The Dialects of N. America) Speech samples Georgia (Paula Deen) (http:/www.youtube.com/watch?v=R7Zenp6UwGs) Wells #14 A Handbook of Varieties of English Southern American English , Rural Wilson Co. (TN? NC? TX?) Duplin Co. (?) South-Eastern US Enclave Dialects Lumbee Indian International Dialects of English Archive (http:/web.ku.edu/idea/) The alt.usage.english Home Page http:/alt-usage-english.org/audio_archive.shtml Phonological characteristics Southern Shift As described by Labov: /aj/ becomes monophthongized and shifts slightly to the front (1) (/ay/ monophthongization word-final or before vd C) ...
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ESL 911 Course Outline 2.07
Santa Monica, ESL 911
Excerpt: ... Santa Monica College Non-Credit Course Outline ESL 911 Course Title: ESL 911: Beginning Listening, Speaking, and Pronunciation Date Submitted: 10/08/2002 Updated: 2/28/2007 Total Hours Instruction: 60 I. Catalog Description: Prerequisite: Note This course is designed for the beginning ESL student. In this course students build their pronunciation and comprehension of American English through exercises that improve aural discrimination of sounds; build association of sounds with written letters; teach placement of lips, tongue, and teeth for correct pronunciation; impart correct intonation and stress patterns; improve conversational skills; and appropriate communication patterns (including vocabulary and intonation) for a variety of socio-cultural contexts. II. Required Text and References: One or more of the following or similar texts: Benz, Cheryl and Kara Dworak. Tapestry Listening and Speaking 1. MA: Heinle and Heinle, 2000. Benz, Cheryl and Kara Dworak. Tapestry Listening and Speaking 1 CD. MA: Heinle a ...
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ling final NOTES
USC, LING 115g
Excerpt: ... Sapir-whorf hypothesis: Strong version- language determines thought and perception Weak version- language influences thought and perception Research shows that language does affect 1) how we encode spatial relations 2) how we conceive of objects and their makeup Semantics- study of meaning Language varies in National groups, social classes, ethnic groups, gender, regional groups DARE- Dictionary of American Regional English TELSUR- telephone survey ANAE- Atlas of North American English Vowel mergers Conditional- ex: before the letter n or m in pin v. pen Unconditional- the entire word ex: cot v. caught African American English (AAE) Copula deletion, habitual "be" and "it" AAE and Latino English don't participate in NCS or Southern shift Register- language characteristic of a particular social situation Dialect- language characerisitic of a particular social group Accent- pronuniciation of a dialect Standard language variety- codified in dicitionaries and grammars and serving a speech commu ...
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196
Michigan, NWAV 33
Excerpt: ... rarely been exploited in second dialect acquisition studies. The focus of this paper is the study of the acquisition of a second English dialect ( American English ) by a bilingual (English-Spanish) child, interpreted within the frame of his comments about the two English varieties he speaks (British and American English ), and others that he hears. Audio recordings over a period of thirteen months (from when the child was 5.2 years old to 6.3 years old) provide two types of data: phonological data from audio recordings of spontaneous conversations and play sessions between the child and various interlocutors, and unsolicited metalinguistic comments of the child, talking about his languages, his dialects, or other dialects that he has heard. The progress the child is making towards acquisition of the second dialect ( American English ) is assessed through analysis of three phonological variables that are both linguistically documented, and popularly known to differ between British and American English . These vari ...
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113LectureNotesOct21
Michigan State University, LIN 113
Excerpt: ... Ling 113: Language and Diversity in the U.S. Lisa Selkirk October 21, 2005 Class Notes Octo Categorizing sociolinguistic variables A sociolinguistic variable is a linguistic feature which varies in its use by different social groups. Certain sociolinguistic variables are treated, consciously or unconsciously, as socially diagnostic, meaning that members of society make an association (conscious or unconscious) between the use of such a variable by a speaker and the social group to which the speaker using that variable belongs. According to WSE, most socially diagnostic linguistic variables in American English are associated with lack of prestige. (An exception to this in the history of American English was the treating of r-dropping as a prestigious feature in certain areas (until the middle of the last century).) Social stereotype (1) There seem to be two properties identifying linguistic features that constitute what WSE refer to as social stereotypes: (a) "A language feature that speakers are aware of a ...
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SSP100_hw4
Stanford, SYMBSYS 100
Excerpt: ... heir frequency in the Corpus of Contemporary American English d) Pick 5 regular and 5 irregular verbs not on this list of the 25 most frequent verbs and check their frequency in the Corpus of Contemporary American English e) Are your findings in (a)-(d) a problem for Pinker and Ullman? Why or why not? (maximum 200 words) f) A connectionist model like that of Rumelhart and McClelland predicts that another factor besides frequency would play an extremely important role in determining whether a word would have an irregular inflection. What is that other factor? 2. a) Explain what it is about the structure of yes-no questions in English that Chomsky claims provides evidence for innate knowledge. (200 word maximum) Bruno Estigarribia's 2007 Stanford Linguistics PhD dissertation studied yes-no questions in the speech of several American children, and in the speech directed to them by adults. It documented that a great many of the adult questions were in the form of fragments, rather than full sentences. For example ...
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ECs07
Washington, COM 374
Excerpt: ... hn Baugh's experience, and the experience of many nonstandard dialect speakers, reflect this? Relate John Baugh's personal experience growing up speaking AAE in school, as well as the experience of his Hawaiian Pidgin English-speaking friends, to the Oakland, CA Ebonics controversy that we talked about in class. What are some of the ways (either as discussed by Baugh or as we discussed in lecture) in which teachers can avoid stigmatizing/devaluing the speech of nonstandard English speakers and help them to learn Standard American English ? ...
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