4/5/11. Linguistic Foundations Expressive (Spoken and Written) Language Structure and Use. Overview. Terminology to Know

Transcription

1 Linguistic Foundations Expressive (Spoken and Written) Language Structure and Use Overview Pragmatic features of oral and written language that influence or convey meaning Idioms and multiple meaning words Diagnosis and planning for next steps for instruction using an actual English learnerʼs writing sample Terminology to Know Pragmatics Input, output Receptive Expressive 1

2 Four Domains of Language Listening (receptive, receiving input) Speaking (expressive, producing output) Reading (receptive, receiving input) Writing (expressive, producing output) We usually link: listening and speaking reading and writing Think about this: how do speaking and writing go together? Language in communicative context Used with permission of Dr. Noma LeMoine of LAUSD The Development of Language in Children Language as a meaning system Language as a structured, rule-governed System Phonology Phonology: the discrete sounds of a language that make up its sound system Phonemes: discrete sounds that make a difference in meaning. E.g., chip/ship, pero/perro Includes allophones: variations that donʼt change the meaning of a word but contribute to regional accent. E.g., dog/dawg, pescar/pe[h]car 2

3 Morphology Morphology: wtudy of the internal structure of words A morpheme is a meaningful linguistic unit consisting of a word, such as man, or a word element, such as -ed in walked, that cannot be divided into smaller, meaningful parts Examples: prefixes, individual words, contracted word forms, inflections, plural marker /s/ at the end of nouns Syntax Syntax: the rules governing word order in a language give meaning to the words and sentences Examples: Good looking vs. looking good My catʼs mama vs. my mamaʼs cat Please come to school on time Please on time come to school Semantics Semantics: the level of meaning of individual words and of word relationships in messages (must consider denotation and connotation) Examples: Evening gown vs. night gown Collocations: an expression consisting of two or more words that correspond to some conventional way of saying things. Firth: a word is characterized by the company it keeps E.g., count count up, count down, COUNT on, count ON, count off, count out, count me in 3

4 Semantics Activity Evaluate the brief student writing sample below. Identify how many errors this student makes, briefly describe each error and what you think caused the student to make this error. Writing prompt: If you could be an animal, what animal would you be? What would you eat, what would you do, and where would you live? Susana: If I would be a animal, I will be a cat. I will sleep in the day. I will eat cat food and I will live in a cat house. The end. Semantics Activity Answer Susana: If I would be a animal, I will be a cat. I will sleep in the day. I will eat cat food and I will live in a cat house. The end. Analysis: The prompt is written in the conditional tense which is not commonly mastered by beginning level speakers of English. So when Susana repeatedly says I will this is really one error, made repeatedly, rather than four errors. She says I will sleep in the day instead of ʻduring the dayʼ or ʻall dayʼ. In the day is a translation of Spanish ʻen el díaʼ which means in the daytime. Her choice of food may indicate that she does not know what cats eat or it may be that she doesnʼt know how to say those things in English, but ʻcat foodʼ is not altogether incorrect. Finally, Susanaʼs use of the words ʻcat houseʼ is likely a generalization of dog house since there is not really a domicile for cats known in English as a cat house. There is, however, a more naughty connotation of cat house which is not at all a place where cats live but is one of those pesky multiple meaning words of English. Implications for Educators Strategies: Use the scoring rubric for your stateʼs English proficiency test. What level of proficiency does this sample suggest? Is there a difference in your assessment if Susana is a 10th grader instead of a 2nd grader? Determine which English language development standards need to be taught (conditional tense, tier II vocabulary, transition word ʻandʼ) Make a transparency of such writing samples for the group to discuss, revise, and edit 4

5 Language in communicative context Used with permission of Dr. Noma LeMoine of LAUSD The Development of Language in Children Language as a meaning system Language as a structured, rule-governed System Pragmatics: Itʼs not what you said, itʼs how you said it Pragmatics: The level of language as it functions and is used in a social context Body language Intonation Stress Pitch or tone (tonemes actually become a part of speech) Note: Contrastive analysis charts found in some teacher guides can help teachers anticipate the language elements that may be difficult for English learners Language/Speech Functions or Uses Greetings Borrowing Inviting Informing Disagreeing 5

6 Language Functions or Uses (Continued) Testing functions: E.g., if the language function is borrowing, the teacher says: I am your teacher. You forgot to bring your pencil to school. What would you say to me? Possible Responses May I borrow a pencil? Can I borrow a pencil? Could you please lend me a pencil? I need a pencil, please. Teacher, can you borrow me a pencil? Missy, a pencil please. Pragmatics: 3 Major Communication Skills Using language for different purposes or functions Changing language according to the needs of a listener or situation Following rules for conversations and storytelling Note: These rules may vary across cultures and within cultures. It is important to understand the rules of your communication partner Source: American Speech Language Hearing Assoca5on 6

7 Changing Language According to the Needs of a Listener or Situation Examples: Talking to a baby or child vs. talking to an adult Filling in background information to an unfamiliar listener Playground conversation vs. classroom talk Interviewing for a job Following Rules for Conversations and Storytelling Examples: How close to stand when speaking to someone (proximity) Taking turns in a conversation How to use facial expressions and eye contact with adults, with children, with family How to use verbal and non-verbal signals Introducing topics of conversation Testing Functions Complete Evaluate Find X 7

8 Expectations of Native Speakers May Influence How We View English Learners Read the description of pragmatic problems on the following slide. How might the concerns expressed in the description influence how we view culturally diverse students in US schools? Think of some other examples of L-1 expectations that may lead to referral of EL students to special education services. Source: American Speech Language Hearing Associa5on Pragmatic Problems It is not unusual for children to have pragmatic problems in only a few situations. However, if problems in social language use occur often and seem inappropriate considering the child's age, a pragmatic disorder may exist. Pragmatic disorders often coexist with other language problems such as vocabulary development or grammar. Pragmatic problems can lower social acceptance. Peers may avoid having conversations with an individual with a pragmatic disorder. Source: American Speech Language Hearing Associa5on IDIOMS AND PRAGMATICS 8