SECTION-B

Module-4 Section B Tasks

Kubra Fidanboylu

TESOL Diploma Course

Module-4 /Assignment-2
October/2014
 Module-4 Section B Tasks

A. What are these words in normal English script?

Phonetic Transcription English Word

/naɪf / knife

/ mɪɵɒlədʒɪ / mythology

/ aɪlənd / island

/ kjʊə / cure

/ Һjʊməres / humorous

/ əkwaɪə / acquire

/ krʌmz / crumbs

/ɪgzæmɪneɪʃən / examination

/ juːniːk / unique

/ Ɵættʃ / thatch

B. Write these words in a phonemic transcription.

English Word Phonetic Transcription

thumb / ɵʌm /

weather / weðə /

deserve / dɪzɜːv /

knights / naɪts /

walked / wɔːkt/

stupid / stjuːpɪd /

houses / haʊsɪz /

watching / wɒtʃɪŋ /

shoelace / ʃuːleɪs /

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 United States of America / jʊnaɪtɪd / / steɪts / / ǝv /
/ əmerɪkǝ /

C. Distinguish very briefly between phonetics and phonology.

Phonetics: Is the description and classification of speech sounds. It especially

examines how sounds are produced (lip, tongue, mouth, lungs etc), transmitted and
received. The smallest unit of language is called ‘phoneme’. There are various
alphabets developed to represent these speech sounds. These phonetic symbols are
mainly developed from the Latin (b, p) and Greek alphabet (θ); some other symbols
have been specially invented (ð) (Shoebottom, n.d.). In other words, phonetics is the
human vocalization of words and the study of sound production. Phonetics can
examine the sounds that are used in any language.

Phonology: deals with how sounds function within any language to create meaning
(Smith, 2004). Phonology also examines how grammar can differ across languages
and how different phoneme patterns are used in a language. There are different
phonemes between the phonological systems of varying languages, phonology
attempts to understand these changes. Phonology tends to explore one language at a
time.

“Both phonology and phonetics depend on each other because without the production
of sounds there would be no words, but without the rules to put them together, sounds
would have no meaning” (Espinoza, 2014). These two fields work together
interchangeably; at the same time. Both phonology and phonetics have their own area
of specialization in language production.

D. Write this sentence in a normal script.

/ælɪs wəz bɪgɪnɪŋ tə get verɪ taɪəd əv sɪtɪŋ baɪ hə sɪstə ɒn ðə bæŋk ənd əv hævɪŋ nʌθɪŋ
tədu: : wʌns ə twaɪs ʃi: həd pi:pt ɪntu: ðə bʊk hə sɪstə wəz ri:dɪŋ bʌt ɪt hæd nəʊ pɪktʃəz

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 ɔ: kɒnvəseɪʃənz ɪn ɪt ənd wɒt ɪz ðə ju:s əʌ ə bʊk θɔ:t ælɪs wɪðaʊt pɪktʃəz ɔ: kɒnvəseɪʃə
nz/

Alice was beginning to get very tired of sitting by her sister on the bank, and of having
nothing to do: once or twice she had peeped into the book her sister was reading, but it
had no pictures or conversations in it, and what is the use of a book, ‘thought Alice’
without pictures or conversations.

E. In the line of the passage in D. ‘had’ occurs twice, once transcribed as /həd/ and
once /hæd/. What is the phonological reason?

The phonological reason of the word ‘had’ being transcribed in two different ways can
be described as: some words have two pronunciations; these words are used in either
the weak form or the strong form. The word ‘/həd/’ is phonemically in its “weak
form”; a phonemic weak form can be characterized as an alternative phonetic version
of a word that is decreased in its articulation. Whereas, when the word is stressed like
the word ‘/hæd/’; it is phonemically in its ‘strong form’

In other words; /həd/ in the passage is a word with an unstressed syllable; the weak
form is the usual pronunciation and it is produced in continuous speech. On the other
hand, the word /hæd/ is stressed: these words are generally produced in isolation and
they are also referred to as the citation form. In general, auxiliary verbs tend have two
pronunciations, a weak and strong form. In addition to ‘had’ other examples can be;
are /ə/ /ɑː/, does /dəz/ /dʌz/, am /əm//æm/ etc.

F. Write this sentence in phonemic script.

Mrs Thatcher flew to New York to have talks with President Reagan- is Reegan or
Raygan, by the way?

/ mɪsəz θæʧə fluː tə njuː jɔrk tə həv tɔːks wɪð prezɪdənt reɪgən ɪz ri:gən ə raɪgən baɪ ðə
weɪ/

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 G. Write down some minimal pairs which distinguish the sounds.
i. / f / and / v /:
- fail, veil - file, vile
- fairy, very - half, have
- fan, van - life, live
- fear, veer - refuse, reviews
- feel, veal - rifle, rival
- fest, vest - strife, strive
- few, view

ii. / θ / and / f /:
- first, thirst - thread, Fred
- that, fat - three, free
- thigh, fry - thresh, fresh
- thin, fin - threw, few
- third, furred - throne, phone
- thought, fought - thug, fug

iii. / æ/ and /aɪ /:

- atomize, itemize - manner, minors
- back, bike - rat, right
- bad, bide - slat, slight
- dad, died - span, spine
- fat, fight - tap, type
- flat, flight - tatter, tighter
- hack, hike - undermanned, undermined
- lad, lied - unwrap, unripe

iv. / ɒ / and / ɔ /:

- bod, board - knot, naught

- chocked, chalked - notch, nautch
- col, call - odder, order
- fond, fawned - often, orphan
- hock, hawk - pot, port

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 - rod, roared - whop, warp
- spots, sports - yon, yawn
- stock, stalk

H. Would you teach your elementary class bucket or a pail, or would you teach both
words, and why?

As an English teacher I would teach my students both bucket and pail. I would clear
the well accepted misperception that ‘pail’ is used in British English and ‘bucket’ in
American English; both of these words are widely used in American and British
English (in America I was taught both words in elementary school therefore I would
follow my own experience as a guide). I would further explain the usage and different
perceptions with realia; (a) size; bucket is used for larger quantities (show: the large
trash bucket outside the school, the large school mop bucket etc.) whereas, pail is used
for smaller quantities (show: a child’s sand pail, the mop pail used at home etc). (b)
The word bucket is used with different metaphors such as; “bucket of fun”, “head in
bucket”, “bucket list” etc, the same cannot be applied to the word pail. I would also
reinforce the lesson with the children song “Jack and Jill”, the visual video clip will
further help me differentiate between the words ‘pail’ and ‘bucket’.

http://www.youtube.com/watch?v=nGHspuNSqcE

I. What is the mistake in each of these sentences? If you can suggest how it might
have arisen.

i. One speaks English here. (On a notice outside the shop)

The statement above is not necessarily wrong. It is possible to use the sentence
just as it is seen in the example however, it depends on the situation, and it is a
very formal way to express this statement which may not be very clear to the
customers. Another alternative can be ‘English is spoken here’. This passive
sentence is more typical and may be easier to understand. The problem might
have arisen because of the person directly translating from their mother tongue.
For instance; in Spanish “Se habla ingles.” directly translates to “One speaks
English here.”

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 ii. No one of them answered my letters.
The correct version of this sentence is; “None of them answered my letters.”
Usually, ‘no one’ isn't followed with a qualifier such as ‘of them.’ The error
might have developed because of the direct translation of the sentence from L1
to L2.

iii. He’s used up all what I gave him.

Using ‘that’ as a relative pronoun instead of ‘what’ would be more appropriate:
“He’s used up all that I gave him.” Even though ‘what’ can function as a
relative pronoun in certain situations, it usually indicates question therefore it
does not suit this sentence. The reason of the problem might be the
overgeneralization of the relative pronouns.

iv. After lunch we went to shopping.

This sentence would be correct if the word sopping was shop. The right
version of this sentence would be; “After lunch we went shopping”. Because
went to + V-ing is grammatically incorrect. While, went to + gerund would be
correct. The error might have developed because of an interference from the
structure in the persons own language.

v. I have finished the composition this morning.

It is not possible to use the present perfect in conjunction with something (for
this instance the action of ‘finishing the composition’) that is complete or done.
The correct form would be: “I have finished the composition this morning.”
These types of mistakes are made by learners who do not have the present
perfect in their language, or speaks a language in which the present perfect has
the same meaning as the simple past (for ex; German and Spanish). Another
reason can be due to the usage of wrong time expressions.

vi. Please take your dinner with us.

The correct form of this sentence would be: “Please have dinner with us.” It is
not possible “to take” your dinner with someone, this usage is wrong and the

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 meaning of the offer is not clear. Non-native speakers tend to overextend these
expressions, such as: the idiom “take lunch”. For ex: Let’s take lunch. In this
example, taking lunch is another way of saying ‘Let’s take a break.’

vii. I didn’t ate it because I am not eating pork.

There are two mistakes in this sentence. The correct version is: “I didn’t eat it
because I don’t eat pork.” Foreign learners can forget that the helping verb
already carries the tense; it is incorrect when the main verb is in the past tense:
‘ate’. In the second clause, the learner might have confused that the present
continuous expresses imperfective aspect, while the simple present expresses
perfective aspect. Many English language learners have this misconception and
make the same type of mistakes.

viii. We enjoyed so much at the beach.

There are a few ways this sentence can be corrected:
a) We enjoyed ourselves so much at the beach!
This sentence is missing an object that refers to the same person or thing, a
reflexive pronoun (ourselves). Enjoy is a transitive verb therefore it needs a
reflexive pronoun (a direct object).
b) We really enjoyed the beach.
The adverb ‘so much’ is not correct when it is between the verbs it
modifies. Therefore it should be omitted.
This error happens when learners place the adverb differently; learners who
don’t have a reflexive pronoun in their language tend to fail or forget to use it.

ix. The driver damaged his arms and three passengers were destroyed. Only
one was not wounded in the accident.
In the correct form of this sentence the word destroyed is replaced with killed
and damaged is replaced with injured. The reason of the errors in this sentence
is because the language learner lacks the use of sufficient vocabulary. The
correct version is: “The driver injured his arms and three passengers were
killed. Only one was not wounded in the accident.”

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 x. She leaves in an apartment.
It would be corrected as; “She lives in an apartment.” This problem develops
because of accent interference. The learner cannot produce or hear the high
front lax vowel; therefore it is not possible to make a distinction between
“lives” and “leaves”.

J. How transparent do you feel these words are, supposing students know at least
one meaning of the constituent morphemes.

A morpheme is the smallest meaningful unit of the language. A morpheme that can
exist by itself as a word is called free morpheme whereas, one that cannot exist alone
is called a bound morpheme.

Reference: Merriam-Webster dictionary

a) Firework; {fire} + {work}

The word fire + work, is made of two free morphemes. These free morphemes
have their own separate meaning. Fire is the light and heat, especially the
flame produced by burning. While work is defined as; activity in which one
exerts strength or faculties to do or perform something. The combination of
these two words forms the word ‘firework’. Even though this word has a
unique meaning of its own, students can easily understand the meaning by
dividing the word into two morphemes. Firework can be defined as; a small
device that explodes to make a display of light and noise, it is a clear word that
is easy to comprehend and it can be taught at elementary level.

b) Lamppost; {lamp} + {post}

This word is composed of two free morphemes; {lamp} + {post}. Each of
these words has separate meanings. Lamp is defined as a device that produces
light and post is a piece of metal that is fixed firmly as stay or support. A
student that is familiar with the meaning of these words can predict that
‘lamppost’ means a post with an outdoor lamp or lantern on top. This word
seems difficult at first however once it is separated to its morphemes it can be

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 clearly understood by the learners and it can be taught to students who are at
varying levels of English.

c) Right-hand man; {right} + {hand} + {man}

This word has 3 free morphemes; all of them are fairly easy to understand, all
of these three words (while standing alone: right, hand and man) are taught in
elementary level. Yet, the word as whole has a quiet different meaning: A
valuable assistant upon whom one is accustomed to rely on. It is difficult for
the learners to infer this meaning from the morphemes above; therefore, I
would prefer to teach this word with examples to learners that are on an
intermediate level.

d) Half-heartedly; {half} + {heart} + {ed} + {ly}

This word has two free morphemes (half and heart) and two bound morphemes
(-ed, past tense morpheme and -ly, ). Half-heartedly is an adverb that can be
defined as; lacking heart, spirit, or interest. It may be difficult for the learners
to infer the meaning by dividing it to its morphemes; the meaning is not
concrete, as in having an actual half heart. The meaning is almost metaphoric
therefore, I would teach the word using examples such as; ‘She tried to cook
half-heartedly’. Half-heartedly is not a common word for the elementary level,
it may be confusing for the learners, I would teach this word to higher levels
such as intermediate and upper intermediate.

e) Left-winger; {left} + {wing} + {er}

This word is composed of two free (left and wing) morphemes and one bound
morpheme (-er, person with this characteristic). Knowing the meaning of the
words left and winger will not help the learners infer the meaning which can be
defined as; the part of a political group that consists of people who support
liberal or socialist ideas and policies. This word is hard to understand, it is a
political term that I would not prefer to teach my students unless they are
advanced.

f) Birthday card; {birth} + {day} + {card}

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 This word has three free morphemes it means; a card expressing a birthday
greeting. This word is easily understood by the learners; even before they learn
the language they are generally familiar with terms about ‘birthdays’. I would
choose to teach this word to any level of English learners.

g) Leave out; {leave} + {out}

This word has two free morphemes and can be defined as; to omit and exclude
someone or something. This verb phrase is easy to comprehend and may be
described to the learners with examples such as; ‘He left out an important
detail about education in his essay.’ This word can be taught to varying level of
learners.

h) Good-looking; {good} + {look} + {ing}

This word has two free morphemes (good and look) and one bound morpheme
(-ing). Good- looking is an adjective that means; to have a pleasing or
attractive appearance. The meaning of the word can be easily inferred when
separated into its morphemes. Good means of high quality and looking to seem
to be something especially because of appearance, the meaning of the word is
clear as a whole. Therefore it can be taught to early language learners.

i) First-class; {first} + {class}

First class has two free morphemes and can be defined as of the best quality
and of the highest excellence. The word is used both as an adverb and
adjective. Learners who travel for vacation with a plane or train may be
familiar with the term however it might be confusing for other students. The
meaning of the word is not necessarily inferable from its morphemes, the
learners might confuse it with ‘first grade’ of school because of the words first
(confusion with ‘one’) and class (confusion with ‘classroom’). It is a semi
transparent word that can be taught to varying learners.

j) Make off with; {make} + {off} + {with}

Make off with has three free morphemes and means; to carry away or steal.
Although the individual words are easy to understand it may be difficult for

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 many students to comprehend the meaning of this verb phrase as a whole. It
can be taught through context by presenting examples such as; “While the man
was sopping, thieves made off with his car.” This word is difficult for the
elementary level, it can be taught to the levels intermediate and above.

K. Describe precisely as you can what happens (in manner and place of articulation)
when saying the phrase ‘Queen of Spades’.
Please refer to the reference list.

Queen of Spades /kwiːn əv speɪdz/ (according to the IPA international phonetic

alphabet);

/ k /: back of tongue (it should be felt at the back of the mouth) at or near soft palate,
or velum and it is combined with the letter /w/.
Voicing: Voiceless
Place of articulation: Velar
Manner of articulation: Plosive
Position of the soft palate: Oral

/ w /: The articulation of this letter makes it sound as if it starts out with the /u/ vowel
before becoming an obstruction of the air flow. It is a voiced semi-vowel sound.
Voicing: Voiced
Place of articulation: Labial-Veral
Manner of articulation: Approximant
Position of the soft palate: Oral

/ iː /: is a voiced frontal long monophthong (pure vowel).

/ n /: It is a voiced sound made by the back of the tongue coming against the alveolar
ridge, if the nose is closed the sound production is impossible.
Voicing: Voiced
Place of articulation: Alveolar
Manner of articulation: Stop
Position of the soft palate: Nasal
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 / əv / : /ə/ is a voiced low back, central vowel. /v/ is a labia-dental; between the upper
teeth and lower lip, and fricative; continuous frication at the place of articulation.

/ s / : is voiceless. The sound is produced with the air being forced between the tongue
and alveolar ridge and it has friction.
Voicing: Voiceless
Place of articulation: Alveolar
Manner of articulation: Fricative
Position of the soft palate: Oral

/ p / : is a voiceless consonant, both of the lips are required to produce the sound.
Voicing: Voiceless
Place of articulation: Bilabial
Manner of articulation: Plosive
Position of the soft palate: Oral

/ eɪ / : is a diphthong; two sound vowel; it changes the quality during pronunciation

and glides up or down. It is also a front closed mid voiced vowel.

/ d / : The tongue touches the alveolar ridge and a little amount of air come out of the
mouth.
Voicing: Voiced
Place of articulation: Alveolar
Manner of articulation: Plosive
Position of the soft palate: Oral

/ z / : it is the voiced version of the sound / s /. The sound is produced with the air
being forced between the tongue and alveolar ridge and it has friction.
Voicing: Voiced
Place of articulation: Alveolar
Manner of articulation: Fricative
Position of the soft palate: Oral

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 L. How many embedded sentences are there in the following sentences? If you can
analyze them by means of the tree diagram or any other. Comment on the overall
complexity.
+ indicates coordination; ( ), [ ] subordination. CAPITAL LETTERS indicate how the
verb is transformed: passive, infinitive with to, the –ing form etc. The flowing
sentences are analyzed according to Module-4 section B p. 85, first option.

i. ‘Alice was just beginning to think to herself, ‘Now, what am I to do with

this creature when I get it home?’ when it grunted again, so violently, that she
looked down into its face in some alarm.’

Alice was ING [Alice just began TO (Alice thought to herself)] + Now what am I to
do with this creature + when I get home + when it grunted again so violently + [PAST
(she looked down into its face in some alarm)].

We can see that the Alice passage has five main sentences (shown by +) and two
doubly embedded sentences (shown by the brackets). One embedded sentence is
transformed into an –ing structure. This passage is composed of many clauses forming
a highly complex sentence.
- Main clause: Alice was just beginning to think to herself
- Independent clause set off as a quotation: “Now what am I to do with this
creature when (time clause) I get it home.”
- Dependent clause introduced by “when”, adverbial clause, when it grunted
again (time clause)
- Dependent clause preceded by the conjunction “so” and the conjunction or
relative pronoun “that”, so violently (adjective clause), that she looked down
into its face in some alarm.
This sentence is a compound complex sentence.

ii. ‘This time there could be no mistake about it: it was neither more nor less
than a pig, and she felt that it would be quite absurd for her to carry it any
further.’

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 This time there could be no mistake about it + it was neither more nor less than a pig
[‘It’ is really a (pig)] + and she [Noun (Alice felt)] that it would be quite absurd for
her to carry it any further

This passage has three embedded sentences (shown by +). This passage is composed
of several clauses forming a complex sentence.
- Independent clause: This time there could be no mistake about it.
- Independent clause: It was neither more nor less than a pig.: joined by the
conjunction “and” and she (noun) felt.
- Dependent clause joined by "that": that it would be quite absurd (adjective
clause) for her to carry it (the pig) any further.
This sentence is a compound complex sentence.

M. The following passage from the ‘History of Mr. Polly’ contains a number of
words which are surely beyond a 20,000 word vocabulary. They have been
changed into nonsense words so that you are in the same position as an advanced
student reading the book. What can you deduce from the context (including
grammatical clues) about the italicized words?

Slowly, argumentatively, and reluctantly, Uncle Jim waded downstream. He tried

threats, he tried persuasion, he even tried a belated note of pandon pathos; Mr Polly
remained insollerable inexorable, if in secret a little perplexed as to the outcome of
the situation. ‘This cold’s getting to my lunner marrer!’ said Uncle Jim. “You want
cooling. You keep out in it,” said Mr. Polly. They came round the bend into sight of
Nicholson’s lat, where the backwater runs down to the Potwell Mill. And there, after
much furdor parley and several wainds feints, Uncle Jim made a desperate effort and
struggled into the clutch of the overhanging morries osiers on the island, and so got
out of the water, with the mil-stream between them. He emerged dripping and muddy
with poldentive vindictive. ‘By Gaw!’ he said. ‘I’ll skin you for this!’

The italicized words can be analyzed using two different strategies; (1) using
the knowledge of grammar, determining whether the word is an adjective verb

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 noun etc will narrow down the possible meanings of the word. (2) Using
context clues (definition, synonym- antonym, example, comparison, cause-
effect etc.) one can reason out (deduce) the meaning of an unfamiliar word.

Original word
Nonsense Word And Meaning Explanation
Noun form, in the sentence the words
Pathos: an element in threats and persuasion helps me guess
experience or in that pathos has a differing meaning
Pandon artistic representation from these two words (he used threat
evoking pity or then tried to persuade and then offered
compassion a delayed note of pathos). Also the
word even tried further supports this
meaning.
Adjective form, it is Mr. Polly who is
inexorable. The previous sentence
Insollerable Inexorable: not to be mentions about Mr. Polly being
persuaded, moved, or inexorable; because Uncle Jim was not
stopped, pitiless. able to persuade him. The word
‘perplexed’ is somewhat the antonym
of inexorable which further helps me
determine the meaning.
Mar: to damage or Noun, mar + -er (suffix, ability). The
spoil to a certain cold has started to harm Uncle Jim.
Lunner extent; render less Making him more angry and impatient.
perfect, attractive, The meaning is reinforced with the
useful, etc.; impair or following sentence where Mr. Polly
spoil. says: “You want cooling. You keep out
in it.”
Verb from, it can be inferred that there
is some type of argument between
Uncle Jim and Mr. Polly in general; and
Furdor Parley: to discuss, the statement “Uncle Jim made a
speak terms with an desperate effort” . From this sentence I
enemy understand that Uncle Jim is trying to
leave the argument, which further helps
me infer the meaning of the word.
Feints: is a movement Verb from, plural (–s.) it can be
made in order to inferred that there is some type of
deceive an adversary; argument between Uncle Jim and Mr.
an attack aimed at one Polly in general. Also the word ‘parley’
Wainds place or point merely and ‘feints’ seem to be reinforcing each
as a distraction from other, in a way they carry a similar
the real place or point meaning.
of attack.
Noun, plural (–s.). ‘The clutch of the
overhanging’ defined that Uncle Jim
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 Osiers: a plant from held on to something that has the ability
Morriers such a willow, one of to hang and an object that can be held
the long, pliable twigs to. From the passage I can understand
of a plant. that they are surrounded by water,
therefore, I can infer that ‘osier’ is
some type of a branchy plant inside or
near the water.
Adjective form, From the following
Vindictive: disposed statement ‘I’ll skin you for this!’ it can
Poldentive or inclined to revenge; be understood that Uncle Jim is so
vengeful. angry and that he is after revenge, as he
accuses Mr. Polly for causing all the
trouble.

N. Explain the difference between the following pairs of sentences. Are there any
pronunciation differences?

i. She read the letter which upset me.

This sentence indicates that a letter upset the speaker (me) and, that the same
letter was also read by another person (she).

ii. She read the letter, which upset me.

This sentence indicates that the speaker (me) was upset that the letter was read
by another person (she).

In the second sentence a comma is used to divide the sentence and control the
meaning, flow and rhythm. It also may provide a pause within the sentence;
therefore the use of a comma changes the pronunciation (stress, tonation etc.)
and meaning of the sentence where a new meaning develops. The
pronunciation of the second statement is different than the first statement.

iii. He keeps his canary in the bathroom.

This sentence indicates that ‘he’ keeps a certain object in the bathroom.

iv. He keeps his canary in the bathroom?

This sentence may be a question asked by another person or a statement of
surprise; ‘Really! The canary is kept in the bathroom by him!

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 The first statement is a declarative statement that ends with a full stop. On the
other hand, the second statement is an interrogative sentence that ends with a
question mark (?), it might be a question asked by the speaker to receive an
answer. The second statement may also be a rhetorical question that indicates
the surprise of the speaker. A rhetorical question is any question asked for a
purpose other than to obtain the information the question asks. Depending on
the speaker’s pronunciation the second statements meaning will differ, it might
be an interrogative sentence or a rhetorical question.

v. They went to Austria and Italy.

This sentence indicates that other people than the speaker went to the countries
Austria and Italy.

vi. They went to Austria and Italy...

This sentence also indicates that that other people than the speaker went to the
countries Austria and Italy however, this sentence finishes with an ellipsis.

The first statement is a declarative statement that ends with a full stop. On the
other hand, the second statement uses an ellipsis (...); three dots used to show
that words have been omitted from a quotation or to create a pause for effect.
More specifically, an ellipsis can be used: (a) to show an omission of a word or
words (including whole sentences) from a text. (b) To create a pause for effect.
(c) To show an unfinished thought. (d) To show a trail off into silence. The
ellipsis of the second statement can be described with any of the explanations;
a, b, c, or d, it solely depends on the pronunciation of the speaker.

O. Analyze this sentence in to morphemes. Curly brackets { } are often used to

indicate morphemes, and you can do so if you wish:

First he put his dirty sweater and socks into the washing machine, then returned to the
armchair in front of the television.

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 Morpheme is the combination of sounds that have a meaning. A morpheme does not
necessarily have to be a word. There are two types of morphemes; (1) free morpheme:
a morpheme that can stand alone as a word without another morpheme. It does not
need anything attached to it to make a word, for example; Cat is a free morpheme. (2)
Bound morpheme: a sound or a combination of sounds that cannot stand alone as a
word. For example the plural‘s’ in cats is a bound morpheme, and it does not have any
meaning without the free morpheme cat.

Fm = Free Morpheme
Bm = Bound Morpheme

{first} + {he} + {put} + {his} + {dirt} + {-y} + {sweat} + {-er} + {and} + {sock} +
Fm Fm Fm Fm Fm Bm Fm Bm Fm Fm

{-s} + {in} + {to} + {the} + {wash} + {-ing} + {machine} + {then} + {re-} + {turn}+
Bm Fm Fm Fm Fm Bm Fm Fm Bm Fm

{-ed} + {to} + {the} + {arm} + {chair} + {in} + {front} + {of} + {the} + {tele-}+
Bm Fm Fm Fm Fm Fm Fm Fm Fm Fm

{vision}
Fm

P. Are there any differences between the italicized words?

The differences between the italicized words are as follows:


i. You have made absolutely no progress.
a. In this sentence the stress is on the first syllable.
b. ‘Progress’ is used in its noun form.
c. The meaning of ‘progress’ as a noun is; a movement toward a goal or to a
further or higher stage.

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 
ii. If you want to progress, you’ll have to work harder.
a. In this sentence the stress is on the second syllable
b. ‘Progress’ is used in its verb form.
c. The meaning of ‘progress’ as a verb is; to grow or develop, as in
complexity, scope, or severity; to advance in a certain subject.

Q. Is ‘room’ in these sentences one word or two words? Are there any teaching
implications?

Although the word ‘room’ in the following sentences is the same word, the meaning is
different. The difference can be analyzed by observing the contextual clues.

i. This room is quite small, we could use it as the office.

It is possible to infer that in this sentence the word room means; a portion of
space within a building or other structure, enclosed by walls with a floor and a
ceiling.

ii. There's not enough room in the case for your dressing grown.
It is possible to infer that in this sentence the word room means; space or
extent of space occupied by or available for something, in this sentence it is
used as an idiom to indicate that there isn’t enough space.

While teaching the varying meaning of the word ‘room’ it needs to be taken
into consideration that the learners may easily confuse the usage of this word.
It would help the learners if the meaning of the word is taught in context using
examples. The teacher must also indicate that room in the first statement is a
countable noun, for example; one room, two rooms etc. Whereas, in the second
statement room is used as a mass noun, such as; little room, some room etc.

In any language you know, do these translate into one word or two?

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 In the Turkish language, unlike English the word ‘room’ translates into two different
words with different meanings.
1. Oda: means room as in a room with four walls and a ceiling.
2. Alan or Yer: is used to express an area, space, or place.

R. Give an example of a word in another language, whose semantic field is different

from the nearest English equivalent. How do they differ in meaning, and would
the difference pose any problem for a learner (of English or the other language)?

According to the Korean dictionary “Oppa (오빠)” is defined as the “older brother of
a female” however, the semantic field is much broader than its definition.

‘Oppa’ is a word used by females to address older men; the older male has to have
certain characteristics to be called oppa. For instance, if he is only four months older
than you, he cannot be called oppa, he has to be older than you in years. Furthermore,
it is not suitable to use oppa with men who are above the age 35.

The word has a wide range of applications in different context. For example, the
pronunciation will define the meaning of the word. Although it semantically means
‘older brother’ it is also used for ‘very close male friends’ and as ‘boyfriend’. The way
you say the word (pronunciation) will determine who you are addressing, for instance;
if you say it flirtatiously, extending the word by changing the stress and tonation you
would be addressing your boyfriend.

Whereas, in English the word brother is used to indicate your sibling, or close friend;
the semantic field does not go beyond these meanings. On the other hand, the Korean
word ‘oppa’ has a broad semantic filed where the word is utilized within different
areas. In English ‘brother’ is never used to address a boyfriend or lover, it strictly
means sibling or close friend.

Thus, a person whose mother tongue is English would have a great amount of
difficulty learning the usage of the Korean word ‘oppa’. The difficulty rises from the
broad semantic field of ‘oppa’, it is challenging for the learner to comprehend the

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 different usage areas of the word. It will be difficult for the learner to decide where,
when and with whom to use the word. In English ‘brother’ is used in narrow contexts;
therefore learners will not be able to relate to oppa being used in different semantic
fields: family (brother), love (boyfriend) etc.

References

○ Words converted to phonetic versions (British), Retrieved from

http://www.phonetizer.com/ui, October 17, 2014

○ http://www.phonemicchart.com/transcribe/ , October 19, 2014

○ Shoebottom, P. (n.d.). Phonetics and phonology. Retrieved from

http://esl.fis.edu/grammar/langdiff/phono.htm, October 15, 2014.

○ Smith, R. (2004). Unit 2. Verbal and Nonverbal Communication. In Introduction to

Language and Communication (p. 1-15). New York: Buffalo State College.

○ Espinoza, E. (2014, October 13). What Is the Difference Between Phonetics and

Phonology? Retrieved October 19, 2014, from http://www.wisegeek.org/what-is-the-

difference-between-phonetics-and-phonology.htm

○ Words converted to phonetic versions (British), Retrieved from http://upodn.com/,

October 19, 2014

○ Question “K” retrieved from

http://www.siff.us.es/fil/publicaciones/apuntes/teresals/apartado%205-0.pdf, October 28,

2014

○ Question “N” retrieved from http://www.grammar-monster.com/, November 1, 2014

○ Question “M” Original passage “History of Mr. Polly” retrieved from

https://ebooks.adelaide.edu.au/w/wells/hg/w45hm/chapter9.html

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