ENGL 360 CONTRASTIVE ANALYSIS

Universidad del Este, Universidad Metropolitana, Universidad del Turabo © Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados

Escuela de Estudios Profesionales Programa Ahora Universidad del Turabo

Prepared by:

Carmelo Arbona

2008

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TABLA DE CONTENIDO STUDY GUIDE ----------------------------------------------------------------------------------------------------------------------4 WORKSHOP ONE ------------------------------------------------------------------------------------------------------------------8 WORKSHOP TWO --------------------------------------------------------------------------------------------------------------- 12 WORKSHOP THREE ------------------------------------------------------------------------------------------------------------ 14 WORKSHOP FOUR -------------------------------------------------------------------------------------------------------------- 16 WORKSHOP FIVE --------------------------------------------------------------------------------------------------------------- 22 APPENDIXES---------------------------------------------------------------------------------------------------------------------- 24 APPENDIX A----------------------------------------------------------------------------------------------------------------------- 25 CHART: COMPARE AND CONTRAST ENGLISH AND SPANISH -------------------------------------------------------------- 25 APPENDIX B----------------------------------------------------------------------------------------------------------------------- 26 TRANSLATE THE FOLLOWING SENTENCES INTO SPANISH. ---------------------------------------------------------------- 26 APPENDIX C----------------------------------------------------------------------------------------------------------------------- 27 THE CONTRASTIVE ANALYSIS HYPOTHESIS --------------------------------------------------------------------------------- 27 APPENDIX D----------------------------------------------------------------------------------------------------------------------- 28 SPANISH SPEAKER PRONUNCIATION PROBLEMS ---------------------------------------------------------------------------- 28 APPENDIX E ----------------------------------------------------------------------------------------------------------------------- 34 MORPHOLOGY EXERCISES ----------------------------------------------------------------------------------------------------- 34 APPENDIX F ----------------------------------------------------------------------------------------------------------------------- 39 SPANISH LANGUAGE ------------------------------------------------------------------------------------------------------------ 39 APPENDIX G ---------------------------------------------------------------------------------------------------------------------- 43 INTERNATIONAL PHONETIC ALPHABET --------------------------------------------------------------------------------------- 43 APPENDIX H----------------------------------------------------------------------------------------------------------------------- 44 ENGLISH W ORD FORMATION -------------------------------------------------------------------------------------------------- 44 APPENDIX I ------------------------------------------------------------------------------------------------------------------------ 53 MORPHOLOGY ------------------------------------------------------------------------------------------------------------------- 53 APPENDIX J ----------------------------------------------------------------------------------------------------------------------- 61 EVALUATION SHEET: DAILY CLASS PARTICIPATION ------------------------------------------------------------------------ 61 APPENDIX K----------------------------------------------------------------------------------------------------------------------- 62 ORAL PRESENTATION ----------------------------------------------------------------------------------------------------- 62 APPENDIX L ----------------------------------------------------------------------------------------------------------------------- 63 W RITING ASSESSMENT --------------------------------------------------------------------------------------------------------- 63 APPENDIX M ---------------------------------------------------------------------------------------------------------------------- 64 REFLECTION W ORKSHEET ----------------------------------------------------------------------------------------------------- 64

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Study Guide Course Title:

Contrastive Analysis between

Code:

ENGL 360

Time Length:

5 weeks

Pre-requisite:

SPAN 151-152, ENGL 245, ENGL 371

Description: This is a required course focusing on the similarities and the differences between the English and the Spanish languages from the aspects of phonetics, syntax, lexicon, and morphology. Students should have a workable knowledge in both languages to obtain maximum benefit from this comparative analysis course. General Objectives At the end of the course, the student will: 1. Understand the purpose and use of comparative analysis. 2. Identify phonological, grammatical, morphological, and lexical characteristics of both English and Spanish. 3. Be familiar with the Contrastive Analysis Hypothesis and its role in language teaching. 4. Use comparative analysis to determine possible areas of interference and positive transfer. Text and Resources Hill, S.and Bradford, W. (1991).Bilingual Grammar of English-Spanish Syntax. Lanham, MD. University Press of America. Electronic Addresses Professional organizations

http://www.tesol.org/s_tesol/index.asp http://www.iatefl.org/ http://www.nabe.org/

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References and supplementary material Avery, P. & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford: Oxford University Press. Carter, Ronald, and David Nunan, ed. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press,2001. Celce-Murcia, M., Brinton, D.M., & Goodwin, J.M. (2006). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press. Connor, U. (1999). Contrastive rhetoric. New York, NY: Cambridge University Press. Hook, J.N. (1981). Two word verbs in English. New York: Harcourt. Lusting, M. W. & Koester, J. (1999). Intercultural competence. Third ed. New York: Longman 1999. Nash, R. (1980). Readings in Spanish-English contrastive linguistics. Vol.1 and 2. San Juan: Inter-American Press, 1980. Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching: A description and analysis. New York: Cambridge University Press. Evaluation: Class participation

20%

(attendance, preparation, & involvement in classroom activities) Oral Presentations – group presentations on specific topics: 

Workshop 2 – Phonetics



Workshop 3 – Morphology



Workshop 4 – Syntax



Workshop 5 -- Lexicon

Workshop Assignments

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40%

40%

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Description of course policies 1. Attendance at all class sessions is mandatory. If the Facilitator excuses an absence, the student must make up for all presentations, papers, or other assignments due on the date of the absence. The Facilitator will have the final decision on approval of absences. He/she reserves the right to accept or reject assignments past due, and to adjust the student‘s grade accordingly. 2. Oral presentations and special activities cannot be remade. If the student provides a valid and verifiable excuse (ex. medical or from a court), he/she will be summoned for a written test on the activity in which he/she did not attend. 3. The course is conducted in an accelerated format and requires that students prepare in advance for each workshop according to the course module. Each workshop requires at least ten hours of preparation. 4. It is expected that all written work will be solely that of the student and should not be plagiarized. That is, the student must be the author of all work submitted. All quoted or paraphrased material must be properly cited, with credit given to its author or publisher. It should be noted that plagiarized writings are easily detectable and students should not risk losing credit for material that is clearly not their own. 5. If the Facilitator makes changes to the study guide, such changes should be discussed with the students during the first workshop. Changes agreed upon should be indicated in writing and given to the students and to the program administrator. 6. The facilitator will establish the means and way of contact with the students. 7. The use of cellular phones is prohibited during sessions. 8. Children or family members are not allowed to the classrooms. 9. Workshops will be facilitated in English and Spanish in alternate days, in keeping with the format established in this module. Students may interact and ask questions in the language of their preference, but generally it is expected that they use the language of the specific assignment. Each course will have an equal balance of Spanish and English usage.

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10. All students are subject to the policies regarding behavior in the university community established by the institution and in this course. 11. In-group works, except under exceptional circumstances, it will be considered that all the members of the group perform work and thus they will be evaluated equally. 12. The written works and assignments will be turned on that assigned date in its totally. Note: If for any reason you cannot access the URL’s presented in the module, do not limit your investigation. There are many search engines you can use for your search. Here are some of them: 

www.google.com



www.Altavista.com



www.AskJeeves.com



www.Excite.com



www.Pregunta.com



www.Findarticles.com

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Workshop One Specific Objectives By the end of the workshop, the student will: 1. Understand the purpose and use of comparative analysis 2. Define Descriptive and Prescriptive linguistics. 3. Be familiar with the International Phonetic Alphabet to describe language sounds and linguistic nomenclature. Electronic Addresses Linguistic terms http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/ General Introduction to linguistics http://www.ielanguages.com/linguist.html What is Contrastive Analysis? http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsContrastiveAnalysis.htm

Assignments before Workshop One 1. Make a T-chart to compare and contrast English and Spanish. See Appendix A 2. Define the following linguistic terms a. Articulator

g. Stress

b. Phoneme

h. Digraphs

c. Morpheme

i.

Grammar

d. Syntax

j.

Code-switching

e. Lexicon

k. Semantics

f. Allophone 3. Read in the textbook or other reference text or website to find a definition and brief history of contrastive analysis and its uses. For example, see Appendix C. Find at least three resources and write a one to two page summary of the theory‘s principle propositions and limitations. This is to turn in.

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Activities 1. Facilitator will introduce him/herself and conduct an icebreaker activity for students to get to know each other. 2. Discuss the objectives, course evaluation, explain and clarify doubts regarding the course module and its use. 3. Begin with an overview of principle theories of contrastive or comparative analysis. Students will discuss the results of their research on the definition, history and uses of contrastive analysis. 4. During the course contrastive analysis will be made in four principal areas. Therefore, divide the class into four groups. Each group should define briefly one of the areas and provide one example how English and Spanish are similar and how they are different with regards to a. Phonology b. Morphology c. Syntax d. Lexicon 5. Facilitator will lead the class in a discussion of the following information in the chart to observe key differences between English and Spanish as related to reading and writing. Give examples of the facts provided.

The alphabetic principle and Spanish orthography There are 29 alphabet letters that represent 24 phonemes.

The alphabetic principle and English orthography There are 26 alphabet letters that represent from 40 to 52 phonemes. 20 English phonemes have spellings that are predictable 90% of the time and 10 others are predictable over 80% of the time. There is a high level of correspondence between most Spanish lettersound relationships and their English equivalents.

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The spelling of words can be derived by listening for its component phonemes and writing the corresponding letter. There is only one correct spelling for every word. We know how to pronounce every word we read based on its spelling.

Some phonemes are spelled using more than one letter (ch, ll, rr). Other than these cases, if a letter is doubled, both letters are pronounced (leer).

There are 5 vowel letters and 5 vowel sounds that are consistent. They are always spelled the same, except for i which is sometimes spelled with a y (i griega) such as in soy, voy, y. A few phonemes can be spelled in more than one way (/h/= g or j as in jirafa, girasol; /s/ as in cita, sitio; /k/= c & qu as in casa, queso). Dividing words into syllables is helpful in knowing how to pronounce and spell them. Syllabification rules are regular. Syllables either contain a single vowel and or a diphthong. Diphthongs are a combination of a weak vowel (i, u) with a strong vowel (a,e,o) or two weak vowels. When we can pronounce words and break words into syllables and apply certain rules, we know how to place written accents correctly. Parts of a word (morphemes) can be added or changed to change the meaning of the word. The meaning

Segmenting words into sounds provides clues to their spelling most of the time. However, spelling in English also varies according to the position of the sound in a syllable, what sounds come before and after a given sound and the morphological structure of the word. Occasionally, a spelling will represent more than one word (read-read) so we have to use meaning as a clue to recognize the word. Many letters in English are used as markers that signal the sounds of other letters. These letters have no direct relation to the sounds in the word. Doubled letters may be part of a spelling pattern and frequently represent only one phoneme. There are five vowel letters and 15 vowel sounds in English. There are many different patterns used to spell these vowel sounds.

There are 19 consonant phonemes that are sometimes spelled using more than one letter.

Dividing words into syllables is helpful in knowing how to pronounce and spell them. There are six different types of syllables: open, closed, vowel-consonant-e, etc. Syllabification often depend on word meaning and origins, so we must use such word parts such as prefixes and suffixes for correct division and spelling of syllables.

Parts of a word (morphemes) can be added or changed to change the meaning of the word. Many parts of words in English do not change

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changes include verb tense, number the way they are required to in Spanish. and gender and agreement in number and gender, size and affection (-ito, ón). From the article: Metalinguistic Transfer in Spanish/English Biliteracy by Jill Kerper Mora, at San Diego State University http://coe.sdsu.edu/people/jmora/MoraModules/MetalingTransfer.htm 6. Students will perform some translation exercises in small groups. See appendix B. a. Students will translate the sentences. b. Students will compare their translations and explain their reasons for their translation. 7. The Facilitator will give an overview next week‘s topics and assignments. Assessment 1. Writing assignments will be evaluated with the corresponding rubric in Appendix L. 2. Students will turn in a reflection on today‘s workshop in Appendix M

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Workshop Two Specific Objectives By the end of this workshop, the student will: 1. Compare and Contrast the Vowel systems of English and Spanish 2. Compare and Contrast the Consonant systems of English and Spanish 3. Compare and Contrast the Syllabic structure of Spanish versus the stress timed structure of English. 4. Compare and contrast stress in words and phrases in English and Spanish Electronic Addresses Teaching Pronunciation http://iteslj.org/Techniques/ Pronunciation exercises http://www.manythings.org/pp/ IPA - vowels http://www.sil.org/computing/ipahelp/ipasupra2.htm IPA - consonants http://www.sil.org/computing/ipahelp/ipaconsi2.htm Phonetics English http://www.fonetiks.org/ Phonetics http://www.uiowa.edu/~acadtech/phonetics/ Minimal Pairs in English http://www.shiporsheep.com/ Sounds of English and the IPA http://www.antimoon.com/how/pronunc-soundsipa.htm Spanish Phonetics [User ID: Pedro; Password: sevilla5] http://www.staff.ncl.ac.uk/i.e.mackenzie/phonetic.htm

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Assignments before Workshop Two: 1. Go to the site http://www.soundsofenglish.org/about.htm and go to the section on handouts. Select a handout to read and write a one-page summary to hand in. Prepare also to share and discuss the selected topic. 2. Research the recommended texts or websites on the sounds of English. Take extensive notes for classroom discussion and for future workshops. Evaluate the content of the websites. Which ones are more helpful? Which ones are easier to use? 3. Review the phonology of English and Spanish. a) Vowel system b) Consonant system Activities 1. Facilitator will lead the class on a review and activities on the English sound system including, a) Vowels of English and Spanish b) Consonant and consonant clusters 2. Facilitator will guide the class through Appendix D to discuss some of the typical pronunciation problems experienced by Spanish speakers. Discuss the underlying phonological rules in Spanish which may cause these pronunciation problems and the suggestions for overcoming them to improve pronunciation 3. Discuss possible consonant cluster combinations in Spanish and English in beginning of word position. Which consonants in Spanish can follow another consonant? Observe differences with English and possible points of interference. See also Appendix D. 4. Facilitator will review the assignments for the next workshop. Assessment 1. Written assignment will be evaluated with rubric. 2. Students will turn in a reflection on today‘s workshop in Appendix M.

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Workshop Three Specific Objectives By the end of this workshop, the student will 1. Be able to Define morphology 2. Understand the processes of word formation 3. Understand the morphology of plurals, gender, prefixes, suffixes 4. Understand the morphology of comparatives and superlatives 5. Understand the morphology of inflectional endings. Electronic Addresses Teaching Vocabulary http://www.auburn.edu/~nunnath/engl6240/tvocabul.html English Morphology http://cla.calpoly.edu/~jrubba/morph/morph.over.html#reg/irreg Introduction to Linguistics http://www.kwary.net/linguistics/itl1.htm Word formation exercise http://www.kwary.net/online/cross_ewf.htm Morphology Exercise http://cla.calpoly.edu/~jrubba/morph/morphpractice.html Assignments before Workshop Three 1. Read at least three sources (textbooks or websites) on topics for today‘s workshop and write a one-to-two-page summary of one of the topics on morphology to be discussed during this workshop. Document the resources consulted using APA format. To be turned in. 2. Visit the site on Morphology Exercises. Do the exercises personally and write a one-page assessment of what you personally learned.

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Activities 1. Facilitator will lead class through the Power Point presentations in Appendices H and I on morphology. 2. Students will share their research on morphology. 3. Facilitator will divide the class into small groups and lead the class in performing the exercises on morphology in appendix E. Each group may inform their answers and findings. 4. Class will discuss inflectional endings in English particularly the past tense –ed allomorphs and the final –s for plural nouns, third person singular present tense verbs, and possessive nouns.

Assessment 1. Written assignment will be evaluated with rubric L. 2. Students will turn in a reflection on today‘s workshop in Appendix M.

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Workshop Four Specific Objectives: By the end of this workshop, the student will 1. English a word order language 2. English and Spanish syntax 3. Specific examples of word order issues (possessives, adjectives) Electronic Addresses: Article: Las variedades del Español en Nueva York http://www.elcastellano.org/ns/edicion/2007/julio/ny3.html Spanish Word Order http://www.staff.ncl.ac.uk/i.e.mackenzie/wordord.htm Assignments before Workshop Four 1. Go to the dictation website and perform an exercise at each level. Then write a paper on your experience both listening and writing. 2. Read the article ―Las variedades del español en Nueva York.‖ Then write a onepage critique of the article including specific issues mentioned in the article related to syntax and language use. This is to be discussed in class and then turned in. Activities 1. Corresponding groups will present the syntactical structures: a. Subject b. Verb forms of English c. Auxiliary verbs in English d. Modal Auxiliaries in English e. Verb Forms of Spanish f. Direct object. g. Adjective word order in English

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2. Discuss the article ―Las variedades del español en Nueva York‖. In small groups students may share their impressions of the article and the relevance of the issues raised by the article to Puerto Rico. Groups may inform to the entire class. 3. Facilitator will guide students in exercises transforming sentences from declarative, negative, interrogative and imperative. 4. Facilitator will review the assignments for the next workshop including dividing the class into groups to research next week‘s topics and prepare a presentation. 5. Read the following article on Spanish Word order to discuss the differences with English syntax.

SPANISH WORD ORDER Word order is a good deal more flexible in Spanish than in languages such as French and English. Nevertheless, the historical trend even in Spanish is towards ever-greater fixity. This page deals with general tendencies affecting the ordering of the major constituents. 1. Null Subjects One general point to note is that Spanish is a ‗null subject‘ language; that is, one in which a sentence is grammatical without the presence of an NP in subject position: (1)Hablaron de política. ‗ spoke about politics.‘ The subject is latent here and so would have to be understood from the context of utterance. 2. Declarative Sentences 2.1. Intransitive Verbs An intransitive verb is one that one that is used without a direct object; e.g. vivir ‗to live‘, morir ‗to die‘, correr ‗to run‘. In principle, a subject NP may either precede or follow a verb of this class in a declarative sentence, although certain specific situations call for one type of order rather than the other. In the first place, bare (i.e. determinerless) NPs are almost always postverbal:

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1. Sale agua del grifo. ‗Water is coming out of the tap.‘ 2. Entra luz por la persiana. ‗Light is coming in through the blind.‘ 3. En esta parte del Pacífico se forman huracanes. ‗Hurricanes arise in this part of the Pacific.‘ 4. Viven lobos en aquellas montañas. ‗There are wolves in those mountains.‘ Informationally light verbs, i.e. verbs with a very general meaning, prefer but do not require post verbal subjects: 1. Llegaron/Vinieron un montón de policías. ‗A load of police showed up.‘ Focused subjects are usually clause-final, that position being the locus of the intonation peak in non-emphatic declarative sentences: 1. ¿Quién bailó?

Bailó María.

‗Who danced?‘

‗María danced.‘

2. ¿Quién lo compró? ‗Who bought it?‘

Lo compró José. ‗José bought it.‘

The neutral position for a PP complement or adjunct is after an intransitive verb, but the PP can also be topicalized, i.e. moved to the beginning of the clause and thus highlighted as the thing about which the sentence will say something. Topicalization usually triggers subject–verb inversion: 1. Pedro trabaja en esta fábrica. Þ En esta fábrica trabaja Pedro. ‗Pedro works in this factory.‘ ‗In this factory Pedro works.‘ 2. Su libro va de de eso. Þ De eso va su libro. ‗His book is about that.‘ ‗That‘s what his book is about.‘ 2.2. Transitive Verbs A transitive verb is one that is used with a direct object. The term ‗transitive‘ is modelled on a Latin word meaning ‗a passing over‘ and the idea is that the action described by the

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verb ‗passes over‘ from the subject to the direct object. The neutral constituent order in declarative sentences with a transitive verb is subject + verb + direct object: (11)

[SUBJ El chico] compró [DO el periódico]. ‗The boy bought the newspaper.‘ A direct object NP can be topicalized but, in that case, a redundant clitic pronoun must be attached to the verb. Object topicalization is often accompanied by subject–verb inversion, because the topicalization of the object usually coincides with focusing of the subject: (12)

María sacó [DO las entradas]. Þ [DO Las entradas] las sacó María. ‗María bought the tickets.‘ ‗The tickets – it was María who bought them.‘

However, it is not always the case that the subject is focused, and when it is not is not necessary for it to come after the verb. In example (13) the adverb ayer is the focused constituent and the subject may precede the verb: (13)[DO Las entradas] María las sacó ayer. or [DO Las entradas] las sacó María ayer. ‗The tickets – María bought them yesterday.‘ A PP in a transitive verb phrase may be topicalized, but clitic le or les must be attached to the verb if the PP is also an indirect object (as in (15) : (14)

En esta prisión encarcelaron a los cimarrones los portugueses. ‗In this prison the Portuguese incarcerated escaped slaves.

(15)

A ese asunto no le echó importancia Pedro. ‗To this matter Pedro attached no importance.‘

2.3. Position of Adverbs Qualifying adverbs may be placed next to the verb or after its complement (if any): (16)

Ganaron fácilmente a los ingleses. ‗They easily beat the English‘.

(17)

Fácilmente Ganaron a los ingleses. ‗They easily beat the English‘.

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(18)

Ganaron a los ingleses fácilmente. ‗They easily beat the English‘.

The neutral position for time and place adverbs is at the end of the clause, but they can also be topicalized: (19)

Pedro llegó anoche. Þ Anoche llegó Pedro. ‗Pedro arrived last night‘

(20)

Ana vive aquí. Þ Aquí vive Ana. ‗Ana lives here.‘

Sentence adverbs are normally clause-initial: (21)

Felizmente dejaron de interesarse por el asunto. ‗Fortunately they lost interest in the matter.‘

3. Interrogative Sentences In standard Spanish, subject–verb inversion is obligatory in questions involving qu-words: (22)

¿Qué compró tu padre? (Not *¿Qué tu padre compró?) ‗What did your father buy?‘

(23) ¿Cuántos goles metieron los argentinos? (Not *¿Cuántos goles los argentinos metieron?) ‗How many goals did the Argentinians score?‘ Subject–verb inversion is not obligatory either in questions that require a yes ~ no answer, where the interrogative nature of the sentence can be indicated through a rising intonation alone. Nevertheless it is an option: (24)

¿Mi esposa llamó? or ¿Llamó mi esposa? ‗Did my wife call?‘

In combinations of a finite plus a non-finite verb, an inverted subject can almost always be placed immediately after the finite verb or immediately after the non-finite verb: (25) ¿Llegó tu esposa a hablar con los abogados? or ¿Llegó a hablar tu esposa con los abogados? ‗Did your wife manage to speak to the lawyers?‘

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(26)

¿Puedes tú hablar con ellos? or ¿Puedes hablar tú con ellos? ‗Can you talk to them?‘

(27)

¿Está María cantando? or ¿Está cantando María? ‗Is María singing?‘

The one case where an inverted subject does not have this freedom of placement is in the compound tenses, where the auxiliary haber cannot be separated from the past participle: (28)

¿Ha venido alguien? (Not *¿Ha alguien venido?) ‗Has ayone come?‘

Assessment 1. Demonstration class, class report, assignments, and participation will be assessed with rubric. 2. Students will turn in a reflection on today‘s workshop in Appendix M.

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Workshop Five Specific Objectives By the end of this workshop, the student will 1. Recognize and understand Collocations 2. Understand the formation of Reductions and their use in conversation 3. Learn principles of Vocabulary development 4. Become familiar with common False cognates 5. Use Contractions more effectively Electronic Addresses Spanish-English Vocabulary http://iteslj.org/v/s/ Lexicology http://courses.nus.edu.sg/course/elltankw/history/Vocab/A.htm Vocabulary http://www.eslcafe.com/idea/index.cgi?Vocabulary Spanish http://spanish.about.com/cs/historyofspanish/a/spanglish.htm Cognates http://coe.sdsu.edu/people/jmora/MoraModules/SpEngCognates.htm Collocations and Phrasal verbs http://www.eslflow.com/collocationsandphrasalvebs.html http://www.englishclub.com/vocabulary/collocations.htm Reductions http://eleaston.com/pr/red-pattern.html http://www2.gol.com/users/norris/reduced3.html

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Assignments before Workshop Five 1. Each group will choose one of today‘s topics to research. Read at least 3 sources (textbooks and websites) on the topic and take extensive notes on your research. Write a summary of your most significant findings. Document your sources using APA format. Each group will give a presentation on their topic. 2. Read the article in Appendix F ―The Spanish Language‖ by Gerald Erichsen. From the list of words choose five you commonly use incorrectly and choose five you were not familiar with. Write one page summarizing your use of these words. Activities 1. Each small group will present their topic for today including conducting a short exercise session. 2. Facilitator will lead the class on the topic of False cognates (Appendix F) and guide the group in performing some translation exercises. 3. Collocations and phrasal verbs. 4. Facilitator will lead the class through the content of Appendix H Power point on Word Formation in English. Assessment 1. Writing assignments and oral presentations be assessed with the corresponding rubrics. 2. Students will turn in a reflection on today‘s workshop in Appendix M.

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Appendixes

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Appendix A Chart: Compare and Contrast English and Spanish

Unique to English Sound of /z/

Common to English and Spanish Sound of /f/

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Unique to Spanish Sound of /ñ/

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Appendix B Translate the following sentences into Spanish.

1. Someone could do the job. 2. Four of my friends got off the bus. 3. The guests didn‘t arrive until after ten (o‘clock). 4. Freddy has my book, and his parents know it. 5. Your papers are on the desk. 6. A salesman with a booming voice showed me the house. 7. Joseph didn‘t see anyone at the station this morning. 8. The birds were singing, but the deaf girl couldn‘t hear them.

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Appendix C The Contrastive Analysis Hypothesis Brown, H.D. (1994). Principles of language learning and teaching. 3ed Prentice Hall Regents, New Jersey. Chapter 8 In the middle part of the twentieth century, one of the most popular pursuits for applied linguists was the study of two languages in contrast. Eventually the stockpile of comparative and contrastive data on a multitude of pairs of languages yielded what commonly came to be known as the Contrastive Analysis Hypothesis (CAH). Deeply rooted in the behavioristic and structualist approaches of the day, the CAH claimed that the principal barrier to second language acquisition is the interference of the first language system with the second language system, and that a scientific, structural analysis of the two languages in question would yield a taxonomy of linguistic contrasts between them which in turn would enable the linguist to predict the difficulties a learner would encounter. It was at that time considered feasible that the tools of structural linguistics, such as Fries‘s (1952) slot-filler grammar, would enable a linguist to describe accurately the two languages in question, and to match those two descriptions against each other to determine valid contrasts, or differences, between them. Behaviorism contributed to the notion that human behavior is the sum of its smallest parts and components, and therefore that language learning could be described as the acquisition of all of these discrete units. Moreover human learning theories highlighted interfering elements of learning, concluding that where no interference could be predicted, no difficulty would be experienced since one could transfer positively all other items in a language. The logical conclusion from these various psychological and linguistic assumptions was that second language learning basically involved the overcoming of the differences between the two linguistic systems—the native and target languages.

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Appendix D Spanish speaker pronunciation problems The following information and recommendations were taken from Avery, P. & Ehrlich, S. (1992). Teaching American English Pronunciation. Oxford University Press, Oxford. Spanish has considerable dialectal variation and, as a result, speakers of different dialects may have different pronunciation problems. Most of the problems outlined below are common to all dialects of Spanish. Consonants Problem /b/ vs. /v/ Although the letter ‗v‘ is used in Spanish spelling, the sound /v/ does not exist. In initial position, Spanish speakers may pronounce the English /v/ sound as /b/. In other positions, they may pronounce it as a bilabial fricative, a sound that does not exist in English. To the English ear this bilabial fricative may sound like a /w/. Tips /b/ boat buy rebel robe

/v/ vote vie revel rove

Problem Aspiration: /p/, /t/, and /k/ Spanish speakers may not aspirate the voiceless stops /p/, /t/, and /k/ in word initial position. Therefore, ‗plot‘, ‗tot‘, and ‗cot‘ may sound like ‗blot‘, ‗dot‘, and ‗got‘. Tips A good way to begin teaching aspiration is to make the students aware that aspiration is the puff of air that accompanies the release of the consonant. This is easily demonstrated with a math or a piece of paper using the consonant /p/. Exaggerate the pronunciation of the word ‗pot‘. Have the students hold a piece of paper close to their mouth and say the word after you, making sure that a burst of air blows the paper away from them. Repeat the procedure for /t/. The consonant /k/ is less amenable to this type of treatment because the air has very little force left by the time it reaches the lips. However, once the students have understood exactly what aspiration is, they can quite easily aspirate /k/.

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Tell the students that the puff of air that accompanies these voiceless stops is much like the /h/ sound in a word such as /hot‘. Have students practise words beginning with /h/ and then have them place a voiceless stop in front of these words. For example‖ Hot Hi He

p(h)ot p(h)ie p(h)ea

t(h)aught t(h)ie t(h)ea

c(h)ot k(h)ind k(h)ey

Problem // vs. /t/ as in ‗ship‘ and ‗chip‘ Most Spanish speakers will pronounce ‗ship‘ as ‗chip‘, or ‗wash‘ as ‗watch‘, substituting /t/ for //. Argentinian Spanish speakers may do the opposite, substituting // for /t/ and pronouncing ‗chip‘ and ‗watch‘ as ‗ship‘ and ‗wash‘. Tips Have students produce a prolonged ‗ssshhh‘. Be sure that their lips are rounded in producing this sound. Then, have them transfer this sound to the appropriate words: ‗ssshhh ip‘, ‗wassshhh‘. For the Argentinian speakers go over the difference between fricatives and affricates, pointing out that the affricates are complex sounds made up of the familiar sounds /t/+//. Problem /y/ vs. /dʒ/ as in ‗use‘ and ‗juice‘ Speakers of many Spanish dialects will substitute /dz/ for /y/, producing ‗juice‘ rather than ‗use‘. Speakers of other dialects may substitute /ʒ/ as in ‗beige‘ for /y/ in the same position. Tips Have students begin words such as ‗yet‘ or ‗yes‘ with the vowel /iy/: ‗iiiyyyet‘, ‗iiiiyyyes‘. Tell the students that the tongue should not touch the hard palate in the pronunciation of /y/.

Problem /s/ vs. /z/ In Spanish, the /z/ sound is a positional variant of /s/, occurring only before voiced consonants. In English words such as ‗zoo‘ and ‗amazing‘, /z/ may be pronounced as /s/.

Tips As vowels are always voiced, they can be useful in teaching tudents to voice fricatives. Have students place their fingers lightly on their throat while making a prolonged /a/. Point out that they should feel some vibrations of the vocal cords when the vowel is pronounced. Next, have them produce /a/ followed by /z/ concentrating on maintaining the voice: {aaazzzaaazzz}. While pronouncing this

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sequence, students should feel their throats, put a hand on the top of their head, or cover their ears with their hands. If there is sufficient voicing of the consonant, they should feel the vibration. Repeat the procedure for the other voiced fricatives: /v/, // an in ‗this‘, and /ʒ/ as in ‗beige‘. Problem Word-final /m/, /n/, and /ŋ/ as in ‗ram‘, ‗ran‘, and ‗rang‘. In some dialects of Spanish, /m/, /n/, and /ŋ/ can be freely substituted for each other at the end of a word. Therefore, Spanish-speaking students may substitue one of these nasals for another at the end of a word. For example, they may pronounce ‗sing‘ as ‗sin‘ or ‗sim‘. Tips Tell students that they are not consistently producing the appropriate nasal sounds at the ends of words. Use minimal pairs or triplets in comprehension and production exercises. /m/ Pam Ram Hem Ham

/ŋ/ pang rang

/n/ Pan Ran Hen

hang sing

Sin

Problem English /r/ Spanish students often substitute a trilled /r/ for the English /r/. Tips Have the students pronounce a prolonged [aaaaaa], gradually curling the tip of the tongue back. Make sure that they do not touch the tooth ridge with the tip of the tongue and that their lips become slightly rounded. Then have tham uncurl the tongue and unround the lips so that the sequence [aaarrraaa] is produced. Point out that the /r/ sound is made with the tip of the tongue curled back and not touching the tooth ridge. This is useful information for those students who are producing a trill. Contrast /r/ with the flap sound /D/ in words such as ‗putting‘ and ‗pudding‘. Point out that the tongue touches the tooth ridge momentarily in pronouncing a flap, but does not touch the tooth ridge at all in pronouncing /r/.

Flap putting leading

/r/ purring leering

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heating skating

Hearing scaring

Problem /s/ + Consonant in word-initial position: ‗spit‘, ‗stay‘, and ‗sky‘. When /s/ is followed by another consonant in word-initial position, Spanish speakers usually insert a vowel at the beginning of the word. For example, ‗I speak Spanish‘ is pronounced ‗I espeak espanish‘. Tips Tell the students to lengthen the /s/ sound when it occurs before another consonant: ‗sssssspeak‘. Have students practice /s/ + consonant combinations in words such as ‗mistake‘ or ‗misspell‘. They should gradually eliminate the initial ‗mi‘ to arrive at ‗stake‘ or ‗spell‘. You can also use phrases such as ‗sauce pan‘. The students should gradually eliminate the beginning of the word ‗(sau)ce‘ to arrive at the word ‗span‘. Problem Final consonant clusters Spanish speakers will have difficulty with most final consonant clusters in English. Thus, words such as ‗tired‘ may be pronounced as ‗tire‘, ‗hold‘ as ‗hole‘, ‗lasts‘ as ‗las‘, etc. Tips Difficult final consonant clusters can be practiced using two words. For example, to practice the final cluster /ld/ as in ‗field‘, use the phrase ‗feel down‘. The students can gradually eliminate more and more of the second word. Feel down >> feel dow >> feel d >> field Practice consonant clusters created through the addition of grammatical endings. This will help students understand the importance of such clusters in conveying meaning. For example, contrast the following two sentences. I watch a lot of TV. I watched a lot of TV. Have students produce syllables with final consonant clusters of increasing complexity. Bread Brand Brands

class clasp clasps

car card cards

feel field fields

Problem /d/ vs. /ð/ as in ‗mother‘

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tax (/ks/) taxed (/kst/) texts (/ksts/)

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Because /d/ and /ð/ are positional variants in Spanish, Spanish speakers may substitute /ð/ for /d/ between vowels and at the end of a word, producing ‗heather‘ for ‗header‘ and ‗lathe‘ for ‗laid‘. Tips As /d/ and /ð/ are positional variants in Spanish, it is quite difficult to make students aware that they are substituting /ð/ for /d/. In Spanish, the sounds equivalent to English /t/ and /d/ are pronounced with the tip of the tongue touching the teeth rather than the tooth ridge. Point out that /d/ is a tooth ridge sound and should not be produced with the tongue touching the teeth. Changing the place of articulation of the /d/ sound may help students to realize that they are substituting the fricative /ð/ for the stop /d/. Problem /θ/ and /ð/ as in ‗think‘ and ‗this‘ Spanish students will often substitute /t/ for /θ/ in ‗think‘ and /d/ for /ð/ in ‗this‘. As was pointed out above (/d/ vs /ð/), a sound very similar to English /ð/ exists in Spanish as a positional variant of /d/, occurring between vowels and at the end of a word. This means that Spanish speakers will be able to produce /ð/, while not necessarily realizing it. Tips If your students are having difficulty producing /ð/ in English, try to make them aware that /d/ in Spanish words such as abogado (‗lawyer‘) or dedo (‗finger‘) is produced as /ð/. Then, try to have them transfer this sound to the appropriate words in English such as ‗this‘, ‗the‘, ‗then‘, etc. European Spanish also has a // sound, as in the c and z of cerveza (beer). It may be worth pointing this out to students, and making sure that they do not lisp on English c and z. Problem Past tense: -ed Spanish speakers inevitably pronounce all variants of the regular past tense as a separate syllable. This may be the result of the English spelling of the regular past tense, but is more likely the result of Spanish learners‘ more general problem in producing final clusters. Tips See final clusters above. Past tense rule A. If a verb ends with /t/ or /d/, the past tense is pronounced /əd/. B. If a verb ends with a voiced sound, the past tense is pronounced /d/. C. If a verb ends with a voiceless sound, the past tense is pronounced /t/. Vowels

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Problem Tense vs. lax vowels: /iy/ vs. /I/, /ey/ vs. /ɛ/, /uw/ vs. /ʊ/ The distinction between tense and lax vowels does not exist in Spanish. Spanish speakers produce vowel sounds that are between the tense and lax vowels of English. Failure to make these distinctions can lead to misunderstandings. Words such as ‗sleep‘, ‗taste‘, and ‗stewed‘ may be heard by English speakers as ‗slip‘, ‗test‘ and ‗stood‘ respectively. Tips Begin by concentrating on the four tense vowels of English, the vowels /iy/, /ey/, /uw/, and /ow/ as in ‗beat‘, ‗bait‘, ‗boot‘, and ‗boat‘. Students generally produce a pure form of the vowel without the following semi-vowel, /y/ or /w/. Thus, the vowel they produce is shorter than the equivalent in English and has no tongue movement during its production. Exaggerate your pronunciation of each vowel sound in ‗bee‘, ‗bay‘, ‗boo‘, and ‗bow‘. In saying /iy/ and /ey/, be sure that you spread your lips. Tell the student to smile when producing these vowels. With /uw/ and /ow/, be sure that your lips are rounded. To emphasize that all these vowels are long, pretend you are stretching an imaginary elastic band.

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Appendix E Morphology Exercises Exercise 1 Divide the following words into morphemes and morphs. Examples: (i) truth morphemes: {true} {th} morphs: tru+th (ii) barefoot morphemes: {bare} {foot} morphs: bare+foot (1) a. research f. phonology b. butterfly g. morphemic c. holiday h. plants d. morpheme i. trousers e. phoneme Exercise 2 Some of the words in (2) contain suffixes. Identify the suffixes by unterlining them. (2) a. happiness d. flowers b. unkind e. brother c. freedom f. blackboard Exercise 3 Some of the words in (3) contain prefixes. Identify the prefixes by unterlining them. (3) a. unable d. receive b. discourage e. strawberry c. establish f. amoral Introduction to English Linguistics (University of Oldenburg) 2

Exercise 4 (i) Identify the root in the words in (4) by underlining it and (ii) state which syntactic category it belongs to. Example: friendly; Noun (4) a. lamps d. players b. kindness e. editors c. hinted f. grandfathers Exercise 5 For each of the following bound morphemes, determine whether it is derivational or inflectional and give two words in which it appears: Example: –able: derivational eatable; readable (5) a. –ity e. –al b. –s f. –er c. un– g. –ed d. –ing

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Exercise 6 The component morphs of the morphologically complex words in (6a) to (6e) have been separated by a hyphen (–). Indicate which of these morphs are bound morphs and which are free morphs, and which of the bound morphs are inflectional and which derivational. Example: hit–s hit: free –s: bound, inflectional (6) a. en–courage–ment d. anti–soviet–ism b. king–dom–s e. bi–annu–al–ly c. stud–ent–hood f. read–ing–s Morphology Exercises 3

Exercise 7 Divide the following words into the smallest meaningful units and describe how the words are formed, i.e. describe the morphological processes (derivation, inflection) involved. Example: unhappiness The root is "happy". By adding the prefix "un–" to the root "happy" we derive "unhappy". The morphological process involved is called derivation. By adding the suffix "–ness" to "unhappy" we derive the word "unhappiness". The morphological process involved is called derivation. (7) a. kingdoms b. discourages c. forgetful d. submitted Exercise 8 The examples in (8), (9) and (10) below show possible word forms and impossible ones, which are preceded by an asterisk (*). Divide the words into morphemes, and say which morphological processes are involved: (8) a. right – rightist – rightists b. right – rights – *rightsist (9) a. foot – football – footballs b. foot – feet – *feetball (10) a. sleepwalk – sleepwalked b. sleepwalk – *sleptwalk Based on your analysis, what can you conclude about the order of application of morphological rules? Exercise 9 The past-tense morpheme {PAST} (or {ed}) can be pronounced in three different ways. Based on the pronunciation of the past-tense morpheme divide the following words into three groups.

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(11) a. crashed b. hinted c. popped d. accustomed e. reached f. classified g. kissed

h. banged i. lulled j. lined k. divided l. fitted m. flowed

Introduction to English Linguistics (University of Oldenburg) 4

Exercise 10 The pairs of words given in (12) all show allomorphy. For each pair, underline the morph in which the allomorphy occurs: (12) a. dogs – cats b. worked – played c. perceive – perception d. long – length Exercise 11 For each of the verbs in (13) give the past-tense form. State whether the morphological process involved is affixation, partial suppletion, suppletion or ablaut. Pay attention to how the past-tense form is pronounced rather than to how it's spelled! (13) a. care g. love b. be h. go c. skip i. lose d. sink j. read e. bring k. think f. drive l. take

Exercise 12 The words in (14) are compounds. For each one, give the meaning of each member of the compound and that of the compounded form. Say whether the compound is semantically transparent or not. (14) a. battlefield f. handkerchief b. scarecrow g. inmate c. churchyard h. postman d. buttercup i. bluebell e. hoodwink Morphology Exercises 5

Exercise 13 The following words have been divided into their smallest meaningful units. (i) Identify the root and state which syntactic category it belongs to. (ii) Draw a tree to show how each word

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is formed and at each node indicate the syntactic category. Example: king–dom–s (i) king; Noun (ii) N 3 Ns 3 king dom (15) a. dis–courage–d b. friend–li–ness c. tru–th–ful–ly d. un–accept–able e. re–search–er–s Exercise 14 (from Bauer 1988) What determines the distribution of the indefinite article (realised as either a or an) in (16) and (17)? (16) a. a man (17) a. an oak b. a horse b. an elephant c. a kettle c. an uncle d. a university d. an apple e. a green apple e. an old man Exercise 15 (from Kortmann 2005) This task is all about reconstructing the word-formation 'stories' of the lexemes in bold print. Identify for each of the stories in (18a-g) the corresponding sequence of word-formation processes from the set in (18A-G). (18) a. rap music > rap > to rap > rapper B. blend –conversion b. rehabilitation > rehab > to rehab C. compounding – clipping – conversion – c. vacuum cleaner > to vacuum-clean > to derivation D. derivation – clipping – conversion vacuum d. campaign > to campaign > campaigner E. blend – back-formation e. tailor-fit > to tailor-fit F. compounding – back-formation – f. breathalyser > to breathalyse clipping g. brunch > to brunch G. compounding – conversion (18) A. conversion – derivation Introduction to English Linguistics (University of Oldenburg) 6

Exercise 16 (from Kortmann 2005) Give an account of the morphological status of –en on the basis of the following lexemes: (19) a. earthen g. silken b. wooden c. widen d. sweeten e. deafen f. oxen

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Exercise 17 (from Weisler and Milekic 2000) The word unzippable has two meanings: (a) "unable to be zipped" and (b) "able to be unzipped". Draw two different word-structure trees for unzippable corresponding to the two different interpretations. Exercise 18 (from Weisler and Milekic 2000) Does the derivational suffix –er always mean "one who does X"? Bauer, L. (1988) Introducing linguistic morphology. Edinburgh: Edinburgh University Press. Kortmann, B. (2005). English Linguistics: Essentials. Berlin: Cornelsen Verlag. Weisler, S. and S. Milekic (2000). Theory of Language. Cambridge, MA: MIT Press.

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Appendix F Spanish Language By Gerald Erichsen, About.com Learning Spanish vocabulary can seem so easy: Constitutición means "constitution," nación means "nation," and decepción means "deception," right? Not quite. True, most words that end in -ción can be translated into English by changing the suffix to "-tion." And the pattern holds true for the first two words listed above (although constitución refers to how something is constituted more often than does the English word, which usually refers to a political document). But una decepción is a disappointment, not a deception. Spanish and English have literally thousands of cognates, words that are basically the same in both languages, having the same etymology and similar meanings. But combinations such as decepción and "deception" are so-called false cognates — known more precisely as "false friends" or falsos amigos — word pairs that look like they might mean the same thing but don't. They can be confusing, and if you make the mistake of using them in speech or writing you're likely to be misunderstood. Following is a list of some of the most common false friends — some of the ones you're mostly likely to come across when reading or listening to Spanish: * Actual: This adjective (or its corresponding adverb, actualmente) indicates that something is current, at the present time. Thus the day's hot topic might be referred to as un tema actual. If you wish to say something is actual (as opposed to imaginary), use real (which also can mean "royal") or verdadero. * Asistir: Means to attend or to be present. Asisto a la oficina cada día, I go to the office daily. To say "to assist," use ayudar, to help. * Atender: Means to serve or to take care of, to attend to. If you're talking about attending a meeting or a class, use asistir. * Basamento: You won't run across this word often, but it's the base of a column, sometimes called a plinth. If you want to visit a basement, go down to el sótano. * Billón: 1,000,000,000,000. That's the same as a trillion in American English, but a billion in traditional British English. In other words, billón is a cognate in London but a false cognate in New York. * Bizarro: Somebody's who's this way is brave, not necessarily strange. The English word "bizarre" is conveyed better by extraño or estrafalario. * Boda: If you go to a wedding or wedding reception, this is what you're going to. A body (as of a person or animal) is most often cuerpo or tronco. * Campo: Means a field or the country (in the sense of living in the country, not the city). If you're going camping, you'll probably be staying at a campamento or even a camping. ENGL 360 Comparative Analysis between English and Spanish 39

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* Carpeta: Although this can refer to a type of table cover, it doesn't have anything to do with carpets. It most often means a file folder (including the virtual kind) or a briefcase. "Carpet" is most often alfombra. * Complexión: This refers not to your skin, but to one's physiological build (a well-built man is un hombre de complexión fuerte). To speak of skin complexion, use tez or cutis. * Compromiso: Meaning a promise, obligation, or commitment, it does not usually convey the sense that one have given up something to reach an agreement. There is no good noun equivalent of "compromise" that would be understood that way out of context, although the verb transigir conveys the sense of giving in to, yielding to, or tolerating another person. * Constiparse, constipación: In verb form, it means to catch a cold, while una constipación is one of the words that means a cold. Someone who is constipated is estreñido. * Contestar: It's a very common verb meaning to answer. To contest something, use contender. * Corresponder: Yes, it does mean to correspond, but only in the sense of to match. If you're talking about corresponding with someone, use a form of escribir con or mantener correspondencia. * Decepción, decepcionar: Means disappointment or to disappoint. To deceive someone is to engañar a alguién. Something deceptive is engañoso. * Delito: There's seldom much delightful about a crime. (Delito usually refers to a minor crime, as contrasted with a serious crime or crimen.) The feeling of delight can be a deleite, while the object that causes it an encanto or delicia (note that the latter word often has a sexual connotation). * Desgracia: In Spanish, this is little more than a mistake or misfortune. Something shameful is una vergüenza or una deshonra. * Despertar: This verb is usually used in the reflexive form, meaning to wake up (me despierto a las siete, I wake up at seven). if you're desperate, there's a true cognate you can use: desesperado. * Disgusto: Derived from the prefix dis- (meaning "not") and the root word gusto (meaning "pleasure"), this word refers simply to displeasure or misfortune. If you need to use a much stronger term akin to "disgust," use asco or repugnancia. * Destituido: Someone who has been removed from office is destituido. Someone without money is indigente or desamparado. * Embarazada: It might be embarrassing to be pregnant, but it isn't necessarily. Someone who feels embarrassed tiene vergüenza or se siente avergonzado. * Emocionante: Used to decribe something that's thrilling or emotionally moving. To say "emotional," the cognate emocional will often do fine. * En absoluto: This phrase means the opposite of what you think it might, meaning not at all or absolutely not. To say "absolutely," use the true cognate totalmente or completamente. * Éxito: It's a hit or a success. If you're looking for the way out, look for una salida. * Fábrica: That's a place where they fabricate items, namely a factory. Words for "cloth" include tejido and tela.

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* Fútbol: Unless in a context that indicates otherwise, this means soccer. If you want to refer the the popular U.S. spectator sport, use fútbol americano. * Fútil: This refers to something trivial or insignificant. If your efforts are futile, use ineficaz, vano or inútil. * Insulación: This isn't even a word in Spanish (although you may hear it in Spanglish). If you want to say "insulation," use aislamiento. * Ganga: It's a bargain. Although ganga may be heard in Spanglish as a word for "gang," the usual word is pandilla. * Inconsecuente: This adjective refers to something that is contradictory. Something inconsequential is (among other possibilities) de poca importancia. * Introducir: This isn't truly a false cognate, for it can be translated as, among other things, to introduce in the sense of to bring in, to begin, to put, or to place. For example, se introdujo la ley en 1998, the law was introduced (put in effect) in 1998. But it's not the verb to use to introduce someone. Use presentar. * Largo: When referring to size, it means long. If it's big, it's also grande. * Minorista: Means retail (adjective) or retailer. A "minority" is una minoría * Molestar: The verb doesn't have sexual connotations in Spanish, and it didn't originally in English either. It means simply to bother or to annoy. For the sexual meaning of "to molest" in English, use abusar sexualmente or some phrase that says more precisely what you mean. * Once: If you can count past ten, you know that once is the word for eleven. If something happens once, it happens una vez. * Pretender: The Spanish verb doesn't have anything to do with faking it, only to try. To pretend, use fingir or simular. * Rapista: This is an uncommon word for a barber (peluquero or even the cognate barbero is more common), being derived from the verb rapar, to cut close or to shave. Someone who attacks sexually is a violador. * Realizar, realizacón: The verb can be used flexibly to indicate something becoming real or becoming completed: Se realizó el rascacielos, the skyscraper was built. To realize as a mental event can be translated using darse cuenta ("to realize"), comprender ("to understand") or saber ("to know"), among other possibilities, depending on the context. * Recordar: Means to remember or to remind. The verb to use when recording something depends on what you're recording. Possibilities include anotar or tomar nota for writing something down, or grabar for making an audio or video recording. * Ropa: Clothing, not rope. Rope is cuerda or soga. * Revolver: As its form suggests, this is a verb, in this case meaning to turn over, to revolve, or otherwise to cause disorder. The Spanish word for "revolver" is close, however: revólver. * Sano: Someone who is sane is en su juicio or "in his right mind." * Sensible: Usually means sensitive or capable of feeling. A sensible person or idea can be referred to as sensato or razonable. * Sensiblemente: Usually means "perceptibly" or "appreciably," sometimes "painfully." A good synonym for "sensibly" is sesudamente. ENGL 360 Comparative Analysis between English and Spanish 41

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* Sopa: Soup, not soap. Soap is jabón. * Suceso: Merely an event or happening, sometimes a crime. A success is un éxito. * Tuna: Order this at a desert restaurant and you'll get edible cactus. A tuna is also a college musical glee club. The fish is atún. A final note: Especially in the United States, Spanish doesn't exist in a vacuum. In the United States, you may hear some speakers, especially those who frequently speak Spanglish, use some of these false cognates when speaking Spanish. A few of these usages may be creeping into the language elsewhere, although they would still be considered substandard. This About.com page has been optimized for print. To view this page in its original form, please visit: http://spanish.about.com/cs/vocabulary/a/obviouswrong_2.htm ©2008 About.com, Inc., a part of The New York Times Company. All rights reserved.

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Appendix G International Phonetic Alphabet

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Appendix H English Word Formation http://www.kwary.net/linguistics/lexi.htm

English Word Formation Deny A. Kwary

http://www.kwary.net

Airlanga University

Types of Word Formation 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

Compounding Pre fixation Suffixation Conve rsion Clipping Ble nds Backformation Acronyms Onomatopoe ia Eponyms Toponyms

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1. Compounding  Definition: Tw o or more w ords joined together to form a

new w ord.  Examples:

Home + w ork  homew ork Pick + pocket  pickpocket  The meaning of a compound is not alw ays the sum of the meanings of its parts.  Types of compounds:  Compound nouns  Compound verbs  Compound adjectives  

Compound Nouns 1. Boyfrie nd, hatchback

1. Noun + Noun

2. Cut-throat, breakfast

2. Ve rb + Noun

3. Sunshine , birth control 3. Noun + Verb 4. Software , fast food

4. Adje ctiv e + Noun

5. In-crowd, ov erkill

5. Particle + Noun

6. Drop-out, put-on

6. Ve rb + Particle

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Compound Verbs 1. Carbon-copy, sky-dive

1. Noun + Verb

2. Fine -tune

2. Adje ctiv e + Ve rb

3. Ov e rbook

3. Particle + Ve rb

4. Bad-mouth

4. Adje ctiv e + Noun

Compound Adjectives 1. Capital-inte nsiv e

1. Noun + Adje ctiv e

2. De af-mute

2. Adje ctiv e + Adjectiv e

3. Coffee -table

3. Noun + Noun

4. Roll-ne ck

4. Ve rb + Noun

5. White-collar

5. Adje ctiv e + Noun

6. Be fore-tax

6. Particle + Noun

7. Go-go

7. Ve rb-v e rb

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2. Prefixation  Class-changing prefixes:

a be en

  

asleep bewitch enslave

 V to Adj  N to V  N to V

 Class-maintaining prefixes:

in fore Etc. 

 

indefinite foreman

 Adj to Adj  N to N

3. Suffixation  Suffixes forming Nouns

N from N: -dom  kingdom  N from V: -ee  employee  N from Adj: -ce  dependence  Suffixes forming Verbs  V from N: -ify  beautify  V from Adj: -en  shorten  Suffixes forming adjectives  Adj from N: -al  educational  Adj from V: -able  understandable  Adj from Adj: -ish  greenish  Suffixes forming Adverbs: ly, - -ward, and Šwise. 

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4. Conversion  Definition: Assigning an already existing word

to a new syntactic category.  Types of Conversion Verb to Noun: to hit  a hit  Adj to N: a final game  a final  N to V: a s ign  to sign  Adj to V: an empty box  to empty 

5. Clipping  

Definition: Shortening a polysyllabic w ord by deleting one or more syllables Examples:  Gasoline  Gas  Hamburger  Burger  

delicatessen deli microphone  mike

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6. Blends  Definition: Similar to compounds, but

parts of the words are deleted.  Examples:  Motor + hotel  Motel  Breakfast + lunch  Brunch  Wireless + Fidelity  Wi-fi  Sheep + goat  Shoat

7. Back-formations  Definition: Creative reduction due to incorrect

morphological analysis.  Examples:  editor (1649)  edit (1791)  television (1907)  televise (1927)  Paramedical (1921)  paramedic (1967)

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8. Acronyms  Definition: Words derived from the initial letters of

several words and use them as a new word  Examples:  Strengths, Weaknesses, Opportunities and Treats  SWOT  Self-contained underwater breathing apparatus  SCUBA

9. Onomatopoeia  Definition: Words created to sound like the thing

that they name. English

Japane se

Tagalog

Indonesian

Cock-a-doo

Kokekokko

Kuk-kakauk

Kukuruyuk

Meow

Nya

Niyaw

Meong

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10. Eponyms  Definition: a person after whom a

discovery, invention, place, etc., is named.  Examples:  Celcius (Anders Celcius)  Cook Islands (James Cook)

11. Toponyms  Definition: a place name, especially one

derived from a topographical feature.  Examples: Montana ( Ō mountainsÕin Spanish)  Mississippi (Ō big river Õin Chippewa) 

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Identify the type of word formation: 1. information, commercials  Informercials 2. Babysitter  babysit 3. Demi + god  Demigod 4. Do + able  doable 5. A catalogue  to catalogue 6. Drama + comedy  dramedy 7. Game + pad  gamepad 8. Greek + god  Greek god

= Blend = Back-formation = Prefixation = Suffixation = Conversion = Blend = Compound = Compound

Q uic kTim e™ and a decom pr essor ar e ne eded t o see t his pic t ur e .

Deny A. Kwary http://w w w .kw ary.net

Airlanga Univ ersity

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Appendix I Morphology http://www.kwary.net/linguistics/itl1.htm

MORPHOLOGY “Word Classes and Affixes ”

Deny A. Kwary w ww .kw ary.net

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Main Divisions of Word Classes (Parts of Speech): • Content Words

• • • •

Nouns Verbs Adjectives Adverbs

• Function Words

• • • •

Conjunctions Prepositions Articles Pronouns

Exercise: Determine the word class of each of the following words a. b. c. d. e. f. g. h. i.

canine the him elegant inconvenience eloquently comply inasmuch as over

a. b. c. d. e. f. g. h. i.

Noun Article Pronoun Adjective Noun Adverb Verb Conjunction Preposition

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Morpheme: The minimal unit of meaning Free morpheme: a single morpheme that constitutes a word and can stand alone. Bound morpheme: a morpheme that must be attached to another morpheme.

Question #2 a, b, i, j, k, l, m Example: • Retroactive = retro + act + ive Free morpheme = act Bound morphemes = retro-, -ive

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English Affixes (based on the position) Prefix: An affix that occurs before a morpheme

Suffix: An affix that occurs after a morpheme

English Prefixes Examples of Negative Prefixes: unnondisaExamples of size and degree prefixes: minisuboversuper-

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English Suffixes Class preserving suffixation: -er  lecturer -ian librarian -ist  scientist -let  piglet

Class changing suffixation: Verb  Noun perform performance Adjective  Adverb nice  nicely Adjective  Noun active  activity

Affixes (based on the function) Inflections vs. Derivations

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Definition • Derivational

morpheme: deriving (creating) a new word with a new meaning.

• Inflectional

morpheme: changing the form of a word because of the rules of syntax.

English Inflectional Morphemes Nouns Šs ŠÕ s Ve rbs Šs Še d Še n Šing Adje ctiv e s Še r Še st

plural posse ssiv e third pe rson singular pre sent past tense past participle progressiv e comparativ e supe rlative

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Some examples of English Derivational Morpheme • • • • •

-ic -ance -ly -ity -able

: Noun  Adj : Verb  Noun : Adj  Adv : Adj  Noun : Verb  Adj

; alcohol  alcoholic ; clear  clearance ; exact  exactly ; active  activity ; read  readable

• -ship : Noun  Noun

; friend  friendship

• re-

: Verb  Verb

; cover  recover

• in-

: Adj  Adj

; definite  indefinite

Describe the italic affixes: 1) 2) 3) 4) 5) 6) 7)

impossible terrorized terrorize desks dislike humanity fastest

1) Derivational prefix 2) Inflectional suffix 3) Derivational suffix 4) Inflectional suffix 5) Derivational prefix 6) Derivational suffix 7) Inflectional suffix

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Describe the italic affixes:       

premature untie darken fallen oxen faster lecturer

 Derivational prefix  Derivational prefix  Derivational suffix  Inflectional suffix  Inflectional suffix  Inflectional suffix  Derivational suffix

That’s All For Today See You Next Week

Deny A. Kwary w ww k. w ary.net

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Appendix J Evaluation Sheet: Daily Class Participation Criteria Attendance (10 points per class) Contributes to class discussion (2 points per class) Shows interest in what is discussed in class (2 points per class) Ask questions pertinent to what is discussed in class (2 points per class) Answers questions from the facilitator and the classmates (2 points per class) Comes prepared for class. Reading log. (2 points per class) Total points/workshop

Workshop I

Workshop II

Workshop III

Workshop IV

Total:_____________________ Grade:___________________ Observations__________________________________________________________________________ __________________________________________________________________

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Appendix K ORAL PRESENTATION POINTS

1

4--2

7--5

10--8

Organization

Subject knowledge

Visuals

Mechanics

Eye contact

Enunciation

Audience cannot understand presentation because there is no sequence of information

Student does not have grasp of information; cannot answer questions about subject

Visuals are not used or not used appropriately in all or most sentences

Student's presentation has 4 or more spelling errors and/or grammatical errors.

Student reads all of report with no eye contact

Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow.

Student is uncomfortable with information and is able to answer only rudimentary questions Student is at ease with expected answers to all questions, but fails to elaborate

Student occasionally uses visuals that rarely support presentation

Presentation has 3 misspellings and/or grammatical errors

Student occasionally uses eye contact, but still reads most of report

Student visuals relate but one or two mistakes are made.

Presentation has no more than two misspellings and/or grammatical errors

Student demonstrates full knowledge /more than required) by answering all class questions with explanations and elaboration

Visuals are used appropriately and effectively throughout presentation

Presentation has no misspellings or grammatical errors.

Student maintains eye contact most of the time buy frequently returns to notes Student maintains eye contact with audience, seldom returning to notes

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear Student's voice is low. Student incorrectly pronounces terms. Audience members have difficultly hearing presentation. Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation. Student uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

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Appendix L Writing Assessment Date Submitted: ____________ Title of Work: ___________________

1

Criteria Points 2

3

4

Organization

Sequence of information is difficult to follow.

Reader has difficulty following work because student jumps around.

Student presents information in logical sequence which reader can follow.

Information in logical, interesting sequence which reader can follow.

Content Knowledge

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with content and is able to demonstrate basic concepts.

Student is at ease with content, but fails to elaborate.

Student demonstrates full knowledge (more than required).

Grammar and Spelling

Work has four or more spelling errors and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

Neatness

Work is Illegible.

Work has three or four areas that are sloppy.

Work is neatly done.

References

Work displays no references.

Work does not have the appropriate number of required references.

Work has one or two areas that are sloppy. Reference section was completed incorrectly

Points

Work displays the correct number of references, written correctly.

Total----> Teacher Comments:

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Appendix M Reflection Worksheet NAME: ________________________

DATE: _____________________

ENGL 360

WORKSHOP 1, 2, 3, 4, 5

Please indicate what you understood most from the materials in this Workshop: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Please indicate what you did not understand from this Workshop: ______________________________________________________________________ __________________________________________________________ ________________________________________________________________ ________________________________________________________________ Please write how you can overcome your difficulties, if any: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

_________________________

__________________________

Name

Signature Please turn in at the end of each Workshop.

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