Tag Archives: week 4

Studies in English 1, week 4: May 11th, 2012

productivity in linguistics means the ability to create new words and concepts
productivity in linguistics means the ability to create new words and concepts

Today, we

  1. read chapter 2, “What is Language?” of “General Linguistics”, and summarised the following sections:
    1. Variety of message, Organization of sounds and Human Language versus Animal Communication.
  2. We answered the following questions:
    1. What does “productivity” mean?
      1. A:  “Most animals have a very limited number of messages that they can give or receive. A human can produce an incalculable number of new combinations from the elements of his language. Language can cope with entirely new situations by adding new items. Only human language is capable of dealing with unforeseen and novel situations.”
    2. What does “duality” mean?
      1. A: “Most animals can use each basic sound only once.  The number of messages an animal can send is restricted to the number of basic sounds. Each human language has a stock of sound units or phonemes which are similar in number to the basic sounds possessed by animals, between thirty and forty. These phonemes are in themselves meaningless, but they are combined into larger meaningful units or morphemes. The number of possible morphemes is enormous- an educated man might use up to 100 000, according to one calculation. This organisation of sounds into two layers, one of phonemes and one of morphemes, is known as duality or double articulation. Duality means that language is a much more powerful tool than animal communication systems, since the mathematical possibilities of combinations of morphemes are incalculable.”

Homework:

  1. Find a famous book by these two famous linguists and their Japanese translation, and write their details down using the MLA format in the handout provided.
    1. Ferdinand de Saussure
    2. Noam Chomsky

      Duality of Patterning, from http://www.uni-due.de/DI/REV_Linguistics.htm
      Duality of Patterning, from http://www.uni-due.de/DI/REV_Linguistics.htm

 

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Writing Strategies 1, week 4: May 11th, 2012

Turkish Delight
Turkish Delight

Today, we

  1. checked the homework – the list of words and the 3 questions about chapters 3-4
    1. Why didn’t the other children believe Lucy?
      1. A1: because there was no time – she was only gone  a minute
      2. A2: because when they went to check the wardrobe, they could not find Narnia. It was just a wardrobe.
    2. Although Lucy was unhappy that no-one believed her, she did not change her story. What does this tell you about her character?
      1. That she is honest and stubborn (determined). She has a strong character.
    3. Why did Edmund go into the wardrobe? What does this tell you about his character?
      1. A: He wanted to tease Lucy more about Narnia (her “imaginary” country).
      2. This tells you that he is spiteful.
  2. Answered some more questions about chapters 3 and 4:
    1. How long is Lucy in Narnia the first time?
      1. She is gone for many hours.
    2. How long does Susan think Lucy is gone?
      1. Susan thinks Lucy is gone for just a minute.
    3. How do Lucy’s siblings react when she tells them she has been in Narnia?
      1. They don’t believe her. They think she is making up a story.
    4. What do the Pevency children do on another day when they cannot play outside?
      1. They play hide-and-seek.
    5. What does Edmund see when he first enters Narnia?
      1. A sledge pulled by reindeer.
    6. What is the first question Edmund is asked?
      1. Edmund is asked, “What are you?”
    7. Why does the Queen yell at Edmund?
      1. The Queen shouts at Edmund because he is not respectful enough to her, the Queen of Narnia.
    8. What does the Queen think Edmund is?
      1. She thinks he is a kind of dwarf.
    9. What does Edmund ask for when the Queen offers him whatever he wants?
      1. Edmund asks for Turkish Delight (ロクム – もと知りたいならクリックして)
    10. What does the Queen ask Edmund to do?
      1. She asks him to come back and bring his siblings (his brothers and sisters) with him.

Homework:

  1. Read chapters 5 and 6 in Japanese first (if necessary) and in English. Also watch the movie, if you have not watched it yet.
  2. Make a timeline or plot-line for chapters 1-6.
  3. Make a list of the characters that have appeared in the story so far. Beside each character’s name, write a short description and say whether the characters is
    1. a protagonist 主人公、主役,
    2. a main character 主要人物
    3. or minor character サブキャラクター

Express your opinion! Let me know what you think of today's class, the written materials, the activities, the teacher's lecture, etc. Have a question about English or about today's class? Click the words "Leave a comment" below, or send me an email. Thank you for visiting.