Linguistics

Final Paper
Students names:

Cauich Guizar Leydi Karelly

Estrella Magaa Mario Uriel
Martin Chan Luis Eduardo
Montessoro Fonseca Alondra
Pech Chi Dorcas Beatriz
Sanchez Tolosa Pedro Amir

Teachers name:
M.C Rafael Alberto Velasco Argente

Spring 2016

Phonetics
Description:
A text to read with one hundred eighty words was given to the subject; while the
subject was reading the text was recorded for later analyze it in depth. He was not
given the opportunity to read it before, nor had a second opportunity because with
that experiment he would be qualified and also his fluency and pronunciation.
Objective:
The main objective of this experiment is to study the subject from the phonetic
point and see what his shortcomings are.
Analysis:
Applying the experiment I could realize that the subject loses fluency when he is
trying to read properly and he has a correct pronunciation. On the other hand when
he tried to read fluently, he lost correct pronunciation, and rhythm was from more to
less depending on the type of words in the reading, I noticed that the subject can
produce a maximum of 20 words fluid and a minimum of 8.
Conclusion
In conclusion I realized the way in which the subject uttered some words were by
how they looked and not to be joined by phonetics, also could see that he read
correctly the most common words but seeing a new its rhythm reading down,
phonetics goes hand in hand with knowledge of words and the study that we have
and let you know the correct pronunciation.

Attachment
Wn v hrdst prts v lv brd z bi we frm jr lvd wnz, spli
jr fmli. Wal ma frndz r so mprtnttu mi, av prsnli fand t mr d
fklt bi we frm fmli. bkz ma frndz r mostli ma e w fjurri
spnsbltiz, wn wi bgn tu ms i r tu m, prspkt v spntenis j
rostr trp z fr mr lakli. wrz, wma fmli, r vri rispnsbltiz
s z junvrsti plkenz nd -lvlz (ma sstr) r lidrp trenskim
z (ma mm) mek t fr hrdr fr m tu vzt. lso, t filz d tu nt hv fml
i nrba dr mer laf vnts lakbrdez z ts tekn fr grntd t
wi wl hv bg fmli slbren t ma grndmz has.
havr, a wz frnt t ma mm nd sstr risntli fand tam tu vz
t. bo ma sstr nd a hv merbrdez s jr z iz trn 18 nd al
bi 21. Ma sstr z vri bg mjuzk fn nd s jr, a smntd ma stts
z bst oldr sstr ba kip n a at fr mjuzk knsrts n prs. n ar h

om tan v lstr, wi dont rgjlrli gt mniwl-non rtsts ple n ar s

ti. bt n prs, a mnd tu gt bst 18tie brde prznt v l: tk
ts fr l ri vs tu si ma sstrz favourite mrkn rpr, enl hez.
lo a wl tra tu vzt fr ma sstrz kul brde n un, ns fr m
a sstr nd ma mm tu vzt bkem brde trit. i ksprins v fand a
r we tgr tu knsrt r gt tu o m rand prs sats s z
i afltar, i rk du triomf nd ivn ma favourite as krim ples, Amorino, wz
n mez mmri fr s l! dspat fkt ta flt slat prr tu mek r
wiknd wnt smuli, ivn hvi ren feld tu dmpn ar mud.
rfr, wal t kn bi dfklt bi we frm hom nd ptnli ms bg f
mli momnts, er r wez tu vd sdns nd fand we tu mek bst
v jr suen tu nstd kriet n nfrgtbl mmri. lak trnt v ren
walwi wnt p i afl tar dmnstretd, vri klad hz slvr lan, b
kz n wi gt fnist fotoz vr!

Wrong words spoken by the subject

Abroad - brd

pressure - prr

Manage - mn

failed - feld

Rapper - rpr

dampen - dmpn

despite - dspat

Slight - slat

Avoid - vd

Known - non

Fewer -fjur

Leadership lidrp

Cemented

Eurostar - jrostr

- smntd

Schemes - skimz

Spontaneous - spntenis

Morphology
Objective
To determine if the individual is able to translate a text using correctly the words
and their processes involved in Morphology.
Description of experiment
An 80 words Reading in Spanish was given to the member of the team who did
not know anything about it. He was asked to translate the reading in English.
He had to read and analyze it. First, he did the oral translation, and then he had
fifteen minutes to do the written translation.

Analysis
There were different problems between the oral and written translations. The
person had more difficulties to do the oral translation but had more inflectional
and derivational mistakes in the written one. Both translations had something in
common: there were lost words which changed a little the sense of the text.
In the first one, the individual got a free in flexional mistake because he did not
conjugate the verb, he had a possessive mistake with the third person but he
noticed and corrected it and had a third person mistake, he mixed up the plural
with the singular. The other problems that he had were because he was
thinking in Spanish. In the second one, there were many spelling mistakes
almost the same quantity than the in flexional mistakes. His major mistakes
were in flexional, three plural in flexional and one tense in flexional. He was
wrong in only one derivational mistake, and it was because he didnt write the
prefixes correctly.
The morphemes that were used in most of the times were correct but the
subject sometimes does not know how to use the bound in flexional
morphemes, specially the third person. He avoids some words to do easier his
work, even when he did that he could not complete without problems the
activity.
Conclusion
The individual has many problems with in flexional morphemes, he avoid some
of them, and he mix up the third person singular and plural. The possessives
and plurals were produced wrong. He knows free morphemes but ignores some
of their changes and sometimes he forgets how to write them.

Attachment

Syntax
Objective:

The objective of this experiment was to demonstrate whether the individual can
follow the instructions as they ask, and see if he commits syntax mistakes.
Description:
First, the subject was chosen to apply the experiment. Then he was given a simple
issue which was asked to write a text in English. Fifteen minutes were given to him
to complete the letter. Finally when the individual handed the text in, it was
analyzed to identify syntactical mistakes.
Analysis:
He does not know how some words are written and invents. He had trouble with
the word "consider" instead of writing it in this way, the subject wrote "considerer"
this does not exist, and however, he preferred to write as he thought to change it
for a synonym.
As for spelling, he writes a few words incompletely, the error was found in the word
"working ', did not use apostrophe and removed the" g "at the end. This error is a
formality since he was asked to write a letter to apply for a job. Another basic
mistake was in prepositions, is not clear as to their functions.
He used "at" instead of "in", wrote "at the afternoon", unless the name of a place is
good, but refers to the time.

Conclusion:
In conclusion, the individual showed that he does not have clear how to use
prepositions because he confused them. It also showed that, in terms of spelling,
decides to invent words.
It does not comply with the instruction that is asked, and did not write the letter
correctly.

Attachment

Semantic
Objective
The purpose of this experiment was to see if "the little bean" was able to read and
understand a simple 60-200 words text then talk about it with his own words and
ideas but keeping it coherent

Description of experiment
Before we started the experiment we had to decide who was going to be "the little
bean" once we decided it, we chose a text between 60-200 words but with an easy
to understand theme. This text was given to "the little bean" and he had 2 chances
to read it and understand it. When he had finished with the text we asked him to
explain what he understood about it while his voice was being recorded. With the
record we had, we listened it and analyzed what he said and what it was supposed
to mean trying to see where his problems in semantics were and see if what he
said had any logic.
Once analyzed the verbal form of the person, we will correct his logic to a good
understanding, we will compare the two explanations, which he said and we will
correct, and analyze where he applied the semantics or where he had problem of
semantics.

Analysis
(Explanation of the article in his own word)
What I understand about this paragraph is that. It co.. its (a) story of a boy who
saw a demon amm.. he says that says that eh when he was 11 years old he
wake up from his bed and he get up from his bed in the dark, he saw a dim a
dark figure witch (with) red eyes. He told thought that it was his mother and he
start to call (her), the call was getting louder and louder but the think (thing)
doesnt answer only was looking at him and then his mother came because he
her heard the nose and when he when she came the thing was gone since from
that day the boy was afraid of the dark.

The little bean had some problems when he was trying to explain to us what the
text was about. He had some problems trying to arrange his ideas in a logical way,
he also had some problems with his pronunciation, he tried to say something
but it wasnt what he really said. He tried to explain the context but it wasnt logical.
Other thing, the little bean had problem with third person. He had some problem in

deixis because he didnt imply to whom falls the action o he didnt say articles
or/and prepositions to explanation logical. Beside he starts to talk in one time
and then change the time. The little bean had a lot of redundant and pet
word.

Conclusion
In conclusion the little bean understood well the text but had some problems to
formulate and express her ideas orally and in a logical manner. This is because it
does not coordinate well his ideas.

Attachment
(Original text that was used to little bean)
(http://horrorstories.anthonet.com/archives/short-horror-stories)

Linguistics:
Linguistics is the scientific study of a language. Linguistics studies the structure,
the variations, the history and the origin of the language and how the native
speakers acquired the language. Linguistics has branches: The historical
linguistics studies the origin and how a language changes over time.
Psycholinguistics is the descriptive study of how the language is used in a society
and how the society changes the language. Macro linguistics is the comprehensive
study of a language that involves phonetics, pragmatics, phonetic and phonology,
morphology, semantics and syntax. Micro linguistics studies the language in an
internal view, but dont focus in the semantics and the social interaction.

Areas of study of linguistics:

Phonology:

Phonology studies the sounds of a language and how phonics

elements function in a word. Phonology is divided into three types: Articulatory,

acoustic and auditory.
Morphology: Morphology studies the formation, inflection and derivation of the
words to create new. In morphology the processes involved with the inflection and

word formation. The processes involved to change the basic shape of the words:
plurals, superlatives, possessives, prefixes, suffixes and affixes. It involves the
word

formation:

coinage,

borrowing,

compounding,

blending,

clipping,

backformation and convertion.

Syntax: Syntax studies the order and relation of the words to create sentences.
The syntax allows us to link the words to create sentences that communicate an
idea or opinion. Parts of speech belong to the syntax: subject, verb, predicate,
conjunctions, clauses, adverbs, pronouns, articles etc.
Semantics: Semantics is the study of the meaning of words phrases and sentences
of the language. Semantic roles are: agent, theme, instrument, location,
experiencer, source and goal.
Pragmatics: Pragmatics is the study of the meaning of the message of the words. It
studies the intention of the sender's message. It is divided into context which
contains the deixis that is found in three ways: person (pronoun), spatial (here)
and temporal (adverbs and verb tenses) secondly we reference which is divided
into anaphora, inference and presupposition, finally we have politeness (positive
face and negative face) and speech acts (direct speech and indirect speech)

Objective of the experiment:

This experiment aimed to measure the knowledge acquired by a student during the
course of linguistics. Different experiments were applied to the subject served to
measure a student's knowledge in the areas of syntax, morphology, phonetics and
semantics. Experiments help to determine the areas in which the person has more
difficulty and thus help him to improve his skills.

What can I do with linguistics knowledge?

The knowledge that I have acquired in this course of language will help me to
improve my skills in English. Implementing the techniques of study and analysis of

a language, they facilitate me a deeper understanding of a language. Usually when

studying a language people learn what teachers teach them without asking the why
of the orthography rules or sounds change, however linguistics allows me to
understand how each element of a language works and how it is connected with
others to communicate an idea. Linguistics teaches me the deepest part of the
language. With this knowledge we can understand each element that is involved in
language and how to join it to communicate an idea.
Phonetics will help me to understand how to articulate and pronounce words which
allow me to express my ideas clearly. Also it helps me to determine the meaning of
words, because some words change their meaning when they lose or get
phonemes. The phonetic symbols could help me to decipher the correct
pronunciation of the words.
The morphology helps me to understand the inflection of words. This means that I
can understand how words are formed and how the meaning of the word are
changed with just a few letters, prefixes and suffixes.
Syntax helps me to understand and analyze the function of each word, starting with
a sentence also be able to differentiate each of the structures in English, also be
able to identify the name of each word from an analysis of syntax on the other
hand could differentiate the type of sentences and even the way in which a text is
to compose the wake of the parts of speech either, a verb, an adverb, an adjective,
a pronoun, an article and each of the definitions for words in a written
semantics serve me to interpret correctly the interpretation of symbols, signs,
words, expressions or formal representations in the same way it will help me as
much as to express myself, and to grasp the starting of a conversation message or
form of expression of a individual, this will help me to understand some aspect of
individual personality

How is this helpful for my work area?

Knowledge of linguistics applied to my work area, will help me to diagnose

students who have problems in some English ability either syntactic or phonetic.
The linguistic knowledge will help me to understand better the language and to
teach without fear, it will also help students to improve their skills in English.
With the linguistic knowledge I can determine certain aspects of the students. With
phonetics I can determine the accent of the student and thus recognize their place
of origin, morphology allows me to determine the educational status of the student,
the syntax shows the student's vocabulary and can determine the number of books
that he has read throughout his life. Finally semantics allows me to determine the
student's ability to change language when talking.
Conclusion
I felt a little disoriented because I did not know what to do in the experiments. For
each experiment I was given a certain time, and I felt a little nervous. I was so
confused because I was under pressure. During this experiment I measured my
skills in understanding and use of English, which helped me to realize what are my
mistakes and what are the areas where I should study more to improve and have a
better level in the English.
When my classmate applied the phonetics test to me, I felt a little nervous and
hurried to answer quickly. When I had problem with unknown words I tried to
pronounce them the best way possible but that affected my reading fluency.
Morphology test was the hardest of all, because the text I had to translate
contained many words that I had never seen before. Fortunately they were not too
many words so I finished the translation of the text on time.
In the syntax test, I had to write a letter. I felt more confident, because I had more
time and also had already practiced how to make letters in my English class.
In the test corresponding to semantics, I liked the text that was given to me to read.
One of the mistakes I made during this test was that I got excited which led me to
try to explain what I read without thinking about what I should say. I felt very unsafe

in this test because I felt that what I was trying to communicate was not being
understood.