July 17 DAY I 1st Meet Introduction

Yellow -

f2f
Blue -

asynchronous
* Class Introductory

" "
?
What is a
grammar Nari
'

people who police others

↳
grammar

•
Altitudes Towards Grammar
i. Prescriptivist vs Descriptivist
↳
prescription I prescribe
" "

This is what
you should do .

↳
description / describe
" "
This is what is
being done

1- 1-
Prescriptivist Approach "

standard
"

↳
Conforming to English
1.2 .

Descriptivist Approach
"

Studying language it
"
↳ as
appears
↳
recognizing the
ofmultiplicity
social context and the varieties
of English

* standard English
↳ purpose of language communicate
: & understand
convey
"

speakersof a
language ,
we have common shared
what words "

knowledge of mean

"
We should all use language in the same way
that each other
"

so we can understand
What's the standard ?
"

with
"

problem
standard English ?
" "

what is considered
"

Who dictate
gets to
•
Americans ? Brits ?
•
Grammarians ? The Oxford English Dictionary ?
• Teachers ? Writers and novelists ?

•
What abt the new words and terms that are constantly
?
being produced

Consider the social contexts

1.5 billion
people speaking English
•

• Social contexts differ by location

,
nationality ,

social class ,
et .

•
Diff people ,
Diff ways of language usage
"
different
"
•
" " " " "
in contexts

World Englishes paradigm ( Kachin)

•

↳
more than one
English
↳
varieties as a result of differing social contexts
↳
American Eng , British Eng , Ph Eng ,
Indian Eng ,
etc .

•
Unequal Englishes ( Tapas )
↳ Not all varieties of English are
"

equal
"

↳ social hierarchy
↳ neutralized English to be accepted
socially / internationally

1. 2 .
Descriptivist Approach
" "

from what it is
"
↳ should to "

→
be wary of your own biases about language
keeping open mind
→
an

→
recognize the limitations of context
→
describe dont judge
simple ,

there purposes why there

"
are are
multiple kinds
"

bebe mon to exclude those

'

→
of languages
who arent
part of

the community
 sounds concept
July
"

DAY 2
"

18 Readings What is language ? g. ,

Arbitrary relation of form and meaning
Objectives :
↳
property of language →
no natural / intrinsic relationship
•
arbitrary relation bt linguistic form and meaning bt a word is pronounced and its meaning .

•
distinguish bt linguistic knowledge ( competence) and linguistic
behavior ( performance ) 1 .
If you don't knowlanguage a ,
then its words will be
•

descriptive and prescriptive rules of grammar

mainly incomprehensible .

and

÷ qq.tn?anm.dnsg,Y?,.h?mee?;?u?a?mea
•
relationship a- grammaticalrules * individual languages
Print " " "
"
of language structure that may hold across all languages (Eng :
house ; French : Maison ; Spanish : Casa )
difference communicative systems of diff diff languages
bt human language and the other Same sequence of sounds
meanings
=
•
3 .
=

animals .

( bona Hindu Urdu speak ; Russian

:
aching )
-
- -
:

5. sound symbolism →
pronunciation suggests its meaning
linguistic knowledge ↳
onomatopoeic ( buzz murmur)
↳
,

i. Knowing a language =

you can
speak and be understood those but still not a general case for all

who also know the language sound systems (frog

=
Brit ribbit ; Fil :
:
Kotak
Particular sound sequences particular seem to relate to a
z .

Speaking =

making sounds with meanings a.

( [ glint ]
" "

concept synonyms of sight starts with gl glare glimpse

3 . But language is more than speech .
, ,

but gl has really nothing to do with the word sight

" " " "
↳
sign language →
linguistic units are formed by manual and

other body movement such as gladiator glucose glory )

, ,

7 . No speaks
one in isolated
words ( you have to know how
knowledge of the sound system words are put together to understand someone)
( or signs) and
1 Knowing what
.
sounds are in that language
what are not .

The creativity of linguistic knowledge

2. There many sound English vs French
systems :

(this that) Lois zat) 1. sounds words

phrases sentences
→ → →
, ,

there are unfamiliarity with

↳ due to difference , 2. Knowing a language =

ability to produce and understand

"
other sound system rules other than English language is a set of said
"

the 3 .
learnt responses to stimuli

by Chomsky
abilityonly reflected to what
knowledge of words 4 . Creative is not we say ,
but

1. knowing certain sequences of sounds signify certain also understanding of new / novel sentences .

concepts or meanings 5 .
All human languages permit their speakers to form
indefinitely long sentences
6. Creativity is a universal property of human language
Knowledge of sentences and non -

sentences Descriptive and Prescriptive Rules of Grammar

Grammar constructed by the linguist and

1. Language proficiency involves mastering a system of rules that assign sound and
→
explicit theory
meaning to an infinite class of possible sentences. proposed as a
description of the speaker 's
2. Knowledge of language allows individuals to distinguish between well-formed competence

(grammatical) and ill-formed (ungrammatical) sentences, showcasing linguistic creativity.

Descriptive Grammars
3. Ungrammatical sentences are typically novel and unfamiliar because they violate the

rules of grammar. 1. Grammar includes knowledge about the units and rules of a language, such as
phonology, morphology, syntax, and semantics.
4. Intuitive knowledge of a language helps identify which strings of words constitute well- 2. Descriptive grammars aim to describe the rules existing in the minds of speakers,
representing their linguistic competence.
formed sentences and which do not. 3. Shared knowledge of grammar enables communication through language.
5. Linguistic knowledge includes rules for forming sentences and making judgments about 4. A descriptive grammar is a model or description of the internalized grammar
studied by linguists.
sentence acceptability. 5. Grammar can refer to both the mental grammar in speakers' brains and the formal
statement or theory of that grammar.
6. These rules are acquired unconsciously as young children during language 6. Grammatical sentences conform to the rules of the mental grammar, while
ungrammatical sentences deviate from those rules.
development. 7. If a rule proposed by linguists does not align with speakers' intuitions, it suggests a
difference between the described grammar and the mental grammar of the speakers.
7. Linguistic rules must be finite in length and number to be stored in our finite brains. 8. No language or dialect is superior to another in a linguistic sense; every grammar
is equally complex, logical, and capable of expressing any thought.
8. The rules of grammar are not determined by authority figures or explicitly taught in a
9. The grammars of technologically underdeveloped cultures are not primitive or ill-
grammar class but are acquired naturally. formed; they possess the same richness and complexity as grammars of
technologically advanced cultures.
9. Knowing a language involves understanding the sounds, meanings, and grammar of

words and being able to generate an infinite number of sentences.

Prescriptive Grammars

Linguistic knowledge and performance 1. Prescriptive grammars advocate for certain versions of a language as superior or
correct, prescribing specific rules that educated individuals should adhere to.
1. Linguistic knowledge allows us to form longer sentences by combining phrases and 2. Prescriptive rules often emerged during the Renaissance when the middle class
adding modifiers. sought to emulate the language of the upper classes.
2. There is a distinction between linguistic competence (knowledge) and linguistic 3. Prescriptive rules were sometimes influenced by Latin grammar, despite Latin
performance (application of knowledge). having different rules than the languages derived from it.
3.While speakers have the knowledge to understand or produce sentences of any 4. The belief that dialects using double negatives or other non-standard features are
length, physiological and psychological factors limit the actual length and complexity of inferior is not justified when considering the standard dialects of other languages.
sentences. 5. Prescriptive grammars differ from descriptive grammars as their goal is to dictate
4. Factors such as breath capacity, cognitive limitations, and listener engagement can what rules people should follow rather than describing the rules they already know.
affect the length and effectiveness of speech production and comprehension. 6. Language changes over time, and words may change meaning, leading to shifts in
5. Speech production can be prone to errors such as stammering, slips of the tongue, usage that may not align with prescriptive rules.
and garbled messages. 7. All languages and dialects are rule-governed and fully expressive, regardless of
6. Linguistic knowledge is largely acquired unconsciously, with no conscious awareness their social prestige or the social status of their speakers.
of the underlying linguistic system. 8. While the standard dialect may offer advantages in certain social contexts,
7. Our ability to speak, understand, and make judgments about sentence grammaticality linguistically it does not have a superior grammar compared to other dialects.
demonstrates our knowledge of language rules. 9. Written language follows prescriptive rules of grammar, usage, and style, which
8. Linguistic knowledge represents a complex cognitive system. differ from the rules governing spoken language and are subject to less dialectal
variation.
Teaching Grammars The Development Of Grammar
1. Teaching grammars are distinct from descriptive grammars and are used to learn 1. Linguistic theory not only describes adult speakers' knowledge of language but
another language or dialect. also aims to explain how that knowledge is acquired.
2. They explicitly state the rules of the language, provide word lists and pronunciations, 2. Typically developing children acquire language relatively quickly and effortlessly,
and aid in language acquisition. even without specific language instruction from parents or caregivers.
3. Teaching grammars are particularly helpful for individuals who do not speak the 3. Children are adept at language learning regardless of factors such as gender,
standard or prestige dialect but wish to acquire it for social or economic advantages. socio-economic background, geographic location, or daycare arrangements.
4. Adults often find it challenging to learn a second language without formal instruction, 4. Children can acquire any language they are exposed to, demonstrating remarkable
even after extended exposure to the language. language-learning abilities.
5. Teaching grammars assume that the student already knows one language and 5. Language acquisition in children follows a general pattern, progressing from
compare the grammar of the target language with the grammar of their native language. babbling to word formation and gradually developing complex grammatical
6. They provide glosses (parallel words in the student's native language) to convey word structures.
meanings. 6. The cognitive process by which children accomplish this feat of language
7. Sounds in the target language that are absent in the native language are often acquisition is of great interest to linguists.
described by referencing familiar sounds. 7. One hypothesis suggests that language acquisition is facilitated by an innate,
8. Rules for forming grammatical sentences in the target language may refer to the biological component, with children having an inherent understanding of the universal
learner's knowledge of their native language's grammar. properties and laws of language.
9. Teaching grammars aim to teach the rules and constructions of a new language, 8. Alternative views propose little or no innate component specific to language
rather than attempting to change the rules or usage of a language the learner already acquisition.
knows.

Sign Languages :
evidence for language universals

Universal Grammar
1. Sign languages, such as Australian Sign Language (Auslan), provide evidence that
1. Universal Grammar (UG) refers to the set of universal properties and rules that are all languages are governed by the same universal principles.
shared by all languages. 2. Sign languages, like Auslan, are visual-gestural systems that use hand, body, and
2. Linguists study both the specific grammatical rules of individual languages and the facial gestures to express meanings and convey grammatical rules.
universal laws that apply to all languages. 3. Sign languages are fully developed languages with their own grammatical rules
3. Universal laws are of particular interest as they provide insights into the human and mental lexicon of signs.
"faculty of language" and our ability to learn and use any language. 4. Signers of sign languages can create and understand an unlimited number of new
4. Language learners, even before studying a new language, unconsciously possess sentences, similar to speakers of spoken languages.
knowledge about certain universal aspects of language, such as sounds, word 5. Performance factors, such as slips of the hand, occur in sign languages just as
formation, sentence structure, negation, question formation, and tense. slips of the tongue occur in spoken languages.
5. UG can be understood as an innate blueprint or capacity for language learning, 6. Deaf children exposed to sign languages acquire them in a similar manner to how
specifying the components of grammar, their relations, and how rules are constructed hearing children acquire spoken languages, going through linguistic stages including
and interact. the babbling stage.
6. The goal of linguists is to uncover the "laws of human language" similar to how 7. Neurological studies show that sign languages are organized in the brain in a
physicists seek to reveal the laws of the physical universe. similar way to spoken languages, despite their visual modality.
7. Language is a complex phenomenon, and achieving a complete understanding of UG 8. Signed languages resemble spoken languages in all major aspects, demonstrating
is an ongoing process, with theories continuously evolving based on new discoveries. the universality of language regardless of the modality of expression.
8. The comparative study of various languages plays a crucial role in advancing our 9. Language acquisition, use, and knowledge are not dependent on the ability to
understanding of UG and shedding light on the nature of human language. produce and hear sounds but on a more abstract cognitive capacity.
" "

can
What is not human language ? computers learn human language ?
The birds and the bees
1. Computers possess some properties of human language, such as discreteness
and displacement, as they can assemble spoken words from discrete units of
1. Many animal species possess communication systems, but they differ significantly sound and refer to past, present, future, and different locations.
from human language in terms of their properties. 2. Unlike animals, computers can easily generalize sentences, form plurals, and
2. Animal communication systems, such as the courtship gestures of spiders or claw- program various language-related tasks, such as associating spoken names with
waving movements of fiddler crabs, are invariant and fixed, lacking the creative aspect pictures or providing psychological counseling.
found in human language. 3. Computers lack the human-like traits of linguistic performance, including
3. Birdsongs, although more complex, do not have internal structure that allows for variations in pronunciation, slips of the tongue, filler sounds, hesitations, and
segmentation and rearrangement to convey different messages as human language syntax errors.
does. 4. The Turing test, proposed by Alan M. Turing, is a challenging criterion for
4. Animal communication systems are primarily used to convey specific information assessing linguistic competence. It involves an interrogator conversing with a
related to immediate needs and the immediate environment, in contrast to human computer and a human without being able to determine which is which based on
language, which allows for displacement (communication about unrelated topics) and is language usage. No computer has passed this test, and it remains
more versatile in conveying various messages. unadministered. 2- how about the computers now ?
5. Birdsongs, similar to human language acquisition, are acquired in stages and involve 5. If a computer were to pass the Turing test in the future, it would primarily
a combination of innate structure and learning from adult birds. demonstrate the ingenuity and linguistic competence of the programmers rather
6. Variation and regional dialects can occur in birdsongs, transmitted from parents to than the computer or its software.
offspring, similar to dialects in human language. 6. Despite the advancements in computer intelligence, no animal or machine has
7. Honey bees have a signaling system through dances, which convey information achieved the same level of linguistic competence as a healthy human being.
about the location and quality of food sources. However, these dances lack creativity
and displacement, always focusing on the topic of food.
8. Animal communication systems are determined by biology and are rooted in the
species' specific brain structures. Summary
9. The question of whether one species can acquire the language of another remains
an interesting topic for exploration.
Language is a complex system that consists of rules governing the production and
understanding of infinite sentences. Linguistic competence refers to knowledge of
can animals learn the human language ? this system, while linguistic performance is the actual use of language, limited by
factors like memory and endurance. Descriptive grammar represents the
1. Animals, such as talking birds and dogs, can be trained to imitate and respond to unconscious knowledge of speakers, while prescriptive grammar prescribes rules.
human words and commands, but this does not mean they have acquired human Linguistic universals exist across languages, suggesting the presence of Universal
language. Grammar, an innate component that enables language development. Children
2. Talking birds do not decompose words into discrete units and cannot produce an acquire language naturally, including sign languages, demonstrating that hearing or
unlimited set of utterances or generalize from specific instances. Their imitations lack producing sounds is not necessary. Human language stands out with its creativity,

7
communicative function. allowing for the formation of novel, grammatically correct sentences. Attempts to
3. Dogs, like Rico and Chaser, can associate specific sounds (names) with objects or teach non-human primates language-like systems have shown limited success,
actions but do not understand the meanings of words as humans do. Their recognition lacking the creativity and syntactic structure seen in human language.
skills are based on associations rather than symbolic understanding.
4. Non-human primates, such as chimpanzees and gorillas, have been studied to test or are we
their ability to learn human language through sign language or artificial languages.
Despite small successes, they have not achieved the qualitative linguistic ability of just that
human children. entitled ?
5. Primates' vocal tracts limit their ability to produce a wide range of sounds, but sign
language has been used as an alternative to test their cognitive linguistic abilities.
6. Experiments with primates in learning artificial languages have raised questions
about the extent of their knowledge and the role of unintentional cues from
experimenters. The creative ability and complexity of human language have not been
evidenced in their use of artificial languages.
7. Research on primate cognitive abilities, including language, has provided insights
into their cognitive capacities and led to further investigations on other aspects of their
minds.
8. Human children, without explicit guidance and regardless of personal
circumstances, are capable of creating new and complex sentences never spoken or
heard before, highlighting the remarkable nature of human language acquisition.
July
"

DAY 3
"

19 Meet What is language ?

language and its components * Arbitrary and conventional * Creativity & Knowledge
there's actual réason why concept Components
↳ no a
.

: decided
( E3
to
21st century communications :
is called as it is now ,
→

call
"
tree
"

) -

sounds → words →
phrases
.

emails
~ →
sentences →
paragraphs
-

internet usually
> been used ,
not really questioned ; .

infinite no .

Of possible
.
vid calls it 's been that way sentences that can be
• Chat how they decide to call things ( why is tree called created using any language
.
advertisements tree ? actual sound rules ) .

creativity of language :
ability
@ Exceptions : to combine and recombine its

common components of diff forms Onomatopoeia : sounds suggest their diff elements
.

of comms :
meaning
-
sounds & signs .

Chinese & Japanese : w/ resemblance bet ,

-

Behaviorist theories : set of

character to stimuli
. words & meanings , meaning learnt responses
-

*
-

mñ -

tree -
wood Coni ) ↳ B. E Skinner : all human

signs X hito person ( Jap ) behavior is learned done

-
.
-

Saussure result of one 's

Ferdinand de 1916 as a
'

,
also

sign signified / Signifier Meaning is conventional change environment

=
. =

Overtime partially
"
-
"
Tree .

language is influenced

signified the idea

"

salvage
"
to by learned behaviors
:
concept or save rescue , recover our
-

:
.

of a tree
,
or an actual .
In PH : to find someone 's corpse
present)
"

tree being referred to .

"
literally now means both @ Noam Chomsky ( 1928 -

Signifier : the letter/sounds

"
forming "
literally " &
"

figuratively
"
↳ father of modern linguistics
"
" "
of
the word slay just
"
tree is not
"
.

serve ↳
language a set

responses to stimuli

sign =
signified ↳ humans have
"
universal
grammar
"

signifier ↳
control over our responses

↳ sounds
produced by vocal chords
↳
words written down digitally written
or

↳ hand gestures and signals ( sign languages)

[ cont ] •

linguistic Profiling discrimination against -

linguistic knowledge allows us to understand Grammar speakers of a minority dialect

and comprehend an infinite combination of ↳ Mental
representation of a speaker 's
sentences ling competence ; what a speaker knows
.

* Other Grammar
allows appreciate even works of
us to abta language Teaching Grammar
•

↳ .

fiction or fantasy -
↳ mental framework used in
↳
language is not limited to direct
-

teaching and learning new languages

representations of the real world
" "
-
.
Universal Grammar
↳ common attributes bt all .
kinds of
languages
"

identify grammatical human

"
↳ ability to what is •

Prescriptive grammar
and what is not dictating how a language Rooted history ( Proto Indo
in
• -
-

European language)
" "
should bespoken
Linguistic competence →
knowledge Ofa Always rooted in power and IV. Chomsky human
- .

:
-

language know it works social control biology has evidence for

"
of language Mid Ages grammar rules being wired
performance →
actual use : us
-
-

in speech production & based on Latin

comprehension -
21st cent : American English * Discreteness & Displacement

pnra tnat
"

influenced by many factors default language

"
: seen as ↳ is composed of
•

"

values to maintain
"

physiology & psychological Purist discrete units

-

slips of tongue ( speech errors) power and status set of sounds words
•

, ,

can present
be in actual -

However lang : .&

meaning are combined

language are constantly changing

>
ability to talk about or
ref ideas not
present at
•
LC :
relevant to the studies of the structures -

Language us dialect the moments

of grammar and language English Filipino French are

-

, ,

LP :
rel.to the studies of human behavior languages * LLMS and Al
-

the contexts that surround British English American Emerging issues in At

speech patterns ,
.

them .

Eng ,

, Filipino Eng are .

-

Case : UP student caught using

dialects of English -

CHATGPT for class

Issues of academic integrity
-

Filipino dialects are .

How does it work ? Is Al really

really dialects ? ?
" "

justa tool
?⃝
[ cont] .

What is being left behind ?

Language learning models ( Ums) Sometimes the process is a lot more
-
.

learns " by being input w/ important than the product

"

Machine
↳

vast amounts of data ↳

Especially true for much of
↳ but there is also an element of academic work
randomness in its to be
text ↳ Is art just a product
↳ Chat GPT can and will hallucinate consumed ? Is it not about

data and info sharing human experiences ?

↳
only imitates human speech
-

↳
they don't research for
-

Technological advancements do
you not exists in a bubble
↳ it is not learning Artists
-

Remember : data is not objective Note : Don't forget the

all the time ; can be human element .

biased or unbiased ;

be wary

Why do people rely on it

?
anyway
-

Capitalist -

driven context :

↳ endless creation &

consumption
of
" "
context
driven content
↳
nostalgia
-

↳ companies seeking to minimize

costs and maximize profits

↳
product
-

oriented ,
not processed
 July 20 DAY 4
" "

Readings Thinking like a linguist 1.1 ,

1. 3.
,
1.4 .

sound system
of sounds
f- systematic organization
1.1 is language ? [study of ] patterns of sounds
What even
phonology
→

structure →
categorical organization of speech sounds

linguistics
→
study of human language go.ee →
physical units of language can be combined & how

they change in different contexts

mental grammar
→ shared system that enables two itwffrdnsb.it# units larger

understand that knows how words can can't

or more
parties to
syntax
→
mental
grammar or

each other to be combined to make phrases and sentences

works w/

modality of a language →
signed or vocalized f now speakers interpret
demand
•

meanings
↳ w/ fingers
hands
,
+

spoken
↳
Semantics
assigns meanings
→
calculate the
how words
meanings
phrases sentences
of
phrases
and texts convey
[;)
meaning
language conveys
Mean" "

↳
meaning in language ; understanding , , ,

G
,

wrists and makes sounds pragmatics -

help you know what meanings arise in different

forearms w/ larynx tongue , ,

↳
↳ language in context contexts
social & cultural settings to achieve communicative goals
use of language in specific
↳ receive by teeth & lips ( Htp)
,
Tuen sitÑmd

sight or ↳ receive sounds

touch w/ ears 1.3 Studying language scientifically

@ sign & vocal share may properties in their

grammars the science the way we ask to
language scientific
.
:
questions uses a approach

from auditory / visual information →

meaningful units .

Empirical observations -
scientific way of thinking about language involves
↳ observe data making systematic
mental lexicon →
dictionary in the mind ↳ linguists observe how people →
descriptive approach

!
:¥ ÷ ÷!÷ ÷ ÷ ÷
. →
recognized forms of sounds use their language
note : iinkbttorm • meaning
is arbitrary ) * tool :
•

metalinguistic awareness →
conscious knowledge about grammar

articulatory phonetics →
how sounds are made →
taught explicitly
word formation
internal structure of words
w/ organs of vocal tract ↳
acceptability ( grammatical ity) judgments
(p a combination
of morphemes to create words
" "

morphology →
[ study of ] forms of words * other tools : * specialized tools :
→
combinations of meaningful pieces .

survey →
elicit the words used -

Praat → analyzing audio recordings

inside words .

interviews -

ELAN -
annotate video recordings
corpus big database of examples SIP Annotator phonetic annotations of
-
→
-

-
.

of language used in the vid recorded sign language

-

world
[ cont ]
* tools / techniques from behavioral
psychology
•

experiments reaction times & reading times

→

neural imaging electronece

→
photography ( Eto )
-

functional magnetic resonance imaging (fMRI )

→

"
and
"
1. 4 Thinking about standards proper grammar
"

equally valid
"
* all languages and dialects are

bias exists
↳ but linguistic

standard variety of English →

standardized
→
closely matches the language used in
dictionaries textbooks
, ,
and high-status
media
due to social mechanisms of
power
→

standard →
associated with economic social and , , political
power
July DAY 5
"

21 Meet Human & science of "

language language
"
Anderson linguistics Studying language scientifically
"
→
scientific
study
:
of
language
modalities :
thinking of language involves making systematic , empirical observations
Vocalized speech : strive to make observ
•

Signed gestures / written

: that are not value
-

Multi modality combination :

of both judgments .

"
"

Discreteness :
↳
no lang . is better

segmenting the stream of information Ling data

.
-
.

Actual
into meaningful units speech
"
samples
" •

" "

mental lexicon dictionary Transcripts of interviews

•

•
: convos ,

News articles
Tweets Social Media posts
Grammar
: -

governs different aspects of language

-

Novels , books , stories

necessary to learn how to read Movies
not & write Tv shows , video games
'
.

for you to have a mental grammar

Linguistic Analysis
Standards & Proper Grammar
-

All languages & dialects are equal Filipino Rizin translated to

English : Is the rizy still effective ?

standardized
" "
→

language close to the king used .

Tools and methods for gathering linguistic data :

in dictionaries textbooks etc .

-

Corpus ling

YT
.

, ,

Standard doesn't attain that status body

by
↳
- -

its own virtue ;

actively decided ↳
big data from books speeches socmed posts
, ,

and reinforced
-
associated ↳ said '
Attard '

and situational & political power -

Phonetic Annotations
used by while people wl a Waveform analysis ( Praat)
-

certain amount of
formal
↳
Useful for phonological & biological analysis of
education use language use

>
Experiments :
measuring reaction times to words or
phrases
measuring eye movements
[ coat ]
-

Neural Imaging
↳
f- MRI
↳ electro nece photography

* Descriptive Analysis / statement :

EX .
:
"

Using / Adding
"
-
s to a word allows
it to refer to many of that word

* Prescriptive 11 1 11 :

EX . :

from
"

virus derived should

"
Latin , you
pluralize the riri
,
not viruses
 "

July 24 DAYG Online Meet "

M2 :
Phonetics vs
Phonology
c. Place of Articulation
overview [cont ] [ cont] -

BiH [ p ] [ b) Em ]
-

Study of speech sounds -

Despite some diff in pitch

* extra souudwlnoleltors ↳
poi -

two ,
labium -

lip
-

Phonetic Alphabet and pronunciation , we still to represent them ↳

Pat ,
bat ,
mat
-

Categorising speech sounds understand words ex : cute Lowy )

place of Articulation labiodental [ f) [ v3
'

Manner of Articulation Examples comfortable

:
,
water •

Because orthography ↳ labium lip dental teeth

-

,
-

Vowels , Tongue position does not directly ↳

Fire violet ,

Speech sounds :
correspond to pronunciation
•

↳ basic unit
of speech there is a need fora -

Rental [0-118]
* study of speech sounds for making meaning separate transcription ↳ Dental -
teeth
-

Phonetics vs Pholonogy ↳
different from sounds system for the study ↳ Thick there ,

① & we can make but don't to speech sounds

production grammar necessarily have meaning .

IPA
-

Alveolar It ][ d) In ]
of speech rules for ( coughing ) HCE ( Harington Cox ,&
[ s ][ 2) [ I ]
-

sounds speech Evans) Australian Tng ↳ Alveolar ridge

,
sounds * Phonetic Alphabet '

Mitchell & Delbridge IMDb

•

Orthography
-

conventional British American

,
-

Poctalveolarff ][ 3 ]
Examples ofpewnlogicalmks :
way of writing characters [ tf ][dg][ I ]
-

1st / is 0k at the to represent words and * Categorising Speech ↳ aka

potato alveolars
beginning mid end behind alveolar ridge
, ,
meaning sounds ↳
,

lstr / is Ok but before palate

-
↳ not always equivalent
lftrl is NOT & consistent w/ the
Palatal Cj ]
pronunciation
-

↳
Palate
and
Properties of Speech
•

EX :# same sound , diff

speech sounds letters
•

Velar 1k31g ]lD]

•

Sounds flow continuously * same letter ,

diff ↳
Velum
↳
Knowledge of a language sound
helps us identify the *
multiple letters ,
-

Glottal [ h ][ ? ]
breaks bt each .
sound /word one sound ↳
Glottis
-

Sounds overlap overtime * letters that represent ↳ Glottal

-

A name
-

an aim
no sound
•

That stuff
-

that 's tough words

are there Filipino
v4 silent letters?
•

Non-English sounds tttlanncrof Articulation

↳
Uvular (ex .
uvularr)

↳
Pharyngeal [ f) Eh]

Stopslplb ]lm][t ]
-

[ d) WINGTIP
121
" "
↳
Air is stopped or

Voicing blocked in making

•

↳ sounds Combe different the sound ; non continuant

-

ifinsameplaceof articulation ↳ Bilabial stops :[ p ][ b) Im ]

voiced Alveolar :[t ][d][n]
stops
but
↳
one is or
unvoiced ↳ Velar stops :[ k][gJ[D ]
↳ vibration
of the vocal ↳ Glottal stop :[ 2 ]
chords
↳
voiced and unvoiced -

Fricative If][vJ[ Of
pairs : [ OTIS ][ ☐ (f) [ g) ( h ]
•

[ plus ] ,
It ][d ] ,

1k31g ]
•

If ][ v1 , [0-30] ,
Is ][ 23,15313]
•

[tf ][d } ]

Aspiration
↳ Air escaping
meal '

Affricates
chords before
voicing often
next sound
 "
M2 Phonology
"

Phonetics
July DAY 7 Readings ant vs
:
25 .

Approximant [ j ][w][ I ][ I ] Tongue Position lip Rounding

↳
little obstruction of the
or no
1. The International Phonetic Alphabet
airstream in the mouth (IPA) provides a set of reference symbols 1. Vowels differ based on whether the lips are rounded or
for describing vowel sounds. The vowel unrounded. In Australian English and New Zealand English, words
chart in the IPA is a quadrilateral that like "boot," "put," "port," and "pot" have rounded vowels. The
indicates the height and fronting of rounding can be experienced by prolonging words like "who" (as
vowels. Vowels are generally arranged in an owl) or "cheese."
vowel pairs, with the left symbol representing an 2. The long high front [i:] in words like "cheese" and "peat" is an
unrounded vowel and the right symbol unrounded vowel, with the lips in a smile shape. On the other
representing a rounded vowel at the same hand, the low vowel [e:] in words like "part," "bar," "bah," and "aha"
1. Vowels are produced with relatively little occurs without lip rounding. Front vowels are generally not rounded
impedance to the airflow through the oral place of articulation.
2. Linguists select appropriate IPA in English, but some languages like French and Swedish have both
cavity compared to consonants. front and back rounded vowels.
2. The quality of a vowel depends on the symbols from the reference set to
transcribe the vowel sounds of a particular 3. The high back unrounded vowel [u] does not occur in English,
shape of the vocal tract as the air passes but it is present in languages like Turkish, Japanese, Thai, and
through. language or dialect, thus indicating its
vowel system. many others.
3. Different parts of the tongue can be high or 4. All the vowels mentioned so far are simple vowels called
low in the mouth and to the front or back, the 3. The IPA reference vowel chart shows
standard symbols for various vowels, monophthongs. Monophthongs can be prolonged without requiring
lips may be spread or rounded, and the velum changes in tongue position during production. Although vowel-
may be raised or lowered. including the highest (close) most fronted
unrounded vowel [i], the highest (close) consonant overlaps may influence articulation, the inherent vowel
4. Vowel sounds carry pitch and loudness, itself can be produced with a relatively stable articulation in the
allowing them to be sung or shouted. They can most back (retracted) rounded vowel [u],
the lowest (open) most back unrounded absence of surrounding consonants.
also be long or short sounds.
5. Vowels can stand alone, meaning they can vowel [a], and the lowest (open) most
be produced without consonants before or fronted unrounded vowel [a].
4. Australian English uses two main vowel
after them. For example, you can say the
vowels in "back" [bæk] or "book" [buk] without transcription systems: the HCE (Highly
Considered Extensible) system and the
Dipthonop
the surrounding [b] or [k], but you cannot say
[b] or [k] alone without at least a little bit of MD (Macquarie Dictionary) system. HCE
vowel sound. symbols closely correspond to typical 1. A diphthong is a single vowel that requires changes to the
6. Phoneticians (speech scientists) use Australian English pronunciation, while articulatory gestures during its production.
various technologies to examine vowel sounds the MD system is based on a British 2. Diphthongs are represented by two vowel symbols to indicate the
and determine their acoustic and physiological English standard and can be used to start and end points of the gliding gesture. However, they should be
characteristics. show how Australian English relates to a understood as a single entity, not two separate vowels joined
7. Vowels are described by their basic standard form of British English. together.
articulatory features, similar to consonants. 5. The HCE system uses symbols that 3. Diphthongs are classified based on the type of tongue movement
For instance, [d] is produced by raising the represent Australian English vowels in a that occurs during their production. Rising diphthongs involve a
tongue tip to the alveolar ridge, while [] (the way that reflects their pronunciation. The movement from a low to a high tongue position, while falling or
vowel in "bit") is produced by raising the body system includes diacritics for indicating centring diphthongs involve a movement from a high to a lower
of the tongue towards the palate. [æ] (the vowel length, such as [:] for long vowels. tongue position.
vowel in "cat") is produced with a low jaw and 6. The diagrams in Figure 2.7 show the 4. Australian and New Zealand English have five rising diphthongs,
the body of the tongue forward in the mouth. production of Australian English vowels in found in words like "buy," "bay," "boy," "bough," and "beau."
8. Observing real-time X-ray or MRI videos of the words "he" (as in "peat") and 5. In Australian English, there are two vowels that are sometimes
the vocal tract during speech reveals various "haw" (as in "port"). Both vowels are high produced as centring diphthongs. These are the vowels in "lair" and
tongue movements, jaw height changes, and in the mouth, but "he" has a raised tongue "leer."
lip movements that contribute to vowel towards the front of the mouth, while 6. The vowel in "lair" ([e:] in HCE and [eɪ] in MD) is often produced
production. "haw" has a raised tongue towards the as a long monophthong instead of a diphthong, represented by a
9. Three main questions are used to help back. single symbol followed by a length diacritic in the HCE transcription
classify English vowels: 7. The Australian English vowels "he" and system.
a. How high or low is the tongue in the mouth? "haw" are also distinguished by their lip 7. The direction of the gliding component of the diphthong through
b. How forward or back is the tongue in the shape, with "haw" having rounded lips the vowel space for Australian English is illustrated in Figure 2.9.
mouth? and "he" having unrounded lips. The figure also shows the relationship between the monophthongs
c. Are the lips rounded (pursed) or unrounded? and diphthongs using the HCE symbols.
Nasatisalimqvowds Prosodic features
1. Vowels, like consonants, can be produced 1. Length, pitch, and loudness are three
with a raised velum (closed nasal passage) or characteristics of speech that combine to
a lowered velum (open nasal passage). add meaning to words and phrases.
2. Raised velum results in oral vowels, where They are our perceptual response to the
the airflow passes only through the oral cavity. acoustic features of duration, frequency,
3. Lowered velum results in nasal (or and amplitude, respectively.
nasalized) vowels, where the airflow passes 2. These features are prosodic or
through both the oral and nasal cavities, suprasegmental, as they occur over and
resulting in a distinct nasal quality to the vowel above the segmental values of speech
sound. sounds (voicing, place, and manner of
4. In English, nasalized vowels occur before articulation).
nasal consonants. For example, in words like 3. Prosodic features play a crucial role in
"bin," "bone," "bing," "boom," "bam," and indicating stress, creating rhythm, and
"bang," the vowels are nasalized because they shaping the melody of speech.
precede nasal consonants. 4. In poetry, prosody refers to the
5. Nasalization of vowels in English depends metrical structure of verse, and the
on the phonetic context, i.e., the characteristics placement of stress (accent) on
of the surrounding consonants. particular syllables defines the
6. In some languages like French, Polish, and versification of the poem.
Portuguese, nasalization of vowels is not 5. Vowel length can be an important
dependent on phonetic context. Nasal vowels feature in some languages, where
occur without a following nasal consonant in speech sounds that are identical in other
the phonetic sequence. For instance, the features differ in duration. This occurs in
French word "son" [so] means 'sound,' and the Australian English, Japanese, Finnish,
nasalization is indicated by the spelling 'n' but and other languages.
is not pronounced. The nasal diacritic [~^] 6. Some languages like Japanese,
(tilde) is used in phonetic transcription to Finnish, and Italian also have long
denote nasalized vowels. consonants (geminates) that differentiate
words based on the prolonged closure/
obstruction phase.
vowel length 7. In English, consonant length does not
typically change a word's meaning.
However, prosodic characteristics can
1. In Australian English, vowel length creates influence the length of speech sounds,
linguistic contrasts between words. For example, such as sounds being longer at the ends
the difference in length between the vowels in of phrases and in stressed syllables.
the pairs "part" and "putt," as well as "laird" and 8. Pitch depends on the speed at which
"led," leads to different meanings. the vocal folds vibrate, with faster
2. Vowel length is explicitly indicated in the vibration resulting in higher pitch.
transcription for monophthongs in the HCE Women and children generally have
system of symbols used in Australian English. higher-pitched voices due to the smaller
Diphthongs are also long vowels, but their extra size of their larynx. However, individuals
length is already indicated by the presence of can still change the pitch of their voice
two vowel symbols. by adjusting the speed of vocal fold
3. Vowel length differences also exist in other vibration.
languages. In Japanese, for instance, the word 9. In some languages, such as
"biru" [birt] with a short "i" means 'building,' but Mandarin, changing pitch can affect the
with a long "i" as in "biru" [bi:ru], it means 'beer.' meaning of individual words, making
4. Some languages and varieties of English them tone languages.
categorize longer vowels as tense vowels and
shorter vowels as lax vowels. This distinction is
based on the duration of the vowel sound and
can also influence the quality of the vowel in
some languages.
July DAY 8
"
Meet M2 Phonology
"

26 cont .
:
Phonetics vs

i. What is
phonetics ? phonology ? VOWELS
2 . What are
speech sounds ? ↳ less constriction than
3. Probs with orthography and
pronunciation ? Consonants
IPA ? What does it stands
4 .
What is the for ? ↳
categorization :

Voiced ?
high / how is the
5 .
or voiceless .

how
a. Oral or Nasal speech sound ?
tongue ?
a. stops ? Fricatives ? Affricates ? -

how forward / central /

back?
-

how lip rounded ?

Manner of Articulation part 2 → Diacritics :C) Used for

lengthened vowels E.
-

Approximant [ j ] [ w ] [ I ][ I ] ↳ Lip rounding involves moving

-

↳ with little or no obstruction the lips to alter the rowel

in airstream sound
↳ [ j ][w ] semivowels →
monophthongs only one :

often followed by vowels tongue position

→

↳ [ IT depends on
regional ↳
Diphthongs two positions :

variation
↳ Rhotic and non
-
rhotic

varieties of English Prosodic Features

↳ Car , bar
,
far ,
mother ,
↳ aka suprasegmental
father @ Stress

IT sound Record
regret
↳
drop the [ vs
.

Ñ
at the end of words
[ I ] lateral Defect
detect
.

↳ vs

J
→
Lateral movement of air
around tongue Addict vs
addicted
.

English lang
N
↳ some non
-
.

don't distinguish bet .

@ Tone and Intonation
[ IT and [ I ] ↳
doesn't change the
inherent meaning in
English ,
but is used
in other languages
1- breathe
2. amoeba
3. judge
4. thresh
5. wreath

sent
Kpf

SOAP Pn

sede niti

malignant

"
"

July 27 is shipped
July DAY 10 Meet
"

Phonology
"

28 M2 -2 :
phonetics vs

Introduction of phonology [o] schwa

-

↳ considered an
allophone
-

There are much more human languages of several diff .

vowel
than there are speech sounds sounds
↳ Mother comma Symphony
, , ,

creativity of language
Remember
principal
-

suppose ,

↳
Langs differ greater due to the
.

different combinations of speech

sounds Contrasts
rules of the speech Diff contrast when
Phonology :
grammar sounds
- .

sounds their alone distinguishes

presence
bt . otherwise identical forms
@ rules on conventions .

Non
-

contrastive differences show

•

[
g]
→
not used at the start of
allophonic diff .

sentences

silent in sign but not Identifying phonemes

"
"
.

Why is g
? Minimal pairs 2 words that
signature
•

in : are

exactly the for diff

same except one .

Sound
PHONEMES are sounds that
speakers identify as important
intue creation
of words in their Phonological Features and
language phonological Rules

Represented using slashes :/t / .

phonological feature charts

-

Represents the group of It / sounds are used to visually

in language regardless of
a
, represent
variation
]
'

[ th ] and [ t
.
Phone : basic sound unit [ th] [ t ]
•

Allophones :
diff variations of a
.

Ctrain phoneme
[th ] It ] are
allophones of phoneme /t /
•

Diff allophones =
same meaning
.
Diff phonemes =
diff meaning
July DAY 11 and Syntax
"
31 Meet Morphology
"

M3 -1 :

Recap Content words

-

and adverbs
•
rel .
bt .

meaning and form is * Nouns ,

verbs , adjectives ,

Contains
"

conventional ( objects
"
ideas ,
* concepts , actions ,

elements )
lang is composed of discrete
• etc
.

considered
"
is creative *
"

since
hang
as
open class new
-

phonetics study of sound patterns

is the content words can get added
while phonology is the study of the conventions in the Oxford English
for using them * 2023 new dictionary :

parasocial , super yacht , porch pirate

Introduction .
Function words
•

How many words

do
people
know ? * Articles ( the , a / an ) ,
conjunctions land but , , )
or
,

words
* 6 ylo =
131Mt
pronouns "
words "
* Hs Grad
=
60 ,
root
* Considered as close class
* too ,
not words in the Eng lang
•

Knowing the words does not necessarily

know the
mean
you language
. Arbitrariness -

some words have the same

sound but different

meaning ( bear ,
bare)
'

Morpheme :
Smallest unit of linguistic meaning
some have different sounds but same
or function "

( sofa couch ) Not to be confused with "

words
meaning
.

Can be one sound ,

one
syllable , or more

What do know when we know Examples :

-

.
we

words ? Undesirable , Unlikely , uninspired unhappy ,

phonological reps ( how it sounds)

t
.

a morphemes
t
3 morphemes ¥? 2 ? ¥
Orthographic reps ( how spelled)
'
it

adjectives
meaning of the word
.

Grammatical category ( noun verb

•

, ,

adj . etc )

Knowledge of grammatical categories therefore

•

helps with syntax and forming sentences

 Morpheme Discreteness
Recall discreteness
property of
. :

language
•

Morphemes are also discrete

The
"

meaning of a
morpheme
-

must be constant
"

er
suffix painter singer worked
-

:
-

, ,

Finger one morpheme

=

Bound and Free Morphemes

-

Free morphemes
-

Can be considered words by

themselves
-

Boy ,
desire , gentle ,
man

.
Bound morphemes
.

affixes
•

morphemes needed to be Word Formation

attached to free morphemes

*
Prefixes : attached at the before

another morpheme
 DAY 13 Meet and Syntax
"

Ang 2 Morphology
"

M3 -2 :

Hierarchical structure words Structurally ambiguous words Exceptions and irregularities

•
-

of
-

Morphemes are added /combined in .

unlockable or unlock able

-

went
go
.
→

Adi adi
certain order certain break broke
following
→
a
Venable
a

un^adj
.

structure and hierarchy bad →

worse
.

?able unfrerb
yogurts
Adj
.

ox →
oxen

uÑAdj lock .
child →
children

Nounthatic
system Rule Productivity Compounds
Two or more words can be combined
-

Noun + attic →
adj
•

Productivity refers to the property to create compound words

. un t adjective →
Adj by which morphological processes
Un cannot be added to Can be used to freely form new
•

Endocentric → one
of the words of
prefix
-
-

system alone or
"

unsystcm
"
words inside'T a compound functions as its

Inflections are
very productive head
-

is ungrou
-
"

Ungrammatical
" .

Tense inflections can be used →

rightmost word →
head of the compound
hmm for verbs
Adi plural inflections Exception :
rightmost is a
preposition not
mounts
,
.

un^Adj N .
Some derivational morphemes are
head

~ your
-
ian
also productive :
"
unloaded rightmost
"

Noun able Uh used to show the Exocentric word does

prefix
-

music
-

1 onthi # not determine meaning

opposite meaning core

Undesirable
believe unhappy
•

→
Walkman → not a week → device

mm
* -

However , morphemes are these not nor a man for playing

un adi entirely productive either music

vernation
n veritable Gaps lexicon but not in
in
possible
.

ify
Adi
ad ; zip common usage
pain verb
r
- able

uÑerb
zip
 - Word compounding was a
very common

word formation
-

practice in older forms

of English
•

whale road -

,
sky -
candle
,
bone house-

t
then
i
ocean the body

" "

Word Formation Errors

Back formation - :

form
" "
-

Sometimes the root

of a

word was actually after the longer

word
( noun ) before peddle (veils )
" "
"

peddler
"
•
came

" "
"

@ Are these errors ? Sir :

only another way of

formations
"

word

Malapropisms :
•

Confusion of a word through misinterpretation

of its morphemes , often for humorous
context
Ang 4 DAY 15 Syntax
"
Meet
"

M 3-2 :

Introduction to syntax * Move the

unit
group of words
as a : can

+
phrases be moved ?
adj + adj t adj
verb 1- verb + verb * Coordination test : used to determine if the
further explained / detailed -
more modifiers words are from the same syntactic
↳ ( ex .

Class

What did the ?

puppy do
•

He threw up his and his dinner

Recall creative
property of language breakfast
.
•
:

Capacity to create an
infinite combination .

✗ He threw up and his dinner

or sentences
-

A simple sentence can be modified by

adding adjectives more nouns clauses,
,

Syntax :
speaker 's knowledge of grammatical
categories and how words are combined to
form phrases and sentences
SVO ( subject-verb-object )
English :
.

Form is separate from meaning

T
A sentence can be structured correctly
but semantically wrong / doesn't make
sense .

Constituents are the natural grouping of words

in a sentence

* standalone test : can it stand alone as an

?
answer to a
question

it be
* Replacement by a pro form can placed
-
:

by pronoun or something
a similar ?
* syntactic categories Adjective Phrase ( Adj P )
-

Lexical categories : -

Adjectives
-

Nouns ( N) -

May also contain adverbs

Verbs ( V )
" " "

Very big extremely happy

• -
"

Adjectives ( Adj )
•

Adverbs ( Adv ) .

Adverbial Phrase ( Adv P )

Prepositions ( P) Adverbs
• .

extremely beautifully
" " " "

very quickly
•

Phrasal lexical Categories :

Noun Phrase ( NP ) .

Prepositional Phrase ( PP )
-

Noun -

Preposition
.

Determiner ( Det
"
.
) -

alan the
,

The dog -
"

* Functional Categories
D N
•

Pronouns :

"
•
"
Her brother -

Determiners ( Det ) the a /an .

-

D1 Pro N
Possessive pronouns ( my her his)
.

, ,

Demonstratives ( Dem ) that this Auxiliary ( Aux ) verbs & modals

•

aux
-
-
.
.

,
" "

That book
" "
Tobe is
-

were
-

was ,
-

are
, ,
Dem N had
-

Has ,
have ,

•
Modals : can could shall , ,
should ,

Verbal Phrase LVP ) will would may might

, , ,
must etc .

, ,

Verb
-

may also contain NPs ( esp as direct object)

Diagrams
.

" " sentence

.

ate the cake

U Dem N

May contain adverbs / adverbial phrases

jogged steadily
" "
.

may contain prepositions / prep phrases .

walked to the building

"
"
.
"
"

The farmer let the cows out .

I
present

His mother cut the

"

wire

above the television

"

.
 Invitations creatively
I will show you fear in a handful of
Ñ dust

s
adj
-

ly
adj
it
-

n
Mal

adyj
-

verb - ive
tim
very relate
-

c. verb
-
ed
invite
adjust
P
Irresponsible I AYX
adj N
will
* show you
adj

F- able
win

::¥→
"m
.
1
I
I .

1 I
for
!t£¥q
show gem
%
 "

Ang 7 DAY 16 Meet M 4-1 semantics and Pnagm antics

"
:

Review What do know when we know

" "
?
: •
we meaning
*
Knowing what words represent
Module 1 : .

relationship between
meaning form and * Understanding Ambiguity
are arbitrary and conventional & Identifying whether statements are true or false
.

Lang is made of diorite elements

.

module 2 : - .

Branches of semantics
module 3 : There certain conventions for Lexical semantics
•

are

arranging morphemes within Meaning of individual words

•

words and words within sentences .

Phrasal / Sartorial semantics

Meaning of phrases / sentences

-

Pragmatics
I will
"

handful
"

show you of dust How context meaning

fear in
affects
.

S Truth and Meaning Making

-
-

How do we know what is true and what is false ?

Most the situation and
depends on our
-

VP
NP
1
aux
I
"
knowledge "

N pp
'

Jack swims
will V .

N N 1 truth based the

Compositional semantics
,
: on
,
.

,
I P NP
show you fear structure and composition of a sentence
,
,
in det Np
.

Tautologies :
statements that are always true .

" "
I
Circles round
'

11
are .

always false
a
N pp
-

contradictions statements that

: are

A bachelor is married
"
1 "

/\
.
.

handful

P N A Tautologies and contradictions often determined

1
I
of dust by the inherent definitions of the woods used .

Entailment
•

one statement is true ,

then the other must be true as well
Jack beautifully
"
and Jack "
" "
-
swims swims
•

To be able to swim beautifully ,

it must also before
that Jack is able to Skim .
[ cont]
"
Jill writes poems lexical in terms of the
in English entails that ambiguity ambiguity
" -

.
:
"
Jill knows the English language
"
.

meanings of the words

-

BUT knowing the English language

doesn't entail the ability to write c Compositional Semantics : truth based on the
structure and composition of a
poems
.

sentence
Words in sentences to or represent certain
refer
-

Contradictory statements both statements

* :
things
" "

can't be true at the same time •

Jack swims
if
"

part of the set of

"
-

True statement Jack is

semantic
Self individuals that can
" "

contradiction statement contradicts rule 1- swim

-

-
:

@ Ambiguity
-

Some sentence structures can be 5122

ambiguous :
Lexical semantics

of the
same word
defining something is
to

denote its boundaries

dictionary words meaning

-

↳
paraphrased meanings
of a thing
unrelated
f meaning
 "

Ang 9 DAY 18 Meet M 4- 1 semantics and Pnagm antics

"
:
•

Auto -

antonyms :
words that serve as their own antonyms
"
Dust
"

: to add dust ,
to remove dust

Hyponyms that
words
↳ represent a
group of other words
.

Color : red ,
blue , green
lime emerald mint olive
Meen :
-

, , ,

metonyms
↳ a words representing related object / concept
a
" "
.

Crown →
represents the king and monarchy
"
"
-

Brass →
represent military heads
"
Malacañang PH gov't
"
- →

Diff .

Metonymy and Metaphor

to to

two related two unrelated

concepts concepts

* synecdoche
used to
represent the greater whole
↳
"
a
part "
•
Wheels →
cars
.
--

stands
"
(
all hands on deck ) referring to the crew
Semantic Features
↳ certain
concepts that we associate with words

"
killed Thwacklehurst
"

The assassin

Assassin : human ,
kills important people
$ butcher ,
hunter ,
executioner ,
serial killer

←
body movements ,
water

movements from A to B
c- body
c- BM .
obj bein thrown
 "

Ang DAY 20 Meet M 4-2 semantics and Pnagm antics

"
:
11
@
Presuppositions
there this
. Kat
,
•

@ Pronouns and Deictic words .

Related to entailment : presuppositions must be true for

↳
importance of antecedent other statements to be relevant or appropriate .

① Implicative
•

Presuppositions always have to be true for other statements

↳
speakers don't answer directly or to make sense ; implications don't necessarily have
make indirect statements to be true

Person 1 :
Pogibasiya ?
Person 2 : Mabait
language and Thought
( Harold , 2023 )

@ Maxims
•
British philosopher It Paul Brice
•

Cooperative principle : in order to

communicate speakers
effectively ,

follow the
Micron maxims .
 "

Ang DAY 21 Meet

"

14 Ms -1 :
Critical Discourse Analysis

Review :

Akey concepts
•

Language is composed of discrete units -

Norman Fairclough :

Phonology Morphology Syntax Semantics Language and Power 11989 ) Discourse as linguistic units
•
-
-

, . , ,

pragmatics
•

Social change 11992 ) spanning morethanasinqle

•

Allstudiesma linguistic level : on sentence

Iheleveloftextandlanguagetaken
-

Tenn Van Dijk

Principles of CDA 119931 CDA examines texts
" "
asis
- -

"

Can/ should language be studied in a

? @ Field
eventually
"

vacuum
grew to Fairclough :
discourse is also
-

Language as social practice tackle various issues like a form of social practice
racism sexism , , language in
media Fairclough :
•

* A Brief History of
critical Discourse -

discourse isamodeofactiml
Analysis
-

Fairclough :
discourse as mode of representation
social practice •

it implies that there is

-

Critical Discourse Analysis ( CBA) -

a ↳
power relations and dialectical relationship bt .

branch of Discourse Analysis ( DA) ideologies embedded in discourse and social structure
"
the way we talk consume ,

0 Discourse -
linguistic unit media , etc .
@ 3-dimensional model for
comprising ofmorethan discourse
one sentence Van Dijk discourse and
•

Canother branch :
social cognition
conversation analysis Discourse influenced by one 's
↳

social cognition
-

CDA focuses on
power relations
, ,
↳ also influenced by TEXT
and ideology the discourses one

participates in
DISCURSIVE PRACTICE

SOCIAL PRACTICE
[ cont ].

General Introduction power to sustain

"
-

Text -
speeches , convos ,
media .
* to CDA * i .
the
particular
"
discourses discursive practices .
.

Discursive Practice -

production ,
@ single broad objective : •

slurs -
words considered as

distribution consumption to develop ways of analysing offensive espto minority

f
Cho
,
•

social Practice -
values and IMMAN groups
ideologies on an institutional
or community level .

Linguistic forms of domination and deoides ?

↳ based community
oppression on
usage
Derogatory terms
-

> depend on current discursive

Harmful stereotypes practices Lex :
queer)
•
.

Internalization of ideologies
•

Heterogeneity and Hegemony

'

Asymmetries and unequal capacity

↳ Are all conversations between
?
equal-

Parent -

child
Cto
employee
- -

seniorofficer newly hired -

-

Whiteman POC in America -

-
The Implicit and sustaining
Discourse
"

$ . . .
the
ideological importance of
"
the implicit . .

'

implicit expectations of modern

society
-

get married have children

,

have 9-5 , M-F job

bughouse and car
•

@ all
Implicit expectations are

ideological
you should
"
This is how
Implication
:
↳
"
live
your life
 "

Ang 16 DAY 23 Meet

"

Ms -2 : Critical Discourse Analysis

Discursive Practices
Text and the Implicit

semiotic -

signs
1 not
only Centripetal and
Centrifugal
written form Forces in Texts
↳ inward
outward
)
Text and Texture
Fairclough analysis should
:
-

not just be the text but

" "

also the texture (form and

organization , not just content)

Text and the social

•
What is the Bechdel Test? representation → how the world
as it is and the

interpretation of writers
abt it

old
-

new forms are always created from the

Consider totemistic representations

of minority in media
groups
 DAY 25 Meet
Ang Principles
"
"
18 Ms -2 : CDA
of

Dominance

f
social
cognition
Discourse

P Principles and AMS

the mind is conditioned
Paradox of Tolerance
" "
CDA
of with these rallies

* Access and control

power institutions

micro level
-

interactions

power is about control , especially

in the mind