Communication
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| form of English; used by many Afr. Amer.; among rural/urban working-class backgrounds | African-American Vernacular English (AAVE)
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| African-American Vernacular English (AAVE) is also known as | Ebonics
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| 2/more different phones, can be used to make same phoneme in a specific language | allophones
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| unit of meaning that must be associated with another | bound morpheme
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| form of communication among nonhuman primates composed of limited # of sounds tied to specific stimuli in environment | call system
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| study of different ways cultures understand time & use it to communicate | chronemics
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| ability of individuals who speak multiple languages to move seamlessly between them | code switching
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| act of transmitting information | communication
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| science of documenting relationships between languages & grouping them into language families | comparative linguistics
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| notion that, in human language, words are only arbitrarily/conventionally connected to things for which they stand | conventionality
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| first language that is composed of elements of two or more different languages | creole
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| study & analysis of structure & content of particular languages | descriptive or structural linguistics
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| grammatical constructions that deviate from those used by socially dominant group in a society | dialect
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| capacity of all human languages to describe things not happening in the present | displacement
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| unit of meaning that may stand alone as a word | free morpheme
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| statistical technique that linguists have developed to estimate date of separation of related languages | glottochronology
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| analysis and study of touch | haptics
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| system of writing designed to represent all sounds used in different languages of the world | International Phonetic Alphabet (IPA)
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| study of body position, movement, facial expressions, & gaze | kinesics
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| total stock of words in a language | lexicon
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| smallest unit of language that has a meaning | morpheme
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| system for creating words from sounds | morphology
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| sound made by humans & used in any language | phone
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| smallest significant unit of sound in a language | phoneme
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| a __ system is the sound system of a language | phonemic
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| sound system of a language | phonology
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| language of contact & trade composed of features of original languages of 2/more societies | pidgin
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| pidgin & creole are __ languages | comparative
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| idea that humans can combine words & sounds into new, meaningful utterances they have never before heard | productivity
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| study of cultural use of interpersonal space | proxemics
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| hypothesis that perceptions & understandings of time, space, & matter are conditioned by structure of a language | Sapir-Whorf hypothesis
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| subsystem of a language that relates words to meaning | semantics
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| specialization within anthropological linguistics that focuses on speech performance | sociolinguistics
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| group of people who share a set of norms & rules for the use of language | speech community
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| form of English spoken by most of the American middle class | Standard Spoken American English (SSAE)
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| part of grammar that has to do w/arrangement of words to form phrases & sentences | syntax
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| basic set of principles, conditions, & rules that underlie all languages | universal grammar
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| smallest part of a sentence that can be said alone & still retain its meaning | word
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| communication in all animal species depends on a consistent set of __ by which individuals convey info | signals
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| communication signals are channeled through | visual, olfactory, auditory, & tactile senses
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| uses stereotyped & patterned movements to communicate info about direction & distance of target in relation to base | scout honeybee
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| caw as a signal of danger | crow
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| chirp when they are ready to mate | crickets
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| have "signature whistles" that enable them to identify each other as individuals | dolphins
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| capable of creating complex thought patterns & experiences in words | human language
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| human language is distinct from other animal communication systems in | conventionality, productivity, & displacement
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| productive capacity for human language is sometimes called | openness
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| among nonhuman animals communication is generally about the __ & the __ | present; particular
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| human language __, making some objects & events as similar & others as dissimilar | categorizes
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| complex human behavior patterns could not exist without the __ __ of human language | symbolizing capacity
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| human language reflects the particular character of our | adaptation
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| increases in sophistication of communication led to increases in the | complexity of culture
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| 1970s suggested that language evolved by blending & duality of patterning | Charles Hockett
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| combining two words to make a third word (i.e. breakfast + lunch = brunch) | blending
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| combing sound units that compose breakfast & lunch to make great many different new words, i.e. bench, bunch, chest, fun, less, lust, etc. | duality of patterning
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| 2 million yrs ago w/emergence of genus Homo; 200,000 yrs ago w/earliest Homo sapiens; 50,000 yrs ago w/human tool-making & symbolic expression | origin of language
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| unless prevented by total social isolation or physical incapacity, all humans learn a first language as part of | childhood developmental process
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| regardless of language being learned all go through same __, __, & __ of language | stages; sequence; speed
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| visual & auditory areas of brain are directly connected to each other & both are connected w/brain region concerned with | touch
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| in humans the food & air tract are | connected
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| "language instinct" to learn language of the group into which individual is socialized | Steven Pinker
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| among animals instinct for communication means patterns of communication are expression of underlying | genetic codes
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| ordered 2 infants reared where they could hear no human voices in order to learn original language of humankind; Phrygian | Egyptian pharaoh Psammetichus
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| experimented w/ infants reared where they could hear no human voices in order to learn original language of humankind; Hebrew | King James IV of Scotland
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| modern evidence shows that infants reared where they could hear no human voices would | not speak any intelligible language
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| child discovered 1970s locked in attic for 1st 12yrs of life; acquired lrg vocab but never mastered English syntax | Genie
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| there is a __ __ of language development for humans | critical period
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| all children are capable of __ __ before the age of 6 yrs | learning language
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| after puberty is rare for a human to learn to speak a 2nd language with | proficiency of native speaker
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| by age of 6 months old human infants' babbling includes consonant & vowel __ & __ patterns | sequences; repetitive
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| even when children do not understand what they are saying they can speak __ using different parts of speech in correct relation to one another | grammatically
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| universality of process of learning a 1st language as well as underlying similarities that unite all human languages lead to propose universal grammar | Noam Chomsky
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| children learn language by applying unconscious __ grammar to the sounds they hear | universal
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| FORTRAN, Pascal, C, & BASIC are examples of | computer language
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| Chomsky argues that each individual is born with an __ universal grammar, analogous to a __ language | instinctive; programming
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| child "programs" their language by interacting __ with other people | verbally
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| children must learn __ __ about how to use language to participate in society | social rules
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| examined language acquisition among white-middle class Americans, Samoans, & Kaluli of Papua New Guinea | Ochs & Schieffelin
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| spend great deal of time talking w/infants using simplified "baby talk" & encouraging them to speak | Americans
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| rarely talk to their infants, except for occasional rebuke; utterance of young children have no importance | Kaluli
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| talk to children using adult speech, frequently rebuking them; utterance of young children have no importance | Samoan
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| Ochs & Schieffelin found that in all 3 societies children learn to speak at the same __ & same level of __ | speed; competence
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| Ochs & Schieffelin found that in all 3 societies children learn different __ rules | social
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| Ochs & Schieffelin found that process of learning to produce grammatical speech is largely a function of | biology
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| Ochs & Schieffelin found that process of learning to be a member of a speech community is clearly a function of | culture
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| an internal logic & particular relationship among its parts | language structure
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| every language has a | structure
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| descriptive/structural linguistics study language __ from the social context in which speaking takes place | separate
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| the work of descriptive/structural linguistics suggest that structure of language consists of | four subsystems
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| phonology, morphology, syntax & semantics are the __ of descriptive/structural linguistics | subsystems
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| any particular language uses a __ numbers of phones & those are the ones its speakers learn to make & __ | small; recognize
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| __ of sounds are used in different way in different languages | combination
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| set of phones used in particular language is referred to as the __ of the language | phonemes
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| includes at least 6 different phones | English phoneme /t/
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| calculating precise number of phonemes in any language is difficult because different speakers have different | accents
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| most of the __ __ have between 20-40 phonemes | world's languages
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| indigenous language of Brazil with only 11-12 phonemes | Mura
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| "click" languages of S. Africa have over 140 phonemes | Khoisan
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| believed to have between 40-45 phonemes | English
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| there is no relationship between the number of phonemes in a language & number of | things that can be said
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| -s, -un, & -er, are considered __ morphemes | bound
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| giraffe is considered a __ morpheme | free
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| giraffe is an example of a __ __ | single-morpheme word
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| teacher has __ morphemes | two
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| unlocks has __ morphemes | three
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| languages __ in extent to which their words tends to contain only one, several, or many morphemes | differ
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| isolating language; have relatively few morphemes per word, and rules for combining morphemes are fairly simple | English & Chinese
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| agglutinating language; allowing great number of morphemes per word & have highly regular rules for combining them | Turkish
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| synthetic language; words w/great many morphemes & complex, highly irregular rules for combination | Mohawk & Inuktitut
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| translating a single word may require an entire English sentence | agglutinating or synthetic languages
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| description of morphology must specify both __ __ for combination of morphemes & their __ in a particular language | general rules; exceptions
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| languages differ in their __ structures | syntactic
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| in English __ __ is important because it conveys meanings | word order
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| the subject & object of sentence are indicated by word endings rather than word order | Latin
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| when descriptive linguistics analyze the __ __ of a language they establish different classes, or parts of speech for that language | syntactic structure
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| all languages have a __ __ of nouns | word class
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| different languages have different __ of nouns | subclasses
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| different subclasses of nouns are referred to as | genders
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| can apply to verbs, indefinite & definite articles, & adjectives | gender classification
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| gender classification of verbs, indefinite & definite articles, & adjectives must agreed with gender classification of | nouns
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| have neuter subclass of nouns | German & Latin
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| language spoken in E Africa w/16 genders of nouns | Kivunjo
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| Native American language w/only 2 genders that are :living things" & "growing things" | Papago
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| all animate objects, such as people/animals in Papago | living things
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| refer to inanimate objects, such as plants/rocks in Papago | growing things
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| applying the __ __ __ turns meaningless sequences of words into meaningful utterances | rules of grammar
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| lexicons illustrate the relationship between | culture & language
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| lexicons give __ to ways members of a culture understand their physical & social environments | clues
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| variety of words in Hindi, for brother-in-law, reflects fact that women treat members of each of these categories | differently
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| theorizes that language could be best understood by separating it into language & speech | Ferdinand de Saussure
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| langue; arbitrary & abstract system of signs that existed independently of any speaker | language
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| parole; actual performance of language by individual speaker | speech
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| believe one should enter & leave a room as unobtrusively as possible; fear talking about misfortune brings it on | Apache
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| attempts to identify, describe, & understand cultural patterning of different speech events within a speech community | sociolinguist
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| ways in which people speak are highly dependent on __ of their speech | context
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| different cultures have different norms regarding __ speeches | political
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| sociolinguists are interested in way in which speech varies depending on person's position in social __ or __ | structure; relationship
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| in some cultures different __ __ are used depending on whether speaker/hearer are intimate friends, acquaintances on equal footing, or people of different social statuses | speech forms
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| have formal & informal pronouns & conjugations that are not found in English | French, German & Spanish
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| refusal to use the word 'you' to address clergy/aristocracy was an act of political & religious defiance | Quakers
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| all languages are equally | sophisticated
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| all languages serve the needs of their __ equally well | speakers
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| all languages every human being speaks with equal __ sophistication | grammatical
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| in complex stratified societies some speech is considered __ and others are judged __ | correct; inferior
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| in hierarchical societies the __ __ group determines what is "proper" in language | most powerful
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| grammatical construction used by the __ __ in hierarchical societies are considered language | social elite
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| in hierarchical societies, __ from grammatical constructions by the most powerful group are considered dialects | deviations
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| power of the speaker, rather than any __ __ of a speech form determines language's acceptability | inherent qualities
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| defined language as "a dialect with an army & a navy" | Max Weinreich
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| in the US relation of __ __ to social class & power is reflected in the speech of different social classes | language usage
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| noted that elites & working-class people have different vocabularies & pronounce words differently | William Labov
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| forms associated w/higher socioeconomic status are considered | proper
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| forms spoken by those in lower socioeconomic statuses are considered incorrect and | stigmatized
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| found that speakers often vary their vocab & pronunciation in different contexts & that the degree of such variation is related to their social class | Labov
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| Labov found that elites use __ forms of speech | privileged
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| Labov found that the poor use stigmatized __ of speech | forms
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| Labov found that lower-middle class often used __ forms in casual speech but __ forms in careful speech | stigmatized; privileged
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| Labov's study shows that what we say & how we say it are ways of telling people who we are __, or perhaps who we would like to be | socially
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| Appalachian English, Dutchfield Pennsylvania English, Hawaiian Creole, Gullah, & emergent Hispanic Englishes are all considered __ __ of American English | stigmatized variants
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| is simply a variant of Standard English, no better or worse than any other | AAVE
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| Mark Twain, William Faulkner, Toni Morrison, Maya Angelou, George Gershwin, Public Enemy & Run DMC all show the __ __ Ebonics has on American art, literature, speech, & music | deep influence
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| AAVE has deep roots in the __ & __ working-class African-American communities | rural; urban
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| 1950s-70s-group of linguists, psychologists & educators argued that African-American children did poorly in school because of general cognitive deficiencies, in which language played a key role | cultural deficit theorists
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| cultural deficit theorists argued that the poor speech of African-American children was due to a __ __ home environment | culturally deprived
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| cultural deficit theorists considered the poor speech of African-American children as | coarse, simple, & irrational
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| cultural deficit theorists proposed that if people could be taught to speak Standard English they would be able to __ __ __, & this would help lift them from poverty | think more logically
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| work of William Labov & others was central to __ arguments of cultural deficit theorists | countering
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| through __ __ __ Labov showed inner-city black speech was no more/less complex, rational or orderly than that of other English speakers | analysis of dialogues
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| Labov showed that AAVE simply __ __ __, many of which were also found in other languages | followed different rules
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| mid-1990s, __ __ __ encouraged teachers to make use of Ebonics in teaching Standard English | Oakland School Board
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| denounced Ebonics as "absurd" | N. Carolina legislator
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| referred to "the Ebonic plague" | Atlanta Constitution editorial
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| AAVE may deliver " formal/informal knowledge as well as local knowledge & wisdom" | Marcyliena Morgan
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| in the dominant cultural system AAVE symbolizes | deviance & ignorance
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| in the dominant cultural system SSAE symbolizes | normality & intelligence
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| those who code switch use each language in the __ that is appropriate to it | setting
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| anthropological approach to studying AAVE allowed linguists to get an accurate appreciation only when they studied it within its | own cultural context
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| believed that languages had a compelling influence on thought | Edward Sapir & Benjamin Lee Whorf
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| "no 2 languages are ever sufficiently similar to be considered as representing the same social reality" | Sapir
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| Sapir & Whorf proposed that we __ the world in certain ways because we __ about the world in certain ways | perceive; talk
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| Sapir & Whorf proposed that cultural ideas & behavioral norms are | encoded in language
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| governments that controlled all the words people used caused people to invent new words or give old ones __ & __ meanings | new; ironic
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| going beyond word choice, Sapir-Whorf argued that grammatical structure of languages compelled their speakers to __ & __ in certain ways | think; behave
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| Whorf claimed because tenses in Hopi language differed from English tenses, Hopi speakers necessarily understood time is different ways than English speakers; sometimes called | strong determinism
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| applied Sapir-Whorf Hypothesis to Navajo; found parallels to linguistic emphasis on motion in many aspects of Navajo culture | Harry Hoijer
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| argued that space is understood differently in English & Korean | Bowerman
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| reported that members of Brazilian tribe have difficulty understanding & recalling numbers for which they have no words | Gordon
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| relationship between language & thought seems both fairly weak & related primarily to __ rather than __ of language | vocabulary; structure
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| Sapir-Whorf hypothesis missed that no one has ever found a meaning in one language that is completely __ to speakers of other languages | incomprehensible
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| men often wear veils & use their position as an important part of nonverbal communication | Tuareg of Sahara
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| Tuareg male lowers his veil only among __ & people of __ social status | intimates; lower
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| avoid use of left hand for eating handling money & many other social interactions because it is considered unclean | people in Middle East
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| where people tend to interact at close distances & touch one another frequently; common in Middle East, India, Mediterranean, & Latin America | "contact" cultures
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| where people tend to interact at greater distance & avoid touching; common in Europe, N America, & Japan | "noncontact" cultures
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| contact culture between equals, but noncontact culture between persons regarded as socially unequal | India
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| in public social relationships the person who touches another is likely to have more power than person who is touched | US
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| divided those into monochronic time (M-time) & those w/polychronic (P-time) time | Edward Hall
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| cultures time perceived as inflexible & people organize their lives according to schedules; US & northern European countries | M-time
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| time is understood as fluid; emphasis on social interaction & activities are not expected to proceed like clockwork; | P-time
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| captures basic truth about cultural variation but fails to account for enormous variability within cultures | M/P-time dichotomy
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| identified three different ranges of personal communicative space | Hall
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| from 1-18"; typical for lovers & very intimate friends | intimate distance
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| from 18"-4'; characterizes relationships among friends | personal distance
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| from 4-12'; common among relative strangers | social distance
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| intimate, personal & social distance are also affected by __, __, __, & __ of individual personality | circumstances; culture; gender; aspects
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| men & women talk at close distances with members of their own sex but at very large distances with members of opposite sex | Turkey
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| virtually all __ __ can have significance | body movements
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| suggested that the job of an ethnographers was learning to tell the winks from twitches | Clifford Geertz
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| it is likely that smiling, & some other facial expressions, are | biologically based human universals
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| often smile to make their guests feel comfortable rather than because they are happy | Japanese
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| 1400-1600AD change in sound of English that is called the | Great Vowel Shift
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| since about 1950 some vowel sounds in US cities around Great Lakes have been changing, a process linguists call the | northern city shift
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| the ending of nouns indicated whether they were subjects or objects, making word order within the sentence less important, much like in Latin | Old English
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| most noticeable aspect of language change; easily seen in slang | vocabulary
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| meeting of culture through travel, trade, war, & conquest is a __ __ in linguistic change | fundamental force
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| French words such as 'reason' 'joy' 'mutton' & 'liberty' came to the language after | Norman Conquest of England
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| 'cot' 'pajamas' & 'jungle' come from Hindi reflecting the | British colonization of India
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| 'gumbo' 'funky' & 'zebra' come from Kongo & reflect the | slave trade
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| 'tomato' 'coyote' 'shack' & 'avocado' come from Nahuatl spoken in | Mexico & Central America
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| no one speaks pidgins as a __ language, and __ of pidgins is often limited to words appropriate to sorts of interactions engaged by people speaking it | first; vocabulary
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| when people speak only the language of the dominant power, sometimes the pidgins | are lost
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| unlike pidgins, people do speak creoles as a | first language
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| many creoles were formed when Europe expanded into | Asia & the Americas
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| in colonized countries often the upper class would speak the language of the __ __ & lower classes speak creoles | colonizing power
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| 70-90 percent of population speak Creole but almost all governmental & administrative functions are performed in French | Haiti
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| when similarities in language are numerous, regular & basic it is likely that the languages are derived from the same | ancestral language
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| many believed that __ __ change at a predictable rate of 14% per 1000 years | core vocabularies
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| if linguists examined core vocabularies of 2 related language and found they were 28% different they would propose that the languages __ 1000 years ago | separated
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| using techniques from both comparative linguistics & biology argue there was an original language & it had many of the characteristics associated with modern-day African "click" | Alec Knight
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| development of language almost certainly involved specific | genetic changes
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| today 95% of the world's languages are spoken by only 5% of the | world's total population
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| 1885 American government forbade use of __ __ in Bureau of Indian Affairs schools | Indian languages
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| although the number of languages in the world has decreased the __ within each language has increased | diversity
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| human ability to create new meanings, new words, & new grammatical structures | nature of language
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| language __ to the needs, interests, & environments of its speakers | adapts
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| had a vocabulary of about 100 words & researcher Irene Pepperberg claimed it could use these words in ways that showed productivity, use of syntax, & understanding of meaning | Alex, African Gray parrot
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| attempted to teach sign language to "Washoe"; claimed after learning 10 signs Washoe spontaneously started to produce new combinations of signs | Allen & Beatrice Gardner
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| taught Kanzi bonobo chimp vocab of about 150 signs; able to arrange into sentence-like strings | Sue Savage-Rumbaugh
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| believed that his attempts to train a chimp did not result in any humanlike language capabilities | Terrace
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| analysis of material from Kanzi concluded that animal probably did not have mental representations of objects or events | Seidenberg & Pelitto
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| the idea that "tomorrow I will try to do better than today" can be expressed in all human languages, but by | no other animal
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| It is easy for children to __ a language until they are six | master
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| studies of ways in which children learn language show that human beings may have an __ __ for learning language & will speak grammatically even if not taught to do so | inborn predisposition
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| in English, bit and pit have __ __, thus /b/ and /p/ are phonemes | different meanings
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| in Jamaica, people use cell phones to ask for gifts in order to | create or reinforce link-ups
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| all the sounds used in the different languages of the world __ __ represented in the International Phonetic Alphabet | can be
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| in some cultures, the speech form used depends on the __ __ __ of the individuals speaking | relative social status
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Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
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You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
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Created by:
lfrancois
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