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Morphology
SLP 102
| Term | Definition |
|---|---|
| morphology | system of rules for combining smallest units of language into words, how children learn how to combine words and parts of words |
| morphemes | minimal, meaningful, and distinctive components of words, smallest unit of language that conveys meaning, can't be further divided into something that has meaning (ex. love, -able, un-) |
| sounds do not have... | meaning but can change meaning |
| free morphemes | morphemes that can stand alone (ex. pen, love, walk, George) |
| bound morphemes | morphemes that cannot stand alone, attach to free morphemes (ex. plural -s, un-, -ing, possessive 's) |
| derivational bound morphemes | changes a word's part of speech and/or meaning (ex. un-, -er as in teacher) |
| inflectional bound morphemes | adds a grammatical property (ex. -ed as in verb tense, plural -s) |
| morphophonology | branch of linguistics that deals with phonological representation of morphemes, sound structure of a word affects how a morpheme is produced |
| voiceless fricative morphophonology | become voiced when they follow a voiced sound (ex. in the word "spoons" we say /spunz/ instead of /spuns/ because /n/ is voiced) |
| alveolar and palatal fricative morphophonology | 2 alveolar and palatal fricatives cannot be next to each other (ex. using an "e" to separate /h/ and /s/ in "dishes", /s/ becomes voiced because it follows a voiced sound) |
| voiceless stops morphophonology | become voiced when they follow a voiced sound (ex. "shrugged" vs "walked", /d/ is voiced in "shrugged" because it follows voiced /g/) |
| telegraphic language | used to describe children's early utterances, often missing grammatical aspects but conveys desired message (ex. "I kicked the balls --> "kick ball") |
| most used in telegraphic language | lexical verbs, direct objects (nouns, pronouns), subjects (nouns), indirect objects |
| least used in telegraphic language | adjectives, adverbs, temporal words, function words, bound morphemes |
| mean length of utterance | assesses a child's language level, measured in morphemes, total number of morphemes/words produced in utterances / total number of utterances, related to age & development of specific morphosyntactic features (Brown) |
| don't count in MLU | filler words like "uh", disfluencies (sh-sh-she) |
| count as 1 in MLU | free morphemes, bound morphemes, irregular verb/noun forms, catenatives (gonna, wanna), contractions, proper names, compound words (peanut butter), reduplications (night-night) |
| count as 2 in MLU | overgeneralized past tense (he goed to the store), overgeneralized plural (peoples, geeses) |
| counting utterances for MLU | need to be complete (child can't trail off/abandon a thought/get interrupted), if utterance ends in ^, >, or has x, xx, xxx do not count it |
| morphological development | tense (present/past) and agreement (subject/verb) morphemes are hardest to acquire |
| why can't mainstream American English be used to calculate MLU of speakers of other dialects? | other speakers may leave out/add specific morphemes due to their speaking patterns from their dialect, treat morphemes differently |
Created by:
tcs2819