TSL4081 Module 6 Tasks
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School
Indian River State College *
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Course
4081
Subject
Linguistics
Date
Dec 6, 2023
Type
docx
Pages
5
Uploaded by SuperHumanRose12324
Module 6 Tasks
Assignment
: Tasks w/ word limits: 6.1, 6.3, 6.5, 6.9, 6.11, 7.1, 7.4, and 7.8.
Make sure you use this template. Write all answers below each task listed.
Task 6.1
(p.112-113)
It is best to utilize websites, journals, newspapers, and guides as learning resources. The
inclusion of these materials is essential as it exposes students to various media platforms,
fostering their ability to navigate different forms of communication. It is also worth noting that
journals serve as a great form of informal writing that can be used to track progress and keep
documents in one place. Guides are one of the most used resources in subjects such as math and
language arts. This form of resource allows students to properly refer back to topics previously
learned and review their knowledge to benefit their skills. While all are useful, these are the ones
I would use most in the classroom.
Task 6.3
(p.119)
1.
In the last month, I have used social writing with emails and text messages, personal
writing by using reminders and lists, and study writing with notes and essays.
2.
I have not used any other form of writing.
3.
I use social and study writing the most. I use social writing every day when texting and
emailing. Study writing is used when writing assignments and essays required for my
classes.
4.
My reasons for writing are to inform, entertain, maintain a relationship, and determine
specifics of when or where.
5.
In considering students' motivations for writing, it appears that their top priorities are to
entertain, persuade, and maintain relationships. Informing and clarifying thinking would
come second as it is primarily used by students in academic settings. Younger students'
reasons for writing may differ from those of older students since they are more heavily
engaged with social media and technology.
Task 6.5
(p.122-123)
1.
When sending an email to a professor or a boss my language when communicating tends
to fall under a more formal tone compared to when I am speaking. While sending more
formal writing, I will review my wording and ensure that my message correctly states my
intentions with no errors. I don’t make this effort when speaking but rather am more
carefree and am willing to make mistakes.
2.
If I were required to do so in a second language, I would first write my intended message
in English. I would then use Google Translate or someone fluent in said language to aid
me in doing so. As English is my primary language, my thoughts naturally occur in
English. However, when I attempt to follow conversations in other languages I lose all
sense of understanding.
3.
Translating thoughts from one's native language into English can be a challenging task
for language learners while reading or writing, especially when speaking aloud.
Task 6.9
(p.136)
In column A, the letters p and k represent voiceless plosive sounds and create a slight puff
of air at the end when pronounced independently. When used after a vowel, they indicate the end
of a syllable. The suffix "es" is only added to nouns that end in s, ch, sh, z, or X.
When producing the sounds of b and g, as demonstrated in column B, the sound
originates from the posterior part of your throat. In instances where these letters are added to the
end of an s to form a plural, the s is pronounced like z.
The terms in column c, except for 'breeze', have a similar ending sound with 's'. Due to
the presence of an 's' or 'z' sound at the end of these words, it would be inappropriate to add
another one. Thus, adding a vowel sound before the 's' is necessary.
I observed a similarity between the morpheme patterns and those in the book. However,
there is a notable difference in the throat sounds listed under column B.
Task 6.11
(p.140-141)
I agree with the second suggestion mostly as it is important to find time for introducing
new sounds but, it is equally important to teach pronunciation when it comes up naturally.
The students should be taught not just by repeating, but also by being corrected and asked
to repeat immediately.
1.
I don’t believe every error should be corrected due to often errors caused by the accent of
a student. The student may be closed off from continuing learning if corrected
consistently to their mistakes. Pronunciation errors that should be corrected are those that
would make it hard for others to understand the learner.
2.
Learners don't have to know the entire phonetic alphabet. The process of learning phonics
should be similar to that of young elementary students when they are taught to read, to
develop a habit.
3.
The teacher needs to provide context and repetition for students to learn the language,
even when the rules are not straightforward. The meaning or spelling of many English
words can vary based on the context in which they are used, requiring practical
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