The Relationship Between Phonology And Morphology

In the field of Modern Languages and Linguistics, words are of great importance. A language’s phonology (study of how sounds are organized and used), morphology (study of the form and structure of words), syntax (study of the rules that govern sentence structure), semantics (study of meaning of words, sentences, and expressions), pragmatics (study of aspects of meaning and language use and context), and phonetics (study of human speech sounds) all play an important part in everyday life. These have a major impact in understanding the intent of what is spoken or heard. Due to the importance of communication, literary elements such as metaphors (which are defined as a figure of speech in which a word or phrase

10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge. Additional activities to support phonics instruction include building word lists based on common elements (Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et al, 2013, p.12) and the introduction of high frequency or sight words through modelling and sight words games such as flash cards, sentence strips, bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students reach a point of automaticity (Konza, 2016, p. 157), as sight words feature sounds that contradict the rules for learning the 44 phonemes and the point of automaticity allows higher-level comprehension processes to occur due to available cognitive

phonology - rules relating to the sounds of words and their constituent vowels and consonants.

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.(1.RF.2.c)

For example, children are taught to take a single-syllable word such as hot apart into its three individual letters, pronounce a phoneme for each letter in turn /h, o, t/, and ‘blend’ the phonemes together to create a word – ‘hot’. Another method of teaching phonics is to use ‘analytic phonics’, which is where early readers are introduced to the whole word, before being taught to analyse them into their component parts (Wyse et. al, 2007). Hall (2006) argues that early readers typically move from discriminating among large units, such as whole words, to smaller units, such as parts of words and individual letters. Putting forward the case that a synthetic only approach would be disadvantageous to some early readers, and that the analytical approach is often accessed first by many readers, she goes on to state that the sensitivity to onset and rime (the initial sound followed by the final group, as in c-at and b-at), which is the focus of an analytic approach, comes first developmentally. It would be important to mention that Hall (2006) also states synthetic phonics is crucial since the beginner reader needs to get to the phoneme, or individual sound (the focus of a synthetic approach). Furthermore, Hall (2006) also states that pattern recognition is

1. What is one possible drawback of phonology if a nonnative speaker has poor accuracy? What might be done to master a new phonology?

Since [eʌ] is considered a “raised” [æ], the analysis assumption is that [æ] and [eʌ] are allophones of /æ/. The underlying representation only consists of /æ/ when the sound following it contains s, d, p, t, m, or n. The surface representation consists of both [æ] and [eʌ] as shown in (iv).

b) with forms and the structure of words (morphology) and with their customary arrangement in phrases and sentences (syntax )

Phonology – use of sounds and how sounds are organized and used in natural languages.

The first, A list of 10 monosyllabic words which are phonologically similar but not semantically related (A list) was adapted from (LS) “white, height, night, light tight, write, might, quiet, bite, fight” (p 30). The second list comprised of 10 words which are semantically related (B list), similar in length, word class and frequency with the phonologically related words, dear, sugar, savory, sweet, tasty, flavor, honey, dessert, candy, treat . The level of frequency of the words were determined with the use of corpus (COCA and BNC). There are slight variations in the level of frequency of the B list words. Nevertheless, The lists were presented orally and

With over two hundred sounds used throughout the world, English utilizes over forty different sounds. We use these speech sounds to create a form of understand and communication. Vowels and consonants are the classifications of speech sounds while also being able to change the manner and place of articulation to produce different speech sounds. Here is where phonemes which are the smallest sound unit come into understanding and will be incorporated in detail when making connections. Based on the information we have discussed on phonology, it was detailed that preschool children aged three to four are sensitive to some phonological

[p] spill b. low front vowel! [æ] tack c. lateral liquid! [l] lip d. velar nasal! [ŋ] sing e. voiced interdental fricative! [th] this f. voiceless affricate! [č] cherry g. palatal glide! [j] yodel h. mid lax front vowel! [ε] head i. high back tense vowel! [u] food j. voiceless aspirated alveolar stop! [th] team

For this assessment I have been required to compare English with another language. I have decided to choose Mandarin as my language of choice. A major elements of languages will be compared in this essay. That being phonology. Phonology is defined as being “the study of the way speech sounds form patterns”.(Victoria Fromkin 2009). As (Hammond 1999) describes, every spoken language has a unique system whereby sounds are organised. This unique pattern of pattern can be termed phonology and varies widely in geographical and social differences.

Every language constitutes its own sound system, and this sound system is a very important aspect when learning or studying a language. Along with this sound system are the prosodic features of a language. This study is about the phonological system and the prosodic features of