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                                                                        Language files 12th edition answer key pdf chapter 2
    Linguistics for all © 2013 Cengage learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in part. 36580_fm_ptg01_hr_i-vi.indd 1 27/12/11 12:30 pm © C en ga ge l ea rn in g. ll rig ht s r es er ve d. N o di st rib ut io al al w ou t e xp re ss a ut ho riz on io n. 36580_fm_ptg01_hr_i-vi.indd 2 27/12/11 12:30 PM © C en ga ge rn in g. A ll rig ht s r es er
    ve d. N o di st rib ut io al al w w ed w ith ou t e xp re ss a ut ho riz at io n. Instructor's guide and answer is a key linguistics for all Introduction Christine Denham West Washington University Ann Lobek Western Washington University Australia - Brazil - Japan - Korea - Mexico - Mexico - Spain - United © States Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in part.
    36580_fm_ptg01_hr_i-vi.indd 3 27/12/11 12:30 pm © C en ga ge ea rn in g. A ll rig ht s r es er ve d. n o di st rib ut io n al lo w ed w ith ou t e xp re ss a ut ho riz at io n. © 2013 Wadsworth, Cengage Learning ALL RIGHTS RESERVED RESERVED. No part of this work, covered by copyright in the present, can be reproduced, transferred, stored or used in any form or by any means of graphic, electronic or
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    83658-0 ISBN-10: 1-111-83658-2 Wadsworth 20 Channel Center-Street Boston, MA 02210 USA Cengage Learning is a leading provider of individual training solutions with offices around the world, including Singapore, Australia, Australia, Japan, Mexico, Brazil, Brazil and Brazil. Find your local Cengage Learning www.cengage.com/global products in Canada, Nelson Education, Ltd. To learn more about
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    Further resolution issues can be emailed permissionrequest@cengage.com Printed in the United States 1 2 3 4 5 7 15 14 13 12 11 © 2013 Cageeng Training. All rights are reserved. Can't be scanned, copied or duplicated, posted on a public website, in whole or in part. NOTE: NEVER CIRCUMSTANCES CAN THIS MATERIAL OR ANY PORTION THEREOF BE SOLD, LICENSED, AUCTIONED, OR
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    rules. Thank you for your help in ensuring the integrity of the content contained in this add-on. We hope you will find the addition a useful learning tool. 36580_fm_ptg01_hr_i-vi.indd 4 27/12/11 12.30pm © C en ga ge l ea rn g. A ll rig ht s r es er ve d. N o di st rib ut io al al w ed w ith ou t e xp re ss a ut ho riz at io n. Content Part 1 Guide to Instructor Resources and Answer Key 1 Features Of Organization 1
    Possible Course and Schedule 3 Chapter Review 3 Part 2 Answer Key 13 11 What is the language and how do we study it? 14 2 Human potential for language 19 3 phonetics: Description of sounds 25 4 Phonology: Sound patterns of language 33 5 Morphology: Words and their parts 43 6 Morphological typology and formation of words 55 7 Syntax: Chapters and phrases 61 8 Syntax: The structure of
    phrases and syntax rules 71 9 Semantics: Creating meaning with words 82 10 semantics and Making sense with sentences 94 11 Early History History English 103 12 English Goes Global 112 13 Introducing language: Written word 116 14 Cycle Life Language 123 © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in part.
    36580_fm_ptg01_hr_i-vi.indd 5 27/12/11 12:30 PM © C en ga ge l ea rn in g. ll rig ht s r es er ve d.n di st rib io al al w ed w ith ou t e xp re ss a u ho riz at io n. 36580_fm_ptg01_hr_i-vi.indd 6 27/12/11 12:30 pm © C en ga ge l earn in g. a ll rig ht s r es er ve d. n o di st rib ut io n al lo w ed w ith ou t e xp re s a ut ho riz at io n. 1 © 2013 Ceng. All rights are reserved. Cannot be scanned, copied or duplicated,
    or posted on a public website, in whole or in part. 1 As we learn in the preface to linguistics for all, linguis-tics are not only for linguists anymore. More and more interdisciplinary-ary language programs and departments are popping up across the country, and introductory linguistics courses often include students from a variety of specialties, many of whom did not have pre-expo-required scientific study of
    the language described in this book. Nev-ertheless, as many features of this book illustrate, linguistics has a broad application across several different fields, in addition to being an area of study in and out of the field. As we mentioned in the Foreword, In instability contributes to our understanding of anthropology, sociology, computer science, speech pathology, communications, journal isma, history,
    political science, you name it. You may be relatively new in this field of teaching introductory linguistics, and your students may or may not be linguistics specialties; For these reasons, we have developed this book to pique the interest of students, regardless of core and experience, and be very learnable, with several features that you can use to design assignments and promote language research. I.
    Features of the book Several innovative features will help you organize material and de-sign class activities and assignments. First-hand and Key Concepts will help you organize your approach to each chapter and prepare your students to address its concepts; they provide an opportunity for lively discussions that attract students' natural interest in language and link it to their linguistics study. These
    features are a way to prepare students for chapter topics and get them focused, as well as giving you a preview of the topics chapters to help with the organization. P A R T Instructor Resource Guide and Answer Key 36580_part1_ch01_ptg01_hr_001-018.indd 1 28/12/11 10:21 AM © C en ga ge L ea rn g. A ll rig ht s r es er ve d. n o di st rib ut io al al w ed w ith ou t e xp re ss a ut ho riz at io n. 2 - PA RT 1
    Instructor Resource Guide and Response Key © 2013 Cengage Learning. All rights are reserved. Can't be scanned, or duplicated, or posted on a public public website, in whole or in part. Do you know . . . and Linguistics in the news features both interesting and instructive. They are designed to arouse the curiosity of students, as well as answer some questions about language and ways of communication
    (So that's why we say ... I've always wondered about it. Now it makes sense.) and give a sense of immediaity to their linguistics. You can use them to spark a small group discussion and discussion about, for example, the cultural influence on language, sexism in language, communication with animals - topics that refer linguistics to the world around us. Many of them are also good topics for scientific
    assignments. Accent On focuses on a career in which linguistics is necessary or profitable, and shows students the practical application of linguistics (and perhaps seduces some to basic linguistics). Accent On can also be the focus of a job or discussion; for example, students can choose one of Accent On's professions and write an essay about it using resources in for more information in the function field
    and in the Sources and Resources list. Or they can interview a person in a language work and ask them to identify other professional fields where linguistics is useful. The Hvet! features are pure sauce. They are peripheral bits of information that are interesting or curious and not necessarily linguistic - amusing facts related to the material in the chapter. You can bring a challenge to students to make their
    own contribution by pointing out their (valid) sources, of course. Perhaps they can be used in future editions of the text. Marginal definitions of terms (bold in the text) will help you build quizzes and exams; At a glance, you can see where the terms were introduced, which indicates the topics the students were studying. Marginal glosses will help your students revise exam and quiz terms and can serve as a
    test of understanding key points and terminology. Ask them to provide examples/evidence of field definition in order to encourage discovery rather than memorization. The Review, Practice, and Research sections contain various exercises and activities - the basic practice of linguistic analysis, general and specific topics for discussion, research ideas for short essays and works, analysis of other languages
    and exercises to solve problems that expand the concepts presented in the chapter. A wide range and variety of activities allow you to choose those that suit your students and your goals for this course. All exercises are key to the relevant areas in the text, so you can assign them as students progress through the chapter for immediate review and reinforcement, or you can assign some or all of them to the
    end chapter for a comprehensive review and the ability to continue points of particular interest. We recommend using carry the keys and assign RPE (or their choice) along with class reading assignments. This encourages students to come to a class prepared and promotes more active 36580_part1_ch01_ptg01_hr_001-018.indd 2 28/12/11 10:21am © C en ga ge L ea rn in g. A ll rig ht s r es er ve d. n o di
    st rib ut io al al w ed w ith ou t e xp re ss a ut ho riz on io n. Chapter Review No 3 © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in full or in part. students not only complete daily reading assignments, but also have to actively engage in material before entering the classroom. Summary of the chapter offers a brief overview of the
    highlights. The Sources and Resources list contains specific places to explore to deepen and expand knowledge on any of the chapter topics, so it offers a great place to start research projects on any of the chapter topics. These are not only quotations from the chapter, but also related relevant sources. II. The possible organization of the course and the schedule of the various instructors will choose, of
    course, to organize the course material in dif-ferent ways, depending on the length of the term, the goals of the course, and the goals of the instructors. As mentioned above, the main material of any introduction to the linguistics course is included in Chapters 3-9 (phonetics, phonology, morpho-ogy, syntax, semantics), which is one of the possible directions, and which may include the teaching of these
    chapters in some details. Another more general focus (review of areas of linguistic research) will include the collection and selection of material from the core, as well as discussion of additional chapters (Chapter 11 on the history of English, chapter 12 on language variation and Chapter 13 on writing systems). Chapter 14 is intended as a chapter combining themes presented in other chapters and can be
    included as class-covered material or as a resource for final research projects and presentations. Below we emphasize the features of each chapter that will help you organize the material along these two common lines: with a focus on the grammatical system itself, or with a more general focus, an overview of the topics of research in linguistics. III. Chapter Review We dedicate two chapters in each core
    area (phonetics/phonology, morphology, syntax, and semantics), which allows for several options: You can teach both chapter-ters as a whole, select sections from each to make up one unit, or teach sections and assign other students for presentations, group work, and so on. We also weave language changes and changes throughout each chapter, besides, including chapters that focus on these topics.
    Chapter 1: What is a language and how do we learn it? The address is on-ture of the human language (compared to other communication systems) and also includes 36580_part1_ch01_ptg01_hr_001-018.indd 3 28/12/11 10:21 AM © C en ga ge l ea rn in g. A ll rig ht s r es er ve d. N o di st rib ut io n al lo w ed w ith ou t e xp re ss a ut ho riz at io n. 4 - PA RT 1 Instructor Resource Guide and Response Key
    © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in general or in part, discussion of the origins of linguistic science (a topic that other textbooks often omit) and an introduction to how linguistics differs from other approaches to language learning. This chapter provides an accessible overview of the general questions that linguistics
    seeks to answer: What is a language? What is grammar? How does the human language system differ from other communication systems? It's an im-porter to have students read it because it's a good introduction to the course and doesn't contain anything that will confuse them. Students can even read the chapter before the first day of class in preparation for the discussion (if you are limited by the time
    even before class starts); or, of course, they can read it during the first week of class. Research, practice and research exercises in this chapter are also ac-cessible for students with no prior knowledge of linguistics, and may be assigned prior to (and as a prerequisite for) class discussion. Chapter 2: Human Potential for Language is an important chapter for in-troducing students to study linguistics, so we
    included it as the second chapter in the book. This chapter provides an overview of contri-butions of both psycholinguistics and neurolinguistics to language learning. Presented material is an excellent hook for students, trying their curiosity about the biological basics of language, which students not only do not know, but also what they usually find immediately fascinating. In ad-dition, this chapter lays an
    important basis for discussing the more techni-cal aspects of the grammatical structure in later chapters, by introducing students to the evidence of the biological basics of language (through their own intuition about grammar, first and second language acquisition, linguistic scholars, language and brain, pidgins and Creoles, and genesis language). We believe that the attitude-less specialties of students
    starting a course with this material provides a solid foundation for addressing other, more theoretical aspects of the language. This material is also easily supplemented by excellent video resources, such as Chris Topher, a linguistic scientist at the Linguistic Society of America video archive, and the first two sections of Gene Searchinger's Human Language video series. Chapter 3: Description of Sounds
    Provides to English phonet-ICS, with a unique twist: an emphasis on language change and variation. In addi-tion to providing an overview of English consonants and vowels, minimal pairs, and allophones and phonemes, the chapter illustrates the language change over time and space by illustrating both historical and self-made vowel shifts: The Great Vowel Shift of the Sixteenth Century, and the ongoing
    northern cities of Vowel Shift (among others, explored in research, practice, and explored section). So you have different options for teaching this chapter: focusing on the phonetics of English and phonetic transcription and/or including in-block discussion of the historical and sociolinguistic aspects of language change and change, in the form of vowel shifts. We find that the introduction of students in
    phonetic 36580_part1_ch01_ptg01_hr_001-018.indd 4 28/12/11 10:21 am © C en ga ge l ea rn in g. A ll rig ht s r es er ve d. n o di st rib ut io al al w ed w ith ou t e xp re ss a ut ho riz at io n. Chapter Review No 5 © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in part. transcription enriches the discussion of the dialect of
    change and the history of the English language, actively involving them in listening and analyzing their own speech and others. The phonetics approach in this chapter provides you with a way to address the early-stage foundations of language discrimination based on emphasis (added some of the finer activities on PBS Do You Speak American? website, such as Test Your Vowel Power), or focus more
    specifically on phonetics (exploring, along with the material in the chapter, Peter Ladefoged's phonetics website). Our decision to use symbols /th ǰ // instead of their fellow IPAs comes after years of using both and concluding that there is much less confusion for students not to use digraphs. It is quite easy for students to change traditional IPA symbols if they continue to study linguistics. Chapter 4: Sound
    Language Patterns Requires As a Mandatory Condition Ma-Thereal in Chapter 3; students will need a basic understanding of alophones and phonemes, as well as literacy in ipla in order to navigate the material here. The chapter provides available examples of a number of different phonological pro-cess (assimilation, removal, epenter and metathesis of rules, etc.) and general introduction to
    suprasegmental phonology (syllabic structure, stress, and inna-tion). This chapter can be taught in its entirety if your goal is to provide a more comprehensive overview of a wide range of phonological processes, but you can also teach the selection of phonological rules that we are discussing to introduce the concept of phonological rules. If you choose this broader goal in teaching this chapter, we
    recommend adding a discussion (multiple) of phonological processes here with do you know ...? and the language is alive! features that highlight real-life examples of pronunciation due to phonological processes (rather than speakers being lazy or uneducated), such as invented spelling (e.g. chruk for truck, jrink for drinking, and kald for called), sounds that fell out of English (and how are they re-flected in
    spelling?), pronunciations such as aki and tenashoes (other examples?). Chapter 5: Words and parts of them introduces students to how words can be divided into (free and related) morphemes, and focuses on the kinds of knowledge we use to understand the structure of the word (etymology, root repetition or suffix by another word, etc.). We also present the content and function of the word here, as well
    as the syntax categories, an important foundation for Chapter 7 on syntax. We discuss derivatives and inflationary morphemes; The section on derivative morphology includes discussion of tree word diagrams (as a way to asmify how we build words in orderly steps), and the discussion of in-flight morphology includes historical examples (the origin of the English case system), as well as details of the
    English pronoun system and English verb form. There are several different ways to teach this chapter, depending on the focus you choose. The main material on (connected and free) morphemes, functions and 36580_part1_ch01_ptg01_hr_001-018.indd 5 28/12/11 10:21 AM © C en ga ge l ea rn in g. A ll rig ht s r es er ve d. N o di st rib ut io al al w w ith ou t e xp re ss a ut ho riz at io n. 6 - PA RT 1
    Instructor Resource Guide and Answer Key © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in part. Word content, and syntax categories can form the main unit, and instructors can choose how much extra materials they want to include. You can enter derivative morphology, for example, without discussing tree charts,
    and you can provide an overview of non-flexic morphology without delving into the details of the chapter suggests. Sections that you don't want to cover can be assigned as external reading or for discussion in a small group. Research, practice and research exercises and activities can be similarly focused; some target common concepts, while others explore morphological concepts in more detail, and you
    can choose accordingly. Chapter 6: Morphological typology and word formation includes a section on synthetic and analytical languages that provides a preview of how inflectional morphology interacts with syntax, and how languages change depending on how the information is expressed in flectional. This chapter also provides a good basis for discussing the changes that have occurred during the
    development of Eng-lish in Chapter 11 as English from synthetic language to more analytical language. If you plan to teach Chapter 11 (Early English), teaching this section of Chapter 6 provides a good introduction to a concept that will be re-visited in Chapter 11. The rest of this chapter concerns the rules of word formation (cutting off, mixing, com-knocking, etc.). It is very accessible for students and a
    good section to assign for them to read themselves. The rules of word formation are interesting for students and that they can come to the class fully ready for discussion. Slang, profanity, and lexicog-raffi are also discussed in this chapter, all of which are accessible topics and offer an opportunity for student-directed investigation (leaving you time to focus in the classroom on other, more technical aspects
    of grammar that require more instructor guidance). A couple of chapters on syntax, Chapter 7: Syntax: Chapters and Phrases and Chapter 8: Syntax: The structure of phrases and syntax rules offers a number of different alternatives to teaching, depending on your attention. Discussion of syntax categories in Chapter 7 neatly coincides with the introduction of syntax categories in Chapter 5, although in
    Chapter 7 we include syntax proof for each category and a set of simple rule structure phrases to illustrate them. In addition to discussing categories, this chapter focuses on what rules of phrase structure allow us to express about syntax: linear order, phrases, heads and label categories, and includes an introduction to the concept of the subject's and predicate grammatical functions. The material in this
    chapter provides students with important terminology and an introduction to the basic concepts of sentence structure, an important basis for discussing theory (who try to go beyond the description to find answers to the question of why sentences are structured as they are). We find that while syntactical evidence for cat-egories (nouns precede determinant, for example) is available to students because it is
    based on their intuitive knowledge, reading and manipulating 36580_part1_ch01_ptg01_hr_001-018.indd 6 28/12/11 10:21 AM © C ga en ge earn L in g. A ll rig ht s r es er ve d. n o di st rib ut io al al w w ed w ith ou t e xp re ss a s yr ho riz at io n. Chapter Review No 7 © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in
    part. Therefore, we recommend that students have enough time to practice reading and using the rule patterns of phrases before moving to Chapter 8. The decision to include the rules of the old style phrase structure is associated with years of experimentation with their use and attempts of other alternatives. Their use has shown us that they provide a good way of presenting-ing unconscious structural
    rules in our English language, while providing a way to limit a complex system to make it most accessible to this level. Chapter 8 attention is paid to aspects of the syntax structure that are not only by the rules of the phrase structure, and what we can learn about syntax by studying more data and evidence, and using scientific research to answer questions about the structure of the proposal. It begins with a
    discussion of evidence for hierarchical structure (ambiguity) and moves on to issues of replacement, coordination, movement and removal. These concepts and the evidence that we present to illustrate them best navigate the classroom, with instructor guidance, along with Chapter 4 on phonology. Again, as in chapter 4, you may wish, depending on your focus, to spend time on each syntactical operation
    presented in this chapter, or choose one or two to illustrate the concept of syntax surgery more generally (you might, for the former enough, decide to discuss only removal or only movement, but not both). Chapter 9: Semantics: Creating Meaning with Words focuses on the word mean-ingS, and involves discussing the meaning of relationships (various nymes), but also focuses on the fact that the meaning
    of words change over time, offering ex-enough different types of meaning changes throughout the history of Eng-lish. So again, changing the language - with specific examples from middle and old English - is included in the chapter. This allows you the ability to high-light the meaning of change and change or adhere to the more formal aspects of the meaning of the relationship itself (semantic features and
    fields entailed and visibility, semantic relationships, and nimes). The last section of the chapter focuses on many non-literary, or figurative, middle languages, which makes this section particularly suitable for courses with English specialties or other humanities (and can be applied to the study of literature in accessible ways). This chapter is quite easy to navigate students with a small instructor manual, and
    includes a wide variety of materials (of which you can choose). Chapter 10: Semantics and Pragmatistics: Creating Meaning with proposals fo-cuses on how we build meaning from the sentences themselves and from the con-text in which they are pronounced. As with other chapters, you can focus on formal linguistics or focus on saying a larger ally. The first section of the chapter, devoted to the meaning
    of the sentence, focuses on the sentences and conditions of their truth, entails both paraphrasing and assumption. The following section, on thematic roles and the structure of arguments, forms a bridge between semantics and syntax, describing how these two grammatical components intersect. 36580_part1_ch01_ptg01_hr_001-018.indd 7 28/12/11 10:21 © C en ga ge l ea rn in g. A ll rig ht s r es er ve d.
    n o di st rib ut io n al lo w ed w ith ou t e xp re ss a ut ho riz at io n. 8 - PA RT 1 Instructor Resource Guide and Answer Key © 2013 Cengage Learning. All rights are reserved. No way copied or duplicated, or posted on a public website, in full or in part. Then the chapter moves on from semantics to semantics pragmatism (meaning in context). These departments allow you to use different training options;
    You can teach the meaning of the sentence and argument structure for a more formal linguistic focus, and students pursue a section about pragmatism in themselves, through groups or individual assignments. In addition, you can pay more attention to meaning in context, colloquial maxims, politeness, and the theory of the law of speech, and introduce students to the complex interaction of social and
    linguistic factors in shaping meaning, including our cultural expectations, as well as atti-tudes about power and solidarity, social conventions, and so on. Also in this chapter-ter is a discussion of research on how language can (and cannot) shape how we think and view the world-topic, interesting to all, and an important topic to discuss in the context of language science in order to dispel myths (about the
    number of words for snow, for example). The question of whether our language influences what we believe to be an excellent topic of discussion, discussion and research. Chapter 11: Early history of English provides an overview of the major historical events that led to modern English, starting with the origins of historical linguistics and comparative method, Indo-European and other Lan Guage families,
    and then focusing on the old, middle and early modern English. This is an important chapter to include for English specialties (especially those majoring in English education) - and is of interest to all. However, since there are disagreements in the main chapters about language change, this chapter can be omitted, and yet students have left with a good understanding of language change, and even with
    examples from old and middle English, as many of these examples are included in the main chapters. If you omit this chapter from the dis-cussion class, you could include it as an off-class group assignment in order to introduce students to the development of English. Learning the historical development of english can easily fill the entire course, and narrowing this material down to a week-long block is
    possible, but requires some careful organization. We propose to introduce historical linguistics and comparative method in the classroom (with students working with cognate lists in the chapter and in the Research, Practice and Research section) as foun-dation. Then spend one class in old, middle and early modern English. The final section of the chapter on the birth of prescriptive grammar in England
    may be a topic of discussion outside the study group or individual-as-signature. Students will already be familiar with the concept of prescriptive and descriptive grammar (chapter 1 and all other chapters), as well as concepts of language power and language discrimination, but discuss the origins of the recipe in this chapter the historical context in which these concepts arise. Due to the wide range of
    material covered in this chapter, we recommend daily rather than weekly homework in order to facilitate discussion rather than lecture. 36580_part1_ch01_ptg01_hr_001-018.indd 8 28/12/11 10:21 © C en ga ge L ea rn in g. A ll rig ht s r es er ve d. n o di st rib ut io al al w ed w ith ou t e xp re ss a ut ho riz at io n. Chapter Review No 9 © 2013 Cengage Learning. All rights are reserved. Cannot be scanned,
    copied or duplicated, or posted on a public website, in full or in part. Chapter 12: English Goes Global is unique in its presentation. We don't just go through a selection of American English dialects with samples of features. Instead, the emphasis is on how language change (over time) and language change (in the process) are the same process. Because students are familiar with many of the different
    dialects from the main chapters, there is more emphasis on social factors that correlate with language differences (including region, ethnicity, race, gender and social class), as well as the relationship between language and identity. The guy-ter is available, so if time is limited, students can read the chapter themselves. Many ideas of a research project can be developed around material from this chapter.
    Chapter 13: Language Presentation: The written word focuses on the many differences between spoken and written language. Included is the disk-zion of the history of written systems, including the alphabetical system Eng-lish. Unique among the typical history of writing chapters is the discussion of how modern standards of spelling, convention writing and punctuation are still changing, illustrating how
    the printing system can influence our perceptions of language and standardization in our literate society (linking this chapter in close contact with Chapter 11 and Chapter 12). The topics covered here also provide excellent material for research projects, if time does not allow for a thorough examination of the material during classes. In addition, if time permits, chapters 11, 12 and 13 can be taught together
    as a unit that focuses on changing language and variations, as well as their impact on speech, writing and language attitudes. Chapter 14: The Cycle of Life language is a unique chapter among intro-ductory texts, and one will not be missed! And here, as in chapters 11, 12 and 13, the focus is on the fact that languages are crucially affected by power. There is a unique section on the origin of language, and
    what it can tell us about why our brains are organized for language as they are. This chapter also returns to the discussion of pidgins and creoles, offering them as examples of the genesis of language. The inclusion of language threat and language death and its causes are also unique and offer additional opportunities for research and works. We return to many topics the text is here, providing some final
    thoughts, so it's a great chapter to finish. Example Syllabi If instructors want to include all chapters, here are some ways to include information in terms of different lengths. They can, of course, be modified in many ways, but we provide some graphics of courses that we have effectively used. 36580_part1_ch01_ptg01_hr_001-018.indd 9 28/12/11 10:21 © C en ga ge l rn in g. A ll rig ht s r es er ve d. n o di
    st rib ut io n al lo w ed w ith ou t e xp re ss a ut ho riz at io n. 10 - PA RT 1 Instructor Resource Guide and Key Response © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in full or in part. I. 11-week term This organization allows all chapters to be covered, although it brings together some couples in one week, in a way that works
    pretty well. (We tried!) Appointment of cops should be done daily or weekly, choosing RPE from each chapter. Some rpEs work well for group work, so assigning some as individual assignments and some as group assignments is effective. Week 1 Chapter 1 and 2 What is a language and how do we learn it?; Human Ability to Language Week 2 Chapter 3 Phonetics: Description of The Sounds of Week 3
    Chapter 4 Phonology: The Sound Model of Language Week 4 Chapters 5 and 6 Morphology: Words and Their Parts; Typology and word Formation Week 5 Chapter 7 Syntax: Chapters and Phrases Week 6 Chapter 8 Syntax: The Phrase Structure and Syntax Rules of THE MIDTERM EXAM may be here. Week 7 Chapters 9 and 10 Semantics: Creating Meaning with Words; Semantics and Pragmatists:
    Creating Meaning with Proposals Week 8 Chapter 11 Early History of English Week 9 Chapter 12 English Goes Global Week 10 Chapter 13 Introducing Language: Written Word Week 11 Chapter 14 Cycle Life Language II. 10-week term in this curriculum, we suggest going back to Chapters 1 and 2 at the end of the course. This arrangement is more similar to some traditional approaches; After mastering
    basic concepts and technical tools, students can return to UG, innate and acquisition issues. In addition, these chapters are well connected to the material in Chapter 14. Week 1 Chapter 3 Phonetics: Description of The Sounds of Week 2 Chapter 4 Phonology: The Sound Model of Language Week 3 Chapters 5 and 6 Morphology: Words and Their Parts; Typology and the word Formation Week 4 Chapters
    7 and 8 Syntax: Chapters and Phrases; Syntax: The structure of phrases and syntax rules of THE MIDTERM EXAM may be here. 36580_part1_ch01_ptg01_hr_001-018.indd 10 28/12/11 10:21 © C en ga ge l rn in g. A ll rig ht s r es er ve d. n o di st rib ut io al al w ed w ith ou t e xp re ss a ut ho riz at io n. Chapter Review No 11 © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied
    or duplicated, or posted on a public website, in full or in part. Week 5 9 and 10 Semantics: Creating Meaning with Words, Words, Pragmatists: Creating Meaning with Suggestions Week 6 Chapter 11 Early History of English Week 7 Chapter 12 English Goes Global Week 8 Chapter 13 Introducing Language: Written Word Week 9 Chapter 14 Cycle Life 10 Chapter 1 and 2 What is Language and How Do We
    Study It?; Human potential for language III. 14-week term This schedule works well if you can have time to study one chapter a week. More frequent testing works better with this long-term schedule; the proposed quiz slots are given. It may also be preferable for a large class in which daily or weekly tasks are less practical. Week 1 Chapter 1 What is a language and how do we learn it? Week 2 Chapter 2
    Human Ability to Language 1 Week 3 Chapter 3 Phonetics: Description of The Sounds of Week 4 Chapter 4 Fonology: Sound Language Model 2 Week 5 Chapter 5 Morphology: Words and Their Parts Week 6 Chapter 6 Morphology: Typology and Formation of Words 3 Week 7 Chapter 7 Syntax: Chapters and Phrases Week 8 Chapter 8 Issue 9 Week 9 Chapter 9 Semantics: Creation: Creation 7 Meaning
    with the words Week 10 Chapter 10 Semantics and Pragmatists: Creating Meaning with Sentences 5 Week 11 Chapter 11 Early History of English 36580_part1_ch01_ptg01_hr_001-018.indd 11 28/12/11 10:21 AM © C en ge l ea rn in g. a rig ht s es es er. N o di st rib ut io n al lo w ed w ith ou t e xp re ss a ut ho riz at io n. 12 - PA RT 1 Instructor Resources Guide and Response to Key © 2013 Cengage
    Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in full or in part. Week 12 Chapter 12 English Goes Global 6 Week 13 Chapter 13 Introducing Language: Written Word Week 14 Chapter 14 Cycle Life Language NO 7 IV. Shorter term (summer 7-week term, for example) This organization allows two chapters a week, pairing chapters that work well
    together. A smaller selection of RPE assignments from each of the weekly chap-ters can be assigned. Week 1 Chapter 1 and 2 What is a language and how do we learn it?; Human ability to language week 2 Chapters 3 and 4 phonetics: Description of sounds; Phonology: The Sound Model of Language Week 3 Chapters 5 and 6 Morphology: Words and Parts; Morphology: Typology and the Word Formation
    Week 4 Chapters 7 and 8 Syntax: Chapters and Phrases; Syntax: The structure of phrases and syntax rules Week 5 Chapters 9 and 10 Semantics: Creating Meaning with Words; Semantics and Pragmatists: Creating Meaning with Proposals Week 6 Chapter 11 and 12 Early History of the English Language; English Goes Global Week 7 Chapters 13 and 14 Introducing Language: The Written Word; The
    cycle of life of language recognition Is a big thank you to Nicholas Cousino, linguistics major extraordinaire, for his help in editing this instructor's guide and key answer. Please do not blame it if there are errors, and please contact the authors (kristin.denham wwu.edu, with any feedback. 36580_part1_ch01_ptg01_hr_001-018.indd 12 28/12/11 10:21 © C en ga ge l ea rn in g. A ll rig ht s r es er ve d. n o di st
    rib ut io al al w ed w ith ou t e xp re ss a s ys a t ho riz on io n. 13 © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in part. 2 P A R T For your convenience, we include questions review, practice and explore sections of chapters along with answers to exercises. Of course, all the elements don't have spe- cific correct
    answers. In some cases we offer possible answers to convey our thinking while developing exercises and activities, but you can take different answers from your students. Answer: 36580_part1_ch01_ptg01_hr_001-018.indd 13 28/12/11 10:21 © C en ga ge L ea rn in g. A ll rig ht s r es er ve d. n o di st rib ut io n al lo w ed w ith ou t e xp re ss a ut ho riz on io n. 14 and PA RT 2 Answer Key © 2013 Cengage
    Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in part. Review, Practice, and Explore - Chapter 1 1.1 Onomatopoeia and The Arbitrariness Of One of Hockett's Design Language Features is arbitrary. Arbitrary signs or symbols have nothing to do with what they represent. In the language, the connection between words and meanings is
    ar-bitri, which is illustrated by the fact that different languages have different words for the same concept (horse is cheval in French and Pferd in German). What about onomatopoees? Think of words like buzzing and woof. Is the connection between these words arbitrary or not? Look at some of the former enough of other languages. What do such examples tell you about onomatop and arbitrariness? The
    answers will change. Although the connection between sound and meaning is not completely arbitrary with onomatopoeia, it varies in different languages, demonstrating that it is not completely imitative. Japanese dog bark - wan japanese cow moo - mu moo Japanese sound of torrential rain - zaa zaa 1.2 Sign Systems Explore some of the different sign systems that we use besides the language.
    Examples include road signs, Morse code, and hand signals that judges and judges make at sporting events. Sometimes these systems can be quite complex. What design features do they have, and how are they similar or different from the human language system? The answers will change. 1.3 Prairie dog language researcher Con Slobodchikoff of Northern Arizona University has been studying prairie
    dogs for more than 20 years and has come to the conclusion that their communication system has many of the same characteristics as human language. According to Slobodchikov (1998), prairie dogs have different barks (nouns) for different predators, and they combine these words with other sounds, or modifiers, that indicate size, color and other features. He also that prairie dog coins new words by
    assigning new barks to new new or animals in their environment. Prairie dogs, he argues, have words for coyo-tes, skunks, and badgers, as well as for such nonpredators as deer, elk, and cows, and even for a man with a yellow coat. (See .animallanguageinstitute.net/AboutUs/tabid/64/Default.aspx) Responses will change. 36580_part1_ch01_ptg01_hr_001-018.indd 14 28/12/11 10:21 © C en ga ge l ea rn
    in g. A ll rig ht s r es er ve d. N o di st rib ut io n al w w ou t e xp re ss a ut ho riz at io n. Review, Practice, and Explore - Chapter 1 No 15 © 2013 Cengage Learning. All rights are reserved. Cannot be scanned, copied or duplicated, or posted on a public website, in whole or in part. 1.4 Animal communication systems investigate the communication system of non-primate species. A lot of research exists on
    systems used by dolphins and whales, different varieties of birds, bees, wolves and other dogs, and so on. Discuss which of the design features of the system exhibits and how it is similar and/or different from the human language. The answers will change. 1.5 Primate Experiments Conduct some research on attempts to teach primate communication systems, and discuss how they challenge Hockett's
    design features. The most contentious debate is whether primates can recombine symbols to create new expressions (duality patterns) and whether they can purchase the system from other primates. Here are the main primates with the names of the main researchers: Washo (Gardner, Fawts), Nim Chimpanzee (Terraza), Kanzi (Savage-Rumbo), Coco (Patterson), Lana (Rumbo) and Sarah (Premak).
    (Premac).
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