ࡱ> FHE bjbj 4(////$S/*gggggBBB5*7*7*7*7*7*7*$b,/:[*BBBBB[*ggp*RRRBvgg5*RB5*RR '(gdQE/R'!**0*'>/ H>/(((>/)HBBRBBBBB[*[*RBBB*BBBB>/BBBBBBBBB : Ling 122: English as a World Language Final Exam Study Guide Spring 2013 Terminology: Be prepared to define and either give examples of or state the significant of terms such as the following, in no more than three sentences each. first language mother tongue official language second language foreign language lingua franca ESL / EFL Foreigner talk language attitudes register global language language death first diaspora second diaspora pidgin creole decreolization implicature speech acts positive face negative face adjacency pair Old English Middle English Modern English inner circle outer circle expanding circle language shift language shock repair turn relevance point back-channeling politeness principle academic register non-standard dialects accent phonology morphology syntax lexicon pragmatics standard English vernacular schema intelligibility comprehensibility interpretability nativization borrowings loan translations semantic shift neologism codification lexicography rhetorical strategies floor language contact societal bilingualism individual bilingualism dominant bilingual recessive bilingual elective bilingual circumstantial bilingual language attrition conceptual information conversational maxim indexical information first language maintenance accommodation theory cooperative principle subtractive bilingualism additive bilingualism linguistic landscapes principle of linguistic subordination interactional-management information Questions: In coherent essays (i.e., 3 to 5 paragraphs), be able to address the GELOs 1-3 and the CLOs 1-6 from the course syllabus citing sources from our class readings, lectures and student presentations. For example: Trace the development and spread of English from its earliest documentation to the present, identifying the catalysts responsible for the changes in the forms and functions of the language. Systematically compare the forms and functions of English in two countries, one Western (e.g., England, the U.S., Canada, Australia, etc.) and one non-Western (e.g., Kenya, Korea, China, Malaysia, etc.). Citing examples from the course readings, explain how a language changes in response to internal and external pressures. Citing examples from the course readings, explain the relationship between language change and social, political, economic, religious and cultural changes. Referencing course readings, identify and describe the spread of various dialects of American English and their relationships to the distribution of political and economic power in this country. Based on what you have read this semester, do you think English as an international language succumb to the same fate as Latin? Is so, why? If not, why not? Defend your answer with references to course materials. Describe the proposed origins, features (phonological and syntactic), functions, social significance and educational implications of African American English as described in the Smith and Rickford articles. Choose one society studied in this course and ddescribe its internal and external symbolic systems. Politeness is closely tied to cultural values. Norms of politeness vary from culture to culture. Choose two cultures with which you are familiar or have been introduced to in this class and discuss how the parameters of culture (i.e., face, status, rank, role, gender, etc.) are similar or different. Identify and explain the difference Kachru and Smith make between intelligibility, comprehensibility, and interpretability. Discuss the implications of these three concepts for your everyday life now and in the future. Using examples from the course readings and lectures, show how the components of conversational interaction (i.e., turn-taking, back-channeling, floor, simultaneous talk, etc.) differ between at least two cultures and discuss the implications for intercultural communication. Using examples from your readings and your own experiences, discuss the differences in degrees of bilingualism, the contexts in which individuals become bilingual, and their educational implications. Using specific examples from our readings and notes, compare and contrast how both pidgins and creoles arise, the forms each takes and the communicative functions each performs. Describe specific examples of conversational rituals, and how they differ between men and women mentioned. In your opinion are these culture specific, or are they universally found across all cultures (or at least the ones you are familiar with)? 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