ࡱ> =?< bjbj . ||e"4!!!!!!!$#;&P " ""!!rT @uYd( !5"0e"6 &.d& &!0 " "^e"&| : Study Guide Ling 122: English as a World Language Spring 2013 Part I: You will be given fifteen terms from the list below and will be asked to choose five, give a definition and either an example or a statement of its significance for each. (40 points) first language official language third diaspora foreign language cooperative principle foreigner talk register global language syntax first diaspora second diaspora pidgin creole Old English AAE Middle English Early Modern English language shift language shock first language attrition code-switching direct speech act accent vernacular high context culture negative foregrounding rule academic register phonology morphology face pragmatics nativization society culture speech situation intelligibility comprehensibility interpretability standard dialect language attitudes second language lexicon indirect speech act lingua franca low context culture Part II: You will also be given four essay questions from the list below. You will be asked to address two of them in well written and well documented (i.e., with details from the course readings and lecture notes) essays (i.e., expository pieces of multiple paragraphs each). (60 points) Possible essay questions: Compare and contrast the three types of English colonization, giving examples of each, and describe the linguistic consequences of each. Compare and contrast different varieties of English from around the world and how they differ from each other in terms of their origins, structures and function. Use Kachrus metaphor of concentric circles in your answer. Discuss the factors contributing to both first language attrition and first language retention. Support your claims with examples from the Hinton article or from your own experiences. Describe the history of English from Old English through the first diaspora, citing causes for the major changes in the language over that period. Using examples from the reading or from your own experiences, outline Kachru and Smiths definition of understanding; discuss why it needs to be broken down into its component parts and how each can be tested. Given the assumptions that all people speak one or more dialects and that all dialects are equally valuable, where did the concept of a standard language originate. In your discussion, use examples and concepts presented in the readings for the course. What are the three theories that Rickford describes for the rise of Ebonics? What evidence is provided to support each? Discuss how Cunha and Hong (see course reader) either assimilated to or resisted those mainstream American values. According to Park, how does Korean English reflect Korean language and culture? What are some features of Kenyan English, according to Zuengler? What does her examination of Kenyan English as presented in literature tell us about Kenyan society? The answers to both Part I and Part II will be graded according to the following criteria: 1) Completeness Did you answer all parts of the question? (25%) 2) Accuracy Is your answer accurate? 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