MLO 2 Linguistics
MLO 2 Linguistics:
Students develop their knowledge of fundamental concepts in the fields of Hispanic and Applied Linguistics, and are able to apply them in the completion of research papers and data-driven small-scale research studies pertaining current issues in these areas.
In meeting MLO 2 of Linguistics, I took Span 313 and Ling 392. Both of these courses focused on morphology, phonology, syntax and semantics the only difference was the language it was taught in. I had the Spanish linguistics class first then took the English Linguistics class. Taking these classes in concurrent semesters was extremely helpful as I still had knowledge on the terms when starting the English class. To greater understand morphology we analyzed individual morphemes (individual letters) and how they can change depending on other morphemes. We also watched a documentary that was based on Perú, so we could hear the differences in their pronunciation in speaking Spanish. The differences in pronunciation between Spanish speaker applies to phonetics in linguistics. We also learned about syntax and how the same words in a sentence could be interpreted differently when moved around. While the sentence structure in both Spanish and English begin with the subject, followed by the verb, then an object after. There are cases where the two languages differ, for example, in Spanish sometimes the object pronoun will come before the verb or sometimes the noun will come after the verb. We also learned that semantics is the study of the meanings and relationships. An example of semantics would be in the description of a truck; a truck could also be referred as a car, a vehicle, or an automobile to name a few. Each word describes the same truck and a person can infer what the word is in reference to.
During Span 313, we did activities where we practiced morphology, phonology, syntax and semantics, in greater depth. This class specifically helped me in the pronunciation of Spanish words. Before completing this class I struggled with how to pronounce certain words in Spanish such as "Nicaragua", thanks to this class I finally was able to pronounce it correctly. I learned to split the words into morphemes, so Ni/car/agua, then I was slowly able to pronounce it. One of the activities we were asked to do was a powerpoint presentation of Chicano Spanish. We researched the phonology, morphology and culture of the people who comprise this group. This was very interesting to me, because I learned more about the influence from English on Chicanos. For example, the English word check holds influence in Chicano Spanish. A Chicano may say "checkiar" instead of "verificar". Another example would be "troca" which was influenced by the English word "truck", and takes place of the word "camión"
During Ling 392, we learned about the same concepts mentioned above but in English. The activities we did were similar to the activities from Span 313. I liked seeing familiar activities because it really drilled each topic into my head. One of the activities we did was an interview of a English language learner. This was a fun interview as it was interesting to hear her respond to our questions.
Below is an example from the work we did from Span 313, and example of the powerpoint presentation we created for our final Language Analysis Project for Ling 392.
Students develop their knowledge of fundamental concepts in the fields of Hispanic and Applied Linguistics, and are able to apply them in the completion of research papers and data-driven small-scale research studies pertaining current issues in these areas.
In meeting MLO 2 of Linguistics, I took Span 313 and Ling 392. Both of these courses focused on morphology, phonology, syntax and semantics the only difference was the language it was taught in. I had the Spanish linguistics class first then took the English Linguistics class. Taking these classes in concurrent semesters was extremely helpful as I still had knowledge on the terms when starting the English class. To greater understand morphology we analyzed individual morphemes (individual letters) and how they can change depending on other morphemes. We also watched a documentary that was based on Perú, so we could hear the differences in their pronunciation in speaking Spanish. The differences in pronunciation between Spanish speaker applies to phonetics in linguistics. We also learned about syntax and how the same words in a sentence could be interpreted differently when moved around. While the sentence structure in both Spanish and English begin with the subject, followed by the verb, then an object after. There are cases where the two languages differ, for example, in Spanish sometimes the object pronoun will come before the verb or sometimes the noun will come after the verb. We also learned that semantics is the study of the meanings and relationships. An example of semantics would be in the description of a truck; a truck could also be referred as a car, a vehicle, or an automobile to name a few. Each word describes the same truck and a person can infer what the word is in reference to.
During Span 313, we did activities where we practiced morphology, phonology, syntax and semantics, in greater depth. This class specifically helped me in the pronunciation of Spanish words. Before completing this class I struggled with how to pronounce certain words in Spanish such as "Nicaragua", thanks to this class I finally was able to pronounce it correctly. I learned to split the words into morphemes, so Ni/car/agua, then I was slowly able to pronounce it. One of the activities we were asked to do was a powerpoint presentation of Chicano Spanish. We researched the phonology, morphology and culture of the people who comprise this group. This was very interesting to me, because I learned more about the influence from English on Chicanos. For example, the English word check holds influence in Chicano Spanish. A Chicano may say "checkiar" instead of "verificar". Another example would be "troca" which was influenced by the English word "truck", and takes place of the word "camión"
During Ling 392, we learned about the same concepts mentioned above but in English. The activities we did were similar to the activities from Span 313. I liked seeing familiar activities because it really drilled each topic into my head. One of the activities we did was an interview of a English language learner. This was a fun interview as it was interesting to hear her respond to our questions.
Below is an example from the work we did from Span 313, and example of the powerpoint presentation we created for our final Language Analysis Project for Ling 392.
Los Rasgos Fonéticos |
Language Analysis Presentation |