Main factors that have contributed to English being used so widely

Language and Linguistics Worksheet

Using the text for this course, the University Library, the Internet, and/or other resources complete the following three-part assignment.

Part A

Select two terms total from the following lists. One term is an example of how language changes over time.

(Note: We are not looking at historical roots of words. Do not, for instance, look back to the roots of the word flag and explain how those roots morphed into the English word flag. Instead, look at what the term flag meant historically versus what it means now. George Washington surely knew what it meant to fly a flag, but he did not know what it meant to flag a post.)

Select a different term that is an example of how English has spread as an international language.

(Note: We are looking at the etymology of the terms, not the technology they represent. For instance, apple used to mean a fruit, but now it also is the name of a major computer/smart phone company. You would not get credit for saying that Apple’s products allow people to communicate in English. You would, however, get credit for saying that the name Apple is used internationally in its English form, that it is not translated into other languages. Spanish speakers do not call that company Manzana; they call it Apple.)

 

Glitch

Blue jeans

Cola

MRE

 

Megabyte

Text

Interface

Humvee

 

iPod

Cool

Reality TV

GI

 

Dude

Like

Podcast

Dollar

 

You Tube

CNN

Blackberry

Streaming video

 

Web cast

Global warming

Cowboy

Rock ‘n Roll

 

Space station

 

Write a 350-word paper in which you discuss why one of the terms you selected exemplifies the evolution of language and why one of the terms you selected exemplifies the spread of English.

Explain two main factors that have contributed to English being used so widely.

Format references and citations consistent with APA guidelines.

Part B

Select Scenario A or Scenario B:

Scenario A: Jason is blind and has epilepsy. He has a guide dog named Bo who assists him. Bo usually responds to commands from Jason. At times, Jason gives Bo the command to cross the street, but Bo disobeys if Jason has misjudged the traffic and it is not safe to cross.

Bo can also sense when Jason is about to have an epileptic seizure. The dog becomes agitated and begins to whine; although this is something he has not been trained to do. At times, he has left Jason and alerted others that his human companion needs help.

Scenario B: While caring for her infant daughter at home, Sara talks to another child:

 

“Ba, bab, ba, babab, ba, bab, baba, ba”

“Yes, Julie, that’s a baby! See the baby? Pretty baby!”

“Ba, ba, bab, bab, bab”

Write a 350-word paper in which you define communication, define language, and explain how they differ. Be sure to use linguistic definitions from the textbook. Do not summarize the scenario; I’ll know which one you’re talking about.

Explain whether the scenario you selected is an example of communication or language, based on your definitions.

Provide at least one reference to support your conclusion.

Format references and citations consistent with APA guidelines.

Part C

In the chart, decide whether the following situations are examples of errors in competence or performance. That is, does the person not really understand what he or she is trying to do (an error in competence), or does the person understand the concept but just have trouble producing it (an error in performance)? Each situation must be one or the other; you cannot choose both. In the appropriate column, explain why you think the situation shows an error in competence or performance.

 

Situation

Competence

Performance

 

1. A   five-year-old child hears conversations among adults and understands words   like debatable and discussion. But, she cannot pronounce the words correctly.

 

2. An English   teacher visits her elderly grandfather. In conversations with him, she uses   words like ain’t and phrases like fixin’ to.

 

3. A 14-year-old   always writes and says the word specific   as “pacific” and does not differentiate between the two when read/heard.

 

4. In talking   about his dad, a 15-year-old boy calls his father a “smuck in the tid” when he meant to say “stick in the   mud.”

 

5. A high school   student can recite the definition of a comma splice, but she still always   writes sentences that contain comma splices and cannot identify examples in   other people’s writing.

I have attached the Rubric and the actual worksheet to fill out.

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