Question Formation with Question Words StatementQuestion Jack went up the hill.Who went up the hill? Jack and Jill wentWho went up the hill? up the hill.

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Question Formation with Question Words StatementQuestion Jack went up the hill.Who went up the hill? Jack and Jill wentWho went up the hill? up the hill. Jack and Jill went home.Jack and who went home? Jill ate bagels and lox. Jill ate what? Jill ate cookiesJill ate cookies and what? and ice cream. Victoria Fromkin and Robert Rodman. An Introduction to Language, sixth edition. Forth Worth: Harcourt Brace College Publishers, 1998, p. 340.

Question Word Movement Constraint Jack and Jill went up the hill. Jack and who went up the hill? *Who did Jack and ______ go up the hill? Jack went up the hill with Jill. Who did Jack go up the hill with ______? Victoria Fromkin and Robert Rodman. An Introduction to Language, sixth edition. Forth Worth: Harcourt Brace College Publishers, 1998, p. 341.

Question Word Movement Constraint Jill ate bagels and lox. Jill ate bagels and what? *What did Jill eat bagels and ___? Jill ate bagels with lox. What did Jill eat bagels with ___? Victoria Fromkin and Robert Rodman. An Introduction to Language, sixth edition. Forth Worth: Harcourt Brace College Publishers, 1998, p. 341.

Acquisition of Bird Songs Cuckoo 布穀鳥 Bullfinch 紅腹灰雀 Chaffinch 蒼頭燕雀 White Crown Sparrow 白冠麻雀 Victoria Fromkin and Robert Rodman. An Introduction to Language, sixth edition. Forth Worth: Harcourt Brace College Publishers, 1998, pp

Second Language Acquisition “The younger you are, the easier it seems to be to learn a language. Language is unique in that no other complex system of knowledge is more easily acquired at a younger age than at an older one.” Victoria Fromkin and Robert Rodman. An Introduction to Language, sixth edition. Forth Worth: Harcourt Brace College Publishers, 1998, p. 347.

Definition of Terms  Second Language Acquisition  Bilingual Language Acquisition Fromkin, Victoria, Robert Rodman & Nina Hyams An Introduction to Language, 7th ed. Boston, MA: Wadsworth, p. 374.

Questions about Bilingualism 1. Doesn’t the child confuse the two languages? 2. Does bilingual language development take longer than monolingual development? 3. Are bilingual children brighter or does acquiring two languages negatively affect the child’s cognitive development in some way? 4. How much exposure to each language is necessary for a child to become bilingual? Fromkin, Victoria, Robert Rodman & Nina Hyams An Introduction to Language, 7th ed. Boston, MA: Wadsworth, p. 375.

One System or Two? One  Mixed vocabulary  Complementary vocabulary Two  Overlapping vocabulary  Different syntax requirements  Different morphology requirements  Distinct phonemes and phonological rules Fromkin, Victoria, Robert Rodman & Nina Hyams An Introduction to Language, 7th ed. Boston, MA: Wadsworth, p. 376.

Cognitive Effects of Bilingualism Early studies:  Worse: IQ, other cognitive / educational tests More recent studies:  Better in certain problem solving tasks  Better metalinguistic knowledge  Understand better about arbitrariness of object / name relations  Know what context to use which language in Benefits depend on value of two languages in society. Fromkin, Victoria, Robert Rodman & Nina Hyams An Introduction to Language, 7th ed. Boston, MA: Wadsworth, p. 378

SLA and FLA Similarities and Differences Similarities  Develops in stages  UG may be available to some extent Differences  Ultimate proficiency not the same  Greater non-linguistic cognitive abilities  UG not available to same extent (??) Fromkin, Victoria, Robert Rodman & Nina Hyams An Introduction to Language, 7th ed. Boston, MA: Wadsworth, pp

Second Language Acquisition “The younger you are, the easier it seems to be to learn a language. Language is unique in that no other complex system of knowledge is more easily acquired at a younger age than at an older one.” Fromkin, Victoria and Robert Rodman. An Introduction to Language, sixth edition. Forth Worth: Harcourt Brace College Publishers, 1998, p. 347.

Chapter 7 Homework (Exercise 8, pp ) a. 1;6:  Final voiced stop consonants deleted  Final voiced sibilants are devoiced  (dish unique) 2;0:  Final voiced stops are devoiced (or for [ d ] deleted)  Final voiced sibilants are devoiced Both voiced stops and voiced sibilants are natural classes. b. NO minimal pairs, BUT some sounds in similar contexts

Chapter 7 Homework (Exercise 11, p. 372) a. Egyptian Arabic: Insert [ i ] AFTER first consonant of consonant cluster at the beginning a syllable b. Iraqi Arabic: Insert [ i ] BEFORE first consonant of consonant cluster at the beginning a syllable c.Egyptian:Arabic B Iraqi:Arabic A