Unit 2 - Task 4 - Speech sounds and semantics

Presented to
Oscar Javier Bohorquez

Presented by
Kevin Miguel Ospino Medina

Code:
518017A

Course:
764

Universidad Nacional Abierta y a Distancia

Introduction to Linguistic
El Banco Magdalena
29/11/2020
Step 2: Answers

- Based on the first document “The phoneme: the same but different” by McMahon, A, answer the
three questions from pages 21, 22. From the second document, “Natural Language Processing
and Applications Phones and Phonemes” please answer questions 1 and 2 from page 10.
- From the reading “Semantics. The Study of Linguistic Meaning Chapter” by Akmajian answer
the two following questions:
o What is exactly the concept ‘speaker meaning’? Explain and give an example (in Spanish or
English).
R/: If consist in the learning phonemes and allphones for differenting the driver sounds that exist
between vowels that would help us to get a better understanding but, It’s necessary some more
phonetic detail on the consonant of english and more techical vocabulary to describe how they are
produced.

Examples:
- Tea – Sheep – We /i:/
* I drink tea with my friends from work
* En la granja de mi primo Fernando hay una gran cantidad de ovejas

- Car – Fast /ɑː/

* Thanks to my work as a business director, I have bought a car to make my life easier
* Mi nueva red de internet es la más rápida del conjunto residencial

- Short – Walk – Saw /ɔː/

* Every morning my next door neighbors go out for long walks and arrive very tired
* The gymnastics hall exercise rope is too short

- bull, football
* A few months ago I enrolled my son in a football school near the block and every Saturday he plays
* Cada año en España se celebra una tradición llamada la Corridas de Toros

o Explain, what is an important problem of the ‘Denotational Theory of Meaning’?

R/: It’s consideraded in that everythintention which was carried out during the history of linguistics
for being applied to the semantic of the structure of the language. The same supposed structure of
analys developed on studies about significant ways such as phonemes, words senctences, texts, etc.
They haven’t generated Good results. This mean, they haven’t got to formalize an exhaustive number,
neither a coherent true.
Step 3: Mini Lesson

- Here is a scenario of a pronunciation lesson gone wrong. The teacher repeatedly demonstrates a
pair of similar sounds (e.g., “rrrr” and “llll”). However, the students still fail to perceive the
difference between the two. The thing is that students have difficulty distinguishing between
pairs of sounds when these are taught in isolation. Pronunciation lessons are infinitely more
effective when students are taught to distinguish between words (e.g., light/right), instead of
just individual sounds. Design a mini lesson that presents the [l] and [ɹ] sounds within the
context of minimal pairs. (Option, you can select any other minimal pairs to design the mini
lesson). (Adapted from Gordon T. 2012).

R/: Eddy and his family live in a town near the city. Eddy’s father has a car, The car is fast and
beautiful. First, they go around and then they go to the travel beautiful in order to boy a ticket
for eddy’s aunt. The reason is that eddy’s aunt sells interesting books because she considers that
reading is important for the human life

- Check your partners’ posts and make comments about them in order to discuss and improve
ideas.