LESSON 1

OVERVIEW OF LINGUISTICS
AS A DISCIPLINE

Topic 1
Language: Definition, Nature, and Characteristics

ACTIVITY 1
Discuss comprehensively
1. Wherever humans exist, language exists.
Language is an extraordinary gift of God. It is part of what makes man fully
human. Language is basically a system of communication where sound or signs
convey objects, actions and ideas. The history of language dates back to many
thousands of years. Language is primarily spoken not written. But the development of
the writing medium and later the printing system went a long way is the dissipation of
knowledge and without which humans would have remained in the dark about the
ways of life and the thought processes of their ancestors. Language is the key to
human lives. They can eliminate misunderstanding by using it as an instrument to
transfer communication among people. Malinowski suggests, language is "the
necessary means of communion; it is the one indispensable instrument for creating
the ties of the moment without which unified social action is impossible. Language can
thus be said to be at the core of humanity.

2. There are no primitive languages.

Anthropologists have determined that simple human languages with limited
vocabulary and grammar do not exist. Groups with simpler technology or social
organizations do not have simpler languages. Specific words arise from a cultural need
to refer to things or describe situations, but a lack of certain words does not prove a
more primitive linguistic evolution. 'Primitive' is a word that is often used ill-advisedly
in discussions of language. Many people think that 'primitive' is indeed a term to be
applied to languages, though only to some languages, and not usually to the language
they themselves speak. They might agree in calling 'primitive' those uses of language
that concern greetings, grumbles and commands, but they would probably insist that
these were especially common in the so-called 'primitive languages'. These are
misconceptions that we must quickly clear from our minds.
So far as we can tell, all human languages are equally complete and perfect as
instruments of communication: that is, every language appears to be as well equipped
as any other to say the things its speakers want to say. It may or may not be
appropriate to talk about primitive peoples or cultures, but that is another matter.
Certainly, not all groups of people are equally competent in nuclear physics or
psychology or the cultivation of rice or the engraving of Benares brass. But this is not
the fault of their language.
 ACTIVITY 2
A. Draw and describe 5 signs that directly show what they mean.

B. Describe five other communication systems that, like language, consist pf

arbitrary symbols.
 ACTIVITY 3

Thoughts

Powerful
Comprehension
Observation

Spoken

LANGUAGE
Written

Productive Receptive Communicate

Information

Language is one of our most nuanced and powerful tools. It takes all of the
stuff that’s swirling around in each of our lonely, isolated brains – all those thoughts –
and transfers them into someone else’s brain. Language can be acquired
spontaneously through observation, without planned training, and the first to show a
rudimentary comprehension of grammar, syntax, and semantics. Language that sets
us apart from other animals. Technically we define language as a set of spoken,
written, or signed words and the way we combine them to communicate meaning. All
of these forms of language allow us to comprehend things we’ve never actually
witnessed, and exchange information with each other quickly and effectively to, you
know, get a job, or be a friend, or use a metaphor. This also marks the beginning of
receptive language, or the ability to understand what’s being said both to, and about
us. Soon that receptive language blooms to accommodate productive language, when
instead of just understanding other people, babies start developing the ability to
produce words.
 ACTIVITY 4
Identify the meaning of the following given words given in different language.
1. Kyinii- a large parasol (in a Ghanaian language, Twi)
2. Doakam- living creature (in a Native American language, Papago)
3. Odun- wood (in Turkish)
4. Asa- morning (in Japanese)
5. Toowq - is seeing (in Luiseño, a California Indian language)
6. Bolna- to speak (in Hindi-Urdu); aching (in Russian)
7. Wartawan- reporter (in Indonesian)
8. Inaminatu- teacher (in Warao, a Venezuelan Indian language)
9. Yawwa- right on! (in Hausa, a Nigerian language)
10.Rukka- charge (in Iceland) Rukka is derived from Tamil word சுருக்க—Churukka
—meaning an abstract. (in vernacular language) Is the traditional Indian
negotiable instruments being used since ancient times for transfer or payment
of money.

Topic 2
Linguistics and Scope of Language Studies

ACTIVITY 1
Identify the scope of linguistics wherein the following terms are used.
1. Phoneme- Phonology 9. Inflectional morphemes-
2. Transformational rules- Syntax Morphology
3. Speech acts- Pragmatics 10.Syntactic categories - Syntax
4. Suprasegmentals- Phonetics 11.Phrase structure- Syntax
5. IPA- Phonetics 12.Immediate constituents- Syntax
6. Allophones- Phonology 13.Allomorphs- Morphology
7. Affixes- Morphology 14.Synonymy- Semantics
8. Hyponymy- Semantics 15. Conversational maxims-
Pragmatics

ACTIVITY 2
Find and compile examples of research that has been under taken in each area of
linguistics. (separate word)

ASSESSMENT
Direction: read each statement carefully. Encircle the letter of the correct
answer.
1. C 5. C
2. A 6. C
3. B 7. A
4. D 8. B
 9. A 10. B
LESSON 2
Phonetics and Phonology

Topic 1
Sound Segments

ACTIVITY 1
Describe the following vowels sound in terms of the following.

Vowel Tongue position Jaw Lip position Tension Length

sounds height
1. i FRONT. HIGH SPREAD TENSE LONG
2. e FRONT MID SPREAD LAX SHORT.
3. æ FRONT LOW SPREAD TENSE SHORT
4. ε FRONT MID SPREAD LAX SHORT
5. U BACK HIGH ROUND LAX LONG
6. l FRONT HIGH SPREAD LAX LONG

7. Λ BACK MID SPREAD LAX LONG

ACTIVITY 2
Describe the following consonant sounds in terms of the following

Consonant Place of Manner of Voicing

Sounds articulation articulation
1. p Bilabial Stops Voiceless
2. k Velar Stops Voiceless
3. c Palatal Affricates Voiceless
4. m Bilabial Nasals Voiced
5. y Palatal Glide Voiced
6. dЗ Palatal Affricate Voiceless
7. ţſ Palatal Affricate Voiceless
8. θ dental Fricatives Voiceless
9. З Palatal Fricatives Voiceless
10.ð Dental Fricatives Voiceless
 Topic 2
International Phonetic Alphabet

ACTIVITY 1

1. Know- nəʊ 16. Bead- biːd

2. Tough- tʌf 17. Deed- diːd
3. Bough- baʊ 18. Meat- miːt
4. Cough- kɒf 19. Great- greɪt
5. Dough- dəʊ 20. Threat- θrɛt
6. Hiccough- ˈhɪkʌp 21. Suite- swiːt
7. Thorough- ˈθʌrə 22. Straight- streɪt
8. Slough- slaʊ 23. Debt- dɛt
9. Though- ðəʊ 24. Moth- mɒθ
10. Heard- hɜːd 25. Moth- mɒθ
11. Word- wɜːd 26. Mother- mʌðə
12. Beard- bɪəd 27. Both- bəʊθ
13. Bird- bɜːd 28. Brother- brʌðə
14. Dead- dɛd 29. Broth- brɒθ
15. Bed- bɛd 30. Brother- brʌðə

ACTIVITY 2
1. Fine 6. Breathe
2. Took 7. Ant
3. Correct 8. Choose
4. Finger 9. Chimney
5. Fox 10. Brothe

Topic 3
Phonological Rules

ACTIVITY 1
1. Standpoint = Stampoint – 10. Jeet = did you eat -
Assimilation Dissimilation
2. Input = Imput – Assimilation 11. Task = tas - Deletion
3. Task = taks – Metathesis 12. Park- pak - Deletion
4. Student = istudent – insertion 13. Telephone = telphone -
5. Comfortable = comfterble - Deletion
Deletion 14. Sweepstakes = sweepistik -
6. Wasp = waps - Metathesis Deletion
7. Star = istar – Insertion 15. Sausage = sauseyds -
8. His shoes = hishoes - Insertion Deletion
9. Let me get = lemeget - Deletion

ACTIVITY 2 5. Let her get a better water

heater
1. Did you eat? No, did you?
6. How would you like a little
2. Can we get it?
more?
3. I should have told you
7. They don't even like it
4. Would you like some more
8. Don't even think about it!
Topic 4
Suprasegmentals
9. Hold on a second! 10. How to recognize speech

ACTIVITY 1

1. 'Children 6. Pro'duce (verb)

2. A'gree 7. Co’mmittee
3. Sham’poo 8. Fif'teen
4. Infor’mation 9. 'Bookstore
5. 'Record (noun) 10. 'Pass out

ACTIVITY 2 5.Fruits out of season are very

expensive.
1.I’ve done my homework.
6.Thousands of candles were lit.
2.Mother bought a sewing machine
7.Lina has given up desserts.
3.She came to see me.
8.She lost her watch.
4.All the windows are open.
9.The script was finally revised.
10.He’s allergic to crabs.
ACTIVITY 3
1.There’s a cute little doll /that I’d like to buy /for my own little girl.
2.I’m sure/ that he’ll bring it/ with him.
3.Get the boy/ Elmo
4.When will you /marry Nina?
5.They made/ nevertheless/ a good performance.
6.9 – For a Christmas basket/ to be sent to an orphanage/ our sorority /bought
canned goods /fresh fruits and vegetables/ meat/ nuts/ candies /in addition to
clothes /toys /and books/ wrapped as gifts.
11.There are three/ causes of poverty:/ indolence,/ indifference /and injustice.

ASSESSMENT
1.B 6.D
2.A 7.A
3.B 8.C
4.A 9.A
5.B
10.A
 LESSON 3
MORPHOLOGY

Topic 1
Types of Morpheme

ACTIVITY 1

WORD LEXICAL CATEGORY INLECTIONAL

MORPHEME
1. Watched Watch ed
2. Runs Run s
3. Sorriest Sorry est
4. Lamps Lamp s
5. Playing Play ing
6. Driven Drive en
7. Lovelier Love er
8. Dishes Dish s
9. Filled Fill ed
10.Spoken Speak en

ACTIVITY 2 5. Inflectional
6. Derivational
1. Inflectional
7. Inflectional
2. Inflectional
8. Inflectional
3. Inflectional
9. Derivational
4. Inflectional
10. Derivational

Topic 2
Word Formation Processes

ACTIVITY 1
1. Blend 6. Acronym
2. Internal change 7. Stress replacement
3. Clipped form 8. Compounding
4. Clitization 9. Suppletion
5. Onomatopoeia 10. Suppletion
 ACTIVITY 2
NEW WORD TYPE OF WORD FORMATION
1. ROI ACRONYM
2. INFOTAINMENT BLEND
3. MODULATION BLEND
4. TV MARATHON CLIPPED FORM
5. ACOMB COMPOUNDING
6. DELICASIES INTERNAL CHANGE
7. CAPTAIN CLIPED FORM
8. TAXI METER COMPOUNDING
9. COVID ACRONYM
10. BUILD BACK FORMATION

Topic 3
Morphophonemic processes

ACTIVITY 1 5. DISSIMILATION
6. EPENTHESIS
1. ASSIMILATION
7. EPENTHESIS
2. METATHESIS
8. METATHESIS
3. DISSIMILATION
9. DELETION
4. METATHESIS
10.EPENTHESIS

ACTIVITY 2
MORPHOPHONEMIC PROCESS EXAMPLE
1. ASSIMILATION 1. Hand bag – Hambag
2. Standpoint - Stampoint
3. Input - Imput
2. DISSIMILATION 1. Comfortable – comftable
2. Did you eat – Jeet
3. Can we get it - kweegeddit
3. DELITION 1. Task - Tas
2. Park- Pak
3. Telephone - Telphone
4. EPHENTESIS 1. Glass- Glasses
2. Mind- Minded
3. Heart - Hearted
5. METATHESIS 1. Task - taks
2. Wasp - waps
3. Ruler - lurer

ASSESSMENT
1. C 5. D
2. D 6. B
3. A 7. B
4. A 8. B
 9. B
10. D

Activity I. Identify the lexical category of the following words.

1. Happiness MAJOR/NOUN
2. Under MAJOR/ADVERB
3. Quietly MAJOR/ADVERB
4. Mr. Lyndon MAJOR/NOUN
5. Cooperate MAJOR VERB
6. Whispered MAJOR/VERB
7. Between MAJOR/PREPOSITION
8. Always MINOR/QUALIFIER
9. Bright MAJOR/ ADJECTIVE
10. Sarcasm MAJOR/NOUN

LESSON 4
Activity II. Identify the category of the following phrases.
1. The lovely lady SYNTAX
NOUN PHRASE
2. Extremely happy ADJECTIVE PHRASE
3. With a pen PREPOSITION PHRASE
4. Has been reciting VERB PHRASE
5. At the beach PREPOSITION PHRASE
6. The intelligent student NOUN PHRASE
7. Into the room PREPOSITION PHRASE
8. Very bright ADJECTIVE PHRASE
9. Next summer ADVERB PHRASE
10. Beside the lake PREPOSITION PHRASE

Activity I. Determine which of the boldface portions in the sentences are

constituents.
1. Martha found a lovely pillow for the couch. NOT
2. The light in this room is terrible. NOT
3. I wonder if Bonnie has finished packing her books. CONSTITUENT
4. Melissa slept in her class. NOT
 5. Pete and Max are fighting over the bone. CONSTITUENT
6. I gave a bone to Pete and to Max yesterday. NOT
7. Luisa is the new girl next door. CONSTITUENT
8. Michael run up the hill and over the bridge. CONSTITUENT
9. Angry men in dark glasses roamed the streets. NOT
10. My sister’s trip to Alaska was wonderful. NOT

Activity II. Apply the test for constituenthood to the following sentences.

1. The old woman met a lawyer at the cafeteria.

a. Substitution for Pro-form
- She met him there
b. Clefting
- It was at the cafeteria that the old woman met a lawyer
c. Movement/ Topicalization
- At the cafeteria, the old woman met a lawyer
d. Coordination
- The old woman met a lawyer at the cafeteria. Vs. The old woman met a
lawyer at the courtroom
e. Passivization
- The old woman and a layer met at the cafeteria

2. The mouse ran up the drainpipe.

a. Movement/ Topicalization
- At the drainpipe, the mouse ran up
b. Coordination
- The mouse ran up the drainpipe vs. The mouse ran up the clock
c. Clefting
- It was the drainpipe that the mouse ran up
d. Question test
- Who ran up the drainpipe?
e. Substitution for Pro-form
- it ran up there
3. The students will submit their projects on Monday.
a. Movement/ Topicalization
- On Monday, the students will submit their projects
b. Coordination
-
c. Clefting
- It is the students that will submit their projects on Monday
d. Question test
- What will the students submit?
- Who will submit the projects?
- When will the students submit their project?
e. Substitution for Pro-form
- They will submit it on Monday

ACTIVITIES

Activity I. Underline the VP and NP in the following sentence and

state the Phrase Structure Rules.
Label Contents

S → NP + VP

NP → Det + ( Adj*) =N

VP → V + NP + ( PP*) + ( Adv*)

PP → P + NP

AdjP→ Adj + (PP*)

1. The man beat the boy.

2. The cat moves towards the window.

3. The girl laughed at the monkey.

4. The boat sailed up the river.

5. The old tree swayed in the wind.

6. The children put the toy in the box.

 7. The small boy saw George with a crazy dog recently.

8. The drunken sailor saluted the puzzled cat.

9. Our students frequently ask good questions.

10. He sold the record player to the thrift store.

Activity II. Draw the tree diagram of the following phrases and sentences.

1. repair the telephone

2. the success of the program

3. a film about pollution

4. move towards the window

5. The end of the road

6. The glass broke.

7. The student lost the debate.

 8. The manager offers a raise.

9. Jane hid the letter from Dan.

10. He likes raw vegetables and meat.

ACTIVITIES
 ACTIVITIES

Activity I. Identify the type of transformation used in the following sentences.

1. Will the guests arrive this coming weekend? Auxiliary Inversion
2. The crops were harvested by the farmers. Passive
3. The test is long and difficult. Generalized Transformation
4. Luis and Maria like to travel during weekends. Generalized
Transformation
5. The grasses were trimmed by the janitor. Passive
6. Are you coming to the party? Auxiliary Inversion
7. The PPE and face masks were donated by the school to the front liners.
Passive
8. Can you drive the tractor? Auxiliary Inversion
9. The lady who is delivering a speech is my English professor. Generalized
Transformation

10. The man who is standing near the gate is my husband. Generalized
Transformation

Activity II. Transform the following sentences.

1. Rolly can play the piano.
a. Auxiliary inversion
Can Rolly play the piano?
b. Passive
The Piano can play by Rolly

2. The road is long. The road is winding.

a. Generalized transformation
The road is long and winding
b. Auxiliary inversion
Is the road long and winding?

3. The lady is wearing a blue suit. The lady is my mother.

a. Generalized transformation
The Lady who is wearing a blue suit is my mother.
b. Passive
A blue suit is wearing by my mother
c. Auxiliary inversion
Is my mother who is wearing a blue suit?

4. The volunteers are distributing relief goods to the indigent families.

The volunteers are industrious.
a. Auxiliary inversion
The volunteers who are industrious are distributing relief goods to the indigent
families?
b. Passive
The relief goods are distributing by the industrious volunteers to the indigent
families
c. Generalized transformations
d. The volunteers are distributing relief goods to the indigent families are
industrious

5. Mr. Smith is our professor in English.

Mr. Smith will retire next month.
a. Generalized transformation
Mr. Smith is our professor in English and will retire next moth
b. Auxiliary inversion
Is Mr. Smith our professor in English will retire next month?
ASSESSMENT

Direction: Read each statement carefully. Encircle the letter of the correct
answer.

1. A coherent unit can be moved from one position to another in the sentence.
a. Substitution b. Movement c. Clefting d. Stand alone

2. It involves moving the test sequence to the front of the sentence.

Topicalization
a. Substitution b. Movement c. Clefting d. Stand alone

3. It involves replacing the test constituent with the appropriate pro-form.

a. Substitution b. Passivization c. Clefting d. Question test

4. Determines whether or not a string is a constituent by trying to see if it can

function as a sentence fragment in response to a question.
a. Substitution b. Passivization c. Clefting d. Question test

5. It involves changing an active sentence to a passive sentence, or vice versa.

a. Substitution b. Passivization c. Clefting d. Question test

6. From the above example the following phrases : the police, a photograph
and the accident, are examples of _____.
a. S b. NP c. VP d. PP

7. From the above example, VP is rewritten as _____.

 a. V+ NP b. V+ N+ + PP c. V+ NP + PP d. V +
PP

8. From the above example, PP is rewritten as _____.

a. V+ NP b. P + NP c. V+ NP + PP d. N + PP
9. From the above example, what constitute the NP?
a. Det + VP b. Det + N c. Det + PP d. N + PP

The man bought an expensive sports car.

A. [ the man]
B. [ bought an expensive sports car]
C. [ the man bought an expensive sports car]
D. [ an expensive sports car]

10. Which of the above groupings has the correct constituent?

a. A b. B c. both a and b d. All the choices