Name: Shanti Rachmawati Afrilya

NIM: A 121 20 004

Class: A

The material of group 2 (knowing a word, lexical storage and lexical access, and the
information processing approach)

 Knowing a word

Knowing a word means: understanding its basic meaning (denotation) and also any
evaluative or associated meaning it has (connotation).

 Content words

Content words are usually nouns, verbs, adjectives, and adverbs. A noun tells us which
object, a verb tells us about the action happening, or the state. Adjectives give us details
about objects and people and adverbs tell us how, when or where something is done.
Nouns, verbs, adjectives and adverbs give us important information required for
understanding.

Noun = person, place or thing

Verb = action, state

Adjective = describes an object, person, place or thing

Adverb = tells us how, where or when something happens

 Function words

Function words help us connect important information. Function words are important for
understanding, but they add little meaning beyond defining the relationship between two
words. Function words include auxiliary verbs, prepositions, articles, conjunctions, and
pronouns. Auxiliary verbs are used to establish the tense, prepositions show relationships in
time and space, articles show us something that is specific or one of many, and pronouns
refer to other nouns.

Auxiliary verbs = do, be, have (help with conjugation of tense)

Prepositions = show relationships in time and space

Articles = used to indicate specific or non-specific nouns

Conjunctions = words that connect

Pronouns = refer to other nouns

Content words are stressed in conversation in English. Function words are non-stressed. In
other words, function words are not emphasized in speech, while content words are
highlighted.

 Lexical Storage

Lexical Storage: how the words are storage and its relationship to others words. When we
said an ‘orange’, then our mind will find other close words which are related to the word of
‘orange’.
 Lexical Access
Lexical Access: is a process of finding a new word in our mind when we get the word. We
can use a close meaning or a close form to get a close relationship in our new word.

The material of group 3 (writing system, decoding in reading, issue in listening)

 Writing System

By looking at Field (2003) and his definition of his idealized terms of the writing systems, I
learn these definitions by which for me personally endeavors my fascination into the world
of learning language. The first writing system is the alphabets, which is quite common across
the globe, this is usually done with a symbol for each phoneme of the language the next one
is the syllabary which usually formed in symbol for each syllable of the language (examples
are Japanese and Mandarin); and the last one is logographic system with a symbol for each
language (such as Kanji). In his book, Field discuss which one is easier to memorize or to
learn, his answer was the logographic due to the nature of picture which usually interest the
working memory more in the retention.

 Decoding in Reading

Decoding involves the use of phonics, or the correlation between letters and sounds.
Important concepts are phonemes, the smallest units of sound in a language, and phonemic
awareness, the ability to hear and manipulate these sounds.

 Issue in Listening

-The linearity Issue

Psycholinguistics Theory of Issues in Listening is also concern in The linearity Issue. The
spoken signal does not consist of a string of phenomena in the way that written language
consists of a string of letters.
Phoneme: Smallest meaningful unit

When we are listening to the speaker reads, and then we are only listening to the phoneme
according the words that are the speaker reads.

For example: The words /kæt/.

The sound /k/can not be said to end of the word; It blends into the succeeding /æ/, just as
the /æ/ blends into /t/.

“sit by the fire” We will hear the word sit and by are blending into “d”. We will listen to the
intrusive sound (infix sound)

-The non-invariance (changing) issue

There is the non-invariance (changing) issue in Psycholinguistics Theory of Issues in

Listening. Because of the blending effect (known as co-articulation or combination o
articulators) there is no such thing as an unvarying ‘pure’ example of /k/ or /æ/ in
connected speech. Researcher have studied the cues that are physically present in the
speech stream but so far have failed to find any combination of features that is peculiar to
one phoneme alone.

For example: try to saying kill and cool and compare the position of the initial /k/ sound in
your mouth. The sound we hear are unavoidably shaped by the sounds that come before
and after them or in other words could be say as assimilation process.

-The Normalization Issue

Psycholinguistics Theory of Issues in Listening was also issues on The Normalization Issue.
Every speaker has a distinctive voice, because:

- Differences of our articulators (mouth, jaws, tongues, teeth). Our articulators are vary
greatly in size, shape and position.

- Differences in regional accents

- Differences in pitch, between the voices of men and the voices of women. Men and
women are different in their timbre (warna bunyi)

- Differences in speech rate, because it is vary on different occasions. English stress in

lexical meaning.

-The accommodation issue

There is the accommodation issue In Psycholinguistics Theory of Issues in Listening. A

speaker is sometimes faced with a difficult move from one articulatory setting to another.
There may be assimilation, when the last sound o a word adjusts to the position of the first
sound of the word that follows: green paint -> [gri;n peint]. There may be elision, especially
where there are complicated sequences of consonant: next spring -> [nek spriŋ].

-The lexical segmentation issue

There are no consistent gaps between words in connected speech as there are in written
language.

-The storage issue

The reader has a permanent record on the page of the words they have encountered, and
they can refer back to them if they lose the thread o the argument. Listening is not recursive
in the same way: the speech signal is transitory and the listener is entirely reliant upon their
own mental representation of the utterance so far.