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Caution: some profanity in places in the 3 videos below

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En este sketch George Lopez actua una interación entre un americano que no sabe español y un trabajador de Jack in the Box. Yo elegí este vídeo porque su sketch muestra el uso de codeswitching entre inglés y español intraoracional muchas veces, pero también demuestra varias cosas que ya aprendía en este curso como la fonética de los “j”s en “Jumbo Jack” [ʝ] y la fonema de “e-” que es necesario añadir en frente de un palabra que empiza con un “s” para los hablantes de español como en “esprite”. Para mí este vídeo es una fin divertida para el semestre.

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George Lopez Spanglish and Code Switching: Dr. Cereijido Comd 475

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In this video clip of George Lopez doing stand up, George demonstrates a bilingual trait known as Code Switching, which is the practice of alternating between two or more languages during conversation.

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En este vídeo las humoristas Key y Peele discuten el concepto de code-switching en sus obras. Es interesante oir sus ideas en code-switching entre diferentes dialectos del misma lengua (inglés), pero que es más interesante para mí es que ellos code-switch en una manera dependiente en su audiencia. Esta idea de cambiar dialectos totalmente parece más a diglosia, y ellos usan el ejemplo de que ellos no hablan es sus abuela con argot porque no es apropriado, pero cambian su lengua cuando entran el barrio. Ellos también demonstran diglosia con su sketch con Obama en la cena corresponsales de la casa blanca.

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Este vídeo tiene un gringo que está hablando sobre unas de sus historias chistosas que él tiene para demonstrar las ideas de cognados, y más importantes los cognados falsos. Los ejemplos son graciossos pero hacen un buen trabajo de explicar que es un cognado falso. “Liquor” = licor (estos son cognados). “Embarassed” ≠ embarazado (son cognados falsos); “embarassed” = avergonzado, embarazado = “pregnant”.

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One of the most beautiful parts of learning Spanish when you already know English is, so many words are essentially exactly the same. In this lesson, I use pause, liquor and bank as three examples of this. "Pausa", "licor" and "banco" respectively. But there are treacherous enemies about. False friends.

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En clase hablamos sobre la mezcla de español y inglés que producen “Spanglish”. En 2014 la Real Academia Española añadió la palabra “Espanglish” al diccionario para reconocer esta lengua, o dialecto, o mezcla nueva. El artículo muestra diferentes tipos de espanglish, dice que el futuro de español es en los Estados Unidos, y también da unos de los problemas que personas tienen con la definición oficial que tiene “espanglish”. Es un artículo interesante que habla sobre español en los estados y comenta un poco en las diferencias entre las reglas más descriptivas que prefieren los usuarios de espanglish y las reglas prescriptivas que prefiere la academia.

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The Royal Spanish Academy - the official arbiter of the Spanish language - recently announced that it will add the word "Espanglish" to the 2014 edition of its dictionary. This is a big deal for the traditionally conservative academy, and it's a big deal for supporters who feel that mix of Spanish and English has officially been ignored for more than a century.

The most common type of Spanglish features speakers switching back and forth from English to Spanish. Por ejemplo, if I started talking to you in Spanglish, te diría que it rained very hard this morning while I was riding la bici y me empapé. (I got drenched this morning while riding my bike.)

Another form of Spanglish involves translating phrases and words from English into Spanish or vice versa. The roof becomes "La rufa" and if your "roof is leaking," you might say, "La rufa esta liqueando."

Professor Ilan Stavans, who teaches Latin American and Latino culture at Amherst College, is the author of Spanglish, The Making of a New American Language. He says linguistically, other immigrant groups are unlike Latinos.

Although first generation immigrants from Poland, Germany and Italy created hybrid languages comparable to Spanglish, Stavans says, they eventually instilled English in their children. The immigrant language, whether Polish, Italian or another, became subjects of nostalgia.

"This is not happening among Latinos," he adds. "Latinos are not losing the Spanish language, but they are not keeping it in a pure form. And this impure form is a language that has been around for over 150 years."

What is surprising, however, is that the Royal Spanish Academy has now decided to recognize Spanglish.

"The future of the Spanish language is not in Spain, it's not in Mexico, it's not in any Latin American country, it's in the United States,"says Gerardo Piña-Rosales, the director of the North American Academy of the Spanish Language, which has been lobbying the Spanish Academy to recognize Spanglish.
Spanglish-speaking Immigrants
But at least for now, Spain is still the final arbiter of the official Spanish language. The Academy is defining Espanglish as a form of speech that mixes "deformed elements of vocabulary and grammar from both Spanish and English."

It's the word "deformed" that's rubbing Piña-Rosales the wrong way. In fact, he and several of his colleagues are complaining to Spain. As for Stavans, he says the definition indicates"a lack of understanding of how language works. A nearsightedness, as if language is formed in one part of the world and deformed by the barbarians."

But as Stavans himself points out, perhaps more than any other immigrant community in U.S. history, Spanish-speaking immigrants and their descendants have always maintained a close bond with their roots - something that was unthinkable in the past.

He says, "For an Italian from Sicily in the 19th century to dream of going back home ... meant many many miles and an astonishingly large effort, and many many dollars.

"For someone who is Latino and lives in San Antonio or in New York City for that matter or in Chicago, it's very easy. It's very cheap as well. And so we are a very movable population. We never really cut the umbilical cord."

As a result, Stavans says, a Latino within the U.S. feels no need to cling to a pure version of Spanish, yet is constantly refreshing his or her memory of the native tongue.

In other words, Spain's attempts to define the hybrid and keep the language pure might just be quixotic.

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Puedes Believe It? Spanglish Gets In El Dictionary

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The Royal Spanish Academy, considered the authority on the Spanish language, has recently approved the new term "Espanglish." While some applaud the academy for recognizing a language that's been spoken for more than a century, critics say the word's "deformed" definition is insulting.

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Me
Zach (USA) - English dominant bilingual (Spanish, barely)
Parents
Andrea (USA) - English monolingual
Tim (USA) - English monolingual (can read and understand spoken basic Spanish and French)
Paternal Grandparents
Franklin (USA) - English monolingual
Helen (USA) - English monolingual
Maternal Grandparents
Stanley (USA) - English dominant bilingual (Yiddish)
Miriam (USA) - English dominant bilingual (Yiddish)
Notes:
1) Degree of Yiddish spoken by maternal grandparents is not well known - think enough to be bilingual
2) Maternal great grandparents on grandmother's side were US immigrants from the Ukraine who spoke Yiddish, Hebrew, Russian, and Polish, and learned English after immigrating.

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Capítulo 8: Español en los Estados Unidos

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Capítulo 8: Español en los Estados Unidos

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"Ni más ni menos" de LOS CHICHOS, es la canción que marco el despegue hacia el éxito de este grupo rumbero formado en 1973, e integrado en sus comienzos por Juan Antonio Jiménez Muñoz, artísticamente conocido como el Jero o Jeros, que era el compositor y vocalista del trió, junto a los hermanos Emilio y Julio González Gabarre.

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Este video chistoso, varios hablantes de español en America Latina intentan hablar con el dialecto de un país diferente de los suyos. Es divertido y interesante ver como los dialectos diferentes aparecen a las hablantes. Se hablan de unos de los rasgos que discutimos en clase pero también ellos conversan sobre como diferentes dialectos sienten a ellos en una manera que es raro para mi porque no soy un hablante nativo.

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Puerto Rican Funerals & Dominican Barbers

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Every country in Latin America has its own, very different, way of speaking Spanish. Watch as these Latinos to imitate each other's accents! Accent or no accent YOUR VOTE COUNTS, register to vote TODAY: http://www.YourAmerica.com #VoteForYourAmerica Accentuating @ TheFlama.com http://www.theflama.com Add us on Snapchat: http://bit.ly/FlamaSnaps https://facebook.com/TheFlama https://twitter.com/theflama https://instagram.com/theflama https://theflama.tumblr.com

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En este video se discuten muchas de las características comunes que ya discutimos en clase. En el video hablantes de diferentes países dicen lo mismo frases para comparar los dialectos. Pueden oír las diferencias entre cada país para los sonidos de “ll”, /s/ (y c/z), y r/l. También hablan sobre unas de las diferencias entre el vocabulario de cada lugar, y esto es interesante. Es un video sencillo, pero los ejemplos son un poco más exagerados y para mi es más facíl escuchar y entender los rasgos de cada dialecto.

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Are There Differences Between Spanish In Latin America And Spain?

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La canción “Gasolina” es un ejemplo de reggaeton y del dialecto de Puerto Rico. El rasgo principal que es evidente en esta canción es la desaparición del sonido de /s/ en casi todas las sílabas que terminan con un ’s’, especialemente con las palabras plurales. Es absolutamente loco. Por eso la canción tiene el sentido de que se cantan muy rápido. Un otro rasgo es el primero ’j’ de una palabra tiene un poco del sonido [dʒ] (como en "janquiar" [dʒan.kiaɾ.]), pero esto es menor. También hay el rasgo de velarización en las ’n’ de muchas palabras, pero porque la letra de la canción es tan rápido no hay mucho énfasis y aparece más como una pausa en las ’n’ de muchas palabras (como en “gasolina” [ɣa.so.li.ŋa]).

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Daddy Yankee - Gasolina [Official Music Video]

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A mi me gusta mucha esta canción de Los Chichos. “La Historia de Juan Castillo” tiene una letra con mucha variación que es bueno para estudiar. Muchos de los rasgos del español de España son aparentes. Los rasgos más evidentes son: la aspiración del /s/ a veces al finales de las sílabas (como en "Castillo" [kah.ti.ɣo]); el uso del sonido [θ] para las palabras con un 'c' en frente de un 'i' o un 'e' (como "Madrecita" [ma.ðɾe.θit.a] y "encima" [en.θi.ma]); el sonido muy uvular para el 'j' [χ] (como en "Juan" [χwan] y "najar" [na.χaɾ]); y el rasgo del uso de vosotros en la canción.

También añadí un enlace para el segundo video debajo. Ese video no es muy representante del español de España, pero me encanta el video musical de esta canción y quiero compatirlo.

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TOCAR LA HISTORIA DE JUAN CASTILLO ENTRADA SOLISTA

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los chichos y estopa[historia de juan castillo]

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los chichos y estopa[historia de juan castillo]

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Capítulo 7: Variación lingüística en español

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Capítulo 7: Variación lingüística en español

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Este artículo discute los conceptos de la polisemia y la homonimia en con más detalle. Los autores investigan los usos de estos conceptos en los libros para niños para enseñar inglés y observan como la polisemia y homonimia producen diferentes tipos de comedia. Se dan ejemplos interesantes para apoyar sus ideas.

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En este video gracioso se habla sobre varios conceptos relacionados a la pragmática de lengua. Se discute las ideas de la implicatura conversacional, de los actos de habla de declaraciones, y de Paul Grice y sus máximas para el principio de cooperación. Hay muchos ejemplos divertidos y chistosos que muestran estas ideas en una manera sencilla y entretenida.

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Netflix & Chill: Crash Course Philosophy #27

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En mi opinión la etimología es fascinante. Para mi es divertido ver como los significados de palabras cambiaban con tiempo. El libro “Semantic Antics” habla sobre cómo y por qué las palabras cambian, y en este extracto dan unos ejemplos de estos cambios. Estos cambios en los significados pueden cambiar las relaciones semánticas entre varias palabras y contribuir a la evolución de la lengua.

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If you have ever wondered why words change meanings, just imagine what language would be like if every word had only one meaning. We would have to invent hundreds of thousands of words for all the meanings we'd wish to convey! How would we remember so many words? We'd have to walk around with backpacks stuffed with dictionaries. We would become paralyzed by verbal gridlock. Communication would be so exhausting that many speakers would retreat to the grunts, squeals, and yowls of cavemen. Changes in meanings make language flexible and malleable. But how do words take on new meanings?
WALLOP, GALLOP
Boxers have been known to pack a wallop, meaning "to give a powerful blow," since the early 1800s. The word wallop, "a heavy, resounding blow, a whack," is labeled as slang in 1823, not far behind the verb to wallop "to beat soundly, thrash," recorded as dialectal in 1825. Stephen Crane, in Red Badge of Courage used the verb in the context of the Civil War: "He [an officer] began to blithely roar at his staff: 'We'll wallop 'im now. We'll wallop 'im now. We've got 'em sure.'"

The word wallop has had a long history, going back to Middle English. Wallop was probably borrowed from Old North French (unattested) walope meaning "to leap well," from a Frankish phrase related to Old Saxon mela "well" and hlopan "to leap." Around 1350, a wallop meant "a horse's gallop," as in He rode a great wallop; around 1375, to wallop meant "to gallop," as in The rider walloped homewards. Since these actions involved quick motion, the meaning of wallop was extended imitatively in the mid-1500s to mean "the bubbling motion of boiling water," and to wallop "to boil with a noisy bubbling." These meanings were further extended in the 1700s to action involving any heavy, plunging or lurching movement, as in to go wallop, to wallop in the dust, I walloped in the icy water of the lake. These led eventually to the current senses of "a heavy blow" and "to beat soundly, as in "Be ready, when the 10th retire, to give the French a wallop" (1827, S. Hardman, The Battle of Waterloo).

We owe the weird and wonderful word weird to Shakespeare, who used it six times in Macbeth (1605): five times in the phrase the weird Sisters and once in the weird Women, all referring to the three witches who plot Macbeth's downfall. Shakespeare borrowed the phrase from its use in Middle English (about 1400) to describe the three Fates or deities of ancient mythology who determine the destiny of human beings, weird meaning "having the supernatural power to control a person's fate, claiming to deal with fate or destiny."

The Middle English word was originally a noun meaning "fate, destiny," and was used attributively in the phrase the weird Sisters. Weird developed from Old English wyrd, from a Germanic base represented also by Old Saxon wurd, Old High German wurt, and Old Norse urdhr, all meaning "fate."

It was the poet Shelley who, in the period 1816-1820, extended the meaning of weird from "having a supernatural power" to "of a mysterious or unearthly character, strange, uncanny," as in a weird sound of stillness, weird winter nights, and "strange or odd in appearance," as in Mutable as shapes in the weird clouds (1816, Alastor).

The alliterative expression weird and wonderful, meaning "marvelous in a strange way," has been in use since the 1850s, often ironically. In the opening sentence above, though, it's meant to be straightforward.

Worry has produced cliches like Why worry? I should worry? What, me worry? Not to worry, Don't worry, and others. The word is so commonplace that we hardly think of it as meaning anything but "to be anxious, uncomfortable, ill at ease." But a little history goes a long way to correct this impression.

To begin with, in medieval England, to worry (or worien, as it was spelled then) was what we might consider today a major crime. The word meant "to kill by choking, to strangle," and was used before the 1300s to describe the brutal killing of people and animals. Middle English worien developed from Old English wyrgan "to strangle, throttle." To the credit of the Anglo-Saxons, it also meant "to choke on food," and the phrases to be worried or to worry oneself meant "to devour food so greedily as to choke."

Another early meaning was "(of dogs or wolves) to kill quarry by seizing it by the throat and biting and shaking," which led in the 1500s to the figurative meaning of "to harass by rough or aggressive treatment," as in enemies worrying and preying upon one another, and in the 1600s to the somewhat lighter sense of "to annoy, vex, or pester," as in to worry visitors with foolish questions. Finally, around the 1820s, the current meaning, "to distress or agitate, to make or be anxious or ill at ease," appeared in phrases like to fret and worry and don't be worried. Is it a coincidence that you get a strangling sensation in your chest when you're worried about something? Perhaps not.
Excerpted from Semantic Antics by Sol Steinmetz. (c) 2008 by Sol Steinmetz. With permission of the publisher, Random House.

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From Busy to Business: Exploring 'Semantic Antics'

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If you have ever wondered why words change meanings, just imagine what language would be like if every word had only one meaning. We would have to invent hundreds of thousands of words for all the meanings we'd wish to convey! How would we remember so many words?

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Este autor habla sobre las diferentes formas de deixis que usamos en la lengua. Ella discute cada tipo de deixis, pero que es lo más interesante es que cada forma de deixis cambian un poco para lenguas y culturas diferentes. Su foco es en las islas de Indonesia, y es interesante ver como la deixis de las lenguas en esta región del mundo reflejan que son las cosas importantes para sus culturas.

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Capítulo 6: Significado, Semántica, Pragmática

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Capítulo 6: Significado, Semántica, Pragmática

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La evolución de lenguas es muy interesante y de muchas maneras es un proceso muy similar a la evolución biológica. Este vídeo discute unos de los mecanismos generales del cambio de lenguas en una manera sencillo, y explique unos de los instrumentos que usan las lingüistas para determinar las relaciones entre las lenguas y sus antepasados.

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En mi opinión uno de los eventos más interesantes en la historia de España es la época cuando los musulmanes, los judios, y los cristianos coexistieron en que es llamado la convivencia. Esta época fue durante los años 711-1492 al mismo tiempo que el Latin estaba cambiando en las lenguas que más parecen a los que tenemos hoy. Es interesante ver las influencias de los musulmanes y judios tuvieron en el desarollo de la lengua y la cultura en general. Este artículo habla sobre estas influencias y da ejemplos de obras clásicas de España.

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Multiculturalism Gone Wrong: Spain in the Renaissance

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We can look at the past in different ways. We can simplify it and codify it into a few key words and concepts, like Empire and Renaissance, Reformation and Revolution, or we can try to get a sense of what it was like for ordinary people to live at a time quite distant from our own.

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Este sitio ofrece una historia breve de Latin, y da unas enlaces que siguen el desarollo de latin desde su origen a su uso en hoy día. Las enlaces tienen muchos ejemplos de los cambios varios que ocurrían en cada época, y también hay enlaces que hablan sobre como cambió Latin para producir las lenguas romance.

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The influence of the Roman Empire throughout the world is undeniable. Art, poetry, music, and architecture have especially benefited from the ingenuity of a civilization that at one time spanned from Northern Africa to the waters of the British Isles. However, culture does not spread without communication, that necessary link to human exchange of knowledge called language. Like all languages, Latin's life stretches beyond pre-history, its origins forever lost. What we do know about Latin survives to use in a sporadic collection of writings that only hint at the language's rich history.

Throughout the early part of the first millennium B.C., the Italian peninsula was subject to a string of wars and conflicts where multiple cultures battled for supremacy. The ebb and tide of some factions' strength made lasting impressions on the peninsula and influenced the beginnings of Roman history to the extent that Latin almost surely would have perished had certain powers not won out over their rivals.

The Italic family of the centum branch of Indo-European languages is where Latin finds a home, among a multitude of languages and dialects. Some of the modern Romance languages that owe their origin to Latin are French, Italian, Spanish, Portuguese and Romanian. English, however, is often mistaken for a Romance language by beginning Latin students because of the huge number of words in English with direct and indirect Latin origins.

Although Latin scholars disagree on the beginning and ending dates for the different periods in the language's history, Latin can be broken down into seven periods with approximate dates given below:

Old Latin (origin - 75 B.C.)

Classical Latin (75 B.C.E. - 200 A.D.)

Vulgar Latin (200 - 900)

Medieval Latin (900 - 1300)

Renaissance Latin (1300 to 1500)

New Latin (1500 - Present)

Contemporary Latin (1900 - Present)

The following articles present a brief history of the Latin language periods, providing a synopsis of cultural, grammatical, and style differences that mark each major division. In addition and where appropriate, it is indicated where Latin has had an influence on modern languages both subordinate and cognate to Latin.

It should be noted that most modern Latin courses are based on the classical period. This period is noted for its important works by Caesar, Cicero, Augustus and other prominent authors of the time. It may be interesting to the beginning student to witness the evolution of Latin though the classical period and beyond to gain a clearer perspective of the language. Students should especially take note of the cultural issues shaping the language.

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The History and Origin of the Latin Language

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The Latin language has seen not less than seven major periods throughout its long history as a major language of the European continent. Most Latin students are surprised to find out that they are learning Classical Latin, the type of Latin spoken by Julius Caesar, Cicero, and many other prominent figures in Roman history.

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Latin es la lengua maternal de las lenguas romance, y esto es evidente con los cognados entre español, francés, italiano, y portugués. Pero, este grupo solo es una rama pequeña de un arbóol lingüístico más grande. Latin solo es una lengua de muchas en el grupo de lenguas indoeuropeas. Este vídeo explique las relaciones entre estas lenguas arcaicas, y ofrecen unos ejemplos para mostrar unas semejanzas y diferencias.

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Latin and Its Indo-European Language Family

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Se piensa que la sintaxis es solamente una propriedad de las lenguas de seres humanos. Pero, unos científicos descubrieron que un pájaro llamado el Japanes great tit tienen la sintaxis composicional también. Los pájaros tienen cantos muy complejos y los científicos notaron que hay muchos cantos individuales, pero cuando estos cantos están conjuntos con otros los significados cambian y los pajaros hacen acciones differentes o más complejos que los cantos sólos. Este descubrimiento es muy interesante y ayuda con el estudio de la evolución de sintaxis en animales y seres humanos.

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Language Log: Unclear of Yoda's syntax the principles are, if any

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I might take a look at the broader corpus of Yoda-speak found in the other movies, but I have little hope that the principles will become clearer. If Yoda-speak were a natural language, I'd expect that more data would tend to support some accounts, and disconfirm others.

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Language Log: Syntax is a disturbance in the there

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No, the one who gets me is Yoda. May I take the opportunity to enter a brief plea in favor of his extermination? Any educated moviegoer would know what to do, having watched that helpful sequence in "Gremlins" when a small, sage-colored beastie is fed into an electric blender.

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[Tengo tres enlaces pero esto es solamente una entrada]. Estos enlaces tienen las reflexiones sobre la sintaxis de uno de los personajes más enigmáticos del universo de Star Wars: Yoda. Unas lingüistas hablan sobre la sintaxis para la que Yoda es famoso, y discuten que reglas pertenecen a la lengua de Yoda, si cualquier. En el segundo enlace una de las lingüistas hablan sobre un escritor enojado con la sintaxis de Yoda - es muy gracioso (*warning: profanity).

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One way to look at Yoda's syntax is that it shows signs of favoring OSV syntax (Object-Subject-Verb) as the basic order in the simple clause. In fact one could call it XSV syntax, where the X is whatever complement would appropriately go with the verb, whether it's an object or not.

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Este vídeo es un poco más largo pero hace un buen trabajo en explicar las diagramas sintagmáticas y porque son tan importantes. Lo que es más útil es su explicación del concepto de X-con-barra. Este concepto no es lo más fácil para entender, pero con sus ejemplos la lógica detrás de X-con-barra tiene sentido y el concepto de recursividad es más claro.

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Este vídeo habla sobre la idea de sintaxis en el nivel de un concepto grande y dan unos ejemplos en varias lenguas incluyendo lenguas de matemáticas. También hablan sobre la idea de la semántica, o el sentimiento de un frase. Compara las differencias entre los dos conceptos en una manera sencilla, breve, y interesante.

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Syntax vs Semantics (Philosophical Distinctions)

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An explication of the difference between syntax and semantics in philosophy of language, linguistics, and computer science.

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En clase hablamos sobre los hipocorísticos o los apodos que son comunes en español y inglés. Pero en español también hay sufijos  emotivos llamados diminutivos - algo que relaciona un tamaño pequeño - que funcionan un poco como los hipocorísticos. Pueden añadir un diminutivo a casi cualquiera palabra para convertir la palabra en algo más cariñoso o mono y a veces simplemente más pequeño.

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Diminutives are commonly used in Spanish, and especially in conversations between friends. Perhaps you've already noticed Spanish diminutives in use - because you've told people you speak 'un poquito' of Spanish instead of.

What is a Spanish diminutive?

A diminutive in Spanish is a word with an added suffix that slightly changes the meaning of the word. Typically, diminutives reference smaller version of something or serve to add an emotional or endearing emphasis. Sometimes they can convey sarcasm or negativity. The closest English equivalent might be adding a "y" to the ending of a word, like "doggy" as opposed to "dog", or just adding "little" in front of a word.

How diminutives are formed

Typically diminutives are formed by adding either to the ending of a noun or adjective. An alternative formation is using 'cito' or 'cita'

Keep in mind that diminutives also agree with the gender of the noun in question. The ending of the diminutive needs to match the gender of the object or person about whom you are speaking. For example, we would call a dog perrito because dog is masculine (el perro) and if we were talking about a female person we would say " pobrecita", and with a male " pobrecito ".

How to from the diminutive ending?

These general rules will help you form the diminutive, though there are always exceptions.

Spanish words ending in O or A

Spanish words ending in E

Spanish words ending in n or r

Words ending in other consonant (besides n or r)

Exceptions and Spelling Changes:

ECITO

In some cases we add ' ecito/ecita' either following a consonant or replacing the final vowel. This is common also in words with c or z.
Watch out for small changes in spelling when the word contains c, z or g.
C to QU

If you are constructing the diminutive and the last letter is c, it is often transformed to 'qu' to keep the harder 'c' sound, as in:
po co -> po quito
cer ca -> cer quita
chi ca -> chi qu ita

Z to C

Similarly, if a word is ending in z, it will likely need to be changed to c in order to smooth the pronunciation as in:
lápi z -> lapi cito
pe z - > pe cecito
cerve za -> cerv c ita

G to GU

When we have words that end in g-a or g-o (as in amigo), instead of just eliminating the a/o and adding 'ito/ita' as we normally would, we also add a ' u' following the g to smooth the transition. For example:

Other diminutive endings

There are a few other endings that can be used in Spanish as diminutives. These include ' illo', ' zuelo', or 'ico'. Sometimes the diminutive used varies based on the country. This is especially the case for ' ico ' which is much more common in countries like Columbia, Cuba and Costa Rica and particular parts in Spain. For example:

bolso -> bols illo
mujer -> mujer zuela (negative)

perro -> perr ito vs perr ico

The Big List of Common diminutives in Spanish and their meanings

The list below highlights some examples of commonly used diminutives in Spanish. Note how the diminutive sometimes changes significantly from the original meaning of the word.

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How To Use Diminutives in Spanish: 50+ Examples

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Diminutives are commonly used in Spanish, and especially in conversations between friends. Perhaps you've already noticed Spanish diminutives in use - because you've told people you speak 'un poquito' of Spanish instead of. A diminutive in Spanish is a word with an added suffix that slightly changes the meaning of the word.

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Este vídeo discute más los conceptos de tiempo, aspecto, y modalidad (TAM) de las formas verbales in inglés en una manera sencilla. Las ideas son las mismas en español y inglés pero es interesante ver como las dos lenguas usan differentes morfemas y morfología para cambiar TAM en cada situación.

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Uploaded by Jake Goldwasser on 2016-03-08.

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“The Cognātarium” es una lista de morfemas de palabras en inglés. La lista es grandísima y para cada morfema incluye la etimología y unos ejemplos de la morfema en uso. También incluye varios apuntes sobre como unas morfemas parecen differentes en algunas palabras pero son las mismas porque eran cambios en la ortografía de las morfemas.

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The Cognatarium, by Daniel M. Short. A lexicon of English words related by common roots, i.e. cognates.

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Esta presentación habla sobre la morfología en general y específicamente de las etapas en que un niño aprende las morfemas gramaticales de inglés. Roger Brown estudió estas etapas y descubrió que casi todos los niños aprenden las morfemas gramaticales y otras partes sintácticas en una orden consistente. Esta parece muy interesante en relación a las ideas de Chomsky que ya discutimos.

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Stages of Syntactic and Morphological Development Typical Expressive Language Development

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Brown's Stages of Syntactic and Morphological Development

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Brown's Stages of Syntactic and Morphological Development Typical Expressive Language Development "Brown's Stages" were identified by Roger Brown 1925-1997 and described in his classic book (Brown,1973). The stages provide a framework within which to understand and predict the path that normal expressive language development usually takes, in terms of morphology and syntax.

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Cuando hablamos sobre los /b, d, g/ en español, también necesitamos hablar sobre los /β, ð, ɣ/. Este proceso de convertir los obstruyentes sonoras a los aproximantes se llama espirantización. Los autores de este artículo explica la espirantización y estudia la adquisición de la capacidad de personas que están aprendiendo español de usar los aroximantes correctamente durante la habla.

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Este vídeo divertido describe algunas de las diferencias entre la fonética y la fonología. La fonética es el estudio de las características físicas de los sonidos, mientras la fonología es la manera en que los sonidos son organizados en la mente. Por ejemplo, la combinación entre el modo de articulación, el lugar de articulación, y el estado de las cuerdas vocales necesario para producir un sonido único es una problema de la fonética, pero la organización de varios sonidos en grupos basado en el modo, lugar, o estado reflecta la fonología.

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Estos compañeros estudiantes de lingüística explica algunos de los tipos de transcripción y hacen unos transcripciones de varias palabras. Esto es más interesante porque lo hacen con los dialectos de inglés británico y americano. También ellos dan unos consejos para ayudar con la transcripción, pero estos pertenencen más al inglés :(.

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For more information check out the following: drillbook Sauer, W. (2006), A Drillbook of English Phonetics. Heidelberg: Winter. pronunciation dictionaries Jones, D. (2006), Cambridge English Pronunciation Dictionary. Cambridge: CUP. Wells, J. (2000), Longman Pronunciation dictionary. London: Longman. Make sure you check us out on Facebook: https://www.facebook.com/lookwhosspeakingTV

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En clase nos hablamos sobre el concepto de asimilación en la fonética. Asimilación ocurre cuando hay dos sonidos differentes y no es possible pronunciar una fonema perfectamente. Es que uno de los sonidos cambia un poco para asimilar al otro sonido. Este artículo habla en más detalle de este proceso y da algunos ejemplos. Además discute los conceptos de armonía y disimilación.

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Para mi el kanji, uno de los lenguajes escritos de los japoneses, es interesante porque es una de las sistemas más complejas de escribir. Hablamos de que hay un periodo crítico que los bebes aprenden sus lenguas, pero no pueden aprender el kanji cuando entán bebes porque no hay lenguaje hablado que empareja con kanji. Los japonés empiezan a escribir kanji en el primer grado de la escuela y creo que es mucho más difícil para aprenderlo porque no aprendían cuando eran bebes.

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En la clase nos vimos algos vídeos de personas afectadas por afasias de las áreas de Broca y Wernicke. Este artículo enfoca en la neurología de estas áreas y describe en más detalle que está occuriendo cuando el cerebro funciona correctamente. También discute la idea de lateralidad en los hemisferios del cerebro relacionado con la lengua.

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A general problem encountered in any attempt to determine the locations of brain functions is that every brain is unique. Just as every normal human hand has five fingers, but everyone's hands are different, all human brains have the same major structures, but the size and shape of these structures can vary from one individual to another-by as much as several millimetres.

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Este vídeo describe varios tipos de bilingüismo en relación a edad de aprender el segundo lenguaje. Se refeurza la teoría del periodo crítico con la habilidad de aprender un lenguaje más completamente y con más facilidad. Además el vídeo explica los beneficios neurológicos de aprender una lengua secundaria.

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The benefits of a bilingual brain - Mia Nacamulli

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Este artículo describe con más ejemplos la teoría de la gramática universal que propuso Noam Chomsky. Específicamente en el vídeo Chomsky discute en sus propias palabras la idea de estructuras cerebrales presentes antes de nacer que confieren la capacidad de saber cualquiera lengua. El autor habla sobre una nueva teoría que no hay estructuras biológicas para cada parte de la oración sino los bebes aprenden una lengua al mismo tiempo que aprenden las morfemas importantes de dicha lengua.

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by Henna Lemetyinen published 2012

Language is a cognition that truly makes us human. Whereas other species do communicate with an innate ability to produce a limited number of meaningful vocalizations (e.g. bonobos), or even with partially learned systems (e.g. bird songs), there is no other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).

This ability is remarkable in itself. What makes it even more remarkable is that researchers are finding evidence for mastery of this complex skill in increasingly younger children. Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).

After more than 60 years of research into child language development, the mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and to acquire grammar to understand and produce language is still quite an enigma.

Early Theories

One of the earliest scientific explanations of language acquisition was provided by Skinner (1957). As one of the pioneers of behaviorism, he accounted for language development by means of environmental influence.

Skinner argued that children learn language based on behaviorist reinforcement principles by associating words with meanings. Correct utterances are positively reinforced when the child realizes the communicative value of words and phrases.

For example, when the child says 'milk' and the mother will smile and give her some as a result, the child will find this outcome rewarding, enhancing the child's language development (Ambridge & Lieven, 2011).

Universal Grammar

However, Skinner's account was soon heavily criticized by Noam Chomsky, the world's most famous linguist to date. In the spirit of cognitive revolution in the 1950's, Chomsky argued that children will never acquire the tools needed for processing an infinite number of sentences if the language acquisition mechanism was dependent on language input alone.

Consequently, he proposed the theory of Universal Grammar: an idea of innate, biological grammatical categories, such as a noun category and a verb category that facilitate the entire language development in children and overall language processing in adults.

Universal Grammar is considered to contain all the grammatical information needed to combine these categories, e.g. noun and verb, into phrases. The child's task is just to learn the words of her language (Ambridge & Lieven). For example, according to the Universal Grammar account, children instinctively know how to combine a noun (e.g. a boy) and a verb (to eat) into a meaningful, correct phrase (A boy eats).

This Chomskian (1965) approach to language acquisition has inspired hundreds of scholars to investigate the nature of these assumed grammatical categories and the research is still ongoing.

Contemporary Research

A decade or two later some psycho linguists began to question the existence of Universal Grammar. They argued that categories like noun and verb are biologically, evolutionarily and psychologically implausible and that the field called for an account that can explain for the acquisition process without innate categories.

Researchers started to suggest that instead of having a language-specific mechanism for language processing, children might utilise general cognitive and learning principles.

Whereas researchers approaching the language acquisition problem from the perspective of Universal Grammar argue for early full productivity, i.e. early adult-like knowledge of language, the opposing constructivist investigators argue for a more gradual developmental process. It is suggested that children are sensitive to patterns in language which enables the acquisition process.

An example of this gradual pattern learning is morphology acquisition. Morphemes are the smallest grammatical markers, or units, in language that alter words. In English, regular plurals are marked with an -s morpheme (e.g. dog+s). Similarly, English third singular verb forms (she eat+s, a boy kick+s) are marked with the -s morpheme. Children are considered to acquire their first instances of third singular forms as entire phrasal chunks (Daddy kicks, a girl eats, a dog barks) without the ability of teasing the finest grammatical components apart.

When the child hears a sufficient number of instances of a linguistic construction (i.e. the third singular verb form), she will detect patterns across the utterances she has heard. In this case, the repeated pattern is the -s marker in this particular verb form.

As a result of many repetitions and examples of the -s marker in different verbs, the child will acquire sophisticated knowledge that, in English, verbs must be marked with an -s morpheme in the third singular form (Ambridge & Lieven, 2011; Pine, Conti-Ramsden, Joseph, Lieven & Serratrice, 2008; Theakson & Lieven, 2005). Approaching language acquisition from the perspective of general cognitive processing is an economical account of how children can learn their first language without an excessive biolinguistic mechanism.

Conclusion

However, finding a solid answer to the problem of language acquisition is far from being over. Our current understanding of the developmental process is still immature. Investigators of Universal Grammar are still trying to convince that language is a task too demanding to acquire without specific innate equipment, whereas the constructivist researchers are fiercely arguing for the importance of linguistic input.

The biggest questions, however, are yet unanswered. What is the exact process that transforms the child's utterances into grammatically correct, adult-like speech? How much does the child need to be exposed to language to achieve the adult-like state?

What account can explain variation between languages and the language acquisition process in children acquiring very different languages to English? The mystery of language acquisition is granted to keep psychologists and linguists alike astonished a decade after decade.

References

Ambridge, B., & Lieven, E.V.M. (2011). Language Acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.

Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.

Pine, J.M., Conti-Ramsden, G., Joseph, K.L., Lieven, E.V.M., & Serratrice, L. (2008). Tense over time: testing the Agreement/Tense Omission Model as an account of the pattern of tense-marking provision in early child English. Journal of Child Language, 35(1): 55-75.

Rowland, C. F.; & Noble, C. L. (2010). The role of syntactic structure in children's sentence comprehension: Evidence from the dative. Language Learning and Development, 7(1): 55-75.

Skinner, B.F. (1957). Verbal Behavior. Acton, MA: Copley Publishing Group.

Theakston, A.L., & Lieven, E.V.M. (2005). The acquisition of auxiliaries BE and HAVE: an elicitation study. Journal of Child Language, 32(2): 587-616.

Recommended Reading

An excellent article by Steven Pinker on Language Acquisition

Pinker, S. (1995). The New Science of Language and Mind. Penguin.

Tomasello, M. (2005). Constructing A Language: A Usage-Based Theory of Language Acquisition. Harvard University Press.

How to reference this article:

Lemetyinen, H. (2012). Language acquisition. Retrieved from www.simplypsychology.org/language.html

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by Henna Lemetyinen published 2012 Language is a cognition that truly makes us human. Whereas other species do communicate with an innate ability to produce a limited number of meaningful vocalizations (e.g. bonobos), or even with partially learned systems (e.g.