This week in class we began in small groups and went over the activities 2-12 and 2-14 from Finegan. I am so glad that I got a chance to ask questions in the small groups. It seems my group mates are so smart and they did not mind answering my questions. Thanks, Bekir, Charlie and Kurt! I am happy and relieved that I got most of the answers correct on my activities and I think it is funny that the rest of the class thought that 2-14 was "too simple" because I thought that very same thing.
We then got back into our large group and discussed what the other groups had questions on. Esther then talked about the quiz and gave some helpful hints. I have just began the quiz and I am a little nervous but hopefully I can figure it out. Wow, now I really am a grad student because it is a Friday night and I am working on my Linguistics Quiz. Do I know how to party or what!?
Friday, February 27, 2009
Thursday, February 26, 2009
Freeman & Freeman Chapters 7 & 8
These two chapters covered Morphology and its implications for teaching. Some of what was covered was a nice review of material that I have read in other classes. Content and function words were among the terms that were reviewed.Some new material was discusses especially with respect to teaching grammar and whether or not it has a positive outcome when taught.
The book stated that the teaching of grammar rules did not assist in learning a new language. Freeman and Freeman claim that the knowledge of certain parts of speech is acquire and to try and teach it would be fruitless. Freeman and Freeman reached this conclusion when they refer to a summary of studies done by Weaver. What I want to know is if both native and non-native speakers were both analyzed. What is curious is whether or not the study actually took into consideration non-native speakers. I just wonder if grammar rules would actually help those learners. I guess I do not know that answer at this point but it is very interesting. (APP topic?)
I liked reading about how different languages are classified such as the polysynthetic languages, analytic, and synthetic. When the book was talking about Latin and how verbs are used it made sense because I think there is a connection between Spanish and Latin.Something that was very interesting was reading about the stress that is used in compound words and noun phrases. For example, the word highchair has the stress on the first syllable 'high' and if it was a noun phrase the stress would be on 'chair' but I have no idea how I know and use that, I just do. Also, when thinking about the words toothbrush and haircut, the words do not fully represent its meaning.
The book brought up the point that people brush more than one tooth and they get more than one hair cut so should it be, teethbrush and hairscut? I just thought that was a very good observation.The idea of clipping is a cool concept to think about. I think sometimes it can be a little trendy for lack of a better word. What I mean is I have heard someone use the term "bestie" which would mean "best friend" I do not think that is a perfect example of clipping but it gets the point across that meaning could be lost with certain clippings. I have also heard (and am sometimes guilty of using) "apt" for apartment and "rents" for parents.
I liked the story about Friddle. I think that student really thought on his feet!
Lastly, there are many implications for teaching when thinking about Morphology. It makes sense that students would not be able to make meaning out of complex, compound words by simply breaking them down. Would it be better to let the student know of the pronunciation, write down all the words the student was unaware of in the text and then investigate and use them further??After reading Chapter 8 it further solidified the idea that WORDS NEED TO BE LEARNED IN CONTEXT!
The book stated that the teaching of grammar rules did not assist in learning a new language. Freeman and Freeman claim that the knowledge of certain parts of speech is acquire and to try and teach it would be fruitless. Freeman and Freeman reached this conclusion when they refer to a summary of studies done by Weaver. What I want to know is if both native and non-native speakers were both analyzed. What is curious is whether or not the study actually took into consideration non-native speakers. I just wonder if grammar rules would actually help those learners. I guess I do not know that answer at this point but it is very interesting. (APP topic?)
I liked reading about how different languages are classified such as the polysynthetic languages, analytic, and synthetic. When the book was talking about Latin and how verbs are used it made sense because I think there is a connection between Spanish and Latin.Something that was very interesting was reading about the stress that is used in compound words and noun phrases. For example, the word highchair has the stress on the first syllable 'high' and if it was a noun phrase the stress would be on 'chair' but I have no idea how I know and use that, I just do. Also, when thinking about the words toothbrush and haircut, the words do not fully represent its meaning.
The book brought up the point that people brush more than one tooth and they get more than one hair cut so should it be, teethbrush and hairscut? I just thought that was a very good observation.The idea of clipping is a cool concept to think about. I think sometimes it can be a little trendy for lack of a better word. What I mean is I have heard someone use the term "bestie" which would mean "best friend" I do not think that is a perfect example of clipping but it gets the point across that meaning could be lost with certain clippings. I have also heard (and am sometimes guilty of using) "apt" for apartment and "rents" for parents.
I liked the story about Friddle. I think that student really thought on his feet!
Lastly, there are many implications for teaching when thinking about Morphology. It makes sense that students would not be able to make meaning out of complex, compound words by simply breaking them down. Would it be better to let the student know of the pronunciation, write down all the words the student was unaware of in the text and then investigate and use them further??After reading Chapter 8 it further solidified the idea that WORDS NEED TO BE LEARNED IN CONTEXT!
Monday, February 23, 2009
Class Reflection for February 19th
We began the class in small groups and each group analyzed certain grammatical aspects from the sentence :
The hungry linguist quickly ate a delicious sandwich before class.
My group was given the task to analyze the prepositions and the verbs in the sentence. I liked this task because prepositions have always freaked me out a little bit. I think it is because I always use to forget what the heck a preposition is. Now I came up with something to help me remember. The "pre" means the word usually goes before a noun. The "position" indicates the purpose of the word. Prepositions often indicate the location of the noun. I hope that is correct because that is how I have been remembering the meaning of the word.
We then joined the other groups and presented our findings. My group made me present because I hate my voice and they said I haven't spoken much in the class. Well, I presented and I hope it went ok.
After that, Lillian, Leping, and Ling discussed the exercise that was due which involved studying the Chinese language and how it works. That exercise was so fun and can I just say I felt really cool completing it in the library at school. I was secretly hoping people thought I knew a complex language such as Chinese. (yes, I am a little bit of a nerd) Anyone the way the exercise was explained was very helpful and I realized that I got pretty much every other question wrong on the worksheet but I doubt the point was to get them all right. I think we were suppose to get used to looking at a language with a scientific and methodical eye.
The hungry linguist quickly ate a delicious sandwich before class.
My group was given the task to analyze the prepositions and the verbs in the sentence. I liked this task because prepositions have always freaked me out a little bit. I think it is because I always use to forget what the heck a preposition is. Now I came up with something to help me remember. The "pre" means the word usually goes before a noun. The "position" indicates the purpose of the word. Prepositions often indicate the location of the noun. I hope that is correct because that is how I have been remembering the meaning of the word.
We then joined the other groups and presented our findings. My group made me present because I hate my voice and they said I haven't spoken much in the class. Well, I presented and I hope it went ok.
After that, Lillian, Leping, and Ling discussed the exercise that was due which involved studying the Chinese language and how it works. That exercise was so fun and can I just say I felt really cool completing it in the library at school. I was secretly hoping people thought I knew a complex language such as Chinese. (yes, I am a little bit of a nerd) Anyone the way the exercise was explained was very helpful and I realized that I got pretty much every other question wrong on the worksheet but I doubt the point was to get them all right. I think we were suppose to get used to looking at a language with a scientific and methodical eye.
Thursday, February 19, 2009
Readings for Week 6
I hope this doesn't make me a complete nerd when I say that I thoroughly enjoyed the reading for this week. I have been looking for a general summary of the different parts of English. As a native speaker, I have no idea what the different parts of speech are I just know how and when to use them. It is important to know exactly what a preposition is or how exactly an adverb is used and formed. I ashamed to say that I was not very familiar with any of these terms until this Chapter.
The book also broke down morphemes and how they are used and categorized. There are two types of morphemes, bound and free. A free morpheme would be "tree" and the bound morpheme would be the "s" that makes "trees" plural. I think it is interesting that words such as, hippopotamus have what seem to be many syllables but only contain one morpheme! How cool is that!? It is interesting that a prefix can completely change the meaning of a word such as "true" + "un" = "untrue" which is the antonym of "true" . Suffixes change the type of word but not the meaning of it. For example, "arrange" is a verb and when the suffix "ment" is added it becomes an noun of "arrangement".
The chapter also talked about how new words can be added to any language and it lists three ways:
The book also broke down morphemes and how they are used and categorized. There are two types of morphemes, bound and free. A free morpheme would be "tree" and the bound morpheme would be the "s" that makes "trees" plural. I think it is interesting that words such as, hippopotamus have what seem to be many syllables but only contain one morpheme! How cool is that!? It is interesting that a prefix can completely change the meaning of a word such as "true" + "un" = "untrue" which is the antonym of "true" . Suffixes change the type of word but not the meaning of it. For example, "arrange" is a verb and when the suffix "ment" is added it becomes an noun of "arrangement".
The chapter also talked about how new words can be added to any language and it lists three ways:
- new words can derive from existing ones
- words can be borrowed from a different language
- words can be made up
I liked reading about how metaphors are created. It appears that they are almost created by accident.
One question I have is about Inflectional Morphology. Can someone explain it a little bit better than the book did. It was a little confusing to me and if it is explained a different way with better examples perhaps I can retain what it means.
Another question I have is about paradigm. Does that mean an inflection in the voice can change the form of a word? I guess I am a little confused about that one too.
Sunday, February 15, 2009
Reflection of Class on 2/12
This week in class we immediately worked in small groups to discuss certain topics in the reading. My group had the concept of logographic and we all discussed how we thought a logographic writing system worked. I had the idea that in languages that use this writing system there is a symbol to represent each word. I think that is only partly true, in that there can be certain morphemes that a represented as well. Anyone can feel free to correct me if I am wrong about this. : ) It was interesting to hear Lillian's view on the Chinese writing system and bless her heart for being patient and answering all of our questions during the group discussion. I found that she was able to put the whole concept into a real life context that I was able to understand.
We then got together as a class and discussed the 3 different systems of writing. (the other two are alphabetic and syllabic) It was interesting to hear how the different systems of writing work and how different they are from the alphabetic system that I have come to know and love. I also realized that I want to learn a language that uses the logographic system of language because it seems so poetic and artistic. It seems like a very difficult task to undertake but also rewarding.
After discussing the different types of writing systems Esther talked about our quizzes. Yikes! I am so happy that she decided to drop the last 2 portions of the quiz and I feel better knowing that some other people in the class had trouble with it.
As of now I feel like I have a firm grip on the material and I just need to keep reading every single word assigned otherwise I know I will be a lost duck.
We then got together as a class and discussed the 3 different systems of writing. (the other two are alphabetic and syllabic) It was interesting to hear how the different systems of writing work and how different they are from the alphabetic system that I have come to know and love. I also realized that I want to learn a language that uses the logographic system of language because it seems so poetic and artistic. It seems like a very difficult task to undertake but also rewarding.
After discussing the different types of writing systems Esther talked about our quizzes. Yikes! I am so happy that she decided to drop the last 2 portions of the quiz and I feel better knowing that some other people in the class had trouble with it.
As of now I feel like I have a firm grip on the material and I just need to keep reading every single word assigned otherwise I know I will be a lost duck.
Thursday, February 12, 2009
"Eye sea too feat inn hour rheum" Freeman Chapters 5-6 Finnegan Chapter 12
This week's readings was a lot of material to let sink in but I think it was all very useful knowledge when think about writing. Chapter 5 in Freeman and Freeman discussed the history of writing and how we came to the English writing system. I loved reading about other languages and the forms of orthography used. I LOVE, LOVE, LOVE homonyms and palindromes! They are an interesting aspect to the English language and as a kid I read the books that Freeman and Freeman mention. When looking at the exercises suggested for teaching spelling patterns I could not help but wonder if the activities would actually be beneficial or would they frustrate the students. Suggestions included studying words in a text to find patterns. If a group of words do not follow a specific patterns students are suppose to hypothesize why that may be. History of the language is of course and indicator but would the students even bother with that information?
As I posted the same questions on the discussion board I just wonder what good it does to have students dissect a text. I can see the appropriateness it has in an Adult ESL class but what about an elementary setting?
I like the idea of word games because it seems to create actual excitement about spelling patterns and not a mundane act of looking for patterns. Maybe it is just the "hyper Stephanie" talking but even as a graduate student I would not enjoy looking at spelling patterns. As a teacher I would want my students to be excited about learning the language and I think part of that is keeping them interested in the task at hand. I am not trying to depreciate the activities suggested I am only questioning the effectiveness that it may offer.
I still have a hard time grasping the concept of complimentary distribution as talked about on page 113. Other than that I quite enjoyed Chapter 5 of Freeman and Freeman.
Chapter 6 of the same text talked about Phonics. I was interested to read about Phonics because I don't have any experience with it. When I was learning to read my teachers did not use Phonics so I was curious to know how it works. It seems that Freeman and Freeman advocate for a different, more sociopsycholinguistic view. There was evidence to support the idea that phonics is not designed for natural reading. That is to say that our eyes do not read left to right and we do not dissect each letter at a time. The act of saccades has been studied to prove just that point. Although I think that an entire approach to reading using only phonics is not something I would do, I do think there is some room to clarify certain linguistic areas if students are having trouble. I think the only way to teach reading is by reading. Students need to be immersed from an early age.
One thing I did not understand was assimilation. If I had an example of what assimilation was I think I could grasp it. I understood coarticulation that goes along assimilation as two phonemes being articulated in the same area of the mouth. I think assimilation must mean a phoneme's pronunciation can be effected by its neighboring phoneme. I think. : )
Chapter 12 talked more about the history of writing systems and the different writing systems that exist throughout the world. It appears that there are 3 different writing systems in existence, syllabic, logographic, and alphabetic.
I loved looking at the different Chinese characters and only wish I could attempt to write in such a beautiful way. The book pointed out the advantages to the Chinese writing system and one of them was many dialects can communicate through the same writing system.
There are many teaching implications when reading this chapter. It is important to know the linguistic history of each student so the teacher can fully grasp some of the challenges that may arise. For example, a student with a Turkish background will have different obstacles to overcome than a student coming from Korea. If a teacher recognizes the possible obstacles that each individual student may face then she is better equipped to help each student tackle those obstacles! The same goes with the advantages each student brings in depending on their linguistic background. Each language can present great foundations for teachers to work off of, that teacher just needs to be aware of what they are. An example my be that a student with a Spanish background can already recognize virtually the same Roman alphabet which is an advantage, however, that same student is use to pronouncing words just as they appear which could be a possible obstacle that student can overcome.
As I posted the same questions on the discussion board I just wonder what good it does to have students dissect a text. I can see the appropriateness it has in an Adult ESL class but what about an elementary setting?
I like the idea of word games because it seems to create actual excitement about spelling patterns and not a mundane act of looking for patterns. Maybe it is just the "hyper Stephanie" talking but even as a graduate student I would not enjoy looking at spelling patterns. As a teacher I would want my students to be excited about learning the language and I think part of that is keeping them interested in the task at hand. I am not trying to depreciate the activities suggested I am only questioning the effectiveness that it may offer.
I still have a hard time grasping the concept of complimentary distribution as talked about on page 113. Other than that I quite enjoyed Chapter 5 of Freeman and Freeman.
Chapter 6 of the same text talked about Phonics. I was interested to read about Phonics because I don't have any experience with it. When I was learning to read my teachers did not use Phonics so I was curious to know how it works. It seems that Freeman and Freeman advocate for a different, more sociopsycholinguistic view. There was evidence to support the idea that phonics is not designed for natural reading. That is to say that our eyes do not read left to right and we do not dissect each letter at a time. The act of saccades has been studied to prove just that point. Although I think that an entire approach to reading using only phonics is not something I would do, I do think there is some room to clarify certain linguistic areas if students are having trouble. I think the only way to teach reading is by reading. Students need to be immersed from an early age.
One thing I did not understand was assimilation. If I had an example of what assimilation was I think I could grasp it. I understood coarticulation that goes along assimilation as two phonemes being articulated in the same area of the mouth. I think assimilation must mean a phoneme's pronunciation can be effected by its neighboring phoneme. I think. : )
Chapter 12 talked more about the history of writing systems and the different writing systems that exist throughout the world. It appears that there are 3 different writing systems in existence, syllabic, logographic, and alphabetic.
I loved looking at the different Chinese characters and only wish I could attempt to write in such a beautiful way. The book pointed out the advantages to the Chinese writing system and one of them was many dialects can communicate through the same writing system.
There are many teaching implications when reading this chapter. It is important to know the linguistic history of each student so the teacher can fully grasp some of the challenges that may arise. For example, a student with a Turkish background will have different obstacles to overcome than a student coming from Korea. If a teacher recognizes the possible obstacles that each individual student may face then she is better equipped to help each student tackle those obstacles! The same goes with the advantages each student brings in depending on their linguistic background. Each language can present great foundations for teachers to work off of, that teacher just needs to be aware of what they are. An example my be that a student with a Spanish background can already recognize virtually the same Roman alphabet which is an advantage, however, that same student is use to pronouncing words just as they appear which could be a possible obstacle that student can overcome.
Saturday, February 7, 2009
Week 4 Class Reflection
This week's class was very interesting! We began in small groups decoding a transcription that was in all phonetics. I found the hardest thing about the transcription was not the letters but the fact that there was no punctuation or capitalization. It was really helpful that we worked in pairs because I would look at one part of the transcription and have no idea and one of my partners could come up with it right away. I think it was really good practice for the quiz and it was nice to have the support of my group.
After the group activity we all got back together and Esther explained what each group had for a transcription. We then went over a few things that were confusing us. I was so glad to hear that I was not the only person having a little trouble with the material. A few things got cleared up and a few remain somewhat of a foggy mystery. For example, I understand the concept of allophones and phonemes but I think if I were to see more examples of the two it would really cement things in my head.
We talked about the exercises that were due and to be honest I still don't understand what we were suppose to do in 4-9. Esther was right when she said we are all learning a completely foreign language. There are so many rules and parts to this new language that make it hard to grasp the material as quickly as I usually do.
I wonder if there are phonetic alphabets for other languages. In fact I am sure there are and that may be interesting to look at compared to the English language. As I type this right now I looked up the Spanish phonetic alphabet. It seems that I cannot find one that is exactly defined as a Spanish Phonetic Alphabet but I did find something defined as the International Phonetic Alphabet. This phonetic alphabet seems to explain certain sounds from different languages. If anyone knows more about other phonetic alphabets, let me know.
After the group activity we all got back together and Esther explained what each group had for a transcription. We then went over a few things that were confusing us. I was so glad to hear that I was not the only person having a little trouble with the material. A few things got cleared up and a few remain somewhat of a foggy mystery. For example, I understand the concept of allophones and phonemes but I think if I were to see more examples of the two it would really cement things in my head.
We talked about the exercises that were due and to be honest I still don't understand what we were suppose to do in 4-9. Esther was right when she said we are all learning a completely foreign language. There are so many rules and parts to this new language that make it hard to grasp the material as quickly as I usually do.
I wonder if there are phonetic alphabets for other languages. In fact I am sure there are and that may be interesting to look at compared to the English language. As I type this right now I looked up the Spanish phonetic alphabet. It seems that I cannot find one that is exactly defined as a Spanish Phonetic Alphabet but I did find something defined as the International Phonetic Alphabet. This phonetic alphabet seems to explain certain sounds from different languages. If anyone knows more about other phonetic alphabets, let me know.
Thursday, February 5, 2009
Readings for Week 4
Chapters 3&4 of the Freeman book cover English Phonology and the implications that come along with it.
Chapter 3 went into depth with the subject of phonology and allowed me to digest the previous material that I read in the book. It also covered exactly what happens within the human anatomy when certain sounds are made. The chapter implied that knowing and understanding phonology can better equip educators when teaching English. It seems that English has a lot of phonemes! (40 in total) The book said that Spanish has about 22 phonemes. From these facts, I did not know what to think. Does that mean that English is a more complicated language? I just don't know. Either way, learning a second or foreign language, no matter what language it is, should not be seen as an easy task.
Chapter 4 went into the two views on phonemic awareness, Word Recognition vs. Sociopsycholinguistic View (say that one 5 times fast!) It seems that there are valid arguments for both view points but I tend to lean towards the Sociopsycholiguistic View. It seems that reading can be taught but most of it is acquired and it is best when it is presented in context and not isolated. I think I am bias because I think of how I learned to read. My sister taught me when I was 4 and she handed me a book and taught me. Bless her heart because although I wanted to quit she had me go through this entire book. It was a pretty big book for a 4 year old but the thing that my sister did not know then, is that she was teaching me how to read using the Sociopsycholinguistic View. I had visual clues from the pictures and this is an example of graphophonic cues.
On page 75 there was the discussion about a book written by Stanovich, "Matthew Effects in Reading" This was not a new concept to me but I just love the way it is explained and it makes perfect sense. The whole idea that rich get richer and poor get poorer in the reading department. It seems that reading can have a snowball effect and it can roll either way. For example, when a child likes to read they of course continue to do it. Through reading children acquire a faster reading rate (which leads to greater comprhension) and a greater vocabulary. This in turns leads the child to enjoy reading because they are good at it and the cycle continues. Now the opposite can happen also, and it seems from my encounters with people who do not enjoy reading their are very firm in that thought.
To conclude, I feel much better about the readings of last week. It seems there was a lot of material but it was an introduction of what we would learn later.
Chapter 3 went into depth with the subject of phonology and allowed me to digest the previous material that I read in the book. It also covered exactly what happens within the human anatomy when certain sounds are made. The chapter implied that knowing and understanding phonology can better equip educators when teaching English. It seems that English has a lot of phonemes! (40 in total) The book said that Spanish has about 22 phonemes. From these facts, I did not know what to think. Does that mean that English is a more complicated language? I just don't know. Either way, learning a second or foreign language, no matter what language it is, should not be seen as an easy task.
Chapter 4 went into the two views on phonemic awareness, Word Recognition vs. Sociopsycholinguistic View (say that one 5 times fast!) It seems that there are valid arguments for both view points but I tend to lean towards the Sociopsycholiguistic View. It seems that reading can be taught but most of it is acquired and it is best when it is presented in context and not isolated. I think I am bias because I think of how I learned to read. My sister taught me when I was 4 and she handed me a book and taught me. Bless her heart because although I wanted to quit she had me go through this entire book. It was a pretty big book for a 4 year old but the thing that my sister did not know then, is that she was teaching me how to read using the Sociopsycholinguistic View. I had visual clues from the pictures and this is an example of graphophonic cues.
On page 75 there was the discussion about a book written by Stanovich, "Matthew Effects in Reading" This was not a new concept to me but I just love the way it is explained and it makes perfect sense. The whole idea that rich get richer and poor get poorer in the reading department. It seems that reading can have a snowball effect and it can roll either way. For example, when a child likes to read they of course continue to do it. Through reading children acquire a faster reading rate (which leads to greater comprhension) and a greater vocabulary. This in turns leads the child to enjoy reading because they are good at it and the cycle continues. Now the opposite can happen also, and it seems from my encounters with people who do not enjoy reading their are very firm in that thought.
To conclude, I feel much better about the readings of last week. It seems there was a lot of material but it was an introduction of what we would learn later.
Wednesday, February 4, 2009
Week 3 Class Reflection
On 1/29 the online class was a little mixed up for awhile but then it got better. We first met as a class and tried to use our microphones. "Tried" is the operative word because it seems many of us were unsuccessful. This fact brought Esther to realize that perhaps the technology was more of a hindrance to our class than a helpful aid. I like the idea of technology, however, in my experience it never seems to work correctly and I get frustrated. At times I feel that I have defeated the point of the online class because I go to the school library and sit near many of my classmates. I like it better that way because I can ask them questions when I have them.
To move on, the class then got into small groups to discuss Phonology and I was happy about that. I was a little confused about some of the terms but now it seems that I have quite a firm grasp on what each term is.
We then gathered as a class one more time to discuss our findings. Esther then went over Phonology terms that seemed to be confusing. I was sooo glad for that because the light bulb finally went on for me with respect to phonemes and allophones! I was relieved to learn that almost everyone had a little trouble with the chapters we read. It was a lot of new material and I am glad we took the time to go over some of the more confusing points.
Lastly, we discussed the difference between pronunciation and accent. We also discussed the difference between "rime" and "rhyme".
Oh! I found something in our class discussion quite interesting. It is random but very fascinating. When Bekir was talking about affricates he stated that babies in Turkey make a different sound when they cry versus American babies. I thought that was so intriguing! Someone in the class then made the point that it may not be the sound of the babies cries that is different but the way those cries are described in a different language.
To move on, the class then got into small groups to discuss Phonology and I was happy about that. I was a little confused about some of the terms but now it seems that I have quite a firm grasp on what each term is.
We then gathered as a class one more time to discuss our findings. Esther then went over Phonology terms that seemed to be confusing. I was sooo glad for that because the light bulb finally went on for me with respect to phonemes and allophones! I was relieved to learn that almost everyone had a little trouble with the chapters we read. It was a lot of new material and I am glad we took the time to go over some of the more confusing points.
Lastly, we discussed the difference between pronunciation and accent. We also discussed the difference between "rime" and "rhyme".
Oh! I found something in our class discussion quite interesting. It is random but very fascinating. When Bekir was talking about affricates he stated that babies in Turkey make a different sound when they cry versus American babies. I thought that was so intriguing! Someone in the class then made the point that it may not be the sound of the babies cries that is different but the way those cries are described in a different language.
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