1 DOCUMENT RESUME ED 021 214 24 AL 001 318 By- Smith, Henry Lee, Jr.; Sustakoski, Henry J. A LINGUISTIC APPROACH TO ENGLISH.VOLUME ONE. REVISED EDITION. State Univ. of New York, Buffalo. Dept. ofAnthropology and Linguistics. Spons Agency-Office of Education (DHEW),Washington, D.C. Bureau of Research. Repor t No- CRP-1856 Bureau No- BR- 5- 0668 Pub Date Aug 64 Note- 236p. EDRS Price MF-$1.00 HC-$9.52 *HIGH SCHOOL STUDENTS, *INSTRUCTIONAL MATERIALS *LINGUISTICS Descri tors-*ENGLISH, GRADES MORPHOLOGY (LANGUAGES), ORAL COMMUNICATION,PARALINGUISTICS PHONOLOGY, SECONDARY This handbook, based on an integratedlinguistic analysis of the Englishlanguage, was designed toprovide high school studentswith a greater insight intothe structures and patternsof English. (See related documentAL 001 320 for a description of the Buffalo EnglishLinguistics Project.) The seven unitsof Volume I, which are intended to cover thefirst semester of the school year, treatthe following areas--(1) the general concepts oflinguistics and culture, and thescientific approach to their study, (2) thedevelopment of language, English and itsdialects, English as a world language, and the study ofEnglish, (3) English phonology, based on anaspectual analysis, (4) paralanguage and kinesics,(5) oral communication, (6)morphophonics, and (7) morphemics. A general pre-test,included in the student's preface, teststhe student's knowledge of English as it istraditionally presented in the areasof spelling. puctuation, parts of speech,and sentence parts. Furth,...r testsand quizzes are included in all the units. This volume is followed byVolume Two for the second semester (see AL 001 319). (AMM) A LINGUISTIC APPROACH TO ENGLISH Revised Edition I. VOLUM ONE EDUCATION & WELFARE U.S. DEPARTMENTOF HEALTH, OFFICE OF EDUCATION EXACTLY AS RECEIVEDFROM THE HAS BEEN REPRODUCED THIS DOCUMENT OPINIONS IT.POINTS OF VIEW OR PERSON ORORGANIZATION ORIGINATING OFFICIAL OFFICE OFEDUCATION STATED DO NOTNECESSARILY REPRESENT POSITION OR POLICY. E0021214 Ilit 001.ale Prepared by the BUFFALO ENGLISH LINGUISTICS PROJECT (Cooperative Research Project #1856) Sponsored by the Cooperative Research Branch, U. S. Office of Education, Department of Health, Education and Welfare and the State University of New York at Buffalo Orough the Department of Anthropology and Linguistics. A LINGUISTIC APPROACH TO ENGLISH Revised.Edition :t. 11 VOLUME ONE August 1964 Prepared by the BUFFALO ENGLISH LINGUISTICS PROJECT Henry Lee Smith, Jr. Henry J. Sustakoski Principal Investigators Department of Anthropology and Linguistics State University of New York at Buffalo Buffalo, New York 14214 PREFACE TOTHE STUDENT This book has been preparedto help you understand anduse your language, English, effectively in bothoral and written farms, It is part of a newexperiment in English language learningnever attempted before.) When you have finishPd thiscourse, you will be able to with pride that say you know more aboutyour language, on all levels, than ataclass anywhere. We hope that thiswill be challengeenough in itself to keep you going! though the book is inmany ways.similar to other high English texts, it school and college also hasmany elements whichare not found elsewhere. mojor difference The is that the analysisyou will learn is based analysis of English on a linguistic according to principlesdeveloped overmany years by Drs. George L.Trager and Henry Lee Smith, Jr., ofthe Department of Anthro. pology and Linguisticsat the State University of New York atBuffalo. This analysig takesmany more factors into consideration than do themore traditionaltreatments of English grammar. Though the thoroughnessof our presentation mayat times seem confusing learn and -. both because there is more tó becpuse.much of whatis presented:is think that entirely new toyou .- we you will be rewardedby a greater insight your own language if into'the workings of you work carefully throughthis book than you used a more traditional you would if approach to the studyof English. This analysis of English is basedon the scientific method careful gathering upon the of data from Englishspeakers, rather than about the on a few guesses way our language "oughtto be." The application of thescientific method to thezlnalysis of language is a relativelynew thing. It will give you new ideas aboutyour language. From this point ofview the subjectmatter should bemore inAeresting and challenging toyou than you might thinkpossible. In order to show you whatprogress you can make in the and use of understanding your own language,you will be asked to take before you start a short test your work in this volume. The test follows Preface. this It willcover the areas of spelling, of speech, and punctuation, parts sentence parts. It is designedto test your present knowledge of these elements of Englishas you have learned them traditionally taught in classes duringyour previous school 3/..)u finish the years. After course in the spring,you will be asked to take test on these another same areas. If you have carefully in the text, studied the materials we ecan promiseyou that you will be pleasantly your increased knowledge surprised by of the fine pointsof English. In addition there are numerous exercieesin all the units. Some of these, calledQuizzes, you will be askedto complete and turn in to your teacheras part of your English grade. Any exercise with space providedfor yourname, school, grade, and teacheris a Quiz and should be done eitherin class oras home- work and turnedin toyour teacher. This volume isthe first part of the course. You willuse it during the firstsemester of the school year. A second volume,for 2 the second semester, will be given toyou later. In both volumes you will find a list of allnew terms discussed in the units. These lists are 1 given at the end of each volume. The pages of each of the fifteen units have been numbered separately, with a Roman numeral before thepage number to indicate the unit. Thus 11.17 means Unit II,page 17. You will study the units of Volume One according to the following month by month schedulc, in addition toyour other work in English literature. Your teacher may make some modifications in this schedule. October Units I and II November Units III, IV, and V December Units VI and VII January.. Unit VIII We hope that you will enjoy this experiment in language learning and that you will find it has helped to give younew insights into how your language works amd how to use it with the most effective results. Li CONTENTS VOLUME ONE PREFACE TO THE STUDENT THE SETTINGOF ENGLISH I. THE SETTING OF LANGUAGE Linguistics The Concept of Culture How Culture and Language Affect OUr View of the World The Design Features of Language The Human Invention of Language The Concepts of Language, Dialects, andStandard. Dialect The Scientific Method The Linguistic Method of this Book OUR DEVELOPING LANGUAGE Introduction: Our Language Ancestors The Development of English and ItsDialects American English and Its Dialects The Development of Englishas a World Language The Development of the Study of Entaish THE SPEECH PACKAGE THE SOUNDS OF ENGLISH Introduction: Segmental Phonemes English Segmental Phonemes The Suprasegmentals of English IV. PARALANGUAGE AND KINESICS Introduction Kinesics Paralanguage V. EFFECTIVE ORAL COMMUNICATION Introduction: The Goals of EffectiveOral Communication Dialect Choice Paralanguage and Kinesics The Dialect, Paralanguage amd KinesicsChecklist The Situations Conclusions THE SHAPES OFENGLISH VI. MORPHOPHONICS: THE STRUCTURE POINTS OFENGLISH WORDS Introduction: More About Dialects English Morphophones Morphophone Interchanges Morphophone Changes Within SingleDialects Conclusions VII. MORPHEMICS: THE STRUCTURE OFENGLISH WORDS Introduction Primary Bases and KernelVocalics Morphemic Markers Morphemic Connectors Word Types VIII. PRONUNCIATION AND SPELLING English Spelling Patterns The Simple Vowels *The Complex Vowels The Semi-Vowels The Stops The Spirants Nasals, Laterals, and /r/ Affricates Stress Hints and Spelling Spelling Demons Summary A Note on the Suprasegmentals INDEX AND GLOSSART OF TERMS AND FORMSFOUND IN VOLUME ONE VOLUME TWO WILL CONTAIN THE FOLLOWINGUNITS IX. SYNTAX: THE STRUCTURE OF ENGLISH SENTENCES X. THE SUPRASEGMENTALS AND PUNCTUATION MEANING AND USAGE X I. SEMOLOGY: STRUCTURAL SIGNALS AND USAGE XII. MEANING AND COMPOSITION XIII. EFFECTIVE WRITING XIV, PROSODY VARIETIES OF LANGUAGESTUDY XV. APPROACHES TO LANGUAGE STUDY PART I THE SETTING OF ENGLISH 11=111101, U N.I T OT E THE E.2TING OF LANGUAGE 1.0. Llnaltu.cs.. In this unit you will begin your new,. approach to the study of your native language, English. You will study your language as a s.pience. The meaning of the. , scientific method. Will be discussed thoroughly later in this unit; but it is i'Mportant for you to understand, right at the beginning, that the approach to the study of English will be different from what you have previously encountered. You will not study the way in which borne one thinks English should function, you will be concerned with a thorough description of the way English actually does function. You will be studying the structures of your language and their yatterne of interaction. Everitually this will lead you to reconsider such: problems as whether you should say ain't, whether you should say "It's I" or "Itvs me", and other questions of style. But, you will have a new perspective for discussing these problems, and., hopefully, for reaching desirable conclusions. You might ask, "Why should I study about the structures of English? I'm not-going to bea specialist in English; all I will need is.to be able to speak, read and write it." Analyzing the sounds and the grammatical systems of English is done for three purposes. First of all, as educated members of a cbmmunity, all stUdents should learn something about the basic sounds and patterns of at least their native. language. This should be a part of your general education, and it should need no further justification. Just as all students learn something about the structure of animals and plants in biology, with its various branches, they should also know something about the structure of their language.