Section 1.5 Homework: Introduction to Linguistics
Part A: Concept Check.
Question 1. In your own words, explain what it means to say that linguistics is "descriptive" rather than "prescriptive." Why does this distinction matter? (1 paragraph)
Question 2. The chapter argues that children who say “goed” instead of “went” are actually demonstrating sophisticated language learning. Explain why linguists see this as evidence of productivity rather than error. (1 paragraph)
Question 3. Consider the following brief exchange:
A: You going to the thing tonight?B: Bro, I’m exhausted.A: Bet.
For each level of linguistic analysis below, describe one observation or question a linguist might raise about this exchange:
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Phonetics/Phonology: (What might a linguist notice or ask about the sounds?)
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Morphology: (What might a linguist notice or ask about word structure?)
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Syntax: (What might a linguist notice or ask about sentence structure?)
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Semantics: (What might a linguist notice or ask about meaning?)
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Pragmatics: (What might a linguist notice or ask about meaning in context?)
Part B: Personal Reflection.
Question 4. Before this class, what did "grammar" mean to you? Was it something you felt confident about, anxious about, or indifferent to? Where do you think those feelings came from (school experiences, family attitudes, specific feedback you received)? (1–2 paragraphs)
Question 5. Think about how you learned language as a child—not from grammar lessons, but from the people around you. What varieties of English (or other languages) were you exposed to at home, in your neighborhood, or in your early schooling? Did you ever become aware that the way you spoke at home was different from what was expected elsewhere? Describe your early linguistic environment and any awareness you developed about language differences. (1–2 paragraphs)
