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MLNG notes lectures 1, 2 and 3

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by: Brianna Balzer-Martinez

MLNG notes lectures 1, 2 and 3 MLNG 101

Marketplace > University of New Mexico > Language > MLNG 101 > MLNG notes lectures 1 2 and 3
Brianna Balzer-Martinez

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These notes are from week 1 and 2 of class
Approaches to Languages and Cultures
Tanya Ivanova-Sullivan
Class Notes
MLNG, Humanities
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"Yes please! Looking forward to the next set!"
Maria Deckow

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This 3 page Class Notes was uploaded by Brianna Balzer-Martinez on Thursday January 28, 2016. The Class Notes belongs to MLNG 101 at University of New Mexico taught by Tanya Ivanova-Sullivan in Winter 2016. Since its upload, it has received 41 views. For similar materials see Approaches to Languages and Cultures in Language at University of New Mexico.


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Yes please! Looking forward to the next set!

-Maria Deckow


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Date Created: 01/28/16
Lecture 1 Factors that can influence your motivation to study foreign languages: ➢ Personality o Myers-Briggs personality type indicator Extrovert v.s. Introvert  Extrovert- talkative, impulsive  Introvert- first think then talk Sensing v.s. Intuition  Sensing- you prefer factual information more than speculation, you are more interested in the present  Intuition- you are more interested in what facts mean and are future oriented, you want more authentic proven info from the target culture Thinking v.s. Feeling  Thinking- you apply logic and cause-effect in the classroom you feel more comfortable with competition and argument and like to analyze the language  Feeling- the moral dimension matters more good v.s. Bad, right v.s. Wrong.  Your personality exhibits one of each pairs, you use it all of the time consciously. The other member of the pair is latent and affects more your subconscious. o Learning styles  Visual- picture and words  Auditory- listen to other and themselves  Kinesthetic/motor- learn through movement  Global- seeing the big picture, focus on the overall meaning first  Particular- attend to discrete items and details, focusing on the words or grammatical elements  Inductive- from examples to hypothesis  Deductive- study the rules, then practice. Applying them to examples  Impulsive- blurt out response, highly reactive  Reflective- think/review before response ➢Self-efficacy- is influenced by your personality type, learning styles, and relationship. Lecture 2 I. Vocabulary acquisition 1. Lexical collocations- there is a tendency of certain words to co-occur regularly in a given language. a) English break a record French battre un record (‘to beat a record’) b) English: strong tea Tea in German starken Tee, Spanish te fuerte, French the fort, and Russian krepkyi chay. ► Your turn: excruciating pain, reach up. o What can you destroy in English?  A cup  Record o What can you nomu in Japanese?  Soup  Cigarette c) Chinese learners of English *remind/*arouse your memory *give/*pay/*put too much praise on her *break the myth *a hurricane may attack the island 2. Idioms- relatively frozen expressions whose meanings do not reflect the meanings of their component parts. The sequence of words don't trigger many changes. ‘kick the bucket’, ‘draw the line’, hold your horses’, calm your tits’ Lecture 3: handout I. Globalization and languages (adapted from Edward Trimnell, Why You Need a Foreign Language and How to Learn One): 1. Globalization: what, where, and how  New consumers and labor markets are developing  Existing labor markets are becoming border less  Stateless corporation  The role of UN and EU is increasing ➢ Different models of capitalist economies: culture-based North America: personal responsibilities and individual initiative Europe:More collective model, balance against social concerns China: the government is still a strong force in the economy South America: 2. Demographic factors 3. ‘Global English- it is neither English nor American… It is some sort of operating language. It loses quite a lot of nuance’- New York Times – a language that is widely understood in many countries it is a butchered version of English mixed with native language 4. The rise and fall of lingua francas a) Aramaic- near east (6 c BC- 6 c AD)- Assyrian, Babylonian and Persian empires then to the Palestine b) Greek- the empire of Philip and Alexander the greatest then onto the Byzantine empire c) Latin- Roman empire then onto culture, education and politics (Middle Ages) d) French- Norman French then onto Partisan French e) English- the British empire and its colonies then onto the United States of America II. Duration of language study • Category I: French, Italian, Spanish, and Portuguese (6 Months/ 720 hrs) • Category II: German (8 months/ 960 hrs) • Category III: Russian (1 year/ 1440 hrs) • Category IV: Arabic, Chinese-Mandarin, and Japanese (18 months/ 2160) Why do you need more hours for Russian and less for Italian?  Category 1 (Italian) is closer to the English language structure and spelling than category 3 (Russian) which has little similarities and almost no cognates. III. ‘Critical need’ languages ▪ Number of critical languages in 1985- 169 critical languages recognized ▪ Number of critical languages now- Arabic, Chinese, Urdu, Persian, Russian, Korean, central Asian languages (Kazakh, Uzbek, Kyrgyz), African languages (Swahili, Yoruba) II. Motivation to study foreign languages in the 21st century 1. Develop better critical thinking skills. 2. Develop greater tolerance for others 3. Solve problems more rapidly 4. Student show improvement in reading, math and language 5. Job related 6. Travel 7. Become more familiar with your heritage 8. School requirements


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