ANTHROPOLOGY 33: CULTURE &
COMMUNICATION - Midterm – Winter 2002
Student’s NAME____________________,
__________________(Last, First)
T.A.’s NAME __________________________
Section ___________
Write as clearly as possible (if you
need more space, write in the back of the same sheet). First, write your name
and your TA’s name on each page, read all the questions carefully, and plan the
time you want to spend on each answer. IMPORTANT: Not all questions are worth
the same number of points.
1. Connect author on the left with
one of the terms on the right: (9 points)
|
a. Hawking ( ) |
i. guessing what a child means to
say |
|
b. Goodwin & Goodwin ( ) |
ii. My Little Suede Shoes |
|
c. Ochs
& Schieffelin ( ) |
iii. literacy events |
|
d. Heath ( ) |
iv. AAE as counterhegemonic |
|
e. Zentella
( ) |
v. importance of intonation |
|
f. |
vi. predictions about future
observations |
|
g. Morphy
( ) |
vii. respeto
in fieldwork |
|
h. Parker ( ) |
viii. register |
|
i. Morgan ( ) |
ix. Australian paintings |
2. True (T) and False (F) (15
points)
1. ____ For Hawking, any physical
theory is always provisional.
2. ____ Linguistic relativity means
that the same sentence can have a different meaning for different speakers.
3. ____ Languages spoken by hunters
and gatherers don’t have developed grammars.
4. ___ Kaluli
is a language that uses a simplified register for talking to children
5. ____ Literacy means the absence
of orality.
6. ____ The
notion of “endangered” language is associated with the study of American Indian
languages.
7. ____ The
children of el bloque were exposed to a number of
languages and dialects including AAVE.
8. ___ Until Ochs’
and Schieffelin’s work was published,
linguists believed that “baby talk” was universal
9. ____
10. ___ In
linguistics, the notion of “competence” is associated with “knowledge” (of a
system of rules to form sentences).
11. ____ The I.R.E. sequence means
“Interrogation,” “Repetition,” and “Excuse”
12. ____ Samoan children are
expected to deliver verbatim messages on behalf of more mature members of their
family.
13. ___ None
of the features of AAVE occur in the English spoken by other ethnic groups in
the
14. ___ In
the past, ethnographies were meant to be as comprehensive as possible.
15. ___ Urban
sociolinguistics as practiced by William Labov
studied the distribution of linguistic forms in a given speech community (e.g.
3. Provide (a) a definition of
Ethnography, (b) list two paradoxes faced by ethnographers, and (c) discuss
whether either one of them can be overcome and if so how. (2+2+2+4 points) (total 10 points)
Ethnography means: __________________________________________________________________________________________
___________________________________________________________________________________________________________
Paradox One
____________________________________________________________
_______________________________________________________________________
Paradox Two
____________________________________________________________
_______________________________________________________________________
Briefly discuss whether either one
of the paradoxes can be overcome.
4. Answer either A or B: (10
points)
Discuss Zentella’s
notion of anthropolitical linguistics, its relation
to her own fieldwork experience and to the more general issue of the relation
between a researcher and her subjects.
Which factors affected the ability
of the children in Zentella’s study to continue to be
bilingual? Be specific and give examples.
5. Provide 3 rules and 3 corresponding
examples of (phonological, morphological, or semantic) features of African
American English . Although you can give your example,
the type of features must correspond to those found in Hand-out # 4 (from Rickford 1999). (9 points)
Example:
Realization of final ng as n in gerunds [RULE], e.g. walkin’
for SE “walking” [EXAMPLE]
1.
________________________________________________________________________
_______________________________________________________________________
2. ________________________________________________________________________
________________________________________________________________________
3.
_______________________________________________________________________
_________________________________________________________________________
6. For each of the following
patterns of Caregiver Speech, check whether it is an example of the orientation
called “adapt situation to child” or of the one called
“adapt
child to situation” (10 points)
|
Caregiver speech pattern |
Adapt situation to child |
Adapt child to situation |
|
|
|
|
|
simplified register in talking to
child |
|
|
|
child directed to notice others |
|
|
|
typical situation: two-party
interaction |
|
|
|
topics arise out of what the child seems to want to talk about |
|
|
|
child’s utterances are expanded |
|
|
7. Answer A or B (10 points)
A. What is heteroglossia
and how is it manifested?
B. What are the three perspectives
on African American English discussed by Morgan and what can we learn from her
discussion about researchers and speech communities?
8. Describe the three types of
socialization to literacy in Maintown, Roadville, and Trackton and their
potential implication for school performance according to Heath (9 points).
9. Read the following transcript.
After looking at the 8 features below, find one example for each in the
transcript. (8 points)
1. Special words
______________________________________________
2. Non-verbal adaptation to the
child _______________________________
3. more
careful articulation/slower speech _____________________________________
4. lengthening
of sounds _________________________________________________
5. repetition/redundancy
___________________________________________________
6. modeling
of what the child is supposed to say __________________________
7. expansion
of child’s utterances _[NONE ] ___________________
8. special
rules/pronunciation ___________________________________________
“Pumpkin Transcript” (Rev.
in
Participants:
H1= Hostess #1
Man = man with child (probably
father)
Ch = child dressed in a pumpkin
suit (called “Lisa” by Man)
H2 = Hostess # 2 (off screen)
Res= Researcher (off screen)
|
|
|
Verbal behavior |
Non-verbal behavior |
|
|
|
|
|
|
1 |
|
|
Woman (Wo)
opens door from inside |
|
2 |
|
|
Door scritches |
|
3 |
|
|
At the doorway: a man and a child |
|
4 |
|
|
dressed as a pumpkin |
|
5 |
Man |
( ? // ) |
|
|
6 |
Wo |
hi:::! |
|
|
7 |
Man |
(can y)
say “trick or trea:t”? |
|
|
8 |
Wo |
oo:::! |
|
|
|
|
|
|
|
9 |
Man |
huhuhuh g(h)ood(h)
hh |
Woman lowers large metal bowl to |
|
10 |
|
|
child’s level |
|
11 |
|
she said it. |
Woman kneels down at child’s
level |
|
12 |
|
//I know she di(d) |
|
|
13 |
Wo |
here you go |
|
|
14 |
Man |
hhu::h oo::
yummy //yummy |
|
|
15 |
Wo |
o:::: |
|
|
16 |
Man |
boy you guys’ve
got quite a setup here |
|
|
17 |
|
|
Child takes candy from bowl &
turns |
|
18 |
|
|
to give it to Man |