ppt discourse analysis

Carolyn temple adger

Carolyn Temple Adger is director of the Language in Society Division at the Center for Applied Linguistics, a national non-profit organization devoted to improving communication through better understanding of language and culture.

For many years, she has worked with teachers in culturally diverse schools, leading professional development and conducting research on aspects of language in education.

Dr. Adger’s research on children’s language use has been reported in a number of articles and chapters. Her books include Kids Talk: Strategic Language Use in Later Childhood(co-edited),Making the Connection: Language and Academic Achievement Among African American Students(co-edited), and What Teachers Need to Know About Language(co-edited), as well as Dialects in Schools and Communities(co-authored).She holds an M.S. and a PhD. in sociolinguistics from Georgetown University,1984 and a master's degree in English language arts education from the University of Maryland.

Carolyn Temple Adger is a Faculty Research Associate at the Department of Special Education, University of Maryland, where she directs research on the school language experiences of children who speak African American Vernacular English. She holds a Ph.D. in sociolinguistics from Georgetown University. Currently, her interests are focused on language in education: cross- cultural communication, language awareness, academic talk, and dialect-fair assessment.

1. Registering students from language backgrounds other than English. Article · Jan 2007

2. Article: Implementing Standards with English Language Learners: Initial Findings from Four Middle Schools. Jan 1998.

3. Article: Professional Development for Teachers in Culturally Diverse Schools.

error analysis thesis

Error analysis assignment Thesis “Students’ Perception on the blog usage as the media of learning English at the English Department Faculty of Education and Teacher’s Training Unilak

CHAPTER I
No	Type of Error	Error identification	Error correction
1.	Subject / verb agreement	Many facilities, qualities, and benefits that offered by IT was designed	Many facilities, qualities, and benefits that offered by IT were designed
		There are many research in scope of ELT	There are many researches in scope of ELT
		In many education institution	In many education institutions
		the purpose of the research is :	the purpose of the research are :
		The key term in this research was:	The key terms in this research was:
		The key term in this research was:	The key term in this research were:
2.	Verb tense	Nowadays, there was no activity or profession that will not related to IT	Nowadays, there is no activity or profession which related to IT
		The researcher will found out student perception	The researcher will find out student perception
		It is important to found out	It is important to find out
		There were 4 instruments that will be used	There were 4 instruments that would be used
3.	Spelling	ease anyone to learn anywhere, anytime, and form anyone.	ease anyone to learn anywhere, anytime, and from anyone.
		also give benefits to teacher, English lectures, and even non-native learners	also give benefits to teacher, English lecturers, and even non-native learners
		Morph-syntax	Morpho-syntax
		use purposive samping to interviewing 10 first students who fill	use purposive samping to interviewing 10 from first students who fill
4.	Pronoun	The researcher will found out student perception	The researcher will found out students perception

 

 

 

 

 

 

 

 

CHAPTER II
No	Type of Error	Error identification	Error correction
1.	Subject / verb agreement	Many facility, quality, and benefit that offered by IT	Many facilities, qualities, and benefits that offered by IT
		Nowadays, blog is using in many field	Nowadays, blog is using in many fields
		It is also offers a media	It offers a media
		For that reason, many expert	For that reason, many experts
		Many education institution	Many education institutions
		There for many research to cases	There for many researches to cases
		that students was able to accepting blog	that students were able to accepting blog
		There were three part of this research	There were three parts of this research
		Many research recommend blog usage	Many researches recommend blog usage
		Social situation research is :	Social situation research are :
2.	Verb tense	Many facility, quality, and benefit that offered by IT designed to ease people in acccessing information	Many facility, quality, and benefit that offered by IT are designed to ease people in acccessing information
		Perception also a process ...... , or interpretation of that being see, heard, or felt by senses	Perception also a process ...... , or interpretation of that being seen , heard, or felt by senses
		This research view on the blog usage	This research views on the blog usage
		Second, was to build students interaction and communication	Second, is to build students interaction and communication
3.	Spelling	Weblog also known	Web-blog also known
		to Suppor4t	to support
4.	Capitalization	Weblog also known as Blog is a web application	Weblog also known as blog is a web application

 

 

 

 

 

 

 

 

 

CHAPTER III
No	Type of Error	Error identification	Error correction
1.	Spelling	That can best the answered by verbablly	That can best the answered by verbally
		Morph-syntax	Morpho-syntax
2.	Capitalization	The researcher focused on Students Perception	The researcher focused on students perception
3.	Subject/ verb agreement	Social situation has three element which is place, actors and activity	Social situation has three elements which are place, actors and activity
		The researcher give some view about	The researcher give some views about
4.	Word order	blogging activity took to many times	blogging activity took too much time
		that can be used for many interests	that can be used for much interest
5.	Verb tense	The researcher give some view about	The researcher gives some view about
		Therefore, students were required .... and students will try their best	Therefore, students were required .... and students would try their best

article review of discourse in educational setting by carolyn temple adger

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Intoduction

This chapter offers a selective overview of some of the chief analytic constructs that have been employed in describing classroom interaction and some of the topics of discourse study in educational settings. It closes by considering how insights from discourse analysis in schools can help to make them better.

1. Focus on Linguistic Practices in Schools

Since the early 1970s, research on language in schools has moved from a focus on discrete chunks of language to a concern with “communication as a whole, both to understand what is being conveyed and to understand the specific place of language within the process” (Hymes 1972: xxviii). Highly inferential coding of classroom linguistic activity receded (though it persists still) as scholars with disciplinary roots in anthropology, social psychology, sociology, and sociolinguistics began to focus on structural cues by which interactants understand what is going on (e.g. Gumperz and Herasimchuk 1975; McDermott et al. 1978; Mehan 1979). The elicitation sequence composed of teacher initiation, student response, and teacher evaluation (IRE), proposed as a basic unit of instructional interaction, was tested against empirical evidence. For example, Mehan et al. (1976) had argued that the evaluation turn was optional, but Griffin and Shuy (1978) found it to be obligatory: when it does not occur, some reason for its absence can be located in the discourse by reference to interactional rules.

2 Topics of Discourse Analysis in School Settings

The rise in discourse analytic study of educational settings is part of a broader embracing of qualitative study in a domain long dominated by behavioral theory and quantitative research methods. Reasons for this shift are complex, but a prime influence came from the imperative – moral, legal, and economic – to educate a diverse population of students

2.1 Clasroom interaction as cultural practice

Discourse analysis has been instrumental in locating the educational failure of children from certain groups within classroom practices, particularly where the cultural background of the teacher and the pervasive culture of the school is different from that of the students. Microanalysis of classroom interaction shows mismatched frames (Tannen 1993) and participation style in classroom routines, with the result that over time students accumulate individual profiles of failure that mirror the statistics for their groups derived from standardized tests.

2.2 Classroom discourse and literacy development

Sociocultural studies have been concerned especially with the ways in which students develop literacy, broadly defined to include the acquisition and increasingly skilled use of written language, the interweaving of talk and text, and the genres or discourses associated with school. Often literacy studies also consider cultural norms, with a focus on explicating contrasts between school and community that constrain literacy success (e.g. Gee 1989; Heath 1983; Scollon and Scollon 1981). Michaels’s work on “sharing time,” the class meeting that has typified elementary classrooms, identified two patterns of thematic progression in children’s narratives: a topic-centered pattern and a topic-associating pattern (Michaels 1981). In the topiccentered pattern used by European American children, a narrow topic is mentioned and fixed in time to start the story, with subsequent utterances adhering to it. In the topic-associating pattern more usual with African American children, a general topic is put forth and other topics are raised in relation to it. The styles differ both in what can constitute the topic and in how topics are developed. From the perspective of the European American teacher whose classroom Michaels studied, the topic-associating style was illogical and deficient.

2.3 Discourse study of second language development

Discourse analysis has become an increasingly attractive analytic method for researchers in second language development because of what it can show about that process and what it can suggest about second language pedagogy\

2.4 Classroom discourse as learning

In recent years, discourse analysis has played an important role in testing and extending the theories of Vygotsky (1978) and other contributors to the sociocognitive tradition (e.g. Wertsch 1991; Rogoff 1991). While Vygotsky’s thinking has been interpreted in very different ways (Cazden 1996), some of his insights have been highly influential in research on teaching and learning: that individuals learn in their own zones of proximal development lying just beyond the domains of their current expertise, and that they learn through interacting in that zone with a more knowledgeable individual and internalizing the resulting socially assembled knowledge.

2.5 School as a venue for talk

School is also a site of social interaction that is not academic. Eder’s (1993, 1998) work on lunchtime interaction in a middle school shows that collaborative retelling of familiar stories functions to forge individual and group identities that partition young people from adults. Here school structures and participants – teachers and students – are recast as background for other socialization work that young people do together through discourse.

3 Application of Discourse Studies to Education

Most work on classroom discourse can be characterized as applied research: by illuminating educational processes, the research is relevant to critiquing what is going on in classrooms and to answering questions about how and where teaching and learning succeed or fail.

4 Conclusion

This chapter touches on some methodological advances and topical interests within the corpus of discourse analysis in education settings. This corpus is by now encyclopedic (Cazden 1988; Corson 1997; Bloome and Greene 1992), and that is both the good and the bad news. The good news is that many of the educational processes that are the very stuff of school are being scrutinized. We now have methods and researchers skilled in their use for asking and answering questions about why we see the educational outcomes that fuel funding and policy decisions. The bad news is that discourse analysis and other qualitative methods are not widely accepted even within the educational establishment. One way of bringing this scholarship into the mainstream of educational research is through research and development programs that make the applications of discourse analysis very concrete. There is a need for more interdisciplinary collaboration in research design, data collection, and analyses requiring close attention to talk. The challenge is to avoid an atheoretical, merely commonsense approach to the study of talk and text and to knit together and build in the rather disparate work so far amassed.

tugas error analysis

Error Anlyisis

Section A
1 . “Error analysis is the study of errors made by the second and foreign language learners.” Richards et.al(1985:96) “ ... the process to observe, analyze, and classify the deviations of the rules of the second language and then reveal the systems operated by learners.” Brown (1980:166) “... error analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics.” Crystal (1987 : 112) 2. a. Sentence fragment b. comma splices c. a run- on sentence d. faulty modification e. faulty parrarelism f. sentence shifts g. faulty comparison h. other writing errors 3. wrong word, sentence shift, faulty parrarellism Section B 1.<P> P1 Semantics focusing on the relation between signifiers, like words. phrases,signs, and symbols.Linguistics semantics is the study of meaning that is used for understanding human expressons through language. Semantics tried to understanding what meaning was an element and how it is constructing by language as well as interpretetion, obscured and negotiated by speakers and listeners of language. Wrong punctuation Wrong word Faulty parralellism P>P2 Furthermore, semanics is the study of the “toolkit “ fo meaning, knowledge encoded in the vocabulary of the language and its pattern for building more elaborate meanigs,up to level of the sentence meanings, An understanding of semantics is essential to the study of language acquisition, how language users acquired a sense of meaning as speakers and writers, listeners and readers and f language change, how meanings alter over time. sentence fragment comma splices <P>P3 In fact: semantics is one of the main branches of contemporary linguistic.All people necessarily Interested in meaning. Wonder about the meaning of a new word is human nature. Wrong punctuation sentence fragment <P>P4 Proverbs are short message of good advice Wrong word <P>P5 Regards to syllabus got from the sematics lecturer, the students’ shoud be able to understanding proverbs as one of subfields in semantics. They are targetted to get the meaning even appreciate English proverbs, Afterward, there are some phenomena are faced by the students in semantics Class which indicate semantics is totally hard.Furthermore the students were difficult obtained the meaning of certain words on semantics view. Wrong possesive Sentence shifts Faulty parralelism <P>P6 Therefore , the researcher is going to conduct correlation research entitled”The students’s to Appreciate Famous English Proverbs.” Wrong possesive sentence fragment
<P>2. wrong word, sentence fragment, wrong punctuation <P>3. In pragraph 1<P>

The definition of discourse analysis

Discourse is the creation and organization of the segments of a language above as well as below the sentence

https://call-for-papers.sas.upenn.edu/node/39688

Discourse is 'language above the sentence or above the clause' (Stubbs 1983:1)

Discourse: 1. a serious speech or piece of writing about a particular subject; 2. serious conversation; 3. connected language in speech or writing; (Longman Dictionary of Contemporary English, 2nd edition, 1987)

https://en.wikipedia.org/wiki/Discourse_analysis

in linguistics, discourse refers to a unit of language longer than a single sentence.

Discourse studies, says Jan Renkema, refers to "the discipline devoted to the investigation of the relationship between form and function in verbal communication" (Introduction to Discourse Studies, 2004)

http://grammar.about.com/od/d/g/discourseterm.htm

"Discourse is the way in which language is used socially to convey broad historical meanings. It is language identified by the social conditions of its use, by who is using it and under what conditions. Language can never be 'neutral' because it bridges our personal and social worlds."

(Frances Henry and Carol Tator, Discourses of Domination. University of Toronto Press, 2002)

a careful study of something to learn about its parts, what they do, and how they are related to each other

an explanation of the nature and meaning of something

http://www.merriam-webster.com/dictionary/analysis

Analysis is the process of separating something into its constituent elements.

https://en.oxforddictionaries.com/definition/analysis

a separating or breaking up of any whole into its parts, esp. with an examination of these parts to find out their nature, proportion, function, interrelationship, etc.

a statement of the results of this process

http://www.yourdictionary.com/analysis

"[Discourse analysis] is not only about method; it is also a perspective on the nature of language and its relationship to the central issues of the social sciences. More specifically, we see discourse analysis as a related collection of approaches to discourse, approaches that entail not only practices of data collection and analysis, but also a set of metatheoretical and theoretical assumptions and a body of research claims and studies."(Linda Wood and Rolf Kroger, Doing Discourse Analysis. Sage, 2000)

(Discourse analysis is a vast area within linguistics, encompassing as it does the analysis of spoken and written language over and above concerns such as the structure of the clause or sentence (McCarthy 1991)

Discourse Analysis is concerned with the study of the relationship between language and the contexts in which it is used (McCarthy 1991)

Discourse analysis (DA), or discourse studies, is a general term for a number of approaches to analyze written, vocal, or sign language use, or any significant semiotic event.

https://en.wikipedia.org/wiki/Discourse_analysis

Discourse analysis is a broad term for the study of the ways in which language is used in texts and contexts. Also called discourse studies.

http://grammar.about.com/od/d/g/discanalysisterm.

Discourse analysis is concerned with language use as a social phenomenon and therefore necessarily goes beyond one speaker or one newspaper article to find features which have a more generalized relevance. This is a potentially confusing point because the publication of research findings is generally presented through examples and the analyst may choose a single example or case to exemplify the features to be discussed, but those features are only of interest as a social, not individual, phenomenon." (Stephanie Taylor, What is Discourse Analysis? Bloomsbury, 2013)

http://grammar.about.com/od/d/g/discanalysisterm.

komen semantic

Conversion

* Conversion: this process is also known as zero-derivation.

This process changes the part of speech and meaning of an existing root without producing any change in pronunciation or spelling and without adding any affix.

* Process where by an item is adopted or converted to a new word class without the addition of an affix.

Conversion to noun:

de- verbal:'state' love, want, desire

'event/activity' laugh, fall, search

'object of V' answer, find

De-adjectival: there is no very productive pattern of adjective-noun conversion.

Examples:

I'd like two pints of bitter [=type of beer].

They're running in the final [=final race].

Conversion to verb:

De- nominal:'to put in/on N' bottle, garage

'to give N','to provide with N' coat, mask, oil, plaster

'to send/go by N' mail, telegraph, bicycle, boat

De-adjectival: (transitive verbs) 'to make adj'

or 'to make more adj' calm, dry, dirty

(intransitive verbs) 'to become adj' empty, narrow, yellow

Conversion to adjective:

De- nominal: a brick garage ~ the garage is brick

reproduction furniture ~ this furniture is reproduction
p>Types of Conversion

* From Verb to Noun

to attack à attack

to hope à hope

to cover à cover

* From Noun to Verb

comb à to comb

sand à to sand

party à to party

* From Name to Verb

Harpo à to Harpo

Houdini à to Houdini

* From Adjective to Verb

dirty à to dirty

slow à to slow

* From Preposition to Verb

out à to out

In some cases, conversion is accompanied by a change in the stress pattern known as stress shift.

transpórt (V) à tránsport (N)

rewríte (V) à réwrite (N)

condúct (V) à cónduct (N)

subjéct (V) à súbject (N)

Examples:

I need someone to come to the blackboard.

Is there a volunteer?

Someone has to volunteer.

Otherwise, I will volunteer someone.

Reference:

http://qiru.blogspot.co.id/2012/12/morphology-conversion.html

Proverb and idiom

An idiom is a phrase that has a meaning of its own that cannot be understood from the meanings of its individual words.

Here are some examples of idioms:

to be fed up with means to be tired and annoyed with something that has been happening for too long

to rub someone the wrong way means to irritate someone

by the skin of your teeth means that something was successful, but only just barely. “She passed the test by the skin of her teeth” means she almost didn’t pass.

A proverb is a short popular saying that gives advice about how people should behave or that expresses a belief that is generally thought to be true.

Here are some examples:

Don’t cry over spilled milk.

Those who live in glass houses shouldn’t throw stones.

A stitch in time saves nine.

Like idioms, proverbs often have a meaning that is greater than the meaning of the individual words put together, but in a different way than idioms.

The literal meaning of an idiom usually doesn’t make sense, and idioms can be almost impossible to understand unless you have learned or heard them before.

The literal meaning of a proverb such as “Don’t cry over spilled milk” does makes sense on its own, but it’s not until you apply this meaning to a broader set of situations that you understand the real point of the proverb.

For example, “Don’t cry over spilled milk” means “Don’t get upset over something that has already been done.

It’s too late to worry about it now, just get on with your life.

References:

https://www.youtube.com/watch?v=EpRjtiisJ5M

http://www.learnersdictionary.com/qa/what-s-the-difference-between-idioms-and-proverbs

Homonym,homophones and homographs

HOMONYMS HOMOPHONES HOMOGRAPHS

Homonyms, or multiple meaning words, are words that share the same spelling and the same pronunciation but have different meanings. For example, bear.

A bear (the animal) can bear (tolerate) very cold temperatures.

The driver turned left (opposite of right) and left (departed from) the main road.

Homophones, also known as sound alike words, are words that are pronounced identically although they have different spellings and meanings.

These words are a very common source of confusion when writing.

Common examples of sets of homophones include: to, too, and two; they're and their; bee and be; sun and son; which and witch; and plain and plane.

Vocabulary Spelling City is a particularly useful tool for learning to correctly use and spell the sound alike words.

Homographs are words that are spelled the same, but have different meanings and different pronunciations.

Some examples of homographs are:

bass as in fish vs bass as in music,

bow as in arrow vs bow as in bending or taking a bow at the end of a performance,

close as in next to vs close as in shut the door,

desert as in dry climate vs desert as in leaving alone.

Currently, Vocabulary Spelling City cannot distinguish between homographs, as we are unable to have two pronunciations for the exact same word.

We are looking for possibilities in the future.

A HOMONYM IS ONE OF A GROUP OF WORDS THAT SHARE THE SAME SPELLING AND THE SAME PRONUNCIATION BUT HAVE DIFFERENT MEANINGS.

THIS USUALLY HAPPENS AS A RESULT OF THE TWO WORDS HAVING DIFFERENT ORIGINS.

THE STATE OF BEING A HOMONYM IS CALLED HOMONYMY.

A HOMOPHONE IS A WORD THAT IS PRONOUNCED THE SAME AS ANOTHER WORD BUT DIFFERS IN MEANING.

THE WORDS MAY BE SPELLED THE SAME, SUCH AS ROSE (FLOWER) AND ROSE (PAST TENSE OF "RISE"), OR DIFFERENTLY, SUCH AS CARAT, CARET, AND CARROT, OR TO, TWO AND TOO.

ALL HOMONYMS ARE HOMOPHONES BECAUSE THEY SOUND THE SAME. HOWEVER, NOT ALL HOMOPHONES ARE HOMONYMS.

HOMOPHONES WITH DIFFERENT SPELLINGS ARE NOT HOMONYMS.

* "ADVOCATE" CAN BE PRONOUNCED WITH A LONG "A" SOUND AND MEAN “TO SPEAK OR WRITE IN SUPPORT OF”

* "ADVOCATE" CAMN ALSO BE PRONOUNCED WITH A SHORT "A" SOUND AND REFER TO A PERSON WHO SUPPORTS OR PLEADS THE CAUSE OF ANOTHER.

HOMOGRAPH - “GRAPH” HAS TO DO WITH WRITING OR DRAWING.

WHEN YOU THINK ABOUT A GRAPH, YOU ENVISION A PICTURE.

IF YOU READ GRAPHIC NOVELS, YOU KNOW THEY HAVE PICTURES.

SOMEONE DREW THEM. SO “HOMOGRAPH” MEANS “SAME PICTURE” OR “SAME WRITING.”

HOMOGRAPHS ARE WRITTEN (SPELLED) THE SAME.

HOMOPHONE - “PHONE” HAS TO DO WITH SOUND. WHEN YOU TALK ON THE TELEPHONE, YOU HEAR THE OTHER PERSON’S VOICE.

WHEN PEOPLE IN THE 1800S USED A GRAMOPHONE, THEY WERE LISTENING TO MUSIC.

AND PHONOLOGY IS THE STUDY OF A LANGUAGE’S SOUNDS.

SO “HOMOPHONE” MEANS “SAME SOUND.”

HOMOPHONES ARE PRONOUNCED THE SAME.

HOMONYM - “NYM” MEANS “NAME.”

STEVIE NICKS AND STEVIE WONDER HAVE THE SAME FIRST NAME, BUT THEY CLEARLY ARE DIFFERENT PEOPLE.

IT’S THE SAME WITH HOMONYMS.

THEY’RE SPELLED THE SAME (HOMOGRAPHS) AND PRONOUNCED THE SAME (HOMOPHONES), BUT THEY HAVE DIFFERENT MEANINGS.

“BOW,” FOR EXAMPLE, MEANS BOTH “TO BEND AT THE WAIST” AND “THE FRONT OF A BOAT.”

Reference:

http://conceptsinsemantics.weebly.com/homograph-homonymy-homophones.html

Polysemy

I. Polysemy

Polysemy is the existence of several meanings for a single word or phrase.

The word polysemy comes from the Greek words πολυ-, poly-, “many” and σήμα, sêma, “sign”.

In other words it is the capacity for a word, phrase, or sign to have multiple meanings i.e., a large semantic field.

Polysemy is a pivotal concept within the humanities, such as media studies and linguistics.

A word like walk is polysemous:

1. I went walking this morning

2. We went for a walk last Sunday

3. Do you walk the dog every day?

4. I live near Meadow Walk Drive

5. The wardrobe is too heavy to lift; we’ll have to walk it into the bedroom (move a large object by rocking).

6. She walks the tower (to haunt a place as a ghost).

7. The workers threatened to walk (to go on strike).

8. Walk with God! (to live your life in a particular way)

Reference

http://www.afv.gr/index.php?option=com_content&view=article&id=161:polysemy-a-homonymy&catid=121:miscellaneous&Itemid=352

Antonomasia

Onomatopoeia

Bam! Beep! Zoom! Buzz! Bang! It is a delight to study Onomatopoeia which defines words that imitate the regular sound related to an act or entity.

Onomatopoeia is funny sounding words that are easily picked up by students.

Students may use these words which sound like the very thing being named or written about. The pronunciation to the actual sound represented is very close to the sound depicted.

'Slap,' for example, not only means the sound that is made by hitting skin, but also the action of hitting someone on the face with a hand, similarly 'twitter' is more than just the sound birds make.

What is Onomatopoeia

Onomatopoeia is defined as a word, a poetic arrangement of words to convey how something sounds. It imitates the natural sounds of an action involved. When an action is named by replicating the sound related with it, is known as onomatopoeia. An example of onomatopoeia would be, “Cock-a-doodle-do, crowed the rooster.” Onomatopoeia is the creation of a word from a sound allied with what is named. For example, onomatopoeia is the pop of a balloon, the tweet of a bird, the whispering of the forest trees, or hum of a thousand bees.Onomatopoeia gives a rhetorical effect to words used.

Examples:

•'Rustle' is the action of somebody moving papers around and causing them to brush together but it also indicates the, sound of papers brushing together, thus making this noise. •'Whisper' not only signifies the sound of people talking quietly, but also defines the action of people talking softly.

Examples of Onomatopoeia

The following examples have been clustered according to their use.

Words Related to the Voice – Sounds that come from behind the throat starts with a gr- sound however sounds that originate from the mouth over the lips, teeth and tongue tend to begin with mu-.

Example:

growl	belch	chatter	mumble	grunt
blurt	giggle	bawl	gurgle	murmur

Words related to Water – Words related to water usually begin with sp- or dr-. Words that specify a lesser sum of liquid often end in -le such as sprinkle/drizzle.

Example:

growl	belch	chatter	mumble	grunt
blurt	giggle	bawl	gurgle	murmur

Words Related to Air – they describe the sounds of air gusting through things or of things rushing and blowing through the air.

Example:

fwoosh	flutter	swoosh	whoosh	whisper	whip
fisst	gasp	swish	whiff	whizz	puff

Animals Sounds – Animals speak a different language too, depending on where the chicken is from for instance, she might bok-bok, cluck-cluck, kot-kot, tok-tok, or cotcotcodet.

Example:

baa	chirp	meow	chortle	cluck	bow-wow
oink	buzz	tweet	cheep	hiss	moo
purr	ribbit	bray	quack	bark	neigh
cuckoo	warble	cock-a-diddle-doo	woof	yap	roar
growl	snarl	chirp	squeak	howl	twitter
chirp	hoot	hum	gibber	hee-haw	trumpet

Words Related to Collisions – can occur between two or more objects.

Sounds that begin with cl- frequently indicate collisions between metal, steel, crystal or glass objects, words that end in -ng are sounds that resonate.

Words that begin with th- generally define dull sounds like soft but heavy things hitting wood or earth.

Example:

bam	clink	jingle	ding	bang
whomp	clang	clap	clank	thud
clatter	boom	thump	wham	click
slap	smack	crash	slam	screech

Miscellaneous Examples – Onomatopoeia can be found in literature, prose, poetry, songs, jingles and advertisements.

Consider the following examples of onomatopoeia:

bing	mutter	rattle	ping	boom	creak	rip
rush	beep	creak	fizz	throb	sip	honk
purr	bash	eeeyouch	ahem	crackle	sloshes	pop
shriek	awww	knock	yelp	woo-hoo	sneer	Huh
slobber	pong	achoo	phwew	snort	Ah-ooh-ga	ding
moan	sizzle	rat-a-tat	achoo	yawn	cough	vroom
drum	dong	click	hiccup	cricket	gobble	zoom

>Benefits of using Onomatopoeia

Learning Onomatopoeia allows students to discover within themselves the enjoyment they can achieve as they learn the subject.

It helps a child to think creatively and become more knowledgeable.

Mentioned below are few benefits of using Onomatopoeia:

1. Sound words will be read with the objects related.

2. Students use their imaginings and imitate sounds for things.

3. The will be melodically prone with sounds words and use them to sing songs.

4. They will improve their Listening skills and attentively hear indoor and outdoor sounds.

5. Students will take part and use musical sounds in poems.

6. It helps students define sound on their own and list quite a few objects that make sounds.

7. Helps students to be imaginative, unique and creative.

8. Students will become familiar with the vocal organs, the vocal and produce speech sounds. Reference http://english.tutorvista.com/literary-response/onomatopoeia.html