course outline - semester 1, 2009 - university of newcastle collections/pdf... · assignment 1...

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CONTENTS

Timetable, Lecture Schedule, & Assessment Schedule ii

Material for Concepts Tutorial 1

Word Classes 8

Phonetics 9

Features 28

Phonology 36

Morphology 53

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Callaghan Campus Timetable Semester 1 - 2009 Lecture Wednesday 11:00 - 13:00 [GP101] and Tutorial Wednesday 9:00 - 10:00 [GP316] Commence Wk 2 or Wednesday 10:00 - 11:00 [GP316] Commence Wk 2 or Wednesday 14:00 - 15:00 [W202] Commence Wk 2 or Wednesday 15:00 - 16:00 [W202] Commence Wk 2 or Wednesday 16:00 - 17:00 [W202] Commence Wk 2 or Wednesday 17:00 - 18:00 [W202] Commence Wk 2 LECTURE SCHEDULE Week Week beginning Topic Tutorial 1 2 March Basic concepts 2 9 March Language Acquisition Concepts 3 16 March Language and the Brain Word Classes 4 23 March Phonetics IPA 5 30 March Phonetics Features 6 6 April Phonology Natural Classes

Semester Break 7 20 April Phonology Phonology 8 27 April Morphology Phonology 9 4 May Morphology Morphology 10 11 May Syntax Morphology 11 18 May Syntax Syntax 12 25 May Synchronic variation Syntax ASSESSMENT SCHEDULE Assignment 1 (Phonetics) 10% due Friday 3 April Assignment 2 (Phonology) 10% due Friday 1 May Assignment 3 (Morphology) 10% due Friday 15 May Assignment 4 (Syntax) 10% due Friday 29 May Case Study 20% due Friday 5 June Final Exam: 40% during the formal exam period All assignments and the case study are due at 2300 and are to be submitted electronically (instructions will be given).

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Materials for Concepts Tutorial Tutorial Exercise 1: Nicaraguan Sign Language

In this tutorial we will examine a rare example of the “birth” of a new language in a community of deaf children in Nicaragua. In 1979, the Sandanista government of Nicaragua implemented new policies relating to health and education. The first public day school was established for the deaf in Managua in 1980. Before this, deaf children lived in their own communities without contact with other deaf people, and there was no sign language, so they had virtually no linguistic input. Because of this, when the first students entered the deaf school, they each used their own separate homesign (basic idiosyncratic gestural systems developed within individual families). This meant that when these children entered the deaf school they could not easily communicate with each other. In response, the older students immediately developed a pidgin, LSN (Lenguaje de Signos Nicaraguense). Later, younger signers (age 4+) joined this new deaf community and were exposed to LSN from the older children. By 1983, a creole had started to emerge among the younger signers, ISN (Idioma de Signos Nicaraguense). To study the emergence of ISN, Anne Senghas (a PhD student at MIT) ran experiments to test older and younger signers. • The study controlled for age at entry (young: 0;0-6;6; medium: 6;7-10;0; and old: 10;1-27;5)

and year of entry (pre- or post-1983). • To elicit spontaneous signing, she showed them a cartoon entitled “Mr Koumal Battles His

Conscience” and videotaped the children’s description of the narrative. • Senghas examined the use of several verbal signs, including inflection for person agreement,

position/location inflection, “shoulder shifts” (inflection which function as a change of narrative voice), aspectual markers, classifier systems and overall rate of fluency measured in morphemes per minute and morphemes per sign.

• Altogether, 25 signers participated in the experiment; 13 entered before 1983 (5 young, 5 medium, and 3 old), and 12 entered after 1983 (3 young, 3 medium, and 6 old).

Part 1 a) Look at the data presented in Figures 10 and 11. What effect does the age of entry have on the

morphemes per minute signed? What does Figure 12 show? b) Look at the data presented in Figures 13 and 14. What effect does the age of entry have on

morphemes per sign? What does Figure 15 show? c) What do the combined results show? Part 2 a) Look at the data presented in Figures 26, 27 and 28. What is the effect of age of entry and

year of entry on the total inflections signed? b) What is different about the input before and after 1983? How does this interact with the age

of the children exposed to the input? Part 3 a) In quantitative terms, how is the pidgin LSN different from the creole ISN?

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b) How do the younger children acquire ISN? c) Do the older children ever acquire ISN? Why or why not?

Some special terms Some of the terms we’ve used in this tutorial exercise will be new to you. We will talk about these in more detail during the course, but so you can understand what we are referring to in this exercise, here is a non-technical definition of some of these terms. (Don’t quote these definitions later on in the course – they’re definitely not technical!) sign A ‘word’ in a sign language. pidgin A very basic system of communicating that is not a full language – it

doesn’t have many words or a complex grammar. creole A full language like any other, but one that grows out of a pidgin. A

creole is a fully complex language with a complex grammar and a full vocabulary.

morpheme A meaningful part of a word. For example in the word applied, there are two meaningful parts: apply, meaning ‘apply’, and –ed, meaning ‘in the past’.

morpheme per minute This is basically just about how fluently someone is ‘speaking’ (including using a sign language like NSL). The more morphemes per minute someone says or signs, the more quickly they are speaking/signing.

morpheme per sign This is about how complicated the language is. In spoken language we would talk about morphemes per word. So, for example apply is a one morpheme word, applied is a two morpheme word, and reapplied is a three morpheme word. The more morphemes per sign, the more complicated their ‘words’ are.

inflection An inflection is the part of a word or sign that has to do with the grammar of a language, not the actual meaning of words. For example the –ed at the end of applied doesn’t really change the meaning of the word, it just adds some grammatical information (like when the event happened). The main point for this tutorial is that inflection is a type of grammatical complexity.

total inflections Basically this is about how grammatically complicated what people are saying or signing is. The more inflections, the more grammatically complexity

References Senghas, Ann, 1995a, Children’s contribution to the birth of Nicaraguan Sign Language.

PhD thesis: MIT. Senghas, Ann, 1995b, ‘The development of Nicaraguan Sign Language via the language

acquisition process.’ In D. MacLaughlin & S. McEwen (eds.), Proceedings of the Boston University Conference on Language Development 19:543-552. Boston: Cascadilla Press. (www.columbia.edu/~as1038/pdf/Senghas1995a.pdf)

Senghas, Ann, 1994, ‘Nicaragua’s lessons for language acquisition.’ Sign 7/1:32-39.

http://www.columbia.edu/%7Eas1038/pdf/Senghas1995a.pdf

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WORD CLASSES

1. Identify the class of each word in the following sentences: a. I remember mama. b. Martians like cheese. c. Bill ran quickly to the door and opened it. d. Mary was bitten by a rabid dog. e. The girl with the blond hair went to the movies after school. f. I believe John likes kosher pickles. g. He met her by the gate. h. The burglar came into the room. i. She wrote with a pen. j. They were thinking about the problem. k. She wore a new dress. l. The assignment was extremely difficult. m. He was a tall man. n. The members named him chairman. o. The very apprehensive teller gave the holdup man the crisp new bills. p. Paul looks rather tired and sad.

3. Each of the following words belongs to more than one word class. State which word classes they belong to and give sentences to illustrate their use as members of each of their word classes: kick, dry, early, hard, calm, book, help, round.

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PHONETIC SYMBOLS

Symbols for transcribing English consonants

Stops Fricatives Nasals p pin f fat m mat b bin v vat n no t tin T thing N ring d din D then k curl s seal g girl z zeal S shoe Z treasure h hat

Affricates Approximants Laterals

tS choke ® rat l leaf dZ joke j yes w with

Place and manner of articulation for English consonants.

PLACE OF ARTICULATION MANNER OF

ARTICULATION Bilabial Labio-dental Dental Alveolar Palato-alveolar Palatal Velar Glottal Stop Voiceless p t k Voiced b d g Fricative Voiceless f T s S hVoiced v D z Z Affricate Voiceless tS Voiced dZ Nasal m n N Lateral l Approximant w1 ® j

1 [w] is actually labial-velar, i.e. simultaneously bilabial and velar.

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Symbols for transcribing Australian English vowels. Simple vowels (Monophthongs) Diphthongs i peat I pit aI pie I´ dear E pet Q pat eI bay E´ hair ´ above Œ dirt çI boy u´ cure a part √ but aU how Å pot ç port oU hoe U put u suit i beet tense, high, front, unrounded I bit lax, high, front, unrounded eI bait tense, mid, front, unrounded + lax, high, front, unrounded E bet lax, mid, front, unrounded Q bat low, front, unrounded Œ Bert tense, mid, central, unrounded ´ above lax, mid, central, unrounded a part low, central, unrounded u boot tense, high, back, rounded U put lax, high, back, rounded oU boat tense, mid, back, rounded + lax, high, back, rounded ç bought lax, mid, back, rounded Å pot low, back, rounded √ but low, back, unrounded New Zealand English ˆ fish, chips tense, high, central, unrounded aI buy çI boy aU how I´ here E´ hair u´ cure

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PHONETICS EXERCISES A. Anatomy/Physiology I. Draw a diagram of the organs of speech, naming each part. II. Briefly describe each of the organs of speech, indicating both their physiological and

their linguistic function. III. The following exercises are designed to help you become more familiar with the

shapes of the vocal tract connected with the production of different speech sounds. For each drawing presented below there is only one sound of English which could be produced by a vocal tract positioned as shown; you are to figure out which sound is represented (either by referring to the descriptions of different sounds or by experimenting with your own vocal tract) and write the phonetic symbol for that sound between the brackets below the appropriate drawing. Note that voicing is shown by wavy lines at that point in the throat where the larynx should be, while unvoiced sounds are represented by two straight lines at that point. The first drawing in three of the rows is labelled to start you off.

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IV. Complete the diagrams so as to illustrate the position of the vocal organs during the

first consonants in each of the following words. If the sound is voiced, schematize the vibrating vocal cords by a wavy line at the glottis. If it is voiceless, use a straight line.

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B. Sound Identification I. Listen to the sounds of the words, and be careful not to be confused by spellings.

Using a mirror may be helpful. 1. Circle the words that begin with a bilabial consonant: mat gnat sat bat rat pat 2. Circle the words that begin with a velar consonant: knot got lot cot hot pot 3. Circle the words that begin with a labiodental consonant: fat cat that mat chat vat 4. Circle the words that begin with an alveolar consonant: zip nip lip sip tip dip 5. Circle the words that begin with a dental consonant: pie guy shy thigh thy high 6. Circle the words that begin with a palato-aveolar consonant: sigh shy tie thigh thy lie 7. Circle the words that end with a fricative: race wreath bush bring breathe bang rave real ray rose rough 8. Circle the words that end with a nasal: rain rang dumb deaf 9. Circle the words that end with a stop: pill lip lit graph crab dog hide laugh back 10. Circle the words that begin with a lateral: nut lull bar rob one 11. Circle the words that begin with an approximant: we you one run 12. Circle the words that end with an affricate: much back edge ooze 13. Circle the words in which the consonant in the middle is voiced: tracking mother robber leisure massive stomach razor

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14. Circle the words that contain a high vowel: sat suit got meet mud 15. Circle the words that contain a low vowel: weed wad load lad rude 16. Circle the words that contain a front vowel: gate caught cat kit put 17. Circle the words that contain a back vowel: maid weep coop cop good 18. Circle the words that contain a rounded vowel: who me us but him II. Name the consonant sounds in the middle of each of the following words as indicated

in the example: Voiced or Place of Manner of voiceless articulation articulation robber voiced bilabial stop

1. father

2. singing

3. etching

4. ether

5. pleasure

6. hopper

7. selling

8. sunny

9. lodger 10. adder

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III. Following are some groups of words. Considering one group at a time, pronounce the words (as many times as necessary) and compare the sounds that the underlined letter(s) in each word stands for. (Ignore the rest of the word.) Are all 5 sounds in the 5 words the same? If so, write “All the same.” Find one other word that includes this same sound. Are four of the sounds the same and one different. Are three of the sounds the same and two different? If so, put an “X” beside the two words whose relevant sounds don’t match those of the other three. For these groups find one other word that has the same sound that’s included in the word)s) that you marked with an “X”. Find one word with the same sound that’s included in the unmarked words, too.

Remember: sameness or difference in spelling is irrelevant. Don’t be misled!

1. shrink 3. cut 5. smooching 7. tact bishop put smudge walked nation study generous waited special touch legend raced splash juggle June logged 2. thumb 4. pleasure 6. suppose both television to ether fishing super other azure broom that flasher you IV. Consider only the vowel sounds represented by the letters in bold in the words

following. How many different vowel sounds do these bold letters represent? Place the words in groups according to the sounds of the bold letters (same sound, same group). There may be “groups” with only one member.

rye profanity sibling super do (Do you want to come?) hey suppose average I able

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V. Give the phonetic symbol and the three-term articulatory description (i.e. voicing, place of articulation, and manner of articulation) for the first and last sound of each of the following words:

Symbols Description first sound 1. soothe last sound first sound 2. gym last sound first sound 3. cough last sound VI. 1. Circle all the words below that have a nasal as their final sound: pin tab tame sings sign lamb 2. Circle all the words below that begin with an alveolar sound: fin sin dumb great thought just lest church ten nest 3. Circle all the words below that have a velar sound: care lick sing that boss jug ridge mice VII. 1. Say the word helps, and feel how each sound is made. Try to fill in the chart below

for each of the consonants [l p s] at the end of the word. l p s upper articulator lower articulator voiced or voiceless oral or nasal 2. Make a similar chart, and fill in the blanks for the [n d] of sand. VIII. Give examples of two different sounds each involving the following articulations:

both lips, tongue tip and teeth, back of tongue and velum. IX. Give examples of sounds which fit the following terms: voiceless stop, voiced nasal,

voiceless fricative, voiced fricative, lateral.

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X. Describe the vowel sounds in the following English words, in terms of (a) high-mid-low, (b) front-central-back, (c) rounded-unrounded: keep, moon, nut, back, law.

XI. Make a list of English words (in normal orthography) in which the following sounds

appear in (a) initial, (b) medial and (c) final position: z t p l k f b m n s

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C. Word Transcriptions I. Transcribe the following words: (Answers to C.I.a. are on page 18) a) rich ................. ridge ................. sham .................

jam ................. gem ................. bush .................

mush ................. knot ................. myth .................

gap ................. his ................. hiss .................

hung ................. box ................. zest .................

things ................. that ................. dumb .................

hook ................. scotch ................. buff .................

guess ................. witch ................. which .................

should ................. thank ................. vex .................

shock ................. Butch ................. cup .................

debt ................. ring ................. wring .................

latch ................ bath ................. could .................

top ................. this ................. them .................

thumb ................. jug ................. yes .................

give ................. zinc ................. hod .................

peas ................. peace ................. prize .................

b) price ................. loud ................. ice .................

eyes ................. raise ................. race .................

shout ................. lose ................. loose .................

choose ................. coat ................. code .................

root ................. rude ................. mate .................

made ................. though ................. pined .................

pint ................. down ................. bound .................

through ................. sight ................. sighed .................

place ................. daze ................. throw .................

do ................. due ................. dew .................

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freeze ................. cheese ................. east .................

eazed ................. roast ................. posed .................

don’t. ................ loaf ................. healed .................

knifed ................. wheezed ................. boned .................

cheer ................. jeer ................. sheer .................

there ................. chair ................. car .................

star ................. score ................. pure .................

poor ................. sir ................. fur .................

her ................. oar ................. floor .................

cork ................. fork ................. hoarse .................

horse ................. course ................. thwart .................

steered ................. hard ................. heart .................

harm ................. George ................. forge .................

pearl ................. first ................. mare .................

more ................. tour ................. wore .................

war ................. feared ................. air .................

sharp ................. shirt ................. bird .................

barred ................. bared ................. beard .................

harsh ................. hearth ................. scorned .................

II. Transcribe the following words: 1. lose 9. breathe 17. dove (the bird) 2. loose 10. circus 18. hour 3. moustache 11. patient 19. rhythm 4. cough 12. hue 20. price 5. though 13. thing 21. touch 6. vision 14. prays 22. clapped 7. said 15. move 23. moist 8. breath 16. wove 24. pushed III. Transcribe the following words: knee, wrought, lamb, table, wooing, debt, button, wart, chill, psyche, ghost, sure.

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IV. Transcribe the following words: stitch, pebble, loom, elephant, china, ambiguous, thread, corner, length, singing,

fuchsia, facsimile, boil, lawn, extravagant, ashes, language diary, lumps, food, suit, Rumpelstiltskin, Germany, here, their, philosopher, women, notion, force, pure, election, church, bus, buzzer, eyelash, zebra, nudge, alphabetical, crime, yeast, post, lost, stay, lance, pilot, learn, crumb, wisdom, houses, gnat, strata, curriculum, moth, mother, tasks, judge, zip, Europe, plumb, linguistics, contemporary, hatbox, hospital, who, brilliance, putt, oven, law, score, suggestions, diphthong, phenomena, chemistry, probe, put, birdlike, favour, juicy,. pharynx, knitting, cataclysm, society, bush, passion, terms, observer, pageantry, furze, poor, viscount, moustache, cud, plinth, gone, police, aisles, plaid, ache, croquet, ninth, could, bier, recipe, leopard, laurel, brooch, brier, mica, laughter, mallet, bouquet, food, zephyr, mirage, gauge, muscular, chaos, verdict, work, toughen, bough, clerk, wasp, heifer, lieutenants, gauze, quay, half, victuals, circuit, climber, age, ginger, oath, further, soul, gaunt, thinnest, aunt, hyphen, indict, tough, abyss, timber, iron, linger, bury, eight, conscience, granary, alien, viscous, plover, canary, gin, jumping plait, hoist sewer, query, worse, tortoise, sword, lichen, Ralph.

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Answers to C.I.a) rich [®ItS] ridge [®IdZ] sham [SQm]

jam [dZQm] gem [dZEm] bush [bUS]

mush [m√S] knot [nÅt] myth [mIT]

gap [gQp] his [hIz] hiss [hIs]

hung [h√N] box [bÅks] zest [zEst]

things [TINz] that [DQt] dumb [d√m]

hook [hUk] scotch [skÅtS] buff [b√f]

guess [gEs] witch [wItS] which [wItS]

should [SUd] thank [TQNk] vex [vEks]

shock [SÅk] Butch [bUtS] cup [k√p]

debt [dEt] ring [®IN] wring [®IN]

latch [lQtS] bath [baT] could [kUd]

top [tÅp] this [DIs] them [DEm]

thumb [T√m] jug [dZ√g] yes [jEs]

give [gIv] zinc [zINk] hod [hÅd]

peas [piz] peace [pis] prize [p®aIz]

E. Miscellaneous I. Indicate which of the words below have homophones (i.e. words with the same

pronunciation which are spelled differently), which are homographs (i.e. correspond to more than one pronunciation without changes in the spelling) and which have a particularly deviant spelling with regard to the English norm:

colonel, have, lead, urn, tomb, tyre, weigh, mown, aunt, read, sword, lone, fir,

lieutenant, boar, sieve, thyme, yacht, bury, aisle, quay, witch, sow, court, due, pretty, ache, bow, wring.

II. Mark the word pairs below that you consider to be homophonous (i.e. to sound

exactly the same). Then check your intuitions against a standard pronouncing dictionary and try to explain any disparities that might exist.

writ - wit, male - mail, dough - doe, dear - dare, grown - grown, hat - hut, roam - Rome, flaw - floor, here - hear, peel - peal, heir - hair, put - putt, source - sauce, pain - pine, flew - flu, kin - king.

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III. The following sentences are intended to help you develop a feel for various types of sounds. As you say each one over a few times, try to feel which articulators are forming most of the sound.

bilabial: Peter Brown picked a bushel of Burpee’s peppers. labiodental: Verna found five very fine vines. dental: Ethal thinks that this other thin thing is their thread. alveolar: Ed edited it, didn’t he - or did Ted do it? dorso-velar: King Carl quickly kissed the Greek queen. IV. Fill in the missing terms: a. Brenda, a tiny enzyme who lives inside Charlotte’s mouth, is taking notes on

Charlotte’s pronunciation as part of a class project on phonetics that Brenda is doing. Charlotte is saying pigs. Brenda has an excellent vantage point on Charlotte’s lower left premolar. She watches the big lips closing in front of her, plunging the mouth into darkness as Charlotte makes a ________ sound. Just after the lips open again, a loud rumble comes up from below as the ________ begin to vibrate while Charlotte makes the vowel. During the vowel, the middle part of the tongue swoops upwards. At the end of the vowel, Brenda turns around just in time to see the ________ of the tongue move up to touch the _________ for a dorso-velar sound. At least this time the lights stayed on for Brenda. Then, the tip of the tongue flashes past Brenda’s ear to move near the ________ for the ________ fricative.

b. This time Brenda is hanging by her toes from the back of one of Charlotte’s upper

incisors while Charlotte is saying thing. The ________ of Charlotte’s tongue moves up near the ________ for the ________ sound. Unfortunately, Brenda is knocked briefly unconscious by the force of the airstream and wakes up to discover that she is now on a lower right wisdom tooth. Charlotte is finishing the vowel of thing. The ________ of Charlotte’s tongue is moving to the ________ . Brenda can hear the air going out of the nose as Charlotte makes a ________ nasal.

V. Explain the distinctions: voiced - voiceless; nasal - oral (vowel); stop - continuant. VI. Name the organs of articulation (tongue, lips, teeth, etc) implied by the following

terms: labial, bilabial, labio-dental, dental, alveolar, velar. VII. How are consonants classified? VIII. What is meant by stop? Give examples from English. IX. Define approximants and give examples of their occurrence in English. X. What is the difference between ‘broad’ and ‘narrow’ phonetic transcription?

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Consonants Organised by Place of Articulation Features. LABIALS p b ∏ B m w f v M Vlabial + + + + + + + + + + labiodental - - - - - - + + + + CORONALS (Dentals) t5 d5 T D n5 l5 anterior + + + + + + coronal + + + + + + distributed + + + + + + (Alveolars) t d s z n l r R ® anterior + + + + + + + + + coronal + + + + + + + + + distributed - - - - - - - - - (Retroflexes) ˇ Í ß Ω ˜ Ò anterior - - - - - - - coronal + + + + + + + distributed - - - - - - - (Palato-Alveolars and Palatals)

c Ô C ∆ S Z ¯ ¥ j

anterior - - - - - - - - - coronal + + + + + + + + + distributed + + + + + + + + + DORSALS & PHARYNGEALS

(Velars) k g x ƒ N Â dorsal + + + + + + + (Uvulars) q G X “ ≤ dorsal + + + + + + pharyngeal + + + + + + (Pharyngeals) ¿ pharyngeal + + LARYNGEALS / h ˙ constricted glottis + - - spread glottis - + +

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Consonants Organised by Manner of Articulation Features. STOPS p b t5 d5 t d ˇ Í c Ô consonantal + + + + + + + + + + continuant - - - - - - - - - - nasal - - - - - - - - - - sonorant - - - - - - - - - - voice - + - + - + - + - + k g q G / consonantal + + + + + continuant - - - - - nasal - - - - - sonorant - - - - - voice - + - + - FRICATIVES ∏ B f v T D s z ß Ω Sconsonantal + + + + + + + + + + + continuant + + + + + + + + + + + nasal - - - - - - - - - - - sonorant - - - - - - - - - - - strident - - + + - - + + + + + voice - + - + - + - + - + - Z C ∆ x ƒ X “ ¿ h ˙consonantal + + + + + + + + + + + continuant + + + + + + + + + + + nasal - - - - - - - - - - - sonorant - - - - - - - - - - - strident + - - - - + + - - - - voice + - + - + - + - + - + NASALS m M n5 n ˜ ¯ N ≤ consonantal + + + + + + + + continuant - - - - - - - - nasal + + + + + + + + sonorant + + + + + + + + voice + + + + + + + + LIQUIDS l5 l Ò r R ¥ consonantal + + + + + + + + + continuant + + + + - + + + + lateral + + + - - - + + - nasal - - - - - - - - - sonorant + + + + + + + + + voice + + + + + + + + + APPROXIMANTS w V ® j Â consonantal - - - - - continuant + + + + + nasal - - - - - sonorant + + + + + voice + + + + +

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Feature Specifications for Vowels.

All vowels are [-consonantal, +continuant, +sonorant]. Vowels are also [-nasal, +voice], unless otherwise specified i I e E Q y O ˆ Œ ´ atense + - + - + + + + - back - - - - - - - - - - - front + + + + + + + - - - - high + + - - - + - + - - - low - - - - + - - - - - + round - - - - - + + - - - - ¨ u o ç Å μ √ tense + + - + - + back - + + + + + + + front - - - - - - - - high + + + - - - + - low - - - - - + - + round + + + + + + - -

Meanings of Other Symbols Used. 1. The vertical stroke ( ) .

The vertical stroke indicates that the vowel in the following syllable is stressed. 2. The under-ring. The little circle • underneath a sound means that this sound is [-voice]. 3. The tilde or swung dash. The tilde or swung dash ~ over a vowel means that this vowel is [+nasal].

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FEATURE EXERCISES A. Write the symbols for:

1. 6 [-sonorant, +continuant] sounds 2. 3 [-front, -back] sounds 3. 3 [+strident, -voice] sounds 4. 4 [+anterior, +coronal] sounds 5. 3 [-continuant, +labial] sounds 6. 2 [+ labial, + sonorant] sounds 7. 12 [+coronal, +distributed] sounds 8. 3 [+high, +tense sounds] 9. 3 [+ distributed, -continuant, +voice] sounds 10 4 [-anterior, +coronal, +distributed, -nasal] sounds B. What feature differentiates the sounds in each of the following pairs? State which

member of the pair has the + value. Example: t d: d is [+voice]

1. u ¨ 6. B v

2. e o 7. c ˇ

3. n n5 8. ´ E

4. ¥ j 9. Í d

5. i y 10. E I

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C. For each of the following segments, if you change the value of the feature indicated, what new segment will be derived? (All other feature values remain the same.)

Example: Original Segment Change value of New Segment i [ high ] e

[e] has all the same feature values as [i], except that it is [-high] while [i] is [+high]. Thus changing the value for the feature [high] of [i] will yield [e].

Original Segment Change value of New Segment1. [p] [voice]

2. [t] [distributed]

3. [I] [tense]

4. [u] [round]

5. [o] [tense]

6. [e] [high]

7. [ƒ] [voice]

8. [C] [strident]

9. [U] [tense]

10. [Ò] [anterior] D. I. One of each of the following groups of sounds does not fit in with the others. Circle

the symbol for that sound. Which sound is not:

1. [+nasal] m N t n

2. [+high] i u μ o I

3. [+continuant] l w f s y m z

4. [-voice] s p n k f

5. [+round] i o u ç ¨

6. [-nasal] v c C y b m S

7. [-low] ´ u E μ o a e

8. [+tense] e ´ u ˆ o

9. [-anterior] C S ˜ s j Í

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II. One of each of the following groups of sounds does not fit in with the others because of its value for one feature. Circle the symbol for that sound and say why it does not fit in.

Example: Ò b w t y l d is the only [-voice] sound among [+voice] sounds 1. u O μ o y

is the only ____________________ sound among ______________ sounds 2. ∏ s x C B D j T ƒ

is the only ____________________ sound among ______________ sounds 3. i ´ ç y ˆ Q a

is the only ____________________ sound among ______________ sounds 4. t f m l s y p w b Ò

is the only ____________________ sound among ______________ sounds 5. d Ò m ; w M y l ≤ N ¥ ˜ n

is the only ____________________ sound among ______________ sounds E. I The following groups are natural classes designed by the value of a feature. Name

the feature and its value. 1. s c h b x ∏ t5

2. m ¯ n p

3. ˆ U y I ¨

4. m l w ¥ ® N

5. d ¥ ß l D j n

6. u ¨ ç y O

34

II Can the following paired groups of sounds be opposed to one another as natural classes? One group of sounds will be [+] for some feature, and the other group of sounds will be [-] for the same feature.

1a. ∆ ˜ ¥ ˇ C

b. ® z t5 D r n5

2a. I Q √ ˆ Œ

b. Å ¨ U O o

3a. X v Ω S s

b. ∏ ˙ T ∆

4a. a U ´ ç ¨

b. O i Q μ e

5a. M r Â n5 Ò ¯ ;

b. ¿ Z G p ƒ f c

6a. B l U j C y ´

b. R N Í “ q Ô p

7a. ¨ μ ˆ O

b. ´ ç E U

In the cases where the paired groups cannot be opposed as natural classes, the

removal of one sound from one of the groups would allow this. Determine which sound should be removed. Having removed this sound from consideration, describe the pairs in terms of one group being [+] for some feature, and the other group being [-] for the same feature.

35

PHONOTACTICS: ENGLISH

1. Not all consonants of English may appear in word-initial clusters after /s/. List,

according to point of articulation, those consonants that may appear in this position, with a word exemplifying each one. (Make your list as complete as you can.)

2. Can any of the consonants you have listed in part 1 be grouped into natural classes? If so, identify these classes in terms of the minimal set of distinctive features required to completely identify them.

3. Identify the consonants that may occur word-initially between /s/ and another consonant (that is, medially in three-member clusters). What natural class do they constitute? Is this the same as one of the classes you identified in part 2?

4. For each of the following nonsense words, state whether it qualifies as a conceivable English word. If not, what constraint(s) does it violate?

EXAMPLE: /bnIk/ This is not a possible word in English as words cannot begin with a stop plus nasal.

1. /s®imp/ 2. /b®aum/ 3. /spjuk/ 4. /dlQg/ 5. /zOk/ 6. /bwEst/ 7. /T®imp/ 8. /tQtk/ 9. /St®av/ 10. /plump/

36

PHONOLOGY NOTATIONS

/ / Phonemes and phonemic transcriptions [ ] Allophones and phonetic transcriptions. Square brackets are also used to enclose

complexes of features. C -continuant -sonorant +voice +/- Binary values for features, e.g. +voice, -nasal. _ The place where the segment that you are examining occurs. # Word boundary #_ Segment occurs word initial _# Segment occurs word final C Consonant C_ Segment occurs after a consonant _C Segment occurs before a consonant V Vowel V_ Segment occurs after a vowel _V Segment occurs before a vowel -> Becomes, rewrite, is realised as / Environment bar Rule Format /Phoneme/ -> [Allophone] / segment and its environment [Allophone] / elsewhere

37

Feature Notations for Some Groups of Consonants.

Stops = C -continuant -sonorant Fricatives = C +continuant -sonorant Nasals = C [+nasal] Dentals = C +anterior +coronal +distributed Alveolars = C +anterior +coronal -distributed Retroflexes = C -anterior +coronal -distributed Palatals = C -anterior +coronal +distributed

38

Minimal Pairs Illustrate the English phonemic contrasts given at the left with minimal pairs, one exhibiting the contrast in initial position and the other in final position, if possible. The first example is done for you. Initial Position Final Position

1. /p/ /b/ pie buy rope robe

2. /t/ /d/

3. /k/ /g/

4. /f/ /v/

5. /T/ /D/

6. /s/ /z/

7. /m/ /n/

8. /n/ /N/

9. // /l/

10. /tS/ /dZ/

11. /S/ /Z/

12. /p/ /f/

13. /d/ /z/

14. /t/ /T/

15. /d/ /D/

16. /S/ /tS/

17. /h/ /w/

18. /s/ /T/

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1. Contrast in [±voice] for stops and fricatives in English.

'toll' tÅl 'doll' dÅl'clean' klin 'glean' glin'fife' faIf 'five' faIv'sing' sIN 'zing' zIN'ether' iT´ 'either' iD´'meshes mES´z 'measures' mEZ´z

2. Contrast for [±continuant] between stops and fricatives in English.

'pan' pQn 'fan' fQn'bail' beIl 'veil' veIl'tick' tIk 'sick' sIk'made' meId 'maze' meIz

3. Contrast for [±nasal] between voiced stops and nasals in English.

'ban' bQn 'man' mQn'debt' dEt 'net' nEt'log' lÅg 'long' lÅN

4. Bilabial and Labiodental nasals in English.

'circumvent' sŒk´MvEnt circumfix sŒk´MfIks'combine' k´mbaIn ‘timewise’ taImwaIz'combed' coUmd 'ointment' çIntm´nt

5. Rule for the distribution of bilabial and labiodental nasals in English. /m/ -> [M] /_ C [+labiodental] [m] / elsewhere 6. 'time-thief' taIMTif taImTif 'time-poll' taIMpçl taImpçl 'time-creep' taIMkrip taImkrip 'time-void' taIMvçId taImvçId 'time-hole' taIMhoUl taImhoUl 'time-fiend' taIMfind taImfind

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7. Daga Consider the sounds [t] and [s]. Do they contrast or are they in complementary

distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. yamosivin I am licking 2. urase hole 3. yamotain they will lick 4. sinao drum 5. asi grunt 6. wagat holiday 7. anet we should go 8. simura whisper 9. topen hit 10. otu little 11. use there 12. senao shout 13. tave old 14. siuran salt 15. tuian I kill

Distribution of /s/ vs /t/ in Daga.

s t o _ i o _ a a _ e a _ # # _ i e _ # a _ i # _ o u _ e o _ u # _ e # _ a # _ u

Compare Before /s/ with Before /t/, and After /s/ with After /t/

Before s Before t After s After t o o i a a a e # # e i # a # i o u o e u # # e a # u

Features of all the vowels in the Daga data. e i a o u tense + + + + back - - - + + front + + - - - high + - - - + low - - + - - round - - - + +

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8. Venda (South Africa)

Consider the sounds [n] and [n]. Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. hanu at your place 2. ene he 3. lino tooth 4. hana childhood 5. mune master 6. khouno there 7. nari buffalo 8. atanu five 9. pfene baboon 10. onani see! 11. ana four 12. ino now

Distribution of /n5/ vs /n/ in Venda

n5 n a _ u e _ ei _ o a _ au _ e u _ o# _ a a _ ue _ e o aa _ a a _ i i _ o

Compare Before /n5/ with Before /n/, and After /n5/ with After /n/

Before n5 Before n After n5 After n a u e ei o a au e u o# a a ue e o aa a a i i o

han5u Vatanu pfHen5e ene l5in5o ZinoVan5a hana

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9. Cree (Canada)

Consider the sounds [p] and [b]. Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. pahki partly 2. waabameew he sees him 3. niisosaap twelve 4. naabeew man 5. taanispii when 6. aabihtaaw half 7. paskwaaw prairie 8. nibimohtaan I walk 9. asabaap thread 10. siisiibak ducks Distribution of /p/ vs /b/ in Cree

p b # _ a a _ aa _ # a _ es _ i a _ i i _ i i _ a

Compare Before /p/ with Before /b/, and After /p/ with After /b/

Before p Before b After p After b # a a aa a # es a i i i i i a

10. Nasal vowels in French

ca 'that' sa sans ‘without’ sa)peau 'skin' po pont 'bridge' po)baie 'bay' be bain 'bathe' be)

11. Nasal vowels in English

ban bQ)n bad bQdman mQ)n mad mQd

12. Rule for nasal vowels in English /V/ -> V / _ C [+nasal] [+nasal] V / elsewhere [-nasal]

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13. Aspiration in English

pill pHIl spill spIl bill bIltill tHIl still stIl dill dIlkill kHIl skill skIl gill gIl

14. Individual aspiration rules. /p/ -> [p] /#s_ /t/ -> [t] /#s_ [ph] /#_ [th] /#_ /k/ -> [k] /#s_ [kh] /#_ 15. Combined general aspiration rule. C -> C / #s_ [-continuant] [-continuant] [-sonorant] [-sonorant] [-voice] [-voice] [-spread glottis] C /#_ [-continuant] [-sonorant] [-voice] [+spread glottis] 16. Contrastive aspiration in Thai.

paa 'forest' phaa 'split' baa 'shoulder' tam 'pound' tham 'do' dam 'black'

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Osage (U.S.A.) Consider the sounds [d] and [D]. Do they contrast or are they in complementary


1. dabri) three 2. aDikha) Za) he lay down 3. dacpe to eat 4. c/eDe he killed it 5. dak/e to dig 6. Deze tongue 7. dali) good 8. Die you 9. daStu to bite 10. DiSki to wash 11. daxtake to bite 12. DuZa to wash

17. Biblical Hebrew

Consider the sounds [k] and [x]. Do they contrast or are they in complementary


1. kol all 2. barux blessed 3. ken yes 4. eyx how 5. kńisa entrance 6. axSaw now 7. kElEv dog 8. bexor first born 9. kaf palm of hand 10. masax curtain

Korean

Consider the sounds [l] and [R]. Do they contrast or are they in complementary


1. kal that’ll go 2. silkwa fruit 3. k¨n¨l shade 4. t¨lcHaN window 5. mul water 6. ´lmana how much 7. pal leg 8. iR¨mi name 9. phal arm 10. kiRi road 11. súl Seoul 12. k¨Rem then 13. tat¨l all of them 14. k´RiRo to the street 15. ilkop seven 16. saRam person 17. ipalsa barber 18. uRi we 19. on¨lppam tonight 20. y´R¨m summer 21. pulpHyń discomfort 18. Tojolabal (Mexico)

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Consider the sounds [k] and [k’] ([k’] is a glottalised [k]). Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. kisim my beard 2. tSak'a chop it down 3. koktik our feet 4. k'ak flea 5. p'akan hanging 6. k'a/em sugar cane 7. sak white 8. k'iSin warm 9. skuctSu he is carrying it 10. k'uutes to dress 11. snika he stirred it 12. /ak' reed 19. Totonac Consider the voiced and voiceless vowels in Totonac (the voiceless vowels have a

little circle underneath them). Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. capsa• he stacks 2. snapapa• white 3. cilinksa• it resounded 4. stapu• beans 5. kasitti• cut it 6. Sumpi• porcupine 7. kuku• uncle 8. taaqhu• you plunged in 9. ¬kaka• peppery 10. tihaS¬i• he rested 11. miki• snow 12. tuks¬i• it broke

20. Slovak Consider the sounds [l] and [lj] (a palatalized lateral, during which the front of the

tongue is raised). Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. lak varnish 2. l ahnuutyj to lie down 3. otstrel blast 4. pol ka j Polish woman 5. lavica bench 6. Zeml a j bun 7. uholnii basic 8. l ak j scare 9. mul mule 10. l uubity j to love 11. zaapal inflammation 12. kl uutS j key 13. polka polka 14. vel a j very 15. posol messenger 16. hl adaty j to seek 17. luuka meadow 18. pol e j field 19. liko fiber 20. strel ba j shooting

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21. Nyawaygi (North Queensland) Consider the sounds [d] and [r]. Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution. 1. balar many 2. Ôargala dry 3. rumbulan bullant 4. Nuran black snake 5. wunduy shark 6. gundarmu night-time 7. bandabu lobster 8. yimbur pelican 9. wunduy shark 10. bundibundi wind 11. miira right hand 12. ruNgu camp 22. German Consider the sounds [g] and [ƒ]. Do they contrast or are they in complementary


1. vaaƒń car 2. ziigń conquer 3. taaƒ´ days 4. bErg´ mountains 5. naaƒń nibble 6. fOOglain bird 7. tauƒaniCts idler 8. mOOgń to be able 9. fuuƒń fit together 10. reegń rain 11. auƒń eyes 12. giNń went 13. gEflooƒń flown 14. gaNgEs River Ganges 15. booƒń arch 16. uNgarn Hungary 17. zoƒń crystallize 18. zIgnaal signal 19. jaaƒń hunt 20. grçk grog

23. Tswana (South Africa). Consider the sounds [l] and [d]. Do they contrast or are they in complementary


1. lefifi darkness 2. xo¯ala marry 3. loleme tongue 4. leN when 5. selEpE axe 6. loxadima lightning 7. molçmo mouth 8. diÔo food 9. xobala read 10. mmadi reader 11. lokwalç letter 12. lerumç spear 13. kHudu tortoise 14. dumEla greetings 15. mosadi woman 16. badisa the herd 17. podi goat

47

24. Swahili (East Africa) Consider the sounds [ç] and [o]. Do they contrast or are they in complementary


1. Ngçma drum 2. watoto children 3. bçma fort 4. ndoto dream 5. Nçmbe cattle 6. mboga vegetable 7. bçmba pipe 8. ndogo little 9. çmba pray 10. Ôogo rooster 11. çna see 12. Soka axe 13. pç¯a cure 14. okota pick up 15. ¯ç¯a nurse 16. moÔa one 17. ç¯Ôa taste 18. mtego trap 19. çNgeza increase 20. kHçndo sheep 21. ¯çNga strangle 22. karçNgo wash-out

25. Swiss German Consider the sounds [ç] and [o]. Do they contrast or are they in complementary


1. pçSt post 2. grob rough 3. xnopf button 4. rçss horse 5. hçrn horn 6. bog´ bow 7. of´ oven 8. xrçtt toad 9. xnoxx´ bone 10. rokx skirt

26. Amharic (Ethiopia)

Consider the sounds [√] and [E]. Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution

1. f√ll√g√ he wanted 2. g√nz√b money 3. laccE he shaved 4. f√r√s horse 5. ZEle unarmed 6. ÔEgna brave 7. n√¯ I am 8. aSSE he rubbed 9. m√c when 10. ag√¯¯E he found

48

27. Kenyang (Cameroon)

Consider the sounds [k] and [q] in Data Set 1. Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. ençq tree 2. enoq drum 3. eket house 4. ntSiku I am buying 5. nek rope 6. ekaq leg 7. ngaq knife 8. naq brother-in-law 9. etçq town 10. pçbrik work project 11. ayuk person’s name 12. ndek European

28. Ganda (East Africa) A. Consider the sounds [r] and [l]. Do they contrast or are they in complementary


1. kola do 2. wulira hear 3. lwana fight 4. beera help 5. buulira tell 6. ÔÔukira remember 7. lya eat 8. eryato canoe 9. luula sit 10. omuliro fire 11. omugole bride 12. effirimbi whistle 13. lumonde sweet potato 14. emmeeri ship 15. eddwaliro hospital 16. eraddu lightning 17. oluganda Ganda language 18. wawaabira accuse 19. olulimi tongue 20. lagira command

B. Consider the following loanwords. How may the apparently aberrant treatment

of [r] and [l] be accounted for?

1. terreviÔin television 2. luula ruler 3. leerwe railway 4. ssaffaali safari

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29. Ewe (West Africa) A. Consider the sounds [r] and [l]. Do they contrast or are they in complementary


1. zrç) to be smooth 2. dru to be bent 3. ¯ra to rage 4. fle to pluck 5. lç) to love 6. glamaa uneven 7. kpla to intertwine 8. litsa chameleon 9. mlagoo thick 10. dzre to quarrel 11. gblaa wide 12. ƒla to hide 13. lolo to be large 14. xloloo rough 15. wlu to dig 16. tsro bark (of tree) 17. Bla suddenly 18. ∏le to buy 19. srç) wife 20. blema formerly 21. la)kle leopard 22. dçlele illness 23. hle to spread out 24. Nlç to write 25. vlç to go far away 26. jre evil 27. atra mangrove 28. adoglo lizard

B Consider the following loanwords. How may the treatment of [r] be explained? 1. German Krug > kplu ‘jug’ 2. French Paris > kpali ‘Paris’ 3. Portuguese claro > klalo ‘finished’ 4. Danish trappe > atrakpoe ‘step’

50

30. Spanish

Consider the sounds [s] and [z]. Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

a)

1. esfera sphere 10. kasi almost 2. kastiTo pure 11. keso cheese 3. asustar frighten 12. ezBelto slender 4. peska he fishes 13. razƒo feature 5. sesos brains 14. dezDe since 6. kasas houses 15. dezDe since 7. piso floor 16. mizmo same 8. desierto desert 17. izla island 9. losas tiles 18. aznos asses

b)

1. las kasas the houses 3. laz losas the tiles 2. las izlas the islands 4. laz Bakas the cows

31. Korean

Consider the sounds [s], [S] and [z]. Do they contrast or are they in complementary


1. satan division 8. Seke world 15. caNza business 2. sQk color 9. Sek¨m taxes 16. inza greetings 3. sQ new 10. SesuSil washroom 17. inzweca publisher 4. sos´l novel 11. Sihap game 18. paNz´k cushion 5. su number 12. SiktaN dining room 19. phuNzok custom 6. sul wine 13. Silsu mistake 20. y´Nzuc¨N receipt 7. susul operation 14. Sinpu bride

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32. Persian

Consider the sounds [r], [R] and [r8]. Do they contrast or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. QrteS army 9. ahaRi starched 17. ahar8 starch 2. farsi Persian 10. bQRadQr8 brother 18. axQr8 last 3. qQdri a little bit 11. beRid go! 19. Qnar8 pomegranate 4. rah road 12. biRQng pale 20. behtQr8 better 5. rast right 13. boRos hairbrush 21. tSar8 four 6. rQng paint 14. tSeRa why? 22. tSedZur8 what kind? 7. riS beard 15. daRid you have 23. hQrtowr8 however 8. ruz day 16. SiRini pastry 24. Sir8 lion

33. Spanish Consider the pairs of sounds [b] & [B], [d] & [D], and [g] & [ƒ]. Do the members of

these pairs contrast with each other, or are they in complementary distribution? If they contrast list the environments where they contrast. If they are in complementary distribution, write a rule describing the complementary distribution.

1. aBana Havana 2. aƒo I do 3. ambos both 4. bala ball 5. baƒa rope 6. beso kiss 7. boƒa wedding 8. damos we give 9. daDo given 10. deBer to owe 11. dios god 12. donde where 13. dormiDo slept 14. falda skirt 15. ganar to earn 16. gato cat 17. goBernar to govern 18. gola throat 19. gosar to enjoy 20. kuBa cuba 21. laƒo lake 22. liBertaD liberty 23. miƒa bit 24. naDa nothing 25. nuDo knot 26. ponderoso heavy 27. poNgo I put 28. teNgo I have 29. toDo all 30. taBako tobacco 31. uBa grape 32. usteD you

34. Korean Consider the sets of sounds [p], [pH] & [b], and [t], [tH] & [d], and [k], [kH] & [g].

Do the members of these sets contrast with each other, or are they in complementary distribution? If they contrast list the environments where they

52

contrast. If they are in complementary distribution, write a rule describing the complementary distribution

1. Sigan time, hour 2. pHa¥man eighty thousand3. pul fire 4. haksuN student 5. aab´dZi father 6. notHa to put down 7. tere some 8. kHˆgi size 9. tal moon 10. pHado wave 11. sˆr´pk´ businessman 12. ipHida being dressed 13. kHoN bean 14. pHul grass 15. sogum salt 16. kogi meat 17. Sinpu bride 18. k´tHaa outside of 19. tSokHa nephew 20. tHaal mask 21. kul oyster 22. moksa minister

53

MORPHOLOGY

35. Swahili

1. atanipenda he will like me 15. atanipiga he will beat me 2. atakupenda he will like you 16. atakupiga he will beat you 3. atampenda he will like him 17. atampiga he will beat him 4. atatupenda he will like us 18. ananipiga he is beating me 5. atawapenda he will like them 19. anakupiga he is beating you 6. nitakupenda I will like you 20. anampiga he is beating him 7. nitampenda I will like him 21. amenipiga he has beaten me 8. nitawapenda I will like them 22. amekupiga he has beaten you 9. utanipenda you will like me 23. amempiga he has beaten him 10. utampenda you will like him 24. alinipiga he beat me 11. tutampenda we will like him 25. alikupiga he beat you 12. watampenda they will like him 26. alimpiga he beat him 13. atakusumbua he will annoy you 27. wametulipa they have paid us 14. unamsumbua you are annoying him 28. tulikulipa we paid you

1. Write a lexicon. 2. What is the order of the types of morphemes in a word? 3. Supply the probable forms for the following meanings: ........................... I have beaten them .......................... you have beaten us

........................... they are beating me ........................... we beat them

........................... they have annoyed me ........................... I am paying him

4. Supply the probable meanings for the following forms: atanilipa ........................... walikupenda ...........................

utawapiga ........................... nimemsumbua ...........................

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36. Kamu (Northern Territory) 1. deywune¯mini ‘You were watching them’ 2. deyNue¯min ‘You are watching me’ 3. deywunemin ‘I am watching them’ 4. dalananbiRimini ‘They were poking us’ 5. dalni¯biRimin ‘They are poking you’ 6. deyanane¯mini ‘You were watching us’ 7. balpNubiRimini ‘They were nursing me’ 8. gulni¯emini ‘I was telling you’ 1. Write a lexicon. 2. What is the order of the types of morphemes in a word? 37. Pocomchi

1. qoril He sees us 8. kiril He sees them. 2. qoreht’al He recognises us. 9. kiweht’al I recognise them. 3. tireht’al He recognises you (pl) 10. kiqil We see them. 4. kiwil I see them. 11. tiwil I see you (pl) 5. kiqeht’al We recognise them. 12. tikil They see you (pl) 6. qokil They see us. 13. tiqil We see you (pl) 7. tikeht’al They recognise you (pl) 14. kikeht’al They recognise them.

38. Turkish.

1. adamlar men 2. baSlarˆmˆz our heads 3. sˆnˆfˆn your class 4. atˆm my horse 5. kˆzlarˆn your daughters 6. kitablarˆnˆz your books 7. sˆnˆfˆmˆz our class 8. baSlarˆnˆz your heads 9. kitabˆm my book 10. sˆnˆfˆnˆz your class

a) Write a lexicon. b) What is the order of the types of morphemes in a word?

55

English Plurals

cups k√ps ribs rIbzmats mQts beds bEdzbooks bUks mugs m√gzfifes faIfs fives faIvzbirths bŒTs scythes saIDz elms Elmz bins bInz swings swINz pills pIlz cars kaz ways weIz

masses mQs´z rashes rQS´zmatches mQtS´z adzes Qdzz judges ddz

39. Lexicon for the English Plural Affixes: -z : plural Roots.

k√p cup rIb rib mQt mat bEd bed bUk book m√g mug faIf fife faIv five bŒT birth saID scythe Elm elm mQs mass bIn bin mQtS match swIN swing dZ√dZ judge pIl pill rQS rash ka car Qdz adze weI way

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40. English Past Tense

ripped rIpt ribbed rIbdbacked bQkt bagged bQgdcoughed kÅft carved kavd bathed beIDdbased beIst raised reIzdcashed kQSt matched mQtSt cadged kQdZd calmed kamd cleaned klind clanged klQNd called kçld barred bad kitted kIt´d kidded kId´d

41. Turkish. Nominative Locative 1. building bina binada2. number rakam rakamda3. head baS baSta4. room oda odada5. end son sonda6. book kitap kitapta7. shawl Sal Salda8. side taraf tarafta 42. Russian. 'from' 'without' 'next to' 1. 'rose' at rozi bJiz rozi u rozi 2. 'Ala' (name) at ali bJiz ali u ali 3. 'cow' at karovi bJis karovi u karovi 4. 'beard' ad baradi bJiz baradi u baradi 5. 'sister' at sJistri bJis sJistri u sJistri 43. Wantoat

my your his our 1. hand katakNa katakka katakN√ katakNin2. foot kepina kepika kepin√ kepinin3. house yotna yotta yotn√ yotnin

a) Write a lexicon.

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b) Write rules describing the allomorphic variations in the forms of any of the morphemes.

44. Swahili (East Africa)

Singular Plural Singular Plural 1. ubale mbale strip 7. ugimbi Ngimbi beer 2. ubugu mbugu cord 8. ugono Ngono intercourse 3. ubiSi mbiSi argument 9. ugwe Ngwe string

4. uduvi nduvi shrimp 10. waraka ¯araka document 5. udago ndago weed 11. wenzo ¯enzo roller 6. udui ndui pustule 12. wimbo ¯imbo song

a) Write a lexicon. b) Write rules describing the allomorphic variations in the forms of any of the

morphemes. 45. Dutch Infinitive Past Tense Past Participle 1. 'cook' kok´ kokt´ x´kokt

2. 'hear' hor´ hord´ x´hort

3. 'live' lev´ levd´ x´left

4. 'travel' rQiz´ rQizd´ x´rQist

5. 'shake' sxu_d´ sxu_d´ x´sxu_t

6. 'hope' hop´ hopt´ x´hopt

7. 'cry' høÁl´ høÁld´ x´høÁlt

8. 'talk' praat´ praat´ x´praat

9. 'follow' vçlƒ´ vçlƒd´ x´vçlxt 1. Write a lexicon. 2. Write rules describing the allomorphic variations in the forms of any of the morphemes.

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46. Indonesian simple form prefixed form

1. throw lempar m´lempar2. feel rasa m´rasa3. represent wakil m´wakili4. convince yakin mýakini5. cook masak m´masak6. marry nikah mńikah7. chat Naco mŃaco8. sing ¯a¯i m´¯a¯i9. count hituN mŃhituN10. draw a picture gambar mŃgambar11. send kirim mŃirim12. hear dŃar mńdŃar13. write tulis mńulis14. help bantu m´mbantu15. hit pukul m´mukul16. take ambil mŃambil17. fill up isi mŃisi28. invite undaN mŃundaN

1. Write a lexicon. 2. Write rules describing the allomorphic variations in the forms of any of the morphemes. Do not attempt to account for the final /i/ found in the prefixed forms of 3 & 4. 47. Xavánte

1. du stomach 2. ?addu your stomach 3. ?ra child 4. ?ay?ra your child 5. hi?ra)ti knee 6. ?ayhi?ra)ti your knee 7. tç eye 8. ?attç your eye 9. ?wa tooth 10. ?ay?wa your tooth 11. brç) wife 12. ?aybrç) your wife 13. SEErE hair 14. ?aSSEErE your hair 15. paara foot 16. ?aypaara your foot 17. ba)a)ba) father 18. ?ayba)a)ba) your father


morphemes.

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48. Min Nan Chinese

1. cin ta very dry 2. sioN ta driest 3. cin sin very new 4. sioN sin newest 5. cin ho very good 6 sioN ho best 7. cin o very black 8. sioN o blackest 9. ciN kao very thick 10. sioN kao thickest 11. cin doa very hot 12. sioN doa hottest 13. cim pe very white 14. sioN pe whitest 15. cin ´N very yellow 16. sioN ´N yellowest 17. cim bai very ugly 18. sioN bai ugliest


morphemes. 49. Isthmus Zapotec (Mexico) 1. taburete 'chair' 19. mani? 'horse' 2. Staburetebe 'his chair' 20. hmanibe 'his horse' 3. Staburetedu 'our chair' 21. diidZa? 'word' 4. tanguyu 'clay doll' 22. StiidZabe 'his word' 5. Stanguyube 'her clay doll' 23. daa 'mat' 6. patSeeza? 'meeting place' 24. Staabe 'his mat' 7. SpatSeezadu 'our meeting place' 25. doo 'rope' 8. pan 'bread' 26. Stoobe 'his rope' 9. Spanbe 'her bread' 27. geta 'tortilla' 10. Spandu 'our bread' 28. Sketabe 'her tortilla' 11. kuba 'corn dough' 29. gina 'trunk' 12. Skubabe 'his corn dough' 30. Skinabe 'her trunk' 13. kuananaSi 'fruit' 31. gamiZa 'shirt' 14. SkuananaSibe 'his fruit' 32. SkamiZabe 'his shirt' 15. luuna? 'bed' 33. bere 'chicken' 16. hluunabe 'his bed' 34. Sperebe 'her chicken' 17. neza 'road' 35. biuuza? 'guest' 18. hnezabe 'his road' 36. Spiuuzabe 'his guest' 1. Write a lexicon. 2. Write rules describing the allomorphic variations in the forms of any of the morphemes.

course outline - semester 1, 2009 - university of newcastle collections/pdf... · assignment 1...

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