part 2: part 3: 40 · .teeth.thirteen.nail.dark.panda.tiger.lion.snake list three more words...

A1: Phonetics and Orthography Problem Set ELC 231: Intoduction to Language and Linguistics

Part 1: . /13Part 2: . /12Part 3: . /15

TOTAL: . /40

Name mmmmmmm Student No.mmmmmmmmmmmmmmm

1 Articulatory Phonetics (13 pts)

1.1 Place of Articulation (English) (m/6pts)

1. Circle the words that begin with a bilabial consonant.. fairy . mermaid . vampire . werewolf. baby . photo . pen . psychic

List three more words beginning with a bilabial consonant:

mmmmmmmm mmmmmmmm mmmmmmmm

2. Circle the words that begin with a labio-dental consonant.. fairy . mermaid . vampire . werewolf. baby . photo . pen . psychic

List three more words beginning with a labio-dental consonant:


3. Circle the words that end with an interdental consonant.. teeth . thirteen . bath . earth. healthy . gold . silver . pit

List three words beginning with an interdental consonant:


4. Circle the words that begin with an alveolar consonant.. teeth . thirteen . nail . dark. panda . tiger . lion . snake

List three more words beginning with an alveolar consonant:


5. Circle the words that begin with a palatal consonant.. yellow . red . orange . blue. healthy . gold . silver . pit

List three more words beginning with a palatal consonant:


6. Circle the words that begin with a velar consonant.. crazy . cinema . sugar . memory. science . keep . cat . green

List three more words beginning with a velar consonant:


1.2 Manner of Articulation (English) (m/5 pts)

1. Circle the words that begin with an oral stop consonant.. crazy . cinema . sugar . memory. science . keep . cat . green

List three more words beginning with an oral stop consonant:


2. Circle the words that begin with a fricative consonant.. crazy . cinema . sugar . psychic. science . vampire . cat . fairy

List three more words beginning with a fricative consonant:


3. Circle the words that end with a nasal stop consonant.. crazy . scene . home . memory. science . wand . cat . green

List three more words beginning with a nasal stop consonant:


1


4. Circle the words that begin with an affricate.. crazy . cinema . sugar . chop. science . cheap . cat . green

List three more words beginning with an affricate:


5. Circle the words that begin with an approximant. lamp . cinema . werewolf . red. yellow . wizard . cat . green

List three more words beginning with an approximant:


1.3 Laryngeal Articulation (English) (m/2 pts)

1. Circle the words that ends with a voiced consonant.. lamp . cinema . werewolf . red. yellow . cheap . cat . green

List three more words that end with a voiced consonant:


2. Circle the words that ends with a voiceless consonant.. beast . team . month . under. drop . notify . raise . life

List three more words that end with a voiceless consonant:


2 IPA Transcription (12 pts)

1. Circle the word that has a different vowel sound.. might . steak . hide . site . type

Provide an IPA transcription for each of the words (“steak” provided as example):

mmmmmmmm [steik] m mmmmmmmmmmmmmmmm mmmmmmm

For each of the words, find a rhyming word and provide an IPA transcription:

mmmmmmmm “rake” [ôeik] mmmmmmmmmmmmmmmmm mmmmmmm

2. Circle the word that has a different vowel sound.. space . aim . train . late . seat

Provide an IPA transcription for each of the words:

mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm mmmmmmm



3. Circle the word that has a different vowel sound.. flute . hood . moon . flew . fruit





4. Circle the word that has a different vowel sound.. took . roam . both . boat . sews





2


3 Inuktitut Orthography (15 pts)

The data below is from Inuktitut, an Inuit language spoken in Canada. The Inuktitutspelling/orthography system is provided in the first column; the IPA pronunciation isprovided in the second column. Use this data to answer the questions below.

Inuktitut IPA Translation

îl¬®rk nalliniq “love”

Ô®í®¬k tunimanilik “devoted”

rë®ô¬k qanitalik “close”

îk¬£ùrk nakligijaq “loved”

�míórôrk saimmasartaq “comforted”

ëíîÓt´ kamanasutti “nosy”

ÎÎíÀ´tórëncnc Ôrk nunumautitsaqaNNituq “free”

àtô�tÔ'tÔrk attanaittumiittuq “secure/procure”

Óí'Ì£ù¬k isumaalugijalik “concerned”

Ón®rË�tÔrk sunniqutaittuq “indifferent”

°k�ìr«Ùrk pikkailaqijuq “provoked”

®ncãrÔrk niNgartuq “angry”

àtôÒÓtÔrk attarusuttuq “tender”

Óínî'Ôrk isumannaatuq “inspired”

®²Àn®rët³àÔrk niriunniqatsiatuq “hopeful”

Ó'nÃÙrk suungujuq ”strong”

°ncnc£�tÔrk piNNgijaittuq ”bold”

You may find it useful to make a chart showing all of the sound-orthography corre-spondences in the writing system before trying to answer the questions.

m m m m m m m m m m m m m m

1. If �s is pronounced kais, how would qais be written? mmmmmmm(1pt)

2. If atjiungittuq is written as àt¹Àn£tÔrk, how would you pronounce à't¹'À'n£tÔ'rk?

mmmmmmmmmmmmmm(1pt)

3. How would you pronounce àÙ�l¬ÀÔrk “fascinated”?

mmmmmmmmmmmmmm(2pts)

4. How would you write sukkutiriniq “desperate” ?


5. How would you pronounce Ínc�tÔ³'tÔrk?


6. How would you write mikimeq?


7. How does the Inuktitut writing system distinguish between [k] and [q]? (1pts)

mmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm

8. How does this system distinguish between long and short vowels? (1pt)


9. How are different vowel qualities (eg., [i] vs [a] vs [e], etc.,) written in this sys-tem? Are there any exceptions? (3pts)





3

A2: Phonology Problem Set ELC 231: Intoduction to Language and Linguistics

Part 1: . / 8Part 2: . /14Part 3: . / 8

TOTAL: . / 30

Part 1: . /14Part 2: . /14Part 3: . /12

TOTAL: . / 40

Name mmmmmm Student No.mmmmmmmmmmmmmmm

1 Ganda Coronal Liquids ( mm/8 pts mm/14 pts)

The Ganda language (also known as Luganda) is Bantu language from the Niger-Congo language family.It is spoken by the Baganda, a large ethnic group in Uganda. Ethnologue 2017

(1) Ganda Liquids (Halle & Clements 1983)

a. [kola] “do” . b. [lwana] “fight” . c. [buulira] “tell”

d. [lja] “eat” . e. [luula] “sit” . f. [omugole] “bride”

g. [lumonde] “sweet potato” . h. [eddwaliro] “hospital” . i. [oluganda] “Ganda lg.”

j. [olulimi] “tongue” . k. [wulira] “hear” . l. [beera] “help”

m. [ééukira] “remember” . n. [erjato] “canoe” . o. [omuliro] “fire”

p. [effirimbi] “whistle” . q. [emmeeri] “ship” . r. [eraddu] “lightning”

s. [wawaabira] “accuse” . t. [lagira] “command” .

Consider the distribution of [l] VS [r].. Do you think these sounds are distinct phonemes or allophones of the same phoneme? (2 pts)

Justify your answer by describing the phonological distribution of [l] and [r] (6 pts)

. If you think they are distinct phonemes, provide examples of minimal pairs;1

. If you think they are allophones of the same phoneme,. . (i) describe the complementary distribution using examples

1If you cannot find minimal pairs, you can provide examples of near minimal pairs.

1


Optional (1st Pass) - Required on REDO (6 pts)

(ii) Propose a phonological rule to account for the distribution,. using the X→ Y / W mm Z format. (4 pts)

(2) Ganda Loanwords from English and Swahilia. [ebendera] “flag” . b. [luula] “ruler” .

c. [leerwe] “railway” . d. [ssaffaali] “safari” (From Swahili) .

These are Ganda loanwords from English (a, b, c) and Swahili (d). Sometimes an [r] sound in theoriginal language is pronounced with an [l] in the Ganda loanword and vice-versa (i.e., an [l] soundin the original language is pronounced with a [r] in the Ganda loanword).

. (iii) Is this what your rule predicts? Explain your answer. (2 pts)

m

2


2 Cantonese Dorsal Variation (14 pts)

The data below represent the speech of two different speakers of Cantonese;. Speaker A learned Cantonese in the 1950s, Speaker B learned Cantonese in the 1990s.

(3) Speaker A Speaker B[Naa4] “teeth” [Paa4] “teeth”[saaN1] “raw” [saaN1] “raw”[N2u4] “cow” [P2u4] “cow”[P2u2] “vomit” [P2u2] “vomit”[Poi3] “love” [Poi3] “love”[Naam1] “correct” [Paam1] “correct”[thON1] “soup” [thON1] “soup”[thO1] “delay” [thO1] “delay”[NO5] “I/me” [PO5] “I/me”[Naau5] “lecture/berate” [Paau4] “lecture/berate”[Paau3] “cavity/hollow in ground” [Paau3] “cavity/hollow in ground’[NaaN6] “hard” [PaaN6] “hard”[NOn6] ‘shore’ [POn6] ‘shore’[POn1] “ammonium” [POn1] “ammonium”[bIN1] “ice” [bIN1] “ice”[POn3] “press” [POn3] “press”[Paai1] “lean against” [Paai1] “lean against”[Paai3] “narrow” [Paai3] “narrow’[Naai4] “endure” [Paai4] “endure”[Naai6] “grouper fish” [Paai6] “grouper fish”[POk3] “evil” [POk3] “evil”[NOk6] “fearful/ominous/strict” [POk6] “fearful/ominous/strict”

Note: The superscript numbers indicates tones using the Jyut Ping system;. 1 = high level, 2 = high rising, 3 = mid level, 4 = low falling, 5 = low rising, 6 = low level.

Describe the distribution of Cantonese [N] for Speaker A and B - i.e., is it a distinct phoneme, an allophoneof another phoneme, in free variationwith another sound, or is there a lack of variation? (6 pts)

Speaker A:mmmmmmmmmmmmmmmmmmmmmmmmmmmm Speaker B:

Justify your answer (i.e., describe the distribution of [N] and explain how this is like a phonemic distribution,or an allophonic distribution, or free variation, or lack of variation). (8 pts)

Speaker A:

Speaker B:

3


3 Biblical Hebrew Velar Obstruents (mm /8 pts m /12 pts)

The data below is from Biblical Hebrew.Look at the distribution of the sounds [x] and [k] and answer the questions below.

(4) Biblical Hebrew Cowan & Rakusan 1998

1. kol2. kEn3. k@nisa4. kElEv5. kaf

”all””yes””entrance””dog””palm (hand)”

6. barux7. eix8. axSaw9. bexor10. masax

“blessed”“how”“biw”“first born”“curtain”

Hint: You may find it useful to make a chart with one column showing where [x] occurs, and anothercolumn showing where [Ik occurs.

Are [x] and [k] distinct phonemes or allophones of the same phoneme? (2 pts)

Justify your answer by describing the phonological distribution of [x] and [k] (6 pts). If you think they are distinct phonemes, provide examples of minimal pairs;2

. If you think they are allophones of the same phoneme,. . (i) describe the complementary distribution using examples

Optional (1st Pass) - Required on REDO (4 pts)

(ii) Propose a phonological rule to account for the distribution,. using the X→ Y / W mm Z format. (4 pts)

,

ReferencesCowan, W. & J. Rakusan. 1998. Source Book for Linguistics. John Benjamins Publishing.

Ethnologue. 2017. Ganda Language. In M Paul Gary F. Simons Lewis & Charles D. Fennig (eds.), Ethnologue: Languages of the World Seventeenth edition, .

Halle, Morris & George N. Clements. 1983. Problem Book in Phonology: A workbook for introductory courses in linguistics and in modern phonology. MIT Press, Cambridge, Mass.

2If you cannot find minimal pairs, you can provide examples of near minimal pairs.

4

A3: Morphology Problem Set ELC 231: Intoduction to Language and Linguistics

1 Korean (data from Odden 2005) (26 pts)

The data below is from Korean

(1) a. [ana] hug! (imperative) b. [ann1nta] hug (plain present)c. [kama] wind! (imperative) d. [kamn1nta] wind (plain present)e. [nama] remain! (imperative) f. [namn1nta] remain (plain present)g. [

>tShama] endure! (imperative) h. [

>tShamn1inta] endure (plain present)

1. List all of the morphemes you can find in the above data, using the following chart: (6 pts)

Form (IPA) Meaning Distribution (root, prefix, etc.)

THEORETICAL CONCEPT: Allomorph

Morphemes, like phonemes, sometimes appear in different surface forms. This phenomenon,where underlying forms have more than one surface form, is called alternation.

. An allomorph is a variant form of a morpheme.

In other words, in the same way that phonemes have allophones, morphemes have allomorphs. Anexample of phonologically-conditioned allomorphy is the English plural morpheme. This morphemehas allomorphs [-s] ∼ [-z] ∼ [-@z] with a distribution as follows:

Form of Allomorph Distribution(i) [-s] after voiceless sounds

(as with cats [kæt-s], lips [lIp-s], socks [sAk-s])(ii) [-z] after voiced sounds

(as with pails [pejl-z], pods [pAd-z], rags [ræg-z])(iii) [-@z] after sibilant fricative sounds

(as with misses [mIs-@z] and lashes [læS-@z])

2. Based on this concept, and the data in (2) and (3), (8 pts)

(i) List the allomorphs of Korean’s imperative morpheme (m/2)

(ii) Indicate the phonological context that each allomorph appears in, and (m/4)

(iii) Illustrate your answer using examples from (1) and (2) (m/2)

1


(2) Imperative Plain Presenta. [ana] b. [ann1nta] “hug“c. [kama] d. [kamn1nta] “wind“e. [nama] f. [namn1nta] “remain“g. [

>tShama] h. [

>tShamn1inta] “endure”

i. [sin@] j. [sinn1nta] “wear shoes “k. [t’at1m@] l. [t’at1mn1nta] “trim“m. [n@m@] n. [n@mn1nta] “overflow“

Form of Imperative Allomorph Phonological Distribution(i)

(ii)

(3) Imperative Plain Presenta. [ip@] b. [imn1nta] “put on “c. [kup@] d. [kumn1nta] “bend“e. [

>tS@p@] f. [

>tS@mn1nta] “fold“

g. [tata] h. [tann1nta] “close“i. [puth@] j. [punn1nta] “adhere“k. [

>tSo

>tSha] l. [

>tSonn1nta] “follow“

m. [m@k@] n. [m@Nn1nta] “eat “o. [s@k’@] p. [s@Nn1nta] “mix“q. [tak’a] r. [taNn1nta] “polish“s. [

>tSuk@] t. [

>tSuNn1nta] “die“

3. Based the data in (3), (12 pts)

(i) List the alternating root morphemess, indicating both form and meaning(use ∼ to indicate alternation - the first one is done as an example) (m/8)

1. . [ip] ∼ [im] . “put on”2.3.4.5.6.7.8.9.

(ii) If the imperative form of “ripen” is [ik@], what is the plain present form of the verb? Explainyour answer by referring to pattern or rule. (m/4)

2


2 Lakhota Morphology (22 pts)

The following data are from Lakhota, a Siouan language spoken in North America.1

Lakhota Sentence Translation

a. lakhoto ki wi>tShakte “The Indian killed them.”

b. matho ki wakte “I killed the bear.”

c. lakhota ki ma>tSho “The Indian called me.”

d. tuwa ni>tSho he “Who called you?”

e. wi>tShaSa ki tuwa kte “The person killed someone.”

f. tuwa hi he “Who came?”

g. matho ki wi>tSha

>tSho “He called the bears”

h. jahi>tSha hi “You came, and he came.”

i. matho ki hipi na lakhota ki>tShopi “The bears came and called the Indian.”

j. jahi>tSha hokSila ki nikte “You came, and the boy killed you.”

k. lakhota ki wa>tSho na hokSila ki wakte “I called the Indian and killed the boy.”

l. hokSila ki wakte>tSha tuwa lakhota ki wi

>tSha

>tSho “I killed the boy, and someone called the Indians.”

m. lakhota ki hipi>tSha maja

>tSho “The Indians came, and you called me.”

Provide a morpheme breakdown, gloss, and translation for the following Lakhota sentences into English(note: there may be more than one possible translation; if so, provide both)

1. wahi>tSha lakhota ki matho ki wi

>tSha

>tShopi (6pts)

2. wi>tShaSa ki nikte na ma

>tSho (5 pts)

3. tuwa kte he (4 pts)

Translate the following sentence into Lakhota. (7 pts). “The bears killed the boy, and I called you.”

ReferencesCowan, W. & J. Rakusan. 1998. Source Book for Linguistics. John Benjamins Publishing.

Odden, David Arnold. 2005. Introducing Phonology. Cambridge university press.

1Data taken from Pyotr Arkadie, IoLING 2006 Problem Set

3

A4: MorphoSyntax Problem Set ELC 231: Intoduction to Language and Linguistics

1 Morphosyntactic Diagnostics (20 pts)

1. Based on the data below, give some arguments for and against (i) categorizing numerals as ad-jectives, and (ii) categorizing numerals as determiners. Your answer should refer to word-classdiagnostics. (10 pts)

Which is the better analysis? Explain why.

(1) Categorizing Numerals in English

a. The duck waddled under the bridge.

b. A duck waddled under the bridge.

c. *Duck waddled under the bridge.1

d. Three ducks waddled under the bridge.

e. Ducks waddled under the bridge.

f. The three ducks waddled under the bridge.

g. One duck waddled under the bridge.

h. *Red duck waddled under the bridge.

i. Fat red ducks waddled under the bridge.

j. Red fat ducks waddled under the bridge.

k. Three red ducks waddled under the bridge.

l. *Red three ducks waddled under the bridge.

m. Every three ducks waddled under the bridge.

n. The reddest ducks waddled under the bridge.

o. The redder ducks waddled under the bridge.

p. *The three-est ducks waddled under the bridge.

q. *The three-er ducks waddled under the bridge.

1Ignore the possibility that ’Duck’ could be a name.

1


2. Do you think that Thai makes a distinction between VERBS and ADJECTIVES?Provide your own data and evidence for your answer. (10 pts)

- i.e., if your answer is YES, show how they have different morphological or syntactic patterns. If youranswer is NO, show how they have the same morphological and syntactic patterns (eg., in comparisonto nouns).

Your data should include at least three lines: (i) an IPA transcription, (ii) a “gloss” line, which lists thebasic meaning of each morpheme2, and (iii) an English translation. An example piece of data is givenbelow:

(2) a. เขาkhao

3sg.pro

นาจะna:ca

should

รวยruaj

rich

“She should be rich”

b. เขาkhao

3sg.pro

นาจะna:ca

should

เดนd@:n

walk

“She should walk”

c. *เขาkhao

3sg.pro

นาจะna:ca

should

ดนสอdinsO:

pencil

n/a

2Just try your best

2


2 SYNTAX: Phrase Structure Rules (40 pts)

2.1 Draw tree structures for the sentences in (3) using only the Phrase Structure Rules in (4) (20 pts)

(3) a. The man in the brown coat fought a man in a bar.

b. The crew stole medicine from a train.

c. The short girl in the jumpsuit fixed the engine.

d. The doctor has a mysterious crate.

(4) Phrase Structure Rules

1. S→ NP (aux) VP

2. NP→ (D) (Adj) N

3. VP→ V (NP) (PP)

4. PP→ P NP

5. NP→ NP PP

2.2 Draw trees for THREE original sentences using only the PSRs in (4) and lexical rules in (5) (15 pts)

(5) Lexical Rules

1. N→ {spaceship, zebra, giraffe, man, woman, tea, house, river, exam}

2. V→ {sell, drink, plan, steal, threaten, run, swim, study, build}

3. Adj→ {fast, medical, tall, stubborn, valuable, cold, difficult}

4. D→ {the, a(n), this, that, those, these}

5. P→ {in, of, from, by}

6. aux→ {be, have, might, can, will, should, must}

2.3 Provide examples of TWO grammatical English sentences that the PSRs in (4) CANNOT generate.Explain why the PSRs cannot generate these sentence, and propose a way to fix the PSRs. (5 pts)

3

A5: Semantics and Pragmatics Problem Set ELC 231: Intoduction to Language and Linguistics

1 Compositional Semantics: Meaning as TRUTH and REFERENCE (20 pts)

For the following questions, assume the following ontology:

1. Truth-Values: T, F

2. Individuals:. ~Voldemort� = a . ~Bellatrix� = b . ~Dumbledore� = c. ~diamonds� = f . ~amethysts� = g . ~dirt� = h

3. Operations: {} set-formation, 〈〉 tuple-formation

You should also assume (i) the compositional rule predication as discussed in lecture(~S�=T iff ~NP�∈~VP�), and (ii) that the copular verb be/is/are has no semantic effect.

Jane is researching the semantics of English and has collected the truth-value judgements in (1) and (2).

(1) a. Dumbledore is kind T

b. Voldemort is kind F

c. Bellatrix is kind F

d. Dumbledore is cruel F

e. Voldemort is cruel T

f. Bellatrix is cruel T

g. Dumbledore is unkind F

h. Voldemort is unkind T

i. Bellatrix is unkind T

(2) a. Diamonds are expensive T

b. Amethysts are expensive F

c. Dirt is expensive F

d. Diamonds are inexpensive F

e. Amethysts are inexpensive T

f. Dirt is inexpensive T

g. Diamonds are cheap F

h. Amethysts are cheap F

i. Dirt is cheap T

1. According to these truth-value judgements, what do the following words refer to? (6 pts)

(3) a. ~kind� = {mmmm}b. ~unkind� = {mmmm}c. ~cruel� = {mmmm}

d. ~expensive� = {mmmm}e. ~inexpensive� = {mmmm}f. ~cheap� = {mmmm}

2. According to the judgements in (2), do cheap and inexpensive mean the same thing?Why/Why not? (3 pts)

3. According to the judgements in (1), do unkind and cruel mean the same thing?Why/Why not? (3 pts)

1


4. Jane has proposed the following semantics for un-:. If x is not a member of ~Adj�, then x is a member of ~un-Adj�

Assuming ~afraid� = {a, c}, what predictions does Jane’s hypothesis make about the truth-value ofthe sentences in (4)? (2 pts)

(4) a. Bellatrix is unafraid T/F

b. Diamonds are unafraid T/F

5. Next consider the words in (5). Do you think that the un- in (5) is the same as the un- in (3)?

(5) a. unwrap

b. unfreeze

c. unpack

d. unroll

e. unzip

f. untangle

Provide some morphosyntactic evidence for your answer: (3 pts)

Provide some semantic evidence for your answer: (3 pts)

2


2 Pragmatics: Meaning as CONTEXT OF USE (20 pts)

Consider the following data from Nivacle, a language from the Matacoan language family, spoken inParaguay (?):

(6) a. kaPax

haveì-xa=bePìa

F-DET1=one

>tSitaP

elder.sister“I have one elder sister”

b. kaPax

haveìAn

rep

ì-pa=bePìa

F-DET2=one

>tSitaP

elder.sister“I have one elder sister”

c. Context 1A: S is telling you about her family.She grew up with an older sister.. (6a): Acceptable. (6b) Unacceptable

d. Context 1B: F is telling you about his family. He

knows he has an older sister, because his family

has told him this, but he has never met her, since

she was kidnapped before he was born.

. (6a) Unacceptable

. (6b) Acceptable

(7) a. xa-jiasnaji-eì

1S.SG-talk.to-COMxa=leon

DET1=Leon“I talked to Leon”

b. xa-jiasnaji-eì

1S.SG-talk.to-COMpa=leon

DET2=Leon“I talked to Leon”

c. Context 2A: I have heard many things about

your brother, Leon, from you and a friend that

works with him, but I had never met him. But

today, I spoke on the phone with him. I tell you:

. (7a): Unacceptable

. (7b) Acceptable

d. Context 2B: I have heard many things about

your brother, Leon, from you and a friend that

works with him, but I had never met him. But

today, I met him at the park and spoke with him.

I tell you:

. (7a): Acceptable

. (7b) Unacceptable

1. Propose a generalization about the different use-conditions associated with the determinersxa= and pa=, based on the above data. (4 pts)

2. Justify your proposal by referring to the data in (6) and (7). (6 pts)

3. Consider the context in (8) - which determiner would you use? Explain why, based on yourproposal. (6 pts)

(8) Context: You want to buy a “yica” - a traditional hand-knitted purse. You go to a craftswoman’shouse, where these things are sold, but don’t see any. You tell her:

xa=Bopoj

1S.SG-look.forìmmBataPaj

F-mmm-bag

“I am looking for a yica.”

3

part 2: part 3: 40 · .teeth.thirteen.nail.dark.panda.tiger.lion.snake list three more words...

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