Brief: In addition to accuracy of your analysis, assessment considers your ability to communicate the rationale for your decisions and the theory you have evoked in reaching your conclusions.

Brief: In addition to accuracy of your analysis, assessment considers your ability to communicate the rationale for your decisions and the theory you have evoked in reaching your conclusions. You MUST demonstrate your thinking behind the answers you provide. You do not need to cite references in your answers, but if you do so, please use the havard system. Good luck!
Complete all of the following tasks, providing full and informative answers.
1. Phonology
b. Asheninca Campa

Asheninca Campa is an Arawakan language spoken in Peru. Below you find a set of nouns in citation form and with the possessive ‘my’ and ‘your’. Assume that ni is a suffix that additionally marks possession and do not include this suffix in your analysis.

Noun my_______ your______ Gloss

m?pi nom?pini pim?pini rock
s??ko nos??koni pis??koni sugar cane
t?o?ki not?o?kini pit?o?kini ant (species)
i?ki ni?kini pi?kini peanut
?n? n?n?ni p?n?ni black dye
o?ko no?koni po?koni root (species)
(i) State the alternation in the surface representation of the morphemes ‘my’ and ‘your’, and give the underlying structure of the morphemes ‘my’ and ‘your’.
(ii) Name and explain the phonological processes that cause the surface alternation.
2. Morphology

a. Look at the following data from Ateso.

a?d?k ‘to build’ a?t?d?k ‘to cause to build’
a?l?l ‘to be glad’ a?t?l?l ‘to cause to be glad’
a?njam ‘to eat’ a?tanjam ‘to feed’
a?wad?k ‘to write’ a?tawad?k ‘to cause to write’
a?cak ‘to throw’ a?tacak ‘to cause to throw’

a. Identify the infinitive morpheme.
b. Identify the root of each verb.
c. Provide a formal statement of the derivation of the causative.
3. Sentence structure

a. According to syntactic analysis, the phrases which act as intermediate units between words and the sentence can be independently verified by a number of tests. Briefly outline the substitution test, and apply it to the sentences below to determine which of the bracketed sequences form constituents.

(i) [The young girl] from next door broke the window.
(ii) [The young children] hated eating [their broccoli].
(iii) Put the bag over [on the table] that’s by the kitchen door.

b. Briefly describe the movement test. Apply it to the sentences below to determine which of the bracketed sequences form constituents.

(i) The cat elegantly tiptoed across the keyboard [with an air of defiance].
(ii) The students left the lecture hall [more confused than ever].
(iii) The interview process was completed more quickly [than they had expected].

c. According to phrase structure rules, sentences have a hierarchical design in which words are grouped together into successively larger structural units. Explain why the following expressions are structurally ambiguous. Illustrate your answers with draw tree diagrams using information from the phrase structure rules and justify the constituency techniques that you use.

(i) The police helped the dog bite victim.
(ii) They are hunting dogs.
d. The following sentences involve the inversion transformation. Illustrate your answers with draw tree diagrams and provide both the deep structure and the surface structure where appropriate.

(i) Which film did we see?
(ii) Will the film be shown next week?
(iii) What does the theory predict?
(iv) The fans all believed that their team would win.
4. Sentence meaning

a. Identify the presupposition in the following sentences.
(i) I wish I hadn’t told her.
(ii) Imagine you were on a beautiful sandy beach right now.
(iii) He has bought another new car.
(iv) He has stopped drinking.
(v) John is late again.
b. Discuss the denotation and the connotation of the words underlined in the following sentences.

(i) “Quick, bus!”
(ii) Jack was careful with his money.
(iii) They took a very liberal approach to the idea of fidelity.
(iv) The two sisters were both spinsters.

 

 

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