Linguistics

Linguistics

1. Liquid phonemes in Kanuri [Nilo-Saharan; Nigeria]
Kanuri has three phonetic liquids: [r], [?], [l].
• [r] can be freely pronounced as a single tap or a trill (sort of like either the “r” of Spanish pero ‘but’ or the
“rr” of Spanish perro ‘dog’).
• [?] is a “retroflex flap”, pronounced by curling the tongue in retroflex position, then flipping it forward such
that it taps the alveloar ridge.
• [l] is like the “light” (non-velarized) l of English.
On the basis of the following data:
(1) Identify the underlying liquids in Kanuri. How many? What shape would you propose for them?
(2) Provide a rule or rules to account for any allophonic variations you propose. Give a name to your rule.
You can write your rule very informally (i.e. not with features, but with phonetic symbols).
Suggestion: Make a table for each of the three liquid phones, showing what can precede vs. follow each one, as
we did in class for Ewe.
1. a`re´ ‘come!’ 16. la´kka` ‘neighborhood’
2. d?´la´ ‘jackal’ 17. le´le´ ‘sweet’
3. d?´?g?`l ‘calf (of leg)’ 18. l?`r?´m ‘thickness’
4. du^l ‘right’ 19. lo`ru^ ‘harm’
5. du^r ‘kindred’ 20. lu´su`r ‘sin’
6. ka`l?^m ‘intestines’ 21. ra´kka` a prayer
7. ka`mbîl ‘blossom’ 22. ra´va` ‘maternal uncle’
8. ka´rí ‘tick’ 23. re´ta` ‘half’
9. ka`?í?ì ‘chaff’ 24. r?`vo´?în ‘I write’
10. ka´va`r ‘grave’ 25. ríva` ‘profit’
11. k?`le´fa` ‘healthy’ 26. ro^ ‘life’
12. k?`re^ ‘generous’ 27. ru`no^ ‘locust bean’
13. k?`rî ‘hill, dune’ 28. ?íva` ‘corpse’
14. k?`?î ‘green; raw’ 29. ?ìnza^m ‘bridle’
15. kùmîl ‘beer’ 30. tìlo´ ‘one’
2. Prefix allomorphs in Lithuanian [Baltic; Lithuania]
The verbs in the data table all have one of two verbal prefixes (one in items 1-12 and the other in items 13-23).
The hyphen shows the prefix, but it has no significance for the phonology. Ignore the hyphen in the rules that you
write. Provide:
(1) The proposed underlying forms of the two prefixes.
(2) A rule that accounts for the observed alternations. Give a name to your rule.
2
1. at-eiti ‘to arrive’ 13. ap-eiti ‘to circumvent’
2. at-imti ‘to take away’ 14. ap-ie?ko?ti ‘to search everywhere’
3. at-ne?ti ‘to bring’ 15. ap-akti ‘to become blind’
4. at-leisti ‘to forgive’ 16. ap-mo?ki?ti ‘to train’
5. at-likti ‘to complete’ 17. ap-temdi?ti ‘to obscure’
6. at-ko?pti ‘to rise’ 18. ap-?aukti ‘to proclaim’
7. at-pra?i?ti ‘to ask’ 19. ab-dau?i?ti? ‘to damage’
8. at-kurti ‘to reestablish’ 20. ab-draski?ti ‘to tear’
9. ad-gauti ‘to get back’ 21. ab-gauti ‘to deceive’
10. ad-bekti ‘to run up’ 22. ab-??ureti ‘to have a look at’
11. ad-bukti ‘to become blunt’ 23. ab-?elti ‘to become overgrown’
12. ad-gimti ‘to be born again’
3. Coronal Stops and Affricates in Tohono O’odham [Uto Aztecan; South-Central Arizona, Mexico]
In the following data you will see that Tohono O’odham (previously known as Papago) has the following four
phonetic coronal stops and affricates: [t, d, c‡, æ‡]. On the basis of this data, determine if Tohono O’odham has: (1)
four phonemems /t, d, c‡, æ‡/ or (2) the four phones can be reduced to fewer underlying phonemes. If (1), give the
evidence. If (2) identify the underlying phonemes and provide any rule(s) you may need to derive allophones.
Note: [i·] = an extra-short vowel; [´] = stress; ignore retroflex [d1].
1. bíæ‡im ‘turn around’ 10. hÆ@wgid ‘smell’
2. tá:pan ‘split’ 11. c&íhaN ‘hire’
3. hídod1 ‘cook’ 12. tó¯i ‘become hot’
4. c&Æ@kid ‘vaccinate’ 13. wíd1ut ‘swing’
5. gátwid ‘shoot’ 14 tá:tad1 ‘feet’
6. c&úku ‘become black’ 15. kí:c&ud ‘build a house for’
7. dágs1p ‘press with hand’ 16. dó:dom ‘copulate’
8. tóha ‘become white’ 17. tá:tam ‘touch’
9. æ‡úk”@ ‘rain’ (noun)
4. Consonant assimilation in Arabic
The following data show a division of Arabic consonants into two groups, depending on their effect on the
definite article /al-: the “sun” letters illustrated in (6)-(10) fully assimilate the preceding /l/, while the “moon”
letters in (1)-(5) have no effect.
moon letters sun letters
1. /al-qamr ‘the moon’ 6. /as&-s&ams ‘the sun’
2. /al-faras ‘the mare’ 7. /ad-daar ‘the house’
3. /al-kitaab ‘the book’ 8. /az-zayt ‘the oil’
4. /al-h.
arb ‘the war’ 9. /an-nahr ‘the river’
5. /al-/ab ‘the father’ 10. /aT-Tawb ‘the garment’
3
On the basis of the above data, answer the following questions:
(1) What is the basis of this distinction?
(2) Write a rule to account for the alternations that occur in (6)-(10).
(3) Show how would you expect the following nouns to be realized with the definite article?
1. raz&ul ‘man’ 6. harab ‘escape’
2. xaatam ‘ring’ 7. Dalq ‘tip of tongue’
3. baab ‘gate’ 8. walad ‘boy’
4. sana ‘year’ 9. tiz&aara ‘commerce’
5. mawt ‘death’ 10. ƒada ‘lunch’

 
Give each of the following sentences a ranking from 1-5, where 5 is perfectly acceptable, and
1 is unacceptable. For each sentence which doesn’t receive a 5, try to identify whether the
problem is syntactic or semantic. Provide your own judgments, even if you are not a native
speaker of English. (8 pts)
Judgments (1-5) Syn/Sem
1. My purple elbow annoyed the transient senator.
2. Jack is hunting for unicorns, and Frank is for another.
3. Jack is hunting for a unicorn, and Frank is for another.
4. Dorothy hates big ugly American architecture.
5. Dorothy hates American ugly big architecture.
6. Mandy surprised Rob to his birthday.
7. Mike didn’t cooked for Elena yesterday.
8. Mike didn’t cook for Elena yesterday
9. My left foot feels like terrible.
10. My transient senator annoyed the purple elbow.
11. Sarah devoured.
12. The dog walked past the child growled.
13. Who did Lois say whether likes Paul?
14. Who did Lois say whether Paul likes?
15. Who did Paul insist that Lois said that Melissa knew?
16. Who did Paul insist that said that Melissa knew Lois?
16. Who did Paul insist said that Melissa knew Lois?
18. It is important to Mary to avoid cholesterol.
19. Cholesterol is important to Mary to avoid.
20. Rats cats people John knows own catch carry diseases.
21. Rats cats people own catch carry diseases.
22. Rats cats catch carry diseases.
A. Is it always clear whether unacceptable sentences are bad because of syntax or semantics?
Discuss one example. (2pts)
Find three native English speakers, not classmates, who are willing to help. Ask them to report
their judgments for each of these sentences (also from 1-5), regardless of the source of
grammaticality. Average their scores and place them next to your judgments. (5 pts)
B. How consistent were your findings with those of your native speaker consultants? Discuss
one example. (2pts)
C. After this experiment, do you feel that the Native Speaker Judgment Task is reliable?
Explain. (3pts)
(Don’t write below this line!)

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