Linguistics -Phonology, Syntax-
Compare the vowels in the boldfaced words of two dialects of American English.
Dialect 1 Dialect 2 Dialect 1 Dialect 2 Dialect 1 Dialect 2
epipf [p.p] [p.p] ebitf [b.t] [b.t] epickf [p.k] [p.k]
epepf [p.p] [p.p] ebetf [b.t] [b.t] epeckf [p.k] [p.k]
eribf [..b] [..b] ebidf [b.d] [b.d] ebigf [b.g] [b.g]
erebf1 [..b] [..b] ebedf [b.d] [b.d] ebegf [b.g] [b.g]
elivef [l.v] [l.v] emissf [m.s] [m.s] elinkf [l..k] [l..k]
eLevf [l.v] [l.v] emessf [m.s] [m.s] elengthf [l..kĮ] [l..kĮ]
ehimf [h.m] [h.m] ebinf [b.n] [b.n] esingf [s..] [s..]
ehemf [h.m] [h.m] eBenf [b.n] [b.n] eengf1 [..] [..]
elimpf [l.mp] [l.mp] esinnedf [s.nd] [s.nd]
ehempf [h.mp] [h.mp] esendf [s.nd] [s.nd]
elintf [l.nt] [l.nt] eBillf [b.l] [b.l]
eLentf [l.nt] [l.nt] ebellf [b.l] [b.l]
Assume that Dialect 1 shows the original. Write a rule (actually a historical sound change) that converts the
vowels seen in Dialect 1 to those seen in Dialect 2. Assume the following vowel inventory for both dialects: /i, .,
e, ., a, ., a, u, ., o, ./. (Note that some phonetic features are omitted, particularly aspiration, nasalization of
vowels before nasal consonants, and diphthongization before voiced velars.)
2. Kuria prefix vowel alternations.
The following is the vowel system of Kuria, a Bantu language spoken in Tanzania.
Front Central Back
High, Tense i i. u u.
Mid, Tense e e. o o.
Mid, Lax . .. . ..
Low, Lax a a.
As in Bantu languages generally, Kuria nouns fall into one of 15-20 noun classes. In Kuria, noun classes are
marked by prefixes of the form VCV-. In the data below, nouns are grouped according to class prefix. (High tone
is marked by an acute accent, low tone is unmarked, but tone plays no role in the alternations here.)
1. it..i-.gurube pig 2. iri-h…ndi corn cob
it..i-se..se. dog iri-toro buttock
it..i-….mb. cow iri-k…nd. date fruit
it..i-.a..mwi cat iri-t…k. banana
1 eRebf: short for erebelf, usually applied to members of the Confederate Army during the US Civil War. eEngf is
the name of the phonetic symbol [.].
2
3. umu-r…sja boy 4. imi-si sugar canes
umu-mu.ra young man eme-te. trees
omo-te. tree
omo-go..ndo plowed field
omo-sa..t..a. male 6. uku-g….g..ra. to shave
5. igi-tu..mbe stool uku-bu.na to break
iki-ru…gu.ri soft porridge oko-re.ma to cultivate
ege-te. * chair oko-ho..ra to thresh
eg..-n.to thing ogo-s…nsa. * to winnow
ege-sa.ka stream oko-b..t..a to vomit
*In Kuria and some other Bantu languages, voiceless stops in prefixes become voiced if the first consonant of the
root is voiceless (in Kuria, this affects only /k/, but in some languages other consonants are affected). All the
prefixes of the words in (5) and (6) have underlying /k/.
3. Tagalog morphophonemics (Austronesian; Philippines)
The following three columns of data represent verb roots as they are realized, respectively, a) when there is no
following suffix; b) when they are followed by the derivational suffix /-in/; and c) when they are followed by the
derivational suffix /-an/. On the basis of these data, provide: (i) the underlying forms of the roots; (ii) a set of
rules that account for the alternations observed.in the order in which they apply; (iii) derivations of [pulhin]
and [tamnin]. Justify this order and discuss the nature of the interaction of your rules (feeding, bleeding etc.),
where crucial.
(a) (b) (c)
bukas buksin buksan eopenf
kapit kaptin kaptan eembracef
tubos tubsin tubsan eredeemf
opos upsin upsan estopf
posod pusdin pusdan etuftf
bata bathin bathan esufferf
bili bilhin bilhan ebuyf
dipa diphin diphan eopenf
polo pulhin pulhan eask for triflesf
puyo puyhin esaddle bagf
banig baNgin baNgan ematf
damit damtin damtan eclothef
ganap gampin gampan efulfillf
putol putlin putlan ecutf
atip aptin aptan ethatchingf
talab tablan epenetratef
tanim tamnin tamnan eplantf
laman lamnin lamnan efillf
NB. Ch = two segments.
Remember: Whenever you see alternations, you should consider alternative analyses, as we have done in class
(e.g. with respect to German [c] and [x]), and try to justify the choice you make between them.
4. Turkish vowels
The following data illustrate the realization of two suffixes after each of the 8 underlying vowels of Turkish:
3
nom. sg. gen. sg. nom. pl. gen. pl.
1. ip ipin ipler iplerin eropef
2. k.z k.z.n k.zlar k.zlar.n egirlf
3. yuz yuzun yuzler yuzlerin efacef (u = IPA [y])
4. pul pulun pullar pullar.n estampf
5. el elin eller ellerin ehandf
6. c&an c&an.n c&anlar c&anlar.n ebellf
7. koy koyun koyler koylerin evillagef (o = IPA [o])
8. son sonun sonlar sonlar.n eendf
On the basis of these data:
(1) Provide the +fs and -fs in the following distinctive feature matrix for each of the eight vowels of Turkish:
i . u u e a o o
High
Back
Round
(2) Give the alternants of each of the two suffixes (genitive and plural) and a proposal (and/or discussion) of the
underlying representation that you would suggest for each.
5. Rule interactions in two Basque dialects
This problem has two parts, A and B. NB. c&, s& = IPA [tS] [S]; y = IPA [j]
PART A. The following are data from the Biscayan dialect of Basque.
noun definite
1. sagar sagar-a eapplef
2. gison gison-a emanf
3. buzten buzten-a etailf
4. c&akur c&akur-e edogf
5. mutil mutil-e eboyf
6. buru buru-we eheadf
7. mendi mendi-ye emountainf
8. ate ati-e edoorf
9. asto astu-e edonkeyf
(1) Provide an underlying form with the definite suffix;
(2) Formulate the rules needed to derive the surface forms; and
(3) Demonstrate in what order these rules must apply. (Show what happens if they apply in a wrong order.)
PART B. Now consider the following similar (but non-identical) data from the Baztan dialect of Basque:
noun definite
1. gison gison-a emanf
2. egun egun-e edayf
3. mendi mendi-e emountainf
4. buru buru-e eheadf
5. ec&e ec&i-a ehousef
6. as&to as&tu-a edonkeyf
4
After looking over these data, and assuming the same underlying form of the definite suffix that you set up in
Part A, do the following:
(1) Discuss the differences between the two dialects in terms of the surface data.
(2) Discuss the differences between the two dialects in terms of the rules and their ordering.
(3) Which dialect do you think is more innovative.and why? (What motivation would there have been for the
more evolved dialect to innovate beyond the other?)
The following data are from one of the almost 200 languages spoken in Cameroon. Carefully analyze
the data, paying close attention to the morphology.
(1) a. lipa lini ethis forestf b. mapa mana ethese forestsf
c. li.um lini ethis bellyf d. ma.um mana ethese belliesf
e. liaa lini ethis rockf f. maaa mana ethese rocksf
g. mut nunu ethis personf h. .ot .ana ethese peoplef
i. mudaa nunu ethis womanf j. .odaa .ana ethese womanf
k. hike. hini ethis knifef l. dike. tini ethese knivesf
m. hinuni hini ethis birdf n. dinuni tini ethese birdsf
(2) a. lipa li hinuni ethe birdfs forestf b. mapa ma hinuni ethe birdfs forestf
c. li.um li hinuni ethe birdfs bellyf d. ma.um ma dinuni ethe birdsf belliesf
e. liaa li mut ethe personfs rockf f. maaa ma mut ethe personfs rocksf
g. mut nu mudaa ethe womanfs personf h. .ot .a mudaa ethe womanfs peoplef
i. mudaa nu hinuni ethe birdfs womanf j. .odaa .a hinuni ethe birdfs womenf
k. hike. hi mut ethe personfs knifef l. dike. di mut ethe personfs knivesf
m. hinuni hi .ot ethe peoplefs birdf n. dinunu di .ot ethe peoplefs birdsf
(3) a. lipa litidgi ethe small forestf b. mapa matidgi ethe small forestf
c. li.um litidgi ethe small bellyf d. ma.um matidgi ethe small belliesf
e. liaa litidgi ethe small rockf f. maaa matidgi ethe small rocksf
g. mut .tidgi ethe small personf h. .ot .atidgi ethe small peoplef
i. mudaa .tidgi ethe small womanf j. .odaa .atidgi ethe small womenf
k. hike. hitidgi ethe small knifef l. dike. ditidgi ethe small knivesf
m. hinuni hitidgi ethe small birdf n. dinunu ditidgi ethe small birdsf
(4) a. liaa liy. i ndap eThe rock is in the house.f
b. maaa may. i ndap eThe rocks are in the house.f
c. mut ay. i ndap eThe person is in the house.f
d. .ot .ay. i ndap eThe people are in the house.f
e. hinuni hiy. i ndap eThe bird is in the house.f
f. dinunu diy. i ndap eThe birds are in the house.f
(5) a. liaa liy. .k…i eThe rock is big.f
b. maaa may. .ak…i eThe rocks are big.f
c. mut ay. .k…i eThe person is big.f
d. .ot .ay. .ak…i eThe people are big.f
A.
Identify threepiecesofevidencefortheexistenceofthewordclassgnounhinthislanguage;identifyeachpieceofevidenceascomingfrominflectionalmorphology,derivationalmorphology,orsyntax.(5pts)B.Isthereevidencethatadjectivesandverbsareseparateclassesinthislanguage?Ifso,whatistheevidence?Ifnot,why?(5pts)C.Whatwordclassdodemonstrativesfallinto?Why?(2pts)(6) a. limug.. li mut lini ethis quiet personf b. mamug.. ma .ot mana ethese quiet peoplef
c. *limug.. li mut nunu d. *mamug.. ma .ot .anae. limug.. li mut litidgi ethe small quiet personf
f. mamug.. ma .ot matidgi ethe small quiet peoplefg. limug..li mut liy. i ndap eThe quiet person is in the house.fh. mamug.. ma .ot may. i ndap eThe quiet people are in the house.f(7) a. hipeda hi mut hini ethis small personf b. dipeda di .ot mana ethese small peoplef
c. *hipeda hi mut nunu d. *dipeda di .ot .ana
e. hipeda hi mut lipubi ethe pure small personf
f. dipeda di .ot dipubi ethe pure small peoplef
g. hipeda
hi mut liy. i ndap eThe small person is in the house.f
h. dipeda di .ot diy. i ndap eThe small people are in the house.f
D.What is the word class of the words limug..equietfandhipedaesmallf?Provideseveralpiecesofevidencetosupportyourclaim.
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