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Name(s): __________________________________________________ N/32 _____________ N/100 _____________ HOMEWORK: AMHARIC SPEECH DISGUISE RECONSIDERED John Alderete, Simon Fraser University Objective This problem builds on the solution to the Amharic speech disguise problem using the CV tier given in Understanding Phonology, but asks you to modify that analysis to solve a theoretical problem that arises from the proposed solution. The goal is to demonstrate mastery of CV phonology by both identifying problems with the given solution and also building on it to make a new analysis. The data The data and the structure of the problem below come from McCarthy, John. 1985, ‘Speech disguise and phonological representation in Amharic’, In Hulst and Smith (eds.), p. 305-‐312, Advances in non-‐linear phonology. Dordrecht: Foris. Amharic Disguised form Gloss gɪn gainəәn but məәtt’a mait’əәt’ come kɪfu kaifəәf cruel t’əәtt’a t’ait’əәt’ drink hed haidəәd go wəәddəәdəә waidəәd love
wəәrk’ wairk’əәk’ gold təәmara taimrəәr learn sɪgara saigrəәr cigarette səәkkəәrəә saikrəәr drunkard kəәbad kaibdəәd difficult wɪʃəәt waiʃtəәt lie The given rule The solution using principles of autosegmental phonology that is given in Understanding Phonology has the following series of steps:
1. Prepare the consonant melody for the disguised form: strip all vowels from the Amharic word; assume that all sequences of identical consonants are represented as a single root node linked to multiple C’s in the CV tier. Thus, there are two kinds of consonantal melodies (i.e., autosegmental trees for consonants starting from the root node downward): two consonant melodies, like /wd/ for ‘love’ and three consonant melodies, as in /wrk’/ for ‘gold.
2. Pair two consonant melodies with a CVCVC template, and pair three consonant melodies with a CVCCVC template.
3. All disguised forms have a vowel melody /ai-‐e/. Assume that the diphthong /ai/ is doubly linked to the first vowel of the template, and that the /e/ is linked to the second vowel.
4. Finally, use the association conventions familiar from tone systems to link up the consonant melody prepared in step 1 above to the C’s of the CV template.
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Illustrating the rule, n/12 points _____ Illustrate the above analysis in the boxes below by (i) giving the correct consonant and vowel melodies for the given disguised form, (ii) giving the correct CV template for each form, and (iii) showing how the autosegmental associations give the correct analysis. [taimrəәr] ‘learn’
[kaifəәf] ‘cruel’
[waidəәd] ‘love’
[waiʃtəәt] ‘lie’
Discussion of the problem raised by the given rule, n/8pts _____ While this is debatable, assume that there is a serious problem with the analysis given in the textbook because there is a generalization that is missed. State what the generalization is and explain why the analysis given in the textbook misses this generalization.
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Building on the proposed analysis, n/12pts _____ Revise your analysis based on the following assumptions. All disguised forms are created initially with the following CV template: CVCCVC. Also, contrary to the discussion in the book, assume that this process is like Arabic in its treatment of geminates. That is, association lines for the consonants will be made initially as follows: [gainəәn] ‘but’ CV C C VC | \/ / g n
[wairk’əәk’] ‘gold’ CVC C VC | \/ | w r k’
In the box on the right , formulate an autosegmental rule that has the following input conditions and output change. Show all relevant phonological structures. Input conditions: a root node with a [+cons] specification that is linked to two adjacent C’s on the CV tier Output change: delink the association with the second C on the CV tier
Finally, in the space below, show the results of this rule for ‘but’ and ‘gold’ above, and discuss how the resulting structures can be fixed up to be consistent with the observed output forms. You do not need to formulate a new rule for this fixing up process, but you do need to explain clearly how additional links are inserted in one case but not the other.
Name(s) ________________________________________________ HOMEWORK: PROSODIC STRUCTURE EXERCISES Due: Mar. 23 N/29 ____ N/100____ John Alderete, Linguistics 321, Simon Fraser University Part 1. Lenakel stress, with new instructions (Q86, UP 10.5) 1A. The stress pattern in Lenakel is that stress falls on the final syllable if it contains a long vowel, otherwise it falls on the penultimate syllable. Read the instructions and data for this problem in the textbook, and then analyze Lekakel stress by proposing the parameter settings for the following parameters (6 pts) Binarity:
Directionality:
Headedness:
Extrametricality:
Exhaustivity:
Weight-by-Position:
1B. Next, use the analysis you’ve just proposed to assign prosodic structure in the following words, showing all levels, i.e., CV, mora, syllable, and foot (only one foot per word), (9 pts, 3 pts each). tIkómkom ‘branches’
rImetjá:w ‘he arrived’
tupwalukáluk ‘lungs’
Part 2. West Greenlandic tone, with new instructions (Q 79, 2nd edition, UP 9.6) 2A. Examine the data and read the instructions and solution to this problem. Following the instructions, assume that the TBU is the vowel. In the following three forms, illustrate the alignment of tone with Vs at the CV tier (3 pts each). Do not include syllables or moras in your illustrations. atâ:síq ‘one’
apíràí ‘he asked them (decl.)
apirâ:í ‘he asked them (inter.)
2B. Finally, the solution given in the back of the book indicates that interrogative forms like takuwá:nǎ: ‘did he see me?’ require an additional rule, which UP characterizes as: ‘(in words where the last two syllables contain four TBUs), the leftmost H must spread to an extra TBU on the left if it occurs in the same syllable. Formulate this rule on the reverse of this page (5 pts).
Name _________________________________________________ N/48 ____________ N/100 _______________
HOMEWORK: STRESS AND SYLLABIFICATION IN HAWAIIAN John Alderete, Simon Fraser University Objective. The goal of this problem is to properly analyze Hawaiian syllables, with special attention to sequences of two vowels, so that stress in the same language can also be properly analyzed. Since stress feet are built atop syllables, the first part is to characterize a syllable template for Hawaiian. Data. In the data below, syllable boundaries are marked with IPA ‘.’. Thus, if two vowels are separated by a ‘.’, they are in two separate syllables. If two vowels are not separated, they are tautosyllabic, or in the same syllable. Stress is not marked here, but it will be below. Some words are actually compounds because they have two main stresses, but for now, just focus on the problem of accounting for possible syllables. Also, some of the meanings have been simplified, for ease of exposition, since meanings are not relevant here.
ʔa.na.pau ‘to leap, folic’ e.le.mo.e ‘dark, still’
i.pu hao.le ‘watermelon’ ʔai.a.na ‘to iron clothes’
haa.ʔei ‘to peep’ hae.le ‘to go, come’ ʔe.leu ‘active, alert’ ʔaa.hiu ‘wild, untamed’
ka.ma.hoi ‘wonderful, splendid’ lu.a ‘hole, pit’
lou ‘hook’ ʔa.nae ‘full-‐sized mullet fish’
ka.niu ‘lump under skin’ a.hu.lau ‘pestilence’
kaa.kaa.hou ‘to torture …’ kei.ki ‘child, offspring’
ʔi.ʔo.liu ‘tenderloin’ ʔe.lu.a ‘two’ a.ho.nu.i ‘patience’ hoi ‘bitter yam’
a.hu.e ‘to fold …’ kiu ‘spy, scout’
ha.hai ‘to follow, pursue…’ hao ‘iron’
ʔi.o.lo ‘to vibrate, whiffle’ wa.hi.e ‘fuel, firewood’
lo.ʔo.hi.a ‘possessed’ ʔe.ke.keu ‘wings’
1. Syllable template. 6 pts for chart, 8 for template: N/14 __________ The first part of solving the puzzle is to correctly characterize possible syllables, with special attention to VV sequences. Certain aspects of Hawaiian syllables are simple, and so are already expressed in the initial approximation of the syllable template below. For example, Hawaiian may only have a single onset consonant. The problem of possible VV sequences is much more difficult and will require careful scrutiny of possible diphthongs, which are defined as possible VV sequences in a single syllable. In this section, you are to both show the distributional patterns of syllable internal VV sequences, and also augment the template below by characterizing possible VV sequences in terms of distinctive features. Assume that long vowels are VV sequences, and show them in your distributional chart below and represent them in the template. While not exhibited in the data above, all of the five vowels may be long in Hawaiian, so fill in these identical vowels in the chart even though the data above does not exemplify all of them. Hawaiian syllable template (basic form, uncommented): (C) V1 (V2)
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Distributional chart. The matrix below schematizes possible diphthongs and long vowels, where the rows on the left indicate the first vowel (V1) and the columns show the second vowel of a diphthong (V2). Put a check ‘√’ in each cell that represents a possible diphthong, and leave all cells blank if they are not found in the data. V1 / V2 à ↓
a
e
o
i
u
a
e
o
i
u
Proposing a template. Repeat the basic template given above below in your answer and express the restrictions on possible diphthongs as a set of restrictions on feature matrixes for V1 and V2, like we have done in other syllable templates for CC clusters. If there are certain generalizations that can be made in terms of vowel height and sonority, they may be commented in prose. Include long vowels in your template.
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(continued, if necessary) 2. Illustration of syllabification, N/8 ________ Illustrate how the assumptions in your template work for the following examples. Your syllabifications should include moras and syllables, but CV structure may be left off. An important rule of Hawaiian syllabification is Syllable Maximization, according to which syllables are filled up with as many segments as possible, up to the maximum allowed by the template.
h a a ʔ e i
a h o n u i
h a e l e
l o ʔ o h i a
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3. Stress parameters, N/8 = ________________ A subset of the data from page 1 is given below and marked for stress. Given this rule, propose a consistent trochaic analysis of the stress system. Do this by filling in the remaining parameters in the space provided below and briefly explaining how the facts of the system, and other parameter settings, support your answer. Stress facts: If the last syllable contains a long vowel or diphthong, (=‘CVV syllable’), it receives main stress: ʔe.léu, ha.hái Otherwise main stress falls on the penultimate syllable: ʔi.ólo, a.hú.e, kéi.ki In words with three syllables or more, secondary stress falls on all CVV syllables and on alternating syllables counting leftward from either the main stressed syllable or the closest CVV syllable: ʔà.na.páu, kà.ma.hói, kàa.kàa.hóu Parameter settings: Headedness: trochaic or left headed (insert your explanation) Binarity: Directionality: Exhaustivity: Extrametricality:
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4. Illustration of the analysis, N/8 = _____________________ In the boxes below, present the full prosodic analysis of the examples given, both real and hypothetical. Your tree diagrams must include moras, syllables, prosodic feet, and PrWd (=prosodic word). Furthermore, you must show the headedness of the feet and PrWd by making a double line connecting the head element with the next higher node on the tree.
a h u e
k e i k i
h a e h a l o p a i (hypothetical)
ʔ a n a p a u
5. Consideration of a plausible alternative, N/10 = _____________ Finally, construct an argument for the trochaic analysis, i.e., the analysis in which the Hawaiian prosodic foot is left-‐headed, by considering a plausible alternative in which feet are iambic, or right headed. In particular, find a consistent set of parameter settings that can account for the same data above and state them in the boxes below. (Such a set does exist.) If there are additional assumptions that are necessary that are not expressed by the parameter settings, also state them clearly in the space provided. Briefly illustrate the analysis with some examples that are selected to illustrate the main ideas. Then point out some features of the analysis that are inelegant or seem unnecessarily complex when compared with the trochaic analysis above.
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Parameter settings for alternative: Headedness: iambic/right-‐headed Binarity: Directionality: Exhaustivity: Extrametricality: Additional assumptions:
Name: ____________________________________ N/66 _____ N/100 _____HOMEWORK: LATIN STRESS, Linguistics 321, Simon Fraser University
Introduction. This problem concerns several aspects of phonological structure. In a nutshell, you will be asked to provide a metrical analysis of stress that builds on assumptions about Latin syllable structure. But the analysis also involves moraic structure and sub-syllabic structure. Therefore, it is important to have a full grasp of all of these concepts to give a successful analysis. The sections below are intended to separate out these different parts of Latin phonological structure, but keep in mind that decisions made in earlier sections have an impact on the final analysis of stress. The data below will be drawn upon in the later sections.
Also, cogent writing is important and a factor in the overall grade (10 points total).
Consider the data below:
Antepenultimate Penultimate Ultimate
dé:ditus‘devoted’
catélla‘little necklace’
lúx‘light’
Pátroclus horta:bántur‘they encouraged’
árs‘art’
célebro:‘to frequent; to praise’
excépto:‘to take out’
dúx‘leader’
célebris‘populous; famous (fem.)’
cáno:‘I sing’
méns‘mind’
ópprobro:‘to slander’
de:cóctor‘big splendor’
vólucre:s‘winged, flying (nom. pl.)’
ce:lá:tor‘s.o. who hides something’
dé:cidio: (/dio:/ is one syllable)*‘to fall off’
exemplá:ris‘model (gen.)’
íntegra‘whole, unharmed (fem.)’
virúmque‘and the man’
lócuple:s‘rich, well-to-do’
dé:do:‘to surrender s.t. to s.o.’
tolerá:bilis de:féctio *(see below)‘defection’
réficit‘do again, redo (pres.)’
refé:cit (perf. act.)
Typography. Stress is marked below with an acute accent. The forms below are written in a modern orthography, and, with a few idiosyncrasies, reflect the sounds of Classical
Latin. /c/ is IPA [k], /qu/ = [kw], double consonants indicate length in consonants, and the colon indicates length for vowels.
* Assume that /di/ of dé:cidio: and /ti/ of de:féctio are single consonants with a vowel-like
offglide, i.e., [dy] and [ty] respectively.
Part A. Syllabification of word-internal clusters (10 points). In the two datasets below, (ai) vs. (aii), the word-internal consonant clusters are syllabified differently. This has consequences for stress, but more importantly for this section, they are predicted by principles of syllabification we have been used in class. In the space provided below, provide the syllabifications by repeating each word below and separating the syllables with a period, as with [da.ta] for the English word data. Then, in a short paragraph, explain what principles are at work in predicting this syllabification. You may want to do this part in conjunction with Part B below.
ai. Pátroclus, vólucre:s, íntegra
aii. de:féctio, horta:bántur, virúmque
Your short essay here:
Part B. Syllable template for Latin (10 points). Use the data on the first page to give a general characterization of possible syllables in Latin. Do this by filling out the syllable template below following the model below given for the syllable peak. So, you only need to fill in optional and obligatory elements in the Onset and Coda. Optional elements must be in parentheses, like the possible second vowel below. Use CV structure to indicate a syllable position, and then state any restrictions on the CV structure with distinctive features. For example, if a consonant C1 must be a sonorant, then say 'C1 must be [+son]'. Give a general review of the syllable data in prose and state how the syllable template accounts for this data.
Latin syllable template
Onset Peak Coda / \ V (V)
Part C. From syllables to stress (12 points). Given the syllabifications from parts 1-2, construct a metrical analysis of stress. That is, describe the stress system by filling in the settings for each parameter below. In addition, give a rationale for your assumed parameters. In particular, explain why the data, or an assumption you made about another parameter, requires the parameter setting you provide. Note: The data on page one do not provide sufficient information to fill in the Exhaustivity parameter, but just assume it is filled in as 'exhaustive', because of the presence of secondary stresses discussed in the textbook.
Headedness:
Binarity:
Directionality:
Extrametricality:
Part D. (6 points) Does Latin have Weight-by-Position? Explain fully.
Part E. Illustrating the analysis (10 points). In the boxes below, illustrate your analysis by providing the prosodic structure, at all levels, for the five forms below. Indicate stress by showing the strong syllable that is the head of the prosodic foot. Provide the CV, moraic, syllable, and foot structure for the entire form. Do so in a way that is consistent with your assumptions above from Part D. In your response, just assume that /x/ is a single consonant, /c/ is an IPA [k], and /ti/ is a onset consonant with a glide release, i.e., [ty]. Recall that ':' indicates length and must be represented in the prosodic structure. Also, just give one prosodic foot per word, and if a final element is extrametical, mark that by making the whole element 'invisible' with {} brackets.
Foot
Syllable
Mora
CV
P á t r o c l u s e x e m p l á: r i s d e: f é c ti o
Foot
Syllable
Mora
CVl ó c u p l e: s r é f i c i t
Part F. Motivating the headedness parameter (8 points). You assumed a particular setting for 'Headedness' in part C. Construct an argument for that parameter setting by considering the
opposite possible setting. For example, if you assumed a right-headed iambic foot, why is that superior to a trochaic foot? Or the opposite question if you assumed a left-headed trochaic foot. Use the data on page 1 and show how the opposite headedness parameter (I.e., the 'wrong' one), is not compatible with the Latin data. Point to specific kinds of data that are problematic and try to indicate what additional assumptions are needed to account for them. Then compare them with the 'right' headedness parameter you assumed in part C.
Stress in Rotuman (Source: Blevins, J. 1994, Oceanic Linguistics 33: 491-‐516) Stress in monomorphemic words (1) a. táka ‘to lie down’ b. móse ‘to sleep’ c. réː ‘to do d. sukáː ‘sugar’ e. hanísi ‘to love’ f. mamósa ‘to be ripe’ g. ʔatakó.a ‘completely’ h hununúka ‘to gasp’ Stress in polymorphemic words (2) a. táka ‘to lie down’ b. taká-‐ŋa ‘bed, grave’ (3) a. móse ‘to sleep’ b. mosé-‐ŋa ‘bed’ (4) a. tak-‐ʔɔ́ki ‘to make lie down’ b. tak-‐ʔakí-‐ŋa ‘making lie down’ Note: (4a) and (4b) contain the same suffix /-‐ʔaki/, which has the allomorph -‐ʔɔki in (4a). (5) a. móse ‘to sleep’ b. móse-‐a-‐na ‘sleep, 3.sg, transitive’ c. móse-‐a-‐risa ‘sleep, 3.pl, transitive’ (6) a. tʃóni ‘to flee’ b. tʃóni-‐me ‘to flee, DIR’ c. tʃóni-‐me-‐a ‘to flee, DIR, COMPL’ (7) a. raváː ‘to be defeated’ b. raváː-‐tia ‘to be defeated, COMPL’ Part 1. Describe the distribution of stress in monomorphemic and polymorphemic words. Your description should not assume an analysis of stress, but rather use theory-‐neutral terms like the position of syllables in a word, different types of syllables, and the different suffix classes. Also, explain the relationship between stress in monomorphemic words and the different datasets with polymorphemic words. Is stress the same or different? Explain fully. Part 2. Focus only on the data in (1) with monomorphemic words. Using principles of metrical analysis, fill in the parameter settings for Headedness, Binarity, Directionality, Exhaustivity, Position of Main Stress Foot, and Extrametricality. In particular, motivate your parameter setting for Headedness and Binarity. Finally, illustrate your analysis with full prosodic structures (moras, syllables, feet, prosodic words) for (1a), (1d), and (1h). Part 3. Finally, propose an analysis that explains the difference between stress in the polymorphemic words in (2-‐4) and (5-‐7). Assume that these two sets of words contain different suffixes and be explicit about how these suffixes are incorporated into prosodic structure. Explain your logic fully, and show your analysis with illustrative examples.