Phonology Doing Phonology Summary

Total Page:16

File Type:pdf, Size:1020Kb

Phonology Doing Phonology Summary Understanding Phonology Doing Phonology Summary Phonology Darrell Larsen Linguistics 101 Darrell Larsen Phonology Understanding Phonology Doing Phonology Summary Outline 1 Understanding Phonology Basics Phonology vs. Phonetics Distribution of Sounds Distinctive Features 2 Doing Phonology How to Solve a Phonology Problem Example Phonology Problem Writing Phonological Rules 3 Summary Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features What Is Phonology? Definition the study of the sound systems of languages and the mental representation of sounds sound system = inventory of sounds + rules + constraints Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Why Do We Need Phonology? to account for how sounds are groups together despite being phonetically distinct. to explain regular sound alternations (e.g. aspiration of /p t k/) to explain how we extend these alternations to novel words to explain how we extend these alternations to mistakes like spoonerisms Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Why Do We Need Phonology? to explain how we pronounce loan words to explain how we determine what possible words of our language are to save storage space etc Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features How Do Phonetics and Phonology Differ? Phonetics: concerned with actual pronunciation concerned with articulation Phonology: focuses on mental representations of sounds has rules mapping mental representations to pronunciations Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features How Do Phonetics and Phonology Differ? Phonetics Phonology The /k/ in call [khAl] and in key The /k/ in call and key have the h [kff i] are phonetically distinct. same mental representation. /kAl/ ! [khAl] h /ki/ ! [kff i] Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features How Do Phonetics and Phonology Differ? Letter Analogy a A Pseudo-phonetics Pseudo-phonology The symbols above are distinct. The symbols above belong to a single mental representation of the letter ‘a’. Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features From Phonology to Phonetics Phonology is the starting point, while phonetics is the ‘output’ of phonology. Phonological rules change sounds from mental representations (phonemes) into phonetic forms. Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features From Phonology to Phonetics Letter Analogy The single letter ‘a’ is written as hai or hAi in accordance with the following (simplified) set of rules: Use hAi at the beginning of a sentence. Use hAi at the beginning of a proper noun. Use hai elsewhere. Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features From Phonology to Phonetics Actual Example The single phoneme /k/ is pronounced as [k] or [kff] in accordance with the following (simplified) set of rules: Use [kff] in front of the vowel /i/. Use [k] elsewhere. Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Phonemes and Allophones The Basics A speech sound in isolation is a phone. The mental representation of a sound is a phoneme. Allophones are phonetic realizations of phonemes. Allophones are generally minimally distinct from phonemes. A phoneme consists of one or more allophones. Every speech sound we produce is an allophone of some phoneme. Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Phonemes and Allophones Notation Allophones are written between square brackets [ ]. Phonemes are written between forward slashes / /. Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features From Phonology to Phonetics Phonemes &Allophones Native speakers generally think of sounds at the phonemic level. Phoneme Allophone Example [t] ‘stop’ [t^] ‘cat’ [P] ‘cat’ /t/ [th] ‘tie’ [R] ‘atom’ [tS] ‘train’ Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Types of Distributions When comparing the speech sounds of a language, we can classify their relative distribution as one of the following: 1 contrastive 2 complementary 3 free variation Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Contrastive Distribution Two sounds are contrastive when: 1 they occur in the same environment, and 2 replacing one sound with the other can change a word’s meaning Question Are [s] and [z] contrastive in English? Are [k] and [kh] contrastive in English? Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Contrastive Distribution Two contrastive phones are allophones of different phonemes. Two non-contrastive phones are allophones of the same phoneme. Question Do [s] and [z] belong to the same phoneme or different phonemes in English? How about [k] and [kh]? Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Contrastive Distribution Minimal Pairs Minimal pairs provide evidence that two phones are in contrastive distribution A minimal pair is two words... 1 with the same number of sound segments, and 2 which differ in segment only, and 3 which have different meanings Minimal Pairs Not Minimal Pairs [bin] ‘bean’ [min] ‘mean’ [sænd] ‘sand’ [stænd] ‘stand’ [m2d] ‘mud’ [T2d] ‘thud’ [bin] ‘bean’ [bæm] ‘bam’ [læf] ’laugh’ [khæf] ‘calf’ [khæt] ‘cat’ [khæP] Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Complementary Distribution Sounds in complementary distribution... 1 never occur in the same environment 2 occur in predictable environments (with respect to each other) Sounds in complementary distribution are allophones of the same phoneme. Question Are [p] and [ph] in complementary distribution in English? How about [t] and [d]? Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Free Variation Two sounds are free variation when: 1 they occur in the same environment, and 2 replacing one with the other does not change the meaning Sounds in free variation are allophones of the same phoneme. Question Are released [b] and unreleased [b^] in free variation word-finally? Are released [b] and unreleased [b^] in free variation word-initially? Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Crosslinguistic Variation The distribution of any two sounds is language-specific. English [su] ‘sue’ Finnish [ku:si] ‘six’ [zu] ‘zoo’ [ku:zi] ‘six’ English [pi] - Korean [pi] ‘rain’ [phi] ‘pee’/‘pea’ [phi] ‘blood Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Multiple Distributions The distribution of two sounds may vary depending on the environment. Consider the sounds [t], [t^] and [P] in English ‘cat’ [kæt][kæt^][khæP] ‘stop’ [stap] *[st^ap] *[sPap] Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Multiple Distributions A phone may be allophones of more than one phoneme. E.g., [R] can be an allophone of /t/ or /d/. ‘atom’ [æR@m] cf. ‘atomic’ [@thamIk] ‘addict’ [æRIkt] cf. ‘addictive’ [@dIktIv] Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Distinctive Features A distinctive feature is a feature which, when changed, may create minimal pairs. Any feature may potentially be distinctive. Which features are distinctive is language-specific. Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Distinctive Features Examples Voicing, [±voice], is a distinctive feature in English, but not in Korean. [p] and [b] are contrastive in English. [p] and [b] are in complementary distribution in Korean. Darrell Larsen Phonology Basics Understanding Phonology Phonology vs. Phonetics Doing Phonology Distribution of Sounds Summary Distinctive Features Distinctive Features Examples Aspiration, [±aspirated], is a distinctive feature in Korean, but not in English. [p] and [ph] are contrastive in Korean. [p] and [ph] are in
Recommended publications
  • Applying Phonology in Lexicography: Variant-Synonym Classification In
    Applying phonology in lexicography: variant-synonym classification in Czech Sign Language Hana Strachoňová, Masaryk University, Brno, Czech Republic, [email protected] Lucia Vlášková, Masaryk University, Brno, Czech Republic, [email protected] Sign language (SL) lexicography, as a young field of study within SL linguistics, faces a lot of challenges that have already been answered for the audio-oral language material. In this talk we present a method that is being applied in the ongoing process of data classification for the first Czech SL online dictionary (part of the platform Dictio). Problem: For audio-oral languages, a dictionary entry standardly contains the citation form of a lexeme and all the variants (Čermák 1995). See for example the gender variants in Czech: brambor (potato- masculine) / brambor-a (potato-feminine), hadr (cloth-masculine) / hadr-a (cloth-feminine). However, two (or more) expressions of a different word-forming nature are not considered variants but synonyms (Filipec 1995). See the example pairs in Czech - the first expression comes from the traditional Czech lexicon and the latter originates in English/Latin: jazykověda (linguistics; Czech origin) / lingvistika (linguistics; foreign origin), poradce (consultant; Czech origin) / konzultant (consultant; foreign origin). The common ground of the variant- and synonym-pairs is their shared meaning (brambor has the same meaning as brambora; jazykověda has the same meaning as lingvistika) and in the lexicographic work it is essential to assign each of them the right place in the dictionary entry. What seems as a simple task for spoken languages (basically - common root for variants, different roots for synonyms) becomes a challenge for SLs (still ongoing discussion about the definition of morphemes and lexical roots; see e.g.
    [Show full text]
  • Laryngeal Features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa
    Phonology 19 (2002) 189–218. f 2002 Cambridge University Press DOI: 10.1017/S0952675702004311 Printed in the United Kingdom Laryngeal features in German* Michael Jessen Bundeskriminalamt, Wiesbaden Catherine Ringen University of Iowa It is well known that initially and when preceded by a word that ends with a voiceless sound, German so-called ‘voiced’ stops are usually voiceless, that intervocalically both voiced and voiceless stops occur and that syllable-final (obstruent) stops are voiceless. Such a distribution is consistent with an analysis in which the contrast is one of [voice] and syllable-final stops are devoiced. It is also consistent with the view that in German the contrast is between stops that are [spread glottis] and those that are not. On such a view, the intervocalic voiced stops arise because of passive voicing of the non-[spread glottis] stops. The purpose of this paper is to present experimental results that support the view that German has underlying [spread glottis] stops, not [voice] stops. 1 Introduction In spite of the fact that voiced (obstruent) stops in German (and many other Germanic languages) are markedly different from voiced stops in languages like Spanish, Russian and Hungarian, all of these languages are usually claimed to have stops that contrast in voicing. For example, Wurzel (1970), Rubach (1990), Hall (1993) and Wiese (1996) assume that German has underlying voiced stops in their different accounts of Ger- man syllable-final devoicing in various rule-based frameworks. Similarly, Lombardi (1999) assumes that German has underlying voiced obstruents in her optimality-theoretic (OT) account of syllable-final laryngeal neutralisation and assimilation in obstruent clusters.
    [Show full text]
  • Language Development Language Development
    Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development.
    [Show full text]
  • Finding Phonological Rules
    14 February 2013 Aaron J. Dinkin Linguistics 1 [email protected] Lecture 8 Phonology: finding phonological rules Given a data from a language, how do you identify phonological rules? —how do you determine if two sounds are allophones of the same phoneme, and/or what rule determines the relationship between the allophones? Basic process: 1) Look at the environments in which the sounds appear 2) Look for natural classes in the environments, and 3) Determine if the sounds are in complementary distribution 4) If so, find which sound occurs in the elsewhere condition if any 5) State a rule which accounts for the distribution you see Example: Consider a dialect of English with two allophones of /aI/, [aI] and [ʌI]. What rule accounts for their distribution? Words containing [aI] Words containing [ʌI] tribe hype dive white rise life oblige bike mime ice fine fly First, we just list the environments in which [aI] and [ʌI] appear in the data: [aI] [ʌI] ɹ__b h__p d__v w__t ɹ__z l__f l__dʒ b__k m__m #__s f__n l__# Next, we look for natural classes among the environments: [ʌI] is always followed by a voiceless consonant. Do we have complementary distribution? Yes: ; [aI] is never pre-voiceless. [aI] is followed by both voiced consonants and the word boundary: not a natural class. Thus [aI] occurs “elsewhere”; it’s the underlying form. So we write the rule: /aI/ becomes [ʌI] before voiceless sounds aɪ ʌɪ / __[–vce] Example: Tojolabal uses both ejective [k’] and regular [k]. Are they allophones of the same phoneme, or distinct phonemes? Sample
    [Show full text]
  • Writing & Language Development Center Phonetic Alphabet for English Language Learners Pin, Play, Top, Pretty, Poppy, Possibl
    Writing & Language Development Center Phonetic Alphabet f o r English Language Learners A—The Phonetic Alphabet (IPA) is a system of phonetic symbols developed by linguists to represent P each of the wide variety of sounds (phones or phonemes) used in spoken human language. This includes both vowel and consonant sounds. The IPA is used to signal the pronunciation of words. Each symbol is treated separately, with examples (like those used in the dictionary) so you can pronounce the word in American English. Single consonant sounds Symbol Sound Example p p in “pen” pin, play, top, pretty, poppy, possible, pepper, pour t t in “taxi” tell, time, toy, tempted, tent, tender, bent, taste, to ɾ or ţ t in “bottle” butter, writer, rider, pretty, matter, city, pity ʔ or t¬ t in “button” cotton, curtain, kitten, Clinton, continent, forgotten k c in “corn” c in “car”, k in “kill”, q in “queen”, copy, kin, quilt s s in “sandal” c in “cell” or s in “sell”, city, sinful, receive, fussy, so f f in “fan” f in “face” or ph in “phone” gh laugh, fit, photo, graph m m in “mouse” miss, camera, home, woman, dam, mb in “bomb” b b in “boot” bother, boss, baby, maybe, club, verb, born, snobby d d in “duck” dude, duck, daytime, bald, blade, dinner, sudden, do g g in “goat” go, guts, giggle, girlfriend, gift, guy, goat, globe, go z z in “zebra” zap, zipper, zoom, zealous, jazz, zucchini, zero v v in “van” very, vaccine, valid, veteran, achieve, civil, vivid n n in “nurse” never, nose, nice, sudden, tent, knife, knight, nickel l l in “lake” liquid, laugh, linger,
    [Show full text]
  • Phonetic and Phonological Research Sharing Methods
    The Kabod Volume 3 Issue 3 Summer Article 1 January 2017 Phonetic and Phonological Research Sharing Methods Cory C. Coogan Liberty University, [email protected] Follow this and additional works at: https://digitalcommons.liberty.edu/kabod Part of the Modern Languages Commons, and the Reading and Language Commons Recommended Citations MLA: Coogan, Cory C. "Phonetic and Phonological Research Sharing Methods," The Kabod 3. 3 (2017) Article 1. Liberty University Digital Commons. Web. [xx Month xxxx]. APA: Coogan, Cory C. (2017) "Phonetic and Phonological Research Sharing Methods" The Kabod 3( 3 (2017)), Article 1. Retrieved from https://digitalcommons.liberty.edu/kabod/vol3/iss3/1 Turabian: Coogan, Cory C. "Phonetic and Phonological Research Sharing Methods" The Kabod 3 , no. 3 2017 (2017) Accessed [Month x, xxxx]. Liberty University Digital Commons. This Individual Article is brought to you for free and open access by Scholars Crossing. It has been accepted for inclusion in The Kabod by an authorized editor of Scholars Crossing. For more information, please contact [email protected]. Coogan: Phonetic and Phonological Research Sharing Methods Running Head: PHONETIC AND PHONOLOGICAL RESEARCH SHARING METHODS 1 Phonetic and Phonological Research Sharing Methods Cory Coogan Liberty University Published by Scholars Crossing, 2017 1 The Kabod, Vol. 3, Iss. 3 [2017], Art. 1 PHONETIC AND PHONOLOGICAL RESEARCH SHARING METHODS 2 Phonetic and Phonological Research Sharing Methods Most linguists affirm the observation that human language is innate; the human mind has a capacity for grammar that is inherent from birth. This notion implies that a singular grammar produces all human languages; therefore, to appropriately understand the scope of the human capacity for grammar, a single model must cohesively describe the various processes of all human languages.
    [Show full text]
  • Learning About Phonology and Orthography
    EFFECTIVE LITERACY PRACTICES MODULE REFERENCE GUIDE Learning About Phonology and Orthography Module Focus Learning about the relationships between the letters of written language and the sounds of spoken language (often referred to as letter-sound associations, graphophonics, sound- symbol relationships) Definitions phonology: study of speech sounds in a language orthography: study of the system of written language (spelling) continuous text: a complete text or substantive part of a complete text What Children Children need to learn to work out how their spoken language relates to messages in print. Have to Learn They need to learn (Clay, 2002, 2006, p. 112) • to hear sounds buried in words • to visually discriminate the symbols we use in print • to link single symbols and clusters of symbols with the sounds they represent • that there are many exceptions and alternatives in our English system of putting sounds into print Children also begin to work on relationships among things they already know, often long before the teacher attends to those relationships. For example, children discover that • it is more efficient to work with larger chunks • sometimes it is more efficient to work with relationships (like some word or word part I know) • often it is more efficient to use a vague sense of a rule How Children Writing Learn About • Building a known writing vocabulary Phonology and • Analyzing words by hearing and recording sounds in words Orthography • Using known words and word parts to solve new unknown words • Noticing and learning about exceptions in English orthography Reading • Building a known reading vocabulary • Using known words and word parts to get to unknown words • Taking words apart while reading Manipulating Words and Word Parts • Using magnetic letters to manipulate and explore words and word parts Key Points Through reading and writing continuous text, children learn about sound-symbol relation- for Teachers ships, they take on known reading and writing vocabularies, and they can use what they know about words to generate new learning.
    [Show full text]
  • Part 1: Introduction to The
    PREVIEW OF THE IPA HANDBOOK Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet PARTI Introduction to the IPA 1. What is the International Phonetic Alphabet? The aim of the International Phonetic Association is to promote the scientific study of phonetics and the various practical applications of that science. For both these it is necessary to have a consistent way of representing the sounds of language in written form. From its foundation in 1886 the Association has been concerned to develop a system of notation which would be convenient to use, but comprehensive enough to cope with the wide variety of sounds found in the languages of the world; and to encourage the use of thjs notation as widely as possible among those concerned with language. The system is generally known as the International Phonetic Alphabet. Both the Association and its Alphabet are widely referred to by the abbreviation IPA, but here 'IPA' will be used only for the Alphabet. The IPA is based on the Roman alphabet, which has the advantage of being widely familiar, but also includes letters and additional symbols from a variety of other sources. These additions are necessary because the variety of sounds in languages is much greater than the number of letters in the Roman alphabet. The use of sequences of phonetic symbols to represent speech is known as transcription. The IPA can be used for many different purposes. For instance, it can be used as a way to show pronunciation in a dictionary, to record a language in linguistic fieldwork, to form the basis of a writing system for a language, or to annotate acoustic and other displays in the analysis of speech.
    [Show full text]
  • 24.900 Intro to Linguistics Lecture Notes: Phonology Summary
    Fall 2012 Phonology Summary • Speakers of English learned something from the data they were presented with as (contains all examples from class slides, and more!) babies that caused them to internalize (learn) the rule exemplified in (1) — just as Tojolabal speakers learned from the data that they heard as babies, and ended up with 1. Phonology vs. phonetics the rule exemplified in (2). • The path from memory (lexical access) to speech is mediated by phonology. • The English rule is real and active "on-line", governing creative linguistic behavior. A • Phonology = system of rules that apply when speech sounds are put together to form native speaker of English will apply it to new words they have never heard. The /t/ in morphemes and words. tib will be aspirated, and the /t/ in stib (both nonsense words, I hope) will not be. Probably Tojolabal speakers will show similar behavior with respect to their rule. (1) stop consonant aspiration in English: initial within a stressed syllable ASPIRATED UNASPIRATED 2. What phonetic distinctions are made in lexical entries? initial within a stressed syllable after s or initial within an word-final (therefore syllable- Part 1: phonological rules that eliminate distinctions from the lexicon unstressed syllable final) pan span nap tone stone note • English: lexicon does not need to distinguish aspirated from unaspirated stops. kin skin nick There is no reason to suppose that information about aspiration forms part of the sound field of lexical entries of English words, since it is entirely predictable. Though pan is upon supping pronounced /pʰæn/ and span /spæn/, there is no reason to distinguish the aspirated and unaspirated bilabial stops in the lexical entries of the two words.
    [Show full text]
  • Traditional Chinese Phonology Guillaume Jacques Chinese Historical Phonology Differs from Most Domains of Contemporary Linguisti
    Traditional Chinese Phonology Guillaume Jacques Chinese historical phonology differs from most domains of contemporary linguistics in that its general framework is based in large part on a genuinely native tradition. The non-Western outlook of the terminology and concepts used in Chinese historical phonology make this field extremely difficult to understand for both experts in other fields of Chinese linguistics and historical phonologists specializing in other language families. The framework of Chinese phonology derives from the tradition of rhyme books and rhyme tables, which dates back to the medieval period (see section 1 and 2, as well as the corresponding entries). It is generally accepted that these sources were not originally intended as linguistic descriptions of the spoken language; their main purpose was to provide standard character readings for literary Chinese (see subsection 2.4). Nevertheless, these documents also provide a full-fledged terminology describing both syllable structure (initial consonant, rhyme, tone) and several phonological features (places of articulation of consonants and various features that are not always trivial to interpret, see section 2) of the Chinese language of their time (on the problematic concept of “Middle Chinese”, see the corresponding entry). The terminology used in this field is by no means a historical curiosity only relevant to the history of linguistics. It is still widely used in contemporary Chinese phonology, both in works concerning the reconstruction of medieval Chinese and in the description of dialects (see for instance Ma and Zhang 2004). In this framework, the phonological information contained in the medieval documents is used to reconstruct the pronunciation of earlier stages of Chinese, and the abstract categories of the rhyme tables (such as the vexing děng 等 ‘division’ category) receive various phonetic interpretations.
    [Show full text]
  • Phonemic Instability: a Butterfly Effect
    PHONEMIC INSTABILITY: A BUTTERFLY EFFECT PAROMA SANYAL REENA ASHEM Indian Institute of Technology-Delhi, India 1xxIntroduction Can an imperceptibly tiny change in the relative ranking of a markedness constraint lead to phonemic instability and ultimately sound change in a language? In this paper we predict that this could indeed be the case when the phonological processes that take place within a certain morpho-phonological domain result in a particular phoneme being reinterpreted as marked by new learners of the language. According to McCarthy and Prince (1994), The Emergence of the Unmarked is a generalization about markedness constraints that are otherwise invisible in a language becoming visible in certain marked domains. While a markedness constraint C 'in the language as a whole, may be roundly violated, but in a particular domain it is obeyed exactly.' Now imagine the scenario where a markedness constraint C is ranked so low in the language that it is invisible for all practical purposes. However, when the satisfaction of a complex set of well-formedness constraints within a marked domain coincides with a systematic violation of C, it is possible for new learners of the language to re-rank C higher in the language. Thus the surface realization of phonological well-formedness conditions, if coincidentally localized to particular phonemes, rather than being distributed over a range of environments, could trigger phonemic instability and eventual sound change in the language. The Tibeto-Burman language Meiteilon, spoken in the state of Manipur in India, we claim, has a similar reanalysis taking place in its current phonological grammar. Meiteilon, like most other Tibeto-Burman languages of the region has rich inflectional morphology that attaches as suffixes to monosyllabic nominal or verbal roots.
    [Show full text]
  • Introductory Phonology
    3 More on Phonemes 3.1 Phonemic Analysis and Writing The question of phonemicization is in principle independent from the question of writing; that is, there is no necessary connection between letters and phonemes. For example, the English phoneme /e}/ can be spelled in quite a few ways: say /se}/, Abe /e}b/, main /me}n/, beige /be}è/, reggae /cryge}/, H /e}tà/. Indeed, there are languages (for example, Mandarin Chinese) that are written with symbols that do not correspond to phonemes at all. Obviously, there is at least a loose connection between alphabetic letters and phonemes: the designers of an alphabet tend to match up the written symbols with the phonemes of a language. Moreover, the conscious intuitions of speakers about sounds tend to be heavily influenced by their knowledge of spelling – after all, most literate speakers receive extensive training in how to spell during child- hood, but no training at all in phonology. Writing is prestigious, and our spoken pronunciations are sometimes felt to be imperfect realizations of what is written. This is reflected in the common occur- rence of spelling pronunciations, which are pronunciations that have no historical basis, but which arise as attempts to mimic the spelling, as in often [cÑftvn] or palm [pwlm]. In contrast, most linguists feel that spoken language is primary, and that written language is a derived system, which is mostly parasitic off the spoken language and is often rather artificial in character. Some reasons that support this view are that spoken language is far older than writing, it is acquired first and with greater ease by children, and it is the common property of our species, rather than of just an educated subset of it.
    [Show full text]