DOCSLIB.ORG

Handouts for Advanced Phonology: a Course Packet Steve Parker GIAL

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Handouts for Advanced Phonology: a Course Packet Steve Parker GIAL Handouts for Advanced Phonology: A Course Packet Steve Parker GIAL and SIL International Dallas, 2016 Copyright © 2016 by Steve Parker and other contributors Page 1 of 304 Preface This set of materials is designed to be used as handouts accompanying an advanced course in phonology, particularly at the graduate level. It is specifically intended to be used in conjunction with two textbooks: Phonology in generative grammar (Kenstowicz 1994), and Optimality theory (Kager 1999). However, this course packet could potentially also be adapted for use with other phonology textbooks. The materials included here have been developed by myself and others over many years, in conjunction with courses in phonology taught at SIL programs in North Dakota, Oregon, Dallas, and Norman, OK. Most recently I have used them at GIAL. Many of the special phonetic characters appearing in these materials use IPA fonts available as freeware from the SIL International website. Unless indicated to the contrary on specific individual handouts, all materials used in this packet are the copyright of Steve Parker. These documents are intended primarily for educational use. You may make copies of these works for research or instructional purposes (under fair use guidelines) free of charge and without further permission. However, republication or commercial use of these materials is expressly prohibited without my prior written consent. Steve Parker Graduate Institute of Applied Linguistics Dallas, 2016 Page 2 of 304 1 Table of contents: list of handouts included in this packet Day 1: Distinctive features — their definitions and uses -Pike’s premises for phonological analysis ......................................................................... 7 -Phonemics analysis flow chart ........................................................................................... 9 -Distinctive feature matrix ................................................................................................ 10 -Major class features ......................................................................................................... 12 -Vowel features ................................................................................................................. 13 -IPA/APA charts ............................................................................................................... 14 Day 2: Practice with distinctive features and formal rules -Formal devices ................................................................................................................. 16 -Phonetic chart consonants ................................................................................................ 22 -Phonetic chart vowels ...................................................................................................... 23 -Phonemic chart consonants .............................................................................................. 24 -Phonemic chart vowels .................................................................................................... 25 -Some important resources for studying phonology ......................................................... 26 Day 3: More practice with distinctive features (none) Day 4: Morphophonemic analysis -Morphophonemics homework instructions ...................................................................... 27 -Procedures for morphophonemic analysis ....................................................................... 28 -Derivations ....................................................................................................................... 29 -What to do with your data ................................................................................................ 30 -Lamba problem ................................................................................................................ 35 Day 5: Rule ordering relationships -Spanish rule ordering problem ......................................................................................... 36 -Ordering relationship types .............................................................................................. 39 -Sample rule ordering problems ........................................................................................ 40 Day 6: Exercise 3.5 (Somali) -Instructions for homework (exercise 3.1: Serbo-Croatian) .............................................. 43 -Somali discussion ............................................................................................................. 45 Day 7: Continue with exercise 3.5 (Somali) (none) Day 8: Introduction to feature geometry theory (none) Day 9: Practice with feature geometry -Data and instructions for Indonesian problem ................................................................. 49 -Evaluating analyses .......................................................................................................... 53 -Tips for feature geometry trees ........................................................................................ 54 Page 3 of 304 2 Day 10: Motivation for feature geometry -Lecture notes on the motivation for feature geometry ..................................................... 62 Day 11: Lexical phonology -Icelandic instructions (exercise 5.1)................................................................................. 65 -The model of lexical phonology ...................................................................................... 66 -Distinctions between lexical and postlexical rules .......................................................... 67 -English ng ........................................................................................................................ 68 -Marlett: application of phonological rules ....................................................................... 69 Day 12: Syllable structure and syllabification -Chamicuro syllable types ................................................................................................. 74 Day 13: Sonority -Berber instructions (exercise 6.6) .................................................................................... 75 -Lecture notes on sonority ................................................................................................. 76 -Serbo-Croatian data ......................................................................................................... 78 -Sonority hierarchy ............................................................................................................ 79 Day 14: Tone — autosegmental phonology and Goldsmith’s Well-Formedness Condition -Important principles of autosegmental phonology........................................................... 80 Day 15: Tone — the Obligatory Contour Principle and the Universal Association Convention (none) Day 16: Practice exercises with tone -Tone phenomena (Keith Snider) ...................................................................................... 82 -Data problem: Mixteco of Santo Tomas .......................................................................... 96 Day 17: More practice exercises with tone -Factors which affect tone ................................................................................................. 97 -Orthography design (Snider) ............................................................................................ 98 Day 18: Metrical phonology (stress) -Parameters for grid construction .................................................................................... 108 -Stress patterns in Chamicuro ......................................................................................... 109 Day 19: Practice exercises with metrical phonology -Palauan exercise ............................................................................................................. 110 Day 20: More practice exercises with metrical phonology (none) Day 21: More practice exercises with metrical phonology -Latin stress data .............................................................................................................. 111 -Arabic stress data ........................................................................................................... 112 -Motivation for metrical phonology ................................................................................ 113 Page 4 of 304 3 Day 22: Review for midterm exam -Sherlock Holmes ............................................................................................................ 114 Day 23: Midterm exam (in class) (none) Day 24: Introduction to optimality theory and tableaux -Sample constraints and tableaux .................................................................................... 115 Day 25: Overview of the OT model -Quote from Hale ............................................................................................................ 121 -Ethics quote (Collins) .................................................................................................... 122 -The nature of an OT grammar........................................................................................ 123 -Some important resources for studying optimality theory ............................................. 127 -Specifications for final paper ......................................................................................... 129 Day 26: Generalized alignment -Sample constraints and tableaux illustrating generalized alignment ............................
Load more

Recommended publications
  • 4. R-Influence on Vowels
    4. R-influence on vowels Before you study this chapter, check whether you are familiar with the following terms: allophone, centring diphthong, complementary distribution, diphthong, distribution, foreignism, fricative, full vowel, GA, hiatus, homophone, Intrusive-R, labial, lax, letter-to-sound rule, Linking-R, low-starting diphthong, minimal pair, monophthong, morpheme, nasal, non-productive suffix, non-rhotic accent, phoneme, productive suffix, rhotic accent, R-dropping, RP, tense, triphthong This chapter mainly focuses on the behaviour of full vowels before an /r/, the phonological and letter-to-sound rules related to this behaviour and some further phenomena concerning vowels. As it is demonstrated in Chapter 2 the two main accent types of English, rhotic and non-rhotic accents, are most easily distinguished by whether an /r/ is pronounced in all positions or not. In General American, a rhotic accent, all /r/'s are pronounced while in Received Pronunciation, a non-rhotic variant, only prevocalic ones are. Besides this, these – and other – dialects may also be distinguished by the behaviour of stressed vowels before an /r/, briefly mentioned in the previous chapter. To remind the reader of the most important vowel classes that will be referred to we repeat one of the tables from Chapter 3 for convenience. Tense Lax Monophthongs i, u, 3 , e, , , , , , , 1, 2 Diphthongs and , , , , , , , , triphthongs , Chapter 4 Recall that we have come up with a few generalizations in Chapter 3, namely that all short vowels are lax, all diphthongs and triphthongs are tense, non- high long monophthongs are lax, except for //, which behaves in an ambiguous way: sometimes it is tense, in other cases it is lax.
    [Show full text]
  • Opacity and Cyclicity
    Opacity and Cyclicity Paul Kiparsky Stanford University Phonological opacity and paradigmatic effects (“synchronic analogy”) have long been of interest in relation to change, naturalness, and the phonology/morphology interface. Their investigation has now acquired a new urgency, because they call into question OT’s postulate that constraints are evaluated in parallel. Conceptu- ally, parallelism is one of the basic and most interesting tenets of OT, and so there are good methodological reasons to try hard to save it in the face of such recal- citrant data. The price to be paid for it is the introduction of otherwise unneeded powerful new types of Faithfulness constraints, such as Output/Output (O/O) con- straints, Paradigm Uniformity constraints, and Sympathy constraints, which have turned out to compromise the OT program very severely. The alternative to this approach is to abandon full parallelism in favor of strat- ified constraint systems. This has the compensating advantage of maintaining a restrictive and well-defined constraint inventory, as originally envisaged in OT. More importantly, it achieves some genuine explanations by relating the strat- ification motivated by opacity and cyclicity to the intrinsic morphological and prosodic constituency of words and phrases, as characterized by the Stem, Word, and Postlexical levels of Lexical Phonology and Morphology (Booij 1996; 1997; Orgun 1996; Bermudez-Otero 1999). I shall refer to this approach as LPM-OT, and outline how it offers a superior account of the benchmark data that Kager 1999 discusses in Ch. 6 of his book.1 LPM-OT’s goal is to reduce cyclicity to I/O faithfulness, and opacity to inter- level constraint masking.
    [Show full text]
  • Printed 4/10/2003 Contrasts in Japanese: a Contribution to Feature
    Printed 4/10/2003 Contrasts in Japanese: a contribution to feature geometry S.-Y. Kuroda UCSD CORRECTIONS AND ADDITIONS AFTER MS WAS SENT TO TORONTO ARE IN RED. August, 2002 1. Introduction . 1 2. The difference between Itô & Mester's and my account . 2 3. Feature geometry . 6 3.1. Feature trees . 6 3.2. Redundancy and Underspecification . 9 4. Feature geometry and Progressive Voicing Assimilation . 10 4.1. Preliminary observation: A linear account . 10 4.2. A non-linear account with ADG: Horizontal copying . 11 5. Regressive voicing assimilation . 13 6. The problem of sonorants . 16 7. Nasals as sonorants . 18 8. Sonorant assimilation in English . 19 9. The problem of consonants vs. vowels . 24 10. Rendaku . 28 11. Summary of voicing assimilation in Japanese . 31 12. Conclusion . 32 References . 34 1 1. Introduction In her paper on the issue of sonorants, Rice (1993: 309) introduces HER main theme by comparing Japanese and Kikuyu with respect to the relation between the features [voice] and [sonorant]: "In Japanese as described by Itô & Mester....obstruents and sonorants do not form a natural class with respect to the feature [voice].... In contrast ... in Kikuyu both voiced obstruents and sonorants count as voiced ...." (1) Rice (1993) Japanese {voiced obstruents} ::: {sonorants} Kikuyu {voiced obstruents, sonorants} Here, "sonorants" includes "nasals." However, with respect to the problem of the relation between voiced obstruents and sonorants, the situation IN Japanese is not as straightforward as Itô and Mester's description might suggest. There Are three phenomena in Japanese phonology that relate to this issue: • Sequential voicing in compound formation known as rendaku,.
    [Show full text]
  • Proposal for a Korean Script Root Zone LGR 1 General Information
    (internal doc. #: klgp220_101f_proposal_korean_lgr-25jan18-en_v103.doc) Proposal for a Korean Script Root Zone LGR LGR Version 1.0 Date: 2018-01-25 Document version: 1.03 Authors: Korean Script Generation Panel 1 General Information/ Overview/ Abstract The purpose of this document is to give an overview of the proposed Korean Script LGR in the XML format and the rationale behind the design decisions taken. It includes a discussion of relevant features of the script, the communities or languages using it, the process and methodology used and information on the contributors. The formal specification of the LGR can be found in the accompanying XML document below: • proposal-korean-lgr-25jan18-en.xml Labels for testing can be found in the accompanying text document below: • korean-test-labels-25jan18-en.txt In Section 3, we will see the background on Korean script (Hangul + Hanja) and principal language using it, i.e., Korean language. The overall development process and methodology will be reviewed in Section 4. The repertoire and variant groups in K-LGR will be discussed in Sections 5 and 6, respectively. In Section 7, Whole Label Evaluation Rules (WLE) will be described and then contributors for K-LGR are shown in Section 8. Several appendices are included with separate files. proposal-korean-lgr-25jan18-en 1 / 73 1/17 2 Script for which the LGR is proposed ISO 15924 Code: Kore ISO 15924 Key Number: 287 (= 286 + 500) ISO 15924 English Name: Korean (alias for Hangul + Han) Native name of the script: 한글 + 한자 Maximal Starting Repertoire (MSR) version: MSR-2 [241] Note.
    [Show full text]
  • Transparency in Language a Typological Study
    Transparency in language A typological study Published by LOT phone: +31 30 253 6111 Trans 10 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl Cover illustration © 2011: Sanne Leufkens – image from the performance ‘Celebration’ ISBN: 978-94-6093-162-8 NUR 616 Copyright © 2015: Sterre Leufkens. All rights reserved. Transparency in language A typological study ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. D.C. van den Boom ten overstaan van een door het college voor promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op vrijdag 23 januari 2015, te 10.00 uur door Sterre Cécile Leufkens geboren te Delft Promotiecommissie Promotor: Prof. dr. P.C. Hengeveld Copromotor: Dr. N.S.H. Smith Overige leden: Prof. dr. E.O. Aboh Dr. J. Audring Prof. dr. Ö. Dahl Prof. dr. M.E. Keizer Prof. dr. F.P. Weerman Faculteit der Geesteswetenschappen i Acknowledgments When I speak about my PhD project, it appears to cover a time-span of four years, in which I performed a number of actions that resulted in this book. In fact, the limits of the project are not so clear. It started when I first heard about linguistics, and it will end when we all stop thinking about transparency, which hopefully will not be the case any time soon. Moreover, even though I might have spent most time and effort to ‘complete’ this project, it is definitely not just my work. Many people have contributed directly or indirectly, by thinking about transparency, or thinking about me.
    [Show full text]
  • Observations on the Phonetic Realization of Opaque Schwa in Southern French
    http://dx.doi.org/10.17959/sppm.2015.21.3.457 457 Observations on the phonetic realization of opaque * schwa in Southern French Julien Eychenne (Hankuk University of Foreign Studies) Eychenne, Julien. 2015. Observations on the phonetic realization of opaque schwa in Southern French. Studies in Phonetics, Phonology and Morphology 21.3. 457-494. This paper discusses a little-known case of opacity found in some southern varieties of French, where the vowel /ə/, which is footed in the dependent syllable of a trochee, is usually realized as [ø], like the full vowel /Œ/. This case of opacity is particularly noteworthy because the opaque generalization is suprasegmental, not segmental. I show that, depending on how the phenomenon is analyzed derivationally, it simultaneously displays symptoms of counterbleeding and counterfeeding opacity. A phonetic analysis of data from one representative speaker is carried out, and it is shown that the neutralization between /ə/ and /Œ/ is complete in this idiolect. Implications for the structure of lexical representations and for models of phonology are discussed in light of these results. (Hankuk University of Foreign Studies) Keywords: schwa, Southern French, opacity 1. Introduction Opacity is one of the most fundamental issues in generative phonological theory. The traditional view of opacity, due to Kiparsky (1971, 1973) and framed within the derivational framework of The Sound Pattern of English (henceforth SPE, Chomsky and Halle 1968), goes as follows: (1) Opacity (Kiparsky 1973: 79) A phonological rule P of the form A → B / C__D is opaque if there are * An early version of this work was presented at the Linguistics Colloquium of the English Linguistics Department, Graduate School at Hankuk University of Foreign Studies.
    [Show full text]
  • Harmonizing the Orthography of Gĩkũyũ and Kĩkamba.Pdf
    NAME, DATE HERE GĨKŨYŨ AND KĨKAMBA 39 CHAPTER THREE HARMONIZING THE ORTHOGRAPHY OF GĨKŨYŨ AND KĨKAMBA Angelina Nduku Kioko, Martin C. Njoroge and Peter Mburu Kuria INTRODUCTION The term orthography is derived from the Greek word ‘orthos’ which means ‘correct’, and ‘graphein’, which stands for ‘to write’ (Sampson, 1985). The orthography of a language describes or defines the set of symbols (graphemes and diacritics) used to represent the phonemic inventory of that language in the writing and the rules on how to write these symbols. According to Massamba (1986), a language takes a limited number of sounds from the central pool of speech sounds to form its phonetic inventory. In this chapter, orthography is used to refer to the system of symbols used in the writing system of Gĩkũyũ and Kĩkamba. There are three types of orthographies (Read, 1983: 143-152). The first is the ‘phonemic orthography’. In a ‘phonemic’ orthography there is a one-to-one correspondence between phonemes and graphemes. This type of orthography has a dedicated sequence of symbol or symbols for each phoneme. Examples of languages that have phonemic ortho graphies are Korean and Kiswahili. The second type is the ‘morpho-phonemic orthography’ which considers both the phonemic features and the underlying structure of words. In this case, words may be written in the same way despite differences in pronunciation. For example, the pronunciation of the plural marker in English {s} is conditioned by the phonetic environment in which it occurs, yet it is written with the same grapheme <s>. The plural forms ‘cats’ and ‘dogs’ are pronounced as [kӕts] and [dɒɡz] respectively although the two final sounds are written 40 THE HARMONIZATION AND STANDARDIZATION OF KENYAN LANGUAGES with the grapheme <s>.
    [Show full text]
  • Modeling the Acquisition of Phonological Interactions: Biases and Generalization
    Modeling the Acquisition of Phonological Interactions: Biases and Generalization Brandon Prickett and Gaja Jarosz1 University of Massachusetts Amherst 1 Introduction Phonological processes in a language have the potential to interact with one another in numerous ways (Kiparsky 1968, 1971). Two relatively common interaction types are bleeding and feeding interactions, with (1) showing hypothetical examples of both (for a similar hypothetical example, see Baković 2011). (1) Example of Bleeding and Feeding Interactions Bleeding Feeding Underlying Representation (UR) /esi/ /ise/ [-Low] → [αHigh] / [αHigh]C_ (Vowel Harmony) ese isi [s] → [ʃ] / _[+High] (Palatalization) - iʃi Surface Representation (SR) [ese] [iʃi] In the bleeding interaction above, the underlying form /esi/ undergoes harmony, since the /e/ and /i/ have different values for the feature [High]. Since the harmony is progressive, the /i/ assimilates to the /e/ and can no longer trigger the palatalization process (which occurs after harmony), resulting in a surface form of [ese]. The feeding interaction has the opposite effect, with an underlying /e/ becoming a high vowel due to harmony and then triggering the palatalization process to create the SR [iʃi]. The crucial difference between the two interaction types in this example is whether the UR undergoes lowering or raising due to the harmony process. Two other interactions can be produced using these same URs by applying the two rules in the opposite order. These are called Counterbleeding and Counterfeeding interactions and are shown in (2). (2) Example of Counterbleeding and Counterfeeding Interactions Counterbleeding Counterfeeding UR /esi/ /ise/ Palatalization eʃi - Vowel Harmony eʃe isi SR [eʃe] [isi] In the counterbleeding interaction, both palatalization and harmony are able to change the underlying representation, but the motivation for palatalizing (i.e.
    [Show full text]
  • 1 English Spelling and Pronunciation
    ISSN: 2456-8104 http://www.jrspelt.com Issue 5, Vol. 2, 2018 English Spelling and Pronunciation - A Brief Study Prof. V. Chandra Sekhar Rao ([email protected] ) Professor in English, SITECH, Hyderabad Abstract The present paper aims at the correlation between spelling and pronunciation of English words. English spelling is almost divorced from its pronunciation and there is no perfect guide how to 1 learn the pronunciation of the words. The letters of alphabet used are always inadequate to represent the sounds. English alphabet contains only 26 letters but the sounds 44. IPA symbols are needed to understand the intelligibility of the pronunciation and the spelling-designed. Learners of English language have to understand that words from other languages may be adopted without being adapted to the spelling system. Most of the letters of English alphabet produce multiple pronunciations. English Pronouncing Dictionary is needed for better understanding of the spelling and pronunciation. Keywords: Spelling and Pronunciation, Orthography, Intelligibility, Phonetic Symbols Introduction "If we know the sounds of a word (in English) we can't know how to spell it; if we know the ` spelling, we can't know how to pronounce it." (Otto Jespersen, philologist, Essentials of English Grammar, 1905, page 11). "English spelling is almost divorced from its pronunciation and forms hardly any guide as to how words should be pronounced." (Mont Follick, The Case for Spelling Reform, 1964, page 87). English, as a global language of communication, is spoken, written and used widely for many different purposes - international diplomatic relations, business, science and technology. It is also called the library language and medium of instructions in higher education - science and technology, computer and software engineering, medicine and law, pharmacy and nursing, commerce and management, fashion technology and so on.
    [Show full text]
  • LINGUISTICS 321 Lecture #8 Phonology FEATURE GEOMETRY
    LINGUISTICS 321 Lecture #8 Phonology FEATURE GEOMETRY 1. THE PHONETIC FOUNDATIONS OF PHONOLOGY INTRODUCTION The role of phonological vs. phonetic considerations -- two extreme views: i. phonology is concerned with patterns and categories that are unconstrained by phonetics; ii. phonetics is concerned with discovering systematic articulatory and acoustic differences in the realization of members of the same phonological categories. Generative phonology: BOTH PHONOLOGICAL AND PHONETIC CONSIDERATIONS ARE IMPORTANT! i. the gestures of speech reflect abstract linguistic categories and can be expected to differ from identical physical movements that do not realize linguistic categories; ii. the phonological categories are constrained by the vocal tract and the human auditory system. Finding the proper balance between these phonological and phonetic considerations is a central question of linguistic theory. There are two general approaches to phonological features: i. features are realizing a certain action or movement; 1 ii. features are static targets or regions of the vocal tract (this is the view that is embodied in the IPA). Study (1) on p. 137: These 17 categories are capable of distinguishing one sound from another on a systematic basis. However: if phonetics represent the physical realization of abstract linguistic categories, then there is a good reason to believe that a much simpler system underlies the notion “place of articulation.” By concentrating on articulatory accuracy, we are in danger of losing sight of the phonological forest among the phonetic trees. Example: [v] shares properties with the bilabial [∫] and the interdental [∂]; it is listed between these two (see above). However, [v] patterns phonologically with the bilabials rather than with the dentals, similarly to [f]: [p] → [f] and not [f] → [t].
    [Show full text]
  • Palatals in Spanish and French: an Analysis Rachael Gray
    Florida State University Libraries Honors Theses The Division of Undergraduate Studies 2012 Palatals in Spanish and French: An Analysis Rachael Gray Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] Abstract (Palatal, Spanish, French) This thesis deals with palatals from Latin into Spanish and French. Specifically, it focuses on the diachronic history of each language with a focus on palatals. I also look at studies that have been conducted concerning palatals, and present a synchronic analysis of palatals in modern day Spanish and French. The final section of this paper focuses on my research design in second language acquisition of palatals for native French speakers learning Spanish. 2 THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES PALATALS IN SPANISH AND FRENCH: AN ANALYSIS BY: RACHAEL GRAY A Thesis submitted to the Department of Modern Languages in partial fulfillment of the requirements for graduation with Honors in the Major Degree Awarded: 3 Spring, 2012 The members of the Defense Committee approve the thesis of Rachael Gray defended on March 21, 2012 _____________________________________ Professor Carolina Gonzaléz Thesis Director _______________________________________ Professor Gretchen Sunderman Committee Member _______________________________________ Professor Eric Coleman Outside Committee Member 4 Contents Acknowledgements ......................................................................................................................... 5 0.
    [Show full text]
  • Chain Shifts in First Language Acquisition
    CHAIN SHIFTS IN FIRST LANGUAGE ACQUISITION MASTER’S THESIS BY FRANSIEN WALTON MASTER’S PROGRAMME TAAL, MENS EN MAATSCHAPPIJ TAALWETENSCHAP UNIVERSITY OF UTRECHT STUDENT NUMBER 0419273 SUPERVISOR PROF. DR. RENÉ KAGER SECOND READER PROF. DR. WIM ZONNEVELD 2 TABLE OF CONTENTS PAGE PREFACE 5 1. INTRODUCTION 7 2. PREVIOUS RESEARCH 14 2.1 EARLY GENERATIVE GRAMMAR 15 2.1.1 SMITH (1973) 17 2.1.2 MACKEN (1980) 19 2.2 OPTIMALITY THEORY 21 2.2.1 INTRODUCTION TO OPTIMALITY THEORY 21 2.2.2 CHAIN SHIFTS IN OPTIMALITY THEORY 26 2.2.3 LOCAL CONSTRAINT CONJUNCTION 28 2.2.4 FAITHFULNESS TO INPUT PROMINENCE 39 2.2.5 OPTIMALITY THEORY WITH CANDIDATE CHAINS 52 2.2.6 UNDERSPECIFIED UNDERLYING REPRESENTATIONS 58 2.3 CONCLUSION 62 3. A NEW PROPOSAL 65 3.1 INDEPENDENT PROCESSES 68 3.2 ARTICULATORY DIFFICULTIES 70 3.3 UNDERLYING REPRESENTATIONS 74 3.4 MISPERCEPTION 79 3.5 PREDICTIONS REVISITED 83 3.6 CONCLUSION 86 4. DISCUSSION 88 5. CONCLUSION 103 REFERENCES 105 3 4 PREFACE The idea for this thesis originated in the course Phonological Acquisition taught by René Kager. I read the article On the characterization of a chain shift in normal and delayed phonological acquisition by Daniel Dinnsen and Jessica Barlow (1998) and was intrigued by the phenomenon. After I started reading more on the subject, I became increasingly unhappy with the proposed analyses in the literature and decided to dive deeper into the matter. The result is this thesis. I would like to thank René for his useful comments, critical questions and positive feedback.
    [Show full text]