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Spanish Velar-Insertion and Analogy

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Spanish Velar-insertion and Analogy: A Usage-based Diachronic Analysis DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Steven Richard Fondow, B.A, M.A Graduate Program in Spanish and Portuguese The Ohio State University 2010 Dissertation Committee: Dr. Dieter Wanner, Advisor Dr. Brian Joseph Dr. Terrell Morgan Dr. Wayne Redenbarger Copyright by Steven Richard Fondow 2010 Abstract The theory of Analogical and Exemplar Modeling (AEM) suggests renewed discussion of the formalization of analogy and its possible incorporation in linguistic theory. AEM is a usage-based model founded upon Exemplar Modeling (Bybee 2007, Pierrehumbert 2001) that utilizes several principles of the Analogical Modeling of Language (Skousen 1992, 1995, 2002, Wanner 2005, 2006a), including the ‘homogeneous supracontext’ of the Analogical Model (AM), frequency effects and ‘random-selection’, while also highlighting the speaker’s central and ‘immanent’ role in language (Wanner 2006a, 2006b). Within AEM, analogy is considered a cognitive means of organizing linguistic information. The relationship between input and stored exemplars is established according to potentially any and all salient similarities, linguistic or otherwise. At the same time, this conceptualization of analogy may result in language change as a result of such similarities or variables, as they may be used in the formation of an AM for the input. Crucially, the inflectional paradigm is argued to be a possible variable since it is a higher-order unit of linguistic structure within AEM. This investigation analyzes the analogical process of Spanish velar-insertion according to AEM. Velar-insertion involves the presence of a non-etymological voiced velar obstruent /g/ appears in the first person singular present indicative and all forms of the present subjunctive, e.g. 1s PRS IND pongo , 1s PRS SBJ ponga , cntr. 2s PRS IND pones . It affects a dynamic, yet heavily restricted lexical subclass of second and third ii conjugation verbs characterized by synchronic variation and diachronic change. The diachronic development of the velar-insert class requires a sufficient level of synchronic detail so as to properly define the AM and identify changes in its multiple phonological, morphological, lexical and paradigmatic variables. Previous analyses of velar-insertion, in Spanish and other Romance languages, are limited and/or ambiguous because they rely on the traditional notions of proportional analogy and leveling. Thus, several crucial details of the analogical process are assumed or overlooked in order to more broadly describe the diachronic extension of the velar-insert across a series of verbs having different stem-final segments. Relatedly, the imprecise defining of the AM has led to numerous hypotheses concerning the original model for velar-insertion including leader verbs like decir , 1s PRS IND digo , conocer , 1s PRS IND conozco or tañer , OSp. 1s PRS IND tango . Several other theoretical issues are also addressed as they relate to AEM and velar-insertion. The role of frequency in the salience and resting activation levels of exemplars explains the traditional ‘resistance’ to regular sound change in high frequency, irregular verbs. Also, the paradigmatic structure that emerges from the allomorphic distribution of the velar is argued to be a crucial variable in the diachronic development of the velar-insert class. Finally, the preceding points in conjunction with the changes affecting the composition of the AM lend themselves to a very weak predictive power in identifying potential targets for continued extension of the velar, some of which are attested dialectally or are accepted as standard variants in Modern Spanish, as well as Catalan and Italian. iii For Meghan. iv Acknowledgements The following examination of Spanish velar-insertion is the culmination of seven years of investigation that began in a historical linguistics class taught by Dr. Mary Beckman. Subsequent independent study under the supervision of Dr. Wayne Redenbarger provided me with plenty of food for thought and wonderful discussions of not only velar-insertion but also morphology, analogy and, perhaps more interestingly, baseball. At the same time, various classroom projects led me to refine my views on linguistic theory. I would like to thank Dr. Fernando Martínez Gil for letting me argue some rather bold points and for giving me ‘clases particulares’ on Optimality Theory and phonology. Thank you to Dr. Brian Joseph who not only taught me to think about what morphology is but has always been a comforting presence in all of my more recent academic endeavors. Your classes were amazing. My teaching duties at Ohio State also let me take full advantage of my linguistic training. Thanks to Dr. Terrell Morgan for letting me teach Spanish phonology for so long and for being so willing to meet with me to discuss so many issues. To my advisor Dieter Wanner, you have shaped my views on language and philosophy more than you could possibly imagine. I want to thank you for taking me on as a student and for asking the tough questions, even when it took me a while to v understand exactly what it was you were asking. Your patience and work are apparent in this and many other of my projects. A special thanks to everyone at The Ohio State University, especially faculty and staff in the Departments of Linguistics and Spanish and Portuguese. Treating a graduate student like me as a colleague made a world of difference in my eyes. My interest in linguistics traces back, interestingly enough, to my hometown of Antigo, Wisconsin. Special thanks go to my grandfather, Richard E. Fondow I, Mr. Everett Ison and the Santín family for making language so fascinating to me. At UW-Madison, Dr. Juan Carlos Temprano helped guide me as an undergraduate and nominated me for a scholarship which I used during my academic year abroad at the Universidad de la Complutense in Madrid. My time there assured me that language and lingusitics were fields that I wanted to pursue. As a result, Dr. John Nitti was gracious enough to give me the opportunity to transcribe a copy of Amadís de Gaula , as well as hire me as a Research Assistant. In Graduate School, Dr. Ray Harris-Northall taught me the foundations of Hispanic Linguistics that I needed to reach this point. Finally, I want to express my unending appreciation for all my family and friends. Your patience and love has kept me going even when I was unsure if I could finish this project. Of course, if you were not so fun and giving, I might have been done years ago! To my parents and brother, you have always given me a helping hand and been accepting of the countless ventures I have undertaken. The biggest thanks without a doubt go to my wife, Meghan, and daughter, Lucy, you keep me going and wash away all the stresses in life. Thank you for being so extraordinary. vi Vita January 2, 1976 ..............................................Born- Antigo, Wisconsin 1999 ...............................................................B.A. Spanish and Linguistics, University of Wisconsin-Madison 1999 ...............................................................Research Assistant, University of Wisconsin-Madison 1999-2001 .....................................................Graduate Teaching Assistant, Spanish and Portuguese, University of Wisconsin-Madison 2001................................................................M.A. Spanish, University of Wisconsin-Madison 2002-2006 ......................................................Graduate Teaching Associate, Spanish and Portuguese, The Ohio State University 2006-present ...................................................Associate Lecturer, Spanish and Portuguese, University of Wisconsin-Madison Fields of Study Major Field: Spanish and Portuguese vii Table of Contents Abstract ............................................................................................................................... ii Acknowledgements ............................................................................................................. v Vita .................................................................................................................................... vii Fields of Study .................................................................................................................. vii Table of Contents ............................................................................................................. viii List of Figures .................................................................................................................. xiii List of Abbreviations ....................................................................................................... xiv Chapter 1: Analogy, Theory and AEM .............................................................................. 1 1.1—Analogy and Spanish velar-insertion. ........................................................................ 1 1.1.1—Analogy in lingustic history. ................................................................................... 3 1.2—Analogy in modern linguistic theory. ...................................................................... 10 1.2.1—Rule-based approaches. ........................................................................................ 11 1.2.2—Constraint-based theories. ....................................................................................
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