Typological Implications of Kalam Predictable Vowels* Juliette Blevins Max Planck Institute for Evolutionary Anthropology Andrew Pawley Australian National University
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A Reconstruction of Proto-Sogeram
UNIVERSITY OF CALIFORNIA Santa Barbara A Reconstruction of Proto-Sogeram Phonology, Lexicon, and Morphosyntax A dissertation in partial satisfaction of the requirements for the degree Doctor of Philosophy in Linguistics by Don Roger Daniels Committee in charge: Professor Marianne Mithun, Chair Professor Bernard Comrie Professor Carol Genetti Professor Andrew Pawley June 2015 The dissertation of Don Roger Daniels is approved. Bernard Comrie Carol Genetti Andrew Pawley Marianne Mithun, Committee Chair May 2015 A Reconstruction of Proto-Sogeram: Phonology, Lexicon, and Morphosyntax Copyright © 2015 by Don Roger Daniels iii Acknowledgments It takes a village to write a dissertation. I can’t possibly acknowledge everyone who has contributed to the completion of this project, but there are nevertheless many people I would like to mention. First of all, I give my thanks to my advisor and chair, Marianne Mithun. Her patience, enthusiasm, and encouragement helped me make it through graduate school, and her advice on matters professional, personal, and scholarly was invaluable in my development as a researcher. Very special thanks also go to Andy Pawley. He was the one who suggested these languages as a possible research topic all the way back in 2005, and he has been guiding me through the world of Papuan historical linguistics ever since. The other members of my committee, Bernard Comrie and Carol Genetti, have also provided steady, helpful feedback to me over the years. I have learned more and grown more as a result of the advice and supervision of these scholars than I can possibly express. I am also grateful to the various other linguists who have helped me along the way with guidance or with engaging conversations about my work, including Mark Donohue, Malcolm Ross, Ger Reesink, Sandy Thompson, Nick Evans, Lindsay Whaley, Tim Pulju, René van den Berg, Alex François, Joseph Brooks, Brad McDonnell, Bill Palmer, Edgar Suter, Tim Usher, Harold Koch, and Lourens de Vries. -
The a Rosen1ountestate
985 0 2 The A Rosen1ountEstate. 'The prestige wine of Australia: "We .1elected 'the pre.1tigewine of Au.1tralia 'a,J our .1ignature .1oon after the veryfint vintage at RoJemount &tale. It accurately reflected then, aJ it doeJ now, our dedicati.on to productizg the fineJt wineJ in the land. Many factor.Ihave been re.1po11Ji.hlefor the continuing JtteceJJ ofRo. 1emount wineJ. Vital factorJ like faJJourahle .1otf and cltinatic conditi.on.1; premium grape varietie.,, picked at jwt the right time from prime 11ineyard areaJ; the e.weptional talentJ of the be.1t winemaker.1 and the mo.1t advanced technofogicafuz1zoJ Jati.onJ. We are proud that RoJemount'.Jendeavour.1 in the making of quality Au.Jtralian wineJ have been recogni.1 ed internationally; Ro.1emount Eltate i.J the only AtL.Jtralian wine company to ever win the coveted Double Gold MeJal for a white wtize at the Internati.onal Wtne d Spirit Competiti.onin BriAol, U.K. Likethe triumph of Au.1tralia Ro/,,r/ I. Onlfry, Proprielorof Rru,mounl &in/,. II at Newport, Rhode I.1/and, and Au.1tralia'., many other recent JtlCCe.JJe.J in .1port, ma.1ic and the art.1, Ro.1emount'.1 growing internati.onal reputati.on for unize quality can only enhance that of A1L.Jtrafia it.1e/f." From the early selection of land in the Hunter Valley and the first plantings of grapes, the rich well-drained soil and the climate of Rosemount Estate promised superior vintagesof wine. Bob Oatley and his Family, together with a highly experienced team of enthusiastic winemakers, continue to exceed all expectations, and to prove appropriate the signature of Rosemount Estate-'the prestige wine of Australia.' \ii � � ROSEMOUNT ESfATE The prestige wine of Australia. -
Effectiveness of Explicit Instruction in Pronunciation of English Unfamiliar Sounds: a Case Study of M.5 Students at Darussalam School, Narathiwat Province
Effectiveness of Explicit Instruction in Pronunciation of English Unfamiliar Sounds: A Case Study of M.5 Students at Darussalam School, Narathiwat Province Nurhaswanee Boto A Thesis Submitted in Partial Fulfillment of the Requirements for the Master of Arts Degree in Teaching English as an International Language Prince of Songkla University 2010 Copyright of Prince of Songkla University i ! " #$": &'(" ! # )## '(" * 5 , ) - ! .#/#) 01 12# 3 " #$"4 " 3 * '(" 2009 .##8 8 #39 /-# 1) '(" 1 1 # ! ! " #$" 3 - =! " (/ɡ/ /v/ /θ/ /ð/ /s/ /z/ /ʃ/ - /dʒ/ ) ) 4 /1 . ( /-s/ /-z/ - /-iz / ) -))3 - ( /-t/ /-d/ - /-id / ) 2) '(" ! " #$" 3) '(" #' 3 # 3 ! " #$" - 3# 4 # -/? '-@ #8 # '(" * 5 , ) - .#/#) .A 64 .##8 8) D1- ! '(" / (* '(" 2552 - 3# )914 2 - - .A 32 -- )-.A 32 ! .##8/) 4 ) 0 1 8 E ! .A 4 0 0 ! #8 .A 10 0 )/-# -9 ##' 33 ! " #$" ! #) / '(" # #8- )A ) ! #) / -#) / # ! - )-)# ! 1 8 E ! -##" ! & # ! - )# 3 ! '(" # #8- )A )/-# F(4 ))# #) '(" 33 ! ! " #$" -/-# /-#. A )/-# - # ! - )-)A 9 # iii #' 33 ! " #$" '(" #' 3 # ! - )- /-#. ) 0- .#! #8 8) 1 1! ! " #$" # #8- #8 1! )#3A - 33 #A #? 93 D3 ) 0- ) /-# # #8- #8 ) 33 #A #? 93 # ! - )-F()# #8 9 ! " #$")) # ! - F()# 3 G #8 ! " #$" 0- - 9 #H # !/)(8 . 8- # ! - )- ))#' 33 ! " #$" F( 9 ) ! " #$" #8 . .0-3#' 3)-#0-3 A D.! ) iv Thesis Title Effectiveness of Explicit Instruction in Pronunciation of English Unfamiliar Sounds: A Case -
A North Caucasian Etymological Dictionary
S. L. Nikolayev S. A. Starostin A NORTH CAUCASIAN ETYMOLOGICAL DICTIONARY Edited by S. A. Starostin ***************** ****************ASTERISK PUBLISHERS * Moscow * 1994 The two volumes contain a systematic reconstruction of the phonology and vocabulary of Proto-North-Caucasian - the ancestor of numerous modern languages of the Northern Caucasus, as well as of some extinct languages of ancient Anatolia. Created by two leading Russian specialists in linguistic prehistory, the book will be valuable for all specialists in comparative linguistics and history of ancient Near East and Europe. © S. L. Nikolayev, S. A. Starostin 1994 TABLE OF CONTENTS Editor' s foreword. , . Preface List of abbreviations Literature I ntr oduct ion Dictionary ? . 200 9 . 236 5 . , . ..............242 a' i ... ' 252 a ............. 275 b ...... 285 c 322 c 3 3 L t ^39 C 352 £ 376 : 381 d 397 e 409 4 2 5 Y 474 B 477 h 48 5 h 5 00 h 5 0 3 H 342 i 625 i 669 j '. 6 7 3 k. 68 7 fc 715 I 7 4 2 1 : .... 7 5 4 X. ! 7 5 8 X ; 766 X 7 7 3 L 7 86 t. ' 7 87 n 844 o. 859 p. 865 p. 878 q . 882 q 907 r. ..... 943 s... i 958 s. 973 S. 980 t . 990 t 995 ft. ...... 1009 u 1010 u 1013 V 1016 w. 1039 x 1060 X. ........ 1067 z. ... 1084 z 1086 2. 1089 3 1 090 3 1101 5 1105 I ndices. 1111 5 EDITOR'S FOREWORD This dictionary has a long history. The idea of composing it was already ripe in 1979, and the basic cardfiles were composed in 1980-1983, during long winter months of our collaboration with S. -
SSC: the Science of Talking
SSC: The Science of Talking (for year 1 students of medicine) Week 3: Sounds of the World’s Languages (vowels and consonants) Michael Ashby, Senior Lecturer in Phonetics, UCL PLIN1101 Introduction to Phonetics and Phonology A Lecture 4 page 1 Vowel Description Essential reading: Ashby & Maidment, Chapter 5 4.1 Aim: To introduce the basics of vowel description and the main characteristics of the vowels of RP English. 4.2 Definition of vowel: Vowels are produced without any major obstruction of the airflow; the intra-oral pressure stays low, and vowels are therefore sonorant sounds. Vowels are normally voiced. Vowels are articulated by raising some part of the tongue body (that is the front or the back of the tongue notnot the tip or blade) towards the roof of the oral cavity (see Figure 1). 4.3 Front vowels are produced by raising the front of the tongue towards the hard palate. Back vowels are produced by raising the back of the tongue towards the soft palate. Central vowels are produced by raising the centre part of the tongue towards the junction of the hard and soft palates. 4.4 The height of a vowel refers to the degree of raising of the relevant part of the tongue. If the tongue is raised so as to be close to the roof of the oral cavity then a close or high vowel is produced. If the tongue is only slightly raised, so that there is a wide gap between its highest point and the roof of the oral cavity, then an open or lowlowlow vowel results. -
Phonological Teamwork in Kalahari Basin Languages
Phonological teamwork in Kalahari Basin languages Florian Lionnet Abstract This paper describes the complex, multiple-trigger, cumulative assimilation processes targeting the initial vowel (V1) of bimoraic stems in Kalahari Basin languages (KBA), first described by Anthony Traill (1985) in East ǃXoon (Tuu). The focus is on two languages: East ǃXoon and Gǀui (Khoe-Kwadi). The goal is to describe these processes in as much detail as is possible from the available published and unpublished sources. Marked differences between the two languages in focus are brought to light, thus giving an idea of the so far unnoticed diversity of V1 realization in KBA languages. Finally, this paper briefly highlights important problems posed by such cumulative processes to phonological theory, many of which had already been identified by Traill (1985). Keywords: gradience, multiple trigger, cumulative assimilation (AFRICaNa LINGUISTICa 24 (2018 76 Introduction This paper describes a complex kind of cumulative coarticulatory/assimilatory effect involving multiple triggers and targeting the first vowel of bimoraic lexical roots in many Kalahari Basin Area (henceforth KBA) languages. The focus is on two linguistic varieties: the East ǃXoon dialect of Taa (Tuu family) and Gǀui (Khoe Kwadi). Lexical roots in most KBA languages are subject to very strict phonotactic restrictions on both shape and internal phoneme distribution (Beach 1938; Traill 1985; Miller-Ockhuizen 2001; Miller 2010; Nakagawa 2006; Nakagawa 2010; Naumann 2016; see Guldemann and Nakagawa, this volume for an overview and up-to-date summary). As shown in (1) below, lexical roots are always bimoraic, and may be of three shapes only.1 (1) OV1.CmV2 (O = onset, either C, or cluster C1C2; Cm = medial consonant) OV1V2 (likely from OV1.CmV2) OV1N (probably from OV1.NV2) Building on research by Beach (1938) and Traill (1985), Nakagawa (2010) analyzes the distribution of consonants and vowels within KBA lexical roots as shown in Figure 1. -
Tutorial 5.5 Accesstruth
MODULE 5 - COMMUNICATION FOUNDATIONS ACCESSTRUTH TUTORIAL Phonetics 3 5.5 This tutorial continues to look at the manner of articulation of various speech sounds. Introduction In the last tutorial we started to look at manner of articulation - the type and degree of obstruction of the airflow when consonants are made. We have already looked at the oral stops and the nasal stops. In this tutorial we will look at the manner of articulation of some more types of consonants. Fricatives With all the sounds that we’ve discussed so far (the stops) there’s a brief complete obstruction of the airflow. If we bring one articulator very close to another, the airflow can pass between the two articulators but has to go through a very narrow passage, creating a kind of noise. The sounds made in this way are fricatives. Usually with fricatives the velum is raised, so that air can’t escape out of the nose, though it’s continuously passing through the narrow passage out of the mouth. English doesn’t have bilabial fricatives, though some languages, including Spanish, do. English has labiodental fricatives, where the lower lip comes close to or touches the upper front teeth; the voiceless and voiced labiodental fricatives are the initial sounds in fine and vine, the symbols for them being [f] and [v] respectively. There are two sounds in English written as <th> - as in thing and this. These are voiceless and voiced dental fricatives respectively. The IPA symbols for these are [θ] and [ð]. 1 MODULE 5 - COMMUNICATION FOUNDATIONS ACCESSTRUTH English also has voiced and voiceless alveolar fricatives, as in the words sue and zoo - here we bring the tip or blade of the tongue very close to the alveolar ridge - and the symbols for them are [s] and [z]. -
Teaching English Phonology Flores Rojas, Diana Karen
11 UNIVERSIDAD NACIONAL DE EDUCACIÓN Enrique Guzmán y Valle Alma Máter del Magisterio Nacional FACULTAD DE CIENCIAS SOCIALES Y HUMANIDADES Escuela Profesional de Lenguas Extranjeras MONOGRAFÍA Teaching english phonology Exámen de Suficiencia Profesional Res. N° 0952-2018-D-FCSYH Presentada por: Flores Rojas, Diana Karen Para optar al Título Profesional de Licenciado en Educación Especialidad: A.P. Inglés A.S. Italiano Lima, Perú 2018 ii iii Dedication: To my parents for their unconditional support. iv Index of contents Cover page……………………………………………………………………………………....i Signatures of jury ........................................................................................................................ ii Dedication ................................................................................................................................. iii Index of contents ...................................................................................................................... iv List of tables …………………………………………………………………………………..vii List of figures………………………………………………………………………………... viii Introduction .............................................................................................................................. x Chapter I. Basic concept of phonetic ........................................................................................ 12 1.1 ¿Why pronunciation is necessary in english language? .................................................. 12 1.2 Difference between phonetics and phonology ................................................................ -
Sound and Fury: English Phonology 2
Sound and Fury: English Phonology 2 Sound and Fury: English Phonology /'sawnd @n 'fjU®ij: 'IèglIS f@'nAl@Aij/ In this chapter, we look at English sound patterns. We learn about the distinct sounds that make up words (phonemes), and the mech- anisms in the vocal tract that are employed to produce them. We learn a system of writing that can be used to accurately represent pronunciation, the International Phonetic Alphabet. We think about how sounds group into families, and consider one example of sound change from the prehistory of English. This groundwork will allow us, in future chapters, to understand restrictions on phonological words in English, to look at other historical changes that have altered the pronunciation of English words in the past, and to discuss differences between dialects of English spoken today. It will also enable us to analyze other kinds of processes in English words, when we look at morphology. 2.1 English Spelling and English Pronunciation The first thing we have to do, when considering the pronunciation of English words, is find a way to represent their pronunciation accurately in print (since you can’t hear me talking). English spelling is notoriously bad at this: probably, at least once in your life as a literate English speaker, you have mispronounced a word in speech that you learned from a book; that is, you’ve probably used a spelling pronunciation. (I certainly have.) The mismatch between spelling and pronunciation is the reason that English spelling is a hard thing to master. 21 EWC02 21 17/10/05, 11:13 AM Sound and Fury: English Phonology orthography, n. -
The Origin of the IPA Schwa
The origin of the IPA schwa Asher Laufer The Phonetics Laboratory, Hebrew Language Department, The Hebrew University, Mount Scopus, Jerusalem 91905, Israel [email protected] ABSTRACT We will refer here to those two kinds of schwa as "the linguistic schwa", to distinguish them from what The symbol ⟨ə⟩ in the International Phonetic Alphabet we call " the Hebrew schwa". was given the special name "Schwa". In fact, phoneticians use this term to denote two different meanings: A precise and specific physiological 2. HISTORY OF THE "SCHWA" definition - "a mid-central vowel" - or a variable The word "schwa" was borrowed from the vocabulary reduced non-defined centralized vowel. of the Hebrew grammar, which has been in use since The word "schwa" was borrowed from the Hebrew the 10th century. The Tiberian Masorah scholars grammar vocabulary, and has been in use since the th added various diacritics to the Hebrew letters to 10 century. The Tiberian Masorah scholars added, denote vowel signs and cantillation (musical marks). already in the late first millennium CE, various Actually, we can consider these scholars as diacritics to the Hebrew letters, to denote vowel signs phoneticians who invented a writing system to and cantillation (musical marks). Practically, we can represent their Hebrew pronunciation. Already in the consider them as phoneticians who invented a writing 10th century the Tiberian grammarians used this pronounced [ʃva] in Modern) שְׁ וָא system to represent pronunciation. They used the term Hebrew term ʃwa] and graphically marked it with a special Hebrew), and graphically marked it by two vertical] שְׁ וָא sign (two vertical dots beneath a letter [ ְׁ ]). -
Copyright by Susan Smythe Kung 2007
Copyright by Susan Smythe Kung 2007 The Dissertation Committee for Susan Smythe Kung Certifies that this is the approved version of the following dissertation: A Descriptive Grammar of Huehuetla Tepehua Committee: Nora C. England, Supervisor Carlota S. Smith Megan Crowhurst Anthony C. Woodbury Paulette Levy James K. Watters A Descriptive Grammar of Huehuetla Tepehua by Susan Smythe Kung, B.A.; M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin May 2007 Dedication For the Tepehua people of Huehuetla, Hidalgo, Mexico, and especially for Nicolás. If it were not for their friendship and help, I never would have begun this dissertation. If it were not for their encouragement of me, as well as their commitment to my project, I never would have finished it. Acknowledgements My first and largest debt of gratitude goes to all of the speakers of Huehuetla Tepehua who contributed in some way to this grammar. Without them, this volume would not exist. I want to thank the Vigueras family, in particular, for taking me into their home and making me a part of their family: don Nicolás, his wife doña Fidela, their children Nico, Tonio, Mari, Carmelo, Martín, Lupe, and Laurencio, and their daughter-in-law Isela. Not only do I have a home here in the U.S., but I also have a home in Huehuetla with them. There was also the extended family, who lived in the same courtyard area and who also took me in and gave me free access to their homes and their lives: don Nicolás’ mother doña Angela, his two brothers don Laurencio and don Miguel, their wives doña Fidela and doña Juana, and all of their children. -
21. Vowel Height : the Blackwell Companion To
Bibliographic Details The Blackwell Companion to Phonology Edited by: Marc van Oostendorp, Colin J. Ewen, Elizabeth Hume and Keren Rice eISBN:21. Vowel 9781405184236 Height DouglasPrint publication Pulleyblank date: 2011 Sections 1 Introduction 2 Phonetics of vowel height 3 Vowel height typology 4 Phonological height patterns 5 Features for height 6 Conclusion Notes ACKNOWLEDGMENS REFERENCES 1 Introduction While all languages have vowels, and all vowels can be described as having a height,1 actually defining vowel height turns out to be a rather interesting problem (see also CHAPTER 1919: VOWEL PLACE). Consider the systems in (1). It would be fairly uncontroversial to assume that a two-vowel system such as (1a) distinguishes between two vowel heights and that a five-vowel system such as (1b) distinguishes between three heights (although see below). The number of “heights” in the seven- and ten-vowel systems, however, depends on various factors. One view of a ten-vowel system such as (1d) is that it involves three “heights” (high, mid, low) cross-cut by a tongue-root feature; an alternative is that such a system involves a highly differentiated height feature with six heights. A seven-vowel pattern such as (1c) presents more analytic indeterminacy. One possibility is to analyze such a pattern as a simplified version of the ten-vowel system: a three-height system with a tongue-root distinction in the mid vowels, or a four-height system with a differentiated height pattern as in (1d), but with four rather than six distinctions. An additional possibility is to consider the seven-vowel and ten-vowel systems to be qualitatively different: while a ten-vowel inventory like (1d) could be analyzed as involving three heights plus a tongue-root distinction, a seven-vowel inventory like (1c) could be seen as involving four heights (and no tongue-root distinction).