DOCSLIB.ORG

A Study of Turkish Vowel Harmony and the Power of Language

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Study of Turkish Vowel Harmony and the Power of Language A STUDY OF TURKISH VOWEL HARMONY AND THE POWER OF LANGUAGE A thesis submitted to the Kent State University Honors College in partial fulfillment of the requirements for General Honors by Hannah Selin Hunter August, 2013 ! Thesis written by Hannah Selin Hunter Approved by ________________________________________________________________, Advisor _______________________________________________, Chair, Department of English Accepted by ___________________________________________________, Dean, Honors College ""! ! TABLE OF CONTENTS LIST OF FIGURES.............................................................................................................v LIST OF TABLES..............................................................................................................vi ACKNOWLEDGEMENTS...............................................................................................vii CHAPTERS I. INTRODUCTION……………………………………………………….…....1 II. VOWEL HARMONY…………………………………………………….…..6 III. TURKISH VOWEL HARMONY………………………………….………...9 IV. CAUSES OF DISHARMONY 1. WRITING SYSTEMS a. ORKHON RUNIC SCRIPT.....................................................18 b. ARABIC ALPHABET.............................................................19 c. LATIN ALPHABET.................................................................24 2. DIALECT DIFFERENCES...............................................................25 3. INVARIABLE SUFFIXES................................................................27 4. COMPOUND WORDS.....................................................................28 5. BORROWED WORDS.....................................................................29 V. HIGH VS. LOW TURKISH...........................................................................36 VI. ATATÜRK AND THE LANGUAGE REFORM...........................................42 VII. THE NEW ALPHABET.................................................................................56 VIII. LOOKING TO THE FUTURE.......................................................................65 """! ! WORK CITED...................................................................................................................69 APPENDIX 1. EXPLANATION OF CD................................................................................71 2. ADDITIONAL EXAMPLES OF TURKISH VOWEL HARMONY………73 3. OVERVIEW OF OLD TURKIC....................................................................77 4. OVERVIEW OF OTTOMAN TURKISH......................................................87 ! "#! ! LIST OF FIGURES CHAPTER II. VOWEL HARMONY FIGURE 1. IPA Chart of Vowels..........................................6 CHAPTER III. TURKISH VOWEL HARMONY FIGURE 1. Turkish Vowel Cube...........................................9 ! #! ! LIST OF TABLES CHAPTER II. VOWEL HARMONY TABLE 1. Turkish Vowels.................................................10 TABLE 2. Front Vowel Harmony......................................11 TABLE 3. Back Vowel Harmony......................................11 TABLE 4. The Genitive Case............................................12 CHAPTER IV. CAUSES OF DISHARMONY 1. WRITING SYSTEMS b. ARABIC ALPHABET TABLE 1. Arabic Alphabet..........................................19-21 APPENDIX I. CD EXPLANATION TABLE 1. CD Tracks...................................................71-72 II. ADDITIONAL EXAMPLES OF TURKISH VOWEL HARMONY TABLE 1. Front, Unrounded............................................73 TABLE 2. Back, Unrounded............................................73 TABLE 3. Front, Rounded...............................................74 TABLE 4. Back, Rounded................................................74 TABLE 5. Long Turkish Word...................................75-76 ! #"! ! ACKNOWLEDGEMENTS The first person I want to thank is my advisor, Dr. Howard. When I initially asked Dr. Howard to be my thesis advisor I had no confidence that she would agree. I had taken one class with her the year before, but even if she remembered me I was not sure that she would have the time or the interest to be my advisor. I am grateful that she did agree because I cannot imagine working with anyone else on this topic. I know that she was very busy during the year that I wrote my thesis and I appreciate the time she set aside to work with me. I also appreciated her enthusiasm about my topic and her guidance. Without her guidance my thesis and I would have fallen apart many times. It was genuinely a joy to work with her. I left every meeting wanting to do nothing but work on my thesis for hours and hours. It was a privilege sharing my thesis experience with her. Next I would like to thank the rest of my thesis committee. When I asked Dr. Palmer and Dr. Bindas to be on my committee, they had never met me before, but they were willing to take a gamble and I appreciate that. Professor Dauterich already knew me from my Freshman Honors Colloquium, however I only asked him to join my committee a couple of weeks before my defense. I appreciate his willingness to jump in at such short notice. I would also like to thank everyone at my defense for having such insightful comments and questions. The discussion during my defense was challenging and exciting because of the thoughtful questions presented by the committee members. I left my defense confident that I had ended up with the best combination of people I could have hoped for. Thank you all for making time to be on my committee. ! #""! ! I also have to thank my dad, David Hunter, for his constant willingness to bounce ideas back and forth with me. His insight into the history and politics of Turkey was always thought provoking and guided me in directions I might not have taken without him. I can say with confidence that my thesis would not have ended up the way it did without his comments. Thank you dad for your patience and your seemingly never- ending knowledge of everything Turkish. While I am thanking my dad, I must also thank my aunt, Susan Bohanan. She was kind enough to read through my rough draft and help me with my final editing. Reading through my entire thesis, especially as a rough draft, is not something that everyone would be willing to do, so I acknowledge and appreciate her contribution to my final paper. Lastly, I want to thank my friend Remona Dowell. She was the first person to tell me about an Honors Thesis and encourage me to write one. It took a full year for her suggestion to bear fruit, but eventually it id. Throughout the thesis writing process she instilled in me the perfect mixture of confidence and terror. She kept me responsible by asking me periodically how my thesis was going and gave me advice when I was lost. If she had not encouraged me to write a thesis, I can honestly say I never would have. ! #"""! ! $! Chapter I INTRODUCTION Before introducing the birth and development of the thesis, a few general notes will be helpful. This thesis includes many Turkish words and sounds as well as some Arabic words and sounds. These words and sounds are represented either in an alphabetic form or in a phonetic form. When a Turkish word is given, as it is spelled in Turkish, it is italicized and the English translation is put in parentheses, for example the word el (hand). When an Arabic word is given it is not italicized, but the English translation is still provided in parentheses. If, however, the word is written phonetically with the International Phonetic Alphabet, the word will be put in forward slashes and again the English translation will be provided in parentheses if it had not already been provided, for example the word /el/ (hand). When a letter is referred to it is put in angle brackets, for example the letter <a>. If instead of a letter a sound, or a phoneme, as it is officially referred to, is given, then simple brackets are used, for example the phoneme, [a]. If the reader does not know the International Phonetic Alphabet, or if they simply want to hear the words pronounced, there is a CD in the back of the thesis that includes the pronunciations of most of the Turkish words. There is also an explanation and guide to the CD given in the Appendix. The inspiration for this thesis came from the Kent State University course, “The History of the English Language,” taught by Dr. Howard. This course did not immediately lead to the idea of a thesis, but when combined with an interest in the ! ! %! Turkish language became the initial thesis proposal titled “The Morphological History of the Turkish Language.” The interest in the Turkish language stemmed from my childhood, which was spent in Turkey. My background in Turkish also aided the research as it would have been much more difficult without my fluency in the Turkish language. The initial idea was very broad, the only clear direction was to study the history of the Turkish people and their language as far back as it could go. Through initial research, this broad idea quickly led to the more narrow idea that Turkish has remained remarkably similar throughout the centuries. This was based off of a comparison to the English language. In the course, the History of the English Language, Dr. Howard had pointed out how English has changed significantly in the past centuries. In comparison to English, Turkish has not changed nearly as significantly in a similar time frame. This argument was to be proven or disproven through research throughout the following year. Research on Old Turkic led down two roads, first, research on vowel harmony, and second, research on Ottoman Turkish. The research
Load more

Recommended publications
  • Towards a Practical Phonology of Korean
    Towards a practical phonology of Korean Research Master programme in Linguistics Leiden University Graduation thesis Lorenzo Oechies Supervisor: Dr. J.M. Wiedenhof Second reader: Dr. A.R. Nam June 1, 2020 The blue silhouette of the Korean peninsula featured on the front page of this thesis is taken from the Korean Unification Flag (Wikimedia 2009), which is used to represent both North and South Korea. Contents Introduction ..................................................................................................................................................... iii 0. Conventions ............................................................................................................................................... vii 0.1 Romanisation ........................................................................................................................................................ vii 0.2 Glosses .................................................................................................................................................................... viii 0.3 Symbols .................................................................................................................................................................. viii 0.4 Phonetic transcription ........................................................................................................................................ ix 0.5 Phonemic transcription.....................................................................................................................................
    [Show full text]
  • Turkish Language As a Politicized Element: the Case of Turkish Nation-Building
    GeT MA Working Paper Series No. 15 2018 Turkish Language as a Politicized Element: The Case of Turkish Nation-Building TOLGA SEVIN GeT MA Working Paper Series Department of Social Sciences Humboldt-Universität zu Berlin Unter den Linden 6, 10099 Berlin www.sowi.hu-berlin.de/getma [email protected] TOLGA SEVIN GET MA WP 15/2018 GeT MA Working Paper Series Published by the German Turkish Masters Program of Social Sciences (GeT MA), Department of Social Sciences at Humboldt-Universität zu Berlin. Papers in this series are the final theses of GeT MA graduates. Publication in this series does not preclude a later publication elsewhere. The views expressed in the GeT MA Working Paper Series are those of the author(s) and do not necessarily reflect those of the GeT MA Program or of Humboldt-Universität zu Berlin. The copyright stays with the author(s). Copyright for this paper: Tolga Sevin Please cite in the following format: Sevin, Tolga (2018): Turkish Language as a Politicized Element: The Case of Turkish Nation-Building. GeT MA Working Paper No. 15, Department of Social Sciences, Humboldt-Universität zu Berlin. [online] Homepage: Edoc Server Humboldt-Universität zu Berlin. URL: http://edoc.hu-berlin.de/series/getmaseries Corresponding authors: Tolga Sevin, Master of Social Science, German Turkish Masters Program, Institut für Sozialwissenschaften, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099 Berlin. Tolga Sevin, born in Ankara, studied at Bilkent University, Middle East Technical University, and Humboldt- Universität zu Berlin. He lives in Berlin. This thesis is dedicated to Müfit Kulen.
    [Show full text]
  • Effects of Listening/Reading Comprehension and Morphological Awareness on First Graders’ Writing to Dictation: a Comparison of the Effect of Memorization
    International Journal of Education and Practice 2020 Vol. 8, No. 2, pp. 278-288. ISSN(e): 2310-3868 ISSN(p): 2311-6897 DOI: 10.18488/journal.61.2020.82.278.288 © 2020 Conscientia Beam. All Rights Reserved. EFFECTS OF LISTENING/READING COMPREHENSION AND MORPHOLOGICAL AWARENESS ON FIRST GRADERS’ WRITING TO DICTATION: A COMPARISON OF THE EFFECT OF MEMORIZATION 1 Naya Choi1 Dept. of Child Development & Family Studies, Seoul National University, 1 Gwanak-ro, Gwanak-gu, Seoul, Republic of Korea. 2 Jieun Kiaer 3 2 Eunock Jun Oriental Institute, Faculty of Oriental Studies, University of Oxford, 4+ Oxford, United Kingdom. Taeyeon Kim (+ Corresponding author) 3Dept. of Child Development & Family Studies, The Catholic University of Korea, Republic of Korea. 4Policy Research Team, Gyeonggi Family and Women Research Institute, Gyeongsu-daero, Jangan-gu, Suwon-si, Gyeonggi-do, Republic of Korea. ABSTRACT Article History The purpose of this study was to determine whether the cognitive abilities of listening Received: 12 February 2020 and reading comprehension and morphological awareness affect children’s writing to Revised: 16 March 2020 Accepted: 20 April 2020 dictation. Data were collected from 194 first-grade elementary schoolchildren in South Published: 18 May 2020 Korea on the effects of repetitive practice and memorization by comparing impromptu and one semester’s regular dictation tests. The results first revealed that spelling, Keywords spacing, and punctuation were highly correlated with the three cognitive abilities in the Listening comprehension Reading comprehension impromptu writing to dictation, but far less in the regular dictation test. Second, it was Morphological awareness found that children’s listening and reading comprehension and morphological Dictation Memorization effect awareness influenced their spelling, while reading comprehension and morphological Literacy development.
    [Show full text]
  • ISO Basic Latin Alphabet
    ISO basic Latin alphabet The ISO basic Latin alphabet is a Latin-script alphabet and consists of two sets of 26 letters, codified in[1] various national and international standards and used widely in international communication. The two sets contain the following 26 letters each:[1][2] ISO basic Latin alphabet Uppercase Latin A B C D E F G H I J K L M N O P Q R S T U V W X Y Z alphabet Lowercase Latin a b c d e f g h i j k l m n o p q r s t u v w x y z alphabet Contents History Terminology Name for Unicode block that contains all letters Names for the two subsets Names for the letters Timeline for encoding standards Timeline for widely used computer codes supporting the alphabet Representation Usage Alphabets containing the same set of letters Column numbering See also References History By the 1960s it became apparent to thecomputer and telecommunications industries in the First World that a non-proprietary method of encoding characters was needed. The International Organization for Standardization (ISO) encapsulated the Latin script in their (ISO/IEC 646) 7-bit character-encoding standard. To achieve widespread acceptance, this encapsulation was based on popular usage. The standard was based on the already published American Standard Code for Information Interchange, better known as ASCII, which included in the character set the 26 × 2 letters of the English alphabet. Later standards issued by the ISO, for example ISO/IEC 8859 (8-bit character encoding) and ISO/IEC 10646 (Unicode Latin), have continued to define the 26 × 2 letters of the English alphabet as the basic Latin script with extensions to handle other letters in other languages.[1] Terminology Name for Unicode block that contains all letters The Unicode block that contains the alphabet is called "C0 Controls and Basic Latin".
    [Show full text]
  • And [W] Distinction in Back Round Vowel Contexts
    BRITISH ENGLISH [KW], [K], AND [W] DISTINCTION IN BACK ROUND VOWEL CONTEXTS Helena Beeley University of Oxford [email protected] ABSTRACT the effect of labialization on rounded vowel transi- tions was not discussed in these studies, nor were Corpus data from the Audio British National Cor- English stops with secondary labialization the focus pus was used to compare the acoustics of British of study. This paper aims to analyse the acoustics English stops with velar and/or labial articulation in of phonemic secondary labialization of stops and onset positions preceding back rounded vowels. The approximants and of non-phonemic coarticulatory acoustics of labialized velar stops in British English labialization of stops in back vowel contexts. Due have not commonly been described due to their fre- to the absence of a contrast between labialized velar quent phonological analysis as clusters. Labialized stops and /kw/ clusters in syllable onsets in English velars have been characterized cross-linguistically the question of the exact phonological status of the in terms of low second formant frequency, but it sounds is not considered very relevant to the present was found that third formant frequency is a more discussion. significant cue to differentiation in back rounded vowel contexts. Plain velars with non-phonemic 2. THE CORPUS labialization resulting from proximity to a follow- ing back rounded vowel did not differ significantly The Audio British National Corpus [2] consists of from labialized velars in formant transition frequen- approximately 7 million words of spontaneous En- cies. Lower F3 in labial-velar approximants indi- glish speech. Recordings were collected during the cates more lip-rounding but higher F2 suggests a period 1991 to 1994 using analogue audio casette more fronted tongue position.
    [Show full text]
  • Sociophonetic Variation in Bolivian Quechua Uvular Stops
    Title Page Sociophonetic Variation in Bolivian Quechua Uvular Stops by Eva Bacas University of Pittsburgh, 2019 Submitted to the Graduate Faculty of the Dietrich School of Arts and Sciences in partial fulfillment of the requirements for the degree of Bachelor of Philosophy University of Pittsburgh 2019 Committee Page UNIVERSITY OF PITTSBURGH DIETRICH SCHOOL OF ARTS AND SCIENCES This thesis was presented by Eva Bacas It was defended on November 8, 2019 and approved by Alana DeLoge, Quechua Instructor, Department of Linguistics, University of Pittsburgh Melinda Fricke, Assistant Professor, Department of Linguistics, University of Pittsburgh Gillian Gallagher, Associate Professor, Department of Linguistics, New York University Thesis Advisor/Dissertation Director: Claude Mauk, Senior Lecturer, Department of Linguistics, University of Pittsburgh ii Copyright © by Eva Bacas 2019 iii Abstract Sociophonetic Variation in Bolivian Quechua Uvular Stops Eva Bacas, BPhil University of Pittsburgh, 2019 Quechua is an indigenous language of the Andes region of South America. In Cochabamba, Bolivia, Quechua and Spanish have been in contact for over 500 years. In this thesis, I explore sociolinguistic variation among bilingual speakers of Cochabamba Quechua (CQ) and Spanish by investigating the relationship between the production of the voiceless uvular stop /q/ and speakers’ sociolinguistic backgrounds. I conducted a speech production study and sociolinguistic interview with seven bilingual CQ-Spanish speakers. I analyzed manner of articulation and place of articulation variation. Results indicate that manner of articulation varies primarily due to phonological factors, and place of articulation varies according to sociolinguistic factors. This reveals that among bilingual CQ-Spanish speakers, production of voiceless uvular stop /q/ does vary sociolinguistically.
    [Show full text]
  • LT3212 Phonetics Assignment 4 Mavis, Wong Chak Yin
    LT3212 Phonetics Assignment 4 Mavis, Wong Chak Yin Essay Title: The sound system of Japanese This essay aims to introduce the sound system of Japanese, including the inventories of consonants, vowels, and diphthongs. The phonological variations of the sound segments in different phonetic environments are also included. For the illustration, word examples are given and they are presented in the following format: [IPA] (Romaji: “meaning”). Consonants In Japanese, there are 14 core consonants, and some of them have a lot of allophonic variations. The various types of consonants classified with respect to their manner of articulation are presented as follows. Stop Japanese has six oral stops or plosives, /p b t d k g/, which are classified into three place categories, bilabial, alveolar, and velar, as listed below. In each place category, there is a pair of plosives with the contrast in voicing. /p/ = a voiceless bilabial plosive [p]: [ippai] (ippai: “A cup of”) /b/ = a voiced bilabial plosive [b]: [baɴ] (ban: “Night”) /t/ = a voiceless alveolar plosive [t]: [oto̞ ːto̞ ] (ototo: “Brother”) /d/ = a voiced alveolar plosive [d]: [to̞ mo̞ datɕi] (tomodachi: “Friend”) /k/ = a voiceless velar plosive [k]: [kaiɰa] (kaiwa: “Conversation”) /g/ = a voiced velar plosive [g]: [ɡakɯβsai] (gakusai: “Student”) Phonetically, Japanese also has a glottal stop [ʔ] which is commonly produced to separate the neighboring vowels occurring in different syllables. This phonological phenomenon is known as ‘glottal stop insertion’. The glottal stop may be realized as a pause, which is used to indicate the beginning or the end of an utterance. For instance, the word “Japanese money” is actually pronounced as [ʔe̞ ɴ], instead of [je̞ ɴ], and the pronunciation of “¥15” is [dʑɯβːɡo̞ ʔe̞ ɴ].
    [Show full text]
  • Turkey and the European Union: the Omesd Tic Politics of Negotiating Pre-Accession Kemal Kirisci Bogazici University, Istanbul, Turkey
    Macalester International Volume 15 Hybrid Geographies in the Eastern Article 10 Mediterranean: Views from the Bosphorus Winter 2005 Turkey and the European Union: The omesD tic Politics of Negotiating Pre-Accession Kemal Kirisci Bogazici University, Istanbul, Turkey Follow this and additional works at: http://digitalcommons.macalester.edu/macintl Recommended Citation Kirisci, Kemal (2005) "Turkey and the European Union: The omeD stic Politics of Negotiating Pre-Accession," Macalester International: Vol. 15, Article 10. Available at: http://digitalcommons.macalester.edu/macintl/vol15/iss1/10 This Article is brought to you for free and open access by the Institute for Global Citizenship at DigitalCommons@Macalester College. It has been accepted for inclusion in Macalester International by an authorized administrator of DigitalCommons@Macalester College. For more information, please contact [email protected]. Turkey and the European Union: The Domestic Politics of Negotiating Pre-Accession Kemal Kirisci I. Introduction In May 2004, ten countries joined the European Union (EU), to be followed by two more countries most probably in 2007. Turkey, together with Croatia, is the next country in line to enter the pre- accession process for membership. Turkey was given candidate status in December 1999 at the Helsinki European Council summit. How- ever, accession negotiations with Turkey will only start if the European Commission concludes that Turkey has indeed met the Copenhagen political criteria and EU member governments make a positive deci- sion at their European Council meeting in December 2004.1 Unlike the case of other candidate countries, the decision “to give or not to give” a negotiating date to Turkey stands as a very great challenge.
    [Show full text]
  • 11 Lewis 1749.Indd
    GEOFFREY LEWIS Geoffrey Lewis Lewis 1920–2008 I. Life PROFESSOR GEOFFREY LEWIS LEWIS, a pioneer in Turkish Studies in Britain and an internationally admired scholar in the fi eld, was born in London on 19 June 1920. He received his schooling at University College School in Hampstead, following which, in 1938, he went up to St John’s College Oxford to read Classics. Having sat Honour Moderations in the spring of 1940, he joined the Royal Air Force in September of that year and served until 1945: he qualifi ed for his BA by War Decree and subsequently received his MA in 1945. At some point during his study for Honour Mods, his Latin tutor, sensing that he was getting stale, suggested that he take up Turkish as a hobby—it seems that the choice of Turkish came to him on the spur of the moment. Geoffrey took it seriously, however, and the opportunity to act on it came when he was posted to Egypt as a radar operator. He made contact with an elderly Turk in Alexandria, through whom, and through the painstaking comparison of classic English texts with their Turkish translations—these culled from the bookshops of London and sent to him by his wife, Raphaela, whom he had married in 1941—he taught him- self Turkish. Returning to Oxford in 1945, and by now wholly won over to Turkish, he consulted the Laudian Professor of Arabic, [Sir] Hamilton Gibb, FBA, who welcomed the prospect of expanding the curriculum in Oriental Studies to include Turkish but recommended that Geoffrey read for the BA in Arabic and Persian as essential background to the serious study of Turkish historically as well as in its modern form.
    [Show full text]
  • The Place of the Young Turk Revolution in Turkish History
    THE PLACE OF THE YOUNG TURK REVOLUTION IN TURKISH HISTORY. Prof. Dr. sı.. AKŞİN •• i. Introduciioa J'be Turu in History: The Turks of Turkeyarepan of the Tuılcic.pcoples who. back in history. were once concentrated in Central Asia. Central Asia can be roughly described as the region to the north and the north-west nf the China Wall. The China Wall was built to koopthe namadie peoples -ineloding the Tuikic peoples- out of China. The Wall also roughly corresponded to the frontler of feıtile iand wbere agriculture could be practised. In Centtal Asia the tand was generally not suitable for qriculıure. but could sustain the animal hents of the nomads. The fmt "state" of the Turlcicpeoples was the Empiıe of the Hmıs. for which the apprOximate dates 220 BC-216 AD are given. But whether or not this formatian can be considered a state or empire in the proper sense of the word is not clear. because the Hmıs did not use the written word. Probably this fonnatian was a coofederation of tribes. raiher' than a state. The same can probobly he said for the Göktürks (552-745). though at the end of their primacy they hegan to use writing. The third important poIitical formation of the Turkic peoples was the Uygur State (745-940). By the end of the 8th century. two important developments took place among the Turkic peoples. 1) A great number of them hegan to move west, Lo Transoxania and contiguous regions and 2) they began to . adopt Islam. It seems that the proces of Islamization was a rather loog.
    [Show full text]
  • Proposal for Generation Panel for Latin Script Label Generation Ruleset for the Root Zone
    Generation Panel for Latin Script Label Generation Ruleset for the Root Zone Proposal for Generation Panel for Latin Script Label Generation Ruleset for the Root Zone Table of Contents 1. General Information 2 1.1 Use of Latin Script characters in domain names 3 1.2 Target Script for the Proposed Generation Panel 4 1.2.1 Diacritics 5 1.3 Countries with significant user communities using Latin script 6 2. Proposed Initial Composition of the Panel and Relationship with Past Work or Working Groups 7 3. Work Plan 13 3.1 Suggested Timeline with Significant Milestones 13 3.2 Sources for funding travel and logistics 16 3.3 Need for ICANN provided advisors 17 4. References 17 1 Generation Panel for Latin Script Label Generation Ruleset for the Root Zone 1. General Information The Latin script1 or Roman script is a major writing system of the world today, and the most widely used in terms of number of languages and number of speakers, with circa 70% of the world’s readers and writers making use of this script2 (Wikipedia). Historically, it is derived from the Greek alphabet, as is the Cyrillic script. The Greek alphabet is in turn derived from the Phoenician alphabet which dates to the mid-11th century BC and is itself based on older scripts. This explains why Latin, Cyrillic and Greek share some letters, which may become relevant to the ruleset in the form of cross-script variants. The Latin alphabet itself originated in Italy in the 7th Century BC. The original alphabet contained 21 upper case only letters: A, B, C, D, E, F, Z, H, I, K, L, M, N, O, P, Q, R, S, T, V and X.
    [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]