<p>Chapter 20</p><p>Exercises: </p><p>1. The following pronunciations are typical of a child around two years old (though the data are actually invented). A. List the ways the child's pronunciation is different from that of a typical (General American) adult. B. Assuming the adult form as UR, write the (SPE) rules necessary to derive the child's pronunciation. Give a derivation for the word "clothes." C. What markedness and faithfulness constraints are relevant to the alternations? How do the child's constraint rankings differ from the adult's? Give tableaux for the child and adult pronunciations of "clothes." [mi] me [bebi] baby</p><p>[dædi] Daddy [gæmə] Gramma</p><p>[dɑk] dog [khæt] cat</p><p>[thi] tree [sʌn] sun</p><p>[it] eat [dɑk] dark</p><p>[bʌt] bus [phe] play</p><p>[naɪt] nice [thʌk] truck</p><p>[lɪp] lift [næp] nap</p><p>[fut] fruit [lʌp] love</p><p>[thut] tooth [mʌk] mug</p><p>[bæt] bad [wat] watch</p><p>[faɪn] find [mɪt] missed</p><p>[bu] blue [khot] clothes</p><p>2. Record or transcribe the English speech of a language learner, and note differences from an L1 English speaker. Which differences can you ascribe to transfer and which to developmental effects?</p><p>3. Explain why the common American practice of waiting until high school to teach foreign languages makes no linguistic sense. How might we reform the system?</p>