Name(s):  __________________________________________________    N/32  _____________  N/100  _____________  HOMEWORK:  AMHARIC  SPEECH  DISGUISE  RECONSIDERED  John  Alderete,  Simon  Fraser  University    Objective  This  problem  builds  on  the  solution  to  the  Amharic  speech  disguise  problem  using  the  CV  tier  given  in  Understanding  Phonology,  but  asks  you  to  modify  that  analysis  to  solve  a  theoretical  problem  that  arises  from  the  proposed  solution.  The  goal  is  to  demonstrate  mastery  of  CV  phonology  by  both  identifying  problems  with  the  given  solution  and  also  building  on  it  to  make  a  new  analysis.      The  data  The  data  and  the  structure  of  the  problem  below  come  from  McCarthy,  John.  1985,  ‘Speech  disguise  and  phonological  representation  in  Amharic’,  In  Hulst  and  Smith  (eds.),  p.  305-­‐312,  Advances  in  non-­‐linear  phonology.  Dordrecht:  Foris.      Amharic   Disguised  form   Gloss  gɪn   gainəәn   but  məәtt’a   mait’əәt’   come  kɪfu   kaifəәf   cruel  t’əәtt’a   t’ait’əәt’   drink  hed   haidəәd   go  wəәddəәdəә   waidəәd   love  

 wəәrk’   wairk’əәk’   gold  təәmara   taimrəәr   learn  sɪgara   saigrəәr   cigarette  səәkkəәrəә   saikrəәr   drunkard  kəәbad   kaibdəәd   difficult  wɪʃəәt waiʃtəәt lie    The  given  rule  The  solution  using  principles  of  autosegmental  phonology  that  is  given  in  Understanding  Phonology  has  the  following  series  of  steps:  

1. Prepare  the  consonant  melody  for  the  disguised  form:  strip  all  vowels  from  the  Amharic  word;  assume  that  all  sequences  of  identical  consonants  are  represented  as  a  single  root  node  linked  to  multiple  C’s  in  the  CV  tier.  Thus,  there  are  two  kinds  of  consonantal  melodies  (i.e.,  autosegmental  trees  for  consonants  starting  from  the  root  node  downward):  two  consonant  melodies,  like  /wd/  for  ‘love’  and  three  consonant  melodies,  as  in  /wrk’/  for  ‘gold.    

2. Pair  two  consonant  melodies  with  a  CVCVC  template,  and  pair  three  consonant  melodies  with  a  CVCCVC  template.    

3. All  disguised  forms  have  a  vowel  melody  /ai-­‐e/.  Assume  that  the  diphthong  /ai/  is  doubly  linked  to  the  first  vowel  of  the  template,  and  that  the  /e/  is  linked  to  the  second  vowel.    

4. Finally,  use  the  association  conventions  familiar  from  tone  systems  to  link  up  the  consonant  melody  prepared  in  step  1  above  to  the  C’s  of  the  CV  template.    

  2  

Illustrating  the  rule,  n/12  points  _____  Illustrate  the  above  analysis  in  the  boxes  below  by  (i)  giving  the  correct  consonant  and  vowel  melodies  for  the  given  disguised  form,  (ii)  giving  the  correct  CV  template  for  each  form,  and  (iii)  showing  how  the  autosegmental  associations  give  the  correct  analysis.  [taimrəәr]  ‘learn’                    

[kaifəәf]  ‘cruel’  

[waidəәd]  ‘love’                    

[waiʃtəәt] ‘lie’  

 Discussion  of  the  problem  raised  by  the  given  rule,  n/8pts  _____  While  this  is  debatable,  assume  that  there  is  a  serious  problem  with  the  analysis  given  in  the  textbook  because  there  is  a  generalization  that  is  missed.  State  what  the  generalization  is  and  explain  why  the  analysis  given  in  the  textbook  misses  this  generalization.      

  3  

Building  on  the  proposed  analysis,  n/12pts  _____  Revise  your  analysis  based  on  the  following  assumptions.  All  disguised  forms  are  created  initially  with  the  following  CV  template:  CVCCVC.  Also,  contrary  to  the  discussion  in  the  book,  assume  that  this  process  is  like  Arabic  in  its  treatment  of  geminates.  That  is,  association  lines  for  the  consonants  will  be  made  initially  as  follows:  [gainəәn]  ‘but’              CV  C  C  VC              |          \/  /            g              n    

[wairk’əәk’]  ‘gold’              CVC  C  VC              |          \/    |            w          r      k’    

In  the  box  on  the  right  ,  formulate  an  autosegmental  rule  that  has  the  following  input  conditions  and  output  change.  Show  all  relevant  phonological  structures.    Input  conditions:  a  root  node  with  a  [+cons]  specification  that  is  linked  to  two  adjacent  C’s  on  the  CV  tier    Output  change:  delink  the  association  with  the  second  C  on  the  CV  tier    

 

Finally,  in  the  space  below,  show  the  results  of  this  rule  for  ‘but’  and  ‘gold’  above,  and  discuss  how  the  resulting  structures  can  be  fixed  up  to  be  consistent  with  the  observed  output  forms.  You  do  not  need  to  formulate  a  new  rule  for  this  fixing  up  process,  but  you  do  need  to  explain  clearly  how  additional  links  are  inserted  in  one  case  but  not  the  other.                    

Name(s) ________________________________________________ HOMEWORK: PROSODIC STRUCTURE EXERCISES Due: Mar. 23 N/29 ____ N/100____ John Alderete, Linguistics 321, Simon Fraser University Part 1. Lenakel stress, with new instructions (Q86, UP 10.5) 1A. The stress pattern in Lenakel is that stress falls on the final syllable if it contains a long vowel, otherwise it falls on the penultimate syllable. Read the instructions and data for this problem in the textbook, and then analyze Lekakel stress by proposing the parameter settings for the following parameters (6 pts) Binarity:

Directionality:

Headedness:

Extrametricality:

Exhaustivity:

Weight-by-Position:

1B. Next, use the analysis you’ve just proposed to assign prosodic structure in the following words, showing all levels, i.e., CV, mora, syllable, and foot (only one foot per word), (9 pts, 3 pts each). tIkómkom ‘branches’

rImetjá:w ‘he arrived’

tupwalukáluk ‘lungs’

Part 2. West Greenlandic tone, with new instructions (Q 79, 2nd edition, UP 9.6) 2A. Examine the data and read the instructions and solution to this problem. Following the instructions, assume that the TBU is the vowel. In the following three forms, illustrate the alignment of tone with Vs at the CV tier (3 pts each). Do not include syllables or moras in your illustrations. atâ:síq ‘one’

apíràí ‘he asked them (decl.)

apirâ:í ‘he asked them (inter.)

2B. Finally, the solution given in the back of the book indicates that interrogative forms like takuwá:nǎ: ‘did he see me?’ require an additional rule, which UP characterizes as: ‘(in words where the last two syllables contain four TBUs), the leftmost H must spread to an extra TBU on the left if it occurs in the same syllable. Formulate this rule on the reverse of this page (5 pts).

Name  _________________________________________________    N/48  ____________    N/100  _______________  

HOMEWORK:  STRESS  AND  SYLLABIFICATION  IN  HAWAIIAN      John  Alderete,  Simon  Fraser  University    Objective.  The  goal  of  this  problem  is  to  properly  analyze  Hawaiian  syllables,  with  special  attention  to  sequences  of  two  vowels,  so  that  stress  in  the  same  language  can  also  be  properly  analyzed.  Since  stress  feet  are  built  atop  syllables,  the  first  part  is  to  characterize  a  syllable  template  for  Hawaiian.      Data.  In  the  data  below,  syllable  boundaries  are  marked  with  IPA  ‘.’.  Thus,  if  two  vowels  are  separated  by  a  ‘.’,  they  are  in  two  separate  syllables.  If  two  vowels  are  not  separated,  they  are  tautosyllabic,  or  in  the  same  syllable.  Stress  is  not  marked  here,  but  it  will  be  below.  Some  words  are  actually  compounds  because  they  have  two  main  stresses,  but  for  now,  just  focus  on  the  problem  of  accounting  for  possible  syllables.  Also,  some  of  the  meanings  have  been  simplified,  for  ease  of  exposition,  since  meanings  are  not  relevant  here.    

ʔa.na.pau   ‘to  leap,  folic’   e.le.mo.e   ‘dark,  still’  

i.pu  hao.le   ‘watermelon’   ʔai.a.na   ‘to  iron  clothes’  

haa.ʔei   ‘to  peep’   hae.le   ‘to  go,  come’  ʔe.leu   ‘active,  alert’   ʔaa.hiu   ‘wild,  untamed’  

ka.ma.hoi   ‘wonderful,  splendid’   lu.a   ‘hole,  pit’  

lou   ‘hook’   ʔa.nae   ‘full-­‐sized  mullet  fish’  

ka.niu   ‘lump  under  skin’   a.hu.lau   ‘pestilence’  

kaa.kaa.hou   ‘to  torture  …’   kei.ki   ‘child,  offspring’  

ʔi.ʔo.liu ‘tenderloin’   ʔe.lu.a   ‘two’  a.ho.nu.i   ‘patience’   hoi   ‘bitter  yam’  

a.hu.e   ‘to  fold  …’   kiu   ‘spy,  scout’  

ha.hai   ‘to  follow,  pursue…’   hao   ‘iron’  

ʔi.o.lo   ‘to  vibrate,  whiffle’   wa.hi.e   ‘fuel,  firewood’  

lo.ʔo.hi.a ‘possessed’   ʔe.ke.keu   ‘wings’  

 1.  Syllable  template.  6  pts  for  chart,  8  for  template:  N/14  __________  The  first  part  of  solving  the  puzzle  is  to  correctly  characterize  possible  syllables,  with  special  attention  to  VV  sequences.  Certain  aspects  of  Hawaiian  syllables  are  simple,  and  so  are  already  expressed  in  the  initial  approximation  of  the  syllable  template  below.  For  example,  Hawaiian  may  only  have  a  single  onset  consonant.  The  problem  of  possible  VV  sequences  is  much  more  difficult  and  will  require  careful  scrutiny  of  possible  diphthongs,  which  are  defined  as  possible  VV  sequences  in  a  single  syllable.  In  this  section,  you  are  to  both  show  the  distributional  patterns  of  syllable  internal  VV  sequences,  and  also  augment  the  template  below  by  characterizing  possible  VV  sequences  in  terms  of  distinctive  features.  Assume  that  long  vowels  are  VV  sequences,  and  show  them  in  your  distributional  chart  below  and  represent  them  in  the  template.  While  not  exhibited  in  the  data  above,  all  of  the  five  vowels  may  be  long  in  Hawaiian,  so  fill  in  these  identical  vowels  in  the  chart  even  though  the  data  above  does  not  exemplify  all  of  them.    Hawaiian  syllable  template  (basic  form,  uncommented):  (C)  V1  (V2)    

  2  

Distributional  chart.  The  matrix  below  schematizes  possible  diphthongs  and  long  vowels,  where  the  rows  on  the  left  indicate  the  first  vowel  (V1)  and  the  columns  show  the  second  vowel  of  a  diphthong  (V2).  Put  a  check  ‘√’  in  each  cell  that  represents  a  possible  diphthong,  and  leave  all  cells  blank  if  they  are  not  found  in  the  data.      V1  /  V2  à    ↓  

 a  

 e  

 o  

 i  

 u  

 a    

         

 e    

         

 o    

         

 i    

         

 u    

         

 Proposing  a  template.  Repeat  the  basic  template  given  above  below  in  your  answer  and  express  the  restrictions  on  possible  diphthongs  as  a  set  of  restrictions  on  feature  matrixes  for  V1  and  V2,  like  we  have  done  in  other  syllable  templates  for  CC  clusters.  If  there  are  certain  generalizations  that  can  be  made  in  terms  of  vowel  height  and  sonority,  they  may  be  commented  in  prose.  Include  long  vowels  in  your  template.            

  3  

(continued,  if  necessary)                                      2.  Illustration  of  syllabification,  N/8  ________  Illustrate  how  the  assumptions  in  your  template  work  for  the  following  examples.  Your  syllabifications  should  include  moras  and  syllables,  but  CV  structure  may  be  left  off.  An  important  rule  of  Hawaiian  syllabification  is  Syllable  Maximization,  according  to  which  syllables  are  filled  up  with  as  many  segments  as  possible,  up  to  the  maximum  allowed  by  the  template.    

                 h  a  a  ʔ e i  

                 a  h  o  n  u  i  

                           h  a  e  l  e  

                 l  o  ʔ o h i a  

  4  

3.  Stress  parameters,  N/8  =  ________________  A  subset  of  the  data  from  page  1  is  given  below  and  marked  for  stress.  Given  this  rule,  propose  a  consistent  trochaic  analysis  of  the  stress  system.  Do  this  by  filling  in  the  remaining  parameters  in  the  space  provided  below  and  briefly  explaining  how  the  facts  of  the  system,  and  other  parameter  settings,  support  your  answer.      Stress  facts:  If  the  last  syllable  contains  a  long  vowel  or  diphthong,  (=‘CVV  syllable’),  it  receives  main  stress:     ʔe.léu, ha.hái    Otherwise  main  stress  falls  on  the  penultimate  syllable:     ʔi.ólo, a.hú.e, kéi.ki    In  words  with  three  syllables  or  more,  secondary  stress  falls  on  all  CVV  syllables  and  on  alternating  syllables  counting  leftward  from  either  the  main  stressed  syllable  or  the  closest  CVV  syllable:     ʔà.na.páu, kà.ma.hói, kàa.kàa.hóu    Parameter  settings:  Headedness:  trochaic  or  left  headed  (insert  your  explanation)          Binarity:          Directionality:          Exhaustivity:          Extrametricality:              

  5  

4.  Illustration  of  the  analysis,  N/8  =  _____________________  In  the  boxes  below,  present  the  full  prosodic  analysis  of  the  examples  given,  both  real  and  hypothetical.  Your  tree  diagrams  must  include  moras,  syllables,  prosodic  feet,  and  PrWd  (=prosodic  word).  Furthermore,  you  must  show  the  headedness  of  the  feet  and  PrWd  by  making  a  double  line  connecting  the  head  element  with  the  next  higher  node  on  the  tree.    

                   a  h  u  e  

                   k  e  i  k  i  

                     h  a  e  h  a  l  o  p  a  i  (hypothetical)  

ʔ a n a p a u  

   5.  Consideration  of  a  plausible  alternative,  N/10  =  _____________  Finally,  construct  an  argument  for  the  trochaic  analysis,  i.e.,  the  analysis  in  which  the  Hawaiian  prosodic  foot  is  left-­‐headed,  by  considering  a  plausible  alternative  in  which  feet  are  iambic,  or  right  headed.  In  particular,  find  a  consistent  set  of  parameter  settings  that  can  account  for  the  same  data  above  and  state  them  in  the  boxes  below.  (Such  a  set  does  exist.)  If  there  are  additional  assumptions  that  are  necessary  that  are  not  expressed  by  the  parameter  settings,  also  state  them  clearly  in  the  space  provided.  Briefly  illustrate  the  analysis  with  some  examples  that  are  selected  to  illustrate  the  main  ideas.  Then  point  out  some  features  of  the  analysis  that  are  inelegant  or  seem  unnecessarily  complex  when  compared  with  the  trochaic  analysis  above.          

  6  

Parameter  settings  for  alternative:  Headedness:  iambic/right-­‐headed      Binarity:      Directionality:      Exhaustivity:      Extrametricality:        Additional  assumptions:            

Name: ____________________________________ N/66 _____ N/100 _____HOMEWORK: LATIN STRESS, Linguistics 321, Simon Fraser University

Introduction. This problem concerns several aspects of phonological structure. In a nutshell, you will be asked to provide a metrical analysis of stress that builds on assumptions about Latin syllable structure. But the analysis also involves moraic structure and sub-syllabic structure. Therefore, it is important to have a full grasp of all of these concepts to give a successful analysis. The sections below are intended to separate out these different parts of Latin phonological structure, but keep in mind that decisions made in earlier sections have an impact on the final analysis of stress. The data below will be drawn upon in the later sections.

Also, cogent writing is important and a factor in the overall grade (10 points total).

Consider the data below:

Antepenultimate Penultimate Ultimate

dé:ditus‘devoted’

catélla‘little necklace’

lúx‘light’

Pátroclus horta:bántur‘they encouraged’

árs‘art’

célebro:‘to frequent; to praise’

excépto:‘to take out’

dúx‘leader’

célebris‘populous; famous (fem.)’

cáno:‘I sing’

méns‘mind’

ópprobro:‘to slander’

de:cóctor‘big splendor’

vólucre:s‘winged, flying (nom. pl.)’

ce:lá:tor‘s.o. who hides something’

dé:cidio: (/dio:/ is one syllable)*‘to fall off’

exemplá:ris‘model (gen.)’

íntegra‘whole, unharmed (fem.)’

virúmque‘and the man’

lócuple:s‘rich, well-to-do’

dé:do:‘to surrender s.t. to s.o.’

tolerá:bilis de:féctio *(see below)‘defection’

réficit‘do again, redo (pres.)’

refé:cit (perf. act.)

Typography. Stress is marked below with an acute accent. The forms below are written in a modern orthography, and, with a few idiosyncrasies, reflect the sounds of Classical

Latin. /c/ is IPA [k], /qu/ = [kw], double consonants indicate length in consonants, and the colon indicates length for vowels.

* Assume that /di/ of dé:cidio: and /ti/ of de:féctio are single consonants with a vowel-like

offglide, i.e., [dy] and [ty] respectively.

Part A. Syllabification of word-internal clusters (10 points). In the two datasets below, (ai) vs. (aii), the word-internal consonant clusters are syllabified differently. This has consequences for stress, but more importantly for this section, they are predicted by principles of syllabification we have been used in class. In the space provided below, provide the syllabifications by repeating each word below and separating the syllables with a period, as with [da.ta] for the English word data. Then, in a short paragraph, explain what principles are at work in predicting this syllabification. You may want to do this part in conjunction with Part B below.

ai. Pátroclus, vólucre:s, íntegra

aii. de:féctio, horta:bántur, virúmque

Your short essay here:

Part B. Syllable template for Latin (10 points). Use the data on the first page to give a general characterization of possible syllables in Latin. Do this by filling out the syllable template below following the model below given for the syllable peak. So, you only need to fill in optional and obligatory elements in the Onset and Coda. Optional elements must be in parentheses, like the possible second vowel below. Use CV structure to indicate a syllable position, and then state any restrictions on the CV structure with distinctive features. For example, if a consonant C1 must be a sonorant, then say 'C1 must be [+son]'. Give a general review of the syllable data in prose and state how the syllable template accounts for this data.

Latin syllable template

Onset Peak Coda / \ V (V)

Part C. From syllables to stress (12 points). Given the syllabifications from parts 1-2, construct a metrical analysis of stress. That is, describe the stress system by filling in the settings for each parameter below. In addition, give a rationale for your assumed parameters. In particular, explain why the data, or an assumption you made about another parameter, requires the parameter setting you provide. Note: The data on page one do not provide sufficient information to fill in the Exhaustivity parameter, but just assume it is filled in as 'exhaustive', because of the presence of secondary stresses discussed in the textbook.

Headedness:

Binarity:

Directionality:

Extrametricality:

Part D. (6 points) Does Latin have Weight-by-Position? Explain fully.

Part E. Illustrating the analysis (10 points). In the boxes below, illustrate your analysis by providing the prosodic structure, at all levels, for the five forms below. Indicate stress by showing the strong syllable that is the head of the prosodic foot. Provide the CV, moraic, syllable, and foot structure for the entire form. Do so in a way that is consistent with your assumptions above from Part D. In your response, just assume that /x/ is a single consonant, /c/ is an IPA [k], and /ti/ is a onset consonant with a glide release, i.e., [ty]. Recall that ':' indicates length and must be represented in the prosodic structure. Also, just give one prosodic foot per word, and if a final element is extrametical, mark that by making the whole element 'invisible' with {} brackets.

Foot

Syllable

Mora

CV

P á t r o c l u s e x e m p l á: r i s d e: f é c ti o

Foot

Syllable

Mora

CVl ó c u p l e: s r é f i c i t

Part F. Motivating the headedness parameter (8 points). You assumed a particular setting for 'Headedness' in part C. Construct an argument for that parameter setting by considering the

opposite possible setting. For example, if you assumed a right-headed iambic foot, why is that superior to a trochaic foot? Or the opposite question if you assumed a left-headed trochaic foot. Use the data on page 1 and show how the opposite headedness parameter (I.e., the 'wrong' one), is not compatible with the Latin data. Point to specific kinds of data that are problematic and try to indicate what additional assumptions are needed to account for them. Then compare them with the 'right' headedness parameter you assumed in part C.

Stress  in  Rotuman  (Source:  Blevins,  J.  1994,  Oceanic  Linguistics  33:  491-­‐516)    Stress  in  monomorphemic  words  (1)   a.   táka   ‘to  lie  down’     b.   móse   ‘to  sleep’     c.   réː   ‘to  do     d.   sukáː   ‘sugar’     e.   hanísi   ‘to  love’     f.   mamósa   ‘to  be  ripe’     g.   ʔatakó.a   ‘completely’     h   hununúka   ‘to  gasp’    Stress  in  polymorphemic  words  (2)   a.   táka   ‘to  lie  down’     b.   taká-­‐ŋa   ‘bed,  grave’  (3)   a.   móse   ‘to  sleep’     b.   mosé-­‐ŋa   ‘bed’  (4)   a.   tak-­‐ʔɔ́ki   ‘to  make  lie  down’     b.   tak-­‐ʔakí-­‐ŋa   ‘making  lie  down’  Note:  (4a)  and  (4b)  contain  the  same  suffix  /-­‐ʔaki/,  which  has  the  allomorph  -­‐ʔɔki  in  (4a).      (5)   a.   móse   ‘to  sleep’     b.   móse-­‐a-­‐na   ‘sleep,  3.sg,  transitive’     c.   móse-­‐a-­‐risa   ‘sleep,  3.pl,  transitive’  (6)   a.   tʃóni   ‘to  flee’     b.   tʃóni-­‐me   ‘to  flee,  DIR’     c.   tʃóni-­‐me-­‐a   ‘to  flee,  DIR,  COMPL’  (7)   a.   raváː   ‘to  be  defeated’     b.   raváː-­‐tia   ‘to  be  defeated,  COMPL’    Part  1.  Describe  the  distribution  of  stress  in  monomorphemic  and  polymorphemic  words.  Your  description  should  not  assume  an  analysis  of  stress,  but  rather  use  theory-­‐neutral  terms  like  the  position  of  syllables  in  a  word,  different  types  of  syllables,  and  the  different  suffix  classes.  Also,  explain  the  relationship  between  stress  in  monomorphemic  words  and  the  different  datasets  with  polymorphemic  words.  Is  stress  the  same  or  different?  Explain  fully.      Part  2.  Focus  only  on  the  data  in  (1)  with  monomorphemic  words.  Using  principles  of  metrical  analysis,  fill  in  the  parameter  settings  for  Headedness,  Binarity,  Directionality,  Exhaustivity,  Position  of  Main  Stress  Foot,  and  Extrametricality.  In  particular,  motivate  your  parameter  setting  for  Headedness  and  Binarity.  Finally,  illustrate  your  analysis  with  full  prosodic  structures  (moras,  syllables,  feet,  prosodic  words)  for  (1a),  (1d),  and  (1h).      Part  3.  Finally,  propose  an  analysis  that  explains  the  difference  between  stress  in  the  polymorphemic  words  in  (2-­‐4)  and  (5-­‐7).  Assume  that  these  two  sets  of  words  contain  different  suffixes  and  be  explicit  about  how  these  suffixes  are  incorporated  into  prosodic  structure.  Explain  your  logic  fully,  and  show  your  analysis  with  illustrative  examples.