Chapter 4: Phonology…

1. Chapter 4: Phonology… …not the study of telephones! NOTES: The slides/lecture/discussion for this chapter deviate from the order of the book… You WILL need to read, you decide to read early, late or both… About exercising: it keeps you healthy: physically & mentally…

2. Kinds of Sound Change • Assimilation (become more alike) • Nasalization • Voicing • Flapping • Dissimilation (become less alike) • Metathesis (shift sounds around) • Epenthesis // Intrusion (add a sound) • Other • Elision // Deletion (take a sound away) • Vowel Reduction (shorten or ‘schwa’ a sound)

3. Kinds of Sound Change

4. Sound Safari • Find example words for one subcategory of each type of sound change in the previous slide • Hand me the examples highlighting • IPA for “careful” vs. “fast-casual” speech • Explanation of the change in terms of natural classes • Answer: Is the created sound always allophonic, or sometimes phonemic

5. Phonemes • Formal Definition:Sounds that are heard distinctively by native speakers of a language • Dave’s Translation: Sound that make meaningful differences in a language

6. On Being Distinctive • AKA Contrastive … AKA Phonemic • Minimal pairs • You tell me: • Standard spelling for each of the above… • More minimal pairs…

7. What’s This?

8. Allophones • Formal Definition:Sounds that are NOT heard distinctively by native speakers of a language • Dave’s Translation: Sounds that DO NOT make meaningful differences in a language

9. Other Language: Phonemic or allophonic?

10. Aspiration • Hold a paper in front of your mouth • Say “pot” and “poke” • Then “spot” and “spoke” • Does the paper move differently?

11. Phonemes & Allophones • Minimal Pairs  phonemic distinction • - Allophones (in English) • (sit, sing) • Phonetically distinct, phonologically same • Complementary distribution

12. To Formalize • Phoneme –Allophone Illustration Underlying form Surface form

13. Phonological Rule

14. In Simpler Words • A  B / X __ Y A becomesB when it comes between X and Y We typically use features for A, B, X and Y… For shorthand we may sometimes use segments instead…

15. Find a sound that either Changes from slow to fast speech Changes when you add a morpheme Fill in the tree Write the rule / /  [ ] / ___ ___ Now You Try It…

16. Phonological Units • Word unit • Syllable u nit • Segment u n I t(IPA symbol) • Feature + vowel + nasal(Chart column/row) + high + stop … … … …

17. Phonological Units • Word unit • Syllable u nit • Segment [ u n I t ](IPA symbol) • Feature + vowel + nasal(Chart column/row) + high + stop … … … …

18. Features • The atoms of phonology • Building blocks of sound • Key to understanding (most) variation • Binary distinction (+/-) • You’ve either got it, or you don’t…

19. Phonological Principles • Ideal vs. Realization • Largely subconscious • Universals exist • Rule governed • Rules can be formalized • Rules can be generalized • Rules must be ordered…

20. Any Questions… …before we move on?

21. Natural Classes • Sounds that share feature(s) and behave similarly in phonology • Consonants • Stop -Stop • Voice -Voice • Vowels • High -High • Back - Back

22. Get Some Exercise

23. Natural Classes: Answers • Circle the ‘Natural Classes’ p t k b d g f T s S v D z Z tS dZ Find These: Stops, Alveolars, Affricates, & Velars

24. Natural Classes: Answers • Circle the ‘Natural Classes’ p t k b d g f T s S v D z Z tS dZ Stops, Alveolars,Affricates, & Velars Challenge: Find the rest… (there are at least 12)

25. Any Questions… …before we move on?

26. Syllable • Book’s Definition: A unit of linguistic structure that consists of a syllabic element and any segments that are associated with it • Dave’s Interpretation: A potentially independent group of sounds that sticks closely together

27. Syllabic Recipe

28. Sequence Constraints (PhonotacticConstraints) • Formal Definition: The set of constraints on how sequences of segments pattern • Dave’s Interpretation: Rules on which sounds can be next to each other (≈ in a syllable)

29. Sequence Constraints • Different languages = Different rules • English • V, VC, CV, CVC, CCV, etc… • Spanish • Onset = [sk], [st], [sp] • Japanese • “C” as coda, except [n] • Explain Spanish or Japanese constraints in terms of natural classes…

30. Don’t Get Stressed Out… • Primary and Secondary Stress • Separate Words = Separate Stress • Whíte hóuse • Single Concept = Related Stress • Whíte Hòuse • Multi-syllable words • Stress varies • http://oak.ucc.nau.edu/tn24/wordstress/wstresstext.html

31. Syllablabic Interventions… Find rules governingvowel length Why don’t “redo” and “debunk” follow the rule?

32. Sentence Level Stress • Stress Content Words • N, V, Adj, Adv • Not function words • Det, Aux Vs, Conj’s, Pronouns, Prepositions

33. Any Questions… …before we move on?

34. Try It: The Plural Suffix • Orthography: -s or -es • Phonetic: • Sort the following phonetically: • tack, tag, torch, cough, cup, dish, dress, grave, graph, hat, house, hunch, judge, lad, lash, lathe, maze, room, tax, thing • Why? (i.e. What are the rules?)

35. 3 Rules • Add plural suffix: [s] • Ø  s / # ___ • Change [s] to [z]Voicing • s  z / C ___ # + voice • Change [s] to [Ez] Epenthesis • s Ez / C ___ #+ Affricate/Fricative + Alveolar/Alveopalatal

36. Plural Rules: What went wrong? How can we fix it?

37. Plural Rules: Order Matters

38. Any Questions… …before we move on? …only two slides left…

39. Cross-linguistic Variation

40. For “Tomorrow” • Exercises • Be aware of these: • 4-1,4,8,15 • Spend time on these • 4-17,18,19,20,21,22