2<\/p>\n
A&HL 4101 <\/p>\n
Fall 2021<\/p>\n
Homework #3<\/p>\n
(1) Contractions. There is a systematic phonetic change that takes plance when personal pronouns combine with a contracted form of the modal verb will. We find the following changes taking place:<\/p>\n
You\u2019ll see [yu: l si:] [y\u028a: l si:]<\/p>\n
They\u2019ll see [\u056eei: l si:] [\u056e\u025b: l si:]<\/p>\n
She\u2019ll see [\u0283i: l si:] [\u0283\u026a: l si:]<\/p>\n
He\u2019ll see [hi: l si:] [h\u026a: l si:]<\/p>\n
We\u2019ll see [wi: l si:] [w\u026a: l si:]<\/p>\n
I\u2019ll see [\u0251i: l si] [\u0251: l si:] <\/p>\n
(a) Describe the relevant phonetic generalization: what overall changes take place here? What might this suggest about the low back vowel?<\/p>\n
(b) While the above changes happen regularly, we don\u2019t find the same changes happening systematically in the words below in the relevant dialects within single words:<\/p>\n
rule [ru: l] x *[r\u028a: l] sail [sei:l] x *[s\u025b: l]<\/p>\n
seal [si: l] x *[s\u026a: l] mile [m\u0251i: l] x *[m\u0251: l]<\/p>\n
Nor do we find these changes taking place where the verb will contracts as below:<\/p>\n
The crew\u2019ll come soon. *[\u2026kr\u028a: l\u2026]<\/p>\n
A fee\u2019ll be charged. *[\u2026f\u026a: l\u2026]<\/p>\n
A new day\u2019ll be coming. *[\u2026d\u025b: l\u2026]<\/p>\n
The pie\u2019ll be good. *[\u2026ph \u0251: l\u2026]<\/p>\n
Can you suggest a reason why we get change in the first set of cases but not in the second and third sets?*<\/p>\n
____<\/p>\n
*Avoid an explanation that says, \u201cPeople will be confused about the meaning because [f\u026a: l] sounds like the word fill.\u201d After all, he\u2019ll [h\u026a: l] sounds like the word hill but is still acceptable. Arguments about \u2018ambiguity\u2019 are often suspect. <\/p>\n
(2) Rule ordering. We have shown how phonological rules often interact with each other, apparently in a certain order. The examples given in class involved the interaction of vowel reduction, syncopation, consonant deletion, and coalescent assimilation to produce final forms like Whatcha doing? and Whadja do? We said that it was sometimes necessary to assume a certain ordering of processes in order to get the right result.<\/p>\n
Now, consider another type of case. The relevant parts of the sentences on the left are in boldface; they are the only parts you need to think about here.<\/p>\n
What do you have to do? [w\u028ct + d\u0259 + yu + w + \u00e6f + t\u0259 + du:]<\/p>\n
What does she have to do? [w\u028ct + d\u0259z + \u0283i + y + \u00e6f + t\u0259 + du:] <\/p>\n
He has to go. [hi + y + \u00e6s + t\u0259 + gou ]<\/p>\n
(a) Note that \/v\/ and \/s\/ are devoiced in have\/has; we called that a special case of regressive voicing assimilation. Apart from that, what two changes have applied to produce the corresponding part of the transcription on the right? (It may help to write a full transcription showing what you would find in slow, careful speech.)<\/p>\n
(b) Now, explain how the final boldfaced forms given above are derived. That is, in what order do the rules apply, and what changes take place with each step? (You might want to consider both orders, and ask why the other order wouldn’t work.)<\/p>\n
(c) Finally, consider the impossibility of forms like the following in most dialects (the stars indicate that the sequence is ungrammatical):<\/p>\n
The hall is clean. *[\u056ei: + y + \u0254:l + \u0259z + khli:n]<\/p>\n
through hot water *[\u03b8ru: + w + \u0251t + w\u0254: \u027e\u0259r]<\/p>\n
She heated water. *[\u0283i: + y + i:t\u0259d + w\u0254: \u027e\u0259r]<\/p>\n
How do you account for the fact that the rules you gave in (a) and (b) do not permit the ungrammatical forms above? What is different in these cases?<\/p>\n
(3) Suppose that you heard a NNS say the following sentence as given in the phonetic transcription under it. The blank spaces indicate word boundaries. What processes that apply in ordinary connected speech are not applying here, and where are they not applying? <\/p>\n
Two of my favorite friends are coming to visit me in New York at the end of the year.<\/p>\n
[t\u02b0u: \u0294\u028cv mai fei: v\u0259 r\u0259t\u2070 fr\u025bndz \u0294\u0251r k\u028cm\u026a\u014b th\u0259 v\u026a:z\u0259t\u2070 mi \u0294\u026an nu y\u0254rk\u2070 \u00e6t\u2070 \u056ei \u025bnd \u0294\u028cv \u056e\u0259 yi:r]<\/p>\n
(4) Consider the following sentence:<\/p>\n
I want you to stay out of the shops next week because you have already spent too much money.<\/p>\n
(a) First do a phonetic transcription of the sentence as it might be said in slow, precise, deliberate speech, with each word pronounced distinctly. <\/p>\n
(b) Next, transcribe the same sentence as a speaker would actually say it if the speaker is talking at a reasonable rate of speech to another speaker. Don’t assume that the speaker is under pressure to talk fast; just assume a normal conversational rate of speed. This may involve the occasional loss of unstressed vowels. <\/p>\n
(Note: Instead of transcribing your own speech, you may also have someone else say the sentence and then transcribe what that speaker has said.)<\/p>\n
(c) What connected speech processes have applied in your (b) transcription? Where have they applied, and how have they applied? Give a systematic list.<\/p>\n","protected":false},"excerpt":{"rendered":"
2 A&HL 4101 Fall 2021 Homework #3 (1) Contractions. There is a systematic phonetic change that takes plance when personal pronouns combine with a contracted form of the modal verb will. We find the following changes taking place: You\u2019ll see [yu: l si:] [y\u028a: l si:] They\u2019ll see [\u056eei: l si:] [\u056e\u025b: l si:] She\u2019ll […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[10],"class_list":["post-78931","post","type-post","status-publish","format-standard","hentry","category-research-paper-writing","tag-writing"],"_links":{"self":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/78931","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/comments?post=78931"}],"version-history":[{"count":0,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/posts\/78931\/revisions"}],"wp:attachment":[{"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/media?parent=78931"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/categories?post=78931"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/papersspot.com\/blog\/wp-json\/wp\/v2\/tags?post=78931"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}