Word Break Assignment Answers (for LUMUN Sudan)ː

DeletionV before + V/kʷɔkkɔt �ɛ-ʊŋ/ [kʷɔkkɔðʊŋ]‘He made you SG.’

Voicing and Weakening/t/ [ɾ] in-between vowels

Or /t/ [ɾ] / V ___ + V/kʷɪmmat-ʊŋ/ [kʷɪmmaɾʊŋ] ‘He saw you SG’

Complete assimilation/t/ [n] before + n [k] before + k/kʷɪmmat-nɔn/ [kʷɪmmannɔn] ‘He saw you PL’/kʷɪmmat-kɪn/ [kʷɪmmakkɪn] ‘He saw them’

Word Break Review

True or False? If there are sound changes when two morphemes come

together, the morphemes must be connected and in the same word.

Word Break ReviewTrue or False? If there are sound changes when two morphemes come together, the

morphemes must be connected and in the same word. Falseǃ

Original Sound In roots /pɪcɔk/ [pɪjɔk] ‘tree type’Across morpheme /ɪ-carak/ [ɪjarak] ‘in-stomach’ boundary Across word boundary /ana/ /caɽɪ/ /cɛn/ [anajaɽɪjɛn] ‘and that

day’

Sound can change across word boundaries. SOUND CHANGE IS NOT A GOOD ENOUGH REASON FOR CONNECTING MORPHEMES. Morphemes with sound changes could be separate words. There must be other evidence besides sound changes that morphemes are connected.

How does phonology help literacy development?

2. Sometimes sounds change when words or parts of words are joined in various ways. Phonology helps us find the best spelling rules for these difficult situations.

Assimilation (ENGLISH)/n/ /m/ before + p

Negative /l/ before + l /r/ before + r

Original Sound Written(Underlying) (Surface)

(Orthographic) (Phonemic) (Phonetic)

in-tolerant intolerant intolerantin-possible impossible impossiblein-logical illogical illogicalin-reverent irreverent irreverent

We write the sounds produced by this rule.

Devoicing (ENGLISH)/z/ voiceless after a voiceless plosive +

PluralVoiceless VoicedOriginal Sound Written Original Sound

Writtencap-z caps caps cab-z cabz cabsbit-z bits bits bid-z bidz bidsbuck-z bucks bucks bug-z bugz bugs

We don’t write all the sounds produced by this rule. Instead we write the plural morpheme -s the same in all nouns.

(Writing –z in all plural nouns would also have been acceptable to speakers.)

Sometimes it’s best to write the sounds produced by the rule. Original Sound Written in-tolerant intolerant intolerant in-possible impossible impossible

Sometimes it’s best not to write the sounds produced by the rule. Original Sound Written cab-z cabz cabs cap-z caps caps

How do we know when to write the different sounds produced by the rule and when not to?

Word Rules (Lexical processes) produce sounds speakers are aware of; the sound differences should be written

/n/ /m/ before + p /l/ before + l /r/ before + r

Original Sound Written(Underlying) (Surface)

(Orthographic)in-tolerant intolerant intolerantin-possible impossible impossiblein-logical illogical illogicalin-reverent irreverent irreverent

Phrase Rules (Postlexical processes) produce sounds speakers are not aware of; the sound differences should not be written.

/z/ voiceless after a voiceless plosive +

Voiceless VoicedOriginal Sound Written Original Sound

Written

cap-z caps caps cab-z cabz cabs

bit-z bits bits bid-z bidz bids

buck-z bucks bucks bug-z bugz bugs

How do we know if the process is a word rule or phrase rule?

Word Rules (Lexical processes) produce sounds speakers are aware of; the sound differences should be written

a) If there are genuine exceptions to a process, it must be a word rule.

b) If a process lacks a phonetic reason, it must be a word rule.

c) If the process is not found in roots but only across morpheme boundaries, it must be a word rule.

d) If speakers are aware of the sounds produced by a process, the process must be a word rule.

Phrase Rules (Postlexical processes) produce sounds speakers are not aware of; the sound differences should not be written.

a) If a sound produced by a process is an allophone, the process must be a phrase rule.

b) If a process occurs across a word boundary, it must be a phrase rule.

c) If a sound produced by a process is gradient (partially voiced, partially aspirated, etc.), the process must be a phrase rule.

d) If speakers are not aware of the sounds produced by a process, the process must be a word rule.

These rules are only a starting point for deciding spelling in the orthography. After discussion and testing, speakers should have the final say about spelling.

Word Rules (Lexical processes) produce sounds speakers are aware of; the sound differences should be written

a) If there are genuine exceptions to a process, it must be a word rule.

/n/ /m/ before + p /l/ before + l /r/ before + r

Original Sounds Writtenin-possible impossible impossible

but in-famous infamous *iɱfamousinfamousin-complete incomplete *iŋcomplete incomplete

un-professional unprofessional *umprofessional unprofessional

Word Rules (Lexical processes) produce sounds speakers are aware of; the sound differences should be written

b) If a process lacks a phonetic reason, it must be a word rule.

The phonetic environment does not decide which of the following three plural suffixes attaches to the words. (Nor does the meaning of the noun decide.) The suffix is random and must be memorized with the noun to which it attaches.

GAAHGM SudanOriginal Sound Written

/d�ɛGɛGl-g/ /d�ɛGɛGlg/ deelg ‘shelf-PL’

/d�ɛGɛGl-g/ /d�ɛGɛGlɛGɛGg/ deeleeg ‘town-PL’ /tɛHɛHl-g/ /tɛHɛHlaag/ theelaag ‘anchor-PL’

Word Rules (Lexical processes) produce sounds speakers are aware of; the sound differences should be written

c) If the process is not found in roots but only across morpheme boundaries, it must be a word rule.

LARU Sudan/ŋʷ/ - /ŋ/ ŋ-allʊG ‘you went up’ ŋʷ-allʊG ‘he went up’

/ŋʷ/ is a phoneme but only occurs in prefixes

Deletion and Labialization/ŋʊ/ /ŋʷ/ before + VOriginal Sounds Written/ŋʊ-ɟʊr/ /ŋʊ-ɟʊr/ ngujur ‘PL-rock’/ŋʊ-ɪra/ /ŋʷ-ɪra/ ngwira ‘PL-lion’ /ŋʊ-algad / /ŋʷ-algad�/ ngwalgad ‘PL-door’

Word Rules (Lexical processes) produce sounds speakers are aware of; the sound differences should be written

d) If speakers are aware of the sounds produced by a process, the process must be a word rule.

[+ATR] rightward spreading (LARU Sudan)

V [+ATR] after V[+ATR] +

Original Sounds Written /d�ɔHgɔHr-alʊ G/ /d�ɔHgɔHralʊ G/ dogoralu ‘on tree t.’/d�ʊHrt �ʊHn-alʊ G/ /d�ʊHrt �ʊHnalʊ G/ durtunalu ‘on tablet’/gid� in-alʊ G/ /gid� inə;lu G/ gidinalu ‘on chicken

house’/gugun-alʊ G/ /gugunə;lu G/ gugunalu ‘on hare

house’

Phrase Rules (Postlexical processes) produce sounds speakers are not aware of; the sound differences should not be written.

a) If a sound produced by a process is an allophone, the process must be a phrase rule.

Weakening (ENGLISH)/t/ [ɾ] when it occurs between two vowels, the first

of which is stressed. ([ɾ] is not a phoneme in English.)

Original Sounds Writtenmeet-ing [miiɾiŋ] meetingmat-ing [meɾiŋ] matingboat-ing [boɾiŋ] boating

Phrase Rules (Postlexical processes) produce sounds speakers are not aware of; the sound differences should not be written.

b) If a process occurs across a word boundary, it must be a phrase rule.

Vowel Deletion (Elision) (EJAGHAM) ( = nothinɡ)V before + V

Original Sound Written/ka/ /eti/ [keti] ka eti ‘in tree’/ka/ /oso/ [keso] ka oso ‘in sky’/ka/ /nUju/ [kanUju] ka nju ‘in house’

Phrase Rules (Postlexical processes) produce sounds speakers are not aware of; the sound differences should not be written.

c) If a sound produced by a process is gradient (partially voiced, partially aspirated, etc.), the process must be a phrase rule.

[+ATR] rightward spreading (MUNDARI Sudan)V [+ATR] after V[+ATR] +

Has [-ATR] /ɪ/, /ʊ/, /ɛ/, /ɔ/, /a/ and [+ATR] /i/, /u/, /ə/ but not */e/, */o/

Original Sounds like Written/kʊjʊ-sɔ/ [kʊjʊsɔ] kuyuso ‘bone-SG’/sɛɾan-sɔ/ [sɛɾansɔ] seranso ‘star-SG’/ɗiɾi-sɔ/ [ɗiɾisɔ/o] (between [ɔ, o]) ‘d iriso ‘virgin-SG’/t �iɾən-sɔ/ [t �iɾənsɔ/o] (between [ɔ, o]) t iraso ‘produce-

SG’

Exercise 1ː Find indicators that the following process is a word rule or phrase rule. Then chose how to write the example words.

Complete Assimilation (+ = morpheme break) (CAIRO ARABIC) The final /l/ assimilates completely to the followinɡ consonant when that consonant is alveolar

/l/ /d/ before + d /il-dars/ /iddars/ ‘the lesson’ /n/ before + n /il-nimra/ /innimra/ ‘the grade’

/s/ before + s /il-satr/ /issatr/ ‘the line’/il-kursi/ /ilkursi/ ‘the book’

Exercise 1ː Find indicators that the following process is a word rule or phrase rule. Then chose how to write the example words.

Complete Assimilation (+ = morpheme break) (CAIRO ARABIC) The final /l/ assimilates completely to the followinɡ consonant when that consonant is alveolar

/l/ /d/ before + d /il-dars/ /iddars/ ‘the lesson’ /n/ before + n /il-nimra/ /innimra/ ‘the grade’

/s/ before + s /il-satr/ /issatr/ ‘the line’/il-kursi/ /ilkursi/ ‘the book’

There are doubled /dd/, /nn/, /ss/ in the middle of roots such as /gaddam/ ‘go before’, but no consonant sequences /ld/, /ln/, /ls/ in roots.

There are no word rule indicatorsa) If there are genuine exceptions to a process, it must be a word rule. We don’t know about any exceptions. (Not an indicator)b) If a process lacks a phonetic reason, it must be a word rule.The rule does not lack a phonetic reason; the sound changing according to the

position in the mouth is a phonetic reason. (Not an indicator).c) If the process is not found in roots but only across morpheme boundaries, it

must be a word rule. Since there are doubled consonants /dd/, /nn/, /ss/ in roots, the same process could also occur in roots such as /ld/ /dd/. If so, the process is not just across morpheme boundaries. (Not an indicator).

Exercise 1ː Find indicators that the following process is a word rule or phrase rule. Then chose how to write the example words.

Complete Assimilation (+ = morpheme break) (CAIRO ARABIC) The final /l/ assimilates completely to the followinɡ consonant when that consonant is alveolar

/l/ /d/ before + d /il-dars/ /iddars/ ‘the lesson’ /n/ before + n /il-nimra/ /innimra/ ‘the grade’

/s/ before + s /il-satr/ /issatr/ ‘the line’/il-kursi/ /ilkursi/ ‘the book’

There are no phrase rule indicatorsa) If a sound produced by a process is an allophone, the process must be

a phrase rule. No sounds produced by the process in our data are allophones. (Not an indicator)

b) If a process occurs across a word boundary, it must be a phrase rule.We don’t find the process across word boundaries in the data (Not an indicator)

c) If a sound produced by a process is gradient (partially voiced, partially aspirated, etc.), the process must be a phrase rule.We don’t know about any gradient sounds in the data. (Not an indicator)

Exercise 1ː Find indicators that the following process is a word rule or phrase rule. Then chose how to write the example words.

Complete Assimilation (+ = morpheme break) (CAIRO ARABIC) The final /l/ assimilates completely to the followinɡ consonant when that consonant is alveolar

If there are no word rule indicators, the process must be a phrase rule, even if there are also no phrase rule indicators. Since the process is a phrase rule, we should not write the sound differences produced by the rule. The same alveolar symbol should be used for all of the definite nouns.

Original Sound Written/l/ /d/ before + d /il-dars/ /iddars/ ildars ‘the lesson’

/n/ before + n /il-nimra/ /innimra/ ilnimra ‘the grade’ /s/ before + s /il-satr/ /issatr/ ilsatr ‘the line’

/il-kursi/ /ilkursi/ ilkursi ‘the book’

Exercise 2ː Find indicators that the following process is a word rule or phrase rule. Then chose how to write the example words.

Assimilation to place of articulation (MUNDARI Sudan)/ɟ/ /g/ after ŋ + /ɟɔŋ-ɟa/ /ɟɔŋga/ ‘Don’t takeǃ’

/d�/ after n + /kɔn-ɟa/ /kɔnd�a/ ‘Don’t doǃ’ /gɔɲ-ɟa/ /gɔɲɟa/ ‘Don’t

giveǃ’There are no consonant clusters *CC or pre-nasalized plosives

*/ᶮɟ/,/ᵑg/,/ⁿd�/ in roots, although /ɟ/ - /ɲɟ/ /kɔɟa/ ‘Don’t biteǃ’ /gɔɲɟa/ ‘Don’t giveǃ’

Exercise 2ː Find indicators that the following process is a word rule or phrase rule. Then chose how to write the example words.

Assimilation to place of articulation (MUNDARI Sudan)/ɟ/ /g/ after ŋ + /ɟɔŋ-ɟa/ /ɟɔŋga/ ‘Don’t takeǃ’

/d�/ after n + /kɔn-ɟa/ /kɔnd �a/ ‘Don’t doǃ’ /gɔɲ-ɟa/ /gɔɲɟa/ ‘Don’t giveǃ’

There are no consonant clusters *CC or pre-nasalized plosives */ᶮɟ/,/ᵑg/,/ⁿd�/ in roots, although /ɟ/ - /ɲɟ/ /kɔɟa/ ‘Don’t biteǃ’ /gɔɲɟa/ ‘Don’t giveǃ’

There is one word rule indicatora) If there are genuine exceptions to a process, it must be a word rule. We don’t know about any exceptions. (Not an indicator)b) If a process lacks a phonetic reason, it must be a word rule.The rule does not lack a phonetic reason; the sound changing according

to the position in the mouth is a phonetic reason. (Not an indicator).

c) If the process is not found in roots but only across morpheme boundaries, it must be a word rule. The process cannot occur in roots because there are no consonant sequences in roots. Since the process only occurs at morpheme boundaries, we must refer to a morpheme boundary, and it must be a word rule (Indicator).

Exercise 2ː Find indicators that the following process is a word rule or phrase rule. Then chose how to write the example words.

Assimilation to place of articulation (MUNDARI Sudan)/ɟ/ /g/ after ŋ + /ɟɔŋ-ɟa/ /ɟɔŋga/ ‘Don’t takeǃ’

/d� / after n + /kɔn-ɟa/ /kɔnd �a/ ‘Don’t doǃ’ /gɔɲ-ɟa/ /gɔɲɟa/ ‘Don’t giveǃ’

There are no consonant clusters *CC or pre-nasalized plosives */ᶮɟ/,/ᵑg/,/ⁿd�/ in roots, although /ɟ/ - /ɲɟ/ /kɔɟa/ ‘Don’t biteǃ’ /gɔɲɟa/‘Don’t giveǃ’

There are no phrase rule indicatorsa) If a sound produced by a process is an allophone, the process must be

a phrase rule. No sounds produced by the process are allophones; /ɲɟ/ or /ᶮɟ/ is contrastive with /ɟ/ and not an allophone. (Not an indicator)

b) If a process occurs across a word boundary, it must be a phrase rule.We don’t find the process across word boundaries in the data. (Not an indicator)

c) If a sound produced by a process is gradient, the process must be a phrase rule.We don’t know about any gradient sounds in the data. (Not an indicator)

Exercise 2ː Find indicators that the following process is a word rule or phrase rule. Then chose how to write the example words.

Assimilation to place of articulation (MUNDARI Sudan)

Since the process is a word rule, we write the sound differences produced by the rule. We write g, d, j.

Original Sound Written/ɟ/ /g/ after ŋ + /ɟɔŋ-ɟa/ /ɟɔŋga/ joŋga ‘Don’t takeǃ’

/d�/ after n + /kɔn-ɟa/ /kɔnd�a/ konda ‘Don’t doǃ’ /gɔɲ-ɟa/ /gɔɲɟa/ gonyja

‘Don’t giveǃ’

Class Assignmentː(no class assigment other than to understand the examples given in this lesson)

Reading AssignmentTone Analysis for Field Linguists (Chapter 5) pg. 103 – 107; 113 - 123