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 becomes B 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 Syllableu nit Segmentu n I t (IPA symbol) Feature + vowel+ nasal (Chart column/row)+ high+ stop … … ……

17. Phonological Units Word unit Syllableu 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 tk bdg f T s S v DzZ tS dZ Find These: Stops, Alveolars, Affricates, & Velars

24. Natural Classes: Answers Circle the ‘Natural Classes’ p tk bdg f T s S v DzZ 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 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) (Phonotactic Constraints)

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 governing vowel 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: UR Plural: Add –s Voic: s  z Epen: Add – E PR 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