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  • 3 Pages rules-practice
    Rules-practice

    School: UNC

    ITALIAN [n] [N] [tinta] [tEnda] [dansa] [nero] [dZente] [sapone] `dye' `tent' `dance' `black' `people' `soap' [tiNgo] `I dye' [tENgo]`I keep' [fuNgo] `mushroom' [byaNka] `white' [aNka] `also' [faNgo] `mud' SAME (LAPPISH) [ty] [ky], nasals, [t] [/]

  • 1 Page writing
    Writing

    School: UNC

    Written Language Linguistics 30 December 3, 2003 Spoken language arises spontaneously in all people; written language does not. 1 Writing Systems Our writing system is alphabetic: a symbol corresponds to a sound. Not all writing systems are like

  • 1 Page language%20change
    Language%20change

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

    Front low vowel is tense in NYC before codas made up of nasal and a voiceless: dance, half, cant, past, bath (also some morphological conditioning: didnt apply to proper names) Newark did not have this tensing sixty years ago. But now it has tense low fro

  • 5 Pages 6- Semantics
    6- Semantics

    School: UNC

    Semantics _ _ Random : Object Language = what is studied. Meta Language = language used during study. Two Central Focuses * Truth - truth essentially means that given a sentence, you know the conditions that are required in order for that sentences meanin

  • 1 Page LING 101
    LING 101

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 1 Page SCN_0064
    SCN_0064

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 1 Page SCN_0065
    SCN_0065

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 1 Page SCN_0066
    SCN_0066

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 1 Page SCN_0067
    SCN_0067

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 2 Pages SCN_0068
    SCN_0068

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 2 Pages SCN_0069
    SCN_0069

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 1 Page SCN_0070
    SCN_0070

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 1 Page SCN_0071
    SCN_0071

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 3 Pages 5- Syntax
    5- Syntax

    School: UNC

    Syntax : the Analysis of Sentence Structure _ _ Background * syntax is the analysis of how we combine words into sentences | the possible combinations are infinite | there are constraints, however, on what combinations are grammatically okay \ based on th

  • 5 Pages 4- Morphology - the analysis of word structure
    4- Morphology - The Analysis Of Word Structure

    School: UNC

    Morphology : The Analysis of Word Structure _ _ Background Info * Lexicon - where morphemes are stored in the brain - includes all non-patterned information of a language * Word - smallest freeform in a language consisting of one or more morphemes | an el

  • 5 Pages 3-  Phonology
    3- Phonology

    School: UNC

    Phonology : the Function and Patterning of Sounds _ _ Background * Phonology - the component of background that determines the selection of speech sounds is phonology - investigates how sound and meaning are related 1- discover the systematic phonetic pat

  • 3 Pages language%20acquisition
    Language%20acquisition

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

    We have claimed that language change is a consequence of language/dialect contact and language acquisition by children (irregular language performance that is acquired as a regular language competence). Compare this to the standard view of language change

  • 1 Page Ch1 Homework
    Ch1 Homework

    School: UNC

    Course: Linguistics

    LING 101 24 August 2007 1) Syntax: In French, to negate something, two words are used. For example, Je ne suis pas alle au magasin. However, in English, only one word is used for this purpose. I did not go to the store. Another difference between French a

  • 3 Pages Ch2 Homework
    Ch2 Homework

    School: UNC

    Course: Linguistics

    LING 101 05 September 2007 Homework #2 A) Exercise 2 i) Try to match each of the following notions with a morpheme in the Persian data. a) I - dam b) you (SG) -di c) we - dim d) you (PL) - did e) they - dand f) not - na g) was/were + -ing (continuous) - m

  • 6 Pages 7- Historical Linguistics
    7- Historical Linguistics

    School: UNC

    Historical Linguistics _ _ Background * all languages change over time, and everything in language can change * language change if often very regular and systematic * historical linguistics looks at diachronic change * Why do languages change? - Articulat

  • 6 Pages 8- Language Acquisition
    8- Language Acquisition

    School: UNC

    Language Acquisition _ _ Background * we learn a lot of stuff in a very short amount of time * Children have to learn : 1- Phonetics 2- Phonological Rules 3- Morphological Rules 4- Syntactic Rules 5- Semantics and Pragmatics * no one teaches you how to sp

  • 4 Pages 9- Sociolinguistics
    9- Sociolinguistics

    School: UNC

    Sociolinguistics _ _ Dialect vs. Language * Dialects are mutually intelligible forms of a language that differ in systematic ways * Systematic Differences - includes phonology, syntax, lexicon, morphology - all dialects are rule based, just like languages

  • 2 Pages Assignment 2.1
    Assignment 2.1

    School: UNC

    Kelsey Kaul Linguistics 101 Assignment 2 _ Chapter 1 Exercise 5 a) Jasons mother left himself with nothing to eat. - Unacceptable - Jasons mother left him/herself with nothing to eat. | There is no longer an improper/unclear usage of himself. b) Miriam is

  • 1 Page Assignment 2.22
    Assignment 2.22

    School: UNC

    Kelsey Kaul Linguistics 101 Assignment 2 _ Chapter 2 Exercise 3 a) voiceless b) voiceless c) voiceless d) voiced e) voiced f) voiceless g) voiceless h) voiced i) voiceless j) voiceless k) voiced l) voiced m) voiced n) voiced 0) voiced p) voiced _ Chapter

  • 2 Pages 1- Language, a Preview
    1- Language, A Preview

    School: UNC

    Language, a Preview _ _ Language Five Components 1- Phonetics a. all possible speech sounds; how to make those sounds 2- Phonology a. the sounds within a specific language 3- Morphology a. the way in which words change over time; the altering of words for

  • 5 Pages 2- Phonetics the Sounds of Languagex
    2- Phonetics The Sounds Of Languagex

    School: UNC

    Phonetics : the Sounds of Language _ _ Intro Info * humans have specialized neural mechanisms for the perception of speech sound * the examination of the inventory and structure of the sounds of speech = phonetics * Articulatory Phonetics - physiological

  • 2 Pages SCN_0072
    SCN_0072

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 2 Pages SCN_0073
    SCN_0073

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 2 Pages LING 101  Week 1
    LING 101 Week 1

    School: UNC

    LING 101 Week 1 Condusive Tag Question- A question added at the end of a sentence asking the hearer for confirmation of what was just said. Example- Cecil is still sleeping, isn't he? Prescriptively vs Descriptively wrong Descriptively Wrong- Wrong becaus

  • 4 Pages The International Phonetic Alphabet
    The International Phonetic Alphabet

    School: UNC

    The International Phonetic Alphabet (IPA) Objective: Transcribe English speech sounds in the international phonetic alphabet. What is the international phonetic alphabet (IPA), and why do we need one? The International Phonetic Alphabet is a way of transc

  • 3 Pages LING 101 stuff 3
    LING 101 Stuff 3

    School: UNC

    LING 101 What are features? From the description of natural classes, it is clear that sounds have specific features (for example, [t] is alveolar, as is [n], but [k] is not). It is possible to think of every sound as a collection of features which disting

  • 2 Pages LING 101 environments
    LING 101 Environments

    School: UNC

    LING 101 Environments Objective: Make charts showing the environments to compare two sounds, and make a decision about complementary vs. contrastive distribution. If complementary, decide which is the underlying phoneme. Overview In order to determine if

  • 2 Pages LING 101 Example Problems
    LING 101 Example Problems

    School: UNC

    LING 101 Example Problems: 1. What sound(s) is/are described by this list of features? a. cfw_+labial, +nasal To find this sound, locate all the sounds that are cfw_+labial. Then, find out which cfw_+labial sounds are also cfw_+nasal. There is only sound

  • 2 Pages LING 101 Minimal pairs
    LING 101 Minimal Pairs

    School: UNC

    LING 101 Minimal Pairs Objective: To identify minimal pairs. Minimal pairs are pairs of words with different meanings and exactly one sound difference. For example, cat and bat are minimal pairs because only the first sound is different ([k] vs [b]). Howe

  • 3 Pages LING 101 Phonemes vs allophones
    LING 101 Phonemes Vs Allophones

    School: UNC

    LING 101 Phonemes vs. Allophones Objective: To distinguish phonemes from allophones. Definitions So far, weve been describing speech sounds. Now were going to distinguish between two types of speech sounds: phonemes and allophones. Phoneme: A speech sound

  • 2 Pages LING 101 conventions
    LING 101 Conventions

    School: UNC

    LING 101 Rule-writing Conventions Symbols To Know /X/ X is a phoneme (underlying sound) [Y] Y is an allophone (actual pronunciation in this environment) -> becomes; shows up as / when; where; in the environment of _ placeholder for the allophone, showing

  • 2 Pages LING 101 Lexical Categories
    LING 101 Lexical Categories

    School: UNC

    LING 101 Basic Lexical Categories (Noun, Verb, Adjective, Adverb) For morphology and syntax, it is vital to be familiar with these lexical categories. (In syntax, we also discuss prepositions, determiners, qualifiers, quantifiers, auxiliaries, and complem

  • 2 Pages LING 101 Morphology trees
    LING 101 Morphology Trees

    School: UNC

    LING 101 Morphology Trees Overview: Draw morphology trees. Overview Morphology trees are diagrams used to illustrate: (1) what are the individual morphemes in a given word, (2) what order the affixes were added to the root, (3) what each affix is doing to

  • 3 Pages LING 101 Phonological Processes
    LING 101 Phonological Processes

    School: UNC

    LING 101 Phonological Processes Objective: Given a rule, determine what, if any, phonological process is at work. Overview & Examples Some phonological rules are examples of specific phonological processes. Assimilation and Dissimilation Assimilation is w

  • 1 Page Humans are pre bornequipped with the basics of human language
    Humans Are Pre Bornequipped With The Basics Of Human Language

    School: UNC

    Course: Introduction To Language

    Wednesday, November 16, 2011 10:01 AM *Humans are pre born/equipped with the basics of human language. -Noam Chomsky 1. Encoded in our DNA like walking. 2. We cherish our childrens mistakes. a. We can't understand them. 1. We can teach new words and meani

  • 8 Pages Language Change
    Language Change

    School: UNC

    Course: Introduction To Language

    Language Change Monday, November 28, 2011 10:07 AM Why do languages change? Do languages always go from more complex to more simple? (the force of destruction) Did all languages come from the same proto-language? Language acquisition 1. Perception-driven

  • 1 Page Language
    Language

    School: UNC

    Course: Introduction To Language

    Wednesday, December 07, 2011 10:02 AM 1. Language 1.a. A system of rules and principles that allows us to organize, understand and 1. 1. 1. 1. 1. 1. express thought. 1.b. A biological phenomenon unique to humans. 1.c. Arbitrariness, symbolic pairing 1.d.

  • 2 Pages SCN_0074
    SCN_0074

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 1 Page SCN_0075
    SCN_0075

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 1 Page SCN_0076
    SCN_0076

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 2 Pages Writing and Language
    Writing And Language

    School: UNC

    Course: Introduction To Language

    Writing and Language Monday, September 26, 2011 7:39 PM 1. 2. Writing: The symbolic representation of language by graphic signs or symbols. Logographic writing: The type of writing in which symbols called logograms represent morphemes or even entire words

  • 4 Pages The Study of Language Acquisition
    The Study Of Language Acquisition

    School: UNC

    Course: Introduction To Language

    The Study of Language Acquisition Wednesday, November 16, 2011 9:11 PM Language? Kids? 1. Grammar: The mental system that allows people to speak and understand a language. Two approaches 1. Naturalistic approach Investigators observe and record children's

  • 2 Pages Section 1
    Section 1

    School: UNC

    Course: Introduction To Language

    Section 1 Monday, November 07, 2011 5:50 PM 1. 1. 1. 2. 3. 1. 1. 1. 1. 2. 1. 1. 2. 1. 1. Meaning: 1.a. An utterance's content. Semantics: 1.a. The study of meaning in human language. Synonyms Antonyms Polysemy: 1.a. Occurs where a word has two or more rel

  • 5 Pages Phonology The Function and Patterning of Sounds
    Phonology The Function And Patterning Of Sounds

    School: UNC

    Course: Introduction To Language

    Phonology: The Function and Patterning of Sounds Monday, September 19, 2011 3:58 PM 1. Phonology: The component of a grammar made up of the elements and principles that determine how sounds pattern in a language. 1. Syllable: A unit of linguistic structur

  • 8 Pages Phonetics The Sounds of Language
    Phonetics The Sounds Of Language

    School: UNC

    Course: Introduction To Language

    Phonetics: The Sounds of Language Thursday, August 25, 2011 12:47 PM *Human bodies and minds are specially made for speech* Neural impasses and throat mechanics. Phonetics 1. 2. The inventory and structure of the sounds of speech. Phones: The wide variety

  • 12 Pages Notes
    Notes

    School: UNC

    Course: Introduction To Language

    AJ! Monday, November 28, 2011 11:20 AM Morphology 1. 1. 1. Level of the word 1.a. Morphemes 1.a.i. The smallest meaningful unit in a word. 1.a.i.1. Dog, it, dogs 1.a. Allomorphs When deciding if something is a morpheme it needs to be based on data. 1.a. H

  • 6 Pages Morphology The Analysis of Word Structure
    Morphology The Analysis Of Word Structure

    School: UNC

    Course: Introduction To Language

    Morphology: The Analysis of Word Structure Thursday, October 06, 2011 7:47 PM Words and word structure 1. 2. Lexicon: A speaker's mental dictionary of words. Morpheme: The smallest unit of language that carries information about meaning or information. 1.

  • 6 Pages Linguistics What is it not
    Linguistics What Is It Not

    School: UNC

    Course: Introduction To Language

    Linguistics: What is it not? Wednesday, August 24, 2011 10:02 AM *Where words come from, whether or not to use prepositions at the end of sentences, whether a dialect is correct, etc. Language is taken for granted. *There is much more to language than the

  • 2 Pages LING 101 Roots
    LING 101 Roots

    School: UNC

    LING 101 Roots Every word has a single roota free morpheme onto which other, bound morphemes may be attached. Exception: Compound words (like pancake or blackboard) have two roots (free morphemes). Bound Roots: There are certain words which clearly have m

  • 200 Pages polynesian_cognate_set
    Polynesian_cognate_set

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

    Reconstructing Proto-Polynesian (PPN) Irwin J. Howard and Byron W. Bender Department of Linguistics University of Hawaii at Mnoa Instructions: On the basis of the 41 words in five sister languages given in table 1 below, reconstruct the sound system of Pr

  • 3 Pages taboo
    Taboo

    School: UNC

    TABOO LANGUAGE Characteristics - universal - language that "should not" be used, especially not in polite company - when an act is considered taboo, the words describing it often are, too - close correlation between how taboo the concept and how tabo

  • 2 Pages 040917handout-key
    040917handout-key

    School: UNC

    KOREAN keubun ge haksaeng sa yen siki 1. 2. 3. 4. 5. `him' `dog' `student' `to buy' `to open' `to order' keubundul gedul haksaengul sanungo yennungo sikinungo `them' `dogs' `students' `a purchase' `an opening' `an order' Is `dul'an inflectional or d

  • 3 Pages phonemes-allophones
    Phonemes-allophones

    School: UNC

    SINDHI (India and Pakistan) [pnu] [vdZu] [Seki] [gdo] [du] [phnu] `leaf' `opportunity' `suspicious' `dull' `door' `hood of snake' [tu] [khto] [bdZu] [bnu] [btSu] [dZdZu] `bottom' `sour' `run' `forest' `be safe' `judge' Are [p] and [ph] allophones of

  • 4 Pages 051118socio3
    051118socio3

    School: UNC

    SOCIOLINGUISTICS 3 18. November 2005 Pidgins and Creoles, language games Lingua franca In areas of the world that are populated by people who speak diverse languages, a lingua franca is one that is picked by common agreement to be the language used

  • 1 Page 041101rule-data
    041101rule-data

    School: UNC

    FRENCH word-final consonants /ptit tablo/ /noz tablo/ /ptit livX/ /noz livX/ /ptit navE/ /noz navE/ /ptit ami/ /noz ami/ /ptit wazo/ /noz wazo/ [pti tablo] [no tablo] [pti livX] [no livX] [pti navE] [no navE] [ptit ami] [noz ami] [ptit wazo] [noz wa

  • 3 Pages hw1
    Hw1

    School: UNC

    Linguistics 30 Section 3 HW 1 Linguistics Jargon Mini-glossary Name _ Honor pledge _ January 13, 2006 Give ORIGINAL examples which illustrate the following definitions. Refer to the glossary in your text if you need more help, but DO NOT repeat the

  • 3 Pages 051019semantics2
    051019semantics2

    School: UNC

    SEMANTICS 2 19. October, 2005 conceptual system, compositionality, thematic roles while human beings around the world share the same biology and thus the same sense organs/brains, human languages differ in how they express concepts - this manifests

  • 1 Page 071003-data
    071003-data

    School: UNC

    Data set for W Oct 3 Greek (Modern) Examine the sounds [x], [k], [], and [c] in the following data set. [x] represents a voiceless velar fricative [] represents a voiceless palatal fricative [c] represents a voiceless palatal stop [ kano ] [ xano

  • 1 Page hungarian
    Hungarian

    School: UNC

    Hungarian (a Finno-Ugric language of Hungary) Note: [y] is a high front round tense vowel. (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l) (m) (n) Singular [ mbr ] [ fhr ] [ z ] [ i ] [ smyv ] [ fj ] [ kor ] [ stl ] [ munka ] [ o ] [ doboz ] [ kbat

  • 3 Pages midterm-syllabus1
    Midterm-syllabus1

    School: UNC

    PHONETICS Vocal tract anatomy Transcription IPA orthography orthography IPA Sound description Consonant description Vowel description Suprasegmental features Articulatory processes deletion, C/V epenthesis, metathesis, assimilation (all kinds), dis

  • 101 Pages tm_ogrady
    Tm_ogrady

    School: UNC

    Transparency TOC 10/28/04 9:44 AM Page 1 Transparency Masters to Accompany Contemporary Linguistics, 5th edition Master Item TABLES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 2.1

  • 3 Pages lgacq032
    Lgacq032

    School: UNC

    Processes in Language Development Linguistics 30 November 17, 2003 1 1.1 Domains of Development Lexical Acquisition Precursor to words: Babbling begins around 6 months usually consists of V or CV syllables may contain sounds not found in target

  • 3 Pages 040910morph2
    040910morph2

    School: UNC

    10 September 2004 MORPHOLOGY II Derivational/Inflectional Morphemes, Rules Huckleberry/strawberry bound root + free root Receive/deceive affixes + bound root but is this really meaning? Holiday probably 2 morphemes because it's a kind of day, b

  • 1 Page HW8
    HW8

    School: UNC

    Homework Assignment #8 Ling 101H Fall 2008 Due Monday, November 24 A. Sociolinguistics (1) Consider this difference between reflexive pronouns in Standard American English versus another variety of English, which we will call Variety X. Standard Am

  • 3 Pages hw05
    Hw05

    School: UNC

    Linguistics 101 (Kirby) Homework 5: Articulatory Processes Name: Pledge: Which articulatory process is represented in each of the following productions? Be specific if your answer is a type of assimilation. Standard pronunciation 1. [EspEsow] Gloss

  • 2 Pages morphology-marburg
    Morphology-marburg

    School: UNC

    Institut fr Anglistik/Amerikanistik Introduction to Linguistics Philipps-Universitt Marburg WS 2005/06 Anna Bauer Morphology I: morphemes and typology Keywords: word, morpheme, affix, stem, root, base; content vs. function morphemes; bound vs. fre

  • 3 Pages webphon-practice-answers
    Webphon-practice-answers

    School: UNC

    GASCON Voiced stops become fricatives between vowels. C[+cons, -son, -cont, -DR, +voi] [+cont] / V _ V TOHONO O'ODHAM (PAPAGO) [s] [s`] / _ V[+back] [d] [d`] / _ V[+back] Retroflexes appear before back vowels. [d] [r] / _ i ENGLISH [l] [] / _ (C

  • 1 Page 080910_greek
    080910_greek

    School: UNC

    Data set: Phonological rules Greek (Modern) Examine the sounds [x], [k], [], and [c] in the following data set. [x] represents a voiceless velar fricative [] represents a voiceless palatal fricative [c] represents a voiceless palatal stop (1) (2)

  • 3 Pages morpheme-tree
    Morpheme-tree

    School: UNC

    TYPES OF MORPHEMES FREE BOUND Content Function Clitics Pre/In/Suffixes Stems inflectional derivational Closed Class Open Class Closed Class: Additions are seldom made to this category, whose members have a grammatical rather than lexical fu

  • 3 Pages phon-practice-udel
    Phon-practice-udel

    School: UNC

    Sample Phonology Problems FYI: Some of the symbols below will be unfamiliar, as they are from the American Phonetic Alphabet, rather than the IPA. See the following key for correspondences. [s&] = [S] [z&] = [Z] [c&] = [tS] [j&] = [dZ] [a] = [A] [r]

  • 3 Pages midterm-syllabus2
    Midterm-syllabus2

    School: UNC

    SYNTAX X-bar theory Phrase structure for all phrase types (NP, VP, AP, PP, IP, CP) Specifiers and complements Ambiguity Movement I-to-C Do insertion Wh-mvt D-structure and S-structure Traces SEMANTICS Relationships between words Relationships between

  • 3 Pages ipa-practice
    Ipa-practice

    School: UNC

    PRACTICE IPA TRANSCRIPTION 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. spit clod get keep shush moat zap thick ship thought cheese bleached sticky juried suppose rouge sixth whether then dangle pneumonia 22. 23. 24. 2

  • 3 Pages L1A-phonology
    L1A-phonology

    School: UNC

    PHONOLOGICAL PROCESSES in L1A SUBSTITUTION of a target phone with another phone STOPPING turn continuant into a stop that [DQt] [dQt] zebra [zib] [dib] shoes [Suz] [tud] sea [si] [ti] thing [TIN] [tIN] FRONTING make a sound that is further forw

  • 3 Pages 07_ogrady_exercises_ms
    07_ogrady_exercises_ms

    School: UNC

    Contemporary Linguistics: An Introduction, 5th edition, Chapter 7: Exercises, 1 Exercise on spelling pronunciation Before doing this exercise, you should have read the section on spelling pronunciation. 1. Place names are often subject to spelling p

  • 2 Pages hw11
    Hw11

    School: UNC

    Linguistics 101 Introduction to Language Homework #11 (1) Due Monday, December 3 Language variation: Linguistic analysis of a non-standard variety of English (from an exercise by W. Wolfram) In some dialects of English, including those spoken on

  • 2 Pages sociolx032
    Sociolx032

    School: UNC

    Social Aspects of Language Linguistics 30 November 24, 2003 1 1.1 Gender and Language Gendered Language In some languages men and women speak differently: Gros Ventre (Am. Indian): women have palatalized velar stops, men have palatalized dental s

  • 2 Pages practiceproblem1
    Practiceproblem1

    School: UNC

    Linguistics 30 Section 2 Practice Phonology Problem NB: Answers appear on second page! Dont scroll down until youre ready to check your work! Examine the following data from Spanish and answer the questions which follow. Note that [B] is a voiced bi

  • 3 Pages hw2
    Hw2

    School: UNC

    Linguistics 30 Section 2 Homework 2 Phonetics I. 1. 2. 3. 4. 5. Name _ Honor pledge _ September 12, 2005 What English words do the following transcriptions correspond to? [SApIN] [mejdZ`] [tSQp] [mT] [pUSt] __ _ _ _ _ II. 6. 7. 8. 9. 10. Transcri

  • 3 Pages hw4
    Hw4

    School: UNC

    Linguistics 30 Section 2 Homework #4 Phonology Name _ Pledge _ September 26, 2005 The following data is from Swampy Cree, a Native Canadian language of the Algonquian family. [niskA] [kodAk] [AsAbAp] [wAskow] [pAskwAw] [nigi] [kogos] [tAhki] [nAmwA

  • 1 Page hw8
    Hw8

    School: UNC

    Linguistics 30 Section 2 Homework 8 Historical Linguistics A. Examine the data on CL page 286, #4. Name _ Honor pledge _ November 21, 2005 Describe, in plain English, the three changes that took place between Proto-Slavic and Bulgarian in the follo

  • 5 Pages 23historical1
    23historical1

    School: UNC

    HISTORICAL LINGUISTICS 1 Sound change * All languages change over time (soundchange.doc, phonologicalchange.doc, guaranichange.doc) why do languages change? Book mentions articulatory simplification, analogy/reanalysis, hypercorrection. Some other

  • 3 Pages midterm-syllabus3
    Midterm-syllabus3

    School: UNC

    HISTORICAL LINGUISTICS Sound change Phonological change Morphological change (what can change, examples) Syntactic change (what can change, examples) Lexical change (types of addition and loss) Semantic change (types of change, causes of change) SOCI

  • 2 Pages 081121_snd-chg
    081121_snd-chg

    School: UNC

    Sound change and comparative reconstruction I. How can we characterize these sound changes in terms of patterns? (1) Latin o[k]to no[k]tem fa[k]tum septem aptum somnus > > > > > > Italian otto notte fatto sette atto sonno 'eight' 'night' 'done' 'sev

  • 7 Pages exam2
    Exam2

    School: UNC

    Linguistics 101H - Honors Introduction to Language Exam #2 November 6, 2008 100 points total Name: _ Honor pledge: _ I have neither given nor received unauthorized aid on this exam. 15 points (1) Consider sentences (A) through (D). (A) (B) (C) (D

  • 3 Pages x-bar
    X-bar

    School: UNC

    Syntax I: X-Bar Grammars A. Each of the following consists of a specifier and a head. Build a tree structure for each example that complies with the X schema. the zoo always try so witty perhaps pass less bleak B. this house very competent never surrender

  • 3 Pages Pragmatics%202
    Pragmatics%202

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

    Two sentences are synonymous if and on if they have the same truth conditions and they entail the same sentences. A. Jill persuaded Megan to go to Carolina. B. Megan was persuaded by Jill to go to Carolina. C. Megan changed her mind. D. Megan intended to

  • 4 Pages Linguistics
    Linguistics

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

  • 2 Pages language_change
    Language_change

    School: UNC

    Course: INTRODUCTION TO LINGUISTICS

    results of language change vs the mechanism of language change classical philology (F.A. Wolf) vs. comparative philologists (G. Hermann) biography of the nation vs. analytic understanding of change parallel trajectory in biology race/species pre-Darwinian

  • 4 Pages morph032
    Morph032

    School: UNC

    Morphology: Rules for Creating Words Linguistics 30 September 15, 2003 1 Derivational Morphology Inflectional Morphology examples: plural -s, past tense -ed doesn't form a new word; required by sentence structure doesn't change the word's category

  • 3 Pages hw7
    Hw7

    School: UNC

    Linguistics 30 Section 4 Homework 7 Phonetics I. Name _ Honor pledge _ October 22, 2004 What phonetic property or features distinguishes the sounds in Column A from those in Column B? Please be specific in your answer! A B [t][d][n][k][g][N] 1. [

  • 1 Page allophones
    Allophones

    School: UNC

    Are two sounds allophones of 1 phoneme or 2 phonemes? Do they occur in any minimal pairs? YES: allophones of 2 different phonemes NO: allophones of 1 phoneme Give an example of a minimal pair to illustrate. In what environments does each allopho

  • 3 Pages practice-trees2
    Practice-trees2

    School: UNC

    SYNTAX PRACTICE 2 (Movement) 14. October, 2005 Provide tree structures for the S-structures of the following sentences. Provide information about the D-structure of each sentence by including the appropriate trace(s) and movement arrow(s). I-to-C (

  • 1 Page midterm-eval
    Midterm-eval

    School: UNC

    Not true Sort of true 1 2 3 4 I feel like the teacher is knowledgable about the material I feel comfortable asking questions in class I feel like the teacher is accessible outside of class I enjoy coming to class The homework assignments have been us

  • 2 Pages hw1
    Hw1

    School: UNC

    Linguistics 30 Section 4 Problem Set 1 _ Morphology Name _ Honor pledge September 10, 2004 Examine the following data from Isthmus Zapotec, a language spoken in Mexico. Answer the questions which follow. [palu] [ku:ba] [tapa] `stick' `dough' `four'

  • 3 Pages hw3
    Hw3

    School: UNC

    Linguistics 30 Section 4 Problem Set 3 Syntax I. Name _ Honor pledge _ September 24, 2004 For each of the following phrases, identify the head of the phrase and the rule by which the phrase was generated. HEAD cat aux: past 1st sg. HEAD _ _ _ _ _ _

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