asian401 linguistics workbook

8/12/2019 Asian401 Linguistics Workbook

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University of Washington, Seattle

Asian LinguisticsWorkbook

Spring 2009

2009 Edition Compiled and revised by Zev Handel

for use in Asian 401

Based on Hal Schiffmans Asian Linguistics Workbook

Draft version - not for distribution or citation


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Contents

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Contents

Acknowledgments

Phonetics

Phonemics and Phonology

Morphology

Morphophonology

SyntaxHistorical Linguistics

(Writing Systems)


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Asian Linguistics Workbook

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AcknowledgmentsThis is an unfinished major revision of the Asian Linguistics Workbook originally compiled by

Professor Hal Schiffman with the assistance of various members of the faculty and staff of theUniversity of Washingtons Asian Languages & Literature department.

Prof. Schiffman devoted an enormous amount of time and effort to collecting data andproblem sets to explicate the basic concepts of the field of linguistics through Asian languageexamples. Although the workbook that he compiled was a gold mine of valuable data, thepassage of time had, by the 2000s, rendered it impractical for a number of reasons.

The aims of the current revisions are:

1) To replace the Americanist and other phonetic notations with International PhoneticAlphabet where appropriate;

2) To re-order the problem sets so that they progress more deliberately from simple to

complex;3) To eleminate some problem sets and introduce others in order to improve the overall

efficacy of the workbook;

4) To correct errors.

The revision is still very much a work in progress. Students and instructors will note gaps,inconsistencies, and errors. One major gap is in these acknowledgments, which do not yetadequately credit the sources of many of the problem sets.

I would be grateful to students and faculty if they would point out errors and makesuggestions for improvements.

Zev Handel, Seattle, March 2009


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Chapter 1: Phonetics and Phonology

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1.1 Phonetics

1.1.1 Phonetics Exercises

1. Transcription International Phonetic Alphabet)

Transcribe the sounds as you would pronounce them when speaking slowly and clearly.Consider [w j l!] to be consonant sounds. Dont forget to transcribe aspiration!

a. Write appropriate phonetic symbols within the brackets provided to represent the initial consonant or consonant cluster sounds of each of the following English words:

phrase [_____ ] whine [_____ ] quite [_____ ]cure [_____ ] then [_____ ] shoot [_____ ] jump [_____ ] chart [_____ ] psychology [_____ ]chronic [_____ ] think [_____ ] thrill [_____ ]

b. Write appropriate phonetic symbols within the brackets provided to represent the final consonant or consonant cluster sounds of each of the following English words:

dozed [_____ ] fifth [_____ ] forced [_____ ] garage [_____ ] strength [_____ ] myths [_____ ]innings [_____ ] coughed [_____ ] days [_____ ] sixth [_____ ] booths [_____ ] flinched [_____ ]thanked [_____ ] couldnt [_____ ] clothes [_____ ]

c. Write appropriate phonetic symbols within the brackets provided to represent the vowel sounds of each of the following English words:

his [_____ ] love [_____ ] nod [_____ ]beg [_____ ] latch [_____ ] trees [_____ ]blaze [_____ ] died [_____ ] rude [_____ ]node [_____ ] coin [_____ ] should [_____ ] put [_____ ] caught [_____ ] mouse [_____ ]

d. Transcribe the following words phonetically:

shrink [ ] then [ ] three [ ] phrased [ ] chrome [ ] cuter [ ] flunked [ ] judges [ ] once [ ]whiled [ ] seizure [ ] pressure [ ]


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1.2 Phonemics and Phonology

1.2.1 Example: Japanese FricativesConsider the phonemic status of [h] and [f] in Japanese based on the following data. (Note

that here the symbol [f] actually represents a voiceless bilabial fricative, IPA [+].)

1. [haha] mother /___________ /2. [hoho] cheek /___________ /3. [he] fart /___________ /4. [heso] navel /___________ /5. [f " g" ] poisonous blowfish /___________ /6. [f " d( i] Mt. Fuji /___________ /7. [hi] day /___________ /

8. [hak" ] spit out /___________ /9. [hik" ] draw out /___________ /10. [f " k" ] blow /___________ /

Do [f] and [h] belong to separate phonemes or allophones of a single phoneme? Explain your conclusion, and write appropriate phonological rules. Then rewrite the words above in aphonemic notation.

Solution: We find no minimal pairs contrasting [f] and [h]. Furthermore, these soundsare in complementary distribution, i.e. they occur in different non-overlapping environmentsand never contrast. [f] occurs only before the vowel [" ], and [h] occurs before all other vowels.As voiceless fricatives, the two sounds are similar. Therefore, we conclude that these twosounds are allophones of a single phoneme. Since [h] occurs in more environments, we willname the phoneme /h/.

/h/ ! [f ] before [" ] or /h/ ! [f ] / _" ! [h] elsewhere ! [h] elsewhere

The phonemic forms of the words are in notation identical to the phonetic forms, with theexception of #5 /h" g" /, #6 /h " d( i/, and #10 /h " k" /.

Note: In all of the problems in this section, you may assume that phonetic and phonemicnotation will be identical aside from those phones on which you are asked to carry out analysis.In other words, when asked to rewrite the words above in phonemic notation, you need onlybe concerned about whether the phonemic notation for [h] and [f] will differ from thephonetic notation, and may copy out the other phonetic symbols unchanged.

1.2.2 Hypothetical Language AConsider the status of [a] and [, ] based on the following data:


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1. [fam" ] rowboat 10. [- ig, ] timely2. [lat" ki] thighbone 11. [fe-, ] yesterday3. [p" gan] lollipop 12. [- i& imax, ] early4. [dam] down 13. [ # ipol, ] quiz

5. [ga. ] bog 14. [t # inm, ] grief6. [" njanf] door 15. [. i/, ] to misinform7. [wifg] window 16. [. oms, ] goose8. [ma. an] dictionary 17. [fanr, ] birth-bath9. [manf] no 18. [pa'0, ] garrulous

1. Do [a] and [, ] belong to separate phonemes, or are they allophones of the samephoneme? State their distribution.

_____________________________________________________________________

_____________________________________________________________________

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2. Based on your answer, rewrite the following words phonemically:

a. [fam" ] rowboat /___________ /b. [- ig, ] timely /___________ /c. [ # ipol, ] quiz /___________ /d. [. oms, ] goose /___________ /e. [ma. an] dictionary / ___________ /f. [fanr, ] birth-bath / ___________ /

1.2.3 Korean Sibilants (and Shibilants)Consider the status of [s] and [ # ] based on the following Korean data:

1. [sa1am] person 10. [ # igan] time, hour2. [s%t] three 11. [s%# i] three oclock3. [sug2n] towel 12. [ # i # ihada] be dull, insipid

4. [s2m] island 13. [ # ih2m] examination5. [s%] bird 14. [ # inmun] newspaper6. [und(2nsu] driver 15. [t # i # i] instructions7. [wis2' ] satellite 16. [t #2m # im] lunch8. [mosun] contradiction 17. [san # in] mountain spirit9. [mans%] long live ! 18. [pa'# im] absent-mindedness


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1. Do [s] and [ # ] belong to separate phonemes, or are they allophones of the same phoneme?State their distribution.

2. Based on your answer, rewrite the following words phonemically:

a. [s%] bird /___________ /b. [mans%] long live ! /___________ /c. [t #2m # im] lunch /___________ /d. [ # inmun] newspaper / ___________ /e. [s%t] three / ___________ /

1.2.4 Kannada Retroflex Liquids1. Where is Kannada spoken, and to what language family does it belong?

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Consider the status of [l] and [3] (a retroflex lateral, IPA [4 ]) in Kannada based on thefollowing data. [5] indicates that the preceding vowel is long.

1. [kollu] kill2. [hu3i] sour tamarind3. [he53u] say4. [ke53u] ask, hear5. [illi] here6. [huli] tiger7. [he5lu] defecate8. [yo53u] seven9. [ki53u] uproot10. [eli] rat11. [ha5lu] milk12. [ko33u] buy

2. Do [l] and [3] belong to separate phonemes, or are they allophones of one phoneme?

a. If your conclusion is that they belong to distinct phonemes, describe the environmentsin which they contrast, and if possible, provide minimal pairs.

b. If your conclusion is that they are allophones, describe the distinct environments inwhich they occur in complementary distribution.


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_____________________________________________________________________

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1.2.5 Punjabi Tone1. Where is Punjabi (also written Panjabi) spoken, and to what language family does it

belong?

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In the Punjabi data below, the symbols v 6, v 7, v 8 (where v is any vowel) represent threedifferent tones. v 6 indicates a low tone, v 7 indicates a mid tone, and v 8 indicates a high tone.Phonetically, Punjabi has three different tones. Your task is to determine how many phonemictones Punjabi has. Does Punjabi have one phonemic tone with three allophonic tones, twophonemic tones (one of which has two allophonic tones), or three phonemic tones?

1. [k1a5] horse /___________ /2. [l5i] disgrace /___________ /3. [c5] peep /___________ /4. [k91a5] unused /___________ /

5. [c5] tea /___________ /6. [k1] chisel /___________ /7. [k1a5] leper /___________ /8. [k:1] bottom /___________ /9. [k1] boil /___________ /10. [l:5i] stuck /___________ /11. [c:5] enthusiasm / ___________ /12. [l5i] detached / ___________ /

2. How many phonemic tones does Punjabi have? Justify your answer by identifyingcontrasting environments or complementary distribution.

a. If your conclusion is that they belong to distinct phonemes, indicate the environmentsin which they contrast, and if possible, provide minimal pairs.


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1.2.7 Sinhala Apical Stops1. Where is Sinhala (also called Sinhalese) spoken, and to what language family does it

belong?

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In the following data, [;] and [


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f. [


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_____________________________________________________________________

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In the following Gujarati data, [;], [


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2. [k2nn" nda] walks 16. [pa' gapta] glad (to see s.o.)3. [s%k] color 17. [ppalgan] red4. [tt2k] rice cake 18. [ibalso] barber shop5. [pa1am] wind 19. [tt # alba] is short

6. [pat] cultivated field 20. [kanbame] last night7. [kap] price 21. [t # ido] map8. [tal] moon 22. [pando] peninsula9. [n%t] four 23. [id(2' do] this extent10. [ton] money 24. [agi] baby, child11. [ig2t] this thing 25. [kad(a' ] the most12. [t # an] cup 26. [pud(2' ] irregularity13. [t # o' i] paper 27. [kand(a' ] soy sauce14. [t #2m] point, dot 28. [2hakta ' ] language school

1. Are there any minimal pairs in this data which demonstrate a phonemic contrastbetween the members of a voiced/voiceless pair? If so, list them.

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2. Which of the eight sounds in the four voiced/voiceless pairs

a. occur in word-initial position? ________________________________________

b. occur in word-final position? ________________________________________ c. occur in word-medial position? ________________________________________

3. Are the voiced and voiceless sounds phonemically distinct, or does each pair consist ofallophones of a single phoneme? Justify your answer with reference to the distribution of thesounds, and if you establish new phonemes, describe the environments in which theallophones occur. Hint : Make sure that your phonological rules adequately explain thepronunciation of [pa' gapta] glad (to see s.o.)!

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4. Rewrite the following words in phonemic notation.

a. [pa' gapta] glad (to see s.o.) /___________ /


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_____________________________________________________________________

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In the following data, [;] and [


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5. Identify each phoneme, give it a symbol, and write phonological rules to indicate theconditions under which each allophone appears.

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1.2.13 Tamil Rounded and Unrounded Vowels

1.2.14 Hindi Phonemics

1.2.15 Japanese Sibilants

1.2.16 Tamil Vowel LengthThe following data contain examples of phonetically short and phonetically long vowels.

1. [ta;; i] stick 9. [i5sai] music2. [ta5@


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1. [ototoi] day before yesterday /___________ /2. [atama] head /___________ /3. [ats" i] hot /___________ /4. [t # it # i] father / ___________ /

5. [te] hand /___________ /6. [ts" ba] spittle / ___________ /7. [t # i] blood /___________ /8. [tambo] rice field /___________ /9. [to] door /___________ /10. [ts" ne] always /___________ /

1. Based on this data, analyze the phonemic status of [t], [ts], [t # ]. State the distribution ofeach sound.

__________________________________________________________________________________________________________________________________________

_____________________________________________________________________

2. Rewrite the words above in phonemic transcription.

1.2.18 Vietnamese Doubly-Articulated StopsThe following set of Vietnamese words contains instances of a single segment called a

labiovelar stop, notated [k P p]. These stops are articulated with a simultaneous labial and velarclosure. The symbol [Q] represents an implosive voiced bilabial stop. Vietnamese is a tonallanguage, but the representation of tone has been omitted here for simplicity.

1. [Qip] to bluff 20. [, uk P p] snail2. [zauk P p] height 21. [k", j] smile3. [m", p] squash 22. [auk P p] brain4. [lak] lost 23. [hop] box5. [sep] fold 24. [n", k] water6. [s, jk] aslant 25. [ku] root, bulb

7. [k%w] pull 26. [h*p] to meet8. [', uk P p] jewel 27. [' up] to sink9. [Qik] thud 28. [' uk P p] prison10. [dap] pile up 29. [h, jk] to grin11. [dak] strong 30. [' i, p] heritage12. [kik] kik 31. [n" k] hot


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13. [, p] hamlet 32. [Q,k] step, grade14. [ ) ip] rhythm 33. [x%k] monkey15. [m%p] lid, edge 34. [ket] braid, weave16. [kuk P p] daisy 35. [ki, ] (over) there

17. [Q", ] to step 36. [Q,p] slap, smack18. [ ) ik] to shift 37. [zap] armor, martial19. [vi, k] work, task 38. [zak] threadbare

1. What is the distribution of the labiovelar stop [k P p]?

_____________________________________________________________________

_____________________________________________________________________

2. Is [k P p] a distinct phoneme, or is it an allophone of another phoneme? If it is an

allophone, say which phoneme it is an allophone of, and justify your answer._____________________________________________________________________

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Chapter 2: Morphology

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2.1 Directions for Solving Problems

Just as in phonology we are interested in the variant forms of phonemes (the allophones)and the distribution of those variants in different environments, in morphology we areinterested in the variant forms of morphemes (the allomorphs) and the distribution of thosevariants in different environments. Those environments might be phonological ormorphological; in other words, they might be determined by neighboring sounds (regardlessof the morphemes those sounds are in) or by neighboring morphemes. Your task in most ofthese exercises is to identify the morphemes, their allomorphs, and the distribution of thoseallomorphs. You may assume that language data is provided in phonemic notation.

In terms of notation, morphemes are presented in curly braces. They may be written inphonemic form (with or without slashes) or orthographic form. For example, {wide } { wajd }

{ /wajd/ } are all acceptable representations of the same English morpheme. Allomorphs areusually written phonemically, but may be written orthographically if confusion will not result.Thus we can say that {wide } has two allomorphs, /wajd/ (as in wide, widen) and /wRd/ (as inwidth).

2.1.1 How to do Morphological AnalysisSeparate (or segment ) the words into meaningful units. Look for complementary

distribution that allows you to assign different units to a single morpheme. For example,/t # ajld/ occurs in the word child and /t #Rld-/ occurs in the word children. We can identify thesetwo forms as allomorphs of a single morpheme {child }, the latter occurring before /r %n/. Inturn, /r %n/ can be identified as an allomorph of { plural -s } that occurs after the root {child }.

Sometimes our morphological analysis involved identifying the morphological classes intowhich a set of words can be divided. The members of a morphological class all have aparticular morphological behavior in common. For example, we might place in onemorphological class all English nouns that take the plural allomorph /-s/, and place in asecond morphological class all English nouns that take the plural allomorph /-z/. The nounsbook, hat , polyp would belong to the first class, and the nounsbug, braid, crab to the second. As asecond example, we might try to identify the morphological classes of English verbs accordingto their behavior when inflected for the past tense. We might put in the first class all thoseverbs that have no distinct allomorph when inflecting for the past tense, and in the secondclass those that have a distinct allomorph involving a changed vowel. In the first class wewould place talk (cf. talked), live (cf. lived), and chew (cf. chewed). We could call this class theregular verbs. In the second class we would place sing (cf. sang), dive (cf.dove), and stick (cf. stuck).

As the two examples above show, we can identify morphological classes of a set of wordsor morphemes by two different kinds of morphological behavior. One is the alternationpatterns found in the allomorphs of the words or morphemes themselves (as in the English


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verbs and their past tense forms). The second is according to which allomorphs of othermorphemes attach to them (as in the English nouns and their plural forms).

2.1.2 Example: English Nominal Derivatives in -th

There is a set of adjectives in English to which the suffix [S] (spelled th) can be added,deriving a noun meaning state of (adj.). The same nominalizing suffix can also be added tosome verbs. For example:

Adjective/Verb Derived Noun1. broad /b !*d/ breadth /b !%dS/2. dear /di !/ dearth /d !TS/3. deep /dip/ depth /d %pS/4. gird (verb) /g !Td/ girth /g!TS/5. high /haj/ heighth /hajt S/ 1

6. long /l *' / length /l %'S/7. true /t !u/ truth /t !uS/8. steal (verb) /stil/ stealth /st %lS/9. warm /w *!m/ warmth /w*!mS/10. wide /wajd/ width /wRdS/

1. Perform a morphological analysis of this data: identify all of the morphemes, anddescribe the shape and distribution of their allomorphs.

Solution 1: The noun-deriving suffix {-th } has the single allomorph /S/, which occurs

unconditionally. Most of the adjective and verb roots have different allomorphs that occurbefore {-th }.

Solution 2: The noun-deriving suffix {-th } has two allomorphs: /tS/ occurs after { high },and / S/ occurs elsewhere. Most of the adjective and verb roots have different allomorphs thatoccur before {-th }.

The allomorphs of the roots are listed below. Allomorphs of {high } will be describeddifferently depending on whether we apply solution 1 or solution 2.

Morpheme Allomorph In Isolation Allomorph Before {-th }1. {broad } /b !*d/ /b !%d-/

2. {dear } /di !/ /d !T-/3. {deep } /dip/ /d %p-/4. { gird } /g !Td/ /g !T-/5. {high } /haj/ (1) /hajt-/ (2) /haj-/

1 Some speakers use the form /hajt/.


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6. {long } /l *' / /l %'-/7. {true } /t !u/ /t !u-/8. { steal } /stil/ /st %l-/9. {warm } /w *!m/ /w *!m-/

10. {wide } /wajd/ /w Rd-/

2.2 Morphology Exercises

TerminologyWhen doing the exercises in this section, it will be helpful to have a basic understanding

of some of the more common terms referring to various grammatical categories. Look up andbriefly define the following terms. You may use any reference that is available, but be sure youare providing a definition appropriate to the field of linguistics.

infinitive ______________________________________________________ ______________________________________________________

imperative ______________________________________________________ ______________________________________________________

causative ______________________________________________________ ______________________________________________________

hortative ______________________________________________________ ______________________________________________________

transitive ______________________________________________________ ______________________________________________________ intransitive ______________________________________________________

______________________________________________________ gerund ______________________________________________________

______________________________________________________

2.2.1 Indonesian Numeral Classifiers

2.2.2 Ainu Causative Verb Formation1. Where is Ainu spoken, and to what language family does it belong?

_____________________________________________________________________

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The following data are from the Shizunai dialect of Ainu. Analyze the morphology of


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_____________________________________________________________________

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2.2.4 Kannada InfinitivesConsider the following data from Kannada. The infinitive form of the verb is derived by

affixing an infinitive morpheme to the verb stem, which is in most cases (including those listedbelow) identical to the non-polite imperative form of the verb. Your task is to analyze themorphology of the verb stems and the infinitive affix.

Imperative Gloss Infinitive Gloss

1. ba5 come baralu to come2. ho5gu go ho5galu to go3. ma5


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distribution?

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2.2.5 Japanese Verbal MorphologyThe first column contains positive polite forms of Japanese verbs. The second column

contains plain negative forms of the same verbs. Both are formed by the addition of suffixes toa verb root. Your task is to arrive at the simplest morphological explanation that accounts forthis data. (Note that phonemic /u/ is realized phonetically as [ " ].)

Polite positive Gloss Plain negative Gloss1. sakimasu bloom sakanai not bloom2. kakimasu write kakanai not write3. nomimasu drink nomanai not drink4. imasu be, exist inai not exist5. mimasu see minai not see6. suimasu suck suwanai not suck7. aimasu meet awanai not meet8. kaimasu buy kawanai not buy9. kawakimasu dry kawakanai not dry

1. Identify the polite positive and plain negative verb suffixes, and list all the allomorphsof each.

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2. Identify the verb root morphemes and any allomorphs. Group the verbs into classesaccording to their patterns of allomorphy. An analysis that is as general as possible, i.e. thatresults in the smallest number of classes, is preferred.


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_____________________________________________________________________

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3. Based on your analysis, provide the root and the negative form of the following politepositive verbs:

a. fukimasu wipe root:___________ not wipe:_______________b. makimasu roll up root:___________ not roll up:______________ c. ojogimasu swim root:___________ not swim:______________

2.2.6 Ainu Transitive Verb Formation

2.2.7 Bengali Verb-Tense Morphology

2.2.8 Tamil Echo-Word ReduplicationThe expressions in the second column differ from the words in the first column in having

the meaning and similar things. The derivation of these expressions is productive--that is,native speakers can continue to create new expressions in this way. Analyze themorphological system that derives the expressions from the base words. For this exercise, youmay assume that the base words consist of a single morpheme. (Note:! represents a voicedretroflex approximant, IPA [U ]. This is the sound represented by l in the Romanized spelling ofthe word Tamil.)

Base Word Gloss Derived Form Gloss1. ka5ppi coffee ka5ppi ki5ppi coffee and other beverages2. puli tiger puli kili tigers and other animals3. po5 j;;u going po5 j;;u ki5;;u going and other activities4. ve5le work ve5le ki5le work and other tasks5. paVam fruit paVam kiVam fruit and other perishables6. ko5 jil temple ko5 jil ki5 jil temples and other buildings

7. para;;e (an epithet) para ;; e kira;;e epithets and other aspersions8. tandram plan tandram kindram plans and other plots9. kuppe garbage kuppe kippe garbage and other trash10. gu@am character gu@am ki@am character and other qualities

1. Describe the morphological process by which the expressions are derived. Yourdescription should be in terms of combinations of morphemes. Identify all of the morphemes


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involved, and their allomorphs.

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2.2.9 Korean CliticsA clitic attaches phonologically to a word just like an affix, but functionally may attach to

an entire phrase. Many so-called grammatical particles are technically clitics.

The forms in Group A consist of a noun stem plus the clitic /-kwa/ or /-wa/ and. Theforms in Group B consist of a noun stem plus a clitic having two allomorphs that means with,

to, as, etc.Group A Gloss Group B Gloss

1. t # o' iwa paper and t # o' ilo with paper2. namuwa trees and namulo of wood3. t # ipkwa house and t # ip" lo to the house4. mulkwa water and mullo with water5. ik2tkwa this thing and ik2s" lo with this thing6. haks%'kwa student and haks%'" lo as a student7. s2ulkwa Seoul and s2ullo to Seoul8. t #$awa car and t #$alo by car9. k$alkwa knife and k$allo with a knife10. natkwa sickle and nas" lo with a sickle11. hank" lkwa Korean alphabet and hank" llo in the Korean alphabet12. p2s" wa bus and p2s" lo by bus13. nalkwa day and nallo daily14. hakkjowa school and hakkjolo to school15. tos2kwankwa library and tos2kwan" lo to the library

16. j2'2 wa English and j2'2 lo in English17. palkwa foot and pallo with the foot18. pitkwa comb and pis" lo with a comb

1. State the distribution of the allomorphs /-kwa/ and /-wa/ in the Group A forms interms of phonological environment.


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_____________________________________________________________________

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2. Identify and name the clitic morpheme in the Group B forms, identify its allomorphs,and state their distribution. Are the conditioning environments phonological ormorphological?

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3. Some of the noun stems show an alternation in their stem-final consonant. (In otherwords, some of the stems have two allomorphs which differ in the final consonant.) Bycomparing the corresponding forms in Groups A and B, identify these stems and state thenature of the alternation and the conditioning factors.

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__________________________________________________________________________________________________________________________________________

2.2.10 Telugu Future-Habitual and Hortative

2.2.11 Japanese GerundsAmong the many forms that Japanese verbs can take, there is an important set that are

sometimes called gerunds. These are noun-like forms of verbs that are used for many differentpurposes in the language. Because of the wide variety of usages, they are difficult to translate

simply into English in the absence of context. For our purposes we will simply gloss them withEnglish words ending in-ing. In addition to the gerunds, the informal and formal forms of theverbs are listed as well.

Gloss Informal Form Formal Form Gerund1. write kaku kakimasu kaite writing2. drink nomu nomimasu nonde drinking


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3. walk aruku arukimasu aruite walking4. play asobu asobimasu asonde playing5. smell kagu kagimasu kaide smelling6. hurry isogu isogimasu isoide hurrying

7. blow huku hukimasu huite blowing8. points sasu sasimasu sasite pointing9. win katu katimasu katte winning10. die sinu sinimasu sinde dying

1. The gerunds are formed by suffixing a morpheme to a verb stem. What are theallomorphs of the suffix, and what conditions their occurrence? (Bear in mind as you answerthis problem that the verb stems may have allomorphs as well.)

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2. In answering the previous question, you may have discovered that some of the verbstems involved have several allomorphs. Which stems have different allomorphs, and whatare they?

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3. Based on your answer to the previous question, how many different classes would youdivide these verbs up into? Group the verbs into classes according to their patterns ofallomorphy. How can you define each class?

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2.2.12 Tamil Case

2.2.13 Japanese Gerunds (II)

2.2.14 Kannada Negative Formation

2.2.15 Kannada Contingent, Past, and Present

2.2.16 Sinhala Noun Plurals

2.2.17 Korean Numeral Classifiers

2.2.18 Brahui Verb Conjugation1. Where is Brahui spoken, and to what language family does it belong?

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In the following data, retroflex sounds are notated by a subscript dot, and long vowels aremarked by a macron. Four inflectional forms of each verb are given.

Gloss Infinitive Imperative (2p sg) Past (3p sg) Prohibitive (2p sg)1. leave illi' illa ill: illipa 2. devastate bWli' bWla bWl: bWlipa

3. distinguish birri' birra birr : birripa4. crack t # ali' t # ala t # al: t # alipa5. lick t # a;; i' t # a;;a t # a;;: t # a;; ipa6. lose goi' goa go: goipa7. cover h: li' h: la h: l: h: lipa8. win ka;; i' ka;;a ka;;: ka;; ipa9. grind nusi' nusa nus: nusipa10. uproot loVi' loVa loV: loVipa11. rot saVi' saVa saV: saVipa12. agree ;ahi' ;aha ;ah: ;ahipa13. buzz (u' i' (u' a (u': (u' ipa14. squeeze pi3i' pi3a pi3: pi3ipa15. drive out miVi' miVa miV: miVipa16. swell . a(( i' . a(( a . a((: . a(( ipa

2. Based on the data, identify a verb stem for each verb, and write them to left of each line


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Chapter 3: Morphophonology


3.2 Morphophonology Exercises


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Chapter 4: Syntax

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Chapter 4: Syntax


In these problems you will be asked to analyze sentences in order to determine theirsyntactic structure. In some cases you will be asked to draw trees indicating that structure; inother cases you will be asked to describe transformations that derive one type of sentencefrom another; and in other cases you will be asked to describe the relationship between syntaxand inflectional forms. In all cases the sentences are presented as sequences of wordsseparated by spaces. You may assume that the words are presented in phonemic notationunless otherwise stated.

If you are asked to describe the syntax of a linguistic structure, this means identifying thewords involved, specifying the order in which they occur, and indicating what kinds ofinflection and agreement are found, if any.

The best approach to these problems is to first identify the meaning of as many of thewords as possible by comparing the sentences with their English meanings. The second thingto do is to compare pairs of sentences that are minimally different in meaning (for example, apositive form with a negative form, or a present form with a past form, or a masculine singularform with a masculine plural form), so that you can identify the syntactic difference thatcorrelates with the difference in meaning. The syntactic difference might involve constituentorder, additional words or morphemes, or changes in agreement.

4.2 Syntax Exercises

4.2.1 Japanese Syntax

4.2.2 Tamil Case Syntax

4.2.3 Thai SyntaxThe following are Thai sentences. The diacritic marks on vowels represent tones; they are

not relevant to syntactic analysis. The tones are: v 8 high, v 6 low, v Y rising, v > falling,v (unmarked)mid. There is no gender distinction in Thai third-person pronouns. The pronouns below haveall been translated she, but they could all also mean he.

Begin your analysis by identifying the meaning or function of as many words as possible.

Thai Sentence English Translation1. k$w pen k$ru5 She is a teacher.2. k$w pen k$ru5 t #$j mj She is a teacher, isnt she?


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3. k$w pen k$ru5 r, 2 You mean shes a teacher?3 4. k$w mj t #$j k$ru5 Shes not a teacher.5. k$w mj t #$j k$ru5 r, You mean shes not a teacher?6. k$un pen t$ahZ5n t #$j mj Youre a soldier, arent you?

7. k$un pen t$ahZ5n r, You mean youre a soldier?8. k$un mj t #$j t$ahZ5n r, You mean youre not a soldier?9. t$ahZ5n pen k$ru5 The soldier is a teacher.10. k$ru5 pen t$ahZ5n t #$j mj The teacher is a soldier, isnt she?

11. t$ahZ5n pen k$ru5 r, You mean the soldier is a teacher?

12. t$ahZ5n mj t #$j k$ru5 The soldier is not a teacher.

13. k$ru5 mj t #$j t$ahZ5n r, You mean the teacher isnt a soldier?14. k$w di5 She is good.15. t$ahZ5n k' The soldier is clever.16. k$un di5 mj Are you good?17. k$ru5 di5 r, You mean the teacher is good?18. k$w mj k' She isnt clever.19. k$w mj k' r, You mean she isnt clever?20. t$ahZ5n mj di5 r, You mean the soldier isnt good?

21. k$ru5 mj dii t #$j mj The teacher isnt good, is she?

22. t$ahZ5n k' t #$j mj The soldier is clever, isnt she?

1. Is there a copular verb (i.e. a verb meaning to be) in Thai? If so, what is it?

2. Describe the syntax of the positive declarative copular sentence (A is B) in Thai. Inother words, what are the words involved, and in what order do they occur?

3. Describe the syntax of the positive declarative sentence that a subject possesses aquality (e.g. Subj. is good, Subj. is clever) in Thai.

4. How is negation expressed in Thai syntax? What rule can you propose to convert apositive sentence into a negative one? (Hint : You might need different rules for different typesof sentences.)

5. What kinds of inflection are found in this data?

6. How many different question structures are found in this data?7. Tag questions in English are questions of the form Statement , is(nt) he/she/it?. They

2 Note that this syllable has a number of possible pronunciations, including r ", l", r #, and l# in varioustones.3 Here you mean in the English translation is meant to express intense curiosity as part of a follow-upquestion requesting more information.


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Chapter 4: Syntax

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are questions that convey an assumption that the statement is correct. For example, if I askToday is Wednesday, isnt it? I am indicating that I assume that today is Wednesday. Howare tag questions formed in Thai?

8. What are the semantic and syntactic differences between mj and r "? In other words,

how do they differ in meaning and how do they differ in their structural role in sentenceformation?

9. Extra Credit : Does it appear that Thai has a distinct adjective part of speech, or thatadjectives are a type of verb? Explain.


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4.2.4 Hindi SyntaxConsider the following Hindi sentences, which all involve the verb to sell. Long vowels

are indicated with a macron, .e.g [: ], or by doubling, e.g. [DD]. y represent a palatal glide [j]. c represents an affricate [t # ]. (The Hindi words are transcribed in a way that is not entirely

phonetically accurate, but this is not relevant to the problem.)The following abbreviations are used:

m. masculine prox. proximate (= near to the speaker)

f . feminine dist . distant (= far from the speaker)

pol. polite sg. singular

inf . informal pl. plural

Each of the sentences below begins with a personal pronoun. The remaining words are allverbs. The last word of each sentence is a form of the present tense verb to be. Half of the

sentences contain a syntactic construction that expresses habitual action; the other halfcontain a syntactic construction that expresses progressive (i.e. ongoing) action.

Hindi Sentence English Translation1. m [ bect: hDD I (m.) habitually sell.2. m [ bect F hDD I ( f.) habitually sell.3. tE bect: h% You ( sg. m.) habitually sell.4. tE bect F h% You ( sg. f.) habitually sell.5. yah bect: h% He ( prox.) habitually sells.6. yah bect F h% She ( prox.) habitually sells.7. vah bect: h% He (dist.) habitually sells.8. vah bect F h% She (dist.) habitually sells.9. ham becte h [ We (m.) habitually sell.10. ham bect F h [ We ( f.) habitually sell.

11. tum becte ho You (inf. pl. m.) habitually sell.

12. tum bect F ho You (inf. pl. f.) habitually sell.

13. : p becte h [ You ( pol. pl. m.) habitually sell.14. : p bect F h [ You ( pol. pl. f.) habitually sell.

15. ye becte h [ They ( prox. m.) habitually sell.16. ye bect F h [ They ( prox. f.) habitually sell.17. ve becte h [ They (dist. m.) habitually sell.18. ve bect F h [ They (dist. f.) habitually sell.19. m [ bec rah: hDD I (m.) am selling.20. m [ bec rah F hDD I ( f.) am selling.


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Chapter 4: Syntax

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21. tE bec rah: h% You ( sg. m.) are selling.22. tE bec rah F h% You ( sg. f.) are selling.23. yah bec rah: h% He ( prox.) is selling.24. yah bec rah F h% She ( prox.) is selling

25. vah bec rah: h% He (dist.) is selling.26. vah bec rah F h% She (dist.) is selling.27. ham bec rahe h [ We (m.) are selling.28. ham bec rah F h [ We ( f.) are selling.

29. tum bec rahe ho You (inf. pl. m.) are selling.

30. tum bec rah F ho You (inf. pl. f.) are selling.

31. : p bec rahe h [ You ( pol. pl. m.) are selling.32. : p bec rah F h [ You ( pol. pl. f.) are selling.33. ye bec rahe h [ They ( prox. m.) are selling.34. ye bec rah F h [ They ( prox. f.) are selling.35. ve bec rahe h [ They (dist. m.) are selling.36. ve bec rah F h [ They (dist. f.) are selling.

1. Based on the data above, what appears to be theroot (or stem) of the verb to sell?

2. What are the various forms of the present tense of to be? What meanings do they have?(Your answer to the second part of this question should specify such things as person, number,gender, proximate/distal, and informal/polite, as relevant.)

3. What affix is used to indicate habituality? Does this morpheme have allomorphs?

4. What morpheme indicates progressivity? Does this morpheme have allomorphs?

5. What are the morphemes for the various Hindi personal pronouns? How does thepronominal system compare with that of English?4

6. Describe the syntax of the habitual verbal construction, i.e. what are the words involved,how are they inflected, and in what order are they put together to form a phrase?

7. Describe the syntax of the progressive (-ing) verbal construction.

8. Can separate morphemes be established for inflections singular, plural, masculine,feminine on all of the verbs that inflect? If so, list them. If not, what meanings can be

established for the inflectional affixes?9. What rules of agreement can be stated about verbs in Hindi? (Agreement refers to

inflectional changes that one word, such as a verb, undergoes in a way that is conditioned bythe presence of certain forms of other words (such as pronouns) in the sentence. For example,we say that in English She eats, eats agrees with the third-person singular subject she.) Do

4 Pronominal is the adjective form of pronoun.


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Chapter 5: Historical Linguistics

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phonemes of Dalguh, Dulgui, and Dalguj. Be sure to specify which changes occurred in whichlanguages.

3. Now compare the Dalguk data with the reconstructed Proto-Tenmori forms. Whatsound changes must be specified to account for the development of these forms?

4. Consider the two proto-forms *irattam blood and *karam spice. Say what forms ofthese words you would expect to find in all four languages.

5.2.3 Tungusic1. Where are Tungusic languages spoken? To what larger language family do some

scholars believe Tungusic belongs?

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Evenki Nanai Manchu Gloss1. ha5kin pa5 faxun liver2. talu talo tolxon birchbark3. dawa- daba- daba to cross (e.g. a mountain)4. tu., tu, tuw, ri winter5. bi- bi- bi- be6. kala- kala- xala- exchange7. h, mun p, mun femen lip8. baka- ba5- baxa- obtain, find9. d,5r d, r, d, r, surface10. d(uga d(oa d(uwari summer

11. d(, p- d(, p- d(e- eat

12. goro goro goro far

13. d(apka d(akpa d(aka shore, edge

14. t # arki5- t # agd(an # ara- (become) white

15. t # imki t # umt # u, n # imxun little finger

16. do5ldi5- do5ld( i5- dond( i- hear

17. koldok koldon xoldon cedar18. t # ik,5n t # i, n # ik, urine19. bolo bolo bolori autumn20. ga- ga- gai- take

21. g, rbi5 g, rbu g, bu name

22. hokto pokto fokto fabric, garment


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c. Give sound laws for the development of the Proto-Chinese nasal endings in each of thethree languages.

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d. For each of the three languages, describe the developments of the three Proto-Chinese stop endings.

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2a. List all the regular sound correspondences involving word-initial consonants, describetheir environments, and say whether any of the correspondence sets are in complementarydistribution.

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b. Reconstruct the proto-languages word-initial consonants, and describe the sound

changes of each initial consonant in each of the three languages.

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3. Write the initial consonants and ending consonants that you have reconstructed in thecolumn labeled Proto-Chinese Consonants. (This has been done for you in cognate set #4.)

4. What are the four tone correspondences exemplified by these cognate sets?

i. ___ / ___ / ___ ii. ___ / ___ / ___ iii. ___ / ___ / ___ iv. ___ / ___ / ___ 5a. There is one pair of overlapping tone correspondences. What is it?

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b. Are the members of this pair in complementary distribution? Explain your answer.(Hint: Aspiration is involved.)


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c. How many proto-tones need to be reconstructed in the parent language to account forthese two overlapping correspondence sets? ___________

d. How many proto-tones need to be reconstructed in the parent language to account forall four tone correspondences? ______________

6. The English wordkumquat is borrowed from a Chinese compound made up of the twomorphemes found in sets #2 and #6. Which of these three Chinese languages do you think theword is borrowed from?

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5.2.5 KoreanCompare the following words from the Standard dialect of Korean (spoken in Seoul, the

capital) and the dialect of Cheju Island, located off the southern tip of the Korean peninsula.Both dialects are descended from Middle Korean.

Cheju Seoul Middle Korean reconstruction1. moon tl tal ___________ 2. bridge tli tali ___________ 3. flesh sl sal ___________ 4. fly (n.) pli pali ___________ 5. feel mndida mandida ___________ 6. teach kl # t! ida kal# t! ida ___________ 7. do hda hada ___________

1. Provide reconstructions in the blanks above, then describe below the sound changes ofthe Middle Koreanvowels into each of the two dialects.

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5.2.6 KoreanThe North Kyongsang dialect is spoken in the Southeast of Korea. Both it and Seoul dialect

are descended from Middle Korean.

Gloss N. Kyongsang Seoul


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1. shrimp sbi su2. silkworm nube nue 3. mortar hobak hwak 4. hairpiece talbi tali

5. cold t! ubun t! un 6. pretty kobun koun

1. What one change has taken place in the development from Middle Korean to Seouldialect in every one of these words? What is the technical term for this kind of change?

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5.2.7 JapaneseThese cognate sets are from the Tokyo dialect and the Shuri dialect (spoken on the island

of Okinawa). Both dialects are descended from a common ancestor.

Gloss Tokyo Shuri Proto-language1. rock i! i i! i ___________ 2. shoulder kata kata ___________ 3. hot water ju ju ___________ 4. grass kusa kusa ___________ 5. rain ame ami ___________ 6. open akete akiti ___________ 7. wine sake saki ___________ 8. hair ke kii ___________ 9. breath iki iit ! i ___________ 10. fog kiri t ! iri ___________ 11. sash obi ubi ___________ 12. string o uu ___________ 13. sleeve sode sudi ___________

14. heart kokoro kukuru ___________ 1. Reconstruct the words in the parent language. For the purposes of this problem, you

may ignore vowel length by treating all long vowels as if they were short.

2. Two notable sound changes have taken place in the Shuri dialect, one involvingconsonants and one involving vowels. These changes must have occurred in a particular order.Say what these changes are, what order they occurred in, and explain your reasoning.


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