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Expert help when you need it- Q1:Consider the vowels (1-5) of an existing language plotted below. 1. For each vowel, provide a height/backness/rounding label. Note that Vowel 4 is the only rounded vowel in this language. Suggest the appropriate transcription for the vowels using the IPA symbols and diacritics (where necessary).See Answer
- Q2:Question 2: Give the broad transcription and narrow transcription for each of the following English words being sure to use correct bracketing. Your narrow transcriptions should indicate aspiration, liquid devoicing, Canadian raising, flapping/tapping, nasalization, and syllabic consonants, if applicable. [7 points] a. fitter b. plant c. kite d. patter e. pringles f. flout g. loud Broad transcription Narrow transcription/nAssignment 3 - LINA01H3F-Summer2022 Name: Name: Student number: Student number: Question 1: In each set of symbols, there is one that doesn't belong. Identify the odd one out, and then name the characteristic that the rest of the symbols share. The first one has been done for you. [5 points] Odd one out The rest are all... [m] a. [bmdg] b. [ej æ & UI] c. [bndg] d. [vsz mn 3] e.[κολε] f. [kgŋn] oralSee Answer
- Q3:Based on your understanding write an academic essay on the following topic: Macro-linguistics tends to focus on broader, larger concepts and tendencies of language, while micro-linguistics is concerned with smaller, more specific linguistic elements. Demonstrate your understanding of the topics covered by writing an academic essay of at least 300 words identifying aspects of micro-linguistics and how they are covered under Computational LinguisticsSee Answer
- Q4:WP2 Outline Introduction Definition of "linguistic racism" or "linguistic bias" - quote sandwich or paraphrase Thesis statement Which types (two) of linguistic bias the essay will examine. How linguistic bias is harmful How to solve the problem Example: Linguistic bias is apparent in various places, such as the educational environment and workplace. This discrimination can cause harm, such as psychological effects and limiting opportunities. It is clear that policies need to be put into place to ensure that educators and co-workers cannot impose this harm in the future. ● O ● ● Body Paragraph 1 Define General American Accent Explain how GAA leads to or contributes to linguistic bias If there is a correct way to speak, then other ways of speaking must be considered incorrect . . ● • • . O Body Paragraph 2 Example of linguistic bias (housing or workplace or educational environment) Explain how a certain behavior is a manifestation of linguistic bias Explain how this bias is harmful Body Paragraph 3 Offer a different example of linguistic bias (housing or workplace or educational environment) Explain how a certain behavior is a manifestation of linguistic bias Explain how this bias is harmful Body Paragraph 4 Your story of linguistic bias It should connect to the example of BP3 Conclusion Is linguistic bias a problem (in our opinion)? How can we solve this problem (in your opinion)? The solutions should address the problem that you identify in BP3 and BP4 You can offer a solution from a text BUT you need to expand upon itSee Answer
- Q5:x Discuss why anthropologists study morphemes and phonemes in language. Word limit 200 wordsSee Answer
- Q6:Discuss Hockett's Design Features of Languages. Which of these do you believe to be the most significant in terms of understanding the uniqueness of human language? in 200 wordsSee Answer
- Q7: Name: (Note: Every person in the group must hand-in their own copy) A. Huixtan Tzotzil (Mayan; Mexico) a. nibát b. nikóm nivé? d. nitál Group members (up to 3; excluding yourself) C. LIN 3010 - Module #6 Morphological Analysis Assignment (30pts) r. i. tfibát j. tfikóm k. tfivé? 1. tfitál q. bátemun kómemun vé?emun tálemun S. t. 1 'I went' 'I stayed' 'I ate' 'I came' 'I will go' 'I will stay' 'I will eat' 'I will come' 'I have gone' 'I have stayed' 'I have eaten' 'I have come' e. nabát f. nakóm g. h. m. tfabát n. tfakóm tfavé? p. tfatál O. u. navé? V. natál W. bátemot kómemot vé?emot X. tálemot (15pts) 'you went' 'you stayed' 'you ate' 'you came' 'you will go' 'you will stay' 'you will eat' 'you will come’ 'you have gone' 'you have stayed' 'you have eaten' 'you have come’ 1. Identify the following morphemes (including any allomorphs) 'go' 2 'stay' 'eat' 'come' 2. Identify the morpheme order PAST (9pts) FUTURE ('will') PERFECT ('have') 'I' (1st person) 'you' (2nd person) (2pts) 3. Fill-in the empty cells by translating between Huixtan Tzotzil & English ex. ex. (i) (11) (iii) (iv) (v) (vi) (vii) (viii) Huixtan Tzotzil tfik'ót láxemot nak'ót tfaláx láxemun nik'ót English translation 'I will arrive' 'you have seen’ 'I have arrived' 'I saw' 'you will arrive' 'you have arrived (4pts) B. Totonopec Mixe (Mixe-Zoque; Mexico) a. b. c. n?is m?if y?if g. nyu?u h. myu?u i. yu?u 4 'I see' 'you see' 'she sees' 'I plow' 'you plow' 'she plows' m. nha?andza n. mha?andza 'you sneeze' o. hya?andza 'she sneeze' 'I sneeze' nko:?ya mko:?ya f. kyo:?ya d. e. j. n?ekha k. m?ekha 1. y?ekh p. nzi?ik 9. mzi?ik Syi?ik r. (15pts) 'I play' 'you play' 'she plays' 'I get angry' 'you get angry' 'she gets angry' ‘I laugh’ 'you laugh' 'she laughs' 1. Identify the following morphemes (including any allomorphs) 'see' 5 'play 'plow' 'get angry' 'sneeze' ‘laugh' 2. Identify the morpheme order (11pts) 'I' (1st person) 'you' (2nd person) 'she' (3rd person feminine) (1pts)See Answer
- Q8: Name: LIN 3010 - Assignment #3: Syntactic Analysis (50pts) Group members (up to 3) (Note: Each group member must submit their own copy of this assignment) 1. Constituency tests (36pts) For each of the following sentences, (i) draw the tree structure, and (ii) support your tree structure with diagnostics for constituency. (a) The large red barge drifted slowly under the bridge (i) Tree structure: 1 (12pts) (6pts) (ii) Constituent: Test: Constituency tests (6pts) STEP 1: Identify one constituent, e.g., the fresh pizza in the sentence Mary ate the fresh pizza STEP 2: Name the phrase it is, i.e., NP, PP, or VP Constituency test #1 Name: STEP 3: Use 2 constituency tests to support your choice, i.e., answer to a question, movement (fronting or clefting), substitution, or coordination Test: 2 Constituency test #2 Name: Phrase: (b) The naive trainer quietly led the stubborn horse into the stable 3 (i) Tree structure: (12pts) (6pts) (ii) Constituent: Test: Constituency tests (6pts) STEP 1: Identify one constituent, e.g., the fresh pizza in the sentence Mary ate the fresh pizza STEP 2: Name the phrase it is, e.g., NP, PP, or VP STEP 3: Use 2 constituency tests to support your choice. Constituency test #1 Name: NOTE: Please make sure that you only choose one NP, one VP, and one PP across all three sentences in this section of the assignment, i.e., if you chose an NP for (a), do not choose an NP again for (b), choose PP or VP Test: 4 Constituency test #2 Name: Phrase: (c) My neighbor sent a graduation present to her sister yesterday (i) 5 Tree structure: (12pts) (6pts)See Answer
- Q9: LING2005 assignment is not timed, so relax and do your best to be accurate. You may work with others, but you must provide your own answers here with your name and Carleton email address so that I know that you completed this assessment by the deadline and you can get your grade. When needed, be careful to use the correct IPA symbols. It is an Escape Room style assignment. You must answer ten questions using the data of a unique ConLang provided for you in the text. Given the limitations of the method of the assignment, you will not be trapped - you can navigate through the game even if your answers are incorrect. Correct answers will receive a point. There is one point for each of the ten questions, worth 10% of your final grade. So, relax, make some popcorn, enjoy the game and show me how well you can analyze language! * Indicates required question 1. Email * 2. Name * 3. Email * Find the lost treasure of Stouzhi Island One dark and stormy night, while studying for your favourite course, Linguistic Analysis, you find yourself at MacOdrum Library later than usual. The halls are quiet and your back is stiff from poring over the latest fun Dataset, so you decide to stretch and walk a bit. You wander the aisles of the library, impressed by all the Carleton students fastidiously studying. You get a text from your best friend which makes you laugh, so you slip away to a quiet corner to converse with your funny friend. As you do so, you notice a small, leatherbound notebook sticking slightly out on a shelf. It does not seem to match the books around it on the shelf. It looks old and worn, with no title on its spine. And no call number. How odd. You leave your friend hanging and pull the book out from between the others on the shelf. It makes your skin prickle for some strange reason and you feel.... oddly excited and curious. You flip the cover open and see brown, worn pages with many, many scribbles and markings on the old pages. Your interest is piqued thanks to your new love of analyzing foreign languages, so you decide to check this book out more thoroughly. Returning to your study spot, you review the pages of this mysterious book to find what can only be....an old journal of some long-lost seafarer, describing something involving a treasure! You decide that you really must figure out this mysterious text! The journal (and journey) begins.... This is the journal of Jolly Jimmy Hawkins, Master of the Seven Seas. Today, we rode our fine galley along the windy passage, following the shores of The Mermaids' Sighs, rounding the corner of Dead Man's Bay, when the mists cleared to reveal an island that we had never set eyes upon before. The island stood tall, bulky, and brooding. I wondered why we had never seen it before, nor could I remember seeing it on a map. We set sail for this cursed Isle, the wind fore and driving us back. We gave it all our power and sailed near her, finding one small calm bay along her rocky shores. The men crossed themselves and said a prayer for this Island had a magical feel to it, eerie and forlorn. We dropped anchor and took the ol' sloop to the beach. We found no living humans on the island, but we did find clues to something much, much better. I write this journal for my child, "The Linguist", so that you may decipher the long-lost language of the Stouzhi peoples. My child, if you find this, follow my instructions carefully, for these lead to the lost civilization of the Stouzhi fishing folk. A peaceful fishing group who collected pearls and who is rumoured to have left behind a vast amount of shiny treasure. At some point, pirates lay claim to the island, so the clever Stouzhi hid their treasure and pearls behind clever traps inside the vast network of caves and underground network of temples and rooms where the Stouzhi people once resided. I believe that if you can decipher their ancient texts, my child, you will be able to unlock their traps and uncover the Stouzhi treasure! Alas, I was not clever enough to solve the puzzles, but I have faith in you, my child, so make haste! Follow these clues to the island, for what you find will bring our family fame, glory, and wealth beyond compare! But beware! For if ye misinterpret my clues, your only reward may be death or worse: empty pockets! Here are the notes that I have gleaned and the examples of the Stouzhi language. You must use this data to solve the puzzle and find the treasure! Data that has been analyzed by Jolly Jimmy Hawkins: 1. 'belmei la 'stauzi 'gwigwII/ = We are (the) Stouzhi people be-VERB-PRESENT, 1st plural exclusive-NOM, Personal pronoun, people-NOUN-PLURAL-ACC 2./lu eufhosafaʊmei la 'klalpæus = We fish happily fish-VERB-HABITUAL-PRESENT, 1st plural exclusive-NOM, happy-ADV 3. / 'belmei la 'gwigwII 'omnað / = We are strong people be-VERB-PRESENT, 1st plural exclusive-NOM, people-NOUN-PLURAL-ACC, strong-ADJ 4. / 'mianaumei la 'kiddæ ljαð barb sɛ ou̟ 'dliku 'pjaðлæ mëƒ lu'¤uſhosi 'ngai 'dwagaui/ = We work together in harmony because (a) fish who is trapped will bite its (own) tail work-VERB-HABITUAL-PRESENT, 1st plural exclusive-NOM, harmony-NOUN-ACC, in-PREP, together-ADV, because-CONJUNCTION, trap-VERB-PAST, who-COMP, bite-VERB, will- AUX-FUTURE, fish-NOUN-NOM, its-3rd singular masc-GEN, tail-NOUN-ACC 5. / jaumei dɅ jæɑl dli baib wɛð ji slɛðmði dá barb / = We share together our treasure here and go (forward) together share-VERB-PRESENT, 1st plural inclusive-NOM, 1st plural inclusive-GEN, treasure-NOUN-ACC, together-ADV, here-ADV, and-CONJUNCTION, go-VERB-PRESENT, 1st plural inclusive-NOM, together-ADV 6. /bл pjas stlstll lulu Buſhosal ſkeí aðıs bayl / = I cut fishing lines for you cut-VERB-PAST, 1st singular-NOM, string-NOUN-PLURAL-ACC, fish-NOUN-PLURAL-GEN, of-PREPOSITION, you-2nd singular-DAT, for-PREPOSITION 7. / du mлf paʊð 'seisaiſus/ = He will step care-ful-ly step-VERB, will-AUX-FUTURE, 3rd singular-NOM, carefully -ADV 8. / tjεf mɅ la 3WIus/ = We will walk safe-ly walk-VERB, will-AUX-FUTURE, 1st plural exclusive-NOM, safely-ADV 9. / pja mɅ paʊð zwæ pjαpjas is sja / = He will lead us to big pearls lead-VERB, will-AUX-FUTURE, 3rd singular-NOM, 1st plural inclusive-ACC, pearls-NOUN-PLURAL-DAT, big-ADJ, to-PREPOSITION 10. /'ftæhiw mëƒ dë lulu'¤uſhosI is barb mdami lulu'¤uſhos/ = Together we will find big fish who hide find-VERB, will-AUX-FUTURE, 1st plural inclusive-NOM, fish-NOUN-PLURAL-ACC, big-ADJ, together-ADV, hide-VERB-PRESENT, fish-NOUN-PLURAL-NOM 11. / pja mɅf að lwul lu'¤uſhosis is sja zwïus, j^ ou̟l sme/ = Will you lead me to big fish safe-ly, my friend? lead-VERB, will-AUX-FUTURE, 2nd singular-NOM, 1st singular-ACC, fish-NOUN-DAT, big-ADJ, to-PREPOSITION, safely-ADV, 1st singular possessive, friend-NOUN, QUESTION MARKER 12. /'belmoi jɛð a spaïs dlu / = This is not (the) correct boat DET-SINGULAR, NEG, boat-NOUN-NOM, correct-ADJ 13. /gwuð að oul 'gimu/ = thank you kind friend 14./saub/Please 15./pjαpjαлs mål ſkeд/ = pearls of knowledge 16. /'lwodлæ/ n. island 17. /'belmoi jεð a 'lwodлæ dlu / = This is not (the) correct island 18. /spε/ = enter 19./ski/ = stone 20. /'J^jI = cave 21. / tjɛf a paчð 3wïus ji ‘ſkaïzju má það búaе/ = He did not walk safe and he will sleep forever walk-VERB-PAST, NEG, 3rd singular-NOM, safely -ADV, CONJUNCTION, sleep-VERB, will-AUX, 3rd singular-NOM, forever-ADVERB 22. /dweд a pjapjα is zwis ljα / = She put big pearls inside bottle put-VERB-PAST, 3rd singular-NOM-FEM, pearl-NOUN-PLURAL-ACC, big-ADJ, bottle-NOUN-DAT, inside-PREPOSITION 23./bлa a 'sjлdзæli lu' euſhosis jî 'pæſto laï 'sj^dzæl± lu'Ouſhosis/ = She cut fish meat and we ate fish meat cut-VERB-PAST, 3rd singular-NOM-FEM, meat-NOUN-ACC, fish-NOUN-DAT, CONJUNCTION, eat- VERB-PAST, 1st plural inclusive-NOM, meat-NOUN-ACC, fish-NOUN-DAT 24. / 'ɛzdɛ lai dw±ni mo√ ji ja±☺ m^ſƒ la baе/ = We drink blue water and we will live forever drink-VERB, 1st plural inclusive-NOM, water-NOUN-ACC, blue-ADJ, CONJUNCTION, live-VERB, will- AUX-FUTURE, 1st plural inclusive-NOM, forever-ADVSee Answer
- Q10: -1-17 Reset Form Save Form Print Form Cornell Notes Template TOPIC Short Story Elements CUES NOTES NAME John Smith DATE mm/dd/yyyy • Main Ideas Vocabulary • Question Answered by Notes Main Points Paraphrase ⚫Bullet Points Outlines •Important dates, People and Places Formulas Charts / Diagrams What is the definition of plot? What are the different type of characters? What is the definition / purpose of theme? Plot: events that take place in a story - exposition: beginning, introduction (characters, setting, etc.) - rising action: building up the climax, filled with suspense, tension - climax: turning point of story; decision of fate - falling action: events that lead to resolution, release of tension - resolution: conclusion / the end; conflict is resolved |- Conflicts: person vs. person - between 2 people person vs. nature - national disasters person vs society - mainstream society person vs. self- with in soul, heart, mind person vs. supernatural - supranational entity A good story has more than one conflict! Static (flat): a character who's personality does no change throughout the story regardless of occurrences Dynamic (round): a character who's personality changes throughout the story in beliefs, morals, attitude, views, etc. Theme: moral message or overall point of the story - author creates the theme It's purpose to enlighten/educate/inform | - meaningful enough to be applied into readers life | - cleanse/purge your heart/.soul/spirit Setting: the description, time (era) of which the story takes place geographical location, historical time period, social setting SUMMARY (Brief summary of notes highlighting main ideas in your own words) We're re-learning the elements of a short story. We went over the different types of conflict. We also reviewed the 2 types of characters: static and dynamic.See Answer
- Q11: Name: Group members (up to 3) For each of the datasets, (i) do a phonemic analysis and (ii) list the phonological rule(s) and process(es) if present. 1. Thangmi (Sino-Tibetan; Nepal & India) Compare [n] vs. [n] vs. [n] vs. [ɲn] (all 4 with each other) [nu:n] 'salt' [y] [ghonti:] [ont] e. [ancar] a. LIN 3010 - Module #4 - Phonological Analysis -Assignment #1 (30pts) Due Tuesday February 6th at 11:59pm on Canvas b. C. d. (i) Phonemic analysis Statement: Evidence: 'grumbling' 'bell' 'end' 'pickles' 1 f. g. h. i. [conda:] [noram] [gunda:] [nutan] (15pts + 1 Bonus) 'subscription' 'soft' lampoons' 'new' Visual: (ii) Phonological rule(s) & process(es) Describe the rule: State the rule: Name the rule (Bonus +1): 2 2. Northern East Cree (Algonquian; Canada) Compare: [p] vs. [b]; [t] vs. [d]; [k] & [g] (compare each pair separately) [wa:bəmau] [ma:difowau] [pa:fiwau] [ku:gunau] [na:dau] i. [pispa:biu] [ti:binau] j. [ahta:uwit] [miskiwau] k. [i:yik] f. [ta:gumau] 1. [a:gup] a. b. C. d. e. (i) Phonemic analysis Statement: Evidence: Visual: 'sees' 'brings' 'goes' 'wins' 'finds' 'chokes' 3 g. h. (15pts + 3 Bonus) 'cuts' 'pushes' 'looks through' 'bag' 'frog' 'coat' (ii) Phonological rule(s) & process(es) Describe the rule: State the rule: Name the rule (Bonus +1): (iii) Extra Bonus (max. 2pts) Is there a single rule which accounts for all 6 sounds in Northern East Cree? If no, why not? If yes, state & describe the rule. 4See Answer
- Q12:LANGUAGE AND SOCIAL CONTEXT Assessment item: Student ID: Word count: Need to do any 4Qs out of 5Qs| In-text citations must be properly attributed. Include a reference list (of no more than 6 references) at the end of this assignment. GENERAL INSTRUCTIONS: Below are five questions or prompts from which you are required to choose four to respond to. Respond to the chosen prompts directly and concisely, referring to the contents of the first four lectures and tutorials, and the various readings, as appropriate. You may also refer to sources beyond the reading list if necessary. Your response for each question should be between 250 and 300 words in continuous text. Do not respond in bullet points. Please include the question on the page with your response. You may find it easier to simply insert your responses into this document. Please use standard margins (2.54 cm on each side) and 1.5 line spacing throughout. Save and submit your assignment as a Word document. In-text citations must be properly attributed. Include a reference list (of no more than 6 references) at the end of this assignment. OURIGINAL: You should upload a draft of your assignment through “Draft submissions” on Canvas to ensure that you have provided references for quotes, and that your assignment is your original work. Code-switching You are in your first month of a 12-month volunteer teaching position in the Pacific. You teach primary school children English and Social Science in a school where everything is taught in English and all the books and materials are in English. The children all speak another local language at home and none of their parents speak English well, although most of them have completed primary school education in English. Even though the children are asked to use English in the classroom, you notice that most of them use words and phrases from their own language when they speak to one another and when they talk about their culture. Explain this phenomenon in the context of code-switching. Bilingualism and language maintenance For bilingual parents in a predominantly monolingual society like Australia, encouraging their children to maintain the language of their parents can be challenging. Why is this the case? What are some of the strategies that their parents (and teachers) can use? Diglossia This table represents a stable diglossic situation in India concerning two varieties of Bengali. Use the table to describe the functional distribution of the ‘High’ (H) and ‘Low’ (L) varieties in Bengali. Based on the information contained in this table, describe the key factors that speakers use to decide which of the varieties they should use. Distribution of the use of High Colit Bhasa (HCB) and Low Colit Bhasa (LCB) FUNCTION HCB LCB Public address of all kinds X Scripted speech X News broadcast X Newspapers X Creative literature except novels, dramas and short stories X Narrative descriptions in novels and short stories X Formal letters X Class lectures X Dialogue in novels, dramas and short stories X Informal personal letters X Conversation with family members X Instructions given to workmen, servants and subordinates X Adapted from Chaterjee, S. (1986). Diglossia in Bengali. In Krishnamurti, B. (ed.), South Asian languages: Structure, convergence and diglossia (pp. 294-311). Delhi: Motilal Banarsidass. 4. World Englishes Using your own variety of English as the basis of your response and as a point of comparison, discuss your attitude to (a) your own variety of English and (b) another variety of English. The other variety of English could be one that is perceived to have more prestige than yours or to have lower prestige than yours. (Make sure you identify your variety of English. In this response, you can use terms such as ‘prestige’ and ‘identity’ in addition to others you feel are relevant.) 5. Global English Examine the proposition below and write a response to it. (Note that you can agree or disagree with this – or partially agree or disagree. Whatever position you take, you need to support your argument with concrete examples.) The global spread of English has been a largely positive development because it has given the world a common working language in international trade and diplomacy. Furthermore, competence in English has given many outer-circle and expanding-circle countries access to western knowledge, and scientific and technological advances. 3See Answer
- Q13:LIN 3010 - Assignment #4 - Theoretical Linguistics (30pts) Name: _____________________________________________________________ Group members (up to 3) ______________________________________________ 1. Morphology: Luisen̋o (Uto-Aztecan) (10pts) a. [nokaamay] ‘my son’ o. [pokaamay] ‘his son’ b. [ʔoki] ‘your house’ p. [poki] ‘his house’ c. [potaana] ‘his blanket’ q. [notaana] ‘my blanket’ d. [ʔohuukapi] ‘your pipe’ r. [pohuukapi] ‘his pipe’ e. [ʔotaana] ‘your blanket’ s. [nohuukapi] ‘my pipe’ f. [noki] ‘my house’ t. [ʔokaamay] ‘your son’ g. [pompeewum] ‘their wives’ u. [pomki] ‘their house’ h. [nokaamayum] ‘my sons’ v. [pomkaamay] ‘their son’ i. [popeew] ‘his wife’ w. [čampeewum] ‘our wives’ j. [ʔopeew] ‘your wife’ x. [čamhuukapim] ‘our pipes’ k. [čamhuukapi] ‘our pipe’ l. [ʔomtaanam] ‘your(pl) blankets’ m. [ʔomkim] ‘your(pl) houses’ n. [ʔomtaana] ‘your(pl) blanket’ A. Identify the following morphemes (including allomorphs) (7pts) ‘son’ ‘my’ ‘wife’ ‘our’ ‘house’ ‘your’ ‘blanket’ ‘your (pl)’ ‘pipe’ ‘his’ plural ‘their’ B. Morphological rule(s) & process(es) (3pts) Please circle either (i) There IS NO allomorphy involved, or (ii) There IS allomorphy involved (and describe, write, and name the rule): (i) There IS NO allomorphy involved (ii) There IS allomorphy involved Describe the rule(s) (in words): Write the rule(s) (formula): Name the rule(s): 2. Syntax: Ambiguity (10pts) The sentence Mary called a professor from Miami is ambiguous. Draw both trees and identify which meaning goes with each tree. Please note that your trees should be different in order to represent the difference in their meanings. Meaning #1: Tree #1: Meaning #2: Tree #2: 3. Semantics & Pragmatics (10pts) A. Select the best example for each type of the adjectival type (2pts) Answer Type Example (i) Anti-intersection (a) faux fur (ii) Non-intersection (b) gigantic nose (iii) Pure intersection (c) potential location (iv) Relative intersection (d) white rose B. Select the best example for each type of meaning relationship (3pts) Answer Relationship Example (i) complementary pair (antonymy) (a) create ~ produce (ii) converse pair (antonymy) (b) east ~ west (iii) gradable pair (antonymy) (c) hot ~ cold (iv) hyponymy (d) precede ~ follow (v) reverse pair (antonymy) (e) present ~ absent (vi) synonymy (f) rose ~ flower C. Maxims (2.5pts) Provide a short dialog between Speaker A and Speaker B in which speaker B violates ONE of Grice’s Conversational Maxims, e.g., manner, quality, quantity, OR relevance. Explain why this is a violation. (Note: Please do not reuse unmodified examples from the textbook or slides) Maxim: Dialogue: A: B: Explain: D. Utterances (2.5pts) Please choose one of the following and show it in the space below: Provide a pair of utterances (X & Y) that show an entailment relationship. Explain why X entails Y. Provide a context (X) and an utterance (Y) which has an implicature (Z). Explain why this is implied. Provide an utterance (X) which has a presupposition of (Y). Explain why this is presupposed. (Note: Please do not reuse unmodified examples from the textbook or slides) 2 0 6See Answer
- Q14:5-6 pages , APA Follow rubrics and format Note from student : I have already done the background research, but I need you to do the final paper. I have chosen the two languages to compare (Spanish & Japanese) and I have listed some sources (to access them and find more sources, please make an account on Ethnologue). An example final paper is on pages 11-14 of the Final Project pdf attachedSee Answer
- Q15:UNIVERSITE DE LA SORBONNE NOUVELLE Année universitaire 2023-2024 IDENTIFICATION DU SUJET Code UE : A4FP001 Intitulé UE: Phonologie 4 Examen 2e semestre 1ère session Sujet semestre pair ENEAD Code épreuve : A4FP001_D Intitulé épreuve : Phonologie 4 Durée : Documents autorisés : AUCUN Enseignant responsable : Barbara KÜHNERT Le sujet comporte 4 pages Oraux : L'épreuve écrite est suivie d'un oral oui non Student Number : Please note : all answers have to be provided in English. (All extracts taken from Alice's Adventures in Wonderland by Lewis Carroll) Question 1) The following transcription contains several mistakes. Find three mistakes, give the correct transcription and very briefly explain the error. (3 pts) / ðe 'sixmd tǝ bi 'nou 'jurs In 'wertIŋ bar Õǝ 'lītl 'do: 'seu 'ælIs ,went 'bæk tǝ ðǝ 'teIbl 'harf 'hə৳pīŋ Ji 'mart 'faInd ǝ'm Ỗǝ 'ki: on It bir et 'eni 'reIt ǝ 'buk ǝv 'ruiz fǝ 'Sʌtīŋ 'pixpl ꞌʌp laIk 'telIskǝups ðIs 'taIm fi 'faund ǝ 'lItl 'botl on It wItf 's3:tnli wez 'not 'hte bī'for en 'tard raund Õǝ 'nek ǝv Õǝ 'botl wǝz ǝ 'peIpǝ 'leIbl wIð ðǝ 'w3×dz ꞌdrInk mi / Question 2) Briefly explain the regular relationship between spelling and pronunciation of the letter <a> using examples from the text. Then illustrate and briefly explain two sub-rules and one exceptional pronunciation value for the letter <a>, using again examples from the text below. (4 pts) "Come, there's no use in crying like that!" said Alice to herself, rather sharply. "I advise you to leave off this minute!" She generally gave herself very good advice (though she very seldom followed it), and sometimes she scolded herself so severely as to bring tears into her eyes; and once she remembered trying to box her own ears for having cheated herself in a game of croquet she was playing against herself, for this curious child was very fond of pretending to be two people. "But it's no use now," thought poor Alice, "to pretend to be two people! Why, there's hardly enough of me left to make one respectable person! Soon her eye fell on a little strange glass box that was lying under the table: she opened it, and found in it a very small cake, on which the words "EAT ME" were beautifully marked in currants. "Well, I'll taste and eat it," said Alice, "and if it makes me grow larger, I can reach the key; and if it makes me grow smaller, I can creep under the door; so either way I'll get into the garden, and I don't care which happens!" 1 Question 3) Find all digraphs in the poem below. Indicate whether the pronunciation of each digraph follows the General Rule, a Sub-Group or constitutes an exception. (3 pts) Thus grew the tale of Wonderland: Thus slowly, one by one, Its quaint events were hammered out - And now the tale is done, And home we steer, a merry crew, Beneath the setting sun. Alice! A childish story take, And with a gentle hand, Lay it where Childhood's dreams are twined In Memory's mystic band, Like pilgrim's withered wreath of flowers Plucked in far-off land. Question 4) Indicate all stressed syllables (using stress marks) in the following paragraph. (2 pts) "Sit down, all of you, and listen to me! I'll soon make you dry enough!" They all sat down at once, in a large ring, with the Mouse in the middle. Alice kept her eyes anxiously fixed on it, for she felt sure she would catch a bad cold if she did not get dry very soon. Question 5) In the following passage, identify four different types of regular pronunciation differences between Standard British English and General American. Briefly describe each phenomenon and give a transcription of the words you present in both varieties. (4 pts) It was all very well to say `Drink me,' but the wise little Alice was not going to do that in a hurry. `No, I'll look first,' she said, 'and see whether it's marked "poison" or not'; for she had read several nice little histories about children who had got burnt in the past, and eaten up by wild beasts and other unpleasant things. Question 6) The following table shows a number of nonsense words, i.e. words which do not exist. They all follow either the General Rule or a Sub-Group. Fill in the blanks. (4 pts) Spelling Transcription GR or SG Example: * zike / zaık/ GR 2. *prewind 3. / lave / 4. /drak/ 5. *plosted 6. *chirls 2 1. /fleIst/ 3See Answer
- Q16:TO DO: I need to determine for each sentence what its pattern is according to the file I send you. I want the answer to be the patterns one below the other and opposite them only the sentence numbers. 200 sentences and 11 patterns. The excel (attached) contains 200 sentences, and 11 options for patterns are also given. For each of them we need to determine which pattern is usedSee Answer
- Q17:6.11 Identify the thematic roles of the underlined phrases. (1) Fred threw the rock. (2) They ran from the police. (3) Jill saw the car. (4) Marina studied hard for her mother. (5) Jake ate the soup. (6) Fred opened the phone with a paper clip. (7) His portrait hangs above the mantelpiece. (8) Lee walked to his office. (9) Martin mowed the lawn. (10) The concert pianist pleased the audience.See Answer
- Q18:Consider the vowels (1-5) of an existing language plotted below. 1. For each vowel, provide a height/backness/rounding label. Note that Vowel 4 is the only rounded vowel in this language. Suggest the appropriate transcription for the vowels using the IPA symbols and diacritics (where necessary).See Answer
- Q19:Assignment Watch this video and Fill in the template according to the instruction. https://www.youtube.com/watch?v=auhCTAJHg2MSee Answer
- Q20:Assignment Watch this video and Fill in the template according to the instruction. https://www.youtube.com/watch?v=auhCTAJHg2MSee Answer
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