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/ 3

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] oral

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).

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 Linguistics

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)

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 it

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 words