Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady by Academic Minute

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

ANSWER KEY William O’Grady

Contemporary Linguistic Analysis An Introduction

Ninth Edition William O’Grady John Archibald

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Contents Chapter 1: Language............................................................................................................

Chapter 2: Phonetics............................................................................................................

Chapter 3: Phonology…………………………………………..........................................

Chapter 4: Morphology…………………...........................................................................

Chapter 5: Syntax……………………………………........................................................

Chapter 6: Semantics……………………………………...................................................

Chapter 7: The Classification of Languages.........................................................................

Chapter 8: Historical Linguistics……………………………………..................................

Chapter 9: Indigenous Languages in Canada .......................................................................

Chapter 10: First Language Acquisition* ............................................................................

Chapter 11: Second Language Acquisition...........................................................................

Chapter 12: Bilingualism and Bilingual Acquisition............................................................

Chapter 13: Psycholinguistics…………………………………….......................................

Chapter 14: Brain and Language ..........................................................................................

Chapter 15: Language in Social Contexts ............................................................................

Chapter 16: Writing and Language ......................................................................................

Chapter 17: Communication in other species........................................................................ 71

*Chapter 9 is not included because it does not contain practice exercises. Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 1

Chapter 1: Language 1. (a) dance in a hip hop style (b) travel on a sled pulled by a dog team (c) ride on a unicycle (d) install solar panels (e) made his way across the park using a hula hoop (f) travel in a Tesla (a type of electric car) (g) clean with Ajax (a cleanser) (h) clean with Windex (a window cleanser) (i) wear your hair in dreadlocks (j) put in a carton

2. Answers will vary.

3. (a) impossible (b) possible (c) impossible (d) impossible

(e) possible (f) possible (g) impossible (h) impossible

4. Answers will vary.

5. (a) Binh’s mother left him with nothing to eat. (b) Miriam is eager to talk to someone. OR Miriam is easy to talk to. (c) acceptable (d) acceptable (e) Is the dog hiding [or some other transitive verb] the bone again? (f) Adisa prepared a cake for Zena. (g) acceptable (h) acceptable (i) Ahmed cleaned it up. (j) I hope (that) you’ll leave. OR I want you to leave. (k) That you like liver surprises me.

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 1 6. Note: At this early point in the course, we do not expect technical explanations for the unacceptability of these sentences. Student answers need not include the actual terminology employed here. (a) The form of the verb should be doesn’t when the subject is singular. (b) The form of the verb should be were when the subject is you. (c) In a sentence with pre-verbal there, the form of the verb should be are when the following noun is plural. (d) The form of the verb break should be broken, not broke. (e) A pronoun in subject position should have the ‘nominative’ form (me should be I); gonna and campin’ are too colloquial. (f) A sentence should not end in a preposition (compare: With whom did you come?). (g) The past tense form of see is saw, not seen. (h) The form been can only occur with the auxiliary has (compare: He has been lost ...). (i) The verb needs should be followed by either to be cleaned or cleaning; because should not be contracted to’ cause. (j) The word ain’t is substandard, as is get in the sense of ‘have’; a double negative (n’t and none) is unacceptable (compare: Julie doesn’t have any). (k) Since somebody is singular, the pronoun should be his (or her), not their. (l) The reflexive pronoun should be himself, not hisself. See pp. 7–8 for a discussion of the problems with prescriptive approaches to language.

It’s yours. It’s his. It’s hers. It’s ours. It’s theirs. All other pronouns in the underlined positions end in s. The process of regularization therefore adds an s to mine, giving mines.

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 2

Chapter 2: Phonetics 1.

(a) flute [u], fuse [ju], put [u], cup [ ], autumn [ ], minute [i] (b) tough/enough; bought/though (c) made, maid, play, convey, sleigh, lei, latte, fiancé(e), break 2.

(a) 2 [ p] (e) 10 [tsr dækt l]* (b) 4 [θiyk] (f) 7 [ɪgzɪbət] (c) 3 [por] (g) 4 [ tæk] (d) 4 [wakt] (h) 7 [ fsndiy] *This word may also be pronounced with a final syllabic sonorant: [tsrowdækt ]. The number of segments in (e) would then be 9. 3. (a) voiced [ð] (b) voiced [m] (c) voiced [z] (d) voiceless [k]

(e) (f) (g) (h)

voiced [v] voiceless [h] voiceless [p] voiceless [θ]

(i) voiceless [ʃ] (j) voiced [l] (k) voiced [d] (l) voiced [j]

(m) voiced [w] (n) voiced [g] (o) voiced [n] (p) voiced [d7]

4. (a) voiceless [s] (b) voiceless [θ] (c) voiced [n] (d) voiced [m]

(e) (f) (g) (h)

voiced [ ] voiced [u] voiceless [t] voiced [m]

(i) voiced [r] (j) voiced [i] (k) voiced [l] (l) voiceless [t]

(m) voiced [y] (n) voiced [l] (o) voiced [i] (p) voiceless [s]

5. (a) same: velar (b) different: bilabial/velar (c) same: alveolar (d) different: (labio) velar/palatal

6. (a) same: stop

(e) different: bilabial/alveolar (f) different: interdental/alveolar (g) same: interdental

(i) different: alveolar/ alveopalatal (j) same: labiodental (k) same: alveolar

(h) same: alveolar

(l) different: glottal/ alveopalatal

(e) same: fricative

(i) different: affricate/ fricative (j) different: liquid/ glide (k) same: stop (l) different: stop/

(b) different: stop/fricative

(f) same: liquid

(g) same: glide (continuant) (h) same: nasal (stop)

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 2 fricative

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 2 7. (a) voiced velar stop (b) voiced palatal glide (c) voiceless labiodental fricative (d) voiced bilabial nasal (e) voiceless alveolar fricative (f) high back rounded tense vowel (g) voiced interdental fricative (h) low front unrounded vowel

[g] [j] [f] [m] [s] [u] [ð] [æ]

8. Note: The transcription represents standard Canadian pronunciation here. (a) ban hand same: [æ] (h) nail whale same: [ej] (b) push food different: [U] / [u] (i) line take different: [aj] / [ej] (c) cot bought same: [a]* (j) cloud run different : [aw] / [ ] (d) ghost lock different: [ow] / [a] (k) plan hat same: [æ] (e) mush what different: [ ] /[a]** (l) lunch whoosh different: [ ] / [U] or [u] (f) seem sit different: [i] / [I] (m) bid key diffferent: [I] / [i] (g) catch watch different: [æ] / [a] (n) get frame different: [s] / [ej] *In many other varieties of English, but not Canadian English, bought has the vowel [ ]. **For some speakers, the vowel sound in these words is the same: [ ].

9. (a) [p t k g ] are all stops. (b) [u u o] are all back round vowels. (c) [I s æ u] are all lax vowels. (d) [aj aw oj] are all diphthongs. 10. Note: We do not represent aspiration here. (a) rich [ritʃ] (i) myth (b) goes [gowz] (j) shock (c) things [θiyz] (k) top (d) debt [dst] (l) gem (e) could [kud] (m)guess (f) jug [d7 g] (n) vex (g) ridge [rid7] (o) wrong (h) ghost [gowst] (p) Butch

(e) [f v θ z h] are all fricatives. (f) [t d n l r ] are all alveolar. (g) [p t k s f θ tʃ ] are all voiceless. (h) [v ð z æ] are all voiced.

[miθ] [ʃak] [tap] [d7sm] [gss] [vsks] [ray] [butʃ]

(q) crows (r) Scotch (s) yes (t) should (u) cup (v) lathe (w) buff (x) sham

[krowz] [skatʃ] [jss] [ʃUd] [k p] [lejð] [b f] [ʃæm]

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 2 11. (a) tog [tnag] (b) kid [knid] (c) attain [ tnejn] (d) despise [d spajz] (e) elbow [slbow] (f) haul [hal] (g) juice [d7us] (h) thimble [θimb l]

(i) peas (j) stun (k) Oscar (l) cooler (m)sigh (n) hulk (o) explode (p) tube

[pniz] (q) spell [st n] (r) cord [ask r] (s) accord [knul r] (t) astound [saj] (u) pool [h lk] (v) wheeze [sksplowd] (w) remove [tnub]/ [tn jub] (x) clinical 

[spsl] [knord] [ knord] [ stawnd] [pnul] [wiz] [rimuv] [knlin k l]

Note: There’s room for variation here, especially in the transcription of unstressed final syllables in words such as cooler ([ r], [ r ], or [ɚ]), thimble and clinical ([ l] or [ ]). There ' is also sometimes variation between [I] and [ ] in the second syllable of words such as clinical.***

12. (a)

Are you leaving? (b)

What are you doing over there? (c)

H L H

Take a seat, please. 13. (a) Cánada (b) bóokcàse (c) retúrn (d) gréenhòuse (e) ánecdòte

(f) (the) récord (g) (to) recórd (h) cínema (i) attáin (j) aróma

(k) Canádianìze (l) góvernment (m) gòvernméntal (n) contról (o) Vancóuver Canúcks

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 2 14. Answers will vary.

15. (a) in my room regressive assimilation:

Careful Speech [In maj rum] [In maj] →

Rapid Speech [Im maj rum] [Im maj]

(b) I see them. consonant deletion & vowel reduction:

[aj si ðsm] [siðsm] →

[aj si m] [si m]

[aj si him] [si him] →

[aj si m] [si m]

(d) within (intervocalic) voicing:

[wiθin] [wiθin] →

[wiðin] [wiðin]

(e) balloons (vowel) deletion:

[b lunz] [b l] →

[blunz] [bl]

(f) popsicle vowel deletion, which in turn removes the opportunity for aspiration:

[pnapsikn l] [sikn l] →

[pnapsk l] [sk l]

(g) sit down [sit dawn] [sirawn] deletion of either [t] or [d]; flapping of [sit dawn] → [sirawn] the remaining consonant Note: There is no way to tell which of the consonants deletes. One could even argue that they coalesce into a single consonant (though coalescence is not dealt with in this chapter). In any event, only a single [t] or [d] flaps in English, so it is important to include deletion in the list of processes and follow it with flapping. (h) sandwich [sændwitʃ] deletion of the consonant [d]; [sændwitʃ] → assimiliation of [n] to the place of articulation of the following [w]: [sænwitʃ] →

[sæmwitʃ] [sænwitʃ] [sæmwitʃ]

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 2 (i) Scotch tape [skatʃ tnejp] [knatʃ stejp] Metathesis ([s] switches places with the three following segments): [skatʃ tnejp] → [knatʃ stejp] Note the aspiration of [kn] now that it occurs at the beginning of the first syllable, as well as the loss of aspiration in the [t], which now follows [s]. [p rowtnskʃ n]  [prow] →

[p rtnskʃ n] [pr ]

[p r ] →

[p r]

(k) Toronto vowel deletion: devoicing:

[təranow] → [tranow] →

vowel reduction:

[tranow] →

[tranow] [tranow] [tranə]

(j) protection vowel reduction: metathesis:

(l) Pam will seat you: deletion of initial glide: deletion of unstressed vowel, leaving syllabic liquid: palatalization of [t] before the palatal glide [j]:



[pnæm wəl sit ju] → [pnæm w l] →

[pnæm sitʃju] [pnæm l]

[pnæm l] →

[pnæm ]

[sitju] →

[sitʃju]

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3

Chapter 3: Phonology 1. Inuktitut The following minimal pairs show that /i/ and /u/ are contrastive sounds: (a) iglumut ‘to a house’ and (f) iglumit ‘from a house’ (c) aiviq ‘walrus’ and (l) aivuq ‘she goes home’ The following minimal pairs show that /a/ and /u/ are contrastive sounds: (b) ukiaq,‘late fall’ and (n) ukiuq, ‘winter’ (d) ahiguvit, ‘if you leave’ and (g) ahigavit, ‘because you leave’ The following minimal pairs should that /i/ and /a/ are contrastive sounds: (e) aglu, ‘seal’s breathing hole’ and (j) iglu, ‘(snow) house’ (h) pih:a, ‘that one up there’ and (k) pah:a ‘that place up there’ (i) ahi, ‘female’s brother’ and (m) ihi, ‘place, spot’ 2. Mokilese We begin by setting up a table that shows systematically the forms in which the various allophones occur. Voiced [i]

Voiceless [ i ]

Voiced [u]

Voiceless [u] °

(i) poki

(a) pisan

(g) uduk

(b) tupukta

(j) pil

(d) kisa

(l) lud7uk



(k) apid

(e) supwo °

The following word contains both voiced and voiceless allophones of one of the vowels in question: (f) kamwsk i ti There are no minimal pairs involving [ i] and [i] because the two sounds are in 

complementary distribution: [i] occurs between voiceless consonants (such as [p], [k], 

and [s]), while [i] occurs elsewhere (i.e., between voiced consonants and wordfinally, but never between voiceless consonants). Similarly [u] occurs only between °

voiceless consonants, while [u] occurs elsewhere. Hence:

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3

/i/ [i]

/u/ [i]

[u]

between voiceless Cs

elsewhere

between voiceless Cs

elsewhere

There’s a general process at work here: high vowels in Mokilese are devoiced between voiceless consonants. (This process could be stated with the help of rules and features, if the instructor desires).

3. Gascon There are no minimal pairs involving [b] and []; indeed, the two sounds are in complementary distribution: [] occurs between vowels and [b] occurs elsewhere. /b/ [] between vowels

[b] elsewhere

An exactly parallel state of affairs holds for [d] and [ð] and for [g] and []. /d/ [ð] between vowels

/g/ [d] elsewhere

[] between vowels

[g] elsewhere

There’s a general process at work here: voiced stops in Gascon become fricatives between vowels. (This process could be stated with the help of rules and features, if the instructor desires).

4. The sounds [p] and [pn] belong to separate phonemes in Korean, as shown by the existence of minimal pairs such as [pnul] ‘glue’ and [pul] ‘fire’. There are also nearminimal pairs that confirm this analysis: compare the forms in (b) and (g).

5. Hindi This is one of the few cases where near-minimal pairs are needed. Although there are no minimal pairs for [b] and [b], the two sounds are found in the following nearminimal pairs: Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3 (a) [bafa] ‘large’ and (b) [bafi] ‘heavy’ (c) [biha] ‘without’ and (d) [ b if] ‘crowd’ (i) [bap] ‘father’ and (j) [bag] ‘part’ Because there are no plausible conditioning factors that could be used to set up complementary distribution and because there are near-minimal pairs, it is necessary to assume that [b] and [b] belong to distinct phonemes in Hindi. 6. Swampy Cree i) The data show that [b] is found between vowels and [p] elsewhere. Parallel complementary distribution is found for [t] and [d], for [k] and [g], and for [t ] and [d7].

/p/ [b] between vowels

/t/ [p] elsewhere

[d] between vowels

/k/ [g] between vowels

[t] elsewhere

/t / [k] elsewhere

[d7] between vowels

[t ] elsewhere

ii) A general process is at work here: non-continuant consonants (i.e., stops and affricates) become voiced between vowels. A rule can be written as follows. C -continuant → [+voice]/V -voice

This rule assumes that only voiceless stops and affricates occur in the underlying form in Swampy Cree, and that they are voiced if they occur between vowels.

7. This problem works in a manner very similar to the Swampy Cree problem, but with an important difference in the context in which the voiced allophones occur. [p] and [b] are allophones of the same phoneme because they occur in complementary distribution: [b] occurs between sonorants (i.e., vowels, liquids, and nasals), while [p] occurs elsewhere, including at the beginning and ends of words and syllables. This makes sense phonetically, as the voiced allophone ([b]) occurs between voiced sounds (sonorants). Parallel complementary distribution is found for [t] and [d], for Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3 [k] and [g], and for [t ] and [d7]. In sum:

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3

/p/ [b] between sonorants

/t/ [p] elsewhere

/k/ [g] between sonorants

[d] between sonorants

[t] elsewhere

/t / [k] elsewhere

[d7] between sonorants

[t ] elsewhere

8. Syllable Structure

9. English i) There is no compelling evidence for this position, since the two varieties of l are phonetically similar and in complementary distribution. ii) The clear [l] is found in syllable onsets. The dark [ ] is found in codas. The clear [l] is usually treated as basic since it occurs in the least restrictive set of phonetic environments.

10. Canadian French i) The allophones in the pairs [i] and [ ], [y] and [ ], and [u] and [ ] are all Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3 determined by the same phonetic conditions: the tense allophones [i], [y], and [u]

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3 are found in open syllables and the lax allophones [ ], [ ], and [ ] are found in closed syllables. On the assumption that open syllables are more “basic” in human languages (see Chapter 7, section 7.2.1), assume that the tense vowel allophones are underlying. ii) Rule: Vowel laxing

-consonantal +syllabic +high

[–tense] /

[+consonantal] σ

iii) Syllabification is indicated by dots in the derivation. UR Vowel laxing

/v i t a m i n/ ‘vitamin’

/l y n e t/

vi.ta.m h

ly.hst

[v i t a m h]

[l y h s t ]

‘glasses’

11. English i) In English fast speech, a schwa is deleted from a word when the following syllable also contains a schwa. This condition is satisfied in examples (a) to (f), but not in (g) and (h), where the schwa is not followed by a syllable containing a schwa. ii) ( = syllable boundary) [+reduced] → Ø /

V  [+reduced]

12. Natural Classes (a) /i/ and /u/ are [+high, -low]. /i/ and /e/ are [-low, -back]. /u/ and /o/ are [-low, +back]. /i/, /e/, /u/ and /o/ are [-low]. /e/, /o/, and /a/ are [-high]. Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3

etc. Note: All vowels are also [-consonantal, +syllabic, +sonorant].

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3 (b) /p/, /f/ and /m/ are [LABIAL]. /p/, /t /, /d7/ and /k/ are [-continuant, -nasal]. /f/, /θ/, / / and /x/ are [+continuant]. /m/ and /y/ are [+nasal] /p/, /t /, /k/, /f/, /θ/, / / and /x/ are [-voice]. etc. Note: All consonants are also [+consonantal]. 13. Distinctive Features (a) [voice] (b) [continuant] (c) [tense] (d) [high]

(e) [sonorant]/[nasal] (f) [anterior] (g) [tense] (h) [voice]

(i) [reduced] (j) [strident] (k) [tense] (l) [high]

14. The bold-faced features suffice to distinguish the target sounds from other sounds (in English, at least); the remaining features are all relevant to the phonetic characterization of the sounds, however. (a) [e]

V (b) [ ] C +sonorant  -sonorant  +continuant +continuant -nasal  -nasal  + voice  +voice  DORSAL  CORONAL   -high -anterior   -low +strident    -back   +tense

(d) [s] C (e) [g] C -sonorant  -sonorant  +continuant  -continuant -nasal  -nasal  -voice  +voice  CORONAL DORSAL  +anterior  +high  +strident  +back 

(f) [j] -syllabic  -consonantal +sonorant  +continuant  + voice  DORSAL  +high  -back 

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3 15. Processes and Rule Notation. (a) Process: Assimilation (the stops and affricates becomes [+continuant] due to the influence of the surrounding vowels, which are made with no obstruction). -syllabic +consonantal -continuant

+syllabic → [+continuant] / -consonantal

+syllabic -consonantal

(b) Process: Epenthesis

Ø→[+reduced] /

+consonantal -syllabic -sonorant

→

+nasal /

+nasal

16. Rules to Statements (a) The vowel [e] is inserted before a word-initial sequence of two obstruents. (For example, a form like [spal] becomes [espal].) (b) /d/ becomes [n] before any nasal consonant (For example, a form like [admi] becomes [anmi].) (c) An unrounded vowel becomes rounded between two labial consonants. (For example, a form like /pebal/ becomes [pobal] or [pöbal]. Note that the rest of the vowel features remain unchanged; the mid front vowel of the example is still mid and front, though it has become rounded.) 17. Tamil The palatal glide [j] occurs predictably before any front vowel (here, all word-initial) and the labiovelar glide [w] occurs predictably before any back rounded vowel (here, Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 3

all word-initial). No glide occurs before the low back unrounded vowel [a].

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 4

Chapter 4: Morphology 1. Roots are underlined; bound morphemes are in boldface. Words (a), (d), (h), and (l) are simple. All the rest are complex. (a) fly (f) re-use (k) spite-ful (p) pre-plan (b) desk-s (g) triumph-ed (l) suite (q) opt-ion-al-ity (c) un-tie (h) delight† (m)fast-est (r) pretti-er (d) tree (i) just-ly (n) de-form (s) mis-treat (e) dis-like (j) pay-ment (o) dis-obey (t) pre-mature †Notice that neither de nor light carries a component of the meaning of delight; hence neither counts as a morpheme in this word. (Compare with de-form or light-en.)

2. Mortlockese i) tooth: ngii my: -j your (sg): -mw his/her/its: -n

our (incl): our (excl): your (pl): their:

-sh -mam -mi -r

ii) your (sg) leg/foot: peshemw his/her/its leg/foot: peshen our (excl) leg/foot: peshemam 3. Irarutu i) Irarutu uses prefixes to mark possession in the case of kinship, and a combination of prefixes and suffixes in the case of body parts. (No suffix is used for the third person.) For kinship: For body parts: my: amy: a-; -g your: oyour: o-; -m his/her: ihis/her: iii) his/her younger sibling: infut my eye: amceg his/her eye: imce 4. Kwakum i) I: nyewe: sɛyou (sg): ɔyou (pl): nɛs/he: athey: yebuy: bɔm negation (not): -wɛɛ recent past (recently): -ko Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 4 remote past (along time ago): -mɛ

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 4 ii) I bought (recently): nyebɔmko I didn’t buy (recently): nyebɔmkowɛɛ They bought (a long time ago): yebɔmmɛ

5. Persian i) I: -am you (sg.): -i we: -im you (pl): -id

they: -and not: nawas/were + ing (continuous): mi-

ii) They were buying: mixaridand You (sg.) did not buy: naxaridi You (sg.) were buying: mixaridi 6. Zapotec help: cañee present: rapast: cofuture: caI: -a we: -tonoo you (sg): -lo you (pl): -too he/she/they: -ni 7. Turkish i) -ta/-da ii) -ta occurs after a (voiceless) consonant; -da occurs after a vowel.

8. Serbian i) The morphemes: hrabr brave pametn smart sretçn happy lep beautiful lak light -a feminine, singular -o neuter, singular -e neuter, singular after the comparative morpheme -ij -ij more/-er (comparative) -ʃ more/-er (compatative) Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 4 ii) The allomorphic variation: Neuter, singular is marked by the suffix -e when there is a comparative suffix (e.g., -ij). The comparative suffix can be either -ij or -[ ]. There is not enough data here to figure out the conditioning factor, but further study would reveal that -ij is used after a root that ends in a consonant cluster. 9. i) (a)

N N

A Af

(d) A

V Af

tie

sincere

dis

prove

(f)

triumph

age

(j)

(g) Af

(h)

less

lose

pay

ment

(k)

(l)

pre

arrange

smart

est

distribute

dis

obey

(m)

N A

(c)

(i)

opt

desk

(e)

(b)

(n) Af

(o)

V Af

(p) V

pretti

mis

treat

sell

| ion al

ity

ii) base for -ion = the V opt base for -ity = the A optional opt is also the root Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 4 10. Puyuma i) -em- is inserted right before the first vowel (alternatively, right after the first onset) of the base. Notice that one cannot say that -em- is inserted after the first consonant, because of examples b) and c). ii) An infix.

11. The correct tree structures are:

-un must combine with an A (see table 4.6)

re- must combine with a V (see table 4.6)

dis- must combine with a V (see table 4.6)

12. i) ‘a resident or native of’ ii) The -er in skater and walker means ‘one who does X’ iii) The -er meaning ‘a resident of’ cannot attach to a base that ends in a vowel or /r/. iv) No, as shown by words such as discoverer, doer, liar, and so on.

13. Because the rightmost component of the compound is the head (p. 121), its category must be the same as the category of the compound. This is especially important in case such as (o), where the rightmost component of the compound (peel) can be used as either a N or a V. Since the whole compound here is a N, peel must also be a N in this use. (a)

N N

(b) N

N N

(d) N

N P

foot

ball

bill

board

sun

spot

crowd

(e)

N A

(f) N

N A

(g) N

V V

(h) V

V P

fast

food

soft

ball

freeze

dry

over

see

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 4 (i)

(j)

(k)

(l)

tree

trunk

lead

free

home

plate

girl

friend

(m)

N N

(n) N

A V

(o) A

city

centre

fail

safe

(q)

(r)

hockey match

(u)

(p)

potato peel

(s) N

N N

A A

bitter sweet

(t) N

N A

smart

phone

flower

pot

blue

(v)

(w)

red

alert

space

ship

exam

day

14. i) (a) exocentric (a loudmouth is a type of person, not a type of mouth) (b) exocentric (a skinhead is a type of person, not a type of head) (c) exocentric (a killjoy is a type of person, not a type of joy) (d) endocentric (junk mail is a type of mail) (e) endocentric (a death blow is a type of blow) (f) exocentric (an airhead is a type of person, not a type of head) (g) exocentric (a Walkman is a radio, not a type of man) (h) exocentric (a cutthroat is a type of criminal, not a type of throat) (i) exocentric (a pickpocket is a type of criminal, not a type of pocket) (j) exocentric (a spoilsport is a type of person, not a type of sport) (k) exocentric (a laptop is a computer, not a type of top) (l) endocentric (brain-dead refers to one definition of being dead) (m)endocentric (blow-dry refers to a way of drying) (n) endocentric (an armchair is a type of chair) (o) exocentric (a lowlife is a type of person, not a type of life) Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 4 ii) For most speakers, the plural of lowlife is lowlifes, not lowlives; the plural of Walkman is Walkmans, not Walkmen; and the plural of loudmouth is [lawdmʌws], not [lawdmawðz] (in contrast, the plural of life as an independent word is [layvz] and the plural of mouth as an independent word is [mawðz]). This is in keeping with the general tendency for exocentric compounds to have completely regular plurals. 15. Forms such as hold up, carry on, etc. allow inflection on the verb (holding up, carried on, etc.). As noted in section 4.3.1, the first element in a true compound does not permit inflection. The nouns derived from these verbal expressions (holdup, dropout, takeover) are compounds because the inflection is on the entire word, not the first element of the compound: holdups, dropouts, takeovers. 16. (a) inflection; see table 4.15 (b) derivation; see table 4.6 (c) inflection; see table 4.15 (d) inflection; see table 4.15 (e) derivation; see table 4.6 17. Derivational affixes are underlined; inflectional affixes are in boldface. (Note that we identify affixes only, not suppletion and replacement.) (a) The farmer’s cows escaped. (b) It was raining. (c) She noted his impoliteness. (d) José needs the newer copy. (e) The strongest rower continued. (f) The pitbull has bitten the cyclist. (g) She quickly closed the book. (h) The alphabetiz-ation went well. 18. i) Column 1: internal change; Column 2: suppletion; Column 3: suffixation. ii) Column 1: come/came; Column 2: bad/worse; Column 3: increase/increased 19. Samoan i) Reduplication ii) Reduplicate the penultimate (second last) syllable. iii) malolosi

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 4 20. Chamorro i) I involves reduplication; II involves suffixation; III involves reduplication ii) In I, the first (C)V sequence in the word is reduplicated; in II, the suffix –(y)on is added; in III, the last CV sequence in the word is reduplicated. iii) In II, the suffix has the allomorph -on when attached to a base that ends in a consonant and -yon when attached to a base that ends in a vowel. 21. i) record: Yes journey: No exchange: No remark: No surprise: No

outline: No convict: Yes imprint: Yes reply: No retreat: No

report: No assault: No answer: No import: Yes access: No (for most people)

ii) cónduct (N) vs. condúct (V); cónflict (N) vs. conflíct (V) 22. (a) backformation (b) derivation (e) conversion (with stress shift) (h) derivation (i) initialism (l) blending (m) acronym (p) clipping (q) cliticization

(d) compounding (g) blending/compounding (k) conversion (o) blending

23. There is not always a single correct answer here, but possible examples follow. (a) USOB (b) klurk (c) bubble (d) cheese string (e) backform (f) windex (g) jonathan(ize) (h) ovin (i) contactable (j) chocseng

24. Korean i) These data illustrate a morphophonemic phenomenon—an alternation involving phonemes that takes place at a morpheme boundary. ii) The voiceless labial stop /p/ is nasalized (becomes /m/) at the end of a morpheme when it is followed by a nasal consonant. iii) A voiceless stop (/p/, /t/, or /k/) is nasalized (becomes /m/, /n/ or /ŋ/, respectively) at the end of a morpheme when it is followed by a nasal consonant.

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 5

Chapter 5: Syntax 1.

The following sentences are likely to be marked as ungrammatical by speakers of standard English. Possible sample ‘explanations’ for their ungrammaticality are also given. (b) Unlike tell, suggest does not fit in this context although it would be acceptable in a sentence such as The instructor suggested that the students study. (d) Unlike ask, request does not occur with for (compare The customer requested a cold beer). (f) Unlike give, donate does not fit in this context, although it would be acceptable in a sentence with to and a different word order (He donated some blood to the Red Cross). (j) Unlike land in (h), write usually appears with both a subject and a direct object; its subject should refer to the writer, not to the thing that is written. (k) Unlike tired in the next example, satisfied does not occur with of (compare Jerome is satisfied with his job). 2. (a) Det That

N V glass broke

(b) Det N V P Det A jogger ran toward the (c) Det A N These tall trees (d) Det N The detective

N P Det N end of the lane

Aux V Det are blocking the

N road

V P Det N looked through the records

(e) Det N Adv V Deg A The peaches never appear quite ripe (f)

3. (a)

N Aux V Det N Con Det N P Det N Jeremy will play the trumpet and the drums in the orchestra

(b)

(c)

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 5 (d)

(e)

(f)

(g)

(h)

(i)

(j)

4. (a)

(b)

(c)

(d)

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.

Chapter 5 (e)

(f)

(g)

(h)

(i)

Solutions Manual for Contemporary Linguistic Analysis an Introduction 9th Edition by William O'Grady; John Archibald.