Name _ Chapter 1, exercise A A Fill in the names of the vocal organs numbered in Figure 1.14 below 8. _ 9. _ 10. _ 11. _ 12. _ 13. _ 14. _ Name _ Chapter 1, exercise B B Describe the consonants in the word skinflint using the chart below Fill in all five columns, and put parentheses around the terms that may be left out, as shown for the first consonant s k n f l t voiced or place of central or oral or ariculatory voiceless articulation lateral nasal action voiceless alveolar (central) (oral) fricative Name _ Chapter 1, exercise C C  Figure 1.15 a–g (below) illustrates all the places of articulation we have discussed so far, except for retroflex sounds (which will be illustrated in Chapter 7) In the spaces provided below, state (1) the place of articulation and (2) the manner of articulation of each sound In addition, give (3) an example of an English word beginning with the sound illustrated (1) Place of articulation a b c d e f g (2) Manner of articulation 3) Example) Name _ Chapter 1, exercise D D  Studying a new subject often involves learning a large number of technical terms Phonetics is particularly difficult in this respect Read over the definitions of the terms in Chapter before completing the exercises below Say each of the words, and listen to the sounds, Be careful not to be confused by spellings Using a mirror may be helpful 1.  2.  3.  4.  5.  6.  7.  8.  9.  10.  11.  12.  13.  14.  15.  16 17.  18.  Mark the words that begin with a bilabial consonant: met    net    set    bet    let    pet Mark the words that begin with a velar consonant: knot    got    lot    cot    hot    pot Mark the words that begin with a labiodental consonant: fat    cat    that    mat    chat    vat Mark the words that begin with an alveolar consonant: zip    nip    lip    sip    tip    dip Mark the words that begin with a dental consonant: pie    guy    shy    thigh    thy    high Mark the words that begin with a palato-alveolar consonant: sigh    shy    tie    thigh    thy    lie Mark the words that end with a fricative: race    wreath    bush    bring    breathe    bang rave    real    ray    rose    rough Mark the words that end with a nasal: rain    rang    dumb    deaf Mark the words that end with a stop: pill    lip    lit    graph    crab    dog    hide laugh    back Mark the words that begin with a lateral: nut    lull    bar    rob    one Mark the words that begin with an approximant: we    you    one    run Mark the words that end with an affricate: much    back    edge    ooze Mark the words in which the consonant in the middle is voiced: tracking    mother    robber    leisure    massive stomach    razor Mark the words that contain a high vowel: sat    suit    got    meet    mud Mark the words that contain a low vowel: weed    wad    load    lad    rude Mark the words that contain a front vowel: gate    caught    cat    kit    put Mark the words that contain a back vowel: maid    weep    coop    cop    good Mark the words that contain a rounded vowel: who    me    us    but    him Name _ Chapter 1, exercise E E  Define the consonant sounds in the middle of each of the following words as indicated in the example: Voiced or Place of Manner of voiceless articulation articulation voiced alveolar adder father singing etching robber ether pleasure hopper selling sunny lodger stop Name _ Chapter 1, exercise F Complete the diagrams in Figure 1.16 below so as to illustrate the target for the gesture of the vocal organs for the first consonants in each of the following words If the sound is voiced, schematize the vibrating vocal folds by a wavy line at the glottis If it is voiceless, use a straight line Example: mat day Name _ Chapter 1, exercise G G Figure 1.17 shows the waveform of the phrase Tom saw nine wasps Mark this figure in a way similar to that in figure 1.10 Using just ordinary spelling show the center of each sound, Also indicate the manner of articulation 0.5 1.0 Figure 1.17  The waveform of the phrase Tom saw nine wasps 1.5 seconds Name _ Chapter Exercise H H Recall the pitch of the first formant (heard best in creaky voice) and the second formant (heard best when whispering) in the vowels in the words heed, hid, head, had, hod, hawed, hood, who’d Compare their formants to those in the first parts of the vowels in the following words: First formant similar to that in the vowel in: Second formant similar to that in the vowel in: bite bait boat Name _ Chapter 6, exercise E E Fill in the blanks in the following passage There are three principal airstream mechanisms: the _ airstream mechanism, the _ airstream mechanism, and the _ airstream mechanism In normal utterances in all the languages of the world, the airstream is always flowing outward if the _ airstream mechanism is involved Stops made with this mechanism are called _ The only mechanism that is used in some languages to produce some sounds with inward going air and some sounds with outward going air is the _ airstream mechanism Stops made with this mechanism acting ingressively are called _ Stops made with this mechanism acting egressively are called _ The mechanism that is used in language to produce sounds only with inward going air is the _ airstream mechanism Stops made with this mechanism are called _ Stops may vary in their voice onset time In this respect, [b,
 d,
 g] are _ stops, [p,
 t,
 k] are _ stops, and [pÓ,
 tÓ,
 kÓ] are _ stops The stops [b H, 
 d H ,
 g H ], which occur in Hindi, are called _ stops The stops [b0 , 
 d0 ], which called _ stops occur in African languages such as Hausa, are Name _ Chapter Exercises The exercises refer to the following table (1) (2) (3) (4) (5) (6) (7) (8) Airstream Direction Glottis Tongue Place Centrality Nasality Manner Pulmonic egressive voiced apical bilabial central oral stop Glottalic ingressive voiceless laminal labiodental lateral nasal fricative murmured (neither) dental approximant laryngealized alveolar trill closed retroflex flap palatoalveolar tap Velaric palatal velar uvular pharyngeal labial velar A Give a full description of the following sounds, using one term from each of the columns in the table above [b ] _ [tÓ] _ [t' ] _ [Ò ] [< ] [R ] _ B List five combinations of terms that are impossible C If we overlook secondary articulations such as rounding, most consonants can be specified by using one term from each of these eight columns But, in addition to affricates such as [tS , d Z], one of the consonants listed in the chapter on transcription cannot be specified in this way Which consonant is this? How can this deficiency be remedied? D Still without considering secondary articulations and affricates, what sounds mentioned in this chapter cannot be specified by taking one term from each of the eight columns? Name _ Chapter 9, exercise A A Look at the positions of the tongue in the English vowels shown in Figure 1.12 It has been suggested (see Sources) that vowels can be described in terms of three measurements: (1) the area of the vocal tract at the point of maximum constriction; (2) the distance of this point from the glottis; and (3) a measure of the degree of lip opening Which of the first two corresponds to what is traditionally called vowel height for the vowels in heed, hid, head, had? Which corresponds to vowel height for the vowels in father, good, food? Can these two measurements be used to distinguish front vowels from back vowels? Name _ Chapter 9, exercise B B Another way of describing the tongue position in vowels that has been suggested (see Sources) is to say that the tongue is in a neutral position in the vowel in head and that: (1) the body of the tongue is higher than in its neutral position in vowels such as those in heed, hid, good, food; (2) the body of the tongue is more back than in its neutral position in good, food, father; (3) the root of the tongue is advanced in heed, food; and (4) the root of the tongue is pulled back so that the pharynx is more constricted than in the neutral position in had, father How far the data in Figure 1.12 support these suggestions? Name _ Chapter 9, exercise C C In the seventeenth, eighteenth, and early nineteenth centuries (see Sources), there were said to be three sets of vowels: (1) a set exemplified by the vowels in see, play, father (and intermediate possibilities), which were said to be distinguished simply by degree of jaw opening; (2) a set exemplified by the vowels in fool, home, father (and intermediate possibilities), which were said to be distinguished simply by degree of lip rounding; and (3) a set exemplified by the vowels now symbolized by [y,
 „] as in the French words tu, peu ‘you, small’, which were said to be distinguished both by the degree of jaw opening and the degree of lip rounding These notions were shown in diagrams similar to that in Figure 9.14 How they compare with contemporary descriptions of vowels? What general type of vowel cannot be described in these terms? Name _ Chapter 9, exercise D D Try to find a speaker of some language other than English Elicit a set of minimal pairs exemplifying the vowels of this language You will probably find it helpful to consult the pronunciation section in a dictionary or grammar of the language Listen to the vowels and plot them on a vowel chart (Do not attempt this exercise until you have worked through the Performance Exercises for this chapter.) Name _ Chapter 10, exercise B B List four words for which the sonority theory of syllabicity is inadequate in accounting for the number of syllables that are present Name _ Chapter 10, exercise C C Make a list of ten words chosen at random from a dictionary In how many cases is there no doubt as to the number of syllables that they contain? Explain the reasons for the doubt in the case of the others Name _ Chapter 10, exercise D D Look at dictionaries or introductory textbooks on four or five foreign languages not mentioned in this chapter Try to state whether they have variable word stress or fixed word stress, or whether stress does not seem to be a property of the word _ _ _ _ _ _ _ Name _ Chapter 10, exercise E E Again by looking at dictionaries or introductory textbooks, find examples of tone languages not mentioned in this chapter For each language, try to state how many contrasting tones it has, exemplifying the distinctions between each of them with minimal pairs if possible Name _ Chapter 10 Exercise F F In Luganda, many words fall into one or the other of two classes, each with a different pattern of permissible tones, as exemplified in the lists below: I II e~ k i⁄ t a! b o! ‘a book’ a~ k a~ s o! z iŸ ‘a hill’ o~ m u!… ! n t u! ‘a man’ o~ m u~ k a! z iŸ ‘a woman’ o~ l u! g u! … ! d o! ‘a road’ e~ m bwa! … ~ ‘a dog’ o~ku!wa!ka!na! o~ku~sa!la~ ‘to cut’ ‘to dispute’ Describe the permitted sequences of tones in each class (In fact, Class II is more complicated than is indicated by the data given here.) Name _ Chapter 10, exercise G G Roughly speaking, when making a declarative statement in Luganda, the initial vowel is dropped and the tones in Class I words become as shown below: ki‚ t a! bo! ‘it is a book’ mu~ … ! n tu! ‘he is a man’ lu~ g u! … ! d du ! ‘it is a road’ State the rule affecting the tones in this grammatical construction _ _ Name _ Chapter 10, exercise A A People differ in their judgments of the number of syllables that there are in the following words Ask several people (if possible, include some children) to say these words and then tell you how many syllables there are in each of them Try to explain, for each word, why people may differ in their judgments, even if the people you ask are all in agreement laboratory _ spasm _ oven prisoner _ million merrier feral Name _ Formant chart [...]... words and phrases in Setswana (data courtesy of One Tlale) Describe the change that occurs to the first segment of the verb when the prefix meaning “me” is added Describe the changes that occur in the prefix supa n-tshupa point point at me Sapa ¯-tShapa hit hit me xapa N-kxhapa capture capture me ∏ula m -p hula shoot shoot me (actually [mphula], due to a second change) Compare: pha¯a m-pha¯a slap slap me... courtesy of Soojeong Eom, and from Martin and Lee, 1969, “Beginning Korean,” Yale University Press) In Korean, is aspiration contrastive (as it is in Thai) or predictable (as it is in English)? Argue for your answer pi pap pel paN pal pul rain rice bell room foot fire phalta phan phal phi phul sell board arm blood grass ton tal taI tamta tek money moon bamboo serve (on a plate) virtue thaIwuta thal... is the change? jak jak phalta jaN mekta medicine medicine sell medicine take chaIk chaIk pilita chaIN neta book book borrow book put inside pap pap thaIwuta pam mekta pam neta rice rice burn rice eat rice put inside ot ot pilita on mantulta on neta clothes clothes borrow clothes make clothes put inside How might a Korean speaker learning to speak English pronounce the phrase “pick me”? www.cambridge.org/fasold... University Press An Introduction to Language and Linguistics Additional Exercises – Chapter 1 11 Phonemes and allophones in Setswana (Southern Africa) Consider the distribution of [l] and [d] in the following Setswana words (data courtesy of One Tlale) Do [l] and [d] belong to different phonemes, or are they allophones of one phoneme? dip-a dup-a dus-a dis-a direl-a refuse to move diagnose be pregnant... Cambridge University Press An Introduction to Language and Linguistics Additional Exercises – Chapter 1 2 For extra practice in transcribing English to IPA, choose any passage from your favorite book or a recent newspaper or website, and write it out in the IPA Say the words to yourself as you transcribe, to help ensure you’re going from sound to transcription, not spelling to transcription Ask another... herd do something for las-a lep-a lEm-a lop-a lap-a lat-a patch up observe something lead astray request get tired follow bol-a bod-ile rot rotted sel-a sed-ile find found bal-a bad-ile count counted robal-a o-robed-i sleep he slept In considering the present and past forms of the verbs above, compare: tab-a tab-ile stab he stabbed bu-a bu-ile speak spoke Also consider [l] and [d] in the following borrowed... squeeze squeeze me kopa N-kopa ask ask me It may be useful to know that aspiration is contrastive for both stops and affricates in Setswana: pala phala tala tha¯a kala khawa tsala tshabana tShaba tSampa unmanageable impala green wake up branch mist friend afraid of each other nation haughty person www.cambridge.org/fasold © Cambridge University Press Name _ Chapter 2, exercise A A Find the... careful to put in stress marks at the proper places Use a phonemic transcription, and note which speaker you are transcribing Speaker _ 31 languages [ ] 32 impossibility [ ] 33 boisterous [ ] 34 youngster [ ] 35 another [ ] 36 diabolical [ ] 37 nearly over [ ] 38 red riding hood [ ] 39 inexcusable [ ] 40 chocolate pudding [ ] Name _ Chapter 2, exercise E E Which of the two transcriptions...Name _ Chapter 1 Exercise I I In the next chapter we will start using phonetic transcriptions The following exercises prepare for this by pointing up the differences between sounds and spelling How many distinct sounds are there in each of the following words? Circle the correct number 1 laugh 1 2 3 4 5 6 7 2 begged 1 2 3 4 5 6 7 3 graphic 1 2 3 4 5 6 7 4 fish 1 2 3 4 5 6... faIv sIx pIk p stIcks sev´n et le DEm stret 6 Say the following groups of words: A important limp compose imbalance B symphony lymph comfort emphasis C infamy inform confer inference Describe your pronunciation of the medial nasal consonant in each group Are there differences between the three groups? To what do you attribute any differences? www.cambridge.org/fasold © Cambridge University Press An