LIN 205 1st EditionExam # 1 Study Guide Lectures: Weeks 1-6Week 1 (Introduction) Note: This study guide is meant to clear up anything you may have missed in class. It is important to review the workbook and homework! 50% of the test will be phonetic transcription (5 points per word). All questions will be short answer and partial credit will be given. You will get full credit if you correctly transcribe the word how the teaching assistant pronounces it or how you pronounce it. You MUST mark primary stress on multisyllabic words. In a monosyllabic word you don’t need to mark stress because it will always be on the vowel. You only need to write a broad transcription, not a narrow transcription. Example: narrow transcription would be marking aspiration or vowel lengthening (see page 13 of the Introductory Workbook). If you are familiar with IPA, page 17 in the Intro Workbook shows bothIPA and American symbols. Professor Dryer said he will not mark a transcription wrong if you use an IPA symbol, although he prefers the American symbols. 1. Definitions - Linguistics- The study of language. Includes the study of Phonetics, Phonology, Semantics, Morphology, and Syntax. - Grammar rules- Two categories: Descriptive and Prescriptive - Descriptive- Rules that people actually follow when using a language. The unconscious rules of the language. - Prescriptive- Rules for how one ought to use a language. These rules are notnecessarily followed in normal conversation. John is taller than me (Descriptive) John is taller than I (Prescriptive) In normal conversation, the descriptive sentence is grammatical and acceptablebut the Prescriptive sentence is the correct form for the language.- Phonetics- The study of sound in language. The objective, articulatory, andacoustic physical nature of sound. - Phonology- The study of sound in terms of the language system. Phoneme=basic unit of phonology. - Semantics- Word meanings and word relations. Meaning and sound connectionsare arbitrary; there is no logical reasoning behind the connection of a word andits meaning. - Morphology- Study of linguistic units such as morphemes. Morphemes are thesmallest unit in a language that has meaning. - Syntax- The rules for how words are combined to form sentences. Thegrammatical rules of a language. 2. Things to remember: We observe the rules of our native language at a very young age.Example: A 2 year old will follow the general rule of plurals (dog  dogs) unconsciouslyand apply it to words that are irregular (sheep  sheeps or mouse  mouses instead ofsheep and mice). Speaking comes naturally and is learned earlier than writing, whichmust be taught directly. Spoken language was developed before written. Out of the5,000-7,000 languages spoken, approximately half don’t have a written form. Englishspelling is the most irregular; there is not a 1:1 correspondence between symbols andsounds. - < > represents orthographic [ ] represents phonetic transcription Weeks 1-3 (Phonetics)1. American Phonetic Alphabet (Consonants)- Consonants have obstruction of air in the oral cavity. They are identified usingthe parameters of voicing, place of articulation, and manner of articulation.- Obstruents: Major obstruction of air flow. Stops, fricatives, affricates. Can bevoiced or voiceless. - Sonorants: resonance and minimal stoppage of air flow. All sonorants arenormally voiced. Nasals, liquids, glides, vowels. A. Voicing- voiced or voiceless. A voiced consonant has adducted (closed) vocal folds thatvibrate. Voiceless consonants have abducted (opened) vocal folds that don’t vibrate. B. Place of articulation- Where airflow is obstructed. There are 8 places of articulation: - Bilabial: The upper and lower lips come together- Labiodental: The lower lip moves towards upper teeth- Inter-dental: Tongue is placed between the teeth- Alveolar: Tongue touches or is near to the alveolar ridge (behind the front teeth)- Palato-alveolar: Tongue touches or is near to the area just behind the alveolarridge and at the start of the hard palate- Palatal: Tongue touches or is near to your hard palate (roof of the mouth)- Velar: Tongue touches or is near the soft palate (velum)- Glottal: The vocal folds serve as the articulators (glottis= opening between thevocal folds) C. Manner of articulation- How the articulators interact to produce a speech sound. Thereare 6 manners of articulation. - Stop: Brief period of complete closure of vocal tract (stop burst release= thequick release of air pressure build up after closure is opened) - Fricatives: The lower articulator approaches the upper articulator (they don’ttouch) which creates a narrow passageway that leads to turbulence. This createsthe “hissing sound”- Affricates: a stop + fricative sequence- Nasals: produced when the velum is lowered. This opens the nasal passagewayto air flow. All other consonants are produced with a raised velum. - Liquids: Lateral liquid= tip of tongue against alveolar ridge and air escapes fromsides of tongue. Retroflex liquid= tongue tip is curled back and raised- Glides: “semi-vowels” has characteristics of a consonant and a vowel. 2. American Phonetic Alphabet (Vowels)- Vowels have open vocal tracts (no obstruction of air). Distinguished by…- tongue height (high, mid, low)- Tongue advancement (front, central, back)- Tenseness (tense or lax) - All high back vowels, mid back vowels, and ɒ are rounded. Tense vowels are ( i eo u æ ɒ ɑ). * Only use open o [ɔ] before an r or y as in “boy” or “bore”. [ʌ]= karet. It is often in words spelled with <u> and it is used when there is stress.[ə] = schwa. “lazy vowel”, tongue is in rest position. Used in unstressed. [ ] = syllabic r, becomes the nucleus of a syllable. Example: <fur> [f ]. The ur in fur represents a single continuous sound. 3. Diphthong- a sequence of a vowel followed by a glide. Recall that glides are semi-vowels. The glide [y] is similar in tongue position to the vowel [i]. Example: <buy> [bɑy] Sequence of a w low back vowel to a high front vowel [ɑ]  [i] - <cow> [kɑw] The glide [w] is similar to the vowel [u]. This is a sequence from a low back vowel to a high back vowel [ɑ]  [u]. - <u> is usually transcribed as [yu]. <nk> is almost always transcribed as [ŋk]. <ed> is almost always transcribed as [t]- In the Linguistics Workbook refer to pages 5,7,8 and 18 for