Linguistics Final Review

Front 1

The branch of phonetics that examines the inventory and structure of sounds of a language

Back 1

Phonetics

Front 2

Phones

Back 2

Speech sounds

Front 3

Is it true that there is a limited number of phones used cross lingually?

Back 3

Yes, this is true

Front 4

Which sounds are the most common across all languages and why?

Back 4

[t],[d], [n] are common because they are alveolar sounds

Front 5

What are the two categories of Major Division?

Back 5

Egressives and ingressives

Front 6

Which category of major division is responsible of all English sounds?

Back 6

Egressives

Front 7

How are egressive sounds created?

Back 7

By air flowing out of the mouth/nose

Front 8

How are ingressive sounds created?

Back 8

The sounds is created nu the air flowing into the mouth

Front 9

Where are ingressive sounds commonly found?

Back 9

The ingressive "clicks" are commonly found in some african languages

Front 10

For ingressives, can you have outward airflow at the same time?

Back 10

Yes

Front 11

How are syllable boundries determined?

Back 11

By the MAXIMAL ONSET PRINCIPLE

Front 12

For the maximal onset principle, how do we know if a cluster of consonents is legit?

Back 12

The letters will start other words

Front 13

What are the 3 features of supersegmentals?

Back 13

Pitch, length and stress

Front 14

How is pitch determined?

Back 14

By frequency (speed)

Front 15

What is natural pitch?

Back 15

Natural pitch is inherent in individual phones

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What is an example of natural pitch

Back 16

Men have lower speed of vocal cords

Front 17

Why do men have lower voices then females?

Back 17

They have longer vocal cords, thicker/bigger nasal and oral cavities

Front 18

What is controlled pitch?

Back 18

When a higher pitch is created by vocal cords made more tense and faster air being forced through them

Front 19

What are the 2 functions of controlling the pitch?

Back 19

Tone and Innotation

Front 20

What is tone?

Back 20

Pitch attached to specific lexical items/ words

Front 21

What are fixed tones?

Back 21

High/ mid/ low

Front 22

What are contour tones?

Back 22

rising/ falling/ rise

Front 23

Where are contour tones commonly found?

Back 23

East Asia (but not in Japanese or Korean)

Front 24

What is innotation?

Back 24

Patterning pitch throughout the phrase/ sentence

Front 25

Does innotation change the meaning of a word?

Back 25

No, it makes not difference to individual words but may change the meaning of a sentence

Ex. They're happy about it!
They're happy about it?

Front 26

What is HRT?

Back 26

High Raising Terminal

Front 27

What is early hypothesis in terms of HRT?

Back 27

It shows lack of confidence, seeking reassurance

Front 28

What is backchanneling?

Back 28

Function of HRT that causes the listener to be engaged, providing feedback to the speaker

Front 29

Can length affect the meaning of a word and how is it shown?

Back 29

the length of V and C may affect the meaning of the word and is shown by diacritic [i:]

Front 30

What is stress?

Back 30

The syllabic segment percieved as more prominent

Front 31

What is stress relevant to?

Back 31

The surrounding syllables

Front 32

What are the combined effects that make stress?

Back 32

pitch, loudness, length

Front 33

What kind of language is English?

Back 33

Free stress language

Front 34

What does it mean to be a free stress language?

Back 34

No hard fast rule, relative phenomenon, there are some common patterns and tendencies

Front 35

Where the stress for antrepenultimate stress?

Back 35

3rd from last syllable

Front 36

What language is antrepenultimate stress common in?

Back 36

English

Front 37

What is penultimate stress?

Back 37

Stress placed on the second to last syllable

Front 38

What is assimilation?

Back 38

influence of one segment on the other (sounds become more alike)

Front 39

What is regressive assimilation?

Back 39

the proceeding segment is influence by following segment = backward moving influence

Front 40

When is aspiration used?

Back 40

At the beginning of of words starting with p, t, k, sounds, never used after s

Front 41

What sounds does flap sound like?

Back 41

"d"

Front 42

when is glotal stop used? what does it do?

Back 42

before "en", it cuts the sounds off

Front 43

What are the types of assimilation?

Back 43

voicing assimilation, place of assimilation, nasal assimilation

Front 44

What is dissimulation?

Back 44

Two speech sounds become less alike in articulatory process and acoustic terms. It results in a sequence easier to articulate and distinguish

ex. fifths --> fifs

Front 45

What is deletion?

Back 45

removes a segment from a certain phonetic context for either easier articulation or speedier articulation

ex. every ---> evri

Front 46

Epenthesis

Back 46

inserting a segment into an external string

ex. warmth --> warmpth

Front 47

Metathesis

Back 47

reordering of sequence segments so that they are easier to pronounce. It is often seen in children's speech

ex. nuclear --> nucular

Front 48

SenseExtension

Back 48

Taking a pre-existing word and extending its sense/ meaningto include an additional distinct (but related) meaningEx. Mouse

Before 12th C 1965

-rodent -computer gadget

Front 49

Affixation

Back 49

pre-existing roots combine with pre-existing prefixes andsuffix in new waysEx. Before 12th C 14th centuryKing King Kingly

Front 50

Compounding

Back 50

Combining pre-existing roots (from all different contentcategories)Ex.

Undercoat(p+nàn) Slavetrade (n+n-à n)

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Headcompound

Back 51

Themore important root - English is a right headed language

Front 52

StressProminent Change

Back 52

Bisyllabic words in English

1) Nouns- first syllable stress

2) Verbs- second syllable stress

Front 53

Cliticization

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Putting 2 content category words together (like a compound) exceptthat one has been phonetically reduced (no nucleus)- Apostrophe in contraction takes the place of themissing nucleusEx. You’re (you are), I’m (I am)

Front 54

Conversion(zero deviation)

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Assigns an already existing word to a new grammarex. Go for a run/walk/ jog

previously to jog (not a jog)

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Clipping

Back 55

Shortening the length of a polysyllabic word by deleting oneof more syllabus (doesn’t change the syntactic category)ex. Names: liz, bob, sueSchool: gym, phys ed

Front 56

Blends

Back 56

Created from non-morphemic parts (not meaning units) if 2already existing itemsex. Brunch, smog, spam, chunnel, smencil

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Backformation

Back 57

Creating a new word (belonging to a new syntactic category)by removing a real or supposed affix from an existing word in the languageex. Resurrect from resurrection, donate fromdonation

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Acronym

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Formed by taking the initial letters of some or all of thewords in a phrase or title and pronouncing them as a wordex. Unicef- United nations International Children’sEducation fundScuba- Self-contained underwater breathingapparatus

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Initialism

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The initial letters from a word or phrase are used but arepronouncedex. SA- students association, TV- television

Front 60

Onomatopoeia

Back 60

created to sound like the referent itself ex. Meow, buzz, hiss, moo

Front 61

Coinage

Back 61

word-manufacture – creating a new word from scratch- common for product namesex. Kleenex, Teflon, Kodak

Front 62

Eponym

Back 62

Creating a word from someone’s nameEx. cardigan- from James Thomas Brudenell, 7thearl of cardiganWatt- from James Watt (inventor)

Front 63

Borrowing

Back 63

Adopting the words from a different language as your own,sometimes involving adapting the phonology ex. kinder ‘children’ + garten ‘garden’ – fromGermany- imported to US for German speaking kids

Front 64

Orthography

Back 64

part of language dealing with written symbolsEx. Greek, Arabic

Front 65

NativeSpeaker

Back 65

Aperson who has grown up speaking a language and has intuitions about thatlanguage that cannot be learned (the authority on that language)

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LinguisticCompetence

Back 66

Implicit(unconscious) knowledge of language as a coding system, can use the languagefrequently yet have little understanding/ awareness of it, has the ability tojudge if language is grammatical or ungrammatical

Front 67

Grammar

Back 67

Mentalcoding system underlying language, stored in the mind of the speaker – composedof semantics, phonetics, phonology, morphology, syntax, etc.

Front 68

Prescriptivism

Back 68

Attitudetowards language which prescribe how language should be used

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Descriptivism

Back 69

Describeshow language is actually used, no value judgements are made

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Lexicalization

Back 70

Refersto the process whereby concepts are encoded into the meanings of words.Languages differ in terms of how many words they use to convey a concept

Front 71

ContentWords

Back 71

Provide underlying message (bulk of content)ex. Noun, verb, adjective, adverb, preposition

Front 72

Functionwords

Back 72

Help to properly interpret the content ex. determiner, degree, qualifier, aux,conjunction, complementizer

Front 73

Creativityin Language

Back 73

infinite number of potential messages, language users can understand/ produce novelutterances, language is not store or ready-made stringsbound by certain constraints

Front 74

Universality

Back 74

all languages have a grammar, all languages have certain characteristics incommon, the grammar of languages vary in relatively small ways, all languages are complex, no primitive languages, all languages change

Front 75

Specialization

Back 75

Humans are specialized for language because of:1) speech organs- lungs, vocal chords, tongue,teeth, lips, and nasal passages2) Speech perception- equipped for speechperception and have this ability at birthThe human mind- our minds form words, buildsentences, and interpret meanings in ways not found in other species

Front 76

VoicingAssimilation

Back 76

Asound takes on the same voice as a nearby sounddegree

Front 77

Assimilationof Place of Articulation

Back 77

Asound takes on the same place of articulation as a nearby sound

Front 78

Assimilationof Manner of articulation

Back 78

A sound takes on the same manner of articulation as a nearbysoundex. Nasalization and flapping

Front 79

Vowelreduction

Back 79

Invowel reduction, vowels move to a more central position when they are inunstressed syllables. That is, a vowelis pronounced as a full vowel when in a stressed syllable, and as a schwa whenin an unstressed syllable

Front 80

Lexical

Back 80

- Words that have meaning- Words that can be inflectedIncludes nouns (N), verbs (V), adjectives (A),prepositions (P) and Adverbs

Front 81

Non-lexical

Back 81

- Words whose meaning is harder to define- Words that have a grammatical functionIncludes determiners (det), auxiliary verbs(aux), conjunctions (con), and degree words (Deg)

Front 82

Heads

Back 82

Aphrase must have a head. The head of thephrase is the obligatory nucleus around which the phrase is built. (NP, VP, PP, AP)

Front 83

Determiner

Back 83

- Before a NOUNGives information on how to narrow downunderstanding of the n (how to interpret it)

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Degreeword

Back 84

- Before an A, ADV, or PDegree to which a quality exists

Front 85

Qualifier

Back 85

- Before a verbLimits ‘application’ of the verb (typicallyindicates frequency)

Front 86

Synonymy

Back 86

Wordsthat have similar meanings, Aword or phrase that means exactly or nearly the same as another word or phrasein the same language, for example shut is a synonym of close

Front 87

Antonym

Back 87

Wordsthat have opposite meanings, Aword opposite in meaning to another (e.g., bad and good ).

Front 88

Polysemy

Back 88

Oneword with many meanings that have arelationship to each other

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Homophony

Back 89

Two words with the same pronunciation, but differentmeaningsex. flower/ flour

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Paraphrase

Back 90

Two sentences that have very similar meaningsEx. The cat ate the mouse.The mouse was eaten by the cat.

Front 91

Entailment

Back 91

Two sentences in which the truth of the first implies thetruth of the second but the truth of the second does not necessarily imply thetruth of the first.Ex. 1) George killed the burglar. 2) The burglaris dead.

Front 92

Contradiction

Back 92

Two sentences such that if one is true, then the second mustbe false. Ex. George is rich. George lives in a shelter.

Front 93

Homographs

Back 93

Different words with the same spellingex. dove/ dove

Front 94

Homophones

Back 94

Wordsthat sounds the same, may or may not have the same spelling

Front 95

FuzzyConcepts

Back 95

Conceptsthat can differ from person to person. They have no clear boundaries.

Front 96

ClearConcepts

Back 96

- Include fairly clear cut entitiesDefined using semantic features/body

Front 97

Dissimilation

Back 97

Two sounds become less alike in articulatory process andacoustic terms - Results in a sequence easier articulate anddistinguish Ex. fifths--> fifts

Front 98

Under-extension

Back 98

the use of the word to refer to an overly narrow view orrestricted number of referentsex. “work” – everyone goes to the same place

Front 99

Intension/sense

Back 99

important defining properties of wordex. Sun= ball of fire earth rotates around

Front 100

Denotation

Back 100

real world referent

Front 101

connotation

Back 101

associations/ attitudes evoked by a wordPersonal, based on personal experiences

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meronym

Back 102

part of something

Front 103

Hyponyms

Back 103

Aword of more specific meaning than a general or superordinate term applicableto it. For example, spoon is a hyponym of cutlery.

Front 104

Co-hyponyms

Back 104

sharethe same level of hierarchy

Front 105

Homonymy

Back 105

multiplewords that happen to share the same form

Front 106

Idiom

Back 106

Agroup of words established by usage as having a meaning not deducible fromthose of the individual words (e.g., rain cats and dogs, see the light).

Front 107

TransitiveVerb

Back 107

DIRECTOBJECT (NP)

Front 108

IntransitiveVerb

Back 108

NODIRECT OBJECT (NO COMPLEMENT)

Front 109

DitransitiveVerb

Back 109

D.O.(NP) & Indirect Object (NP or PP)

Front 110

TransitiveLocative Verb

Back 110

DIRECTOBJECT (NP) & LOCATION (PP)

Front 111

LinkingVerb

Back 111

SUBJECTCOMPLEMENT (AP, PP, NP)

Front 112

Consonants

Back 112

sounds that can be either voiced or voiceless and that are made with a narrow or complete obstruction in the vocal tract.

Front 113

Vowels

Back 113

sounds that are typically voiced and that are made with little obstruction in the vocal tract. They tend to be more sonorous than consonants.

Front 114

Glides

Back 114

sounds that have characteristics of both consonants and vowels.

Front 115

The ____ of the....

Back 115

Noun

Front 116

I can _____

Back 116

Verb

Front 117

It came ____ the house

Back 117

preposition

Front 118

To move here _____

Back 118

Adverb

Front 119

What are the modals

Back 119

can - could

will - would

shall-should

may might must

Front 120

What are the common prepositions

Back 120

to, about, at, by, with of, for, from