A. There may be an error in each of the following transcriptions, indicating an impossible
pronunciation of that word for a native speaker of any variety. Correct the impossible
error(s). If there are no errors, then write ‘No Errors in Transcription’. (4 points)
- penny [pɛnni] __________________________________________________
- pleasure [plɛʒɚ] __________________________________________________
- music [muzək] __________________________________________________
- Brooklin [bɹuklən] __________________________________________________
- fourteen [fɔɹten] __________________________________________________
- ankle [ænkl ̩] __________________________________________________
- jaded [d͡ʒeɪ̯ɾəd] __________________________________________________
- trees [tɹis] __________________________________________________
B. Listen to LING 1000 Assignment 1 QB (sound file) and transcribe the English words you
hear into IPA. While some are from different dialects and are pronounced differently
than in Canadian English, they include only sounds in Appendix 1. Transcribe primary
stress. (8 points) - outlaughed
- microbe
- another
- sharp
- seven
- phonetics
- thinking
- joyfully
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Assignment 1 3
C. Provide three minimal pairs of English in conventional orthography. Do not use any from the textbook, lectures, or
handouts and do not use the same segments as in the example below. For each minimal pair, give the IPA symbols for the
contrasting sounds and identify the phonetic characteristics that differentiate them. Specify whether the differences are
ones of voicing, place of articulation, manner of articulation, height, backness, rounding, and/or tension. See the example
provided below. (6 points)
Minimal Contrasting Phonetic Type of
Pair Segments Difference Difference
cat and pat [k] and [p] velar vs. bilabial place of articulation - _______________________ _________ _________________________ ____________________
- _______________________ _________ _________________________ ____________________
- _______________________ _________ _________________________ ____________________
D. Write the following sentences in regular English orthography. Keep in mind that this transcription may not match your
pronunciation of some of the words. Also keep in mind that some of the sentences are a little strange. (3 points) - /ɡulz n̩ wɪt͡ʃəz maɪ̯t d͡ʒʌmp θɹu ðə dɔɹ/ ____________________________________________________________________
- /mɪsəz bɹaʊ̯n wɑkt kwɪkli pæst ɪm/ ____________________________________________________________________
- /ðɪs ɛɡzæmpl̩z əbʌʊ̯t ə hæpi lɪɾl̩ ɡɚl/ ____________________________________________________________________
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Assignment 1 4
E. Answer the following questions based on the consonant inventory of German shown
below (International Phonetic Association. (1999). Handbook of the International
Phonetic Association: A guide to the use of international phonetic alphabet. Cambridge:
University Press). - State which segments are included in each of the following classes. (3 points)
a. Voiceless obstruents _________________________________________________
b. Non-continuants _________________________________________________
c. Dorsal consonants _________________________________________________ - English and German are closely related languages. State one similarity and one
difference between the consonant systems. Do not comment on individual segments
but rather classes of segments. For example, rather than stating that English has [ɹ]
while German does not, it would be appropriate to say that the class of liquids in
English is larger than that of German, with English having both [l] and [ɹ] while
German has only [l]. (2 points)
a. Similarity:
b. Difference:
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Assignment 1 5
F. Examine the following mid-sagittal section and determine what English consonant is
represented by writing in the IPA symbol. Explain how itis produced. (4 points)
[ ]
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Assignment 1 6
G. Read Files 1.5 and 2.7 from the textbook. You do NOT need to consult any additional
sources to complete this question nor do you need to provide a list of references. If you
quote from the textbook, be sure to appropriately cite. For information on academic
integrity, citing sources, and quoting authors see
https://spark.library.yorku.ca/academic-integrity-practicing-integrity/.
- Select one of Hockett’s design features of language. Explain the design feature in
your own words, providing an example from spoken language. Explain whether or
not this design feature is present in signed languages. Approx. 2 paragraphs (5
points) - Lip reading is a very difficult task. Why is this? Would some sounds be easier than
others to lip read? Discuss in approx. 1-2 paragraphs. (5 points) - As Denham and Lobeck (2013: 28) state, “While some ‘language myths’ are rather
benign, some can be very discriminatory.” There are three myths about signed
languages discussed in File 1.5.
Create a questionnaire to determine whether others believe these myths. Survey at
least five people to determine their views. How many people believe the myths?
Why might they believe them?
After having recorded their answers, explain to your survey respondents why these
are myths. What was their reaction? Did you convince them? (10 points)
This question may be answered in 1-page max, double-spaced, 12 point font.
References:
Denham, K. E., & Lobeck, A. C. (2013). Linguistics for everyone: An introduction.
Belmont, Calif.: Wadsworth.
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Assignment 1 7
Appendix 1: Possible segments for Assignment 1
Consonants:
Other Consonants: [w t͡ʃ d͡ʒ]
Vowels:
Other Vowels: [ɚ eɪ̯ oʊ̯ aɪ̯ aʊ̯ ɔɪ̯ ʌɪ̯ ʌʊ̯ iə̯ eə̯ uə̯]