Worksheets
Worksheets
Worksheets
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Linguistics Course ©MOUNIR JOUINI Phonology
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Linguistics Course ©MOUNIR JOUINI Phonology
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Linguistics Course ©MOUNIR JOUINI Phonology
Exercises
(1) Find the phonetic symbol for the first sound in each of the following words:
a. this g. knee
b. usual h. hear
c. church i. phonetics
d. Christian j. giant
e. thousand k. one
f. psychology
(2) Find the phonetic symbol for the last sound in each of the following words:
a. tough f. shapes
b. kicked g. bones
c. loved h. parking
d. health i. wave
e. dog j. large
N: P u:
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Linguistics Course ©MOUNIR JOUINI Phonology
c. caught - owe - coal - own - sore –mow - brow - door - now - paw – found
N: əT aT
(5) All the nasal sounds have a non-nasal counterpart. In the following series find the
missing word:
e.g. bæn pæn [mæn]
a. bæt mæt ……
b. nHə dHə ……
c. bHd bHt ……
d. læb læm ……
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Linguistics Course ©MOUNIR JOUINI Phonology
A B C D
Figure 5: Voicing
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Linguistics Course ©MOUNIR JOUINI Phonology
A
B
D
C
/t, d, s, z, n, l/
E F
G
H
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Linguistics Course ©MOUNIR JOUINI Phonology
Consonants
Obstruents sonorant
Stops voiceless p t k
voiced b d g
Fricatives voiceless f θ s R h
voiced v ð z Y
Affricates voiceless tR
voiced dY
Nasals m n ŋ
Approximants
Liquid l
Glide w r j
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Linguistics Course ©MOUNIR JOUINI Phonology
Exercises
(6) a. Put the following words into two columns according to whether their
consonant is voiced (+) or not (-):
eHt, du:, hHə, pi:, i:gə, æd, beH, ti:, zu:, səT, SaH, HtR, edY, ðə
+ voice - voice
(7) Underline the words in which the consonant in the middle is voiced:
a. tracking f. stomach
b. mother g. razor
c. robber h. column
d. leisure i. briefing
e. massive j. higher
1. ________________
2. ________________
3. ________________
4. ________________
5. ________________
6. ________________
7. ________________
8. ________________
9. ________________
10. _______________
11. _______________
12. _______________
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Linguistics Course ©MOUNIR JOUINI Phonology
________________________________________________________________________
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Linguistics Course ©MOUNIR JOUINI Phonology
(12) Put the following words in the relevant column according to the manner of
articulation of the underlined consonant.
sHstəm, sHləbəl, meHl, fəTni:mHk, leMS, stres, ti:tRə, meYə, rHdY, vi:ləm, wUn, pælət, brUðə
(13) Write the symbol that corresponds to each of the following descriptions, and
then give a word that contains the phoneme.
Example: voiceless alveolar stop: / t /, two.
a. voiced alveolar lateral e. voiced palatal approximant
b. high back lax rounded monophthong f. voiceless palato-alveolar affricate
c. voiced dental fricative g. voiced bilabial stop
d. voiced velar nasal
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Linguistics Course ©MOUNIR JOUINI Phonology
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Linguistics Course ©MOUNIR JOUINI Phonology
Monophthongs
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Linguistics Course ©MOUNIR JOUINI Phonology
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Linguistics Course ©MOUNIR JOUINI Phonology
Exercises
(14) Below are the tables of French and English vowels. Look at them carefully and
answer the following questions.
a. In English, how do you account for the difference between [i:], [e] and [æ] ?
b. Can you apply the same system to account for the difference between[i], [e], [ε]
and [a] in French? How would you describe the differences between these
sounds, knowing that they are all considered to be front?
c. In English, what is the difference between [i:] and [H] on the one hand and [u:]
and [T] on the other?
Do you have such a difference in French?
d. Where do you find rounded sounds in English?
Where do you find rounded sounds in French?
How do you account for the difference between [i] and [y] in French,
considering that they are both front?
Is rounding a relevant feature in French (cf./ri/ riz and /ry/ rue)?
Is it a relevant feature in English?
e. Now explain why rounding is a relevant feature (i.e. a feature that must be
given) in French and not in English.
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Linguistics Course ©MOUNIR JOUINI Phonology
(15) On the following diagram indicate with an arrow the movement of the tongue
for the diphthongs in the given words. Give a phonetic transcription first.
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Linguistics Course ©MOUNIR JOUINI Phonology
Exercises
(1) Carry out a minimal pair test to show the oppositions the phoneme /f/ can enter into in
English.
(2) Find minimal pairs for the largest number of English consonant phonemes you can, in
initial, medial and final positions in the word.
(3) Given the opposition system of English consonants, how can you describe /r/, /w/ and
/j/ using all and only those features by which they can be opposed to other consonants.
Hint: in order to do this:
a. List all the features
b. Determine those that are redundant.
(4) Give a minimal pair showing that the following features are contrastive in English
(i.e., two sounds differing only in that feature can be two different phonemes).
Which two phonemes are involved in your answer?
(a) ± voice
Phonemes Minimal pair
_________. _________
_________ _________
_________ _________
(b) ± continuant
Phonemes Minimal pair
_________ _________
_________ _________
_________ _________
_________ _________
(5) The ‘liquid’ consonants, namely /r/ and /l/, devoice (become almost voiceless) in
English after voiceless consonants, giving [plfieH] play, [trfieH] tray.
(a) Of the allophones [r], [rfi], [l] and [lfi], which are in complementary distribution?
(b) Which pairs of allophones would you assign to which phoneme, and how would
you justify this decision?
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Linguistics Course ©MOUNIR JOUINI Phonology
Exercises
(6) Using distinctive features, decide what natural classes are formed by:
a. all vowels c. all consonants
b. all fricatives d. nasal sounds
(7) In each of the following lists, the sounds involved constitute a natural class for
English, except that there is one odd sound. Find the odd one out in each case, and define
the natural class using features.
(a) [l b j w r]
(b) [p g k C d b t]
(c) [k n s t l d z r]
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Linguistics Course ©MOUNIR JOUINI Morphology
Exercises
(1) The phonemic transcription /hi:laHz/ may correspond to the phonetic
transcriptions in (i) or (ii):
i. [hi:laHz] ii. [hi:ǻaHz]
(2) Bearing in mind the above exercise and what you know about English phonetics
and phonology consider the following pairs of sounds:
(4) Provide the phonemic then the phonetic transcriptions of the following sentence:
I sent her two flowers
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Linguistics Course ©MOUNIR JOUINI Morphology
Exercises
(1) Sequences of consonants, such as those at the beginning of train, stray, fly, are
known as consonant clusters. In two-consonant clusters which have [s] as the first
consonant:
a. what can the second consonant be?
b. Can these consonants be grouped into a natural class or several natural
classes?
(3) Give:
a. a syllable beginning with a cluster labio-dental fricative + lateral
b. a syllable beginning with a cluster labio-dental fricative + palatal
c. a syllable beginning with a cluster fricative + alveolar nasal
d. a syllable beginning with a cluster s + stop+ velar
e. a syllable ending with a cluster lateral + stop + alveolar
f. a syllable ending with a cluster voiced stop + alveolar fricative
You may have had to eliminate some of the syllables of the exercise which are not
possible in English. If you did, explain on what basis you did so.
(4) In English, the phonological transcription of the words bomb, iamb, crumb are:
/bPm/ /aH?m/ /krUm/
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Linguistics Course ©MOUNIR JOUINI Morphology
c. And yet, words like [bPmb?dH?], [aH?mbHk] and [krUmbl‘] are perfectly possible.
Explain the re-apparition of /b/ in these words using
- your syllable formation rule in a.
- and syllabication
(5) Mark the syllable boundaries in the following words. In each case, what led to your
decision in placing the boundary there?
danger, unsta.ble, anxious, discipline, narrow, beyond,
(6) In some English dialects the sequence /Ȝl/ is optionally realized as syllabic [l‘] in
certain environments. Here are relevant data (where (΄) indicates primary stress).
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Linguistics Course ©MOUNIR JOUINI Morphology
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Linguistics Course ©MOUNIR JOUINI Morphology
Exercises
(1) How many different lexemes are there in the following list?
man
men
look
men’s
looked
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(2) Can you find homonyms that are identical except in pronunciation?
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(3) Give an example (that has not been used in class) to illustrate what we mean by
‘homonyms’, ‘homophones’ and ‘homographs.
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(4) Identify the component morpheme(s) of each word. How many morphemes does
each word contain?
a) student j) isinfectant
b) stupidity k) unfairly
c) unfair l) husbands
d) excellent m) island
e) sleeping n) classroom
f)unemployed o) paper
g) deforms p) inversion
h) unreliable q) magazine
i) trial r) ugly
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Linguistics Course ©MOUNIR JOUINI Morphology
(6) Carry out an morphological and a morphemic analyses of the words in exercise 1
in addition top the words below:
hoped
women’s
sayings
these
least
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Suggest a morphophonemic rule that accounts for the distribution of the three
allomorphs of the past tense morpheme.
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morpheme
CONTENT FUNCTION
MORPHEME
FREE BOUND
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Linguistics Course ©MOUNIR JOUINI Morphology
Meaning and syntactic category. or the meaning: walk (v) and walks
(v)
Regularity take different affixes. present tense –s goes with all verbs
without exceptions.
DMs always precede IMs. IMs always follow DMs. IMs are all
Position suffixes.
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Linguistics Course ©MOUNIR JOUINI Morphology
Exercises
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(2) Isolate the affixes in each of these words and state whether each is prefix or
suffix.
1-depose 5-action
2-readily 6-repackage
3-active 7-unchanged
4-behead 8-forcefully
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(3) Analyze the following words into IMs, DMs roots, stems and bases.
Faiths
Faithfully
Unfaithful
Faithfulness
strongest
hardships
window-cleaners
(4) Now represent the words above in the tree diagram fashion
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Linguistics Course ©MOUNIR JOUINI Morphology
Exercises
a. What syntactic category (part of speech) does the suffix -able attach to?
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Linguistics Course ©MOUNIR JOUINI Morphology
______________________________________________________________
b. Can the suffix -able be attached to the words in column C (e.g. is ‘sleepable’ a
word in English, or is it unacceptable –*sleepable)?
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c. What is the difference between the words in columns A and in C?
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d. When the suffix -able is attached to the words in column A, to what part of
speech (syntactic category) does the new word belong?
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e. What is the meaning of the suffix -able?
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f. Why is the word ‘hospitable’ problematic, given the generalizations in 1 – 5?
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g. What do you think of the word ‘growable’? Is it possible? What can you use it
for?
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(5) Name the morphological processes used in forming the words in italics below. In
some cases more than one process was used. Note that some of the words are
occasionalisms (words used rarely, not part of the standard vocabulary).
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Exercises
(1) In each of the following groups of word forms, identify those that are (or can be,
according to context) forms of the same lexeme:
(a) woman, woman’s, women, womanly, girl
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(b) greenish, greener, green, greens
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(c) written, wrote, writer, rewrites, writing.
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(2) What word form represents each of the following grammatical words?
(a) the plural of the noun GOOSE __________
(b) the plural of the noun ROOF __________
(c) the plural of the noun DEER __________
(d) the past tense of the verb PLAY __________
(e) the past tense of the verb LAY __________
(f) the past tense of the verb LIE ‘rest horizontally’ __________
(g) the past tense of the verb LIE ‘tell untruths’ __________
(h) the third person singular past of the verb BE __________
(i) the perfect participle of the verb DIVE __________
(j) the perfect participle of the verb STRIVE __________
(k) the perfect participle of the verb GLIDE __________
(l) the perfect participle of the verb RIDE __________
(m) the accusative of the pronoun YOU __________
(n) the accusative of the pronoun WE __________
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Linguistics Course ©MOUNIR JOUINI Morphology
Exercises
(1) For each of the verbs below give the past-tense form. State whether the morphological
process involved is affixation, partial suppletion, suppletion or ablaut. Pay attention to
how the past-tense form is pronounced rather than to how it's spelled!
a. care _______________________ g. love _______________________
b. be _______________________ h. go _______________________
c. skip _______________________ i. lose _______________________
d. sink _______________________ j. read _______________________
e. bring _______________________ k. think _______________________
f. drive _______________________ l. take _______________________
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