LIN 1310B Introduction to Linguistics

1. CLASS 5, Jan 19, 2007 LIN 1310BIntroduction to Linguistics Prof: Nikolay Slavkov TA: Qinghua Tang

2. Today • Announcements and Reminders: -attendance will be taken in ALL DGDs; and ocassionally in lectures. -continue reading Chapter 4 (read at least until p.108). -class notes are posted on the web site after class. -assignment 1 will be made available to you next Tuesday in class. • Today’s Lecture: -Review from last time -Continue with morphology.

3. Review from last time • Free form vs. free morpheme -a free form is word -a free morpheme is also a word NB! wanted is a free form (word) but it consists of more than one morpheme. • A free morpheme in on language can be bound in another and vice versa. • Allomorphs vs Spelling Changes • Roots vs Bases

4. Problematic Cases (p. 103 of text) • Roots carry the core meaning of the word. • Roots are usually free morphemes in English, i.e. English morphology is word-based: walk, boy, teach, tree, etc. • In other languages, however, morphology may not be word-based. In other words, other languages may have bound roots.

5. Examples of bound roots: Verbal roots in Spanish are bound: they always have to appear with an affix, i.e. they can never stand alone. E.g.: abandonar, gustar, bailar, votar, etc. http://users.ipfw.edu/JEHLE/VERBLIST.HTM http://users.ipfw.edu/JEHLE/VERBLIST.HTM

6. Problematic Cases (p. 103 of text) Free or bound roots??? • receive, conceive, deceive, perceive • permit, submit, commit -ceive or -mit do not mean anything in English, and therefore, we consider them not to be roots; we will consider receive, permit, etc. to be a single morpheme. However: • reception, conception, deception, perception • permission, submission, commission -there seems to be variation between -ceive ~ -cept and between -mit ~ -mis, which suggests that they are indeed morphemes; i.e. if there seems to be allomorphic variation between these forms, then they should be morphemes. =>We will say that the above examples have a special status in the language.

7. Derivation vs. Inflection • Derivation: an affix is attached and the meaning or category of the word changes. e.g. un + predictable = unpredictable (meaning) teach + er = teacher (category) • Inflection: an affix is attached to add some grammaticalinformation to the word. e.g. airplane + s = airplanes (gramm. info: plural) walk + s = walks (gramm. info: 3rd person sg.)

8. Exercise: derivational affixes • Create a small data sample using the affixes -able, -less, -ing, re-, un- and determine what lexical categories they attach to and what lexical categories they derive. -able: V A e.g. doable, readable -less: N  A e.g. painless, penniless -ing1: V  N e.g. (the) shooting, falling -ing2: V  A e.g. amusing, disappointing re-: V  V e.g. rerun, reconsider un1-V  V e.g. undo, undress un2- A  A e.g. unpleasant, uninteresting

10. Some English derivational prefixes (table 4.6 p. 105 of text)

11. Determining the category of the base worker: work(N) + er or work(V) + er ??? -Verbs that take the -er suffix: teach, write, play, do, examine, pitch -Nouns that take the -er suffix: ??? => The base for the suffix -er is a VERB.

12. Complex Derivations p. 106 of text • A complex derivation is a derivation that applies more than once, i.e. we create multiple levels of structure by adding more than one affix. ?How do we know if act is a V or a N?

13. Complex Derivations:Determining the order in which the affixes attach p. 106 of text

14. Complex Derivations:Determining the order in which the affixes attach p. 106 of text

15. Complex Derivations:Determining the order in which the affixes attach  Based on the data from the previous slide, we determine that the prefix un- combines freely with Adjectives but not with Nouns. Therefore, in the derivation un- attaches to the base ‘happy’ first; then the derivation proceeds and the suffix -ness attaches to the base ‘unhappy’

16. Constraints on derivation • So far we’ve seen that affixes may be sensitive to the lexical category of the base to which they attach (N, V, A). • But they can also be sensitive to: -the origin of the base -the phonological properties of the base => These are know as constraints or restrictions on the derivation.

17. Examples of constraints on the derivation (origin of base) -ant assistant *fightant combatant *helpant claim ant *teachant defendant *workant Latin Origin English Origin

18. Examples of constraints on the derivation (phonological properties of base) -en whiten *abstracten soften *bluen madden *angryen quicken *slowen liven *greenen • -en can only combine with a verbal base only if that base is: a) monosyllabic (contains only one syllable) AND b) ends in an obstruent (a special kind of consonant such as t, d, k, g, p, b, s, z, etc. )

19. Two classes of derivational affixes Properties of Class 1 affixes: • often trigger changes in the consonant or vowel segments of the base; e.g. san-ity (vowel change from sane /e/ to sanity/æ/) 2) may change stress placement; e.g. product-ive (próduct vs. prodúctive) 3) often combine with bound roots e.g. nat-ion (nat cannot stand alone and is therefore a bound morpheme).

20. Two classes of derivational affixes Properties of Class 2 affixes: • Usually are phonologically neutral (i.e. do not trigger sound changes) e.g. prompt-ness (no sound change or stress placement change triggered by the affix) 2) Usually cannot intervene between the root and Class 1 affixes.