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* A phoneme is a more abstract unit. It is defined as the smallest unit of
distinguishing one word from another or one grammatical form of a word
from another form of the same word.
* An allophone can be defined as a predictable phonetic variant of a
phoneme. An actually pronounced speech sound is always a variant
( allophone) of a phoneme. Different allophones of one and the same
phonemes are speech sounds which have one or more articulatory features
and, therefore, acoustic features in common and at the same time differ
from each other in some (usually slight) degree because of the influence of
their position, of the neighboring speech sounds and of other purely
* An allophone is a variant of a phoneme. The allophones of a
phoneme form a set of sounds that
(a) do not change the meaning of a word,
(b) are all very similar to one another, and
(c) occur in phonetic contexts different from one another and
(d) have non -distinctive differences.
* In other words,
<sub>DIPHTHONG</sub>
<sub>A diphthong is a combination of two vowels pronounced within one syllable. </sub>
<sub>The first element of a diphthong is called the nucleus, the second element is </sub>
called the glide. The nucleus is a strong, clear and distinct vowel sound.
The glide is weak in the articulation of a diphthong. The organs of speech
start from the position necessary for the first vowels and glide in the
direction of the second vowels . The first element in all the diphthongs is
stressed and is stronger than the second.
<i><b>e.Syllables</b></i> based on
*the structure: <b>ONSET + RHYME (NUCLEUS + CODA)</b>
*the ending +with vowel: <b>OPEN SYLLABLE</b>
+with consonant: <b>CLOSED SYLLABLE</b>
*stressed or unstressed syllables
<i><b>f.Stress</b></i> placed
*over + the root
*over + prefix
*over or before + suffix
*over + compounds
<i><b>g.Intonation types</b></i> classified into
*<b>fall</b> (affirmation, confirming information in WH-question)
<b>*rise-fall</b> (listing, correcting wrong facts...)
<b>*fall-rise</b> (politeness, uncertainty, tail-questions)
<b>There are three degrees of the reduction of strong forms:</b>
<b>1.The reduction of the length of a vowel without changing its quality</b>
<b> Strong form Weak forms with qualitative reduction</b>
You [ju:] [ju] [ju]
He [hi: ] [hi] [hi]
Your [jo:] [jo] [jo]
<b>2.The second degree of reduction consists in changing the quality of a vowel</b>
<b> Strong forms Weak forms with qualitative reduction</b>
<b> </b>For [fo:] [f∂]
Her [h∂ ] [h∂]
<b>3.The third degree involves the omission of a vowel or consonant.</b>
<b> Strong form Weak forms</b>
Am [æm] [m]
Of [ov] [v]
<b>1.1.WORD-STRUCTURE</b>
<i><b>a.What is morphology</b></i>?
*Rules of word-structure: rules of forming words from morphemes
<i><b>b.What is a morpheme</b></i>?
*A minimal/smallest meaningful unit of language
*An elemental minimal meaningful unit of forming word-structure
<b>*MORPHEME and ALLOMORPHS/ MORPHS</b>
<i><b>c.Types of morphemes</b></i> identified on the basis of
<b>*FREE-BOUND: IDENTIFIED = IDENTITY + FY (derivational) + ED (inflectional)</b>
<b>*ROOT-AFFIXES (PREFIXES, INFIXES, SUFFIXES) – STEM/BASE</b>
<b>*DERIVATIONAL – INFLECTIONAL</b>
<i><b>d.Rules of word-formation</b></i>
<b>*Types of Word based on types of morphemes: </b>
<i><b>1. AFFIXATION</b></i><b> : adding affixes to the old roots/ words</b>
<b>Ex.: GANGSTER, LONDONER, NON-SMOKING</b>
<i><b>2. COMPOUNDING</b></i><b> : joining the old roots/ words</b>
<b>Ex.: EASY-GOING, MISSING-IN-ACTION</b>
<i><b>3. CONVERSION</b></i><b> : changing the word classes of the old words</b>
<b>Ex.: KNIFE (n) ---> KNIFE (v), </b>
<b>MOTHER (n)---->MOTHER (v)</b>
<i><b>4. BACK-FORMATION</b></i><b> : shortening the ending of the old words</b>
<b>Ex.: BURGLE (v) <---BURGLAR, </b>
<i><b>8. REDUPLICATION</b></i><b> : doubling the old words by repeating the same </b>
<b>rhyme of the old words </b>
<b>Ex.: TALKIE-WALKIE, TICK-TOCK, </b>
<i><b>9. BORROWING</b></i><b> : borrowing the foreign words and changing the </b>
<b>sounds by assimilation</b>
<b>Ex.: SOVIET, SPUTNIK,...</b>
<b>10.INTERNATIONAL TRANSLATION:</b>
<b>Ex.: 3-READINESS MOVEMENT; </b>
<b>3-NO CAMPAIGN- 3-YES CAMPAIGN; </b>
<b>RED AND EXPERT; </b>
<b>*Branching-Tree Diagrams for Sentence Analysis</b>
<b> S</b>
<b> S1 S2</b>
<b> NP VP </b> <b> N(P) V(P)</b>
<b> </b> <b> VP</b> <b> NP </b> <b> </b> <b> </b>
<b>Dem N Aux MV Quant Adj N Conj. N/Pro V</b>
<i><b> </b></i>
<b> a.*Semantics</b>: the study of sense, proposition (meaning in language)
*<b>Pragmatics</b>: the study of the relationships among sense, proposition, referent
and the speaker’s/ writer’s intentions (meaning in use/ communication)
<b>b.*Words with sense but without referent</b>
*<b>Words/Sentences with the same referents but with different </b>
<b>senses/propositions</b>
<b>c.*Sense of words/expressions </b>(the place of a word/an expression in a
system of semantic relationships with other words/expressions in the language;
an indispensable hard core of meaning)
*<b>Proposition of sentences </b>(part of the meaning of the utterance of a
declarative sentence which describes some state of affairs)
<b>d.Sense relations in words and sentences</b>: relations of the senses of predicates/
lexemes/word-forms or the propositions of sentences
<b>*Homonymy</b>: predicates with same sounds or/and spellings but unrelated senses.
<b>Ex: </b><i>(the) barks (of the tree) – (The dog) barks; aunt – aren’t – ain’t [ant];(the) wind – </i>
<i>(to) wind.</i>
<b>*Polysemy</b>: predicates with related senses by means of metaphor, metonymy. Ex:
<i>He is a HEAD of the company; he has a hard HEAD but no intelligent HEAD.</i>
*<b>Synonymy</b>: predicates denoting the same referent/concept with same senses
(semantic, connotative, situational/stylistic, regional synonyms)
Ex: <i>begin – start – commence – depart; country – motherland – fatherland; parent – </i>
<i>mother/father – dad/mum; fall - autumn</i>
*<b>Antonymy</b>: predicates denoting the same referent/concept with contradictory,
complementary, gradably opposite, relationaly/reversively opposite, or incompatible
senses. Ex: <i>alive – dead; long – short; give – receive, older – younger; spring – </i>
<i>summer – autumn - winter</i>
<b>1-</b><i><b> Semantic broadening</b></i>
Semantic broadening is the process in which the meaning of a word becomes
more general or more inclusive than its historical earlier form. Examples:
Bird : <i>small fowl </i> <i>-> any avian</i>
Barn : <i>place to store barley</i> <i>-> any agricultural building</i>
Aunt : <i>father's sister -> father's or mother's sister</i>
<i><b>2.Semantic narrowing</b></i>
Semantic narrowing is the process in which the meaning of a word becomes
less general or less inclusive than its historically earlier meaning. Examples:
Meat<i> :</i> <i>any type of food ->flesh of an animal</i>
Fowl<i> : </i> <i>any bird ->a domestic bird</i>
<b>g. Semantic and pragmatic relations among utterances</b>
<b>*Paraphrase: </b>Ex: <i>- He is an orphan. He has no father nor mother.</i>
*<b>Presupposition: </b>Ex: <i>- Her son sold his old car. She was married. She had a son. </i>
<i>Her son bought a car long time ago. </i>
<b>*Entailment:</b> - Ex: <i>- Her son sold his old car. Someone did something to something. </i>
<i>Someone sold something. Something happened to the car. </i>
*<b>Speech acts</b>:
<b> *Utterances</b> traditionally classified into
+<b>Constative Utterance</b>: describes/ asserts some state of affairs and
is NOT performative: Ex: <i>-The weather is fine. –She is beautiful.</i>
+<b>Performative Utterance</b>: actually describes the act that it performs,
*<b>3 acts/meanings</b> an utterance performs:
+<b>LOCUTIONARY ACT (LOCUTION)</b> = proposition
Ex: <i>- There are some pieces of fish on the table. =</i>
<i>There existed something on the defined table.</i>
+<b>ILLOCUTIONARY ACT (ILLOCUTION</b>) is the act viewed in terms of the
utterance’s significance within a conventional system of social interactions.
Illocutions are acts defined by social conventions.
Ex: <i>- There are some pieces of fish on the table. =</i>
<i>The diner complains that the table is not clean. </i>
+<b>PERLOCUTIONARY ACT (PERLOCUTION</b>) carried out by a speaker making
an utterance is the act of causing a certain effect on the hearer and others.
Ex: <i>- There are some pieces of fish on the table. =</i>
The diner suggests the waiter should clean the table,
<b>*PERFORMATIVE FORMULA:</b>
<b>I + (HEREBY) + PERFORMATIVE VERB + NP + to VP/ THAT-clause</b>
<b>We</b> <b> (affirmative, simple present tense, indicative mood, active voice)</b>
<b>They</b> <b> + (passive voice)</b>
<b>He/She/It </b>
<b>*A PERFORMATIVE VERB</b> is one which, when used in a simple positive present tense sentence,
with 1st person singular subject, can make the utterance of that sentence performative.Ex:
<i>invite, greet, ask, inform</i>,…
<b>*Explicit performative utterances</b> containing performative hypothesis/ formula.
Ex: <i>- I agree with your ideas. – I recommend that we should book rooms at that hotel. – I </i>
<i>apologize that I dis wrong things to you.</i>
*<b>Implicit performative utterances</b> implicitly explained by performative formula.
Ex: <i>- Go out! (I order you to go out). </i>
<i>- Have a beer please! (I invite you to have a beer). </i>
<i>- All passengers are requested to go through this check point. (We request the passengers to </i>
<i>go through this check point.).</i>
<b>*Speech acts</b> represented through <b>sentence types </b>creating Direct and Indirect Illocutions:
<b>-Declarative: </b>Ex: -<i>I suggest that we should go home earlier.</i>
<b>-Interrogative: </b>Ex: <i>-How are you? (I ask you about your health)</i>
<b>-Imperative: </b>Ex<i>: -Excuse me!</i>
*<b>Speech acts</b> classified into 5 types:
<b>1.Commissive : </b>a speech act that commits the speaker to doing something in the
future, such as <i>a promise or a threat,</i><b> Ex: -</b><i>I 'll take you to the movies tomorrow.</i>
<b>2.Declarative : </b>a speech act which changes the state of affairs in the world. For
example, during the wedding ceremony the act of marriage is performed when the
utterance <i>I now pronounce you man and wife</i> is uttered.
<b>3.Directive : </b>a speech act that has the function of getting the listener to do something,
such as <i>a suggestion, a request, or a command</i><b>.</b>
<b>4.Expressive : </b>a speech act in which the speaker expresses feelings and attitudes
about something, such as <i>an apology, a complaint, to thank someone, to congratulate </i>
<i>someone.</i>
<b>*Inference</b>: any conclusion that one is reasonably entitled to draw from a sentence or
utterance. Inferences are represented through entailments and conversational
implicatures.
<b>*Implicature/Implication</b>: another kind of inference, distinct from entailment. Implicature
is a matter of utterance meaning, and not of sentence meaning. Implicature is not a form
relations between sentences.
---> Grice distinguished 2 different sorts of implicature:
* <b>conventional implicature</b> and
* <b>conversational implicature</b>.
They have in common the property that they both convey <b>an additional level of </b>
<b>meaning</b>, beyond the semantic meaning of the words uttered.
<b>*Implicature</b> is based on maxims of (1) quantity/informativeness; (2)
quality/truthfulness; (3) relation/relevance, (4) manner/clarity,...in conversational
co-operativeness/ cooperative principle)
1.Quantity: : Make your contribution as informative as is required (for the
current purpose of the exchange)
: Do not make your contribution more informative than
required.
2.Quality : Do not say what you believe to be false
: Do not say that for which you lack adequate evidence
3.Relation : Be relevant
4.Manner : Avoid obscurity of expression
<b>*Conventional implicatures</b> are associated with specific words and result in additional
conveyed meanings when those words are used: <b>BUT, EVEN, YET, AND, </b>
<b>BUT: </b>The interpretation of any utterance of the type<b> “p but q” </b>will be based on the
conjunction<b> p & q </b>plus an implicature of “<b>contrast</b>” between the information in <b>p</b>
and the information in <b>q.</b>
<i>Ex: -Mary suggested black, <b>but</b> I chose white.</i>
<b>EVEN: </b>when <b>EVEN</b> is included in any sentence describing an event, there is an
implicature of “<b>contrary to expectation</b>”
<i>Ex: -<b>Even</b> John came to the party.</i>
<b>YET: </b>the implicature of <b>YET</b> is that the present situation is expected to be different, or
perhaps the opposite, at a later time.
<i>Ex: -<b>Denis </b>isn’t here<b> yet</b>.</i>
<b>AND: </b>the implicature of <b>AND</b> is “<b>in addition, plus</b>”.
<i>Ex: -Yesterday, Mary was happy <b>and</b> ready to work.</i>
<b>AND: </b>the implicature of <b>AND</b> is “<b>and then</b>”.
<b>*Conversational implicatures </b>arise only in a particular context of utterance<b>.</b>
<b>(1a) Generalized conversational implicatures: </b>no special background knowledge is
required in the context to calculate the additional conveyed meaning.
<i>Ex: </i>
<i>1.Charles: I hope you brought the bread and the cheese.</i>
<i> Dexter: Ah, I brought the bread.</i>
<i>----> <b>Charles must intend that Dexter infer that what is not mentioned was </b></i>
<i><b>not brought</b>.</i>
<i>----><b>The maxim of quantity</b></i>
<i>2.Doobie: Did you invite Bella and Carthy?</i>
<i> Mary: I invited Bella.</i>
<i>----> <b>The maxim of quantity</b></i>
<b>(1b) Scalar (Generalized conversational) implicatures: </b>are commonly
communicated on the basis of a scale of values by using words expressing
quantity from the highest to the lowest value:
<b><all, most, many, some, few></b>
<b><always, often, sometimes></b>
or the scale of “<i><b>likelihood</b></i>” <<b>certain, possible</b>>; the scale of “<i><b>obligation</b></i>’’
<<b>must, should</b>>; the scale of “c<i><b>oldness</b></i>’ <<b>cool, frozen</b>>...
The basis of scalar implicature is that, when any form in a scale is asserted,
<i><b>the negative of all forms higher on the scale is implicated</b></i>.
<i>Ex:1: I’m studying linguistics and I’ve completed some of the required courses.</i>
<b>---> </b><i><b>some +> not all</b></i>
---> <i><b>the maxim of quantity (most informative) </b>and <b>of quality (truthful)</b></i>
<i>2.It’s possible that they were delayed.</i>
<i>---> <b>possible +>not certain</b></i>
<b>(2) Particularized conversational implicatures (typically Implicatures): our conversations take</b>
place in very specific contexts in which locally recognized inferences are assumed. Such
inferences are required to work out the conveyed meanings which result from particularized
conversational implicatures.
<i>Ex:1.Rick: Hey, coming to the wild party tonight?</i>
<i> Tom: My parents are visiting.</i>
---> <i>+>Tom won’t come to the party</i>.
---> <i>the maxim of relation (relevant</i>)
2.A: “<i>What subjects is Jack taking</i>?”
B: “<i>He’s not taking Linguistics</i>”
---> +> <i>B does not know exactly which subjects Jack is taking</i>.
---> <i>the maxim of quantity (informativeness</i>)
3.A: “<i>Who was that man you were talking to?”</i>
B: “<i>That was my mother’s husband”</i>
---> +> <i>B’s mother’s husband is not B’s father</i>.
---> <i>the maxim of manner (clarity, brevity</i>)
<i>4.A: “Was there a fiddler at the bar last night?”</i>
<i> B: “As far as I know, there was a man scraping a bow across a violin”</i>
----> +><i>The fiddler at the bar was not very good.</i>