Aids to Linguistics - Coursework Example

Critical Evaluation of Aids to Linguistics of the School of the Part A: Phonetics and Phonology 1. Introduction One can define a syllable as a fundamental part of an expression or speech. Syllables have created interest of studies from phonetic and phonology fields of research. On the other hand, sonority refers to how we produce various sounds when mentioning a certain word. The degree to which one hears depends greatly on the energy of producing it (Dindeen & Daiva, 2009). The phonological theory provides a detailed approach on this topic. The theory stipulates that a “syllable is a phonological constituent” (Blevins 1995, p. 38). According to Blevins (1995), syllable is important in providing the arrangement to the various sounds. The effect on the domain of the word directly affects the sonority hence building a relationship. 2. Main Body A syllable is a piece of word that merge up to create a word. After creating a word, combinations will lead to the construction of a sentence. On the other hand, sonority facilitates spontaneous type of voicing in a speech. During sentence construction, it is vital for the writer to use sentences with clear coherence in thought. Such sentence are straight to the point and prevent dogmatic tendencies in reasoning. Starting a stream of sentences therefore requires an individual to start with the simpler ones, followed by those that appear complex in nature (Elena, 2011). Syllables are made up of a tree structures. The syllables form a hierarchy through which one combines parts to come up with a word (Mannell, Harrington & Cox, 2009). Syllable is occasionally made up of a single vowel without a consonant, or in other cases, there is the presence of syllabic consonant (Mannell, Harrington & Cox, 2009). According to Mannell et al. (2009), every syllable comprises of not more than a single vowel and is specific to the language in use. Another feature is that when examining a syllable, it is possible to identify consonant that always come before and after it. The consonants are referred to as onset and coda respectively. Sonority assists one to analyze loudness of sound we produce when mentioning a word. For instance, to show the sound symbol, one uses /a/ to denote sound or how that vowel is voiced. Sonority helps us to syllabify and understand phonetic constraints (Wells, 2011). Sonority has a scale that flows downwards with relationships regarding to the energy that one applies when communicating. As such, sonority rises steadily then drop depending on the word in question. For example, /ipa/ and /pla/ have varied ways to pronouncing them (Harrington, Cox, 2009). The grammar of syllables involves a critical examination of rhyme, onset, and coda under phonetic constraints. It is vital to consider the segmentation of a word so as to establish the real classification of the consonants placed near the nucleus. The consonants have constraints not to be more than three (Harrington, Cox, 2009). However, some rules permit the use of up to six consonants. The structure of a syllable begins from Ø then branches to onset and rhyme, and rhyme is divided further to nucleus and coda. These internal structures provide the syllable with an outline through which other parts join. Sonority sequencing principle stipulates how voice rise steadily for some time the later drop. Here, syllabic structure is critical because it enables on to determine the segments applicable in a particular situation (Szynalski, 2004). However, some words do not follow the sonority sequencing directives. If they have more than three syllables, we say they violet the principle in English. An example is /kempt/ Part B: Grammar and Structure Question 1 a) The subject NP is made up of a nominal head and contains the noun “stadium.” “Impatient” is a complementary phrase. It complements the “crowed”- which is a simple noun. Also, the word “impressed” is an intransitive verb that that expounds much on the crowed. In that case, the crowed which is impatient is the subject. . The word “inauguration” is in the dependent head of the sentence. Inauguration therefore is a complex PP. The NP phrase is followed by PP beginning from “of the new stadium impressed the impatient crowed.” b) The “doctor” is NP simple head made up of a noun. “In the village,” properties of pp dependence. The phrase provides a clear relationship with the noun. “His patients,” is a complement head. “In” is a transitive preposition determinant of the doctor’s location. “His” shows possession consisted in the NP and forms a personal pronoun. “Visit” is a verb head and “patients” receive the act of visitation. “Every” is contained in the nominal head and acts as a determiner and a quantifier. “Probably” complementize and introduces the clause “visit his patients today.” “Today” is a pp complement head for the obligatory phrase containing patients. “Village” is a simple nominal head containing the noun head. Question 2) i) a) Evidence: Which report have you read? [Question fragment answer: it works] Have you read [his] report of the meeting? [Substitution works] Have you read […] the report of the meeting? [Ellipsis/ deletion works] Our dean’s report, have you read it? [Movement: it works] The string is constituent because it accommodates a wide range of substituting words such as her, that. However, coordination test does not work in the sentence due to absence of conjunctions. b) Evidence: Who are planning on a trip to London? [Answers question fragment: it works] Some are planning on a trip to London. [Deletion: It works] To London, some new student are planning a trip. [Movement: it works] It is some new student of Linguistics that are planning a trip to London. [Clefting: it works] The string passes the four tests but fails substitution one because the sentence loses the meaning if we substitute using, he, she, they. Etc. Also, coordination test fails due to absence of a conjunction. c) Evidence: When were they to wait for us? [Question fragment answer: it works] We all expect that they would […] after the lecture. [Deletion: it works] After the lecture, we all expected that they would wait for us. [Movement: it applies] It is after the lecture that we all expected they would wait for us. [Clefting: it works] The string passes ellipsis test because when deleted, one knows that the omitted part is “wait for us.” Secondly, it is impossible to substitute the string because the sentence loses its meaning. d) Evidence: It is a new house that Georgia will try to find. [Clefting: it works] What does Georgia need to find? [Question fragment answer: it works] To find a new house, Georgia will try. [Movement: it works] The string only passes the three tests because it cannot be substituted. The sentence that forms upon substitution does not exist. Movement test applies as Georgia the first part shows what the subject intends to do. Part 2) ii) Evidence: The bread in the oven at dawn the put. [Ambiguous statement: movement test is not applicable] It was the bread in the oven at dawn they put. [Clefting does not apply: No meaning at all] Who put the bread in the oven at dawn? [The answer is “they.” It is grammatically incorrect: Question fragment answer does not work] They put … [No meaning conveyed by the two words: Ellipsis does not work] They put that. [Substitution does not work: The sentence is incomplete] Lastly, the test using coordination is not applicable due to absence of conjunction in the sentence. The string is generally not constituent for failing all the tests. Question 3: Meaning Part 1 The first segment of the sentence illustrates does not make sense on its own. In utterance, only the relevant usage of the sentence applies. It is wrong to use a certain group of words where they do not match. In this case, parts of the group of words in “made from recycled cardboard,” applies only to the context of the other part of the sentence that is missing. The content of the second part which is “fortified with vitamins,” also needs other parts of the sentence so as to make some amicable sense. As such, both groups of words need an onset, and coda. Other important parts include prepositions, sonority sequencing, and rhyme. Therefore, the writer of the sentence must consider words such as are, into, from, among others to build on the sentence. Sonority enables the reader to know how and where to use the sentence. It is vital, however, to note that in examining utterance, the language use in the sentence does not matter. One considers how applicable an expression is. The information in the analysis of some information regarded a particular facet of communication. One considers the insight gained from the data available. An example of a sentence is as follows: i) Furniture polished with varnish are shinny. ii) I acquired some. In the two sentences, the first one provides information regarding furniture. Maxim of information is upheld due to few words used to bring out a clear meaning. It also have some degree of truth thereby meeting the requirements of maxim of truth. It is true that furniture applied with varnish shine. On the other hand, the second statement counters the proposition of the first one. It expresses the maxim of manner because the statement is not complete and hence ambiguous. It does not clearly show the relationship between the first statement and its proposition. Part 2 Grice provides clear guidelines on how to make sensible linguistic statements. To begin with, it is essential to note that when communicating, one should be short and clear, be far from ambiguous assertions that may have no meaning, be orderly and provide clarity. Such facets provide a platform for maxims rating and so where they are violated, the sentence becomes wrong and unorderly. In the conversation, Henry replies in rather a confused way to Jane’s question. One may think that Henry’s reply is incorrect. However, according to maxims, if Jane comprehends the meaning of the sentence in the context of their conversation, then the remark is logical. The implication made in a reply as Henry’s automatically depicts the coffee in question. “A maxim is broken if its supposition is explained with another.” If one wishes to interpret what Henry implies, then it is prudent to evaluate and identify the proposition of his answer. Also, evaluate the suggestion of what Henri is making through the vague statement. As he answers that “it is hot and wet,” one must try to link the meaning of the words in relation to the question that Jane asked. We evaluate the speaker’s attitude of making such statement. For instance, on evaluating Henry’s statement, a possible conclusion can be that he was trying to avoid repetition in his answer. He uses a short answer without necessarily having to repeat the word coffee. We can therefore link this conversation with maxims of relation. We can relate Jane’s question to the answer that Henry gives. Is true that coffee is hot? Can it we say the coffee is wet? This assertion creates a relationship though not clearly. However, it is a relevant statement considering the initial question. The maxim of truth has its place too. It requires that whatever one says is verifiable and has some degree of evidence attached to it. In this case, Henry statement is truthful. The maxim of information require that the statement to contain information which is up to the mark. At the same time, maxim of manner stresses on avoiding ambiguity. Relating the two to Henry’s statement, it is clear that the statement is logical. In conclusion, we can say that it is important for a person to learn the importance of different parts of the sentence, and inculcated their applicability. Using certain words in the context of their applicability is known as utterance. It is an essential aspect of communication and renders our communication unique. Phonology and phonetics enable us experience different intonations during communication. Grammar encompasses a variety of rules regarding use of preposition and general construction of sentences. The linguistic meaning of a sentence is key for communication. Grice provides guidelines which enable us identify errors and implications of statements. Bibliography Wells, J., 2001. IPA transcription systems for English. [Online]. Available at [Accessed 28 November 2014] Szynalski, T. P., 2004. Type IPA phonetic symbols. [Online]. Available at [Accesed 29 November 2014] Antimoon, n.d. How to learn Englisg effectively. [Online]. Available at [Accesed 29 November 2014] Elena, M. 2011. The phonetics and phonology (Report). [Online]. Available from academic onefile. [Accesed 29 November 2014] Macquarie University, 2009. Phonetics and Phonology. [Online]. Available at [Accesed 29 November 2014] Mannell, R. , 2012. Phonetics and Phonology: Introduction to Speech Production. [Online]. Available at [Accesed 29 November 2014] Mannell, R., 2012. Phonetics and Phonology: Impressionistic Studies of Australian English Phonetics. [Online]. Available at [Accesed 29 November 2014] Grice, H. P., 1957. The philosophical review.[Online]. Available at [Accesed 29 November 2014] University of Sheffield, 2013. All about linguistics: What is syntax? [Online]. Available at [Accesed 29 November 2014] Paola M., n.d. Phonology and its Interfaces. [Online]. Available at [Acces ed 29 November 2014] Blevins, J., 1995.The Syllable in Phonological theory. [Online]. Available at [Accessed 29 November 2014] Read More