<section data-background="phonmedia/vowelsandcrawler.jpg"> <section style="background-color:rgba(255, 255, 255, 0.5)"> <h1>Linguistics 111: Phonology</h1> <h3>Dr. Will Styler - Winter 2018</h3> </section> --- ### Today's Plan - Introductions - Syllabus and Canvas - What is phonology? - What are the learning goals? - How will we accomplish them? --- # Introductions --- ## Dr. Will Styler Instructor, Linguist, Gigantic Nerd <p>(This audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- ## Kati Hout TA, Linguist <p>(This audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- ## Michael Obiri-Yeboah TA, Linguist <p>(This audiovisual content has been removed for compliance with recent federal accessibility guidelines. <a href="https://accessibility.ucsd.edu/policies-standards/ucsd-accessibility-guidelines.html">Please see this site for details.</a>)</p> --- ### Who are you? * What's your year? * Ling majors? * Monolingual/Bilingual/Multilingual? * What languages do we speak? --- ## Syllabus and Schedule <http://savethevowels.org/111> --- ## Syllabus Stuff which bears repeating <img class="r-stretch" src="img/bearsrepeating.jpg" alt="bearsrepeating.jpg The image displays a grid of twelve identical photographs arranged in three rows and four columns. Because every panel shows the exact same picture, I will describe the single unique image that is repeated across the entire layout. Each photograph features an American black bear sitting upright and facing directly forward toward the viewer. The bear has thick, dark black fur covering its head, shoulders, and body. Its face features a distinct tan or light brown muzzle that contrasts with the black fur of its snout and cheeks. It has small, rounded ears perched on top of its head and dark eyes looking straight ahead. A small black nose is visible at the tip of its tan muzzle. Behind the bear is a background consisting of large, grey rocks or a stone wall. In the upper left corner of each panel, there are patches of green leafy vegetation growing among the rocks. There is no text, diagrams, numbers, or figures present in this image. This description was generated automatically. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### Office Hours Schedule - FIXME --- ### Syllabus Stuff which bears repeating * Check your email/Canvas * Come to office hours. * The syllabus will change *a lot*! * **We are here to help!** --- # Canvas --- ### We're moving to Canvas! - This will replace TritonEd within a few years - This is a pilot program - Let's take a look! --- # What is this course about? --- ## Phonology The study of how sounds pattern in Language and languages --- ### Within-Language Phonological Questions - What sounds differentiate words? (Phonemic Analysis) - ... and what do speakers hear as being “the same sound”? - How do speakers tend to group sounds together? (Natural Classes) - How do sounds change when combined together? (Phonological Alternations) - What combinations are “legal” in the language? (Phonotactics) - How are syllables formed and what kinds of syllables does the language prefer? (Syllable Structure) - How do we assign stress, pitch, and emphasis? (Metrical Phonology) --- ### Phonological Theory Questions - What patterns of sound patterns are more and less common around the world? - How should we model the sound patterns we see in language? - Are we using rules that transform 'underlying' sounds into one another? - Are we choosing a form among many which does the fewest things we don't like? - Are we just remembering the words we've heard said before, and doing the rest from analogy? - How do these various approaches handle *real data from real languages*? - Do they predict all the things that really happen? - Do they predict crazy things that *never* happen? - How do they account for exceptions and other weird data? --- ### Phonological Theory, Continued - How are words represented in our minds? As Phonemes? Phones? Words? - What information plays a role in our phonological decision making? - How do we actually make these decisions? - Can we model phonological decisions using computers or other algorithms? - Do these theories describe what's happening inside the human mind? - Or are they just a tool for describing language? --- ### Phonology is not the same thing as phonetics - Phoneticians are more concerned with the physical processes of speech - Articulation, Perception, and the cognitive processes underlying both - Phonologists are more concerned with the patterns of sound structure in different languages - Markedness, phonotactics, rules, and cross-linguistic patterns - We'll talk about the intersection later in the quarter --- ### Phonology is a fascinating theoretical field - Several long theoretical traditions, which we'll touch on - Vigorous debate about best practices - Not a clear "right answer" - Vigorous debate about the cognitive realities - Vigorous debate about the exact nature of the field - **We're going to touch on theoretical questions throughout the quarter** --- ### Phonology is absolutely *crucial* to getting linguistic work done - Phonetics offers you a series of ordered phones - Phones are well and good, but they're *hugely* variable --- <img class="r-stretch" src="img/backing_up.jpg" alt="backingup.jpg This image depicts a sunny outdoor scene in a paved parking lot, characterized by palm trees and a clear blue sky, suggesting a warm location like Florida. In the center foreground is the rear view of a large red fire engine. The back of the vehicle is marked with high-visibility yellow and red diagonal chevron stripes. A white rectangular panel on the rear door displays the text PINELLAS PARK TRUCK 25 in gold lettering. Above this, there is a metal rack structure holding equipment, and various emergency lights are visible along the top edge and sides of the truck's rear. To the left of the fire engine stands a man dressed in a dark blue uniform with short sleeves and matching pants. He is standing on the asphalt, facing slightly right but looking toward the camera or just past it. His hands are raised in front of his chest in an open gesture, as if he is signaling or directing the vehicle. Behind the man is a large white shopping center sign. The top section lists businesses including DOLLAR TREE inside a green box and H&R BLOCK. Below that is a marquee board with changeable letters. The text reads: FAT CAT TAVERN BEST BURGER WINGS IN TOWN OPEN DURING CONSTRUCTION, although the right side of the sign is partially blocked by the trunk of a palm tree. To the right of the central truck, another red fire engine is parked perpendicular to it, facing toward the right edge of the frame. This truck has white stripes along its side and a driver is visible inside the cab area. In the very bottom right corner of the image, there is a tiny thumbnail picture of a silver station wagon, which appears to be an overlay from a video player interface. This description was generated automatically. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### You need to account for this variability - ... or else your life is going to be *awful* --- ### That's what we're going to do here --- ## This course is about solving phonological problems --- ### In 10 weeks, you will look at a phonological problem and... - Know that it's a phonological problem - Identify what's changing or unexpected - Understand how to start looking at and characterizing it - Use tools from this class to break it down - Describe the pattern, and form a coherent analysis - Describe the pattern, and form a *graceful* analysis --- ### ... and failing that... - You'll now that you've still got a problem - ... and that you'll need to go deeper still --- ### We'll give you theoretical tools that will help - <img class="r-stretch" src="humorimg/dangerous_to_go_alone.jpg" alt="dangeroustogoalone.jpg The image appears to be a screenshot from an old-style video game with pixelated graphics. The scene is set in what looks like a dark room or dungeon, as indicated by the black background and the presence of fire on either side of two characters. In the center of the screen are two characters facing each other. On the left is a character dressed in red armor, standing upright with arms slightly raised, possibly in a defensive stance. This character has a round head and what appears to be a beard or mustache. The right side features another character who seems to be smaller and more humanoid, wearing green clothing that resembles a tunic or robe. This character is also facing the red-armored figure. Between these two characters, there's a vertical sword with a green hilt and a silver blade, suggesting it might have been given as an item between them. The text at the top of the screen reads: IT'S DANGEROUS TO GO ALONE! TAKE THIS. This phrase is commonly associated with the video game Legend of Zelda, where this line is often spoken by the character Link to another character, such as a guard or NPC (non-player character). The bottom part of the image shows a pattern that resembles a border or frame made up of small red and white shapes. The overall aesthetic suggests it's from an older video game with retro graphics. There are no other significant details in terms of text or diagrams within this particular screenshot, but the layout and characters strongly suggest it is related to The Legend of Zelda series. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ### ... and we'll talk about the strengths and weaknesses of these tools - As well as some alternative approaches - Because that's a LOT of fun --- ## There are two main goals - ### 1) Give you enough phonological knowledge to move past many phonological problems - ### 2) Show you why phonology is an interesting and worthwhile field to spend your life in --- # How are we going to accomplish these goals? --- <img class="r-stretch" src="humorimg/data_trumpet.jpg" alt="datatrumpet.jpg The image shows two children playing outside on a driveway near a house with a lawn and some trees in the background. The child on the left is wearing a light-colored dress and white shoes, while the child on the right is dressed in a blue shirt with the number 20 on it, black shorts, and green sneakers. The child on the right appears to be playing a trumpet or similar brass instrument. There are labels overlaid on the image: you for the child on the left and me for the child on the right. Additionally, there is another label that says data, which seems to be positioned above both children but closer to the center of the image. The setting appears to be a residential area with a paved driveway leading up to a house with white siding and a dark roof. There are some bushes near the base of the house and trees in the background, suggesting it might be spring or summer due to the greenery. The sky is not visible in this image. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ## Two ways of applying data to your brain - In-class problem-sets - Homework assignments --- ### In-class problem sets - Designed to give you a chance to work with actual data - We'll be here to help - You'll also get to help your classmates - This a part of the learning process - Pick a group you want to work with - Feel free to float around. --- ### Homework problem sets - These let you work on problems on your own - These give us a chance to evaluate your work - You can discuss these with your classmates - But you need to write up your own work, and mention who you've collaborated with --- ### We'll also have in-class discussions, and readings - Those will help too - Check the syllabus and watch the lectures for new reading announcements --- ## The data *are* the learning - So, don't be surprised if we're spending a lot of time there. --- ### One thing I'd like to address... --- # "Group work!? Noooooo!!!!!" --- ### Why do group work? - Wider range of information - Groups stimulate creativity and alternate solutions - Discussing topics helps cement learning - It helps you be involved in decision-making - You're gonna do group work for the rest of your life --- ### What're the downsides? - Conformity pressure - Differing skill and preparation levels - It takes more time! --- ### Differences among group members is a feature not a bug - Students who are ahead of the game get to teach - Students who in the middle get to mix things up - Students who are struggling get to learn - *Always* propose alternatives --- ### How are we going to work this? - Groups are done by seating - ... but we'll mix it up from time to time - We'll always be wandering - Sometimes providing feedback to small groups, sometimes cutting in to talk to all - Groups will have a spokesperson - You're welcome to change that around a bit - You'll turn in your group information at the end of class --- ### We're trying new things here - LIGN 111 hasn't been taught quite like this - Mistakes will be made, optimizations will be made - The schedule will change (except due dates) - DO NOT PRINT THE SYLLABUS --- # This quarter... - We'll offer you tools to address phonological problems - We'll give you a chance to use them - We'll discuss why the tools look like they do - ... but most of all ... --- ### We'll show you that Phonology's a Phon place to spend your time! - <img class="r-stretch" src="humorimg/badpundog.jpg" alt="badpundog.jpg The image shows a close-up of a dog that appears to be a Siberian Husky. The dog has striking blue eyes and a coat with a mix of white and gray fur, which is characteristic of the breed. Its mouth is open wide in what looks like a playful or excited expression, showing its teeth. The dog's ears are perked up, indicating alertness. The dog seems to be interacting with a stuffed toy that resembles another animal, possibly a bear or a similar creature. The toy has a grayish color and appears soft and plush. The background is indoors, with neutral-colored walls and what looks like the edge of a piece of furniture partially visible on the right side of the image. There are no numbers, text, or diagrams present in this image that would require description. This description was generated automatically from image files by a local LLM, and thus, may not be fully accurate. Please feel free to ask questions if you have further questions about the nature of the image or its meaning within the presentation."> --- ## For Next Time - Come to class ready to phonologize! - We'll start thinking about why we tackle these problems in the ways that we do --- <huge>Thank you!</huge>