Tone at Morpheme Boundaries Answersː High Tone Lowering (GAAHMG Sudan)

Tone at Morpheme Boundaries AnswersːHigh Tone Lowering (GAAHMG Sudan)/H/ [M] after L +

/ 2 43 / /2 33 / aɔl-ɛɛg aɔl-ɛɛg ‘brother’

/L-HM/ /L-M// 4 43 / / 4 43 /luɲ-ɛɛg luɲ-ɛɛg

‘boomerang’/H-HM//H-HM/

Root SuffixTone /Tone/ Noun SG Noun PL/H/ -ə.g /H/ kə.s kə.s-ə.g ‘sorghum’/M/ -ə.g /H/ fand2 fə3nd2-ə.g ‘cheek’/L/ -ə.g /H/ bə5ɲɟ bə5ɲɟ-ə3g ‘pulp’/H/ -ɛ.ɛ3g /HM/ luɲ luɲ-iig ‘boomerang’/M/ -ɛ.ɛ3g /HM/ raaj raaj-ɛ.ɛ3g ‘war’/L/ -ɛ.ɛ3g /HM/ aɔ5l aɔ5 l-ɛ3ɛ3g‘brother’

Tone at Morpheme Boundaries Review

Which 4 frames are the most useful for finding tone changes across word boundaries?

Tone at Morpheme Boundaries Review

Which 4 frames are the most useful for finding tone changes across word boundaries?

1) High after 3) High before2) Low after 4) Low before

[4 4] [4 4]1) ____ fʊrɪ ‘ ____’s deer’ 3) fʊrɪ ____ ‘deer’s ____’

[2 a] [2 a]2) ____ keri ‘ ____’s lizard’ 4) keri ____ ‘lizard’s ____’

Steps for finding how to write differences in meaning made by tone (3 of 3)

17. Study the Tone System A. Decide how many tone melodies there areB. Decide how many underlying level tone phonemes

(contrastive tone heights)C. Find the tone phoneme distributionD. Predict the environment for any tone neutralization

and tone allophonesE. Find how to predict tone changes across

morpheme and word boundariesF. Find differences in words and grammar

made only by toneG. Find the functional load of toneH. Decide if/how to write tone in the orthography.

Steps for finding how to write differences in meaning made by tone (3 of 3)

17. Study the Tone System E. Find differences in words and grammar

made only by tone 1. Find tone minimal pairs in roots.2. Find tone minimal pairs in attached

morphemes.3. Find grammatical differences made only by

tone.

Lexical (Word) Tone ContrastsRoot tone minimal pairsGAAHMG Sudan

/H/ - /M/ sə.ə.m ‘hunter’ sə3ə3m‘medicine’

/H/ - /L/ d2aar ‘throne’ d2aar ‘eagle’/H/ - /HL/ kaar ‘stew’ kaar ‘male goat’/H/ - /ML/ kɔ.ðɛ.l ‘painting (n)’ kɔ3ðɛ5l ‘baboon’/M/ - /L/ ə3ə3r ‘anger’ ə5ə5r ‘sheep’/M/ - /ML/ baal ‘cave’ baal ‘instrument’/M/ - /MH/ mii ‘goat’ mii ‘chicken’/L/ - /ML/ d2ɛ5ɛ5l ‘shelf’ d2ɛ3ɛ5l ‘lake’/L/ - /MH/ ɟɛ5ɛ5m ‘thing’ ɟɛ3ɛ.m ‘sieve’/L/ - /LM/ barɔ5ɔ5 l ‘snake type’ barɔ3ɔ3 l ‘cistern’

Steps for finding how to write differences in meaning made by tone (3 of 3)

17. Study the Tone System E. Find differences in words and grammar made

only by tone 1. Find tone minimal pairs in roots.2. Find tone minimal pairs in affixes.3. Find grammatical differences made only by

tone.

Lexical (Word) Tone Contrasts Attached morpheme tone minimal pairs which have the

same grammarGAAHMG Sudan

Noun SG PL Suffix /Tone/ Noun PLH kaaj -ɛ.ɛ.g /M/ kaaj-ɛ.ɛ 3g ‘witch

doctor’H raaj -ɛ/ɛ.g /HM/ raaj-ɛ/ɛ.g ‘war,

quarrel (n)’

M t 2ird2 -ag /M/ t 2ird2-ə.g ‘farms’M miid2 -ag /H/ miid2-ə/g

‘stones’

HM siiɟ -ag Toneless siiɟ-ə 3g ‘tree types’

HM kaɛ3d2 -ag /M/ kaɛ3d2-ag‘cups’

Steps for finding how to write differences in meaning made by tone (3 of 3)

17. Study the Tone System E. Find differences in words and grammar made

only by tone 1. Find tone minimal pairs in roots.2. Find tone minimal pairs in affixes.3. Find grammatical differences made only by

tone.

Grammatical (role, function) Tone Contrasts Attached morpheme tone minimal pairs which have

different grammarGAAHMG Sudan

Suffix /Tone/ Word Grammar-a5n /MH/ kɔ.m-a n Continuous Past

‘he was chopping’-an /H/ kɔ.m-an Continuous Present

‘he is chopping’

-a /M/ d2ə3m-ə3 Copula ‘is an Arab’

-a /H/ d2ə3m-ə/ Definite‘this Arab’

Grammatical (role, function) Tone Contrasts Tone is a morpheme by itself (without segments) that

attaches to wordsGAAHMG Sudan

Tone Verb GrammarH kɔ.m Infinitive ‘chop’

-M a kɔm First Person Singular ‘I chop’-H ɛ3 kɔ.m Third Person Singular ‘he chops’-L ɛ3g kɔm Third Person Plural ‘they chop’

-M a kɔ.m-sɔ3 First Person Singular ‘I chopped’-H ɛ3 kɔ.m-sɔ. Third Person Singular ‘he chopped’-L ɛ3g kɔ.m-sɔ7 Third Person Plural ‘they chopped’Completive suffix –sɔ is toneless

Grammatical (role, function) Tone Contrasts Tone is a morpheme by itself that replaces the underlying

tone of words GAAHMG SudanRoot Tone on noun Genitive tone on nounH t 2ɔ.ɔ. ML t 2ɔ3ɔ5 ‘cow’L d2ii ML d2ii ‘rat’HL wiri ML wiri ‘bird’HM sulə3 ML suləU ‘clan memberML ɲuui ML ɲuui ‘leopard’LH agaar ML agaar ‘hunter’LM mɔ5raa ML mɔ3raa ‘governor’MHM kud2uurii ML kud2uurii ‘bird

type’

‘BELI SudanRoot Tone on noun Prepositional tone on nounL dɔ5 ‘head’ M dɔ3 ‘on’L kXpa ‘mouth’ M kXpa ‘at’L ɓɔ5 ‘footprint’ M bɔ3 ‘for’L kɔ5 ‘eye’ M kɔ3 ‘between’L ro ‘back’ M ro ‘ahead of’

LEXICAL (Word) TONE: • Difference in roots made only by tone (tone minimal pairs)

/H/ - /M/ sə.ə.m ‘hunter’ sə3ə3m ‘medicine’• Difference in attached morphemes made only by tone, where the

morphemes have the same grammar.-ɛ.ɛ.g /M/ kaaj-ɛ.ɛ3g Plural noun ‘witch doctor’-ɛ/ɛ.g /HM/ raaj-ɛ/ɛ.g Plural noun ‘war, quarrel’

GRAMATICAL (Role, function) TONEː• Difference in attached morphemes made only by tone, where the

morphemes have different grammar.-a5n /MH/ kɔ.m-an Continuous Past ‘he was chopping’-an /H/ kɔ.m-an Continuous Present ‘he is chopping’

• Difference in grammar made only by an attached tone morpheme-M /kɔ/m-M/ kɔ m First Person Singular ‘I chop’-L /kɔ .m-L/ kɔ m Third Person Plural ‘they chop’

• Difference in grammar made only by a tone morpheme replacementH /t 2ɔ/ɔ ./ t 2ɔ/ɔ/ Subject noun ‘cow’ML /t 2ɔ/ɔ .ML/ t 2ɔ.ɔ7 Genitive noun ‘of cow’

Steps for finding how to write differences in meaning made by tone (3 of 3)

17. Study the Tone System A. Decide how many tone melodies there areB. Decide how many underlying level tone phonemes

(contrastive tone heights)C. Find the tone phoneme distributionD. Predict the environment for any tone neutralization

and tone allophonesE. Find how to predict tone changes across

morpheme and word boundariesF. Find differences in words and grammar

made only by toneG. Find the functional load of toneH. Decide if/how to write tone in the orthography.

Try to guess the meaning of the following even though there are sounds or words missingː

1. en_ouragemen _2. _nter_ain_ent3. He stood ___ from the chair.4. After many years of fighting the illness, he kicked the

____.5. . . . he went to the ____. And when he arrived at

the market, he . . .

Try to guess the meaning of the following even though there are sounds or words missingː

1. Encouragement2. Intertainment3. He stood up from the chair. 4. After many years of fighting the illness, he kicked the

bucket.5. . . . he went to the market. And when he arrived at

the market, he . . .

Sometimes, the meaning can still be communicated without all the phonemes or words.

Try to guess the meaning of the following even though there are sounds missingː

be__ b__t

Try to guess the meaning of the following even though there are sounds missingː

be__ b__tbet bit beat

bed bat bait

bell boat bought

been boot but

betIn places where there are many possible phonemes , the meaning

cannot be communicated without all the phonemes.

Try to guess the meaning of the following even though there are words missingː

We are therefore Christ’s ___________, as though God were making his appeal through us. We ______ you on Christ’s behalf: Be ________ to God.

Try to guess the meaning of the following even though there are words missingː

We are therefore Christ’s ambassadors, as though God were making his appeal through us. We implore (beg) you on Christ’s behalf: Be reconciled (brought near) to God.

In some sentences, the meaning cannot be communicated without all the words.

FUNCTIONAL LOADː The number of environments and words in which a phoneme occurs, and the frequency of those environments and words.

There are only

3 of 1000 nouns with /e/ and 50 of 1000 nouns with /ɛ/,bep ‘giraffe’ dɛp ‘goat’

The functional load of a rare phoneme such as /e/ is low. This phoneme could have the same symbol as for /ɛ/ (under-differentiation) without problem.

Steps for finding how to write differences in meaning made by tone (3 of 3)

17. Study the Tone System G. Find the functional load of tone

1. Find the ratio of words in tone minimal pairs to words not in tone minimal pairs.

2. In different kinds of texts, find the ratio of a grammatical distinction made only by tone to the number of sentences.

3. Compare the functional load of tone to the functional load of other communication

factors (number of syllable types, consonants, vowels, etc)

Functional Load of Lexical Tone

Same parts of Speech (GAAHMG Sudan)Nouns /M/ - /MH/ mii ‘goat’ mii ‘chicken’Verbs /L/ - /HM/ bɛ5l ‘hit’ bɛl ‘call’Demonstratives /H/ - /L/ nɛ.ɛ. ‘this’ nɛ5ɛ5 ‘these’Prepositions /L/ - /H/ ɛ5 ‘with’ ɛ. ‘to, at’

• In Gaahmg, 44 of 700 nouns (6%) are in tone minimal pairs. • 3% (or higher) in the same part of speech is moderate lexical tone

functional load, and may need to be represented in the orthography.

Different parts of Speech/H/ - /M/ kaɛ.n ‘complete (ADJ)’ kaɛ3n ‘yesterday

(ADV)’

• In Gaahmg, 75 of 900 in words (8%) are in tone minimal pairs.• 5% (or higher) in all parts of speech is moderate lexical tone

functional load, and may need to be represented in the orthography.

Exercise 1ː Find all tone minimal pair contrasts. Find the lexical tone functional load in nouns. Find the tone functional load in words.

‘BELI Sudan1. /L/ ɗo ‘thigh’ 2. /L/ kɔ5 ‘eye’3. /H/ ɓɪ. ‘day’ 4. /H/ ɗɔ. ‘thing’5. /L/ ɓɔ5 ‘footprint’ 6. /L/ ɓo ‘father’7. /LM/ dəg ‘grandparent’ 8. /MH/pi ‘bamboo’9. /H/ da ‘meat’ 10./L/ bi ‘hair’11./LM/ bi g ‘place’ 12./HL/ ɗɔ ‘cultivate (V)’13./H/ ko ‘seed’ 14./HL/ ɗo ‘put down

(V)’

Exercise 1ː Find all tone minimal pair contrasts. Find the lexical tone functional load in nouns. Find the tone functional load in words.

‘BELI Sudan1. /L/ ɗo ‘thigh’ 2. /L/ kɔ5 ‘eye’3. /H/ ɓɪ. ‘day’ 4. /H/ ɗɔ. ‘thing’5. /L/ ɓɔ5 ‘footprint’ 6. /L/ ɓo ‘father’7. /LM/ dəg ‘grandparent’ 8. /MH/pi ‘bamboo’9. /H/ da ‘meat’ 10./L/ bi ‘hair’11./LM/ bi g ‘place’ 12./HL/ ɗɔ ‘cultivate (V)’13./H/ ko ‘seed’ 14./HL/ ɗo ‘put down (V)’

ContrastsL-HLɗo ‘thigh’ ɗo ‘put down (V)’H-HL ɗɔ. ‘thing’ ɗɔ ‘cultivate (V)’L-LM bi ‘hair’ bi g ‘place’

2 of 14 nouns (14%) are in tone minimal pairs with other nouns6 of 14 words (42%) are in tone minimal pairs with other words.

Steps for finding how to write differences in meaning made by tone (3 of 3)

17. Study the Tone System G. Find the functional load of tone

1. Find the ratio of words in tone minimal pairs to words not in tone minimal pairs.

2. In different kinds of texts, find the ratio of a grammatical distinction made only by tone to the number of sentences.

3. Compare the functional load of tone to the functional load of other communication

factors (number of syllable types, consonants, vowels, etc)

Functional Load of Grammatical Tone

‘BELI SudanRoot Tone on noun Prepositional tone on nounL dɔ5 gɔ5mʊ. ‘head of man’ M dɔ3 gɔ5mʊ. ‘on man’L kXpa5 gɔ5mʊ. ‘mouth of man’ M kXpa3 gɔ5mʊ. ‘at man’L ɓɔ5 gɔ5mʊ. ‘footprint of man’ Mbɔ3 gɔ5mʊ. ‘for man’L kɔ5 gɔ5mʊ. ‘eye of man’ M kɔ3 gɔ5mʊ. ‘between man’L ro 5 gɔ5mʊ. ‘back of man’ M ro 3 gɔ5mʊ. ‘ahead of man’ • In one ‘BELI story (narrative), there were 9 times in 17 sentences

(50%) that one of these words occurred • 10% or higher in one story is moderate grammatical tone

functional load, and may need to be represented in the orthography.

Steps for finding how to write differences in meaning made by tone (3 of 3)

17. Study the Tone System E. Find the functional load of tone

1. Find the ratio of words in tone minimal pairs to words not in tone minimal pairs.

2. In different kinds of texts, find the ratio of a grammatical distinction made only by tone to the number of sentences.

3. Compare the functional load of tone to the functional load of other communication

factors (number of syllable types, consonants, vowels, etc)

In each picture, blue blocks hold up the same size house.

In which picture does each block have to hold more weight?

In each picture, blue blocks hold up the same size house.

In which picture does each block have to hold more weight?

When there are fewer blocks, each block holds more weight.

Communication Factors• Number of tone melodies (H, L, HL, LH) • Number of tone phonemes (/H/, /M/, /L/)• Number of consonant phonemes (/p/, /b/)• Number of vowel phonemes (/e/, /ɛ/)• Number of syllable types (CV, CVC, CVCC)• Number of word syllable patterns (CV, CVCV, CVCVC)

For each factor, the fewer the number of items, the greater the functional load on those items.

DIDINGA Sudan has 36 consonant phonemes; LAARIM Sudan has 20.

In which language do consonants have more functional load?

GAAHMG has 6 vowel phonemes; ‘BELI has 10.In which language do vowel phonemes have more functional load?

‘BELI has more vowel phonemes to hold up the meaning.

‘BELI/ɪ, ɛ, a, ɔ, ʊ/ /i, e, ə, o, u/

Gaahmg has fewer vowel phonemes to hold up the meaning. So vowel phonemes in Gaahmg have a higher functional load than vowel phonemes in ‘Beli.

GAAHMG /ɛ, ɔ, a/ /i, u, ə/

Communication Factors• Number of tone melodies (H, L, HL, LH) • Number of tone phonemes (/H/, /M/, /L/)• Number of consonant phonemes (/p/, /b/)• Number of vowel phonemes (/e/, /ɛ/)• Number of syllable types (CV, CVC, CVCC)• Number of word syllable patterns (CV, CVCV, CVCVC)

The fewer the items in non-tone factors, the greater the tone functional load.

LAARIM has 4 syllable types and 10 word syllable patterns;‘BELI has 1 syllable type and 2 word syllable patterns.Which language has greater tone functional load?

Laarim has more items in other communication factors to hold up the meaning.

LAARIMkid2oori ‘lyre’

‘Beli has fewer items in other communication factors. It must rely more on tone to hold up the meaning. So, tone has a higher functional load in ‘Beli than in Laarim.

‘BELIki ‘stool’

Class AssignmentːFind all tone minimal pair contrasts in Yoruba pronouns

(either present pronouns or possessive pronouns). Say whether the functional load of tone in Yoruba pronouns is Low, Moderate or High.

Reading AssignmentTone Analysis for Field Linguists (5.2-5.3.1) pg 95-102;(5.7-5.8) pg. 139-143.