Reference no: EM132197467

Assignment I -

Answer the following questions in MAXIMUM 250-300 words. Remember to provide appropriate examples and diagrams, wherever necessary.

1. Look at the following set of words: hence, hen rice, rise, place, plays Are the underlined sounds voiced or voiceless in these words? Discuss what is exactly happening at the larynx in the production of each of these underlined sounds.

2. Look at the following words, and discuss in detail, how the entry of air to the nasal cavity is controlled for the articulation of the underlined sound?

3. Group the following set of words on the basis of the vowel they share. Make as many groups as you think are necessary. Some words may not belong to any group. List them separately as single member groups. Also tell us for each group, which vowel they share, that is, give us the IPA symbol of the vowel.

lace, neck, roll, pull, put, rage, bulb, poach, puke, late, rod, plum, beer, purse, coin, hot, port, back, phone, blow, pub, role, porch, pounce, pair, ray, pearl, pray, post, pose, luck, rose, dress, mad

4. Do as directed. Do not be confused by spellings.

a. Circle the words that contain a central vowel: trap sure fuse purse stop stuck

b. Circle the words that contain a back vowel: look shut born pale glass hot

c. Circle the words that have a semi-vowel: quiet delay mutual humour humble music

d. Circle the words that have a diphthong: rise lawn meat shake please filth

e. Circle the words that have a voiceless palate-alveolar fricative: measure machine division chauffer expression treasure

f. Circle the words that have a voiced palate-alveolar affricate: gentle choke joke chest jest change

5. Explain with the help of neat diagrams velic and velar closures, Give examples of sounds that are produced with these closures.

6. Mark the tone-group boundary (I or II), the appropriate intonation on the nucleus, and stress on other accented syllables, in the following passage. All punctuation marks, except the sentence-final ones, have been removed.

It was very late that night The place he was asked to go was nearly a hundred kilometers away He felt sick and was sleepy too After hours of nervous thinking he finally decided to drive down to the place He drove without stopping He finally reached around midnight and quietly walked into the room looked at the disorder and was surprised How it came to be like this he could not imagine The silence was broken by the creaking sound of a door He waited anxiously for some sign of life Nothing at all His eye moved from wall to door from floor to a corner There in the corner lifelessly between overturned chairs was a man lying still as a lifeless creature There was no phone in the house no means of contact with the outside world There was nothing to be done but to leave immediately and run run as fast as he could Away from the disorder away from the responsibility Tell no one get away far away Step another step quicker run faster and faster.

7. In the following sentences, mark the intonation you think is appropriate for the attitude/feeling expressed in the bracket. Note that the choice of the tonic syllable must be the same across the three sentences. (Punctuation marks have been deliberately removed)

a. She is beautiful (Exclamation)

b. She is beautiful (Question)

c. She is beautiful (Reservation on the part of the speaker)

8. Mark primary and/or secondary stress in the following words. Also give us the word in its conventional English spelling. Mark stress on the transcribed word in Column A, and give the conventional spelling of the word in Column B. The first one is solved as an example for you. (Please turn the page for the exercise).

9. Transcribe the following words, mark stress (both primary/secondary as applicable) and show the syllable structure of each syllable. The first one has been solved as an example.

10. Read the transcribed word and write the spelling of the word in the column specified. Also show syllable division, by rewriting the transcribed word with a hyphen (-) in between the syllables. Mark primary and/or secondary stress where applicable. The first one has been done as example for you.

Assignment II -

1. Give the phonemic transcription of the following words and provide the three term label to each of the phoneme.

a. Bank

b. Heart

c. Palm

d. Cart

e. Peel

f. Slip

g. Net

h. Well

i. Music

j. Rough

2. Transcribe the following sentences (in the space provided). Remember to use only the weak forms of function words unless necessary to use the strong forms. Mark stress wherever applicable.

a. I wish they'd understood him in the right perspective.

b. As he said the film was amusing.

c. He shifted his focus / and ignored their presence.

3. Read the transcribed sentences and write it in normal English spelling. Some/all of the function words may be in their weak forms.

4. Mention the allophonic variant of each of the sounds represented by the bold-faced and underlined letter in the following words, in the given square brackets.

5. Identify the morphophonemic changes in terms of processes like assimilation, epenthesis, metathesis, syncope, apocope, linking, intrusive, etc. in the following:

6. Answer the following and give reasons for your answer in the space provided. When giving reasons, do not give us the definition of the process but show how the given example is an instance of that process.

a. The pronunciation of the word film,

b. The use of the form 'wanted' in He wanted his books immediately' and 'The office had wanted him to report hack immediately' is an example of why?

c. The pronunciation of 'school'

d. The pronunciation of 'connection'

Attachment:- Assignment File.rar