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CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

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Page 1: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING

SOMETHING ABOUT THEMPART II

Page 2: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

The correspondence sets should be arranged to show either contrast or complementary distribution.

Contrasting sets look like this:k=k=Ɂ=Ɂ /__#Ɂ=Ɂ=Ɂ=Ɂ / __#

An apparent contrast:a=a=i=a /CVC__(C)#a=a=a=a /CVC__(C)#

Page 3: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Adam’s observation

His data set covered all the words ending with a simple vowel.

The a=a=i=a correspondence set is peculiar, because the /i/ always ends the word, whereas the /a/s never do—they are regularly closed by a velar nasal, as the next display illustrates.

Page 4: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

# GLOSS BELAWIMATU-DARO DALAT KANOWIT CORR

181 bone tulaŋ tulaŋ tuli tulaŋ a=a=i=a

190 wing kə-payaŋ kə-payaŋ

lə-payi l- n.c. a=a=i=4

215 spider bəlagaŋ bəlagi a=2=i=4

332look for piñaŋ piñaŋ piñi a=a=i=4

150 star bitaŋbintaŋ -nt- biti a=a=i=4

Page 5: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

What is the implication of the observed regularity of patterning?

a=a=i=a /CVC__(C)# < aŋ=aŋ=i=aŋ /__#

a=a=a=a /CVC__C# :where C# is not ŋ#

Page 6: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

# GLOSS BELAWIMATU-DARO DALAT KANOWIT CORR

181 bone tulaŋ tulaŋ tuli tulaŋ aŋ=aŋ=i=aŋ

190 wing

kə-payaŋ kə-payaŋ

lə-payi l- n.c. aŋ=aŋ=i=4

215 spider bəlagaŋ bəlagi aŋ=2=i=4

332look for piñaŋ piñaŋ piñi aŋ=aŋ=i=4

150 star bitaŋbintaŋ -nt- biti aŋ=aŋ=i=4

Page 7: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Crowley says on p. 103

“What you must do is look for evidence of complimentary distribution before you do your final reconstruction.”

Page 8: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Talk until you understand.

Alexander Graham Bell’s diagram for a telephone, 1876.

(go to next slide)

Page 9: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Some more correspondence sets in complementary distribution should have been generated by the homework assignments distributed so far. But not everyone will be so blessed.

THE MIKE IS OPEN !

Page 10: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

To be continued ...

LING 485/585

Winter 2009

Page 11: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

What to do with complementary distribution and contrastTake our earlier sets, and assume contrast.

k=k=Ɂ=Ɂ /__#Ɂ=Ɂ=Ɂ=Ɂ / __#

An apparent contrast:a=a=i=a /CVC__(C)#a=a=a=a /CVC__(C)#

You must reconstruct two proto-phonemes. Call them *k and *Ɂ. You must write rules for each of the four dialects, e.g. *k > /__#in B & M-D; *k > Ɂ/__# in D & K; and finally, * Ɂ > Ɂ/__# in B, M-D, D and K.

Assuming contrast, you must reconstruct two proto-phonemes. What proto-phonemes? a=a=a=a surely must reflect *a. So a=a=i=a must be *a2. If you are a uncomfortable with that, dig deeper. If later you find CD then *a2 will dissolve into *a. But if the contrast holds up, then *a2 may be further postulated to be *[æ], *[ᴧ] ,*[ɑ] or whatever.

Page 12: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Proto-phonemes imply rules, and some rules imply changes.Continuing to assume contrast re: a=a=i=a and

a=a=a=a, we have reconstructed *a to account for for a=a=a=a and *a2 to account for a=a=i=a. This implies that rules (often called diachronic correspondences) are needed to derive the dialect data from the proto-language.

*a > a=a=a=a *a2 > a=a=i=a

B M-D D K B M-D D Ka a a a a a i a

Page 13: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Question: Why *a2? Why not reconstruct *i to account for a=a=i=a?

Page 14: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Why not reconstruct *i to account for a=a=i=a?

Because Proto-Melanau *i is already taken.

Remember we are reconstructing a language, constrained by Realism, meaning our protolanguage must have properties of a real language. A real language does not have two phonemes *i.

Page 15: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Question: Then why not reconstruct *i2 to account for a=a=i=a?

Page 16: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Why not reconstruct *i2 to account for a=a=i=a?

No problem, formally considered. However, let us consider the consequences.

What is simpler: to derive a=a=i=a from *i2 or from *a2?

What is meant by “simpler” in this context?

Page 17: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Which is simpler?

*a2 requires one change: *a2 > i in Dalat.*i2 requires three changes: *i2 > a in B, M-D

and K

Page 18: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Is simplicity an absolute value?

Page 19: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Absolutely not! But ...

A scientist will not choose the more complicated solution over a simpler one, all things being equal.

To overturn a simpler solution, strong evidence is needed.

Einstein: A scientific theory should be as simple as possible, but not simpler.

Page 20: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Ergo

*a2 is formally better than *i2 because it is simpler.

A scientist will stop there unless some new evidence appears that forces them to re-open the investigation.

Page 21: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

But of course this whole line was an exercise in methods, using a counter-factual assumption.

Not only did we feel uncomfortable with *a2 (and *i2), we knew from Adam’s observation that there was complementary distribution, at least in the case of aŋ=aŋ=i=aŋ/__# vs. aC=aC=i=aC/__#, where C=not ŋ. That observation led us earlier to posit a more satisfying explanation.

Page 22: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

This is what CD looks like

*a > a=a=a=a/__C# where C is not *ŋ*a > a=a=i=a /__ŋ#

alternatively (and with perhaps more clarity):

*a > aC=aC=aC=aC/__# where C is not *ŋ*a > aŋ=aŋ=iŋ=aŋ /__#

Page 23: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Question: Where does the environment belong, with the dialects or the protolanguage?

Page 24: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Is the environment in the dialects or is it part of the proto-language?

Proto-language.

*a > aC=aC=aC=aC/__# where C is not *ŋ*a > aŋ=aŋ=iŋ=aŋ /__#

Ø

*a > aŋ=aŋ=i =aŋ /__#

Another rule is needed to account for Dalat.

Page 25: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

# GLOSS BELAWIMATU-DARO DALAT KANOWIT CORR

181 bone tulaŋ tulaŋ tuli tulaŋ aŋ=aŋ=i=aŋ

190 wing

kə-payaŋ kə-payaŋ

lə-payi l- n.c. aŋ=aŋ=i=4

215 spider bəlagaŋ bəlagi aŋ=2=i=4

332look for piñaŋ piñaŋ piñi aŋ=aŋ=i=4

150 star bitaŋbintaŋ -nt- biti aŋ=aŋ=i=4

STUDY THIS CHART UNTIL YOU UNDERSTAND THE TWO CHANGES IN DALAT

Page 26: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

However, there is more to a=a=i=a, as many of you have observed.

A Valentine’s Teddy goes to the student who figures out the next part of the problem.

I’ll come up with another prize for the student who finds hidden implications that follow from the next part .

Page 27: CLASSIFYING THE INTERESTING CORRESPONDENCE SETS AND DOING SOMETHING ABOUT THEM PART II

Sufficient unto the day is the evil thereof. --Matthew 6:34

LING 485/585

Winter 2009