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Solution Manual for Contemporary Linguistics: An Introduction , 6th Edition

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    ’s Resource Manual CONTEMPORARY LINGUISTICS A N I N T R O D U C T I O N Sixth Edition William O’Grady University of Hawaii at Manoa John Archibald University of Calgary Mark Aronoff State University of New York at Stony Brook Janie Rees-Miller Marietta College ’s Resource Manual prepared by Janie Rees-Miller Marietta College

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    CONTENTS Part One: Teaching with the Text 1 Part Two: Answers to End-of-Chapter Questions 15 Chapter 1 Language: A Preview 17 2 Phonetics 19 3 Phonology 24 4 Morphology 35 5 Syntax 41 6 Semantics 71 7 Historical Linguistics 76 8 The Classification of Languages 81 9 Indigenous Languages of North America 84 10 First Language Acquisition 85 11 Second Language Acquisition 89 12 Psycholinguistics 91 13 Brain and Language 93 14 Language in Social Contexts 95 15 Natural Sign Languages 97 16 Writing and Language 98 17 Computational Linguistics 99 18 Animal Communication v

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    1 Part One: Teaching with the Text The introductory linguistics course is the bread and butter of many linguistics programs. The fact that the Linguistics Society of America has an Undergradu- ate Program Advisory Committee and that symposia and poster sessions are devoted to the topic at annual meetings of the LSA attests to the importance of teaching the introductory course well. As noted in an article in Language (Spring, Cari, Michael Flynn, Brian Joseph, Rae Moses, Susan Steele, and Charlotte Web. “The Successful Introductory Course: Bridging the Gap for the Nonmajor.” Language 76 [2000]: 110–122), successful courses take into ac- count the characteristics of the specific institution and department, as well as those of the student population where the course is offered. Not only is the introductory course the foundation for graduates pursuing higher degrees in linguistics, but it may also be the only course in linguistics that undergraduates or graduate students in other disciplines take. Contemporary Linguistics is designed to meet these varying needs by intro- ducing linguistics as an academic discipline that is challenging yet fascinating and accessible. In planning and delivering course material, and assessing student progress, instructors using Contemporary Linguistics can tailor their teaching to suit the particular situations in which they find themselves. Also, the ancillaries provide additional flexibility in tailoring the course to the specific needs of stu- dents. In addition to this ’s Resource Manual, there is a Study Guide for students and a robust companion Web site at bedfordstmartins.com/linguistics , which includes advanced material, extra problems, an entire chapter on animal communication, and interactive features such as an audiomap of U.S. dialects and an audio chart of IPA vowels and consonants. Instructors can choose what chapters to cover, the amount of each chapter to cover, in what order to present material, and how much and what kind of work to assign outside of class. Planning the Course We recommend that the introductory linguistics class include the core areas of linguistics covered in Chapters 1–6 of Contemporary Linguistics , no matter what the nature of the course. Although individual instructors may choose to spend more or less time on each core area, we believe that the field of linguistics rests

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    2 PART ONE: Teaching with the Text on the basic subdisciplines of phonetics, phonology, morphology, syntax, and semantics. Furthermore, some of the later chapters (e.g., Chapter 11, “Second Language Acquisition,” and Chapter 17, “Computational Linguistics”) assume familiarity with methods of analysis, issues, and terminology introduced in the core. The order, however, is not rigid. For example, some instructors follow the introduction in Chapter 1, “Language: A Preview,” with Chapter 18, “Animal Communication,” or Chapter 13, “Brain and Language.” Alternatively, Chapter 15, “Natural Sign Languages,” is very accessible and could be covered imme- diately after Chapter 1. The core areas can be approached in the order presented in the text; some professors, though, choose to teach Chapter 4, “Morphology,” before the chap- ters on phonetics and phonology (Chapters 2 and 3). Within the core chapters and elsewhere, more advanced material has been moved to the Web site. Instructors of graduate classes will no doubt make use of this more advanced material, whereas instructors of undergraduate classes may choose not to assign it. Even within the text, the professor may choose not to assign entire chapters if time does not allow or if some material does not address the needs of the par- ticular student audience. In Part Two of this manual, the answer key, we have included section num- bers for each problem so that instructors can plan homework to correspond with assigned reading. On the Web site there are extra exercises for chapters, and each exercise is linked with online material where appropriate. There are also some interactive exercises for some of the core chapters, and we encour- age professors to explore the online material. Institutional and departmental factors to consider in choosing which chap- ters to cover and how much material to assign include the following: • How much time is allowed for the course — one or two quarters? a semester? a summer school module? How many contact hours are there, and how much time is there between class sessions? At the graduate level, with students who have had undergraduate prepara- tion in linguistics, it may be possible to cover most of the chapters of the text in a semester. However, we do not suggest trying to cover the entire textbook in a quarter or in a five- to six-week summer module. Even within a semester, a selection of chapters will likely need to be made, depending on the nature of the students. A course that is ordinarily a semester course and is also taught in a summer module may be able to cover the same number of chapters, but what is done in class and what can reasonably be assigned for homework may be dif- ferent. The more time students have between class meetings, the more work can be assigned as homework between classes. If, however, the class meets every day, the homework assigned between one class and the next must be doable within twenty-four hours. • What is the place of the course within the department? Is it an elective, a course by which undergraduate majors can be attracted, or a foundation course for linguistics graduate students? Answers to these questions will help determine how much material can be packed into the course — namely, how many chapters can be covered, how much

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    of each chapter can be covered, how much homework can be assigned, and how challenging the work can be. Students who are taking the course as preparation for graduate work will generally be motivated and interested in more theoreti- cal aspects of linguistics. Students whose focus of study is not linguistics may not come to the course with the same degree of motivation and interest. It is then up to the instructor to use the text to help convey that linguistics is both relevant and fascinating. Graduate students with some undergraduate prepara- tion in linguistics should be able to handle a quicker pace and more challeng- ing material than undergraduates with no prior preparation. • What is the place of the introductory linguistics course within the institution? Does it satisfy a general education requirement? Is it a requirement for stu- dents in other disciplines, such as education, English, TESOL, foreign lan- guages, anthropology, or communication? The selection of chapters to be covered in the course will depend crucially on these factors. If the majority of students in the class are not graduate students in linguistics, we recommend covering at least some portions of Chapters 1–6 and a selection of some but not all of the remaining chapters. The chapters selected should reflect the needs and interests of the students. For example, Chapter 7, “Historical Linguistics,” is relevant for students of English; anthropology stu- dents would profit from Chapter 8, “The Classification of Languages,” and Chapter 9, “Indigenous Languages of North America,” among others. If the course is required for education majors, then Chapter 10, “First Language Acquisition,” and Chapter 14, “Language in Social Contexts,” are particularly relevant. If a large number of students taking the course are preparing to teach ESL or are majoring in foreign languages, then Chapter 11, “Second Language Acquisition,” should be included in the course. These suggestions are merely a starting point for planning the selection of chapters and topics to be covered in the class. • What is the student profile? What is the age range and level of maturity among the students? Are they full-time or part-time students? Is the class ethnically, culturally, and linguistically diverse or relatively homogeneous? Mature students are often meticulous about completing readings and doing assignments, but those who are part-time students with full-time jobs as well as family responsibilities have less time to devote to the course than do full-time students without these constraints on their time. We recommend that instructors collect information from students in the first class session about their academic background, their reasons for taking the course, their first and other languages, and so on. If a large proportion of the students are nonnative English speakers, especially newly arrived international students, readings should if possible be assigned more frequently and in small- er amounts rather than in large chunks assigned over longer periods of time. Linguistic diversity within a class can be a wonderful asset for the instructor and can indicate to all students even on the first day of class how relevant a course in linguistics is. Throughout the course, when examples from particular languages occur in the text, it is helpful to call on native speakers of those lan- guages to produce the examples. PART ONE: Teaching with the Text 3

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    • What are the instructor’s areas of special interest and expertise? Once institutional and departmental factors and student needs are taken into account, most instructors will choose to spend more time on areas of special interest to them. This is as it should be! The introductory linguistics course should be engaging and intellectually challenging for students, and an instruc- tor’s enthusiasm and interest are contagious. Preparing the Syllabus In addition to basic information about the course and the instructor, a syllabus typically contains objectives, requirements and means of assessment, and a timetable. We include here examples of each of these. Objectives Following is a sample list of objectives that could be included in a syllabus. Some objectives are quite general and could apply to almost any course using Contem- porary Linguistics . Others are more specifically tailored to particular chapters in the book; for these, chapter numbers appear in parentheses. Instructors will need to decide which objectives are suitable for their students and teaching situation. By the end of the course, students will be able to: • describe and give examples of ways in which human languages are all alike and how they may differ • use the basic terminology of linguistics to describe language phenomena • apply the tools of linguistic analysis to the sounds, words, and sentences of a language • explain the ways in which languages change over time (Chapter 7) • discuss important research findings concerning acquisition of first and second languages (Chapters 10 and 11) • describe how and where language is processed in the brain (Chapters 12 and 13) • describe differing uses of language in its social context (Chapter 14) • evaluate evidence of animal communication (Chapter 18) • enumerate ways in which an understanding of linguistics can be applied to the solution of practical problems (e.g., Chapter 17) Assessing Student Performance In making a syllabus, the instructor must decide what factors will be taken into account in assigning the final grade for the course. Here are some conventional assessment measures used in introductory linguistics courses: • attendance/participation (including how attendance is to be recorded or how participation is to be measured) 4 PART ONE: Teaching with the Text

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    • homework (including how much to assign, how often, and what to do about late homework) • quizzes (including how many to give, how often, and what to do if a student misses one) • exams (including how many to give) • final exam (including whether it is to be cumulative) Teaching assistants or newly hired junior faculty should find out from the department whether there are any institutional or departmental policies relating to attendance, final exams, and other means of assessment. Class size will have a bearing on how frequently written work is collected for a grade. Obviously, if an instructor is solely responsible for grading the work of one hundred students, there will not be as much time for grading numerous homework prob- lems every week as with a class of twenty. However, Contemporary Linguistics offers an extensive selection of problems at the end of each chapter, as well as in the Study Guide and on the Web site, so that instructors can assign more or fewer problems depending on their needs and the needs of their students. Sample Timetables The four sample timetables included here illustrate some possible ways of select- ing and ordering chapters. We have not included specific reading and homework assignments since these are so dependent on the particular teaching situation. For each timetable, we indicate the potential audience—whether graduate or undergraduate, and whether the students’ field of study is linguistics or another discipline. We also indicate the time span for the course, both the number of weeks and the number of contact hours per week. In addition, we suggest some fairly conventional means of evaluation; more adventurous instructors may con- ceive more innovative ways of measuring and assessing student progress. Timetable 1: Graduate course (quarter system) Audience: Graduate students Foundation course for linguistics degree Number of weeks: 2 quarters of 10 weeks each Number of contact hours per week: 4–5 hours Means of evaluation: Chapter quizzes 35% Homework 25% Final exam 40% F IRST QUARTER Week Chapter 1 Chapter 1, “Language: A Preview” Chapter 2, “Phonetics” 2 Chapter 2, “Phonetics” (continued) Chapter 3, “Phonology” 3 Chapter 3, “Phonology” (continued) 4 Chapter 4, “Morphology” PART ONE: Teaching with the Text 5

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    5 Chapter 5, “Syntax” 6 Chapter 5, “Syntax” (continued) Chapter 6, “Semantics” 7 Chapter 6, “Semantics” (continued) Chapter 7, “Historical Linguistics” 8 Chapter 7, “Historical Linguistics” (continued) 9 Chapter 8, “The Classification of Languages” 10 Chapter 9, “Indigenous Languages of North America” Final exam S ECOND QUARTER Week Chapter 1 Chapter 15, “Natural Sign Languages” Chapter 10, “First Language Acquisition” 2 Chapter 10, “First Language Acquisition” (continued) 3 Chapter 10, “First Language Acquisition” (continued) Chapter 11, “Second Language Acquisition” 4 Chapter 11, “Second Language Acquisition” (continued) Chapter 12, “Psycholinguistics” 5 Chapter 12, “Psycholinguistics” (continued) Chapter 13, “Brain and Language” 6 Chapter 14, “Language in Social Contexts” 7 Chapter 14, “Language in Social Contexts” (continued) 8 Chapter 16, “Writing and Language” 9 Chapter 18, “Animal Communication” (online) 10 Chapter 17, “Computational Linguistics” Final exam Timetable 2: Graduate course (semester system) Audience: Graduate students with undergraduate preparation in linguistics Number of weeks: 1 semester of 15 weeks Number of contact hours per week: 3 hours Means of evaluation: Midterm exam 30% Homework 30% Final exam 40% Week Chapter 1 Chapter 1, “Language: A Preview” Chapter 2, “Phonetics” 2 Chapter 2, “Phonetics” (continued) Chapter 3, “Phonology” 3 Chapter 3, “Phonology” (continued) 4 Chapter 4, “Morphology” 5 Chapter 5, “Syntax” 6 Chapter 5, “Syntax” (continued) Chapter 6, “Semantics” 6 PART ONE: Teaching with the Text

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    7 Chapter 6, “Semantics” (continued) Midterm exam 8 Chapter 7, “Historical Linguistics” 9 Chapter 8, “The Classification of Languages” 10 Chapter 9, “Indigenous Languages of North America” 11 Chapter 10, “First Language Acquisition” 12 Chapter 12, “Psycholinguistics” Chapter 13, “Brain and Language” 13 Chapter 14, “Language in Social Contexts” 14 Chapter 14, “Language in Social Contexts” (continued) Chapter 17, “Computational Linguistics” 15 Chapter 17, “Computational Linguistics” (continued) Final exam Timetable 3: Undergraduate/graduate course Audience: Upper-level undergraduates; graduate students Foundation course for linguistics Support course for education and TESOL Number of weeks: 1 semester of 15 weeks Number of contact hours per week: 3 hours Means of evaluation: Chapter quizzes 20% Homework 20% Midterm exam 30% Final exam 30% Week Chapter 1 Chapter 1, “Language: A Preview” Chapter 4, “Morphology” 2 Chapter 4, “Morphology” (continued) 3 Chapter 2, “Phonetics” 4 Chapter 2, “Phonetics” (continued) Chapter 3, “Phonology” 5 Chapter 3, “Phonology” (continued) 6 Chapter 5, “Syntax” 7 Chapter 5, “Syntax” (continued) Chapter 6, “Semantics” 8 Chapter 6, “Semantics” (continued) Midterm exam 9 Chapter 10, “First Language Acquisition” 10 Chapter 10, “First Language Acquisition” (continued) Chapter 11, “Second Language Acquisition” 11 Chapter 11, “Second Language Acquisition” (continued) 12 Chapter 15, “Natural Sign Languages” 13 Chapter 16, “Writing and Language” 14 Chapter 14, “Language in Social Contexts” 15 Chapter 14, “Language in Social Contexts” (continued) Final exam PART ONE: Teaching with the Text 7

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    Timetable 4: Undergraduate course Audience : Undergraduate students Foundation for a linguistics major Elective course Number of weeks: 1 semester of 15 weeks Number of contact hours per week: 3 hours Means of evaluation: Two exams 40% Homework 30% Final exam 30% Week Chapter 1 Chapter 1, “Language: A Preview” Chapter 18, “Animal Communication” (online) 2 Chapter 18, “Animal Communication” (continued) Chapter 2, “Phonetics” 3 Chapter 2, “Phonetics” (continued) 4 Chapter 2, “Phonetics” (continued) Chapter 3, “Phonology” 5 Chapter 3, “Phonology” (continued) 6 Chapter 3, “Phonology” (continued) Exam 1 7 Chapter 4, “Morphology” 8 Chapter 4, “Morphology” (continued) Chapter 5, “Syntax” 9 Chapter 5, “Syntax” (continued) 10 Chapter 5, “Syntax” (continued) Chapter 6, “Semantics” 11 Chapter 6, “Semantics” (continued) Exam 2 12 Chapter 7, “Historical Linguistics” 13 Chapter 7, “Historical Linguistics” (continued) 14 Chapter 8, “The Classification of Languages” 15 Chapter 15, “Natural Sign Languages” Delivering the Course For the classroom, we recommend a balance between teacher-fronted and student-centered activities. Planning student participation as a regular part of each class serves a number of pedagogical purposes. First, student participa- tion breaks up long stretches of teacher-fronted lecture, which is especially important in classes that last longer than 50 minutes. Second, material is made more relevant to students when they are actively involved. Third, the instructor can pitch his or her teaching at the right level for students by responding to questions and problems as they arise. Class size will affect the kind of participation that the instructor can exploit. The kinds of class activities, student participation, and graded assignments that 8 PART ONE: Teaching with the Text

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    can be planned for a class of 15 will differ from those that can be planned for a class of 150. Student participation is possible even in a large class, but it pre- sents more challenges and requires some creativity in structuring the lesson and making use of group work. Eliciting Information from Students At the very least, illustrative material can be elicited from the students them- selves, and instructors can plan for this if they have collected information on students’ backgrounds and first languages. Following are examples of the kinds of things an instructor can elicit from students: • Chapter 2 (Phonetics): It is very important as students are learning phonetic transcription that the instructor elicit sample words from students; there is tremendous dialectal variation, and students are naturally confused if the transcription presented does not match their own pronunciation. There is a section on the Web site devoted to dialectal variation in transcription ( bedfordstmartins.com/linguistics/phonetics , click on American dialects ), but it is best if some transcription is done in class with input from students on their own pronunciation. • Chapter 2 (Phonetics): Ask students who are native speakers of languages other than English to illustrate the non-English sounds covered in Section 10 and in the section IPA vowels and consonants on the Web site at ( bedford stmartins.com/linguistics/phonetics ). • Chapter 3 (Phonology): Compare raising dialects with nonraising dialects (Sections 2.1, 2.3) by eliciting words such as eyes, ice, house (V), and house (N) from students who speak a raising dialect and from students who speak a nonraising dialect. • Chapter 9 (Indigenous Languages of North America): Find out if there are Native Americans in the class who are willing to discuss the status of their ancestral language and any experience they may have had with it. • Chapter 10 (First Language Acquisition): Elicit observations on children’s language development from students who are parents. • Chapter 11 (Second Language Acquisition): Elicit relevant illustrative examples from learners (or teachers) of second languages. • Chapter 14 (Language in Social Contexts): Elicit pronunciations from stu- dents who come from areas with the Northern Cities Shift or the Western Shift. Elicit examples of habitual be from speakers of African American Vernacular English (Section 6.2). • Chapter 16 (Writing and Language): Ask students who learned other writing systems (Section 4) to demonstrate their writing system for the class. Student-Centered Activities Student-centered activities are those in which students are actively engaged in “doing” linguistics themselves, rather than watching and listening as the teacher PART ONE: Teaching with the Text 9

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    demonstrates or lectures. The problem sets following each chapter of Contem- porary Linguistics, along with those in the Study Guide and on the Web site, are extensive enough that some problems can be done by students in class and oth- ers assigned for homework. The instructor sets up the activity in class based on a problem that meets important objectives of the lesson (e.g., lays the ground- work for homework problems, corrects mistakes or misconceptions after work has been attempted, or explores controversial issues). After setting up the activ- ity, the instructor withdraws from center stage while students are engaged in completing the tasks. At the end, after allowing students to report their conclu- sions, the instructor addresses problems and questions arising from the activity and summarizes key concepts or processes. Here are some suggestions for student-centered activities: • Students can be prepared for homework problems with in-class activities. For example, Chapter 3 (Phonology), Chapter 4 (Morphology), and Chapter 5 (Syntax) each has an appendix on how to solve problems. Using data from the appendix, the instructor can show students how to set up a problem on the board or overhead projector, demonstrate the method, and elicit student input until the problem is solved. Then the instructor gives students a fairly easy problem to complete in class on their own within a specified time limit (e.g., 10–15 minutes). Students may work either in groups or alone, depend- ing on their preference or the instructor’s directions. At the end of the time period, a student or group demonstrates a solution on the board or overhead with input and questions from the class and feedback from the instructor. Some problems from the Questions at the end of Chapters 3–5 that lend themselves to this kind of treatment are: 1. Chapter 3, Question 2 (Hindi): A speaker of Hindi can pronounce the words before students start to work on the problem. 2. Chapter 4, Question 4 (Persian): The report to be given by students following their work can be apportioned to different groups: one group writes the data on the board or overhead transparency, with slashes separating the morphemes; a second group answers question i ; and a third group answers question ii . 3. Chapter 5, Question 5 (tree diagrams for sentences): This should be attempted after the instructor has evidence that students can handle questions 2, 3, and 4. Pairs or groups of students can each be assigned one or two sentences to diagram on the board or on an overhead trans- parency. Each group presents its diagram for input and questions by classmates. Extensive exercises on drawing tree diagrams are also avail- able in the Study Guide. • Students can be responsible for presenting solutions to homework problems on the board while other students comment and offer alternative solutions or explanations. After students have had their say, the instructor wraps up the discussion by addressing any questions and highlighting any salient concepts illustrated by the problem and its solution. This is particularly useful when the solution to the problem requires more than just a simple 10 PART ONE: Teaching with the Text

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    answer. The problem sets in Contemporary Linguistics provide numerous examples of suitable problems for this kind of treatment, especially in Chapters 3 (Phonology), 4 (Morphology), 5 (Syntax), 6 (Semantics), 7 (Historical Linguistics), and 17 (Computational Linguistics). • Open-ended questions in the problem sets of Contemporary Linguistics can be assigned as homework. When students come to class, they could discuss their answers in small groups. Groups would then report their conclusions to the class. Some suitable questions at the ends of chapters are: Chapter 1 (Language: A Preview), Question 2 Chapter 2 (Phonetics), Questions 11, 13 Chapter 3 (Phonology), Questions 2–5 Chapter 5 (Syntax), Question 1 Chapter 6 (Semantics), Question 6 Chapter 10 (First Language Acquisition), Questions 6, 14 Chapter 11 (Second Language Acquisition), Questions 6–10 Chapter 12 (Psycholinguistics), Questions 6, 8 Chapter 13 (Brain and Language), Question 4 Chapter 14 (Language in Social Contexts), Questions 2– 6 Chapter 16 (Writing and Language), Questions 1, 2 Chapter 17 (Computational Linguistics), Question 7 Chapter 18 (Animal Communication), Question 6 Testing Ideally, a good test should: • be geared toward the specific student population in the class (e.g., under- graduate or graduate; high achieving students or students with more modest academic achievement) • provide a challenge to students while still being doable within the time limit • discriminate between stronger and weaker students • reflect the range of topics covered in class • reflect the relative emphasis given to topics covered in class • be a learning experience for students Getting the right level of difficulty can be a bit tricky. If problems are included in the test, as they should be for the core chapters, the same basic data set can be manipulated to make it more or less challenging. To make a problem more challenging: • Increase the number of items in the data set. • Put items in the data set in random order. • Ask more general, open-ended questions. • Ask students to examine several variables (morphemes, phonemes or allophones, etc.) instead of just one variable. PART ONE: Teaching with the Text 11

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    To make a problem less challenging: • Limit the number of items in the data set. • Order items in the data set so that salient features are more noticeable. • Ask specific questions first that will lead students to make the correct generalization. • Ask students to focus on only one variable. For example, using the Tagalog data from the appendix on solving phonology problems at the end of Chapter 3, here are examples of an easy problem and a more difficult problem. Easy problem : The data set is limited. It is arranged so that minimal and near-minimal pairs are obvious. Specific questions lead students to the correct generalization, and there is only one possible contrast ([ h ] versus [ ʔ ]). Data set : Focus on [ h ] and [ ʔ ] kahon ‘box’ ʔ umagos ‘to flow’ ʔ ari ‘property’ humagos ‘to paint’ hari ʔ ‘king’ Questions: What is the phonetic description of each of the following: [ ʔ ] place ____________ __ voice ____________ __ manner ____________ __ [ h ] place ____________ __ voice ____________ __ manner ____________ __ Are there minimal pairs for [ h ] and [ ʔ ]? Yes No If yes, what are they? __________________________ __________________ Are [ h ] and [ ʔ ] in complementary distribution? Yes No If yes, describe the environments: _______________________________________________________________ Are [ h ] and [ ʔ ] separate phonemes or allophones of the same phoneme? _________________________ Explain the reasons for your answer: _______________________________________________________________ Difficult problem : The data set is larger. Items in the data set are randomized so that minimal and near-minimal pairs are less obvious. Questions are open- ended, so students must know how to arrive at correct generalizations. Students must examine several possible contrasts. Data set : Focus on: [ h ] and [ ʔ ]; [ ʔ ] and [ t ]; [ t ] and [ ɾ ]; [ ɾ ] and [ d ] dati ŋ ‘to arrive’ dumi ‘dirt’ kahon ‘box’ ʔ umagos ‘to flow’ dami ‘amount’ da ɾ a ʔ i ŋ ‘will complain’ ha ɾ i ʔ ‘king’ mandukot ‘to go pickpocketing’ da ʔ ati ŋ ‘will arrive’ ʔ a ɾ i ‘property’ mandu ɾ ukot ‘pickpocket’ ma ɾ umi ‘dirty’ 12 PART ONE: Teaching with the Text

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    humagos ‘to paint’ da ʔ i ŋ ‘to complain’ ma ɾ ami ‘many’ Questions: For each pair of sounds listed above, state whether it is two separate phonemes or allophones of a single phoneme. Support your answer with appropriate evidence. Note that the easier problem is less time-consuming to grade because the answers are either right or wrong, and there is only one answer per blank. Grad- ing the more challenging, open-ended question will require reading essay-type answers and finding the answer, although there could easily be a grading rubric for assigning point values. Using the Ancillaries The ancillaries have been designed to make Contemporary Linguistics more flexible in meeting a variety of student needs. The Study Guide provides short summaries of the main concepts of the first seven chapters of the book and includes numerous exercises with an answer key in the back. It should prove particularly useful for students who need extra work and self-study material. The exercises are generally fairly short, and several can be used within a class period; in large lecture classes with smaller discussion sessions taught by teach- ing assistants, the Study Guide problems can provide material around which the discussion sessions are organized. The material on the Web site is designed for both undergraduate and more advanced classes. The interactive and Web-based exercises will be appropriate for a broad range of students, especially for undergraduates, whereas the more advanced material will suit students who are ready for greater challenge. Because of the range of material available, the Web site can be usefully exploited for a combined undergraduate/graduate class. If the instructor has access to a smart classroom, there is a range of material on the Web site that can be displayed during a lecture, such as color-coded consonant and vowel charts for the phonetics and phonology chapters and maps of the distribution of language families for Chapter 8, “The Classification of Languages.” For instructors who do not have access to a smart classroom, there are also transparency masters available for use during lectures. These are down- loadable from the companion Web site at bedfordstmartins.com/linguistics . Part Two of the ’s Resource Manual contains answers to the end- of-chapter questions in Contemporary Linguistics . PART ONE: Teaching with the Text 13

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