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"Morphophonemics"
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Murrinhpatha morphology and phonology
Murrinhpatha is an Australian Aboriginal language spoken in a region of tropical savannah and tidal inlets on the north coast of the continent. Some 3000 speakers live mostly in the towns of Wadeye and Nganmarriyanga, though they maintain close ties to their traditional lands, totems and spirit ancestors. Murrinhpatha word structure is highly complex, and quite distinct from the better-known Pama-Nyungan languages of central and southern Australia. Murrinhpatha is characterised by prolific compounding, clitic clusters, cumulative inflection, irregular allomorphy and phonological assimilation. This book provides a comprehensive account of these phenomena, giving particular attention to questions of morphological constituency, lexical storage, and whether there is really such thing as a 'word' unit.
Book
Editorial note
This issue of Catalan Journal of Linguistics contains a selection of nine contributions that were presented at the workshop “Nominal inflection and word-formation at the phonology-morphology interface” (NoWPhoMo), which took place in early 2024 at the Universitat de Barcelona (January 25) and at the Universitat Autònoma de Barcelona (January 26), as part of the coordinated research project Native and non-native phonology: Language contact effects and interaction with other components of grammar, PID2020-113971GB-C21 and PID2020-113971GB-C22. The edition of the volume was handled by project PID2020-113971GB-C22. This issue of Catalan Journal of Linguistics contains a selection of nine contributions that were presented at the workshop “Nominal inflection and word-formation at the phonology-morphology interface” (NoWPhoMo), which took place in early 2024 at the Universitat de Barcelona (January 25) and at the Universitat Autònoma de Barcelona (January 26), as part of the coordinated research project Native and non-native phonology: Language contact effects and interaction with other components of grammar, PID2020-113971GB-C21 and PID2020-113971GB-C22. The edition of the volume was handled by project PID2020-113971GB-C22.
Journal Article
Mutation, allomorphy and Galician clitics
The Galician definite article and direct object clitics exhibit allomorphy-like alternations which raise a number of questions for the morphology-phonology interface. This squib highlights inadequacies of allomorphic approaches to these alternations, outlining a novel way forward in which segmental changes apply to a stem in a fashion reminiscent of Celtic mutation. Differences between the article and the object clitic can then be ascribed to their prosodic weights, evident elsewhere in the language. Taken together, these findings expand our view of potential triggers for morphophonological alternations.
Journal Article
Grammatical gender in bilingual Norwegian–Russian acquisition: The role of input and transparency
This paper investigates the role of parental input and transparency in the acquisition of two different gender systems, Norwegian and Russian, by bilingual children living in Norway. While gender in Russian is generally predictable from the morphophonological shape of the noun (with some exceptions), gender assignment in Norwegian is opaque. An experimental production study was carried out with two groups of bilinguals, children with one or two Russian-speaking parents, and monolingual controls (age 4;1–7;11). The findings show that both groups of bilinguals perform similarly to monolinguals in Norwegian, the majority language, despite the lack of transparency. In Russian, on the other hand, not only quantitative, but also qualitative differences are found in the data of the bilingual children with the least exposure to the language. These qualitative differences indicate that early age of onset is not sufficient to acquire phenomena such as gender; extensive input is necessary.
Journal Article
Homophony and morphology: The acoustics of word-final S in English
Recent research has shown that homophonous lexemes show systematic phonetic differences (e.g. Gahl 2008, Drager 2011), with important consequences for models of speech production such as Levelt et al. (1999). These findings also pose the question of whether similar differences hold for allegedly homophonous affixes (instead of free lexemes). Earlier experimental research found some evidence that morphemic and non-morphemic sounds may differ acoustically (Walsh & Parker 1983, Losiewicz 1992). This paper investigates this question by analyzing the phonetic realization of non-morphemic /s/ and /z/, and of six different English /s/ and /z/ morphemes (plural, genitive, genitive-plural and 3rd person singular, as well as cliticized forms of has and is). The analysis is based on more than 600 tokens extracted from conversational speech (Buckeye Corpus, Pitt et al. 2007). Two important results emerge. First, there are significant differences in acoustic duration between some morphemic /s/'s and /z/'s and non-morphemic /s/ and /z/, respectively. Second, there are significant differences in duration between some of the morphemes. These findings challenge standard assumptions in morphological theory, lexical phonology and models of speech production.
Journal Article
Explaining second language utterance fluency: Contribution of cognitive fluency and first language utterance fluency
Given that utterance fluency in a second language (L2) is associated with not only L2 cognitive fluency but also utterance fluency in the first language (L1), the study examined to what extent different measures of L2 utterance fluency can be explained by L2-specific cognitive fluency and/or the corresponding L1 utterance fluency measures. Utterance fluency measures on speed, breakdown, and repair phenomena and cognitive fluency measures including speed of lexical retrieval, syntactic encoding, and articulation were collected in the L1 and the L2 from 44 Chinese learners of English. The results show that most L2 utterance fluency measures are accounted for by the combination of L2-specific cognitive fluency measures and the equivalent L1 utterance fluency measure, whereas the number of mid-clause silent pauses and corrections, and mean syllable duration are largely explained by L2-specific cognitive measures, suggesting that they reflect L2-specific knowledge and cognitive skills. In contrast, mean silent pause duration and the number of filled pauses are mainly explained by the corresponding L1 utterance fluency measures.
Journal Article
Frequency of Use and the Organization of Language
This book essentially argues for the importance of word frequency as a factor in the analysis and explanation of language structure. In other words, the roles of words and other linguistic phenomena such as morphology, phonology, and syntax are highly influenced by low, medium, or high frequency with which they occur. The book includes three decades of influential research in one thematic source. It provides an introductory overview that traces the development of thinking on this important subject. The discussion covers word frequency in lexical diffusion, morphophonemics, lexical and morphological conditioning of alternations using Spanish verbs as example, rules and schemas in the development and use of the English past tense, morphological classes as natural categories, regular morphology and lexicon, sequentiality as the basis of constituent structure, and mechanisms of change in grammaticization.
eBook
Children’s morphological awareness and reading ability
We investigated the effects of morphological awareness on five measures of reading in 103 children from Grades 1 to 3. Morphological awareness was assessed with a word analogy task that included a wide range of morphological transformations. Results indicated that the new measure had satisfactory reliability, and that morphological awareness was a significant predictor of word reading accuracy and speed, pseudoword reading accuracy, text reading speed, and reading comprehension, after controlling the effects of verbal and nonverbal ability and phonological awareness. Morphological awareness also explained variance in reading comprehension after further controlling word reading. We conclude that morphological awareness has important roles in word reading and reading comprehension, and we suggest that it should be included more frequently in assessments and instruction.
Journal Article
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension
The primary goal was to expand our understanding of text-reading fluency (efficiency or automaticity): how its relation to other constructs (e.g., wordreading fluency, reading comprehension) changes over time and how it is different from word-reading fluency and reading comprehension. The study examined (a) developmentally changing relations among word-reading fluency, listening comprehension, text-reading fluency, and reading comprehension; (b) the relation of reading comprehension to text-reading fluency; (c) unique emergent literacy predictors (i.e., phonological awareness, orthographic awareness, morphological awareness, letter name knowledge, vocabulary) of text-reading fluency versus word-reading fluency; and (d) unique language and cognitive predictors (e.g., vocabulary, grammatical knowledge, theory of mind) of text-reading fluency versus reading comprehension. These questions were addressed using longitudinal data (two timepoints; mean age = 5 years 2 months and 6 years 1 month, respectively) from young Koreanspeaking children (N = 143). Results showed that listening comprehension was related to text-reading fluency at time 2 but not at time 1. At both times, text-reading fluency was related to reading comprehension, and reading comprehension was related to text-reading fluency over and above word-reading fluency and listening comprehension. Orthographic awareness was related to text-reading fluency over and above other emergent literacy skills and wordreading fluency. Vocabulary and grammatical knowledge were independently related to text-reading fluency and reading comprehension, whereas theory of mind was related to reading comprehension but not text-reading fluency. These results reveal the developmental nature of relations and mechanisms of text-reading fluency in reading development.
Journal Article