Chapter 3

English Phonology, Phonotactics, and Suprasegmentals

Exercise 3.1: Phonemic Rules

1. Consider the following English words containing the phoneme /g/.

[l6gwun brg ig6r g"n

[gwo~t g! f fr"g ga~n
[glo~ g! is ]g6r gwfIt6r
[gwus g! eIt g%t6r greId ]

(a) List the allophones of /g/.

(b) State in words the environment in which each allophone is found.
(c) Write a phonemic rule for /g/, listing one allophone as else-
where.

2. Consider the following English words containing the phoneme /r/.

[fr i tr aI m7ri r%f 6rwo~z hmr

[rwo~d bfrdr pir pr 6fesr 6raIz r%nr
[rwut p"rt braId dreIn sfrwo~ fIlr ]

(a) List the allophones of /r/.

(b) State in words the environment in which each allophone is found.
(c) Write a phonemic rule for /r/, listing one allophone as else-
where.

3. Consider the following English words containing the phoneme /k/.

[k%p6l "ktein m"kt sk6rt lo~k6l

[kwo~t k! eIm k! m6r6 l~k! I] ka~
[kwul6r msk sIk6n sIk! Il klo~z ]

(a) List the allophones of /k/.

Exercise 3.1 Laurel J. Brinton The Structure of Modern English

Workbook, Page 33 John Benjamins Publishing Company
 (b) State in words the environment in which each allophone is found.
(c) Write a phonemic rule for /k/, listing one allophone as else-
where.

4. Consider the following English words containing the phoneme /l/.

[pleIs h"Ro~ fleIm lwfItr t%nl m7l6n

[lwun6r t7R lwo~n leIm k6R t7lI]
[mIdl s%vl 6laIv lItl la~d h"Ro~
[lf klaIm slp pIkl l7s h7Rp ]

(a) List the allophones of /l/.

(b) State in words the environment in which each allophone is found.
(c) Write a phonemic rule for /l/, listing one allophone as else-
where.

Exercise 3.1 Laurel J. Brinton The Structure of Modern English

Workbook, Page 34 John Benjamins Publishing Company
Exercise 3.2: Phonological Processes

1. Write the word indicated by each transcription and identify the phono-
logical process or change responsible for each pronunciation.

Example: Transcription Word Phonological Process

[6phIzm6nt] appeasement aspiration

(a) [twu!br%] (n) [l"ndri]

(b) [sImf6ni] (o) [laItnI]]
(c) [k6rRi] (p) [k%tl6s]
(d) [6phfIntm6nt] (q) [pl~r6l]
(e) [rpc6r] (r) [b7Ro~]
(f) [pr 7ri] (s) [pn!6r]
(g) [t"n6r] (t) [daIJ7sc6n]
(h) ["kt6p~s] (u) [maIni]
(i) [p]keIk] (v) [lwfIt6r]
(j) [bIlItl ] (w) ["ptIm6l]
(k) [k! Ic6n] (x) !
[gItar]
(l) [h7l!i] (y) [h"rdn ]
(m) [tuzdeI]

2. (a) Write a rule for the unreleasing of stops.

(b) Write a rule for the preglottalization of voiceless stops.
(c) Write a rule for the monophthongization of [Iu].

3. An advantage of distinctive features (discussed in Exercise 2.7) is that

they enable us to recognize natural classes of sounds, sets of sounds all
sharing a certain feature or features, for example, all sounds sharing the
feature [+NASAL] or [+BACK]. Since natural classes behave the same
way in respect to phonological processes and rules as well as non-
distinctive variation, we are able to capture generalizations by the use of
features. We are often able to supply the motivating force for variants
or changes as well.

Try to express the 12 rules given in the section on Phonological Pro-

cesses in the text in terms of distinctive features.

Exercise 3.2 Laurel J. Brinton The Structure of Modern English

Workbook, Page 35 John Benjamins Publishing Company
Exercise 3.3: Word Stress

1. Using acute and grave accents, mark primary and secondary stress
(where present) in the following words.

(a) papyrus (i) pedigree (q) vigilante

(b) feminine (j) hypotenuse (r) peripheral
(c) millionaire (k) summary (s) macaroni
(d) harmonica (l) memorandum (t) imperialism
(e) pelican (m) architecture (u) satellite
(f) geometry (n) discipline (v) characterize
(g) vocabulary (o) caterpillar (w) chromosome
(h) compliment (p) penetration (x) accidental

2. Transcribe the following sets of words and mark primary and secondary
stress with super- and subticks. Note the reduction of vowels in un-
stressed syllables.

(a) catastrophe
catastrophic
(b) synonym
synonymous
(c) repeat
repetitive
repetition

How does stress aect the quality of the first t in repetitive and
repetition?
How does stress aect the quality of the p?

(d) migrate
migratory
migration
(e) intellect
intellectual
intelligent
(f) apply
application
applicable

Exercise 3.3 Laurel J. Brinton The Structure of Modern English

Workbook, Page 36 John Benjamins Publishing Company
 applicability
(g) exhibit
exhibition

How does stress aect the voicing of the consonants?

3. How does stress dierentiate these derivationally-related words?

(a) proverb proverbial

reflex reflexive
(b) perfect perfection
tranquil tranquility
(c) injure injurious
enter entertain

4. (a) Give strong and weak forms of that and show how they are used
in a sentence.
(b) Give two sentences in which the word afternoon has a dierent
syllable stressed.

Exercise 3.3 Laurel J. Brinton The Structure of Modern English

Workbook, Page 37 John Benjamins Publishing Company
Exercise 3.4: Intonation

For each of the following sentences, identify

(a) the information group(s)

(b) the tonic syllable
(c) the intonation pattern

1. We went to a movie last night.

(topic: last nights activities)
2. We went to a movie last night.
(topic: going to movies)
3. Should we see a movie tonight?
4. Should we see the movie tonight?
5. Should we see the movie tonight, or tomorrow?
6. We could see a movie tonight or go out for ice cream.
7. We could visit a museum this afternoon or go to the zoo tomorrow.
8. We could go to a movie, couldnt we?
9. When should we go to a movie?
(topic: our going to a movie)
10. When should we go to a movie?
(topic: our doing something)
11. You liked that movie, didnt you?

Exercise 3.4 Laurel J. Brinton The Structure of Modern English

Workbook, Page 38 John Benjamins Publishing Company
Exercise 3.5: Syllabification

Syllabify the following words, using periods to indicate syllable breaks. Note
ambisyllabicity.

1. aroma 14. seclusion

2. algebra 15. arithmetic
3. advocate 16. discipline
4. kangaroo 17. periodic
5. obstinate 18. banana
6. codify 19. insinuate
7. altitude 20. nightingale
8. duplicate 21. instrument
9. geometry 22. exclamation
10. temperate 23. already
11. whiskey 24. condemnation
12. integrity 25. esthetic
13. appropriate

Exercise 3.5 Laurel J. Brinton The Structure of Modern English

Workbook, Page 39 John Benjamins Publishing Company
Answer to Exercise 3.1

1. (a) [gw] [g! ] [g]

(b) [gw] occurs before back vowels
[g! ] occcurs before front vowels
[g] occurs initially before consonants and mid and back
unrounded vowels, word medially and word finally
(c) /g/ [gw] / Vorounded
[g! ] / Vofront
[g] / elsewhere

2. (a) [r ] [rw] [r ] [r]

(b) [r ] occurs following voiceless consonants
w
[r ] occurs before rounded vowels
[r ] occurs following consonants word finally
[r] occurs before front vowels, word medially in the environ-
ment of front vowels, preconsonantally, and word finally
(c) /r/ [r ] / Cvl
[rw] / Vorounded
[r ] /C#
[r] / elsewhere

3. (a) [kw] [k] [k! ] [k]

(b) [kw] occurs before rounded vowels
[k] occurs before other stops and word finally
[k! ] occurs before front vowels
[k] occurs initially and medially before mid vowels and
consonants and following [s]
(N.B. We are ignoring aspiration here. All of the allophones with
the exception of [k] would also be aspirated in the proper envi-
ronment.)
(c) /k/ [kw] / Vorounded
[k] / #, Cstop
[k! ] / Vofront
[k] / elsewhere

4. (a) [l] [lw] [l ] [R] [l]

(b) [l] occurs following voiceless consonants

Answer to Exercise 3.1 Laurel J. Brinton The Structure of Modern English

Workbook, Page 40 John Benjamins Publishing Company
 [lw] occurs before rounded vowels
[l ] occurs following obstruents and nasals word finally
[R] occurs following vowels and approximants, medially in
the environment of back vowels
[l] occurs before front and mid vowels, medially in the
environment of mid and front vowels
(N.B. syllabic [l ] is probably dark as well, hence [R].)
(c) /l/ [l] /Cvl
w
[l ] / Vorounded
[l ] /C #
[R] /Vo , Approx. , Voback Voback
[l] / elsewhere

Answer to Exercise 3.1 Laurel J. Brinton The Structure of Modern English

Workbook, Page 41 John Benjamins Publishing Company
Answer to Exercise 3.2

1. Word Phonological Process

(a) toothbrush labialization
(b) symphony nasalization
(c) curly velarization
(d) appointment aspiration
(e) rapture unreleased/palatalization
(f) prairie devoicing
(g) totter flapping
(h) octopus unreleased
(i) pancake velarization
(j) belittle syllabic consonant
(k) kitchen fronting
(l) healthy dentalization
(m) Tuesday monophthongization
(n) laundry nasalization
(o) lightning nasal release
(p) cutlass lateral release
(q) plural devoicing
(r) bellow velarization
(s) panther dentalization
(t) digestion palatalization
(u) mighty flapping
(v) loiter labialization
(w) optimal unreleased
(x) guitar fronting
(y) harden syllabic consonant

2. (a) Cstop C / Cstop, #

(b) Cvl, stop [+Glottal Stop] + Cvl, stop/ #
(c) [Iu] [u]/ C alveolar

3. (1) [+CONSONANTAL] [+LABIALIZED] / [+ROUND]

(2) [+CONSONANTAL, +SONORANT] [+SYLLABIC]/
[+CONSONANTAL, SONORANT] #, [+NASAL] #
(3) [+CONSONANTAL, +ANTERIOR, +CORONAL]

Answer to Exercise 3.2 Laurel J. Brinton The Structure of Modern English

Workbook, Page 42 John Benjamins Publishing Company
 [+DENTALIZED]/ [+INTERDENTAL]
(4) [+SONORANT] [VOICE]/[VOICE, +CONSONANTAL]

(5) [+BACK, +CONSONANT] [BACK, ANTERIOR]/
[BACK, +VOCALIC]
(6) [+VOCALIC] [+NASALIZED]/ [+NASAL]
(7) [+VOCALIC, BACK] [+RETRACTED]/ [+LATERAL]
(8) [+CONSONANTAL, CONTINUANT, NASAL, DELAYED
RELEASE, VOICE] [+ASPIRATED]/ # [+VOCALIC,
+STRESS]
(9) [+LATERAL] [+VELARIZED]/ [+SONORANT,
+CONTINUANT]
(10) [+CONSONANTAL, SONORANT, +ANTERIOR,
+CORONAL] [ANTERIOR]/ #[CONSONANTAL,
VOCALIC, +HIGH, BACK]
(11) [+VOCALIC, TENSE] [+REDUCED]/[STRESS]
(12) [+REDUCED} / #[+SONORANT, +ANTERIOR]

Answer to Exercise 3.2 Laurel J. Brinton The Structure of Modern English

Workbook, Page 43 John Benjamins Publishing Company
Answer to Exercise 3.3

1. (a) paprus (i) pdigre (q) vgilnte

(b) fminine (j) hyptense (r) perpheral
(c) mllionire (k) smmery (s) mcarni
(d) harmnic (l) mmorndum (t) imprialsm
(e) plican (m) rchitcture (u) stellte
(f) gemetry (n) dscipline (v) chracterze
(g) vocbulry (o) cterpllar (w) chrmosme
(h) cmpliment (p) pnetrtion (x) ccidntal

2. (a) [k6tstr6fi]
[kt6str"fIk]
(b) [sIn6nIm]
[s6n"n6m6s]
(c) [r6pit]
[r6p7n6tI%]
[r7p6tI6n]

In repetitive, the first t is flapped because the accent immediately

precedes, but in repetition, flapping does not occur because the
accent follows. In repeat and repetitive, the [p] is aspirated be-
cause it occurs before a stressed vowel, but in repetition it is not
aspirated.

(d) [maIgreIt]
[maIgr6tfri]
[maIgeI6n]
(e) [Int6l7kt]
[Int6l7kcu6l]
[Int7l6J6nt]
(f) [6plaI]
[pl6keI6n]
[6plIk6bl#] or [plIk6bl#]
[6plIk6bIlIti] or [plIk6bIl6ti]
(g) [7gzIbIt]
[7ksIbI6n]

Answer to Exercise 3.3 Laurel J. Brinton The Structure of Modern English

Workbook, Page 44 John Benjamins Publishing Company
 Voicing occurs when the consonants are not stressed. Compare of [6%],
an unstressed preposition, and o [%f], a stressed adverb.

3. (a) The N has initial-syllable stress (prverb, rflex), while the A has
stress on the second syllable (provrbial, reflxive).
(b) The A has initial-syllable stress (prfect, trnquil), while the N has
stress on the second syllable (perfction, tranqulity).
(c) The V has initial-syllable stress, while the A has stress on the
second syllable (injrious) or third syllable (entertin).

4. (a) strong: [t] I want that one. (demonstrative)

That is the best one. (pronoun)
weak [6t] I know that I am right. (conjunction)
(b) I saw him this afternon.
I attended an fternoon cncert.

Answer to Exercise 3.3 Laurel J. Brinton The Structure of Modern English

Workbook, Page 45 John Benjamins Publishing Company
Answer to Exercise 3.4

1. (a) one tone group

(b) stressed syllable in movie
(c) long falling

2. (a) one tone group

(b) stressed syllable in night
(c) long falling

3. (a) one tone group

(b) stressed syllable in movie
(c) long rising

4. (a) one tone group

(b) stressed syllable in tonight
(Note that the definite article with movie tells you that this is
given information.)
(c) long rising

5. (a) two tone groups: should we see the movie tonight

or tomorrow
(b) stressed syllable in tonight
stressed syllable in tomorrow
(c) short rising
short rising

6. (a) two tone groups: we could see a movie tonight

or go out for ice cream
(b) stressed syllable in movie
stressed syllable in ice cream
(c) short rising
long falling

7. (a) two tone groups: we could visit a museum this afternoon

or go to the zoo tomorrow
(b) stressed syllable in museum
stressed syllable in zoo
(c) short rising

Answer to Exercise 3.4 Laurel J. Brinton The Structure of Modern English

Workbook, Page 46 John Benjamins Publishing Company
 long falling

8. (a) two tone groups: we could go to a movie

couldnt we
(b) stressed syllable in movie
stressed syllable in couldnt
(c) short falling
short rising

9. (a) one tone group

(b) stressed syllable in when
(c) long falling

10. (a) one tone group

(b) stressed syllable in movie
(c) long falling

11. (a) two tone groups: you liked that movie

didnt you
(b) stressed syllable in movie
stressed syllable in didnt
(c) short falling
long falling

Answer to Exercise 3.4 Laurel J. Brinton The Structure of Modern English

Workbook, Page 47 John Benjamins Publishing Company
Answer to Exercise 3.5

1. a.rom.a/a.ro.ma
2. al.ge.bra (al.geb.ra) *lg not a possible initial cluster
3. ad.vo.cate (ad.voc.ate) *dv not a possible initial cluster
4. kan.ga.roo *ng not a possible initial cluster
5. ob.sti.nate (ob.stin.ate) *bst not a possible initial cluster
6. cod.i.fy/co.di.fy (co.dif.y/cod.if.y)
7. al.ti.tude (al.tit.ude) *lt not a possible initial cluster
8. du.pli.cate/dup.li.cate (du.plic.ate/dup.lic.ate)
9. ge.o.me.try/ge.om.e.try (ge.om.et.ry/ge.o.met.ry)
10. tem.per.ate/tem.pe.rate *mp not a possible initial cluster
11. whi.skey/whis.key
12. in.teg.ri.ty/in.te.gri.ty (in.teg.rit.y/in.te.grit.y)
13. a.ppro.pri.ate/a.pprop.ri.ate
14. se.clu.sion/se.clus.ion
15. a.rith.me.tic (a.rith.met.ic) *!m not a possible initial cluster
16. di.sci.pline/disc.i.pline (di.scip.line/disc.ip.line)
17. per.i.o.dic/pe.ri.o.dic (per.i.od.ic/pe.ri.od.ic)
18. ba.na.na/ba.nan.a
19. in.sin.u.ate/in.si.nu.ate *ns not a possible initial cluster
20. nigh.ten.gale/night.en.gale *ng not a possible initial cluster
21. in.stru.ment (in.strum.ent) *ns not a possible initial cluster
22. ek.skla.ma.tion/ek.skl.mat.ion (x = ks)
23. al.rea.dy/al.read.y *lr not a possible initial cluster
24. con.dem.na.tion/con.dem.nat.ion
25. es.thet.ic/es.the.tic *s! not a possible initial cluster

Answer to Exercise 3.5 Laurel J. Brinton The Structure of Modern English

Workbook, Page 48 John Benjamins Publishing Company