Andrew Radford - Linguistics An Introduction [Second Edition]

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This textbook is a self-contained introduction to linguistics for beginning students. It offers a unified approach to language from several perspectives. A language is a complex structure represented in the minds of its speakers, and this book introduces the tools necessary for understanding this structure. In addition, it focuses on how small children acquire their native language; the psychological processes which are involved in mature speakers producing and understanding language; linguistic difficulties which arise as a consequence of brain damage or genetic disorders; and additional issues which arise when we consider individual speakers as part of a social community.Written by a team based at one of the world's leading centres for linguistic teaching and research, the second edition of this highly successful textbook offers a unified approach to language, viewed from a range of perspectives essential for students' understanding of the subject. Using clear explanations throughout, the book is divided into three main sections: sounds, words, and sentences. In each, the foundational concepts are introduced, along with their application to the fields of child language acquisition, psycholinguistics, language disorders, and sociolinguistics, giving the book a unique yet simple structure that helps students to engage with the subject more easily than other textbooks on the market. This edition includes a completely new section on sentence use, including an introduction and discussion of core areas of pragmatics and conversational analysis; coverage of sociolinguistic topics, introducing communities of practice; a wealth of new exercise material and updated further reading.

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sonorant

[±son]

The [+son] sounds are the [+approx] sounds (vowels,

glides and liquids) together with the nasals. The [−son] sounds are

called obstruents (plosives, affricates and fricatives).

continuant

[±cont]

A non-continuant sound or a stop ([−cont]) is one in

which there is a constriction in the oral tract which prevents the

air from passing through. The plosives are [−cont] as are the nasals,

in which the air passes through the nose and not the mouth. All other

sounds (including fricatives) are continuants. (Affricates begin as

[−cont] and then become [+cont].)

strident

[±strid]

Stridency is relevant only for fricatives and affricates. A

strident sound is relatively noisy when compared to a non-strident

one. Labiodentals, sibilants and uvulars (fricatives/affricates) are

[+strid]; all other fricatives/affricates are [–strid].

nasal

[±nas]

Nasal sounds are produced by lowering the velum and

allowing air to pass through the nasal passages. Nasal stops and

nasalised vowels are [+nas]. Sounds made by raising the velum

and thus preventing air from passing through the nasal cavity are

called ‘oral’ sounds and have the feature specification [–nas].

412

Phonological distinctive features

413

lateral

[±lat]

In a [+lat] sound such as [l] the air is made to pass round the

sides of the tongue instead of flowing over the top of the tongue as

with all other sounds.

anterior

[±ant]

This feature is relevant only for coronal sounds. An anterior

([+ant]) sound is made by bringing the tongue towards or onto the

alveolar ridge or the teeth. If a sound is produced with the tongue

placed further back than the alveolar ridge, then it will be a

posterior sound, [−ant]. The anteriors are the dentals and alveo-

lars, the posterior sounds are the retroflex, palato-alveolar and

palatal sounds.

voiced

[±voiced]

In voiced sounds the vocal folds can vibrate during the

articulation of the sound; in voiceless sounds the configuration of

the larynx doesn’t permit this. In English the only sounds which are

phonemically voiceless are the voiceless obstruents (plosives, fri-

catives and affricates) [p t k f s ʃ h tʃ]. Sonorants, including vowels,

in English are all voiced.

aspiration

[±asp]

This feature doesn’t distinguish phonemes in English.

Aspirated consonants are those which are followed by a slight

puff of breath (due to a relatively long VOT). The [−asp] sounds

lack this puff of breath.

Vowel features: some of the following features are also applied to consonants, but for the purposes of this introduction we will regard them as applying just to vowels and glides.

high

[±high]

The [+high] vowels include [i y ɨ u j w]; vowels such as [e, o,

a, ɑ] are [−high]. The body of the tongue (dorsum) is raised close to the

roof of the mouth in high sounds, whereas it occupies a more mid or low

position for [−high] sounds. NB: just because a sound is [−high] doesn’t

mean to say that it’s also [+low] (see below).

back

[±back]

The [+back] vowels and glides include [u o ɔ ɑ ɒ ʌ w], while

the front ([–back]) sounds include [i, y, e, œ, ø, æ, j]. To make a [−back]

sound, the tongue body (dorsum) is brought forward, whereas it is

retracted for the back sounds, such as [u, o, ɔ, ʌ, ɑ, ɒ, w]. The central

vowels such as [ɨ, ə, a] are generally taken to be [+back].

low

[±low]

The low vowels include [æ a a ɒ]. To produce these the tongue

body is brought close to the floor of the mouth. This means that mid

vowels such as [e, o, ɛ, ɔ] are [−low]. (See also [±high] above.)

rounded [±rounded]

Rounded sounds are produced by contracting the lips as

for the sound [u]. Vowels and glides such as [u y œ ɒ ɔ o w] are all

[+rounded].

Appendix 3

Distinctive feature matrix for

English consonant phonemes

p b t d k g f v θ ð s z ʃ ʒ h m n ŋ w l r j tʃ

ʤ

cons

+ + + + + + + + + + + + + + + + + + − + + − +

+

approx

− − − − − − − − − − − − − − − − − − + + + + − −

son

− − − − − − − − − − − − − − − + + + + + + + − −

cont

− − − − − − + + + + + + + + + − − − + + + + −/+ −/+

strid

+ + − − + + + + −

+

+

nas

− − − − − − − − − − − − − − − + + + − − − − − −

lat

− − − − − − − − − − − − − − − − − − − + − − − −

voiced

− + − + − + − + − + − + − + − + + + + + + + − +

[PLACE] L L C C D D L L C C C C C C G L C D L C C C C

C

ant

+ +

+ + + + − −

+

+ + − −

Note: L = LABIAL, C = CORONAL, D = DORSAL, G = GUTTURAL

414

Bibliography

Abney, S. P. (1987) ‘The English noun phrase in its sentential aspect’. PhD dissertation, MIT, Cambridge, Mass.

Adger, D. (2003) Core Syntax: A Minimalist Approach, Oxford, Oxford University Press.

Ahlsén, E. (2006) Introduction to Neurolinguistics, Amsterdam, Benjamins.

Aitchison, J. (1991) Language Change: Progress or Decay? (second edition), Cambridge, Cambridge University Press.

(1998) The Articulate Mammal: An Introduction to Psycholinguistics (fourth edition), London, Routledge.

Allwood, J., L.-G. Andersson and Ö. Dahl (1977) Logic in Linguistics, Cambridge, Cambridge University Press.

Archangeli, D. and D. T. Langendoen (eds.) (1997) Optimality Theory: An Overview, Oxford, Blackwell.

Aronoff, M. and K. Fudeman (2005) What is Morphology?, Oxford, Blackwell.

Ash, S. and J. Myhill (1986) ‘Linguistic correlates of inter-ethnic contact’, in D. Sankoff (ed.) Diversity and Diachrony, Amsterdam, Benjamins.

Ashby, P. (2005) Speech Sounds, London, Routledge.

Atkinson, M. (1992) Children’s Syntax: An Introduction to Principles and Parameters Theory, Oxford, Blackwell.

Bailey, B. L. (1966) Jamaican Creole: A Transformational Approach, Cambridge, Cambridge University Press.

Ball M. J, M. Perkins, N. Mueller and S. Howard (eds.) (2008) The Handbook of Clinical Linguistics, Oxford, Blackwell.

Bauer, L. (2003) Introducing Linguistic Morphology (second edition), Edinburgh, Edinburgh University Press.

Bayley, R. and C. Lucas (eds.) (2007) Sociolinguistic Variation: Theories, Methods and Applications, Cambridge, Cambridge University Press.

Beard, A. (2004) Language Change, London, Routledge.

Bell, A. (1984) ‘Language style as audience design’, Language in Society 12: 145–204.

Bell, A. and J. Holmes (1992) ‘H-Droppin: two sociolinguistic variables in New Zealand English’, Australian Journal of Linguistics 12: 223–48.

Berko, J. (1958) ‘The child’s learning of English morphology’, Word 14: 150–77.

Biber, D. and E. Finegan (eds.) (1994) Sociolinguistic Perspectives on Register, Oxford, Oxford University Press.

Bishop, D. V. (1994) ‘Grammatical errors in specific language impairment: competence or performance limitation.’ Applied Psycholinguistics 15: 507–49.

Blake, R. and M. Josey (2003) ‘The /ay/ diphthong in a Martha’s Vineyard community: what can we say 40 years after Labov?’ Language in Society 32: 451–85.

415

416

Bibliography

Blakemore, D. L. (1992) Understanding Utterances, Oxford, Blackwell.

Bloom, L. (1970) Language Development, Cambridge, Mass., MIT Press.

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