L30A-The Syllable
1.
Child Language Versus Adult (R & J, p.236-238)
2.
Japanese Examples (R & J, p.238)
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3.
Investigating Jamaican Creole and other Caribbean Creoles in order to
find if this phonological feature exist.
Structure of the Core syllable (R & J, pp.238-241)
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4.
The discussions above establish a Language Universal Feature known as
the CORE SYLLABLE
Use autosegmental formalism to draw the syllable
Sonority and the syllable, Coda (R & J, pp.241-243)
The N(ucleus) is the obligatory element in the syllable.
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Investigate the reason why vowels seem to be the mostly likely segments
to appear in the N.
What other kinds of segments that can appear in N. Give a reason.
Practice autosegmental representations of syllables whose elements
contain more than on segments.
5.
The Rime & Basic syllable types (R & J, pp.244-245, Roca, 1994: 141-147)
6.
THE NEED FOR THE SYLLABLE (Roca, 1994: 133 – 147)
a.
SPE had no recognition for the syllable: the representations
exclusively consist of strings of distinctive feature matrices.
The matrices define segment or boundaries
b.
One major feature in SPE was [vocalic]. This feature was
abandoned in favour of [syllabic], given French deletion of
consonants, vowel reduction to schwa. [+syllabic] involves
segments that constitute peaks.
i.
the introduction of this feature in SPE was at variance with
the theory itself.
ii.
the introduction this feature on the other hand points to the
need for recognizing the syllable as an important entity in
within the generative theory
c.
Evidence for the formal reality of the syllable
i.
the requirement of certain contexts (C , #) in rules
(p.134-135); degemination, epenthesis, vowel
shortening, vowel lengthening, etc.
d.
Evidence for autosegmental representation of the syllable
i.
Tautosyllabicity, [l] velarization
ii.
Ambisyllabicity: flapping in American English