In these assignments, students use the Wamesa Talking Dictionary and other related dictionaries in the Cenderawasih Bay corpus to discover the phonetics, phonology, and morphology of the Wamesa language, and to learn about digital lexicography as part of a language documentation project

Gasser, Emily

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Swarthmore College Works Digital Humanities Curricular Development Faculty Development Fall 2017 Homeworks 1, 2, 5, And 10 Emily Gasser Swarthmore College, egasser1@swarthmore.edu This work is licensed under a Creative Commons Attribution 4.0 License. This work is brought to you for free and open access by . It has been accepted for inclusion in Digital Humanities Curricular Development by an authorized administrator of Works. For more information, please contact myworks@swarthmore.edu. Follow this and additional works at: https://works.swarthmore.edu/dev-dhgrants  Part of the Linguistics Commons Recommended Citation Emily Gasser. (2017). "Homeworks 1, 2, 5, And 10". Structure Of Wamesa. DOI: 10.24968/2476-2458.dhgrants.8 https://works.swarthmore.edu/dev-dhgrants/8 Structure of WamesaFall 2017HW 1Due 9/11/17For next week, come up with a working hypothesis for what you think the phoneme inventoryofWamesa is, based on the sound clips found in the talking dictionary (http://talkingdictionary.swarthmore.edu/wamesa/). Turn in a) vowel and consonant charts laying out your proposed in-ventories, and b) a brief writeup of why you came to these conclusions, some evidence, remainingquestions, other interesting observations. No more than two pages, please. Do not turn in a listof 900 transcribed words. Don’t expect to ﬁnd minimal pairs for all sounds, though there’s a fewin there; you should be able to ﬁnd relevant contrasts in similar environments. We’ll talk aboutyour answers in class. If you’re feeling ambitious, you may reference Klamer (2002), uploaded onthe Moodle.1Structure of WamesaFall 2017HW 2Due 9/18/17Pick an aspect of the phonetics that interests you and do some measurements - VOT, stopclosure duration, stress correlates, vowel formants, etc. Use the recordings from the talking dic-tionary as your source material. For whatever you’re investigating, make sure to measure atleast 5 tokens and report the mean. Hand in a writeup giving your measurements, supportingscreenshots where appropriate, and a summary of your ﬁndings.A note on open-ended assignments like this one: The idea on open-ended HWs like this is foryou to ﬁnd something that interests you and explore it. There’s no one measurement or result inparticular I want everyone to get - you may not end up with any meaningful pattern at all, andthat’s ﬁne. What I want is for you to get your hands dirty with some (raw, messy) data, and seewhat it tells you. The important thing in your writeup is to be clear, be thorough, be concise, andgive evidence (/supporting data) for your hypotheses!2Structure of WamesaFall 2017HW 5Due 10/11So far we’ve seen several (segmental) phonological rules in Wamesa:• /C1C2/ → [C2]• /C1 + {β, r, k, b, d}/ → [ND] (a nasal-voiced stop cluster at the place of articulation of C2)• /V[+high, −stress]/→ [-syllabic] (aka becomes a glide) adjacent to another vowel, obligatorilywhere it would create an otherwise absent onset, variably/optionally where it would createa coda or complex onset• /VαVα/ → [Vα] / C __• /a[−stress]/ → ∅ / 2/3sg __ (unstressed /a/ deletes after the high vowe of the 2sg and 3sgagreement aﬃxes)We’ve seen how subject agreement works on verbs¹:Preﬁx ase ‘to swim’ pera ‘to cut’ ra ‘to go’Singular1sg /i-/ y-ase i-pera i-ra2sg /bu-/ bu-ase p<u>era r<u>a3sg /di-/ di-ase p<i>era r<i>aDual1du incl /tur-/ tur-ase tu-pera tun-da1du excl /amur-/ amur-ase amu-pera amun-da2du /mur-/ mur-ase mu-pera mun-da3du /sur-/ sur-ase su-pera sun-daPlural1pl incl /tat-/ tat-ase ta-pera tan-da1pl excl /amat-/ amat-ase ama-pera aman-da2pl /met-/ met-ase me-pera men-da3pl hum /set-/ set-ase se-pera sen-da3pl NH /si-/ si-ase si-pera si-ra¹The data in this HW is written using orthography, not IPA. Important points of diﬀerence are: y = [j], ng = [ŋ],and v = [β].3HW 5 Structure of Wamesa (Ling 067)Andwe’ve amassed a bit of a lexicon. Here’s somewords, aﬃxes, and clitics we’ve seen alreadyto get you started on this assignment. (Stressed [a]s are marked as such):pl: -si dog: wona I: yau to eat (tr): ánesg: -i child: mararia he/she/it: andi to hug: tapuapplicative: it- mosquito: kamumi this: nini to go home: vavoucausative: on- coconut: anggadi all: vura to hit: roraessive: ve- ﬁsh: dia knife: nioi to fall: táwatopicɑlizer: =ma two: muandu tree: ai to be angry: kasio3pl.human: -sia ﬁre: adia shark: suomuse to grill: nunudeﬁnite determiners: =ne (proximal), =pa (default/medial), =wa (distal)To answer the questions in this problem set, feel free to consult the data given here, previoushandouts, and class notes. Some questions will require you to check the talking dictionary; thedirections will tell you when that’s the case.Part 1Let’s start slow. Here are some fully glossed example sentences:(1) Wona=pa-idog=degdi-ane3g-eatdia=wa-si.ﬁsh=depl‘The dog eats those ﬁsh’(2) YauIi-rora1g-hitkamumi=pamosquito=demuandu.two‘I hit the two mosquitos’(3) Mararia=pa-siachild=de3pl.hmvuraallsem-bavou3pl.hm-go.home‘All the children go home.’(4) Nioiknifenini=mathis=optat-i-pera1pl.incl-appl-cutanggadi.coconut.‘We use this knife to cut a coconut.Q 1: How would you say:(a) The coconut falls.(b) The children hug all the sharks.(c) You (pl) use ﬁre to grill the ﬁsh (sg).4HW 5 Structure of Wamesa (Ling 067)Part 2Here’s some additional data. Morpheme breaks and morpheme-by-morpheme glosses are nolonger given:(5) Yau yane piderekari pasi.‘I eat mangos’(6) Piderekari pasi vura siate.‘All the mangoes are delicious’(7) Sereni nei kota diate.“This papaya is also delicious.”(8) Au buane sereni vekake pai.‘You eat the green papaya.’(9) Pibata nini=ma kike. Diase.‘This turtle is green. It swims.’(10) Maneta pa sandu susamuai nawa pasi sivekake.‘The two friends collect baskets which are green.’(11) Sandu sunggasio suomuse katu pa toru.‘They two are angry at the three small sharks.’Q 2: What are the Wamesa roots for:(a) mango?(b) papaya?(c) you?(d) delicious?(e) also?() green?(g) turtle?(h) they two (3du)?(i) collect?(j) basket?(k) small?(l) three?(m) friend?Q 3: Give morph-by-morph glosses and English translations (as given here in examples 1-3) forthe following Wamesa sentences:(a) Au kota nunu suomuse.5HW 5 Structure of Wamesa (Ling 067)(b) Mararia katu nesia sendora piderekari veate wasi.(c) Ai pai viesereni.(d) Maneta pasia sembetoru.(e) Nawa pasi metisamuai dia pasi vura.Part 3Q 4: Go to the talking dictionary and look up the word for ‘ripe’. The word as spoken in thesound clip doesn’t match the root form given as a headword. Why not? Be speciﬁc. Howwould you say ‘the mango is ripe’ in Wamesa?Q 5: Using the talking dictionary, create three new sentences using nouns and verbs not alreadyused in this assignment. Make sure to use diﬀerent person/number combinations, and atleast one applicative construction.Part 4In class, we brieﬂy discussed an example with the word ‘sit’. Look at the following examples:(12) Imasoi.‘I sit’(13) Imaso na ai pai.‘I sit in the tree.’(14) Yau imaso na wana.‘I sit over there.’(15) Yau isera.‘I see’(16) Yau iserai.‘I see (something).’(17) Yau isera au.‘I see you’Q 6: What are the roots for ‘sit’ and ‘see’?Q 7: There’s a morphological alternation going on with these verbs that we haven’t talked aboutyet. What’s the morpheme, and what does its function seem to be?6Structure of WamesaFall 2017HW 10Due 11/29/17Take a look at some of the other dictionaries at http://talkingdictionaries.swarthmore.edu. Find other examples of on- or oﬄine dictionaries. Think about what sorts of challenges areinvolved in creating a dictionary. What do the examples you looked at do well? What do theystumble on? What sorts entries or information do we want to include in a dictionary, and whatgets left out? How does this vary based on the intended audience? Come prepared to talk aboutthese ideas in class.7

Homeworks 1, 2, 5, And 10

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Homeworks 1, 2, 5, And 10

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