Chapter 6, Inflection Video Solutions, Introducing Morphology

Problem 1

Look at the following data. In each case, identify the form of the morphological rule (i.e., prefixation, suffixation, infixation, reduplication, internal stem change, templatic) and its function (inflection or derivation):

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Problem 2

In the two columns below, you find verb bases and imperfective forms for a number of verbs in Tagalog (Austronesian) (Schachter and Otanes 1972: $365)$ :
Write a rule that shows how the imperfective is formed in Tagalog.
Now consider these data:
$\begin{array}{ll}\text { b. Verb bose } & \text { Imperfective } \\ \text { lagyan } & \text { linalagyan } \\ \text { regaluhan } & \text { rineregaluhan } \\ \text { walisan } & \text { winawalisan }\end{array}$
Apparently the imperfective forms in (b) are less preferred, but possible, imperfective forms for the same verbs. Write an alternative rule that accounts for these forms.

Finally, what are the two imperfective forms that you might expect from the verb stem yapakan 'step on'?

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00:39

Problem 3

Consider the following data from Swahili (Niger-Congo) (Corbett 1991: $43-4)$ :
a.
$\begin{array}{lll}\text { kikapu kikubwa kimoja } & \text { kilianguka } \\ \text { basket' 'large' } & \text { 'cne' } & \text { fel } \\ \text { vicapu vikubwa vitatu } & \text { vilianguka } \\ \text { baskets' 'large" } & \text { three' } & \text { fel }\end{array}$
Describe how number marking works in Swahili. On which categories is number marking inherent and on which is it contextual?

Harsh Gadhiya

Numerade Educator

Problem 4

In Russian, both the noun student 'student' and the noun $d u b$ 'oak' are masculine, but there are slightly different declensions for animate and inanimate nouns. Discuss the paradigms below in terms of the patterns of syncretism they display (data from Corbett 1991: 166):
$\begin{array}{lll}\text { Singular } & \text { student 'student' dub } \\ \text { Nominative } & \text { student } & \text { dub } \\ \text { Accusative } & \text { studenta } & \text { dub } \\ \text { Geritive } & \text { studenta } & \text { duba } \\ \text { Dative } & \text { studentu } & \text { dubu } \\ \text { Instrumental } & \text { studentom } & \text { dubom } \\ \text { Locative } & \text { studente } & \text { dube } \\ \text { Alwal } & & \\ \text { Nominatine } & \text { studenty } & \text { duby } \\ \text { Accusative } & \text { studertov } & \text { duby } \\ \text { Geritive } & \text { studentov } & \text { dubov } \\ \text { Dative } & \text { studentam } & \text { dubam } \\ \text { Instrumental } & \text { studentami } & \text { dubami } \\ \text { Locative } & \text { studentax } & \text { dubax }\end{array}$

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Problem 5

Consider the data below from Syrian Arabic (Afro-Asiatic) (Cowell 1964: 173-4). Segment the words into morphemes, and identify the meanings/functions of the morphemes. What word formation processes are represented in these data? (Hint: Assume that the form for 'he ate' is akkal, that this form has neither prefixes nor suffixes, and that a glottal stop always occurs before a vowel-initial stem.)
\begin{tabular}{|c|c|c|c|}
\hline $7 a k a l$ & The ate' & byaakol & "he ess" \\
\hline Pablet & 'she ate' & btaakd & 'she eats' \\
\hline Pakkalu & they afe' & bysaklu & 'they eat' \\
\hline Pakält & 'you (masc) ate' & btaakd & you (masc) eat' \\
\hline rakátiti & 'you (fem).) ate' & btaabi & you (fem) eat' \\
\hline $\begin{array}{l}\text { Pakaltu } \\
\text { kol }\end{array}$ & $\begin{array}{l}\text { you ( } \beta \mathrm{L}) \text { ate' } \\
\text { 'eat' (masc)? }\end{array}$ & btaaku & you $(p l)$ eat' \\
\hline
\end{tabular}

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Problem 6

Below are the Latin verb paradigms for the verbs 'love' and 'warn' in the future and perfect tenses. Identify the morphemes in each form (root, stem, suffixes) and discuss how the future and perfect tenses differ from one another, and how the first and second conjugation verbs differ from one another.
\begin{tabular}{|c|c|c|c|}
\hline amibo & twillove' & manket & 'T wil wem' \\
\hline arribis & 'you wil love' & monchis & 'you wil warn' \\
\hline arribet & Tej'she willove" & merofter & hejghe will warn' \\
\hline arnitemmar & 'we will love' & mancbinus & 've wil warm' \\
\hline armibies & 'you (pl) will love' & monchits & you $(p)$ wil wam' \\
\hline amsbunt & Hery will iove' & monabune & 'they wil wem" \\
\hline ampt & Thoved & merrif & T whrked \\
\hline artiris? & 'you loved & martasim & you warned \\
\hline armint & he/she loved & monuit & "hefghe wamed" \\
\hline artwhmus & we loved? & mornamus & bet watted? \\
\hline arnmeis & you (pl) loved & moniantis & you $(\rho l)$ wamed \\
\hline ammenunt & theyloved & manaxtumt & they warned \\
\hline
\end{tabular}

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Problem 7

Dutch makes a distinction between weak and strong verbs. Below are the paradigms for the past tense of a weak verb (werken 'to work') and a strong verb (binden 'to tie'). Discuss differences in the ways that weak and strong past tenses are formed in Dutch. Are the patterns of syncretism the same or different in the weak and strong forms?
\begin{tabular}{|c|c|c|c|}
\hline iverkte & 'Iworked & ikbord & 7 sed \\
\hline fif werkle & 'rou worlved' & in bend & you tied" \\
\hline hijzin werlde & the/she worked & Hi/zij band & heyshe tiod \\
\hline wij werkten & we worked & wij banden & we tied \\
\hline julie wekken & yos $(\mathrm{pl})$ worked & juthe borden & you $(p)$ bed \\
\hline ??? werkten & Whey worked & sj bonden & they tied \\
\hline
\end{tabular}

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04:48

Problem 8

Consider the sets of verbs below from Diegueño (Yuman) (Langdon 1970: $80-7)$
a'ap 'to lay down a long object'
aks.
'to of with a kife'
a'mar'
to sweep'
anar 'to lawer a long object, to dyown'
aimas 'to cover over a lang object, to buy someone'
ail to lay a long object an top of
cu'kat 'to bite off'
ci'par 'to emit a victory yell'
cuikuw 'to bite'
cu'ya'y 'to hum'
cu'sip 'to smoke' (e.g, a pipe)
cu' $k^*$ is 'to chatter (like squirrel)'
$\begin{array}{ll}\text { tu'kat. } & \text { 'to at with scissoss or ax, to cut in chunks' } \\ \text { tu'mi] } & \text { 'to hang (small round object)' } \\ \text { tu'po' } & \text { 'to crack acoms' } \\ \text { tu'ul } & \text { 'to put on (egs, a hat)' } \\ \text { tu'mar } & \text { 'to cover over a small object' } \\ \text { tu'pum } & \text { 'to put a round smal object in sur' }\end{array}$
(i) Divide the words above into prefixes and roots and try to assign meanings to each morpheme.
(ii) Is the process you see illustrated here one of inflection or derivation? Give evidence to support your answer.

Trang Hoang

Numerade Educator

Problem 9

The following data are from $\mathrm{Na}$ 'vi, a constructed language (conlang) created by the linguist Paul Frommer for the movie Avatar. Divide the words below into morphemes and discuss the position of the morphemes with respect to the various verb roots (data from
http://files/.learnnavi.org $\mathrm{d}$ docs/horen-lenavi.pdf). Note that the verb 'feed' is a compound word.

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Problem 10

Consider the data below from Central Guerrero Nahuatl, a Uto-Aztecan language spoken in Mexico (data from Amith and Smith-Stark 1994: 349morphemes and identify what each morpheme means. Discuss any difficulties you encounter.

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