Short Answer: Language Acquisition and Language Variation For all of the following short answer questions, you may be relatively brief: these are not long essay questions. However, where you are asked to give examples, reasons, or pieces of evidence, write at least one sentence for each, rather than just a word or phrase. Give enough explanation that your answers could be understood by someone who doesn’t have any background in linguistics.

Mini-Final on Phonetics, Phonology, Morphology, and Syntax

In immigrant communities in the United States, when is the process of language shift most commonly complete? In other words, which generation is usually the first to be monolingual in English?

Which of the following rules best accounts for the distribution of [i] and [u] in the data above?

When someone pronounces the word asterisk as [æstəɹɪks], the speaker is providing an example of the phonological process of _____________.

In the following sentence, I, it, them, yesterday, and there are all ____________s. I gave it to them yesterday, before the cruise ship arrived there.

Suzie’s production of the sound in the previous question is an example of which phonological process? (For all of the questions like this one, you may use processes more than once, and you might not use all of them.)

[əlɑɪv]

Bonus question: What is the title of Aphra Behn’s most famous text?

Use the data below from Canadian French to answer the questions that follow. In Canadian French, each pair of the following phones is in complementary distribution. [i] and [ɪ] are allophones of one phoneme. [y] and [ʏ] (tense and lax high front round vowels) are allophones of a second phoneme. [o] and [ɔ] are allophones of a third phoneme. [u] and [ʊ] are allophones of a fourth phoneme. [pilʏl] ‘pill’ [fyme] ‘smoke’ [griʃe] ‘to crunch’ [lynɛt] ‘glasses’ [grɪʃ] ‘it crunches’ [frole] ‘to skim’ [pətsi] ‘little (masc.)’ [pɔrt] ‘door’ [pətsɪt] ‘little (fem.)’ [bote] ‘beauty’ [vitɑmɪn] ‘vitamin’ [bɔt] ‘boot’ [sɑly] ‘hi’ [fo] ‘false’ [ʒʏp] ‘skirt’ [tɔrdzy] ‘twisted’ [zero] ‘zero’ [plʏs] ‘more’ [pɔm] ‘apple’ [fɔl] ‘crazy (fem.)’ [lʏn] ‘moon’ [ru] ‘wheel’ [pɪp] ‘pipe’ [rʊt] ‘road’ [grimɑs] ‘grimace’ [suvɑ̃] ‘often’ [fini] ‘finished’ [trupo] ‘herd’ [fɪj] ‘girl’ [sʊp] ‘flexible’ [dzʏr] ‘hard’ [tʊʃ] ‘touch’ [tryke] ‘to fake’ [fu] ‘crazy (masc.)’ [fʊl] ‘(a) crowd’ [trʏk] ‘(a) trick’ Consider the syllable structures of these words. (You will probably find it easiest to see the pattern if you syllabify the words, i.e., mark where the syllable boundaries are.) Complete the sentences below to describe the distribution of the vowel allophones in a way that accounts for all four phonemes. The format of your description doesn’t matter, as long as you get the idea across. [i], [y], [o], and [u] are tense vowels, and [ɪ], [ʏ], [ɔ], and [ʊ] are lax vowels.