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38 Cards in this Set
- Front
- Back
Why does Dr. Blake prefer the term absence rather than deletion? |
The word deletion has ethnocentric implications and assumes that African American English is doing something to Standard English. Also, it assumes that something could not historically be there from the start. For example, r-absence is found in Caribbean languages. |
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What are the following grammatical factor groups in which there is copula absence? Give examples. |
___Noun phrases Ex. He () a man ___Adjectives Ex. He () sick ___Locatives (think location/prepositions, e.g., in, on, at, by) Ex. He () here ___V + ing Ex. He () walking ___Gonna Ex. He () gonna tell |
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From least to most often, what following grammatical environments have copula absence? |
(LEAST) Noun phrases, Adjectives, Locatives, V + ing, Gonna (MOST) |
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Study of copula absence with Jamaican, LA adults, and NYC Thunderbirds gang demonstrated... |
Copula absence in three African American dialects followed similar patterns in absence of copula/following grammatical environment. (NPs, Locatives, Adjectives, V+ing, Gonna) |
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What even is the copula lol What's the rule about the copula? |
Copula variants (full and contacted forms): is are 's 're Rule 19a: Absence of copula/auxiliary is and are for present tense states and actions *So make sure to only look for present tense copula. (e.g., don't look for "was") |
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Quantitative behavior of copula (i.e., how often forms are absent)...besides following grammatical factors |
Speakers delete ARE more often than IS IS and ARE deleted more often after a pronoun than a noun (Ex. He () a man > Marcus () a man) |
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Present tense markers (show WHEN something happened)
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1. He () running (Standard: He is running) - COPULA ABSENCE 2. He be running (Standard: He is usually running) - HABITUAL BE (not found in SAE) 3. He be steady running (Standard: He is usually running in an intensive, sustained manner) - INTENSIFIED CONTINUATIVE MARKER 4. He been/bin runnin (Standard: He has been running) - UNSTRESSED BEEN/BIN FOR PRESENT PERFECTS 5. He BEEN/BIN runnin (Standard: He has been running for a long time, and still is) - STRESSED BEEN/BIN TO MARK REMOTE PHASE |
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Aspect Markers (show HOW something happened) |
1. Use of DONE to emphasize completed nature of an action
Ex. I done had enough (SE: I have had enough). They done tore the school up (SE: They have already torn the school up) 2. Use of BE DONE for resultatives or the future/conditional perfect (i.e., would have, will have, usually have) Ex. The kids be done ate by the time I get there (SE: The kids have usually eaten). She be done had her baby (SE: She will have had her baby). 3. Use of FINNA to mark immediate future Ex. He finna go (SE: He's about to go) 4. Use of COME to express indignation about an action/event Ex. He come walking in here like he owned the place. |
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Other grammar rules: Absence of plural -s |
Rule 21b: Absence of plural -s Ex. two boy (SE: two boys) |
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Other grammar rules: Use of dem |
Rule 21c: mark associative plurals after the name of a person Ex. Felicia an' dem (SE: Felicia and her friends) |
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Other grammar rules: Generalization of is and was to use with singular and plural subjects |
Ex. They is some crazy folk (SE: They are crazy folk). |
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Other grammar rules: Absence of 3rd person singular present tense -s |
Ex. It seem (SE: It seems) He walk (SE: He walks) He don't sing (SE: He doesn't sing) |
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Other grammar rules: Absence of possessive -s |
Ex. John house (SE: John's house) |
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Other grammar rules: Negative inversion |
Usually at beginning of sentence Ex. Can't nobody say nothin (SE: Nobody can say anything.) |
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Other grammar rules: Multiple negation |
In the sentence Ex. He don' do nothin' (SE: He doesn't do anything) |
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Other grammar rules: Use of existential is instead of there |
Ex. I's a lot of girls. (SE: There are a lot of girls.) |
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What are the auxiliaries lol |
be is am are was were do have |
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Detroit example: fine stratification vs. sharp stratification Class matters! |
Fine stratification: no clear cut divisions between social groups Ex. consonant cluster reduction by social class Sharp stratification: clear cut divisions between social groups Ex. voiceless th --> f, t, or 0 by social class (Lower working class 70% incidence, upper middle class 11% incidence) Class matters: In Detroit, Wolfram (1969) showed upper middle class blacks had less CC reduction and t pronunciation than lower working class blacks |
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Phonological rules: Word-final consonant cluster reduction |
Consonant clusters are sequences of 2 or more consonants. Reduction occurs at the end of a word. ESPECIALLY those ending in "t" or "d". Ex. han' (SE: hand) Ex. res' (SE: rest) Ex. pass' (SE: passed. The -ed suffix in passed in pronounced as [t]) |
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Phonological rules: realization of final "ng" as "n" in gerunds |
Ex. walkin' (SE: walking) |
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Phonological rules: realization of voiceless "th" (theta) as "t" or "f" |
Ex. toof (SE: tooth) Ex. tin (SE: thin) Ex. baf (SE: bath) |
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Phonological rules: realization of voiced "th" as "d" or "v" |
Ex. den (SE: then) Ex. bruvver (SE: brother) Ex. dis (SE: this) |
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Phonological rules: vocalization/absence of "l" after a vowel |
Ex. he'p (SE: help) Ex. yo'se'f (SE: yourself) |
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Phonological rules: vocalization/absence of "r" after a vowel When does this rule apply more often? |
Ex. so' (SE: sore) Ex. sistuh (SE: sister) Ex. fouh (SE: four) This rule applies more often when the r comes at the end of the word and is followed by a word beginning with a consonant (Ex. four posts). But it can happen within the same word (Ex. so') |
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Phonological rules: deletion initial "d" and "g" in certain tense-aspect auxiliaries |
Ex. ah 'on know (SE: I don't know) |
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Phonological rules: Metathesis of adjacent consonants |
Ex. aks (SE: ask) |
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Phonological rules: monopthongal pronunciations of ay and oy |
Ex. ah (SE: I) Ex. boah (SE: boy) |
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Phonological rules: neutralization/merger of [i] and [e] |
Ex. pin (SE: pen) |
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Phonological rules: realization of "ing" as "ang"/"ink"/"ank" |
Ex. thang (SE: thing) Ex. drank (SE: drink) |
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Phonological rules: stress on first rather than second syllable |
Ex. PO-lice (SE: police) |
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Phonological rules: more varied intonation, with higher pitch range and more rising and level final contours |
"Hey girl, what's upppppppp" |
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Phonological rules: pluralization |
Ex. posiz (SE: posts) Ex. desiz (SE: desks) Underlying rep: post + z CC reduction between two consonants: posz Insertion of /i/ when it follows sibilant consonants: posiz Surface rep: posiz |
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Nommo (the magic power of word) |
During slavery and now, Black people place a high value on the spoken word such that there is a persistence of an African-based oral tradition. |
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Signifyin |
Mode of discourse that is humorous and is done to a) make a point, or b) just for fun Characterized by indirection, circumlocution, metaphors, irony, rhythmic, punning Can be a witty one-liner, series of loosely related statements |
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The dozens |
Competitive oral test of linguistic ingenuity and verbal fluency Objective: to better your opponent with more caustic, humorous insults |
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Sacred style |
Spontaneous preach-congregation calls and responses Hollers and shouts Intensely emotional singing Spirit possession Testimonials to the power of the Holy Spirit |
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Tonal semantics |
Words and phrases carefully chosen for sound effects Talk singing Repetition and alliterative word play Intonational contouring Rhyme |
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List the rhetorical features |
Exaggerated language Mimicry Proverbial statements Punning Spontaneity Image-making Braggadocio Indirection: listener must decipher total meaning Tonal semantics Call and response |