An Encyclopaedia of Language_08

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An Encyclopaedia of Language_08 AN ENCYCLOPAEDIA OF LANGUAGE 393primary correspondence is °ch—/ʧ/, as in °chip; the secondary correspondence is °ch—/k/, as in °school; and there is atertiary correspondence °ch—/ʃ/, as in °machine. The behaviour of letters can be charted (for example, °c also appears as a trailing letter in the symbol °sc, as in °scene); thestructures of symbols can be charted; their ranges of values can be charted; and the correspondences can not only be chartedbut named. For instance: the graphophonemic analysis of °success (a stumbling-block for some spellers) is °s u c c e ss. Wehave two values for °c here, both rule-governed: the first °c is followed by a consonant letter (viz. the second °c), and has thevalue /k/; the second °c is followed by °e, and has the value /s/. The rule is that °c has the value /k/ except before the vowels °e, °i, or °y. (More strictly, we should say that the symbol °c is subject to this rule.) Teachers use the expression ‘Hard C’ and‘Soft C’, appropriately enough, with reference to this phenomenon. What is not usually realised is that these are not names ofletters, nor names of sounds (phonemes), but names of correspondences. Naming can be extended to all correspondences and,like everything else, once named, they become easier to talk about, easier to conceptualise. (For a theoretical approach, seeHaas 1970). Literacy in English, even literacy coupled with ‘good spelling’, does not imply ability to segment words into symbols(graphophonemic segmentation or analysis). Analysis of °school into °s ch oo l is far from automatic amongst those who canspell the word—to say nothing of the many who cannot. The ‘trick’ in it is the symbol °ch, with the secondarycorrespondence °ch—/k/ or Hard CH. Trouble with the spelling of °psychology, sometimes a stumbling-block at tertiarylevel, can be alleviated if the Hard CH correspondence has been learnt beforehand in its concealed position in °school and inprominent position in °chemistry. (Misspellings of °psychology include *psychycology. Note that in the correspondence °ps—/s/, the leading letter has no phonemic value (=a ‘silent’ letter); note also that °y has a unique spelling behaviour in that it canbe both a consonant symbol and a vowel symbol; spellers who, at primary level, have learned A E I O U as the five vowelletters will often resist recognising the vocalic role of °y at secondary or tertiary level.) Junction analysis. The second form of spelling analysis must be dealt with even more briefly. It concerns, not symbols(graphophonemic units) but morphemes (lexicogrammatical units). In section 4 it was pointed out that, while a subclass oforthographies gives information about the phonological realisation of morphemes, all orthographies represent the morphemesthemselves. Again the starting-point can be simple and familiar. In they come we recognise the morpheme come, and we recognise thesame morpheme in they are coming. But in the first case it is represented by °come (four letters), and in the second by °com(three letters). In they run we have °run (three letters), and in they are running we have °runn (four letters; readers may findthe notations °com- and °runn- more comfortable). Nobody seriously suggests that we have a gamut of forms of the suffix -ing—°-ing as base-form, with by-forms °ning in °running, °-ting in °getting, °-ping in °stopping, and so on, though that is howtypographical tradition in SOE breaks such words at the ends of lines. These phenomena, loss of a letter in °come/coming andgain of a letter in °run/ running, together with the change of letter in °try/tried, are the main source of change in morphemeshape in SOE. They are often treated in isolation from each other, yet they can be interestingly linked. The key concept here is the spelling junction (Mountford 1976). The unit of invariant spelling in SOE is the orthographic word.There are no interdependencies across word-space, with the exception of °a/an. Between compound lexical morphemes thereare no interdependencies in any of the three states of aggregation: open °test tube, hyphened °test-tube, solid °testtube(*testube is a known error, like *lampost). If the same were true in affixation, i.e. at boundaries involving inflectional orderivational morphemes, there would be no need for the notion of spelling junctions. All junctions would be the same simplekind. But in fact, in SOE, there are ‘change’ junctions as well as ‘no-change’ junctions. Obviously when two morphemes arejoined, the constituent letters can either remain unaffected or undergo some change. When there is no change, we can notate itas, for example, °jump+ing, °jump+ed, °jump+er, and call these cases plus-junctions. Plus-junctions are the commonest kindof spelling junction in SOE, and, of cour ...