Linguistic shite

stops after [s] are always voiceless unaspirated hence spellings like sgian (sbian)

After a vowel p, t, c are pronounced with Preaspiration c is pronounced [xk], so boc and bochd are both [pɔxk]

caol vs. leathann/absence vs. presence of palatalization So cùl ‘vs. ciùil valarized consonants like fortis sonorant [lˠ nˠ]

raising of the tongue towards the hard palate (upwards) simultaneously with the pronunciation of the consonant

knowledge of how to use L2 in speech

use of L2 in continuous discourse

appropriate use in social settings

Second language acquisition is a subconscious process. Walls covered in Gaelic so that kids can understand through context what it means

Need to interact and use it to communicate to actually use language as a function, gain Pragmatic competence.

Also need to be producing output in the language to help them become competence.

Also need to be producing output in the language to help them become competence.

Using the language and acquiring the important use of the language is important.

social, emotional and cognitive factors.

Learners with instrumental motivation want to learn a language because of a practical reason like getting a salary bonus or getting in col.

learners want to learn the language so they can better understand and get to know people whospeak the language. Cultural identification.

the changes are driven by some factors within society

changes are made more likely because of the presence of another language within the society - everyone becomes bilingual

the same person may use more than one variant in their speech depending on all sorts of factors

Internal - grammatical factors (part of speech) External - social (Class,gender,setting..)

different individuals have different variation patterns e.g. physiologicaldifferences(age) External (social factors).

Language can also change because of the presence of another language in the community

sounds becoming more similar to another sound, can affect all properties of a sound, does not always target adjacent sounds, eclipsis in G.

sounds becoming less similar to each other, less frequant, G. ainmean (2 nasels in a row)but Welsh enwau with one of nasals becoming non-nas

Gaelic svarabhakti: Old Irish derc ‘red’, Gaelic [dʒɛrɛg]

several sound classes change G. - had a shift from a /ptk/ vs /bdɡ/ system of laryngeal contrast to a /pʰtʰkʰ/ vs /ptk/ one

• Stops < fricatives < nasals < liquids < glides < vowels. rise before the nucleus fall after it.

P, t, c are fully voiceless unaspirated in initial position and fully voiceless unaspirated in non-initial position.

consonants raising the back of the tongue towards the soft palate.

The fricatives [θ ð] are not found in modern Gaelic. , [rʲ] is pronounced in some Lewis dialects as [ðʲ with aspirated stops as in cnaimh

gliding vowels, Closing diphthongs [ei, əi, ai, ui, ou, au] / Opening diphthongs: [iə ia, uə, ua]

St=onset a=nucleus d=coda. Sonority rises before and fall afterwards.

any of two or more actual representations of a morpheme e.g dog[z], cat[s] and hors[iz]

the helping vowel in words such as falbh and dearg, inserted between a sonorant and following consonant, same vowel as before the sonorant