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Reconsidering the “Isolating Protolanguage Hypothesis” in the Evolution of Morphology Author(S): Jaïmé Dubé Proceedings
Reconsidering the “isolating protolanguage hypothesis” in the evolution of morphology Author(s): Jaïmé Dubé Proceedings of the 37th Annual Meeting of the Berkeley Linguistics Society (2013), pp. 76-90 Editors: Chundra Cathcart, I-Hsuan Chen, Greg Finley, Shinae Kang, Clare S. Sandy, and Elise Stickles Please contact BLS regarding any further use of this work. BLS retains copyright for both print and screen forms of the publication. BLS may be contacted via http://linguistics.berkeley.edu/bls/. The Annual Proceedings of the Berkeley Linguistics Society is published online via eLanguage, the Linguistic Society of America's digital publishing platform. Reconsidering the Isolating Protolanguage Hypothesis in the Evolution of Morphology1 JAÏMÉ DUBÉ Université de Montréal 1 Introduction Much recent work on the evolution of language assumes explicitly or implicitly that the original language was without morphology. Under this assumption, morphology is merely a consequence of language use: affixal morphology is the result of the agglutination of free words, and morphophonemic (MP) alternations arise through the morphologization of once regular phonological processes. This hypothesis is based on at least two questionable assumptions: first, that the methods and results of historical linguistics can provide a window on the evolution of language, and second, based on the claim that some languages have no morphology (the so-called isolating languages), that morphology is not a necessary part of language. The aim of this paper is to suggest that there is in fact no basis for what I will call the Isolating Proto-Language Hypothesis (henceforth IPH), either on historical or typological grounds, and that the evolution of morphology remains an interesting question. -
C a L L a L O O
C A L L A L O O WHAT WE MEAN WHEN WE SAY ‘CREOLE’ An Interview with Salikoko S. Mufwene by Michael Collins Salikoko S. Mufwene is an internationally renowned theorist of language evolution, language contact, and sociolinguistics, among other subjects. He sat for the following interview on April 7 and April 8, 2003, during a visit he paid to Texas A & M University in College Station to lecture on controversies surrounding Ebonics. Mufwene’s ability to dazzle audiences was just as evident in Texas as it had been in the city-state of Singapore, where I first heard him lecture. His ability was indeed already apparent early in his life in Congo: Robert Chaudenson of the Université d’Aix-en-Provence reports that in 1973 “Mufwene received a License en Philosophie et Lettres (with a major in English Philology) from the National University of Zaire at Lubumbashi (with Highest Honors). The same year he also obtained his Agrégation d’enseignement moyen du degré supérieur (with Honors). Let me comment a bit on the significance of these diplomas, especially for readers who are not familiar with (post)colonial Africa. That the young Salikoko, born in Mbaya-Lareme, would find himself twenty years later in Lubumbashi at the University, with not one but two diplomas, should in itself count as an obvious sign of intellectual excellence for anyone who is in any way familiar with the Congo of that era. Salikoko must have seriously distinguished himself among his peers: at that time, overly limited opportunities and a brutally elitist educational system did entail fierce competition.” For the rest of Chaudenson’s remarks, and for further information on Mufwene, see http://humanities.uchicago.edu/faculty/mufwene/index.html. -
Language Variation and Ethnicity in a Multicultural East London Secondary School
Language Variation and Ethnicity in a Multicultural East London Secondary School Shivonne Marie Gates Queen Mary, University of London April 2019 Abstract Multicultural London English (MLE) has been described as a new multiethnolect borne out of indirect language contact among ethnically-diverse adolescent friendship groups (Cheshire et al. 2011). Evidence of ethnic stratification was also found: for example, “non-Anglo” boys were more likely to use innovative MLE diphthong variants than other (male and female) participants. However, the data analysed by Cheshire and colleagues has limited ethnographic information and as such the role that ethnicity plays in language change and variation in London remains unclear. This is not dissimilar to other work on multiethnolects, which presents an orientation to a multiethnic identity as more salient than different ethnic identities (e.g. Freywald et al. 2011). This thesis therefore examines language variation in a different MLE-speaking adolescent community to shed light on the dynamics of ethnicity in a multicultural context. Data were gathered through a 12-month ethnography of a Year Ten (14-15 years old) cohort at Riverton, a multi-ethnic secondary school in Newham, East London, and include field notes and interviews with 27 students (19 girls, 8 boys). A full multivariate analysis of the face and price vowels alongside a quantitative description of individual linguistic repertoires sheds light on MLE’s status as the new London vernacular. Building on the findings of Cheshire et al. (2011), the present study suggests that language variation by ethnicity can have social meaning in multi-ethnic communities. There are apparent ethnolinguistic repertoires: ethnic minority boys use more advanced vowel realisations alongside high rates of DH-stopping, and the more innovative was/were levelling system. -
Transparency in Language a Typological Study
Transparency in language A typological study Published by LOT phone: +31 30 253 6111 Trans 10 3512 JK Utrecht e-mail: [email protected] The Netherlands http://www.lotschool.nl Cover illustration © 2011: Sanne Leufkens – image from the performance ‘Celebration’ ISBN: 978-94-6093-162-8 NUR 616 Copyright © 2015: Sterre Leufkens. All rights reserved. Transparency in language A typological study ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. D.C. van den Boom ten overstaan van een door het college voor promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op vrijdag 23 januari 2015, te 10.00 uur door Sterre Cécile Leufkens geboren te Delft Promotiecommissie Promotor: Prof. dr. P.C. Hengeveld Copromotor: Dr. N.S.H. Smith Overige leden: Prof. dr. E.O. Aboh Dr. J. Audring Prof. dr. Ö. Dahl Prof. dr. M.E. Keizer Prof. dr. F.P. Weerman Faculteit der Geesteswetenschappen i Acknowledgments When I speak about my PhD project, it appears to cover a time-span of four years, in which I performed a number of actions that resulted in this book. In fact, the limits of the project are not so clear. It started when I first heard about linguistics, and it will end when we all stop thinking about transparency, which hopefully will not be the case any time soon. Moreover, even though I might have spent most time and effort to ‘complete’ this project, it is definitely not just my work. Many people have contributed directly or indirectly, by thinking about transparency, or thinking about me. -
Asshai Reference Grammar and Lexicon—David J
Asshai Reference Grammar and Lexicon—David J. Peterson 1 Asshai Reference Grammar and Lexicon by David J. Peterson Asshai Reference Grammar and Lexicon—David J. Peterson 2 Introduction The Asshai'i are a mysterious people from the far east—often murmured about, but rarely seen or discussed directly in A Song of Ice and Fire. Taking the various snippets of names and character descriptions from the books, I've created a language for the Asshai'i that both includes all the existing names and terms from the book, and suits the general Asshai aesthetic hinted out throughout A Song of Ice and Fire. Regards, David J. Peterson Asshai Reference Grammar and Lexicon—David J. Peterson 3 1. Asshai Language Description Phonology: • The phonetic inventory of Asshai is listed below: Consonants Labial Dental Alveolar Palatal Velar Glottal Plain Labial. Stops p/b t/d k/g kʷ/gʷ ʔ Fricatives θ/ð s/z ɬ/ɮ ʃ/ʒ x/ɣ xʷ/ɣʷ h Nasals m n ŋ ŋʷ Approximants r l j w Vowels Front Central Back High i, iː/ĩ, ĩː u, uː/ũ, ũː Close Mid e, eː/ẽ, ẽː ə, əː o, oː/õ, õː Open Mid ɛ, ɛː/ɛ,̃ ɛː̃ ɔ, ɔː/ɔ,̃ ɔː̃ Low a, aː/ã, ãː • There are four diphthongs: ay, aay, aw, aaw. • The symbols listed in the tables above are phonetic symbols. These will be used to transcribe Asshai words, but not to write them. To write them, I've devised a romanization system that should make the pronunciation fairly transparent. -
TOPICALIZATION in JAMAICAN and MARTINICAN Nicole Arsenec
TOPICALIZATION IN JAMAICAN AND MARTINICAN Nicole Arsenec To cite this version: Nicole Arsenec. TOPICALIZATION IN JAMAICAN AND MARTINICAN. 2020. hal-02910348 HAL Id: hal-02910348 https://hal.archives-ouvertes.fr/hal-02910348 Preprint submitted on 1 Aug 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. TOPICALIZATION IN JAMAICAN AND MARTINICAN Nicole ARSENEC “One of the most typical transformation rules in Afro-American dialects is the topicalization which allows constituents of kernel sentences to be singled out for focus.” according to Mervyn ALLEYNE (1980 : 103). The topic of this chapter is topicalization in Jamaican Creole (JC) and Martinican Creole (CM) in a contrastive approach and a synchronic perspective. The choice of these two languages, an English Lexical Based Creole (ELBC), and a French Lexical Based Creole (FLBC), was made in order to point out the specificity of this construction in Afro-American languages opposed to English and French in terms of Indo- European languages. The objective of this approach is to establish distinctive features of topicalization in Creole languages from Jamaica and Martinique. 1 Topicalization « Described as a predicate cleft in Atlantic Creoles this (topicalization) typically consists in fronting the Verb Phrase (VP) head while leaving a copy at the extraction site, and using a copula to introduce the verb copy” J. -
To Ba Or Not to Ba Differential Object Marking in Chinese
î To ba or not to ba Differential Object Marking in Chinese Geertje van Bergen I To ba or not to ba Differential Object Marking in Chinese Geertje van Bergen PIONIER Project Case Cross-linguistically Department of Linguistics Radboud University Nijmegen P.O. Box 9103 6500 HD Nijmegen the Netherlands www.ru.nl/pionier [email protected] III To ba or not to ba Differential Object Marking in Chinese Master’s Thesis General Linguistics Faculty of Arts Radboud University Nijmegen November 2006 Geertje van Bergen 0136433 First supervisor: Dr. Helen de Hoop Second supervisor: Prof. Dr. Pieter Muysken V Acknowledgements I would like to thank Lotte Hogeweg and the members of the PIONIER-project Case Cross-linguistically for the nice cooperation during the past year; many thanks go to Monique Lamers for the pleasant teamwork. I am especially grateful to Yangning for the close cooperation in Beijing and Nijmegen, which has laid the foundation of ¡ £¢ this thesis. Many thanks also go to Sander Lestrade for clarifying conversations over countless cups of coffee. I would like to thank Pieter Muysken for his willingness to be my second supervisor and for his useful comments on an earlier version. Also, I gratefully acknowledge the Netherlands Organisation of Scientific Research (NWO) for financial support, grant 220-70-003, principal investigator Helen de Hoop (PIONIER-project ‘Case cross-linguistically’). Especially, I would like to thank Helen de Hoop for her great support and supervision, for keeping me from losing courage and keeping me on schedule, for her indispensable comments and for all the opportunities she offered me to develop my research skills. -
Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona. -
ENG 300 – the History of the English Language Wadhha Alsaad
ENG 300 – The History of The English Language Wadhha AlSaad 13/4/2020 Chap 4: Middle English Lecture 1 Why did English go underground (before the Middle English)? The Norman Conquest in 1066, England was taken over by a French ruler, who is titled prior to becoming the king of England, was the duke of Normandy. • Norman → Norsemen (Vikings) → the men from the North. o The Normans invited on the Viking to stay on their lands in hope from protecting them from other Vikings, because who is better to fight a Viking then a Viking themselves. • About 3 hundred years later didn’t speak their language but spoke French with their dialect. o Norman French • William, the duke of Normandy, was able to conquer most of England and he crowned himself the king. o The Normans became the new overlord and the new rulers in England. ▪ They hated the English language believing that is it unsophisticated and crude and it wasn’t suitable for court, government, legal proceedings, and education. ▪ French and Latin replaced English: • The spoken language became French. • The written language, and the language of religion became Latin. ▪ The majority of the people who lived in England spoke English, but since they were illiterate, they didn’t produce anything so there weren’t any writing recordings. ▪ When it remerges in the end 13th century and the more so 14th century, it is a very different English, it had something to do with inflection. • Inflection: (-‘s), gender (lost in middle English), aspect, case. ▪ When Middle English resurfaces as a language of literature, thanks to Geoffrey Chaucer who elevated the vernaculars the spoken language to the status of literature, most of the inflections were gone. -
LNGT 0250 Morphology and Syntax
3/22/2016 LNGT 0250 Announcements Morphology and Syntax • I’m extending the deadline for Assignment 3 until 8pm tomorrow Wednesday March 23. This should allow you to take advantage of my office hours tomorrow if you have questions. • Reactions to lecture on Menominee? • Answer the questions on the short handout, and give it back to me on Thursday. I’ll use that information in forming your Linguistic Lecture #11 Diversity Project groups. March 22nd, 2016 2 Neatist Vegetarian vs. Humanitarian 3 4 Today’s agenda Restrictions on productivity • Unfinished business: Constraints on the • ‐ee productivity of derivational morphemes. – draw drawee • Morphological typology: How do languages – pay payee differ? – free *freeee • Nominal and verbal categories of inflectional – accompany *accompanyee morphology. 5 6 1 3/22/2016 Spanish diminutive morpheme: ‐illo Restrictions on productivity • mesa mesillo ‘little table’ • private privatize • grupo grupillo ‘little group’ • capital capitalize • gallo *gallillo ‘little rooster’ • corrupt *corruptize • camello *camellillo ‘little camel’ • secure *securize 7 8 Restrictions on productivity Restrictions on productivity • combat combatant fight *fightant • escalate deescalate • brutal brutality brittle *brittality • assassinate *deassassinate • monster monstrous spinster *spinstrous • parent parental mother *motheral • But notice: murderous, thunderous 9 10 Index of synthesis: How many morphemes Morphological typology does your language have per word? • One aspect of morphological variation -
A Learner's Grammar of Jamaican
A Learner’s Grammar of Jamaican Part of the Open Grammar Project Table of Contents 1. Acknowledgements . 1 2. Introduction. 2 2.1. The Open Grammar Project . 2 2.2. Source . 2 2.3. Jamaican . 3 2.3.1. Name . 3 3. Writing system . 4 3.1. Alphabet . 4 3.1.1. Overview of Jamaican alphabet . 4 3.2. Special Characters . 5 3.3. Punctuation . 5 3.3.1. Basic punctuation . 5 4. Pronunciation . 6 4.1. Vowels . 6 4.1.1. Vowel length . 6 4.1.1.1. Short vowels . 6 4.1.1.2. Long vowels . 7 4.1.1.2.1. aa . 7 4.1.1.2.2. ii . 7 4.1.1.2.3. uu . 8 4.1.2. Diphthongs . 9 4.1.2.1. ai . 9 4.1.2.2. ie . 9 4.1.2.3. uo . 11 4.1.2.4. ou . 12 4.1.3. Nasal Vowels . 13 4.1.4. Table of vowels and diphthongs . 14 4.1.5. Sounds to note . 14 4.1.5.1. ya (ia) . 14 4.1.5.2. yaa (iaa) . 15 4.2. Consonants. 15 4.2.1. Overview of Consonant Sounds . 19 4.2.2. Consonant Combinations . 20 4.2.3. Sounds to note . 21 4.2.3.1. Syllabic n . 21 4.2.3.2. Syllabic l . 22 4.2.3.3. Syllabic m . 23 4.2.4. Silent Letters . 23 4.2.5. Elided Sounds . 23 5. Morphology . 24 5.1. Nouns . 24 5.1.1. Basic Form of Nouns . 24 5.1.2. -
An Introduction to Linguistic Typology
An Introduction to Linguistic Typology An Introduction to Linguistic Typology Viveka Velupillai University of Giessen John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data An introduction to linguistic typology / Viveka Velupillai. â. p cm. â Includes bibliographical references and index. 1. Typology (Linguistics) 2. Linguistic universals. I. Title. P204.V45 â 2012 415--dc23 2012020909 isbn 978 90 272 1198 9 (Hb; alk. paper) isbn 978 90 272 1199 6 (Pb; alk. paper) isbn 978 90 272 7350 5 (Eb) © 2012 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Company • P.O. Box 36224 • 1020 me Amsterdam • The Netherlands John Benjamins North America • P.O. Box 27519 • Philadelphia PA 19118-0519 • USA V. Velupillai: Introduction to Typology NON-PUBLIC VERSION: PLEASE DO NOT CITE OR DISSEMINATE!! ForFor AlTô VelaVela anchoranchor and and inspiration inspiration 2 Table of contents Acknowledgements xv Abbreviations xvii Abbreviations for sign language names xx Database acronyms xxi Languages cited in chapter 1 xxii 1. Introduction 1 1.1 Fast forward from the past to the present 1 1.2 The purpose of this book 3 1.3 Conventions 5 1.3.1 Some remarks on the languages cited in this book 5 1.3.2 Some remarks on the examples in this book 8 1.4 The structure of this book 10 1.5 Keywords 12 1.6 Exercises 12 Languages cited in chapter 2 14 2.