DOCSLIB.ORG

Urim Grammar

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Urim Grammar Urim grammar by Ritva Hemmilä and Pirkko Luoma 2 Table of Contents 1. INTRODUCTION ........................................................................................................................................................... 7 1.1. BRIEF SUMMARY OF URIM PHONOLOGY................................................................................................................... 7 1.1.1. Phonemic and Orthographic Inventory............................................................................................................... 7 1.1.2. Consonants.......................................................................................................................................................... 7 1.1.3. Vowels ................................................................................................................................................................. 9 1.1.4. Syllable Patterns ............................................................................................................................................... 10 1.1.5. Stress in Urim.................................................................................................................................................... 10 1.1.6. About Orthography............................................................................................................................................ 11 1.2. URIM MORPHOPHONEMIC RULES............................................................................................................................ 11 1.2.1. Insertion Rules: ................................................................................................................................................. 11 1.2.2. Deletion Rules ................................................................................................................................................... 15 1.2.3. Assimilation Rules ............................................................................................................................................. 16 1.2.4. Dissimilation Rules: .......................................................................................................................................... 17 1.2.5. Re-syllabifications............................................................................................................................................. 18 1.2.6. The Ordering of Rules ....................................................................................................................................... 18 1.2.7. About Application of Rules................................................................................................................................ 19 2. WORD CLASSES AND MORPHOLOGY................................................................................................................. 20 2.1. INTRODUCTION ....................................................................................................................................................... 20 2.2. VERBS AND THEIR MORPHOLOGY .......................................................................................................................... 21 2.2.1. Realis-Irrealis Mode.......................................................................................................................................... 22 2.2.2. Reduplication of Verb Stems to Encode Imperfective Aspect: i.e, Repeated, Continual, or Habitual Action ... 25 2.2.3. Imperfective Aspect Suffix -e ............................................................................................................................. 26 2.2.4. The Applicative Suffix-(e)n................................................................................................................................ 28 2.2.5. Applicative Construction Indicating Dative-Shift ............................................................................................. 29 2.2.6. Other functions of the applicative suffix -(e)n ................................................................................................... 29 2.3. NOUNS .................................................................................................................................................................... 31 2.3.1. Important Semantic Classes of Nouns............................................................................................................... 31 2.3.2. Plurality............................................................................................................................................................. 36 2.3.3. Lack of Nominalized Forms............................................................................................................................... 38 2.4. PRO-FORMS............................................................................................................................................................. 39 2.4.1. Pronouns (Pro-NPs).......................................................................................................................................... 39 2.4.2. Interrogative Pro-forms .................................................................................................................................... 48 2.5. PREPOSITIONS ......................................................................................................................................................... 50 2.5.1. Paucity of Urim Prepositions Compensated for by Serialized Constructions................................................... 51 2.6. ADJECTIVES ............................................................................................................................................................ 58 2.6.1. Underived Adjectives......................................................................................................................................... 58 2.6.2. Derived Adjectives............................................................................................................................................. 60 2.6.3. Comparison of Adjectives.................................................................................................................................. 66 2.7. ADVERBS ................................................................................................................................................................ 69 2.7.1. Temporal Adverbs ............................................................................................................................................. 69 2.7.2. Manner Adverbs and Frequentative Temporal Adverbs.................................................................................... 72 2.7.3. Locative Adverbs ............................................................................................................................................... 75 2.7.4. Negation ............................................................................................................................................................ 75 2.7.5. Modal Adverbs .................................................................................................................................................. 77 2.7.6. Degree Adverbs ................................................................................................................................................. 79 2.7.7. Aspectual Adverbs and Other Aspectual Constructions.................................................................................... 79 2.8. QUANTIFIERS .......................................................................................................................................................... 82 2.8.1. Numerals ........................................................................................................................................................... 82 2.8.2. Non-Numeric Quantifiers .................................................................................................................................. 84 2.9. DEMONSTRATIVES .................................................................................................................................................. 90 2.9.1. The far demonstrative pa................................................................................................................................... 90 2.9.2. The Near Demonstrative ti ................................................................................................................................ 93 2.9.3. The Personal Pronoun kil as Demonstrative..................................................................................................... 94 2.9.4. The Remote Demonstrative ai as a Pronoun and its Other Functions .............................................................. 94 2.9.5. Verb plus Demonstrative Adverb Constructions ............................................................................................... 99 2.9.6. A list showing some of the many possible combinations of the deictics pa, ti, kil, ai and indefinite ur with various types of NPs:..................................................................................................................................................... 100 2.10. CONJUNCTIONS AND OTHER CONJUNCTIVE FORMS .............................................................................................. 101 2.10.1. The Place of Conjunctions.........................................................................................................................
Load more

Recommended publications
  • Valence-Increasing Strategies in Urim Syntax Written by Joyce Kathleen Wood and Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts
    Graduate Institute of Applied Linguistics Thesis Approval Sheet This thesis, entitled Valence-increasing strategies in Urim syntax written by Joyce Kathleen Wood and submitted in partial fulfillment of the requirements for the degree of Master of Arts with major in Applied Linguistics has been read and approved by the undersigned members of the faculty f the Graduate Institute of Applied Linguistics. Dr. Paul R. Kroegen(Mentor) Dr. Michael Boutin Dr. Karl J. Franklin Mr. Robet J. Conrad Vecember 4, 2012 Date VALENCE -INCREASING STRATEGIES IN URIM SYNTAX By Joyc e Kathleen Wood Presented to the Faculty of the Graduate Institute of Applied Linguistics in partial fulfillment of the requirements for the degree of Master of Arts with major in Applied Linguistics Graduate Institute of Applied Lingu istics December 2012 © 2012 Joyce Kathleen Wood All Rights Reserved CERTIFICATE I acknowledge that use of copyrighted material in my thesis may place me under an obligation to the copyright holder, especially when use of such materials exceeds usual fair use provisions. I hereby certify that I have obtained the written permission of the copyright owner for any and all such occurrences and that no portion of my thesis has been copyrighted previously unless properly referenced. I hereby agree to indemnify and hold harmless the Graduate Institute of Applied Linguistics from any and all claims that may be asserted or that may arise from any copyright violation. 8ignature ecember 4 2012 Date THESIS DUPLICATION RELEASE I hereby authorize the Graduate Institute of Applied Linguistics Library to duplicate this thesis when needed for research and/or scholarship.
    [Show full text]
  • LCSH Section K
    K., Rupert (Fictitious character) K-TEA (Achievement test) Kʻa-la-kʻun-lun kung lu (China and Pakistan) USE Rupert (Fictitious character : Laporte) USE Kaufman Test of Educational Achievement USE Karakoram Highway (China and Pakistan) K-4 PRR 1361 (Steam locomotive) K-theory Ka Lae o Kilauea (Hawaii) USE 1361 K4 (Steam locomotive) [QA612.33] USE Kilauea Point (Hawaii) K-9 (Fictitious character) (Not Subd Geog) BT Algebraic topology Ka Lang (Vietnamese people) UF K-Nine (Fictitious character) Homology theory USE Giẻ Triêng (Vietnamese people) K9 (Fictitious character) NT Whitehead groups Ka nanʻʺ (Burmese people) (May Subd Geog) K 37 (Military aircraft) K. Tzetnik Award in Holocaust Literature [DS528.2.K2] USE Junkers K 37 (Military aircraft) UF Ka-Tzetnik Award UF Ka tūʺ (Burmese people) K 98 k (Rifle) Peras Ḳ. Tseṭniḳ BT Ethnology—Burma USE Mauser K98k rifle Peras Ḳatseṭniḳ ʾKa nao dialect (May Subd Geog) K.A.L. Flight 007 Incident, 1983 BT Literary prizes—Israel BT China—Languages USE Korean Air Lines Incident, 1983 K2 (Pakistan : Mountain) Hmong language K.A. Lind Honorary Award UF Dapsang (Pakistan) Ka nō (Burmese people) USE Moderna museets vänners skulpturpris Godwin Austen, Mount (Pakistan) USE Tha noʹ (Burmese people) K.A. Linds hederspris Gogir Feng (Pakistan) Ka Rang (Southeast Asian people) USE Moderna museets vänners skulpturpris Mount Godwin Austen (Pakistan) USE Sedang (Southeast Asian people) K-ABC (Intelligence test) BT Mountains—Pakistan Kā Roimata o Hine Hukatere (N.Z.) USE Kaufman Assessment Battery for Children Karakoram Range USE Franz Josef Glacier/Kā Roimata o Hine K-B Bridge (Palau) K2 (Drug) Hukatere (N.Z.) USE Koro-Babeldaod Bridge (Palau) USE Synthetic marijuana Ka-taw K-BIT (Intelligence test) K3 (Pakistan and China : Mountain) USE Takraw USE Kaufman Brief Intelligence Test USE Broad Peak (Pakistan and China) Ka Tawng Luang (Southeast Asian people) K.
    [Show full text]
  • Library of Congress Subject Headings for the Pacific Islands
    Library of Congress Subject Headings for the Pacific Islands First compiled by Nancy Sack and Gwen Sinclair Updated by Nancy Sack Current to January 2020 Library of Congress Subject Headings for the Pacific Islands Background An inquiry from a librarian in Micronesia about how to identify subject headings for the Pacific islands highlighted the need for a list of authorized Library of Congress subject headings that are uniquely relevant to the Pacific islands or that are important to the social, economic, or cultural life of the islands. We reasoned that compiling all of the existing subject headings would reveal the extent to which additional subjects may need to be established or updated and we wish to encourage librarians in the Pacific area to contribute new and changed subject headings through the Hawai‘i/Pacific subject headings funnel, coordinated at the University of Hawai‘i at Mānoa.. We captured headings developed for the Pacific, including those for ethnic groups, World War II battles, languages, literatures, place names, traditional religions, etc. Headings for subjects important to the politics, economy, social life, and culture of the Pacific region, such as agricultural products and cultural sites, were also included. Scope Topics related to Australia, New Zealand, and Hawai‘i would predominate in our compilation had they been included. Accordingly, we focused on the Pacific islands in Melanesia, Micronesia, and Polynesia (excluding Hawai‘i and New Zealand). Island groups in other parts of the Pacific were also excluded. References to broader or related terms having no connection with the Pacific were not included. Overview This compilation is modeled on similar publications such as Music Subject Headings: Compiled from Library of Congress Subject Headings and Library of Congress Subject Headings in Jewish Studies.
    [Show full text]
  • LCSH Section K
    K., Rupert (Fictitious character) Homology theory Ka nanʻʺ (Burmese people) (May Subd Geog) USE Rupert (Fictitious character : Laporte) NT Whitehead groups [DS528.2.K2] K-4 PRR 1361 (Steam locomotive) K. Tzetnik Award in Holocaust Literature UF Ka tūʺ (Burmese people) USE 1361 K4 (Steam locomotive) UF Ka-Tzetnik Award BT Ethnology—Burma K-9 (Fictitious character) (Not Subd Geog) Peras Ḳ. Tseṭniḳ ʾKa nao dialect (May Subd Geog) UF K-Nine (Fictitious character) Peras Ḳatseṭniḳ BT China—Languages K9 (Fictitious character) BT Literary prizes—Israel Hmong language K 37 (Military aircraft) K2 (Pakistan : Mountain) Ka nō (Burmese people) USE Junkers K 37 (Military aircraft) UF Dapsang (Pakistan) USE Tha noʹ (Burmese people) K 98 k (Rifle) Godwin Austen, Mount (Pakistan) Ka Rang (Southeast Asian people) USE Mauser K98k rifle Gogir Feng (Pakistan) USE Sedang (Southeast Asian people) K.A.L. Flight 007 Incident, 1983 Mount Godwin Austen (Pakistan) Ka-taw USE Korean Air Lines Incident, 1983 BT Mountains—Pakistan USE Takraw K.A. Lind Honorary Award Karakoram Range Ka Tawng Luang (Southeast Asian people) USE Moderna museets vänners skulpturpris K2 (Drug) USE Phi Tong Luang (Southeast Asian people) K.A. Linds hederspris USE Synthetic marijuana Kā Tiritiri o te Moana (N.Z.) USE Moderna museets vänners skulpturpris K3 (Pakistan and China : Mountain) USE Southern Alps/Kā Tiritiri o te Moana (N.Z.) K-ABC (Intelligence test) USE Broad Peak (Pakistan and China) Ka-Tu USE Kaufman Assessment Battery for Children K4 (Pakistan and China : Mountain) USE Kha Tahoi K-B Bridge (Palau) USE Gasherbrum II (Pakistan and China) Ka tūʺ (Burmese people) USE Koro-Babeldaod Bridge (Palau) K4 Locomotive #1361 (Steam locomotive) USE Ka nanʻʺ (Burmese people) K-BIT (Intelligence test) USE 1361 K4 (Steam locomotive) Ka-Tzetnik Award USE Kaufman Brief Intelligence Test K5 (Pakistan and China : Mountain) USE K.
    [Show full text]
  • Historical Linguistics.’ H Graham Thurgood, American Anthropologist L
    212 eup Campbell_119558 eup Historic Linguistic 23/07/2012 14:41 Page 1 THIRD EDITION ‘Campbell has done an exemplary job of providing a modern introduction to T HIRD E DITION historical linguistics.’ H Graham Thurgood, American Anthropologist L This state-of-the-art, practical introduction to historical linguistics – the study of I I language change – does not just talk about topics. With abundant examples and N S LYLE CAMPBELL exercises, it helps students learn for themselves how to do historical linguistics. G T Distinctive to the book is its combination of the standard traditional topics with O others now considered vital to historical linguistics: explanations of why languages U change; sociolinguistic aspects of linguistic change; syntactic change and I grammaticalization; distant genetic relationships (showing how languages are R related); and linguistic prehistory. In addition, this third edition contains: two new S chapters on morphological change and quantitative approaches; a much expanded I T HISTORICAL chapter on language contact with new sections on pidgins and creoles, mixed C languages and endangered languages; new sections on the language families and I A language isolates of the world; an examination of specific proposals of distant genetic C relationship; and a new section on writing systems. L S With its clear, readable style, expert guidance and comprehensive coverage, Historical LINGUISTICS Linguistics: An Introduction is not only an invaluable textbook for students coming to the subject for the first time, but also
    [Show full text]
  • Orthographies in PNG Through the Years
    Graphemic choices in writing Papua New Guinean languages through the years LSPNG 2019 Ray Stegeman, SIL-PNG Some PNG Language Statistics • 839 indigenous languages, 11.7% of the world's total! - ethnologue.com • "only" 254 (30%) are listed as either "in trouble" or "dying" • SIL's work in PNG has served 337 language communities • SIL is currently active in 187 language communities • www.pnglanguages.sil.org/resources/ • This presentation represents 221 of the languages in which SIL-PNG has worked in the past 63 years. 3 time periods • 1960 - 1990 - older, paper archives • 1990 - 2010 - electronic archives • 2010 - today - currently active projects • I was able to get feedback from a questionnaire from the last group. older data newer data PNG Province languages languages languages in total names from folder from OPDs the question- languages naire (current (pre-1990) (pre-2010) from each projects) province Morobe 5 9 9 23 East Sepik 9 7 3 19 Madang 2 15 2 19 Milne Bay 5 9 4 18 Gulf 7 6 2 15 Western 5 5 4 14 older data newer data PNG language languages languages languages in total in families from folder from OPDs the question- each represented (pre-1990) (pre-2010) naire (current language projects) family Trans New 53 37 11 101 Guinea Austronesian 35 15 21 71 Sepik 6 4 10 Torricelli 1 4 3 8 South-Central 3 3 6 Papuan Rotokas (N Bougainville) - 11 phonemes /ɑ, ɛ, g, i, k, o, p, ɾ, t, u, β/ Tawala (Austronesian) - 19 phonemes /ɑ, b, d, e, g, gʷ, h, i, k, kʷ, l, m, n, o, p, t, u, w, y/ Melpa (TNG) - 26 phonemes /ɑ, ᵐb, ⁿd, ⁿd,̪ e, ᵑg,
    [Show full text]
  • Urimverbsthesis 4Dec2012 FINAL
    Graduate Institute of Applied Linguistics Thesis Approval Sheet This thesis, entitled Valence-increasing strategies in Urim syntax written by Joyce Kathleen Wood and submitted in partial fulfillment of the requirements for the degree of Master of Arts with major in Applied Linguistics has been read and approved by the undersigned members of the faculty of the Gradu ate Institute of Applied Linguistics. Dr. Paul R. Kroeger (Mentor) f Dr. Michael Boutin ,.*,f*6tt/;a-,r/ {\.\ ffi,4-^ff- {{e Dr. Karl J. Franklin ffit,re Mr. R ?tewqbzr 4,Lo(2 Date VALENCE-INCREASING STRATEGIES IN URIM SYNTAX By Joyce Kathleen Wood Presented to the Faculty of the Graduate Institute of Applied Linguistics in partial fulfillment of the requirements for the degree of Master of Arts with major in Applied Linguistics Graduate Institute of Applied Linguistics December 2012 © 2012 Joyce Kathleen Wood All Rights Reserved CERTIFICATE I acknowledge that use of copyrighted material in my thesis may place me under an obligation to the copyright holder, especially when use of such materials exceeds usual fair use provisions. I hereby certi$r that I have obtained the written permission of the copynght owner for any and all such occurrences and that no portion of my thesis has been copyrighted previously unless properly referenced. I hereby agree to indemniff and hold harmless the Graduate Institute of Applied Linguistics from,any and all claims that may be asserted or that may arise from any copyright violation. }Jirr.*rr.,I-r.c 4ula$tg Date THESIS DUPLICATION RELEASE I hereby authortze the Graduate Institute of Applied Linguistics Librury to duplicate this thesis when needed for research andlor scholarship.
    [Show full text]
  • Urim Kalpm Texts
    Data Papers on Papua New Guinea Languages Volume 62 Urim Kalpm Texts Joyce Wood 2017 SIL-PNG Academic Publications Ukarumpa, Papua New Guinea Papers in the series Data Papers on Papua New Guinea Languages express the authors’ knowledge at the time of writing. They normally do not provide a comprehensive treatment of the topic and may contain analyses which will be modified at a later stage. However, given the large number of undescribed languages in Papua New Guinea, SIL-PNG feels that it is appropriate to make these research results available at this time. René van den Berg, Series Editor Copyright © 2017 SIL-PNG Papua New Guinea [email protected] Published 2017 Printed by SIL Printing Press Ukarumpa, Eastern Highlands Province Papua New Guinea ISBN 9980 0 4036 X Table of Contents Abbreviations ............................................................................................. v Acknowledgements ................................................................................... vi 1. Introduction ........................................................................................ 1 1.1 The Urim Kalpm people and their language ........................................ 1 1.2 Notes on phonology and orthography .................................................. 2 1.3 Lexical notes ........................................................................................ 4 1.4 The text collection ................................................................................ 5 2. Non-narrative texts ...........................................................................
    [Show full text]
  • Supplementary Module 2.4 Language Ecology an Introduction to The
    Language Strand Unit 2: The Nature of Language Supplementary Module 2.4 Language Ecology An Introduction to the Ecology of PNG Community Languages Student Support Material LA 2.4 Language Ecology ii Acknowledgements Materials written and compiled by Dr Steve Pickford in consultation with Elizabeth Topa, Holy Trinity PTC, Ben Tamengit, Gaulim PTC and George Kinavai, Madang PTC. Layout and diagrams supported by Nick Lauer. Date: 4 August 2003 PASTEP Primary and Secondary Teacher Education Project Australian Agency for International Development (AusAID) GRM International Papua New Guinea-Australia Development Cooperation Program Additional Student Support Material LA 2.4 Language Ecology iii Unit outline Unit # Modules 1 Language Families (Core) Unit 2 2 Spoken and Written Language (Core) The Nature of Language 3 Language Structure (Core) 4 Language Ecology (Optional) Icons Read or research Write or summarise Activity or discussion Additional Student Support Material LA 2.4 Language Ecology iv Contents Part A: An Introduction to the Ecology of PNG Community Languages Introduction: Language Ecology………………………………………………….….1 Reading 1: Vanishing voices – the ecology of language …………………………5 Languages as Memories…………………………………………………………....13 Language as Identities……………………………………………………………....14 Language Ecology and the impact of literacy………………………………….….16 Selecting and encoding a language ……………………………………………….17 Problems of standardisation……………………………………………………...…17 Language Shift……………………………………………………………………….18 Types of Languages……………………………………………………………...….19 Why is it important?………………………………………………………………….21 Appendix 1: Languages of Papua New Guinea List ……………………………..22 Additional Student Support Material LA 2.4 Language Ecology 1 Part A: An Introduction to the Ecology of PNG Community Languages Prerequisites An Introduction to the Ecology of PNG Community Languages (3.3a) is the first of two modules on the topic of Language at Home and at School, within Unit 3: Language as Social Practice.
    [Show full text]
  • Orthography Paper Urim Language
    Orthography Paper Urim Language by Pirkko Luoma July 2000 Contents: 1. Phonemes .............................................................................................................. 4 2. Dialect Considerations ........................................................................................... 5 3. Trade languages .................................................................................................... 6 4. Neighbouring Orthographies .................................................................................. 9 4.1 Aiku and Eitiep.................................................................................................. 9 4.2 Kwanga............................................................................................................. 9 4.3. Urat.................................................................................................................. 9 4.4 Kombio ........................................................................................................... 10 5. Orthography ......................................................................................................... 11 5.1. Suggested orthography ................................................................................. 11 5.2. Discussion of symbolization........................................................................... 13 5.2.1. Prestopped Nasals.................................................................................. 13 5.2.2. [h] ...........................................................................................................
    [Show full text]
  • Dialect Survey – Kombio Language
    DIALECT SURVEY – KOMBIO LANGUAGE East Sepik Province, Papua New Guinea March, 2000 By Joan Henry S.I.L. - Ukarumpa Dialect Survey – Kombio Language 1.0 General Information.............................................................................................3 1.1 Location and Geographical Features ...........................................................................................3 1.2 Linguistic Classification and Bordering Languages ....................................................................4 1.3 Social Characteristics...................................................................................................................5 1.4 Churches and Missions ................................................................................................................6 1.5 Language Use and Attitudes ........................................................................................................7 1.6 Language Work Already Done ....................................................................................................8 2.0 Survey Procedures .......................................................................................9 2.1 Data Collection Procedures .........................................................................................................9 2.2 Data Analysis Procedures ..........................................................................................................11 2.2.1 Analysis of Word Lists.....................................................................................................11
    [Show full text]
  • An Angor Case Study" READ Volume 39:2
    Litteral, Robert. 2004 "Community and Family Based Language Policy: An Angor Case Study" READ Volume 39:2 Community and Family Based Language Policy: An Angor Case Study By Robert Litteral Introduction Papua New Guinea (PNG) tops the list of nations in the world in the 1) number of languages with over 800 (Grimes 2000), 2) in language diversity in terms of linguistic groups, and 3) in the number of languages used in basic education. In 1980 a basic vernacular education movement started with two languages under the policy of the North Solomons Provincial government. That movement has grown until today there are over 350 language communities using vernacular languages for basic education under the national education policy. This could be one of the most amazing language planning success stories of the 20th century! And if it continues, it could go down in the annals of language planning successes along side the story of the revitalisation of the dead language Hebrew to become the vibrant language of a modern state.1 PNG not only tops the list of nations in terms of language diversity but also is high on the list of those with endangered languages. However, PNG’s pro- vernacular language policy has introduced a new element into the environmental study of language maintenance and death. Consequently the country is becoming 1 Just as the revival of Hebrew is credited to the persistence of one man, ben Yehudah, much of the success of PNG’s vernacular language development is due to the supportive efforts of one organisation, the PNG Branch of SIL International.
    [Show full text]