DOCSLIB.ORG

Information to Users

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfihn master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter fece, while others may be from any type o f computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back o f the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zed) Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 A WORD-AND-PARADIGM APPROACH TO REDUPUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by Andrew D. Saperstein, B.A., M.A. ***** The Ohio State University 1997 Dissertation Committee: Approved by Professor Arnold Zwicky: Adviser Professor Brian Joseph Adviser Dr. Samuel Rosenthall Department of Linguistics DMI Number: 9801779 Copyright 1997 by Saperstein, Andrew David All rights reserved. UMI Microform 9801779 Copyright 1997, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeh Road Ann Arbor, MI 48103 Copyright by Andrew David Saperstein 1997 ABSTRACT Most recent treatments of reduplication assume the notion of the morpheme. In this study, I describe the phenomena of reduplication from the standpoint of Word-and-Paradigm morphology, in which the notion of the morpheme plays no role. Instead, for each lexeme, there exists an indexed set of formally distinct, yet semantically identical, lexical stems. Morphological rules realize morphological properties upon these lexical stems by the application of various morphophonological operations. 1 begin this study by outlining the conceptual distinctions necessary to a principled discussion of reduplication. 1 then sketch the principles of Word-and-Paradigm morphology, establishing the theoretical concepts which bear crucially on my analysis. After surveying recent treatments of reduplication, I undertake several case studies, in which 1 analyze reduplication from a Word-and-Paradigm perspective. In these case studies, 1 treat all actual instances of reduplication as resulting from one of two types of operations. Variable affixation, in which an operation affixes a syllabically defined partial copy of a given lexical stem to a stem of that same lexeme, accounts for all instances of partial reduplciation. Intralexical compounding, in which two entire stems of the same lexeme are concatenated to form a new lexeme, accounts for all instances of complete reduplication. In the first case study, 1 examine reduplication in Tagalog, in which, 1 claim, morphological rules widely employ reduplicative operations to create distinct lexical stems. These stems are in turn available to the application of ii further morphological rules. 1 then treat reduplication in Sanskrit, in which my analysis crucially depends on the distinction between morphophono­ logical operations and morphological rules, as well as on the notion of the lexical stem. 1 argue that all reduplicative operations in Sanskrit are used to form either distinct lexical stems or derived lexemes. Finally, I analyze several cases of complete reduplication, in which my conclusions crucially depend on the notion of intralexical compounding. I conclude the study by addressing several lesser issues regarding both formal and functional dimensions of reduplication, and by proposing several avenues for future research. I l l For Jesus Christ, and for my wife, Kathy, who, except for Him, is the chief agent of His kindness to me in this life IV ACKNOWLEDGEMENTS Fittingly, my first thanks go to Arnold Zwicky, my adviser, who has consistently challenged and stimulated my thinking, and often pulled me from the depths of intellectual despair with his encouragements to press on. Thank you, Arnold, for taking me on as an advisee even at the threshhold of your retirement. Thanks are also in order for Brian Joseph and Sam Rosenthall, the other two members of my committee, who have cheerfully critiqued my work and supported me, personally and academically, throughout the process. I am also grateful to Don Winford, who proved to be a wonderful advocate to me at earlier stages of my graduate career. I am grateful to the United States Educational Foundation in Pakistan for facilitating and funding my field research on the Uzbek language from October 1990-March 1993. My friends Abdul Samad and Hamidullah Jowzjani deserve much thanks for their hospitality and friendship, and for resurrecting my love for the study of language when I needed it most. My friends at Vineyard Christian Fellowship of Columbus, most particularly those of you in the Park of Roses Kinship, deserve much credit—I could not have done this without your ongoing prayers and frequent encouragements. Dad and Mom, thanks for always believing that I could do anything I set my mind to. Kathy, Claire, Emma, and Maggie— a better family is not to be found, and while many may have considered you an impediment to my academic work, I have always considered you to be a great advantage. Your patience and grace under sustained pressure and seemingly interminable delays has often been my only tangible hope in this. Finally, my thanks go to Jesus Christ, who has borne every sigh and every sin in the process, and who gives meaning to it all. VI VITA June 21, 1960 ................................................ Born-Los Angeles, California, USA 1988 ................................................................... B.A. Linguistics-University of Chicago 1988-198 9 .....................................................Graduate Fellow-The Ohio State University 1989-1991 ......................................................Graduate Teaching Associate-The Ohio State University 1991 ................................................................ M.A. Linguistics-The Ohio State University 1991-1993 .......................................................Fulbright Fellow-Pakistan 1993-present .................................................Graduate Teaching Associate-The Ohio State University HELDS OF STUDY Major Field: Linguistics v ii TABLE OF CONTENTS A bstract ...............................................................................................................................ii Dedication...........................................................................................................................iv Acknowledgements .............................................................................................................v V ita.....................................................................................................................................vii Chapters: 1. Reduplication: What it is and what it isn’t ....................................................... 1 1.1 Scope of the work...................................................................................... 1 1.2 Definitions................................................................................................... 8 1.3 Pretheoretical concerns......................................................................... 12 1.3.1 Apparent versus actual reduplication .................................... 12 1.3.2 Syntactic recursion versus morphological reduplication ...................14 1.3.3 The issue of productivity...........................................................15 1.3.4. “Allolinguistic” uses of reduplication................................... 16 1.3.5 Segmental separability .............................................................. 19 1.3.6 More details on actual reduplication ...................................... 21 1.4 Terminology and formal classification................................................ 22 1.4.1 Introductory remarks................................................................ 22 1.4.2 Objects ...........................................................................................22 1.4.3 Relations between objects.........................................................24 2. The theoretical framework: Words, stems, operations, paradigms, and rules ................................29 2.1 Introductory remarks............................................................................. 29 2.1.1 The Word-and-Paradigm approach ......................................... 29 2.1.2 WP history and motivations..................................................... 30 2.1.3 Paradigms and rules .................................................................
Load more

Recommended publications
  • Conditional Tenses: -Nge-, -Ngali- and -Ki- Tenses and Their Negations
    Chapter 32 Conditional Tenses: -nge-, -ngali- and -ki- Tenses and Their Negations n this chapter, we will learn how to use conditional tenses: the -nge-, I-ngali- and -ki- tenses. These tenses indicate a condition, hypothesis or an assumption. The -nge- tense shows a condition in the present tense eg: If I were to study, etc. while the -ngali- tense shows a condition in the past tense eg: If I had studied, etc. We will also discuss the -ki- tense which shows a condition in the present tense which has future implica- tions eg: If I study, etc. Also, the word kama can be used with both the affirmative and negative conditional tenses to emphasize the conditional- ity. In addition, the -ki- tense can also be used as a present participle tense which will also be discussed in this chapter. Note that in conditional clauses, past tense shows a present condi- tion, a past perfect tense shows a past condition while a present tense shows a future condition. Section A: -nge- Tense The -nge- tense is used to show a hypothesis in the present tense. Similar to other tense markers, sentences using -nge- tense markers are con- structed in the following manner. Subject Prefix + -nge- Tense Marker + Verb Copyright © 2014. UPA. All rights reserved. © 2014. UPA. All rights Copyright Example: Ningesoma vizuri, ningefaulu. If I were to study well, I would pass. Almasi, Oswald, et al. <i>Swahili Grammar for Introductory and Intermediate Levels : Sarufi ya Kiswahili cha Ngazi ya Kwanza na Kati</i>, UPA, 2014. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/hselibrary-ebooks/detail.action?docID=1810394.
    [Show full text]
  • Crow and Cheyenne Women| Some Differences in Their Roles As Related to Tribal History
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1969 Crow and Cheyenne women| Some differences in their roles as related to tribal history Carole Ann Clark The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Clark, Carole Ann, "Crow and Cheyenne women| Some differences in their roles as related to tribal history" (1969). Graduate Student Theses, Dissertations, & Professional Papers. 1946. https://scholarworks.umt.edu/etd/1946 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. COPYRIGHT ACT OF 1976 THIS IS AN UNPUBLISHED MANUSCRIPT IN WHICH COPYRIGHT SUB­ SISTS. ANY FURTHER REPRINTING OF ITS CONTENTS MUST BE APPROVED BY THE AUTHOR. IVIANSFIELD LIBRARY UNIVERSITY OF MONTANA DATE : U-- - ~ CROW AND CHEYENNE WOMEN r SOME DIFFERENCES IN THEIR ROLES AS RELATED TO TRIBAL HISTORY by Carole Ann Clark B.A., University of Montana, 1?66 Presented in partial fulfillment of the requirements for the degree of Master of Arts UNIVERSITY OF MONTANA 1969 Approved by Chairman, Board of iicaminers L, 'Graduate 'School UMI Number: EP35023 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted.
    [Show full text]
  • Amicus Brief of Timothy P. Mccleary
    No. 17-532 In the Supreme Court of the United States ––––––––––––––– CLAYVIN HERRERA, PETITIONER, v. WYOMING, RESPONDENT. ––––––––––––––– On Writ of Certiorari to the District Court of Wyoming, Sheridan County ––––––––––––––– BRIEF FOR TIMOTHY P. MCCLEARY, JANINE PEASE, ELIZABETH SWANK, ESTHER WYNNE, SARA BENJAMIN-NEELON, CAITLIN BORGMANN, MEGAN SINGER, AND SAMUEL ENEMY-HUNTER AS AMICI CURIAE IN SUPPORT OF PETITIONER ––––––––––––––– ALEX RATE ASHLEY C. PARRISH ACLU OF MONTANA Counsel of Record Post Office Box 9138 JEREMY M. BYLUND KING & SPALDING LLP Missoula, MT 59807 1700 Pennsylvania Ave., NW Washington, DC 20006 [email protected] (202) 737-0500 Counsel for Amici Curiae September 11, 2018 i TABLE OF CONTENTS TABLE OF AUTHORITIES ....................................... ii INTEREST OF AMICI CURIAE................................. 1 SUMMARY OF ARGUMENT ..................................... 4 ARGUMENT ................................................................ 5 I. The Crow Tribe’s Right To Hunt Is Protected In Treaties With The United States. ................................................................... 5 II. Retracting The Right To Hunt Threatens Public Health On The Crow Reservation. ......... 11 CONCLUSION .......................................................... 20 APPENDIX Appendix A Dry Meat Stew Recipe Card ............................... 1a Appendix B Elk Sausage Recipe Card ................................... 2a Appendix C Choke Cherry X-masballs Recipe Card .............. 3a Appendix D Elk Soup Recipe Card ......................................... 4a ii TABLE OF AUTHORITIES Cases Confederated Tribes of Umatilla Indian Reservation v. Maison, 262 F. Supp. 871 (D. Or. 1966)........................... 10 Crow Tribe of Indians v. Repsis, 866 F. Supp. 520 (D. Wyo. 1994), aff’d 73 F.3d 982 (10th Cir. 1995) ........ 8, 9, 10, 11 Holcomb v. Confederated Tribes of Umatilla Indian Reservation, 382 F.2d 1013 (9th Cir. 1967) ............................ 10 Mille Lacs Band of Chippewa Indians v. Minnesota, 124 F.3d 904 (8th Cir.
    [Show full text]
  • Nature Redacted September 7,2017 Certified By
    The Universality of Concord by Isa Kerem Bayirli BA, Middle East Technical University (2010) MA, Bogazigi University (2012) Submitted to the Department of Linguistics and Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics at the MASSACHUSETTS INSTITUTE OF TECHNOLOGY September 2017 2017 Isa Kerem Bayirli. All rights reserved. The author hereby grants to MIT permission to reproduce and distribute publicly paper and electronic copies of this thesis document in whole or in part in any medium now known or hereafter created. Signature redacted Author......................... ...... ............................. Departmeyf)/Linguistics and Philosophy Sic ;nature redacted September 7,2017 Certified by...... David Pesetsky Ferrari P. Ward Professor of Linguistics g nThesis Supervisor redacted Accepted by.................. Signature ...................................... David Pesetsky Lead, Department of Linguistics and Philosophy MASSACHUSETTS INSTITUTE OF TECHNOLOGY SEP 2 6 2017 LIBRARIES ARCHiVES The Universality of Concord by Isa Kerem Bayirh Submitted to the Deparment of Linguistics and Philosophy on September 7, 2017 in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics Abstract In this dissertation, we develop and defend a universal theory of concord (i.e. feature sharing between a head noun and the modifying adjectives). When adjectives in a language show concord with the noun they modify, concord morphology usually involves the full set of features of that noun (e.g. gender, number and case). However, there are also languages in which concord targets only a subset of morphosyntactic features of the head noun. We first observe that feature combinations that enter into concord in such languages are not random.
    [Show full text]
  • Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
    Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America.
    [Show full text]
  • 33 Contact and North American Languages
    9781405175807_4_033 1/15/10 5:37 PM Page 673 33 Contact and North American Languages MARIANNE MITHUN Languages indigenous to the Americas offer some good opportunities for inves- tigating effects of contact in shaping grammar. Well over 2000 languages are known to have been spoken at the time of first contacts with Europeans. They are not a monolithic group: they fall into nearly 200 distinct genetic units. Yet against this backdrop of genetic diversity, waves of typological similarities suggest pervasive, longstanding multilingualism. Of particular interest are similarities of a type that might seem unborrowable, patterns of abstract structure without shared substance. The Americas do show the kinds of contact effects common elsewhere in the world. There are some strong linguistic areas, on the Northwest Coast, in California, in the Southeast, and in the Pueblo Southwest of North America; in Mesoamerica; and in Amazonia in South America (Bright 1973; Sherzer 1973; Haas 1976; Campbell, Kaufman, & Stark 1986; Thompson & Kinkade 1990; Silverstein 1996; Campbell 1997; Mithun 1999; Beck 2000; Aikhenvald 2002; Jany 2007). Numerous additional linguistic areas and subareas of varying sizes and strengths have also been identified. In some cases all domains of language have been affected by contact. In some, effects are primarily lexical. But in many, there is surprisingly little shared vocabulary in contrast with pervasive structural parallelism. The focus here will be on some especially deeply entrenched structures. It has often been noted that morphological structure is highly resistant to the influence of contact. Morphological similarities have even been proposed as better indicators of deep genetic relationship than the traditional comparative method.
    [Show full text]
  • Climate Change, the Crow Tribe and Indigenous Knowledge
    Research for Resilience: Climate Change, the Crow Tribe and Indigenous Knowledge: Part 1 By Linda Moon Stumpff1 Photography by Aaron Teasdale2 Abstract. This case illustrates how resilience can emerge from the interaction between different knowledge systems that make ecosystems and communities more resilient while facing the negative effects of climate change. Long-term cultural knowledge about adaptation and restoration is often missing from agency viewpoints that would lead to a protective shield of resilience for both environments and cultures. A fictional character, Veronica Stevens, a Native scientist who serves in dual capacities as a researcher with forestry experience and as a tribal relationship professional, narrates the case. She faces the challenge of opening up the communication channels for Indigenous knowledge to become a major component of agency planning and practice through the development of a framework that incorporates some of the knowledge and experience of the Crow Nation whose historic lands form the template for understanding ecological practices and principles. Part I chronicles the challenges an indigenous researcher faces when trying to communicate indigenous knowledge research into the understanding of government policy and land management. 1 Copyright 2020 Linda Moon Stumpff PhD (San Carlos Apache) is an emerita faculty in the graduate programs for Tribal Governance, which she founded, and for Environmental Studies. She completed doctoral work in Natural Resource Policy at USC and served as Director of the Master of Public Administration Program while developing the Tribal Governance track. Before joining Evergreen she served as a Chief Ranger in the NPS and in Ecosystem Planning in the Forest Service.
    [Show full text]
  • Basicbootcamps1#1 Selfintroductions:Basic Greetingsinswahili
    LESSON NOTES Basic Bootcamp S1 #1 Self Introductions: Basic Greetings in Swahili CONTENTS 2Swahili 2 English 2 Vocabulary 3 Sample Sentences 3 Vocabulary Phrase Usage 4 Grammar 4 Cultural Insight # 1 COPYRIGHT © 2013 INNOVATIVE LANGUAGE LEARNING. ALL RIGHTS RESERVED. SWAHILI 1. Wema: Hello. Jina langu ni Wema. Jina lako ni nani? 2. Maria: Hello Wema. Jina langu ni Maria. 3. Wema: Nimefurahi kukutana na wewe. 4. Maria: Mimi pia. ENGLISH 1. Wema: Hello. My name is Wema. What's your name? 2. Maria: Hello Wema. My name is Maria. 3. Wema: Nice to me e t yo u. 4. Maria: Me too. VOCABULARY Swahili English Class Mimi I Pro no un Hello hello interjection Langu My adjective jina name noun ni is (to be, present tense) verb nimefurahi nice adjective kukutana to meet verb SWAHILIPO D101.CO M BASIC BOOTCAMP S1 #1 - SELF INTRODUCTIONS: BASIC GREETINGS IN SWAHILI 2 mimi pia me too phrase SAMPLE SENTENCES Mimi ni Maria. Hello, sijakuona kwa muda sasa. "I'm Maria." "Hello, haven't seen you for a while." Gari langu limepotea. Jina lake limetajwa. “I have lost my car.” “His name has been called.” Jina lake ni Mtwapa. Nimef urahi kwa kukuja kwako. “His name is Mtwapa.” “I am glad you came.” Ningelipenda kukutana nawe Mimi pia naenda nyumbani. kesho. “I too, am going home." “I would have liked to meet you tomorrow.” VOCABULARY PHRASE USAGE Jina is the noun "name" and is used mainly to inquire about a name specically or mentioning a name. For Example: 1. Jina lako ni nani? "What is your name?" 2.
    [Show full text]
  • Lessons from the Pacific Northwest University of British Arizona State
    PERSPECTIVES How to investigate linguistic diversity: Lessons from the Pacific Northwest HENRY DAVIS CARRIE GILLON LISA MATTHEWSON University of British Arizona State University University of British Columbia Columbia On the basis of five case studies from languages of the American Pacific Northwest, we argue that, at least in the areas of syntax and semantics, a scientific approach to the study of linguistic di - versity must be empirically grounded in theoretically informed, hypothesis-driven fieldwork on in - dividual languages. This runs counter to recent high-profile claims that large-scale typology based on the sampling of descriptive grammars yields superior results. We show that only a hypothesis- driven approach makes falsifiable predictions, and only a methodology that yields negative as well as positive evidence can effectively test those predictions. Targeted elicitation is particularly im - portant for languages with a small number of speakers, where statistical analysis of large-scale cor - pora is impossible. Given that a large proportion of the world’s linguistic diversity is found in such languages, we conclude that formal, hypothesis-driven fieldwork constitutes the best way rapidly and efficiently to document the world’s remaining syntactic and semantic diversity.* Keywords : fieldwork, methodology, syntax, semantics, Salish, Wakashan, Tsimshianic 1. Introduction . At least half of the world’s nearly 7,000 languages will no longer be spoken by the end of this century (Harrison 2007, among many others). This immi - nent large-scale language extinction has alarming consequences for the investigation of linguistic diversity. If we wish to understand the scope and limits of crosslinguistic vari - ation, it is imperative that in the near future we gather as much information about endan - gered languages as we can, in a form that allows systematic and accurate crosslinguistic comparison.
    [Show full text]
  • Languages of the World--Indo-Pacific
    REPORT RESUMES ED 010 365 48 LANGUAGES OF THE WORLD- -INDO-PACIFIC FASCICLE FIVE. BY- VOEGELIN, FLORENCE M. INDIANA UNIV., BLOOMINGTON REPORT NUMBER NDEA- VI -63-18 PUB DATE DEC 65 CONTRACT OECSAE9468 FORS PRICE MFS0.16 HC -$4.96 124P. ANTHROPOLOGICAL LINGUISTICS, 7(9)/11141 DEC.1965 DESCRIPTORS- *INDO PACIFICLANGUAGES, *LANGUAGES,ARCHIVES OF LANGUAGES OF THE 'WORLD,BLOOMINGTON, INDIANA THE NON-AUSTRONESIANLANGUAGES CENTERIN1 IN NEWGUINEA ARE LISTED AND DESCRIBEDIN THIS REPORT. IN ADDITION, SENTENCE SAMPLERS OF THEUSARUFA AND WANTOATLANGUAGES ARE PROVIDED. (THE REPORT ISPART OF A SERIES, ED 010350 IC ED 010 367.) (JK) trt 63-/f3 U. S. DEPARTMENTOF HEALTH, 1`11 EDUCATION ANDWELFARE Office of Education c'4 This document 5/C- C: has been reproducedexactly ea received person or orgargzation from the °deluging it Pointsct view or opinions stated do net mensal*represent official CZ) pos:then or policy. Ottica at Edu Mon AnthropologicalLinguistics ti Volume 7 Number 9 December 1965 I LANGUAGES OF THE WORLD:-.. INDOPACIFIC FASCICLE FIVE A Publication of the ARCHIVES OF LANGUAGESOF THE WORLD Anthropology Department Indiana University ANTHROPOLOGICAL LINGUISTICS is designedprimarily, but not exclusively, for the immediate publication of data-oriented papers for which attestationis available in the form oftape recordings on deposit in the Archives of Languages of the World.This does not imply that contributorswill be re- stricted to scholars working in tle Archivesat Indiana University; infact, one motivation far the of ANTHROPOLOGICAL LINGUISTICS
    [Show full text]
  • Siouan and Caddoan Languages Conference
    Proceedings of the 39th Siouan and Caddoan Languages Conference Held at Northeastern State University Broken Arrow, Oklahoma May 30­31, 2019 Editors Ryan M. Kasak Samiron Dutta Justin T. McBride Kasak, Ryan M., Samiron Dutta & Justin T. McBride (eds.). 2020. Proceedings of the 39th Siouan and Caddoan Languages Conference. Broken Arrow, OK: Northeastern State Univeristy Depart­ ment of Languages and Literature. This title can be downloaded at: http://www.siouan.org/proceedings/sclc39/ © 2020, the authors Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISSN: 2641­9904 (digital) Typesetting: Ryan Kasak Proofreading: Ryan Kasak, Justin T. McBride, & Samiron Dutta Font: Times New Roman Typesetting software: XƎLATEX&BIBTEX First printing, 7/31/2020 Contents Acknowledgments ....................................... iii Preface ............................................. v Another Catawba lexicon Samiron Dutta & David Kaufman ............................. 1 Considerations for the continuation of a Kansa corpus Justin T. McBride ...................................... 39 Functions of the prefix wa­ in Umoⁿhoⁿ Julie Marsault ........................................ 53 More Jiwere­Baxoje fantastic creatures from the Dark Side Jill D. Greer ......................................... 63 Unaccusativity in Crow Edwin Ko .......................................... 83 About the Proceedings ..................................... 103 i Acknowledgments Many people helped to make SCLC 39 a success,
    [Show full text]
  • Language Index
    Cambridge University Press 978-0-521-86573-9 - Endangered Languages: An Introduction Sarah G. Thomason Index More information Language index ||Gana, 106, 110 Bininj, 31, 40, 78 Bitterroot Salish, see Salish-Pend d’Oreille. Abenaki, Eastern, 96, 176; Western, 96, 176 Blackfoot, 74, 78, 90, 96, 176 Aboriginal English (Australia), 121 Bosnian, 87 Aboriginal languages (Australia), 9, 17, 31, 56, Brahui, 63 58, 62, 106, 110, 132, 133 Breton, 25, 39, 179 Afro-Asiatic languages, 49, 175, 180, 194, 198 Bulgarian, 194 Ainu, 10 Buryat, 19 Akkadian, 1, 42, 43, 177, 194 Bushman, see San. Albanian, 28, 40, 66, 185; Arbëresh Albanian, 28, 40; Arvanitika Albanian, 28, 40, 66, 72 Cacaopera, 45 Aleut, 50–52, 104, 155, 183, 188; see also Bering Carrier, 31, 41, 170, 174 Aleut, Mednyj Aleut Catalan, 192 Algic languages, 97, 109, 176; see also Caucasian languages, 148 Algonquian languages, Ritwan languages. Celtic languages, 25, 46, 179, 183, Algonquian languages, 57, 62, 95–97, 101, 104, 185 108, 109, 162, 166, 176, 187, 191 Central Torres Strait, 9 Ambonese Malay, see Malay. Chadic languages, 175 Anatolian languages, 43 Chantyal, 31, 40 Apache, 177 Chatino, Zenzontepec, 192 Apachean languages, 177 Chehalis, Lower, see Lower Chehalis. Arabic, 1, 19, 22, 37, 43, 49, 63, 65, 101, 194; Chehalis, Upper, see Upper Chehalis. Classical Arabic, 8, 103 Cheyenne, 96, 176 Arapaho, 78, 96, 176; Northern Arapaho, 73, 90, Chinese languages (“dialects”), 22, 35, 37, 41, 92 48, 69, 101, 196; Mandarin, 35; Arawakan languages, 81 Wu, 118; see also Putonghua, Arbëresh, see Albanian. Chinook, Clackamas, see Clackamas Armenian, 185 Chinook.
    [Show full text]