Suri Subordinate Clauses

Total Page:16

File Type:pdf, Size:1020Kb

Suri Subordinate Clauses Graduate Institute of Applied Linguistics Thesis Approval Sheet This thesis, entitled Noun modification in Suri narrative texts written by Meaghan E. Smith 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 Graduate Institute of Applied Linguistics. Mickad bendts Michdel Boutin (Supervising Professor) Peter Unseth Ervin Starwalt 21, 21,20og Date NOUN MODIFICATION IN SURI NARRRATIVE TEXTS By Meaghan E. Smith 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 June 2018 © 2018 Meaghan E. Smith All Rights Reserved CERTIFICATE I acknowledge that use of copyrighted material in my thesis may place me under an obligation to the copyright owner, especially when use of such material 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. Signature So22,20IK 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. Agreed: Refused: ABSTRACT Noun Modification in Suri Narrative Texts Meaghan E. Smith Master of Arts with major in Applied Linguistics The Graduate Institute of Applied Linguistics, June 2018 Supervising Professor: Michael Boutin This thesis provides an analysis of noun modification in narrative texts in Suri [suq], a Southeastern Surmic Nilo-Saharan language of southwestern Ethiopia. The structure, distribution, and function of modified noun constructions, both clausal and non-clausal, in Suri narrative texts are discussed in terms of both syntax and discourse. The semantic distinction between restrictive and non-restrictive modification is usually confined to a discussion of relative clauses. This thesis shows that the distinction between restrictive and non-restrictive modification is marked in both clausal and non- clausal modification constructions and that this distinction is crucial for understanding both relative clauses and non-clausal modifiers in Suri. ACKNOWLEDGMENTS So many people have played a role in this thesis coming to be. I want to acknowledge everyone from my preschool teachers to the friend I had coffee with this morning, but I’m told I only have these two pages. So I’ll stick to the major categories... My thesis committee members, without whom I would still be only half done: Michael Boutin, thank you for chairing my thesis committee, and for much longer than either of us anticipated. I can’t think of anyone better suited for the role. Pete Unseth, it was an honor to have you on my committee. You have been a rich source of knowledge, wisdom, and encouragement all along the way. Ervin Starwalt, thank you for stepping into new terrain to serve on my committee. Those who have composed, recorded, and translated the Suri texts which became my corpus of study, including Daniel Bambu, Mike Bryant, Ulrike Beyer, and the Suri curriculum writers: Thank you for sharing with the rest of us. My colleagues in Ethiopia, who have been patient with my extended absence: I cannot list all of the ways all of you have contributed to this, but know that I am grateful. A few of you have had a more direct impact on this thesis: Mike Bryant, your writings made it possible for me to look more in depth at one part of the language; and your heart for the Suri people spurred me on. Anne-Christie Hellenthal, Andreas Joswig, and Colleen Ahland, thank you for the many tea break and lunchtime conversations about my vii hypotheses. Your suggestions and encouragement have been invaluable. David Ford, thank you for graciously doing long-distance library work for me while I was stateside. The teachers, professors, and school staff members who have equipped me for this task: Thank you for pouring into students even when you may not see direct results. It all adds up. I have not the space to name you all, but I am thankful for the ways you have encouraged my curiosity, cultivated my analytical and critical thinking, drawn out my words, and called me to excellence. Those who have had more a direct impact on this thesis include Dr. Paul Kroeger, both as my grammar professor and as an ad hoc advisor regarding specific points within my thesis and Dr. Shin Ja Hwang, as my discourse analysis professor and as the author of several helpful articles on relative clauses. Special thanks to Professor Gerrit Dimmendaal, for his decades of work on Surmic and other Nilo-Saharan languages and for his answering the emails of this scholar who is new to the field. My family and friends in Wichita, Asheville, Dallas, Addis Ababa, Tulge, and elsewhere, who have walked alongside me these past few years of thesis writing: Thank you for graciously welcoming me in every time my revolving-door life opens your way and for encouraging me from a distance when I’m somewhere else. You have been of help in so many ways. Special thanks to Amanda Jarus and Melissa Smith for helping me talk through and work out solutions to particularly tricky portions of this thesis. June 2018 viii TABLE OF CONTENTS ABSTRACT ..................................................................................................................... VI ACKNOWLEDGMENTS .............................................................................................VII TABLE OF CONTENTS ............................................................................................... IX LIST OF FIGURES ........................................................................................................ XI LIST OF TABLES .........................................................................................................XII ABBREVIATIONS ...................................................................................................... XIII 1 INTRODUCTION......................................................................................................1 1.1 Research problem and purpose ........................................................................... 1 1.2 Language classification ....................................................................................... 2 1.3 Literature review ................................................................................................. 5 1.4 Corpus of study ................................................................................................... 9 1.5 Conventions ...................................................................................................... 12 1.6 Overview of thesis ............................................................................................ 15 2 LANGUAGE OVERVIEW .....................................................................................17 2.1 Phonemes .......................................................................................................... 17 2.2 Orthography ...................................................................................................... 20 2.3 Phonological processes ..................................................................................... 21 2.4 Word classes ..................................................................................................... 24 2.5 Syntax overview................................................................................................ 32 3 NOUN MORPHOLOGY.........................................................................................41 3.1 Inflection ........................................................................................................... 41 3.2 Bound word clitics n= ‘SINGULAR’ and g(i)= ‘PLURAL’ ................................... 53 3.3 Compound nouns .............................................................................................. 54 4 NOUN MODIFICATION: PRELIMINARY MATTERS ...................................56 4.1 Parallels between various noun modification constructions ............................. 56 4.2 Restrictive/Non-restrictive ................................................................................ 58 4.3 Relative clauses ................................................................................................. 59 5 NON-CLAUSAL NOUN MODIFICATION CONSTRUCTIONS .....................62 5.1 Genitive noun constructions ............................................................................. 62 5.2 Possessive pronoun constructions ..................................................................... 64 5.3 Adjectival constructions.................................................................................... 75 5.4 Numerals ........................................................................................................... 79 5.5 Specific indefinite articles................................................................................. 80 5.6 General pronouns .............................................................................................. 84 ix 6 CLAUSAL MODIFICATION CONSTRUCTIONS ............................................87
Recommended publications
  • PRONOUNS Are Words That Take the Place of Or Refer to Nouns Or Other Pronouns
    WHAT ARE PRONOUNS ... and what do they do? PRONOUNS are words that take the place of or refer to nouns or other pronouns. Pronouns function in a sentence the same way that nouns do. Using pronouns effectively allows the maintenance of a smooth flow of ideas without the unnecessary repetition of nouns. The word a pronoun refers to is known as its antecedent. • A pronoun must agree in number and person with the word it replaces - its antecedent. Ifthe word a pronoun refers to is singular, the pronoun must be singular; if that word is plural, the pronoun must be plural. Example: Marie showed me the new English china she had just purchased. Students enrolled in the art class must provide their own supplies. When Tom couldn't find his shirt, he asked his wife where it was. The three sisters wanted to change the name of their restaurant to The Sisters Three. • A pronoun must refer clearly to the word it replaces. A sentence may be confusing and unclear ifa pronoun appears to refer to more than one word, or if the pronoun does not refer to any specific word. Avoid vague and confusing pronoun reference. Be especially careful when using the pronouns they and it. If they or it do not reflect a specific antecedent, change the pronoun to the exact word that you have in mind. Incorrect: Susan's mother wondered ifshe was tall enough to be a model. Correct: Susan's mother wondered if Susan was tall enough.. to be a model. Incorrect: Joe dropped out of high school because he felt they stressed discipline too much.
    [Show full text]
  • Adama Science and Technology University
    ADAMA SCIENCE AND TECHNOLOGY UNIVERSITY SCHOOL OF HUMANITIES AND LAW DEPARTMENT OF GEOGRAPHY AND ENVIRONMENTAL STUDIES DETERMINANTS OF THE SUCCESS OF RECENT VILLAGIZATION PROGRAM IN GODERE WOREDA, MAJANG ZONE, GAMBELLA REGIONAL STATE By Belay Gebremichael Gawo August, 2018 Adama, Ethiopia i DETERMINANTS OF THE SUCCESS OF RECENT VILLAGIZATION PROGRAM IN GODERE WOREDA, MAJANG ZONE, GAMBELLA REGIONAL STATE MA Thesis Submitted in Partial Fulfillment of the Requirements for the Award of Master of Arts Degree in Geography and Environmental Studies Advisor: Tesfaye Ganamo (PhD) August, 2018 Adama, Ethiopia ii Declaration I, the undersigned, declare that this study entitled ―Determinants of success of the Recent Villagization program in Godere Woreda, Majang Zone of Gambella Regional State‖ is my own work. I have undertaken the research work independently with the guidance and support of my research advisor Dr. Tesfaye Genamo. I confidently declare that this study has not been submitted for the award of any diploma or degree program in this or any other institutions. Thus, all sources of materials used for the thesis have been duly acknowledged. Name: Belay Gebremichael Gawo Signature: ____________ Place: Adama Science and Technology University Date of Submission: _______________________ iii Acknowledgments First of all I would like to thanks my almighty God for his mercy. Secondly, my gratitude goes to my advisor Dr. Tesfaye Ganamo for his appreciated support and continuous guidance while conducting this research. Without his constructive comment, encouragement and invaluable advice it would have been impossible for me to accomplish this work. Next I like to thank my all respondents who provided the necessary information for this study and really they contributed much for its success.
    [Show full text]
  • Subject and Object Pronouns
    Subject and Object Pronouns We use a pronoun when we don’t want to repeat a noun or a noun phrase. Subject Pronouns The English subject pronouns are: I, you, he, she, it, we they. (Of course, we use ‘you’ when we’re talking to one person and when we’re talking to more than one person.) 1: We use these pronouns when they are the subject of a verb. • I like London. • You have eaten the chocolate. • He plays football. • She hates mushrooms. • It was cold. • We are French. • They are going home. Object Pronouns In English, we also have object pronouns. These are: me, you, him, her, it, us, them. Notice that ‘it’ and ‘you’ are the same when they’re subject pronouns or object pronouns. We use the object pronouns in most situations when the pronoun is not the subject of a verb. 1: We use them for the object of a verb. • John knows me. • Amanda kissed you. • The dog licked him. • David hugged her. • The teacher dropped it. • The children love us. • Luke helped them. © www.perfect-english-grammar.com May be freely copied for personal or classroom use 2: We use them after a preposition (including after phrasal verbs) • It’s important to me. • Can the children come with you? • Look at her! • The chocolate is for him. • David is looking forward to it. • Keep up with us! • Lucy works for them. 3: We use them after ‘be’ (In very formal English, the subject pronoun is sometimes used here, but this is very old-fashioned and unusual.) • Who’s there? It’s me! • It’s you.
    [Show full text]
  • Local History of Ethiopia Ma - Mezzo © Bernhard Lindahl (2008)
    Local History of Ethiopia Ma - Mezzo © Bernhard Lindahl (2008) ma, maa (O) why? HES37 Ma 1258'/3813' 2093 m, near Deresge 12/38 [Gz] HES37 Ma Abo (church) 1259'/3812' 2549 m 12/38 [Gz] JEH61 Maabai (plain) 12/40 [WO] HEM61 Maaga (Maago), see Mahago HEU35 Maago 2354 m 12/39 [LM WO] HEU71 Maajeraro (Ma'ajeraro) 1320'/3931' 2345 m, 13/39 [Gz] south of Mekele -- Maale language, an Omotic language spoken in the Bako-Gazer district -- Maale people, living at some distance to the north-west of the Konso HCC.. Maale (area), east of Jinka 05/36 [x] ?? Maana, east of Ankar in the north-west 12/37? [n] JEJ40 Maandita (area) 12/41 [WO] HFF31 Maaquddi, see Meakudi maar (T) honey HFC45 Maar (Amba Maar) 1401'/3706' 1151 m 14/37 [Gz] HEU62 Maara 1314'/3935' 1940 m 13/39 [Gu Gz] JEJ42 Maaru (area) 12/41 [WO] maass..: masara (O) castle, temple JEJ52 Maassarra (area) 12/41 [WO] Ma.., see also Me.. -- Mabaan (Burun), name of a small ethnic group, numbering 3,026 at one census, but about 23 only according to the 1994 census maber (Gurage) monthly Christian gathering where there is an orthodox church HET52 Maber 1312'/3838' 1996 m 13/38 [WO Gz] mabera: mabara (O) religious organization of a group of men or women JEC50 Mabera (area), cf Mebera 11/41 [WO] mabil: mebil (mäbil) (A) food, eatables -- Mabil, Mavil, name of a Mecha Oromo tribe HDR42 Mabil, see Koli, cf Mebel JEP96 Mabra 1330'/4116' 126 m, 13/41 [WO Gz] near the border of Eritrea, cf Mebera HEU91 Macalle, see Mekele JDK54 Macanis, see Makanissa HDM12 Macaniso, see Makaniso HES69 Macanna, see Makanna, and also Mekane Birhan HFF64 Macargot, see Makargot JER02 Macarra, see Makarra HES50 Macatat, see Makatat HDH78 Maccanissa, see Makanisa HDE04 Macchi, se Meki HFF02 Macden, see May Mekden (with sub-post office) macha (O) 1.
    [Show full text]
  • East Sudanic ʽtreeʼ on the East Sudanic Tree
    Russian State University for the Humanities Institute for Oriental and Classical Studies Center of Comparative Linguistics 10th Annual Conference on Comparative-Historical Linguistics (in memory of Sergei Starostin) George Starostin (Center for Comparative Linguistics, Institute for Oriental and Classical Studies, Russian State University for the Humanities; Laboratory of Oriental and Comparative Studies, School for Advanced Studies in the Humanities, Russian Presidential Academy) Proto-East Sudanic ʽtreeʼ on the East Sudanic tree 1 General map of Nilo-Saharan and Eastern Sudanic languages (http://www.languagesgulper.com/eng/Nilo.html) 2 «Conservative»1 lexicostatistical classification of East Sudanic with glottochronological dates (based on etymological and distributional analysis of 50-item wordlists) 1 «Conservative» implies that cognate matchings are mostly based on known phonetic correspondences or on direct consonantal class matchings between potential cognates, as opposed to a more permissive understanding of phonetic similarity («à la Greenberg»). Datings given according to Sergei Starostin's glotto- chronological formula. Tree produced by StarLing software. All wordlists compiled by G. Starostin and gradually becoming available at the Global Lexicostatistical Database (http://starling.rinet.ru/new100). 3 «Tree» in particular branches of East Sudanic2 (A) Western Nilotic Singular Plural Singular Plural Acholi yàːt -í Shilluk yɛ Dho Alur — Päri yàː Lango yàt yèn Anywa ɟ ɟ - Luo Jur Luo yen Kumam yàt yàːt-á ~ yàt-ná Belanda Bor Dop Adhola yà yèn Proto-Northern Luo *yà- *yɛ-n Proto-Southern Luo *yà- *yɛ-n Kurmuk Burun Nuer ɟiat ɟen Mayak Burun yʌn Jumjum ɟâːn ɟ - Mabaan ɟâːn- ɟân- Proto-Mabaan-Burun *ya- *yʌ-n Proto-West Nilotic *ya- *yɛ-n 2 Note: the signs - and = denote easily segmented affixes (suffixes and prefixes); italicized forms denote transparent morphological innovations by analogy.
    [Show full text]
  • The Role of Indigenous Languages in Southern Sudan: Educational Language Policy and Planning
    The Role of Indigenous Languages in Southern Sudan: Educational Language Policy and Planning H. Wani Rondyang A thesis submitted to the Institute of Education, University of London, for the degree of Doctor of Philosophy 2007 Abstract This thesis aims to questions the language policy of Sudan's central government since independence in 1956. An investigation of the root causes of educational problems, which are seemingly linked to the current language policy, is examined throughout the thesis from Chapter 1 through 9. In specific terms, Chapter 1 foregrounds the discussion of the methods and methodology for this research purposely because the study is based, among other things, on the analysis of historical documents pertaining to events and processes of sociolinguistic significance for this study. The factors and sociolinguistic conditions behind the central government's Arabicisation policy which discourages multilingual development, relate the historical analysis in Chapter 3 to the actual language situation in the country described in Chapter 4. However, both chapters are viewed in the context of theoretical understanding of language situation within multilingualism in Chapter 2. The thesis argues that an accommodating language policy would accord a role for the indigenous Sudanese languages. By extension, it would encourage the development and promotion of those languages and cultures in an essentially linguistically and culturally diverse and multilingual country. Recommendations for such an alternative educational language policy are based on the historical and sociolinguistic findings in chapters 3 and 4 as well as in the subsequent discussions on language policy and planning proper in Chapters 5, where theoretical frameworks for examining such issues are explained, and Chapters 6 through 8, where Sudan's post-independence language policy is discussed.
    [Show full text]
  • 1 African Language Classification Beyond Greenberg
    1 "Areal linguistics in Africa before a new approach to its genealogical language classification" Lecture 1, LLACAN, Paris, 9/3/2019 2 + his earliest classification was received positively - Westermann (1952: 256): 1 African language classification beyond Greenberg Greenberg is the first linguist who has attempted to give a classification of the whole range of Tom Güldemann African languages. He has not contented himself with a general survey, as all his predecessors, Humboldt University Berlin and Max Planck Institute for the Science of Human History Jena including myself, have done, but has gone into considerable detail; in each single case he gives his proofs in word-lists, in tabulated formative elements, and also on sketch maps; he does not 1.1 Before and after Greenberg (1963) quote all his sources, which would have been practically impossible; nor is it essential, since they are known to the expert. He confirms many findings of those who have worked before 1.1.1 African language classification before Greenberg him, he corrects a number of errors; although many of these had been refuted by others, it had seldom been done with such clarity and definiteness as here. It is quite possible that some of + relying heavily on non-linguistic criteria, couched in colonial European attitudes to Africa his statements and classifications may prove to be not sufficiently clarified, or that he has (notably "Hamitic theory") overlooked a language which cannot be shown to be related to any other in Africa; he will be + highly synthetic: 3-5 genealogically intended super-groups criticized, and some of his classifications may be rejected; but all this does not detract from the value of his study, for which all of us have to thank him.
    [Show full text]
  • Mursi-English-Amharic Dictionary
    Mursi-English-Amharic Dictionary David Turton Moges Yigezu and Olisarali Olibui December 2008 Culture and Art Society of Ethiopia (CASE) is a non- profit, non-governmental Society operating in Ethiopia. The Society's mission is to document, nurture and promote the cultural and artistic practices, natural heritage, indigenous knowledge and socio-economic institutions of local communities in Ethiopia and to help these continue to play an active role in their lives. It is committed to fostering the continuation of all activities that the Ethiopian people see as signifying their cultural identity and traditional heritage. Indigenous institutions are imbued with the wisdom needed to keep society healthy, both in terms of economic /material well-being and spiritual satisfaction. They are also rich in ways of caring for and sustaining the environment and the landscape. CASE is committed to studying and promoting these traditional systems and institutions and to finding ways of preserving them as living practices for posterity. The Society is therefore interested in documenting and promoting the linguistic heritage of the Ethiopian people, with a particular focus on the least studied languages, such as that of the Mursi. It was in accordance with this part of its mission, therefore, that the Society supported the production of this dictionary. CASE would like to take this opportunity to thank The Christensen Fund, a USA based organization which provides support for the conservation and promotion of the traditions and natural environment of Ethiopia. CASE also extends its sincere appreciation to Dr David Turton of the African Studies Centre, University of Oxford, Dr. Moges Yigezu of the Department of Linguistics, Addis Ababa University and Ato Olisarali Olibui, of the Mursi community, for their efforts to produce this important work.
    [Show full text]
  • Read Each Sentence and Circle the Pronoun. Write S on the Line If It Is a Subject Pronoun
    Grammar: Subject and Object Pronouns Name • A subject pronoun takes the place of a noun in the subject of a sentence. Subject pronouns include I, you, he, she, it, we, and they. • An object pronoun takes the place of a noun that follows an action verb or a preposition. Object pronouns include me, you, him, her, it, us, and them. Read each sentence and circle the pronoun. Write S on the line if it is a subject pronoun. Write O if it is an object pronoun. 1. My mom does not like him. 2. I read a chapter every night. 3. Sometimes they go to the zoo together. 4. Will the captain say hello to us? 5. You can ride in the car with Jessie. 6. The girl did not invite them to the party. 7. Laurie gave the book to me. 8. It can run on batteries. 9. That ball almost hit you! 10. She is the best soccer player on the team. Copyright © The McGraw-Hill Companies, Inc. Grammar • Grade 4 • Unit 4 • Week 2 81 Grammar: Refl exive Pronouns Name • A subject pronoun takes the place of a noun in the subject of a sentence. An object pronoun takes the place of a noun that follows an action verb or a preposition. • A refl exive pronoun is an object pronoun that renames the subject and ends in -self or -selves. Examples include myself, herself, yourselves, and themselves. • A refl exive pronoun is used when the subject and object of a sentence refer to the same person or thing.
    [Show full text]
  • Comprehension Skill Teaching Resources 4A Use of Language – Interpreting Word Meaning INTERMEDIATE
    BOOK-OPEN Comprehension Skill Teaching Resources 4A Use of Language – Interpreting Word Meaning INTERMEDIATE For students To support instruction, this set of resources will help your reading at a students develop the essential comprehension skill Interpreting 6th grade level or Word Meaning. A word can have more than one meaning, higher based on how it is used in a phrase or a sentence. When readers see an unknown word, they look for clues and hints in the texts to figure out what the word means. ► Table of Contents Skill Practice Worksheet (Lesson 1) ......................................................... 2 Skill Practice Worksheet (Lesson 2) ........................................................ 6 Skill Practice Worksheet (Lesson 3) ........................................................11 Skill Practice Worksheet (Lesson 4) .......................................................16 Skill-Based Writing Prompts ......................................................................21 Graphic Organizer ..........................................................................................23 www.readingplus.com Copyright © 2020 Reading Plus LLC. All Rights Reserved. 4A SKILLS PRACTICE Lesson 1 Use of Language NAME: INTERMEDIATE Interpreting Word Meaning CLASS: Parts of speech refers to the functions of words in a sentence. All words in the English language are parts of speech. There are eight recognized parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. This lesson covers nouns, pronouns, and verbs. Here’s what these parts of speech do. A noun is a word for a person, place, thing, or idea. • A noun can be » used with an article (a, an, the): a ladybug, an icicle, the door » used without an article: compassion, groceries, friendship, mountains » a gerund (a verb form ending in -ing that acts as a noun): Swimming is my favorite exercise; Planning everyone’s schedules is exhausting. • A common noun indicates people, places, things, and ideas that are general.
    [Show full text]
  • Mon-Khmer Studies Volume 41
    MMoonn--KKhhmmeerr SSttuuddiieess VOLUME 43 The journal of Austroasiatic languages and cultures 1964—2014 50 years of MKS Copyright vested with the authors Released under Creative Commons Attribution License Volume 43 Editors: Paul Sidwell Brian Migliazza ISSN: 0147-5207 Website: http://mksjournal.org Published by: Mahidol University (Thailand) SIL International (USA) Contents Issue 43.1 Editor’s Preface iii Michel FERLUS Arem, a Vietic Language. 1-15 Hiram RING Nominalization in Pnar. 16-23 Elizabeth HALL Impact of Tai Lue on Muak Sa-aak phonology. 24-30 Rujiwan LAOPHAIROJ Conceptual metaphors of Vietnamese taste terms. 31-46 Paul SIDWELL Khmuic classification and homeland. 47-56 Mathias JENNY Transitivity and affectedness in Mon. 57-71 J. MAYURI, Karumuri .V. SUBBARAO, Martin EVERAERT and G. Uma Maheshwar RAO Some syntactic aspects of lexical anaphors in select Munda Languages. 72-83 Stephen SELF Another look at serial verb constructions in Khmer. 84-102 V. R. RAJASINGH Interrogation in Muöt. 103-123 Issue 43.2 Suwilai PREMSRIRAT, Kenneth GREGERSON Fifty Years of Mon-Khmer Studies i-iv Anh-Thư T. NGUYỄN Acoustic correlates of rhythmic structure of Vietnamese narrative speech. 1-7 P. K. Choudhary Agreement in Ho 8-16 ii Editors’ Preface The 5th International Conference on Austroasiatic Linguistics (ICAAL5) was held at the Australian National University (ANU) over September 4-5, 2013. The meeting was run in conjunction with the 19th Annual Himalayan Languages Symposium (HLS19), organised locally by Paul Sidwell and Gwendolyn Hyslop. The meetings were made possible by support provided by the following at ANU: Department of Linguistics, College of Asia and the Pacific Research School of Asia Pacific School of Culture, History and Language Tibetan Cultural Area Network Some 21 papers were read over two days at the ICAAL meeting, nine of which have found their way into this special issue of MKS.
    [Show full text]
  • By Seyoum Mesfin Seyoum
    Federalism at the Margins of the Ethiopian State: The Lived Experience of the Majang People By Seyoum Mesfin Seyoum A Dissertation Submitted to ADDIS ABABA UNIVERSITY Requirements for the Degree of DOCTOR OF PHILOSOPHY in Federal Studies College of Law and Governance, Center for Federal Studies Addis Ababa University Addis Ababa, Ethiopia June 2015 Contents Abstract ........................................................................................................................................... v Acknowledgement ......................................................................................................................... ix List of Acronyms .......................................................................................................................... xii List of Figures .............................................................................................................................. xiv List of Tables ............................................................................................................................... xvi Chapter 1 ......................................................................................................................................... 1 Introduction ..................................................................................................................................... 1 1.1 The Political Context: From a Unitarian to a Federal State .......................................................... 1 1.2 The Zonal Setting: Description of the Main Study
    [Show full text]