DOCSLIB.ORG

Features in Anggor Discourse

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Features in Anggor Discourse Features of Angor Discourse A Dissertation in Linguistics Robert Lee Litteral Presented to the Graduate Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy 1980 Supervisor of Dissertation Graduate Group Chairperson 1 To Shirley Karihas 2 Contents Contents 3 Preface 6 Chapter 1 Introduction 7 Abbreviations and Symbols 10 Chapter II Approaches to discourse 11 Introduction 11 Transformational 11 Tagmemics 12 Stratificational 13 Sociolinguistics 13 Systemic 14 Text Semantics 15 Artificial Intelligence 16 The Thread of Discourse 17 The Approach of This Study 19 Chapter III A Sketch of Angor Phonology and Grammar 21 The Angor 21 Phonology 22 Segments 22 Syllable 23 Foot 23 Intonation Contours 24 Morphophonemic Processes 25 Grammar 26 Morphology 26 Verbs 26 Verb Classes 27 Verb Affixes 32 Nouns 38 Other Classes 42 Phrases 44 Noun Phrases 45 Verb Phrases 46 Clauses 47 Clause Functions 47 Predicate types 50 Interclause relations 51 3 Sentences 53 Periphery 55 Nucleus 56 Clause Series 56 Simple Nucleus 56 Complex Nucleus 57 Compound nucleus 57 Terminus 58 Paragraphs 59 Chapter IV Semantics 61 Introduction 61 Reference 61 Object reference 61 Situational Reference 66 Referential Index 68 Semantic Roles 69 Lexical Predicates 73 Inherent Features 74 Transitivity 74 Aspect 77 Noninherent features 78 Aspect 78 Realizations 79 Time Index 79 Rhetorical predicates 81 Logical Predicates 82 Equative Predicates 96 Orientation Predicates 101 Response Predicate 106 Nontext semantics 108 Scripts 108 Plans 109 Inference 109 Chapter V Cohesion 111 Introduction 111 Phonological Cohesion 112 Referential cohesion 113 Reference 113 Agreement 115 Anaphoric reference 118 Cataphoric reference 123 Grammatical Cohesion 129 Conjunctions 129 Parallelism 131 Lexical Cohesion 132 4 Common semantic domain 132 Lexical collocation 135 Lexical cycles 135 Sample Text 136 Chapter VI Staging 139 Introduction 139 Focus 140 Structural Prominence 141 Nominal prominence 141 Discourse nominal prominence 143 Thematization 148 Global thematization 148 Unmarked global thematization 148 Marked global thematization 149 Local thematization 152 Unmarked local thematization 153 Marked local thematization 154 APPENDIX A 155 APPENDIX B 158 Bibliography 160 5 Preface This study has a twofold purpose. The first is to sketch the basic grammar of the Angor language of Papua New Guinea. There are no comprehensive studies of either of the two languages of the Senagi Family to which Angor belongs, a rather distinct group with no known close affinities. The second purpose is to describe Angor discourse by analyzing its semantic, cohesive, and prominence systems. The data for this study ware gathered largely in the village of Bibriari in field trips during the years 1965-69 and 1971-75 while working under the auspices of The Summer Institute of Linguistics. Although many Angors have assisted me in learning their language, Mr. Waf Sahayo and Mr. Sani Amafen deserve special thanks for their patience and faithful assistance. The data consists of both oral and written materials. The oral materials consist of various types of monologues by numerous speakers plus a few conversations that were recorded on magnetic tape and transcribed. Many of the texts were included in a concordance prepared by the Computer Laboratory of the University of Oklahoma under NSF Grant GS-1605. The written materials vary from personal stories by new Angor literates, to news articles, letters, and an educational book written by a high school student. My deep gratitude to the members of my committee: Dell H. Hymes, William Labov, and Joseph E. Grimes. Their encouragement and help has been considerable and they have been very patient with the problems associated with assisting via correspondence. Dr. Hymes’s influence has been more than that of instructor and chairman. His views of language and society have had a profound influence on my intellectual development and have encouraged my interests in the practical problems of language and society. Dr. Grimes’s contribution to this study has been more than theoretical. He introduced me to the fascinating study of discourse and helped me to broaden my horizons by looking beyond the contributions of linguistics. His encouragement and assistance in the practical details of writing have been considerable. For the errors that remain I alone am responsible. I would like to acknowledge the financial assistance of many friends who have contributed to our work among the Angor. Special thanks are due to the staff in the computer department of the Papua New Guinea Branch of the Summer Institute of Linguistics for their valuable assistance in the preparation of this manuscript. To my wife, Shirley, I am deeply grateful for linguistic discussions of Angor, for typing and editorial assistance, and for patience and encouragement. 6 Chapter 1 Introduction The study of discourse has advanced from a situation where it was on the linguistic fringe to where it has assumed not only a significant place in the linguistic field but has also become an interdisciplinary study in itself. Discourse analysis is still in its infancy in that no contemporary linguistic theory is able to provide an adequate model to explain the multifaceted nature of discourse. In such a situation there are several options open to the discourse analyst. One option is to limit one’s analysis to the data that contemporary theory can adequately describe. This, however, is overly restrictive and would not contribute significantly to our knowledge about discourse. Another option is to investigate one aspect of discourse and to develop a limited theory to explain the phenomena observed there. It is legimate to limit one’s scope to a single area when significant contributions to theory can be expected. A third option is to describe a wide range of discourse phenomena using whatever theoretical tools are available in order to test those theories and to provide data on discourse phenomena that a universal theory of discourse should be able to explain. The third option is the one followed in this study of Angor discourse. Due to the embryonic state of discourse theory, this study is of necessity eclectic. However, this should not restrict how it can widen our knowledge of discourse phenomena so that a more comprehensive theory of discourse can emerge. The method of analysis followed in this study is textual. That is, the corpus consists of recorded and transcribed oral texts and written texts in the Angor language of Papua New Guinea ranging from those of new literates to those of a high school student. Most texts were translated with the aid of Angor speaking assistants in order to insure a proper understanding of the text and to obtain essential background information. Many of the texts were displayed on a modified Thurman chart (Grimes 1975) for the purpose of highlighting their semantic and grammatical features. On the basis of the analysis of these texts hypotheses were developed which were tested against other charted and uncharted texts. Most grammatical examples come from texts with a few also coming from elicited data or my basic knowledge of Angor which I have been studying since 1965. Statistical counts for comparative purposes were made of the features of certain texts taken as representative of a genre or style. Chapter II summarizes modern studies of discourse beginning with the work of Harris in the early fifties. Included in this survey are nonlinguistic contributions to text analysis and comprehension. The chapter concludes with a summary of the general view of discourse taken in this study. Chapter III begins with a brief introduction to the Angor people and to their established and possible linguistic affinities. There is a summary of Angor phonology from segments to intonation contours. Vowel and consonant harmony are significant features of Angor phonology. A sketch of the main features of Angor grammar is given in which the problem of describing text sentences in purely grammatical terms is discussed. Of typological interest are the Angor interclause temporal-reference monitoring system and the discourse topic signaling system. These systems are related in that they both utilize verbal mood and person-number-gender affixes. The interclause monitoring system is derived in that it uses separate morphemes for temporal and reference monitoring in contrast with the New Guinea 7 Highlands systems which mostly use single morphemes to monitor temporal-reference relations. Discourse topics are affixed with tense-mood morphemes that agree with the tense-mood of the clause that dominates the topicalized element. They also agree in person, number, and gender with the subject of the dominating clause. Question words may also use discourse topic affixation with tense-mood and subject and object agreement with the verb. Another significant typological feature is the use of double reference monitoring affixation in which two prominent referents in the following clause are signaled cataphorically by subject and object transitive verb affixes. Question words may also signal double topicalization. The reference monitoring system does not monitor surface syntactic information but rather pragmatic information; that is, the referent monitored may be functioning as the syntactic object in some cases. The speaker also has the option of treating an actor as a participant or nonparticipant by his use of reference monitoring. Of theoretical interest is the problem
Load more

Recommended publications
  • 0=AFRICAN Geosector
    2= AUSTRALASIA geosector Observatoire Linguistique Linguasphere Observatory page 123 2=AUSTRALASIA geosector édition princeps foundation edition DU RÉPERTOIRE DE LA LINGUASPHÈRE 1999-2000 THE LINGUASPHERE REGISTER 1999-2000 publiée en ligne et mise à jour dès novembre 2012 published online & updated from November 2012 This geosector covers 223 sets of languages (1167 outer languages, composed of 2258 inner languages) spoken or formerly spoken by communities in Australasia in a geographic sequence from Maluku and the Lesser Sunda islands through New Guinea and its adjacent islands, and throughout the Australian mainland to Tasmania. They comprise all languages of Australasia (Oceania) not covered by phylosectors 3=Austronesian or 5=Indo-European. Zones 20= to 24= cover all so-called "Papuan" languages, spoken on Maluku and the Lesser Sunda islands and the New Guinea mainland, which have been previously treated within the "Trans-New Guinea" hypothesis: 20= ARAFURA geozone 21= MAMBERAMO geozone 22= MANDANGIC phylozone 23= OWALAMIC phylozone 24= TRANSIRIANIC phylozone Zones 25= to 27= cover all other so-called "Papuan" languages, on the New Guinea mainland, Bismarck archipelago, New Britain, New Ireland and Solomon islands, which have not been treated within the "Trans-New Guinea" hypothesis: 25= CENDRAWASIH geozone 26= SEPIK-VALLEY geozone 27= BISMARCK-SEA geozone Zones 28= to 29= cover all languages spoken traditionally across the Australian mainland, on the offshore Elcho, Howard, Crocodile and Torres Strait islands (excluding Darnley island), and formerly on the island of Tasmania. An "Australian" hypothesis covers all these languages, excluding the extinct and little known languages of Tasmania, comprising (1.) an area of more diffuse and complex relationships in the extreme north, covered here by geozone 28=, and (2.) a more closely related affinity (Pama+ Nyungan) throughout the rest of Australia, covered by 24 of the 25 sets of phylozone 29=.
    [Show full text]
  • Language Teacher Guide 2015
    Language Teacher Guide 2015 Standard Based Elementary Two Language Teacher Guide 2015 Elementary Two Standard Based Issued free to schools by the Department of Education Published in 2015 by the Department of Education, Papua New Guinea. First Edition © Copyright 2014, Department of Education, Papua New Guinea All rights reserved. No part of this publication may be recorded, stored in a retrieval system or transmitted by any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher. Graphic Design Layout by David Kuki Gerega ISBN 978-998080-87-896-0 Acknowledgements The Elementary Two Language Teacher Guide was developed by the Curriculum Development Division of the Department of Education and coordinated by Philippa Anskar Darius with assistance from the Subject Curriculum Group, (SCG) members. Teachers College and Universities Lecturers, Teachers, Standards Officers and other stake holders such as Non Government Organisation, (NGO) and Churches are acknowledge for their contributions. Syllabus Advice Committee, (SAC) and Basic Education Board of Studies, (BEBOS) Committee members are acknowledged for their recommendation and endorsement of this Syllabus. Special acknowledgement to Summer Institute of Linguistic (SIL) Ukarumpa and Voluntary Service Organisation (VSO) for their writing and editorial support. The document was funded by the Australian Aid through Department of Foreign Affairs and Trade, (DFAT) and Government of Papua New Guinea. CONTENTS Secretary’s Message iv Introduction 1 Key Features 3 Teaching and Learning 4 Content Overview 5 Planning and Programming 13 Assessment, Recording and Reporting 36 Glossary 45 Resources 46 References 47 Appendix 48 E2 LANGUAGE TEACHER GUIDE 2015 iii SECRETARy’S MESSAGE This Teacher’s Guide is intended for Elementary Two teachers in Papua New Guinea Schools.
    [Show full text]
  • Prayer Cards | Joshua Project
    Pray for the Nations Pray for the Nations Abaga in Papua New Guinea Abasakur in Papua New Guinea Population: 200 Population: 2,000 World Popl: 200 World Popl: 2,000 Total Countries: 1 Total Countries: 1 People Cluster: New Guinea People Cluster: New Guinea Main Language: Wagama Main Language: Pal Main Religion: Christianity Main Religion: Christianity Status: Significantly reached Status: Significantly reached Evangelicals: 20.0% Evangelicals: 28.0% Chr Adherents: 100.0% Chr Adherents: 90.0% Scripture: Unspecified Scripture: Translation Started www.joshuaproject.net www.joshuaproject.net "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Abau, Green River in Papua New Guinea Abie in Papua New Guinea Population: 13,000 Population: 1,400 World Popl: 13,000 World Popl: 1,400 Total Countries: 1 Total Countries: 1 People Cluster: New Guinea People Cluster: New Guinea Main Language: Abau Main Language: Aneme Wake Main Religion: Christianity Main Religion: Christianity Status: Significantly reached Status: Significantly reached Evangelicals: 24.0% Evangelicals: 17.0% Chr Adherents: 98.0% Chr Adherents: 92.0% Scripture: New Testament Scripture: New Testament www.joshuaproject.net www.joshuaproject.net "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Adjora in Papua New Guinea Adzera in Papua New Guinea Population: 7,300 Population: 50,000 World Popl: 7,300 World
    [Show full text]
  • Nomenclature Abbreviations
    Abbreviations * As a prefix, indicates a proto language word /?/ glottal stop 2′ compound for 3 = 2 + 1 or rarely 1 + 1 + 1 but numeral for 4 2″ distinct numeral for 3 but 4 is a compound, usually 2 + 2, rarely 5 - 1 or 2 + 1 + 1 AN Austronesian languages BC or BCE Before Christ, that is before the Current Era taken as before the period of Christ BP Before the present CE or AD In the current era, that is after the year of the Lord (Domino/Dominum) Christ CSQ, MQ Counting System Questionnaire; Measurement Questionnaire d. dialect IMP Indigenous Mathematics Project Manus type Lean used this to refer to counting systems that used subtraction from 10 such as 7=10-3, 8=10-2, 9=10-1, often with the meaning e.g. for 7 as 3 needed to com- plete the group MC Micronesian Motu type Lean used this to refer to counting systems that used pairs such as 6=2x3, 7=2x3+1, 8=2x4, 9=2x4+1 NAN Non-Austronesian (also called Papuan) languages NCQ, CQN Noun, classifier, quantifier; classifier, quantifier, noun NQC, QCN Noun, quantifier, classifier; quantifier, classifier, noun NTM New Tribes Mission, PNG PAN Proto Austronesian PN Polynesian PNG Papua New Guinea POC Proto Oceanic QC, CQ Order of quantifier-classifier; classifier-quantifier respectively SHWNG South Halmahera West New Guinea (AN Non-Oceanic language of the Central- Eastern Malayo-Polynesian, a subgroup of Proto-Malayo-Polynesian) after Tryon (2006) SIL Summer Institute of Linguistics SOV Order of words in a sentence: Subject Object Verb SVO Order of words in a sentence: Subject Verb Object TNG Trans New Guinea Phylum Nomenclature The Australian system of numbering is used.
    [Show full text]
  • Languages of the Upper Sepik and Central New Guinea
    LANGUAGES OF THE UPPER SEPIK AND CENTRAL NEW GUINEA Report prepared by Martin Steer September 2005 Edits and Appendix 9.2 by B. Craig 2011 1 CONTENTS 1. Introduction 5 1.1 Overview 5 1.2 Methods of comparison 6 1.3 Structure of the report 9 2. Amto-Musian Family: Amto 10 3. Border Stock, Waris Family: Amanab and Waina 11 4. Kwomtari Stock: Baibai, Biaka and Kwomtari 15 5. Senagi Family: Anggor 18 6. Sepik Phylum 24 6.1 Abau 24 6.2 Yellow River Family: Ak, Awun, Namie 26 7. Trans New Guinea Phylum 28 7.1 The Mountain Ok family 28 7.2 The Mountain Ok languages 31 7.3 Lexical comparisons 34 7.4 Phonology and morphology 36 7.5 Discussion 38 7.6 Oksapmin 39 8. Isolates/Ungrouped 40 8.1 Busa 40 8.2 Yuri/Karkar 41 8.3 Nagatman/Yale 42 9. Appendices 44 9.1 Percentages of Cognates - Amanab sub-district and Upper Serpik 44 9.2 Data relating to Tifal and Faiwol language boundaries (by B.Craig) 45 10. Bibliography 53 2 List of Tables 1. Languages of the study area 5 2. Populkation of the study area 6 3. Relatedness of languages 8 4. A scale of relatedness 9 5. Codification of relationships 10 6. Amto 10 7. Amanab and Waina 11 8. Some Waris pronouns 12 9. Baibai, Biaka and Kwomtari 16 10. Some Kwomtari pronouns 17 11. Anggor 18 12. Dera versus languages to the north and west 20 13. pTNG and Dera 22 14. Anggor villages and dialects 23 15.
    [Show full text]
  • Online Appendix To
    Online Appendix to Hammarström, Harald & Sebastian Nordhoff. (2012) The languages of Melanesia: Quantifying the level of coverage. In Nicholas Evans & Marian Klamer (eds.), Melanesian Languages on the Edge of Asia: Challenges for the 21st Century (Language Documentation & Conservation Special Publication 5), 13-34. Honolulu: University of Hawaii Press. ’Are’are [alu] < Austronesian, Nuclear Austronesian, Malayo- Polynesian, Central-Eastern Malayo-Polynesian, Eastern Malayo- Polynesian, Oceanic, Southeast Solomonic, Longgu-Malaita- Makira, Malaita-Makira, Malaita, Southern Malaita Geerts, P. 1970. ’Are’are dictionary (Pacific Linguistics: Series C 14). Canberra: The Australian National University [dictionary 185 pp.] Ivens, W. G. 1931b. A Vocabulary of the Language of Marau Sound, Guadalcanal, Solomon Islands. Bulletin of the School of Oriental and African Studies VI. 963–1002 [grammar sketch] Tryon, Darrell T. & B. D. Hackman. 1983. Solomon Islands Languages: An Internal Classification (Pacific Linguistics: Series C 72). Canberra: Research School of Pacific and Asian Studies, Australian National University. Bibliography: p. 483-490 [overview, comparative, wordlist viii+490 pp.] ’Auhelawa [kud] < Austronesian, Nuclear Austronesian, Malayo- Polynesian, Central-Eastern Malayo-Polynesian, Eastern Malayo- Polynesian, Oceanic, Western Oceanic linkage, Papuan Tip linkage, Nuclear Papuan Tip linkage, Suauic unknown, A. (2004 [1983?]). Organised phonology data: Auhelawa language [kud] milne bay province http://www.sil.org/pacific/png/abstract.asp?id=49613 1 Lithgow, David. 1987. Language change and relationships in Tubetube and adjacent languages. In Donald C. Laycock & Werner Winter (eds.), A world of language: Papers presented to Professor S. A. Wurm on his 65th birthday (Pacific Linguistics: Series C 100), 393-410. Canberra: Research School of Pacific and Asian Studies, Australian National University [overview, comparative, wordlist] Lithgow, David.
    [Show full text]
  • Language Teacher Guide 2015
    Language Teacher Guide 2015 Standard Based Elementary Prep Language Teacher Guide 2015 Elementary Prep Standard Based Issued free to schools by the Department of Education Published in 2015 by the Department of Education, Papua New Guinea. First Edition © Copyright 2014, Department of Education, Papua New Guinea All rights reserved. No part of this publication may be recorded, stored in a retrieval system or transmitted by any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the publisher. Graphic Design layout by David Kuki Gerega ISBN 978-9980-87-894-6 Acknowledgements The Elementary Prep Language Teacher Guide was developed by the Curriculum Development Division of the Department of Education and coordinated by Philipa Darius with assistance from the Subject Curriculum Group, (SCG) members. Teachers College and Universities Lecturers, Teachers, Standards Officers and other stake holders such as Non Government Organisation, (NGO) and Churches are acknowledge for their contributions. Syllabus Advice Committee, (SAC) and Basic Education Board of Studies, (BEBOS) Committee members are acknowledged for their recommendation and endorsement of this document. Special acknowledgement to Summer Institute of Linguistic (SIL) Ukarumpa, for their valuable and technical support. The document was funded by the Australian Aid through Department of Foreign Affairs and Trade, (DFAT) and Government of Papua New Guinea. ii EP LANGUAGE TEACHER GUIDE 2015 CONTENTS Secretary’s Message iv Introduction 1 Key Features 2 Teaching and Learning 3 Content Overview 4 Planning and Programming 8 Assessment, Recording and Reporting 36 Glossary 45 Resources 46 References 47 Appendix 48 EP LANGUAGE TEACHER GUIDE 2015 iii SECRETARy’S MESSAGE This Teacher’s Guide is intended for Elementary Prep teachers in Papua New Guinea Schools who are teaching their language.
    [Show full text]
  • 2021 Daily Prayer Guide for All People Groups & LR-Upgs of Asia-Pacific
    2021 Daily Prayer Guide for all People Groups & Least-Reached-UPGs of Asia-Pacific AGWM ed. Source: Joshua Project data, www.joshuaproject.net I give credit & thanks to Asia Harvest & Create International for permission to use their people group photos. 2021 Daily Prayer Guide for all People Groups & LR-UPGs of Asia-Pacific (China = separate region & DPG) ASIA-PACIFIC SUMMARY: 3,523 total PG; 830 FR & LR-UPG = Frontier & Least Reached-Unreached People Groups Downloaded from www.joshuaproject.net = August, 2020 LR-UPG defin: less than 2% Evangelical & less than 5% total Christian Frontier (FR) definition: 0% to 0.1% Christian Why pray--God loves lost: world UPGs = 7,407; Frontier = 5,042. Color code: green = begin new area; blue = begin new country "Prayer is not the only thing we can can do, but it is the most important thing we can do!" Luke 10:2, Jesus told them, "The harvest is plentiful, but the workers are few. Ask the Lord of the harvest, therefore, to send out workers into his harvest field." Let's dream God's dreams, and fulfill God's visions -- God dreams of all people groups knowing & loving Him! Revelation 7:9, "After this I looked and there before me was a great multitude that no one could count, from every nation, tribe, people and language, standing before the throne and in front of the Lamb." Why Should We Pray For Unreached People Groups? * Missions & salvation of all people is God's plan, God's will, God's heart, God's dream, Gen. 3:15! * In the Great Commissions Jesus commands us to reach all peoples in the world, Matt.
    [Show full text]
  • Abau Grammar
    Data Papers on Papua New Guinea Languages Volume 57 Abau Grammar Arnold (Arjen) Hugo Lock 2011 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 © 2011 SIL-PNG Papua New Guinea [email protected] Published 2011 Printed by SIL Printing Press Ukarumpa, Eastern Highlands Province Papua New Guinea ISBN 9980 0 3614 1 Table of Contents List of maps and tables .......................................................................... ix Abbreviations ........................................................................................ xi 1. Introduction .................................................................................... 1 1.1 Location and population .......................................................... 1 1.2 Language name ....................................................................... 2 1.3 Affiliation and earlier studies................................................... 2 1.4 Dialects ................................................................................... 3 1.5 Language use and bilingualism ...............................................
    [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]
  • Prayer Cards (1585)
    Pray for the Nations Pray for the Nations Aboriginal Creole in Australia Aboriginal, Detribalized in Australia Population: 7,300 Population: 533,000 World Popl: 7,300 World Popl: 533,000 Total Countries: 1 Total Countries: 1 People Cluster: Australian Aboriginal People Cluster: Australian Aboriginal Main Language: Kriol Main Language: English Main Religion: Christianity Main Religion: Christianity Status: Significantly reached Status: Significantly reached Evangelicals: 30.0% Evangelicals: 22.0% Chr Adherents: 90.0% Chr Adherents: 80.0% Scripture: Complete Bible Scripture: Complete Bible Source: International Mission Board-SBC www.joshuaproject.net www.joshuaproject.net "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Aboriginal, Southwest in Australia Adnyamathanha in Australia Population: 10,000 Population: 100 World Popl: 10,000 World Popl: 100 Total Countries: 1 Total Countries: 1 People Cluster: Australian Aboriginal People Cluster: Australian Aboriginal Main Language: English Main Language: English Main Religion: Christianity Main Religion: Christianity Status: Significantly reached Status: Partially reached Evangelicals: 27.0% Evangelicals: 3.0% Chr Adherents: 95.0% Chr Adherents: 70.0% Scripture: Complete Bible Scripture: Complete Bible www.joshuaproject.net www.joshuaproject.net "Declare his glory among the nations." Psalm 96:3 "Declare his glory among the nations." Psalm 96:3 Pray for the Nations Pray for the Nations Alyawarra in Australia
    [Show full text]
  • Bilingualism: an Introduction"-(Carla F. Radloff); a Good Phonology Program" (Geoffrey Hunt); "Formal Linguistics and Field Work" (Daniel L
    DOCUMENT RESUME ED 353 819 FL 020 902 TITLE Notes on Linguistics, 1992. INSTITUTION Summer Inst. of Linguistics, Dallas, Tex. REPORT NO ISSN-0736-0673 PUB DATE 92 NOTE 244p. AVAILABLE FROMBookstore, International Linguistics Center, 7500 West Camp Wisdom Rd., Dallas, TX 75236 (Summer Institute of Linguistics members, $15.96: U.S., $19.16: foreign; non-members, $19.95: U.S., $23.95: foreign--includes postage and handling). PUB TYPE Collected Works Serials (022) JOURNAL CIT Notes on Linguistics; n56-59 Feb-Nov 1992 EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Audiotape Recordings; Biblical Literature; Bilingualism; Book Reviews; Computer Oriented Programs; Computer Software; Conference Proceedings; Equipment Evaluation; *Language Patterns; *Language Research; *Linguistics; *Linguistic Theory; Morphology (Languages); Phonology; *Research Methodology; Second Language Learning; Syllables; Syntax; Technical Writing; Tone Languages ABSTRACT This document consists of the four issues of this quarterly linguistics and language research serial issued during 1992. Typical significant articles include: "The ]ndispensable Tape Recorder" (Geoffrey Hunt); "Analysis of Tone Systems" (Eunice V. Pike); "Sentence Repetition Testing for Studies of Community Bilingualism: An Introduction"-(Carla F. Radloff); A Good Phonology Program" (Geoffrey Hunt); "Formal Linguistics and Field Work" (Daniel L. Everett); "Language and Communication" (John W. M. Verhaar); "Focus Shift Problem" (Howard W. Law); "Syllable-Based Hyphenation" (David Weber); "Project '95 Now? A Vision" (Arnd Strube); "Some Guidelines for Writing Linguistic Survey Papers" (2 parts) (Thomas M. Tehan); "Report on Tape Recorder Quality" (Ernie Zellmer); "A Few Practical Tips for Using CECIL" (Mike Cahill); "Terminal 2/2+ in Language Learning" (Sue Wright); "Linguistics: An In-House Thing? A Diary Entry" (John Verhaar).
    [Show full text]