Title <Notes>Notes on Reduplication in the Haisla Language --Partial
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Verbs Show an Action (Eg to Run)
VERBS Verbs show an action (e.g. to run). The tricky part is that sometimes the action can't be seen on the outside (like run) – it is done on the inside (e.g. to decide). Sometimes the action even has to do with just existing, in other words to be (e.g. is, was, are, were, am). Tenses The three basic tenses are past, present and future. Past – has already happened Present – is happening Future – will happen To change a word to the past tense, add "-ed" (e.g. walk → walked). ***Watch out for the words that don't follow this (or any) rule (e.g. swim → swam) *** To change a word to the future tense, add "will" before the word (e.g. walk → will walk BUT not will walks) Exercise 1 For each word, write down the correct tense in the appropriate space in the table below. Past Present Future dance will plant looked runs shone will lose put dig Spelling note: when "-ed" is added to a word ending in "y", the "y" becomes an "i" e.g. try → tried These are the basic tenses. You can break present tense up into simple present (e.g. walk), present perfect (e.g. has walked) and present continuous (e.g. is walking). Both past and future tenses can also be broken up into simple, perfect and continuous. You do not need to know these categories, but be aware that each tense can be found in different forms. Is it a verb? Can it be acted out? no yes Can it change It's a verb! tense? no yes It's NOT a It's a verb! verb! Exercise 2 In groups, decide which of the words your teacher gives you are verbs using the above diagram. -
Modals and Auxiliaries 12
Verbs: Modals and Auxiliaries 12 An auxiliary is a helping verb. It is used with a main verb to form a verb phrase. For example, • She was calling her friend. Here the word calling is the main verb and the word was is an auxiliary verb. The words be , have , do , can , could , may , might , shall , should , must , will , would , used , need , dare , ought are called auxiliaries . The verbs be, have and do are often referred to as primary auxiliaries. They have a grammatical function in a sentence. The rest in the above list are called modal auxiliaries, which are also known as modals. They express attitude like permission, possibility, etc. Note the forms of the primary auxiliaries. Auxiliary verbs Present tense Past tense be am, is, are was, were do do, does did have has, have had The table below illustrates the application of these primary verbs. Primary auxiliary Function Example used in the formation of She is sewing a dress. continuous tenses I am leaving tomorrow. be in sentences where the The missing child was action is more important found. than the subject 67 EBC-6_Ch19.indd 67 8/12/10 11:47:38 PM when followed by an We are to leave next infinitive, it is used to week. indicate a plan or an arrangement denotes command You are to see the Principal right now. used to form the perfect The carpenter has tenses worked well. have used with the infinitive I had to work that day. to indicate some kind of obligation used to form the He doesn’t work at all. -
1 the Phonology of Wakashan Languages Adam Werle University
1 The Phonology of Wakashan Languages Adam Werle University of Victoria, March 2010 Abstract This article offers an overview of the phonological typology and analysis of the Wakashan languages, namely Haisla, Heiltsukvla (Heiltsuk, Bella Bella), Oowekyala, Kwak’wala (Kwakiutl), Nuu-chah-nulth (Nootka), Ditidaht (Nitinaht), and Makah. Like other languages of the Northwest Coast of North America, these have many consonants, including several laterals, front and back dorsals, few labials, contrastive glottalization and lip rounding, and a glottal stop with similar distribution to other consonants. Consonant-vowel sequences are characterized by large obstruent clusters, and no hiatus. Of theoretical interest at the segmental level are consonant mutations, positional neutralizations of laryngeal features, vowel-glide alternations, glottalized vowels and glottalized voiced plosives, and historical loss of nasal consonants. Also addressed here are aspects of these languages’ rich prosodic morphology, such as patterns of reduplication and templatic stem modifications, the distribution of Northern Wakashan schwa, alternations in Southern Wakashan vowel length and presence, and the syllabification of all-obstruent words. 1. Introduction The Wakashan language are spoken in what are now British Columbia, Canada, and Washington State, USA. The family comprises a northern branch—Haisla, Heiltsukvla, Oowekyala, and Kwa kwala—and̓ a southern branch—Nuu-chah-nulth, Ditidaht, and Makah— that diverge significantly from each other, but are internally very similar. They are endangered, being spoken natively by about 350 people, out of ethnic populations of about 23,000 whose main language is English. At the same time, most are undergoing active revitalization, with about 1,000 semi-speakers and learners ( First Peoples’ Language Map ). -
7"'" Eyak Tlingit/1\ Dialects
301 302 THE ATHABASCAN COMPONENT OF NUXALK so be shown that the Nuxalk-Athabascan connection underlies certain phonological traits and developments in Nuxalk that are quite unique in Salish. Considering Hank Nater Red Earth Creek, Alberta the typological distance between Salish and Athabascan in general, we infer that Athabascan linguistic pressure has been more penetrating in Nuxalk than in other Canada TOGlXO Salish;2 the likelihood that the origin of the Nuxalk-Athabascan interrelation antedates the development of the Nuxalk-Wakash Sprachbund is an indication that O. Introduction. Obvious lexical similarities between Nuxalk (Bella Coola, at least a section of the Nuxalk population has ancestral ties with the Interior Salish) and Upper North Wakash have been described on previous occasions (Nater Salish (which is corroborated by the fact that the Salish portion of the Nuxalk 1974, 1977, 1984; Nater and Rath 1987; Newman 1973). I also reported that a few lexicon links Nuxalk with both Coast and Interior Salish, cf. Nater 1984: XVII). Nuxalk words appear to be of Athabascan origin, and it is the latter portion of In this paper, the circumflex (as in lei le'l I§/) is used instead of the hachek the Nuxalk lexicon that we shall examine here in more detail than before. Note to transcribe apico-alveolars; in Iii and Iii, the superscript dot replaces the that, while I had presumed that traces of Athabascan vocabulary in Nuxalk were subscript dot, and Igl = IG/. References are abbreviated as follows: C = Cook largely attributable to interaction with speakers of contemporary neighboring 1983; CD = Carrier Dictionary Committee 1974; K70 = Kuipers 1970, K74 = Kuipers Athabascan languages (Carrier, Chilcotin), further research has revealed that 1974, K82 = Kuipers 1982, K89 = Kuipers 1989; KL = Krauss and Leer 1981; L = most such borrowings are older than hitherto alleged; in addition, the number of Leer 1979; LR = Lincoln and Rath 1986; MI = Morice 1932 (vol. -
UBCWPL University of British Columbia Working Papers in Linguistics
UBCWPL University of British Columbia Working Papers in Linguistics -Papers for ICSNL 53- The Fifty-Third International Conference on Salish and Neighbouring Languages Edited by: Marianne Huijsmans, Roger Lo, Daniel Reisinger, and Oksana Tkachman August 2018 Volume 47 -Papers for ICSNL 53- The Fifty-Third International Conference on Salish and Neighbouring Languages Bellingham,WA August 10–11th, 2018 Hosted by: Whatcom Museum, WA Edited by: Marianne Huijsmans, Roger Lo, Daniel Reisinger, and Oksana Tkachman The University of British Columbia Working Papers in Linguistics Volume 47 July 2018 UBCWPL is published by the graduate students of the University of British Columbia. We feature current research on language and linguistics by students and faculty of the department, and we are the regular publishers of two conference proceedings: the Workshop on Structure and Constituency in Languages of the Americas (WSCLA) and the International Conference on Salish and Neighbouring Languages (ICSNL). If you have any comments or suggestions, or would like to place orders, please contact : UBCWPL Editors Department of Linguistics Totem Field Studios 2613 West Mall V6T 1Z2 Tel: 604 822 8948 Fax 604 822 9687 E-mail: <[email protected]> Since articles in UBCWPL are works in progress, their publication elsewhere is not precluded. All rights remain with the authors. i Cover artwork by Lester Ned Jr. Contact: Ancestral Native Art Creations 10704 #9 Highway Compt. 376 Rosedale, BC V0X 1X0 Phone: (604) 793-5306 Fax: (604) 794-3217 Email: [email protected] ISBN: 978-0-88865-301-7 ii Table of Contents PREFACE ............................................................................ v JOHN DAVIS ................................................................... 1–8 Expressing future certainty in Comox MARIANNE HUIJSMANS AND DANIEL REISINGER ........ -
Segmental Phonology Darin Howe University of Calgary
SEGMENTAL PHONOLOGY DARIN HOWE HOWED UCALGARY.CA UNIVERSITY OF CALGARY DARIN HOWE, 2003 ii Table of contents ACKNOWLEDGMENTS .............................................................................................................................................IV INTERNATIONAL PHONETIC ALPHABET CHART.................................................................................................. V 1. INTRODUCTION ...............................................................................................................................................1 2. INTRASEGMENTAL PHONOLOGY ..................................................................................................................4 2.1. PHONEME INVENTORIES AND FEATURES.......................................................................................................... 4 2.2. ARTICULATOR-FREE FEATURES .....................................................................................................................12 2.2.1. Major class features .................................................................................................................................................12 2.2.1.1. [±consonantal]...........................................................................................................................................12 2.2.1.2. [±sonorant].................................................................................................................................................22 2.2.2. Other articulator-free features..............................................................................................................................27 -
Diplomarbeit
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OTHES DIPLOMARBEIT TITEL DER DIPLOMARBEIT “The Politics of Storytelling”: Reflections on Native Activism and the Quest for Identity in First Nations Literature: Jeannette Armstrong’s Slash, Thomas King’s Medicine River, and Eden Robinson’s Monkey Beach. VERFASSERIN Agnes Zinöcker ANGESTREBTER AKADEMISCHER GRAD Magistra der Philosophie (Mag.phil.) Wien, im Mai 2009 Studienkennzahl lt. Studienblatt: A 343 Studienrichtung lt. Studienblatt: Anglistik und Amerikanistik Betreuer: o.Univ.-Prof. Dr. Waldemar Zacharasiewicz Acknowledgements To begin with, I owe a debt of gratitude to my supervisor, Dr. Waldemar Zacharasiewicz. He supported me in stressful times and patiently helped me to sort out my ideas about and reflections on Canadian literature. He introducing me to the vast field of First Nations literature, shared his insights and provided me with his advice and encouragements to develop the skills necessary for literary analysis. I am further indebted to express thanks to the ‘DLE Forschungsservice und Internationale Beziehungen’, who helped me complete my degree by attributing some funding to do research at the University of Victoria, British Columbia. I also wish to address special thanks to Prof. Misao Dean from the University of Victoria for letting me join some inspiring discussions in her ‘Core Seminar on Literatures of the West Coast’, which gave me the opportunity to exchange ideas with other students working in the field of Canadian literature. Lastly, I warmly thank my parents Dr. Hubert and Anna Zinöcker for their devoted emotional support and advice, and for sharing their knowledge and experience with me throughout my education. -
Verbnet Guidelines
VerbNet Annotation Guidelines 1. Why Verbs? 2. VerbNet: A Verb Class Lexical Resource 3. VerbNet Contents a. The Hierarchy b. Semantic Role Labels and Selectional Restrictions c. Syntactic Frames d. Semantic Predicates 4. Annotation Guidelines a. Does the Instance Fit the Class? b. Annotating Verbs Represented in Multiple Classes c. Things that look like verbs but aren’t i. Nouns ii. Adjectives d. Auxiliaries e. Light Verbs f. Figurative Uses of Verbs 1 Why Verbs? Computational verb lexicons are key to supporting NLP systems aimed at semantic interpretation. Verbs express the semantics of an event being described as well as the relational information among participants in that event, and project the syntactic structures that encode that information. Verbs are also highly variable, displaying a rich range of semantic and syntactic behavior. Verb classifications help NLP systems to deal with this complexity by organizing verbs into groups that share core semantic and syntactic properties. VerbNet (Kipper et al., 2008) is one such lexicon, which identifies semantic roles and syntactic patterns characteristic of the verbs in each class and makes explicit the connections between the syntactic patterns and the underlying semantic relations that can be inferred for all members of the class. Each syntactic frame in a class has a corresponding semantic representation that details the semantic relations between event participants across the course of the event. In the following sections, each component of VerbNet is identified and explained. VerbNet: A Verb Class Lexical Resource VerbNet is a lexicon of approximately 5800 English verbs, and groups verbs according to shared syntactic behaviors, thereby revealing generalizations of verb behavior. -
Prepositional His and the Development of Morphological Case in Northern Wakashan1
Prepositional his and the development of morphological case in Northern Wakashan1 Katie Sardinha University of British Columbia This paper will present evidence for the historical development of “oblique” and “genitive” case-marking clitics in the Northern Wakashan language family from the Proto- North Wakashan preposition *his and an associated set of person-marking enclitics. The three Upper Northern Wakashan languages (Haisla, Heiltsuk, Oowekyala) are at intermediate stages of a process whereby a remnant of the preposition his/yis together with its associated person- marking enclitics is becoming enclitic to the prosodic word prior to the noun phrase it introduces or replaces; this can be taken as evidence that these languages are moving towards developing case-marking such as that which exists in Kwak’wala. Correspondences between the synchronic distribution and phonology of the Kwak’wala oblique and third-person possessive clitics and that of his/yis prepositional constructions in the Upper Northern Wakashan languages provide additional evidence for an historical relationship. Prior to the development of morphological case, prepositions themselves seem to have been innovated in the Northern Wakashan language branch from verbal and demonstrative roots. This situation indicates a deep syntactic divide, and significant time depth, between the Northern and Southern branches of Wakashan. 1 Introduction The aim of this paper is to develop an historical hypothesis to account for the innovation of two Northern Wakashan syntactic features which are conspicuously absent in the Southern Wakashan branch: the presence of prepositions, and the occurrence of varying degrees of morphological case- marking. More specifically, I will be presenting evidence for two historical 1 I would like to thank my Kwak’wala consultant Ruby Dawson Cranmer for sharing her language with me, my supervisor Henry Davis, and the members of the 2009-2010 UBC Field Methods class. -
(Menziesia Ferruginea Smith): a UNIQUE REPORT of MYCOPHAGY on the CENTRAL and NORTH COASTS of BRITISH COLUMBIA
J. Ethnobiol. 15(1):89-98 Summer 1995 "GHOST'S EARS" (Exobasidium sp. affin. vaccinii) AND FOOL'S HUCKLEBERRIES (Menziesia ferruginea Smith): A UNIQUE REPORT OF MYCOPHAGY ON THE CENTRAL AND NORTH COASTS OF BRITISH COLUMBIA BRIAN D. COMPTON Department of Botany The University of British Columbia Vancouver, B.c., Canada V6T 124 ABSTRACT.-The cultural roles of mycocecidia (fungal galls) of the fungus Exo basidium sp. affin. vaccinii on Menziesia ferruginea Smith (false azalea, or fool's huckleberry) among various Pacific northwest coast cultures are identified and discussed. As many as nine distinct coastal groups named and ate these mycoce cidia. Among at least three coastal groups, the Henaaksiala, Heiltsuk, and Tsimshian, the mycocecidia had mythological importance. RESUMEN.-Se identifica y discute el papel cultural de las agallas producidas por el hongo Exobasidium sp. affin. vaccinii al crecer sobre Menziesia ferruginea (cuyos nombres vernaculos en ingles se traducen como "azalea falsa" y "arandano de tontos") entre las culturas de la costa noroccidental de Norteamerica. Nueve diferentes grupos de la costa nombraban y cornian estas agallas. Entre al menos tres grupos costeros, los Henaaksiala, Heiltsuk y Tsimshian, las agallas fungosas ternan importancia mitoI6gi.ca. RESUME.-Le champignon Exobasidium sp. affin. vaccinii produit des galles sur Menziesia ferruginea Smith ("fausse azalee"). Le role de ces galles dans la culture de differents peuples ou groupes autochtones de la cote nord-ouest du Pacifique est identitie et discute ici. Jusqu'a neuf de ces peuples ont nomme, et utilise les galles d'Exobasidium comme nourriture. Chez au moins trois groupes, les Henaak siala, les Heiltsuk et les Tsimshian, les galles avaient une importance' mytho logique. -
NWCC July2017 Aboriginal Student Support FINAL.Indd
Aboriginal Student Support at Northwest Community College 2016 – 2017 To honour their accomplishments, new NWCC graduates were drummed into the theatre by Gitlaxdax Drummers at the 2016 convocation ceremony. TABLE OF CONTENTS Introduction 1 Programs and Courses with Aboriginal Focus 2 Administration of Education Policy 2 Centre of Learning Transformation 3 Creative Programming and Curriculum Development 4 Pedagogy and Course Content 7 Training Partnerships and Community Engagement 8 Student Supports 11 Team Approach 11 Cultural and Spiritual Activities 12 Additional Supports 12 Aboriginal Service Plan (ASP) Funding 17 Fostering a Culture of Respect 18 Representation 18 Cultural Awareness 19 Conclusion 21 Appendix A: In the Context of Key Documents 24 Appendix B: In-community Courses and Training Partnerships 30 Cover image: NWCC students participating Appendix C: Detailed Course Descriptions 34 in the Kitsumkalum fi eld school in 2016. Aboriginal Student Support at Northwest Community College 2016 – 2017 | i NWCC’S EDUCATION IS UNITY POLE This contemporary totem pole was carved to recognize the importance of education to First Nations of the northwest, now and for future generations. Originally initiated to commemorate the 25-year anniversary of the College, the purpose and meaning of the project grew as we acknowledged the role of post-secondary education in the lives of First Nations people in the region. It symbolizes the unity felt by the Wet’suwet’en, Gitxsan, Haisla, Talhtan, Nisga’a, Tsimshian, and Haida when it comes to meeting the educational needs of their people. The fi rst pole to be raised on the NWCC Terrace campus, it represents the four crests common to the northwest coast First Nations people: Wolf, Killer Whale, Raven and Eagle. -
4 the Sentence, Auxiliary Verbs, and Recursion
Introduction to Configurational Syntax Chapter 4 : Chapter 4. 4 The Sentence, Auxiliary Verbs, and Recursion 4.1 Introduction In this chapter the sentence and the verb (predicate) phrase whose head is an auxiliary verb are formally introduced. These two categories do not appear to follow the universal expansion of XP proposed in Chapter 2. In the Principles and Parameters framework of syntax the structure of the sentence can be shown to fol- low the universal expansion of XP. However, the analysis of the sentence given the category CP1 is considered too complex to be covered here. The analyses given here follow the earlier standard views on the structure of the sentence. 4.2 The Sentence At first glance, note that the sentence contains a NP and a VP: (297)a. The moon orbits around the earth. b. [NP the moon ] [VP orbits around the earth ]. We can state the expansion of S (sentence) as: (298) The Expansion of S [1] S ˘ NP VP. The structure for (297 is: (299) [S [NP The moon ] [VP orbits around the earth]] Up to this point we have claimed that all constituents contain a head and a complement. If this is the case then what is the head of S? In advanced work it can be shown to be either tense in some points of view, or the verb in other points of view. In some sense both points of view or correct; however, it is too complex a matter to attempt to explain this here. We will adopt the above expansion, which is traditional and found in most texts, and note that the verb is the unexplained head of the sentence.