Ikoma Vowel Harmony: Phonetics and Phonology
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Closed Adjective Classes and Primary Adjectives in African Languages Guillaume Segerer
Closed adjective classes and primary adjectives in African Languages Guillaume Segerer To cite this version: Guillaume Segerer. Closed adjective classes and primary adjectives in African Languages. 2008. halshs-00255943 HAL Id: halshs-00255943 https://halshs.archives-ouvertes.fr/halshs-00255943 Preprint submitted on 14 Feb 2008 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Closed adjective classes and primary adjectives in African Languages Guillaume Segerer – LLACAN (INALCO, CNRS) Closed adjective classes and primary adjectives in African Languages INTRODUCTION The existence of closed adjective classes (henceforth CAC) has long been recognized for African languages. Although I probably haven’t found the earliest mention of this property1, Welmers’ statement in African Language Structures is often quoted: “It is important to note, however, that in almost all Niger-Congo languages which have a class of adjectives, the class is rather small (...).” (Welmers 1973:250). Maurice Houis provides further precision: “Il y a lieu de noter que de nombreuses langues possèdent des lexèmes adjectivaux. Leur usage en discours est courant, toutefois l’inventaire est toujours limité (autour de 30 à 40 unités).” (Houis 1977:35). These two statements are not further developped by their respective authors. -
Rift Valley Bibliography Version 1.3
Griscom, Richard, Andrew Harvey, and Anne Kruijt (eds.). 2020. Rift Valley Bibliography Version 1.3. DOI: https://doi.org/10.5281/zenodo.4300224 Rift Valley Bibliography Version 1.3 December 1st, 2020 1 Introduction This document is a bibliography of the languages of the Rift Valley Area of Tanzania, which is home to dozens of distinctive ethnic groups and languages. Uniquely, it is the meeting place of languages from three of the largest language families in Africa—Nilo-Saharan, Niger-Congo, and Afro-Asiatic—as well as Sandawe, a language with possible affinity with the so-called 'Khoisan' group, and Hadza, a language isolate, which means that it is not known to be related to any other languages currently spoken. The Rift Valley Bibliography is compiled by members of the Rift Valley Network and is hosted on the network website at the Rift Valley Bibliography page. This is a text version of the bibliography, but other formats of the bibliography are available on the website for those who use reference manager software (e.g. Zotero, EndNote, or Mendeley), and a Zotero Group is used to make additions and changes to the bibliography. A PDF Collection of selected entries is available for members of the Rift Valley Network only, and release notes are made available for each release. For comments or questions related to this bibliography, please send an email to [email protected]. 1 2 Table of Contents Table of Contents 1 Introduction.............................................................................................................................................1 -
Music of Ghana and Tanzania
MUSIC OF GHANA AND TANZANIA: A BRIEF COMPARISON AND DESCRIPTION OF VARIOUS AFRICAN MUSIC SCHOOLS Heather Bergseth A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTERDecember OF 2011MUSIC Committee: David Harnish, Advisor Kara Attrep © 2011 Heather Bergseth All Rights Reserved iii ABSTRACT David Harnish, Advisor This thesis is based on my engagement and observations of various music schools in Ghana, West Africa, and Tanzania, East Africa. I spent the last three summers learning traditional dance- drumming in Ghana, West Africa. I focus primarily on two schools that I have significant recent experience with: the Dagbe Arts Centre in Kopeyia and the Dagara Music and Arts Center in Medie. While at Dagbe, I studied the music and dance of the Anlo-Ewe ethnic group, a people who live primarily in the Volta region of South-eastern Ghana, but who also inhabit neighboring countries as far as Togo and Benin. I took classes and lessons with the staff as well as with the director of Dagbe, Emmanuel Agbeli, a teacher and performer of Ewe dance-drumming. His father, Godwin Agbeli, founded the Dagbe Arts Centre in order to teach others, including foreigners, the musical styles, dances, and diverse artistic cultures of the Ewe people. The Dagara Music and Arts Center was founded by Bernard Woma, a master drummer and gyil (xylophone) player. The DMC or Dagara Music Center is situated in the town of Medie just outside of Accra. Mr. Woma hosts primarily international students at his compound, focusing on various musical styles, including his own culture, the Dagara, in addition music and dance of the Dagbamba, Ewe, and Ga ethnic groups. -
Turkish Vowel Harmony: Underspecification, Iteration, Multiple Rules
Turkish vowel harmony: Underspecification, iteration, multiple rules LING 451/551 Spring 2011 Prof. Hargus Data • Turkish data on handout. [a] represents a low back unrounded vowel (more standardly [ɑ]). Morphological analysis and morpheme alternants • Words in Turkish – root alone – root followed by one or two suffixes • Suffixes – plural suffix, -[ler] ~ -[lar] – genitive suffix, -[in] ~ -[un] ~ -[ün] ~ -[ɨn] • Order of morphemes – root - plural - genitive Possible vowel features i ɨ u ü e a o ö high + + + + - - - - low - - - - - + - - back - + + - - + + - front + - - + + - - + round - - + + - - + + Distinctive features of vowels i ɨ u ü e a o ö high + + + + - - - - back - + + - - + + - round - - + + - - + + ([front] could be used instead of [back].) Values of [low] are redundant: V -high [+low] +back -round Otherwise: V [-low] Distribution of suffix alternants • Plural suffix – -[ler] / front vowels C(C) ___ – -[lar] / back vowels C(C) ___ • Genitive suffix – -[in] / front non-round vowels C(C) ___ – -[ün] / front round vowels C(C) ___ – -[ɨn] / back non-round vowels C(C) ___ – -[un] / back round vowels C(C) ___ Subscript and superscript convention • C1 = one or more consonants: C, CC, CCC, etc. • C0 = zero or more consonants: 0, C, CC, CCC, etc. • C1 = at most one consonant: 0, C 2 • C1 = minimum one, maximum 2 C: C(C) Analysis of alternating morphemes • Symmetrical distribution of suffix alternants • No non-alternating suffixes No single suffix alternant can be elevated to UR URs • UR = what all suffixes have in common • genitive: -/ V n/ [+high] (values of [back] and [round] will be added to match preceding vowel) an underspecified vowel, or ―archiphoneme‖ (Odden p. 239) Backness Harmony • Both high and non-high suffixes assimilate in backness to a preceding vowel • Backness Harmony: V --> [+ back] / V C0 ____ [+back] V --> [-back] / V C0 ____ [-back] (―collapsed‖) V --> [ back] / V C0 ____ [ back] (This is essentially the same as Hayes‘ [featurei].. -
1 Parameters of Morpho-Syntactic Variation
This paper appeared in: Transactions of the Philological Society Volume 105:3 (2007) 253–338. Please always use the published version for citation. PARAMETERS OF MORPHO-SYNTACTIC VARIATION IN BANTU* a b c By LUTZ MARTEN , NANCY C. KULA AND NHLANHLA THWALA a School of Oriental and African Studies, b University of Leiden and School of Oriental and African Studies, c University of the Witwatersrand and School of Oriental and African Studies ABSTRACT Bantu languages are fairly uniform in terms of broad typological parameters. However, they have been noted to display a high degree or more fine-grained morpho-syntactic micro-variation. In this paper we develop a systematic approach to the study of morpho-syntactic variation in Bantu by developing 19 parameters which serve as the basis for cross-linguistic comparison and which we use for comparing ten south-eastern Bantu languages. We address conceptual issues involved in studying morpho-syntax along parametric lines and show how the data we have can be used for the quantitative study of language comparison. Although the work reported is a case study in need of expansion, we will show that it nevertheless produces relevant results. 1. INTRODUCTION Early studies of morphological and syntactic linguistic variation were mostly aimed at providing broad parameters according to which the languages of the world differ. The classification of languages into ‘inflectional’, ‘agglutinating’, and ‘isolating’ morphological types, originating from the work of Humboldt (1836), is a well-known example of this approach. Subsequent studies in linguistic typology, e.g. work following Greenberg (1963), similarly tried to formulate variables which could be applied to any language and which would classify languages into a number of different types. -
Phonemic Vs. Derived Glides
See discussions, stats, and author profiles for this publication at: http://www.researchgate.net/publication/240419751 Phonemic vs. derived glides ARTICLE in LINGUA · DECEMBER 2008 Impact Factor: 0.71 · DOI: 10.1016/j.lingua.2007.10.003 CITATIONS READS 14 32 1 AUTHOR: Susannah V Levi New York University 24 PUBLICATIONS 172 CITATIONS SEE PROFILE Available from: Susannah V Levi Retrieved on: 09 October 2015 Available online at www.sciencedirect.com Lingua 118 (2008) 1956–1978 www.elsevier.com/locate/lingua Phonemic vs. derived glides Susannah V. Levi * Department of Speech-Language Pathology and Audiology, New York University, 665 Broadway, 9th Floor, New York, NY 10003, United States Received 2 February 2007; received in revised form 30 June 2007; accepted 2 October 2007 Available online 27 September 2008 Abstract Previous accounts of glides have argued that all glides are derived from vowels. In this paper, we examine data from Karuk, Sundanese, and Pulaar which reveal the existence of two types of phonologically distinct glides both cross-linguistically and within a single language. ‘‘Phonemic’’ glides are distinct from underlying vowels and pattern with other sonorant consonants, while ‘‘derived’’ glides are non-syllabic, positional variants of underlying vowels and exhibit vowel-like behavior. It is argued that the phonological difference between these two types of glides lies in their different underlying featural representations. Derived glides are positional variants of vowels and therefore featurally identical. In contrast, phonemic glides are featurally distinct from underlying vowels and therefore pattern differently. Though a phono- logical distinction between these two types of glides is evident in these three languages, a reliable phonetic distinction does not appear to exist. -
Contributions to the Study of African Languages from the Nordic Countries Arvi Hurskainen
Contributions to the study of African languages from the Nordic countries Arvi Hurskainen 1 Introduction This chapter gives an outline of the study of African languages in various Nordic countries. The description is limited to the work of individual researchers as far as it was financed by these countries. Therefore, the work of each researcher is included only as far as the above criterion is fulfilled. Research of African languages has often been carried out as part of study on general linguistics, or other such research area that has made it possible to study also African languages. Only the University of Gothenburg, Sweden, has a professorship dedicated to the study of African languages. In Norway and Denmark, African languages have been studied mostly in departments of general linguistics. In Finland, the professorship at the University of Helsinki is defined as African studies, that is, the wide research field makes it possible to study also such subjects that normally would be studied in other departments - anthropology and history, for example. 2 Early initiatives The motivation for studying African languages emerged initially as part of missionary activities. There was a need to be able to communicate using local languages. Missionaries had to learn the languages, and this was made possible by producing grammars and dictionaries. The pioneers had seldom formal linguistic training. Yet they produced valuable resources for many languages, which up today have remained standard language resources of those languages. The work of missionaries also included the creation of orthographies and production of teaching materials for schools. Finally, their contribution extends to such achievements as the translation of Bible or its parts to local languages. -
The Conflicting Linguistic and Ethnic Identities of the Fulani People of Ilorin
International Journal of Language and Linguistics Vol. 5, No. 1, March 2018 Language against Ethnicity: The Conflicting Linguistic and Ethnic Identities of the Fulani People of Ilorin Yeseera Omonike Oloso Kwara State University, Malete Nigeria Language against ethnicity the conflicting linguistic and ethnic identities of the Fulani people of Ilorin Ilorin’s status as a border community straddling Nigeria’s Northern and South-western regions where different languages and ethnicities co-exist makes identity construction complex. Existing literature largely posit an inseparable link between language and ethnic identity implying that language loss constitutes identity loss. This study investigates the relationship between linguistic and ethnic identities among the Fulani people of Ilorin with a view to evaluating the link. Revised Social and Ethnolinguistic Identity Theory was adopted. Structured interviews were conducted with 40 respondents while participant observation was employed. Linguistic identity was established in favour of the Yoruba Language contrariwise for the Yoruba ethnic identity. The majority of respondents (95.0%) identified Yoruba as their first language while respondents’ construction of their ethnic identities was largely influenced by their ancestral ethnicity. Seventy-five percent claimed sole Fulani ethnic identity; 5.0% claimed hybrid identity while 20.0% have become ethnic converts who claim either a civic or Yoruba identity. Keywords: Language shift, Allegiance, Ethnic converts, Revised ELIT. 1 Introduction This article examines the mosaic patterns of language and identity construction among the Fulani people of Ilorin. It shows how an overwhelming shift from Fulfulde, a minority language of Kwara State, did not translate into an equivalent shift of identity by its native speakers. -
Two Statistical Approaches to Finding Vowel Harmony
Two Statistical Approaches to Finding Vowel Harmony Adam C. Baker University of Chicago [email protected] July 27, 2009 Abstract The present study examines two methods for learning and modeling vowel harmony from text corpora. The first uses Expectation Maximization with Hidden Markov Mod- els to find the most probable HMM for a training corpus. The second uses pointwise Mutual Information between distant vowels in a Boltzmann distribution, along with the Minimal Description Length principle to find and model vowel harmony. Both methods correctly detect vowel harmony in Finnish and Turkish, and correctly recognize that English and Italian have no vowel harmony. HMMs easily model the transparent neu- tral vowels in Finnish vowel harmony, but have difficulty modeling secondary rounding harmony in Turkish. The Boltzmann model correctly captures secondary roundness harmony and the opacity of low vowels in roundness harmony in Turkish, but has more trouble capturing the transparency of neutral vowels in Finnish. 1 Introduction: Vowel Harmony and Unsupervised Learning The problem of child language acquisition has been a driving concern of modern theoret- ical linguistics since at least the 1950s. But traditional linguistic research has focused on constructing models like the Optimality Theory model of phonology (Prince and Smolensky, 2004). Learning models for those theories like the OT learning theory in Riggle (2004) are 1 sought later to explain how a child could learn a grammar. A lot of recent research in computational linguistics has turned this trend around. Break- throughs in artificial intelligence and speech processing in the '80s has lead many phonologists starting from models with well-known learning algorithms and using those models to extract phonological analyses from naturally occurring speech (for an overview and implications, see Seidenberg, 1997). -
•Chadic Classification Master
Paul Newman 2013 ò ê ž ŋ The Chadic Language Family: ɮ Classification and Name Index ɓ ō ƙ Electronic Publication © Paul Newman This work is licensed under a Creative Commons Attribution-NonCommercial License CC BY-NC Mega-Chad Research Network / Réseau Méga-Tchad http://lah.soas.ac.uk/projects/megachad/misc.html http://lah.soas.ac.uk/projects/megachad/divers.html The Chadic Language Family: Classification and Name Index Paul Newman I. CHADIC LANGUAGE CLASSIFICATION Chadic, which is a constituent member of the Afroasiatic phylum, is a family of approximately 170 languages spoken in Nigeria, Cameroon, Chad, and Niger. The classification presented here is based on the one published some twenty-five years ago in my Nominal and Verbal Plurality in Chadic, pp. 1–5 (Dordrecht: Foris Publications, 1990). This current paper contains corrections and updates reflecting the considerable amount of empirical research on Chadic languages done since that time. The structure of the classification is as follows. Within Chadic the first division is into four coordinate branches, indicated by Roman numerals: I. West Chadic Branch (W-C); II. Biu-Mandara Branch (B-M), also commonly referred to as Central Chadic; III. East Chadic Branch (E-C); and IV. Masa Branch (M-S). Below the branches are unnamed sub-branches, indicated by capital letters: A, B, C. At the next level are named groups, indicated by Arabic numerals: 1, 2.... With some, but not all, groups, subgroups are distinguished, these being indicated by lower case letters: a, b…. Thus Miya, for example, is classified as I.B.2.a, which is to say that it belongs to West Chadic (I), to the B sub-branch of West Chadic, to the Warji group (2), and to the (a) subgroup within that group, which consists of Warji, Diri, etc., whereas Daba, for example, is classified as II.A.7, that is, it belongs to Biu-Mandara (II), to the A sub-branch of Biu-Mandara, and within Biu-Mandara to the Daba group (7). -
Vidunda (G38) As an Endangered Language?
Vidunda (G38) as an Endangered Language? Karsten Legère University of Gothenburg 1. The position of Swahili and other Tanzanian languages Tanzania is a multi-ethnic and, as a consequence, multi-lingual country. This fact is reflected in the existence of approximately 120 ethnonyms according to the 1967 population census (Tanzania 1971). The most recent edition of Ethnologue (Gordon 2005) lists 128 languages (of which one is extinct) and glossonyms accordingly. This number recently grew even bigger when the results of a country-wide survey under the auspices of LoT1 were released (LoT 2006). Thus, the survey added approximately 80 more glossonyms to the existing lists published by, for example, Polomé & Hill (1980) and Ethnologue. As known, many glossonyms refer to language varieties which are mutually intelligible with those spoken mainly by neighboring ethnic groups or nationalities. People who claim to speak a language of their own frequently understand that of their neighbors, although the latter’s variety is terminologically distinct from the former.2 Hence, the high number of glossonyms is linguistically not relevant for adequately describing the factual situation, which is often characterized by a dialect continuum. In other words, dialect clusters which are comprised of “languages” (as expressed by particular glossonyms) may definitely reduce the number of Tanzanian languages. However, to which number a necessary linguistic and terminological recategorization may ultimately lead is still an open question. The informal and formal spread of Swahili (henceforth called L2) as a language of wider distribution/lingua franca (the national and co-official3 language; see Legère 2006b for discussion) has increasingly limited the use of all other Tanzanian languages (henceforth referred to as L1s). -
Élémentsde Description Du Langi Langue Bantu F.33 De Tanzanie
ÉLÉMENTS DE DESCRIPTION DU LANGI LANGUE BANTU F.33 DE TANZANIE MARGARET DUNHAM Remerciements Je remercie très chaleureusement tous les Valangi, ce sont eux qui ont fourni la matière sur laquelle se fonde cet ouvrage, et notamment : Saidi Ikaji, Maryfrider Joseph, Mama Luci, Yuda, Pascali et Agnès Daudi, Gaitani et Philomena Paoli, M. Sabasi, et toute la famille Ningah : Ally, Saidi, Amina, Jamila, Nasri, Saada et Mei. Je remercie également mes autres amis de Kondoa : Elly Benson, à qui je dois la liste des noms d’arbres qui se trouve en annexe, et Elise Pinners, qui m’a logée à Kondoa et ailleurs. Je remercie le SNV et le HADO à Kondoa pour avoir mis à ma disposition leurs moyens de transport et leur bibliothèque. Je remercie les membres du LACITO du CNRS, tout le groupe Langue-Culture- Environnement et ceux qui ont dirigé le laboratoire pendant ma thèse : Jean-Claude Rivierre, Martine Mazaudon et Zlatka Guentchéva Je remercie tout le groupe bantu : Gladys Guarisma, Raphaël Kaboré, Jacqueline Leroy, Christiane Paulian, Gérard Philippson, Marie-Françoise Rombi et Serge Sauvageot, pour leurs conseils et pour leurs oreilles. Je remercie Jacqueline Vaissière pour ses conseils et sa disponibilité. Je remercie Sophie Manus pour la traduction du swahili du rapport de l’Officier culturel de Kondoa. Je remercie Ewen Macmillan pour son hospitalité chaleureuse et répétée à Londres. Je remercie mes amis à Paris qui ont tant fait pour me rendre la vie agréable pendant ce travail. Je remercie Eric Agnesina pour son aide précieuse, matérielle et morale. Et enfin, je ne saurais jamais assez remercier Marie-Françoise Rombi, pour son amitié et pour son infinie patience.