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Lala G, Zes Ek Kiltir Lalag, Zes ek Kiltir Multiodal Referece Markig i Kreol Seselwa Melaie Aa Brück INAUGURAL-DISSERTATION ZUR ERLANGUNG DES DOKTORGRADES DER PHILOSOPHISCHEN FAKULTÄT DER UNIVERSITÄT ZU KÖLN IM FACH ANGLISTIK VORGELEGT VON MELANIE ANNA BRÜCK Akoledgeets First and foremost, I would like to thank my supervisor Dany Adone, who not only encouraged me to pursue a PhD in linguistics, but also made it possible for me to conduct fieldwork on the Seychelles. I am most grateful for all her support, encouragement, guidance and valuable advice. Many thanks also go to my second supervisor, Angela Nonaka, who has supported the project from the start and comments on the first draft of this thesis have been most helpful Both fieldtrips would not have been possible without the funding of the German Academic Exchange Service (DAAD), a.r.t.e.s. international and the Dr. Mocker Stiftung. On the Seychelles, I would like to thank the participants who have contributed to the study, who were willing to share their knowledge and take time to sit down for one or several interviews and who provided me with many valuable lessons in Kreol Seselwa. This project has been kindly supported by the Lenstiti Kreol Enternasyonal. I am indebted to Penda Choppy, who invited me to work with the Lenstiti and who was always willing to share her advice on my planned research activities on the Seychelles as well as her expertise concerning Seselwa culture. The staff members of the Lenstiti Kreol Enternasyonal generously supported the organisation of data collection by helping me to find participants to the study and adapting my methodology to suit the research context on the Seychelles. Furthermore, they were always open to any questions concerning KS and Seselwa culture. Special thanks go to Erica Fanchette, whose help was a considerable contribution to the success of the first field trip in 2014. My analysis of Kreol Seselwa reference would not have been possible without Cindy Moka, who took the time for weekly language sessions during my second field trip, in which we reviewed the collected data and discussed linguistic and cultural aspects. Her efforts continued even after this field trip and her comments on individual linguistic phenomena were indispensable to my analysis. Many thanks go to Jeannita Laporte, who has helped me to establish contact with further participants. Also, I would like to thank Madanm Jerry, Madanm Annette, Sarina Sangwar and Cindy Moka for making the effort to help me improve my Kreol Seselwa. I would like to thank the Ministry of Tourism and Culture of the Seychelles for accepting my application to conduct linguistic research on Mahé. Furthermore, I would like to express my utmost gratitude to Zan-Klod Mahoune, who not only generously shared his expertise on Seselwa history and culture, but also directed my attention to many important aspects connected to spatial and person reference as well as the Creole identity on the Seychelles, which I would otherwise have missed. Further important input was provided by Norbert Salomon, whose research on ethnomusicology and Creole culture has enriched my analysis. i Additional thanks go to the University of the Seychelles and especially Joëlle Perreau, who introduced me to many participants and who generally supported my research on the Seychelles. Also, the University of Seychelles provided me with the opportunity to present my very first results in the Koloq Enternasyonal in October 2014, where I received valuable feedback. Furthermore, many thanks go to Fiona Payet, Sharon Adrien, Virginie Nibourette, Merna Eulentin and Machella Horter who transcribed and translated some of my interviews and thus provided an important contribution to this thesis. I am incredibly thankful for the support of my colleagues at the University of Cologne. Kathrin Brandt has not only provided valuable feedback on the individual chapters, but also was a constant source of encouragement and an indispensable backup throughout the whole project. Many thanks also go to my fieldtrip companion Astrid Gabel, with whom I had a good time on Mahé. Her insights into KS grammar has helped me through a lot of minor and major crises during the data analysis and her comments on my chapters have helped me to improve the quality of this dissertation. Also, Christina Ringel has introduced me to many helpful functions of ELAN and has helped me with her comments on individual chapters as well. Finally, I would like to thank my wonderful mother and my siblings Julia, Daniel and Carmen for their encouragement and support, their positive attitude, good wishes and care packages. Also, this project would not have been possible without моё едце Waldemar Butwilowski, who took care of me during all this time and whose affection and sense of humour have always helped me to keep my spirits up. Last but not least, many thanks go to Olga Tarapata and the Webber family. ii Tale of Cotets ACKNOWLEGEMENTS…………………………………………………………………………………………………………………………..i TABLE OF CONTENTS………………………………………………………………………………………………………………………….III LIST OF TABLES………………………………………………………………………………………………………………………………..VII LIST OF FIGURES………………………………………………………………………………………………………………………………..XI LIST OF ABBREVIATIONS…………………………………………………………………………………………………………………….XIII 1 INTRODUCTION ................................................................................................................................... 1 1.1 REFERENCE IN THE LIGHT OF SPEECH, GESTURE AND CULTURE ............................................................. 1 1.2 REFERENCE-MARKING IN KREOL SESELWA ........................................................................................ 4 1.3 SYNOPSIS .................................................................................................................................... 8 PART I: THEORETICAL BACKGROUND 2 REFERENCE ....................................................................................................................................... 10 2.1 INTRODUCTION .......................................................................................................................... 10 2.1.1 Overview ........................................................................................................................ 10 2.1.2 Semantic and pragmatic approaches to reference ....................................................... 10 2.2 DEIXIS AND ANAPHORA ............................................................................................................... 13 2.2.1 Introduction ................................................................................................................... 13 2.2.2 Deixis ............................................................................................................................. 14 2.2.3 Anaphora ....................................................................................................................... 16 2.2.4 Deixis and anaphora on common ground ..................................................................... 18 2.3 REFERENCE, INFORMATION STRUCTURE AND DISCOURSE .................................................................. 19 2.3.1 Topic and focus .............................................................................................................. 19 2.3.2 Old and new information .............................................................................................. 22 2.4 SPATIAL REFERENCE ................................................................................................................... 25 2.5 PERSON REFERENCE ................................................................................................................... 31 2.6 SUMMARY ................................................................................................................................ 35 3 GESTURE .......................................................................................................................................... 36 3.1 INTRODUCTION .......................................................................................................................... 36 3.2 KEY NOTIONS IN THE STUDY OF GESTURE ........................................................................................ 37 3.2.1 Gestural form features .................................................................................................. 37 3.2.2 Functional categorisation of gestures ........................................................................... 38 3.3 THEORETICAL APPROACHES TO CO-SPEECH GESTURE INTERACTION .................................................... 41 3.3.1 The Widow Arhiteture ........................................................................................... 42 3.3.2 The Postard Arhiteture ........................................................................................... 43 iii 3.4 POINTING GESTURES .................................................................................................................. 44 3.5 GESTURE AND REFERENCE............................................................................................................ 46 3.6 DISCOURSE, INFORMATION STRUCTURE AND GESTURES ................................................................... 49 3.7 VARIATION IN GESTURE ............................................................................................................... 50 3.8 SUMMARY ...............................................................................................................................
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