Papers in Southeast Asian Linguistics No. 5
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THE TONES of NUMERALS and NUMERAL-PLUS-CLASSIFIER PHRASES: on STRUCTURAL SIMILARITIES BETWEEN NAXI, NA and LAZE* Alexis Michaud LACITO-CNRS
Linguistics of the Tibeto-Burman Area Volume 34.1 — April 2011 THE TONES OF NUMERALS AND NUMERAL-PLUS-CLASSIFIER PHRASES: ON STRUCTURAL SIMILARITIES BETWEEN NAXI, NA AND LAZE* Alexis Michaud LACITO-CNRS Abstract: Numeral-plus-classifier phrases have relatively complex tone patterns in Naxi, Na (a.k.a. Mosuo) and Laze (a.k.a. Shuitian). These tone patterns have structural similarities across the three languages. Among the numerals from ‘1’ to ‘10’, three pairs emerge: ‘1’ and ‘2’ always have the same tonal behaviour; likewise, ‘4’ and ‘5’ share the same tone patterns, as do ‘6’ and ‘8’. Even those tone patterns that are irregular in view of the synchronic phonology of the languages at issue are no exception to the structural identity within these three pairs of numerals. These pairs also behave identically in numerals from ‘11’ to ‘99’ and above, e.g. ‘16’ and ‘18’ share the same tone pattern. In view of the paucity of irregular morphology—and indeed of morphological alternations in general—in these languages, these structural properties appear interesting for phylogenetic research. The identical behaviour of these pairs of numerals originates in morpho- phonological properties that they shared at least as early as the stage preceding the separation of Naxi, Na and Laze, referred to as the Proto-Naish stage. Although no reconstruction can be proposed as yet for these shared properties, it is argued that they provide a hint concerning the phylogenetic closeness of the three languages. Keywords: tone; numerals; classifiers; morpho-tonology; Naxi; Na; Mosuo; Laze; Muli Shuitian; Naish languages; phylogeny. 1. -
An Outline of the Structure of the Akha Language1 (Part 1)
Tonan Ajia Kenkyu (The Southeast Asian Studies) Vol. 8, No.1 June, 1970 1 An Outline of the Structure of the Akha Language ) (Part 1) --Introduction and Phonemics-- by Makio KATSURA* Introduction: Akhas and their Language The Akhas call themselves"Akha" (/'laka/), while other ethnic groups call them by different names. Generally the Shans both in Burma and in Thailand use the name "Kaw" (/k;);)/), and the Northern Thais, "E-kaw" (/'liik;);)/). The prefix /'lii-/ in l1iik;)JI might be the same as Ilii-I, which is often prefixed to nouns and denotes "female," such as /'liinii/, /'liinan/, /'liimtew/, etc. This is perhaps because of the eye-striking appearance of the Akha women. "Kha Kaw" C/khaa kJ;)/) is mostly used by the Laotians or the inhabitants of Laos, but the /khaa-/ is very often prefixed to the names of the minority peoples regardless of their geneological relations. The Thai Lus often call the Akhas "Kaw Ho Laem" Uk;);) hoo Ih:m/), which means "Akhas with pointed head," due to the shape of the head-dress of the Akha women. The name "O-ni" or "Wo-ni" used by the Chinese includes not only the Akhas but also many peoples belonging to the Burmese-Loloish Group.2l These names used by other peoples * {i TIIiU;ffi-~~ 1) This is a part of the report of the author's field work on the Akha language conducted in Northern Thailand in 1964-1965 under the sponsorship of the National Research Council of Thai land and the Center for Southeast Asian Studies of Kyoto University. -
Hill Tribes Phrasebook & Dictionary 4 Preview
CONTENTS INTRODUCTION........................................................ 7 Hill Tribes of SE Asia Map .......8 Vietnam & Laos .......................10 Local Names of the Five Myanmar (Burma) ................. 10 Largest Groups ...................9 Thailand .................................... 10 China .............................................9 The Languages .......................14 LAHU ...................................................................... 17 Culture, Subgroups Sounds....................................... 21 & Locations ........................17 The Language .........................24 Lahu Language Map ............ 18 Words & Phrases .................... 26 AKHA ...................................................................... 41 Culture, Subgroups Sounds....................................... 50 & Locations ........................41 The Language .........................52 Akha Language Map ............ 42 Words & Phrases .................... 55 LISU ........................................................................ 75 Culture & Locations .............. 75 The Language .........................81 Lisu Language Map .............. 76 Words & Phrases .................... 84 Sounds....................................... 79 MONG ..................................................................... 99 Culture, Subgroups Sounds.....................................104 & Locations ........................99 The Language .......................108 Mong Language Map.........100 Words & Phrases ..................111 -
Dams and Development in China
BRYAN TILT DAMS AND The Moral Economy DEVELOPMENT of Water and Power IN CHINA DAMS AND DEVELOPMENT CHINA IN CONTEMPORARY ASIA IN THE WORLD CONTEMPORARY ASIA IN THE WORLD DAVID C. KANG AND VICTOR D. CHA, EDITORS This series aims to address a gap in the public-policy and scholarly discussion of Asia. It seeks to promote books and studies that are on the cutting edge of their respective disciplines or in the promotion of multidisciplinary or interdisciplinary research but that are also accessible to a wider readership. The editors seek to showcase the best scholarly and public-policy arguments on Asia from any field, including politics, his- tory, economics, and cultural studies. Beyond the Final Score: The Politics of Sport in Asia, Victor D. Cha, 2008 The Power of the Internet in China: Citizen Activism Online, Guobin Yang, 2009 China and India: Prospects for Peace, Jonathan Holslag, 2010 India, Pakistan, and the Bomb: Debating Nuclear Stability in South Asia, Šumit Ganguly and S. Paul Kapur, 2010 Living with the Dragon: How the American Public Views the Rise of China, Benjamin I. Page and Tao Xie, 2010 East Asia Before the West: Five Centuries of Trade and Tribute, David C. Kang, 2010 Harmony and War: Confucian Culture and Chinese Power Politics, Yuan-Kang Wang, 2011 Strong Society, Smart State: The Rise of Public Opinion in China’s Japan Policy, James Reilly, 2012 Asia’s Space Race: National Motivations, Regional Rivalries, and International Risks, James Clay Moltz, 2012 Never Forget National Humiliation: Historical Memory in Chinese Politics and Foreign Relations, Zheng Wang, 2012 Green Innovation in China: China’s Wind Power Industry and the Global Transition to a Low-Carbon Economy, Joanna I. -
Highlights from Three Language Families in Southwest China
Highlights from three Language Families in Southwest China Matthias Gerner RFLR Monographs Matthias Gerner Highlights from three Language Families in Southwest China RFLR Monographs Volume 3 Matthias Gerner Highlights from three Language Families in Southwest China Burmese-Lolo, Tai-Kadai, Miao Research Foundation Language and Religion e-Book ISBN 978-3-947306-91-6 e-Book DOI https://doi.org/10.23772/9783947306916 Print ISBN 978-3-947306-90-9 Bibliographic information published by the Deutsche Nationalbibliothek in the Deutsche Nationalbibliografie and available in the Internet at https://www.dnb.de. © 2019 Research Foundation Language and Religion Duisburg, Germany https://www.rflr.org Printing and binding: Print Simply GmbH, Frankfurt Printed in Germany IX Acknowledgement God created rare language phenomena like those hidden in the Burmese-Lolo, Tai-Kadai and Miao languages which are the subject of this monograph (Proverbs 25:2). I am grateful to Emil Reschke and Siegfried Lechner of Research Foundation Language and Religion for their kind assistance. The following native speakers have provided helpful discussion: Michael Mǎhǎi 马海, Zhū Wén Xù 朱文旭, Hú Sùhúa 胡素华, Āyù Jĭpō 阿育几坡, Shí Défù 石德富, Zhāng Yǒngxiáng 张永祥, Wú Zhèngbiāo 吴正彪, Xióng Yùyǒu 熊玉有, Zhāng Yǒng 张勇, Wú Shìhuá 吴世华, Shí Lín 石林, Yáng Chéngxīng 杨成星, Lǐ Xùliàn 李旭练. The manuscript received feedback from colleagues who commented on the data presented at eleven international conferences between 2006 and 2016. Thanks are due to Jens Weigel for the cover design and to Jason Kline for proofreading the manuscript. X Preface The Burmese-Lolo, Tai-Kadai, Miao-Yao and Chinese languages form a loose Sprachbund in Southwest China with hundreds of languages coexisting and assimilating to each other. -
De Sousa Sinitic MSEA
THE FAR SOUTHERN SINITIC LANGUAGES AS PART OF MAINLAND SOUTHEAST ASIA (DRAFT: for MPI MSEA workshop. 21st November 2012 version.) Hilário de Sousa ERC project SINOTYPE — École des hautes études en sciences sociales [email protected]; [email protected] Within the Mainland Southeast Asian (MSEA) linguistic area (e.g. Matisoff 2003; Bisang 2006; Enfield 2005, 2011), some languages are said to be in the core of the language area, while others are said to be periphery. In the core are Mon-Khmer languages like Vietnamese and Khmer, and Kra-Dai languages like Lao and Thai. The core languages generally have: – Lexical tonal and/or phonational contrasts (except that most Khmer dialects lost their phonational contrasts; languages which are primarily tonal often have five or more tonemes); – Analytic morphological profile with many sesquisyllabic or monosyllabic words; – Strong left-headedness, including prepositions and SVO word order. The Sino-Tibetan languages, like Burmese and Mandarin, are said to be periphery to the MSEA linguistic area. The periphery languages have fewer traits that are typical to MSEA. For instance, Burmese is SOV and right-headed in general, but it has some left-headed traits like post-nominal adjectives (‘stative verbs’) and numerals. Mandarin is SVO and has prepositions, but it is otherwise strongly right-headed. These two languages also have fewer lexical tones. This paper aims at discussing some of the phonological and word order typological traits amongst the Sinitic languages, and comparing them with the MSEA typological canon. While none of the Sinitic languages could be considered to be in the core of the MSEA language area, the Far Southern Sinitic languages, namely Yuè, Pínghuà, the Sinitic dialects of Hǎinán and Léizhōu, and perhaps also Hakka in Guǎngdōng (largely corresponding to Chappell (2012, in press)’s ‘Southern Zone’) are less ‘fringe’ than the other Sinitic languages from the point of view of the MSEA linguistic area. -
Development of Basic Literacy Learning Materials for Minority Peoples in Asia and the Pacific
DOCUMENT RESUME ED 377 740 FL 800 845 TITLE Development of basic Literacy Learning Materials for Minority Peoples in Asia and the Pacific. Final Report of the Second Sub-Regional Workshop (Chiang Rai, Thailand, February 22-March 5, 1994). INSTITUTION Asian Cultural Centre for UNESCO, Tokyo (Japan).; Ministry of Education, Bangkok (Thailand).; United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. PUB DATE Mar 94 NOTE 142p.; Illustrations contain small and broken print. PUB TYPE Collected Works Conference Proceedings (021) EDRS PRICE MFO1 /PCO6 Plus Postage. DESCRIPTORS Classroom Techniques; *Educational Needs; Foreign Countries; *Indigenous Populations; Instructional Effectiveness; *Instructional Materials; *Literacy Education; *Material Development; *Minority Groups; Teaching Methods; Uncommonly Taught Languages; Workshops IDENTIFIERS *Asia; Burma; China; Indonesia; Laos; Malaysia; Mongolia; Philippines; Thailand; Vietnam ABSTaACT A report of a regional workshop on development of instructional materials for basic literacy education of minority groups in Asia and the Pacific is presented.Countries represented include: China; Indonesia; Laos; Malaysia; Mongolia; Myanmar (Burma); Philippines; Vietnam; and Thailand. The workshop's objectives were to discuss the need for effective literacy learning materials, develop guidelines for preparing effective basic literacy learning materials for minority language populations, and suggest methods for their use. The report begins with an overview of the proceedings and resulting recommendations. Subsequent chapters summarize: needs and problems in education of minority populations; guidelines for preparation of effective basic literacy learning materials; studies of specific language groups; resource papers on Thai hill tribes and development of basic literacy materials in minority languages; a report from UNESCO and its Asian/Pacific Cultural Center; nine country reports; and national followup plans. -
SOUTHERN LISU DICTIONARY Qaaaqrc Qbq[D @^J Hell Ebll Ell
STEDT Monograph Series, No. 4 James A. Matisoff, general editor SOUTHERN LISU DICTIONARY QaaaqRc Qbq[d @^j Hell Ebll ell David Bradley with Edward Reginald Hope, James Fish and Maya Bradley Sino-Tibetan Etymological Dictionary and Thesaurus Project Center for Southeast Asia Studies University of California, Berkeley 2006 © 2005 David Bradley All Rights Reserved ISBN 0-944613-43-8 Volume #4 in the STEDT Monograph Series Sino-Tibetan Etymological Dictionary and Thesaurus Project <http://stedt.berkeley.edu/> Department of Linguistics research unit in International and Area Studies University of California, Berkeley Sino-Tibetan Etymological Dictionary and Thesaurus Monograph Series General Editor JAMES A. MATISOFF University of California, Berkeley Previous Titles in the STEDT Monograph Series: STEDT MONOGRAPH NO. 1A: Bibliography of the International Conferences on Sino-Tibetan Languages and Linguistics I-XXV (second edition) STEDT MONOGRAPH NO. 2: Annotated Directory of Tibeto-Burman Languages and Dialects (revised) STEDT MONOGRAPH NO. 3: Phonological Inventories of Tibeto- Burman Languages Author’s Dedication: for my Lisu friends CONTENTS Series Editor’s Introduction vii Introduction xv The Lisu xv Lisu Phonology xviii Lisu Orthographies xxv Lisu Syntax xxviii Acknowledgements xxix References xxxi Hel Bck Ubl (Lisu Introduction) xxxiii List of Abbreviations xxxiv @ b 1 @\ bj 14 A p 17 A\ pj 31 B pæ 33 B\ pæj 42 C d 45 D t 56 E tæ 70 F g 80 G k 87 H kæ 101 I dÔ 112 J tΔ 121 K tΔæ 133 L dz 146 M ts 155 N tsæ 163 O m 173 O\ mj 194 P n 198 -
"Brightening" and the Place of Xixia (Tangut)
1 "Briiighttteniiing" and ttthe plllace of Xiiixiiia (Tanguttt) iiin ttthe Qiiiangiiic branch of Tiiibettto-Burman* James A. Matisoff University of California, Berkeley 1.0 Introduction Xixia (Tangut) is an extinct Tibeto-Burman language, once spoken in the Qinghai/Gansu/Tibetan border region in far western China. Its complex logographic script, invented around A.D. 1036, was the vehicle for a considerable body of literature until it gradually fell out of use after the Mongol conquest in 1223 and the destruction of the Xixia kingdom.1 A very large percentage of the 6000+ characters have been semantically deciphered and phonologically reconstructed, thanks to a Xixia/Chinese glossary, Tibetan transcriptions, and monolingual Xixia dictionaries and rhyme-books. The f«anqi\e method of indicating the pronunciation of Xixia characters was used both via other Xixia characters (in the monolingual dictionaries) and via Chinese characters (in the bilingual glossary Pearl in the Palm, where Chinese characters are also glossed by one or more Xixia ones). Various reconstruction systems have been proposed by scholars, including M.V. Sofronov/K.B. Keping, T. Nishida, Li Fanwen, and Gong Hwang-cherng. This paper relies entirely on the reconstructions of Gong.2 After some initial speculations that Xixia might have belonged to the Loloish group of Tibeto-Burman languages, scholarly opinion has now coalesced behind the geographically plausible opinion that it was a member of the "Qiangic" subgroup of TB. The dozen or so Qiangic languages, spoken in Sichuan Province and adjacent parts of Yunnan, were once among the most obscure in the TB family, loosely lumped together as the languages of the Western Barbarians (Xifan = Hsifan). -
LCSH Section Y
Y-Bj dialects Yaʻar Ḥanitah-Shelomi (Israel) subdivision. USE Yugambeh-Bundjalung dialects USE Ḥanitah-Shelomi Forest (Israel) UF Yabuta Yakushi Iseki (Himi-shi, Japan) Y-cars Yaʻar Ḳadimah (Israel) BT Japan—Antiquities USE General Motors Y-cars USE Ḳadimah Forest (Israel) Yacambú National Park (Venezuela) Y chromosome Yaʻar Yerushalayim (Jerusalem) USE Parque Nacional Yacambú (Venezuela) UF Chromosome Y USE Jerusalem Forest (Jerusalem) Yacan (Philippine people) BT Sex chromosomes Yaayuwee dialect (May Subd Geog) USE Yakan (Philippine people) — Abnormalities (May Subd Geog) BT Cameroon—Languages Yacan language BT Sex chromosome abnormalities Gbaya language (Ubangi) USE Yakan language Y Fenai (Wales) Yaba-kei (Japan) Yacarana River (Brazil and Peru) USE Menai Strait (Wales) USE Yaba Valley (Japan) USE Javari River (Brazil and Peru) Y-G personality test Yaba Valley (Japan) Yacare caiman USE Yatabe-Guilford personality test UF Yaba-kei (Japan) USE Caiman yacare Y.M.C.A. libraries Yabakei (Japan) Yacatas Site (Mexico) USE Young Men's Christian Association libraries BT Valleys—Japan BT Mexico—Antiquities Y maze Yabakei (Japan) Yaccas BT Maze tests USE Yaba Valley (Japan) USE Xanthorrhoea Ý Mia (Asian people) Yabarana Indians (May Subd Geog) Yachats River (Or.) USE Lati (Asian people) UF Yaurana Indians BT Rivers—Oregon Y Mountain (Utah) BT Indians of South America—Venezuela Yachats River Valley (Or.) BT Mountains—Utah Yabbie culture UF Yachats Valley (Or.) Wasatch Range (Utah and Idaho) USE Yabby culture BT Valleys—Oregon Y-particles Yabbies -
Sino-Tibetan Languages 393
Sino-Tibetan Languages 393 Gair J W (1998). Studies in South Asian linguistics: Sinhala Government Press. [Reprinted Sri Lanka Sahitya and other South Asian languages. Oxford: Oxford Uni- Mandalaya, Colombo: 1962.] versity Press. Karunatillake W S (1992). An introduction to spoken Sin- Gair J W & Karunatillake W S (1974). Literary Sinhala. hala. Colombo: Gunasena. Ithaca, NY: Cornell University South Asia Program. Karunatillake W S (2001). Historical phonology of Sinha- Gair J W & Karunatillake W S (1976). Literary Sinhala lese: from old Indo-Aryan to the 14th century AD. inflected forms: a synopsis with a transliteration guide to Colombo: S. Godage and Brothers. Sinhala script. Ithaca, NY: Cornell University South Asia Macdougall B G (1979). Sinhala: basic course. Program. Washington D.C.: Foreign Service Institute, Department Gair J W & Paolillo J C (1997). Sinhala (Languages of the of State. world/materials 34). Mu¨ nchen: Lincom. Matzel K & Jayawardena-Moser P (2001). Singhalesisch: Gair J W, Karunatillake W S & Paolillo J C (1987). Read- Eine Einfu¨ hrung. Wiesbaden: Harrassowitz. ings in colloquial Sinhala. Ithaca, NY: Cornell University Reynolds C H B (ed.) (1970). An anthology of Sinhalese South Asia Program. literature up to 1815. London: George Allen and Unwin Geiger W (1938). A grammar of the Sinhalese language. (English translations). Colombo: Royal Asiatic Society. Reynolds C H B (ed.) (1987). An anthology of Sinhalese Godakumbura C E (1955). Sinhalese literature. Colombo: literature of the twentieth century. Woodchurch, Kent: Colombo Apothecaries Ltd. Paul Norbury/Unesco (English translations). Gunasekara A M (1891). A grammar of the Sinhalese Reynolds C H B (1995). Sinhalese: an introductory course language. -
Trilingual Literacy for Ethnic Groups in China a Case Study of Hani People in Yuanyang County of Yunnan
www.ccsenet.org/elt English Language Teaching Vol. 4, No. 4; December 2011 Trilingual Literacy for Ethnic Groups in China A case study of Hani People in Yuanyang County of Yunnan Yuanbing Duan School of Arts and Science, Yunnan Radio and TV University, Kunming, 650223, China Tel: 86-871-588-6817 E-mail: [email protected] Received: May 23, 2011 Accepted: June 13, 2011 Published: December 1, 2011 doi:10.5539/elt.v4n4p274 URL: http://dx.doi.org/10.5539/elt.v4n4p274 Abstract This paper examines the current trilingual literacy situation of Hani People in Yuanyang County of Yunnan, China, with significance of finding out specific problems which influence the trilingual education greatly. It also reports on the effects of training for trilingual teachers, ways of improving learner’s motivation and updating the trilingual education materials. Lastly, several possible solutions are provided for successful minority education. Keywords: Trilingual literacy, Trilingual education, Minority education 1. Introduction This paper will discuss one part of school literacy in China, to be specific, how do ethnic groups start learning English, their difficulties and problems in current situation, and suggested solutions are provided for guiding students’ literacy success. With the reform and open policy carried out in 1978, education in China has gained its growing concern; more and more people have had the consciousness of being literate. However, literacy means two different levels in countryside and in cities. In rural countryside, to complete middle school education owns the opportunity of attaining stable job to meet local demand, education at this level simply means having the ability to read and write; while in the big cities, pursuing higher degree, university education or post graduate education, highlight the functional meaning of literacy; being ‘knowledgeable’ at this high level requires the ability to read between lines and write academically.