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A Grammar of Atayal

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A Grammar of Atayal INFORMATION TO USERS The negative microfilm copy of this dissertation was prepared and inspected by the school granting tihe degree. We are using this film without further inspection or change. If there are any questions about the content. please write directly to the school. The quality of this reproduction is heavily dependent upon the quality of the original material. The following explanation of techniques is provided to help clarifjmotationswhich may appear on this reproduction. 1. Manuscripts may not always be complete. When it is not possible to obtain missing pages, a note appears to indicate this. 2. When copyrighted materials are removed from the manuscript. a note ap- pears to indicate this. 3. Oversize materials (maps. drawings. and charts) are photographed by sec- tioning the original. beginning at the upper left hand comer and continu- ing from left to right in equal sections with small overlaps. 4. Most photographs reproduce acceptably on positive microfilm or micro- fiche but lack clarity on xerographic copies made from the microfilm. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy Requests can be made to the Dissertations Cus- tomer Services Department. Dissertation UmM=Iinformation Service University Microfilms International A Bell & Howell InformationCompany ' 300 N. Zeeb Road, An11Arbor, Michigan 48106 Order Number 9500846 A grammar of Atayal Rau, Der-Hwa Victoria, Ph.D. Cornell University, 1992 300 N. Zeeb Rd. Ann Arbor, M 48106 A GlUMMAR OF ATAYAL A Dissertation Presakd ta the Faculty of the Graduate School of CodUniversity in Partial FuEllment of +hRequirements for the Degnx of Doctor of Phihophy 4 Der-Hwa Victoria R~IZ May 1992 O Der-Hwa Victoria Rau 1992 ALL RIGHTS RXSERVED Biographid Sketch Der-Hwa Victoria Rau was born in Taipei, Taiwan, Republic of China on June 9,1959. She received her B.A. in English Literature at Fu- Jen Catholic University in Taiwan. She had been a radio broadcaster at China Broadcasting Company ever since she was nine years old and later worked st China Television Company as a television hostess during her undergraduate years. She was chosen as a member of the Youth Goodwill Mission of the Republic of China to visit the U.S.A. and the Philippines to introduce Chinese culture and folk arts. She als~visited Japan and Korea as a member of a group of exchange students sponsored by China Youth Corps. She came to the United States in 1981 for graduate study. She received her M.A. in Journalism and ass Communication in 1983 from the University of Minnesota and the same year mzrried Gerald A. Rau. Gerald and Der-Hwa wanted to be Christian professionals to serve among the Chhese people, so they moved to Ithaca to study Agriculture and Linguistics, respectively. she was a graduate student, she taught Mandarin Chinese (her native language) as a teaching assistant, studied Indonesian intensively in the FALCON Program, edited a Tagalog textbook, and later taught Indonesian and Tagalog. She loves teaching foregn languages so much that she started the Ithaca Chinese school in 1990 to teach children Chinese and served as the Principal of the school for the first year after its establishment. She is happily mamed with three children: Daniel, Linda, and Elaine. To my beloved Atayal brothers and sisters Mhway su' balay, Utux Kayan. I would like to express my deepest gratitude to my committee. Professor John WOE,my advisor, is the one who laid the groundwork for my research in Atayal. He not only taught me Indonesian, Tagalog, and Austronesian linguistics, but also writing of textbooks and foreign lang~agepedagogy. He always believe6 in me and challeoged me to move forward. Professor Linda Waugh taught me morphology and semiotics. She played a crucial role in my graduate study by being a model scholar and an excellent teacher. Professor Frans Van Coetsem taught me language contact and 1inMstic change. He demonstrated how to be a great scholar with light-heartedness and honesty. Many o.ther scholars have given me guidance and shared their insights with me generody along the way: Profs. Pad Li, Lillian Ii~ang, Don Sol& Joe Grimes, Stanley Starosta, and Lawrence Reid. During my field trip to Taiwan, my eider brother Yi-Ching Ho and his family gave me both physical snd emotional support while my parents- in-law, Kenneth and Edith Rau, helped care for my children. They made my trip back to Taiwan very smooth and enjoyable. I am indebted to those Atayal speakers who shared generously with me their knowledge of their Iag~ageand tradition. I am especially grateful to Rev. Yabu Siyat (Fu-Chuan Lee) and his family who helped me transcribe their speech and tutored me in their precious language. PI1 Ithaca, the Chinese AIIi=ce Church has been a loving and encouraging family to me. They are the scurce of inspiration which helps keep my vertical (with God) and horizontal (with people) relationships balanced. My prayer partner, Dr. Hilary Wang, shared with ne many moments of joy and tears in the process of growing =d leaning. My deepest love goes to my mother, Susm Chang, who raised me with her best eEort. She taught me how to be persevering, responsible, and mydedicated to my work by being a good example herself. She has lived with us for the past fi\ve years to help us raise our thee children. Without her great sacrifice, I would not have been able to be a mother and a graduate student at the same time. Last but not least, I am indebted to my husband, Dr. Gerald Rau, who considers my needs and achievements more important than his. He spent many long hours helping to decipher Dr. John Wolff s handwriting and proofreading and formatting the find draft of the dissertation. I have learned to be more confident and faithfbl because of his example. His cnconditional :eve and encourzgement has made my long journey of academic pursuit at Cornell very worthwhile. Table of Contents List of TabIes ................................................................................ ..xi. List 04 Figures ............................................................................... ..xu... List of Akbrevlations. Used ................................................................xi11 Preface .......................................................................................... xv 1 . Introduction ...............................................................................1 1.1. The language and its speakers .......................................... 1 1.2. Review of literature ..........................................................3 1.3. The position of Atayai in the Austronesian family ................ 5 1, .4. Goal of the dissertation ..................................................... 9 1.5. Theoretical framework .....................................................10 1.6. Speech community ...........................................................ll 1.7. Methodology .................................................................... 15 2 . Phonology ................................................................................... 18 2.1. Consonants .....................................................................18 2.1.1. The status of /y/ and /w/ ......................................... 20 2.1.2. A note on the glottal stop........................................ ZL 2.2. Vowels ............................................................................ 22 2.2.1. status of [a] .......................................................... 22 2.2.2. /i/ and /u/............................................................. Z3 2.2.3. /el and /o/ ............................................................. !23 2.2.4. Tine new phoneme /iil ............................................X 2.2.5. Echo vowels .........................................................a 2.3. Canonical root structure.................................................. -25 2.4. Stress and length ............................................................. 23 2.4.1. Reductions ........................................................... 27 2.4.2. Syllable losses ..................................................... -28 2.5. Alternations of vowels ...................................................... 28 2.6. Alternations of consonants ................................................ 29 2.6.1. b - p ....................................................................B 2.6.2. g - w ................................................................... B 2.6.3. r - y .................................................................... 30 2.6.4. y - z .................................................................... 30 2.6.5. t - c ..................................................................... 30 2.7. Loss of glottal stop ............................................................ 3 2.8. Contractions .................................................................... 32 2.9. Deletions ......................................................................... 3 2.9.1. Deletion of initial consonant................................... Z 2.9.2. Deletion of initial consonant whea affixed with -(i)n-............................................................................ 33 2.1 0. Assimilations ................................................................ 34 2.11. Metathesis ..................................................................... 34 3 . Verbal ~{orphology- Primary Affixes ...........................................
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