DOCSLIB.ORG

Stump, Morphotactics Lecture 2, 7-10-17.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Stump, Morphotactics Lecture 2, 7-10-17.Pdf 7-6-17 Morphotactics 1 1. Canonical typology 2. Canonical inflection 3. Canonical morphotactics 7-6-17 Morphotactics 2 1. Canonical typology ✔ ︎ 2. Canonical inflection ✔ ︎ 3. Canonical morphotactics 7-10-17 Morphotactics 3 First off, what is morphotactics? The internal patterns according to which a language’s complex word forms are defined constitute its morphotactics. In the morpheme-based approaches to morphology that emerged in the twentieth century, a language’s morphotactic principles are constraints on the concatenation of morphemes (a perspective still held by many linguists). In rule-based conceptions of morphology, by contrast, a language’s morphotactic principles are constraints on the interaction of its rules of morphology in the definition of a word form. 7-10-17 Morphotactics 4 First off, what is morphotactics? The internal patterns according to which a language’s complex word forms are defined constitute its morphotactics. In the morpheme-based approaches to morphology that emerged in the twentieth century, a language’s morphotactic principles are constraints on the concatenation of morphemes (a perspective still held by many linguists). In rule-based conceptions of morphology, by contrast, a language’s morphotactic principles are constraints on the interaction of its rules of morphology in the definition of a word form. 7-10-17 Morphotactics 5 First off, what is morphotactics? The internal patterns according to which a language’s complex word forms are defined constitute its morphotactics. In the morpheme-based approaches to morphology that emerged in the twentieth century, a language’s morphotactic principles are constraints on the concatenation of morphemes (a perspective still held by many linguists). In rule-based conceptions of morphology, by contrast, a language’s morphotactic principles are constraints on the interaction of its rules of morphology in the definition of a word form. 7-10-17 Morphotactics 6 A morphotactic system is canonical to the extent that it satisfies the criteria in (1). (1) a. A rule of affixation introduces a single affix. b. A rule of affixation is either a rule of suffixation, a rule of prefixation or a rule of infixation. c. An affix is morphologically unanalyzable; that is, a rule of affixation is not a combination of rules of affixation. d. A morphological rule always expresses the same content. e. Relations of paradigmatic opposition hold between individual rules. f. Allomorphy is locally conditioned. g. Where X and Y are derivational affixes, a stem of the form Stem‑X‑Y entails a stem of the form Stem‑X, but the reverse is not true. h. The application of a rule of affixation may be conditioned by the grammatical properties that it realizes and by the properties of the stem to which it applies, but is not directly sensitive to the application of any other rule of affixation. i. Rules of inflectional affixation apply in a fixed sequence. j. A rule of affixation applies at most once in the definition of a word form’s morphology. 7-10-17 Morphotactics 7 A morphotactic system is canonical to the extent that it satisfies the criteria in (1). (1) a. A rule of affixation introduces a single affix. ✔ ︎︎ b. A rule of affixation is either a rule of suffixation, a rule of prefixation or a rule of infixation. ✔ ︎︎ c. An affix is morphologically unanalyzable; that is, a rule of affixation is not a combination of rules of affixation. ✔ ︎︎ d. A morphological rule always expresses the same content. ✔ ︎︎ e. Relations of paradigmatic opposition hold between individual rules. ✔ ︎︎ f. Allomorphy is locally conditioned. ✔ ︎︎ g. Where X and Y are derivational affixes, a stem of the form Stem‑X‑Y entails a stem of the form Stem‑X, but the reverse is not true. h. The application of a rule of affixation may be conditioned by the grammatical properties that it realizes and by the properties of the stem to which it applies, but is not directly sensitive to the application of any other rule of affixation. i. Rules of inflectional affixation apply in a fixed sequence. j. A rule of affixation applies at most once in the definition of a word form’s morphology. 7-10-17 Morphotactics 8 (1g) Where X and Y are derivational suffixes, a stem of the form Stem‑X‑Y implies a stem of the form Stem‑X, but the reverse is not true. Swahili Stem-an-isha [Stem-RECIPROCAL-CAUSATIVE] Stem-ana: [Stem-RECIPROCAL] kupiga ‘to beat’, kupiganisha ‘to cause to beat each other’, hence kupigana ‘to beat each other’ Walmart, Walmartization but not *Walmartize 7-10-17 Morphotactics 9 (1g) Where X and Y are derivational suffixes, a stem of the form Stem‑X‑Y implies a stem of the form Stem‑X, but the reverse is not true. Swahili Stem-an-isha [Stem-RECIPROCAL-CAUSATIVE] Stem-ana: [Stem-RECIPROCAL] kupiga ‘to beat’, kupiganisha ‘to cause to beat each other’, hence kupigana ‘to beat each other’ Walmart, Walmartization but not *Walmartize 7-10-17 Morphotactics 10 (1g) Where X and Y are derivational suffixes, a stem of the form Stem‑X‑Y implies a stem of the form Stem‑X, but the reverse is not true. Swahili Stem-an-isha [Stem-RECIPROCAL-CAUSATIVE] Stem-ana: [Stem-RECIPROCAL] kupiga ‘to beat’, kupiganisha ‘to cause to beat each other’, hence kupigana ‘to beat each other’ Walmart, Walmartization but not *Walmartize 7-10-17 Morphotactics 11 (1h) The application of a rule of affixation may be conditioned by the grammatical properties that it realizes and by the properties of the stem to which it applies, but is not directly sensitive to the application of any other rule of affixation. Swahili ha-tu-ta-taka ‘we will not want’ a-vi-soma-vyo ‘which he reads’ a-me-vyo-vi-soma ‘which he has read’ 7-10-17 Morphotactics 12 (1h) The application of a rule of affixation may be conditioned by the grammatical properties that it realizes and by the properties of the stem to which it applies, but is not directly sensitive to the application of any other rule of affixation. Swahili ha-tu-ta-taka ‘we will not want’ a-vi-soma-vyo ‘which he reads’ a-me-vyo-vi-soma ‘which he has read’ 7-10-17 Morphotactics 13 (1h) The application of a rule of affixation may be conditioned by the grammatical properties that it realizes and by the properties of the stem to which it applies, but is not directly sensitive to the application of any other rule of affixation. Swahili ha-tu-ta-taka ‘we will not want’ a-vi-soma-vyo ‘which he reads’ a-me-vyo-vi-soma ‘which he has read’ 7-10-17 Morphotactics 14 (1i) Rules of inflectional affixation apply in a fixed sequence. ha-tu-ta-taka ‘we will not want’ A B C Inflectional prefixes in Chintang (Kiranti; Nepal) u–kha–ma–cop–yokt–e. u–ma–kha–cop–yokt–e. 3NSA–1NSP–NEG–see–NEG–PST kha–u–ma–cop–yokt–e. ‘They didn’t see us.’ ma–u–kha–cop–yokt–e. kha–ma–u–cop–yokt–e. ma–kha–u–cop–yokt–e. 7-10-17 Morphotactics 15 (1i) Rules of inflectional affixation apply in a fixed sequence. ha-tu-ta-taka ‘we will not want’ A B C Inflectional prefixes in Chintang (Kiranti; Nepal) u–kha–ma–cop–yokt–e. u–ma–kha–cop–yokt–e. 3NSA–1NSP–NEG–see–NEG–PST kha–u–ma–cop–yokt–e. ‘They didn’t see us.’ ma–u–kha–cop–yokt–e. kha–ma–u–cop–yokt–e. ma–kha–u–cop–yokt–e. 7-10-17 Morphotactics 16 (1i) Rules of inflectional affixation apply in a fixed sequence. ha-tu-ta-taka ‘we will not want’ A B C Inflectional prefixes in Chintang (Kiranti; Nepal) u–kha–ma–cop–yokt–e. u–ma–kha–cop–yokt–e. 3NSA–1NSP–NEG–see–NEG–PST kha–u–ma–cop–yokt–e. ‘They didn’t see us.’ ma–u–kha–cop–yokt–e. kha–ma–u–cop–yokt–e. ma–kha–u–cop–yokt–e. 7-10-17 Morphotactics 17 (1j) A rule of affixation applies at most once in the definition of a word form’s morphology. Latin laudābantur ‘they were being praised’ Perfect-tense forms of HUṚ ‘see’ in Pengo [S. Central Dravidian] Singular Plural st 1 huṛ-t-aŋ-n-aŋ EXCL. huṛ-t-ap-na, INCL. huṛ-t-ah-na 2nd huṛ-t-ay-na huṛ-t-ader-na 3rd m. huṛ-t-an-na huṛ-t-ar-na f. huṛ-t-ik-n-ik huṛ-t-at-na n. huṛ-t-iŋ-n-iŋ 7-10-17 Morphotactics 18 (1j) A rule of affixation applies at most once in the definition of a word form’s morphology. Latin laudābantur ‘they were being praised’ Perfect-tense forms of HUṚ ‘see’ in Pengo [S. Central Dravidian] Singular Plural st 1 huṛ-t-aŋ-n-aŋ EXCL. huṛ-t-ap-na, INCL. huṛ-t-ah-na 2nd huṛ-t-ay-na huṛ-t-ader-na 3rd m. huṛ-t-an-na huṛ-t-ar-na f. huṛ-t-ik-n-ik huṛ-t-at-na n. huṛ-t-iŋ-n-iŋ 7-10-17 Morphotactics 19 (1j) A rule of affixation applies at most once in the definition of a word form’s morphology. Latin laudābantur ‘they were being praised’ Perfect-tense forms of HUṚ ‘see’ in Pengo [S. Central Dravidian] Singular Plural EXCL. huṛ-t-ap-na, 1st huṛ-t-aŋ-n-aŋ INCL. huṛ-t-ah-na 2nd huṛ-t-ay-na huṛ-t-ader-na 3rd m.
Load more

Recommended publications
  • Focus in Atlantic Languages Stéphane Robert
    Focus in Atlantic languages Stéphane Robert To cite this version: Stéphane Robert. Focus in Atlantic languages. Ines Fiedler and Anne Schwarz. The Expression of Information Structure. A documentation of its diversity across Africa., John Benjamins, pp.233-260, 2010, Typological Studies in Language 91, 10.1075/tsl.91.09rob. halshs-00724855 HAL Id: halshs-00724855 https://halshs.archives-ouvertes.fr/halshs-00724855 Submitted on 2 Mar 2021 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. 1 In Fiedler, Ines and Anne Schwarz (eds.), 2010, The Expression of Information Structure. A documentation of its diversity across Africa. Amsterdam: John Benjamins: 233-260 [Typological Studies in Language 91]. https://doi.org/10.1075/tsl.91.09rob Prefinal version Focus in Atlantic languages Stéphane ROBERT LLACAN, INALCO, CNRS stephane.robert@ cnrs.fr Abstract: This paper presents an overview of the formal markings characteristic of focus in Atlantic languages and reflection on some problematic uses of focused forms. A common (but not universal) feature of these languages is the use of verb morphology (in various ways) to express focus. What is most remarkable in several Atlantic languages (and apparently specific to this group) is that (1) verb forms indicate the syntactic status of the focused constituent; (2) these verb forms often merge focus, aspect, and voice features.
    [Show full text]
  • 1 Chapter 1 Introduction 1.1 Overview of the West Atlantic Languages As Wolof Has Not Been Widely Studied in the Generative Trad
    Chapter 1 Introduction 1.1 Overview of the West Atlantic Languages As Wolof has not been widely studied in the generative tradition, this section will serve to situate it in phyletic and geographic context. Wolof is a member of the Atlantic (or “West Atlantic”) sub-branch of the Niger-Congo family. Although classification schemes differ, it is generally agreed that the Atlantic subfamily represents one of the earliest branchings within the Niger-Congo phylum (Greenberg 1963, Ruhlen 1991, Heine and Nurse 2000). In fact, as a group, the Atlantic languages are unfortunately largely understudied. With the exception of Fula, linguistic materials on the Atlantic languages are typically scarce and scattered. These range from descriptions and traditional traditional grammars to pedagogical works, word lists, and dictionaries. Within the descriptive tradition, detailed linguistic works and grammars have been written for Fula (Sylla 1992), Kissi (Childs 1995), and Noon (Soukka 2000), for example. The most widely studied Atlantic language is Fula, which has a descriptive literature and a fair number of analytical works. Note though, that it has been the phonological system of Fula that has attracted the attention of most scholars. After Fula, the number of analytical and descriptive works drops precipitously. Even Wolof, one of the national languages of Senegal, has been little investigated overall. Within the literature on Wolof, it has been the phonological system that has been the center of study, especially vowel harmony (Ka 1989, Ndiaye 1995, Sy 2003).1 Descriptive works on Wolof include Diagne 1971, Mangold 1977, Church 1981, Dialo 1981, and Ka 1981. The only extensive analytical treatments of Wolof syntax are Njie 1981 and Dunigan 1994.2 Wolof is a member of the Senegambian group of the Northern branch in Atlantic.
    [Show full text]
  • Grégoire, Anthony
    «Liste des chercheurs dans les États francophones de l'Afrique Noire et Madagascar». Journal de la Société des Africanistes 32, no 1 (1962): 179-206. Adéẹ̀kọ́, Adélékè. «Writing Africa under the Shadow of Slavery: Quaque, Wheatley, and Crowther». Research in African Literatures 40, no 4 (2009): 1-24. Adler, Guido. «Domaine, méthode et visée de la musicologie». Revue trimestrielle de musicologie 1 (1885): 5-20. africaines, Réunion régionale sur la jeunesse et les valeurs culturelles. La Jeunesse et les valeurs culturelles africaines: documents de la réunion régionale d'Abomey, Dahomey, 2-7 décembre 1974. Paris: Unesco, 1975. Agawu, Victor Kofi. Representing African Music: Postcolonial Notes, Queries, Positions. New York: Routledge, 2003. Agu, Daniel C. C. «Youth Songs: A Type of Igbo Choral Music in Igbo Christian Worship». African Music 7, no 2 (1992): 13-22. Akpabot, Samuel. «Theories on African Music». African Arts 6, no 1 (1972): 59-88. Alapini, Julien. Colloque sur les religions, Abidjan, 5-12 avril 1961. Paris: Présence africaine, 1962. Allgayer-Kaufmann, Regine, Michael Weber et Gerhard Kubik. African perspectives : pre- colonial history, anthropology, and ethnomusicology. Frankfurt am Main: Peter Lang, 2008. Amselle, Jean-Loup. Logiques métisses. Anthropologie de l’identité en Afrique et ailleurs. Paris: Payot, 1999. Aning, B. A. «Varieties of African Music and Musical Types». The Black Perspective in Music 1, no 1 (1973): 16-23. Appadurai, Arjun. Modernity Al Large: Cultural Dimensions of Globalization. Minneapolis: University of Minnesota Press, 1996. ———. Après le colonialisme: les conséquences culturelles de la globalisation. Paris: Payot, 2005. Arnaud, G., et H. Lecomte. Musiques de toutes les Afriques.
    [Show full text]
  • Outlines of a Grammar of the Vei Language, Together with a Vei
    This is a reproduction of a library book that was digitized by Google as part of an ongoing effort to preserve the information in books and make it universally accessible. https://books.google.com OUTLINES OF A GRAMMAR OF THE VEI LANGUAGE, TOGETHER WITH A VEI-ENGLISH VOCABULARY. AND AN ACCOUNT OF THE DISCOVERY AND NATURE OF THE VEI MODE OF SYLLABIC WRITING. BY S^W. KOELLE, CHURCH MISSIONARY. LONDON CHURCH MISSIONARY HOUSE, SALISBURY SQUARE. 1854. PL Republished in association with the African ^ f I Languages Review of Fourah Bay College 19C8 entoitjae re e£ evbs alfiaroi irav eOvos av6pdrKu>v KaroiKeiv eiri trav to vpoaairov rtjs 7>}r- St. Paul,. Acts xvii. 26. S. B. N. - GB: 576.11611.4 Republished in 1968 by Gregg International Publishers Limited 1 Westmead, Farnborough, Hants., England Printed in Germany CONTENTS. PAGE Preface i — vi CHAPTER I. §. 1. Ethnological Relationship of the Vei Language, 1 I. Affinity with Indo-European, Semitic, and Afri can Roots 1 II. Languages belonging to the Manden-ga Stock. 10 III. Illustration of peculiarities of the Vei Language. 11 CHAPTER II. %. 2. Sounds and Orthography 14 CHAPTER III. Etymology of the Parts of Speech. 3. General 19 §. 4. Etymology of Substantives 19 §. 5. Etymology of Pronouns 23 I. Personal and Possessive Pronouns 23 II. Reflective Pronoun 24 III. Demonstrative Pronouns 24 IV. Interrogative Pronouns 26 V. Reciprocal Pronoun 26 §. 6. Etymology of Adjectives 26 %. 7. Etymology of Numerals 27 CONTENTS. PAGE §. 8. Etymology of Verbs 32 §. 9. Etymology of Adverbs 35 §. 10. Etymology of Postpositions 38 §. 11. Etymology of Conjunctions 39 §.
    [Show full text]
  • Perspectives of Comparative Studies on the Mande and West Atlantic Language Groups: 1 an Approach to the Quantitative Comparative Linguistics
    PERSPECTIVES OF COMPARATIVE STUDIES ON THE MANDE AND WEST ATLANTIC LANGUAGE GROUPS: 1 AN APPROACH TO THE QUANTITATIVE COMPARATIVE LINGUISTICS Konstantin Pozdnyakov Statistical methods in comparative linguistics have been widely applied in only one peripheral field, namely the glotto-chronology and lexico-statistics which are intended to establish absolute or relative chronology of language divergence. In the meantime, statistics can be applied in all the principal fields of comparative linguistics. In certain relations, statistical data become the decisive factor. This paper deals with principal branches of quantitative comparative linguistics dealt with during my work in the field of Mande and West Atlantic historical grammar. The principal starting point for the following reasonings is very simple: any qualitative divergence between cognate languages evoked by any innovation process results in a respective quantitative divergence. For example, palatalization of dental stops before front vowels in one of a couple of related languages results automatically in an increased frequency of palatals and a decline in the frequency of dentals in the vocabulary. As a 1 This electronic version of Konstantin Pozdnyakov’s article has undergone some extra editing, so it has some differences from the paper version published in Mandenkan 22. However, the modifications concern only formulations of ideas but not their content. – Editors. 40 result, the statistical distribution of phonemes reflects all basic divergence processes in cognate languages (with few exceptions). Therefore, any case of quantitative difference in any pair of related languages is to be interpreted by comparative historical linguistics. Taking this thesis as a starting point, we obtain two alternative sets of facts to explain a phenomena, instead of only one.
    [Show full text]
  • Downloaded from Brill.Com10/01/2021 08:22:06PM Via Free Access
    I. CONTACT AND MULTILINGUALISM AS AN OUTCOME OF SPEAKERS IN CONTACT Journal of language contact – THEMA 3 (2010) www. jlc-journal.org Downloaded from Brill.com10/01/2021 08:22:06PM via free access Journal of language contact – THEMA 3 (2010) www. jlc-journal.org Downloaded from Brill.com10/01/2021 08:22:06PM via free access THE MANDE AND ATLANTIC GROUPS OF NIGER-CONGO: PROLONGED CONTACT WITH ASYMMETRICAL CONSEQUENCES G. Tucker Childs∗ Portland State University Introduction Africa features a number of long-standing contact situations between groups speaking unrelated languages. In a broad band across the sub-Saharan region from east to west many such situations can be identified, including the Atlantic-Mande contact region of western West Africa. The interaction between speakers of Atlantic languages and speakers of Mande languages has pointed predominantly in only one direction as to (linguistic) influence, namely, from Mande to Atlantic.1 Why this is so can be explained with reference to historical and socio-cultural factors. Although there are exceptions to this directionality, the exceptions actually reinforce these explanations. This paper explores the structural consequences of the contact between Mande and Atlantic and the reasons for this mono-directionality, concentrating primarily on the affected group, speakers of Atlantic languages. In terms of Mande-Atlantic interaction, the most common practice has been for speakers of Atlantic languages to adopt the culture and language of speakers of Mande languages. The main purpose of this paper is to examine a subset of the variety of language contact situations between speakers of Mande languages and speakers of Atlantic languages (hereafter “Mande” and “Atlantic”).
    [Show full text]
  • Traditional Values and Local Community in the Formal Educational System in Senegal: a Year As a High School Teacher in Thies
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses July 2020 TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES Maguette Diame University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Indigenous Education Commons, International and Comparative Education Commons, and the Language and Literacy Education Commons Recommended Citation Diame, Maguette, "TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES" (2020). Doctoral Dissertations. 1909. https://doi.org/10.7275/prnt-tq72 https://scholarworks.umass.edu/dissertations_2/1909 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. TRADITIONAL VALUES AND LOCAL COMMUNITY IN THE FORMAL EDUCATIONAL SYSTEM IN SENEGAL: A YEAR AS A HIGH SCHOOL TEACHER IN THIES A Dissertation Presented by MAGUETTE DIAME Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2020 College of Education Department of Educational Policy, Research, and Administration © Copyright
    [Show full text]
  • A Descriptive Grammar of Noon, a Cangin Language of Senegal
    A DESCRIPTIVE GRAMMAR OF NOON, A CANGIN LANGUAGE OF SENEGAL by Maria Soukka Thesis submitted for the degree of Doctor of Philosophy of the University of London January 1999 Department of the Languages and Cultures of Africa School of Oriental and African Studies ProQuest Number: 10672968 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10672968 Published by ProQuest LLC(2017). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT Noon is a West-Atlantic language of the Cangin subgroup, spoken by 25 000 people in central Senegal, in and around the town of Thies. The aim of this study is to provide a full grammatical description of Noon, since no such study has been done on the language. We have not followed a specific linguistic model as framework, but rather tried to work from the classical approach of presenting the structures in the grammatical units of the language, from morphology to discourse. All analysis is presented with language examples from data collected in the Thies area over the years 1994-1998. The study is divided into 11 chapters, followed by a short interlinearised text sample with a free translation.
    [Show full text]
  • Polyfunctionality and Inflectional Economy / 75
    LiLT volume 11, issue 3 December 2014 Polyfunctionality and inflectional economy Gregory Stump One compelling kind of evidence for the autonomy of a language’s mor- phology is the incidence of inflectional polyfunctionality, the system- atic use of the same morphology to express distinct but related mor- phosyntactic content. Polyfunctionality is more complex than mere homophony. It can, in fact, arise in a number of ways: as an effect of rule invitation (wherein the same rule of exponence serves more than one function by interacting with other rules in more than one way), as an expression of morphosyntactic referral, as the effect of a rule of exponence realizing either a disjunction of property sets or a morphomic property set, or as the reflection of a morphosyntactic property set’s cross-categorial versatility. I distinguish these different sources of polyfunctionality in a formally precise way. It is inaccu- rate to see polyfunctionality as an ambiguating source of grammatical complexity; on the contrary, by enhancing the predictability of a lan- guage’s morphology, it may well enhance both the memorability of complex inflected forms and the ease with which they are processed. 1 Introduction In the domain of inflectional morphology, polyfunctionality is the use of the same morphology in the expression of distinct morphosyntactic property sets. Inflectional polyfunctionality is observable both within and across paradigms and even within individual word forms. It is not, in general, a marginal or exceptional phenomenon, but is often tightly integrated into an inflectional system’s structure. It is in some ways a paradoxical phenomenon: on one hand, it contributes to an inflectional system’s complexity insofar as it sometimes entails morphological am- biguity; on the other hand, it contributes to an inflectional system’s LiLT Volume 11, Issue 3, December 2014.
    [Show full text]
  • The World Bank and Mother Tongue Literacy in Senegal and Niger
    Lost in Translation: The World Bank’s Position on Mother Tongue Literacy in Senegal and Niger Lauren Aitken University Honors Spring 2012 Advisor: Professor Daryn Cambridge Mentors: Professor Elizabeth Lang Professor Richard Cambridge ABSTRACT Language-in-education planning decisions in Francophone Africa are subject to influence from a variety of stakeholders. While scholars have found that mother tongue literacy has significant cognitive, social and economic benefits, there is concern that foreign aid explicitly and implicitly promotes European language instruction. This study analyzes the position of World Bank lending on mother-tongue literacy for projects in Senegal and Niger. It also analyzes the influence of this position on the effectiveness of language planning efforts. Reflecting existing literature, the research hypothesizes that the World Bank is an influential actor that discourages mother-tongue literacy. To test this hypothesis, the research included an analysis of documents from 15 education projects, as well as Country Assistance Strategies in Senegal and Niger. The paper also examined primary and secondary interviews with high-ranking government officials and locals. The results indicate that the World Bank is actually a minor player in this debate due to its silent position on mother tongue literacy. While the World Bank is silent in an attempt to remain neutral, its history prevents effective neutrality. This paper provides policy suggestions for how the World Bank can address mother tongue literacy while respecting its mission. These policy suggestions indicate that the World Bank can sponsor an open forum on mother tongue literacy while ensuring country ownership of language-in-education planning. i Karatu, farkonka madaci, karshenka zuma.
    [Show full text]
  • Language Education Policy: Mother Tongue Instruction in a Postcolonial World
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2018 Language Education Policy: Mother Tongue Instruction in a Postcolonial World Amanda Ellen Dascomb University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Recommended Citation Dascomb, Amanda Ellen, "Language Education Policy: Mother Tongue Instruction in a Postcolonial World. " PhD diss., University of Tennessee, 2018. https://trace.tennessee.edu/utk_graddiss/4910 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Amanda Ellen Dascomb entitled "Language Education Policy: Mother Tongue Instruction in a Postcolonial World." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Barbara J. Thayer-Bacon, Major Professor We have read this dissertation and recommend its acceptance: Bertin M. Louis, Awa C. Sarr, Lisa C. Yamagata-Lynch Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) Language Education Policy: Mother Tongue Instruction in a Postcolonial World A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Amanda Ellen Dascomb May 2018 Copyright © 2018 by Amanda Ellen Dascomb.
    [Show full text]
  • Fake News and Alternative Facts: Critical Digital Literacy in the Classroom Successful Foreign Language Learners and Use of Lear
    IATEFL Slovenia Magazine, Winter issue 2019, no. 75 Fake News and Alternative Facts: Critical Digital Literacy in the Classroom by Kirsten Hempkin Successful foreign language learners and use of learning strategies: at the crossroads between theory and practice by Urška Petrevčič Mapping the written wor(l)ds of classic novels by Nora Nagy They Call This (C)rap! by Hazelynn Anak Rimbar My immigration story (TED Talk Lesson) by Klavdija Krempl Slana Student Showcase To be up-to-date with what is going on, visit our website: www.iatefl2.splet.arnes.si 1 Critical thinking at a glance (3) Case Study: When the fake news is the news Nada Đukić Contemporary British and American media discourse is very pro- ductive and rich in terms of its range of catchy or at least interesting phrases. One of these is “fake news”, which became extremely popular and widely used after being repeatedly used by a certain world leader. But what is really at the core of this phrase? Through the lens of critical thinking, we can at least “detect” an extremely important distinction that needs to be made, i.e. the ability to point out what facts (“truth”, “reality”) are and what opinions (“interpretations”) are, and especially not to mix them up…! Fake News and Alternative Using songs with young Student showcase 4 28 40 Facts: Critical Digital language learners In the presence of the moon Literacy in the Classroom by Janja Androić nobody sees stars by Kirsten Hempkin 30 Our plenary speakers at the 44 Lesson Plan 7 Successful foreign language 26th International IATEFL My immigration story learners and use of learning Slovenia Conference 2019 (TED Talk Lesson) strategies: at the crossroads #empowerED by Klavdija Krempl Slana between theory and practice by Urška Petrevčič 31 They Call This (C)rap! 47 European Day of Languages by Hazelynn Anak Rimbar 2018 18 How can I say it in English? Some strategies to How to Be a Great Teacher Report from 28th compensate for lexical gaps.
    [Show full text]