DOCSLIB.ORG

A Sketch Grammar of Pondi

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Sketch Grammar of Pondi A SKETCH GRAMMAR OF PONDI A SKETCH GRAMMAR OF PONDI RUSSELL BARLOW ASIA-PACIFIC LINGUISTICS Published by ANU Press The Australian National University Acton ACT 2601, Australia Email: [email protected] Available to download for free at press.anu.edu.au ISBN (print): 9781760463830 ISBN (online): 9781760463847 WorldCat (print): 1175268620 WorldCat (online): 1175268668 DOI: 10.22459/SGP.2020 This title is published under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0). The full licence terms are available at creativecommons.org/licenses/by-nc-nd/4.0/legalcode Cover design and layout by ANU Press. Cover photograph by Russell Barlow. This edition © 2020 ANU Press CONTENTS Acknowledgements . ix List of abbreviations . xi List of maps, figures, and tables . xiii 1 . Introduction . 1 1 .1 Organisation . 1 1.2 Previous research on the language . 2 1.3 Methodology . 2 1.4 Orthography and presentation . 3 1.5 Pondi: The language and its speakers . 3 1.5.1 The name of the language . 4 1.5.2 The environment . 4 1 .5 .3 Langam village . 5 1.5.4 The people . 6 1.5.5 Relationships with neighbouring villages and borrowing . 8 1 .5 .6 Variation . 11 1.6 Language vitality . .11 1 .6 .1 UNESCO’s nine factors . 12 1 .6 .2 EGIDS . 12 1 .6 .3 LEI . 13 1.7 Classification . 14 1.8 Typological overview . 18 2 . Phonetics and phonology . 21 2 .1 Consonants . 21 2 .1 .1 Voiceless stops . 22 2 .1 .2 Prenasalised voiced stops . 23 2.1.3 Prenasalised voiced affricate . 24 2 .1 .4 Nasals . 25 2.1.5 Liquid . 26 2 .1 .6 Fricative . 27 2 .1 .7 Glides . 28 2 .2 Vowels . 29 2.2.1 The high front unrounded vowel /i/ . 29 2.2.2 The mid front unrounded vowel /e/ . 30 2.2.3 The low central unrounded vowel /a/ . 30 2.2.4 The mid back rounded vowel /o/ . 31 2.2.5 The high back rounded vowel /u/ . 31 2.2.6 The high central unrounded vowel /ɨ/ . 31 2.2.7 Diphthongs . 32 2.3 Syllable structure . 33 2 .4 Stress . 35 2.5 Morphophonemic processes . 36 2 .5 .1 Vowel coalescence . 36 2 .5 .2 Glide formation . 36 2.5.3 Vowel degemination (or shortening) . .. 37 2.5.4 High central vowel deletion . 37 2.5.5 High vowel gliding . 37 2 .5 .6 Glide insertion . 38 2.5.7 Monophthongisation . 39 2.5.8 Degemination and quasi-degemination . 40 2 .5 .9 Sibilant voicing . 41 2.6 Metathesis . 41 2.7 Lexically determined alternations . 42 3 . Nominal morphology (number) . 43 3.1 Plurals ending in -al . 44 3.2 Plurals ending in -ïl . 46 3.3 Plurals ending in -e . 47 3.4 Plurals ending in -se . 49 3.5 Plurals ending in -ate . 51 3.6 Plurals ending in -ange . 51 3.7 Plurals ending in -une . .. 52 3.8 Non-plural -mo, plural -me . 52 3.9 Plural ending in -mbe . 53 3.10 Non-plurals ending in -m (singulative suffix) . 54 3.11 Suppletive forms . 55 3.12 Additional remarks on nominal number . 55 4 . Verbal morphology . 59 4.1 Basic verbal morphology . 59 4.2 The imperfective aspect . 63 4.3 The perfective aspect . .. 64 4.4 The irrealis mood . 65 4.5 The imperative mood . 66 4.6 The perfect prefix a- . 67 4.7 The detransitiviser prefix l- . 68 4.8 Nonfinite verb forms . 71 4.9 The simultaneous suffix -e . 71 4.10 The conditional suffix -se . 72 4.11 The locative verb p- ‘be (at)’ . 73 4.12 The motion verbs i- ‘come’ and mal- ‘go’ . 74 5 . Other word classes . 75 5 .1 Adjectives . 75 5.1.1 Adjectival number morphology . 77 5.1.2 The derivational suffix -wï ‘-like’ . 78 5.2 Pronouns . 79 5.2.1 Personal pronouns . 79 5.2.2 Reflexive/reciprocal pronouns . 80 5.2.3 Possessive pronouns . 81 5.2.4 Intensive pronouns . 83 5.2.5 Indefinite/interrogative pronouns . 84 5 .3 Determiners . 85 5 .3 .1 Deictic demonstratives . 85 5.3.2 Subject markers and object markers . 87 5.3.3 Quantifiers . 88 5 .4 Postpositions . 90 5 .5 Adverbs . 94 5 .5 .1 Temporal adverbs . 95 5 .5 .2 Locative adverbs . 97 5.5.3 Other adverbs . .. 98 5 .6 Negators . 100 5 .7 Interrogative words . 100 5.8 Conjunctions . 101 5.9 Numerals . 103 6 . Phrase-level syntax . 109 6.1 Noun phrases . .109 6.1.1 Nominal number . 110 6 .1 .2 Possession . 112 6.2 Verb phrases . 113 6.2.1 Auxiliary verbs . 113 6.2.2 Compound verbs . 118 6.2.3 Equational constructions . 121 6.3 Adpositional phrases . 122 7 . Clause-level syntax . 125 7.1 Basic constituent order . 125 7.2 Core argument alignment . .. 127 7.3 Obliques . 128 7 .4 Ditransitive alignment? . 131 7.5 Monoclausal (or simple) sentences . 134 8 . The syntax of sentences . 135 8 .1 Complex sentences . 135 8 .1 .1 Coordination . 135 8.1.2 The functional equivalent of relative clauses . 136 8.1.3 Permissive constructions . .137 8.1.4 Subordination . 138 8.1.5 Simultaneous action . 139 8 .1 .6 Parataxis . 140 8.2 Questions . 141 8.3 Commands and requests . .. 145 8 .4 Negation . 149 8.5 Reported speech . 151 8 .6 Conditional sentences . 154 9 . Lexicon . 157 9.1 Pondi-to-English word list . 157 9.2 English-to-Pondi finder list . 170 Swadesh 100-word list . .. 181 Swadesh 200-word list . .. 185 Standard SIL–PNG word list (190 items) . 191 References . 197 ACKNOWLEDGEMENTS Above all, I have to thank the Pondi speakers who patiently and enthusiastically shared their language with me—in particular, Clement Katram, Bonny Koiama, and Robert Kupoa. I must also thank Mr Thomas Ambata and Mrs Betty Ambata of the Manu Primary School for accommodating us while we worked on documenting the language. Some of the research that led to this sketch grammar was conducted while I was a PhD student at the University of Hawai‘i at Mānoa. Thanks to my amazing dissertation committee for teaching me how to write a reference grammar, and above all to Lyle Campbell. My field research in Papua New Guinea in 2016 was supported in part by a Firebird Foundation fellowship, for which I am also grateful. The remainder of the research leading to this grammar I undertook as a postdoctoral researcher at the Department of Linguistic and Cultural Evolution at the Max Planck Institute for the Science of Human History in Jena, Germany. I would especially like to thank Russell Gray for his continued support and encouragement. Thanks also to Bill Foley for coaxing me to the Sepik in the first place, and to Timothy Usher for our lively discussions about the linguistic prehistory of the region and for his helpful comments on an earlier draft. The present work has been greatly improved by the comments of Bruno Olsson as well as an anonymous reviewer. ix LIST OF ABBREVIATIONS The following abbreviations have been used in the glosses of Pondi. Wherever possible, the conventions of the Leipzig Glossing Rules (Comrie et al. 2008) have been followed. 1 1st person obj object (or ‘non-subject’) 2 2nd person obl oblique 3 3rd person pfv perfective cond conditional pl plural (or ‘more than two’) detr detransitiviser poss possessive du dual prf perfect fut (immediate) future proh prohibitive imp imperative q question indf indefinite refl reflexive int intensive sg singular ipfv imperfective sim simultaneous irr irrealis subj subject neg negative/negator vol volitive npl non-plural (‘less than three’) The following is a list of other abbreviations used in this book. EGIDS Expanded Graded Intergenerational Disruption Scale excl exclusive f feminine incl inclusive IPA International Phonetic Alphabet ISO International Organization for Standardization LEI Language Endangerment Index m masculine NP noun phrase PARADISEC Pacific and Regional Archive for Digital Sources in Endangered Cultures PNG Papua New Guinea PP postpositional phrase xi A SKETCH GRAMMAR OF PONDI sp. species (not necessarily used in a scientific sense) SVC serial verb construction TAM tense-aspect-mood TP Tok Pisin VP verb phrase xii LIST OF MAPS, FIGURES, AND TABLES Maps Map 1.1. Papua New Guinea ................................5 Map 1.2. Langam village and its neighbours .....................6 Figures Figure 1.1. The Keram family ...............................17 Tables Table 1.1. Pondi’s endangerment according to UNESCO’s nine factors ........................................12 Table 1.2. Pondi’s endangerment according to the LEI ............13 Table 1.3. Keram pronouns ................................15 Table 1.4. Proto-Keram pronouns compared with non-cognate forms. 16 Table 1.5. Keram deictics ..................................16 Table 1.6. Keram suppletive alternation for the word ‘thing’ ........16 Table 1.7. Keram TAM suffixes .............................17 Table 2.1. Pondi consonants (in practical orthography) ...........22 Table 2.2. Pondi vowels (in practical orthography) ...............29 Table 3.1. Final segments in Pondi nominal plurals ..............56 xiii A SKETCH GRAMMAR OF PONDI Table 3.2. Final segments in Pondi nominal plurals (grouped allomorphically) .............................56 Table 4.1. Basic TAM suffixes in Pondi ........................60 Table 4.2. Paradigms for verbs with nasal-final stems .............61 Table 4.3. Paradigms for verbs with stems ending in (covert) -m .....61 Table 4.4. Verbal prefixes ..................................62 Table 4.5. Paradigms for i- ‘come’ and mal- ‘go’ .................74 Table 5.1. Adjectives ......................................76 Table 5.2. Irregular adjectives ...............................78 Table 5.3. The derivational suffix-wï ‘-like’ ....................78 Table 5.4. Personal pronouns ...............................80 Table 5.5. Reflexive/reciprocal pronouns ......................80 Table 5.6. Possessive pronouns for non-plural possessum ..........81 Table 5.7.
Load more

Recommended publications
  • Hurrian Language
    Ilse Wegner Introduction to the Hurrian Language Forward: Among the numerous languages of ancient near east, Hurrian is an important one, but in contrast to Akkadian or Hittite there are few investigations of this language, and summary works documenting present knowledge are non-existent. The present “Introduction” shall then be interested in providing access to the grammar as reflected in present research. Many grammatical phenomena that are introduced here may however in the future be modified or even completely reevaluated by others, especially since the study of the Hurrian language is strongly contested. A scientific grammar in the strict sense is not included in this introduction. The previous aids to the learning of Hurrian are however all out-of-date (?) and derive from three grammars and one glossary as well as from numerous scattered published articles. Works that introduce grammar to the student by means of largely coherent text fragments do not exist. These details shall here be taken into account. As reading pieces artificially formed sample sentences are not used. The sample texts originate primarily from the Mittani letters and a few examples of the Bo!azköy texts. Following after a strictly grammatical portion comes a series of transcriptions, with a translation and a commentary provided as lessons. Lessons 1-10 are text passages from the Mittani letters, Lesions 11-13 originate from the Hurrian-Hittite bilinguals of Bo!azköy, and lesson 14 treats the Ti"atal-Inscription. The text passages that are taken from the Mittani letters are not arranged by content criteria, but instead suitable text fragments are chosen so that the grammatical material progresses from introductory to difficult.
    [Show full text]
  • A Sketch Grammar of Pondi
    A SKETCH GRAMMAR OF PONDI A SKETCH GRAMMAR OF PONDI RUSSELL BARLOW ASIA-PACIFIC LINGUISTICS Published by ANU Press The Australian National University Acton ACT 2601, Australia Email: [email protected] Available to download for free at press.anu.edu.au ISBN (print): 9781760463830 ISBN (online): 9781760463847 WorldCat (print): 1175268620 WorldCat (online): 1175268668 DOI: 10.22459/SGP.2020 This title is published under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0). The full licence terms are available at creativecommons.org/licenses/by-nc-nd/4.0/legalcode Cover design and layout by ANU Press. Cover photograph by Russell Barlow. This edition © 2020 ANU Press CONTENTS Acknowledgements . ix List of abbreviations . xi List of maps, figures, and tables . xiii 1 . Introduction . 1 1 .1 Organisation . 1 1.2 Previous research on the language . 2 1.3 Methodology . 2 1.4 Orthography and presentation . 3 1.5 Pondi: The language and its speakers . 3 1.5.1 The name of the language . 4 1.5.2 The environment . 4 1 .5 .3 Langam village . 5 1.5.4 The people . 6 1.5.5 Relationships with neighbouring villages and borrowing . 8 1 .5 .6 Variation . 11 1.6 Language vitality . .11 1 .6 .1 UNESCO’s nine factors . 12 1 .6 .2 EGIDS . 12 1 .6 .3 LEI . 13 1.7 Classification . 14 1.8 Typological overview . 18 2 . Phonetics and phonology . 21 2 .1 Consonants . 21 2 .1 .1 Voiceless stops . 22 2 .1 .2 Prenasalised voiced stops . 23 2.1.3 Prenasalised voiced affricate .
    [Show full text]
  • The Writing Revolution
    9781405154062_1_pre.qxd 8/8/08 4:42 PM Page iii The Writing Revolution Cuneiform to the Internet Amalia E. Gnanadesikan A John Wiley & Sons, Ltd., Publication 9781405154062_1_pre.qxd 8/8/08 4:42 PM Page iv This edition first published 2009 © 2009 Amalia E. Gnanadesikan Blackwell Publishing was acquired by John Wiley & Sons in February 2007. Blackwell’s publishing program has been merged with Wiley’s global Scientific, Technical, and Medical business to form Wiley-Blackwell. Registered Office John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, United Kingdom Editorial Offices 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford, OX4 2DQ, UK The Atrium, Southern Gate, Chichester, West Sussex, PO19 8SQ, UK For details of our global editorial offices, for customer services, and for information about how to apply for permission to reuse the copyright material in this book please see our website at www.wiley.com/wiley-blackwell. The right of Amalia E. Gnanadesikan to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs and Patents Act 1988, without the prior permission of the publisher. Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Designations used by companies to distinguish their products are often claimed as trademarks.
    [Show full text]
  • An Analysis of the Variations from Standard English Pronunciation In
    DOCUMENT RESUME ED 064 751 24 CB 500 005 AUTHOR Williams, Frederick, Ed.; And Others TITLE An Analysis of the Variations fromStandard English Pronunciation in the Phonetic Performance of Two Groups of Nonstandard-English-SpeakingChildren. Final Report. INSTITUTION Texas Univ., Austin. Center forCommunication Research. SPONS, AGENCY Office of Education (DHEW), Washington, D.C. Bureau of Research. BUREAU NO BR-0-0336 PUB DATE Jul 71 GRANT OEG -32615-0050-5010(607) NOTE 206p. EDRS PRICE NF-$0.65 BC-$9.87 DESCRIPTORS *American English; *Articulation Ppemict4;*Dialect Studies; *Ninwity Group Children; Negro Dialects; *Nonstandard Dialects; Phonology; Sociolinguistics; Spanish Speaking; Speech Habits ABSTRACT In this second of two studiesconducted with portions of the National Speech and Hearing Survey data,the investigators analyzed the phonetic variants from standardAmerican English in the speech of two groups of nonstandard Englishspeaking children. The study used samples of free speech andperformance on the Gold-Fristoe Test of Articulation from a group of192 Black children Wades 1-6 from Niagara Falls, New York, and a group of192 Mexican-American children (grades 1-6) from San Antonio, Texas.The study reports the frequencies of omission, substitution, anddistortion. The present data is compared with the previously reportedresults obtained from standard American English speakers from Marshall, Iowa.The major conclusion is that all phonetic variationsfrom standard American English can be attributed to one of thefollowing sources of variation: (1) reduction in the complexity of segments,which usually decreases with age; (2) differing phonologicalrules between standard English and a dialect of English; and (3)phonetic interference between a foreign primary language and English.
    [Show full text]
  • Language Endangerment in the Sepik Area of Papua New Guinea Alexandra Y. Aikhenvald Research Centre for Linguistic Typology La T
    1 Language endangerment in the Sepik area of Papua New Guinea Alexandra Y. Aikhenvald Research Centre for Linguistic Typology La Trobe University, Melbourne 1. Language diversity and language endangerment in Papua New Guinea The island of New Guinea is probably the most linguistically diverse and complex linguistic area in the world, with over 1,000 languages spoken over an area of 900,000 km2 (that is, one language every 900 km2: Foley 1986: 8). Seventy-five percent of these languages belong to Non- Austronesian families often referred to as 'Papuan' (see Foley 1986: 1-3; Dixon 1991a: 245)1. The state of Papua New Guinea (independent since 1975) features about 830 languages (Nekitel 1998; Ford ms; Landweer 2000), with the number of Papuan languages exceeding 600 (see Foley 1986: 1-3; Dixon 1991a: 245). Its official languages are English, Tok Pisin and Hiri Motu (also called Police Motu). Tok Pisin is currently the most important language spoken in most provinces. English is less dominant, but is widely gaining ground, especially in West Sepik (Sandaun) province and a number of other Coastal provinces (see Sankoff 1980: 126-70). Hiri Motu is even more restricted (for instance, it is not known at all in either of the two Sepik provinces). Bi- and trilingualism in Tok Pisin and English is quickly expanding. According to materials in Sankoff (1980: 129-30), in 1971 the percentage of Papua New Guineans age ten and over who are unable to speak any of the official languages was 17.6% in East Sepik and 35.9% in Sandaun.
    [Show full text]
  • Elision in Students' Pronunciation During
    p–ISSN 2614-6320 Volume 2, No. 6, November 2019 e–ISSN 2614-6258 ELISION IN STUDENTS’ PRONUNCIATION DURING PRESENTATION Septiana Iman Nasrulloh1, Salman Yasri2, Evie Kareviati 3 1 IKIP Siliwangi 2 IKIP Siliwangi 3 IKIP Siliwangi 1 [email protected], 2 [email protected], 3 [email protected] Abstract Discourse analysis is a broad term for the study of the ways in which language is used in texts and contexts. Elision is very simply the omission of certain sound of the words in certain contexts. In this study, the writers use qualitative method of discourse analysis to examine and find out the types of elision that used by students in presentation. The data were taken from the recordings of two group students’ presentations on the class A2 English Education 2015 on IKIP Siliwangi Bandung with the subject “Theories of Interpreting”. The result shows that there are three types of elision used by the students. They are apheresis elision, syncope elision, and apocope elision the students use 6 words of apheresis elision, 22 words of syncope elision, 25 words of apocope elision during the presentation of two group students. It can be concluded that the commonly used is apocope ellision as many as 25 word. Keywords: Discourse analysis, Phonology, Elision INTRODUCTION All around the world, there are a lot of people with strong desire to learn and speak English with correct pronunciation and also want to learn easier listening English native speaker. In Indonesia, there is a large number of interested groups and individuals in the subject among them are the students class A2 regular 2015 undergraduate program of English Education Study Program at IKIP Siliwangi Bandung.
    [Show full text]
  • Information to Users
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from aity type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and in^roper alignmentcaa adversely afreet reproductioa In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyr%ht material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overltq)s. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photogrtq>hs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for aiy photographs or illustrations ^ïpearing in this copy for an additional charge. Contact UMI directfy to order. UMI A Bell & Howell InformationCompany 300 North ZeeD Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 A LEXICAL APPROACH TO WORD ORDER VARIATION IN KOREAN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University.
    [Show full text]
  • And Others Analysis of Production Errors in the Phonetic Perform
    DOCUMENT RESUME ED 051 691 FL 002 266 AUTHOR Williams, Frederick, Ed.; And Others TITLE Analysis of Production Errors in the Phonetic Performance of School-Age Standard-English-Speaking Children. Final Report. INSTITUTION Texas Univ., Austin. Center for Communication Research. SPONS AGENCY Office of Education (DHEW) ,Washington, D.C. PUB DATE Dec 70 GRANT 0EG-32-15-0050-5010-607 NOTE 98p. EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS *American English, *Articulation (Speech), Child Development, *Child Language, Elementary School Students, Language Arts, Language Development, Language Patterns, Language Research, Phonetic Analysis, *Phonetics, Speech, *Speech Habits, Speech Tests, Verbal Development ABSTRACT This study is ccncerned with misarticulated speech sounds of children and the phonetic realization of these sounds. The articulation errors of 384 standard-English-speaking school children were analyzed in speech samples obtained by the National Speech and Hearing Survey and were samples cf both free speech and of performance on the Goldman-Fristoe Test of Articulation. Error rates and incidence cf various types of errors (omissions, distortions, and substitutions) by grade level were noted. The major thrust of the investigation, however, was an attempt to explain the substitution errors in the sample using the constructs of distinctive feature theory and markedness theory. The hypothesis presented in and confirmed by this study is that when substitution errors occur, less complex phonemes will be substituted for more complex ones. The data analyzed in the present study suggest that substitutions are governed in part by a tendency toward ease of articulation with constraints imposed upon substitutions by a tendency to maximize perceptual distinctions in the speech output.
    [Show full text]
  • Workshop Programme
    Workshop Programme 9:00 – 9:15 Opening greetings Oral session 9:15 – 9:45 Elena Pizzuto, Paolo Rossini, Tommaso Russo Representing Signed Languages in Written Form: Questions that Need to be Posed 9:45 – 10:15 Michael Filhol, Annelies Braffort A Sequential Approach to Lexical Sign Description 10:15 – 10:45 Alessio Di Renzo, Luca Lamano, Tommaso Lucioli, Barbara Pennacchi, Luca Ponzo Italian Sign Language (LIS): Can We Write it and Transcribe it with SignWriting? 11:00 – 11:30 Coffee Break 11:30 – 12:00 Patrice Dalle High Level Models for Sign Language Analysis by a Vision System 12:00 – 12:20 Morteza Zahedi, Philippe Dreuw, David Rybach, Thomas Deselaers, Jan Bungeroth, Hermann Ney Continuous Sign Language Recognition – Approaches from Speech Recognition and Available Data Resources 12:30 – 13:00 Ignazio Infantino, Riccardo Rizzo, Salvatore Gaglio A Software System for Automatic Signed Italian Recognition 13:00 – 14:30 Lunch Oral session 14:45 – 15:15 Brigitte Garcia The Methodological, Linguistic and Semiological Bases for the Elaboration of a Written Form of French Sign Language (LSF) 15:15 – 15:45 Cynthia Kellett Bidoli Glossary Compilation of LSP Including a Signed Language: a Corpus- based Approach 15:45 – 16:15 Gabriel Pereira Lopes Language Learning by Machines from Plain Raw Text 16:30 – 17:00 Coffee Break 17:00 – 19:00 Poster session Rúbia Medianeira Denardi, Paulo Fernando Blauth Menezes, Antônio C. R. Costa An Animator of Gestures Applied to Sign Languages Eleni Efthimiou, Stavroula-Evita Fotinea, Galini Sapountzaki Processing Linguistic Data for GSL Structure Representation Antônio C. R. Costa, Graçaliz P.
    [Show full text]
  • 3.5 Plurals Ending in -Ate
    A SKETCH GRAMMAR OF PONDI A SKETCH GRAMMAR OF PONDI RUSSELL BARLOW ASIA-PACIFIC LINGUISTICS Published by ANU Press The Australian National University Acton ACT 2601, Australia Email: [email protected] Available to download for free at press.anu.edu.au ISBN (print): 9781760463830 ISBN (online): 9781760463847 WorldCat (print): 1175268620 WorldCat (online): 1175268668 DOI: 10.22459/SGP.2020 This title is published under a Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0). The full licence terms are available at creativecommons.org/licenses/by-nc-nd/4.0/legalcode Cover design and layout by ANU Press. Cover photograph by Russell Barlow. This edition © 2020 ANU Press CONTENTS Acknowledgements . ix List of abbreviations . xi List of maps, figures, and tables . xiii 1 . Introduction . 1 1 .1 Organisation . 1 1.2 Previous research on the language . 2 1.3 Methodology . 2 1.4 Orthography and presentation . 3 1.5 Pondi: The language and its speakers . 3 1.5.1 The name of the language . 4 1.5.2 The environment . 4 1 .5 .3 Langam village . 5 1.5.4 The people . 6 1.5.5 Relationships with neighbouring villages and borrowing . 8 1 .5 .6 Variation . 11 1.6 Language vitality . .11 1 .6 .1 UNESCO’s nine factors . 12 1 .6 .2 EGIDS . 12 1 .6 .3 LEI . 13 1.7 Classification . 14 1.8 Typological overview . 18 2 . Phonetics and phonology . 21 2 .1 Consonants . 21 2 .1 .1 Voiceless stops . 22 2 .1 .2 Prenasalised voiced stops . 23 2.1.3 Prenasalised voiced affricate .
    [Show full text]
  • A Sociolinguistic Survey of the Lower Ramu Languages of Papua New Guinea (Awar [Aya], Bosmun [Bqs], Kayan [Kct], and Marangis [Wax])
    DigitalResources Electronic Survey Report 2015-009 A Sociolinguistic Survey of the Lower Ramu Languages of Papua New Guinea (Awar [aya], Bosmun [bqs], Kayan [kct], and Marangis [wax]) Brian Paris A Sociolinguistic Survey of the Lower Ramu Languages of Papua New Guinea (Awar [aya], Bosmun [bqs], Kayan [kct], and Marangis [wax]) Brian Paris SIL International® 2015 SIL Electronic Survey Report 2015-009, September 2015 © 2015 SIL International® All rights reserved Abstract This sociolinguistic survey of the Lower Ramu language groups was undertaken to assess the feasibility of the four target language groups—Awar [aya], Bosmun [bqs], Kayan [kct], and Marangis [wax]— joining the Papua New Guinea branch of Pioneer Bible Translators’ Lower Ramu Initial Goals Project (LRIG), a proposed multi-language development project. The goals of the survey were to 1) assess the vitality of the vernacular for each target group, 2) assess the willingness of the target groups to work with the other potential language groups in the LRIG project, and 3) assess the interest of the target groups in vernacular language development. The survey found that vitality among the Awar, with an Expanded Graded Intergenerational Disruption Scale (EGIDS) score of 7 “Shifting,” was too low to be involved in LRIG, high enough among the Kayan and Marangis (both EGIDS 6a “Vigorous”), and (EGIDS 6b “Threatened”) among the Bosmun. All of the groups expressed willingness to work together in the LRIG project, and no current or past behavior contradicts this. All of the groups expressed a desire for vernacular development, though the motivations expressed by the Awar do not match the goals of the LRIG project.
    [Show full text]
  • Phonology in Teaching English
    Dr. Dwi Asuti Wahyu Nurhayati, SS. M.Pd. Phonology in Teaching English i Phonology in Teaching English Copyright © Dwi Asuti Wahyu Nurhayati, 2021 Hak cipta dilindungi undang-undang All right reserved Layout: Muhammad Sholeh Desain Cover: Diky M. Fauzi xi+ 115 hlm: 14 x 21 cm Cetakan Pertama, Januari 2021 ISBN: 978-623-6704-49-3 Anggota IKAPI Hak cipta dilindungi undang-undang. Dilarang memplagiasi atau memperbanyak seluruh isi buku. Diterbitkan oleh: Akademia Pustaka Perum. BMW Madani Kavling 16, Tulungagung Telp: 081216178398 Email: [email protected] ii Preface Linguistics is an important tool to understand the meaning behind the language. Some of its branches are context-related, but the others are not. Phonetics and phonology are free-context. These two are talking about sound, where this book is focused on. The purpose of this book is to introduce the phonology to the student. By knowing the process of sound, they could become better speaker of listener. Thus, we are not the native speaker of English, whithout knowing the tone or the assimilation of some words will make us confuse. That’s why phonology and phonetics becomes important on this case. To help the students find another issues covered in this book, there will be exercise at the end of the book and some link of the video that related to the topic. The exercise will enable the students to check their knowledge of the main ideas or important terms introduced in the book. Meanwhile, the link of the video will provide an opportunity to figure out about how the patterns are applied in daily life.
    [Show full text]