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Déantús an Chlásail I Gcanúintí Na Gaeilge

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Déantús an Chlásail I Gcanúintí Na Gaeilge Déantús an Chlásail i gCanúintí na Gaeilge James McCloskey Mí Aibreán 2006 I Scoil an Léinn Cheiltigh, Institiúid Ard-Léinn Bhaile Átha Cliath a rinneadh bunús an taighde ara bhfuil an páipéar seo bunaithe. Ba mhaith liom mo bhuíochas a chur in iúl do oireann na scoile as timpeallacht oibre a chur ar fáil dom nach bhfuil a sárú le fáil. 2 éard a chuirim romham a dhéanamh sa pháipéar seo tuairisc a thabhairt ar S ghnéithe áirithe de chomhréir an chlásail sa Ghaeilge. Dírím go háirithe ar an chlásal neamhinideach i gcanúintí na Mumhan. Más cúng féin i gcosúlacht an réimse súl sin, tá dhá comhthéacs níos leithne inar mhaith liom na ceisteanna agus an ianaise a mheá. Ceann acu sin teoiric ghinéar- álta na comhréire. Nuair a théitear i ngleic ar bhealach dáiríre le fianaise chanúintí na Nua-Ghaeilge, caithfear a dhul i ngleic fosta le fadhbanna bunúsacha teoirice nach furast a réiteach. Tá cuid mhór le foghlaim ar léibhéal na teoirice ó ianaise na Gaeilge agus tábhacht faoi leith, creidim, le fianaise chanúintí na Mumhan maidir le fuascailt na gceisteanna teoiriciúla sin. Ar an taobh eile, tá go leor le foghlaim faoi ghramadach chomparáideach na gcanúintí óna bhfuil foghlamtha le dhá scór bliain anuas faoi struchtúr ginearálta na hurlabhra, agus tá sé tábhachtach go rachadh an t-eolas sin i bhfeidhm ar an chineal léargais is féidir linn a chur i dtoll a chéile ar chóras chomhréire na Gaeilge. Níl á rá anseo i ndáiríribh ach rud an-simplí—is fearr a thuigfimid córas gram- adaí na Gaeilge má bhíonn súil amháin againn ag breathnú isteach go géar ar íricí na gcanúintí agus súil eile ag breathnú amach chomh géar céanna ar a bhfuil eile de éidireachtaí gramadaí ann i measc theangacha an domhain. Mar sin is fearr a aithnímid idir na tréithe sin ar scáileanna díreacha mhórphrionsabail na gramadaí iad agus na tréithe sin ar oráis logánta nó pharóisteacha iad. As an imoibriú seo idir prionsabail ghinearálta na hurlabhra agus an tsaoithiúlacht áitiúil a aibhríonn gach córas gramadaí. Is beag ábhar conspóide atá sa mhéid seo, is dóiche, ach ní i gcónaí a chuimhnítear ar an phrionsabal ar léibhéal na praitice. Ní suim liom cúrsaí staire san obair seo. Sé sin le rá, ní bheidh rud ar bith le rá agam faoi phréamha stairiúla na gcóras gramadaí a mbeidh mé ag plé leo, ach iad a ghlacadh mar chórais iontu féin mar atá siad inniu againn. Leanbh óg ar bith a mbíonn uirthi ceann dena córais chasta seo a oghlaim agus a láimhseáil, ní bhíonn cur amach ar bith aici ar na próiséis stairiúla a rinne an córas sin a mhúnlú. Mar sin féin, éiríonn léi an córas a thabhairt léi (agus é a athmhúnlú go minic fosta le linn di a bheith ag streachailt leis). Leanann de sin go gcaithfidh gur féidir cuntas sásúil a thabhairt ar na córais ghramadaí seo, gan cur amach ar bith a bheith againn ar an réamhstair atá taobh thiar díobh. Leanann de sin ina dhiadh sin arís go gcaithfidh taighdeoir ar bith ar suim leis acmhainn urlabhra an duine, go gcaithfidh sé é féin a chur san áit chéanna a mbíonn an foghlaimeoir ann agus í ag dul i ngleic le cas- tachtaí na gramadaí—í dall ar fad ar na fórsaí stairiúla a mhúnlaigh na castachtaí a gcaithfidh sí a bheith ag streachailt leo. Beidh tábhacht faoi leith leis an tseasamh seo agus muid ag caint ar ball beag ar an oirm ara dtugtar an t-ainm briathartha (nach ainmocal ar chor ar bith í i dteanga an lae inniu, creidim). 3 mccloskey 1 Modheolaíocht An tuarisc atá le tabhairt anseo agam, tá mar dhushraith léi bunachar fianaise chomh- réire (ar ríomhaire) atá á chur le chéile agam le scór bliain nó mar sin anuas. Séard atá sa chnuasach ábhair seo corradh beag le 8,000 sampla—samplaí ar abairtí aonar- acha nó téacsanna gearra a mbunús agus arbh ó théacsanna foilsithe, ó théipeanna nó ó chláracha raidió a bailíodh iad. Tá ábhar ann ó na príomh-Ghaeltachtaí uilig— Tír Chonaill, Sligeach, Contae Liatroma, Maigh Eo, Contae na Gaillimhe, Contae an Chláir, Iarthar Chiarraí, Oirthear Chiarraí, Corcaigh, agus na Déise. Níl ann ach dornán an-bheag samplaí a bhaineann le tréimshe níos luaithe ná tús na 20ú aoise, ach taobh istigh dena teorannacha ama sin, tá dáileadh réasúnta fianaise idir an pointe is luaithe agus an pointe is déanaí. Ar an drochuair, ní hionann ionadaí- ocht na gcanúintí uilig sa chnuasach—tuairim is ar 3500 sampla atá ann ó Chúige Mumhan, 3,000 ó Chúige Uladh, 1500 ó Chontae na Gaillimhe, 106 ó Chontae an Chláir, agus 257 ó Chontae Mhaigh Eo. Níl de bhunús leis an éagothromaíocht seo ach go raibh suim agam féin i gceisteanna éagsúla comhréire i dtréimshí éagsúla, agus gur soiléire agus gur líonmhaire an ianaise atá le fáil ar na ceisteanna éagsúla i gcanúintí áirithe seachas a chéile. Tá an t-eolas seo á thabhairt anseo agam sa dóigh is go mbeidh ar chumas léith- eoirí na figiúirí atá le tabhairt thíos agam a chur i gcomhthéacs agus a thomhas go criticiúil. 2 Clásail Neamhinideacha Leithéidí (1) agus (2) atá i gceist agam nuair a dhéanaim tagairt do chlásail neamh- inideacha: (1) a. d'iarr mé [ an lámhscríbhinn a thabhairt chugam ] (mbf 101) b. D'iarr naomh eile [ é féin a chur go dtí an cliabhach sa talamh ] (ss 146) c. tugadh ordughadh [ leigean le hailleardaí an tseoil-báirr ] (bg 13) (2) a. d'éadfadh siad [ a bheith chomh cionntach leis an triúr eile] (bf 192) b. Tá sí cinnte [ a bheith lán de chómharthaí … ] (i 82) Lena bheith níos cruinne faoi, is é a bhfuil de ábhar comhréire idir na lúibíní sna samplaí i (1) agus (2) is spéis liom anseo. Glacaim leis gur aonaid chomhréire iad seo, (McCloskey, 1980), agus creidim fosta gur clásail iad na haonaid seo. Ní mar seo a thuigfeá a bhí an scéal dá mbeifeá i muinín an téarma traidisiúnta ainm briathartha ar leithéidí (a) thabhairt, (a) chur, leigean, nó (a) bheith—téarma as a dtuigfí gur frásaí ainmoclacha, seachas clásail, a bhí againn i (1) agus i (2). 4 Níl amhras ar bith, is dóiche, ná gur ó ainmocail a phréamhaigh na foirmeacha briathartha seo, ach níl amhras ar bith ach oiread ná gur briathra i dteanga an lae inniu iad. Nó ar a laghad is clásail iad na frásaí comhréire atá idir lúibíní i (1) agus i (2). Tá cuid mhór fianaise ann gur mar seo atá i dteanga an lae inniu. Díol suntais ar dtús é go mbíonn na heilimintí céanna san ord céanna (diomaite de shuíomh an bhriathair) le fáil sna frásaí seo agus atá le fáil sa chlásal finideach— an t-ainmní (más ann dó) ar dtús, an cuspóir díreach (más ann dó) ina dhiaidh sin, frásaí réamhoclacha ina dhiaidh sin arís agus fo-chlásal (más ann dá leithéid) thiar ag deireadh ar fad. Tá an dá phatrún seo, agus an bhunchosúlacht eatarthu, le feiceáil sa dá oirmle i (3) (an clásal neamhinideach ar barr agus an clásal finideach faoi), agus sna samplaí i (4): (3) [Ainmní] [Cuspóir Díreach] Br. [Frása Réamhoclach] [Clásal] Br. [Ainmní] [Cuspóir Díreach] [Frása Réamhoclach] [Clásal] (4) a. i ndiaidh [ é an méid sin a rá liom ] b. Creidim [ gur dhúirt sé an méid sin liom ]. (5) a. Níor mhaith liom [ í a rá liom gur loic mé ]. b. Creidim gur [ dhúirt sí liom gur loic mé ]. Níl de dhifríocht idir an tógáil inideach agus an tógáil neamhinideach ach: 1. suíomh an bhriathair—é a bheith chun tosaigh sa chlásal finideach ach é a bheith i lár an chlásail (i ndiaidh an chuspóra dhírigh más ann dá leithéid) sa chlásal neamhinideach 2. tuiseal an ainmní—sa tuiseal ara dtugtar an tuiseal `cuspóireach' nó `neodrach' i gcás an chlásail neamhinidigh (féach í i (5a)) ach sa tuiseal ainmneach i gcás an chlásail inidigh (féach an oirm síi (5b)). Beidh trácht arís againn ar an dá chontrárthacht seo (agus ar cheann eile nár luaíodh go fóill).1 Ach ba mhaith liom díriú ar dtús ar an chineál fianaise a léiríonn gur clásail iad na frásaí a bhfuil suim anseo againn iontu. Féach, mar shampla, gur féidir na frásaí neamhinideacha seo a chomhordú le clásail inideacha: (6) Má [ thig na píléirí ] agus [ceist a chur ort an tú a ghoid a' t-airgead ] (os 88) 1D'éadfá a bheith in amhras, ar ndóigh, faoi ar cheart breathnú ar an difríocht idir sé, sí, siad agus é, í, iad mar chontrárthacht tuisil. Seans nach bhfuil sna foirmeacha dár tús s- ach foirmeacha a úsáidtear i ndiaidh briathair agus nach bhfuil ach an dá thuiseal sa Ghaeilge—tuiseal neodrach agus tuiseal sealbhach. I gcomhthéacs na teoirice seo, is lú arís líon na ndifríochtaí idir an clásal finideach agus an clásal neamhinideach. 5 mccloskey Glactar leis go coitianta nach féidir a chomhordú ach dhá rása ar den aicme chéanna chomhréire iad. Más fíor an méid sin, leanann den éidireacht a bhfuil léiriú uirthi i (6) gurb ionann catagóir chomhréire don chlásal finideach thig na píléirí agus an frása ceist a chur ort … . Níl amhras ar bith ná gur clásal an chéad cheann. Caithfidh sé mar sin gur clásal fosta an darna ceann. Díol spéise fosta gur féidir ceisteanna a dhéanamh as na frásaí neamhinid- eacha: (7) Cad é an réasún [ an méid sin oibire a thabhairt chucu ] (lsue 93) Go bhfios dom, ní féidir ceisteanna ar nós (7) a thógáil ach ar dhúshraith ar clásal í. Níl ar m'eolas teanga ar bith inar féidir leithéidí (7) a mhúnlú as frásaí ainmoc- lacha.
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