Diachronically, agreement commonly emerges from clitic doubling, which in turn derives from topic shift constructions (Givón 1976) – a grammaticalisation pathway termed the Agreement Cycle. For accusatives, at the intermediate stages of this development, doubling constitutes a form of Differential Object Marking, and passes towards agreement as the conditions for its use are relaxed to cover larger sections of the Definiteness and Animacy Scales. Berber, a subfamily of Afroasiatic spoken in North Africa, shows widespread dative doubling with substantial variation across languages in the conditioning factors, which in one case has developed into inflectional dative agreement. Examination of a corpus covering eighteen Berber varieties suggests that low Definiteness/Animacy datives are less likely to be doubled. However, since most datives are both definite and animate, these factors account for very little of the observed variation. Much more can be accounted for by an unexpected factor: the choice of verb. “Say” consistently shows much higher frequencies of doubling, usually nearly 100 per cent. This observation can be explained on the hypothesis that doubling derives from afterthoughts, not from topic dislocation.
Sunday, November 16, 2014
Sunday, November 02, 2014
One useful way of separating linguistic education from language education is to look at universality. Some of what you learn in English class is useful across practically all languages, like the idea of a verb or of a vowel. Some of it is much more parochial; the fact that the plural of "child" is "children" is a historical accident relevant only to English and, at best, its closest relatives. Such parochial facts can be vital, of course; if you're going to grow up in an English-speaking country, you'd better be able to form your English irregular plurals correctly. But the more general concepts have a deeper interest; they help you analyse what you're saying, and make it easier to learn new languages. Unfortunately, those concepts are precisely the ones that have suffered most in recent decades. In the UK, at least, my own experience suggests that most high school graduates can't even reliably tell a noun from a verb. In theory, the latest changes to the English syllabus should change that - but given that many of the teachers were hardly taught any grammar either, one wonders how successful the reform will be.
In any case, if I were designing a syllabus, here is what I would suggest to start with. I'd be interested to see what other linguistically oriented people think:
Phonetics has never been a focus of early education, apart from the minimum necessary for teaching a child to read and write (and even that gets de-emphasised in some approaches). This is a shame, because the younger you are, the easier it is to learn to hear and pronounce unfamiliar sounds. Why not learn:
- The IPA, or at least the most commonly used symbols in it; be able to pronounce and recognise them. This should include tone if at all possible.
- Basic articulatory phonetics: how the configuration of your vocal organs relates to the sound produced, and how to use this knowledge to pronounce unfamiliar sounds. (If your language uses Devanagari, you should have an advantage, as this is practically built in to the alphabet anyway; students of tajweed too will come across this issue at some point.)
- Phonology: the concepts of the phoneme and of conditioned allophones. That way when you learn another language you'll at least know why some sounds give you so much more trouble than others.
- Metric structure: syllable, foot, etc. (Yes, I know the concept of syllable is controversial, but you'll need this to be able to study poetry anyway.)
Morphology is a lot more language-specific than the other topics here, but one should at least know:
- How to decompose a word into its component morphemes (prefixes, suffixes, templates, roots...), and guess its meaning from them if necessary.
Syntax: Unlike phonology, this has traditionally been deliberately taught, and you should certainly know:
- The parts of speech: noun, verb, adjective, preposition, etc... and how to tell them apart.
- Argument structure and case: subject, direct object, nominative, accusative, etc.
- How to to break down a sentence into its phrase structure: what modifies what? What is a phrase, and what is its head? For best results, try being able to diagram it.
Unfortunately, it's not quite so simple: all three of those - especially the latter - are the subject of major controversies between different syntactic theories... (Two good Language Log posts on this issue: parts of speech and sentence diagramming.) If you teach whatever theory happens to be traditional where you're from, you may not make any friends in academia, and you risk perpetuating some old misconceptions; but you will certainly leave your students much better prepared to learn any more current theory - or any language - than if they had studied no grammar at all.
Historical linguistics and sociolinguistics: The language you speak most likely has relatives, and certainly contains words borrowed from other languages. You should understand:
- That there is normally variation inside a single language, which people often use to signal their social position and to identify the social position of others, and over which people's control is limited.
- That languages change over time as some variants become obsolete and others emerge, and in what ways they change - sound shift, semantic shift, borrowing, morphological and syntactic change...
- That different changes accumulating in different areas can split what used to be one language into several, and that people can abandon one language and start speaking another one instead.
- That sound shifts are usually regular, and that this regularity can be used to identify potential cognates (making it easier to learn languages related to ones you know.)
There should certainly also be some semantics and pragmatics in this list, but I'm not feeling especially inspired on either subject at the moment - any thoughts?
Thursday, October 30, 2014
I've wondered for years where the Korandjé verb wəy "gather (firewood)" comes from. It normally appears in the idiom a-wwəy-ts skudzi [3Sg-gather-hither wood] "she gathered in firewood". On p. 333 of Heath's grammar, I found the explanation, in the following example:
[He] has brought firewood here.
The Tamasheq verb in question, awəy in the imperative, is simply the normal Berber word for "take, bring" (which in Korandjé is expressed with a Songhay verb, zəw), so I would have hesitated to connect them based on a dictionary entry alone. But given this attested usage with "firewood", the semantic specialisation poses no problems. What does surprises me is that it was borrowed as a bare stem, rather than with a fossilised 3rd person prefix y/i - contrast yəf (Tashelhiyt y-arf "roast", not attested in Tamasheq), ikna "make" (Tamasheq i-kna). Usually, only stems that start with a syllabic onset are borrowed into Korandjé without the y/i.
Another probable loan into Korandjé that I noticed going through the grammar is Korandjé ləwləw "shine, gleam" - cp. Tamasheq m̀ələwləw "shine".
However, a number of words have gone the other way - from Songhay into Tuareg. Heath comments on many of these in his dictionary (eg kə̀rikəw "practice sorcery"), but not all. One that struck me is the verb ḍùkr-æt "become angry at", obviously related to Gao Songhay dukur "be angry"; I don't recall seeing this verb elsewhere in Berber (not even in Alojaly's dictionary of Tamajeq), whereas it's widespread in Songhay.
Obviously cognate are Tamasheq é-tæqq "male ostrich" and widespread Songhay forms such as Gao taatagey, Fulan Kirya taataɣey "ostrich" (the shift of g to ɣ next to non-high back vowels is regular in several Songhay varieties, and in Tamasheq qq is the geminate equivalent of ɣ). The word is generic in Songhay but specific in Tuareg - the opposite of what we saw with "bring" - which suggests to me that it was borrowed into the latter, as does the fact that I don't find the term in Alojaly's Tamajeq dictionary. However, since ostriches are extinct in most Berber-speaking areas, it's difficult to prove the direction of borrowing.
Thursday, October 23, 2014
Maarten Kossmann has uploaded his preliminary classification of Berber varieties based on shared innovations: Berber subclassification (preliminary version). He divides Berber into seven blocks:
- Zenaga block (Zenaga of Mauritania, Tetserrét in Niger)
- Tuareg block
- Western Moroccan block (SW Morocco, Central Morocco, i.e. Tashelhiyt and
most of Tamazight)
possibly including NW Moroccan Berber (Ghomara, Senhadja de Sraïr)
- Zenatic block (Eastern Morocco, Western Algeria, Saharan oases, Tunisia, Zuara) extending towards the east with Sokna, Elfoqaha, Siwa
- Kabyle (N Algeria), possibly linked to the western Moroccan block
- Ghadames (Libya), probably to be linked to Djebel Nefusa (Libya)
- Awdjilah (Libya)
The most interesting Kabyle varieties for historical reconstruction are the little-known ones of the extreme east, "Tasahlit". As it happens, Abdelaziz Berkai has just uploaded his recent thesis, a dictionary and sketch grammar of the Tasahlit of Aokas: Essai d’élaboration d’un dictionnaire Tasaḥlit (parler d’Aokas)-français. The quality of his work appears excellent, and this will no doubt be a very useful resource. The choice of dialect, however, is not entirely ideal. It is clear from Basset's dialect atlas, and from the all too rare comments in Rabdi's grammar on neighbouring varieties, that the vocabulary of Aokas is still quite close to that of Bejaia; the really divergent varieties seem to be those of the Babor Mountains and Oued el Bared, approaching Jijel, and those are the ones most likely to give an insight into the dialect of the now largely Arabised Kutama.
I haven't yet had time to properly look at Samir Ben Si Said's thesis, De la nature de la variation diatopique en kabyle: étude de la formation des singulier et pluriel nominaux, but it tackles the synchronically as well as diachronically thorny problem of Berber non-concatenative morphology, and argues for an approach based more on roots than on stems, contrasting with another important study I've been working through lately, Heath's Grammar of Tamashek (Tuareg of Mali).
Tuesday, October 21, 2014
We observe that in the first set of examples, the subject precedes the verb; this is the usual form in an Amazigh clause consisting of a verb and a subject.
In the second set of examples, the subject follows the verb. This happens in the following cases:
- The subject may follow the verb when it is specific and known to the speaker and listener because there is a connection between speaking of it and a previous expression involving speaking of the same subject. For instance:
twelleh! afunas-nni yetthaḍa - Watch out, that bull rampages.
After the two parties have parted, they meet again the next day, and one says to the other:
yak yhaḍ ufunas ay-tessečned asennaṭṭ! - Indeed that bull you showed me yesterday really did rampage!
Here, the subject - the bull - is specific for both parties to the conversation in the second usage, since it had been spoken of earlier.
- For the sake of irony, which can only be deduced from the context surrounding this expression and from the circumstances of discourse, eg if we say:
tiɣawsiwin-ess tqimant-edd ɣel wezğen, drus mi yefra igget, ay-tinid : yebṛem werğaz ! - His affairs stay half-done, rarely does he resolve even one, and you tell me: he's a careful man!
- The subject may follow the verb obligatorily in the serial aorist, eg:
yuli tazdayt yuḍa-y-as wemjer - He climbed the date palm and the sickle fell from him [and dropped the sickle].
It may also occur directly following the verb in the future tense aorist, eg:
ad tatef teğrest ad yireḍ isemmuṛa n tḍuft or tağrest ad tatef ad yireḍ isemmuṛa n tḍuft - When winter comes, woolen clothes are worn.
They follow this up with an observation that seems quite astonishing from a comparative Berber perspective (p. 131):
A subject following the verb is put in the construct state if definite, this being the normal case for the postverbal subject, and is put in the free state if indefinite without any need for the [indefinite] article iggen / igget ["one"].
Unfortunately, they provide no examples to illustrate this claim.
Saturday, September 20, 2014
Très tard, j'ai commencé cet été à mieux organiser mes notes léxicographiques sur le berbère siwi d'Egypte. Ayant atteint 2300 mots après avoir transcrit trois carnets, je prend une pause pour donner une observation qui pourrait être utile un jour à l'aménagement linguistique, si ce dernier est envisageable pour un parler aussi minoritaire ... Pour former les noms déverbaux, le berbère siwi d'Egypte utilise souvent une stratégie analytique assez différente des stratégies morphologiques préférées ailleurs en berbère : la particule du génitif, n, + le nom verbal. J'en ai neuf exemples clairs, pour ne pas parler d'autres cas plus opaques. Le nom peut être le complément du verbe :
- ačču manger : n-ačču nourriture
- aknaf rôtir : n-aknaf viscère / aubergine rôti
- alessa se vêtir : n-alessa vêtements
- tiswi boire : n-tiswi boisson
- ančlaħ glisser : n-ančlaħ planche de dune
- asebded arrêter : n-asebded bouton d'arrêt
- aṣṣey tenir : n-aṣṣey poignée
- azerzi chasser (les mouches) : n-azerzi chasse-mouche
- aɛenɛen s'asseoir : n-aɛenɛen la planche transversale d'un chariot sur laquelle on s'asseoit
Sunday, September 14, 2014
To understand linguistic causation in the past, an essential starting point is to look at it in the present. Suppose that you are a native speaker of English:
- If you say "football" or "garage" to your child while speaking English, it's because you grew up speaking English, and you know that this is what other English speakers say. The fact that French speakers happen to call it "football" too, if you're even aware of it, has nothing to do with your choice of words.
- If you say "football" or "garage" to your child while speaking French, it's because you later studied French, and you know that this is what French speakers say. The fact that it's also what English speakers say no doubt made it easier to memorise, but if French speakers had named them something else, you would be doing the same.
We thus see that, for shared words, inheritance from either of two radically different languages can yield precisely the same outcome. The fact that English and French share these words in the first place is obviously due to contact (in each direction). The fact that your child is growing up with them, however, is because you're faithfully passing on the existing norms of one or the other language, not because you're combining them. In historical linguistic jargon, the use of the word "football" is at this point being inherited, not borrowed. Thus, if an English-monolingual Cajun says "stupid", it's not because he's managed to hold on to his ancestors' French word "stupide", it's because that happens to be the English word for it.
So, if we have a word in language A, and find the same word in two potential source languages B and C, we can't determine which it came from by looking at which language was spoken in the area earlier, or which was spoken by the speakers' ancestors. We can only determine which it came from by determining which language (if either) was transmitted as a whole, and the evidence for that can only come from forms that aren't shared between B and C. I leave the application of this to Levantine ʕāmmiyya as an exercise for the reader.
* It's beating a dead horse at this point, but: this Automated Similarity Judgement Program? It, too, finds that Levantine is way closer to Standard Arabic than to Aramaic, just like any historical linguist could have told you from the start.