Syntactic and aspectual functions of Latvian verbal prefixes in Livonian

Uralica Helsingiensia ◽

10.33341/uh.85032 ◽

2019 ◽

Author(s):

Santra Jantunen

Keyword(s):

First Language ◽

Perfective Aspect ◽

Case Alternation ◽

Verbal Prefixes ◽

Grammatical Functions

This paper presents an analysis of an assumed contact-induced change in the Livonian modes of expressing perfective aspect: the adoption of Latvian-origin verbal prefixes expressing perfective aspect. The main objective of this article is to determine whether long-standing contact between Livonian and Latvian has led to the introduction of verbal prefixes as both pure lexical elements and, in parallel, as markers of grammatical functions that distinguish Livonian from its closest cognate languages. The current study is based on the data derived from unpublished recordings and published written material representing spoken Livonian, already extinct as a first language in the traditional speech area. There are a total of eleven Latvian-origin verbal prefixes in Livonian, a language which usually does not display this category. The prefixes are as follows: aiz-, ap-, at-, ie-, iz-, nuo-, pa-, pie-, pōr-, sa-, and uz-. In Latvian, most of these items can be used as bound verbal prefixes and also prepositions marking adverbial functions. In Livonian, these prefixes can be combined with both Livonian and Latvian verbs but, as a rule – except for pa- – they do not occur as prepositions. The frequency of their occurrence in the data varies considerably and, presumably, corresponds to the degree that a given prefix may derive perfective verbs. In fact, verbal prefixation can be considered, to some extent, a means for expressing perfective aspect in Livonian, thereby adding a secondary strategy to the inherent Finnic way of expressing aspectual oppositions, namely the object case alternation and verbal particles.

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Contact-induced grammaticalization

Studies in Language ◽

10.1075/sl.33.2.06mat ◽

2009 ◽

Vol 33 (2) ◽

pp. 366-395 ◽

Cited By ~ 18

Author(s):

Stephen Matthews ◽

Virginia Yip

Keyword(s):

Hong Kong ◽

Language Acquisition ◽

Language Contact ◽

First Language ◽

Community Level ◽

First Language Acquisition ◽

Developmental Processes ◽

The Individual ◽

Substrate Influence ◽

Grammatical Functions

It is widely acknowledged that developments in bilingual individuals parallel, and ultimately underlie, those taking place in the course of contact-induced change. In this paper we address the poorly understood relationship between the individual and community-level processes, focusing on the process of grammaticalization in circumstances of language contact and the corresponding developmental processes in bilingual acquisition. The phenomena chosen for discussion are drawn from Singapore Colloquial English (SCE) and from the Hong Kong Bilingual Corpus (Yip & Matthews 2000, 2007). Parallel developments in SCE and bilingual acquisition are analysed as cases of contact-induced grammaticalization as defined by Heine and Kuteva (2003; 2005), with some modifications. The emergence of already as a marker of aspect presents a case of ‘ordinary’ contact-induced grammaticalization, while the development of grammatical functions of give represents a case of replica grammaticalization. One implication of these findings is that bilingual first language acquisition is a possible route for substrate influence, both in general and specifically in the development of contact languages such as pidgins and creoles.

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How far out is ‘out’? On the grammatical functions of the Estonianvälja‘out’

Language and Cognition ◽

10.1515/langcog-2013-0023 ◽

2013 ◽

Vol 5 (4) ◽

pp. 375-408

Author(s):

Tuomas Huumo ◽

Kersten Lehismets

Keyword(s):

Three Dimensional ◽

The Other ◽

Initial Configuration ◽

Cognitive Grammar ◽

Cognitive State ◽

Perfective Aspect ◽

Other Hand ◽

Change Of State ◽

Starting Point ◽

Grammatical Functions

AbstractAmong the typologically agglutinative Finno-Ugric languages, Estonian is in many ways exceptional since it has developed a long way towards the analytic type. One indicator of this is the extensive use of particles and adverbs to indicate grammatical relations such as aspect. Our paper discusses, in a Cognitive Grammar framework, the grammatical functions of the adverbvälja‘out’, which is originally an illative (‘into’) case form of the lexical nounväli‘field’. Our study shows how the meanings evolve along a continuum from concrete senses to more abstract ones, and we set out to find motivations for the development. The formväljahas developed numerous usages as an adverb and a verb particle. Its concrete spatial meaning is that of indicating a relation where a mover exits a (typically three-dimensional) container and moves from its inside to its outside. The abstract functions of this multi-functional gram include the following ones: 1) a change in the cognitive state of an animate participant (e.g., as the result of acquiring information), 2) changes-of-state metaphorically represented as motion out of a container, 3) terminative direction or distance (‘all the way to X’) and 4) perfective aspect. We argue that a crucial factor in the development of these functions is the placement of the conceptualizer's viewpoint either inside or outside the container which the mover exits. A viewpoint outside the container means that in the initial configuration the mover is hidden from the conceptualizer's view, and when exiting the container it becomes accessible to the conceptualizer. This meaning motivates abstract functions whereväljaindicates incipient availability or accessibility of the mover. On the other hand, a viewpoint situated inside the container results in the meaning where the mover (that exits the container) escapes from the conceptualizer's view, or, in abstract expressions, its cognitive dominion. This motivates the use of the gram in many expressions of a change of state, and in particular builds a link to its aspectual functions where it indicates the spatiotemporal extent of an event or an entity by measuring the distance from the starting point of such (concrete or metaphorical) motion.

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SLAVIC INFLUENCE IN THE GRAMMATICAL FUNCTIONS OF THREE YIDDISH VERBAL PREFIXES

Linguistics ◽

10.1515/ling.1964.2.7.83 ◽

1964 ◽

Vol 2 (7) ◽

Cited By ~ 2

Author(s):

PAUL WEXLER

Keyword(s):

Verbal Prefixes ◽

Grammatical Functions

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Adaptation of the Connected Speech Test: Rerecording and Passage Equivalency

American Journal of Audiology ◽

10.1044/2019_aja-19-00052 ◽

2020 ◽

Vol 29 (2) ◽

pp. 259-264 ◽

Cited By ~ 2

Author(s):

Hasan K. Saleh ◽

Paula Folkeard ◽

Ewan Macpherson ◽

Susan Scollie

Keyword(s):

Speech Perception ◽

North American ◽

First Language ◽

Intraclass Correlation ◽

Normal Hearing ◽

Connected Speech ◽

Internal Reliability ◽

Speech Test ◽

The Mean ◽

Unit Standard

Purpose The original Connected Speech Test (CST; Cox et al., 1987) is a well-regarded and often utilized speech perception test. The aim of this study was to develop a new version of the CST using a neutral North American accent and to assess the use of this updated CST on participants with normal hearing. Method A female English speaker was recruited to read the original CST passages, which were recorded as the new CST stimuli. A study was designed to assess the newly recorded CST passages' equivalence and conduct normalization. The study included 19 Western University students (11 females and eight males) with normal hearing and with English as a first language. Results Raw scores for the 48 tested passages were converted to rationalized arcsine units, and average passage scores more than 1 rationalized arcsine unit standard deviation from the mean were excluded. The internal reliability of the 32 remaining passages was assessed, and the two-way random effects intraclass correlation was .944. Conclusion The aim of our study was to create new CST stimuli with a more general North American accent in order to minimize accent effects on the speech perception scores. The study resulted in 32 passages of equivalent difficulty for listeners with normal hearing.

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Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Cited By ~ 1

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

English Language Learners ◽

Language Learners ◽

School System ◽

English Language ◽

First Language ◽

The United States ◽

Public School System ◽

Language Difference ◽

Number Of Children ◽

School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

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A Strengths-Based Approach to Autism: Neurodiversity and Partnering With the Autism Community

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig1.56 ◽

2017 ◽

Vol 2 (1) ◽

pp. 56-68 ◽

Cited By ~ 8

Author(s):

Amy L. Donaldson ◽

Karen Krejcha ◽

Andy McMillin

Keyword(s):

Broad Spectrum ◽

First Language ◽

Family Members ◽

Community Identity ◽

Speech Language Pathologists

The autism community represents a broad spectrum of individuals, including those experiencing autism, their parents and/or caregivers, friends and family members, professionals serving these individuals, and other allies and advocates. Beliefs, experiences, and values across the community can be quite varied. As such, it is important for the professionals serving the autism community to be well-informed about current discussions occurring within the community related to neurodiversity, a strengths-based approach to partnering with autism community, identity-first language, and concepts such as presumed competence. Given the frequency with which speech-language pathologists (SLPs) serve the autism community, the aim of this article is to introduce and briefly discuss these topics.

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Working With Interpreters to Support Students Who Are English Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp1.sig16.15 ◽

2016 ◽

Vol 1 (16) ◽

pp. 15-27 ◽

Cited By ~ 3

Author(s):

Henriette W. Langdon ◽

Terry Irvine Saenz

Keyword(s):

United States ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

First Language ◽

The United States ◽

The Other ◽

Primary Language ◽

Second Best ◽

Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

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