Phase-based Constraints within Match Theory

This paper argues that Match Theory (Selkirk 2011) cannot account for some types of phrasal syntax-prosody correspondence in Blackfoot (Algonquian; Frantz 2017). I focus on the verbal complex and show that the verbal complex contains phrasal syntactic structure all the way up to a CP phrase, and that it contains two distinct prosodic constituents corresponding the vP/VP and the CP, respectively. Since the verbal complex contains phrasal syntax, theories of phrasal syntax-prosody correspondences should apply. I argue that the definitions of the syntactic units which correspond to prosodic constituents must be redefined based on phases, and show how a phase-based revision of Match Theory can account for the syntax-prosody correspondence in Blackfoot verbal complexes. The result is a unified theory of the prosodic phonology of stems and phrases which is built on universal syntactic definitions. Although Match Theory is the theoretical focus of this paper, the evidence from Blackfoot implies that phrasal syntax-prosody correspondences can and should be brought 'below the word' in any theory of prosodic phonology.

A Note on Morphophonological Changes of Fulfulde Verb Suffixes

This paper attempts to analyse the changes of Fulfulde verb suffixes, with particular attention to Adamawa Dialect. The aim of the paper is to analyse verb suffixes to identify the nature of the changes and the conditions that trigger them. The study employed unstructured observation to collect the data and oral interview was used to validate them. Generative Phonology (GP) was adopted as the theoretical framework for data analysis in the study. The study reveals that both phonology and morphology interact in the process of changes that occur within the verb suffixes in Fulfulde. It shows that each voice has a single underlying suffix, which interacts with various tense suffixes to derive a complete verbal complex. Considering the various environments that have different suffixes with common characteristics across the three voices, the changes are found to be triggered by certain rule-based conditions.

Object Sharing in Mbya Guarani: A Case of Asymmetrical Verbal Serialization?

In this paper, we intend to describe and discuss the grammatical status of the V1-V2 (Cy/vy) constructions found in Mbya Guarani which can express simultaneous events, among other meanings, and which involve a single clause. We suggest here that this verbal complex can be treated as a case of asymmetrical verbal serialization because it contains verbs from a major lexical class, occupying the V1 slot, followed by a more restricted intransitive verbal class, such as movement, postural, or stative verbs, which stands in the V2 position. The curious property of these constructions is that V2 can be transitivized through the attachment of applicative or causative morphemes and “share” its object with transitive V1. “Object sharing” is another property attributed to serialization, as suggested by Baker and Baker and Stewart, which may be seen as a strong argument in favor of the present hypothesis. We will also provide evidence to distinguish Mbya Guarani V1-V2 (Cy/vy) complex from other constructions, such as temporal and purpose subordinate clauses, involving the particle vy.

Verbal complexes in Thai

This chapter investigates the serial verb constructions (SVC) in Thai, where the predicate takes the structure [V1 NP1 V2 (NP2)]. Focusing on a type of two-component SVC in which one component verb is the head and the other the modifier, we attempt to pinpoint those SVCs that correspond semantically to the Indian-type vector compound verbs, differentiating them from the Chinese-type resultative serial verbs. The V2 verbs, which are drawn from a limited set of verbs, modify the main verbs in V1 in terms of grammatical aspectual meanings or pragmatic meanings. The grammatical aspectual meaning of V2 is a part of the propositional meaning of the verbal complex and is relatively easy to identify. Most V2s in Thai verbal complexes modify V1s in terms of pragmatic specifications, which are rather difficult to spell out, and can be omitted without affecting the propositional meaning. These V2s are considered analogous to vector verbs.

Componential Analysis of ‘Gbá’ Verbal Complex and Its Relevance in Second Language Teaching

This work examines the componential analysis of the gbá verbal complex in Igbo. It investigates the complex verb gbá in order to find out the basic components of the verb in Igbo thereby arriving at its lexical meaning. The paper adopts the theory of componential analysis for the analysis of data. The data used for the study were elicited through informal interview and the researchers’ intuitive knowledge as native speakers. The study found out that ‘gbá’ is a verb of movement or motion which results into change of position. This is applicable to all the words that bear the verb root. The distinguishing features that exist among them are equally observed. It is found out that different meanings associated with the word bearing the verb root ‘gbá’ is based on the verb that selects the complement thus the word gbá-égwú means ‘dance’, gbá mgbá ‘wrestle’ and gbá oso ‘run’. It will bring clarity among the meanings of lexemes in the same semantic domain. These findings will be beneficial to curriculum designers by giving them the insight on areas to stress more in teaching second language learners and for documentation.

Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs

Aim of the study: The aim of this longitudinal study was twofold: first, to determine whether the relationship between working memory measures and language performance in young English language learners (ELL) remains constant over the year. The second aim was to determine if performance on working memory tasks predicts future performance on language measures. Methodology: The participants were 27 ELLs between the ages of 5 and 6 years who were in their first year of formal schooling and attended the same mid-low socioeconomic status school in South Africa. The participants were tested three times throughout the year on tasks of working memory and an English assessment battery. Data analysis and results: Mixed effects models and multiple linear regression were used to address the aims of the study. The first aim of the study showed that there are significant correlations between all working memory measures and all language measures in varying strengths across the year. The second research aim further elaborated on this by showing that both phonological working memory and non-verbal complex working memory are implicated in the acquisition of syntax, semantics and pragmatics at different points throughout the year. Implications and originality: Language acquisition in ELLs is not a stand-alone process and working memory measures may be able to predict future language outcomes. This could indicate that working memory measures may be used as an indicator for who may need language intervention, at a time when the ELL only has limited English proficiency and limited English exposure. This research is the first of its kind to originate from Africa, with a sample from low socioeconomic, culturally and linguistically diverse circumstances who are exposed to English consistently for the first time and are tested with working memory tasks with less strong language components.