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, We'll try to catch some river fish for dinner
, Is there a celebration in the village, or something? 13. I didn't know
, We EXC:DU just need food for our EXC:PL family. 16. My wife had bought a chicken at the market the other day, 17. but our EXC:DU children DU ate it all already: 18. now we EXC:PL have nothing left at home! 19. Besides, we EXC:PL don't have enough money any more, vol.15
,
, I'm sorry that you PL have no food left
, VERBS: go, walk, bathe, fish, catch, buy; (dine), eatINTR, eatTR; harvest; bring; (have), (lack); know, (not.know), understand; (try), need, want; help, give ? NOUNS: food, river, fish, chicken, vegetables, market, family, house/home, village, celebration/party, money
, LOCATIVES: down
, village' (12) appears in a locative phrase; 'know' (13) is found exclusively in a negative clause; 'children' (17) only appears as an agentive phrase in the dual, etc. Depending on the profile of the language, it may be easy or complex to infer from these surface forms the other elements of the paradigm -e.g. 'child' in the singular, 'children' in other cases? This investigation can be carried out by the linguist through elicitation
, D1 collects a good deal of common phraseology: ? GREETINGS good morning; hello; how are you
, For example, what is given in (12) as "Oh I see" might be translated in some languages by the 1SG form of a verb 'see' (or 'understand' or 'know') like in English; but in other languages, it might be more idiomatic to use an interjection (something like 'Alright!' or 'True!' or 'Yes'), Some formulations, which in English take the form of a constructed clause, may be rendered in the language by different strategies ( §3.1.1)
, Are things good?', while its answer in (4) could be a formula such as 'Thank God' or 'Peace only'? In (27), some languages lacking a Thank you interjection might still have an idiomatic way to express gratitude in that particular situation: e.g. You are very kind or God bless you. Some cultures might rather opt for a mere gesture or a facial expression. The more idiomatic the formulation, the better. resort to a negative existential for example. The equivalent of Eng. 'try' may be a conative affix or an adverb; 'really' in (20) may be encoded by prosodic strategies; etc. will all be coming to our community: 3. men and women, children, old people, of course must not be translated literally: its natural equivalent might be something like
, B -Yes of course, like we always do
, A -Our leaders will start with a welcome speech
, Then, people will pray in the morning
, After that, we'll all share lunch together
, B -In the afternoon, I hope we can have songs and dances. 11. The people of X will sing their songs
, 12. we too, we shall sing our own songs, and do our own dances?
, A -Yes, good idea. Everyone loves music and dance
, B -As we find some rest, our elders will be able to tell stories from the olden times
, A -This will be great. They know so many stories
, B -And then, in the late afternoon, our two communities will part again. 17. That will be the end of the day of celebration
, A -Remember that you and I are in charge of the organization this year
, B -Perhaps we INC:DU should call a meeting tomorrow morning in the community 20. and tell our people what they should do
, A -Some of us can clean the village area, 22. set up the place for the celebration
, B -Other people can make the costumes for the dances. 24. We must choose which dances to showcase
, 25. and we must rehearse them!
, don't forget: we'll have to prepare food, 27. enough food for two hundred people
, B -Oh dear, that will be a lot of work for us all
, Let us start today! 1. A -Good morning Doctor, how are you? 2. B -I'm fine
, A -Well? I'm not feeling well these days
, That's why I came to see you
,
, A -I can't sleep well at night
, I sweat, I have nightmares, and then I wake up in the middle of the night
, Sometimes I feel hot, sometimes I'm cold. I must have fever?
, B -Let me check your forehead? Oh yes, you're hot! 10
, But every time I wake up, I'm very thirsty; I feel I need to drink. 13. And also, my belly hurts, vol.12
, B -Does it hurt during the day? or only at night?
, A -Mostly at night. I don't know why. 16. Doctor, I'm a bit worried: what is going on?
, B -Did you eat anything particular lately?
, let me remember? No, I don't think so. 19. Oh wait, actually yes I did! 20. Last week, my child came back from the forest with some strange fruit I had never seen. 21. He gave them to me
, B -Did you?
, A -Yes I did. Actually I liked it, it was sweet. I ate many of them. 24. But then, I became sick after that
, It must have been that fruit that made you sick. 26. If you hadn't eaten so much
, A -Oh Doctor, you're right. I shouldn't have. 28. What should I do now?
, t worry. I'll give you some medicine for you to drink. 30. You will take it twice a day: once in the morning, and once again in the evening, after dinner
, A -Alright Doctor. And then I'll be better?
, you should get better soon. 33. This is efficient medicine against fever and belly-ache
, Also, you must get some rest
, Don't go to work: you need to sleep
, A -Alright Doctor, I understand. I'll get some rest. 37. Thank you so much! CONTEXT: A young girl
, have you seen my notebook? 2. I've been looking for it everywhere, but I can't find it! 3. B -I don't know, sister
, A -It's my math book. It's a thick
, You've seen it already
, I was doing my homework on it last night in the dining room
, A -No. I put it away in my schoolbag before I went to sleep
,
, A -Yes I did; it's not there
, B -Or perhaps on Dad's desk, maybe it's hidden under another book? 12. A -Wait? No, I can't find it
, B -Let me look in the kitchen? Hm
, A -But I need it for my math class today! 15. The teacher will be quite angry if I don't have my notebook with me. 16. He will think I didn't do my homework
, Uh oh? I think I found it! 18. A -Really?! where?
, What's that he's holding in his hands? 21. Isn't it your notebook?, vol.20
, A -Oh my god, yes it is. But he has shredded it into pieces!
, B -It looks like he's been playing with it all morning
, A -Oh dear, what happened to my homework?! 25. Now I need to buy a new notebook, 26. and start my work all over again. 27. Poor me! What a disaster?
, A -Have you ever seen pictures of my family? 2. B -Well, I've met some of your relatives, but I've never seen your pictures
, A -Here is an old photo album I just found in my parents' room
, show it to me please! 5. Who's this on that first photo? 6. It looks like olden times, it's in black and white
, A -These are my grandparents, on my mother's side: Grandpa here on the left, and Grandma on the right
, The people around them must be their friends, or other relatives
, B -Was that the day of their wedding?
, On their wedding, they were older than this. 11. This must have been the day when they got engaged. 12. In those times, the day of engagement used to be a major event for the whole family
, B -Did you know them?
, A -Who? My grandparents?
,
, A -Actually no. I heard they died before I was born. They were born a long time ago
, B -Oh I see. And who's that on the second photo?
, A -This is my mother, when she was a child. 19. I guess she was coming back from school: look at her schoolbag
, And the small boy behind her, who's that? 21. A -That's my uncle Teri. You've never met him
, B -And what school did they attend then?
, A -That was an old school that doesn't exist any more
, B -Let me see this other photo. 25. This woman is surely your mother again
, Oh, I think I know who this child is. That's you!
, A -That's me indeed! How did you recognize me?
, re a small child, but I recognize your eyes and your smile. 29. You look mischievous on that picture. 30
, But I'm not a child any more, I've grown up now. 32. Today my mother would not be able to carry me on her back like that! 33. I'm taller than her, and heavier too
,
, This elicitation session, incidentally, may provide the fieldworker with an occasion to elicit more kin terms on the side. D5 will show whether the language's morphosyntax uses the same possessive structures for all nouns, or whether it distinguishes -like many Oceanic languages do, for example -between possession of kin terms (my grandparents, your mother, their relatives?), possession of body parts (her back, your eyes) and possession of other types of nouns (their room; their friends; their wedding; her schoolbag; your smile). Besides possession, D5 elicits complex noun phrases showing a diversity of internal syntax: the pictures of my family
, A -nek itok? 4. B -in? itok, ?ba komjo?
,
, B -komjo s? van av??
, A -kamjo s? van how le?be ?n, a?? how ?en
, B -s? akt??? a s? suwsuw ok?
, A -???????? ?? [???? ] tat?h, kamjo tit suwsuw vest? k? p?iji?. 10. kamjo s? van japjap. 11. kamjo s? jap ta?anm?m momo te le?be
,
, 15. kamjo n?mjos ewe s? vel ta?anm?m ??n??n. 16. i?nik mewel to nututu vitwa? lamaket anejeh ?, 17. ?ba intimamjo kojo mal ??n k? p?et, 18. to?? tat?h ?anm?m hap s? le?? m? e?en ! 19. ?basto, tat?h n?nm?m sem s? a s? hajtejeh, vol.20
URL : https://hal.archives-ouvertes.fr/hal-00016162
, 22. n?m?ajsen a s? tat?h ?anmi hap s?. 23. n? t??bji? veh kimi, jehe min?. 24. nihna? na?anmamjo i?nik ? hip ae, a nihna? te letk? p?e n?nmamjo. 25. ike a mi?iljak to m? an?j to mavan tej m? le?? m?. 26. komjo w? n?mjos ?
URL : https://hal.archives-ouvertes.fr/hal-00085440
, hijwe? vewe komjo a nekeken! 28. B -tat?h, itok
, A -komjo s? l?p ta?anm?m hina? m?, to kamjo s? l?p ta?anmi momo van. 30. k? p?iji? a?k? p?o? ? ?en ?d?l s? ??n??n tiwa?
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