Reading Working Papers in Linguistics 4 (2000) - The University of ...

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K ALJENAIE person diagram, the two forms of feminine and plural verb forms show local variation. Table 2 Past / Perfect inflections in Kuwaiti Arabic a Person Number Gender Suffix Verb root (l-b-s) Gloss 1 SG - - (-ee-) t libast I wore PL -na libasna We wore SG M - (-ee-) t libast You (m) wore 2 SG F -tai libastai You (f) wore PL - -taw libastaw You wore SG M 0 libas He wore SG F -at libsat /ilbisat She wore 3 libsaw/ PL - -aw ilbisaw They wore a SG= singular; PL= plural; M= masculine; F= feminine; -=common. From the above Tables 1-2, two types of verb stem can be distinguished, the past/perfect libas and the present/imperfect lbis to which the inflections attach accordingly. Erwin (1963) argues that there are two stem types, a perfect stem and imperfect one and the vowel pattern in the stem as in daras a-a means past tense. The vowel melody plays a part in marking tense and aspect in KA which is not the case in Moroccan Arabic (Benmamoun 2000). Moreover, Ouhalla (1993) and Mohamed and Ouhalla (1995) suggest that vowel internal to the verb root stands for aspect (perfect and imperfect). According to his analysis of Meccan dialect of Arabic, Bakalla (1979) postulates that it is more reasonable and appropriate to assert that the vowel patterns in the stems indicate aspect and distinguish between perfect and non-perfect stems. Most importantly, there is no general rule which allows prediction of the stem vowel patterns; therefore, speakers learn them when they come across them and they learn them individually (Holes 1986; MECAS 1965). 6
EMERGENCE OF TENSE AND AGREEMENT 3. Method and Subjects The research is mainly based on two longitudinal studies of two Kuwaiti children, Sara and Osama. Sara is the youngest child in a Kuwaiti family. Both her parents are college graduates: her father is an engineer and her mother is a kindergarten teacher. She has two sisters; one is two years older than her and the other one is 4 years older than Sara. She went to a nursery at the age of two where Arabic is the first language. At home, Arabic is the dominant language, and the housekeeper (a non-native speaker of Arabic) speaks Arabic too. Osama is the youngest child in a Kuwaiti family. His parents hold higher degrees. His mother is a lawyer and she is working on her master degree. Osama has three brothers. He went to a nursery at the age of two where English is the language of communication. At home, a housekeeper who looks after him speaks English with Osama. He is an active boy, and constantly moving around the place playing with all the toys available. I noticed that Osama used several of English words mostly nouns, such as car, plane and twice he asked the question in English ‘what’s this?’. Afterwards, he started using Arabic words instead of English ones. According to his mother, Osama started playing with one of his relatives (a girl) who speaks only Arabic. Even his mother noticed that change in Osama. The two children were tape-recorded every two weeks for six months in sessions that last 45 minutes. I audio recorded all the sessions which took place at the nursery. One of Sara’s sessions was tape recorded at her home because of the holidays. The taping sessions did not include a wide range of children’s daytime activities. Bathing, toileting, dressing and playing outside were not included, since they were audio recorded at the nursery, so all the sessions took place in the classroom. However, we were able to move around from one room to another. The activities were mainly playing with toys and puzzles, and looking at stories and magazines. I was careful that the subjects were not tired, hungry or even sick to avoid any possible effect on the children’s linguistic behaviour. Voice recorded contextual notes were taken during the sessions which were easy to report. The following table shows the longitudinal data used in this paper. The two children in the study had unrestricted opportunity to talk and participate in conversation. This rich data serves as a permanent database for a more research in the future as well as data on the interlocutor’s linguistic input and interaction between adult and child. 7
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Page 6 and 7: K ALJENAIE testing ground. To what
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Page 14 and 15: K ALJENAIE Table 4 Osama’s longit
Page 16 and 17: K ALJENAIE The asterisk indicates t
Page 18 and 19: K ALJENAIE which is the transitive
Page 20 and 21: K ALJENAIE confirming Hyams (1986)
Page 22 and 23: K ALJENAIE Table 12 Sara’s realiz
Page 24 and 25: K ALJENAIE Table 15 Number of Infle
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Page 28 and 29: K ALJENAIE Motar, A. (1969). Khasai
Page 30 and 31: P. COUTSOUGERA Plural Plural Singul
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Page 36 and 37: P. COUTSOUGERA As can be seen, in r
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Page 42 and 43: P. COUTSOUGERA different areas of t
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Page 50 and 51: P. COUTSOUGERA References Anderson,
Page 52 and 53: R. INGHAM cognitive deficits. They
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R. INGHAM Did the [+LD] group perfo
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R. INGHAM using the Wilcoxon ranked
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R. INGHAM representations but also
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R. INGHAM Van der Lely, H., & L. St
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P. KERSWILL & A. WILLIAMS some vene
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P. KERSWILL & A. WILLIAMS far soone
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P. KERSWILL & A. WILLIAMS 3. Intern
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P. KERSWILL & A. WILLIAMS • Varia
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P. KERSWILL & A. WILLIAMS Despite s
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P. KERSWILL & A. WILLIAMS naturalne
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P. KERSWILL & A. WILLIAMS apparent
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P. KERSWILL & A. WILLIAMS Summary f
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P. KERSWILL & A. WILLIAMS Table 2 T
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P. KERSWILL & A. WILLIAMS regard it
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P. KERSWILL & A. WILLIAMS The ‘gr
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P. KERSWILL & A. WILLIAMS Table 4 (
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P. KERSWILL & A. WILLIAMS sociodemo
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P. KERSWILL & A. WILLIAMS Bardovi-H
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P. KERSWILL & A. WILLIAMS språkfö
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S. KULKARNI in the Indian caste hie
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S. KULKARNI ideologies, each emphas
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S. KULKARNI century. The Sabha was,
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S. KULKARNI The main study includes
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S. KULKARNI 4. Quantitative Analyse
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S. KULKARNI comparatively lower (in
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S. KULKARNI Table 3: Percentage use
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S. KULKARNI showing an almost compl
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S. KULKARNI 50 mean % std. score 40
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S. KULKARNI 100 mean % std. score 9
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S. KULKARNI Marathi the kin term /m
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S. KULKARNI not by the less-privile
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S. KULKARNI Bapuji, B.R. (1994).
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S. KULKARNI Sastry, J.V. (1993). Re
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J. MARSHALL 2. Change versus Resist
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J. MARSHALL have become more expose
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J. MARSHALL anthropologists. As man
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J. MARSHALL for data such as Milroy
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J. MARSHALL To some extent, [networ
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J. MARSHALL these close-knit ties a
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J. MARSHALL Life mode 1. Life modes
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J. MARSHALL There are, however, som
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J. MARSHALL can choose a high level
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J. MARSHALL Pedersen therefore, lik
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J. MARSHALL case that these people
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J. MARSHALL 6. Research Question an
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J. MARSHALL ‘are high in frequenc
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J. MARSHALL 6.5. Morphological Vari
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J. MARSHALL 4 Do you work/go to sch
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J. MARSHALL 8) I never eat brose or
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J. MARSHALL mentioned, a ‘real ti
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J. MARSHALL 3. LEXREC. This is an i
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J. MARSHALL which comes nearest to
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J. MARSHALL LIFMODLEXREC 60 50 40 L
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J. MARSHALL the different tests wer
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J. MARSHALL PHOVAR = 21.1 + 0.573 A
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J. MARSHALL There is no significant
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J. MARSHALL 7.6. SOCNET as a Predic
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J. MARSHALL SOCNET is again not sig
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J. MARSHALL integrated sociolinguis
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I. SINKA, M. GARMAN AND C. SCHELLET
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