From d2da853b9eb430679e7238b93996f8e4651a39c1 Mon Sep 17 00:00:00 2001 From: uakci Date: Sat, 19 Dec 2020 04:55:30 +0100 Subject: fixed encoding --- 2004-en-alt/ithkuil-ch5a-verb-morphology1.html | 200 ++++++++++++------------- 1 file changed, 100 insertions(+), 100 deletions(-) mode change 100755 => 100644 2004-en-alt/ithkuil-ch5a-verb-morphology1.html (limited to '2004-en-alt/ithkuil-ch5a-verb-morphology1.html') diff --git a/2004-en-alt/ithkuil-ch5a-verb-morphology1.html b/2004-en-alt/ithkuil-ch5a-verb-morphology1.html old mode 100755 new mode 100644 index 49dace0..420f56f --- a/2004-en-alt/ithkuil-ch5a-verb-morphology1.html +++ b/2004-en-alt/ithkuil-ch5a-verb-morphology1.html @@ -92,8 +92,8 @@ -

The Ithkuil verbal formative (termed “verb” in - this chapter for simplicity’s sake) is the workhorse of the language, +

The Ithkuil verbal formative (termed “verb” in + this chapter for simplicity’s sake) is the workhorse of the language, inflecting for twenty-two different morphological categories. These include the eight categories shared by all formatives and already discussed in Chapter 3: Configuration, Affiliation, Perspective, Extension, Focus, Essence, @@ -129,10 +129,10 @@

A highly stilted but approximate English translation of the above, capturing as many of the nuances of the Ithkuil phrase as possible, would - be: ‘…despite apparently being on the verge, contrary to the + be: ‘
despite apparently being on the verge, contrary to the allegation, of just so happening to want to succeed in vowing to maybe return periodically to the honorable practice of superlative architecture for others - to follow by example’

+ to follow by example’

In this chapter we will examine eight of the 14 morphological categories particular to verbal formatives. The six categories specific to aspectual adjuncts will be described in Chapter @@ -190,13 +190,13 @@

The DIRECTIVE illocution is marked by - the affix -’- (i.e., the glottal stop). For stems whose + the affix -’- (i.e., the glottal stop). For stems whose C1 radical is a single stop or affricate consonant (i.e., plus corresponding ejectives or aspirates) in mutational grades 1 through 8, this illocution is shown by gemination of the initial consonant of C1 consonantal form rather than by a glottal stop (e.g., aqqwet, - not a’qwet). + not a’qwet). The DIRECTIVE illocution is for the purpose of committing the hearer to undertake a course of action represented by the proposition, where the proposition describes a mental wish, desire, or intention on the part of @@ -266,7 +266,7 @@

The DECLARATIVE illocution is marked - by the affix -ç- + by the affix -ç- with alternate forms -p-, -t- or -k- where euphonically appropriate and/or to avoid confusion with a geminated C1 @@ -275,9 +275,9 @@ convention, cultural rules, law, subjective authority, or personal authority or control of a situation. The commitment imposed upon the hearer is one of recognition or non-recognition. Such utterances include declarations, announcements, - proclamations, and various “performative” expressions. Certain languages + proclamations, and various “performative” expressions. Certain languages mark this function of a verb using a mood known as hortative. Examples would - be: I dub thee “Clown Master”!, The king will hear all grievances + be: I dub thee “Clown Master”!, The king will hear all grievances at noon each day, This court is now in session, We hereby declare this treaty null and void!

 

@@ -304,11 +304,11 @@ one is not asking Would you like to dance with me? Rather, one is expressing what can only be translated either a specialized command (State whether) you will dance with me or a specialized assertion (I inquire whether) - you will dance with me. One does not say What’s your name?, + you will dance with me. One does not say What’s your name?, but rather Tell me your name.

Indeed, Ithkuil has no words corresponding to the English words - ‘question’ or ‘ask,’ the nearest equivalents being derived - from the words for ‘investigation’ and ‘determine.’ + ‘question’ or ‘ask,’ the nearest equivalents being derived + from the words for ‘investigation’ and ‘determine.’ Consequently, there is no question mark used at the end of the sentence, nor does the pitch of the voice rise as is usual with Western languages when asking questions. The commitment on the part of the listener in regard to the INTERROGATIVE @@ -332,8 +332,8 @@ used where euphonically appropriate and/or to avoid confusion with a geminated C1 consonantal form. The ADMONITIVE is used for admonitions and warnings, corresponding to English phrases such - as ‘(I) caution you lest…,’ ‘(I) warn you against…,’ - or ‘Be careful not to….’ The utterance is neither true nor + as ‘(I) caution you lest
,’ ‘(I) warn you against
,’ + or ‘Be careful not to
.’ The utterance is neither true nor false because it describes only a potential act or situation which may occur unless avoided. The commitment on the part of the hearer is to assess the degree of likelihood of the potentiality, followed by a choice whether to heed or ignore/defy @@ -356,7 +356,7 @@ verb, i.e., participation by one party automatically implies participation by another party to the same act, event, or state in either a parallel, corollary, or complementary fashion. Such dual participation occurs naturally in the verbs - of world languages and is the province of what is known as “co-active” + of world languages and is the province of what is known as “co-active” verbs. While all languages implicitly have co-active verbs, Ithkuil explicitly shows this dual participation in a formal and systematic way. To illustrate the concept of co-activity in English compare the following pairs of sentences:

@@ -405,31 +405,31 @@ that the verbs find, throw at, and perform have been replaced by the semantically similar meet, throw, and entertain. Nevertheless, the use of inanimate objects with these latter three verbs appears - unacceptable. The reason is that the verbs in the first set are “mono-active,” + unacceptable. The reason is that the verbs in the first set are “mono-active,” i.e., they do not require that the object participate in the action in any way, - whereas the verbs in the second set are “co-active,” requiring that + whereas the verbs in the second set are “co-active,” requiring that the object participate in the action along with the subject. Thus, while I can find an old man without the old man doing anything about it or even being aware of it, I cannot meet an old man without the old man also meeting me. I can throw a ball at Sam without Sam noticing, but if I throw Sam a ball it implies that he is expected to participate by - catching it. Similarly, I can perform in front of someone even if they’re - asleep, but I can’t entertain them unless they are participating + catching it. Similarly, I can perform in front of someone even if they’re + asleep, but I can’t entertain them unless they are participating in the situation by observing me.

The participatory relationship involving the second party of a co-active verb differs depending on the context. It can be a parallel relationship (i.e., both parties participate identically) as implied by the English adverb - ‘together’ in He and I jog together, or a reciprocal relationship + ‘together’ in He and I jog together, or a reciprocal relationship as in the sentence I met the old man (i.e., and so he met me) or in - verbs used with the adverbial phrase ‘each other,’ as in We + verbs used with the adverbial phrase ‘each other,’ as in We love each other. The relationship can be one of accompaniment as in I played along with him (e.g., as he sang), or a complementary relationship as in I threw Sam the ball (i.e., and so he caught it).

Other sorts of co-active relationships are possible. It is the differences in these relationships that are systematized in Ithkuil into the category called valence. In English and other languages co-activity is rarely - explicit and systematic (the use of adverbs such as ‘together,’ - ‘each other,’ or prefixes such as ‘out-’ as in out-perform + explicit and systematic (the use of adverbs such as ‘together,’ + ‘each other,’ or prefixes such as ‘out-’ as in out-perform are some exceptions), and when lexified within a verb itself, are implicitly specific to that verb, giving rise to monoactive/co-active pairs such as find/meet, throw at/throw, perform/entertain, etc.

@@ -455,7 +455,7 @@ where Vv is the vocalic prefix signifying the valence and version of the verb. These prefixes are shown below in Table 12. Following the table are explanations of each valence. It should be noted - that placement of a glottal stop infix -’- between the + that placement of a glottal stop infix -’- between the Vv prefix and assigns positive focus +FC to the main verb.


@@ -528,7 +528,7 @@

The RECIPROCAL valence indicates identical activity by each party directed at the other, thus translating the English adverbial - phrases ‘each other’ and ‘one another,’ as in They + phrases ‘each other’ and ‘one another,’ as in They looked at each other, The clown and the grocer despise one another.

 

@@ -543,13 +543,13 @@

The COMPLEMENTARY valence indicates that the second party performs a complementary activity to that of the first party. - By “complementary” is meant an activity different from that of the + By “complementary” is meant an activity different from that of the first party, but necessary to complete the whole of the joint activity, i.e., - the “other half” of the joint activity. This is exemplified in sentences + the “other half” of the joint activity. This is exemplified in sentences such as The man and his son played catch, Hortense took me into the woods, - The clown read the children a story, where ‘played catch’ implies - the complementary activities of throwing and catching, ‘took (into the - woods)’ implies someone leading while the other follows, and ‘read’ + The clown read the children a story, where ‘played catch’ implies + the complementary activities of throwing and catching, ‘took (into the + woods)’ implies someone leading while the other follows, and ‘read’ implies a reader and an audience.

@@ -566,12 +566,12 @@ a second party engages in a completely unrelated activity from the first, i.e., an incidental or circumstantial co-activity. There is no direct way to exemplify this valence in English translation other than to add a periphrastic clause - such as ‘while the other did something else’ as in He shaved + such as ‘while the other did something else’ as in He shaved while she did something else. The way an Ithkuil sentence would utilize this valence would be in sentences overtly constructed to say, for example, - ‘They were in the house’ with the NONRELATIONAL - valence rendering a connotation of ‘…where one party was doing one - thing while the other did something else.’

+ ‘They were in the house’ with the NONRELATIONAL + valence rendering a connotation of ‘
where one party was doing one + thing while the other did something else.’

 

@@ -585,7 +585,7 @@

The DUPLICATIVE valence indicates that the second party copies or repeats the activity of the first party, as in the - sentences Let’s draw a picture (i.e., I’ll draw it first, + sentences Let’s draw a picture (i.e., I’ll draw it first, then you draw the same picture), They both read that book (i.e., first one, then the other), I bought a new car (i.e., and now someone else is buying a new car, too).

@@ -603,9 +603,9 @@

The DEMONSTRATIVE valence indicates that the first party demonstrates for the second party how to do something or what to do. Thus an Ithkuil sentence constructed as We played chess with - the verb in the DEMONSTRATIVE valence would mean ‘I - showed her how to play chess,’ while the sentence constructed as They - fought us in this valence would mean ‘They taught us how to fight.’

+ the verb in the DEMONSTRATIVE valence would mean ‘I + showed her how to play chess,’ while the sentence constructed as They + fought us in this valence would mean ‘They taught us how to fight.’

 

@@ -620,10 +620,10 @@

The RESISTIVE valence indicates that the second party resists or attempts to avoid participating in the activity of the first party. This sense can sometimes be suggested in English using the - adverbs ‘anyway,’ ‘nevertheless,’ or adverbial phrases - such as ‘just the same,’ as in sentences such as We took the - children to see the clowns anyway (i.e., they didn’t want to go), - They fed me liver just the same (i.e., I can’t stand liver), + adverbs ‘anyway,’ ‘nevertheless,’ or adverbial phrases + such as ‘just the same,’ as in sentences such as We took the + children to see the clowns anyway (i.e., they didn’t want to go), + They fed me liver just the same (i.e., I can’t stand liver), Nevertheless, he told us the story (i.e., despite our not wanting to hear it).

 

@@ -672,9 +672,9 @@

The PARTICIPATIVE valence indicates that the parties take part in an activity involving a greater whole, translatable - by the English phrase ‘take part in.…’ Thus, the Ithkuil sentence - They raced in the PARTICIPATIVE means ‘They - each took part in the race.’

+ by the English phrase ‘take part in.
’ Thus, the Ithkuil sentence + They raced in the PARTICIPATIVE means ‘They + each took part in the race.’

 

@@ -687,11 +687,11 @@

The INDICATIVE valence indicates that - the second party perceives a cue, nuance, or implication from the first party’s + the second party perceives a cue, nuance, or implication from the first party’s activity. Thus the sentence I looked at her in the INDICATIVE - would mean ‘She understood what I meant from my looking at her’ - while the sentence I spoke to them would mean ‘They gleaned what - I really meant from my words.’

+ would mean ‘She understood what I meant from my looking at her’ + while the sentence I spoke to them would mean ‘They gleaned what + I really meant from my words.’

 

@@ -722,7 +722,7 @@

Version refers to a six-way aspectual distinction indicating whether the verb refers to an act, event or state which is goal- or result-oriented, - and/or whether it has been successfully actualized subsequent to one’s + and/or whether it has been successfully actualized subsequent to one’s initial intention. Like many Ithkuil morphological categories, version addresses semantic distinctions which are usually rendered by lexical differentiation (i.e., word choice) in other languages.

@@ -867,19 +867,19 @@ versions respectively but are specific to acts, events, or states initially expressed (whether explicitly or implicitly) as unrealized intentions, attempts, desires, needs, etc., often in conjunction with a modality affix to the verb - (see Sec. 5.5). Such “unrealized” + (see Sec. 5.5). Such “unrealized” verbs are exemplified in the following sentences: I want to dance, She needs to work, I tried to finish, She must find him, I choose to celebrate. Each - of these sentences in itself does not specify whether the action was “realized” - or not, i.e., just because I want to dance doesn’t necessarily mean that - I actually do dance; her need to work doesn’t tell us by itself whether + of these sentences in itself does not specify whether the action was “realized” + or not, i.e., just because I want to dance doesn’t necessarily mean that + I actually do dance; her need to work doesn’t tell us by itself whether she in fact will work, etc.

The INEFFECTUAL version indicates that - the outcome of an “unrealized” PROCESSUAL + the outcome of an “unrealized” PROCESSUAL verb is unsuccessful. Thus the sentence I want to dance in the INEFFECTUAL - would be translated as I want to dance but I’m not going to, + would be translated as I want to dance but I’m not going to, while the sentence I tried to eat in the INEFFECTUAL - means I tried to eat but couldn’t.

+ means I tried to eat but couldn’t.

 

@@ -892,12 +892,12 @@

The INCOMPLETIVE version indicates that - the outcome of an “unrealized” COMPLETIVE + the outcome of an “unrealized” COMPLETIVE verb is unsuccessful. It functions identically to the INEFFECTUAL, except that it refers to a verb that is result/goal-oriented, as illustrated in the comparative chart shown above for the COMPLETIVE version. Thus, the sentence I tried to eat in the INCOMPLETIVE - means I tried to eat all of it but couldn’t.

+ means I tried to eat all of it but couldn’t.

 

@@ -912,7 +912,7 @@

Complementing the INEFFECTUAL, the POSITIVE version indicates an intention brought to reality. Thus the sentence I want to dance in the POSITIVE would be translated as I - want to dance and so I’m going to, while the sentence I tried + want to dance and so I’m going to, while the sentence I tried to eat in the POSITIVE means I succeeded in eating something.

 

@@ -958,24 +958,24 @@

1. He bicycled south. = He traveled south by bicycle.
2. She dolled herself up. = She made herself look as pretty as a doll.
- 3. They’re shelving the books. = They’re putting the + 3. They’re shelving the books. = They’re putting the books on the shelf/shelves.
4. Slide me a beer. = Give me a beer by sliding it (e.g., along the bar).

The above sentences show four verbs which respectively carry inherent senses of vector movement, transformation, positioning/placement, and - giving. The patterning of such “conflated” verbs is usually random + giving. The patterning of such “conflated” verbs is usually random and haphazard in any given language. For example, the English to bicycle - in sentence (1) means ‘to travel by means of bicycle,’ not ‘to - make a bicycle’ or ‘to be a bicycle.’ On the other hand, the - verb to doll up does not mean to ‘travel by doll,’ but - rather ‘to make appear like a doll.’ Yet, to shelve means - ‘to place on a shelf,’ not ‘to travel by means of shelves’ - or ‘to make appear like a shelf.’ And none of the verbs in the first + in sentence (1) means ‘to travel by means of bicycle,’ not ‘to + make a bicycle’ or ‘to be a bicycle.’ On the other hand, the + verb to doll up does not mean to ‘travel by doll,’ but + rather ‘to make appear like a doll.’ Yet, to shelve means + ‘to place on a shelf,’ not ‘to travel by means of shelves’ + or ‘to make appear like a shelf.’ And none of the verbs in the first three sentences connotes the idea of giving or conveyance as does slide in sentence (4).

-

As can be seen, verb conflation is essentially a “short-cut” +

As can be seen, verb conflation is essentially a “short-cut” way of combining an unspoken primary verbal sense (such as movement, transformation, placement, giving, etc.) with an overtly expressed verb that conveys a secondary sense such as means, manner, or location. This can be formally notated for our @@ -989,7 +989,7 @@ = She dolled herself up.

They [1: (PUT+progressive) the books] [2: (TO-LOCATION-OF) shelves]
- = They’re shelving the books.

+ = They’re shelving the books.

[1: (GIVE+imperative)] a beer [2: (BY-MEANS-OF) sliding] to me
= Slide me a beer.

@@ -997,15 +997,15 @@

Note that the particular unspoken covert and overt senses (shown by the numerals 1 and 2 in the above analyses) are specific to any given verb and must be subjectively learned by the listener, i.e., a speaker of English - must learn that to hand means to GIVE by MEANS of one’s hand, + must learn that to hand means to GIVE by MEANS of one’s hand, but to shoulder does not mean to GIVE by MEANS of - one’s shoulder.

+ one’s shoulder.

Thus, while conflation of verbs presents a potential opportunity for instantiating verbs with patterns of overt and covert meaning, the lack of systemization prevents one from knowing with certainty what pattern to use when attempting to interpret the usage of a verb form. For example, imagine - an English speaker using a new verb form such as ‘to apple,’ as - in Let’s ‘apple’ today. Would this mean to pick + an English speaker using a new verb form such as ‘to apple,’ as + in Let’s ‘apple’ today. Would this mean to pick apples?, to eat apples?, to plant apples?, to bake apples?, to buy apples?, to turn something into an apple?, to wear apple-related clothing? Without a standardized system of conflation, the meaning of such a form could only be @@ -1045,7 +1045,7 @@ a shelf, etc. (The fact that such semantically anomalous forms are morphologically permissible presents no problem from a logical perspective and is inherent in human language, as exemplified in English by morphologically permissible but - semantically anomalous forms such as ‘re-laugh’ or ‘co-beer.’)

+ semantically anomalous forms such as ‘re-laugh’ or ‘co-beer.’)

The specifics of primary conflation, format, and derivative conflation are detailed in the following sections.

 

@@ -1070,20 +1070,20 @@ + of X; to do what X does; to carry out X’s function + i.e. to be in a (temporary) state; does NOT mean “be” in the + sense of copula identification as in “I am John” @@ -1133,7 +1133,7 @@ their respective suffixes to a valence adjunct.

The astute reader may have noted in Table 14 above that the prefixes for the OPERATIVE conflation are the same as - the default (i.e., “conflation-less”) Extension/Affiliation prefixes + the default (i.e., “conflation-less”) Extension/Affiliation prefixes for nouns previously shown in Table 11 of Sec. 3.4. One may ask, then, how one knows whether or not these particular prefixes are meant to show OPERATIVE conflation on a formative. @@ -1154,7 +1154,7 @@

@@ -1202,7 +1202,7 @@ @@ -1272,7 +1272,7 @@ = p are as follows: CN1 = p, CN2 = b, - and CN3 = p’. + and CN3 = p’. Thus, combining CN = p with the valence adjunct forms ei, wei, @@ -1289,7 +1289,7 @@ + = p’ei
OPR
 OPERATIVE To perform the action - of X; to do what X does; to carry out X’s function
STA
 STATIVE Stative manifestation, - i.e. to be in a (temporary) state; does NOT mean “be” in the - sense of copula identification as in “I am John”
MNF
 MANIFESTIVE To manifest or be identified - as a specific entity; this is the nearest equivalent to the “be” + as a specific entity; this is the nearest equivalent to the “be” copula of identification in Western languages
SCHEMATIC
-
 Indicates that the - verb specifies the manner of the conflated primary sense, e.g., I’m + verb specifies the manner of the conflated primary sense, e.g., I’m speeding through the book = reading speedily; Clouds blanketed the city = cover like a blanket
-
 Indicates that the verb specifies the subsequent cause-and-effect result or purpose (not the - concurrent result) of the conflated sense, e.g., I’ll look in + concurrent result) of the conflated sense, e.g., I’ll look in on the stew (conflated sense: GO [to kitchen])
p + yei - = p’ei


@@ -1297,10 +1297,10 @@ shown in Sec. 5.4.2 above, indicating the covert sense of the conflated verb.

Examples of basic conflation adjuncts are bram, - téu, + tĂ©u, wiu, - llëu, - and cÿua. + llĂ«u, + and c˙ua.

The following tables show the CN prefixes and the overt senses associated with these derivations.

@@ -1327,7 +1327,7 @@
b
-
p’
+
p’
OPERATIVE do, undertake, take on @@ -1370,7 +1370,7 @@
t
d
-
t’
+
t’
OPERATIVE use, utilize @@ -1413,7 +1413,7 @@
-
’
+
’
OPERATIVE get, induce to @@ -1456,7 +1456,7 @@
k
g
-
k’
+
k’
OPERATIVE let, permit, allow @@ -1499,7 +1499,7 @@
q
-
q’
+
q’
OPERATIVE have (someone do something) @@ -2060,7 +2060,7 @@
OPERATIVE - try out, ‘taste’ + try out, ‘taste’ STATIVE @@ -2150,7 +2150,7 @@ STATIVE - occupy space, ‘cover’ + occupy space, ‘cover’ MANIFESTIVE @@ -2230,7 +2230,7 @@
c
-
c’
+
c’
OPERATIVE ally (with) @@ -2273,7 +2273,7 @@
-
’
+
’
OPERATIVE do right, best thing @@ -2316,7 +2316,7 @@
j
-
’
+
’
OPERATIVE respond, reply @@ -2836,7 +2836,7 @@
st
sn
-
st’
+
st’
OPERATIVE waste @@ -2880,7 +2880,7 @@
sp
sm
-
sp’
+
sp’
OPERATIVE practice, perform practice of @@ -2972,7 +2972,7 @@ -

©2004-2009 by John Quijada. You may copy or excerpt +

©2004-2009 by John Quijada. You may copy or excerpt any portion of the contents of this website provided you give full attribution to the author and this website.


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