Abstract
This chapter focuses on grammar gathering techniques. By “grammar” we mean the morphology and syntax of a language. Phonology and phonetics data gathering techniques were addressed in Chapter 10. In this introduction, we present preliminary questions about grammar gathering techniques (Section 12.1.1), and then discuss issues of terminology and classification regarding grammar gathering tasks (Section 12.1.2). Then, as in Chapter 11, we divide the discussion into morphosyntax, morphology, and syntax. Morphosyntax gathering techniques (Section 12.2) are those that can be applied equally well to morphology and to syntax; morphology gathering techniques (Section 12.3) apply to morphology only; and syntax gathering techniques (Section 12.4) apply to syntax only.
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Notes
- 1.
As far as we can tell, the only explicit philosophy about being a descriptive fieldworker ever developed is Everett’s (2004) view, derived from the philosopher William James (1842-1910), and emphasizing the concepts of coherence, empiricism, and usefulness.
- 2.
In contrast, the practical advice in textbooks for learning a language in the field (such as Brewster and Brewster 1976, or Healey 1975) or for studying an endangered language with the Master-Apprentice method (Hinton et al. 2002) are directional, because they are meant for language learning. Such carefully structured programs are hard to apply to data gathering.
- 3.
It also includes about 40 sentences to be considered as examples or to be translated, which according to the Eurotyp guidelines (König et al. 1993) is not enough to have it qualify as a Mixed questionnaire.
- 4.
These elicitation methods are described below under Easy methods.
- 5.
This is a sampling of questionnaires we have examined; it does not include others such as Johnston (1980) on Oceanic (Austronesian) languages, which we were unable to obtain.
- 6.
Questionnaires designed for lexical elicitation only are discussed in Chapter 8.
- 7.
The story of the horse Clever Hans can be easily found online, e.g. in http://en.wikipedia.org/wiki/Clever_Hans.
- 8.
Interestingly, Samarin (1967b:54) suggests that confirmation of Voegelin’s statements about Bloomfield’s method is needed.
- 9.
If the reader is curious why we were discussing a banana in Yupik, I [de Reuse] had asked the speaker to comment on a story in a children’s book. I had apparently forgotten there was a banana in the story.
- 10.
Proverbs and riddles have the advantage of being short texts, and so are also useful for syntactic study, if the fieldworker looks out for any unusual syntactic or pragmatic features they might show.
- 11.
Actually, a less proper word than “stuff” was used.
- 12.
It is also interesting that one speaker combined the two allomorphs in post-consonantal position (as -pətəftə-), but retained -ftə-after vowels (Badten et al. 2008:609).
- 13.
One point that has not been made before is that the semantic contrast between Athabascan Imperfective and Perfective seems to me [de Reuse] to be very similar to the contrast between Imperfective and Perfective in Arabic. Now, that is my impression from my reading, but until an Arabist has a serious look at Athabascan aspect, we will not know for sure.
- 14.
Nancy Caplow (p.c.) observed the same reluctance during her fieldwork on Tibetan languages.
- 15.
Once a preliminary phonemicization is carried out, it might well be possible for the syntactic fieldworker to omit, for some time, certain aspects of the phonology in transcription, such as perhaps tones, gemination, or vowel length. But in the final analysis and description, a full transcription should be presented.
- 16.
Unless, perhaps, they really like cats, or Chomsky, or both!
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Chelliah, S.L., de Reuse, W.J. (2010). Grammar Gathering Techniques. In: Handbook of Descriptive Linguistic Fieldwork. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-9026-3_12
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