Zulu morphosyntax and the structure of aux【翻译】

ACKNOWLEDGMENTS
In the Fall of 2000, I had an opportunity to teach and study creative writing in Clark
County, Nevada. My wife and kids were ready, my belongings packed. The problem was that my
heart was pulling me in another direction. What I really wanted to do was to study linguistics. So
i abruptly changed the direction that our lives were going in and enrolled in the linguistics
program at Eastern. My first course in the program was taught by Beverley Goodman. By the
end of the first day, i knew that i had made the right choice in coming to Eastern. Immediately I
knew that Beverley was a person from whom I would learn a lot. She is, in the truest sense of the
word, a teacher. her commitment to her students and her ability to relate and share her
knowledge is second to none. What i didn't count on is the fact that, since then, Beverley and I
have become good friends. We've had a number of conversations about that unseen
unexplainable force that compels a person to study linguistics. Whatever that force is that got me
started, she was the force that kept me going(especially during the writing of this thesis). To
have found a person who is both a mentor and a friend is one of the good fortunes in my life. I
ill always be grateful to her
I met Daniel Seely at the new student orientation that year. He was explaining the field of
linguistics to the group, drawing on comparisons between linguistics and an apple. As unlikely as
I thought it was, he succeeded in making something very abstract into something that was very
simple to grasp. Such is his style of teaching. By the time I had taken my first syntax class with
him, he was comparing linguistics to a cars engine. Again, it worked. His passion for the field is
so incredibly admirable. Every day I left his classes feeling as though I had just attended a
performance(in a good sense), rather than a lecture. Daniel has not only taught me the principles
of syntax, he has also completely changed the way i think. I'll always be grateful.
I also want to extend my thanks to the friends that i have made in the Republic of South
Africa. Shamila and Sylvester Naidoo made me feel at home when I needed home the most. I
will never forget their kindness and hospitality, nor will I forget being lost at the mall with them.
also thank Jochen Zeller and andrew van der Spuy for lending their time to help me find the
relevant materials that made this work possible
I especially thank my Zulu friends who welcomed me to their home, gave me food and
shelter, song and dance. Without their patience during those long and trying elicitation sessions
this thesis would not exist. Among them, Erick Thembinkosi and Misuvele Skakone were
particularly helpful
Special thanks to Helen and Anthony Aristar. Working with LINGUIST List was a great
One of the most influential people in my academic life is Jamie Kirchner. Life is a journey
and his journey has been a rich one. It was Jamie who first opened my eyes to linguistics. His
insights into the field make him one of the finest teachers in the field. i am humbled by all that he
Finally, and most importantly, i want to thank my wife, Nicole, and my sons, Brandon and
Christopher, for the sacrifices they' ve endured along the way. Africa was a long way from home
but we were never far apart. This work is for them
ABSTRACT
This thesis is an analysis the morphosyntax of Zulu, a Bantu language spoken in the
Republic of South Africa. This thesis adopts basic tenets of Generative Grammar, including X-
BarTheory,Spec-Head Agreement and Government, to account for the structure of the auxiliary
in Zulu grammar and to propose a paradigmatic theory of agreement. Three components of
AUX: concordance, tense and agreement, are accounted for in the analysis
Traditionally, literature on Zulu has consisted largely of linear, template-based descriptions
of the language. More recent work argues against this by employing binary-branching,
hierarchical structures. While both approaches have been descriptively useful, they have neglected
to incorporate theories of agreement or analyses of the auxiliary component of the grammar
Analyses of each Zulu tense, as well as concordance and agreement, are illustrated in this
work. Previous works are summarized and compared with the analysis presented in this thesis
TABLE OF CONTENTS
DEDICATION
ACKNOWLEDGMENTS
ABSTRACT
CHAPTER 1: INTRODUCTION AND STATEMENT OF GOALS
1.1 Introduction and background
1.2 Objectives
1.3 Justification and Significance
1.4 Hypothesis
1.5 Methodology
11223345
1.6 Limitations of the Study
1.7 Outline
CHAPTER 2: GRAMMATICAL SKETCH OF ZULU
2. 1 Genetic Affiliation and Background
889
2.2 Phonology.
2.3 Morphology
2.3. 1 Nouns and Noun Classes
2.3.2 Personal Pronouns and Person Marking
2.3.3 Possessive Constructions
2.3.4 Verbal Morphology..
2. 4 Syntax
2.4.1 Word order
5
2.4.2 Concord
25
CHAPTER 3 LITERATURE REVIEW AND THEORETICAL BACKGROUND
28
3. 1 Two approaches
3.2 Textbook of Zulu grammar
3.2.1 Limitations of Traditional approaches
3.3 The Inflectional Stem Hypothesis
3.4 Zulu Grammatical Structure
5 Summary
3.6 Theoretical Assumptions
CHAPTER 4: ZULU MORPHOSYNTAX AND THE STRUCTURE OF AUX
4. 1 Background
42
4.2 Determiner phrase in Zulu
4.3 The Concord Constituent
44 The Tense Constituent
4.4.1 The Present Tense
4.4.2 The Future Tense
4.3 The Past Tense
51
4.43.1 The Recent past Tense
4.4.3.2 The remote Past Tense
4.4.3.3 The Remote Past Complete
4.4.3.4 The remote past continuous
4. 5 The agreement Constituent
63
4.6 The Traditional Construction of a Zulu sentence
68
4.7 The Inflectional Stem Hypothesis and the Zulu Sentence
4.8 Summary.
CHAPTER 5: DIRECTIONS FOR FURTHER REVIEW
5.1 The recent past tense
5.2 The Objectival Concord
5.3 Recent Past Continuous, Classes 1 Singular and 3 Plural
5.4 Linguistic Database
CHAPTER 6: CONCLUSION
REFERENCES
SOURCES CONSULTED

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