Clifton Pye
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226481289
- eISBN:
- 9780226481319
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226481319.003.0006
- Subject:
- Linguistics, Applied Linguistics and Pedagogy
This chapter considers how children acquire the intransitive verb complex in K'iche', Mam, and Ch'ol. The intransitive verb complex has four parts: the tense/aspect marker, the subject marker, the ...
More
This chapter considers how children acquire the intransitive verb complex in K'iche', Mam, and Ch'ol. The intransitive verb complex has four parts: the tense/aspect marker, the subject marker, the status suffix, and the verb root. The first three are interdependent and together indicate transitivity and mood. The Mayan intransitive verb complex is polysynthetic in the sense that it denotes a complete proposition by itself. The verb forms in the indicative and nominalized moods are the most similar across the three languages, except that Mam lacks the status suffixes seen on the Ch'ol and K'iche' verbs. The chapter discusses the Mayan children's production of the intransitive verb complexes in three moods (indicative, imperative, nominalized) in K'iche', Mam, and Ch'ol. It uses the comparative method to examine how certain pan-Mayan generalizations affect children's language acquisition with respect to K'iche', Mam, and Ch'ol.Less
This chapter considers how children acquire the intransitive verb complex in K'iche', Mam, and Ch'ol. The intransitive verb complex has four parts: the tense/aspect marker, the subject marker, the status suffix, and the verb root. The first three are interdependent and together indicate transitivity and mood. The Mayan intransitive verb complex is polysynthetic in the sense that it denotes a complete proposition by itself. The verb forms in the indicative and nominalized moods are the most similar across the three languages, except that Mam lacks the status suffixes seen on the Ch'ol and K'iche' verbs. The chapter discusses the Mayan children's production of the intransitive verb complexes in three moods (indicative, imperative, nominalized) in K'iche', Mam, and Ch'ol. It uses the comparative method to examine how certain pan-Mayan generalizations affect children's language acquisition with respect to K'iche', Mam, and Ch'ol.
Clifton Pye
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780226481289
- eISBN:
- 9780226481319
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226481319.003.0007
- Subject:
- Linguistics, Applied Linguistics and Pedagogy
This chapter shows how children acquire the transitive verb complex in K'iche', Mam, and Ch'ol. The structure of the transitive verb complex differs significantly from that of the intransitive verb ...
More
This chapter shows how children acquire the transitive verb complex in K'iche', Mam, and Ch'ol. The structure of the transitive verb complex differs significantly from that of the intransitive verb complex. The transitive verb complex has five parts: the aspect prefix, the subject marker, the verb root, the object marker, and the status suffix. The subject marker and status suffix differ from those in the intransitive verb complex. The aspect marker, subject marker, and status suffix are interdependent and together denote mood. In all three Mayan languages, the transitive verb complexes are more distinct than their intransitive counterparts. The chapter discusses the Mayan children's production of the transitive verb complexes in three moods (indicative, imperative, nominalized) in each of the three languages. It uses the comparative method to examine how certain pan-Mayan generalizations affect children's language acquisition with respect to K'iche', Mam, and Ch'ol.Less
This chapter shows how children acquire the transitive verb complex in K'iche', Mam, and Ch'ol. The structure of the transitive verb complex differs significantly from that of the intransitive verb complex. The transitive verb complex has five parts: the aspect prefix, the subject marker, the verb root, the object marker, and the status suffix. The subject marker and status suffix differ from those in the intransitive verb complex. The aspect marker, subject marker, and status suffix are interdependent and together denote mood. In all three Mayan languages, the transitive verb complexes are more distinct than their intransitive counterparts. The chapter discusses the Mayan children's production of the transitive verb complexes in three moods (indicative, imperative, nominalized) in each of the three languages. It uses the comparative method to examine how certain pan-Mayan generalizations affect children's language acquisition with respect to K'iche', Mam, and Ch'ol.
