course A COMPLETE INITIATEON TO THE STUDY OF WHE BASQUE LANGUAGE SECOND ORAF , December 1982 Alan R. King Los Angeles etxea, Alto de Ereonde, Donostia, Gipuzkoa, Basque Country ["Soaia")Note Following is the promised second draft, much revised and excanded, of A Basque Course, the first or preliminary draft of uhich wos completed and presented to a few people for evaluation ond criticism same eighteen months ago. It Ls hoped that a final verstan, not differ- Lng greatly from that presented nou, will be printed ond publisned Un the United States Ln the near future. ALL comments and suggestions will o> most grate= fully accepted (at the earllest date possible please. so os not Eo slow down publtectton}. Photocopies of thts matertal for that purpose may de mode wlth pernission of the author, A.R.K., Denes: ay 1982 OHARRA, Hona henen, agindu bezala, A Bosque Course de- lakoaren bigarren borradore bat oso birlandua. Ser lanaren lehen edo behinbehineko borradorea orain hamazortzi hila~ bete burutu eta zendait sertsonari ean izan zitzaien batora edo knitika zezaten. Sspero dudanez, denbora guti barru, orain eskaintzen den bertsioaren antzeko itxura definitibe batean, inprimatu eta argitaratuko da Sstatu Batuetan. Edozein eritai eta sugerentzia esker onez onar- tuko da (ahalik eta lasterren, otoi, argitarataea ez atze- ratzeko). Helburu honetarako gai hau fotokopia daiteke, egilearen baimena enanik. a A.R.K., Donostia, 1982TO THE USER OF TRIS BOOK The purpose OF this book is to teach Basque to people who know English. It ie asswned that most euch people will net only he Living outside the Basque Country, but will not have access to an organized Basque class or a teacher, and their needs nave been Kept in mind throughout the book. This is not to say that it might not also be used with a teacher, of course, if no more suitable course material is found, In such cases, the teacher will need to supplenent the book in various vays as denanded by the dynamic of the classroon, vhile utilizing ac he sees fit the structural and lexical progression, reading and practice sections, and reference material that forn the basis of vhat follows. But in these Lines ve Wish to address in particular the student working on his or her om, Self-teachine is certainly not the most reconmendable way of learning « languages, except in certain special circunstances, in viich the learner, besides Imoving how he should go about the task, has at his ready disposal at Least one native speaker who can serve a3 a model and a guide. Othervice, the choice of this course ought to be the result of neces sity, Let it be said from the outset, then, that anyone vish= ing to teach himsel? a language by neans of a book must be prepared to ork hard and conscientiously for a considerable period in order to obtain worthwhile results. This is not intended to discourage the potential student before he begins, but ve certainly wouldn't want to deceive him with a menéacious title such as "Basque Vithout Bother" or "Basque in a Week". The present book can take che success Ful student up to the point where he is able to express his needs land hold Intelligent conversations in Basque (with some practice, vhich is essential), start reading Basque literature and other writing, or undertake serious study of the Basque Country or irs Language with a firm Linguistic basis, Consider that, attending classe, it vould nornally take from to to four years to attain this level. The learner working on nis om is free to decide his om rytim of progress, and accordingly this tine aay be varied to anything from one year or so (vorking very intensively) to as long as is wished. But in any event, he can only expect to get out of the course what he puts into it. Es Basque an casy or a difPicult language to learn? Tals 1 a typical question to be asked about Basque or any other lan- guage. ‘The answer is, of course, relative. Indeed, we cannot deny That it ie exe common to hear the claim that Basque is aifficult than easy; probably this idea both contributes to and is supported by the atmosphere of aystery thet often surrounds the language or its speakers. But it would also be fair to ask what the grounds no doubt most Lenguages, in fact, other than the few most Paniliar for this assertion. Bearing in mind that nany other languages—to the modern western vorld—are just aa widely clained to be very aisricult, ant given that there is hardly a language that is geminely easy anyvay, probably the best answer ic to cay that Bacque is about as difficult as other languages. In amore scientific vein, we can renark that the most important consideration for an adult learner of a foreign language is not its intrinsic difficulty, but rather its degree oF similarity to or difference from any language he already knows; and the Languages Likely to be Knovn by English speakers, other than English itsel?, are those most similar to it: French, German and other Romance and Germanic languages. Now it happens that Basque is « noneIndo-Buropean lancuage, That means that It 12 more distant from the languages Just mentioned than even Russian, Welsh, Greek or Sanskrit. Distant, that is, From one point of view, the genetic. Basque belongs to a different Language family; it hae other roots. And this has necessary consequences for'the structural typology of Basque, its vocabulary, and even to a certain extent its prommciation, in relation to "our" languages, Yet there ape other factors that have something to say too, and one of these is geography. Th the geographical sense, Basque Lo anything but distant fron our vestern culture and languages, for it is spoken ina country completely ea- bedded in Romance-speaking Western Europe. And not only that: since Basque boasts o? far greater antiquity as a western European tonguo, it nas In Fact coexisted since prehistoric tines with Celtic, Italic, Germanic and other inguistic groups that are knavn to us in this fomiliar part of the world, ‘The Basque Heritage is a vestern Suropean fone if anyone's is! Looking out from their homeland tovards the Atlantic, the Basques and their language have even spread to and interacted vith the western hemisphere, the other focus of our fam liar “western” culture. ow these contacts, vhich have been maintained since before the beginning oP history with each of the peoples and languases that has annived In the neighborhood of the ancient Basque Ianguage, have left many marks on it as it has evolved throughout this tim Sone of the more recent influences are obvious at Pirst sight, whereas other older ones can only be hypothesized 1¢ recognized at all, Dut ‘their cumative effect rust have been enormous. And since these sources of influence have been the sane ones that have produced cur foniliar vestern languages, English included, the effect 1s inevi- tably to bring Bacque cleser to us, partly, though not fully, nentral- izing the genetic gap that separates us. Tt follows that the Hsglish-speaking learner of Basque is entitied to expect to find sone very wifaniliar things and some other very faniliar ones in his path, and this is precisely what he vill encounter. He should thus bring to the study of ‘this language au‘especially open mind, ready for the unexpected, viich 1s a bene- Picial attitude in etudying any foreign language. But if he takes‘this approach, the surprise vill in fact sonetines be that Basque behaves quite predictably after al) HOW TO USE THE couRSE, The demands made on the self-taught language learner are greater than those made on the student ina class, since he must in a way play the roles of both teacher and student. This fact determines some of the qualities that the successful learner of thie Kind requires. But to make progress, he is also very dependent on efficacy of the book or books at his disposal. In fact, most of the many books in existence in the vorld intended to teach people Foreign languages are so unhelpful in this respect as to discourage even the best learn- er} and indeed, it may be left to the ingenuity of the teacher in nim to diatiti from auch works a course of atudy that the original author hadn': even hinted at To be fair, it is no easy task to produce a really good Janguage course for use without a teacher, as the present author has had opportunity to discover. There aré perhaps too many elements to be coordinated. For one thing, the book must ake available the right information or Lingutstic content in the right form, at the right time, in the right quantity and in the right ender, vhite in tegrating it properly Into the fabric of the course as a vhole. And there are of course various types of such content to be properly coordinated: grammar, vocabulary, idiom, promunclation. At the same time, 211 this content must be fleshed out and reinforced with sub- stonce (texts, exercises and so on) without which it is mot assimilate Iu this book at least we have attenpted to add a third dimension by relating the language in a natural way to the social, cultural, geographical and historical framework in wiich it belongs, and also emphasizing the practical applications of the language learned, in Line vith modern ideas about language teaching in general. Add to all these requirenent the strict imitation of space that must apply to a book of the present type, so that all che elements enumerated nave to be condensed as mich as possible into something approaching » kind of shorthand. Many things that aight nave been added to aid the progress of the atudent have to be omitted, and cthersmentioned witn the greatest brevity, This results ina very compact work xhich it is up to the student to "reconstitute", 50 to speak, ac he works through it, Thus, four pages of the book may vell contain the material for four hours of careful study, and ‘the amount of study tine called for by each oP the book's units must not be underostinated. The user must say vhether we have finally achieved our object of providing @ book that it i really possible to ‘learn Basque vith, Perhaps the answer will difeer for different students, Likevi wise, not everyone who uses this book will Follow exactly the sane study procedure; in a sense, each person xho teaches himself xith a book ereates fils ovn course, Nonetheless, at Leagt some users will doubtless appreciate being given a suggested method for them co follev or at least use as a guide. The book, ir will be seen, 1 made up of the following components: an initial section on pronunciation; a series of forty unite constituting the course proper; a grammar cwimary section for reference; and a generel vocabulary. Each of the forty units brings together a variety of material: a study text (ST), vhica in the first Pive unite is labelled "Conversation"; Language notes (IN) referring to the ST; drills based on the Lil's; a grammar section; a vocabulary; translation exercises; and so on. At the beginning of the book we have expanded the units somewhat to give a more explicit idea of how these materials ought to be exploited by the Learner; as the units progress, they become more compact in format in onder to save space, not becavee they have Less content. It is felt that once the student has used the first units to get into a proper study rythm," he will know how to keep thi up using the later materials even thoush xe stop "marking the time" for him. Therefore, the first ten units dre divided into three "Lessons". he frat lesson, the most important, includes the ST, the LN*s end grills. The second contains the grammar section, vocabulary and exercises based on these. ‘The third is a sort of supplement wnich can add sone variety and give an opportunity co learn sone essential vocabulary such as the numbers, days of the week, nanes of the months, and the basic elenents of Basque geography. The Ferme eect Une ie UM, “Thay ie Ghe Binet lessens of the inithal nits that the Learner should concentrate on ost. For example, 1f ne vere to spend Five nents on each init, we would suayest cevosng three of then (nore shan Bale the vine) Se GE HEE ACSGon ra ate chet ep ae onaetl Sal tag Hov should this tine be structured? Here 1s.a ouggested procedure wilch can be arplica step-by-step in the first fev unite, and then Gradually adopted as the units progress. Our strategy wi2l be as Follows: * initial study of the sT (1 hour); * compietion of the first lesson (1 hour); age Hien eaten Lege (VW) + review first lesson (4 hour); + work through third lesson (1 hour); + review first lesson (4 hour). Meediess to say, the tines given are xerely to provide a rough idea, Tnethet etudy of the’ SY Gill te nertaben 1H the EaLlacsig steps. (As explained in the section on pronunciation, the student ray ov iia tot duvide 40 Leste the Illi stich fox Cipiaeat feSaioe ciation given in the lessons. Steps involving this are given in parentheses here.)1, Read straight through the ST, trying to understand es much as possible at first sight. (1°. Read the phonetic transcription of the ST out loud, where given.) 2. Read the translation through once, vhere given. 3. Mow repeat step 1 (and 1°). 4. Reread the ST carefully up to the first break. (Note: The texts fare separated Snto segnents by small gaps or breaks between the segaents. Tt ie recomended that intensive ctudy of the Sf’s be carried out pleceneal, segrent by segnent.) >. Read the corresponding segnent of the translation, vhere given. Where no translation is given, the student must deduce the meaning, With tte help of the vocabularies and language noves. 6, Reread the sane seanent of the ST. (6°. Read out loud the corresponding segment of the phonetic trans- eviption, vhere given. If not given, the student should recon- struct it erally.) Js Compare In detail the First Line of the segment Being stuaiee ith the corresponding Line of the translation. 8. On the basis of this comparison, note aentally on in writing doch the meaninge of individual ords and the structural patterns that you observe 9. Repeat steps 7 and 8 For each ine of the segrent being studied. 10. After vorking through the vhole first segment of the ST in the vay deaerihed, read through the coaplats aegnent again, trying to understand everything nev without reference to the translation. (10°. Read out loud once more the phonetic teanseription of this ent.) 11. Go through steps 4-10 For each successive segment of the st, always stopping at the breaks. 12. Having vorked Uirougn the vole ST in this manner, read throwgn the vhole ST once more, trying to understand everything without reference to the translation. (127. TP a phonetic transcription is given, read through this, out loud as alvays, without looking at the "original" S? and trying to understand everything.) (12%. Looking only at the “original” ST, see if you can repeat the pronunciation out loud from nenory.) (12°. Looking only at the phonetic transcription, try to unite doun the “originel" Ss? From memory.) Completion of the First Lesson will involve systematic study of the LN's (or reviey of then If they vere already consulted in the first stage), working through the drills, and finally a review of the ST. Here again, for the benefit of those who say find it usefu2, ve will spell out step by step a possible procedure for this.vid 1. Most Lifts begin vith or include some examples taken directly from the ST, with reference to line number in the earliest units. Begin by lockino up each of these examples mentioned in the first Ll in the ST. Do yeu understand the sentences in which they occur? HP not, check up their meanings before continuing. 2. Read the first IN carefully, making sure you understand what it is saying. 3. It ds often possible to invent more examples on the basis of vhat is said in the Ill, In the Sirat unit there are even aubsti- tution tables provided to help to do this, If possible, invent sone examples ef your ovm to illustrate the point of the Lil 4, Repeat steps 1-3 for each LN. 5. Mow attenpt the first drill, ‘The drills can be done either orally or da writing: (a) If orottu: Where a key is given (Unit 7 only), check your answers fone by ane. Otherwise you can consult the biv'2 to make suse your ansvers are right if in doubt. (b) IF in eriting: Do the whole drill first, then check your answers fas above. Wote: The drills are intended to be easy, once the ST and L's have been assimilated. So if you make'nore than one or two mis takes in a drill, review the appropriate Li's; then try the drill again. 6. Repeat step 5 with the remaining drills, uatil you get through them all, Generally, each drill has a specific purpese, 0 don't miss any out. 7+ Review the ST by reading through it. You now ought to understand everyening and be faniliar with most of the cranmatical structures and vocabulary used in it. (There vill, however, alvays be one for tyo things that nave not been clarified in the explanatory material, Do not let these worry you; you will cone to understand then @ Little later.) Worktng tnraugh the second Lesson: this involves studying the grammar section and the unit's vocabulary list, and doing the translation exercises based on these tvo as well as on the points covered In the first lesson. The L's touch on particular points that arise directly in the ST and which the learner needs to get some immediate grasp of. The grammar sections take a more general, overall view of the basic parts of Basque grammar, and vill help the learner to systomatize sone of his knowledge. They will also introduce sone nev points that the student hasn't met vith previously but should nov learn, ‘The grammar section should therefore be read throught sloviy, and everything in it understood. We have tried to make ail the information in the sranar ‘tions relevant to the learner at the tine when he first reads it. However, vhen sone points are mentioned that can be considered lessinpartant at the outset, though pertinent and necessary later and for reference purposes, such points are given in paragraphs in smaller print. Such information may be optionally be read through vhen first encountered, but full assimilation is not required until some later ime. As the learien procresces through the course, he vill also start to make of the gromer sumary section lecated at the fend of the units. ‘This section comprises reference material such as paradigns vhich cannot, or should not, be committed to memory in one "shot", bat need to be assimilated little by little vith the reinforcement of considerable practice. the student's attention Will be brought to this reference material as appropriate. The vord lists, like the grammar sections, vill mostly present items that have previously been encountered in the ST's etc., but with the addition of a few new words in cach case. The words given should be learned thoroughly, For they Have deen chosen and ordered so ag to provide the student with a basic vocabulary of about fa thousand words in the whole course which will Pill mest of his practical commmication needs and constitute a good foundation for whatever kind of further studies he might wish to undertake afterwards. ‘The vocabulary has been caresully graded and integrated into the lessons to provide cufficient reinZoncenent of the itens accumulated. ‘The exercises, For translation, are specifically designed to reinforce and help asciilation both of grammar and of vocabulary, and go must not be passed over. ‘They are also a good test of unet! the lessons so far have been taken in ané the student is ready to go on to the mext unit. Like che drills, they can be used either orally or in writing, or even both. It 18 alao possible to reverse ‘them and vork fron the Basque Yack to the English, hich is easier than from English to Basque, and might be used i? the student is having some difficulty. But he should alvays end up by putting then back into Basque again, for if he is not capable of doing this it 4s advisable for him to go back and do sone review work before con- tinuing. Review of the first lesson means going beck over the ST and the drills, By this time born of these shovla be vel enough arned that it is unnecessary to look up the asaning of any sentence in the ST, and no wrong answers are given in the érills, But learning fa language means attaining the ability to speak fluently and clearly and give inmediatc, automatic responses. This results from much practice and repetition. Read, aut Loud, through the ST as fluently and correctly as yo can manage, If you can get hold of a native speaker, get fin to read it out to you, or better yet, to tape it, reading flvently fond at normal speed, and ixitate what you hear as exactly as you can. Ansalternative method is to have the native speaker Liaten to youand correct your pronuaciation. If there is mo speaker available, of course, one must simply do the best one can. The object of the dpiile ic to learn to answer them rapidly, unbesitatingly, just as vhen ve answer @ simple question in English straight off, without stopping to taink about it; you must also ausver correctly, needless to say. Here too a Basque speaker or a friend learning with you can help by feeding you the stimulus sentences in rapid fire walle you respond to each one, as Sf playing pingpong. As for the thiré Lesson, ve shall give no rules. It's nade Ghgece de to lenen the pect fie voemidsey it introduces, using the driiis entitied "Practice" to help assimilation. In a real com sunication situation it is often very important to respond quickly and accurately to munbers, days of the veok and the like. ‘The final ovteu of the flret Lescon vill take the cane Porm as that already described. ‘This should give a good idea of just how much can ve got out of each unit in this course, and consequently of how much work it vill take to get through the vifole book and attain an inter— sediate level of knowledge of othe Basque language. There will be stages at vaich it is necessary to review previcus units before going on any furthers the intelligent learner will sense this need wnen it arises, and should not hesitate to go back and refresh his menory, while at the cane time becoming a 1ittle bit surer of the things he Tf, when he starts having difficulty, he merely plods on further, he vill soon feel as if he has got lost and have to retrace nis steps, The units of thie book are organized so tigntly—aue to considerations of space, ax already explained—that it does not leave much room for such aimless vandering, wnich is both unprodue- tive and demoralizing. In fact, the units already incorporate into then as many "leaps and bounds” as the student will be able to keep ‘up with, 20 take it step by step through the units all the xay to ‘the end SUPPLEMENTARY AND FURTHER READING AND MATERIALS This course is specifically designed to be able to give the stutent outside the Basque Country as full as possible a conmand ef the language even vithout the Kelp of other materials, since it is foreseen that these Vill not be easily avallable to many of ite users, Nevertheless it is always a good thing to supplenent any language course with heterogeneous readings and other material, vaien there vas no room to include in the present book anyway. Tt is algo hoped that the student vho has worked his way to the end of this course will want to go on further, and he vill require orientation, Fortunately, today there is a greater proliferation of all Kindsof Basque reading and listening matter being published in the Basque Country than at any time before. The Final version of A Basque Course wlll contain ot this potnt a selection of suggested readings.TABLE OF CONTENTS Note on the Second Draft of A Bosque Course / Oharra A Bosque Course-ko bigarren borradoreari. buruz To the User of This Book How to Use the Course Supplenentary and Further Reading and Materials Abbreviations Used in the Vocabularies Basque Pronunciation ‘The Basque Alphabet: I: A 'Standard! Pronunciation Vowels Consonants Accent: Assimilation and Sandhi. A Text for Assimilation Practice Mid-Gipuzkoan Pronunciation fates Lesson Zero Unit One the Ordinary Article ‘Tho Vor 124% (Present) Nunbers unit Two Pronouns Numbers (ctd.) Unit Three Adjectives Deverminers Numbers (ctd.) Unie Four ‘The Absolutive and Inessive Cases Nunbors (ctd.) Unit Five ‘The Yer EGON Some Syntax Numbers (ctd.) iiunit Six ‘The Verb Jot he Verb ETORR) ‘the Verb 181L1 ‘The Allative Case The sblative Case Euckal HerrLko Probintztak Unit Seven The Present: Continuous Tense ‘The Days of the Wook ‘Two Popular Songs: Maritxy nora zoaz?, ALferraren ostea Unit Bight The Verb UKAN ‘Tho Ergative Case ‘The Possessive-Genitive Case ‘Tho Local -Gonitive Case. Evskal Herriko Geogratto Unit Nine ‘The Verb EDUKI The Vorb JAKIN ‘The Comitative Case ‘the Instrumental Case Dates A Patriotic Song: Fuska guderLak Unie Ten ‘The Dative Case Compound Verbs Euskara Euskal Hereian Literary Dialects Review vait Eleven ‘Compound ‘Tenses Unit Trelve Gerunds and che Verbal Noun ‘The Present Habitual Unit Thirteen ‘Tho Present: Perfect Unit Fourteen ‘The Supine and Participle ‘The Infinitive a 73 73 74 75 76 80. 84 88 92 92 94 Lao 101 103 104 108 110 ans 116 116 317, 120 120 122 127 128 431 133 139 145 146 151 152 156 158 162Unit Pirteen ‘The Future Tense ezin Unit Sixteen The Full Present of UEAY Unit Seventeen Intransitive-Dative Conjugation of |ZAN (Present Tense) Unit Eighteen Transitive-Dative Conjugation of UKAN (Pres nt. Tense) Unit Nineteen Post positions Unit Twenty The Past of ZAM and UXAN Unit Twenty-one ‘The Past Perfect Unit Twenty-Two ‘The Past: Habitual Comparison Unit Twenty-Three Tho Hypothetic Tense Unit: Twenty-Four The Potential Mood Unit Twenty-Five ‘The Hlypothetic Perfor The Future-in-the-Past Unit: Twenty-six The Relative Clause Unit: Twenty-Seven Unit Twenty-eight The Aorist Potential Tenses Unig Twenty-Nine ‘The Subjunctive, Optative and Aorist Conditional Unit Thirty ‘The Imperative Key to Translations (Units 21-30) 165 168 169 169 172 174 479 180 183 186 189 192 196 198 202 204 206 207 207 210 213 217 218 223 226 227 229 231 234 238 240 244 246 249 251 254Unit 31: Jeon=Pierre sto Moritxuren azken agurra Unit 32: Ines Unit 33: TxiLlordegi ete euskora Unit 34: Eyskalduneren definizioe Unit 35: Problnezletako berrtak Unit 36: Probintzletoko berrtak (jarratpena) Unit 37: Kolpoa Unit 38: Amurizok eta Enbeltak aitari buruz kontatutako bertsock Unit 39: Markesoren ALabo Unit 40: Sovtreta Grammar Summary I: Declension Gramar Summary IL; Present Tense of |ZAN and UKAN Granmar Sumary ITT: Past Tense of IAN" and UKAN Grammar Summary IV: Other Tenses of |ZAN and UKAN Grama Summary V: The Aorist Auxiliaries "DIN" and "EZAv" Grammar Summary VI: Synthesis of the Tense System Grammar’ Sunmary VII: Modos of Subordination Basqu! nglish Vocabulary English-Basque Vocabulary rammar Index 259 265 270 276 281 284 289 293 297 298 305 307 310 313 315 319 324 326abt. adj. east adu. out. Birk. cf ej. coll. comp. cone gat. der. ola. ae Fost. Eno. erg. oop. Fes oer Sip. gov. Lap. ABBREVIATIONS USED IN THE VOCABULARIES ablative adjective adjectival adverb allative auciliary Pinkaian continuous adverb compounding form conjunction colloquial coni tative ‘compound conjugated. gative serivational auminative determiner Bastern (dialect) English ergative especially expression fron French gerund Gipuekoan governing imperative int. inter. np. neg. pl. en pos. pos. post. ep pre prope pron. per. Sp. eur. supe sun. ve vide vee ved nstrumental interjection interregative modal particle negative plural proper name posseseive possessive-genitive postpositive postposition prepositive preposition pronoun present simple Spanien cuseix supine aynonym Unit usually ver’ inteansitive verb intransitive-dative verb verbal now transitive verb transivive-dative vero withA BASQUE COURSEBASQUE PRONUNCIATION Lite all Living languages, Basque varies in certain details from place to place, vhile sonetheless constituting a single language. untike sone other nationalities, novever, the Basques have until now lacked he conditions that are Hecestary er the erection aid divil— gation of a generally recognized Linguistic standard. Indeed a uni Pied system of ‘spelling is enecging at the present tine, and to the extent that i bas yet been determined vill be Followed in thia book. On the other hand, one caniot realistically talk of any standard spoken Basque today that would be considered as such by most speakers. Tals 1s a fact that Leamers of Basque must face. Tuere are two obvious courses open to the student. One is the acquisition of sone regional variety. Tae otner is to study 2 form of Basque that ais at a Kind of standard; but then it must be borne in mind that the status of such a standard is rather nore theoretical than practical. With regard to pronunciation, the user of this book iz alloved to chooce for himself between tvo options: (1) He may pronounce Easque according co 2 very staple ‘standard! system based directly on the aogern spelling (and actually coming closest to Lapurdian pronunciation). This pronunciation is described in the iret section delov. (2) te may (uith a Little more effort) acquire one of the various ‘authentic’ pronunclatlons of Basque, namely that viich we shall denominate Mid-Gipuzkoan. In this case he should york through both of the Folloving sections, and take nate of the indications of pronunclation encountered in the course of the Lessons. Note that the description givea in the First section anounts £0 no more than a rough-and-rendy guide, addressed principally to the nonspecialist student. The Basque Alphabet 4 Ga) J Cota) R (erre) B (be) K (ka) Ss (ese) c (ze) L (ete) 7 = 45) D (ae) M Ceme) u(y) Be) XN Cene) vy (uve) Fo (efel NS Celte) W (uve bikoitza) a (ge) 0 C0} x (axa) 4H (hatxe) PF’ (pe) x (4 grekoa) et) 2 (ky) z (zeta) ©, Q, ¥, Wand ¥ are only found in foreign words and proper names. YelI: A 'SPANDARD! PRONUNCIATION Vowels A, £, I, 0 and U are pronounced approximately as in Spanish. Examples: ama, bat; ere, den; ipini, ming ore, on; ukatu, mundu. If the second of two vowels is I or U, they form a diphthong ar [ai], 61 fei], or foi], ut {wil or (yi); au [ay], BU [ey] Examples: gai, aita; sei, deitu; doi, goiko; hignin; gau, naute; neu, euskara. If I op U stands between two vowels, it is pronounced as a semivowel: ly]. [w]. Examples: gaia [gaya], gaua [gawa]. other contiguous vowels are pronounced individually. Exenples: mendia (mentdiral, atea [atte], mundua [nun*dua], mendietan (men*dive*tan], ateokin [artere*xin]; mendiei men*aitei], ateol [ateetei]. Consonants, ‘The following consonants sound roughly as in English: B,D, Fy Hy Ky Uy Wy 8, T. Examples: bai, wabe; denda, adin; familia, alfer; hemen, nahi; kafe, okata; lore, mtils maite, umes polit, apa; toki, aita. G is pronounced as in "give". Examples: gurbi (gafbi], goro (sero), ogun [egu] J is pronounced like "y" in "yes", Examples: an (yan), Jaranja [laranya]. Nis pronounced [m] (as in "camp") before P, B, Mi [nl (like "n" in "rank") before K, G; otherwise, as in "man", Kanpo [Kenpo], Lan bat (Lanbat]; enango [orange]; nola [nota], lan (1an], ondo [onto]. Beampl Wis pronounced [ny) as in "canyon" Exagple: anderefto [anderenyo) R is sounded as a weak tongue-flap, Ir], when between two vowels inside a word; otherwise, and when written double, it is a strongly rolled "r", [#]. 2), hor [hof], hartu Beampiest ere [ere], Miren [niren]; ene (hattu], granatika (sfonatiica). 8 represents a sound roughly halfway between "3" in “so” ané "sh" in "show": [8]. axanpiest aa [4u], oso [ofo], ante [aéte].X is pronounced like "sh! in "show": [4]. Bxenples: xede [fede], kaixo [kaiso). 2 is sounded like "s" in "so" energetically pronounced: [s]. Examples: au (sul, pozik [posix], gazte [saste]. In foreign words etc.: C is equivalent to K or 2; Q(U) is equivatent to K; V and W are equivalent to Bs and Y is equivalent to J or 1 Ts, TX and 72 are affricates corresponding to 8, X and Z. Thus, TX sounds like "ch" in “church, [ts]; TZ like "ts" in “lots" but more energetic, [ts]; and TS is roughly halfway between "ts" and "ch", [78]. Examples: etxe [etfe], txildd [tiki]; hotz [note]; hots [noré]. DD, LL and TT are used to represent palatalized sounds (fis aiso a palatalized sound—see above): [dy], [ly], ley. Examples: onddo [ondyo]; Pello [pelye]; batto [batvo) Accent It is digicwt to make any remarks about Basque accent or stress of general applicability; it is a subject still poorly understood by Basque linguists. In many varieties of spoken Basque a difference between stressed and unstressed syllables may be discerned, bat not normally such a marked difference as in English. Some vords appear to be stressed on different syllables by the same speaker Fron one utterance to another. The placement of stress does not seem to De Free, and yet the conditioning factors have not been clearly determined. What is mere, patterns of word ecpess apparently éifter from region to region. Ih consequence, no standard stress indications can be given, and unless 2 acdel is available, 1t is as well to give equal weight to every syllable. However, some stress indications will be given for Hid-Gipuzkoan pronunciation below. Assimilation and Sandhi There are various rules of assimilation between contiguous consonants operating in Basque both withing vords and across werd boundaries. (there are also rules of vovel assimilation and diesimilation, but these are more subject to regional and stylistic variation.) The importance of thess rules is diminished by the Fact that they are not often applied consistently by Basque speakers, vhile sone are more videly observed than ethers. Thus they will not be enumerated here: but a couple of then are éilustrates in the following text, vhére they are dravn attention to by an asterisk in the phonetic transcription.A Text for Pronunciation Practice ‘Translation: The parish priest once invited Fernando! for lunch. But his son vanted to go with the father. He gave him no peace: he should take him and he showld take him. Fernando dida't need to trouble his head much to satiety his son's desire. The tvo arrived at the door of the parson's house and the father said to the sont "You stay behiné the door until 1 call you." Pernando went in. The parson was waiting at the table to eat. Anticipating the priest, Pernande started te say grace, that is, to say the before-lunch prayer "in tne nome of the Father and the Holy Ghost, Amen. "Pernando, you're doing it wrong. Have you forgotten how to say the prayer, then? Cone on, start again," Pernando knew vhat he was doing, and he repeated the prayer just as before. "In the name of the Father ond the Holy Ghost, Agen "knd the Son?" asked the priest with a harsh look over his spec~ tacles. Pernando had his ansver well prepared ‘Oh, yes. You're right, He's dovmstaira, 1/11 call him right away. ey, son!" he called. "They say they need the son here Come quickty! The son ran to his father and sat dovm next to kim. Since vkere two can eat three can eat, the Pather and son had a fine Lunch at the parsons expense. Notes: ' Pernando of Amezketa (Amezketa is a villase near Tolosa in Gipuekoa) is a semi-legendary character (probably real) of whom uany stories of this tyse are popularly told. * Chis account is taken fron J, Ormazabal, Pernando Anezxetarra, Biker, Donostia, 1981, p. 16-17. Erretore jaunak konbidatu zuen bebin Pernande bazkaltzera. efetore yaunak konbidatu suem behim pefnando baskaltsera Baina semeak aitarekin joan nahi zuen. Ez zion pakerik bajna Semeak ajtarekin yoan nahi suen “etsiom pakerik ematen: cramateko hura eta eramateko. enaten eramateko hura eta eramateko Pernandok ez zuen burua asko nekatu beharrik izan senearen pefnankek “etsuem burua aéko nekatu behafik isan Senearen kutixia betetzeko kutisia betetsekoIritsi ziren biak erretorearen etxe atarira eta aitak iritSi sirem biak efetorearen et/e atarira eta aitak “eSantsion Semeari —lli ate atzean egon hadi nik deitu arte. hi ate atsean egon hadi nik deiru afte Pernando barrura sartu zen. Greetores bazkaltzeko pefnando bafura Saftu sen efetorea baskaltseko gain ceukan mahaian. Apaizarl aurrea hartuz, Pernando saintseukan mahayan apaisari ayfea haétus pefnande bera hasi zon mahaia bedeinkatzen, han da, bazkal aurreko bera hagi sem mahaya bedeinkatsen hay da baskal aufeko erreroa egiten: efesoa egiten Aitaren eta Espiritu Santuaren izenean, Ame: aren eta eSpiritu Santuaren isencan amen —Pernando, gaizki ari zara. Aitaren egiten ahaztu pefnando gajski ari sara ajtaren egiten ahastu egin gl zaizu ala? Fa, has zaitez berriro egin “altsaisu ala ea haf saites befiro Pornandok bazokion zertan ari sen eta berriro ere lehen “pefnandopasekien seftan ari sen eta befiro ere 1ehem bezalaxe egin zuen Aitare: besalase “egintsuen ajtaren Aitaren eta Espiritu Santuaren izenean, Ane: ajtaren eta eSpiritu Gantuaren isenean amen —8ta Sees? —galdetu zion apaizak betaurrekoen gainctik eta Semea -galdetu sion apaisak betayfekoen gainetik gorrots begiratuz. sofos begiratus Pernandok aspalditik pentsatuta zeukan eranteunat pefnandok aSpalditix pentSatuta seykan erantsuna A, bai! Arrazoia duzu. Hortxe behean dago. Segituan a baj afasoya dusu hoft/e behean dago Segituan deituke diot. Hi, seme! —deitu zion—. Hemen semea behar dejtuke diot hi Seme © dejtu sion —_hemen, Semea behad omen diate. Hator azkar! omen diate hatof askafLaster joan zen semen aitarengana eba bere ondoan lagtef "yoantsen fenea ajtarengana eta bere ondoan escri, Bik jaten duten leknan hiruk ere jaten dutela ota eéeri bik yaten duten lekuan hiruk ere yaten dutela eta bape bazkaldu zuten aita-seneek erretorearen kontura bapo baskaidu suten ajtagemeek efetorearen konturaIT: MID-GIPUZKOAN PRONUNCTATTON Spoken Basque is classified into at least six main dia ects, mown ac (from west to east) Bizkaian, Gipuzkoan, Kish Navarrese, Lapurdian, Low Navarrese and Zuberoan. But all of these dislect areas merge into cach other, sometimes almost impereepribiy, and each arca consiets of a nunber of cubdialects that are thenselves no easier to delimit exactly. ‘Therefore, if 2 book claims to teach a dialect such as Gipuzkoan, Lapurdian etc., this is itself a simplification, for it will surely in fact omly present one variety of the dialect in question. This Ls the reason vhy we have coined the term Mid-Gipuzkoan, rather than simply claiming to present 'Gipuekoan', The 'Gipurkean' forms given in this book represent no more than one Kind of Gipuskoan, and that Kind haz been chosen in the belie? that it will be the most useful for the average student who makes use of the information, Thus, if the student is co lucky as to have a Basque speaker on hand (Gn vaieh case he should make the Sullést use possible of his help, of course), oven if the informant i2 a Gipuakoan he is unlikely te coincide 1a every detail of pronunciation vith that given here, but this fact should not disconcert the learner in the least. Rather, the tyo sources of information—the native speaker and the book— should be looked on as complementing cach other, so as to give the student a rounder picture of the language as it really is. This is not only true of Basque but of any other Language. By MidGipuskoan we do not mean to say, in a geographical sense, the form of Gipukoan spoken in the middie of the Gipuzkean Asalect area, but rather that type of Gipuskoan that constitutes more or less a common denominator of all its varieties, and vhich ig therefore recognized and used by Gipuzxoan as a kind of ‘standard Gipuzkoan! in reality. It is not, therefore, the ‘broad Gipuzkoan' of a given place, and in practice stands somevhere in between such forns of "broad Gipuzkoan' and the hypothetical standard spoken Basque that is lacking. Here, as an introduction to the pronunciation of Mid-Gi— puzkoan, is the text already given, transcribed into it, and followed by some notes. In addition, the student should note that, since the ‘standard! pronunciation described in the previous section requires no further comment, alt observations in the rest of this beok concerning pronunciotions refer to Mid-Sipuzkoon, and so can be ignored by those using the ‘standard’.Erretore jaunak konbidatu zuen behin Pernando bazkaltzera. etfetore yaynak kom'bisatu suem beim pef'nando gas'kaltsera Baina semeak aitarekin joan nahi zuen. Ez zion pakerik banya Se'meak ‘ajtarekin ywan naj suen ‘etsiom pa*kerik ematen: eramateko hura eta eramateko. e'maten etramateko utra ta e'ramateko Pernandok ez 2uen burua asko nekatu beharrik izan pef'nandok ‘etsuem bu'rua aSko ne'katu se'aPik i'san semearen kutixia betetzeko. fe'mearen ku'tisia se!terseko Iritsi ziren biak erretorearen ctxe atarira eta ilritsi siram 'biak e'fetorearen e'tle a'tarira ta aitak esan zion seaeari: taitak e'Santsion Se'meari ili ate atzean egon hadi nik deitu arte. ‘i atte atsean e'yon asi nik ‘deit(y)u afte Fernando barrura sartu zen. Erretorea bazkaltzeko peftnando sa‘fura ‘Saétu san e'fetorea fas'kaltseko zain zeukan mahaian. Apaizari aurrea hartuz, Pernando ‘saj seykam ‘mayan atpaisari au'fea ‘aftus pef'nando bera hasi zen mahaia bedeinkatzen, hau da, bazkal aurreko ‘gera a'Si sam ‘maya Be'sejnkatsen ay ¢a aas'kal ayfeko errezoa cgit e'Fesoa etyiten —Altaren ota Espiritu Santuaren izenean, Amon aj'taren eta eS'piritu éan'tuaren i'senean a'men —Pernando, gaizki ari zara. Aitaren egiten peftnando 'gaiski atri sera ai'taren e'yiten ahaztu egin al zaizu ala? Ea, has zaitez berriro. tastu etyiny altsaisu ala ‘ea a'éi saite se'firo Pernandok bazekien zertan ari zen eta berrire ere peftnandopase'kien sef!tan ari san da se'fire etre lehen bezalaxe egin 2uen Aitaren. "len be'selase etyintsuen aj'taren —Aitaren eta Espiritu Santuaren ivenean, Anen ai'taren eta eS'piritu San'tuaren i'senean a'menSemea? —galdetu zien apaizak betaurrekoen Se'mea gal'detu sion a'paisak be! tayfekoen gainetik zorrotz begiratuz ga'nyetik so'fos betyiratus Pernandok aspalditik pentsatuta zeukan erantzun: pef'nandok ag'palditik pen'tSatuta seukan e'rantsuna A, bai! Arrazoia duzu. lortxe behean dago a ‘sai atfasoya se'su ‘oftse ‘sean da'yo Segituan deituko dict. Hi, seme! —deitu fevyit(y)uan ‘deit(y)uko @iot ‘i Se'me —'deie(y)u rion—. lemen semea behar omen diate. Hator azkart sion e'men Se'mea se'ah o'men di'tek a'tox as'kaf Laster joan zen semea aitarengana eta bere ondoan “ajécef "ywantsan Se'mea ai'tarengana ta sere on'éoan eseri. Bik jaten duten lekuan hiruk ere jaten dutela eta e'éeri ‘bik ‘xaten duten le'kuan ‘iruk e’re 'yaten 'dutelata bapo bazkaldu zuten aita-semeck erretorearen kontura. ‘bapo Bas'kaldu suten 'aitaSe'meak e'fetorearen 'kontura Phonetic synbols not appearing in the first section: (2), [6] ana [y] are weak, fricative variants of [b], la) ana (g) respectively, such as are also used in Spanish etc. (y) is 1ike the "ony in "Loch", or Spanish "js "indicates stress on the folleving syllable. Notes ‘Tne differences between the above transcription and that én the previous section can be classifie¢ into the categories of phonological, morpho~ logicel, syntactic and lexical. (Line numbers are given in parentheses.) Phonological differences. + His sftene ix all te south: ete. + two vowels coming together due to nonpromunciation of h form a iphthong in the same conditions specified in the first section behin [bein] (1), mahi [nai] (2), etc. When the two vovels are alike they contract: mahaian [mayan] (10), ahaztu [estu) (15), Jehen [1en] (17), ete. + J 4s pronounced [x] rather [xwan] (2), ete. ‘Nin a certain environment is pronounced [ay] (1ike i); it must follow 4 in the sane word, and precede a vowel: egin (al) [eviny] (15)+ but egin (auen) [evin] (17). In the same environment, 143 pronounced [1y] (Like 11) ura [nea] (2), behareik [vests] (4), than [y. jaunak [yausak] (1), joan10 + With less consistency, t, s/z, ts/tz preceded by i in the same word may be pronounced (ty], [f] ana [tf] respectively (i.e. as if-they vere tt, x and tx): initsi [Iricyi] (6), deitu [deicu) or [sextyu] (8), segituan [serit(y)aan] (22). + I, when it vould be proncunced [i] (i.e. forming a diphthongs), becomes silent preceding a palatalized consonant ([ay], [1y), ley], [f] op [t4]); novever, it 45 often conserved before [ty]: baina [banya] (2), gainetik (ganyetik] (20); but deitu [deityu) (7). +B, d and g, in moot Bacque dialects, are pronounced [8], [4] and Ty] except at the beginning of a phrase and folloving certain consonants: konbidatu [xenb$éatu) (1), (-o) bazkaltzera [saskaLtsera| (1), egon [evon] (€), etc. + Concerning accent, sce remark in the first section. A tendency can be seen in the above transcription to stress the second syllable, but there are many exceptions. Morphological differences. ‘The most notable differences are in conjugated verb forme: ziren [siran] (6), zen {san} (9), zara [sera] (14), zaiter [ssite] (15), duzu [desu], [¢esx] (22), diate [dite] (24). Differences in declension forms are minor: alta-samock [alvadeneak] (27) Eta "and" haz three pronunciations: (etal, (ta] (used espé after vowels) and [da] (used especially after n}: (Aitaren) eta [etal (13), (ura) eta [ta] (3), (zen) eta fea] (16). Syntactic differences, These are hardly noticeable in the text because the original is already Gipuzkoan in idiomatic Plavor. But we can note the replacement of the infinitive has "start" of the standard version by the supine hasi [a$i] as a typical trait of wectem dialects. lexical differences Again, the mainly Gipuzkosn lexical character of the original text has made it unnecessary to adapt it lexically. Instead, we could renark on some of the words and word forms for vaich there are current alternatives that differ from the text, suck as bake(rik) For pake(rik) (2) "peace", anitz Por asko (4) "much", heldu for initsi (6) “arrive (ailegatu [alyeatu] is another vord typical of spoken Gipuzkoan), gibelean Sor atzean (8) "behind", barme(ra) for barru(ra) (9) "inside", matiain(a) for mahai(a) (11) "table", aitzin(eko) for aurre(ko) (17) “before, in front", ahantai for ahaztu (15) "forget", behatu(z) or 50 ewin(ez) for begiratu(z) (20) Nook", ihardetai(a) for erantzun(a) (21) Manaver", berchala for segituan (23) "right away", etc. Nonetheless one or tuo lexically determined phonolegical dis~ crepancies can be noted: zain (10) "waiting" pronounced [sai]; be- la(xe) (17) "ako" pronowmeed [bescia] «LESSON CONVERSATION oy ZERO ‘The pronunciation given in the second 1ine and in ali subsequent Lescons represents Mid-Gipuzkoan only (see the section on promunciation). A free and 2 word-for-word tramislation are given on the rignt of the page. Anpat aupa Egun on. erutnon Bai eta zuri ere. bajtasutriere Zev moduz? setmogus Ondo, eta zu? Yond ta'su Ondo, esan beharko, tondo ¢'ganbeat!ko Non dago zure laguna? ‘nundaye surela'yuna Etxean dago. ettfeandaro Nora z0az ovain? ‘nora *coas o'rain Bexera. eteera Eta 2u? Na klasera noa. tal "klageranoa Non dago 2ure klasea? toundaye sure! Hagen Grosen. "gfoten Ture etxea ere Grosen dago, ez dat supee'tJeaere ‘gfoSendayo es'ta Hil Good morning. “cay good" Good morning. "yes ond tomyou too" How are you doing? uhat uoy?™ Fine, and you? welt, and your" Oh, pretty good. "welt, say aust” Where's you're Friend? “uhore Ls your frland® He's (or she's) at home Nin-house ts" Where are you going now? Nunere-te (you) 're-goine nou?" Home. And you? Mtochavse. ond you?" I'm going to class. ine ta-clase (1) !n-gotng" Where is your class? Sahore is your class" in Gros. NLpeBrost Your house is in Gros too, ien't it? "your novse too insGras is, not is?Bai. "vai Zurekin joango naiz. su'rekin 'qvangonajs Katxearekin etorri al zara? ko! tVearakiay e!toflaltsera Ez, oinez. res tonyes Elkarrekin joango gara, bada. el'kafekin tyvangovera Ba Bderki! et eetki 42 T'11 go with you. Mobth-you witl=go (1)-oa" Have you come with the car? “uttnethe-car cone int. (you) are?" No, on foot. "ney by-Foot™ We can go together, then. Twith-each-other will-go (ue)-are, then" Great! beautifully"UNTT ONE: CONVERSATION A21 Indications of pronumciation (here on tH are for Hid-Cipukoan. Begira! Nau Monte Igeldo da. Hori itsasea da. eta hura Denostia da der da hori? Zer? Hori? Antiguo da. Hura Parte Zaharra al da? Bai, horixe. Eta mendia? ger da? A, mendia; mendia Urgull da. Eta hau Gros al da? ter, hau? Bz, ez. Hau ez da Gros Begira hor; ez, hor ez, han Gros, hura da. Grain, evorri. Begira hemen. Igeldoko herria da. Hauck baserriak dira. Dai eta haiek ere. Mendiak, eta basoak. fer dira horiek? Baserriak? Ez, ez dira baserriaks etxeak dira. 13 FIRST LBSSON right of the page) betyira tay monte "yeldosa olrd sitsagoaga, ta wlra Sotnogtiaga teh a ori reef an! tiywoda, ulra pafte'safalda "bag ‘ort se eta men'dia 'sef da ta men'dia nen'dia uA "yalyda eta tau ‘yrofalda teef tay tay esta ‘yrs betyira tof Tes tof ‘es 'gf08 'urasa otrany e'tofi detyira e'men ityeldeke e! Mada tavek ba! Seflakdiva vaice 'ayek e're men'diak eta 8a‘Goak ‘ef Bina ‘ovek batéefiak tes es'tira Ga! Sefiak et tfeakdiraTranslation Look! This is Monte Igeldo. That's the ocean. and that over there's San " Sebastian. What is that? ¥nat? That? It's Antiguo. Te that the Old Pare? Yes, that's right. ind the 1121? What is ae? Any the hills a the hill is Urgall. and is this Gros? What, this? Culture Notes + (Lune 2: Hau Monte Igeldo da.) 14 Ko, no. ‘This isn't Gros. Look theres ho, not there, over theres Gros is thet Now cone here. Look heres It's the village of Iyetdo. Taese are Farmhouses. dnd 20 are those over there. Hills, ané forests. Wuat are those? Parthouses? Mo, they!re not farmhouses: theytre (simple) houses. Monte Igeldo is a hill Just outside gan Sebastian commanding 2 Pine wiew of the area + (Lune 42 ota hnna Donostia da.) Donostia, or San Sebastian, 1s the capital of the province of Gipukoa. + (tine 8: Antiguo da.) Antiguo is a neighborhood of San Sebastian at the £00t o! Igeldo. + (Uno 9: Hura Parte Zahara al da?) The "Old Part" (Parte Zahacra) Sebastian, near the node downtown area, is the oldest district of san As in other Basque cities, the old town is a focal point of social life, where many local people go to drink wine with their friends on evenings and weekends, + (Line 142 Urgull. da.) San Sebastian has thres hills overlooking the ocean: Igeldo; Ungull, vehind the old Party and Ulia, near the Gros district + (Line 482 Fta hau Gros al da?) Gros is another San Sebastian neighborhood. + (Line 25: Iweldoke herria da.) Tgeldo is a little village, made up mainly of boserriak, located beyond the hill of the sane nane. + (Line 26: Hauck baserriak diva.) The baserrl (the yor 12 derived ultimately from bose "Forest, wild place" and herct village") represents the traditional15 Basque lifestyle. Today this rural lifestyle 1s inevitably threatened by rapid inaust the beserrl is a nostalgic symbol, as vel as the great reserve of Basque Folklore and language. Basque 1ife today is charac= terized by the contrast between the tvo coexistent vorlds of the “boserria™ and the "kaleo" ("the etreet™, and by extension, the tom or city). alization and urbanization. Thus Language Notes Numbers in parentheses refer to lines in the conversation. Haw (2) thts, hori (3) that, hura (4) thot (over thers) form Basque's threefold system of denonstratives. The plural forms of these pronouns © hauek (26) these, horick (2%) those, halek (27) those (over there) « Note alse the three corresponding place siverbs: henen (24) here, hor (19) there, han (21) (over) there. > Da (2) ts; dima (26) ars. since the prououn need not be overtly expressed, da can translate he is, she ts, ( Us (8), and dira can anslate they are (32). Jen't and orentt = ex da (18), ez dira (31). Tn the text singular common nouns end in -a (itsasoa (0), mondia, (41), etc.), and plural common nouns end in ake (baserrialc (26), mendiak, basoak (28), etc.). In Basque granmar ve call sufFixes such as na, mak “articles; their precise function vill be studied later, Most proper nouns, on the other hond, take no article: Monte Tgeldo (2), Donostia (4), Antigo (8), etc.; buts Parte Zaharra (9). a. Hote the affirmative sentence pattern of Haw Monte Tyeldo da (2), Mendia Urguli da (14), Hauek baserriak dira (26) etc: Taw Monte Igeldo Hori, Igeldoko herria Mendia | Urgull, Herria | donostia Howek da. | |Horiek ‘The subject may be omitted ia Basque (cp. note b): Antiguo da (8), Btxeak diva (32), exe. Contrast the pattern of negative sentences, such as Hau e2 da Gros (18), Bz diva baserriak (31): Haw Monte Igsldo. Hori, Tgeldoko herria. Mencia Unaul Donostia.16 Again the subject may be omitted, as in Be dina basereiak (31). Questions of the yes/no type have the sare vord order as the corres~ ponding novinterrogative seatences. In Gipuzkoan dialect the particle fal 49 placed before the conjugated yerb Form, but may be omitted ura Parte Zaharra (al) da? (9), Hau Gros (al) da? (15): Han | Monte Tgeldo baserriak Hawes Hori | Igeldeko herria etxeak 4 Reeaira Sega (eye) lee |g | CLE Donostia rink | aca Ulin ‘The subject once again may be omitted: Monte Igeldo (al) da? Is it Monte Igetdo? “ Tm questions containing a question word such as zer what (Zer da hori? (5), Zer dira horiek? (29), ete.), the question vord is placed befare the conjugated verb Form: haueke? ver | airs | horiek? mondial’? Here too the subject may be left out: For da? (12). DRILLS Drill 1: Make the Hau Vonte Igeldo da (This Ls Monte Igetoa) + Hau ez da Nonte Igeldo (This ts not Monte 1getdo) 1, Hori itsasoa da. 2. Hura Donostia da, 3. Antiguo da. 4. Mendia urguli da. 5. Igeldoke herria da. 6. Hauek beserriak dira. 7. Etxeal dira. 8. Horiek mendiak dira. 9, Haiek basoak dira, 10. How baserria da, eta naiek etxeak dira. entences negative, £9: Drill 2: Make questions out of the above sentences, and answer and negatively, +a. Haw Honte Igeldo da (This Ls Monte IgeLdo) + + Hau Monte Tgeldo (al) da? (Ie thle vente igetdo?) + Bai, Monte Igeldo da. (Yes, t's Vente Igeldo) + Br, ez da Monte Igeldo, (oy Le Lente Monte Igetdo) positive: Drill 3: Fron the above sentences make questions witn zer, and answer, eg) Hau Monte Igeldo da (Thus Us Monte IgeLdo) > + er da hau? (What ts thee?) ‘+ Monte Igeldo da. (It ts Monte Igetdo)17 Drill 4: Make the foliowing sentences plural, e.g Hau basercia da (This is a formhouse/This is the formhouse) + liauck baserriak dira (These are Famhouses/Thess ore the facmhouses) 1, Hau etvea da, 2. Hort herria da. 3. Hura mendla da. 4. Basoa da. 5. Baserria al da? 6. Bura basoa al da? 7. Hori ex da nendia. 8. Bz da herria, 9. er da? 10. Zor da hau? KEY a 4s Hori ez da itsasoa. 2. Huro ez da Donostia, 3. Ez da Antigua. 4. WendLe ez da Uraull. 5. 2 60 Igoldoko nerrLa. 6. Hovek ez dino boserrick. 7. Ez dira etxeck. 8, Hortek ez dir mendiak. 9. Holek ez dLra basook. 10. Hav ez do baserria, eto noLek ez dira etzeak. a 1, Horl Ltsasoa (al) da? Bat, Utsasoa do. £2, ez ca Lteacoa. 2. Hure Donostia (al) da? Bai, Donostia da. Ez, ez da Donostta, 3. Antiguo (at) da? Bai, Antique da, Ez, e2 da Antigua. 4, Mendia UrguLl (ol) da? Bot, Urgutl do. Ez, ez da UrgULL. 5. Igetdoko herrea (at) 80? Hoi, Igeldoko herria do. Ez, ez da Iyeldoko herria, etc. 3 1, Zer da hort? Itsos0o da. 2. Zer da hura? Donostia da, 3. Zer a? Antiguo da. 4. Zer da mendia? UrguLt ge, 5. Zer da? IgeLecko hereia da, etc. 4 1, Havek etxeak diro. 2 Horlek herrtak dire. 3, Halek wendLoe dire. 4. Sasook Gira. 5. Seserriak al dire? 6. Hatek bascok aL dire? 7. Hortek ez dra mendlak. 8 Ez dira herriak, 9. Zer dira? 40. Zer dica havee?UNIT one OND LESSON GRAMMAR Indications of prununciation are for Mid-Gipuzkoan. Language notes (set pp. 15-16) are referred to by the unit num a letter, such as 1:b (= Language Note bin Unie 1); granmar para~ graphs by the unit number folloved by a number, such as 1:2 (= Grannar Paragraph 2 in Unit 1). followed by S14 THE ORDINARY ARTICLE Common nouns (and certain proper nouns too) are usually accompanied by a suffixed article (see ire). ‘There are several articles, but that used most frequently is the ordinary article, which, in the absolutive case, takes the forms ~a (singular) and -ak (plural). The article is suffixed onto the noun stem, which may end in a vowel or @ consonant. Note that number (singularity or plurality) is not expressed in the stem itself, only in the article. 5.g. herri, mendi, etxe, ikasle, baso, amerikano, mutil, euskaldun becone with the article: sing. herria, mendia, etxea, ikaslea, basoa, amerikanoa, mutila, euskal- duna; plur. herriak, mendiak, ctxeak, ikasleak, basoak, amerikanoak, mutilak, euskaldunak. BUt neska and other words ending in o lose the @ when the article is added: sing. nesk-a, plur. nesk-ak. Mords Like donostiar (Lahabltent or native of Son Sebaettan) ending in ry double the ¢ yhen a suffix beginning vith a vowel is aided, thus donostiarra, donostiarrak. ‘This is merely a spelling covention necessary to indicate that in all cases the Pinal consonant of the stem Is pronounced [#] and nor [r]. A few words are exceptions and have a single r, pronounced [2], before the vowel of a sussix, e.g- paper (papef] (paser), but papera [pa'pera], paperak [pa'perat] Such words will be marked by a star in the vocabularies, thus paper". $2 IE VERB IZAN (PRESENT) We shall indicate person in pronouns and verbs with the symbols 7,"I", 2 "chow"*, a whe/she/it", 4 "we", 5 "you"", 5° "'you"", © "they". The persons with a star require comment. Ferson 2, the familiar second person singular, entails the use of a special mode of speech, involving the modification of verb forms according to a complicated system, and so is best avoided by the beginner.19 Person § is in function the non-familiar second person singular, although in origin a second person plural; is less markedly formal or polite than French vous, Spanish usted etc. Person 5° expresses plurality in the second person; formally it is derived from person 5. In both pronouns and conjugated verb forms, person 1 is associated with the initial 1etter n-y person 2, with h-; person 4, with g-; and persons 5 and 5°, with r=. This is seen, for instance, in the present tense of IZAN, "to be": Person 1 naiz [nais} van (Person 2 haiz Tags] wart") Person 3 da {da}, [ea] tet Person 4 gara [gera}, [vera] "are" Person 5 zara [sera] ware" Person 5° garete [serate] "are" Person 6 dira [diva], [sira] ware" Since subject pronouns can be leFt out of the sentence (ef. tsb), these verb forms can also be translated as follows: naiz "I am", da "he is", "she is", "it is", gara "we are" etc. Negation is effected by placing ez directly before the conjugated form: ex naiz, ete. These sequences undergo special phonological changes, not indicated in the stan- dard spelling, by which: ez + b- > [esp-l; ez + d- > [est- ex + g- + [esk-]i ex + n+ [en-]; ez 4 1- + lel]; ez + h- > [eh-]; ez + 2- + [ets-] (these are the only initials with hich ez has the opportunity to so interact). However, these changes are not alvays observed; and this gives rise to other phonetic results, as fellows: ez b- [e78-]5 en de [ex8-]; ex go [eeyn]; ex me [ezne]; ex Ie [eet]; e2 he [es-]3 ex 2 (es(s)-]. (Note that sibiaants are voiced in Basque before voiced sound, as in esne [eéne], ikasle [ikaéle].) In Gipurkoan usage, the modal particle al « to signal a yes/no question (sae 1:£). such modal particles irmediately precede the conjugated verb form, even in preference to ez, so that negative questions have ez al naiz, ete. Gipuzkoan pronunciation of the interregative paratign: (alnais], latais], [aida], [alveral, [aitsera), [aitserate], [aldire], in line with regular sendhi rules. To fuL#i1] the sane function as the Gipuzkoan al, in eastern dialects (i.e, Lov Navarrese and Zuberoan) -a is suffixed to the conjugated verb, ©.g. naiza. The remaining dialects use neither al nor -a to indicate yes/no questions. be used20 VOCABULARY Mid-Gipuzkoan prommeiations are only given when requiring special attention. Examples of "regular" words: al [al]; bal [bal]; begira [be'yira]; herri [efi]; dkasle [ikatle]; Parte Zsharra (pafte! sata). Regular palatalization of a and L vill not be specified: mstal [mutii], (matity]; mitila [mu'tilya]. Reconmended place for stress is indicated where possible, e.g. belgira. In nouns (and adjectives), the syllab! indicated is that stressed when a eu22ix is added (thus, e'txe is for [e'tvea], [ettJeak), etc-); the unsurtixed stem (e.g [etfel) nay be stressed otherwise, al: se 1:2 hhauek [avek], [oek] ot. pron. ameri'kano n., adj. bxericen ‘these bai yes he'rri a. toxn, village; country ba'serri n. farmhouse, farm hori ot., pron. that ba'so ns forest, wild place horiek [oyek] dt. pron. those betgira! look! fmpa ¢t., pron. that Do!nostia pn. San Sebastiall Atlasle ns student ere [(erJe] too, aise i'tsaso [it/aéo] m. sea, ocean eta [eta], [ta], [da] cj. and | men'di_n. mountain, hill eltxe n. house, building ie fs tee, Seay cusilenldun ny 093+ Basque Ineska 9 girl ez!: seo 1:23 ez? no Parte 'Zaharr-a pn. the Old Part hhaiele [a(y)ek} ét-, pron. those | utme on. chit haw dt., pron. this zer pron. vhat EXERCISES Exereiae 11 (Transiate:) 1. She's a student. 2. He's a student. 3. i'ma student. 4. You're a student. 5. They're students. 6. We're students. 7. You're students. &, I'm an Anerican. 9. You're a boy. 1. 11, Youtre children. 12. she's a Basque. Exercise 1. He's not an Americans He's a Basque. 2. They're not students. 3. Tim not a Basque. 4. You're not a child! 5. We're not Aericans. 6. You're not giris. 7. The boy ia a student Gent too (Lit. "The gic too is a student"), 9. The children are not students, 10. I'm not a student. 8. the girl is a stu- Bxereise 3: 1. Are you a student? Yes. 2. Ie the girl a B an American. 3. Is that the sea? 4. Are you an Americas? 5. Are yos americans? 6. Are the girls students? 7. Are they boys? 8. is this the Old Part? Yes. 9. Is that the Old Part too? No, that's Gros. 10. Are you Basques? Yes, we're Basques, que? Wo, she!sExercise 4: Vs Look vhat's that? 2. What are you, an Anerican? 3. What are the boys? They're Americans. 4. Taese are Basques, and those are Americans. 5. The children are Basques too. 6, The house is Basque= speaking (evekaldun). 7. Are the villages Easque-speaking? Yes, they (haiek) too are Basque-speaking. 8. The boy and the girl are Basque speakers. 9. Look, that's San Sebastian over there. 10+ What are you? Wetre students. key ze 4, Ikaslea dos 2. Ikeslea da. 3, Ikoslea maiz. 4. Ikosleo zare 5, Ikasteok dtra. & ikosteak gora. 7. Ikasteak zarete, 8. Anertkanoa natz. 9. Nutilo zor, 10. Neskak gore. 11. Uneok zarete. 12. Euskol~ guna da. 3 4, Ex da anertkonoas euskalduna da, 2. Fz dira tkasteck. 3. Ez nolz cuskalduna. 4. Ee tara unea! 5. Ez 96re amerikanook. Er zarete neskok. 7. MuttLa tkoslea da. 8. Neska ere tkastea do. 9. Uneok ez dira tkasleat. 10, Ex naiz ikaslea. & 4s Ikastes (at) zara? Bat, 2. Necke euskalduna (al) a? Ez, ome= rikanoa a+ 5. Hura Utsasea (al) da? 4. Anertkanoa (ab) zara? 8. Anertkanoak (el) zarete? 4, Neskak LkasLeak fol) aire? 7. Mu- eLLok (at) dtro? 8. Hav Parte Zoharra (ol) da? Bal. 9 Hork ere Porte Zaharca (al) de? Ex, hor Gras da. 40. Evskatdunct (ol) sarate? Bal, euskaldunak gore, ay 4. Beatray 2er do hor? 2. Zer zara, amerkinoa? 3. Zen dire mutilak? Anerikanoak dire. 4, Havek evskotdunak dira, eta hortek omerikanoak (lea). 84 Useak ere evskaldunak cir. 6, Etxen evekatduna da. 7. Herctok euskatdunak (al) dira? Bal, nolek ere euskaldunok dire 8. MUELLO eto neska euskatdunak dira. 9. Begira, hura Donostia da 40, Zer zarete? Ikasteak gora.UNI ONE NUMBERS Lenbat? ‘enbat bat, bi, hin bat bi tira hina, Lau, bost Hirw lay bos! sei, zampi, zortzi ei. 'saspi ' rortai, bodoratal , ‘eoftsi bets amar atmaé hanar, hanaika, hamabl a'maf atnaik: 22 HIRD LESSON How many? © ree, Four, five softsi six, seven, eignt eracsi eigat, nine, cen a atmaBi ten, eleven, cvelve orduak: of guak mee: ‘ordubata of dubata one o!cleck ordubiaie of énBiak tvo otciock hiruak i truak three o'clock Lauale, bostak “lavak "bostak Four otelock, Five o'clock eta abar eta'ar ‘and $0 on Zer ord da orain? ——_se'ohuéa ot pain. Wnat tine is it nov? Ordubata da. of dufatata It's one o'clock Oreubiak dina. of uBiakdira It's two o'clock. Hiruak dina. itruakdira It's three otclock. ‘Zazpiak diva. sas'piakaira It's seven otclock Hanarrale dira. a’mapakiira It's ten o'clock. Hanaikale diva. atmajkakdira It's eleven otclock. VOCABULARY "zenbat dt. how many, how much or'du ns hours time! bat one bi teo bitru three laa Four bost Five \ mother word fer "time" as in Mha! tenore da? PRACTICE. Practice 1: Read these nunber Hy Be By Borde Te Bp 55 By Ay By 10, 11, 12% By 4 6, B, 10: 3, 6 % nartpi seven gorttai eight hetderatzi nine ha'mar ten hatmaika eleven hatmabi. twelve tine is Lt?" Le tonorer Zer By by Be 5y Ty 95 5 Gy Ti By Fi 125 7, 8, 9% 10, 1123 Practice 2: Zer ord da? 1.00; 2.00; 3.005 4.00; 5.00; 6.00; 7-00; 8.00; 9.09; 10.00; 12.005 5.00; 8,00; 10.00; 12.00; 4.00; 6.00; 11.00; 9.00; 7.00; 300; 2.00; 1.00. Notes an telling the tim (1) an r is often inserted in hinurak, laurak, and less often an seirak, zazpirak, zortzinak, bederatalmaks aever in the other nuneral (2) Ways of telling the time vary by region. Instead of ondu= bata, sone say ordubatek; and for ondubiak others say bi orduak. In these expressions onda neans "hour"; but eloewnere "hour" 13 oreny thus bi orenake. To ask the time, one may say Zer ordu da?, Zor tenore dat, or Zenbatale diva?24 UNIT TWO FIRST LessoyN CONVERSATION Tkusi al duzu Parte Zaharra? i'busialdesu pafte! be. es Joango al gara gaur? "ywangoalyera yas Wola, ikusike duzu. ola i*kusikosesu Ondo. Fondo. Parte Zaharra atsemina al da?” pafte'safa a'téevinya alas Bai, 080 atsegina da. "baj 'a80 a tkeyinyada Goazen gaur, bada. ‘gvasen ‘gen Ba Zer ordutan? netoreutan Zortzictan? teoftsietan Ondo, zortzictan. tondo ‘softsietan Gero arte, bada. gerotatte Ba Bai, gero arte. "bai yerotatce (Zortzi trerdiak dira orain.) softtsi ttefsiakdira o'rain Kaixo! Naito Barkatu, berandu da. baftkatw be randusa Lasai, ja'fai berdin da. beftSin da Goazen, bada. 'gwasemba (Parte Zaharvean.) paftetsatean Hau Kale Nagusia da. tay kalenat ruélaga Kale hau? ‘kale ‘ay Baina oso txikia da! banya o'fo t/a! iiaéa Bai. Zaharra da tbal ‘safasa Kale hauek, kate avek txikiak eta zaharrak dira, — t/i'ktak eta ‘eafakdira Baina politak banya po'litak Eta orain, nora? ca otvain ‘nora Taberna batera. ca'Befnapatera Hori taberna bat da, otri ta'fefnapatda oz da? ea'te Bai, "bak bai eta haiek ere baite ‘ayek etre Ama! zenbat taberna! ‘etme 'senbat tatieéna Taberna asko, bai. tatsefma a'éko ‘eal Taberna hori ona al dat tatBefma o'ri ‘ona ald Bai. Goazen barrura. "bai tgvasea bafuraYer mahi duzu? Ardoa? Beltza, gorria ala zuria? Gorria, mesedez. (Barrai Boltza ota gorriat Tori. Eskerrik asko. Bederat zictan, Jagun batzuek etorrike dira. Ederki. ‘Translation Have you sean the Old Part? Ho. Shall ve go today? That vay, you'll see it okay Ts the Old Part nice? = Yes, it's very nice. Let's go today, then. Av what time? At elght otclock? Okay, at eight See you later, then. Yes, see you later. (at's eight thirty now.) wt I'm corry, it's late. Never mind, dete all right Let's go, then. (im the O14 part.) This is Main Street ‘This street? But itte very sata! ves. It's ald. Language Notes 25 ‘sek tnaisesu ab Gon ‘bettsa yolfia ala su'ria go'fia me'Seses "oafan ‘oeltsa ta vo! tia eStkefix a!ko begetratsietan Latyunbatsuk e! tefikodira el Sebi ‘These strects are small and old, But pretty. and now, vhere to? To a bar. That's a bar, isn't it? Yes, and those over there too. Goodness! wiat a Lot of bars! A ot of bars, yes. Te that bar good? Yes. Let's go in. wnat do you want? Wine? Hed, rosé or white? Rosé, please. (at tne part) A ved and a rosé! Here you are. Thank you. At nine o'clock, some friends vill be coming. Observe that predicate adjectives can take the ordinary article (sing. na, plur, -alcs of. 1:1): ateoging (4), (7), txilkla (23), zaharra (24), txjkiak, zaharrale (26), politak (27), ete. As a result there Le munber agresnent betwecn noun and adjectiver26 lHorriak KKaleak atseginalc Tabernak | txikiake diva, Ni, m1, gr and zuek are personal pronouns, meaning respectively "you" (sing.), "we" ana "you" (plur.). Re ve have learned in Unit 1, such subject pronouns as these and hura, haiek ete. can be omitted Prom the sentence: Atsegina da, Zaharrak gara, ete. b. Consider the noun phrases kale hau (22), kale hauek (25), taberna bat (50), taberna asko (95), taberna hori (36), lagin batzuek (47). Hau this, hauek these, bat one, a, asko mony, hori that, bateuek sone, ace called deterntnorss they determine the nouns kale, taberna, Jagun. Hote that with a determiner the noun dose not take an article: the determiner replaces the orticle. Conversely, when there iz none of these determiners, the article is adde kate taberna ee eee hank bat ee batzuek muti. ae agin EF Janerikano Jove EBS ALL the denonstratives (see 1a) can be used as determiners as well as pronout Joange al gara? (3), etorriko dira (47): joango naiz, joango da,... HLL gay he'll 90) ctc.; eborrike naiz, etorrike day... I'LL cone, he'Lt cone, ete. a earn these expressions: Ondo Okay, Fine; Goazen ['gwasen) Let's 993 Gero arte [gero' afte] See you Later; Kaixo! Hi!; Barkata i'm sorru, Excuse me; Lasai Never mind, Don't verry; Zen nahi dum: hot 60 you Yank? Hat would You Like?; Mesedez PLeose} Eskerrile asko Thonk you; Ederki Sreot, Wonderful, Note also Beranda da (t's Lotes Berdin da It doesn*t wetter (1it. "It's the sane"). ['sef ‘aaiesu] Beltza, gorria ala muria? (40): beltz, gorei and gurl are the colors "black", “red” and "white", ‘Thus, dasques refer to red wine as block (bettz-a), and to rosé as red (gorri-a).27 DRELLS Drill 1: Substitution drill; replace the element in italics with the items given, ¢-g Baserria txikta da: atsegin/zahar/euskaldun. + + Bazerria atsegina da + Easerria zanarra da, + Easerria euskaldune da 1, Kalen poltta daz txiki/atsegin/berdin. 2. Uneak txUkiak dirat euskaldun/on/polit. 3. Etxea ez da zucla: orri/beltea/aahar. 4 Lagun horick ez dira omerikenoak: euskaldun/on/zahar. Drill 2: Nake the folloving sentences plural, e.g. Baserria txikia da. + Baserriak teikiak dira. 1 Btxea zuria da, 2, Mendia podita das 3. Taberna zaharra da. 4, Tkaslea ona de. 5. Xalea berdina al da? 6. Basoa zaharra al da? 7. Laguna ez da atsegina. 8. Herria ez da tyikia, 9. Nutile ameri— kanoa da, 10, Necka euskatduna da. Drill 3: Substitution dri: 1. Baserri hav gorria da: horifhura/bat/-A. 2. Werri havek txikiak Gira: horiek/naiek/vatzuek/asko/-Ax. 3. Yutil bat ez da euskalduna: hori/-A/hura. 4, Taberna halek onak dira: acko/batzuek/-A%/norlek. Drill 4: Nake the following sentences plural, e.g. Easerri hau curia ca > Baserri kauek euriak dina. Lagun bat ancrikanoa da. + Lagun bateuek anerikanoak dira. 1, Nendi hura polita da. 2. Ardo hau oso beltza da. 3. Sago bat oso zaharra da. 4. Btxe hori berdina da. 5. Lale bat atsegina da. 6, Meska hori ikasiea da. 7. Ba0 hura ez da txikia. 8. Buskaldun bat ez da zaharre. 9, Ardo hori gorria al da? 10. Tkasle bat ame~ rikanoa al 4a?28 UNIT TWO: SECOND LESSON GRAMMAR S51 PRONOUNS In Basque pronouns differ from common nouns in that they take no article (compare 1:1) The demonstratives hau "this", hori "that", hura “that (over there)", plur. hauek, horiek, haiek, which are determiners, can be used pronominally (see Unit 1). ‘The same is true of other determiners; e.g. Bateuek ikasleak dira, Some ore students; Nahi duzu bat? Do you want one?; Asko etorrike dira, Wany WiLL come. among the pure pronouns in Basque are the per sonal grenouns: Porson 4 ni + me" (Person 2 hi hoa, thee") Person 4 gu swe, ust Person 5 zu "you" Person 5° auek "you" Note that the initial letters of these pronouns, n-, h-, g-, #-, correspond to those of the verb (see 1:2) There are no true third-person personal pronouns. If necessary 2 demonstrative pronoun may be used: Hura (hori, hau) ikastea da, He/She ls a student. Another possibility is to use the form bera (plur. berak), whose basic meaning is "he himse1f/she herself", "they themselves", Since a pronoun expressing the subject can be omitted (see 1:2), it is only used to achieve contrast or emphasis, e.g. Zu euskalduna zara, baina ni er naiz euskalduna, You're Basque, but I'm not Basque (contrast); Ni joango naiz, I'LL oo (emphasis). VOCABULARY artdo ne wine bar'katu exo. Tim sorry, excuse ne asko ot. a Lot, many, mien bat dt. one; attsegin adj. pleasant, nice batmek [thatsur] dt. sose (pturet) ada [ba] well, sea beltz oj. viacx: rea (vine) baina (banya], [baryan], [banye] | betranda cov. Late ele but bor'din dj., adv. saneelderki adv. Pine, great estkerrik 'as'ko exp. thank you! ettorrike naiz I will cone gero ‘arte exp. sex you Later goazen |'gyasen] let's go golrri dj. red; rozé (wine) goango naiz [swange], [xungo) Twill go ‘kaixo Unt. hi, hello (tnforaat) atten. strect latgin o. friend lsat acv. calm, untroubled 29 me'sodoz please? nahi duzu ['naisesu] fon adj. good tondo o8v. vel (40) you want olrain adv. now 980 adv, very, really potlit ogj. pretty tatberna n. bar txi'ki oj, small, little Nzahar adj, old zutri (aurd), [tart] e6j. white "Thank you" is, according to region, eakerrile asko, esker anitz, esker mila, mila esker, * wpaease! EXERCISES Exercise 1: 1. She's Basque, but velre not Basque. 5. Are you Americans too? (Ltt, "Are 3+ You and we. you too. +++") B. Im not Basque. 9. but not us (Lit. "but us no"). 4. Me too. Exercise 21 1, What tine is it now, please? Thank you, but I'm not going to go. 5. Noy this street is aot Main Street. 6 Tt isn't very good. Kale Wagusta)? wine gooa? 7. 9, Don't vorzy, ketl1 cone now key L 4, Hura euskatsuna da, batna gu ¢2 gore euskoldunak. 4. Ne eres natz; eto 2u7 al zarete? B. NU ez nalz euskeLduna. Sire, bine ou ez. 3, Zu eta nls 2 4s 2er ardu da orain, assedez? ‘ocke, votna ez natz joange. 5.,£z, kole hau ez da Kale Nogusto. Beltzo? 9. da 00 ona. Bs Zee nani. due? da. 10, Ondo bada, 6. We're going to go nov. What is he? 64 Gu joango gara eratns 94 Zer 60 pure? 2, Zazplak dtra, beatrot 4, Barketu, hav Kale Nagusip al da? is, according to region, mesedez, faborez, arren, otot. 2. I'm American; and you? 7. Theytre very pretty 10. Sone friends vill be coning, t'9 seven ofelock, look! 3. 4. Bxcuse me, is this Main strect Is this 8. nat do you vant? Red (sine)? 10. Okay then. 2. NL omertkanea 5s Zuek ere anerikoncak 7, HoUek oso potltok oLra. 40, Lagun batzuek etorrike 2. Eskercti 6. Ardo hau ono ol 00? 7, Et Lasat, oratn etorrike30 UNIT Two: THIRD LESSON NUNBERS (etd) hhanailka, hamabi atmaika a’maai eleven, twelve hanahina, hamalan aimairy atmalay thirteen, fourteen hanabost., hamasei atmagogt a'matel firtesn, sixteen hamazazpi, hamazortzi ana'saspi exe'softsi seventeen, eighteen heneretzi, howei enetretai ofyei ninetean, tyenty hogeitabat, oveita'gat twenty-one (= hogei ota bat) hogeitabi, hogeitahiru oyejta'si oyeiza'iru twenty-two, twenty-three hogeitalau, hogeitabost oyeita'ley oveita’foft twenty-four, twenty-five Seiak dira. “Beyakdira Tete six o'clock. Sei tlerdiak dira. "fol 'tefSiakdira It's six thirty Sei eta bostak. "Sei eta" Bosak Is's six five. Sei eta hamarrak, Nei eta'maéak Tete ex Sei eta laurdenak, "Sei etatlauteenak It's six 4 Sei eta hogeiak "Sei etao! yeyak It's eix twenty. Sei ota hogeitabostak. ‘Se, etacrejta’sostak [t's six twenty-five, VOCABULARY ertdi adj, n+ Hale hatmasei, hana'sei sixteen Jaurden adj., 0+ quarter hama'zazpi seventeen ha'mahira thirteen hhama' zortzi, heme'zort2i eighteen ha'malau, hamatlau fourteen hone!retzi nineteen ha'mabost,, hanatbost #2teen ho'gel tver PRACTICE Practice 1: Zenbab? 2, 4y 6 8, 10; 12, 14, 16, 1B, 20; 1, 3 5) 7, 95 19, 13) 15, 17, 195 2, 22, 23, 24. 252 Practice 2: Zer ord da? 1.30; 2.30; 3.304 4.30; 5.30; 6.30; 7.30; 8.30; 9.30) 106305 11.305 12.30; 1.154 2.195 3.15; 4.15; 5.053 6.08: 7.10) 8.10; 9.203 19,205 11.25; 12.25,UNET THREE? CONVERSATION ver ordutan etarrike dina gure Lagunak? Bederatzictan. Eta zer ordu da opain? Bederatziak bost guti dira. Goazen orain. Nan egongo dira? "Josetxo" tabernan. (Tabernan.) i daude. Gau ont Bordin! Aupa, Nabier! Hom Hau Mike da, eta hauek nere lagunak dirat Joseba, Ttziar eta Xabler. Aupat Kaixo! Pozten nai: Barkatu, 2er da aure izena? Nere izena? Mike. Hori "Mikel" da euskaraz, en da? Bai, Mikel. Mikel, e? zen ona da horit Izen euskalduna! Ba, TRaki, Zer nahi duzu? Nik ardo beltea nahi dut. Eta zuk, Mikel? Ardo gorria, meseder. Ttziar? Nik ere gorria. Beltza eta bi gorri... Xabier, zuk zer? Nik beltza. Bal ota nik ore. Adizu! Bd gorri eta hirw beléz! Orduan... 34 FIRST LESSON Nofdutan et tofikedira sure 1a! yunak bede!ratsietan ta ‘setoféu a o'rain beléeratelak ‘bot qu't/i Gira 'gwasen o'rain taun etyongo 6ira xo'setfo ta! Betnan ta'Befnan etmen dause gatgon bef*6in ‘apa FaBi'eh ‘ay tmaikda sta ‘avek nere Latyunak dia xo'SeBa i'tsiaf ote sapiter ‘aupa "keifo "postenais baftkaty ‘sef a sured! sena nerej'sena tnaik tori 'mikel da eyStkeras esta "bal 'mikel ikel € ivsen eyS"halduna Yea Layakt ‘seh tmaigesu ‘nik ‘ef60 'Beltsa najget ta ‘suk tnikel ‘aféo yolfia me! geses ieaiag ‘nik etre yortia "beltsa te "Bi 'yofi Japitef ‘sux ‘sek talk "beltsa bajta tik etre ‘aitsu ‘oi tyofi'ta ‘iru ipelte of BaanArdo ona! Ona, ezt Hau ez da ardo ona. Ardo txarra da, baina.. Zer moduz hemon Donostian? onde. Zev ileasi duzn hemen? Monte Tgeldo? Bai, gaur Handite, Donostia guztia ikust dut. Donostia toki polita da, ¢? Bai, 050 polita, Asko gustatzen zait. Mendi berdeak, itaasoa. a gara Monte Igeldon. ger, ardoa bukatu al duzu? Goazen! Beste toki batera! Translation What tine are your Priends coming? At nine o'clock, And what's the time nov? It's five to mine. Let's go nov. where vill they be? In the Vosetzo" Yar. (in the bar.) Here they are. 004 evening! Good evening! Hi, Xabier! This is Mike, and these are ay friends: Joseba, Itziar and Xabier. Hi there! Ril Glad to meet you! Sorry, vhat's your name? My name? Mike. ‘That's “Mikel” in Basque, isn't it? Yee, Mikel 32 af! 60 o'na ‘ay festa 'afso ‘ona VafSa 'tiafa Sa danya lect mo! dus elmen do!nostian ‘endo Heer itkugigess etmen mented "yeldo "bai, ‘gay etyongera montes 'yeldon and do'nosti yusttia inkusiset do'mottia 'toxl pottita ¢a "hai 080 petlita abtko yus!tatsenteait ‘meni Gef* teak ittfatoa ‘ser af'Soa bulkatualdesu, ‘guases Yheste ‘tok patera Mikel, huh? ‘That's a good mane! A Basque name! Well, Taki. What do you want? T want red vine, ‘And you, Mikel? Rosé wine, please Iteier? Rost for me teo fired and two rosts... Yabler, what about you? Ne, red. fed T say! ‘Two rosés and three reds! Good xine! Not really. This isn't good wine. Tt's bad wine, but.. Sores How you doing here in San Sebastian? Fine. What have vou seen here? Nonte tgeldo? Yes,today we've been on Monte Yes, very pretty. Igelao. I like it a Loe. From there, Green hills, the sea... 1 say all San Sebastian. What, have you Finished your wine? San Sebastian's a pretty place, Let's go! rah? mo another place! Language Notes Note that attributive adjectives are placed after the noun they qualify. Note also that if an article is used, it is added to the last word in the noun phrase only, nanely the adjective: izen on-a (26), izen euskaldun-a (27), ardo beltz-a (29), ardo gorri-a (94), ardo onma (40), arelo txare(r)a (43), Donostia yusti-a (61), told polit-a (62), mond berdemale (65), Parte Zahar-(r)a. Sut there is no article in Faun on Goad morning (Lesson 0), Cau on [ga'Bon] Good evening, Good night (11), Arratsalde on Good afternoon; these are exceptional. b. Possessive adjectives: mere ay, gure our, mune your 5, men your 5°. ‘These precede the noun they qualify. ‘The article is again added to the last clenent in the noun phrase, but now this fe the noun: gure lagunak (2), mere lagunak (18), ure izona (20), nere izena, (21). Unless, of course, an adjective should follow the noun, ©.9 nere Lagun ona "ny good Friend the cardinal nunbers are determiners; they are therefore used vithout an article. But unlike the determiners mentioned in 2:b, the numerals bi, hiru, lau etc. precede the noun: bi gorri, hima beltz (contrast kale hau, taberna asko, etc. Yet the nuaber bat "one" differs from other cardinals in that is placed after the noun. We thus count eixe bat, bi etxe, iru etxe, lau etxe “one house, two nouses, three houses, Four houses", ale Notes nahi dat (tajé-t] "T wane, mahi dazu [*maigesul "you wan Ghusi dut [1"usiset) "I've seen, T saw", tkusi dazu "you've seen, you sav"; bukatu dué "I've finished", bukatu duza "you've finished", ete. (28, 2%, 46, 51, 56), note also that the pronominal subject of nahi/ikusi/bukatu/... dut, iP expressed, is nik (29, 99, 36, 97) "I"; while that of nahi/thusi/ bukatar/... dazu is zuk (80, 35). f. Learn these expressions: Rgun on Good morning; Anratsalde an Good34 afternoon; Gan on [ga'Bon) Good evening, Good night (concerning these cf. Jia); nommal replies to any of these greetings are Berdin 14¢. "Same" or Bai eta zuri ere [baitasu'riere] lit. "And te you too" the latter is nore courteous than the former; Zer meckiz? How are yoU doing? (sntoomal), to wien one can anaver Ondo or Ederket (asuatly aiding ..,eta ai?), or Ondo esan beharko, something 2ike "Oh, aot the bad i suppose") Aupal Wi there! is very Snformal, as is Kaine Wty Adigut [‘ajsu] Hey! (lit. "Listen!") is used to call someone's attention; Porten naiz lit. "I an glad” can be used, anong other occasions, ven being Sntroduced To someone, in the gence of "Claé to meet you" (slightly formal). DRILLS DrLT1 1: Bxpand the noun phrase in these sentences by inserting the adjective given, 2.3. Herria Tgetdo da. (twikt) (The vULlage Ls Igetae.) + Werri txikia Igeldo da. (The LLttLe village Ls Igelo.) 1, Ardoa ona da, (guri) 2. Btxea Derdea da. (gusti) 3. UReak eus= kaldunak dira. (txiki) 4. Hauek nere laguiak diva. (on) 5. Gaua a, (txar) 6. Uneak politak dire. (gueti) 7. Ardoa bukatu aut (gor#i) 8. Maw nere izena da, (euokaldun) 9. Teasteak etorrtxo dina, (anerikano) 10. Tkasleak jomnga dirn. (tar) brit, Bxpand the noun phrase in these sentences by insert the possessive adjective given, e.g. Herria Igeldo da. (neve) (The village Ls !geLdo.) + Were herria Igcldo da. (My village is Igeldo.) 4. Bixea oso polite da. (mere) 2. Zer meduz unea? (zure) 3. Nendiak berdeak diva. (gure) 4. Zer da izena euskaraz? (aur) 5. Neska berandu ctorrike da. (nere) 6. Aaizu, ardoa mesedez! (gure) 7. Kaixo, mutilak! (nere] 8. Gustatzen gait tokda. (2uen) 9. Begira: gquati hau basca da. (gure) 10. Gero ante, lagunak! (neve) Drill 3: In these sentences replace batzuek "sone" with the numeral given, €.9 Lagun batzuek etorrixo dira. (hiru) (Some friends are going to cone.) + Hira lagun eterrito dina. (Three frlends are gotng to cone.) 1, Btxe bateuck curiak dira. (lau) 2. Une batzuek joango dira. (sei) 3. Apdo batzueK, mesedez. (Doct) 4. Herr batzuck berdinak dira. (bi) 5. Toki bateuck txarrak dira. (biru) Personal Names: Male: T'fiald "Zgnatius'’, Jo'seba "Joseph", ‘Mikel "iichaei", Nabiter "Kavier". Female: T'tziar (no equivalent)35 UNIT THREE: SECOND LESSON GRAMMAR, 51 ADJECTIVES ‘There are three principal ways of using adjec- tives in the sentence: attributively (0 pretty hovse] predicatively (the house Ls pretty); and in apposition (che house, very pretty,...). There are syntactic rules affecting each kind of use. In Basque the ordinary article (see 1:1) is often added to the adjective used predicatively: Herria atsegina da "The village is oleasont", Kaleak zaharrak dira "The streets are old", etc., cf. 2:a Predicate adjectives do not alvays have the article, The Factors deteraining when vo use and when to onét the cases are various. Usage also varies from dialect to dialect on this point. The beginner need not worry about this problen; as a general (if not universal) rule le should follow the pattern described above, except where he observes contrary usage, which he ought te initate, ouch as Berdin da in the sense of "It doesn't matter” (however, "It's the sane, “It is similar" is often Berdina da!). Tt must also be borne in mind that the erdinary article 1s only added to adjectives, never to adverbs. Thus "It is late" is always Berandu da, and there is no such thing as berandva, for the simple reason that berandy is in Basque an adverb, not an adjective. Adjectival apposition is a much mare frequent construction in Basque than in English. The adjective takes the same form as when used predicatively, but is used as an attribute of the noun. The appositional phrase may be placed immediately after the noun phrase (Etxe bat oxo _polita ikusi dut "I've seen a really pretty house"), or Separated from it (Etxe bat ikusi dut oso polita, same meaning). In many cases, as in this example, the apposi- tional construction serves to give emphasis to the attribute expressed. When an adjective is used attributively, it is inserted into the noun phrase containing the noun it qualifies. With a few exceptions, adjectives in Basque are postpositive, i.e. they follow the noun they qualify, e.g. izen ona “a good name", ardo beltza "red wine", Parte Zaharra "the Old Part" ete., cf. 336 ‘The principal exceptions to this rule are con- stituted by the ordinals (Jehen eguna "the First day", hamargarron otxea "the tenth house", etc.) and two or three other adjectives, including beste "other" and azken "last" (beste taberna "the ocher bar", beste taberna bat "another bar", azken etxea "the Lost house"). With adjectives of origen and nationality, such as donos- ‘iar “of, pertaining to San Sebastian", euskaldun "Zasque", the position is optional: euskaldun herria or here euskalduna, ‘Tne postpesitive ueage is more common. Concerning the placement of the article in noun phrases containing an attributive adjective, see As in Bnglish, more than one adjective may be used together, ¢.g. etxe yuri polit bat "a pretty white house". Tt is also possible to omit the noun from the noun phrase, Leaving only the adjective and whatever determiner is required. In ellipses of thls type, English usually inserts the pronoun one(s). Big. Gorria nerea da "The red one is mine"; Copri bat. nahi dut “I want a red one". 52 DETERNINERS Basque syntax makes a sharp distinction between adjectives (e.g, amerikano Anericon, atsegin pleosant, beltr black, berde green, berdia sane, berri new, beste other, eder fine, beautiful, erdi half, cuskaldun Bosque, gazte young, gorri red, guzti oll, on 900d, polit orettu, txar bad, txiki small, zahar old, zuri white: see 3:1) and determiners (e.a, the demonstratives hau, hori, hura, the cardinal numerals, quantifiers such as asko many, guti (outsi] feu, zenbat hou many, bat one, a, batzuek some, and various others). Adjectives, when used attributively, are inserted into the noun phrase without altering the latter's existing structure; the syntactic behavior of the class of words we call determiners is more complex. The determiner is an essential feature of the Basque noun phrase, and the following observations should be studied carefully. Even though there are certain exceptions, it can be stated as a general rule of Basque grammar that every noun phrase must contain a determiner. Perhaps this is an oversimplification; nevertheless, keeping this principle in mind, the student will be able to master the’ working of the noun phrase.a7 Tf we accept that every noun phrase has a deter miner, then the question we must ask concerning each noun phrase is: which deterniner? Determiners, like adjectives (see 3:1), are either postpositive or prepositive. Postpositive determiners are placed at the very end of the noun phrase, after what- ever is otherwise its last elenent, whether this be noun, adjective or something else. It will often be the noun (e.g. etxe bat, beste etxe bat); but if there is a post- positive adjective, this will stand between the noun and the determiner (e.g. otxe aurd bat). Prepositive determiners are placed just before the noua (e.g. lau etxe, lau etxe zuri, beste lau etxe), In this analysis we consider the articles (cf. 1:1) a subclass of determiners. One difference between articles and other determiners is that articies take the form of suffixes or inflections (etxea, etxeak) while all other determiners appear as separate words (etxe bat, otxe aske, Lau etxe, etc.). As regards position, the articles are postpositional; that is, they are added always to the very last element in the noun phrase, whatever that should be (it can be a noun, an adjective, or something cise): etxea, beste etxea, ctxe ruria, auria (with ellipsis of the noun, see 3:1), etc. Since all noun phrases must have a determiner, and articles are the most common kind of determiner used, we may say that an article is added to a noun phrase whenever no other determiner is present. And since a noun phrase (normally) only admits one determiner, we may also say that the article is omitted whenever another determiner us present. We could also say that the articles are un- ®arkes members of the Class of determiners, and all other determiners are morked menbecs. Now Basque has no determiner that specifically Filis the function of the English definite article "the". Indeed, a demonstrative determiner (hau, hori, hura) may occasionally translate "the" in Basque, but this is not usual. From what we have said, it follows that, if there is no special determiner to express "the", noun phrases containing this idea will, in the absence of another de- terminer, have the article (generally the ordinary article, though there are others). Thus: etxea = "the house", etxeak he houses", ete. Why do we not Just say that the ordinary article ig the equivalent of the English definite article; we do vernot, for that matter, simply call -a, -ak the Basque definite article? This is vhat many Basque granmars in38 Fact do, but ve do not agree. ‘The ordinary article is not always the equivalent of "the". It can quite often render just the opposite, the indefinite article, "a": Btxe zuria da "It's a house", Boltza, mesedez "A red (wine), please", etc. In other cases there may be no article at ell in phrases corres- ponding to Basque phrases containing the article: Ardo ona da "It's good wine", Lagunak dira "They're friends". We have also seen that the article is very often added to predicate adjectives in Basque, which is quite impossible to do with the English article: Ona da "It is good" (see 3:1). The remaining determiners can be classified in four groups: (1) demonstratives; (2) quantifiers: (3) inter- rogative determiners; (4) miscellaneous. There are three demonstrative determiners: hau, hori, hura (see ira and 2:b). They are postpositive: etxe hau "this house". The quantifiers are the most numerous group of determiners. ‘The cardinal numerals constitute one subset of the quantifiers: the rest can be called "general quan~ tifiers", and anong these are batauok "sone", asko "many, much", gued "few", Some quantifiers are postpositive, and others are prepositive. we have seen (3:e) that the cardinal numerals are prepositive except for bat Mone" which is postpositive. Poatpositive use of bi "two! is either dialectal (Bizkaian) or Literary. Notice, hovever, orducbi-ak "tvo o'clock", 1it. "che two hours", with postpositive bi, even though this form is normal in Gipuzkoa. Of the general quantifiers too, each one has its own rule regarding position. Batzuek and guti are always postpositive: asko is postpositive in some dialects, including Gipuzkoan, but prepositive in others. There are also general quantifiers that are only used prepositively, such as hainbat "so man ‘The cardinal nunerais may be used together with another determiner in the noun phrase; this is an excep- tion to the general rule that there is only one determiner per noun phrase, given above. ‘Thus: bi etxeak "the two houses", hiru etxe hauek "these two houses", etc. We @istinguish between bi etxe "tuo houses" and bi otxeak "the two houses". "My two houses" is nere bi etxeak ‘There are also compound quantifiers, consisting of two words, such as pixka bat [‘pifkasat], ['pivkat] "a little, a bit", pila bat "a heap, a load", ete.39 ‘There are three interrogative determiners: zer what", zein "which" are all prepositiv zenbat. "how many, how much". ‘They : ger etxe? “what house?", zoin etxe? "yhich house?", zenbat etxe? "how many houses?" Other determiners, which we have classed as "mis— cellaneous", are very few; ¢.g. edozein “any”. VOCABULARY adim! ['aisu] exp. hey! rratsalde 9, afternoon Naupa unt. bi ber'de adj. greca betrri adj, nev beste pr. adj. other butkatu dub I've finished elder adj. fine, beautiful clam a. day etmakume n, vonan euskaraz [eyS'keras] ody. in Basque gan [gau]! n. night, evening gaz'te adj., + young (person) gilzon ne man gusttateen zait I 1ike (it) guti [gutfi] dt. fev, little guz'ti odj. all, every itkuat dut I've seen nahi dut T want or'duan oov. then Tpozten naiz t'm glad tole ns place: room, space txar ooj. bad zein or. dt., pron. which zor prone, pre dt. vat zer mo'duz? how; how're you doing? ‘aye gana ds pronounced [gata], and Gaui on (ga' Gon) EXERCISES: Exercise 1: 1. The day. 2. A day. 3. Which day? 4. What day? 5. How many days? 6. Many days. 7. Fev days. few days. 10. This day. 11. These days, 12, vo days. afternoon, 14, One fine afternoon, 8, One day. 9. Some days, A Fine 15. Many Pine afternoons. 16. Thee Pine afternoons. 17. A young woman. 18. The young woman. 19, The other voman, 20, Ancther voman, 21, The other young voran. 22. Another young xowan. 23. Four wonen. 24. The four women. 25. ‘Those four vonea. 26. Four ott young vomen Exercise 2: wonen. 27. ALL the vonen. 28. ALL the young woren. 23, ALL the other women. 30. A11 the other 1, Good morning. 2. San Sebastian 235678, please, 3. Ts that San Sebastian? 4. 295678? 5. Are you durne? 6. Hi! How are you doing? 7. Tim Trziar. 8, Great! 9. Yes? matter, 12, Don't worry, voran! 10. I'm glad. 11, Tt doesn't 13. Thank you. 14. Yes, yes, that's40 right. 15. Good, then. 16. Fine; I'21 go then, 17. Yes, yes, don't worry, I'11 go. 18. What? 18. Look, it's very late. 20. see you later then. Exeveise 3: 1. How many vill come? 2. How many nen? How many vonen? How mary children? 3, Five men, six vonen and seven children will cone. 4. Which tovn is ie? 5. Great, I like that village. 6. That's a new place, isn't it? 7. [Like the sea. @. ‘That's ay new name. 9. Hey man, let's go! 10. What's new? —Hothing. (Lit. MWhat new? —"o1d [thing]s next") KEY ti 44 Eguna. 2. Epuna or Egun bat. 3. Zetn agua? 4, Zer eaun? 5. Zenbat egun? 6. Egun ako. 7. Egua guti. B. Egun bot. 9. Egun batzvek. 10. Egun hau, 14. Faun havek. 12. 8 egun. 4. Areatsatde ederra or Arratsalde sder bot. 14, Arratealde eder bat. 15. Arca- tsalde eder asko, 16, HLrU srretealde eder. 17. Emakume gastea or Enakune gazte bat. 18. Eekune goztea. 19. Beste emakumea. 20. Beste enokune vot. 21, Seate enakume gaztco, 22, Beste enokune gozte bot. 23, Lov emakume. 24, Lav enakumeak. 25, Lav emakune hortek. 26, Beste Lau enckume, 27. Enakume guzttok. 28. Enokume gozte guztick. 29. Beste enakume guztiak. 30. Beste enatune gorte guztlor. 2, 1. gun on. 2. donostia b &. Hor Donostia (aL) da? 4. Bi-htrusbost~sel~azpl-zorezi? 5. Edurne (at) zara? 6. Katze! Zer moduz? 7. Itztar natz. 8, Ederkt! %. Bai? 10. Posten natz. 11, Berdin da. 42. Lasai, enctumeal 13. Eskerrtk ocko. 44. Bai, bat, horize. 15. Ondo, vada er Ondo, ordvan. 48, Ederkis Joange nalz arduon. 17, dat, bat, Losat, Joongo nalz. 18. Zer? 19. Begira, oso berandy da. 20. Gero orte bada. a 14 Zenbot storrike dra? 2. Zenbot gizon? Zenbat emakume? Zenbat ume? 3. Bost olzon, sei enakume sta zazpl une etorrLko dire. 4. Zein herci, da? 5. Ederkt, quetatzen zalt herri. hura. 6. Hor tokt berrta (ort tokt berri bat) da, ez da? 7, Itsasoa gustotzen zolt. 8. Hort nere Uzen berria da, 9% Adizu gizene, goazen! 10. Zer bert? —2zaharrok beceit ru-bost-sel-zazpinzortzL, meseder, Personal, Names: Fonale: E'durne "snow",4 UNIT THREE: HIRD LESSON NUNBERS (ctd.) hogeita'bat, hogeita'di hogeita'hiru, hogeita'lax hogeita'bost, hogeitatsei hogeita'zaapi, hogeita' zortri hogeitabe!deratzl, hogeitaha'mar hogeitaha'maika, hogeitaha'mabi hogeitaha'mabiru, hogeitaha'malau hogeitaha'mabost, hogeitaha'masei hogeitahama'zazpi hogeitahama!rortzi hogeitahene!retzi, be! rroget Bostak bost uti (or gu'tingo). Bostak hamar guti. Bostak laurden guti. Bostak hogei guti. Bostak hogeitabost uti. VOCABULARY betrrogei, berro!gei Porty PRACTICE Practice 1: Zenbat? 10, 20, 30, 40; 5, 15 25, 27, 29; 31, 33, 35, 37, 39: Practice 2: Zer ordu da? 1.5 5.55: 7.55; 9.58 8.50; 10.50; 12.50; 3.45; 9.45; 7.4% 6.40; 84405 10.40; 12.40; 1.355 9.35) 5.3! twenty-one, twenty-two twenty-three, txenty-four twenty-five, twenty-eix twenty=seven, twenty-eight twenty-nine, thirty thirty-one, ‘thirty-tve thirty-tures, thirty-four thirty-Pive, thirty-cix thirty-seven thinty-etoht thirty-nine, forty 4.55 (Five to Fie 4.50 (Ten to Five). 4.45 (n quarter to five). 4.40 (1wenty to five). 4.35 (Twenty-eive to five). + 25, 35; 22, 24, 26, 28, 30; 21, 23, 32, 34, 36, 38, 40, 55 11.85; 2-50; 4.50; 6.505 De 96455 11645: 2.405 4.405 557 55 9-957 11.9542 UNIT FOUR LESSON ONE CONVERSATION From here on ve will no Longer give the Gipurkoan phonetic represen= tation of the conversations. Vord stress will continue to be indicated, by means of marks in the text. In other respects, phonetic notes in the vocabularies and grammar sections wlll almost always be ouf— Ficlent to deduce the Gipurkoan promunciation. (Beste tatberna batean.) THAKI; Toki thau he'teta dagot IVZIAR: 'Zer ‘nahi dugu bada? 'Zenbat tbeltz? JOSEBA: 'Hiru, ‘uste dut. Mi'kelek go'rria nahi du, ex 'da? TTZTAR: Or'duan. (Barran.) ITZIAR: 'Hiru 'beltz eta ‘bi 'gorri. TABERNARIA: 'Zer? ‘Nola? TTZTAR: jiew tbeltz eta ‘bi 'gorri, 'Zenbat da? TABERNARIA: berrogeitaha'mar. TIZIAR: Es'kerrik tasko. ITZIAR: Go!'rpia? MIKEL: He'men. Ne'rea da. ITZIAR: Tori. Ameritkanoa zara, ez ‘da? MIKEL: ‘Bai. ITZIAR: Eta eus'karay dakizu, te?! MOKEL ‘Bai, 'pixka bat. TTZIAR: "Non itkasi duzu? MIXEL: Es! tatu Ba'tnetan itkasi dut, Cali'foraian. TTZ1AR! 'Benetan? Hotri ‘oso tondo dago. Eta ‘non bilgi zara ol rain? MIKEL! He'men bi'zi naiz, Do!nostian. XABIER: —'Non 'zaude Do'nostian? MIKEL: 'Grosen, 0s! tatu batean. XABIER: 'Non dago zure osttatua? MIKEL: Zaba‘leta ka'lean dago. dure ‘aita ota ‘ama ‘non daude? Cali! fornian? ‘Bai, San Frantciscon daude. ‘Han bi'ai dira ‘Ondo ‘dakizu cus'karaz, 'e! JOSEBA: "Bal, ‘oso 'ondo. MIKEL: "Ondo? "Nik ez dut tuste. ‘'Guti dakit. Joses: ‘Won itkasi dazu eus!kara43 TNAKI: ‘Zer? Butkatu dugu, ez Tramabi fer tora aa? INAKI: ‘Nik 'bai. Ha'marrak ' (In another bar.) xX. many red wines? Be (at the bar.) x. Sara ee i Pile i . Rosé? a + There you are. You're said T Live here, in San Sebastian, dus? 'Klase batean? tas? da... laurden guti dira. betrandy or'duan! Where are you in San Sebastian? In Gros. In a small note. Where is your hotel? It's in gabaleta Street. Where are your father ana nother? Tn California? Yes, they're They Live there. You speak Basque yell, huht Yes, very well. Well? I don't think so. I don't know very much. mere dia you Learn Bas San Fran . We learned in California. Yes, in California. Yes? And hov aid you Learn? In a class? No. on my ov. What? Ve've Pinished, haven't Yes, Finished, I'm done. Let's go then. What's the tine? I con't know T do, It's nine for} Ts chat all? late then! It's lates... y-Fives Et isn't very44 Language Notes Consider Californian "in California® (20), Donostian "in San Sebast tan" (22, 24), Grosgn "in Gros” (28), San Franciscan "in fon Francisco! (29). These are ecxanples of proper nanes vith the Inessive suffix -(e)n (-n forloving a vowel, ~en Following a consonant), which is used to indicate uhere soxething Ls or happens. Tt usually corres~ poads to one of the Bnglish prepositions in, on or at. b. Batean ({ba' sean] or [datten]) Le the inescive form of the determiner bbat “one, a"; it is the equivalent of tn a(n), on a(n), at a(n). So: taberna batean "in a bar" (4), ostatu batean "in a hotel” (25) , kklase batean "in a class" (36), etc. Henen "here", hor "there", haan "over there" (Iza) and non (nun) "where?" are inessive alverbs of place, Mote that vith the exception of hor they all end in the lectern. a ‘You vill have observed that in thig Lessen's conversation "is", are” are not always expressed by da, dira: in some sentences we Pind dago or daude insteal. These are third-person singular ana plural forms of the verb EGON, which is sometimes used in place of the verb TZAll, to which da and dira belong. For those who Inow some Spanish, ve nay say that in Gipuzkoan usage TZAN and BGOM correspond quite closely to Castilian "SER" and "ESTAR" cespectively. Thus, EGON is comonly used ven the verb "to be" expresses where sonething ar soneone is; that is, vien used vith an inessive predicate (cf. gra). B.g. Zabaleta ‘kalean dago "It Us in Zabeleta Street" (27), San Pranciscon daude "They are in San Francisco" (29), Non dago zure ostatua? "Vhere ts your hotel?" (26), Zure aita eta ama non daude? "Where are your father ‘and mother?” (28). BGON is also used, Like Spanish "ESTAR", in predicates expressing a state, rather than a quality, for which IZAN is used (1ike Spanish "SER"), in Gipuzkoan usage. While I2AN often nas as its complement @ predicate adjective (2a, 3:1), the complement that expresses a state ie frequently adverbial in character in Basque, even though it may translate an English adjective. Such adverbs do not take the ordinary article, and are invariable for aumber, adverbial. com plenents of EGO include ondo well, good (21), beteta full (2), nola? hou?, euskaraz in Gusque, bakarrik alone, lasai calm, unbothered.45 8 Je have already seen joango naiz/da/uara/zaa/zapete/dina |'LU/aeLL/ ue'LL/yourLl sg-/you'lL pl./eney? LL go; etorrike naiz/.., |'UL/ cone (2:¢)3 and poston naiz/da/gara/zara/zarcte/dira |'m/he's/we're/ youtce sg-/you'ce pl./they're glad. We may now add: bizi maiz | Live, bird da he, she, Lt Lives, bizi gara ue Live, bind zara you (og) Live, bizi zarete you (pi.) Live, biz dina they Live. "Oe you live?"? bizi (al) zara? ez naiz bizi. "I do not Live in California": Ez naiz Californian bi2i. similarly, "I will not go": ex maiz joango, ete., etc. do ot Live! « We have already net the conjugated forms dut and chun (sce 3:d) in the expressions nahi dut/dum, ikusi dut/duzu, bukatw dat /duzu, co which we cam add tuste dut/... I/se. think (4, 92) and i'kasi dut/... Mve/ses or [fees Learned (19, 20, 33, 34, 36). Let us also learn the paradigm of dut for the different persons of the subject? ut fact], [8-] jae | (ack), fe) dun {aen], (81) du {au}, [6-1 Percon 4 (nik) son 2, nate (hik) son 2, fox. (hik) Person 3 Person 4 (wok) fduga | (aeya), [dew], [6-] Porson § (ruk) (cesu], [5-] Person 5° (uel) [aecuel, (aesutel, [6-] Person 6 [aute], [due], [8] For example: gorria nahi du "he vants a rosé (4), Californian ikasi du "he's learred in California" (94), zer nahi dugu? "what do we wane?" (3), bukatu dug "we've finished" (98). he Hotice also forms of the verb expreseing “to know" (know something, for knoy Now to do something): giti dakit, "| knov Little" = "T don't Imov much" (92), ez dalcit "1 don't know" (43), euskaraz dakizw "you knov Basque", "you speak Basque” (17), ete, As you may have guessed, this verb has the sane person susfixes as dut Person 4 (alk) (Person 2, mote (hi) (Person 2, fea. — (hik]) "(a Enow" "(thou) knowest) "(thow) knowese ") person 2 "(hey she) knows! Person 4 (ex) aes se Person (aak) "(you) knox Person 5° (auek) "(you) know" person 6 (they) know" Subjects of this verb take 1@ suffix -k (see Jre).46 DRILLS Drill 1: Non dago gure aita? =.g. Btxe + Btxe batean dago. Taberna + Taberna batean dase. 4. Baserri. 2. Baso. 3. Herri 4. Wendi. 5. Kale, 6, Klages 7. Ostaru. 8 Taberna. Drill 2: Non daude zuro atta eta am? 2.9. Donestia + Donostian dauce. Gros + Grogen daude. 1, Antiguo. 2. Igeldo. 3. Monte Tgelde. 4. California. 5. san Francisco. 6. Mew York. 7. Baiona (= Bayonne), 8. Bilbo (= Bilbao). Panplona). 10, Gasteiz (= VLtorLa). 9. Truiea Drill 3: Noa bik zara? E.g. Caltformia + Californian bini naiz. New York + Mey Yorken bigi naiz. 1, Donostia. 2. Reno. 3. Idaho, 4, Bakersfield, 5. Gros. 6. Herri bat. J. Baiona. &. Baserri bat: 9. Bilbo. 10, Irufiea. 11, Gasteiz, 12. ¥aule (= Navleon) Dri Make these sentences plural, e.g. Mendia berdea da + Mendiak berdeak dirs. Mendia lasal dage + Mendiak lasai cavde. 1, Taberna txikia da. 2. Taberna beteta dago, (Beteta Cs Lnvarieble!) 3. Klasea euskarar dago. 4. Klasea atsegina da. 5. Nere ana ondo ago, 6, Nere ana anerikanoa da, 7. Nere ama bakarrik cago. @ Ostatu hau txarra da. 9. Gazte (here, = "young man or woman") hort ‘oki berri vatean dago, 10, Beate gitena nor dago. Drill §: Make the above sentences negative, 2.9. Mendia berdea dg + Mendla ez da derdea, Nondis lassi éaco + Mendia ex Gago lasai prin Fill in the required conjugated form, e.g. Mi hor bist + ML nor biet maiz. Nik kori nant * Mik hori nahi dat, 1. Mikel aske pozten ___. 2, Mikelek gizon bat ikusi 3: Bure uneak etorrike 4 Gu bakarrik joange 7S. On baso batean bint 6. Zuek lasai etorriko 7+ Guk.eus- karaz ixasi > 5, uk iesacoa thusi 3. Tuck ederki bux kaa 70. Muti guetier uste hori. Drill 7: Make the sentences obtained in the previous drii1 negative, eg Mi ho bizi maiz. + Ni ez maiz nor bist. Nix hori nahi dut. + Nik er dut hori nahi.a7 UNIT FOUR: SECOND LESSON GRAMMAR 51 TRE ABSOLUTIVE AND INESSIVE CASES The inessive (4:a-c) is an example of what is called a case. Cases express different relationships that a noun phrase may be subject to—such as the relationship of "place where", expressed by the inessive—and in Basque the noun phrase adopts various suffixes according to its case. For example, as we have seen, in the inessive case Donostia takes the suffix -n, Gros takes the suffix -en, and when the last word in the noun phrase is the determiner bat, this takes the suffix -ean. Below we shall see that there are other inessive endings too. A case is usually translated into English by a preposition; we have seen, for example, that the inessive is normally equivalent to in, on or at. Many Thdo-European languages, including Latin, Greek, Russian, German and even Old English, have case systems. However, these work in a rather different way from the Basque system. In Basque, there is a single case mark corresponding to each noun phrase, and this mark is, placed at the very end of the noun phrase. If the noun phrase consists of a single word, the case suffix is of course applied to that word: Donostia-n, Gros-en. Many noun phrases in Basque end in a determiner (see 3:1); then the case suffix will be added to the determiner. This is the case of ostatu bat-ean. But the last word of a noun phrase may also be a common noun or an adjective, e.g. zein ostatu? "which hotel?": zeia estatu-tan? "in (or at) which hotel?" (-tan is another form of the inessive suffix). The case mark must often be added to a word that already carries the suffix of the article (see and 3:1), as for example if we wish to say “in the old Part" ("the Old Part” is Parte Zaharr-a), or "in the towns" ("the towns" is herri-ak). In such cases the article and the case mark combine to form a new suffix which contains both elements together, as in Parte Zaharr-ean "in the Old Part"; herri-etan "in the towns". Thus for each case it is necessary to learn various endings. There are numerous cases in Basque, and they can be variously classified; but we may reduce them.to a system of, ten basic cases. These will appear one by one in the next few lessons.48 ‘The First case, called the absclutive (some people cali it the nominative), is the one we have been using exclusively in the first three units. Tr can also be called the zero case, since it is characterized by having no special case mark, and it is used when no other case is particularly required, such as in the subjects of in- transitive verbs, in complements of the verb TZAN "to be", and in direct objects. We also use the absclutive case to mention sonething in isolation. Proper names, pronouns, determiners and common nouns or adjectives without the ar— ticle take mo ending when they are in the absolutive: Mikol, ni, bat, ostatu, txiki. If they have the singular or plural article, this takes the form -a, -ak: ostatu-a, herri-ak, Parte Zaharr-a. lau, hori, hura, hauek, horiek, haiok are absolutive forns of the deaonstratives. We shail now set out the various endings that the inessive case can take. We shall consider these in three parts: (1) with proper names; (2) with common nouns and adjectives; (3) with determiners’ and pronouns We must frequently distinguish between stems ending in a vowel and those ending in a consonant, For Proper names, for example, the inessive suffix is -n for vovel stems and -en for consonant stens.(4:a). The situation for common nouns and adjectives is more complicated, since they have three sets of endings, depending on whether the noun or adjective has (a) no article, (b) the singular ordinary article, or (c) the plural ordinary article attached. ve shall consider situa- tion (2) last, since it is more common for an article to be present. The forms of the suffix with the singular ordinary article (the "inessive singular", for short) are: with vowel stems, -an; with consonant stems, -can. £.g. kale-an “in the street", mendi-an "on the mountain", itsaso-an Nat sea", ostatu-an "at the hotel"; suhaitz-ean "in the tree", lan-ean "at work", Parte Zaharr-ean "in the 01d Part", ardo beltz-ean "in the red wine", etc. Tn ctens ending in the vovel a, this is drepped ven the onding -an is added (coxpare 1:1)? tabermean "in the bar". Words fending in 2 diphthong in ( (-at, -et, -ot) are treated as vowel stems: ashai-an "at the table, on the table". On the contrary, those ending fn -au or ~eU are regatded as contonantal; thus, giueean "in the night", at aigne”, With the plural article (the "inessive piurai"), the ending is -etan whatever the stem: kale-etan "in the streets", mendi-etan "on the mountains", baso-etan “in the49 woods", ostatu-otan "in the hotels", auhaitz-etan "in the trees", toki zaharr-etan "in old places", mahai-etan "at or on the tables", gau-etan "at nights", etc. once again, final wa of the stem is lest upon adding cetant tabern-atan "in the bars ‘The inessive suffix in common nouns and adjec— tives without an article (the “inessive inarticulate") has the form -tan following a vowel, -etan following a consonant. Thus there is formal ambiguity in consonant stems between the plural and inarticulate suffixes. Exam— ples: zein kale-tan “in which street?", zenbat mondi-tan? "on how many mountains?", bi astatu-tan "at two hotels", dau taberna-can "in four bars", zein zuhaite-ctan? "in which tree?", zer toki zaharr-etan? "in what old place(s)?" ete. As always, final diphthongs in L ape taken to be vecalie: ‘those in u consonantal: zenbat mahai-tan? “at how many tables?*, zenbat gau-eban? "in ho many eights?! Most determiners and pronouns take the inarticu- late case suffixes of common nouns, i.e. in the inessive case -(e)tan: asko-tan, guti-tan, zein-ctan, zenbat-ctan, bi-tan, hiru-tan, lau-etan, bost-etan, hamarr-etan, hamaika- tan, hogei-tan, etc. Inessive forms of the personal pro- nouns (ni-tan "in me", etc.) exist, but are not widely used, as will be seen in a later unit. Words that form the inessive otherwise can be called irregular. Irregular determiners and pronouns, then, include: bat, batzuok, zer and the demonstrative: Aosolutiver bat batzule)k or batzu | zor Inessive: batean [ba'te(a)n] or batetan | hatzn(e)tan zertan Resoutiver haw hor, ura Ingsstvez — honetan [ox(e)*ran] | horretan [oF(«)'tan] | hartan Aosoluttver hauek [avek] horiek [oyek] hhaiek [ayer] Inessive: hanetan horietan haiotan Note that in the singular dexonetratives, the stex changes in oblique (non-absolucive) cases: from hau to hon-; fron hori to horn; fren hura to har-, In zer (and alse in hura) it 4s notewortay. that -tan occurs after the letter r, Finally, in bat and batauek, there is vacillation betveen the use of the inarticulate suftix (bat etan, batar-tan), vhich can be considered the more Literary usage, and the use of the singular or plural suffix respectively (bat-ean, batau-etan), walch are more popular. ‘To sum up the general pattern:50 PrN. Stag. Plurs —Inarke Donenetrotives other Absolutive: = kg haw hauck —zer Inessive: (en -(e)an =ctan -(e)tan honetan hanetan zertan USES OF THE INESSIVE: We have already said above that the principal use of the inessive case is to express "place where", as in most of the examples given above; in this use (and others too) it commonly translates English ln, on or at. The following are some of the other functions of this case: Time whens 8.9. arratsaldean "in the afternoon", gavean "in the evening, at night", ordu honetan "at this time", zer ordutan? “at what time?", nat five o'clock", etc. The inessive suffix vith times may be singular (ordu batean), plural (ordu- Dietan, hiruretan, zortzi t'erdietan) or inarticulate (bostak laurden guti(ago)tan), in accordance with the form of the absolutive expression. State af activity. work, working", hizket-an "in conversation, talking", bostetan Big. lo-tan "asleep", lan-ean "at Wonner, Ege era henetan "in this manner" Tine Un Ufe. £.G. ume-tan "in chilchood™, gazte-tan a youth". Tt may have been noted that in some of the above examples a noun phrase is found in the inessive vith no deteminer, adiction to the general rule given in 3:2, This is a peculiar characteristic of the inessive and certain ather cases. Other such expressions inctude: gu-tan "in the fire", up-etan "in the water", eguzki-tan "in the sun", meza-tan "at mass". There is no strict rule to explain these forms without a determiner; they must be learned individually as they arise. VOCABULARY aita n. father hor edv. there aman. nother batkarrile gqve only} alone benetan asv. really, honestly be'teta aay. full Bitzi naiz dakit 1 xnow Es'tatu Ba'tuak States han adv. (over) there helmen adv. here I live pepe the United ikasi dut 1 have learsed, I learned Kla'se or 'klase n. class Tnola adv. how’? non [nun] adv. where? osttatu on, (small) hotel, inn pixka bat [‘pifka(da)t] dt. a little ‘tori Unt. here (you are)!, take thie! tuste dut I think, I believe51 EXERCISES. Exereise 1: 1, In San Sebastian. 2, In Bakersfield. 3. In the Old Fart. 4. Im the Black Sea. 5. In your name. 6. In the wood. 7. On the green hill. 8, Inbal? an hour. 9. In the United states, 10, In ‘the anes. Exercise 2: 1, In what hotel? 2. In two bars, 3. Im how many towns? 4, In which name? 5. In Pive places. 6. In many places. 7. In fev days. 8. Tn some farrnouses. 9, In that ocean, 10. In those woods. Exercise 3: 1, In the afternoon. 2. On that day, 3. Sone nights. 4, At this hour. 5. Here and nov. 6. At four o'clock. 7. at ten thirty. 8. A six twenty-rive. 9, At five forty-£ive, 10. At seven forty. Bxereise 4: 1. We'N cone at seven. 2. Where do you live? 3, I live in the United States. 4. T sau Mikel at night in the Old Part. 5, Which town is Itsiar in? 6, Let's go then! —At what time? —At ten. AL] right (Ondo). See you later. 7, Hy father is at sea. 8. That girl lives in two houses. 9, Lock over there! 19, The boys are in class now. Exercise 5: 1. Hey! Excuse me! Where is this place, please? 2. That's in this street. A little further on (aurrerago). Look: it's tnere. 3. Thank you very much. See you later! 4. ili, What do you want? A wine? Here you are. 5. In these villages they know Basque. ‘They are very Basque here. 6, I'm really glad. —So an I! 7. How many children vill cone in the afternoon? —Porty, 8. Will the boys go? Ho; they don't want [to], Only the girle vill go. 9. Hello; I Live in the O14 Part; and T know Basque. —Great! 10, 1 don't vant much vine. (Ltt. "I vant little wine.") KEY te 4, Donostion. 2, Bakersflelaen. a, Parte Zahacreans 4. Itsas0 BeLtzran. 5. Zure tzenean. 4, Soscan. 7. wenel Derdean. B. Drow erdlan. 9. Ectotu Batueton, 10, Izenetan. ae 4. Zein ostotuten? 2. Bt tobernatan, 3. Zendat herritan? 4. Zein izenetan? S. Bost tokitan. 6, Tokt askotan. 7. Egun gutltan. 8. Sacerrt vatzvetan, 9. Itseso harten, 10. Baso haietan.52 a 4. Arratsalseons 2. Egun hartan. 3. Gav batzuetan. 4, Oedu honetan. 8. Hemen eta oroln. 6, Lav(e)etons 7+ Hamar tterdietan. 8. Sei eta hogettavastetan. 9. Set (r)ok Laurden gutttan, 10. Zortzlak hogel. gutitans 4 44 Zazpletan etorrike gare. 2. Non bLzt zara? 9, Estoy Batvetan blzt naz, 4s MLket gavean Parte Zoharrean ikusi dut. S. Zein herrt= ton dage Itzlar? 6, Goazen baa! —Zer ordutan? —Honorretan. —Ondo. Gero arte. 7. Nere alta itsasoan dago. 8, Neska hort ot otreton biz da. 9 Seales non! 10, MutiLak kLoseon dade ovata. B 4. Adl2u! Borkatu! Non dogo teki. hav, mesedez? 2. Hort kale henetan Gage. Pixka bat auererago. Beglra: han Gago. 3. Eskerrik asko. Gere ortel 4. Aupas er nahi duzv? Arde bot? Tort. 8. Herre haveten evskaraz doklte. Dso euskaldunak dira hemens 6. Benstan pozten natz. Wt ere bal! 7, Zenbat une etorrike dica arratsoldeen? —Berrogei. 8. Wutilak joange (al) dito? —Ez; ez dute noht. Neskak bokerrLk Jonge dina. 9 Kolxo; Parte Zenarrean bizi naz; sto euskaraz dokit. —Ederkt! 10, Ardo gutt nahi ut.53 UNTT POUR: HIRD LESSON NUMBERS (ctd.) berrogeita'bat, berrogeita'bi Forty-one, forty-two berrogeitathirn.... Forty-three... berrogeitaha'mar Bircy berrogeitaha'maika fifty-one berrogeitaha!mabi DiPrystwo berrogeitaha'mahiru.... siPty-unnees hirurot get, sixty hirurogeita'bat, hirurogeita'bi sixty-one, sixty-two hirurogeitaha 'mar seventy hirurogeitaha'maika seventy-one Lauroged [lare'yei] eighty aurogeitaha'mar ninety ehun ['eun] a hundred VOCABULARY hirwo'gei cixey chun ['eun] @ hundred lanrogei [iaro"vei] eighty PRACTICE Practice 1: Zenbat: urte ditum? (How ola ae you?) 1, 22 urte ditut. 2. 30 urte ditut. 3. 32 urte ditut. 4, 35 urte ditut. 5. 40 urte ditut. 6. 50 urte ditut. 7. 43 urte ditut 8. 56 urte ditut. 9, 61 ute citue, 10, 71 unte aitut Practice 2: Zenbat da, mosoder? 1, 25 pescta ['pesta]. 2. 42 pta, 3. 51 pta. 4. 60 pta. 5. 75 ptas 6. 80 pra. 7. 85 pra. 8. 90 pt. 9. 99 pta, 10. 100 pta54 UNIT FIVE: FIRST LESSON CONVERSATION (latmarrak dira, eta gure la'gunak o'raindile ka'lean daude.) Go!seak nago. Bai eta [baita] ni ere. ‘Ni ere go'se maiz. A'faltzeko or'dua da eta [éata]. "her e'gingo dugu [feya]? E!txera? Ala hetmen a'falduko dugu? JOSEBA: © Baina non? TTZIAR: Bada [ba:], ez "dakit. XABIER: Kale hone‘tan ba'dago 'toki bat. Ba'dago, ‘bai. 'Ona 'wainera. NJoango al gara? ‘Nahi duzue [Sesue]? JOSEPA: 'N1 behintaat a'faltzsko 'prest nago (‘pretnayo]. ZIAR: "her ‘uste duzie? XABTER: 'Goazen or'duan bada MEXEL: 'Goazen, "bal. ITZIAR: — Blderki bada. IMAKI: 'Ba, 'goazen bada! XABIER: Be!gira, ho'men dago tolkia, I'rekita dago. IMAKT: Jen'de astko dago ba!rruan. JOSEBA: 'Goazen batrrura. (Bat rruan.) THAKI: He'men oz 'dago [es!tavo] !mahairik betteta dago. JOSEBA: "Bz, or 'dago to'kiraik. XABIER: Dai, ba'dago. Ba'dago 'mahai bat ITZIAR: "Bai, ‘libre dago. MIke 'Goazen ‘mahaira. ilaKr Eta Jo'seba? 'Non dago? MIKEL: Ez ‘dakit bada.... [es'takipa] ZABIER: E Jo!seba! Non ‘zaude? JOSEBA: He'men nago! XABIER: E'torri! 'Mahai bat dago he'men. (‘Mahaian ¢'serita daude.) JOSEBA: = Ne'katuta nago of rain. MIKEL: Ni ere ‘bad, THAT: —'Zer dago a'faltzeko he'men? libre. thor, Bi seri Dena be'gira.55 XABIER: Bz 'dakit. O'rain [-ny] itkusike dugu. ZERBITZARIA: Gau ‘on. [ga'son] ITZIAR: Ber'din. 'Zer 'dago a!faltzeko? ZERBITZARIA: ‘Mastek ontsa'lada eta a'rrainzopa. ‘Gero txu'leta, le!gatza edo bi'xigua. MIKEL: —'Zer dira horiek [otyer]? Fz dut [ester] utlertu ho! ri. INAKI: Txu'leta ha'ragia da. Le'gatza eta bi'xigua a'rrain 'motak dira, ITZIAR: ‘Nik entsa'lada eta xu'leta nai dut. XABIER: ‘Nik ere ‘bai. JOSEBA: ‘Nik ez dut ha'ragirik ‘nahi, Le!gatza a!falduke dut. Bta 2uk? WMAKT: —'Nike tberriz ez dut a'rrainik 'nahi, Txu'leta otnak daude he'men, gainera, 'Nik txu'Lota. ‘Zuk Mikel? MIXEL: ‘Nik a'rrainzopa, eta 'gero txu'leta. ITZIAR: Or'duan, e'karri entsa'lada han'di bat eta alreain- zopa bats ‘gero, ‘lau txu'leta eta le'gatz hat, me'sedez. ZERBITZARIA? Entsa'lada han'dia, a'rrainzopa ‘bat, le!gatz "bat eta ‘lau txu'leta, Eta e!dateko? Ar! doa? XABIER: 'Zer, tbeltza? BESTEAK: Bai, bai. ZERBITZARIA: 'Ardo ‘beltza. E'derki. Translation (1t's ten otclock, and our friends| are still out ("in the street"). T'm starving, So an I. T'm hungry too. It's dimer tine, soe. What shall we do? Go hone? It. Or shall we have dinner here? Je But where? Te, Well, T don't kaoweses Im this street there's a phacesees Yes, there is. A good one, 00. Tt. Shall ve go? Do you want to? J. I'm certainly ready for dimer. Te. What do you think? X. Vell, let's go then. M. Yes, let's go. Tk, Okay, then. TB. Cone on, let's go then! X Look, here's the piace, It's opens IR. There are a lot of people inside. J. bette go inside (insides) Ti. There isn't any table free here. Everything's full. No, there isn't any room. X. Yes, there ia. There's a56 able there, Look. Ih, The chop is meat. Hake ana Te, Yea, it's free. sea bream are types of Fish. M. Let's go to the table. It, I want oalad and a nop. X. Sedo I. IB, And Joseba? Where is he? M. 1 don't snow, X. Bh, Joseval Where are you? J. I'm here! X. Come here! There's a table here. Sit down. J.T don't vant any meat. I'm going to have hake. How about you? IR, Well T don't vant glen, and there are good chops here too. chop for ne. You, Mikel? (they're sitting at the table.) | M. For me, fish soup, and then a ‘chop. Tt, $0, bring a big satad and one J. Tim tired now. M, Ne too. . IM, What is there for dinner Hite ee seat and one hake, please. Waiter: 4 large salad, one fish soup, one hake and four chops. ind to drink? Wine? X. What, red wine? Others: Yes, yess Waiter: Red wine. Very vel. X. Tdon't mow. We'll see nox. Waiter: cooa evening. Tt. Good evening. What is there for ainner? Waiter: To begin, saad and Fish soup. Then a chop, hake or they? I dientt um Gerstend that. Language Notes Third-person forms of BGON may be used to express existence: dago "there is", daude "there are". Eg. Jende asko dago barruan (20) "There are a lot of people inside" (note that jende people is singular), Hemen ez dayo mahairik Libre (23) "Tere is no table free here", Bz dago tokirik (25) “there isn't any room", etc.; Wir mahai daude “there are three tables", ete. b. Note the suffix -(r)ik (sik after a consonant, inclucing the aiph— thongs ~av, eus -rik after a vowel) in Hemen ez daxo mahairik Libre (23) "There isn't any table free were", "There is no table free here"; Bz dago tokirik (28) “There isn't any room", "There's uo room"; Nile ez dut haragirik nahi (49) "1 don't want any meat"; Nik berriz ez dut arrainile nahi (51) "I on the other and don't vant any Fish", "I don't vant fish". From these examples one can deduce that ~(r)ik is close in meaning to English any. Beth any and -(r)ik’ are used ‘to refer to something indefinite: "I don't vant the meat" refers to57. sone specific neat in partic Simply "T don's vane neat" reters to any and all meaty to neat im generat. In Basque, "I don't want the meat” Je Ex div haragla mahi, with the ordinary article -a "I don't vant ony neat" or "I don't vant reat! ds Eb cut haragirik mahi, vith the partitive article, as ve shall call -(r)dk. All the examples of the partitive article given so far are negative sentences, Like English ani, it 19 affimative sentences. ve éo not say "I went any meat, please"; and if ve say "T vast lat", we mean °C yant cone neat". In sooque this vill of course be Havegia rahi dit, But sone sentences are neither afftr- mative nor negative, auch 92 questions and certain subordinate clauses; Sn these £00, ony aid =(r)ik may be found: Haraginik nahi. diz? "0 you wane (and) neat™, haragisike nahi. baduza "if you vent (ony) meat", ete. Notice that even if "any" ie omitted fron the nglish sesteace, ~(e)ike As not onttted dn the Basque. In Baglish, eng may accompany Singular or plural nouns: "There 1en't any meat"; "There aren't. any tables." Hovever, the partitive article in Basque alvays mas the cane form, and gramaatically this ie alvays singular, even af the English translation is plural: Bz dago haragirik; Ez dago mahairik (ago, not dawde!). The partitive article 4a also epecial in only raving the absolutive case; for any other coae, a different expression mush Ve sed: For xeuple,, there Yo bUctnegéive form of daticles ac there 13 of ashaia oné wahalak. ‘The suffix -(r)ike has various other anes dn Basqan/beqide that desertbeNheney eiey (431 Seceruaid Te. ary but *E don't want any meat" or DRILLS Drill 1: Zev dago herrian? Tell what there is in the covey e.g. Jendea + Jendes éago herrian. Tabernak + Tabernak daude herrian. Ostatu bat + Ostaty bat dago kerries. 1, Gizonak. 2. Berrogei gizon. 3, Baserri polit bat. 4. Baso atse= Ginak. 5. Htxe zehar batzuck. 6. Tkasle asko, 7. Ume aske. 8. Hirarogei mitil eta laurogel neska. 9. Parte Zahar bat. 10, Taberna fon bat. Drill 2: Make the above sentences negative, telling wnat there is none of in the town, e.g. Jendea + Ex dago jenderix herrian. Tabernak + Bz dago tabernarik nerrian, Bnakune asko + Ez dago cxskimerik herrian. Btxe gurl bat + Bx dago etxe cubirik herrian.58 Drill 3: Nake the following sentences negative, ©.9- Ardoa nahi dut, + Ez dut ardorik nani. Etxe bat nahi dut. + Bz dut etxerix nahi. Ando beltza nahi dut. > Ez dut ardo beltzik nahi. 1, Haragia nahi ¢ut. 2. Arraina nani dut. 3, Une bat nahi aut. 4. Lagun berri bat nahi dut. 5. Baserri handi bat nehi dur. 6 Etxe curd bat nani dut, 7, eska nat mani dut. 8. Ardo pixka bat nahi dut. 9. Bixigua nahi dut. 10. Txuleta bat nahi dut.30 UNIT FIVE: SECOND LESSON GRAMMAR som VERB EGON In 1:2 we saw the present tense of IZAN, "to be". We shall place the forms of IZAN next to those of EGON now for comparison: Person 4 (ni) IZAN: nadz EGON: nago (berson 2 (hi) haiz hago) Person 3 da dago Person 4 (gu) gara gaude Parson 5 (zu) zara zaude Person 5° (zuek) zarcte zaudete Person 6 dira daude EGON thus has a singular stem -ago and a plural stem -aude. -Ago can be broken down into -a~ and -CO-; the latter is the root of the verb, and is also present in the infinitive e-C0-n, We can also observe in the paradigm of EGON, of course, the personal prefixes n-, h-, g-, 2; and in the third person singular and plural, d- Negative forms: ez nage, ez hago, ez dayo, ez gaude, ez zaude, ez zaudete, ez daude; these undergo the same phonological changes as TZAN (and all other conju- gated verbs): see 1:2, There also exist interrogative forms such as al dago or dago, etc. ‘The original meaning of the verb EGON is "stay, remain, be (in a state, place, etc.)" in a more restricted sense than our "to be" (IZAN). It is still used in this sense in northern dialects: bakarrik dago "ne remains alone", klasean nago "I remain in class", etc. Even in Gipuzkoan, the imperative Egon! means "Stay", “waitl", etc, But on the whole, in Gipuzkoan and other southern dialects EGON has passed over to the sense of "to be" ex- pressed in Castilian and other Tberian languages by estar: Nola zaude? “How are you?", Non gaude? “Where are we?", etc. (see 4idye); it is also used to translate "there is", "there are" (see Sa). Hovever, the use of TZAN in these senses is not altogether rejected in Gipuzkoa: one tay say Ex da etxean and Ez da mahairik hemen "There is no table here", although im this Giglect the connoner foras are Fz dago etxean and Ez dago mahairik nomen, There vould even seem to be a subtle le is not at hone" mantic difference.60 £2 SOME SYNITAX In 1:d-g we made sone brief observations on word order in simple sentences. We saw there that affir- mative sentences often take the form SUBJECT + COMPLEMENT + VERB e.g. Hau + Monte Igeldo + das that yes/no questions con— serve the same order, although the conjugated verb form may optionally be marked as interrogative: SUBJECT + COMPLEMENT + (INT. MARKER) + VERB e.g. Hau + Monte Tgeldo + (al) + da?; that in question- word questions, the question word is placed before the verb: (x) + QUES. WORD + VERB + (¥) e.g. fer + da + hau? (Hau + zor + da? is also possibie); and finally, that in negative sentences the order is diffe rent Fron affirmative ones, the commonest pattern being: SUBJECT + ez + CONJ. FORM + COMPLEMENT + (X) e.g. Hau + ez + da + Monte Igeldo. In a discussion of Basqué word order (which is radically different from the word order of English and ‘the better-known European languages), the verb plays a key part. Not only can the position of the verb itself vary; the placement of other elements is often defined with reference to the position of the verb. But as will be seen more clearly in later units, all Basque verb forms do not have the same structure or syntactic status. There ave of course finite and nonfinite forms; and finite tenses may be simple, compound or periphrastic; finally, there are compound verbs too (as distinct from compound tenses of simple verbs). Thus early in the course, a detailed study of the syntactic behavior of each of these forms would be pointless; nonetheless, some pointers on word order in the Basque sentence are necessary for the beginner. A few words about the verb, therefore. The distinction between conjugated and unconjugated forms exists just as in English, where we have conjugated forms such as am, is, are, was, were, go, goes, went, etc., and unconjugated forms such as being, been, to be, going, gone, etc. In Basque, naiz, da, dira, nago, dago, dut, duzu, etc. are conjugated forms; izan, egon, etorriko, joango, pozten, bukatu, etc. are unconjugated.