Intensive Bulgarian audio tapes and CDs ‘Audio tapes and CDs that complement this textbook are available from the University of California-Berkeley Language Center. These tapes and CDs~-one per volume---contain recordings of all the dialogues (both volumes), most of the Sample sentences (volume 1 only), and certain readings (both volumes), as well as brief excerpts of Bulgarian folk music (both volumes). ‘To order, contact: The University of California Berkeley Language Center Media Duplication Services B-40 Dwinelle Hall #2640 Berkeley, CA 94720-2640 ‘email: LL-dup@socrates.berkeley.edu phone: (510) 642-0767, ext. 29 http://www ITP. berkeley.edu/blc/mediaduplication.htm oo oo &DEDICATION To the memory of two friends and colleagues who left us far too soon Maksim Slavchev MLADENOV (1930-1992) Mihaila Petkova STAINOVA (1940-1987)CONTENTS INTRODUCTION ACKNOWLEDGEMENTS LESSON 16 Dialogue: Kywe sm ct uit xynma, rarko? Basic Grammar 16.1. ‘The past indefinite tense: formation of the L-pasticiple 16.2. Agreement in the past indefinite 16.3. Word order in the past indefinite 16.4. Usage of the past indefinite tense 16.5. Imperfective imperatives 16.6. Additional imperative forms Exercises Additional grammar notes 16.3a. Word order rules for the past indefinite tense 16.6a. Hexen and crura with the truncated infinitive 16.7. Motion verbs: the past tense of the verb msam 16.8. Impersonal verbs, continued 16.9. Altemating consonant/vowel sequences ‘Sample Sentences ‘Sentences for Translation Reading selection: Kopecnonmenmps - (12) Glossary Cultural Commentary City life: street names Folklore: music, dance, costumes; Koprivshtitsa festival Geography: place names LESSON 17 Dialogue: Texxo ¢ woxex na e cam Basic grammar 17.1. Passive participles: formation 17.2. Passive participles: usage % 17.3, Relative pronouns: Koitro '% 174. Other relative conjunctions ‘in “whose?” / suuitro “whose” xara “what (kind off?” / xaxssro “(such] as”, xomko “how much? how many?" / xomkoro “as many as, as much as” ‘Tosa, KoeTo Kora “when?” / xoraro “when”, ne “where?” / xaaero “where” and others 17.5. Compound conjunctions % 17.6. Aspect differentiation in subordinate clauses 17.7. Imperfect tense and perfective aspect Exercises Additional grammar notes 17.3a. The possessive relative pronoun 17.3b. Relative pronouns in indefinite expressions 17.4a, Indefinite usage of other relative conjunctions 17.4b. The conjunction evo 17.Sa. The conjunction Karo 17.8. Derivation: verbs in ‘The suffix -2- ‘The suffix -exn- The suffix -ocr + nouns in -enne and -ocr vii BeSssaa 4 14 1s 16 18 » 20 2 24 4 4 25 Sesey 32 33 3 34 34 36 38 39 39 41 41 2 42 B BSample sentences Sentences for translation Reading selections: Kopeenonerums - (13) AstoGuorpadbaa Glossary Cultural commentary Families: in-laws City life: telephone numbers Literature: Hristo Botev, Tamnovo school ‘Schooling and education: university and academic degrees ‘Academic life: the Bulgarian Academy of Sciences; ethnography as a discipline ‘Work requirements LESSON 18 Dialogue: Anrene, Tm Gauua, Ta maitxa Bi ‘grammar 18.1, Verbal aspect: review 18.2, Formation of aspect pairs: basic vs. derived ‘Basic pairs: possible correlations between imperfective and perfective forms ‘Simplex imperfectives, and derived pairs 18.3. Meaning of derived imperfective 18.4. Indirect object pronouns: review 18.5. Indirect object of “affect” Exercises ‘Additional grammar notes Derivation in aspect pairs: derived perfectives Verbal derivation: the prefixes no- and sa ‘Meaning of derived imperfectives: “holes in the system"? Indirect object pronouns and word order | Idiomatic uses of the indirect object pronoun Derivation of diminutives, continued ‘Sample sentences ‘Sentences for translation Reading selections: Emicasera Barpsua, noereca (Cranan (poem) Glossary Cultural commentary City life: landmarks, room rental, publi transportation Food and drink: mekhana; grils, salads, sandwiches, wine Home life: repairs Families: children History: Tsar Samuil Literature: Elisaveta Bagryana LESSON 19 Dialogue: Pasxouxa ws Codus Basie grammar 19.1. The past anterior tense 19.2. Word order in the past anterior 19.3. Passive participles, continued 19.4, Passive constructions with passive participles Exercises Additional grammar notes 19.2a. Word order in the past anterior 19.3a, Complex constructions with passive partici 19.4a. Passive agentive constructions 19.5. Derivation of agentive nouns and family group names ‘Agentive nouns in ‘Agentive nouns in -rex vil‘Agentive nouns in -ap Borrowed agentive nouns Family-group possessives ‘Sample sentences Sentences for translation Reading selections: Kopecnonnents - (4) Mox6a Glossary Cultural commentary Sofia: major streets, yellow tiles; NDK; dogs Official and semi-official life: connections, official requests Forms of address: surnames ‘Academic life: publications by BAN LESSON 20 Dialogue: Tx suaeu 2m Kak ce apecupar xyweTa? Basic grammar 20.1. Verbal nouns 20.2. Review of ce-constructions Reflexivity Reciprocity Intransitivity Idiomatic 20.3. Passive constructions with ce 20.4. Impersonal constructions with c& Exercises ‘Additional grammar notes 20.5. Derivation: the suffixes -erno, -1a, etc. ‘The suffix -crB0 The suffix -wwa Non-productive suffixes ‘Sample sentences ‘Sentences for translation Reading selection: Kopecnounemmma - (15) Glossary Cultural commentary Food and drink: soft drinks, kachamak, the making of rakia Geography: the Black Sea Geography: the Balkans City life: books History: general Literature: Zahari Stoyanov Folk customs: sibor LESSON 21 Dialogue: He me aut novamre? Basic grammar 21-1. ‘The past indefinite tense, continued 21.2. The past indefinite as expression of focus on present result 213. The past indefinite as expression of point of view 214, ‘The past indefinite as expression of inference or assumption 21/5. The past indefinite as expression of indirect discourse 216. Summary: contrast between aorisvimperfect and past indefinite 21.7. Conditional usage of the particle sm; ‘use of the perfective aspect with habitual meaning Exercises 95 95 7 98 99 100 102 103 103 103, 104 106 108 108 108 108. 109 109) 2 us 6 116 7 18 119 120 12 125 125 126 126 126 126 126 127 129 129 130 132 132 133, 134 135‘Additional grammar notes 21.8. Derivation: causative and stative verbs ‘Causative verbs Stative verbs 219. Derivation: substance adjectives Sample sentences Sentences for trnsation Reading selection: CrapoGarapexute asGyax Glossary Coltural commentary City life: beards, profesional unions Language: Bulgarian tense system; history of Slavic writing systems Literature: medieval period Philanthropy LESSON 22 Dialogue: Ham myexre 1a nofutere saestno? Basic grammar 22.1. ‘The future anterior tense 22.2. ‘The future in the past tense: introduction and formation 22:3. The future in the past tense: basic usage 22.4. ‘The future in the past as an expression of surprise or disappointment 22.5. ‘The future in the past in conditional constructions Exercises Additional grammar notes 22.6. Kinship terminology, continued Sample sentences Sentences for translation Reading selection: Azexo Koncranranos, “Bpara cxanann m nazema Awepuxa” Glossary Cultaral commentary ity life: outdoor cafes Food and drink: wine LESSON 23 Dislogve: Tox cnnemoro cxnimte wa neriin exenoGeR Basic 23.1. Review of participles Past pcsive participle Past active putiple 23.2. The present active participle: formation and waage 233. The verbal adverb 23.4, The future anterior inthe past tense 2355. Conditional constuctions, continaed 23.6. Review of the Bulgarian tenve system BULGARIAN VERBAL TENSES (INDICATIVE MOOD) Exercises 447 149 150 151 183 154 156 157 158 159 160 162 165 165 165 165 165 166 168 168 168 169 171 2 13 1%6 176 18 179 181 182 183 185 189Archaeology: Thracian civilizations Customs: sunburns Geography: Balchik Bureaucracy LESSON 24 Dialogue: Tam waso anrtepecett 06exr Grammar 24.1. "The renarrated mood: introduction 24.2. Formation of the renarrated mood: general principles 24.3. Renarrated mood: present and imperfect tenses 244. Renarrated mood: future and future in the past tenses 24.5. Renarrated mood: aorist tense 24.6. Use of the renarrated mood in narrative context 24.7. Summary: use of the renarrated mood Exercises Sample sentences Sentences for translation Reading selection: 3a sasenmparre Glossary Cultural commentary Religion: mosques and churches History: Georgi Dimitrov “Archacology: recent excavations ¥y: citation of place names; local food and drink Folk belief LESSON 25 Dialogue: Tx em Gua ronm xapaziep! Grammar 25.1. The renarrated mood, continued 25.2. Renarrated mood in 1° and 2” person 25.3. Renarrated mood of the past indefinite and past anterior tense 2514, Renarrated mood of the future anterior and future anterior in the past tenses 25.5. The “admirative” and “dubitative” moods 25.6. Forms expressing “stronger renarration” 28.7, Review of the renarrated mood: the general concept of “distancing” ‘TENSE VS. MOOD IN BULGARIAN: TEMPORAL DISTANCE VS. “INVOLVEMENT DISTANCE” Exercises ‘Sample sentences ‘Sentences for translation Reading selection: Xwrop Tlersp # aamsra Glossary Cultural commentary Geography: Vitosha Names Political history: socialist government (and jokes) Folklore LESSON 26 jalogue: yaa ce a3 KAKBB MORAPSK 3a My Hampans (Grammar 26.1. Verbal prefixation, review 36.2, Aktionsarten and the Bulgarian verb: general principles ‘The prefix B- Aktionsart derivation: B- ‘The prefix w- 189 189 189 189, 190 192 192 194 195 196 197 201 202 203 204 205, 207 209 209 20 au 13 23 24 ns 218 219 21 22 223 223 24 225 27 29 n9 29 29 230 232 232 232 233 234Aktionsart derivation: 13- (meaning 1) Aktionsart derivation: w3- (meaning 2) 26.3. The system of Aktionsarten in Bulgarian AKTIONSARTEN (Prefixal and prepositional meanings in Bulgarian) 26.4. The usefulness of a classification phrased in terms of Adtionsarten The prefix no- Aktionsart derivation: no- (meaning 1) ‘The prefixes o- and pas- Altionsart derivation: o- (meaning 1) Aktionsart derivation: pas- (meaning 1) 26.5. Degrees of predictability within the system of Aktionsarten The prefixes no- and na- 26.6. Word order in certain fixed phrases Exercises ‘Sample sentences Sentences for translation Reading selection: Auma Kamewosa, “Pasxassail, Bpesmue!” Glossary Cultural commentary History: Graf Ignatiev and the treaties of 1878 City life: on the streets Geography: the Danube Folklore: the walled-in wife Customs: “topping off” Literature: Anna Kamenova LESSON 27 Dialogue: Bea mene we 6 auaes Kax ja ce onpanvin Grammar 27.1. The conditional mood: introduction and formation 27.2. Word order in the conditional mood 27.3. The conditional mood used to describe hypothetical states 274. The conditional mood used in attenuated commands and statements ‘The conditional of impersonal and modal constructions “Non-conditional” 6m -7. The conditional mood in conditional constructions Archaic case forms ‘Sample sentences Sentences for translation Reading selection: Hopaan Hosxos, “Casm Simap, nposymsr asicrop wa xapyi” Glossary Cultural commentary Forms of address: “Welcome” Folklore: proverbs; folk medicine Literature: Tordan Tovkov LESSON 28 Dialogue: Kora apyr mer Gixwe moraut za mm ro noKaxeM? Grammar 28.1. Tense, aspect, and mood in the Bulgarian verb 28.2. Review of conditional constructions 28.3. Tense vs. mood in conditional constructions: general observations 284. Factive vs. hypothetical conditional constructions 28.5. Concrete vs. theoretical conditional constructions 286. Specific vs. broad interpretation of conditional constructions 28.7. Conditional constructions: summary xi 234 2S 236 237 238 238 238 238 239 239 240 240 240 241 241 242 243 244 245 247 249 249 250 250 250 250 251 253 253 254 255 256 237 258 260 261 261 262 263 267 267 267 268 270 210 2 213 216 207 21828.8, Modal usage of the future anterior 289. Factive vs. hypothetical, and the usage of ma Exercises Sample sentences ‘Sentences for translation Reading selections: Kopecnowmewms - (16) Ta ce sapppueut » Gamuara xia... (poem) Glossary Cultural commentary Geography: Vitosha Literature: Dimeho Debelyanov Guests Food and drink: foreign borrowings History: April uprising LESSON 29 Dialogue: Yenexm ca ce B enoMex 3a 206pOTO Crapo BpeMe Grammar 29.1, Tense, mood, and aspect in Bulgarian: general review 29.2. Past narration and the renarrated mood 29.3. Renarrated forms of the aorist revisited 29.4. Renarrated forms of the imperfect re 29.5. Towards a solution: transcending tense, aspect, and mood 29.6. Usage of the generalized past Exercises Sample sentences Sentences for translation Geography: Bessarabia Village life LESSON 30 Dialogue: Ife ce sna su oromyna? Postscript 30.1. Standard and literary languages: the Bulgarian literary standard 30.2. Variation within standard languages, and the concept of “norm” 30.3. Dialectology and linguistic geography: the study of rural dialects 30.4. Dialectology and sociolinguistics: the study of urban dialects 30.5. The Bulgarian language: conclusion Reading selections: Crome Crofxos, “Brarapocusrr xumoxonen esux Gparapexirre syaexTit” Glossary CUMULATIVE GLOSSARY: Lessons 1-30 INDEX 278 219 282 283 284 285 286 287 289, 289 290 290 290 291 293, 294 295 297 299 300 302 302 303 304 308 309 310 312 314 316 317 318 319 321 325INTRODUCTION Intensive Bulgarian is designed to introduce the English-speaking student to the essentials of Bulgarian grammar. Volume 2 of this book continues the pattern of Volume 1: each lesson begins with a dialogue, which presents a segment of a continuing story told in contemporary colloquial spoken Bulgarien, These dialogues, which continue a story begun in Volume 1, focus on the interactions between two visiting American students and several small groups of Bulgarians. Each lesson concludes with a reading selection; certain of the reading selections also continue the narrative begun in Volume 1, which is presented as a series of letters between a Bulgarian family and an ‘American family, Other reading selections are intended to expose the student to different styles of Contemporary written Bulgarian. All but the final lesson include drill and transation exercises, sample sentences (examples which illustrate usage to a greater extent possible than in the dialogue story script), and "Cultural commentary”, containing brief explanatory notes about Bulgarian culture and society. Bulgarian-English glossaries are given at the end of each lesson, and are repeated in a ‘cumulative glossary at the end of each volume. The Bulgarian-English glossary list in this volume contains all the words which occur in both volumes. Although volume 1 contained a brief English- Bulgarian glossary, iti considered that at this point the student should be using a standard English Bulgarian dictionary; therefore, no English-Bulgarian glossary is included here. Asin Volume 1, the central focus is on the grammar explanations. The subtitle of Intensive Bulgarian indicates the book’s dual intent. On the one hand, itis textbook which gives a graded presentation of Bulgarian grammar that can be wed either inthe classroom or for self-study. Reflecting the fact that second-Slavic language classes are often a combination of undergraduates with no other exposure to foreign languages and graduates specializing either in Slavic languages or linguistics, the first 23 lessons have been spit into “Basic gramme’ (designed forthe first group) and “Additional grammar notes” (designed for the second group). Readings, sample sentences, substitution drils, and translation exercises complete the pedagogical side of Intensive Bulgarian. Audio tapes {also available in CD format), asa supplementay aid in the acquisition of pronunciation, may be purchased separately (se p. vi). The assumption throughout, exemplified in the primary focus on grammar, is that speaking will come on its own with practice (especialy in « Bulgarianspeaking environment) once students have acquired a solid knowledge of grammatical structure. ‘The other intent of Intensive Bulgarian is to serve as a reference grammar. To this end, the ‘grammar explanations in Volume 1 were made as thorough as possible while still remaining consistent ‘with the textbook format; additionally, the final lesson in Volume 1 presented a concise synopsis of Bulgarian grammar, a full listing of all verbal paradigms (including those to be explicated in the present volume), a full presentation of all word order rules, and a comprehensive index. The current ‘volume, while still maintaining the textbook format, goes into much further detail on analytic issues of Bulgarian grammar, and concludes with a new interpretation both of the Bulgarian conditional and of the entire Bulgarian tense-mood-aspect system. Both volumes have been written in layman’s language, on the assumption that complex grammatical issues can be made accessible to the intelligent layman if specialized jargon (or recourse to theories requiring special formalism) is avoided. During most of the writing of this book, the only other reference grammar available in English required knowledge of a specialized theory. As this book ‘goes to press, however, other accessibly-written reference grammars have begun to appear. The contribution of Intensive Bulgarian to a suddenly enriched field lies in its unique dual focus: it is thorough enough to give the student and scholar not only linguistically sophisticated analyses accompanied by extensive examples and furnished with a full index, but it also offers the clarity and fullness of the pedagogical approach which includes lively speech, cultural notes, extensive glossaries ‘and concise, accessible explanations, many of which make explicit reference to structural similarities and differences between Bulgarian and EnglishImensive Bulgarian, therefore, provides a self-contained description of the Bulgarian language, written in textbook format but with a thoroughness approaching that of a reference grammar. [As a textbook, Intensive Bulgarian is intended to aid students in acquiring communicative skills (via practice of the conversational phrases embedded in the dialogues, the letters, and included in Certain of the sample sentences), structural comprehension (via study of the grammar explanations and the sample sentences), and ability in reading and writing. Language teachers and leamers will find all the fundamental points of Bulgarian grammar in the “Basic” section of each lesson. Individual teachers (or self-study students) may choose to include some, all, or none of the more detailed information in the “Additional” notes which follow each “Basic” section. Most students, even those who know Russian and/or who are highly motivated and able to work intensively, will probably need three semesters to finish the book; others may require four semesters. Self-study is possible but (as in all language learning) success is more assured when the text is used in the classroom by an. fexperienced teacher. The extent to which one (or more) of the several language skills are to be ‘emphasized is at the discretion of the instructor. Students and instructors should both note that the glossary lists for each lesson are quite long, since they include all words encountered in all sections of Each lesson, and that it is not expected that students attain active mastery of each lesson's vocabulary fist before going on to the next lesson. It is suggested that each instructor select from the lists the words that are to be actively memorized for each lesson. ‘As a reference grammar, Intensive Bulgarian offers a thorough account of Bulgarian morphology and syntax according to traditional models, while also introducing several innovations to descriptive Bulgarian grammar. ‘These include: “a new analysis of clitic ordering rules together with a new descriptive notation (this presentation began in Lesson $, and continued throughout Volume 1 to Lesson 13. It was summarized in schematic form in Lesson 15, and is repeated in abbreviated form in Lesson 16 of the present volume); a newly clatified schematic overview of the verbal system highlighting both the relationship between present and aorist forms (Lesson 12, volume 1) and that between simplex and compound verb forms (Lesson 23 in this volume) and between tense and mood (Lesson 25 in this volume); “new contributions to ongoing discussions of tense, mood and aspect (Lessons 28 and 29 in this volume); and, most notably, the addition of the “generalized past” to the roster of Bulgarian verbal paradigms (Lesson 29 in this volume). Indeed, the major contribution of the present volume as a reference grammar is to demonstrate how a conventional description of the Bulgarian system of tense, aspect and mood leads naturally and inexorably to this innovative re-interpretation. {in writing this textbook, I have taken as authoritative sources the following standard dictionaries and grammars: T. Avanacona ap., Buarapo-anraniick pewinsk Ti Mauios Xp. Trepeea, Tpanorosopen pewnux 1a GuarapeKns eam JL, Angpefsum, Tpawatixa wa Geurapenns eu 10. Macios, Fpaystarmxa Sonrapexoro 351K ‘Additionally, in an attempt to describe more accurately the language spoken by educated Bulgarians, I have introduced certain interpretations of my own. The dats underlying all such interpretations have been checked extensively with university-educated native speakers of Bulgarian. xviACKNOWLEDGMENTS ‘The division of labor in the writing of this textbook has been as follows. The conception and organization of the book, and the grammatical interpretations, are my own, I have also written all the grammar sections, all the “Cultural Commentary” sections, dialogues 1-14, and dialogues 15-18 in collaboration with Olga Mladenova. ‘The remaining dialogues (19-30), all the reading selections not otherwise identified, al the exercises, and all the sample sentences were composed by Olga Mladenova, who has also checked the earlier dialogues and all the example sentences in the text for accuracy, and has rendered me invaluable service as an informant, both in linguistic and cultural terms. ‘Vladimir Zhobov has also contributed many hours as an informant, and has written the reading selections in Lessons 4, 8, 12 and 14. William S. Nickell gave invaluable help and moral support throughout earlier stages of work on this textbook, and especially in first-round compilations of the glossary lists, Milena Savova (logether with Eve Sweetser) and Jonathan Bames were also of great help in the earlier and later stages, respectively, of this project. ‘Several classes of students have given helpful feedback on the earlier versions of this textbook, Iam grateful to them, and especially to their teachers, who include (in addition to myself) Jonathan Bames, Grace Fielder, Robert Greenberg, Christina Kramer, John Leafgren, William Nickel, and Catherine Rudin. Others who have rendered aid of various sorts are Lauren Brody, Donald Dyer, Michael Holman, Katia McClain, Yves Moreau, Valentin Paunoy, Maksim Stamenov, Andrei Stoevsky, and Maria Todorova. Photos which illustrate the text either were taken by me or were donated by Robin Brooks, Robert Greenberg, Michael Kuharski, Alex Madonick, Olga Mladenova, Dirk Morr, Milena Savova, Eve Sweetser, and Oma Weinroth, to whom I extend my gratitude collectively. ‘Their ‘photos appear on the following pages of this second volume: Robin Brooks: pp. 80, 97, 250 Robert Greenberg/Oma Weinroth: p. Michael Kubarski: pp. 21, 288 ‘Alex Madonick: p. 45 ‘Olga Mladenova: pp. 90, 117, 138, 146, 290, 305 Dirk Morr: pp. 177, 210, 395 Milena Savova: p. 182 Eve Sweetser: p. 260 ‘The University of Wisconsin Press has produced a beautiful volume, and Steve Salemson has been an ideal editor, without whose efforts the book would not have come to light in its present elegant manner (and with whom it has been a great pleasure to work). Cynthia Ramsey was of great assistance in the final stages of text output. For having been allowed entry into the world of Koprivshttsa, the inspiration of which is seen throughout both volumes of the book, I am indebted to Petir and Vasil Petrov (and most of all to the late Mihaila Stainova); I likewise extend my gratitude to the many Bulgarian friends through whom 1 ‘came to love this beautiful country and its language, especially my linguist colleagues and friends among whom stand out Tanja Behar, Todor Boyadzhiev, Georgi Kolev, Darina Mladenova, Olga Miadenova, Sabina Pavlova, Vasil Vasilev, Boryana Velcheva, Viadimir Zhobov, and most of all the late Maksim Mladenov. Finally, I am grateful to family members and friends in California for their patience and unflagging support through the years it took for this work to come to fruition. oe ee eee me ye me meLlecrHaiicera ypox / Lesson 16 LESSON 16 DIALOGUE ‘Kyve am cu um wynma, rérKo? // Tiérep, Téa w nenéra npuerirar sxémm. Térep orkmiupa spatita. Haxene aie xgue. // Tlersp: To6pé nomi, éro um n4it-raxpéa BREE. Hanxa: A wegé e waendzara? Tlersp: He s mm uysam? Tana: Amé Tosd xjve y noMé sm ae? Kamen: Kyue mm ca ma xjmus, TérKo? Hanxa: Kuné e? Tlersp: 3arsdpaa cbM ro B 64nsra, T6 ¢ dure MHGro MasKO. // Yleudra usritusar yo 6éuxra uw Hamsipat enHo Mésko ufxxawo ¥épHo KyeHne. // Hanxa: Térko, xx ce xéspa? Tlersp: He cém my msmeicaa ime, Hsmucuére pie! Tans: Ti axén dma an? B Téa wouya 3a nde Haima méicro, a TH Kye cH Aonécea! Kamen: Mémo, amé six xémxo ¢ cndgxo! .Vimero my e Bé6u. Bd6u, B66u, end! Brix, mao, aude, ve vimero my e BOOu. Tans: Kaxée Bé6u! Jeniinexn pé6ora! Tersp: Kymax cum equa yué6unx. Ife ro qpecipame ncriuxa sdequ0. Hanxa: Biix 10, x6mko uno rags! Besiuxo pas6ripa. Tans: [érpe, us6vpant! Vinx B6Gu wn és! Tlersp: Bé6n 7660 néit-méro te xapécna. Cxirypuo me te cama mxdro.a Iecruaiicera ypox / Lesson 16 Tana: Xém xup6rHo, méK u 16 sHde Kord na cayua. Hé Kao wiKon... Kamen: Héxa a wapeném Kyvero Ha pasxdyKa. Tlersp: JoGpé, apéme my e. He cém ro mseéauam or cyrpunré. Tana: X4aze, usmisaitre scviuKn, 43 me mpurdred Hémo 3a Beuépa. Kamen: Hie ¢ B66u vickame mpxdna, nami Bou? Tans: Twi wanvi go cyrpunrd naimante mimo 7a siném? Kamen: Tax ormagnsix. Hapa: Hi ds. Tans: He sud gan ima mepaéau 8 xnagriamnmKa... Tlersp: Hama. Via céimo x1s6, simd, gomérm xriceno masixo. As Hiimax ppéme a vig wa nasép. Tans: Ho mame péme sa BéGu, wai? Kamen: Mano, nile ¢ Bou a mépxxenm situa sno. Tana: Brox TH, Kaxnd nopund. Ui orkord snére mépxxenm aiid? Jo nuépa ne MOakex 1a BH Haxépam ya rH onfrare. Haga: Or axéc. Tana: To méit ne € mudro sicuo K6i Koré mpectipa: Brie KYyeTO Hm 16 Bac. ‘Xdiime, rpéreaire. He ré sm Brbkaare, ve wsima Tepnénue ga uanése HaBEH. Tlersp: Henéit ga 6épsam c sevépara. Hyie cirypuo usin adc me ce pasxouxmame.Ilecrnaitcern ypcx / Lesson 16 BASIC GRAMMAR 16.1. The past indefinite tense: formation of the L-participle ‘The past indefinite tense (sian HeompenenéHo BpéMte) designates a past action within some broader context, usually with reference to the present state of the speaker. It is formed by combining the copula with the past active participle, also called the “L-participle”. These participles were presented in Lesson 9 as adjectives made from verbs like ocréua (ocrénan), mina (miinan), or cespma (ewipum). The L-participle endings, composed of -1 plus adjective endings, are added to the aorist stem. This stem is found by dropping the -x from the sg. aorist form. When the final vowel of the stem is an alternating vowel, the -e- form of the alternant appears in the plural L-participle (ard the -a-/-n- form in all others). L-PARTICIPLE Isgaor stem masculine feminine neuter plural rnéna-x xénu-x mi-x mica-x Gpé-x Baé-x sun s-x BHaa-x pepas-x Note: Refer to the present-aorist chart of verb types in Lesson 12. For verbs of type 5, however, special mules must be learned. To find the stem, drop both the 1sg. aorist ending -x and the preceding theme vowel. ‘Then add the L-participle endings directly to the stem (except for the masculine form, where it is necessary to insert the “fleeting” vowel -t-). If the stem vowel is an alternating one (as in 061-e-K4 vs, 06n-4-Kox), the -e- alternant appears in the plural L-participle. Remember that the stem vowel -e- does. not necessarily alternate (as, for instance, in nexa), If the final consonant of a type 5 verb stem is -r or -A, drop this consonant before adding the L-participle ending. In this case, there is no fleeting vowel in the masculine form.Iecruaitceru ypox / Lesson 16 L-PARTICIPLE Isg.aor stem masculine feminine neuter plural The verb méra can form the L-participle from the aorist stem. Usually, however, it forms it from the present stem. Both variants are possible. The verbs ortiia and yoftna form the L-participle with a stem ending in -m1, and the verb ebm forms the L-participle from the stem 61 L-PARTICIPLE, Isg.aor stem masculine feminine neuter plural Mom-ix MOH wéra]_—_-or- forvinox] — ormm- Iyoméx] — yom- lesa ou * The L-participles of cbm, a6iima and the less preferred variant of méra (orb) are accented on the final syllable; orsiga also has optional final stress (ormurba and orsiures). All others have the accent of the aorist. Optional stress shifts in the aorist (for instance, x6qux or xomix) are equally possible in the L-participle (for instance, x6mum or xoaizt). 16.2. Agreement in the past indefinite ‘The past indefinite tense consists of the L-participle plus the appropriate present tense form of ebm, acting as verbal auxiliary. Both must agree with the subject of the verb. ‘The auxiliary ebm agrees in person and number (é3 cbM, Ti cut, etc.), and the L-participle agrees in number and (in the singular only) gender. If the subject is plural, therefore, one need only make sure that the L~ participle is plural as well. But if the subject is singular, the L-participle must indicate the gender of the subject. In other words, even though it is part of a verbal tense, it follows the agreement rules of an adjective, ‘Thus: spoken to or by a woman Kynmsa sm cu H6ea poxaa? Have you bought a new dress? Buépa com Oud c néro. Twas with him yesterday.Ilecruaiicern ypox / Lesson 16 spoken by or to a man Tui Gin mm cu y tix? Have you been at their house? Jlouréa com Happéme, ama au nima, I came on time, but you're not here. 16.3. Word order in the past indefinite ‘When a verb in the past indefinite has one or more short form pronoun objects, these objects must occur adjacent to the verbal auxiliary. Pronoun objects precede the 3" singular auxiliary, but follow all other auxiliary forms. The L- participle must stand immediately before (or immediately after) the chain of clitics. Kim com uM ro. 1 bought it for them. A3 cbM MM To KTH. (same) Kym cn me ro. You (6g.) bought it for them. Kym cme uM ro. We bought it for them. Kynum cre mm ro. You @l.) bought it for them. Kynusm ca mM ro. They bought it for them. Kynma wm ro e. He bought it for them. TérKo uM ro e Kym. Dad bought it for them. In an affirmative question, the interrogative particle follows the L-participle directly. In a negative question it follows the first clitic in the string. For example: Kynma su cu am 10? Did you buy it for them? He cu sm uM ro Kym? Didn’t you buy it for them? 16.4. Usage of the past indefinite tense ‘The past indefinite tense makes reference, within the scope of the present, to an action which occurred at some point in the past. It has a number of different meanings. The most simple is that defined by its form: an adjective derived from a verb. In this meaning, the past indefinite describes the state which results from a particular verbal action. For example: Tax en sawecnsia, You're late again. Ta e péve samrinana sa Bépna. She's already left for Varna. Té ca céquanm wa néAKata. ‘They're sitting on the bench. ‘The past indefinite refers not only to a present state, however, but to the result of any verbal action. Like the aorist and imperfect, it is a past tense, recounting an action which happened in the past. Unlike the aorist and imperfect, each of which focuses exclusively on the past (either on the fact of the action itself or on the period of time the action lasted), the past indefinite brings the scope of the action into theUlecrnaiicern ypox / Lesson 16 moment of speaking. Thus, it refers not only to the action itself but to some aspect of it which is relevant to the present. Consider the following examples: Térxo mm ¢ xynma jae, Daddy {has} bought us a dog. Kyue am cn um xyz, rérK0? Daddy, have you bought us a dog? Daddy, did you buy us a dog? Kynua com eqn yué6uux. Ue ro I['ve] bought a manual. We'll train him ‘mpectipame s4enn0. together. Al the above examples refer to the past action of a purchase, but were spoken in a context which directs attention more to the result of the purchase than to the act itself. The English present perfect (“have bought”) is similar in its focus on the present result of past action, and renders the sense of these Bulgarian sentences well. But the scope of the Bulgarian past indefinite is broader, and can often be rendered by the English simple past as well, as seen in the translations given above. In general, the English speaker learning Bulgarian has a certain advantage, since the verbal systems of the two languages are roughly parallel in a number of ways. When it concerns narration of past action, for instance, speakers of both languages have a choice whether to focus more on the fact of past action or on its result in the present. Thus: Fact of past action ~~ Scope of action extended io present moment English Bulgarian gorist past Idid { present perfect have done (ua)npdaux | past indefinite (ua)npéam com ‘This parallel must not be taken as a given, however, because the choices made by a Bulgarian speaker will often not be those made by an English speaker. ‘The concept “scope of action extended to the present moment” is quite broad and flexible, and choice of tense in both languages is determined simply by the speaker's focus. Generalizations and examples given in this lesson and subsequent ones are intended to help the student gain a feel for Bulgarian past tense usage, but (as in all language learning) such generalizations can only lay the groundwork for practice and experience. Sometimes the English present perfect is the best translation for the Bulgarian past indefinite. At other times, the English present perfect will be the best translation for the Bulgarian aorist, and the English simple past will be used to translate the Bulgarian past indefinite. One context in which the past indefinite occurs particularly frequently (and which does parallel English usage fairly consistently) is that of negation, especially when the speaker wishes to indicate that an action has not been performed yet.Mecriiaiiceru ypox / Lesson 16 He com my nanricamn rime. He ci ro nanéaxnan or cytpaerd. BOKMEOra cH He CéM BrbKama Takipa nnanuui. Or yerspuiicer rogrinm He é x6gu Thaven’t thought up a name for him (vet) T haven't taken him out since this ‘moming. In my whole life I haven't seen ‘mountains like these. He hasn't been to Paris in 40 years. TMapriox. 16.5. Imperfective imperatives In general, affirmative commands are given in the perfective aspect and negative commands in the imperfective aspect. ‘The imperfective aspect can also be used when the desired action is a habitual or repeated one. For example: affirmative single action: perfective Koréro uanésem, sarzopit pparéra! Close the door wh you go out! affirmative repeated action: imperfective Koréro usmisam, sareépait sparéral Close the door when{ever] you go out! negative: imperfective He sarsapsit sparéral Don't close the door! Bulgarians may also use the imperfective imperative for a single affirmative action. This choice of aspect exppresses a certain amount of insistence or impatience. Térpe, us6xipaii! Vian B66u, wm OK, Peter, choose! Either Bobby or ds! me! Xéiine, usmisaitre scviscn. All right -- out, all of you! ‘The neutral command is centered on the desire that an action be carried out: the action is perceived in its bounded terms and the perfective aspect is therefore chosen. In a more insistent or impatient command, however, the focus is more on the fact of the action itself, and the speaker's desire that it be initiated. This absence of boundedness prompts the choice of the imperfective aspect. The sense of impatience need not be as strong as in the above examples. Depending on the context, the imperfective imperative can convey different degrees of focus on the immediacy of the action. For example: affirmative single action: perfective WsGepr enn6 or ix! ‘Choose one of these!Ce Iecruaiicera ypox / Lesson 16 affirmative single action: imperfective -- Beé Mute eq6. -- Haima suasénne, ws6xipait! t doesn't make any difference.” "Never mind, choose anyway.” 16.6. Additional imperative forms Negative commands can be formed either with we and the imperative form of an imperfective verb, as in the example above, or with the aid of various particles. ‘The particle negéi(ze), which is followed by a na-phrase, conveys a slightly lesser sense of urgency than “we + imperative”. ‘The phrase “erséra + past indefinite” is used when the speaker wishes an action to stop. Both crsira and wenéit can be used alone if the action is understood from the context. Henéit 7a Gépsam! Henéire a ce upurecusinare! Henéat! Cnira cu x raénan! Crira cu nosrépan eaué céino! Crsira! Don’t hurry! Don’t worry! Don’t! Stop looking at her! Stop repeating the same thing! Stop! Enough! ‘A command can be issued to a third person by means of the particle uéxa, sometimes followed directly by a perfective verb and sometimes by a na-phrase, with no difference in meaning. J[a-phrases are also sometimes used alone in this meaning. Ta anése an? Héxa puése. ‘Héxa ga Brése. Ila paése. Ta migu gamit me crane. Should he come in? Have him come in. ame) (same) Let’s see if it happens or not. When used in the Ipl. present, néxa is similar to xéiize, but not identical. Héxa conveys more of a request or a desire on the part of the speaker, and xafize conveys ‘a somewhat stronger sense of command, In both cases, the sense of command can be attenuated by adding the interrogative particle a at the end. Héxa a wopeném xfsero wa pasxdaKa. Xéage aa waneném xfsero wa paaxonka! Héxa / Xéiige a uspeném xjsero Ha pasxOmika, a? Let's take the dog out for a walk. Come on, let's take the dog out for a walk! What about we take the dog out for a walk?Mecrnaitcera ypox / Lesson 16 EXERCISES 1. Rewrite these sentences in the past indefinite: Toit we mpoxeré xexirara Tésu céamua. We sviaum 04 naxoro wa yauuara? Tlewéra me ca mudro ymopénu oT TéKoBa urpé. Tans me onvine Ha xxino, a ué na pa6ora. ‘Ta wima na mOxe na wamépn GenéxKara, Téna Baus 2xupée w résm wéua. Brie me nanére mo end Gripa Ha BcraKn récru. say sep IL. Rewrite in the past indefinite: Bpér 1m waépa vimame van, w9é 2H ro? Bpémero e Toro, a mi cH c nanT6! 3am6 cu ro oGaéye? He ariagam Kmdua or néuenckara Kyriis. K6i au ro naryGu? TInée ne i nunix 2 Ga6moréxara. He rif am u6cn néve na nonpaoxa? Téan dyin ro rnénax e4 én. 3a poxxnéimia én My KYmmHxA BpaTonpsaKa. Aayeepe Ii. Transform these sentences to the negative form, using either nexéit or cviira. Extra credit: give two possible forms for each. Ornopii cu owire, 43 sandaux caeurra! Ornénaii ce » orsendsoro! Paskaxt mu 763m dria! Tomormi mm ¢ 143m Kpserocadsiua! Pasxogére ce m3 népKa! TipuGepére mpanéro na c¥xo! Cransi pasa! NovaeIecruaitcera ypox / Lesson 16 ADDITIONAL GRAMMAR NOTES 16.3a. Word order rules for the past indefinite ‘When the past indefinite takes pronoun objects, a number of clitic forms occur together. Since the ordering of clitic forms both with respect to each other and to other words in the sentence is very rigid, it is important to review the rules which govern this ordering. ‘The basic components of these rules were studied in detail in Volume 1, and are summarized here briefly: (1) If two object pronouns are present, the indirect object must precede the direct object. (2) The verbal copula (com), which in the past indefinite functions as verbal auxiliary, precedes any object pronoun(s), unless it is the 3" singular, in which case it follows any object pronoun(s). Definition of clitic string: “the entire complex of pronoun(s) and copula” (3) The clitic string must occur immediately after the negative particle, the L- participle, or another stressed word. (4) If some other word than the L-participle precedes the clitic string, then the L- participle must occur immediately after the clitic string. (5) The interrogative particle follows the verb directly and precedes any object pronoun(s). (©) The negative and interrogative particles surround the first clitic in the string. Examples will be given below, with segments in each case identified according to a notation developed for this purpose. Within this notation, all clitics are identified in upper-case letters, all fully stressed words in lower case letters, and words which belong to neither category, such as the negative particle, are identified by a capitalized abbreviation. Abbreviations relevant to the past indefinite are: DIR direct object pronouns, including the reflexive ce IND indirect object pronouns, including the reflexive cu CoP plural verbal auxiliaries (ewe, cre, ca) and 1-2sg. (com, en) FICOP —_3sg. verbal auxiliary (e) INT the interrogative particle (sm) Neg. the negative particle (xe) part the L-participle 12Uecrnaitcera ypox / Lesson 16 Examples (1) - (4) illustrate basic ordering within the clitic string, and with respect to the L-participle. ‘The sentences are kept simple in order to focus on the elements of word order. Other words may be added, of course, but they may not break up the sequences of elements noted above. @ Q) You bought it for them. @) IND DIR 3“COP. (4) Tot subject To DIR Kym. a © LIND. 3‘CoP He bought it for them. Examples (5) through (10) repeat the above sentences, transformed first into interrogative, then negative, then negative-interrogative. Note that while the ordering of the L-participle is flexible in affirmative sentences (it may either stand either before or after the clitic string), it is fixed in non-affirmative sentences. Did you buy it for them? Did he buy it for them? ” You didn’t buy it for them. (8) DIR He didn’t buy it for them. 9) INT _IND__DIR Didn’t you buy it for them? (10) i roe. jm? INT DIR 3°COP__ part. Didn't he buy it for them?Ilecriaitcern ypox / Lesson 16 16.6a. Heyei and crura with the truncated infinitive Henéit is usually followed by a za-phrase, and crsira is usually followed by the past indefinite. Both, however, can also be followed by the so-called “truncated infinitive”, which is identical with the 3sg. aorist of an imperfective verb. This usage is common with some speakers and rare with others. For example: Henéit mica! Cruira mica! Don't write! Stop writing! Henéit uére! Crvira vere! Don’t read! Stop reading! 16.7. Motion verbs: the past tense of the verb mapam The verb viqeam is an imperfective verb meaning “come” (and sometimes “go”). Although it is listed in dictionaries as a simple imperfective, most Bulgarians feel that the perfective verb n6iiaa is its de facto partner. In the present and imperfect tenses, vigpam has the meaning of a regular imperfective verb. For example: present ‘Toit tinea penésuo y Hac. He comes to see us regularly. Kee nés viapa emym sucok voréx. A tall man is coming towards her. imperfect Téit vinpame penésHo y udc. He used to come to see us regularly. Kom nés riqpame em pucox A tall man was coming towards her. opéK. In the past indefinite, rianam can also’ be used in the meaning “go” with the unbounded meaning of the imperfective aspect. For example: Ton vinan sm e 8 Bearépna? Has he [ever] been to Bulgaria? Ta e dapana » Auraus. She has been to England. In the aorist, however, and in most instances of the past indefinite, viapam has a different meaning. Namely, it refers to a single, completed trip: someone came and then went away again. This meaning is perfective in its boundedness; nevertheless it is still broader than the perfective meaning of adima (which refers to a bounded trip in one direction only). Here are examples of vixgam in this meaning: Viypa sur néuampxusra? “Has the postman come?” - He é viapan, ome e panto. “He hasn't come yet, it’s early.” He pax6pax samé 16H vinpa B I didn’t understand why he came to xanues4paaTa MHL. my office. 14Tectuaitcera ypox / Lesson 16 Tide na Gpatosséaxa su? Ti Do you remember my cousin? She ‘mu ina Ha récT#. ‘came to visit you. Tai voqea sm pa Bit ce oGénu? Has she been to see you? The first Benudra WOM ce BépHa B thing she did when she returned Baaripus, réppara i paGora to Bulgaria was to come over Géme sa Aline Ha réeTH. {to your house}. Aa cpm vinpam y Bac ua récru, 10 I came to your house [once], but I don’t we nOMus Kord Géue. remember when it was. ‘As is the case with all a-conjugation verbs, the 3sg. aorist and 3sg. present are identical. Without context, then, the form sia can mean either “is coming” (present) or “came and went” (aorist). All the instances of rigna above have been interpreted as aorist; in the appropriate context, however, they could also have present tense meaning. ‘Speakers also have the option to shift the accent to the theme vowel of the aorist (see vol. 1, p. 180) to emphasize the distinction. In fact, however, for most speakers context is sufficient to indicate which of the two meanings is intended. 16.8. Impersonal verbs, continued Each of the four major impersonal verbs, ima, nsiwa, rpsi6na, and méxe, conveys a particular condition or situation: verb present condition verb present condition ‘pada its necessary Lméae __it's possible When impersonal verbs are followed by a-phrases, each of these situations becomes relevant to a particular verbal action or state, as follows: verb action state ‘one will... one will not. one must... one may. ‘The past tense of each of these impersonal verbs is equivalent to the 3sg. imperfect of the relevant conjugated verb. In the simple form, the past tense meaning of each of these verbs refers to a situational condition, as follows:ecrnaiicern ypox / Lesson 16 When followed by a sia-phrase, however, the past tense of these verbs is more difficult to translate. This is because each projects a certain potential situation (either ‘an action or a state of affairs) into the past. Depending on the context, therefore, several different meanings are possible. Here is a schematic presentation of the meanings, followed by examples. verb projected action projected state one would have. would have happened one would not have... ‘would not have happened one ought to have... «Was supposed to have happened one could have.. night have happened Ta simame 2a namie céyonete She [still] had to wash the dishes na uaMeré néza. and sweep the floor. Tit amd némame mimo za axéu? — Weren't you going to not eat anything? Badxsr rpiGwame na npucrirae The train ought to have been here by ocerd. now. ‘Ti mOxeme noné 3a mitra. You could at least have asked. ‘The English translation of such constructions, particularly those with namanre sa... is at times awkward. ‘The main thing to remember is that a particular situation is being projected into the past. In the case of asimame na constructions, the situation is that of not intending (“not going”) to do something. This particular construction will be studied in more detail in Lesson 22. The point here is to realize that the idea is a straightforward one; it is the expression of it in English which is difficult. 16.9. Alternating consonant / vowel sequences ‘Sometimes the sequence -Bp- (or ~bat-) within a word can alternate with the sequence -pb- (or -me-) in other forms of the same word. This alternation has been seen already in the first syllable of each of the verbs in the aspect pair spémast / pépna, This alternation occurs more frequently in monosyllabic nouns or in derivation. Among the words where this alternation occurs are: 16Iecruaticera ypox / Lesson 16 singular definite popx-tr repo-ir TepK-T repM-tr epe-HaT (meaning) derived form full muréu-Ka debt rbK-eH grain apeui-ué It is important to note that this alternation does not occur in all possible instances where it might. ‘The word mpécr, for example, might be expected to participate in this alteration, but it does not. For example: pb retained in all forms singular singular | indefinite definite plural (meaning)Wecruaiiceru ypox / Lesson 16 SAMPLE SENTENCES 1. Téit mixora He é mpaa, K4k Mowd ga ro HaKdpaur na nepé wa poKd? 2. Taxa Karo x¥Gasu4Ko cme céHamn, cerd 7a Ma M 10 EHO BriHO. 3. Béve ca nocrporinu Kéuiara, ocrdpa qa ce o6sanené. 4. Tpa6sa ga nposeprim due weyirx anpéca, na ne cd cmenrismH rimeTo Ha yamuara. 5. He iim nemdn » Géamnna, orK4KTO Me omepsipaxa. 6. Tée sapépuniaa cpéauo o6paszondune, Ho né 1 Brice. 7. Henéi nndka, nia uri crpdumo. 8. Henéii ga upénmm rpémkn 4 HiKom Hima na TH ce KApa. 9. Cmira ere ce eméam, mimo eméumo ne cém xésana. 10. Cnvira cre xdaunm no 4yx6hina, nocrditre mdiKo T)Ka 3a pasHooSpdsne. 11. Criira ca mm Yann c Kom Kpak aa crémmM. 12. Crvira néve, 4e ne méra pa waxépxKam nésese. 13. Héxa segue m TedaT mia ga noctor ¢ neudTa BKEuNH. Hama camo TH Ja rH raénau. 14, As ma simam TaKdea Kéma, WéK HéKA MH e an6, 15, Héka ga My Kaxem Kakén nosépoK HH € gonécum Tigo Mpés. 16. -- A aKo Te mifrar, KakE6 me orrosdpuu? -- Héxa camo nocméar na msirar. 17. Héxa ce pas6vipate, iréx apyroro ue e Hapéx. 18. SLiraxt cu néue, Koé Bpéme créna. 19. Tptrnai, ve me saxecuéem, me sarsépar MarasifuTe. 20. Tparmi sequdra, Méxe una yenéenr. 21. Tynan Kaneé me 1H Kéxa. 22. yi xix més oervirre. 18Iecraaicera ypox / Lesson 16 SENTENCES FOR TRANSLATION 1. “Won't you try the chops?” “Thank you, F've already tried them. “You have not tried them! Try some...” 2. T must admit I have never been to Bulgaria, so I can’t tell you much about their folk costumes. Have you ever seen them? 3. I don’t have the patience to wait until they pass out the awards. Can’t we make them do it now? I can’t endure it anymore. 4, We have a lot of work to do. We really should have finished it all yesterday, but we were training the dog all day. 5. Is there really nothing to eat in the refrigerator? You might at least have left me some meat or cheese! I have eaten only fried eggs every day since you arrived! 6. “Thaven’t taken the dog out, because I am affraid of animals.” “Doesn't he know where the door is? Let him go out by himself!” 7. “Has Angel come by this moming?” “Yes, he came to ask you some questions about folk dances, because he knows you have been present at many such festivals. He wants to know how to dance a horo.”Mecruaitcera ypox / Lesson 16 READING SELECTION Kopecnonnémuma - (12) 14 anprin, Codus Upara mu Marprima, Bepuax ce nuépa or TaGeque 4 namépyx Ha mdcara nucM6ro TH. Tipwersirano e ure npeau Tpit mui m me wika. Bépsam aa Tu orrosépa, npesi 2a MM sarrbausr BpémeTo Apyrn sands. Tldaxe ma ¢ neyaOxo ga cu npusids, ve ue or Hapdqua MysHKa MHGrO He cé uurepecyname. Brie ua adnan méit néneve sudere 3a wdurara HapéqHa MY3HKa 1 3a napéauure HM TéHNM, OTKOAKOTO MaxdmuTe x6pa y Héc. [oKaTo Yuar B npormmndsusra, neuéra Haysdnar HiKOM OCHOBHH HeuMd 3a HéiaTa MYSHKa H AOpri yaar crénmure m TaxTosere Ha pasmivan xopd m pENenHuE, HO Mécne B xuBOTA Himar MésiKO NGBogM sla MOKAaKaT yMéHHeTO cH. Xopd urpasr HEC OGHKHOBEHO cdo wa cedr6a. Ha némara cedr6a c Biko Taumsspure or kdca Gixa Bcé or créporo noKoxénne. Bauréra wa Bono Géme neymopiim xoponduen. A3 o6due 3H4m cémo néiiuonoro xopé -- uéro muro ro urpdar no Hémms, HO BrinmacKns pai. Tit me mfram 3a chectupdna s Konprisumua. As cayyditio snd méseye 3a néro, saméro ed ronvita cbM mpucécraysana Ha Héro. Hie Gixme rém T64H0 10 ond apéme, 663 1a nonosvipame, we me ima Taxée decrupdn. [ike xOmuxme na caymame Kax nésr Gé6ure. Kasam GdGure, Téit KaTO nésevero ustammirestH OAxa BispacTa xerni, nomi 8 Konprismmua creuminno sa uenrd. ampsustrenre néexa va xépaen nOaMyM Ha ensta nonina Kpait rpagd. Caymdrenmre censixa Ha Tpesdra wadkono. Cnéx Karo nscaymaxme BeHTKM MeButi, Ha HAti-n06pHiTe | pasmdnoxa narpaqu. Ha radsra nai6ya ciirypHo vima sénuc Ha Taxisa Harpanénn | nécun. 3a pdsnuka or nésevero napdaua Mysuka no pdauoto u Tenesiisusra, T43H | Géme vicrucka. Téexa karo mésra 640a, kordro Gsix maka, u muro Me | rpormaxa. Enid or nécuure axe com yypasa or Hés, -- Méro 6éme 6yaxara, épuia acd wapdcna Gino rpésne mycHama. Tero 6éme waazoxénnKa, Gina e acd wapdcna, épHo rpésae nycHana Wom Bupxoné sanaésm. 20Mecruaitcera ypox / Lesson 16 Taw nécent ria vatcro papndunt. Térr x us wina Bardpna. Tit pas6vipam, nami, ve crésa aya sa aEdma pasmenéun smd6enu, Té ymnipar or weska. Tlorpé6sat ra. A na rpoGonere um apdcrear mpé siosHi. Tvia apé nosti ce nperpéuuar i smdGernte, pasnenéan mproune, ocrésar saprinarn sdeH0 cre, cwuprré cu. Muro newésia nerépus! Mosra 64a, Bor na a mpécrn, 6éme or Craposarépexo. Kéaxo nprixasku mm e paskdspasa, KémKo mécHm CbM saniGMuia or Hés. Ha ecrmsdaa caymaxwe m ceupusira wa réfina na emia, xdxro n6-KécHo pas6pax, crpaumio sHamerir asino or Hs6pyspKka. TIdene ro raénax no Texesyisuara xaro coripy. Beriuxn neswi Gaxa m pasmivan wapdaum Hoctin, Hauurre Hociin ca Mii6ro pasnoopasum: ncéxn Kpa cut risa cada Hociia. Cerd péve y Hac Ha cén0 péaxo me srinnm cénain B Hapdana HocKs, HO MOsedeTo cH HiMaT nO exHd, cxérana B canméxa, Sarond neswire 8 Konpitouyma m navmpricoaxa 1a nacpramtie, Wi ds imate napégna Hoctia or mGero pOsno césto BBB BrimmcKo. Ean mda crpiia wo nonapit. Vsroxa cneundnno 2a méxe @ycta m mpectiinxa. Prisara Mat (Céiyo OF THKAHO Ha PEKA aaaTH H nauTénM) e crépa, oT mpAGaGa mu. Cémo aa6pénka cm nsiman. “sicr or axéucKara HocHs B mtaniiHcKaTe paliOum ITbK € cykManror -- na dara cpeképsa it e ocrdnian enum mpexpacen BbaKeH cyKMAH OT saixa &. A cpéGupuure i nédru ca mpécro mewrd... Ho m0 Kakés mH 11630 wosék Méxe fa ce oGneNé & HapéaHa nociia B Hue Bpéme?! Tiuuni ma dx, Brinara yerd redure nucmd c payocr. Tada Musicians in folk costume, Koprivshtitsa FestivalGLOSSARY iiga tpi, repr (pl. péwone oF ripsope) roayaxa saa naése au? ittsopo xopé pyroro me ¢ mapéx bam, 17.2. Passive participles: usage Many adjectives which have already been leamed are in fact passive participles. ‘They refer to the result of the completed verbal action, The relationship in usage between the Bulgarian aorist tense and passive participle is similar to that between the English past tense and past participle. Here are examples of participles used as adjectives, (For their use in passive verbal constructions, see Lesson 19.) (o)xéua aorist tense passive participle Oxénmx cond cn. Cord TOA ¢ xKéHeH. I married off my son. He’s a married man now. oGnexd aorist tense Bepso ce oGnéue. She got dressed quickly. passive participle | Muro enerdsruo ¢ She's dressed very elegantly o6nésena, sarndpa aorist tense Bardpu su pparéra? Did you close the door? passive participle | Bpardra e sarnépena. The door is closed. yMopa aorist tense ‘Ymoprix am te? Did 1 tire you out? passive participle | Mu6ro com ymopéua. Pm very tired. nycua aorist tense Did you mail the letter? passive participle ycua au nucméro? Tlycrao e. 28 It’s mailed.Ceyemuaticern ypox / Lesson 17 anima aorist tense Hantica am mcméro? Did you write the letter? passive participle | Thneméro e no6pé The letter is well written. amricano. osu Did you guess his name? caorist tense Tlosné um my simero? Tinero (my) ¢ nosnro. passive participle méma aorist tense passive participle péaHuKa, mperaéqam aorist tense passive participle mpernénan. Orkaé naé mprimepa? Uprimepsr e sér or Tipernéga sm te 1éxapat? Tlauwénrer e séve It’s a [well-]known name. Where did you get the example? The example is taken from the dictionary. Did the doctor examine you? The patient has already been examined. 173. Relative pronouns: Koitro A relative pronoun relates one clause to another. Consider the following English examples, in which each set of two simple sentences is made into a single complex sentence by means of the English relative pronouns “who” or “which”. When two identical nouns are related in this way in a complex sentence, one of them is replaced by the relative pronoun, simplex sentences Do you know this woman? - This woman works with us. simplex sentences ~ This man used to live with us. ~ This man moved to Germany. simplex sentences ~— Where is the child? ~The child was here five minutes ago. simplex sentences ~ The students are studying. — She helped the students. simplex sentences — You brought me flowers yesterday. ~ The flowers are beautiful. 29 complex sentence Do you know the woman who works with us? complex sentence The man who used to live with us moved to Germany. complex sentence Where is the child who was here five minutes ago? complex sentence She helped the students who are studying, complex sentence The flowers which you brought me yesterday are beautiful.Cenemnaticeru ypox / Lesson 17 In form, English relative pronouns are exactly like interrogative pronouns; in function, of course, they are different. The Bulgarian system is similar, but far from identical. First, Bulgarian relative pronouns are formally distinguished from interrogative pronouns by the addition of the particle -ro. Second, while the particle ro does not change, the pronoun itself must agree with the noun to which it refers. The most common relative pronoun in Bulgarian is x6itr0, which corresponds to both “which” and “what” in English. As in the interrogative pronoun K6ii, care must be taken to distinguish the masculine singular (which ends in the consonant -it) from the plural (which ends in the stressed vowel i) ‘masculine feminine newer —_ plural 060. ‘According to the rules of Bulgarian grammar, the phrase in which Kéiiro occurs must always be set off by commas, regardless of the rhythm of the spoken sentence. Here are the Bulgarian translations of the above English complex sentences. The relative pronouns are underlined: note that in each case the relative pronoun agrees with the noun to which it refers. Tlosudvaur am xendra, Kostro paGdru ¢ Hac? Yonéxer, K6itro 16-p4Ho wuBéeute y usc, ce mpemécrH B Tepmduna. Koné e xetéro, Koéro Géme tyKa upemu nér MunyTH? T4 nomdrame Ha crynésture, Koriro ce nogrérssxa 3a vismHTa. ‘persira, Kortro mu pouéce, ca mudro x¥GaBu. When the relative pronoun joins two simple sentences, it replaces one of the two instances of the noun it refers to. If that noun occurred in an object position, the relative pronoun replacing it must be in the object form. This rule is relevant in Bulgarian only when the noun in question refers to a person who is either male or of unspecified gender, in which case the object form xoréro must be used. subject Tloandvam goGpé woRéKa, T know the man who lives with you well. KOTO 2KMBEe y Bac. direct object Yonékur, Kordro mosHdsam noSpé, The man I know well lives with you. apse y BAC. indirect object ‘YoréKer, Ha Koréro nomdrax, The man I was helping lives with you. amuée y Bac. If the noun object refers to a female person (or to @ group or a masculine inanimate object), no distinction need be made. ‘The same pronoun is used in both subject and object meaning. 30‘Cenemnaticetu ypox / Lesson 17 When two simple Bulgarian sentences are joined in this way (by Kéitro, etc.), the relative pronoun must always be present. This is in contrast to English, where the corresponding pronoun can often be omitted. Consider the following examples. In each case, an English speaker can say both (a) and (b), and would probably be more likely to say the shorter version, (b). The correct Bulgarian translation, however, must have the relative pronoun -- that is, it must correspond literally to (a), the longer of the two possible English sentences. For example: Lsersra, xoviro uécumt Ha paéGora, (a) The flowers which you bring to the ca Muro xjGapn. office are lovely. (b) The flowers you bring to the office are lovely. Tosndpant sm sonéxa, ¢ Kordro (@) Do you know the man to whom she ‘4 rondpH? is talking? (b) Do you know the man she’s talking to? Wixésra, 3a xosiro mu paskésnam, (a) The idea about which you're telling e miro murepécia. me is a very interesting one. (b) The idea you're telling me about is a very interesting one. 174. Other relative conjunctions Other interrogative pronouns can also be made into relative conjunctions by the addition of the particle -70. The relative clauses in which they appear are similar to those with éfiro in that the element they refer to must be present. The following compares both form and usage of these interrogative pronouns and the relative conjunctions formed from them. suit “whose?” / anitro “whose” Both sit in a question, and sufirro in a relative clause, must agree with the noun modified. The word to which uiffro relates precedes it directly. interrogative Jiwaina, sudent 1 anni ca Té3H Liljana, do you know whose these crvixone? verses are [= who is the author of these verses]? relative Yaaxdemn cayméren, a BH mpex- Allow me to present to the radio cris noéra, or suniro criixoBe audience the poet whose verses nile oraéena ce exsxmuudpare. it has admired for a long time. 31Cexemuaiiceru ypox / Lesson 17 interrogative Umit ca résu aeud? relative Topk6 na onda end, umviro neud yysaipar ard! interrogative Unit e tésu noprpér? relative Kaxée TH ce nga vonéxer, wiitro noprpér rina wa crendta? Whose children are these? Woe to the woman whose children die young! Whose portrait is this? ‘What relation to you is the man whose portrait I see on the wall? KakbB “what [kind off?” / KakbBTO “[such] as” KONKO “how much? how many?” / KosKOTO “as many as, as much as” The structure of relative clauses with Kaxéero and xéaKoro is somewhat different. Sentences in which they appear must be organized around the relationship between two words of parallel shape, as in the following schema: Because the corresponding English sentence lacks this structure altogether, sentences with xaxéero and KénKoto are more difficult to translate. Here are examples: interrogative Kaxpii ca Tésu x6pa? relative Wi zoceré ru némust Taxiva, Kaxertro TH BHASX 3a MEpBH wer interrogative Kaxné e Tond sinene? relative Cepsripam simeHeTo TaKOBa, KaKBOTO ©. interrogative Komko napii vawau cue c€6e cn? relative Xapui réakoza mapri, K6mKoTO Yimaut. 32 ‘What are these people like? Even now I remember them just as I saw them for the first time [F just the way they were when... What is this dish? Y’m serving you this dish as is. FF just the way it is} How much money do you have with you? Spend the money you've got. [= as much money as you have]Cenemnaiiceru ypox / Lesson 17 Sentences of the above sort can also occur in a “shortened” version, although this is less common. For example: Xapati, K6nkoro simaul. ‘Spend what [= as much as] you have. ToBa, KOeTO When a question framed with Kaxn6 refers to something very general, the answer often contains the relative phrase Tos4, Koéro. Here is an example: interrogative Kaxe6 re tpendxn? ‘What's bothering you? relative Tond, Koéro me rpendrxt, e, He ‘What worries me is that lately he’s been HanocnémsK Ma6ro ro wEpsti. very lazy. Tt worries me that he’s been very lazy of late. The fact that he’s been lazy lately worries me. Kora “when?” / Koraro “when” KByle “where?” / KBEneTO “where” and others The student has already encountered the relative conjunctions Koréro “when”, xpuéro “where” and sam6ro “because”. Their relationship to the corresponding interrogative forms is parallel to that between K6it and KGitTo. Students must continue to remember that the two different meanings of the English words “when”, “where” and the like, correspond to two different (though related) words in Bulgarian. interrogative form corresponds to relative conjunction ‘meaning ‘meaning “| When? fxordto"} when... | Where? KpnéTO where... Why? saméro —_{ because... Who? K6aTO who... which... How? 33Cenemuaiiceru ypox / Lesson 17 17.5. Compound conjunctions ‘The most common compound conjunctions, npemi na “before”, caéq KaTO “after” and 6€3 na “without”, were discussed in Lesson 14. Here are others, with examples of usage. ‘Téit Kato inasmuch as ‘Téa Kato cu O6ueH, Tps6na ya Bsémelll actiMpHH. WOM Kato as soon as, since Illém Karo ce sépHeM, o6ami mu ce. Il6m Karo cerd simamt napii, miouepmii Me c enH6 Kacbé! maxép (i) a although, even though ‘Maxdp u aa mu e Oparonsén, 43 He r6 rmosndsaM. Makap ye although Ile 1 o6scusi, maxdp ve o6uKHOBéHO He O6acHsiBaM. cdo se except Ile aofiaem nenpemérno, cémo ve BeposTHo me 3aKBcHéeM. ocnén se not only Ocnétt ue © xfGana, 1 € m Gordra. Inasmuch as you are ill, you need to take some aspirin. Call me as soon as you get back. Since you've got some money now, teat me to a cup of coffee! Even though he is my cousin, I don’t know him. Til explain, although I usually don’t do so. We'll come without fail, except we'll probably be late. She’s not only beautiful -- she’s rich, 17.6._Aspect differentiation in subordinate clauses Some conjunctions can be followed by verbs of either aspect, depending on the meaning of the sentence. Certain conjunctions, however, contain within themselves the meaning of “boundedness”. After these conjunctions, only perfective verbs may be used. The most frequent type of boundedness is that which relates to time. The tense of the verb in the subordinate clause depends on the meaning of the sentence. In the following examples all the verbs following the conjunctions are of the perfective aspect. 34Cexemuaiiceu ypox / Lesson 17 apes aa Ti sammdnaut cK6po, was? OGanyi mm ce, mpent aa samiinen. ‘TpaGname aa my ce o6dns, mpeawi ga Tperna. caéq, KaTO (Cnéq Kato cpépumu ¢ qomaumauTe cH, xdime wa pasxéyKa. Caéq Karo ceépumxa ¢ doméunurre CH, HSILA30XA Ha pasXONKa. oréro Kordro ro primum, nosupapit ro. Koréro ro sunsix, ne moxax na TOBsipBaM KOKO € TOIM. You're leaving soon, aren't you? Call me before you leave. T ought to have called him before I left. ‘After you finish your homework, let’s go out. After they finished their homework, they went out. ‘When you see him, say hello for me. ‘When I saw him, I couldn't believe how big he was. Certain conjunctions have two meanings, one unbounded and the other bounded. In the unbounded meaning, they usually occur followed by imperfective Serbs. In the bounded meaning, however, they must be followed by perfective verbs. ‘Although most of these conjunctions are by now familiar, they are given below with both bounded and unbounded meanings for the sake of comparison. unbounded goxato while Toxaro mpukéspamt 10 texed)oxa, Bondra BpH. bounded goKaro until, by the time ‘Tpsi6na 7a cBépun BeriyKO, OKaTo ce OGseKd. ‘anbounded Kato as, when/if Karo yaexme sienuio B yuinmepeuréra, BeéKHt 6H Ce cepénaxme. Crésra wacriipa, Karo nocrossiH0 paisani m wsauisans. While you've been talking on the phone, the water’s been boiling. You have to finish everything by the time T get dressed. When we were students together, we ‘used to meet each day. The room gets cold if you keep going in and out.Cexemuaitceta ypox / Lesson 17 bounded karo when Ile TH Kéaxka, Karo Te BHaa Till tell you next time I see you. [I'll apgrus 1ér. tell you the next time when... unbounded wom since, if Tom te Gomi répnoro, o6nessi If your throat hurts, put something ce! on. bounded wom as soon as, when Ifom ceéputa, me TH ce o6éas. —_—I'll call you as soon as I finish. ‘When conjunctions with bounded meaning are used in the narration of habitual, repeated action, the boundedness of the conjunction outweighs, as it were, the unboundedness of the general time frame. Thus, one must use perfective verbs after these conjunctions even though the basic narrative context is one which requires imperfective verbs. Examples will be given on the following page. 177._Imperfect tense and perfective aspect In the narration of a habitual, repeated action, the tense depends on the time frame. If the habitual actions are continuing to occur at the general moment of speaking, all verbs are in the present tense. If they used to occur during some time frame in the past but now no longer do, all verbs are in the imperfect tense. What is important is that in each case, the aspect of the verb is determined by the frame within the sentence: main verbs are imperfective aspect, but those which occur after bounded conjunctions are perfective aspect. tis in contexts such as these that the complexity of the concept “aspect” in Bulgarian begins to be seen. Unboundedness of past time is conveyed by the imperfect tense, and unboundedness of action is conveyed by the imperfective aspect. It is possible, however, for there to be a subsidiary boundedness embedded within this “doubly unbounded” context, which is marked by the use of perfective verbs after bounded conjunctions, To see this, consider the following narrative, which relates a series of habitually performed actions. The narrative is given first in the present tense (Where the tense conveys the meaning that the speaker still performs this series of actions whenever the conditions are appropriate). It is then repeated in the imperfect tense (where the tense conveys the meaning that the speaker used to perform this set of actions regularly but now no longer does). ‘The fact of repeated action is conveyed by the main verbs, which are in the imperfective aspect. After the bounded conjunctions within this narrative, however, perfective verbs are used. ‘The overall meaning is still of repeated, habitual action, but the specific meaning within each subordinate clause is the boundedness which is here shared by the conjunction and the verb which depends on it 36Cegemuaticera ypox / Lesson 17 PRESENT tense subordininate clause: Perfective Karo ce ymops na vera, main clause: Imperfective Ha naaHnHd, Wien T get tired of reading, I [get out and] go to the mountains. Ilom adtiga a0 avidyra, © Caéy Karo Mu aérine Begudra wom criirua BEpxd, Kynypam cH Gustér. “AS soon as I arrive at the ski-lift, I buy a [lift] ticket. ce Kéupam 8 KaGrinKara. my turn, I get into the gondola cadram TémunTe O44 H cimaM Da deTd. PAST tense subordininate clause: main clause: Perfective Imperfective Karo ce ymopsix a vera, orvipax Ha manna. ‘Wiienever I Would’ gei tired of reading, 1 Would [get out and] go to the mountains. lex 0 meicbra, as I would arrive/arrived at the kymfnax om Gunér. ft, I would buy a [lift] ticket. ce Kaupax 8 KaGvinKara. ‘Note that the English translation is sometimes able to convey this boundedness. The ‘verbs in the main clauses convey the idea of past habitual action by the addition of would”. Certain verbs in subordinate clauses, however, can be rendered either with ‘or without this particular habitual marker. 37Cenemuaiicera ypox / Lesson 17 EXERCISES I. Fill in the blanks with the correct passive participle of one of the following verbs: cnéxa, ovapénam, pas6iis, passat, cMdaKaM, cMéna, sicHa, Hsnepa, HaBliA. 1. Té Osixa or vara cH Kom. 2. Ha mécaza ca aBé néau c unersi m Kyna ¢ mioqoBé. 3. Tond simé 1M Mupriine 16ur0. 4. Taparép upasar or Kriceno MIKO. 5. Kaprodure méxeur a nopéenm csc __ épen: nunép. 6. Cnomi résn xapniia B KOUIeTO 34 GORE. 7. OGysxnre my ca , Yopamure wt SacéBHHKET . Ton nia fa saxecnée yrpe sa yanmme. UL. Fill in the blanks with the correct form of x6itro. 1. Hifxora ue rnéqam grim, née com raga. 2. Sanévam sm maanéxa, HH rromérna ¢ Oardaxa? 3. He cé aonepsinait na uonéx, ne nosndnam 206pé. 4, Torspen am xevirara, ‘TH mpentopéaax? 5. OGiam an TH ce aKendra, Ha négox Texedona TH? 6. Vima éme maiko or sénero, eréreux Buépa. 7. Tlorépeux aymara ep peviuin pean, vyensx na waméps. II. Rewrite the passage in the past tense. Momuéro, ¢ Koéro murjrame 2 enus Kyné, warnéxna e mamKo HEpBHO. Henpexécuato aandna mampécu. Ilom He my orrosépar nemudra, ce pascépasa ~ ‘rf rpénue ¢ Kpax, TY ce oGépue ¢ rps6. Mom HaGmnxsim HsiKkos répa, mira nami e nocnéana. Ako padxwr cmpé, He cé yerioxospa. Illom TpérHeM OTHGs0, vicka Ht Gumérure 3a mpovépKa. He natia rosién 1664 - cdmo no extin GonGox. Karo uaaésem or ryséx, nak vicka Onérure. AKO My crdue cKYaHo, nx mponepsna. He anda 9a néro, Ho 3a MéHe ToBd moTysane He € CKYO. 38Cememuaticern ypox / Lesson 17 ADDITIONAL GRAMMAR NOTES 173a, The possessive relative pronoun | The idea “whose” can be expressed not only by the relative pronoun siiitro, but also by the phrase a xord (-ro). This phrase is used somewhat more frequently in conversational style than is wif (ro). Here are examples. (For the “indefinite” use of xéiTo, etc., see the following section.) Brox Kaxeé namépux 8 péwmara. Look what I found in this backpack! Ha xoré ca résu cdnqsuun? Whose sandwiches are these? He miirait, a ox. Cangpwante ca Don’t ask, just eat. The sandwiches va KOTO rw Hamépu. belong to whoever finds them, 17.3b. Relative pronouns in indefinite expressions Most relative pronouns can also occur without specific mention of a word they relate to, a usage which is called “indefinite”. It is usually translated “whoever”, “whichever”, etc., and appears frequently in answers to questions containing the corresponding interrogative pronoun. interrogative ~- Ha xord a Kéaxa? “Who(m) should I tell it 102” indefinite relative ~ Ha xoréro rickam. “Whomever you want.” interrogative ~ K6it na ysdernyna? “Who should take part?” indefinite relative ~- Kéitto sicxa. “Whoever wants to.” Related to this is the use of the relative pronoun xéfiro in proverbial expressions. Sometimes the relative pronoun stands alone as subject of both clauses, 20d sometimes the masculine pronoun réi, 163u (or 163, a shortened form of té3H) 'S there for it to relate to. In the examples below, the relative pronoun KATO is Senslated “he who” in order to maintain the proverbial tone of the Bulgarian. The ‘ssanslation “whoever” is equally possible. Keéwro ne pa6érm, nsima a aie. He who doesn’t work won't eat. Kéiiro mudro sude, 68p30 He who knows a lot grows old quickly. ocrapsina. 39Cexemmaiicera ypox / Lesson 17 Kéiiro ce yan, Toit me cnomyuu. He who studies will succeed. ‘Tés KditTo néane B 66h 3a He who perishes fighting for freedom cao6daa, TOW He yMiipa. does not die. (Verse from a poem by Hristo Botev; accentuation according to verse structure.) ‘The phrase Tord, xoéro can also occur simply as Koéro. This meaning is not indefinite. Rather, it is simply a shortened version of rosé, Koéto. For example: Hanocnéapx TOit e muéro Lately he’s been very lazy, [a fact] ‘MBp3eNHB, KOéTO Me TpeBOKH. which worries me. Similarly, the phrases r6nxona ... kénKoTo and Taxés .. Kaxtépro can also occur in shortened variants without taking on the meaning “indefinite”. Wi pocerd ra n6mns, Kaxsriro ru Even now I remember them just as I Buasx 3a WEpBH Tbr. saw them for the first time. Cepsripam sinenero, Kaknéro e. _‘Y'm serving you this dish just as it is. Xapsni, KéaKoro vimau. ‘Spend what [as much as} you have. 17.4a, Indefinite usage of other relative conjunctions ‘A similar “indefinite” meaning is present when relative conjunctions occur in a phrase together with ..4 a, In this case the meaning is intensified, as demonstrated by the different possible English translations. Kéxro m 7a ro Mémax, He moxkesé No matter how [much] I pleaded, he na azine. didn’t want to come. [= Nothing I said could make him want to come.] Kaxs6ro 1 ga my K&axeut, oGxaKaa He gets offended no matter what you ce. say to him. [= Whatever you say to him, he will take offense.] Karo w za Me Tépen 0 No matter who calls, tell them I'm not renedOua, Kaki, Ye Me Haima. here. [= Tell anyone who calls that I'm not here.] Another sort of indefinite meaning is obtained when the “inquisitive” doubling of the interrogative pronoun is combined with the negative marker. Recall that the combination of an interrogative pronoun and the interrogative marker sm adds a sense of inquisitiveness, roughly translated by the English “I wonder”. Kakés an e Tésu sonéx? What sort of a man is he, I wonder? 40Cegemuaiiceru ypox / Lesson 17 When the accented negative marker is added to such a phrase, the meaning is roughly equivalent to the English phrase “all sorts of”. Kaxeri st 6 nécam néstr x6para. People sing all sorts of [strange] songs. 3a néro rondpat Kaxed am He. People say all manner of things about him, Y nix méxcenr a cpémuent ‘You meet all kinds of people Koré JH Hé. at their house. Finally, interrogative pronouns can convey the indefinite meaning usually translated by English “so-and-so” or “such-and-such”. In this meaning, the interrogative occurs in a phrase composed of the particles emi and cm with an interrogative form intervening. A hyphen always joins egy and the question word. Here are examples: Tasmiva teepavi, ve npasn Pavlina claims that she makes banitsa Ganmua cémo c emvi-KaKné cH only from such-and-such kind cuipexe. of cheese. Tai cu urpée c eno momué Ha vime She's playing with a boy called Tlérep éqn-K6ii cu. Peter something-or-other. Xéime, aa pewém, we mpucrsirHem Well, let's see. You'll get there at énu-Kora cH, me My Kéakeut such-and-such a time, you'll tell qW-KaKBO CH... him such-and-such... 174b. The conjunction nero The informal conjunction ér0 does not change form. In colloquial language, it can be substituted for xzaéro or Kéifro, in either referential or indefinite meanings. Tait, néro exam. Go wherever you want. Ero ro yoréKa, Aéro Te Thpceme. ‘There's the man who was looking for you. [75a The conjunction Kato The conjunction karo deserves mention for two reasons. One is that it cannot ‘always be translated simply by the corresponding conjunction in English. Sometimes ‘igs meaning of “concurrent activity” can only be translated by an English gerund. 41Cenemuariceru ypox / Lesson 17 Tleusra riuaxa 66p30, Karo The children ran quickly, waving their pasméxpaxa ppué 2a hands about to get warm. ce cromsr. The other is that it can be combined with the conjunction 4e and the interrogative particle sm. This compound conjunction has two meanings. One corresponds to English “as if”, and the other to English “apparently, it seems”. Note that in both cases this compound conjunction carries the accent on the interrogative particle mm. Toit saredps oni, KaTO 4e i He closes his eyes as if in sleep. cm, Brie wa 3émaq Karo ve asi nGuewe ‘It appears that you in the West know andere 3a ToRd, OrKémKOTO more about that than the youth madanre x6pa ¥ Hac. do here. 17.8. Derivation: verbs in -B-, nouns in -erme and -ocr ‘The suffix -b- Many verbs are formed with the suffix -p-, to which are added endings of the a-conjugation. Verbs can be derived in this way either from nouns, or from perfective verbs. In the latter case, an aspect pair is created. (meaning) eat lunch advise make happy (meaning) wait know, guess hurry up spend carry up eat breakfast 42Cegemnaiicern ypox / Lesson 17 The suffix -esm- The suffix -éan- (with predictable stress), plus the neuter ending -e, is added toa verbal stem to form a noun denoting an abstract concept. Since most nouns of this sort have been borrowed from Russian, the derivation process cannot be said to be a productive one in Bulgarian today. Because Bulgarian does have many verbs corresponding to the Russian verbs that these nouns were derived from, it is useful to be aware of this derivational relationship. Bulgarian verb (meaning) derived noun * (meaning) pity mpexsidax-2 pessioakénne proposition | cpo6mr-s cuoGménne announcement aorenH-5 é supplement tex-d, Te4-éur tandaa ue + pr * Russian borrowing) ‘The suffix -ocr Many abstract nouns are formed from adjectives by adding the suffix -ocr to be adjective stem, which is found by dropping the vocalic ending of a non-masculine ‘oem. Nouns with this suffix are always feminine. adjective (meaning) derived noun (meaning) ‘gratitude Bama important pdaxnOct importance cxirypr-a sure cxirypuocr certainty + onden-a dangerous oudcriocr danger xpyaa difficult ‘rpyanocr difficulty omdg-a young ‘ardagocr youth crép-a old age apsCegemuaticeru ypox / Lesson 17 SAMPLE SENTENCES Toit ne € K6Hro wna é. TpsiGza aa ro mocpémmtent, KAKTO NogOGaBA. 2. Brix wis dHHdsHMUM KAK He cH crostT Ha Msicroro. Koréro H 7a morspenu, He MOkemm Ja TO HaMépmu. 3. Kaxndro u a crane, ne cé 66it. Ham ceo c ré6e. 4, 2Kueéraure ca Taxtiza, Kakeiiro rm chaqané mpupdnata. 5. Toit Méaxe na cu ro nossomi. Via TémkoBa nap, K6akoTo sBeaqH ima Ha ne6éro. 6. Bopsii répuo wanpazen, Karo ve si wadKono He crpéast. 7, Ti Karo ve mi or ueGéro nda! Tipoméeatire, mit pu nacrémx. Haima minno. 9, I[ém Karo ¢ B 4yxxOrina, nima a mdm n4uK. 10. He mii e yn66x0 na My movickaM TaKdwa ycayra, Maxdp ve ro mosHdBam 206pé. 11. Maxép u ga e cis: ua Gordrm pomiresn, Tom © muro paGormin. 12. Téit ne cit oradpa yeréra, makdp u ga 3Hde neiuKn Grronopu. 13. Muro ro uensir, Maxdp ve Sule mda. 14. Cémo ndprus, suntro wéHone ca rOTOBH Ha BcsiKaKBa caMOmépTBa, MOE 1a pasuiira wa yeréx. 15. Kaxeyt am ué n6eu Mauninn wswicnar na o6neK4dr acEéra Ha xOpara. 16.¥ mic MOxemt ga uyeut KaKBO mH Hé 3a KUBOTA B AMEpHKa. 17. Ti xéspam “Taégait xdpara Kaxe6 updpar w mpap Kato Tsix.” 3am6? AKO Gurxea cn Tpérve Téa no Ymmmara, w 43 su Aa Hanpaws KATO HErO? 18. Beéxu m6, Koréro 14 oSueséme H6Ba POR, TOit pasmizaute séuaTa CH BEPxy és. Hiixoit ne sudeme Hapéuso am ro mpasu, unm 663 9a vicKa. 19. Tinga Géme mpwsireaka Ha Mapiia, ZoxaTo Mapris we it orHé wexxd. Cerd He cit roRépat, MaKap ve MExcér ii oradeHa nour, 44Cexemuaiiceru ypox / Lesson 17 SENTENCES FOR TRANSLATION 1. The dinner I promised you is all prepared. You can serve it as it is. Only I need to go to the store to buy some appropriate wine. If we want to eat this dish as is fitting, we need some red wine. If you can wait until I return, we can eat as soon as I get back. 2. They hold all manner of folk festivals here. But I have never been to one. Every time as soon as I would arrive, I would learn that all the tickets were already sold. 3. Don't worry! The house is built, the walls are painted, and the staircase is repaired. We don’t have half as much work to do tomorrow as we had today. ‘The man we bought it from will be very surprised. 4. Whoever comes looking for me, tell them I went out to buy cigarettes. 5. What worries me is that I've seen the man standing on that comer several times today. He seems to be everywhere where I am. 6. So it’s decided then. We will speak to each other as “ti” even though you are the teacher and I am the student. 7. What a lucky fellow I am! Although I have lots of responsibilities, nonetheless while everyone else is working I will watch television. All last year 1 would work right up until I went to sleep. But now no matter how much TV I watch it's not enough for me. ‘Tsarevels Hill, Veliko Timovo 45Cejemnaricern ypox / Lesson 17 READING SELECTION ‘Kopecnonaéuuna - (13) 20 anprin, Codus Iparn B66, Vinam entia romima mon6d xem 1662. Ham ne cit sa6pannn wéara Gparosyéaka Kpseriina, xodro 1H ued ua récru 8 Can panusicxo? Karo suideu, Toi ce sanuMdna cbc caansivcxu conkadp. Hamicasta e Maro neutd, Koriro cneuuasicrare newt. Aa mimo ve pasGipam or Tésw péGora, sHém céMo, ¥e TH € cnécren yonéx. Ta ima p Moménra ronéun rpyaniocrs. Pasnéjioxa ce c maka it 1 ‘va ocréna cawd c apé yeud wa rnaséra, Mima cnyxoné, ve me coxpamidsar Téxuus uncturyr. Ta cu e naysaina 2a cu Tépen paGora B uyaKGvina, HO 3a BoraKH KOHKYpen € H2xHO 1a Mpencrésmm He cdo HoTapudano sasepéum npésonH Ha Boriuk JoKyMéHTH, HO H aproSHorpébus. Hiie TYKa He sHdem Kak milaT Ha sénag asToOuorpédum. Beposrio p pasmismure 3dnagHoesponéiicxn crpani ima pasmuisunn crauxiprn. Tit karo cxirypuo or ndnna, no KOifro e Hanticana anroOuorpédusra, sasricar 0 ronswa crénen midsiconere Ha WOBEKa 3a cu Hamépit péGora, 43 vickam a Te HOMONA Ja ChCTaBHMI Ha aHTIniiicKH enna anroGuorpadus na Kpseriina, karo usnéasypdur aéumsre or néiiaTa aproGuorpadus, Kostro TH mpaémam. Ako vimanr Gwe HikaKEM BEMpGcH MO TETYsaHeTO HO Buarapus, wend Aa ce KoneGiem, uenpeménno nui, Crira aa méra, ue TH orroB6ps ¢ MisIHH Troapé6nocts. Mr6ro Hu e mpusirHo, He TOmKOBa cKOpO mle MOAEM ma BH BIAAHM. Haxpia éxa nomenda ua ré6e u usi0T0 cemélicrso 3upase m Gdmpocr. ‘Tao BoaKo 46Cexemuaticeru ypox / Lesson 17 ABTOBHOIPADHA ua Kppersina [erpésa Hopaanésa xupyua 8 Cosas, 2KK “Tuana6da”, 62. 28, wx. B, an. 107, ren. 52-20-18 Poxéwa com na 21,X11954 r. wr. Cécua p ceméiicrgo na cayxenm. Baud mat, [érep Iimarrpés Terpés, e ponés 8 Hépunx wa 2.111926 r. Toit 6éme caetozomiren 8 Merasypritunns KomOundr “Kpemiixosun”, nonacrosiinem € nexcuonép. Mafixa mut, Tposnéuxa Hiaiesa Terpéea, e ponéua » CMénaH Ha 30.V1L.1930 r. m cerd e nencuonépKa. Ts paSdreme Karo MesuuiiticKa cecrpa B XXII noameninma 5 Cédus. Hi medmara ca Gesnapriifem. Bpét wa, Hpdiino Terp6s Merpés, pogén wa 3.X11955 r. sarsiua mpu apromoOvinHa Karacrpéca mpes 1970 r. | Sapépumuia cm cpéauoro cu oGpasondune c rrénuo ormivume mpes 1972 r. | Tlocrémux cémara rogrina Coduiticxus yampepcurér “Kinimerr Oxpriackn” 5 | coemmaésmocr Hémcka cbusiondrus. Tpes cxéqamara rogyitia ce mpexespaux BbB | Paxyaréra no cnansincKa dpuson6rns, eneunéanoct Caapaucka dutnoxérns, w mpes | 1977 r. yonéumHo saBépuiux siicumeTo cu oGpasondume. Onre mpe3 cryméHTcKuTe cH | ronsinw mposmsieax naTepéc KEM (bOrKNOpa K crapoOkarapeKara mrreparypa. Yadcraysana com eps onKASpHM excHemMNMH U3 crpaHdra, OpraHHsHpaHn OT | Karéapara no GérapcKa amreparypa. IIpes 1977-79 r. Gsix actmpanrKa na mpod. TIL [iitiexos » Hncrmryra no boma6p xem BAH. [pes 1980 r. yenéumo sanurriix | aucepréuusra cu Ha Téma “omkadpau morieu 8 opurandmure cpeqmoOéarapcKn | ndvermmum or Tépuonckara mxéna” u noaysux crénen KanuséT wa | Sunonorsiveckute HayKu. Or 1980 r. u nonacrosimem paGéra B Hucruryra 10 | donkadp. Hpes 1989 r. ce xaGnmenipax (“Cedr6enmre nécum Ha Oéarapure B “ certocréska céc cedrGenure nécHM Ha apyrnte WaHocnapsincKuTe Hapdan”) u Ox |" w6pdua 3a crdpmm nayven corpyauux I crénen. Béguna csm ynpaxnéuns 10 Somkaép 3a cryzénrure or Bénrapeka dunoxérus 5 BeauxorspHonckns yausepcurér. IHpes nepudna 1983-1986 r. yadcraysax c 1éKuMH no homkdp m | crapoOéarapcka suteparypa Jléruns cemmadp no GéarapeKn estik u Kysrtypa 3a syxgecrpanua Gearapricra cnapiicrn. _ ——-Passénena cbM m imam npé pend. Busumsr mm compyr, Teen Jummrpée Hopsands, e umxenép » Kpémmxonuy. Or 1990 r. e unén na B3HC “Huxéaa Tlerx6s”. Cumér mm [nontrep (ponéa wa LIL1981 r.) abmepsi mu Tpoondsa (pozéna na 25.VIL1985 r.) ca ysemiuu. Or 1968 ao 1982 r. unenynax B IIKMC. B yeepénne wa nepocrré na ropenadxenoro ce noamicnam. 20.1V.19-- [née] Coius 47GLOSSARY asro6uorpécpn astomo6iiren astomoGioma xaracrpéipa Kaew amaparypa_ acrixpéitt (xa) ‘acupanrypa Cenemuaiicera ypox / Lesson 17 autobiography, CV automobile adj.) auto accident academy apparatus, equipment sriduate stadent fradeate studies BAH = Binrapexa axonéwan ua naynure Gesniapriien (ina) Gite Snarondpen éxpocr 66 66mm ‘Guarapsict (xa) ‘Bénrapexara axané- ‘MHS Ha HAYKHTE 2 canocrésxa ¢ 2 ynepéxne Ha, Bepuocrré wa isa épnoct eposren [someone who is) not a party member ex, former grateful liveliness, cheer battle, beating. sick people, patients specialist in Bulgarian studies Bulgarian Academy of Sciences ‘compared with in certification of importance truthfulness, veracity probable probably, virtuoso all sorts of cenrapture, fill with ‘admiration excite, agitate be agitated, excited the city of Sofia fine, penalty naked big problems aforementioned woe biter 48 der data iio tax cepréacn dissertation Jao Toxfota crénen 10 a great extent onepinam / nonepé confide, entrust osepfinan ce na confide in ‘x6xr0p doctor Zoxymént document ‘noménant / supplement, expand organo Erexdx om in such-and-such way Eruenannd ox such and such [a thing] Sauexaxse cx such-and-such sort of Ee-xord ox at such-and-such a time Sued cx so-and-so excre ian expedition, field tip nsf resident, residing IKK = seiixumen weaprin sanepinan / sanep notarize, endorse sawspminan / finish, wind up ‘sapépmia (nau) sanioam / sanixa perish, die saninast / sanim give, assign caaném) sandnant mimpée ask a question sémamoesponéiican West European samicnane / ‘write down, record, ‘sarvima (en) sampanant / defend sand aneand star semenércn agricultural mda (rm) mean soxipnan / take ont, finish woxépan wonénaysam (or use wonézasan) wompénen erect sompénse / set upright, correct ompaon | axereayt institution, institute oat MD. equivalent xeon Ph.D. equivalent avn [ski-lif] gondolasexpfinte (34 person only) semnéx pemanéxcer sexioct a 7 sespsul (3d person only) serpaii ro = raanéra Ceyemuaticern ypox / Lesson 17 in a fiting manner ‘what (rlation] is he to you? no matier what no matter how; never mind such [..28] whatever / however Ihe is candidate potato accident, disaster

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