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An Introduction to the Languages of the World
An Introduction to the Languages
of the World
SECOND EDITION
Anatole V. Lyovin
Brett Kessler
and
William R. Leben
1
1
Oxford University Press is a department of the University of Oxford. It furthers
the University’s objective of excellence in research, scholarship, and education
by publishing worldwide. Oxford is a registered trade mark of Oxford University
Press in the UK and certain other countries.
9 8 7 6 5 4 3 2 1
Printed by Sheridan Books, Inc., United States of America
PREFACE
This book is intended to be used in a course designed for students who have mas-
tered the basic principles of linguistics but lack background information about the
broad range of language phenomena (vowel harmony, ergative constructions, etc.)
found in the world’s languages, and who also need to learn a few facts about the
existence of major language families, the distribution of major language groups,
and so forth. It aims to offer students an opportunity to explore, at various lev-
els, structures of very different, highly interesting languages without necessarily
possessing a speaking or reading knowledge of these languages, as they would in
normal language classes. At the same time, this book can serve as an introduction
to language typology in general.
It should be emphasized that this text is not intended as an introduction to lin-
guistics, since it presupposes some familiarity with such basic linguistics concepts
as morpheme, phoneme, and basic articulatory phonetics terms. It is intended as a
textbook for undergraduates who have already taken at least one advanced course
in general linguistics and may also have taken an introductory course in phonet-
ics. It is also intended for graduate students in linguistics who have already taken
their required introductory courses in various branches of linguistics but other-
wise have little background knowledge of the field. At the University of Hawaii at
Mānoa, for example, a course for which this work would be assigned as a textbook
requires as a minimum prerequisite an upper-division introductory course in gen-
eral linguistics, which beginning graduate students who have no background in
linguistics are required to take. Naturally, students who have had other linguistics
courses (e.g. phonetics, phonology, and syntax) usually enjoy this course more and
encounter fewer difficulties.
Even though this book is not intended as an introductory text in linguistics,
certain concepts are reviewed in some detail in the introductory chapter because
my experience as a teacher of beginning linguistics students has taught me to expect
all sorts of misconceptions about what linguists mean when they say that certain
languages are “genetically related”. It is also not intended as a reference book, since
it is limited in scope and coverage and certainly cannot compete with such books
as Bernard Comrie’s The World’s Major Languages (New York: Oxford University
Press, 1987), which contains in-depth articles on major languages and language
families written by recognized experts in their respective fields. Lacking expertise
in all the languages of the world, I have had to depend on the opinions of others
v
vi Preface
without always being able to check the validity and accuracy of the latter. On the
other hand, reference works are usually too technical and contain too many details
for beginning students. In addition, they are not ideal as textbooks because, among
other things, they do not contain such things as exercises and other addenda help-
ful to the instructor as well as students in introductory-level classes.
The need for such a textbook became apparent about twenty years ago, when
I began teaching a course on the languages of the world and found that there were
simply no suitable textbooks for such courses, despite the existence of several
books entitled Languages of the World. (Most such books deal only with different
writing systems found throughout the world.) It is only in recent years that up-to-
date reference books on the languages of the world have appeared that are suitable
to be placed on the reserve shelf for courses on the subject.
This book surveys all the areas of the globe on a continent-by-continent basis.
It does not concentrate on major languages, although most of the languages in
the sketches may be considered so. Some languages were chosen because of their
typological interest and not the socioeconomic prominence of their speakers.
However, not all language types are represented. This would have required that the
scope of this textbook be greatly expanded; as it is, it would be too difficult to cover
the entire contents adequately in one semester. It would probably be best for the
instructor to choose, on the basis of the interests of the students, which language
sketches to assign and which to skip. It is hoped that students will read indepen-
dently any materials not formally covered during the course.
The coverage is not intended to be encyclopedic and exhaustive because there
exist many excellent reference sources that may be consulted by students wish-
ing to know more details about classification of particular languages, geographical
distribution of languages, and the number of speakers of individual languages.
My aim has been to strike a balance between overwhelming the readers with too
much detailed information about various languages and the controversies involv-
ing their genetic classification, and giving too superficial an account. To make the
account simpler and shorter, the coverage emphasizes the living languages rather
than the extinct ones, although on occasion references are made to extinct lan-
guages as well. At the end of each chapter, there is a bibliography which will pro-
vide a good basis for readers who want to know more about some specific topic.
As for the controversial topics that have stirred the linguistic community in
the recent and not-so-recent past, I felt that it would be highly remiss to avoid
any mention of Joseph Greenberg’s Amerind and Indo-Pacific hypotheses, Paul
Benedict’s Austro-Tai and Austro-Tai-Japanese hypotheses, and the Nostratic
hypothesis being championed by Vitaly Shevoroshkin and colleagues. In the case
of the Altaic hypothesis, which already has a venerable history and cannot be
considered a recent development, it seemed a disservice to the readers to dismiss
the whole matter with a mere mention in a footnote. Thus, all of these ideas are
mentioned and briefly described in this text, and bibliographical references are
given for scholarly articles that argue both for and against these hypotheses. On
Preface vii
the other hand, since this is, after all, an introductory textbook, it would be out of
place to include lengthy accounts of such controversies.
Some exercises may prove too difficult for students with very little back-
ground in linguistics. Such exercises may be skipped entirely, or the instructor
may provide clues and hints to the students in order to help them solve the prob-
lems more easily.
I would like to express my deep gratitude to the following individuals, who
helped me in the preparation of this book: Riika Alanen, who helped me with
the sample Finnish text; Greg Lee Carter, who suggested many key improvements
for the sketch of Hawaiian; Emily Hawkins, who helped me in the selection of
the sample Hawaiian text; Darius Kenyi Jonathan, who helped with the sketch
of Arabic; Gillian Sankoff, who kindly provided the text for the Tok Pisin sketch
and explained what it meant; Craig Volker, who kindly reviewed my sketch of
Tok Pisin; Robert Blust, who clarified for me his classification of Austronesian
languages; and Michael Forman, who offered many useful suggestions, espe-
cially on the chapter dealing with pidgin and creole languages. Thanks also go to
Marion Sonomura. Finally, I must acknowledge the moral support provided by
Byron W. Bender, my department chair at the University of Hawaii at Mānoa, in
particular his unflagging faith that I would successfully complete this project. The
anonymous readers for Oxford University Press critically reviewed an earlier draft
of this book and provided many constructive comments. To all these kind people
I say a heartfelt “Mahalo.” If there are errors and omissions in this book, they are
due to my lack of expertise in many areas.
Honolulu
January 1996
A.V.L.
Authors Leben and Kessler are grateful to Oxford University Press for inviting
us to prepare this thorough revision of the first edition of Anatole Lyovin’s An
Introduction to the Languages of the World.
The information in the first edition has been completely updated to what is
known in 2016. This includes the names of languages, the number of speakers,
and their locations. All maps have been redone. They now locate all the languages
discussed in the book and use the same classification scheme used in the book.
The introduction to pidgins and creoles in Chapter 8 is joined by new sections on
sign languages and on language attrition and revitalization.
Throughout, language names now appear with their international standard
(ISO) three-letter code. This code uniquely identifies each language, making
it easier to look up a language online in sources such as Ethnologue.com and
Glottolog.org. Except where we note otherwise, we have adopted Ethnologue.
viii Preface
com as our primary authority for each language’s name and number of speak-
ers. Where possible, we have moved this type of information out of the text and
into tables. Instead of exact estimates of numbers of speakers, which change
very quickly and are hard to retain in the reader’s memory, we break down pop-
ulation sizes into ten categories. Rather than list all regions where a language
is spoken, we give the one area where the most speakers live. We recommend
consulting trusted sources –including Ethnologue.com –for additional details
and updates.
We use a standard alphabet, the International Phonetic Alphabet, to tran-
scribe examples from all the languages in the text. We also have made an effort
to standardize linguistic terminology across languages. A consistent transcription
and terminology should make for easier learning and more clarity and should help
bring out the real similarities and differences among languages.
All linguistic examples and texts are now aligned to show which gloss goes
with which word. These examples now follow standard linguistic format and use
standard linguistic abbreviations. Throughout, we have adhered to the Generic
Style Rules for Linguistics, Martin Haspelmath’s harmonization of existing style
guidelines.
At the end of each chapter, the suggested readings have been updated and
annotated, and several exercises have been added or revised. As in the first edition,
we also include a bibliography at the end of the book, which gives complete refer-
ences for the works referred to in the text.
We hope that all of these changes will help to make this introduction to the
world’s languages more straightforward to follow, easier to learn and remember,
and more satisfying to read.
We would like to express our thanks to Daniel Leben-Wolf for Figure 2.1
and other images in Chapter 2; to Leanne Hinton for reviewing the section on
North America in Chapter 7 and to Lev Michael for reviewing the section on
South America; to James A. Matisoff for reviewing §4.3 on Sino-Tibetan; and to
Lev Blumenfeld for reviewing the Sketch of Russian §3.5. Our illustrations were
made with the help of many free and open software and data projects, whose
contributions we gratefully acknowledge. These include ImageMagick, Inkscape,
Graphviz, and Mapnik software, Natural Earth map data, and DejaVu and Linux
Libertine fonts.
CONTENTS
1 Classification of Languages 1
1.1 Genetic classification 1
1.2 Typological classification of languages 15
1.3 Exercises 26
1.4 Suggested readings 28
3 Europe 55
3.1 Indo-European 56
3.2 Uralic 71
3.3 Caucasus area 75
3.4 Basque 79
3.5 Sketch of Russian 80
3.6 Sketch of Finnish 103
3.7 Exercises 121
3.8 Suggested readings 125
4 Asia 127
4.1 Altaic area 127
4.2 Paleosiberian area 136
4.3 Sino-Tibetan 137
4.4 Hmong-Mien 142
4.5 Tai-Kadai 144 ix
x Contents
5 Africa 197
5.1 Afro-Asiatic 198
5.2 Nilo-Saharan 208
5.3 Niger-Congo 212
5.4 Khoisan area 220
5.5 Other languages in Africa 222
5.6 Sketch of Modern Standard Arabic 223
5.7 Sketch of Swahili 241
5.8 Exercises 259
5.9 Suggested readings 263
6 Oceania 265
6.1 Austronesian 265
6.2 Papuan area 272
6.3 Australian area 274
6.4 Sketch of Hawaiian 278
6.5 Sketch of Dyirbal 298
6.6 Exercises 318
6.7 Suggested readings 322
References 451
Language Index 467
Subject Index 483
LIST OF TABLES
xvii
SYMBOLS AND ABBREVIATIONS
General symbols
We follow standard linguistic symbols and abbreviations whenever they are avail-
able. In many cases, the Leipzig Glossing Rules (Max Planck Institute 2008) explain
these conventions with additional examples.
italics This font indicates that content is being mentioned, cited, or referred
to: “The first-person singular of is is am.” Italics are not used in tables or dis-
played examples if the context makes it clear that a word is being cited.
small caps This font is used when a technical term is introduced: “Words for
sentient beings have animate gender.” It is also used for abbreviations in
grammatical analyses, such as an, the abbreviation for the animate gender.
We also use this font for the three-letter ISO symbols for languages: the code
for Choctaw is cho.
[ ] Square brackets enclose pronunciations in IPA (defined below): “English pig is
pronounced [pʰɪːɡ].” Elements in brackets represent phones, the individual
segments of speech. When discussing language structure in this book, we
mostly transcribe phones at the level of phonemes: we only use distinct sym-
bols for sounds that are lexically contrastive in a particular language.
In a grammatical analysis, square brackets enclose a category that is not
explicitly indicated by a separate morpheme: Latin puer can be analyzed with
the abbreviation for singular in square brackets because nouns in Latin are
singular when they do not have a plural ending.
pʊɛr
boy[sg]
maːtɛr
mother(f)
xix
xx Symbols and Abbreviations
talá‹n›ja
sit‹dur›
A single > means that a single morpheme marks both subject agreement
(shown to the left of the >) and object agreement (shown to the right).
In other contexts, angled quotes enclose content that is being cited as charac-
ters of writing: “The doubled ‹aa› in ‹romaani› ‘novel’ indicates that the vowel
sound is long.”
‘ ’ Single quotes enclose meanings: “The Irish word bó ‘cow’ is irregular.”
Translations of examples are also enclosed in single quotes.
≘ means ‘corresponds to’.
- separates morphemes: “un-break-able”. Prefixes cited alone have a hyphen after
them, while suffixes have a hyphen before them: “The word unbreakable has
the prefix un-and the suffix -able.”
∼ separates a reduplicant from its base. A reduplicant is an affix whose phonemes
are wholly or partly copied from the base: “The preterite of Latin curr-o ‘I run’
is cu∼curr-i.”
= separates a clitic from its base. A clitic is a morpheme that functions syntacti-
cally like a grammatical word but phonologically more like an affix. For exam-
ple, in Latin [=kwɛ] can attach to any word to mean ‘and’:
mɛ n
man\pl
Symbols and Abbreviations xxi
sɛrw-ʊs
slave-m.sg.nom
General abbreviations
Glossing abbreviations
Language codes
[He strikes himself without pity; then, seeing Damiani enter the court, he
hurriedly drops the shard.]
DAMIANI.
MARCOMIR.
DAMIANI.
MARCOMIR.
[in a low voice]
He has no guilt.
DAMIANI.
[Exit.]
MARCOMIR.
Not use the rod!
Not use it when I feel incitements rapid
As points of fire awake me to the knowledge
That all my flesh is burning! Every flint
Becomes a new temptation. How confess
To him I love his wife, and guiltily!
O Geneviva, do the swans still crowd
Round you to feed them? Are you mistress still
In the old palace? Can there be a doubt?
If Pepin dare insult you—O this frock,
This girdle, not a sword belt! And your husband
Who brought you to such peril with his dreams,
Let the light wake him!
[Marcomir unlocks the prison-door, flings it open and draws back behind
the trellis of vines.]
CARLOMAN.
MARCOMIR.
[advancing] I am come
To give you freedom.
CARLOMAN.
[seizing his hand like a boy]
Are the throstles fledged
I left within the orchard?
MARCOMIR.
CARLOMAN.
MARCOMIR.
Dear Carloman—
CARLOMAN.
MARCOMIR.
But is that meditation,
And does one so find peace?
CARLOMAN.
MARCOMIR.
CARLOMAN.
MARCOMIR.
But promises—
CARLOMAN.
CARLOMAN.
We must escape
From anything that is become a bond,
No matter who has forged the chain,—ourselves,
An enemy, a friend: and this escape,
This readjustment is the penitence,
The sole that I will practise.
[looking more narrowly at Marcomir] But your eyes
Are witheringly remorseful. One would say
That you had been some sunshines in the dark,
You, and not I. Open your heart to me.
MARCOMIR.
I hate you.
CARLOMAN.
MARCOMIR.
CARLOMAN.
There is escape.
MARCOMIR.
What, for a child?
CARLOMAN.
MARCOMIR.
CARLOMAN.
I entreated
You would not come with me.
MARCOMIR.
CARLOMAN.
MARCOMIR.
Have you watched the lepers?
Waiting outside the churches to be blest?—
They pray, they linger, they receive their God,
And yet depart uncleansed.
Do not continue
To question me, but listen. Bend your eyes
Full on me! I have never told the Prior,
I cannot; and I would not breathe it now
But for her sake. The lady Geneviva
Is spotless; but my thoughts have been defiled.
I love her, I have never won her love,
Must never strive to win it. It is hell
To think of her.
CARLOMAN.
MARCOMIR.
Never.
CARLOMAN.
MARCOMIR.
CARLOMAN.
No more of this—
MARCOMIR.
CARLOMAN.
MARCOMIR.
CARLOMAN.
DAMIANI.
DAMIANI.
CARLOMAN.
DAMIANI.
Is this what darkness and strict punishment
Have wrought in the corruption of your mind?
CARLOMAN.
A MONK.
MARCOMIR.
CARLOMAN.
MARCOMIR.
O Carloman,
My brother, I am saved!
OLD MONK.
DAMIANI.
[in a whisper] Half the brethren
Are in the chapel: I will bring them down
In mass on these insurgent novices.
[aloud] Children, I leave you: wrestle with temptation;
I now can only aid you with my prayers.
When you have heard him through, decide; and either
Lead him in chains to me; or if his lies
Prevail with you, then put me in your prisons,
And let the devil rule.
[to Carloman] Now do your worst
With your blaspheming tongue.
[Exit.]
OLD MONK.
We should be fools
To listen to him—it is mutiny;
And there are walled-up dungeons.
CARLOMAN.
CARLOMAN.
How? All of us march with a single mind
Making a strong procession from the gates.
Whither?
The heretic!
OLD MONK.
CARLOMAN.
CARLOMAN.
CARLOMAN.
OLD MONK.
Gently, brother,
You had your way, and made yourself a monk;
Now you are all for change—so is the world
For bitter change.
OLD MONK.
IST MONK.
It is too late.
CARLOMAN.
OLD MONK.
[Damiani, with Rachis and a large troop of monks, is seen coming from the
Chapel.]
CARLOMAN.
The gates are strong;
But you and I and all of us can pass
Through them in simple triumph if we will—
With one consent.
Why, they are opening now!
How gloriously! Armed riders!
Miracle!
A sign from God.
CARLOMAN.
ASTOLPH.
Where’s Carloman?
DAMIANI.
ASTOLPH.
CARLOMAN.
My saviour!
ASTOLPH.
CARLOMAN.
ASTOLPH.
DAMIANI.
And worse—
A rebel, an apostate, noble prince,
For whom I bring these manacles.
ASTOLPH.
And I
An extra horse; for, lunatic or sane,
I must have speech with——
RACHIS.
ASTOLPH.
RACHIS.
ASTOLPH.
To every dog his day!
[with a shudder]
Ah, then—meanwhile there is a blowing wind,
And all the world to ravish ... Carloman,
We are the brothers now ... [to Damiani] Yes, I and this
[Rachis sneaks off, hissing curses.]
Fraternal soul, your madman.
DAMIANI.
Do you need
An interview?
ASTOLPH.
[He looses his helmet and dips it in the well. Carloman puts both hands
round it as soon as it is full of water.]
CARLOMAN.