THE SYNTAX OF OF DISCOU OURSE: WH WHAT AN AN ANISHINAABEMO - PowerPoint PPT Presentation

THE SYNTAX OF OF DISCOU OURSE: WH WHAT AN AN ANISHINAABEMO MOWIN OR ORAL TEXT TEACHES US Sonja Frazier*, Monique Dufresne*, Rose-Marie Déchaine # *Queen’s University, # University of British Columbia CLA/ACL, May/mai 2020

Whe here we’re he headed … 1. The language, speaker, (re)sources & (con)text 2. Tools for analyzing discourse markers 3. The syntax of discourse markers 4. The prosody of discourse markers 5. In lieu of conclusion The r esearch presented here is supported by the Queen’s University Research Leaders Fund. Rainy River area, Ontario

1 THE LANGUAGE, SPEAKER, (RE)SOURCES & (CON)TEXT

The language & the speaker Anishinaabemowin Ogimawigwanebiik (central Algonquian) (Nancy Jones) (from Nigigoonsiminikaaning (Red Gut), Ontario) https://commons.wikimedia.org/wiki/File:Anishinaabewaki.jpg

The (re)sources The source Resources ■ Ojibwe Discourse Markers (Douglas Fairbanks, 2016) ■ Nishnaabemwin Reference Grammar (J. Randolph Valentine, 2001) ■ Ojibwe People’s Dictionary (online, hosted by Univ. of Montana) https://ojibwe.lib.umn.edu

The (con)text Gakina Di Ga Dibaajimowinan Gw Gwayakwaawan An Anishinaab aabe philosophical al pri rinciples ‘All T ‘A Teachin ings a are C Correct’ (Lig (L ightnin ing 1 1992, M , MacKay 2 2014) Structure of Nancy Jones’ Counselling speech Principle 1: attention is mi Pr mindful Part §§ • speaker’s responsibility I Lesson: all teachings are valid 1-4 • stance: “compassionate mind” (“compassionate mind”) • manner of engagement: gentle talking II Authority of narrator • addressee’s responsibility a Authority via ex experience : narrator was 5-8 • stance: “mutual mind” taught to put tobacco down to give • manner of engagement: active listening thanks Principle 2: knowledge is re Pr relat ational al b Authority via ey eyewitness : narrator 9-14 • engagement with environment via … witnessed how s.o. else put tobacco • ex experience , (re-)action down to give thanks • pe percept ption on , thought, (re)-cognition III Lesson: listen carefully 14-18 (“mutual mind”)

Ep Episo sode I: The he validity of all teachi hings s (§§ §§1-4) 4) n =23 =23 §1 1 Ahaw miigwech. OK, thank you. ( n =1) 2 Aaniish-inaa awe aya’aaa. So let’s see this thing. ( n =2) §2 1 a Asemaa ingii-miinigo ji-naanaagazoondamaan I was given tobacco to talk about something ( n =0) gegoo ji-didibaadandamaan bangii awe, and analyze a few things, b minik ge niin gegoo gaapi-izhi-waawiindamaagowaan gii-pi- the things that I was taught as I was growing up, ( n =3) ombigiyaan aaapiji go awe. especially this. 2 Nashke ingoji gii-okwabiyan omaa ingoji gakina gakina bebekaan So as we gather and sit around somewhere ( n =1) gidayamin dibaajmowinan. we all have different, our own, teachings. 3 Gaawin dash wiin awiya wiikaa indaa-aanwetawaasi aaniish-naa. I would never say I disbelieve anyone. ( n =3) §3 1 a Gakina, gakina awiiya gego Everyone, everyone has something ( n =0) gii-pi-waawiindamowaa gii-pi-abinoojiiwed that they were taught as they grew up as a child; b mii dash iye gaa-onji-ikidowaan that is why I say this; ( n =3) gawiin, gaawiin wiikaa awiiya anishaa ikido indaa-inendanzii . I would never think to myself that person is not right 2 Debwe, debwe iwe gaa-ikidod, The truth, he speaks the truth; what he says, gakina awiya debwe . everyone speaks the truth 3 a Minik gego gaa-izhi-dibaamijot awe, The things that he speaks about, ( n =1) b nashke omaa geniin gaa-izhi-gikinoo’amagowaan. such as here that which I was taught ( n =3) §4 1 Jibwaa maajitaayan gego owe wii-izhichigeyan, Before you start something that you are going to do, ( n =2) akawe sa gidasemaa gidoodaapinaa. first thing you do is pick up your tobacco. 2 Mii-dash awe, ge-wiiji’ik awe weweni gego ji-izhichigeyan It is this, this is the one that will help you to do it right, ( n =4) aaniin, aaniin iwe gwek waa-izhichigeyan. whatever you are doing, anything you want to do.

2 TOOLS FOR ANALYZING DISCOURSE MARKERS

Co Comb mbining two appr approac aches Emonds’ 2004 a-categorical analysis Degand’s 2016 corpus analysis • Gr Granular analysis tha hat can track… • At Attends to syntax-pr pros osod ody mappi pping • discourse markers (DMs) XP = syntactic unit; PU = prosodic unit • clause-typing XP and PU converge: [ XP=PU …] • prosody XP contains PUs: [ XP [ PU …] [ PU …] ] • Es Eschews rich labelling g (methodological advantage: PU contains XPs: [ PU [ XP …] [ XP …] ] avoids potentially invalid “pre-labelling”) (cf. Selkirk’s 2011 Match Theory) • a-ca categorica cal “Disco course Phrase” • Gr Granular coding g of corpus data in terms of… • no dedicated positions for Information Structure • di discourse functions e.g. *FocusP, *TopicP, … ideational, rhetorical, sequential, interpersonal • no dedicated positions for Discourse Roles • di discourse contexts e.g. *SpeakerP, *AddresseeP, … conference talk, debate, academic/political address, ho homily , survey, free/radio interview, radio news, reading, fr free n narratio ion , radio creation …these two approaches provide tools that are useful for cross-linguistic investigation of Discourse Markers

Detecting discourse markers (DMs) Sy Syntactic and Prosodic Constraints on Di Discourse Markers LOCAS-F Anishinaabemowin corpus • Sy Syntactic constraints ✓ ✓ • DMs are syntactically detachable from a sentence; i.e. never obligatory (Schriffin 1987) • DMs do not enter into construction with other elements of sentence ✓ ✕ (Sankoff et al. 2007) • DMs are “outside the syntactic structure or loosely attached to it” (selects CP) (Brinton 1996:4) • Pr Prosodic constraints (cf. Raso 1996) ( ✕ ) ✓ • DMs attract prosodic prominence (Frazier 2020) (attracts highest pitch)

Distribution of discourse functions ■ id ideatio ional : relations between propositions cause, consequence, concession, contrast, alternative, condition, temporal, exception – Anishinabemowin clause-typing: independent/conjunct mode These functions ■ rh rhetor orical : subjective claims, implicatures 44% are prevalent in – Anishinabemowin DMs Anishinanbemowin Position 2 { go go, ge ge, , sa sa, , -sh sh, , da da, na na, , na naa } 30% ■ seq sequent uential : progression of narrative (= information structure) 22% – Anishinabemowin DM Position 1 { mi mii } ■ in interpersonal : management of speaker-hearer 4% relationship – Anishinabemowin DMs exclamative ho howa, , wa waa, , oh ohoo oo, , oo oo, , owa owaah Degand 2016, annotation of 500 Discourse Markers from LOCAS-F (Louvain Corpus of Annotated Speech-French)

Sp Sp. Act Fu Function XP XP X 0 fo form gam game-th theoreti tic move ✓ • ASSERTORIC • IDEATIONAL iz izhi- (n/a: clause-typing: CP-internal) RR ✓ on onzaam ‘because’ (<very) causality (F62) P1 ✓ • SEQUENCING ( i ) na na-sh sh-ke ke ‘look!’ links to upcoming DU (F54) P1 (implicates ✓ miin-aa mi aawa ‘also, again’ links to prior DU (F56) P1 information ✓ di dibi bishkoo ‘just like’ reformulates prior DU (F65) P1 structure) ✓ • RHETORICAL aw awenh , in inen enh , ‘nuh uh!’ S rej rejec ects prior p (F98) P1 (implicates ✓ aan aanii ii-sh sh ‘well, after all’ S re re-al align gns commitmen ent to p (F99) P1 discourse ✓ mi mii S su super-as asser erts p (F94) P1 role) ✓ ( i ) sa sa S pr present nts no novel p (V150) P2 ✓ ( i ) go go S st strengthens p (V150) P2 ✓ ge ge S in introd oduce ces p P2 ✓ na naa S ev evaluate tes p (F140) P2 ✓ - sh sh , sh sha S pr present nts alterna native p (V150) P2 ✓ • INTERROGATIVE • INTERPERSONAL na na S req reques ests {p, not-p} (V978) P2 ✓ da da S re re-req reques ests {p, not-p} (F131) P2 ✓ • EXCLAMATIVE ho howa, , wa waa, , ohoo ohoo, , oo oo, , ow owaah S hi highl hlight hts p P1 ✓ ah ahaw S ac acknowled edges ges p P1 Discourse Markers propose updates to discourse units (DUs) or propositional attitudes (Osa Gomez, in prep.)