UniLang Language Community • Forum
Massimiliano - Montana Salish (Séliš) (Salish-Pend d'Oreille)
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country:
Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Thank you księżycowy!!
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
A glimpse at lesson 18 (from: https://sites.google.com/site/salishlanguage/book-1)
Lesson 18 - Body parts (part 1)
Vocabulary:
spɫqeyn = Head (literally «thick top»)
olin =Stomach /Belly
snč̓mičn̓ = Back
soq̓mépɫ = Butt
snp̓sáqs = Nose
sčuwáx̣n = Arm
čelš = Hand
splim̓cn Mouth
sčč̓maqstšn = Leg.
sc̓uʔšin = Foot
c̓óq̓ʷnt ɫu a spɫqeyn = Point to your head.
c̓óq̓ʷnt ɫu an čelš = Point to your hand.
c̓óq̓ʷ means «to point». The suffix -nt forms the imperative transitive. In its basic form, it implies a reference to a third person singular object. Thus, the literal meaning of c̓óq̓ʷnt is «point to it». The object is preceded by the particle ɫu when it depends on a morphologically transitive verb.
It is possible that the object of a transitive verb has always to be "secondary-in-importance" - and thus to require in any case the particle ɫu. Maybe, the concept of «secondary in importance» is due to the presence of the reference to the object within the transitive verb itself. This reference make the object something «already known», that is «secondary in importance».
Lesson 18 - Body parts (part 1)
Vocabulary:
spɫqeyn = Head (literally «thick top»)
olin =Stomach /Belly
snč̓mičn̓ = Back
soq̓mépɫ = Butt
snp̓sáqs = Nose
sčuwáx̣n = Arm
čelš = Hand
splim̓cn Mouth
sčč̓maqstšn = Leg.
sc̓uʔšin = Foot
c̓óq̓ʷnt ɫu a spɫqeyn = Point to your head.
c̓óq̓ʷnt ɫu an čelš = Point to your hand.
c̓óq̓ʷ means «to point». The suffix -nt forms the imperative transitive. In its basic form, it implies a reference to a third person singular object. Thus, the literal meaning of c̓óq̓ʷnt is «point to it». The object is preceded by the particle ɫu when it depends on a morphologically transitive verb.
It is possible that the object of a transitive verb has always to be "secondary-in-importance" - and thus to require in any case the particle ɫu. Maybe, the concept of «secondary in importance» is due to the presence of the reference to the object within the transitive verb itself. This reference make the object something «already known», that is «secondary in importance».
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
I'll try to analyze the first story included in Seliš Sm̓im̓iʔ 1: A Beginning Course in Salish & Pend d’Oreille Dialect, Stories 1-16 (it can be found here: https://sites.google.com/site/salishlanguage/stories-1). This version has been adapted from the qlispé snuwewlštn, Kalispel Stories (Kalispel dialect). Stories 1 -16.
Each chapter is composed of a vocabulary and a translation of the story, but it lacks a grammar explanation. I will try to do it.
The name of the story is Coyote story for Martin and Lucy.
Here is the text. After each line I will provide a literal translation:
Sqʷl̓lumt x̣ʷl̓ Maltá u Lusí
(Coyote story for Martin and Lucy)
1. es n̓esséʔelsi ɫu Maltá u Lusí.
(lit.: they are twins Martin and Lucy).
2. es ayéʔew̓ti l̓ q̓l̓nʔítx̣ʷeʔ.
(They live in Camas Prairie)
3. tam č̓ l̓kʷut u l̓cíʔiʔ ɫu qéʔeneʔs u sx̣éʔepeʔs.
(It is not far that they live their grandmother and their grandfather.)
4.t nk̓ʷasq̓t es mx̣ʷpmi l̓ sč̓luxʷ u x̣lítis t sx̣éʔepeʔs ɫu n̓essél̓s.
(It is one day it is snowing in the evening that he called their grandfather the twins)
5. «ha p es n̓télsi p qs cxʷúyi p qs susunúm̓ti t sqʷl̓lumt?» ɫu séʔewis.
(«interr. you all want you all come here you all listen to Coyote stories?» he asked them.)
6. tkʷuʔút ɫu Maltá u Lusí č̓ sx̣épeʔ u qéneʔ cíʔitxʷs.
(They walked Martin and Lucy to grandfather and grandmother their house.)
7. ƛ̓e es č̓m̓pmi pn̓ es mistéʔes t čen u qs šiyúʔusti.
(It is already getting dark but they know where is it that they are going to pass through)
8. «i qs n̓x̣l̓x̣elm ɫu Lusi» ɫu scn̓telsts Maltá.
(«I will scary her Lucy» thought Martin)
9. ɫu es xʷíʔisti u Lusí ɫu es šʔitʔ.
(They are walking and Lucy is ahead). (The textbook translates erroneously "Lucy was walking in the lead")
10. ɫu čx̣ʷéʔect t es iliil.
(They passed by it is a bush.)
11. k̓ʷɫč̓l̓xʷmncut ɫu Maltá u wékʷist.
(He went behind it Martin and hide.)
12. ta sneč̓núnmt ɫu Lusí u t́l ci es xʷísti.
(Not realized Lucy and from there she walked.)
13. ƛ̓e č̓ ɫl̓kʷut ɫu Lusí u wékʷist ɫu Maltá.
(Already far Lucy and hide Martin.)
14. i ɫkʷk̓ʷi u ck̓ʷɫʔiq̓iyáq̓ist tl̓ es iliil.
(It is slowly that he peeked off from behind the bushes.)
15. es n̓te qs ac̓x̣ms ɫu Lusí n̓e mipnúis u i čɫn̓aqsm.
(He wants he (-s) will see her Lucy when she realized it that she is alone)
16. «x̣ʷa čen̓» n̓tels ɫu Maltá
(«Where (she)» thought Martin.)
17. i kʷem̓t u séwneʔ tʔe t stem̓ l̓ snč̓míčis.
(It is then that he heard something in his back.)
18. es nʔexʷkʷúncnm t skʷtismyé !
(It sounds like a mountain lion !)
19.cčč̓ʔitm ɫu nexʷkʷúnm.
(It got close to him the sound.)
20. n̓x̣eɫ ɫu Maltá!
(Got scared Martin !)
21. i kʷem̓t u séwneʔmis ɫu Lusí es oy̓ncúti.
(It is then that he heard her Lucy is laughing.)
22. k̓ʷ še tam skʷtismyé, k̓ʷ še Lusí!
(It's not mountain lion, it's rather Lucy!)
(The literal translation is very bad for an English speaker, but I think it's better to see how exactly the language builds the sentence)
Here is a Youtube video with a native speaker reading the text!!
https://www.youtube.com/watch?v=Bo6eLwhWLOY
In the next post I will attempt to analyze the text.
Each chapter is composed of a vocabulary and a translation of the story, but it lacks a grammar explanation. I will try to do it.
The name of the story is Coyote story for Martin and Lucy.
Here is the text. After each line I will provide a literal translation:
Sqʷl̓lumt x̣ʷl̓ Maltá u Lusí
(Coyote story for Martin and Lucy)
1. es n̓esséʔelsi ɫu Maltá u Lusí.
(lit.: they are twins Martin and Lucy).
2. es ayéʔew̓ti l̓ q̓l̓nʔítx̣ʷeʔ.
(They live in Camas Prairie)
3. tam č̓ l̓kʷut u l̓cíʔiʔ ɫu qéʔeneʔs u sx̣éʔepeʔs.
(It is not far that they live their grandmother and their grandfather.)
4.t nk̓ʷasq̓t es mx̣ʷpmi l̓ sč̓luxʷ u x̣lítis t sx̣éʔepeʔs ɫu n̓essél̓s.
(It is one day it is snowing in the evening that he called their grandfather the twins)
5. «ha p es n̓télsi p qs cxʷúyi p qs susunúm̓ti t sqʷl̓lumt?» ɫu séʔewis.
(«interr. you all want you all come here you all listen to Coyote stories?» he asked them.)
6. tkʷuʔút ɫu Maltá u Lusí č̓ sx̣épeʔ u qéneʔ cíʔitxʷs.
(They walked Martin and Lucy to grandfather and grandmother their house.)
7. ƛ̓e es č̓m̓pmi pn̓ es mistéʔes t čen u qs šiyúʔusti.
(It is already getting dark but they know where is it that they are going to pass through)
8. «i qs n̓x̣l̓x̣elm ɫu Lusi» ɫu scn̓telsts Maltá.
(«I will scary her Lucy» thought Martin)
9. ɫu es xʷíʔisti u Lusí ɫu es šʔitʔ.
(They are walking and Lucy is ahead). (The textbook translates erroneously "Lucy was walking in the lead")
10. ɫu čx̣ʷéʔect t es iliil.
(They passed by it is a bush.)
11. k̓ʷɫč̓l̓xʷmncut ɫu Maltá u wékʷist.
(He went behind it Martin and hide.)
12. ta sneč̓núnmt ɫu Lusí u t́l ci es xʷísti.
(Not realized Lucy and from there she walked.)
13. ƛ̓e č̓ ɫl̓kʷut ɫu Lusí u wékʷist ɫu Maltá.
(Already far Lucy and hide Martin.)
14. i ɫkʷk̓ʷi u ck̓ʷɫʔiq̓iyáq̓ist tl̓ es iliil.
(It is slowly that he peeked off from behind the bushes.)
15. es n̓te qs ac̓x̣ms ɫu Lusí n̓e mipnúis u i čɫn̓aqsm.
(He wants he (-s) will see her Lucy when she realized it that she is alone)
16. «x̣ʷa čen̓» n̓tels ɫu Maltá
(«Where (she)» thought Martin.)
17. i kʷem̓t u séwneʔ tʔe t stem̓ l̓ snč̓míčis.
(It is then that he heard something in his back.)
18. es nʔexʷkʷúncnm t skʷtismyé !
(It sounds like a mountain lion !)
19.cčč̓ʔitm ɫu nexʷkʷúnm.
(It got close to him the sound.)
20. n̓x̣eɫ ɫu Maltá!
(Got scared Martin !)
21. i kʷem̓t u séwneʔmis ɫu Lusí es oy̓ncúti.
(It is then that he heard her Lucy is laughing.)
22. k̓ʷ še tam skʷtismyé, k̓ʷ še Lusí!
(It's not mountain lion, it's rather Lucy!)
(The literal translation is very bad for an English speaker, but I think it's better to see how exactly the language builds the sentence)
Here is a Youtube video with a native speaker reading the text!!
https://www.youtube.com/watch?v=Bo6eLwhWLOY
In the next post I will attempt to analyze the text.
Last edited by Massimiliano B on 2014-01-23, 0:45, edited 1 time in total.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
I'll try to analyze the first lines of the above story.
Sqʷl̓lumt x̣ʷl̓ Maltá u Lusí -
Sqʷl̓lumt = Coyote story; x̣ʷl̓ = for; Maltá = Martin; u = and; Lusí = Lucy.
1. es n̓esséʔelsi ɫu Maltá u Lusí
es n̓esséʔelsi = they are twins - the particle es is the «actual aspect» (like the imperfective in Indoeuropean languages) and the last -i is the «continuative», while the glottal stop indicates that the verb is third person plural; ɫu = here, it can be translated as «the»; Maltá = Martin; u = and; Lusí = Lucy.
«Martin and Lucy were twins»
2. es ayéʔew̓ti l̓ q̓l̓nʔítx̣ʷeʔ
es ayéʔew̓ti = they live (ayew̓t is the root); l̓ = in/at; q̓l̓nʔítx̣ʷeʔ = raw Camas.
«They lived in Camas Prairie»
3. tam č̓ l̓kʷut u l̓cíʔiʔ ɫu qéʔeneʔs u sx̣éʔepeʔs.
tam = not; č̓ = to; l̓kʷut = far; u = that; l̓cíʔiʔ = they lived (root l̓ciʔ); ɫu = the; qéʔeneʔs = their grandmother (qeneʔ = «grandmother»). (The glottal stop and the reduplication of the vowel 'e' and the final -s indicate the third person plural possessor); u = and; sx̣éʔepeʔs = their grandfather (sx̣epeʔ = «grandfather»).
«Grandma and Grandpa lived nearby»
4. t nk̓ʷasq̓t es mx̣ʷpmi l̓ sč̓luxʷ u x̣lítis t sx̣éʔepeʔs ɫu n̓essél̓s.
t nk̓ʷasq̓t = one day; es mx̣ʷpmi = it is snowing (smx̣ʷop = snow);
l̓ = in; sč̓luxʷ = evening; u = and; x̣lítis = he called it (the couple of twins) - this verb is composed of the root x̣lít (he called), then the transitive suffix -nt-, then the third person transitive subject marker -s - but x̣lítnts undergoes the following fonetic changes: deletion of the last t (x̣lítns) and then transformation of -n- into -i- (x̣lítis); t = here, it introduces the subject of the transitive verbx̣lítis; sx̣éʔepeʔs = their grandfather (see above); ɫu = the; n̓essél̓s[/ipa] = her twins. The last -s indicates the possessor (his/her).
«Grandpa called the twins one snowy evening»
(to be continued )
Sqʷl̓lumt x̣ʷl̓ Maltá u Lusí -
Sqʷl̓lumt = Coyote story; x̣ʷl̓ = for; Maltá = Martin; u = and; Lusí = Lucy.
1. es n̓esséʔelsi ɫu Maltá u Lusí
es n̓esséʔelsi = they are twins - the particle es is the «actual aspect» (like the imperfective in Indoeuropean languages) and the last -i is the «continuative», while the glottal stop indicates that the verb is third person plural; ɫu = here, it can be translated as «the»; Maltá = Martin; u = and; Lusí = Lucy.
«Martin and Lucy were twins»
2. es ayéʔew̓ti l̓ q̓l̓nʔítx̣ʷeʔ
es ayéʔew̓ti = they live (ayew̓t is the root); l̓ = in/at; q̓l̓nʔítx̣ʷeʔ = raw Camas.
«They lived in Camas Prairie»
3. tam č̓ l̓kʷut u l̓cíʔiʔ ɫu qéʔeneʔs u sx̣éʔepeʔs.
tam = not; č̓ = to; l̓kʷut = far; u = that; l̓cíʔiʔ = they lived (root l̓ciʔ); ɫu = the; qéʔeneʔs = their grandmother (qeneʔ = «grandmother»). (The glottal stop and the reduplication of the vowel 'e' and the final -s indicate the third person plural possessor); u = and; sx̣éʔepeʔs = their grandfather (sx̣epeʔ = «grandfather»).
«Grandma and Grandpa lived nearby»
4. t nk̓ʷasq̓t es mx̣ʷpmi l̓ sč̓luxʷ u x̣lítis t sx̣éʔepeʔs ɫu n̓essél̓s.
t nk̓ʷasq̓t = one day; es mx̣ʷpmi = it is snowing (smx̣ʷop = snow);
l̓ = in; sč̓luxʷ = evening; u = and; x̣lítis = he called it (the couple of twins) - this verb is composed of the root x̣lít (he called), then the transitive suffix -nt-, then the third person transitive subject marker -s - but x̣lítnts undergoes the following fonetic changes: deletion of the last t (x̣lítns) and then transformation of -n- into -i- (x̣lítis); t = here, it introduces the subject of the transitive verbx̣lítis; sx̣éʔepeʔs = their grandfather (see above); ɫu = the; n̓essél̓s[/ipa] = her twins. The last -s indicates the possessor (his/her).
«Grandpa called the twins one snowy evening»
(to be continued
)-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Here are other four lines:
5. «ha p es n̓télsi p qs cxʷúyi p qs susunúm̓ti t sqʷl̓lumt?» ɫu séʔewis.
ha = interrogative particle; p = you all; n̓télsi = want; p = you all; qs = future/irreal marker; cxʷúyi is composed of c (= here) and xʷúyi (= go); p = you all; qs = future/irreal marker; susunúm̓ti = listen; t = it introduces the object of a morphologically intransitive verb; sqʷl̓lumt = Coyote story; ɫu = secondary particular (it marks the clause as secondary in importance to another clause); séʔewis = he asked them. The original verb is the reconstructed *sewnts (asked-transitive-he), which becomes *sewns, then sewis. The glottal stop and the reduplication of the vowel that appears in séʔewis mark the third person plural object (them).
«Do you al want to come over to hear Coyote stories?» he asked them.
6. tkʷuʔút ɫu Maltá u Lusí č̓ sx̣épeʔ u qéneʔ cíʔitxʷs.
tkʷuʔút = they walked (the glottal stop means "they"); ɫu = the; Maltá = Martin; u = and; Lusí = Lucy; č̓ = to; sx̣épeʔ = grandfather; u = and; qéneʔ = grandmother; cíʔitxʷs = their house (glottal stop and -s means "their").
Martin and Lucy walked to their grandparents home.
7. ƛ̓e es č̓m̓pmi pn̓ es mistéʔes t čen u qs šiyúʔusti.
ƛ̓e = already; es č̓m̓pmi = it's darkening; pn̓ = but; es mistéʔes = they know; t = it introduces the complement of a transitive verb; čen = where; u = that; qs = irreal/plural marker; šiyúʔusti = they pass through.
It was getting dark but they knew the way.
8. «i qs n̓x̣l̓x̣elm ɫu Lusi» ɫu scn̓telsts Maltá.
i = my; qs = future/irreal; n̓x̣l̓x̣elm = scare; ɫu = the; Lusi = Lucy; ɫu = the; scn̓telsts is composed of sc- = that has been done/ made/prepared, -ntels- = to think about, and -ts, which is the possessive -s (his/her) that becomes ts after a word ending with -s; Maltá = Martin (thus ɫu scn̓telsts Maltá means "[it's] the thought of Martin").
«I'm going to scare Lucy,» thought Martin.
5. «ha p es n̓télsi p qs cxʷúyi p qs susunúm̓ti t sqʷl̓lumt?» ɫu séʔewis.
ha = interrogative particle; p = you all; n̓télsi = want; p = you all; qs = future/irreal marker; cxʷúyi is composed of c (= here) and xʷúyi (= go); p = you all; qs = future/irreal marker; susunúm̓ti = listen; t = it introduces the object of a morphologically intransitive verb; sqʷl̓lumt = Coyote story; ɫu = secondary particular (it marks the clause as secondary in importance to another clause); séʔewis = he asked them. The original verb is the reconstructed *sewnts (asked-transitive-he), which becomes *sewns, then sewis. The glottal stop and the reduplication of the vowel that appears in séʔewis mark the third person plural object (them).
«Do you al want to come over to hear Coyote stories?» he asked them.
6. tkʷuʔút ɫu Maltá u Lusí č̓ sx̣épeʔ u qéneʔ cíʔitxʷs.
tkʷuʔút = they walked (the glottal stop means "they"); ɫu = the; Maltá = Martin; u = and; Lusí = Lucy; č̓ = to; sx̣épeʔ = grandfather; u = and; qéneʔ = grandmother; cíʔitxʷs = their house (glottal stop and -s means "their").
Martin and Lucy walked to their grandparents home.
7. ƛ̓e es č̓m̓pmi pn̓ es mistéʔes t čen u qs šiyúʔusti.
ƛ̓e = already; es č̓m̓pmi = it's darkening; pn̓ = but; es mistéʔes = they know; t = it introduces the complement of a transitive verb; čen = where; u = that; qs = irreal/plural marker; šiyúʔusti = they pass through.
It was getting dark but they knew the way.
8. «i qs n̓x̣l̓x̣elm ɫu Lusi» ɫu scn̓telsts Maltá.
i = my; qs = future/irreal; n̓x̣l̓x̣elm = scare; ɫu = the; Lusi = Lucy; ɫu = the; scn̓telsts is composed of sc- = that has been done/ made/prepared, -ntels- = to think about, and -ts, which is the possessive -s (his/her) that becomes ts after a word ending with -s; Maltá = Martin (thus ɫu scn̓telsts Maltá means "[it's] the thought of Martin").
«I'm going to scare Lucy,» thought Martin.
Last edited by Massimiliano B on 2014-02-04, 0:13, edited 3 times in total.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Here are lines 9-16:
9. ɫu es xʷíʔisti u Lusí ɫu es šʔitʔ.
ɫu = this particle probably marks the whole sentence as "secondary in importance" in relation to the previous or the following ones; es xʷíʔisti = (they)-are walking; u = and; Lusí = Lucy; ɫu = (secondary in importance[?]); es šʔitʔ = (she)-is the first.
Lucy was walking in the lead.
10. ɫu čx̣ʷéʔect t es iliil.
ɫu = (the following sentence is secondary in importance); čx̣ʷéʔect = (they)-passed by; t = this particle introduces here a locative; es iliil = it's a bush (?).
They passed by some bushes.
11. k̓ʷɫč̓l̓xʷmncut ɫu Maltá u wékʷist.
k̓ʷɫč̓l̓xʷmncut = behind-he-went; ɫu = the; Maltá = Martin; u = and; = (he)-hid
Martin hid behind them.
12. ta sneč̓núnmt ɫu Lusí u t́l ci es xʷísti.
ta = not; sneč̓núnmt = (she)-felt the presence; ɫu = the; Lusí = Lucy; u = and; t́l = from; ci = there, then; es xʷísti= (she)-walked
Lucy didn't notice and kept on walking.
13. ƛ̓e č̓ ɫl̓kʷut ɫu Lusí u wékʷist ɫu Maltá.
ƛ̓e = already č̓ = to; ɫl̓kʷut = far; ɫu = the; Lusí = Lucy; u = and; wékʷist = (he)-hid; ɫu = the; Maltá = Martin.
Martin hid until Lucy was a ways away.
14. i ɫkʷk̓ʷi u ck̓ʷɫʔiq̓iyáq̓ist tl̓ es iliil.
i = (specially noted); ɫkʷk̓ʷi = (he)-went slowly; u = and; ck̓ʷɫʔiq̓iyáq̓ist = (he)-peeked out; tl̓ = from; es iliil = it's a bush (?).
He slowly peeked out from behind the bushes.
15. es n̓te qs ac̓x̣ms ɫu Lusí n̓e mipnúis u i čɫn̓aqsm.
es n̓te = (he)-wants; qs =future/hypothetical; ac̓x̣ms = his seeing-her; ɫu = the; Lusí = Lucy; n̓e = when; mipnúis = (she)-realized-it (*mipnunts - *mipnuns - mipnuis); u = and; i = (specially noted); čɫn̓aqsm = (she)-was alone.
He wanted to watch Lucy when she realized she was all alone.
16. «x̣ʷa čen̓» n̓tels ɫu Maltá
x̣ʷa = perhaps/maybe; čen̓ = where is (she); n̓tels =(he)-thought; ɫu = the; Maltá = Martin.
«Where is she?» wondered Martin.
9. ɫu es xʷíʔisti u Lusí ɫu es šʔitʔ.
ɫu = this particle probably marks the whole sentence as "secondary in importance" in relation to the previous or the following ones; es xʷíʔisti = (they)-are walking; u = and; Lusí = Lucy; ɫu = (secondary in importance[?]); es šʔitʔ = (she)-is the first.
Lucy was walking in the lead.
10. ɫu čx̣ʷéʔect t es iliil.
ɫu = (the following sentence is secondary in importance); čx̣ʷéʔect = (they)-passed by; t = this particle introduces here a locative; es iliil = it's a bush (?).
They passed by some bushes.
11. k̓ʷɫč̓l̓xʷmncut ɫu Maltá u wékʷist.
k̓ʷɫč̓l̓xʷmncut = behind-he-went; ɫu = the; Maltá = Martin; u = and; = (he)-hid
Martin hid behind them.
12. ta sneč̓núnmt ɫu Lusí u t́l ci es xʷísti.
ta = not; sneč̓núnmt = (she)-felt the presence; ɫu = the; Lusí = Lucy; u = and; t́l = from; ci = there, then; es xʷísti= (she)-walked
Lucy didn't notice and kept on walking.
13. ƛ̓e č̓ ɫl̓kʷut ɫu Lusí u wékʷist ɫu Maltá.
ƛ̓e = already č̓ = to; ɫl̓kʷut = far; ɫu = the; Lusí = Lucy; u = and; wékʷist = (he)-hid; ɫu = the; Maltá = Martin.
Martin hid until Lucy was a ways away.
14. i ɫkʷk̓ʷi u ck̓ʷɫʔiq̓iyáq̓ist tl̓ es iliil.
i = (specially noted); ɫkʷk̓ʷi = (he)-went slowly; u = and; ck̓ʷɫʔiq̓iyáq̓ist = (he)-peeked out; tl̓ = from; es iliil = it's a bush (?).
He slowly peeked out from behind the bushes.
15. es n̓te qs ac̓x̣ms ɫu Lusí n̓e mipnúis u i čɫn̓aqsm.
es n̓te = (he)-wants; qs =future/hypothetical; ac̓x̣ms = his seeing-her; ɫu = the; Lusí = Lucy; n̓e = when; mipnúis = (she)-realized-it (*mipnunts - *mipnuns - mipnuis); u = and; i = (specially noted); čɫn̓aqsm = (she)-was alone.
He wanted to watch Lucy when she realized she was all alone.
16. «x̣ʷa čen̓» n̓tels ɫu Maltá
x̣ʷa = perhaps/maybe; čen̓ = where is (she); n̓tels =(he)-thought; ɫu = the; Maltá = Martin.
«Where is she?» wondered Martin.
Last edited by Massimiliano B on 2014-06-08, 22:02, edited 1 time in total.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Here are the last six lines:
17. i kʷem̓t u séwneʔ tʔe t stem̓ l̓ snč̓míčis.
i = (specially noted); kʷem̓t = it's then; u = and; séwneʔ= (he) heard; tʔe = it's here; t stem̓ = (object particle) + something; l̓ = at; snč̓míčis = back-his ("back" is snč̓míčn, but words ending in -n change it to an -i when taking the possessive -s).
Just then he heard something behind him.
18. es nʔexʷkʷúncnm t skʷtismyé !
es nʔexʷkʷúncnm = it is making sounds (with the mouth). This verb is composed of the verb exʷkʷúnm = "to make sounds" and the circumfix n...cn which means "action of the mouth".
It sounded like a mountain lion!
19.cčč̓ʔitm ɫu nexʷkʷúnm.
cčč̓ʔitm = c- = "toward the referent" (here, it is Martin); -čč̓ʔitm (it)-got close; ɫu = the; nexʷkʷúnm = sound
The sound got closer.
20. n̓x̣eɫ ɫu Maltá!
n̓x̣eɫ = (he)-was scared; ɫu = the; Maltá = Martin
Martin got scared!
21. i kʷem̓t u séwneʔmis ɫu Lusí es oy̓ncúti.
i = (specially noted); kʷem̓t = then; u = and; séwneʔmis = heard-(her)-he (*séwneʔmnts - *séwneʔmns - séwneʔmis); ɫu = the; Lusí = Lucy; es oy̓ncúti = she is laughing.
Then he heard Lucy laughing.
22. k̓ʷ še tam skʷtismyé, k̓ʷ še Lusí!
k̓ʷ = evidently; še = that is (he/she/it); tam = not; skʷtismyé = mountain lion; k̓ʷ = evidently; še = that is (he/she/it); Lusí = Lucy.
It wasn't a mountain lion, it was Lucy!
The end
17. i kʷem̓t u séwneʔ tʔe t stem̓ l̓ snč̓míčis.
i = (specially noted); kʷem̓t = it's then; u = and; séwneʔ= (he) heard; tʔe = it's here; t stem̓ = (object particle) + something; l̓ = at; snč̓míčis = back-his ("back" is snč̓míčn, but words ending in -n change it to an -i when taking the possessive -s).
Just then he heard something behind him.
18. es nʔexʷkʷúncnm t skʷtismyé !
es nʔexʷkʷúncnm = it is making sounds (with the mouth). This verb is composed of the verb exʷkʷúnm = "to make sounds" and the circumfix n...cn which means "action of the mouth".
It sounded like a mountain lion!
19.cčč̓ʔitm ɫu nexʷkʷúnm.
cčč̓ʔitm = c- = "toward the referent" (here, it is Martin); -čč̓ʔitm (it)-got close; ɫu = the; nexʷkʷúnm = sound
The sound got closer.
20. n̓x̣eɫ ɫu Maltá!
n̓x̣eɫ = (he)-was scared; ɫu = the; Maltá = Martin
Martin got scared!
21. i kʷem̓t u séwneʔmis ɫu Lusí es oy̓ncúti.
i = (specially noted); kʷem̓t = then; u = and; séwneʔmis = heard-(her)-he (*séwneʔmnts - *séwneʔmns - séwneʔmis); ɫu = the; Lusí = Lucy; es oy̓ncúti = she is laughing.
Then he heard Lucy laughing.
22. k̓ʷ še tam skʷtismyé, k̓ʷ še Lusí!
k̓ʷ = evidently; še = that is (he/she/it); tam = not; skʷtismyé = mountain lion; k̓ʷ = evidently; še = that is (he/she/it); Lusí = Lucy.
It wasn't a mountain lion, it was Lucy!
The end
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Today I'm going to study lesson 25 (Household items) (from: https://sites.google.com/site/salishlanguage/book-1).
ha xʷk̓ʷntexʷ ɫu snay̓éw̓tn = Did you clean the living room?
The word xʷk̓ʷntexʷ means «you cleaned it». The root xʷuk̓ʷ is, as every Salish verbal root, morphologically intransitive, that is the verb doesn't indicate the object. In order to be morphologically transitive, the suffixes -nte or -ste must be added to the root. Here, the suffix added is -nte. It is not clear why some roots take -nte (called simple transitive stem) while other roots take -ste (causative stem).
The forms which refer to third person object have only a subject marked (that is, the third person object is understood). Pronominal subjects endings are suffixed directly to the stem-nte. The root xʷúk̓ʷ loses its stress - which is on the vowel u - when it takes the suffix -nte. In this case, the stress is assigned to the suffix -nte, and the vowel of the root is lost. So, the result is xʷk̓ʷntexʷ, which means «you cleaned (it)»
The answer to the first question could be
unexʷ, xʷk̓ʷnten ɫu snay̓éw̓tn = Yes, I cleaned the living room.
Here, the verb xʷk̓ʷnten has a final first singular subject ending -n. So xʷk̓ʷnten means «I cleaned it».
Here are other sentences (from lesson 25):
ha n̓em čɫxʷk̓ʷmintxʷ ɫu snk̓ʷl̓sncutn = Will you vacuum the kitchen?
This question has the future particle n̓em. The verb čɫxʷk̓ʷmintxʷ has the structure of the verb I've seen before: čɫxʷk̓ʷmin is the root, which is inherently stressed. It means that the transitive suffix -nte has no stress and loses the vowel e. Furthermore, the n of this suffix is lost, because the verb root already ends with an -n. The verb can be divided into three parts: čɫxʷk̓ʷmin-nte-xʷ.
unexʷ, n̓em čɫxʷk̓ʷmin ɫu snk̓ʷl̓sncutn = Yes, I will vacuum the kitchen
Here, the verb čɫxʷk̓ʷmin (I vacuum it) seems to be without the suffix nte. But it's not true. The process that leads to this form is the following: a. čɫxʷk̓ʷmin-nte-n. b. deletion of e: čɫxʷk̓ʷmin-nt-n. c. deletion of t between two coronal consonants: čɫxʷk̓ʷmin-n-n. d. deletion of the last two n's (cluster semplification): čɫxʷk̓ʷmin.
All these things can be found in A grammar of Spokane, by Barry F. Carlson.
ha xʷk̓ʷntexʷ ɫu snay̓éw̓tn = Did you clean the living room?
The word xʷk̓ʷntexʷ means «you cleaned it». The root xʷuk̓ʷ is, as every Salish verbal root, morphologically intransitive, that is the verb doesn't indicate the object. In order to be morphologically transitive, the suffixes -nte or -ste must be added to the root. Here, the suffix added is -nte. It is not clear why some roots take -nte (called simple transitive stem) while other roots take -ste (causative stem).
The forms which refer to third person object have only a subject marked (that is, the third person object is understood). Pronominal subjects endings are suffixed directly to the stem-nte. The root xʷúk̓ʷ loses its stress - which is on the vowel u - when it takes the suffix -nte. In this case, the stress is assigned to the suffix -nte, and the vowel of the root is lost. So, the result is xʷk̓ʷntexʷ, which means «you cleaned (it)»
The answer to the first question could be
unexʷ, xʷk̓ʷnten ɫu snay̓éw̓tn = Yes, I cleaned the living room.
Here, the verb xʷk̓ʷnten has a final first singular subject ending -n. So xʷk̓ʷnten means «I cleaned it».
Here are other sentences (from lesson 25):
ha n̓em čɫxʷk̓ʷmintxʷ ɫu snk̓ʷl̓sncutn = Will you vacuum the kitchen?
This question has the future particle n̓em. The verb čɫxʷk̓ʷmintxʷ has the structure of the verb I've seen before: čɫxʷk̓ʷmin is the root, which is inherently stressed. It means that the transitive suffix -nte has no stress and loses the vowel e. Furthermore, the n of this suffix is lost, because the verb root already ends with an -n. The verb can be divided into three parts: čɫxʷk̓ʷmin-nte-xʷ.
unexʷ, n̓em čɫxʷk̓ʷmin ɫu snk̓ʷl̓sncutn = Yes, I will vacuum the kitchen
Here, the verb čɫxʷk̓ʷmin (I vacuum it) seems to be without the suffix nte. But it's not true. The process that leads to this form is the following: a. čɫxʷk̓ʷmin-nte-n. b. deletion of e: čɫxʷk̓ʷmin-nt-n. c. deletion of t between two coronal consonants: čɫxʷk̓ʷmin-n-n. d. deletion of the last two n's (cluster semplification): čɫxʷk̓ʷmin.
All these things can be found in A grammar of Spokane, by Barry F. Carlson.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Lesson 26 (Animals) (from: https://sites.google.com/site/salishlanguage/book-1).
t stem̓ u es ʔiɫn ɫu smx̣éy̓čn = What does a grizzly bear eat?
literally: obj-what-is (t stem̓) that (u) it-eats-[intr] (es ʔiɫn) the (ɫu) grizzly-bear (smx̣éy̓čn)
t skʷalulexʷ u es ʔiɫn ɫu smx̣éy̓čn = The grizzly bear eats plants.
literally: obj-plant-is that it-eats-[intr] the grizzly-bear.
The Seliš language is a VOS or VSO language. Here, however, we find the object at the first place (OVS), both in the question (which is normal) and in the answer.
t stem̓ u es ʔiɫn ɫu smx̣éy̓čn = What does a grizzly bear eat?
literally: obj-what-is (t stem̓) that (u) it-eats-[intr] (es ʔiɫn) the (ɫu) grizzly-bear (smx̣éy̓čn)
t skʷalulexʷ u es ʔiɫn ɫu smx̣éy̓čn = The grizzly bear eats plants.
literally: obj-plant-is that it-eats-[intr] the grizzly-bear.
The Seliš language is a VOS or VSO language. Here, however, we find the object at the first place (OVS), both in the question (which is normal) and in the answer.
Last edited by Massimiliano B on 2014-04-11, 0:14, edited 1 time in total.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Hi!
In lesson 27 (from: https://sites.google.com/site/salishlanguage/book-1) there's an interesting sentence structure:
ɫu snč̓l̓ép ha es ʔiɫn t nc̓iʔcn = Does a coyote eat wolves?
ART. coyote INTERR. III-PERS-eat OBJ. wolf
Here, the structure is SVO.
I think the normal VOS construction is also possible:
ha es ʔiɫn t nc̓iʔcn ɫu snč̓l̓ép[/ipa] .
INTERR. III-PERS-eat OBJ. wolf ART. coyote
PS: I cannot use the syntax tree with the Seliš keyboard
In lesson 27 (from: https://sites.google.com/site/salishlanguage/book-1) there's an interesting sentence structure:
ɫu snč̓l̓ép ha es ʔiɫn t nc̓iʔcn = Does a coyote eat wolves?
ART. coyote INTERR. III-PERS-eat OBJ. wolf
Here, the structure is SVO.
I think the normal VOS construction is also possible:
ha es ʔiɫn t nc̓iʔcn ɫu snč̓l̓ép[/ipa] .
INTERR. III-PERS-eat OBJ. wolf ART. coyote
PS: I cannot use the syntax tree with the Seliš keyboard
Last edited by Massimiliano B on 2014-04-11, 0:12, edited 2 times in total.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Hi!
From lesson 29 (Past actions)(from here: https://sites.google.com/site/salishlanguage/book-1):
stem̓ ɫu ask̓ʷul̓m tspic̓é = What did you do yesterday? (literally: what (stem̓) the (ɫu) you-do-it (ask̓ʷul̓m) yesterday (tspic̓é)
The verb in this sentence is usually translated with a present tense. The presence of the «article» is due to the fact that the verb ask̓ʷul̓m is composed by the possessive an (your) then by the actual prefix -es-, then by the root k̓ʷul̓m (do). Thus, the verb's meaning is literally «your-actual-doing».
Why the particle ɫu appears before this verb? Because the possessives in Séliš are always preceded by the particle ɫu (which has a function similar to the English definite article «the»). The verb ask̓ʷul̓m begins with a possessive, so it is preceded by ɫu. [EDIT: this is not true. The particle ɫu precedes the verb if it begins with a possessive and if it follows the word stem̓)].
From lesson 29 (Past actions)(from here: https://sites.google.com/site/salishlanguage/book-1):
stem̓ ɫu ask̓ʷul̓m tspic̓é = What did you do yesterday? (literally: what (stem̓) the (ɫu) you-do-it (ask̓ʷul̓m) yesterday (tspic̓é)
The verb in this sentence is usually translated with a present tense. The presence of the «article» is due to the fact that the verb ask̓ʷul̓m is composed by the possessive an (your) then by the actual prefix -es-, then by the root k̓ʷul̓m (do). Thus, the verb's meaning is literally «your-actual-doing».
Why the particle ɫu appears before this verb? Because the possessives in Séliš are always preceded by the particle ɫu (which has a function similar to the English definite article «the»). The verb ask̓ʷul̓m begins with a possessive, so it is preceded by ɫu. [EDIT: this is not true. The particle ɫu precedes the verb if it begins with a possessive and if it follows the word stem̓)].
Last edited by Massimiliano B on 2014-06-08, 22:19, edited 2 times in total.
-
padmaspilye
- Posts: 1
- Joined: 2014-03-21, 21:47
- Real Name: Jan T.
- Gender: female
- Country:
United States (United States)
Re: Massimiliano - Montana Salish (Séliš)
ʔa, han čelš.
Greetings all! Massimiliano, thank you so much for posting all of your grammar. French is my second language and I am trying to learn snxʷmeneʔ, which is the name of the Middle Spokan band and their dialect. It really is very close to seliš. Anyway, your grammar explanations are extremely helpful. I will put them to use right away!
I have been fortunate in that I have picked up many words and pronunciation from spending time with one of the last native speakers of snxʷmeneʔ. The words do truly look very scary. The elders here like to say that you know you are speaking seliš correctly if you spit a lot while speaking! This elder just loaned me a notebook full of her own word breakdowns so if I find something beyond what you have posted here I will post it for all. I am very afraid that there will not be many speakers of Spokan, but I am very happy that the Kalispel, Flathead, and Colville-Okanogan have such active and successful programs.
I do have one phrase to share that my friend taught me - hoy, c̓m! "Poor thing, she ended up having to do it all herself anyway!" Boy does that tell a story...
I will keep reading your posts, and lem-lemtš.
Greetings all! Massimiliano, thank you so much for posting all of your grammar. French is my second language and I am trying to learn snxʷmeneʔ, which is the name of the Middle Spokan band and their dialect. It really is very close to seliš. Anyway, your grammar explanations are extremely helpful. I will put them to use right away!
I have been fortunate in that I have picked up many words and pronunciation from spending time with one of the last native speakers of snxʷmeneʔ. The words do truly look very scary. The elders here like to say that you know you are speaking seliš correctly if you spit a lot while speaking! This elder just loaned me a notebook full of her own word breakdowns so if I find something beyond what you have posted here I will post it for all. I am very afraid that there will not be many speakers of Spokan, but I am very happy that the Kalispel, Flathead, and Colville-Okanogan have such active and successful programs.
I do have one phrase to share that my friend taught me - hoy, c̓m! "Poor thing, she ended up having to do it all herself anyway!" Boy does that tell a story...
I will keep reading your posts, and lem-lemtš.
Last edited by padmaspilye on 2014-04-02, 19:47, edited 1 time in total.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Hi padmaspilye!
I'm very glad to see that my grammar notes are helpful!
Spokane and Séliš are really very close. In fact, the most helpful source of informations about the Séliš language was A Grammar of Spokane, by Barry Carson. I think one big difference is the presence of r in Spokane, while Séliš has R. Other differences are in the possessives, which are han-hin in Spokane and an-in in Séliš, and "actual" particle - hec in Spokane and es in Séliš.
Unfortunately, I live too far from the places where Séliš is spoken and I have to be content with sound files. You are lucky because you can talk with and listen to real persons!
You can post here what you want about Séliš or Snxʷmeneʔ.
I'm very glad to see that my grammar notes are helpful!
Spokane and Séliš are really very close. In fact, the most helpful source of informations about the Séliš language was A Grammar of Spokane, by Barry Carson. I think one big difference is the presence of r in Spokane, while Séliš has R. Other differences are in the possessives, which are han-hin in Spokane and an-in in Séliš, and "actual" particle - hec in Spokane and es in Séliš.
Unfortunately, I live too far from the places where Séliš is spoken
and I have to be content with sound files. You are lucky because you can talk with and listen to real persons!You can post here what you want about Séliš or Snxʷmeneʔ.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Hi!!
I'm here again, after more than one month!
Today I'm trying to understand the use of two different way of expressing the future in Séliš.
Lesson 30 (from here: https://sites.google.com/site/salishlanguage/book-1)
a. ha n̓em kʷ xʷuy č̓ esy̓apqéyn̓i = Are you going to go to the celebration? (ha = interrogative particle, n̓em = future marker, kʷ = you, xʷuy= go, č̓ = to, esy̓apqéyn̓i = celebration).
b. unexʷ čiqs xʷuy č̓ esy̓apqéyn̓i = Yes, I am going to go to the celebration. (uneʷ =yes, čiqs = I-future/hypothetical - composed of čn (I) and -qs (future/hypothetical marker), xʷuy = go, č̓ = to, esy̓apqéyn̓i = celebration)
c.tam čiqs xʷuy č̓ esy̓apqéyn̓i = No, I am not going to go to the celebration. (tam = not, čiqs = I-future/hypothetical, xʷuy = go).
Sentence a. has the future marker n̓em placed before the personal pronoun, while the answers b. and c. have the suffix -qs added to the personal pronoun, which indicates a future or hypothetical action.
I don't know if this is a general rule. Maybe the question, as in this case, has a general future meaning - conveyed by n̓em - while the marker -qs adds to the answers the idea of possibility/probability - maybe because the speaker is not sure whether he or she really will go to the celebrations or not.
The problem grows since there's another question in this unit which contains the particle qs and not the marker n̓em:
d. ha kʷqs wenši = Are you going to dance? (ha = interrogative particle; kʷqs = you-future/hypothetical; wenši = dance).
The answers are:
e. unexʷ čiqs wenši = Yes, I'm going to dance (uneʷ = yes, čiqs = I-future/hypothetical, wenši = dance)
f. tam čiqs wenši = No, I'm not going to dance (tam = not)
I'm here again, after more than one month!
Today I'm trying to understand the use of two different way of expressing the future in Séliš.
Lesson 30 (from here: https://sites.google.com/site/salishlanguage/book-1)
a. ha n̓em kʷ xʷuy č̓ esy̓apqéyn̓i = Are you going to go to the celebration? (ha = interrogative particle, n̓em = future marker, kʷ = you, xʷuy= go, č̓ = to, esy̓apqéyn̓i = celebration).
b. unexʷ čiqs xʷuy č̓ esy̓apqéyn̓i = Yes, I am going to go to the celebration. (uneʷ =yes, čiqs = I-future/hypothetical - composed of čn (I) and -qs (future/hypothetical marker), xʷuy = go, č̓ = to, esy̓apqéyn̓i = celebration)
c.tam čiqs xʷuy č̓ esy̓apqéyn̓i = No, I am not going to go to the celebration. (tam = not, čiqs = I-future/hypothetical, xʷuy = go).
Sentence a. has the future marker n̓em placed before the personal pronoun, while the answers b. and c. have the suffix -qs added to the personal pronoun, which indicates a future or hypothetical action.
I don't know if this is a general rule. Maybe the question, as in this case, has a general future meaning - conveyed by n̓em - while the marker -qs adds to the answers the idea of possibility/probability - maybe because the speaker is not sure whether he or she really will go to the celebrations or not.
The problem grows since there's another question in this unit which contains the particle qs and not the marker n̓em:
d. ha kʷqs wenši = Are you going to dance? (ha = interrogative particle; kʷqs = you-future/hypothetical; wenši = dance).
The answers are:
e. unexʷ čiqs wenši = Yes, I'm going to dance (uneʷ = yes, čiqs = I-future/hypothetical, wenši = dance)
f. tam čiqs wenši = No, I'm not going to dance (tam = not)
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
From lesson 31 (https://sites.google.com/site/salishlanguage/book-1)
Locations:
l = in, on, with
l čɫqew̓s = on top of
k̓ʷɫišut = under
čsax̣m = near, close, to
lkʷut = far
čen̓ = where.
čen̓ ɫu k̓ʷek̓ʷt̓ne = Where is the mouse?
čsax̣mč̓ snčɫemútn ɫu k̓ʷek̓ʷt̓ne = The mouse is near the chair
After the word čsax̣m ("near") there's the preposition č̓, which means "to". Is this a general rule?
From lesson 32 (https://sites.google.com/site/salishlanguage/book-1)
Lesson 32 has a big mistake. In the forst column there is the word «singular» in bold letters, and in the second column the word «plural». Actually, the two series of words in these two columns have nothing to do with the singular and the plural form of the verb. What is written in those columns is a list of verbs in the past form, then a list of verbs in the present continuous form.
Thus
ʔaymt doesn't mean "I am/you are/he is/she is angry", but it is the past tense of "to be angry" (the actual meaning is "he/she was angry"), and es ʔaymti doesn't mean "we are/you all are/they are angry", but simply "to be currently angry" (the actual meaning is "he/she is angry").
Locations:
l = in, on, with
l čɫqew̓s = on top of
k̓ʷɫišut = under
čsax̣m = near, close, to
lkʷut = far
čen̓ = where.
čen̓ ɫu k̓ʷek̓ʷt̓ne = Where is the mouse?
čsax̣mč̓ snčɫemútn ɫu k̓ʷek̓ʷt̓ne = The mouse is near the chair
After the word čsax̣m ("near") there's the preposition č̓, which means "to". Is this a general rule?
From lesson 32 (https://sites.google.com/site/salishlanguage/book-1)
Lesson 32 has a big mistake. In the forst column there is the word «singular» in bold letters, and in the second column the word «plural». Actually, the two series of words in these two columns have nothing to do with the singular and the plural form of the verb. What is written in those columns is a list of verbs in the past form, then a list of verbs in the present continuous form.
Thus
ʔaymt doesn't mean "I am/you are/he is/she is angry", but it is the past tense of "to be angry" (the actual meaning is "he/she was angry"), and es ʔaymti doesn't mean "we are/you all are/they are angry", but simply "to be currently angry" (the actual meaning is "he/she is angry").
Last edited by Massimiliano B on 2014-12-16, 11:06, edited 1 time in total.
-
Massimiliano B
- Posts: 1812
- Joined: 2009-03-31, 10:01
- Real Name: Massimiliano Bavieri
- Gender: male
- Location: Lucca
- Country: Italy (Italia)
Re: Massimiliano - Montana Salish (Séliš)
Hi!
From lesson 33 (https://sites.google.com/site/salishlanguage/book-1)
t stem̓ u kʷ es yapciniʔ t̓l sntumistn ?
This question has the relative «u» after t stem̓ («what»). Literally, the sentence means «what [is] that you (kʷ) need from store?».
The second question lacks the «u»:
t stem̓ qe es yapcini tl̓ sntumistn = «What we (qe) need from store?»
I don't understand why in the second sentence there is no «u».
From lesson 34
stem̓ ɫu an x̣menč aqs ʔiɫnm: «What do you like to eat?». Literally: «what you like you'll eat?». The article ɫu here follows the word stem̓ because the verb has a possessive adjective at its beginning (an). If the verb is not preceded by stem̓, then the verb is not preceded by the particle ɫu, as in «aqs iɫnm» above, where the a- is a contraction of an- (your).
See also the following sentence, which is the answer to the first question:
in x̣menč iqs iɫnm ɫu q̓eytq̓m̓ = «I like to eat stawberries».
Here, the verb in x̣menč is composed of the possessive in- («my»), but it's not preceded by the article ɫu.
From lesson 33 (https://sites.google.com/site/salishlanguage/book-1)
t stem̓ u kʷ es yapciniʔ t̓l sntumistn ?
This question has the relative «u» after t stem̓ («what»). Literally, the sentence means «what [is] that you (kʷ) need from store?».
The second question lacks the «u»:
t stem̓ qe es yapcini tl̓ sntumistn = «What we (qe) need from store?»
I don't understand why in the second sentence there is no «u».
From lesson 34
stem̓ ɫu an x̣menč aqs ʔiɫnm: «What do you like to eat?». Literally: «what you like you'll eat?». The article ɫu here follows the word stem̓ because the verb has a possessive adjective at its beginning (an). If the verb is not preceded by stem̓, then the verb is not preceded by the particle ɫu, as in «aqs iɫnm» above, where the a- is a contraction of an- (your).
See also the following sentence, which is the answer to the first question:
in x̣menč iqs iɫnm ɫu q̓eytq̓m̓ = «I like to eat stawberries».
Here, the verb in x̣menč is composed of the possessive in- («my»), but it's not preceded by the article ɫu.
Return to “North American Indigenous Languages”
Who is online
Users browsing this forum: No registered users and 1 guest