Why Locative Marking in Kiswahili Bantu is not that Simple
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The study presents traditional views about locative marking in Kiswahili Bantu. Next it illustrates that in Kiswahili Bantu, modifiers of non‐locative nouns may also function as locative markers. These types of markers may be termed lexical markers. Locativity, therefore, does not always depend on the presence of a locative morpheme marker in nouns. The study looks at the lexical markers katika 'in' as well as penye 'at, by', kwenye 'around' and mwenye 'in, within' and goes on to illustrate that lexical and morphemic locative markers may be used to mark NPs for locativity even if they are proper or animate nouns, or both. The importance of our study lies in its distinction between internal class morphology and semantic meaning across class boundaries, a distinction that some researchers mistakenly assume to be necessarily coterminous. A good language teacher should be able to impart the full range of strategies used for locative marking to learners and to distinguish morphological locative class or classes from locative meaning, which is found in all classes in Kiswahili Bantu.
Abstract
The study presents traditional views about locative marking in Kiswahili Bantu. Next it illustrates that in Kiswahili Bantu, modifiers of non‐locative nouns may also function as locative markers. These types of markers may be termed lexical markers. Locativity, therefore, does not always depend on the presence of a locative morpheme marker in nouns. The study looks at the lexical markers katika 'in' as well as penye 'at, by', kwenye 'around' and mwenye 'in, within' and goes on to illustrate that lexical and morphemic locative markers may be used to mark NPs for locativity even if they are proper or animate nouns, or both. The importance of our study lies in its distinction between internal class morphology and semantic meaning across class boundaries, a distinction that some researchers mistakenly assume to be necessarily coterminous. A good language teacher should be able to impart the full range of strategies used for locative marking to learners and to distinguish morphological locative class or classes from locative meaning, which is found in all classes in Kiswahili Bantu.
참고문헌 (21)
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