Native speaker accessibility to Alg. dictionaries

[Wayne Leman]

> Wayne, I think this is a really important issue.  Linguists and other
> scholars are likely to be very obedient, and will read the
> introductory material and follow the directions given.  But we can't
> expect community members to necessarily do that, and if a dictionary
> has community members as a target audience, this has to be addressed.

Absolutely, Monica. It was a wakeup call for me when not a single Cheyenne
in my class was able to locate the verbs because they all assumed that they
needed to find the verbs starting with the pronominal prefixes (just as they
locate words in English dictionaries starting with the first letter). And I
did
have a short explanation on the first page of the Intro which they were
required to read. Since last week's class I have expanded that section a
great deal, giving examples.

>
> Does anyone have any suggestions?
>
> With respect to your specific question - I don't know anything about
> Cheyenne

Oh, it pretty much behaves like the other Alg. lgs.

> - does it have person-marking prefixes on all of the forms
> of the verb, making it impossible to choose a form without one for
> the entry?

Yes, unlike some Alg. lgs. Cheyenne uses pronominal prefixes even for third
person, so it has pronominal prefixes for each person of the Independent
Order.

Now, for AI verbs, the verb stem *is* the 2nd person plural addressee
imperative form.

Over the years, in my various classes, Cheyennes have had no problem being
able to pull the verb stem out of the verb and give its meaning. For that
matter, they usually can do this also for preverbs. So, either I just need
to remind the students to use the same morpheme approach to locating verb
stems in the dic'y (and I have full verb subentries under the stem
headwords), or else I need to pick one of the person, probably either first
or third as the dic'y headword, and give up wanting to have semantically
related forms cluster together in the dictionary due to their having close
spelling based on derivational relationship.

Wayne
-----
Wayne Leman
Cheyenne website: http://www.geocities.com/cheyenne_language

>
> - Monica
>
>
> >There is one message totalling 97 lines in this issue.
> >
> >Topics of the day:
> >
> >   1. Cheyenne dictionary: the jury's verdict
> >
> >----------------------------------------------------------------------
> >
> >Date:    Tue, 23 Mar 2004 11:11:05 -0500
> >From:    Wayne Leman <wayne_leman at SIL.ORG>
> >Subject: Cheyenne dictionary: the jury's verdict
> >
> >Also posted to Lexicography List, March 23, 2004:
> >http://groups.yahoo.com/group/lexicographylist/
> >
> >This semester I am teaching a course at the reservation college called
> >Cheyenne Linguistics. Students are fluent speakers of the language, eager
to=
> >
> >learn. I have had most of them in classes I have taught in the past. Last
> >week their home assignment was to work with the current release of our CD
> >dictionary of Cheyenne. I gave the students a homework sheet with
specific
> >things to try to find in the dictionary. A key part of the homework was
for
> >the students to locate three entries which happened to appear on the same
> >page of the dictionary, and all of which have the same stem -m=E9sehe
meanin=
> >g
> >'eat.' This was the first field test of a stem-based Cheyenne dictionary.
> >
> >The first entry they were to find was the verb =E9m=E9sehe 'he is
eating,'
> >composed of the third person prefix =E9- plus the verb stem.
> >
> >The second entry was n=E1m=E9s=EAh=E9t=E1no 'I want to eat,' composed of
the=
> >  first
> >person prefix n=E1-, the verb stem, plus a suffix -t=E1no meaning 'want
to.'=
> >
> >
> >The last entry was the noun m=E9s=EAh=E9stoto meaning 'potatoes,'
composed o=
> >f the
> >steam 'eat', a nominalizer -htot and an animate plural suffix -o.
> >
> >We discussed in class how the students did interacting with the
dictionary.
> >Although all of the students know well the verb prefixes, not one was
able
> >to locate the verbs 'he is eating' and 'I want to eat'. The issue was
that
> >they were trying to locate 'he is eating' by its first letter, the prefix
> >=E9-, and 'I want to eat' by its prefix n=E1-. Each of the verbs they
were
> >looking was clearly listed as subentries under their "headword" verb
stem,
> >but that did not help when they were looking for those verbs under their
> >pronominal prefixes.
> >
> >I thanked the students for helping me realize that something more needed
to
> >be done so that they and other Cheyennes with far less class time than
they
> >have had would be able to locate verbs. I then illustrated why the verbs
> >were arranged as they are in the dictionary, to group together words
(both
> >nouns and verbs) which have the same stem. They quickly saw from examples
I
> >put on the board that if we listed all forms of all verbs, with all
person
> >prefixes, all pluralization suffix combinations, all modes, etc., that
the
> >dictionary would mushroom in size to have millions of entries.
> >
> >This problem of native speakers locating entries in a dictionary for a
> >language which has pronominal prefixation (or even more difficult
prefixal
> >allomorphy) is a common one, and has been discussed in the
lexicographical
> >literature.
> >
> >There are various solutions, none of which are perfect. We can enter only
> >complete verbs, choosing one of the persons, such as third person, to be
the=
> >
> >default form for entering verbs. This would obscure the stem relationship
> >between verbs and nouns derived from them which start with the first
letter
> >of the stem. We can have a more detailed explanation in the Introduction
to
> >the dictionary of how the verbs are composed (we have spent a lot of time
on=
> >
> >this in previous classes and students understand verb construction well)
and=
> >
> >how to locate verbs by their stems. I already had the following paragraph
on=
> >
> >the first page of the dictionary, which they were asked to read in the
> >homework assignment:
> >
> >"This dictionary is arranged in alphabetical order according to the first
> >letter of the Cheyenne entry. Many entries are parts of Cheyenne words
> >called morphemes ("blocks") or roots. Most of these partial word entries
> >also include complete Cheyenne words as examples. There is also a
separate
> >English index to the Cheyenne words in the dictionary."
> >
> >Obviously, this was not complete enough to help the students. At a
minimum,
> >there needed to be examples illustrating how to locate verbs by the first
> >letter of their stem.
> >
> >I know that others of you have struggled with creating dictionaries which
> >are accessible by language speakers themselves, not just the linguistic
> >community.
> >
> >What solutions have you found which help language speakers use their own
> >dictionaries fairly easily?
> >
> >Thank you,
> >Wayne
> >-----
> >Wayne Leman
> >Cheyenne website: http://www.geocities.com/cheyenne_language
> >
> >------------------------------
> >
> >End of ALGONQDICT Digest - 11 Dec 2003 to 23 Mar 2004 (#2004-1)
> >***************************************************************
>
>
> --
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
> Monica Macaulay
> Department of Linguistics
> University of Wisconsin
> 1168 Van Hise
> 1220 Linden Drive
> Madison, WI  53706
>
> email:  mmacaula at wisc.edu
> phone:  (608) 262-2292
> web:  http://ling.wisc.edu/~macaulay/monica.html
> ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~