An Outline of Silozi Grammar

AN OUTLINEOF SILOZI GRAMMAR

6EOR6EFORTUNE SerierEditor: MUBANGAE. KASHOKT

(nowtheInstitute ofEconomic FirstPublished in1977bytheìnslitute forAf canStudies inLarguage inZanbia; Grannaticel andSocialResearch), Univetsity oíZambia Sketches. ispublished byBookworld Publisherc Thisedition P0Box32581, Lusaka, Zambia. 2001 Research 1977 Copyright O Institule ofEconomic andSocial mayberepÍoduced, stored ina ret eval AllÍights reserved. Nopartofthispublication electronic, mechanical, system, ortmnsmitted, inanyfomorbyanymeans photocopying, wilhout thepdotpermission oíthepublìsher. recording orotherwise, tsBN9982 241591 Lusaka, Zambia. byFergan Limited, Typesetting Lusaka, Zambia. Prinied byPrintech Limiled,

FOREU,IORD Therehasbeena lack ofup to datedescriptivegrammalsofZambian languages suitablefor uso,eitherasteachingor as leaming aids,at all Ìevelsof úe Zambian educationsystem.This lack has beenkeenly felt by teache$ and leamersalike. Mâny of the grâÌÌnnals that are available could be said to be inadequateor inappropriateú severalrcspects.Theoldestoneswere$,.itten at a time whenLatin or Euopean languagesgenerally were consideredto be the protot)?e of all grâfimars, and úus they tendedto be pattemedin their anaÌìgement,description and úe terminology employedon Latin-basedgramrnaticaÌrules. Otherswere written in a stj,leandlanguagewhichpresentedseriousproblemsofcomprehension evento teachers.In a goodmany cases,the actual€xamplescited wereunnâtuÌal, forcedor not in accordwith accept€dusage.At úe presentmomentmarÌyofthese workshavelongbeenout ofprint-

In oÌder to put in the handsofúe teachersand leamersgÌaamatical descriptions which reflectedmorenearlythe shlctual factsofthefu laryuagq dudng 197071, the Suvey of LanguageUse and LanguageTeachingin Zambiaattemptedto proüde comprehmsiblegralÌúnaticaldescriptionsof the sevenZambian languagesofrcially prescribedfor usein education,broadcastingatrdliteracy programmes.The authon who volunteeredor werc approachedto wrìte tlìem were specificallyinstructedto employa comprehensiblesq,leandto keep techíical terminologyto the absoluteminimum. The geneÌalreaderwas cleaÍly m miod. It is hopedthat üth úe publishingnow ofúe graÍnmaticaloutlinesof iciBemb4 sil,ozi, ciNyanjaand iciTongathe original intentionofFoviditrg grammaticaldesüiptionsof appeâl

to âwide âudience,boú Ìayandprofessional,will havebeenachieved. As Òrigjnally conceived,sevengrammatjcalsketchesÍepresentingâ11úe seven ofËcially approvedZambianlanguages,plus sketchesof Town Bembaand Town Tonga,wereto havebeenpublishedasPartOneiÌì a proj€ctedthree-paÍvolumeof Languagein Zambiâ, incorporatingthe findingsofthe ZambiaLanguag..Sur,,,ey. In the event,it was found necessâryin the interestof ÍedÌrcingbulk and cost to abandonthe original plânandto arrangeto publishthe sketchesseparately.Tndeed, publìshìng them sepantely has the advantageof making them âvailable in a convenient,lessbulky size$ritablefoÌ boú teacherandstudenthandling. The Institute for AÊ:ican Studies(now the Institute of Economic and Social Research),Univelsiry of Zambiâ, published in 1977 Language in zambia: GÌammatical Sketches,Volume1, containìnggraÍÌÍÌÌaticalsketchesoÍ outlinesof iciBembaandkiKaondeby MichaelMânnandJL WÍight respectively,plusa sketch ofthe maìncharacteristicsofTown Bembaby MubangaE Kashokì.Theplan at the time was to publish sìrbseqÌrentÌytwo follo\ì,-up voiumes: fiÌst, Volume 2, to containsketchesofsiloá andLundaandLuvale andsecon4Volume3, to contain sketchesof ciNyanjaand iciTonga.ln the eventthis planwasnot adheredto. Only onevolume waspublishediì accordarcewith the original plan andúis hasbeen out ofprint for sometime now It ìs in part for thesereasonsthat it hasbeenconsid€rednecessaÍyto attendto theunfinishedbüsiness inìtiatedsometwo decâdes ago.Also,ândmore peÌlinently,úe needfor pedagogicâlandreferencegraÍÌìmarsof Zambian

t I

Èved.

languagescontinuesto be keenly felt. The matteÌhasnow beenmademore úgent

ling all the seven

following úe recent(1996) decisionofthe ZambiâDGoveÌìnent to rcveÍ to úe earÌierpolicyof usinglocaÌ(i.e.Zambian)languages plusEnglishâs a mealiaof

i B€mbaandTown l€e-paÍ volumeof llaguage Survey.

inshìrcdon. Asno$ re-arÍaÌged. in orderlo achiere whari. feltlo bea morelogicâl arangemmt, toul graÌÌÌmatical sketchesof iciBemba, sil-ozi, ciNyanja and iciTongaÌvill bepubÌishedsepamtelybeginningwith the first volumecontaininga

lE hrlk and cost to qrarateÌy. Indeed,

gÉmmaticaloutÌineof iciBemba.

a

Co-sponsored by the Institutefor Aftican Studies,(úe presentInstituteof EconomicandSocialResearch Universityofzambia),themainvolumeLanguag€

avaìlable in a

hdling.

in Zâmbiâ,waspublished in 1978by theInremationaÌAfÍjcanÌnsritute (IAl) pâÌ1ly i.mic and Social irge ir Zambia: bes oroutlinesof l'tÌy, plusa sketch li

Theplanat the

iÍ,

Volume 2, to

subsidisedby tunds from rhe Ford Foundation.The Institut€ gâtetully acknowledges the pemissiongrantedby the Foundâtion,the sponsorsof the langüàgesuNeyofwhich thematedalpublishedhereinis apartialoutcome,to have the sketchespublishedseparately. Gratitudeis aÌsodue to the authomof the sketchesfoí theiÌ co.tribution in afield in which muchremâinsto bedone.

aâdheredto. Only

f)lherâcLnowledgemcnls areduelo Bookuorldpubìi"her. forpublishtng rhe sketches in coÌlaboration with theInstitute;to theeditorsofLanguagein

led this hasbeen

Zâmbiâ,SiraÌli Ohannesssian andMubangaE Kashoki,for carying out th€

rhe 3, to contâin

buÌkofthe necessâry initial editoÍialwork; to Dr. TomCormanwho was Íy to attendto nd more ÍZaÍnbiúr

detailedto bringa generalstylisticconsjstency to úe sketches; andto úe secretarialInstìtutestaff for prepâringthe tlpescript. Above all. the eventüal publicationofthe sketchesowesmüch to the ZambiaÌÌGovernment,in partìcülaÌ the Ministry of Education,andto the University ofzambia for their interestand supporfand Íòr providing a condüciveenviÌorÌmentin which

fruitful Ìesearchwork could iake placedúing the life of the Surveyof LanguageLs: LangìrageTeâchingin Zambia. MubatrgaEKâshoki ProfessorofAfÌicân Lànguages INSTITUT[, OF ECONOMTCANDSOCIALRESEARCII UNIVERSITYOFZÀMBIA EDITOR

INTRODUCTION I Use ad

The homeof silozi is úe WestemPtovinceofzambia, but it is far fiom beingthe oÍly languagespokenúere. TheÍe are three gÌoups of laüguagesspokenìn tho provinceofmuch longerstândingúan sil-ozi, namelyLuyânâ,TongaandNkoya. Thesegroupsof languagesarc spokenin the east-centralandwest,in the souúwest ând souú, andin the noúheastofthe provincerespectively.Silozi is the la[guage ofthe centralplain. Odginally a form of SouthemSotho,it was broughtiÌlto the countryby theKololo conquerorswho,undeÍtheir chief, Sebitwane,oveÍcamethe Luyi in 1840.As a SotholangÌrageit mayhavebeensomewhatmodifiedby thetime úe invadersreachedtheZambeziowing to theirwandedngsandúeir contactswith the peoples on their way whom they met or absorbed.The Kololo we.e the dominanttribe in what is now the WestemProvincefor three successivereigns, those of theh chiefs Sebitwane,Sekeletuand Mbololo, but in 1864, Sipopa,a descendantofthe old Luyi chiefs,re-establishedhimself in power on the Barotse floodplain. In thercstoútion, mostofthe Kololo menwerekilled. TheyhadâlreadybeenÍnüch reducedin numberby fev€r aÍÌd civil strife. The womenand chilalrenbecaÌnethe propertyofthe Luyi chiefs,andii musthavebeendueto their inÍ]uence,andthdt of úe âdmìnishativechangesofthe precedingtwenty_fiveyears,that the languageof theKololo sun ived underthenameofsil-oá. Thoughmuchìnfluencedby Luyaa4 it is still corectìy classifiedâsa languageofthe SothogÍoup and is unde$toodiú neighbouringBotswana. Sil-ozi is spokenalmostexclüsivelyin úe centoalBarotseplain to the north and southofMongu, and on eithersideof the Zambezito a considerabledistance

inland. lt is also spokcn along the dver. in varying degrees,all the \ray to Livingstone,where it is the majn

langlagc in use.Ìn âddition. silozi is ^f.ican spoken as a linguâ lranca all over the Westernprovjnce and is thc languôgcof adminisÍation,cducationandgcnclal communicationwhereEnglish is notused.In the 1990 Census of Population, Housing and

the Lozispeúing ^grìcuhure populâtion was cnumelôtcd under the "Barotse Group" (\lhich included thc Nyengo. Lozi, Subiya,Nkova and others).Thc group iotâlled 527,410,ofwhich 447.852 constitutedthc numbel of speakerstermed "Lozi" in thc ccnsus-As a lÌnguafranca,siloziwas placcdin fourdl positionbehindiciBemba.ciNyanjaand iciTongâin the I9il0 Censusot' Popuìationand Housing.A decadelâtet the I990 CensusofPopulation showedthe situationâs remâìninglargely unchanged,oncc agajn silozi coming in Íourth place, thc applicableslatisticsbeing 29.9 percent (ìciBembà),I i peÌcent(iciTonga).7.8percent(ciNyanja)and 6.4 pcrccnt(siÌ-ozi)Ovcmli, to bc rcgardedas of lhe greâteslrelevânceis the Íàct that u'ithin ZambÌa siLoTi at presentis countedamongthe five major languages,along *,ith English. iciBembâ.ciNyanjâandiciTonga,which are spokenpredonìinantÌyby thc nâtional popunüon.

UNITSOF SOUNDAND UNTTSOF GMMMÂR SpokenÌanguages,likecoins.hâvc a twofold aspectândÌnâyb€ regârded,analysed and described from eìther side. They have t phanologk:al aspect àncl a notphologiutl aspcci.From the phonologjcâl aspectwe find that silozi hâs â certain inventory of sound units which a1c combined in ceftain regular and Iecunentways.The teÍn Lrsecl lbrtheseunitsolsotndisthcphonena. From the moryhoìogicalaspectwe flnd that silozi is also a structureol

"t-

glaÍÌmaticâl Ìmitswhich arealsocombinedin ceftainways.Thetelm usedfor these grammaticalLuìitsis themo?lrerxe. Underthe heâdingPllONOZOGtswe shall give a very condensedaccoÌmtof the phoneme. olsiLoziandoflherrcombinarions intoúe laÍgerunjlofúe syìlable. UndeÍ úeheadrJJg MORPHOLOGFWoshall give a somevr'hat more extended.but still very condense4accoÌmtofthe classesofmorphemein silozi andtheway they combineinto largerunitswhichwe shallcallgrammatìcalconstt ctíons.

ACKNOItI.EDGEMEITÍS In wdting this 'Outline" I have relied heavily on the works cited in the Bibliogaphy, paÍiculârly on úe two morphologicalstudiesby MÌ., now Dr., D.F. Gowlett. The examplescited have been checkedwith Mr. R. Sitali, a sil-ozispeakinginfomant whosehelp hasbeeninvaluable.The methodof presentation follows the constituentstÌucturemodelof analysisanddescription.fhe treabneDt of úe phonology is deficient in that tone and lengú of voweÌs have not been âdequatelytreated.Loüg and geminatevowels are spelt in the same way by dÌÌplicationofúe sameletter, but length has beenindicatedonly in the relative prcfixes. The cÌrrrent orthogÌaphymarks nejther letrgih nor tone. In MÌ. D.F. Gowlett's artìcles,I ,telectio oí Lozi Foltúalesand Riddtes,Aíric.rn Studíes,30, Nos. I and 2, long vowels w€rc maÍ_ked with a ÍÌÌacron.Iinally I am gatefirl to ProfessorMubangaE. Kashokifor additionsto this Introductionwhich bring it up to dâte.

Syltablesin sil-ozi normally consist of a oo[soÍrtr|. or a m]lt(,nâtrt chsteÌ, follolved by â vorel. Less oorÌunonly,syllablesmay çonsist ofa vo\tr'elalon€, oÍ ofa nâld coBo|||nt alone.Thesethreetlpes ofsyllablemay be syÍnbolised

asfollows: (D Consonant + vowel ConsonarÍt cluster+ vovrel (ii)

Vowelâlone

(iii) Nasalalone(only at tbebegiúing ôÍ êndofa EachsyllâblecâÍriesa unitof to.e andlengtb nornally by meansof its nuolear vowel.Syltabicnasalconsonants. beingÍesonantslike vowels.maycârry toDe ofa nuclear.vowel, andfeneÉ!il theabsence (lt is syllabically CV-CV e.g. rrr-tu (person) ,-r3 (whichone?) ( I) m-me \mollÊr)

(la)

"

-

N-CV

VOUrElrt ïhere are five vowêl phonemesin silozi. Two are high, one beinSarticulated wiú the fÌont ofthe tonguehigh up.in the ftoÍt ofthe mouth, and the other wiú the back of úe toncuehiú uo at the backof the mouth.The hrí is oronounced. with spr€âdlips and the secondwith round€dlips'These two vovels âre speh/i/

'A numb€r iÍì brâck€tsaÊeÍ a word refers to the class of that nom. Noun clâss€sâIe discuss€dorì pag€sl1-20. 'I

Two other voweÌs are of medium height, being articulatcd ìn the front and at the bâck of the mouth, and again with spreadand rounded ìjps Ìespectively. Thesevowels are spelt/e/ and/ol

Thefifth vowel is articuÌated with thetonguein a low andcentralposit;on,and with the lips heldneutrallybetwe€na spreadandrounded.position.This vowel ;s spelÍ/a/. e.g.

mtna

(you - plural) (we) (you) (it)

(3)

CONSONANTS The consorÌântphonemesof silozi aÌe listed in the following tâbie-Their mannerandplaceof articulationareindicatedby thetermsofthe horizontaland verticalcolumnsrespectively. Ltbial

P3lâtâl

GlottÂl Stops

c Spirânts

!

ny

,

The symbolsusedfor úe phonemesin the chaÍt are also úose employediú tlie stândardspefling of sil,o2i today s ve ú^t /ì/, wheÌr it oi:curs as a syllabic margin-is speltõ. tn this studyúe letter(r) v,ill be usedin ord€rlo spellúe /t/ whenil is a singlesyllabicmaÌgin. phoneme e.g.

te\i

(there)

or uhen/ilcluslerswiú 4,,. e.g.

Uúwi (one)

(C)

Vlhen A cÂcutsbefore the velar so{Js/k/ oÍ /g/, it úll

be spelt as in th€

standardspelling,that is as (nÈ)&!d (rA), e.g.

mìongu(ihorremically,lmìoiJgul)

(puúpkins)

(4)

The phoneme/ryl is also spelt (r) when it coÍnesbefore úe palatsl úopis /c/ or ,;, thâl is.as(nc)and(rrr. Thefollouing consonant cluíeÍs combinewiú vowelslo form syllables: (a)

Íasals + stops

:

/np, nt, nc, nl mb, nd, nj, ng/

(b)

nâsals+ spirants

:

/ns, MJ

(c)

srops+ Árl

|

/pw, tw, cw, kte,bt /

(d)

spirants+ Áí,/

i

/Í1r, sre,shw, hw, z

(e)

:

/nw, nw n w. rJw/

(0

+ /d 'rd'sa.ls nasâls+ stops+Árl

:

/trW ni| ncw nkri, mbw,hdy xjg ngw/

(g)

nasalsl- spinÍÌts + Á.r,/

a /nsw, izu,/

(h)

labials+ r/

:

(i)

J /y/t afveofarapproximaat

/py, by, tt4t,npy, mby/ 4y'

TONE AND LENGTH Syllables, which âre otlìerwis€ identicâl in regard to their consona.ÍÍtsând

vowels, may differ in two other different but Ìelated wâys. They may differ in tone, one being higJl indicatedas t! aúd the other low' indicatedas L. They may also differ in lengtll one being long and the otheÍ shoÍ Syllablesmay be either short or tong. ShoÌt sllabl€s carry only one tone which is eith€r high (marked( )) orlow (marked( )), e.g.

o)

mü4ü

(person,

nü1ú ìFf?

(which person?)(Ì)

Long syllables carry a sequenceof two tones which may be either both high both low, or highJow. Tftesesequencesmay be symbolisedas HH, LL and HL. Syllablescarrying HH may contrastwith similar syllablescarrying HL so these sequencesmuí be regardedas phoíemically distinct dld, further, not simply as two variantsof H linked to th€ occuÌrenceof long vowels.where it is necessary to mark tones on Ìvords the thÌee s€quelìcescan be indicated as follows: lÌH as /'/, HL as /"/ and LL as f/. Tone v,iill not be markedon the examplesin the sectionsdealingrvith úe morphology. oftones in úe following conlortsi Syllablesacquirelellgth arìdsequences i)

Wlen a nominal (oÍ noun) stem beginnbg úth a vowel occuÍs with a of the Cw_ or prefix consisting of a consoÍanl (C) or a colìsonant_cluster Cy- tlpe, usüallyas ar âltemativeto a poÉsibleCV- prefix, the initial vowel ofúe stem is lengthenedaíd caÌries a sequ€nceof tones. These may be either LL or fIlI, the sequenceLH becomingHH, e.g.

l-'ìba

(dove) (5)

cp-'

nò-ìbà

(doves)

(6)

n-únà

(úom)

cp.

nì-útwa

(thoms)

(4)

(l)

ii) Wh€n foÍms with initiâl syllabic nasals are initially infl€ct€d by an

inflecti.g morpheÍne with a short vowel' the vowel of the laú€Í È lengthenedand assumesúe tone ofúe syllabic nasal The nasalwhich is otherwise syllâbic, b€com€spaÍ of úe syllabic Ínargin of the following syllable. Suchforms may be either nominal oÍ verbal e.g.

ttí- + -rtjà

ní-njà

(with a dog)

t,ì- + -/ìàl kü-+ -úgd

nì-rrâ

(l am taking out)

ki-ngà

(to take)

iii) The sameeffect is broughtabout when suchforms ocour in the middle ofa phrasee.g.asan objeo complemmtin a verbphrase e.g.

àúìlàtí + ìjà

anìlàtì - nià (I don't want a dog)

>

ofidenticalshape. i!) Syllâbicnasalsoccurringin sequences ,t nè (motheD (la) e.g.

ìnà

0)

disappearin thesecoÍÌtextsbut neverthelesspasstheir tôn€ to the Feceding syllable. e.g.

(it is mother)

kí + nìüè

kí-mè

nìlà + rìnè

nil atâ-ntè (Í lov e molhú)

Long vowels rcsult from contÍaction of vovr'els.This happensuden vowels without consonantalmargins follow one another in the bÍìeclion of v€íb phÌases.Opportunities for contraction are ÍlumeÍous as severalof the subject prefixes, object prefixes.aúl tense signs arc V in form and many of the verb radicals are vowel-commencing.Contracted and úeÍefor€ long vowels with formsl usuallyhavealtemalivesin uncontracted lonesequences e.g.

Njàì,Ìè íhükilà

-

ìne'hüúlà

(the dog was baÌking)'

I This s€ctionon tone üld lüìgth is a $mmâry of the clearaeatn€nt ofihe Èexldnena oftone ard lengú in Silozi in Govrlett 1964,pp. &9; 1967,pp 5-ll' 88-98-

MORPHOLOGY The grammatical conshuctions of silozi are of thÌee kinds, sübstâütivâI, verbal and ideophonic. They are eachbasedupon a specific t'?e of baseor nucleus.In the case of the substantivalconstructionsúis nucleusis the substântivalstem- i e.g.

-lu in /mu-tu/

(person)

(r)

lrÌ the caseofthe verbal constructionsthe nucleusis the verb râdicâ! (or verb root, €.9.

-lat- ]n /a-ni-lat-il

(I don'twant)

In the caseofúe ideophonic constructions thenucleusis the ideophone itseÌf,

e.e.

(beingsoür,of liquids)

The substantivestems, the verb radicals and the ideophonesbetween them accountfor most ofïhe entries in the lexicon or dictioÍrary. A good numbeÌ of the remainder are class or affix morphemes,i.e. prefixes, sufiixes or infixes, which aÌe neededto form constructionswith úe stemsandradicals.

e.g,

Ír''u-irr/mu-tu/

(person)

a-, ,ti-, -i jt ld-nïlaí-ì

(I don,t want)

(Ì)

Chapter I SUBSTANTIVALCONSTRUCTIONS The nÌaìn types of substantiv€are the nouns,the pronouns,the demonstratives, the enumemtives,the selectorsand the relatives.In this study the morphology

of síLozi is presentedas three hierarchiesof constructio.s based,as alr€ady state4 on each of the thÌee t)?es of root morpheme,substantival,verbal and ideophonic. For €xample the description of the subíantival hierarchy commences with the simplest constnrctions formed by combining alïx morphemes with substantival stems as constituents. These constructions, nâmelythe substantiv€s,representthe first level of sübstânlival constructions. e.g.

(person)

mu-,u

(r)

The nounprefix of class I is one constihrentand the noun stem/-ttrl is another. Comparethe following all ftom Class I. Each exemplifies â diffflent q?e of substantive,butall sharea similaÌ constructionalpattem,namely affL.<+ stemas two constrtuents, e.g.

(l)

mu-tu

(person)

(1)

noun

(2)

ye-na

(he)

(1)

pronoun

(3)

y-ale

(that yonder)

(1)

demonstrative

(4)

mu)lv,í

(one)

(l)

enumerativc

(5)

u-f?

(which?)

(i)

selector

(6.1) yo-mu-hulu (big, glownup)

(l)

adjective

(6.2) yaa-bütalì

(l)

relâtive

(clever)

The constructionsat the first and simplest level are also constituentsin more complex constructionsat the serond leyel For example single substaÌltives combineto foÌm substantive phr8es in which they are constrainedto agÌeeby meansof affixes ofthe sameclass. e.e.

mutxyot uhulu

(an aduÌtperson) (l)

The noun headword, and the adjective ageeing with it in class, are the constìtuentsofthis coÌrstruction.Other examDlesaÌe:-

yna ìfr:

(whichone?)

musali yorrluhulu

(an âdult woman) (1)

yaabutalí yo

(9)

pronoun+ selector noun + adjective

(úis person)

(1)

noun + demorìstrative

(whichadult?)

(1)

âdjective+ selecÌor

(this clever one)

(1)

relative+demonstrative

Constructionsat úe secondlevel of complexity act as constituentsat a third Ievel of construction, namely thât of the inflecÍed sulrstântive phrase. H€re the constituentsare the inflection on the on€ hand and the substantivephraseon the other. lnflections are of very differcnt kinds, but th€y agreein the type of constructionth€y form. They comprisethe copulative inflection, which forms predicates: the possessive inflection which forms qualifying phmses; the adverbial inÍlection whìch forms adveÍbial complementsin verb phrases;and subjectivalinflectionsvr'hichalso form pÍedicates. e.g.

kì-mutuyomuhula

(it is an adult person)

cop.inÍlection

nì-mutuyomuhulu

(with ân adult person)

adv. inflection

wa-mutuyomuhulu

(ofan adult peÍson)

poss.inflection

(by meansof úis fire)

adv.inflection cop.jnflection

(it is tbis percon)

(mwa d) wa-mutu yo (the child) of üis peNon) (l) poss.inllection nïmutu yomuhulu

(I am an adult person)

subj. iÌúlection

A subsectionofthjs level consistsof subjectivallyinflectedrelative stems, e.g.

u-butali

(he is clever)

ba-teúi

(they are there)

One of thes€ inflected substantival constnrctions, namely that with the copulativeor predicativeìnflectìon/*i-l, acts as const;tuentaÍ a íourth leYêl oÍ

constructioú, namely as.the predicâte in the sub6tântivâl clâüse. The other constitüentofthe clâuseis the subject.Other inflected substantivephrases,e.g. those inflected by lnï/,

or by the possessiveinflection, e.g. /rd,/,

are

constiÌuents in olheÍtypesol'consnuclion. e.g.

Mubangakìmutuyomuhulu

(Mubangais an adult poson)

'Mxbanga' is the subject and 'kìmutu yomuhulu' is the Fedicate of this sub5tanti.vêlclause. Mutu)n um td

This personis kiúd

'Mutoyo' is the sttbjectand tÌnura ' is the predicateof this substantivalclâus€. A 6fth level of subta[tival

coústructiorÌs fu that of tbe setrtetrce.In sucha

constructionthere is a principal clausewhich is substantival.It is accompaniêd by one or more clauses,eitherprincipal or subordinate. lhis sysrem of anaìysingconstruclionsin lerÍÍìs of their constituenrs. constructions$àich becomein tum constifuentsin more coÍnplexconstructions at highef and higher levels, is appliedto the verbal constructionsbasedon veú râdicalsan4 to â lesserextent,to úose basedon ideophones.Sucha description affords an insight into the way in which sil,ozi speaiersform their clausesand sentenceswhich arethe impoúant units ofcommunication. LEVEII:THESUBÍANTIVE

THE NOUN (a) Typically nounsaÌe constructedaccordingto th€ following patt€m: classprefix + noun stem

(b) Ther€ are l? class prefl\€s iÍ silozi which combine with noun stemsto form nouns. These class prelxes are given below. They are numbered accoÍdingto the systemused in the comparâtivestudy of Bantu languâges which shows the extent to which silozi fÍts in with the geneÍaì Bantu Ìtatt€mandvr'hatis its own individual character' Siígular

No Number

Plural 2.

ha-

la.

O- (zúo lJefix)

2a.

bo-

3.

mu-

4.

mi-

5.

lì-

6.

ma-

7.

sï

8.

bi-

9.

1{-

10.9 rilú10.

li-

13.

tu-

11. lu14.

hu'

I ).

KU-

t6.

(fa-)

11. ku18. (-") (c) Nounsvr'iththe sameclassp.€fix in corÌìmonform a noìrnclass Thus,for exampÌq e.g.

mu-tú

(person);and

arc both nounsofclass I, havingthe plefl\ /ìnrJ ofclass I in common

(d) The prefix of class la is /A-l or zero.Nouns in this class sharein common the feature of having no prefl\. In a systemwhere the nouÍs of all other classesdo haveoveÌt classprefxes, úis absgrcefu significâú and servesas a classÍÌrark. e.g.

ndãte

(faúer)

(la)

(mother)

(l a)

(e) Most plefxes convey either singular numbeÍ or plural. As listed they are paircE unevenly numbered prefixes up to ll

being singular and the

correspondingevenly numberedprefixes beìngplural, e.g.

mu-ttr

(person)

(Ì)

ba-tu

(persons,people)

(2)

Howevet the plural prefix coresponding to tlÌât of class lt is /md-l (6) and class 12 prefix /Âa-l aüd clâss 13 píefrx /lu-/ are singular and plural respectively.The plural ofclass 9 nounsis formed by adding class l0 prefix to that of class9, not substitutingit as is the generalrule. Class l0 preÍix is usually substitutedfor that ofclâss 7 to form its plurals. The cÌasspÌefrxesofclasses 16 and l8 arenol constituenls ofnounsbut ofoúer substántivâlcoosructions, The Noun Clarses

Classpreíix | ;s/nr,J beforeconsonant commencing stems. e.g.

mu-sali

(woÍÌan.)

(l)

The pÍefix is /tt1rr-lbeforesomestefis cornmencingwiú.vowels. e.g.

mw-ama

(child)

(l)

(visiíor)

(1 )

u

It is singulaÍin number.Ils regularcoreÌativeplüral is classprefl-{2' /ód-l i somecasesclassI nounsform pluralswith classprefix6. e.g.

cp. mu-Lozì (â Lozi person)( I

rrd-I,ozt (theLozi peopÌe)(6)

Nounsin classI all indicatesinguìarhumânb€ingsofvariouskinds,tÍibesanr conditions. in /a/ ClassPrefrr"2 is lba-|.lt 1slb-lbeforesomestemscommcncing (women) (2) e.g. (childÌen) (2) class1 forms. Clâss2 nounsindicatethepluralofthe correlative clâss prefix 1à is //-/. ovcrtly, noünsofclassla consistonly ofâ stem' (1a) (father) ndatc e.g. mne

(mother)

(la)

Nounswith classla pÍefixindicatekinshipterms,personâlnames'somenames of animalsandpersonitìcations. Clâ5'3prefix 2a is lbo-:. Substitutedfor class la prefix it forms pluraÌsoÍ number. e.g.

(2à)

b.'-ndate

(fatheÌs)

bo-mme

(motheÍs) (24)

cp.

ho-mma (my mother)(24)

Wlen prefixedto someclassI nouns,honorificpluralsaÍefomed(2a) Princess) Bo-Mukwae (Honourâblc e.g. Wlìen pÍefixed to personâlnames,the plu.al meaningmay be either honorific or numerical. e.g.

ho-\it(ii

(theSitalis,or MÍ. SitaÌi)

t2

Clrss prefrx 3 is /mrr-/ beforeconsoÍÌant-commencing stems. e.g.

(finger)

mtrnwmút

(3)

It is /mwJ ot ltb-l beforecertair stemscommencingwiú vowêls. e.g.

mw4ha

(yeat

(3)

mw-endano

(Ìace)

(3)

mv-ila

(taboo)

(3)

m-oyo

(h€aÍ)

(3)

nt-üít,.t

(thom)

(3)

Noum with class prefix 3 aÌe singulâr ând form plurals with class prefx 4, lmiJ.

Class 3 nounswith primary pteEx lmuJ indicatethe namesof Íìany tre€s and \ plants, some animals, pìrts of úe body and misceltanea.When used as a secondaryprefix, viz. vr'hensubstitutedfor prefÌxesother úan their correlôtive plurals, it is augmentativeand pejorative. e.g.

mu-lmda

(stq,

ditrtcult hill) (3)

cp.

li-lwtdu

(hill) (5)

The primary prefxes ofa noun stemâre thosewith which it is usedto indicate items as noÍmal sp€cìmensoftheir kind- Prefix€sbecomes€condarywhen they are substitutedfor pÌimary prelxes in order to convey implicatiors \rhioh poÍray items as abnorÍnal or out of the ordinary in some specific way, foí exampleas largg small, awkwar4 unpleâsaÌÍand so on. Class preÍx 4 is /rúi-l. e.g.

mi-n\|ana

(fingers)

(a)

It is /rry-l beforesomestemscommencingin vowels

I my-oyo

(yeârs)

(4)

(heârts)

(4)

(thoms)

(4)

Class4 nouÌÌsindicatethepluralofthe correlative class3 forms. Class prefix 5 is //i-l. e.g.

(stone)

lì-cwe

It is //-/ before some stemscommencingwith /i/, and //1,-/ before some stems commencing with /o, ,l/. e.g.

l-ino

-

lì-íno

(tooth)

(5)

l-ito

-

li-ito

(eye)

(5)

ly-omba

-

li-onb.t

(kind offishing net) (5)

CÌass5 containsthenam€sof manythirgs fioundin pâirs.e.g.partsofthe body, or in plenty,e.g.the animâlsthat go in herds,fruit lòund in abundance. As a prefixit is augmentative. secondâry e.g.

li-salí

(bìgwoman)

Clâss pr€fix ó is /rÍr-l e.g.

ma-í\ee

(stones)

The vowel of the prefix coalesces wìth the ìnitial vowelof sÍemscommencing in /d/ ândtÌìe stems/-rrol (tooth). /-itol (eye) (teeth)

(6)

(eyes)

(6)

(bundles) (6)

t4

Nounsofclâss5 and I I havecorr€lativeDluralsin class6. e,g.

ma-naka

(homsì(6)

cp.

lu-naÀa

(hornì(l l)

In addition to containing plural nouns with the generalmeaningsof classes5 and I I , cÌass6 containsa numberof nounsof no number indicatingthe names of liquids. A number of class I nouns indicating tdbal, national or Ìaciat affiliation form plurals of class6e.g.

(the Lozi people)

cp-

(a memberofthe Lozi people)(l)

(6)

A numberofclass9 nounsform pluralsin class6. e.g.

nli-símu

(ÍieÌds)

(6)

cp.

simu

(field)

(e)

Class prefix 7 is /srU e.g.

si-íuba

(chest)

si-olí

(island)

si-ulwi

(Íed ant)

It is /s-/with certâinvowel-commencing st€ms. e.g.

s-ongo

(pieceof iron)

(7)

Class 7 contains the ÍÌames of ÍÌany material objects, sicknesses,things o. pssons that are imperfect and fall short, styles of acting and speaking.As a secondaryprehxt it is pejorativeand often augmentative. e.g.

si-saka

(rough old sack)(7)

si-ongolo

(big insect)

cp,

sa*a

(sack)(9)

As a rule primary class 7 noum form correlativepluÌals in class 10. Secondary 'Secondary prefixes are úo6e whió are substitutedfor prúìary pÍefixes wherì it is designedto conveyinplications that jndicateiteÍns asâbnomal oÌ out oflhe ordinary.

rl

class7 nounsfoÍm plumls in clsss E. e.g,

but

si-h],arm

(caìabash)

(7)

Iïhwana

(catabashes)

sì-zeve

(biC €ar)

o0) 0)

bi-zeye

(big ea.s)

(8)

Cl,ss prêtrx 8 is /óil e.g.

bi-ongolo

Oig irsects)

bi-uíu

Oig clumsy feet)

It is /ó}/ with certainvowel-commencingstems. e.g.

by-ongo

(piec€sof iron)

a This classprovidescorrelativeplurals for secondarynounsof clâsses7 and 1I . Clals prêfir 9 is /N-l, a homorganicnasal. e.g.

n-ja

The prefx /a/ is only found overtly with monosyllabicstems.In all other cases its presenceis hidden, but its influenceis shownby úe soundchangesit caus€s when prefxed to certainconsonaüt-commetrcing stems. a.g.

pina

(sotrg)

(9)

ía1t

(lion)

(9)

tlqrnoni

(calD

(9)

cp.

-rirr-

(sing)

( lass9 containsmanynamesof aniÍÍÌalsandof manyobjeclsof eveÍydaylife. The plurals of class 9 nounsare usualÌy in class 10.9 though someform their pluals in class6. e.g.

Ii-n-ja

(docg

(10.9)

(calves) (6.9)

ma-nana i

With mono€yffabicstems /Àf-l is homorganic bemg /m, n, try and t1/ bef
(osftich) (9)

t 1-pye

n-CuVJ-Cv)

(Ìrouse)

(9)

(doc)

(9)

(sheôp)

(9)

In the caseof certainconsonantsat the beginningof stems,úe prcfixing of /N-l caüsesa morphophonemicchangg that is a changein úe phonemicshapeofúe morpheme.When the steÍÍÌ,ísmonosyllabic/N-l also âpp€arsas a syllabic nasal. In the caseof longer stems/N-l cotrsistsof the sound change.Thesechanges, which seemconfinedto nominal constÍuctionsbasedon verb radicals.may be suúmarisedas follows: Sterncommencingconsanants,OJ, /f-/, /l-/, ,tb/ and.lyll b@ome/p-/, /p-/, / t-/, /k-/ alrdlkv-/ t€fpe'tively. e.g.

N+ -buz- (a*) N+ íN+ -luï

(give)

+

-o

+

-o

"

bocome pwo

(question) (cift)

(teach)

+

-o

"

-po tuto

N+ -han- (deny)

+

-o

"

kano

/r'+ -alaá- (answer) +

-o

"

kalabo (answef\

(lesson) (deÍial)

Clâss prefx 10 is //rl-l: Class l0 prelx //r-l is substitutedfor the class 7 prefix kÊl when th€ latteÍ is a primaÌy prefix in orderto form correlativeplurals.

e.g.

li-fuba

(chests)

(10)

(islands)

(t0 )

Togeúerwith classprefix 9 /IÍ-l, it forms correlativeplurâls ofclass g nouns. e.g. u n-ga (dogs) (10.9)

tbn-gu

lím-po,

(ìions)

(10.9)

(osrriches)

(t 0.9)

(sheep)

(10.9)

(questions)

(t 0.9)

Gìfls) (ìessons)

(10.9) (10.9)

(denials)

(10.9)

(answers)

(10.9)

Clâss pÍelix lt is //n-l. e.g.

lu-naka

(horn)

It occursas//r-l beforecertainstemscommencingin/a.e, i/ e.g. lw-au (reedmatfor bottomofcaÍoe) (l I) ln-enge

(whiteofegg)

(1 1 )

andas //-/ beforecertainstemscommencingi /o, ?l/. e.g.

l-oy(j

e.g.

/a-rgo

(singlesofthair)

(1 1 ) ClassI I is singularandcontainsthe nâmesofthings characteris€d by lengthas well âs manymiscellânea. Secondary nounsarecharact€rìsed by implicationsof lengthor thìnness. Pluralsof seconrlary classI I nounsare in cìassg. (shârp,pointednose) ( I 1) lu-zehe (long ear) ( )

cp. òl-rgo (sharpnoses)(8) cp. óúere

(longears) (8)

Prefix 1l with stemsindicatinggrains,planfsand crops indicates ooe single

Ì8

st€mor sp@imen. e.g.

(onebladeofgÍass) (1 I)

fu-cvlr Ji

Cla-caprefix 12 is /Àd-l, e.g.

(r2)

(scorpion)

ka-banze

It is /tr-l before stemscommencingwith /a/.

(12)

(smallchild)

e.g.

Nouns in class 12 are singular dnd include a numberof miscellaneousdrings, sometimeswith unpleasantconnotatioÌÌs.Secondarynounsin class 12 iÍdicâte diminutivesand things which are unpleasantor â nuisance. e.g.

ka-nbuki

(young feebledìviner) (12)

ka-loyawe

(old gardencurs€d long ago and which people will not cultivate)

Class pÌefix 13 is /1ít e.g.

(l l)

tu-htïEe

(scorpions)

tu-ungu

(undüsizà pumpkins)(13)

cp. katmgu (u n d e rs iz € d pumpkin)(12)

It is /rn-l beforestemscommencingin /.Ì/ e.g.

tw-ana

(small child.en)

Noüns in class 13 are plural and convey the meâningsof theìÌ correÌative singular. Clâsspr€fir 14 is /ó,r-l e.g.

bu-sihu

(nigh0

19

(grassJ It is /ápl beforestemscommencingin /a, e, / e.g.

bwanyu

(goodluck,e.g.in spearingoffish) (14)

and/b/ beforelo, ul e.8.

boya

(hâir,wool,down)

CÌass14 containsúe namesof substances or thingsfoundin mâss.Secondary nounsofclass 14indicat€namesofcounhiesor âbstÍactoualities. e.g.

bu-nunu

(many fleas)

bu-Lozí

(Lozi-land)

bulu

(humanity)

Class 15 pÌeíi! is //ía-l This prefix is usedalongwith terminalvowel/a-l in the infinitive inflectionof verb phÌâses, e.g.

ku-bon-abatu (to seepeople) ku-f-a mpo

(to give a gift)

Clâss 17 prefix is /i .-/ This prefix is usedwith nounsand pronounsto forft locativo nounsor nominal constructioÍs in which â placeis designâtedwith generalreferenceto the pe$on oÍ object to which /ftr-l is prefixed. e.g.

ku-mulena

(wherethe chief is) (wherethey are)

The class prelixes of class 16 and clâss lE, lfa-/ and /muJ, txotr in substantivalconstructionsother than nounsand nominal constructions,

NOMINAL CONSTRUCTIONS The noun class pÌefxes combine witì stems other than simple noun stems consisting of one morpheme-Such stems may be complex and rnade up of combinationsof substantival,verbal or ideophonicmorphemes.They Ínay also be simple)((i.e. wúhout aftxes) yet tâken from â class other tharÌ tlÌat of the noun stems. Complex Nominal Stems (a) !Ìems and diminúi\e suffi\es /-n!o^a. anol e.g.

(9)

cp.

tau

(lion)

(9)

{7) musalì'nyana (little ìvoman) (l)

cp.

silepe (^xe\

(7)

cp.

n 6dli

(little lion)

k)u-nyand

silepe-ny.rnã (liÍtleãxe)

(v,'oman)(l)

(b) stemsand augm€ntati''/es,rffix l-toíal e.g.

munna-tota

(a real man)

taulotd

(a hugeÌion)

(c) reduplicatedstems e.g.

nuflí-Jìli

(trouble)

(3)

kacirna-cima

(irritablen€ss)

(12)

síco seosinlnúlïnatí

(that food is very pleasant) (3)

Nominal Conttructioni baJed on Verb RadicalÍ the prefl\ appearsto combinewiú terminalvowelsto In lheseconstÍuctions formoneconstituenltheverbmdicalsbeingúe other. muJim-i

(farmer)

bu-pil-o

(health)

0) (14)

cp.

-lim-

(cultivate)

cp.

-pil-

(live)

sïtahw-a

(drunkard)

-lalrÌv- (becomedrunk)

(7)

Nominal ConJtructions baJed on ldeoPhonet e.g.

ngele-ng?le (hândbell)

cp.

ngele

(ringing)

sikwakwakwa (machinegun)

cP.

l a

(report of gun)

Nominal

ConJtructiont

of, Clatt la with prefixal formatives/Ë/ (often

masculine)and/ra-l (oft€n feÍninine) ar€ commonin the dictionary. (1a)

imatala

(someonewho neverhasenoughfood)

inutuka

(onewho doesnot take caÌe ofhis belongings) (la)

namukur.ã

(untidy woman)

(lâ)

nãmulomo

(talkative woÌnan)

(la)

Nominal ConJtructionsof Class 2â occur whenúe prefix /óo-l is usedâs with a PhÌase. constituent e.g.

bo-ndat' aluna

o/oul fathers) (our fatheÍs)

bo-ndat'abona

(their fathers)

bo-nddl'amina

Nomìnal constructions âre formed by the use of secondaryprefixes with complexstemsmadeup ofthe morpheme/ttgal and nounsofclass 1aor 24. e.g.

ka- ga-SiÍalí

(the little Sitali)

tu-nga-bositali

(thelittlesitâlis)

THE PRONOUN pafem: Constructional

22

'/"4-l The Persoil or class amx (+ -o-,'classes 2 to 18 only) + stabiliser , íabiliser /-t!í firlfits a maiÍÍly phonologicalrole in enabtingtherpronounto on function âs a phonologicál rtoÌd of two syllables with the accent penultitiútë lerigth. of /-o-l The forms of the person and cla.is affxes in plonouís with iÍcidence andthe stabiliserare shoìtn it-lhe folÌowiúg table'

Plürrl

No trumb€r

Iu-na

I

mt-na

II ' cÌass l. 3.

ye-na w-o-tu)

4.

y-o-na

5.

\-o:na - '

6.'

tii-na

7. 'g '

s-o-nd

8.

bya-nd

10.:

z-o-na:

11.

i'a:na' I-o'na

12.

k
13.

t-o-na

14.

b-o- a

15.

k'o' a

16. 17.

Ín-* k-o-no

lE.

m-o-na

'

ìir'henit is usêdin The pronouú oontribut€semphasisor prominenceespecially pronouns iose tlpir appositionat phrases or iI| cÕntrast. Whên inflectáü emphaticrefeÍences. e.g.

Luna lufttile futnaka,bottd nebaliehile

I i.e. Firú sacoÍìdandthird peÍson

(We aÍrived in time' they were late)

(our foo4)

but

(The chief is ralking; it is the chief

Miena yena vtabulela

who is talking) NenisabulelinirYna

(I was not speakingwith him)

mi a ntaLozi

(yoü Lozi)

(n,6)

(my fatb€r himselD (the village itself)

O) (3)

bona bucvali

(the grassitself)

(14)

fonafoo

(thatveryplace)

(16)

THE DEMONSTRÂTIVES Thãe are fouÍ series of demonstrativeswith the followins constructional pattems: Demonstrâtiveclass affix + a secondâlyvowel /-o/,l-e/ or l-a/,

SeriesI

dependingon whaher the classhasvowel /-nl, /-i/ or /-al in Íts noun prefix (h€re)

Series3 Series4

Dernonstrativeclassaffx + secondaryvowel + /-ol

(there)

DeÌnonstrativeclassaffix + stemsl-alel oÍ /-nni/

(yonder).

1

Class I

y-o

2

b-a

4

2

b-a-o

7-ak b-ale

b-ani

y-ale

y-ant

3 4

y-e

24

12

1

5

l-ale

6 7 I

by-e

9

y-e

y-ale

12

k-a

k-ale

Ì3

r-o

t-o-o

l4

b-o

b-o-o

t5

k-o

k-o-o

t6

.f-a lcw-ana

Í-o-o k-o-o

hy-e-o

byale

U)-ahi

l0 Ìt

t7

k-aní

bw-ale

t8 Note that the first position demonstrativeofclass l7 is irregulaÍ and that in thô 3rd and 4th positioü,alteÌnativeformsofthe classaIfix of classes11, 13, 14, Ì 5, | 7 and I E occur of Cry' shape,úis being required as a margin to úe Í€ms which commencein /d/. The demonstrâtiveof first position indicat€sobjectsnear to ú€ speaker,those of secondposition objects near the hearer,and those of the thid and fouÍú posìtions,which haveno difference in meaning,objectsat a distancefrom both speakeaand hearer. eg.

yo

(this ooe)

(l)

(these ones)

( l0)

I i.e. CoíÌsonantfollowed by w

25

e.c.

mutu

(person)

(1)

Imja

(does)

(10)

)Eo yani

(rhat one)

(9)

buka

(book)

(9)

(úat oneyonde.)

(9)

kola

(tree)

(9)

vale

(that oneyonder)

(3)

(villase)

(3)

THE ENUMERATIVE The corÌstÌuctionalpattem: enumorativeprefix + enumeÌativestem Th€ forms ofthe classaffixes âs enumerativeprefixes are as follows: L 3.

muhu-

2.

ba-

4.

mi-

5.

li-

6.

na-

7.

sí-

8.

bi-

9.

4lu-

ì0.

ti-

Ì l. 12.

ke-

t3.

Theenumerative stemsare:

14. 15. r7.

buku_ hu_

-Awt

(one)

-Uí?

(ofwhat kind?)

(cÌassesÌ and 6 only)

Stem/-rlril doesnot occur with the classafrx€s ofpluml class€s,savewith that ofclass 2 wiú honorific meaniflg. e.g. bondatebali baryi (father on his own) Enumerativeswrth ste'r|'/-7wi/ (one) are always used as compleínentsof the verb /-/r7(be) in paúicipialt phrases. ' i.e. phrasesinvolving a participìe

e.g-

bttsihubulì burywi

(only one night)

muÍu ali mqwi

(only one person)

kotnu ili Uúwi

(only orc ox)

The enumerativestem/-rd?/ is commonly only used in clâssesI and 6 and, as selectorsteÍÍLin cla5s9. THE SELECTOR

Constructionalpattem: prefu + seleclorstem selecror The forms ofthe classamxesas selectorprefixesare as follows: l-

u-

3.

u-

5.

li-

f.

i-

ll.

lu-

12.

ka-

2. ba4. i6. 8. bi10. lí13. bularku-

t4. 15. 17. The sel€ctorstemsare: (which one?) -úi?

(of what kind?)

-ri/i

(differen0

e.g. muíuart?

(which person?)

27

(class9 only) (l)

múEi usili

(a differ€nt village)

(l)

üa iAi?

(a dog of what sex?)

(9)

THE RELATIVES

Sil-ozi, like other Sotho languages, has a numbeÌ of relatively inflected constructions which occur in substântive phÌâses eitheÍ âs headwords or qualfiers. As constuctions the relatives belong to the anal)'tical level of the irúÌected substantives or substantive phÍas€s. Sincg howev€r, these constrüctionsare normally mnÌshifted as s€condarymembersofúe constitüent class of substantivein sübstantivephÍases,and since it is customaryto treat relatives and adjectivesamong the substantives,their heatmentis anticipated h€reto someextent. There aÍe thÌee lpes of Íelative constructiondistinguishedâccordingto the set ofrelativeinflectingmorphemes whichareused.Thesearc: (i) relativeinflectedadj€ctives (ii) relative inflectedstemsand verb phrases (iii)relativeinflectedverbaìclaus€s.

R,EI.ATIVEINFLECTEDADJECTIVES Constructionalpattem: relativepr€lx (l) + adjective The constructionalpatternofúe adjectivels: adjectivalprefix + adjectivalstem-

28

The adjectivalprefixes are the sâmein form as úe noun prefìxessavethat cÌass l0 prefix doesnú occur,that ofclass 9 beingus€dfor boú class9 and 10. e.g.

tau ye-l,ui

(anoth€rlion)

(9)

liíau ze-peli

(two lions)

(r0.e) cp. -óelt

nduye-nde

(a pleâsarthouse) (9)

cp. -ü'ri cp. -nde

(another) (two) (pleasant)

lipalisa ze-nde (pleasaít flowets) (10.9) FuÍther,the adjectivalpreftxesofclasses 16 and 18 are not use4 that ofclass l? being usedinsteadwith the relativeprefx€s of classesl 6 and I E e.g.

fo-hrnde

(at â nice place)

mo-ku-níle

(in a nice place)

fo-ku-nsu

(at úe black part)

no-kufubelu

(in the red paÍt)

Apart fiom their usein nominal constructionssometimesusedas pmisenadres, e.g.

üalirnabi

(bad luck)

cp.

mali amaswe (bad blood)

adjectivesare used only in an inflected foÍrÌ! the iÍlflection being the relative ch3s amx, e.g.

yomunde

(one who is pleasant(a relative inflectedadj€ctive))

The relative class affixes wbich infle€t adjectiv€sare called seÌies(l) and they arc the same in fc'rm as the demonshativ€slst position save in the cas€sof 3, 16and 17. classes The following table of forms illustÌates the forms of dìe relâtive class affixes andthe adjectivalprefix€sâs usedwith the adjectivestem/-ndel (nicg good).

29

Siígulâr 3.

o-mu-nde

5.

le-li- de

9.

No Dumber

Plural 2.

ba-ba-nde

8.

hye-bi-nde

10.

ze-a-nde

I1.

lei-nde lo-lu-nde

12.

ka-ka-nde

13.

tolu-nde

14.

bo-bu-nde

15.

*.o'ku-nde

16. l'7.

ío-k -nde ko-ku-nde

18.

mo-ku-de

Theadjectivestemsin silozi numbersomethirty ofwhìch overhalfreferto the coloursandpatternson markingsofcattle. e.g.

-nca

(younB new)

-hulu

(adult,old)

-f6rdri

(shofi)

-telele

(tall, long)

-sísmi

(tfiin,slender,lean)

-kitna

(stout,thìck)

-Uata

(much, many)

-nyinyaní (small,few) -kana

(so many)

-k!ti?

(howmany?,how much?)

-sihíiì

(female)

-tuna

(big,male)

-nde

(nice, good)

-cupys

(homless)

-suwLr

(homless)

-beli

(t*o)

lalu

-ne

(four)

-tlrri

(tffee)

(another,others)

Theadjectivestemsmay be freelyusedwith any ofthe classaÍfixes.

30

[!ârÍples of ÌelaÍive inflectêd adjectives yo-mu-tule'

(a goodone)

ba-ba-nm o-mu-telele

e.g. muÍu

(pemon) (1)

(young ones) (2)

e.g. batu

(people) (2)

(a long one)

(3)

e.g.

(road)

ye-mi-hyWdÍti (smallones)

(4)

€.9.

(vilÌages) (4)

ye-mí-Uwi

(otben)

(4)

e.g. mínzì

(villages) (4)

(a thin one)

(5)

e.C.

(aÌm)

(5)

(howmany?) (ó)

e,g.

(doyg

(6)

(a niceone)

(7)

e.C. sikolo

(school) (7)

(rwo)

(8)

e.g. biemba

(fÌagments)(8)

(an old one)

(9)

e.S.

(crocodiÌe)(9)

(three)

(10,9)e.s.litapi

bye-bì-beli

(l)

(fish)

(3)

(10)

The adjectives indicating coloür havecomplexforÍns with sufEx /-ondl rvhen appliedto femaleanimals. e.g. cp.

te-sva a ye-r$u

(a black fernaleone)

(9)

vtz.

komu

(cow) (9)

(a black male one)

(9)

yiz.

ko ü

(cow) (9)

The construction adjectil€ stem + lattal is accompaniedby a number of mofphophonemicchanges(cp. Jalla, 1937,p. 2l\.

REIATII.'E INFLECTED STEMS

Constructionalpattern: relativeprefix (2) + Íelative stem The relâtive stemsin questionh€remay be inflected principally or relatively by the addition ofthe correct inflecting persoÍ or classaffix.

e-g.

ba-buzvJa

(they are lazy, e.g. baúo (people))

baba-buzwa (they who are lazy)

(2) (principally) (2) (relatively)

lïboi

(úey are cowardly, e.g.linja (cn,g:)')(10) (principany)

zee-boí

(úey wllo are cowardly)

(10) (relatively)

Many ofthe stemsrvhichare inflected in this way are nouns, e.g.

buzwt

(laziness)

(14)

The follorÀ,,ingtable shows the relative prefixes $'ÍÌich aÌe used with Ìelative steÍìs. They constituteseúes(2) ofth€ relative classaffixes. Singülâr

No nümb€r

Plural

1.

yaa-

2.

bãbã-

3.

woo-

4.

yee-

5. '1.

leli-

6.

aa-

sesì-

8.

byebi-

9.

yee-

I0.

zee-

lf.

lolu

12.

kake-

13.

totu-

14.

bobu-

15.

koku-

17.

kohr

Tìese prefixes are also usedto inflect verb phÌâses. e.g.

linja zee-zumahande

(dogswhich hunt well)

cp.

linj.r zi-zumahande

(dogshunt well)

e.g.

batho baba-bonahrÌnde

(peoplewho seewell)

cp.

batho ba-bonahande

(peopleseew€ll)

e.g.

mucahayaa-sehahahulu

(a young nÌanwho laughsloudly)

cp.

muatha usehahahulu

(the young man is laughingloudly)

The follov,,insis a list ofrelative stemsin commonuse: boi

(cowardice)

(14)

(heavy)

bukìíi

(weight)

(14)

-btmolo

(soft, easy)

órÍolo

(softne,ss)

(14)

-bxhali

Gngy)

buhali

(anger)

(14)

-bu4ala

Gtubbom) (like thât)

àqala

(stubbomness) (14)

cwalo

(in that way)

(adv)

(like this)

cvana

(lhns)

(adv.)

lubilo

(spê€d)

0 l)

(naked)

(nakedness)

(6)

(bad)

(evil)

(6)

(strong)

Gtr€ngth)

(6)

(waler)

(6)

(delicious)

(goodtâste)

(3)

(kind, good)

(mercy)

(3)

(difficulty)

(e)

-boi

(cowardly)

-bakíti

-cwalo

cp.

(blun0

-lìíì -íuíu -koopo

(cÌooked, dishonest)

-lubilo

(fast)

(wet)

-sipalct

(broad)

-taba

{wild) (har4 difficult)

e.g.

mezi

tata

linja zee-buhali

(savage dogs)

(10)

mucahayaa-r ata

(a strongyoung man)

(l)

pizi yeeJubìlo

(a swift horse)

(9)

(at a wet place)

(17)

Negâtive forms of the Ìelative infleated stems are formed by prefixing the negativesign /-si-l to the relativ€ stem. €.g.

mucahayaa-si-cwalo

(a yoÌÌng manwho is not like that)

Where, however, the r€lative stemsaÌe nounsthey becomecompleÍnentsof a verb phrasewiú radical /-nal (be with) which is negativ€lyinflected. e.g.

lwa zee-si-nabrhali

(dogswhich are úot fierce; lit. which do not havefierceness).

pizi yee-si-nalubilo

(a horsewhich doesnot hâveswiftness).

Negativ€relative foÍms of all substantivesare formedby prefixing this negative relâtive inflectior\ viz. rclative prefix (2) + /-rt-l. e-g.

mwanayaa-si-yomunde

(a child who is not good)

batu baba-sì-bao

(peoplewho aÍe not úose on€s)

namoyee-si-ytÍhnlt

(meatwhich is not yours)

INFLECTED CLÀUsES RELÀTIVE Participial verbal clausesaÌe inÍlectedto eúâblethemto refer to substantives. e.g.

mutuyebenibona

(the personwhoú Í was seeing)

cp.

ne ibona mulu

(I v,'asseeingthe person)

e.g.

linja ze-muboni

(úe dogsyou saw)

cp.

muboni lìnja

(you sawthe dogs)

The constructionalpattemofthese constructionsis as follows: RelâtiveaÍfix (3) + clause

The following table showsthe r€lative affixe€ which aÌe usedto inflect verbal clauses.Th€y constituteseri€s(3) ofthe relative classaffixes.

t.

ye-

3. 5.

Plürel

No number

Singular

2.

be-

4.

,'e-

6.

le-

8. 10.

7. 9. 11.

lo-

t2.

ke14.

bo-

15.

ko-

16.

íoko-

17.

bye'

1E . The vowels of theseaffixes are elided before the subjectprefixes of class I or ctass6, la-l . e.g. b-abona

batu

(p€ople)(2)

e.g. m íu

(p6rson)(t)

(thosewhom he sees) (2) e.g (l)

ye-mubona

(th€ oneyou s€€)

ye-neniúola

(the oneI was wÌiting) (9) e.g

ío4iyahile

(whereI dwell)

(wearethosewhom

be-muziba

you know)

(book) (9)

(16) e e. fasibaka (atthe (16) place)

kinna ye-uziba(lt ls I whom you know) Kihmabao

bukq

(1) (2)

LEVELll : THE SUBSTANTIVE PHRA5ES SubstaÍtives of all kinds combine to foÍm constructionsat the next level of complexity,viz. substantivephrases.Constructioiìalpattem: nuclearsubstantrve+ substantiv{s) in agreement The two aspectsmentionedin the conÍructional patteÍn are of impoÍtarÌce.A phrasemust consistof at leasttwo substântivesand thesemust be in agr€ement. The term substantiveis the nam€of a constituentclasswhoseprimary membors are the varioìrs twes of substântivg i.e. noum, pÌonouns, demonstratives, enumerativesand selectorsand which has secondaryrnembersas well e.g. the relative constructions. Secondary members arc those constructions which belong as constructionsto levels other than that of the substantivg but which function as substantivesby Íank-shifting. f,râmpl€s of substantive phÌases (that

same animal) (7)

(pronoun, noun,

demonstrative(2)) (that very dog) (9) (noun, pronoun, demonsfiative

liíabazeo

@) (úose matters)(10) (noun, demonstrative(2))

nja iUi?

(a dog of what sex?)(9) (noun, selector)

nja iJì?

(which dog?)(9) (noün, selectoÌ)

bao basili

(those different ones) (2) (demonstrative (2), selector)

bana babanca

(young chiìdreÍr)(2) (nouq relative adjective) (manyyeaÍs)(4) (noun, relative adjective)

36

I I

sipulumükisesifubelu (a red butteÍfly) (7) (nouÍL relative adjective) tipa yeebaliÍi

(â blunì knife) (9) (noun,relative inflectedstem)

mut ta ya.onala

(a stong ÍÌÌan)(l) (noun,.€lative inflected stem)

hona mo

(in th€re)(17, l8) (FonouÍ! demonstrative(l))

While it is necessaryto d€fme a substantivephÌase (SP) as substantiv€+ substaútivein agreemeÌÌtat the level of the SP, it is usefirl for reasonsof economy in description to d€ime it a little more widely when it occurs as a coníituent in larger constructions, viz. as substantive +/- subst ntive in agr€€ment. This mesns úat the terÍn SP âs a constituent includ€s both substantivesând substântivephrases.For examplein the construction"inflected SP", !r'lÌo6econstructionalpatt€r:nis: irílection + SP the term SP may include both phrasesand iadividual substântivesas members ofthe constitueÍrtclassofSP. e.g.

nim íu tomuhula

(with a seÍÌiorpqson)

nim nt

(with a p€rson)

Both these constructioÍr5aÌe inflected SPs. ln the first examplethç SP is a phraseconsistingof two sutìstantivalconstructionsin agre€m€nt.ln the second the SP is a singlesubstadtiv€without accompanyiÍtgsubstarúiv€sin agaoemeÍrt. COMPOUND PHRASES

Phrases may be combined either (i) in apposition oÌ (ii) as formed by conjunctives.

e.s. (D

basalí kaüíela

(aÌÌ the women)

likomu kaufela

(all the oxen)

(iD

nu\ízanandíala

(a girì orphan)

bonmeni-honclate

(úotheraudfather)

bommekapabofidate (motheror fâther)

LEVELlll : THE INFLECTEDSUBSTANTIVE PHRASES phÌâsesâre inflectedas suchby prellxingthe following inflecting Substantive morphemes, (I)

copulative//.!/ (it is),dsi (it is not)

(2)

subjective, e.g./&l-l(l)

(3)

adverbial,e.g./ial (by meansoÍ); lnì-/ (,"ith)

(4)

possessivecÌassaÍ1ìx+ /-d-l (of)

Theresultis a substantival pattem: construction of levellll with constructional + SP inflectingmorpheme

COPULATIVE PHRASES

CopuÌâtive phrasesinÍlêcted by /Á,ì-/(it is) (a) Affirmativ€ copulative phrases âre formed by prefixing the inÍìecting morpheme /*ÌJ to substantive phras€s, €.9. kímutu yomuhulu

(it is a senioÍperson) (it is thjs one himself)

cP.mutu)iomuhulu(l) (l) cp.lend yo

(it is thosebjack ones)

cp.haobabunsu (2)

(ìt is the only one)

cp.aÌi nalwìJëla (1)

38

ki-uJì?

(it ìs whichone?)

cp.uf?

cp.romundeyoo (it is thebig blackones) sp.zetunazefisu (it is that pÌeasantone)

(l) (l) ( 10)

(it is thekind one)

cp.yaamusa

(t)

kí-zeebuhdli

(it is the small angry

cp.zeehuhali

(10)

zenynyant

ones)

(b) Copulativephftses belong to the constituentclass of adjunctsin verb phrases.[n passiveextendedverb phÍasesthey indicatethe agentsby which the action was done.Seep. 62 foÍ a descriptionof adjunctsas constituents in verbphrases. e.g.

Ne íshwezikïkaizeli yaka

(I was bereavedofmy sister)

Ne itabilwe líkomu yeíuia

(Í was goredby a big ox)

Nenìlatehezi ki-rrali ! enaÍfl

(I suffer€dthe loss of a large sum of money)

Nenìnatìbreki-ndateyomuhulü

(I was beatenby my father's elder brother)

(c) The negativeinflection of SPsis /úreril. e.g.

(it is not a seniorpeÌson)

hasi t\üluyomuhulu

(d) SPs consisting of an ìnfinitive idlected verb phÌase are among those copulatively inflected,by /*it. e.g.

Hasi kuhalifa. Kïkubapalafela

(lt is not anger.It is only play)

Kïkuti akaìpulukelalia zahae

(Is it that he can keep all his food

anosí?

to himselfl)

39

€opqlativ€

Phrõr6 lnfle
Affirmative copulative pbmsesare formed by prefixing the âffixes ofúe f1Ìst (l) and second(tr) peÍsons(subject prefixes) to substantivephmsesand, when úe SP is locativeadv€rbiaÌ,thoseofthe third (III) personsas weÌl.t e.g.

ni-mul.Eí

(I ama Losi)

(Is)

u-mutuyaatmusa

(you aro a kind person)

lu-batu babansu

(we are black people)

( 0 (l pl)

fiu-batu babamusa

(youarekind peopì€)

(II pl)

u-teúiíona íoo ba-kwasishanjokwanu

(he is at thatsameplace)

(1)

(they are at the wet-gardenhere)

(2)

u-kamulena

(he is with the chieo

(1)

ba-tubosirali

(they are with the Sitali9

(2)

The afiiÍmative inflection is chângedto úe negative by prefrxing /ha- * aJ (not).

Copulatives Conristing of Súbjectiuâtly Infiected Relative Stems2 Relative stems are affirmatively inflected, by prefixing subject afiixes of all personsand cÌasses.These constructionsaÍe a principal inflectiolì of úese stems\',/hichnìay act as F€dicates in substantivalclauses.The stemsare also inflectedrelatively andtle resultingcorÌstructionsare substantival. e.g.

Síktwo si-tata

(Englishis difficuft)

(7)

(This p€rsonis kind)

(l)

Batu bao bd-masvre

(Tbesepeoplc are bad) (2)

Lico li-munati

(Tïe food is deljcious) (10)

Ì The subjectprefixesare discrl\sedon pp. 74-76. ' Relative stemsâre discussqland ìisted on pp. 3l-34. 40

The aÍfirmative inflection is changedto the negative by prefrxjng /ha- .t-/ (no0.

ADVERBIAL PHRASES

Adyerbiâl phras€sinÍlected by /id-l (by rneaÉ o0 SPs inflectedby /*a-l are adverbial instrumentalin meaning.They also belong to the constituentclass of adjunctsin verb plüâsesand indicate the meansby which, or the materialin Ìeferenceto which, an action is done. e.g.

Neninatible fubkotayetund

(l was beâtenìi,,itha big stick)

Nenìtile ka-ngila ye

(I cameby this path)

Nenibulelaka-tabúyeo

(I wasspeakingaboutthat affair)

Nizamqlìle ka-moÍale/estrzd

(I havetravelled in this big caÌ)

Neniutvile k t-Éaüoli lttka

(I heardaboutmy sisterby úis lefter)

ka-ürJoloIe Niftile ka-nakoyabtcih,,

(Ì arrived at night)

Neniutuile kü-kaizeliyaka Ãa- (I heardlìom my sisterby this letter) li|olo le Nenitutil\|e ka-likoma ki-ndate (l wast^üghÍ aboutcattleby my fatheÍ) Una dshtatíleka-puso

(He died in úe Íeign of Lewanika)

yaLewoniÉa ubuleziho-zamasirnü

(He spok€aboutgardeningâffairs)

Batile ka-bubeli

(They cametwo by two)

Adverbial phrâs€sin0ect€d by /nÈl (with) (a) SPs infl€cted by /ni-/ arc adv€rbial associativein meaning. Tlì€y aÌso beÌong to the constituentclass of âdjunct in verb phrasesand indicate the

personsor things associatedwith the action. e.g.

Unã apil.t ni-bana bdhae

(He was living with his children)

Utile ni-bdbalvi batu

(He camewith someother people)

Zamãya,ri-puli yani

(Go with thât g(mtyonder)

Nitile nïbaÍu bali ba|vri

(l câmewith the samepeople)

(b) They are frequentlyusedin ÍecipÌocal extendedverb phrases e.g.

(He and the strang€Í Ìove eâch other;

Bolatana ni-rnuenlri

lit. They love each other Ìviú the strang€r) Nizibona ni-mulu lo

(Í ândthis personknow oneanother)

(c) Associative phÌases are used after the verb /-ríÌl (be with) only in aflmnative infl ections. e.g.

Nirut i-celeteyeuata

(I havea lot ofmoney)

but

Hanina celeteyeúãtã

(l havenot muchmoney)

Note: Jakaulì ní-ndu

(neârthe house) (far from the hous€)

hwhale ni-ndu

Adverbiâls consistitrg of inllected stems Adverbialsof mannerand degreeare foÌmed by prefixing /idJ to adjectivaland reìatìvestemsaswell asceÍain noüns. e.g.

ha-,lakt

(often)

-úata

(adjectival stem)

ha-munaíi

(sweetly)

-mtmeti

(reÌativestem)

haJishumi

(ten times)

lishumi

(ten)(s)

cp.

PHRASE' POSSESSIVE SPs inflected by the possessiveinflectioÍs are substaÍÌtival coíìstructions belonging, as secondary members, to the corÌstituent class€s of nuclear substantiveand substântivein agreementin subúantivephrases e.g.

libizo la-mushimaniyo

(the nameofthis boy) (5)

The possessiveinflections are madeup ofa classaffix and the morpheme/-4-l of relationship. The class aflx

indicates the possesseeor object of the

relationship. e-g.

lÌbinl-a-rrrushinwri

(the nameit-ofúe boy) (5)

piza !-a-lizupa

(a pot it-ofclaD

(9)

The classaffixes occur in the following forrns. PluÌrl

No Íumber

Singül|r l.

2.

b-

3.

4. 6.

vo-

8.

by-

5.

t-

7. 9.

v-

11.

bw-

12.

k-

10. 13. 14.

bw-

15.

kvì-

16.

íhe-

11. 18.

e.g.

likom za-mulena N,abulozi 'opili

(the cattleofthe former (10) chi€f of Lozi-land)

bukaya-bubeli

(the secondbook)

(9)

Possessiveinflections are usedas constituentsnot only wiú SPs but also with pronominal stems and pronounswhich refer to them. Possessivestems exist which refer to poss€ssorsof Ìs; lts and class L Prcnounsare usedto indicate possesso.s of other personsand clâsses(se€pp. 22-24.) Is.

-tuj

IIs. I. I e.g.

but

nja ya-ka

(my dog)

(e)

mukolowa-hao

(your canoe)

(3)

lip lí za-hae

(his cattle)

(10)

bana ba-bona

(their children)

Q)

CommonoossessiveconsFuctionsar€ abbreviated. e-9.

m1u ãmxnzi

(ownerofthe village) (l)

mt'tú'akq

(mychild)

(l)

Locstives basedon SPs are possessivein classes16 and lE; possessive and sometimes nominalin class17. €.9.

ía-taíule yani

(on that table)

(16)an inflectedSP

cp.

ÍataÍüle Íani

(oDthat table)

(ló) an SP

e.g.

(in that house)

(18)ân infl€ctedSP

cp.

(in that house)

(18)anSP

(ât that shore)

(17)an inflectedSP

e.g.

kwa-likambaleo

44

lcwalikambakolubata (to the Ìiver bankwhere

(17)anSP

we want to go) (in lìont ofúe car)

e.g.

lora-mulahowamota (at úe backofthe car)

(16)

(r7) ( 18)

(insidethecar)

The noun prefÌx /tü-l of class l7 forms complex nomiÌìal consfiuctioÍÌswhen prefixedto phÌases. e.g.

ht-mulma yaa

(thechiefhimsel0

(17)

LlErgile ku-zofiazeo

(We havecomefÌom those (17) over th€re)

SUBÍANTIVE CTÂUSEs ConstÍüctionalpattem: +/- Subj€ct+ Predicate The constituentclass of subject includes every kind of substantivephras€ or substantive.lts presenceis optional in the clauseìir'hosenucleâÌ elementis úe predicate. The class of predicates is made up of copulative phÌases and copulativ€s. The following are examplesof affirmative inflectedclauses: e.g.

(a) Kelezokinulyani

(Adviceis m€dicine)

M&remewoo kiwo tncle hahulu

(fl|â'tmat is a very good one)

Munnayani kibondate

(Thâtnan is Íny father)

Musebesivãhìuía kívonmde

(The work of teaching is a goodone)

$)

Mwan'aka ukwamawi wam lena (My child is at úe chiefs vilÌage) (Wherejs your wife?)

Musal'ahau ukae? (c) Pìl yahae itata .-walekàlicwe

(IIis heart is.ashardas a stone)

Mmna yani uüusa

(That manis kind)

Kuzwapaulabatu kumaswe

(To despisepeopleis bad)

The foÌlowing aÌe exampl€sof negativeitrflectedclauses. e.g.

(ã)

(Thesepeople are not stÌorìg

Bdtu ba hasí babahma

ones) Musemevroohasí nromuiÌde

(That Íìat is not a goodone)

(b) Mwan'ãka ha-a-hwmunzi

(My child is not at the village)

(c) Lico ze ha-li-mtnati

(This food is nôt iÌiòe)

SUBSTANTIVAL SENTENCES Substantivalsentencesconsist of â substantivalclause which may be accompaniedby participial vflbal clauses, e.g.

Nìha aipahqmisahakankafiq

(Although he prides hiÍnsef a

kimutuíela

greâtdeal,he is only a commonor)

Ha alila, kimwan'aka

(Ifhe is cryiüg it is my chiÌd)

Ha ahalifle, kìkr/li bamahawsize (If'he is angry it is becauseúey hape ihape havegiv€Ìì bim gaüsefor aÍger time and again)

46

Chapter 2 VERBALCONÍRUCTIONS The Verb Radical The constÍuctions of the verbal hierarchy are basedon the verb radical as nucl@r elemenL e.g.

-laí-

(lovq want)

The verb radical, of course,Írevff appeaÌsby itsolf, bú always in an inÍlected form. The simplest inflection of a verb radical is that of the imperative which consistsof the terminal vowel /-al and an associatedtone pâttem (not marked here).Theinfinitiveinflection/l -...-úílis alsoâ simpleone. e.g.

lata!

(love) (to love, loving)

Another inflection is that ofthe negativeprincipal present. e.g.

Anïlatí

(I don't love)

Th€ verb mdical is the nuclearelementin all ofthese examples.They showthat the termìnal vowels /-úl and /-il are part of the inflection imposedon the verb mdìcal and âre distinct as morphemesfÍom it. Verb radicalsare phonologically incomplete since they lack a final vowel. This is always supplied by úe inflection.

Simplex and Complex Verb Radicals Verb radicals ÍÌay be simplex or complex. Simplex radicals consistofa single morpheÍne, e.g.

-lat-

(Ìove)

-lek-

(buy)

-zìb-

(know)

-til-

(cryJ

Complexradicalsare coÍstr|rctiom coÍsisting of simplex râdicals+ extensions or verbalisers. Simplex radicals + ext€Ílsionsare called exteúded radicals' Extensionsarc affrx morphemeswhich eÉend the relations of the verb radical

ì ,

I

to complementsand adjunctsin the verb phÌasein ways beyondthe power of the simplexradical. e.g.

-ziò-drr- (loow one anothq) Yiz. /-zib/ {know) + /-an-/ the tecrptc,; l extensio; y'el-tz- (finish) viz. /'fel-/ (come to an end) + /-iz'/ lhe caÌd'sative ext€nsion + /-iris-l the -tltÌt-iris- (hear well, ündsrstand) viz. /-utw-/ (ÌÌ€aÍ) intensiveexlension.

Simplexradicalswith verbalisersare called derived Yerb rsdicals' Verbalisers arc amx morphemcswher€byverb mdicals arc formed fiom notì-verbalstems suchasnounsandideophones. e.g.

-hali-Í- (be angty) cp./hali/ (anger)(9) + verbaliser/-y'1 -yukuJ- (paddle fast) cp /vuhl/ (paddling fast), an id€ophone + 'r'úba'lisü /-l-/.

I

Both €xtend€dand derived verb radicalsare constructionsand occupythe first level ofthe verbal mnstructions. The Verb Phrase The second level of the verbal constuctions is that of the verb phrase lt

48

I

consists,in its fullest form, ofverb mdicals,both simpl€x and complex,together with their complem€nts,both objectsaod âdverbs,and with adjunctswhich are normally adverbial. ln verb phrasesonly the nuclear constituentof the verb radical is compulsory,while the presenceof the oth€r constituents,namely the object prefix, the object and adverbialcompleínentsandthe adjunctsis opúonal. The constructionalpattemofúe vob phraseis thereforedefmedas: /+/- object plefix + verb mdical +/- complements+/- adjuncts/ e.g.

-lat nja (waít a dõg)- 'r€rb radicaÌ+ object complement -lek- nama(b\y meat)- verb radical+ obj€ct cômplement -yakul- mukolo (paddle canoe faso - derived verb mdical + object compÌement -pil- nibana bahae(live with his children) - verb radical+ adjunct 'bítl hawmatì (smg sweetly)- verb radicaÌ+ adve.bialcomplement Jatan- nìmuerÌyí(love and be loved by a stuanger)- extendedverb radical+ adjunct -nu-hãlí1ìzis-(gl're hjdncausefor anger)- object prefix + extend€dveÍb radical 'i-pahãmis- (p de oneself) - reflexive obj€ct prefix + exlendedverb radical

The lnflected Verb Phrase

I

The thiÍd level of the verbal hierarchy of constructionsis that of úe inflected verb phÌase.The constituentsofthe verb phÌaseare (l) the inflection, and (2) the verb phrase.Both constitu€rìtsare compulsory. Thusthe constructionalpattem ofthe inflectedverb phmseis:

49

/+ inflecÌion + \ erb phÌasd. The inflection consists of combitratiolìs of iníeúing

affix morphdnes

indicatirg affirmation oí negationrúe subject,the tense,the motleând soon, Nì-lek-a nana (l zm ll|0yiÍrg m€ât)- the sÌrbjectpre{ix /ttt-l (I) and the e.g. termiúal vowel /d/constitute the inflectiooA-ni-l.tt-i nja (I futr't'ríant a dog) - the negativeprefix /a-l, the subject prefix /ri andthe teíminal vowel /-il constitutethe inflectiol Bd-nuhalifsiz-e (TttÊygêvehim causefor anger)- the subjectplefix /ód-l (úey) and úe terminal vowel /-el coÍlstitutethe inflection.

verbal ClauJe The fourth level of the veÍbal constructionsis that of the verbal cìaüse.This consists of a subject and predicate. The predicâte of verbal clauses is an inflectedverb plúâse. e.g.

(As for me, I am buying úeat)

Nna ílekt dma Batho bao bayrfula

(ïhose p€ople are paddling th€

ukolo

canoefast) In the clausethe subjectis usually a subsÍântiveor substantiveplrase and is an optìonalconstituenl.

Verbal Sentei|cê A fifth level of the verbal constructionsis that of the verbal sentence lú a verbal sentencetheÍe is a principâl claüsewhich is verbal accompaniedby one or more clauses,eitherprincipal or subordinate. €.g.

Níhaiba meziabtúela kwahu,talto (Although the úver is running knngta, b.iu bao bat'trkularnttolo strongly againstthem,thosepeopìe

50

arepâddlingthe canoefâst) Kahli hoüma bahia kacen4

(Becausemy motheris sick today, I am buying meat)

The abovethen aÍe the lev€ls of verbal constructions.The most complexunit is the setrtence(level V). Its constituentsaxeclsus€s(leveÌ tV). Th€ constituents ofthe clausea.e subjectand pledicâtg an iíÍlected verb phÌâse (levelItr). The constituedsofthe inflected vob phraseare the verbal inflections ând the verb phrase (level II). The verb Íedical (level I) is the nuclear constituentof the veib phrase.

THE VERB RADICAL

Radicalsmay be simple& adoplive, derived, extended or rFdüplicated. Simplex Íâdicals Theseconsistofa singlemorpheme, e.g.

-hul-

(grow)

cp.

ku-hul-.|

(to gow)

-lim-

(cultivate) cp.

ka-lim-.1

(to cultivate)

Commonly simplex radicals consist phonologically of consonant-vowe! (CVC) but exahplesof radicalswhich are phonoÌogically consonant CV, VC, CC, C, CVCVC and other patt€msâre found. C,g.

CV

-lu-

(own)

cp.

h

VC

-ez-

(ÍÌake)

cp.

k\-ez-^

(to make)

cc

-ns-

(take out) cp.

L|r-ns-a

(to take out)

C

-y'

(giue)

cp.

ku-í-a

(to give)

CVCVC

-úeòez-(work)

cp.

ku-sebez-a (to wotk)

5l

u-a

(to o\Àr)

Adoptive Ìâdicrls Silozi has a nìrmber of verb radicals which it has adopted from other languâges,in the main from English and Afrikaans. In being adopt€d th€ radicals are madeto conforÍn to silozi phonologyalrd morphology.Thus they normally end in a consonantand aÌe inflected in th€ sameway as original silozi radicals. e.g.

(interpret) AlìikaâÌts

ku-tolok4

(to interpret) cp.

tolk

ht+emp-a

(to stamp)

cp.

st.ünp

English

ku-caya

(to hit)

cp.

-tshay- Qtrt)

Ndebele

Like simplex radicals, adoptive radicals are morphologically simplg they are not constuctions.

DeÌived radicâls Derived radicals are constructionsin which the írst constituent is either an ideophoneor a substantivalstem.The secondconstituentis a vertlalis€r,(i.e. the elementv,/hich is suffLxedto substantivalstemsand ideophonesto form verb radicals).Derived radicalsare nuclearconstituentsin verb phrases. Redic*ls derived fÍom ideophoD€s.There is a large class of derived verb radicals whose coÍtstituents arc kleophore an4 verbaliser. Common verbalisersin suchconstrüctionsarc:./-k-/, /-L/, /-rn-/, /-nJ. /-n,Èl /-t-/, /-2-/. e.g.

-yuku-k-

(go fâst, ofa canoe)cp.),zhr

(moving fast, ofa canoe)

-yuku-l-

(paddlecano€fast) cp.l,*r

(ditto)

-lüht-n-

(thÍob\

cp.finya

0umping) (stinkiÍg)

cp.zikïziki

(shÃking)

-íumya-n- (stink) (wobbfe shake) -zid-tty-puku-t-

(usebellows)

c,p.luht

cp.pükú-puku(blowing)

52

-caculü-z- (ÍÚ'rrlliply)

cp. caculu

(gowing)

Rtdicals derived fmm substrtrlive steDs. Tt€re is a small class of deÍived verb râdicals whose coístituents arìe a siem (eith€Í norúiÍal, adjectival or relative)ând a verbalis€r.Commonverbalisersin suchconstructionsare:

/-f-/, /-fal-/,/-faz-/,/-b-/. e.g.

-hql+

(becomeangry)

-svea-/a/- (becomewhite) -rdraúl-

(anger)

(14)

cp.4veu

(white)

(adj.)

(haÌd) (softnest

Gel.) (t4)

Oad lúck)

(14)

(b€comedifiicult) cp. 4ara

-ìtolo-faz- (v.òfteÍt) -ìnaïb-

cp.buhnli

c.p.buttolo

(becomeunlucky) cp. bumaí

Extended radicals Extendèd radicals are constructions in which the fiIst constitu€nt is a verb radical, which may be simptex, adoptíe or derived. Th6 secondcoÍstituerÌt is an extension or combination of o.tensiors. ÉxtensioÍs modiry the basic signihcanceol the radicals which they extend in varioüs ways. One Ìesult of úis is to affect the kind of verb phrase of which they may be tho nucleaÍ constituent. The ability to cornmand and app€ar with object complements possibÌeto a simple( radical Íray be (i) Í€lúturce4 (ii) rcstricd

or (iii)

wÍletred by the addition ofan ext€nsion. e.g.

the vúb phÌasel-lob- pizal (breaka pot) is Ì€iníorc€d by the extensive extension/-af-l,

viz.

Job
(b'.eaka pot to pieces)

It is r€stÍicted by úe Íleüterextension/-err-l, viz.

-lo,eh- (piza)

(get broken(of pot))

Th€ foÍmer complemerÌtof the unextendedrâdical may now bo used rith th€

neuterexÍendedladical only as sübject e.g.

Piza ì-lob'eh-ile

(The Pot hasgot brok€n)

the result Íhat another tt is widened bY the applied extension l-et-/' 'rilh complementis required. 'riz.

Job-el- pizã muLwenyani

(break a pot for' i e to spitg a mother_ in-Ìaw)

on the collocational AccoÍaling to this threefold effect of extensions arc divided into thÌe€ relationships of verb radicals and verb phrases'they classes: (a) extensionswhich do not distürb suchreÌationships; (b) extensionswhich resÍict suchrelationships;and (c) extensionswhich settheserelationshipsiÍ a wider context' collocational reìationshipsof a) verbal extensionswhich do not disturb the verb radicalsand verb Phrâses'

(t ) e.g.

fdÃJ (extensive,Íepeatedaction) (ask many questions) -buz-ak-

cp 'buz'

(ask)

-lob-ak-

(heak into pi€ces)

cp Job-

(breâk)

-nat-ak-

(beatagainand again)

cp -nat-

(beâ0

-tah-ak-

(wound in differeÍt places) cp -'dó-

(2) /-a gJ (frequent,hâbitualaction) (tetherdaiìY) e.g. -bof-ang-

(wound)

cp.-boÍ-

(bind)

-utvÌ-ang'

(hearoften)

cp. -utrr-

(heat

íd,rt-dl,g-

(get drunk often)

cP.Jahtr-

(getdrunk)

(3) /-irit-/ (lntensive:thorouú, effectiveãction)

(understandthoroughÌy)

cp. -utw-

(heaÍ)

-zib-isis-

(knowvery well)

cp.-zíb-

(know)

-buz-ìsis-

(cross-question)

cp.-bw

(ask)

e.g.

(4) l-elel-l - l-elez-/ (Perfective:action çaÍriedthroughto completion) (go for good) e.g. cp. -l-y-elelGo) -om-elel-

(d.y up)

cp. -om-

(dÌy)

-/ìt-elel-

(pass ght thrcugh)

cp. -ft-

(passby)

Thìs extensiontakesthe forn l-elez-l afrer radicalsending in lc, j. ny, s, sh z, ,Ìrl i.e. alveolaror palatalstops,spirântsând nasâls. e.g.

-biz-elez-

(callall)

b) V€rbal extensionsìr,,hichrestrict the collocational relationships of verb rad;calsand verb phmses, (5),/-Ír"-/(Associâtive: actionor stateaffectingpartsof awholein common) e-9.

-lamb-ãn-

(be well kneadedasa lump)

lirlurrLan -

(be upsidedown)

Jìmb-.tn-

(crowdtogetheÍ)

cp. -,/izó-

(pressdown)

(6) (i) /-al-/ (Neuter:actioÍ eâsilyperformed,aqtiondonewithout refeÍence (i1)/-eh-/ to agent peÍhapsbecominga state) -bon-al-

(bevisible)

cp.-bon-

(see)

(beaudible)

cp. -utt|-

(h€ar)

(be left)

cp. -si-

(leave)

(get lost)

cp. Jat

(thrcw away)

(be feasibÌe)

cp. -er-

(do)

-sub-eh-

(bedr€adtul)

cp. -sab-

(fear)

0\ /-w-/ - l-iu,J (Passive:action undergoneby a $rbject, often as the result of someagency) e.g.

-zib-t!-

(be known)

cp. -zib-

(know)

-brE-w-

(be asked)

cp. -brE-

(ask)

Job'w-

(be bÍokeú)

cp. Job-

(break)

-zamay-w-

(be walked)

cp. -zamay- (úalk)

The form /-iuJ is used after radicals which are of c' CC, CV phonological shapq also radicals ending ir /-C',|-l ar'd as an âltenútive in other cases to /-w-/. e.E

-í-ir-

(be giv€ÍI)

cp. -í-

(give)

-ns-iw-

(b€ taken out)

cp. -rrr-

(take out

-sl-iw-

(be l€ft)

cp. -,si-

(leave)

(be heaÍd)

cp.-utw-

(heâr)

(be known)

cp. -zìb-

(know)

-zib-it -

(8) /-ar-l (Reciprocalaction) e.g.

-zib-att-

(know one another)

cp. -zib-

(know)

-bon-an-

(see€achother)

cp. -bon-

(se€)

-utw-an-

(h€areachother)

cp.-utvt-

(heat

-lat-an-

(love one another)

cp. -lat-

Qove)

c) Verbal exte.sions which set the relationship of v€rb radicals and verb ptrasesin a ìir'idercontext

(9) /-el-/ - lan-l - l-ez-/ (Applied: aúion doneon behalf of or to úe detriment of som€onqtowardsor wiú respectto someperson,thing or place) tof

e.g.

-lek-el-

(buyfor)

cp. Jek-

(buy)

-halif-el-

(beangrywith) (eatoutof, for)

cp. -h!ií-

(be

-c-el-

cp. -c-

^ngry) (ear)

The form /-er-l is usedafter a few mdicals endingin /m, nl andthaÌ of /-ezJ aft€r Édicafs ending in the alveolar spiÌants/ü z, zvl and the palatals/c, j, n),,sál (Gowletl 1967,p.39,41). baÌ

e-g.

E€S

-yendam-en- (leanagainsf)

cp. 'yemlam-(lan)

-bíz-ez-

(callro, for)

cp. -biz-

(call)

-fos-ez-

(do wÌong to)

cp. íos-

(do wrong)

(10) (i) ,/-f-l (Causative:action brought about by úe action of an agent on a personor thing) This extensionis given the conventionalform ofl-IJ to indicateúat it does not occur âs such but is manifested only in a restricted number of morphophonemicclìanges.Theseoccur in radicalsas follows:

e.g.

rÉÍb

FinaÌradicalconsooant l'+Y

>

r

k+y

>

r

l+Y

>

z

n+y

>

ny

-tus-

(take away)

cp. -tuh-

-hupüz-

(remind)

cp. -hupul- (remenrber)

-keny-

(iÍsert)

cp. -ken-

(go away) (€nter)

(ii) /-is-l (Causative:action brought about by the action of âú agent on a

personor thing, in somecasesâssistingthe action to take plâc€)' (sÌe€p) (causeto sleep,sle€pwith') cp' Jobdl€.9. -lobal-íscp.

Jobaz-

(put to bed)

-fuluh-is-

(help to Paddle)

cp. -fuluh-

(P€ddle)

-zub-is-

(offer tobaccoto)

cp.-zuh-

(smoke)

-bal-is-

(teachto reâd)

cp. -bal-

-fot-is-

(wait till sunset)

cp.-Jol-

Gead) (get cool)

Combinationt

of Extensions

but by Radicals and verb plrases âr€ extenald not only by single extensions are ceÍtain combinationsof extensions,Common coÚbinations of extensions úe following: e-g. -bon-is-ang-

(show often)

1o+2

-k-aÌ\g-

E+9

-a*el-

'bon-an-el-

(seeeachotherfor)

9+8

-el-ãtt-

-lek'el-an-

(buy for eachother)

5+9

-IÍt-elel-

Jong-an-elel' (all embaÍk)cp long- (load)

6+2

-eh'ang-

Job'eh-ang-

(get brokeÍ often)

l0 + 7 g+7

-is-tt-

'bon-is'w-

(be shown)

-eI!-

-4ol-el-w-

(havewÌiften for one)

6+g+7

ah-el-w-

'si4-eh-el-tr- (lìavespoiltfor one)

Rêduplicated Radicalr l' the leveÌ VeÍb radicalsmay be reduplicatedând form a constructionat Lev€l caseof â of the radical. The constitueÍts are two identical radicals savein the radical is radical ofc or CVC+ shape.In the câseofc radicalsthe redüplicated preceded by a stabiliser/a/ e.g.

-c-ttc-

(eat a little)

-c-

58

(eat.)

(dÌink)

(dÍink a lìttle)

ln the case of CVC+ radicals there is either complete rcduplication or, Ìess commonly,reduplicationonly ofthe fiÍst CVC ofthe radical(Gowlett, p. E4-5) -honon-honon- (keepon grumbling) -honon(teep on meeting) -kapan-kopa-kopan-

e.g.

-buz-buz-

(keepon asking)

-buz-

(gr[t\\ble) (Íneet) (ask)

Repetition of radicals may impÌy repetition, as in the aboveexamples.lt may

ry

imply half-hearted,haphazardaction donehereand there,now and then, e.g.

-lomlom-

(plant h€reaÍd there) -rorì1-

(plânt)

or an actìondonefor a shorttime, -pa g-pang-

e.g.

(build for a while, iícompleteìy)

or an actionoccurÍingto a Ìimited extent, -shend-shend- (rebukegently)

e.g.

-ekez-ekez-

d)

(increasea little now andthen)

THE VERB PHRASE The verb radical as discussedon pages51-59 is the nucÌearconstituentof the constructionat the n€xt level in úe hierarchy of verbal constructions,nâmeÌy the verb phrase.

r fa üis

The verb phrase,besidesthe verb radical, may contain the folÌowing optionaÌ constifuents: (i)

an object prefi\;

(ii)

or compl€ments; an objectcomplement

59

(iii) (iv) e.g.

an advobial compìementor complements; ân adjunctor adjuncts. (mould), a v€Íb radicaì, in the inflected veò -bupphrase ,o-ót pd (They mouìd)

-Iiáup-

(mould them), object prefix + verb radical, ìn úe inflectedverb phrase SaJi-ózp-a (They mouldthem)

-ti-bup- üpiztt ta

(mould the Pots), object prefix, radical and obj€ct complement,in th€ inflectedverb phmse

Ji-bup- lipizam

Ba-Ii-bupa lipizúna (TIÊy rnouldthe Pots) (ínould the pots at the rivor), object prefix,

lcwanuka

radical, object complement and adverbial complement,in the inflectedverb phras€ Ba-tïbupa Wi4na hranuh't (They moÌrld the Potsat the dver)

Jïbup- tipiadna

(mould the pots at the river by hand),object

kwanuka kanazoho

prefx, radical, object complement' adverbial compleúent and adjunc! in the inflected vorb Phrase' Ba-li'bup-a

lipiza',a

kwanuko Édmazoho

(They mouldthe pots by haÍd at th€ Íiver) It is the verb phmse(VP) riÍith all its internâl relationshipswhich is inflected' not just the verb radical. To recognisethe existenceof the VP âs a constant constituentat the level of the inflected \?, compârethe followin& diff€Íently inflecte-d,VPs.

60

KUJíb ap-a lipüana hwanuka harrúzoho (To mouldthe potsby handat the river) (infinitive) Li-bupa lipizar,a *Mtnuk t kttt razoho (Mould the potsby handat th€ river) (imperative) N-a-líbupa lipi4tna L$,.mvhokarúazoho I mould the pots by handat the river) (AffiÌmative principal present) Haií-lïbüp-ì lipizanq. lot)anakakanqttho (I do not mould the pots by hand at the river) (N€gative principal

F

pÍesent)

r L

It is this unit and its intemal relationshipswhich are studiedin this section.Ì

Ë

F

THE STRUCTUREOF THE VP

I

h The \? is charactfíisedby the optional constituents,viz. the object FeIDL úe

I

P

complementsand the adjunctsand the relationshipsrhich obtain betweenthem and the radical, úe compulsory constituent. The constituents a.e termed

rI

optional in that a VP and an iÍÍlected \rP may exií without them. All úe

t

vh.

i

i

F

following are inflected VPs wiú identical infleúio\ va. lNïa...a/ (affií]Jlative principal present). Nïali-bup-a

(I moüld them)

N-t ïbup-a lipiz.t,a

(I mouìdthe pots)

Na-li-bupa tu rwzt ho

(l mould úern by had)

b

| úÌ this srctioÍ! VPs @ in bold in exmpl€s.

N-a4ïbnp-a lwaúuÉa

The \?

(l mould them at the river)

is a construction which shows enomous varieti/ in its possible

the realisations. [n ord€r to desüibe this va ety and, at the same tim€' They underlying stíuctÌre, each of th€ constituentsmust be examinedin tÚm will be desoibed in this order: (a) the adjuncts (b) the complements (c) the object Prefixes

a) The Adiunctt The term adjunct indicates a constituent class which inclndes both constructionsandParticles. (a) The constructionsconsiÍ of adverbialphmsesand adverbials-The adverbial (of phrasesare substantivephÌases inflected by the adverbial aíïxes //íi-l (of nanneÌ) agency),/ÁaJ (of instrumentality),/,tÈl (of association),/si"a-l and /-7r7 (locative) Adverbials a.e substantives(potential substantive the phrases) inflected by these affìxes and inflected stems inflected by afx /lral (of manner). (t)

lhi-l (agency). Adverbial phrases and adverbials inflected by /H-l

commoúlyoccuÌ in a passiveextendedvP.

te

el

e.8.

-cis-w-Hliztzi

(be bumt by the sun)

cp.

Mabeleaklt-cisv-a kilüazi

(the com maylwiÌl be bumt by the sun)

e.g.

-kalaz-a,- kitit akul uku

(be tired by the heat)

cp.

Iu-htlazw -a hisil ukütulçu

(we are exhaustedby th€ heat)

e.g.

U-buLtibra kilaü yel ur.a

(He was killed by a big lion)

e.g.

U-bulaih,a kibuluku

(He waskil̀d by a seriousdisease)

bobúnes$te U-bonw-i kísikwala seo

(He was seenby that artisan)

e_9.

U-bonh,-ikilarn a baborra

(He was seenby their husbands)

(ii)

/Ía-l (instÌumentality).A numberof relationshipsare conveyedby úis inflecting affix. Jirn- kamihünu

(cuÌtivâtewìth hoes)

-bvlq,- harnalutut at afala

(kill with nany speaÌs)

-i-lol- kalit ka

(anoint sellwiú red oche)

-bes-Iitina kamulilo

(bâkebricks with fiÌe)

-lah- kttsilina sa1970 -tah- l@rrakoyabusihu

(comein the y€ar 1970)

-q- kalal.t

(do ,flith diÍficul9

FÍ)

-ez-kabanolo

(do gently)

ive

-ez-Labaka lali?

(do for what reason?)

-e4-kazazilapili

(do on Monday)

-ez-*ozazi rrizazi

(do every day, lit. by day and day)

-ez-kanako ünako

(do regularly, by time ând time)

-zarra!- kabubeli

(walk in twos)

e.g. d&

Èt {of

kì-/

(comeat niút-tim€)

63

(iiì

/íi-l (association)

e.g.

-tah- nüarrrra babono

(comewith thei husbands)

-y- niluna

(go with us)

radia'ts l-n"l (be Adverbials of this L'lnil are oommon after the verb wilh) /-ríl (be)in Ìhe affirÍÌalivebul not in theÍìegalive €.g.

Ni-rí,araiaeleÍe

(I haveúoney)

cp.

Hanïtut celete

(I haveno money)

e.g.

Ne-ni-na ni'celde

(I had somemoney)

cp.

Neaisì- a celele

(I had no ÌÍoney)

e.g.

Nita-ba 4elcíe

(l vr'ill havesomemoney)

cp.

Nita-be isi-tracelzle

(I

e.g.

Nihaíba ní-no niaelete...

(Although I havemoney )

cp.

Níhaiba nisí-na celele..-

(Althoügh I hâveno money...)

40 nimezi únúIuta

(be with muchvúâterin this area)

ill haveno money)

n tasibttkate -n t ,ribusurrsobobulikani

(iv)

lsina-l (like) -orrr-sina mashdbali

(v,

(be ìvith eíoüú relish)

(bedry assand)

in the other Sotho l-4il (lúative). This locative inflecting affrx' active like: lânguag€s,swvives in inflectedpossessivephrases (insteadof the gardens,vr'ith regard to (si)bake4isanasimu the gaÌdens)

e.g.

bakerlisakutaha

(insteadof coming)

-tot- husebelafutke,Ji

(like to woÍk inst€edofftsúng)

sakuitulehr

ó4

(vi)

/ádJ (nÌanner,degree).This afx is prefixed to adj€ctival and relatìve stemsto form adverbialsof manner.

e.g.

-lal- hahülü

(love greatly)

-tah- harJata

(comeoften)

4iE naha handehahurr

(know the country very welÌ) (howmanytimes?)

heawi (vii)

(onceJ

Nofe the following constructions which appear to incorpomte demonstratìvesand inlerÍogativestems: cwale (like this), cwolo (like Íhat), cwna (thus), cpati? (how?) ottanuuu (Íow). Ttrc firrm cpnle is often usedwith adverbiâlsinflected by lkal,

e.g.

cwalekafulaulo

(like flour)

cwalekalínrc

(like a stone)

(b) No examplesof particleshavebeennoted.

b) The ComplêmentÍ phÌases, Complements differ from adjunctsin beingsubstantives or substântive whereasadjuncts are inflecte/ substantivephÌases,inÍlected substantivesor inflectedstems,the inflectingailxes not beingclassaffixes(a) Adeêrbial complements Complementsdiffer f.om one anotherin class,m meaningand in the range of radicalswith rir'hichthey appear.The following types of complementcan appear with the widest range of Íadicals. Like the adjuncts they are

in terms of place' timq âalveÍbialin m€aningarÌaldefine that ofth€ radical degÍ€êand manner' 16' 17 (i) Adverbif,l coÍÍplemetrtr of plac€' TheseaÍe phÌasesof class€s thoseofclass possessive' and lE. Thoseof classes16and18areínainly cìassesarc used l7 mainly nominal and possessiveNouns of otheÍ locatively as well.

Cl,16 |

-Pil-falit oho

(lit. suÍviv€ on fing€r nails' viz' havea naÌrow esqrpe)

-in- lanuseme

-fr(-Íalikambo -be-íataÍule -frt- Íaqili Yahae -Jií' fakaufi ,tikola -ft-fani Cl.11 .

(sit on a mat) (anive at the shore) (plâceon the table) (âÌrive úeâd of him) (neartlte tÍee) (úere)

-ftl- kumulela -Jit- kusili

(arri!€ at the chie0

-iií- twamaldho -Íir- kwomushiru

(arive behind)

-frt- hrtdrola -ftr' ht'aíeti

(aÍÌive at the tree)

'fiÍ- kwase anga

(aniv€ at Senanga)

-fí- kwaPü 'ftt- kwahule nikola

(anive in fiont)

-lit- koku'Jtt'i

(arrive elsewhere)

-frr-Éwani

(aÍrive over there)

(aÍive at anotherPlacê) (anive at the forest) (anive there)

(arÍive far fÌom the tree)

66

C.l.18 |

-pil- nü,andu

(live in the house)

-ltt- ,rdtarrüko

(fall into the river)

-be- ntwalasi

(placeundemeath)

-be- mrvani

(placein there)

AdveÌbial complementsof placedo not indicatemotion eiúer to or fiom. These notions, as well as that of tes! are conv€yedby the Ìadical wiú which úe complem€nìsoccur. Phmsesinflected by lfa-|, /moa-/ and lhwal i\dlcate place which are respectivelyrelatively near and within siút, relatively neâr bú out of sight, and Íar.

cp.

Ba-yth-ile íalilundü

(They live on the hill, not far, in sight)

Ba-yah-ile nwalilxndu

(They live on the hi1l, not far, but out of sight)

Ba-yah-ile kwalilundu

(Tlìey liv€ far awayon the hiÌl)

Otler classes: mambala

(far)

(6)

nabapa

(opposrte)

(6)

njongo-niongo

(highup)

(9)

(ii) Adverbirl complement! of time. Theseare phÌasesand substantivesof classes16, 17, 18,6 andotherclasses, -ftÍ-kwomulaho

(aÍrive afterwards)

-shÚt-,nwamusipiü

(die du ng ajoumey)

-shw- kwanuhalelo akweli

(die at the beginningofthe month)

o/esreÍdây) (6)

67

musífutliomunüa

(highnoon) (3)

musihqli wakahtsasa

(morning)

masihalìvamatzibwÚú

(afternoon) (3)

(iii)Adverbial

e.g.

coúplemeDts of útnneÍ.

(3)

These are certain substantive

DhÌãsesand substantivêsof class7 and other classes (dro.ÃÍÌlike a pitcher sinking) lib- si dondo -rú41-sihusha -Íez- ,rralumbi

(7)

(Íun togeth€r)

(7)

(dobadly)

(6)

(finish completely)

(3)

(b) Obj€ct ComPlementt Object coúplemeÍts corìsist of substantive pkas€s or substantives V€rb radicalsdiffer víidely iÍ the numberand t)?e of object complementswith which they may occur. some €dicals occü with obj€ct complemeús which may be accompanieil by object pÌelxes oí be such úat object prefD(es may be substitutedfor them. These are called pridâry object complemeíts oúeÍs occur only with seconal|ry object compleú€nts which aÍe those incâPableof govemingan object pÌefix either âs a ccrcfereÍÌt or

'eferent

Still other radicals

do not occur with objeú oomplements. e.g.

Radicalv/ith priinary object complements. (hit a dog vr'itha stick) -nal- nja kaÍupa Radicalwith secondaryobject complement (get huÍ (in ) the ey€) -holaÍ.tL a o Radicalwith no object complem€nt (becoínetired) -katal-luk-

(blaze,ofa fire)

68

Examplesof VPs \,!ith objectcomplements: Litryunywanilì-tus-a batu

(Birds help people)

Bana h.tba-zum-ililolololo

(Children do not hunt big gâme)

Mw amisipili y aka ni -bon-i

(In my travelsI haveseenmany

zelattt

thirÌgs)

Objectcompl€mentsmây be compoundwhenjoined by /,r4 e.g.

-baí- nortut ni-hacwala

(want meatand beer)

Bana ba-lal-a kuopell

(ChildÌenlike to singândplay)

ni-kubapala Uka-bona kuli ulobezini-kuli (You can seethat he is sleepìngand that he is only dreaming)

ulolaíelo

<) The Objed Pr€fixer The last constituentin the VP is úe object prefix. Th€ placeofthe obj€ct prefìx in a VP is âlwaysimmediatelyin front of the radical Mu-bon-o,rukana:'

(Do you seethe river?)

Lu'-.t- i-bon-a

(We seeit)

èg.

Ì1Ìe object preÍixes for the fiÌst. s€condand úird persons.and all clâssesare as ibllowsl

Singular

PluÌal

No nümber

I ll

2.

nl

69

ba-

3.

u-

f.

i-

11.

lu-

12.

ka-

Plurâl

No nümbêr

SiÍgülar

4.

i-

8.

bi-

10.

zi-

t3. 14-

bu'

| 5.

ru-

17.

ku-

in the An object prefix may be eiúer a referent(in the absenceofa substantive VP to which it \rP) or â co-refdent (vrhen the substantiveis pres€ntin the object prefixes and rcfers). ln €ither case there is agreement betvr'eerÌ substantives, Object preflxesas referents Na x-laÍ-a libalo?

(Do you likethe Plain?)

Hani-lïlltl-í

(l doÍ't ìike it)

Ni-mu-ziÚ-ìle

(t knew him)

Na müshi ani vaka

(Has my boy helpedYou?)

u-ku'tus-ìze? Object prefixesas co_rcfeÍents B ona bahobeba'bu-kuP-a

(As for the br€ad,they askfoÍ it fiom

kumulerri

thechie0

Muta-u-bon-a munzi wabona

(You wilÌ seei! their village, that is)

Ba-bï,t g-i Ie bicttcdni

(They hav€takenthe shrubs)

The reflexive prefix /È/, Íefeffing back to the subject of the VP, but as object, also occursimmedìatelyin fÌont of the radical. The combinationof /r, + radical causesmorphophonemicchangesto the radical similar to those involved in úe combinatìon:noun prefl\ /ìy'-l ofclass 9 + noun stem.That is, the initial phone (i.e. sound)of the radicalis changedin many instances wherethe following sequetces occur: li-/ + .DÂiïlal

lbl> /p/ e.g. -i-ptts- (ntle oneself)cp. -áres-(rule) Uì > /pl e.g. -ïp- (gil'e oneselocp. -y' (give) Ill > /íl e.g. -i-tat- (love onesel0cp. -/dt- (love) /yl > /c/ e.g. -i-cahel- (blild for oneselfl cp. -yahel(build for) /h/ > /H e.g. ïkolofaz- (huÍ oneselD cp. -holoÍtz(hurt) hr/> lk'l e.E -ïkwis- (trip oneself)cp. -1fi-,e(caus€to fall) lql > lkl e.g. -ïkabel- (apportionto on€selDcp. -aóel(shareout)

\o examplesof the object prefix and the reflexive prefix occurring together \rere acceptabÌeto informants.

THE INFLECTEDVERB PHRASE Tie inflected verb phrase is the verbal construction at the tlìird level of -'onstruction.Its constauctionâlpattemìs as follows: Inflection+ \?

present The structure of the \? has alÌeâdy be€ntreatedon pages61-71 The and section is conceÍnedwith the coníiíÌelrt classesof iúflecting morphomes the system whereby membels of these constituent classesare combined into inflections.' CAÍEGORIES OF INFLECTION

Finite and Non-Finite Inflections Finite inflectionsincludea subjectprefix; non-finiteinflectionsdo not The latterincludethe infinitiveandimp€rativeinflections, e-g.

ku-bes-anana

(to Íoast meat) (Roastmeatl)

PÍimary and tecondary Finite lnflectiont Finite iÍìÍlections may b€ alivid€dinlo two classes,primâry and s€condery ln prinary inflections there is referenceto time' conveyedby tensesigns' Pnmary inflectionshavethreecorrespondingl-orms, (i) pÍiÍcipú usedfor the predicatesofmain claìrses; (The rnanfights)

e.s.

Munna w-alwan-a

(iD

participial, usedfor the predicat€sof subordinateclaus€s;

e.g.

Ha munnaa-lwan-a... (tfth€ Íún fights...)

(iiD

r€lâtive, used for prcdicates which ffe secondarymembers of the

e.g.

constituentclassesof substantiveilr SPs. (A man who fights). Seepp 3l-34 Munnaya-lwan-a

t In úe following sectionúe inflection in examplesis in bold to distiÍguiú it fiom the \ry whicb is inflected

Secondaryinflectionsalso havethÌee correspondingforms, (i)

hoúâtive;

e.g.

Ha-aJwan-e

(ii)

"pÌesent" sübjuncÍive;

e.g.

ftulí) alwan-e

(iiì

'past" sübjünctive or cons€cutive. (hdìtela) a-lwan-a ((until) he foughr)

e.g.

(Let him Íight)

((so that) he shouldfight)

Secondary inflections do not of úemselves .efer to time. The "present" subjmctive occurs in subordinateor consecutiveclausesin sentenceswhere pr€sentoÌ future tenseshave been usedwhile the "past" subjunctiveoccurs in @nsecütivecÌauseswher,eth€ pastor poteÍÍial tens€shaveLìeenused. Thesesix inflections,thÌe€ primary and three secondary,are sometiÍnesref€rred to as moodsor modalforms.

Áfirmative atrd negative itrf,ectfuB. lÍflections are aÍïirmative unlessthey üe mark€dby a negativemorpheme.This is úe preÍx /ha- - aJ in the caseof Fincipal inflections and l-si- - -sa-l inthe caseof others.In generaltheÌe is a cqrespondingnegativeinflection for every affirÍìative one. Hectint

Morphcfier

of VPr

rIÉ inflecting morphemesexist in classesfÌom which membersare drawn and Ecmbinein a regularorder. The following classesof inÍlecting morphemescan Le distinguished:prefxal morphemes,subject prefixes, negative signs, terse

signs,aspectsignsand terminals. Prefixal MorPhemes in the In fiÌìite inJlections the subject prefix is the first constituent except morphemes negative pdncipal ând hortative. In th€se inflections, preflxal Fecedethe subjectplefix. (a) Íhe ÍrcF;ativePÍefix /ha- - rt-l e.g. . (b) the hortativePrefix lha- - aJ e.g.

Ha-ni-lwan-i

(I don't fight)

Ea-lü-bon-e

(Ìet us see)

Subject PreÍirer ía)

In all finite infle{tions, one memberof the constituentclass of subject pÌefix (sp) appearsas a constituentofthe inflection The function ofthe sp is lo relaleÌhe predìcate(inÍected \eÍb phÌase)o[ a clauselo ils subjectwhich, as an optional constituerÌtof the clause,may either be presentor merely reÍèÍed to.

e.g-

Bdtu b.r-bon-amililo

(The peopleseethe fires)

cp.

Ba-bon-a mìlilo

(They seethe fires)

(b)

js The relation of subj€ctand pÌedicâte one of agÌeement iÍ personand number or class. Non_agreemenlis allovred and indeed, preferred' where a noun subjectolher than of classes1,2' ta and 2a indicatesa personor p€rsons.lÍ this case,the subjectpreflx of the inÍlection is of classesI or 2 thoughthe subjectdo€snot belongto thoseclasses

e.g.

Lisole u-lwona kalitümo

(The soldiet fights úú spears)

cp.

Liìba li-Íí-a kamofa

(The doveflies thÌough úe air)

74

j

Thereare two forms ofth€ spsfoÍ the Ist and IInd personsand thÌee for

(c)

eachcÌassof th€ Ilhd person.The secondof the two folms in eachcase is of C or CC shapeand occursbeforeúe tensesignscoísisti.g of the vowel lal (vn. the sign ol úe "long" pr6en! and that of the past sübjünctive).Th€ thfudofthe thr€e fornrs in eâchcaseis úsedin relativ€ inflections. As appears from inspectioq the sps of s€ries (iii) are coÍnplex and reflect an earlier constrüction coÍrsisting of, a demonstrâtive,fiIst positio4 andthe subj€ctprefix, e.g.

(a dovewhich flies)

Liíba leü-M-.t

In class€s1, 3, 4, 6 and 9 the vov,'elsof the sps of series(iii) are lo.g, refleotingthe coalescerìce oftwo vowels at an earlier stage'. c.g.

yo:- < yo- + aoi.

wo r r-

(1) (3)

e i
(4)

a.-
(6)

ei
(9)

(ir)

(iiD

w- -O-

ya- (ya:)

ba-

b-

baba-

t-

v-

e- (e:-)

(i)

I p. sing. I p. pÌur.

lu-

II p. sing. II p. pÌur. III p. l. 2. 3. 4.

rTte coloÍì/:/ inseÍÌedaflera rowel indicares úat it is a long vowel.

75

1-

lelÌa- (a:)

6.

a-

o-

7.

si-

s-

8.

àr-

by-

9.

ì-

v-

byebi-

Ì0. /ttl.

lolu-

luk-

kak4-

14. bu-

bw-

bobu-

15. ku-

kr"-

kohu-

17. ku

k\1j-

1 3 . I-

(d)

Alternaae Formt are:(i) The form l-hü'l of the s€condpersonoccuÍsaÍÌer the hortative Prefix,

e.g.

À-ku-nïlus-e

(Pleâsehelp m€)

(ii) The forms/z-l and/p-l ofclass 1 areüsediÍ afiirmativeprincipal terÌsesexc€pt the potential. Otherwisethe lorms la-l and lo-l are

e.g.

Ll-zib-ahande

(Ite knows weÌl)

cp.

Ha-a-zib-i hande

(He doesnot know welì)

e.g.

V-a-bu-lek-a, bucwah

(He is buying somq beerthat ìs)

cp.

IJ-bu-lek-ilea-nw'a (Õ-.t-rlt-d) (He bought someând drank)

Negâtive Signí Thereare two negâtiveprefixes l-ta., ãnd/-sïl in additionto the prefxal negaliye pÍef1x /ha- - o-/.

(a)

/-sr-l occurs in the infinitìvg paÍicipial present and past, Ì€lative presenlandpâslandúe subjunctive.

e.g.

(b)

ka-sa-ziba

(not to know)

níha ba-sa-zib-i

(althoughth€y do not know)

balu baba-sa-zib-i

(peopìewho do not know)

ha mr-sa-bon-a

(ifyou did nof see)

niha ha-sa-zib-a

(alúough they did not how)

6i-l occursin the imperativq úe principâ1,participal ând rclative past and potentiayfuture,andthe subjunctive.

e.g.

elt-

tÌL

rrì,

Si-zanay-il

(Do not go)

Si zamay-e-!ì

(Do not go! pl)

Ha-ni-si-ka-zìb-a

(I did not know)

niha nïsïka-zib-a

(althoughI did not know)

batu baúa-si-ka-zib-a

(peoplewho did not know)

Ni-ka-si-hltl f-i

(I wilYwould not get angry)

Ni-kaai-kena-halií-a niha ba-ka-si-halíÍ-i

(althoughthey wilYwould not get

niha ba-si-keba-halif-a

angv)

Ni-si-tttw-i mulumo

(I mustnot heara sound)

Ni-si-kena-ututa

\"ie that in úe potentiâI, whefe l-ka-/ occurs, the 0egativesign follows the Ese sjgn.In thepast.il Fn€cedes lhe lenseçign. soÍne silozi speakerspreler the negativ€ subjmctìves U-sa,zamaya! (Do n6 gol), l&-ss-zanay-el (Donot gol plúal). 71

Tênre Signt (a) l-a-l (!a:'D I dtrÌdÍiaÍivepdncipalpresent,longform (Th€ man seesus)

e.g.

Munnow-o-lü-bon-a

(b)

/-ra-l : affrmativefuture,pdncipal, participal and relative (shewill buy úeat) A-tu-lek-ana a

e.g.

(c, e-9.

alt.

nihaiba nila-han-.t

(aÌthoughI shaÌÌíetuse)

botu baba-ta-luna

(p€oplewho will refuse)

/-/íd-li affirmative potential,negativepotentialand negativefuture (I might go) Nïka-zamqua Ne-r,i-Éa-zam.ryua

(I miút havegone)

batu baba-*a-zamoY'a

(peoplewho might go)

Nïha-ci-zamay-i

(I shall not go)

Ni-Éa-si-kena zamaya Ne-ni-kd-si-zamay-i

alt.

(l would not havegone)

Ne-ni-sïke na-zamtY'a batu babd-ktt- si-íus-i

(peoplewho will not/cannothelp)

alt.

batu baba-si-keba'tus-a

(d)

/-ko-|. neg tìIJepast

e.g.

A-lta-si-ka-hts-a

(They did not help)

ni ha ba-si- ka-nï íLts'a

(alúough they did not help me)

baíubabã-sï ka-ni -tus-a

(peoplewho did not help m€)

(e) e.g.

/-d-l: affiÌmativ€ subjunctìvepast (we arrived andbeganto build) Lurtite, h,-o-kal-a Waha

(0

/tru-l: infinitive

ku-rtt-a

(to arive)

ku-sa-fit-t

(not to arrive)

AJpect Signt Thereare thÌee morphemes$4ìich appeârto be inflecting morphemesand which Íe{inethe inflection by implying coDtinuingactiorÌ. (a)

/'sa-l (still; ìn the negative,no longer)

This morphômeoccüs in aflrmative primary inflections io the prejent, pâí rd firture. In úe negative it appeâÍsto be Ìestricted to the principal present inÍìexion. e.g.

(b) eg.

Ba-sa-luta

(They still teach)

A-lu-sa-zib-a

(We no longeÌ know)

The form ftazr-l Cüs! recently)is Ìegtrictedto the amrmative pÌesent. (I havejust boughta bicycle) Nïsazo-lek-a njinga niha ba-sazo-rtta

tc)

(althouú th€y havejust anived)

l-no-/ (keep on, continue) is r€strictedto the n€gative imperativq the hortativg the prcsent and past subjufttives, in which orders and requests ar€ given. Some sp€akers restÌict its us€ to úe pÌ€sent subjunctive. Sïrro-lií-i

(Do not continueto pay) (Let us keepon studyitrg) (You mustcontinueto study)

tI

M a-si- no-ba-sebelez-a

(You must not go on working for

'79

them) Musike rfiwa- no-sebez-a

(You must not go on working as hard as that)

TeÌminals Terminalsare comtitueÍfs of iúflections which occur âs suff;xesto radicals in inÍl€cted VPs. They are thus discontinuouswith ú€ other inllecting morphemes with which they combineto form inflections. The forms and distribution are as follovr's:

(a)

/-r7:negativepresentp mary tenses,savewhen thô aspectsign /-sa-l is use4

e.g.

Ea-ni-lat-i

(l don't v/afi)

cp.

Ea-tti-saJãt-.t

(I no longerwant)

: negâtiveimperativq e.g.

sì-zantay-i!

(do not go!)

si-ba-bon-i!

(do not seetheÍn!)

: negativesubjunctive!savewhenthe aspectsign /-no-/ is 'dse4 e.g.

I-si-ni-lum-i

(Let it not bite me!)

cp.

Lt!-si-rro-honona

(I-€{ us not keepon doubting)

: affrmative "occasional"subjunctive (I sometimesspeakFrerÌch)

e.g.

Ni-ti ,ti-bxlel-i siFura

(b)

/-el: hoÍtativeaDdsubjunctive present,

e.g.

Ha-la-brc-e

(Let us ask)

IIa-la-ya, lu-buza

(Let us gq and ask)

(ii) affirnative, ofa VP cotrtainirg aÍl objeotpÌ€trlx; (iii) aftertheâuxiliary/-roJ.

Sïleka-!i!

(Run!- plural) (Do notbuyl- plu.al)

Ba-bon-e!

(S€€rh€m!)

Sïba-bon-e-qi!

(Doíot seethgm!: pluÍal)

To-utwe!

(ComeandtastÊ!)

Mda-ti!

.t

Ia u-ihra! /-ile/: This is the terminal ofthe pasttens€oflh€ primary inflections A-mu-bon-ile

(Shesawhim)

Ba-íet-ile

(They havearived)

This terminal is found in a numberof other foros, viz. . nyl - as /ikel aft€r mdicalseÌÌdingiÍ /c,j, s, sh,z, ^e, (roâsted) -b?s-ize - âsl-inel afrff cf't^in Íadicalsendingin /a/ è,*

-t uìnun.ine - as /-ite/

3t

^fra -rübet-ite

cfl/.t^mradicalsendingin ,/ (kissed)

- as/-il after mdicalsendiog tn lanl aid lonl -pahan-i

(climbed)

-kopott-i

(met)

- as /azil aftü râdicals eding ií /d//, tefmiÍml l-ezíl, G€.

-katez-i

.+

-kotal-

8l

e.g.

-bofi ahezi - bonÍÌhalíle

cp.

-bonahal-

(d)

l-a,lt'teÍínirlal l-ctl occürsin all olher inflections.

(be visible)

THE BÀSIC CONJUGAÍION The following is an outline ofthe inÍlections, eachconsistingofa combiÍìâtion of inflecting morphemes,which combinewith VPs to form inflected VPs which are the predicatesofverbal clauses.The inflections are divided áccoÍdingto th€ follovr'ingcategories. l.

finite and ton-finite:

2. priÍnary and s€condary; 3. foÌms divided accordingto tenseand aspect; 4. afflÍmative and negative.

Finite lnflections (a) Primâry inflections (D PRESENTTENSE 1. Affirmative

e.g.

- principal : long : subjectprellx (sp) -d-...-í (He seesus) lYa-lu-bon-a snon:sÈ ...-lt

e.g.

(What do you see?)

U-bon-a-\i?

The principal "Ìong" inflection is usedwith vPs consistingof (a) a radicalwithout complementsor adjuncts; (b) an object pÍefix, a Ìadical and object complements.

82

e-9.

Kwa-fÍal-a

(lt is g€tting daÍk)

W-a-bu-lek-a,bucwala

(He is büying somebe€r)

The principal "short" inflection is usedwith VPs consistingof (a) a râdical followed by the interÍogative complementsttart (v/ho?)andt?t? - -tr? ($4ìat?) (b) a radical followed by an object or adverbialcomplement Bo-ez-a-Ui?

(What are they doing?)

BaJek-a nama

(They are buyiog meat)

Liiba li-jf-a kanoya

(The doveflies throughthe air)

- paÍticipial: sp-...-d (alúough they buy meat..)

niha balek-a".

- reÌative: sp-...-d (peopÌewho buy meat)

batu baba-lek-.tnama

2. Negative - principal: ha-sp-...-i e.g.

(I don't buy ÍÍeat)

fut-ni-lek-i nama

- participial : sp'sd-...-i e-g-

(ifyou don't buy meat...)

haiba mu-sa-lek-inama...

- relative : sp-slr-...-i (peoplewho don't buy meât)

batu baba-sa-lek-ìnama

83

(iDFT]TURETENSE l.

AÍfirmative

- p.incipal : spúr-...-a Ni-ta-lek-a nama

e.g.

(I shall buy meat)

- paÍticipial : sp-to-...-a (iíyou will 9o...)

haiba mu-ra-zamaya...

- relative : sp-/4-...-4 e.g.

(peoplewho will buy meat)

batu baba-to-lek-a4ama

2. Negative(The potentialtenseis used)

(iii) POTENTTAL TENSE 1 Affirmative - principal: sp.ríd-.. --ú e.g.

(t Ínight buy meêt)

Nïka-lek-a nantt

- participial : sp-/íd-...-d e.g.

(I might haveboughtmeat)

úe rri-ka-lek-anat ul - relative : sp-/.d-...-a

e.g.

C)eoplevr'homay buy meât)

batu baba-koJeka aìna

2. Negative - pÌincipal : sp-la-ri-...-i e.g.

(l shalvmaynot buy meat)

Ni-ka-si-lek-i nana

84

- paÍticipial : spÁa-si-...-i haìba bondateba-ka-si-lek-inama (if faúer will not/cannot buy meat...) - rclative : spÉ4-rr:,.i batu b.tba-ka-si- Iek-i nama

(people who will noícannot buy meat)

Some siÍ-ozi speakersprefer the us€ of an auxiliary verb construction her€, the negativepoteDtìalinflection ofihe auxiliary verb phÌase:/-fel followed by a pastsubjunctiveNi-ka-si-ke nalekanama

(I shall not büy meat)

Nihaiba bohdúe ba-si-kebalekll

(Although my faúer will rot buy meat...)

Batu baba-si-kebalekanama...

(People who will

not buy

m€at...) (iv) PAST TENSE 1. Affirmative - prìncipal : sp...-ife Êg-

Ni-lek-ile namã

(l haveboughtmeat)

- participial: sp-...-irr Nihaibabalek-ile noma...

(If theyhâveboughtmeat...)

- relative: sp...-ire Batubab.t-lek-ilenama

(P€ople who hâve bought meal)

85

2. Negative - principal : hâ-sÈri-río-...-tt Ha-nïsi-kaJek-a nama

e.g.

(I havenot bought meat)

- participial : sp-st:-Ía-...-lt Nihaibd mu-sí-ka-nït1 'a. .

e.g.

(Although you did not help me...)

- Íelative : sPsr:-fd-...-lr Batu babú-si-ka-ni-ítts-a---

e.g.

(People who did not help me...)

ASPECT (v) PROGRESSIVE l

Àfïtumative principaÌpresenÍ: sp-ra-...-d

e.g.

Nïsdlut-a

(I still teach)

- principal future : sÈs4-r4-..._d Ba-sa-tar-lek-o ama

(Theywill still buy meat)

SomeLozi prefer the auxiliary veÍb construction (They will be still buying Ba-tã- be ba-sa] ek-a nama meat)

- principalpast(ofvPs wìth inchoativeradicals')sp-Ja -i'e (TheyâIe still hungry) Ba-sa-lap-ile Participialandrelativeformsofthe aboveinflectìonsexist' 1ì.e. radicalswhìó signify stâtesor conditions that comeinto being, e g -/dp- (become nungry) 86

r"i$

2.

Negative

- principal present: ha-sPsa...d

c-s

Httaiaazuba

(I no longer smoke)

This is the only n€gative inflectioí coÍÍai|iÍrg l-sal v.hich has be€Íl noted.

{b) Secondaryinllections (i) HoRTATT!'E l. Affirmative: ha-sp-.-.-€ Ha-Iu-ya-li

(Let us aÌÌ go)

Negatìve: ha-spsi-...-i Ha-Iu-sìaw-i

(Let us not go out)

Somesilozi sp€akflsus€úe negativesubjunctiv€of the appropÍiat€ auxiliaryverbphraseheÌe. Ltr-sïke lN'-a-^r-a

(Wemustnot go out)

(iD "PRESENI''SIIBJUNCTTVE l. AÍfiÌmâtive: sp-...-e \çuli ni-leÈ-e tufia

(úat I may buy meâtì

Negative: sp-'si-...-i kuli ni-sílek-i nama

(that I may Íot buy meât)

kulí ,rísi-ke dalekanafia

(so that I ÍÌay not buy meât)

some silozi speakersusethe negativesign /-súl heÍe k lí ni-sa-lek-i nama

(so that I dÕn't buy m€at)

(iiD'PAST" SUBJLTNCTI!'E 1. AffrÍnative sp-a-...-a e.8.

(until they slept)

maneb-a-lobal-a

(i!) "OCCASIONAI" SUBJLTNCTIVT This is the term usedby CowleÍt for úe inflection of \aPsoccurring as /-ti - -te/ ^nd ^s indìcatingoccasionaÌ âction.Only theaffiÌmativeis given:Sp-.....-l

complements after the auxiliary tudicals l-nel

(lt sometimesÌains)

e.g.

As Gowleú states,this inflection is not recognisedby many sp€akers. (v) TIIE "CONTINUOUS"ASPECT l.

Affirmative

- hortative . ha-sp4ra-...a e.g.

(Let us keepon studying)

H!t-Iu-no-ikut-a

- "pr€sent" subjrmctive. sP.nÈ...-a Lu-no-ítuta

(We mustkeepon studying)

Mu-no-ítuta

(You mustkeepon studying)

- "past" subjunctiveas complementofthe Auxili^ry Radicall-kel: sp-a-naÈ..,-a e.g.

Basikeb-a-no-nw-akoJìahulu

(They ought not to continue drinking so much coffee)

2. Negative - imp€rative: sr:no-...-i

88

(Don't continueto btty)

Sïno-lek-i - "pres€ni' subjunctive: spai-no-...-a ,na-sï no-ba-sebelez-a

(you should not ke€p working for fh€m)

I{ON-FINITETNFLECTIONS (.) The inlinitive 1. AffirÍÌative : fú-...-a kuJek-a nama

c.g.

(to buymeao

2. Negative: Ã|,-so'...-lr c.g

hu-sa-lek-anamcr

(not to buy meat)

?) The imperative 1. AffirÍnative: - singular....-4 Gã

lek-a nama!

(buy meatl)

- phjÌal'....-e-4i- -a-|i èA.

lek-e-Uít\ama!

(büym€at! plural)

VPs containìngan object prefx havethe following inflections: a...-e,...-e-rli G'S

i-leka!

(Ì,uy it!)

i-lek-e-rJi!

(buy it! - plual)

2 . Negative - singular:.Íi-...-i si-lek-i!

(do not buy!)

- plúal : si-...-e-|i e.g.

sïlek-e-ti!

(do not buy! pluml)

VPs containingan object prefix havethe folÌowiÍg inÍlections :...-i,...-e-rli e.g.

si-i-lek-i!

(do not buy it!)

si-ïlek-e-Ai !

(do not buy it! - plural)

Some silozi speakersprefer to use the negative subjunctive with negativesign /-sd-l for prohibitions. e.g.

u-st-lek-i!

(do notbüy!)

AUXIUARY VERB CONSTRUCTIONS Inflected \aPsaie the simplestlype of verbal constructionwhich belongsto the constituentclâss of p.edicate.A more complicâtedverbal constructionconsists of the inflect€d auxiliary v€rb phÌas€ ln this latteÍ conshuction the two constituents are (1) Íhe inflection and (2) the auxiliary v€rb phÉse. FoÍ examplg in úe inflectedauxiliary VP, hu-to-üt ,a Úuaeala

(to comeand tastebeer)

the auxiliary \rP consistsof the auxiliary radicaì/-Ío-l (come and) folÌowed by l-to'üíea its compfement, l-utwa bl.tcwalal, an 1. -dl inflected W"r\z. bucwalal. The inflection ofthe auxiliary VP consistsof the infinitive prefix /&,J

hu-to-utA,-a

b uc xtala

...VP ...InflectedVP ...ArìxiliaryVP ...tnflectedauxiliaryVP In the i.Ílected auxiliaxy\/P, i- ú e í- sa -c-i

(it wasnot eatingmeat)

rrarrra

...vP ...Infl€ction ...InflectedVP ...Auxiliary VP ...InflectedAuxiliary VP tb auxiliary VP consistsof the auxiliary radical l-nel {was) followed by its @pleÍnetit li-sa-c-ì namal, (it not eating mea9, a negativeparticipial preseÍÍ ú.cted vP.

ôÍea numberof auxiliaÌyverbsin siÌ-ozi.Theydifer from ordinaryverbs tat the complementswhich úey require arc not obj€cts and adjunctsbut, verb phrases,the veóal constructionsof Level2. CoÍnparethe fivo of comallctional pattem involved. The constructioÍal.pâttemof the'verb /+/- objeci plefx + veÍb radical+/- complement(s)+/--adjunct(9. l-tiw- bucwala/ (tastebeer) : l-c-nanal (f€'tÍíeáÍ)

dlie

auxiliary verb phraseis:

/+ auxiliary verb + veÍb phÌase,/

9l

e.g.

l-tô -utw- bucvatlal (com€andtasteb€€r)

l-ne 'c- namal (was eâting mearJ

in the The verb phÌases,e.g. l'ülte' hü.'teolítl and 14- "ntal, both illusúated diagraÍÌs and in the examplesabove,becomecomplementsby being variously For inflected accoriling to the requtements of the type of auxiliary verb (i e an example, the auxiliary verb l'tol requ;iresa contractedinfinitive \? the infinitjve VP without its prefix /ríüJ and which is infle€ted merely by terminal vo]vel /-dl.) Hencethe complementis l-ntw-a buooalal' The atxil]€ry verb /-tel requiresa paÍicipially inflected VP which is inflected by a subject etc and a Drefix. olher inflecling morpheme.accordinglo lense aspecl the terminal vowel. In oü exâmplethe compleÍneÍúis li'sa'c'i natntl in which inflection is /sp: i-, negativeinfl\: -sa- andthe teÌminal vowel: -il' Just as ordinary verb phrasesneedan inflection, not only ofthe compÌ€mentary as an verb phÍase, but also of the auxiliary with its inflected complement' so accompanyingconstituenÍto the verb phÉse in order to form a predicate' the case auxiliary verb pfuasesalso needan inflection to b€comea pr€dicate'In jüst the infinitive prell\ / of the Eedicate: /Èr-toutrta bucvrãlal Ìhe iíÍlection is the l1}/. But in the caseof the prcdic te lïne i-sici na"ldl' which eremplifies auxiliary aüxiliary verb /-/rel, the inflection hasto be one which âppliesto both to be verb and complementaryveÍb phÌase. The complement has not only participially inÍl€cted but shown as having the same subject prefix as the ref'erto auxiliary verb as both parts of the inflected auxiliary verb construction the samesubject. Another exampÌe:Auxiliary VP:

l-na 'pil- húmundtinibítna bahrc/

92

(was living

pleasantly with

his

children) InÍlected auxiliâry VP:

apil- hünndi nibãna bahae/ ^.t-t4 (Hê úas lìving Pleasântly with his children)

The following are some of the typ€s of auxiliary radical differentiated accordingtoÌhe natureofth€ oomplementthey control. Auxiliary verb followed by an /..-al infleot€d VP (pethaps a contraot€d Íurnfitve v r r,

G.g.

(D (it

lloJ

(comeand)

l-tìlo-l

(havemme and)

(iii)

l-yo-/

(go and)

(ro

l-ilo-l

(hav€gonêto, gon€ând)

(v)

/-narro-l

(do as soonas)op.

(vt)

-sino-/

(do as goonas)

(viD

l-zo-l

(aft€r)

(t)

Líla li-ío-Istwanitè

(v)

(vr)

cp.

cp.

cp.

l-t-l

(come.,

/-yJ

(Co)

LnonJ

(friish)

/-zw-l

(coúe froÍt)

Ha-a-ío-luòona

CIheenêmyis corningto attack us) (She;s not coming to seeus)

Ma-to-botut

(You mustcomeand s€€us)

A-rìaúo-frla,

(As soonâs he had âÍrived, we greeted

lwamxlumelisa

him)

Niaino-utnsya,

(No soon€rdo I l€avethatrúe cattle go

lil@muzdzwa

ouD

a'Ih€ auxiliary radicalSin úis s€cti@ ãre lr€sted âs v€rb sli:ms.It is b€lievedúrai thei. â foÌm€Í tdminâl vowel /-al Ëminal vowel /-ol is lhe result of a coDtrÂctioÍìb€bÀre€n úd the infinitiv€ pr€fix /tüJ ol coÍí.pl.r.nmts,/-a + fru'l > lal. : h tlÌis sectionth€ aìrxilìsÌy veÍb phrasesâre in bold in exâmpÌes. 93

(!ii)

(He hasjust arrived)

U-sà-zo-f,Ía

not The inflection of auxitiaíy VPs with the above auxiliary radicals is uniform. It is statedin gr€at dçtail ií\ Gowlât' The SpecíalConjugntìonal Series.(1967) (b) Auxiliary radical followed by an infinitive itÍlected VP' (do often; as non-auxiliary - iÍcrease) l-atb-l viz. O (ir)

l-bat-/

(do neoÌly;

- seelqwant)

(iiD

l-buel-l

(do agin;

- return)

(iv)

l-ekez-l

(do again;

- augment)

(v)

l-padsJ

(do quickìY;

(vD

l-ntdl-l

(keepon doing;

hurry) - seize)

âÌe followed Ofthese auxiliary radicalsall büt /-ariJ_/'and sorúetimesit as well' with meaning by afirmative participial presentcomplemeÍts as altemaúves' equivalentto the infinitive coÍìplemeíts. (ì) Nì-alít-a futaha bea ü e.g.

(t often comehere) (We nearly died)

(ri)

NeJu-bd-ílehüshva

(iii)

Ne-ba'b.t -ile baltela mtrLn lra (They ne€Ìly fell into the rivor) (I may fell sick again) Nì-ktt-buela nikula

(i'r)

(\.)

Mutlr -b@zi htYema

(The persongot uP agam)

Ne-ba-ekezahrbulela

(They spokeagain)

Ne'ba-ekez'abdbuleld

(Ihey spokeagain)

U-pokis-izekuiesa

(He did it quickl9

U-Pakis-ízeaieza

(He did it quickÌY)

Ni-ía-Pokis-aniieza

(l shall do it sôon)

94

(vi\

Bahìmaí ba+weli tukaruna

(The boys keepon discusshg)

Bashimaniba-swelibakarltwl

(The boys ke€pon discussing)

(c) Auxiliary verbsfollowed by participial inflectedVPs of all tens€s, \iz.

(\)

l-bal

(be)

(ii)

l-nel

oo

(ìii)

/-se/

(do no4 do already)

(D Auxilìary VPs with /-rel

as auxiliary verb aÌe inflected only to the

€xtent of prefixing of vowel subjectprefix€s: to the aÌuxiliaryl'nel plus, of coursg the full pârticipial inÍlection of the compìementary VP. The tenseis past. Ne-nígt rraya

(I was walking)

Ne-nisazanayi

(Ì ,flas noÌ walking)

Ne-niutmyile

C had ,ir'alked) (l had not walked)

Ne-4isikazat&ya

0 was aboutto wslk) (I wâs not aboutto ]vaÌk)

Ne-nitazorrúy(l Ne-níkosikenazanala

(il) Auxiliary verb /-sel is followed only by affllmative- participial

complements.It is not normally infleatedsavewben it is itself part of a paúicipial complementfollowing /'rel c.9

Se-nizattar')Ìa

(Now I am walking)

Se-lusilile tubele

(ìVe have alrcady gound the corD)

Se-lutaÍtla

(W€ will soonarrive)

Ne-ni4e nizaneya

(l was alrcâdywalking)

95

Ba-se balile l tãnú

(fiey havealreadycomehere)

Ne-t i-settibaboní

(Ì had alr€adyseeÍ them)

Nise niya líúmtiena

(I am now goiíg to the chief)

(iii)Auxiliary VPs wiú l-ba - -bel arc irfifr,l,ed in the fulüÌe (l shall be walking) Ni-ta-be nizonatta

e.g.

(I shall havevr'alked)etc.

Nïta-be nízanoYile

(d) Auxiliary radioalsandverbs followed by presentparticiPialiníl€ctedVPs' (untiì; as noíFauxiliary - aírive at) l-frtel-l viz.(i)

Ulalìbeleziku-frtel-alufrta

e.g.

(He wait€d for us unül we should aÌrive)

(iì

l-tut-l

Nita-l la nimuborr.l

e.g. (iiD I ì

e.g.

(agam;

l-líl

(while;

as non-auxiliary

- retum)

(I shall s€eyou agên)

ssnon-auxiliary

- sâY,do)

A-li asabulela,kwaíaha

(While he was stil sp€aking his chiÌd

mw(m'ahae

came)

Ni-Ii ttisab;ahupula, níse

(Whilê I was still thinkiúg oftheín, I

nibdbonabalìta

sawthem coming)

B.t-li bahohãmukolo,

(They werepushingúe canoeand it

baupalelua

wastoo much for them)

Ni-sa-li niba mu14

(Ever sinceI becamea man,I have

hanisikasieza

not donethis)

Ni-sa-li nikena mrtaldu,

(Ever sinceI cameinto the housg I

hatlìsikamuboru

havenot seenhim)

96

(You will aÍÍive, or, vr'henyou a. ve,

Uaa-lì ufiÍa hwahorayani,

at that tl€e, you will seethe river) (iv)

/-na/

(keepon doing)

(v)

l-mel

(continìÌe)

e.g.

Nì-nzenisebez.,

(I go on working)

Ne-ni-nzenisebeul ÍJ-nzoumuluta?

0 went on workitrg) (Do you still teâchhim?)

U-sa-azeaanrurya

(He is still walking)

(vi)

/-s\|tÌ -l

(p€rhaps; as non-auxiliâry

Pizi ìka-s$,ar,aisaba (viD

/-tol-/(iee)

be like)

(The horsemay run away)

(notagâin; as non-auxilìary

- sp€ndúe day)

Ha-ní-sa-lol-aniezahape

(I shall nevermore do it again)

Halty'rol-i nieza

(I neverdo it any more)

(viil)

l-tuh-/

(soon.probably:as non-au\iliaí,

sÌaí)

Kifokauft, nitatuh-a niloJìta

Qt is ne2LI shall soonarrive)

U-taiuh-a alolupotela

(ÌIe will soonvisit us)

{c) Auxiìiary verbsfollowed by pre€entsubjunctiveinfleúed VPs. (i) l-bel (until) .iz (ii) /-ke/

(potentiality)

(ìú) /-lil

(intedtion)

(iv) /-te/

(untiÌ)

97

('r\ /-buel-/

(again)

(i) Auxiliary \rPs with /-áel as auxiliary verb aÌe normally inflected in the prcsentsubjunctive e.g.

Lumsebezaa-beafte

(we shall work until he ariiv€s)

(ii) VPs as complelnents lo l-kel as auxiliary verb arc normally

e.g.

inflectedin the affirmative PeÍfect (I could do it) Nïke níaze Ne-ni-henieze

(I could havedoneiD

(iii)Auxiliary VPs vr'ith /-/r7 as auxiliary are widely inflected and require a oomplementaryVP in the pr€sentsubjunctive infl€ction'

e.g.

The auxiliary \? conveysaction aimedat or attempted' (I walk in orderúat I may aÌrive) Nizanaya ku-li núle Ne-nìzomayaku-li nfite

(I was walking in oÌder üat I might arrive)

Ne-ní-li nisile Lononapaleâra (I wâs intending to cross but I was unable) Ne-ba-li bahoherutÉolo

(They were endeavouringto movethe

kono baupalelwa

canoebut they wereunâble)

Lumulibelezihr-li de

(We waited for him to come)

(iv)Auxiliary VPs with /-t-l as auxiliary €dical are inflected in the presentsubjunctiveto form a firhrÍÊsubjunctiveofthe auúliary \?' e.8.

Ba.sebez-i Ie k1ií ba-t-e

(They worked until üeY eventualÌY

baztnaye lwahae

weÍÌt home)

Zamayauyomubulelahií

(Go and tell him that he shouldgo to

4-14 alobale

sleep)

(v) /-büel-/ Nita-bael-a nilose

(I will get it rÃÌongagain)

(f) Auxiliary radicalfollowed by paÍ subjunctiveiÍúlected\rPs, ,tiz-

(i) /-t@/

(negativepotentiality)

(ii) t-tit

(iÍÌtention)

(iii) /^tw\ÍtJ

(possibility; as

non-auxiliary -

resemble) (i) Auxiliary VPs with /-f€l as auxiliaÌy radical are iÍflected in úe negativeprincipal potential and participial futurg as well as irÌ the negativesubjunctive. e.g.

Ha-ni-kn-l@naiezs

(I could not havedoneit)

Ni-ka-sïke nahalfa

(I will not, would/ not get angry)

Nìha ba-si-kebahalíía..

(Although they will rot g€t angry..)

Ne-ba-sïke bahaliÍa..

(They would ÍIot havegot angry)

..kuliii-sì-ke naziúa

(..so that I mighJnot know)

(ii) Auxiliary VPs üth /-/r7 as auxiliary râdical .are iníected in Ìh€ pr€sent. Ni-ü naqirfrla

(l am aboutto go. hlendingto go)

Ne-nïli rmzanqìa

(l wason thepoiol ofgoing)

(iii)Auxiliary VPs vr'ithl-swan-l are lnílated ìn úe poteútial. Lu-ka-swan-alwamubona

(We are likely to s€€him)

99

A-ktt-stean-aalubona

(H€ is likely to seeus)

(g) Auxiliary radical fqllowed by "occasional"subjunctiveinÍì€ctedVPs, vì2.

(i\ l4rel

(sometimes,occasiotìally)

\ii) tli - -tel

(occasionally)

Auxiliary VPs wìth l-nel al,d l-ti ' -te/ as auxiliary radicals are inflected in the present. e.g.

(1) I- e iaeli Nja ine ilxmí bapoíi (1i\ Ni-ti nibulelí siFaÌo

(It occasionallyratuts) (The dog sometimesbitesúsitors) (I som€timesspeâkFrench)

Th€seconstructionsdo not se€ÍÌrto be g€trerâllyrecognis€d.

THE VERBÀL CTÁU'E AND SENTENCÉ The clause as a constr'uotionconsists of a subject and â predicate. The constituentof subject is optional but that of pÍedicateis compulsory.ln verbal clausesthe predicateis eitheran inflectêd\rP oÌ an inflectedauxiliary VP. Th€re are as many t'?es of claus€as theíe are major t]?€s of inflection. Thus theÍe aÌe principâL participial, relative, hor{âtive, subjunctive, infinitive âíd imperativeclâusesdiff€ting from eâchoiher ií infleotion. Sentences,the units of utterencg are úade up of combinations of claus€s. Statemeotsand questionsno.mally contain principal claus€sas their íucleus and this nucleus is often exlended by paúicipial or subjunctive clauses. HoÍative and imperative sentencescodâin clauseswith these inflectioÍs âs their nucleusand they arc often extendedby subjutrctiveclaus€s.

100

(âd Sentencesmay consistofprincipal claus€sjoined by the conjuÍÌctiYes/t" t}Len),lkonal (b.uit),líed Out), /Éap.t/(oÌ) andothers' e.g.

UÍelizemusebeziN,ahae

(He finished his wo* in the fields and

,nwanmsiml mi ukúeü

Ìr'enthom€)

kí,ahae Niufi,ile kono haniurwítíti

(I haveheardbut I do not undêrstaÍÌd)

Neniboni tapi íela

(I savr'the fish but I did not catchit)

nenítihoisteola Lrkayaha ndu kaPa

íAre we to build th€ houseor go to till

Itrksyolirrro?

the Ìaíd?)

Haasebai kuzwaíohaltkoni

(He doesnot work andther€fore

kuíepa luboti lwahae

cannotsuppoÍthis family)

and Sent€ncesmây consist of combinationsof pdncipal or imperativeclauses participial cìauses.The latter aÌe often introduced and linked to the principal (iÍ)' clausesby conjunctivessuchas the following: /'a-l (if'wha), lhaibal lnihal (altlnugh), lnihaibal (although),/pttil (while), lkahal (beause) Ha rrhazibí nüakubuIeIela

(lfl do not know how can I tell You?)

crra|i? Kaha n lihoni dnitusizÀ,

(Becauseyour fiiend h€lPedme, I

úilalsflrsa níweno

shall help you also)

s-

Pìli asozaíraya,ubotutni

(Wlile shewas still walkin& shem€t

!s

úìyena

him)

s.

Niha huli otalo, usakona

(Although tl|at is the casq he is still

t5

* usebezamasebazi wahíte

ableto do his work)

IJsikewaeu lilúa, ha

(Do not makea nois€whil€ he is

asabalela

speaking)

Sentencesmay consist of combinationsof principaÌ or imperativeclausesand suqiuncliveclauses.These combinationsoften con\el, conseculiveaclion Present subiunctive inJlection follows prcsent tense signs. Past subjunctive infìectiongeneÌalì)lollowspaslândpotenliaìformsì Iíuíe. utalife ha usali tommca (Study and be educatedwhile you are e.g. still young) Utalunolela

(He will [Tite 1ous and inform us

al uzibìsebuoilo bwabahesu

aboul our relativ€s' health)

Utalunolelalinolo

(He will write lettersto us andwe

Iute lutabe huliamahela

will be gladto getthem)

Nikakuma|ìsanil svjale

(I can chaseand catchyou)

Haihd noha ilubona.

(lf the snakeseesus, it couÌd swim ío

ikatapela lcwanu.ralaluma

us andbiteus)

Wasebeza

(He works until he finish€shis woÌk)

,fidneafezefiusebezivahae (lna asebeza

(He workeduntil hefinishedhis work)

maneafezamusebezìYtdhae Nive ele monefiite nikute

(Wâit for me until Ì retum)

LInaanívemezimanenakuta

(I-[ewaited for me üntil I retumed)

Folofoto iboni íau

(The buck sâwthe lion andthen rân

cwalelasaba

away)

rnaking up the 'Each clâuseis underlinedto show the djtrerflt cÌauses line. úe second on new clause begins up t\{o lines a tâkes a sentence 102

.

Chapter 3

IDEOPHONICCON'TRUCTIONS Not many sil-ozi ideophoneshave been re€ordednor do the conshuctionsin which ideophonesoccur âs constituentsfigure in th€ literature. The following are somerandomexamplesof ideophones,in somecasesÍeduplicated. cupw. ngumbwLttpwi

(falling into water) (going awayfor good) (walking in water) (being sour, of liquids)

mbílu

(paddlingfast)

nga tlga hga

(shivering)

ngaa

(biting)

tlgo, tuü, twi

(keepingquiet)

nyamenyame

(disappearing)

pululu

(beinggrey in coloü) (looking round speechless) (beingbright)

wiukaht

Oeing dark) (falling down)

yaht

(seizing)

yubu

(splashingof water)

h appearsthat ideophonicpkas€s analogousto inflected v6Ìb phns€s but very üfferent from them in style are conshuctedaccordingto the following pattern: ideophone+/- complemen(s)+/- adjÌrnc(s)

culu kwahuhMa

(going off for good to the white man's counlry, (falling iíto the riv€r)

Ideophonicplrases are normally found as constituentsof auxiüary veó phrases with radicaÌ /Jil. Theseauxiliary \?s are inÍlected aÍÌd form the predicatesof claus€s. e.g.

Licwe neli-ü tup$,i nnrana*4r (The stonefell into the rivei) Naaile a-li cah kwaúulít ttd

(He had goneoff for good to the white man'scountry)

Bazanaya mwamezìba-ri

(TÏey are walking in the water,

cupwa cupwa

splashingalong)

Mabisi a-li 4,aa

(Th€ milk is sour)

Uhaize a-ü tua

(He kept quiet)

Kuza a-li ,tgo!

(Keep quiet!)

Naalrettimu,anduakuzaa-ri Íri (He aameiÍÍo the room and kept quite qulet) Naakeniuwandu. Kiha ase

(He cameinto the house.That is when

aina, alit*i

he satdown quietÌY)

Naamulurnilea-li ngaa

(He bit him)

Foloíoto neinmtai-Ii nyantc

(The buck ran awaS disappearinginto

,rydnte

the distance)

Naawile a-li wuluktltü inge

(He fell dowÌÌ,heavilylike a tree)

kota Mukalo noumatauJi mbilu

Q{e was paddlingthe canõestrongly) (l hecanoewasgoing very fâstì

Lizazi li-li ôraa

(The sun is bright)

NaaJuluhamukoloa-linãilr

' TheauxiliaryveÈ phrasesconsislingoflJil ãìd ideophonicptrasesascornplernens in úis secÍion. aÌein bold in €xamples t04

Btcihu bu-ü wi

(The night is dark)

Mezi ã-li yubu mxtapiza

(The water is splashirìgout of the pot)

Nja neikenifiú,ondu,yafta

(The dog enteredth€ house!drew near

íanarna,ya-li yakü harreno

to úe m€at, and seized it with his teeth)

Ideophonicphrasesmay, however,function as predicatesin ideophonicclauses. e.g.

Mwtn'aka culu kwabakuwa

(My child went off for good to úe white mân's countrv)