ERIC Number: ED429455
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Creole Genesis and the Acquisition of Grammar: The Case of Haitian Creole. Cambridge Studies in Linguistics; 88.
The research reported here focuses on the cognitive processes involved in creole genesis: relexification; reanalysis; dialect levelling; and parameter setting. The role of these processes in creole genesis is documented in a detailed comparison of Haitian Creole with two of its major source languages: French, its main lexifier language, and Fongbe, one of its West African substratum languages. Chapter topics include: the complex process of creole genesis and linguistic theory; cognitive processes involved in creole genesis; background and methodology of the current study; functional category lexical entries involved in nominal structure; the preverbal markers encoding relative tense, mood, and aspect; pronouns; functional category lexical entries involved in the structure of the clause; the determiner and the structure of the clause; the syntactic properties of verbs; relexification of derivational affixes; concatenation of words into compounds; parameters; an evaluation of the hypothesis; and theoretical consequences. Appended materials include a list of available Haitian Creole texts from 1776-1936, notes on phonemic inventories and orthographic conventions, and a sample of non-matching derived words in Haitian and French. A list of abbreviations and indexes of authors, language/language families, and subjects are also included. (MSE)
Descriptors: Affixes, African Languages, Cognitive Processes, Comparative Analysis, Contrastive Linguistics, Creoles, Determiners (Languages), Diachronic Linguistics, French, Grammar, Haitian Creole, Language Patterns, Language Processing, Language Research, Linguistic Theory, Nouns, Pronouns, Syntax, Tenses (Grammar), Uncommonly Taught Languages, Verbs
Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211; Web site: http://www.cup.org ($74.95).
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A