Please use this identifier to cite or link to this item: http://hdl.handle.net/11707/4609
Title: A Study of the Phonological, Morphological and Syntactic Processes in the Standardisation of Limbum
Authors: Nforgwei, Samuel Tabah
Keywords: African Languages
Niger-Congo Languages
Atlantic-Congo Languages
Limbum
Issue Date: 2004
Publisher: Université de Yaoundé I
Abstract: Limbum, an Eastern Grassfield language spoken in the Nkambe plateau of Cameroon demolistrates marked dialectal differences, which are cleayly distinguished at the levels of phonology, morphology and syntax. These differences block standatdimtion as every dialectal region has its ow11 orthography. This work is an attempt to harmonise these orthographics into a single standard norm by comparing and contrasting the dialects-Northern, Central and Southern using varied acceptable linguistic analyses relevant to language standardization. Of special interest at the level of phonology are consonant and vowel contrasts, syllable structure - where we specially show that certain consonant clusters demonstrate features of extra - syllabicity; tow, and basic phonological processes form the foundation for a multidialectal and standard orthography design. We have also included amongst other morphological elements for analyses, sufficient treatment of various forms of reduplication, numerals and adjective morphology. Similarly, syntectic analyses show that the language allows various movement transformations such as topicalization and relativization. These analyses also help to show that logophoric pronouns and passivization are not features of the Limbuni language. At each level of the analyses standard grammar rules have been proposed. These grammar rules are finally represented in a simpfified and nonlinguistic way called pedagogical grammar. This approach provides the mother tongoc (MT)te acher and language learners with information sufficient enough, to construct learning activities especially as each grammar item prcsented is followed by well selected drills and answer keys. This would facilitate pattern practice, internalization and general performance. This brings to focus the pivotal role of pedagogical graniniars in Language standardization processes.
URI: http://hdl.handle.net/11707/4609
Appears in Collections:Dissertations (restricted access)

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