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AUXLANG  November 1999, Week 2

AUXLANG November 1999, Week 2

Subject:

Accents and POS marking

From:

Kjell Rehnström <[log in to unmask]>

Reply-To:

[log in to unmask]

Date:

Sat, 13 Nov 1999 08:53:37 +0100

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (202 lines)

I shall talk about Interlingua that I know best. I think that comparisons=
 with
Occidental can be made when necessary. =
 
 
The most frequent verb forms in Interlingua are probably the present and =
the
past. If so, the verb forms that the reader will most often see are such
ending in -a, -e, -i and in -ava -eva -iva. In Interlingua grammar I am d=
oing
- at present for my own use but I shall test it on others and see if they=
 like
it, and if so I shall contact a publisher and put it on the net. In it I =
use
the verbal present/imperative stem. So a verb like _live(s)_ will appear =
as
_'habita_ (which gives the reader the information that the accent is on t=
he
first syllable in the present tence and in the imperative. In conventiona=
l
dictionaries the Interlinguan will have to read on and go to a note (if i=
t is
there) to indicate the stress in other forms than the infinitive that alw=
ays
falls on an -r syllable.
 
I will have a chapter of _how to decide which ending_. Often you can do t=
hat
starting from an international word in Swedish: _demonstration_ gives the=
 
Interlingua verb _demonstra_. _inskription_ is without a vowel so the ver=
b is
probably an -e verb: scribe. _audition_ (which we have borrowed from Engl=
ish)
stems from a verb _audi_ (hear(s)).
 
Le professora demonstra le scientia de su marito. =
 
Le svedese scribe un epistola al anglese.
Un sami audi le sonitos del natura. =
 
 
In principle both Interlingua and Occidental can use to ways of POS marki=
ng.
By the place in the sentence and by the words surrounding the verb or the=
 
noun. I must honnestly say that I have never had any problems understand =
what
is verb noun or adjective in interlingua. And remember that I am NOT a na=
tive
speaker of a Romance language. I have used lots of energy to try to learn=
 
Latin, to be able to read French (in school) and Spanish (of my own free =
will
- so I am more at home in Spanish - reading). =
 
 
But back to Interlingua. There is no difficulty to guess if I would use t=
he
words in the examples above as verbs (just experimentwise as they have no=
 
meaning as such:)
 
Le demonstra professora le scientia de su marito.
Le marito scientia le professora de su demonstra.
Le scribe svedese le epistola al italiano.
Le audi sami le sonitos del natura.
 
In the sentences above _professora, scientia, svedese, sami_ would be ver=
bs,
and that is quite obvious, whereas le demonstra, marito, scribe, audi_ wo=
uld
be nouns. They are marked as such by their position in the sentence and t=
he
words surrounding them. =
 
 
As for accents in Occidental I dont think they have to be used even in -i=
ta
and -ite except for dictionaries and teaching texts. In Swedish we have a=
 word
that means _carried_ if it pronounced with the tonic stress (grave accent=
,
accent 2) and _the cage_ if pronounced using the _one-syllable stress_. (=
acute
accent, accent 1). Mostly you will know what the word means. =
 
 
(Back in the seventies I read a book by the celebrated Swedish writer Per=
 
W=E4stberg (Sp) entitled _Luftburen_. and at first I understood it as _Ca=
rried
by the air_ but later on I realized that the correct understanding was _T=
he
Air Cage_ and so the title was rendered in the English translation!)
 
I don't think Occidental will run such hasards if one drops the accents!
 
Cause if you use accents in ordinary writing then the learner does not on=
ly
have to remember that when a word is a noun ending in this or that way it=
 has
to have stress. But he also has to remember to put the mark. =
 
 
Questions: Is the fact that you have to put accents over some words in Sp=
anish
making it easier for the castillanos to write them, or does it mean that =
the
correct putting of accentuation marks also shows whether you are "educate=
d" or not?
 
Fusion between Occidental and Interlingua
When the Occidental people are publishing a magazine which is bigger and
better than that of Panorama in Interlingua, and if both then publish an
equally good weekly, on sale in all places where your favorite magazinse =
are
sold, the two languages will make a fusion, whatever purists and academic=
ians
will say. =
 
 
In Russian for instance, stress can fall anywhere. There are rules, but t=
o be
able to stress exactly in Russian makes you a good speaker of Russian. If=
 you
don't it will always show you are not a Russian. But they don't have acce=
nt
marks. Guess why. Because it would be too difficult.
 
When I began learning Interlingua I cam across some opinions of Gode's th=
at I
found very repulsive, but as I thought the language was fine, I didn't mi=
nd.
Then when I came out into the net and read a lot of things the enemies of=
 
Interlingua wrote about Gode this was still no problem, because that was =
a
religios war and nothing to do with langauges. Because if the Devil himse=
lf
had made Interlingua and then left it, I wouldn't care less. What mattere=
d to
me, and stil does matter, is how I think the language works. =
 
 
Let ut, for discussion's sake imagine that a professor Profesorski invent=
s an
international language called _demoglossa_ and if we suppose that I think=
 it
is very good, every person with a highschool education or those who have =
gone
through the comprehensive school in the countries of the European Union c=
an
understand the language and learn it in a very short time. I would then n=
ot
abandon such a language just because professor Profesorski was a paedophi=
le,
abused his wife and was a shoplifter, a racialist and a rapeist, provided=
 that
his language was good. =
 
 
People, even in South America are still Christians despite the fact that =
the
first Christians there murdered and killed and raped in the name of God
allmighty. And from a Christian point of view we could say that the nucle=
us
was good, and that people could see this despite the fact that the first
propagators were sinners, who hopefully were fried in Purgatory for a dea=
sent
time before entering paradize. =
 
 
Or the other way around. If we have better alternatives, should we then
embrace an insufficient langauge only because its inventor was a very nob=
le
man who wanted any kind of luck for the whole Humanity? And I say again. =
No,
what counts is the langauge. If I think the language is good, then OK, by=
 all
means. But if it is bad, then it doesn't matter that the author was the M=
other
Theresa of auxiliary languages!
 
So when they try, in some quarters, to attribute one or other bad feature=
 to
the authors of their language competitors, that is religious warfare, and=
 
should not impress the really thinking audience. What counts is the langu=
age
itself, how easy it is, if it makes what the propagators say it does. If =
it
doesn't deliver, then drop it, as one would do with a car that doesn't me=
et
one's demands.
 
On the other hand: If the author were a Mother Theresa of auxliary langua=
ges
and the language itself were quite fantastic. Then, BINGO!
 
Filosoficmen/Philosophicamente

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