|
REFRENCES
|
| Alemchib, M.
(1970) . . . |
A brief
hostorical account of Nagalnd. Naga Institute of Culture, Kohima.
|
| Barua, D. (1969)
. . . . |
Nagamese in to
Anglo-Hindi-Ao. Mokokchung, Nagaland.
|
| Bloomfield, J.
(1967) . . . |
"Literature and
illiterate speech", Langauge in culture and Society, ed. D. Hymes, New
York, pp. 391-396.
|
Fishman, Joshua,
C.A. Ferguson and Das Gupta (eds.) (1968)
|
Langauge
problems of the developing nations, New York. |
| Garvin, P.
(1967) . . . |
Standard
language problems-Concept and mothods", Langauge in Culture and
Society, ed., D. Hymes, New York, 1967, p. 521-523.
|
Von Furer
Haimendorf, C. (1939)
|
The naked Nagas,
London. |
Hall, Robert.
A.Jr. (1966) . .
|
Pidgins and
creoles. Ithaca, New York. |
| - (1972) . . . |
"Pidgins and
creoles as standard langauges", in J.B.Pride and J.H.Homes, (eds),
Socio-linguistics, Harmondsworth, pp. 142-152.
|
| Hutton, J.H.
(1921) . . . |
Sema Nagas,
London.
|
| Hymes, Dell
(ed.) (1971) . . |
Pidginization
and creolization of langauges, Cambridge.
|
| - (1967) . . . |
Langauge in
culture and society. New York. |
| Bh. Krishna
Murthy . . . |
"Problems
of standardization in Indian langauges", paper presented presented in
a workshop on Indian Institute of Advanced Study, Simla, May
5-12, 1973. Cyclostyled.
|
| Redifield,
Robert (1956). . . |
Peasant society
and culture, chicago.
|
| Sreedhar, M.V
(1971) . . . |
A phonetic
reader of Naga Pidgin, Mysore; cyclostyled (A revised and enlarged
version under preparation).
|
| - (1973) . . . |
"Function of
bilingualism in Nagaland", a paper presented in a workshop on "Social
stratification and langauge behavior", Indian Institute of advanced
study, Simla, May 5-12, 1973.
|
| - (1974) . . . |
Naga Pidgin : A
sociolinguistic study of inter-lingual communication in Nagaland,
Mysore. - A reference grammar of Sema, forthcoming.
|
| Valdman, Albert
(1968) . . |
"Language
standardization in a diglossia situation : Haiti", Language
problems of the developing nations, ed. J.Fishman et.al., pp. 434-445.
|
|
| |
APPENDIX 2
|
| 1. |
PHONOLOGY:
|
| 1.1. |
Vowels
|
Six vowels are
set up in this language. All the varieties studied also show a six-way
opposition with the vowels. The main issue in the case of vowels is
not the availability of six vowels with all the varieties, rather the
instability of the vowels, i.e., while uttering the same word, a
person may alternatively use two different vowels, which same word, a
person may alternatively use two different vowels, which are otherwise
phonemic, for instance, the word for ‘bed bug’ may be pronounced
either as orus or urus, even though o/u show opposition in many other
words and hence distinct phonemes. There is nothing unusual in the
alternation of a phoneme in a word with another phoneme in the speech
of the same person. For instance, in English, the under mentioned words
are pronounced using either of the phonemes and both are acceptable.
|
| |
i/e
ekonomik/ikonomik ‘economic’
i/ei direkt/deirekt
‘direct’
d/dz edukat/edzukat
‘educate’
ft/f often/ofen
‘often’ etc. |
The major
difference between a language like English and the Naga Pidgin or for
that matter any Pidgin/Creole situation, is in degree, in that when
compared to the developed languages, the variation may be found in a
far greater extent in Pidgins/Creoles and may even cover a major
portion of the lexical items. The variation found with the vowels in
this language has to be controlled at the lexical level by
standardizing the spelling pattern through a dictionary. In view of
these, the six vowels found in all the varieties are set up for this
standardized one also.
|
| 1.2. |
Consonants:
|
| It was already
mentioned in the introductory chapter that one of the objectives in
undertaking this exercise is to take advantage of the wide spread use
of the Naga Pidgin in all informal situation across the entire length
and breadth of Nagaland, for initial literacy, followed by a smooth
change over to the state and national literacy, followed by a smooth
change over to the state and national languages. Every school going
child has to learn English and Hindi at some stage or the other. It
would therefore be advantageous to the Naga children to have at least
the ability to pronounce the important significant sounds of English
and Hindi. And this advantage could be achieved by incorporating in
the standardized Naga Pidgin, such significant sounds that are
considered important from the point of view of the functional yield
of opposition and also found in some of the varieties of the Naga
Pidgin. |
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