By: Jessica Peña
Summary:
research is the use of clitics in the everyday speech of students letters. Where at first presents a theoretical framework that helps explain the use of clitics in morphosyntactic use speech. Then as the second item will present a state of affairs which will play the most important points about the use of buildings "Se" + Word "Me" + Word and "Te" + Word in Salvadoran English in the speech of students UES-FMOCC LETTERS. In addition as the third item would address the mythology of study for completion of fieldwork. This is done in two phases: 1) writing the conversations, 2) construction of the theory.
INTRODUCTION:
This paper tries to explain the use of buildings "Se" + V, "I" + V and "I" + V speech of young people in their everyday speech to refer to things that are around, for which we used a series of interviews that were applied to a particular sector students.
Research conducted for the area of \u200b\u200blinguistics called sociolinguistics, where he investigated various functions that can be a clitic in such statements in a conversation.
Therefore, to understand the syntactic functions of pronominal clitics and clitic means all pronominal forms that function as indirect object in a sentence. This type of pronouns go before the verb in a sentence.
(cf. Villalobos Gamboa & Alfaro, J. (1996): 83)
pronominal These forms can be classified into tonically which are introduced by a preposition, such as me, you , etc. And unstressed form not otherwise have preposition and relative pronoun is, me, you , etc.
These usually appear on reflective prayers, which saved agreement subject clitic. For example:
(1) Blue Beard shave. ORD
(2) You clean your fingernails. ORI
(Villalobos & Alfaro Gamboa, J. 1996:84)
In the first the clitic "se" serves as the direct object and the clitic example two "I" functions as direct object the subject.
I) PROBLEM:
words undergo changes depending on the social stratum of origin of the informants as some of the features of sociolinguistics, these can provide a level morphology.
According to most authors the use of clitics is given in colloquial speech is widely used by speakers of rural El Salvador. Therefore, we will study the use of clitics in the speech of young LETTERS Department of UES-FMO in Santa Ana since this is often replaced by other words but with his own use. Research focusing on finding those words as well as new applications are given to clitics.
II) THEORETICAL TREATMENT OF THE TOPIC.
Mary Cowboy Ramírez argues that the plurality of the indirect they disappear when this becomes clitic SE, upside down. Plurality brand recovers lost in direct object clitic, resulting constructions or di, rather gave it (the book, to); they are delivered; be taught, etc. . This anomalous construction is equally ambiguous, does not identify which of the corresponding complements the plural marker expressed on the surface.
(cf. R. Vaquero, M. (1996): 19)
Moreover, Lemus S. (2005) argues that clitic may precede or succeed the verb. When they precede the verb are called proclitic, these are written as a separate lexical item. When they happen to call verb enclitic , are directly concatenated with the verb form a single lexical item .
(Lemus S., 2005:37)
Lemus S. proposed that three types of clitics:
The first type is accusative clitics, such as me ( 1 ° PS), you (2 ° PS), (2 ° PP).
The second type is the dative clitic, eg me ( 1 ° PS), you (2 ° PS), you (3 ° PS), them (3 ° PP).
The third type are the clitic reflexive such as me ( 1 ° PS), you (2 ° PS), (2 ° PP), is (3 ° PS) are (3 ° PP).
(Lemus S., 2005: 37 & 38)
III) TREATMENT SPEECH TOPIC SALVADORAN
1.3 Using clitics in construction: "Se" + V, "Me" + VY "I" + V in El Salvadorian English morphosyntactic based.
sentence constructions that have pronominal clitics in Salvadoran English have been studied in two ways: first substrate that supports the theory that the indigenous languages \u200b\u200bof the Americas have influenced English. In this way are the following proposals:
Salvadoran In English there is a possible influence of Mesoamerican languages, in space and the Lenca Pipil where you can see a great influence syntactic greatly in colloquial or vulgar language that appear in various phenomena. One of these is the doubling of clitics. In addition invariably live by "lo", and employment even with intransitive verbs, eg
I see him / I see him, I see the book / see the book. This phenomenon does not occur in any variety of English monolingual given this combination of more verb clitic accusative and an intransitive verb.
(Lipski, 2000:7)
Moreover, LIKSKI (2000) argues the clitic "it" can be found in combination with transitive and intransitive verbs, eg
EL SALVADOR- -Pipil (BARATTA V. 2, 611; DEODANES 1972: 1-4)
already me what I my home
say what nació en Belén.
EL SALVADOR--LENCA (BARATTA 1959: 342-3):
Tan bonito que te lo sois con esa tus naguas juajiado, te lo pareceis mi calabazo con su correa amarrado...
(Lipski, 2000:8)
But the second theory that addresses the issue raised is Andalucista that American English is influenced by the English spoken in Spain (Iberian Peninsula .)
This means that the approach of R. Henríquez (2001) which suggests that many archaic expressions of English from the Iberian peninsula is characteristic of the speech of the Salvadorans, but with the structure of "SE" + "ME" + V, unlike the English Iberian construction is "ME" + V as are denoted in the following example:
- I find it / I think
(Henríquez, J. R., 2001: 32)
Moreover , R. Henríquez suggests that another feature of the Salvadoran English is the use of possessive pronouns in constructions with adverbs "SE" + V. For example:
- He did before him, sat around him.
(Henriquez, JR, 2001: 32)
this feature also occurs in the interrogative sentences preceded by an adverb of negation, this is in the types of clausal constructions:
- NO + "ME" + V
- " What, me of the time?".
- NO + "TE" + V
- " What, you say it to you?".
(Henríquez , JR, 2001: 33)
On the other hand, L. CANFIELD (1960) presents the sentence construction "SE" + V clitics presented in rapid phrases spoken by speakers interviewed. As shown in the following examples:
- oil sold twenty-six.
- ice is shot grass.
- It looks very green this afternoon, right?
- He hid the sickle to the stinking water.
( Canfield, L., 1960:52-53).
On the other hand, is the study by Palacios (2002) argues that one of the regarding morphosyntactic pronominal system is also widespread use throughout Latin America including The English spoken in El Salvador is the + V is the by + V it like is I told> 'I said this to them.
This phenomenon occurs because the indirect object form is is invariable and can not bear the mark of the plural pronoun is the direct object, what , which has the features of number, in this way the speaker explicit the plurality of indirect reference.
(Palacios A., 2002:6)
In this study, although the author does not show it gives the building "IS" + LOS (LES) + V in the prayers he has studied.
IV) METHODOLOGY OF STUDY.
- Unit study.
The investigation was called the use of clitic constructions in "SE" + V, "ME" + VY, TE + V in El Salvadoran English in the speech of students UES-FMOCC LETTERS. This is to publicize the use of clitics in the speech of students in the Bachelor of Science Language and Literature. Where they seek to create a new theory on the use of clitics in Salvadoran talks based on the theories that have arisen in the state of affairs, but this study differed from those proposals because they will be held in an urban dialect zone.
- Profile of informants.
Informants are juniors and seniors in the Bachelor of Science Language and Literature. In total 16 people are involved in different conversations recorded, of which there are 10 women and six men ranging in age from 19 to 25years.
- data collection technique.
The instrument used in research is direct observation. Where is taxed several conversations to get the information needed to explain theories on the subject chosen. This information will serve to confirm or refute the theory to form a new one.
V) data analysis: theory formation.
This section is divided into two phases: the first is to write the talks taxed and the second in the content analysis to form the theory.
- PHASE ONE: GIVE TALKS .
- Conversation one: conversation between two letters Student Teacher: Sylvia and Rafael.
Silvia: It's very cute so children understand things ... ... this is good book ... ...
Rafael: ... Has many books
Silvia: if you have a wonderful book.
Rafael: That is very easy to read in minutes
Rafael: of course you remember a while ago made him a tribute declaring the week of reading and Claudia Lars Salarrué ....
Silvia: But time never you government recognized of his time not gave help . It was long after he known as a painter, sculptor and writer.
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... . Silvia
: the narrative is pretty
Salarrué Rafael, is hilarious
... ... ... ... ... ... ... ... ... ..
Silvia: to tell the children must use good accents, when you tell their stories.
Rafael: the story of the Periquita .... It contains many things both ways. Like when he says, the rooster has two schools and Dad have a centennial of chickens ... .. but after Periquita accuse of stealing those chickens and police it takes prey, but is shows while were hers.
Silvia: but that me looks funny double meaning not , that thing that makes it attractive for many people.
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
Silvia: Salarrué have several books like "Tales of clay" and "Tales cipotes ", the latter I think which has the most humorous, although it is fiction ... ... ... ...
Rafael: I agree with you.
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
- Conversation two.
Luis: Hello girls and them was at work. Jessica
: me was wrong because I have a five note.
Luis: and you Alba.
Alba well.
Alba: How do you was Diana?
Diana: well but will improve for a better job.
Alba: didi than good.
Diana: and Luis you how you was ?
Luis: not because I came late and I gave .
Diana: then what are you going to bring.
Luis: if but for a while.
Monica: "les waves that" there today.
Luis: nothing, here commenting on the results of the work.
Monica; But that martyrdom for that, it would be best if we are to have a parcito of Chevis.
Luis: not a bad idea, but you girls are saying.
Alba: go with them but we will not take.
Monica: Let's go then.
- Conversation three:
Jessica: Hey girls, how are you?
Karen: well.
Kenny: well. Claribel
: good.
Standard: good and how are you?
Jessica: But how will was in his statement?
Standard: not well.
Jessica: why do you ask?
Standard: All the expo was well prepared and executed but we are under the note because according to Mr. Do not touch some key points that I hope were not in the parameters given for the job.
Jessica: that's not fair because they had not said those parameters.
Standard: but if not is the invented.
Karen: Lic Only things that for one does not work out. Jessica
: take what easy, just make sure you organize better and give no room for them down note.
Kenny: But Jessica, Mr. Even if you do what always gets calls her things to spoil the work we do.
Jessica, then play the same game, when exposed to innovate in some respects that he has no why complain. Claribel
: You're right, if we innovate at all can not have excuses to lower the note.
- fourth conversation
Luis: Hey little girls, how they going?
Standard: more or less, and you. Kenny
: regular and you.
Luis: Here carrying the , how they did with the purchase of the book Ayala?
Kenny: you to believe that Mr. He and obligation that we buy the book.
Luis, was very expensive but if you could make copies.
Standard: Why would not be harmed Mr. copyright.
Luis: That's wrong because if the book is very expensive and could get back and save a few pennies.
Norma: You're quite right but we had to do.
- Fifth Conversation:
Roberto Hugo: Hi Lulu how are you going with your Expo curriculum.
Wendy: Well here reading a lot to do tab.
Roberto Hugo: But not you downcast all you will be okay.
Manuel: Hi Hugo and Wendy.
Wendy: Hi.
Roberto Hugo: Hello, is there?
Manuel: I'm looking for Alex to give you shirts, for the stamped, You guys have seen?
Roberto Hugo and Wendy: No.
Manuel: I come another time.
Wendy: It always goes away.
Roberto Hugo: by ratitos is see and disappears other times.
Wendy: Always do the same.
Marvin: Hey, what are you doing? Wendy
: Finished reading this material.
Roberto Hugo: I here to entertain the Lulu to not bored, "Gordo are you doing here?
Marvin: I am looking for Jennifer, "is he seen?
Roberto Hugo: In the cafe I saw a few minutes ago.
Marvin: I will fast for there we see.
Roberto Hugo: This chubby, just looking for his blown walk.
Wendy: This is love, Hugo.
- PHASE TWO: BUILDING THEORY.
In the first conversation building appears "is" + le + v where according to Lemus S. We use the presence of a dative clitic assisted particle "se" as an emphatic marker, we also use the same clitic only in the plural form "them." In this same conversation uses the reflexive clitic "se" when he reflects that at the present time Salarrué is highly recognized and known throughout the country. It also identifies the "is" + v "is" + the + v, "me" + v.
Moreover, in conversation two construction appears "NO + ME + V" Henriquez said to appear in interrogative sentences, but in our study appears in indirect reflexive sentences. It also identifies the construction "te" + v.
also in conversation three can observe the following findings: listed buildings "les" + v "," lo "+ v, ie a reflexive clitic as raised an interrogative sentence Lemus S. (2005) and Henriquez (2001). In this conversation we identify a new construction "is" + the + v and a verb with clitic built, ie one enclitic.
conversation appears in the fourth building "les" + v "is" + the + v, "is" + v and a verb with clitic incorporated.
On the other hand, in the fifth building appears conversation "te" + v "in sentences where the clitic subject circumstantial" I "in the second person singular is reflective and is postponed to an adverb with what contradicts the theory Henríquez (2001). So here we add the following postulate: the adverb everything comes before the pronoun "I" in a subordinate clause circumstantial. It is also found another contribution is the use of enclitic "give you " this point have not played other theoretical scholars the Salvadoran English, but as seen in the shows this use is characteristic in the speech of young people. Constructions are also "no" + I + v, "te" + v "is" + v.
VI) CONCLUSIONS:
The investigation of the use of clitics in the speech Salvadoran students LETTERS gives us a very important theoretical contribution is the use of enclitic, this phenomenon was not found in other research we have consulted. In addition, construction has been found "SE" + V, "ME" + VY, "TE" + V have identified all the talks but there are others as "les" + v, I + v, + the + v, lo + v, v me + not + is + the + v.
VII) REFERENCES:
C anfield, L. (1960): "Remarks on Salvadoran English . Philology 6.
R. Geoffroy, P. (2004): "Language Salvadoran / the English spoken in El Salvador "IPR issues, San Salvador, El Salvador.
H Enriquez, JR (2001): general observations of English in El Salvador . In "Salvadoran English studies, published in San Salvador: Ediciones Maquilishuat.
Lipski, J. (2000): "English spoken in El Salvador and its importance to Hispanic dialectology." At The Pennsylvania State University.
A. Palacios, A. (2002): "Varieties of English spoken in America: an educational approach. disk in digital version II OF CILL-FMO.
Lemus S., JE (2005): English clitic pronouns: a linguistic and mathematical analysis. Posted in the online magazine of the University of Arizona, USA
Cowboy R., M. (1996) "English America II: Morphology, Syntax and Lexicon." In Latin American Dialectology, Salamanca: Almar, SA
G. Villalobos, M. & Alfaro, J. (1996): "Grammar of English , San José, Costa Rica: New Decade.
