Affiliation:
1. The Hong Kong Polytechnic University, Hong Kong
Abstract
Aims and objectives/purposes/research questions: This study investigates how the perfective/imperfective distinction is encoded across various ethnic varieties of Namibian English, with a specific focus on progressive -ing, simple verbal forms, and used to. Design/methodology/approach: The sample involves 158 Coloured and White Afrikaans-speaking informants, Damaras (L1: Khoekhoegowab), Hereros (L1: Otjiherero), Ovambos (L1: Oshiwambo). The sample thus includes Bantu, Khoesan, and West Germanic languages. The informants were administered an L1- into-English translation task. Data and analysis: The analysis follows two steps. First, the study looks at the distribution of English verbal forms across tenses, event classes, and English verb types. Second, the study looks at the distribution of English verbal forms across aspectual indicators in the informants’ respective native languages. Findings/conclusions: Regardless of event classes and verb types, Khoekhoegowab-speakers are the most frequent users of -ing while Afrikaans-speakers are the most frequent users of simple verbal forms. A close look at how English verbal forms are distributed across L1 aspectual indicators possibly reveals hypercorrect L1-pattern avoidance, spearheaded by women. Along with L1-pattern avoidance, one finds overreliance on positively transferable L1-patterns, manifest in the use of used to by Bantu-speakers, who grammatically mark the habitual in their L1s. Finally, one finds instances of English output features that cannot be triggered by L1-patterns. This concerns primarily -ing and used to among Afrikaans-speakers and used to among the Damaras. Originality: Unlike most research on aspect in postcolonial English varieties, this study systematically tracks transfers to their linguistic origin. Significance/implications: The paper argues that transfers (or their absence) are often better accounted for from the perspective of inter-group relations than as mere ‘interferences’.
Subject
Linguistics and Language,Language and Linguistics,Education
Cited by
1 articles.
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