Language, education, and development : urban and rural Tok Pisin in Papua New Guinea

목차 (Table of Contents)

• CONTENTS
• List of Figures = xiv
• List of Tables = xv
• 1 Introduction = 1
• 1.1 Overview = 1
• 1.2 Papua New Guinea: the last unknown? = 9
• 1.3 From colonialism to present-day Papua New Guinea = 11
• 1.4 Colonialism and language = 20
• 2 Historical Development of Tok Pisin = 23
• 2.1 Brief linguistic history of Papua New Guinea: the coming of the colonial period = 24
• 2.2 Historical sketch of Tok Pisin = 31
• 2.2.1 The jargon stage and the origins of Melanesian Pidgin = 31
• 2.2.2 Stabilization of Melanesian Pidgin = 35
• 2.3 Standardization and expansion of Tok Pisin = 44
• 2.3.1 Expansion of Tok Pisin as a written medium = 49
• 2.3.2 Expansion of Tok Pisin as a spoken medium = 51
• 2.4 Varieties of Tok Pisin and their role in Papua New Guinea today = 52
• 3 Language, Education, and Development: from Pre-Colonial Days to Post-Colonial Society = 55
• 3.1 Pre-colonial language and society = 56
• 3.2 First contact: colonists, missionaries, and government = 59
• 3.3 Education and development = 69
• 3.3.1 The mission phase = 69
• 3.3.2 The government phase = 73
• 3.4 Language policy in Papua New Guinea and the politics of national development = 78
• 3.5 Rural vs. urban Papua New Guinea = 86
• 3.5.1 The urban $$\acute e$$1ite = 86
• 3.5.2 Migration and the structure of urban society = 89
• 3.5.3 The linguistic ecology of towns = 92
• 4 Methods = 99
• 4.1 Accessibility and choice of fieldsites = 99
• 4.2 Fieldsites in Morobe Province = 103
• 4.2.1 The Huon Peninsula: Indagen and Geraoun villages and community schools = 103
• 4.2.2 The Markham Valley and Waritsian Community School = 110
• 4.2.3 Lae: a town in transition = 112
• 4.2.4 Bulolo: from a few camps to gold-fields = 118
• 4.3 Fieldsites in Madang Province = 120
• 4.3.1 The languages of Astrolabe Bay and Erima Community School = 123
• 4.3.2 Peri-urban villages and Bahor Community School = 126
• 4.3.3 Rempi Community School = 127
• 4.3.4 Madang: town and province = 128
• 4.4 Field methods = 132
• 4.4.1 The community school as a fieldsite = 132
• 4.4.2 The interview = 138
• 4.4.3 The written corpus = 142
• 5 Lexical Expansion, Borrowing, and Change = 145
• 5.1 Sources for lexicalization in Tok Pisin = 145
• 5.2 New registers and stylistic expansion = 147
• 5.3 Size of the lexicon and its consequences = 149
• 5.3.1 Semantic generality = 150
• 5.3.2 Multifunctionality = 151
• 5.3.3 Circumlocution = 151
• 5.3.4 Grammaticalization vs. lexicalization = 155
• 5.4 Lexical borrowing and its consequences = 157
• 5.4.1 Borrowing in the lexical field of animal terms = 157
• 5.4.2 Lexical borrowing and body-part terms = 164
• 5.5 Conclusion = 169
• 6 Phonological Expansion in a Developing Pidgin/Creole = 172
• 6.1 Processes of morphophonological condensation = 172
• 6.2 Variability in Tok Pisin phonology = 178
• 6.2.1 The core phonology = 179
• 6.2.2 Variability in p/f = 181
• 6.2.3 Variability in r/l = 196
• 6.2.4 Variability in s/sh/ch = 198
• 6.2.5 Variability between /h/ and ø = 203
• 6.2.6 Summary of phonological variation = 207
• 6.3 Implications of change for orthography and the phonology of Tok Pisin = 210
• 7 Morphological Variation and Change = 213
• 7.1 Pronouns and the inclusive/exclusive distinction = 213
• 7.2 Plural marking = 219
• 7.2.1 Historical development of plural marking in Tok Pisin = 220
• 7.2.2 Distribution of plural marking = 226
• 7.2.3 Constraints on the introduction of plural marking = 234
• 7.2.4 Competition in plural marking = 240
• 8 Syntactic Change = 244
• 8.1 Bai as a marker of futurity: a case of grammaticalization in progress = 244
• 8.1.1 The syntactic distribution of bai = 248
• 8.1.2 Syntactic development of bai in historical and comparative perspective = 252
• 8.1.3 Semantic development of bai = 260
• 8.1.4 Evaluation of the claims made by Bybee et al. in relation to baimbai and bai = 271
• 8.1.5 Creolization and grammaticalization of bai = 273
• 8.2 The predicate marker: a case of degrammaticalization in progress = 275
• 8.2.1 The predicate marker before and after TMA markers = 275
• 8.3 Relative clauses = 284
• 8.3.1 Relativization as an index of language development = 285
• 8.3.2 Focus and embedding as factors in relativization = 289
• 8.3.3 Relativization strategies = 294
• 8.3.4 Some diachronic and comparative considerations on the evolution of strategies of relativization = 306
• 8.4 Universals vs. substratum influence on syntactic developments in Tok Pisin = 309
• 9 Tok Pisin i go we? (Where is Tok Pisin going?) = 318
• 9.1 The debate on language policy and standardization = 318
• 9.2 Strategies for development = 332
• 9.3 'The Melanesian way': fragmentation or unity? = 338
• References = 344
• Index = 371