Yorùbá Worldview

Wednesday, 3 April 2013

The Review of Ojúlówó Gírámà Yorùbá

Fadairo, Opeyemi Yusuf

Linguistics, African and Asian Studies

Department University of Lagos.

08066095215.

fadairoyusuf@yahoo.com

INTRODUCTION

Yoruba is undoubtedly one of the most studied languages of Africa. The analysis of the grammar of the language has been well researched upon as far back as the 19th century Crowther (1852), Bowen (1858) etc. Many topical issues have risen in the grammar which have postulated a retinue of issues in the latter day’s language study. Many of these issues became resolved as soon as they surfaced while many are still left dangling on the corridor between precisions and doubts. In the light of this, many scholars had in their sane frame of mind developed some kind of ways in which issues arising in the said topics are tackled. They work, make extensive research and finally go public with it.

However, some others, with likewise impeccably sagacious minds would point out many things unknown to the researcher, in terms of criticism as well as identifying some things he is meant to be applauded for. This is ascribable to one of the bases of academics.

The focus of this work shall be on the review of a book titled Ojúlówó Gírámà Yorùbá (2006) by Ayọ̀ Yusuff, published by Joytal Printing Press, Ibadan. Our main objective shall be to examine the content thereby stating the applicability to the current day’s language study.

OVERVIEW OF THE BOOK’S CONTENT

Ojúlówó Gírámà Yorùbá is a book with four different sections and thirteen lessons. In the course of this review, we shall discuss the content of each session of the book without neglecting the lessons under each of them. After this, our general appraisal of the book shall be the next.

The first section of the book titled “Classes of Words” is divided into six different lessons. The first lesson brings to light all that is related to nominal. In this lesson, a vivid description how different types of nominal operate in the grammar of the language is fully discussed. The first one is the noun class where different ways by which they are recognized are enunciated.

Also, the different sub-categorization of noun is discussed while the end part of the lesson focuses on formation of noun. The types of noun formation like prefixing, different types of reduplication and desentencialization[1].

Next in the line is pronoun where apart from giving a perfectly succinct definition, an extensive tabulation was made. This is to capture the numbers, the persons and the positions of Yoruba pronouns in ideal sentences. An example of the use of persons and numbers in Yoruba language is tabulated thus:

Persons	Singular	plural
First Person	mo	a
Second Person	o	ẹ
Third Person	ó	wọ́n

The above table shows some pronouns obtainable in the subject positions. This forms the bases of all the tables used in the analysis of Yoruba pronouns in all other positions namely:

· Object position

· Qualifier position

· The position before “á”

· The position before ”óò”

· The position before “ò”

· The position before “kò”

· The position before “ń”

Asides all these, some environment where the usage is not permissible are expressed as follows:

I. We cannot join two pronouns with conjunction.

II. Pronouns cannot precede question and focus markers in any construction. That is why utterances like the following are void in Yoruba.

*Wọ́n da?

*Mo ńkọ́?

*Ẹ kọ́?

*Ó ni

In the discussion about pronominal, all that is said about pronoun is somewhat repeated in terms of persons and numbers. The reason deductible is that pronominals function in ways not too different from that of pronouns. The areas where they function differently are the places where we find pronominals but cannot find pronouns. The areas are:

I. Unlike pronouns, pronominals precede question and focus markers.

II. Conjunctions can be used to join two pronominals together i.e, èmi ati òun.

III. The second syllable of pronominals change from low tone (-) to a high tone (/) when use in a subject position i.e. àwọn lọ → àwọ́n lọ.

IV. Pronominals can serve the purpose of emphasis when used in the subject position where we originally find pronouns. Examples:

Mo lọ - èmí lọ

Ẹ kò sùn - ẹ̀yin kò sùn.

The second lesson discusses the verb and how its use in a sentence can be. It was described as the core of any sentence because they display the particular action which becomes the crux of the sentence. The ways by which a verb is recognized in a sentence is also stated. These ways are highly simplified thus make them easily understandable. The ones postulated are discussed below;

A verb is that low tone monosyllabic word which changes to mid tone when it precedes an object in a sentence. Examples:

Rà – mo ra ìwé

Tà – Adé ta aṣọ

By virtue of ample examples like this, timely recognition of Yoruba verbs was made easy in the book. After this, a categorization of verbs was discussed with many examples.

The third lesson settles for description of behavior of adjectives in the grammar of Yoruba, after an extensive definition, just like the verbs, different ways of adjective recognition were discussed. They are expressed by the author as follows:

I. Only consonants can start Yoruba adjectives i.e kékeré, dáradára, díẹ̀ etc.

II. Adjectives are usually preceded by the nouns they qualify in Yoruba sentences. Example: Adé pupa kú lánàá.

III. When an adjective is preceded by a subject noun, the last vowel of the noun will not be elongated. Example; ilé kékeré, ọmọ líle etc.

Aside these, under the sub-categorization, we were made to understand that Yoruba adjectives fall under the open-class word category. The different types of adjectives were given after which the formation was discussed. In the formation, it was said that most of Yoruba adjectives are formed by reduplication of verbs.

Examples are: Ga – gíga

Pọ̀ – púpọ̀

Kúrú – kíkúrú

Dára – dáradára

The fourth lesson discusses adverbs. A definition of what adverbs are and their functions in any sentence is discussed, then the ways of recognition are discussed as follows:

I. The start with consonants i.e yékéyéké, kíákíá etc.

II. In a VP, they modify the verb.

III. In an adjectival phrase, they modify and adjective.

In addition, an explicit sub-categorization was made after which the function was discussed. The major technique involved in the formation of adverbs is reduplication. It manifests as follows:

o Reduplication of verbs functioning as adjectives:

dára – dáradára

ọmọ yìí dára (verb)

ọmọ yìí jẹun dáradára (adverb)

o Reduplication of adjectives

Díẹ̀ – díẹ̀díẹ̀

o Reduplication of adverbs

Jégé – jégéjégé

Rẹ̀ù – rẹ̀ùrèù

Examples of ways by which verbs are modified by adverbs are also listed out as part of this lesson as follows:

Rìn kíákíá

Pupa fòò

Ga gegere/fíofío

Verbs are the words underlined.

The fifth lesson is based on conjunction. A definition was made and it was made known that Yoruba preposition belongs to the closed-class of word categories. Also, the sub-categorization was discussed under some sub-headings which show vividly the types of conjunctions we have in the language. The principle behind the usage of conjunction is the next in line which is discussed as follows:

I. Conjunctions can only conjoin lexical items in the same categories for example; noun + noun, sentence + sentence etc.

II. Conjunction cannot conjoin two pronouns.

The last lesson in this part is the sixth. It centers on preposition. According to how it was described by the author, it is usually used with nouns to form a prepositional phrase. In the same vein, the function of its phrase is related to that of adverb an adverbial phrase in a sentence which serves as modifiers. This class of word also belongs to the closed-class category. They are pẹ̀lú, ti, tì, dè fún, sí, lé, kà, bá, ni and bí. The position and the usage of all these word are discussed explicitly in the book.

This first section has been so expressive. The lessons are made in an uncomplicated manner. I agree with the simplicity here because at a glance, the coherence in the lessons is noticed, where a lesson flows smoothly into the other in a manner very understandable to all and sundry. Owing to this, the usage of the section can be said to cut across various institutions of learning without sidestepping the pupils in the primary school and the ones in the institution.

SECTION TWO

The second section of this book is about the structure of grammar. It has three lessons, each of which discusses the levels of grammar of Yoruba. The first lesson deals with a detailed analysis of what phrases are and how the operate in the language. A phrase according to the author is defined as a group of words with a head and they perform specific functions. The first one discussed is the Noun Phrase (NP). The content is stated out as follows:

· A single noun

· A single pronoun

· A single pronominal

· Combination of many nouns

· More than one pronominals

· Combination of a noun and a pronominal

· Combination of a noun with one or more qualifiers

· A pronominal with one ore more qualifiers

Verb Phrase (VP)

This is defined by the author as a verb or combination of words with a verb head forming the root of a sentence. The content of Yoruba VP as expressed by the author is listed below:

· Single verb

· A verb and on object

· Combination of verb with one or more adverbs

· A verb, an NP with another verb and an NP

· A verb followed by an NP and another verb

· A verb with an NP and a Prepositional Phrase (PP)

· A verb and a PP

· A tense marker followed by an adverb, then with a verb and an NP

· A negative marker with a verb

· A negative marker followed by a verb and an NP

· Tense marker with a verb

· One or more tense markers, a verb and an NP

· One or more adverbs, PP and a verb

· One or more adverbs, a PP, a verb and an NP

Adjectival Phrase

This is defined as an adjective or a group of words with an adjective forming the head. It qualifies a noun. The structure of this phrase is listed below:

· A single adjective

· An and an adverb

· An adjective, an adverb and one or more qualifiers

· An adjective with one or more qualifiers

Adverbial Phrase

This is defined as an adverb or a group of words with an adverb as the head used to modify a verb. The structure of the phrase according to the author is listed below:

· A single adverb

· Two adverbs

· Three adverbs

Prepositional Phrase

This is described by the author as a preposition or a group of words which has preposition as the head. The types are listed below:

· A preposition and an object

· Two prepositions with two objects

· Three prepositions with three objects

Clauses

Much definition is not given for clause. However, a clear distinction was made between the two types of clause we have which are main (independent) clause and subordinate (independent) clause. These types of clause are further explained under the following sub-headings:

Main (independent) clause

This is described as common in Yoruba because it can stand as a complete sentence and it comprises all the same contents as a simple sentence. Examples are:

Màá wá nígbà tí mo bá ráye

Mo mọ̀ pé mo gbà

The underlined re the main clauses

Subordinate (independent) clause

This type of clause cannot stand in isolation, unless we combine it with an independent clause. It has three different types. They are:

· Noun clause

· Adjectival clause

· Adverbial clause

Noun Clause

This type of clause can occupy the position of a subject, object in a sentence as an NP, a noun, a pronoun or a pronominal. Examples are:

Pé Bọ́lá wá wù mí

Kí Olú lọ dára

Adjectival Clause

This qualifies a noun like an adjective or an adjectival phrase. Examples:

Aṣọ tí mo rà

Òjó fẹ́ ọmọ tí ó rẹwà

With help of ti, simple sentences like mo rà and ó rẹwà are relativized.

Adverbial Clause

This functions as verb modifiers just like adverbs or adverbial phrases. According to the author, it has four other types namely:

Adverbial clause of manner – mo ṣe iṣẹ́ náà bí ó ti sọ

Adverbial clause of time – mo jókòó lẹ́yìn tí mo parí iṣẹ́

Adverbial clause of place – mo rí Adé níbi tí ó dúró sí

Adverbial clause of comparison – mo pa ẹja náà bí tí mo ti pa òkété

Adverbial clause of reason – a sun Èkó nítorí òjò

Sentences

To the author, a sentence is a word or group of words that conveys a complete sense. He categorizes sentence by structure into two main groups which are simple sentence (single-verb sentences) and multi-verb sentences. Under the multi-verb sentences, we have the usual types of sentences such as:

Complex – mo rán aṣọ tí mo rà bí o ti júwe.

Declarative sentence – Òjó kò dé lánàá.

Imperative sentence – Jókòó!

Interrogative sentence – Ṣé o ti jẹun?

Exclamatory sentence – Ikú rèé!

Emphatic sentence – Adé ọba ni olè jí.

After this, reported speech was discussed extensively. The author stresses the important of reported speech because we cannot do without them in our day-to-day conversation. As much as we talk about what others say, so also we read and listen to news. Reported speech function effectively in all these mentioned areas.

Like the previous section, this section puts forward all its discussion in a simple manner. It comprises the list of Yoruba Phrases, clauses and sentences with the way they are formed. This makes the book accessible to all who can read the language.

SECTION THREE

The third section of this book deals with Yoruba grammatical categories. Here, the author sheds a bright light on some dark parts of Yoruba grammatical categories by giving their types with vivid explanations. They are subject, object, qualifier, modifier, number, gender, usage, aspect and tense with its types.

The section teaches some aspects of Yoruba grammar which are often considered as technical by most students. However, the hitches in the topics discussed re removed with the way they are handled by the author with definitions, explanations, tables and examples employed. A deep perusal of this section should practically erase all forms of dreaded difficulties in this aspect of grammar from the collective minds of the readers.

SECTION FOUR

The fourth section of the book discusses in details the Transformational Generative Grammar TGG. Here the author gave an extensive eye opening explanation about what led to TGG not neglecting how it started. He clarifies the reasons why the previous theory before TGG called Structural grammar was left for TGG in the late 50’s. The Structural grammar is a type of grammar that seeks to account for the description of the grammar of a language based on the analysis of the (surface) structure of the sentence.

However, the emergence of TGG is based on the quest to account for what a speaker has in mind (the deep structure) which forms the bases of all meanings ascribable to all sentence constructions. This is what the structural grammar failed to deliver.

The third lesson features some key word in TGG among the ones discussed are:

· Terminal and nonterminal structures

· Selection

· Characteristics

· Redundancy rule

· Strict categorization

In the last lesson of this book, an expansive outlook was given by the author to describe the application of TGG to Yoruba Language. Five rules of TGG are attested in the language. However, with the aid of Phrase Structure Rule (PRS) and tree diagrams, both the surface and deep structures of Yoruba sentential formations are well accounted for. The rules are as follows:

1. The rule of deleting the second person pronoun

2. The rule of conversion to pronoun

3. Reflexivization rule

4. Topicalization rule

5. Relativization rule

Below is one example of the tree diagrams used in explaining one of the rules (the first rule).

Surface structure: Wá níbí

Deep structure: ị̀wọ wá níbí

Phrase Structure Rule

S – NP VP

VP – V PP

PP – P NP

NP – N (N)

Deep structure

NP VP

V PP

P NP N

Ìwọ wá ní Ibí

The impact of transformational rule

SNP VP

V PP

P NP N

Ìwọ wá ní Ibí

Surface structure S

VP V PP

P NP

wá ní Ibí

The syntactic component forms the generative component. All the semantically relevant part of the sentence that determines its meaning is contained in the deep structure. The semantic component coupled with phonological component account for the interpretive part of the sentence.

The dedication to illuminate the world of Yoruba language study best describes the drive behind this section. The theory expressed here, well, as promulgated by Noam Chomsky (1957) in his book titleed Syntactic Structures, is well attested for in the language.

CONCLUSION

The author makes sure Yoruba language retains its stand as a language with a very high generative ability which accounts in all occasions for new words coming into it. All in all, the author has been able to clarify some of the problems students of Yoruba may likely face within this aspect of grammar. With the help of different questions at the end of each lesson of this book, Yoruba language students will find it very useful for effective study and practice.

References

Abraham R. C. (1958), Dictionary of Mordern Yoruba, London: University of London Press.

Awoyale, Y. (1975), Studies in the syntax and semantics of Yoruba Nominalisation. Unpublished Ph.D Dissertation, University of Illinois.

Bowen, T.J (1858), The Grammar and Dictionary of Yoruba Language, D.C: The Smithsonian Institution.

Crowther, S.A (1852), The Grammar an Vocabulary of Yoruba Language, London.

Okoro. O. (2009), An Introduction To a Transformational Generative Grammar of English. Unpublished Class Note, University of Lagos.

[1] This form of noun formation is adapted from Awoyale (1975)

CARD CATALOG A DESCRIPTIVE ATTEMPT OF THE THREE TYPES OF CARD CATALOG

Fadairo, Opeyemi Yusuf

Linguistics, African and Asian Studies

Department University of Lagos.

08066095215.

fadairoyusuf@yahoo.com

INTRODUCTION

Many scholars have written about card catalog: Brooks (2000), Angeli S. and J. Rather (1975), Teitelbaum (1996), to mention a few. All of them have discussed with astute professionalism, many issues relating to the said topic but some of this works tackled the peripheral aspect of it. This paper focuses on the attempt to vividly describe what we call card catalog. It seeks to trace its indistinct origin, raise some issues concerning its state and most importantly clearly map out its standard way of preparation. In this study, a peep will be cast into the past, which leads us to discussion of the present and what may likely occur in the future. All of this is in a bid to produce the details of books from all the common types of card catalog we have.

CARD CATALOG

A card catalog is a physical listing of all the contents of a library, organized with a single card for each item in the library. It helps the people to know the publications a library has and the exact place to find them. The most common size of card catalogue is 3by 5 inches (76.2 by 127.0 mm). Many of them contain additional information that could assist a scholar. Anytime a book enters a library, a card is created for it, with information like the title, author’s name, subject and location of the book. Teitelbaum (1996) describes it as the focal point of the set-up of any library. In contribution, he says: Although this index might be considered the brain of the library – it lists all the books the library owns. The concept of card catalogues has been in use as far back as the 1700’s. The period according to Sandy Brooks (2000) dated back to French Revolution era when another need emerges for playing cards. In her words, Brooks explained thus:

"An inventory and listing of all books is ordered (by the French government). To accomplish this, a set of instructions is created which is known as the "French Cataloging Code of 1791". Inventory takers use the blank backs of playing cards to write down the bibliographic information for each book."

This is the very first reference to the word catalog in history. After this, others like the Harvard College Librarian, Thaddeus William Harris made mention of it during his annual lecture in 1840, Charles Folsom in 1853, John Langdon Sibley in 1860 and this goes on till in 1903, when American Library of Congress began the sale and distribution of pre-printed catalog cards to libraries throughout the nation (Brooks, ibid.). The standardized sized at that time which is (7.5 x 12.5 cm) became what was improved upon and has been in use up till today. For most books, there would be at least three cards namely: the author card, the title card and the subject card. This are explained below.

THE AUTHOR CARD

This card is highly essential as it gives the best information about the book starting from the author’s name. Sometimes, it is considered important to include the date of birth and death of an author in an author’s card. This will be for clarifications in case we have two authors bearing the same name. The order of a good author card is as follows:

1. The name of the author

2. The number of the book

3. The title of the book

4. Place of publication, publishing company, year of publication

5. The number of introductory pages in Roman Numeral, then the number of pages

6. Identification of the pages taken by bibliography

7. Content: indication of the table of content

8. The library call number

9. The order of the cards

TITLE CARD

With the exception of the title of the book typed above the author’s name, the title card is an exact duplicate of the author card.

SUBJECT CARD

This is exact duplicate of the author card, except that the subject heading is typed above the author’s name in upper case letter.

RULES FOR FILING CATALOG

Catalogs as complex as they may appear will be worse if a proper filing is not done. There is no exception to all the three types or card catalogs. These designated rules which must come to place as far as any reasonable catalog is concerned are highly important and cannot be side-stepped, if not, all will be lumped in a manner which makes it difficult for any researcher to dabble in his research using the catalog. According to Seely ed. (1968), the rules which must be followed are:

· Alphabeting Rule: all entries are to be in alphabetical order. The only exception to this are in some cases where numerical is unavoidable.

· Modification of letters: this states that all forms of letter modifications like umlauts (tone marks) of all kinds are to be removed.

· Punctuation marks re to be left out. Most especially when they appear with the topic.

· Initial articles like “a”, “an” and “the” are to be left out.

· All initials are to be arranged alphabetically.

· Abbreviations should be orderly as if they are spelled out.

· Arrange elision, possession and contraction which entail the use of (‘) as they are. Do not supply any missing letter.

· One is to be picked in two words spelt differently and the person recording must be able to stand by the picked one.

PROBLEMS OF CARD CATALOG

There are various problems which cataloguing cards or the use of cataloged cards may pose. This has to do with the library setting on the one hand, and on the other, the efficacy of the people involved in the filing. These problems are discussed in terms of size of the library, library personnel and physical condition. Library size When a library develops, the need to update the catalog should also increase. If this is not properly handled, it means that the card catalog will end up growing in an arithmetic progression while the library gets stocked in a geometric progression. Also, as a catalog increases, the need to clearly make distinctions among the headings increases. This makes it become very complex for the staff and the general public to access. Library personnel If it happens that the number of staff in the library does not grow with the catalog too, it may pose a lot of problems. This is the point it becomes cumbersome for the available members of filing staff to get the job done on time and accurately. They are also to take charge of the editorial conditions of the cards. If the job gets worse, then, we get effects like incorrect call numbers, missing or lost cross references, incomplete card contents etc. Physical condition Whenever a library environment is not well managed, issues like lost cards, water percolation, rats disturbance and all ascribable to this will be the new order. All library materials including the card catalogs are vulnerable to deterioration. If they are not properly handled, this renders the library useless for researchers and the whole society at large.

CONCLUSION

In recent times, the frequent use of card catalog has gone moribund. The reason being, that it has been rejected on the corridors of modern days catalog technologies. Most libraries now use, computer catalogue which is considered by people generally as faster and at the same time accessible. As a result of this, the future of card catalogue is not sure because it has been well overwhelmed by the new techniques of finding materials we have nowadays. In this paper, we have been able to describe books in author, title and subject catalog. In the course of this work, we have realized how hard it will be for this type of cataloguing to thrive in our contemporary society because of the less need being ascribed.

References

Adejumo, K. and M. Yusuf (2007), Quantitative Methods in Management, Kaduna: Solly Psalmist Concept.

Ajikobi, D. (2002), Marina Wo Niyen Ma? Lagos: Prompt Books.

Angeli S. and J Rather (1975) “The Library of Congress Card Catalog: An Analysis of Possible Problems and Solutions” in The Future of Card Catalog, Washington D.C: Association of Research Library.

Brooks, S. (2000) A History of the Card Catalog" in Whole Library Handbook 3, George M. Eberhart ed. American Library Association.

Medubi, D. (2006), Apere Itunu, Ibadan: DB Martoy Books.

Olukoju, A. and Falaiye, M. (2008), Global Understanding in The Time of Terrorism, Lagos: University of Lagos Press.

Opafeyitimi, A. (1997), Tiori ati Isowolo-ede, Ile-Ife: Department of Linfguistics and African Languages

Teitelbaum, H. (1996), How to Write Theses: A Guide to The Research Pater, New York: Monarch Press.

Thursday, 7 March 2013

Card Catalog

https://docs.google.com/document/d/1DkCnp9Zdd0G1fWqcXYxsQO0EuiGjAWN9it5cXIBB1XE/edit?usp=sharing

Tuesday, 5 February 2013

First Assignment

https://docs.google.com/document/d/1pQ-otF57UqkQ2sZvAqjK1gIbYXygwJVDaUqf1At4Bhk/edit?usp=sharing

Friday, 2 November 2012

Do We Still Care?

What we do in the sight of flaws
Piercing the heart like a dagger
That leaves in it
Some battering reflections
Shrinking!
Then like a snap
The mind revolts
A rush of emotions
Laced with alligator pepper
Swearing and coursing
Bathing the mind
In ventilated grievances
Ọgbọ́ gbọ́
Ọgbà gbà
Now we are back
But we stand aloof of you
And you ask if we still care
Ẹ dákun
Do we?

Yorùbá: The Substance of an Overlooked Cultural Heritage

Many would like to hide under the auspices of some not well decoded tongues in order to shy away from what is absolutely theirs. My people prefer to hide under the shadows of other languages at the detriment of their own. Why should we, ọmọ tí ìyá bí tó sì fi ọ̀já àrán pọ̀n behave in such disillusioned manner? A question that keeps me pondering about how we, a true tribe of a native origin, after being plundered by another tongue so uncultured and uncouth would succumb and condescend so low to have swallowed what was implanted in us through their campaigns of calumny hook, line and sinker……Ó mà se ò!
Àánú se mí, agara sì dá mi, for us to continue living this way while we all bask in the adulations of our arch enemies whose intermittent smiles drove us down to the level we are in.
It is high time we made some consequential moves to put a STOP to the derailment of our cultural heritage. This is not unconnected with our individual actions starting from you reading this post.

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