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Seite 477
( 4 ) LH triggers INPUT OUTPUT kwa to : kwa h to : V ' give a banana ' kwa 1 nih ] kwa 1 yih V ' give a chayote ' kwa 1 ku : 4 kwa ku : Y ' give money 1 ' kwa " dzu : kwa " dzu : Y ' give a jug ' M tones on syllables which lack ...
( 4 ) LH triggers INPUT OUTPUT kwa to : kwa h to : V ' give a banana ' kwa 1 nih ] kwa 1 yih V ' give a chayote ' kwa 1 ku : 4 kwa ku : Y ' give money 1 ' kwa " dzu : kwa " dzu : Y ' give a jug ' M tones on syllables which lack ...
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Ch . 9 , for example , gives individual cumulative vocabularies for each of the subjects . Also , the ' Appendix ' gives the words used by six or fewer of the children . Those used by seven or more children are given in Ch . 9.
Ch . 9 , for example , gives individual cumulative vocabularies for each of the subjects . Also , the ' Appendix ' gives the words used by six or fewer of the children . Those used by seven or more children are given in Ch . 9.
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For example in line 66 , one clue is on the syntactic level : there is a type of syntactic parallelism , termed CHIASTIC ( of the form ab - ba ) between the verbs yiḥlaa ' become sweet and yiddi ' it gives ' which contributes to the ...
For example in line 66 , one clue is on the syntactic level : there is a type of syntactic parallelism , termed CHIASTIC ( of the form ab - ba ) between the verbs yiḥlaa ' become sweet and yiddi ' it gives ' which contributes to the ...
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