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| Mam | |
|---|---|
| Qyool Mam, Ta yol Mam | |
| Native to | Guatemala,Mexico |
| Region | Chiapas andCampeche,Mexico Quetzaltenango,Huehuetenango,San Marcos, andRetalhuleu,Guatemala; |
| Ethnicity | Mam |
Native speakers | 600,000 in Guatemala (2019 census)[1] 10,000 in Mexico (2020 census)[2] |
Mayan
| |
| Dialects |
|
| Latin | |
| Official status | |
Recognised minority language in | |
| Regulated by | Instituto Nacional de Lenguas Indígenas Comunidad Lingüística Mam (COLIMAM) |
| Language codes | |
| ISO 639-3 | mam |
| Glottolog | mamm1241 |
| ELP | Mam |
| This article containsIPA phonetic symbols. Without properrendering support, you may seequestion marks, boxes, or other symbols instead ofUnicode characters. For an introductory guide on IPA symbols, seeHelp:IPA. | |
Mam is aMayan language spoken by about half a millionMam people in theGuatemalan departments ofQuetzaltenango,Huehuetenango,San Marcos, andRetalhuleu, and theMexican states ofCampeche andChiapas. Thousands more make up a Mam diaspora throughout theUnited States andMexico, with notable populations living inOakland, California[3][4] andWashington, D.C. The most extensive Mam grammar isNora C. England'sA grammar of Mam, a Mayan language (1983), which is based on theSan Ildefonso Ixtahuacán dialect ofHuehuetenango Department.
Mam is closely related to theTektitek language, and the two languages together form the Mamean sub-branch of the Mayan language family. Along with the Ixilan languages,Awakatek andIxil, these make up theGreater Mamean sub-branch, one of the two branches of the Eastern Mayan languages (the other being theGreater Quichean sub-branch, which consists of 10 Mayan languages, includingKʼicheʼ).
Because contact between members of different Mam communities is somewhat limited, the language varies considerably even from village to village. Nevertheless, mutual intelligibility, though difficult, is possible through practice.[5]
Mam varieties within Mexico and Guatemala are divided into five dialect groups:[6]
In addition to these, the dialects ofChiapas, Mexico are characterized by significant grammatical as well as lexical differences from the Guatemalan varieties.[11]
Mam is spoken in 64 communities in fourGuatemalan departments[12] and numerous communities inCampeche andChiapas, Mexico.[11] Neighboring languages includeJakaltek andQʼanjobʼal to the north,Tektitek andQato'k to the west, andIxil,Awakatek,Sipacapense, andKʼicheʼ to the east.
Mam has weight sensitive stress assignment.[13] Primary stress falls on the long vowel in a word if there is one, e.g.aq'ú:ntl 'work'. Words without a long vowel assign primary stress to the vowel preceding the last glottal stop, e.g.puʔláʔ 'dipper'. Words without a long vowel or a glottal stop assign stress to the vowel preceding the last consonant in the root, e.g.xpicháqʼ 'raccoon'. Stress is not assigned to suffixes or enclitics that do not have long vowels or a glottal stop.
Mam has 10vowels, 5 short and 5 long:[14]
| Front | Central | Back | ||
|---|---|---|---|---|
| Close | Long | iː⟨ii⟩ | uː⟨uu⟩ | |
| Short | ɪ⟨i⟩ | ʊ⟨u⟩ | ||
| Mid | Long | eː⟨ee⟩ | oː⟨oo⟩ | |
| Short | ɛ⟨e⟩ | ɔ⟨o⟩ | ||
| Open | Long | aː⟨aa⟩ | ||
| Short | a⟨a⟩ | |||
Mam has 27consonants, including theglottal stop:[5]
| Bilabial | Alveolar | Postalveolar | Retroflex | Palatal | Velar | Uvular | Glottal | |||
|---|---|---|---|---|---|---|---|---|---|---|
| Plain | Palatalized | |||||||||
| Nasal | m⟨m⟩ | n⟨n⟩ | (ŋ⟨n⟩) | |||||||
| Plosive | Plain | p⟨p⟩ | t⟨t⟩ | k⟨k⟩ | kʲ⟨ky⟩ | q⟨q⟩ | ʔ⟨ʼ⟩ | |||
| Ejective | tʼ~ɗ̥⟨tʼ⟩ | kʼ⟨kʼ⟩ | kʲʼ⟨kyʼ⟩ | |||||||
| Implosive | ɓ~ɓ̥⟨bʼ⟩ | ʛ̥⟨qʼ⟩ | ||||||||
| Affricate | Plain | t͡s⟨tz⟩ | t͡ʃ⟨ch⟩ | ʈ͡ʂ⟨tx⟩ | ||||||
| Ejective | t͡sʼ⟨tzʼ⟩ | t͡ʃʼ⟨chʼ⟩ | ʈ͡ʂʼ⟨txʼ⟩ | |||||||
| Fricative | s⟨s⟩ | ʃ⟨ẍ (xh)⟩ | ʂ⟨x⟩ | χ⟨j⟩ | ||||||
| Flap | ɾ⟨r⟩ | |||||||||
| Approximant | l⟨l⟩ | j⟨y⟩ | w⟨w⟩ | |||||||
Most roots take the morphological shape CVC.[16] The only possible root final consonant cluster is -nC. Syllables can have up to four consonants in a cluster in any position. Most consonant clusters are the result of vowel dropping and morpheme addition.[17]
Mam has two sets of agreement markers, known to Mayanists asSet A andSet B markers, which can appear on both nouns and verbs. Mam usesSet A (ergative) markers on nouns to mark possessor agreement and on verbs to cross-reference the transitive subject. Mam usesSet B (absolutive) markers on transitive verbs to cross-reference the object and on intransitive verbs to cross-reference the subject. Below is a table ofSet A (ergative) andSet B (absolutive) prefixes from England.[18]
| Person | Set A | Set B | Enclitics |
|---|---|---|---|
| 1s | n- ~ w- | chin- | -a ~ -ya |
| 2s | t- | Ø ~ tz- ~ tzʼ- ~ k- | -a ~ -ya |
| 3s | t- | Ø ~ tz- ~ tzʼ- ~ k- | – |
| 1p (excl.) | q- | qo- | -a ~ -ya |
| 1p (incl.) | q- | qo- | – |
| 2p | ky- | chi- | -a ~ -ya |
| 3p | ky- | chi- | – |
Phonologically conditioned allomorphs are as follows.
Some paradigmatic examples from England (1983) are given below. Note that "Ø-" designates anull prefix. Additionally,ma is an aspectual word meaning 'recent past'.
| Set A markers + NOUN | |
|---|---|
| jaa | 'house' |
| n-jaa-ya | 'my house' |
| t-jaa-ya | 'your house' |
| t-jaa | 'his/her house' |
| q-jaa-ya | 'our (not your) house' |
| q-jaa | 'our (everyone's) house' |
| ky-jaa-ya | 'you (pl)'s house' |
| ky-jaa | 'their house' |
| Set B markers + VERB | |
|---|---|
| bʼeet- | to walk |
| ma chin bʼeet-a | 'I walked.' |
| ma Ø-bʼeet-a | 'You walked.' |
| ma Ø-bʼeet | 'He/she walked.' |
| ma qo bʼeet-a | 'We (not you) walked.' |
| ma qo bʼeet | 'We all walked' |
| ma chi bʼeet-a | 'You all walked.' |
| ma chi bʼeet | 'They walked.' |
Verbs in Mam can include inflection for person, aspect and mode, as well as auxiliaries in the form of directionals.[19] The verb complex has distinct forms for transitive and intransitive verb stems depending in part on whether the complex cross-references one or two arguments. The lexical status of the verb complex is ambiguous.[20] The inflections with vowels are phonologically independent (indicated by spaces). Transitive verb complexes with directionals have a dependent suffix. Two of England's examples of intransitive and transitive verb complexes are shown below.
Intransitive verb complex with directional[21]
Transitive verb complex with directional[22]
(ok)
(ok) k-kub'-l-tz t-tzyu-ʔn-a
POT ABS.3.SG-DIR-POT-DIR ERG.2.SG-grab-DEP-ENC
"You will grab them."
Mam extends the Set A (ergative) person markers in the context of focused adverbials and certain subordinate clauses.[23] In these contexts, the Set A markers cross-reference the subject of intransitive verbs and both the subject and object of transitive verbs. The following examples show the extended ergative marker /t-/ inbold.
Intransitive verb complex with extended ergative marking[23]
ooq'
cry
n-chi ooq't-poon ky-txuuʔ
PROG-ABS.3.PL cryERG.3.SG-arrive ERG.3.PL-mother
"They were crying when their mother arrived."
Transitive verb complex with extended ergative marking[23]
ok
When
xjaal
person
kjoʔn
cornfield
b'iʔx
all_at_once
cheenaq'
bean
okt-kuʔ-x ky-awa-ʔn xjaal kjoʔn b'iʔx n-0-xiʔ cheenaq' t-iʔj
WhenERG.3.SG-dir-dir ERG.3.PL-plant-DEP person cornfield all_at_once PROG-ABS.3.SG-go bean ERG.3.SG-REL.PAT
"When the people plant (it) in the cornfield at the same time the beans go in."
REC:recent pastPOT:potential aspectABS:absolutive agreement (Set B)ERG:ergative agreement (Set A)DEP:dependent suffixDIR:directionalENC:person encliticREL:relational nounPAT:patient
Transitive verbal affixes
Intransitive verbal affixes
| Other verbal affixes
Aspects Mam verbs have 6 aspects that are prefixed to the verb root.[24]
Modes
Directionals Directionals are auxiliary elements in verb phrases. They are derived from intransitive verbs.
|
Mam has no independent pronouns.[25] Rather, pronouns in Mam always exist asbound morphemes.
The Mam language displaysinalienable possession. Certain Mam nouns cannot be possessed, such askya'j 'sky' andche'w 'star'.[26] On the other hand, some Mam nouns are always possessed, such ast-lokʼ 'its root' andt-bʼaqʼ 'its seed'.
Noun phrase structure can be summarized into the following template.[27]
| Demonstrative | Number | Measure | Plural | Possessive affixes | NOUN ROOT | Possessor | Adjective | Relative clause |
The plural clitic isqa.[citation needed]
Noun affixes
Relational noun affixes
Locative affixes
| Classifiers
Measure words Measure words quantifymass nouns.
|
San Ildefonso Ixtahuacán Mam numbers are as follows.[28] Numbers above twenty are rarely used in Ixtahuacán and are usually only known by elderly speakers. Although the number system would have originally beenvigesimal (i.e., base 20), the present-day number system of Ixtahuacán is nowdecimal.
| Numeral | Word |
|---|---|
| 1 | juun |
| 2 | kabʼ |
| 3 | oox |
| 4 | kyaaj |
| 5 | jweʼ |
| 6 | qaq |
| 7 | wuuq |
| 8 | wajxaq |
| 9 | bʼelaj |
| 10 | laaj |
| 20 | wiinqan |
| 40 | kyaʼwnaq |
| 60 | oxkʼaal |
| 80 | junmutxʼ |
Mam has both verbal and non-verbal types of sentences. Verbal sentences have verbal predicates, whereas non-verbal sentences have a stative or a locative/existential predicate.[29] Verbal predicates have an aspect marker, while non-verbal predicates do not have aspect marking. Both verbal and non-verbal predicates occur in sentence-initial position unless a focused or topicalized phrase is present.
Verbal predicates are either transitive or intransitive according to the number of arguments cross-referenced in the verb complex. The number of arguments cross-referenced by the verb complex is not consistent with the transitivity of the verb root or the number of participants in an event. England notes examples of transitive verb roots that only appear in their antipassive or passive forms where they only cross-reference a single participant.
xuʔj
woman
nim-b'ee
big-road
ma-yax 0-jejeeya-n xuʔj t-uj nim-b'ee
REC-INTENS ABS.3.SG-laugh-AP woman ERG.3.SG-REL/in big-road
"The woman laughed a lot in the road."
ma
jun
one
tz'iis
garbage
ma 0-kan-eet jun n-sentaabi-ya t-uj tz'iis
REC ABS.3.SG-find-PAS one ERG.1.SG-cent-ENC ERG.3.SG-REL/in garbage
"I found my penny in the garbage." (Lit. "My penny was found in the garbage")
Another possibility is the use of intransitive motion verbs to express transitive events.[32]
aʔ
water
w-uʔn-a
k-tzaaj-al aʔ w-uʔn-a
ABS.3.SG-come-POT water ERG.1.SG-REL/agent-ENC
"I will bring water." (Lit. "Water will come by me.")
o
t-ee
ich'
mouse
t-wiixh o 0-kub' t-ee ich'
ERG.3.SG-cat PAST ABS.3.SG-go_down ERG.3.SG-REL/patient mouse
"His cat killed mice." (Lit. "His cat went down at mice.")
The basic word order in verbal sentences with two nominal arguments isVSO.[33] Other word orders are not acceptable.
ma
xiinaq
man
cheej
horse
ma 0-kub' ky-tzyu-ʔn xiinaq cheej
REC ABS.3.SG-DIR ERG.3.PL-grab-DEP man horse
"The men grabbed the horse."
If only one argument appears in a transitive sentence and the argument is compatible with either person marker on the verb, it has a patient interpretation.[34]
ma
xiinaq
man
ma 0-kub' ky-tzyu-ʔn xiinaq
REC ABS.3.SG-DIR ERG.3.PL-grab-DEP man
"They grabbed the man." (Not "The men grabbed it.")
Mam speakers use a higher proportion of intransitive sentences than speakers of other Mayan languages. England and Martin (2003) found a low frequency of transitive sentences in Mam texts.[full citation needed] Pye (2017) found a low use of overt subjects in transitive sentences in adults speaking to children. One adult produced overt subjects in 6% of transitive sentences. The same adult produced overt subjects in 41% of intransitive sentences and produced overt objects in 49% of transitive sentences.[35]
Mam adds Set B person markers to nouns and adjectives to form non-verbal predicates. The following Set B person markers are used for non-verbal predicates (i.e., nouns, adjectives). Also, in statives,aa can be omitted when the rest of the stative is a non-enclitic (in other words, a separate, independent word).
| Person | Stative[36] | Locative / Existental[37] |
|---|---|---|
| 1s | (aa) qiin-a | (a)t-iin-a |
| 2s | aa-ya | (a)t-(aʼ-y)a |
| 3s | aa | (a)t-(aʼ) |
| 1p (excl.) | (aa) qoʼ-ya | (a)t-oʼ-ya |
| 1p (incl.) | (aa) qoʼ | (a)t-oʼ |
| 2p | aa-qa-ya | (a)t-eʼ-ya |
| 3p | aa-qa | (a)t-eʼ |
Paradigmatic examples of non-verbal predicates from England (1983) are given below.[38]
| NOUN + Set B markers | |
|---|---|
| xjaal | person |
| xjaal qiin-a | 'I am a person.' |
| xjaal-a | 'You are a person.' |
| xjaal | 'He/she is a person.' |
| xjaal qoʼ-ya | 'We (excl.) are persons.' |
| xjaal qo- | 'We (incl.) are persons.' |
| xjaal qa-ya | 'You all are persons.' |
| xjaal qa | 'They are persons.' |
| ADJECTIVE + Set B markers | |
|---|---|
| sikynaj | tired |
| sikynaj qiin-a | 'I am tired.' |
| sikynaj-a | 'You are tired.' |
| sikynaj | 'He/she is tired.' |
| sikynaj qoʼ-ya | 'We (excl.) are tired.' |
| sikynaj qoʼ | 'We (incl.) are tired.' |
| sikynaj qa-ya | 'You all are tired.' |
| sikynaj qa | 'They are tired.' |
REC:recent pastAP:antipassive suffixPAS:passive suffixPOT:potential aspectABS:absolutive agreement (Set B)ERG:ergative agreement (Set A)DEP:dependent suffixDIR:directionalENC:person encliticINTENS:intensiveREL:relational nounPAT:patientTV:transitive verbIMP:imperativeCL:noun classifier
An overview of child language acquisition in Mam can be found in Pye (2017). Child language data for Mam challenge many theories of language acquisition and demonstrate the need for more extensive documentation of native American languages.[39]
Children acquiring Mam produce a higher proportion of verbs than children acquiring K’iche’, but a lower proportion of verbs compared to children acquiring Wastek and Chol. They produce a higher proportion of intransitive verbs relative to transitive verbs than children acquiring other Mayan languages (Pye, Pfeiler and Mateo Pedro 2017:22).[clarification needed] Their high proportion of relational noun production is tied to their frequent use of intransitive verbs.[40]
The following examples illustrate the children's use of intransitive verbs to express events with two participants. Ages are shown as (years;months.days). WEN (2;0.2) used the intransitive verb-kub’ ("go_down") in reference to an event of picking coffee. She used the relational noun phraset-uʔn-a to express the agent in an oblique phrase. CRU (2;5.12) used the intransitive verb-el ("go_out") in reference to an event of taking out an object. She used the relational noun phrasew-uʔn-a to express the agent. JOS (2;6.17) used the intransitive verb-b’aj ("finish") in reference to finishing a drink. He used the possessive prefix on the nounk’aʔ ("drink")to express the agent. The examples overturn the hypothesis that children tie their use of transitive verbs to object manipulation events.
pa
already
pe
kape
coffee
{} {} kuʔ pe tuʔn?
ma pa 0-kub’ kape t-uʔn-a?
REC already ABS.3.SG-go_down coffee ERG.2.SG-by-ENC
"Did you already pick the coffee?" (Lit. "Did the coffee already go down by you?")
{} nech woona.
ntiʔ n-0-el-tzaj w-uʔn-a.
NEG PROG-ABS.3.SG-go.out-come ERG.1.SG-by-ENC
"I can’t get it to come out." (Lit. "It is not coming out by me.")
kal
tqal
what
kal kama paj?
tqal {t-k’aʔ ma} n-0-b’aj?
what {ERG.3.SG-drink COMP} PROG-ABS.3.SG-finish
"What is he drinking?" (Lit. "What is his drink that is finishing?")
Two-year-old Mam children produce the consonants/m,n,p,t,t͡ʃ,k,ʔ,l,jandw/. They produce[ʔ] in place of glottalized stops,[p] in place of/ɓ/,[k] in place of/kʲ/ and/q/,[t͡ʃ] in place of/t͡s/ and/ʈ͡ʂ/,[ʃ] in place of/ʂ/, and[l] in place of/ɾ/. Mam children begin producing ejective consonants after they are three and a half years old.[41] The early production of /t͡ʃ/ and /l/ in Mam, as well as the late production of /s/, overturns predictions that all children have similar phonologies due to articulatory development.[citation needed]
The acquisition of morphology in Mam is heavily influenced by prosody. Two-year-old children favor the production of word syllables with primary stress, and most often produce syllables with the form CVC. Children do not consistently produce inflectional prefixes on nouns and verbs before they are four years old, although two-year-olds frequently produce verb suffixes, including the directional suffixes. Their production of the directional suffixes is evidence that two-year-old Mam children understand the complex grammatical constraints on the use of directionals. They distinguish between the use of the directional clitics and directional suffixes in indicative and imperative verbs. Two-year-old Mam speakers omit the person enclitic on nouns and verbs despite its high frequency of use in adult speech.[citation needed]
The following examples illustrate WEN’s verb complex production.[42] In (1), WEN produced the vowel /a/ from the verb root-q'a ("give"), the imperative suffix -n, and the directional suffix -tz as /xh/. (Many directionals have contracted forms as suffixes.). WEN omitted the person enclitic -a. In (2), WEN produced the progressive prefix n-, the vowel /e/ from the verb root-el ("go out"), a spurious /n/, and the directional suffix -tz as /ch/. The intransitive verb-el belongs to the class of motion verbs that take directional suffixes. Intransitive verbs outside of the class of motion verbs do not take directional suffixes except in imperative contexts. The verb-el contracts with the directional suffix -tz to produce the stem-etz ("go out to") in adult speech. WEN’s omission of the person enclitic and production of a spurious consonant overturn the hypothesis that children produce forms that are frequent in adult speech.
aanxh!
0-q’a-n-tzaj-a
ERG.2.SG-give-IMP.TV-hither-ENC
"Give it!")
nench.
n-0-el-tzaj
PROG-ABS.3.SG-go_out-hither
"She is going out toward something")
The children’s production of the directional suffixes demonstrates their early recognition of the distinction between intransitive and transitive verbs in Mam. This distinction is a core feature of Mam grammar, and underpins the ergative morphology on the verbs and nouns. The semantic diversity of the verbs and positionals overturns the hypothesis that children use prototypical activity scenes as a basis for constructing grammatical categories. The children’s grammatical acumen is best seen in their use of the ergative and absolutive agreement markers on verbs. The children produced the prevocalic allomorphs of the ergative markers in nearly all of their obligatory contexts. They produced the preconsonantal allomorphs of the ergative markers in 20% of their obligatory contexts.[40]
Two-year-old Mam children display a remarkable awareness of the contexts for extending the use of ergative markers to cross-reference the subject of intransitive verbs. Outside of these contexts, they consistently produced absolutive person markers on intransitive verbs. Three Mam children produced ergative person markers on intransitive verbs in half of the obligatory contexts for extended ergativity.[43] The children’s awareness of the contexts for extended ergative use is all the more remarkable because the contexts are tied to clauses in dependent contexts in which aspect is not overtly marked.[44] The following example shows JOS’s use of extended ergative marking (in bold) on the intransitive verb-ok ("go_in") in a purpose clause headed by the adverbii ("so that"). The children’s production of ergative markers on intransitive verbs in dependent contexts overturns the theory that children link ergative markers to the subjects of transitive verbs in all contexts.
i
i
so_that
itok mahʔ.
it-ok mal...
so_thatERG.3.SG-go_in CL
"So that it is put..."
Mam two-year-olds produce sentences with a predicate-initial word order. The children, like adults, rarely produce the subject argument in transitive sentences. The Mam children show an ergative pattern of argument production that similar to the adult pattern.[45]The children produced subject arguments in 7 percent or fewer of sentences with transitive verbs. The children produced subject arguments in 40 percent of sentences with intransitive verbs, and produced object arguments in 45 percent of sentences with transitive verbs.[citation needed]
The acquisition data for Mam and other Mayan languages have profound implications for language acquisition theory. Children demonstrate an early proficiency with verb inflection in languages with a rich morphology and where the language’s prosodic structure highlights the morphology. The Mam children’s use of directionals and extended ergative marking shows that two-year-olds are capable of using complex affixes appropriately in their obligatory contexts. This morphology accounts for the language-specific look of the children’s early utterances and guides its development in later stages.[citation needed]
REC:recent pastAP:antipassive suffixPAS:passive suffixPOT:potential aspectABS:absolutive agreement (Set B)ERG:ergative agreement (Set A)DEP:dependent suffixDIR:directionalENC:person encliticINTENS:intensiveREL:relational nounPAT:patientTV:transitive verbIMP:imperativeCL:noun classifier
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