TAT FULA

F O R E I G N S E R V I C E I N S T I T U T E

FULA

BASIC COURSE

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FULA

BASIC COURSE

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This work was compiled and pub.

lished with the support of the Office of Education, Department of Health, Education and Welfare, United States

of America.

LLOYD B. SWIFT KALILU TAMBADU PAUL G. IMHOFF

FOREIGN SERVICE INSTITUTE

WASHINGTON, D.C.

1965

o E P A R T MEN T o ^{F 5 T A T E}

UNIT FULA

FOREIGN SERVICE INSTITUTE BASIC COURSE SERIES

Editedby LLOYD B. SWIFT

BASIC COURSE

PREFACE

Fula (also known as Peul, Fulani, etc.) is wide- ly spoken throughout the grassland areas of West Africa from the Atlantic to Cameroun. It has been extensively studied by scholars interested in its linguistic struc- ture or in the ethnography and culture of its sp~akers.

Few of these studies are of much assistance to the be- ginning student of the language. The present brief in- troduction to the essentials of Sene-Gambian Fula is de- signed to provide the basic grammatical structures like- ly to be needed early in the student's experience with Fula, plus a more generalized 'feel' for the structure of the language, in the context of a limited vocabulary, likely to prove useful in everyday situations.

This text is one of a series of short Basic Courses in selected African languages being prepared by the For- eign Service Institute under an agreement with the Unit- ed States Office of Education, Department of Health, Ed- ucation and Welfare, under the National Defense Educa- tion Act.

The linguist in charge of the project has been Lloyd B. Swift, Chairman of the Department of Near East- ern and African languages. Fula texts, drill sentences and vocabulary were provided and checked, and the tapes voiced by Kalilu Tambadu, Language Instructor. Major assistance in the selection of dialog situations, their elicitation, the construction of drills and the tape re- cording of the text has been provided by Paul G. Imhoff, Scientific Linguist. The tapes were recorded in the language laboratory of the Foreign Service Institute un- der the direction of Gabriel Cordova.

Howard E. Sollenberger, Dean School of Language and Area Studies

Foreign Service Institute Department of State

iii

FULA

TABLE OF CONTENTS

L1sted are those port1ons of each un1t 1n wh1ch new mater1al 1S 1ntroduced.

Un11sted sect10ns of the un1ts prov1de systemat1c pract1ce of the prev10usly 1ntroduced mater1al.

PREFACE

TABLE OF CONTENTS INTRODUCTION

Page 111

1V

UNIT 1 - 1.2

1.4

1.6

Morn1ng Greet1ngs

Order of Noun and Pronoun ObJects of Inf1n1t1ves Reference Note on the Sound System of Fula and the Transcr1pt10n Employed 1n these Mater1als

Long and Short Vowels

1

4

5 8 UNIT 2 - Afternoon Greet1ngs

2.2 Reference Note on Consonant Alternat10n

2.4

11

14

17 UNIT 3 -

3.2

3.4

3.6

Add1t1onal Morn1ng Greet1ngs

Sh1ft of Root-F1nal Long Vowel to Vowel plus Con- sonant before Vowel-In1t1al Suff1Xes

The Act1ve Inf1n1t1ve Verbal Noun Reference Note on Phrase Stress

21

24

26 27 UNIT

4 -

4.2 4.4 4·6

Add1t1onal Afternoon Greet1ngs Short-Form Person SUbJect Pronouns Reference Note on Verbal Forms

Long-Form Personal SubJect Pronouns w1th Imperfect1ve Verb Forms - the Progress1ve Form

31

35

38

40

UNIT

5 - 5·2 5.4

Useful Classroom Express10ns

Spec1f1c or Demonstrat1ve Pronoun Part1cles PosseSS1ve Suff1Xes, the Possess1ve or Mod1fy1ng Construct1on

ObJect Personal Pronoun Forms

45 47

51

59

UNIT R 1 - Rev1ew of Un1ts 1-5 63

UNIT 6 - 6.2

Even1ng Greet1ngs

Act1ve Perfect1ve Verb Forms - Stat1ve Verbs and Act10n Verbs

Optat1ve and Imperat1ve Verb Forms - Act1ve V01ce

75

78 86 UNIT 7 - A Remedy for a Headache

7.2 Negat1ves to Date

7.4

1V

91

94

98

109 BASIC COURSE

UNIT 8 - Yompats W~fe ~s S~ck

8.2 Sentences w~th ko ,~t ~s'; the Emphat~c

Pronoun Forms 113

8.4 Act~ve Perfect~ve Relat~ve Verb Forms 115 8.6 The 'Retrospect~ve' Pronoun _Suff~x [-(V)n] , 'the

one prev10usly ment10ned' 125

8.8 Narrat1ve 128

UNIT 9 - An Acc~dent on the Road 9.2 Act~ve Potent~al Verb Forms

9.4 Act~ve Imperfect1ve Relat1ve Verb Forms 9.8 Narrat~ve

129 134 139 143 UNIT 10 - ^Inqu~r~ng about a Job

10.2 Rev~ew of Stat~ve and Act10n Verbs 10.4 S1mple Imperfect1ve and InJunct~ve

Act1ve Verbs 10.8 Narrat~ve

UNIT R 2 - Rev~ew of Un~ts 6-10

Forms of

145 149 153 157 159 UNIT 11 -

11.2 11.4 11.8

V~sJ.tors

PassJ.ve Verbal Forms

Interrogat~ve Sentences Narrat1ve

169 174 179 186

UNIT 12 - What Day WJ.ll He Be Here? 189

12.2 Imperfect1ve NegatJ.ves 194

12.4 Verbal Extens~on [-an] 'Benefact~ve' or 'Appl1cat~ve' 198

12.8 Narrat~ve 201

UNIT 13 - 13.2 13.4 13.8

L1vestock

The M1ddle VOJ.ce

The Verbal ExtensJ.on r-oy] 'D1splac1ve' Narrat1ve

203 207 212 218 UNIT 14 - At the Market

14.2 Noun Classes (II)

14.4 The [-d] Verbal Extens10n - 'Assoclat1ve' 14.8 Narra t1ve

UNIT 15 - Weather

15.2 Agent Verbal Nouns - the Doer 15.4 ComparJ.son

15.8 Narrat1ve

v

219 223 231 234 237 241 245 248

UNIT

UNIT R 3 ReV1ew of Un1ts 11-15

FULA

UNIT 16 At the Butcher's

16.2 Verbal Extenslon f-ondlr] - the 'Reclprocal' Form 16.4 The 'Transformatl0nal' Verbal Extensl0n [-w/-n]

and the 'Causat1ve' Verbal Extensl0n [-(l)n]

16.8 Narratlve

259 263 267 270

UNIT 17 Kumba's Chl1d lS Cold 273

17.2 The Negatlves of the Mlddle and PaSSlve VOlces (I) 279 17.4 The Negatlves of the Mlddle and Passlve VOlces (II) 284 17.6 The [-ante] Constructlon - 'for you' etc. 291

17.8 Narratlve 293

18·4 UNIT 18

18.2

Fatu Returns from Market

The Perfectlve Form of the Verb wlthout SubJect as an Imperatlve

The f-(l)t] Verbal Extensl0n - Iteratlve, Revers1ve

295 300

18.6 18.8

and Reflex1ve

Spatlal Relatl0nshlps Narratlve

301 303 310 19

19.2 19.4 19.8

UNIT Cook thlS F1ShJ

The Instrumental / Locatlve Verbal Extenslon [-(V)r]

Noun Derlvatlon from Roots Narratlve

311 315 318 327 UNIT 20 Frank Learns the Values of Money

20.2 Numbers, Addltlon and Subtractlon 20.4 Measurements

20.8 Narratlve

UNIT 21 Koba, the Okra Salesman UNIT 22 What's for Lunch~

UNIT 23 A Snack and an Errand UNIT 24 Lots to Do

UNIT 25 Qalfa Does Some Chores UNIT 26 Asklng Dlrectlons

UNIT 27 Frank's Car Has a Breakdown UNIT 28 Kumba's Baby was Slck

Vl

329 332 336 337 339 345 351 358 365 370 377 383

BASIC COURSE

UNIT 29 Frank 1S Interested 1n Farm1ng 388

UNIT

30

UNIT 31 Ramadan 1S Com1ng 400

UNIT 32 BUy1.ng Cloth 406

UNIT 33 A V1.S1.t to the D1.spensary 411

UNIT 34 G01.ng to the Bantanto V1.11age 417

UNIT 35 The Teacher M1.sbehaves 423

UNIT 36 Frank Does Some Vocabulary Learn1.ng 429 UNIT 37 The Case of the M1.staken Drunk Dr1.ver 436 UNIT 38 Dgay Wants to Reg1.ster H1S Ch1.1d 1.n School 441

UNIT 39 News of Fr1ends and Fam1.1y 447

UNIT 40 Rent1.ng a House 452

GLOSSARY 459

V11.

FULA

BASIC COURSE

INTRODUCTION The Fula Language and People

Fula (varlously also called, ln European languages, Fulanl, Peul, Poular, Toucouleur, Fulfulde) lS the language of the Ful5e (slngular Pullo), cattle ralslng and farmlng peoples of Senegal, Gambla, GUlnea, Mall, Nlger, Nlgerla, Cameroun and adJacent areas ln other states. The people are generally referred to by the term applled to thelr language.

In none of the countr1es where they llve do the Fula people form a maJorlty.

The pr1nclpal concentrat10ns are In the Fouta Toro ang adJacent areas of Senegal, Mall and Gambla, ln the Fouta D1allon area around Labe ln GUlnea, and 1n the Northern Reg10n of N1gerla and adJacent parts of N1ger and Cameroun. Smaller concentrat1ons, prlmarlly of cattle-herd1ng Fu15e, occur all across the Savannah areas of West Afrlca.

The Fu15e are predomlnantly Musllm. In Nlger1a they have a relatlvely re- cent hlstory of pol1t1cal hegemony over other trlbes. Many 1mportant leaders ln GU1nea, Northern Reglon of N1gerla, and Federal Nlger1a,are Fu15e.

The language lS dlvls1ble lnto d1alects on var10US bases. The pr1nc1pal dlalects accord wlth the maln concentratlons of speakers, be1ng the Fouta Dlallon d1alect of GU1nea, the Senegamb1an d1alects known to the French as Peul, the Fula of Masslna 1n Mall, and the Eastern Fula dlalects known generally as Fulanl 1n Northern Nlgerla, of WhlCh the speech of Adamawa lS the best known.

The Language of thls Manual

Th1S book lS based on the speech of Khal1lu Tambadu, a Gamblan, whose Fula lS that of the F1rdu Ful5e, but conta1ns a number of ltems akln to the Masslna and Fouta D1allon dlalects. H1S speech lS qU1te generally representat1ve of the Senegamblan dlalect of Fula. H1S speech also contalns some usages,and borrowed words from Engl1sh, WhlCh probably have llttle currency outslde Gambla. Slnce he speaks 11ttle French, lt lS probable that French borrow1ngs 1n h1S speech are ltems most general among Fula speakers over a falrly wlde area. Efforts have been made to check espec1ally ltems of vocabulary aga1nst eXlst1ng glossarles and, where Mr. Tambadu accepted alternatlve forms, to use the form most w1dely attested 1n the llterature. However, thls process was not carrled to the extreme of puttlng words 1n the mouth of the natlve speaker.

The student user of thlS manual should, of course, follow h1S 1nstructo~

even lf hlS pronunclatlon, cho1ce of vocabulary, or 'turn of phrase' d1ffers from what appears on these pages. It lS hoped that, even In d1alect areas where maJor reV1Slons are requ1red to adapt these lessons to local speech, the format of the course may prove suggest1ve, and that, wlth approprlate Subst1tutlons to flt local usage, the dlalogs, drllls and narrat1ves may be used.

Mr. Tambadu's speech 1S, of course, represented wlth complete accuracy only on the accompanylng tape record1ngs of Wh1Ch the pr1nted text lS merely a tran- scr1ptlon.

Structure of the Course

Th1s course conslsts of forty numbered unlts, three reV1ew un1ts, and a glossary.

The f1rst twenty un1tS have a reV1ew un1t after each of the f1rst three of four flve-un1t groups. Th1S portlon contalns most of the grammat1cal expos1t10n In the course and also the maJor1ty of the man1pulatlve dr111 mater1al. The remalnlng un1ts (21-40) conta1n relat1vely 11ttle grammatlcal explanatlon and drlll, be1ng devoted to dlalog and narrat1ve texts w1th exerClses malnly based upon them.

UNITS 1-20

Each un1t In th1S sectlon of the course conta1ns the flrst two, and some, but not necessar11y all, of the rema1nder of the follow1ng subdlvls10ns, and all subd1vlslons are numbered, after the dec1mal pOlnt Wh1Ch follows the un1t number (here sYmbol1zed 'n'), accordlng to the follow1ng scheme.

FULA

n.O Dlalog (or other 'BaS1C Sentences')

n.l Varlatl0n Drllls on Baslc Sentences (lncludlng certaln new vocabulary)

n.2 Grammar Note

n.3 Drl1ls on the grammar pOlnt of n.2

n.4

n.5 Drl11s on the pOlnt of n.4 n.6 Grammar Note

n.7 Drl1ls on the pOlnt of n.6

n.8 Narratlve (commenclng wlth Unlt 8)

n.9 Questl0ns and TOP1CS for D1Scussl0n (commenclng wlth Unlt 7) Thus, ln general, the even-numbered subdlvlslons present lesson materlal and the odd-numbered subdlvlslons provlde structured or relatlvely 'free' prac- tlce.

In Unlts 1-3 the notes and drl11s lnclude matters of pronunclatlon. There- after they are prlmarlly grammar, more narrowly deflned.

The Dlalog (n.O)

Each dlalog conslsts of ten to flfteen short utterances. These are present- ed to the class at normal speed 1 by the lnstructor. The class (wlth books closed) repeats thA utterances In lmltatlon of the lnstructor, ln chorus and lndlvldually, untll the lnstructor lS satlsfled that each student can lmltate hlm accurately and at normal speed. Under no clrcumstances should a student repeat a sentence . after another student, but always after the lnstructor.

After the lnstructor lS persuaded that each student can lmltate hlm accu- rately, the students open thelr books and practlce readlng the transcrlptl0n of the utterances. At thlS pOlnt the students encounter for the flrst tlme the Engllsh 'equlvalents' glven for each new word and for each sentence. If readlng

lS not accurate at normal speed, further lmltatl0n of the lnstructor's rendltl0n of the sentences lS requlred untll all students can read each sentence properly.

Such further lmltatl0n lS, agaln, done wlth books closed and books are opened only for attempts at readlng wlthout the lnstructor as a model.

When readlng lS accurate, books are agaln closed, and the lnstructor pre- sents the dlalog agaln, employlng elther or both of the followlng technlques to facllltate memorlzatl0n.

1. The lnstructor takes one part and prompts the students, In- dlvldually or collectlvely, as they attempt to recall the

lnterven~ng sentences. If recall ~s part~al or ~naccurate,

the sentences are agaln repeated by the students In lmltatlon of the lnstructor.

2. Two (or more) students are asked to take the parts and reclte the dlalog wlth the lnstructor's promptlng and ass1stance. A sentence lS not left unt1l the student rendlt10n lS accurate at normal speed.

It lS des1rable that the class program be so arranged that a perl0d of practlce of the d1alog w1th the tape record1ngs 1n the language laboratory lntervenes between the f1rst presenta- tlon and readlng and the 'role-play1ng', WhlCh thus becomes a 'test1ng' of the students' control and memor1zat10n of the d1alog.

These procedures are cont1nued unt1l each student can reproduce any or all the sentences of the d~alog accurately at normal speed from memory.

1 Normal speed 1S def1ned as no slower than the 1nstructor WOUld, 1n a matter- of-fact conversat1on, address another nat1ve speaker of Fula.

x

BASIC COURSE

Orthographlc Conventlons Employed In Presentlng Dlalogs

In the n.O portlon of each unlt, new words are presented as 'bulld-ups' above the sentences In whlch they occur. Famlllar words occurrlng In new forms

(not yet explalned In the grammar notes) or In phrases whlch are l1k&ly to be lncomprehenslble for the student, are also lncluded 1n the bUlld-ups 1n the new forms or env1ronments. Fula appears 1n the left-hand column and Engllsh to

the r1ght. The Engl1sh glosses of bU1ld-up ltems are as 'llteral' as posslble, those of sentences In the dlalog are generally less Ilteral, approxlmat1ng what mlght appear In a normal Engllsh sentence 1n the same context. In the Engllsh column parentheses, ( ) , enclose translat10n of ltems whlcn occur 1n the Fula but for whlch a dlrect Engllsh translatlon lS not needed, square brackets,

[ J , enclose portlons requlred for a smooth Engllsh translatlon but not translatlng dlrectly any partlcular part of the Fula. Thus, In general, a smooth- er Engl1sh translat10n can be obtalned by readlng portlons In square brackets and omlttlng those In parentheses. Where necessary, more llteral translatlons are enclosed In slngle quotatlon marks wlthln parentheses, (, ,).

Use of the Tape Recordlngs of the Dlalogs

On the tape record1ngs each dlalog 1S recorded three tlmes. The f1rst re- cord1ng, called 'Dlalogue for L1sten1ng', 1S at normal speed w1thout spaces or repet1tlon. The student Ilstens to th1S record1ng several tlmes w1th h1S book open ( of course after the d1alog has been lntroduced by the lnstructor as descr1bed above ~ and gets the general 'flavor' and mean1ng of the d1alog ex- change. He then proceeds d1rectly to the second record1ng, called 'D1alog for Learn1ng'. In th1S portlon, each sentence lS repeated and spaces are provlded for stude~t repet1tlon.

Thls 'dlalogue for learnlng' lS used In two dlfferent modes, both wlth the student's book closed.

1. As a model for d1rect lm1tatlon. In thls mode, each sentence 1S heard and repeated In the space followlng 1t. The second rend1t1on of the sentence serves as re1nforcement of the cor- rect student repetltlon or as correctlon of the lncorrect one, and as model for a second attempt to 1m1tate correctly. Thls 1S the appropr1ate mode for memorlz1ng the dlalog.

2. As an a1d to practlc1ng the sequence. In th1S mode the student uses each sentence on the tape as hls cue for productlon of the followlng sentence In the d1alog. He says each sentence 1n the space before the V01ce on the tape says It, Ilstens to the taped VOlce for conflrmatlon or correct1on, repeats the sentence correctly 1n lm1tatlon of the taped V01ce and Ilstens agaln. In the space followlng the second rendlt10n of the sentence, he produces the next sentence In the d1alog, etc.

The flnal recordlng of the dlalog lS called 'Dlalogue for Fluency'. The sentences are recorded once each wlth spaces between. Th1S recordlng lS also used In two modes wlth books closed.

1. Repeatlng after the taped VOlce for lncrease In fluency.

2. Produclng each sentence before the taped V01ce to test memorlzatlon.

After each dlalog lS thoroughly memor1zed It lS often deslrable to return to the Dlalog for Llstenlng and attempt to speak the dlalog In unlson wlth the taped vOlce, agaln wlth closed book.

The Var~at~onDrllls (n.l)

These and the grammar drll1s are of a conslderable varlety. Baslcally the three techn~ques employed In drlll are.

1. Substltutlon 2. Transformatlon

3. Response

Xl

FULA

1. Substltutlon Drl11s are those ln WhlCh a sufflX, a word, or a phrase lS pre- sented by the lnstructor as a cue for the student to Substltute lnto a prevlous- ly presented pattern. In thlS text all Substltutlon drl11s are presented ln two columns, headed Cue and Pattern, wlth the word for WhlCh the Substltutlon lS to be made underllned ln the _pa~n sentence. The purpose of thls format lS to en- able the lnstructor ln class(where the student books are, of course, closed) or the student worklng wlth the tapes or revlewlng outslde of class, to sllde a notched card down the page, exposlng the parts of the drl11 ln order.

Thus, lf the Slmple Substltutlon Drl11 (a) of 3.1 lS taken as an example, a card wlth a notch about one-fourth lnch by one lnch cut ln the upper left-hand corner -

placed over the drlI1 and SI1d downward, exposes flrst the pattern and flrst cue- Cue

Bookarl

Pattern

Ml wayrl yaade to saaremaa.

next the correct response sentence wlth the Substltutl0n of Bookarl for~,

WhlCh lS, TIn turn, the pattern for the next Substltutlon, Demba -

Bookarl Demba

Pattern

Ml wayrl yaade to saaremaa.

Ml wayrl yaade to saare Bookarl.

and so on -

Cue Pa ttern

Ml wayrl yaade to saaremaa.

Bookarl Ml wayrl yaade to saare Bookarl.

Demba Ml wayrl yaade to saare Pemba.

kawmaa

~tp~'\)

In order to rac~l~tate thlS procedure, each drlll WhlCh lS contlnued from one page to the next lS pr~nted wlth the last I1ne from the prevlous page re- peated at the top of the succeedlng page. Thls sentence lS not, of course, re- peated on the tape recordlng.

BASIC COURSE

There are three maln types of Substltutlon drllls-

1. Slmple Substltutlon Drllls are those In WhlCh the cues are all Substltuted for the same grammatlcal ltem, usually In the very same posltlon In the sentence. An example lS

3.1

2. Progresslve SUbStltUtlOLl Drllls are those In WhlCh the cues are to be Substltuted In order In dlfferent slots progresslve- ly from left to rlght (or, occaslonally, from rlght to left).

These are approprlate when, for some reas0n, the posltlon at WhlCh a cue lS to be Substltuted may not be lmmedlately ap- parent to the student when the cue lS S';,pplled by the In- structor.

3. Random Substltutlon Drllls are those In WhlCh l t lS clear from the form of the cue where In the sentence l t must be SUbStl- tuted and there lS no partlcular order or progresslon through the sentence pattern.

Any of these drllls may be compllcated In any of three ways-

1. The cue may be presented In a 'cltatlon' form requlrlng the student to select the form approprlate to the use In the pattern sentence presented. For example, the root of a verb may serve as cue for an lnflected verb form. ThlS procedure lS called, In the early unlts, 'Substltutlon-modlflcatlon'.

In later unlts no dlstlnctlon lS made between tCls and other Substltutlon drllls Slnce by thlS tlme the student has become accustomed to modlflcatlon and almost all drllls are of thlS type.

2. A word or other form may be presented as a cue (wrltten lnSlde parentheses) WhlCh lS lntended not to be ltself Substltuted In the pattern, but rather to slgnal the requlred Substltutlon.

For example, a personal pronoun as cue mlght slgnal the selec- tlon of the approprlate pronomlnal sufflX for the same person.

3. The Substltutlon of the cue may requlre the change of a form elsewhere ln the sentence. ThlS lS known as a 'Substltutlon- Correlatlon Drlll'. For example, the Substltutlon of a plural for a slngular subJect may requlre a correlatlve change ln the form of the verb.

Substltutlon Drllls may also be comblned wlth Transformatlon Drllls or wlth Response Drllls.

2. Transformatlon Drllls are those In WhlCh a pattern lS presented together wlth lnstructlons for changlng the sentence ln some generallzable way. For example, a posltlve sentence may be presented wlth lnstructlons to produce the negatlve

'equlvalent'. Transformatlon Drllls may generally also be done ln reverse - uSlng the rlght-hand column as Cue to trlgger student response wlth the sentence of the left-hand column. Many of the Transformatlon Drllls In thlS course are 'SUbStltU- tlon-Transformatlon Drllls' In WhlCh a cue lS flrst Substltuted lnto the left- hand pattern and then the pattern so produced lS subJected to transformatlon In accordance wlth the lnstructlons provlded. In many cases these also may be done In several ways such as uSlng the cue provlded to Substltute not lnto Pattern 1 but lnto Pattern 2, as well as the 'stralght' transformatlon drllls whlch can be done by 19norlng the Substltutlon cues and uSlng the sentences of Patterns 1 and 2 as cues for the other transformatlon.

3. Response Drllls are those 1n Wh1Ch a statement or questlon lS presented as cue to the product1on of another sentence as response. The common form lS a questlon, to WhlCh the response requlred lS a pos1t1ve or a negatlve answer - or a factual answer, lf the quest10n conta1ns a 'quest1on word'. However, other types of stlmulus-response drllls are also used. Response Dr1lls are r1g1dly structured so that only one response lS normally correct. Otherwlse these would cease to be drllls and become exerClses.

Xlll

FULA

other types of dr~ll also occur occas~onally. Drllls called 'Sample Sentence Drllls' are used where student vocabulary and/or control of the grammar lS ~n­

sufflclent to permlt useful manlpulatlon of the pattern. These drllls cons~st

slmply of unrelated sentences lllustrat~ng the pOlnt. These are practlced as outllned below but are not 'operated' as are the structured drllls.

Certaln Substltutlon drllls are called 'Phrasal Substltutlon Drllls'. In these, qUlte long parts of sentences are presented as cues for Substltutlon.

Otherwlse they do not dlffer from other substltutlon drllls.

An occaslonal 'Expanslon Drlll' occurs. In these the word or phrase pre- sented as cue lS not Substltuted but lS added to the sentence. Thus, In an ex- panSlon drlll the sentence starts short and lS gradually bUllt longer by the addltlon of more words or phrases.

Use of the Drllls

Drllls are normally done wlth students' books closed. The sentences of drllls are presented, and repeated several tlmes by the students In lmltatlon of the ~nstructor, untll lt lS clear that the sentences are understood and accurately produced by each student. The extent to WhlCh such repetltlon of each sentence In a drlll lS requ~red wlll, of course, depend on whether the dlfferences between sentences wlthln a drlll are slmple or complex, famlllar to the students or unfamlllar, and the llke. The lnstructor may w~sh to check student comprehenslon of the sentences from tlme to tlme by asklng for a para- phrase or a translatlon, or by asklng an approprlate questlon.

After there ~s no further doubt that all the sentences of a partlcular drlll are comprehenslble to and pronounceable by the students, the 'presentatlon' of the drlll has been completed and the dr~ll lS 'operated'. That lS the pat- tern lS presented followed by the flrst cue (for Substltutlon drllls~, ^{and a} student (selected at random) lS asked to perform the operatlon and to produce the requlred response. The f~rst tlme through a drlll the lnstructor may have each student repeat each correct response for extra practlce before presentlng the next cue. ThlS also avolds the confuslon WhlCh may occur lf the new pattern lS not clearly f~ed for each student before he lS asked to make a Substltutlon lnto It. In all drlll the lnstructor wlll take approprlate steps to see that the students are not 'solvlng puzzles' but are drllllng qUlckly and accurately utterances WhlCh are completely comprehenslble to them. The procedures of such drlll should be sufflclently stereotyped that the technlque does not get In the way of the learnlng process and the students' attentlon can contlnually be focused on the communlcatlve value of the sentences they are belng requlred to manlpulate.

If the drlll comblnes Substltutlon wlth transformatlon or response, the productlon of the flrst student, lncorporatlng the Substltutlon, lS ltself cue for the second student's response. Generally lt lS advlsable for the lnstructor to repeat the flrst student's response as cue for the next student (at least In the earller unlts), to avold the practlclng of one student's mlspronunclatlons by hlS classmates.

Most drllls are deslgned wlth the last sentence ldentlcal wlth the flrst so that they may be contlnued clrcularly as long as necessary.

Use of the Tapes of Drllls

A drlll 2S normally done ln class several tlmes before the student does lt wlth the tape recordlng. On tape the drllls are recorded wlth cues for 'opera- tlon' and so should have been presented before the student flrst Ilstens to the tape. Space lS provlded on the tape, however, for student repetltlon of the correct response after the tapea VOlce has provlded relnforcement (or correctlon) to the student's operatlon of the drlll. The flrst tlme a drlll lS done wlth the tape, the student may be permltted to open hlS book and use a notched card (as lndlcated above) to present the patterns and cues vlsually as well as orally.

A drlll lS, however, not done properly untll lt can be operated correctly wlth books closed.

XlV

BASIC COURSE

The Grammar Notes (n.2, n.4, n.b)

)

These notes are lntended to be read outslde of class by the students and to be expounded, lf necessary, by a 11ngulstlc sClentlst. D1Scussl0n of notes (In a European language) by natlve-speaklng lnstructors lS dlscouraged. Instructors should generally conflne thelr role In presentlng grammar to provldlng (In Fula) add1tlonal examples of the structures as requlred.

Slnce thls course lS, necessarlly, clrcumscrlbed wlth regard to the breadth of vocabulary and of' grammatlcal patterns presented for students to master as parts of thelr actlve repertorles, a certaln amount of the grammar presented ln the notes represents patterns occurrlng. 1n the dlalogs, drl11s and narrat1ves of thlS book, rather lnfrequently. ThlS presentatlon 1S 1ntended to equlp the stu- dent to recognlze the pattern when encountered and thus to prevent h1m from

puzzled attempts to flt relatlvely lnfrequent forms lnto the framework of hlS own product1ve command of the language, rather than to prov1de h1m wlth an actlve command of such lnfrequent forms. Of course, no clalm lS made that the gram- mat1cal treatment lS ln any sense complete,elther for the dlalect here treated or, much less, for the language as a whole.

The Grammar Drl11s ( n.3, n.5, n.7)

Grammar Drll1s are treated exactly as were the varlatlon drl11s on Baslc Sentences. Introductl0n of new vocabulary In grammar drl1ls lS rare.

The Narratlve ( n.B )

ThlS lS a short exposltory paragraph generally followlng closely the se- quence of events In the dlalog of the same unlt. The narratlve lS normally drll1ed wl~h closed books, sentence by sentence. Students may also be asked

~o retell the story, not necessarl1y In the ldent1cal words of the text. They are later allowed to open thelr books and to read wlth correct lntonatl0n and phraslng. Occasl0nally 1t may prove useful to ask students to retell the story changlng the tlme or the person(s). A useful homework asslgnment may be to pre- pare to tell a slmllar story about some real or lmaglnary happenlng.

The Questlons for D1SCUSS10n ( n.9

These are generally of several types lncludlng 'Yes-No' questlons, 'Or' questlons, and 'Questl0n-Word' auestl0ns. They often relate both to the sub-

Ject matter of the dlalog and/or that of the narratlve and to the dlrect ex- perlence of the students. These are lntended as conversatl0n-starters rather than as response exerClses only, and the subJects suggested by these questlons should be pursued as far as student abl1ltles permlt. An lmaglnatlve lnstructor can easl1y supplement these questlons wlth many more equally approprlate, but should take care not to venture outslde the vocabulary and'grammatlcal competence of hlS students.

Narratlves and Questlons for D1SCUSSlon are not recorded and do not occur In the earllest unlts. They should occupy an lncreaslng amount of class tlme as the unlts progress and as student abl1lty to engage In mean1ngful narrat10n and con- versatlon lncreases.

The Revlew Unlts (Unlts R-l, R-2, R-3)

These unlts, WhlCh follow Unlts 5, 10, and 15 respectlvely, conslst prl- marl1y of drl11s WhlCh are used llke the drl11s ln the regular unlts. In gen- eral these drl11s provlde an opportunlty to practlce patterns WhlCh may have been drll1ed In an early unlt,Wlth the vocabulary WhlCh has appeared In lnter- venlng unlts. These unltS also contaln short dlalogs WhlCh are recomblnatlons of prevlously learned ltems. These are lntended to be suggestlve or such re- comblnatl0ns and not necessarl1y to be memorlzed. Students should be encouraged durlng reVlew to make other recomblnatl0ns, but careful check1ng of such student 'oral compos1t1on' 1S necessary to prevent the pract1c1ng of errors or unprof1t- able translatl0n from Engllsh or another natlve language of the student.

xv

FULA

UNITS 21 - 40

These unlts are shorter, conslstlng prlnclpally o~ dlalogs, narratlve texts and exerClses. They do contaln, followlng the dlalog, a ~ew short varlatlon drllls, but these serve prlnclpally as a medlum ~or the lntroductl0n and prac- tlce of new vocabulary ltems and as a sort of 'warm-up exerClse ' before tackllng the exerClses proper.

An exerClse lS a practlce WhlCh dlffers from a drlll In that there may be more than one posslble correct response to the stlmulus provlded. Exerclses can be o~ a great varlety, lncludlng response exerclses, translatlon exerClses and conversatl0nal exerClses o~ varlOUS klnds. The commonest exerClses In thlS part of the course are 'Dlrected Conversatlon ExerClses'. These conslst of a short narratlve paragraph (In Fula at flrst and later In Engllsh) followed by a dlalog. The narratlve serves to 'set the scene' for the followlng dlalog. One student reads only the narratlve, carefully avoldlng looklng at the followlng dlalog. He then attempts to play the prescrlbed role In the dlalog wlth the lnstructor. or another student, (who lS, of course, permltted to look at the prlnted dlalog) taklng the other part. Thls~second studen~ (or the lnstructor)

'dlrects' the conversatlon. Of course, he may have to depart from the prlnted

'scr~pt' as approprlate to the responses o~ the ~lrst student. After Unlt 32 the narratlve lS In Engllsh, provldlng the student wlth some translatlon prac- tLce comblned wlth the conversatlon.

Exerclses are not recorded Slnce there lS no unlquely correct response WhlCh can be provlded on tape.

The lnstructor, the students and the llngulst (If any) wll1 ~lnd these unlts far less 'structured' than the flrst twenty and thus more of a challenge to thelr lngenulty In uSlng the materlals provlded In lmaglnatlve ways. In general all of the materlal should be consldered as 'conversatlon starters'.

Occaslonal1y lt may be deslrable to return to manlpu1atlve drlll over pOlnts lnadequately grasped. The 11ngulst or the lnstructor, or both, can easl1y con- struct such drl11s on the models provlded In Unlts 1-20 but lncorporatlng the enlarged vocabulary of later unlts.

THE GLOSSARY

The Glossary appears at the back o~ the book and lS preceded by an ex- posltlon o~ the conventlons used In 11stlng the words.

SHORT BIBLIOGRAPHY (See the books clted ~or longer blbllographles)

Arnott, D.W. 'The Mlddle VOlce In Fula', Bulletln o~ the School o~ Orlental and

A~rlcan Studles, XVIII. 1 , pp. 130 - 144, Unlverslty of London, 1961.

'The SubJunctlve ln Fu1a', Afrlcan Language Studles II. London, SOAS, Unlverslty o~ London, 1961.

Dauzats, Andre, Elements de Lan~ue Peule, 4lbl, Imprlmerle Alblgeolse, 1952.

Labouret, H., La Langue Des Feu S ou Foulbe, Memolres de L'Instltut Fran9als

d'A~rlque NOlre,

No.

, La Langue des Peuls ou Foulbe, Lexlque Francals-Peul, Memolres d'IFAN, Dakar, No. 41, 1955.

Taylor, F.W.,A Grammar of the Adamawa Dlalect o~ the Fulanl Language, second edltl0n, Oxford, Clarendon Press,

1953.

Fulanl-Engllsh Dlctl0nary, Oxford, Clarendon Press, 1932.

XVl