On the conceptual nature of hybrid adverbials in Isu

We review Kießling’s (2011) assessment of the emergence of hybrid adverbials from serial verb constructions in Isu of Bantoid and the Narrow Grassfield group of East Benue Congo. He posits two paths, preverbal and postverbal, that coverb elements follow as they abandon verbal properties pertaining to syntax, morphology, and tone. Our focus rests on whether this impressive array of grammatical change might reflect a particular system of semantic concepts. We contend that one lens through which to view such a system consists of a merger of Dixon’s secondary concept types and Nuyts’ hierarchy of categories conveying clausal modification. To support our contention, we apply the resulting system of semantic concepts to Isu preverbal hybrid adverbials, finding eight conceptual types oriented toward characterization of grammatical subject. Despite the highly tentative nature of this effort, results align with a similar range of conceptual types that occur as preverbs in West Benue Congo Yoruboid and Edoid, which have also grammaticalized from verbs

Preverbs: Their syntax and semantics in West Africa

Preverbs are positionally-delimited grammatical forms that remain understudied. We examine their semantic classes in West Benue Congo (WBC) and its minor language Emai, which until recently was undocumented. Preverb classes in Emai display a subset of semantic categories identified in Dixon (1991, 2006, 2010) and Nuyts (2001, 2005, 2006, 2016). There are eight semantic classes for 30 odd preverb forms. They are apportioned according to their qualitative or quantitative character. Preverbs do not include traditional auxiliary categories of aspect, tense, and modality, which exhibit distinct diachronic and synchronic character. Common to preverbs is their orientation to grammatical subject, rather than utterance speaker. Members of each class ascribe a property to clausal subject. Preliminary evidence suggests that preverbs of similar semantic character exist in other West African languages

Metatony, S-constituent linkage, and cognate objects

We examine metatony and its grammatical conditioning in an under described Edoid language of West Africa. In Emai, metatony on verbs is signaled by perfective suffix -í with underlying high tone. With a following adjunct, tone on this suffix is high and retained. When clause final, -í is retained but with low tone. When followed by a verb argument, the -í suffix is prohibited. Verbs with a following S-constituent exhibit metatonic asymmetry. Class one verbs prohibit suffix -í, treating S-constituents as verb arguments. Class two verbs require high tone -í, as if their S-constituent were an adjunct. When these same class two verbs occur with an immediately following cognate object nominal, they prohibit suffix -í. We interpret this asymmetric behavior of class two verbs in terms of boundary permeability (Berg 2014). We posit that class two forms are transitive and that their S-constituent derives historically from a complex Noun S-constituent structure that has become truncated and assumed a simple S-constituent form, having lost its erstwhile “cognate object noun.” It is thus the strict boundary for transitivity imposed by perfective suffix -í that signals a weakened status of S-constituents with class two verbs

Learners’ Acceptance of the Use of Mobile Phones to Deliver Tutorials in a Distance Learning Context: A Case Study at the University of Ibadan

This case study focuses on students’ acceptance of mobile phones for learning purposes within a project that aims to support and engage distance education students by using mobile phones for distance learning tutorials, rather than using technology merely to communicate information or create access to learning resources. The research design is based on Davis\u27s Technology Acceptance Model and tests multiple hypotheses concerning the effects of perceived usefulness, perceived ease of use, interest in the technology and technology self-efficacy on the use of the mobile tutorials. The evidence gathered confirms that the mobile tutorials enhanced teaching and learning. However, it also highlights several preconditions for successful implementation, including providing technical support to students, using a well-designed interface, improving student information and communications technology (ICT) literacy, controlling the messaging and data costs faced by students, and improving the capacity of course developers and technical staff

Emai's Variable Coding of Adjuncts

This paper examines the morphosyntactic character of clauses containing adjuncts in Emai (Edoid and West Benue Congo). In clauses differing as to discourse function, adjunct coding is variable. Some adjunct types are consistently structured as either head of a phrase or complement in a phrase headed by a verb. Other adjuncts are coded more variably. In canonical declarative clauses, they appear in postverbal position unmarked by a verb, but in one or more noncanonical clause types, their clause requires a verb otherwise latent. Resulting patterns are assessed from a perspective in Croft (2001), where adjuncts are relations with their matrix clause as argument