Colloquial Tibetan A Textbook of the Lhasa Dialect

~·~a.·~~ ·~l·iq~ q·~~ ·fil~4~1

Colloquial Tibetan A Textbook of the Lhasa Dialect with reference grammar and exercises (A contextual approach)

by

Tsetan Chonjore with Andrea Abi nanti

LIBRARY OF TIBETAN WORKS & ARCHIVES

© Copyright 2003 Tsetan Chonjore

All Rights Reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner.

ISBN: 81-86470-30-1

Published by the Library of Tibetan Works & Archives, Dharamsala, District Kangra, H.P. India and printed at lndraprastha Press (CBn, Nehru House, New Delhi.

Dedication This textbook is dedicated to His _Holiness The Dalai Lama, the personification of Avalokiteswara, the Lord of Compassion. He works selflessly not only for the well-being of Tibetans, but for the well-being of every person and country in the world. I also dedicate this textbook to Ven. Lobsang jinpa (Ku-ngo Ponpo) Dhen Nyir Tsang who served both the 13th and 14th Dalai Lama with great sincerity and dedication.

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Preface

Colloquial Tibetan: A Textbook ofthe Lhasa Diakct was composed by Tibetan Language Analyst Mr. Tseten Chonjore at the behest of Mr. Gyatsho Tshering, the former Director of Library of Tibetan Works &Archives (LTWA), Dharamsala. Although the initial composition was undertaken during the former director, I am extremely happy to see it go through the final phases of completion in my tenure. Therefore, on behalf of LTWA, I would like to express my sincere thanks to the former Director Mr. Gyatsho Tshering and the author Mr. Tseten Chonjor for making this publication possible. During the 40 years in exile, Tibetans relied heavily on bilingual usage of1ibetan and English, thereby resulting in significant relations with modern developing countries throughout the east and west. The consequential growth ofliteracy and widening of experiential exposure in Tibetan community entailed the need for an unanticipated advancement in the field of Tibetan language. Situation further demanded that Tibetans move with time, thus motivating us in the production of literature with quality par excellence. Taking into account the author's long experience in teaching Tibetan and English as a language, I am confident that this book proves its relevance for all learners' of1ibetan language, especially in this most crucial period of our history. I congratulate him for his priceless contribution made through this virtuous endeavour. At this time, when new generation Tibetans are making an enormous effort in the preservation and dissemination of1ibetan language, I am hopeful that this book serves as an invaluable gift for the non-1ibetans seeking to learn and the ·libetans aspiring to improve their Tibetan skills. This book also adds to the treasure of other valuable texts published by LTWA and fulfills the main objectives of preserving Tibetan culture and tradition. I once again thank the author for collaborating in the publication of this book. Finally, I pray that the book provide inexhaustible joy to all its readers. Achok Rinpoche Losang Thupten Thinley Director, LTWA 21 November, 2002

UNIVERSITY OF WISCONSIN • MADISON COLLEGE OF LETTERS AND SCIENCE D£PARTIIENT OF LANGUAGES AND CULTURES OF ASIA 1141 VAll Hill HALL, 1221 LIIIDE. Dlt1VI

IIIADIIOII, WIICOII... 13701, U.I.A. SOUTH. SOVTHEAST, WEST AND CENTRAL ASIA

Foreword It gives me great pleasure to write this Foreword to Tsetan Chonjore's Colloquial Tibetan. In 1983 Tsetan began teaching "Second Year Modem Tibetan" to the students in Kathmandu with the University of Wisconsin's College Year in Nepal program. Tsetan's unique gifts as a Tibetan language teacher were immediately apparent, and he was encouraged to author a Tibetan language textbook using his classroom approach. During the next decade and a halfTsetan 's book gradually evolved, both assisted and delayed by his multiple teaching commitments. By 2000 enough portions of Colloquial Tibetan had been completed so that Tsetan could use them when he taught our Department's "Elementary Modem Tibetan" course in Madison in summer school. In 200 I Tsetan once again taught "Elementary Modem Tibetan" in Madison in summer school, this time using a virtually completed version of Colloquial Tibetan. Tsetan's students have universally praised his book for its contents and style. Best of all, they have learned a great deal of colloquial modem Tibetan using his book. Tsetan Chonjore's Colloquial Tibetan is an exciting new addition to the growing list of available Tibetan-language textbooks. Our Department and our University are pleased to have provided the academic context within which Tsetan has developed his book that is now, after eighteen years of his hard work, at last being published.

Ellen Rafferty, Chair Department of Languages and Cultures of Asia University of Wisconsin-Madison Madison, Wisconsin, U.S.A.

TELEPHONE:

608/262~524,

August 10, 2001

6081262·3012 FAX: 6081265·3538 EMAIL: [email protected]

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Table of Contents

Page Aclcnowledgment Author's Introduction Homage to the Great Scholar Thu mi Sam Bhota Overview Text Format Key of Symbols Key to Linguistic terms Phonetic Introduction I. The Tibetan Syllabic Letters II. Places and Manner of Articulation m. Phonetic Qualities of the Tibetan letters according to English Phonology IV. Pronunciation: Practice Drill V. The Seven Elements of Word Formation A. How to Identify the Root Letter B. Change of Pronunciation with Superjoined Letters C. Change of Pronunciation with Subjoined Letters D. Change of Pronunciation with the Five Prefixes E. Change of Pronunciation with the Ten Suffixes F. The two Post-Suffixes: VI. Reading Exercises VII. Vowel Harmony [External Sandhi] Vlll. The 'Natural' Classes of the Letters IX. Categories of Tibetan Nouns How to Write Tibetan Letters Lessont Expanded Table of Contents Text Vocabulary for Lesson 1

xm

XV XVI XVII

xxm xxm XXV XXIX XXIX XXXI

XXXV XXXVI XXXVII XXXVIII

XL

XLI XLIII XLV XLVIn XLVIn L

u Lil LV

1 3

16

Exercises

18

Vocabulary for Lesson 2

18

Lesson2 Expanded Table of Contents Text Excercises Vocabulary for Lesson 3

21 23 39

40

Colloquial Tibetan

Lesson3 Expanded Table of Contents Text Excercises Vocabulary for Lesson 4 Lessont Expanded Table of Contents Text Excercises Vocabulary for Lesson 5 LessonS Expanded Table of Contents Text Excercises Vocabulary for Lesson 6 Leseon6 Expanded Table of Contents Text Excercises Vocabulary for Lesson 7 Lesaon7 Expanded Table of Contents Text Excercises Vocabulary for Lesson 8 LessonS Expanded Table of Contents Text Excercises Vocabulary for Lesson 9 Lesson9 Expanded Table of Contents Text Excercises Vocabulary for Lesson 10 Lesson10 Expanded Table of Contents Text Excercises Vocabulary for Lesson 11

LessonU Expanded Table of Contents Text Excercises Vocabulary for Lesson 12 Leseon12 Expanded Table of Contents Text Excercises Vocabulary for Lesson U LeseonU Expanded Table of Contents Text Excercises Vocabulary for Lesson 14 Lesson It Expanded Table of Contents Text Excercises Vocabulary for Lesson 15

0 45 58 59

61 63 72

73

., 75

90 91 93 95

120 121

205 207 221

221 223

225

239 239 241 20 269

270 273 275 299 299

Lesson15 Expanded Table of Contents Text Excercises Answers to the Exercises Index of 0\arta

123 125

140 140 10 145 159 159

163 165 180 181 183 185 202 203 XII

301 303 323 325 337

Acknowledgment

I would like to extend my extreme gratitude to my assistant Andrea Abinanti v·ithout whom this book would never have seen completion. She is a dedicated Buddhist student who came to Nepal in 1975. She began studying the Tibetan Language with me in Kathmandu in the early 80s. The University of Wisconsin Program hired her to assist me with the Colloquial Tibetan textbook project. I personally owe her a great debt for her tireless dedication. It is my pleasure to thank Dr. Asif Agha for introducing me to English linguistics. We met in 1986, when he was a summer language student at the University of Wisconsin. I imparted many of my insights concerning the Tibetan language and grammar to him. We worked together on several occasions in the United States and in Nepal. These periods of intense collaboration were filled with enormous excitement and a sense of mutual and intellectual gain. We presented a linguistic paper together at the Eighth Annual Meeting of the Linguistic Society of Nepal, Tribhuvan University, November 26-27, 1987. The paper was titled: "On the partial formal syncretism of categories of clause structure in Lhasa Tibetan." I am very grateful to a number of individuals and institutions who have rendered assistance in the completion of this project. By far the most important of these individuals is Dr. Joe Elder, Director of the University of Wisconsin's Center for South Asia. From the very beginning of this project, Dr. Elder strongly supported all my research efforts. He has also been a constant source of inspiration, and if it were not for his help and support, this project would never have been completed. I would like to thank the former director of the Library ofTibetan Works and Archives, Gyatsho Tshering, for encouraging me to continue my Tibetan language research. He was a source of great inspiration. I would also like to acknowledge with gratitude the financial and institutional support rendered by the College Year in Nepal Program, the American Institute oflndian Studies, the University of Wisconsin and the Campus of International Languages, Tribhuvan University. I would like to thank my professor Ngawang Jinpa (Geshe Lharampa) who instilled in me a love for the Tibetan language. I would like to thank Michael Keller for the encouragement given when I first undertook the task of writing this Tibetan language textbook. I would like to thank Dr. John D. Dunne, Pamela Ross, and Manohari Upadhyaya of the University ofWisconsin's College Year in Nepal Program for their continual enthusiasm and cooperation over the years. I would like to thank my father-in-law, Mr. Tengyong Ia, and my family for their encouragement and continual support. And I would especially like to thank my wife, Dolkar, for her extreme patience. I would like to thank my sponsors, Mr. and Mrs. F. Larson, for supporting my education. I would also like to thank the following people: John and Sally Davenport, Dr. Geoff Childs, Willa Baker, Julia Elliot, Ani Ia Yeshi Wangmo, and Yeshi Tsomo. Last, but not least, I would like to thank all of the students I have taught over the years, for without them I would never have had the opportunity to develop my skills as a teacher or had the time to formulate my ideas concerning the Tibetan language. Among these students, I would like to thank especially the following for reading the text and offering invaluable suggestions: Kirk Moore, Peter, Jan Ronis, Eric, Chris, David, and Cara Virgina Coburn.

Author's Introduction The work presented in this text is the result of twenty years of teaching experience. During this time I have taught the Tibetan language to students in both the United States and Nepal I have come to understand the subtleties of how my native language functions throu~ years of research and constant encounter with students. It has been my goal, from the very beginning of my teaching career, to write a detailed grammatical analysis of the Lhasa colloquial. I would like to make the subtleties of this rich and unique language, ~~·~c:.·~"Ul~ ·~~ ~·~ -filqr, more accessible to students and other Tibetan language teachers. The poetic title ~'i!-Gl~4< >< ~

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One should note the following generalizations concerning the colloquial pronunciation shown in Chart 10: when the prefix of the second number is ~·, e.g. 3-5

II]~~·,

the suffix of the root number becomes ~·,

Colloquial Tibetan ~~~~~·; when the prefix is ~·, e.g., ~!~ ~~·~··

·, the suffix is also~·, ~~"Z:;;!~ ·;and in the case of~· the suffix is~,

As one can see, this is not a fixed rule and several exceptions appear in the chart.

VII. Phrases for Memorization Sentences (51) - (55) Goodbye. [to the one leaving] Goodbye. [to the one staying] [I'm] sorry. I forgot. [I just realized it.] Sorry. [I'm] late. Goodnight.

at The expression C..~~~"·, colloquially pronounced [l.i~~Vj·], is a common farewell expression said to someone as they leave. It is also used when two parties happen to meet, exchange some words on the street and then depart. As each person goes his/ her own way, they say C..~~~"· to one another. Either of the following expressions may be said to the departee:

or

.

This expression literally means; 'Please go weU'. In English the closest equivalent for this expression is ' Take caref or 'So long'. The expression ~~9~~"·, colloquially pronounced [~-111·], is another common Tibetan farewell expression said to the person who remains behind:

or This expression literally means 'Please stay well'. In English the closest equivalent is again ' Take caref or

'So long'.

VIII. Conversation A. Context: A chance encounter occurs on the street between Nyima and Mr. Rinchen, the father of one of N~ 's friends. They have met before, but Mr. Rinchen does not remember. Two of Nyima 's friends, Jampa and Tsewang, are with him:

Sentences (56) - (66) (56) ,.~·: ~~·~~·:

(57) ~~·~~·: ,.~·:

~~·~~·~~·~9~·~~ ·~~ ·~9~1

Hello, Mr.Rinchen.

~~·~~·~~·~9~1

Hello.

~q;"~·~9 e~·~"·~·UI~1

Excuse me! Who are you?

"·6~·~"~·s~·~9~·li-U~~1

I am your son's friend.

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36

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Oh! Are [you)?

111~~·U!~1

Yes, [I] am.

rs~·~l::~~·s·U!~1

Whose son are you?

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I am your acquaintance Yeshi's son./I am the

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son of Yeshi who is an acquaintance of yours.

~·111~1 U!~ 'CJ~l

Oh! Are you?

111~~·U!~1

Yes, [I) am.

~~·(!l-af-~~·~·~·~~1

And who are those two?

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One is Jampa and (the other) one is Tsewang.

"faf'~~~·r::.'0.·'("9~·CJ-U!~1

Both of them are my friends.

f5~·~r::.·9·CJ~·~~~·lt£J~1

Where do you live?

r::.·~·~~·~~~·~·ur~l

I live in Lhasa.

~-~~·9·CJ~-~~~·~:Ui"~l

Where do you live in Lhasa?

r::.·~-~~-~~·~{~·~r::.·111·~~~~·Uj~l

I live in Barkor in Lhasa.

~~-[S~·~r::.~·r:f1119~1

And (what about) your father?

'jS'"r::.·~111·111·~~~~-~-Uj~·CJ·~~l

He lives in Shol. (h.)

(65) ex.~-~~·:

~~ ·~·1119~·l~111·CJ~ ~r::.·~r::.~·9·cr;~ ·X:~ 1And what is [your] father's telephone number?

~·ar: (66) ·ex.~·~~';

~~~~·~111·CJ~~r::.·~r::.~· ""!'{o ou~~ X.~1 Father's telephone (h.) number is 250-0644.

~·'J·:

~~~·~·~~"'1 41~~~~::.·1

Thank you. Bye, take care!

41~~~r::.·1

Bye!

.. The expression ~q;-~:.~·~9· in sentence (53) is normally translated as 'sony', however, in some cases, such as in sentence (57), it can also mean 'Excuse me'. (I'm] sorry. I forgot. Often the expressions ~q;r::.~-~~ or ~q;r::.~·CJ''J'Q.~'I~1 are used when apologizing for being late or having done something wrong. If someone says, 'Excuse me, where is Mr. Rinchen?' or if someone is trying to get through a crowd saying, 'Excuse me... ' the Tibetan equivalent is ~~~-{~·~a~~- ...20 :

!~"'l~41~~41'1l'l'99~·~ryr::.·'("9~'9~"1

Excuse me, please let me through.

In sentence (51), Mr. Rinchen says:

Excuse me! Who are you? In this particular example, the actual implication of 'Excuse me!' is, 'I don't mean to be rude, but I don't remember who you are.' Therefore in such a case, one is actually apologizing, thus theuseof~~~9 is appropriate.

37

Colloquial Ti/:>etan

Information for General Knowledge The Naming of a Child and other Customs About a month after a child is born, the parents or relatives will request their ~qa:!iJ"cJI" 'root lama', or the lama residing in their native area to give a name to the child. If the opportunity arises for someone in the family to have an audience with His Holiness the Dalai Lama or some other high lama, they will request an auspicious name for the newborn child from him. For those living in remote areas where there is no lama, the head of the family gives the name. This name can be the name of the day on which the child was born or any other name such as;~·'%.~· 'long-life', q~·~~· 'auspiciousness', Q~ ·~~ • 'happiness', CJi · 'lotus flower' etc. The name which is given by a lama or the head of the family"!~~~· 'birth name', this is usually the child's first name. If one is ordained as a monk or nun, a second name is received, i'4l·i)~· 'religious name'. This i"~· i!~· is given by the lama who confers the vows. Most monks and nuns are called by their ~~·i!~::.· and not by their a~·i!~ ·. The i"~·i)~. consists of two names; the first part of the name is often the same as that of the lama who conferred the vows.

If a pregnant women gets the opportunity to meet or send a letter to His Holiness the Dalai Lama, or any other lama, she or her family will request them to give a name to the unborn baby. Such names are known as rr~~~::.· 'name of the unborn in the womb,. This name may be kept after the baby is born, or it may be changed. If a child or young person becomes extremely sick and there is fear that they may die, the family often has the child's name changed. In such cases, sometimes even slang names with uncouth meanings such as, 6·~~~· 'dog shit', are given for the purpose of keeping the child alive. It is believed that Yama (the Lord of Death) will be repulsed by such names, consequently losing interest in taking that particular person's life. Because this custom seems to have a positive effect, it is still practiced today. When someone encounters a period of great misfortune or seems to continually have one health problem after the other, a Tibetan antidote is to wear some kind of clothing or a color which is not normally worn. On the back of this piece of clothing a large, yellow swastika is sewn. The spokes of the Buddhist swastika point in a clockwise direction and represent a continuous flow of energy. Tibetans feel that by wearing this symbol any force that might be trying to harm one's life will be intercepted. The afflicted person may also hang a small astrological medal medallion from their belt or carry it in their pocket. Twelve animals are printed on this medallion. Each of these animals correspond to one of the years within the twelve year lunar cycle. Both the practice of wearing unusual clothes with a swastika sewn on the back and the carrying of an astrological medallion are done for the purpose of warding off all kinds of misfortunes.

Epithets of His Holiness the Dalai Lama There are many epithets used for His Holiness the Dalai Lama, who is considered to be a manifestation of

!!~·~~·~a~~·' Avaloketeswara' (the Lord of Great Compasssion). Among these epithets, several of the more commonly used titles are: The Venerated One The One with Precious Victory

38

Lesson 2

~~·~~"'~~·s·

The Wish-fulfilling Gem

&~~·~~~·'X."' :r:J-~.

The One in which you Take Refuge/ The One from whom you Take Refug2/ The Saviour

The title 'X."\·~· literally means: precious one/ gem.

Typical Tibetan Names and their Meanings The following are some Tibetan names and their meanings: Tara/The goddess who removes obstacles and quickly brings success.

White Tara/ The goddess who bestows long-life and sound health. She removes obstacles concerning one's life span and cures sicknesses.

~·~·

Sun/ Sunday

tJ~'1'"1~~· tJ:!)'~~·~ ~'!Jill'

Merit/ virtue/ fortune/ lucky

!'tJ'

Moon/ month/ Monday

lr.:tlJ·qs~·

Wealth/ economy

U!·4~·

Wisdom/ knowledge

i'~·~"'·

One who is religious/ a place in which religion flourishes

;!;·~~"'.

Stable/ sturdy life

~~"'·

Padma Sambhava/ Guru Rinpoche

Victorious auspidousness/ auspidous victory

tJ~"'·q~"'·

Holder of Dharma

IX. Exercises A.

Write the posses.fiveformfor the following words:

B.

Fill in the blanks:

(3)

G'1·~t:.·-~·llj~~·-~a)"' ·tlJ·~·~ ·~·-1 (!lt:.·-~~~:r:J--~t:.·r.:·~·"'~·~l1 t:.·_~t:.llll''1,~'-1

My name is Dolkar.

(4)

if---ft:.·~~·

What is the number of her room?

(5)

'!'-tJ~'

(2)

111'al'1'~'11 S]£::.~'1'

1

What is your father's name? Where is his friend from [country)?

Count from five to ten.

39

Colloquial Tibetan

C

Answer the following questions in Tibetan:

(1)

6" ·:.;,r::.~·~'llllll~'" r::.'W'l.l'llllll~·~·~.~a)~ 'lll'lll'X.·~·Q~'Uf" 1

(2)

~'llllll~'~lll'lll~'lll'X. 'Ill~" ~-ur" ''J'X."1

(3)

6" ·:.;.r::.~·~'llllll~'"" 'W'l.l'llllll~·~·~~r::.~·~·lll·'J:.;.·X."1



~·&~·~·lll:.;.·G"·:.;.r::.·lll·'J:.;.·Q~Ill~·~·ur"1

cs>

6" ·:.;.r::.·arfl·'J:.;.-wr::.·~r::.~·"".fl" ·&~111-wr::.·~r::.~·lll·¥" ·x."1

(6)

~"·:.;.r::.·iQlr::."'l·x.·111 ~r::.~·ur" 1 a"·:.;.r::.·~a.·iQ·~Ill·Uj~1 !lll'Q'~~~~·Ill·'J:.;.'Q~Ill~·~-Uf"·'J·X."1 6"·:.;.r::.-w·~·~~·x."·'J~1 ·:.;,r::. ~·r:fllllll~~~.~·~ ·X." ''J~1



.

(10)

a"

D.

Write the Tibetan or English numeral for the following:

(1)

3

(2) 9

(8)

Q~'

(9)

X.

~r:::.·a-~·~~-"'14' Vocabulary for Lesson Three

Q!"'

(3)

0

(4)

u

(S) 7

(6)

(10)

t!'

(11)

Q~'

cu> alll·

(l3) Q~'lll~lll'

2

(7)

111~111'

Nouns ~lll''JC:.'

blackboard

illl'

electricity I light

W"~'l'oj"'/ ~~:.;.'QJ'

bag

~'llllll'

things/ goods

~Q'~Ill'

chair

~~·~r::.· ....

window

door

t'£-r·f

.

~Ill·~~·

motorcycle

pencil ~·~Ill' llJC:.'~fli":.;.•f ~r::.·~~Qj' bicycle owner Q"lll~

~"~Ill'

fruit

~·~·

apple

a)·~·~.~·

orange

~.~·s~·

cook I chef

~C:.''J'

Buddhist

monastery

:tr::.·~F":.;,·

car I vehicle

lil'l.l'

priest/ lama

~r::.·~·

Tingri

"l!f~''J' ~·~r Ill~~ 'Qjl.J'

a)lll''J:.;.'

newspaper

Q~~·'J:.;.'

magazine

"s~~·

Westerner I English

"s~~a.·~~·

English language

~~lll''J'

Bhutanese

~s~'fr::.~·'J·

Sikkimese

~~·¥"·

time

~~lll'flC:.'

guest house

40

layman Nyalam

Lesson2 i~·~·~~~~·~·

~&l'~ii~,21

school

~~·flr::.'

hospital

clothes (h.)

fl"'l;l~~·

landlord

Pronouns ~·~~·IITJ~·

all four

Demonstratives

~~·

this

~~·af-

these

~·

that

~·g.

those

'I~'

that (over there)

t.~•af-

those (over there)

that (up there)

tij'g.

those (up there)

that (down there)

&I'g.

those (down there)

of this

~~·a?a.·

of these

~'a,·

of that

~.ga,.

of those

r.j'~'a.·

of that (over there)

t.~•a?a.·

of those (over there)

tij'~'a.·

of that (up there)

tij•a?a.•

of those (up there)

&~~'a.·

of that (down there)

&!'~'

of that (down there)

do (h.)

s~·

do (nh.)

i.Jt;.'tj'

many/ a lot

f'4~'

some

a)r::.'&~'

all

~r::.·~·

all

~~~'tj'

new

~%~~

only/ alone

~Qj·~~~

important

so I therefore

Qj~~·~r::.·

yes

l;l~"~l

Stand!/ Get up!

Say [it]!/ Speak!

'41t:~~1

~~"1

Come!/ Go!

&l~'l;l~~~l

Please sit down!

ur~·

&!~' ~~'a.·

Verbs ~~r::.·

Adjectives

-

Adverbs tij~~

well/good

Conjunctions s~·~r::.·

Imperatives (h.)

%t

~ '(lil~'

=[~&J'CliiQ.') 41

Colloquial Tibetan Uj%,"~~t:.~1

Please stand up!

Please answer!

-s~·~~t:,·l

Qj~·a-~1

Please ask!

-s~·~~t:,·l

Please write!

t::l~~~·~~t:,·l

Please sit down!

F·~~t::~·~~t:.·l

Please close [it)!

~~·m-~·~~t:."l

Please read the book!

~~·F·s·~~t:.·J

Please open the book!

Uj%,"~~t:,~·,t:,,

Please stand up!

Ult:.·a%,·~~t:,·,t:,,

Please say (it) again!

Qj~·a-~·,t:,,

Please answer!

-s~·~~t:,·,t:,·l

Please ask!

s~r~~~·~~t:,·l

Please ask!

,.

Now ...

Interjections

Phrases

Q.~~~·~·l·'11

O.K.

42

Expanded Table of Contents for Lesson 3

Page I.

Demonstratives A. Singular B. Plural g.

• • n.

ill.

Sentences (1) - (7) Sentences (8) - (14)

Articles

47

The Plural Particle g.

48

Possessive Demonstratives A. Singular B. Plural~·

Sentences (15) -(19) Sentences (20) - (24)

Modifiers indicating Quantity A. ... Quantifier B. Number+ Particle (:0%..'/

N.

·1]%..')

Sentences (25) - (31) Sentences (32) - (36)

A. (Noun+ ~,·CJ~.rfc.r ... Noun + ~,1) (Noun+ U!~·CJ~'/CJ' .. .Noun + U!~p B. (Noun+ ~,·...Noun+ ~,1) (Noun + Ul~ ·.. .Noun + Ul~ (Noun+~,·... ~·~,p

p

c.

(Noun + Ul~ ·... &!~

p

v.

Conformation Seeking Questions [the particle ~·]

VI.

Requests for Translation-Equivalents A. The construction.. .!l%..·~·qr~·~%..·~·~,1 [What does...mean?] I [What is...in (Tibetan/ English, etc.?)] The construction...~%..·~ ·~t;. ·~s·~%.. ''lJCJ',~~·~, 1 [How do you say ...?I How would one say ...?]

48 48 49

49 49

so so

Disjunctive Construction ieither I or]

B.

45 45

Sentences (37)- (40)

so

Sentences (41} -{44)

51

Sentences (45)- (48)

51

Sentences (49)- (55)

52

54

Sentences (56)- (64)

54

Sentences (65) -(66)

55

vn. vm.

Polite Imperatives

Sentences (67)- (76)

56

Phrases for Memorization

Sentences (71) - (79)

57

IX.

Conversation

Sentences (80) - (89)

57

X.

Exercises

58

XI.

Vocabulary for Lesson 4

"X.·~ I:J 'Uiltl ~ ~ltl-Qj~ 1 rrr:::.·'ll'ls'll·~~.:;,~~~ltl

(81)

s~·~r:::.·'ll·irr·ltl~x.·q~ltl·~5ltl

You have a new car. There are many new students in the class.

(83)

~"(a:, ·~x.·iQ'~ltl·~~x. 'l.l''IC:.t:~~ltl q~ 'QI'ltl"~·x.. ''IF-Q-'lr:::. ~-Qj~·c.j·~~ 1

(84)

gr:::.·flr:::.·•lr~·'llltl'~s·il·~s·~~ltl

There are many different kinds of things in the shop.

(85)

Q.j5ltl'~'"II'~C:.'Q1'4r:::.1fltl'~~·q-Qi~·l.l·~~l

There is fresh fruit in the fridge [refrigerator].

(79)

(82)

He has a lot of money.

There are many high mountains in Tibet.

112

Lesson 6 (86)

f~·~·~~;·~·~·~~.~·~&j%,~~~'C\~~

On the table is a red thermos./ There is a red thermos on the table.

(87)

(lli:\'CJ'i\·~%,'411'il~~·~.~~;:ciiG"~·~:r~~1

There are many flowers at the comer of the house.

When a sentence of possession.lbcation or post position is modified, the 411~~· particle remaim an essential element of the central grammatical structure. The~~· particles of these sentences indicate possession, 'have', location, 'in/ to', post position, 'on/ next to/ behind', etc., they do not mark the modification pattern: (80) ~~;·~·~S411'i.!l:\:'lJ-~~~ He has a lot of money.

(poaaession)

In sentence (80), the 411·~~· particle denotes possession: fi:\'QI~~£11' 'He has'. The Ql'~~· particle is never placed between the noun, ~~QI' 'money' and the modifier, ~t:. ·CJ- 'many' or between the modifier &II:\'

CJ- and the verb a.~~·· {83) 1i~·QI·~~::.~·~·i.llflr-i.l~~iif~·CJ·~~1 Therearemany high mountains in Tibet.

(location)

In sentence (83), the 411~~· particle denotes a place, tr~·QI·tij"~·CJ·~~· 'there are in Tibet'. Again, the Ql~~· particle is never placed between the noun,~· 'mountain' and the modifier, 1.1Eflr- 'high' or between the modifier, ~.~~:'tJ- 'many, and the verb ur~·CJ·X.~·· (86) f~·~·~I:\'QI'~ii.!ii.!%, ~~~'C\S~ (post position [1]) On the table is a red thermos./'rhere is a red thermos on the table. In sentence (86), the 411~~ ·particle denotes the post position, ~C:.'411' 'on'. The 411~~ ·particle is never placed between the noun, 'table' and the post position, ~c;.· 'on'. In post positional phrase structures, the genitive particle is an essential element of the structure flll·~a;~c;.·QI·. Please look at the following sentences. They indicate what is acceptable to say and what is not:

f111·8'

(70) ~QI·f~;~·t:~;·(~a.~~

The scenery is beautiful.

Correct

~QI'fc:.~·QI·~c;. ·'l~a.~~

Incorrect

~QI·fi::.~·t:c:.·(~QI·a.~~

Incorrect

(72) 1;~-~~~t:l.~£11

'li~'QI'!~~a.~~

Tibet is pleasant.

Correct

[The weather I the conditions, etc.]

Correct

in Tibet is/ are pleasant.

Q~ -~~~~·a.~£11

Incorrect

Among the possibilities given for sentence (70), only the structure of the original sentence is considered to be correct, whereas in (72) both the original and second structures are correct. In sentence (72), the adjective can either modify the noun, i.e., Tibet is pleasant; or by the use of the Ql~~·particle, the noun becomes the locational object, i.e., in Tibet, and the adjective modifies the implied subject, the weather, the conditions, etc.:

[It/ the weather] is pleasant in Tibet. 113

Colloquial Tibetan

VII. Yes/ No Questions Chart 15 Yes/No Questions (Positive Form) A statement ending with: ........iXiC)· becomes

....... .C~)~'

········~'l:J'z_C).

becomes becomes

Chart 16 Yes/No Questions (Negative Form) A statement ending with:

........iiC)'

becomes

I!C)'J:I'I'

........~·~~~·

becomes becomes

~~~~·~.,.

........iXIC)'l:J'ail'z_C).

(88) (89)

a"·~.:;.·QI·&.:~·=~·ar"·J:I.,,

~1·~.:;,·¥~·~~·iii~C).l~C)'l:J~1 ~

(91)

5')'~1:;.'QI'~''J~·Il')'J:I'I1 't91·~~ ·~a)~·ao~~ ·~·"1·~~~-tG'C)'l:J~l

(92)

~1·~~ ·~·s·~~ ·iXiC)·l:J~l

(93) (M)

.:;.~·~~·i~·~~~·l:J~~~~"l

(95)

~~·~·¥C)'"'~)li'J'~~1

(96)

.:;.~ ~~~·~~:tjif')'J:I'II'~')'J:!'Il

(97)

~·~~~~·~·~·~~'iXIC)'l:J'a;j'~C)'l:J~l

(98)

~.:;.·c~r~·~~T.f'9~·ao~·~~· iii')·J:~·l.~·J:I'Il

(99)

rr~·~·~~·¥1·~~111·q,~,

(90)

~·¥~·fZI~'l:J'iXIC)'l:J'~C)'l:J~1

(100) ii~·~·~'Q.~~·~~l (101) ~~·t~ao~·~~ao~·~·~~~·~-., (102) ~~·!C)'QI'QI~'Ill'iXIC)'l:J'ai!'l. C)'l:J~l

iXi') 'l,l'a;j'~" 'J:I'I'

Sentences (88) - (102) Do you have a camera?

Do you have relatives? Dan'tyouhavea telephone? IYouhave a telephone, don 'tyou? Do you all have good jobs? Do you have a brother? Do I have new clothes? Do we have a house? Don't I have a watch? I I have a watch, don't I? Don't I have a good salary? Don't the two of us have [any] food? Does she have [any] brothers or sisters? [siblings from the same father and mother]

Does he have time? Does she have [any] children?Don't they have three boxes? I They have three boxes, don't they? Doesn't Chokyi have a job?

114

Lesson 6 Tibetan yes/ no questions do not involve any change of word order, i.e., subject, object, verb. Rather, the question marking particles (l41' and !!J41' are used at the end of a sentence to denote a question:

Chart 17 Question

subject (88) 6')·~~'011'

object

verb

'l~'CI)~'

iii'~'t.l41j

Do you have a camera?

Answer

subject

object

~~·

I:J%..'(1)~'

verb

ar~l

I have a camera. The particular question particle usage depends upon the preceding verb. In questions the verbs U!~ ·; X..c;,·f UJ')·I UJ') ·r..r"'X..c;, ·and their negatives are followed by the question particle I'.J~·. The verb a.~~· and its negative are followed by the question particle ~~·:

G') ·%..~''ll'I:J%..'CI)~i(f~·t.~., 1

Do you have a camera?

(93) ~%..'r;,ll]'ill]'ll]~%..'1'.J'Q.~~'!IJ411

Do I have new clothes?

(%)

Don't I have a good salary?

(88)

~%.. ~t:]~'UJ!l)~~·(l'II''X.~·t.l41j

Normally the question particles I:J~' and Ill~· are used when no specific question word like; ~·"'%..· 'what', ~'I'.J%..' 'where', ~· 'who', etc. is used. However, it is not inconect to use the '-!~· and ~~· particles with a question word. Sometimes one will hear the (question word + particle I'.J41' I ~~·) construction used colloquially.

*

The negative question forms &!c;, ''-141' and ~·a.~~ ·~41· are translated as, Don' t L.., Don' t you..., Doesn' t she..., etc. in English. Note however, it is not incorrect to translate these as English tag questions, ... don' t I, ... don't you, ... doesn't she. etc.:

(90) ac;,·;a:.~·qr(Zl'I'.J%..'~~·t.l41j

Don't you have a telephone?I You have a telephone, don't you?

(95) c.;a:.·~·i'C)·~·Q.~~·~.,,

Don't I have a watch? I I have a watch, don't I? Don't they have three boxes? I They have three boxes,don 't they?

(101) ~;a:.·~~~·~~~·~·a.~~·~41j

VIII. Conversations A Context: Tashi has his new camera slung over his shoulder. He meets Palden on a street comer: Sentences (103)- (UO)

(103) Q~(~41': C:..,'-~'ll'~~ '011~411

Palden. Yes.

C)C.:'ll'~~ ·: 011~411

115

Colloquial Tibetan

(104) Q~~~·: ~-a~~,t;., t;.~·~·~·a,~~

Please look [here]. What do I have?

"l:J~·~~·: i3"·~t;.·~·l:J~·a;~~~"Q~~ (lOS) Q~·~~·: ~t::.-a.~~~·20a.~~

You have a camera.

What kind of [camera] do [I] have?

"l:J~·~~·: ~-U!·(fr~~~·a,~~

[You] have a Nikon.

(106) Q~·~~·: ~~·6"'~t;.·~·l:J~·a;~~"·l:J~l

often loosely used when addressing or talking. about 'any' monk. This categorization of all monks as lamas is actually incorrect. The term §l"OJ" is also ~ to designate certain ethnic groups, e.g., Tamangs, Tibetans, and people from the mountainous border areas. One will often hear the Nepalese use the term fil"cJ.l" when addressing male members of these ethnic groups. Because of this, many Tamangs and Tibetans (in Nepal) use Lama as their surname.

The Three Holy Sites in Nep~ ~i"~ ~~·~OJ·~~~· Tilere are three Holy Sites in Nepal which which are considered by Tibetans to be of utmost importance to visit. They are known as cJ.Ja5~~~·~0J·~~OJ·: 1. 2.

3.

~~·&!-~~·~~· ~lcl~~·f.J·4£:_·~~~· s·~£:.·fl·lfx.·

(Nama Buddha) (Swayambhunath) (Boudhanath)

Tibetans feel no pilgrimage in Nepal is complete without visiting all three sites. The Tibetan name for the largest stupa, OJi"~~~·, is s·~£:.·fl·lfx.· (sentence 123). This stupa is situated in Boudhanath, a town about 3 kilometers northeast of Kathmandu. farungkashor was constructed in the fifth century by a woman named OJ"S~·OJ·, Ma]atsim;J, with the help of her four sons. Ma fatsimawas very pious and had an exceptionally virtuous desire to construct a religious shrine where countless number of beings would be able to worship. Even though extremely poor, because of this exceptional aspiration, she had the courage to go to the king of Nepal and make her humble request. Ma ]atsima requested to be permitted to build a stupa on a piece of land the size of a buffalo skin. The king, upon hearing this virtuous request, thought it a wonderful idea, and the amount of land asked for reasonable. Without a second thought, he naively granted Ma fatsima' swish. The Tibetan name for Boudha Stupa, s·~£:.·fl·"lfx.·, tells this part of the story; s· 'to do', ~£:.·'you may', [Zl" 'mouth', and "lfx.· 'to spill-out (unintentionally)'. Thus s·~£:.·fl·4~· can be literally translated as; 'You may do so,' as spilled from the mouth of the King. Having been granted permission from the King, Ma fatsima returned to the construction site ~d proceeded to cut a buffalo skin into one long, thin strip. Finishing that task, she encircled the whole area with it.

119

Colloquial Tibetan

The ministers, jealous of the favor granted her by the king, kept a close eye on her activities. When they, amazed by her daring, realized what she was up to immediately approached the king and complained. The king however, a man of honor, having already granted his permission, decided it improper to retract his word. With great devotion and effort Ma jatsima and her sons built this Buddhist stupa. It took seven years to complete, during which time Ma jatsima passed away. Before dying, she ferverently requested her sons to finish the stupa, which they did. At the time of the stupa 's consecration, each son stood in front of it and made a prayer. It is said that their prayers, as well as others, were fulfilled, and certain historical fi.gures ofTibet were the result. Because of this, Tibetans consider s·~~·~·lf~·an extremely important and holy shrine. They believe that the first time one stands in front of this stupa, whatever wishes or prayers made will materialize. After such an extensive project, many extra building materials were left unused. A discussion arose concerning the disposal of these remains. It was finally decided that a second stupa should be constructed. A smaller stupa in Chabahil (less than 1 kilometer west of Boudhanath) was built, using the leftover stones and earth from around the site of s·~~·~·lf~·. The Tibetan name for this particular stupa in Chabahil is ~i"~~~·-.·~IWI~~IWI'· The etymology of this word is;~· 'earth/ soil', '1111' (~~''!')'the remaining/ the leftover', and ~'stone'. Thus the name of this stupa ~1/~~t:~· is translated as 'the earth and stones which were leftover.'

IX. Exercises A.

Complete the following sentences:

(1)

(2)

~~·~·~~·--1 ji~·~·~~'Qj'--1

(3)

,.~~·,.,.·~·--1



a~·~~·Qj·CJ~ ·~~·

__,

(5)

lf~'Qj'~U.,~'--1

B.

Answer the following questions:

(1)

~·~~·~~·a~·~~·~·t.~~·~~~·~iij"~t

(2) (3)

a~·~~ ·Qj·~~ ·~~·,.,.·..,%~·~·111%~·111·~"~ ·(i"1 lj1Qj'~f~~ 'Qj"i~ 'CJ'~" 'CJ~l



~~~·a~·~~ ·Qj·Qj~·l!]·(ij"~ ·CJ~t

(5)

f~ ·~·a~·~~·~·~·Qj~~·s~·Qj~·ll1~~ ~iij"~ ·CJ·~~·CJ~,

c

Translate the following sentences:

(1)

~~·CJ~ ~~·CJa.'.il'fl~·(i~·~·~~l

(2)

ff~'F" ~·~rs~·Qj·~~ 'F" .~,~·~~~ "~~·rs"·~"·flq·af"·~"·Qj'Q.~IIl

(3)

120

Lesson 6 (4) (S)

Maybe Tsewang has many friends. Mt. Everest is between Tibet and Nepal.

X.

~"·~~·~~~·r.r Vocabulary for Lesson Seven

Nouns

~

baggage/ luggage

~~·~Ql"

binoculars

Q]t;~·

song

Q]'i~'Qry~ ''~F~.

singer

{~·if

Rupee/ dollar/ (any currency) Qj~·

{Q]'Qt~· ~~·Q.~~·j~ ~~·

movie

Q]~Q]~·~~lf~ ·~~ ~~~.

television

radio

~')'

voice/ speech/ language

'l')~'')ctf~·

last night

~'')'Ill'!'

dream

~~~·

face

Sj~'

mole/ medicine

Ql~'r.j"

hand

i"af

ball

Ql~·s~~·

office

'li'~'l'iQ'SJ'

university

'Ia,''I'

twins

Sl·~·

letter

"1~~~·~·

airplane

~~~~·~Q.·QQ~'EI~·

airport

')Sill~lll''~'

small change

~·s~·f')Sill·s~·

wallet/ purse

~Q'Q' ,.,

smallpox

~·

knife

Ql~'Q.6~·

permit

Ql~'Q.6~·jq·i:J·

passport/ ticket

~"~~·~·

members

games/ sports

')~Q.·~~~·

boyfriend/ girlfriend

~if ~·~Ql'~'Q{~'Q'

~'i~'Qry~·

sing

l:l.i"lll·~~~·

search/ look for (h.)

is~~·

go/ went (h.)

~if~

play (games)

~·

to be sick

s~·~~~·

remember I miss (h.)

~·~~·~~·

[I] haven't eaten/ never tasted

notes (currency)

foreign tourist

Verbs

Adjectives F·=~ '~F~~ ')CJ"Cl. 'UI~~

spicy hot

~

warm

talented

~~~

clever

extremely good

El~·~~~

far (in distance)

!~'1:,1'

fat

~Q~

naughty

121

Colloquial Tibetan

Adverbs

1~~·~iti~'

1'~iti'

really/truely a little while ago/ earlier

maybe/ perhaps

have everything

have nothing/ not anything

Pronouns

Prepositions ~~~~~~·

with/ together

Interjections Oh!

122

Expanded Table of Contents for Lesson 7

~ L

Page

Perspective Marking with the Attestative Verbs Uir;,·f ~~~·in Statements and Uir;,·CJ~"/ ~~~·~~·in Questions [inanimate objects]

n.

125

A. Perspective Marking in Statements: Speaker based

Sentences (1) - (5)

125

B.

Perspective Marking in Questions: Addressee-based

Sentences (6) - (10)

126

•

The Factive Verbs U!~·f ~r;,· vs. the Attestative Verbs Uir;,·f ~~~·

126

Perspective Marking with the Attestative Verbs Uir;,·f~~~· in Statements [animate objects] A. First Person:

127

1.

Personal Perspective on Self- Uir;,·

Sentences (11) - (16)

127

Sentences (17) - (21) Sentences (22) - (25) Sentences (26) - (28)

128 128 129

[attestative knowledge]

Sentences (29) - (36)

131

Personal Perspective on Others- Uir;,· [personal association]

Sentences (37)- (43)

131

Impersonal Persper'ive on Self-~~~· a. [aquired knowledge through searching] b. [external evidence about self] c. [second-hand knowledge/ reportative] Second/ Third Person:

2.

B.

1. 2.

m.

Impersonal Perspective on Others-~~~·

Perspective Marking Uir;,·CJ~"/ ~~~·~~·in Questions [animate objects] A. Second Person:

1.

Personal Perspective- Uir;,·CJ~· [self-knowledge]

Impersonal Perspective-~~~·~~· a. [knowledge through searching] b. [external evidence] c. [second-hand knowledge/ reportative] First/ Third Person:

132 Sentences (44)- (48)

132

Sentences (49)- (51) Sentences (52) - (55) Sentences {56) - (58)

133 133 133

2.

B.

1.

Impersonal Perspective-~~~·~~·

Sentences (59)- (64)

133

2.

Personal Perspective - Uir;, "CJ~·

Sentences (65) - (74)

134

IV.

Statements of Uncertainty Uir;,·~·xst Uir;,·~·~.r~r;,·

Sentences (75) - (81)

136

v.

Confirmation Seeking Questions Uir;,·~·f Uir;,·CJ·xs~·f ~~~·IIJ·

Sentences (82) - (92)

137

Colloquial Tibetan

VI.

Conversations A.

Sentences (93) • (98) Sentences (99) - (102)

B. •

vn.

The Phrase ~~~·~')~-a.~ ~~1

138 139 139

140

Exercises

140

124

Lesson 7 I.

Perspective Marking with the Attestative Verbs ilf~·t 0.~11)' in Statements and ai~·~"'/ 0.~~·~"· in Questions (inanimate objects)

Each of the following English sentences can be translated into Tibetan in one of two ways. These variations are shown in columns (a) and (b). The difference in meaning between the two Tibetan sentences is one of perspective. in this case personal-based vs. impersonal-based. A.

Perspective Marking in Statements: Speaker-based Personal vs. Impersonal Perspective (a)

(b)

Impersonal Perspective

Personal Pe:tspective (speaker-based)

(1)

~'Cl.~·a)·cr-~~..,

~"C:I,~·a);cJUi~1

Sentences (1) - (5) This tea is hot.

(2)

~·~"(l,~'g.l.lt:.~·if~~~ fl''ll~·~~·fl'a)'1J·&l·~~~ ~t:\~·~~ ·1J·I!·~~~ Ql~'"l~ 'fl~~~~~

~·~'Cl.~ .g.ill~~ ·ifUiC)1

These apples are sweet.

fl''ll~'t:\~ 'fl'a)~i!C) 1 ~'Cl.~·~~~ilC)l 'lj~'"l'~ 'fl~;cj-UjC) 1

This food is not spicy [hot].

(3) (4) (5)

This [piece of] baggage is not big. That job was difficult.

In speaker-based sentences, tG"" ·places an emphasis on the speaker's association to the object of conversation; whereas~~~· indicates that the sentence is attestative, with no implication of a personal association to the object.

(1) a.. ~·~~·sl?~~..,

b. ~·~~·ar~~l

This tea is hot. [having tasted the tea]

This tea is hot. [which I made, bought, etc.]

Though both of the above sentences are translated as, 'This tea is hot', each verb supplies a different contextual meaning. In (1) a., the verb~~~· implies that the speaker has tasted the tea and found out that it is hot. No other information than the first-hand knowledge of the tea being hot is connoted by this verb. In (1) b., on the other hand, the use of the verb Ui" ·signals that the speaker has some personal association to the tea. The exact nature of the association is not specified in the sentence, but is generally construed from the context; for instance, one may have prepared the tea, purchased it, or be talking about one's own cup of tea in an exclusive sense, i.e., implying that everyone else's tea is cold, etc. The simple English translation of Tibetan sentences such as (1) a. and (1) b., that are identical except for the use of Ui" ·or~~~·, are the same. The Tibetan sentences, however, carry an attestative personal and impersonal evidential implication which the English sentences lack.

Colloquial Tibetan All the sentences in column (b) in Lesson 7 section I A, are formed with the personal perspective verb (Students should work their way carefully through these sentences with their instructors, and try to come up with contexts that are appropriate for each sentence.)

Ui"·· B.

Perspective Marking in Questions: Addressee-based Personal vs. Impersonal Perspective (a)

(b)

Impersonal Perspective

Personal Perspective (Addressee-based) Sentences (6) - (10)

(9)

E:'~·a>::.f~~IIJ'IIJ~1 f'lllll]'~~·~cT.l::.f~~ll1'111~1 ~·~·lcl'g.cT.ll:.~'ir-~~111'111~1 f'lllll1'~~·f·a>·!i·~·~~ll1'111~1

(10)

~111'ill1·~~·~~~111'111~1

(6)

(7) (8)

E: ·~ ·a>:r:J-Ui" 'l.l~1

Is that tea hot?

f'lllll1'~~ ·~cT.l::.fUi" ''J~1

Is this food delicious?

~·~·lcl'g.cJ.ll:.~ ·&:l-Ui" ''J~1

Are those apples sweet?

f'lllll1'~~ 'f'a>::.f~" ''J~1 ~111'iii1·~~·~Ui"''J~1

Isn't this food spicy? Are these clothes warm?

In questions, ~~111·111~· signals that the speaker is only concerned with the attestive fact, i.e., of the tea being hot; whereas ~·'J~' signals that the speaker is concerned with the addressee's relationship to the object.

In Ui" ''J~· questions the emphasis is on the addressee's relationship to the object and not on the object itself: Is that tea hot? [have you tasted/ touched it?] Is that tea hot? [which you prepared/ bought, etc.] Both questions (6) a. and (6) b. are identical except for the final verbs ~~111· and Ui"· and their question marking particles 111~· and 'J~·. In both questions the speaker is inquiring whether the tea is hot or not. The two Tibetan questions differ only in that question (a) is asked from an impersonal perspective and (b) from a personal perspective. In (a) one is only concerned with the attestative fact, i.e., does the addressee know if the state of the tea is hot by having tasted it/ felt it. In (b) the speaker is not only interested in knowing the state of the tea, but the verb Ui"· implies that the tea has ~me personal association to the addressee, i.e., the tea which you prepared/ bought, etc. Question (b) can be translated as: Is the tea [which you made] hot? The personal perspective verb Ui" · carries two implications:

1.) Is that tea hot? 2.) that tea you have brewed, that tea you brought for me, etc.

at

(attestative aspect) (personal aspect)

The Factive Verbs Sl~·f ~~· vs. the AttestativeVerbs tl;~·f ~~~·

In Lesson 5 the differences signaled by the Tibetan verbs U:l~ · and ~S are examined. In this lesson, the differences signaled by the verbs Ui"· and ~5.111' are examined. Like~~· and ~S' the subtle differences signaled by Ui"· and ~~111· cannot be conveyed in any single way in English. The factive verbs U:l~· and~"· signal a difference in perspective The verb of identification~~·, indicates a personal association to the speaker himself, the addressee, or the object of conversation. This personal association is based on the 126

Lesson 7 personal relationship or experience that exists between the speaker and the object. This text refers to U!~ ·as the personalpaspective marker; whereas~" ·Jacks this specific perspective emphasis and is known as the impersonal paspe.:tive marker. The verbs Ui""· and Q.~C!]·, as shown in Chart 1, work in a parallel fashion:

Chart 1

Velbal Perspective Padive Verbs Attestative Verbs Despite the parallelism of the personal and impersonal perspective aspect, there are some important differences between the two pairs of verbs. The factive verbs U!~•f ~"·connote that the statement is a fact, but do not carry any implication of an evidential source. The verbs ~~·1 Q.~C!]·, on the other hand, indicate that the speaker has evidential or first-hand knowledge concerning the statement made. The verb~· informs us that the speaker has attestative knowledge as well as a pel50IUil assodatim to the object. Q.~CI]· also informs us of the speaker's attestative knowledge, but here the association is impersonal. The crucial distinction in the perspective mar.kin~ of the verbs Ui"" ·I Q.~~· is as follows:

Chart 2

Statements

Verb

Perspective

Emphasis

ar"·

personal impersonal

Speaker

personal impersonal

Addressee

~~~

Questions

ar"·q·· ~~~~

II.

...

Non-speaker

Non-addressee

Perspective Marking with the Attestative Verbs af~·t o.~~· in Statements [animate objects]

Ui""· implies a speaker-based (personal) perspective, whereas Q.~~· implies an impersonal-based perspective.

In statements, the verb

A.

First Person

L)

Personal Perspective on Self- ail)· [self knowledge)

"~,s~-ar"l (U)

(l3)

"~·~~·i""·&l~~la')l ~·~~~"<zl~~Ui"')l

Sentences (U) - (16) I have money. I don't have a lot of time. I sing well./ I'm good [talented) at singing [songs).

127

Colloquial Tibetan (14)

r:::~CJ'&I~~·fl&::.'Qlii~l

(15)

r.~·~·Qj~·~r.'UI&::.'~~,

I am in the library. I don't have anything.

(16)

r.·¥~·~r.'4Ql'UI~~~~ii~1

We have a good [pair of] binoculars.

2.) L)

Impersonal Pentpedive on Self- ~~111· (acquired knowledge through seudUng]

(The speaker has been asked ifhe has a Jive rupee note. Because he does not know oH-hand., he searches his wallet and then says): Sentences {17) - (n) I have a lot of ten rupee notes, [but] five rupee notes [don't have].

no

(The speaker is asked ifshe has a friend's camera. She thought she did nothave it, however, after searching

her bag she says):

Sorry, I [do] have your key.

(20)

~ar"~·~~ rrr.~·~~ ~·r.~·~"C4~~"'Qj'Q.~~ ~arc:.~·"~ a~·~c:.~·~·~..,·"~~~.., qf(l ~::.~·,..,·~·~·~~..,

(D)

~·~r.·r.~ oU!·~·~~~T.I.~~

There are two letters for me today.

b.)

[external evidence about self]

(19)

I'm sorry! His camera is in my bag. Oh! I don, t have a pen!

.

In the following sentences, the speaker is relating something about himself from an external perspective. H one should unexpectedly see oneself on 1V, in a movie, or hear oneself on the radio, these kinds of occurrences provide suitable situations for using the impersonal Q.~~· when talking about oneself.

(22) (23)

C:.'UIE::~~~

Sentences {22) - (25) In the B.B.C movie there were many Tibetans. I was in it, too.

~"~~~·~·~&::_'Qj'r_~·~~'UI~~Q.~~

My voice sounded good on the radio.

~~·~~i"~·~~~·~c:.·QI~~'Q'&I&::.~~~~

(The speaker is describing his dream to a friend): (24)

&l~&::.'')aj&::.:~~~·Qj&J'Ql'l::.'"ll'~~·~~.., ~~·r.~·irr·~&l~·'lJ~~'UI~:.~~..,

~~·r.·a~·~r.·&l\}&1·~.1~~..,

Last night in my dream I was in Lhasa and I also had a red car. On top of that, I was with you.

.(The speaker is looking at a photo ofhimself and describing what he's doing): (25)

1.

r.~·~~~~~·~l~~i"'l

Look at this photograph of me.

r.~·~~&::.'QI'~~·~~~~~~

I have two moles on my face.

..~-~· =[~'li-/~~-1

128

Lesson 7

c.)

(26) (27)

(28)

~~ ·~:;.'Q.·QJ~'l',J~ ·lf~~~·a.~~

And I have a ball in my hand.

~:;.·~~·~~:;.~·a.~~·Ql·a.~~

I am next to you.

[second-hand lcnowledge/ reportative]

''v

Sentences (26)- (28} Cll't=.·~~:;.·~~:;.·~~1 ~·~~·~:;.·

In 1959 I was young. At that time I was in U\asa

li;'~'Qj9~·~~~·~·~·'l~·~~~

with [my] mother. [she told me]

1;~·QJ·c:.·¥~·~tlf~=lf~;'l·a.~9 ~:;. ·~c:~c:. ~~ ·~~·~~~ ·~~~·&l'a.~9

In.Tibetwehad twoservants. [Isawpicturesofthem]

I wasn't very naughty when I was little. [my grandmother told me]

In affirmative sentences or statements Ui~· places a specific personal emphasis on the speaker, whereas r.l.~ll]· places a specific emphasis on the object. Thus Ui~· is the perso.11.al pezspeetivemarker and Cl.~ll]' the impersonal pezspeetive marker. In Ui~ ·sentences the speaker can refer to himself by the use of the first person pronoun t=.• 'I'; however, in such sentences the pronoun~:;.· 'I' is optional. Should one say ~~Cll·lG"~ 1 '[I] have money', even without the pronoun~:;.· 'I', the verb Ui~· automatically signals that the speaker is talking about himself. When the pronoun~:;.· 'I' and the verb Ui~· occur t~gether, a kind of agreement between the subject and object is denoted: (11) c:.~·~~QJ-Qi~1 (16) c:.·~~·$"'4Qj'Uj~~~"1-Qj~1

I have money. We have a good pair of binoculars.

If it were the case that ur~. occurred exclusively with the first person pronoun, it could be said that this verb marks grammatical agreement with the first person subject. However, this is clearly not the case, as we can see in sentences (21) and (37) below:

(21) ~ ·~c:. ·c:.~ -t&l·~'Zil;'~'Q.~~

There are two letters for me today.

(37) a~·~c:.·Gr~"·4Qj'Uj~~~Qj-ui~,

You had a good pair of binoculars. [as I recall]

In sentence (21), the verb a.~9· has been used with the first person~:;.· 'I' instead of the personal verb Ui~·· The use of Cl.~ll]· shifts the emphasis from the subject"' 'I' to the object U!·~·~~~· 'two letters'. In sentence (37), even though the second person pronoun ~~·x..~:;.· 'you' occurs, please note the use of the verb Ui~· instead of a.s_~·· Here the speaker wants to emphasize a personal association to the topic of conversation, i.e., personally recalling the incident. In Lesson 6, Ui~· is introduced as the first person sentence marker and a.~9· as the second/ third person sentence marker. In this lesson however, it is explained how ur~· and c:!.~t:]· are independent of any grammatical agreement with first, second, or third person. This being the case, these verbs can be interchanged with all three persons because their function is not one of grammatical agreement, but rather one of indicating personal/ impersonal perspective emphasis, or personal association Ui~· and Cl.~ll]· are non-tense attestative verbs, the time/ tense is dependent upon the context of the conversation or the adverb of time. In Lesson 6 these verbs are introduced in a present time ron text, in this lesson however, both past and present time contexts are presented. 129·

Colloquial Tibetan There are three situations in which Cl.~~· is used with the first person pronoun:

When one does not recollect having something, however after checlcing, comes to find they are in possession ofit

a.)

Should someone ask:

Do you have any [small] change? If the addressee knows that he has or does not have [small] change, the answer is formed with the personal perspectiveverb~·;~·. However,iftheaddresseedoesnotknowoff-handwhetherhehaschangeornotandhas

to look in his wallet or pockets to find out, the answer is formed with the impersonal verb Cl.5~·~5~· instead: (17) c:.:~.-~~·~~·.J~c:.:c:f~~"l 1!·~~·1)·~~"1

I have many ten rupee notes, [but) no five rupee notes [don't have].

In sentence (17), Cl.5~· indicates that the speaker did not know he had ten rupee notes and no five rupee notes until checking his pockets or wallet. Here Cl."~· places the emphasis on the object~~·~~· 'ten rupee ._; notes' and 1!·~~· 'five rupee notes' rather than on the subject c:.· 'I'.

b.)

When relating a dream about oneself, when telling about what one is doing in a picture, or relating the unexpected incident ofseeing or hearing~ on the TVI radio, etc

(24)

cJI~t:.·~"lc:.·~~~·'llcJI"'lJ"t:."~"~~·~~"l ~~·c:.~·ii-r·~.JI~ :tj~~·Uic:.·~~~ w~ ·c:.·6~·~c:.·.J~~.JI"~"~~"l Last night in my dream I was in Lhasa. And I also had a red car and I was with you.

From the Tibetan perspective, when one is retelling a dream, the use of the personal pronoun c:.· 'I' does not refer to oneseU, but it refers to the c:.· 'I' in the dream. Understanding this view point, one sees how the pronoun c:.· 'I' actually represents a third person, not a first person in such contexts. The same concept holds true when talking about oneself in a picture or on the radio/ TV: My voice sounded good on the radio. There are two aspects the speaker must remember when using this particular usage of Cl.5~:

1.) When telling about one's appearance on the radio or TV, one was not aware of being recorded; thus, finding oneself on the radio or TV comes as a surprise. 2.) One is no longer, in this case the singer, but has become part of the audience, another listener. Though one was previously the singer, when relating the incident one takes a third person stance.

c.)

When relating information that has been acquired .from a second-hand source,~~"J"is categorized !IS a reportative verb. [I) wasn't very naughty when I was little. (28) c:.·~c:.·~c:.·U)~·~~·~q~·!S"l""il"~~"l [my grandmother told me)

\-\'hen retelling an incident about one's own childhood, one must often rely on information obtained from an external source rather than on one's own memory. The verb Cl.J~· signals that the speaker was, i.e., too young at the time, and therefore is relying on information provided from a second-hand source. 130

Lesson 7

In sentence (28), the speaker was too young to recollect his childhood behavior. Thus the fact of him/ her not being ve.ry naughty has been found out from the grandmother. In Lhasa dialect the colloquial vert ..!Ilding ~'i~· is used more frequently than a.~~· in reportative statements. Please note that the use of the impersonal verb-endings a.s_~·f ~'i~' does not exclusively indicate that the information has been acquired from a person. Facts that have been obtained from books, newspapers, television and other media are also considered to be externally acquired information. Thus the verb-endings a.~~·f ~'i~· add the implicit meaning, I found out from an outside source. These verbendings are further explained in Lesson 13.

B.

Second/ Third Person

L)

Impersonal Perspective on Others- Q.~"l· [attestative knowledge]

Sentences (29) - (36) (29) rzr~c.·a~·~c.·fic.·~·~~·~c.~·~-g,~"l

Yesterday you were in his office.

(30) rs~·~c.·~·~·~~·~c.'Uic.·a.~"~

You have everything. [all kinds of things]

(31} rs~·~c,·g.~~a.'UI~~a.~~

You are extremely I really very good.

(32} 1fc.·Qr~r~·il~·il~~'Q,5"~

She has a pair of twins. [children]

(33}

l;J·~c.~·~~·~~·~c.·rtr-a.~~

Pasang Dekyi is beautiful.

(34} ~·~~C.'"J~il·~a.·~~~·~c.·~·a.~~

Tsewang is at the airport.

(35) fic.·~~~·a.~~·a.~~

A little while ago he was here. Now he's not here.

(36} ~·fic.·a.~~·i)·a.~~

2.)

Personal Perspective on Others- af~· [knowledge through personal association]

The additional information in the square brackets on the English side are provided so the student can get a sense of the various kinds of implications or suggestions that can be implied by~· in the following sentences. (37) ~~c.·a~·~c.·QI·~c.·4~'UI~:t:i~~-ar~1

Sentences (37)- (a) Last year you had a good [pair of] binoculars. [as I recall...]

(38) fl·~c. ·rs~ ·~c. ·i~·~~ iG'~ 1

Yesterday you were in school. [didn'twerunintoeachother?...]

(39) rs~·~c.~·~~·c.a.·~c.·~iG'~1

You were in my house at that time. [I remember very well.... ]

(40} 6~ ·~c. ·~c.·~c. ·~c.·~·~ ·s~~·~c. :rriG'~ 1 You were very clever when you were small [I remember it well. ..] (41} 1fc.·QI·~·ij~Q.~~-ar~1 (42} f~ ·i~·f3-i'C1:~c.·~·~·~~·a.s ·il'Cl.s·ur~ 1

~~ ·~·QI~~ .g.fl'4~·~·~~ ·~~·U!~ 1

He has a gun. [He showed it to me) They used to have many different kinds of things in their house, [I went there many times... ], and some of those things were from India. [as I remember) At that time the four of them were in Nyalam. [I saw them.. ,]

13t

Colloquial Tibetan The normal second/ third person verb marker Cl.~~· indicates that the statement is attestative. The use of Cl.~~·signals that the speaker has first-hand knowledge and is giving an eye-witness account, i.e., the speaker has seen Dekyi, so he knows she is beautiful, he has tasted the food of a particular restaurant, so he knows it is delicious, etc.: Tsewang is at the airport. [I saw him there.]

In sentence (34), the use of the verb Cl.~~· indicates that the speaker has first-hand knowledge of Tsewang being at the airport, i.e., he was at the airport and saw him. In second/ third person sentences the use of presents a personalized dimension indicating that the speaker has some personal association to the person, event or topic of conversation:

ur".

(40) a~·~c:.·~c:.·~c:.·~c:.·QJ·~·s~ ...

I"if-ui~ 1

You were very clever when you were young. [I remember it weD]

(41) jic:.'QJ'~'cT.I"Cl.~~-ar~,

He has a gun. [He showed it to me]

In sentence (40) the speaker wants to emphasize the fact that he himselfremembers the incident well, i.e., he was your neighbor, he lived with you, he's a relative, etc. In (41), the speaker wants to emphasize that he himself recalls that the third person has a gun, i.e., it was shown to him, he saw it displayed in the hunting room, etc. Do not think of these subtleties as insignificant. The ~er voluntarily uses these and other emphasismarkers for specific reasons. Students of Tibetan will never sound fluent without being able to take advantage of these kinds of structures. Extensive experience in conversing with native speakers is the only way to become proficient in these more complicated aspects of spoken Tibetan.

III. Perspective Marking Ui"'l.l~f/ ~~"'1'"'141' in Questions [animate objects]

ur"·

In questions, the verb implies an addressee personal-based perspective, whereas Cl.~~· implies an addressee impersonal-based perspective.

A.

Second Person

1.)

Personal Perspective- ai~·q-.· [self-knowledge]

Sentences {«4)- {48) Do you have [any] money?

(44)

a~·~c:.·QI~'5ClJ-ar~·q ..,

(45)

Do you have your books?

(46)

~" ·~c:. .g::~;, ~CJ'tG'" ·~~1 ~" '::1\C:.'QJ'~'g".Q]~::t.·~·ur-"·~~1

(47)

a~·::~:.c:.·QI·~::~:.·=~·~~·q-.1

Don't you have a camera?

(48)

~~ ·~cT.I·g::~:, \'5ClJ'~QJ'cJ.I'tG'~ ·~~1

Do you have any [small] change?

Do you have a new watch?

132

Les.mn 7 2.) L)

(49)

Impersonal Feutpective- ~~111·111-r [knowledge acquired through searching] Ulc:.·m~·~~~·ll1~c:.~c:.l e~ ·~c:.·QI'C:.~ ·~·~111·~~~111·111'l1

<so>

a1·~c:.·~l~~~111·111~1 %111·111~111~·,c:.·1



11111~·Fc:.·~·E1111~·t.~~1

~·~~~111'111~1 b.)

Sentences (49) -(51) Please search/look again! Don't you have my keys? Do you have a pen? [in your bag or somewhere] Please check. Did [you] go to the post office? Was there a letter for you?

[external evidence]

When the speaker wants to know if the addressee was on TV I in a movie/ on the radio/ or in a photograph, the question form ~~111·111~· is used. Sentences (52) - (55) (52)

~~-a.~,·~f111oq~t~c::.'QI-e~·x.c::.~sll1'111'l1

(53)

~c::.·~~~·~·~c:.·~t1·~c:.~·~1'U1111:t:J·~·~~111·111~1 Your voice sounds nice on the radio, doesn't it?

(54)

&11c:.~Qfc:.'II1~'12J&J'~"B1·~c:.'IJJ'Mr~~~ll1'111~1 In"(your] dream last night, did you have a car?

(55)

t.l~·~~~·~c:.·~t1·~c:.·!ll1't.l'&l·~~ll1'111~1

c.)

[second-hand knowledge/ reportative]

Are you in the film 'Kundun'?

In this photo aren't you fat?

When the speaker expects the addressee's answer to be based on information acquired from a secondhand source, the question form ~~111·111~· is used. Sentences (56) - (58) Did you have a servant in Tibet? [Didanyme ten you?) (56) ~·~-e~·x.c::.~tli'II1~"CC.~II1'111'l1 (51)

,t'... t'

~-a,·~c:.·~·~c:.·l-,1 ~~~·a~·

X.C::.Vf&l'~ll1~'&l~&l'~'~''lX.~~111'111'l1

In 1959 you were young. Were you in Ulasa with your mother at that time? [Did you find out from your mother?]

(58)

B1 ·~c:.·~c:.·~c:.-Ul~ ~~·~Cl~~~111·111~1

B.

First/ Third Person

L)

Impersonal Perspective- ~~111·111-r

(59)

c::.x.''4'&l"CC.~'II1'f1

(60)

c:.·~~~~· 1"CC.~II1'111~1 ~c::.·QI·,s~·~~ll1'111'l1

(61)

Were you naughty when you were little? [Did your grandmother tell you?]

Sentences (59) - (M) Do I have parents? [you know my family.] Do we have time? [according to our schedule.] Does he have money? [you know his budget.]

133

Colloquial Tibetan (62)

f~·'ll·~·li·~·~5~·~~1

Doesn't she have a hat? [you saw her coming.]

(63)

f3-¥~·'ll~'1'~'~5~·~~1

Don't they have jobs? [Did you ask?]

(64)

~·~~~·'ll·l:~~'CJ'~5~·~~1

Do the two of us have friends?

2.)

Personal Perspective - af~ ·q-.· Ui~· indicates that the addressee has some personal association with the matter in question.

Sentences (65)- (7t) (65)

~·~~·~~·~r-ar~·q.,,

Did I have a car at that time? [Can you remember?]

(66)

6'1·~~~~·~~·u:r~·I'.J~1

Do I have your knife? [Are you sure you gave it to me this morning?]

(67)

~~·~'1·~·CJ~'(I)~·~~·Ui''1'CJ~,

Do I have Diki' s camera? [Do you think I've got it?]

(68)

1f~'Ql''lj~'~6~ -ar~·q.,,

Does she have a permit? [your wife, I mean. ..]

(69)

'1'f~''ll''1~'li'Ul'1'CJ~1

Does he have money now? [Did you give him enough?]

(70)

~ ·~·'ll~~, g~~·~·a)~ ·~·~~ ~ 'Ui'1'CJ~,

Nyima, are all the members here? [Did you ask them to come?]

(71) (72)

~'UI~:c:rs~·s~ ·~·~·~5~ ,,~~'( 'll·~·g.

I don't remember well. Were we together in 1975?

~~~·5'Ui'1'CJ~1

[Do you remember?]

F·~~f~·e'1·~~·~~~'5·i~·~~·u:r~·c.~~,

Was he at school with you yesterday? [you are in the same class]

(73)

~·~~ ·~~ ~~ '5~'9~~·~fl~~'Ui'1'CJ~,

Was I good at singing when I was little? [you've known me since I was a child]

(74)

f~·~li''UI~~Uj~·I'.J~1

Was he good at sports? [you should know, you were his trainer... ]

In Lesson 6, Ui~·I'.J~' is introduced as the second person question form and ~5~·~~· the first and third person question form. In sections II, A/8 and ill, A/8 of this lesson, it is explained how these verbs can be interchanged with any of the three persons, however, a perspective emphasis change occurs. Based on this, second person questions formed with the personal verb Ul'1'- Qi~·I'.J~' or its negative i/'1'- i!~·I'.J~' are categorized as personal perspective-based questions. And second person questions formed with ~5~·­ ~~~·~~·or its negative ~·~5~·- ~·~~~·~~·are categorized as impersonal perspective-based questions. (46) a~·~~·Ql·~·¥'1·~~~·CJ-ai~·q.,,

Do you have a new watch?

The use of the personal verb Ul'1'insentence (46), places the emphasis on the pronoun 6'1·~~· 'you'. Here the speaker is asking for a personalized answer from the addressee. There are three situations in which ~5~·~~· is used in second person questions:

134

Lesson 7 a.)

When the speaker feels the addressee will have to look in a bag, cupboard, desk, etc. in order to find out if they are in possession of a particular object (SO) a~·~r::.·QI·~·~·a.~~·~_,1 ~~·~"a~~.r~r::.·1 Do you have a pen? [in your bag/somewhere] Please check.

In question (SO), the information being sought is not merely, do you have, but also includes, have you checked and found out, or will you check and find out, if you have it. The question pattern a.~~·~~· is also used in situations such as, the speaker can not find his keys anywhere. (Earlier in the day the speaker remembers the addressee having his keys. Therefore, he ash):

..

(49) ~l:= ~~:a.ar'1l·~~r::.·~r::.·1 a~·~r::.·QI·r::."-·~·~~~·~~·a.~~·~.,1 Please search/ look again! Don't you have my keys?

b.)

c.)

When the speaker asks the addressee about his/her dream; what the addressee is doing in a picture, or about the addressee's appearance on the TVI radio, etc.: (54) cJJ~r::.~a]r::.~;~"QI~~·QI"a~·~r::."'1l·lfr~~-a.~~~.,,

.b1 [your] dream last night, did you have a car?

(55) CJ~·a.~~·~r::.·QI·a~·~r::.·$~·r.ri!·a.~~·~., 1

In this photoaren't you fat?

When the speaker asks the addressee about information they feel has been acquired from a second-hand sourre (57) 9(''{(' Qj·rs~ ·~r::. ·~r::. ·~r::. ·x..~ 1 ~·~~·a~ ·~r::.~·cJJ·Qj~~·cJJ~cJJ·~·~·.,~ ·a.~~·~.,, In 1959 you were young. Were you in Lhasa with your mother at that time? [Did you find out from your mother?)

Since the addressee was too young in 1959 to remember what happened, all that he knows concerning that period of time has been obtained from an outside SOl1J't'e, e.g., his mother told him. An implied meaning of a.~~· in this particular question could be: 'Did you find out from your mother?' In this case a.~~· is categorized as a reportativeverb. First and third person questions formed with the personal verb UJ~ ·- Ci~·'-1~· or its negative~~·-~·'-!~· are categorized as person;U perspective based questions. And .first and third person questions formed with

a.~~·- a.~~~~· or its negative ~'ll.~~·-~~~·~~·are categorized as impersonal perspective based questions. In first or third person questions, if the speaker is merely seeking a precise attestative answer from the addressee, a.~~· is used: (60) r::.·¥~·~~·ar~·a.~~·~.,1

Do we have time?

The context in sentence (60) is, the speaker knows he and the addressee have a previous engagement. Therefore, when requested to do something, the speaker asks the addressee, z:::·af~·~~·af~·a.s_~·~~1 'Do we have time?' Literally this means: According to our schedule do we have enough time to do it or not?

Does he have money?

135

Colloquial Tibetan

In sentence (61), the speaker presupposes the addressee has attestative knowledge concerning F"r::.·~· 'he' having "s~· 'money' because, i.e., he is the addressee's brother, good friend, close relative, etc. In first or third person questions ur"·r..~~· carries several contextual implications: L)

ii"· indicates that thereisaparticularassociationbetween thespederand the addressee regarding the presented situation (66) a"·~r::.·~~·r::.~-ar"·r..~~, Do I have your knife? [Do you remember/ are you sure you gave it to me this morning?)

ur"·

r::.·

In sentence (66), indicates that the emphasis is on the speaker 'I'. In this case the speaker wants to know if there is really the possibility of that particular knife, which belongs to ·~r::. 'you', being in 'I's' possession. The underlying meaning of this sentence is, 'I don't think &a, are you sure your knife is with me, do you remember giving it to me?' This type of structure is usually used in one of two situations:

1.) 2.)

'6" ·

r::.·

When the speaker does not really think the presented situation is true. When there is a possibility that the presented situation is true, but the speaker himself does not remember having done something, received something, etc.

This particular usage of ur"·r..~~· with the first person insinuates one is asking the addressee: 'do you

remember?' 2.)

ar~· indicates that the addressee bas some personal association to the speaker. (73) ~.-~r::. ·~r::. ·Sl~ ·~~·IIJ~~·~.~F~:crili'" ·r..~~1 Was I good at singing when I was little? [you've known me since I was a child]

r::.·

In sentence (73), the use of Ui""·with the pronoun 'I' indicates that the speaker and addressee know each other well Based oo. this, the speaker expects the addressee to be able to give a first-hand, personal petspedive answer.

3.)

ar~· is used when the addressee has some personal association to the third pertK1ft

(7o>

,.~.~·~~~ 1 ~""~~·~·a;-r::.·~~·~~~·ar~·r..~~ 1 Nyima, are all the members here? [Did you ask them to come?]

In sentence (70), ie., the boss requested his secretary, Nyima, to send around a circular concerning a meeting. As he enters the meeting hall, he turns to Nyima and asks her using the personal perspective form: ~~wa)r::.·~.t· a.~~iti""r..J~l 'Are all the members here?' In thissentenceLG""·implies: 'haveyouinformed themalltoattend?'

IV. Statements of Uncertainty ai~·l~~·;ai~·lc~~·~~· [ai~·~f] I[~~·~{'] Sentences (75)- (81) Does Wangchuck have a motorcycle? [I) don't know. Perhaps he has [one].

Lesson 7 (76)

a. ~:,::r;.·fl·l.l::r;. iij'" "I:J"l." "l.l~l

You probably have one [a telephone].

(7'7)

b. a"·::r;.~:.·~·fl·l.l::r;. a. ~"1·9J::r;.·ie~·~ll1""'~~·~~1 b. ~~:.·~~, ll;"·~·l."l

[I] don't know. Probably there are.

(78)

a. ~"~"l·Ff~:.·~·~~·aT"iij'"·l.l·l.~·l.l~1

Does he have time tomorrow?

I don't think he has time tomorrow.

(79)

b. ~"~"lili""·~·~~·af"·ll;"·"&·~rl.~l a. B"·::r;.~:,~·~·~llj·~:,::r;. iij'"l

Do I have a telephone?

ili"-a.!l

(80) (81)

Are there students in the class?

Do I have your key?

b. J:."S"l~·~,.~~ "~~ii~"B"·::r;.~:.~iij'"~·~rl."l I don't remember. I don't think you have my key. Are there foreign tourists in Nepal? a. Cl~~~·~·~·s~~·e~li::r;.•t;;~iij'" "l.l"l." "l.l~1 Perhaps there are./ Probably. b. ar"~·l." 1

a. $"~.1\·~·fl·~~~~;q.ar"·l.l·l."·l.l~l

Is Indian food tasty?

b. ~:.·.;;r~·~"l ~~;q.ar"~·l."1

I've never tried it./ I haven't eaten [it before]. It's probably tasty.

In Lesson 4statements of uncertainty with Ul"l ~·l."· are introduced. In this lesson, statements of uncertainty with ill1 ·~·l." · are introduced. This structure is used for statements concerning uncertainty of possession, location and modification: (75) b. ~r~·e~~·~"l ~%~·s~·"lii~·"&":\~1

(possession)

[J] don't know. Perhaps he has [one]. (7'7) b. ~~:.·~~1

( ~~·9J::r;.·ie~·~~·) ili"~·'&·l.~l

(location)

[I] don't know. Perhaps there are [students in the class]. (81) b. J:.".il·~·~r:.l ~&:~ili~·3·l.~1

(modification)

I've never tried it./ I haven't eaten [it before]. It's probably tasty. When the speaker is asked to make a comment or give an answer to a posed question, if he/ she is uncertain about the validity and has no clue or evidence to back up the answer, Ul"l ·~·l.1 ·or ill~ ·~·l."· is used. These phrases of uncertainty imply, 'I think such and such is true/ untrue..., but I have no evidence to back it up.' When the speaker has some clue or evidence to back up an assumption, other Tibetan structures of uncertainty are used, i.e., Ul"l•fll;"•e~"f-~~~· 'suppose, Ul"l"l lij"•l.j•~s• 'it seems l Ul"l"l ar,·~• l.~· 'it seems/ perhaps'. These structures are explaiiled in Lesson 11. 1

1

V.

Confirmation Seeking Questions ili'~·r:·tili'~·t.~·~~·r:·tC\~~·,·

(82)

a1 ·~~:.·as::r;. ~~·l.l~-'~·l.l·ilf~·'il

You have TJbetanacquaintana!S,right?/[elm 'tyou?]



q-~ ·~·~~:.~·~ ·~" ;q.ar~ ·r.~·l.~

There are many mountains in Tibet, aren't there?

<M>

~::r;.·s·~·~~~~~·IIJ

Sentences (82) - (92)

·r:1

They have a child, right?

s·~::r;. ·~~" ·l.l·~·s~~,.~~·~

There are a lot of Tibetans in India, arcn 't there?

137

Colloquial Tibelan

Jr~·Jr~·~&l~""t.J"l.""T;i1 a" ·~c:.·Ql"l:.a.~q·~~" T;i1 lfi"Ql"~~~·.,·8~ ~" "t.J"&I"l." "T;l1

The Potala isn't in Shigatse, is it?

~·Ql~"Q.~ ·i"~~~·~"Q.~~·IIJ

These things aren't good, are they?

(90)

s·ifr.~~·f:c:."l~"Q.~~"IIJ

The girl over there is beautiful, isn't she?

(91)

''f~~ "ITl"El~·~c;.~iij'"" "t.J"~" "T;l1

America is far [from hereL right?

(92)

~Cif~·~·~c:.·Ql"Q.~~"IIJ

The book is on the table, isn't it?

(86)

~~·~~r~r~~~~~.,

(possession)

They have a child, right? (83) ~'i·~c:.~·~·&lc:.~Ui'i·q·~'i"'i1

(location)

There are many mountains in Tibet, aren't there?

(90) s·ifr.~~·--c:.·(=ti~~~~~., (modification) The girl over there is beautiful, isn't she? (92) ~q"f~·~·-c:."QI"Q.~~~~, The book is on the table, isn't it?

(post position)

The literal translation of the question marking particles T;I" and IIJ" is 'right'. This structure also carries the implication of a tag question, i.e., .. .aren't there?, .. .is there?, etc.

VI. Conversations A. Cmtext: Two old &iends meet after a long time: Sentences (93)- (98) Welcome Dekyi! (h.)

(93) C:.ll!"" CIC:.": ~ ~~~ ~q~·~~~~ C:. ·~C:. "CI~ ·~" "QI~~1

q~·~"·: Ql~~~", ~~~·~"~~~~~~,

Yes, I'm glad you're here.

(M) c:.~""CIC:.": cq~ ~~""c:.1 ~~~""c:.1

Please come in. Have a seat.

q~·~"·: ~~~·~·~~c:., (95) C:.II!""CIC:.": ~~~·l_·&Ji"" "llj q~·~"·: lr"·~~~~~·~~c:.·~~~·~~~~c:., (96) C:.~""CIC:.": ~~~-a;~~", &li""""C:.1 q~·~"·= a"·~c:.·~~·~~c:.~·~"Q,~~~~,

Thank you. What will you have [to drink]? Please give me a [cup] of Tibetan tea.

This tea is hot. Please have/ drink it. Don't you remember?

c:.~" ·~ ~"" ~ ~~" "T;l1

I like Tibetan tea, right? 138

Lesson 7 (9'1) "~~(lc::: Ql~~iij'"'11 f~·~·fS&:)'-.1\"~'1·~~·

Yes, [I] do. You use to like Tibetan tea very much.

'1~"-~·s~~iij'"'11 l:l~·!,·= ,~~·~~~~'Q.~~~~·s~~'Q,~~

Really this tea is very delicious.

(98) "~~l:l"':

~~·~~"~"1fr"·~·~,1 l:l~'!C)': ii"'"~~~a,·l;~~~~1 ".g.~l·

And now, please tell me who is he? He is my boyfriend. We are in [go to] the

~~·il:l·~·~%~·t.l~~1

same university.

B. Context: Tsering wants to borrow some money from Rinchen at the grocery store:

(99)

a;~"':

~~·~·~~1 a,·~""Qf~·i?~~~1 iJC)1 "~~~Ql'l:l~Ql·~·iJC)1

~~·~~·: (100) i;·~"': Ui&:)·~·~C)1 Ui&:)·~·~C)1

~·~~·~"'Ql~·~a~l\1~"1 ~~·~~·: l:l~~~~"l

Rinchen, do you have ten rupeest,

No,Idon'thaveanychange. Yes, I think you do. Please look in your purse/ wallet. Please wait. Rinchen, do [you have any]?

(101) a;"·~"·: ~~·~~·Ql~~1 Q.~~·~~1

~~ ·~~ ·: ~·Ql~'Q.~~ Q.~~ ~~ ~"-"' (102) a;"·~"·:

Sentences (99) - (102)

Oh yes, yes I have. [Here I have.] But there's

lf~·ij-~'Q.~~ Q.~~~~·~C)'t.1~1

muy five rupees. Is that ok?

Q.~~~·~·~'11 ~~~·~·~~"1

[Yes,] it's fine. Thank you.

In Conversation A, sentence (93), the phrase ~~~·~,~~~~1 has been translated as 'fm glad

at

you're here'. According to the context, this phrase can be translated in several different ways: 1.)

When respectfu11y asking one to sit down:

Please sit down. 2.)

A Tibetan farewell expression said to the person who remains behind

~~~'ll1'1~·~~~1/~~~'1~~~~~~~1 Take Care! [lit. Please stay well./ Good bye.] The third and fourth usage is purely Lhasa colloquial: 3.)

A respectful reply used to aclcnowledge a greeting of welcome: The person who receives an arriving guest says:

s~~l:l~·~~".~"l

Welcome!

The reply is:

Ql~~iij'", 1 l:l~~~·~,~ 'Q.~ ~~1

Yes, (thank you),I'mglad you 'rehere [to greet me].

1 {~·Jr =any monetary unit; i.e. rupees, dollars, pounds, etc. t

rupees .. the cum!llCY used in Nepal and India.

139

Colloquial Tibetan

t)

A form ofgreeting used when one goes to a friend's house after a long time and is not sure whether they will be home or not: ~~~~·~'1~~~~1/ ~~~·~'1~~~~~~'1'l.l~1

I'm glad you're at home! How are you?

VII. Exercises

A.

ar~·~~~~·,ar~·q·~~·

Fill in the blanks:

~~·"·~~~·/af~·q·a~·l.~·

ar~·q•r/~~·~..-/ili~·q·~~·q-.· (1)

(ZI'~~·~~·~~~--1

(2)

~~~·~c:.~·}f

(3)

~~·i~~~ ·~-as~·"'~'(ZI'as~--

Are these clothes warm? [have you worn them)

(4)

(5)

9/'~·~·=·m~~--

Is Lhasa a pleasant place? [in general]

(6)

~~·111~~·(ZI~~

(7)

f~·~·"B'1·~c:.·~·~c:.·~~·Ul~;zj~~·--1 You used to have a good [pair of] binaculars. [as I recall]

(8)

'19c:.~·'1~ B'1'~C:.~~il~-c:.~·

I'msorry!l don ~thave your key. [I have looked everywhere]

(9)

Is Indian food tasty [in general]

(10)

~·~~·~·fl·~~~~~ ~c:.~~·(E""c:.·~·~~·i''1·

B.

Translate the following sentences:

(1) (2) (3) (4) (5) (6) (1)

I am in Nepal and I have a good job. My friend Tashi is in India but he has no work. [I know this because I visited him recently.] Last night in [my] dream I was in your house and I had medicine in my hand. I don't have time these days, right? I have a lot of ten rupee notes, but no five rupee notes. [I looked in my wallet.] He has a camera. [general statement.] His daughter is beautiful. [I saw her.] Was I good at singmg when I was young? [You've known me since I was a child.]

(8)

l.l~·~~~·~ca~~·'1c:.·1 c:.·6'1·~c:.~~·~·~~~·~·!l~·~~~~ ~~·c:.a.·~~·l.I~·~·&~IIJ~~~~~

(9)

6~·~c:.·~c:.·~c:.~~·~~·~c:.~·s~~·~'1't;il

(to)

~·~~·as~~~~ ~i"'1·~c:.·1

The food is delicious. [I have tasted it]

1

This tea is sweet. [I have made it] Are those vegetables spicy [hot]? [the ones you cooked)

1

This work isn't hard. [attestative]

1 1

Shedoesn'thavetimetomorrow. [in general)

VIII.~"·~~·~-.~·q· Vocabulary for Lesson Eight

Nouns minute

calendar

family

family members 140

Lesson 7

ljr:::

price

~~~~

dance

~s~·

rice

111li"lll'".:;.i11111'

meat (h.)

1f !!'~"~i"~

teeth

~"~·

occasion/no. of times

one o'clock

five o ~clock

~111~'t.J'C\'~'QIII1'

breakfast

!!'~'"~'!'f.J' ~111~'T,JQ.·~ lll'lllll1'

~li"~'fZI'Illll1'

dinner

~li"~·~~'lllll1'

dinner (h.)

.:~{..~'

cloth

breakfast (h.)

Prepositions

""·~·~·

most of

Verbs ~q;.ll{,·

take(time)

t~~?,~~

like (h.)

~"·

get up/ stand up

lf~ij'

brush teeth

~ij~·~~~·

wash face

first

Adjectives Ui~·,~·

past(time)

~"~

~"'111~~'t.J'

second (position)

~"'9~11't.J'

lf"·~,~

expensive

~ ~~~~

quiet/ peaceful

~

..

third (position)

tasty I delicious (h.)

Adverbs

s~·,·

half

~11119'

exactly I sharp

~~~·

about

lfll1·~~~·

a little bit

iS,.,~.

never

Prepositions

l'l'l'.l.ll{..'

to (time)

Conjunctions ~"·f s~·

and

Phrases

~~111'~111~'111'1"'

please reduce (h.)

141

Expanded Table of Contents for Lesson 8

~

Page

L

Ordinal Numbers

Sentences (1)- (4)

145

n. m.

Telling Time

Sentences (5) - (14)

146

Sentences (15) - (20) Sentences (21) - (26) Sentences (27) - (30)

147 147 147 148 149

The Question Words 111·a)~·; 111·1"~· A 111·a)~· [what] B. 111·a)~· [how many] c. 111·a)~· [how much] Confirmation Seeking Questions

• •

The difference between ~·I'~· and ~~ri"~ ·

1SO

IV.

Constructions with ~Ill~~ [like]

Sentences (31)- (40)

151

V.

'Whether-or-not' Constructions tll,·~,·J ~~·~·~~·and Ui~·il~·

Sentences (41)- (SO)

154

VL

Verbs A. Verbs with Variable Stems B. Verbs with Invariable Stems

vn.

Conversations A.

B.

•

Listing of Nouns

155 156 156

Sentences (51) - (59) Sentences (60)- (64)

157 158 158

vm.

Exercises

159

IX.

VocabuJary for Lesson 9~~·~"1."1'~~ ·cr

159

Lesson 8 I.

Ordinal Numbers Chart 1 ~E:.:t:i1st

~~~·&.~· 2nd

'

....

~&.~·

~~·&.~·

lOth !JO

' (1) (2)

(3)



~4S~·&.~·

~~·&.~·

~·&.~·

3rd

4th

5th

" ~~·~%~·&.~· 11th

"

I(

\

~~·~~~·&.~· Uth ....

,

~~·~4S~·&.~·

a~·"'· 6th

.

~~·~~·&.~·

~~~·&.~·

~~~·&.~·

7th

8th

,

'\

~¥-~·&.~·

13th

14th

15th

'"

!J\

'I(

Sentences (1) - (4) E:.~~~"tl~E:.~~~~1 114~1Zl"qj~·.il-q~iij"~1 In the morning, first I wash [my face] and then I eat ~·~E::_·E:_"c\~"(~·:j~·~E:_·QlvtJ:;.·~-..·~·~~1 Tsering is second in my class. Yeshi used to be second in the class, but r~·~iQ·4~'1f4E:_·~~~·"'·~~, ~~·~~E:.~·~E:_· these days she is third. ~E:.·(iE:.'114E:.·~4S~·'-1·~~1 1 The first house [built] in Tibet is Yumbhu Lhaghang. ~~·~·~E:_·&.~~E:.~~~·s·lil·~E:.· ~~1

In Lesson 2cardinal numbers are introduced; in this lesson the locus is on ordinal numbers. The only difference between Tibetan cardinal and ordinal numbers is the addition of the particle &.~·. There is one exception to this rule; the cardinal number 'me',~~·, takes the particle lf, and becomes ~E:.~ 'first'. All other numbers are formed by adding the particle&.~· after the number, e.g.,~~""~· 'second',~~"'-!· 'third', and so forth. There are several contexts in which the noun 114E:.• 'number' is used: L) The Tibetan wordlf4J:;.'1" 'number' is used to mean a numeral or symbol, ie., lf4J:;.~~"tl·,

'two'

or 't: What's that number over there? That's [over there] number 1

2.) The Tibetan word 114E:..9JE:.~· 'number' is used when talking about a phone number or address:

a~ ·~~~·jll·q~ ·

I

Adjectives

160

Lesson 8

Adverbs ~!ll''J~'

always

~Ill~·~~·

every morning

~~·~~·

everyday

~cl.l'~"l'

usually

~~·~ry~·

generally

cl.llllcl.I~'~CE)cl.l~'lll'

sometimes I occasionally

often

~lll'~cl.l~lll'~cl.l'

a little

lllcl.l'!ll~~·

immediately I right away

~·~~·

then

ar~·lll·

before

C)~~·lll~~·s~·~·

actually

cl.I~Qj~~

quickly

Conjunctions after that/ having done

161

Expanded Table of Contents for Lesson 9 Page L

Temporal Adverbs

II.

Clause Connector ~l'.l· [when/ while]

Sentences (1) - (17)

165 168

A. The Verbs~'!'/ ~~·with~l'.l· 1.

Identification- (ul't· + ~l'.l')

Sentences (18)- (22)

168

2.

Possession/Location/Modification/Post position - (Ui~ · + ~l'.l') Sentences (23) - (31)

168

(Main Verb Stem+ ~l'.l·) 1. Positive form 2. Negative form:(~·+ MVS + t.~"i~;~~::~l'.l·~·f "'t:.·~·)

Sentences (32)- (48) Sentences (49)- (51)

171 171

m.

The Construction:(~·+ MVS + ajc::.·~·f f't·~·) [before+ Verb]

Sentences (52)- (56)

172

IV.

The Construction: (MVS + 'tl'.l'/ [Sl'.l']) Sentences (51)- (62)

173 173

B.

[after+ Verb]/ [having+ Verb)/ [by+ Noun/Gerund] Jt

The Adverb tl'.l·~· vs. the Connector ~l'.l· [after]

V.

Verbs A. Verbs with Variable Stems B. Verbs with Invariable Stems

VI.

Conversations A.

•

175 175 176

Sentences (63) - (70)

f~·~· vs. f~·~· [before/ previously/ in the past)

B.

c. VII.

174

Excercises

Sentences (71)- (TI) Sentences (78) - (85)

lTI 178 179

180 180 181

Lesson 9 I.

Temporal Adverbs Sentences (1) -(17)

(1) r::.·~I!JIIf''-l'~IIJ·t:.l~·~~·~ 111 ~~.~·"14~·~~·U~~·~~·t ur,·~~·~·~~~·~·ur~ 1 When the weather 1S hot, I swim. When the weather is hot... a.) 111~&1'1114~·=~-&l~·~.,·... When the weather is hot ... b.) 111~&1'"J4~·=~iiC)'~'f' .. . ['the weather' possesses the quality of being hot] The~~· clause by itself is tenseless, it introduces the main subject matter, but does not indicate the time or

tense of the sentence. Such clauses are categorized by linguists as events ofspeech. The verbal conjugations "a)• U!~·and CJ-Ul~· found at the end of the sentence, the adverb of time or the oontext of the oonversation is the tense indicator. Similarly the conjugations"a)'UfC) '/"a)'Q.5_111'/"a)'UfC) 'CJ'~')'/"a)'~') ·and CJ'~C)'by themselves, are tenseless; here again the time is determined by adverbs of time or the oontext of the oonversation. Understanding this, sentence (23), according to the oontext of the oonversation. can be translated as follows: (23) c:~ ., ~~·~.~c: ~;q~ 'S'f'.q'f!C:·~"U.IC:·~~Jj·~;;q~ 1 When I have lots oi money, I often go to restaurants.

(simple present)

or When I had lots of money, I used to often go to restaurants.

(past habitual)

Please note that the verbal conjugation·~·Sl~· is strictly a future time structure and the verbal conjugation CJ'Ul~ ·strictly a past time structure c:~·~~~·~.~c:~ii~·5."'il'flC:'Ql"U.IC:'~'O.Jl'~l~~1 When I have lots oi money, I will often go to restaurants.

(future)

c:~·,~~·~.~c:~ii~·~-a·.q·flc:·~·UJc:·~·s~·CJ~~l When I had lots of money, I often went to restaurants.

(past)

The U!~·~~· and ur,·~~· clauses can be used with all three persons:

Chart 2

ar;·~4{' Causes

~~·~4{' Causes c:· a~·~c:· ~c:·

c:~·

&I'S~·

when I was a cook... when you were a cook... when he/she was a cook...

~li~-a·...

a~·~c:·~t~· ~C:'Ql'

~~Qj'

ar~~-a·...

when I have/ had money... when you have/ had money... when he/ she has/ had money... 170

Lesson 9

In previous lessons both Ul~ ·I l.i) · are used in sentences ofidentification, and UJI) ·I a.~Q]' I in sentences of possession, location and modification. are used; thus it is incorrect to say:

UJI) ·q·l_I)· In~~· clauses however, only the verbs Ur~ ·and UJI) ·

l.l)·~~·l O.~Q]1~'1 ~·q·l_l)·~~·.

The negative form ofUI~·~~· is~~·~~· and the negative form of UJI)'~~· is ill)·~~·.

B.

(Main Verb Stem +

1)

Positive form

(32)

~~J

~·~·QI~··~~·~~I)'C.J-a.SQI'~·ilJI)1

rs" ·~~ ·Qj~'"l'SI) ·~~·Cl~~·iCl1~ ·~·a.~9 ~·Qj~'"l'SI) ·~~·Q]~~·Clry" ~·ur" 1 rr"·liQ]·liQ]·Cla-~~·~9·4·?J"'!"·s"·~·a.~Q] (36) lfl) 'C,J'~Q]~~ 'Clry" ·~~·a;" ·a.~". Q]~~'Clry"' ~Cl~·s-q~Cj~·"Q]'S" ·~-ur"·q·l." 1

<M>

Sentences (32)- (48) I say grace when I eat. You think when you work. I sing while I work. She uses mutton when she makes momos. When Tibetans celebrate the New Year they

(37)

~·~l)'i6"Q]'fQ]'~~·fl'QIQ]'~"~ii'Cl~'ilJI)1

drink beer, sing, dance and so on. I eat a lot of food when I am hungry.



"·~~·Qj"·~~·~" ·q~q·~·ur" 1

~en I

(39)

~·ii)9 ·~·~Q]·~·s"·~~·El·~Q]·a.~~·~·ur" 1

rr~·fl·~~·~~·a;"·a.~"~·a.~Q] (41) !;·~"·~·~~·Sf~ 'ii'Cl~·a.~ Q]

"'O.fSQ]'~~·~Q]'iQ]~~-~·ilJI)1 (43) iSI)'~"'El"'a;I)~~·~QJ'~'O.~Q] rs"·~"·~~~·f~~·s·q~·a.~Q]

am angry, I shout and carry on. I smoke when I am nervous. He drinks beer when he is thirsty. Tsering takes medicine when she is ill.

(42)

I wear warm clothes when I am cold.

(45)

~·r.r~·s~·~~·rr"·~~·~·~·q~·Cl~'Cl~·url)1

You sleep when you are tired. You cry when you are sad. When I miss my parents I look at their photograph.

(46)

"~Cl·~~·tlf~Cl~'UJI) 1

I play [games] when I am bored.

(47)

rr"·iCl'f"·s"·~~·tlf~Cl~·a.~9

He plays [games] while he studies.

(48)

t/'Clil"'~l)'a;'Cl41)'~~·~Q]'Cl~~~·~·a.~Q]

Lhasang closes his eyes when he speaks.

2.)

Negative form (II'+ MVS + q~·~Cl~'QI"I '1~'QI•)

(49)

"·~·~~·Qj~·"l·s"·~·~"1 ar~·~a."·~~~·q~· ~Cl4fQI'I ~"'QI'QJ~·"l·~~Q]~~I) ·~·ilJI) 1

(SO)

(51)

I)Cl" ·~Q]~'a;"·~·a.~" ·q~ ·~q~'QI'~'I)'?.l~· ~Q]~UJI) 'C.J'l.l) 1

Sentences (49)- (51) I don't work when I am sick, but when I am not sick I work quickly. When Wangdrak doesn't drink beer, he's a very

~~·~~ ·~·o.J~iCl'9J~ ·~·a.~C.J~ '~Cl~''ll'

good person. Gyatso usually comes to my house when he

~~ ·~" ''li'UJ"~-ur" 1

doesn't go to school.

171

Colloquial Tibetan

As in section A, the clauses of sedion B (MVS + ~(1.1'), are categorized as events of speech. Here again, the time [tense] of the ~(1.1' clause is determined by the verbal conjugations ~·U!~ ·and 'J'Ul~ ·,the adverb of time or the context of the conversation. Please note that the verbs in the clause are always in the present/ future form, never in the past form. These verbs do not determine the tense of the clause: l::.'f'lll~'il~(l.l'

~·a.~~::.·1i)ili'l) 1

I drink water when I eat.

(simple present)

l::.'f'lll~'il'~(l.l'

~·a.~~::.~r~~1 ~·a.~~::.·~-&1~ 1 ~~~:;.~;ql)1

I will drink water when I eat.

(future)

I drank water when I ate

(past)

I used to drink water when I ate

(past habitual)

l::.'f'lll~'il'~(l.l'

f~ '&l'l::.'f'lll~'il~(l.l'

As with the~~·~(~.!'/ Ull)'~(l.l' clauses, the clauses of this section can be used for all three persons:

Chart 3 (MVS + ~~·) Causes 1::.'

when II you eat/ ate...

when he/she eats/ ate...

The negative form of the (MVS + ~(1.1') clause is formed in the following way:

(&I'+ MVS + 'JCC\''5ll~(l.l'lll'/ ~t:'lll'...). ~::. 'Ql~'IIJ'SI) ~~·...

~::.·QI~'"l'll'SI)'~a.·"!~~·Qr/ ~c:.·QI·... when I don't work...

becomes

when I work. ..

(49) ~::.·~·~(I.I·Ql(l.l'·,rs"·~·~"1 U~~·~a.~::.·~.~·~·~a.·~~~·QI·j ~~·~·~a.·\1t:'Ql'Ql(I.I'IIJ'&I~'Il(l.l:cr-s"·~~"1 I don't work when I am sick, but when I am not sick I work quickly. One .neversays: J::.'Ql(I.I'IIJ'Il'SI)~~·...

III. The Construction: (i\1'+ MVS + ~"'QI'/ f~'QI') [before+ Verb) Sentences (52)- (56)

(52)



Ff~::.·~l)·m·&~·~"11)'q;t:·lll·~(I.I&JVUIQ]'lf

He thinks well before speaking/

~ryt:·~·~~~ ~::.·i~'ft:·~.~·s'1·q;t:·Ql·f·lll'll'il'q~·~,1

before he speaks.

6'1 ·~~::. ·q'(~ ·~~ ·~.~~~(l.l·!!f~::.·Ql·j;j~::.·a5~·~(1.1~ ''-~'

Do you study the new vocabulary before

g~::.·'ll~~::.·~·UI'1 ''-~~1

coming to class?

I eat before I study.

172

Lesson 9

My daughter prostrates before she goes to sleep I

before going to sleep. (S6)

~-~"lll~"QJ"~~"Ili~S~~·~·~~T.J"MX-~1 He didn't know English before he came to India.

The English phrase before doing..., i.e., before working, before eating, before singing, etc., is formed with a positive verb. The equivalent Tibetan phrase, however, is formed with the negative partical ~r. Of the four Tibetan negative particles, in this structure only~J" can be used: (52) f~-~~···~a·.q~~·~~·QI·Q~iJ~UIIIJ~Q~~~·Q.~IIJ He thinks well before speaking/ before he speaks.

Even though no negative marker is used in the English translation, actually, the English aiso carries an underlying negative meaning. A literal translation of this sentence could be, 'Not having spoken, first he thinks.' Thus literally, the Tibetan structure (iJ"+ MVS + ~~·'ll·f f~"'ll") carries the negative sense of, i.e., not having worked..., not having eaten..., not having sung ... something else is/ was done. In English the adverb before precedes the verb: (before+ Verb); whereas in Tibetan it follows the main verb: (iJ'+ MVS + i!f~·'ll·f f~"'ll'). Either the present/ future form, i.e., s~·, or the past form of the verb, i.e., s~·, can be used with no change of meaning: {53)

r::.·i~"fr::.·~~·s~·~r::.·C21·f3··1l!IJ'i!'Q~·lG"~1 I eat before I [do] study.

or

r::.·iQ"ft:.'II'S'f~r::.·C21·fl·

~ryt:.~"Q.~~·~~l ~,"·,~~::.·~~,· I ~r..·1 Cli'1·r.ro.s·> I ~".'I Cli'1·z:tT=o.~~·) (suppose/ seems to be/ seems that/ seems as though) Sentences (U) - (20) (11)

(13)

~z:3·~~ '{lll'cll''ll~·~·r~~'l''I'X-~1

[I] suppose this book is Dolma 's.

~~a.·~t:.''ll'fl£:. ~·&!~::. ·~~~

Her name is on it.

fi~::.··~r~·"~·~"·~·cll·x." 1 "~~·~" ·111 ~~::.·ell·

[I] suppose he is not from Lhasa. [He] doesn't speak

q~z:r~·&!·~~£11

Lhasa dialect perfectly.

&!·~:o~~~')·:.:~'l·r.a-o.sl 'q')·a;~·~'l·3~~~~~~

It seems that that person is a Tibetan. [He) is wearing a Tibetan dress. [I just noticed it.)

(14) (15)

(16) (17)

(18) (19) (20)

~'cll''ll~~·~·~~::.~·~·~~r&~'l·:.:·~sl

Nyima doe:;n 't seem to be Tsering's child.

~·~~::.·~s:cl·&!·~~~

[He] doesn't resemble him [Tsering].

~~ ·~')S'l ~·r•.r~'l.·~~·illl~'l·z:ii=Q.~'q

These seem to be the clothes of that westerner

~·l.·l.C)~X.''l'~~·~')S'l~Q.·q'f~·4i:~1

over there, because they are western designed.

')S'l ~·~:o~~·'l~::.·:.:·~'l''3l·&!'ll.~£11

It seems that that westerner is not a Buddhist.

~~·~~'ll·4~·~·&!·~)~

[He) doesn't know how to do prostrations.

4~'X.'3''ll'')~'ll'cllt:.'ljiif~·-.·l.~1

Perhaps Sherab has a lot of money.

~~~::.·~·s~~·t3ryt:.~~)lll

[He) spends lots of money.

i"~·~'ll''ll~~·~:s·ir~·l:Q·'lliif"·r.a·Q.sl

It seems that Mr. Chogyal's daughter is in Europe.

[5"t:.''ll'~·~q·'l~·~·~'Uit:.'~·Ui~::.~·~~~

He often gets letters from there [Europe).

~~·:.:x.=Q')·:.:·')t:.'4X.'.C.:.cq".qf=Q.~'q

ThereseemtobeTibetansandSherpas[living]around

(QC:.'.C.:'cllt:.'~'t3a.i'"~·1x.·')x.·~~·~~~

here. Most houses have prayer flags on [their) roofs.

~f.X.t:.ft:."ll''ll~'1itil)·~·cll·l."1 fi~::.·~~'3~·~~~ [I] think he has no work today. He is playing.

In Lesson 4, section IV, and Lesson 7, section IV, ~'l ~·l.C) ·and Uil) ~·l. ')·are introduced respectively.. These phrases of uncertainty are labeled 'speaker-based' as there is no evidence on which to base the statement; the speaker is merely expressing a personal opinion or making a personal judgment. The statements of uncertainty introduced in this section with ~'1'/ Uil)·~·l.C)·, ~'l·f Uil)·:.:~s· and U,'l·f Ui"C)·q"f~s~· are labeled 'evidence-basecl'. When the speaker, due to lack of information, is unable to give a factual statement or 3. w~·= ~'\·] 4. cii~· = (iCl~·]

208

Lesson I I definite answer, an assumption based on circumstantial evidence is made. Such statements are often accompanied by a sentence which refers to the evidence on which the speaker has based the assumption. Even if no accompanying evidential statement is provided the constructions themselves imply that the speaker has some due or information concerning the subject. The factive verbs U!~·; ~~·are used in definite statements, whereas iG'~·f Cl.~ll]· and iG'~·z;J·~~· are used in evidential statements. It is important to note that only the verbs U!~ · and iG'~ · are used in statements of uncertainty. In this construction these verbs are used for all three persons. The verb U!~· is used when identifying a person or object one is unsure of:

Definite Statement

Statement of Uncertainty

rr~~~·z;J·~~1 He is a Tibetan.

rr~ ~~ 'z;J-81~ ·q·~s 1 It seems as though he is a Tibetan.

the verb iG'~ ·is used when talking about the possession, location or modification of something one is uncertain of:

Definite Statement

Statement of Uncertainty

rr~·Qj·~·Ir~~~ He has a hat.

rr~·Qj·~·J.Jilj~·q·~s1 It seems as though he has a hat.

The usage of the various phrases of uncertainty,U!~·; iG'~·~·~~·, U!~·f Ul~'z;J'Cl.S', U!~·f iG'~·Q-r'll.~ll]' are based on appearance, quality, manner, etc. Although all three of these structures are similar in meaning and can be interchanged, there are subtle differences which should be understood by the student. The structure ~~·1 iG'~··r~~· in English is translated as, 'I suppose', 'perhaps', etc.: (U)

~Q'Cl.\j"QJ".J.J"QJII]~·~-fil~·"·~~1 I suppose this book is Dolma 's.

(17)

~~·~Q'QJ'~SQJ'.J.J~:tiili~·.,·~~1 Perhaps Sherab has a lot of money.

As previously explained, the non-evidential form U!~·; iG'~·l~~·, 'I think', 'maybe', is used when there is no evidence whatsoever to back up the statement and one is merely expressing a personal opinion or making a personal judgement. In this lesson the evidential form, Ul~ ·I iG'~ ·~·~~ ·, 'I suppose', 'perhaps', etc., is used when the speaker is unsure of a certain fact, but has some evidence on which to base the

statement Both the forms U!~·; iG'~'z;J'll.S' and U!~·; iG'~·Q~Cl.~ll]· mean 'seems to be' In order to distinguish the differences between the two structures one must etymologically examine the roots of the two verbs. The word Cl.S'in thephraseofuncertaintySl~·; iG'~·q~s·is derived from theadjectivell.s:t:r,meaning

'looks like', 'alike', or 'similar to', e.g., rr~·rr~~'W'.J.I'Qlll]~·~s~Cl.~£11 'He looks like his [own] mother.' (13)

i:)·z•r~~~ 'z;J-81~ ·q·~s 1 t:r~ ·a;~-~~ 'I:J~II]

It seems [looks like] that person is a Tibetan. [He] is wearing a Tibetan dress.

209

It seems [the appearance of the situation is) that Mr. Chogyal's daughter is in Europe. He often gets letters from there [Europe). The word :::'i- in the phrase of uncertainty tQ~·j Ui~·Q"io.~~· is derived from the noun z:::~~·, which depending on the context in which it is used, means 'design', 'shape', 'modef, etc., e.g., (ZIC:.''J"r.l.~ ~C) ''J'il.· Qi"·w·~~:;,1 'This is a Tibetan style/ designed house.' (15)

.

~·~"'s~ ~·r.s·~'Q.·~~·ill1·iil~·Q"io.~"l

These seem to be [have a western design] the

~-x_

clothes of that westerner over there, because

·x."' ·-a~-~ ·r.~.C;·~c;s~ ~·ct:z::~~-x."'l

they are western designed.

(19)

r.!.\l.i~ ·~c; ''J'c;c:.·-'1~ ''-''Ui'1'Q'f0.~"1

"There seem to be [the area has the resemblance

~::.·.::.rcJ.Ic:. ·d5 ·z::'Q.·Ef~·,.,.:.l\·c:: ~·~:n·r.~.c;:n

ofa Tibetan/ Sherpa area] Tibetans and Sherpas

'

I

I

1

-,

~I

[hving) around here. Most houses have prayer flags on [their) roofs. Negative statements of uncertainty are formed by using one of the negative particles. Look at the following structures carefully: U:~·~·~~·'X_C)·

tG'c;,·~·~~·'X_C).

~~·tlT.lS'

~'1':.J·r.~.s·

U:~·z::~·~·r.~_~~·

(ij'~ ·z::~·~·r.~_~~·

Examples of these negative structures are given in the text. When statements of uncertainty are formed with adverbs such as, l:!~~·s ~·~ · 'maybe', 41 B') ·~~:.·fl·~lll~~~·4f.,·ql·q~iiil) 1 How tasty is the food you are making/ you make?

When answering such questions, the 4;~· particle is dropped and the end particle 'li' is added to the adjective or adverb of the affirmative sen~ce:

,~:.,.·~lll·~·slll'~'~c:.:t:i"~!~:.~·~~~lll He is not drinking/does not drink very much alcohol

1:."fl"t.l.lll]"~ll~z:ii'·t:~~·Uj')

1

I am making/make delicious food.

Remember the~· particle i

Sentences (38)- (47) I have been to Asia. or

"~'4'UI~·~ff"'1

"

"

(39)

~"·4~·~"·~~·~~~·5"ii~·cr~~1

He has been to Shasingma.

(40)

rs~·~"·~~·lll~·~~·~~".~"·~"~ ~ ~·~"'ll1~~·~~·~~1 s~·~"'~"·rs~·6~·

You have done this work [before]. Lhamo is from the village, so [she] has never

~~·~~"f"'5"'~·~~~

seen a city.

"o.·s·~·~~·~~1 s~·~"'QJ~·1·s~·~"i(j~·q·~·~~1

My son is a student, therefore he has never

(41) (42)

worked/ hasn't had the experience of working.

(43) (44)

(45)

r~:iz::r~~·~~~·~~'fl'lll~·~·s~·~~·~l·~~·tij'"~·q·~~1 When I was at school the food was prepared by s~·~"'"'fl'lll~·g~·~~·~~~·~r::1

a cook. That's why I have never cooked [food].

~"·~·~"·~~~·tij'"~·q·~~1 "~·~~~·1~·~1i""· ~·~"'1 fil~·~~"·"~·~·~li""·~·i:l~·q·~r~~1

Snow lions and dragons exist. I haven't seen

~·~~·~1

exist. Isn't tflat so?

~" ·f~ ·~·lli~'ITJ'~~ ·s~ ·~" -tG'"~ ·q·~·~~ 1

He didn't have the experience of doing/ had

Ul~·~~"~·~".~"~·~·;~·q~·s~~·tG'"~·q·~~1

never done this work before, but these days he

either. But not seeing doesn't mean they don't

does it everyday. (46)

~~·i'~~·lll~~·ij-(?·~ry"·~~"·~~·~r~ ~·~·~~~ -'~~·il~·~~"~·~~lll fil~·~~"·~·s~~·~ry"·~~"·

When Phuntsok drives [a car] he is not careless,

he is careful. Since he hasn't driven much,

~"·~·~~~ ~·~s·ir"·~"·=~·~·~~·~·~~"·~·~~~ he gets nervous. (47)

"·1i"~·~~~·lj;j~·~~~·~"·i:l~1 s~·~"·fl~~§"'1 ~~~·~" ·i:l~ ·~ 'lll~'llJ'~" 'UI"'QI~·~:r:J·~·~~~

In the beginning I had never taught Tibetan, therefore I [found] it difficult. Whatever the work is, without experience it's not easy.

The particle

5"' of the (MVS + ~"· + AV) construction is derived from the noun~~~·~"· meaning

'experience'. This contracted construction carries the same meaning as the longer construction (MVS + Ul~·~·~~~·~"' + ur~·), e.g.,

~~~·5"' =~~~'UI~·~·~~~~·5"ili'~· ~"'in conjunction with a verb clause denotes that an action has been/ has not been experienced by the subject:

232

Lesson 12

"-a, ·s·iq·~~·~r:;1 s~·~"·~-.·,·sr:; ·f"-arr:; ·r.~·ar·~r:;1 My son is a student, therefore he has never worlced. [lit.: hasn't had the experience of working.] In English the evidential nature of the 'experience' expressed by the Tibetan particle ~"· is often communicated by the present perfai: tense or by the adverbs 'ever' and 'never' instead of the word 'experience' itself. The English present perfect tense is used in the following situations: 1.) 2.) 3.)

when relating an action with no specific time; when relating an action which starts in the past and continues to the present; when relating a past action, the result of which still has an effect on the present.

this,!""

An ~ence' once had, the result of it will always have an effect on the subject. Due to sentences often fall under category (3), and therefore are usually translated into English with the present perfect ten9e: (41) ~·~"·~~z::n~~·~r:;1 s~·~".~"·6::~;.·g~·~~·ari"""i"·~·Q,~~ Lhamo is from the village, so [she] has never seen a city. lnsentence(44),cJJ'i'"·~"·i)·~:~.~~·istranslated with a (present perfect verb+ 'never'), 'has never seen'. This verb indicates that the experience of 'has seen', or in this case, 'has never seen,' is an action which started in the past, yet continues to the present time and has animmediate effect on Lhamo, i.e., she has a limited view of the world. As with other Tibetan structures,' time' according to English grammar may change according to the adverb of time. Understanding this, occasionally~"· sentences may be translated with a simple past, past habitual or past perfect verb:

~~·lll·~""UI"·~~·~rZJ·i!·~:~.~~ In the beginning I had no experience teaching/had never taught Tibetan, therefore I [found] it difficult. Whatever the work is, without experience [if one doesn't have the experience}, it is not easy.

First Person

In first person sentences the verb orr:;. is optional If dropped only a slight change of meaning occurs, and the English translation remains the same. Q.~~"iij"r:; ·means that the speaker JX18Se88!B the experience ofa particular activity, in &is case 'has had the experience of going... ' ~:~.ff" ·,on the other hand, indicates that the experience ofgoing has arisen. The negative structure is similar, ~:~.ff"·&rr:;· means that the speaker does not have the experience of going, whereas, t:~.9]"cJJ·~"· means that the experience of going hits not arisen In colloquial speech, the contracted form is used more frequently:

(3S) "~"4"UI::I\""'fi"·ili'r:;1

or I have been to Asia.

233"

Colloquial Tibetan When using the (MVS + ~"· + Ui~·) construction. the present/ future form of the main verb must be used:

"·~~·1-a.\sl)·~"-tG'~t " " s~·~"·Uil)t

Correct Incorrect

I've done this work [before]. In the contracted form (MVS +~""),either the present/ future or past time form of the verb is acceptable:

"·~~·.,-a.~·sl)·~"1 "·~~'r11J·~~·s~·~"·1

Correct Correct

I've done this work [before]. Other examples of the contacted form are: II'~"· I~~~·~"·

~~"'/~·~·~"·,etc. b.)

Second/ Third Person

In second/ third person~"· sentences the main verb must be in the present/ future form and it is accompanied by ~~Ill· I Ui~ ·q·~'=) · or Ui~ ·. The past form of the main verb is never used. Although the verb is in the present/ future form, the action itself carries a past time meaning, someone 'has bad the experience of doing something,' i.e., bas bad the experience of goingleating/ seeing, etc. According to the speaker's emphasis, either the verb~~"]· or Ui~·q·~~· is used.~~"]' indicates that the speaker has first-hand information concerning the action or experience, and Ul'=) ·q·~'=) · mdicates that the action or experience is a general known fact:

"a.·s·iQ·~"l·~~~ s~·~"·QI~·.,·sl)·lf"-ail)·l.l·ll·l.l)t My son is a student, therefore he hasn't had the experience of working. In sentence (40), the attestative ending~~"]· indicates that the speaker can see from the addressee's work, that the addressee has had some previous experience of doing this particular work before In sentence (42), even though it is the mother/ father who is talking about 'my son', it is a general known fact that students do not work. therefore, the verb Ui~·q·o.~·~~· is used. Ui~ · is the normal first person verb-ending, however, it is correct to use in second I third person sentences when the speaker wants to indicate a personal association. i.e., the speaker was ther-e and recalls the agent having had a particular experience:

"'a.·s·

You have done this work [before). [We did this work together two years ago.) In the sentence above Ui~ ·indicates that the speaker was with the addressee two years ago, so he personally recalls that s~·~"' 'you, have had the experience of doing this work ~~·~~·~~·~~"'~"·Ui~J·

234

Lesson /2

~~~·and ili"·"'·~"· are the normal second/ third person verb-endings; however, if the first person wants to relate something about himself from an impersonal perspective, then ~~Q]· is used. In (MVS + ~c::·) sentences, ili"'/ ~~Q]"/ ili"·"'·~"· are used, never tll'l· and~"·. An experience is something which is poB8t!BS«l by the subject, not something that is being identified

B. (48)

or

Interrogative Sentences a"·~~r~.JII'r.l'll5"·r~iif~·r.~-.1

a;·~~r~.rll'r.l'll5;·r~·~~~ 71

(49)

ii~~;·~~~~·r~iif~·r.~·l.~·r.~-.1

(SO)

~'QI""'r"'~·s;·r~~~~·~-.1 a;·~c::·lf~Q]·~"·"~~1

(51) (g)

a;·~~~·~"·"'~·~Q]~~·r.~~c::·~"·"~~1 jic::·~~r.~~·s-~Q]·~c::·~·~~Q]'Q]~1

(54)

l(QJ~~·r.tQ]'4'11i""·~c::·ili"·"'·~~·~"·"'~1

(52)

(55) (56) (57)

Sentences (48)- (57) Have you (h. pl.) eaten Tsampa?

"

"

"

"

Has he ever drunk Tibetan tea? Have I done this work [before)? [you tell me]

Have you ever played 'Sho '? Have you ever celebrated Tibetan New Year? Haven't they ever danced? [had the experience of dancing]

Hasn't grandmother tried pork? 6;·~c::·;·4· 5'4' ~·4· 11"'4'1"'Q]UlQ]'4' Have you ever eaten mutton, chicken, fish, beef, yak %'1Q]'IIi""·~c::·c::111 and other such meats? 5;·~c::~~·~·Q]~'l'"Q]'QI'II~r.l~~·r.~~c::·~c::·c::ll1 Have you ever cheated other people? ~~·~~·~Q]·~'l'r.14"'~C::'C::II1 Have you ever lied to yourself?

In second person questions the contracted form ~c::·c::11·, colloquially pronounced ~c::· [c::~·] may be used instead of5"c::·ili"·"'~': (48)

a;·~~~·~.rll'r.l'lla~·r~iif~·r.~-.1 or 6;·~~~·~.rll'r.l'll5~·r~·~~~1 Have you ever eaten tsampa?

For first and third person questions the question particle depends on the verb; ili; •t.~·l." ·takes t.~~· and ~~Q]' takes~~·:

F"~"·~~~c::·f~iii~·r.~·l.~·r.~-.1 <so> c::·QJ~·ITJ·~~·s;·i~~~~·~-.1

Has he ever drunk Tibetan tea? Have I done this work [before]?

VI. Review of the Dative/ Locative Particles ~·t-x..· (58)

r.~!!J·~~·~~~ ·~·~~ ·Qr~~·r.~~-ili" ·t.~·l." 1

(59)

~r.~·f~~·,~·QJ·~~Q]

(60)

,.II.~Q]~·t.~·~·J"~'!'r.I~'QJc::~·ilj"·l:J·~"1

7. lfr:::z:;&~· = l!fz:; ·z:;~- J

Sentences (58) - (65) Tashi goes to India every year. The book is on the table. Nyima gets up at five o'clock in the morning.

--------------------------------------·------235

Colloquial Tibetan

(61)

~a.~·~~·~"'"'~'Sj~·~"·~·a.~~

The doctor is giving medicine to the patient.

(62)

1'.4'~-'·il·a_q"·~·a.~~

(63)

')·({f~r;J'~Clj·af~~·ra.f"-'·')r:Jt:.'~~·QJ·a.!j·r:J~-uJ')·r.ra.sl It seems as though the students arc going

Fire is burning over there. to go to the Kalachakra Initiation this year.

(64)

f~·~·r~·~-'·l:'"~~·L:J·~~c.·~~~

They helped poor people.

(65)

')(lj~·l:J'Q:~c.·QJ·l!J·l.l·G.It:.:r:fa.~~

There are many monks in the monasteries.

The Tibetan dative case, as explained in Lesson 6, includes a wide range of usage, whereas the English dative case only marks an indirect object. Below are examples of the various Tibetan dative/ locative cases. The '11~~· particle is an essential element of these kind of sentences.

DativeQJ~~· particles used in Case 2-~"'''')S'~~~·'J''ll~·~·s·z::r (Accusative Case), indicate 'where the action takes place': (63)

')·~i~·~~.g-~4l·a.1f~·"qc.·~~·QI·a.!J·r;J~-ur')·L:J·a.s1 It seems as though the students are going to go to the Kalachakra Initiation this year.

QJ~~· particles used in Case Y"'~'')S''l~'L:J'~(Ij~·~')' (Necessitive Case), indicate that the action is being directed towards something and that the action has some benefit to the subject or object. (61) ~"'1·~~·~"''-~"'S!~'~')·~-q_~~ Tibetan

The doctor is giving medicine to the patient.

post positions, classified as prepositions in English, are categorized under Case 7~a.~·"s·

'l~~ 'L:J~~ ·~~~·(Locative Case): (65)

"~~·&.~~·~r::.'QI'~'L:J'.J.It:.:t:l-q_~~

There are many monks in the monasteries.

When the quality or existence of the noun is inseparable from the action of the verb, the QJ~~ ·particles are categorized under the Sub-section of Case 2-~o.l'')S'Il')~~·l.J'Q:~c.·a)~·~~~· (Intrinsic Cabe): (62)

1'4'~-'·if·a_q~·~'a.~9

Fire is burning over there.

The literary form of the above sentence is: i!·~·a_q"l The '11~~ • particles used for telling time are categorized w1der the Sub-section of Case 7~&l'"S' z:l~~ 'L:JC2.·~c.·a)~ ·~·~~~·(Time Reference Case): (60) ~·"''·~~~·L:J·~·i""·'!·"'~'Qit:.'~'UJ')'l.l'x_') 1

Nyima gets up at five o'clock in the morning.

When talking about times of the day, i.e., morning, afternoon, evening; or the four seasons, a dative particle is never used:

15'"~ 'Qj'" S"'ltl·~~a.~·'t]4~·~') :r:fa.~~ c. ·~~'l'Q'[Il'QJ~·~ 'r;J~'~') 1

In the summer, the weather is nice in Tibet. I don't eat food in the moming./1 don' teat breakfast

Examples of the varied range of usage of the dative/ locative cases have been shown in this section to help reinforce your understanding of the QJ~~ · particle.

236

Lesson /2

VII. Conversations A. Context: I Simple Past Sentences (13) - (25)

(13)

rr~r::.·~~r::.·~~·~r::.·~:z:i-,qr·~·l.~1

Last night you went to sleep/ to bed late.

(14)

~·~r::.·~lll~·t.~·6s~r::.·~~Cllr::.~·,,rl.~1

This morning you got up/ woke up early.

(15)

F"~r::.·6~·~r::.·a;·~~r::.·'lllll~·~\}~·~·o,~lll·'l~·

Yesterday you came from Bhutan with

~~~·t.~·~~1

Tsewang.

6~·~r::.~~·U!·4~·'ll·~lll~·s~·t.~·~~1

You helped Yeshi.

(16) (17)

~·ar

' "'I(

ar

r1

a;~·

It

~'l"!'ll·q·~'~~·

OnJuiy6th,193SHisHolinesstheDalaiLama

'f~·4:~;.·~9~·~9·o,a;:~;.·'ll·if'l~·t.~'d.·'6~·a)r::.·~9·

was born in Taktser in Eastern Tibet, to a

Qj"~""-13"41"CI"l_~1

peasant family.

(18)

~·af ''~rJ iij":~;,·~·9:~;.·:~;.r::.·~~'li"~·t.~·~~1

In the year 1947, India gained its independence.

(19)

~·ar

In 1950, the Chinese first arrived in/came to Tibet.

(20)

l~~'l ·&l·Cll·:~;.~·t.~·a;·9~9·~~·9~9·'ll·~r::.~·~~·

Milarepa gained enlightenment/ became

9'lr::.·t.~·~~ 1

~ghtened in a single lifetime.

(n)

~·~·9~~·~-f'l "Cll·~·'!l:~;, ·~r::. ·~'ll~Cll"'ll~~ ·&l·i'~·

Two months ago the Tibetans celebrated His Hol-

(22)

o,~r::.~·~r~s:~;.·9if'll·3~~·t.~·~~ 1 'I ~r::. ·~Cll·~~'l ~~~·~·9:~;, "Ql"~~""-F:I\ "')~C::. ·~'I·

"I(

o QT:~;.·~·&l~~·'ll·~r::.~~~~·t.~·~~1

9'1C::."t.~·~~1 (23)

"v

iness the Dalai Lama 'sbirthdayinindia and NepaL Last year His Holiness the Dalai Lama gave the Kalachakra Initiation in India.

iij":~;,""-(~lJr::.~·~~a.~~·~tr'l·~·9lr::.~·~f~· The Nobel Peace Prize was presented to

~·s·~9"-"~QI·~·~'l~~:~;.·~'ll·t.~·~~1

His Holiness the Dalai Lama in 1989.

(24)

6~·:~;.r::.~~·~r::.·~~9"'ll"Cll~""-9'1"9~:~;.·t.~·9'1C::."t.l"~~1 You gave new responsibilities to Chungdak.

(25)

f¥~·6~·:~;.r::.·i':~;.·~9~·9'lr::.·t.~·~~1

b.)

Past Habitual- an action which was done habitually some time in the past.

They helped you.

Sentences (26)- (28)

(26)

orjee is giving an account of his childhood based on information obtained from Uncle Sonam, the informant. In this particular case, Uncle Sonam is the external source of evidence:

(7o>

t:.·s ·"1~ ·~t:. ~ ~t:.·QJ·Q(IfJ~IfJ·~~~ ·~lfJ I lived in Darjeeling, in India, for one year.

vs.

t:.·s·"l~·~t:.U~t:.·ll;·Q("l~lfJ·r:l~~·r.:·~~, I lived in Darjeeling, in India, for one year.

[I remember/ it was my personal experience]

[I found out from Uncle Sonam]

The first person subject t:.• 'I' with the verb-ending l;J~If]· alerts the listener to the fact that the speaker is reporting the incident based on information obtained from an external source, not from one's own personal recollection. Here the speaker Dorjee is retelling an incident that occurred during his childhood based on information acquired from Uncle Sonam. In this sentence the verb-ending ~~!l!'/ ::::li"9' implies, 'I found out from Unde Sonam.' The (MVS + t.l'Ul~ ')construction used in the second sentence implies that the agent of the action, t:. · 'I', is relating the incident based on his own recollection. Remember that -t.l'Ul~ · indicates that the agent clearly recollects the stated action. This ending is never used when the speaker is relating information that has been extemally acquired Please note that the use of the impersonal verb-endings~~~·; :;J~Qj· implies 'I found out from an outside source.' These verb-endings do not exclusively mean the information was acquired from a person. 5. ')S"'I('It·i~·~~·- Literally' English school', however, this term among Tibetans means 'a private Engli~h med!um schooi" This is further explained in the analysis section.

254

Lesson 13

Information that is found in books, newspapers, television and other media is also considered externally acquired evidence. The past time (MVS + Ui~ •) construction, which is introduced in Lesson 15, is often translated into the

English present perfect tense, while both the (MVS + ~~111· I J:J~~·) and (MVS + '-l"Ul~ ·I~~ •) constructions in this lesson are translated into the simple past tense Even though the English translation of the latter two constructions is the same, there is a distinct difference of emphasis. The verb-endings ~~9·1 l:J~9· indicate

that the speaker is reporting the information, while '-1-fil~·j ~~·indicate that the information is based on the spealcer' s own recollection of the experience In sentence (71), the term ~S~~'q·i~·~·, '(a private] English Medium School' is used. Before 1959, the sons and daughters of wealthy noble families were sent on the back of yaks to India for their studies. In those days, India was under British rule. In the late 1800's English medium schools such as, St. Joseph's and Mt. Herman were established in the hill station of Darjeeling and Dr. Graham's Homes and St. Joseph's Convent in Kalimpong. Many of these popular schools were founded by Christians. Due to this, the term ~S~ ~'Q.·i~·~·literally, 'English School' ,carries the connotation of a 'Chr'.stianSchool' with a British based curriculum. After 1959, even though many Tibetan schools were opened in India and Nepal, the children of wellto-do families and those children with foreign sponsors eontinued going to these ~s~··~q·i~·~· 'Christian schools', because of the high English standard and British curriculum. Many of these schools now offer Tibetan language classes due to the large Tibetan student body. It

B.

Second/ Third Person

Impersonal Perspective on Others [second-hand knowledge/ reportative] 1.) (Tf) (78) (79)

Nominative

~c::.~".~"·fz:rfc::.'Zfl~"·a.~~

Sentences \!1)- (81) He has studied Tibetan language. [so, I've heard]

'fc:."f~·o.J~~·a.:·4!J:J~·~~~

He has gone to Tibet before. [I saw his slide show.]

~ ·~.::. "?{lll~·'-l·a,·~c:. ·~·~~ ·~·'-.1:1\ "'lJC:.~"l:J~9

This morning Tsering got up at five o' cloc..l

Sentences (113) - (122)

292

Vll.

The Future a;~~· Construction (Adjective/ Noun+ a;lll~· + ~·~')")

Sentences (123)- (129)

294

Sentences (130)- (135)

295

Sentences (136) - (146) Conversation It Information for General Knowledge ')~"z::J4~·- A Doctorate Degree in the Field of Buddhist Philosophy The Tibetan Custom of Offering Tea and Chang Other Related Customs

296

Exercises

299

Vlll. The Future ill~::: Construction (Adjective/ Noun+ Uir:::.· + ~·~')") IX.

X.

'1!/1 298 298

299

274

Lesson 14 A.

First Person

L)

Personal Perspective on Self- (MVS + ~-rl!~~ •) The Future 'will' [I will.../ won't do something] an ac.t which is still to take place

a.)

Sentences (1) - (6) (1)

~·af~·Q~·z:J·~~~ ~·fQ"f~::.·s~·a·~~~~

(2)

t:."ilt:.·a.~~::.·~-Glirjl

It's ten o'clock. Now [I]'llstudy.

Ulirj·~a.t:.·EI·~~~·a.~~·~·~~~ I will drink chang, but as for cigarettes, [I] won't

smoke [them]. (3)

Q~~i"Qryt:.~·UI~l ~~·~·~~~·Q~~~~"1

Just a minute, [I]'ll thi'lk it over.

(4)

"~~·~~·e~·~~::.~·a.~~·Qrur~::.~·UI~l

In a little while, I'll come to your place.

'l.~~~·~·~~·z:J~l

Is that ok?

(S)

~::.·g.~z:J'll·'i;~·Qia.~::.·~~~·s~·~·UI~l

We '11 also help Palden.

(6)

~~~·r:l'll·~·~~"·l ~::.·~C)·~~::.·QJ·~~~'r'O·Q~-UI~j Don't worry! We' 11 help (h.) you.

b.)

The Future 'be going to' [I am going to.../ not going to do something] one has made a plan to do a future action

(7)

"~·PI·~~·a.~···q!·Qil\1 ~~::.·z:J·~C)l

(8)

'l.~"UI~ii·~·a.~~ ~:;.~·Q~·~~~ lll~~·Q~~

Sentences (7)- (U) As for me, I'm not gang to eat this food. It's old/ stale. Tirls is not good. I'm not going to buy [it]. Leave it!/ Forget it!

(9) (10)

(11)

~::.·f·'li~·Q.il~·~~~ ~·~QJ·~·UI~l ~~~·a.~~~·

I've finished eating, now I'm going to sleep.

~~~:;.·~iif~l

Goodnight!

~::.-,·~·Qjt;.~·~~~ ~~~~

I'm not going to get up ijust] now. It's [too] early.

t:.~·r.r~~ ·~~·~~ ·~~::.~·a.~a.·~Q.1Q4~ ·z:J-UI~ 1

I've lied to my parents a number of times/ on a

Ul~·~a.~::.·~·~~·Q~t;.·~:;.·g~·~~·4~·~·~~1

number of occasions, but from now on, I'm never going to lie [again].



~::.·Eit:.·il)~·~·a.~~ ~-a.s·~~::.·~"~~iif~::.·~:::r ~QJ·~·UI~l

I'm tired, therefore [I]' m going to go to sleep early tonight.

Colloquial Tibetan

(13)

PresentContinuouswithaFutureMeaning [lam. ../ amnotdoingsomething] an action whichhas been arranged to be done in the future Sentences (13) - (18) Now it's late. I'm going home. ~ ·~ ·'lf~ ~ 1 ~:;"\t::."Cll"Cl.!i·c::l~"l 1

(14)

r.::.~·'X.r.::.·E?~·~r.::.·~·~r.::.·Cll·Uir.::.~·~"ll ~~.g~.~~l

(15)

t::.'4\Jt::.~"\"~94'l":.J"~·g~.l;J~"'·q~·~·~,~·Ef·\~"~"l1 Tomorrow morning I'm leaving for Lhasa at seven o'clock.

(16)

r.::.·~·ilf~s~·ITJ·l;l~"\·:Sll1"9~o.J~~·~·t;J~~·~·U!~1

This summer I'm staying three weeks in Tibet.

(17)

~ ·~r.::.·i~·~1~ ·~~:~]~·~·~~·~~·~~ 1 r.::.·~.:qllt::

Today is Dolkar 's birthday. We are eating/ having

UJQj"CJ~IIl·~·f·CllQj":!"l;J~·tij~1

dinner at a nice restaurant.

~·'X.::·r.:.~"l·~r.t·~~·Cll·r.::.·"lr.::.·~·~~· 0.~·~-r~s:::J·

After class today I'm going home, washing,

c.)

(18)

I'm not coming to your house today. [I] don't have time.

~r.::."fr.::.·s~· rq~·~~~~·~~·t;Jst;J·%·~!11·s~·~·tij"\1 doing my homework, speaking Tibetan [with

others] and doing other [such] things. d.)

Simple Present with a Future Mea.Tting- a future action which is on a definite schedule or timetable. Sentences (19) - (21)

(19)

4\lt::."~9~·r.::.·~·af",·ZJ~"l·q~·QJ'l"ITJ"Cl.~Q~lll""a·fll~JTomorrow morning I start work at seven.

(20)

Q~"\":S9"~4'l·o.~~·r.::.·~·~o.~·~·'ll~·~"l·~·U!~1

(21)

Next week I leave for Dharamsala.

"' 4\lt::."~9~·r.::.·9~~·11J·8~·Qj9·'a'J·U!"\1

Tomorrow mo!J1ing I return to Shigatse.

In this section, the personal perspective, first person future time construction (MVS + ~·; ~·; ~·; ZJ~·U!~·) is introduced. According to the context, this structure can be translated into the following English tenses; the future 'will', 'be going to', and the present continuous or the simple present with a future meaning. The English future constructions are categorized as follows:

1.)

When predicting a future action, as opposed to expressing an action which is pre-planned, the (will + verb) future structure is used. Will is also used when one spontaneously decides to do, or expresses a willingness to do something in the future: (4)

"~"' ·~4'1·6~ ·~r.::.·~·c:z.f54'J"Cllili'r.::.·~·U:s~ 1

(6)

Cl.~94'l"~·~~·q4\jl

In a little while, I'll come to your place.

~94'l"r.3'll"o.!"9"\r.::.·1 r.::.·~~·~r.::.·Cll·

~~.,·~·z::~·~~l Don'tworry! We'llhelpyou.

Is thatok?

l.)

When one has made a decision or a prior plan to do something, the future 'be going to' is used to

translate the sentence:



1:;.4\j·rq·o.~~ ·~9·~"' ·~r.::.4\l·o.9o.·~tJ·tJ4~ ·q·U)"' 1 U!"' ·~a.::.·~ ·"'4\l·tJ~C. ·r.::.·a'~ ·~.,·1f~·li)~, I've lied to my parents a number of times. But from now on I'm never going to lie [again].

276

Lesson 14 S.)

The present continuous with a future meaningis similar to the 'be going to' structure explained in category 1. ·It is used in future sentences dealing with pre-planned events or definite intentions. (16) z::.·~·~~s~··"]"l:l~~·~l:lj·!:!j~or"Q~·QJ·Q~"·~·Gl~l This summer I'm staying three weeks in Tibet.

4.)

The simple present tense is used to express future time in sentences concerned with events that are on a set schedule or timetable Adverbs of time denote the future context: Next week I leave for Dharamsala.

As explained previously, the time /tense of many Tibetan sentences is marked by an adverb of time or the context of the conversation, not by the verb form as in English. The English translation of the future sentences in this section follows the above given categories. Another aspect of the ~·111~ ·construction that students should note is, ~·111~ · is only used with the first person subject, thus the first person pronoun t::.• 'I' is optional:

(3) It

Q~il·fq~z::.·~·fil~ 1 ~~·OI·!:!j%!:!j·l:l~l:lj~Volt::."1

Just a minute, [I]'ll think it over.

In sentence (7) the preposition~· 'as for... ' is introduced: As for me, I'm not going to eat this food.

This preposition can be applied to both animate and inanimate nouns, such as:

But as for cigarettes, I won't smoke them. It

In sentence (11) the adverbial phrase ~t::.~"0.90."Z.l:l" 'a number of times' is used: (11) t::.~"lci"OI~ ·~9·~~ ·~t::.~"O.Q]O."~Q"l:l4" "Q"Ul~ 1 ...

I've lied to my parents a number of times/ on a number of occasions. There are several adverbial phrases of occasional time that are derived from the noun ~t::.~· 'time' I 'time5', i.e., ~t::.~"Oit::.:tf 'many times', ~t::.~·9%9·9~~· 'one or two times', ~t::.~·fl·4~· 'a few times'. Over the years I have noticed that students when trying to say 'a few times' often use the incorrect phrase: ~t::.~·~t::. ·~t::. ·. The correct phrase is: ~t::.~·f·4~·. Please note that the adjective~;:;. ·~t::.· is .neverjoined to the noun it::.~·. The adjective ~t::.·~t::.· 'a little/ a few' refers to a quantity, and modifies a noun or pronoun; while adverbial phrases such as~ t::.~·o.90. ·~Q· refer specifically to an action being carried out a number of times. Examples of sentences with ~t::. ~t::. ·are shown below: ~t::.·~ ·~t::."f"QJI:Ij"Oit::.~~·l:l~·~·o.~9 [f"QJI:Ij"] ~t::.·~t:;.·~·l:l~·o.~9 Because he is sick, he doesn't eat a lot of food, [he only] eats a little [food]. ~·~t:·l:lj~t::.·i"~·QJ·~·~z::.·~z::.·o.~9 Today at the [religious] teaching there were [only] a few people.

277

Colloquial Tibetan

F~~~·~x.·fl·~ll]·~c:.~·~c:.·~~·~·q~·a,Jll1

One neversays:

Everyday she eats food a little times. [This is also inaJrrect in English] The correct form is:

f'~~~·~~'fl'~ll]·~c:.~·~~~·.f:l~·i!·Q~·a,Jlll Everyday she eats food a few times.

at

In sentence (13) the adverb of time"' ~w' is used. This is a contracted form of the adverb"~ 'now'. (13) "·~~'11·

...

Now it's late./ It'slatenow.

at

In Lesson 8 two structures for listing actions (verbs) are introduced.

1.)

The structure (MVS +conjugation~·;~·;~·; Q~-ui"') is repeated after each listed action and the conjunctions~ ·~o\\f I ~~·are used as sentence connectors:

~·r.;111~·l.J·"~ ~"'~·q~-ur~ 1 ~~ ·a.~'I'Q!q·~-ar" 1 ~ ·~~·iq'fc:.·s" ·"&-ur"1 ~ ·~~·fl·~lll·~·q~i'ff~1 In the morning, first I brush my teeth, and then [I] wash [my face]. After that [I] study, and then [I] eat. 2.)

All verbs, except the last, are in their past form and the conjunctions ~~~·; ~~·are used as sentence connectors. The last verb, which is the time indicator is followed by (present/ future form verb + conjugation) or (past form verb + conjugation):

c:. ·r.;111~·l.J·"~ W"-ij'~1

~~ ·~~~·q!Q1 ~ ·~~·iq'fc:.·s~1 ~ ·~~·~~~·QI~·~·q~i'ff~ 1

In the morning, first I brush my teeth, then [I] wash [my face]. After that [I] study and then [I] eat. In this lesson another verb listing structure is introduced. This structure is similar to the second in that all the listed actions are in their past form. The final verb ($"'/ s~· +conjugation/ evidential verb-ending) structure is the time indicator, this follows the conjunction~"'Ill' 'and so forth' I 'and doing other such things': (18) ~·~~-a,"(~·~·l~·QJ·~·~~·Qj·s~· ~~~·q~q· ~c:.'qj.,-s.,. 1:4x.·~x.~~·~~·q~q~,lll·s~·'&~~1 After class today I'm going home, washing, doing my homework,

speaking Tibetan [with

others] and doing other [such] things. Remember, all the verbs except for the final verbal conjugation are in their past time form. These verbs do not indicate the time (tense) of the sentence, it is the final verbal conjugation/ evidential verb-ending that is the time (tense) indicator. In this particular listing structure, the conjunction~~~· 'and so forth', is an essential element of the

s"·;

s"·

sentence. This conjunction always precedes the time indicator~·"~·+ s~· + conjugation). is used in present habitual, past habitual, and future time sentences; whereas s~· is only used in past time sentences. Adverbs of time may also be used to determine the exact time setting:

278

Lesson 14

Chart 1 Adverb of Trme lll"~lll""~~· f~·~~· ~

.......

....

~.

Verb Ending

Tense

s'1·~·ur'111 ~~~~ ur'1·r.~·~'11 S'1·~·ur'111 ~~~/ Uj'1·r.~·~'11

present habitual past habitual

s~·r.~·U~"11f r.~·~'111 ir.::.·v

past

and so forth ~·'1~· ~·'1~· ~·'1~·

~~~~ r~t;~J

~·'1~·

s'1·~·U1~1t ~·~'11

future

The verbal conjugations t.l~~ ·;cr~'1· are explained in Lesson 13 and the verb-ending ii"t:.· is explained in Lesson 13 and Lesson 18, Volume ll.

1) L)

Impersonal Perspective on Self- (MVS + 'a!·l.~·) Emphasis on the Situation Sentences (22)- (23}

(22)

6'1·~...~~ .... ~ "fi'"QIIIl~~:q~~·~~ ...·~ .2.._.

(23)

··~;·l.~1/ Ul~l ...~ ·QI~·IlJ-a.~ ·~~~·~ ·t:.·s'1·~. ~'11' ~~1

b.)

Physical or Psychological State

If you give me food that is delicious/tasty, I will eat [it] .

If I get this job, I' ll do [it].

Sentences (24) - (26)

(24)

6'1·~t:.·af~·t;.~·Ul~~~·s~·~·.::.·~.::.·Qit:.·'a!·l.~1

If you don't treat me well, I'll get angry.

(25)

.::.·~·af'1·~t:.~Ql~·llJ·s~·~ ·~t:.·a;'1·~·~'11

If I work for many hours, I'll get tired.

(26)

~·~·~~Qj·~·.::.·~·~~-~'11

If [you] don't boil the water, I' ll get sick.

c.)

Direct Object Emphasis Sentences (27)- (29)

(27) (28) (29)

t:.-&a~·ar~·Qi.::.~·l.~1 ~·~·l.'1~~·~·.::.~·i~"f.::.·

I will pass the exam, because I have studied

~·s~~·s~·r.~·fil~ 1

very hard.

.::.·ar~·~·~~·~·(~·Qj·if"r·~ry.::.·~~·~·~'11

After a few months I'll know how to drive a

~·~·~'1~~·~~t;.·~.::.·t:.·st;.~·ur'11

car, because these days I am learning [to drive].

t:.~·'1~·~~"UI~:t:i~~·ur'11 s~·~t;.·t;.·~~~~~

I have a good teacher, therefore,_ I'll soon be able

Q'1"~'1 "UI~~~~·~~·~·~'11

to speak Tibetan well.

The impersonal verbal conjugation ~·l,'1· can be used with the first person .::.· 'I' in three different situations:

2. (Vezb stem+~·) is a conditional clause structure, e.g., (!j"\·~·) if(you) give.

279

Colloquial Tibetan a.)

When the speaker,"-' T, wants thesituatianrather than thefutureactianemphasized: (22) 5"'Z."-'~~·~z.·fl·~~·~&~·li·%9'~'1"-''I'~·~·CJ~'~11 If you give me food that is delicious/ tasty, I will eat [it].

In sentence (22), CJ~·~1· places the emphasis on the clause G1'Z."-~~'9'1~'(UI~~·) 'that which you [will] give,' instead of on the first person's action ~·CJ~'~"· 'will eat.' If the sentence is written with the normal first person future conjugation CJ~'Ul'l·, the emphasis is on the first person's action, ~·~·CJ~)'Ul'l· 'I will eat': G1 ·z.~ ·~~·~z. ·fl·~~·~~·li~~·9'1~ ·"~·" ···~~·Sl'l1 If you give me food that is delicious/ tasty, I will eat [it]. As stated above, when the situatianis the focal point, the impersonal perspective verbal conjugation~·~"· with the first person~· 'I' is appropriate. In such sentences often an underlying meaning concerning the situation is implied, i.e., 'if such a chance arises, who would pass it up1' A literal translation of sentence (22) could be, 'if delicious food is given, who would pass up the opportunity of eating such tasty food?'.

(23) ~z.·~~·,·~~·z.~~·"·~·s,·~·~,1 If I get this job, I will do [it]. In sentence (23), the emphasis is on~~·..,·~~·z.~~·'l· '[under the circumstance] if I get this job,' ~·s1·~·~"· 'I will do [the job I it].' The underlying meaning is; how could I pass up such an opportunity? The situation of getting the job is the point of emphasis, not the subject~· 'I' who is going to do the work. b.)

When a physical or psychological state is expressed: ~·~~·~~''I'!\F"~·'I·~~·~"1 If I eat this, [my) stomach will get upset./ [I'll] get an upset stomach.

As explained in Lesson 10, section I A, English adjectives which express a physical or psychological state are categorized as verbs in Tibetan. These Tibetan verbs imply, so to speak, it is the bod_v or the mind of the subject that reacts and not the subject~· 'I'. In the sentence above, it is not~· 'I' which will become sick

[get upse~, but it is the 'stomach of I'. In these kinds of sentences~· 'I' takes a third person stance, thus the impersonal perspective verbal conjugation~·~"· is used. In sentenceS conceming physical or psychological states, the personal perspective verbal conjugation ~·U)'I· is neverused. c.)

When the emphasis of the sentence is an the direct object rather than an the subject "-' T:

~z. ·"~·~'I'UI9·li·%~·ur, 1 s~·~~·~ ·&~~~~·~"."'" 'QI~~!~·JS~·~·x." 1 I have a good teacher, therefore, I'll soon be able to speak Tibetan well. The emphasis of the sentence above is not on what~· 'I' will do, but on the direct object, t:r1·~1· 'Tibetan language'. It is the Tibetan language which will be spoken well, !5"1 ·~1 'UI~~~~·~CJ·~·~1 1· Because the focus is on the direct object, the future time verbal conjugation ~·~1· is always used, never~·Uj'l··

280

Lesson 14

B.

Second/ Third Person

L)

Impersonal Perspective on Others- (MVS +~·X.•r> The Future 'will,

a.)

Sentences (30)- (36) (30)

~·~c.·~~·z"~·~~·l::J41~·a·~~·x.~1 il·~c.·cr:

Tsering won't lie. He's an honest person.

Uj~·Q·~~1

(31)

l;l!!J'4~'Ili'"J~Il'~Q.·Q·~·3 ~"1~'~'Q.~~ "~~·~·~c.·

Tashi didn't get [wasn't able to get] a plane ticket.

fi'CJ~·a.s~·§"1 s~·~c.·~·~c.~c.·~·~~·~~1

I just got a phone call [from him]. So [he] won't be coming today.

(32)

~~·~c. •4c. 1f~·a.~ ·i"~ ·~~~~=lf,~c. ~·~~·~~ 1

You won't like (h.) these fruits.

(33)

1G'"C.'lci'Q.~'~~·~·~~·~~1 a.~·a.~·~~·~·~~1

(34)

[instead]./ He won't do like that, he 'II do like this. 6 ~c.~~·~~'Q4~· 1l!~~·~·~~c.·i"~·~~·~c.~Ui~·~· Tomorrow if Geshe 's [religious] teaching is

He won't behave like that. He 'II act in this manner

iQ'OJ'~Q·~·~~ 1

too long, the disciples will get bored.

(35)

Q~~sc.~·lli~~·Q~~·Q~·~~i"~~-Uj~·CJ·Il·~~1 s~·~c.·Tayang doesn't eat chilies. So today when [she]

(36)

~~c.·~lll'lll~·~~i"~~~·Q~~'CJ~=?J~·~~'IIl~"~·~~·~~1 .eats [she] won't use chilies. ~·ilf~~~·Fl·~~~~·~4~·~·~~~·~c.·iJ'Q.~~ This winter the weather is very cold. ~c.~·~~r::.~Q~Q·~·~~1

It will snow a lot.

b.)

The Future 'be going to'

<m

~·~c.

(38)

~·ifa.~·~~·~r::.·lll·~~·~·~~·~~1 ~c.·~r::.·~~1

This hat isn't going to fit you. [It's] [too] small.

(39)

~~ll'lli'~~·CJ·Ilr::.:rj'Q.~~ ~ry~·~ry~~·~r::.·

There are a lot of clouds in the sky. It's definitely

a;~'Q'Qryc.~·~~l

going to rain today.

~~·~r::.·~c.~~·~~·ij~·~Q~'lll'~~l ~·~·~~·

Tomorrow you aren't going to come to the show

l~·~·~"~~·s~·~r::.·lll·~~·i"~·Uj~·Q·~~·~~ 1

[movie, play, concert, etc.], because you don't

Sentences (37)- (40)

{40)

·pre. ·¥-Q:~r4~·~ ·n.~~·lll·a.!"·~;~;·~~ 1

Today they're going to go to Tashi's [house].

have time.

3. Q"Gl"~llllll" = [';!·i~·~a.·) The term Q"Gl" is derived hom the English word pass/ passport Sometimes colloquially the term ~-,.,·i;j· is used, this term is derived hom the English word tidcet The actual Tibetan word for any travel document (i.e., passport, ticket, etc.)

is ....,.~~·. f. lii"CJ.S" = (t.~~"CJ.SIII")

5. "-~"CI.S" = ["-~~"a. Sill") 6. '\~-,.~~~~··A monastic doctorate degree in the field of Buddhist philosophy. This is further explained in the section, Information for General Knowledge.

281

Colloquial Tibetan

c.) (41)

(42) (43) (44)

d~)

Present Continuous with a Future Meaning F~·~·~z::.·r..~:;~~·~·~;,

Sentences (41)- (44) He is coming today. A litt1e while ago I got a

;·~~·z::.~·rrz::.·~~·F·z:J~·

a.s~·~z::.·,

phone call from him.

~z::.~~·rs:~a.~~·z::~~~·s;·~·~;, s~·~z::.-;··~r

Tomorrow they arc competing/playing in a

i"·z::~~~·s"·~·a.~~

match. That's why [they] are practicing now.

~~·~·~Qj'Q'~~ :rr-~·~·~q·Qj·~~~·~q~·~~~·

Next year His Holiness the Dalai Lama is going

~·~;1

to stay in Europe for ten days.

~~"~~~ .76; ·~z::.·iz::~·~lll·i'~ ~i ·~~~·~:;~~~:;~·

The day after tomorrow you are teaching

~~~:;.·~·~;,

Tibetan songs to the students.

Simple Present with a Future Meaning

Sentences (iS)- (47) (45) (46)

~" ·;~z::. ·~~:; 'IJ'Q11114f'Q14f'"l'0.~1:;J~IIl~''&'~i 1 Nyima starts work from tomorrow evening. Tomorrow is Friday; the library closes early. ~z::.~~·~.;;JQ.''J'~Z::.~'~i1 ;~·~~i'fl~·~:rr-~ z;J~~:;~·~·~i1

(47)

z::.a.·{"'l:~~~ ·~z::.·~r~·~~·a.s~ ·~·~; 1

M}t brother arrives from Lhasa today.

The (MVS +~·!Q~ ')construction introduced in section A is an exclusive future time structure, however, this is not the case with the second/ third person construction (MVS + ~·1 ~·1 ~·~~~·~;·>. Accordi.."lg to the adverb of time, this structure can be translated into the various English future tenses; 'will,' 'be going to', the present continuous or the simple present with a future meaning, as well as the simple present or past habitual tense. In this section only the future usage of~·~;· is introduced, while in section II the simple present and past habitual usage are introduced. In English the future constructions are categorized as follows:

1.)

The future indicator willis used when 'predicting' an action which is to take place sometime in the future, i.e., predictions about things that will or will not happen, (weather, the outcome of sport matches, future accomplishments, etc.). It is also used when one spontaneously decides to do something in the future, or when one expresses a 'willingness' to do something: (34) ~"~~·;~·z::~~~·~ 111 ~·l~~~·ar~·~~·~z::.:cJ-(ij";·~·f"~:;~·~~·~~:;~·a·~; 1 (future 'will'> Tomorrow if Geshe' s [religious] teaching is too long the disciples will get bored.

(36)

i ·~;~~ 'fl'~~~·94~·~ 'SIIl~·:Jz::. ·1J-a.5111

lll~.,·~z::. :cr-~:;~!~:;~·'&·~; 1

This winter the weather is ~re.z:v cold. ft will snow a lot.

In sentence (34) the speaker is predicting how the disciples will react if Geshi' s teaching is too long. In sentence (36) the speaker is making a prediction, i.e., because 111~~·~4~·~z::.·ii·a.~~· 'the weather is cold', lll"~·~z::.~z::~~z::~·~·~i1 'it will snow a lot'.

282

Lesson 14

1)

'Be going to' ic; used to translate sentences which deal with a future decision or a pre-planned event In second/ third person sentences, this structure can also express a strong probability that something is 'goingtohappen' becauseofthepresentsituation (39) 9'1~'

~·'X.~ ·~c: ·s~ ·;;..c: ·~-w·clJ·QJ"1~·a~·QJ".~"".

These days your mother doesn't work, does she?

~·ar~·~·~~·~~·'i1 (116)

rr-g.~·~·~QJ·QJ~"·"~~·a·~~~·"l

They are eating now, aren't they?

(117) a. ~~·;;..c:·~c:~~·c:~·"\c:'QJ'~l;J'I'a·til"·~1

Tomorrow you are coming to my house, nght?

b. llJQ]~·ar"\ 1 ~·ur~~ (118} a. rrr~·~·~~'QJ'il;J-jc:·~"\C:'Q'~~·~1

Yes, I'm coming. He studied in India, didn't he?

b. llJ~~·X-~1 fic:·~·~~"QJ"il;J'¥C:'~"\C:'Q'~~1

Yes, [he] did. He studied in India.

(119) a. c:·af'cll~cll~·icric:·~"\C:~·tlj~·~l

[You] are going to study with us, right?

b. QJQ]~·J.J"11 ~·~·c:~·~~·i"~·~~,

No, [I'm] not. Now I don't have time.

(UO} a. ~·cll~·~c:·~~·QJ~"'TS~·~·&l·~~"1'1lj

Th~

b. QJ~~·6:l·~~"1 ~·~~·~~·,·~"1~·6:l·~)"1

days Nyima isn't working, is she?

No, [she] isn't. She [Nyima] hasn't found a job.

(Ut) a. !l'l;J"IlJlll~·~c:·r.f"1~·~·~QJ·IlJ·'alt;J~·~:x,~·~1

Tomorrow morning Dawa is going abroad, isn 'the?

b. QJ"j~·x.~, [!rc:·~~.g~.~~·Q~'fl"j~·~·X-~1

Yes, [he] is. He will go at six o'clock.

(122) a. \~i!fc:·c:·g.4.ii~·ij~·t;Jl·t;J~·U!"\·~1

Tonight we are going to make meat momos, right?

b. llJ"j~~C:'1

Yes, [we are].

The question marking particle~·, first introduced in Lesson 3, section IV, forms a special type of.question called a confirmation seeking question. Confirmation seeking questions are used when the speaker presupposes that the disclosed information is true, but is seeking confirmation from the addressee Literally the question marking particle ~· can be translated as, 'right?' lbis structure also carries the implication of a tag question, i.e., ' ...isn't it?,' ' ...aren't they?,' etc. The confirmation seeking questions in Lesson 3 are concerned with identification. In that lesson, the question particle z:i' follows the verbs of identification,~"\· and~~·:

292

Lesson 14

s~·~r:::J'"~:::~r~~·c:l You are a businessman, aren't you?

i5'·~c:.·s·x.~·c:l Tsering is a boy, isn't he? [right?]

The confirmation seeking questions introduced in Lesson 7 deal with possession/ location/ modification as well as post position statements. In the questions of that section, the particles ~· and ~· follow the verbs, Ul~· I ~~~·1 Uf~·'J·X.~·:

if'l'"~·s·~·~s.~·IIJ They have a duld, right?

(possession)

1f~·QI·~t:.~·~·o.~t:.·&r-Ui~·~·~~·'i1

(location)

There are many mountains in Tibet, aren't there?

s·lf~·~ ·1 t:.·l·if~~"l'IIJ

(modification)

The girl over there is beautifuL isn't she?

~'l'f"J·i'~ ·~~::. 'QI'~S. "l'IIJ

(post position)

The book is on the table, isn't it? The confirmation seeking questions in Lessons 3 and 7 are categorized as simple constructions because only one verb precedes the question marking particle ~·1 ~·~ The confirmation seeking questions in Lesson 8 are formed with a double verb construction; a double positive verb or a double negative verb. The verbs LIJ~·f '%..~·1 Ui~·f ~~~·1 or UI~·'J·X.~· are used. In this construction the question marking particles ~·1 ~·follow the second verb.

~·g~·~%~·~.,·J'"~·~c:.·1f&r~~1

~~·~~''il

One hour isn't a lot of [long] time, is it/ isn't that right? The confirmation seeking questions in this section are formed with both a main verb stem and a verbal conjugation: (MVS +conjugation- ~11!~·1 ~·X.~·, ~-Ui~·f ~·~~~·! ~·UI~·'J·X.~·, 'J'LlJ~·f 'J·X.~· + ~·1 ~·). The verbal conjugation. the adverb of time, or the context of the ongoing conversation indicates the time/ tense of the questions in this section:

[self knowledge] Nominative Sentences (1)- (4)

(1)

t;:fcrfr:::s41-Ui~ 1

I have studied.

fq"f~:::5 .,-ar~ 1

[I] have studied.

(2)

~~::.·lll~·rs~rUi~t

[I] have done [my] homework.

(3)

[I] have made food.

(4)

F'lll~·~~~-Ui~t F'lll~·a~·:i!~ 1

b.)

Instrumental

t)

or

[I] have not eaten.

Sentences (5) - (8) (5)

~:;.~·~~ ·~~ 'Qj'~"·~·q=q-l(j~ 1

I've taught Rinchen everything.

or

~~·~~'Qj'~"·~·t~t~ti-Ui~t

[Everything has been taught by me.]

(6)

~·~~t;.'Qj'~~Qj'~UJ%..'Ui~1

[I]'ve lent money to Tsewang.

(1)

~::.~·"'~ ·&:~ ··11·s~ ·;;..~::. ·ilJ·~9·4'lJ.t~~%.. ·tG"~ 1

(8)

"F~::.·Ql·"'~ ·~4"l.~l1

I've sent your glasses with Chimi. [I] haven't said this to him.

In this section the first person past time construction (MVS past form+ Ui~ ')is introduced. This construction is similar to the English present perfect tense. Just as subtle differences exist between the English simple past tense and present perfect tense, similar differences exist between the Tibetan past structure of this section, (MVS +~')'),and the Tibetan simple past structure, (MVS pastform + c..!'Ul~ ·I X.')·), introduced in Lesson 13. The (MVS + z::·tll~·f X.~·) construction emphasizes the·~· that the action took place and/ or indicates that the particular action has been completed. The (MVS + Ui~ ')construction on the other hand, is used for an action which has onlyjust finished The emphasis of this structure is not on the past action itself, but on the effect the action has on the present moment Let's examine the following two sentences: (MVS + z::·U:~ ') (MVS + UiC)')

~::.·it~'f~::.·s.,·c:'fil~ 1 I studied.

vs.

(t)

~::.·it~'f"'S41'Ui~t I have studied.

Colloquial Tibetan In both Tibetan and English, the statement r:::i~'fC:.'S41'"1~~1'lstudied,' affirms the fact that the action of studying has been completed at a particular time in the past The statement c:.·i~-fc:.·s41·or~1 'I have studied,' however, implies that the subject z::.• 'I' has studied, and the result of that study still has an effect on the subject c:.· 'I' at this very moment An underlying meaning of this sentence could be; the understanding of those lessons exists in my mind Please note that verbs used in the past time constructions introduced in this lesson are in their past form. The first tim~ a structure is introduced in this section, the code (MVS past fonn) is written; thereafter the contracted (MVS) is used. lfo

In Lesson 12 the Nominative and Instrumental Cases are introduced. In several sections of this lesson,

a distinction between nominative and instrumental sentences has been made so the student can take a closer look at their distinct functions. Sentences (1-4) take a nominative subject. The nominative case places the emphasis on the action that is being performed by the agent. [I] have made food. In sentence (3), the emphasis is on theaction,~l"41-tij"'~· 2JaveJ:l!ilde',ratherthanon the agent of theaction,c:.· 'I'. Note the a~sence of the pronoun c:.· 'I' in the sentence above. The verb or~· automatically signals that the speaker is referring to him/ herself, therefore the first person pronoun usage is optional. Though it is

correct to use the personal pronoun in nominative sentena!S when answering questions, Tibetans generally tend to drop it. Sentences (5-8) take an instrumental subject. The instrumental caseplaces the emphasis on the subject, the agent of the action, whereas the nominative emphasis is on the performed action:

I've taught Rinchen everything. [Everything has been taught by me.] In sentence (5), the emphasis is on the instrumental subject Z::.41' 'by me,' performing the action ~~~·or~·

'have taught., As in nominative sentences, the use of the first person pronoun is optional in or~. sentences. It should be noted that the direct object or indirect object of an instrumentally formed sentence always ta1ces a dative particle, i.e.,~~·~~·qr· ' (to) Rinchen' 1) a.)

General Statement- (MVS + Cli~·CJ·l.~·)

Nominative

(9)

c:.·~t::~c:.·Ul~·~41·!·111::.;;qr;~-cq~.CJ·l.~1

(10)

'!~c:.·~q;c:. ·~41'1TJ''IC:. ~(ij~ ·~c:. ·c:. ·~~·Uic:. ·~~·



or~ ·q·"· ~ 1 ~ ·~41·c:.·~·~~41·"~"·~·~~·~~·~·-s ~ ·ur~ ·"l·'~·x.~1



c:.:~;. ·~~"·~~ ·"l·~·:~;. 111 41·or~ '"l''~;x_~ 1

x.

Sentences (9)- (13) I must have gone to India when I was young. Last night none of us went to sleep because there was so much work to do. At that time I mustn't have gone to Nepal with [my] father. I didn't get a plane ticket.

304

Lesson 15 (13)

b.)

fl'~" ' iS') '::1\1:;. ·~:;.(\·~~:;. ·~·~Q~·~~.2"'Qt:').

Yesterday when you came to my house, I

tij')'Cfij'~')1

wasn't there.

Instrumental Sentenees (U) - (16)

(14)

"'~.rs'1 ·::t;." ·~·'1s~·m~ ,q~ ·~·~~·~~ 1

I haven't given you any money.

~'ij'~CIJ~·~~·CIJ~I;. 'Cf~') 1

[Your] mother gave [it to you].

fi"~·~~·,·~·"'·!'~·s~·tij'1·~·il·~'11 "~·fi" ·~·C!Jry~ ·C!Jry~ ·fl~·a,~ ·s~·tij'1 'CJ'i1'~'1 1

We haven't done his work. I'm quite sure I mustn't have promised him.

InLessons6and 10 respectively, theverb-endingili')'CJ'~')· and theconjugation~·ili')'CJ'~')· are introduced. As these verb forms indicate that the statement is concerned with a general known fact so does the construction (MVS past form + ill') 'CJ'~ ') ') of this section. The verb-ending ill') 'CJ'~ ') · carries the underlying meaning, 'as

everyone knows'. In this particular structure the main verb is always in its past form. (13) [ll'~I;.'[S')'::t\I;.'I;.C\·~~;.·~·~Q~'~~·~;.·Q~~iq~·~·~~·~~1 Yesterday when you came to my house, I wasn't there. [as everyone knows] vs. [ll'~I;.'[S')'::t\I;.'I;.(\·~~;.·~~Q~·~~·~;.·Q~~·~~1 Yesterday when you came to my house, Iwasn' t there.

In sentence (13), "'Q~') "ili').'CJ'il'~') 1 'I wasn't there,' emphasizes the fact, ie., everyone in the house knew I was notat home; I had goneout[mypresencedid not exist). The second sentence, ~;.·Q~"~')1 'I wasn't there,' places the emphasis on the subject~:;.· 'I' rather than on the situation that is generally known by all. The habitual-gnomic construction introduced in Lesson 1 is defined as the existence(~·) ofa particular habitual state(ili')'CJ") is a fact(~')'), the (MVS past form+ ili')'CJ'~')') can be explained in a similar fashion: s~·ili')·CJ· ~')· That particularactof going S~'ili')'CJ'(~•) 1 is a fact~')··

Another usage of (MVS past form +ill') 'CJ'~') ') is to indicate that even though one thinks something is true/ happened, etc., one is not absolutely sure. These kinds of sentences are often translated into English with the auxiliary verb must and a present perfect verb, i.e., I must have done .., I must have eaten. .., I must have gone .., etc.: I must have gone to India when I was young. In sentence (9), ill') 'CJ"~') ·indicates that the speaker is not quite certain whether he went to India or not when he was young. Even though this uncertainty exists, due to the situation, or things he has heard, it seems as

305

Colloquial Tibetan

though he must have gone If the speaker knows for sure that an action was completed at a particular time in the past the conjugation '-l"Ul~ · is used: I went to India when I was young. According to the adverb of time or the context of the conversation, the (MVS + aj~ "'J"~~ ")construction can be translated with an English simple past time verb. In such cases, Ul~ "'J"~~ ·still carries the implication of the speaker not being completely sure of the situation: (10) o.:~r::. -~~r::. "'ll~""]"Oolt:. ~UJ~ ·~r::.·•::::¥-4j"Cqt:."\}Ql"Uf;·t.~·~·~;, Last night none of us went to sleep because there was so much work to do.

In sentence (10), ~lll·Uf~·'J·c~r~~· could literally be translated as, 'as far as I can recollect, none of us slept' Here again, the structure carries an element of uncertainty, implying 'as far as I know'. If the speaker definitely knew that no one had slept all night, the verb o.:·~'ll" would be used:

r::. -g.~·Ulr::. ·~"\}Qll

None of us slept.

In sentence (12) below the use of UJ~ "'J"Ool"~~ ·places the emphasis on the impersonal perspective of the situation that occured to the speaker:

r::..:~;,·ll"J~O.:·~Q ·'J·~·.:~;.~~·Uf;·l.l·~·~;l

·1 didn • t get a plane ticket.

Here ~~o.:·~C:t.·'J·~·.:~;,~~~~·l.l·or~~l could literally be translated as, 'the drcwnstanc:e is, a plane ticket hasn't been gotten'. If one wants the emphasis on the personal perspective, 'by me a plane ticket hasn't been gotten', the verb §C.' is used: r::.,~;~~o.:·~C:t.·'J·~·.:~;.~~·~·~c:.·l

I didn't get a plane ticket.

The adverb ~ory~·~ory~· is often used in past time (MVS + Ui~·'J·~~·) sentences. When ~ory~·~ory~· is used with (.MVS + 'J'Ul~ ") it means, 'certainly', 'surely', 'for sure', 'no question about it', etc.· When it is used ·with or~ "'J'~~· it indicates that the speaker is quite sure that he has done/ not done something, however, there is still an element of not being fully convinced:

(16)

r::.~·pr::.·'ll~~~·~~~111~·~~·s~-ur;·l.l·~~;,

I'm quite sure I mustn't have promised him.

vs.

r::.~·rrr::. ··ll·~-'4·~~ ·s~·iij'";·l.l·~·~;,

I mustn't have promised him. vs. I didn't promise him.

In the first sentence, the use of ~or;~ ·~ory~ · v.ith Ul~ "'J'O.:"~~ ·signals the fact that the speaker is not a hundred percent sure about not having made a promise; however it does suggest a stronger sense of certainty than uncertainty, I must not have done that In the second sentence, the sole use of Ul~ "'J'~-~~ ·implies that it is generally known that a promise must not have been made. In the third sentence, the use of OJ"S~· indicates that the agent is certain that he did not make a promise.

306

Lesson 15

B.

Second/ Third Person

L)

Personal Perspective on Others- (MVS +ail)') [knowledge through personal association]

Sentences (17) - (19) (17)

rs·~c:.~·~·QI~~·c:.·~·~t.ll'flC:.'t.li~Q~I'~~rc:.·QI~:;.'

(18)

Q~"-cq~, tll~·~~c:.·a"·~c:.·"c:.···l;'I·~·~~·~QI·~~· I was standing, but at that time you and Dawa were lying on the bed. Isn't that so? ~C:.'t.li''QI'l;'I~~·Cii~l ~~'f;fl 1;'1~·4~·QI~~·QQI~QI't.ll''2~~·)~'6" ·~c:."'c:.·c:."'C:.' When Tashi went to Nepal, Nyima, you and I,

Yesterday when mother came into our bedroom

l~·c;,·~a;~:;.·~·~~~·t.li·Q~~~~l ~~'l;fl (19)

all of us, were living in India. Isn't that right?

rr~c:.·:::::i:mc:.·,x.·~~~·~·'2~1!1.1'5~·~~·x.c:.~l!l.l'

Some time ago when we went on a pialic together

4'Q~'~Q~~·1j~~·Q"i~·~~c:.~~ 'f;fl 1:;.1!1.1~~~

you made some delicious fried meat bread, didn't you? I remember well. They were really delicious.

s~·~~~~ ~·"~~·~~~~~~

The second/ third person construction (MVS past form+~~') is used when the speaker wants to emphasize a personal ~tion to the second or third person, i.e., he is a relative, a roommate, an old friend, etc. The verb can also be used when the speaker wants to indicate that he has some personal association to the incident as well:

Ui"·

(17) fi'I!I.IC:. '\lf~'QI~I!I.I'I:;.·~ ~t.ll'flC:. 'QI'lsQ~~1!1.1'1:;.'QIC:.'Q~" -cq" 1 tl)~ ·~~c:.

'51) ·~C:.'I)C:.'

l'l;'I~·~~~Qj·~~·~c:.·t.ll·,a,·l;'I~"·Cii"l ~~'f;fl Yesterday when mother came into our bedroom, I was standing, but at that time you and Dawa were lying on the bed. Isn't that so? Note that~~· has been used in two different contexts in the preceding sentence. In the first sentence,~~· marks the first person personal perspective, i.e., c:. 't.lll:;. 'Q~~ -tij"~ 1 'I was standing,'; whereas~~· in the second sentence performs three functions, i.e., ...~t.li'Q~~ ·~~ • ~ ..were lying':

1.) 1.) 3.)

It indicates a personal association between the speaker~:;.· 'I' and the second/ third person subjects 6~·x,~:;.·~c:.·;·Q· )'ou and Dawa.' It indicates the speaker was present at the time of the action. The speaker~:;.· 'I' assumes that the subjects e"·x.~:;.·~~:;.·;·Q· )'ou and Dawa' were aware of the fact that mother came into the room, but feeling they may have forgotten, the speaker wants to remind them.

The emphasis of the second/ third person structure (MVS + ~" ') is on the speaker's association to the second/ third person subject and/ or to the particular situation Thus in sentence (17), e~·x,~:;.·"c:.'!'Ql)QI' q~l)ilfl)' )'ou and Dawa were lying [on the bed]' emphasizes the speaker's personal association to the subjects as well as to the situation Some added implications of this construction could be: 'we were all together at that time,' or 'I was part of that event as well' 3.

~~·~~~~'!~'!· = (&~¥~~- lii'I'~GI·]

-------------------------------

30'7

Colloquial Tibetan If this sentence is formed with the verb-ending ii'"~ ·, the emphasis shifts from personal to impersonal, indicating the statement is an eye-witness account

...~~·~~~'5~·~~~~·~·~~~~~QJ~Q.·~~·11J't)QI'l;l~~·iir;.·1 ...but you and Dawa were lying on the bed at that time. The (MVS + ii'"r;.·) construction merely presents the speaker's eye-witness account of the past event No personal association to either the subject and/ or the event is being implied. According to the context, the (second/ third person: MVS + UT~ ') construction can be translated into

the English past continuous or simple past tense structures: (18) ~~·~~·Qj~~·~QJ'~Qj'QJ'~~~·~~·f3~·~~·~r;.·~·~r;. ~ '1.1'1;.'~!)~·~~·

(past cmtinuous)

ff~~·QI·~~'\ii'\1 UT~·~1 When Tashi went to Nepal, Nyima, you and I, all of us, were living in India. Isn't that right? (19) fl'~" ·~ ·i·mr;.·1 ~ ·~~~~~·~·~~~·~~·f3~·~" ·~~·~·q~·~q·~~~·?j~~·

(simpJepast)

~:~l'"-a·~~"ili~·~1 "~'Ul~~s~~·~~~ ~~l:la.~~~~~~~ Some time ago when we went on a pimic together, you made some delicious fried meat bread, didn't you? I remember well. They were really delicious.

2.) (20) c21)



General Statement- (MVS + CJ;'\·q·~'\') fl'~" -a,·:c,~~~·~ii~ ~~~~·QI·l:""l•rs-aii'\ ·q·~'\1 ~~Qj~~·~~·s·~·~~·~'5Qj·~~"·tG'~ 'l.J'I.J·x.~ 1 6'1 ·~" ~~·Qj~·,·~~ i!r;.~·~%~·s~·tG', ·l.J·x." 1

Sentences (20) - (22) Yesterday Yeshi must have helped Sonam. Father hasn't given [any] money to the children. You must have done this work [at least] once.

The function of the (MVS + tG'C) 'l.J'X.C)·) construction in second/ third person sentences is the same as in first person sentences. According to the context, (MVS past form + LG"C)'l.J'X.C)') is used to indicate a general fact; to suggest a slight feelingof uncertainty; or to emphasize the circumstance rather than the subject. As mentioned earlier, the adverb ~ry~·~ry~'isoften used in past time (MVS + UlC)'l.J'X.C)')sentences. When ~ry~·~ry~'isusedwi~(MVS+l.J'X.C)')itmeans 'certainly', '~, 'for5ure', 'noquestionaboutit',etc. When used with tG'C)'l.J'X.C)· however, it indicates that the speaker is quire sure that he has done/ not done something, however, there is still an element of uncertainty. Other advetbs which may be used in (MVS + Ui~·c.rX.~·) sentencesare;~~·'mostprobably',r;'QlM'justabout/nearly',~a."r::l~I.J'CJ~··Ithink',andr;.~·s~~·'according to me/ as far as I'm concerned'. By the addition of these advetbs, a change of implication occurs:

(a.) f"r;.·~q~'\ii~·q·,rX.'\1

They are not here/ at home.

vs.

(b.)

rr~·~"l~~·"l~~·q~"i:i"·q·~~·~"t [I'm} quite sure that they are not here/ at home.

In sentence (a.), it is a general known fact that rrr;.·~ 'they' are not at home, e.g., 'they' told everyone they were going. In sentence (b.), ~17~ ~ry~ ·implies that f m notcompletelysure, but because, e.g., I haven't seen lights on in thcir house, they must not be there.

308

Lesson 15 One should not confuse the (MVS + tG'')'CJ''X.')') construction with the phrases of uncertainty Ul~ ·~·"X.r:) · andtG'')·~·X.l·introduced in Lessons4and ?respectively. (MVS + tG'')·c.r'X.')') is used when, based on one's own recollection, more certainty than uncertainty exists. U)~·~·'X.')· and tG'')·~·'X.')·, on the other hand, are used when the speaker has no clue or evidence concerning the validity of a previously made statement. These phrases t>f uncertainty imply, 'I think such and such is true/ untrue..., but I have no evidence whatsoever to back it up.' Inreview,theusageofthevariouspasttimev~gsinsecond/thirdpersonsentencesisasfollows:

~~,·iir:.l: ~~l·r.rX.lt: ~~,~~~/ [~~·J:.

speaker's personal association to the second I third person general known fact quite certain something happened, but not absolutely sure; emphasis on the circumstance rather than the agent attestative account a fact an account based on information obtained from a second-hand source

II.

Past Time Questions (MVS + Cli~·q•r/ Cli~·q·l_~·q~·)

A.

Second Person

L)

Personal Perspective- (MVS + Ull'CJ'I') [self knowledge] Nominative Sentences (23) - (30)

a.) (23)

rs" ·~r:. ·r~·rr:.·s-.·iQl·q-.,

Have you studied? I Have you done [your] studies?

(24)

B') ·~r:.·f~ ·~·Ql~·111·r.~.~ llr:. i!i" ·q~l

Have you learnt this work before?

(25)

a,·~r:.·rzr~r:. 'r.I.'E:~ -~~ ~~~·&l')'CJ~t

Didn't you come to class yesterday?

(26)

F'Qj~·111·X. ·~-r~·lll~r:. i£i') 1

What food have you made?

(27)

~·~r:.~ ·li'~-r~·ur" ·q~,

Have you made sweet tea?

(28)

~~~~i£i')'CJ~t

Have [you] closed the door?

(29)

~~·~r:.

Have [you] opened the window?

(30)

ill]·~~ 'il')'CJ~l

b.)

Instrumental

·siij"'"·q~,

Haven't [you) switched on/ turned on the light?

Sentences (31) - (34) (n)

al·~r:.·~-.·f"q·fr:.·s-.·cql'CJ4ft

Have you studied? I Have you done [your] studies? [Have the studies been done by you.)

(32)

a,·~r:. ~~·F'Qlllj·~-r~i!i" ·CJ~,

Have you made food?

(33)

fS')'~r:.~~~·~~·lll~r:.·~')'CJ~t

Haven't you told Nyima?

(34)

a,·~r:. -~~·~·~r:. 'QJ'l;~~~r~~r:. ·iJ') 'CJ~t

Haven't you helped Tsering?

309

Colloquial Tibetan The second person construction (MVS past form+ Ui'1·z:.~~·) is used when the speaker is interested in the present effect ofa past action. rather than the mere past time element of the action: Have you studied? I Have you done your studies?

In question (23), the ending Ul~'"'4f alerts the addressee to the fact that the speaker is not only interested in knowing whether 6'1·~~· 'you' have done your studies or not, but also implies i.e., having studied, does the wtderstanding ofthe lessons exist in your mind, are you ready for the test, am you answer my questions, etc. As explained in section I A, the use of the personal pronoun~· 'I' is optional when responding to such questions:

{'crf~·5"·Cf~1 [Yes, I] have studied.

or

i'~·r~·5"·~~1 [No, I] haven't studied.

If one merely wants the past time emphasized, then the (MVS + z:.~oU!~ ·z:.~~·) construction is used:

6" ·~~·i~·r~·5.,·"1·~,."1.,1 Did you study? The response to this question is:

i'~·r~·5.,."~.~'~1 [Yes, I] studied.

•

or

{'~·r~-·~·5"1 [No, I] didn't study.

Usage of the Negative Particles (II' and ill)') in Past Time Contexts

Two common negative past form constructions are: (&I'+ MVS) and (MVS +ill)'): ~'5 41 1

[I] didn't do [it].

vs.

541'~~1 [I] haven't done [it].

The negative construction (~ + MVS) is used in the following situations:

1.) 2.)

The agent could not do something because of the circumstances. The agent deliberately did not do a task, even though the consequence of not doing it is known.

The negative construction (MVS +~~·)is used in the following situations:

1.) 2.) 3.) 4.)

The agent was asked to complete a task, however for some reason was not able to complete it The agent has the intention of doing something, but has not completed it yet. The agent has never done something. The agent has forgotten to do something.

The main verb of both of these past time negative constructions is always in the past form

310

Lesson /5

1.)

General Statement- (MVS + CJ;"·~·l."·~41') Sentences (35)- (38)

(35)

"~t=:rs" ·~~·CJ~ ·a~ ·'ll~~·cl.l~cl.l·~·~~~iij" ·~·

By the way, last year weren't you living

(36)

cl.l'~"'t.l~1 ·~~~"'Ill'~~~·~~·"~"J't.l'iil ·~·~.-f~.

with Diki?

6"

When you went to Tibet, did you happen to

a;"·~·%." ·~"1

take pictures of [any] monasteries?

6" ·~~.g.l:J'll~'ll''li'El~~~~·~ ·~ ~'QIQ,~·E!~~·

When you went to Nepal did you also happen to/

(37)

ar" 'CJ'~') ·t.l~1

(38)

get the chance to go to India?

6" ·~~~~·'ll~·'1·a.~·g.s~iij" ·t.l·~" ·t.l~·

By the way, have you done these jobs or not?

Ui"')'t.l'cl.l'~"1 ~~·~~::r-111~~·"~'1

Tell me the truth.

The second person question construction (MVS + Ul"'t.l'~"·t.l~') is used when the speaker wants to imply, 'did you happen to.. .,' 'by chance, have you...':

-ur"

(36) a"·~~ ·15"') .'ll.~l:J~·}~·"~"'·CJ·a?il. ·~~'f~ ·~·l." ·~ .. , When you went to Tibet, did you happen to take pictures of [any] monasteries?

(38)

6"

·~~·~~·QI'~'"l·o.~·¥-s"·ar" 'CJ'%."·~"· a;" ·rnr%."1 ~~ ·~~·lf-~~~·"~'1 By the way, have you done these jobs or not? Tell me the truth.

Uf"

As in first person (MVS +or" 't.l'~" ')statements, in second person (MVS + '!.!'~" 'CJ~') questions, a sense of uncertainty concerning the addressee's completion of a particular action can be implied:

(a)

a"·~~~" 'QI'~~"iq" 'l~t'l." 1 ~~ ..·or" ·~·l." ·~ .. ,

Did you go to Tibet?

[I] don't think you've been to Tibet, have you [been)?

In sentence (a), the phrase of uncertaintyor~·~'cl.l'~"· is used with the verb-endingor"'t.l'~"'t.l~'toreinforce the speaker's sense of doubt concerning a"·~~· 'you' having been to Tibet. In sentence (b), the (MVS + t.l' ~~·C.J~') construction is used when the speaker wants to simply ask the addressee whether he has been to Tibet, with no other implication.

B.

First/ Third Person

1)

Personal Perspective- (MVS + CJ;"·~41') [personal association] Sentences (39)- (41)

(39)

~")CJ~"l1~~1 [S"·~~~~·~"l.~"l~~~~~·~~1

Tsewang, do you remember? Yesterday when

f·~~·~~~·CJ'cl.lf~·~CJ·~Cl.·a.'I.S~·'li·Ui~·~~·~·

Khedup came to my place, was I in the kitchen or

ss~·as~·QI·~~"·CJ;"·~41· ~ti"" ·~~·QI·~~" ·CJ;" 1 in the prayer room?

lll

Colloquial Tibetan

(40)

rs~ ·~r::.·~·s·ifa;r::.·~·r~!~·UI~ ·~~1

Is your daughter married?

(41)

~r::.~·!~'lll~~1 r:·~~~~r::_·Qr~~~·Ui"')'t.l~1

Sangye, is [your] father at home?

The first/ third person question construction (MVS + Ul~ ·t.~~·) is used when the speaker presupposes that the addressee will be able to give a reply based on a personal association to the speaker or third person: (39) ~·,~r::.·~~~1 rsC)·~r::.·~~·s~·~~r::.~·~~~·lfJ~1 F·~r::.·~~~·~·~F~·~~·

r::.~·~~~·llJ·Uir::.·~~·r::.·~q·~r::.·~·q~')-ai"')'t.l41' t~~i'')'fll"'~·q~')'tq')1 Tsewang, do you remember? Yesterday when Khedup came to my place, was I in the kitchen or in the prayer room? [you were with me at the time]

In question (39) the use of (MVS + UlC) ·~~·) indicates that the speaker expects a reply that is based on the. addressee's association to him. (MVS + Ui"C)·~~·) in first/ third person questions indicates that a personal association exists between the addressee and the speaker I third person. i.e., the addressee was present at the time of the action. the addressee has known the speaker or third person lor a long time, etc. Based on this kind of association, the speaker expects the addressee to know his/ her habits, what he/ she likes, how they will respond, etc. If the impersonal ending ~r::.·r::.~· is used instead of ·~~·, the English translation remains the same, but in Tibetan the speaker's priority shifts. UfC) 'tJ~· indicates that the speaker wants a personal perspective answer from the ad~ i.e., you were with me, so you know what I did. ~-r::.o.r, en the other hand, is used when the speaker is specifically requesting an eye-witness account from the addressee, ie., what did you see:

ur,

...r::.·~q·~"·~·q~')'ii""'"&l' t~~i"')'fll"'~·q~"·if"'l ...was I in the kitchen or in the prayer room? [you were there, what did you witness?] 2.) (42)

(44)

(45)

General Statement- (MVS + Ui"l)'t.l'l.')'l;l41')

Sentences (42)- (45) f~·~·[S"r::.~~·s~·~.,·~~·~s~·~~"-ur')·t.~·l.'1·~;~.,1 By the way, has he done this kind of job before? SC) ·~r::. ~~·~~~ ~·~, 1 r::.~·~~·QJ·~~ iG", ·~·l., ·~~1 You [should] know, have I been to Europe? r::.~~·'X.'Q, ·-m~·~~.g~ · r:.·f6"r:. ~·fl·Cll~'.ii'Q~·il~ 1 tAl~ ·~Q.r:.·f6"r:. ·~·~~~ ·QI~·QI~···~x.·s" ·'&~~ 1 I won't eat his food, but in front of him. I'D pretend to eat [it]/ or I'D force [myself] to eat [it]. There is another situation in which the use of this structure is appropriate:

r:.~·i~·Q~~·~·~r:.·QI·~·~~~~~·~~·s~·l,J~~1 I pretended to smoke in the movie [I performed in].

In this sentence~~· indicates that in normal circumstances r:.· 'I' does not smoke. In this particular case, however, because of the role in the movie, r:.· 'I' was required to do so. Even though the agent actually performed the action of smoking, i.e., r:.· 'I' held the cigarette in his/ her hand, put it up to his/ her mouth and also inhaled it, the implication of~~· is, 'I was only pretending because this is not my normal habit.' Theclauseofpretense,justastheclauseofpurpose~isadoubleverbconstruction,(MVS+~~·+s~·f s~· +conjugation). The first verb is always in the present/ future form As with the previous construction, this part of the sentence is tenseless and is categorized linguistically as an event of speech. In the clause of purpose, the second verb is always a motion verb plus a conjugation. In the clause of pretense however, only the verbs ors~· plus a conjugation are used, i.e., s~·CJ-fi!~. I CJ'~~. I "liz:.. I Q~~· 'pretended',$~·~·~~·! Q.)ll]'/ ~~·CJ·~~· 'pretend' /'pretending', s~·~·U)~·j ~~·'will pretend'. Again, the final conjugation, the ad'verb of time and/ or the context of the conversation determine the spedfic time of the sentence.

S"'

Vll. A Short Story:

a·"'~"·~~~.,·~"'·s·,r:.·, f~ ·~'f~ ·~·~·~%~-iG"~ ·CJ·~" 1

The Greedy Dog

~*'~~ ~ ·~·~%~·ts·~ ·rr~r:. ·~·Fa~r:. ·QI·4~~·~%~·a.ax-~~·.~~~·CJ·~%~·~·~r:.·

Ql·~~ ·CJ·~~ 1 a·~ ·.~~~·CJa·~r:. ·QI·a.f~~·rr~r:. ~·111~~~·Q~~ ·~a ·~r:.·QI·~lfr:.·r.J·~" 1 a·~a·q~~·r.Jx.·~a ·~r:. ~·a· ~~a·4~~~·r:.~·~~~-~~~·r:.~·4~~·~~~·~r:.~·~~·q~~·l,J·~"1 s~·~r:.·a·~~·Q.~·Q_s·Q~~·s~·QI~·~~r:.· ~Q;~r:.·QI·~i'r:.~·CJ·~~1 U~~·~Q.r:.·~a·~r:.~·4~~·~·~·~~~·CJa·~r:.·QI·rr~r:.~·fla·~r:.·QI-iG"~:CJa·4~~~~r:.·~a·

~Z:.'QI'ii~~·CJ·~~ 1 ~ElQ. ·~·~~ 'fl'lfr:. 'Cll"l'fr:. 'QI'Q.{""~~·~r:.·r.J·~" 1 Vocabulary: ~~~·~~~·~~· rr~r:.·

great desire/ greedy

f~·~·f~·~·

once upon a time/long, long ago

himself (nh.)

flil.·~r:.·

in the mouth

319

Colloquial Tibetan

~·~~·

piece of meat

.ill.l"l:.l"

bridge

~~~~·Cl~~·

shadow I reflection

Cl~l.l"l:.l'

thought

~~~·

get/ find

~·

if

~·~s·irr:::.·~r:::.·

because of that

l.li"r:::.~·

not only that

.~~~~·q·

jumped fall/ drop

completely empty

l.IEI~ '1.1'

in the end

l.l'il'). !'3-fr:::."Qll j"'fr:::.'QJ' QJI.I"~~r:::.·

immediately I right away

VIII. Conversations A. Context: The teacher wants to know if Norbu and his friend Nyima have completed their studies: Sentences (86) - {96)

"~."1~·= ~~·s1

Norbu.

~~·s·= QJ~~1 "l~.QJ~~l (87) "~."1~·= ~"·~r:::.·iCl-jr:::.·s~-tG""·q~l

Yes, sir. Have you studied/ done [your] studie5?

~~·s·= s~-tG""l

[Yes], I have.

(88) "~."1~·= ~~·~"·~r:::.·~·~~~·q~·~.~·iCl'fr:::.·s~·

And has your friend Nyima studied/ done [his] studies?

~~~·~~,

~~·s·= ''r~·Cl~·~",

I don't know.

(89) "~."1~·: ,.~.~~·~')'Cli~~·')r:::.l

AskNyima.

Norbu asks Nyima (90) ~~·s·= ''1.1':

(9t> ~~·s·=

li.!':

~~·s·= ,.~.~·:

(93) ~~·s·= ,.~.~·:

,.~.~,

Nyima.

Y'jl

Yes.(nh)

~r:::.·iCl"fr:::.·s~·ur" ·q~l

Have you studied/ done [your] studies?

s~·ur",

[Yes], I have.

a3r:: . ·~.~·g r: :.·Uj" ·q~l sr:::.·ur",

Have you learned everything?

'rllr:::.·~·4~·~·UiC)'l:.l~1 4~·~-Ui')l

Do you understand all of it?

[Yes, I] have learned [it all].

[I] do. [I know it all.]

After asking Nyima these questions, Norbu answers his teacher:

~~·s·= "l~.QJ~~l ,.~.~·iCl'fr:::.·s~·~~

Sir, Nyima ha:l done [his] studies.

a;r:::.·~.~·sr:::.·Cl~~

He has studied everything.



Is Lhasa a pleasant place? [in general]

(6)

·~r~·~·a;·~"·~·ar"·:.~·x."·:.J.,1 lli~'1'Q,~ 'fl!lJ''tJ-il·~~lll

(7)

f~'cJ.l'~')·~c::.·ll!·~c::.·4lli'UI~·c:i·%~-c(jl1

You used to have a good [pair of] binaculars. [as I recall]

<s>

"~~:.~·"~ 6'1·~c::.~·~·~lll·"~·il·~~lll

I'm sorry! I don't have your key.

(9)

~·If]~·~ 'fl'lllll]'~~r~·ai'"')·:.~·X.l·:.~.,1

Is Indian food tasty? [in general]

(10)

~c::.~~·fic::.·lll·~~·gl.a;l·r.~·lrX-'11

She doesn't have time tomorrow. [in general]

B.

Translations:

(1)

c::.·qlll~lll·lll-ili"')1 ~~ ·c::.~ ·lll~·l1l'Uilll'c:;~lll·ur"1 U!~·~q,c::.·fic::.·ll!·lll~·l1l·~·q,~lll

This work isn't hard. [attestative]

c::.CO. ·9flll~~q~r4~·sflll~ ·llj·q~"·~·ur"·:.~·x.'11

[I know this because I visited him recently]

(2}

~"c::. ·"~:::. ·111~'1·lll~·ll!·c::. ·fS'1·~c::. ·~·~c::. ·llj·q,~Ill ~~ ·c::.ca. 'llllll·:.~~ ·~~ ·q,~lll

(3)

~·~c::.·~c::.·c::.~·~~·g').&!')1 ili"')'Q'~·X.l·~1

(4)

c::.~·q~·~~·~c::.~q,5111 ~·~~·~·q,~lll

(5)

fic::.·q;·r.~~ 'a)~'Ul')'r.l'~')1

(6)

fic::.~·s·ii·~c::.·l~q,~lll

(7)

c::.·~c::.·~c::.·U!~~~·~~~·~fl~~url·:.~~1

[general statement] [I saw her] [You've known me since I was a child]

330

Answers to the Exercises

(8)

Look at this photograph. I am [standing] behind your mother and I have a key in my hand.

(9)

You were very clever when you were small, right?

(10)

The tea is hot. [I have made it for you] Please have it.

[I remember it well ... ]

Lesson 8

A.

Answer thefollowing questions in Tibetan and have them corrected by your teacher:

(1)

(S)

rs~ ·~r::.' ·~·~~~·'ll·~'ll·'ll~·~r::.~·~·i'~ ·~i'~ ·~·ur~ 1 6~ ·~r::. ·~·z;;·'ll~~·'ll-w·~~~·'ll~~·~ r::. ·~'ll~~r~·a)~ ·ur~ ·~~ ·~6~ ·~·ur~ ·:..1~1 rs~ ·~r::. ·t:;~~~ ·~lll·lll~lll·lll~ ·~·~·~"~·it:;~·~~ ·~~~·~·ur~ 1 6~ ·~r::.''ll'tj~ ·~~·z•r~~~·~·~~~·~·i'~ ·Ui~ 1 " ·:..l·~~·it:;~·~~ ·~~·~·~·a)~ ~"1~ ·~-Ui~ ·:..1·~~ 1 rs~ ·~r::. ~·fr::.

B.

Translations:

(1)

How much is this hat?

(2)

How many students are in this class?

(3)

It is five past five now.

(4)

How many hours does it take from Lhasa to Shigatse?

(5)

Tashi is second [position] in the class.

c.

Use each of the following past form verbs in sentences and have them corrected by your teacher.

(2) (3) (4)

(1) s~·

(2) ~~·

(3) ~~·

(4) l:;J~~·

(5) Cl.r§~'

(6)

l:;J~~·

Lesson 9 A.

Translations:

(1)



~~·~~ ·r::. ~ ·~·~~~·'ll·~·i'~ 'l:;J~'~'ll·~·~~ 1 fil~ ·~a.r::. ·~a)~~·~a)~~·llJ·~·i'~ ·~~·t:;~~'~llJ·~·Ui~ 1 r::.·~r::.·~r::.-Ul~·~~~·~·~lll·:..l~·s·~llJ·~·t:;~~-UI~1

(3)

~·~r::.·r::.·~t:;~'Cl,~'ill]~·Ui~l

(4)

fir::.·~·~~·llJ·~-Uir::.·!!fr::.·'ll·~s~~·4~·~-UI~·:..l·~·~~1

(5)

r::.·i'~·~sllJ·~r::.~ur~·~~·~·fr::.'UI~:r:r~·a.~·t:;~~·ur~,

331

Colloquial Tibetan

B.

Fill in the blanks:

(1)

r::.·i~·~~-61~ -s.-r·i~·9J~ ·~~a.~ ·s~~r~~ 1

(2)

~·~r::.·~1~·~·ar~~-.·~~·~r::.~9·~·a.~~

(3)

~~~·~4~·=::r-ar~ ~"·~·~~~·~·ar~ 1

(4)

C::.'U19'lf~·\}~·~~·~~'I'QI'~~·UI~~~!l~·~~·~·~~1

(5)

r::.·F·~~·~~~"·4·a.s·i:!-a.s~~l~·s~·~-ar~1

C.

Answer thefollowing questions in Tibetan and have them co"ected by your teacher:

(1)

(2)

~~·~r::.~·~~'lt]·X.·9~r::.~ii~1 ~~·~r::.·~r::.·Qlr::.·~~·~·x.·~~r::.~·ar~1

(3)

~~·,·s~·~~·~~·,·~·s~ ·a;r::.·~·~~~·i~ryr::.~-ar~·~~1

(4)

6~·~r::.~·sr~~~~r::.·a;~~~·~·x.·s~·~-a.~9

(S)

b~·~ryr::.·i~·~~·i·~~:cr~~·~~·9·x.·s~·~·ar~·~·x.~1

Lesson 10 A.

Answer the following questions and have them co"ected by your teachers:



<s>

6~ ·~r::.·~·~·~9~·~~~·~~·~i'"~ ·~-ar~ ·l;J·x.~ 'l:J~1 ~·~·QJ~~·~~~'l:J''l:!~~~r::.~·~-a.~9·~~1 6~·~r::.·4·~·~~·ar~·l:J~1 9·X.·U1~·~~1 "·~·s"·~r::.·~r::.·a;l·~-a.~~·9~1 ~a;r::.·ii·s:cr-\}QJ·lar~·~~1

B.

Translations:

(1)



frr::.·~~~·\}~·~·a.~~ r::.·~·~~·a.~~ ~~r::.·lafr::.·~~~·~~·~·r::.·1!~'l;J~·~r::.·~·a.!j·~~·a.~~ r::.·~·Fr::.·~~::r~·a.!i·~~·~l1 ~·x.·x.l:a~·~·r::.~·ls~·~r::.~"1 Bl·~r::.~·~·;~·l;J~·rrr::.·~·Fr::.·l:J~·9·x.·s~·~~~~~·~·ar~1

C.

Honorific verb form:

(1)

a;r::. ·~·i~.

(2) l;J~·i~·

(3)

<s>

~~~·F~ryr::. ·~~r::.·

(6) ~~r::.~·