Learning a field language By Robbins Burling (review)

224 LANGUAGE, VOLUME 62, NUMBER 1 (1986) assuming that 'his' is indicated solely by the possessive form of 'father', remission wiU force coreference between 'Pedro' and 'his', whüe lack of remission wiU force non-coreference. Here we have a potentiaUy fruitful area for investigating the use ofgrammatical devices in the maintenance of anaphoric relations. The Spanish text contains many typographic errors, and one therefore fears that some may have crept into the Tlapenec forms. I did note one inconsistency: the 3-3 form for verb class DIl is given as u: on p. 144, but i: on p. 150; the latter seems to be correct, from the statement on p. 145 that the 1-3 and 3-3 forms for this class are distinct. But over-all, the comprehensive description, internal consistency, and high level ofanalysis make it clear that this is a fine descriptive grammar ofa hitherto Uttleknown language. [Bernard Comrie, USC] Learning a field language. By Robbins Burling. Ann Arbor: University of Michigan Press, 1984. Pp. x, 112. $6.95. One of our most accompUshed linguistic anthropologists has here produced an elegant Uttle book of inspiration and guidance to those undertaking a truly daunting task: making one's way in another culture and another language. Rarely does a book fill a gap as weU as this one. This is not to disparage the exceUent texts avaUable for other purposes (such as linguistic analysis or translation), of course, nor does it imply that we now have everything we need. BurUng's approach is straightforward narrative , emphasizing comprehension over speaking (especiaUy at the start) and content vocabulary over pronunciation and grammar. Realistic assumptions which cover most cases are made: the language is to be learned as a tool; a contact language (often English) exists; the language to be learned is not a 'world' or even regional language ; and the learner is highly motivated. Two brief appendices deal with the important exceptional case of monolingual learning (no contact language) and with Uteracy and national languages. Ch. 1, 'Background', emphasizes useful techniques and hints. Mnemonic devices are recommended , especiaUy use of keywords (e.g. Eng. yacht to remind one of Chinese syàtyàn 'summer'). FuU-time study is much preferable to extended part-time study. The only equipment needed is that for writing (cards, pens, pads) and a suitable tape recorder (portable with binaural earphones, preferably with variablespeed option). Ch. 2, 'Starting out: Comprehension', offers a number of valuable dos and don'ts at what appears to be about the right level of generality and depth of discussion: do practice comprehension at normal conversational speed; do take notes, but don't use flash cards; do use biUngual consultants and monolingual speakers, but don't limit yourself to too few individuals; do use briefrecordings and contrive conversations. There are no phonetic charts or grammatical paradigms here, but a brief discourse on what to look for in the general areas ofpronunciation, noun phrases, sentence patterns, verb phrases, and combining sentences. The learner is even advised to skip these sections (42-63) if they seem to get in the way. Ch. 3, 'Moving ahead: Production', continues the good advice, the obvious distiUation ofyears of experience: convert what you know from comprehension into production; ignore grammatical niceties at first and develop a 'personal pidgin', but watch out for word order and important affixes. The lack ofone-to-one semantic range in vocabulary from language to language is discussed. Vocabulary is broken down in terms offunction (greetings and courtesy words; questions and answers; quantity, place, and time; pronouns; modals and aspect terms, etc.) and context (natural phenomena; animals and plants; food and drink; body parts etc.) Throughout, the learning of culture hand-inhand with learning of language is emphasized. Grammar is taken up further (86-91) as a matter ofwhen to use a given form—with environment in terms of meaning, syntax, and pronunciation being determining. The independent role ofsyntax is neatly brought out. A final discussion of 'mUestones' is very iUuminating, stressing both the magnitude of the task and realistic expectations which one can entertain (e.g. , two years in the field does not give total fluency, but can provide an adult grasp of...