(1) Reduplication

A verb reduplicates to refer to a movement that is frequent, as shown in (1), or many people acting together, as in (2).

(2) Verb derivation

Earlier, we briefly introduced the classification of verbs. In this lesson, we discuss the intransitive maN- verbs (< -om- + paN-). As in (3), maneysavat is formed by reduplicating savat, and then adding maN- to form manavasavat. nava- in the third and fourth syllables from the end is not stressed and thus is weakened to ney-.

As shown in (4), manita is formed by prefixing maN- to the root cita “see, look at”.

In effect, the intransitive verb maN- comes from combining -om- with paN-. Therefore, in forming transitive verbs, the affix paN- will appear on the surface again. For instance, ipamareng is a derivative from i + paN- + pareng “make”.

The morphophonemic alternation of N- varies depending on the pronunciation of the following segment, as in Table 8.

(3) Derivation of pianoanood

To review the derivation of a verb, we use the verb “sing” as an example. Sentences (6) and (7) are imperative, so the intransitive of “sing” appears in the stem form pianoanood, and the transitive verb is formed by suffixing -i (pianoanoodi). Example (8) is a declarative sentence. The intransitive mianoanood is formed by combining -om- with pi-.

(4) The distinction between no and si “if”

The use of the conjunctions no or si “if” depends on the proximity of time and situation (far vs. near). no refers to a farther, unknown, or general state, as in (9)–(10), but si refers to a state that is closer or will happen soon, as in (11).

1. With two people per group, ask each other what you do to pass time, giving everyone in the class a chance. After the entire class has spoken, the teacher should ask the students what they do to pass time, and the students should then relay the information that was given to them.
2. Play a song and play a game of passing the key. When the music stops, the person in possession of the key needs to sing a song. After the song is done, the class should start teasing and encouraging the singer to sing another song. The singer then needs to think of a good excuse to get out of the tight situation.
3. The class should split into groups of two or three persons. Be creative, and write or translate a Yami song with a simple tune. Sing it to the class, and choose the best song.

（1）Pair work: asking about free-time activities

（2）Passing-the-key game: singing and making excuses

（3）Group work: creating or translating a Yami song

（1）Reading and sharing

Read about Yami music and songs, and record a short segment of a song with words. Play it in the next class to share with other students.

Read (1) Paul Knight’s (2005) “Music Heritage of the Oral Tradition by Meykaryag (Singing Party with Hand Clapping) of Tao Tribe 1. Sound Interpretation of the Lyrics” and (2) Yu-Hsiu Lu’s (2005) “Music Heritage of the Oral Tradition by Meykaryag (Singing Party with Hand Clapping) of Tao Tribe 2. Logic of Lyrics and Music”, papers presented at the 2005 International Forum of Ethnomusicology in Taiwan, 10/4–7/2005, Soochow University, Taipei ( http://www.scu.edu.tw/music/2005ifet/en_papers.htm ).

（2）Writing and recording a Yami song

Write a simple Yami song. Write down the lyrics (or music), and practice on your own. Sing and record the song with your best voice.