Tahitian language
Tahitian is a Polynesian language, spoken mainly on the Society Islands in French Polynesia. It belongs to the Eastern Polynesian group.
As Tahitian had no written tradition before the arrival of the Western colonists, the spoken language was first transcribed by missionaries of the London Missionary Society in the early 19th century.
Context
Tahitian is the most prominent of the indigenous Polynesian languages spoken in French Polynesia. The latter also include:- Marquesan, spoken by about 8,000 people in the Marquesas Islands, with two sub-divisions, North-Western and South-Eastern
- Paumotu, spoken by about 4,000 people in the Tuamotu Islands
- Austral, spoken by about 3,000 people in the Austral Islands
- Rapa, spoken by about 400 people on Rapa Iti
- Raivavae, spoken by about 900 people in the Austral Islands
- Mangareva, spoken by about 600 people in the Gambier Islands
History
Phonology
Tahitian features a very small number of phonemes: five vowels and nine consonants, not counting the lengthened vowels and diphthongs. Notably, the consonant inventory lacks any sort of phonemic dorsal consonants.| Labial | Alveolar | Glottal | |
| Plosive | |||
| Nasal | |||
| Fricative | |||
| Trill |
There is a five-vowel inventory with vowel length:
| Front | Central | Back | |
| Close | |||
| Mid | |||
| Open |
When two vowels follow each other in a V1V2 sequence, they form a diphthong when V1 is more open, and as a consequence more sonorant, than V2. An exception to this rule is the sequence, which never becomes the diphthong. Two vowels with the same sonority are generally pronounced in hiatus, as in 'November', but there is some variability. The word tiuno 'June' may be pronounced, with hiatus, or, with a diphthong.
Next follows a table with all phonemes in more detail.
The glottal stop or is a genuine consonant. This is typical of Polynesian languages. See [|Typography] below.
Tahitian makes a phonemic distinction between long and short vowels; long vowels are marked with macron or tārava. For example, pāto, meaning 'to pick, to pluck' and pato, 'to break out', are distinguished solely by their vowel length. However, macrons are seldom written among older people because Tahitian writing was not taught at school until 1981.
In rapid speech, the common article te is pronounced with a schwa, as.
Also in rapid speech, sequences are dissimilated to, so te tāne 'man, male' is pronounced, te peretiteni 'president' becomes. Intervening syllables prevent this dissimilation, so te mata 'eye' is never pronounced with a.
While standard Tahitian only has as a result of dissimilation, the dialects of the Leeward Islands have many cases of corresponding to standard Tahitian. For example, inhabitants of Maupiti pronounce their island's name.
Finally there is a toro, a trema put on the i, but only used in ïa when used as a reflexive pronoun. It does not indicate a different pronunciation. Usage of this diacritic was promoted by academics but has now virtually disappeared, mostly because there is no difference in the quality of the vowel when the trema is used and when the macron is used.
Tahitian syllables are entirely open, as is usual in Polynesian languages. If a content word is composed of a single syllable with a single vowel, its vowel must be long. Thus, every Tahitian content word is at least two moras long.
Stress
Stress is predictable in Tahitian. It always falls on one of the final three syllables of a word, and relies on the distinction between heavy and light syllables. Syllables with diphthongs or with long vowels are both considered to be heavy. Other syllables are considered to be light. Heavy syllables always bear secondary stress. In general main stress falls on the penultimate syllable in a word. However, if there is a long vowel or diphthong in the last syllable, that syllable receives main stress. If there is a long vowel in the antepenultimate syllable, and the penultimate syllable is light, the antepenultimate syllable receives main stress.There is another type of words whose stress pattern requires another rule to explain. These include muta 'first', tia 'shoe', ari 'king', all of which are stressed on the antepenultimate syllable. In all these words, the last two vowels are identical, and are separated by a glottal stop. One can posit that in such words, the last syllable is extrametrical, and does not count towards stress assignment.
This extrametricality does not apply in the case of words with only two syllables, which remain stressed on the penultimate syllable.
In compound words, each morpheme's stressed syllable carries secondary stress, and the stressed syllable of the last morpheme carries primary stress. Thus, for example, manureva 'airplane', from manu 'bird' and reva 'leave', is pronounced.
Tahitian has reduplication as well. The endings of some verbs can be duplicated in order to add a repetitive sense to the verb. For example, reva becomes revareva, ha 'do quickly' becomes ha, and pīhae 'to tear' becomes pīhaehae. In reduplicated verbs, the final verb ending bears main stress while the earlier ones bears secondary stress.
When suffixes are added to a word, primary and secondary stresses in the root word are maintained as secondary and tertiary stresses, and a new primary stress is calculated for the word. Tertiary and secondary stress are often merged. The suffix does not always carry main stress. For example, when the nominalizing suffix -ra is applied to verbs, regular stress assignment results in the last syllable of the root verb being stressed. This is due to the destressing of the V in. To give an example, the word orara 'life', from ora 'to live' and -ra, is pronounced with antepenultimate stress.
Prefixes added to a root word do not carry primary stress. For example, 'vision', related to rama 'vision', is stressed on the second syllable, and not the first, even though it has a long vowel. This can also be seen with the verb ta 'to be understood'. When combined with the causative prefix fa, it becomes fa, which is stressed on the penultimate syllable.
Typography
In former practice, the Tahitian glottal stop instead of the turned curly apostrophe used in Hawaiian. Alphabetical word ordering in dictionaries used to ignore the existence of glottal stops. However, academics and scholars now publish text content with due use of glottal stops.Although the use of and tārava is equal to the usage of such symbols in other Polynesian languages, it is promoted by the Tahitian Academy and adopted by the territorial government. There are at least a dozen other ways of applying accents. Some methods are historical and no longer used. At this moment, the Académie tahitienne seems to have not made a final decision yet whether the should appear as a normal letter apostrophe or a turned letter apostrophe.
As the ASCII apostrophe is the character output when hitting the apostrophe key on a usual French AZERTY keyboard, it has become natural for writers to use the punctuation mark for glottal stops, although to avoid the complications caused by automatic substitution of basic punctuation characters for letters in digital documents, and the confusion with the regular apostrophe used in multilingual texts mixing Tahitian with French, the saltillo may be used instead.
Today, macronized vowels and are also available on mobile devices, either by default or after installing an application to input vowels with macron as well as the.
Tahitian is one of the few Austronesian languages – along with standard Samoan and Volow – that do not have a phoneme and do not use the letter K.
Grammar
In its morphology, Tahitian relies on the use of "helper words" to encode grammatical relationships, rather than on inflection, as would be typical of European languages. It is a very analytic language, except when it comes to the personal pronouns, which have separate forms for singular, plural and dual numbers.Personal pronouns
Like many Austronesian languages, Tahitian has separate words for inclusive and exclusive we, and distinguishes singular, dual, and plural.Singular
- Au 'I, me': 'I have eaten the fish'; E haere au i te farehaapi 'I will go to school tomorrow'.
- 'you': 'You have eaten the fish'; 'You damaged our car'.
- 'he, she': 'He/she ate the fish'; E aha ''' 'Why is she here/why did she come here?'; 'He/she is not here'.