GEORGIANA READING GRAMMARCorrected Edition

Howard I. AronsonUniversity of Chicago

Siavica Publishers, Inc.

ISBN

0893572071

Tlti.. work " 'M dl'v~IUJWd under a con t r~ct wnlt tlte U,S, omc~ 01 Educ~tiun under the proy;~jQn' 01 Tille VI. NDEA The onginal book "'as publ i ~hcd in Jul\ 1981: lite corrected IllJ IU on WII' publlSltcd In January 1990. Add,.ion. II)o;orr~~led

edil;on COp}ugltllO 1989 by

H o"'~rd

I.

Arollwn All rights

re~cr'cd,

All ~u" .. =n" of rae' Of op,niun ...' lhu." of the .umon .~II do ...... J>tCeu.>nly ~gr .... "h lhuse of 1M pt,ltli>loer. "'1111:11 Ilh, 110 ,,,,poa.ihil,tyfor them.

51",,0

P\o~Ii!ho:"

[1 aritme~iJ:ca architect .:> flj n l& o dl3 n ,:in arki~ek~ori kimia chemistry dna n ~ d,:i,..6,..aOlJ"'n kronometri chronometer po1itika policy 3,..~ n ll n J~ .. kapitalizmi capitalism . . Note that foreign ch (as in English cherry) and ~s (as in Tsa r~ ~ se t 8e ) are taken over into Georgian as ~ and e respectively: ~ o bn cexi Czech ceki (bank ) check ~ O Jnpizi~a

.

.

cem~ioni

ci t.ata procesi nacia

champion ci tation trial nation

" Oa3nn6nBnll~II':>

3t'1"' Bo bn6~B n ~

Foreign e t is generally taken over as JIi subiekti subject b~on:JJlin ~nt'lo:jlJ,..,:in direk~ori director1.11.

Alternations

1.11.1. v-loss. V (3) is generally lost when it occurs before or after a labial consonant [i.e., b (0), P (S), l! (3), m (a ) ] as a result of vowel loss . V ( 3) is also generally lost when it wo uld o therwise occur before rounded vowels, i . e., 0 (,.. ) , u ( ~ ) . 1.11.2. Metathesis. sequences involvin~ a stop or fricative followed by a nasal or liquid l m ( a), n (6), .1' (,:i) , t (~)] followed by v (3) will generally have the v (3) shift its position to before the nasal or liquid.

28

LESSON 1

Examples : t ' 10 ' + rva ' 8 ' gives in the word for eighteent t'Z"ame

ti ( G\3M '"' a0 1 rJ instead of the expected 4- tl"vame ~i . In t he formation of the verbal noun of the verb kl.-av - s (J~>:l3b) ' ki l ls ' , the vowel a is lost , which would normally result in *~ l - v - a [cf . ~er - av -8 (JO M'"'3 b ) ' sews', verbal noun ker - v - a ]; but, as a result of this metathesis, we get the form ~vZa (J3~'"')' This alternation can be formalized as follows : C

( C represents a stop or fricative consonant.) Note that application of this rule can result in v (3) occurring before m (a), in which case i t will be lost by the v - loss rule above . Examples of the operation of these rules will be given in the following lessons .

LESSON 1

29

LESSON 1; Notes1. Most speakers of American English will have a glottal stop [1] in such words as cotton ~ button ~ mit t e n ~ where instead of a t -sound the glottal stop is heard . Some speakers will have a vague approximation of the Georgian glotta1ized stops in such words as p um/p/kin ~ c at (with released t ), pi/ok/po c ket . 2. A somewhat similar sound , although not pronounced as far back , is encountered in Spanish la/g/o 'lake ', modern Greek a ya nn [ayapi] 'love'. 3. Since there is no contrast in modern literary Georgian between a glottalized [q'] and an aspirated [q ~ ], for the sake of simplicity the dot under the letter marking glottalization will not be placed on this letter in transliterations in this textbook; i.e. , we shall write q , not l 'h (3) occurs in spelling before p ( 3), k (;9), If. q (M)' 9 (a) in certain grammatical forms (gener ally marking a third person dative object), but is gen erally not pronounced except in very careful speech. See below , section 7.2.4. 4. (3) '

30

LESSON 1

APPENDIX: The Georgian AlphabetsThe contemporary Georgian alphabet, cal1edmxedru('mil i tary ' , from mx eda r i ~ ' knight', ' warrior') came into use in the eleventh century . It replaced the earlier x ucuri alphabet ('ecclesiastic', from x uce 8i , 'elder', 'priest ' ) which. unlike the mx edr uti , dis -

ti

tinguished upper case

( ' majuscule', Georgian aaomt:av r u Xucu r .z. is first

ti ,

'capital ' ) and lower case ('miniscule', Georgianfrom n U8xa .. cursive hand') .

nU 8x u l" i

attested in the fifth century (inscriptions from the Monastery of the Cross in Jerusalem, Israel and from the Sioni cathedral in Balnisi, Georgia ) . The Geor gian alphabet as shown by the distinguished Georgian linguist Thomas Gamkrelidze (Tamaz Gamqrelije) is derived in its basic system from the Greek alphabet al though the exact details of its creation are still unclear . Most scholars link the creation of this Georgian alphabet with the christianization of Georgia (approximately 330 ) . The accompanying chart , adapted from N. Marr and M. Briere, La langue geor gienne (Paris, 1931, p . 594), illustrates all three forms of Georgian alphabets along with the names of the letters and their numerical values . In order to show the close correspondance between the system of the Georgian alphabets and that of Greek , the corresponding Greek letters are also giv en . Note the identity of numerical values between the two languages. The contemporary Georgian alphabet of thirty - three letters lacks the he ( 8 ) , hie ( 15), vie (22 ) , qar (35), hoe (38), and Ii (39). Note that the Old Georgian ~ ( q ) , then, as now, a post - velar glo ttalized voiceless consonant was opposed to ~ (q ), a p o st-velar aspirated voiceless stop . (This sound is still found in some Georgian dialects . ) As a result , for Old Georgian, the transcription of ~ must contain an indication of glottalization , i.e., q with a dot underneath; the as pirated ~ is for Old Georgian simply transcribed q . Tab l e 1.2 gives the following: 1 . Order of letters; 2 . Mx edruli ; 3 . Xucu r i : a . A8omtavruli , b . NU8 XUp i ; 4. Names of the letters; 5. Transliteration; 6. Greek alphabet: 7. Numerical value (f o r both Georgian and Greek alphabets ) .

LESSON 1

31

Table 1 . 2 .

The Georgian Alphabets

II

1

2

---A--a .b.

1. 2. 3. 4. 5. 6.

7.S. 9. 10., I.

, , , a '" 8 m

;; 'I.

'"'I

3

"5

. ... " ",~'J

4

5

6A B

712

12 . 13. i 4. 15. 1 6. 17. i 8. 19.20 .

'" 60

0

";" ~

... '"

'b

(f> ) ~

p

:;;m

,.0

an ban gan en yin ,en betan

tQ('16 don

a b g d e

E(1

r

8

." >,06

'

,l ey) t i ~ Im

v

I

ZH

,

(J)~6

aIK

9iO 20 30 40 5060

,

3 4 5 6

~~

'"R

.,.o~6

in~an

""b

luInnn

AM

ab

" t?

0.,

'=>

"u{,

" w~

21.22.

23. 24.:15.

., "

0 ,

'"I! 3 n

:j;!JI11,:,nbn

M:!Jbcn'::'3 nl!I!::Ino~t.:!na.';>M~bO.,6n

8 n l'l" 8.::o3 Mb!::I 3 ;:::1I4:J c:! n

b .:.t!i b J,,:i J !:Jb13 b fF",6n 2. World cities . Copy, pronounce, transliterate, and identify the fo l lowing cities.8.:!lAx",.::.6n

OnJ b 8fY'1c:!1"16~fY'I6n

b.::.6 - ~A.::.6anbJI"1

~J13Ml"1n~n6:9~.::.3Jo~n

8~.::.~al"l

M 3n M6n!) - nMMJn

a.::.aO;!JManX.'::'J,:)Mlb~n~'::'~Jc:!9n.::1

afOlb J

JT1

3n

Mn,.-, - ~:r ~.,6 :JnMt'Ia:Jt.:! bn6 3"

~J6n6aMb~n

3. Famous Georgian writers . transliterate . Identify any harmonic clusters .

3:)3n6n .::.cn:J6n Copy, pronounce, a n d6~~bm~a3n~n

Ol"1 cn .: >bJ~3nn~n~ bJ~3~ ~~3nm

M;!Jbcn'::'3:J~n

6nJ~~~~

~~M~mo~n!b3!~3bdO 3c:!~n~o3n~n 3~M~ana3n~n

J~6b~b6wn60 3bab~b~~~nb6~~bM (!I~a6~d8 MM6J~nbGn b~~bb6 _ bb6~

3~:1~ - Sa~30~b anb8n~ X~3~bna3n~n

6nJM ~MM~jn~b6ndo 3bl:P3tjnMG li~ondJb~J8bb6~MJ ~~~6Jan

4. Famous European and American writers . nounce . transliterate , and identify.

Copy . pro-

0J8b3nnn~ M btjMJ3bJn[BMt:! b l3t'1'1n

an~JMn ~b6WJ

a~n3 - ~3J6n ~Jan68~Jn~n3J6bn

~M6a5J~~ ~n~8M

8 M J01J~M~b

nobJGn bJM3b613JbnaM~nJMn

~~MOJMn

bhn bjiMSb6 J b3 n Siin3~a3n6n

O1 JJJMJn

LESSON 1.

33

5. Harmonic clusters . literate . a . voiced :oa::Jt'i~

Copy, pronounce, and transb . aspirated:

sound stands group day dedication

!!:Ib n~ ::J~n!9d3n~n IFIb~36~

sober flour request you (pl. ) he said life looking clear nose fast fight

[!Ia~b

X8:!lSn[!I~::Jand~36;:;,

~3J6IFId3~ !3b"'3~::Jl~ B~J~oBb~t!'n

Bb 3 nfln!';d~~n

!,;b,'!)6nc .~HJ

glottalized: conquered forest word sweet pain, ache water solution series, row reason, intelligence

3~M~ln~n

bnlH3~

l36nc:!n l33 n 3 n c:!n

VH~~n a~[!I~V~3::Jta~

~"J60!3~o!J3n~6n

6.

intelligent Copy , pronounce , and transliterate.b~d~MIFI3::J~'"3::J!9bnbtBH~~b~6n

GeorgiaThe Knight in the l'ige?'(greatest ~ work'8

Skin

of Georgian literature, by Sot a Rustaveli, ca . 1200)b~6::J"'d60IF1nb~!9M~6a3IF1nb3~MbJlFln b~ahJlFln

Greece France Persia (Iran) Armenia

34n61~nt::lf"l:JlTln

LESSON 1

north s o uth east

b,::,8br:l;Jcnn~ar'lb'::'3~:JO'I n

~.::.b;::'3l::!0D1n

a.::. 8 .::.t'lx,M6,::,cn a.::.a n8 .:> tol xl"l0'l6.::.b3.::. 8 Qlnbal73'~n

(polite or plural ) hello (response to a;::.8.:>MxM6.::.m, polite or plural ) good - bye

west hello

shish-kabob (shashlik )winebread waterhead

(13"6 ....3:!)Mn

PH.:>~n0'l3

n

b:J~n

hand, armfoot, leg

s;)bna~r::!n

heart

3nMn

8.::.8.::.QlJ~'::'

mouth father [sic!]

8 M 8 M6 .::.

mother [sic!] girlboy

On!n

7. Copy in Georgian, pronounce, and transliterate the following. (These are the first three stanzas of Sota Rustavel i ' s Vepxi8pqaosani The Knight in the T i ge r- ' s Ski n) .

aaJab. ..an,6o 6.,b" (!,,)(7l30t. oo6"'aClo (!' .. 00'b(O)6;]001" 6,,~;]b'O"":Jo' 61:>0)oeo 1:>1I~3i:J(4,1!'1:> oaob bl:>(4,Jaoe'807 ,,~a(O).uo3ell(PI0 l:>(4,ou 0&0, a~O - 1.'O~ooOo . ",3Mt!0. a~lI"" ~oo60~D a",'8!) M6 n 8"'3"'MD' ouO\?OO 8J"'o;rl"'~" t?'" b6~eo 8$~bi>"'D~1I0!, ", .. t?0",6 8"'" dae'~cb OC3i>b~ aDO" &"'331.> '010/0.(0'\ 6'O~~ 8Ui>bt'I"'ob 08 '~"'~6u; a.eVi!lCO'I Lo8",utI 8i306n'" anO"'t! . i!lCZJD"'~co-b'2t....oll !I""b..l!'fI'\ (tIi> &~t!""3t?"', - .,1,. a~"'bi>"'Ool.> 0OOQ"'O'I 8b"'e,.,t?

a'"

36

LESSON 1r'I, flaBM Odbot:'t"!. ~Dt!'I"\'6~I:'M. r'I, l.Io~3,)~~fO)l a (lft80nat.., anen t!'~ot. 11'030 A.x.JMrWU

~~J,)"'t..

0'>30e6o JO ~t. t?.w~M3~606 ouo'" Ln6.xneoL , MtoUI IlJMo6:wt:'D3o t!',)fJi~60~ ,~o~ou boatW~L . ,,!.... O':'M~6~ l.Iobocn bOC'O&tl 60~3 &JoDolo boem.)cnB.. SOa..:.t? 08 boen3\o , MM3 ~M'60 (!'I>V3D3L 'lI030bM 800601

10. convert the transliterations in the Key to exercises 7 . 8, and 9 into the Georgian alphabet . Check yourself against the Georgian in the exercises .

LESSON 1

37

Key to the Exercises1.

Tbilisi Mcxeta Bolnisi RUstavi Tqibuli Gardabaniei~ago

Baturni C:c akaia Soxumi Axalcixe DuetiGur~aani

C:cinvaliGege~~ori

Maxaraje Poti TelaviZes~aponi

C::iatura Kutaisi Gari Gagra Qvareli Sacxere Glazgo (Glasgow) Hamburgi jakarta Piiadelpia Ateni (Athens)

2.

Londoni Parizi SerliniTo~io

San-Prancisko Romi . Niu-Iorl$.i Rio-de - 2aneiro Helsinl$i

Detroiti

BudaJ?eS:~i

MOSJs.ovi (Moscow) Leningradi Pekini . (Peking)

3.

Sota Rustaveli Akaki Cereteli

Mixe il Javaxi~vili Sergo ~ldiavili Davit Guramivili4.

Va!a-P~avela Ilia Cav~avaje

Nikoloz Barata!vili Konstantine Gamsaxurdia Paolo Iavili Nodar Dumbaje Sulxan- Saba Orbeliani NiJs.o Lor~ k ipanije Gala~~ion Tabije Aleksandre Qazbegi Longpelo Hiugo Aristopane SViPt i (Swift).t'u~l$:ini

SekspiriDos~6evs15i

Tolstoi Goete (Goethe) Zola5.

sileri Mar~-rveni (Schiller ) Heminguei Dante Di~ensi Ibseni Ploberi Servantesi (Flaubert) Molieri Tekerei (Thackeray)b. pxizeli pkvili txovna tkven tkva cxovreba ckera cxadi cxviri ckari lan rom icodes , rogor miqvars! Is la~ara ~ obs. Tumea ara , sdums. SuI ertia, Misi tvalebi metqveleben, mat vupasuxeb . Magram ras vbed a v! Gana ~emtan la~arakoben ! Or natel vars~v l avs ganuzrax avs zecidan 9asvla, da axla stxoven Julietas tvalebs isini -ieimeimeto ~vens adgilze, dabrunebamde . Ra iknebod a , es tvalebi zeeas am~obdnen, xolo vars~vlavni ~amovidnen tvalebis naevlad! Imisi saxis elvareba ~aabnelebda vars~vlavta cimcims, vit dgis suki ~aakrobs lampars, tvalni ~i zeeas daaprkvevdnen iset sinat!es, rom prinvelebi dai~qebdnen dilis simgeras . Aha , eqrdnoba saxit xe!ebs! Netav makcia xeltatman e bad 1m xelebze . rom turpa ~a9vebs sevex o maine ! Romeo da julie~a, II.2

40

LESSON 2: A General Introduction to The Georgian Verb2 . 0. Conjugation . In Georgian there are four major patterns according to which the various tense and mood forms of a given verb are conj ugated. These four pat terns will be called conjugations . Unlike the conjugations of Latin, Russian . or French , verbs belonging to the same conjugation in Georgian usually also share certain grammatical or semantic features in common . Furthermore , i t is often possible to d erive forms of one conjugation from a verb belonging to another con jugation (e . g . , see Lesson 3). Series . Wi t hin each conj ugation we find sets of ten se and mood forms which are based o n the same stem and share certain syntactic features in common . These will be c al led s e ri es . There are three series . The f i rst consis t s of two subseri e s, the future and the presen~ . The second series is called the a o rist se ries, and the third is called the perfect series . Parts of the verbal form . A Geo rgian verbal form may consist of a relatively large number of constitu ent parts . All verbal fo r ms will have a root , which may be fol l owed by a pre s ent/future 8~em for ma nt(P/FSF) :

c;:er xed-avtargmn-isv-amJ:cl- av -

write see translate drink kill

(no P / FSF )(P/ (P / (P/ (P / FSF FSF FSF FSF- aI') - i) - am )

- av)

The root may be immediately preceded by the preradicaZ vo ~ et (PV ) which may have various functions depending upon the form with which i t is found . The preradical vowels are a, e , i , u . a -k et- eb i - cq-eb a -tb - obmake begin warm (PV a - , P / FSF - eb) (PV i -, P / FSF - eb ) (PV a -, P / FSF - ob )

The preradical vowel ( if present ) or the root ( if there is no preradical vowel) may be immediately preceded by the person mar kers . In this lesson we shall learn the 1st person subject marker V - . The above forms, with the first person marker, would be v - qe r ( 3~O~) ' I write'; v -x ed- av (3b J (!l~3 ) ' I see ' ; v - targmn ... (3f7\"";aa6n) ' I tr anslate' ; V - 8V - am ( 3b3"a) ' I drink' ; v - -!8M- (ag-mo- ~~aM - )ga8~-

(gan- 8.:>6-)

ga - mo-

8.!1a",-

' out, away '

gada- a~~~ - (gardaa.:>~~.:> - ) 'across'da- ~~ - (without specific direc -

gad-mo- a~~aM-

tion , or sometimes 'down ')

mi- 8n- 'away from speaker'~e -

mo -

a",-

'toward speaker'

o;:r 'in, into'F;,,(~ta-

l:a-

00'1" - )

se-mo- 0 Oal"l ca - mo - Fi~8Mca - mo- p~a . . (c;ar- mo-

'down' c;a- ~~' away ' (c;ar- p~h-)

V",:;a . . -)

mimo - an 8Pl- ' back and forth' The directional meanings given for the preverbs occur almost exclusively with verbs of motion (see sec. 4.5. ) The forms with - mo - generally indicate that the action is performed in the direction of the speaker or his addressee; forms without - mo - denote the direction of the action away from the speaker or his addressee . The forms in parentheses are variants of the preverbs found in " higher style" words t words somewhat equivalent to the latinate vocabulary in English. Each screeve is marked by its characteristic set of s u ffix e B~ which serve to mark the screeve in the first and second persons and to mark the sereave, per son, and number of the third subject person. The markers of the futUre tense are:1. , 2.-5

3.

-en(pL )

( S9 )

LESSON 2

43

We give the characteristic suffixes of each screeve in the form of a tr i angle , the top of which represents the suffi x of the fi r st and second persons (both singular a nd p l ural ) and the bottom of which denotes the suf fixes of the third person singular and the third perso n p l ur al. In the given instance, there is no suffix for the first and second persons, while the third per son singular has the suffix - 8 ( - b) and the third per son plural has the suffix - en (_~6) [- an ( - ~6) after P/ FSF - i ( -n ) ] . Verbs whose P/ FSF formant ends in - i have - an in the third per son plural future . These endings are added after the presen t / future stem formant (or, if there is none , after the root) Th ey may be followed by the plural mar ker - t ( - m). Examples:

da = -qer - s

' he

(she ) will write it (them) ' will write it/ them~03~0" ~o~ 0"

Singular 1 . da,::,v- c:er-Si' 2 . da=Si'- r:er - $Z) 3 . da,:" - ger - s P l u r al 1. da=v- c;er - 0 - t 2. da=0- c:er-0-t

I

You will write it/ them He ( she, it) will write it/ them

~ollo"b

We will write it / them You all will write it/ them They will write it / them 3 . da= - c;er-en gada = -ta r gmn - i -s 'he will translate it, them ' gada=v- targmn- i - 0 a~~~3m~~aa6ngada=~ - targmn - i-~ a~~~m~~aa6 n

g a d a = - targmn- i-s a~~~m~Maa6nb gada=v-targmn - i - Si'- t a~ ~ ~3m~Maa6nm gada =- targmn- i - - t a~ ~ ~~~Maa6 n m gada= -targmn-i-an a~ ~ ~m~M8a6n~6 mo= - o!cl. - av - s 'he (she, it) will ki.ll him (her, it, them) 'mo= v- ~l - av - ~ a~3J~~3 mo=v - ~l - av - ~ - tmo=~ - kl - av - .0 afO\J~~3

a~3J~~3m

mo= - kl - av-0- t a('lJ~~3cro mo"" - k l -av-s a~J~~3b rno= - kl - av- en ap\J~~3~6 As ca n be seen from the above examples , the first per-

44

LESSO N 2

son plural differs from the first person singular only by the presence of the plural suffix - ~ . Similarly the second person plural differs from the second person singular only by the presence of the same suffix. Note also that Georgian distinguishes neither gender nor natural sex so that a third person singular subject person can correspond to English he 3 she J or it . The third person object person not only does not distinguish gender, i t also does not distinguish number, so that i t can be translated (depending on context) by English him ~ her .. it .. them . Henceforth in the examples we shall indicate the first person singular and plural and the second person singular and plural as follows: Vocabulary entry form: a=a-sen-eb-s 'he will build i t '12.

a=v-a-sen-eb-a=0-a-sen-eb-s9 .

(t) (t )3 . pl. a= -a-sen-eb-en

3.

a=

-a-~en-eb-s

2.2 . 2 . Present tense. The present tense of first conjugation verbs is normally formed by dropping the preverb. Examples:

da=v-g er -!2I-t v-c;:er-0-t a=-a-sen-eb -a-sen- eb

we will write i t we are writing it you will build i t you are building it

The difference between the future and present tenses of I. conjugation verbs, as well as that between the remaining screeves of the future and present subseries, is basically aspectual: the future subseries is perfective and the present is imperfective. Cf. Georgian daqeps (~~PJMb) and q ers (~O~b ) with Russian HanHweT and nHWeT. Certain verbs which are inherently perfective in meaning, i . e., which by their very nature denote completed acts, do not have separate present tenses . Either one uses the future tense with present meaning or a paraphrase is used. In the vocabularies such verbs will be noted by a plus (+) afte r the preverb; verbs distinguishing future and present will have the preverb separated from the rest of the verb by an =; e . g., he will make something he will describe something The above implies that to say 'he is making something' one must drop the preverb : a - ~et - eb - s (~J~~~ob) . But ga=a-l;c.et-eb-s ag+c;er-s

LESSON 2

45

to say 'he describes i t ' one uses the same form as the future: a g+q e r-s ( ~~ ~Jhb) . In a few instances the future and present differ by a feature other than the presence versus absence of a preverb . In such instances the vocabulary will give both the future and present forms, e.g .: nax-av-s he will see it pres . xed-av - si - s~avl-i - s

he will study i t

pres . scavl-ob- s

2

2.2.3 . Conditional and imperfect. The Georgian conditional is used to express what wouZd happen as a consequence of some other hypothetical action ( the Eng l.ish condi tional; see Lesson 4 ) . The imperfect denotes ongoing (progressive) past actions, usually corre sponding to English constructions of the type 'he was writing', 'he was studying', 'he was making something ' , etc . The imperfect is also used to express past iee rativity ~ i.e . habitual actions in the past, corre sponding to English 'used to' or 'would' , In this use the im~erfect can be accompanied by the adverb x oLme (b"~aJ ) which emphasizes the iterative use of the imperfect . Inherently perfective verbs (i.e., those which do not lose the preverb in the present tense ) use the form of the conditional for the imperfect as well . The conditional is formed from the same stem as the future and the imperfect is formed from the same stem as the present . The subject markers of the first and second persons are the same as for the future and present tenses; the suffixes are: - di-da Examples : da=v - c:=er- di( - t) da=9J- c:=er-di (-t ) da= -cer- da da= - cer-dnen - dnen

46

LESSON 2

The Lmperfect ~s generally formed by dropping t h e preverb from the conditional:(we) was writing i t 0-q e r- d l ( - t) PJ~~n(m) you (all) we r e writing it ce r- da he was writing i t PJ~~o qer - dnen they were wr i ting i t PJ~~6J6 Note th~t i f the present tense is formed oLher than by just dropping a preverb, the conditional is formed f rom the future s tem (i . e . , the 3 59. future minus t he subject person ending - 8) and the imperfect i s formed from the present stem ( i.e . , the 3 sq . present minus the subject person - 8) : i - ~itx - av - s he will read it; pres . : ~itxulob - s This implies the following:I

v - g er- d 1 (-t) 3PJ~~n(m)

Con ditionalv - i-~itx - av- di ~- i - ~itx - av - di

(- t )

3nJn~b~3~n(m) nJnm~~3~n(m)

( - t)

Imperfect

v - kit x ulob - di ( - t) - ~itxu1ob - d i~i txu l ob - da Jnmb~~~6~~

3Jnmb~~ ~ 6~n(m )Jnmb~~~ 6 ~n(m)Jnmb~~~6~6J6

( - t)

~itxu10b - dnen

(It should be noted that verbs of the type of naxaV8 (6~b~3b) , pres . xedavs (bJ~~3b) ; i8~avlis (nbV~3~nb) , pres . scavlobs (b~~3~~6b) ; i~it x avB (n3nmh~3b) , pres . ~itxulobs ( Jnmb~~~6~ are quite atypical . ) 2.3 . Nominal system

2 . 3.1 . Nominative and dative cases of nouns. The subjp-ct of a first conjugation verb in the Bereeves based on t h e future and present tenses is in the nominat i ve case , i . e. , the vocabulary entry form. The nominative case has the ending - i if the stem of the nou n ends in a consonant . If the stem ends in a vowel there is no ending . The objects in these screeves, both direct and indirect , are in the dative case, which has the ending - 8 . This -8 replaces the nominative ending - i of nouns whose s t ems end in a consonant .

N. D.

e n aena - s

J6~J6~b

language

cign - i cign - s

~na6 n~na6b

book

LESSON 2

47

N.D.

ceril- i ceril-s

p,J~n~n

letter

p,JMn~b

Ex pressions of time and measure such as ' every year ' , ' all day ' , 'three weeks', 'three miles', etc . can be in both the nominative and dative cases.~2. 3.2. Adjectives. Adjectives whose stems end in a vowel are always uninflected when they precede the noun they modify , no matter what case or number the noun is in . Adjectives whose stems end in a consonant have the ending - i for the nominative and no ending (~) for the dative when they precede the noun they mOdify: N. kartul - i ena d~AO'I!I~n :J6~ Georgian D . kartul- ena - s d~I'\C7I:!le! ,J6~b languageN.

axal- i mepe D. axal - mepe-s saintereso t::'6na36~

( l.ll.2)]

mo=i- smen - s i- saavZ -i-s: pros~avlob - s a~+~ e r - s

br.")3C:: M6bo~PJ;;b

8o~oli J",b~oPJ;;b

gada+qe r-s da = q er - sda~i - qq -eb-s

~~n~'dJ6bbJ ~ .")3b

81;)6 nbn~':>3 b

[see 6 .::. bI:l3b] gan=i - xil - a v - s

*Not used of persons; see sec . 4 . 6 . 3. **The possessive adjectives c emi ( Fi J an) 'my ' , eveni (Fi306n) 'our', s en i. (oJ6n) 'yo ur ', and 1;kveni (01::13:)6n) ' you all's' generally t ake the dative ending - 8 when modifying a noun in the dative . f./a1;i ( a,')O'In) ' their ' (sec. 7 .4. ) also takes this dative ending.

"Key to the Exer c ises1. 2. 3. What are you doing?

I am reading an English book.What is David doing? He is reading a Georgian book. Are you writing a letter?

4.

5. 6.

DO you see the teacher] Yes, 1 aee him . He is writing an article. What are David and Elirabe~ doing?

No, r am not writing .

They are reading a book . What was your father doing yesterday? Yesterday he was reading an interesting book. Today, however, he is writing a letter . Tomorrow my brother will write a letter.~hat

7. B.9.

read

will you all do tomorrow? Tomorrow we will ~~c newspaper. Mother will write a letter.gr~ar.

Mary however will learn a Russian ' poem.

What are you studying?

I am studying GeorgianWhat do you see?Do

10.

11. 12. 13. 14.

IS. 16. 17. 18.

I see the teacher. you see tho pupil? Yes, he 1s translating the Georgian le~son. Elizabeth will translate the lesson tomoorow. What language were you studying yesterday? Yesterday I was studying the Russian language. 1 ",ill copy the English lesso n tomon:olo'. Now 1 am reading a Georgian newspaper . Mary is studying the Georgian alphabet . She will copy a word and then will pronounce it . She will pronounce the Georgian word well. What does the word M~n a mean? Nama means 'father '. The Georgian word dlld a means ' mother'. 1 shall see Mary tomorrow. Mary and Elizabeth will deacribe Georgia. Then they will read the Georgian lesson. Are you all listening to the concert? NO, we are writing the Georgian exercises. In the evening we will see a film, then however we will learn the lesson. 00 you all see the teacher? NOw he is writing a letter. Yesterday he was reading an interesting article. ~~a t were you all doing yesterday? We were discussing a Georgian poem. Yesterday I was reading a red book. Vano, however, was reading a white one. What are you all listening to?

LESSON 2

59

19. 20 _ 21. 22 . 23 . 24 . 25 . 26 . 27. 28 . 29. 30 .

31 .

32. 33 .

34 .35 .

Now we are listening to a Georgian opera_ Tomorrow we will listen to a Russian one_ Is Zurab listening to the radio broadcast? No, he is reading a magazine _ Sota and Salva are listening to the radio broadcast. Is the teacher discussing the exercise? Yes, he is discussing the exercise _ Tomorrow he will discuss the new exercise. Today they are studying the Georgian verb; tomor row, however, they will read a great Georgian poem . Were you all studying Georgian grammar yesterday? No, we were not studying Georgian grammar . We were translating a Russian play . What will we do tomorrow? We will read a Georgian article; then , however, we will discuss i t . We will describe Tbilisi. What were ~ota and Salva doing? Sota was reading an English book; Salva, however , a Georgian one . What were you discussing yesterday? I was discussing Anna Karenina . The teacher will start the translating [verbal noun]; the student, however, will continue i t . Tomorrow Elizabeth and Salva will translate an important article . Then they will discuss the Georgian language . Were you reading a Georgian article? No, I was reading an English one . will you all copy the Russian exercise tomorrow? No, we will copy the Georgian one . What were Sota and Salva doing yesterday? Sota and Salva were reading a Georgian newspaper . Zurab and Mary , however , were stUdying linguis tics . Tomorrow Suliko will copy the Georgian alphabet . . When we study Georgian the teacher writes [use bM~a0 ] a word; Vano and Mari~o, however , will copy it. The teacher will pronounce the word, and then Vano will repeat i t . Tomorrow Vano and Mariko will discuss a Georgian novel. Victor is listening to the poem. Then he will copy the exercise. When f3ther will begin the writing, mother will begin the reading; Mari~o, however, will read the newspaper. Victor used to listen to classica1 music. Now, however , when he studies Georgian grammar he listens to Georgian folk music. When we were studying Georgian grammar, the teach er of t en would describe the Georgian pronuncia -

60

LESSON 2

36 .37.

3B .39.40.

41.

42 .43 .44 .

45 .

46 .47 .49 .

4B.50 .

tion. He would pronounce every new Georgian word . Then I would copy the word. I would repeat i t when I was reading a Georgian grammar. Today Victor is listening to a symphony. Yesterday he was listening to a quartet . When Vano and Tamar were studying the Russian language, they would often translate a Russian poem . When will you all study physics? \V'e will study physics tomorrow evening . When will you write your Georgian poem? I will write my Georgian poem in the evening. What were you all doing yesterday in the evening? Yesterday in the evening we were writing the Geor gian lesson and studying linguistics . Today in the evening we will listen to our new opera. When will you translate the new exercise? Today I will translate the new one in the evening; then , however , I will study chemistry . When the teacher will write the word, we will copy it. Then we will pronounce it . Do you see the red book? No , I see only the whi te one . Will they translate the new lesson tomorrow? No, tomorrow they will translate the old one . Victor is studying reading, Mary , howeVer , writing . Elizabeth was studying Georgian pronunciatio n yesterday; today, however, she will pronounce the Georgian poem well . Victor and Zurab will study the Georgian verb . Are you all studying old Georgian? No, new! When ~ota was writing a letter, Vano and Suliko were beginning the translating [use verbal noun]. Now I will pronounce 3~~Bd36n . 35~Bd36n means ' I am peeling i t ' . I will pronounce it well!

61

LESSON 33.1. S e cond conjugation . The second conjugation, generally derived rrom verbs of the f i rst conjugation, is usua lly (though not a l ways) intransitive in meani n g with respect to the meaning of the first conjugation forms . This intransitivity can be manifested as a simple intransitive , e . g ., v - mat. - av (3a.:lol:!l;:'3) ' I hide something ' , II. conjugation form v - i - mal - eh - i (3 n a~~am hiding ' (Le ., myself ) , cf. French je me Most commonly II. conjugation forms correspond to English passives, e . g . , da9B'P8 (QI~ p ~ Mb) 'he will write i t ' , II . conjugation form dai~ereba (~~npJ~Ja~) ' i t will be written', or to inceptiv8S or inchoatives,' Io~n)

cache .

)he wi l l beautify it, II . conjugation form gal amazdeba (a>:l~-ba>:lS~OO,,::.) ' i t will become beautiful'.a~aJabI

forms ind i cati n g ' becomi ng ', e . g . , gaaZama 2 ebs

( abb~b

3. 1.1. The endings of the future and present screeves of II . conjugation verbs are :-i

-a

- ian

There are two productive ways of deriving IL conjugation forms from I . conjugation forms, depending on the present stem formant of the I . con j ugation terms . ILconj . in d (l!I) (~1'"I6n>:l6n 3600ntJIn) . I. conjugation verbs that have the following three features: (1) Preradical vowel - a - ( - >:l- ) , someti.mes - i (-n-) (2) Syllabic root ( i.e ., root contains a vowel), (3) Present/ future stem formant - eb - ( - 00 - ) form their II. conjugation forms in - d - ( - l!I- ) ' This is a highly productive class consisting largely of verbs derived from nouns or adjectives ( see wordbuilding, this lesson) . II. conjugation forms in d most commonly have the inceptive or inehoa~ive meanings mentioned above, i . e . , they denote a change of state , a " becoming . " The II. conjugation stem of these verbs is formed by dropping the preradical vowel [- a- ( - ~-) or - i ( - n - )] and the suffixes of the present or future screeve and adding the II. conjugation marker - d - ( - l!I- ) immediately before the present/future stem marker - eb ( - 00 - ) . The personal endings of the second conjuga tion (see above) are then added to this stem. Examp l es :3 . 1.2 .

62

LESSON 3

Vocabulary entry form: ga=a - citl- eb-s 'he will make s . o . blush ' (I. conjugation) (a) (b) (c)

drop preradical vowel: ga= -citl-ebinsert -d-: ga= -citl-d-eb- . add suffixes:ga=v - ~itl - d-eb-i

I/we shall blush ga= -9itl-d-eb-i (- t) you (all) will blush ga= - ~itl-d-eb-a a"~no:n~l!'~6" ga= -~itl - d-eb-ian a"~nln~~~6n,,6 The present tense is formed by dropping the preverb .( - t)

Vocabulary entry form: a=a-~en-eb-s (~~aJ6J6b) 'he will build it' (I . conjugation) (a) drop preradical vowel: a= -~en-eb (b) insert - d- : a= - ~en - d-eb (c) add suffixes : "a~6~~3~ a=sen-d- eb- a it will be built "a~6~~3n,,6 a=sen-d-eb-ian they will be built a~6~~3~ ~en - d - eb-a i t is being built aJ6~~3n~6 ~en - d-eb-ian they are being built

3.1.3 . II . conj . in - i (- n) (1"'I6n~6n 36~3no:nn) . Most remaining I. conjugation forms form their II. conjugation with - i - ( - n- ) as preradical vowel, replacing any other preradical vowel that there may be in the I. conjugation form. The present/future stem formant is dropped and replaced by - eb - ( - ~6 - ) . The personal suffixes are then added . Examples: da=xat-av - s (I) 'he will paint it' . ~"3nh"Ii~3n ( - o:n) da=v -i-x a~-eb-1. ( - t ) I/we shall be painted da= -i-xat-eb-i ( - t ) you (all) will l!"'nh"'Ii~6n be painted he will be da= -i-xat-eb-a ~"'nb"'1!i~3~ painted they will be da= -i-xat-eb-i-an ~"'nb"'IIJ3n",6 painted I. conjugation verbs with F/PSF - o b with a root n o t containing a vowel, and with a preradical vowel (gen erally - a - or -i-) form the II. conjugation irregular-

LESSON 3

63

ly;

s e e sec . 9 . 1.2 . 1 . Other types oi irregularities are discussed below or will be given in the vocabularies to the exercisAs or the reading passages.

3 . 1.4 .

Irregularities.

3 . 1.4 . 1. Root verbs with vowel e . A root ve r b is a verb which has no present/ future stem formant . In some of the root verbs which have the root vowel e , this e changes to i in the II. conjugation. These will be indicated in the vocabularies . Examples : 1. conj.da=i - ~er-s

l!'",n!Jflb

se=kret: _s mo=i- smen - s II . conj . da=i-Ci:ir- eb- a Se=i- krib - eb- a

a 03"'0. bal"lnbaJ6 b

catch collect, gather listen to

mo=i-smin - eb-a Note that some root verbs with e do not have this alternation : da=ger - s [!' ''' ~JMb (I . ), II . conjug ation da =i q er - e b- a (~"'n~:JM:J6",) . 3. 1. 4. 2. Root verbs ending in - ev . Such verbs tend to be irregular in the formation of the II . conjugation forms . See sec . 15 . 1 . 4 .3.1.4 . 3 . Verbs in - a m. The small number of verbs in - am (all of which are members of an irregular class) can form their II . conjugation forms with the preradical vowel - i - , and with the loss of the a from the P/FSF - am . The endings in the present/ future ~ are :

[!,,,, n!nI'iJ6::' a:JnJfln6:J6l"icnf"lb parto - ti !;9o':)l"icnl"ll1ln parto-d!;9'::>I"iIn.""~

3P3 06nbap3~6nlJ'l

magl a'::>c::'~ncn

citl-

it

vncn~ncn

A.

magl a~c:'~~~

citl- adpncn~~~

m 3"a",,e,:lJ:J\f601.b.

2?

3.:.1'10'" (!.:.360Clt?Oo .. , anG 3"j603" ... j;;.A".'Jt:! 3I11o;"I"Job 3nb~"Jl!!n., . b 3 ,)t:! .3"a"'Bt!') nj60';'" nj '1j 6 06,,"? - (!!n;:.b, /'1"'13" 3"a"'BIl'::O l!'.:.nhIJ0,:" "::I 3 n j6Ja" ...~.'JbJt:!

~"'a.:.

28 .29 .

Fi.:.b "JJ"'OOl!'n?

-- ~.'JbJt:!

anG

~n!nJ"b

3b~"3t:! ... aC!'r.

lE'C'Ju 8"a"'BIl!" nj6Jo""

D3"!!! ao"'f'io 3"'J30",,,(!nb J".,b3" 3"al'1dJt:!t!oO", Boal!'03 1:,"3"1'11,,8,,, a"b~ ... FiIl'Ja" Ill" 3"j,,,,I'1 ,, Ill.!> an",,:, .:.b"t:!" a':>J3J",,,(!nb ~JA"b l!'.:.n~~JaJ6."3,,60 b.:.1!' "aI:IOo,,? - "'3.:.60.:.j na"t:!J'L.. 3bO!l!':'3' -":1 e.:.a"I:I"3b . - n3,,6;) ~"a6b b"c: l!'"a"t::!"3b?

30.31.

1'1"' 6" JOt3!!!::! !jnsc;ndJ b b.:o!!!

p"a6b 8""" "3:)ob ,0Jal!:Ja b.:.j"tIi"'3 Jt:!", b

li nG.:.,, !!!.:>

bJt:!6"~:JAb o,:,,:,bp ,,,'~n

already university pencil careful(A)

[m . pr . n . )3n~3JC)n

S Ml1lbn t!'n

3MI'"Isobl'"lMn3~Mn M.~l1l'"\a

first professor bread why? editor notebook council where?

:1'",':1 n~nsondJ

cityQip~ije

[surname] night black [VN] composing,

M.J~o~.I'"I~nM.30~~n boo~1'"\

b~~

[bo~o

11 n6

composition [adverb) in,

82

LESSON 3

(at) home86M3n~n

make blush ' ]

well-known , famous bad very difficult member (E) red [Vb.

PMJV:!lbJ~

circle, club yesterday evening Ilia Cavcavaje (Geo . writer .1837 - 1907)

8:!l('''d~~n~6

~~3!~3~dJn~n~

d6J~n

[Vb.

8ood6J~J301

hand ~nmJ~n hJ~6~PJr:i. " manuscript h3~~n6~Jt::!n (E) tomorrow ' s a~~~nm~J6b ' make red , [adj. 1 Verbs . Verbs will be listed alphabetically by root . (Roots will be italicized . ) If several verbs have the same root , they will be alphabe t ized by prefi x , etc . N. B. For denominative verbs (sec . 3 . 5 ) not listed be l ow , see the relevant nominal form in the vocabulary above . da= be ;3 d -av- s print ~,:,3:::J!~':'3b8':'':>0'1~3J6bl1 ~m3c:tnb

pJ3r:i.n

b:J~ n

ga=a - tav -eb - s t!a=t vl. -i- sgamo=.i - ~vl.ev - s

finish consider

(as = adv . )

a,:,al'1n33~J3b~,:,a,:,t::!'::'3b~,:,,:,a8'::'(,::J0b

da=mal. - av - s da =a-m;;ad- eb- s da=a - m't"av.l' - eb- sga = a - s~or - eb - s

inves t igate hide prepare finish , end

~~~aO'l'::'3r:i.:J3 b8~,:,b~I'1M::J3b

8~a fOl ':>J3::J85J6b

8M,5Mnb

correct gamo=a - kveqn- eb- s publish mo=~ r - .i-s cut, cut off

LESSON 3

83

Key to the Exercises1. 2. 3. 4. 5. 6. 7. The blue notebook is here , the red one however is there . Only the red one is mine. Tomorrow the class will continue the studying of the Georgian noun . The day after tomorrow we will begin the studying of the Georgian verb. A Georgian word is easily written. The studying of Georgian grammar, however, is often difficult. Vano's pen is green, mine however is white . Do you see the green one? No, I see the white one . Tomorrow we will begin the writing of our story . Suli~o probably will blush when Soso's new story will be translated. I am writing with a pen. Vano is writing with a pencil. Va no is writing with black ink; Suli~o, however , [is writing] with blUe. When will the professor ' s lecture be finished? The lecture will be finished tomorrow . Now he is writing the second part; tomorrow, however , the third part will be written. The day after tomorrow he will read the lecture . The professor is preparing a big list today. The list will be ready tomorrow. The day after tomorrow the list will be enlarged. What is the child writing? The child is writing the first part of a description of Georgia. Professor Ni~oloz OrJoni~ije will write a book. He will investigate Georgian syntax. The book will be published and then Professor OrJonikije will be famous . . The writing of the second chapter of the Russian grammar will be difficult; the writing of the third chapter , however, [will be] easy . I will be here tomorrow . will you all be here tomorrow? No , only Vano will be here tomorrow . I will be here the day after I will be at home . tomorrow . John is a member of the Georgian Language Circle; Paul , however, is a member of the Mathematics Circle . Tomorrow the pupil will copy the lesson by hand . The lesson will be copied slowly and carefully . Zinaida Giorgadze is writing a new investigation . She is investigating the morphology of the Old Georgian verb . Soon the manuscript will be corrected; the n, however , i t will be printed. Is John a member of the Linguistic Society of America? Yes, John is a member of the Society ' s main council. When the class meeting [gathering] will begin,

8. 9. 10.

11 . 12 .

13 . 14 . 15 .

16. 17 .

84

LESSON 3

18 .

19 . 20.

21 .

22 . 23 . 24. 25. 26 . 27 .

28 . 29 .

30. 31.

the teacher will begin the discussion of the new lesson . When i t will get dark , the class meeting wi l l end. When the Russian class meeting will end , I will begin the composition of the homework . I will fin i sh the homework , and then the teacher will begin the correction of yesterday's exercise. When the correcting of the exercise will be fin ished, we will prepare tomorrow's exercise . When the author was beginning the writing of the new article, the editor was already fin.i shing the corr ecting of the old one . The teacher considers Tekle a poor student although Te~le always studies the economics lesson diligently . Ata~i , however, is considered a very good student . Is the teacher satisfied with Vano? Yes, the teacher is satisfied with Vano. Vano studies the Geor gian lesson a l ways diligently, and he always pronounces the Georgian word well . The Georgian word g vp r ckv n i s ['He is peeling us ' ] is difficult to pronounce [= is pronounced difficultly] . When will the mathematics class meeting be fin ished? The class meeting will be finished soon . Then the physics class meeting will begin . Why does mother cut bread with a knife? The cutting of bread with a spoon is very difficult . The council session was ending late . Soon Victor's article will be published . The Tbilisi university ' s Journal of Modern [= new] History ' s editor will publish the article. When i t will get dark outside we will be at home . We will study Georgian grammar. There will be an examination tomorrow . Will you all be there? Yes , when the examination will begin , we will be there. What were you doing yesterday evening? Yesterday e v e n ing I was studying physics at horne . Today there will be a test . Tomorrow the reading of the second lesson will be continued . Then the exercise will be corrected, and Victor and ~ota will begin the writing of the new lesson . Where is John hiding? John is hiding here . I see him . Where will John hide the book? He will hide it here . When Paul Oip~ije will finish the new book, Zina ida will correct the manuscript . Then the Georgian Academy [= Geor gia's Academy] printing house wi l l print the book and the Academy will publish

LESSON 3

85

32.

33 .

34 .

35 .36 .

37 .

38 . 39.

40 .

41 .

42 .43.

44. 45. 46 .

the book . Our university publishing house used to print on ly scientific material, but i t will publish Lida Baratashvili's new novel when the novel will be translated . John considers Sun ny Nig ht a great novel. Soon he will finish the writing of the author's biography. When he will finish the correcting of the manuscript, the book will be published . When will the author ' s biography be published? When the author will finish the correcting of the first chapter, the book will be printed . Yesterday when i t was getting dark, we were stud ying the chemistry lesson . So so is writing a story today . What will be described? Georgia will be described there. When the Russia n literature class meeting will begin, the reading of Boris Godunov will [be] con tinue[d] . Then we will finish the copying of Ilia ~av~avaje's poem . When will tomorrow ' s less o n be prepared? Tomor row ' s lesson will be prepared t o d ay . Where are you now? I am outside now. I t is getting dark outside . The reading of the Georgian alphabet will become easy if you will study i t diligently . Diligent study will make the reading of the Georgian alphabet easy . When i t becomes dark , the city will become beautiful. The pronunciation of a Georgian word will become difficult if you don't repeat i t often . Yesterday ' s Georgian film will be repeated tomor row . When were they writing the letter? The letter was being written yesterday. It will soon become dark . Do you consider Zinaida beautiful? John considers Zinaida beautiful .

96

LESSON 4

The sereeves of the Georgian verb are divided i nto a number of se r ies .. groups of sereevesbui l t upon the same stem . For L . conjugation verbs the

4. 0.

Series .

first series consists of two subseries, the futu r e (pe rf ect~ve) Bubseriea and the present (imper f eative) Bubaeries . Of the sereeves covered thus far , the future and the conditional belong to the future subseries a n d the present and imperfect bel o ng to the present subseries .4 . 1. The conjunctive. The conjunctive is the fi nal Bereeve of the future and present series. Conjunctives formed from the future stem are perfective in meaning, i.e . , they denote completed actions while conjunctives formed from the present stem do not focus on the completion of the action . 14.1.1. The conjunctive is formed from the future or present stems of I. and II. conjugation verbs . The endings are : 2 I . Conj . II . Conj _

- de- des -dnen - odes

-ode -odnen

Note that the 3 pl. of the conjunctive is formally i dentical to the 3 pl . of the corresponding imperfect Examples of the conjunctive : or conditional . Vocabulary entry form: l1;I.::.a'::'~'::'3b da=mal-av- s conjunctivel1;I'::'3a'::'~'::'3l1;1~ ~.::.a'::'~'::'3l1;1~~.::.a'::'~'::'3~~b

'hide '

(I .

conj.)

(perfective) :( -~) ( - ~)

da=v- mal-av-d-e da= -mal-av-d-e

(-t) ( - t)

II .

da= -mal-av-d-es da= - mal-av-d-nen Conjugation future: da=i - mal - eb-a (perfective) :(-~)

conjunctive

~'::'3na.::.~~O"~~

da=v - i - mal - eb-od - e

( - t)

LESSON 4

87

~~na~~03M~0~~na~~~ 3 M~Jb

( - ~)

da= - i - mal-eb- od - e ( - t) da= -i- mal-eb-od - es

da= - i-mal - eb-od-ne n To form the corresponding conjunctive imperfectivesimply drop the preverb da= . Vocabulary entry form: a~naJ~~Job ga=i - meor-eb-s 'repeat' (I . ) Conjunctive (perfective): a~3naOM~03~O ( - ~) ga=v-i-meor-eb-d-e ( - t) ga= -i - meor - eb- d - e (-t) ga= i-meor-eb - d-es 8~naOM~J3~Ob ga= i - meor-eb-d-nen anaJM~Oo~606 II . Conjugation future ga=meor - d - eb- a Conjunctive (perfective):8~3aOM~~03M~OaaOM~~J3~~OaaJM~~03~

~~na~~~3 M ~6J6

8naJM~03~J

( - ~)

( - m) ga=v - meor - d-eb- od - e ( - t)

(- m)

8aOM~~o aM ~Jb a~aJM~~03M~6J6

ga= - meor-d-eb-od-e (-t) ga= meor-d - eb-od-es ga= meor- d - eb-od - nen

Again, the conjunctive imperfective is formed by dropping the preverb . 4.1 . 2. Function of the conjunctive . The Georgian conjunctive is a modal screeve very similar in its function to the French subjunctive present. It is most commonly used with the conditional in sentences containing a condition counter to fact and what the result would be if the counterfactual were or were to be realized, e , g. ,

If Victor pronounced the Georgian word ~eLl [counterfactual condition: he doesn ' t; Georgian conjunctive]~ ELi2abe~h would understand [result; Georgian conditional) .In Georgian : 3ndlM~n ~Ma ~~m~~ bnmH3b J~a~ ~~~aMmd3a~Ob [conj . 1 o~n63J~n anaJa~ [con ditional] Vik t ori rom kartul sitqvas kargad 9armo+tkv-am-des , ' Elisabedi ga=i - g - eb- d - a :

88

LESSON 4

Gzas rom be good. '

a=a-~en - eb-d-nen,

~argi

ikneboda .

If

they were to build a road [they won't], i t would

blB"'l.no:> ~I'lap.::.n3nlnb'::'3~'::' S~a~ia

l?.::.np:JAooM~:Jb

[conj.],

[cond~tional]

6Jb WI"'IAn

rom daigerebodes, Nes t ori 9ai~itxavda . 'I f the article were to be written, Nestor would read i t . '

The conjunctive den otes counter factual conditions which are valid either at the present moment or for the future . For conditions valid in the past, see sec. 10 . 1 . 3 . 2. Note that 'if' in such constructions is ~I'la r o m , which occurs immediately before the verb, gen erally as the second element in the clause . Potential condit i ons . If a condition is po telltia~.> but not cQunterfactual, both the condition and the result are often expressed by the future tense; English ' if ' is expressed by Georgian ~J t U which may occupy first or second position in its clause . Example :J

Tariels tu v -nax-av , mo-v-kl-av. see Tariel, I ' l l kill him.;

'If I

[will]

4.2. Plural of nouns. The marker of the p l ural is - eb - , whi ch comes immediately after the stem and immediately before the case endings . The case endings are the same in the plural as in the singular. In vocalic stems, a truncates before the -eb-; e OJ and u do not . If there is syncope in the G., I., and A . o f the singular there will be syncope throughout the plural. Examples:J

yign-i~na6n

mc;:erAl -iap3MO~n

mu~a

m09apeaMpo~3

a!la~

book N .