DOCSLIB.ORG

Analytic Exercise 4: Sahaptin Agreement Morphology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Analytic Exercise 4: Sahaptin Agreement Morphology Introduction to Morphology / 2017 Linguistic Institute / Instructor: Andrea Sims Analytic Exercise 4: Sahaptin Agreement Morphology This exercise is designed to give you an opportunity to practice analyzing inflectional morphology in a(n inferential-)realizational framework. Ethnologue classifies Sahaptin as a language family containing four languages (Tenino, Umatilla, Walla Walla, and Yakama). These are spoken in the NW United States (Oregon and Washington), but each has fewer than 25 native speakers, so the languages are moribund and nearly extinct. The grammar from which the following data were taken treats Sahaptin as a single language, and I follow it here. Intransitive verbs Intransitive verbs in Sahaptin agree with their subjects for person and number, and within 1st person plural, for clusivity (inclusive/exclusive).1 Sahaptin is a primarily ergative-absolutive system.2 Table 1 shows the present tense forms of the intransitive verb ŠALÁWI ‘be tired’, which agrees for person and number with an absolutive subject. SG PL INCL šaláwišana 1 šaláwišaaš EXCL šaláwišanataš 2 šaláwišaam šaláwišapam 3 šaláwiša šaláwiša 3 Table 1: Intransitive Sahaptin verb ŠALÁWI ‘be tired’ Note on phonologically conditioned allomorphy: • =aš is a phonologically conditioned variant of =naš • =am is a phonologically conditioned variant of =nam • =taš is a phonologically conditioned variant of =nataš For present purposes, we will ignore this alternation. Since it is completely regular, we will assume that it is the business of the phonology. We can thus extract the agreement markers in Table 2. 1 Clusivity indicates whether the addressee (the person being talked to) is included. In other words, languages with a distinction between ‘inclusive’ and ‘exclusive’ have different verbs and/or pronouns for ‘we = me + you (+ maybe some third person)’ (=inclusive), and ‘we = me + some third person, but not you’ (=exclusive). Many languages encode clusivity in verbs and pronouns. 2 This means that the (only) argument of an intransitive verb and the patient of a transitive verb normally receive absolutive case, and the agent of a transitive verb receives ergative case. (This contrasts with a nominative-accusative system, in which the (only) argument of an intransitive verb and agent of a transitive verb receive nominative case, and the patient of a transitive verb receives accusative case.) However, like many ergative-absolutive systems, subparts of Sahaptin case system have the nominative-accusative pattern. This is the sense in which it is a ‘split’ ergative-absolutive system. 3 Forms are given in orthography: ‘š’ = [ʃ], and ‘a’ = [ɑ]. The acute accent (e.g., ‘á') indicates placement of word stress. Stress is usually lexical, but as the data in Table 3 show, some prefixes always 'attract' word stress. 1 SG PL INCL =na 1 =naš EXCL =nataš 2 =nam =pam 3 Table 2: Subject agreement marking on Sahaptin intransitive verbs (absolutive subjects) Note: The form ‘=’ indicates that the exponent is a clitic, rather than an affix.4 The form -ta- (underlined in the tables) can be assumed to be an infix that inserts itself into prior to the last consonant of the stem, into the middle of a single exponent. Thus, =naš# + -ta- à =nataš. Transitive verbs Transitive verbs agree with both (ergative) subjects and (absolutive) objects for person and number. See (1) – (2). Pronouns sometimes appear in the syntax, but as shown in these examples, verbal agreement is sometimes the only overt marker of pronominal arguments. (1) i-q̓ ínu-šana=aš yáka-nɨm 3SG.SBJ-see-ASP=1SG.OBJ bear-ERG 5 ‘The bear saw me.’ (2) q̓ ínu-šana=maš see-asp=1SG.SBJ/2SG.OBJ ‘I saw you.’ The full set of subject/object agreement markers is given in Table 3. The ellipses (‘…’) are placeholders for the stem. SUBJ AGR 1SG 2SG 3SG 1PL 2PL 3PL TOPIC NON-TOPIC INCL EXCL TOPIC NON-TOPIC OBJ AGR 1SG pá-…=nam i-…=naš =pam pa-…=naš 2SG =maš i-…=nam =mataš pa-…=nam TOPIC pá- patá- 3SG á-…=naš á-…=nam á-…=na á-…=nataš á-…=pam NON-TOPIC i- pa- INCL =nam i-…=na =pam pa-…=na 1PL EXCL =nam i-…-nataš =pam pa-…=nataš 2PL =maš i-…=pam =mataš pa-…=pam 3PL á-…=naš á-…=nam i- á-…=na á-…=nataš á-…=pam pa- Table 3: Subject and object agreement marking on Sahaptin transitive verbs 4 This means that it is not as tightly bound to the stem as affixes are. Like affixes, clitics must attach to another unit (called the ‘host’) and cannot stand by themselves as separate (morphophonological) words. However, unlike affixes, clitics do not always attach to the same kinds of hosts. In English, possessive ‘s is a clitic, and has this property: [The woman]’s hat vs. [The woman who is from Lexington]’s hat (it is still the woman’s hat, not Lexington’s…), vs. [The woman standing over there]’s hat. Notice that ‘s attaches to different kinds of words – the generalization is that it attaches to whatever word is last in the noun phrase containing the possessor (woman). If it were an affix, it would always have to attach to woman (*The woman’s standing over there hat). 5 ASP = aspect. You can ignore aspect marking in this assignment. 2 Instructions 1. Develop an analysis of the intransitive markers (Table 2) using the tools of realizational morphology that we have developed in class – i.e., realizational rules and Elsewhere rule ordering (a.k.a. Paninian ordering, a.k.a. Subset Principle ordering). A complete analysis will specify what the relevant content licensing cells (= morphosyntactic values to be realized) are, and what the realizational rules are. Realizational rules will have the form: {morphosyntactic values} à /morphophonological form/ Pay attention to how rules interact, which is to say, where one rule is 'pre-empted' by a more specific rule. Check to make sure that any rule interactions predict the right results. Two notes: 1. While we haven't yet talked about clitics, you can treat the clitics as if they are suffixes. This has no negative consequences for the analysis. 2. Ignore the infix -ta-. This requires a little extra theoretical 'machinery' that we have not covered in class. But you should be able to make an analysis of all of the other intransitive forms. 2. Transitive verb morphology is more challenging. If you solved question 1 quickly and have more time to work on this assignment, look now at the transitive clitics. Modify your answer to question 1 as needed to accommodate the transitive data. (Optional.) To understand what is happening in the transitive forms, you will need to consider the distribution of the prefixes, in addition to the distribution of the clitics (which we are treating as suffixes here). The prefixes are important for understanding how the clitics work. However, your analysis only needs to cover the clitics. There is no need to make a formal analysis of the prefixes. (This is interesting, but beyond the scope of this assignment.) HINT: You can assume a general principle of the language whereby subject agreement marking takes precedence over object agreement marking. This can resolve conflicts that are not fully resolved by Elsewhere/Paninian/Subset Principle ordering. 3 .
Load more

Recommended publications
  • English Dative Alternation and Evidence for a Thematic Strategy in Adult SLA
    UCLA Issues in Applied Linguistics Title English Dative Alternation and Evidence for a Thematic Strategy in Adult SLA Permalink https://escholarship.org/uc/item/64d102q5 Journal Issues in Applied Linguistics, 5(1) ISSN 1050-4273 Author Davies, William D Publication Date 1994-06-30 DOI 10.5070/L451005171 Peer reviewed eScholarship.org Powered by the California Digital Library University of California English Dative Alternation and Evidence for a Thematic Strategy in Adult SLA William D. Davies University of Iowa INTRODUCTION A body of recent work in second language acquisition is concerned with applying constructs from Chomsky's conception of Universal Grammar in both constructing an overall theory of SLA and explaining various phenomena in L2 learners (e.g., Flynn, 1984, 1987; Hilles, 1986; Phinney, 1987; White, 1985a, 1985b; papers in Flynn and O'Neil, 1988). A key linguistic construct that has received relatively little attention in SLA research is thematic roles—notions such as AGENT, THEME, GOAL, LOCATION, SOURCE, and others that are believed to contribute to semantic encoding and decoding. Although thematic roles (alternatively, thematic relations, semantic roles, case roles, 9-roles) have long been part of modem linguistic theory (cf. Gruber, 1965; Fillmore, 1968; Jackendoff, 1972), they have enjoyed increased popularity in the recent linguistic literature owing in part to their central role in Chomsky's (1981) government and binding (GB) theory, as embodied in the G-Criterion.^ Various formulations of the 9-Criterion have been proposed, but the simple formulation in (1) will suffice here. (1) e-Criterion (Chomsky 1981, p. 36): Each argument bears one and only one H-role, and each H-role is assigned to one and only one argument.
    [Show full text]
  • Verbs Followed by Gerunds & Infinitives
    Verbs Followed by Gerunds & Infinitives In English, if you want to follow a verb with another action, you must use a gerund or infinitive. EXAMPLE: We resumed talking. (gerund – verb + ing) I want to see a movie. (infinitive – to + base verb) There are certain verbs that can only be followed by one or the other, and these verbs must be memorized. Many of these verbs are listed below. Verbs commonly followed by a gerund Verbs commonly followed by an infinitive EXAMPLE: “He misses playing with his friends.” EXAMPLE: “She threatened to quit if she didn’t get a raise.” abhor give up (stop) agree mean acknowledge keep (continue) appear need admit keep on arrange neglect advise mention ask offer allow mind (object to) attempt pay anticipate miss beg plan appreciate necessitate can/can’t afford prepare avoid omit can/can’t wait pretend be worth permit care profess can’t help picture chance promise celebrate postpone choose prove confess practice claim refuse consider prevent come remain defend put off consent request delay recall dare resolve detest recollect decide say discontinue recommend demand seek discuss report deserve seem dislike resent determine shudder dispute resist elect strive dread resume endeavor struggle endure risk expect swear enjoy shirk fail tend escape shun get threaten evade suggest grow (up) turn out explain support guarantee venture fancy tolerate hesitate volunteer fear understand hope wait feel like urge hurry want feign warrant incline wish finish learn would like forgive manage yearn 1 • Verbs Followed by Gerunds & Infinitives more free resources, lessons, and quizzes at by Alex © LangVid Language Training, 2013 www.engVid.com Verbs followed by a gerund or infinitive with little to no change in meaning: EXAMPLES: “It started to rain.” ~OR~ “It started raining.” begin like can’t bear love can’t stand prefer continue propose hate start Verbs followed by a gerund or infinitive with a change in meaning: I forgot to meet him.
    [Show full text]
  • PUMICE: a Multi-Modal Agent That Learns Concepts and Conditionals
    PUMICE: A Multi-Modal Agent that Learns Concepts and Conditionals from Natural Language and Demonstrations Toby Jia-Jun Li1, Marissa Radensky2, Justin Jia1, Kirielle Singarajah1, Tom M. Mitchell1, Brad A. Myers1 1Carnegie Mellon University, 2Amherst College {tobyli, tom.mitchell, bam}@cs.cmu.edu, {justinj1, ksingara}@andrew.cmu.edu, [email protected] Figure 1. Example structure of how PUMICE learns the concepts and procedures in the command “If it’s hot, order a cup of Iced Cappuccino.” The numbers indicate the order of utterances. The screenshot on the right shows the conversational interface of PUMICE. In this interactive parsing process, the agent learns how to query the current temperature, how to order any kind of drink from Starbucks, and the generalized concept of “hot” as “a temperature (of something) is greater than another temperature”. ABSTRACT CCS Concepts Natural language programming is a promising approach to •Human-centered computing ! Natural language inter­ enable end users to instruct new tasks for intelligent agents. faces; However, our formative study found that end users would of­ ten use unclear, ambiguous or vague concepts when naturally Author Keywords instructing tasks in natural language, especially when spec­ Programming by Demonstration; Natural Language Pro­ ifying conditionals. Existing systems have limited support gramming; End User Development; Multi-modal Interaction. for letting the user teach agents new concepts or explaining unclear concepts. In this paper, we describe a new multi- INTRODUCTION modal domain-independent approach that combines natural The goal of end user development (EUD) is to empower language programming and programming-by-demonstration users with little or no programming expertise to program [43].
    [Show full text]
  • Definiteness Determined by Syntax: a Case Study in Tagalog 1 Introduction
    Definiteness determined by syntax: A case study in Tagalog1 James N. Collins Abstract Using Tagalog as a case study, this paper provides an analysis of a cross-linguistically well attested phenomenon, namely, cases in which a bare NP’s syntactic position is linked to its interpretation as definite or indefinite. Previous approaches to this phenomenon, including analyses of Tagalog, appeal to specialized interpretational rules, such as Diesing’s Mapping Hypothesis. I argue that the patterns fall out of general compositional principles so long as type-shifting operators are available to the gram- matical system. I begin by weighing in a long-standing issue for the semantic analysis of Tagalog: the interpretational distinction between genitive and nominative transitive patients. I show that bare NP patients are interpreted as definites if marked with nominative case and as narrow scope indefinites if marked with genitive case. Bare NPs are understood as basically predicative; their quantificational force is determined by their syntactic position. If they are syntactically local to the selecting verb, they are existentially quantified by the verb itself. If they occupy a derived position, such as the subject position, they must type-shift in order to avoid a type-mismatch, generating a definite interpretation. Thus the paper develops a theory of how the position of an NP is linked to its interpretation, as well as providing a compositional treatment of NP-interpretation in a language which lacks definite articles but demonstrates other morphosyntactic strategies for signaling (in)definiteness. 1 Introduction Not every language signals definiteness via articles. Several languages (such as Russian, Kazakh, Korean etc.) lack articles altogether.
    [Show full text]
  • Third Declension, That Is, Consonant-Stem Nouns; Patterns I
    Chapter 7: Third-Declension Nouns Chapter 7 covers the following: third declension, that is, consonant-stem nouns; patterns in the formation of the nominative singular of third declension; and the agreement between third- declension nouns and first/second-declension adjectives. At the end of the lesson, we’ll review the vocabulary which you should memorize in this chapter. There is only one important rule to remember here: the genitive singular ending in third declension is -is . We’ve already encountered first- and second-declension nouns. Now we’ll address the third. A fair question to ask, and one which some of you may be asking, is why is there a third declension at all? Third declension is Latin’s “catch-all” category for nouns. Into it have been put all nouns whose bases end with consonants ─ any consonant! That makes third declension very different from first and second declension. First declension, as you’ll remember, is dominated by a-stem nouns like femina and cura . Second declension is dominated by o- or u-stem nouns like amicus or oculus . Those vowels give those declensions a certain consistency, but the same is not true of third declension where one form, the nominative singular, is affected by the fact that its ending -s runs into the wide variety of consonants found at the ends of the bases of third-declension nouns, and the collision of those consonants causes irregular forms to appear in the nominative singular. That’s the bad news. The good news is that only one case and number is affected by this, the nominative singular.
    [Show full text]
  • On Binding Asymmetries in Dative Alternation Constructions in L2 Spanish
    On Binding Asymmetries in Dative Alternation Constructions in L2 Spanish Silvia Perpiñán and Silvina Montrul University of Illinois at Urbana-Champaign 1. Introduction Ditransitive verbs can take a direct object and an indirect object. In English and many other languages, the order of these objects can be altered, giving as a result the Dative Construction on the one hand (I sent a package to my parents) and the Double Object Construction, (I sent my parents a package, hereafter DOC), on the other. However, not all ditransitive verbs can participate in this alternation. The study of the English dative alternation has been a recurrent topic in the language acquisition literature. This argument-structure alternation is widely recognized as an exemplar of the poverty of stimulus problem: from a limited set of data in the input, the language acquirer must somehow determine which verbs allow the alternating syntactic forms and which ones do not: you can give money to someone and donate money to someone; you can also give someone money but you definitely cannot *donate someone money. Since Spanish, apparently, does not allow DOC (give someone money), L2 learners of Spanish whose mother tongue is English have to become aware of this restriction in Spanish, without negative evidence. However, it has been noticed by Demonte (1995) and Cuervo (2001) that Spanish has a DOC, which is not identical, but which shares syntactic and, crucially, interpretive restrictions with the English counterpart. Moreover, within the Spanish Dative Construction, the order of the objects can also be inverted without superficial morpho-syntactic differences, (Pablo mandó una carta a la niña ‘Pablo sent a letter to the girl’ vs.
    [Show full text]
  • 3.1. Government 3.2 Agreement
    e-Content Submission to INFLIBNET Subject name: Linguistics Paper name: Grammatical Categories Paper Coordinator name Ayesha Kidwai and contact: Module name A Framework for Grammatical Features -II Content Writer (CW) Ayesha Kidwai Name Email id [email protected] Phone 9968655009 E-Text Self Learn Self Assessment Learn More Story Board Table of Contents 1. Introduction 2. Features as Values 3. Contextual Features 3.1. Government 3.2 Agreement 4. A formal description of features and their values 5. Conclusion References 1 1. Introduction In this unit, we adopt (and adapt) the typology of features developed by Kibort (2008) (but not necessarily all her analyses of individual features) as the descriptive device we shall use to describe grammatical categories in terms of features. Sections 2 and 3 are devoted to this exercise, while Section 4 specifies the annotation schema we shall employ to denote features and values. 2. Features and Values Intuitively, a feature is expressed by a set of values, and is really known only through them. For example, a statement that a language has the feature [number] can be evaluated to be true only if the language can be shown to express some of the values of that feature: SINGULAR, PLURAL, DUAL, PAUCAL, etc. In other words, recalling our definitions of distribution in Unit 2, a feature creates a set out of values that are in contrastive distribution, by employing a single parameter (meaning or grammatical function) that unifies these values. The name of the feature is the property that is used to construct the set. Let us therefore employ (1) as our first working definition of a feature: (1) A feature names the property that unifies a set of values in contrastive distribution.
    [Show full text]
  • The Formation, Translation and Use of Participles in Latin, and the Nature of Relative Time
    Chapter 23: Participles Chapter 23 covers the following: the formation, translation and use of participles in Latin, and the nature of relative time. At the end of the lesson we’ll review the vocabulary which you should memorize in this chapter. There are four important rules to remember in Chapter 23: (1) Latin has four participles: the present active, the future active; the perfect passive and the future passive. It lacks, however, a present passive participle (“being [verb]-ed”) and a perfect active participle (“having [verb]-ed”). (2) The perfect passive, future active and future passive participles belong to first/second declension. The present active participle belongs to third declension. (3) The verb esse has only a future active participle (futurus). It lacks both the present active and all passive participles. (4) Participles show relative time. What are participles? At heart, participles are verbs which have been turned into adjectives. Thus, technically participles are “verbal adjectives.” The first part of the word (parti-) means “part;” the second part (-cip-) means “take,” indicating that participles “partake, share” in the characteristics of both verbs and adjectives. In other words, the base of a participle is verbal, giving it some of the qualities of a verb, for instance, tense: it can indicate when the action is happening (now or then or later; i.e. present, past or future); conjugation: what thematic vowel will be used (e.g. -a- in first conjugation, -e- in second, and so on); voice: whether the word it’s attached to is acting or being acted upon (i.e.
    [Show full text]
  • Definiteness and Determinacy
    Linguistics and Philosophy manuscript No. (will be inserted by the editor) Definiteness and Determinacy Elizabeth Coppock · David Beaver the date of receipt and acceptance should be inserted later Abstract This paper distinguishes between definiteness and determinacy. Defi- niteness is seen as a morphological category which, in English, marks a (weak) uniqueness presupposition, while determinacy consists in denoting an individual. Definite descriptions are argued to be fundamentally predicative, presupposing uniqueness but not existence, and to acquire existential import through general type-shifting operations that apply not only to definites, but also indefinites and possessives. Through these shifts, argumental definite descriptions may become either determinate (and thus denote an individual) or indeterminate (functioning as an existential quantifier). The latter option is observed in examples like `Anna didn't give the only invited talk at the conference', which, on its indeterminate reading, implies that there is nothing in the extension of `only invited talk at the conference'. The paper also offers a resolution of the issue of whether posses- sives are inherently indefinite or definite, suggesting that, like indefinites, they do not mark definiteness lexically, but like definites, they typically yield determinate readings due to a general preference for the shifting operation that produces them. Keywords definiteness · descriptions · possessives · predicates · type-shifting We thank Dag Haug, Reinhard Muskens, Luca Crniˇc,Cleo Condoravdi, Lucas
    [Show full text]
  • Chapter Ii the Types of Phrasal Verbs in Movie Snow White and the Huntsman by Rupert Sanders
    33 CHAPTER II THE TYPES OF PHRASAL VERBS IN MOVIE SNOW WHITE AND THE HUNTSMAN BY RUPERT SANDERS In this chapter, the researcher will analyzed the types of phrasal verbs. It is to complete the first question in this research. The researcher had been categorizing the types of phrasal verbs and form that divided into verb and adverb, also sometimes prepositions. 2.1. Types of Phrasal Verbs in movie Snow White and the Huntsman According to Heaton (1985:103) considers that phrasal verbs are compound verbs that result from combining a verb with an adverb or a preposition, the resulting compound verb being idiomatic. Phrasal verb is one of important part of grammar that almost found in English language. Based on Andrea Rosalia in her book “A Holistic Approach to Phrasal Verb”, Phrasal verbs are considered to be a very important and frequently occurring feature of the English language. First of all, they are so common in every day conversation, and non-native speakers who wish to sound natural when speaking this language need to learn their grammar in order to know how to produce them correctly. Secondly, the habit of inventing phrasal verbs has been the source of great enrichment of the language (Andrea Rosalia, 2012:16). A grammarian such as Eduard, Vlad (1998:93) describes phrasal verbs as "combinations of a lexical verb and adverbial particle". It means that the verb if wants to be a phrasal verb always followed by particle. It can be one particle or two particles in one verb. If the case is like that, it called as multi word verbs.
    [Show full text]
  • Ling 130 Notes: Predicate Logic and English Syntax
    Ling 130 Notes: Predicate Logic and English Syntax Sophia A. Malamud February 15, 2011 1 Characteristic functions The characteristic function of a set: (1) Let A be a set. The, charA, the characteristic function of A, is the function F such that, for any x∈ A, F(x)=1, and for any x ∉ A, F(x)=0. Schönfinkelization: (2) U = {a,b,c} (3) The relation "fond of": Rfond-of = {<a,b>, <b,c>, <c,c>} (4) The characteristic function of Rfond-of (takes all combinations of two elements, gives 0/1): <a,a> →0 <a,b> →1 <a,c> →0 <b,a> →0 CharRfond-of = <b,b> →0 <b,c> →1 <c,a> →0 <c,b> →0 <c,c> →1 (5) Turning n-ary functions into multiple embedded 1-ary functions: Schönfinkelization. a → 0 left-to-right schönfinkelization a →b → 1 c → 0 a → 0 b →b → 0 c → 1 a → 0 c →b → 0 c → 1 EXERCISE 1: Given the following Universe, spell out the characteristic function of the set in (6) and schönfinkelize it left-to-right. 1 (6) U = {d, e} (7) R = { <d,d,d>, <d,e,d>, <e,d,d>, <e,e,e>, <e,e,d> } 2 Syntactic composition A formal language is a set of strings - finite sequences of minimal units (words/morphemes, for natural languages) - with meaning. The "machine" that generates those strings and their corresponding meanings is its grammar. A grammar must specify the following three components: • A lexicon which contains every minimal unit with meaning (= every word, for this course) and its grammatical category; • a syntax, that is, a set of rules that tells you how the minimal units combine to form longer units, how this longer units combine to form yet longer units, and so forth until we form full complex sentences; and • a semantics, which determines what semantic operation or function corresponds to each syntactic rule and combines the “atomic” word meanings to build the meaning of the complete sentence.
    [Show full text]
  • Chapter 6 Mirativity and the Bulgarian Evidential System Elena Karagjosova Freie Universität Berlin
    Chapter 6 Mirativity and the Bulgarian evidential system Elena Karagjosova Freie Universität Berlin This paper provides an account of the Bulgarian admirative construction andits place within the Bulgarian evidential system based on (i) new observations on the morphological, temporal, and evidential properties of the admirative, (ii) a criti- cal reexamination of existing approaches to the Bulgarian evidential system, and (iii) insights from a similar mirative construction in Spanish. I argue in particular that admirative sentences are assertions based on evidence of some sort (reporta- tive, inferential, or direct) which are contrasted against the set of beliefs held by the speaker up to the point of receiving the evidence; the speaker’s past beliefs entail a proposition that clashes with the assertion, triggering belief revision and resulting in a sense of surprise. I suggest an analysis of the admirative in terms of a mirative operator that captures the evidential, temporal, aspectual, and modal properties of the construction in a compositional fashion. The analysis suggests that although mirativity and evidentiality can be seen as separate semantic cate- gories, the Bulgarian admirative represents a cross-linguistically relevant case of a mirative extension of evidential verbal forms. Keywords: mirativity, evidentiality, fake past 1 Introduction The Bulgarian evidential system is an ongoing topic of discussion both withre- spect to its interpretation and its morphological buildup. In this paper, I focus on the currently poorly understood admirative construction. The analysis I present is based on largely unacknowledged observations and data involving the mor- phological structure, the syntactic environment, and the evidential meaning of the admirative. Elena Karagjosova.
    [Show full text]