The Indirect Object in Educated English Brittany A
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Subject and Object Pronouns
Subject and Object Pronouns We use a pronoun when we don’t want to repeat a noun or a noun phrase. Subject Pronouns The English subject pronouns are: I, you, he, she, it, we they. (Of course, we use ‘you’ when we’re talking to one person and when we’re talking to more than one person.) 1: We use these pronouns when they are the subject of a verb. • I like London. • You have eaten the chocolate. • He plays football. • She hates mushrooms. • It was cold. • We are French. • They are going home. Object Pronouns In English, we also have object pronouns. These are: me, you, him, her, it, us, them. Notice that ‘it’ and ‘you’ are the same when they’re subject pronouns or object pronouns. We use the object pronouns in most situations when the pronoun is not the subject of a verb. 1: We use them for the object of a verb. • John knows me. • Amanda kissed you. • The dog licked him. • David hugged her. • The teacher dropped it. • The children love us. • Luke helped them. © www.perfect-english-grammar.com May be freely copied for personal or classroom use 2: We use them after a preposition (including after phrasal verbs) • It’s important to me. • Can the children come with you? • Look at her! • The chocolate is for him. • David is looking forward to it. • Keep up with us! • Lucy works for them. 3: We use them after ‘be’ (In very formal English, the subject pronoun is sometimes used here, but this is very old-fashioned and unusual.) • Who’s there? It’s me! • It’s you. -
Dative Constructions in Romance and Beyond
Dative constructions in Romance and beyond Edited by Anna Pineda Jaume Mateu language Open Generative Syntax 7 science press Open Generative Syntax Editors: Elena Anagnostopoulou, Mark Baker, Roberta D’Alessandro, David Pesetsky, Susi Wurmbrand In this series: 1. Bailey, Laura R. & Michelle Sheehan (eds.). Order and structure in syntax I: Word order and syntactic structure. 2. Sheehan, Michelle & Laura R. Bailey (eds.). Order and structure in syntax II: Subjecthood and argument structure. 3. BacskaiAtkari, Julia. Deletion phenomena in comparative constructions: English comparatives in a crosslinguistic perspective. 4. Franco, Ludovico, Mihaela Marchis Moreno & Matthew Reeve (eds.). Agreement, case and locality in the nominal and verbal domains. 5. Bross, Fabian. The clausal syntax of German Sign Language: A cartographic approach. 6. Smith, Peter W., Johannes Mursell & Katharina Hartmann (eds.). Agree to Agree: Agreement in the Minimalist Programme. 7. Pineda, Anna & Jaume Mateu (eds.). Dative constructions in Romance and beyond. ISSN: 25687336 Dative constructions in Romance and beyond Edited by Anna Pineda Jaume Mateu language science press Pineda, Anna & Jaume Mateu (eds.). 2020. Dative constructions in Romance and beyond (Open Generative Syntax 7). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/258 © 2020, the authors Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-96110-249-5 (Digital) 978-3-96110-250-1 -
From Latin to Romance: Case Loss and Preservation in Pronominal Systems
FLORE Repository istituzionale dell'Università degli Studi di Firenze From Latin to Romance: case loss and preservation in pronominal systems Questa è la Versione finale referata (Post print/Accepted manuscript) della seguente pubblicazione: Original Citation: From Latin to Romance: case loss and preservation in pronominal systems / Manzini, MARIA RITA; Savoia, LEONARDO MARIA. - In: PROBUS. - ISSN 1613-4079. - STAMPA. - 26, 2(2014), pp. 217-248. Availability: This version is available at: 2158/891750 since: 2016-01-20T16:23:29Z Terms of use: Open Access La pubblicazione è resa disponibile sotto le norme e i termini della licenza di deposito, secondo quanto stabilito dalla Policy per l'accesso aperto dell'Università degli Studi di Firenze (https://www.sba.unifi.it/upload/policy-oa-2016-1.pdf) Publisher copyright claim: (Article begins on next page) 27 September 2021 Probus 2014; 26(2): 217 – 248 M. Rita Manzini* and Leonardo M. Savoia From Latin to Romance: case loss and preservation in pronominal systems Abstract: The evolution from Latin into Romance is marked by the loss of case in nominal declensions. In most Romance varieties, however, pronouns, specifi- cally in the 1st/2nd person singular, keep case differentiations. In some varieties 1st/2nd singular pronouns present a three-way case split, essentially the same re- constructed for proto-Romance (De Dardel and Gaeng 1992, Zamboni 1998). We document and analyze the current situation of Romance in the first part of the article (section 1). In the second part of the article we argue that the Dative Shifted distribution of loro in modern Italian, accounted for by means of the category of weak pronoun in Cardinaletti and Starke (1999), is best construed as a survival of oblique case in the 3rd person system (section 2). -
Read Each Sentence and Circle the Pronoun. Write S on the Line If It Is a Subject Pronoun
Grammar: Subject and Object Pronouns Name • A subject pronoun takes the place of a noun in the subject of a sentence. Subject pronouns include I, you, he, she, it, we, and they. • An object pronoun takes the place of a noun that follows an action verb or a preposition. Object pronouns include me, you, him, her, it, us, and them. Read each sentence and circle the pronoun. Write S on the line if it is a subject pronoun. Write O if it is an object pronoun. 1. My mom does not like him. 2. I read a chapter every night. 3. Sometimes they go to the zoo together. 4. Will the captain say hello to us? 5. You can ride in the car with Jessie. 6. The girl did not invite them to the party. 7. Laurie gave the book to me. 8. It can run on batteries. 9. That ball almost hit you! 10. She is the best soccer player on the team. Copyright © The McGraw-Hill Companies, Inc. Grammar • Grade 4 • Unit 4 • Week 2 81 Grammar: Refl exive Pronouns Name • A subject pronoun takes the place of a noun in the subject of a sentence. An object pronoun takes the place of a noun that follows an action verb or a preposition. • A refl exive pronoun is an object pronoun that renames the subject and ends in -self or -selves. Examples include myself, herself, yourselves, and themselves. • A refl exive pronoun is used when the subject and object of a sentence refer to the same person or thing. -
MR Harley Miyagawa Syntax of Ditransitives
Syntax of Ditransitives Heidi Harley and Shigeru Miyagawa (in press, Oxford Research Encyclopedia of Linguistics) July 2016 Summary Keywords 1. Structure for the Two Internal Arguments 2. Underlying Order 3. Meaning Differences 4. Case, Clitic 5. The Structure of Ditransitives 6. Nominalization Asymmetries 6.1. A Morphological Account of the Nominalization Asymmetry 6.2. –kata Nominalization in Japanese and Myer’s Generalization 6.3 Selectional Accounts of the Nominalization Asymmetry 6.4 Applicative vs Small Clause Approaches to the DOC. 7. Constraints on the Dative/DOC Alternation 7.1 Morphological Constraints 7.2 Lexical Semantic Constraints 7.3 Information-Structural and Sentential Prosody Constraints 8. Overview and Prospects Further Reading References Summary Ditransitive predicates select for two internal arguments, and hence minimally entail the participation of three entities in the event described by the verb. Canonical ditranstive verbs include give, show and teach; in each case, the verb requires an Agent (a giver, shower or teacher, respectively), a Theme (the thing given, shown or taught) and a Goal (the recipient, viewer, or student). The property of requiring two internal arguments makes ditransitive verbs syntactically unique. Selection in generative grammar is often modelled as syntactic sisterhood, so ditranstive verbs immediately raise the question of whether a verb might have two sisters, requiring a ternary-branching structure, or whether one of the two internal arguments is not in a sisterhood relation with the verb. Another important property of English ditransitive constructions is the two syntactic structures associated with them. In the so-called “Double Object Construction”, or DOC, the Goal and Theme both are simple NPs and appear following the verb in the order V-Goal-Theme. -
Object Pronouns
Grammar ® Lexia Lessons LEVEL 2 Object Pronouns PREPARE CONCEPT The ability to think and talk about VOCABULARY direct object, object pronoun, pronouns helps students understand and noun, pronoun, verb explain texts accurately and write effectively. MATERIALS Lesson reproducibles Words are categorized as pronouns if they take the place of a noun (names a person, place, thing, or idea) in a sentence. A direct object is a noun that comes after the verb and tells who or what. An object pronoun takes the place of a direct object. Object pronouns include me, you, him, her, it, us, and them. INSTRUCT ANCHOR CHART [Display Reproducible page 1.] • Introduce the Concept of this lesson. (See above.) • Explain that direct objects in sentences can be replaced by object pronouns. Explain that object pronouns help readers and listeners know who and what sentences are about without repeating the direct object nouns over and over again (e.g., Lincoln washed the dogs. Lincoln dried the dogs. Then he brushed the dogs). • Discuss that this lesson focuses on the object pronouns listed and described on the right side of the Anchor Chart. Subject pronouns will be discussed in a different lesson. PRACTICE [Display Reproducible page 2, Direct Object Match, Part A.] • Read the directions with students. • Support students in matching the object pronouns with the direct objects. [Display Reproducible page 2, Fill In the Object Pronoun, Part B.] • Read the directions with students. ® • Assist students in determining which pronoun correctly replaces the direct object in parentheses as needed. Prompt them to read the sentence aloud with their choice to see if it makes sense. -
First Objects and Datives: Two of a Kind?
BLS 32 February 2006 First Objects and Datives: Two of a Kind? Beth Levin Stanford University ([email protected]) 1 The big question There are two options for expressing recipients in English with dative verbs—verbs taking agent, recipient, and theme arguments, such as give and other verbs of causation of possession. (1) a. Terry gave Sam an apple. (double object construction) b. Terry gave an apple to Sam. (to construction) Many languages which lack a double object construction still have a core (i.e., nonadjunct) grammatical relation, distinct from subject and object, used to express recipient. Specifically, many languages have a dative case and use the dative (case marked) NP as the basic realization of possessors, including recipients of verbs of causation of possession. (2) Ja dal Ivanu knigu. I.NOM give.PST Ivan.DAT book.ACC ‘I gave Ivan a book.’ (RUSSIAN; dative construction) A PERENNIAL QUESTION: What is the status of the first object in the double object construction? — Is it comparable to the object of a transitive verb? AN ANSWER: YES is implicit in the label “first/primary/inner object” and is supported by its passivizability and postverbal position; cf. Dryer’s (1986) “primary object languages”. (3) Sam was given an apple. — Is it comparable to the dative NP of languages with a dative case? AN ANSWER: In the context of the answer to the previous question, NO is the usual answer given; it is the NP in the to phrase in the to construction that is equated with the dative NP. THE COMPLICATION: Repeated observations that despite surface similarities with direct objects, recipients in the double object construction do not show all direct object properties (e.g., Baker 1997; Hudson 1992; Maling 2001; Marantz 1993; Polinsky 1996; Ziv & Sheintuch 1979). -
CASE ALTERNATIONS in ANCIENT GREEK PASSIVES and the TYPOLOGY of CASE Elena Anagnostopoulou Christina Sevdali
CASE ALTERNATIONS IN ANCIENT GREEK PASSIVES AND THE TYPOLOGY OF CASE Elena Anagnostopoulou Christina Sevdali University of Crete Ulster University This article presents and discusses evidence that genitive and dative objects regularly become nominative in Ancient Greek passives of monotransitives and ditransitives. This is a typologically and theoretically significant state of affairs for two reasons . (i) As is well known, nonaccusative objects are, in many languages, not allowed to enter into Case alternations, a fact that has been ac - counted for in the government-binding /principles-and-parameters literature on the basis of the as - sumption that nonaccusative objects —prototypically datives —bear inherent , lexical , or quirky Case. By this reasoning, Ancient Greek genitives and datives must be concluded to have structural Case. (ii) Even in languages where dative -nominative (DAT-NOM) alternations do obtain, they are often limited to ditransitives, a fact that can been taken to suggest that dative qual - ifies as structural Case only in ditransitives. A language like Ancient Greek , which allows genitive and dative objects to become nominative in all passives (monotransitives and ditransitives) , shows that it is, in principle, possible to have a linguistic system where genitive and dative qualify as structural Cases in both monotransitives and ditransitives. Case theories must be designed in such a way as to allow for this option. We argue for an analysis of Case alternations that combines the view that alternating datives and -
Grammatical Sketch of Beng
Mandenkan Numéro 51 Bulletin d’études linguistiques mandé Printemps 2014 ISSN: 0752-5443 Grammatical sketch of Beng Denis PAPERNO University of Trento, Italy [email protected] Denis Paperno Content 1. Introduction 1 2. General information 9 2.1. Beng people and their language 9 2.2. Sociolinguistic situation 11 2.3. Names of the language 12 3. The history of Beng studies 12 3.1. Students of the Beng language and society 12 3.2. Beng dialects according to reports from the early 1900s 13 3.2.1. Delafosse: Beng of Kamélinsou 15 3.2.3. Tauxier: Beng of Groumania neighbourhood 16 4. Beng phonology 18 4.1. Phonological inventory 18 4.1.1. Tones 20 4.1.2. Syllable structure 22 4.1.3. Segmental sandhi 22 4.1.4. Tonal sandhi 22 4.2. Morphonology 23 4.2.1. ŋC simplification 23 4.2.2. Deletion of /l/ 24 4.2.3. High tone in the low tone form of verbs 24 5. Personal Pronoun Morphology 25 5.1. On the allomorphy of the 1SG subject pronoun 27 5.2. Contraction with 3SG object pronoun 28 5.3. Subject series of pronouns 29 5.4. Stative pronouns with verbs tá, nṵ̄ 29 6. Morphology of content words 30 6.1. Tonal changes in suffixation 31 6.1.1. Mobile tone suffixes 31 6.1.2. Low tone suffixes 31 6.1.3. Other suffixes 31 6.1.4. Stems ending in L tone 31 3 Denis Paperno 6.1.5. The verb blö ‘to press out’ 32 6.2. -
Generative Syntax: a Cross-Linguistic Approach
Generative Syntax: A Cross-Linguistic Approach Michael Barrie Sogang University May 30, 2021 2 Generative Syntax: A Cross-Linguistic Introduction ľ 2021 by Michael Barrie is licensed under the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/ (한국어: https: //creativecommons.org/licenses/by-nc-sa/4.0/deed.ko) by-nc-sa/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA. This license requires that reusers give credit to the creator. It allows reusers to distribute, remix, adapt, and build upon the material in any medium or format, for noncommercial purposes only. If others modify or adapt the material, they must license the modified material under identical terms. Contents 1 Foundations of the Study of Language 13 1.1 The Science of Language .................................... 13 1.2 Prescriptivism versus Descriptivism .............................. 15 1.3 Evidence of Syntactic Knowledge ............................... 17 1.4 Syntactic Theorizing ....................................... 18 Key Concepts .............................................. 20 Exercises ................................................. 21 Further Reading ............................................ 22 2 The Lexicon and Theta Relations 23 2.1 Restrictions on lexical items: What words want and need ................ 23 2.2 Thematic Relations and θ-Roles ................................ 25 2.3 Lexical Entries ......................................... -
Parts of Speech Explanation
Grammar Practice Name: _______________ Articles - The articles are a, an, the. Articles are marked with a checkmark on top, and they indicate a noun is coming. They are special adjectives, but are marked with a checkmark. Note that every noun will NOT have an article in front of it, though many do. Nouns – Name a person, place, thing or idea and can be common or proper. Proper nouns are always capitalized and name specific things. A common noun is lady, but a proper noun is Mrs. Johnson. A common noun is store, but a proper noun is Dick’s Sporting Goods. Nouns are marked with a single underline. Example: The tall man on television was dressed in a nice suit. Example: My family attends church at Olive Baptist Church every Sunday. * Practice. Checkmark the articles and underline the nouns. After the violent storm, many of the houses in the city were damaged. The entire class started watching the last game of the season. We met Aunt Jan for dinner at the new restaurant on Thursday. Pronouns - Take the place of a noun. “Jessica went to the store so SHE could buy some ice cream.” The pronoun “she” took the place of saying Jessica’s name again. Some pronouns can be used as the subject of a sentence, but others are used as object pronouns or possessive pronouns. They are marked by writing pron. on top of the word. Subject pronouns – I, you, he, she, it, we, they Object pronouns – me, him, her, us, them, it, you Possessive pronouns –our, ours, mine, my, his, her, hers, their, theirs, your, yours, its pron pron Examples: They traveled to California for their summer vacation. -
'To' in Two Places and the Dative Alternation
University of Pennsylvania Working Papers in Linguistics Volume 11 Issue 1 Article 13 2005 'To' in two places and the dative alternation LISA LEVINSON Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation LEVINSON, LISA (2005) "'To' in two places and the dative alternation," University of Pennsylvania Working Papers in Linguistics: Vol. 11 : Iss. 1 , Article 13. Available at: https://repository.upenn.edu/pwpl/vol11/iss1/13 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol11/iss1/13 For more information, please contact [email protected]. 'To' in two places and the dative alternation This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol11/iss1/13 'To' in Two Places and the Dative Alternation Lisa Levinson* 1 Introduction This paper addresses the well-known controversy over whether the 'dative al ternation' is, in fact, a syntactic alternation, or whether sentences such as (la) and (lb) are generated as entirely separate structures. (!) a. John sent a letter to Mary. (PP Goal) b. John sent Mary a letter. (DP Goal) Many researchers have addressed the observation that the double object construction does not seem to be fully productive, in that it seems to be blocked in cases where one might expect it to occur, such as (2): (2) * John sent London a letter. However, as noted in Larson (1988), there is a fundamental problem with this observation when stated as such, since it seems not that the construction is unproductive, but rather that it is our expectations of its occurrence which are wrong.