What Counts in Grammatical Number Agreement? ⇑ Laurel Brehm , Kathryn Bock
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The Strategy of Case-Marking
Case marking strategies Helen de Hoop & Andrej Malchukov1 Radboud University Nijmegen DRAFT January 2006 Abstract Two strategies of case marking in natural languages are discussed. These are defined as two violable constraints whose effects are shown to converge in the case of differential object marking but diverge in the case of differential subject marking. The strength of the case bearing arguments will be shown to be of utmost importance for case marking as well as voice alternations. The strength of arguments can be viewed as a function of their discourse prominence. The analysis of the case marking patterns we find cross-linguistically is couched in a bidirectional OT analysis. 1. Assumptions In this section we wish to put forward our three basic assumptions: (1) In ergative-absolutive systems ergative case is assigned to the first argument x of a two-place relation R(x,y). (2) In nominative-accusative systems accusative case is assigned to the second argument y of a two-place relation R(x,y). (3) Morphologically unmarked case can be the absence of case. The first two assumptions deal with the linking between the first (highest) and second (lowest) argument in a transitive sentence and the type of case marking. For reasons of convenience, we will refer to these arguments quite sloppily as the subject and the object respectively, although we are aware of the fact that the labels subject and object may not be appropriate in all contexts, dependent on how they are actually defined. In many languages, ergative and accusative case are assigned only or mainly in transitive sentences, while in intransitive sentences ergative and accusative case are usually not assigned. -
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. -
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. -
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 -
Oksana's BU Paper
ACQUISITION of GENDER in RUSSIAN * Oksana Tarasenkova University of Connecticut 1 The Background In adult Russian grammar the gender feature of nouns is closely related to their declension class. Their relationship was a controversial question that evoked two opposing views regarding the way gender is represented in adult Russian grammar. The representatives of one view argue for gender to be derived from the noun declension class (Declension-to Gender account, Corbett 1982), while proponents of the opposite account argue for the reversed pattern, where the inflectional morphology can be predicted from the information on the noun gender along with a phonological cue (Gender-to-Declension account, Vinogradov 1960, Thelin 1975, Crockett 1976 among others). My goal is to focus on children’s acquisition of gender in Russian in order to compare these two major divisions of research. They provide different morphological analyses of gender forms in Russian; therefore this debate makes different predictions about the acquisition of gender by children. I tested these opposing predictions using children’s data gathered from an experiment to identify what exactly children rely on when assigning gender to nouns. The experiment results support the Declension-to-Gender view and provide evidence that children are significantly more successful at assigning gender to the novel nouns relying on the nominal declension paradigm rather than on the adjectival agreement. The way gender is represented in adults’ competence grammar might not necessarily be the correct model of children’s acquisition of gender. The child has to learn the gender of a significant number of nouns and extract the declensional paradigms first in order to then be able to learn and apply these redundancy rules for novel nouns. -
Serial Verb Constructions Revisited: a Case Study from Koro
Serial Verb Constructions Revisited: A Case Study from Koro By Jessica Cleary-Kemp A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate Division of the University of California, Berkeley Committee in charge: Associate Professor Lev D. Michael, Chair Assistant Professor Peter S. Jenks Professor William F. Hanks Summer 2015 © Copyright by Jessica Cleary-Kemp All Rights Reserved Abstract Serial Verb Constructions Revisited: A Case Study from Koro by Jessica Cleary-Kemp Doctor of Philosophy in Linguistics University of California, Berkeley Associate Professor Lev D. Michael, Chair In this dissertation a methodology for identifying and analyzing serial verb constructions (SVCs) is developed, and its application is exemplified through an analysis of SVCs in Koro, an Oceanic language of Papua New Guinea. SVCs involve two main verbs that form a single predicate and share at least one of their arguments. In addition, they have shared values for tense, aspect, and mood, and they denote a single event. The unique syntactic and semantic properties of SVCs present a number of theoretical challenges, and thus they have invited great interest from syntacticians and typologists alike. But characterizing the nature of SVCs and making generalizations about the typology of serializing languages has proven difficult. There is still debate about both the surface properties of SVCs and their underlying syntactic structure. The current work addresses some of these issues by approaching serialization from two angles: the typological and the language-specific. On the typological front, it refines the definition of ‘SVC’ and develops a principled set of cross-linguistically applicable diagnostics. -
PARASITIC MIRATIVITY of ENGLISH USE in COLIN TREVORROWS MOVIE “JURASSIC WORLD” Thesis Submitted in Partial Fulfillment of Th
PARASITIC MIRATIVITY OF ENGLISH USE IN COLIN TREVORROWS MOVIE “JURASSIC WORLD” Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Humaniora in English and Literature Department of Faculty of Adab and Humanities of UIN Alauddin Makassar By MUJI RETNO Reg. No. 40300111080 ENGLISH AND LITERATURE DEPARTMENT ADAB AND HUMANITIES FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR 2016 PARASITIC MIRATIVITY OF ENGLISH USE IN COLIN TREVORROW’S MOVIE “JURASSIC WORLD” Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Humaniora in English and Literature Department of Faculty of Adab and Humanities of UIN Alauddin Makassar By MUJI RETNO Reg. No. 40300111080 ENGLISH AND LITERATURE DEPARTMENT ADAB AND HUMANITIES FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR 2016 i MOTTO “EDUCATION IS WHAT REMAINS AFTER ONE HAS FORGOTTEN WHAT ONE HAS LEARNED IN SCHOOL.” (Albert Eistein) “EDUCATION IS A PROGRESSIVE DISCOVERY OF OUR OWN IGNORENCE.” (Charlie Chaplin) “EVERY THE LAST STEP INEVITABLY HAS THE FIRST STEP” (Muji Retno) ii ACKNOWLEDGE All praises to Allah who has blessed, guided and given the health to the researcherduring writing this thesis. Then, the researcherr would like to send invocation and peace to Prophet Muhammad SAW peace be upon him, who has guided the people from the bad condition to the better life. The researcher realizes that in writing and finishing this thesis, there are many people that have provided their suggestion, advice, help and motivation. Therefore, the researcher would like to express thanks and highest appreciation to all of them. For the first, the researcher gives special gratitude to her parents, Masir Hadis and Jumariah Yaha who have given their loves, cares, supports and prayers in every single time. -
Why Grammar Matters: Conjugating Verbs in Modern Legal Opinions Robert C
Loyola University Chicago Law Journal Volume 40 Article 3 Issue 1 Fall 2008 2008 Why Grammar Matters: Conjugating Verbs in Modern Legal Opinions Robert C. Farrell Quinnipiac University School of Law Follow this and additional works at: http://lawecommons.luc.edu/luclj Part of the Law Commons Recommended Citation Robert C. Farrell, Why Grammar Matters: Conjugating Verbs in Modern Legal Opinions, 40 Loy. U. Chi. L. J. 1 (2008). Available at: http://lawecommons.luc.edu/luclj/vol40/iss1/3 This Article is brought to you for free and open access by LAW eCommons. It has been accepted for inclusion in Loyola University Chicago Law Journal by an authorized administrator of LAW eCommons. For more information, please contact [email protected]. Why Grammar Matters: Conjugating Verbs in Modern Legal Opinions Robert C. Farrell* I. INTRODUCTION Does it matter that the editors of thirty-three law journals, including those at Yale and Michigan, think that there is a "passive tense"? l Does it matter that the United States Courts of Appeals for the Sixth2 and Eleventh3 Circuits think that there is a "passive mood"? Does it matter that the editors of fourteen law reviews think that there is a "subjunctive tense"?4 Does it matter that the United States Court of Appeals for the District of Columbia Circuit thinks that there is a "subjunctive voice'"? 5 There is, in fact, no "passive tense" or "passive mood." The passive is a voice. 6 There is no "subjunctive voice" or "subjunctive tense." The subjunctive is a mood.7 The examples in the first paragraph suggest that there is widespread unfamiliarity among lawyers and law students * B.A., Trinity College; J.D., Harvard University; Professor, Quinnipiac University School of Law. -
Spanish Verbs and Essential Grammar Review
Spanish Verbs and Essential Grammar Review Prepared by: Professor Carmen L. Torres-Robles Department of Foreign Languages & Literatures Purdue University Calumet Revised: 1 /2003 Layout by: Nancy J. Tilka CONTENTS Spanish Verbs Introduction 4 Indicative Mood 5 ® simple & compound tenses: present, past, future, conditional Subjunctive Mood 12 ® simple & compound tenses: present, past Ser / Estar 16 Essential Grammar Pronouns 20 Possesive Adjectives and Pronouns 23 Prepositional Pronouns 25 Por versus Para 27 Comparisons / Superlatives 31 Preterite / Imperfect 34 Subjunctive Mood 37 Commands 42 Passive Voice 46 2 Spanish Verbs 3 INTRODUCTION VERBS (VERBOS) MOODS (MODOS) There are three moods or ways to express verbs (actions) in Spanish. 1. Indicative Mood (objective) 2. Subjunctive Mood (subjective) 3. Imperative Mood (commands) INFINITIVES (INFINITIVOS) A verb in the purest form (without a noun or subject pronoun to perform the action) is called an infinitive. The infinitives in English are characterized by the prefix “to” + “verb form”, the Spanish infinitives are identified by the “r” ending. Example estudiar, comer, dormir to study, to eat, to sleep CONJUGATIONS (CONJUGACIONES) Spanish verbs are grouped in three categories or conjugations. 1. Infinitives ending in –ar belong to the first conjugation. (estudiar) 2. Infinitives ending in –er belong to the second conjugation. (comer) 3. Infinitives ending in –ir belong to the third conjugation. (dormir) VERB STRUCTURE (ESTRUCTURA VERBAL) Spanish verbs are divided into three parts. (infinitive: estudiar) 1. Stem or Root (estudi-) 2. Theme Vowel (-a-) 3. "R" Ending (-r) CONJUGATED VERBS (VERBOS CONJUGADOS) To conjugate a verb, a verb must have an explicit subject noun (ex: María), a subject pronoun (yo, tú, usted, él, ella, nosotros(as), vosotros(as), ustedes, ellos, ellas), or an implicit subject, to indicate the performer of the action. -
30. Tense Aspect Mood 615
30. Tense Aspect Mood 615 Richards, Ivor Armstrong 1936 The Philosophy of Rhetoric. Oxford: Oxford University Press. Rockwell, Patricia 2007 Vocal features of conversational sarcasm: A comparison of methods. Journal of Psycho- linguistic Research 36: 361−369. Rosenblum, Doron 5. March 2004 Smart he is not. http://www.haaretz.com/print-edition/opinion/smart-he-is-not- 1.115908. Searle, John 1979 Expression and Meaning. Cambridge: Cambridge University Press. Seddiq, Mirriam N. A. Why I don’t want to talk to you. http://notguiltynoway.com/2004/09/why-i-dont-want- to-talk-to-you.html. Singh, Onkar 17. December 2002 Parliament attack convicts fight in court. http://www.rediff.com/news/ 2002/dec/17parl2.htm [Accessed 24 July 2013]. Sperber, Dan and Deirdre Wilson 1986/1995 Relevance: Communication and Cognition. Oxford: Blackwell. Voegele, Jason N. A. http://www.jvoegele.com/literarysf/cyberpunk.html Voyer, Daniel and Cheryl Techentin 2010 Subjective acoustic features of sarcasm: Lower, slower, and more. Metaphor and Symbol 25: 1−16. Ward, Gregory 1983 A pragmatic analysis of epitomization. Papers in Linguistics 17: 145−161. Ward, Gregory and Betty J. Birner 2006 Information structure. In: B. Aarts and A. McMahon (eds.), Handbook of English Lin- guistics, 291−317. Oxford: Basil Blackwell. Rachel Giora, Tel Aviv, (Israel) 30. Tense Aspect Mood 1. Introduction 2. Metaphor: EVENTS ARE (PHYSICAL) OBJECTS 3. Polysemy, construal, profiling, and coercion 4. Interactions of tense, aspect, and mood 5. Conclusion 6. References 1. Introduction In the framework of cognitive linguistics we approach the grammatical categories of tense, aspect, and mood from the perspective of general cognitive strategies. -
The Differences Between Spoken and Written Grammar in English, in Comparison with Vietnamese1
GIST EDUCATION AND LEARNING RESEARCH JOURNAL. ISSN 1692-5777. NO. 11, (JULY - DECEMBER) 2015. pp. 138-153. The Differences between Spoken and Written Grammar in English, in Comparison 1 with Vietnamese Las Diferencias entre la Gramática Oral y Escrita del Idioma Inglés en Comparación con el Idioma Vietnamita Nguyen Cao Thanh2* Tan Trao University, Vietnam Abstract The fundamental point of this paper is to describe and evaluate some differences between spoken and written grammar in English, and compare some of the points with Vietnamese. This paper illustrates that spoken grammar is less rigid than written grammar. Moreover, it highlights the distinction between speaking and writing in terms of subordination and coordination. Further, the different frequency of adverbials and adjectivals between spoken and written language is also compared and analyzed. Keywords: spoken and written grammar, English, Vietnamese 138 1 Received: July 15, 2015 / Accepted: September 10, 2015 2 [email protected] No. 11 (July - December 2015) No. 11 (July - December 2015) CAO Resumen El principal objetivo de este artículo es describir y evaluar algunas diferencias entre la gramática oral y escrita del idioma inglés y comparar algunos aspectos gramaticales con el idioma vietnamita. Esta revisión muestra como la gramática oral es menos rígida que la gramática escrita. Por otra parte, se destaca la distinción entre el hablar y el escribir en términos de subordinación y coordinación. Además, la diferencia en el uso de adverbios y adjetivos entre la gramática oral y escrita también es comparada y analizada. Palabras clave: gramática oral y escrita, inglés, vietnamita Resumo O principal objetivo deste artigo é descrever e avaliar algumas diferenças entre a gramática oral e escrita do idioma inglês e comparar alguns aspectos gramaticais com o idioma vietnamita. -
On the Relation Between Grammatical Number and Cardinal Numbers in Development
MINI REVIEW ARTICLE published: 09 October 2014 doi: 10.3389/fpsyg.2014.01132 On the relation between grammatical number and cardinal numbers in development Barbara W. Sarnecka * Department of Cognitive Sciences, University of California at Irvine, Irvine, CA, USA Edited by: This mini-review focuses on the question of how the grammatical number system of Ann Dowker, University of a child’s language may help the child learn the meanings of cardinal number words Oxford, UK (e.g., “one” and “two”). Evidence from young children learning English, Russian, Reviewed by: Emily Mather, University of Hull, UK Japanese, Mandarin, Slovenian, or Saudi Arabic suggests that trajectories of number-word Ruth Ford, Anglia Ruskin learning differ for children learning different languages. Children learning English, University, UK which distinguishes between singular and plural, seem to learn the meaning of the *Correspondence: cardinal number “one” earlier than children learning Japanese or Mandarin, which Barbara W. Sarnecka, Department have very little singular/plural marking. Similarly, children whose languages have a of Cognitive Sciences, University of California at Irvine, 3151 Social singular/dual/plural system (Slovenian and Saudi Arabic) learn the meaning of “two” earlier Sciences Plaza A, Irvine, CA than English-speaking children. This relation between grammatical and cardinal number 92697-5100, USA may shed light on how humans acquire cardinal-number concepts. There is an ongoing e-mail: [email protected] debate about whether mental symbols for small cardinalities (concepts for “oneness,” “twoness,” etc.) are innate or learned. Although an effect of grammatical number on number-word learning does not rule out nativist accounts, it seems more consistent with constructivist accounts, which portray the number-learning process as one that requires significant conceptual change.