April 13Th Spanish 2

Total Page:16

File Type:pdf, Size:1020Kb

April 13Th Spanish 2 APRIL 13TH SPANISH 2 1 SUBMITTING WORK TO RAISE YOUR GRADE: IF YOU CHOOSE THE PATH OF IMPROVING YOUR YEARLY GRADE, YOU MUST DO THE FOLLOWING TO TURN IN WORK AND RECEIVE FULL CREDIT. 1. PRINT THE MODULE AT HOME OR PICK IT UP AT THE SCHOOL. IF YOU CANNOT PRINT YOU MAY COMPLETE THE ACTIVITIES ON YOUR OWN PAPER, INDICATING CLEARLY WHICH PAGE YOU ARE COMPLETING ALONG WITH QUESTION NUMBERS. 2. COMPLETE ALL WORK BY HAND--NO TYPING. WRITE NEATLY. 3. SCAN YOUR WORK BY TAKING A PICTURE OF EACH PAGE WITH YOUR PHONE (OR PRINTER/SCANNER) AND SENDING TO YOUR TEACHER’S EMAIL [email protected] OR [email protected] . INCLUDE ALL PAGES IN A SINGLE EMAIL WITH YOUR NAME AND MODULE # IN THE SUBJECT LINE. EXAMPLE: JOHN DOE, MODULE #1 4. EACH MODULE WILL BE ENTERED AS A SEPARATE GRADE IN QUARTER 4 AND WILL BE GRADED ACCORDING TO COMPLETION AND ACCURACY. 5. DO YOUR BEST ON YOUR OWN, WITH YOUR OWN RESOURCES AT HOME. DO NOT USE ANY ONLINE TRANSLATORS OR RESOURCES OTHER THAN YOUR NOTES. WORK USING OUTSIDE RESOURCES/TRANSLATORS WILL NOT RECEIVE CREDIT. CONGRATULATIONS ON YOUR HARD WORK AND EFFORT! J COMPLETING WORK TO IMPROVE YOUR SPANISH: IF YOU CHOOSE TO COMPLETE THIS WORK IN ORDER TO KEEP YOUR SPANISH UP AND LEARN MISSED MATERIAL BUT DO NOT NEED TO RAISE YOUR GRADE, YOU DO NOT NEED TO TURN ANYTHING IN. DO YOUR BEST, EMAIL US QUESTIONS, AND LEARN THE MOST YOU CAN J 2 Reflexive Verbs (Present Tense) Notes Review: Direct Object Pronouns In a previous lesson we learned about when to use DIRECT Object Pronouns. We learned the Direct Objects RECEIVE the action and SUBJECTS do the action. Let’s look at a quick review: Bob y Sue comen el sandwich. à Ellos lo comen. è They eat it. Nicole y tú miráis la television. à Vosotros la miráis. è Ya’ll watch it. Reflexive Verbs: Present Tense Today we are going to look at actions that are REFLEXIVE. This means that the person RECEIVING the action is also the person DOING the action. Reflexive Verbs are a special group of verbs where the action is usually done to SELF and NOT someone ELSE. These verbs require a RELEXIVE PRONOUN to describe the action. Let’s take a look at some examples and translate: Yo Jeme me miro regarde. à I’M LOOKING AT MYSELF. TúTu te tecepilla brossess los dientes les dents. à YOU ARE BRUSHING YOUR TEETH. Él Ilse se levanta a las siete. réveille à 7h. à HE WAKES UP AT 7 O’CLOCK. What are Reflexive Pronouns / Reflexive Verbs? Notice that these reflexive pronouns are like Direct Object Pronouns except that they have to MATCH the person. You can think of it as a “DOP” that is acting like a MIRROR reflecting back at the person. Some verbs are ALWAYS reflexive and some verbs can be turned into reflexive verbs. You can USUALLY know if a verb is reflexive when you look it up because it will have SE attached to the infinitive. despertarseà TO WAKE UP divertirse à TO HAVE FUN There are 3 groups / types of reflexive verbs: 1. HABITUAL action reflexives: Describe one’s DAILY ROUTINE a. Me despierto a las nueve. à I GET DRESSED AT 9 O’CLOCK. 2. IDIOMATIC reflexives: Describe how one is FEELING or DOING. • Me divierto hoy. à I’M HAVING FUN TODAY. • NOTE: idiomatic means: NATIVE TO THE LANGUAGE so it’s hard to literally translate. 3. RECIPROCAL reflexives: Describe actions one does with SOMEONE ELSE. a. Nosotros nos amamos. à WE LOVE EACH OTHER. 3 Using Reflexive Pronouns / Reflexive Verbs: Present Tense Reflexive Verbs are conjugated like all verbs except the REFLEXIVE PRONOUN has to go in front of the conjugation to MIRROR / MATCH the person (SUBJECT). Below, is the chart of reflexive pronouns. ME myself __NOS__ ourselves __TE__ yourself _ OS___ yourselves / yourself __SE___ himself __SE___ themselves __SE___ herself __SE___ themselves *NOTE: The pronouns ABOVE the line are UNIVERSAL pronouns. This means that they never change as we learn different types of pronouns. Practice: Look at the chart below carefully to see a reflexive verb conjugated in all its forms. à I’m looking at myself. è Yo me miro. We are looking at us. Nosotros _nos__ miramos. à à You’re looking at yourself. Tú _te_ miras. You all are looking at yourselves. Vosotros _os_ à He’s looking at himself. Él _se__ mira. miráis. à à They are looking at themselves. Ellos _se__ miran. She’s looking at herself. ella _se_ mira. à They are looking at themselves. Ellas _se_ miran. Practice Conjugating Reflexive Verbs in the PRESENT TENSE: LAVARSE: TO WASH UP 1) MOVE SE TO THE FRONT: SE LAVAR 2) CONJUGATE LAVAR LIKE A REGULAR –AR VERB: YO SE LAVO 3) CHANGE “SE” TO CORRECT REFLEXIVE PRONOUN FOR PERSON: YO ME LAVO. **WRITE IN THE REFLEXIVE PRONOUNS IN THE BLANKS BELOW** Yo _____ LAVO Nosotros _____ LAVAMOS Tú _____ LAVAS Vosotros _____ LAVÁIS Él _____ LAVA Ellos _____ LAVAN Ella _____ LAVA Ellas _____ LAVAN *Notice that the pronoun MATCHES the person talkinG. This is how we know that the action is NOT beinG done to SOMEONE else. ©NicoleRichelle Reflexive Verbs (Present Tense) Notes_Page 3 of 4 4 Reflexive Verbs in the NEGATIVE: Present Tense Reflexive Pronouns are placed BEFORE the conjugated verb. When you make the sentence negative, NO goes before the reflexive pronoun. The correct order is: subject pronoun + no + reflexive pronoun + verb YO NO ME LAVO. (I don’t wash myself) ELLA NO SE MIRA. (She doesn’t look at herself) PRACTICE with Pronouns: Put the “no” in the sentences. Yo ______ me divierto. è I DON’T HAVE FUN. Nosotros ______ nos levantamos. è WE DON’T GET UP. Él ______ se acuesta. è HE DOESN’T GO TO BED. Ella ______ se lava. è SHE DOESN’T WASH UP. Ellos ______ se peinan el pelo. è THEY DON’T COMB THEIR HAIR. Practice Conjugating Reflexive Verbs in the NEGATIVE : Present Tense levantarse: to get up 1) MOVE SE TO THE FRONT: SE LAVAR 2) CONJUGATE LAVAR LIKE A REGULAR –AR VERB: YO SE LAVO 3) CHANGE “SE” TO CORRECT REFLEXIVE PRONOUN FOR PERSON: YO ME LAVO. 4) PUT “NO” IN FRONT OF THE REFLEXIVE PRONOUN Yo no ____ME___ __LEVANTO_ Nosotros ______ ______________ Tu no ______ ______________ Vosotros ______ ______________ Él no ______ ______________ Ellos ______ ______________ Ella no ______ ______________ Ellas _______ __________________ 5 Reflexive Verbs (Present Tense) Practice Worksheet PRACTICE: Translate the sentence with the Reflexive Verb & Matching Pronoun. (see vocab on next page) à We wash up on Saturdays. ____________________________________________________________ à I wake myself up. _____________________________________________________________ à He gets himself dressed for school. ______________________________________________________ à I am having fun. _____________________________________________________________________ à They are shaving. ____________________________________________________________________ à I get dressed. _________________________________________________________________ à She hurries to school. ________________________________________________________________ à He is NOT waking up. _________________________________________________________________ à We are NOT having fun. _______________________________________________________________ à They are brushing their teeth. __________________________________________________________ à She is going to bed. __________________________________________________________________ à They are NOT shaving. _______________________________________________________________ à You all are NOT washing your hands. ________________________________________________ Write 3 Sentences about your daily routine using Reflexive Verbs in the Present Tense ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6 Habitual Reflexives: Idiotmatic Reflexives: • Divertirse to have fun • Enojarse (con) to get angry • Ponerse + emoción to get + an emotion • Sentirse(ie) to feel • Preocuparse (por) to worry (About) • Irse to leave Reciprocal Reflexives: • Amarse to love one another • Abrazarse to hug one another • Besarse to kiss one another • Odiarse to hate one another 7 SEÑOR FRIJOL: TARDE A UNA CITA Había una vez un frijol. Era un frijol muy bueno, muy organizado, pero un poco raro. Siempre *le pasaban cosas raras. Un día, iba a hacer algo especial. Iba a salir en una *cita con una chica. Era la idea de su amigo y como no era muy popular con las chicas, le dijo que sí. No sabía quién era la chica. No sabía si era guapa, inteligente o cómica. No sabía nada. Era una cita a ciegas. Sólo sabía que debía estar en IHOP a las nueve de la mañana. El día de la cita, se despertó a las siete y media y se levantó muy emocionado. Nunca *tuvo una cita con una chica en el pasado. No era bueno con las chicas. ¿Qué iba a hacer?? Tenía que *prepararse muy bien… • Le pasaban cosas raras- strange things always happened to him • tuvo- had • Cita (a ciegas)- date (blind) • Prepararse- prepare himself TRANSLATE SLIDE INTO ENGLISH: (Use the glossaries in the reading and in the notes to help you) __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________
Recommended publications
  • Minimal Pronouns, Logophoricity and Long-Distance Reflexivisation in Avar
    Minimal pronouns, logophoricity and long-distance reflexivisation in Avar* Pavel Rudnev Revised version; 28th January 2015 Abstract This paper discusses two morphologically related anaphoric pronouns inAvar (Avar-Andic, Nakh-Daghestanian) and proposes that one of them should be treated as a minimal pronoun that receives its interpretation from a λ-operator situated on a phasal head whereas the other is a logophoric pro- noun denoting the author of the reported event. Keywords: reflexivity, logophoricity, binding, syntax, semantics, Avar 1 Introduction This paper has two aims. One is to make a descriptive contribution to the crosslin- guistic study of long-distance anaphoric dependencies by presenting an overview of the properties of two kinds of reflexive pronoun in Avar, a Nakh-Daghestanian language spoken natively by about 700,000 people mostly living in the North East Caucasian republic of Daghestan in the Russian Federation. The other goal is to highlight the relevance of the newly introduced data from an understudied lan- guage to the theoretical debate on the nature of reflexivity, long-distance anaphora and logophoricity. The issue at the heart of this paper is the unusual character of theanaphoric system in Avar, which is tripartite. (1) is intended as just a preview with more *The present material was presented at the Utrecht workshop The World of Reflexives in August 2011. I am grateful to the workshop’s audience and participants for their questions and comments. I am indebted to Eric Reuland and an anonymous reviewer for providing valuable feedback on the first draft, as well as to Yakov Testelets for numerous discussions of anaphora-related issues inAvar spanning several years.
    [Show full text]
  • Dissertations, Department of Linguistics
    UC Berkeley Dissertations, Department of Linguistics Title Reflexivization: A Study in Universal Syntax Permalink https://escholarship.org/uc/item/3sv079tk Author Faltz, Leonard M Publication Date 1977 eScholarship.org Powered by the California Digital Library University of California INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph end reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will finda good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap.
    [Show full text]
  • On Structure and Semantics of Reflexive Constructions in English
    Linguistics and Literature Studies 4(6): 428-432, 2016 http://www.hrpub.org DOI: 10.13189/lls.2016.040606 On Structure and Semantics of Reflexive Constructions in English Yelena Mkhitaryan1,*, Loretta Bazikyan2 1Faculty of Foreign languages, Kh. Abovyan Armenian State Pedagogical University, Armenia 2Yerevan Brusov State University of Languages and Social Sciences, Armenia Copyright©2016 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Reflexive or self-pronouns make up inherent used for emphasis. In both cases they are coreferent with an part of reflexive constructions in English. They have a dual element of the sentence they relate to. function in the sentence: they are used as indicators of the It is worth mentioning that reflexive pronouns used in the category of reflexivity and as intensifiers used for emphasis. second function are singled out by some linguists as a In both cases they express the relation between the separate group entitled emphatic pronouns. (3,185-187; 4, participants of the event that refer to the same entity. But if in 104 ; 5, 46; 6, 41-42; 7, 246-247). G. Veikhman describes the first case this relation can be described as that of the them as morphological homonyms to reflexive pronouns (5, subject and the object, the same cannot be said about 40-41). We think this kind of approach contradicts the intensifiers. The latter’s role is limited by giving an extra accepted principles of classification of parts of speech which force or importance to the element of the sentence it relates take into account not only the functional, but semantic and to.
    [Show full text]
  • Influences on Parsing Ambiguity
    NORTHWESTERN UNIVERSITY Influences on Parsing Ambiguity A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS for the degree DOCTOR OF PHILOSOPHY Field of Linguistics By Lauren Marie Ackerman EVANSTON, ILLINOIS December 2015 2 c Copyright by Lauren Marie Ackerman 2015 All Rights Reserved 3 ABSTRACT Influences on Parsing Ambiguity Lauren Marie Ackerman The primary goal of this dissertation is to characterize the relative strength of two of the influences on the parser's behavior during ambiguity resolution: coreference dependency formation and verb frame preference. I find that coreference dependency formation exerts a stronger influence on the parser than does verb frame preference, even when verb frame preference is maximized in transitively biased frames. Previous studies have shown local attachment bias initially directs the parser to an embedded object analysis in sentences like (1), in which the DP Annie's melody is locally ambiguous between the embedded object (EO)/matrix subject (MS) analyses (Ferreira and Henderson, 1990). (1) Whenever she was trying to casually hum Annie's melody was beautiful. Additionally, (1) contains a cataphoric pronoun she which triggers an active search for an antecedent, whereby the parser seeks the antecedent only in grammatically sanctioned positions, such as where the antecedent is not c-commanded by the pronoun (Kazanina 4 et al., 2007; van Gompel and Liversedge, 2003). In (1), the closest potential antecedent is Annie. However, it can be the antecedent only if the DP that contains it is analyzed as the MS, thus outside the whenever-clause and not c-commanded by she. A bias toward an early cataphoric dependency formation could lead the parser to analyze the ambiguous DP as the MS.
    [Show full text]
  • Investigating Mandarin Chinese Zi-V Reflexive Verbs Sally Wong Utrecht Institute of Linguistics OTS September 2017
    Sally Wong C-H Investigating Mandarin Chinese Zi-V Reflexive Verbs Sally Wong Utrecht institute of Linguistics OTS September 2017 1. Introduction: As discussed in Reinhart and Reuland (1993), in natural language, a predicate can be interpreted as reflexive only if it is linguistically marked as reflexive. More specifically, this rules out structures of the type DP V Pronoun where DP binds the Pronoun and the pronoun is just a simplex element. There are two ways for reflexive marking to obtain, namely, intrinsically or extrinsically. In the former case a reflexivization operation takes place in the lexicon (with or without any overt morphological marking) on the verb, while in the latter case a transitive verb is reflexivized by one of its arguments being realized as a SELF anaphor. This is stated in the definitions from Reinhart and Reuland (1993) given below. (1) a. A predicate is reflexive iff two of its arguments are coindexed. b. A predicate (of P) is reflexive marked iff either (i) P is lexically reflexive or (ii) one of P’s arguments is a SELF anaphor. In this article I will review how reflexivity is expressed in Mandarin Chinese (henceforth Mandarin) taking the definitions in (1) as a starting point. According to the standard analyses in the literature (e.g. Huang and Tang 1991). Mandarin has a complex reflexive—a SELF anaphor—ta ziji1, as in (2a), and a simplex, monomorphemic, anaphor zi-ji as in (2c). However as is generally ignored in the mainstream literature with the exception of (Wu 2010, Chief 1998, Tang 1992), Mandarin has another option to represent reflexive predicates, namely by prefixing zi- to the verb, as in (2b).
    [Show full text]
  • Apuntes De Gramática 2ª Reflexive Verbs To
    APUNTES DE GRAMÁTICA 2ª REFLEXIVE VERBS show that a person is doing an action onto or for themselves come with the reflexive pronoun "se" at the end of the infinitive the reflexive pronoun (object pronouns) reminds us that the verb is intended to show a reflexive action if there is no reflexive pronoun at the end of the infinitive, DON'T make it a reflexive verb! the "se", when translated, means "self/own" (me baño = I bathe myself, te lavas las manos = you wash your own hands) TO CONJUGATE A REFLEXIVE VERB: 1) Conjugate the infinitive according to the subject (don't forget about stem-changing verbs!) 2) Take the reflexive pronoun "se" and modify it according to the subject using the following forms: me (myself) nos (ourselves) te (yourself) os (yourselves) se* (himself, herself, yourself) se* (themselves, yourselves) *Always include the subject pronoun in these sentences (él, Ud., ella, ellos, Uds.)* Note that the 3rd person singular and plural forms will not need to change from the original "se". 3) To double check your work conjugating a reflexive verb: make sure your reflexive pronoun reflects the subject (me for "yo", te for "tú" etc.) and make sure your verb conjugation reflects the subject Always put the reflexive pronoun (me, te, se, nos, os, se) in FRONT of the conjugated verb!! me lavo .... NOT lavome te bañas..... NOT bañaste se viste .... NOT vistese Examples: Me lavo la cara. (I wash my face.) Ellos se pintan las uñas. (They paint their nails.) Nosotros nos cepillamos los dientes. (We brush our teeth.) Tú te vistes en ropa cómoda.
    [Show full text]
  • Reflexive Verbs in Icelandic Are Always Transitive
    Reflexive sig is an argument* Jóhannes Gísli Jónsson University of Iceland Abstract This paper argues that the simple reflexive pronoun sig is unambiguously a thematic argument in Icelandic. This is shown to be true not only of sig with naturally reflexive verbs but also of inherently reflexive sig. This view is mainly supported by two sets of facts: (i) that sig is impossible with verbs that fail to theta-mark their object (middles and anticausatives), and (ii) that case assignment works the same way for sig as for non- reflexive DP arguments. Potential counterarguments against my view involving focalization and reflexive passives are argued not to be valid. 1. Introduction Depending on their distributional properties, simple reflexive pronouns have been analyzed in various ways cross-linguistically. For instance, Grimshaw (1982) argues that French se is a reflexive marker and consequently that verbs taking se are intransitive (but see Labelle 2008 and Doron and Rappaport Hovav 2009 for a different view). Steinbach (2002, 2004) argues that reflexive verbs in German are always transitive although German sich is either thematic (with naturally reflexive verbs) or non-thematic (with inherently reflexive verbs, anticausatives and middles) while Lekakou (2005) claims that Dutch zich is restricted to argument positions. In this paper, the status of the Icelandic reflexive pronoun sig with reflexive verbs will be explored.1 I will argue that sig is always an argument receiving a theta-role, even with inherently reflexive verbs, and this entails that reflexive verbs in Icelandic are always transitive. (It is uncontroversial that sig in other environments is an argument, e.g.
    [Show full text]
  • 79. Copular Clauses£
    79. Copular clauses£ Line Mikkelsen October 1, 2008 This article provides an overview of research on copular clauses, focussing on three questions. First, how many types of copular clauses there are, second, what meaning is contributed by the copula, and third, what so- called connectivity e ects tell us about the structure of copular clauses. 1. Introduction Copular clauses are a minor sentence type in which the contentful predicate is not a verb, but some other category like AP, NP or PP. In some languages there is no verbal element at all in these clauses; in other languages there is a verbal copula joining the subject and the non-verbal element. Copular clauses (of the verbal and of the non-verbal kind) come in a great variety of forms and intuitively seem to express di erent kinds of information. The English examples in (1) provide a rst illustration of the range of variation. (1) a. Emily is a carpenter. b. What Harvey did next was wash himself thoroughly. c. Electronically is usually fastest. (Partee 1986:(5g)) d. That's my brother. e. Red is my favorite color. f. My favorite color is red. g. The only thing we couldn't agree on was whether we should go to France rst. This article is structured around three central questions in the investigation of copular clauses. The rst question, which I will call the taxonomy question, is how many kinds of copular clauses there are. Intuitively the copular clauses in (1) are di erent in various respects (and the list could easily be expanded) and the taxonomy £To appear in Klaus von Heusinger, Claudia Maienborn, and Paul Portner (eds.) Semantics: An International Handbook of Natural Language Meaning.
    [Show full text]
  • A Case Study in Language Change
    Western Michigan University ScholarWorks at WMU Honors Theses Lee Honors College 4-17-2013 Glottopoeia: A Case Study in Language Change Ian Hollenbaugh Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/honors_theses Part of the Other English Language and Literature Commons Recommended Citation Hollenbaugh, Ian, "Glottopoeia: A Case Study in Language Change" (2013). Honors Theses. 2243. https://scholarworks.wmich.edu/honors_theses/2243 This Honors Thesis-Open Access is brought to you for free and open access by the Lee Honors College at ScholarWorks at WMU. It has been accepted for inclusion in Honors Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. An Elementary Ghau Aethauic Grammar By Ian Hollenbaugh 1 i. Foreword This is an essential grammar for any serious student of Ghau Aethau. Mr. Hollenbaugh has done an excellent job in cataloguing and explaining the many grammatical features of one of the most complex language systems ever spoken. Now published for the first time with an introduction by my former colleague and premier Ghau Aethauic scholar, Philip Logos, who has worked closely with young Hollenbaugh as both mentor and editor, this is sure to be the definitive grammar for students and teachers alike in the field of New Classics for many years to come. John Townsend, Ph.D Professor Emeritus University of Nunavut 2 ii. Author’s Preface This grammar, though as yet incomplete, serves as my confession to what J.R.R. Tolkien once called “a secret vice.” History has proven Professor Tolkien right in thinking that this is not a bizarre or freak occurrence, undergone by only the very whimsical, but rather a common “hobby,” one which many partake in, and have partaken in since at least the time of Hildegard of Bingen in the twelfth century C.E.
    [Show full text]
  • Lecture 10. Pronouns and Reflexives II
    Corrected version April 21 Formal Semantics and Anaphora, Lecture 10 Corrected version April 21 Formal Semantics and Anaphora, Lecture 10 Barbara H. Partee, RGGU, April 15, 2008 p. 1 Barbara H. Partee, RGGU, April 15, 2008 p. 2 Lecture 10. Pronouns and Reflexives II: Varieties of reflexives, Our main issues: ¾ How do the syntactic binding conditions relate to the semantics of anaphora? What happens varieties of binding theories when we distinguish “bound variable anaphora” from “coreference” and/or “pragmatic anaphora”? 1. Is the distribution of “pronouns” and “anaphors” complementary? ....................................................................1 1.1. Background (from the last two lectures)..........................................................................................................1 1.2. The “complementarity question” and “domains”..............................................................................................2 ¾ More distinctions: different kinds of reflexives, various properties of anaphoric expressions 2. Kinds of reflexives..............................................................................................................................................6 in various languages. What’s the full range of syntactic anaphoric expressions, what’s the 2.1. Logophoricity ...................................................................................................................................................6 full range of semantic (or semantic and pragmatic) varieties of anaphora, and how
    [Show full text]
  • What Is a Reflexive Pronoun?
    G.D. GOENKA PUBLIC SCHOOL, SRINAGAR Subject: English Aspect: Home Assignment Topic: Grammar: Pronouns Date: 02-05-2020 Name: ___________________ Grade/Sec.: VII_________ In this module we shall take up the following types of pronouns: • Reflexive Pronouns • Emphatic Pronouns 1. Reflexive Pronouns: What Is a Reflexive Pronoun? Reflexive pronouns are words ending in -self or -selves that are used when the subject and the object of a sentence are the same (e.g., I believe in myself) The nine English reflexive pronouns are: singular: myself yourself himself herself itself plural: ourselves yourselves themselves In English grammar, a reflexive pronoun indicates that the person who is the doer of the action is also the recipient of the action. We use a reflexive pronoun as a direct object when the object is the same as the subject of the verb. Example, • I am teaching myself to play the piano. • Be careful with that knife. You might cut yourself. • You are too young to go out by yourselves. 2. Emphatic Pronouns: Emphatic pronouns are compound personal pronouns such as 'himself', 'myself' and 'yourself' used for emphasis. An emphasising pronoun is an emphatic pronoun which is used to emphasis who does the action in a particular sentence. Example: I will build the house myself. We will watch the show ourselves. You yourself can tell us about the situation. Difference between emphatic and reflexive pronouns: The reflexive pronouns are myself, yourself, himself, herself, oneself, itself, ourselves, yourselves, themselves. The emphatic pronouns are the same collection of words. The difference is in what they are used for.
    [Show full text]
  • From Phonology to Grammar. (Commentary)
    Commentary on ‘Variations in Phonological Working Memory: Linking Early Language Experiences and Language Learning Outcomes’ by L. Pierce, F. Genesee, A. Delcenserie & G. Morgan; to appear in Applied Psycholinguistics in 2017. Working Memory and Language: From Phonology to Grammar William O’Grady Pierce et al. are right to suggest that working memory is a crucial part of the machinery underlying linguistic development. In this brief commentary, I will move beyond the emergence of phonological representations, on which Pierce et al.’s essay focuses, and consider ways in which working memory shapes the character and acquisition of grammatical phenomena, a topic that has been explored in various ways in the recent literature (e.g., O’Grady, 2005, 2015; Chater & Christiansen, 2010; Hawkins, 2014). A first illustration of the role of working memory in grammar involves the typology of word order and the question of why verb-initial and verb-medial languages such as English favor prepositions over postpositions, whereas the reverse preference is found in verb-final languages such as Korean. (1)a. English: b. Korean: at school hakkyo-eyse school-at A promising explanation, developed in detail by Hawkins (2014:14ff), is that each language type seeks to reduce the burden on working memory by minimizing the distance between the verb and the pre/postposition with which it is associated. (2) Maximally economical (and typologically common) a. Prepositions in a V-initial/medial lg. b. Postpositions in a V-final lg. study [at school] [ school at] study V P P V | | | | (3) Less economical (and typologically uncommon) a. Postpositions in a V-initial/medial lg.
    [Show full text]