The Mirror Alignment Principle: 1 Introduction
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How Do Young Children Acquire Case Marking?
INVESTIGATING FINNISH-SPEAKING CHILDREN’S NOUN MORPHOLOGY: HOW DO YOUNG CHILDREN ACQUIRE CASE MARKING? Thesis submitted to the University of Manchester for the degree of Doctor in Philosophy in the Faculty of Medical and Human Sciences 2015 HENNA PAULIINA LEMETYINEN SCHOOL OF PSYCHOLOGICAL SCIENCES 2 Table of Contents LIST OF TABLES ......................................................................................................................... 6 LIST OF FIGURES ....................................................................................................................... 7 ABSTRACT ................................................................................................................................. 8 DECLARATION .......................................................................................................................... 9 COPYRIGHT STATEMENT .......................................................................................................... 9 ACKNOWLEDGEMENTS .......................................................................................................... 10 Chapter 1: General introduction to language acquisition research ...................................... 11 1.1. Generativist approaches to child language............................................................ 11 1.2. Usage-based approaches to child language........................................................... 14 1.3. The acquisition of morphology ............................................................................. -
Morphological Causatives Are Voice Over Voice
Morphological causatives are Voice over Voice Yining Nie New York University Abstract Causative morphology has been associated with either the introduction of an event of causation or the introduction of a causer argument. However, morphological causatives are mono-eventive, casting doubt on the notion that causatives fundamentally add a causing event. On the other hand, in some languages the causative morpheme is closer to the verb root than would be expected if the causative head is responsible for introducing the causer. Drawing on evidence primarily from Tagalog and Halkomelem, I argue that the syntactic configuration for morphological causatives involves Voice over Voice, and that languages differ in whether their ‘causative marker’ spells out the higher Voice, the lower Voice or both. Keywords: causative, Voice, argument structure, morpheme order, typology, Tagalog 1. Introduction Syntactic approaches to causatives generally fall into one of two camps. The first view builds on the discovery that causatives may semantically consist of multiple (sub)events (Jackendoff 1972, Dowty 1979, Parsons 1990, Levin & Rappaport Hovav 1994, a.o.). Consider the following English causative–anticausative pair. The anticausative in (1a) consists of an event of change of state, schematised in (1b). The causative in (2a) involves the same change of state plus an additional layer of semantics that conveys how that change of state is brought about (2b). (1) a. The stick broke. b. [ BECOME [ stick STATE(broken) ]] (2) a. Pat broke the stick. b. [ Pat CAUSE [ BECOME [ stick STATE(broken) ]]] Word Structure 13.1 (2020): 102–126 DOI: 10.3366/word.2020.0161 © Edinburgh University Press www.euppublishing.com/word MORPHOLOGICAL CAUSATIVES ARE VOICE OVER VOICE 103 Several linguists have proposed that the semantic CAUSE and BECOME components of the causative are encoded as independent lexical verbal heads in the syntax (Harley 1995, Cuervo 2003, Folli & Harley 2005, Pylkkänen 2008, a.o.). -
Basic Morphology
What is Morphology? Mark Aronoff and Kirsten Fudeman MORPHOLOGY AND MORPHOLOGICAL ANALYSIS 1 1 Thinking about Morphology and Morphological Analysis 1.1 What is Morphology? 1 1.2 Morphemes 2 1.3 Morphology in Action 4 1.3.1 Novel words and word play 4 1.3.2 Abstract morphological facts 6 1.4 Background and Beliefs 9 1.5 Introduction to Morphological Analysis 12 1.5.1 Two basic approaches: analysis and synthesis 12 1.5.2 Analytic principles 14 1.5.3 Sample problems with solutions 17 1.6 Summary 21 Introduction to Kujamaat Jóola 22 mor·phol·o·gy: a study of the structure or form of something Merriam-Webster Unabridged n 1.1 What is Morphology? The term morphology is generally attributed to the German poet, novelist, playwright, and philosopher Johann Wolfgang von Goethe (1749–1832), who coined it early in the nineteenth century in a biological context. Its etymology is Greek: morph- means ‘shape, form’, and morphology is the study of form or forms. In biology morphology refers to the study of the form and structure of organisms, and in geology it refers to the study of the configuration and evolution of land forms. In linguistics morphology refers to the mental system involved in word formation or to the branch 2 MORPHOLOGYMORPHOLOGY ANDAND MORPHOLOGICAL MORPHOLOGICAL ANALYSIS ANALYSIS of linguistics that deals with words, their internal structure, and how they are formed. n 1.2 Morphemes A major way in which morphologists investigate words, their internal structure, and how they are formed is through the identification and study of morphemes, often defined as the smallest linguistic pieces with a gram- matical function. -
AN INTRODUCTORY GRAMMAR of OLD ENGLISH Medieval and Renaissance Texts and Studies
AN INTRODUCTORY GRAMMAR OF OLD ENGLISH MEDievaL AND Renaissance Texts anD STUDies VOLUME 463 MRTS TEXTS FOR TEACHING VOLUme 8 An Introductory Grammar of Old English with an Anthology of Readings by R. D. Fulk Tempe, Arizona 2014 © Copyright 2020 R. D. Fulk This book was originally published in 2014 by the Arizona Center for Medieval and Renaissance Studies at Arizona State University, Tempe Arizona. When the book went out of print, the press kindly allowed the copyright to revert to the author, so that this corrected reprint could be made freely available as an Open Access book. TABLE OF CONTENTS PREFACE viii ABBREVIATIONS ix WORKS CITED xi I. GRAMMAR INTRODUCTION (§§1–8) 3 CHAP. I (§§9–24) Phonology and Orthography 8 CHAP. II (§§25–31) Grammatical Gender • Case Functions • Masculine a-Stems • Anglo-Frisian Brightening and Restoration of a 16 CHAP. III (§§32–8) Neuter a-Stems • Uses of Demonstratives • Dual-Case Prepositions • Strong and Weak Verbs • First and Second Person Pronouns 21 CHAP. IV (§§39–45) ō-Stems • Third Person and Reflexive Pronouns • Verbal Rection • Subjunctive Mood 26 CHAP. V (§§46–53) Weak Nouns • Tense and Aspect • Forms of bēon 31 CHAP. VI (§§54–8) Strong and Weak Adjectives • Infinitives 35 CHAP. VII (§§59–66) Numerals • Demonstrative þēs • Breaking • Final Fricatives • Degemination • Impersonal Verbs 40 CHAP. VIII (§§67–72) West Germanic Consonant Gemination and Loss of j • wa-, wō-, ja-, and jō-Stem Nouns • Dipthongization by Initial Palatal Consonants 44 CHAP. IX (§§73–8) Proto-Germanic e before i and j • Front Mutation • hwā • Verb-Second Syntax 48 CHAP. -
Vs. Object Marker /Ta
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 3, No. 7, pp. 1081-1092, July 2013 © 2013 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.3.7.1081-1092 On the Usage of Sinhalese Differential Object Markers Object Marker /wa/ vs. Object Marker /ta/ Kanduboda A, B. Prabath Ritsumeikan University, Ritsumeikan International, Global Gateway Program, Japan Abstract—Previous studies (Aisen, 2003; Kanduboda, 2011) on Sinhalese language have suggested that direct objects (i.e., accusative marked nouns) in active sentences can be marked by two distinctive case markers. In some sentences, accusative nouns can be denoted by the accusative case marker /wa/. In other sentences, the same nouns can again be denoted by the dative case marker /ta/. However, the verbs required by these accusatives were not investigated in the previous studies. Thus, the present study further conducted an investigation to observe whether these two types of case markings can occur with the same verbs. A free productivity task was conducted with 100 Sinhalese native speakers living in Sri Lanka. A comparison study was carried out using sentences with the verbs accompanying /wa/ accusatives and /ta/ accusatives. The results showed that, verbs accompanied by /wa/ case marker and verbs accompanied by /ta/ case marker are incongruent. Thus, this study concluded that Sinhalese active sentences consisting of transitive verbs are broadly divided into two patterns; those which take only /wa/ accusatives and those which take only /ta/ accusatives. Index Terms—Sinhalese language, active sentences, transitive verbs, /wa/ accusatives, /ta/ accusatives I. INTRODUCTION Sinhalese (also referred to as Sinhala, Singhala and Singhalese, (Englebretson & Carol, 2005)) is one of the major languages spoken in Sri Lanka. -
The Finnish Noun Phrase
Università Ca’ Foscari di Venezia Facoltà di Lingue e Letterature Straniere Corso di Laurea Specialistica in Scienze del Linguaggio The Finnish Noun Phrase Relatore: Prof.ssa Giuliana Giusti Correlatore: Prof. Guglielmo Cinque Laureanda: Lena Dal Pozzo Matricola: 803546 ANNO ACCADEMICO: 2006/2007 A mia madre Table of contents Acknowledgements ………………………………………………………….…….…… III Abstract ………………………………………………………………………………........ V Abbreviations ……………………………………………………………………………VII 1. Word order in Finnish …………………………………………………………………1 1.1 The order of constituents in the clause …………………………………………...2 1.2 Word order and interpretation .......……………………………………………… 8 1.3 The order of constituents in the Nominal Expression ………………………… 11 1.3.1. Determiners and Possessors …………………………………………………12 1.3.2. Adjectives and other modifiers …………………………………………..… 17 1.3.2.1 Adjectival hierarchy…………………………………………………………23 1.3.2.2 Predicative structures and complements …………………………………26 1.3.3 Relative clauses …………………………………………………………….... 28 1.4 Conclusions ............……………………………………………………………. 30 2. Thematic relations in nominal expressions ……………………………………….. 32 2.1 Observations on Argument Structure ………………………………….……. 32 2.1.1 Result and Event nouns…………………………………………………… 36 2.2 Transitive nouns ………………………………………………………………... 38 2.2.1 Compound nouns ……………….……………………………………... 40 2.2.2 Intransitive nouns derived from transitive verbs …………………… 41 2.3 Passive nouns …………………………………………………………………… 42 2.4 Psychological predicates ……………………………………………………….. 46 2.4.1 Psych verbs ………………………………………………………………. -
A Tutorial on Lexical Classes
A tutorial on lexical classes Ricardo Bermúdez-Otero University of Manchester INTRODUCTION Goals of the tutorial §1 Our brief: L to address the key issues arising from exponence phenomena in which the lexicon is divided into arbitrary subsets, notably (a) inflectional classes and (b) cophonologies. §2 Our focus: L to explore the advantages and drawbacks of theories that model such phenomena by means of diacritic features. Overview §3 The discussion will touch upon the following questions: • Architectural issues How must the grammar be organized in order to guarantee the syntactic inertness of inflectional class features? Can syntactic features like gender be sensitive to inflectional class membership, and can inflectional class membership be determined by phonological properties? • Perspectives on inflectional class features (1): denial To what extent can inflectional class features be eliminated by (a) storing complex items in the lexicon and (b) invoking replacive mechanisms of exponence (‘overwriting’)? • Perspectives on inflectional class features (2): strengthening Instead of eliminating inflectional class features, do we rather need a more elaborate theory (e.g. one based on feature decomposition) capable of accounting for a wider range of phenomena (e.g. cross-class syncretism)? • Class features in phonology: cophonologies Can patterns of overlap between cophonologies be captured through the decomposition of cophonology diacritics, just like syncretisms between inflectional classes? Can derived environment effects in phonology be analysed in terms of the percolation of cophonology diacritics within morphological structures? http://www.bermudez-otero.com/WOTM4.pdf Workshop on Theoretical Morphology 4, Großbothen, 20 June 2008 2 ARCHITECTURAL ISSUES Basic properties of inflectional classes §4 Inflectional classes are traditionally defined by two properties: • arbitrariness and • syntactic inertness. -
Number Systems in Grammar Position Paper
1 Language and Culture Research Centre: 2018 Workshop Number systems in grammar - position paper Alexandra Y. Aikhenvald I Introduction I 2 The meanings of nominal number 2 3 Special number distinctions in personal pronouns 8 4 Number on verbs 9 5 The realisation of number 12 5.1 The forms 12 5.2 The loci: where number is shown 12 5.3 Optional and obligatory number marking 14 5.4 The limits of number 15 5.4.1 Number and the meanings of nouns 15 5.4.2 'Minor' numbers 16 5.4.3 The limits of number: nouns with defective number values 16 6 Number and noun categorisation 17 7 Markedness 18 8 Split, or mixed, number systems 19 9 Number and social deixis 19 10 Expressing number through other means 20 11 Number systems in language history 20 12 Summary 21 Further readings 22 Abbreviations 23 References 23 1 Introduction Every language has some means of distinguishing reference to one individual from reference to more than one. Number reference can be coded through lexical modifiers (including quantifiers of various sorts or number words etc.), or through a grammatical system. Number is a referential property of an argument of the predicate. A grammatical system of number can be shown either • Overtly, on a noun, a pronoun, a verb, etc., directly referring to how many people or things are involved; or • Covertly, through agreement or other means. Number may be marked: • within an NP • on the head of an NP • by agreement process on a modifier (adjective, article, demonstrative, etc.) • through agreement on verbs, or special suppletive or semi-suppletive verb forms which may code the number of one or more verbal arguments, or additional marker on the verb. -
CHAPTER I INTRODUCTION This Chapter Presents Background of The
CHAPTER I INTRODUCTION This chapter presents background of the research, statement of problem, research objective, research significance, and definition of key terms. 1.1 Background Morphology is a branch of linguistics which deals with the study of a word and its internal structure which affects the change of meaning. Moreover, Geert (2005: 7) states that morphology term refers to a study of the structure of the word, systematic word, the formation of word that has a relationship with its meaning. Morphology also covers how users of a particular language understand complex words, and find lexical items. Thus, Morphological studies in this research are used to analyze the word and how the word is formed that the word has a form and a meaning. Morphological process is the formation of a word in the form and meaning according to need in a single act of substitutions. Moreover, morphological process is a process of word formation by connecting one morpheme to other morphemes. The definition of morphological process according to Chaer (2012: 25) is the formation of a word from a base form of words through affixation and reduplication process. The formation of words will undergo another one of two processes, inflection and derivation. Derivation in particular is a process of forming a word that produces new lexeme. According to Ba’dulu and Herman (2006:12) 1 2 morphological derivation takes one word and turns it into another word. In other words, derivation is creating a new lexical word or creating a word from another syntactic category. Derivation is uses lexical meaning to make (or derive) new words and to change a word from grammatical class to another. -
Chapter One Introduction
CHAPTER ONE INTRODUCTION 0 Chapter One Introduction 1.0 Background :- In spite of the fact that English morphology studies have been incepted lately in linguistics; these studies have acquired an overwhelming importance in the field of English language learning and acquisition. According to Leiber (2009) ‘morphology is the study of word formation, including the ways new words are coined in the languages of the world and the way forms of words are varied depending on how they are used in sentence’. Thus morphology studies the formation of words in English language and how this formation is largely dependent on sentence structure in which the word is deployed. Forming words in English language takes two main ways; deriving new lexemes from other words by adding a prefix or a suffix, e.g. “happy”, “unhappy” and “happiness”. This process happens to be called derivational morphology which is concerned with creating a new word though a related one. The other way is forming words using inflectional processes, which result in a modified version of a word (Delahunty & Garvey: 76). These processes are often applied to words in sentences in order to meet the grammatical needs of the sentences such as tense, gender or number. For instance the variant forms of the verb ‘to walk’ ‘walk’ and ‘walks’ are used for the present simple whereas “walked” is used for the past simple. 1 As stated above, words may be constructed of more than one morpheme, a morpheme is the smallest form (i.e, spoken or written units) that has meaning or grammatical function (Delahunty & Garvey:2010 ; p 76). -
The Esperantist Background of René De Saussure's Work
Chapter 1 The Esperantist background of René de Saussure’s work Marc van Oostendorp Radboud University and The Meertens Institute ené de Saussure was arguably more an esperantist than a linguist – R somebody who was primarily inspired by his enthusiasm for the language of L. L. Zamenhof, and the hope he thought it presented for the world. His in- terest in general linguistics seems to have stemmed from his wish to show that the structure of Esperanto was better than that of its competitors, and thatit reflected the ways languages work in general. Saussure became involved in the Esperanto movement around 1906, appar- ently because his brother Ferdinand had asked him to participate in an inter- national Esperanto conference in Geneva; Ferdinand himself did not want to go because he did not want to become “compromised” (Künzli 2001). René be- came heavily involved in the movement, as an editor of the Internacia Scienca Re- vuo (International Science Review) and the national journal Svisa Espero (Swiss Hope), as well as a member of the Akademio de Esperanto, the Academy of Es- peranto that was and is responsible for the protection of the norms of the lan- guage. Among historians of the Esperanto movement, he is also still known as the inventor of the spesmilo, which was supposed to become an international currency among Esperantists (Garvía 2015). At the time, the interest in issues of artificial language solutions to perceived problems in international communication was more widespread in scholarly cir- cles than it is today. In the western world, German was often used as a language of e.g. -
Plural Addressee Marker and Grammaticalization in Barayin
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by SOAS Research Online Published as: Lovestrand, Joseph. 2018. Plural addressee marker and Pre-publication version grammaticalization in Barayin. Journal of Afroasiatic Languages and Linguistics 10(1) https://doi.org/10.1163/18776930-01001004 Accepted version downloaded from SOAS Research Online: http:// eprints.soas.ac.uk/32651 Plural addressee marker and grammaticalization in Barayin Joseph Lovestrand, University of Oxford Abstract This article describes two distinct but related grammaticalization paths in Barayin, an East Chadic lan- guage. One path is from a first-person plural pronoun to a first-person dual pronoun. Synchronically, the pronominal forms in Barayin with first-person dual number must now be combined with a plural addressee enclitic, nà, to create a first-person plural pronoun. This path is identical to what has been documented in Philippine-type languages. The other path is from a first-person dative suffix to a suffix dedicated to first-person hortative. This path of grammaticalization has not been discussed in the literature. It occurred in several related languages, and each in case results in a hortative form with a dual subject. Hortative forms with a plural subject are created by adding a plural addressee marker to the dual form. The plural addressee marker in Chadic languages is derived from a second-person pronominal. Keywords Chadic, Barayin, hortative, dual, pronouns, diachronic1 1 Introduction This paper describes two distinct but related grammaticalization paths in Barayin [bva] and other lan- guages of the Guera subbranch of East Chadic languages (East Chadic B).