Raising, Control, Null Subject
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Basic Locative Constructions and Simple Clause Structures of English, Akan, and Safaliba
Basic Locative Constructions and Simple Clause Structures of English, Akan, and Safaliba Edward Owusu PhD Candidate, Department of Linguistics, University of Ghana, Legon, Ghana, and Lecturer, Department of Liberal and General Studies, Sunyani Polytechnic, Sunyani, Ghana. John Agor, PhD Lecturer, Department of Linguistics, University of Ghana, Legon, Ghana. AsuamahAdade-Yeboah PhD Candidate, UniveridadEmpresarial de Costa Rica (UNEM) Senior Lecturer, Department of Communication Studies, Christian Service University College, Kumasi, Ghana. Kofi Dovlo, PhD Senior Lecturer (Adjunct), Department of Linguistics, University of Ghana, Legon, Accra, Ghana Abstract This paper discusses some basic locative constructions and simple clause structures of English, Akan (a majority language in Ghana), and Safaliba (a minority language in Ghana). Specifically, the paper compares the simple clause of and the basic locative constructions in these three languages by showing clearly how native speakers of these languages produce forms to express meaning. Structures such as clause functions, relative clause, verb forms, serial verb constructions, noun phrase, negation, and locative constructions have been employed as touchstones in juxtaposing the three languages. The data used,were drawn from native speakers’ intuition and expressions about the location of entities (this has been vividly explained in section 1.3). Several obversations were made. For example, it was realised that while English and Safaliba are pre- determiner languages, Akan is post-determiner language. Again as English recognises prepositions, Akan and Safaliba use postposition. Keywords: Basic locative constructions, Simple clause, Akan, Safaliba, Adpositional phrases 1. Introduction A sign, according to Saussure (1915/1966) is a combination of a concept and a sound-image, a combination that cannot be separated. -
The Empirical Base of Linguistics: Grammaticality Judgments and Linguistic Methodology
UCLA UCLA Previously Published Works Title The empirical base of linguistics: Grammaticality judgments and linguistic methodology Permalink https://escholarship.org/uc/item/05b2s4wg ISBN 978-3946234043 Author Schütze, Carson T Publication Date 2016-02-01 DOI 10.17169/langsci.b89.101 Data Availability The data associated with this publication are managed by: Language Science Press, Berlin Peer reviewed eScholarship.org Powered by the California Digital Library University of California The empirical base of linguistics Grammaticality judgments and linguistic methodology Carson T. Schütze language Classics in Linguistics 2 science press Classics in Linguistics Chief Editors: Martin Haspelmath, Stefan Müller In this series: 1. Lehmann, Christian. Thoughts on grammaticalization 2. Schütze, Carson T. The empirical base of linguistics: Grammaticality judgments and linguistic methodology 3. Bickerton, Derek. Roots of language ISSN: 2366-374X The empirical base of linguistics Grammaticality judgments and linguistic methodology Carson T. Schütze language science press Carson T. Schütze. 2019. The empirical base of linguistics: Grammaticality judgments and linguistic methodology (Classics in Linguistics 2). Berlin: Language Science Press. This title can be downloaded at: http://langsci-press.org/catalog/book/89 © 2019, Carson T. Schütze Published under the Creative Commons Attribution 4.0 Licence (CC BY 4.0): http://creativecommons.org/licenses/by/4.0/ ISBN: 978-3-946234-02-9 (Digital) 978-3-946234-03-6 (Hardcover) 978-3-946234-04-3 (Softcover) 978-1-523743-32-2 -
The Function of Phrasal Verbs and Their Lexical Counterparts in Technical Manuals
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1991 The function of phrasal verbs and their lexical counterparts in technical manuals Brock Brady Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Applied Linguistics Commons Let us know how access to this document benefits ou.y Recommended Citation Brady, Brock, "The function of phrasal verbs and their lexical counterparts in technical manuals" (1991). Dissertations and Theses. Paper 4181. https://doi.org/10.15760/etd.6065 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Brock Brady for the Master of Arts in Teaching English to Speakers of Other Languages (lESOL) presented March 29th, 1991. Title: The Function of Phrasal Verbs and their Lexical Counterparts in Technical Manuals APPROVED BY THE MEMBERS OF THE THESIS COMMITTEE: { e.!I :flette S. DeCarrico, Chair Marjorie Terdal Thomas Dieterich Sister Rita Rose Vistica This study investigates the use of phrasal verbs and their lexical counterparts (i.e. nouns with a lexical structure and meaning similar to corresponding phrasal verbs) in technical manuals from three perspectives: (1) that such two-word items might be more frequent in technical writing than in general texts; (2) that these two-word items might have particular functions in technical writing; and that (3) 2 frequencies of these items might vary according to the presumed expertise of the text's audience. -
CAS LX 522 Syntax I
It is likely… CAS LX 522 IP This satisfies the EPP in Syntax I both clauses. The main DPj I′ clause has Mary in SpecIP. Mary The embedded clause has Vi+I VP is the trace in SpecIP. V AP Week 14b. PRO and control ti This specific instance of A- A IP movement, where we move a likely subject from an embedded DP I′ clause to a higher clause is tj generally called subject raising. I VP to leave Reluctance to leave Reluctance to leave Now, consider: Reluctant has two θ-roles to assign. Mary is reluctant to leave. One to the one feeling the reluctance (Experiencer) One to the proposition about which the reluctance holds (Proposition) This looks very similar to Mary is likely to leave. Can we draw the same kind of tree for it? Leave has one θ-role to assign. To the one doing the leaving (Agent). How many θ-roles does reluctant assign? In Mary is reluctant to leave, what θ-role does Mary get? IP Reluctance to leave Reluctance… DPi I′ Mary Vj+I VP In Mary is reluctant to leave, is V AP Mary is doing the leaving, gets Agent t Mary is reluctant to leave. j t from leave. i A′ Reluctant assigns its θ- Mary is showing the reluctance, gets θ roles within AP as A θ IP Experiencer from reluctant. required, Mary moves reluctant up to SpecIP in the main I′ clause by Spellout. ? And we have a problem: I vP But what gets the θ-role to Mary appears to be getting two θ-roles, from leave, and what v′ in violation of the θ-criterion. -
Greek and Latin Roots, Prefixes, and Suffixes
GREEK AND LATIN ROOTS, PREFIXES, AND SUFFIXES This is a resource pack that I put together for myself to teach roots, prefixes, and suffixes as part of a separate vocabulary class (short weekly sessions). It is a combination of helpful resources that I have found on the web as well as some tips of my own (such as the simple lesson plan). Lesson Plan Ideas ........................................................................................................... 3 Simple Lesson Plan for Word Study: ........................................................................... 3 Lesson Plan Idea 2 ...................................................................................................... 3 Background Information .................................................................................................. 5 Why Study Word Roots, Prefixes, and Suffixes? ......................................................... 6 Latin and Greek Word Elements .............................................................................. 6 Latin Roots, Prefixes, and Suffixes .......................................................................... 6 Root, Prefix, and Suffix Lists ........................................................................................... 8 List 1: MEGA root list ................................................................................................... 9 List 2: Roots, Prefixes, and Suffixes .......................................................................... 32 List 3: Prefix List ...................................................................................................... -
Language Structure: Phrases “Productivity” a Property of Language • Definition – Language Is an Open System
Language Structure: Phrases “Productivity” a property of Language • Definition – Language is an open system. We can produce potentially an infinite number of different messages by combining elements differently. • Example – Words into phrases. An Example of Productivity • Human language is a communication system that bears some similarities to other animal communication systems, but is also characterized by certain unique features. (24 words) • I think that human language is a communication system that bears some similarities to other animal communication systems, but is also characterized by certain unique features, which are fascinating in and of themselves. (33 words) • I have always thought, and I have spent many years verifying, that human language is a communication system that bears some similarities to other animal communication systems, but is also characterized by certain unique features, which are fascinating in and of themselves. (42 words) • Although mainstream some people might not agree with me, I have always thought… Creating Infinite Messages • Discrete elements – Words, Phrases • Selection – Ease, Meaning, Identity • Combination – Rules of organization Models of Word reCombination 1. Word chains (Markov model) Phrase-level meaning is derived from understanding each word as it is presented in the context of immediately adjacent words. 2. Hierarchical model There are long-distant dependencies between words in a phrase, and these inform the meaning of the entire phrase. Markov Model Rule: Select and concatenate (according to meaning and what types of words should occur next to each other). bites bites bites Man over over over jumps jumps jumps house house house Markov Model • Assumption −Only adjacent words are meaningfully (and lawfully) related. -
Chapter 12 Control and Raising Anne Abeillé Université De Paris
Chapter 12 Control and Raising Anne Abeillé Université de Paris The distinction between raising and control predicates has been a hallmark of syn- tactic theory since Rosenbaum (1967), Postal (1974). Contrary to transformational analyses, HPSG treats the difference as mainly a semantic one: raising verbs(seem, begin, expect) do not semantically select their subject (or object) nor assign them a semantic role, while control verbs (want, promise, persuade) semantically select all their syntactic arguments. On the syntactic side, raising verbs share their subject (or object) with the subject of their non-finite complement while control verbs only coindex them Pollard & Sag (1994). We will provide creole data (from Mauritian) which support a phrasal analysis of their complement, and argue against a clausal (or small clause) analysis (Henri & Laurens (2011). The distinction is also relevant for non-verbal predicates such as adjectives (likely vs eager). The raising analysis naturally extends to copular constructions (become, consider) and auxiliary verbs (Pollard & Sag 1994; Sag et al. 2020). 1 The distinction between raising and control predicates 1.1 The main distinction between raising and control verbs In a broad sense ’control’ refers to a relation of referential dependence between an unexpressed subject (the controlled element) and an expressed or unexpressed constituent (the controller); the referential properties of the controlled element, including possibly the property of having no reference at all, are determined by those of the controller (Bresnan 1982: 372). Verbs taking non-finite complements usually determine the interpretation of the missing subject of the non-finite verb. With want, the subject is understood as the subject of the infinitive, while with persuade it is the object, as shown by the reflexives (1a), (1b). -
Expanding the Scope of Control and Raising∗
1 Expanding the scope of control and raising∗ Maria Polinsky and Eric Potsdam University of California at San Diego and University of Florida 1. Introduction The relationship between linguistic theory and empirical data is a proverbial two-way street, but it is not uncommon for the traffic in that street to move only in one direction. The study of raising and control is one such case, where the empirical lane has been running the risk of becoming too empty, and much theorizing has been done on the basis of English and similar languages. A statement in a recent paper is quite telling in that regard: “Our impression from the literature … is that control behaves cross-linguistically in much the same fashion [as in English]…” (Jackendoff and Culicover 2003: 519). If indeed all languages structure control in ways similar to English, cross-linguistic investigation might not be expected to have much to offer, so there has not been much impetus for pursuing them. This paper offers a new incentive to pursue empirical data on control and raising. For these phenomena, recent results from both theoretical and empirical work have coalesced in a promising way allowing us to expand the boundaries of a familiar concept. This in turn provides a stronger motivation for the development of raising/control typologies. 2. Innovations in linguistic theory and their consequence for control and raising Two main innovations in linguistic theory allow us to predict a greater range of variation in control and raising: the unification of control and raising under a single analysis as movement and the compositional view of movement. -
Adverb Phrases and Clauses Function in Specific Sentences
MS CCRS L.7.1a: Explain the function of Lesson 3 phrases and clauses in general and their Adverb Phrases and Clauses function in specific sentences. Introduction Phrases and clauses are groups of words that give specific information in a sentence. A clause has both a subject and a predicate, while a phrase does not. Some phrases and clauses function like adverbs, which means they modify a verb, an adjective, or another adverb in a sentence. • An adverb phrase tells “how,” “when,” “where,” or “why.” It is often a prepositional phrase. Soccer players wear protective gear on the field. (tells where; modifies verb wear) Soccer gloves are thick with padding. (tells how; modifies adjective thick) • An adverb clause can also tell “how,” “when,” “where,” or “why.” It is always a dependent clause. Gloves protect goalies when they catch the ball. (tells when; modifies verb protect) Goalies need gloves because the ball can hurt. (tells why; modifies verb need) Guided Practice Circle the word in each sentence that the underlined phrase or clause modifies. Write how, when, where, or why to explain what the phrase or clause tells. Hint 1 Goalies are the only players who touch the ball with their hands. Often an adverb phrase or clause immediately follows 2 As the ball comes toward the goal, the goalie moves quickly. the word it modifies, but sometimes other words separate the 3 If necessary, the goalie dives onto the ground. two. The phrase or clause may also come at the beginning of a 4 Sometimes the other team scores because the ball gets past sentence, before the the goalie. -
Malagasy Extraposition: Evidence for PF Movement
Nat Lang Linguist Theory https://doi.org/10.1007/s11049-021-09505-2 Malagasy extraposition Evidence for PF movement Eric Potsdam1 Received: 28 August 2018 / Accepted: 23 January 2021 © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 Abstract Extraposition is the non-canonical placement of dependents in a right- peripheral position in a clause. The Austronesian language Malagasy has basic VOXS word order, however, extraposition leads to VOSX. Extraposed constituents behave syntactically as though they were in their undisplaced position inside the predicate at both LF and Spell Out. This paper argues that extraposition is achieved via movement at Phonological Form (PF). I argue against alternatives that would derive extraposi- tion with syntactic A’ movement or stranding analyses. Within a Minimalist model of grammar, movement operations take place on the branch from Spell Out to PF and have only phonological consequences. Keywords Malagasy · Extraposition · Movement · Phonological Form · Word order 1 Introduction Extraposition—the non-canonical placement of certain constituents in a right- peripheral position—has been investigated in detail in only a small number of lan- guages. There is a considerable literature for English, SOV Germanic languages Ger- man and Dutch, and the SOV language Hindi-Urdu. The construction has not been widely explored in other, typologically distinct languages. This lacuna means that we have probably not seen the full range of options and have also not tested pro- posed analyses in the widest possible way. The goal of this paper is to investigate in some detail extraposition in Malagasy, an Austronesian language with basic VOXS word order spoken by approximately 17 million people on the island of Madagascar. -
Predicative Possessives, Relational Nouns, and Floating Quantifiers
REMARKS AND REPLIES 825 Predicative Possessives, Relational Nouns, and Floating Quantifiers George Tsoulas Rebecca Woods Green (1971) notes the apparent unacceptability of certain quantifica- tional expressions as possessors of singular head nouns. We provide data from a range of English dialects to show that such constructions are not straightforwardly unacceptable, but there are a number of re- strictions on their use. We build on Kayne’s (1993, 1994) analysis of English possessives in conjunction with considerations on floating quantifiers to explain both the types of possessive that are permitted in the relevant dialects and their distribution, which is restricted to predicative position. Keywords: floating quantifiers, possessives, predication 1 Introduction Green (1971:601) makes the following observation (numbering adjusted): The noun phrases of (1): (1) a. One of my friends’ mother b. All of their scarf c. Both of our scarf d. One of our scarf e. Both of my sisters’ birthday [my sisters are twins] which should be well-formed paraphrases of (2): (2) a. The mother of one of my friends b. The scarf that belongs to all of them c. The scarf that belongs to both of us d. The scarf of one of us e. The birthday of both of my sisters are ungrammatical. Portions of earlier versions of this article have been presented at the EDiSyn European Dialect Syntax Workshop VII (Konstanz, 2013) and in research seminars in York and Berlin (ZAS). We are indebted to those audiences for their comments and suggestions. We would also like to thank the following colleagues for discussion, suggestions, and criticism that led to many improvements: Josef Bayer, Gennaro Chierchia, Patrick Elliott, Kyle Johnson, Kook-Hee Gil, Nino Grillo, Richard Kayne, Margarita Makri, David Pesetsky, Bernadette Plunkett, Uli Sauerland, Peter Sells, Sten Vikner, Norman Yeo, and Eytan Zweig. -
Idioms-And-Expressions.Pdf
Idioms and Expressions by David Holmes A method for learning and remembering idioms and expressions I wrote this model as a teaching device during the time I was working in Bangkok, Thai- land, as a legal editor and language consultant, with one of the Big Four Legal and Tax companies, KPMG (during my afternoon job) after teaching at the university. When I had no legal documents to edit and no individual advising to do (which was quite frequently) I would sit at my desk, (like some old character out of a Charles Dickens’ novel) and prepare language materials to be used for helping professionals who had learned English as a second language—for even up to fifteen years in school—but who were still unable to follow a movie in English, understand the World News on TV, or converse in a colloquial style, because they’d never had a chance to hear and learn com- mon, everyday expressions such as, “It’s a done deal!” or “Drop whatever you’re doing.” Because misunderstandings of such idioms and expressions frequently caused miscom- munication between our management teams and foreign clients, I was asked to try to as- sist. I am happy to be able to share the materials that follow, such as they are, in the hope that they may be of some use and benefit to others. The simple teaching device I used was three-fold: 1. Make a note of an idiom/expression 2. Define and explain it in understandable words (including synonyms.) 3. Give at least three sample sentences to illustrate how the expression is used in context.