A Cartographic Approach to Focus-Related Linguistic Phenomena A Dissertation Submitted to the University of Tsukuba In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Linguistics Masatoshi HONDA 2018 Acknowledgements This doctoral thesis has benefited greatly from the invaluable academic, emotional, and intellectual support provided by my mentors, research fellows, and many others. I cannot list them all here, but from the bottom of my heart, I express my gratitude to all those who have directly or indirectly helped me with my doctoral research project. First, my deepest gratitude goes to the internal members of my dissertation committee: Nobuhiro Kaga, Yukio Hirose, Masaharu Shimada, and Naoaki Wada. Nobuhiro Kaga, who chaired the committee, has generously supported me throughout my time as a graduate student at the University of Tsukuba. Although my requests were often sudden and without warning, he read my manuscripts carefully, both abstracts and papers, and provided me with constructive and critical comments. He spent much time and effort on painstakingly assessing the manuscripts for my thesis and giving me detailed comments on the arguments of this thesis and the quality of English, all the way up until the deadline. Yukio Hirose provided me with crucial information on the literature concerning my subject. I was often surprised by how deeply he understood my work, sometimes even better than I did. My special thanks go to Masaharu Shimada, who spent a great deal of time on reading Cruschina (2011) with me. Cruschina’s theoretical view is the core of this doctoral thesis, and he gave me invaluable and thought-provoking comments on my work. His perseverance and support greatly improved my approach. Naoaki Wada also provided me with detailed feedback on my manuscripts. His critical and constructive comments helped me consider how to introduce theoretical concepts in a readily understandable manner. I am greatly indebted to the external committee member, Nobuko Hasegawa. She played a formative role as a supervisor for my master’s thesis, which I completed at Kanda University of International Studies. Her detailed knowledge of the research history i concerning focus in the generative grammar framework allowed me to greatly improve the introduction of my dissertation (along with the subsequent chapters). Her contributions have had such depth and insight that more time and work is still required to digest what I have learned from her. It gives me immense joy to remember what she has taught me and to connect it with my research project. Special thanks are due to Yusuke Kubota for the gift of his constructive critique. Additionally, I benefited from a series of lectures on categorial grammar and linguistic seminars given by Robert Levine. From these, I learned how important and difficult it is to open one’s mind and be self-critical. I received valuable support from the following people: Kazuya Nishimaki, Shiro Takeuchi, Akihiko Sakamoto, Tatsuhiro Okubo, Souma Mori, Keita Ikarashi, Shotaro Namiki, Wenwen Ding, Ryohei Naya, Hiroko Wakamatsu, Toshinao Nakazawa, Takashi Ishida, Haruki Isono, Shohei Nagata, Kazuyoshi Ishikawa, and Yukihiro Kanda. I especially benefited from discussions with Keita Ikarashi and Ryohei Naya during the course of our joint research project and subsequent work. I am grateful to Rachel Ballew, Julio Pereira, and Poole Alana, who kindly acted as informants. It was because of their generous cooperation and comments that I was also able to improve my general and academic English skills. I especially benefitted from discussions with Rachel Ballew. She spent much time and effort on reading my manuscripts carefully. I am thankful to those teachers who played a salient role in my master’s study at Kanda University of International Studies. They inspired me to pursue research. In addition to Nobuko Hasegawa, these include the late emeritus Professor Kazuko Inoue, Yoshio Endo, Yasuo Ishii, and Kazuma Fujimaki. During my time as a researcher at the Center for Teaching English to Children (CTEC), Atsuki Osada, Makiko Tanaka, and Hiromi Kawai ii granted me invaluable opportunities to study elementary school English education. Yuzuru Miyamoto, with whom I shared my first year at CTEC, also deserves my gratitude. Special thanks go to Noboru Kamiya and Ikuko Hasebe, who invited me for a joint project. This played a bridging role in my decision to attempt the entrance examination for graduate school at the University of Tsukuba. Without their help, I would not be where I am. Kuniko Otsuka, the office clerk of the graduate school of Kanda University of International Studies, should be recognized for her support in helping me prepare for my appointment with Nobuko Hasegawa and for my life as a graduate student. I should not forget Asami Watanabe. She was a keen and kind graduate student at Kanda University of International Studies. I learned much from her, and she taught me many invaluable life lessons during her lifetime and even after her sudden death. I also received emotional support from Akiko Okano. When I was an undergraduate student at Fukushima University, Toshihiko Asaka, who supervised my graduation thesis, taught me the basics of linguistics, opening the door to the study of English linguistics. I appreciate his academic, emotional, and intellectual support, as it benefitted me greatly. Former Professor Robert Murphy taught me academic writing and corrected mistakes in my graduation thesis. Even after I graduated from Fukushima University, he acted as an informant and helped me develop my dissertation project. Former Professor Noriko Nemoto, who taught me the basics of lexical semantics, will always be remembered. Last but not least, I express my deepest gratitude to my parents, Takeji Honda and Tomomi Honda, my brother, Hirotaka Honda, and my great grandfather, Goro Watanabe, for their perseverance and support in my days as a graduate student. I dedicate this thesis to my grandmother, Kiyo Watanabe, who passed away just before my first year at Tsukuba began. iii Tsukuba December 2018 Masatoshi Honda iv Table of Contents Acknowledgments .............................................................................................................. i List of Abbreviations ....................................................................................................... xi Chapter 1 Introduction 1. 1 Preliminary Remarks ...................................................................1 1. 2 Overview of the Research on Focus in Generative Grammar ........ 2 1. 2. 1 Focus at the Interface between Syntax, Semantics, and Phonology ..................................................................... 2 1. 2. 2 Syntax, Focus Structure, and Thetic/Categorical Judgments ..................................................................... 7 1. 2. 3 Focus and Topicalization ............................................. 10 1. 2. 4 Focus as Quantification ............................................... 10 1. 2. 5. Interim Summary ......................................................... 14 1. 3 Focus in the Cartographic Enterprise ....................................... 15 1. 4 Aims ........................................................................................... 22 1. 5 Organization ............................................................................... 23 Chapter 2 Theoretical Background 2. 1 Introduction .................................................................................26 2. 2 S-selection and Criteria as Triggers for A-bar Movement ........... 27 2. 3 The Force-Fin System ................................................................. 31 2. 4 The Syntax of Topic and Focus .............................................. 34 2. 4. 1 Topic vs. Focus ........................................................... 34 v 2. 4. 2 CLLD vs. Topicalization .......................................... 41 2. 5 The Two-Layered Focus Hypothesis .......................................... 44 2. 5. 1 IFoc vs. CFoc ........................................................... 44 2. 5. 2 Neutral IFoc and Emphatic IFoc ................................ 46 2. 5. 3 CFoc vs. Emphatic IFoc .............................................. 48 2. 5. 4 Emphatic IFoc and the Speaker’s Evaluative Meaning ...... 52 2. 6 Wh-Movement under the Two-Layered Focus Hypothesis .......... 55 2. 6. 1 Wh-Movement and D-Linking ................................. 55 2. 6. 2 Extension to Wh-Movement in English ..................... 60 2. 7. Summary .................................................................................... 64 Chapter 3 Evidence for IFoc Fronting in the Clausal Domain 3. 1 Introduction ................................................................................ 66 3. 2 Particle Fronting from the Perspective of Emphatic IFoc Fronting ... 67 3. 2. 1 Introduction ................................................................. 67 3. 2. 2 Trotzke and Quaglia (2016) ......................................... 72 3. 2. 2. 1 Semantic Transparency ........................... 72 3. 2. 2. 2 Expressive Particle Fronting .................... 75 3. 2. 3 Extension to Particle Fronting in English ................... 79 3. 2. 3. 1 Some Basic Properties of Locative Inversion in English ..................................................... 80 3. 2. 3. 2 Particle Fronting in English as Emphatic IFoc Fronting .......................................... 83 3. 2. 4 The Derivation of Particle