DOCSLIB.ORG

An Analysis of Finite and Non-Finite Verbs in Selected Passages in the Gospel of Mark

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Analysis of Finite and Non-Finite Verbs in Selected Passages in the Gospel of Mark UNLV Retrospective Theses & Dissertations 1-1-2007 An analysis of finite and non-finiteerbs v in selected passages in the Gospel of Mark Joseph P. Petrini University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Petrini, Joseph P., "An analysis of finite and non-finiteerbs v in selected passages in the Gospel of Mark" (2007). UNLV Retrospective Theses & Dissertations. 2258. http://dx.doi.org/10.25669/tzxm-q17v This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. AN ANALYSIS OF FINITE AND NGN-FINITE VERBS IN SELECTED PASSAGES IN THE GOSPEL OF MARK by Joseph P. Petrini Jr. Associate of Science Commimity College of Southern Nevada, Las Vegas 1998 Bachelor of Arts University of Nevada, Las Vegas 2002 A thesis submitted in partial fulfillment of the requirements for the Master of Arts Degree in English Department of English College of Liberal Arts Graduate College University of Nevada, Las Vegas December 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 1452270 INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI UMI Microform 1452270 Copyright 2008 by ProQuest LLC. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 E. Eisenhower Parkway PC Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Thesis Approval UNTV The Graduate College University of Nevada, Las Vegas November 13 ,20 07 The Thesis prepared by Joseph P. Petrini Jr. Entitled An Analysis of Finite and Non-Finite Verbs in Selected Passages in the Gospel of Mark is approved in partial fulfillment of the requirements for the degree of Master of Arts in English Examination Con^iittee Chair Dean of the Graduate College Examination Committee Member j ^ /T~) j Examinatio n Committee M ember t , f rT : I — " - t... • V.. Graduate Cçllege Faculty Representative 11 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT An Analysis of Finite and Non-Finite Verbs in Selected Passages in the Gospel of Mark by Joseph P. Petrini Jr. Dr. Norma Engberg, Examination Committee Chair Associate Professor of English University of Nevada, Las Vegas This thesis examines finite and non-finite verbs in The Gospel o f Mark 15:22-39 and 16:1-7 in Greek, Latin, Gothic and Old English. The study is a comparison of the person, tense, mood and voice in all four languages, as well as a comparison of strength, weakness and class of the Germanic verbs. Also, attention was paid to the use of available cognates for subsequent translations. Ill Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ABSTRACT........................................................................................................................iii LIST OF VERB CHARTS............................................................. v ACKNOWLEDGEMENTS..............................................................................................viii CHAPTER 1 INTRODUCTION.................................................................................... 1 Purpose of Study................................................................................................................1 Research Questions........................................................................................................... 2 Significance of Study......................................................................................................... 3 CHAPTER 2 REVIEW OF RELATED LITERATURE...............................................4 CHAPTER 3 FINDINGS OF THE STUDY..................................................................6 Collection and Analysis of Data ...................................................................................... 6 CHAPTER 4 CONCLUSION.......................................................................................48 APPENDIX........................................................................................................................ 51 Bible Verses ...................................................................................................................51 WORKS CITED................................................................................................................58 VITA............................... 60 IV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF VERB CHARTS Verb Chart 22.1 ...................................................................................................................... 6 Verb Chart 22.2 ...................................................................................................................... 7 Verb Chart 23.1 ...................................................................................................................... 7 Verb Chart 23.2 ......................................................................................................................8 Verb Chart 23.3................................................................................ ...................................... 9 Verb Chart 23.4 ........................................................................................................................10 Verb Chart 24.1 ........................................................................................................................10 Verb Chart 24.2 ...................................................................................................................... 11 Verb Chart 24.3........................................................................................................................12 Verb Chart 24.4 ........................................................................ 12 Verb Chart 25.1 ............................................. 13 Verb Chart 25.2 ........................................................................................................................13 Verb Chart 26.1 ........................................................................................................................13 Verb Chart 27.1 ........................................................................................... 14 Verb Chart 28.1 ........................... 15 Verb Chart 28.2 ........................................................................................................................15 Verb Chart 28.3 ........................................................................................................................16 Verb Chart 29.1 ........................................................................................................................16 Verb Chart 29.2 ................................................................... 17 Verb Chart 29.3 ........................................................................................................................17 Verb Chart 29.4 ........................................................................................................................18 Verb Chart 29.5 ......................... 18 Verb Chart 29.6 ........................................................................................................................19 Verb Chart 30.1 ....... 19 Verb Chart 30.2 ....................................................................................................................... 20 Verb Chart 31.1........................................................................................................................20 Verb Chart 31.2 ........................................................................................................................21 Verb Chart 31.3 ........................................................................................................................21 Verb Chart 31.4 ...................................... 22 Verb Chart 31.5 ........................................................................................................................22 Verb Chart 32.1 ........................................................................................................................23 Verb Chart 32.2 ........................................................................................................................23
Load more

Recommended publications
  • The Production of Finite and Nonfinite Complement Clauses by Children with Specific Language Impairment and Their Typically Developing Peers
    The Production of Finite and Nonfinite Complement Clauses by Children With Specific Language Impairment and Their Typically Developing Peers Amanda J. Owen University of Iowa, Iowa City The purpose of this study was to explore whether 13 children with specific language Laurence B. Leonard impairment (SLI; ages 5;1–8;0 [years;months]) were as proficient as typically developing age- and vocabulary-matched children in the production of finite and Purdue University, West Lafayette, IN nonfinite complement clauses. Preschool children with SLI have marked difficulties with verb-related morphology. However, very little is known about these children’s language abilities beyond the preschool years. In Experiment 1, simple finite and nonfinite complement clauses (e.g., The count decided that Ernie should eat the cookies; Cookie Monster decided to eat the cookies) were elicited from the children through puppet show enactments. In Experiment 2, finite and nonfinite complement clauses that required an additional argument (e.g., Ernie told Elmo that Oscar picked up the box; Ernie told Elmo to pick up the box) were elicited from the children. All 3 groups of children were more accurate in their use of nonfinite complement clauses than finite complement clauses, but the children with SLI were less proficient than both comparison groups. The SLI group was more likely than the typically developing groups to omit finiteness markers, the nonfinite particle to, arguments in finite complement clauses, and the optional complementizer that. Utterance-length restrictions were ruled out as a factor in the observed differences. The authors conclude that current theories of SLI need to be extended or altered to account for these results.
    [Show full text]
  • TAV of English Finite Verb Phrase
    Journal of Literature and Art Studies, July 2018, Vol. 8, No. 7, 1126-1130 doi: 10.17265/2159-5836/2018.07.019 D DAVID PUBLISHING TAV of English Finite Verb Phrase Peter Lung-shan CHUNG University of Hong Kong, Hong Kong, China It is widely known that a finite verb phrase (fVP) of a clause in English consists of three components: tense, aspect and voice. While the two tenses, present and past, and the two voices, active and passive, are recognized and generally agreed, the number and constituents of aspects may not be so simple and they are open to dispute. This paper proposes that a new aspect, the “modal” aspect, be included in addition to the commonly recognized ones, namely “simple”, “perfect” and “continuous” (also known as “progressive”). With the inclusion of the “modal” aspect, there are four single aspects: “simple”, “modal”, “perfect” and “continuous”. They can be combined to form multiple aspects according to the aforesaid sequence. The “modal” aspect is realized with a modal verb (any ofthe modal verbs will/would, shall/should, can/could, may/might, must, ought to, used to and the two semi-modals, “need” and “dare” in interrogative and negative structures). Whenever a modal verb is used, the verb phrase is in the modal aspect. The modal verb to be used is for the interlocutor to decide and falls beyond this discussion, which focuses on the structure of the fVP of the English language. The two tenses, eight aspects and two voices (active and passive) make up the 32 TAVs (an acronym formed with “Tense”, “Aspect” and “Voice”) of the English fVP.
    [Show full text]
  • The Complexities of the Welsh Copula
    The complexities of the Welsh copula Bob Borsley University of Essex and Bangor University Proceedings of the 26th International Conference on Head-Driven Phrase Structure Grammar University of Bucharest Stefan Muller,¨ Petya Osenova (Editors) 2019 CSLI Publications pages 5–25 http://csli-publications.stanford.edu/HPSG/2019 Keywords: copula, syntax-morphology mismatches, Welsh Borsley, Bob. 2019. The complexities of the Welsh copula. In Muller,¨ Stefan, & Osenova, Petya (Eds.), Proceedings of the 26th International Conference on Head- Driven Phrase Structure Grammar, University of Bucharest, 5–25. Stanford, CA: CSLI Publications. Abstract The Welsh copula has a complex set of forms reflecting agreement, tense, polarity, the distinction between main and complement clauses, the presence of a gap as subject or complement, and the contrast between predicative and equative interpretations. An HPSG analysis of the full set of complexities is possible given a principle of blocking, whereby constraints with more specific antecedents take precedence over constraints with less specific antecedents, and a distinction between morphosyntactic features relevant to syntax and morphosyntactic features relevant to morphology. 1. Introduction It is probably a feature of most languages that the copula is more complex in various ways than standard verbs. This is true in English, and it is very definitely true in Welsh. The Welsh copula has a complex set of forms reflecting agreement, tense, polarity, the distinction between main and complement clauses, the presence of a gap as subject or complement, and the contrast between predicative and equative interpretations. In this paper, I will set out the facts and develop an analysis within the Head-Driven Phrase Structure Grammar (HPSG) framework.
    [Show full text]
  • Word Order and Information Structure in Finite Verb Clauses in Hellenistic Period Hebrew by Andrew R. Jones a Thesis Submitted I
    Word Order and Information Structure in Finite Verb Clauses in Hellenistic Period Hebrew by Andrew R. Jones A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Near and Middle Eastern Civilizations University of Toronto © Copyright by Andrew R. Jones (2015) Word Order and Information Structure in Finite Verb Clauses in Hellenistic Period Hebrew Ph.D. 2015 Andrew R. Jones Department of Near and Middle Eastern Civilizations University of Toronto This study investigates the relationship between word order and information structure in finite verb clauses in four ancient Hebrew texts from among the Dead Sea Scrolls—the Community Rule, the War Rule, and the Habakkuk Pesher. An excursus provides a separate treatment of Daniel 8–12. The theoretical linguistic foundations of the study are rooted in generative linguistics, especially the work of J. Uriagereka and N. Erteschik-Shir. The Early Immediate Constituent Theory of J. Hawkins also plays an important role. The emphasis is on syntactic structures where word order is flexible in order to investigate the effect of variation on information structure. The basic word order of subject and verb is indeterminate, and therefore it is not possible to know whether SV or VS order is marked (although the tendencies of each order are nonetheless clear). However, it is simple to determine that the basic word order of verb and object is VO. Deviations from the basic VO order can be explained using three structures: left-dislocation of a shift topic; fronting of a Topic (whether a shift topic, contrastive constituent, or restrictive constituent); and fronting of a non-Topic (whether a cleft constituent or a constituent that opens the clause-final attentive focus position for a different constituent).
    [Show full text]
  • Simple Sentences and Finiteness
    Simple Sentences and Finiteness • The clause and the simple sentence –A clause is a sentence with a predicate, typically centered around a verb. –A simple sentence is a sentence that contains just one clause. •A little initiative goes a long way towards a better workout. • Childreach has hitched its Wagon to a Hollywood star vehicle in no uncertain terms. • The priceless publicity boost from the movie landed in the charity’s lap two years ago. [The Times-Picayune and Parade] Ling 222 - Chapter 3 1 –A clause has a subject and a predicate • Predicate in this sense comprises the verb + modifiers and phrases selected by the verb –A simple sentence has just one predicate. – An independent sentence or clause can stand alone, without being attached to another clause • An independent clause in many languages must contain a finite verb. • Finite verbs are marked for grammatical categories associated with verbs: tense, aspect, person-number agreement. Ling 222 - Chapter 3 2 1 – Independent clauses in other languages: • Na bànjal-ya na ana-na lai nyungga (Kambera) 3SG:SU-put-3SG:OBJ the child-3SG at I ‘He left his child with me.’ • Dytyna spyt’. (Ukrainian) child sleep:PRES:3SG ‘The child is asleep.’ • Ape yu ati o de. (Ndyuka) there your heart FUT be ‘Your heart will be there.’ – Some languages allow independent clauses consisting of a subject and predicate with no verb: • Al-bet da nadif katir (Chadian Arabic) DEF-house this:M:SG clean very ‘This house is very clean.’ Ling 222 - Chapter 3 3 • Finiteness and auxiliaries –A finite verb can be a main verb or an auxiliary (‘helping verb’).
    [Show full text]
  • Easy in Any Language: Syntax, Semantics, and Pragmatics of Activity-Oriented Adjectives in Six Languages
    San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Summer 2020 Easy in Any Language: Syntax, Semantics, and Pragmatics of Activity-Oriented Adjectives in Six Languages David Koffman San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Koffman, David, "Easy in Any Language: Syntax, Semantics, and Pragmatics of Activity-Oriented Adjectives in Six Languages" (2020). Master's Theses. 5128. DOI: https://doi.org/10.31979/etd.edgb-m36t https://scholarworks.sjsu.edu/etd_theses/5128 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. EASY IN ANY LANGUAGE: SYNTAX, SEMANTICS, AND PRAGMATICS OF ACTIVITY-ORIENTED ADJECTIVES IN SIX LANGUAGES A Thesis Presented to the Faculty of the Department of Linguistics and Language Development San José State University In Partial Fulfillment of the Requirements for the Degree Master of Arts by David Koffman May 2020 © 2020 ALL RIGHTS RESERVED David Koffman The Designated Thesis Committee Approves the Thesis Titled EASY IN ANY LANGUAGE: SYNTAX, SEMANTICS, AND PRAGMATICS OF ACTIVITY-ORIENTED ADJECTIVES IN SIX LANGUAGES by David Koffman APPROVED FOR THE DEPARTMENT OF LINGUISTICS AND LANGUAGE DEVELOPMENT SAN JOSÉ STATE UNIVERSITY May 2020 Soteria (Roula) Svorou, Ph.D. Department of Linguistics and Language Development Hahn Koo, Ph.D. Department of Linguistics and Language Development Kevin Moore, Ph.D. Department of Linguistics and Language Development ABSTRACT EASY IN ANY LANGUAGE: SYNTAX, SEMANTICS, AND PRAGMATICS OF ACTIVITY-ORIENTED ADJECTIVES IN SIX LANGUAGES Words that denote the degree of effort required for some activity, called easy adjectives here, have distinctive behavior.
    [Show full text]
  • Finite and Infinitive Verbs GRADE 8 FINITE VERBS =
    Finite and Infinitive Verbs GRADE 8 FINITE VERBS = • A finite verb is at the heart of every sentence, and that finite verb will need to align with the subject and show the right tense. • A finite verb is a verb that has a subject and shows tense. • E.g. Jaco sanitizes his hands. • In this sentence, “Jaco” is the subject, “sanitizes” is the finite verb and the tense is the Present Indefinite Tense. • Every sentence needs a verb. The main verb in every sentence will be a finite verb. • The best way to find a finite verb is to identify its subject and determine its tense. If you can do that, you're looking at a finite verb… This Photo by Unknown Author is licensed under CC BY-SA INFINITIVES • Infinitives: Most infinitives usually have "to" before. An infinitive is the basic form of a verb. • E.g. Shaun continues to talk. • If we look at the above example, to talk is the infinitive and continues is the finite verb (continues indicates tense and has a subject; to talk has a to…) • Remember: The infinitive form of a verb is the verb in its basic form. It is the version of the verb which will appear in the dictionary. INFINITIVES CONTINUED… • Please Note: The infinitive form is not always preceded by to. • An infinitive is a non-finite verb. In other words, it cannot be the main verb in a sentence. • Most infinitives are preceded by to, but after certain verbs, the to is dropped. The most obvious example is when an infinitive follows: can, could, may, might, must, shall, should, will, or would.
    [Show full text]
  • 1 Verbals: Finite Forms and Non-Finite Forms Abstract Finite Forms and Non-Finite Forms of Verbs Are Pragmatic Factors in Teach
    ISSN: 2456-8104 JRSP-ELT, Issue 10, Vol. 2, 2018, www.jrspelt.com Verbals: Finite Forms and Non-Finite Forms Ms. V Satya Sri Durga ([email protected] ) Teacher, Bhashyam High School, Hyderabad, India Abstract 1 Finite Forms and Non-Finite Forms of verbs are pragmatic factors in teaching grammar. Verb forms are in two distinct classes such as finites and non-finites and also called verbals. The infinitive is a kind of noun. It is also called verbal noun. The Gerund is a verbal noun (-ing form). It is also used as a subject or an object of the verb like an Infinitive. A participle is used partly as a verb and partly as an adjective. It is also called verbal-adjective. Keywords: Finite and Non-Finite Forms, Participles, Gerunds, Infinitive Introduction Definition of Grammar: the actual definition of grammar is determined by pragmatic factors. If we wish to learn to speak and write, we will focus on the system of rules that underlie a given language, and if we wish to describe the structure of a language, we will focus on the units that make up the language and their relations, and if we wish to understand how speakers of a given language produce and understand sentences, we will focus on the nature of the rules used (Laimutis Valeika and Janina Buitkien ė, 2003). Teaching of grammar offers the learner the means for potentially limitless linguistic creativity. Grammar is partly the study of what forms (or structures) are possible in a language.Thus, grammar is a description of the rules that govern how a language’s sentences are formed (Thornbury, 1999).
    [Show full text]
  • Stefan Thim, 2012. Phrasal Verbs: the English Verb-Particle Construction and Its History (Topics in English Linguistics 78)
    Stefan Thim, 2012. Phrasal Verbs: The English Verb-Particle Construction and its History (Topics in English Linguistics 78). Berlin and New York: Mouton de Gruyter. Pp. xiv + 302. ISBN 978-3-11- 025702-1. Bert Cappelle To cite this version: Bert Cappelle. Stefan Thim, 2012. Phrasal Verbs: The English Verb-Particle Construction and its History (Topics in English Linguistics 78). Berlin and New York: Mouton de Gruyter. Pp. xiv + 302. ISBN 978-3-11- 025702-1.. English Language and Linguistics, Cambridge University Press (CUP), 2014, 18 (3), pp. 572-586. 10.1017/S1360674314000197. hal-01495702 HAL Id: hal-01495702 https://hal.archives-ouvertes.fr/hal-01495702 Submitted on 26 Mar 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Review for journal English Language and Linguistics (Cambridge University Press) Stefan Thim , 2012. Phrasal Verbs: The English Verb-Particle Construction and its History (Topics in English Linguistics 78). Berlin and New York: Mouton de Gruyter. Pp. xiv + 302. ISBN 978-3-11- 025702-1. Reviewed by Bert Cappelle, University of Lille 3 ‘How ‘English’ are the phrasal verbs really?’ and how did this highly familiar but often ill-described construction evolve ‘from its early history up to the present’? (p.
    [Show full text]
  • Finite and Non-Finite Verbs in This Article, We Learn What Finite and Non-Finite Verbs Is and What the Difference Between Finite and Non-Finite Verbs
    Performdigi Finite and Non-finite verbs In this article, we learn what Finite and Non-finite verbs is and what the difference between Finite and Non-finite verbs. After that, we study finite and non-finite verb explanation in detail with examples, we also discuss types/kinds of non-finite verb. At the end of the article, 10 questions exercise/worksheet given for practice help you to under the topic better. What is the difference between Finite and Non-finite verbs? These verbs which can either main verb of a sentence or the one that is used as an adjective or nouns as well. Finite verbs are a broad category of verbs which are subject to change (s) in the number and/or person of the subject, and the tense of the verb. Whereas, Non-Finite verbs refer to the verb forms which remain unaltered not-with-standing the change (s) in the tense and/or the subject (number/person). For example: 1. These boys like to sing. (Finite Verb) 2. He invited his friends to like his post on Facebook. (Non-finite verb) Finite and Non-finite verbs explanation There are two kinds of verbs in English grammar. 1. Finite Verb 2. Non-Finite Verb Finite Verb Definition: A verb which shows time or a verb which is limited by number, person, and gender of the subject is known as a Finite verb. Examples: 1. Neha writes letters. 2. They write letters. 3. We have written letters. 4. I shall write letters. In the given examples, the verb ‘write’ has been changed according to the number, person, and tense of the subject.
    [Show full text]
  • Chapter 5. Subject Omission and [-SA] Clauses
    Chapter 5. Subject Omission and [-SA] clauses In chapter 2 we discussed the morphology and syntax of adult results are most compatible with ATOM (Schütze & Wexler, 1996; Schütze Swahili. Particularly relevant to the current chapter is our discussion of null 1997), there are several questions remaining that ATOM fails to account elements in Swahili, and the grammatical omission of SA. We saw that for. Swahili allows several different null elements: pro (the null subject in full In this chapter we will investigate the distribution of subjects in the clauses), PRO (in infinitival clauses), and NP-trace (in passivization). Since four clause types that occur in early grammar: full clauses, [-SA] clauses, null elements are generally held to an identification requirement, the [-T] clauses and bare stems. In particular, we will investigate the use of emergence of clauses that allow SA omission (a salient identifier in full subjects in the underspecified clauses, looking to see if the theory we clauses) is intriguing. Adults use habitual clauses which require the postulated in chapter 2 has the expected results. We will see that children omission of SA, but as expected by the identification requirement, null adhere to the syntactic restrictions on [-SA] clauses from very early on (i.e., subjects are blocked in this environment. Adults also omit SA in [-SA] clauses only occur in matrix clauses, do not occur with a declarative, tensed clauses. However, quite unexpectedly, null subjects are quantificational operator, optionally take null subjects, etc.). We will also allowed in these contexts. We concluded that in these [-SA] clauses the see that expectations of the theory of null constants postulated in chapter 2 subject position is filled by a null constant that is bound by an anaphoric is confirmed in the cases of [-T] clauses and bare stems.
    [Show full text]
  • Proceedings of the Annual Meeting of the Berkeley Linguistics Society
    UC Berkeley Proceedings of the Annual Meeting of the Berkeley Linguistics Society Title Constructional Paradigm in Constraint-based Morphosyntax: A Case of Japanese Verb Inflection Permalink https://escholarship.org/uc/item/4690x06w Journal Proceedings of the Annual Meeting of the Berkeley Linguistics Society, 38(38) ISSN 2377-1666 Author Otoguro, Ryo Publication Date 2014 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Constructional Paradigm in Constraint-based Morphosyntax: A Case of Japanese Verb Inflection Author(s): Ryo Otoguro Proceedings of the 38th Annual Meeting of the Berkeley Linguistics Society (2014), pp. 371-386 General Session and Thematic Session on Language Contact Editors: Kayla Carpenter, Oana David, Florian Lionnet, Christine Sheil, Tammy Stark, Vivian Wauters Please contact BLS regarding any further use of this work. BLS retains copyright for both print and screen forms of the publication. BLS may be contacted via http://linguistics.berkeley.edu/bls/ . The Annual Proceedings of the Berkeley Linguistics Society is published online via eLanguage , the Linguistic Society of America's digital publishing platform. Constructional Paradigm in Constraint-based Morphosyntax: A Case of Japanese Verb Inflection∗ RYO OTOGURO Waseda University Introduction It is a well-known fact that tense, aspect and mood/modality (TAM) are encoded in morphosyntactically diverse ways across languages. Some languages realise them purely by verb inflectional morphology, while others express them periphrastically by a verb and auxiliary/copula complex. Since Japanese is one of the languages that exhibit a combination of those two strategies in rather complicated manners, it poses a serious challenge to any grammatical theory as to how lexical verbs, aux- iliaries, copulas, particles and inflectional suffixes are located in morphosyntactic structures, and how they are related to TAM functions in relevant components of the grammar.
    [Show full text]