Chapter 3 the Cleft Copula and Clefted Constituent
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OCCASIONAL PAPER #12 SYNTACTICIZATION of TOPIC N JAPANESE and MANDARIN STUDENTS' LISH: a TEST of RUTHERFORD's MODEL Patricia
OCCASIONAL PAPER #12 1985 SYNTACTICIZATION OF TOPIC N JAPANESE AND MANDARIN STUDENTS' LISH: A TEST OF RUTHERFORD'S MODEL Patricia Ann Duff DEPARTMENT OF ENGLISH AS A SECOND WGUAGE UNIVERSITY OF HAWAII AT WOA occAsIoNAL PAPER SERIES In recent years, a number of graduate students in the Department of English as a Second Language have selected the thesis option as part of their Master of Arts degree progran. Their research has covered a wide range of areas in second language learning and teaching. Many of these studies have attracted interest from others in the fieldr and in order to make these theses more widely availabler selected titles are now published in the Occasional Paper Series. This series, a supplement to the departmental publication Workinq Papersr may also include reports of research by members of the ESL faculty. Publication of the Occasional Paper Series is underwritten by a grant from the Ruth Crymes Scholarship Fund. A list of available titles and prices may be obtained from the department and is also included in each issue of Workinq Papers. The reports published in the Occasional Paper Series have the status of n*progressreports nn, and may be published elsewhere in revised form. Occasional Faper #12 is an HA thesis by Patricia Ann Duff. Her thesis comm~ttee-members were Craig Chaudron (chair), Jean Gibsonr and Richard Schmidt. This work should be cited as follows: DUFFr Patricia Ann. 1985. Syntacticization of Topic in Japanese and Mandarin Students1 English: A Test of RutherfordnsModel. Occasional Paper #12. Honolulu: Department of English as a Second Languager mversity of Hawaii at Manoa* Rutherford (1983) drafted a two-part model to account for the syntacticization of Topic in the English of Japanese and Mandarin learners. -
Grammatical Sketch of Beng
Mandenkan Numéro 51 Bulletin d’études linguistiques mandé Printemps 2014 ISSN: 0752-5443 Grammatical sketch of Beng Denis PAPERNO University of Trento, Italy [email protected] Denis Paperno Content 1. Introduction 1 2. General information 9 2.1. Beng people and their language 9 2.2. Sociolinguistic situation 11 2.3. Names of the language 12 3. The history of Beng studies 12 3.1. Students of the Beng language and society 12 3.2. Beng dialects according to reports from the early 1900s 13 3.2.1. Delafosse: Beng of Kamélinsou 15 3.2.3. Tauxier: Beng of Groumania neighbourhood 16 4. Beng phonology 18 4.1. Phonological inventory 18 4.1.1. Tones 20 4.1.2. Syllable structure 22 4.1.3. Segmental sandhi 22 4.1.4. Tonal sandhi 22 4.2. Morphonology 23 4.2.1. ŋC simplification 23 4.2.2. Deletion of /l/ 24 4.2.3. High tone in the low tone form of verbs 24 5. Personal Pronoun Morphology 25 5.1. On the allomorphy of the 1SG subject pronoun 27 5.2. Contraction with 3SG object pronoun 28 5.3. Subject series of pronouns 29 5.4. Stative pronouns with verbs tá, nṵ̄ 29 6. Morphology of content words 30 6.1. Tonal changes in suffixation 31 6.1.1. Mobile tone suffixes 31 6.1.2. Low tone suffixes 31 6.1.3. Other suffixes 31 6.1.4. Stems ending in L tone 31 3 Denis Paperno 6.1.5. The verb blö ‘to press out’ 32 6.2. -
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Grammatically Speaking by Michelle Jackson How to Teach the Dummy Pronoun “It” Sometimes the most interesting aspects of a language come in the smallest form. The English word it presents one of these fascinations. It can function as a typical pronoun. (E.g., I bought a new bike. It is blue.) In the example sentence, we use it to replace the noun bike. However, it can also function as an expletive or dummy pronoun. A dummy pronoun, unlike the pronoun in the example sentence above, does not replace a noun. It functions as a place holder to maintain the required subject, verb, object (SVO) structure. Some examples of it as a dummy pronoun occur when we describe weather (It is going to snow), distance (It is 2 miles to the metro station), time (It is 4 o’clock), or value judgments (It is better to have loved and lost than never to have loved as all). English has a robust use of the dummy pronoun because it is a nonpronoun dropping (non-pro- drop) language. We do not drop the pronoun in favor of maintaining the SVO structure. However, other pro-drop languages, such as Chinese, Turkish, Spanish, and Portuguese do not consistently require pronouns that can be inferred from contextual cues. Other null-subject languages that do not require a subject, such as Modern Greek and Arabic, do not require pronouns at all. Because the dummy pronoun does not necessarily occur in their mother tongues, students often fail to use it. Additionally, because the dummy pronoun carries no semantic information, it can pose a challenge to the instructor charged with its explanation. -
Title on the CLEFT SENTENCE AND
ON THE CLEFT SENTENCE AND THE 'NOMINALIZED' Title SENTENCE IN IRISH Author(s) Nakamura, Chiye Citation 京都大学言語学研究 (2004), 23: 47-62 Issue Date 2004-12-24 URL https://doi.org/10.14989/87845 Right Type Departmental Bulletin Paper Textversion publisher Kyoto University 京都大学言語学研究 (Kyoto University Linguistic Research) 23 (2004), 47-62 ON THE CLEFT SENTENCE AND THE ‘NOMINALIZED’ SENTENCE IN IRISH Chiye NAKAMURA I. Introduction The aim of this study is to show the difference between the cleft sentence and the sentence that is thought to be a quasi-cleft sentence, namely, `nominalized' sentence in Irish language. In the first part of this paper, their difference in Modern Irish will be shown. We will overview their historical development in the latter half of this paper. We encounter a number of cleft sentences used in prose texts in Modern Irish language. Many languages have 'clefting' as one of the pragmatic strategies, to make the focus element prominent. In Irish, the cleft sentence consists of [copula (is) +noun (underlined part) +relative clause (part in italics)] as illustrated in (1), which is a Modern Irish example: (1) Is a Sean a cheannaigh an leabhair. IS.pres. he Sean REL.PRT. buy.pret. the books 'It is Sean that bought the books .' We also notice the cleft sentence without the copula is at the head of the sentence used in prose texts in Irish language. The sentence consists of [noun (underlined part) +relative clause (italics part)] as illustrated in Modern Irish example (2): (2) Sean a cheannaigh an leabhair. Sean REL.PRT. buy.pret. -
Bilingual Pronoun Resolution
Bilingual Pronoun Resolution: Experiments in English and French Cat˘ alina˘ Barbu A thesis submitted in partial fulfilment of the requirements of the University of Wolverhampton for the degree of Doctor of Philosophy 2003 This work or any part thereof has not been presented in any form to the University or to any other body whether for purposes of assessment, publication or for any other purpose (unless previously indicated). Save for any express acknowledgements, references and/or bibliographies cited in the work, I confirm that the intellectual content of the work is the result of my own efforts and of no other person. Abstract Anaphora resolution has been a subject of research in computational linguistics for more than 25 years. The interest it aroused was due to the importance that anaphoric phenomena play in the coherence and cohesiveness of natural language. A deep understanding of a text is impossible without knowledge about how individual concepts relate to each other; a shallow understanding of a text is often impeded without resolving anaphoric phenomena. In the larger context of anaphora resolution, pronoun resolution has benefited from a wide interest, with pronominal anaphora being one of the most frequent discourse phenomena. The problem has been approached in a variety of manners, in various languages. The research presented in this thesis approaches the problem of pronoun resolution in the context of multilingual NLP applications. In the global information society we are living in, fast access to information in the language of one’s choice is essential, and this access is facilitated by emerging multilingual NLP applications. -
English for Practical Purposes 9
ENGLISH FOR PRACTICAL PURPOSES 9 CONTENTS Chapter 1: Introduction of English Grammar Chapter 2: Sentence Chapter 3: Noun Chapter 4: Verb Chapter 5: Pronoun Chapter 6: Adjective Chapter 7: Adverb Chapter 8: Preposition Chapter 9: Conjunction Chapter 10: Punctuation Chapter 11: Tenses Chapter 12: Voice Chapter 1 Introduction to English grammar English grammar is the body of rules that describe the structure of expressions in the English language. This includes the structure of words, phrases, clauses and sentences. There are historical, social, and regional variations of English. Divergences from the grammardescribed here occur in some dialects of English. This article describes a generalized present-dayStandard English, the form of speech found in types of public discourse including broadcasting,education, entertainment, government, and news reporting, including both formal and informal speech. There are certain differences in grammar between the standard forms of British English, American English and Australian English, although these are inconspicuous compared with the lexical andpronunciation differences. Word classes and phrases There are eight word classes, or parts of speech, that are distinguished in English: nouns, determiners, pronouns, verbs, adjectives,adverbs, prepositions, and conjunctions. (Determiners, traditionally classified along with adjectives, have not always been regarded as a separate part of speech.) Interjections are another word class, but these are not described here as they do not form part of theclause and sentence structure of the language. Nouns, verbs, adjectives, and adverbs form open classes – word classes that readily accept new members, such as the nouncelebutante (a celebrity who frequents the fashion circles), similar relatively new words. The others are regarded as closed classes. -
Gaps and Dummies
Hans Bennis Gaps and Dummies 3a Amsterdam Academic Archive gaps and dummies The Amsterdam Academic Archive is an initiative of Amsterdam University Press. The series consists of scholarly titles which were no longer available, but which are still in demand in the Netherlands and abroad. Relevant sections of these publications can also be found in the repository of Amsterdam University Press: www.aup.nl/repository. At the back of this book there is a list of all the AAA titles published in 2005. Hans Bennis Gaps and Dummies 3a Amsterdam Academic Archive Gaps and Dummies was originally published as a PhD-dissertation in 1986 at the Katholieke Hogeschool Tilburg. It later appeared in the Linguistic Models-series from Foris Publications, Dordrecht (isbn 90 6765 245 8). Cover design: René Staelenberg, Amsterdam isbn 90 5356 859 x nur 616 © Amsterdam University Press • Amsterdam Academic Archive, 2005 All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the written permission of both the copyright owner and the author of the book. preface for the AAA-edition Gaps and Dummies was originally published as a PhD-dissertation in 1986 (defense May 1986). In addition to the dissertation version, it has appeared as a book in the series Lin- guistic Models, volume 9, with Foris Publications (second printing in 1987). Later, the series Linguistic Models has been taken over by Mouton de Gruyter (Berlin, New York). -
On the Syntax of the It-Cleft Construction: a Construction-Based Perspective*
Linguistic Research 29(1), 45-68 On the Syntax of the It-Cleft Construction: A Construction-based Perspective* Jong-Bok Kim (Kyung Hee University) Kim, Jong-Bok. 2012. On the Syntax of the It-Cleft Construction: A Construction-based Perspective. Linguistic Research 29(1), 45-68. The English it-cleft construction displays ambivalent structural properties: restrictive relative clause and non-relative clause properties. This paper reviews its main grammatical properties and then sketches a uniform analysis for different types of the construction. This direction departs from the traditional ternary analysis in which the copula takes two complements, focus and cleft clause. In this paper, we suggest that the copula be in the cleft, as in other canonical environments, projects a binary structure, forming a cleft construction. This way of viewing the it-cleft construction as forming an independent grammatical entity brings us several welcoming consequences. (Kyung Hee University) 12 Keywords extraposition, expletive, presupposition, focus, cleft construction, construction grammar 1. Introduction Examples like (1b) represent a canonical type of English it-cleft construction, semantically linked to the canonical one in (1a): (1) a. The students bought the introductory textbook. b. It’s the introductory textbook that the students bought. Both of these two sentences denote the same proposition, but the cleft sentence (1b) is taken to have a different information structure from (1a) as given in (2) (see, among others, Collins 1991, Davidse 2000, Lambrecht 2001): * I thank two anonymous reviewers of this journal for helpful comments and suggestions. Any remaining errors are of course my own. 46 Jong-Bok Kim (2) a. -
Latin Parts of Speech in Historical and Typological Context
Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2014 Latin parts of speech in historical and typological context Viti, Carlotta Abstract: It is usually assumed that Latin parts of speech cannot be properly applied to other languages, especially outside the Indo-European domain. We will see, however, that the traditional distinction into eight parts of speech is established only in the late period of the classical school of grammar, while originally parts of speech varied in number and in type according to different grammarians, as well as to different periods and genres. Comparisons will be drawn on the one hand with parts of speech inthe Greek and Indian tradition, and on the other with genetically unrelated languages where parts of speech – notably adjectives and adverbs – are scarcely grammaticalized. This may be revealing of the manner in which the ancients used to categorize their language. DOI: https://doi.org/10.1515/joll-2014-0012 Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-101955 Journal Article Published Version Originally published at: Viti, Carlotta (2014). Latin parts of speech in historical and typological context. Journal of Latin Linguistics, 13:279-301. DOI: https://doi.org/10.1515/joll-2014-0012 Journal of Latin Linguistics 2014; 13(2): 279 – 301 Carlotta Viti Latin parts of speech in historical and typological context Abstract: It is usually assumed that Latin parts of speech cannot be properly ap- plied to other languages, especially outside the Indo-European domain. -
Cleft Constructions in Persian
Cleft Constructions in Persian A Role and Reference Grammar Analysis Farhad Moezzipour Department of Linguistics Institutes for Humanities and Cultural Studies Tehran, Iran 1 CLEFT CONSTRUCTIONS IN PERSIAN A ROLE AND REFERENCE GRAMMAR ANALYSIS Supervisor: Dr. Mohammad Dabir-Moghaddam Advisor: Dr. Mostafa Assi By Farhad Moezzipour A Thesis Submitted to Postgraduate Faculty of Linguistics of the Institute for Humanities and Cultural Studies in partial fulfillment of the requirements for the degree of Master of Arts March-2010 2 To my father for his wisdom and my mother for her love ii 3 ACKNOWLEDGEMENT No pleasure could taste more than when I learned I could be honoured the help which came from Professor Robert Van Valin. I don’t really remember what it was which first drew me toward the theory of RRG. Maybe it was a quite accidental visit to the great Website. Just a review triggered all my interest toward the contents and I managed to have a perfect digest. Now the time was ripe for a formal visit to the great scholar himself. Formality brings cautiousness. But soon I learned it was to be an intro to a mutual friendly scientific transaction. Now I have a very short statement for him. Thanks many many times for all you gave me personally and for all you gave me through the many uncountable harvests others have been able to appropriate before I had my turn. Just one person, in my own particular environment, was competent enough to put his energies to disambiguate the complexities I came across now and then, Professor Mohammad Dabir-Moghaddam. -
Writing Center SMC Campus Center 621 W
advanced clause structure In order to write well, you need to understand how elements within a clause fit together. This handout will help you understand how to craft more advanced clause structures. A Note about These Clause Structures These clause structures are generally structures of emphasis. Since the beginning and the end of the clause tend to be the areas of most importance, these various structures provide strategies for moving elements into those positions. That being said, these structures should be used deliberately. Too many clauses with non-standard structure can confuse your reader. Extraposition Some subordinate clauses (e.g., content clauses and non-finite clauses) can serve as a subject or object within a main clause. Subordinate Clause as Subject: That he should be home so early is strange. However, these subordinate clauses are often moved toward the end of the main clause, a process called extraposition. When this happens, the dummy pronoun “it” occupies the subordinate clause’s initial position. Step 1: Move Subordinate Clause: _____ is strange that he should be home so early. Step 2: Insert Dummy Pronoun “It”: It is strange that he should be home so early. Although you will find many extraposed objects, their non-extraposed versions are often ungramamtical. Extraposed Object: I find it hard to concentrate with the cat around. Non-extraposed Object (Ungrammatical): I find to concentrate with the cat around hard. Compare these different types of extraposed subordinate clauses: Declarative Content Clause: It breaks my heart that they didn’t adopt that cat. Open-interrogative Content Clause: It is still hard to know where the cat is hiding. -
The Pronoun in Tripartite Verbless Clauses in Biblical Hebrew: Resumption for Left-Dislocation Or Pronominal Copula?* Robert D. Holmstedt and Andrew R
To appear in the Journal of Semitic Studies, 2013 The Pronoun in Tripartite Verbless Clauses in Biblical Hebrew: Resumption for Left-Dislocation or Pronominal Copula?* Robert D. Holmstedt and Andrew R. Jones Abstract The status of the third person pronoun as a third element in verbless clauses has been a much studied issue in the history of biblical Hebrew syntax. As with most intriguing grammatical phenomena, scholarly opinion on this issue has shifted considerably over the last century or more. While the nineteenth and early twentieth centuries witnessed adherents to both copular and non- copular analyses for the ‘pleonastic’ pronoun in the so-called tripartite verbless clause, the second half of the twentieth century saw a consensus emerge, influenced particularly by the arguments of eminent scholars like Muraoka and Goldenberg: there was no pronominal copula in biblical Hebrew. In this paper we argue that this position does not adequately account for the data from linguistic typology or comparative Semitics and does not reflect a sensitive reading of the discourse context of many biblical examples. 1. Introduction Our purpose in this essay is to revisit a well-studied Hebrew grammatical phenomenon in order to nuance what has become the majority analysis. The specific phenomenon is the so-called tripartite verbless clause,1 that is, a clause lacking an overt verb as the predicate and consisting of three primary constituents, at least one of which is a third-person pronoun (henceforth, ‘PRON’), as in (1), given with two translations. (1) Gen 36:8 'עֵשָׂו הוּא אֱדוֹם a) ‘Esau is Edom’ (= copular analysis) b) ‘Esau, he is Edom’ (= dislocation analysis) For well over a century, the status of PRON in this clause type has been much debated.