Have Constructions and Expressions of Experience”
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Intermediate German: a Grammar and Workbook / by 2 Anna Miell & Heiner Schenke 3 P
111 INTERMEDIATE GERMAN: 2 3 A GRAMMAR AND WORKBOOK 4 5 6 7 8 9 1011 1 2 13 4111 5 Intermediate German is designed for learners who have achieved basic 6 proficiency and wish to progress to more complex language. Its 24 units 7 present a broad range of grammatical topics, illustrated by examples which 8 serve as models for varied exercises that follow. These exercises enable 9 the student to master the relevant grammar points. 2011 1 Features include: 2 3 • authentic German, from a range of media, used throughout the book to 4 reflect German culture, life and society 5 6 • illustrations of grammar points in English as well as German 7 • checklists at the end of each unit for consolidation 8 9 • cross-referencing to other grammar units in the book 3011 • glossary of grammatical terminology 1 2 • full answer key to all exercises 3 4 Suitable for independent learners and students on taught courses, 5 Intermediate German, together with its sister volume, Basic German, forms 6 a structured course in the essentials of German. 7 8 Anna Miell is University Lecturer in German at the University of Westminster 9 and at Trinity College of Music in Greenwich and works as a language 4011 consultant in London. Heiner Schenke is Senior Lecturer of German at the 1 University of Westminster and has published a number of language books. 2 3 41111 111 Other titles available in the Grammar Workbook series are: 2 3 Basic Cantonese 4 Intermediate Cantonese 5 Basic German 6 7 Basic Italian 8111 Basic Polish 9 Intermediate Polish 1011 1 Basic Russian 2 Intermediate -
The Term Declension, the Three Basic Qualities of Latin Nouns, That
Chapter 2: First Declension Chapter 2 covers the following: the term declension, the three basic qualities of Latin nouns, that is, case, number and gender, basic sentence structure, subject, verb, direct object and so on, the six cases of Latin nouns and the uses of those cases, the formation of the different cases in Latin, and the way adjectives agree with nouns. At the end of this lesson we’ll review the vocabulary you should memorize in this chapter. Declension. As with conjugation, the term declension has two meanings in Latin. It means, first, the process of joining a case ending onto a noun base. Second, it is a term used to refer to one of the five categories of nouns distinguished by the sound ending the noun base: /a/, /ŏ/ or /ŭ/, a consonant or /ĭ/, /ū/, /ē/. First, let’s look at the three basic characteristics of every Latin noun: case, number and gender. All Latin nouns and adjectives have these three grammatical qualities. First, case: how the noun functions in a sentence, that is, is it the subject, the direct object, the object of a preposition or any of many other uses? Second, number: singular or plural. And third, gender: masculine, feminine or neuter. Every noun in Latin will have one case, one number and one gender, and only one of each of these qualities. In other words, a noun in a sentence cannot be both singular and plural, or masculine and feminine. Whenever asked ─ and I will ask ─ you should be able to give the correct answer for all three qualities. -
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.). -
Introduction to Gothic
Introduction to Gothic By David Salo Organized to PDF by CommanderK Table of Contents 3..........................................................................................................INTRODUCTION 4...........................................................................................................I. Masculine 4...........................................................................................................II. Feminine 4..............................................................................................................III. Neuter 7........................................................................................................GOTHIC SOUNDS: 7............................................................................................................Consonants 8..................................................................................................................Vowels 9....................................................................................................................LESSON 1 9.................................................................................................Verbs: Strong verbs 9..........................................................................................................Present Stem 12.................................................................................................................Nouns 14...................................................................................................................LESSON 2 14...........................................................................................Strong -
On German Verb Syntax Under Age 2
University of Pennsylvania ScholarlyCommons IRCS Technical Reports Series Institute for Research in Cognitive Science December 1994 On German Verb Syntax under Age 2 Bernhard Rohrbacher University of Pennsylvania Anne Vainikka University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/ircs_reports Rohrbacher, Bernhard and Vainikka, Anne, "On German Verb Syntax under Age 2" (1994). IRCS Technical Reports Series. 170. https://repository.upenn.edu/ircs_reports/170 University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. IRCS-94-24. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/ircs_reports/170 For more information, please contact [email protected]. On German Verb Syntax under Age 2 Abstract Previous research on early child German suggests that verb placement is mastered early on, at least around the age of two; this finding has provided support for the idea that the full syntactic tree is present from the earliest stage of syntactic development. We show that two German children around a year and a half of age already exhibit a clear distinction between finite and non-finite utterances in terms of verb placement and the distribution of empty subjects. Although their verbal paradigms are impoverished, these children clearly already have an inflectional projection (IP) in finite clauses. However, we argue against the idea that a full syntactic tree is available at this point; rather, the data support a reduced representation without a complementizer projection (CP). Furthermore, non-finite matrix clauses, common at this early stage, lack even the inflectional projection. Comments University of Pennsylvania Institute for Research in Cognitive Science Technical Report No. -
Separable Verbs in a Reusable Morphological Dictionary for German
Separable Verbs in a Reusable Morphological Dictionary for German Pius ten Hacken I & Stephan Bopp 2 l lnstitut far Informatik/ASW 2Lexicologie, Faculteit der Letteren Universit~it Basel, Petersgraben 51 Vrije Universiteit, De Boelelaan 1105 CH-4051 Basel (Switzerhmd) NL- 1081 HV Amsterdam (Netherlands) email: [email protected] emaih [email protected] Abstract Separable verbs are verbs with prefixes which, depending on the syntactic context, can occur as one word written together or discontinuously. They occur in languages such as German and Dutch and constitute a problem tbr NLP because they are lexemes whose lbrms cannot always be recognized by dictionary lookup on the basis of a text word. Conventional solutions take a mixed lexical and syntactic approach. In this paper, we propose the solution offered by Word Manager, consisting of string-based recognition by means of rules of types also required for periphrastic inflection and clitics. In this way, separable verbs are dealt with as part of the dolnain of reusable lexical resources. We show how this solution compares favourably with conventional approaches. 1. The Problem (2) a. Claudia auihOrtjctzt. In German there exists a large class of verbs b. Daniel versucht zu aulh6ren. which behave like aufhOren ('stop'), The problem arises in a very similar fashion illustrated in (1). in Dutch, as the Dutch translations (3) of the (1) a. Anna glaubt, dass Bernard aufhSrt. sentences in (1) show. The only difference is ('Anna believes that Bernard stops') that the infinitive in (3c) is not written b. Claudia h6rt jetzt auf. together. ('Claudia stops now PRY') (3) a. -
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. -
Dative Case What Are the Main Contexts in Which the Dative Case Is Used? What Are the Forms of the Dative Case for Nouns in the Singular and Plural?
Dative Case What are the main contexts in which the dative case is used? What are the forms of the dative case for nouns in the singular and plural? One of the most frequent uses of the dative is as the indirect object of a verb. The indirect object is usually a person or animate being that is the recipient in an agent-object-recipient transaction. We can think of a typical “giving” scenario in which someone (an agent or doer of an action) gives an object to someone else (the recipient). The Czech dative is used to mark the recipient of the object. We have indirect objects in all kinds of English sentences, but the most we do to mark them is put a preposition (to or for) in front of them: Jakub gave Honza a puppy (Jakub gave a puppy to Honza), David made tea for his friends, Lidka bought her mother flowers (She bought flowers for her mother), The teacher lent the student a book, Did you send a postcard also to your parents?… Czech datives overlap with many English indirect objects and are used in much the same way. Some examples: Jakub dal Honzovi pejska. nom: Honza gave puppy David uvařil kamarádům čaj. nom pl: kamarádi boiled tea Lidka koupila mamince květiny. nom: maminka bought flowers Učitelka půjčila žákyni knihu. nom: žákyně lent student Poslal jsi pohled i rodičům? nom pl: rodiče did-you-send postcard also parents When you learn a new verb in Czech, ask yourself (or your teacher, if you’re not sure) if it’s a verb that requires the dative case and add that information to your flashcard for that verb. -
German Irregular Verbs Chart
GERMAN IRREGULAR VERBS CHART Infinitive Meaning Present Tense Imperfect Participle Tense (e.g. for Passive, & Perfect Tense) to… er/sie/es: ich & er/sie/es: backen bake backt backte gebacken befehlen command, order befiehlt befahl befohlen beginnen begin beginnt begann begonnen beißen bite beißt biss gebissen betrügen deceive, cheat betrügt betrog betrogen bewegen1 move bewegt bewog bewogen biegen bend, turn biegt bog (bin etc.) gebogen bieten offer, bid bietet bot geboten binden tie bindet band gebunden bitten request, ask bittet bat gebeten someone to do... blasen blow, sound bläst blies geblasen bleiben stay, remain bleibt blieb (bin etc.) geblieben braten roast brät briet gebraten brechen break bricht brach gebrochen brennen burn brennt brannte gebrannt bringen bring, take to... bringt brachte gebracht denken think denkt dachte gedacht dürfen be allowed to... darf durfte gedurft empfehlen recommend empfiehlt empfahl empfohlen erschrecken2 be frightened erschrickt erschrak (bin etc.) erschrocken essen eat3 isst aß gegessen fahren go (not on foot), fährt fuhr (bin etc.) gefahren drive fallen fall fällt fiel (bin etc.) gefallen fangen catch fängt fing gefangen finden find findet fand gefunden fliegen fly fliegt flog (bin etc.) geflogen fliehen flee, run away flieht floh (bin etc.) geflohen fließen flow fließt floss geflossen fressen eat (done by frisst fraß gefressen animals) frieren freeze, be cold friert fror (bin etc.) gefroren geben give gibt gab gegeben gedeihen flourish, prosper gedeiht gedieh (bin etc.) gediehen gehen go, walk geht ging (bin etc.) gegangen gelingen4 succeed gelingt gelang (bin etc.) gelungen gelten5 be valid, be of gilt galt gegolten worth 1 Also used as a reflexive verb, i.e. -
The Special Datives
The Special Datives To this point, the functions of the Dative Case have been 1. Indirect Object of give, tell, show verbs 2. Dative with Special Adjectives friendly to, unfriendly to, similar to, dissimilar to, equal to, suitable for, near to, dear to, pleasing to, etc. 3. Dative with Special Intransitive Verbs parco, mando, impero, noceo, resisto, studeo, etc. 4. Dative with Certain Compound Verbs praesum, praeficio, occurro, etc. (often verbs with prefixes of ob- and prae-) Two new Dative Case functions, sometimes called Special Datives, are explained in Unit XIII. These are the Dative of Purpose and the Dative of Reference. 1. Dative of Purpose. Sometimes, the idea of purpose can be stated in a single noun. In such a case, the Dative Case form of the noun is used. It answers the question, “For what purpose does something exist?” Note how we often ask, “What is that for?” The consul donated money for a reward. Consul pecuniam praemio donavit. Seven common Latin nouns are often used as (for?!) the Dative of Purpose: Principal Parts Dative Singular Form Meaning cura, -ae, f. curae for a concern auxilium, -I, n. auxilio for a help impedimentum, -I, n. impedimento for an obstacle praemium, -I, n. praemio for a reward praesidium, -I, n. praesidio for a guard subsidium, -I, n. subsidio for a support usus,, -us, m. usui for a use NOTA BENE: These are not the only nouns which may be used for purpose; they are only the most common. Sometimes a plural Dative Case form is used for purpose. Catullus poeta scripsit puellas esse curis. -
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 ……………………………………………………………….