DOCSLIB.ORG

Eng 221 Course Title: an Introduction to Syntactic Models

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Eng 221 Course Title: an Introduction to Syntactic Models NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF ARTS AND SOCIAL SCIENCES COURSE CODE: ENG 221 COURSE TITLE: AN INTRODUCTION TO SYNTACTIC MODELS ENG 221 COURSE GUIDE COURSE GUIDE ENG 221 AN INTRODUCTION TO SYNTACTIC MODELS Course Developer/Writer Prof. B.A. Okolo Department of English Igbinedion University, Okada Benin City Course Editor Prof. Charles Ogbulogo Covenant University Ota Programme Leader Dr. Christine I. Ofulue National Open University of Nigeria Course Coordinator Mr. Theodore Iyere National Open University of Nigeria NATIONAL OPEN UNIVERSITY OF NIGERIA ii ENG 221 COURSE GUIDE National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office NOUN Building No. 5, Dar es Sallam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail: [email protected] NRL: www.nou.edu.ng Published by National Open University of Nigeria Printed 2008 ISBN: 978-058-078-6 All Rights Reserved iii ENG 221 COURSE GUIDE CONTENTS PAGE Introduction…………………………………………………. 1 Course Aims………………………………………………… 1 Course Objectives…………………………………………… 1 Working through this Course……………………………….. 2 Course Materials…………………………………………….. 2 Study Units………………………………………………….. 2 Textbooks and References………………………………….. 3 Assessment………………………………………………….. 3 Tutor-Marked Assignment …………….…………………… 3 Final Examination and Grading……………………………... 4 Course Marking Scheme……………………………………. 4 Course Overview……………………………………………. 5 How to Get the Most from this Course………………………. 5 Facilitators/Tutors and Tutorials……………………………. 6 Summary…………………………………………………….. 7 iv Introduction ENG 221 is a one-semester, three-credit unit, 200 level course. It is designed primarily for students whose major discipline is English. The course consists of fourteen units which cover selected Syntactic Models – Traditional Grammar, Structural Grammar and Transformational Grammar. There are no compulsory prerequisites for the course. The material has been simplified and made suitable for Nigerian students. The Course Guide tells you what the course is about, what course materials you will be using and how to work your way through these materials. It suggests some general guidelines for the amount of time you are likely to spend on each unit of the course. It also gives you some guidance on your Tutor-Marked Assignments. You are advised to do the self-assessment exercises and attend the tutorial classes where you will discuss your problems with your tutors. Course Aims The course is designed to expose you to a variety of models used in syntactic analysis. The models selected for this course are the most popular. The goals of the course are to: • enable you have a broad view and understanding of the models that are available for use in the analysis of language; • help you to study these models and their workings; • enable you to achieve competence in the application of these models in the analysis of language data, and • help you to identify the strengths and weaknesses of each model. Course Objectives There are objectives to be achieved in each unit of the course.Familiarize yourself with these objectives before studying each unit. It is hoped that by the time you have finished this course you should be able to: • discuss the syntactic models discussed • explain how they work and how to apply them in the analysis of language data • determine the suitability of each model in the analysis of aspects of English Language. ENG 221 AN INTRODUCTION TO SYNTACTIC MODELS Working through this Course To finish this course successfully, you are advised to study the units, locate the recommended textbooks and read them. Don’t forget other materials provided by NOUN. At particular points in each unit, you will find self-assessment exercises. You are advised to do them because they are geared towards testing your understanding of the topic discussed. You will also find Tutor-Marked Assignments at the end of each unit. You are required to submit these assignments to your tutor for assessment purposes. These Tutor-Marked Assignments will count towards your overall performance in the course. There will be a final examination at the end of the course. The course will take you about fourteen weeks to complete. All the components of the course are listed below. You have to allocate your time to each unit in order to complete the course successfully and on time. Don’t jump units; study all of them because they have been developed hierarchically. For example, to understand unit 2 well, you have to know unit 1. Course Materials The major components of the course are: 1. Study units 2. Textbooks 3. Assignment file 4. Presentation schedule Study Units There are fourteen study units in this course as follows: Module 1 Syntax within the Structure of Language Unit 1 An Overview of the Structure of Language Unit 2 Major Concerns of the Syntax of English Unit 3 Perspectives of the Analysis of Syntax Module 2 Elements of Traditional Grammar Unit 1 The Origin and Development of Traditional Grammar Unit 2 Linguistic Practices in Traditional Grammar – parts of speech, parsing and concatenation Unit 3 Meaning and the Nature of the Sentence Unit 4 A Critique of Traditional Grammar ii ENG 221 AN INTRODUCTION TO SYNTACTIC MODELS Module 3 Elements of Structural Grammar Unit 1 Origin of Structural Grammar and its Variants – Tagmemics, Scale and Category, etc Unit 2 The Practice of Immediate Constituent Analysis Unit 3 Elements of the Clause Unit 4 A Critique of Structural Grammar Module 4 Earlier Versions of Transformational Grammar Unit 1 Finite State Grammar and Phrase Structure Grammar Unit 2 Popular Models of Transformational Grammar – Syntactic Structure and Aspects Models Unit 3 A Critique of these Early Models Each study unit consists of one week’s work. Included in each unit are specific objectives, directions for study, self-assessment exercises and examples (where appropriate). Together with Tutor-Marked Assignments, these exercises will help you in achieving the stated learning objectives of the individual units and of the course. Textbooks and References Certain books are recommended in the course. You should purchase them yourself and read them. Also, textbooks for further reading are listed at the end of each unit. Assessment This course is assessed in two ways: Tutor-Marked Assignments and a written examination. In doing these assignments, you are expected to utilize the information and knowledge gathered during the course. The Tutor-Marked Assignments must be submitted to your tutorial facilitator for formal grading. Adhere to the deadlines stated in the presentation schedule and the assignment file. These Tutor-Marked Assignments will count for 30% of your total course grade. Tutor-Marked Assignment Tutor-Marked Assignments are found at the end of each unit. You are required to attempt all of them. You may be assessed on all of them but the best four or five performances will be used for your continuous assessment. One of the four or five selected will come from each of the modules, namely: Traditional Grammar, Structural Grammar and Transformational Grammar. The assignments will carry a total of 30% of your final grade. iii ENG 221 AN INTRODUCTION TO SYNTACTIC MODELS When you have completed each assignment, send it together with aTutor-Marked Assignment file, to your tutorial facilitator. Make sure that each assignment reaches your tutorial facilitator on or before the due date. If for any reason you cannot complete your work on time, contact your tutorial facilitator before the due date to discuss thepossibility of granting you time extension. Extensions will not begranted after the date the assignment is due unless under exceptional circumstances. Final Examination and Grading The final examination of ENG 221 will be of three hours duration and will carry 70% of the total course grade. The examination will consist of questions which reflect the kinds of self-assessment exercises and the tutor-marked problems you have previously encountered. All areas of the course will be tested. You should use the time between finishing the last unit and the date of the examination to revise the entire course. You may find it profitable to go through your self-assessment exercises and tutor-marked assignments before the examination. Course Marking Scheme The following table lays out how the actual course marking is broken down. Assessment Marks Assignments 1-5 (the best three or Totaling 30% four of all the assignments submitted) Final examination 70% of overall course marks Total 100% of course marks iv ENG 221 AN INTRODUCTION TO SYNTACTIC MODELS Course Overview Unit Title of Work Week’s Assessment Activity (End of Unit) Course Guide Module 1 1 An Overview of the Structure of 1 Assignment 1 Language 2 Major Concerns of the Syntax of 1 Assignment 2 English 3 Perspectives of the Analysis of 1 Assignment 3 Syntax Module 2 1 The Origin and Development of 1 Assignment 4 Traditional Grammar 2 Linguistic Practices in Traditional 1 Assignment 5 Grammar 3 Meaning and the Nature of the 1 Assignment 6 Sentence 4 A Critique of Traditional Grammar 1 Assignment 7 Module 3 1 Origin of Structural Grammar and its 1 Assignment 8 Variants 2 The Practice of the Immediate 1 Assignment 9 Constituent Analysis 3 Elements of the Clause 1 Assignment 10 4 A Critique of Structural Grammar 1 Assignment 11 Module 4 1 Finite State Grammar and Phrase 1 Assignment 12 Structure Grammar 2 Popular Models of Transformational 1 Assignment 13 Grammar 3 A Critique of these Early Models 1 Assignment 14 15-16 Revision 2 17 Examination 1 Total 17 How to Get the Most from this Course In distance learning, the study units replace the university lecturer. The advantage is that you can read and work through the study materials at your own pace, and at a time and place that suit you best. Think of it as reading the lecture instead of listening to a lecturer. Just as a lecturer might give you in-class exercise, your study units provide exercises for you to do at appropriate times.
Load more

Recommended publications
  • Traditional Grammar
    Traditional Grammar Traditional grammar refers to the type of grammar study Continuing with this tradition, grammarians in done prior to the beginnings of modern linguistics. the eighteenth century studied English, along with many Grammar, in this traditional sense, is the study of the other European languages, by using the prescriptive structure and formation of words and sentences, usually approach in traditional grammar; during this time alone, without much reference to sound and meaning. In the over 270 grammars of English were published. During more modern linguistic sense, grammar is the study of the most of the eighteenth and nineteenth centuries, grammar entire interrelated system of structures— sounds, words, was viewed as the art or science of correct language in meanings, sentences—within a language. both speech and writing. By pointing out common Traditional grammar can be traced back over mistakes in usage, these early grammarians created 2,000 years and includes grammars from the classical grammars and dictionaries to help settle usage arguments period of Greece, India, and Rome; the Middle Ages; the and to encourage the improvement of English. Renaissance; the eighteenth and nineteenth century; and One of the most influential grammars of the more modern times. The grammars created in this eighteenth century was Lindley Murray’s English tradition reflect the prescriptive view that one dialect or grammar (1794), which was updated in new editions for variety of a language is to be valued more highly than decades. Murray’s rules were taught for many years others and should be the norm for all speakers of the throughout school systems in England and the United language.
    [Show full text]
  • Logophoricity in Finnish
    Open Linguistics 2018; 4: 630–656 Research Article Elsi Kaiser* Effects of perspective-taking on pronominal reference to humans and animals: Logophoricity in Finnish https://doi.org/10.1515/opli-2018-0031 Received December 19, 2017; accepted August 28, 2018 Abstract: This paper investigates the logophoric pronoun system of Finnish, with a focus on reference to animals, to further our understanding of the linguistic representation of non-human animals, how perspective-taking is signaled linguistically, and how this relates to features such as [+/-HUMAN]. In contexts where animals are grammatically [-HUMAN] but conceptualized as the perspectival center (whose thoughts, speech or mental state is being reported), can they be referred to with logophoric pronouns? Colloquial Finnish is claimed to have a logophoric pronoun which has the same form as the human-referring pronoun of standard Finnish, hän (she/he). This allows us to test whether a pronoun that may at first blush seem featurally specified to seek [+HUMAN] referents can be used for [-HUMAN] referents when they are logophoric. I used corpus data to compare the claim that hän is logophoric in both standard and colloquial Finnish vs. the claim that the two registers have different logophoric systems. I argue for a unified system where hän is logophoric in both registers, and moreover can be used for logophoric [-HUMAN] referents in both colloquial and standard Finnish. Thus, on its logophoric use, hän does not require its referent to be [+HUMAN]. Keywords: Finnish, logophoric pronouns, logophoricity, anti-logophoricity, animacy, non-human animals, perspective-taking, corpus 1 Introduction A key aspect of being human is our ability to think and reason about our own mental states as well as those of others, and to recognize that others’ perspectives, knowledge or mental states are distinct from our own, an ability known as Theory of Mind (term due to Premack & Woodruff 1978).
    [Show full text]
  • II Levels of Language
    II Levels of language 1 Phonetics and phonology 1.1 Characterising articulations 1.1.1 Consonants 1.1.2 Vowels 1.2 Phonotactics 1.3 Syllable structure 1.4 Prosody 1.5 Writing and sound 2 Morphology 2.1 Word, morpheme and allomorph 2.1.1 Various types of morphemes 2.2 Word classes 2.3 Inflectional morphology 2.3.1 Other types of inflection 2.3.2 Status of inflectional morphology 2.4 Derivational morphology 2.4.1 Types of word formation 2.4.2 Further issues in word formation 2.4.3 The mixed lexicon 2.4.4 Phonological processes in word formation 3 Lexicology 3.1 Awareness of the lexicon 3.2 Terms and distinctions 3.3 Word fields 3.4 Lexicological processes in English 3.5 Questions of style 4 Syntax 4.1 The nature of linguistic theory 4.2 Why analyse sentence structure? 4.2.1 Acquisition of syntax 4.2.2 Sentence production 4.3 The structure of clauses and sentences 4.3.1 Form and function 4.3.2 Arguments and complements 4.3.3 Thematic roles in sentences 4.3.4 Traces 4.3.5 Empty categories 4.3.6 Similarities in patterning Raymond Hickey Levels of language Page 2 of 115 4.4 Sentence analysis 4.4.1 Phrase structure grammar 4.4.2 The concept of ‘generation’ 4.4.3 Surface ambiguity 4.4.4 Impossible sentences 4.5 The study of syntax 4.5.1 The early model of generative grammar 4.5.2 The standard theory 4.5.3 EST and REST 4.5.4 X-bar theory 4.5.5 Government and binding theory 4.5.6 Universal grammar 4.5.7 Modular organisation of language 4.5.8 The minimalist program 5 Semantics 5.1 The meaning of ‘meaning’ 5.1.1 Presupposition and entailment 5.2
    [Show full text]
  • Toward a Shared Syntax for Shifted Indexicals and Logophoric Pronouns
    Toward a Shared Syntax for Shifted Indexicals and Logophoric Pronouns Mark Baker Rutgers University April 2018 Abstract: I argue that indexical shift is more like logophoricity and complementizer agreement than most previous semantic accounts would have it. In particular, there is evidence of a syntactic requirement at work, such that the antecedent of a shifted “I” must be a superordinate subject, just as the antecedent of a logophoric pronoun or the goal of complementizer agreement must be. I take this to be evidence that the antecedent enters into a syntactic control relationship with a null operator in all three constructions. Comparative data comes from Magahi and Sakha (for indexical shift), Yoruba (for logophoric pronouns), and Lubukusu (for complementizer agreement). 1. Introduction Having had an office next to Lisa Travis’s for 12 formative years, I learned many things from her that still influence my thinking. One is her example of taking semantic notions, such as aspect and event roles, and finding ways to implement them in syntactic structure, so as to advance the study of less familiar languages and topics.1 In that spirit, I offer here some thoughts about how logophoricity and indexical shift, topics often discussed from a more or less semantic point of view, might have syntactic underpinnings—and indeed, the same syntactic underpinnings. On an impressionistic level, it would not seem too surprising for logophoricity and indexical shift to have a common syntactic infrastructure. Canonical logophoricity as it is found in various West African languages involves using a special pronoun inside the finite CP complement of a verb to refer to the subject of that verb.
    [Show full text]
  • Chapter 1 Basic Categorial Syntax
    Hardegree, Compositional Semantics, Chapter 1 : Basic Categorial Syntax 1 of 27 Chapter 1 Basic Categorial Syntax 1. The Task of Grammar ............................................................................................................ 2 2. Artificial versus Natural Languages ....................................................................................... 2 3. Recursion ............................................................................................................................... 3 4. Category-Governed Grammars .............................................................................................. 3 5. Example Grammar – A Tiny Fragment of English ................................................................. 4 6. Type-Governed (Categorial) Grammars ................................................................................. 5 7. Recursive Definition of Types ............................................................................................... 7 8. Examples of Types................................................................................................................. 7 9. First Rule of Composition ...................................................................................................... 8 10. Examples of Type-Categorial Analysis .................................................................................. 8 11. Quantifiers and Quantifier-Phrases ...................................................................................... 10 12. Compound Nouns
    [Show full text]
  • TRADITIONAL GRAMMAR REVIEW I. Parts of Speech Traditional
    Traditional Grammar Review Page 1 of 15 TRADITIONAL GRAMMAR REVIEW I. Parts of Speech Traditional grammar recognizes eight parts of speech: Part of Definition Example Speech noun A noun is the name of a person, place, or thing. John bought the book. verb A verb is a word which expresses action or state of being. Ralph hit the ball hard. Janice is pretty. adjective An adjective describes or modifies a noun. The big, red barn burned down yesterday. adverb An adverb describes or modifies a verb, adjective, or He quickly left the another adverb. room. She fell down hard. pronoun A pronoun takes the place of a noun. She picked someone up today conjunction A conjunction connects words or groups of words. Bob and Jerry are going. Either Sam or I will win. preposition A preposition is a word that introduces a phrase showing a The dog with the relation between the noun or pronoun in the phrase and shaggy coat some other word in the sentence. He went past the gate. He gave the book to her. interjection An interjection is a word that expresses strong feeling. Wow! Gee! Whew! (and other four letter words.) Traditional Grammar Review Page 2 of 15 II. Phrases A phrase is a group of related words that does not contain a subject and a verb in combination. Generally, a phrase is used in the sentence as a single part of speech. In this section we will be concerned with prepositional phrases, gerund phrases, participial phrases, and infinitive phrases. Prepositional Phrases The preposition is a single (usually small) word or a cluster of words that show relationship between the object of the preposition and some other word in the sentence.
    [Show full text]
  • Grammar: a Historical Survey
    IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 10, Issue 6 (May. - Jun. 2013), PP 60-62 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.Iosrjournals.Org Grammar: A Historical Survey Dr Pandey Om Prakash Associate Professor, Dept of English, Gaya College, Gaya (Under Magadha University, Bodh Gaya India) The term grammar has been derived from the Greek word ‘grammatica or grammatika techne’ which means ‘the art of writing’. The Greeks considered grammar to be a branch of philosophy concerned with the art of writing. In the middle ages grammar came to be regarded as a set of rules, usually in the form of text book, dictating correct usage. So in the widest and the traditional sense, grammar came to mean a set of normative and prescriptive rules in order to set up a standard of ‘correct usage’. The earliest reference of any grammar is to be found in 600 B.C.. Panini, in 600 B.C., was a Sanskrit grammarian from Pushkalvati, Gandhara, in modern day Charsadda District of Khyber Pakhtunkhwa, Pakistan. Panini is known for his formulation of 3959 rules of Sanskrit morphology, syntax, semantics in the grammar known as Ashtadhyayi meaning eight chapters. After Panin observations on Language are found in the records we have of pre-Socratic philosophers, the fifth century rhetoricians, Plato and Aristotle. The sources of knowledge of the pre-Socratic and the early theoraticians are fragmentary. It would be wise therefore to begin with Plato. The earliest extinct document in Greek on the subject of language is Cratylus, one of Plato’s dialogues.
    [Show full text]
  • Intro to Linguistics – Syntax 1 Jirka Hana – November 7, 2011
    Intro to Linguistics – Syntax 1 Jirka Hana – November 7, 2011 Overview of topics • What is Syntax? • Part of Speech • Phrases, Constituents & Phrase Structure Rules • Ambiguity • Characteristics of Phrase Structure Rules • Valency 1 What to remember and understand: Syntax, difference between syntax and semantics, open/closed class words, all word classes (and be able to distinguish them based on morphology and syntax) Subject, object, case, agreement. 1 What is Syntax? Syntax – the part of linguistics that studies sentence structure: • word order: I want these books. *want these I books. • agreement – subject and verb, determiner and noun, . often must agree: He wants this book. *He want this book. I want these books. *I want this books. • How many complements, which prepositions and forms (cases): I give Mary a book. *I see Mary a book. I see her. *I see she. • hierarchical structure – what modifies what We need more (intelligent leaders). (more of intelligent leaders) We need (more intelligent) leaders. (leaders that are more intelligent) • etc. Syntax is not about meaning! Sentences can have no sense and still be grammatically correct: Colorless green ideas sleep furiously. – nonsense, but grammatically correct *Sleep ideas colorless furiously green. – grammatically incorrect Syntax: From Greek syntaxis from syn (together) + taxis (arrangement). Cf. symphony, synonym, synthesis; taxonomy, tactics 1 2 Parts of Speech • Words in a language behave differently from each other. • But not each word is entirely different from all other words in that language. ⇒ Words can be categorized into parts of speech (lexical categories, word classes) based on their morphological, syntactic and semantic properties. Note that there is a certain amount of arbitrariness in any such classification.
    [Show full text]
  • The Syntax of Word Order Derivation and Agreement in Najrani Arabic: a Minimalist Analysis
    English Language Teaching; Vol. 10, No. 2; 2017 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education The Syntax of Word Order Derivation and Agreement in Najrani Arabic: A Minimalist Analysis Abdul-Hafeed Ali Fakih1 & Hadeel Ali Al-Sharif2 1 Department of English, University of Ibb, Yemen & Department of English, University of Najran, Saudi Arabia 2 Department of English, University of Najran, Saudi Arabia Correspondence: Abdul-Hafeed Ali Fakih, Department of English, University of Najran, Saudi Arabia. E-mail: [email protected] Received: December 1, 2016 Accepted: January 7, 2017 Online Published: January 9, 2017 doi: 10.5539/elt.v10n2p48 URL: http://dx.doi.org/10.5539/elt.v10n2p48 Abstract The paper aims to explore word order derivation and agreement in Najran Arabic (henceforth, NA) and examines the interaction between the NA data and Chomsky’s (2001, 2005) Agree theory which we adopt in this study. The objective is to investigate how word order occurs in NA and provide a satisfactorily unified account of the derivation of SVO and VSO orders and agreement in the language. Furthermore, the study shows how SVO and VSO word orders are derived morpho-syntactically in NA syntax and why and how the derivation of SVO word order comes after that of VSO order. We assume that the derivation of the unmarked SVO in NA takes place after applying a further step to the marked VSO. We propose that the default unmarked word order in NA is SVO, not VSO. Moreover, we propose that the DP which is base-generated in [Spec-vP] is a topic, not a subject.
    [Show full text]
  • Applying the Principle of Simplicity to the Preparation of Effective English Materials for Students in Iranian High Schools
    APPLYING THE PRINCIPLE OF SIMPLICITY TO THE PREPARATION OF EFFECTIVE ENGLISH MATERIALS FOR STUDENTS IN IRANIAN HIGH SCHOOLS By MOHAMMAD ALI FARNIA A DISSERTATION PRESENTED TO THE GRADUATE COUNCIL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1980 ACKNOWLEDGMENTS I would like to thank Professor Arthur J. Lewis, my advisor and chairperson of my dissertation committee, for his valuable guidance, not only in regard to this project, but during my past two years at the Uni- versity of Florida. I believe that without his help and extraordinary patience this project would never have been completed, I am also grateful to Professor Jayne C. Harder, my co-chairperson, for the invaluable guidance and assistance I received from her. I am greatly indebted to her for her keen and insightful comments, for her humane treatment, and, above all, for the confidence and motivation that she created in me in the course of writing this dissertation. I owe many thanks to the members of my doctoral committee. Pro- fessors Robert Wright, Vincent McGuire, and Eugene A. Todd, for their careful reading of this dissertation and constructive criticism. I would like to express my sincere gratitude and appreciation to my younger brother Aziz Farnia, whose financial support made my graduate studies in the United States possible. My personal appreciation goes to Miss Sofia Kohli ("Superfish") for typing the final version of this dissertation. ii TABLE OF CONTENTS Page ACKNOWLEDGMENTS , LIST OF ABBREVIATIONS ^ ABSTRACT ^ii CHAPTER I I INTRODUCTION The Problem Statement 3 The Need for the Study 4 Problems of Iranian Students 7 Definition of Terms 11 Delimitations of the Study 17 Organization of the Dissertation 17 II REVIEW OF THE LITERATURE 19 Learning Theories 19 Innateness Universal s in Language and Language Learning ..
    [Show full text]
  • Linguistic Background: an Outline of English Syntax
    Allen 1995: Chapter 2 - An Outline of English Syntax Allen 1995 : Natural Language Understanding Contents Preface Introduction previous Part I Part II Part III - Context / World next chapter chapter Knowledge Syntactic Processing Semantic Interpretation Appendices Bibliography Index Summaries Further Readings Exercises Chapter 2: Linguistic Background: An Outline of English Syntax 2.1 Words 2.2 The Elements of Simple Noun Phrases 2.3 Verb Phrases and Simple Sentences 2.4 Noun Phrases Revisited 2.5 Adjective Phrases 2.6 Adverbial Phrases Summary Related Work and Further Readings Exercises for Chapter 2 [Allen 1995: Linguistic Background: An Outline of English Syntax 23] http://www.uni-giessen.de/~g91062/Seminare/gk-cl/Allen95/al199502.htm (1 / 23) [2002-2-26 21:16:11] Allen 1995: Chapter 2 - An Outline of English Syntax This chapter provides background material on the basic structure of English syntax for those who have not taken any linguistics courses. It reviews the major phrase categories and identifies their most important subparts. Along the way all the basic word categories used in the book are introduced. While the only structures discussed are those for English, much of what is said applies to nearly all other European languages as well. The reader who has some background in linguistics can quickly skim this chapter, as it does not address any computational issues. You will probably want to use this chapter as a reference source as you work through the rest of the chapters in Part I. Section 2.1 describes issues related to words and word classes. Section 2.2 describes simple noun phrases, which are then used in Section 2.3 to describe simple verb phrases.
    [Show full text]
  • Final Review: Syntax Fall 2007
    Final Review: Syntax Fall 2007 Jean Mark Gawron San Diego State University December 10, 2008 1 Theta Criterion 1.1 There are three ways the criterion can be violated: a. Too many arguments b. Too few arguments c. The wrong kind of argument i. Syntactically ii. Semantically Evaluate this claim: the following sentence under the indicated coindexing, is a theta- criterion violation. (1) Johni believes that hei is a genius. Justification: One guy, John, has 2 theta roles. True or False? False. Read theta-criterion (p. 225) (2) a. Each argument is assigned one and only one theta role. b. Each theta role is assigned to one and only one argument. Restating (more explicitly) (3) a. Each argument position of a predicate is assigned one and only one theta role.by the predicate b. Each theta role of a predicate is assigned to one and only one argument of the predicate. Observations: 1.1 The Theta-criterion does not preclude coreference between NP arguments, even between arguments in the same clause. But each NP must receive its own theta role from the predicate that it is an argument of. Thus NPs in separate clauses must receive tehta roles from separate predicates. 1.2 The theta criterion does preclude a predicate from assigning theta roles to NPs other than its OWN subject and complements. For example, a verb may not assign roles to NPs in another clause. 1.3 The theta criterion is not only about verbs. It is about ANY head and its complements and/or subject. (4) a. *Thebookofpoetryofprose b.
    [Show full text]