'Subject' and 'Direct Object'
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Split-Ergativity in Mäori
SPLIT-ERGATIVITY IN MÄORI __________________________ A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Arts in Linguistics in the University of Canterbury by Anna Pucilowski ________________________ University of Canterbury 2006 Contents Abstract……………………………………………………………….................. 1 Abbreviations………………………………...………………………………….. 2 Chapter 1: Introduction..……………………………………………………. 3 1.1 Background………………………………………………………..... 5 1.2 Verbs in Mäori………………………………………………………. 6 1.2.1 Two argument verbs……………………………………… 6 1.2.2 Intransitive verbs…………………………………………. 7 1.3 Passive universals……………………………………………………. 9 Chapter 2: Mäori: accusative or ergative……………………………….... 11 2.1 Introduction…………………………………………………………... 11 2.2 Mäori as an accusative language…………………………………….. 14 2.2.1 Morphological “markedness”…………………………….. 14 2.2.2 Control……………………………………………………. 14 2.2.2.1 Restrictions on the controller……………………... 15 2.2.2.2 Restrictions on the controllee – ki te……………… 18 2.2.2.3 Restrictions on the controllee – hei control………. 20 2.2.2.4 Restrictions on the controllee – participle formation 22 2.2.2.5 Summary of control………………………………. 23 2.2.3 Raising……………………………………………………. 24 2.3 Mäori as an ergative language……………………………………….. 26 2.3.1 Frequency and “basicness”……………………………….. 28 2.3.2 Imperatives……………………………………………….. 28 2.3.3 Raising……………………………………………………. 29 2.3.4 ko-clefting………………………………………………… 29 2.3.5 Relative clauses…………………………………………... 31 2.3.6 The preposition i…………………………………………. 33 2.3.7 Pronominalisation and definiteness………………………. 34 2.4 Accounting for the –Cia suffix………………………………………. 36 2.5 Conclusion…………………………………………………………… 42 Chapter 3: The Split-Ergative Hypothesis………………………………. 43 3.1 Introduction………………………………………………………….. 43 3.2 Morphological split-ergativity……………………………………….. 46 3.2.1 The Transitivity Hypothesis (Hopper & Thompson 1980).. 47 3.2.2 The Transitivity Hypothesis and Mäori………………….. 48 3.2.2.1 Participants………………………………………. -
On Binding Asymmetries in Dative Alternation Constructions in L2 Spanish
On Binding Asymmetries in Dative Alternation Constructions in L2 Spanish Silvia Perpiñán and Silvina Montrul University of Illinois at Urbana-Champaign 1. Introduction Ditransitive verbs can take a direct object and an indirect object. In English and many other languages, the order of these objects can be altered, giving as a result the Dative Construction on the one hand (I sent a package to my parents) and the Double Object Construction, (I sent my parents a package, hereafter DOC), on the other. However, not all ditransitive verbs can participate in this alternation. The study of the English dative alternation has been a recurrent topic in the language acquisition literature. This argument-structure alternation is widely recognized as an exemplar of the poverty of stimulus problem: from a limited set of data in the input, the language acquirer must somehow determine which verbs allow the alternating syntactic forms and which ones do not: you can give money to someone and donate money to someone; you can also give someone money but you definitely cannot *donate someone money. Since Spanish, apparently, does not allow DOC (give someone money), L2 learners of Spanish whose mother tongue is English have to become aware of this restriction in Spanish, without negative evidence. However, it has been noticed by Demonte (1995) and Cuervo (2001) that Spanish has a DOC, which is not identical, but which shares syntactic and, crucially, interpretive restrictions with the English counterpart. Moreover, within the Spanish Dative Construction, the order of the objects can also be inverted without superficial morpho-syntactic differences, (Pablo mandó una carta a la niña ‘Pablo sent a letter to the girl’ vs. -
Chapter 6 Mirativity and the Bulgarian Evidential System Elena Karagjosova Freie Universität Berlin
Chapter 6 Mirativity and the Bulgarian evidential system Elena Karagjosova Freie Universität Berlin This paper provides an account of the Bulgarian admirative construction andits place within the Bulgarian evidential system based on (i) new observations on the morphological, temporal, and evidential properties of the admirative, (ii) a criti- cal reexamination of existing approaches to the Bulgarian evidential system, and (iii) insights from a similar mirative construction in Spanish. I argue in particular that admirative sentences are assertions based on evidence of some sort (reporta- tive, inferential, or direct) which are contrasted against the set of beliefs held by the speaker up to the point of receiving the evidence; the speaker’s past beliefs entail a proposition that clashes with the assertion, triggering belief revision and resulting in a sense of surprise. I suggest an analysis of the admirative in terms of a mirative operator that captures the evidential, temporal, aspectual, and modal properties of the construction in a compositional fashion. The analysis suggests that although mirativity and evidentiality can be seen as separate semantic cate- gories, the Bulgarian admirative represents a cross-linguistically relevant case of a mirative extension of evidential verbal forms. Keywords: mirativity, evidentiality, fake past 1 Introduction The Bulgarian evidential system is an ongoing topic of discussion both withre- spect to its interpretation and its morphological buildup. In this paper, I focus on the currently poorly understood admirative construction. The analysis I present is based on largely unacknowledged observations and data involving the mor- phological structure, the syntactic environment, and the evidential meaning of the admirative. Elena Karagjosova. -
Argument Structure and Animacy Entailment
ARGUMENT STRUCTURE AND ANIMACY ENTAILMENT Seth A. Minkoff (Mariano Galvez University) 1. Introduction1 This paper delineates and accounts for restrictlons on the distribution of arguments whose thematic roles select them for animacy. An example of such an argument is the subject of (1) which, following standard accounts, must be animate on account of the selectional properties of the AGENT role assigned by "steal." (1) Mary stole the money. The effect of these selectional properties is attested by the unacceptability of the inanimate substitution in (2). (2) *The wind stole the money. I argue that this requirement of animacy, which I shall refer to as "animacy entailment", represents part of the AGENT thematic relation. Moreover, I assume that animacy entailment is a theoretically genuine part of any thematic relation that selects an animate argument. As I will show, this makes it possible to discern abstract syntactic principles constraining the generation of all such thematic rela tions. Another important property of the AGENT thematic role assigned to the subject position of (1), or rather of its animacy entailment, is reflected by the fact that there are sentences like (3), whose syntactic structures are identical to (1), but in which the thematic role of AGENT -or, more precisely, the animacy entailment- is optional. (3) Mary hit John. Here, the role of AGENT, or rather its animacy entailment, can be dispensed with entirely. For example, (3) could perfectly well describe a situation in Mary is asleep (1) I am grateful for all of the ways in which this article has benefited from the comments of Noam Chomsky, Ken Hale, Marco Haverkort, Carol Neidle, Orin Percus, and an anonymous reviewer. -
Subject and Ergativity in Middle Indo-Aryan
Subject and Ergativity in Middle Indo-Aryan Alessandra Roberta Caviglia University of Pavia, Italy 1. Introduction In literature, a significant attention has been devoted to the problem of subject in Indo-Aryan (henceforth IA) languages (Anderson 1976, Verma 1976, Hock 1986, Peterson 1998, Stroński 2011, Bickel & Yādava 2000). However, despite the numerous studies, Middle Indo-Aryan (henceforth MIA) languages, which represent the crucial stage in the rise of ergativity, have not yet been analyzed in all their complexity. In my paper I will present the data from a MIA language, Jain Māhārāṣṭṛī (henceforth JM). JM is a Middle Indo-Aryan language and the main language of the non-canonical literature of the Śvetambara group of Jainism. The data presented here are based on nine tales written by Devendra in the 11th century AD as a commentary of the Uttarajjhāyā, which is one of the canonical books of Jain literature. The original manuscript is in the British Library and was edited and published by Jacobi in 1886. Table 1: Chronological progression of Indo-Aryan (IA) languages Old Indo-Aryan (OIA) Vedic (until 600BC) Classical Sanskrit (600BC-200 AD) Middle Indo-Aryan (MIA): Pāḷi and Prakrits (200 BC – 1000AD) New Indo-Aryan (NIA): Hindi, Bengali, Marathi, Gujarati… (1000 AD – present) Since Dixon (1979), the symbols A, S and O have been used to indicate the subject of a transitive clause (A), the subject of an intransitive clause (S), and the object of 46 LSO Working Papers in Linguistics 11: 46-60. Proceedings of WIGL 2014 Subject and Ergativity in MIA a transitive clause (O). -
Serial Verb Constructions Revisited: a Case Study from Koro
Serial Verb Constructions Revisited: A Case Study from Koro By Jessica Cleary-Kemp A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the Graduate Division of the University of California, Berkeley Committee in charge: Associate Professor Lev D. Michael, Chair Assistant Professor Peter S. Jenks Professor William F. Hanks Summer 2015 © Copyright by Jessica Cleary-Kemp All Rights Reserved Abstract Serial Verb Constructions Revisited: A Case Study from Koro by Jessica Cleary-Kemp Doctor of Philosophy in Linguistics University of California, Berkeley Associate Professor Lev D. Michael, Chair In this dissertation a methodology for identifying and analyzing serial verb constructions (SVCs) is developed, and its application is exemplified through an analysis of SVCs in Koro, an Oceanic language of Papua New Guinea. SVCs involve two main verbs that form a single predicate and share at least one of their arguments. In addition, they have shared values for tense, aspect, and mood, and they denote a single event. The unique syntactic and semantic properties of SVCs present a number of theoretical challenges, and thus they have invited great interest from syntacticians and typologists alike. But characterizing the nature of SVCs and making generalizations about the typology of serializing languages has proven difficult. There is still debate about both the surface properties of SVCs and their underlying syntactic structure. The current work addresses some of these issues by approaching serialization from two angles: the typological and the language-specific. On the typological front, it refines the definition of ‘SVC’ and develops a principled set of cross-linguistically applicable diagnostics. -
Big Questions Topic Analysis
“Science leaves no room for free will." 1 The “Big Questions” debate series—made possible by a generous grant from the John Templeton Foundation—gives students the opportunity to think critically about the place of humanity in the natural world by asking them to analyze and debate the best arguments on each side of a series of topics at the intersection of human nature, science, and ethical life. The 2016-2017 Big Questions topic is, “Science leaves no room for free will.” This topic analysis will serve as a brief introduction to this year’s topic. It is intended primarily to familiarize you with the core interpretive questions raised by our topic. In other words, it is intended to help you understand exactly what questions are being raised by the topic, what the primary areas of debate will be, and what students will need to prove in order to successfully affirm or negate the topic. Secondarily, this analysis briefly reviews some of the most common and interesting arguments in favor of each side of the topic. In subsequent topic analyses, we will zero in on particular arguments on both sides of the topic, treating them in further depth. The aim here is only to point you in various directions for further research. Toward that end, an initial bibliography of sources for further research is also included. The sources included were selected primarily on the basis of being approachable and clear—but still intellectually rigorous—texts for introducing students to this year’s topic. Defining the terms of the debate When we approach a new topic for debate, a good first step is to define the terms of the topic. -
Charles J. Fillmore
Obituary Charles J. Fillmore Dan Jurafsky Stanford University Charles J. Fillmore died at his home in San Francisco on February 13, 2014, of brain cancer. He was 84 years old. Fillmore was one of the world’s pre-eminent scholars of lexical meaning and its relationship with context, grammar, corpora, and computation, and his work had an enormous impact on computational linguistics. His early theoret- ical work in the 1960s, 1970s, and 1980s on case grammar and then frame semantics significantly influenced computational linguistics, AI, and knowledge representation. More recent work in the last two decades on FrameNet, a computational lexicon and annotated corpus, influenced corpus linguistics and computational lexicography, and led to modern natural language understanding tasks like semantic role labeling. Fillmore was born and raised in St. Paul, Minnesota, and studied linguistics at the University of Minnesota. As an undergraduate he worked on a pre-computational Latin corpus linguistics project, alphabetizing index cards and building concordances. During his service in the Army in the early 1950s he was stationed for three years in Japan. After his service he became the first US soldier to be discharged locally in Japan, and stayed for three years studying Japanese. He supported himself by teaching English, pioneering a way to make ends meet that afterwards became popular with generations of young Americans abroad. In 1957 he moved back to the United States to attend graduate school at the University of Michigan. At Michigan, Fillmore worked on phonetics, phonology, and syntax, first in the American Structuralist tradition of developing what were called “discovery proce- dures” for linguistic analysis, algorithms for inducing phones or parts of speech. -
Lincoln-Douglas Format and Sample Resolutions • Affirmative
WNDI 2014 p. 1 of 7 Lincoln-Douglas http://www.whitman.edu/academics/whitman-debate Lincoln-Douglas Format and Sample Resolutions Lincoln-Douglas debate is one person debating against another person and is primarily focused on competing values. Every two months, a resolution is selected from a list and used at tournaments held during that time period. Resolutions often take the form in which two values are pitted against each other. A classic example is the equality v. liberty resolution - "Resolved: A just social order ought to place the principle of equality above that of liberty." For this resolution, the goal of the debate should be to determine which value is of greater importance in a just social order. Other resolutions may not be as straightforward in establishing what values are in conflict. Examples include: "Resolved: Secondary education in the United States ought to be a privilege and not a right" and "Resolved: When they are in conflict, a business' responsibility to itself ought to be valued above its responsibility to society." Through an examination of these resolutions, underlying values will emerge. Debaters then write cases (the affirmative should write a 6 minute case and the negative should write a 3 to 4 minute case) that are presented in the constructive speeches and extended in the form of spontaneous rebuttals later in the debate. In LD, the format of the round is as follows: • Affirmative Constructive- 6 minutes • Cross-Examination- 3 minutes • Negative Constructive- 7 minutes • Cross-Examination- 3 minutes • First Affirmative Rebuttal- 4 minutes • Negative Rebuttal- 6 minutes • Second Affirmative Rebuttal- 3 minutes • Prep Time - Varies depending on the tournament Previous Topics 1. -
Argument Structure in Usage-Based Construction Grammar
chapter 1 Introduction 1.1 Overview: Argument realization All languages provide ways to talk about events and their participants; this function is typically assumed in great part by verbs. It is precisely for this reason that, more so than other content words, verbs are rarely uttered in isolation but are usually accompanied by certain other words, called the arguments of the verb. Tis book is concerned with the topic of argument realization, i.e., that part of the grammar that determines how participants to verbal events are expressed in the clause.1 For example, the verb kill is typically used with reference to at least two argu- ments, a killer and a victim. Speakers of English must know that each of these arguments is identifed by a specifc position in the clause: in the canonical word order, the killer is realized in the pre-verbal position (called the subject in tra- ditional grammar), while the victim is realized in the post-verbal position (the direct object), as in Brutus killed Caesar. Tis knowledge constitutes the argument structure of the verb kill. By contrast, there are other two-place predicates that behave diferently. For instance, the verb stare is commonly used in conjunction with two arguments, an observer and a target. Te latter of these arguments is not realized as a direct object but as a prepositional phrase headed by at, as shown by (1a) vs. (1b) below. (1) a. *He stared me. b. He stared at me. Te observations made so far may give the impression that argument structure trivially consists of knowledge tied to individual verbs. -
Assigning Roles to Constituents of Sentences
, " CHAPTER 19 Mechanisms of Sentence Processing: Assigning Roles to Constituents of Sentences J. L. McCLELLAND and A. H. KAWAMOTO MUL TIPLE CONSTRAINTS ON ROLE ASSIGNMENT Like many natural cognitive processes , the process of sentence comprehension involves the simultaneous consIderation of a large number of different sources of information. In this chapter, we con- sider one aspect of sentence comprehension: the assignment of the constituents of a sentence to the correct thematic case roles. Case role assignment is not , of ' course , all there is to comprehension, but it reflects one important aspect of the comprehension process, namely, the specification of who did what to whom. Case role assignment is not at all a trivial matter either, as we can see by considering some sentences and the case roles we assign to their constituents. We begin with several sentences using the verb break: (I) The boy broke the window. (2) The rock broke the window. (3) The window broke. (4) The boy broke the window with the rock. (5) The boy broke the window with the curtain. We can see that the assignment of case roles here is quite complex. The first noun phrase (NP) of the sentence can be the Agent (Sen- tences 1 , 4, and 5), the Instrument (Sentence 2), or the Patient 19. SENTENCE PROCESSING 273 (Sentence 3). The NP in the prepositional phrase (PP) could' be the Instrument (Sentence 4), or it could be a Modifier of the second NP as it is in at least one reading of Sentence 5. Another example again brings out the ambiguity of the role assignment of with-NPs: (6) The boy ate the pasta with the sauce. -
Subjects, Objects and Relativization in Japhug Guillaume Jacques
Subjects, objects and relativization in Japhug Guillaume Jacques To cite this version: Guillaume Jacques. Subjects, objects and relativization in Japhug. Journal of Chinese Linguistics, 2016, 44 (1), pp.1-28. 10.1353/jcl.2016.0005. halshs-01287472 HAL Id: halshs-01287472 https://halshs.archives-ouvertes.fr/halshs-01287472 Submitted on 13 Mar 2016 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. Subjects, objects and relativization in Japhug1 Guillaume Jacques March 13, 2016 Published version: Jacques, Guillaume. 2016. Subjects, objects and relativization in Japhug. Journal of Chinese Linguistics 44:1–28. Abstract: Japhug is a language with ergative alignment on NP argu- ments and direct-inverse verbal indexation. However, this article, through a detailed description of relativizing constructions in Japhug, shows the existence of accusative pivots and proposes an unambiguous definition of ‘subjects’ and ‘objects’ in this language. Keywords:Japhug, Relativization, Subject, Object, Syntactic pivot 提要:茶堡话有作格格局的格标记,同时在动词上有正向/反向类型的 人称范畴。虽然在动词和名词形态上没有主格/宾格格局,但通过对关系句 的仔细考察可以证明茶堡话有非常清楚主格/宾格格局的句法枢纽,在这些 枢纽的基础上可以提出对“主语”和“宾语”明确不含糊的定义。 关键词:茶堡话,关系句,主语,宾语,句法枢纽 1 Introduction The present article deals with relative clauses in Japhug, and how these constructions provide evidence for the existence of syntactic pivots in this language.