Island Constraints and Extraction of Lexical Case-Marked Dps in Finnish and Turkish

Total Page:16

File Type:pdf, Size:1020Kb

Island Constraints and Extraction of Lexical Case-Marked Dps in Finnish and Turkish ISLAND CONSTRAINTS AND EXTRACTION OF LEXICAL CASE-MARKED DPS IN FINNISH AND TURKISH REBECCA TOLLAN University of York Abstract This paper investigates the acceptability of types of wh-question formation which involve extraction out of strong syntactic islands in languages with rich lexical case marking systems. By considering these types of extraction, I aim to test Cinque’s (1990) diagnostic regarding the distinction between different island- hood strengths, namely that so-called ‘strong’ islands, whilst sometimes allowing DP extraction, do not allow extraction of a PP due to unavailability of PP resumption at the extraction site. I will claim, based upon evidence from extraction of DPs in Finnish and Turkish, that this hypothesis is certainly on the right track, but suggest an potential alternative explanation for the PP-DP extraction asymmetry observed in other languages. 1. Introduction Cinque (1990) proposes that the distinction between strong and weak islands lies in the acceptability of PP extraction, whereby an island from which PP extraction is licensed must also allow DP extraction (a so-called weak island, involving genuine movement), whereas an island allowing only DP extraction is considered as ‘strong’. According to Cinque, extraction from strong islands involves a resumption strategy, whereby the site from which a DP has been extracted is occupied by a null resumptive pronoun; since PPs cannot be resumed, PP movement is not licensed. Extraction from an adjunct island in English, for example, may take place only when any preposition selecting the extracted DP is stranded, and hence only the DP is moved, as in (1); the preposition cannot be pied-piped, as in (2). (1) Who did you leave [without talking to_]? (2) *To whom did you leave [without talking_]? The aforementioned hypothesis, however, is based only upon data from English and Italian, both of which have relatively few types of case marking. Cinque does not consider languages in which arguments expressed as a PP in English and/or Italian would be expressed as a lexically case-marked DP. This paper addresses behaviour of extraction in two such languages: Turkish and Finnish, as well as concurrently considering analyses of Finnish by Nikanne (1993) which claim that all lexically case-marked DPs are in fact PPs. Based upon data collected by means of two questionnaires, I will suggest that Cinque’s hypothesis is, on York Papers in Linguistics Series 2 ISSN 1758-0315 Issue 12a © The Author, 2012 103 Island Constraints and Extraction of Lexical Case-marked DPs in Finnish and Turkish the whole, correct; that DPs with lexical case cannot be analysed as PPs under the Cinquean diagnostic; and that the structure of certain spatial DPs impacts upon their extraction properties. 1.1. Structural and lexical case Throughout this paper, a distinction is made between ‘structural’ and ‘lexical’ case marking. I define structural case here as (according to Davison (2004)) case which is theta independent and assigned as a function of structural position. Lexical case is defined as that which is theta-related and assigned due to lexical selection. 2. Background: weak and strong islands in English A distinction is typically made in syntactic literature between strong and weak island types. Strong islands (also referred to as ‘absolute’ (Szabolcsi 2002) or ‘locked’ (Postal 1997/8)) are those which do not generally allow extraction, unless, in occasional circumstances, with an appropriate resumptive pronoun. Weak (also known as ‘selective’ (Szabolcsi 2002) or ‘unlocked’ (Postal 1997/8)) islands allow more extraction than strong islands, although certain selectional requirements can restrict what types of phrases may be extracted (this is usually based upon argument referentality and specificity). The types of islands listed by Cinque (1990:7) as strong and weak are given below in (3) and (4), with relevant examples. (3) Strong islands a. Subject island *Which books did [talking about _] become difficult? *Which conference did [that Anne attended _] surprise you? b. Complex DP island *To whom have you found [someone who would speak_]? *Who did you read [a book that Peter gave to_]? c. Adjunct island *To whom did you leave [without speaking_]? *Which shop did you go to the farm [after buying groceries from _]? (4) Weak islands a. Wh-island ? To whom didn’t they know [when to give their present_]? *How did they ask [who behaved_]? b. Inner negative island To whom [didn’t you speak_]? *How [didn’t you behave_]? c. Factive island To whom do you regret [that you could not speak_]? *How do you regret [that you behaved_]? d. Extraposition island To whom [is it time to speak_]? *How [is it time to behave_]? This study focuses specifically on extraction from strong islands. Cinque observes that some islands of this type can sometimes allow extraction of a DP, but never a PP (as was illustrated in the examples in (1) and (2)). He therefore makes the claim in (5) regarding the strong/weak distinction. Rebecca Tollan 104 (5) Cinque’s strong/weak diagnostic (as worded by Szabolcsi 2002:4) Among those domains that do not allow all standard extractions, those that allow a PP-gap are weak islands, and those that can at best contain a DP-gap are strong islands (and their DP-gap is an empty pronoun). On this account, a strong island with PP extraction such as in (2) is ungrammatical because a PP cannot be resumed. If Cinque’s diagnostic is taken to be true, then languages which convey the semantics of prepositions with lexical case marking (i.e. thereby expressing a would-be English PP such as ‘to whom’ as a DP with a case affix) should allow more extraction from strong (i.e. subject, complex DP and adjunct) islands than does English. In particular, constructions of the type in (2) ought to be acceptable, since unavailability of (PP) resumption should not be a factor in a language which expresses a PP argument of this type as DP. An investigation into DP extraction in such a language ought therefore to serve as a true test of Cinque’s claim in (5). 3. Case marking systems in Turkish and Finnish Of those languages whose case marking systems allow for certain would-be English PPs to be expressed as DPs, Turkish and Finnish were chosen as test-languages for this study. Reasons for this choice were based upon three conditions: firstly, availability of native speakers who were able to give grammaticality judgements; secondly, licensing of certain types of extraction from islands in general (Polish and German, for example, were considered as test- languages for the study but were ruled out due to general dislike of speakers for extraction of any type, even where no lexical case marking is involved); thirdly, the specific types of case- marking found in Turkish and Finnish will, when studied together, allow for testing of a wide variety of different PP-equivalents. In particular, Finnish has a rich locative case system, thereby allowing for investigation into extraction of different locative DPs. Finnish does not, however, have an equivalent to the Indo-European dative case (which would be typically used to express the PP ‘to whom’ from example (2)). Turkish on the other hand, has only two types of locative case but also has a dative case marker, allowing for more effective testing of sentences of types (1) and (2). A background to the basic word order and case systems in these two languages follows in sections 3.1–2. 3.1 Case marking in Turkish Turkish belongs to the Altaic language family. Basic word order is SOV. It is generally regarded as a wh-in situ language, although Akar (1990) proposes that Turkish wh-phrases undergo raising to [spec, CP] at LF. Turkish has a six-case system, as outlined in (6). The former three (nominative, accusative and genitive) are structural cases and the latter two (locative and ablative) are lexical. Dative case can have either structural or lexical use (von Heusinger & Kornfilt 2005). Turkish also has a number of postpositions. (6) Turkish case system Nominative: (zero inflection) expresses grammatical subject Accusative: (-i) expresses grammatical object Genitive: (-in) expresses ownership/possession Dative: (-e) expresses movement towards, as conveyed by the English preposition ‘to’ Locative: (-de) expresses static position Ablative: (-den) expresses movement away 105 Island Constraints and Extraction of Lexical Case-marked DPs in Finnish and Turkish I aim in particular to collect acceptability judgements for extraction of dative- and locative- marked DPs from strong islands (ablative case is addressed as part of the discussion of Finnish locative case in section 6). 3.2 Case marking in Finnish Finnish is a member of the Uralic language family. Basic word order is SVO, although many types of scrambling are permitted. The Finnish case system comprises some sixteen different cases, as listed in (7). In addition, Finnish also has a small number of postpositions. (7) Finnish case system (from Holmberg & Nikanne 1993) Structural cases: Nominative: (zero inflection) expresses grammatical subject Genitive: (-n) expresses ownership Partitive: (-ä) expresses specific grammatical object Accusative: (-n/-Ø) expresses less-specific grammatical object General locative cases: Translative: (-kse) expresses change of state Essive: (-nä) expresses English ‘as’ Internal locative cases: Inessive: (-ssä) ‘in’ (stative) Illative: (-on) ‘into’ Elative: (-stä) ‘from (within)’ External locative cases: Adessive: (-llä) ‘on’ (stative) Allative: (-lle) ‘onto’ Ablative: (-ltä) ‘from (on)’ Marginal cases: Abessive: (-ttä) ‘without’ Comitative: (-ne) ‘together with’ Instructive: (-n) expresses instrument/method Prolative: (-tse) ‘via’ Due to the small scale of this study, my collection of acceptability judgments for Finnish island conditions focuses on extraction of DPs marked for internal locative case. The external locative cases are, however, an important part of the analysis in section 6.
Recommended publications
  • Functional Projections in Finnish Non-Finite Constructions
    University of Pennsylvania Working Papers in Linguistics Volume 2 Issue 1 Working Papers Article 8 1-1-1995 Functional Projections in Finnish Non-Finite Constructions Anne Vainikka Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Vainikka, Anne (1995) "Functional Projections in Finnish Non-Finite Constructions," University of Pennsylvania Working Papers in Linguistics: Vol. 2 : Iss. 1 , Article 8. Available at: https://repository.upenn.edu/pwpl/vol2/iss1/8 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol2/iss1/8 For more information, please contact [email protected]. Functional Projections in Finnish Non-Finite Constructions This working paper is available in University of Pennsylvania Working Papers in Linguistics: https://repository.upenn.edu/pwpl/vol2/iss1/8 Functional Projections in Finnish Non-Finite Constructions Anne Vainikka 1 Introduction It is an open question whether the functional projections above the VP projection are the same, either across languages or within a single language. Based on the morphosyntactic evidence in Finnish, and following Baker’s (1985) Mirror Principle, the functional projec- tions of the non-finite clause differ from those of the finite clause, although both types of clauses contain a VP projection. This suggests that UG allows for more than one possible combination of functional projections as an extended projection of VP. The structure of the non-finite clause in Finnish indicates, however, that projections are not combined in an arbitrary manner. Rather, all of the five productively used non-finite constructions can be analyzed as instances of the following pattern: V + infinitival suffix (+ case suffix (+ possessive suffix)).
    [Show full text]
  • Language Interaction in Emergent Grammars: Morphology and Word Order in Bilingual Children’S Code-Switching
    languages Article Language Interaction in Emergent Grammars: Morphology and Word Order in Bilingual Children’s Code-Switching Virve-Anneli Vihman 1,2 1 Institute of Estonian and General Linguistics, University of Tartu, 50090 Tartu, Estonia; [email protected] 2 Department of Language and Linguistics, University of York, York YO10 5DD, UK Received: 13 February 2018; Accepted: 19 October 2018; Published: 31 October 2018 Abstract: This paper examines the morphological integration of nouns in bilingual children’s code-switching to investigate whether children adhere to constraints posited for adult code-switching. The changing nature of grammars in development makes the Matrix Language Frame a moving target; permeability between languages in bilinguals undermines the concept of a monolingual grammatical frame. The data analysed consist of 630 diary entries with code-switching and structural transfer from two children (aged 2;10–7;2 and 6;6–11;0) bilingual in Estonian and English, languages which differ in morphological richness and the inflectional role of stem changes. The data reveal code-switching with late system morphemes, variability in stem selection and word order incongruence. Constituent order is analysed in utterances with and without code-switching, and the frame is shown to draw sometimes on both languages, raising questions about the MLF, which is meant to derive from the grammar of one language. If clauses without code-switched elements display non-standard morpheme order, then there is no reason to expect code-switching to follow a standard order, nor is it reasonable to assume a monolingual target grammar. Complex morphological integration of code-switches and interaction between the two languages are discussed.
    [Show full text]
  • Sinitic Languages of Northwest China: Where Did Their Case Marking Come From?* Dan Xu
    Sinitic languages of Northwest China: Where did their case marking come from?* Dan Xu To cite this version: Dan Xu. Sinitic languages of Northwest China: Where did their case marking come from?*. Cao, Djamouri and Peyraube. Languages in contact in Northwestern China, 2015. hal-01386250 HAL Id: hal-01386250 https://hal.archives-ouvertes.fr/hal-01386250 Submitted on 31 Oct 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. Copyright Sinitic languages of Northwest China: Where did their case marking come from?* XU DAN 1. Introduction In the early 1950s, Weinreich (1953) published a monograph on language contact. Although this subject drew the attention of a few scholars, at the time it remained marginal. Over two decades, several scholars including Moravcsik (1978), Thomason and Kaufman (1988), Aikhenvald (2002), Johanson (2002), Heine and Kuteva (2005) and others began to pay more attention to language contact. As Thomason and Kaufman (1988: 23) pointed out, language is a system, or even a system of systems. Perhaps this is why previous studies (Sapir, 1921: 203; Meillet 1921: 87) indicated that grammatical categories are not easily borrowed, since grammar is a system.
    [Show full text]
  • Nouns, Verbs and Sentences 98-348: Lecture 2 Any Questions About the Homework? Everyone Read One Word
    Nouns, Verbs, and Sentences 98-348: Lecture 2 Nouns, verbs and sentences 98-348: Lecture 2 Any questions about the homework? Everyone read one word • Þat var snimma í ǫndverða bygð goðanna, þá er goðin hǫfðu sett Miðgarð ok gǫrt Valhǫ́ll, þá kom þar smiðr nǫkkurr ok bauð at gøra þeim borg á þrim misserum svá góða at trú ok ørugg væri fyrir bergrisum ok hrímþursum, þótt þeir kœmi inn um Miðgarð; en hann mælti sér þat til kaups, at hann skyldi eignask Freyju, ok hafa vildi hann sól ok mána. How do we build sentences with words? • English • The king slays the serpent. • The serpent slays the king. • OI • Konungr vegr orm. king slays serpent (What does this mean?) • Orm vegr konugr. serpent slays king (What does this mean?) How do we build sentences with words? • English • The king slays the serpent. • The serpent slays the king. They have the • OI same meaning! • Konungr vegr orm. But why? king slays serpent ‘The king slays the serpent.’ • Orm vegr konugr. serpent slays king ‘The king slays the serpent.’ Different strategies to mark subjects/objects • English uses word order: (whatever noun) slays (whatever noun) This noun is a subject! This noun is a subject! • OI uses inflection: konung r konung This noun is a subject! This noun is an object! Inflection • Words change their forms to encode information. • This happens in a lot of languages! • English: • the kid one kid • the kids more than one kid • We say that English nouns inflect for number, i.e. English nouns change forms based on what number they have.
    [Show full text]
  • The Case of Restricted Locatives Ora Matushansky
    The case of restricted locatives Ora Matushansky To cite this version: Ora Matushansky. The case of restricted locatives. Proceedings of Sinn und Bedeutung , 2019, 23 (2), 10.18148/sub/2019.v23i2.604. halshs-02431372 HAL Id: halshs-02431372 https://halshs.archives-ouvertes.fr/halshs-02431372 Submitted on 7 Jan 2020 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. The case of restricted locatives1 Ora MATUSHANSKY — SFL (CNRS/Université Paris-8)/UiL OTS/Utrecht University Abstract. This paper examines the cross-linguistic phenomenon of locative case restricted to a closed class of items (L-nouns). Starting with Latin, I suggest that the restriction is semantic in nature: L-nouns denote in the spatial domain and hence can be used as locatives without further material. I show how the independently motivated hypothesis that directional PPs consist of two layers, Path and Place, explains the directional uses of L-nouns and the cases that are assigned then, and locate the source of the locative case itself in p0, for which I then provide a clear semantic contribution: a type-shift from the domain of loci to the object domain.
    [Show full text]
  • 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.
    [Show full text]
  • 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 .............................................................................
    [Show full text]
  • 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
    [Show full text]
  • Prior Linguistic Knowledge Matters : the Use of the Partitive Case In
    B 111 OULU 2013 B 111 UNIVERSITY OF OULU P.O.B. 7500 FI-90014 UNIVERSITY OF OULU FINLAND ACTA UNIVERSITATIS OULUENSIS ACTA UNIVERSITATIS OULUENSIS ACTA SERIES EDITORS HUMANIORAB Marianne Spoelman ASCIENTIAE RERUM NATURALIUM Marianne Spoelman Senior Assistant Jorma Arhippainen PRIOR LINGUISTIC BHUMANIORA KNOWLEDGE MATTERS University Lecturer Santeri Palviainen CTECHNICA THE USE OF THE PARTITIVE CASE IN FINNISH Docent Hannu Heusala LEARNER LANGUAGE DMEDICA Professor Olli Vuolteenaho ESCIENTIAE RERUM SOCIALIUM University Lecturer Hannu Heikkinen FSCRIPTA ACADEMICA Director Sinikka Eskelinen GOECONOMICA Professor Jari Juga EDITOR IN CHIEF Professor Olli Vuolteenaho PUBLICATIONS EDITOR Publications Editor Kirsti Nurkkala UNIVERSITY OF OULU GRADUATE SCHOOL; UNIVERSITY OF OULU, FACULTY OF HUMANITIES, FINNISH LANGUAGE ISBN 978-952-62-0113-9 (Paperback) ISBN 978-952-62-0114-6 (PDF) ISSN 0355-3205 (Print) ISSN 1796-2218 (Online) ACTA UNIVERSITATIS OULUENSIS B Humaniora 111 MARIANNE SPOELMAN PRIOR LINGUISTIC KNOWLEDGE MATTERS The use of the partitive case in Finnish learner language Academic dissertation to be presented with the assent of the Doctoral Training Committee of Human Sciences of the University of Oulu for public defence in Keckmaninsali (Auditorium HU106), Linnanmaa, on 24 May 2013, at 12 noon UNIVERSITY OF OULU, OULU 2013 Copyright © 2013 Acta Univ. Oul. B 111, 2013 Supervised by Docent Jarmo H. Jantunen Professor Helena Sulkala Reviewed by Professor Tuomas Huumo Associate Professor Scott Jarvis Opponent Associate Professor Scott Jarvis ISBN 978-952-62-0113-9 (Paperback) ISBN 978-952-62-0114-6 (PDF) ISSN 0355-3205 (Printed) ISSN 1796-2218 (Online) Cover Design Raimo Ahonen JUVENES PRINT TAMPERE 2013 Spoelman, Marianne, Prior linguistic knowledge matters: The use of the partitive case in Finnish learner language University of Oulu Graduate School; University of Oulu, Faculty of Humanities, Finnish Language, P.O.
    [Show full text]
  • 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.
    [Show full text]
  • 4.1 Inflection
    4.1 Inflection Within a lexeme-based theory of morphology, the difference between derivation and inflection is very simple. Derivation gives you new lexemes, and inflection gives you the forms of a lexeme that are determined by syntactic environment (cf. 2.1.2). But what exactly does this mean? Is there really a need for such a distinction? This section explores the answers to these questions, and in the process, goes deeper into the relation between morphology and syntax. 4.1.1 Inflection vs. derivation The first question we can ask about the distinction between inflection and derivation is whether there is any formal basis for distinguishing the two: can we tell them apart because they do different things to words? One generalization that has been made is that derivational affixes tend to occur closer to the root or stem than inflectional affixes. For example, (1) shows that the English third person singular present inflectional suffix -s occurs outside of derivational suffixes like the deadjectival -ize, and the plural ending -s follows derivational affixes including the deverbal -al: (1) a. popular-ize-s commercial-ize-s b. upheav-al-s arriv-al-s Similarly, Japanese derivational suffixes like passive -rare or causative -sase precede inflectional suffixes marking tense and aspect:1 (2) a. tabe-ru tabe-ta eat- IMP eat- PERF INFLECTION 113 ‘eats’ ‘ate’ b. tabe-rare- ru tabe-rare- ta eat - PASS-IMP eat- PASS-PERF ‘is eaten’ ‘was eaten’ c. tabe-sase- ru tabe-sase- ta eat- CAUS-IMP eat- CAUS-PERF ‘makes eat’ ‘made eat’ It is also the case that inflectional morphology does not change the meaning or grammatical category of the word that it applies to.
    [Show full text]
  • 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.
    [Show full text]