The structure of this ppt - ieas.unideb.huieas.unideb.hu/admin/file_10779.pdf · 3 The VP lecture...
Transcript of The structure of this ppt - ieas.unideb.huieas.unideb.hu/admin/file_10779.pdf · 3 The VP lecture...
![Page 1: The structure of this ppt - ieas.unideb.huieas.unideb.hu/admin/file_10779.pdf · 3 The VP lecture (1) 1.1. Structural issues S NP John VP laughed. read the paper. gave Kate a present.](https://reader031.fdocuments.us/reader031/viewer/2022021810/5c695faa09d3f2f5638d0f48/html5/thumbnails/1.jpg)
![Page 2: The structure of this ppt - ieas.unideb.huieas.unideb.hu/admin/file_10779.pdf · 3 The VP lecture (1) 1.1. Structural issues S NP John VP laughed. read the paper. gave Kate a present.](https://reader031.fdocuments.us/reader031/viewer/2022021810/5c695faa09d3f2f5638d0f48/html5/thumbnails/2.jpg)
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The structure of this ppt
Structural and categorial (and some functional) issues:
1.1. – 1.12. English
2.1. – 2.6. Hungarian
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The VP lecture (1)
1.1. Structural issues
S
NP
John
VP
laughed.
read the paper.
gave Kate a present.
sang a song happily.
the subject—predicate primary division
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John
is
has
has been
will have been
will have been
will have been being
laughed
laughing
laughed
laughing
laughing
laughed
laughed
at you.
at you.
at you.
at you.
at you.
at.
at.
• multi-verb expression: verbal complex
• auxiliary/auxiliaries + lexical/full verb
• two uses of the term VP: including or excluding the
non-lexical part of the verbal complex:
(aux aux aux aux V…) vs. aux aux aux aux (V…)
• in our approach, a mixed view: aux (aux aux aux V)
verbal elements
1.2. Structural issues
The VP lecture (2)
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Quirk et al. (1985)
sentence
subject predicate
auxiliary as
operator
predication
He should(n’t) have been painting her.
Should(n’t) he have been painting her?
(generalized) functional categories
1.3. Structural issues
![Page 6: The structure of this ppt - ieas.unideb.huieas.unideb.hu/admin/file_10779.pdf · 3 The VP lecture (1) 1.1. Structural issues S NP John VP laughed. read the paper. gave Kate a present.](https://reader031.fdocuments.us/reader031/viewer/2022021810/5c695faa09d3f2f5638d0f48/html5/thumbnails/6.jpg)
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our alternative
sentence
subject auxiliary as
operator
predication
He should(n’t) have been painting her.
Should(n’t) he have been painting her?
1.4. Structural issues
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1. V: w+ed; w+ing; after auxiliary: You can w.
2. VP: ellipsis, movement, pro-forms
[see slide 12 in the first ppt]
+ coordination: I will sing a song happily and write a letter.
3. N:
• w+s: book-s, but mouse, information
• after det/adjective: the boy, clever girls
4. NP:
• ’s possessive suffix: John’s book, the king’s book,
the king of England’s book (cf. his book)
• movement: I don’t like that man. That man, I don’t like.
• pro-forms: I don’t like him.
• coordination: I don’t like that man and this woman.
1.5. Structural issues (phrasal) categories
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5. A:
• w-er/-est OR more/most w: nicer, most intelligent
• between a numeral and a (plural) noun: two w boys
6. AP:
• pro: They say he is very clever, and so he may be.
• movement: How clever is he?
• coordination: He is very clever and extremely polite.
7. P:
• no morphological test
• immediately in front of a noun phrase (NP): w the park
8. PP:
• pro: They stopped in the park.
• movement: In the park they stopped.
• coordination: They stopped in the park and at the station.
1.6. Structural issues (phrasal) categories
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our alternative (1)
sentence
S
subject
NP
auxiliary as
operator
Aux
predication
VP
Aux Aux V NP
He should(n’t) have been painting her.
Should(n’t) he have been painting her?
together with phrasal (categorial) representation
1.7. Structural issues
![Page 10: The structure of this ppt - ieas.unideb.huieas.unideb.hu/admin/file_10779.pdf · 3 The VP lecture (1) 1.1. Structural issues S NP John VP laughed. read the paper. gave Kate a present.](https://reader031.fdocuments.us/reader031/viewer/2022021810/5c695faa09d3f2f5638d0f48/html5/thumbnails/10.jpg)
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our alternative (2)
S
NP Aux VP
Aux Aux V NP
He should(n’t) have been painting her.
Aux NP
Should(n’t) he have been painting her?
with only phrasal (categorial) representation
1.8. Structural issues
![Page 11: The structure of this ppt - ieas.unideb.huieas.unideb.hu/admin/file_10779.pdf · 3 The VP lecture (1) 1.1. Structural issues S NP John VP laughed. read the paper. gave Kate a present.](https://reader031.fdocuments.us/reader031/viewer/2022021810/5c695faa09d3f2f5638d0f48/html5/thumbnails/11.jpg)
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our generalized phrase structure
S
(XP) NP
subj
(Aux)
VP
(Aux) (Aux) (Aux) V (NP)
obj1
(NP)
obj2
XP*
a. XP: categorial variability
b. (Aux), (NP), (XP): optionality
c. XP*: any number of XPs, possibly null
d. imperative sentences often lack the subject NP
1.9. Structural issues
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1. John laughed.
2. John will laugh.
3. John ate the cheese.
4. John gave Mary the cheese (in the morning).
5. John gave the cheese to Mary (in the morning).
6. John will laugh at Mary.
7. The children were playing loudly in the bedroom.
8. Mary, John will invite her.
9. Mary, John will invite.
10. John his name is.
1.10. Structural issues
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11. In the morning I bought the tickets.
12. Did you buy the tickets in the morning?
13. What did you buy in the morning? [next slide]
14. Whose tickets did you buy in the morning?
15. John might have been being insulted by the
crowd for an hour.
16. (You) Open the window!
17. Don’t open the window!
18. John told Mary that Peter had bought the tickets
in the morning.
1.11. Structural issues
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an analysis
S
NP Aux NP
VP
N N V PP
P NP
Det N
What did you buy in the morning?
1.12. Structural issues
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a general (blank) structure
S
(XP) NP (Aux)
VP
(Aux) (Aux) (Aux) V (NP) (NP)
XP*
1.13. Structural issues
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2.1. English vs. Hungarian sentence structure
the most fundamental difference:
• English is grammatical-function-configurational: it uses
designated structural positions to (canonically) encode the
central grammatical functions: SUBJ, OBJ & OBJ2
• Hungarian is discourse-function-configurational: it uses
designated structural positions to (canonically) encode the
central discourse functions: TOP (old information) & FOC
(new information)
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1. The boy knows the girl.
1. A fiú ismeri a lány-t.
the boy.NOM knows the girl-ACC
2. *The boy the girl knows.
3. *Knows the boy the girl.
4. *Knows the girl the boy.
5. *The girl knows the boy. (!)
6. *The girl the boy knows.
2. A fiú a lány-t ismeri.
3. Ismeri a fiú a lány-t.
4. Ismeri a lány-t a fiú.
5. A lány-t ismeri a fiú.
6. A lány-t a fiú ismeri.
word order permutations and grammatical
functions in the two languages SUBJ, OBJ
2.2. English vs. Hungarian sentence structure
.NOM = unmarked nominative
(subjective) case -ACC = marked accusative
(objective) case
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1. Ismeri a fiú a lány-t.
2. Ismeri a lány-t a fiú.
3. A fiú ismeri a lány-t.
4. A ”fiú ismeri a lány-t.
5. A lány-t ismeri a fiú.
6. A ”lány-t ismeri a fiú.
7. A fiú a lány-t ismeri.
8. A fiú a ”lány-t ismeri.
9. *A ”fiú a lány-t ismeri.
10. *A ”fiú a ”lány-t ismeri.
11. A lány-t a fiú ismeri.
12. A lány-t ”a fiú ismeri.
13. *A ”lány-t a fiú ismeri.
14. *A ”lány-t ”a fiú ismeri.
word order permutations and discourse functions in Hungarian
TOP, FOC ” = heavy stress
2.3. Basic Hungarian sentence structure
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2.4. Basic English sentence structure
(a reminder)
S
NP
[SUBJ]
VP
V NP
[OBJ]
XP*
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2.5. Basic Hungarian sentence structure
S
XP*
[TOP]
VP
(XP)
[FOC]
V XP*
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S
NP
[TOP]
NP
[TOP]
VP
NP
[FOC]
V NP NP
Ismeri
Ismeri
a fiú
a lányt
a lányt.
a fiú.
A fiú ismeri a lányt.
A ”fiú ismeri a lányt.
A lányt a fiú ismeri.
A lányt a ”fiú ismeri.
2.6. Basic Hungarian sentence structure