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The structure of this ppt
Structural, categorial and functional issues:
1.1. – 1.11. English
2.1. – 2.6. Hungarian
3.1. – 3.9. Functional issues (in English)
3
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
4
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)
5
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
6
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
7
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
1.5. Structural issues
8
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
1.6. Structural issues
9
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
1.7. Structural issues
10
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.
1.8. Structural issues
11
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.
1.9. Structural issues
12
an analysis
S
NP Aux NP
VP
N N V PP
P NP
Det N
What did you buy in the morning?
1.10. Structural issues
13
a general (blank) structure
S
(XP) NP (Aux)
VP
(Aux) (Aux) (Aux) V (NP) (NP)
XP*
1.11. Structural issues
14
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)
15
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
16
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
19
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
20
Quirk et al. (1985): basic binary division: subject – predicate
subject
• typically: topic (= “theme”, “what is being discussed”)
predicate: “something new” (about the subject)
(1) The boy has opened the door.
(2) The door has been opened (by the boy).
• determines agreement (concord),
cf. subject-verb agreement
(3) The boy has/*have opened the door.
(4) The boys *has/have opened the door.
• involved in inversion in questions,
cf. subject-auxiliary (operator) inversion
(5) Has the boy opened the door?
(6) What has the boy opened?
3.1. Functional issues
21
Quirk et al. (1985)
five elements of a sentence
1. subject: S (be careful! S = sentence vs. S = subject!)
2. verb: V
3. object (direct vs. indirect): Od vs. Oi
4. complement (subject vs object complement): Cs vs. Co
5. adverbial: A
3.2. Functional issues
22
(1) John (S) searched (V) the room (Od) carefully (A).
(2) The girl (S) is (V) now (A) a student (Cs) in Debrecen (A).
(3) His brother (S) grew (V) happier (Cs) gradually (A).
(4) It (S) rained (V) steadily (A) all day (A).
(5) He (S) had given (V) the girl (Oi) an apple (Od).
(6) They (S) make (V) him (Od) the chairman (Co) every year (A).
(7) She (S) saw (V) [that it (S) rained (V) all day (A)] (Od).
(8) He (S) grew (V) happier (Cs) [when Mary (S) arrived (V)] (A).
(9) [That she (S) asked (V) the question (Od) correctly (A)] (S)
pleased (V) him (Od) enormously (A).
3.3. Functional issues
23
subject and object complements
~(2) The girl (S) is (V) a student (Cs) / happy (Cs).
(cf. ‘a student girl’, ‘a happy girl’)
Hungarian: A lány diák/boldog. A lány diák/boldog volt.
~(3) His brother (S) grew (V) happier (Cs). (+ become, turn …)
cf. He is/was happier. (as a result)
~(6) They (S) make (V) him (Od) the chairman (Co).
cf. He (S) is the chairman (Cs). (as a result)
3.4. Functional issues
24
direct vs. indirect objects
~(1) John (S) searched (V) the room (Od).
~(6) They (S) make (V) him (Od) the chairman (Co).
~(7) She (S) saw (V) [that it (S) rained (V) all day (A)] (Od).
~(5) He (S) gave (V) the girl (Oi) an apple (Od).
cf. He (S) gave (V) an apple (Od) to the girl (A).
Quirk et al. (1985) --- a semantic approach
direct object: the given/received entity – 1st or 2nd object NP
indirect object: the receiver – 1st object NP or PP (A)
-- a structural ( grammatical functional) approach is better
3.5. Functional issues
25
S
NP VP
V NP NP
He gave the girl
Oi
O1
an apple.
Od
O2
S
NP VP
V NP PP
He gave an apple
Od
O1
to the girl.
A
A
3.6. Functional issues
26
Type S(ubject) V(erb) O(bject)(s) C(omplem.) A(dverbial)
SV
The sun
intransitive
is shining
SVO
The lecture
monotransitive
bored
Od
me
SVC
Your dinner
copular
seems
Cs
ready
SVA
My office
copular
is
S-related A
in the building
SVOO
I
ditransitive
must send
Oi
my parents
Od
a letter
SVOC
The students
complex-trans.
have found
Od
her
Co
very helpful
SVOA
You
complex-trans.
can put
Od
the dishes
O-related A
on the table
Quirk et al. (1985: 721) 3.7. Functional issues
27
problems
1. the columns appear to indicate syntactic positions, but
• in ditransitive constructions the two objects have two
distinct (adjacent), designated positions: V NP1 NP2 …
• the object complement (immediately) follows NP1,
the primary object – it can be an adjectival phrase
(see previous slide) but it can also be a NP, in which
case it is in the same position as the second(ary)
object, NP2, i.e. the secondary object NP and the
object complement NP should be represented in
complementary distribution
2. the adverbials in SVA and SVOA are obligatory this calls
for a more substantial functional distinction: OBLIQUE vs.
ADJUNCT
3.8. Functional issues
28
Type S V O1 O2 / C A:OBLIQUE A: ADJUNCT
SV It intr.
shines
(obligatory) (optional)
SVO
It
monotr.
bored
Od
me
SVC
It
copular
seems
Cs
ready
SVA
It
copular
was
S-related A
in the box
at night
SVOO
I
ditr.
sent
called
Oi
my friend
my friend
Od
a letter
a taxi
SVOC
I
compl-tr.
found
called
Od
my friend
my friend
Co
helpful
a genius
SVOA
He
compl-tr.
can put
Od
the book
O-related A
on the table
at night
3.9. Functional issues