UNIT 2: The Structure of Phrases and Clauses English Syntax Ricardo de Souza.

UNIT 2: The Structure of UNIT 2: The Structure of Phrases and ClausesPhrases and Clauses

English SyntaxEnglish Syntax

Ricardo de SouzaRicardo de Souza

Theta-Theory (Theta-Theory (θθ-Theory)-Theory)

• Relational Concepts.

• Argument Structure.

• Predication

Theta-Theory (Theta-Theory (θθ-Theory):-Theory):Verbs and their Verbs and their θθ-grids-grids

• VERB

• Constituent selection, or c-selectionc-selection.

• Semantic selection, or s-selections-selection.

• SLEEP

c-selectionc-selection NP

s-selections-selection Agent

• SLEEP

• Our children slept.

• ?Our ideas slept.

• SEE

• Our children saw the concert.

• Our children saw that the band isn’t that good.

• *That the band isn’t that good saw our children.

• SEE

c-selectionc-selection NP NP/CP

s-selections-selection Agent Theme

• SEND

c-selection NP NP PP

s-selection Agent Theme Goal

c-selection NP NP NP

s-selection Agent Goal Theme

• SEND

• They sent their children to a boarding school.• They sent flowers to their wives.

• They sent their wives flowers• * They sent a boarding school their children.

• Arguments.

• Adjuncts.

• They slept in a tent.

• They slept well.

• They saw that the band isn’t that good yesterday.

• They sent their wives flowers on their wedding anniversaries.

The Theta CriterionThe Theta Criterion

Each argument must be associated with one and only one theta-role.

Each theta-role must be associated with one and only one argument.

Corollaries of the Theta Corollaries of the Theta CriterionCriterion

• A predicator’s (e.g. a lexical verb) θ-grid must be saturated.

• A predicator’s (e.g. a lexical verb) θ-grid must not be either over-saturated or under-saturated.

Corollaries of the Theta CriterionCorollaries of the Theta Criterion

• *She slept her bed.

• ?She slept her baby.

• *They saw that the band isn’t that good the singer.

• *They saw.

• *Robert sent flowers to his wife a box of candy.

• *Robert sent to his wife.

Corollaries of the Theta Criterion Corollaries of the Theta Criterion

Locality and Minimality in Locality and Minimality in θθ-marking-marking

• [NPMary] showed [NPher sister] [CPwhy [NPLouise] had destroyed [NPthe painting]].

• [NP; Θ: AGT Mary] showed [NP; Θ: RECEIVER her sister] [CP; Θ: THM why Louise had destroyed the painting].

• [NPMary] showed [NPher sister] [CPwhy [NP; Θ: AGT

Louise] had destroyed [NP; Θ: THM the painting]].

Corollaries of the Theta Criterion Corollaries of the Theta Criterion

Locality and Minimality in Locality and Minimality in θθ-marking-marking

• *[*[NPNPMary] Mary] showshowed [ed [NPNPher sister] [her sister] [NPNPthe painting] the painting] [[CPCPwhy [why [NPNPLouise] had Louise] had destroydestroyed].ed].

• *[*[NPNP; ; ΘΘ: AGT: AGT Mary] Mary] showshowed [ed [NPNP; ; ΘΘ: RECEIVER: RECEIVER her her sister] [sister] [NPNP; ; ΘΘ: THM: THM the painting] [the painting] [CPCP; ; ΘΘ: : ???? why why Louise had destroyed the painting].Louise had destroyed the painting].

• *[*[NPNPMary] showed [Mary] showed [NPNPher sister] [her sister] [NPNPthe painting] the painting] [[CPCPwhy [why [NPNP; ; ΘΘ: AGT: AGT Louise] had Louise] had destroydestroyed [ed [????; ; ΘΘ: THM: THM]].]].

Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to trace theory and movementIntroduction to trace theory and movement

• Which painting did Mary say that Louise Which painting did Mary say that Louise had destroyed?had destroyed?

• Which painting did [Which painting did [NPNP; ; ΘΘ: AGT: AGT Mary Mary saysay [ [CPCP; ; ΘΘ: :

THMTHM that Louise had destroyed?that Louise had destroyed?

Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to trace theory and movementIntroduction to trace theory and movement

• Which painting did Mary Which painting did Mary saysay [ [CPCP ΘΘ: THM: THM that [ that [NP; NP; ΘΘ: : AGTAGT Louise ] had Louise ] had destroydestroyed [ed [??; ??; ΘΘ: THM: THM t] ? t] ?

• [[NP; NP; ΘΘ: THM: THM Which painting] did Mary Which painting] did Mary saysay [ [CPCP; ; ΘΘ: THM: THM that [that [NP; NP; ΘΘ: AGT: AGT Louise ] had Louise ] had destroydestroyed [ed [NP; NP; ΘΘ: THM: THM t] ? t] ?

• [[NP; NP; ΘΘ: THM: THM Which painting] did Mary Which painting] did Mary saysay [ [CPCP; ; ΘΘ: THM: THM that [that [NP; NP; ΘΘ: AGT: AGT Louise ] had Louise ] had destroydestroyed?ed?

• [[NP; NP; ΘΘ: THM: THM Which painting Which paintingii] did Mary ] did Mary saysay [ [CPCP; ; ΘΘ: THM: THM that [that [NP; NP; ΘΘ: AGT: AGT Louise ] had Louise ] had destroydestroyed [ed [NP; NP; ΘΘ: THM: THM t tii] ?] ?

Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO

• PRO is a specialized NP.PRO is a specialized NP.

• In English, PRO is only licensed if INFL=[-In English, PRO is only licensed if INFL=[-finite]. finite].

• PRO’s reference to an antecedent can be PRO’s reference to an antecedent can be controlled by semantic properties of matrix clause controlled by semantic properties of matrix clause verb.verb.

• [[NP NP I] I] persuadpersuaded [ed [NP NP John] [John] [CPCP [ [NPNP PRO] to PRO] to buybuy [ [NPNP a new bicycle]]. a new bicycle]].

• [[NPNP II] ] persuadpersuaded [ed [NP NP John] [John] [CPCP [ [NPNP PRO] to PRO] to buybuy [ [NPNP a new bicycle]]. a new bicycle]].

• [[NPNP II] ] persuadpersuaded [ed [NPNP JohnJohn] [] [CPCP [ [NPNP PRO] to PRO] to buybuy [ [NPNP a new bicycle]]. a new bicycle]].

• [[NPNP I] I] persuadpersuaded [ed [NPNP John] [John] [CPCP [[NPNP PRO] to PRO] to buy [buy [NPNP a new bicycle] a new bicycle]].].

• [[NPNP II] ] persuadpersuaded [ed [NPNP JohnJohn] [] [CPCP [ [NPNP PRO] to PRO] to buybuy [ [NPNP a new bicyclea new bicycle]].]].

• [[NPNP II] ] persuadpersuaded [ed [NPNP JohnJohn] [] [CPCP [ [NPNP PROPRO] to ] to buybuy [ [NPNP a new bicyclea new bicycle]].]].

• Object controlled PRO:Object controlled PRO:

• I persuaded John I persuaded John PROPROii to buy a new to buy a new bicycle. bicycle.

• I persuaded I persuaded JohnJohnii PROPROii to buy a new to buy a new bicycle. bicycle.

• Subject controlled PRO:Subject controlled PRO:

• I promised John I promised John PROPROii to buy a new to buy a new bicycle. bicycle.

• IIii promised John promised John PROPROii to buy a new to buy a new bicycle. bicycle.

Non-Verbal Non-Verbal θθ-Role Assigners-Role Assigners

• Deverbal nouns.Deverbal nouns.

• AdjectivesAdjectives

• Some prepositions.Some prepositions.

Non Non θθ-Role Assigners-Role Assigners

• The copula.The copula.

• Other copular verbs.Other copular verbs.

Noun Phrases That Are Not Noun Phrases That Are Not θθ--MarkedMarked

• Adjunct NPs.Adjunct NPs.• Expletive IT.Expletive IT.• Expletive THERE.Expletive THERE.

The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax

• An endocentric (head centered) view of An endocentric (head centered) view of phrase structure.phrase structure.

• An architecture that predicts relationships An architecture that predicts relationships between heads and other elements within between heads and other elements within a constituent.a constituent.

• A recursive view of syntax.A recursive view of syntax.

• Take X, any given lexical or functional head.Take X, any given lexical or functional head.

• XX0 0 is a minimum projection.is a minimum projection.

• X’= XX’= X0 0 – Compl(X). X’– Compl(X). X’ is an intermediate is an intermediate projection.projection.

• XP= Spec(X)XP= Spec(X) – X’. XP (or X’’)– X’. XP (or X’’) is a maximum is a maximum projection.projection.

XX Compl(X)Compl(X)

X’X’Spec (X)Spec (X)

NN PPPP

N’N’SpecSpec

bookbook PP

aboutabout

grammargrammar

DETDET

thethe

• An endocentric (head centered) view of An endocentric (head centered) view of phrase structure.phrase structure.

• That book of poems is fabulous.That book of poems is fabulous.

• *That book of poems are fabulous.*That book of poems are fabulous.

N’N’ CPCP

N’N’SpecSpec

bookbook PP

aboutabout

grammargrammar

DETDET

thethe

NN PPPPthat the teacher recommendedthat the teacher recommended

• A complement is the head’s sister.A complement is the head’s sister.

• An architecture that predicts relationships An architecture that predicts relationships between heads and other elements within a between heads and other elements within a constituent.constituent.

• An adjunct is the sister of X-bar.An adjunct is the sister of X-bar.

NN PPPP

N’N’SpecSpec

bookbookPP

aboutabout

grammargrammar

DETDET

thetheSpecSpec

DETDET

thethe

semitic languagessemitic languages

• A recursive view of syntax.A recursive view of syntax.

The Architecture of ClausesThe Architecture of Clauses

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

grammargrammar

HelenHelen

The Architecture of ClausesThe Architecture of Clauses

II VPVP

I’I’SpecSpec

[+past][+past] V’V’

studystudy

last termlast term

HelenHelen

VV NPNP

grammargrammar

• Helen studied grammar last term.Helen studied grammar last term.

• *Helen studied last term grammar.*Helen studied last term grammar.

• A complement is the head’s sister.A complement is the head’s sister.

• In VPs an argument (In VPs an argument (θθ-marked constituent) is -marked constituent) is normally the complementnormally the complement..

• In VPs, an adjunct In VPs, an adjunct is a sister of V’is a sister of V’..

The Complementizer PhraseThe Complementizer Phrase

II VPVP

I’I’SpecSpec

[+past][+past]

thinkthink

DETDET

HelenHelen CC

thatthat

Spec I’

[+past][+past]

syntaxsyntaxbebe

VV AdjPAdjP

easyeasy

The Complementizer PhraseThe Complementizer Phrase

II VPVP

I’I’SpecSpec

[+past][+past]VV

shockedshocked

thatthat

SpecI’

[+past][+past]

JohnJohn

resignresign

PRNPRN

Clauses are CPsClauses are CPs

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

grammargrammar

HelenHelen

C’C’

SpecSpec

Questions: I-to-C MovementQuestions: I-to-C Movement

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

grammargrammar

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

grammargrammar

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

grammargrammar

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

studystudy

grammargrammar

HelenHelen

C’C’

SpecSpec

diddid

Questions: WH MovementQuestions: WH Movement

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

grammargrammar

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

grammargrammar

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

HelenHelen

C’C’

SpecSpec

WhatWhat

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

HelenHelen

C’C’

SpecSpec

WhatWhat

II VPVP

I’I’SpecSpec

[+past][+past] VV

studystudy

HelenHelen

C’C’

SpecSpec

WhatWhat

II VPVP

I’I’SpecSpec

studystudy

HelenHelen

C’C’

SpecSpec

WhatWhat

diddid

Agreement: Setting the ProblemAgreement: Setting the Problem

II VPVP

I’I’SpecSpec

?? V’V’ PPPP

after lunchafter lunch

the teacherthe teacher

VV PPPP

talktalk to his studentsto his students

Agreement: Setting the ProblemAgreement: Setting the Problem

• The teacher talks to his students after lunch.The teacher talks to his students after lunch.

• The teacher talked to his student after lunchThe teacher talked to his student after lunch

• *The teacher talk to his student after lunch.*The teacher talk to his student after lunch.

• *The teacher ed talk to his student after lunch.*The teacher ed talk to his student after lunch.

• The teachers talk to their student after lunchThe teachers talk to their student after lunch

AgreementAgreement

II ......

I’I’SpecSpec

[number][number]

[person][person] [number][number]

[person][person]

[+/-finite][+/-finite]

AgreementAgreement

II ......

I’I’SpecSpec

[[NPNPthe teacher]the teacher]

[number: -pl][number: -pl]

[person: 3rd][person: 3rd]

[+/-finite][+/-finite]

Agreement: Some ProposalsAgreement: Some Proposals

• Agreement takes place between SPEC(X) and X.Agreement takes place between SPEC(X) and X.

• Agreement involves specific features such as: Agreement involves specific features such as: [number], [person], and [gender].[number], [person], and [gender].

• In contemporary theory, such features are called In contemporary theory, such features are called phi-features, or phi-features, or φφ-features-features..

• The relevant The relevant φφ-features in English are -features in English are [number] [number] and [person].and [person].

Agreement: Some ProposalsAgreement: Some Proposals

• Languages vary with respect to AGR feature strength.Languages vary with respect to AGR feature strength.

• Languages can be considered “strong AGR” [+AGR], or Languages can be considered “strong AGR” [+AGR], or “weak AGR” [-AGR].“weak AGR” [-AGR].

• English can be considered [-AGR], whereas French, for English can be considered [-AGR], whereas French, for example, is [+AGR].example, is [+AGR].

• In English, morphologically relevant agreement is seen In English, morphologically relevant agreement is seen when there is a combination of the when there is a combination of the φφ-features -features [number:-[number:-pl]; [person:3rd], and the tense feature [+finite = [-past]].pl]; [person:3rd], and the tense feature [+finite = [-past]].

Just to recollect...Just to recollect...

• The teacher talks to his students after lunch.The teacher talks to his students after lunch.

• *The teacher talk to his student after lunch.*The teacher talk to his student after lunch.

• The teachers talk to their student after lunchThe teachers talk to their student after lunch

The Ban on Stray Affixes...The Ban on Stray Affixes...

• *The teacher s talk to his student after lunch.*The teacher s talk to his student after lunch.

• *The teacher ed talk to his student after lunch.*The teacher ed talk to his student after lunch.

...And Agreement Related ...And Agreement Related MovementMovement

• Affix lowering.Affix lowering.

• Verb raising.Verb raising.

Agreement and Affix LoweringAgreement and Affix Lowering

II AdvPAdvP

I’I’SpecSpec

[-past][-past] AdvAdv

oftenoften

LouiseLouise

[number: -pl][number: -pl] NPNP

readreadthis bookthis book

II AdvPAdvP

I’I’SpecSpec

oftenoften

LouiseLouise

readreadthis bookthis book

II AdvPAdvP

I’I’SpecSpec

oftenoften

LouiseLouise

readreadthis bookthis bookss

Affix Lowering & Verb Raising: Affix Lowering & Verb Raising: Some ProposalsSome Proposals

• In [-AGR] languages, affixes lower to V.In [-AGR] languages, affixes lower to V.

• In [+AGR] languages, Vs raise to I.In [+AGR] languages, Vs raise to I.Check French data on p. 90, sentence 162(a).Check French data on p. 90, sentence 162(a).

• In English, a [-AGR] language, verbal morphemes In English, a [-AGR] language, verbal morphemes which are not VP heads also raise to I.which are not VP heads also raise to I.

Agreement and Auxiliary Verb Agreement and Auxiliary Verb RaisingRaising

II AdvPAdvP

I’I’SpecSpec

oftenoften

Perf PPerf P

PerfPerf

LouiseLouise

[number: -pl][number: -pl] VPVP

HAVE+ {en}HAVE+ {en}

this bookthis book

NPNPVV

readread

II AdvPAdvP

I’I’SpecSpec

oftenoften

Perf PPerf P

PerfPerf

LouiseLouise

HAVE+ {en}HAVE+ {en}

this bookthis book

NPNPVV

readread

II AdvPAdvP

I’I’SpecSpec

oftenoften

Perf PPerf P

PerfPerf

LouiseLouise

this bookthis book

NPNPVV

readread

Just to recollectJust to recollect

• Louise will often read this book.Louise will often read this book.

• Louise often reads this bookLouise often reads this book

• *Louise reads often this book.*Louise reads often this book.

• *Louise often has read this book.*Louise often has read this book.

• Louise has often read this bookLouise has often read this book

Agreement and The CopulaAgreement and The Copula

• The Copula (Verb to BE) is an exceptional verb.

• As we have seen, it does not assign θ-roles.

• Also, it is a head of VP that raises to I in English.

Agreement and The CopulaAgreement and The Copula

• Louise is often interested in this sort of book.

• *Louise often is interested in this sort of book.

Cyclic Copula Movement in QuestionsCyclic Copula Movement in Questions

II VPVP

I’I’SpecSpec

[+past][+past] VV

a good studenta good student

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

[+past][+past] VV NPNP

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

waswas VV NPNP

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

VV NPNP

HelenHelen

C’C’

SpecSpec

II VPVP

I’I’SpecSpec

VV NPNP

HelenHelen

C’C’

SpecSpec

waswas

Case Theory: Brief OverviewCase Theory: Brief Overview

• Case is a morphosyntactic operation that relates to grammatical relations such as Subject, Object and Oblique.

• Pronouns are morphologically marked for case in English.

• All NPs are abstractly marked for case.

The Case Filter in EnglishThe Case Filter in English

• All overt NPs must be case-assigned.

• PRO must not be case-assigned.

Case Theory: Brief OverviewCase Theory: Brief Overview

• Case is an essential operation for NP licensing.

• NPs must be licensed to become interpretable.

• NPs must abide by case assignment principles to generate grammatical clauses.

Case Assignment in EnglishCase Assignment in English

• A [+finite] Inflection assigns NOMINATIVE case to SPEC(IP).

• Most transitive verbs assign ACCUSATIVE case to their complements.

• Prepositions assign ACCUSATIVE case to their complements.

• NPs in DET position inherit GENITIVE case.

Case Theory: Some FactsCase Theory: Some Facts

• I want to succeed in this task.• I want Mary to succeed in this task.• I want her to succeed in this task.• To succeed in this task is nearly

impossible.• For us to succeed in this task is nearly

impossible.

Case Theory: Some FactsCase Theory: Some Facts

• *Me want to succeed in this task.

• *I want she to succeed in this task.

• *We to succeed in this task is nearly impossible.

• *For we to succeed in this task is nearly impossible.

Case AssignmentCase Assignment

II VPVP

I’I’SpecSpec

[+past][+past] VV

seesee

BillBill

HelenHelen

II VPVP

I’I’SpecSpec

[+past][+past] VV

seesee

BillBill

HelenHelen

ACCACC

II VPVP

I’I’SpecSpec

[+past][+past] VV

seesee

BillBill

HelenHelen

ACCACCNOMNOM

II VPVP

I’I’SpecSpec

[+past][+past] VV

seesee

BillBill

HelenHelen

ACCACCNOMNOM

II VPVP

I’I’SpecSpec

[+past][+past] VV

seesee

BillBill

SheShe

ACCACCNOMNOM

II VPVP

I’I’SpecSpec

[+past][+past] VV

seesee

himhim

SheShe

ACCACCNOMNOM

II VPVP

I’I’SpecSpec

**IPIP

[+past][+past] VV

seesee

HerHer

ACCACCNOMNOM

II VPVP

I’I’SpecSpec

[+past][+past]VV

AdjPAdjP

SpecI’

[- finite][- finite]

impossibleimpossible

succedsucced

bebeVPVP

this taskthis task

II VPVP

I’I’SpecSpec

[+past][+past]VV

AdjPAdjP

SpecI’

PROPRO

succedsucced

bebeVPVP

this taskthis task

II VPVP

I’I’SpecSpec

[+past][+past]VV

AdjPAdjP

SpecI’

PROPRO

succedsucced

bebeVPVP

this taskthis task

ACCACC

II VPVP

I’I’SpecSpec

[+past][+past]VV

AdjPAdjP

SpecI’

PROPRO

succedsucced

bebeVPVP

ACCACC

II VPVP

I’I’SpecSpec

[+past][+past]VV

AdjPAdjP

forfor

SpecI’

PROPRO

succedsucced

bebeVPVP

ACCACCACCACC

II VPVP

I’I’SpecSpec

[+past][+past]VV

AdjPAdjP

forfor

SpecI’

succedsucced

bebeVPVP

ACCACCACCACC

Inherent Genitive CaseInherent Genitive Case

• The rich school’s teachers went on a strike.The rich school’s teachers went on a strike.

• The rich school teachers went on a strike.The rich school teachers went on a strike.

thethe

N’N’SpecSpec

N’N’

DETDET

AdjPAdjP

richrichNN

schoolschool

teachersteachers

thethe

N’N’SpecSpec

N’N’

DETDET

AdjPAdjP

richrichNN

schoolschool

teachersteachers

The rich school teachers…The rich school teachers…

AdjAdj N’N’

AdjPAdjPSpecSpec

richrich

schoolschool

teacherteacher

DETDET

thetheNN

UNIT 2: The Structure of Phrases and Clauses English Syntax Ricardo de Souza.

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