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.
Theta-Theory (Theta-Theory (θθ-Theory):-Theory):Verbs and their Verbs and their θθ-grids-grids
• SLEEP
c-selectionc-selection NP
s-selections-selection Agent
Theta-Theory (Theta-Theory (θθ-Theory):-Theory):Verbs and their Verbs and their θθ-grids-grids
• SLEEP
• Our children slept.
• ?Our ideas slept.
Theta-Theory (Theta-Theory (θθ-Theory):-Theory):Verbs and their Verbs and their θθ-grids-grids
• 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.
Theta-Theory (Theta-Theory (θθ-Theory):-Theory):Verbs and their Verbs and their θθ-grids-grids
• SEE
c-selectionc-selection NP NP/CP
s-selections-selection Agent Theme
Theta-Theory (Theta-Theory (θθ-Theory):-Theory):Verbs and their Verbs and their θθ-grids-grids
• SEND
c-selection NP NP PP
s-selection Agent Theme Goal
c-selection NP NP NP
s-selection Agent Goal Theme
Theta-Theory (Theta-Theory (θθ-Theory):-Theory):Verbs and their Verbs and their θθ-grids-grids
• 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.
Theta-Theory (Theta-Theory (θθ-Theory)-Theory)
• Arguments.
• Adjuncts.
Theta-Theory (Theta-Theory (θθ-Theory)-Theory)
• 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.
p. 28
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.
Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO
• [[NP NP I] I] persuadpersuaded [ed [NP NP John] [John] [CPCP [ [NPNP PRO] to PRO] to buybuy [ [NPNP a new bicycle]]. a new bicycle]].
Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO
• [[NPNP II] ] persuadpersuaded [ed [NP NP John] [John] [CPCP [ [NPNP PRO] to PRO] to buybuy [ [NPNP a new bicycle]]. a new bicycle]].
Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO
• [[NPNP II] ] persuadpersuaded [ed [NPNP JohnJohn] [] [CPCP [ [NPNP PRO] to PRO] to buybuy [ [NPNP a new bicycle]]. a new bicycle]].
Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO
• [[NPNP I] I] persuadpersuaded [ed [NPNP John] [John] [CPCP [[NPNP PRO] to PRO] to buy [buy [NPNP a new bicycle] a new bicycle]].].
Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO
• [[NPNP II] ] persuadpersuaded [ed [NPNP JohnJohn] [] [CPCP [ [NPNP PRO] to PRO] to buybuy [ [NPNP a new bicyclea new bicycle]].]].
Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO
• [[NPNP II] ] persuadpersuaded [ed [NPNP JohnJohn] [] [CPCP [ [NPNP PROPRO] to ] to buybuy [ [NPNP a new bicyclea new bicycle]].]].
Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO
• 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.
Corollaries of the Theta Criterion Corollaries of the Theta Criterion Introduction to the empty category PROIntroduction to the empty category PRO
• 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.
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
• 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.
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
XX Compl(X)Compl(X)
X’X’Spec (X)Spec (X)
XPXP
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
NN PPPP
N’N’SpecSpec
NPNP
bookbook PP
aboutabout
NPNP
grammargrammar
DETDET
thethe
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.
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
• That book of poems is fabulous.That book of poems is fabulous.
• *That book of poems are fabulous.*That book of poems are fabulous.
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
N’N’ CPCP
N’N’SpecSpec
NPNP
bookbook PP
aboutabout
NPNP
grammargrammar
DETDET
thethe
NN PPPPthat the teacher recommendedthat the teacher recommended
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
• 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.
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
NN PPPP
N’N’SpecSpec
NPNP
bookbookPP
aboutabout
NPNP
grammargrammar
DETDET
thetheSpecSpec
DETDET
thethe
N’
N PP
PP
ofof
NPNP
semitic languagessemitic languages
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
• A recursive view of syntax.A recursive view of syntax.
The Architecture of ClausesThe Architecture of Clauses
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
grammargrammar
NPNP
HelenHelen
The Architecture of ClausesThe Architecture of Clauses
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] V’V’
studystudy
NPNP
last termlast term
NPNP
HelenHelen
VV NPNP
grammargrammar
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
• Helen studied grammar last term.Helen studied grammar last term.
• *Helen studied last term grammar.*Helen studied last term grammar.
The Architecture of Phrases: X-Bar The Architecture of Phrases: X-Bar SyntaxSyntax
• 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
IPIP
[+past][+past]
VV
thinkthink
CPCP
NP
DETDET
HelenHelen CC
thatthat
IP
Spec I’
II
[+past][+past]
VPVP
syntaxsyntaxbebe
VV AdjPAdjP
easyeasy
The Complementizer PhraseThe Complementizer Phrase
II VPVP
I’I’SpecSpec
IPIP
[+past][+past]VV
shockedshocked
NPNP
thatthat
NP
IP
SpecI’
II
[+past][+past]
VPVP
JohnJohn
CP
CC
VV
resignresign
PRNPRN
usus
Clauses are CPsClauses are CPs
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
grammargrammar
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Questions: I-to-C MovementQuestions: I-to-C Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
grammargrammar
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Questions: I-to-C MovementQuestions: I-to-C Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
grammargrammar
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Questions: I-to-C MovementQuestions: I-to-C Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
grammargrammar
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Questions: I-to-C MovementQuestions: I-to-C Movement
II VPVP
I’I’SpecSpec
IPIP
tt VV
studystudy
NPNP
grammargrammar
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
diddid
Questions: WH MovementQuestions: WH Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
grammargrammar
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Questions: WH MovementQuestions: WH Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
grammargrammar
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Questions: WH MovementQuestions: WH Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
??
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Questions: WH MovementQuestions: WH Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
??
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Questions: WH MovementQuestions: WH Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
tt
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
WhatWhat
Questions: WH MovementQuestions: WH Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
tt
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
WhatWhat
Questions: WH MovementQuestions: WH Movement
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
studystudy
NPNP
tt
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
WhatWhat
Questions: WH MovementQuestions: WH Movement
II VPVP
I’I’SpecSpec
IPIP
tt VV
studystudy
NPNP
tt
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
WhatWhat
diddid
Agreement: Setting the ProblemAgreement: Setting the Problem
II VPVP
I’I’SpecSpec
IPIP
?? V’V’ PPPP
after lunchafter lunch
NPNP
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
IPIP
NPNP
[number][number]
[person][person] [number][number]
[person][person]
[+/-finite][+/-finite]
AgreementAgreement
II ......
I’I’SpecSpec
IPIP
[[NPNPthe teacher]the teacher]
[number: -pl][number: -pl]
[person: 3rd][person: 3rd]
[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
IPIP
[-past][-past] AdvAdv
oftenoften
VPVP
VV
NPNP
LouiseLouise
[number: -pl][number: -pl] NPNP
readreadthis bookthis book
[person: 3rd][person: 3rd]
[number: -pl][number: -pl]
[person: 3rd][person: 3rd]
Agreement and Affix LoweringAgreement and Affix Lowering
II AdvPAdvP
I’I’SpecSpec
IPIP
[-past][-past] AdvAdv
oftenoften
VPVP
VV
NPNP
LouiseLouise
NPNP
readreadthis bookthis book
[number: -pl][number: -pl]
[person: 3rd][person: 3rd]
ss
Agreement and Affix LoweringAgreement and Affix Lowering
II AdvPAdvP
I’I’SpecSpec
IPIP
[-past][-past] AdvAdv
oftenoften
VPVP
VV
NPNP
LouiseLouise
NPNP
readreadthis bookthis bookss
tt
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
IPIP
[-past][-past] AdvAdv
oftenoften
Perf PPerf P
PerfPerf
NPNP
LouiseLouise
[number: -pl][number: -pl] VPVP
HAVE+ {en}HAVE+ {en}
this bookthis book
[person: 3rd][person: 3rd]
[number: -pl][number: -pl]
[person: 3rd][person: 3rd]
NPNPVV
readread
Agreement and Auxiliary Verb Agreement and Auxiliary Verb RaisingRaising
II AdvPAdvP
I’I’SpecSpec
IPIP
[-past][-past] AdvAdv
oftenoften
Perf PPerf P
PerfPerf
NPNP
LouiseLouise
ss
VPVP
HAVE+ {en}HAVE+ {en}
this bookthis book
[number: -pl][number: -pl]
[person: 3rd][person: 3rd]
NPNPVV
readread
Agreement and Auxiliary Verb Agreement and Auxiliary Verb RaisingRaising
II AdvPAdvP
I’I’SpecSpec
IPIP
[-past][-past] AdvAdv
oftenoften
Perf PPerf P
PerfPerf
NPNP
LouiseLouise
ss
VPVP
HAHA
this bookthis book
[number: -pl][number: -pl]
[person: 3rd][person: 3rd]
NPNPVV
readread
tt
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
IPIP
[+past][+past] VV
bebe
NPNP
a good studenta good student
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Cyclic Copula Movement in QuestionsCyclic Copula Movement in Questions
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
bebe
NPNP
a good studenta good student
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
[number: -pl][number: -pl]
[person: 3rd][person: 3rd]
[number: -pl][number: -pl]
[person: 3rd][person: 3rd]
Cyclic Copula Movement in QuestionsCyclic Copula Movement in Questions
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
bebe
NPNP
a good studenta good student
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Cyclic Copula Movement in QuestionsCyclic Copula Movement in Questions
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV NPNP
a good studenta good student
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
Cyclic Copula Movement in QuestionsCyclic Copula Movement in Questions
II VPVP
I’I’SpecSpec
IPIP
waswas VV NPNP
a good studenta good student
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
tt
Cyclic Copula Movement in QuestionsCyclic Copula Movement in Questions
II VPVP
I’I’SpecSpec
IPIP
VV NPNP
a good studenta good student
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
tt
Cyclic Copula Movement in QuestionsCyclic Copula Movement in Questions
II VPVP
I’I’SpecSpec
IPIP
VV NPNP
a good studenta good student
NPNP
HelenHelen
C’C’
CC
CPCP
SpecSpec
tt
tt
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
IPIP
[+past][+past] VV
seesee
NPNP
BillBill
NPNP
HelenHelen
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
seesee
NPNP
BillBill
NPNP
HelenHelen
ACCACC
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
seesee
NPNP
BillBill
NPNP
HelenHelen
ACCACCNOMNOM
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
seesee
NPNP
BillBill
NPNP
HelenHelen
ACCACCNOMNOM
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
seesee
NPNP
BillBill
NPNP
SheShe
ACCACCNOMNOM
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past] VV
seesee
NPNP
himhim
NPNP
SheShe
ACCACCNOMNOM
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
**IPIP
[+past][+past] VV
seesee
NPNP
hehe
NPNP
HerHer
ACCACCNOMNOM
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past]VV
bebe
AdjPAdjP
ØØ
NP
IP
SpecI’
II
[- finite][- finite]
VPVP
CP
CC
impossibleimpossible
V
succedsucced
PPPP
P
inin
bebeVPVP
NPNP
this taskthis task
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past]VV
bebe
AdjPAdjP
ØØ
NP
IP
SpecI’
II
[- finite][- finite]
VPVP
PROPRO
CP
CC
impossibleimpossible
V
succedsucced
PPPP
P
inin
bebeVPVP
NPNP
this taskthis task
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past]VV
bebe
AdjPAdjP
ØØ
NP
IP
SpecI’
II
[- finite][- finite]
VPVP
PROPRO
CP
CC
impossibleimpossible
V
succedsucced
PPPP
P
inin
bebeVPVP
NPNP
this taskthis task
ACCACC
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past]VV
bebe
AdjPAdjP
ØØ
NP
IP
SpecI’
II
[- finite][- finite]
VPVP
PROPRO
CP
CC
impossibleimpossible
V
succedsucced
PPPP
P
inin
bebeVPVP
NPNP
itit
ACCACC
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past]VV
bebe
AdjPAdjP
forfor
NP
IP
SpecI’
II
[- finite][- finite]
VPVP
PROPRO
CP
CC
impossibleimpossible
V
succedsucced
PPPP
P
inin
bebeVPVP
NPNP
itit
ACCACCACCACC
Case AssignmentCase Assignment
II VPVP
I’I’SpecSpec
IPIP
[+past][+past]VV
bebe
AdjPAdjP
forfor
NP
IP
SpecI’
II
[- finite][- finite]
VPVP
usus
CP
CC
impossibleimpossible
V
succedsucced
PPPP
P
inin
bebeVPVP
NPNP
itit
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.
Inherent Genitive CaseInherent Genitive Case
thethe
VPVP
N’N’SpecSpec
NPNP
N’N’
DETDET
NPNP
DETDET
AdjPAdjP
richrichNN
schoolschool
NN
teachersteachers
Inherent Genitive CaseInherent Genitive Case
thethe
VPVP
N’N’SpecSpec
NPNP
N’N’
DETDET
NPNP
DETDET
AdjPAdjP
richrichNN
schoolschool
NN
teachersteachers
The rich school teachers…The rich school teachers…
AdjAdj N’N’
AdjPAdjPSpecSpec
NPNP
richrich
NN
schoolschool
NN
teacherteacher
DETDET
thetheNN
Top Related