7. The English Caused-Motion Construction. Presenter: 林岱瑩
|
|
- Pierce Freeman
- 5 years ago
- Views:
Transcription
1 7. The English Caused-Motion Construction Presenter: 林岱瑩
2 7.1 Introduction
3 7.1 Introduction Basic construction: [SUBJ [V OBJ OBL]] (V: a nonstative verb; OBL: a directional phrase) (1) They laughed the poor guy out of the room. (2) Frank sneezed the tissue off the table. (3) Mary urged Bill into the house. X CAUSES Y to MOVE Z
4 7.2 The Existence of the Construction
5 7.2 The Existence of the Construction Fillmore(1971), Talmy(1976), Randall(1983): Many verbs are not causative verbs independently of the construction. (8) Joe kicked the wall. (10) Joe kicked the dog into the bathroom ( He caused the dog to move into the bathroom.)
6 Aske(1989): Many verbs do not necessarily code motion independently of the construction. (12) a. Frank squeezed the ball. ( The ball necessarily moves.) b. Frank squeezed the ball through the crack. ( The ball necessarily moves.)
7 Green(1973), Randall(1983), Hoekstra(1988): Many transitive verbs which can occur in this construction do not bear the same semantic relation to their direct object as they do in simple transitive sentences. (13) b. Sam cleaned the soap out of her eyes. (14) b. Sam cleaned the soap.
8 Verbs can sometimes appear in this construction that do not independently license direct object complements at all. (15) The audience laughed the poor guy off the stage. (16) Frank sneezed the napkin off the table.
9 (1) They laughed the poor guy out of the room. (2) Frank sneezed the tissue off the table. (3) Mary urged Bill into the house. (4) Sue let the water out of the bathtub. (5) Sam helped him into the car. (6) They sprayed the paint onto the wall. Are the meanings compositionally derived? Interpretation problem, production problem
10 Makkai(1972): idioms of encoding and idioms of decoding Decoding idioms: idioms which a listener would be unable to interpret without having learned them separately; Eg. fly by night, by and large Encoding idioms: idioms whose meaning may be inferable; however, without having heard the idiom, a speaker would never know the conventional expression Eg. serial killer, sofa bed Neither kind is predictable from general pragmatic principles
11 Gawron(1985, 1986): the caused-motion expressions consist of two predicates a verb and a preposition and that both of these retain their normal meanings Co-predication: the verb and the preposition act as co-predicators, sharing one argument and combining semantically in pragmatically inferable ways John broke the hammer against the vase. Break(John, the-hammer); Against(the-hammer, the-vase)
12 Pustejovksy(1991): transitive process verbs + PP/AP (state) Process + state transition/accomplishment (a caused motion, change of state) PROBLEM: The caused-motion expressions involve predicates which cannot occur transitivity at all. (20) Fred sneezed the napkin off the table.
13 Hoekstra: an intransitive process verb + a small clause stative predicate (20) Fred sneezed the napkin off the table. Rappaport Hovav and Levin (1991) (22) She drank him under the table.
14 Major problem: Many prepositions which appear in the construction favor a locative interpretation. (23) Fred stuffed the papers in the envelope. (25) Sam shoved him outside the room. Ambiguous? Either locative or directional? Prepositions such as inside, in, outside, and within do not intuitively code motion on either use. (26) a. Into the room he ran, quick as lightning. only locative interpretation b. *Inside the room he ran, quick as lightning. (on the directional reading that he ran into the room) c. *Within the room he ran, quick as lightning. (on the directional reading)
15 We attribute the caused-motion interpretation to a construction which combines the verb and directional preposition yielding a particular, conventionalized interpretation.
16 How does a locative PP receive a directional interpretation? COERSION: the construction is able to coerce the locative term into a directional reading 1. only licensed by particular constructions in the language 2. a relationship between the inherent meaning of the lexical items and the coerced interpretation 3. Endpoint focus: the location encoded by the locative phrase is interpreted to be the endpoint of a path to that location I kicked the ball into the room.
17 TRANSITIVE VERB I kicked the ball into the room. kicked I into the room the ball
18 INTRANSITIVE VERB (29) The bottle floated into the cave. floated the bottle into the cave
19 7.3 The Various Interpretations
20 7.3 The Various Interpretations A. X CAUSES Y to MOVE Z (30) Frank pushed it into the box. (31) Frank kicked the dog into the bathroom.
21 B. The conditions of satisfaction associated with the act denoted by the predicate entail: X CAUSES Y to MOVE Z. force-dynamic verbs that encode a communicative act (34) Sam ordered him out of the house. (35) Sam asked him into the room. Motion is entailed by the conditions of satisfaction associated with the actions denoted by the particular predicates.
22 C. X ENABLES Y to MOVE Z Force-dynamic verbs that encode the removal of a barrier (40) Sam allowed Bob out of the room. (41) Sam let Bill into the room.
23 D. X PREVENTS Y from MOVING Comp(Z) The force-dynamic schema of imposition of a barrier, causing the patient to stay in a location despite its inherent tendency to move (43) Harry locked Joe into the room. (44) He kept her at arm s length.
24 E. X HELPS Y to MOVE Z Ongoing assistance to move in a certain direction (46) Sam helped him into the car. (47) Sam assisted her out of the room. (48) Sam guided him through the terrain.
25
26 7.4 Semantic Constraints
27 7.4.1 A Constraint on the Causer Argument The cause argument can be an agent or a natural force. (57) Chris pushed the piano up the stairs. (58) The wind blew the ship off the course. But it cannot be an instrument. (60) a. *The hammer broke the vase into pieces. b. *The hammer broke the vase onto the floor. c. (The hammer broke the vase.)
28 7.4.2 Constraints on Direction Causation No Mediating Cognitive Decision (62) a. Sam coaxed Bob into the room. b. *Sam encouraged Bob into the room. (64) Sam encouraged Bob to go into the room. the entity denoted by the DO makes a cognitive decision (68) Sam frightened/coaxed/lured the mouse out of its hiding place. (69)?# Sam encouraged/convinced/persuaded the mouse to move out of its hiding place. (72) a. *He asked her i into the room willingly i. b. He asked her i to go into the room willingly i.
29 Generalization I: No cognitive decision can mediate between the causing event and the entailed motion.
30 The Implication of Actual Motion Two subclasses that do not strictly entail actual motion: (74) Sam asked him into the room. (77) Sam allowed him into the room. (79) *Sam begged Joe into the room. (80) *Sam pleased Joe into the room. The theme s ultimate direction must be presumed to be the one determined by the subject; no contrary tendency can be implied. Generalization II: If motion is not strictly entailed, it must be presumed as a ceteris paribus implication.
31 Conventionalized Scenarios Activities which are conventionally accomplished in a particular way may be expressed as simple causatives, even when the causation is indirect insofar as there is in actuality an intermediate cause. (84) The invalid owner ran his favorite horse (in the race). (86) She painted her house. (when in fact the painters did the painting) Simple clauses can be used to imply conventionalized causation. Conventionalized scenarios can be cognitively packaged that their internalized structure is ignored.
32 Generalize III: Conventionalized scenarios can be cognitively packaged as a single event even if an intervening cause exists.
33 The Effect of Motion (97) a. Pat shot Sam. the impacted entity b. Pat shot the bullet. the trajectory When a path argument is present, the DO can only be interpreted as trajectory; it cannot be viewed simultaneously as trajectory and impacted entity. (98) *Pat shot Sam across the room. (unacceptable on the interpretation that Pat shot Sam and the bullet forced him across the room) If the action denoted by the verb implies an effect other than motion, then a path of motion cannot be specified.
34 Change-of-State Verbs (99) The butcher sliced the salami onto the wax paper. (100) Joey clumped his potatoes into the middle of his plate. Imply some predictable incidental motion (103) a. *Sam unintentionally broke the eggs onto the floor. unintended b. Sam carefully broke the eggs into the bowl. intended
35 Generalization IV: If the activity causing the change of state (or effect), when performed in the conventional way, effects some incidental motion and, moreover, is performed with the intention of causing the motion, then the path of motion may be specified. (105) *She filled water into the tub. (106) *She covered the blanket onto Mary. The change of state must cause incidental motion as a result, not that incidental motion is involved as a means of causing the change of state.
36 The Path of Motion (107) a. *He nudged the ball down the incline. (unless there are repetitive nudges) The cause force does not in itself determine the path of motion. (108) He shoved the cart down the incline. The causal force does determine the path of motion. Generalization V: the path of motion must be completely determined by the causal force
37 7.5 The Load/ Spread Alternation
38 (116) a. Pat sprayed paint onto the statue. caused-motion b. Pat sprayed the statue with paint. holistic effect, a change of state, causative construction
39 Pinker(1989): Five narrowly defined classes of verbs (1) Slather-class: simultaneous forceful contact and motion of a mass against a surface: slather, smear, brush, dab (2) Heap-class: vertical arrangement on a horizontal surface: heap, pile, stack (3) Spray-class: force is imparted to a mass, causing ballistic motion in a specified spatial distribution along a trajectory: spray, spatter, splash, splater (4) Cram-class: mass is forced into a container against the limits of its capacity: cram, pack, crowd, jam (5) Load-class: a mass of a size, shape, or type defined by the intended use of a container, is put into the container, enabling it to accomplish its function: load, pack, stock
40 (118) a. Sam slathered shaving cream onto his face. b. Sam slathered his face with shaving cream. slather <slatherer, thick-mass, target> cause theme goal-path (change of location)
41 (120) a. Pat heaped mash potatoes onto her plate. b. Pat heaped her plate with mash potatoes. heap <heaper, location, heaped-goods> (122) a. Pat crammed the pennies into the jar. b. Pat crammed the jar with the pennies. cram <crammer, location, crammed-goods>
42 (124) a. She loaded the wagon with the hay. b. She loaded the hay onto the wagon. (126) Sam loaded the truck. load <loader, container, [loaded-theme]>
43 (127) a. Chris splashed the water onto the floor. b. Chris splashed the floor with water. splash <splasher, target, liquid> (129) The skunk sprayed the car. spray <sprayer, target, [liquid]>
44 Conclusion The directly caused motion needs to be recognized as an English construction. The meaning and the form are not generally predictable. The basic sense of the construction extended in various ways, and allows a variety of systematically related interpretations. Specific semantic constraints Load/spray alternation
Re-appraising the role of alternations in construction grammar: the case of the conative construction
Re-appraising the role of alternations in construction grammar: the case of the conative construction Florent Perek Freiburg Institute for Advanced Studies & Université de Lille 3 florent.perek@gmail.com
More informationSentence Processing III. LIGN 170, Lecture 8
Sentence Processing III LIGN 170, Lecture 8 Syntactic ambiguity Bob weighed three hundred and fifty pounds of grapes. The cotton shirts are made from comes from Arizona. The horse raced past the barn fell.
More informationRhetorical Questions and Scales
Rhetorical Questions and Scales Just what do you think constructions are for? Russell Lee-Goldman Department of Linguistics University of California, Berkeley International Conference on Construction Grammar
More informationLecture 13: Chapter 10: Semantics
Lecture 13: Chapter 10: Semantics Lecturer: Haifa Alroqi Introduction to Linguistics - LANE 321 Semantics Semantics is the study of the meaning of words, phrases, and sentences. Conceptual & associative
More informationThe Pudding Like a Night on the Sea
The Pudding Like a Night on the Sea I m going to make something special for your mother, my father said. My mother was out shopping. My father was in the kitchen looking at the pots and pans and the jars
More informationMental Spaces, Conceptual Distance, and Simulation: Looks/Seems/Sounds Like Constructions in English
Mental Spaces, Conceptual Distance, and Simulation: Looks/Seems/Sounds Like Constructions in English Iksoo Kwon and Kyunghun Jung (kwoniks@hufs.ac.kr, khjung11@gmail.com) Hankuk Univ. of Foreign Studies,
More informationKant IV The Analogies The Schematism updated: 2/2/12. Reading: 78-88, In General
Kant IV The Analogies The Schematism updated: 2/2/12 Reading: 78-88, 100-111 In General The question at this point is this: Do the Categories ( pure, metaphysical concepts) apply to the empirical order?
More informationcl Underline the NOUN in the sentence. gl Circle the missing ending punctuation. !.? Watch out Monday Tuesday Wednesday Thursday you are in my class.
Name: My Language Homework Q1:1 Week 1 May 1-4 Due: 5/5 Color am words blue. Color ad words green. bad ham jam Sam dad fad had yam mad Circle the letters that should be capitalized. you are in my class.
More informationTable of Contents. Defining the Sentence Exploring Four Kinds of Sentences Managing Subject-Verb Agreement... 10
Table of Contents Introduction................................................................. 3 Defining the Sentence... 4 Exploring Four Kinds of Sentences... 6 Discovering Subjects and Verbs.................................................
More informationThe First Hundred Instant Sight Words. Words 1-25 Words Words Words
The First Hundred Instant Sight Words Words 1-25 Words 26-50 Words 51-75 Words 76-100 the or will number of one up no and had other way a by about could to words out people in but many my is not then than
More informationLetterland Lists by Unit. cat nap mad hat sat Dad lap had at map
Letterland Lists by Unit Letterland List: Unit 1 New Tricky the is my on a Review cat nap mad hat sat Dad lap had at map The cat is on my lap. The cat had a nap. Letterland List: Unit 2 New Tricky the
More informationTHE TWENTY MOST COMMON LANGUAGE USAGE ERRORS
THE TWENTY MOST COMMON LANGUAGE USAGE ERRORS Lie and Lay 1. The verb to lay means to place or put. The verb to lie means to recline or to lie down or to be in a horizontal position. EXAMPLES: Lay the covers
More informationINTERNATIONAL INDIAN SCHOOL BURAIDAH ENGLISH GRAMMAR WORKSHEET 06 GRADE- 3
INTERNATIONAL INDIAN SCHOOL BURAIDAH ENGLISH GRAMMAR WORKSHEET 06 GRADE- 3 LESSON #- 25 PREPOSITION OF TIME I Complete the sentences using words given in brackets. (In, At, On, since, from, to, for) 1)The
More informationBasic English. Robert Taggart
Basic English Robert Taggart Table of Contents To the Student.............................................. v Unit 1: Parts of Speech Lesson 1: Nouns............................................ 3 Lesson
More informationIntensional Relative Clauses and the Semantics of Variable Objects
1 To appear in M. Krifka / M. Schenner (eds.): Reconstruction Effects in Relative Clauses. Akademie Verlag, Berlin. Intensional Relative Clauses and the Semantics of Variable Objects Friederike Moltmann
More informationStudies in Natural Language and Linguistic Theory
THE MANDARIN VP Studies in Natural Language and Linguistic Theory VOLUME 44 Managing Editors Liliane Haegeman, University a/geneva Joan Maling, Brandeis University James McCloskey, University a/california,
More informationClusters and Correspondences. A comparison of two exploratory statistical techniques for semantic description
Clusters and Correspondences. A comparison of two exploratory statistical techniques for semantic description Dylan Glynn University of Leuven RU Quantitative Lexicology and Variational Linguistics Aim
More informationSTATION 1: Read this paragraph and look for an example of each type of figurative language listed on your answer sheet. Write each example you find on the correct line. One day Ryan Richard Reynolds was
More informationKnowledge Representation
! Knowledge Representation " Concise representation of knowledge that is manipulatable in software.! Types of Knowledge " Declarative knowledge (facts) " Procedural knowledge (how to do something) " Analogous
More informationThe Ant and the Grasshopper
Year 5 Revision for May Assessments 17 th April 2016 English The Ant and the Grasshopper One summer's day, Grasshopper was dancing, singing happily and playing his violin with all his heart. He saw Ant
More informationThe Language Revolution Russell Marcus Fall Class #7 Final Thoughts on Frege on Sense and Reference
The Language Revolution Russell Marcus Fall 2015 Class #7 Final Thoughts on Frege on Sense and Reference Frege s Puzzles Frege s sense/reference distinction solves all three. P The problem of cognitive
More informationA. To tell the time of the day 1. To build a mod-19 counter the number of. B. To tell how much time has elapsed flip-flops required is
JAIHINDPURAM, MADURAI 11. Mobile: 9080035050 Computer Science TRB Unit Test 31 (Digital Logic) A. To tell the time of the day 1. To build a mod-19 counter the number of B. To tell how much time has elapsed
More information05 WLE LA Grammar/Sentence Construction (05wlelagrammarsentence)
Name: Date: 1. Which date is correctly punctuated? A. January 7 2001 B. January 7, 2001 C. January, 7, 2001 D. January. 7. 2001 2. Which is a run-on sentence? A. Yesterday I went swimming, so today I will
More informationThe structure of this ppt
The structure of this ppt 1.1.-1.10.. Functional issues in the English sentence 2.1.-2.9... Grammatical functions and related relations 2.1.-2.2. A VP-internal alternation 2.3. The four dimensions 2.4.
More informationFry Instant Phrases. First 100 Words/Phrases
Fry Instant Phrases The words in these phrases come from Dr. Edward Fry s Instant Word List (High Frequency Words). According to Fry, the first 300 words in the list represent about 67% of all the words
More informationThe Study of Motion Event Model and Cognitive Mechanism of English Fictive Motion Expressions of Access Paths
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 4, No. 11, pp. 2258-2264, November 2014 Manufactured in Finland. doi:10.4304/tpls.4.11.2258-2264 The Study of Motion Event Model and Cognitive
More informationMetaphors we live by. Structural metaphors. Orientational metaphors. A personal summary
Metaphors we live by George Lakoff, Mark Johnson 1980. London, University of Chicago Press A personal summary This highly influential book was written after the two authors met, in 1979, with a joint interest
More informationINTERACTIVE SIGHT WORDS Emergent Reader
Created By: Karen Langdon INTERACTIVE SIGHT WORDS Emergent Reader This book is a fun, endlessly changeable text designed to help emergent readers practice and master beginning sight words. They will love
More informationWriting Review3 (Writing-Review3)
Name: Date: 1. The baby girl crawled down the hall. Which is the complete subject of this sentence? A. The baby girl B. baby girl crawled C. girl crawled down D. down the hall 2. Which is a compound sentence?
More informationLexical Categories: Semantics
Saeed: Chapter 3.5, 5.2.1-5.2.3 Lexical Categories: Semantics Ling 222 - Chapter 2b 1 Homonymy Unrelated senses of the same phonological word Homophone and homograph nail, bark, fan stalk, rose Homophone
More informationThe Cognitive Nature of Metonymy and Its Implications for English Vocabulary Teaching
The Cognitive Nature of Metonymy and Its Implications for English Vocabulary Teaching Jialing Guan School of Foreign Studies China University of Mining and Technology Xuzhou 221008, China Tel: 86-516-8399-5687
More informationA verb tells what the subject does or is. A verb can include more than one word. There may be a main verb and a helping verb.
Grammar: Verbs A verb tells what the subject does or is. A verb can include more than one word. There may be a main verb and a helping verb. Read each sentence and find the verb. Write it on the line provided.
More informationpush the door open Abstract
push the door open Abstract As is well known to linguists, when describing both manner and result in a clause, English uses resultative constructions whereas Japanese forms complex verbs. In French, however,
More informationBeware of Dog: Verbs, cont.
Left side of verb = subject Now we ll look at right side of verb Beware of Dog: Verbs, cont. The dog was (on the patio). Superverb/main verb (intransitive) The dog was eating on the patio. Superverb/HV
More informationWRITING LEADS. Personal Narrative
WRITING LEADS Personal Narrative NARRATIVE LEADS Ø Getting the reader interested in a story right away is one of the elements of good narrative writing. Ø A lead, or hook, is a way to grab the reader s
More informationLecture 7. Scope and Anaphora. October 27, 2008 Hana Filip 1
Lecture 7 Scope and Anaphora October 27, 2008 Hana Filip 1 Today We will discuss ways to express scope ambiguities related to Quantifiers Negation Wh-words (questions words like who, which, what, ) October
More informationWhat are meanings? What do linguistic expressions stand for or denote?
Meaning relations What are meanings? What do linguistic expressions stand for or denote? Declarative sentences: To know the meaning of a declarative sentence is to know the situations it is describing
More informationChapter 9: Semantics. LANE 321 Content adapted from Yule (2010) Copyright 2014 Haifa Alroqi
Chapter 9: Semantics LANE 321 Content adapted from Yule (2010) Copyright 2014 Haifa Alroqi Semantics What is Semantics? Semantics is the study of the meaning of words, phrases, and sentences. Meaning When
More informationLanguage Paper 1 Knowledge Organiser
Language Paper 1 Knowledge Organiser Abstract noun A noun denoting an idea, quality, or state rather than a concrete object, e.g. truth, danger, happiness. Discourse marker A word or phrase whose function
More informationELEVEN BALLS LEFT. David Wells Diversion Drive Sterling Heights, MI Cell:
ELEVEN BALLS LEFT by David Wells 13849 Diversion Drive Sterling Heights, MI 48313 Cell: 586-344-0663 FADE IN: INT. BEDROOM - DAY Dave and Susan, both early 40's, sleep in their bed. Their 13-year-old teenage
More informationConstrual. Subjectivity/objectivity. To what extent are S or H regarded as objects of conception?
Subjectivity/objectivity Construal To what extent are S or H regarded as objects of conception? Objectively construed Subjectively construed I went to the dentist Can you help me? Let s go come
More informationCorpus evidence for a lexical account of the English conative construction
Corpus evidence for a lexical account of the English conative construction Florent Perek Freiburg Institute for Advanced Studies & S.T.L Université de Lille 3 florent.perek@gmail.com Overview Overview
More informationName Date. Reading: Literature
Use Key Details DIRECTIONS: Read the story. Then, answer the questions using details from the story. Steve and his sister were playing. They were in the yard. A bird landed on the fence. They watched the
More informationWeekly Homework A LEVEL
Weekly Homework SUBJECT: ENGLISH STAGE: PREP 2 A LEVEL Tense Present simple Past simple Present cont. Passive am/is/are+ p.p was/were + p.p am/is/are + being + p.p Examples -He writes the reports every
More informationADVERBS MODIFYING VERBS
16.2 Adverbs as Modifiers (Modifying Verbs) Practice 1 Adverbs Modifying Verbs Adverbs modify verbs, adjectives, or other adverbs. An adverb modifying a verb will answer one of four questions about the
More informationused to speak about a noun. A or an is generally a noun. to show how clauses and each other. relate to (p. 34) (p. 28) happening words. (p.
Wow! My lazy cats and dogs jump quickly on the chair. Interjection Pronoun Adjective Noun Conjunction Noun Verb Adverb Preposition Article Noun Used to express feelings. 1. 2. 3. Used in place of a noun.
More informationTwo Styles of Construction Grammar Do Ditransitives
Two Styles of Construction Grammar Do Ditransitives Cognitive Construction Grammar CCG) and Sign Based Construction Grammar SBCG) Paul Kay LSA Summer Institute, Stanford 7/2-3/07 The SBCG project team:
More informationGrammar is a way of thinking about language. Grammar is a way of thinking about language.
MAGIC LENS The Easiest and Least Time- Consuming Way for Students to Learn Grammar and Not Just Repeat Things That Have Been Done in the Classroom for the Past Six Years Grammar is a way of thinking about
More informationPast Simple Questions
Past Simple Questions Find your sentence: Who? What? Janet Chris Mary Paul Liz John Susan Victor wrote a letter read a book ate an apple drank some milk drew a house made a model plane took some photos
More informationTypes of perceptual content
Types of perceptual content Jeff Speaks January 29, 2006 1 Objects vs. contents of perception......................... 1 2 Three views of content in the philosophy of language............... 2 3 Perceptual
More informationIn Defense of the Contingently Nonconcrete
In Defense of the Contingently Nonconcrete Bernard Linsky Philosophy Department University of Alberta and Edward N. Zalta Center for the Study of Language and Information Stanford University In Actualism
More informationAn HPSG Account of Depictive Secondary Predicates and Free Adjuncts: A Problem for the Adjuncts-as-Complements Approach
An HPSG Account of Depictive Secondary Predicates and Free Adjuncts: A Problem for the Adjuncts-as-Complements Approach Hyeyeon Lee (Seoul National University) Lee, Hyeyeon. 2014. An HPSG Account of Depictive
More informationPhrasal verbs, Prepositional verbs with special meaning (A-H)
Phrasal verbs, Prepositional verbs with special meaning (A-H) Here we have listed verbs with adverbs and prepositions. These verbs have a special meaning, therefore we have used them in sentences. A ---
More informationPhrasal Verbs. At last, the hostage could break away from his captors.
Phrasal Verbs Phrasal verbs, Prepositional verbs with special meaning (A-H) Here we have listed verbs with adverbs and prepositions. These verbs have a special meaning, therefore we have used them in sentences.
More informationVagueness & Pragmatics
Vagueness & Pragmatics Min Fang & Martin Köberl SEMNL April 27, 2012 Min Fang & Martin Köberl (SEMNL) Vagueness & Pragmatics April 27, 2012 1 / 48 Weatherson: Pragmatics and Vagueness Why are true sentences
More informationSENTENCE OF THE WEEK CHECKLIST
SENTENCE OF THE WEEK CHECKLIST 1. Please place a check next to the skills that can be found in your portfolio. 2. Write the page number where taht skill can be found in your portfolio. 3. Highlight and
More informationThe structure of this ppt
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) 2 1.1. Structural issues The VP lecture (1) S NP
More informationSentences. Directions Write S if the group of words is a sentence. Write F if the group of words is a fragment. 1. There is nothing to do now.
Sentences A simple sentence tells a complete thought. It names someone or something and tells what that person or thing is or does. An incomplete sentence is called a fragment. Sentence The power went
More informationPaper 1 Question 2. L.O. To build our knowledge of language techniques and to practise our ability to analyse writer s language choices.
Paper 1 Question 2 L.O. To build our knowledge of language techniques and to practise our ability to analyse writer s language choices. Skill Question Analysing language in fiction writing. Paper 1, Question
More informationS-V S-V-AC S-V-SC S-V-DO S-V-IO-DO S-V-DO-AC S-V-DO-OC THERE ARE SEVEN BASIC SENTENCE PATTERNS.
SENTENCE PATTERNS S-V S-V-AC S-V-SC S-V-DO S-V-IO-DO S-V-DO-AC S-V-DO-OC THERE ARE SEVEN BASIC SENTENCE PATTERNS. S-V Subject-Verb Consists of a noun, pronoun, or other nominal as the subject of the sentence
More informationA verb tells what the subject does or is. A verb can include more than one word. There may be a main verb and a helping verb.
Grammar: Verbs A verb tells what the subject does or is. A verb can include more than one word. There may be a main verb and a helping verb. Read each sentence and find the verb. Write it on the line provided.
More informationPolysemy in the meaning of come: Two senses with a common conceptual core
Polysemy in the meaning of come: Two senses with a common conceptual core Jefferson Barlew Department of Linguistics The Ohio State University barlew.1@osu.edu http://www.ling.ohio-state.edu// jefferson/
More informationThe Language Revolution Russell Marcus Fall 2015
The Language Revolution Russell Marcus Fall 2015 Class #6 Frege on Sense and Reference Marcus, The Language Revolution, Fall 2015, Slide 1 Business Today A little summary on Frege s intensionalism Arguments!
More informationFormalizing Irony with Doxastic Logic
Formalizing Irony with Doxastic Logic WANG ZHONGQUAN National University of Singapore April 22, 2015 1 Introduction Verbal irony is a fundamental rhetoric device in human communication. It is often characterized
More informationA a I i. Write. Name. Building with Dad. Handwriting Letters A,a and I,i: Words with a and i 401
Write A a I i cat pig Directions Have children write a row of each letter and then write the words. Home Activity Ask your child to write each letter and tell you how to make the letter. Handwriting Letters
More informationJerry was studying not only for his English test but also for his Chinese test. headache ugly
coughing thin get some rest She is not only my classmate but also my friend. Jerry was studying not only for his English test but also for his hinese test. headache ugly The seafood not only smells good
More informationLook at the picture on the right and at the examples below: 1a. Monica was driving to work. She had a car accident.
1. Look at the picture on the right and at the examples below: 1a. Monica was driving to work. She had a car accident. U N I T 1b. While Monica was driving to work, she had a car accident. 1c. While driving
More informationPRONOUNS (4) Personal Pronouns vs Object Pronoun (01)
PRONOUNS (4) Personal Pronouns vs Object Pronoun (01) In context (LOC-GR4-01 I) 3 min What is a personal pronoun? Laura is happy She is happy This fish is yellow It is yellow The boy sells lemonade He
More informationA Day in May. Phonics Skills. Long a: ai, ay. rain Gail gray day May Ray mail brain play tray way
Decodable 37 A Day in May s Long a: ai, ay rain Gail gray day May Ray mail brain play tray way It is a gray day in May. This rain won t stop Ray. I will use this in the rain. It will keep me dry! Ray has
More informationELG, 9 th handout, voice, prepositional phrases, objects & complements, verbals & case
Active and Passive Voice Identify the voice of each following sentence, then rewrite the paragraph reversing the voice of each sentence. While you do not have to use each word in your revised sentences,
More informationSkill-Builders. Grades 4 5. Grammar & Usage. Writer Sarah Guare. Editorial Director Susan A. Blair. Project Manager Erica L.
Daily Skill-Builders Grammar & Usage Grades 4 5 Writer Sarah Guare Editorial Director Susan A. Blair Project Manager Erica L. Varney Cover Designer Roman Laszok Interior Designer Mark Sayer Production
More informationTES SPaG Practice Test Level 3-5 set 2
TES SPaG Practice Test Level 3-5 set 2 Grammar, punctuation and spelling Short answer questions This test emulates the current formal SPaG test to help pupils familiarise themselves with the format and
More informationTHE 3 SENTENCE TYPES. Simple, Compound, & Complex Sentences
THE 3 SENTENCE TYPES Simple, Compound, & Complex Sentences LOOK AT THE SENTENCES. WHAT IS A COMPOUND SENTENCE? WHAT IS A SIMPLE SENTENCE? SIMPLE I love to eat. We have cows and horses. John studies math.
More informationxtreme xcitement Narrative Writing Well-developed narratives make readers feel as if they are in the story.
Narrative Writing xtreme xcitement Well-developed narratives make readers feel as if they are in the story. Write a narrative about an extremely exciting event or activity. Be sure to show actions, thoughts,
More informationChapters 13-The End rising action, climax, falling action, resolution
Seventh Grade Weirdo Chapters 13-The End rising action, climax, falling action, resolution Answer all questions on complete sentences unless fill-in-the-blank or multiple choice Ch. 13 focus: characterization,
More informationUsing Commas. c. Common introductory words that should be followed by a comma include yes, however, well.
Using Commas The comma is a valuable, useful punctuation device because it separates the structural elements of sentences into manageable segments. The rules provided here are those found in traditional
More informationDiscovering. Poetry. With.
Discovering Poetry With Discovering Poetry There are many types of poetry. If you are just starting to learn how to write a poem, there are a few that might come easier than others. Following are 5 types
More informationKey - Worksheet 3 Linguistics Eng B
Key - Worksheet 3 Linguistics Eng B yntax, semantics, and pragmatics 1. Draw tree diagrams and provide rewrite rules for the following: a. The boy devoured the sandwich. P V P The boys devoured the sandwich
More informationUnit 4. Decodable Readers. Phonics/Comprehension Activities. Lifeinfirstgrade1.blogspot.com
Unit 4 Decodable Readers Phonics/Comprehension Activities Lifeinfirstgrade1.blogspot.com A Day in May It is a gray day in May. This rain won t stop Ray. I will use this in the rain. It will keep me dry!
More informationSentence Processing. BCS 152 October
Sentence Processing BCS 152 October 29 2018 Homework 3 Reminder!!! Due Wednesday, October 31 st at 11:59pm Conduct 2 experiments on word recognition on your friends! Read instructions carefully & submit
More informationThe Contemporary Theory of Metaphor. George Lakoff
From lakoff@cogsci.berkeley.edu Fri Jan 29 20:06:36 1993 Date: Fri, 29 Jan 93 18:02:16-0800 From: George Lakoff To: market@henson.cc.wwu.edu Subject: Re: metaphors The Contemporary Theory of Metaphor George
More informationSIGNS, SYMBOLS, AND MEANING DANIEL K. STEWMT*
SIGNS, SYMBOLS, AND MEANING DANIEL K. STEWMT* In research on communication one often encounters an attempted distinction between sign and symbol at the expense of critical attention to meaning. Somehow,
More informationUnderstanding Role Concepts Working Note 20
Understanding Role Concepts Working Note 20 Peter Clark, John Thompson, Mike Uschold Bruce Porter Knowledge Systems Computer Science Dept. Boeing Mathematics and Computing Technology University of Texas
More informationPlurals Jean Mark Gawron San Diego State University
Plurals Jean Mark Gawron San Diego State University 1 Plurals, Groups Semantic analysis: We try to reduce novel semantic facts to the kinds of things we ve seen before: Program Reduce everything to claims
More informationJanuary 24, 2017 January 26, 2017, Class 2 January 31, 2017, class 3. February 2, 2017, Class 4
January 24, 2017, First day of class The class meets twice a week at 9 am for 65 to 70 minutes, depending on how much time is used to set the classroom up, on Tuesdays and Thursdays and only is taught
More informationSubjects & Predicates. Project LA Activity
Subjects & Predicates Project LA Activity Every complete sentence contains two parts: a subject and a predicate. The subject is what (or whom) the sentence is about, while the predicate tells something
More informationPragmatics - The Contribution of Context to Meaning
Ling 107 Pragmatics - The Contribution of Context to Meaning We do not interpret language in a vacuum. We use our knowledge of the actors, objects and situation to determine more specific interpretations
More informationLesson plan to go with Food Idioms L3, L4 Level 3 teachers may want to use portions of this lesson over several classes.
Lesson plan to go with Food Idioms L3, L4 Level 3 teachers may want to use portions of this lesson over several classes. WARM UP: Pull up the song You are the sunshine of my life on the internet or play
More informationin the park, my mum my sister on the swing. 2 In the sentence below, Dad booked the cinema tickets before he collected them.
1 Fill in the gaps in the sentence below, using the past progressive form of the verbs in the boxes. to play While I in the park, my mum to push my sister on the swing. Q1 SA 2 In the sentence below, Dad
More informationSkills in Context: Main Ideas and Details, Target Vocabulary Vocabulary: Target Vocabulary, Compound Words 10 8
WEEKLY TESTS 8.1 Test Record Form TEST RECORD FORM Possible Score Criterion Score Student Score : Main Ideas and Details, Target Vocabulary 10 8 Vocabulary: Target Vocabulary, Compound Words 10 8 Comprehension:
More informationThere are three sorts of sentences - simple, compound and complex. Sentences need to have a subject and a predicate.
SENTENCE TYPES There are three sorts of sentences - simple, compound and complex. Sentences need to have a subject and a predicate. Subject - the noun or pronoun that does the action of the verb. The subject
More informationNCERT Solutions for Class 9th: Ch 7 Packing Beehive English
NCERT Solutions for Class 9th: Ch 7 Packing Beehive English Page No: 89 By Jerome k. Jerome Thinking about the Text I. Discuss in pairs and answer each question below in a short paragraph (30 40 words).
More informationInformation processing in high- and low-risk parents: What can we learn from EEG?
Information processing in high- and low-risk parents: What can we learn from EEG? Social Information Processing What differentiates parents who abuse their children from parents who don t? Mandy M. Rabenhorst
More informationImagery. Imagery. Perception-like experiences accompanying language comprehension or thought
Imagery Imagery Perception-like experiences accompanying language comprehension or thought Perception - perceiving a scene produces a mental representation of objects, their spatial relationships (or other
More informationPrimary 5 Flying Grammar Primary SB 05.indd :21
Primary 5 Nouns & Adjectives Unit 1 A / An / The 6 Unit 2 Some / Any 10 Unit 3 A lot of / Many / Much / A few / A little 14 Unit 4 My Mine / Their Theirs 18 Review 1 Let s play a board game! 22 Adverbs
More informationCAS LX 522 Syntax I. Small clauses. Small clauses vs. infinitival complements. To be or not to be. Small clauses. To be or not to be
CAS LX 522 Syntax I Week 10b. P shells Small clauses Last time we talked about small clauses like: I find [ intolerable]. I consider [ incompetent]. I want [ off this ship]. (Immediately!) Let s talk about
More informationSouth Avenue Primary School. Name: New Document 1. Class: Date: 44 minutes. Time: 44 marks. Marks: Comments: Page 1
New Document 1 Name: Class: Date: Time: 44 minutes Marks: 44 marks Comments: Page 1 Q1. Which two sentences contain a preposition? Tick two. He walked really quickly. The horse munched his hay happily.
More informationMeaning 1. Semantics is concerned with the literal meaning of sentences of a language.
Meaning 1 Semantics is concerned with the literal meaning of sentences of a language. Pragmatics is concerned with what people communicate using the sentences of the language, the speaker s meaning. 1
More informationLANGUAGE AND DISCOURSE DIFFICULTIES IN TEACHING IDIOMS AND PROVERBS. Andreea Năznean, PhD Student, Al. Ioan Cuza University of Iaşi
DIFFICULTIES IN TEACHING IDIOMS AND PROVERBS Andreea Năznean, PhD Student, Al. Ioan Cuza University of Iaşi Abstract: The purpose of this article is to reveal the difficulties which idioms, proverbs and
More informationArticulating Medieval Logic, by Terence Parsons. Oxford: Oxford University Press,
Articulating Medieval Logic, by Terence Parsons. Oxford: Oxford University Press, 2014. Pp. xiii + 331. H/b 50.00. This is a very exciting book that makes some bold claims about the power of medieval logic.
More information