Transcript [danced] the lambada

Syntax 1
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Course grades
exercises and
homework 10%
presentation,
15%
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mid-term exam,
20%
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class
performance, quizzes, 10%
20%
essay, 25%
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In-class or homework
exercises every two
weeks or so
Quizzes will be
announced in advance:
probably there will be
two
Midterms will take
place in class time
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Course grades
exercises and
homework 10%
presentation,
15%

mid-term exam,
20%
Presentations
–
–
–

Essays
–
class
performance, quizzes, 10%
20%
essay, 25%
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–
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Pairs
Read an article or chapter from
Yule
Report to the class
Each student writes one long essay
You can choose a topic from a
selection I will provide
I will give more information later
Class performance
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Attitude
Attendance
Contribution to discussion
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Class rules
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Attendance is mandatory
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Assistant class leader please take attendance at break time
More than 4 missed classes (whether for sickness, sports, laziness,
病假, 公假, or any reason) – 0%!
If you arrive late, you must apologize and explain the
reason
Please don’t eat hot food
Please switch off your phone
Please don’t chatter while I’m speaking
Work only on class material during class time
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Class website
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http://mcu.edu.tw/~ssmith
Here you will find
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These PowerPoint slides
Syllabus, recommended reading and websites
Your grades
» Check grades on-line after quizzes and
exercises are returned to you
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Textbook
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Yule, The Study of Language (Cambridge,
2003)
There should be enough copies in the store
You must buy a copy
You must bring it next week and every
week
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Course syllabus
Weeks 2 - 3
The structure of sentences: Syntax
Weeks 4 – 6
The study of meaning: Semantics
Weeks 7-8
Beyond the sentence: Pragmatics
Week 9
Midterm exam in class
Week 10
University mid-terms: no class this week
Weeks 11-12
The psychology of language: Psycholinguistics
Weeks 13-14
Sociolinguistics
Week 15
Historical linguistics
Week 16
Corpus linguistics
Week 17
Computational linguistics
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In your free time
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Look at the diagram again, and try to
understand it.Linguistics
Sounds of
language
Phonetics
Grammar
Phonology Morphology Syntax
Meaning
Semantics
Pragmatics
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Morphology…the last word
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Affixation: hardly used in Chinese
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My son has 73 Ultramen
我(?的)兒子有73只鹹蛋超人(*們)
Compounding
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rare in English: greenhouse, blackbird
productive in Chinese
» Verb-object compounds: 開車, 幫忙
» Resultative compounds: 來得及, 跑不掉
» Stump compounds: 交大
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我覺得這個教室太…冷!
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We can also say
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I don’t think we can really say
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*我覺得太冷這個教室, although we might understand it if
someone said it
But if someone said
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?我把這個教室覺得太冷, because it sounds very strange
And we certainly can’t say something like
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這個教室,我覺得太冷!
*教室這個,太冷覺得我, we would probably have no idea what
they were talking about
This is because of syntactic rules governing Mandarin.
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Why study syntax? Some answers:
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(It’s part of Linguistics)
(Simon says we must)
(There will be questions on it in the final exam)
It’s part of the grammar of every language
(what’s the other part?)
And the grammar of a language is part of a native
speaker’s linguistic knowledge (what’s the other
part?)
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Here is another reason for
studying syntax
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Infinity of expressions
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Our knowledge of a language consists of
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There is an infinite number of possible utterances in
every language
It is obvious that all these utterances cannot be stored
in our brains
A finite number of words (the lexicon; the “dictionary
in your head”), and
Rules (the grammar of the language)
It is the job of the syntactician (and the
morphologist) to find out what these rules are
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Language acquisition
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Everyone who can speak knows how to use
the rules
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and it is amazing that children can do it so fast
But nobody can really state exactly what
the rules are!
Understanding syntax (and morphology)
can help researchers to understand how
young children learn their native language
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Language acquisition device
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Put forward by Chomsky in the 1960s
A physical part of the human brain
All kids are born with the same LAD
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So any kid can learn any language
LAD was an important part of psychological
theory
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“nature vs nurture”
Challenged behaviorist learning theory of Skinner
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Universal grammar
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Theory refined by Chomsky in 1981
UG has Principles, true of all languages
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All languages have the same underlying structure
» e.g. all languages have nouns and verbs
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and Parameters, whose setting varies from
language to language
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English and Chinese SVO; Japanese SOV
Spanish and Chinese pro-drop; English not pro-drop
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What does “unlockable” mean?
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That was a morphological ambiguity
Syntactic ambiguity (figure out the two
meanings)
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John saw the girl with the telescope
爸爸給小明買鹹蛋超人
Can you draw trees for these two
sentences?
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If that’s too difficult, don’t worry!
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All languages have constituents
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Take a simple sentence
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Zech danced
We can call the sentence S, and label the
syntactic categories N and V
S
N
V
Zech
danced
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Phrase structure grammar
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N and V aren’t always
very good labels
Zech is similar to the
handsome student,
because they are both the
same kind of constituent
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They are both Noun
Phrases
We can remove John and
add the handsome student,
and the sentence structure is
still similar
S
NP
VP
The
handsome
student
danced
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Different sentence, same
constituents
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S
Now let’s add an object
danced the lambada is the
same kind of constituent
as danced
a VP
You can swap danced for
danced the lambada and
the basic structure is the
same
NP
VP
The
handsome
student
danced the
lambada
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Non-constituents
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man danced is not a constituent
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It’s not a VP or NP or anythingP
Because you can’t swap it for anything else
The old [man danced] the lambada
*The old [man] the lambada
*The old [danced] the lambada
(remember what * means?)
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What are the NP and VP?
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The frog ate the lizard.
The frog sat on the lilypad.
The fat frog ate the long lizard slowly.
The fat frog with a lizard in its mouth sat on
the lilypad.
The fat frog who was sitting on the lilypad
with a lizard in its mouth danced the
lambada.
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Phrase structure rules
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Now, you know this phrase structure rule:
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Here are two more phrase structure rules:
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S  NP VP (a sentence comprises a noun phrase
followed by a verb phrase)
VP  V NP
NP  N
Think about that carefully
Now, draw a tree with more detail
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For the sentence Marguerite drinks whisky
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Now let’s change the NP rule
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(First, DET means determiner
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NP  (DET) N
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Function words like the, a, this, several)
That means a noun phrase can have a determiner, and it must
have a noun
Now you can diagram Zech danced the lambada in a bit
more detail than I did on the other slide
(Remember:
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S  NP VP
VP  V NP)
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Now let’s change the NP rule again
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Such that we have
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S  NP VP
VP  V NP
NP  (DET) (ADJ) N
Now you can diagram this sentence
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The unhappy book ate the green lambada
(The sentence is syntactically well-formed, by the
way)
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爸爸給小明買鹹蛋超人
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Complements
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A complement  an object (of a verb)
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Like fish here:
There is another kind of complement
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Sentential complement:
New rule:
VP  V S
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Complementizers (that, if etc.)
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Simple enough:
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Complementizer that is optional:
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Other complementizers may not
be optional
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Like if
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More rules:
CP  COMP S
VP  V CP
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*We wonder Tracy ate her fish.
Does Chinese have a complementizer which means that?
Give examples of its use, and draw trees.
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S  NP aux VP
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Draw phrase structure trees for the
following utterances.
1.
2.
3.
4.
5.
John drinks.
John drinks beer with a straw (吸管)
Jane believes John drinks beer.
John must drink beer.
Jane wonders whether John must drink beer.
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Answers to 2 and 5
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