Week 11. Interim summary and some things to do in class. CAS LX 522 Syntax I
CAS LX 522 Syntax I
Feb 07, 2016
CAS LX 522 Syntax I. Week 11. Interim summary and some things to do in class. The Y model. We’ve covered most of the components—let’s walk slowly through a derivation to illustrate everything. What does every student want me to be reading?. q Theory Subcategorization. DS. - PowerPoint PPT Presentation
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Week 11. Interim summary and some things to do in class.
CAS LX 522Syntax I
The Y model• We’ve covered most of the components—let’s walk
slowly through a derivation to illustrate everything.• What does every student want me to be reading?
DS
SS
LFPF
X-bar theory
Covert movement
Phonology/Morphology
TheorySubcategorization
Binding theory
Case theory, EPP
Overt movement,Expletive insertion
Walking through a derivation
• What does every student want me to be reading?
• Read: Agent, Theme
• Want: Agent, Proposition
• Agents go in SpecVP, objects (Theme and Proposition) are sister to their verb at DS.
DS
SS
PF LF
What does every student want me to be reading?
• To start with, figure out the skeleton.
• There are two clauses, every student wants (something) and me to be reading what.
• The top clause has a +Q, +WH C, since it is a wh-question.
DS
SS
PF LF
VP
Vbe
V
VP
V
V
TP
T
T
VP
V
V
TP
T
T
CP
C
C
reading
want
to
[+Q][+WH]
[PRES]
What does every student want me to be reading?
• Then start filling in the -roles for the verbs.
• Remember:– Each verb needs to
assign its -roles within its own VP.
– Auxiliaries (be, have) do not assign -roles.
DS
SS
PF LF
VP
Vbe
V DP
VP
V
V
TP
T
T
VP
V
V
TP
T
T
CP
C
C
reading
want
to
[PRES]
[+Q][+WH]
what
DPme
DPev.st.
What does every student want me to be reading?
• Are all the -roles assigned?
• reading:– Agent: me– Theme: what
• want:– Experiencer: Bill– Proposition: TP
• It’s a good DS.
DS
SS
PF LF
VP
Vbe
V DP
VP
V
V
TP
T
T
VP
V
V
TP
T
T
CP
C
C
reading
want
to
[PRES]
[+Q][+WH]
what
DPme
DPev.st.
DS
What does every student want me to be reading?
• Now, we move things around in order to have a satisfactory SS.
• All DPs need Case.• Every SpecTP needs
to be filled.• A [+Q, +WH] C needs
to have a [wh] element in its specifier.
• Matrix [+Q] C needs T to move up to it.
DS
SS
PF LF
VP
Vbe
V DP
VP
V
V
TP
T
T
VP
V
V
TP
T
T
CP
C
C
reading
want
to
[PRES]
[+Q][+WH]
what
DPme
DPev.st.
What does every student want me to be reading?
• Case: So far, only one DP has Case, what.
• Reading is an active transitive verb, it assigns accusative Case to its sister.
• Moving up the tree, me needs Case, and SpecTP needs to be filled. Both problems can be solved by moving me to SpecTP.
DS
SS
PF LF
VP
Vbe
V DP
VP
V
V
TP
T
T
VP
V
V
TP
T
T
CP
C
C
reading
want
to
[PRES]
[+Q][+WH]
what
DPme
DPev.st.
What does every student want me to be reading?
• Case: How does me get Case?
• Nonfinite T (to) does not assign Case to its specifier.
• However, me is governed by want. Want assigns accusative Case to me.
DS
SS
PF LF
VP
Vbe
V DP
VP
V
V
TP
T
T
VP
V
V
TP
T
T
CP
C
C
reading
want
to
[PRES]
[+Q][+WH]
what
DPime
DP
ti
ev.st.
What does every student want me to be reading?
• Case: Now, every student needs Case and the higher SpecTP needs to be filled.
• Both problems can be solved by moving every student to SpecTP.
DS
SS
PF LF
VP
Vbe
V DP
VP
V
V
TP
T
T
VP
V
V
TP
T
T
CP
C
C
reading
want
to
[PRES]
[+Q][+WH]
what
DPime
DP
ti
ev.st.
What does every student want me to be reading?
• Every student gets nominative Case from the finite T.
• What’s left?– Matrix [+Q] C needs to
have T move to it.– A [+Q, +WH] C needs
a [wh] element in its specifier.
DS
SS
PF LF
VP
Vbe
V DP
VP
V
V
TP
T
T
VP
V
V
TP
T
T
CP
C
C
reading
want
to
[PRES]
[+Q,+WH]
what
DPime
DPj
ti
ev.st.
tj
What does every student want me to be reading?
• T moves up to C.
• What’s left?– A [+Q, +WH] C needs
a [wh] element in its specifier.
• The only [wh] element we have is what, which we’ll need to move into SpecCP.
DS
SS
PF LF
VP
Vbe
V DP
VP
V
V
TP
T
T
VP
V
V
TP
T
CP
C
C+Tk
reading
want
to
-s
what
DPime
DPj
ti
ev.st.
tj
tk
What does every student want me to be reading?
• What moves up to SpecCP.
• Now:– Every DP got Case
(along the way).– All SpecTPs are filled.– T moved to [+Q] C.– SpecCP has a [wh]
element.
• This is a good SS.
DS
SS
PF LF
VP
Vbe
V
DPm
VP
V
V
TP
T
T
VP
V
V
TP
T
CP
C
C+Tk
reading
want
to
-s
what
DPime
DPj
ti
ev.st.
tj
tk
tm
SS
What does every student want me to be reading?
• Now, the derivation splits.
• This (the SS) is the “pronunciation focus” of the derivation.
• First let’s head off toward PF.
DS
SS
PF LF
VP
Vbe
V
DPm
VP
V
V
TP
T
T
VP
V
V
TP
T
CP
C
C+Tk
reading
want
to
-s
what
DPime
DPj
ti
ev.st.
tj
tk
tm
What does every student want me to be reading?
• The only problem with pronouncing this structure is that we have a “stranded affix”—the present tense suffix is in C, and cannot attach to a verb.
DS
SS
PF LF
VP
Vbe
V
DPm
VP
V
V
TP
T
T
VP
V
V
TP
T
CP
C
C+Tk
reading
want
to
-s
what
DPime
DPj
ti
ev.st.
tj
tk
tm
What does every student want me to be reading?
• So, we have to insert do to support the stranded affix.
• This is the pronounced form of the sentence: What does every student want me to be reading?
DS
SS
PF LF
VP
Vbe
V
DPm
VP
V
V
TP
T
T
VP
V
V
TP
T
CP
C
C+Tk
reading
want
to
do-s
what
DPime
DPj
ti
ev.st.
tj
tk
tm
PF
What does every student want me to be reading?
• We’re not done yet…• At SS, the derivation
splits, one set of steps leads to PF. This is where do-support (and also affix lowering) happens.
• But we also must compute the meaning, the logical form (LF).
• So we need to return to SS and consider the LF branch.
DS
SS
PF LF
VP
Vbe
V
DPm
VP
V
V
TP
T
T
VP
V
V
TP
T
CP
C
C+Tk
reading
want
to
-s
what
DPime
DPj
ti
ev.st.
tj
tk
tm
SS
What does every student want me to be reading?
• We have a quantifier, every student, and all quantifiers need to move out of TP before we have a valid LF. (Quantifiers need to leave a trace to serve as a variable)
• So every student needs to adjoin to TP.
DS
SS
PF LF
VP
Vbe
V
DPm
VP
V
V
TP
T
T
VP
V
V
TP
T
CP
C
C+Tk
reading
want
to
-s
what
DPime
DPj
ti
ev.st.
tj
tk
tm
SS
What does every student want me to be reading?
• The quantifier is not moving very far, but it is now no longer contained in TP. (TP does not dominate DPj)
• The requirements on LF are now met, this is a valid LF.
• What is the x such that for every student y, y wants me to be reading x?
DS
SS
PF LF
VP
Vbe
V
DPm
VP
V
V
TP
T
T
VP
V
V
TP
T
CP
C
C+Tk
reading
want
to
-s
what
DPime
DPj
ti
ev.st.
tj
tk
tm
LFTP
tj
Some others Opi that we might want PROsub to do ti
• What is likely to be served at Thanksgiving?
• Who should not expect to eat every drumstick?
• Most students know where to go.
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