English syntax and universal grammar answer key

iv Thank you for adopting this book for your introductory syntax class.. The purpose of ENGLISH SYNTAX AND UNIVERSAL GRAMMAR is to provide your students with the basic tools to do syntac

ANSWER KEY

VNU-HCM PRESS - 2018

ii

iii

A BRIEF NOTE TO THE INSTRUCTORS iv

CHAPTER 2: OUR MENTAL LEXICON 1

CHAPTER 3: THE PRINCIPLES AND PARAMETERS MODEL AND X’-SYNTAX 8

CHAPTER 4: THE VERB PHRASE 9

CHAPTER 5: THE STRUCTURE OF THE NOUN PHRASE 19

CHAPTER 6: THE STRUCTURE OF AP, PP AND ADVP 29

CHAPTER 7: MAKING SENTENCES: THE STRUCTURE OF IP 37

CHAPTER 8: FROM NP TO DP 47

CHAPTER 9: THE STRUCTURE OF CP 50

CHAPTER 10: WH-MOVEMENT: WH-INTERROGATIVES 73

CHAPTER 11: WH-MOVEMENT: RELATIVE CLAUSES 96

CHAPTER 12: NON-TENSED CLAUSES 128

CHAPTER 13: DP-MOVEMENT 159

FINAL PRACTICE: DEFINITIONS 170

iv

Thank you for adopting this book for your introductory syntax class The purpose of ENGLISH SYNTAX AND UNIVERSAL GRAMMAR is to provide your students with the basic tools to do syntactic analysis, not only of English, but of many unknown languages to him/her The book also encourages students to think about their native language, Vietnamese There is very little research on Vietnamese using this framework, so students will have the opportunity to do new and fresh research under your guidance Mastering the contents of this book, students will be prepared for more advanced work in syntactic theory There is a lot of research on languages that share many features with Vietnamese (languages like Chinese, Japanese, Korean, Indonesian, etc.) Having gone through this book carefully, your students will be able to follow the research in those languages and acquire a solid background to start doing original and ground-breaking comparative work

In this book Ms BùiHuỳnhThủyThương and Ibasically follow Chomsky's model of Principles and Parameters (also known as the Theory of Government and Binding) This

is the syntactic theory that started with Chomsky's (1981) Lectures on Government and

Binding and which led to much productive research in the 80s and 90s.As an

introductory book, ENGLISH SYNTAX AND UNIVERSAL GRAMMAR will prepare your students to read the research from the end of the last century and will also prepare them to understand the continuation of this model, known as THE MINIMALIST

PROGRAM, as proposed by Chomsky (1995) in his book The Minimalist Program and

in later work

How should we teach syntax in the classroom? In my own experience (30 years teaching syntax at Georgetown), students learn best by "doing syntax", with a hands-on approach in class and at home After a brief explanation of the structure at issue, Iusually have the students sit in groups and ask them to diagram and analyze 1 or 2 sentences from the PRACTICE section in the textbook Group work proves very productive as students exchange ideas and hypotheses The team that ends first gets to write the tree on the board and defend their analysis Then I assign the rest of the

exercises as homework Students will master syntactic analysis only by analyzing

many different sentences As Aristotle said in his Nichomachean Ethics: "For the

things we have to learn before we can do them, we learn by doing."

The textbook includes a mini-section on MORPHOLOGY (Chapter 2), with the basic concepts that students will need in order to do syntactic analysis The material can be supplementedwith the videos in the VIDEO section, listed at the end of this introduction I usually have students present the material in the videos, but they must use their own examples

The problems in the CHALLENGE section of the textbook are for group discussion and they present a higher degree of difficulty and may be assigned as "group homework"

v

Since Principles and Parameters is without a doubt the most widely taught model inmodern Linguistics departments, there are plenty of good videos on YouTube that you can use to supplement your class The textbook recommendsparticular videos for the different sections of the book In general, we recommend the following videos from which you can select the most relevant for your teaching purposes We also include a link to download software to draw syntactic trees:

SYNTAX:

Caroline Heycock:

https://www.youtube.com/watch?v=xq5g82Kx8c4&list=PLNRhI4Cc_QmvBzEBJFiOUfmMR4ew9TFwO

The Virtual Linguistics Campus:

vi

Annie Ornelles produced the first version of this manuscript Nguyễn Anh Quânalso diagrammed manyof these trees, proofread and formatted this Answer Key.We are thankful to the faculty and students who participated in the 2017 Syntax Club, who also helped proofread and improve this Answer Key.We are indebted to Ms VõThịNữ Anh for all her comments and suggestions Last but not least, many thanks to BùiHuỳnhThủyThương for organizing the 2017 Syntax Club and coordinating the editing and proof-reading of all the materials The errors that could have escaped us remain onlyours

The Authors

vii

a withdrew NP PP [PP from the bank] = comp, [NP last night] = mod

b went PP [PP to the library] = comp, [PP in the evening] = mod

c arrived [PP in the evening] = mod

d behaved ADVP [ADVP very well] = comp, [PP at her grandparents‟ house] = mod

e danced [ADVP very well] = mod, [PP at the performance] =mod,

[NP last night] = mod

PRACTICE 4

I

a AG, PAT, REC

b AG, REC, PAT

c REC, PAT, SOURCE

d EXP, AG, PAT, REC/BEN

e AG, PAT, INSTR

f AG, PAT, INSTR

g WEATHER, LOC, TIME

h TH, COMITATIVE

i AG, PAT, INSTR

j EXP, PAT, INSTR/LOC

II

a # John repeated the mountain

b * John opened

c * Susan went to Hanoi to Hue

d # Sincerity scared the cat

e # The cat scared sincerity

f * Studied math in high school

PRACTICE 5

AG, PAT, LOC AG, PAT, SOUR AG, PAT, REC AG, PAT, REC AG

/pʊt/ /brɪŋ/ /mejk/ /ɪkˈsplejn/ /swɪm/

past: put

pp: put

past: brought pp: brought

ind obj.: FOR past, pp: made

no NP NP past: swam

pp: swum

PRACTICE 6

I

a professor b problems c sincerity

categorization: N N N

gender: [masc/fem] [neuter] [neuter]

± count: [+count] [+count] [-count]

number: [singular] [plural] [singular]

animate: [+animate] [-animate] [-animate]

± human: [+human] [-human] [-human]

meaning: „PROFESSOR‟ „PROBLEMS‟ „SINCERITY‟

phonol.: /prəˈfɛsər/ /ˈprɑbləmz/ /sɪnˈsɛrəti/

special: - - -

II

a many → [+count], [plural]

b some → [plural, +count], [-count]

c one → [+count], [singular]

d every → [+count], [singular]

e all → [plural]

PRACTICE 7

a computers b deer (plural) c whiter

d brightest e worse f written

PRACTICE 8

a piglets f untie k tastier

b reddish g unusual l arrivals

c minibuses h unuseful m most unhappy

d redness i beautification n mistreatment

e painters j organizers o unsystematically

PRACTICE 9

a bathroom b bathroom towel c bathroom towel collection

d bathroom towel collection set e Turkish cotton towel collection sets

f printer ink f laser printer ink cartridges

h dry-cleaner i overlook j sing-along

CHAPTER 3

THE PRINCIPLES AND

PARAMETERS MODEL AND X’-SYNTAX

PRACTICE 1

a a noun phrase with a specifier b a noun phrase with a specifier and a modifier

c a verb phrase with two complements d a prep phrase with a comp and a spec

e an adverb phrase with no complements, modifiers or specifiers (a bare adverb)

a Mark dreamt about his girlfriend b Susan took a letter to the post office

c Tom lives in Saigon

PRACTICE 3

Classify the verbs:

Find – 2

Fix - 2 Offer – 1

Allow - 5 Order – 2

Read - 3 Sell – 1

Collect - 4b Permit – 5

Lend - 1 Introduce – 2

Find- “Mary found an apartment for John.” “Mary found John an apartment.”

Offer - “Mary offered a cupcake to John.” “Mary offered John a cupcake.”

Order – “Mary ordered a pizza for John “Mary ordered John a pizza

Sell - “Mary sold a car to John” “Mary sold John a car”

Permit - “Mary permitted John a pet.”

Introduce - “Mary introduced John to Kate.” Fix -“Mary fixed the car for John.”

Allow - “Mary allowed John a response.” Read -“Mary read the book to John.”

“Mary read the book for John.” “Mary read John the book.”

Collect - “Mary collected money for John.”

Lend - “Mary lent money to John.” “Mary lent John money.”

PRACTICE 4

a suffer (from headaches, always, at night) b differ (significantly, from his brothers)

c go (by bus, to the school, in the morning)

CHALLENGE

a Ha bought wine from Chile at the supermarket

b Co Chi borrowed some Russian books from the library yesterday 1

c Trieu sent a bouquet of flowers to his girlfriend for her birthday last week

d Thuong bought a very nice present for her son on Saturday (reading: “her son” = recipient)

1

not specified

e They finally decided on the boat (reading: “on the boat” = not location, but what they decided to buy)

f Ha cooked Chinese food for her boyfriend yesterday (ambiguous)

(Her boyfriend ate the food.) (She cooked on his behalf.)

g The syntax professor invited the students of Linguistics to his house on the beach

(He invited them while on the beach.) (The house is on the beach.)

c Thuong always looks after her baby d She turned in her homework late

e She turned up the volume at the party f She turned up late for the party 2

2

One "turns up for" an event (a party, a class, etc.), thus PP is a complement of the verb In thissentence, since the complement PP is longer than the modifier, the complement moves to the right Heavier elements are usually postposed Hence the order in (f)

g They found out the truth last night h I called off my subscription to the

Washington Post

CHALLENGE

“Glew up” would be a phrasal verb because:

(1) the NP can be put between the verb and the preposition,

(2) the NP can be replaced by a pronoun, and

(3) the P and NP do not form a constituent, as they cannot function as a unit and/or be

preposed

CHAPTER 5

THE STRUCTURE OF THE NOUN PHRASE

PRACTICE 1

I

a Susan b the teacher c the American teacher

d the coffee with milk e the victims involved in the accident

f the visible stars, the stars visible (what is the difference?)

(The stars are

(always/usually visible.)

or (The stars are visible at a particular moment)

The coffee is cold

and then has milk added to it

Version 2:

The coffee with milk is cold

The importers are foreign

b a European book publisher

PRACTICE 3

a the syntax teacher from America b the American teacher of syntax

c the taxi driver from Hanoi d the Hanoi taxi driver

e a cold coffee with ice

PRACTICE 4

I the Vietnamese teacher

a the teacher teaches Vietnamese b the teacher is from Vietnam

II the old Vietnamese teacher

a the teacher is old and is from Vietnam b the teacher is old and teaches Vietnamese

c the teacher teaches old Vietnamese

“Former” and “old” would have the same syntactic structure, as they would both be adjunct PPs The difference would be lexical

CHALLENGE

I a a possible missile attack on our bases in Korea

b a generous property bequest to charity

for the elderly bequeath [ NP PP]

c a spy exchange with the Russians exchange [ NP PP]

II a the house in the forest near the school

The house is in the forest and forest is near

the school

The house is in the forest and near the school at the same time

b a toy factory

The factory makes toys The factory is a toy

c a brass buttton holder

The button holder is made of brass The button are made of brass

d the tall girl in jeans

The girl wearing jeans is tall The tall girl is wearing jeans

PRACTICE 5

I

a my two pieces of luggage b those two large servings of strawberry

icecream

2 a bottle of wine b wine bottle

The first of the two structures refers to a bottle that has wine inside, while the second

refers to a bottle made for wine, which may or may not have wine inside currently

b We [read a book about the possibility of a nuclear war

II

a the girl proud of her mother b the people busy with their work

c the corn fields covered with snow d a young man angry at his syntax teacher

III

a She [invited the students present]

b She [discussed the present situation with her boss]

c I [need a list of the doctors available for consultation]

d The teacher [answered the questions for the students curious about syntax]

PRACTICE 2

I a She is [very worried about the problem with her parents]

b My sister will [visit her boyfriend right after her syntax class]

c She is [quite afraid of big black spiders]

d I [put the book right on the table near the window]

e He [appeared from behind the big black curtain]

II a She sent postcards from Spain

(The postcards were from Spain.) (She was in Spain when she sent postcards.)

b She waved to the girl with her scarf

(She used her scarf to wave.) (The girl she waved to had the scarf.)

CHAPTER 7

MAKING SENTENCES: THE STRUCTURE OF IP

PRACTICE 1

I

a The students seldom come to class on time

b Los estudiantes llega-n siempre a clase a tiempo

II Here, we see movement of V to I since the inflected verb precedes the adverb

PRACTICE 2

a The syntax professor from a foreign university teaches linguistics in the morning

b The professor from Chile should teach generative syntax in the afternoon

PRACTICE 3

a Toan should call his girlfriend b Toan always calls his girlfriend

c Toan has called his girlfriend d Toan is calling his girlfriend

e Toan has been calling his girlfriend

CHALLENGE

a The journey from Washington to New York took us 5 hours

b The assistant will always offer valuable help to the desperate students of generative syntax

c The experienced city guide should gladly have shown the King of Spain the most important sights of her beautiful city

d The President of that country in South America has been ordering the arrest of the advocates of the abolition of the death penalty

e i O daskalos dida-kse tin ili s-tous foitites

ii O daskalos dida-kse tous foitites tin ili

f They ordered three concert tickets for them (2 times ambiguous)

(“Them” refers to the recipients.) (The tickets were ordered on behalf of “them.”)

g She is a student of high moral principles (2 times ambiguous)

(She has high moral principles.) (She studies high moral principles.)

h We saw the discussion of the riots in the bar (3 times ambiguous)

We were somewhere and we saw a discussion of some riots The riots being discussed

happened in a bar