Study guide for week 3: syntactic phenomena in English. Transformational rules derive new sentence forms from those generated by PS rules. Exercise: Use toy grammar to create five sentences.
Study guide for week 3: syntactic phenomena in English. Transformational rules derive new sentence forms from those generated by PS rules. Exercise: Use toy grammar to create five sentences.
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Study guide for week 3: syntactic phenomena in English. Transformational rules derive new sentence forms from those generated by PS rules. Exercise: Use toy grammar to create five sentences.
Direitos autorais:
Attribution Non-Commercial (BY-NC)
Formatos disponíveis
Baixe no formato PDF, TXT ou leia online no Scribd
The
goals
for
this
week
are:
1)
to
examine
syntactic
phenomena
in
English,
including
those
requiring
different
types
of
syntactic
rules
(PS
or
transformational);
2)
to
study
transformational
rules
which
derive
new
sentence
forms
from
those
generated
by
the
PS
rules;
3)
to
examine
the
syntactic
differences
between
languages;
4)
to
assess
the
role
of
the
syntax
in
our
grammatical
knowledge
of
language..
Readings:
Language
Files:
5.1-‐5.6
Pinker:
chapter
3,
4
Exercises
from
the
text:
Language
Files:
File
5.7
(Just
the
Exercises,
not
the
Discussion
Questions
or
Activities).
**WARNING**
If
you
feel
like
you
understand
the
concept
associated
with
a
particular
exercise
from
the
text,
please
stop.
Write
“got
it”
and
move
on
to
the
next
exercise.
**WARNING**
Additional
exercises:
A
Toy
Phrase
Structure
Grammar:
1.
S
NP
(AUX)
VP
2.
NP
(DET)
(ADJP)
N
(PP)
3.
ADJP
(ADV)
ADJ
4.
VP
V
NP
(PP)
5.
PP
P
NP
6.
N
boy(s),
girl(s),
dog(s),
cat(s),
hotdog(s),
park,
ice
cream,
candy,
7.
V
eat(s),
like(s),
bite(s)
8.
P
with,
in,
n ear
9.
DET
a,
the,
one
10.
ADJ
big,
short,
happy,
angry
11.
ADV
very,
unbelievably
12
AUX
will,
can,
should
1.
a.
Use
the
toy
grammar
to
create
five
sentences.
Draw
trees
for
your
sentences.
b.
Which
of
the
following
sentences
are
not
generated
by
the
toy
grammar?
i.
The
boy
with
the
unbelievably
happy
cat
likes
the
girl.
ii.
Girls
will
eat
ice
cream
in
the
park.
iii.
Boys
should
not
bite
hotdogs
near
the
dog.
iv.
Cats
and
dogs
bite
candy.
c.
What
rules
should
be
added
to
generate
all
these
sentences?
2.
It
is
possible
to
make
a
passive
sentence
by
combining
be
with
the
passive
participle.
It
is
also
possible
to
use
get
(or
in
the
past
tense
got)
instead:
i.
This
carpet
gets
cleaned
frequently.
ii.
The
food
got
eaten
by
Jake.
What
is
the
word
class
of
get
in
these
cases?
Justify
your
answer.
3.
There
is
a
transformational
rule
that
allows
the
movement
of
a
verb
particle
to
the
end
of
a
sentence,
as
in
the
following
sentence:
i.
Jake
threw
out
the
trash.
ii.
Jake
threw
the
trash
out.
Now
consider
the
following
sentences:
i.
*She
stood
up
them.
ii.
She
stood
them
up.
i.
*I
wrote
down
it.
ii.
I
wrote
it
down.
i.
*The
bartender
kicked
out
him.
ii.
The
bartender
kicked
him
out.
Describe
the
circumstances
under
which
the
particle
must
be
separated
from
its
verb.
4.
Consider
the
following
pairs
of
related
sentences:
i.
The
parent
gave
the
money
to
the
child.
ii.
The
parent
gave
the
child
the
money.
i.
I
wrote
a
letter
to
the
senator.
ii.
I
wrote
the
senator
a
letter.
Using
a
different
verb,
think
up
another
such
pair.
State
as
precisely
as
possible
in
terms
of
constituent
structure
the
rule
that
relates
these
pairs
of
sentences.
Formulate
a
transformational
rule
that
captures
this
relationship.
5.
Consider
the
following
data:
Spanish
English
Hablo
ingles.
*Speak
English.
Yo
hablo
ingles.
I
speak
English.
Llueve.
*is
raining.
Te
quiero.
*Love
you.
Yo
te
quiero.
I
love
you
a.
Assume
that
there
is
a
parameter
in
UG
that
allows
some
languages
to
have
no
subject
in
a
tensed
clause
(null
subject
parameter).
The
parameter
can
take
either
of
the
following
two
settings:
i.
[-‐
subject]
ii.
[+
subject]
b.
Further
assume
that
children
learning
language
only
have
access
to
positive
evidence
from
which
to
determine
the
parameter
setting
for
their
language.
c.
Which
setting
will
a
child
will
hypothesize
first?
Explain.