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== Syntax 1 Wiki ==
[[Syntax_1_Wiki|Syntax 1 Wiki]]


=== The English Language and its Grammar  ===
[[Constraint-based_Syntax_2|Syntax 2]]


In this course, I am going to introduce you to '''syntactic theory''', the science of the grammar of phrases and sentences. While we will use examples from other languages from time to time, mostly we will concern ourselves with the structure of English.


Let us begin by asking ourselves why we need '''grammars''' at all. I don't mean grammars in the sense of grammar books, but rather in the sense of what someone needs to know in order to correctly speak a language. For instance, pretty much every native speaker of English is able to say that the strings of words in (1) below are English whereas the ones in (2) are non-English:


<span style="color: blue>(1) dogs, to go shopping, loves Jill, waiting for the bus, it is raining, happy cats, . . .</span><br />
[[Grammar-Writing|Grammar Writing]]
<span style="color: blue>(2) Hunde, einkaufen gehen, go to shopping, waiting for bus the . . .</span>  
 
[[GS-2000|Ginzburg and Sag (2000)]]
 
[[HPSG|Head-Driven Phrase Structure Grammar]]
 
[[Syntax_1_Wiki_Aenderungen|Syntax 1 Wiki: Änderungen]]
 
 
<center>
<embedvideo service="youtube" dimensions="400">https://www.youtube.com/watch?v=JRiX8Jiq_Z4</embedvideo>
</center>
 
 
[ Parts of the clause]
 
<!-- This is a comment -->
  &forall;''x'' ('''cat'''(''x'') : &exist;''y''('''likes(''y'', ''x''))
  &sup;  &and; &not;  &or; &equiv; &forall;  &exist; &aelig; &oplus; &Oslash; &rArr; <u>Unterstrichen</u> &rarr; &rArr;
Text davor
<blockquote>Blockquote</blockquote>
Text danach
 
 
 
<font face="Arial, Helvetica, sans-serif">
<font size="3">
 
Font size 3
 
</font>
 
<span style="color: red>Text color</span>
 
[<sub>NP</sub> labeled brackets ]
 
Superscripts<sup>1</sup>
 
Definitionsliste:
 
;Begriff 1
: Beschreibung 1
;Begriff 2
: Beschreibung 2-1
: Beschreibung 2-2
 
Text einrücken:
 
: Einfache Einrückung
:: Doppelte Einrückung
::::: Mehrfache Einrückung
 
Nummered list:
 
# Erstes Element der ersten Ebene
## Erstes Element der zweiten Ebene
## Zweites Element der zweiten Ebene
# Zweites Element
 
Bulleted lists:
 
* Erstes Element der ersten Ebene
** Erstes Element der zweiten Ebene
** Zweites Element der zweiten Ebene
* Zweites Element
 
 
 
 
[[File:employees.jpg]]
[[File:books.jpg]]
[[File:iphones.png]]
[[File:pos-jpg.jpg]]
[[File:pos-v-1.jpg]]
[[File:pos-v-2.jpg]]
 
 
 
 
 
 
 
 
 
 
=== Establishing the head of a phrase ===
Establish what phrase the words below form and identify the head of the phrase!
 
<quiz display=simple>
{ ''Example:'' <span style="color: blue>surprised them.</span>
| type="{}" }
 
The words above form a  { VP _5}. The head of this phrase is the { verb _12}  { surprised _15}.
</quiz>
 
<quiz display=simple>
{ ''Example:'' <span style="color: blue>with a friend.</span>
| type="{}" }
 
The words above form a  { PP _5}. The head of this phrase is the { preposition _12}  { with _15}.
</quiz>
 
=== Valence ===
 
 
 
 
2. Kim needs new shoes.
3.  Kim talked to the student.
4. Kim sent the student to Robin.
5. Kim lent Robin a bicycle.
6. Kim told Robin that the student likes her.
7. Kim suggested to Robin that the student likes her.
8. Kim  wants [to eat an apple.]
9. Kim  believes Robin to like the student.
10. Kim seems to like the student.
11. Kim is intelligent.
12. Kim found the movie interesting.
13. Kim talked to Robin about the student.
14. Kim saw Robin talk to the student.
15. The student amuses Kim.
16. Kim came out of the room.
 
 
 
</font>
 
 
 
 
 
 
 
 
 
 
 
 
 
 
=== Words ===
 
{| class="wikitable"
|-
! Verb !! SUBJ !! COMPS
|-
| snore || <NP> || <>
|-
| own || <NP> || <NP>
|-
| put || <NP> || <NP,NP>
|}
 
 
Verb        SUBJ        COMPS
 
snore        <NP>        <>
own          <NP>        <NP>
put          <NP>        <NP,PP>
 




[https://www.youtube.com/watch?v=pF0RgB1dZTU A video on constituent tests]


When you look up the word <span style="color: blue>scissors</span> in the [http://www.oxfordlearnersdictionaries.com Oxford Learner's Dictionary], you are given the following information about it:
When you look up the word <span style="color: blue>scissors</span> in the [http://www.oxfordlearnersdictionaries.com Oxford Learner's Dictionary], you are given the following information about it:


{| class="wikitable"
{| class="wikitable"
|-
| Phonology || scissors
|-
|-
| Part of speech || noun
| Part of speech || noun
|-
|-
| Number || plural
| Number || plural
|-
| Phonology || scissors
|-
|-
| Content || a tool for cutting paper ...
| Content || a tool for cutting paper ...
|}
|}
The following representation shows how we will structure the information in a word in this course:
[[File:Sign.jpg]]






<quiz display=simple>
{Determine the syntactic categories of the following groups of words in the sentences.<br />Use the following labels: AP, AdvP, NP, PP, VP. Write "-" if the group of words does not form a constitutent.<br />
''Example:'' ['''S''': Pat ['''VP''': will ['''VP''': wait ['''PP''': for Alex]]]]
|type="{}"}


3.  
a. [{ S _2}: Alex [{ VP _3 }: talked [{ PP _3 }: to [{ NP _3 }: my best friend]]]]
It is the task of English syntax to explain in a precise and principled fash.ion which strings of words native speakers of English accept as well formed English and which not.  
b. [{ S _2 }: [{ NP _3 }: The president] [{ VP _3}: announced ['''CP''': that [{ S _2 }: there [{ VP _3 }: will [{ VP _3 }: be [{ NP _3 }: no further taxes]]]]]]].


4.
</quiz>
This task would be easy to accomplish, if one could simply list all the English strings. But, unfortunately, one cannot do that, since there are infinitely many well formed English strings:


a.
Mary is tired. Mary is very tired. Mary is very, very tired. Mary is very, very, very tired. . . .


b.
Mary went to the store. Mary went to the store but Jill stayed home. Mary went to the store but Jill stayed home and Sue had the flu. . . .






5.
<quiz display=simple>
So, it is impossible to list all and only the well formed strings of English words. But what is possible, is to find a property that all and only the strings of English have in common: they and only they are grammatical according to the Grammar of English! All other strings are ungrammat.ical according to the Grammar of English.
{Analyze the following phrases:
|type="{}"}


6.
read the paper
So, we need to concern ourselves with the Grammar of English. This is what this course is all about!


Head: {  read _15 } Category: { V _5 }<br />
||Head: read Category: V
Complement 1: {  the paper_15 } Category: { NP  _5 } <br />
Complement 2:  { -  _15 }  Category: { - _5 }<br />


</quiz>
http://www.ello.uos.de/field.php/Syntax/Syntax
[https://www.youtube.com/watch?v=XLvv_5meRNMp Parts of the clause]
[https://www.youtube.com/watch?v=pF0RgB1dZTU A video on constituent tests]


[https://www.youtube.com/watch?v=JRiX8Jiq_Z4 A video on the concept '''grammar''']


[https://www.youtube.com/watch?v=XLvv_5meRNM Sentence meaning]




<iframe width="420" height="315"
src="https://www.youtube.com/embed/JRiX8Jiq_Z4">
</iframe>




Latest revision as of 08:16, 10 October 2017

Syntax 1 Wiki

Syntax 2


Grammar Writing

Ginzburg and Sag (2000)

Head-Driven Phrase Structure Grammar

Syntax 1 Wiki: Änderungen



[ Parts of the clause] 

 ∀x (cat(x) : ∃y(likes(y, x)) 
 ⊃  ∧ ¬  ∨ ≡ ∀   ∃ æ ⊕ Ø ⇒ Unterstrichen → ⇒

Text davor

Blockquote

Text danach


Font size 3

Text color

[NP labeled brackets ]

Superscripts1

Definitionsliste:

Begriff 1
Beschreibung 1
Begriff 2
Beschreibung 2-1
Beschreibung 2-2

Text einrücken:

Einfache Einrückung
Doppelte Einrückung
Mehrfache Einrückung

Nummered list:

  1. Erstes Element der ersten Ebene
    1. Erstes Element der zweiten Ebene
    2. Zweites Element der zweiten Ebene
  2. Zweites Element

Bulleted lists:

  • Erstes Element der ersten Ebene
    • Erstes Element der zweiten Ebene
    • Zweites Element der zweiten Ebene
  • Zweites Element



Employees.jpg Books.jpg Iphones.png Pos-jpg.jpg Pos-v-1.jpg Pos-v-2.jpg






Establishing the head of a phrase

Establish what phrase the words below form and identify the head of the phrase!

Example: surprised them.

The words above form a

. The head of this phrase is the

.


Example: with a friend.

The words above form a

. The head of this phrase is the

.


Valence

2. Kim needs new shoes. 3. Kim talked to the student. 4. Kim sent the student to Robin. 5. Kim lent Robin a bicycle. 6. Kim told Robin that the student likes her. 7. Kim suggested to Robin that the student likes her. 8. Kim wants [to eat an apple.] 9. Kim believes Robin to like the student. 10. Kim seems to like the student. 11. Kim is intelligent. 12. Kim found the movie interesting. 13. Kim talked to Robin about the student. 14. Kim saw Robin talk to the student. 15. The student amuses Kim. 16. Kim came out of the room.









Words

Verb SUBJ COMPS
snore <NP> <>
own <NP> <NP>
put <NP> <NP,NP> 


Verb         SUBJ         COMPS

snore        <NP>         <>
own          <NP>         <NP>
put          <NP>         <NP,PP>



When you look up the word scissors in the Oxford Learner's Dictionary, you are given the following information about it:

Phonology scissors
Part of speech noun
Number plural
Content a tool for cutting paper ...

The following representation shows how we will structure the information in a word in this course:

Sign.jpg



Determine the syntactic categories of the following groups of words in the sentences.
Use the following labels: AP, AdvP, NP, PP, VP. Write "-" if the group of words does not form a constitutent.
Example: [S: Pat [VP: will [VP: wait [PP: for Alex]]]]

a. [

Alex [

talked [

to [

my best friend]]]]
b. [

[

The president] [

announced [CP: that [

there [

will [

be [

no further taxes]]]]]]].




Analyze the following phrases:

read the paper
Head:

Category:


Complement 1:

Category:


Complement 2:

Category:



http://www.ello.uos.de/field.php/Syntax/Syntax

Parts of the clause

A video on constituent tests

A video on the concept grammar

Sentence meaning


<iframe width="420" height="315" src="https://www.youtube.com/embed/JRiX8Jiq_Z4"> </iframe>








Quiz question types

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