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== Syntax 1 Wiki ==
[[Syntax_1_Wiki|Syntax 1 Wiki]]
 
[[Constraint-based_Syntax_2|Syntax 2]]
 
 
 
[[Grammar-Writing|Grammar Writing]]
 
[[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 face="Arial, Helvetica, sans-serif">
<font size="3">
<font size="3">
=== Exercises: Parts of Speech ===


<quiz display=simple>
Font size 3
{Determine the part of speech of the words in the sentences.<br />Use the following part of speech labels: A, Adv, Cj, C, D, N, P, V
 
|type="{}"}
</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


Alex/{ N _5 } talked/{ V _5 } to/{ P _5 } my/{ D _5 } best/{ A _5 } friend/{ N _5 }.
Nummered list:
|| Solution: N V P D A N
</quiz>


<quiz display=simple>
# Erstes Element der ersten Ebene
{Determine the part of speech of the words in the sentences.<br />Use the following part of speech labels: A, Adv, Cj, C, D, N, P, V
## Erstes Element der zweiten Ebene
|type="{}"}
## Zweites Element der zweiten Ebene
# Zweites Element


You/{ N _5 } might/{ V _5 } suspect/{ V _5 } that/{ C _5 } Pat/{ N _5 } is/{ V _5 } a/{ D _3 } genius/{ N _5}.
Bulleted lists:
|| Solution: N V V C N V D N
</quiz>


<quiz display=simple>
* Erstes Element der ersten Ebene
{Determine the part of speech of the words in the sentences.<br />Use the following part of speech labels: A, Adv, Cj, C, D, N, P, V
** Erstes Element der zweiten Ebene
|type="{}"}
** Zweites Element der zweiten Ebene
* Zweites Element


The/{ D _5} title/{ N _5 } of/{ P _5 } a/{ D _5 } book/{ N _5 } largely/{ Adv _5 }
|| Solution: D N P D N Adv V


determines/{ V _5 } whether/{ C _5 } it/{ N _5 } will/{ V _5 } be/{ V _5 } successful/{ A _5 } or/{ Cj _5 } a/{ D _5 } flop/{ N _5 }.
|| Solution: V C N V V A Cj D N
</quiz>




=== Exercises: Semantic analysis of sentences into predicates and arguments ===
[[File:employees.jpg]]
[[File:books.jpg]]
[[File:iphones.png]]
[[File:pos-jpg.jpg]]
[[File:pos-v-1.jpg]]
[[File:pos-v-2.jpg]]




<quiz display=simple>
{ Fill in the gaps!


''Example:'' <span style="color: blue>You <u>surprised</u> them.</span>
| type="{}" }


Predicate:      { x surprises y _15}


x = { You _10}
y = { them _10}
z = { - _10}


</quiz>




</font>


3. Last summer we went to Wales.
4. I wrote to her last week.
5. At noon the plane landed at Rome airport.
6. The sun always rises in the east.
7. When you have time, visit me!
8. Sometimes, he goes to school by bus.
9. Do you generally go for a walk on Sunday mornings?
10. No, usually I go to church.
11. I met Steven quite often when I was in London.
12. Quite often he watches TV at home instead of going out with friends.
13. You need never invite me to go with you again!
14. Now and again we heard shots in the woods.
15. Put the books on the table!
16. How well she plays tennis!
17. Do you like camping much?
18. I saw the film on Tuesday evening last week.
19. At three o’clock tomorrow, I’ll meet you outside the theater.
20. He lives in a small village in Kent.
21. I’ll be swimming in the lake before breakfast.
22. We’re going to Holland next month.
23. I passed her in the street twice last week.


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


Source: Many of the sentences above are taken from or based on examples in Hornby, A.S. (1975) Guide to Patterns and Usage in English. Second Edition. Cornelsen & Oxford University Press.
<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="{}" }


=== Exercises: Establishing the head ===
The words above form a  { PP _5}. The head of this phrase is the { preposition _12} { with _15}.
</quiz>


=== Valence Exercises ===
=== Valence ===




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</font>




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




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</quiz>
</quiz>


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


<quiz>
[https://www.youtube.com/watch?v=XLvv_5meRNMp Parts of the clause]
{ Was ist keine Nuss? }
- Walnuss
+ Erdnuss
||Hülsenfrucht, siehe {{w|Erdnuss}}
+ Apfel
- Pistazien
- Kastanie
+ Orange
 
{ Wer erfand die Glühbirne? }
- Thomas Alva Edison
|| Wichtige Weiterentwicklungen auf Basis der bekannten Technik
- Frederick de Moleyns
|| Besitz das erste Patent
- Heinrich Göbel
|| Behauptete, an der Weiterentwicklung beteiligt zu sein, was aber als widerlegt gilt.
+ nicht genauer bekannt
|| siehe {{w|Glühlampe#Geschichte}}
</quiz>
 
 
3.  
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.
 
4.
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.
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.
 
6.
So, we need to concern ourselves with the Grammar of English. This is what this course is all about!
 


[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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