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3.1-Constituency for syntax lessons only

The document discusses the internal structure of sentences, highlighting that the meaning of a sentence is determined by more than just the arrangement of its words. It presents a series of hypotheses regarding how to form yes/no questions, demonstrating the necessity of recognizing constituents and their roles within the sentence. Various constituency tests, including modification, movement, replacement, and ellipsis, are outlined to identify and validate these syntactic structures.

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©Andrew Carnie, 2006 Constituency The basic units of sentence structure
©Andrew Carnie, 2006 Meaning of a sentence is more than the sum of its words.
©Andrew Carnie, 2006 Meaning of a sentence is more than the sum of its words. a. The puppy hit the rock
©Andrew Carnie, 2006 Meaning of a sentence is more than the sum of its words. a. The puppy hit the rock b. The rock hit the puppy.
©Andrew Carnie, 2006 Meaning of a sentence is more than the sum of its words. a. The puppy hit the rock b. The rock hit the puppy. c. The + puppy + hit + the +rock ≠ the + rock + hit + the + puppy. (cf. 2 + 3 = 3 + 2)
©Andrew Carnie, 2006 Meaning of a sentence is more than the sum of its words. a. The puppy hit the rock b. The rock hit the puppy. c. The + puppy + hit + the +rock ≠ the + rock + hit + the + puppy. (cf. 2 + 3 = 3 + 2) This fact is captured by the notion that sentences have internal structure
©Andrew Carnie, 2006 Another argument for structure: Yes/No questions
©Andrew Carnie, 2006 Another argument for structure: Yes/No questions Yes/no questions can be answered by “yes” or “no” or “maybe”
©Andrew Carnie, 2006 Another argument for structure: Yes/No questions Yes/no questions can be answered by “yes” or “no” or “maybe” Bear with me, I’m going to run this using the scientific method, and I have a particular set of hypotheses to run through!
©Andrew Carnie, 2006 Another argument for structure: Yes/No questions
©Andrew Carnie, 2006 Another argument for structure: Yes/No questions Remember: The S.M. requires that we always go with the simplest hypothesis consistent with the data we have. (Occam’s razor)
©Andrew Carnie, 2006 Another argument for structure: Yes/No questions Remember: The S.M. requires that we always go with the simplest hypothesis consistent with the data we have. (Occam’s razor) Let’s start with the assumption that there is no structure, and sentences are just a linear string of words. Now consider the following pair of sentences.
©Andrew Carnie, 2006 Structure
©Andrew Carnie, 2006 Consider the following sentences: a. Dave can’t eat chocolate covered almonds. b. Can’t Dave eat chocolate covered almonds? Structure
©Andrew Carnie, 2006 Consider the following sentences: a. Dave can’t eat chocolate covered almonds. b. Can’t Dave eat chocolate covered almonds? Hypothesis # 1 To form a yes/no question move the 2nd word to the front of the sentence. Structure
©Andrew Carnie, 2006 Structure
©Andrew Carnie, 2006 Structure Hypothesis # 1 To form a yes/no question move the 2nd word to the front of the sentence
©Andrew Carnie, 2006 Structure Hypothesis # 1 To form a yes/no question move the 2nd word to the front of the sentence Problem: a. The TA can’t eat chocolate covered almonds. b. *TA the can’t eat chocolate covered almonds?
©Andrew Carnie, 2006 Structure Hypothesis # 1 To form a yes/no question move the 2nd word to the front of the sentence Problem: a. The TA can’t eat chocolate covered almonds. b. *TA the can’t eat chocolate covered almonds? Hypothesis #2 To form a yes/no question move the verb to the front of the sentence
©Andrew Carnie, 2006 Structure
©Andrew Carnie, 2006 Structure Hypothesis # 2 To form a yes/no question move the verb to the front of the sentence.
©Andrew Carnie, 2006 Structure Hypothesis # 2 To form a yes/no question move the verb to the front of the sentence. Problem: a. The TA ate chocolate covered almonds. b. *Ate the TA chocolate covered almonds.
©Andrew Carnie, 2006 Structure Hypothesis # 2 To form a yes/no question move the verb to the front of the sentence. Problem: a. The TA ate chocolate covered almonds. b. *Ate the TA chocolate covered almonds. Hypothesis #3 To form a yes/no question move the auxiliary to the front of the sentence
©Andrew Carnie, 2006 Structure
©Andrew Carnie, 2006 Structure Hypothesis #3 To form a yes/no question move the auxiliary to the front of the sentence
©Andrew Carnie, 2006 Structure Hypothesis #3 To form a yes/no question move the auxiliary to the front of the sentence Problem: a.The TA has been eating chocolate covered almonds. b.*Been the TA has eating chocolate covered almonds?
©Andrew Carnie, 2006 Structure Hypothesis #3 To form a yes/no question move the auxiliary to the front of the sentence Problem: a.The TA has been eating chocolate covered almonds. b.*Been the TA has eating chocolate covered almonds? Hypothesis #4 To form a yes/no question move the first auxiliary to the front of the sentence
©Andrew Carnie, 2006 Structure
©Andrew Carnie, 2006 Hypothesis #4 To form a yes/no question move the first auxiliary to the front of the sentence Structure
©Andrew Carnie, 2006 Hypothesis #4 To form a yes/no question move the first auxiliary to the front of the sentence Problem: a.The TA who is here can eat chocolate covered almonds. b.*Is the TA here can eat chocolate covered almonds? c.(cf. Can the TA who is here eat chocolate covered almonds?) Structure
©Andrew Carnie, 2006 Hypothesis #4 To form a yes/no question move the first auxiliary to the front of the sentence Problem: a.The TA who is here can eat chocolate covered almonds. b.*Is the TA here can eat chocolate covered almonds? c.(cf. Can the TA who is here eat chocolate covered almonds?) What’s the problem here? The first auxiliary is part of the subject of the sentence: [The TA who is here] can eat chocolate covered almonds Structure
©Andrew Carnie, 2006 Structure
©Andrew Carnie, 2006 Hypothesis 5 To form a yes/no question move the first auxiliary after the subject to the front of the sentence Structure
©Andrew Carnie, 2006 Hypothesis 5 To form a yes/no question move the first auxiliary after the subject to the front of the sentence We require a notion where there is internal structure to the sentence: We need a notion of what the subject is: which words are in the subject and which words aren’t. Structure
©Andrew Carnie, 2006 Hypothesis 5 To form a yes/no question move the first auxiliary after the subject to the front of the sentence We require a notion where there is internal structure to the sentence: We need a notion of what the subject is: which words are in the subject and which words aren’t. There is an alternative hypothesis (move the main clause auxiliary to the front) but this again requires a notion of internal structure: we need to be able to distinguish which words are just in the main clause from those in relative clauses. Structure
©Andrew Carnie, 2006 Internal structure is represented by the notion of Constituent
©Andrew Carnie, 2006 [The TA who is here] can eat chocolate. Bracketing (as above) is one of two notations for representing, or marking, constituents. (The other is tree notation, which we’ll formally cover next week). A Constituent is any unit of internal syntactic structure. (i.e., a group of words functioning as a unit)
©Andrew Carnie, 2006 Constituents represent semantically related material
©Andrew Carnie, 2006 Constituents represent semantically related material In the sentence:
©Andrew Carnie, 2006 Constituents represent semantically related material In the sentence: The elephant snorted a bowl of peanuts
©Andrew Carnie, 2006 Constituents represent semantically related material In the sentence: The elephant snorted a bowl of peanuts There is the intuition that the & elephant are more closely related than peanuts and snorted.
©Andrew Carnie, 2006 Constituents represent semantically related material In the sentence: The elephant snorted a bowl of peanuts There is the intuition that the & elephant are more closely related than peanuts and snorted. This intuition is captured with constituency
©Andrew Carnie, 2006 Constituent
©Andrew Carnie, 2006 Constituent Constituent is a group of words that functions as a unit.
©Andrew Carnie, 2006 Constituent Constituent is a group of words that functions as a unit. The elephant snorted the bowl of peanuts
©Andrew Carnie, 2006 Constituent Constituent is a group of words that functions as a unit. The elephant snorted the bowl of peanuts
©Andrew Carnie, 2006 Constituent Constituent is a group of words that functions as a unit. The elephant snorted the bowl of peanuts
©Andrew Carnie, 2006 Constituent Constituent is a group of words that functions as a unit. The elephant snorted the bowl of peanuts
©Andrew Carnie, 2006 Constituent Constituent is a group of words that functions as a unit. The elephant snorted the bowl of peanuts
©Andrew Carnie, 2006 Constituent Constituent is a group of words that functions as a unit. The elephant snorted the bowl of peanuts
©Andrew Carnie, 2006 Constituency Tests: Modification
©Andrew Carnie, 2006 Constituency Tests: Modification If one word modifies (limits the meaning of) another, then they are probably part of the same constituent. I bought a red balloon ‘a’ and ‘red’ both modify ‘balloon’ so they are all part of the same constituent: [a red balloon]
©Andrew Carnie, 2006 Constituency Tests: Movement
©Andrew Carnie, 2006 Constituency Tests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent:
©Andrew Carnie, 2006 Constituency Tests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that …
©Andrew Carnie, 2006 Constituency Tests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that … It was [a brand new car] that he bought
©Andrew Carnie, 2006 Constituency Tests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that … It was [a brand new car] that he bought Preposing: [Big bowls of beans] are what I like.
©Andrew Carnie, 2006 Constituency Tests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that … It was [a brand new car] that he bought Preposing: [Big bowls of beans] are what I like. Passive: [The big boy] was kissed by the slobbering dog.
©Andrew Carnie, 2006 Constituency Tests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that … It was [a brand new car] that he bought Preposing: [Big bowls of beans] are what I like. Passive: [The big boy] was kissed by the slobbering dog. There are other kinds of movement!
©Andrew Carnie, 2006 Constituency Tests: Replacement
©Andrew Carnie, 2006 Constituency Tests: Replacement If you can replace a group of words with a single word (keeping the meaning roughly the same) then they form a constituent:
©Andrew Carnie, 2006 Constituency Tests: Replacement If you can replace a group of words with a single word (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit]
©Andrew Carnie, 2006 Constituency Tests: Replacement If you can replace a group of words with a single word (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [John]
©Andrew Carnie, 2006 Constituency Tests: Replacement If you can replace a group of words with a single word (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [John] I’ve always loved [him]
©Andrew Carnie, 2006 Constituency Tests: Pro-form Replacement
©Andrew Carnie, 2006 Constituency Tests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent:
©Andrew Carnie, 2006 Constituency Tests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit]
©Andrew Carnie, 2006 Constituency Tests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [him]
©Andrew Carnie, 2006 Constituency Tests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [him] Susan [bought a truck with mag wheels]
©Andrew Carnie, 2006 Constituency Tests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [him] Susan [bought a truck with mag wheels] Susan [did (so) too)
©Andrew Carnie, 2006 Constituency Tests: Ellipsis
©Andrew Carnie, 2006 Constituency Tests: Ellipsis This is a special constituency test for a constituent called a Verb Phrase (VP). If an item is a VP, then it can be deleted under (near) identity with another VP
©Andrew Carnie, 2006 Constituency Tests: Ellipsis This is a special constituency test for a constituent called a Verb Phrase (VP). If an item is a VP, then it can be deleted under (near) identity with another VP Bill [found a gold nugget in the stream] but I don’t think John will [find a gold nugget in the stream]
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment)
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question?
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question?
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market?
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts]
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts]
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket?
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket? A: [Buy some cheap T-shirts]
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket? A: [Buy some cheap T-shirts]
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket? A: [Buy some cheap T-shirts] Q: Where did Heidi put them?
©Andrew Carnie, 2006 Constituency Tests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket? A: [Buy some cheap T-shirts] Q: Where did Heidi put them? A: [In the back of her car]
©Andrew Carnie, 2006 Constituency Tests: Conjunction
©Andrew Carnie, 2006 Constituency Tests: Conjunction If the group of words can be coordinated (or conjoined) with another string, then it is a constituent of the same type: [John] and [the man] went to the store *[John] and [very blue] went to the store
©Andrew Carnie, 2006 Constituency Tests: Conjunction If the group of words can be coordinated (or conjoined) with another string, then it is a constituent of the same type: [John] and [the man] went to the store *[John] and [very blue] went to the store LINGUISTICS GENERAL’S WARNING: There are a *lot* of situations where the conjunction test will give you false results. Use it sparingly and with caution! (See textbook for details.)
©Andrew Carnie, 2006 Caution:
©Andrew Carnie, 2006 Caution: The constituency tests are NOT fool proof. You should always apply at least two to any given string of words, just in case you have got false results for some reason.
©Andrew Carnie, 2006 John [eats at really fancy restaurants]
©Andrew Carnie, 2006 John [eats at really fancy restaurants] Stand Alone? What does John do in his spare time? Eat at really fancy restaurants.
©Andrew Carnie, 2006 John [eats at really fancy restaurants] Stand Alone? What does John do in his spare time? Eat at really fancy restaurants. Replace by a Pro-form (pronoun, pro-verb)? John [eats at really fancy restaurants] and Bill [does (so) too]
©Andrew Carnie, 2006 John [eats at really fancy restaurants] Stand Alone? What does John do in his spare time? Eat at really fancy restaurants. Replace by a Pro-form (pronoun, pro-verb)? John [eats at really fancy restaurants] and Bill [does (so) too] Move? Eating at really fancy restaurants, that’s John’s favorite pastime. I told John to eat at really fancy restaurants, and [eat at really fancy restaurants] he will!
©Andrew Carnie, 2006 John [eats at really] fancy restaurants
©Andrew Carnie, 2006 John [eats at really] fancy restaurants Stand Alone? What does John do in his spare time? *Eat at really.
©Andrew Carnie, 2006 John [eats at really] fancy restaurants Stand Alone? What does John do in his spare time? *Eat at really. Replace by a Pro-form (pronoun, proverb)? *John [eats at really] fancy restaurants and Bill [does so too] fancy restaurants
©Andrew Carnie, 2006 John [eats at really] fancy restaurants Stand Alone? What does John do in his spare time? *Eat at really. Replace by a Pro-form (pronoun, proverb)? *John [eats at really] fancy restaurants and Bill [does so too] fancy restaurants Move? *Eating at really, that’s John’s favorite pastime. *Eating at really is what John does fancy restaurants.
©Andrew Carnie, 2006 Constituents are hierarchically organized TP NP VP D N V PP The man eats P NP at AdjP N fancy restaurants The man eats at fancy restaurants.
©Andrew Carnie, 2006 Constituents are hierarchically organized TP NP VP D N V PP The man eats P NP at AdjP N fancy restaurants The man eats at fancy restaurants. [TP [NP[DThe] [Nman]] [VP [Veats] [PP [Pat] [NP [Adjfancy] [Nrestaurants]]]]]
©Andrew Carnie, 2006 Summary: Constituency
©Andrew Carnie, 2006 Summary: Constituency Constituent: A group of words that functions as a unit.
©Andrew Carnie, 2006 Summary: Constituency Constituent: A group of words that functions as a unit. Captures judgments about the relatedness of words, and about the hierarchical structure of sentences
©Andrew Carnie, 2006 Summary: Constituency
©Andrew Carnie, 2006 Summary: Constituency Constituency tests: Modification Movement Replacement (single word & pro-form) Ellipsis (for VPs) Stand Alone (Sentence Fragment) Co-ordination/Conjunction
©Andrew Carnie, 2006 Summary: Constituency Constituency tests: Modification Movement Replacement (single word & pro-form) Ellipsis (for VPs) Stand Alone (Sentence Fragment) Co-ordination/Conjunction Tests are NOT infallible. Use more than 1!

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3.1-Constituency for syntax lessons only

  • 1.
    ©Andrew Carnie, 2006 Constituency Thebasic units of sentence structure
  • 2.
    ©Andrew Carnie, 2006 Meaningof a sentence is more than the sum of its words.
  • 3.
    ©Andrew Carnie, 2006 Meaningof a sentence is more than the sum of its words. a. The puppy hit the rock
  • 4.
    ©Andrew Carnie, 2006 Meaningof a sentence is more than the sum of its words. a. The puppy hit the rock b. The rock hit the puppy.
  • 5.
    ©Andrew Carnie, 2006 Meaningof a sentence is more than the sum of its words. a. The puppy hit the rock b. The rock hit the puppy. c. The + puppy + hit + the +rock ≠ the + rock + hit + the + puppy. (cf. 2 + 3 = 3 + 2)
  • 6.
    ©Andrew Carnie, 2006 Meaningof a sentence is more than the sum of its words. a. The puppy hit the rock b. The rock hit the puppy. c. The + puppy + hit + the +rock ≠ the + rock + hit + the + puppy. (cf. 2 + 3 = 3 + 2) This fact is captured by the notion that sentences have internal structure
  • 7.
    ©Andrew Carnie, 2006 Anotherargument for structure: Yes/No questions
  • 8.
    ©Andrew Carnie, 2006 Anotherargument for structure: Yes/No questions Yes/no questions can be answered by “yes” or “no” or “maybe”
  • 9.
    ©Andrew Carnie, 2006 Anotherargument for structure: Yes/No questions Yes/no questions can be answered by “yes” or “no” or “maybe” Bear with me, I’m going to run this using the scientific method, and I have a particular set of hypotheses to run through!
  • 10.
    ©Andrew Carnie, 2006 Anotherargument for structure: Yes/No questions
  • 11.
    ©Andrew Carnie, 2006 Anotherargument for structure: Yes/No questions Remember: The S.M. requires that we always go with the simplest hypothesis consistent with the data we have. (Occam’s razor)
  • 12.
    ©Andrew Carnie, 2006 Anotherargument for structure: Yes/No questions Remember: The S.M. requires that we always go with the simplest hypothesis consistent with the data we have. (Occam’s razor) Let’s start with the assumption that there is no structure, and sentences are just a linear string of words. Now consider the following pair of sentences.
  • 13.
  • 14.
    ©Andrew Carnie, 2006 Considerthe following sentences: a. Dave can’t eat chocolate covered almonds. b. Can’t Dave eat chocolate covered almonds? Structure
  • 15.
    ©Andrew Carnie, 2006 Considerthe following sentences: a. Dave can’t eat chocolate covered almonds. b. Can’t Dave eat chocolate covered almonds? Hypothesis # 1 To form a yes/no question move the 2nd word to the front of the sentence. Structure
  • 16.
  • 17.
    ©Andrew Carnie, 2006 Structure Hypothesis# 1 To form a yes/no question move the 2nd word to the front of the sentence
  • 18.
    ©Andrew Carnie, 2006 Structure Hypothesis# 1 To form a yes/no question move the 2nd word to the front of the sentence Problem: a. The TA can’t eat chocolate covered almonds. b. *TA the can’t eat chocolate covered almonds?
  • 19.
    ©Andrew Carnie, 2006 Structure Hypothesis# 1 To form a yes/no question move the 2nd word to the front of the sentence Problem: a. The TA can’t eat chocolate covered almonds. b. *TA the can’t eat chocolate covered almonds? Hypothesis #2 To form a yes/no question move the verb to the front of the sentence
  • 20.
  • 21.
    ©Andrew Carnie, 2006 Structure Hypothesis# 2 To form a yes/no question move the verb to the front of the sentence.
  • 22.
    ©Andrew Carnie, 2006 Structure Hypothesis# 2 To form a yes/no question move the verb to the front of the sentence. Problem: a. The TA ate chocolate covered almonds. b. *Ate the TA chocolate covered almonds.
  • 23.
    ©Andrew Carnie, 2006 Structure Hypothesis# 2 To form a yes/no question move the verb to the front of the sentence. Problem: a. The TA ate chocolate covered almonds. b. *Ate the TA chocolate covered almonds. Hypothesis #3 To form a yes/no question move the auxiliary to the front of the sentence
  • 24.
  • 25.
    ©Andrew Carnie, 2006 Structure Hypothesis#3 To form a yes/no question move the auxiliary to the front of the sentence
  • 26.
    ©Andrew Carnie, 2006 Structure Hypothesis#3 To form a yes/no question move the auxiliary to the front of the sentence Problem: a.The TA has been eating chocolate covered almonds. b.*Been the TA has eating chocolate covered almonds?
  • 27.
    ©Andrew Carnie, 2006 Structure Hypothesis#3 To form a yes/no question move the auxiliary to the front of the sentence Problem: a.The TA has been eating chocolate covered almonds. b.*Been the TA has eating chocolate covered almonds? Hypothesis #4 To form a yes/no question move the first auxiliary to the front of the sentence
  • 28.
  • 29.
    ©Andrew Carnie, 2006 Hypothesis#4 To form a yes/no question move the first auxiliary to the front of the sentence Structure
  • 30.
    ©Andrew Carnie, 2006 Hypothesis#4 To form a yes/no question move the first auxiliary to the front of the sentence Problem: a.The TA who is here can eat chocolate covered almonds. b.*Is the TA here can eat chocolate covered almonds? c.(cf. Can the TA who is here eat chocolate covered almonds?) Structure
  • 31.
    ©Andrew Carnie, 2006 Hypothesis#4 To form a yes/no question move the first auxiliary to the front of the sentence Problem: a.The TA who is here can eat chocolate covered almonds. b.*Is the TA here can eat chocolate covered almonds? c.(cf. Can the TA who is here eat chocolate covered almonds?) What’s the problem here? The first auxiliary is part of the subject of the sentence: [The TA who is here] can eat chocolate covered almonds Structure
  • 32.
  • 33.
    ©Andrew Carnie, 2006 Hypothesis5 To form a yes/no question move the first auxiliary after the subject to the front of the sentence Structure
  • 34.
    ©Andrew Carnie, 2006 Hypothesis5 To form a yes/no question move the first auxiliary after the subject to the front of the sentence We require a notion where there is internal structure to the sentence: We need a notion of what the subject is: which words are in the subject and which words aren’t. Structure
  • 35.
    ©Andrew Carnie, 2006 Hypothesis5 To form a yes/no question move the first auxiliary after the subject to the front of the sentence We require a notion where there is internal structure to the sentence: We need a notion of what the subject is: which words are in the subject and which words aren’t. There is an alternative hypothesis (move the main clause auxiliary to the front) but this again requires a notion of internal structure: we need to be able to distinguish which words are just in the main clause from those in relative clauses. Structure
  • 36.
    ©Andrew Carnie, 2006 Internalstructure is represented by the notion of Constituent
  • 37.
    ©Andrew Carnie, 2006 [TheTA who is here] can eat chocolate. Bracketing (as above) is one of two notations for representing, or marking, constituents. (The other is tree notation, which we’ll formally cover next week). A Constituent is any unit of internal syntactic structure. (i.e., a group of words functioning as a unit)
  • 38.
    ©Andrew Carnie, 2006 Constituentsrepresent semantically related material
  • 39.
    ©Andrew Carnie, 2006 Constituentsrepresent semantically related material In the sentence:
  • 40.
    ©Andrew Carnie, 2006 Constituentsrepresent semantically related material In the sentence: The elephant snorted a bowl of peanuts
  • 41.
    ©Andrew Carnie, 2006 Constituentsrepresent semantically related material In the sentence: The elephant snorted a bowl of peanuts There is the intuition that the & elephant are more closely related than peanuts and snorted.
  • 42.
    ©Andrew Carnie, 2006 Constituentsrepresent semantically related material In the sentence: The elephant snorted a bowl of peanuts There is the intuition that the & elephant are more closely related than peanuts and snorted. This intuition is captured with constituency
  • 43.
  • 44.
    ©Andrew Carnie, 2006 Constituent Constituentis a group of words that functions as a unit.
  • 45.
    ©Andrew Carnie, 2006 Constituent Constituentis a group of words that functions as a unit. The elephant snorted the bowl of peanuts
  • 46.
    ©Andrew Carnie, 2006 Constituent Constituentis a group of words that functions as a unit. The elephant snorted the bowl of peanuts
  • 47.
    ©Andrew Carnie, 2006 Constituent Constituentis a group of words that functions as a unit. The elephant snorted the bowl of peanuts
  • 48.
    ©Andrew Carnie, 2006 Constituent Constituentis a group of words that functions as a unit. The elephant snorted the bowl of peanuts
  • 49.
    ©Andrew Carnie, 2006 Constituent Constituentis a group of words that functions as a unit. The elephant snorted the bowl of peanuts
  • 50.
    ©Andrew Carnie, 2006 Constituent Constituentis a group of words that functions as a unit. The elephant snorted the bowl of peanuts
  • 51.
  • 52.
    ©Andrew Carnie, 2006 ConstituencyTests: Modification If one word modifies (limits the meaning of) another, then they are probably part of the same constituent. I bought a red balloon ‘a’ and ‘red’ both modify ‘balloon’ so they are all part of the same constituent: [a red balloon]
  • 53.
  • 54.
    ©Andrew Carnie, 2006 ConstituencyTests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent:
  • 55.
    ©Andrew Carnie, 2006 ConstituencyTests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that …
  • 56.
    ©Andrew Carnie, 2006 ConstituencyTests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that … It was [a brand new car] that he bought
  • 57.
    ©Andrew Carnie, 2006 ConstituencyTests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that … It was [a brand new car] that he bought Preposing: [Big bowls of beans] are what I like.
  • 58.
    ©Andrew Carnie, 2006 ConstituencyTests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that … It was [a brand new car] that he bought Preposing: [Big bowls of beans] are what I like. Passive: [The big boy] was kissed by the slobbering dog.
  • 59.
    ©Andrew Carnie, 2006 ConstituencyTests: Movement If you can move a group of words, they are functioning as a unit—and are a constituent: Clefting: It is/was __________ that … It was [a brand new car] that he bought Preposing: [Big bowls of beans] are what I like. Passive: [The big boy] was kissed by the slobbering dog. There are other kinds of movement!
  • 60.
  • 61.
    ©Andrew Carnie, 2006 ConstituencyTests: Replacement If you can replace a group of words with a single word (keeping the meaning roughly the same) then they form a constituent:
  • 62.
    ©Andrew Carnie, 2006 ConstituencyTests: Replacement If you can replace a group of words with a single word (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit]
  • 63.
    ©Andrew Carnie, 2006 ConstituencyTests: Replacement If you can replace a group of words with a single word (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [John]
  • 64.
    ©Andrew Carnie, 2006 ConstituencyTests: Replacement If you can replace a group of words with a single word (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [John] I’ve always loved [him]
  • 65.
    ©Andrew Carnie, 2006 ConstituencyTests: Pro-form Replacement
  • 66.
    ©Andrew Carnie, 2006 ConstituencyTests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent:
  • 67.
    ©Andrew Carnie, 2006 ConstituencyTests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit]
  • 68.
    ©Andrew Carnie, 2006 ConstituencyTests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [him]
  • 69.
    ©Andrew Carnie, 2006 ConstituencyTests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [him] Susan [bought a truck with mag wheels]
  • 70.
    ©Andrew Carnie, 2006 ConstituencyTests: Pro-form Replacement If you can replace a group of words with a pro- form (pronoun, pro-verb, pro-adjective etc.) (keeping the meaning roughly the same) then they form a constituent: I’ve always loved [the man in a natty suit] I’ve always loved [him] Susan [bought a truck with mag wheels] Susan [did (so) too)
  • 71.
  • 72.
    ©Andrew Carnie, 2006 ConstituencyTests: Ellipsis This is a special constituency test for a constituent called a Verb Phrase (VP). If an item is a VP, then it can be deleted under (near) identity with another VP
  • 73.
    ©Andrew Carnie, 2006 ConstituencyTests: Ellipsis This is a special constituency test for a constituent called a Verb Phrase (VP). If an item is a VP, then it can be deleted under (near) identity with another VP Bill [found a gold nugget in the stream] but I don’t think John will [find a gold nugget in the stream]
  • 74.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment)
  • 75.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question?
  • 76.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question?
  • 77.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market?
  • 78.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts]
  • 79.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts]
  • 80.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket?
  • 81.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket? A: [Buy some cheap T-shirts]
  • 82.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket? A: [Buy some cheap T-shirts]
  • 83.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket? A: [Buy some cheap T-shirts] Q: Where did Heidi put them?
  • 84.
    ©Andrew Carnie, 2006 ConstituencyTests: Stand Alone (sentence fragment) Can the group of words serve as a sentence fragment in response to a question? Q: What did Heidi buy at the flea market? A: [A bag of moldy vacuum cleaner parts] Q: What did Heidi do at the fleamarket? A: [Buy some cheap T-shirts] Q: Where did Heidi put them? A: [In the back of her car]
  • 85.
  • 86.
    ©Andrew Carnie, 2006 ConstituencyTests: Conjunction If the group of words can be coordinated (or conjoined) with another string, then it is a constituent of the same type: [John] and [the man] went to the store *[John] and [very blue] went to the store
  • 87.
    ©Andrew Carnie, 2006 ConstituencyTests: Conjunction If the group of words can be coordinated (or conjoined) with another string, then it is a constituent of the same type: [John] and [the man] went to the store *[John] and [very blue] went to the store LINGUISTICS GENERAL’S WARNING: There are a *lot* of situations where the conjunction test will give you false results. Use it sparingly and with caution! (See textbook for details.)
  • 88.
  • 89.
    ©Andrew Carnie, 2006 Caution: Theconstituency tests are NOT fool proof. You should always apply at least two to any given string of words, just in case you have got false results for some reason.
  • 90.
    ©Andrew Carnie, 2006 John[eats at really fancy restaurants]
  • 91.
    ©Andrew Carnie, 2006 John[eats at really fancy restaurants] Stand Alone? What does John do in his spare time? Eat at really fancy restaurants.
  • 92.
    ©Andrew Carnie, 2006 John[eats at really fancy restaurants] Stand Alone? What does John do in his spare time? Eat at really fancy restaurants. Replace by a Pro-form (pronoun, pro-verb)? John [eats at really fancy restaurants] and Bill [does (so) too]
  • 93.
    ©Andrew Carnie, 2006 John[eats at really fancy restaurants] Stand Alone? What does John do in his spare time? Eat at really fancy restaurants. Replace by a Pro-form (pronoun, pro-verb)? John [eats at really fancy restaurants] and Bill [does (so) too] Move? Eating at really fancy restaurants, that’s John’s favorite pastime. I told John to eat at really fancy restaurants, and [eat at really fancy restaurants] he will!
  • 94.
    ©Andrew Carnie, 2006 John[eats at really] fancy restaurants
  • 95.
    ©Andrew Carnie, 2006 John[eats at really] fancy restaurants Stand Alone? What does John do in his spare time? *Eat at really.
  • 96.
    ©Andrew Carnie, 2006 John[eats at really] fancy restaurants Stand Alone? What does John do in his spare time? *Eat at really. Replace by a Pro-form (pronoun, proverb)? *John [eats at really] fancy restaurants and Bill [does so too] fancy restaurants
  • 97.
    ©Andrew Carnie, 2006 John[eats at really] fancy restaurants Stand Alone? What does John do in his spare time? *Eat at really. Replace by a Pro-form (pronoun, proverb)? *John [eats at really] fancy restaurants and Bill [does so too] fancy restaurants Move? *Eating at really, that’s John’s favorite pastime. *Eating at really is what John does fancy restaurants.
  • 98.
    ©Andrew Carnie, 2006 Constituentsare hierarchically organized TP NP VP D N V PP The man eats P NP at AdjP N fancy restaurants The man eats at fancy restaurants.
  • 99.
    ©Andrew Carnie, 2006 Constituentsare hierarchically organized TP NP VP D N V PP The man eats P NP at AdjP N fancy restaurants The man eats at fancy restaurants. [TP [NP[DThe] [Nman]] [VP [Veats] [PP [Pat] [NP [Adjfancy] [Nrestaurants]]]]]
  • 100.
  • 101.
    ©Andrew Carnie, 2006 Summary:Constituency Constituent: A group of words that functions as a unit.
  • 102.
    ©Andrew Carnie, 2006 Summary:Constituency Constituent: A group of words that functions as a unit. Captures judgments about the relatedness of words, and about the hierarchical structure of sentences
  • 103.
  • 104.
    ©Andrew Carnie, 2006 Summary:Constituency Constituency tests: Modification Movement Replacement (single word & pro-form) Ellipsis (for VPs) Stand Alone (Sentence Fragment) Co-ordination/Conjunction
  • 105.
    ©Andrew Carnie, 2006 Summary:Constituency Constituency tests: Modification Movement Replacement (single word & pro-form) Ellipsis (for VPs) Stand Alone (Sentence Fragment) Co-ordination/Conjunction Tests are NOT infallible. Use more than 1!