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65 86 ling3
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- 2. In the 60sand 70s …
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- 4. Some people doubtedChomsky
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- 6. Isn’t MEANING moreimportant?
- 7. Can these treesreally tell us so much?
- 8. There was nothingnew about this!
- 9. Aren’t our mindsabout MEANING?
- 10. Our conceptual systemis fundamentally metaphoric • Our thinking is based on METAPHOR • Metaphoric • 隠喩的 • Metaphoric? • What’s a metaphor? • A blend of two ideas
- 11. My teacher isa pussycat Pussycat
- 12. My teacher isa pussycat PussycatMy teacher
- 13. My teacher isa pussycat PussycatMy teacher
- 14. My teacher isa pussycat PussycatMy teacher
- 15. My teacher isa pussycat PussycatMy teacher Pussycat-teacher
- 16.
- 17. “Teacher who isvery harmless and unthreatening” PussycatMy teacher Pussycat-teacher
- 18. Remember MERGE? • Takeone thing • Take another thing • Put them together
- 19. Metaphor: take twoideas and blend them PussycatMy teacher Pussycat-teacher
- 20. Analogy • Analogy? • 類推 •Something is like something else
- 21. Analogy • Tree: leaf::flower: ????? • Tree: leaf:: flower: petal • Dog: puppy:: cat: ?????? • Dog: puppy:: cat: kitten • Speak: sing:: walk: ????? • Speak: sing:: walk: dance
- 22. Leaf blend Bit onthe endTree Tree-bit on the end (leaf)
- 23. Petal blend Bit onthe endFlower flower-bit on the end (petal)
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- 27.
- 28. Lots of peoplechallenged Chomsky
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- 30.
- 31.
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- 33.
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- 36.
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- 38.
- 39. Lots of peoplechallenged UG
- 40.
- 41. Syntax (grammar) isMOST IMPORTANT!
- 42.
- 43. … and understandthe brain!
- 44. Trees will tellyou about the brain!
- 45. Chomsky’s grammar wastriumphant
- 46.
- 47.
- 48. How language abilityREALLY works
- 49.
- 50. Meaning isn’t soimportant
- 51. So how canwe understand our language ability?
- 52. Why is the–ed before the verb?
- 53.
- 54. Not she “–edwalk”
- 55.
- 56. Well, we arelooking for universals
- 57.
- 58. We want everythingto be the same
- 59.
- 60. Aux is beforethe verb
- 61. The tense bitis BEFORE the verb
- 62.
- 63. There must beINVISIBLE movement
- 64. Or it wouldbe untidy
- 65. So how aboutOTHER movement?
- 66.
- 67. Maybe the tensebit is moving?
- 68. To an Operatorposition
- 69. Makes a questionsentence
- 70. So we’re gettingNEW categories
- 71. Things can movethere
- 72. Change the kindof sentence
- 73. Did that girlopen the door?
- 74.
- 75.
- 76. So how aboutOTHER movement?
- 77.
- 78. Can give usuniformity
- 79. What did youeat?
- 80. What did youeat? eat
- 81. “eat” is a……..? eat
- 82. “eat” is averb eat
- 83.
- 84.
- 85.
- 86.
- 87. “Eat” is averb (v) eat VALENCY <NP:Sub, NP: Obj> V
- 88. “The food” isa ….? eat VALENCY <NP:Sub, NP: Obj> the food V
- 89. “The food” isa noun phrase (NP) eat VALENCY <NP:Sub, NP: Obj> the food V NP
- 90. “eat the food”is a ….? eat VALENCY <NP:Sub, NP: Obj> the food V NP
- 91. “eat the food”is a verb phrase (VP) eat VALENCY <NP:Sub> the food V NP VP
- 92. Why is itVP? eat VALENCY <NP:Sub> the food V NP VP
- 93. Why not NP? eat VALENCY <NP:Sub> thefood V NP VP
- 94. “You” can bea noun phrase eat VALENCY <NP:Sub> the food V NP VP you NP
- 95. “You” can bea noun phrase eat VALENCY <NP:Sub> the food V NP VP you NP
- 96. S: sentence eat VALENCY < > thefood V NP VP you NP S
- 97. Sentence = VPwith an empty valency list eat VALENCY < > the food V NP VP you NP S
- 98. You DID eatthe food? eat VALENCY < > the food V NP VP did T TP S NP you
- 99. eat VALENCY < > the food VNP VP did T TP S NP you Let’s have more structure to move to!!
- 100. eat VALENCY < > the food VNP VP did T TP S NP you XP Let’s have more structure to move to!!
- 101. eat VALENCY < > the food VNP VP did T TP S NP you XP Let’s have more structure to move to!! NP
- 102. eat VALENCY < > the food VNP VP did T TP S NP you XP And let’s move something there!! NP
- 103. eat VALENCY < > the food VNP VP did T TP S NP you XP And let’s move something there!! NP
- 104. eat VALENCY < > the food VNP VP did T TP S NP you XP NP
- 105. eat VALENCY < > the food VNP VP did T TP S NP you XP NP
- 106. eat VALENCY < > the food VNP VP did T TP S NP you XP NP
- 107. eat VALENCY < > the food VNP VP did T TP S NP you XP NP x It leaves something behind when it moves!
- 108. eat VALENCY < > the food VNP VP did T TP S NP you XP NP x
- 109. eat VALENCY < > the food VNP VP did T TP S NP you XP NP x
- 110. eat VALENCY < > the food VNP VP did T TP S NP you XP NP x
- 111.
- 112. Any other waysto get uniformity?
- 113. Because it’s UNIVERSALgrammar
- 114. Things should bethe same
- 115.
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- 120.
- 121. Everything is thesame!
- 122.
- 123.
- 124. And what aboutaux?
- 125. What are wegoing to do about aux?
- 126.
- 127. Well aux carriestense, aspect, mood etc
- 128. Aux is theInflectional information
- 129. Maybe it’s anINFLECTIONAL phrase?
- 130. How about likethis?
- 131.
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- 133.
- 134.
- 135. Maybe we canmake all languages the same!
- 136. X’ theory andmovement!
- 137. But in 1993… • Chomsky introduced Minimalism • No movement • No extra structure • So let’s keep things simple
- 138. Minimalism • Cut downmovement • Bare phrase structure
- 139. Minimalism • Bare phrasestructure • What’s bare phrase structure
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- 144.
- 145. Bare phrase structure:nothing unnecessary X Y Z
- 146.
- 147.
- 148. I have anX X Y Z
- 149. I have aY X Y Z
- 150. Uh … Z XY Z
- 151.
- 152. Z is anX-Y X Y Z
- 153. Z is anX-Y X Y X-Y
- 154. What is anX-Y? X Y X-Y
- 155.
- 156. “Boy” is a…….? boy
- 157. “Boy” is anoun boy N
- 158.
- 159.
- 160. Some nouns needdeterminers boy VALENCY <DET>
- 161.
- 162.
- 163.
- 164.
- 165. NP: N hasempty VALENCY LIST boy VALENCY <> NDET the NP
- 166. boy VALENCY <> NDET the NP Why isit NP? Why not DETP?
- 167. What is anX-Y? X Y X-Y