LIN 232 University of Toronto Ch 3 Constituents Linguistics Paper Canada linguistics assignment, need 80%+~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Constituency
LIN232—Moulton
Chapter 3 in Carnie textbook
Whole strings of words have the distribution of single words.
(1)
The dog in the bed is sleepy.
xxxxxxx It xxxxxx is sleepy.
(2)
The chancellor of UofT’s gown is black and gold.
xxxxxxx Rose xxxxxxx ’s gown is black and gold.
← Rose Patten (the Chancellor of UofT)
1
Substitution/Replacement Test:
Shows that a string of adjacent words is a constituent.
(3)
Protocol for applying a substitution test
a. Take a string of adjacent words
b. Replace with one (preferably mono-morphemic) word
c. Replace with a word similar in meaning (keeping the whole meaning of the
sentence the same, too)
d. Keep everything else the same (don’t add! don’t take away!)
e. If the result is grammatical, then the original string forms a constituent
f. If substitution doesn’t give a grammatical result, we can’t conclude anything.
Replacement test for Noun Phrases (NP): pronouns
2
Perform pronoun replacement test for all the NPs below:
(4)
The boy in the corner will give a new fork to Jerry.
3
Bad substitutions:
(5)
a.
b.
I considered the man in trouble.
I considered him.
(5a) does not “mean” the same thing as (5b), so it’s a bad substitution. But….
(6)
a.
b.
The man in trouble was serious.
He was serious.
4
What strings can pronouns replace?
The stinky old cheese
The old cheese
The cheese
Cheese
It
(7)
is in the fridge
is in the fridge
is in the fridge
is in the fridge
is in the fridge
NP → (Det) (Adj+) N
NOTE: Ternary branching is totally ok! Although we will revise our rules in following
classes.
5
(8)
Complementary (aka ‘competitive’) distribution
a. *The a book
b. *Every the house
c. *Each this rocket launcher.
What does this tell us?
6
Coordination Test:
If two strings can be grammatically co-ordinated (by and, or, but) then they are both
constituents AND are the same category.
(9)
a.
The happy dog and the unhappy cat farted.
b. *Farted and the unhappy cat left.
(10)
a.
Bo donated a book.
b.
Bo donated to charity.
c.
Bo donated a book and a scarf.
d.
Bo donated to charity and to the school.
e. *Bo donated a book and to the school.
f.
*Bo donated to charity and a scarf.
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(11)
a.
b.
c.
d.
The dog and the cat (farted)
The dog and I (left)
Cats and the dog (left)
The dog and cat (left)
note: *Cat and the dog (left)
Draw!
Co-ordination Rule
Coordination: put any two like phrases (or heads) together with a conjunction like and,
or, but, and make a phrase (or head) of the same type:
(12)
α → α Conjunction α
where α = any X or XP.
8
Prepositional Phrases (PP)
(13)
Substitution by there/here:
a. The boy in the corner will give a new fork to Jerry.
b.
(14)
The boy there will give a new fork to Jerry.
Coordination test:
a. The board gave money and big gifts.
b.
The board gave to government and to charity.
c. *The board gave money and to charity.
What’s in a PP:
(15)
a.
b.
I ran in.
I ran in the house.
(16)
PP → P (NP)
And, wait….Now what about the NP rule now?:
(17)
NP →
you fill in
9
Recursive Rules:
(18)
A flea on the bump on the log in the hole in the bottom of the sea…
A slightly different case:
(19)
A flea on the log with a smile in a suit. . .
10
Verb Phrases (VPs)
(20)
(21)
(22)
a.
I can walk.
b.
I can walk to the store.
c.
I can walk the trail.
d.
I can walk the trail to the top.
a.
I want to eat.
b.
I want to eat at the store.
c.
I want to eat the burger.
d.
I want to eat the burger at the store.
*I can/want to the burger.
The distinguishing environment for this class of strings is?
(23)
We can can also perform coordination tests on VPs:
(24)
a.
I can walk and eat the burger.
b.
I should eat the burger at the store and walk the trail.
11
A quick and dirty substitution/replacement test for Verb Phrases: do so. Let’s back to (4)
and perform do so tests.
(25)
The boy in the corner will give a new fork to Jerry.
12
A rule for VPs:
The kinds of things that appear in VPs is large. I will just give you the rule here (subject
to change!). (By the way {. . ./. . .} means you can select one and only one.)
(26)
VP → (AdvP+) V (NP) ({NP/CP}) (AdvP+) (PP+) (AdvP+)
13
Movement Tests:
If you can move an adjacent (temporally continuous) string of words around and preserve grammaticality (and keep everything else the same), it is a constituent.
Noun Phrase (NP) preposing/topicalization:
(27)
I can’t stand your younger brother.
a. [Your younger brother ], I can’t stand [
]
b. *Your younger, I can’t stand [
brother].
c. *Younger brother, I can’t stand [ your
].
d. *Brother, I can’t stand [your younger
].
e. *Your, I can’t stand [
younger brother].
f. *Your brother, I can’t stand [
younger
].
Clefting:
(28)
I can’t stand your younger brother.
a. It was [your younger brother] I can’t stand
b. *It was [your younger] I can’t stand
brother.
..
c. .
Pseudoclefting:
(29)
I can’t stand smoke in the room.
a. What I can’t stand is smoke in the room.
b. *What I can’t smoke is stand in the room.
c. *What I can’t stand smoke is in the room.
d. *What I can’t is stand smoke in the room.
Let’s try clefting with some other phrases, e.g. VP.
(30)
a.
I will dance the tango.
b.
Failure of one test does not tell you anything!
14
Adjective Phrases
So replaces APs:
(31)
a.
I am very proud, … and Linda is so, too.
b.
I am very proud of the results… and Linda is so, too.
c. *I am very proud of the results … and Linda is so of the documentation.
15
What all can be in APs?
(32)
a.
b.
They are proud of the results
I am happy about the documentation.
(33)
a.
b.
I am extremely happy.
They seem entirely bored.
(34)
a. The extremely silly student.
b. *The extremely student.
AP →
[you fill this in]
Now what should we say about the NP rule?
(35)
NP →
[you fill this in]
Adverb Phrases
Adverbs can be combined with other adverbs and degree words (very):
(36)
a.
b.
Mary very quickly walked through the hall.
Mary extremely loudly declared her major.
16
Summary of Phrase Structure Rules (PSRs) so far
Endocentricity
What do you notice about every phrase?
Endocentricity: every phrase rule has in its expansion one obligatory word. This is
called the head and the phrase is named after the head.
So there is a
relationship between a head and a phrase.
17
TPs: Sentence Phrases
Are sentences constituents? How do we know?
We’ll need a Phrase Structure rule that tells us how these various phrases are put together to form a sentence.
What does every phrase have (remember endocentricity)? What does every sentence
have?
(37)
(38)
a. John {might, may, could, should, …} walk home.
b. John walked home.
c. John walks home.
d. *John walk home.
e. *John {might, may, could, should, …} walked home.
might
could
would
should
ought
T→
can
may
…
[past]
[present]
So:
TP →
18
Embedded Sentences & CPs
(39)
John said [ that his cat was having a mid-life crisis at 2. ]
V CP
(40)
John was unhappy [ that his cat was having a midlife crisis at 2 ].
A CP
(41)
John feared the possibility [ that his cat was having a midlife crisis at 2 ]. N CP
We’ll call these phrases Complementizer Phrases, after the part of speech that introduces
them. They have the form below:
(42)
CP → C TP
CPs can also be subjects (CP subjects sound a little fancy, and you see them mostly in
written English).
(43)
[That his cat was having a crisis] bothered John.
19
All rules
You should pause her and write down all the phrase structure rules we’ve developed so
far.
20
Structural Ambiguity
Lexical ambiguity: caused by words with more than one meaning.
(44)
John lives by the bank.
Structural ambiguity: caused by ambiguous structures of the tree.
(45)
John saw the man with binoculars.
21
(46)
John saw the man with binoculars.
22
(47)
Old cats and dogs will get treats
23
Practice exercises
Draw parsed trees for the following sentences, using the phrase structure rules given.
Some of these are structurally ambiguous. In that case, paraphrase/describe the two
meanings and give the tree structure associated with each meaning.
(1)
Tong dropped the big yellow box of cookies with the pink lid.
(2)
I saw him before.
(3)
Mia frequently got their buckets from the store for a dollar.
(4)
Gustaf must eat the vegetables.
(5)
The big kid from NY often said that he gave peanuts to elephants.
(6)
The latest research on dieting always warns people about the dangers of too much
cholesterol.
(we haven’t really covered phrases like too much—this is an
open-ended part)
(7)
That Mayam think that cats are cute surprised Bo.
(8)
Two Sisters Reunited after 18 Years in the checkout counter
treat 18 years in the checkout counter as one big NP and triangle it
(9)
Many cats and dogs will fart loudly.
24
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Homework_Assignment_2_-1385763235.pdf
Homework Assignment 2
LIN232—Moulton
You will complete this homework assignment by uploading a .pdf document on Quercus. You must watch
the Constituency lecture and read chapter 3 in order to prepare for this assignment.
• If you create your homework in a word document, be sure to save it to .pdf (the system will only
accept .pdf submission).
• The homework must be typed and be formatted clearly so that we can tell which question you are
answering. Group your answers as “Part 1″, “Part 2”, etc. and follow my formatting of labeling
questions as A, B, C, etc. (I do this to keep them separate from example numbers (like (1), (2), etc.).
• For the trees:
– you may hand draw your trees on paper, take a photo (like with your phone), and paste the
photo as a picture in the document.
– you may also use the Treeform software https://sourceforge.net/projects/treeform/ or
you may use this online site to draw trees http://mshang.ca/syntree/. I will demonstrate
these in the Webinar on Tuesday July 14.
– In all cases, you must copy the image into your word document before saving to.pdf
– Hand-drawn trees will be graded just as equally as computer-generated ones, so under no
circumstances should you feel that hand-drawn trees will disadvantage your grade.
See over
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Part 1: Constituents (5 points)
Look at the VP of the sentence in (1). Only one of the trees below correctly represents the VP.
(1)
I [vp put the letter in the envelope ]
(2a)
TP
NP
VP
V
NP
N
I
put
NP
D
the
PP
N
letter
NP
P
in
D N
the envelope
(2b)
TP
VP
NP
|
N
I
NP
V
put
PP
D N
the letter
NP
P
in
D N
the envelope
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(20)
ТР
NP
VP
-Z-、
NP
PP
N
I
V
put
NP
D NP
the letter in
D N
the envelope
Questions:
A. Which of these trees is correct for (1) (Just tell us whether it’s (2a), (2b) or (2c).)
B. Perform two constituency tests on (1) that support your choice of one of the above structures over the
other two. Provide one or two brief sentences explaining why the tests support your choice. Your answer
should be no more than one short paragraph of no more than 70 words (use word count to check), plus
the two constituency tests. For the purposes of this question, you can take an ungrammatical result of
just one test to mean that the string is not a constituent.
A short note: The goal of this question is to apply a constituency test properly and reason from the result-
ing grammaticality judgment. I don’t care what grammaticality judgment you give (perhaps our dialects
will differ or English is an additional language for you; you are free to ask me by email how I might judge
the sentences you create for the constituency tests). The important part is your correct application of the
constituency tests and how you reason from them.
Note: points will be deducted for writing more than a short paragraph; a good answer is a concise
answer.
Part 2: Structural Ambiguity (10 points)
The following sentence is structurally ambiguous: it has two meanings, each associated with a different
structure. Paraphrase each meaning in words, or a picture) and then draw the associated tree below it.
Remember, you draw the trees for the sentence in (2), not the paraphrase.
(2) Farty dogs and cats slept.
Part 3: Problems from Text (10 points)
Do the following problems from the textbook (exercise and page numbers are from the 3rd edition).
s). Please review section
• GPS13 P112 (“Hixkaryana”), all parts except question 7 (bracketed stri
5.3 in Chapter 3 to prepare for this problem.
• GPS6 p109 (“English”) do the following: a), c), d), e) (treat catnip toy as one N), j), o), p) (treat Middle
East as one N), 9).
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Part 4: Thinking question (5 points)
Look at the sentence in (3). I have performed some constituency tests on this sentence, which I give in
(3a-d). For replacement tests, I have shown on the side what the proform replaces with an ‘=’ sign.
(3)
a.
The dog played the game in the den.
She played the game in the den.
b. The dog did so.
*It was played the game in the den that the dog.
d. The dog did so in the den.
she = the dog
did so = played the game in the den
C.
did so = play the game
Assume the judgments given are correct. The question is whether our current phrase structure rules
(the PSRs, see page 106-107 in the textbook) account for the structure of this sentence, as revealed by
these constituency tests. In your answer, you should try to draw a tree that respects the results of the
constituency tests in (3a-d), and then provide a short discussion (no more than 40 words) as to whether
the tree is consistent with our current PSRs.
Note: points will be deducted for writing more than a short discussion; a good answer is a concise
answer.
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