chapter 5 短语结构树(2).doc

短语结构树(18) The PS tree for the sentence “ the child found a puppy” S NP VPDet N V NPThe child found Det N a puppyX-bar 图示 XP (NP) Specifier X(N) ( The) X(N) Complement (mayor) ( of Guangzhou )各种短语的X-杠标图示 NP: The tall black student of English from china. NPSpecThe N Modifier tall N Modifier black N N student Comp ppof English Adjunct pp from china (a detailed illustration of the sentence by the nested square backets).XP (NP) Specifier N (The) Modifier N (tall) Modifier N( black) N Adjunct(PP)(from China)N Complement (PP)(student) (of English)b. VP : all read the letters after lunch. VP Spec all V V read NP the N N letters PP after lunch VP Specifier V(all) V PP after lunch V NPread the N N Comp letters (empty)c: PP: right through the center d: AP: Very afraid of snakes.PP right P P through NP the center AP veryA A afraid PP of snakes PP AP spec. right P very A P NP A PP through the center afraid of snakese: AdvP： quite independently of any outside pressure. AdvP quite Adv Adv independently PP P P of NP Spec any N outside N pressure AdvP quite Adv Adv PP independently P P NP of any N outside N pressure句子结构：曲折短语IP(23) a. John would study English b. John to study English. IP John I I VP would ( to ) V V NP study English(24) a. John studies English.b. John is studying English.c. John has studied English.D. They study English.IP John I I VP -s ( is-ing ) V ( has. n) (-pres.) V NP study English标句词词组CP: They say that John will study English.IP They I I(-pres.) VP say CP that IP John I will VP study English. IP Spec I They I VP ( -pres.) ( present tense) V CP say C IP that John will study English 并列结构(26). The cat and the dog. NP NP1 CoordPThe cat Coord. NP2 and the dog合并操作 MERGER 1. A labeled bracketing technique: VP V reduce N taxes 2. A labeled tree diagram: VP V N reduce taxesThe following phrases may be tree diagrammed below in the same manner:(31) a. DP: such a pity,b. PP: right inside it, c. AP: very afraid of the person.a. DP b. PP Spec D Spec P (such) ( right) D N P N ( a ) (pity) ( inside ) ( it )c. AP Spec. A (very) A PP (afraid) P DP ( of ) D N (the) (person)In fact, we can hypothesize that all phrases are formed in essentially the same way, namely by merging two categories together to form a larger category. Reduce taxes to reduce taxes try to reduce taxes IP:(35) They will try to reduce taxes.IP theyI will VP V try IP I to VP V reduce NP taxes. IPSpecifier I They I VP will V IP try I VP to V NP reduce taxesA CP may be shown below:(36) a. He admitted that he stole it . b. Shes keen for you to go. c. I doubt if he understands.a. He admitted that he stole it.IPSpecifier I He I VP (-ed) V CP admit C IP that DP I he I VP (-ed) V NP steal itb. Shes keen for you to go. IPSpecifier I She I VP (-pres. -s) V AP be A CP keen C IP for Spec. I you I VP to go c. I doubt if he understands.IP Spec. I I I VP (-pres.) V CP doubt C IP if Spec. I he I V (-s ) understand中心词移动(40) Was the president lying ?CP C IP Was Spec. I the president I V (was) lying移动后留下语迹trace(41) * Was the president is lying ?CP C IP Was Spec. I the president I V t (*is) lyingWH移动：(45) What languages can you speak?CP C What languages C IP can Spec. I you I VP t (can) V NPspeak t (what languages)空标句词C(51). *Im sot sure which senators has the president spoken to.CP C Which senators C IP (has) Spec. I the president I VP t V PPspoken P DP to t 结构歧义(60) a. A car crusher which is a toy. b. A crusher for toy car DP DP D NP D NP a a toy N N N crusher N N N N car crusher toy car Similarly, we have (61):(61). The girl in the car with a blue bonnet. a. The car with a blue bonnet.DP DP PP Det N P DP DP PP Det N P DPThe girl in the car with a blue bonnet b. The girl with a blue bonnet. DPDP PP DP PP P DP Det N P DP Det N The girl in the car with a blue bonnet(62). The boy saw the man with a telescope.a. seewith a telescope. IP DP IDet N I VP -edThe child VP PP V DP P DP Det N Det N see the man with a telescopeb. the man is with a telescope. IP DP IDet N I VP -edThe child V DP see DP PP Det N P DP the man with Det N a telescopeEXERCISES( Most of the exercises below are adapted from Radford (2000), with some minor modifications )Exercises IAnalyze the structure of the clauses in the examples below. That is, how many clauses each sentence contains? what the grammatical function of each clause is (e.g. main clause, complement clause, relative clause)? what type each clause is ( e.g. declarative, interrogative, imperative, exclamative)? what the constituents of each clause are? and what function each constituent serves within its containing clause (e.g. subject, predicate, complement, or adjunct)?1. The prisoners brutally attacked the guard who spotted them.2. Has anyone told the press the prisoners were carrying knives3. Which prison officer claimed the prisoners had secretly made keys?Exercises IIDraw the sub-trees for the italicized phrases in the following sentences with the X-bar format.1. Angry men in dark glasses roamed the streets.2. My aunt and uncles trip to Alaska was wonderful.3. The reporter realized that the senator lied.4. A stranger cleverly observed that a dangerous spy from CIA lurked in the house.Exercises IIIUsing one or more of the constituency tests ( i.e. stand alone, move as a unit, replacement by a pronoun) discussed in the chapter, determine which boldfaced portions in the sentences are constituents. Provide the grammatical category of the constituents. 1. Tom found a lovely puppy in the house.2. The light in this room is terrible.3. Jack and Jerry are fighting over the bone.4. I gave a bone to Jack and to Jerry yesterday.5. I gave a bone to Jack and to Jerry today.6. Sam asked if he could play soccer.Exercises IVIn terms of C-selection restrictions, explain why the following sentences are ungrammatical:1. *Those women located.2. *Robert is fond that his children love animals.3. *The children laughed the man.4. *Lisa gave a book.Exercises VParaphrase and draw tree diagrams for each of the following sentences in two ways to show that you understand the ambiguity involved.1. The student is a dirty street fighter.2. They said she would go yesterday.3. The magician touched the child with the wand.4. Anna threw the book that Mary had been reading in the study.5. Who would you like to visit?Exercises VIAnalyze the following sentences, showing their structure is built up in a pairwise fashion by successive merger operations.(Assume that dont is a single word which belongs to the same category as words like must, might, etc., and that infinitival to sometimes (but not always)has a specifier/subject of its own).1. She is trying to solve the problem.2. I would imagine she has forgotten them.3. They dont seem keen to approve the plan to cut the budget.4. They are expecting you to contact them.5. He wants to try to help others.Exercises VIIThe tree diagrams below representing the structures of a variety of different sentences. For each of the five numbered positions in each structure, say what kinds of item (overt or covert) can occupy the position, and what determines the choice of item occupying each position.(a). IP D I (1) I VP (2) V IP (want) D I (3) I VP (4) V DP (buy) D(5) N (car)(b). IP D I (1) I VP might V IP (2) D I him I VP (3) V PP (4) P D (5) her.(c). IP D I (1) I VP (2) V IP knows D I he I VP (3) V PP rely P D (4) (5)(d). IP DP I D NP I VP (1) N PP (4) V PP leaders P DP voted P DP (2) D N (5) D N the (3) the bill Exercises VIIIDraw a separate tree diagram to represent the structure of each of the following sentences, using arrows to show what has moved from where to where, discuss the role played by traces in accounting for the syntax of these sentences.(1)a. what did you say had happened to who ? b. *who did you say what had happened to ?(2)a. The neofascists, I wouldnt want to win the election. b. *The neofascists, I wouldnt wanna win the election.(3)a. How many people do you wanna invite to your party ? b.*How many people do you wanna come to your party ?SUGGESTED ANSW