. Morphology. syntax
- 1. FACULTY: LINGÜÍSTICA CARRER: LINGÜÍSTICA APLICADA AL IDIOMA INGLÉS SUBJECT: MORPHOLOGY AND SYNTAX FORMAT: G#. ONE THEME: TASK N°-2 TEACHER: MG: CARLOS ESPIN STUDENT: MACHISACA CARCHIPULLA JUDITH LEVEL: FOURTH PERIOD: OCTOBER 2015 –FEBRUARY 2016 CUENCA – ECUADOR
- 2. N DetDetAuxAdv AdvAdv Aux VP V Conj Aux AdvAdv Aux VP V V P N P N P N P P P V P ACTIVITY 2. 1. Syntax Nouns and Noun phrases Watch the video “Syntax - The Formal Analysis of Sentences (VLC Series #1)” and identify its parts. According to the video of Professor Handke explains about the analysis sentences that applies the principles parts the compressive grammar of the English language. Through, the syntactic analysis task to identify a sentence. For instance: Perhaps you will never find a job as a linguist, but you should at least try. Therefore, we will analysis that classes we will identify word classes (categorical analysis), phrasal categories (constituent analysis), clauses (clausal analysis) and finally the definition of the sentence type. First word classes we can find which the sentence contains four nouns such as: job, linguist and two pronouns which are subsumed. By the terminus a job, a linguist in this case the indefinite article a and then we have 3 adverbs perhaps, never and at least this has different functional, the auxiliary verbs will and should, which are both verbs last find and try. Lexical elements are as which can be analyzed as a preposition and but that is a conjunction this is a simple categorical analysis. Perhaps you will never find a job as a linguist, but you should at least try. Second, phrases in the sentence we can identify those elements in different colors that are noun phrases two are simple and two have pre -modifiers in their case determine a the noun phrase and as modify a propositional phrase. Finally, we have two cases it is modified by auxiliary verb and sentence is modified by verb phrase. Perhaps you will never find a job as a linguist, but you should at least try. N NN N N Det NNDet
- 3. N DetDetAuxAdv Adv Adv Aux VPV Conj Clause 1 Clause 2 Contain Adv Adv Adv Aux AuxV VDet DetP Conj Are N P N P N P N PN P P P V P V P Clause 2Clause 1 Perhaps you will never find a job as a linguist, but you should at least try. Example: Possibly Danny will never find a job as a writer, but he should at least try. ACTIVITY 2. 2. Verbs and Verb Phrases a.- Write a summary of the verb tense and aspect and write examples. Read pages from 25 to 33 (chapter 3) and develop the activity. Write examples The verb tense and aspect are seen as grammatical categories of verbs. Indeed, as verbs display morphological variation in languages, consider the lexeme go. Because it is a verb, we expect it to have a past tense form, and this expectation is not disappointed. Surprisingly, what functions as the past tense form, namely went, is phonologically quite dissimilar to the verb’s other forms go, goes, going N NN Syntactic Analysis of Sentences WORD CLASSES Two Nouns: job and writer. Two Pronouns: Danny, He Articles: a Adverbs: Possibly, never, at least. will, should Find, try Preposition: as. Conjunction but NOUN PHRASES Two are simple Two have pre –modifiers Two Clauses N NNN
- 4. and gone. Therefore, the term given to this phenomenon is suppletion; go and went are said to be distinct roots hence distinct morphemes, standing in a selective relationship as representatives, in different grammatical contexts, of one lexeme. Nevertheless, this view of suppletion, as a relationship between roots rather than between allomorphs, is consistent with the ‘concrete’ view of allomorph outlined just now in relation to the plural suffixes. From the point of view of allomorph, it may seem that go and went- stand in just the same relationship as the plural suffixes -s, -en, -ae and -i; hence, if the term ‘suppletion’ is used for the former relationship, it should be used for the latter too. Moreover, tense refers to the absolute location of an event or action in time, either the present or the past. It is marked by an inflection of the verb. For instance: Present tense: Daniela runs in the park Past tense: We walked to school Future tense: Lisa will dance tomorrow. Present continuous: She is going to walk to school tomorrow. Present Perfect Simple: He has already eaten breakfast today. Aspect refers to how an event or action is to be viewed with respect to time, rather than to its actual location in time. We can illustrate this using the following examples: Past tense: Danny fell in love on his nineteenth birthday. Present Perfect Simple: Mary has fallen in love (b) The distinction between third person and other persons (first person ‘I’ and person ‘you’) in the present tense of verbs. THIRD PERSON OTHER PERSONS When a verb is used with the pronouns he, she, and it and with singular nouns, we may change the spelling of the verb. For example: When a verb is used with I, We, You or They or plural nouns the spelling is not changes. For some verbs, we add an s at the end of the verb. He wants to be a dentist. I learn English. We live in New York.
- 5. For verbs that end with a y. If there is a consonant before the y, we drop the y and add an ies. If there is a vowel before the y, we add an s before after the y. She studies English Danny plays the guitar. You teach English. For verbs that end with o, s, z, sh, ch or x, we add es to the end of the verb The earth goes round the sun. They work in the bank. (c) The distinction between singular and plural in the past tense of verbs. Verbs that are past tense will not change form to indicate singular or plural verbs. Most verbs are made past tense by adding -ed. Some irregular verbs have a different spelling for past tense such as the word run, which becomes ran in past tense. For instance: Singular Plural I visited Sister last week. We visited Mom last week. You ran in the park yesterday. You ran in the park yesterday. He, she, it walked 1km to school every day. They walked 1km to school every day (d) The distinction between third person and second person in the plural forms of verbs. Singular Plural Second person You write a letter. Second person You write a letter. Third person He, she, it writes a letter. Third person They write a letter. b. Analyze the video “Syntax - The Function of the Verb, Part I – Tense”a write a summary of application. The function of the verb Functional categories can be associated with the verb tense, aspect, voice, mood and various types of modality the focus all. First, the lecture is on tense is a grammatical realizing issue of time by means of verbal inflection. Therefore, there are 3 stations of time such as: present time, past
- 6. time and the future time. Moreover, there are different views as to how define the exact relationship one view that time can be though as a simple line with a fixed point for the present moment in reality this point is moving anything ahead and all that point is in the future anything behind it is in the past this referential time to language, for the following reasons. In Latin has one specific tense each time category for example: Present tense in Latin ama-o-s (you love) the past tense amabas (you loved) future amabis (you will love). In present English situation is different. Because it has two options to refer to future time. Present tense Rules The state present John is tall. We live near Chicago. The state present is used with static verb tenses to refer to a single un broken state. The habitual present We go to New York every year. Mary drinks heavily. The habitual present is repetitive event. The instantaneous present Antonio passes the ball to Michael. I apologize for my behavior. The instantaneous present is used with dynamic absences to refer to a single event or with little on No duration. Present English has only two tenses present tense and past tense The historic present Just as we arrived …up comes Ben and slaps me… The simple present with past time reference Jack tells me that the position is still vacant. With future time reference The plane leaves at nine tonight. He’ll do if you pay him. The past tense is used to refer to situation set had a definite time in the past it is formed by the morphological operations the most common is: Affixation as loved, kissed, hated, hit, put Base change: took, sit- sat, had.
- 7. Past tense = Past time The state past I once liked reading magazines. The habitual past We spent our holidays in Italy when we were young. The event past The Normans invaded England in 1066 The bus left at 7 am. Past Tense = Non –past time Indirect speech She said that she knew you. The attitudinal Past Did you want to see me now? The hypothetical past If you knew him, you wouldn´t say that. Is there really no future tense in present day English the Future? Linguist does not talk about future tense as a former category in present day for the followings reasons: There is no particulate inflectional Mark A for denoting future time we have several options with go such as: will go, may go, is going, will be going so we can use an optional auxiliary. Therefore, there are several possibilities of expressing future time. In conclusion the video is a fundamental tool to learn these different functions of the verb that help to develop our knowledge in English language. Suppletion: go =went, be = was The bus Was going to Is going to Will leave Is about to Leaves Will be leaving Now At eight
- 8. The function of the verb Aspect Simple present: e.g. I study English. Present progressive: I am studying English. Present perfect: I have studied English. Present perfect progressive: I have been studied English. Expressed through modal verbs as well as through grammatical mood in English. Modality The duration of an event within a particular tense. A modal verb is a type of verb that is used to indicate modality – that is, likelihood, ability, permission, and obligation. English verbs are: can/could, May /might, must, will/would, and shall/should. Present Tense:grammatical realizing issue of time by means of verbal inflection. It is a form of the verb that is represented in English by either the third-person singular –s is inflection. For example: She likes chocolate. But the base form I/You/We/They like chocolate. Future tense is no separate inflection at ending. The simple future is usually expressed by placing the auxiliary will in front of the base form of a verb such as: I will travel tonight. Other ways to express the future include “but are not limited to” the use of: 1.-a present form of be plus going to: We are going to leave. 2.-the present progressive: They are leaving tomorrow. Verb Tense Are Past tense can be regular verbs that simply end added a "d" or an "ed" or they can be irregular and change their spelling to show the past tense. For examples: He lived in New York. Angela watched TV all night. They went to the library. The mood Refers Are The indicative mood allows speakers to express assertions, denials, and questions of actuality or strong probability. For example: The statement: I read the book. The question: Did you read the book? The expression of relationships between the predicate and nominal functions, English has two voices: Voice Has three moods IsCan be Active voice, the subject performs the action of or acts upon the verb and the direct object receives the action of the verb. For example: The professor teaches the students. John repaired the car. The subjunctive mood expresses commands, requests, suggestions, wishes, etc. that are contrary to fact at the time of the utterance. For instance: If I were your position, I would do the same. Passive voice, the subject receives the action of the transitive verb. For example: The students are taught by the professor. The car was repaired by John. The imperative mood allows speakers to make direct commands, express requests, and grant or deny permission. Sit on the sofa. Let me go to bed.
- 9. ACTIVITY 2.3. Sentence Patterns: Make a graphic organizer of the entire Syntactically Sentence Patterns. Including an example of each Syntactically Sentence Patterns Parts of speech expressions of the same grammatical category can generally substitute for one another without loss of grammaticality Word classes or Lexical categories. NOUN ADVERBSADJECTIVEVERB Two Word forms: Singular and plural S in the regular suffix for forming plurals e.g. dogs other nouns change in the vowel of the root e.g. Singular woman Plural: women, But there is also whose plurals display no even a vowel change e.g. Sheep / fish deer trout. .-Traditionally: Action (sometimes state). .-Contain: –can combine with auxiliary verbs can, will,might,etc. or to. –can agree with the subject –takes tense (-ed), aspect (-en) affixes –can take an object. .-Traditionally: Person, place, or thing. .-Contain: -modified by Adjectives -follow determiners (the, a, this, etc. or the possessive my, your, etc.) -can be singular or plural -can’t take an object .-Traditionally: locations, space,directions .-Contain: –take no morphology –can take an object –can be modified by right .-Traditionally: Modifier of anything other than a noun. •-Contain: –Takes -ly suffix –Cannotappear where adjectives often appear (e.g. between determiner and noun.) –Can appear between Subject and Aux .-Traditionally: State (modifying),qualities, attributes •-Contain: –modifies noun(and follows determiner) –can’t take an object –Takes derivational affixes like -ish, -some. PREPOCITION Transitive verbs are ones with an “object” noun phrase, usually indicating the thing or person that is the goal of the action of verbs; e.g. please bring me a glass of milk. Intransitive verbs it will not have a direct object receiving the action. Example: James went to the campus café for a steaming bowl of squid eyeball stew. Adverbs are morphologicallycomplex withoutcontaining ly (nowhere,everywhere).e.g. I wantto play football; however, I want to swim first. Comparative: Mary played the tune more lyrically than Joana. Superlative He played the tune most lyrically. Preposition of time: We waited till / until half past six for you. Preposition of place: The town lies halfway between Rome and Florence. The grammatical words e.g. big, bigger , biggest to express the positive, comparative and superlative all these exhibit a regular pattern of suffixation with er and est, except for better and best, which are superlative. (Combines withAuxiliaryverb) -John can play the guitar. (Combines with to) -she wants to wash the car. (Inflects for tense or aspect) -He has eaten an apple. -she walked in the street yesterday. (Can take an object) -John ate dinner.
- 10. Examples: Adverb clause it’s the presence of this subordinate as. As the iceberg brushed by, chunks of ice fell into the cabin. It’s a group of words with both the subject and verb. Adverb clause Example: While he scrubbed the sidewalk, I stood there throwing the ball at the apartment building that faced the street. Adverb clause Example: (Though it was bling, I couldn’t kill it,) and yet I knew it would have a hard time to live. Adverb clause ACTIVITY 2. 4. Relativization a.- Watch the video about adverb clauses and get the main points of it. The adverb Clause A dependent clause that modifies another clause and independent clauses that needs to latch on a core sentence or in independent clause and these dependent clauses modify another clause. First, these words are called subordinating teeing conjunctions in this group there are three groups: 1. - after, as, before, when, while, until. 2. - because, since. 3. - although, if. First group: at the beginning after, as, before, ect. each adverb clause and answered the question when there’s something occur when miss something or happen. Third group: although, if answers the question under what condition there’s the something happen now again these would be better illustrated with some examples Second group: because, since. They answered a question why so again these clauses attach themselves to an independent clause and gave that additional information. s V This purpose: of this adverb clause modify us this second class here of the independent clause. VsWhen This is actually a complex compound sentence because we're taking a look at the adverb clause though it was blinded is your adverb clause independent clauses.
- 11. b. List the relative pronouns and relative adverbs. RELATIVE PRONOUNS RELATIVE ADVERBS. A relative pronoun is used to connect a clause or phrase to a noun or pronoun. You see them used every day with the most common relative pronouns being: who, whom, which, and that. Examples: I told you about the woman who lives next door. I was invited by the professor whom I met at the conference. She doesn’t like the table that stands in the kitchen. A relative adverb is an adverb which introduces a relative clause. The English relative adverbs are: where, when, whenever and wherever. Examples: The house where I live in is very small. I will never forget the day when I met Jane. Susie takes her cell phone wherever she goes. I read books whenever Iget time. c. Draw a table chart with the six kinds of clauses by explaining the function of a relative clause in a sentence. Write examples for each one. Relative clauses Clauses with subject Pronouns One of the syntactic forms of relativization is the addition of a relative clauses as a postnominal modifier of a noun phrase. A full relative clause is introduced by a relative pronoun, such as who, whom, which, or that, or the relative possessive whose. The relative pronoun who, which and that are used as the subjects in these clauses, these clauses have subject reactivation. Jane didn’t see the man who was standing in the shadows. It is important to understand that a relative clause expands a noun phrase; It doesn’t function as a sentence constituent as does an adverbial clause. Jane / didn’t see/ the man who was standing in the shadows. The NP, or direct object, in the sentence above is the man who was standing in the shadows. The noun phrase has a define article, a head noun, and a relative clause modifier of the noun. The man who was standing in the shadows. NP V (Relative clause) NP (head noun)(+def art)
- 12. The two underlying sentence are Jane didn’t see the man and the man was standing in the shadows. The first the main proposition it is called the matrix sentence. The second sentence provides specificity and more clearly identifies one of the arguments ( nouns) of the sentence (in this case, the man). This is the insert sentence that is embedded into the matrix. Matrix: Jane didn’t see the man. Insert: the man was standing in the shadows. Jane didn’t see the man (the man) was standing in the shadows. The appropriate relative pronoun replaces the identical NP in the insert sentence, which is inserted after the NP that is it referent in the matrix sentence. The relative clause may be medial that is it maty expand or be a modifier of a noun other that one at the matrix sentence for instance: The boy who was late to class/ makes/ good grades. Matrix: the boy makes good grades. Insert: the boy was late to class. Clause with whose The relative word whose functions as a possessive determiner in a noun phrase because it replaces a possessive noun modifier in the phrase. Clause with whose may be either final or medial, and they modify or elaborate a noun phrase as do other relative clause. The children felt sorry for Don whose dog ran away. The matrix and insert sentences for the first sentence are as following: Matrix: the children felt sorry for Don. Insert: Don’s dog ran away. The relative clause with whose. in addition to representing the second proposition in the deep structure also represents a third proposition with the relationship of possessor- process- patient (Don had a dog) The relative pronoun may replace the object or NP in the insert sentence. this results in clauses that are more difficult to interpret who NP NPV
- 13. Clause with object pronouns correctly for example: Bot is dating the girl whom he met at a party last month. This sentence the relative pronoun is the object of the verb in the clause ; it replaces an NP that is the object of the insert sentence. Sentence then are said to have object relativization. Matrix: bob is dating the girl. Insert: Bob met the girl at a party last month. Matrix: The ring was valuable. Insert: Mary lost the ring. To relative the Insert sentence, two ( or three) operations are necessary: a relative pronoun replaces the identical NP and the relative pronoun is moved to the front of the clause. Wh en the insert sentence has two shared nouns rather that only one, a pronominalization transformation is also necessary. Insert: Bot met the girl at a party last month. Rel pro (and pronominalization) He met whom at a party last month Rel pro movt: Whom he met at a party last month An added difficult in understanding sentence with clauses having object pronouns may result from the optional deletion of the relative pronoun. All of the above sentences contain the operations relative pronoun insertion, rel pro movement, and rel pro deletion. Insert: Mary lost the ring. Rel pro: Mary lost that Rel pro movt: That Mary lost Clause with prepositions The relative pronoun may replace an indirect object or the object of a preposition in a phrase that is a location, time, etc., adverbial in the insert sentence. The girl to whom he gove his fraternity pin dates other boys. Matrix: the girl dates other boys. Insert: he gave his fraternity pin to the girl. Object (Object)
- 14. The operation used to generate with pre-fronted relative clauses include the following: Clause: He gave his fraternity pin to the girl Rel pro insertion He gave his fraternity pin to whom Rel pro+ prep movt: To whom he gave his fraternity pin. Clauses with Where and when: Relative clauses introduced by where and when represent an alternative means of reactivation insert sentences in which the relative pronoun would replace the object of a preposition in an adverbial of place or time . In this case, the where and when function as adverbials and may be referred to as relative adverbs. My family made a trip to Mt. Vernon where Washington had lived Matrix: My family made a trip to Mt Vernon Insert: Washington had lived at Mt. Vernon Rel adv insertion: Washington had lived where Rel adv movt: Where Washington had lived. Clauses with relative adverbs can be distinguished from location and time adverbial clauses since (a) there is always a referent immediately preceding the relative adverb and (b) the clause is part of a NP or prepositional phrase rather than an added sentence constituent. Note the differences between the adverbial clauses and the relative adverb clauses in the following sentences. Rel adv: Mary / loved / the state where she lived as a child. Rel adv: Joe / arrived / in the morning when we were asleep. Adv cl: Mother / leaves / her keys / where she can’t find them. Adv cl: The men / jog / when the weather is pleasant. Restrictive and Nonrestrictive Clauses Restrictive clauses restrict the meaning of the NP that they modify. They are used to more clearly identify the person, place, or thing referred to Nonrestrictive clause provide additional information. A nonrestrictive clause are easily identify because they are set off by commas. In speech the intonation pattern of the sentence is different, with pauses used where the commas appear in writing. Nonrestrictive: My brother, who is an engineer, will be in Washington next week. Restrictive: My brother who is an engineer will be in Washington next week. NP V NP NP NP NP NP V V AdvV Adv Adv
- 15. In the first sentence the nonrestrictive clause provide the listener or reader with additional information. This clause is encoded as a separate sentence. When one takes the meaning into account, it is not really tied to the NP as a post nominal modifier. This meaning is not conveyed in the sentence with the nonrestrictive clause. In some sentences the semantic difference in clauses that are restrictive as opposed to nonrestrictive appears greater. Restrictive Multihandicapped children who are retarded should not be mainstreamed. Nonrestrictive Multihandicapped children, who are retarded, should not be mainstrearned. The first sentence implies that only those multihandicapped children who are retarded should not be mainstreamed. The second sentence implies that all multihandicapped children are retarded and that they should not be mainstreamed. Relative clauses with deletion When the relative pronoun replaces a direct object or object of a preposition, it may be deleted. This leaves the clause intact except for the relative pronoun. Jerry bought all the books he needed for the semester. The subject, the verb, and adverbials that modify the verb other than the one containing the relative pronoun, remain in the clause. In all of the sentences, the pronoun (that), if it had been inserted would have been moved to the beginning of the clause.
- 16. ACTIVITY 2. 5. Nominalization and Complementation a) Make a chart about the Nominalization and Complementation Infinitive Nominalization Infinitive complementation Infinitives are verbal’s (verb forms) represent the action, process, or state. In a proposition in the deep structure, they are usually introduced by to in the surface structure, except in those cases in which is deleted by means of either an obligatory or optional deletion. Infinitives may be active or passive voice, and progressive, perfect, or perfect progressive aspect. To go Simple active infinitive To be going Progressive active To have gone Perfect active To have been going Perfect progressive act. To be went Passive To have been gone Perfect passive Infinitive phrases may contain all the constituents of predicates for instance: of infinitive phrase contain the constituents found in the predicates of basic sentences. Patter 1 V Adv. To eat /all morning Patter 2 V NP Adv. To have been playing / soccer / this fall. Patter 3 V Adj. V Adj. To be / happy; to feel / upset Patter 4 V NP V NP To be / a doctor; to become / a surgeon Patter 5 V Adv. To have been / at the lake Verb phrase Complements: Infinitive Verb phrase complements: NP+ infinitive Infinitive phrases most often serve as objects of a verb, either immediately following the verb or following noun phrase that is the subject of the embedded sentence. One of the most frequently used forms of complementation is embedding of a proposition with the same subject as the main proposition. The boys like to swim in the ocean. ( the boys like something, the boys swim in the ocean) Mary wanted to babysit for Mrs. Brown. (Mary wanted something, Mary babysits for Mrs. Brown) the complementation for… to introduce infinitive complements with an obligatory deletion of for + the identical NP when the Some of the verbs in the preceding list may be followed by a noun phrase plus an infinitive complement. In embedding of this type, the subject of the embedded proposition is a person or thing other than the subject of the main verb. - Joe wants the boys to play football. In this sentence, Joe is the subject of wants, and the boys is the subject of the infinitive containing the verb play in the embedded proposition. The boys play football, is nominalized as the boys to play football and is used as a complement of the main verb want. The verbs from the preceding list that may be followed either directly by an infinitive or by an NP+infinitive include beg, choose, dare, expect, need prepare, promise, and want. Bill want to wash the car NP= infinitive phrase Bill wants Tom to wash NP=NP+ infinitive
- 17. subject of the infinitive is the same as the subject of the main verb- The boys like (for the boys) to swim. In infinitive complementation of this types , there are restrictions as to the verbs that can be followed by infinitive. Some of the commonly used verbs that carry the feature of catenation fir infinitives are listed below. When an infinitive immediately follows the verbs as the direct object, the subject of the infinitive is the same as the subject of the main verb. The proposition sentences with infinitive embedding immediately: The children want to play outside. Proposition: the children want ( something) Experiencer- process- complement Proposition: the children play outside Mover –action- location The noun phrase, the children, is the subject of both the main verb want and of play, the verb in the embedded proposition. The phrase to play outside is nominalization of the children play outside, and it is used as the complement (direct object) of the verb want. I like to eat I want to eat. I started to eat. I tried to eat. Verbs with (+ catenation) Agree decide intend refuse attempt Deserve like remember Beg expect Love start Begin Fail need threaten Cease forget Plan try choose happen prepare want Continue Hope Promise Wish. the car. phrase In the second sentence, the NP (Tom) plus the infinitive phrase functions as the object of the verb. Should a personal pronoun be used rather than its noun phrase referent, the pronoun must be the accusative case- Bill Want me to wash the car (accus pro+inf phrase). Some others verbs requiring an NP+ infinitive complement are given in the following list. In this case you can use the test pattern I-----(Who/ what) to what?- I taught Mary to swim; I tempted the child to eat. Advise Direct send allow forbid teach challenge Force Tempt command Remind warm Example: Dad may allow the boys to drive the car. The teacher warned the children to obey the patrol boys. Jane forced herself to eat the cake. The proposition in the deep structure for the sentence Dad may allow the boys to drive the cars are as follows. Dad (may) allow (something) the boys drive the car Experiencer- process- complement. Agent-action-patient When the embedded proposition expresses the relationship of Entity- stative- artribute, there may be an optional deletion of the infinitive. Verb phrase complements: Infinitive of phrases Verb phrase complements: Quasi-Modal + Infinitve In sentence with infinitive of purpose embedding, the infinitive phrase functions as adverbial of reason: it answers the questions. Have to and (be) going to are quasi-modals. They are alternative ways of expressing must or will
- 18. Why We/ drove / to Baltimore / to see a movie. Dick sold one of his cars in order to play the hospital bills. The last sentence contains a variation of the infinitive of pronoun. The phrase is introduced by in order to rather than only to .Infinitive of purpose may be shifted to the beginning of the sentence by means of the adverbial proposing transformation , as is show in the second are the same. In determining the propositions in the deep structure for sentence with infinitives of purpose. Someone drove to Baltimore (for some reason) Mover-action-location- reason Someone saw a movie Experiencer-process- complement. As the infinitive of reason serves as an adverbial complement of the verb and does not function as a noun phrase, it is not a nominalization. (shall). These quasi-models include the to marker of the infinitive and introduce infinitive phrase into sentences as complements of the verb. Another quasi-modals a substitute for should, is ought to. Example: The girls are goingto leave soon. = the girls w ill leave soon I have to wash my hair = I must wash my hair. Shirley ought to stay home. = Shirley should stay home. Sentences with quasi-modals. Cannot be considered to include an embedded proposition as there not two verbs. The be going to and ought to are not verbs. But alternative auxiliaries. The main verbs in the thre examples are leave, wash, and stay. NP V Adv The girls / are going to leave/ soon. NP V NP I/ have to wash/ my hair. b) Make a chart about function of infinitives in Sentences. Infinitives as predicate Nominatives Infinitive as subjects Infinitive phrase also serve as complements of the copula verb when they functions as a predicate nominative (NP) The secondary proposition is nominalized as an infinitive phrase and inserted into the empty slot that would be occupied by a noun phrase (the predicate noun) after the stative verbs be. For example: NP V NP John’s favorite exercise/ is / to jog around Haines Point. NP V NP Jim’s wish/ was / for his son to be admitted to Annapolis. Another instance of infinitive nominalization occurs when the secondary proposition becomes an infinitive phrase or for +NP+ inf phrase and functions as the subject of the sentence. The infinitive in the subject position, as shown in the first sentence below is not used frequently. Most speakers prefer the participle nominalization. NP To jog around the park / is / john’s favorite exercise. NP For Mary to have completed the paper on time/ was/ a surprise. The two propositions in the second sentence are. (Something) was a surprise Entity-stative-equivalent- Mary completedthe paper on time. Experiencer-proccess- complemnt-time. In this case the first proposition that the empty slot was the subject, which , in the surface structure, is filled with an infinitive phrase.
- 19. Infinitive as adjective complements Infinitive as noun Phrase Complements Infinitive may expand adjectives that sentences constituents, provided that the adjective is one which has catenation for infinitives. Afraid happy sorry eager Ready wise Example: The girl was eager to go to New York. Jason was wise to wear a cost. The adjective constituent of the first sentence is eager to go to New York. The propositions in this sentence are the girls were eager and the girls go to New York. Infinitive may be embedded in noun phrase elaborate the noun phrase and providing for the combining of two (or more) proposition in a single sentence. The for… to compleinentizer is used with the for + NP deletion in those instances when the subject of the embedded proposition is understood or is the same as the subject of the main proposition. For example: This year is the time for us to invest in a house. Mary was excited about the opportunity for her brother to intern in New York The presiding sentences, a noun phrase in any position in a sentence may be elaborated by embedding another proposition by mean of infinitive complementation. c) Write the Syntactic Function of Infinitives next to the sentences on page Syntactic Function of Infinitives Sentences NP V NP2 Billy / heard / the phone ring only once. NP V NP2 June / wants / to live in Colorado where she can ski. NP V NP2 Adv Adv. Mother / is going to bake / a cake / for Tom / tomorrow. NP V Adj. To leave during rush hour/ would be / unwise. NP V Adv Adv. The girls / are going / to Francine’s/ to study for finals NP V Adv. Jerry / was / too upset to study. NP V NP2 April / is / the month to come to Washington.