By Youngmi Jeong
Applicatives is worried with the syntax of buildings that comprise arguments that go beyond the conventional subject-object characterization, and the way the syntax of such structures yields the interpretive results that earlier study has pointed out. on the empirical point this quantity treatments the inadequacies and barriers of past debts via featuring a extra nuanced view of all of the components that input into the syntax and semantics of applicatives. on the theoretical point, this ebook deals empirical arguments for numerous theoretical innovations at present entertained within the minimalist application, between which circulation into theta-position, a number of agree, anti-locality, and a really derivational view on successive cyclic stream.
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Extra resources for Applicatives : structure and interpretation from a minimalist perspective
Once this is done, the applicative phrase can be merged either below or above the v-phrase. If it is merged above the v-phrase, it gives rise to the familiar high applicative structure, as shown in (ic). SYNTAX OF APPLICATIVES 37 relationship between the high applicative and VP in both cases. A high applied argument will c-command the theme if merged upwards, and will be c-commanded by the theme if merged downwards. (8) a. HApplP 2 IO HAppl’ 2 HAppl VP 2 V DO VP 2 V HApplP 2 DO HAppl’ 2 HAppl IO b.
C. d. Ibíryoi bi-rá-hé-er-w-a umugabo ti n’ûmugóre food it-PR-give-BEN-PASS-ASP man by woman ‘The food is given for the man by the woman’ Ishuûrii ry-oohere-j-w-é-ho ti igitabo n’úúmwáalímu. book by-teacher school it-send-ASP-PASS-ASP-LOC ‘The school was sent the book by the teacher’ *Igitaboi cy-oohere-j-w-é-ho ishuûri ti n’úúmwáalímu book it-send-ASP-PASS-ASP-LOC school by-teacher ‘The book was sent to the school by the teacher’ In a framework that treats the high applicative head as a phase, one would be forced to say that the identity of phases may vary from language to language, or even within one language.
This exam- 28 APPLICATIVES ple has an applied argument, íkárámu ‘pen’, and verbal morphology (-iish) indicating the instrumental thematic role of this argument. (46) Úmwáalímu a-ra-andik-iish-a íbárúwa íkárámu teacher he-PST-wrote-INST-ASP letter pen ‘The teacher is writing a letter with a pen’ The instrumental argument semantically modifies an event. Accordingly, it projects an event-modifying, ‘high’ applicative structure on top of VP containing the verb and DP. If this approach is correct, then the semantic constituency of the verb phrase in (46) is as in (47): the instrumental argument is merged with a VP denoting the letter-writing event.