scholarly journals Conditional clauses, Main Clause Phenomena and the syntax of polarity emphasis

2012 ◽  
pp. 133-168 ◽  
Author(s):  
Lieven Danckaert ◽  
Liliane Haegeman
Keyword(s):  
Main Clause

Interpretations of embedded pragmatic scalar modifiers

2017 ◽  
Author(s):  
Osamu Sawada
Keyword(s):  
Main Clause ◽  
Distinctive Property ◽  
Scalar Modifiers ◽  
Embedded Clause

Chapter 8 investigates the interpretation of embedded pragmatic scalar modifiers and considers the semantic mechanism behind subject- and speaker-oriented interpretations of embedded pragmatic scalar modifiers and CIs. For a subject-oriented reading, it is argued that there is a shift from a CI to a secondary at-issue entailment at the clausal level when the embedded clause combines with an attitude predicate and has a subject-oriented reading. For a speaker-oriented reading of embedded pragmatic scalar modifiers, it is claimed that the lower-level pragmatic scalar modifiers have the distinctive property of projection: unlike higher-level pragmatic scalar modifiers/typical CIs, lower-level pragmatic scalar modifiers can project out of the complement of a belief predicate only if there is a speaker-oriented modal in the main clause. This chapter shows that the interpretation of embedded pragmatic scalar modifiers is not only a matter of context and involves semantic and pragmatic mechanisms.

scholarly journals Reanalysis processes in non-native sentence comprehension

2021 ◽  
pp. 1-14
Author(s):  
Hiroki Fujita ◽  
Ian Cunnings
Keyword(s):  
Eye Movement ◽  
Sentence Processing ◽  
Noun Phrase ◽  
Sentence Comprehension ◽  
Memory Trace ◽  
Main Clause ◽  
Direct Object ◽  
Subordinate Clause

Abstract We report two offline and two eye-movement experiments examining non-native (L2) sentence processing during and after reanalysis of temporarily ambiguous sentences like “While Mary dressed the baby laughed happily”. Such sentences cause reanalysis at the main clause verb (“laughed”), as the temporarily ambiguous noun phrase (“the baby”) may initially be misanalysed as the direct object of the subordinate clause verb (“dressed”). The offline experiments revealed that L2ers have difficulty reanalysing temporarily ambiguous sentences with a greater persistence of the initially assigned misinterpretation than native (L1) speakers. In the eye-movement experiments, we found that L2ers complete reanalysis similarly to L1ers but fail to fully erase the memory trace of the initially assigned interpretation. Our results suggested that the source of L2 reanalysis difficulty is a failure to erase the initially assigned misinterpretation from memory rather than a failure to conduct syntactic reanalysis.

Taking time with the tough-construction

2021 ◽  
pp. 1-36
Author(s):  
JOHN GLUCKMAN
Keyword(s):  
Movement Analysis ◽  
Main Clause ◽  
Syntactic Analysis ◽  
English Syntax ◽  
Insight Into ◽  
The Way

I provide a syntactic analysis of the take-time construction (It took an hour to complete the test). The investigation provides insight into well-known issues concerning the related tough-construction. Using a battery of standard syntactic diagnostics, I conclude that the take-time construction and the tough-construction require a predication analysis of the antecedent-gap chain, not a movement analysis. I also conclude that the nonfinite clause is in a modificational relationship with the main clause predicate, not a selectional relationship. Broadly, this study expands the class of tough-constructions, illustrating crucial variation among predicates, and pointing the way to a unified analysis. The investigation also reveals undiscussed aspects of English syntax, including the fact that English has a high applicative position.

scholarly journals A taxonomy of antonymy in Arabic: Egyptian and Saudi proverbs in comparison

2021 ◽  
Vol 7 (1) ◽  
pp. 200-222
Author(s):  
Hamada Hassanein ◽  
Mohammad Mahzari
Keyword(s):  
Main Clause ◽  
The Other ◽  
Subordinate Clause ◽  
Future Research ◽  
Case Marking ◽  
News Discourse ◽  
Discourse Functions ◽  
Syntactic Frames

Abstract This study has set out to identify, quantify, typify, and exemplify the discourse functions of canonical antonymy in Arabic paremiography by comparing two manually collected datasets from Egyptian and Saudi (Najdi) dialects. Building upon Jones’s (2002) most extensive and often-cited classification of the discourse functions of antonyms as they co-occur within syntactic frames in news discourse, the study has substantially revised this classification and developed a provisional and dynamic typology thereof. Two major textual functions are found to be quantitatively significant and qualitatively preponderant: ancillarity (wherein an A-pair of canonical antonyms project their antonymicity onto a more important B-pair) and coordination (wherein one antonym holds an inclusive or exhaustive relation to another antonym). Three new functions have been developed and added to the retrieved classification: subordination (wherein one antonym occurs in a subordinate clause while the other occurs in a main clause), case-marking (wherein two opposite cases are served by two antonyms), and replacement (wherein one antonym is substituted with another). Semicanonical and noncanonical guises of antonymy are left and recommended for future research.

scholarly journals French adverbial clauses, rescue by ellipsis and the truncation versus intervention debate

Probus ◽  
2015 ◽  
Vol 27 (1) ◽  
Author(s):  
J.-Marc Authier ◽  
Liliane Haegeman
Keyword(s):  
Main Clause ◽  
Left Periphery ◽  
Empirical Basis ◽  
Relativized Minimality ◽  
Adverbial Clauses

AbstractThis paper investigates the restrictions on movement to the left periphery found in non-root environments such as French central adverbial clauses and argues that an analysis of main clause phenomena based on intervention/Relativized Minimality is to be preferred to one based on structural truncation. The empirical basis for this claim consists of an examination of some asymmetries between French infinitival TP ellipsis and infinitival TP Topicalization. Adopting Authie's (2011) approach to TP ellipsis whereby the to-be-elided TP undergoes fronting in the computational component but fails to be spelled out at PF, we argue that these asymmetries follow from the fact that in French, while a spelled out fronted TP is an intervener for

Examining individual variation in learner production data: A few programmatic pointers for corpus-based analyses using the example of adverbial clause ordering

2020 ◽  
pp. 1-21
Author(s):  
Stefan Th. Gries ◽  
Stefanie Wulff
Keyword(s):  
Native Speakers ◽  
First Language ◽  
Main Clause ◽  
Subordinate Clause ◽  
Production Data ◽  
Subordinate Clauses ◽  
Chinese Learners ◽  
Adverbial Clauses ◽  
Adverbial Clause ◽  
Temporal Adverbial

ABSTRACT This study examines the variable positioning of a finite adverbial subordinate clause and its main clause with the subordinate clause either preceding or following the main clause in native versus nonnative English. Specifically, we contrast causal, concessive, conditional, and temporal adverbial clauses produced by German and Chinese learners of English with those produced by native speakers. We examined 2,362 attestations from the Chinese and German subsections of the International Corpus of Learner English (Granger, Dagneaux, Meunier, & Paquot, 2009) and from the Louvain Corpus of Native English Essays (Granger, 1998). All instances were annotated for the ordering, the subordinate clause type, the lengths of the main and subordinate clauses, the first language of the speakers, the conjunction used, and the file it originated from (as a proxy for the speaker producing the sentence so as to be able to study individual and lexical variation). The results of a two-step regression modeling protocol suggest that learners behave most nativelike with causal clauses and struggle most with conditional and concessive clauses; in addition, learners make more non-nativelike choices when the main and subordinate clause are of about equal length.

scholarly journals Read Like a Roman: Teaching Students to Read in Latin Word Order

2018 ◽  
Vol 19 (37) ◽  
pp. 17-29
Author(s):  
Katharine Russell
Keyword(s):  
Word Order ◽  
Reading Skills ◽  
Main Clause ◽  
Real Possibility ◽  
Fluent Reading ◽  
Latin Word ◽  
Starting Point

For countless students of Latin (myself included), prevailing memories of Latin instruction involve being taught to unpick Latin sentences by racing towards the verb and securing the meaning of the main clause before piecing together the rest. However, this ‘hunt the verb’ approach, where one's eyes are jumping back and forth in search of the resolution of ambiguity, is not necessarily conducive to fluent reading of Latin (Hoyos, 1993). If, as so many textbooks and teachers vouch, we are aiming to unlock Roman authors for all students to read, then we need to furnish them with the skills to be able to read Latin fluently, automatically and with enjoyment, not engender in them a process more akin to puzzle-breaking. I chose to experiment with teaching students to read Latin in order, firstly because, as Markus and Ross (2004) point out, the Romans themselves must necessarily have been able to understand Latin in the order in which it was composed as so much of their sharing of literature happened orally. Indeed, as Kuhner (2016) and others who promote the continuation of spoken Latin have argued, this is still a very real possibility today. And secondly, because it is a skill which I, and others, believe to be teachable (Hansen, 1999; Markus & Ross, 2004; Hoyos, 2006; McCaffrey, 2009). Not only that, but whatever our starting point, Wegenhart (2015) believes that by encouraging these reading skills early, we can encourage our students to be ‘expert’ readers who will be able to enjoy reading Latin long after they have been through their exams.

scholarly journals La posición de las cláusulas temporales con cuando

2021 ◽  
Vol 9 (1) ◽  
pp. 7-41 ◽  
Author(s):  
Lilián Guerrero ◽  
◽  
Rebeca Gerardo-Tavira ◽  
Keyword(s):  
Initial Position ◽  
Main Clause ◽  
Syntactic Complexity ◽  
Order Variation ◽  
Temporal Clauses ◽  
Adverbial Clauses

Previous typological studies have shown that temporal clauses, unlike other adverbial clauses, can occur before or after the main clause, and this order variation has been observed across languages and within the same language. In the case of Spanish, some studies have found that temporal clauses tend to occur at the beginning of the clause. In this paper, we extend the assumptions of typological studies into the analysis of temporal clauses introduced by cuando ‘when’. Based in used data, we found that the initial position is preferred in oral data, while both positions are equally common in writing data. We examine some semantic, syntactic, and pragmatic motivations that, together, may explain this order variation: the semantic nature of cuando, sequential iconicity, length, and syntactic complexity, as well as pragmatic order.

scholarly journals Right-dislocation in Catalan: Its discourse function and counterparts in English

2007 ◽  
Vol 7 (2) ◽  
pp. 203-219 ◽  
Author(s):  
Laia Mayol
Keyword(s):  
Emotional Content ◽  
Main Clause ◽  
English Text ◽  
Corpus Study ◽  
Discourse Function ◽  
Structure Information ◽  
Information Packaging ◽  
Canonical Order ◽  
The Right ◽  
Previous Sentence

This paper presents a corpus study of right dislocation (RD) in Catalan and discusses crosslinguistic differences of information packaging between English and Catalan. The Catalan corpus consists of 93 RDs which have been coded according to three parameters: (1) the point where the entity in the right-dislocated constituent had appeared in the discourse, (2) consequences of eliminating the right-dislocated constituent and (3) consequences of restoring the canonical order. I argue that RD in Catalan is a means to structure information in a coherent way by displacing old information from the main clause. Three main types of RDs can be found: (1) RDs which activate an entity which was no longer accessible in the discourse and make it highly salient, while still marking its discourse-old status; (2) RDs which make explicit an implicit, never textually mentioned, referent and places it in a discourse-old information position. (3) RDs referring to entities mentioned in the previous sentence. Such RDs convey an additional meaning, some ‘emotional content’, having to do with the expression of opposition or emphasis. In order to analyse crosslinguistic differences, an English text and its Catalan translation have been used. The Catalan translation contained 42 instances of RD, while the English text contained none, which shows that the two languages use different strategies to encode information packaging. The Catalan translation uses RDs mostly in cases in which the English original repeats the same phrase in two consecutive utterances and in utterances which convey contrast or opposition.

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