Building Verb Meanings



Similar documents
Thematic Roles. Saeed: Chapter List of Basic Thematic Roles

THE SEMANTICS OF ASPECTUALIZERS IN ENGLISH. Tünde Nagy Debrecen University

QWALL 4 ACRYLIC SHOWER WALL INSTALLATION INSTRUCTIONS

Francis Y. LIN Alex X. PENG (School of Foreign Languages and Literatures / Beijing Normal University)

Year 3 Grammar Guide. For Children and Parents MARCHWOOD JUNIOR SCHOOL

SYNTAX: THE ANALYSIS OF SENTENCE STRUCTURE

Table of Contents Markers...1

McDonald s Kitchen Cleaning Instructions. Prepared for: Employees of McDonald s

Chapter 3 - Growing with Verbs. A verb that helps another verb is called a helping verb. It comes before the main verb to tell about the action.

Step 1: Come Together

Chapter 3 Growing with Verbs 77

Installing Window Trim and Door Trim

Homework Activities for Kindergarten

1 The English causative-inchoative alternation

First Grade Spelling Words

How to Install GoBoard:

2. SEMANTIC RELATIONS

Simple Present Tense. Simple Present Tense in the Negative. Grammar Practice Worksheets

THE SELFISH GIANT. Oscar Wilde

INF5820 Natural Language Processing - NLP. H2009 Jan Tore Lønning jtl@ifi.uio.no

13. Jesus is Anointed by Mary

How to form the Present Perfect

7.5 Emphatic Verb Tense

REDI-EXIT COMMERCIAL FIRE DOOR AND EXTERIOR DOOR KITS INSTALLATION GUIDELINES

Sentence Structure/Sentence Types HANDOUT

Short note. Psych verbs and verbal passives in Pittsburg hese

Syntactic Structure Clause Structure: Clause Pattern: Lexical Pattern:

Is The Green Book Right For My Student?

Ling 201 Syntax 1. Jirka Hana April 10, 2006

Your simple guide to. French polishing

SAMPLE BOOKLET Published July 2015

Lecture 16 : Relations and Functions DRAFT

BUTTERFLY SHOWER DOOR INSTALLATION INSTRUCTIONS

Lesson Plan #2. Performance Objective(s): Given a worksheet of 12 sentences, the 2 nd grade students will identify the action verb 9 out of 12 times.

JOB READY ASSESSMENT BLUEPRINT PAINTING AND DECORATING. Test Code: 2060 Version: 01

EXTRA ACTIVITy pages

According to the Argentine writer Jorge Luis Borges, in the Celestial Emporium of Benevolent Knowledge, animals are divided

Pupil SPAG Card 1. Terminology for pupils. I Can Date Word

Structurally ambiguous sentences

Multisensory Grammar Online

How to Clean and Care for Reclaimed Wood Furniture


A Beautiful Four Days in Berlin Takafumi Maekawa (Ryukoku University)

INSTALLATION RECOMMENDATIONS. Outdoor Rubber Tiles

Parent Handouts: Language Intervention Activities

Hendricks 40m 15m SOTA EFHW Tuner

BABIES FEBRUARY Basic Truth: Hold or rock a baby and sing the following song to the tune of Are You Sleeping.

Parts of Speech. Skills Team, University of Hull

The Invention of Hugo Cabret: Part I Chapters 1-6

Introduction to Semantics. A Case Study in Semantic Fieldwork: Modality in Tlingit

Acrylic Walls Installation Instructions

Roteiro de Estudos para Avaliação Trimestral English. Teachers: Karla and Luana Student:

Non-nominal Which-Relatives

Eduheal Foundation. Class - 3 & 4

Self Cleaning Checklist

Fun ways to group students

Type Theory and Lexical Decomposition

Pronouns. Their different types and roles. Devised by Jo Killmister, Skills Enhancement Program, Newcastle Business School

English Language Arts Materials Collections Instructionally Embedded Assessment Window

presents The Two Sisters From "English Fairy Tales" by Flora Annie Steel Illustrations by Arthur Rackham - 1 -

Pre-Writing and Writing Activities for Preschoolers. Presentation courtesy of WCESC Preschool

Smartstrand Cleaning Guidelines

How to Clean Up Spilled Mercury (for Homes)

How to Save a Wet Cell Phone

This topic explores the key concepts of magnetism as they relate to: the phenomenon of magnetism magnetic forces and fields a theory of magnetism.

Prepositions. TLC/College of the Canyons. Prepared by Kim Haglund, M.Ed: TLC Coordinator

A Comparative Analysis of Standard American English and British English. with respect to the Auxiliary Verbs

How to Have a Pee-Free Home

Vinyl Composition Tile Installation System

2 Newton s First Law of Motion Inertia

Cleaning Guidelines Range Refrigerators Dishwasher Kitchen Exhaust Fans Cabinets and Drawers Plumbing Fixtures Light Fixtures

Adapted from Stone Girl Bone Girl by Laurence Anholt, Francis Lincoln Children s Book

30-Day Notice of Resident s Intent to Vacate

CHARISMA SHOWER/TUB DOOR INSTALLATION INSTRUCTIONS

What I Need to Know for the Grammar Quiz

Sample Slip, Trip and Fall Prevention Program

Understanding Lead Poisoning

Chrome Finishing For 3d Powder Prints

Sedimentary Rock Formation Models. 5.7 A Explore the processes that led to the formation of sedimentary rock and fossil fuels.

Passive. B) Change the active sentences in the exercise above to passive. (Include the example.)

Corn Tissue Sampling WHEN AND HOW

UNIT 4: INFANT COGNITIVE DEVELOPMENT

We're All Winners By Kelly Hashway

Self Cleaning Clearing Checklist

Ideas for Using Books to Support Social Emotional Development. I Can Share By Karen Katz

Nicholas Mezei CSCI 6448 OOA&D Homework #3: Use Cases. Use Case Diagram: Home Security System. Alarm System

A Chair for My Mother written and illustrated by Vera B. Williams

Bathroom Installation Guide

Compliments of Dr. Tim Rasinski and the Reading & Writing Center Kent State University 402 White Hall Kent, OH My Book of Mother Goose Rhymes

Slips, Trips and Falls Safety Meeting Handout

Grammar and Mechanics Test 3

How to Install Pavers

More Multi Step Problems. Miscellaneous Themes

Scalar Structure Underlies Telicity in Degree Achievements

Static Electricity. Section 4.2. Explaining Static Electricity

Skills for Adolescence unit 6, Lesson 10

Handouts for Conversation Partners: Grammar

Transcription:

Building Verb Meanings Malka Rappaport-Hovav & Beth Levin (1998) The Projection of Arguments: Lexical and Compositional Factors. Miriam Butt and Wilhelm Geuder (eds.), CSLI Publications. Ling 7800/CSCI 7200 Martha Palmer October 21, 2014 Ling7800, 10/11/05

Building Verb Meanings - Regular Polysemy?! whistle " Kim whistled. " Kim whistled a tune. " Kim whistled a warning. " Kim whistled me a warning. " Kim whistled her appreciation. " Kim whistled to the dog to come. " The bullet whistled through the air. " The air whistled with bullets.

Regular Polysemy?! sweep " Terry swept. " Terry swept the floor. " Terry swept the crumbs into the corner. " Terry swept the leaves off the sidewalk. " Terry swept the floor clean. " Terry swept the leaves into a pile.

Regular Polysemy?! sweep " Terry swept. ACTIVITY " Terry swept the floor. " *Terry swept the crumbs. " Terry swept the crumbs into the corner. CH-LOC " Terry swept the leaves off the sidewalk. CH-LOC " Terry swept the floor clean. CH-STATE " Terry swept the leaves into a pile. CREATION

Regular Polysemy?! sweep, wipe "?Terry wiped. ACTIVITY " Terry wiped the table. " *Terry wiped the crumbs. " Terry wiped the crumbs into the sink. CH-LOC " Terry wiped the crumbs off the table. CH-LOC " Terry wiped the slate clean. CH-STATE "?Terry wiped the crumbs into a pile. CREATION

Regular Polysemy?! run " Pat ran. " Pat ran to the beach. " Pat ran herself ragged. " Pat ran her shoes to shreds. " Pat ran clear of the falling rocks. " The coach ran the athletes around the track.

Regular Polysemy?! run " Pat ran. ACTIVITY " Pat ran to the beach. DIRECTED-MOTION/GOAL " Pat ran herself ragged. CH-STATE " Pat ran her shoes to shreds. CH-STATE " Pat ran clear of the falling rocks. CH-LOC " The coach ran the athletes around the track. CH-LOC

These phenomena suggest! There are principles that govern variation in verb meaning! Cross-linguistic variation suggests they are linguistic in nature -> parametric variation! Verbs of SURFACE CONTACT permit a wider range of argument expression than CHANGE OF STATE verbs.

Manner verbs! Surface-contact: sweep, rub, wipe " Distinguished by manner of contact " Do not imply change of state of surface! Manner of motion: run, skip, jump " Distinguished by manner of motion " No inherent achieved location - Pat runs.! Sound emission: whistle, grunt, rumble " Distinguished by manner of sound " Can be extended to change-of-location

Result verbs! Change-of-state: break, dry, widen " Lexicalize an achieved state " Denote bringing about of state " Nature of causing activity unspecified! Directed motion: come, go, arrive " Lexicalize an achieved location " Manner of motion unspecified

Result verbs are more constrained! *The clumsy child broke his fingers to the bone.! *The clumsy child broke the beauty out of the vase.! *Kelly broke the dishes off the table.! *Kelly broke the dishes into a pile.! *The jetsetters went themselves ragged.! *The runner went his shoes to shreds.! *The pedestrian went clear of the oncoming car.! *The coach went the athletes around the track.

Lexical aspectual classification! Manner verbs are activities (sweep) [X ACT]! Result verbs are achievements (arrive) [BECOME [X <STATE>]] or accomplishments (dry) [[X ACT] CAUSE [BECOME [ Y <STATE>]]]

Regular polysemy must be monotonic! If verb meanings are constructed monotonically* " Activities can become accomplishments " Accomplishments cannot become activities! It would require eliminating the resulting state! * Semantic bleaching isn t monotonic " The news broke, the baby fell asleep " Idiosyncratic, not structural

Basic elements of verb meaning! Structural (semantic structure (Grimshaw93), LCS primitives) " Grammatically relevant " Defines class membership " Also called event structure! Idiosyncratic (semantic content (Grimshaw), manner/constants) " Specific to verb " Distinguishes it from other class members

Lexical aspectual classification! Manner verbs are activities (sweep) [X ACT <manner> ] [X ACT <sweep> ]! Result verbs are achievements (arrive) [BECOME [X <STATE>]] [BECOME [X <arrived>]] or accomplishments (dry) [[X ACT <manner> ] CAUSE [BECOME [ Y <STATE>]]] [[X ACT <manner> ] CAUSE [BECOME [ Y < dry >]]]

Event structure templates! Sweep as an activity. [X ACT <manner> ] [X ACT <sweep> ]! Sweep as an accomplishment [[X ACT <manner> ] CAUSE [BECOME [ Y <STATE>]]] [[X ACT <manner> ] CAUSE [BECOME [ Y <PLACE>]]]

Event structure templates! Activities [X ACT <MANNER> ]! States [X <STATE>]! Achievements [BECOME [X <STATE>]]! Accomplishments [[X ACT <MANNER> ] CAUSE [BECOME [ Y <STATE>]]] [ X CAUSE [BECOME [ Y <STATE>]]]

Canonical realization rules! Manner verbs -> [X ACT <MANNER> ] " jog, run, creak, whistle! Instrument verbs -> [X ACT <INSTRUMENT> ] " brush, hammer, saw, shovel! Placeable object -> [ X CAUSE [BECOME [ Y WITH <THING>]]] " butter, oil, paper, tile, wax! Place -> [ X CAUSE [BECOME [ Y <PLACE>]]] " Bag, box, cage, crate, garage, pocket! Internally caused state -> [X <STATE>] " Bloom, blossom, decay, flower, rot, rust, sprout! Externally caused state -> [[X ACT <MANNER> ] CAUSE [BECOME [ Y <STATE>]]] " Break, dry, harden, melt, open

A verb s lexical entry! Name contributed by the constant (idiosyncratic) + meaning (event structure)! Verb lexicalizes the constant! Constant is associated with an activity event by the canonical realization rule for manner verbs.! Thus sweep is an activity verb

Building the meaning! participants associated with the constant! variables in the event template structure (structure)! Extra Participants >! Licensed by constant (content) Two types of participants, structure and content: 1) licensed by constant AND event template 2) licensed by constant

Accounting for variations! Template Augmentation: Event structure templates may be freely augmented up to other possible templates in the basic inventory of event structure templates.

Well-formedness conditions! Subevent Identification Condition: Each subevent in the event structure must be identified by a lexical head (e.g., a V, an A, or a P) in the syntax.! Argument Realization Condition: " There must be an argument XP in the syntax for each structure participant in the event structure. " Each argument XP in the syntax must be associated with an identified subevent in the event structure.

An example: sweep! Phil swept the floor. " Predicate: sweep " Structural participant: Actor = Phil " Constant participant is recoverable: Patient=Floor! Phil swept. " Predicate: sweep " Structural participant: Actor = Phil " Constant participant is recoverable: Prototypical Patient =Floor

Application of conditions! Externally caused state, ex. break " Causer -> X " Entity that changes state, Y! [[X ACT <MANNER> ] CAUSE [BECOME [ Y <STATE>]]]! Argument Realization Condition satisfied " Subject and object both mapped, " A structural participant for each subevent! *Tracy broke! What about the intransitive? Only 1 argument. " Zero morpheme for Agent (reflexive), same event

Augmenting Templates: sweep! Basic meaning -> [X ACT <sweep> Y]! Augmentations [[X ACT <sweep> Y] CAUSE [BECOME [ Y <STATE>]]]! Phil swept the floor clean.! *Phil swept the floor clean for an hour.! Phil almost swept the floor clean.! Phil almost swept the floor.! *Phil swept clean. Y cannot be omitted.

Augmenting Templates: sweep! Basic meaning -> [X ACT <sweep> Y]! Augmentations [[X ACT <sweep> Y] CAUSE [BECOME [ Z <place>]]]! Phil swept the crumbs into the corner.! *Phil swept into the corner. (no arg realizing second subevent)! *Phil swept the crumbs. (ditto, or doesn t map to Y )

Augmenting Templates - break! Basic meaning [CAUSE X [BECOME [ Y <STATE>]]] (No further augmentation is possible.)! *Kelly broke the dishes off the table./valueless.! Kelly broke the dishes to pieces. " Further specification, not augmentation! Is template augmentation lexical or interpretive (construction grammar)?

Augmenting Templates spray/load! John sprayed paint on the wall. [CAUSE John [BECOME [ paint <STATE>]]]! John sprayed the wall with paint. [CAUSE John [BECOME [ wall <STATE>]]]

Augmenting Templates - arrive! Basic meaning -> [BECOME [ X <PLACE>]]] (external causes can t be added)! The train arrived.! *The conductor arrived the train.! The letter came.! *The mailman came the letter.! The mailman brought the letter. [CAUSE X [BECOME [ Y <PLACE>]]]

Contrast with! Internally caused state, ex. blossom " Causer -> X " Entity that changes state, also X! Systematic ambiguity " The amaryllis blossomed for ten days. STATE ACTIVITY? " The amaryllis blossomed in a day ACHIEVEMENT! Two representations [X <STATE> ] - be-in-a-state [BECOME [X <STATE> ] ] change-into-a-state! No additional subevent, no additional argument needed

Summary! Building blocks for verb representations! Accounts for aspectual characteristics and regular polysemy! Is this fundamentally different from a predicate-argument structure representation with features?