Professional Documents
Culture Documents
Volume I
ENGLISH
GRAMMAR
A FUNCTION-BASED INTRODUCTION
Volume I
T. GIVN
Linguistics Department
University of Oregon
The paper used in this publication meets the minimum requirements of American
National Standard for Information Sciences Permanence of Paper for Printed
Library Materials, ANSI Z39.48-1984.
93-18295
CIP
IN MEMORIAM
Dwight Bolinger,
generous teacher,
thoughtful friend,
lover of language.
CONTENTS
Foreword
xix
1. INTRODUCTION
1.1.
Grammar and communication
1.1.1. Structure vs. function
1.1.2. Arbitrary vs. motivated rules of grammar
1.1.3. Rules of grammar vs. communicative strategies
1.1.4. Cross-language diversity of grammatical strategies
1
1
2
3
4
1.2.
1.2.1.
1.2.2.
1.2.3.
1.2.4.
1.2.5.
1.2.6.
1.2.7.
1.2.8.
1.2.9.
1.2.10.
1.2.11.
Whose grammar?
Prescriptive vs. descriptive grammars
Historic time
Age: The grammar of youth
Spoken vs. written language
Educated vs. uneducated grammar
Formal vs. informal grammar
Grammar and social status
Grammar and ethnic minorities
Geographical dialects
Grammar and foreign talk
Grammar and individual style
1.3.
Grammar for communication
1.3.1. Major functions of language
1.3.2. Words, clauses, discourse
1.3.3. Grammar as a communicative code
1.3.3.1. Joint coding
5
5
8
9
13
15
17
17
18
19
19
20
21
21
21
25
25
26
1.4.
27
1.5.
28
1.6.
30
Notes
37
CONTENTS
41
2.1.
Preliminaries
2.1.1. Recapitulation: Meaning, information and communication
2.1.2. The conceptual lexicon: Semantic features and semantic fields
2.1.3. Shared vocabulary: Meaning and cultural world-view
2.1.4. History of the English lexicon
41
41
43
44
45
2.2.
2.2.1.
2.2.2.
2.2.3.
46
46
47
47
2.3.
50
2.4.
Lexical word-classes
2.4.1. Membership criteria
2.4.2. Natural classes: Prototypicality and variability
2.4.3. Semantic overview
2.4.4. Nouns
2.4.4.1. Semantic characteristics
2.4.4.2. Syntactic behavior
2.4.4.3. Morphological characteristics
2.4.4.3.1. Grammatical morphology
2.4.4.3.2. Derivational morphology
2.4.5. Adjectives
2.4.5.1. Semantic characteristics
2.4.5.1.1. Prototypical adjectives
2.4.5.1.2. Less prototypical adjectives
2.4.5.1.3. Derived adjectives
2.4.5.1.4. Polarity of antonymic pairs
2.4.5.2. Syntactic behavior
2.4.5.3. Morphological characteristics
2.4.5.3.1. Grammatical morphology
2.4.5.3.2. Derivational morphology
2.4.6. Verbs
2.4.6.1. Semantic characterization
2.4.6.2. Syntactic characterization
2.4.6.3. Morphological characterization
2.4.6.3.1. Grammatical morphology
2.4.6.3.2. Derivational morphology
51
51
52
53
55
55
57
58
59
60
62
62
62
63
64
64
65
66
66
67
68
68
68
68
68
70
2.4.7.
Adverbs
2.4.7.1.
2.4.7.2.
2.4.7.3.
2.4.7.4.
2.4.7.5.
2.4.7.6.
2.4.7.7.
CONTENTS
xi
Preamble
Manner adverbs
Time, frequency or aspectuality adverbs
Epistemic adverbs
Evaluative adverbs
Adverbs modifying adjectives
Emphatic adverbs
71
71
71
73
74
75
76
77
2.5.
2.5.1.
2.5.2.
2.5.3.
77
77
77
78
77
78
79
80
80
80
81
81
81
81
81
81
Notes
84
89
3.1.
3.1.1.
3.1.2.
3.1.3.
3.1.4.
89
89
90
90
92
92
94
95
95
95
96
3.1.5.
Preliminaries
Scope
States, events, and actions
Semantic roles
Grammatical roles
3.1.4.1. Overview
3.1.4.2. The grammatical subject
3.1.4.3. The grammatical (direct) object
3.1.4.4. The indirect object
3.1.4.5. Nominal predicate
Basic word-order of English
xii
CONTENTS
3.2.
3.3.
3.3.1.
3.3.2.
3.3.3.
3.3.4.
3.3.5.
3.3.6.
3.3.7.
96
99
99
99
100
100
101
101
103
103
104
104
105
106
106
108
108
109
110
110
111
112
112
114
115
115
115
116
117
118
119
120
120
120
121
122
123
CONTENTS
xiii
124
125
127
127
127
129
132
133
136
3.4.
137
3.5.
138
3.6.
142
3.3.8.
Notes
144
Introduction
4.2.
Tense
4.2.1. Preliminaries
4.2.2. Past
4.2.3. Future
4.2.4. Present
4.2.5. Habitual
4.3.
Aspect
4.3.1. Preliminaries
4.3.2. The progressive
4.3.2.1. Unboundedness (vs. compactness)
4.3.2.2. Proximity (vs. remoteness)
4.3.2.3. Simultaneity (vs. sequentiality)
4.3.2.4. The habitual progressive
4.3.3. Other progressive aspectuals
4.3.3.1. Continuous-repetitive aspectuals
4.3.3.2. Inceptive-progressive aspectuals
4.3.3.3. Terminative-progressive aspectuals
147
147
148
148
148
149
150
152
152
152
153
153
154
155
157
158
158
159
160
xiv
CONTENTS
4.3.4.
4.3.5.
161
161
161
162
163
163
164
166
4.4.
4.4.1.
4.4.2.
4.4.3.
169
169
169
170
171
171
172
176
176
Modality
Propositional modalities
Epistemic modalities
The grammatical distribution of modality
4.4.3.1. Tense-aspect
4.4.3.2. Irrealis-inducing adverbs
4.4.3.3. Modals and irrealis
4.4.3.4. Irrealis in verb complements
4.4.3.5. Irrealis and non-declarative speech-acts
4.4.3.6. Grammatical environments associated with presup
position
177
4.5.
4.6.
4.6.1.
4.6.2.
4.7.
Negation
4.7.1. Negation and logic
4.7.2. Negation and the strength of assertion
4.7.3. Negation and presupposition
4.7.4. Negation as a speech-act
178
178
179
180
180
180
181
181
182
182
185
187
187
188
188
190
CONTENTS
4.7.5.
4.7.6.
4.7.7.
4.7.8.
4.7.9.
Negation in discourse
4.7.5.1. Preamble: Change vs. stasis
4.7.5.2. The ontology of negative events
Negation and social interaction
Presupposition and the scope of negation
The morpho-syntax of English negation
Further topics in the syntax of negation
4.7.9.1. Negation in main vs. complement clauses
4.7.9.2. Syntactic, morphological and inherent negation
4.7.9.3. Negative polarity and levels of negation
4.7.9.4. Constituent negation and emphatic denial
xv
190
190
191
193
195
199
201
201
202
203
204
Notes
209
213
5.1.
Introduction
213
5.2.
5.2.1.
5.2.2.
5.2.3.
5.2.4.
5.2.10.
Reference
Existence vs. reference
Referential intent
Reference and propositional modalities
The indefinite determiners 'any', 'no' and
'some'
5.2.4.1. The non-referring article 'any'
5.2.4.2. The non-referring article
'no'
5.2.4.3. The indefinite article 'some'
5.2.4.4. 'Any', 'no' and 'some' as pronouns
Reference under the scope of negation
Gradation of indefinite reference
Plurality and reference
Pragmatic effects on possible reference
The non-referring use of anaphoric pronouns
5.2.9.1. Gender and non-referring and pronouns
5.2.9.2. Semantic reference vs. specific individuation
5.2.9.3. The pronoun 'one' in definite expressions
Semantic reference vs. pragmatic importance
213
213
215
216
219
219
220
220
222
224
224
225
226
228
228
229
230
230
5.3.
5.3.1.
5.3.2.
5.3.3.
Definiteness
Definite reference and the communicative contract
Grounds for referential accessibility
Situation-based ('deictic') defintes
232
232
232
232
5.2.5.
5.2.6.
5.2.7.
5.2.8.
5.2.9.
xvi
5.3.4.
5.3.5.
CONTENTS
Culturally-based definites
Text-based ('anaphoric') definites
5.3.5.1. Zero anaphora, anaphoric pronouns, and definite
NPs
5.3.5.2. Stressed vs. unstressed pronouns
5.3.5.3. Demonstratives and text-based definite reference
5.3.5.4. Names and text-based definite reference
233
235
235
235
238
240
5.4.
242
5.5.
244
Notes
246
6. NOUN PHRASES
247
6.1.
247
6.2.
Ordering of elements within the noun phrase
6.2.1. Preliminaries
6.2.2. Pre-nominal modifiers
6.2.2.1. Quantifiers
6.2.2.1.1. Partitive definite quantifiers
6.2.2.1.2. Indefinite quantifiers-determiners
6.2.2.1.3. Quantifier scope
6.2.2.1.3.1. Quantifier scope within the clause
6.2.2.1.3.2. Quantifier scope within the noun
phrase
6.2.2.1.3.3. The scope of 'only' in the written
register
6.2.2.2. Determiners
6.2.2.3. Adjectives
6.2.2.4. Compounding: Nouns as modifiers
6.2.2.5. Adverbs within the Adjectival Phrase
6.2.3. Post-nominal modifiers
6.2.3.1. Relative clauses
6.2.3.2. Noun complements
6.2.3.3. Possessive phrases
6.2.3.4. Pseudo-possessives: Complex locatives
248
248
249
249
249
250
251
251
6.3.
267
254
254
255
256
258
261
262
263
263
264
264
CONTENTS
xvii
6.4.
269
6.5.
270
6.6.
6.6.1.
6.6.2.
271
272
273
273
275
277
277
279
282
283
Notes
300
Bibliography
303
Index
311
284
286
287
287
288
288
289
291
293
294
295
298
FOREWORD
*) Cited by D. Blum, "Going to the Core", The New Yorker, 6-29-92, p. 54.
XX
FOREWORD
This book is intended for both students and teachers, at both the highschool and college level, for both native and non-native speakers. With the
guidance of a teacher, it can serve as the student's introduction to the gram
mar of (written) English. Put another way, it is an introduction to grammar
as a means for producing coherent text. Like all introductions, it is selective
and incomplete. The grammar of any language is a huge living organism, it
cannot be exhaustively described in ten lifetimes. One has to tease apart the
more systematic core from the still-evolving and sometime chaotic
periphery. And one can only hope then that this introduction to the core
will stimulate the reader to seek the outer reaches.
Aiming this book at the teaching of English Grammar to both native
and non-native speakers is a deliberate move. In spite of striking differ
ences in prior linguistic background, the native and non-native speaker face
a similar task in acquiring written, literate English: neither can claim writ
ten English as their native language. To the native speaker it is his/her first
second language, a language whose grammar is starkly different from that
of the spoken language learned first at home. Much like the transition from
spoken sounds to a written alphabet, the transition from spoken to written
grammar is a profound transformation. It jars the mind's old habits and
demands conscious reflection upon the nature of two conflicting sets of
skills. The first, face-to-face oral communication, is a native skill supported
by half a million years of bio-cultural evolution. The second, written
expression, is an acquired skill of a relatively recent vintage. By acquiring a
written language we become bilingual; and bilingualism demands careful
discrimination between the two contexts that go with the two sets of skills.
In the course of learning, the non-native speaker indeed produces "er
rors". The native speaker, on the other hand, produces only "inappropriate
contextual choices". Still, in the course of both types of learning, the goal of
deliberate instruction is not to eradicate all vestiges of older linguistic
habits. Wise grammar instruction teaches, in both instances, a new set of
communicative skills, segregating them carefully from the older, native
skills. The student is then left with two sets of linguistic behaviors. Both are
useful, both are valid, but they apply in mutually exclusive contexts.
The approach to descriptive grammar I have pursued here owes much
to many illustrious antecedents, beginning with the late Otto Jespersen. It
owes much to many who are still with us, such as Michael Halliday and Bob
Longacre. And it owes even more to many of my own contemporaries and
close associates, such as Wally Chafe, Bernard Comrie, Bob Dixon, John
PREFACE
xxi
Haiman, Paul Hopper, Ron Langacker, Gillian Sankoff, Dan Slobin and
Sandy Thompson. The list of people I've been fortunate to learn from is
much too long to recite here in its entirety; but special gratitude is due to
John Haiman for reading doggedly through the entire manuscript and
criticizing it unsparingly. Te absolvo, Janos.
In all fairness, I must also acknowledge my great indebtedness to a
man whose approach to grammar I have rejected long ago, Noam
Chomsky. However far apart our paths may have meandered, his presence
loomed large over my early awakening to the undeniable mental reality of
grammar, and to the fact that in language as in music form really mat
tered.
My guardian angel in the study of grammar has always been Dwight
Bolinger, to whose memory this book is dedicated. Dwight's great acuity,
critical reflection, profound scholarship, penetrating insight, inimitable
light touch, and above all his all-consuming love for language and grammar,
have been an inspiration to me, a beacon whose shining light I only hope to
dimly reflect. In his early, steadfast and often lonely insistence that form
must be studied together with meaning, that grammar made sense, and that
the forms of language were about the expression of thought, Dwight was
the most generous teacher and thoughtful critic a young upstart could possi
bly hope to find. The many faults that are still evident in this book would
have perhaps been fewer if Dwight had been able, as was his original intent,
to read through the manuscript. Like many of my generation, I have been
orphaned. I hope some day to be worthy of Dwight's faith.
Eugene, Oregon
June, 1992
1.1.
INTRODUCTION
1.1.1.
ENGLISH GRAMMAR
of the machine, or how the structure came to be what it is. When one
teaches grammar, therefore, one can safely ignore its function, and make
reference only to parts of the grammar machine.
One can indeed describe real machines in such a way, ones that have
been constructed for a purpose, say a car. The fact that the power-train is
designed to make the wheels spin, that the transmission modulates the tor
que while transmitting power to the wheels, that the wheels spin to move
the car, and that the whole car is designed for transportation, are irrelevant
from such a perspective.
An altogether different analogy for grammar is that of a biological
organism. Within the organism, various anatomical structures perform dis
tinct physiological functions. The structural design is adapted through pro
tracted evolution to perform specific functions. In biology, the study of
structure would be meaningless without the parallel study of function. This
has been an implicit tenet of biological scholarship ever since Aristotle, the
founder of biology, who first proposed to view the design of organisms by
analogy with purposeful tools:
"...If a piece of wood is to be split with an axe, the axe must of necessity
be hard; and if hard, it must of necessity be made of iron or bronze. Now
exactly in the same way the body, which like the axe is an instrument for
both the body as a whole and its several parts individually have definite
operations for which they are made; just in the same way, I say, the body
if it is to do its work, must of necessity be of such and such character..."
("De Partibus Animalium", in McKeon, ed., 1941:647)
And it is the same perspective adopted in this book, one of assuming that
human language is a purposeful instrument designed to code and communi
cate information, and that like other instruments, its structure is not
divorced from its function.
1.1.2.
By saying that rules of grammar are not arbitrary, one need not ignore
the fact that occasionally a rule in a particular language at a particular
INTRODUCTION
time indeed turns out to be arbitrary. That is, the rule seems com
municatively opaque, non-functional; it does not make sense. Situations of
this type are almost always due to the cumulative effect of historical
change: An erstwhile communicatively transparent rule of grammar has,
due to the conflation of several historical changes over time, become
bizarre, fossilized, counter-communicative. Such cases indeed exist, but
they constitute a minority of the bulk of the extant rules of a grammar at
any given time. 1
Here again, a biological analogy is instructive. In the anatomy of every
organism one finds a certain proportion of vestigial organs that have lost
their function altogether. In other instances, organs undergo functional re
assignment, over time losing their original function but gaining a new one.
When this re-assignment is relatively recent, the structural design of an
organ may reflect more naturally its original function than its current func
tion. 2 In almost all cases, such a mismatch between structure and function
is due to multi-step evolution. Evolutionary change in biological design is
the analog of historical change in linguistic structure.
A good example of communicatively opaque rules of grammar in Eng
lish are nouns with irregular plurals and verbs with irregular past tense
forms. Both reflect the tail end of massive re-analysis in the grammar of a
Germanic language. In the course of this re-analysis, previously coherent
rules have deteriorated over time and have become largely incoherent.
They are being gradually eliminated from the grammar; and it is perhaps a
matter of time before they have disappeared altogether. 3
1.1.3.
ENGLISH GRAMMAR
By insisting that rules of grammar are not arbitrary, one does not wish
to imply that there is only one human-universal way of grammatically cod
ing any particular communicative function. The study of grammatical diver
sity across languages certainly suggests otherwise. And this diversity is one
of the reasons why we consider the acquisition of grammar to be, at least in
part, an open behavioral program. Still, there are only a limited number of
grammatical strategies that human languages actually use to code the same
communicative functions. The observed cross-language diversity of gram
mars is neither unlimited nor capricious; rather, it is highly constrained. A
INTRODUCTION
1.2.
WHOSE GRAMMAR?
1.2.1.
ENGLISH GRAMMAR
seems, everybody with a sharp pen and strong opinions is a rightful, wrath
ful expert. For example, a well-known columnist has been fulminating with
equal venom against the following lapses of English grammar: 7
(1)
a. "...In order for your child to receive credit for this assign
ment, they must turn in a signed copy..."
b. "...Sally, he said, good grammar never made me no dol
lars..."
c. "...whom beats who in the Seattle Kingdome this
weekend..."
d. "...Twenty years of teaching taught my husband and I the
value of field trips..."
e. "...coverage of Monday night football has not been discussed
between Dennis and /..."
f. "...he's a lot older than her, but so what?..."
INTRODUCTION
And the very same columnist is positively permissive about the infamous
split infinitive:10
(3)
These dimensions are not totally independent of each other. Rather, they
show predictable tendencies to co-vary. Thus, for example, written lan
guage (c) tends to be associated more strongly with older usage (a), older
speakers (b), educated speakers (d), formal usage (e), higher social status
(f) and urban dialects (h). But these associations are not absolute. In the
following sections we will survey each dimension briefly.
ENGLISH GRAMMAR
1.2.2.
Historic time
As illustration of how profound this change could be, consider the fol
lowing three versions of The Lord's Prayer, one from Old English (ca. 900
AD), the other from Middle English (ca. 1350 AD), the last from Modern
English (ca. 1700):11
(4)
INTRODUCTION
Clause-initial negation:12
a. no the sun shining
(The sun is not shining')
b. no Fraser read it
('Fraser does not read it')
10
ENGLISH GRAMMAR
(6)
(7)
(8)
Simplified WH-questions:15
a. What do wheel?
('What does the wheel do?')
b. Where went the wheel?
('Where did the wheel go?')
Where it is?
('Where is it?')
(9)
Deictic articles:16
a. in there wheels
('In the wheels there')
b. go in there train
('Go in the train there')
INTRODUCTION
11
A similar if more parochial dismay has been expressed by the popular 19th
century linguist Max Mller:19
"...on the whole, the history of all the Aryan languages is nothing but a
gradual process of decay..."
The lamentations have been so persistent that one wonders how we have
still wound up, rather mysteriously, with a functioning instrument of com
munication. Here again the descriptive linguist must make choices and often
second-guess rightly or wrongly the future drift of the population mean.
Should one, for example, rant and rave about the corrupt usage in (11a)
below, and insist on only (11b)? Or should one notice the prevalent and
communicatively useful meaning distinction:
(11) a. I feel good. (> mood-wise)
b. I feel well. (> health-wise)
Should one insist on the sanctioned (12a), or acknowledge the prevalent
and unimpeachably useful alternative (12b):
(12) a. If you see anybody there, tell him to...
b. If you see anybody there, tell them to...
Should one insist on the cumbersome (13a), rather than acknowledge the
graceful and more current (13b):
(13) a. The man to whom I showed this...
b. The man I showed this to...
Should one acknowledge or reject the perfectly interpretable relative
clauses, all staples of the spoken register, such as:
(14) a.
b.
d.
12
ENGLISH GRAMMAR
INTRODUCTION
13
better by presenting several co-existing variant uses, and then explain their
relatedness. Then the linguist may even venture a prediction about which
way the grammar might be drifting.
1.2.4.
(b)
The profound bilingualism that this dichotomy entails, for the literate
speaker, is as pervasive as it is necessary. Each register, oral and written,
serves a unique function that cannot be performed by the other.
As an example of typical spoken English, consider the following trans
cript of a recorded personal narrative: 22
14
ENGLISH GRAMMAR
INTRODUCTION
15
of their first second language the written register. This is often done
rather abruptly and under the less-than-intimate conditions of public educa
tion.
Since the grammar of the written language is more extensive as well as
more complex, and since to some extent the grammar of the oral register is
a sub-set of written grammar, it is not an accident that descriptive gramma
rians wind up describing primarily the grammar of the written register. But
this understandable preference again must be tempered with recognizing
the dynamic relationship between the two registers. The primacy, creative
vigor and central role of the spoken language must be acknowledged. What
also must be acknowledged is the fact that the more conservative grammar
of the written register is constantly being replenished by innovations that
arise mostly in the spoken register.
1.2.5.
16
ENGLISH GRAMMAR
INTRODUCTION
17
18
ENGLISH GRAMMAR
INTRODUCTION
19
Geographical dialects
20
ENGLISH GRAMMAR
INTRODUCTION
21
1.3.
1.3.1.
Human language serves many functions, not all of them directly linked
to the two major tasks of mental representation of experience or its com
munication to others. Some of those meta-communicative other functions
are:
(a)
(b)
(c)
Word (meaning)
Clauses (information)
Discourse (coherence)
22
ENGLISH GRAMMAR
Words in our lexicon code our concepts of entities; words thus have
meaning. The entities coded by words may 'exist' in several distinct senses.
First, they may be part of our experience of the so-called external ('real')
world, accessible in principle to all members of the human species. Second,
they may be part of each person's internal mental world, accessible to that
person only. Third, they may be part of our socially-negotiated cultural uni
verse, within which we construe both external and internal entities as well
as customs, institutions, interpretations, behavior patterns and so on. This
universe is taken to be accessible to all members of the same culture. In
most speech communities, the cultural universe is the most inclusive uni
verse, subsuming the external universe. It also subsumes at least some por
tions of the internal universe, presumably those that via communication
and repeated comparison have come to be regarded as socially-shared.30
Clauses, also called sentences, code propositions. A proposition com
bines concepts i.e. words into information. Information is about rela
tions, qualities, states or events in which entities partake. And those rela
tions, qualities, states or events may again reflect in some fashion our exter
nal world, internal world, culturally-negotiated world, or various combina
tions thereof.
In discourse, lastly, individual propositions are combined together into
coherent communication or coherent text. Discourse is thus predominantly
multi-propositional, and its coherence is a property that transcends the
bounds of isolated propositions.
To illustrate the combinatorial relation of word-meaning, propositional
information and discourse coherence, consider the utterances:
(23) Words:
a. drive
b. insane
constant
d. abuse
e. maid
f. kill
g. butler
h. knife
i. hide
j . fridge
INTRODUCTION
23
(24) Propositions:
a. The maid was driven insane.
b. The butler constantly abused the maid.
The maid killed the butler with a knife.
d. The maid hid the knife in the fridge last night.
(25) Multi-propositional discourse:
Having been driven insane
by constant abuse,
the maid killed the butler with the knife
that she had hidden in the fridge the night before.
Taken by themselves, outside any propositional context, the words in
(23a-j) can only have meaning, each one coding some concept. That is, you
may only ask about them questions such as:
(26) What d o e s - m e a n ?
Uttered as part of propositions, as in (24a-d), the very same words now
partake in the coding of propositional information. In addition to questions
of meaning as in (26), the individual propositions in (24) may now give rise
to many questions of information, such as:
(27) a.
b.
d.
e.
f.
g.
h.
d.
24
ENGLISH GRAMMAR
The questions in (28) may appear deceptively like those in (27). How
ever, each question in (27) could be answered on the basis of knowing only
one proposition in (24). In contrast, none of the questions in (28) could be
answered on the basis of such atomic propositional knowledge. Rather, the
knowledge of several propositions in the coherent discourse (25), or even of
the entire coherent text, is required in order to answer the questions in
(28).
One may argue that on some occasions single words are used to carry
information rather than merely convey conceptual meaning. As an illustra
tion of such a case, consider the following exchange:
(29) a. SPEAKER A: -Who killed the butler?
b. SPEAKER : -The maid.
Disregarding for the moment the definite article 'the', speaker B's response
in (29b) includes only a single lexical word, 'maid'. 31 However, such a
single-word response is in fact a truncated clause, standing in for the whole
proposition:
(30) The maid killed the butler.
Only in the proper discourse context of (29a) could (29b) be a coherent
communication, standing for the propositional information (30).
Similarly, in other rigidly prescribed communicative contexts, singleword communications may stand for more expanded propositional informa
tion. Some typical examples are:
(31) a. Scalpel! (= 'Give me a scalpel!')
( > when uttered by a surgeon in the operating room)
b. Water! (= 'Give me water!')
( > when uttered by a person crawling out of the desert)
Mommy! (= 'Mother, I need you!')
(> when uttered by a child)
d. Gravy? (= 'Would you like some gravy?')
(> when uttered at the dinner table)
e. Scram! (= 'Get out of here!')
(>when uttered by a frustrated interlocutor)
The considerable independence of conceptual meaning from proposi
tional information is easy to demonstrate by constructing grammatically
well-formed sentences that make no sense; that is, sentences whose words
are perfectly meaningful each taken by itself, but still do not combine into
a cogent proposition, as in:32
INTRODUCTION
25
The grammatical code is both more complex and more abstract than the
sound code. This complexity is due in large measure to the fact that gram
mar codes two communicative realms jointly, and that each of the two
involves considerable complexity on its own. And further, that the coding
requirements of the two sometimes clash.
The syntactic structure of each clause in coherent discourse is thus a
mix. Some of its sub-components are used primarily to code the proposi-
26
ENGLISH GRAMMAR
INTRODUCTION
(a)
(b)
(c)
27
grammatical morphology
word-order
intonation patterns
constraints
1.4.
28
ENGLISH GRAMMAR
1.5.
INTRODUCTION
(a)
(b)
(c)
29
linear order;
constituency; and
category labels.
30
ENGLISH GRAMMAR
INTRODUCTION
31
32
ENGLISH GRAMMAR
INTRODUCTION
33
(43)
34
ENGLISH GRAMMAR
In the syntactic analysis of two clauses with a similar surface structure, dis
covering grammatical contexts where one fits and the other does not is
taken to be strong evidence that under their deceptively similar surface
structures lurk two different deep structures. The two deep structures cor
responding to (44a) and (44b) are, respectively, (47) and (48) below:
(47)
INTRODUCTION
35
The deep structure descriptions (47) and (48) reveal that the adjective
'easy' in the surface structure (44a)/(45) is derived from the adverb 'easily'
in the deep-structure (47). One sees now that in (44a) 'Sally' is the object of
the verb 'please'. In contrast, the adjective 'eager' in the surface structure
(44b)/(45) remains an adjective in the deep-structure (48). One also sees
now that 'Sally' in (44b), in addition to being the subject of 'eager', is also
the subject of the verb 'please'.
A similar case of syntactic-semantic ambiguity involves the complex
clause:
(49) I am looking for someone to teach.
Its ambiguity may be pointed out by the expansions:
(50) a. I am looking for someone to teach French.
(> ...someone so that they teach (someone) French.)
b. I am looking for someone to teach French to.
(> ...someone so that I teach them French.)
The deep-structure description of the two potential senses of (49)
(50a,b) must reveal the crucial difference concerning whether the subject
of 'look-for' is either the subject or the object of 'teach'. The more
expanded (50a,b), while still considerably mutilated as compared to their
full-fledged deep structure, are already revealing enough to differentiate
between the two interpretations of (49).
36
ENGLISH GRAMMAR
INTRODUCTION
37
NOTES
1) Proponents of the arbitrariness of grammar are fond of asserting that if not 100% of the
rules of grammar are functionally transparent, or if a single rule is not 100% transparent, a
functionalist approach is untenable. This all-or-nothing approach is again consonant with the
logic-machine view of grammar, rather than with a more realistic biologically-based approach.
2) In the structural design of biological organisms, one also finds many instances of excess
structure (Gould, 1980), whereby neither the current nor any older function seems to be per
formed. Most often, this turns out to reflect higher and more abstract levels of biological design.
Within those levels, structures do not correspond in a simple one-to-one fashion to more obvi
ous, concrete, lower-level functions. Rather, they tend to reflect higher-level meta-functional
requirements, ones that arise from combining multi-level structures and their corresponding
functions into a single complex design. At that level of complexity, the whole is not always
the mere sum of its parts.
3) See Berko (1961). Children acquiring English as their first language are prone to rebel
against such counter-communicative rules, and often insist on regularizing them, commonly
pluralizing 'foot' as 'foots' and 'fish' as 'fishes', or deriving the past tense of 'see' first as 'seed'
and later as 'sawed'.
4) See Mayr (1974).
5) For the distinction between automated and attended-analytic processing, see Posner and
Snyder (1974) or Schneider and Shiffrin (1977). For grammar as an automated processing
device, see Givn (1989, ch. 7).
6) Cited from Jespersen (1921/1964, p. 65).
7) James Kilpatrick, in the Eugene, OR, Register-Guard, 11-11-90.
8) Brown (1986, pp. 191-202) tracks this usage back at least 200 years.
9) James Kilpatrick, in the Eugene, OR, Register-Guard, sometime in 1989.
10) Ibid., approx. one year later.
11) Courtesy of Robert Stockwell (in personal communication).
12) McNeil (1970).
13) This is widespread among American children into their teens. Dwight Bolinger (in per
sonal communication) notes that in his own speech the frozen form 'gimme it' is acceptable,
while 'He gave her it', 'they gave us it', 'she gave him them' etc. are not.
14) Hamburger and Crain (1982).
15) Gruber (1967a).
16) Gruber (1967a).
17) Bowerman (1983).
18) Quoted from Jespersen (1921/1964, p. 320).
19) Ibid., p. 322.
20) "At whom the dog barks" by Lore Segal; The New Yorker, Dec. 3, 1990 (p. 45).
38
ENGLISH G R A M M A R
21) For a comparative view of spoken vs. written language, see Ochs (1979); Givn (1979a,
ch. 5). For an overview of the structure of conversation, see Goodwin (1981).
22) From the life-story of a retired New Mexico rancher in his early fifties, tape-recorded in
Bloomfield, NM in the winter of 1980. Oral conversation tends to differ even more from the
written register.
23) From a personal letter by a California woman in her mid thirties.
24) The Encyclopaedia Britannica, 14th Edition, in an article on ancient Greece; as cited in
an issue of The New Yorker ca. 1988.
25) A letter from Alumni Chapter President, Joe Quarterman, in Maryland Architecture,
newsletter of the University of Maryland Architecture Alumni Chapter; as cited in an issue of
The New Yorker, sometime in 1990.
26) From Elmore Leonard, Unknown Man # 89 (NY: Avon Books, 1977). This particular
trait of spoken American English is discussed in chapter 9.
27) From a New York Times article, reprinted in the San Francisco Chronicle, date unre
corded.
28) Posted at the Grand Hotel, Ciberon, Indonesia; quoted from The New Yorker from
sometime in 1987.
29) The theoretical and methodological problems that leaps to mind here are not easy to solve.
Does one continue to 'say the same thing' when one has found another way of saying it? The gist
of the problem is, of course, how to define it independently of 'the way of saying if.
30) The philosophical mine-field which we will deliberately sidestep here has been a matter of
stormy debate over 2500-odd years of Western civilization. The debate concerns what both mind
and language 'represent'. Implicitly, I pursue here a middle-ground Pragmatist approach, close
in spirit to Kant, Peirce and Wittgenstein. Within this pragmatic framework, language stands for
mental entities, be those concepts, mental propositions or mental text. Those mental entities in
turn may stand for a rather heterogenous universe, part of which may reflect 'The External
World', other parts a purely 'Internal Universe', other parts yet the culturally-shared universe.
The reader interested in pursuing these issues further may wish to consult my Mind, Code and
Context (1989).
31) We will ignore for the moment the fact that it also includes the grammatical operator
'the'. This operator, the English definite article, is used here to code the discourse coherence of
'maid' across the two clauses A's question and B's response.
32) This celebrated example is due to N. Chomsky.
33) The notion 'same concept' is of course a relative matter. No concept in one language is
exactly the same as its equivalent even close equivalent in another. For an extensive discus
sion of this, see again my Mind, Code and Context (1989, ch. 9).
34) Harris (1956); Chomsky (1957, 1965).
35) This sense of underlie used here is more akin to Harris' (1956) than to Chomsky's (1965)
revised framework. In the latter, one derives complex clauses from their underlying simple
clauses through transformations. The motivation for Chomsky's approach was, as far as one can
judge, purely formal, having to do with considerations of descriptive simplicity and economy.
From the perspective adopted here, the usefulness of viewing the relationship between a simple
and a complex clause as a transformational derivation is an issue for cognitive or neurological,
and certainly empirical, investigation.
INTRODUCTION
39
36) Due to Chomsky's (1965) revision of his and Harris' earlier transformational framework.
37) Some formal syntacticians insist on differences here too, but for our purpose such differ
ences may be safely ignored.
38) After Chomsky (1957).
39) Again due to Chomsky (1957).
2.1.
PRELIMINARIES
2.1.1.
This chapter covers what has been called traditionally parts of speech.
In studying grammar, we deal with clauses or sentences from two distinct
perspectives:
(a)
(b)
code level
word
clause
discourse
message level
lexical meaning
propositional information
textual coherence
42
ENGLISH GRAMMAR
Either sentence (2a) or (2b) may be false without the meanings of the words
'cow', 'jump', 'over' or 'fence1 being affected in the least. Now, does a
single word have 'truth 1 ? Consider a one-word utterance such as:
(3)
cow
a. The cow jumped over the fence and broke her four legs
b. ?The cow broke her four legs and jumped over the fence
Of the two sequences above, (5a) is coherent but (5b) is not, or at least
visibly less so. The truth of individual propositions thus cannot, in and
of itself, guarantee the coherence of their sequences in multi-propositional discourse. Something in the information packaged into the two
clauses in (5) is indeed responsible for their yielding a coherent discourse in
one order (5a) but an incoherent one in the other (5b). That 'something'
has to do with our culturally-shared knowledge of likely vs. unlikely
sequential combinations of events. And it can only become manifest when
propositions are combined together into a text.
43
Again, without going here into much detail, the two individual clauses in
(7a,b,c) may be equally true; they indeed come in the same sequential
order; what is more, 'she' refers to 'Mary' in all cases. Still, these facts by
themselves do not guarantee that the combination would yield a coherent
discourse. In this case, the grammar of clause-combining is at issue: It is
used correctly in (7a) but incorrectly in (7b,c).
In sum, while lexical meaning affects propositional information, and
while propositional information affects discourse coherence, the three
levels of language-coded communication are distinct.
2.1.2. The conceptual lexicon: Semantic features and semantic fields
The lexical meaning of words has both internal and external aspects.
Internally, while words (or 'morphemes') are the smallest code units in lan
guage, they are not the smallest units of meaning. Rather, the meanings of
words are structured clusters of semantic features.
Externally, the semantic features of words also determine their classifi
cation or storage location in the mind-stored conceptual lexicon. The
semantic features of words thus define the structure of the lexicon, the way
it is organized according to semantic fields.
Consider for example the noun 'elephant'. Its semantic features make
44
ENGLISH GRAMMAR
2.1.3.
45
(b)
(c)
(d)
The first two layers of Latin borrowing are well-integrated into the
native Germanic lexicon of English, both in terms of cultural-semantic
46
ENGLISH GRAMMAR
fields and the sound system. Only an expert an etymologist could tell
the foreign origin of such early-borrowed words. The same is not true of
either the Norman-French or later learned Latin borrowings. These are dis
tinguishable to this day from the Germanic vocabulary of English, by the
following cluster of criteria:
criterion
Germanic
Romance
semantic fields:
acquisition:
word-size:
function:
phonology5
stress:6
derivation:7
everyday life
early
small
includes grammar
Germanic rules
word-initial
mostly Germanic
learned, abstract
late
large
only lexical
Romance rules
non-initial
mostly Romance
2.2.
Lexical words
What was said earlier about 'words' in fact applies more precisely to
lexical vocabulary. Lexical words code the stable, culturally-shared con
cepts. Individually and as a network, this lexical vocabulary represents
our shared physical and cultural universe. 8 One can indeed communicate in
any language by using only lexical words, a mode of communication called
pidgin. But pidgin communication is limited, slow, error-prone and con
text-bound; it is used primarily during the early stages of language acquisi
tion, both first and second.
47
Grammatical morphemes
Derivational morphemes
48
ENGLISH GRAMMAR
lexical words
morphemic status:
word size:
stress:
meaning:
class size:
membership:
function:
free
large
stressed
complex, specific
large
open
code shared knowledge
non-lexical morphemes
bound
small
unstressed
simple, general
small
closed
grammar,
word-derivation
Morphemic status:
Lexical words tend to come as free, independent words. Grammatical
and derivational morphemes tend to appear as bound morphemes or
affixes. They are attached to lexical words as either prefixes or suffixes.
b.
Word size:
Lexical words tend to be large (long). Grammatical and derivational
morphemes tend to be small (short).
Stress:
A lexical word in English carries one primary word-stress. Grammati
cal and derivational morphemes tend to be unstressed.
d.
Meaning:
Lexical words tend to be semantically complex; that is, they are clus
ters of many, highly specific semantic features. Each lexical word is thus a
member of many semantic fields. Grammatical and derivational mor
phemes, on the other hand, tend to be semantically simple; they often code
a single feature, one that is likely to be very general ('classificatory').
e.
Class size:
Lexical words come in few large classes. Grammatical and derivational
morphemes come in many small classes.
f.
Membership:
The membership of a lexical class is relatively open; new members join
regularly and old members drop out, as new words are coined or the mean
ing of old words is extended. Cultural change is the prime cause of addition
49
Historical origin:
The lexical words of English, as noted earlier above, are both native
Germanic and borrowed. This is also true of English derivational mor
phemes, which were borrowed together with lexical words. In contrast,
English grammatical morphemes are all native Germanic.
To illustrate the difference between lexical and grammatical vocabu
lary, consider the following three renditions of a short text passage. Version
(8a) retains only the grammatical vocabulary; version (8b) retains only the
lexical vocabulary; version (8c) is the original text:9
(8)
a. -s after -ed
I -ed to the.
Of I had -en over of it a -s,
but it had -en -s then, and not mine.
b. One afternoon about ten day Dad die
decide ought look ranch.
course be over every inch hundred time,
be Dad ranch.
One afternoon about ten days after Dad died
I decided I ought to look over the ranch.
Of course I had been over every inch of it a hundred times,
but it had been Dad's ranch then, and not mine.
Version (8b), with only lexical words, in fact approximates a pidgin rendi
tion of the text. While cumbersome, at least the skeleton of the intended
communication of (8c) is discernible. In contrast, version (8a) conveys none
of the message. Its various elements are indeed extremely helpful in
elucidating the precise message when combined with the lexical vocabulary,
as in (8c). But on its own, the grammatical morphology in (8a) communi
cates nothing. The following cartoon pokes fun at this.10
50
ENGLISH GRAMMAR
DOONESBURY
2.3.
by Garry Trudeau
51
2.4.
LEXICAL WORD-CLASSES
2.4.1.
Membership criteria
In this section we will deal with the four major classes of lexical words
in English:
(i)
(ii)
(iii)
(iv)
Nouns
Verbs
Adjectives
Adverbs
52
ENGLISH GRAMMAR
While natural classes are far from clean, neither are they totally chao
tic or permissive. Rather, they span the middle ground between absolute
rigidity and total flux. Some members most commonly a substantial
majority are in fact fairly typical; they resemble the prototype of the
53
% of members
in each segment
of the category
space
2.4.3.
Semantic overview
54
ENGLISH GRAMMAR
criteria. These criteria may be considered the top of the hierarchy of seman
tic features by which humans classify verbally-coded experience. They
are: 13
(a)
(b)
(c)
(d)
The way these criteria define the three lexical classes also serves to high
light the relevance of the notion prototype for our classification. We will
illustrate the application of these criteria by considering some simple propo
sitions that code states or events:
(10) a.
b.
d.
e.
f.
g.
(i)
Nouns
The cluster of experiential features that are typically coded as nouns
tend to be relatively complex (multi-featured), concrete (physical), com
pact (packed together in space). Above all, they are time-stable (slowchanging). That is, from one minute to the next one of their attributes may
change, but the majority of their more important attributes remain rela
tively the same. Thus, if a 'tree' in (10a) shed its green leaves in the fall, its
shape, structure, stationary orientation, bio-ecological position etc. would
remain stable enough to insure its still being a tree. Similarly, 'woman' in
(10b) may stop being angry, may be taller or shorter, darker or fairer, smar
ter or duller etc.; but her major attributes human, female, adult, etc.
remain intact. Other equally prototypical nouns in (10) are 'man', 'deer',
'girl' or 'house'.
On the other hand, 'situation' (10c), 'weather' (10d), 'story' (10f) or
'value' (10g) are non-prototypical, being either more abstract, diffuse, or
temporally unstable.
55
(ii) Adjectives
The experiential phenomena typically coded as adjectives tend to be
relatively simple (single-featured) attributes of prototypical nouns; that is,
inherent, concrete, time-stable qualities such as color, shape, size, consis
tency, texture, weight etc. Thus, 'green' in (10a) and 'tall' in (10e) are such
prototypical adjectives. On the other hand, 'angry1 (10b), 'chaotic' (10c)
and 'unpredictable' (lOd) all code states that are both more temporary and
more abstract.
(iii) Verbs
The experiential phenomena typically coded as verbs tend to be of
intermediate complexity, involving concrete (perceptually accessible)
events, either of physical motion or physical action, and above all fast
changing events. Thus 'shoot' (10e) is a fairly prototypical verb, being con
crete, an action and a fast change. 'Listen1 ( 1 Of), on the other hand, is less
prototypical. It is an invisible event, mental rather than physical, involving
no discernible action. It may also be temporally drawn-out rather than com
pact. And 'depreciate 1 (10g) is even less prototypical, involving a relatively
slow change of highly abstract properties.
2.4.4.
Nouns
Concreteness
Concrete nouns code entities that exist in both space and time. Tem
poral nouns code entities that exist only in time. Abstract nouns code
entities whose existence cannot be defined in terms of either time or space.
Typical nouns in these classes are:
56
ENGLISH GRAMMAR
(11) a. Concrete:
rock, tree, horse, woman, house, knife, chair, hill, sun
b. Temporal:
Sunday, year, morning, minute, July, event, anniversary
Abstract:
freedom, love, independence, size, policy, refusal
b.
Animacy
Concrete nouns may be further divided into either animate or inani
mate. Animate nouns code the fauna living, sentient beings. Inanimate
nouns code either the flora or inorganic entities. Typical nouns in these
classes are:
(12) a. Animate:
horse, woman, boy, fly, pigeon, snake
b. Inanimate:
grass, tree, house, knife, hill, river, meat, star, rock
c.
Artifactness
Inanimate nouns can be further divided into either natural nouns or
artifacts. Thus, in (12b) above, 'grass, 'tree', 'hill', 'river', 'star', 'rock' and
'meat' 14 are natural entities. On the other hand, 'house' and 'knife' are
human-made artifacts.
d.
Humanity
Animate nouns may be further divided into human and non-human
ones:
(13) a. Human:
woman, man, child, mother, teacher, speaker
b. Non-human:
horse, fly, pigeon, cow, bat, dinosaur, snake
e.
Countability (individuation')
Both concrete and abstract nouns may be either count nouns ones
that code individuated entities, or mass nouns ones that code either
groups or unindividuated entities:
57
(14) a. Count:
Concrete: man, stone, horse, grain, drop, tree, house
Abstract: right, love, appearance, control
b. Mass:
Concrete: sand, water, blood, air
Abstract: right, love, appearance, control, empathy, freedom
As is apparent in (14), a number of nouns particularly abstract ones
may have either a count or a mass sense:15
(15) a. Count:
This is one right you cannot take away.
She was an old love of his.
He made an appearance.
We instituted a number of controls.
b. Mass:
He's here by right.
She's full of love.
For the sake of appearance
We lost control over the situation.
f.
58
ENGLISH GRAMMAR
The typical grammatical roles that nouns play in the clause are subject,
direct object, indirect object, or predicate. Some examples of these roles
which also entail placing the noun in typical syntactic positions are:
(17) a. Subject, direct object:
The woman broke the knife
b. Subject, indirect object:
The ball rolled into the river
Predicate (non-referring):
This is a desk
d. Predicate (referring):
This is my desk
In addition, a noun typically occupies, within the noun phrase, the
position of head of the noun phrase, as in:17
( 18) Head of Noun Phrase :
a. Modified by an adjective:
the big sleep
b. Modified by a REL-clause:
the man I met yesterday
Modified by a numeral:
three women
d. Modified by a possessor:
Joe's wife
Finally, a noun could also be the modifier within the noun phrase,
rather than the head, as in:
(19) Modifier noun:
a. the delivery truck
b. a dog-house
trout-fishing
2.4.4.3. Morphological characteristics
By morphological characteristics of a word we mean the types of
bound morphemes prefixes or suffixes that typically attach to it.
These morphemes may be either grammatical or derivational. As noted
59
girl-5
book-5
church-es
A few nouns have irregular plurals, as in:
(21) foot > feet
man > men
woman > women
ox > ox-en
child > child-ren
hoof > hoov-es
And some group nouns have zero plural marker, as in:
(22) deer
fish
sheep
(b) Prepositions
Prepositions, which in English mark the role of the indirect object in
the clause, are written as separate words, but may be considered prefixes to
the first element of the noun phrase. English prepositions mark a variety of
semantic roles of indirect objects. Some examples are: 18
(23) in the house
to the store
at school
under one roof
near the next corner
for Mary
for a while
on Tuesday
during the night
with a hammer
(location)
(location)
(location)
(location)
(location)
(beneficiary)
(duration)
(time)
(time)
(instrument)
60
ENGLISH GRAMMAR
with patience
with her brother
by mistake
like a lion
by the FBI
(manner)
(associate)
(manner)
(manner)
(agent)
Input:
(b)
Output:
61
output
deriv-ation
driv-er
govern-or
writ-ing
remov-al
know-ledge
interfer-ence
deliver-y
conform-ity
(27) Adjective-to-noun :
input
kind
wide
serene
output
kind-ness
wid-th
seren-ity
(28) Noun-to-noun:
input
king
governor
president
child
*foli20
anarchy
output
king-dom
governor-ship
presiden-cy
child-hood
foli-age
anarch-ist
62
ENGLISH GRAMMAR
Adjectives
d.
e.
f.
(b) Color
Color adjectives are either antonym pairs for brightness, or cover the
rainbow and beyond, as in:
(31) a. Brightness: dark/light, dark/bright, black/white
b. Color: violet, blue, green, yellow, orange, red,
brown, beige, etc.
(c) Auditory qualities
Auditory adjectives, often coming in antonym pairs, cover several
auditory properties, such as:
(32) a.
b.
c.
d.
e.
63
(d) Shape
Shape adjectives describe the shape of an object in one-, two- or threedimensional space, as in:
(33) a. One-dimensional:
b. Two-dimensional:
(e) Taste
Taste adjectives code the various tastes, such as:
(34) sweet, sour, salty, acid, bitter
(f)
Tactile
Tactile adjectives code various tactile dimensions, such as:
(35) a. Texture: rough/smooth
b. Resistance:
hard/soft
c. Pointedness: sharp/dull
64
ENGLISH GRAMMAR
VOCABULARY: W O R D S A N D M O R P H E M E S
(39) Antonym pairs of adjectives
quality
positive
size
length
width
thickness
height (position)
height (size)
speed
loudness
roughness
weight
brightness
big
long
wide
thick
high
tall
fast
loud
rough
heavy
bright
65
negative
small
short
narrow
thin
low
short
slow
quiet
smooth
light
dark
The positive member, it seems, is used to question the entire range of qual
ity or dimension. The negative member, on the other hand, is used to ques
tion only the negative portion of the range.
2.4.5.2. Syntactic behavior
Adjectives tend to appear in two main syntactic positions in clauses:
(a)
(b)
66
ENGLISH GRAMMAR
Thus consider:
(41) a. Predicate adjective:
Mary is tall
b. Modifying adjective:
The tall woman
In English, adjectives may also appear in some less characteristic positions
that involve complex sentence patterns, in particular in association with
verbal complements, as in:
(42) a.
b.
c.
d.
e.
f.
g.
h.
short-er
cold-er
far-ther
bett-er
short-est
cold-est
far-thest
b-est
But this limited morphology applies only to a small number of short, Ger
manic adjectives.25
When an adjective occupies the initial (modifier) position in the noun
phrase, it may be preceded by various grammatical morphemes prefixes
that are characteristic of nouns (see section 2.4.4.3.1., above). The bulk
of the morphological features of English adjectives, however, pertains to
their derivational morphology.
67
circul-ar
fat-al
cycl-ic(-al)
spher-ic-al
republic-an
rig-id
disastr-ous
law-ful
pain-less
output
abus-ive
pretent-ious
read-able
brok-n
burn-t
twist-ed
spinn-ing26
output
un-willing
-able
un-wise
im-possible
in-tolerable
dis-agreeable
dis-colored
dis-gusted27
68
2.4.6.
2.4.6.1.
ENGLISH GRAMMAR
Verbs
Semantic characterization
(47) a.
b.
c.
d.
e.
f.
Past:
Future:
Present:
Perfect:
Past-perfect:
Modal:
69
(b) Negation
Negation markers in English have complex patterns, ones that are best
understood in terms of their history. Most commonly, the negative mor
pheme not (or its contracted form -n't) is suffixed to the first ('left-most')
auxiliary before the verb. But when no auxiliary is present, the auxiliary
verb 'do' carries the negative suffix. Thus consider:
(48) a.
b.
d.
e.
f.
70
ENGLISH GRAMMAR
output
large
hard
solid
little
active
clean
enlarge
harden
solid-ify
be-little
activ-ate
cleanse
output
can
dust
blackball
tomb
circle
mesh
theory
energy
stable
circle
fang
bug
claw
can
dust
blackball
en-tomb
en-circle
en-mesh
theor-ize
energ-ize
stabil-ize
circul-ate
de-fang
de-bug
de-claw
71
2.4.7.
input
stabilize
do
rise
sit
move
turn
burn
output
de-stabilize
un-do
raise
set/seat
move
turn
burn
Adverbs
2.4.7.1. Preamble
Of the four major lexical word-classes, adverb is the least homogenous
class and the hardest to define. This heterogeneity of adverbs is evident
across the board in their semantics, syntax and morphology. Further,
many semantic sub-classes of adverbs are coded by either one-word adverbs
or by more complex syntactic constructions. As a grammatical category,
adverbs thus span the range between the lexical and the syntactic. In a later
chapter, we will indeed deal with one large class of syntactic adverbial con
structions subordinate adverbial clauses.28
The classification given below is primarily a semantic classification of
adverbs, i.e. in terms of meaning or function. Within each class, we will
illustrate the range of morpho-syntactic diversity that adverbs tolerate.
2.4.7.2. Mariner adverbs
Manner adverbs typically modify, or add to, the meaning of the verb.
The semantic range of such modification is wide and heterogeneous, and
depends on the specific meaning of the verb. Typical one-word manner
adverbs in English are:
(55) a.
b.
d.
e.
f.
g.
He ran fast.
They fought hard.
She whistled softly.
She easily defeated him.
They deal with her rather harshly.
He did it intentionally.
She dismissed him thoughtlessly.
72
ENGLISH GRAMMAR
Manner adverbs may also be constructed from full verbal clauses, often
as participial adverb clauses.30 The semantic core of the manner adverb is in
such case the verb of the participial clause. As illustrations, consider:
(57) a. She went on without thinking about it.
(> 'not thinking')
b. Disregarding what she told him, he went on.
(> 'disregarding X')
c. Probing around the bush cautiously, she stumbled
upon the decomposed body.
(> 'probing around X')
The syntactic heterogeneity of manner adverbs is also evident in the
flexibility of their position in the clause: Often they may be placed either
after the verb, in front of the verb, or at the beginning of the clause, as in:
(58) a. Quickly she opened the door.
b. She quickly opened the door.
She opened the door quickly.
A large group of adverbs display a consistent derivational marking,
those derived from adjectives with the suffix -ly, as in:
(59)
input
brave
purposeful
deliberate
sudden
manual
verbal
output
brave-ly
purposeful-ly
deliberate-ly
sudden-ly
manual-ly
verbal-ly
73
d.
e.
f.
Instrument:
Manner:
Instrument:
Manner:
Instrument:
Manner:
74
ENGLISH GRAMMAR
d.
e.
(68) a.
b.
c.
d.
e.
f.
g.
h.
75
One must note that there are other constructions that perform the very
same range of epistemic functions. A typical one is modal auxiliaries, as
in:35
(69) a.
b.
d.
d.
e.
f.
76
ENGLISH GRAMMAR
d.
e.
77
d.
e.
2.5.
MINOR W O R D CLASSES
2.5.1.
Preamble
Prepositions
78
ENGLISH GRAMMAR
(80) a.
b.
c.
d.
2.5.3.
at home
to the store
on top of the house
in her beautiful new downtown office
Inter-clausal connectives
79
d.
e.
f.
In one sense, one could suggest that these subordinators function as prepo
sitions, since they precede a noun phrase.
2.5.4.
Pronouns
subject
object
modifier
pronoun44
I
you
she
he
it
we
you
they
me
you
her
him
it
us
you
them
my
your
her
his
its
our
your
their
mine
yours
hers
his
its
ours
yours
theirs
80
ENGLISH GRAMMAR
location
whom
where
time reason
when
why
manner
how
Determiners
singular
plural
this
that
these
those
81
Quantifiers
Numerals
Numerals are a sub-class of more exact quantifiers. They are nounmodifiers that connote number, as in:
(92) one, two, three,...ten,... one million,...
2.5.8.
Ordinals
Auxiliaries
Auxiliaries or auxiliary verbs are part of the grammar of tenseaspect-modality in English. They will be discussed in great detail in the
appropriate chapter below.51 The most common auxiliaries in English are:
(94) be, have, do, will, would, can, could, may, might, shall,
should, must
2.5.10. Interjections
Interjections are a heterogeneous class with a broad range of functions,
most commonly involving expressive and social-interactive functions. The
function of some interjections is primarily epistemic, signalling either assent
or disagreement with the information or belief of the interlocutor. Others
are deontic, expressing assent to or dissent from the interlocutor's action.
82
ENGLISH GRAMMAR
d.
e.
f.
g.
h.
i.
j.
wait-a-minute!
now hold it!
now let's see...
if you don't mind,...
if you really think so...
take it easy now...
no way Jos!
beg your pardon?
I'm sorry.
Excuse me.
(c)
83
84
ENGLISH GRAMMAR
NOTES
1) 'Sharing a common vocabulary' and 'membership in the same culture' are obviously a
matter of degree. Cultures, or speech communities, provide for an organized diversity, so that
as in the case of biological populations membership and uniformity are to some extent rela
tive and flexible. The term 'organized diversity' follows the anthropologist A.F.C. Wallace
(1961): "...Culture...is characterized internally not by uniformity, but by diversity of both indi
viduals and groups, many of whom are in continuous overt conflict in one sub-system and in
active cooperation in another..." (Culture and Personality, 1961, p. 28).
2) See my Mind, Code and Context (1989, Chapters 3, 9).
3) For details see Jespersen (1938).
4) Under this late infusion of learned Latin vocabulary one must also subsume the infusion
of Greek scientific vocabulary.
5) For a discussion of how the largely-segregated Germanic and Romance phonological pat
terns of present-day English define two main corpora of English vocabulary, see Chomsky and
Halle (1968).
6) These stress-placement tendencies are not absolute, and non-Germanic words vary in
their degree of 'nativization' into the Germanic stress-pattern of English. A socio-cultural
dimension is predictably involved here, as in the courtroom usage of deFENCE vs. the ball-field
use of DEfence.
7) For more discussion of the largely-segregated derivational patterns of present-day Eng
lish, see Marchand (1965).
8) We will again disregard here the philosophical issue of 'objective' vs. 'subjective' knowl
edge.
9) From L. McMurtry, Leaving Cheyenne (1962, p. 109).
10) It is well known that children acquire lexical vocabulary ('content words'), and communi
cate in some sort of pidgin, long before they acquire grammar and grammatical morphology (or
'function words').
11) Jespersen presages here both the semantic relativism of Ludwig Wittgenstein's Philosoph
ical Investigations (1953) and the later cognitive psychology work on natural classes and pro
totypes; see my Mind, Code and Context (1989, ch. 2).
12) One could take issue with Sapir's suggestion that a "perfectly grammatical" language
would be a "perfect engine of conceptual expression". There are grounds for believing that such
a language would in fact be unprocessable by the brain of a biological organism. This has to do
with the interaction between communication in real-time, on the one hand, and memory (stor
age or retrieval) and attention limitations. When taken together, these factors have yielded a
cognitive and communicative system that retains a certain measure of context sensitivity and flex
ibility, in both the definition of meanings and the application of rules of grammar.
13) For further discussion of the prototypes of lexical classes, see Hopper and Thompson
(1984).
14) The status of 'meat' is somewhat mixed. While being part of a natural entity (animals),
the word most commonly refers to meat that has been removed from its natural configuration by
human intervention.
85
15) We categorize here word senses, not of word forms. Most words involve several senses
coded the same form. Often, those senses are either closely related, or at the very least histori
cally related.
16) The distinction between 'sense' ('connotation') vs. 'reference' ('denotation') in modern
philosophy is commonly attributed to Frege (Philosophical Writings, 1952). But the distinction
goes all the way back to (at least) Aristotle's De Sophisticis Elenchis (see McKeon, ed., 1941),
where the referring sense of predicate nouns is called sensus divisus and their attributive sense
sensus compositus.
17) The structure of noun phrases is discussed in chapter 6.
18) A more extensive discussion of the various indirect-object roles can be found in chapter
3. Some linguists restrict the term 'indirect object' to only a narrow range of semantic roles, such
as 'dative-recipient' and 'locative'. For those people, our use of 'indirect object' here can be
translated to 'prepositional object', i.e. an object marked by a preposition.
19) For an extensive treatment of English derivational morphology, see Marchand (1965).
20) The noun foli-um, from Latin, is the original input for foli-age. Many other examples of
this type exist in English: The input word is not in the language, or not any more; but the
derived output remains. A later version of folium, folio, still exits in learned English. Its deriva
tive portfolio also exists.
21) For an extensive discussion of prototypical and less prototypical adjectives, see Dixon
(1982).
22) At least adjectives of the first pair, good/bad, are so prevalent as subjective reflections on
inherent, stable qualities of entities, that in some sense they can be considered part of the pro
totypical subgroup, in spite of the fact that they do not connote concrete features.
23) Here the reader is again referred to Marchand (1965) for a near-exhaustive discussion of
derivation patterns, their associate morphology, and their meaning correlates.
24) For verb complements, see chapter 7.
25) For comparative constructions, see chapter 13.
26) The suffix -ing also derives nouns from verbs (see chapters 6 and 13). It also functions as
a grammatical aspect-marking morpheme (see chapter 4).
27) Here again, the original underived Latin verb, related to the still-extant gusto, does not
exist in English.
28) See chapter 13.
29) Prepositional phrases involve a noun or noun phrase preceded by a preposition. At this
level of detail in our description, we do not distinguish between 'prepositional object' and 'indi
rect object'. For further detail see chapter 3.
30) See chapter 13.
31) In chapter 3, below, we treat instruments marked by the preposition 'with' as one of the
optional indirect-object roles in the clause.
86
ENGLISH G R A M M A R
32) For noun phrases and modifiers, see chapter 6. One may also argue that 'yesterday', 'to
morrow' and 'Wednesday' in (63) are noun phrases. They certainly can be made to look like
noun phrases, when used as either the subject or object of the clause, as in:
Yesterday was a bad day
Tomorrow will be better
I hate Wednesdays
However, in such examples they are not used as adverbs.
33) See chapter 3.
34) See chapter 13.
35) For epistemic modalities and the use of English modals, see chapter 4. Some related
material is also found in chapters 7 and 13.
36) For perception-cognition-utterance verbs and their connection with the grammar of epis
temic modalities, see chapters 3, 4 and 7.
37) For obligative modalities and the use of modals, see again chapters 3 and 4.
38) For evaluative preference modalities associated with this type of verbs, see again chap
ters 3, 4 and 7.
39) See chapter 3.
40) See chapter 6.
41) See chapter 13.
42) For nominalized clauses see chapter 6.
43) Some of the core referential functions of pronouns are discussed in chapter 5. Other func
tions of various pronouns, and their interaction with other grammatical sub-systems, are discus
sed at relevant points throughout.
44) The pronouns in this last column may be considered double pronouns, since (a) they mark
the possessor, but (b) they also stand for an absent head noun. This is evident when their use is
compared with that of modifier possessor pronouns:
My brother lives at home.
Mine lives at home.
The pronoun 'mine' could only be used in a context where 'brother' the referent of the head
noun is understood.
45) See chapters 5, 6.
46) See chapters 9, 12.
47) See chapters 5,6.
48) See chapter 6.
49) The indefinite article a(n) may be used as either referring or non-referring. See chapter 5.
50) See chapter 6.
51) See chapter 4.
52) From an evolutionary perspective, it is most likely that the interactive aspects of social
communication are probably much older than grammar-coded communication, and that their
signal system evolved long before the advent of grammar, or even of verbal communication. The
87
same is certainly true of the developmental course of language, when first acquired by children
(see survey in Givn, 1979a, ch. 5; see also Schnitzer, 1989). The grammatical code is thus a rela
tively late adaptation, both ontogenetically and phylogenetically. The harnessing of some por
tions of the grammatical code to perform expressive and social-interactional functions should be
rightly viewed as a secondary adaptation, of a resource that was developed initially for another
function (communication). Such secondary adaptations are common elsewhere in biological
evolution.
3.1.
PRELIMINARIES
3.1.1.
Scope
90
ENGLISH GRAMMAR
(a)
(b)
(c)
(d)
3.1.2.
A proposition may stand for a state (or quality), i.e.' an existing condi
tion that involves no change over time. Such a state may be either tempo
rary, i.e. of limited duration, or permanent, i.e. of relatively long duration,
or of some intermediate duration.
A proposition may also stand for an event, which involves change of
state over time. Such a change may be fast and bounded, i.e. construed as
a change from a distinct initial state to a distinct terminal state. Or it may be
slow and unbounded, i.e. construed as an ongoing process without firm
boundaries.
Some events are deliberately initiated by an active participant, an
agent. Such events are called actions. Typical examples of states, events
and actions are:
(1)
3.1.3.
a.
b.
d.
e.
Temporary state:
Permanent state:
Unintended event:
Bounded action:
Unbounded action:
Semantic roles
As noted above, clauses are divided into types according to the type of
the verb that occupies their semantic (and syntactic) core. Verbs, in turn,
are divided into semantic types according to the kind of involvement of the
participants in the state or event coded by the clause. That is, the semantic
type of the verb and thus of the clause is defined by the semantic roles
of the participants in the state or event. The array of semantic roles typi
cally associated with each verb defines the propositional frame of the verb
and thus the semantic type of the verbal clause.
Before going on to characterize the major semantic roles, one must
91
entertain a few words of caution concerning the use and limits of definitions:3
(a)
(b)
(c)
In principle, if one probes deep enough, each verb defines its own unique
propositional frame, thus its own idiosyncratic array of semantic roles.
The major semantic roles in the clause are:
a.
b.
c.
d.
e.
f.
g.
agent
92
ENGLISH GRAMMAR
3.1.4.
a.
b.
d.
e.
f.
g.
Agent:
Patient:
Dative:
Instrument:
Benefactive:
Locative:
Associative:
Grammatical roles
3.1.4.1. Overview
The participants in states or events, in whatever semantic role, may
occupy one of four distinct grammatical roles in the clause:4
a.
b.
d.
subject (SUBJ)
direct object (OBJ)
indirect object (IO)
nominal predicate (PRED)
word-order
morphology
grammatical constraints
topicality in discourse
OBJ
IO
b. Mary is a teacher
SUBJ
PRED
93
Both clauses (7a) and (7b) have the same participants occupying the same
semantic roles 'the woman' as agent, 'the book' as patient. In the active
clause (7a), the agent is the subject. In the passive clause (7b), the patient
is the subject. Passive clauses indeed allow patients to occupy the subject
ENGLISH GRAMMAR
94
grammatical role. But by definition, passives are complex rather than sim
ple clauses. In the active-simple clause, as long as an agent is involved, it
has a preemptive claim to the subject grammatical role.
Similarly, consider:
(8)
'
The state depicted in clause (9) has neither an agent nor a dative partici
pant, only a patient ('the bread') and a locative ('in the oven'). Under such
conditions, the patient preempts the subject position, competing success
fully with the locative.5
3.1.4.2. The grammatical subject
The grammatical subject in English simple clauses precedes the verb, 6
is morphologically unmarked (i.e. appears without a preposition), and
requires grammatical agreement with the verb, at least to the limited extent
that exists in English, as in:
(10) a.
b.
d.
e.
f.
95
d.
(DO
(DO
(DO
(DO
=
=
=
=
patient)
instrument)
dative)
benefactive)
ENGLISH GRAMMAR
96
3.1.5.
3.2.
97
(15)
In example (14/15) both the subject and the verbal predicate are single
words. But both may also be larger phrases, each with its own optionallyadded sub-constituents, as in:
(16) The tall woman
SUBJ NOUN-PHRASE
And in turn, clause (14) must be now rendered more precisely as:
98
ENGLISH GRAMMAR
(18)
Our parsing conventions define all noun modifiers as parts of the noun
phrase. Auxiliaries, manner adverbs, direct objects and indirect objects are
defined as parts of the verb phrase. The core of the noun phrase is its head
noun, which may stand alone without any modifiers. But the entire noun
phrase may also consist of either a name or a pronoun. The core of the verb
phrase is the verb. To illustrate the expansion of the verb phrase to include
direct and indirect objects, consider (19a,b,c) below:
(19) a. Mary read the book
b. Mary talked to John
c. Mary gave the book to John
(OBJ)
(IO)
(OBJ, IO)
The tree diagrams corresponding to (19a,b,c) are given in (20), (21) and
(22) below; respectively:
(20)
3.3.
3.3.1.
Transitivity
99
100
ENGLISH GRAMMAR
Dummy-subject verbs
101
3.3.3.
Copular verbs
102
ENGLISH GRAMMAR
(SUBJ = PAT)
(SUBJ = PAT)
(SUBJ = PAT)
(SUBJ = DAT)
(SUBJ = PAT)
(SUBJ = PAT)
The syntactic structure of the copular-verb clauses such as (28) and (29)
may be given by the tree diagram in (30) below, representing (29a):
(30)
103
(33)
d.
e.
f.
g.
He got angry/sad/busy
She got tall/skinny/lost
The room got (real) hot
*She got a teacher
*It got a real house
*She got my teacher
*He got Irish
(*nominal, non-referring)
(*nominal, non-referring)
(*nominal, referring)
(*adjectival, inherent quality)
104
ENGLISH GRAMMAR
subject of 'become' can not be an agent; the event coded by it can not be an
action; and the predicate that follows it can be either adjectival inherent
or temporary, or nominal referring or non-referring. As illustration con
sider:
(35) a.
b.
c.
d.
(nominal, non-referring)
(nominal, referring)
(adjectival, inherent quality)
(adjectival, temporary state)
(inherent quality)
(temporary state)
(temporary state)
(temporary state)
(*nominal, non-referring)
(*nominal, referring)
(38) a.
b.
c.
d.
e.
f.
g.
h.
105
The variant copula 'turn into', in contrast, cannot take adjectival pred
icates, but only nominal ones. Further, its predicate seems to be restricted
to, typically, non-referring nominals. As illustrations, consider:
(39) a. He turned into a frog
b. ?She turned into the wife
of our next-door neighbor
c. *They turned into red
d. *He turned into angry
3.3.4.
(nominal, non-referring)
(?nominal, referring)
(*adjectival)
(*adjectival)
Verbs in this class may code either states, events or actions. Their sub
ject may thus be either an agent, patient or dative. Typical examples are:
(40) Agent subject, action verb:
a. He worked (hard)
b. She sang (for an hour)
They dance (well together)
d. She paused (for a minute)
e. He moved (about restlessly)
f. They spoke (in a loud voice)
g. He urinated (on the sand)
h. She breathed (hard)
(41) Dative subject, mental-state verb:
a. She meditated (on the porch)
b. He suffered (quietly)
They agonized (for a whole year)
d. She dreamed (on and on)
(42) Patient-of-state subject, state verb:
a. He slept (for two hours)
b. She (just) sat (there)
106
ENGLISH GRAMMAR
107
He built a house
She painted a picture
He made a coffee table
She drew a sketch of the bridge
d.
e.
f.
g.
h.
Some transitive verbs may also involve a change in the object's physical
location, as in:
(49) a. They moved the barn
b. She shifted her leg
Others involve changes in the surface conditions of the object, as in:
(50) a.
b.
c.
d.
While others yet involve changes in some less visible internal properties of
the objects, as in:
(51) a. He heated up a cup of soup
b. She chilled the gaspacho
108
ENGLISH GRAMMAR
(kill deliberately)
(break completely)
(tear into small pieces)
(eat ravenously)
(stab with a knife)
(catch with a hook)
(hit with the elbow)
109
d.
e.
f.
He saw her
She felt no remorse
They heard the music
She understood the problem
They know the answer
He wanted two oranges
110
ENGLISH GRAMMAR
(55) a.
b.
d.
e.
f.
The
The
The
The
The
111
112
ENGLISH GRAMMAR
113
114
ENGLISH GRAMMAR
115
d.
e.
f.
g.
h.
116
ENGLISH GRAMMAR
The verbs in this group have a subject and an indirect object; that is,
an object marked by a preposition. These verbs are further divided into a
number of semantic sub-types.
117
d.
e.
f.
g.
h.
i.
j.
k.
118
ENGLISH GRAMMAR
d.
e.
f.
g.
h.
When the preposition used is 'from', the implicit motion seems to be from
the object to the subject, as in:
(71) She never heard from him (again)
The metaphoric sense of motion involved in constructions such as (70)
can be shown by contrasting two pairs of semantically rather similar verbs,
respectively:
(72) a. She saw him
b. She looked at him
She heard him
d. She listened to him
The verbs 'see' and 'hear' are stative; their subject is a conscious dative, not
an agent. Whatever moves light, sounds moves from the object to the
subject. In contrast, the verbs 'look at' and 'listen to' are active; their sub
ject is an agent. And whatever moves visual or auditory attention now
seems to be construed as moving from the agent-subject to the object.
119
120
ENGLISH GRAMMAR
3.3.7.
Bi-transitive verbs
3.3.7.1. Preamble
Bi-transitive verbs are verbs that take two objects. Their subject is
almost always an agent, and one of the objects is almost always a patient.
The bulk of these verbs are thus highly transitive verbs. But in addition to
their agent and patient, they also take an indirect object. That indirect
object may occupy a variety of semantic roles. Bi-transitive verbs can thus
be sub-divided according to the semantic role of their indirect object. We
will again proceed by describing first the prototype for the group.
3.3.7.2. The bi-transitive prototype: Locative indirect object
Verbs in this sub-group code events in which a deliberate agent (the
subject) causes the motion of the patient (direct object) relative to some
location (indirect object). Typical examples are:
(77) a.
b.
d.
e.
f.
g.
h.
121
122
ENGLISH GRAMMAR
locative IO
instrumental IO
put/pour x into
take x out of
spread x on
y
take x from
give x to
wrap/tie x around
place x around y
stick x into y
spray x on y
fill with x
empty of x
cover with x
rob/deprive of x
supply with x
wrap/tie with x
surround y with x
stab y with x
spray y with x
123
used up. The direct object 'wall is now construed as more affected, thus
more patient-like.
Pragmatically, a participant coded as direct object slot is more topical
than one coded as indirect object. This may be illustrated by adding a pre
ceding context to examples (82a,b), topicalizing either 'paint' or 'wall':
(83) a. Context: What did you do with the paint?
(i) I sprayed it on the wall.
(ii) ?I sprayed the wall with it.
b. Context: What did you do to the wall?
(i) I sprayed it with paint.
(ii) ?I sprayed the paint on it.
Strictly speaking, there is nothing 'ungrammatical' about variants (ii) of
(83a,b). But variants (i) seem more natural, more coherent, more likely. In
other words, the object that is topicalized in the preceding context is
rendered more naturally as the direct object.
3.3.7.5. Three-object verbs
Verbs of this group code exchange transactions. They thus involve, at
least implicitly, three (or even four) objects: A patient direct object that is
being transferred to a recipient; a dative-benefactive indirect object that is
the recipient; and an exchange commodity, another indirect object, that is
being transferred to the agent in return. Occasionally, even the source from
which the patient was obtained may be coded, as a third indirect object.
Verbs in this group also allow the alternative pattern seen in (79)
above. That is, the dative-benefactive may be "promoted" to direct object.
The following are typical examples of exchange verbs (with the alternative
pattern given in parentheses):
(84) a. He bought the book for Jim from Mary for five dollars
(He bought Jim a book from Mary for five dollars)
b. She traded her old Honda to Joe for his Chevy
(She traded Joe her old Honda for his Chevy)
They sold the house to Jane for peanuts
(They sold Jane a house for peanuts)
In actual text, exchange verbs most commonly appear with only one of
their semantically-possible indirect objects. That is, as bi-transitive verbs
with one direct and one indirect object:
124
ENGLISH GRAMMAR
Benefactive:
Instrument:
Associative:
Manner:
Location:
Time:
d.
e.
f.
Benefactive:
Instrument:
Associative:
Manner:
Location:
Time:
There are some grounds for suspecting that at least some optional indi
rect objects should not be considered part of the verb phrase. 21 For the pur
pose of the discussion here, we will consider the syntactic structure of the
clauses in (86) akin to that of intransitive verbs with an obligatory indirect
object, i.e. tree diagram (69). In the same vein, we will consider the syntac
tic structure of the clauses in (87) akin to that of bi-transitive verbs, i.e.
tree diagram (78).
125
126
ENGLISH GRAMMAR
(91)
127
128
ENGLISH GRAMMAR
(94)
(95)
129
(98)
130
ENGLISH GRAMMAR
131
d.
d.
e.
f.
132
ENGLISH GRAMMAR
133
134
ENGLISH GRAMMAR
135
136
ENGLISH GRAMMAR
3.4.
137
Quite a few verbs in English can belong to more than one syntactic
thus also semantic verb-class. Such multiple membership is often sys
tematic, in the sense that many verbs may reveal the same multiple mem
bership pattern. Thus, a verb like 't1l' or 'ask' may be either a simple tran
sitive verb (like 'kill'), a manipulative verb (like 'force'), or an information
verb as in (127). That is:
(129) a. Transitive:
She told him a story
b. Manipulative: She told him to bug off
c. Informative: She told him
that his timing was a bit off
Similarly, a verb such as 'know' or 'say' may be either a simple transitive or
a PCU verb, as in:
(130) a. Transitive:
b. Utterance:
In the same vein, a verb such as 'forget' or 'remember' may either be a sim
ple transitive verb, an intransitive with an indirect object, a modality verb,
or a PCU verb. That is, respectively:
(131) a.
b.
d.
Transitive:
Intransitive:
Modality:
Cognition:
And similarly, a verb such as 'want' can be either a simple transitive verb,
a modality verb, or a manipulative verb. That is, respectively:
(132) a. Transitive:
He wanted a new car
b. Modality:
He wanted to leave
Manipulative: He wanted her to leave
Sense variation in the case of some verbs is more subtle, so that its
syntactic consequences are correspondingly more subtle. Thus, for exam
ple, modality verbs such as 'forget', 'remember', 'learn' or 'plan' can take
two variant equi-subject complements, yielding two different senses of the
main verb, one involving performance, the other know-how. That is,
respectively:
138
ENGLISH GRAMMAR
(133) a. Performance:
She forgot to solve the problem
( > She could, but didn't)
b. Know-how:
She forgot how to solve the problem
( > She couldn't, and didn't)
(134) a. Performance:
She remembered to go home
(> She remembered and did)
b. Know-how:
She remembered how to go home
( > She remembered the way,
but may not have gone home)
Semantic and syntactic characterization is thus not assigned to the verb as a
sequence of sounds, but rather to each particular sense of the verb.
3.5.
One of the most baffling facts of English grammar, often defying both
description and learning, is the use of prepositions to augment the lexical
meaning of verbs. This has been and still remains an ongoing historical pro
cess in Germanic languages. The evidence of Romance-derived verbs in
English suggests that a similar process must have occurred earlier in Latin. 28
As a result of this historical process, English prepositions as a class are
stranded somewhere between the grammar and the lexicon. The English
verbal lexicon is thus systematically enriched with new senses of existing
verbs, as they are combined with various prepositions.
Prepositions used in this capacity often resemble, to the naked eye,
their 'grammatical' counterparts used in marking the various types of indi
rect objects. However, more careful inspection reveals that the two uses are
rather different, both semantically and syntactically.
The distinction between the grammatical and lexical use of preposi
tions is easier to illustrate with simple intransitive verbs, ones that normally
take neither direct nor indirect objects. As illustrations, consider:
The
The
Her
Her
(136) a.
b.
c.
d.
(137) a.
b.
c.
d.
139
window broke
meeting broke up (early)
car broke down (on the freeway)
skin broke out (in a rash)
A similar variation can be shown with simple transitive verbs that, typ
ically, take a direct object. Thus, compare:
(138) a.
b.
c.
d.
(139) a.
b.
c.
d.
(140) a.
b.
d.
e.
(141) a.
b.
d.
e.
140
ENGLISH GRAMMAR
d.
e.
(indirect object)
(151) a.
b.
d.
e.
(152) a.
b.
d.
e.
f.
141
(indirect object)
(155) a.
b.
d.
(indirect object)
(156) a.
b.
c.
d.
142
ENGLISH GRAMMAR
(157) a.
b.
d.
The factors that control the choice between the two variants are both syn
tactic and pragmatic. Syntactically, if the direct object is a long noun
phrase, the verb-augmenting preposition tends to be placed right after the
verb, as in (157a,c). Pragmatically, if the direct object is more topical in
which case it also tends to be shorter, often only a pronoun then the ten
dency is to place it directly after the verb, as in (157b,d). The preposition is
thus left dangling at the end of the clause.30
3.6.
143
144
ENGLISH GRAMMAR
NOTES
1) We noted earlier that many adverbs are structurally prepositional phrases, thus to some
extent overlapping at least structurally with indirect objects. At the level of analysis we are
concerned with here, we will more or less ignore the grammatical tests that distinguish between
a prepositional phrase that is an 'indirect object' and one that is an 'adverb'.
2) The bulk of these grammatical constraints will be dealt with in later chapters, since they
tend to involve the behavior of complex clauses; that is, the behavior of clauses in more complex
contexts.
3) What is said here about the limits of strict definitions of semantic roles also applies to
grammatical roles, although to a lesser degree. Given the more abstract, structural nature of
grammatical case-roles, they tend to exhibit a higher level of categoriality (or 'grammaticalization').
4) For the purpose of the discussion here, we will ignore the role of 'adverb'. Its status as a
purely grammatical role in English is somewhat hazy. As noted in chapter 2, the morphological
form and syntactic position of adverbs are both rather variable. More subtle grammatical tests
go a longer way toward differentiating adverbs from indirect objects. But at this point such tests
cannot be discussed.
5) 'Locative' here stands in for all others' in (6).
6) In several complex clause-types, such as questions (chapter 12) or contrastive topics
(chapters 10, 11), the subject may be switched to other positions in the clause.
7) Or at least less topical than the direct object.
8) It may be argued that by adding more optional constituents, one increases the complexity
of the clause.
9) Several other aspects of transitivity will be discussed in chapters 7 and 8. For an extensive
discussion of transitivity in language, see Hopper and Thompson (1980); Givn (1984a, chapters
4,5.8); Givn (1990, chapters 13, 14).
10) It is also likely that the probability of the overlap between semantic and syntactic tran
sitivity in English is not the same in both directions. Thus, while a large majority of semanticallytransitive clauses are also syntactically transitive, probably a smaller majority of syntacticallytransitive clauses are also semantically transitive.
11) While 'it' does not exactly 'refer' to anything in such clauses, it does have some semantic
consequences. For example, it clearly stands for neither a male nor a female entity, but rather
an inanimate or non-human one. And it certainly is more of a 'singular' than a 'plural'.
12) The reference properties of noun phrases are discussed in considerable detail in chapter
5.
13) For a detailed discussion of verbal complements, see chapter 7.
14) English is not necessarily a typical language in this respect. In most languages transitivity
is more constrained semantically, though to varying degrees.
15) The term 'cognate' alludes to the fact that many such objects are in fact nominalized
forms of the activity-verb involved ('sing'/'song', 'dance'/'dance', 'talk'/'talk', 'lecture'/'lecture',
'promise'/'promise', etc.). Most of the others are also nominalized verbs, but they follow an unre
lated transitive verb (see (63) below).
SIMPLE V E R B A L CLAUSES
145
16) While semantically this may be viewed as 'downgrading', pragmatically the direct object
position codes more topical, important participants than the indirect object.
17) One may as well note that as a historical semantic extension of the transitive prototype,
an earlier sense of 'have' was the more concrete meaning of 'hold', 'seize', 'grab'. The semantic
extension involved the 'bleaching out' of the sense of concrete action, to leave only the sense of
resulting possession, eventually not even physical possession. The same process is currently
going on with 'get', which also retains its earlier sense of 'obtain'.
18) For discussion of the antipassive voice, see chapter 8.
19) While 'be angry at', 'be mad at', 'be disappointed at' etc. fit semantically in this group,
they are syntactically adjectival predicate constructions, and as such involve the copular verb
'be'.
20) The discourse-pragmatic function of this variant pattern, also called dative shifting, will be
discussed in chapter 11.
21) The arguments hinge on various grammatical-behavior criteria by which it is possible to
classify these optional prepositional phrases as adverbs, ones that are direct constituents of the
clause (S) rather than of the verb phrase (VP).
22) See section 3.3.8. directly below.
23) Or 'is deleted under identity'. In a transformational format of syntactic description, where
the surface structure of a complex clause is 'derived' from the deep syntactic structure of its com
ponent simple clauses, the zero expression of a co-referent NP is interpreted as 'deletion' of that
NP.
24) Both 'reluctant' and 'unable' are adjectives. In terms of their semantic and syntactic
relation to the complement clause, however, they follow the general pattern of modality verbs.
25) Or 'deleted under identity'; see footnote 23.
26) A number of complement-taking adjectives fall into the general syntactic pattern of PCU
verbs as described here. Such adjectives are 'be afraid', 'be aware', 'be sure', 'be certain', 'be
hopeful' and others.
27) Several factive predicates are adjectives in English, such as 'be sad', 'be happy', 'be dis
gusted', 'be encouraged', 'be disappointed' and others. For an extensive discussion of the
semantics of factive predicates, see Kiparsky and Kiparsky (1968).
28) Incorporated prepositions in Latin-derived Romance verbs are pre-verbal, as in 'im-bibe',
'ex-pell', 'sub-ject', 'sur-prise', 'per-form', 'pre-tend', 'ab-sorp', ac-cept', 're-ceive', 'de-ceive',
'ob-tain', etc. The same pre-verbal pattern of incorporating prepositions is found in German.
29) An extensive discussion of these regularities can be found in Lindner (1982). A discussion
of this lexical extension pattern as metaphoric extension of the meaning of locative prepositions
can be found in Lakoff and Johnson (1980).
30) An account of the pragmatics factors controlling this variation may be found in Chen
(1986).
31) In standard transformational formats, this summary called Phrase-Structure Rules is
considered a description of the 'competence' of the grammar user, and is thus given a much
more prominent theoretical status. See Chomsky (1965).
4.1.
INTRODUCTION
The grammar of verbal inflections is often the most complex part of the
grammar in any language. In terms of function, it spans over all three wellcoded functional realms of language: Lexical meaning, propositional informa
tion, and discourse coherence. In terms of morpho-syntactic structure, it
often involves a mix of diachronically older bound morphemes and diachronically younger verb-like auxiliaries, with the latter having not only
morphological but also syntactic status.
The verbal inflections of English represent successive generations of
historical development, and often bear the footprints of their protracted
history. This is true in terms of the position of verbal inflections both
auxiliaries and bound affixes relative to the verb, as well as in terms
of the rules that govern their grammatical behavior. What is more, the his
tory of the tense-aspect-modal system of English is far from over. New
operators are still being introduced into the system; and both those and the
system as a whole are in the process of being re-shaped.
We will begin our survey by considering the three main functional
domains that underlie the system:
(a)
(b)
(c)
Tense
Aspect
Modality
After surveying the syntactic behavior of these three, we will discuss the
fourth category
(d)
Negation
148
ENGLISH GRAMMAR
4.2.
TENSE
4.2.1.
Preliminaries
The category tense codes the relation between two points along the
ordered linear dimension of time the time of speech and event time. The
time of speech serves as the universal reference-point for event time. The
relation between the two may be represented diagrammatically as follows:
(1)
Past
The past tense in English is marked most commonly by the suffix -ed.
For a group of irregular verbs, the form is unpredictable, and involves
internal changes in the form of the verb-stem itself. Some of these verbs
are:
VERBAL INFLECTIONS
(2)
4.2.3.
Future
the
the
(or
the
149
150
ENGLISH GRAMMAR
(3)
The difference in function between the three options for marking the
future tense is not easy to characterize, but at least three distinct dimen
sions seem to be involved.
(i) Formality of genre:
The use of 'will' may be more formal; the other two may be more col
loquial.
(ii) Time distance:
The use of 'will' probably signals a more distant future, while the other two
may signal a more immediate future.
(iii) Degree of certainty:
Both 'will' and the progressive 'be' seem to signal higher certainty; the use
of 'going to' or 'gonna' seems to signal lower certainty.
4.2.4.
Present
He is chopping wood
Stative verbs, ones that code a state rather than an event, typically
don't take the progressive aspect. The 'present' meaning of such verbs is
signalled by the habitual form, which is then ambiguous; it signals either the
habitual or the present tense. As illustration of this, compare (5) and (6)
below:
(5)
VERBAL INFLECTIONS
(6)
151
Other stative verbs are 'see', 'hear, 'be', 'have', 'want' and many others.
The reason for the restriction will become more obvious when we dis
cuss the progressive aspect (section 4.3.2. below). Briefly, the progressive
converts a compact event into a state. But stative verbs already signal a
state through their inherent lexical meaning. It thus makes no sense to con
vert them into what they already are.
One must note that it is not the progressive form of the verb that
exhibits the restriction, but rather the particular sense associated with that
form. To illustrate this, consider the behavior of the progressive form with
the verb 'see':
(7)
a.
b.
d.
Being tall is an involuntary state over which the subject exercises no con
trol. Being obnoxious, in contrast, may also be an activity, and it is that
sense that is captured in (8c). Similarly:
152
ENGLISH GRAMMAR
(9)
The purely stative sense of 'have', as in (9a,b), is incompatible with the pro
gressive aspect. But the senses of 'have' in (9c,d,e) are all active eventive
senses; hence their compatibility with the progressive aspect.
4.2.5.
Habitual
number
person
first
second
third
singular
plural
I fall
we fall
you fall
you/y'all
fall
he/she/it falls
they fall
As noted above, only with stative verbs, ones that cannot take the progres
sive aspect, does the unmarked form double up as both the habitual and
present. As we shall see below, it also doubles up as a special form of the
past.
4.3.
ASPECT
4.3.1.
Preliminaries
VERBAL INFLECTIONS
153
of association with particular tenses. But even granting that the separation
between 'tense' and 'aspect' is not absolute, it is still useful to treat the two
notions separately.
4.3.2. The progressive
4.3.2.1. Unboundedness (vs. compactness)
The progressive aspect converts a temporally compact, bounded, ter
minated event, one that has sharp temporal boundaries, into a temporally
diffuse, unbounded, ongoing process, which thus resembles a state.3 The
English progressive is marked by the auxiliary 'be' before the verb and the
suffix -ing on the verb. When the progressive combines with the three main
tenses, the auxiliary 'be' unless preceded by another auxiliary behaves
like the main verb and carries the tense marking:
(11) a. Present progressive:
b. Future progressive:
Past progressive:
She is working
She will be working
She was working
154
ENGLISH GRAMMAR
VERBAL INFLECTIONS
155
from close proximity, with all details visible. It is as if the observer is placed
right at the scene. In contrast, from a bounded, narrow-angle perspective
the event is viewed from a remote vantage point. The observer is removed
from the scene and its minute details.
The strong, near automatic association of the progressive with the pre
sent absent explicitly marked tense is indeed a cognitive reflection of
the metaphoric extension from spatial to temporal proximity. Proximity
whether spatial or temporal has similar cognitive consequences. 4
4.3.2.3. Simultaneity (vs. sequentiality)
The progressive perspective on an event is often established through
bringing the observer onto the scene in the middle of the event, when it is
already going on. This is most commonly accomplished by depicting in an
adjacent clause the entry of a witness onto the scene. Thus compare (15)
above with (16):
(16) a.
b.
d.
156
ENGLISH GRAMMAR
VERBAL INFLECTIONS
157
158
ENGLISH GRAMMAR
She
She
She
She
She
She
is working
keeps working
was working
kept working
has been working
has kept working
One clear semantic difference between 'be' and 'keep' is that 'keep'
imparts a sense of continuation, with an implicit sense that the activity was
going on for some time before. Another difference is that 'keep' may also
code repetition and habitual action. This is more apparent when the main
verb is temporally compact. Thus contrast:
(24) a. Less compact verb:
She kept sucking her thumb.
(> She sucked on an on)
b. More compact verb:
She kept breaking her leg.
(> She broke it again and again)
The verb 'suck' codes, prototypically, a more protracted activity; hence the
more natural continuous interpretation on (24a). The verb 'break' tends to
code more a compact event; hence the more natural repetitive interpreta
tion of (24b).
Closely related to 'keep' in meaning is the aspectual or modality-
VERBAL INFLECTIONS
159
160
ENGLISH GRAMMAR
VERBAL INFLECTIONS
161
162
ENGLISH GRAMMAR
4.3.5.2. Anteriority
The perfect bears a strong but not binding association with 'past'. The
fact that the association is not absolute can be seen from the fact that the
perfect can be used with three distinct temporal reference points: (a) Time
of speech, (b) Past, and (c) Future. With respect to each one, the perfect
codes an event that either occurred or was initiated prior to the temporal
reference point. This may be illustrated in:
(36) a. Present perfect:
(Speaking now,) She has (already) finished
b. Past perfect:
(When he arrived,) She had (already) finished
Future perfect:
(When he arrives,) She will have (already) finished
These three configurations may be represented diagrammatically as,
respectively:
(37) Present perfect:
VERBAL INFLECTIONS
163
4.3.5.3. Perfectivity
The perfect may be used to signal an event that has been terminated or
accomplished before the reference time. As an example consider the
exchange:
(40) A: -Why don't you go and wash your hands?
B: -I've already washed them.
4.3.5.4. Counter-sequentiality
One of the more pragmatic features of the perfect involves its use in
signaling that the event stands out of temporal sequence in the narrative.
Here the perfect again contrasts with the simple sequential past,
which codes events that are recounted in proper temporal sequence. As
illustration, compare (41) and (42) below:
(41) Simple past:
a. She came back into the room,
b. looked around,
spotted the buffet
d. and went to get a sandwich....
(42) Perfect past:
a. She came back into the room
b. and looked around.
She had spotted the buffet earlier,
d. So she went to get a sandwich...
In narrative (41), the events are all recounted in the same order in which
they occurred, with all verbal clauses marked with the simple-sequential
past. In narrative (42) of the very same chain of events, event (42c) is
recounted after (42b), though in fact it occurred before (42b). The verb in
(42c) the off-sequence link in the chain is therefore marked
with the perfect aspect. Further, the counter-sequential placement of (42c)
precipitates a thematic break in the discourse, signalled by a period punctu
ation in (42b).
The difference between the sequential ('perfective') aspect and the
perfect may be illustrated diagrammatically as follows:
164
ENGLISH GRAMMAR
VERBAL INFLECTIONS
165
166
ENGLISH GRAMMAR
The simple form of the verb in English, the one that codes the habitual
(and also the present for stative verbs), may be used as another variant of
the sequential ('perfective') past. This usage, in both the spoken and writ
ten language, renders the events somehow more vivid or immediate. This
involves a manipulation of the pragmatic perspective of the discourse, as if
the narrator invites the hearer to be present on the scene, observe the
action from close quarters, be more emotionally involved.
VERBAL INFLECTIONS
167
The immediate aspect contrasts with the simple past, which codes a
more remote perspective on the event. As an illustration of this contrast,
compare the same 'objective' series of events, rendered below in both
aspects:
(53) a. Remote:
...So I gave him his instructions, and I told him to go
ahead and do it. And he said he would. Y'know, I really
trusted the guy, I had known him for a long time.
Plus, he was taking notes all along. So I figured...
Well, what the heck, it all happened such a long time
ago...
b. Immediate:
...So I give him his instructions, and I tell him I say
go ahead and do it. And he says he will. Hey, I really
trust the guy, I've known him for such a long time.
Plus he's taking notes and all. So I figure...
I tell you, I'm still so pissed I could...
There is obviously a certain correlation between the aspectual contrast
immediate vs. remote and the genre contrast oral vs. written discourse. The
immediate aspect is probably used much more frequently in oral narrative.
But literary usage has borrowed the contrast, to the point where whole
stories, essays or novels may be written in the immediate aspect. As an
example of a highly literary usage, consider the following passage from
Donald Barthelme's short story ' T h e Emperor": 11
(54) "...His gifts this morning include two white jade tigers, at
full scale, carved by the artist Lieh Yi, and the Emperor
himself takes brush in hand to paint their eyes with dark
lacquer; responsible officials have suggested that six
thousand terra-cotta soldiers and two thousand terra-cotta
horses, all full scale, be buried, for the defense of his
tomb; the Emperor in his rage orders that three thousand
convicts cut down all the trees on Mt. Hsiang, leaving it
bare, bald, so that responsible officials may understand
what is possible; the Emperor commands the court poets
to write poems about immortals, pure beings, and noble
spirits who by their own labor change night to day, and
168
ENGLISH GRAMMAR
VERBAL INFLECTIONS
169
4.4.
MODALITY
4.4.1.
Propositional modalities
Epistemic modalities
170
ENGLISH GRAMMAR
(a) Presupposition:
The proposition is assumed to be true, either by definition, by prior
agreement, by general culturally-shared conventions, by being obvious
to all present at the speech situation, or by having been uttered by the
speaker and left unchallenged by the hearer. 15
(b) Realis assertion:
The proposition is strongly asserted as true; but challenge from the
hearer is deemed appropriate, although the speaker has evidence or
other grounds to defend his/her strong belief.
(c) Irrealis assertion:
The proposition is weakly asserted as either possible or likely (or neces
sary or desired, in the converging evaluative case); but the speaker is not
ready to back it up with evidence or other strong grounds; and chal
lenge from the hearer is readily entertained or even explicitly solicited.
(d) Negative assertion:
The proposition is strongly asserted as false, most commonly in con
tradiction to the hearer's explicit or assumed beliefs; challenge from the
hearer is anticipated, and the speaker has evidence or other grounds to
back up his/her strong belief.
In the following sections we will deal primarily with the contrast
between the realis (b) and Irrealis () modalities, beginning with a survey of
the distribution of modality in the various categories of grammar. The
evaluative aspects of irrealis will be covered within the discussion of modal
auxiliaries and irrealis-marked adverbs. Negation will be discussed in a sep
arate section further below. Presupposition is the modality with the least
grammatical marking (although many other grammatical consequences) in
English, and will receive only limited discussion in this chapter.
4.4.3.
VERBAL INFLECTIONS
171
Past
Perfect
Present
Future
Habitual
===
===
===
===
===
>
>
>
>
>
The realis effect of 'past', 'perfect' and 'present' holds only if no other
irrealis-inducing operator intervenes. In formal terms, one may consider
realis as the 'unmarked' category, automatically prevailing unless some
other modality intervenes. 16 This means, in terms of our discussion below,
that we will describe more explicitly the grammatical environments that
correlate with irrealis and presupposition, assuming then that realis is freely
distributed 'elsewhere', in all other environments.
The status of the habitual tense-aspect as an irrealis modality needs
to be somewhat qualified. All other things being equal, a habitual-coded
clause is just as strongly asserted as a realis-coded and thus shares an
important pragmatic feature of realis.17 However, the most important fea
ture of realis is that of occurrence at some specific time. Thus, while a
habitual assertion may be founded as a generalization on many events
that may have indeed occurred at specific times, it does not assert the
occurrence of any specific event at any specific time.
4.4.3.2. Irrealis-inducing adverbs
Epistemic adverbs, such as 'maybe', 'probably', 'possibly, 'likely',
'supposedly', 'presumably', 'surely' or 'undoubtedly', create an irrealis
scope over the proposition in which they are lodged. The same is also true
of evaluative adverbs such as 'preferably', 'hopefully' or 'ideally'. The pre
sence of such an irrealis operator within a clause overrides the otherwise
realis value of past, present or perfect.18 For example:
172
ENGLISH GRAMMAR
(56) a.
b.
c.
d.
VERBAL INFLECTIONS
173
(59) a. Ability:
Other modals, such as 'should' and 'must', can signal either obligation or
probability:
(60) a. Obligation:
(61) a. Obligation:
present form
can
shall
will
may
past form
could
should
would
might
Currently, the pairing of modals with the auxiliary 'have' imparts a sense of
'past':
174
ENGLISH GRAMMAR
(63)
present form
a.
b.
.
d.
.
f.
She could do it
She may do it
She must do it
She might do it
She will do it
She would do it
g She should do it
past form
She
She
She
She
She
She
She
Only for the pairing of 'can' vs. 'could' is the older distinction of pre
sent vs. past preserved to some extent. This is perhaps the reason why 'can'
unlike 'could' is incompatible with the perfect/past auxiliary 'have'.
That is:
(64) a. She can do it
b. *She can have done it
But since the old past form 'could' is used increasingly in non-past senses,
its past sense of 'could' is being supplanted by the past form of 'be able', as
in:
(65) She was able to do it
Another noteworthy fact concerning the use of the auxiliary 'have' to
render the past tense of modals is that such usage precipitates a shift in the
semantic range of the modal. The exact direction of the shift cannot always
be predicted. Thus, for example, either 'could' or 'may' can by itself be
used to signal any of the three modal senses ability, permission, and
probability:
(66) a. Ability:
If she really tries, maybe she could/may do it
b. Permission:
If he behave himself, he could/may be reinstated
Probability:
Well, it could/may be true, right?
In contrast, 'could have' retains only two of the modal senses ability and
probability. Thus, compare (66) above with, respectively:
VERBAL INFLECTIONS
175
(67) a. Ability:
If she had tried hard, she could have done it
b. *Permission:
If he had behaved himself,
he could have been reinstated
c. Probability:
Well, it could have been true, right?
There is nothing ungrammatical about (67b), but it does not convey a sense
of permission, only of either probability or ability.
In the same vein, 'may have' retains only the epistemic probability
sense of 'may', but neither its ability nor its permission sense. Thus,
compare (66) above with:
(68) a. *Ability:
*If she had really tried, she may have done it
b. *Permission:
*If he had behaved himself,
he may have been reinstated
Probability:
Well, it may have been true, right?
The loss of the deontic sub-modality of permission in the past may be
due to the fact that the use of 'can' and 'may' in that capacity in the present
probably involves the actual performance of the speech act of permission.
One of the most salient aspects of performed speech-acts is that they only
retain the performative force in the face-to-face communicative situation,
i.e. the here-and-now present.21
With four of the modals 'might', 'could', 'would' and 'should' the
combination with 'have' imparts not only the sense of past, but also a nega
tive or counter-fact sense. That is:
(69) a. She
176
ENGLISH GRAMMAR
VERBAL INFLECTIONS
177
(73) a. Command:
Turn off the light!
b. Request:
Could you please turn off the light?
c. Exhortation:
Let's turn off the light.
d. Yes-no question:
Did you turn off the light?
4.4.3.6. Grammatical environments associated with presupposition
Several adverbial clauses,27 when marked with realis tense-aspects such
as past, perfect or present, fall under the scope of presupposition, as in:
(74) a.
b.
d.
e.
f.
That is, the proposition coded by such clauses is not asserted, but rather is
taken for granted as one the hearer would accept without a challenge.
In a similar vein, participial adverbial clauses, especially when preced
ing the main clause,28 tend to fall under the scope of presupposition, as in:
(75) a. Having finished reading, he then...
b. Stopping first to fill up her tank, she then...
Propositions coded in relative clauses,29 WH-questions30 and focus
clauses31 also tend to fall under the scope of presupposition, as in:
(76) a. REL-clause:
The man I saw yesterday is a crook.
b. WH-question:
Who did you see there?
Cleft-focus:
It was Joe that I saw there, not Mary.
Propositions coded in the complements of factive perception-cognition
verbs32 also tend to fall under presupposition scope, as in:
178
ENGLISH GRAMMAR
4.5.
4.5.1.
Markedness
VERBAL INFLECTIONS
179
4.5.2.
realis
irrealis
perfective
imperfective
completed
incompletive
bounded
unbounded
compact
durative
simple past
perfect
in-sequence
off-sequence
event-anchored
speech-anchored
180
ENGLISH GRAMMAR
fiction
category
past/realis
irrealis
habitual
progressive/realis
perfect/realis
2
18
62
/
7
2%
20%
70%
/
8%
74
8
/
43
8
56%
6%
/
32%
6%
total:
89
100%
133
100%
4.5.3.
Cognitive considerations
4.5.3.1. Modality
The status of realis as the unmarked category of modality may be due
to both cognitive and socio-cultural factors. Events that did occur in real
time, or are occurring at the time of speech, are cognitively more salient,
i.e. more vivid and accessible in the mind, than events that did not occur, or
might occur at some future date. Directly-experienced states or events are
presumably more memorable than unexperienced ones. Information stored
in episodic memory about real events whether due to direct experience
or the account of a direct witness is more salient, better stored, and is
retrieved faster than information about potential, hypothetical, future
events. The unmarked status of realis may be also due to its higher rele
vance: Events that did happen, or are happening, are likely to affect one's
life more than possible, hypothetical, future events.
4.5.3.2. Perfectivity
Sharply-bounded, compact, fast-changing events are more salient both
perceptually and cognitively. They are thus likely to be better attended to,
memorized and retrieved.
VERBAL INFLECTIONS
181
4.5.3.3. Sequentiality
It is presumably easier to encode, store in episodic memory and
retrieve a chain of events that are narrated in a coherent sequence, as com
pared to an incoherent sequence. The strong preference in human com
munication toward sequential order in communicating events is most visi
ble in the case of temporal coherence and causal coherence. The strong pref
erence in text production and text interpretation is toward:
(82) a. Temporal sequence: earlier before later
b. Causal sequence:
cause before effect
There is, in addition, an inherent temporal bias in complex, coherent
human action. Action sequences tend to come in routinized, culturallyshared scripts or schemata. These schemata, as well as the general princi
ples used in constructing them, are part of our permanently-stored, com
munally-shared knowledge of the physical and cultural universe. Event
sequences that violate these schemata are harder to interpret, encode, store
and retrieve. Such schemata are so ubiquitous, and permeate our life to
such an extent, that we tend to ignore them as we do all presupposed
background information. Consider, for example, the normative script of
"frying bacon and making a BLT sandwich". The script is told first in the
normative order (83a), then in a scrambled counter-normative order (83b):
(83) a. He took the bacon out of the fridge, cut it, put it in a
pan, lighted the stove, put the pan on the stove, fried
the bacon to a dark crisp, drained it on a paper towel,
and made himself a BLT sandwich.
b. ?He fried the bacon to a dark crisp, lighted the stove,
put the bacon in a pan, cut it, made himself a BLT
sandwich, took the bacon out of the fridge, drained it
on a paper towel, and put the pan on the stove.
Culturally-shared scripts constitute an ever-present constraint on the coher
ence of text.
4.5.3.4. Relevance
There is a strong preference in discourse production toward recounting
events in an order that unites their relevance-time and occurrence-time.
182
ENGLISH GRAMMAR
This preference is the human communicative norm, as can be seen from the
low frequency of the counter-sequence perfect in both genres in table (81)
6%-8%. The relatively few events that are deemed relevant at some
other time say speech-time ('present perfect') or some time after the
event ('past perfect') are counter normative, thus a 'marked' case.
It may well be that detaching the event's relevance-time from its occur
rence-time constitutes an added cognitive burden on the speech receiver. In
processing an event that occurred earlier at its natural script-point but
is recounted off-sequence, the speech receiver may face a more costly
speech-processing task. The costliness of this task is perhaps due to the fact
that in the processing of off-sequence events, two separate but equally-valid
aspects of text coherence come into sharp conflict:
(a)
(b)
In the vast majority of normal ('unmarked') cases, these two aspects of text
coherence go hand in hand. That is, an event is deemed relevant and is
thus recounted at its natural script-point (as in (83a) above). But a nar
rator may decide that an event is more currently-relevant at some offsequence point, one that diverges from the event's natural script-location.
When such an option is exercised, the two aspects of text coherence are
brought into sharp conflict. Such a conflict presumably incurs added cogni
tive costs.
4.6.
4.6.1.
Tense-aspect-modality in English is coded by a combination of pre-verbal auxiliaries and verb suffixes. The general ordering rule has been given
traditionally as:36
(84) a. VP = (AUX) V (...)
b. AUX = (PAST) (MODAL) (HAVE) (BE)
Rule (84a) states that a Verb Phrase (VP) may begin, optionally, with some
element of the auxiliary (AUX); it always has a main verb (V); and it may
also have other elements following the verb. Rule (84b) states that the var
ious elements in the auxiliary 'past', 'modal', 'have' and 'be' are all
VERBAL INFLECTIONS
183
optional. But if more than one occurs, their relative order is rigid; so that a
modal can only precede 'have' or 'be' but never follow either; and 'have'
can only precede 'be' but never follow it.
A special provision must be made for 'past', since it is not an indepen
dent auxiliary word, but rather a suffix. Placing 'past' as the first element of
the auxiliary is a mere notational convention that allows us to formulate the
rules for the morphology of tense-aspect in English in the most general
way:
(85) "The past tense must attach itself as suffix to the first VP
element that follows it, be it an auxiliary (AUX) or the
main verb (V)".
In order to interpret rules (84b)/(85) without exceptions, one must
assume that the modals 'could', 'should', 'would' and 'might' are past forms
of, respectively, 'can', 'shall', 'will' and 'may'. While this was indeed the
historical fact, it is not true any more. These so-called 'past' forms have
diverged in their meanings, so that their use need not connote any past
tense. Often, the use of the old past form seems to connote a lower degree
of epistemic certainty.37 Thus contrast:
(86) a. He may come tomorrow (more certain)
b. He might come tomorrow (more dubious)
c. can still do it
(>and may yet)
d. He could still do it
(>though I doubt it)
In other cases, as in 'will'/'would' and 'shall'/'should', the semantic
divergence between the two forms is even more advanced. Further, for
some pairs both members may combine with 'have' to yield a past-related
epistemic sense, with the same epistemic gradation as in (86) above. That
is:
(87) a. He may have done it (less doubtful)
b. He might have done it (more doubtful)
In other cases, the combination with 'have' yields a different meaning
altogether, as in:
184
ENGLISH GRAMMAR
Finally, the modal 'must' has no corresponding older past form, but can
combine with 'have'. But while the present form tends to connote an
evaluative modality of obligation, the combination with 'have' connotes an
epistemic modality:
(90) a. She must finish on time.
b. She must have finished on time.
The facts surveyed above suggest that rule (84b)/(85) is not a realistic
description of current English grammar. It neither predicts the possible
forms nor their functional distribution. Rather, the current situation is bet
ter described by rule (91):
(91) AUX
(HAVE) (BE)
d.
Modal:
Past:
Have:
Be:
(no effect)
VERBAL INFLECTIONS
185
(94) a. Modal-perfect:
Mary may have work-ed
b. Modal-progressive: Mary might be work-ing
c. Perfect-progressive: Mary has b e e n working
Since 'modal' is incompatible with 'past' (cf. rule (92)), only one two-auxil
iary combination with 'past' is possible:
(95) Perfect-progressive: Mary ha-d be-en work-ing
Finally, only one three-auxiliary combination with a modal and thus
without 'past' is possible:
(96) Mary should have been working
4.6.2.
d.
186
ENGLISH GRAMMAR
'Have 1 , '(have) got' and 'need' can be used to signal the evaluative
modality of necessity or obligation. Semantically, they thus fit the same slot
as the English modals. Syntactically, however, these three new modal
auxiliaries still behave like main modality verbs such as 'want'. Thus com
pare:
(100) Modality verbs:
a. She wants to rest
b. She has to rest
She's got to rest
d. She needs to rest
(101) True modals:
a. She can rest
b. She must rest
She should rest
Much like 'want', 'have' (but not 'need' or 'have got') can combine
with the perfect auxiliary 'have', as in:
(102) a. She has want-ed to rest
b. She has ha-d to rest
c. *She has need-ed to rest
The reduced colloquial invariant form 'got' can of course combine with
'have', but that simply reiterates its historical point of origin, which how
ever has no equivalent simple-present form:
(103) a. She has got to rest
b. *She get(s) to rest
Like 'want' and several other stative modality verbs, 'need', 'have' and
'(have) got' cannot combine with the progressive auxiliary 'be':
(104) a.
b.
c.
d.
*He
?He
*He
*He
is
is
is
is
want-ing to leave
hav-ing to leave
need-ing to leave
got-ing to leave
Like 'want', both 'have' and 'need' (but not '(have) got') can com
bine with modal auxiliaries:
(105) a.
b.
d.
leave
leave
leave early
got to leave early
VERBAL INFLECTIONS
187
4.7.
NEGATION
4.7.1.
Among the four main propositional modalities, the status of NEGassertion is somewhat muddled. Logicians have traditionally considered
negation only in terms of truth value; that is, as an operator that 'reverses
the truth-value of a proposition', This may be captured in the strict rules of
logic:
(108) a. NOT(NOT-P) =
b. If is true, then NOT-P is not true
(and vice versa)
Rule (108a) allows for the NEG-operator to cancel itself without any
effect on the proposition (P) under its scope. Rule (108b) is the celebrated
law of the excluded middle that bars logical contradictions.
The logical properties of negation are indeed reflected in language, but
188
ENGLISH GRAMMAR
I
I
I
I
am
am
am
am
happy
not happy
unhappy
not unhappy
Among the four propositional modes, both negation and realis involve
strong assertion. They thus contrast with both presupposition (where a
proposition is not asserted but rather taken for granted) and irrealis, where
a proposition is only weakly asserted. This is important to remember when
the discussion turns to the social, interactional or affective correlates of
negation. As we shall see further below, negation is a confrontational, chal
lenging speech-act. Being both a confrontational speech-act and a strong
assertion, it often yields problematic social consequences.
4.7.3.
VERBAL INFLECTIONS
189
died'. A negative assertion is indeed made on the tacit assumption that the
hearer either has heard about, believes in, is likely to take for granted, or
is at least familiar with the corresponding affirmative proposition.
The corresponding affirmative may be established explicitly in the pre
ceding discourse as background for a NEG-assertion, as in:
(112) Background:
d.
190
ENGLISH GRAMMAR
odd is because it merely echoes that norm, and is thus a tautology. Con
versely, the negative in (115c) is a tautology that re-phrases the norm, and
is thus pragmatically odd; while the affirmative (115d) breaks the norm,
and is thus pragmatically felicitous. Now, if we lived in a universe where
men had no heads, or where they most commonly resembled frogs, both
felicity contrasts in (115) would have been reversed.
4.7.4.
Negation as a speech-act
Negation in discourse
191
VERBAL INFLECTIONS
negat ive
total
text
academic
fiction
96
142
95%
88%
5
20
5%
12%
101
162
100%
100%
The higher frequency of NEG-clauses in the fiction text in (116) may be sig
nificant. It may have to do with the fact that fiction contains conversational
interaction, in which the perspective of several speakers alternates. The
shift of perspective is a natural venue for valuative conflict and epistemic
disagreement. In contrast, non-fiction is written from the perspective of a
single speaker, whose goal and knowledge-base are likely to be more
uniform.
4.7.5.2. The ontology of negative events
The play of norm vs. counter-norm in the use of negation may be illus
trated with a number of simple examples. Consider first:
(117) a. A man came into my office yesterday and said...
b. *A man didn't come into my office yesterday and said...
c. ?Nobody came into my office yesterday and said...
The non-event (117b) is pragmatically and indeed grammatically the
oddest. This must be so because if an event did not occur at all, why should
one bother to talk about a specific individual who 'participated' in that nonevent?
While more acceptable, (117c) is still pragmatically less likely. This is
so because the norm of one's everyday routine is not 'all people visit my
office at all times', but rather 'most people don't ever visit my office'. Visits
to one's office are thus much more rare than non-visits. This is what makes
visits (events) more salient than non-visits (non-events). On the background
192
ENGLISH GRAMMAR
VERBAL INFLECTIONS
193
d.
e.
f.
g.
h.
Quite, quite.
Yes, I see.
I see what you mean.
I suppose you got a point there.
Perhaps not quite so.
Perhaps you may wish to consider an alternative.
Well, I'm not sure about that, maybe...
Now if it were up to me, I would suggest...
In a more traditional society, such as small town America, overt NEGassertions are considered rude, and seem to be less frequent than in an
academic environment. In a close, intimate community, open disagreement
and contrariness is a disruptive social force, and various indirect means are
used to avoid direct NEG-assertions. To illustrate this, consider the follow
ing passage from a novel depicting small-town life. The passage involves a
194
ENGLISH GRAMMAR
VERBAL INFLECTIONS
195
196
ENGLISH GRAMMAR
(127)
197
VERBAL INFLECTIONS
VP negation
SUBJ included
SUBJ-NP negation
total
60
89%
11%
67
100%
The figures recorded in (133) suggest that none of the instances of VP-nega
tion allowed the inclusion of the subject under the scope of negation.
Rather, to place the subject under negative scope, only the NP-negation
form was used.
In addition to typically excluding the subject, VP-negation is often
used to further narrow down the portion of the clause that is being negated.
The most common way of doing this in English is by focused negation.
Focused negation involves placing contrastive stress47 on one element in the
clause. That element is then the only one falling under NEG-scope. The
rest of the clause is presupposed.
As noted above, VP-negation typically excludes the subject, and thus
applies only to the verb phrase ('predicate'). Such negation may be consid
ered the most wide-scoped; it can be now contrasted with the various exam-
198
ENGLISH GRAMMAR
VERBAL INFLECTIONS
199
c. Optional instrumental:
She didn't shoot him with the gun
( > She shot him, but not with the gun)
d. Optional purpose ADV:
She didn't flunk on purpose
(> She flunked, but not on purpose)
e. Optional time ADV:
She didn't come Saturday
(> She came, but not on Saturday)
f. Optional frequency ADV:
She doesn't visit often
( > She visits, but not often)
g. Optional locative ADV:
She didn't kick the ball out of the park
(> She kicked it, but not out of the park)
The inferences in (136a-g) are pragmatic and normative, rather than logical
and absolute. A change in the intonation pattern of the clause may yield
other inferences.
The reason why optional constituents attract the focus of negation is,
probably, because they are likely to constitute the focus of the assertion
itself, even without negation. The normal pragmatic inference concerning
the use of optional clausal constituents thus seems to be:
(137) "If an optional element is chosen, chances are it
is the focus of the asserted information".
4.7.8. The morpho-syntax of English negation
The morpho-syntax of negation in English is closely tied to the struc
ture of the auxiliary and the tense-aspect-modal system. To accommodate
negation, a slightly modified version of our auxiliary rule (91)/(92) must be
given, one that is applicable only in the case of negation:
(138) AUX = NEG
Rule (138) only applies to the most common type of negation, VP-negation. The rule is to be interpreted as follows:
200
ENGLISH GRAMMAR
d.
e.
f.
g.
Modal:
Have:
Have-past:
Be:
Be-past:
Do:
Do-past:
d.
e.
VERBAL INFLECTIONS
4.7.9.
201
d.
By logic alone, (143a) should mean (143c), and (143b) should mean (143d).
In fact, under some conditions (143a) and (143b) have a similar though
perhaps not identical meaning, with (143a) tipping toward a slightly
stronger belief in the complement proposition 'She came', and (143b)
toward a slightly weaker belief in that proposition. Further, both (143a)
and (143b) tend to be rather close to the meaning of (143d), but equally
remote from the meaning of (143c).
The same weak equivalency can be seen with non-implicative modality
or manipulation verbs such as 'want':
(144) a. She didn't want (him) to leave
b. She wanted (him) not to leave
Somehow the meaning of (144a) and (144b) is almost the same, but perhaps
again with a certain gradation in strength of preference regarding the com
plement proposition.
With other complement-taking verbs, the senses of the two negation
patterns of main and complement clause are rather distinct and con
form better to the predictions of logic:
(145) a. She didn't know (that) he was there
(> It isn't true that she knew he was there)
b. She knew that he wasn't there
(> She knew that it wasn't true he was there)
202
ENGLISH GRAMMAR
VERBAL INFLECTIONS
203
Affirmative:
Mary is home,
204
ENGLISH GRAMMAR
c. Morphological negation:
Mary was unhappy, and Jack was
d. Inherent-lexical negation:
Mary was sad, and Jack was
The distribution of the NEG-polarity operators 'too' and 'either' in both
the morphological negative (149c) and the inherent-lexical negative (149d)
follows that of the affirmative clause (149a), rather than the syntactic-nega
tive clause (149b). In the same vein:
(150) a. Affirmative:
Jack was present
b. Syntactic negation:
Jack wasn't present
c. Inherent-lexical negation:
Jack was absent
Logically, 'present' and 'absent' are exact antonyms, seemingly abiding by
the exclusion-of-the-middle rule:
(151) present < = = = > not absent
absent < = = = > not present
As noted earlier above, the syntactic source of negation, in terms of
main vs. complement clause, sometimes makes an important semantic dif
ference, one that was not predictable from the mere logic of negation.
What examples such as (149) and (150) suggest is that even when a single
clause is involved, the grammatical organization of clauses, in this case the
syntactic source of negation, makes a difference in meaning that is not pre
dicted from the logic of negation.
4.7.9.4. Constituent negation and emphatic denial
The syntactic negation we have discussed all along is VP negation. In
this type of negation, the NEG-marker is grammatically part of the auxil
iary complex, which in turn is part of the verb phrase in English. This is
indeed the most common device for expressing the negative speech-act in
VERBAL INFLECTIONS
205
English. But as noted earlier, English also has another, less common type
of syntactic negation, whereby the NEG-marker attaches itself to one of the
non-verbal constituents of the clause, such as the subject, direct object,
indirect object, nominal predicate or adverb. In most cases, that constituent
turns out to be a noun phrase, so that we will refer to this negation pattern
as NP negation. As illustrations, consider:
(152) a. Affirmative frame:
The woman gave the book to the boy
b. VP negation:
The woman didn't give the book to the boy
c. Subject-NP negation:
No woman gave the book to the boy
d. Direct object-NP negation:
The woman gave no book to the boy
e. Indirect object-NP negation.
The woman gave the book to no boy
(153) a. Time adverb negation:
The woman never gave the book to the boy
b. Place negation:
The boy is nowhere to be seen
c. Predicate-NP negation:
She's no fool
d. Possessive-NP negation:
She's nobody's fool
In the more common VP negation, as in (152b), the propositional
event-frame of the corresponding affirmative (cf. (152a)) is taken for
granted as the presupposed background for negation. It is that background
proposition that is then denied. Constituent (NP) negation seems to attack
the presuppositional foundation of the hearer's contrary belief more
emphatically, and zero in on the object of denial more specifically: Not only
did the event not occur with the listed participants, but one of the partici
pants was not even involved. As a speech-act, emphatic denial of this type
is even more contrary than the normal VP negation. And the semantic
effect of such negation on the noun phrase in question is to render it nonreferring.50 That is, the denial is carried further not only wasn't this
specific participant involved, but not even a member of its type.
The emphatic denial of the hearer's event-frame belief is pressed
206
ENGLISH GRAMMAR
VERBAL INFLECTIONS
207
For adverbs of time, place or manner, some points along this gradation may
be less natural, for reasons that have to do with reference.51 Thus compare:
(157) a. Syntactic VP negation:
She didn't work yesterday
b. VP negation plus emphasis:
?She didn't work any time
c. VP negation plus NEG pronoun:
She didn't ever work
d. NP negation:
?She worked no time
e. NP negation plus NEG pronoun:
She never worked
Emphatic constituent negation is probably at the bottom of the infa
mous double negation, commonly found in the spoken register, as in:
(158) a.
b.
d.
d.
d.
And one must remember that the proper negation pattern of current-day
written English did arise from the earlier pattern of emphatic double nega
tion in Old English. The transition involved two consecutive cycles of deemphasizing an emphatic VP negation pattern, roughly along the line of
(simplified):52
208
ENGLISH GRAMMAR
(ought = 'thing')
(no-ought = 'nothing')
(contraction)
(contraction)
The use of the auxiliary 'do' to carry the NEG-marker, as in (161d), signal
led originally a new cycle of emphatic negation. Only later on was this pat
tern de-emphasized and assumed the current value of standard VP negation
(161e). The old emphatic use of 'do' still survives in the affirmative, as in
the contrast:
(162) a. She saw him
b. She did see him
The pattern of emphatic negation for subject NPs is not quite as full as
the one for object. Thus, compare (163) below with (155), (156) above:
(163) a. Syntactic VP negation:
The woman didn't read the book
b. VP negation plus emphasis:
*Any woman didn't read the book
c. VP negation plus NEG-pronoun:
*Nobody didn't read the book
d. NP negation:
No woman read the book
e. NP negation plus NEG-pronoun:
Nobody read the book
The absence of patterns (163b,c) is probably due to the fact, noted earlier
above, that the clausal subject is excluded from the scope of VP negation,
while objects and adverbs do fall under the scope of negation. 53
VERBAL INFLECTIONS
209
NOTES
1) Some people treat the 'habitual' as an aspect rather than a tense. This preference is moti
vated first by the fact that the habitual can distribute in both the "present" and the "past" tense,
as in the contrast between:
Present: She sings every day.
Past:
Then she would sing every day.
It is also motivated by the semantic grouping of the 'habitual' with the 'durative' and 'iterative'
under the super-category of imperfective or unbounded. The problem with the distributional
argument is that the 'habitual' can also distribute in two aspects "simple" and "durative", as
in the contrast between:
Simple:
The truth of the matter is that the 'habitual' in English is a swing category, partly tense and
partly aspect. As we shall see later on, the habitual is also a swing category in terms of modality.
2) Given that aspect markers in English are always attached to the verb phrase of a particu
lar clause, we will consider the function or any sub-function of an aspect to be 'semantic'
if its definition requires no reference to entities (be they functional or structural) outside the
clause. In contrast, the definition of a 'pragmatic' function of an aspect requires reference to
entities outside the clause.
3) The contrast between bounded and unbounded is also referred to by the traditional terms
of 'perfective' vs. 'imperfective', respectively.
4) In the historical development of tense-aspect markers from verbs (the most common
source), many if not most tense-aspect markers arise from verbs of spatial motion ('go', 'come',
'arrive', 'leave') or spatial presence ('be', 'sit', 'stand', 'stay', 'lie', 'sleep', 'live-at'). For the role
of space-to-time metaphoric extension in the evolution of tense-aspect markers, see Heine et al
(1991). For the systematic use of space-to-time metaphors in English, see Lakoff and Johnson
(1980).
5) L'Amour (1962, p. 7).
6) L'Amour (1962, p. 2).
7) Alternatively, one may wish to argue that the progressive-habitual represents a widening
of the temporal scope of the progressive, from 'right now' to 'nowadays'. So that one way or
another, the combination progressive-cum-habitual produces an intermediate perspective on the
temporal scope of the event. As John Haiman (in personal communication) has suggested, this
would place the progressive and habitual on a continuum of a single aspectual dimension (rather
than one being an aspect and the other a tense).
8) The historical rise of auxiliaries out of modality verbs is still an ongoing development in
English, so that several modality verbs can be characterized synchronically as "aspectuals", with
intermediate syntactic properties (Garca, 1967).
9) I am indebted to John Haiman (in personal communication) for this suggestion.
10) L'Amour (1962, p. 7).
210
ENGLISH G R A M M A R
V E R B A L INFLECTIONS
211
212
ENGLISH G R A M M A R
5.1.
INTRODUCTION
5.2.
REFERENCE
5.2.1.
214
ENGLISH GRAMMAR
in the Real World, or does not refer. To illustrate this approach, consider
first:
(1)
In the logical tradition, the subject of (la) truly refers, since it maps onto an
entity that truly exists in the Real World. In contrast, the subject of (lb)
does not refer, since it maps onto an entity that does not exist. Similarly,
the object of (2a) below can, at least in principle, refer to an existing entity,
while that of (2b) presumably cannot:
(2)
5.2.2.
215
Referential intent
Referring to that woman with the pronoun 'her' in (4a) is therefore per
fectly appropriate. But using the non-referring pronoun 'any' in the same
frame is a bit odd.
Consider now, by comparison:
(6)
The speaker uttering (6) may or may not be committed to identifying a par
ticular woman in the universe of discourse. That is, two interpretations of 'a
rich woman' in (6) are possible, corresponding to the two possible continu
ations, (6a) and (6b). Respectively:
(7)
a. Referring interpretation:
John and thus the speaker had a particular
woman in mind; John wished to marry her, though he
didn't know her well.
b. Non-referring interpretation:
John and thus the speaker has no particular
woman in mind; John wished to marry someone of that
type, he didn't know (well) any of that type.
216
ENGLISH GRAMMAR
5.2.3.
As is obvious from examples (4) and (6) above, the mere presence of
the indefinite article a(n) in English does not guarantee either a referring or
non-referring interpretation of the noun phrase. The indefinite article is
indeed irrelevant to this feature of meaning. Another indefinite article,
any, can be used if one wants to mark NPs as non-referring. In contrast, if
'woman' in either (4) or (6) were marked by the definite article the, her
status as 'referring' would have been guaranteed. This is obvious from the
fact that a non-referring interpretation of the equivalent of (6), and thus the
use of 'any' in subsequent reference, becomes unacceptable if the referent
is introduced with the definite article 'the':
(8)
a. Fact:
Presupposition
R-assertion
b. Non-fact: IRR-assertion
NEG-assertion
217
(11) a. Presupposition:
I know she met a man at the bar
b. R-assertion:
She met a man at the bar
In uttering either (11a) or (11b), the speaker is committed to the existence,
in the universe of discourse, of a specific man, the one she met at the bar.
Consider, on the other hand, the interpretation of the same indefinite
noun under the scope of non-fact:
(12) IRR-assertion:
She will meet a man at the bar;
a. ...he's been told to wait for her there.
b. ...she always picks up someone.
(13) NEG-assertion:
She didn't meet a man at the bar.
( > She met no man there)
In uttering (12), with an irrealis modality, the speaker may have in mind
either the referring interpretation (12a) or the non-referring interpretation
(12b). The grammar will tolerate either, although real-world knowledge or
specific information may tip the scale toward one or the other. In uttering
(13), the range of interpretation is more restricted; only the non-referring
interpretation of the indefinite NP is allowed. We will return to this pecu
liarity of NEG-assertion further below.
The particular irrealis marker used in (12) above was the future modalauxiliary 'will'. But an indefinite NP can be interpreted as non-referring
under the scope of any irrealis operator in English. Thus consider:
(14) a. Conditional:
//she meets a man there...
b. Yes/no question:
Did she meet a man there?
Command:
Go meet a man!
d. Epistemic adverb:
Maybe she met a man there.
e. Modals:
She may meet a man there.
f. Scope of non-implicative modality verb:
She wanted to meet a man there.
ENGLISH GRAMMAR
218
She
She
She
She
Most transitive verbs resemble 'date' and 'eat' in that they do not carry
an inherent irrealis modality. They are thus considered implicative: If one is
committed to the truth of the verb-coded event, one is committed to the
reference of the object. Verbs that carry the irrealis modality, such as 'look
for' and 'crave', are non-implicative (or 'world-creating'). They thus resem-
219
ble the non-implicative verbs in (14f,g), or the non-factive verb in (14h). Such
verbs do not imply that a specific event indeed took place in the universe of
discourse; nor do they imply that an NP refers to a particular entity in that
universe.
5.2.4. The indefinite determiners 'any', 'no' and 'some'
So far, we have dealt primarily with indefinites marked by the article
a(n); we noted that NPs marked by a(n) may take, at least in principle,
either a referring or a non-referring interpretation. But English has three
other indefinite articles, two of which seem to allow only a non-referring
interpretation of the NP any, no and some.
5.2.4.1. The non-referring article 'any'
The fact that 'any' marks only non-referring nouns is apparent from its
incompatibility with fact modalities:
(18) a. Presupposition: *I know that she saw any man
b. R-assertion:
*She saw any man
In contrast, a noun marked by 'any' is rather compatible with many
though not all non-fact contexts. Thus compare:
(19) a.
b.
d.
e.
f.
The only non-fact context that does not accommodate 'any' is that of
predicate nominal. Thus compare:
(20) a. She is a teacher
b. *She is any teacher
220
ENGLISH GRAMMAR
221
222
ENGLISH GRAMMAR
b. Non-human: If
happens, 1 be...
223
d.
e.
Both augmented 'some' and 'any' may be used in emphatic Irrealis asser
tions, as in:
(34) a.
b.
d.
e.
there.
there.
224
ENGLISH GRAMMAR
5.2.5.
So far we have taken for granted that a noun may be either referring or
non-referring. But a range of facts suggest that there exists, at least in prin
ciple, a continuum of referential intent, and that the grammar of English
uses systematic means for coding shades and gradations along that con-
225
There seems to be a clear gradation from (41a) through (41h), one that pro
ceeds along a psychological or probabilistic dimension:
(a)
(b)
indefinite
articles
>
some
restrictive
modification
more modification
>
lexical noun
specification
specific noun
person
5.2.7.
>
>
any
less modification
>
thing
226
ENGLISH GRAMMAR
(43) a.
b.
d.
e.
f.
227
real-world pragmatic knowledge may tip the scales toward either one
interpretation or the other. Consider:
(46) Context: -What did she call you for?
a. -She wanted to buy a house.
b. -She wanted to sell a house.
If 'she' is a private individual, chances are that when she is in the market to
buy a house, she will consider several houses before zeroing in on any par
ticular house. This pragmatic inference tips the scales toward interpreting 'a
house' in (46a) as non-referring. On the other hand, most private individu
als in this culture own only one house. Chances are that if they want to sell
'a house', as in (46b), it is a specific one, so that 'a house' in (46b) is
intended as a referring expression.
The pragmatic inferences that govern the probability of referring vs.
non-referring interpretations in (46) would of course change if 'she' were a
high-powered real-estate dealer. In that case, the probability of a non-refer
ring interpretation of 'a house' in (46b) will increase, since real-estate deal
ers tend to have several houses for sale. In the same vein, the probability of
a referring interpretation of (46a) will also increase. A high-powered dealer
may indeed buy houses for resale, but they tend to find bargain houses one
at a time rather than in large lots.
Consider next the following contrast, under the scope of fact:
(47) a. On the way home he bought a newspaper
b. On the way home he bought a book
All copies of a newspaper in the pile, and often all newspapers printed in
the same town on the same date, are interchangeable. Their individual iden
tity does not matter. For this pragmatic reason, 'a newspaper' in (47a) is
more likely to have been intended as non-referring, the scope of fact not
withstanding. In contrast, books tend to be put on the shelf judiciously, as
individuals. Their specific identity presumably matters. Chances then are
higher that 'a book' in (47b) was intended as referring.
Consider finally:
(48) I'm going to bed to read a book now
If I heard (48) announced by my old rancher friend, who keeps a pile of
dog-eared paperback westerns on the floor next to his bed, chances are I
would interpret 'a book' as non-referring. On the other hand, if I heard (48)
announced by my friend the philosopher, who chooses his reading material
228
ENGLISH GRAMMAR
rather deliberately, chances are I would have interpreted 'a book' as refer
ring.
5.2.9.
tell
can do it is...
Older prescriptive English grammars would insist on 'him' in (49a) and 'he'
in (49b). Colloquial American English, at the very least, has developed a
viable and elegant alternative, the non-referring use of the plural pro
noun 'they'/'them'.
The use of either 'he'/'him' or 'she'/'her' becomes more viable if the
non-referring antecedent is specified for gender. Thus consider:
(50) a. If you see any man there,
b. Any woman who thinks
tell
can do it is...
229
230
ENGLISH GRAMMAR
a rich girl,
...but she rejected him.
...provided she was also smart.
...and he finally found one.
...he kept looking for one.
When the antecedent 'a rich girl' in (54) is intended as specific or indi
viduated, as in (54a,b), the anaphoric-definite pronoun 'she' is used. In
(54a), the antecedent of 'she' is meant as referring; in (54b) it is meant as
non-referring. The semantic contrast of referring vs. non-referring is thus
shown to be irrelevant to the choice of pronoun.
In the same way, in both (54c) and (54d) 'a rich girl' must have not
been meant as specific-individuated referent. The indefinite pronoun 'one'
is used regardless of reference status. In (54c) 'one' is indeed used as a
referring indefinite pronoun, in (54d) as a non-referring pronoun.
5.2.9.3. The pronoun 'one' in definite expressions
The pronoun 'one' can also be used in combination with a definite arti
cle. But such a use automatically projects a referring sense. Thus consider:
(55) John was looking for a white horse,
a. ...we were all looking for the same one.
b. ...he didn't like the one he had,
(i) ...he likes this one better.
(ii) ...he'll settle for that one.
...and when he finds one he likes,...
As noted earlier above, 'a horse' under the scope of irrealis, as in (55), can
be interpreted as non-referring, as in (55c). The use of 'one' in combination
with a definite determiner, however, narrows down the possible interpreta
tion; so that in (55a,b) above 'one' whether coreferent with the anteced
ent as in (55a) or not, as in (55b) must be interpreted as referring to a
specific, individual horse.
5.2.10. Semantic reference vs. pragmatic importance
Up to now, we have dealt with the reference of noun phrases primarily
as a semantic mapping relation, involving the speaker's intent to either refer
or not refer to a specific entity in the universe of discourse. Other features
of the discourse context were relatively immaterial to this distinction. But
231
there are some indications that the grammar of indefinite reference, in Eng
lish as well as in language in general, is more sensitive to the pragmatics of
reference. In this instance, what we mean by 'pragmatics' boils down to the
question of whether the referent that is introduced into the discourse, in the
case of indefinites for the first time, is going to be important in the sub
sequent discourse. In other words, we deal here with the cataphoric topical
ity of the indefinite referent.
This pragmatic aspect of reference is easier to demonstrate in informal
spoken English, where the unstressed demonstrative 'this' is used con
trasting with the indefinite article 'a(n)' to mark important referents
when they enter into the discourse for the first time. As illustration, con
sider the following letter to Dear Abby, one of the few venues where this
colloquial usage can be found in print: 4
(56) "Dear Abby: There's this guy I've been going with for
near three years. Well, the problem is that he hits me. He
started last year. He has done it only four or five times,
but each time it was worse than before. Every time he hits
me it was because he thought I was flirting (I wasn't). Last
time he accused me of coming on to a friend of his. First
he called me a lot of dirty names, then he punched my face
so bad it left me with a black eye and black-and-blue
bruises over half of my face. It was very noticeable, so I
told my folks that the car I was riding in stopped suddenly
and my face hit the windshield. Abby, he's 19 and I'm 17,
and already I feel like an old married lady who lets her
husband push her around. I haven't spoken to him since
this happened. He keeps bugging me to give him one more
chance. I think I've given him enough chances. Should I
keep avoiding him or what?
Black and Blue".
The following features in the use of the unstressed 'this' vs. 'a(n)' in (56)
are striking:
(a) The referring-indefinite participant introduced by 'this' recurs through
out the text and is obviously the most important participant (after T ) .
(b) The referring-indefinite participant introduced by 'a(n)' never recurs;
his specific identity is obviously incidental to the story.
(c) The only other indefinite introduced by 'a(n)' is a non-referring,
attributive noun.
232
ENGLISH GRAMMAR
5.3.
DEFINITENESS
5.3.1.
There are three main grounds on which the speaker may assume that
the referent is accessible to the hearer and is thus definite. One may view
those grounds as sub-clauses in the communicative contract, specifying the
three main sources of definiteness:
(a)
(b)
(c)
233
5.3.4.
I, we
this, these
now
here
Culturally-based definites
The communicative contract also specifies that some entities are identi
fiable to all members of the speech community; that is, to all who live in the
same physical universe and subscribe to the same cultural world-view. This
sub-clause governing shared reference may of course be further restricted
to the appropriate sub-culture or sub-group within the speech community,
if the speech community is large and complex. Generic, culturally-shared
definites may be accessible per se, without resort to other sub-clauses of the
communicative contract. Typical examples of these are unique mundane or
cultural entities such as:
234
ENGLISH GRAMMAR
5.3.5.
235
236
ENGLISH GRAMMAR
(62) Pronouns
category
subject
object
possessive
1st person SG
2nd person SG
3rd person SG/M
3rd person SG/F
3rd person SG/N
1st person PL
2nd person PL
3rd person PL
I
you
he
she
it
we
you
they
me
you
him
her
it
us
you
them
my/mine
your/yours
his
her/hers
its
our/ours
your/yours
their/their
What the written forms of the pronouns do not reveal is that in fact these
are two distinct sets of pronouns stressed and unstressed. Unstressed
('anaphoric') pronouns, as in (61c,h) above, are used under the following
combined conditions:
(a)
(b)
237
Proper switch-of-subject:
Bill and Mary were there, but
Two separate issues concerning the proper use of pronouns are illustrated
in (64). First, the switch from a conjoined-NP subject to a single subject,
even when the single referent was a member of that conjoined NP, is con
sidered a switch-of-subject. Second, to affect a switch-of-subject success
fully, a stressed pronoun, as in (64c), must be used. An unstressed pro
noun, as in (64b), is not enough.
The use of the two pronoun forms unstressed for unproblematic
subject continuity, stressed for more problematic continuation is further
illustrated in (65), (66). The context is a bit more complex here:
(65) Unproblematic continuing subject:
Bill came in; he looked real tired.
a. He's an actor and works late.
b. *HE is an actor and works late.
(66) Contrastive continuing subject:
Bill came in first; he looked real tired.
Mary came in next.
a. SHE didn't.
b. *She didn't.
In (65) above, subject continuity is unproblematic. Only one referent could
be the antecedent of 'he', so that the unstressed pronoun is properly used in
238
ENGLISH GRAMMAR
(65a), and the stressed pronoun in (65b) is inappropriate. In (66), one refer
ent is introduced first and then referred to, appropriately, with the unstress
ed pronoun. The second referent is then introduced, and is then the sole
subject. What is more, the two referents are fully differentiated by gen
der, so that the use of the unstressed pronoun 'she' in (66b) ought to suf
fice. Nevertheless, (66b) is an odd use; and (66a), with the stressed pro
noun, is preferable.
What is most likely involved in (66) is thematic contrast. While 'Mary'
is indeed the continuing subject, the context directly preceding her entry
into the discourse had another active subject referent, 'Bill'. Further,
a thematic parallel is evident in discussing the same predication 'be tired'
involving both 'Bill' and 'Mary'. This is enough to suggest that the two
referents are indeed in contrast. And only the stressed contrastive
pronoun, as in (66b), can be used appropriately.
Similar contrasts may be seen in contexts when one of the participants
was the subject of the preceding clause, the other its object. Thus consider:
(67) Mary brought Bill over and we talked.
a. I gave
b. I gave
To
I gave a book; to
I gave nothing.
239
240
ENGLISH GRAMMAR
(71 ) "... Chief among the general causes of the decay of the Old
English apparatus of declensions and conjugations must
be reckoned the manifold incongruities of the system: If
the same vowel did not everywhere denote the same shade
of meaning, speakers would naturally tend to indulge in
the universal inclination to pronounce weak syllables
indistinctly... But beside this general cause we must in
each separate case inquire into those special causes that
may have been at work..." (1938, pp. 169-170)
In (70), both proximate demonstratives 'this' and 'these' refer backwards
anaphorically to different chunks of the preceding text. The singularplural contrast, of course, makes the identification of the different referents
that much easier. In (71), the proximate 'this' indeed refers backwards, and
to a relatively well-defined chunk of the preceding text. The distal
demonstrative 'those', on the other hand, refers to a chunk of text that is
not yet clearly defined. The issues may have indeed been raised in the pre
ceding discourse, and in that sense the referent of 'those' is anaphoric. But,
given that the referent is yet to be fully defined, one may argue that it is less
accessible.
The original spatial use of the demonstratives is in a sense being
extended in examples such as (70) and (71), but with the original configura
tion seemingly preserved: 6
(72) 'this'/'these' = 'near' = = > more accessible
'that'/'those' = 'far' = = > less accessible
5.3.5.4. Names and text-based definite reference
An important grammatical device used in text-based definite reference
are names ('proper nouns'). A name is used to mark an important referent,
one that is not only locally important at a particular point in the text, but
globally important for the entire current discourse. For the purpose of using
names, one's personal life is considered 'a current discourse' that just hap
pens to last one's lifetime. In going along with the convention of reference by
name, one tacitly agrees to have access to the identity of the named referent
at any point during the current text. Most commonly, names are given to
unique important persons, locations, or temporal entities. Typical names of
this type are:
(73)
name
a.
b.
.
d.
.
referent type
Dorian Grey
George Washington
John
Lima, Per
The Civil War
person
person
person
location
time
241
current text
a novel
US history
one's life
world geography
US history
name
text
a. Mom, Dad
one's life
b. home
one's life
Tuesday
each week
d. January
each year
e. Christmas
each year
convention
a person has only
one Mom and Dad
a person has only
one home at a time
each week has only
one Tuesday
each year has only
one January
each year has only
one Christmas
242
ENGLISH GRAMMAR
Generic noun phrases refer to the type, species or genus, rather than to
a particular individual (or a group). In that sense, logicians have tended to
consider them a sub-type of non-referring nouns. In English, generic NPs
typically appear in four distinct grammatical forms, at least when occupying
the subject position in the clause:
(76) a. Definite:
The lion is a dangerous feline.
b. Plural:
Lions are dangerous.
Quantified plural: All lions are dangerous.
Many lions are dangerous.
Some lions are dangerous.
d. Indefinite:
A lion is a dangerous feline.
There are grounds for suspecting that, from a discourse-pragmatic
perspective, generic subjects such as those in (76) are just as 'referring' as
any other subject NP. Thus, for example, both singular subjects in (76a)
and (76d) may be referred to in subsequent discourse with the anaphoric
pronoun 'it' or zero, as in (77a) below. Further, both plural subjects in
(76b) and (76c) may be referred to likewise by the anaphoric pronoun 'they'
or zero, as in (77b):
(77) a.
is a dangerous feline.
It lives in the open veld in Africa,
0 hunts animals, and sometimes 0 attacks people.
243
244
5.5.
ENGLISH GRAMMAR
245
~~[M]
[U]
CONTINUE CURRENT
ACTIVATION
[anaphoric PRO]
[zero anaphora]
DEFER DECISION ON
ACTIVATION
[full-NP]
[stressed PRO]
[name]
~------------
[M]
[U]
IMPORTANT:
TERMINATE CURRENT
ACTIVATION
[articles]
[word -order]
[SUBJ, DO]
UNIMPORTANT:
CONTINUE CURRENT
ACTIVATION
------- ---------
[M]
SEARCH FOR AN
EXISTING REFERENT
[definite]
[U]
DON'T SEARCH FOR
EXISTING REFERENT
[indefinite]
[U] = unmarked
[M] = marked
246
ENGLISH G R A M M A R
NOTES
1) See in particular chapter 8 (de-transitive voice), chapter 9 (relative clauses), chapter 10
(contrastive focus), chapter 11 (marked topic constructions), and chapter 13 (interclausal con
nection).
2) Representative exponents of this view are Russell (1905) and Carnap (1959), inter alia.
3) This continuum is of course another indication that the discrete distinction of 'objective
reference" vs. "lack of objective reference" is incapable of characterizing reference in natural
language, where referential intent seems to be involved.
4) By most accounts, this usage penetrated American English sometime after World War II.
For a quantified text-based study of the contrast between 'a' and 'this' as indefinite articles, see
Wright and Givn (1987).
5) For this and other contrastive devices, see Chapter 10.
6) To the extent, however, that the referent of 'those' in (71) depends for its final clarifica
tion on yet to come discourse, its use has some quality of forward cataphoric reference.
7) John Haiman (in personal communication) suggests that sentences like:
Mary loves (most) lions.
I despise (all) drug addicts
Arc counter-examples here.
8) Many other grammatical devices that partake in the grammar of referential coherence will
be discussed in subsequent chapters. For more details of this cognitive overview, see Givn
(1990, chapter 20).
NOUN PHRASES
6.1.
We have seen how noun phrases of different types occupy the charac
teristic syntactic positions and case-roles of nouns. These syntactic
positions are most typically those of subject, direct object, indirect object
and nominal predicate. If a noun, a name or pronoun can occur in such a
position, chances are a larger noun phrase (NP) can also occur.
Pronouns and names make up the smallest noun phrases, since they
typically come by themselves, with neither determiners nor any other mod
ifiers. This is so because modifiers function, in various ways, to restrict the
domain of possible reference of a noun; and both pronouns and names refer
to unique entities that require no further specification. A noun phrase that
is neither a name nor a pronoun is then made out of an obligatory head
noun plus, optionally, some modifier(s).1
In the grammar of noun phrases, modifiers perform a variety of com
municative functions, and are accorded, correspondingly, a variety of syn
tactic treatments. The range of functions performed by the various types of
modifiers include:
(a)
(b)
(c)
Many perhaps most modifiers perform more than one of these func
tions.
The head noun is the core of the noun phrase it determines its lexi
cal-semantic type. 2 Modifiers may indeed add various types of information
248
ENGLISH GRAMMAR
to the head noun, but typically do not change its inherent lexical type. The
central role of the head noun in the noun phrase may be expressed by the
following rule of semantic amalgamation of the noun phrase:
(1)
The utility of principle (1) will become apparent when we examine the var
ious grammatical means by which the noun phrases are structurally unified,
or 'made to look like a noun'.
6.2.
6.2.1.
Preliminaries
English exhibits a fairly rigid order of elements within the noun phrase.
Some modifiers can only precede the noun; we call those pre-nominal mod
ifiers. Others can only follow the head noun; we call those post-nominal
modifiers. Further, modifiers either in front or behind the noun are rigidly
ordered relative to each other. In order to express these constraints as an
explicit rule, one must first give the more general division of NP types into
pronouns, names and noun-based NPs:
(2)
Rule (2) states that an English noun phrase can be either a pronoun (PRO),
a name (NAME) or a full noun phrase (NP!). The general rule that orders
the various optional modifiers relative to the head noun as well as vis-a-vis
each other may now be given as:
(3)
Rule (3) states that modifiers that precede the head noun are, in order,
quantifiers (QUANT), determiners (DET), adjectival phrases (AP) or
modifying nouns (N). Modifiers that follow the head noun are the plural
marker (PL), relative clauses (REL), possessor noun phrases (POSS-NP)
NOUN PHRASES
249
a.
b.
c.
d.
e.
f.
g.
h.
i.
a.
b.
c.
d.
*none of a man
*several of some friends
*all of women
*lots of any cows
250
ENGLISH GRAMMAR
One quantifier, 'only', cannot appear with the possessive marker 'of'.
Another, 'all', may appear either with or without 'of'. Thus consider:
(6)
a.
b.
d.
a.
b.
d.
e.
f.
some women
one man
two men
another day
only men
all soldiers
g many flowers
h. every person
i. much unhappiness
J. little luck
k. a little help
1. any suggestion
m . no response
a.
b.
d.
NOUN PHRASES
251
Finally, the quantifier 'all' is also problematic. Unless used with a defi
nite determiner (see (4), (6) above), it is inherently generic, or non-refer
ring. Thus compare:
(9)
a. Generic subject:
All humans are created mortal.
b. Referring indefinite subject:
*A11 some humans are mortal.
Generic object:
She loves all men.
d. Referring indefinite object:
*She loves all some men.
252
ENGLISH GRAMMAR
A similar case is found with (10b); although as noted in (11) above, the
'floating' of the object's quantifier toward the subject NP is permissible:
(13) a.
b.
c.
d.
e.
NOUN PHRASES
253
ment. But here both elements preceding and following 'only' can attract
that scope. What is more, with the proper intonation, it seems that the final
element in the clause, an object NP, can also be stressed, and thus attract
the contrastive scope of 'only'. Mere adjacency, it seems, is not an absolute
requirement.
Finally, when two elements in a clause with 'only1 are stressed, only
one of them is under the scope of 'only':
(14) a. She could have only said this
( > 'it is possible that she only said
it but didn't really mean it')
b. She could have only said this
(> 'it is possible that she said
only this but nothing else)
In attempting to summarize the various constraints on the placement of
'only', the use of contrastive stress and the semantic scope of the quantifier,
one must admit the relevance of at least the following factors:
(15) Factors affecting contrastive quantifiers:
a. Stress: Only a stressed element can come under the contras
tive scope of 'only'.
b. Adjacency: All other things being equal, some effect of adja
cency can be observed, most strongly at the two
extreme positions of subject and object.
Left-right: A weak preference can be observed for the scope
of 'only' to fall on the element to its right (suc
ceeding) rather than on the one to its left (pre
ceding).
d. Object over subject: An object-scope quantifier seems to be
easier to 'float' toward the subject NP
than vice versa.
e. Morphemic status: Lexical morphemes are more likely to
take contrastive stress than grammatical
morphemes.
A suggestion implicit in the rather restricted case of 'floated' quantifier (cf.
(11a), (15d)) is that such a quantifier originally 'belonged to' or 'started in'
the object NP and somehow 'got displaced' and wound up in the subject
NP.
254
ENGLISH GRAMMAR
It seems that the only competition for 'only' that the adverb suffers is when
'only' is placed directly before the object (16d).
6.2.2.1.3.2. Quantifier scope within the noun phrase
So far, we have considered the scope and even 'floating' of con
trastive quantifiers within the entire clause. Within the noun phrase itself,
the position of contrastive quantifiers is rigidly constrained, so that their
contrastive scope if variable is determined by the placement of con
trastive stress. As illustrations, consider:
(17) a. Only the red book on the floor [got wet]
(> but not the blue one)
b. Only the red book on the floor [got wet]
(> but not the red pad)
. Only the red book on the floor [got wet]
(> but not the red one on the couch)
6.2.2.1.3.3. The scope of 'only' in the written register
So far, our discussion of the displaced 'only' has pertained primarily to
spoken English. The situation is a bit more complex in the written register,
where contrastive stress though in principle reproducible via italics or
bold-facing is often left unmarked. This is indeed one consequence of
having a written medium, where many intonational clues that are systemat
ic and vital in oral communication tend to be left out. In this context,
more conservative guardians of our linguistic tradition often inveigh against
placing 'only' anywhere except adjacent to and in fact preceding the
contrasted element. As an example of typical editorial wrath on this thorny
subject, consider (18) through (22) below. We give both the cited offensive
NOUN PHRASES
255
(19) Cited:
(22) Cited:
There are two things to be noted in these examples. First, in the absence of
marked stress in the written text, positioning of 'only' directly before the
intended contrastive constituent (cf. (15c)) indeed achieves unambiguous
interpretation. And second, in many of these examples, knowledge of the
subject matter and/or common sense would have rescued an unambiguous
interpretation of the intended contrast. The most conspicuous case is of
course (22), where the alternative assumption "destroy Iraq", is supplied
overtly in the text.
6.2.2.2. Determiners
We have already dealt, in chapter 5, with English determiners and
their use in the grammar of referential coherence. These determiners
include the definite article 'the'; the demonstratives 'this', 'that', 'these',
'those'; the indefinite articles 'a(n)', 'some', and the unstressed 'this' and
'these' (for informal spoken English only); and the non-referring articles
'any' and 'no'. In addition, pre-nominal possessive modifiers, either pro
nouns or full NPs, also function as determiners. This is true in two respects:
256
ENGLISH GRAMMAR
First, possessives occupy the same slot as other determiners in the NP. And
second, they are used as part of the grammar of referential coherence.
Examples of the various types of determiners are:
(23) a. Definite article:
b. Demonstrative:
the woman
that horse
this child
a girl
Indefinite article:
some children
d. Non-referring article:
any milk
no trouble
e. Possessive determiners : my boy
John's work
the woman's son
The best evidence that all these determiners belong to the same syntactic
class is the fact that only one of them at a time can occupy the determiner
slot. Thus consider:
(24) a.
b.
d.
e.
f.
the my house
*my some children
*the that house
*this her room
*his that book
*no a solution
6.2.2.3. Adjectives
The adjective phrase (AP) follows the determiner but precedes the
noun in English. It may involve more than one adjective, as well as a mod
ifying adverb. The rule for an expanded AP slot may be given as:
(25) Adjective phrase (AP):
AP = (ADV) (ADJ*) ADJ
The optional constituent (ADJ*) signifies that more than one adjective
can appear in the adjectival phrase. When this option is exercised, the
order of the adjectives preceding the head noun is often rigid, although
rigidity may interact with the use of stress on one of the adjectives. To
illustrate this rigidity, consider first:
NOUN PHRASES
257
258
ENGLISH GRAMMAR
NOUN PHRASES
259
In examples (33), each modifying noun carries its own primary lexical
stress, and thus retains its independence as a lexical word. But a noun and
its modifying noun may also fuse to yield a unitary noun compound, as in:10
(34) Compound noun-noun constructions:
a. bird-house
("a house where birds live")
b. shoe-polish
("gooey stuff with which one polishes shoes")
riding-horse
("horse on which one rides11)
d. buffalo-gun
("a gun used to shoot buffalo1')
e. wheat-field
("a field where one grows wheat")
f. apple-core
("the core inside the apple")
mailman
("a person who delivers the mail")
g
Noun-noun compounds in English have a characteristic stress pattern: The
primary word-stress is invariably placed on the first noun in the compound.
That is:
(35) a.
b.
c.
d.
BIRD-house
*bird-HOUSE
MAIL-man
*mail-MAN
Compounds are not formed only with modifying nouns, but also with
modifying adjectives. In such cases, the characteristic compound stress-pat
tern tells the difference between a compounding and a modifying use of the
adjective:
(36) a.
b.
d.
e.
f.
260
ENGLISH GRAMMAR
garbage-disposal
trout-fishing
fly-fishing
deer-hunting
bow-&-arrow-season
f. mail-delivery
g home-delivery
h. crop-dusting
i. floor-dusting
NOUN PHRASES
beaver-trapper
garbage-collector
winter-trapper
noise-maker
261
As one may have noticed, the compound order in (38) and (39)
places the object, adverb or instrument in front of the verb, i.e. in an OV
order, while in the source verb phrase the normal VO order of English is
observed. The OV order in nominalized VPs in English is indeed an old
pattern that harkens back to Anglo-Saxon (Old English), in which OV was
the dominant order in the verb phrase. Sometime after the language changed
to the VO order, in the Middle English period, an attempt seems to have
been made to bring new nominalized-VP compounds in line with the new
VO order. The process never became dominant, and the few VO com
pounds that survive to this day are either archaic or got fused into personal
names. Some examples of those are:
(40) tell-tale
cut-throat
scoff-law
turn-coat
turn-stile
spend-thrift
hear-say
Catch-pole
Gather-cole
Shake-speare
262
ENGLISH GRAMMAR
d.
e.
f.
g.
h.
nominalized NP
a.
b.
c.
d.
6.2.3.
full clause
The
The
The
The
Post-nominal modifiers
NOUN PHRASES
263
and is purely semantic with possessive phrases. We will deal with the three
types in order.
6.2.3.1. Relative clauses
The grammar and function of relative clauses will be discussed in con
siderable detail in chapter 9. Some examples of relative clauses occupying
the post-nominal modifier position are:
(45) a. The man who came to dinner
( > A man came to dinner)
b. The woman I met yesterday
(> I met a woman yesterday)
The boy she gave the book to
(> She gave the book to some boy)
d. The boy sitting there
(> A boy is sitting there)
e. The fiddler on the roof
(> A fiddler is on the roof)
6.2.3.2.
Noun complements
264
ENGLISH GRAMMAR
NOUN PHRASES
265
and semantic-grammatical reality, compare the two uses of 'top' and 'front'
below:
(48) a. True possessive:
He surveyed the top of the house.
It was made of old cedar beams.
(> it = the top)
b. Pseudo-possessive:
He climbed on top of the house.
It was made of old cedar beams.
(> it = the house)
True possessive:
He measured the front of the house.
It was 30 feet wide.
( > it = the front)
d. Pseudo-possessive:
He stood in front of the house.
It was 30 feet wide.
(> it = the house)
In (48a) and (48c) above, 'it' refers only to the top and front of the
house, respectively. In both cases, 'top' and 'front' are the head nouns mod
ified by 'of the house'. In (48b) and (48d), on the other hand, 'it' refers to
the entire house; and 'of the house' is not a coherent semantic entity, nor is
it a coherent syntactic constituent modifying either 'top' or 'front'.
What the contrast in (48) reveals is that a semantic and grammatical
historical re-analysis has taken place in expressions such as (48b,d). The reanalysis pertained to which noun is the head of the NP and which one is the
modifier. In examples (48a,c), the original possessive modifier construction
indeed retains its original semantic status. In (48b,d), historical re-analysis
has conspired to enrich the inventory of locative prepositions in English,
giving rise to new complex prepositions such as:
(49) a.
b.
d.
e.
f.
266
ENGLISH GRAMMAR
Some non-locative prepositions have also been derived via such reanalysis, as in:
(50) a.
b.
d.
e.
instead of leaving
in spite of her anger
because of John
for the benefit of her audience
for the sake of her children
d.
NOUN PHRASES
267
We have discussed some quantifiers of this type earlier above under the
heading of partitive indefinite quantifiers.
6.3.
268
ENGLISH GRAMMAR
NOUN PHRASES
269
(60) a. Non-restrictive:
The thick, red, leather-bound book sat on the shelf,
untouched.
b. Restrictive:
Bring me the skinny red book on the top shelf.
(> not any other book)
Names, standing for unique entities, are sufficiently restricted in their
reference, so that they require no further restrictive modification. When
adjectives modify them, they tend to be strictly non-restrictive, and thus
become in a sense part of the name, as in:
(61) a.
b.
d.
6.4.
?This Alexander
?That Paris
?The first downtown Burbank
?The second Joe Blow
270
ENGLISH GRAMMAR
e. Possessive:
His book didn't sell = = = > his didn't sell
f. Ordinal:
The first woman left = = = > The first left
6.5.
NOUN PHRASES
271
d.
6.6.
272
ENGLISH GRAMMAR
6.6.1.
>
>
>
>
>
>
>
>
>
>
>
>
>
NOUN PHRASES
i.
j.
k.
1.
m.
273
The suggested relationship between the adjectives in (72) and the adverbs in
(73), even when semantically plausible, is unconstrained either semantically
or syntactically. Most often, the relationship depends heavily on real-world
cultural-pragmatic knowledge. Whether one would want to express that
relationship as a syntactic derivation remains an open issue.
6.6.2.
<===>
F(x & y)
274
ENGLISH GRAMMAR
EVENT(x & y)
NOUN PHRASES
275
& A
276
ENGLISH GRAMMAR
(82)
preferred order
a. Near > far:
now and then
here and there
this and that
b. Adult > young:
father and son
mother and daughter
. Male > female:
man and wife
d. Male > female > young:
men, women and children
. Singular > plural:
one and all
ham and eggs
cheese and crackers
f. Large > small:
large and small
g- Singular/large > plural/small:
hammer and nails
h. Animate > inanimate:
life and death
i. Human > non-human:
a man and a dog
j Agent/large > patient/small:
cat and mouse
Whole/one
> part/many:
.
hand and finger(s)
whole and parts
1. Salient > non-salient:
day and night
m . Whole/visible > part/invisible:
body and soul
. Possessor > possessed:
John and his brother
. Positive > negative:
more or less
plus or minus
good and bad
less-preferred order
*then and now
*there and here
*that and this
*son and father
*daughter and mother
*wife and man
*children, women and men
*all and one
*eggs and ham
*crackers and cheese
*small and large
*nails and hammer
*death and life
*a dog and a man
*mouse and cat
*finger(s) and hand
*parts and whole
*night and day
*soul and body
*his brother and John
*less or more
*minus or plus
*bad and good
277
NOUN PHRASES
b. Speaking of Sue,
The clause-initial frame "Speaking of..." establishes the more topical par
ticipant, and that is reflected in the preferred order in the following two-NP
conjunction.
6.6.2.3. The morphological unification of conjoined NPs
6.6.2.3.1. Case-role integration
There is a strong constraint on conjoined NPs, that they share the same
case-role. This constraint serves to prevent confusion of case-roles in NP
conjunction. In English, an open option then remains, whether the entire
conjunction is marked by a single preposition, or whether each NP within
the conjunction is marked separately by its own preposition. This option
often yields a useful semantic distinction. Consider, for example:
(84) a.
b.
c.
d.
278
ENGLISH GRAMMAR
Similarly, the tendency is strong to interpret (84c) as a single joint visit, and
(84d) as two separate visits, perhaps made at contiguous times. One may
say then that an NP conjunction with a single thus totally unified
preposition is used when the two events are maximally integrated. While
marking each of the conjoined NPs with its own separate preposition repre
sents an event that is only partially integrated. A natural implication of this
is that we may conceive of varying degrees of event integration, and repre
sent them through grammar as varying degrees of clause integration. In the
case of (84a,b) then, the full range would be:
(85) a. Separate events:
They gave the prize to Joe, they also gave one to Sally.
b. Semi-integrated:
They gave the prize to Joe and to Sally.
Fully integrated:
They gave the prize to Joe and Sally.
The two levels of clause integration, (85b) and (85c), may be given as the
two tree diagrams (86) and (87) below, representing the conjoined indirect
objects. Respectively:
(86) Semi-integrated:
NOUN PHRASES
279
280
ENGLISH GRAMMAR
(92) a.
b.
c.
d.
NOUN PHRASES
281
(95) a. Un-integrated:
I saw your father,
and I saw your mother (too).
b. Semi-integrated:
I saw your father and your mother.
Fully integrated:
I saw your father and mother.
The maximally-integrated structures in (94c) and (95c) seem to be
further constrained by the semantic relatedness of the conjoined nouns.
Thus compare:
(96) a.
b.
c.
d.
282
ENGLISH GRAMMAR
d.
e.
f.
g.
h.
i.
We
We
We
We
saw
saw
saw
saw
d.
NOUN PHRASES
283
284
ENGLISH GRAMMAR
NOUN PHRASES
285
When only two NPs are conjoined, the clause-initial 'both' creates the same
effect of lower event-integration as is created by 'either' or 'neither' in the
case of disjunction 'or'. Thus compare:
(109) a. Fully integrated:
Mary and John will come.
(> more likely together)
b. Semi-integrated:
Both Mary and John will come.
( > more likely separately)
(110) a. Fully integrated:
You can have tea or coffee.
(> possibly both, i.e. inclusive)
b. Semi-integrated:
You can have either tea or coffee.
(> you must choose, i.e. exclusive)
Similarly:
(111) a. Fully integrated:
He is coming for two or three weeks
b. Semi-integrated:
He is coming for either two or three weeks
In the fully integrated (111a), 'two-or-three' is a unitary compound. In the
semi-integrated (111b), 'two' and 'three' are more clearly exclusive of each
other.
When more than two NPs are conjoined with 'and', 'both' cannot be
used any more, since it is semantically restricted to 'two'. But the same
effect of semi-integration can be achieved by the multiple use of 'and'. Thus
compare:
(112) a. Fully integrated:
I saw John, Bill and Mary.
(> more likely as a group)
b. I saw John and Bill and Mary.
(> more likely individually)
The multiple use of conjunction words illustrate a general principle
that we will meet repeatedly throughout our survey:27
286
ENGLISH GRAMMAR
NOUN PHRASES
287
6.6.3.1. Preamble
One distinct type of complex noun phrase arises through the process of
nominalization. As a syntactic (rather than lexical) process, nominalization
may be defined as follows:
(121) Syntactic nominalization:
Nominalization is the process via which a prototypical
verbal clause, either a complete one (including the sub
ject) or a verb phrase (excluding the subject), is converted
into a noun phrase.
Most commonly, a verbal clause is nominalized when it occupies a pro
totypical nominal noun, NP position within another clause. The most
prototypical nominal positions in the clause are those of subject, direct
object, and indirect object.
Noun phrases arising through nominalization are often complex. Their
complexity reflects, by and large, the complexity of the clauses from which
they arise. Within the nominalized NP, the erstwhile verb invariably
occupies the head noun position. In the narrower lexical sense, the
nominalization may be defined as:
(122) Lexical nominalization:
Nominalization is a process whereby a verb or adjective is
converted into a noun.
288
ENGLISH GRAMMAR
While the verb becomes the head noun in the nominalized NP, the various
other elements of the erstwhile clause subject, object, indirect object,
adverbs or verbal complements become various noun modifiers.
6.6.3.2. The finite-clause prototype
In a typical simple clause in English, the subject and direct object roles
are not marked morphologically, but rather are marked by their position
relative to the verb S-V-O. Indirect objects are marked by prepositions,
and the verb is marked by tense-aspect-modality markers and various
auxiliaries. This situation may be considered the prototype of the finite
clause. In terms of its grammatical structure, the finite clause is the norm
for independent simple verbal clauses.
The process of syntactic nominalization may be viewed as the various
adjustments in the grammatical structure of the finite clause, adjustments
that transform the clause toward another well-known prototype, that of the
noun phrase. Typical noun phrases are marked by various determiners and
modifiers. When a verbal clause is adjusted toward the NP prototype via
nominalization, it becomes a non-finite clause, or at least a less-finite one.
This adjustment is seldom complete, especially when the original finite
clause was itself complex.
6.6.3.3. From the finite toward the non-finite prototype
The major structural adjustments associated with converting a finite
verbal clause into a non-finite nominalized clause are:
(123) Structural adjustments of a finite verbal clause toward a
non-finite nominalized clause:
a. From verb to head noun:
The erstwhile verb becomes the head noun of the
nominalized clause.
b. From verbal to nominal morphology:
The erstwhile verb loses its verbal inflections (tenseaspect-modality, verb agreement) and instead acquires
noun-like morphology (determiners, modifiers).
Nominal case marking:
The case-marking of the subject and direct object is
often modified, most commonly toward genitive (pos
sessive) case.
NOUN PHRASES
289
d. Determiners.
Both the subject and object may be converted into pos
sessive determiners, i.e. modifiers within the NP. In
addition, the whole nominalized NP may acquire a
definite or an indefinite article.
e. From adverbs to adjectives:
Manner adverbs in the finite clause are converted into
corresponding adjectives that now modify the head
noun in the nominalized NP.
We will discuss these adjustments in order.
6.6.3.4. From verbal to nominal morphology
Nominal forms of English verbs come in a large variety. The variety,
however, is far from chaotic. Rather, the various types seem to fall into a
coherent scale of finiteness. Near the top of the scale are two semi-finite
forms, the perfect-participle and the progressive participle. Both retain
some tense-aspect marking while dispensing with verb agreement. Further
below are the two infinitive forms, one marked with the preposition to, the
other with the suffix -ing. Finally, at the least-finite bottom of the scale are
lexical nominalizations. As illustration of the fniteness scale, consider:28
(124) The fniteness scale:
a. Finite verb form:
She knew him
b. Perfect participle:
Having known him (for years, she was worried).
Progressive participle:
Knowing him (, she decided to skip it).
d. to-infinitive:
To know him (is to like him).
(She wanted) to know him (better).
e. -ing-infinitive:
Her knowing him (wasn't much help either).
(She ended up) knowing him (better).
f. Lexical nominal:
Her knowledge of him (was rather skimpy).
The less-finite forms in (124b-e) are uniform for all English verbs. The
lexical-nominal form (124f), on the other hand, is highly idiosyncratic and
290
ENGLISH GRAMMAR
unpredictable. Several nominalizing suffixes can apply only to Romancederived or more abstract verbs. Typical examples of those are:
(125) a.
b.
d.
e.
f.
d.
NOUN PHRASES
291
d.
292
ENGLISH GRAMMAR
When the nominalized clause codes a generic event with a generic sub
ject and non-referring object, the patient cannot claim the pre-nominal
genitive position, but only the post-nominal position. Thus compare:
(133) a.
b.
d.
e.
f.
d.
d.
e.
f.
d.
e.
NOUN PHRASES
293
And, in the even more finite to-infinitive nominalization, neither the sub
ject nor the object can take a genitive form. The object retains its normal
object form of finite transitive clause. And the subject (if present) is
marked with the preposition 'for', as in:
(137) a.
b.
c.
d.
294
ENGLISH GRAMMAR
NOUN PHRASES
295
296
ENGLISH GRAMMAR
NOUN PHRASES
297
298
ENGLISH GRAMMAR
NOUN PHRASES
299
When the main verb in the nominalized clause is of a type that requires
a verbal clausal complement, that complement accompanies the verb
through the nominahzation with very little structural change, much like an
indirect object. A verbal complement thus becomes another non-prototypi
cal element in the de-verbal noun phrase, a potentially large post-nominal
modifier, now re-christened as noun complement. As illustration of some
such noun complements and their finite-clause sources, consider:
(154) a. He wanted to leave home = = = >
his wanting to leave home
b. He let go of the knife = = = >
his letting go of the knife
They attempted to cross back = = = >
their attempt to cross back
d. She made him wash the floor = = = >
her making him wash the floor
e. She told him to shape up = = = >
her telling him to shape up
f. She did it to save Joe = = = >
her doing it to save Joe
g. She wished that he would come back = = = >
her wish that he would come back
h. He discovered that she was blind = = = >
his discovery that she was blind
i. He shouted: "Watch out!" = = = >
His shouting: "Watch out!"
To understand the peculiar grammatical behavior of most post-nomi
nal modifiers, one must understand their relationship to finite verbal
clauses. In the case of post-nominal possessive phrases, we have seen how
some of them arise via nominahzation from subjects and objects of finite
clauses. In the same vein, all noun complements arise from verbal comple
ments of finite clauses, a subject that will be discussed in considerable detail
in chapter 7.
300
ENGLISH GRAMMAR
NOTES
1) We count zero anaphors as pronouns.
2) As noted in chapter 5, when pronouns and names are used, they depend for their seman
tic contents (i.e. whether they are animate, human, concrete etc.) on an antecedent noun in the
preceding discourse, or on some other previous knowledge-base that guarantees their identifiability.
3) In principle, several REL-clauses may modify the same head noun, as in e.g. The guest
who came late who was wearing a trench-coat'. Logically, such double modification makes sense
if (i) more than one guest came late but (ii) only one of the late guests was wearing a trenchcoat. While logically possible, it is not clear that such a complex strategy is used to any signifi
cant degree in natural communication, where less-complex alternatives that can accomplish the
same communicative goal are readily available. For further discussion see chapter 9.
4) Currently, of this group the de-stressed 'some' is a plural indefinite article. But a destressed 'one' was the historical source of the indefinite article 'a(n)'.
5) While the modal 'could' carries some semantic contents, the perfect auxiliary 'have' is
purely grammatical, and it may be that restricting it with 'only' serves no semantic purpose. It is
true, however, that without 'only' have can certainly carry contrastive stress, as in: 'I HAVE
done it!' (> rather than what you suggest, that I HAVENT yet).
6) John Haiman (in personal communication) notes that (12c,e,f) indeed all have acceptable
interpretations. Those correspond roughly to the contractions:
(12) (The) only (thing is), she could have said this.
e. (The) only (thing is), she could have said this.
f.
(The) only (thing is), she could have said this.
It is not clear, however, whether 'only1 in either the contracted or full-fledged (12c,e,f)
takes the stressed constituents under its scope at all.
7) Cited from a column by James Kilpatrick, "Perhaps these sentences have driven you only
crazy", in The Register-Guard, Eugene, OR (2-24-91, p. 6F).
8) Often both orders are possible, provided the combination is construed from the opposite
perspective. Further, the constraints on rigid ordering of pre-nominal adjectives are less strin
gent when the adjectives are non-restrictive (see further below). Non-restrictive modification is
characteristically indicated by comma intonation breaks between the adjectives, as in:
a.
a large, red bird
b.
a red, large bird
NOUN PHRASES
301
BIBLIOGRAPHY
Anderson, ., S. Garrod and A. Sanford (1983) ' T h e accessibility of pronominal antecedents as a function of episodic shifts in narrative text1',
Quarterly J. of Experimental Psychology, 35.A
Anon (1828) The Harem Omnibus, Los Angeles: Holloway House Publish
ing Co. [1967 edition]
Aristotle, De Partibus Animalium, in R. McKeon (ed., 1941), The Basic
Works of Artistotle, NY: Random House
Aristotle, De Sophisticis Elenchis, in R. McKeon (ed., 1941) The Basic
Works of Aristotle, NY: Random House
Ashcraft, M.H. (1989) Human Memory and Cognition, Glenville, 111.:
Scott, Foresman & Co.
Austin, J. (1962) How to Do Things with Words, Oxford: Clarendon Press
Barthelme, D. (1981) 'The Emperor", The New Yorker, 1-26-81
Berko, J. (1961) 'The child learning of English morphology", in S. Saporta
(ed.) Psycholinguistics, NY: Holt, Rinehart and Winston
Bolinger, D. (1967) "Adjectives in English: Attribution and predication",
Lingua, 18.1
Bolinger, D. (1978) "Yes no questions are not alternative questions", in H.
Hiz (ed.) Questions, Dordrecht: Reidel
Bolinger, D. (1985) "The inherent iconism of intonation" in J. Haiman
(ed.) conicity in Syntax, TSL # 6 , Amsterdam: J. Benjamins
Bolinger, D. (1991) 'The role of accent in extraposition and focus" (ms)
Bonner, J.T. (1988) The Evolution of Complexity by Means of Natural
Selection, Princeton: Princeton University Press
Bowerman, M. (1983) "Starting to talk worse: Clues to language acquisi
tion from children's late speech errors", in S. Strauss (ed.) U-Shaped
Behavioral Growth, NY: Academic Press
Bresnan, J. and S. Mchombo (1987) "Topic, pronoun and agreement in
ChiChewa", Language, 63.4
304
ENGLISH GRAMMAR
BIBLIOGRAPHY
305
306
ENGLISH GRAMMAR
BIBLIOGRAPHY
307
308
ENGLISH GRAMMAR
BIBLIOGRAPHY
309
310
ENGLISH GRAMMAR
INDEX
A
ability 172, 173, 174
abstract 55, 56
access (to subjecthood) 93
accomplishment 131
action(s) 90
action verb 105
activation 244
active 93, 94
active clause(s) 27
active verb(s) 150
adjectival phrase 248, 256, 261
adjective(s) 55, 62, 76, 256, 257, 295
adjectives, derived 64
adjectives, relative order of 257
adjective integration 283
adverb(s)51,76, 261 272,295
adverbial clause(s) 177
aesthetic functions 21
affected 122
affectedness 100, 114
affirmative (clause) 27
affix(es) 48, 50
age 9
agent 90, 91,92,93, 105
agent of passive 291
agentivity 100
anaphoric pronoun(s) 228, 235, 236,
269
anaphoric reference 239
Anglo-Saxon 45
animate 56
anteriority 162
antipassive 116
antonymic pairs 64, 65
arbitrary code 25
Aristotle 2, 85
article(s) 60, 80
aspect 68, 147, 152
aspectual (verbs) 131
aspectuality (adverbs) 74
aspectuals (progressive) 158
associative 91, 92, 93, 115, 119, 124
attitude, speaker's 169
attended processing 4
automated processing 4
auxiliaries 81
auxiliary 97, 149, 150
aversion verbs 134
Carnap, R. 246
case-marking 291
case-role integration 277
cataphoric reference 239
category labels 29, 31
cause 110
312
ENGLISH GRAMMAR
certainty 172
change of state 90, 103
Chomsky, N. 38, 39, 84, 145, 301
class size 48
classifiers (semantic) 60
clausal subject(s) 127
clause(s) 21, 89
clause integration 278
clause type 89
clause chain 244
co-referent 129
co-subjecthood 119
code transparency 8
coding devices 26
cognate objects 112
cognition (verbs) 133, 176
cognition-utterance verb(s) 218
cognitive 244
cognitive complexity 178
cognitive operations 244, 245
coherence 21, 41, 156
coherent communication 6, 22
coherent discourse 36
coherent text 22
command 177, 217
communication 36
communicative code 25
communicative compromise 31
communicative contract 232
communicative function(s) 5
communicative strategies 3
compact (aspect) 153
comparative 66
competition 26, 30
competition (subjecthood) 93
complement (verbal) 104
complex clause(s) 26, 35
complex locative(s) 264
complex noun phrase(s) 271, 287
complex preposition(s) 265, 267
compounding 62, 258
compounding adjective(s) 260
concept(s) 22, 41
conceptual lexicon 43
concrete(ness) 55, 56
conditional (clause) 217
conjoined noun phrases 273, 277
conjunctions 78
connectives (inter-clausal) 78
constituency 29
constituent negation 204
consituent structure 96
context(s) 3, 13
continuous (aspect) 158
contrastive quantifier(s) 253
contrastive scope 252
contrastive stress 197, 251
copula 101, 103
copular verb(s) 101
count (nouns) 57
countability 56, 57
counter-fact (modaity) 175
counter-norm 178
counter-sequentiality 163
cultural universe 22
cultural world-view 44, 45, 232
D
dative 91, 92, 93, 101, 105, 118, 121
dative object(s) 110
dative subject(s) 109
declarative (clause) 27
deep structure 30, 32, 34, 35, 232
definite(s) 80
definite(s), culturally-based 233
definite(s), frame-based 234
definite(s), generically-shared 234
definite(s), situation-based 232
definite(s), text-based 234
definite article(s) 255
definite noun phrases 235
definite quantifiers 249
definiteness 213, 242, 244, 232
definiteness, sources of 232
demonstrative(s) 80, 238, 255
denotation 213
dependent (clause) 28
derivational morphology 60, 67, 70
INDEX
derivational morphemes 47, 58
descriptive grammar 5, 7
determiner(s) 29, 80, 247, 248, 255, 294
determiner integration 279
diachronic 9
dialect(s) 19
difficulty 128
diffuse (aspect) 153
direct object 58, 95, 112, 115, 125, 132
direct quote 136
discourse 21, 23, 41, 92
discourse coherence 23, 25
discourse context 27, 36, 155
discourse distribution 178
discourse pragmatics 26, 247
discourse-pragmatic function 27
disjunction 284
dissuasion (verbs) 133
diversity, cross-language 4
double genitive 291
double negation 207
dummy pronoun 127
dummy-subject verbs 100, 101
dummy-subject adjectives 101
E
economy (of processing) 8
educated grammar 15
emphatic denial 204
entities 22
epistemic 128
epistemic adverb(s) 74, 135, 171
epistemic attitude 135, 169
epistemic certainty 176
epistemic modalities 169
ethnic minorities 18
evaluative 128, 176
evaluative adjectives 63
evaluative adverbs 75, 171
evaluative attitude 169
event(s) 22, 54, 90
event integration 278, 284
excess structure 37
exchange verbs 123
exclusive disjunction 284
313
exhortation 177
existence 213
expressive power 8
extension 213
external world 22
F
fact (modality) 216
factive 135
finite clause(s) 288
finite main clause(s) 293
Fleischman, S. 210
focus clauses 177
focused negation 197, 198
foreign talk 19
formal register 17
frames 279
frames (contextual) 26
free morpheme(s) 51
Frege, G. 85
French 45
frequency adverbs 73
frequency distribution 13, 53, 179, 180
friction 26
Frisian 45
function 1, 30
functional reassignment 3
functions (of language) 21
future 148, 149, 171
future perfect 162, 165, 166
future progressive 153
G
Garca, E. 209
generality 57
generic subjects 242
genitive 264, 291
genitive determiner 291
genitive modifier 291
geographic dialects 19
Germanic 45, 49
Gernsbacher, M. 301
globally accessible 241
globally important 240
grammar 1, 43, 45
314
ENGLISH GRAMMAR
grammarian(s) 1
grammatical constraints 92
grammatical change 49
grammatical morpheme(s) 47, 58, 59
grammatical morphology 59, 66, 68
grammatical object 95
grammatical role(s) 57, 89, 92
grammatical strategies 4
grammatical subject 94
grammatical vocabulary 46
grammaticalization 144
group nouns 286
H
habitual (aspect, tense) 150, 151, 152,
171,218
habitual, simple 157
habitual past 161
habitual progressive 157
Haiman, J. 209
Harris, Z. 38
head noun(s) 58, 97, 247
Heine, B. 209
historic time 8
historical origin 49
Hopper, P. 84, 144
human 56
I
identity 102
idiomatic 267
immediate (aspect) 166, 167
inanimate 56
inceptive (aspect) 159
incorporated patients 114
indefinite 80
indefinite article(s) 220, 255
indefinite determiner(s) 219
indefinite quantifier(s) 250
indirect object(s) 58, 92, 95, 116, 117,
118, 119, 121,293
indirect quote 136
individual style 20
individuation 56, 57
infinitive 289, 295
Kant 38
Kiparski, C. 145
Kiparski, P. 145
L
Lakoff, G. 145
language acquisition 46
Latin 45
law of the excluded middle 187
lexical semantics 247
lexical vocabulary 46
lexical words 46
lexicon 43
Lindner, S. 145
linear order 29
locally important 240
location 124
locative 91, 92, 93, 112, 117, 122
logic 187
315
INDEX
M
main clause 27
manipulation, attempted 133
manipulation, successful 133
manipulation verb(s) 132, 176, 218
manner 124
manner adverb(s) 254, 71
Marchand, H. 85
marked 178
markedness 179
mass (nouns) 56, 57
meaning 2 1 , 22, 30, 40
memory search 244
meta-functional requirements 37
metaphoric 118
metaphoric extension 109
Middle English 8
modal(s) 172, 173, 174 217
modal auxiliaries 76, 149, 150
modality 68, 147, 169
modality, cognitive 180
modality, grammatical distribution of
170
modality verb(s) 129, 130, 176, 217
Modern English 9
modifier(s) 58, 247
modifying adjective(s) 272
morphemes 41
morphemic status 50
morphological criteria 51
morphology 92
motion 120
Mller, M. 11
multiple conjunction 284
multiple membership (of verbs) 137
N
name(s) 29, 98, 240, 248, 269
natural classes 52
necessity 172
negation 68, 147, 187, 188
negation, and social interaction 193
negation, as speech-act 190
negation, in discourse 190
negation, inherent 202
negation, levels of 203
316
Obligation 76, 172, 173,
obligatory constituent(s) 96
Old English 8, 45
ontology (of negation) 191
optional constituent(s) 96
optional direct object 124
oral language 13
ordinal(s) 81
ordinal adjective(s) 268
organism, biological 2
Palmer, F. 210
paragraph 244
paraphrase 34
parenthetical 271
parsing 28, 96
participant(s) 90
participial (clauses) 177
partitive 249
parts of speech 41
passive 93, 94
passive clause 28
passive morphology 68
past 148, 151, 171
past perfect 162, 163, 165
past progressive 153
patient 91, 92, 93, 101, 118
patient of change 106
patient of state 105
patient subject 110, 111
patienthood 119
Peirce 38
perception verbs 133, 135, 176
perfect (aspect) 161, 162, 171
perfectivity 100, 163, 180
performative force 175
permission 172, 173, 174
phrasal semantics 247
phrase(s) 97
phrase structure (rules) 142
pidgin (language) 46
plural 59, 248
plurality 286
polarity of adjectives 64
population, mean 53
ENGLISH GRAMMAR
possession, verbs of 115
possessive 264
possessive construction(s) 77
possessive determiner(s) 268
possessive modifier 266
possessive phrase(s) 264
possessor 60, 248
possessor pronoun 79, 81
post-moninal (modifiers) 248
power 17
pragmatic importance 230, 231
pragmatist 38
pre-nominal genitive 291
pre-nominal modifiers 248, 249
predicate 101
predicate noun 58
preference 172, 176
preference verbs 134
prefix(es) 48, 51
prepositional phrase(s) 72, 117
preposition(s) 59, 77
prepositions, incorporated in verbs 138
prescriptive grammar 5
present (tense) 148, 150, 151, 171
present perfect 162, 165, 166
present progressive 153, 157
prestige 17
presupposed background 188
presupposed information 181
presupposition 170, 177, 195, 216, 217,
219
prevention verbs 133
primary word-stress 259
probability 172, 173, 174
process 103
process copula 104
process verb 106
progressive (aspect) 150, 151, 153, 154
progressive auxiliary 149, 150
pronoun(s) 60, 79, 98, 248
pronouns, indefinite 222
pronouns, non-referring 222
proposition(s) 22, 23, 41
propositional frame 89, 90, 169
propositional information 25
propositional meaning 30, 36
INDEX
propositional modalities 23
prototype(s) 52, 53, 91, 99, 100, 106,
117, 120 288
proximity 154
pseudo-possessive(s) 264
Q
qualities 22
quality 90
quantifier(s) 81, 248, 249,261
question(s) (WH) 177
question(s) (yes-no) 177
R
Ransom, E. 210
Real World 213, 214
realis (modality) 170
realis assertion 216, 217, 219
reciprocal (verbs) 115, 119
reference 57, 213, 216, 242, 244
reference, continuous 236
reference, frame-based 234
reference, gradation 224
reference, negative scope 224
reference, plurality 225
reference, pragmatics of 226, 230, 231
reference, text-based 234, 235
reference, switch 236
referential accessibility 232
referential coherence 213
referential intent 215
referring 102,215,216,218
regional dialects 19
relation(s) 22, 30
relative clause(s) 177, 248
relative importance 275
relevance 164, 181, 182
remote (aspect) 167
remoteness 154
repetitive (aspect) 158
request 177
restrictive modifiers 267, 268, 269
Romance 46
Ross, J.R. 301
rules of grammar 2, 3, 52
Russell B. 246
317
S
Sapir 53
scattered noun phrases 270
scholarly jargon 15
scope, of quantifiers 251, 254
script(s) 279
semantic amalgamation 247
semantic ambiguity 31
semantic criteria 51
semantic features 43
semantic fields 43
semantic reference 230
semantic rigidity 25
semantic roles 90, 91
semantic structure 30
sentence 29
sequential 156
sequentiality 155, 181
simple clause(s) 26, 27, 89
simple clauses, classification 99
simple clauses, structure 143
simple past 163, 165
simultaneity 155
simultaneous 156
social status 17
society of intimates 13
society of strangers 13
socio-cultural function(s) 21
sounds 25
speaker's intent 231
speech community 7, 44, 233
speech-act(s) 175
spoken language 13
state(s) 22, 54, 90, 101
stative copula 104
stative verb(s) 150, 151
status 17
stems 50
stress 48
stressed pronouns 235, 236
structural complexity 178
structure 1, 30
subject 29, 58, 92, 105, 106
subject agreement 68
subject continuity 236, 237
subject pronoun 79
318
ENGLISH GRAMMAR
tautology 190
temporal 55, 56
temporary state 101, 102, 103
tense 68, 147, 148
tense-aspect 171
tense-aspect-modality, cognitive aspects
of 178
tense-aspect-modality, communicative
aspects of 178
tense-aspect-modality, syntax of 182,
183, 184, 185
terminative (aspect) 160
text-node 244, 245
thematic break 163
thematic contrast 238
thematic parallel 238
theme (and variations) 27
Thompson, S. 84, 144
time 124, 148
time adverbs 73
tokens (reference) 243
topic identification 213
topic worthiness 277
topical 122
topical referent 244
topicality 92
transformational grammar 27
transformations 38
transitive 119
transitive clause(s) 99, 100