Introduction to Linguistics Homework Assignment 2

Due: 7 August, 2023 (23.59pm)

Instructions
- This is a group assignment in which you will work in group of four to five.
- Submission should be made online, via Blackboard by the designated time.
- You can consult other materials, but the assignment must be written up on your own, which
means plagiarism and use of AI generated content are strictly prohibited. When detected,
penalty applies as follows:

Plagiarism AI-generated writing

15-19% similarity index: 10% deducted 20-29%: 10% deducted
20-30% similarity index: 20% deducted 30-49%: 20% deducted
higher than 30% similarity index: 50% deducted 50% and above: 50% deducted

Task 1 (25 pts). One way to analyze the semantic structure of sentences is sto start with the verb
as the central element and define the semantic roles required by that verb. (This is sometimes
called "theta assignment".)
For example, a verb like kill requires an agent and a theme, as in The cat [agent] killed the mouse
[theme]. A verb like give requires an agent and a theme, as in The girl [agent] gave the flowers
[theme] to her mother [goal].
We can present these observations in this way:

KILL [Agent ______ Theme]

GIVE [Agent ______ Theme, Goal]

How would you define the set of semantic roles for the following verbs, using the format
illustrated? Are there required roles and optional roles?
break build die eat
fear kiss like occupy
offer open put receive
send sneeze steal taste
teach understand want write

Task 2 (25 pts). Spend an hour or two observing conversations between people, including
yourself if you wish. Record five utterances where the intended meaning is mediated by Grice's
Maxims and cite the maxim(s) involved, along with detailed explanations.
The recordings should be submitted along with this assignment.

Task 3 (25 pts). A teacher has drilled students in the structure known as indirect questions:

Do you know where my book is?

Do you know what time it is?
Did he tell you what time it is?
As a direct result of the drills, all students in the class were able to produce the structure
correctly in class. After class, a student came up to the teacher and asked, “Do you know where
is Mrs. Irving?” In other words, only minutes after the class, in spontaneous speech, the student
used the structure practiced in class incorrectly.

Describe what you think the reason is for this misuse. Had the lesson been a waste of time? How
might you go about finding answers to these questions?

Task 4 (25 pts). Describe the Martha's Vineyard study by Labov (1963) in your own word. What
do you think are the implications of this study?