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Ways of identifying situations

Ways of identifying situations. English Grammar BA - 2nd semester Lecture 10 . Torben Thrane. Communications Model. Context. Channel. Sender. Message. Receiver. Channel. Code. The components of language study. Meaning. Grammar. Phonetics Phonology. Morphology. Semantics.

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Ways of identifying situations

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  1. Ways of identifying situations English Grammar BA - 2nd semester Lecture 10 Torben Thrane

  2. Communications Model Context Channel Sender Message Receiver Channel Code

  3. The components of language study Meaning Grammar Phonetics Phonology Morphology Semantics Syntax Pragmatics Sound Lexicon

  4. Sentences and propositions Es wurde im Garten getantzt Der blev danset i haven *There was danced in the garden > People were dancing in the garden The same proposition, expressed by different sentences belonging to three different languages (codes) The basis of all translation

  5. Sentence types Declarative (Statements) Interrogative (Questions) (Jussive) Commands Run, Tom! Tom is running Is Tom running? Run! Someone is running Who is running? What did you give Tom? GiveTom something You gave Tom something

  6. Types of questions Answer Yes - No Questions: Is Tom running? Yes or no Tag-questions: You gave Tom an umbrella, didn’t you? You didn’t give Tom an umbrella, did you? Yes (No) No (Yes) Wh-questions: Who is running? What did you give Tom? Tom An umbrella Echo-questions: You gave Tom WHAT? An umbrella. Wasn’t that what he wanted?

  7. Properties of yes-no questions Tom was running Was Tom running? Tom might run Might Tom run? Tom ran *Ran Tom? > Did Tom run? - as opposed to Danish: Er Tom løbet? Løber Tom? Løb Tom? Verbs that may occur left of the subject are AUX(ILIARIES)

  8. Properties of Tag-questions Tom was running, wasn’t he Yes expected Tom wouldn’t run, would he? No expected Tom ran, didn’t he? (in spite of his promise) Tom ran, did he? (I knew he would) - just like Danish: Tom er løbet, er han ikke? Tom er ikke løbet, er han? Tom løb, gjorde han ikke? At most one negation, either in main question or in tag- question

  9. Properties of Wh-questions Someone was running. Who was running? You gave Tom something What did you giveTom? You gave someone an umbrella Who did you give an umbrella? - just like Danish: Hvem løb? Hvad gav du Tom? Hvem gav du en paraply? The WH-word always comes first, no matter what its syn- tactic function is (except...)

  10. Properties of Echo-questions You gave Tom WHAT? What did you giveTom? Who did you give an umbrella? You gave WHO an umbrella? How did you fix it? You fixed it HOW? - possible, but unusual in Danish: HVAD gav du Tom? HVEM gav du en paraply? ?Du reparerede den HVORDAN? The WH-word takes the place of its syntactic function in declarative sentences

  11. Long distance movement of WH-words(more complex in Danish than English) Hvem var det egentlig du sagde du havde læst en bog der handlede om _ i Sydamerika? Du sagde du havde læst en bog der handlede om en eller anden i Sydamerika. *Who was it you said you had read a book that was about _ in South America? Who was it you said you had read a book about _ in South America?

  12. Indirect sentences Statements: She saidthat Tom was running Questions: She askedif Tom was running Commands: She orderedTom to run Verbs like say, ask, order, etc. are called performative verbs, because they indicate what type of speech act the original speaker performed when expressing the proposition [Tom runs] Words like that, if, whether, etc. are called complementizers. They connect the following subordinate clause to the performative as a complement (object).

  13. Factive vs. non-factive I regret that I sent that letter I suppose that I sent that letter She knew that she sent it She believed that she sent it I understand that you sent it I assume that you sent it These verbs presuppose that the following propo- sition is factually true - i.e. that the letter was sent These verbs don’t

  14. Scope of Negation (1) I don’tregret that I sent that letter I regret that I didn’t sent that letter She didn’tknow that she sent it She knew that she didn’t send it I don’tunderstand that you sent it I understand that you didn’t send it These verbs still presuppose that the following propo- sition is factually true - i.e. that the letter was sent These verbs still presuppose that the following propo- sition is factually true - i.e. that the letter was NOT sent

  15. Scope of Negation (2) I don’t suppose that I sent that letter I suppose that I didn’t send that letter She didn’t believe that she sent it She believed that she didn’t send it I don’t assume that you sent it I assume that you didn’t send it These verbs don’t - in fact it doesn’t really matter where you put not.

  16. I do[n’t regret] that I sent it She did[n’t know] that she sent it I do[n’t understand] that you sent it I do[n’t suppose that I sent it] She did[n’t believe that she sent it] I do[n’t assume that you sent it] Scope of Negation (3) Scope with Factives: Scope with Non-factives:

  17. Conditionals:Fact vs. hypothesis Hypothesis Time US Fact Potential Time Necessity

  18. Conditionals (1) Hypothesis Time US Fact Potential (a) If we see anything odd, we’ll let you know (b)If we saw anything odd, we’d let you know (c) If we had seen anything odd, we’d have let you know (d) If we have seen anything odd, I don’t remember it

  19. Conditionals (2) Hypothesis Time US Fact Potential (a) If (only) I had a better computer, I’d work twice as fast (b) If (only) I had had a better computer, I’ d have worked twice as fast

  20. Conditionals (3) Hypothesis Time US Fact Potential Had I known better, I’d never have sent that letter

  21. Possibility: Hypothesis vs. Fact/Potentiality Hypothesis Time US Fact Potential Time Necessity

  22. Possibilities (1) Hypothesis Time US Fact Potential He mighthave told me that Tom was running (but he hasn’t) He may have told me that Tom was running (but I doubt it) Sml. He has told me that Tom was running (but I forgot)

  23. Possibilitites (2) Hypothesis Time US Fact Potential The bridge might be blown up. (After all, there is a war on). The bridge may be blown up. (We’ll see when we get there). The bridge will be blown up. (I’ll do it myself). The bridge could be blown up. (But it would be difficult). The bridge can be blown up. (All we need is dynamite).

  24. Possibilities (3) Hypothesis Time US Fact Potential The bridge couldhave been blown at any time She can speak Portuguese = She speaks Portuguese <> She is speaking Portuguese

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