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Syntax Document

The document provides exercises for students to complete regarding parts of speech analysis. It includes examples of sentences with italicized words and asks students to determine the lexical category. It also provides comparisons of conjunctions like that, for, if and whether. Additional exercises involve constituent tests, tree structures, verb phrase rules, structural ambiguities and applying parts of speech analysis to different languages.

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Dony Surya
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Download as DOCX, PDF, TXT or read online on Scribd
168 views

Syntax Document

The document provides exercises for students to complete regarding parts of speech analysis. It includes examples of sentences with italicized words and asks students to determine the lexical category. It also provides comparisons of conjunctions like that, for, if and whether. Additional exercises involve constituent tests, tree structures, verb phrase rules, structural ambiguities and applying parts of speech analysis to different languages.

Uploaded by

Dony Surya
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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2.

7 Exercises

Determine the lexical category of the italicized words in the following. the three criteria (morphological,
semantic, and syntactic) to provide the ev your answer and state which one is the most reliable one.

a. His second book came out earlier this year and became an instant best-seller.
b. When vou book something such as a hotel room, you arrange to have it.
c. price quotes on selected categories will be sent out upon request.
d. No doubt that he was forced to leave his family against his wvill.
e. He intended to weill the large amount of money to Frank.
f. Jane stood aside to let her pass.
g. He has a rail pxas that's right for you.
h. It is important for us to spend time with children.
i. He was arrested for being drunk.
j. I think that person we met last week is insane.
k. We believe that he is quite reasonable.
l. I forgot to return the book that I borrowed from the teacher.

2.Consider the following data carefully and describe the similarities and differences among that, for, if
and whether. In so doing, first compare that and for and then see how these Iwo are difierent from if
and whether.

(i) a. Iam anxious that you should arrive on time.

b.I am anxious that you to arrive on time.

(ii) a. Iam anxious for you to arrive on time.

b. I am anxious for you should arrive on time.

(i) a. I don't know whetherit I should agree.

B.I wonder whether/if you'd be kind enough to give us information.

A.if students study hard, teachers will be happy.

B.whether they say it or not, most teachers expect their students to study hard
3.Check if the italic parts form a constituent or not, using at least lwo constituenthood tests e.g. clel,
pronoun substitulion, stand-alone, clc). Also provide tree structures for each of the following examples.

(i) a. John bought a book on the table.

b. John put a book on the table

.(ii) a. She turned down the side street

b. She turned down his oter.

(iii) a. He looked at a book about swimming.

b. He talked to a girl aboul swimming.

C.He talked with a girl about swimming.

( Iv)a.I don't know the people present.

B.john called the president a fool.

4.Explain why the examples in (i) are ungrammatical. As purt of the evercise, hirst dra structure for each
example and try to determine the applicability of the the S nules such as Uhe coordination rule in (1 10),
presented earlier in this chapter.

(i) a. *Could you turn off the fire and on the light?

b. *A nuclear explosion would wipe out plant life and out animal life.

c. *He ran down the road and down the President.

d. *I know the truth and that you are innocent.

e.Lee went to the store and crazy.

5.Provide a tree structure for each of the following sentences and suggest what kind of VP rules are
necessary. In doing so, pay attention to the position of modifiers like proudly, by the park, and so forth.

(i) a. John refused the offer proudly.

b. I consider Telma the best candidate.

C.I saw him leaving the main building.

D.He took Masako to the school by the park.

E.John sang a song and danced to the music.

f. John wants to study linguistics in near future.

G.They told Angelica to arrive early for the award.

G. That Louise had abandoned the project surprised everyone.


6.Each of the following sentences is structurally ambiguous- it has at least two structures. I Represent
the structural ambiguities by providing different tree structures for each string of words.

(i) a. I know you like the back of my hand.

B.i forgot how good beer lastes.

c I saw that gas can explode.

d Time fiies like an arrow.

E.i need to have that report on our webpage by tomorrow.

3.Provide tree structures for each of the following sentences and see if there are any new PS rules that
we need to add, to supplement those we covered in this chapter. If there are any places you cannot
assign structures, please use triangles.

(i) Different languages may have different lexical categories, or they might as sociate different
properties to the same one. For example, Spanish uses ad. jectives almost interchangeably as nouns
while English cannot. Japanese has two classes of adjectives whereas English has one; Korean, Japanese,
and Chi-i nese have measure words while European languages have nothing resembling them; many
languages don't have a distinction between adjectives and adverbs, or adjectives and nouns, etc. Many
linguists argue that the formal distinctions between parts of speech must be made within the framework
of a specific language or language family, and should not be carried over to other

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