On The Prepositions Which Introduce An Adjunct Of Duration
نویسنده
چکیده
This paper deals with the prepositions which introduce an adjunct of duration, such as the English for and in. On the basis of both crosslingual and monolingual evidence these adjuncts are argued to be ambiguous between a floating and an anchored interpretation. To capture the distinction in formal terms I employ the framework of HEAD-DRIVEN PHRASE STRUCTURE GRAMMAR, enriched with a number of devices which are familiar from DISCOURSE REPRESENTATION THEORY. The resulting analysis is demonstrated to be relevant for machine translation, natural language generation and natural language understanding. 1 A typology of PP adjuncts of duration In many languages the adjuncts of duration take different forms depending on the aspectual class of the VP which they modify. In English, for instance, they are introduced by for if the VP denotes a state or a process and by in if the VP denotes an accomplishment. (1) Maria played the piano for an hour. (2) Anna wrote that letter in half an hour. Orthogonal to this distinction, there is another one, which can be made explicit by comparing (1) and (3) with (4). (3) Laura will stay in Ohio for two months. (4) Silvia has lived in Paris for three years. The adjuncts in (1) and (3) unambiguously specify the duration of Maria’s activity of playing the piano and of Laura’s stay in Ohio. The adjunct in (4), however, triggers an ambiguity: it can denote any three-year period in the past in which the state of Silvia’s living in Paris held, but it can also denote a period which started three years ago and which includes the time of utterance (Kamp and Reyle, 1993, 567). The relevance of this distinction is clear from the fact that there are languages which use different prepositions for both interpretations. Italian, for instance, employs the preposition per in the translation of (1), (3) and the first interpretation of (4), whereas it employs da in the translation of the second interpretation of (4). (5) Maria suonò il pianoforte per un’ora. (6) Laura starà per due mesi nell’Ohio. (7) Silvia ha abitato per tre anni a Parigi. (8) Silvia abita a Parigi da tre anni. For ease of reference I will call the adjuncts in (1), (3), (4a), (5), (6) and (7) floating: they denote a stretch of time whose position on the time line is not defined. The adjuncts in (4b) and (8), by contrast, will be called anchored, since their position on the time line is fixed: their right boundary is supplied by the time of utterance. As illustrated in (9-10), the right boundary can also be supplied by a temporal adjunct, such as a PP[a] or a subordinate S[quando]. (9) A at quel that punto point Silvia Silvia abitava lived da for tre three anni years a in Parigi. Paris ‘By that time Silvia had lived in Paris for three years.’ (10) Laura Laura sarà will-be nell’ in Ohio Ohio da for due two mesi, months, quando when verrà she-will-be raggiunta joined da by Ivo. Ivo ‘Laura will have been in Ohio for two months when Ivo will join her.’
منابع مشابه
Effect of Using Image-Schemas on Learning L2 Prepositions and Enhancing Learner Autonomy: A Dynamic System Theory and Cognitive Linguistics-Inspired Approach
This study investigated the effect of applying the dynamic system theory (DST) and cognitive linguistics (CL) insights into grammar instruction on EFL learners’ learning of English prepositions and learner autonomy. Sixty Iranian EFL learners at the lower-intermediate level of language proficiency were randomly assigned to 1 experimental and 1 control group. The 2 groups filled out an autonomy ...
متن کاملLearning spatial prepositions by Iranian EFL learners
The aim of the present study is threefold. The first is that whether there is any difference betweendifferent proficiency level language learners 'use of spatial prepositions. The Second aim is toreveal that if the native language of the participants has any effect on applying the appropriateprepositions and also to find which spatial preposition is difficult to acquire. The present paperexamin...
متن کاملThe Effect of Different Task Types on Learning Prepositions in Form–Focused and Meaning–Focused Interaction Enhancement-Based Classes
The current study examines the impact of different task types on learning prepositions in form and meaning- focused interaction enhancement- based classes. The participants were 57 second Year University students enrolled in three intact lab classes at Tabriz Islamic Azad University. The first group was provided with form-focused interaction enhancement, the second with the meaning-focused int...
متن کاملMarshallese Passives: Evidence for Two Types of "By Phrases"
One of the defining properties of Marshallese (Austronesian, Oceanic, Micronesian) long passives is that they allow one of two prepositions in what roughly corresponds to English by phrases. These prepositions are ippa:n and in. Although the semantics of these two prepositions appears to be identical in passives (i.e. both introduce an agent phrase), there are syntactic differences between sent...
متن کاملThe Therapeutic Effects of Low-Frequency Electrical Stimulations Adjunct to Sodium Valproate on Seizure and Behaviors
Introduction: Consuming antidepressant medications induce several problems leading to the need for alternative agents for emotional disturbances. Antidepressant medications increase the seizure risk; thus, alternative treatments, like Antiepileptic Drugs (AED), might be useful for patients with epilepsy comorbid with a psychiatric disorder. The present study evaluated the behavioral effects of ...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
عنوان ژورنال:
دوره شماره
صفحات -
تاریخ انتشار 2006