In order to identify the basic properties of PoRs and the theoretical questions that follow, consider the German active-passive pair in (3a, b) involving the reflexive use of the verb ‘waschen’ (to wash). As in ordinary passives, the lexical verb in (3b) appears as passive participle and the passive auxiliary werden (to become) is used. The external argument disappears (but it can reappear in a...

In Kannada, ditransitives with benefactive morphology cannot have a reflexive indirect object, or have reflexive marking on the verb. This paper seeks to explain why. We argue that the benefactive structure, when its indirect object is a locally bound anaphor, is subject to two conflicting requirements. The anaphor must be local to its antecedent, and the direct object must be local to its Case...

This paper explores the usage of antepenultimate and penultimate stress in 1st person plural past tense verb forms in Polish. Although Polish generally has penultimate stress, prescriptive grammars treat these verb forms as an exception, assigning antepenultimate stress. It has been argued elsewhere that penultimate stress is possible in these forms, although in colloquial speech. Data from 40 ...

In this article I would like to make two claims – an easy claim and a more difficult one. The easy claim is that the distinction illustrated in (1) is spurious. All the examples of be in (1) are prototypical auxiliaries. As described by Huddleston and Pullum (2002: 92), these are CORE AUXILIARIES. The more difficult claim is that indeed there is a morphosyntactic difference between be as a lexi...

When designing grammars of natural language, typically, more than one formal analysis can account for a given phenomenon. Moreover, because analyses interact, the choices made by the engineer influence the possibilities available in further grammar development. The order in which phenomena are treated may therefore have a major impact on the resulting grammar. This paper proposes to tackle this...

relation to children's acquisition of word order in wh-questions in English and Norwegian. While generative models assert that children set major word order parameters and thus acquire a rule of subject-auxiliary inversion or generalized verb second (V2) at an early stage, some constructivist work argues that English-speaking children are simply reproducing frequent wh-word + auxiliary combinat...

This paper discusses an item-based and a rule-based model of language acquisition in relation to children's acquisition of word order in wh-questions in English and Norwegian. Constructivist work argues that English-speaking children are sensitive to wh-word + auxiliary combinations in the input, while generative work asserts that children acquire a rule of subject-auxiliary inversion or genera...

This paper discusses different approaches to language acquisition in relation to children's acquisition of word order in wh-questions in English and Norwegian. While generative models assert that children set major word order parameters and thus acquire a rule of subject-auxiliary inversion or generalized verb second (V2) at an early stage, some constructivist work argues that English-speaking ...

THIS STUDY considers some of the categories commonly associated with the notion ''auxiliary'' from the point of view of Modern Hebrew. As background, a characterization of auxiliaries as syntactically and semantically DEPENDENT elements is suggested (Section I. I), and an attempt is made to show why many Hebrew studies to date have taken rather too unconstrained a view of the notion by extendin...