INTROD OF ENGLISH SYNTAX

INTRODUCTION TO ENGLISH SYNTAX 2019 CHAPTER 13 IMMEDIATE CONSTITUENT ANALYSIS Immediate Constituent Analysis is typically “analytic” developed with a view to working out a scientific ‘discovery procedure’ to find out the basic units of linguistics (constituents). The principle underlying (yang mendasari) theory is to cut a sentence into smaller parts till the smallest unit (ultimate constituent), the morpheme, is reached. The aim of Immediate Constituent Analysis is to analyze each utterance and each constituent into maximally independent sequences. The ultimate constituents are the smallest meaningful units which any given construction can be broken down to, consisting of a morpheme at the morphological level and a word at the syntactic level. This term was introduced by Bloomfield, who illustrated the way in which it was possible to take a sentence (he chose Poor John ran away) and split it up into two immediate constituents (Poor John and ran away), these being in turn analyzable into further constituents (Poor and John, and ran away). In other words, a sentence is seen not as a sequence (urutan) or a \"string\" of elements, Poor + John + ran + away, but as being made up of \"layers“/lapisan of constituents, each cutting point, or \"node' in the diagram being given on identifying label. This was made clear in the form of a \"tree diagram\", such as: 99

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INTRODUCTION TO ENGLISH SYNTAX 2019 At first, at the initial emphasis, it is done pure segmentation by simply dividing the sentence into its constituent/segment/part/onder-deel elements without knowing what these elements were. The principle was that we take a sentence and then cut those parts into two and continue with this segmentation until we reach the smallest units, the morphemes. See this three-word sentence which allows three possible segmentations: 101

INTRODUCTION TO ENGLISH SYNTAX 2019 In addition, Every item of language has a Paradigmatic Relationship with every other item which can be substituted for it (such as cat with dog), and a Syntagmatic Relationship with items which occur within the same construction (for example, in The cat sat on the mat, cat with the and sat and on the mat). The relationships are like axes, as shown in the accompanying diagram. 102

INTRODUCTION TO ENGLISH SYNTAX 2019 On the lexical level, PARADIGMATIC /vertical? contrasts indicate which words are likely to belong to the same word class (part of speech): cat, dog, parrot in the diagram are all NOUNS, sat, slept, perched are all VERBS. SYNTAGMATIC/horizontal? relations between words enable one to build up a picture of co-occurrence restrictions within SYNTAX, for example, the verbs hit, kick have to be followed by a noun (Paul hit the wall, not *Paul hit), but sleep, doze do not normally do so (Peter slept, not *Peter slept the bed). On the semantic level, paradigmatic substitutions allow items from a semantic set to be grouped together, for example Angela came on Tuesday (Wednesday, Thursday, etc.). PLEASE MAKE SENTENCES PARADIGMATICALLY NO JOHN RAN AWAY. (N) (V) (Adv) 1 2 3 NO MARY LIKES POTATOES (N) (V) (N) 1 2 3 NO JULIA WAS LATE 103

INTRODUCTION TO ENGLISH SYNTAX 2019 (N) (V) (Adj) 1 2 3 in fact, sometimes it seems difficult to divide into two, and in some cases division into three or more parts is allowed, but in general the divison is binary. See a more than binary construction: 104

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INTRODUCTION TO ENGLISH SYNTAX 2019 EXERCISE 1 NO LIST OF SENTENCES 1 Claudia sat on a stool. 107

INTRODUCTION TO ENGLISH SYNTAX 2019 2 His energy amazed me. 3 John lost his pants. 4 John saw his mother. 5 My brother won the lottery. EXERCISE 2 NO LIST OF SENTENCES 6 Nice dogs like cats. 7 Sign in to chat! 8 That dog with the smelly ears laughed. 9 The boss ate soup at home. 10 Unfortunately the cat killed the mouse. EXERCISE 3 NO LIST OF SENTENCES 1 Tom pushed the car. 2 The cat sat on the mat. 3 The wind blows in the winter. 4 Syntax is awesome. 5 Happy linguists make a diagram 6 The chef cooks the soup 7 Mozart remains beloved by contemporary audiences 8 The cat plays piano REFERENCE 108

INTRODUCTION TO ENGLISH SYNTAX 2019 Bauer Laurie, and friends. 2002. An Introduction to English Syntax. .Edinburgh. Edinburgh University Press. Miller, Jim.2002. An Introduction to English Syntax. Edinburgh: Edinburgh University Press. APPENDIX 1 : THE UNIQUE LANGUAGE OF CHILDREN Children are always learning and never give up Child 1 Clean for mine, Mummy. Clean for me, Mummy. Child 2 I want water some more..some more water. Child 3 (Pointing to the light in the ceiling); something go light wrong, something go wrong, something gone wrong, the light’s gone funny! Example 1 Parent Let me help you. Child No let me help me. Parent Yes, let me help you Child No, let me help me. (pauses).... I said “Let me help me”! Ha! Ha! Ha ! Example 2 Child (pointing to a word on the toilet door): what’s this word? Parent It says “ENGAGED” Child What does “ENGAGED” mean? Parent It means somebody is using it. 109

INTRODUCTION TO ENGLISH SYNTAX 2019 Child What does “UNGAGED” /ʌŋgḙdʒd/ mean? Parent UNGAGED? Don’t know. Never heard of it. Child It means nobody is using it! Example 3 Child Daddy went in a taxi? Parent Yes. Child Why? Parent Because Mummy has to help you get ready for school. Example 4 Child I want a star, Mummy. Parent You’ll have to shower first. Then I’ll give you a star. Child No, star first. Parent Will you shower after I give you a star? Child No, star first. Example 5 Parent Why don’t you like your bed? Child ‘cause it is small. Parent Why don’t you like it small? Child Because I like it bigger. I’m a big girl. Example 6 Child I want to shave my hair. I want shaver for children. Parent But there are aren’t any shavers for children. Child Shavers for ladies, like Mummy’s Parent Yes, there are shavers for ladies. Child I want shavers for ladies Parent But you’re not a lady --you are little girl. Child BUT I WANT IT! 110

INTRODUCTION TO ENGLISH SYNTAX 2019 APPENDIX 2 UNDERSTANDING 12 ENGLISH TENSES VIA VISUAL DESCRIPTION 111

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INTRODUCTION TO ENGLISH SYNTAX 2019 APPENDIX 3 114

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