- •Л.А.Панасенко краткий курс лекций по теоретической грамматике аглийского языка. Синтаксис Учебно-методическое пособие
- •L e c t u r e 1. Syntax and its main units. Traditional and cognitive approaches in syntax
- •I. Syntax as part of grammar. The main units of syntax.
- •II. Traditional and cognitive understanding of syntax.
- •III. The basic principles and arguments of the cognitive linguistics.
- •IV. Syntagmatic and paradigmatic patterning.
- •L e c t u r e 2. Syntax of the phrase
- •I. Traditional conceptions of phrases in home linguistics and abroad.
- •IV. Phrase theory in cognitive linguistics (j.R. Taylor’s conception).
- •L e c t u r e 3. The simple sentence: traditional interpretation
- •I. The simple sentence as a monopredicative unit.
- •III. Paradigmatics of the simple sentence.
- •L e c t u r e 4. The simple sentence: alternative conceptions
- •I..The verbocentric conception of the sentence.
- •II. The semantic interpretation of the sentence.
- •III. The cognitive aspects of the simple sentence.
- •High Low
- •L e c t u r e 5. Actual division of the sentence. Communicative types of sentences
- •I. Actual division of the sentence and means of expressing it.
- •III. The problem of classification of sentence according to the purpose of
- •L e c t u r e 6. Syntax of a composite sentence: the structure of a complex sentence
- •II. Classifications of complex sentences according to the types of clauses in
- •III. Other classifications of complex sentences in Modern English.
- •L e c t u r e 7. Syntax of a composite sentence: the compound sentence. The structure and types of semi-composite sentences in modern english
- •II. The structure of a semi-composite sentence. Types of semi-composite
- •L e c t u r e 8. Semantic aspects of syntactic constructions. Sentence typology within a cognitive approach
- •I. The problem of the semantic study of syntactic constructions. Concepts
- •II. The problem of sentence typology within a cognitive approach.
- •L e c t u r e 9. Text as an object of syntactic study
- •I. The inter-sentence connections in the text.
- •The president emotionally declared that he was “glad to be home”. Then
- •II. The textual linguistics.
- •F u r t h e r r e a d I n g s o n e n g l I s h s y n t a X: c o g n I t I V e a p p r o a c h
- •1. On syntagmatic relations
- •(From “cognitive grammar” by j.R. Taylor)
- •2. On sentence typology: clause types and clause structure (from “cognitive grammar” by j.R. Taylor)
- •3. Semantics of the constructions (from “constructions” by a.Goldberg)
- •D I t r a n s I t I V e c o n s t r u c t I o n
- •C a u s e d – m o t I o n c o n s t r u c t I o n
- •The construction is associated with a category of related senses:
- •4. Event integration in syntax
- •Schemas of the macro-event Linguistic representation
- •Type of support relation between Linguistic representation a co-event and a framing event
- •S t a t e c h a n g e a s t h e f r a m I n g e V e n t
- •Type of support relation between Linguistic representation a co-event and a framing event
- •L e c t u r e 2. Syntax of the phrase ………………………………9
Type of support relation between Linguistic representation a co-event and a framing event
Agentive Manner
Nonagentive Manner
Agentive Cause
Nonagentive Cause |
slammed shut.
7. The door blew shut. |
Types of change Linguistic pattern Examples
T r a n s i t i o n: “from presence to absence” type
discrete transition (final state of transition is profiled)
bounded gradient transit. (transition in its progression (through a gradient state to a final one)
|
Linguistic patterns bear the motion scheme: “go / put out of existence”
verb + satellite “out”
verb+ satellite “away” (transition is slow and lengthy)
verb + satellite “up” (transition is quick and brief) |
1. The candle flickered / sputtered out (at exactly midnight) – is consonant with a punctual temporal expression “at exactly midnight”. 2.The candle blew out. 3. I blew / waved / pinched the candle out. 4.The meat rotted away (in five days) - is consonant with a bounded temporal extent expression “in five days”. 5. The ice melted away. 6. The hinge rusted away. 7.The image faded away. 8. The jacket elbows have worn away. 9. The leaves withered away.
10. The log burned up in 1 hour. (Compare: The log burned (for
going out by itself.) 11. I ate up the popcorn in 10 minutes. (Compare: I ate the popcorn (for 15 minutes before I stopped myself.)
|
T r a n s i t i o n: “from absence to presence” type
discrete transition
bounded gradient transit.
discrete transition / bounded gradient transit.
T r a n s i t i o n: “accumulation” type
T r a n s i t i o n: “from an intact physical condition to a nonintact condition” type
T r a n s i t i o n: “cognitive change” type – “to familiarity”
“cognitive change” type – “to awareness”
T r a n s i t i o n: “entry into a state” type
T r a n s i t i o n: “departure from a state” type
T r a n s i t i o n: “continued maintenance of a state” type
T r a n s i t i o n: “traversal through a state” type
|
Linguistic patterns bear the motion scheme: “come / bring into existence”
verb + satellite “up” (in “at” temporal phrases)
verb + satellite “up” (in “in” temporal phrases)
verb + satellite “out” (in “at” temporal phrases / in “in” temporal phrases)
verb + satellite “up”
transitive construction: verb + direct object (patient) + satellite “up”
transitive construction: verb + direct object (patient, expressed by a reflexive) + prepositional phrase
verb + combination of a preposition and a noun
verb + adjective
verb + combination of a preposition and a noun
verb + satellite ( an adjective) (the constructional meaning is not that of “state entry” but “state situatedness”)
verb + preposition “for” + object (the constructional meaning is “in search of”)
verb + satellite “off” + preposition “with” + noun (the constructional meaning is “carrying along smth. that one has stolen) |
12. I Xeroxed up 3 copies of his original letter. (Compare: I Xeroxed his original letter.) 13. I boiled up some fresh coffee for breakfast at our campsite. (Compare: I boiled last night’s coffee for breakfast at the campsite.) 14. I thought up a plan. (Compare: I thought about the issues.) The difference in the examples is that in “up” sentences the idea of “effected objects” is rendered, while in the contrast sentences the idea of “affected objects” is rendered.
15. I tapped out a message on the radiator pipes.
16. I saved up 5.000 dollars in 5 years. (Compare: I saved (my) 5.000 dollars for 5 years.) 17. Jane has bought up beachfront property in the county. (Compare: Jane has bought beachfront property in the county.) “Up” sentences announce the idea of “progressive amassing a good deal of property over time”, while the contrast sentences render the idea of “one-time action”.
18. The dog chewed the shoe up in 30 minutes. (Compare: The dog chewed on the shoe for 15 minutes.)
19. I have read myself into the book. 20. The actor has plays himself into his role. 21. I have worked myself into my job.
22. German: Sie hat ihr Kind herausgehort.
23. The water froze into a solid block of ice. 24. The wood chips boiled down to a pulp.
25. He choked to death on a bone. 26. I burned him to death.
? 27. The army battled the peninsula into its possession. ? 28. We drilled oil into our possession.
29. The shirt flapped dry in the wind. 30. The tin-can rusted stiff. 31. I painted the fence blue.
32. The apparition blinked out of existence.
33. I nailed the door shut. (It means that “the door” was already “shut” and “I” initiated the maintaining of the door in that shut state by driving nails into it.)
34. I felt for nails on the blackboard. ? 35. I listened to the record for the scratches. ? 36. I looked all over for the missing button.
37. I walked / drove / sailed / flew off with the money. (Compare: to make / to take off with …) |
A c t i o n c o r r e l a t i n g a s t h e f r a m i n g e v e n t
The macro-event framed by an action correlating event consists of a particular activity performed by some agency (a co-event) which is associated with another activity performed by a different agency (a framing event). The framing event (the second activity) is either comparable to or complementary to the co-event (the first activity). The support relation between the co-event and the framing event is that of Constitutiveness, e. g.:
I met John (it means, that John is also engaged in the action of meeting me).
I ate with Jane.
I threw the ball to John.
I ran after Jane.
There are 3 types of action correlating, schematizing the macro-event in English: concert, accompaniment, surpassment.
Types of action correlating Linguistic pattern Examples
C o n c e r t – the co-event agency acts in concert with the framing event agency, they are equipotent components of a joint unity, each component is essential for the existence of the whole
A c c o m p a n i m e n t - the co-event agency acts in accompaniment or as an addition to the framing event agency; the co-event is basic, essential activity of the macro-event, the framing event is an incidental aspect of the macro-event
S u r p a s s m e n t – the co-event agency either marshals his activity to surpass the framing event agency’s activity, or his activity simply happens to surpass the framing event agency’s activity |
verb + together (with)
verb + along (with)
verb + preposition “to” + noun (noun phrase)
prefixal satellite “out” + verb |
1. I played the melody together with him. 2. I jog together with him. (It means, that “we schedule and execute our activity jointly and might not engage in it singly.)
3. Mary sang along with him. 4. I played along with the phonograph record. 5. I jog along with him. (It means, that “he has his own regular routine of jogging independently and I sometimes accompany him.)
6. I swayed / tapped my foot / danced / hummed to the rhythm /beat / music / sound of the waves lapping against the shore.
7. I outplayed him. 8. I outran him. 9. I outcooked him. |
CONTENTS
L E C T U R E 1. SYNTAX AND ITS MAIN UNITS.
TRADITIONAL AND COGNITIVE APPROACHES IN SYNTAX ……………3