that the former is bounded, while the latter is unbounded. That is, - - PDF document

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that the former is bounded while the latter is unbounded
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that the former is bounded, while the latter is unbounded. That is, - - PDF document

Dec 25, 2023 295 likes •383 views

dmirable, compre - cmparable, prefr - prferable (however, note the more recent tendency for stress-neutral behavior, e.g. comprable, admrable). To complicate things further, -able may also shift the stress one syllable to the right,

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ádmirable, compáre - cómparable, prefér - préferable (however, note the more recent tendency for stress-neutral behavior, e.g. compárable, admírable). To complicate things further, -able may also shift the stress one syllable to the right, as in démonstrate - demónstrable. Another interesting case is the -ive suffix. When added to a monosyllabic root, the stress, expectedly, is on the root (-ive cannot bear stress) as in áct - áctive. However, in words with three or more syllables, we may see the stress falling on the syllable before it (e.g. decísive, offénsive), or moving one more to the left (e.g. négative, sédative), or even to one further left (e.g. génerative, méditative). 월 전공 번 년 전공 번 [7,8 B 4 ] [2016 A 10 ] Read (A) and (B) and follow the directions. (A) Consider the following sentences: (1) a. Jones noticed the mark on the wallpaper.

  • b. Clive pushed a supermarket trolley.

From a semantic point of view, the verbs noticed and pushed are different in that the former is bounded, while the latter is unbounded. That is, noticed implies a natural endpoint and the act of noticing the mark cannot continue beyond the finishing point. On the other hand, pushed signals no finishing point and the pushing activity can continue indefinitely. The semantic difference of the verbs results in a number of grammatical differences with respect to in/for-adverbials, it-take construction, and modification by adverbs like deliberately, as shown below: (2) a. Jones noticed the marks on the wallpaper in a minute/*for a minute.

  • b. Clive pushed a supermarket trolley *in a minute/for a munite.

(3) a. It took a minute for Jones to notice the marks on the wallpaper.

  • b. *It took a minute for Clive to push a supermarket trolley.

(4) a. *Jones deliberately noticed the marks on the wallpaper.

  • b. Clive deliberately pushed a supermarket trolley.

As can be seen above, the verb noticed goes with in-adverbial, and occurs in the it-take construction, but does not occur with deliberately, while the verb pushed occurs with for-adverbial and deliberately, but fails to form the it-take construction.

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(B) (5) a. The visitors played cards.

  • b. They reached the summit.

In (B), choose the one which patterns with (1a) and the other which patterns with (1b). Then justify your choice by transforming the sentences in a manner shown in (2)-(4) in (A). 예시답안 [ ] (5a) is a (1b)-type, and (5b) a (1a)-type. The following contrast thus arises: The visitors played cards for an hour/*in an hour vs. They reached the summit *for an hour/in an hour; *It took an hour for the visitors to play cards vs. It took an hour for them to reach the summit; The visitors deliberately played cards vs. *They deliberately reached the summit. 월 전공 번 보충자료 [7,8 B 4 ][ ]

Lexical Aspects of English Verbs

(1) Aspectual Classes States are atelic - they have no natural boundaries or culminations which constitute finishing points. States are durative - they occupy time, and can be said to last for minutes, weeks, years and centuries. States are static - nothing 'happens' in a state. States are illustrated in (1). (1)

  • a. Brigitte is taller than Danny.
  • b. Jones believed in UFOs.
  • c. Clive knows my brother.
  • d. Jones understood chaos theory.

Processes or activities are atelic and durative, like states, but unlike states, processes are dynamic. One way to see this is that processes generally have internal texture; for example, the fluttering of the leaves involves movement of the leaves, so that the leaves are in different positions at different moments during the fluttering event. Processes or activities are illustrated in (2). (2)

  • a. John walked in the garden.
  • b. The leaves fluttered in the wind.
  • c. Clive pushed a supermarket trolley.
  • d. They chatted.
  • e. The guests swam in the river.
  • f. The visitors played cards.
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Accomplishments are the eventualities with the most complex structure, consisting

  • f a process or activity with forward movement, leading up to a specified finishing

point - that is, a culmination. Accomplishments are illustrated in (3). (3)

  • a. John built a house.
  • b. Marcia ate an apple.
  • c. Jones ran a mile.
  • d. We did the dishes.
  • e. The new mayor made a speech.
  • f. Raffaele painted a triptych.

Accomplishments are telic, durative and dynamic. Achievements are illustated in (4). (4)

  • a. Clive realized that Deirdre was gone.
  • b. They reached the summit.
  • c. Jones spotted the car on the road.
  • d. Leo discovered a hoard of rare LPs in the attic.

A canonical achievement is the onset of a state. In the examples in (4), realize expresses the onset of knowledge of a particular fact; reach expresses the onset of being at a location; spot expresses the first moment of seeing the car, and discover expresses the onset of knowing that the LPs are there. Given that an achievement is an event boundary rather than a 'full' event, it is non-durative. (2) Diagnostic Tests for Lexical Aspects ① In adverbials (5) accomplishment

  • a. He can eat a meat pie in 60 seconds.
  • b. They built the barn in two days.
  • c. Jones walked to town in 45 minutes.

(6) achievement

  • a. He recognized her in a minute or so.
  • b. Jones noticed the marks on the wallpaper in five minutes at most.
  • c. Jones lost his keys in three days.

(7) state

  • a. #The couple were happy in two years.
  • b. #The room was sunny in an hour.
  • c. #Jones knew him well in five years.
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(8) process

  • a. #They walked in the park in half an hour.
  • b. #People waiting to buy tickets chatted in half an hour.
  • c. #Jones pushed a supermarket trolley in 90 seconds.

It is essential with in adverbial test to use simple past tense sentences, as in adverbials with future tense can modify any class of predicate, with the 'delay before event begins' reading. With the accomplishments in (9) the adverbial is ambiguous between expressing the actual duration of the event and the time to pass before the event begins. (9) accomplishment

  • a. He'll eat a meat pie in an hour.
  • b. They'll build the barn in two weeks.
  • c. Jones will walk to town in 45 minutes.

The ② take time construction (10) accomplishment

  • a. It took 60 seconds for him to eat the pie.
  • b. It took two days for them to build the barn.
  • c. It took 45 minutes for Jones to walk to town.

(11) achievement

  • a. It took a minute for him to recognize her.
  • b. It took five minutes for Jones to notice the marks on the wallpaper.
  • c. It took three days for Jones to lose his keys.

(12) state

  • a. It took two years for the couple to be happy.
  • b. It took an hour for the room to be sunny.
  • c. It took five years for Jones to know him well.

(13) process

  • a. #It took half an hour for them to walk in the park.
  • b. #It took half an hour for people waiting to buy tickets to chat.
  • c. #It took 90 seconds for Jones to push a supermarket trolley.

③ For adverbials (14) state

  • a. They were happy for forty years.
  • b. The room was sunny for most of the day.
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  • c. Jones believed in UFOs for several years.

(15) process

  • a. The cast rehearsed for three weeks.
  • b. They strolled about for several hours.
  • c. The choir sang for half an hour.

(16) accomplishment

  • a. #He ate the meat pie for half an hour.
  • b. #They built the barn for two days.
  • c. #Harry swam the length of the pool for nine seconds.

(17) achievement

  • a. #They reached the summit for half an hour.

(3) Lexical Aspects and Agentivity Acomplishments and processes can appear in the complement to ① persuade, but achievements are states cannot, as shown in (18)-(21). (18) accomplishment

  • a. Jones persuaded him to [eat the pie].
  • b. They persuaded Jones to [build a barn].
  • c. Jones persuaded Mike to [walk to town].

(19) process

  • a. Jones persuaded Tina to [walk in the park].
  • b. Jones persuaded the group members to [chat].
  • c. Dino persuaded Jones to [push a supermarket trolley].

(20) state

  • a. #Jones persuaded the couple to [be happy].
  • b. #Lucas persuaded Jones to [understand chaos theory].
  • c. #Jones was persuaded to [hear the trucks coming].

(21) achievement

  • a. #Jones was persuaded to [notice the mark on the wall].
  • b. #Jones was persuaded to [recognize the woman in the doorway].
  • c. #Jones was persuaded to [turn fifty].

Accomplishments and processes can be modified by adverbs like ② carefully or deliberately, but achievements and states cannot, as in (22)-(25). (22) accomplishment

  • a. Jones deliberately ate the pie.
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  • b. Jones built the barn carefully.
  • c. Mike deliberately walked to town.

(23) process

  • a. Tina deliberately walked in the park.
  • b. The group members chatted conscientiously.
  • c. Jones conscientiously pushed the supermarket trolley.

(24) state

  • a. #The couple were happy deliberately.
  • b. #Jones deliberately understood chaos theory.
  • c. #Jones carefully heard the trucks coming.

(25) achievement

  • a. #Jones deliberately noticed the mark on the wall.
  • b. #Jones carefully recognized the woman in the doorway.
  • c. #Jones conscientiously turned fifty.

Accomplishments and processes can appear in the imperative mood but ③ achievements and states cannot, as in (26)-(29). (26) accomplishment

  • a. Eat the pie!
  • b. Build a barn!
  • c. Walk to town!

(27) process

  • a. Walk in the park!
  • b. Chat among yourselves!
  • c. Push the trolley!

(28) state

  • a. #Be happy!
  • b. #Understand chaos theory!
  • c. #Hear the trucks coming!

(29) achievement

  • a. #Notice the mark on the wall!
  • b. #Recognize the woman in the doorway!
  • c. #Turn fifty!
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Only agentive predicates are appropriate in the Pseudo cleft(= ④ what x did) construction, as in (30)-(33). (30) accomplishment

  • a. What Jones did was eat the pie.
  • b. What Jones did was build a barn.
  • c. What Mike did was walk to town.

(31) process

  • a. What Tina did was walk in the park.
  • b. What the group members did was chat among themselves.
  • c. What Jones did was push a supermarket trolley.

(32) state

  • a. #What the couple did was be happy / be rich.
  • b. #What Jones did was understand chaos theory.
  • c. #What Jones did was hear the trucks coming.

(33) achievement

  • a. #What Jones did was notice the mark on the wall.
  • b. #What Jones did was recognize the woman in the doorway.
  • c. #What Jones did was turn fifty.

월 전공영어 문제연습 년 전공 번 [5,6 p.136] [2016 B 6 ] Read the following and fill in each blank with a term or a phrase from the passage. Consider two NPs below: (1) a. an expert with long hair

  • b. an expert in linguistics

It is generally claimed that with long hair and in linguistics are associated with expert, but the status of the two PPs is different. This is supported by the grammaticality contrast between (a) and (b): (2) a. I like this expert with short hair better than that one with short hair.

  • b. *I like this expert in linguistics better than that one in linguistics.

It is also possible that we combine (1a) and (1b). In this case, the ordering of the two PPs, with long hair and in linguistics is fixed. It is ① ____________ that stands right next to expert. Of interest is coordinating the PP with another PP.