language design, feature economy, and the subject cycle elly van gelderen arizona state university...
Post on 20-Dec-2015
218 views
TRANSCRIPT
![Page 1: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/1.jpg)
Language Design, Feature Economy,
and the Subject Cycle
Elly van GelderenArizona State University
![Page 2: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/2.jpg)
Factors in Language Design
1. Genetic endowment = UG
2. Experience
3. Principles not specific to language
(Chomsky 2005: 6).
The third factor includes principles of efficient computation, which are "of particular significance in determining the nature of attainable languages" (Chomsky 2005: 6)
![Page 3: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/3.jpg)
More details
(1) genetic endowment, which sets limits on the attainable languages, thereby making language acquisition possible;
(2) external data, converted to the experience that selects one or another language within a narrow range;
(3) principles not specific to [the Faculty of Language]. Some of the third factor principles have the flavor of the constraints that enter into all facets of growth and evolution, [...] Among these are principles of efficient computation"
![Page 4: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/4.jpg)
Some third factors
Strong Minimalist ThesisLanguage is a perfect solution to interface conditions (Chomsky 2007: 5)
Head Preference Principle (HPP):Be a head, rather than a phrase.Late Merge Principle (LMP): Merge as late as possible(van Gelderen 2004)
![Page 5: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/5.jpg)
If there are Principles, they should be visible in Lg Change
Demonstrative pronoun that to C Pronoun whether to CDemonstrative to articleNegative adverb to negation markerAdverb to aspect markerAdverb to complementizer (e.g. till)Full pronoun to agreement
= Spec to head
![Page 6: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/6.jpg)
Late Merge
On, from P to ASPVP Adverbials > TP/CP AdverbialsLike, from P > C (like I said)Negative objects to negative Modals: v > ASP > TNegative verbs to auxiliariesTo: P > ASP > M > C PP > C (for him to do that ...)
![Page 7: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/7.jpg)
Negative Cycle in Old English450-1150 CE
a. no/ne early Old English
b. ne (na wiht/not) after 900, esp S
c. (ne) not after 1350
d. not > -not/-n’t after 1400
![Page 8: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/8.jpg)
Spec to Head and Merge over Move
HPP
XP
Spec X'
na wiht X YP
not > n’t …
Late Merge
![Page 9: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/9.jpg)
The Subject Cycle
(1) demonstrative > third person pron > clitic > agrmnt(2) oblique > emphatic > first/second pron > clitic > agrmnt
Basque verbal prefixes n-, g-, z- = pronouns ni ‘I’, gu ‘we’, and zu ‘you’.
Pama-Nyungan, inflectional markers are derived from independent pronouns.
Iroquoian and Uto-Aztecan agreement markers derive from Proto-Iroquoian pronouns
Cree verbal markers ni-, ki-, o-/ø = pronouns niya, kiya, wiya.
![Page 10: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/10.jpg)
Some stages
Korean and Urdu/Hindi: full pronoun(1) ku-nun il-ul ha-nta
he-TOP work-ACC do-DECL(2)a. mẽy nee us ko dekha
1S ERG him DAT sawb. aadmii nee kitaab ko peRha
man ERG book DAT read(3) ham log `we people‘(4) mẽy or merii behn doonõ dilii mẽy rehtee hẽ
I and my sister both Delhi in living are
![Page 11: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/11.jpg)
English: in transition(a) Modification, (b) coordination, (c) position, (d) doubling, (e) loss of V-movement, (f) Code switching
Coordination (and Case)(1) Kitty and me were to spend the day.(2) %while he and she went across the hall.
Position(3) She’s very good, though I perhaps I shouldn’t say
so.(4) You maybe you've done it but have forgotten.(5) Me, I was flying economy, but the plane, … was
guzzling gas
![Page 12: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/12.jpg)
Doubling and cliticization(1) Me, I've tucking had it with the small place.(2) %Him, he ....(3) %Her, she shouldn’t do that (not
attested in the BNC)(4) *As for a dog, it should be happy.
CSE-FAC:uncliticized cliticized total
I 2037 685 (=25%) 2722you 1176 162 (=12.1%) 1338he 128 19 (=12.9%) 147
![Page 13: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/13.jpg)
Loss of V-movement and Code switching
(5) What I'm go'n do?
`What am I going to do'
(6) How she's doing?
`How is she doing‘(7) *He ging weg `he went away’ Dutch-English CS
(8) The neighbor ging weg
![Page 14: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/14.jpg)
Grammaticalization =Specifier to Head
Subject Cyclea TP b TPDP T’ DP T’pron T VP pron-T VP
Urdu/Hindi, Korean Coll French
c TP[DP] T’pro agr-T VP
Italian varieties
![Page 15: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/15.jpg)
French
(1) *Je et tu ...I and you
(2) *Je lis et écris`I read and write'.
(3) Je lis et j'écrisI read and I-write`I read and write'.
(4) J’ai vu ça.I-have seen that
(5) *Je probablement ai vu çaI probably have seen that
![Page 16: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/16.jpg)
Formal > Colloquial
(1)mais je ne l'ai pas encore démontré
but I NEGit-have NEG yet proven
`but I haven't yet proven that' (Annales de l'institut Henri Poincaré, 1932, p. 284)
(2) j'ai pas encore démontré ça
![Page 17: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/17.jpg)
Two problems w/ HPP and LMP
Minor: Move is `just’ internal merge
Major: Language Change proceeds in a cycle. HPP and LMP are 2 stages but 2 more:
(a) how is the head lost,
(b) how is the specifier replaced
![Page 18: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/18.jpg)
Head > 0 is solvable: e.g. iconicity
Null hypothesis of language acquisition
A string is a word with lexical content.
Faarlund (2008) explains that "the child misses some of the boundary cues, and interprets the input string as having a weaker boundary (fewer slashes, stronger coherence) at a certain point"
My alternative: Feature Economy
![Page 19: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/19.jpg)
Feature Economy
Minimize the interpretable features in the derivation, e.g:
Adj/Arg Specifier Head affix
semantic > [iF] > [uF] > --
![Page 20: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/20.jpg)
Subject > Agreement
emphatic > full pronoun > head > agreement
[i-phi] [i-phi] [u-1/2] [u-phi]
[i-3]
![Page 21: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/21.jpg)
What is FE?
• Maximize syntax?
• Keep merge going?
• Lighter?
![Page 22: Language Design, Feature Economy, and the Subject Cycle Elly van Gelderen Arizona State University ellyvangelderen@asu.edu](https://reader035.vdocuments.mx/reader035/viewer/2022062714/56649d4b5503460f94a28ee0/html5/thumbnails/22.jpg)
Conclusions
• Economy Principles = Third factor
• Children use these to analyze their input + there is language change if accepted.
• Change is from the inside
• Possible Principles: HPP and LMP– but some problems
• Therefore, Feature Economy