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Norwegian Binding 

Norwegian is an SVO language that is syntactically similar to English. Unlike English, Norwegian has two possessive determiners that can be used with male antecedents: hans and sin. (English only has one: his.) In this task you’ll first have to figure out whether hans is an anaphor or a pronoun. Then you’ll have to figure out whether sin is an anaphor or pronoun. In order to show that something is a pronoun or an anaphor, you’ll have to consider whether it follows Principle A or Principle B of the Binding Theory. Remember: your answers should discuss the Norwegian examples, NOT their English translations!

The Possessor Hans

Let’s start with Hans. Here are the two hypotheses under consideration:

Hypothesis A1: Possessive hans is an anaphor. 

Hypothesis B1: Possessive hans is a pronoun.

 

 



The data below illustrate how hans can - and cannot - be used. NOTE: I have glossed hans as POSS. HANS. In the English translations, hans is translated as ‘his’. Do NOT base your conclusions about what the sentences mean on the English translations! Base your conclusions on the co-indexation in the examples. Pay attention to which co-indexations are NOT acceptable!

(15) Dave(i) sa     at Frank k spiste hans (i)        mat.

Dave said            that Frank ate         POSS . HANS food

‘Dave said that Frank ate his food.’

 



(16) Dave(i) sa at hans(i)              mat var kald.

Dave said        that                     POSS . HANS food was cold

‘Dave said that his food was cold.’

 

 

 


(17) Daves(i) far k spiste hans(i)               mat.

Dave’s father          ate        POSS . HANS food

‘Dave’s dad ate his food.’

 

 

 



(18) Dave(i) kom inn. Hans(i)                  mat var kald.

Dave came in              POSS . HANS       food was cold

‘Dave came in. His food was cold.’

 

 



Now answer these questions. Again, make your answers complete, precise, and as concise as possible.

A. According to Hypothesis A1 does the antecedent of hans have to be local to its antecedent (i.e. within the same clause)? Why or why not? 

B. According to Hypothesis A1 does the antecedent of hans have to c-command hans? 

C. According to Hypothesis B1 does the antecedent of hans have to be local to its antecedent (i.e. within the same clause)? Why or why not? 


D. According to Hypothesis B1 does the antecedent of hans have to c-command hans? 

E. Can hans corefer with a non-local antecedent? Yes or no? 

- Identify which sentence(s) support(s) your conclusion. (Give the sentence number(s))

- Explain how the sentence(s) support(s) your conclusion.

F. Can hans corefer with a DP does not c-command it? Yes or no? 

- Identify which sentence(s) support(s) your conclusion. (Give the sentence number(s))

- Explain how the sentence(s) support(s) your conclusion.

G. Based on your answers above, state which hypothesis you think is correct. 

 

 



Here are the two new hypotheses under consideration:

Hypothesis A2: Possessive sin is a pronoun. 

Hypothesis B2: Possessive sin is an anaphor.

The data below illustrate how sin can - and cannot - be used. Once again sin is translated as ‘his’ in the English translations, but this should not be taken to mean that sin and his are the same. Do NOT base your conclusions about what the sentences mean on the English translations! Base your conclusions on the coindexation in the examples. Pay attention to which co-indexations are NOT acceptable!

 

 



(19) Dave(i) sa at Frank(k) spiste sin(k)        mat.

Dave said that Frank           ate POSS.SIN     food

‘Dave said that Frank ate his food.’

 

 

 



(20) *Dave(i) sa at Frank(k) spiste sin(i)                   mat.

Dave said that Frank              ate POSS . SIN            food

‘Dave said that Frank ate his food.’

 

 

 

 

 


(21) *Dave(i) sa at sin(i)              mat var kald.

Dave said that           POSS . SIN food was cold.

‘Dave said that his food was cold.’

 

 

 


(22) Daves(i) far(k)        spiste sin( k/∗i)           mat.

Dave’s father                  ate POSS . SIN           food

‘Dave’s dad ate his food.’

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Now answer these questions. Again, make your answers complete, precise, and as concise as possible.

A. According to Hypothesis A2 does the antecedent of sin have to be local (i.e. within the same clause)? Why or why not? 

B. According to Hypothesis A2 does the antecedent of sin have to c-command sin? Why or why not? 

 


C. According to Hypothesis B2 does the antecedent of sin have to be local (i.e. within the same clause)? Why or why not? 

 

 


D. According to Hypothesis B2 does the antecedent of sin have to c-command sin? Why or why not? 

 

 



E. Can sin corefer with a non-local antecedent? Yes or no? 

- Identify which sentence(s) support(s) your conclusion. (Give the sentence number(s))

- Explain how the sentence(s) support(s) your conclusion.

 


F. Can sin corefer with a DP does not c-command it? Yes or no? 

- Identify which sentence(s) support(s) your conclusion. (Give the sentence number(s))

- Explain how the sentence(s) support(s) your conclusion.

 



G. Based on your answers above, state which hypothesis you think is correct.

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Related questions

Korean is a Subject-Object-Verb language (so the verb comes at the end of the clause). Morphological case is marked using suffixes on DPs: DPs are marked with different suffixes depending on whether they get nominative, accusative, etc. These suffixes are glossed below as NOM and ACC. With that information, consider the following sentences.

(7) Emma-ka kyehoyk-ul helak-ha-yessta.

Emma-NOM plans-ACC approve-HA-past

’Emma approved the plans.’



(8) Kyehoyk-i helak-toy-yessta.

plans-NOM approve-TOY-past

’The plans were approved.’

 



Answer the following questions:

A. Which sentence is an active sentence? How can you tell? 

- ’Because I read the English translation’ is not an acceptable answer.

B. Which is a passive sentence? How can you tell? 

- ’Because I read the English translation’ is not an acceptable answer.

C. In (7) there is a morpheme -ha- that comes between the verb helak and the past tense morpheme yessta. In (8) the morpheme -toy- occurs in this position.

(i) What information does the morpheme -ha- contribute? 

(ii) What information does the morpheme -toy- contribute? 

 

D. If you had to choose which syntactic phrase you thought -ha- and -toy- might be the head of from the options below, which would it be?  

a. VP

b. VoiceP

c. TP

d. AuxP

E. Explain why you chose the phrase you did. 2-3 sentences. 

F. Is Case assignment in the Korean passive similar to Case assignment in the English passive? Explain why you say yes or no. 

A man resigned today from the bureau. He was treated terribly at work. What's the name of the player? He got injured during the games at school yesterday after the resignation. The yellow bus is coming to pick up the entire family. It has been bought by the man now. It all seems like a player was injured in the leg. He had to leave the field. In all, the man seems to have won this match so easily. He left the game but it pleased his fans.

a) Join the following sentences together using the appropriate relative pronouns to form complex sentences.

b) Using practical examples, Discuss two essential questions that must be raised and two main elements that must be well elaborated on, in an academic proposal.

c)In your own words, explain why proper knowledge of the rules of English grammar, (concord) is an essential aspect of improving both writing and speaking skills.

Overview:
In this assignment you will be using the scientific method to develop your own experiment. You will not be conducting the experiment but you will develop one based on a hypothesis. You will submit a project containing the needed information outlined under the "Project" section.
Background Information:
The scientific method is a process used by scientists to develop experiments and test hypotheses. This process begins by making observations. The next step is to develop a question based on these observations, such as how something works.
 
Based on the question under investigation, a hypothesis is created. A hypothesis should be a prediction of what happens. It is written in an "if, then" format. An is designed to test a specific hypothesis. A scientific experiment should have an independent variable, dependent variable, and a control group. The independent experiment variable is what is changed in the experiment. The dependent variable is what is measured in the experiment.
 
A control group is a group in which the independent variable undergoes no change. The control group in an experiment serves as a baseline to measure the results of the experiment and can be very useful in isolating unknown factors which may influence the dependent variable.
 
Remember that a good experiment includes multiple repetitions for each experimental group.
Once an experiment has been conducted, all of the data collected is analyzed. Scientists look for trends in the data and use statistical analysis to compare all of the experimental groups. This is then compared to the hypothesis to see if the data does or does not support the hypothesis. Through this method scientists draw conclusions about their hypothesis based on whether or not their experiment was successful.
 
Project:
Below are the instructions for each section of the project. For this assignment you will follow the steps of the scientific method and develop your own experiment.
You will need to include all of the following information:
Topic: Start by deciding what you would like to investigate. Your topic may be related to biology, the environment around you, or some other topic you are interested in.
 
Observations: Make a number of observations related to your topic. If the topic you chose isn't something you can observe around you then you may conduct research about your topic and record any noteworthy information. Include a paragraph describing your observations in your final submission.
 
Questions: Using your observations or research, think about your topic and ask some questions. Think about how it works or why it may behave a certain way. Come up with two or three questions about your topic.
 
Hypothesis: Use the questions you came up with to develop your hypothesis. This is a prediction of what you think will happen and should be able to be tested. A hypothesis is written in an "if, then" format. If this happens, then this will happen.
 
Experiment: Once you develop a hypothesis, think of how it could be tested in an experiment. What would you be testing? What would you measure? Remember that you need a control group. The purpose of this group is to serve as a reference that can be used to compare your experimental results to. This gives you something to compare with all the experimental groups and monitor any change. Record all of the following information about your experiment.
Independent Variable: This is what you are changing in the experiment.
Dependent Variable: This is what you are measuring.
Control Group: This is the group unaffected by the independent variable.
Experimental Groups: These are the groups affected by the independent variable and there should be multiple replications for each group.
Submission:
Be creative with how you present your information. This can be done in a list, in a chart, in paragraph form, or another way. Be sure to include your topic, observations, questions, hypothesis, and the details of your experiment. Be descriptive with your language in each section and use correct grammar.

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