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. 

In the sentence (0), the word "can" has moved from AuxP to T.

(0) People can tell the difference.

Group of answer choices

True

False

Assuming (as we will for the rest of the course) that Voice heads exist, how many theta roles does the verb "send" assign?

Group of answer choices

0

1

3

2

Based on your answer to Question 1 above, which theta roles does the verb "send" assign?

Group of answer choices

Theme and Goal/Recipient

Agent, Theme and Goal

Agent and Goal

Agent and Theme

How many, and which, theta-roles does “the monkey” receive in sentence (1)?

(1) The monkey seems to have eaten the falafel.

Group of answer choices

2, Agent and Theme

2, both Agent

1, Theme

1, Agent

How many T heads are there in sentence (1) above?

Group of answer choices

2

0

3

1

What morpheme(s) occupies/occupy the T head(s) in sentence (1)?

Group of answer choices

-s, to

seems, to

-Ø, have

-ed, to

Sentence (2)  is ungrammatical because it violates which requirements/principles?

(2) It was seen a movie.

Group of answer choices

Case Filter

Theta Criterion

EPP

Should the word "played" in sentence (3) be decomposed into distinct morphemes? If no, explain why not. If yes, list what those morphemes are and their syntactic categories.

(3) The raptors have played well in the last 5 games.

Should the word "went" in sentence (4) be decomposed into distinct morphemes? If no, explain why not. If yes, list what those morphemes are and their syntactic categories.

(4) The raptors went all night without a basket.

Consider sentences (5) and (6). Both sentences contain the word "have". In one sentence "have" should be decomposed. In the other sentence it should not. State which "have" should be decomposed and list what morphemes it should be decomposed into.

(5) The kids have gone to the store.

(6) The kids will have eaten cake.

How many traces of the DP "The plants" are present in the structure corresponding to the sentence in (7)?

(7) The plants have been watered.

Group of answer choices

2

0

3

1

What theta role does the DP "the plants" receive in sentence (7) above?

Group of answer choices

Goal

Agent

Theme

How many traces of the DP "The kid" are present in the structure corresponding to the sentence in (8)?

(8) The kid seems to be solving a puzzle.

Group of answer choices

1

0

2

What theta role does the DP "the kid" receive in sentence (8) above?

Group of answer choices

Goal

Theme

Agent

What position(s) do(es) the trace(s) of "the kid" occupy in the structure of (8)?

Group of answer choices

SpecVoiceP, Embedded SpecTP

Embedded SpecVP, Embedded SpecTP

Embedded SpecVP, Embedded SpecVoiceP

There are no traces

Embedded SpecVP

Embedded SpecTP

What head does the DP "the kid" get Case from in (8)?

Group of answer choices

T, headed by "-s"

T, headed by "to"

V solve

V seem

Take the sentence in (9).

(9) The book was placed on the table.

What ungrammatical sentence would be produced if we had moved the DP "the table" to specTP instead of "the book"?

What principle would be violated if we moved "the table" to specTP instead of moving "the book" in (9)?

Group of answer choices

Case Filter

EPP

Theta Criterion

(10) is an ungrammatical sentence. Why is it ungrammatical? (state what principle is violated and why it is violated)

(10) *Dave seems to seem.

Run a constituency test that shows that "quickly" does not attach to the DP "the baskets" in (11).

(11) The traders looked through the baskets quickly.

In English, finite auxiliary verbs receive their inflection via affix hopping.

True or False

In English, main verbs never move to T.

True or False

Negation blocks affix-hopping in English.

True or False

Part 2: English has a suffix –en that, when attached to verbs, changes the structure of the sentence associated with them. This is called the passive morpheme. The following sentences are the passive equivalents of the sentences in part 1. The bracketed PPs starting with by are optional.

1. e) The apple was bitten (by John).
2. f) Louis was forgiven (by Susan).
3. g) The medal was given to the soldier (by Phillip).
4. h) The soldier was given the medal (by Phillip).

Describe in your own words what the -en passive suffix does to the theta grids of verbs. Pay careful attention to the last two examples, and to the optionality of the by-phrase. You do NOT have to discuss each sentence. Provide a general statement about passive transformation. 

1. MAKE SURE EVERY SENTENCE HAS A SUBJECT AND A VERB.

1. Joe works at a bank.

The verb, works, tells what kind of action the subject, Joe, takes.

Another way to identify the verb is to test if it can be changed to past, present, and future tenses. Joe worked at a bank (past tense). Joe will work at a bank (future tense).

EXERCISE

In each of the following complete sentences, draw one line under the subject and two lines under the verb.

1. 1. Ozone levels are decreasing over the north pole.

1. A pickle lies neglected in the refrigerator.

1. Many people read best-selling novels during the summer.

1. The dictionary provides writers with useful information.

1. Exercise improves one's health.
   1. MAKE SURE EVERY SENTENCE HAS A SUBJECT AND A VERB.

    

   1. Joe works at a bank.

    

   The verb, works, tells what kind of action the subject, Joe, takes.

   Another way to identify the verb is to test if it can be changed to past, present, and future tenses. Joe worked at a bank (past tense). Joe will work at a bank (future tense).

   EXERCISE

   In each of the following complete sentences, draw one line under the subject and two lines under the verb.

   1. 1. Ozone levels are decreasing over the north pole.

    

   1. A pickle lies neglected in the refrigerator.

    

   1. Many people read best-selling novels during the summer.

    

   1. The dictionary provides writers with useful information.

    

   1. Exercise improves one's health.