Advances in Role and Reference Grammar

(singke) #1
PREPOSITION ASSIGNMENT IN ENGLISH 309


  1. A sentence in which the goal/locative argument of give is not realized syntactically
    is, at best,oodd in my dialect, except in special contexts where the goal/locative is
    understood (e.g., "What did John give the happy couple?" "Oh, he gave the silver
    service.").

  2. As stated in section 2.3 in the analysis of insert (into) and give (to), the semantic
    distinctions between into and to are not relevant at this level of analysis.

  3. To does not occur predicatively in prepositional functions. An analysis of the
    semantic structure of to in other functions (e.g., as a complementizer in He gave
    me the package to mail) is a subject for further inquiry.

  4. The fact that a similar statement cannot be made with regard to sentence (53) is
    due to the inherent directionality of temporal statements.

  5. The native speaker judgments are based on a limited sampling of Sproul Hall ten­
    ants, UC Davis.

  6. Similar interpretations of salience relations for soup and entree in sentence (63) in
    the next section make this solution seem plausible, especially in view of the fact
    that soup and entree are themes involving no volitional DO operators. Any vary­
    ing interpretation of salience would be informed by clause position.

  7. I am indebted to Robert Van Valin and David Wilkins for this semantic structure
    which developed from lengthy discussions oí for.

  8. Dowty (125) discusses the possibility of + and -volitional achievements (for
    example, accept — [DO (x, [BECOME have' (x,y)])] — and receive — [BE­
    COME have' (x,y)]) but does not formalize a distinction between the two achieve­
    ment sub-classes. FVV (69) also discusses the difference but does not include a
    +volitional achievement in its classification system. The acceptability of sentence
    (62), where purposive, non-predicative for occurs with an achievement structure
    (leave) demonstrates the necessity of positing two sub-classes of achievement
    verbs: [DO...BECOME stative' (x)] and [BECOME stative' (x)].


References

Allerton, D.J. 1982. Valency and the English Verb. London: Academic Press.
Bennett, David  1975. Spatial and Temoral Uses of English Prepositions: an Essay in
Stratificational Semantics. London: Longman.
Brugman, Claudia M. 1980. Story of Over. Unpublished M.A. Thesis. Univ. of Califor­
nia, Berkeley; published by Garland Press, New York.
Caramazza, Alfonso & Grober, Ellen. 1976. "Polysemy and the Structure of the Subjec­
tive Lexicon". In Rameh, ed., 181-206.
Creswell, M. 1978. "Prepositions and Points of View". Linguistics and Philosophy 2.1-
41.
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