CAS LX 522 Syntax IFall 2000 September 18, 2000Paul Hagstrom Week 2: MovementMovementLast time, we talked about subcategorization.(1) a. I can solve this problem.b. This problem, I can solve.(2) solve: [— NP]Two problems: • solve has no object.• This problem has no place in the structure (can’t be generated)We could complicate the rules, or we could derive (1b) from (1a).(3) TopicalizationMove XP and attach it as the leftmost constituent of S.(4) SqgpNP Aux VP1 can 3I VNPsolve 3Det Nthis problem(5) SNP NP Aux VP31 can 3Det N I VNPthis problem solve 3" Det Nz--------------- this problem(6) S trace (marks wheremovement tookplace from)NP NP Aux VP31 can 3Det N I V t[NP]this problem solve(7) a. [PP to John], Mary gave the book t[PP].b. [VP fix the car], I wonder whether she will t[VP].(8) a. [S [NP this problem], I believe [S′ that [S I can solve t[NP] ] ] ].b. [S I believe [S′ that [S [NP this problem] I can solve t[NP] ] ] ].Trace conventionMovement transformations leave a trace behind.(9) a. I want to read this novel.b. I wanna read this novel.(10) wanna contraction: want to  wanna.(11) a. This novel, I want to read.b. This novel, I want to be considered for a prize.(12) a. This novel, I wanna read.b. * This novel, I wanna be considered for a prize.(13) a. [NP this novel], I want to read t[NP].b. * [NP this novel], I want t[NP] to be considered for a prize.Idea: The rule in (10) can see the trace; hence want is not next to to, *wanna.The trace isn’t pronounced, but it is nevertheless there.Some history…Traces weren’t always a part of syntactic theory.This novel is the thing read: This novel I want to read—It is still interpreted as the object.• Meaning could be read off deep structure (from PS rules, prior to movement).One problem: Two sentences with the same deep structure can have different meanings.(14) Some student read every chapter.‘There is a student x such that for each chapter x, x read y.’‘For every chapter y, there is a student x such that x read y.’Preview: These meaning differences seem to come about by movement.(15) a. Some student read every chapter.b. [NP Every chapter], some student read t[NP].But if something “moves” why can’t we hear it in a different place?The structure of the grammar:DS phrase structure rules11 movement rulessurface structure (abstract)  SS3 more movement rules“phonetic form”  PF LF  “logical form” (meaning)The idea: The movement of every chapter in (14) on the meaning of (15b) happensafter surface structure (no access to pronunciation).You probably shouldn’t be convinced yet, but we’ll add evidence for this view later…On traces: If interpretation (meaning) is based on the representation at LF, the tracein the object position also helps explain how this problem is understoodas the object of solve even after this problem has been moved away.Note: Syntacticians often talk about things happening “before” and “after”—but at thispoint, we aren’t really proposing that people do this in real-time (construct a DS, applymovement rules to construct a SS, pronounce it, apply more movement rules to constructa LF, interpret the resulting representation). W e are still in the business of characterizingknowledge, and this system (with its before–after structure) predicts native-speakerintuitions to a certain degree of success. It remains an open question how much (if any)of the procedure we use to arrive at our prediction reflects how people actually produce asentence.Wh-movement(16) Q. Which problem did you solve?A. I solved number 18.(17) solve [— NP].(18) [which problem]i did you solve ti ?Dodging various complications for a moment…(19) I wonder [which problem will solve ti ].(20) I wonder… S′qpComp Swhich qgpproblem NP Aux VP1 will 3NVt[NP]Mary solveComp = complementizer. E.g., that.Wait— didn’t topicalization attach to S? Why move wh-phrases to Comp instead ofattaching them to S too?We have real evidence that topicalization attaches to S (in particular, after Comp):(21) I know [S′ that [S [this problem]i I can solve ti. ] ]We don’t have such evidence here; you can’t use that with questions:(22) a. * I wonder [which problem]i that Mary solved ti.b. * I wonder that [which problem]i Mary solved ti.Assertion: There is good evidence for moving wh-phrases higher, but we need to talkabout some more things first.So, for now: Assume that and the target of wh-phrase movement is the same, Comp:Wh-movementMove wh-XP to Comp.XP because…“Pied-piping”(23) a. I wonder [S′ [AP how difficult ]i [S the problem was ti ] ] .b. I wonder [S′ [AdvP when ]i [S Mary solved the problem ti ] ].c. I wonder [S′ [PP to whom ]i [S Mary gave the book ti ] ].d. I wonder [S′ [NP who(m) ]i [S Mary gave the book [PP to ti ]] ].“preposition stranding”Notice that wh-phrases are regular phrases (NP, AP, PP, AdvP)but with the property that they are question words. “[+wh]”, or a wh-XP.With respect to (23) and wh-XPs: who(m) is an NP, like which problem:(24) a. NP b. NP31Det N Nwhich problem whoConditions on wh-movementNot all S-bars are created equal:(25) a. I wonder which problem Mary solved.b. I wonder if Mary solved this problem.c. * I believe which problem Mary solved.d. * I believe if Mary solved this problem.(26) a. * I wonder that Mary solved this problem.b. I believe that Mary solved this problem.(27) wonder [ — S′:[+Q] ]believe [ — S′:[–Q] ](28) a. I know that Mary solved the problem.b. I know if Mary solved the problem.c. I know which problem Mary solved.(29) know [ — S′ ]So, sentences are either [+Q] or [–Q], and wh-movement only works for [+Q] sentences.Wh-movement (statement two)Move wh-XP to Comp when Comp is [+Q].Echo questions: actually [–Q]:(30) a. Mary solved which problem?b. You believe Mary solved which problem?c. * You wonder Mary solved which problem?Questioning out of questions: The wh-island condition(31) a. Howi do you think [S′ (that) [S Mary solved the problem ti ] ] ?b. * Howi do you wonder [S′ whether [S Mary solved the problem ti ] ] ?(Ans.: I wonder whether Mary solved the problem with her Palm Pilot.)b′. ? Howi do you wonder ti [S′ whether [S Mary solved the problem ] ] ?(Ans.: I wonder desperately whether Mary solved the problem.)(32) a. [Which way]i do you think [S′ (that) [S John went ti (to fix his car)] ] ?b. * [Which way]i do you wonder [S′ whyj [S John went ti tj ] ] ?(Ans: I wonder why John went