s - WyÅ¼sza SzkoÅa Filologiczna we WrocÅawiu

More documents

Recommendations

Info

216 Aleksander Szwedek formation part; (2) in neutral interpretation, sentence stress falls within the new information section; (3) in neutral interpretation, the sentence stress falls on one lexical item only; (4) there is no way in which the so-called ‘scope of focus’ (new information section) can be determined on the basis of the place of sentence stress (cf. Pakosz 1981); (5) the “new” information section is determined by the context. The question is whether the sentence stress is associated with any particular word category within the new information section. Such a question has not been contemplated even up to now. 3.1. Considering the stress placement as associated with nominals I formulated more specific principles governing neutral sentence stress placement: if there is a new noun present in the sentence, it gets the sentence stress; if the nouns are given, they must not be stressed. The first part of this simple principle can be illustrated with the following text: [3.1] Speaker A: What were you doing last night? [3.2] Speaker B: I was reading a book. The stress falls on the new noun although the verb reading is equally new in the given context. Any other stress placement would be interpreted as contrastive: [3.3] Speaker B: I was reading a book. This might be attributed to the final position of the noun. However, it is possible to move the noun to the front, and the sentence stress would stay with it despite the fact that the new verb is now in the final position, cf. [3.4] A book I was reading. though the interpretation might seem slightly emphatic. What is important here is that the “new” information verb in the final position would still not get the stress. The second part of the principle can be exemplified by the following exchanges, in which under no circumstances must the play be stressed in neutral interpretation: [3.5] Speaker A: Would you like to see Macbeth 1 tonight? [3.6] Speaker B: I saw the play yesterday. [3.7] Speaker B: I saw the play. [3.8] Speaker B: *I saw the play (yesterday). 1 Macbeth is here new information nominal in relation to the preceding context.
More evidence on the primacy of the noun over the verb 217 Such cases clearly show that the coreference or non-coreference of nouns is the decisive factor in the stressing process; other categories get sentence stress only when new nouns are not available. More evidence comes from cleft sentences. Notice that clefting with nouns is natural, while it is impossible with verbs in the finite form. [3.9] It was John who wore his best suit at the dance last night. [3.10] It was his best suit (that) John wore at the dance last night. [3.11] It was at the dance (that) John wore his best suit last night. [3.12] *It’s wore that John did his best suit at the dance. As Randolph Quirk et al. (1985) remark, the only way to circumvent “the restriction on V as focus” is to render the verb in a non-finite form, e.g., [3.13] It's teach(ing) that he does for a living. Languages of a different structure, like Polish, provide more evidence. Below, I am going to discuss sentence stress, and cleft constructions in Polish. Word order in Polish will also be discussed in support of the claim that verbs play subsidiary role in the information structure. Let us first examine the Polish equivalents of the English examples discussed above. In [3.15] taken as a sequence to [3.14] the sentence stress is on the new noun although the verb is equally new in the given context. [3.14] Speaker A: Co robiłeś wczoraj wieczorem? What did 2sg,masc. yesterday evening [3.15] Speaker B: Czytałem książkę. Read 1sg,past,masc. book Acc,fem. One could claim, of course, that the end-weight principle is at work here. Polish, however, allows certain freedom of word order, so [3.16] should be possible: [3.16] Speaker B: Książkę czytałem. Book Acc,fem. read 1sg,past,masc. because czytałem is as contextually new as książkę, it is stressed and in sentence final position. And yet [3.16] has been rejected as a sequence to [3.14] by all native speakers I tested. Likewise, it is possible to say [3.17]: [3.17] Speaker B: Książkę czytałem. Book Acc,fem. read 1sg,past,masc. but not [3.18]:
Page 3 and 4:
Languages in Contact 2011
Page 5 and 6:
Zdzisław Wąsik Piotr P. Chruszcze
Page 7 and 8:
Table of contents ELŻBIETA ADAMCZY
Page 9 and 10:
ELŻBIETA ADAMCZYK ADAM MICKIEWICZ
Page 11 and 12:
On the fate of the s-stems in West
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27:
Page 30 and 31:
28 Andrei A. Avram sopp’s Diction
Page 32 and 33:
30 Andrei A. Avram [23] bubby ‘wo
Page 34 and 35:
32 Andrei A. Avram cattar 1881 (Win
Page 36 and 37:
34 Andrei A. Avram wha make dem no
Page 38 and 39:
36 Andrei A. Avram me takee 1802 (W
Page 40 and 41:
38 Andrei A. Avram [139] say (compl
Page 42 and 43:
40 Andrei A. Avram Table 4. The per
Page 44 and 45:
42 Andrei A. Avram reclassified as
Page 46 and 47:
44 Andrei A. Avram Schneider, Edgar
Page 48 and 49:
46 Gabriela Brozbă most likely to
Page 50 and 51:
48 Gabriela Brozbă whereas a schwa
Page 52 and 53:
50 Gabriela Brozbă can be seen in
Page 54 and 55:
52 Gabriela Brozbă The data provid
Page 56 and 57:
54 Gabriela Brozbă Rooy and Van Hu
Page 58 and 59:
56 Gabriela Brozbă phonemes. Two a
Page 60 and 61:
58 Gabriela Brozbă These monophtho
Page 62 and 63:
60 Gabriela Brozbă References Boer
Page 64 and 65:
62 Zuzanna Bułat Silva tions on le
Page 66 and 67:
64 Zuzanna Bułat Silva 3. The lexe
Page 68 and 69:
66 Zuzanna Bułat Silva your pain a
Page 70 and 71:
68 Zuzanna Bułat Silva 4.3. Dolor
Page 72 and 73:
70 Zuzanna Bułat Silva Dolor as in
Page 75 and 76:
DOROTA BUSZYŃSKA UNIVERSITY OF WRO
Page 77 and 78:
Laughing at or with? Humor as no la
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
MICHAEL HORNSBY CATHOLIC UNIVERSITY
Page 95 and 96:
A posthumous life for Yiddish? The
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103:
Page 106 and 107:
104 Pablo Irizarri van Suchtelen re
Page 108 and 109:
106 Pablo Irizarri van Suchtelen [2
Page 110 and 111:
108 Pablo Irizarri van Suchtelen pr
Page 112 and 113:
110 Pablo Irizarri van Suchtelen 3.
Page 114 and 115:
112 Pablo Irizarri van Suchtelen Ta
Page 116 and 117:
114 Pablo Irizarri van Suchtelen So
Page 118 and 119:
116 Pablo Irizarri van Suchtelen or
Page 120 and 121:
118 Pablo Irizarri van Suchtelen Ha
Page 122 and 123:
120 Katarzyna Jaworska-Biskup persi
Page 124 and 125:
122 Katarzyna Jaworska-Biskup nally
Page 126 and 127:
124 Katarzyna Jaworska-Biskup When
Page 128 and 129:
126 Katarzyna Jaworska-Biskup of th
Page 130 and 131:
128 Katarzyna Jaworska-Biskup w pew
Page 132 and 133:
130 Katarzyna Jaworska-Biskup ings,
Page 134 and 135:
132 Katarzyna Jaworska-Biskup Kierz
Page 137 and 138:
RHIDIAN JONES CATHOLIC UNIVERSITY O
Page 139 and 140:
Welsh language - survival against t
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
RICHARD L. LANIGAN INTERNATIONAL CO
Page 147 and 148:
The Japanese encounter with Navajo
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168: ELŻBIETA MAŃCZAK-WOHLFELD JAGIELL
Page 169 and 170: The status of English lexis in the
Page 177: The status of English lexis in the
Page 180 and 181: 178 Katarzyna Molek-Kozakowska the
Page 182 and 183: 180 Katarzyna Molek-Kozakowska tifi
Page 184 and 185: 182 Katarzyna Molek-Kozakowska cate
Page 186 and 187: 184 Katarzyna Molek-Kozakowska 4.2.
Page 188 and 189: 186 Katarzyna Molek-Kozakowska Howe
Page 190 and 191: 188 Katarzyna Molek-Kozakowska desp
Page 193 and 194: DENISE SCHMANDT-BESSERAT THE UNIVER
Page 195 and 196: Numeracy before literacy 193 bread,
Page 197 and 198: Numeracy before literacy 195 tricat
Page 199 and 200: Numeracy before literacy 197 cordin
Page 201 and 202: Numeracy before literacy 199 one-to
Page 203 and 204: AGNIESZKA STĘPKOWSKA POZNAŃ COLLE
Page 205 and 206: Language shift in the Raeto-Romansh
Page 215 and 216: ALEKSANDER SZWEDEK SPOŁECZNA AKADE
Page 217: More evidence on the primacy of the
Page 221 and 222: More evidence on the primacy of the
Page 223 and 224: More evidence on the primacy of the
Page 225: More evidence on the primacy of the
Page 228 and 229: 226 Alicja Witalisz such as, for ex
Page 230 and 231: 228 Alicja Witalisz that a category
Page 232 and 233: 230 Alicja Witalisz Taking into acc
Page 234 and 235: 232 Alicja Witalisz 3.2. Semantic r
Page 236 and 237: 234 Alicja Witalisz 5. Conclusion a
Page 239 and 240: KAMILA BINIEK KARKONOSZE STATE HIGH
Page 241 and 242: Etymological research on the source
show all

s - WyÅ¼sza SzkoÅa Filologiczna we WrocÅawiu

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?

s - WyÅ¼sza SzkoÅa Filologiczna we WrocÅawiu