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Long distance object agreement, restructuring and anti ...

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(20)<br />

4.1. Tsez<br />

Bobaljik <strong>and</strong> Wurmbr<strong>and</strong><br />

TP<br />

3<br />

T’ Phase<br />

3<br />

T˚ vP<br />

3<br />

v’<br />

3<br />

v˚ VP Phase<br />

3<br />

V˚ CP<br />

3<br />

access (Agree) Spec C’<br />

3<br />

C˚ IP<br />

no access 3<br />

This is a particularly interesting prediction since it looks to be immediately falsified by<br />

examples such as the Tsez LDA construction presented in example (1)b, repeated here. In<br />

this example, the matrix verb agrees with the absolutive argument magalu ‘bread’ which<br />

is not in any obvious way at the periphery of the embedded clause.<br />

(21) enir [ uz&a# magalu ba#c’ru¬i ] b-iyxo<br />

mother [ boy bread.III.ABS ate ].IV III-know<br />

‘The mother knows [(that) the boy ate the bread.]’ (P&P:584)<br />

Despite the surface word order, P&P argue carefully that the agreeing <strong>object</strong> in the<br />

embedded clause must occupy a high specifier position at LF, in particular, that the DP<br />

carries an obligatory topic interpretation which they take to involve (covert) movement to<br />

the specifier of a high functional projection, TopicP. In our account, nothing forces overt<br />

movement to the edge, since, as argued above, we consider AGREE to be an LFcondition.<br />

P&P present a series of arguments to show that the agreeing argument is<br />

obligatorily associated with a Topic interpretation, <strong>and</strong> that it cannot raise into the matrix<br />

clause at LF (indeed, they argue that cross-clausal movement whether overt or covert is<br />

blocked in Tsez). In particular, the agreeing <strong>object</strong> in Tsez cannot enter into scope<br />

interactions with the matrix predicate, as (22) indicates.<br />

(22) sis uc&iteler [ s&ibaw uz&i ik’ixosi¬i ] Ø÷iyxo<br />

one teacher every boy (I) goes I-know<br />

‘Some teacher is such that he knows that every boy is going’ surface: $ » "<br />

*‘Every boy is such that some teacher knows that he is going’ * inverse:" » $<br />

Strikingly similar facts obtain in Algonquian languages, see in particular Bruening (2001)<br />

on Passamaquoddy <strong>and</strong> Branigan <strong>and</strong> MacKenzie (2002) on Innu-aimûn. We will present<br />

the Tsez facts as representative of these languages (but see section 5 for some<br />

qualifications).

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