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Syntax
Pavel Caha
13 Sept 2020
1 / 12
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Requirements
▶ The content of this course: theory of syntax, explained on
English (Czech, German)
2 / 12
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Requirements
▶ The content of this course: theory of syntax, explained on
English (Czech, German)
▶ You do not need to speak any of the la er languages, English is
enough
2 / 12
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Requirements
▶ The content of this course: theory of syntax, explained on
English (Czech, German)
▶ You do not need to speak any of the la er languages, English is
enough
▶ In the end, there will be a test
2 / 12
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Requirements
▶ The content of this course: theory of syntax, explained on
English (Czech, German)
▶ You do not need to speak any of the la er languages, English is
enough
▶ In the end, there will be a test
▶ I will ask about terminology: what is head-movement? You ck
a-b-c
2 / 12
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Requirements
▶ The content of this course: theory of syntax, explained on
English (Czech, German)
▶ You do not need to speak any of the la er languages, English is
enough
▶ In the end, there will be a test
▶ I will ask about terminology: what is head-movement? You ck
a-b-c
▶ The list of the relevant no ons is in the study materials
2 / 12
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Requirements
▶ The content of this course: theory of syntax, explained on
English (Czech, German)
▶ You do not need to speak any of the la er languages, English is
enough
▶ In the end, there will be a test
▶ I will ask about terminology: what is head-movement? You ck
a-b-c
▶ The list of the relevant no ons is in the study materials
▶ So is the textbook
2 / 12
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Requirements
▶ The content of this course: theory of syntax, explained on
English (Czech, German)
▶ You do not need to speak any of the la er languages, English is
enough
▶ In the end, there will be a test
▶ I will ask about terminology: what is head-movement? You ck
a-b-c
▶ The list of the relevant no ons is in the study materials
▶ So is the textbook
▶ No class on Oct 25 (Oct 28)
2 / 12
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Requirements
▶ The content of this course: theory of syntax, explained on
English (Czech, German)
▶ You do not need to speak any of the la er languages, English is
enough
▶ In the end, there will be a test
▶ I will ask about terminology: what is head-movement? You ck
a-b-c
▶ The list of the relevant no ons is in the study materials
▶ So is the textbook
▶ No class on Oct 25 (Oct 28)
▶ No class on Nov 15 (Nov 17)
2 / 12
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The plan
▶ Three large groups of students: Czech language, Computer
linguis cs, Sign-language linguis cs
3 / 12
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The plan
▶ Three large groups of students: Czech language, Computer
linguis cs, Sign-language linguis cs
▶ In the lecture, I go through the theory, the seminar CJJ06 applies
this theory to Czech data (Czech language, Computer linguis cs)
3 / 12
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The plan
▶ Three large groups of students: Czech language, Computer
linguis cs, Sign-language linguis cs
▶ In the lecture, I go through the theory, the seminar CJJ06 applies
this theory to Czech data (Czech language, Computer linguis cs)
▶ Some of you study sign language – it would be great if you tried
to do the same (I am interested in discussion)
3 / 12
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The plan
▶ Three large groups of students: Czech language, Computer
linguis cs, Sign-language linguis cs
▶ In the lecture, I go through the theory, the seminar CJJ06 applies
this theory to Czech data (Czech language, Computer linguis cs)
▶ Some of you study sign language – it would be great if you tried
to do the same (I am interested in discussion)
▶ Why analyze English? What can we learn about Czech syntax
when we analyze English?
▶ The rules of combina on are very similar across languages
3 / 12
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The plan
▶ Three large groups of students: Czech language, Computer
linguis cs, Sign-language linguis cs
▶ In the lecture, I go through the theory, the seminar CJJ06 applies
this theory to Czech data (Czech language, Computer linguis cs)
▶ Some of you study sign language – it would be great if you tried
to do the same (I am interested in discussion)
▶ Why analyze English? What can we learn about Czech syntax
when we analyze English?
▶ The rules of combina on are very similar across languages
▶ You also understand what di erences there are among languages
3 / 12
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The plan
▶ Three large groups of students: Czech language, Computer
linguis cs, Sign-language linguis cs
▶ In the lecture, I go through the theory, the seminar CJJ06 applies
this theory to Czech data (Czech language, Computer linguis cs)
▶ Some of you study sign language – it would be great if you tried
to do the same (I am interested in discussion)
▶ Why analyze English? What can we learn about Czech syntax
when we analyze English?
▶ The rules of combina on are very similar across languages
▶ You also understand what di erences there are among languages
▶ You are basically forced to apply some abstract tools to concrete
examples
3 / 12
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The plan
▶ Three large groups of students: Czech language, Computer
linguis cs, Sign-language linguis cs
▶ In the lecture, I go through the theory, the seminar CJJ06 applies
this theory to Czech data (Czech language, Computer linguis cs)
▶ Some of you study sign language – it would be great if you tried
to do the same (I am interested in discussion)
▶ Why analyze English? What can we learn about Czech syntax
when we analyze English?
▶ The rules of combina on are very similar across languages
▶ You also understand what di erences there are among languages
▶ You are basically forced to apply some abstract tools to concrete
examples
▶ Give a man a sh and you feed him for a day. Teach a man to sh
and you feed him for a life me.
3 / 12
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The content
▶ Syntax is a science that aims to explain how you can make an
in nite use of nite means
4 / 12
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The content
▶ Syntax is a science that aims to explain how you can make an
in nite use of nite means
▶ (how to put words together)
4 / 12
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The content
▶ Syntax is a science that aims to explain how you can make an
in nite use of nite means
▶ (how to put words together)
▶ In Czechia, it is customary to analyze syntax using dependency
grammar (subject, predicate, adverbial, object, a ribute)
4 / 12
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The content
▶ Syntax is a science that aims to explain how you can make an
in nite use of nite means
▶ (how to put words together)
▶ In Czechia, it is customary to analyze syntax using dependency
grammar (subject, predicate, adverbial, object, a ribute)
▶ We are going to learn phrase-structure grammar (genera ve
grammar, HPSG, LFG)
4 / 12
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The content
▶ Syntax is a science that aims to explain how you can make an
in nite use of nite means
▶ (how to put words together)
▶ In Czechia, it is customary to analyze syntax using dependency
grammar (subject, predicate, adverbial, object, a ribute)
▶ We are going to learn phrase-structure grammar (genera ve
grammar, HPSG, LFG)
▶ Every unit of the dependency-based analysis is also a unit in the
phrase-structure tree
4 / 12
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The content
▶ Syntax is a science that aims to explain how you can make an
in nite use of nite means
▶ (how to put words together)
▶ In Czechia, it is customary to analyze syntax using dependency
grammar (subject, predicate, adverbial, object, a ribute)
▶ We are going to learn phrase-structure grammar (genera ve
grammar, HPSG, LFG)
▶ Every unit of the dependency-based analysis is also a unit in the
phrase-structure tree
▶ Not every unit in a phrase-structure tree is a unit in the
dependency tree
4 / 12
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The content
▶ Syntax is a science that aims to explain how you can make an
in nite use of nite means
▶ (how to put words together)
▶ In Czechia, it is customary to analyze syntax using dependency
grammar (subject, predicate, adverbial, object, a ribute)
▶ We are going to learn phrase-structure grammar (genera ve
grammar, HPSG, LFG)
▶ Every unit of the dependency-based analysis is also a unit in the
phrase-structure tree
▶ Not every unit in a phrase-structure tree is a unit in the
dependency tree
⇒ Phrase structure trees have more informa on
4 / 12
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The two trees
(1) big black dog
5 / 12
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The two trees
(1) big black dog
the
big
black dog
5 / 12
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The two trees
(1) big black dog
the
big
black dog
dog
the big black
5 / 12
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The two trees
(1) big black dog
the
big X
black dog
dog
the big black
5 / 12
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Syntax is about structure
(2) Asian history students
6 / 12
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Syntax is about structure
(2) Asian history students
a. students of Asian history
6 / 12
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Syntax is about structure
(2) Asian history students
a. students of Asian history
b. history students who happen to be Asian
6 / 12
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Syntax is about structure
(2) Asian history students
a. students of Asian history
b. history students who happen to be Asian
Asian history
students
6 / 12
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Syntax is about structure
(2) Asian history students
a. students of Asian history
b. history students who happen to be Asian
Asian history
students Asian
history students
6 / 12
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What is this good for?
7 / 12
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My story
▶ purely academic: Understanding the nature of language
8 / 12
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My story
▶ purely academic: Understanding the nature of language
▶ Syntax allows for the in nite use of nite means
▶ It combines smaller units together and constructs larger units
? What are the smallest units?
8 / 12
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My story
▶ purely academic: Understanding the nature of language
▶ Syntax allows for the in nite use of nite means
▶ It combines smaller units together and constructs larger units
? What are the smallest units?
▶ Words
8 / 12
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My story
▶ purely academic: Understanding the nature of language
▶ Syntax allows for the in nite use of nite means
▶ It combines smaller units together and constructs larger units
? What are the smallest units?
▶ Words, morphemes
8 / 12
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My story
▶ purely academic: Understanding the nature of language
▶ Syntax allows for the in nite use of nite means
▶ It combines smaller units together and constructs larger units
? What are the smallest units?
▶ Words, morphemes, something much smaller...
8 / 12
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Localisa on
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The advantages of compara ve syntax
(3) SVO vs. SOV
a. (Hans says that) the dog eats the bone
10 / 12
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The advantages of compara ve syntax
(3) SVO vs. SOV
a. (Hans says that) the dog eats the bone
b. (Hans
Hans
sagt
said
dass)
that
der
the
Hund
dog
den
the.ACC
Knochen
bone.ACC
frisst.
eats
‘(Hans says) that the dog eats the bone.’
10 / 12
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The advantages of compara ve syntax
(3) SVO vs. SOV
a. (Hans says that) the dog eats the bone
b. (Hans
Hans
sagt
said
dass)
that
der
the
Hund
dog
den
the.ACC
Knochen
bone.ACC
frisst.
eats
‘(Hans says) that the dog eats the bone.’
sentence
subject
the dog
event
verb
eats
object
the bone
10 / 12
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.
.
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.
.
The advantages of compara ve syntax
(3) SVO vs. SOV
a. (Hans says that) the dog eats the bone
b. (Hans
Hans
sagt
said
dass)
that
der
the
Hund
dog
den
the.ACC
Knochen
bone.ACC
frisst.
eats
‘(Hans says) that the dog eats the bone.’
sentence
subject
the dog
event
verb
eats
object
the bone
sentence
subject
der Hund
the dog
event
object
den Knochen
the bone
verb
frisst
eats
10 / 12
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Localisa on
11 / 12
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.
.
clicking
the
icon
next-to
their name
12 / 12
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.
clicking
the
icon
next-to
their name
the
icon
next-to
their name
clicking
12 / 12
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.
.
clicking
the
icon
next-to
their name
the
icon
next-to
their name
clicking
(4) a. clicking the icon next to their name (source)
12 / 12
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.
.
.
clicking
the
icon
next-to
their name
the
icon
next-to
their name
clicking
(4) a. clicking the icon next to their name (source)
b. the icon clicking next to their name (automated)
12 / 12
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.
.
clicking
the
icon
next-to
their name
the
icon
next-to
their name
clicking
(4) a. clicking the icon next to their name (source)
b. the icon clicking next to their name (automated)
c. the icon next to their name clicking (translator x)
12 / 12