Lecture 11: Syntax, Part 1
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- čas přidán 4. 06. 2024
- MIT 24.900 Introduction to Linguistics, Spring 2022
Instructor: Prof. Norvin W. Richards
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This video introduces the fundamentals of how words are put together to form sentences.
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Speakers: Prof. Norvin W. Richards
наконец то блять вебинар по синтаксису
If something is unlockable that implies that there is no lock and the hole motivation becomes ambiguous.
Interestingly, I found “walk up the student to her room” perfectly fine, though ambiguous, but “walk up her to her room” completely wrong. One or two others, I disagreed with, too.
I was first exposed to English at around four years old and it's my strongest language, but I recently discovered it wouldn't be considered my native language; is that the case, Professor?
(un.lock).able =/= un.(lock.able). Mind blown
It's not that they aren't the same word, but that they are "polysemous" words and we try, through intonation, make a differentation between the two meanings a word could have. In fact, if by enunciation the two ways of saying "unlockable" actually changed meanings (and those meanings were exclusives of each word), then the dictionary would register both of them as different words that are written equally, they would be "homographs". And I don't think it's the case. Still, making use of the intonation to try to convey the different meaning of the same word is a good idea, although context of the conversation tends to give you the meaning of the word.
Except the sentence does have a grammatical, if one is thinking in the context of poetry: "Then I sighed to my Emmylou, We're class going to." I choose that word order as opposed to "Class we're going to" to emphasize "I ... Emmylou" linked immediately to "We" of the next sentence.
The guy who asked about "find the red" has been listening to too much Taylor Swift.