This book presents a novel analysis of concealed-question constructions, reports of a mental attitude in which part of a sentence looks like a nominal complement (e.g. Eve's phone number in Adam knows Eve's phone number), but is interpreted as an indirect question (Adam knows what Eve's phone number is). Such constructions are puzzling in that they raise the question of how their meaning derives from their constituent parts. In particular, how a nominal complement (Eve's phone number), normally used to refer to an entity (e.g. Eve's actual phone number in Adam dialled Eve's phone number) ends up with a question-like meaning.
The study of complementation has received considerable attention in generative studies. Following Rosenbaum's (1967) pioneering study of the English complement system, there are extensive studies by Lakoff (1965), Ross (1967), Perlmutter (1971) and a large number of publications. More recent detailed studies are Emonds (1970) and Bresnan (1972) . These studies have increased enormously the body of factual knowledge about the complement system of English, and about the phenomenon of complementation in general. As a consequence there are a number of empirical hypotheses about the structure of human languages which must now be tested against facts of different languages.
This monograph is part of a growing research agenda in which semantics and pragmatics not only complement the grammar, but replace it. The analysis is based on the assumption that human language is not primarily about form, but about form-meaning pairings. This runs counter to the autonomous-syntax postulate underlying Landau (2013)’s Control in Generative Grammar that form must be hived off from meaning and studied separately. Duffley shows control to depend on meaning in combination with inferences based on the nature of the events expressed by the matrix and complement, the matrix subject, the semantic relation between matrix and complement, and a number of other factors.
A compelling exploration of the convergence of Jane Austen’s literary themes and characters with David Hume’s views on morality and human nature.
Argues that the normative perspectives endorsed in Jane Austen's novels are best characterized in terms of a Humean approach, and that the merits of Hume's account of ethical, aesthetic and epistemic virtue are vividly illustrated by Austen's writing.
Illustrates how Hume and Austen complement one another, each providing a lens that allows us to expand and elaborate on the ideas of the other
Aimed at students who have 0-1 years of English, age group of 11-12 years old. This book is designed to provide interesting and exciting grammar activities which teachers can use easily to complement their standard ELT syllabus.
