In presenting this thesis in partial fulfilment of the requirements ... Abstract. This
study deals with the description of. Tagalog syntax using the techniques of ...
TAGALOG TRANS FOPiMATIONAL SYNTAX: A PRELIMINARY STATEMENT by P o n c i a n o B. P e r a l t a - P i n e d a A.A., U n i v e r s i t y o f S a n t o Tomas M a n i l a , P h i l i p p i n e s , 19^8 L L . B . , M a n u e l L . Quezon U n i v e r s i t y M a n i l a , P h i l i p p i n e s , 1952 D i p l o m a , Supreme C o u r t o f t h e P h i l i p p i n e s , A Thesis Submitted i nP a r t i a l the Requirements
1953
Fulfilment of
f o r t h e Degree o f
Master
of Arts
i n t h e Department of Classics Division of Linguistics We a c c e p t t h i s t h e s i s required
as conforming
to the
standard
THE UNIVERSITY OF B R I T I S H COLUMBIA April,
1967
In p r e s e n t i n g t h i s t h e s i s for
in p a r t i a l f u l f i l m e n t o f the
requirements
an advanced degree at the U n i v e r s i t y o f B r i t i s h C o l u m b i a , I agree
t h a t the- L i b r a r y s h a l l make i t f r e e l y a v a i l a b l e f o r r e f e r e n c e and study, thesis
I f u r t h e r agree t h a t p e r m i s s i o n
f o r e x t e n s i v e copying of
this
f o r s c h o l a r l y purposes may be g r a n t e d by the Head o f my
Department o r by h i s
representatives..
It
i s understood t h a t
copying
o r p u b l i c a t i o n o f t h i s t h e s i s f o r f i n a n c i a l g a i n s h a l l not be a l l o w e d w i t h o u t my w r i t t e n p e r m i s s i o n
POtfCTANO B. PERALTA-PINEDA
Department o f
Classics
Division of L i n g u i s t i c
The U n i v e r s i t y o f B r i t i s h Columbia Vancouver 8, Canada Date
2 May
1967
Abstract This study deals with the description of Tagalog syntax using the techniques of transformationalgenerative grammar. . S p e c i f i c a l l y , the formulations i n this work, follow, to a large extent, the statements of Chomsky i n his "A Transformational Syntax."
Approach to
The primary aims of this work are to formu-
l a t e the basic rules of Tagalog kernel sentences, and to show some of the most common transformations language.
i n the
Further, this thesis seeks to establish a
basis f o r a more detailed study of the transformational syntax of Tagalog, and expects to provide a point of departure f o r future contrastive analyses of Tagalog and other languages. provided
The author believes that he has
the teacher of Tagalog with
basic material
for the teaching of the fundamentals of Tagalog transformational-generative
grammar, and the new learner
with a ready manual f o r the easy grasp of the core of Tagalog structures. The analysis concerns the l i n g u i s t i c i n t u i t i o n of the author as a native speaker of Tagalog. steps involved i n the analysis are as follows:
The investi-
gation of actual and possible sentences known and
p e r m i t t e d by
the i n t u i t i o n of the author, i n c l u d i n g
a l a r g e w r i t t e n corpus;
f o r m u l a t i o n of the r u l e s o f
v a r i o u s k e r n e l sentences,
generation
of grammatical
s t r i n g s v/ith m o r p h o g r a p h e m i c r e a l i z a t i o n s , by
the necessary
tures;
explanations
accompanied
including tree struc-
c o l l a t i n g t h e d i f f e r e n t k e r n e l r u l e s and
the base r u l e s of ^agalog
k e r n e l sentences;
forming
showing
some o f t h e most common t r a n s f o r m a t i o n s , w i t h p e r t i n e n t comments; and
c o n c l u d i n g w i t h a summary o f what
was
d i s c o v e r e d i n t h e i n v e s t i g a t i o n , a l o n g w i t h recommendations f o r f u r t h e r study The
formulations
of sentences,
and
investigation.
show t h e r u l e s f o r s i x t y p e s
namely, sentences of the
verb p h r a s e p l u s noun p h r a s e ;
construction
sentences of the
t y p e s , which are a d j e c t i v e or a d j e c t i v a l phrase noun phrase,
copula plus
adverb or a d v e r b i a l p h r a s e p l u s noun
phrase,
noun p h r a s e p l u s noun.phrase, pronoun p l u s noun
phrase,
and p r e p o s i t i o n a l p h r a s e p l u s n o u n
All
the k e r n e l sentence^rules
are brought together
the base r u l e s of Tagalog k e r n e l
negative
in
sentences.
Ten k i n d s o f t r a n s f o r m a t i o n s pronoun t r a n s f o r m a t i o n —
phrase.
are
d e c l a r a t i v e and
shown: imperative-—
t r a n s f o r m a t i o n , yes-no i n t e r r o g a t i v e t r a n s f e r -
iv m a t i o n , yes-no n e g a t i v e i n t e r r o g a t i v e t r a n s f o r m a t i o n , pronoun-negative-interrogative
t r a n s f o r m a t i o n , ay_ i n -
v e r s i o n t r a n s f o r m a t i o n , manner a d v e r b i a l indirect
transformation,
object transformation, - i n - passive transfor-
mation, and
:
nominalization
transformation.
The i n v e s t i g a t i o n f i n d s some deep
regularities
i n t h e l a n g u a g e ; and i t a l s o f i n d s some p r o b l e m s f o r f u r t h e r s t u d y and i n v e s t i g a t i o n .
CONTENTS CHAPTER I. II.
PAGE 1
INTRODUCTION PHRASE STRUCTURE RULES OP THE GRAMMAR Kernel 1 Rules
. .
19
. .
Kernel 2 Rules
63
Kernel 3 Rules
75
Kernel 4 Rules
87
Copula K e r n e l Sentence Rules Base Rules o f Tagalog
96
. . . . . .
Kernel 99
Sentences
III,;
17
103
TRANSFORMATIONS Pronoun Transformation — and
Declarative 107
Imperative
Negation
110
Transformation
Yes-No I n t e r r o g a t i v e T r a n s f o r m a t i o n Negative-Interrogative Transformation Pronoun-Negative-Interrogative
. .
112
.
115
Transfor117
mation Ay I n v e r s i o n T r a n s f o r m a t i o n
119
-In-
123
Passive Transformation
Manner A d v e r b i a l I n d i r e c t Object
127 Transformation
129
vi CHAPTER
PAGE Nominalization
IV.
Transformation
. . . .
131 136
CONCLUSION
A SELECTED BIBLIOGRAPHY
140
APPENDIX
1^3
'
ACKNOWLEDGMENT
is
due
to the E x t e r n a l
Canada, f o r g i v i n g me graduate
studies
of B r i t i s h
A i d O f f i c e , Government o f the o p p o r t u n i t y t o
i n L i n g u i s t i c s i n the
Columbia
absence Prof.
University
on a Colombo S c h o l a r s h i p
to the I n s t i t u t e of N a t i o n a l of the P h i l i p p i n e s ,
pursue
language,
f o r g i v i n g me
f o r t h e d u r a t i o n o f my
Grant;
Government
a study l e a v e of
g r a d u a t e work; t o
Ruth McConnell, f o r i n t r o d u c i n g
me
to
transfor-
m a t i o n a l - g e n e r a t i v e t h e o r y , and f o r p a t i e n t l y me
guiding
i n t h e w r i t i n g o f t h i s t h e s i s ; t o D r . R o b e r t J . Gre
for his lectures
i n d i f f e r e n t areas of L i n g u i s t i c s ,
f o r e n c o u r a g i n g me
t o go on v/ith t h i s s t u d y , and f o r
r e v i e w i n g t h i s w o r k ; t o P r o f e s s o r P. B o w e r s , f o r h i s s u g g e s t i o n s ; and t o M i s s M a u r a San A n d r e s , i n g the n o t a t i o n a l
symbols
and t h e t r e e
f o r supply-
structures.
CHAPTER I .
INTRODUCTION
Purpose of the Study. study i s t h r e e f o l d : r u l e s that operate number o f T a g a l o g
transforms;
and
purpose of
( l ) to formulate
sentences,
finite
infinite
b a s e d on o b s e r v a b l e
facts
i n l i n e v/ith the i n t u i t i o n of
( 2 ) t o show a few
the
o f t h e most common
( 3 ) to construct thereby
a more c o m p r e h e n s i v e s t u d y o f T a g a l o g a grammar may
this
the b a s i c
i n t h e g e n e r a t i o n o f an
o f t h e l a n g u a g e and n a t i v e speaker;
The
a basis for
syntax.
Such
also provide a starting point f o r future
contrastive analyses
of the syntax of Tagalog
and
other
languages. T h i s study i s p r i m a r i l y i n t e n d e d f o r ( l ) the t e a c h e r of Tagalog, language.
and
( 2 ) t h e new
l e a r n e r of
I t i s hoped t h a t the s t u d y w i l l
the
provide
t e a c h e r w i t h b a s i c m a t e r i a l f o r the t e a c h i n g of
the
the
fundamentals of Tagalog t r a n s f o r m a t i o n a l - g e n e r a t i v e grammar.
I t i s a l s o expected
g a i n f r o m t h i s work a ready s t r u c t u r e s of Tagalog. is
t h a t t h e new
grasp
of the
Geared t o t h i s
o r g a n i z e d i n s u c h a way
learner w i l l fundamental
end,
this
t h a t the u s e r w i l l
easy t o f o l l o w the r u l e s step by
step.
study
find i t
Necessary
e x p l i c a t i o n s are i n c o r p o r a t e d to give a f u l l
understanding
o f t h e r u l e s as w e l l as t h e i t e m s b e i n g d i s c u s s e d . Scope and D e l i m i t a t i o n o f t h e S t u d y .
This
t h e s i s d e a l s p r i m a r i l y v/ith major, b a s i c , Tagalog s y n t a c t i c s t r u c t u r e s , i . e . , w i t h the phrase s t r u c t u r e r u l e s that generate the s t r i n g s of the k e r n e l sentences, and t h e n v / i t h t h e most common t r a n s f o r m a t i o n s . The m o d e l f o r t h i s w o r k i s Chomsky's "A T r a n s f o r mational Approach
to Syntax.
I have a l s o found
some
g u i d a n c e i n t h e w o r k s o f Thomas,^ Goodman,3 and K o u t soudas.^" I h a v e mapped o u t a grammar t h a t i s s u p p o s e d to describe the i d e a l speaker-hearer's i n t r i n s i c competence.5
Analysis
-^•Third T e x a s C o n f e r e n c e on P r o b l e m s o f L i n g u i s t i c ( A u s t i n , T e x a s , .1962), .pp. 124-169. P
^Owen Thomas, T r a n s f o r m a t i o n a l Grammar and t h e T e a c h e r o f E n g l i s h (New Y o r k , 1 9 6 5 ) . 3 R a l p h Goodman, "A L o o k a t T r a n s f o r m a t i o n a l Grammar," i n Norman C. S t a g e b e r g , An I n t r o d u c t o r y E n g l i s h Grammar (New Y o r k , 19657, P P . 287-383. ^Andreas Koutsoudas, W r i t i n g T r a n s f 0 r m a t i o n a l Grammars: An I n t r o d u c t i o n (New Y o r k , 1 9 6 6 ) , , ", ^Noam Chomsky, A s p e c t s o f t h e T h e o r y ( C a m b r i d g e , M a s s a c h u s e t t s , 1 9 6 5 ) , p p . 3-k*
of Syntax
3
T h i s i s n e i t h e r an e x h a u s t i v e nor a f i n a l statement of the s u b j e c t . the t e c h n i q u e s attempts
At b e s t , t h i s t h e s i s , u s i n g
of t r a n s f o r m a t i o n a l - g e n e r a t i v e grammar,
to l o o k i n t o the deep r e g u l a r i t i e s t h a t u n d e r l i e
Tagalog s t r u c t u r e s . Review of R e l a t e d S t u d i e s . There are a t
present
s e v e r a l good d e s c r i p t i o n s of Tagalog s y n t a x w r i t t e n i n the c l a s s i c a l or i n the s t r u c t u r a l t r a d i t i o n , but
no
work has y e t been done i n l i n e w i t h the t h e o r y of t r a n s f o r m a t i o n a l - g e n e r a t i v e grammar developed
by Chomsky.
I
have found o n l y one p u b l i s h e d a r t i c l e on ^ a g a l o g t r a n s - f o r m a t i o n a l s y n t a x , and i t i s about a m b i g u i t y i n Tagalog s t r u c t u r e s . ^ The
a r t i c l e i s , however, too l i m i t e d i n
scope t o be used as a b a s i s f o r g e n e r a l t r a n s f o r m a t i o n a l s y n t a c t i c d e s c r i p t i o n . The p r e s e n t study i s a modest attempt a t d e s c r i b i n g Tagalog s y n t a x i n a c c o r d w i t h transformational-generative theory. I have d e c i d e d to use the t r a n s f o r m a t i o n a l g e n e r a t i v e approach to t h i s study because I b e l i e v e i n the t h e o r y ' s s i m p l i c i t y , e x p l i c i t n e s s ,
explanatory
6paul S c h a c h t e r , " S t r u c t u r a l Ambiguity i n Tag a l o g , " Language L e a r n i n g , X I ( 1 9 6 1 ) , pp. 1 3 5 - 1 4 - 5 .
4 power, and i n s i g h t f u l a s s e r t i o n s about language are
which
consistent with the information a v a i l a b l e tothe
speaker-hearer of the language. this
The f o r m u l a t i o n s i n
s t u d y a r e based l a r g e l y on t h e Texax
Conference
model.^ Fundamental G e n e r a t i v e Grammar.
P r i n c i p l e s of TransformationalFirst
of a l l , a language, i n
Chomsky's t e r m , 8 i s a f i n i t e
or i n f i n i t e
s e n t e n c e s , e a c h one o f w h i c h i s f i n i t e constructed out of a f i n i t e
set of
i n l e n g t h and
s e t of elements.
In this
s e n s e , grammar i s a s y s t e m o f f i n i t e r u l e s t h a t an i n f i n i t e to
enumerates
number o f p o s s i b l e u t t e r a n c e s , a n d a s s i g n s
each g e n e r a t e d grammatical sentence i t s p r o p e r
structural description.
This description
and e x p r e s s e s t h e f a c t s a b o u t
incorporates
the sentence that a r e
a v a i l a b l e t o t h e s p e a k e r - h e a r e r o f t h e language.9 ? S e e Noam Chomsky, "A T r a n s f o r m a t i o n a l A p p r o a c h to Syntax," i n T h i r d Texas Conference on Problems o f L i n g u i s t i c A n a l y s i s ( A u s t i n , Texas, 1962) pp. 124-169. ^Noam Chomsky, S y n t a c t i c S t r u c t u r e s
(The Hague,
1965), p. 13. ^Noam Chomsky, " I n t r o d u c t i o n , " i n P a u l R o b e r t s , E n g l i s h S y n t a x (New Y o r k , 1 9 6 4 ) , p . i x .
5 T r a n s f o r m a t i o n a l grammar i s one grammar t h a t meets t h e r e q u i r e m e n t s s e t f o r t h above.
T h i s grammar,
a s e n t e n c e grammar, d e a l s w i t h t h e p r o c e s s e s u n d e r l y i n g the
p r o d u c t i o n o f s e n t e n c e s , and a l s o w i t h t h e e x i s t i n g
relationship sees
among s e n t e n c e s .
The t r a n s f o r m a t i o n a l i s t
that the speakers of a language are not o p e r a t i n g
on a mass o f s t o r e d c o r p u s , b u t v / i t h a s y s t e m f o r generating sentences. system i s c e n t r a l ,
To t h e t r a n s f o r m a t i o n a l i s t ,
so t h a t he comes t o g r i p s
this
with
" u n d e r s t a n d i n g t h e d e e p l y b u r i e d m e c h a n i s m s t h a t make language
viable.""'"
0
... T h i s t h e o r y i s b a s e d on c e r t a i n assumptions about t h e k i n d s o f p r o c e s s e s t h a t e x i s t i n l a n g u a g e and t h e manner i n which they i n t e r r e l a t e . In particular, i t assumes t h a t f u n d a m e n t a l t o t h e i n t e r p r e t a t i o n and f o r m i n g o f s e n t e n c e s a r e c e r t a i n processes — c a l l e d grammatical transformations — that r e l a t e a sentence to a s e t o f u n d e r l y i n g s e n t e n c e - l i k e s t r u c t u r e s o f a p a r t i c u l a r l y s i m p l e f o r m . These s i m p l e u n d e r l y i n g s t r u c t u r e s ... e x p r e s s a l l o f t h e g r a m m a t i c a l r e l a t i o n s h i p s and f u n c t i o n s t h a t a p p e a r i n any s e n t e n c e . The normal sentences h f everyday l i f e are formed, c h a r a c t e r i s t i c a l l y , by a complex s e r i e s of transformations underlyings t r u c t u r e s . Although the underlying s t r u c t u r e s a r e f i n i t e i n number, t h e r u l e s o f t r a n s f o r m a t i o n c a n be u s e d i n i n d e f i n i t e l y many a r r a n g e m e n t s t o f o r m an u n e n d i n g v a r i e t y of s e n t e n c e t y p e s . H 1
1 0
pp.
P a u l R o b e r t s , E n g l i s h S y n t a x (New Y o r k ,
15-16.
HChomsky,
" I n t r o d u c t i o n " , pp. x i - x i i . 1
1964),
6 The components o f a t r a n s f o r m a t i o n a l are
grammar
( l ) t h e s y n t a c t i c component, and ( 2 ) t h e
component.
phonological
The s y n t a c t i c component c o n s i s t s o f t h e
phrase s t r u c t u r e l e v e l ture l e v e l .
and t h e t r a n s f o r m a t i o n a l
The u n d e r l y i n g
structures
struc-
of sentences
are
s t a t e d b y t h e p h r a s e s t r u c t u r e r u l e s o f t h e grammar,
and
t h i s takes place
their
by s p e c i f y i n g the s y n t a c t i c
co-occurrence r e l a t i o n s ,
changes i n t h e s e u n d e r l y i n g the
transformational
and t h e l e x i c o n .
structures
classes, The
a r e a s s i g n e d by
r u l e s o f t h e grammar.
The p r o n u n c i a -
t i o n o f sentences i s a s s i g n e d by the p h o n o l o g i c a l
com-
12 ponent. ^ This
s t u d y shows, a s e x a m p l e s , some o f t h e
m a j o r morphophonemic r t i l e s i n T a g a l o g . Sources of Data.
This
description
my own l i n g u i s t i c i n t u i t i o n a s a n a t i v e language.
The grammar p r e s e n t e d h e r e
characterize
concerns
speaker, o f the
"attempts t o
i n t h e most n e u t r a l p o s s i b l e
terms t h e
^Andreas Koutsoudas, W r i t i n g Transformational Grammars: An I n t r o d u c t i o n (New Y o r k , 1966), p . 5. See a l s o F r a n c i s P. D i n n e e n , "Noam Chomsky: T r a n s f o r m a t i o n a l Grammar a n d . L i n g u i s t i c U n i v e r s a l s , i n F. P. D i n n e e n , An I n t r o d u c t i o n t o G e n e r a l L i n g u i s t i c s (New Y o r k , 1 9 6 7 ) , p p . 355-399.
7
knowledge of the language t h a t p r o v i d e s a c t u a l use
the b a s i s f o r
of language by the s p e a k e r - h e a r e r . " " ^ I n
t r a n s f o r m a t i o n a l grammar, knowledge of the language i n v o l v e s the i m p l i c i t , a b i l i t y to u n d e r s t a n d an
infinite
number of s e n t e n c e s , i n c l u d i n g those t h a t might not have been spoken or w r i t t e n . Treatment of M a t e r i a l . of time and and
I t took a great
e f f o r t to t e s t and r e t e s t the
a c c u r a c y of the r u l e s b e f o r e
such as t h i s one f o l l o w e d was:
validity
a tentative
c o u l d be r e a c h e d .
The
formulation
procedure
( l ) i n v e s t i g a t i o n of a b i g number of
a c t u a l and p o s s i b l e Tagalog sentences which my knows and p e r m i t s , (2)
(3)
intuition
i n c l u d i n g a l a r g e w r i t t e n corpus;
f o r m u l a t i o n of the r u l e s of v a r i o u s k e r n e l
types;
deal
e x p l a n a t i o n of these r u l e s ; ( 4 )
of g r a m m a t i c a l s t r i n g s ; ( 5 ) t r e e s of d e r i v a t i o n ; ( 6 ) sentences r e p r e s e n t e d
sentence
generation
s e a t i n g up of s t r u c t u r e
exemplifying
some k e r n e l
by the s t r u c t u r e t r e e s ; ( 7 )
collating
the d i f f e r e n t k e r n e l r u l e s to form the b a s i c component of Tagalog k e r n e l s e n t e n c e s ; ( 8 )
showing some of the most
elementary or common t r a n s f o r m a t i o n s , 13
Chomsky, A s p e c t s , p.
8.
supplying
comments
8 w h e n e v e r i t i s i m p o r t a n t t o do s o ; and
(9) c o n c l u d i n g
t h e s t u d y w i t h a s t a t e m e n t on what t h e
investigation
has
revealed. E x p l a n a t i o n o f Terms. G e n e r a t i v e Grammar.
G e n e r a t i v e grammar i s a
s y s t e m o f r u l e s t h a t i n some e x p l i c i t way
and
well-defined
assigns s t r u c t u r a l descriptions to sentences. This
s y s t e m o f r u l e s c a n be a n a l y z e d i n t o t h e t h r e e m a j o r c o m p o n e n t s o f a g e n e r a t i v e grammar: ( l ) t h e component w h i c h s p e c i f i e s ,
syntactic
f o r e a c h s e n t e n c e , a deep
s t r u c t u r e t h a t determines: i t s p h o n e t i c i n t e r p r e t a t i o n ; ( 2 ) t h e p h o n o l o g i c a l component w h i c h d e t e r m i n e s t h e p h o n e t i c f o r m o f a s e n t e n c e g e n e r a t e d by t h e rules;
and
( 3 ) t h e s e m a n t i c component w h i c h
syntactic determines
the semantic i n t e r p r e t a t i o n of a sentence. The b a s e o f a s y n t a c t i c
component i s a
system
o f r e w r i t i n g and e x p a n s i o n r u l e s : t h a t g e n e r a t e a highly restricted
set of b a s i c s t r i n g s ,
each v/ith
a s s o c i a t e d s t r u c t u r a l d e s c r i p t i o n c a l l e d a base marker.
These base P h r a s e - m a r k e r s
an
Phrase-
are the elementary
u n i t s o f v/hich deep s t r u c t u r e s a r e c o n s t i t u t e d . U n d e r l y i n g each s e n t e n c e o f the language i s a sequence markers,
each g e n e r a t e d by t h e base
of the
of P h r a s e syntactic
9 component.
T h i s sequence i s t h e b a s i s o f t h e sentence
that i tunderlies. syntactic
I n a d d i t i o n to i t s base, the
component o f a g e n e r a t i v e grammar
a t r a n s f o r m a t i o n a l subcomponent. w i t h generating a sentence, from i t s b a s i s . restricted
contains
This i s concerned
with surface structure,
Since t h e base generates
s e t o f b a s e P h r a s e - m a r k e r s most
only a sentences
w i l l h a v e a s e q u e n c e o f s u c h s t r u c t u r e s a s an u n d e r l y i n g basis.
Among t h e s e n t e n c e s
v/ith
. s i n g l e base
markers as b a s i s i s a d e l i m i t e d subset sentences .
These a r e s e n t e n c e s
1
called
Phrasekernel
of a p a r t i c u l a r l y
simple
sort that involve only obligatory transformational rules i n their generation.
The t r a n s f o r m a t i o n a l r u l e s
c o n s i s t of r u l e s of d e l e t i o n , rearrangement, a d j u n c t i o n , and
so o n .
Among t h e t r a n s f o r m a t i o n s
are those
f o r m q u e s t i o n s , i m p e r a t i v e s , e t c . , when t h e deep
which struc-
t u r e s o i n d i c a t e s , i . e . , when t h e deep s t r u c t u r e r e p r e sents the corresponding notation.
"mental a c t " i n an a p p r o p r i a t e
The b a s e r u l e s a l l o w f o r t h e i n t r o d u c t i o n •
o f new p r o p o s i t i o n s , i . e . , t h e r e a r e r e w r i t i n g r u l e s o f the form:
A
—>
. . . S . . . , where S i s t h e i n i t i a l
s y m b o l o f t h e p h r a s e - s t r u c t u r e grammar t h a t c o n s t i t u t e s
10 t h e b a s e ; t h e r e a r e no Generation.
other recursive
devices.^^'^^
Generation i s the
enumeration
o f a s e q u e n c e o f f o r m a t i v e s as a s e n t e n c e i n language.
G e n e r a t i o n does not
p r o d u c t i o n of sentences. by
some o t h e r i n s t r u m e n t —
operating
with
a generative
Transformation. the
By
('The
l a t t e r i s accomplished
a man
or a machine
—
grammar. transformation
e.g.:
i s meant
M a s i p a g ang
student i s industrious.')
a simple transformation,
sipag.
The
+
Each t r a n s f o r m a t i o n a l or o b l i g a t o r y .
The
tural description or s t r u c t u r e
Y
===> Y
reordered
e s t u d y a n t e ay
f i r s t part (S.D., a l s o
index),
+
av_
+
r u l e i s m a r k e d as of the
ma-
X
either
rule i s a
optional struc-
called structural analysis
s p e c i f y i n g the
-^Chomsky, A s p e c t s , pp. i n the
estudyante.
T h i s can be
i . e . , Ang
of
rule i s : X
pp.
physical
a d d i t i o n , d e l e t i o n , o r change i n o r d e r o r f o r m
t h e morphemes i n v o l v e d ,
by
The
mean t h e
the
c l a s s of
strings
8-18.
15Koam Chomsky, C a r t e s i a n L i n g u i s t i c s : A C h a p t e r H i s t o r y o f R a t i o n a l i s t T h o u g h t (New Y o r k , 1 9 6 6 ) ,
31-51.
11 i n terms of t h e i r a n a l y s i s the
rule applies.
by phrase-markers to which
P o r example,
a transformational
r u l e may a p p l y t o a l l s e n t e n c e s v / i t h t r a n s i t i v e phrases,
e.g.:
S.D.:
V
t
+
I\TP
S.C. ( S t r u c t u r a l +
+
0
NP
C h a n g e ) : St-fc ( t r a n s i t i v e v e r b s t e m )
- i n - +
n-
+
NP
+
The p h o n e t i c r e p r e s e n t a t i o n s o f S.D. :
Grumawa
nang
'made' n - + D e t
BP
0
(noun p h r a s e
the r u l e s
laruan
are the following;
ang
b a t a.
'toy' Det g
s g
object)
==^
'child'
S
('The c h i l d made a t o y . ' ) S.C:
Ginawa
nang
'made' n - * D e t
bat a B g
'child,'
ang Det
laruan. 'toy'
s g
('The t o y was made b y t h e c h i l d . ) 1
The r u l e w o u l d t h e n a p p l y t o a n i n d e f i n i t e number o f t e r m i n a l s t r i n g s w h i c h c o u l d be s u b d i v i d e d i n t o p a r t s t r a c e a b l e one a f t e r a n o t h e r t o n o d e s markers as s p e c i f i e d
strings.
of phrase-
above.
Often, the s t r u c t u r a l description variable
four
contains
s y m b o l s s u c h a s X o r Y, s t a n d i n g f o r a n y P o r e x a m p l e , i f o n l y two o r more i t e m s a r e
important i n the transformation r u l e , other p o s s i b i l i t i e s may b e a l l o w e d b y p o s i t i o n i n g
a n X o r a'Y.
Suppose,
12 the
transformation rule i s interested
the
f o r m u l a t i o n may b e X
+
V
+
i
i n 7j_ +
KP
+
HP,
y.
The s e c o n d p a r t s p e c i f i e s t h e s t r u c t u r a l change ( S . C . ) b y means o f v a r i a b l e subscript
signs l i k e
X with
numbers o r s i m p l y numbers r e f e r r i n g t o t h e
segments s p e c i f i e d by t h e s t r u c t u r a l d e s c r i p t i o n . the
above example,
i n the s t r i n g .
X3
would r e f e r
In
t o w h a t e v e r i s HP
I n t h i s study t h i s system i s used
o n l y i n i s o l a t e d cases'. It i s occasionally conditions
necessary to state
t h a t must be met i n a d d i t i o n
to those
s p e c i f i e d i n the s t r u c t u r a l description. if
a transformation applies
Por
f a c t b y means o f a c o n d i t i o n i n g
'where t h e HP's a r e i d e n t i c a l , ' • ^ p e r o- ( p e r s o n a l p r o n o u n x sg r
a rule
from
Passive
instance,
t o two s e n t e n c e s and a
p a r t of the sentence i s d e l e t e d , the r u l e that
various
specifies
statement
like
o r , V/here HP i s a
singular)'.
We
cite
here
Chomsky: (Optional)
Structural
analysis:
Structural
change: ===5>
NB Xj_ + X
16Chomsky, S y n t a c t i c
+ + 2
Aux X2
+
+ be
+
+ X3 en
Structures,
V
+
HP
+ Xij. + X3
+ by
p. 112.
+ X]_
1.3 The r u l e may b e p a r a p h r a s e d
thus:
A p a s s i v e may b e
formed from any s t r i n g t h a t matches t h e s t r u c t u r a l ( l ) a noun p h r a s e f o l l o w e d by (2) t h e
analysis auxiliary past by
(i.e.,
t h e complex o f elements l e a d i n g t o
t e n s e , p e r s o n m a r k e r , m o d a l s , and so o n ) f o l l o w e d
(3) a verb
( a c t u a l l y a verb
of a certain
be s p e c i f i e d ) f o l l o w e d b y ( 4 ) a s e c o n d n o u n The p a s s i v e by
counterpart
(the
phrase.
t o each such sentence i s formed
s w i t c h i n g noun p h r a s e s
the analyzed
c l a s s must
(X]_ - t h e f i r s t
segment o f
s t r i n g - and X 4 ) , by a t t a c h i n g be + en
p a s t p a r t i c i p l e formant) t o t h e a u x i l i a r y , and
try p l a c i n g by_ b e f o r e Bill
t h e l a s t noun
phrase.
Past + 0 see John
may b e t r a n s f o r m e d
to the passive
string:
J o h n + P a s t + 0 + b e + en + s e e + b y + B i l l i.e.,
J o h n was s e e n b y B i l l .
On t h e o t h e r h a n d , t h e
p h r a s e s t r u c t u r e r u l e s a r e s e t up i n s u c h a way t h a t the
string B i l l
the passive
+ P a s t + go + home v a i l n o t u n d e r g o
transformation
(i.e.,
so t h a t home i n t h i s
s t r i n g i s b y d e r i v a t i o n n o t an K P ) .
The p r o d u c t o f
a t r a n s f o r m a t i o n i s r e f e r r e d t o as a t r a n s f o r m , and marked T p a s s i v e ,
Tnom, e t c . - '
-7
•*-?See Emmon B a c h , A n I n t r o d u c t i o n t o T r a n s f o r m a t i o n a l Grammars (New Y o r k , 1964-), p p . 5 9 - 8 5 .
Ik Explicitness.
By e x p l i c i t n e s s
requirement that the theory i t s e l f between
state
the forms, t h a t by a s e r i e s
s t e p s t h e f o r m s h f t h e l a n g u a g e may sequence left
i s meant t h e the
of "mechanical" be p r o d u c e d i n p r o p e r
and c o m b i n a t i o n w i t h a minimum o f
t o the i n t e l l i g e n c e
relationships
interpretation
of the r e a d e r o r u s e r o f the
theory. P e r f o r m a n c e and is application
Competence.
o f the knowledge
ideal speaker-listener, s p e e c h c o m m u n i t y , who
Actual
performance
of the language by
an
i n a c o m p l e t e l y homogeneous knows i t s l a n g u a g e
perfectly
and i s u n a f f e c t e d b y s u c h g r a m m a t i c a l l y i r r e l e v a n t c o n d i t i o n s as memory l i m i t a t i o n s , d i s t r a c t i o n s , of
attention
and i n t e r e s t ,
characteristic. the
interaction
and e r r o r s
To s t u d y a c t u a l of a v a r i e t y
shifts
random o r
linguistic
of f a c t o r s ,
performance,
of which the
u n d e r l y i n g competence o f t h e s p e a k e r - h e a r e r i s o n l y one, must b e
considered.
h e a r e r ' s knowledge is
the a c t u a l
Competence i s t h e s p e a k e r -
o f h i s l a n g u a g e , and
performance
use of language i n c o n c r e t e s i t u a t i o n s ' .
Only under t h i s i d e a l i z a t i o n i s performance a r e f l e c t i o n of competence. could not d i r e c t l y r e f l e c t
In actual
direct
fact, i t obviously
competence . 1
15
K e r n e l Sentence.
A sentence that i s derived
from phrase s t r u c t u r e t e r m i n a l s t r i n g s by t h e a p p l i c a t i o n o f o b l i g a t o r y t r a n s f o r m a t i o n s o n l y and phonological rules i s c a l l e d a kernel sentence. t h i s way e v e r y s e n t e n c e o f t h e l a n g u a g e w i l l
In
be
either
a k e r n e l s e n t e n c e o r one p r o d u c e d b y a c o m b i n a t i o n of
o b l i g a t o r y and o p t i o n a l Rule.
one
transformations'.
A r u l e i s an i n s t r u c t i o n t o r e w r i t e
s t r i n g o r two s t r i n g s a s a n o t h e r s t r i n g . P h r a s e S t r u c t u r e R u l e s (PS R u l e s ) .
structure rules are the f i r s t and t h e y s p e c i f y t h e s y n t a c t i c occurrence r e l a t i o n s ^
The p h r a s e
s e t o f r u l e s i n a grammar, c l a s s e s and t h e i r c o -
Phrase s t r u c t u r e r u l e s
( o r PS
rules,
or P-rules) are simple s t r i n g
replacement
rules;
i . e . , one s t r i n g r e p l a c e s a n o t h e r i n t h e s e n s e
t h a t one and o n l y one s y m b o l i s e x p a n d e d i n t o a
string.
The r u l e s m u s t b e w r i t t e n i n s u c h a way a s t o p e r m i t the to
automatic assignment
of phrase markers
(P-markers)
t h e s t r i n g s o f morphemes d e r i v e d f r o m t h e s e Phrase Markers
phrase markers
(P-markers).
rules.
The u n d e r l y i n g
(P-markers) a r e phrase markers a s s i g n e d
by t h e p h r a s e s t r u c t u r e r u l e s
(P-rules).
16
String.
A s t r i n g i s any l i n e a r s e q u e n c e
symbols g e n e r a t e d by the p h r a s e s t r u c t u r e o f t h e grammar, b y t h e r u l e s o f o r d e r , by
the t r a n s f o r m a t i o n a l
of
component
by t h e l e x i c o n ,
r u l e s , and b y t h e m o r p h o p h o n e m i c
rules'. Derivation. a given
A d e r i v a t i o n of a given
grammar i s a s e q u e n c e
which the f i r s t
s t r i n g from
of s t r i n g s of symbols
s t r i n g i s an i n i t i a l
of
s t r i n g and i n v/hich
e v e r y s t r i n g f o l l o w s f r o m t h e p r e c e d i n g one b y
the
a p p l i c a t i o n of a r u l e . Tree or Tree S t r u c t u r e . is
a labeled bracketing
constituents formal
of v a r i o u s
property All
of
A tree or tree
structure
i n t o a t r e e - l i k e diagram t y p e s showing
of
t h e most o b v i o u s
utterances.
the d e f i n i t i o n s given
above a r e
borrowed
f r o m s e v e r a l a u t h o r i t i e s and p r a c t i t i o n e r s o f t r a n s f o r mational-generative
grammar.
some o f them a f e w s y m b o l s
I have a l s o
I have u s e d i n t h i s
O t h e r s y m b o l s h a v e b e e n c o n t r i v e d b y me. of symbols i s i n c l u d e d
copied
from
work.
A vocabulary
as appendix f o r handy
reference.
CHAPTER I I . The tence
PHRASE STRUCTURE RULES OP THE GRAMMAR c o n s t i t u e n t - s t r u c t u r eof the k e r n e l
o f Tagalog
i s of the g e n e r a l shape: X — >
T h e r e a r e two m a i n t y p e s o f s e n t e n c e s , formulated i n t h i s study: i.e.,
as
( l ) the verb phrase
There a r e d i f f e r e n t k i n d s o f c o p u l a
t u r e s , and t h e s e a r e : noun p h r a s e
type,
struc-
copula plus d e s c r i p t i v e
plus
(Cop + D + N P ) , c o p u l a p l u s n o u n p h r a s e
p l u s noun p h r a s e
(Cop + NP + N P ) , and c o p u l a p l u s
p o s i t i o n a l p h r a s e p l u s noun p h r a s e + D i s o f two k i n d s , n a m e l y :
(Cop
Y + Z.
VP + NP; and ( 2 ) t h e c o p u l a t y p e s , i . e . , Cop +
X + HP.
Cop
sen-
(Cop + P r e p p ^ + N P ) . copula plus a d j e c t i v e
+ A d j ) , and c o p u l a p l u s adverb
+ NP i s a l s o o f two k i n d s :
pre-
(Cop + A d v ) .
Cop
c o p u l a p l u s n o u n (Cop + N ) ,
and
copula p l u s pronoun, p e r s o n a l , s i n g u l a r or p l u r a l ,
and
demonstrative,
singular or plural
Each k e r n e l sentence in
e r
_).
t y p e i s mapped o u t b e l o w
the form of c o n s t i t u e n t - s t r u c t u r e r u l e s .
the statement is
(Cop + P r p
Following
o f t h e r u l e s o f each k e r n e l sentence
type
a d i s c u s s i o n of the rules i n c l u d i n g the generation
of s t r i n g s .
After listing
a l l t h e r u l e s and d i s c u s s i n g
pertinent p o i n t s , I w i l l b r i n g together a l l the rules of the copula k e r n e l sentence
types
t o form the copula
18 kernel
sentence r u l e s , and then I w i l l
the verb k e r n e l
them
with
sentence r u l e s t o c o n s t i t u t e t h e base
r u l e s of Tagalog k e r n e l
sentences.
I have p l a c e d t h e verb k e r n e l first
collate
s e n t e n c e rules.-
i n the order of f o r m u l a t i o n because t h i s type of
s e n t e n c e i s t h e most t y p i c a l o f ^-'agalog s t r u c t u r e s . The into
copula kernel
sentence r u l e s have been
conflated
t h r e e b i g r u l e s f o r r e a s o n s o f economy o f f o r m u -
lation. Some o f t h e most common t r a n s f o r m a t i o n s ,
v/ith
comments s u p p l i e d , a r e shown a f t e r t h e b a s e r u l e s ' .
KERNEL 1 RULES
(1)
s
(2)
pp
PP — »
VP r
(3)
YP
(4)
HP o
+
V
IIP (Adv)
U
n-
Adv
—
^
0
/
+
Prep (5)
NP )
+
t
NP +
m
Pia
NP
(Tm)l
(Tm)
Tm FP (6)
NP
—>
sg
C
FP
(Si)
p l
N Let, (7)
NP s g
Name. ?r
7>
S
p l
• Name 7 P r dem.
—M
Pr p e r i p
P r P°Spl
20
(9)
V
St
— s
t
t 2
(10)
v
>
As
mag-
2
+
-um-
+
mag-
> As
3
Com Actl
As
mag-
-um-
Sti
(11)
+
3
± 1
Sti
—
±
-um-
-um-
stt
st
+
1
Pro To
Lexicon
(12)
Detop-
— >
N
ang /
, k
si
Name
/
A
N
(13)
a n g manga / Detpi
< l
(14)
(15)
Prep Pia
m
—>
— d i t o
Tm
—»•
'here',
diyan
'there-', do on
(yonder)'...
bulcas day',
d
Name
sa
'there (16)
P r emj
sina /
'tomorrow', k a h a p o n
wala
'absent'...
'yester-
21(17)
Prper
—^>
s g
ako
' I ' , i k a w 'you', s i y a
'he/
she'. (18)
Prp
—>
e r
kami
inclusive', (19)
^possg
— a k i n ya
(20)
? r
pos i
JPr
d e m
sila
'we
-
'they . 1
'mine', i y o
amin 'ours',
nila (21)
- e x c l u s i v e ' , tayo
'yours',
kani-
'his/hers'.
—•»
p
'we
inyo
'yours',
ka-
'theirs . 1
—-y
i t o 'this', iyan
'that', iyon
'that
(yonder)'. (22)
Stt]_
— p i l i pitas
(23)
Stt2
S t i
1
—^
Sti
2
'give', tanim
tapang
—>
'bravery',
Stt^
lingkod
—>
basa lat
(27)
Stj^
'plant', d i -
alls
'leave',
'rain'... 'service/servant',
' s o l d i e r ' , bus (26)
'ask',
'celebrate'...
ulan (25)
hingi
'pick'...
— b i g a y wang
(24)
'select/choose*,
'bus'... biiang
'count*,
su-
'letter/write'...
— i w a s ngala
'read',
sundalo
'evade/elude', i y a k
'look
upward'...
'cry*, t i -
bata
'child', lalaki
libro
estudyante
'student
'man'...
'book', k u w a r t o
'room', a s o
damdamin ' f e e l i n g ' , p a g i b i g galak
'joy'....
'love
23"
DISCUSSION The r u l e s w i l l now be o p e r a t e d s t r i n g s v/hich u n d e r l i e s e n t e n c e s
t o generate
some
v/ith a b a s i c p a t t e r n
i n w h i c h VP ( v e r b p h r a s e ) i s a V ( v e r b o r v e r b a l ) , a n d n o t a Cop ( c o p u l a ) v / i t h a p r e d i c a t e . be e x p l a i n e d i n d e t a i l
Each r u l e
v/ill
a s we go a l o n g .
A p p l i c a t i o n of the r u l e s i s from l e f t O n l y one s y m b o l , t h a t on t h e e x t r e m e l e f t
to right.
of the arrow,
may be r e w r i t t e n a t a t i m e , and t h e r e w r i t i n g g o e s on until
the terminal s t r i n g i s r e a l i z e d .
e i t h e r makes s u b s e t s
A rev/riting
rule
of the c l a s s r e p r e s e n t e d by the
symbol o r expands t h e symbol i n t o i t s elements.
Por
example:
S
PP
The r e v / r i t i n g p r o c e s s
+
NP
g o e s on u n t i l
a l lthe
s y m b o l s c a n no l o n g e r b e r e w r i t t e n o r e x p a n d e d , and b y then they represent a grammatical a kernel Steps
string that underlies
sentence.
i n Generating (l)
Strings
Write S (sentence).
PLewrite S a s PP
c a t e p h r a s e ) p l u s NP ( n o u n p h r a s e ) .
(predi-
The a r r o w , a n o p e r a t o r ,
24means ' r e w r i t e the r e l a t i o n (2)
as', or
PP
arrow
indicates
(predicate phrase) i s taken f i r s t , i t of the next
(verb p h r a s e ) .
(adverb
The
" i s a".
being to the l e f t as VP
'expand t o ' .
A VP may
or a d v e r b i a l ) .
symbol. also
Therefore,
PP i s
rewritten
o c c u r w i t h an two
s t r i n g s are
Adv now
possible: VP
+
MP
VP
+
Adv
+
MP
These s t r u c t u r e s , a r e shown i n t h e f o l l o w i n g trees.
S
VP
Adv
branching
25
(3)
The
verb phrase) VP
has
two
(transitive
as
The
Adv in
object,
v e r b v/ith NP
(intransitive t h o u g h t h e r e may
V
t
+
NP
0
+
MP
V
t
+
NP
0
+
Adv
V
±
+
NP
V
±
+
Adv
+
NP
discussion
be
of Rule
will (5);
+
NP
noun p h r a s e ) ) ;
Q
and
occurs without
an a d v e r b o r
r u l e s are
+
or
the
adverbial). following:
NP
be NP
expalined Q
will
in
also
detail be
later.
Some o f the
(verb
arrow-operator.
v e r b v/hich
the
(adverb or a d v e r b i a l ) the
the
(object
0
s t r i n g s g e n e r a t e d by
developed
in
d i r e c t e d by
VP
major r e w r i t i n g , p o s s i b l i t i e s :
otherwise, an
next step i s to r e w r i t e
following
the
structures
trees.
g i v e n above a r e
shown
27
There i s a n o t h e r c l a s s of Vj_ t h a t i s not i n this formulation.
T h i s ? i i s a s m a l l s e t of
u s u a l l y r e f e r r i n g to a c t s of n a t u r e ,
treated verbs,
t h a t need no
( i . e . , no s u b j e c t ) to c o n s t i t u t e a sentence.
NP
Por
example: Umuulan.
('It i s r a i n i n g . ' )
Kumikidlat.
('The
lightning i s flashing.')
lumilindol.
('The
e a r t h i s quaking.')
A r u l e to g e n e r a t e t h i s type of v e r b - s e n t e n c e c o u l d w e l l be l i k e the f o l l o w i n g : S The
V±
n
—>
PP
0
+
(nature verb i n t r a n s i t i v e ) would be chosen i n
the environment of (Adv)
+
0,
i n t r a n s i t i v e verb) otherwise.
and V±
a
We
(the
ordinary
have not i n c l u d e d
the
r u l e i n the f o r m u l a t i o n because t h i s k i n d of s t r u c t u r e i s p e r i p h e r a l i n the language. The structures.
r u l e may
be shown i n the f o l l o w i n g t r e e
s pp
VP V-i n Umuulan. ('It i s r a i n i n g . ' )
PP VP
Adv
V-i n Umulan
kaiiapon.
'rained'
'yesterday'
('It r a i n e d
yesterday.')
29
(4) a s n - + HP.
NP
( o b j e c t n o u n p h r a s e ) w i l l be
Q
The n- i s a m o r p h e m e - o p e r a t o r t h a t m a r k s
the r e l a t i o n s h i p
" o b j e c t " , and
the morphophonemics
change t h e s a h p e o f t h e d e t e r m i n e r . p a r t of the NP position. of
w i l l be
0
The
m a r k e r ) p l u s NP
The Prep
language.
i t may
be
two
r e w r i t t e n as P r e p
(noun p h r a s e ) .
Tm
m
+
NP
Prep
m
+
NP
+
s a w i l l be
possible (preposition
(time a d v e r b i a l ) i s
This r u l e generates these Prep
m
strings:
Tm
d e l e t i o n o f t h e d e t e r m i n e r ang i n r e l a t i o n m
NP
t h e NP i n s u b j e c t
(adverb or a d v e r b i a l ) has
First,
optional.
the
will
grammar t h u s shows t h e l a r g e g e n e r a l r u l e s
Adv
rewrites.
Otherwise
developed l i k e
the noun phrase p a r t of the (5)
rewritten
to
e x p l a i n e d l a t e r i n the morphophonemic
rules'. The w h i c h may
o t h e r r e w r i t e o f Adv
o r may
i s P l a (place
adverbial),
n o t o c c u r w i t h an o p t i o n a l e l e m e n t
( t i m e a d v e r b i a l ) , b u t Tm may do n o t n e e d a P r e p . m
The
rule w i l l
strings: Pla Pla Tm
+
occur alone.
Tm
These
generate the
Tm
adverbials following
The s t r i n g s g i v e n i n t h e p r e c e d i n g shown i n t h e f o l l o w i n g
trees.
page
32
(6)
NP ( n o u n p h r a s e ) , a h i g h - l e v e l
symbol, i s
t h e s t a r t i n g node o f a l l b r a n c h i n g r u l e s r i g h t o f t h e c o n c a t e n a t i o n s i g n a s w e l l a s o f t h e NP o f t h e N P . 0
NP i s r e w r i t t e n a s F P NPpl
(noun p h r a s e (7)
s g
(noun p h r a s e
singular), or
plural).
N P g i s t h e n expanded t o D e t g S
S
s i n g u l a r ) plus e i t h e r of the f o l l o w i n g : Name.
The o t h e r p o s s i b l e :expansions
(determiner
N (noun), o r
are P r p
e r s
g
(per-
s o n a l p r o n o u n s i n g u l a r ) , a n d Prdem ( d e m o n s t r a t i v e noun), which
do n o t t a k e a d e t e r m i n e r .
Rule
(7)
prowill
thus produce these p o s s i b l e s t r i n g s : Det g
+
N
Det g
+
Name
S
S
Erper P
(8)
r
POs
s
s g
g
NPpi i s r e w r i t t e n as D e t p i
p l u r a l ) p l u s a n y o f N, Name, a n d Pr
magsundalo 'to perform the
1
function of a s o l d i e r ' bus +. mag-
—magbus
'to take the bus/ride i n
a bus' Vt and Vj (Transitive Verb and Intransitive Verb) Stt-j + -um-,
or
mag-
basa + -um-
—*>
b i l ang + -um-
—bumilang
sulat + -um-
—•>
sumulat
basa + mag-
—>
magbasa 'to read (with frequency)'
bilang + mag-
—=>• magbilang
sulat + mag-
—>
S t t 3
Sti3
+
+
m a
~
u m
bumasa 'to read/rea.d' 'to count/counted' 'to write/wrote'
g~
magsulat
'to count (with frequency) 'to write (with frequency)'
~
iwas + -um-
—^
umiwas 'to evade or elude/evaded or eluded'
iyak + -um-
—>
t i n g a l a + -um-
umiyak 'to cry/cried'
—tumingala
'to look up/looked up'
37
The morphophonemics o f t h e stem and t h e f o r m a t i v e , t o g e t h e r w i t h aspect, w i l l be d i s c u s s e d i n a l a t e r The f o r m a t i v e s -urn-
and mag-
section.
a r e sometimes
m e r e l y v e r b a l markers: e.g., sayaw i s 'dance'
(noun),
but t h e a d d i t i o n o f -um- o r mag- marks "verb". " Sometimes t h e c h o i c e f o r S t 3 v e r b s i s merely
stylistic;
sometimes t h e c h o i c e conveys a d i f f e r e n t meaning. The -um- f o r m a t i v e marks As ( a s p e c t ) Com (comp l e t e d ) f o r S ^ and S t v e r b s , b u t a l s o f r e q u e n t l y 3
c a r r i e s meaning o f i n t e r n a l motion, o r " w i l l i n g " .
It
e x p r e s s e s t h e i n t e n t i o n a l p u t t i n g i n t o a c t i o n o f what the
stem, denotes,
e.g.:
t i w a l a g + -um-
—>
•separate/remove or
tumiwalag
'to s e p a r a t e
o r drop o f f v o l u n t a r i l y
drop o f f (as
member o f an
(as member o f an organization)*
organization)' tiwalag
mag-
—>
magtiwalag
'of t h e o f f i c e r s
or members o f an organi z a t i o n , t o drop o r s e p a r a t e from membership a n o t h e r member w i t h o u t v o l i t i o n on t h e p a r t o f t h e l a t t e r '
38 To i l l u s t r a t e : Tumiwalag '
ang
'dropped o f f
Det
estudyante
sa
'student' P r e p
s g
kapisanan. 'society'
m
voluntarily' ('The s t u d e n t r e s i g n e d as a member o f t h e s o c i e t y . ' ) Nagtiwalag
nang
manga k a s a p i
'dropped Off* n- + D e t
p l
ang
'member' D e t
s g
patnugutan. 'directorship'
('The b o a r d o f d i r e c t o r s dropped from t h e r o l l
some
members o f t h e s o c i e t y . ' ) (a)
The a f f i x -um-
also expresses impersonal
a c t s , a c t s o f n a t u r e , and s e l f - c h a n g e through time o r the
i n t e r v e n t i o n o f man. (1)
umulan 'to r a i n / r a i n e d ' bumagyo 'to storm/stormed' humangin 'of t h e wind, t o blow/the wind blew'
(2)
tumub0 'to grow/grew' s u m i l a n g 'to s h i n e / s h o n e ' s.umibbl 'to s p r i n g up/sprung up'
(3)
pumuti
'to become w h i t e '
tumaba 'to become f a t ' dumami 'to m u l t i p l y ' (b) A c t s o f t a k i n g a p a r t from the whole humiwa 'to c u t a
slice'
39
pumitas liumati (c)
'to p i c k ' 'to take
The a f f i x -um-
of going towards
half sometimes e x p r e s s e s
acts
o r away f r o m a p l a c e .
pumakanan
'to t u r n t o t h e right.'
pumagitna
'to get t o the
umalis
center'
' t o go away'
Mag- e x p r e s s e s p u t t i n g i n t o m o t i o n what t h e s t e m d e n o t e s , t h e m o t i o n b e i n g more e x t e r n a l and l e s s i n t e n s e
t h a n -um-
i n character,
verbs i n v o l u n t a r i n e s s . I t
means t o do, p e r f o r m , o r a c c o m p l i s h a c t s feeling,
and i n v o l v e s
external
magsundalo
of t h i n k i n g ,
motion.
'to perform the f u n c t i o n
of a s o l d i e r ' magbus ' t o t a k e t h e b u s / r i d e magtanim MagPor
may a l s o
i n a bus'
'to p l a n t ' express frequency of a c t i o n .
example:
S t + -umb i l a n g + -um'count'
St —>
bumilang 'count/ counted'
+
mag-
b i l a n g + mag — > 'count'
magbilang "to count
(frequently)'
40 (ll)
The element As ( a s p e c t ) must be
i n R u l e s (9) and ( 1 0 ) . Pro
chosen
The As symbol i s expanded
to
(proposed) f o r an a c t i o n viewed as y e t t o happen;
o r , A c t l ( a c t u a l ) f o r an a c t i o n viewed as b e i n g i n p r o g r e s s ; o r , Com
(completed) f o r an a c t i o n t h a t i s
viewed as h a v i n g happened. i n Rule ( l l ) .
The s e l e c t i o n of As i s made
As i s n o t marked by a f o r m a t i v e ,
but As
a c t s a t the morphophonemic l e v e l . The s t r u c t u r e of t h e Verb i s shown by the following trees.
Com
^3 Morphophonemic R u l e s and
o f t h e Verb Stem,
Aspect This s e c t i o n w i l l
processes and
Formative,
are
three p a r t s :
(l) S^
(3)
and
chosen.
and
i n i t i a l /V/
formative,
r u l e s are d i v i d e d i n t o
+ As,
L As.
(2.) S t
2
+
mag-
Each p a r t i s subdivided
\ mag-J
(a) r u l e s t h a t a f f e c t
sonant),
The
+ -um-
St^ )
. . into
phonological
t h a t t a k e p l a c e when a s t e m , a
an a s p e c t
+ As,
e x p l a i n the
stems w i t h i n i t i a l /C/
(con-
( b ) r u l e s t h a t p e r t a i n t o stems w i t h (vowel)'.
The
s e q u e n c e o f /C/
are i n the o r d e r of t h e i r occurrence
and /V/
i n the verb
symbols stem.
The 0 s y m b o l i s p o s t u l a t e d t o mark d e l e t i o n o f t h e formative (l)
i n As
S t i + -um-
(aspect) Pro +
-um-
(proposed),
As
( a ) S t . / C V . . . / + -um-
+ Com
—>
/C/
+ -um-
+ /V.../
e.g.: pili
+ -um-
h i n g i + -um-
+ Com + Com
—» —>
pumili humingi
'selected/chose' 'asked'
We a r e c o n c e r n e d h e r e w i t h t h e m o r p h o g r a p h e m i c s and n o t v / i t h p h o n o l o g i c a l r u l e s . In p h o n o l o g i c a l terms, t h e i n i t i a l phone o f t h e s e stems i s a /C/ (consonant).
44
St /CV.../ + -um- + A c t l — > /C/ + -um- + /V/ + /C/ + /V.../ e.g.: p i l i + -um- + A c t l — > pumipili * selecting/choosing hingi + -um- + Actl —-> humihingi
1
'asking.
1
St /CV.../ + -um- + Pro — ^ /C/+/0/+/VJ+/V/+/Y.../ e.g.: P i l i
+
-um-
+
P r 0
—>
p i p i l i
'will s e l e c t / w i l l choose'
hingi + -um- + Pro — > hihingi (h) St /VC.../ + -um- + Com
'will ask'
~>'_um-
+
/V/+/C.../
e.g.: asa + -um- + Com — > umasa 'hoped' iwas + -um- + Com — > umiwas 'evaded/eluded' St /VC.../ + -um- + A c t l — > -um- + /V/+/V.'../ e.g.: asa + -um- + A c t l — > umaasa 'hoping' iwas + -um- + A c t l — > umiiwas
'evading/eluding'
St /W.../ + -um- + Pro — > '/jt/+/$/+/V.../ e.g.: asa + -um- + Pro — > aaaa 'will hope' iwas + -um- + Pro — > iiwas 'will evade/will elude' ( ) 2
St2+
mag- + As
(a) St /CV.../ + mag- + Com — > mag- + /CV.../
45 In
t h e morphophonemics,
Pro,
t h e f o r m a t i v e mag-, a s p e c t
t r a n s f o r m s t o n a g - i n a s p e c t s Com and A c t l . '
e.g.: tanmm + mag- + Com — >
nagtanim
d i w a n g + mag- + Com — >
'planted*
nagdiwang
S t /CV.../ + mag- + A c t l — >
'celebrated'
mag- +/C/+/Y/+/0/+/V.../
e.g.: t a n i m + mag- + A c t l — >
nagtatanim 'planting'
d i w a n g + mag- + A c t l — >
nagdidiwang
St /CV.../ + mag- + P r o — >
'celebrating'
mag- +/C/+/V/+/C/+/Y. "../
e.g.: t a n i m + mag- + P r o — >
magtatanim
d i w a n g + mag- + P r o — > (b)
'will
magdidiwang
S t /VC.../ + mag- + Com — >
plant'
'will
celebrate'
mag- +/V/+/Q.../
e.g.: a f a l + mag- + Com — n a g a r a l
'studied'
impok + mag- + Com ~=> n a g i m p o k S t /CV.../ + mag- + A c t l — >
'saved
(money)'
mag- +/Y/+/Y/+/C.../
e. g.. : aral
+ mag- + A c t l — >
nagaaral
'studying'
impok + mag- + A c t l --> n a g i i m p o k ' s a v i n g S t /VC.../ + mag- + P r o — > aral
+ mag- + P r o — >
impok + mag- + P r o — >
(money)'
mag- +/Y/+/Y/+/0.../
magaaral ' w i l l magiimpok
study'
'will
save
(money)'
46
(3) S t J . [ As 1 mag3
(a)
S t /CV.../ + _um-. + Com — -> /C/+ -um- + /V.../
e.g. : b i l ang + -um- + Com — 9 » b u m i l a n g sulat
+ -um- + Com — > s u m u l a t
'counted'
"wrrbte'
S t /CV.../ + -um- £ A c t l — » /C/+ -um-
+/V/+/C/+/V.../
e.g. : bilang sulat
+ -um- + A c t l — ^ b u m i b i l a n g ' c o u n t i n g ' + -um- + A c t l — > s u m u s u l a t
S t /CV.../ + -um- + P r o — >
'writing'
/C/+/0/+/Y/+/C/+/V.../
e.g.: bilang sulat
+ -um- + P r o — b i b i l a n g + -um- + P r o —*>> s u s u l a t
'will 'will
( b ) S t /VC.../ + -um- + Com —>~-um-
count'
write' +/Y/+/C.../
e.g.: apuhap + -um- + Com — > umapuhap 'examined w i t h t h e touch/groped i n the dark' i w a s + -um- + Com — > umiwas
'evaded/eluded'
S t /VC.../ + -um- + A c t l — > -um-
+/Y/+/Y/+/C.../
e.g.: apuhap + -um- + c t l A
—>
umaapuliap the
'touching with
hand/groping i nthe dark'
iwas
+ -um- + A c t l —-> u m i i w a s
S t /VC.../ + -um- + P r o
'evading/eluding' -/+/V/+/V/+/0.../
--/#
e.g. : apuhap + -um- + P r o — ^ aapuliap ' w i l l
touch w i t h the
the hand/ w i l l
grope i n t h e
dark' iwas
+ -um- + P r o — - » i i w a s
'vail
elude/will
evade
1
/V/+/C.../
S t /VC.../ + mag- + Com — > mag- + e.g.: apuhap + mag- + Com — > n a g a p u h a p
'touched
with the
hand/groped i n the dark' i w a s + mag- + Com —•> n a g i w a s
'eluded/evaded
action being S t /VC.../ + mag- + A c t l — >
mag-
(the
frequent) +/Y/+/Y/+/C.../
e.g.: apuhap + mag- + A c t l — ^ n a g a a p u h a p
'touching with
the hand/groping
I n the
dark
being
(the action
frequent)' i w a s + mag- + A c t l — > n a g i i w a s (the
'eluding/evading
a c t i o n being frequent) '
48 S t /VC.'../ + mag-
+ P r o — > /0/+/Y/+/Y/+/O.../
e.g.: apuhap + mag-
+ P r o —;>aapuhap ' w i l l
touch w i t h the
h a n d / w i l l grope i n the dark i w a s + magWe
+ Pro — i i w a s
have
'will
evade/will
shown t h e m o r p h o p h o n e m i c s o f t h e s t e m ,
f o r m a t i v e , and a s p e c t o f t r a n s i t i v e verbs.
elude'
and
intransitive
A more d e t a i l e d grammar w o u l d i n c l u d e t h e s u b -
c l a s s i f i c a t i o n of t r a n s i t i v e
and i n t r a n s i t i v e
verbs.
S u c h a grammar w o u l d s p e c i f y what k i n d o f HP a p a r t i c u l a r c l a s s o f V t ( t r a n s i t i v e v e r b ) o r Vj_ ( i n t r a n s i t i v e would take.
Perhaps the HP
0
w o u l d a l s o be
verb)
considered
as a p o s s i b l e i n f l u e n c i n g environment o f t h e v e r b . Morphophonemics
of P r e p
ang manga, s i , and
m
s a and t h e l e t e r m i n e r g
sina
The d e t e r m i n e r ang i s d e l e t e d i n t h e as
ang,
morphophonemics,
follows: sg
—>
Prep
e.g.: sa Prep
+ m
ang
Det s g
+
bata •child'
sa
bata.
Prep
m
'child'
'to/with/from the
child
49 sa Prep
+
ang Det
m
+
maganda
—-j>
'beautiful'
s g
sa Prep
maganda m
'beautiful*
(' t o / v / i t h / f r o m t h e beautiful Prep
m
+
Det
p l
[N ] i •» — > P r em.
Prep
one') Adj
+ manga
m
d
s a + a n g + manga + b a t a Prep
m
De-!; D e t ]_
—>
'child,
1
^ demJ r
sa ?rep
m
manga
bata
manga
'child
1
('to/with/from the children') sa Prep
+ m
ang. + manga + maganda — » Det i p
'beautiful'
sa Prep
m
manga
maganda
manga
'beautiful'
('to/with/from the beautiful s a * a n g + manga + i t o —•»
sa
Prep
m
ones')
manga
i t o
manga
'tbiis'
('to/with/from The D e t g S
and Det ]_ markers p
r e p l a c e d b y new m a r k e r s . undergoes a c y c l e ,
thus:
these')
b e f o r e Name a r e
The morphophonemic
rule
50 Det g
+ Name
Prep
+ s i + Name — ^ - \ P r e p
S
m
>
Detp]_ + Name Prep The
+ m
si. +
Name m
+ k a y + Name
—»-•• s i n a + Name
s i n a + Name -—>
Prep
+ k i n a + Name
m
m o r p h o p h o n e m i c m a p p i n g i s shown b e l o w : si
J
sina
kay sa —
kina
e.g. sa kay Pablo
1
to/with/from Pablo'
sa k i n a Pablo
' t o / w i t h / f r o m P a b l o and h i s companions'
Morphophonemics o f t h e Pronoun P r
per g S
(personal
(personal
pronoun s i n g u l a r ) ,
p r o n o u n p l u r a l ) and P r
pronoun) a r e p o s s i b l e r e w r i t e s Prep P r
a
e
m
Prp p-j_ er
(demonstrative
o f NP.
After the
( p r e p o s i t i o n marker), which i s always s a ,
m
per
( s i n g u l a r and p l u r a l ) changes shape, and t a k e s
the form o f t h e corresponding p o s s e s s i v e pronoun, P r
pos'
^ k e m o r p h o p h o n e m i c m a p p i n g s a r e shown b e l o w :
Singular: ako »I' ikaw 'you' siya
akin >/
'he/she'
sa — »
iyo
'mine' 'yours'
kaniya
'his/hers'
51 Plural: k a m i 'we'
/
kayo 'you' sila The
sa
'they'
'ours'
Inyo
'yours'
kanila
'theirs'
forms a k i n , i y o , k a n i y a , amin, i n y o and k a n i l a a r e
i n c l u d e d among t h e P r
p
o
s
forms,
b u t a f t e r s a t h e y do
not always denote " p o s s e s s i o n " . do
amin
However, t h e s e
denote p o s s e s s i o n i n i n i t i a l
forms
p o s i t i o n i n the sentence,
i . e . , when t h e y a r e p r o d u c e d b y t h e s t r i n g : Cop
+
Pred
+
HP
Cop
akin
ang
Cop
'mine'
Det g S
libro — »
A k i n ang l i b r o .
'book'
('The b o o k is
mine. ) 1
M o r p h o p h o n e m i c s o f n - + HP Rule
(4) s t a t e s t h a t H P
0
s h o u l d be r e w r i t t e n a s n - + HP.
( o b j e c t noun p h r a s e ) I t w i l l be r e c a l l e d
t h a t a n HP c a r r i e s D e t g , w h i c h i s a n g f o r H S
and Detp]_ a n g manga f o r H. Detp]_ f o r Hame i s s i n a .
D e t g f o r Hame i s s i ; S
The m o r p h o p h o n e m i c r u l e f o r
N i s as follows:n- + a n g
—•>
n- + a n g manga
(noun),
nang — n a n g
manga
On t h e o t h e r h a n d , t h e morphophonemic appears,
r u l e f o r Name
thus: n-
+' s i
— n ±
n-
+
—^
sina
nina
e.g.: V
NP
Humingi 'asked' ('The
nang
NP
0
lapis
n- + D t e
3 g
student asked
'pencil'
ang Det
s g
for a pencil.')
estudyante, 'student'
(1)
s
' r e a d ' -um-
Com
n + Det g S
Bumasa n a n g l i k s i y o n ang ('The
student read
the
'lesson'
estudyante.
lesson.')
Detsg
.'student' ^
a)
basa
mag- Com
n - ang
Hksiyon
' r e a d ' mag- Com n - + D e t g S
sa
'lesson' Prep
ahg
kuwarto
ang manga
,
'room
Detpi
m
N a g b a s a n a n g l i k s i y o n s a k u w a r t o a n g manga
estudyante,
('The s t u d e n t s r e a d t h e l e s s o n i n t h e room.')
1
estudyante 'student'
(3;
s
basa
mag- Com
'read'
mag- Com
nn-
ang
+ Det
s g
liksiyon 'lesson'
N a g b a s a n a n g l i k s i y o n d i t o kagab.i a n g manga ('The
fiito^
.kag,a~bi
:
a n g manga e s t u d y a n t e
'here' ' l a s t n i g h t ' estudyante.
students^read the l e s s o n here l a s t n i g h t . ' )
Det i p
'student'
(4)
s t 12
As
mag-
bus
mag-
Com
si
Pablo
'bus' mag-
Com
Det
'Pablo
Nagbus s i P a b l o . ('Pablo t o o k the bus.')
(5) s
lingkod
mag-
Actl
sa
'serve'
mag-
Actl
Prep
Naglilingkod
a
hg
m
s a hukbo ang b i n a t a .
('The y o u n g man i s s e r v i n g i n t h e army.')
hukbo
ang
'army'
Det
binata s g
'young man
(ep:
ang
'street'
m
Det
s g
bata. 'child' ('The (c)
c h i l d i s walking i n the street.')
lagiiwas
sa
'evading/eluding'
m
ang
dalaga.
Det g
'young woman'
S
('The (a)
Prep
binata
y o u n g woman i s e l u d i n g t h e y o u n g
Umiiyak
sa
'crying'
Prep
ang Det g S
('The
'young man'
kuwarto r n
'room'
man.')
kagabi 'last
night'
babae. 'woman'
woman was c r y i n g i n t h e room l a s t
night.
62 Naglalakad
sa
'walking'
Prep
ang Det ('The
kalye
kanina
'street'
m
'sometime ago
bata. 'child'
s g
c h i l d was w a l i n g i n t h e s t r e e t
sometime
ago.')
Magiiwas
sa
'evading/eluding' ngayon 'now'
Prep
binata 'young man'
m
ang D
et g S
dalaga. 'young woman'
('The y o u n g woman i s e v a d i n g now. ) 1
t h e y o u n g man
63 KERNEL 2 RULES (1)
S
—>
(2.)
PP
(3)
Pred
(4)
D
PP
— ^ — ±
+
Cop
NP +
Pred
•D Adj
—>
JL&V
(5)
(6)
Adv
Pla 'NP, *
-
NP
(Tm)
S
(
S
NP sg
]
i Name
Prp e r T
) N
D e t sg (7)
S l
>
s g
I P^dem N (8)
NP
Name
Detpl p l
Prdeml PrP To
e r
pl
Lexicon
(9)
Oop
(10)
Det
S £
— >
MS
/
si'/ .
Name I
6k fN
(11)
Det i
a n g manga /
—^>
0
P r
sina /
(12)
Adj
>
masipag ful',
(13)
Pia
Name
dem
' i n d u s t r i o u s ' , maganda
'beauti
maaga ' e a r l y ' . . .
— d i t o
'here', diyan
'there',
doon
'ther
(yonder)"... (ik)
Tm
— b u k a s wala
(15) (16)
P
r
P r
per
s
g
perpx
'tomorrow', k a h a p o n
'ab s e n t ' . . .
—»•
a k o ' I ' , i k a w 'you', s i y a ' h e / s h e '
— k a m i
'we - e x c l u s i v e ' ,
inclusive*,
(17)
P r
dem
'yesterday',
— i " t o
sila
tayo
'we -
"that', iyon
'that
'they'.
'this', iyan
(yonder)'. ' bata
'child', laki
(18)
N
— l i b r o
estudyante
'student', l a -
'man'...
'book', k u w a r t o 'room', a s o 'dog'..'
damdamin ' f e e l i n g ' , p a g i b i g lak
'joy'...
'love', ga-
DISCUSSION The
Copula Cop ( c o p u l a ) , i s p o s t u l a t e d
p h r a s e ) ol" t h i s k e r n e l
i n t h e PP
and t h a t o f K e r n e l s
(predicate
3 and k f o r
the purpose of e s t a b l i s h i n g the r e l a t i o n s h i p between the
two u n i t s o f t h e s e n t e n c e , n a m e l y , t h e t y p e o f
predicate
a n d t h e NP (noun p h r a s e ) .
( i . e . , jtf) i n t h e s u r f a c e relation-marker. the
A l t h o u g h unmarked
grammar, Cop i s n e e d e d a s a
The n e c e s s i t y
§6r i n c l u d i n g Cop i n
r u l e s becomes more p a t e n t i n t h e c a s e o f NP
p h r a s e ) + NP ( n o u n p h r a s e ) s e n t e n c e t y p e , the
two NP*s a r e n o t e q u a l i n v a l u e .
The
t o show t h a t underlying
c o n s t r u c t i o n marker i s a l s o necessary i n i n v e r s e formation. Cop
Por instance: +
Adj
+
Base
sentence:
NP
Cop
maganda
ang
Cop
'beautiful' Det
bata. 'child'
Q g
('The c h i l d i s b e a u t i f u l ' . ) c a n be t r a n s f o r m e d t o t h e s t r i n g : NP Ang
+
Cop
+
ay
+
b a t a Cop ay maganda.
('The c h i l d i s b e a u t i f u l ' . )
Adj
(noun
trans-
66 which underlies • -
the sentence:
Ang b a t a a y maganda. ('The c h i l d i s b e a u t i f u l ' . ) One s c h o o l
grammar t h e o r i z e s in this
that
ay_ i s a c o p u l a .
s t r u c t u r e and i n o t h e r p a t t e r n s
simple i n v e r s i o n . is
of thought i n t r a d i t i o n a l
correct.
underlying
The n o t i o n
a l s o t o mark
of the c o p u l a - l i k e
signal
r e l a t i o n s h i p , a n d i s made 0 b y t h e morphopatterns.
S e n t e n c e Type
Kernel
2 i s of the sentence s t r u c t u r e
( d e s c r i p t i v e ) + IIP ( n o u n p h r a s e ) . brings
B u t ay_ i s u s e d
The Cop i n t h e deep s t r u c t u r e shows t h i s
phonemic r u l e s i n b o t h Adjective
Tagalog
together two^similar
type D
Actually, this
sentence types:
rule
( l ) Adj
( a d j e c t i v e o r a d j e c t i v a l ) + NP, a n d (2) Adv ( a d v e r b o r adverbial)
+ NP.
The t r e e s t r u c t u r e s typical adjective
i n t h e f o l l o w i n g p a g e s show
structures:;.
67
68
69
70 Adj i s e a s i l y i d e n t i f i a b l e .
This
may a p p e a r a s ( l ) s i m p l e s t e m , (2) morpheme, o r , (3)
stem f u l l y
form-class
stem w i t h
reduplicated.
morpheme a t t a c h e d t o t h e i n i t i a l
formative The ma-
phoneme o f a n y a d -
j e c t i v e s t e m i s commonly u s e d i n t h e f o r m a t i o n jectives
1
of ad-
and a d j e c t i v a l s . (1) s i m p l e a d j e c t i v e s t e m pili
'chosen/selected'
e.g.:
Pili
ang
'selected'
manga
Pet ]_
atleta. 'athlete'
p
('The a t h l e t e s a r e s e l e c t e d ' . ) duwag
'coward'
e.g.:
Duwag
ang
'coward'
Det
lalakl. 'man'
s g
('The man i s a c o w a r d . ' ) apat
'four'
e.g.:
Apat
sila.
'four'
'they'
('They a r e f o u r . ' ) (2) s t e m w i t h ma- morpheme ma-
+
ganda 'beauty'
—>
maganda 'beautiful'
71 e.g.:
Maganda
ang
'beautiful'
Det
bata. 'child'
s g
('The c h i l d i s b e a u t i f u l . ' ) ma- + s i p a g
— m a
'industry' e.g.:
sipag 'industrious'
Masipag
s i
'industrious'
Pablo.
Det g
'Pablo'
S
('Pablo i s i n d u s t r i o u s . ' ) ma- + a g a
— m a a g a
'earliness' e.g.:
Maaga
'early' ang
'early'
propesor.
Det g
'professor'
S
('The p r o f e s s o r stem f u l l y
i s early.')
reduplicated
punit-punit 'torn' e.g.:
'torn' Punit-punit 'torn'
'torn'
('The c l o t h e s
ang Det g S
'clothes
are seriously
bali-bali 'fractured'
damit.
'fractured'
torn.
72 e.g.:
Bali-bali 'fractured'
ang 'fractured' D e t
('The bamboo s p l i t i s
patpat. s g
'bamboo
split'
fractured.')
lima-lima 'five' e.g.:
'five' Lima-lima
ang
'five*
Det
('The The
'five'
hanay. 'column'
s g
column i s f i v e
deep.')
Adverbial Adv (adverb o r a d v e r b i a l )
Pla
(place
adverbial),
+ Tm
may b e r e w r i t t e n
(time a d v e r b i a l ) .
as
Thus,we
get the s t r i n g s : Cop + P l a + FP Cop + P l a + Tm + F P Pla ture
reveals
grammatical
must be c h o s e n . that
Tm i s o p t i o n a l .
The
Tm i s n o t n e c e s s a r y t o g e n e r a t e
sentence.
I f Tm i s c h o s e n
struca
a t a l l , i t must
co-occur with P l a . The s t r i n g s a r e shown i n t h e f o l l o w i n g ture
trees.
struc-
73
74
(2)
Cop + P i a + Tm + FP
Cop
kami
'we - e x c l u s i v e ' ,
i n c l u s i v e ' , kayo (12)
P rp o s s g
—> ya
(13)
P rP O S p l
akin
'you*, s i l a
tayo
'we -
'they'.
'mine', i y o ' y o u r s ' ,
kani-
'his/hers'.
—>
amin
'ours', inyo
'yours', k a n i l a
'theirs'.
(14)
P dera r
ito
'this', iyan
'that', iyon
'that
(yonder)'. ' bata
'child', lalaki
(15)
N
— >
J libro
estudyante 'student',
'man'...
'book', k u w a r t o
'room', a s o
damdamin ' f e e l i n g ' , p a g i b i g galak
»joy'...
'dog'..
'love',
77 DISCUSSION We that two
explained
i n the d i s c u s s i o n of Kernel
Cop i s p o s t u l a t e d parts
2 rules
t o show t h e r e l a t i o n s h i p o f t h e
o f t h e s e n t e n c e , and a l s o t o s i g n a l t h e
occur-
r e n c e o f t h e c o n s t r u c t i o n m a r k e r ay_. The n e e d f o r e s t a b l i s h ing
t h e r e l a t i o n s h i p a p p e a r s t o be more r e l e v a n t
NP + NP s e n t e n c e c o n s t r u c t i o n The f i r s t to PP. that not
NP i n t h i s
i n the
type. formulation
i s traceable
W i t h t h e p o s t u l a t i o n o f Cop, i t becomes c l e a r
t h e two NP s e t s d i f f e r f r o m e a c h o t h e r equal i n rank.
I n the sentence:
NP Ang Det
NP
estudyante s g
and a r e
ang
'student'
Det
s g
sekretaryo. 'secretary'
('The s e c r e t a r y i s t h e s t u d e n t . ' ) it
i s assumed t h a t one NP i s t h e s u b j e c t ,
is
the p r e d i c a t e .
However, t h e r e
and t h e o t h e r
i s no i n d i c a t o r t o
show w h i c h s e t b e l o n g s t o what s e t . V / i t h Cop i n f r o n t o f ang e s t u d y a n t e , r a n k as p r e d i c a t e , Cop
+
positioned
the l a t t e r r e v e a l s i t s
hence: NP
+
NP
Cop
ang
estudyante
ang
sekretaryo.
Cop
Detsg
'student'
Detsg
'secretary'
('The s e c r e t a r y i s t h e s t u d e n t . ' )
78 The following
structure tree.
may
be
c l e a r l y shown by
the
79 In other a PP
w o r d s , ang
estudyante
( p r e d i c a t e p h r a s e ) by Cop
+
FP-j_
Cop
+
ang
Cop
D e
+'
be
"fc g
FP .
+
2
Ang
ay_
NP
student') i s The
kernel
string:
2
'student'
S
transformed
source.
estudyante
('The may
('the
ang
sekretaryo.
Det g
'secretary'
S
s e c r e t a r y i s the
student.')
to: +
Cop
+
FP
X
sekretaryo
ay
ang
estudyante.
Det g
'secretary'
ay_
Det g
'student'
('The
s e c r e t a r y i s the
student.*)
i s automatically
deleted
S
Note t h a t
Cop
S
i n the
morpho-
phonemics. This
e x p l i c a t i o n of r e l a t i o n s h i p a p p l i e s
w e l l t o a l l pronouns i n the i n t h e NP
position.
The
seemingly equal sets are of
PP p o s i t i o n and
r e l a t i o n s h i p and e s t a b l i s h e d by
pronouns
rank of
the
as
the
postulation
Cop. The
rules include
structures like
NP jtf Cop
ang
+
S
'doctor'
('Pablo i s the
following:
NP
doktor
Det g
the
si Det
doctor.')
s g
Pablo. 'Pablo'
80 0
ang
Cop
Det g S
t i t ser
s i
'teacher'
Det
Maura. "Maura'
s g
('Maura i s t h e t e a c h e r . ' ) 0
ang
Cop
manga
mananayaw
Detpi
sina
'dancer'
Det
Isabel. 'Isabel'
p l
( ' I s a b e l and h e r c o m p a n i o n s a r e t h e d a n c e r s . ' ) In
actual utterance
the determiners
when t h e y o c c u r b e f o r e p r o f e s s i o n n o u n s , 0
doktor
s i
'doctor'
Det g S
are deleted
thus:
Pablo. 'Pablo'
('Pablo i s t h e d o c t o r . ' ) 0
titser
s i
Maura.
'teacher' D e t
s g
'Maura'
('Maura i s t h e t e a c h e r . ' ) 0 mananayaw s i n a I s a b e l . 'dancer'
Detpl
Isabel'
( ' I s a b e l and h e r companions a r e t h e d a n c e r s . ' ) The f i r s t P r
per
s g
FP h a s o t h e r p o s s i b l e r e w r i t e s :
(personal pronoun s i n g u l a r ) , P r
pronoun p l u r a l ) ,
Prpossg
(possessive pronoun p l u r a l ) ,
trative
pronoun).
e
e
r i
(personal
p
(possessive pronoun
P^pospi
Pip
p
r
and P r p
O S
singular),
and Pr& m e
(demons-
have s i n g u l a r as w e l l
81 as p l u r a l f o r m s , b u t does n o t t a k e a D e t
do n o t t a k e a d e t e r m i n e r .
s g
,
but i t takes a D e t p l .
jPr
Pronoun
i n PP p o s i t i o n and p r o n o u n i n NP p o s i t i o n h a v e same r e w r i t i n g p o s s i b i l i t i e s . sentences
like
the
The
following:
Siya
siya.
'he/she'
'he/she'
( ' I t is.'he/she*.) Ako
siya.
'I'
'he/she'
('it i s
I. ) 1
Sila
ikaw.
'they'
'you'
('You
are
A l s o the f o l l o w i n g
they.') possibilities:
Iyan
iyan.
•that'
'that'
('That i s t h a t . ' ) Ito •this'
iyan. 'that'
('That i s t h i s ^ ')
d e m
general rule
the produces
82 Iyan
ito.
•that' ('This It
'this' i s that.')
seems t h a t P r
p 0
s
needs c o n d i t i o n i n g .
t h e p r o n o u n i n t h e P P p o s i t i o n be a P r p should not take a Prpos versa. aberrant
O S >
i n t h e FP p o s i t i o n ,
Should
the pronoun and
vice
T h i s i s due t o t h e p r o d u c t i o n o f t h e f o l l o w i n g structures: *Akin i y o . •mine'
'yours'
('Yours i s m i n e . ' ) *Iyo
akin,
•yours'
'mine.'
('Mine i s y o u r s . ' ) *Kanila inyo. 'theirs'
'yours'
('Yours ( p l u r a l ) i s t h e i r s . ' ) These w o u l d n e e d a
determiner.
Base: *Akin i y o . 'mine'
'yours'
('Yours i s m i n e . ' )
*Iy o
akin.
'yours'
'mine'
('Mine i s y o u r s . ' ) *Kanila
inyo.
'theirs' ('Yotirs Actual
'yours'
(plural) i s theirs.') Sentence:
Akin 'mine'
ang
iyo.
Detgg
'yours'
('Yours i s m i n e . ' ) Iyo
ang
'yours'
akin.
Det g
'mine'
S
(•Mine i s y o u r s . ' ) Kanila
ang
inyo.
'theirs'
Detgg
'yours'
('Yours
(plural) i s theirs.')
t h e ay_ t r a n s f o r m : Ang
iyo
Det g S
'yours'
('Yours i s m i n e . ' )
ay
akin.
ay_
'mine
8k Ang Det g S
akin
ay
iyo,
'mine'
ay_
'yours'
( 'Ifine i s y o u r s . ' ) Ang
inyo
ay
kaiiila.
Det g
'yours'
ay_
'tlieirs'
('Yours
(plural) i s theirs.')
S
But such sentences are
peripheral.
Sample d e r i v a t i o n s are shown by the f o l l o w i n g t
S
Det ('He
s g
i s Pablo.')
'Pablo'
'he'
86
KERNEL k RULES
—>
(1)
S
(2)
PP
(3)
Pred
(4)
Prepph
(5)
PP
—**
+
NP
Cop
+
Prep —>
p n
(Prep )
Prep
w
NP s g
—>
Ml?
Pred
m
(Si)
N Det s g (6)
NP
B g
— >
.•P dem r
p l
P r' P e r i p
P r
pos i p
To L e x i c o n
(8)
—>
Cop
0 ang /
(9)
Det g S
—V
l^rdem
Name
' I ' , ikaw
" y o u , s i y a 'he/ 1
she'.
(12)
P r
—>
Pe pl r
kami
inclusive',
(13)
—>
Pzpossg
ya (Ik)
P rP O S p l
P dem r
Prep
w
—>•
~>
->
P r e pm
->
i'fco ' t h i s ' , i y a n
—> S
'yours', k a -
'that',
iyon
(yonder)'. ayon
' i n accord with', nasa
'located
tungkol
at/with'...
sa ' c h i l d " , estudyante lalaki
N
kani-
'theirs'.
' bata
(18)
'they'...
'mine', i y o ' y o u r s ' ,
amin 'ours', i n y o
'about', (17)
'you', s i l a
'we -
'his/hers'.
'that (16)
kayo
akin
nila
(15)
'we - e x c l u s i v e ' , t a y o
libro
'student',
'man'...
'book', k u w a r t o
'room', a s o 'dog'
damdamin ' f e e l i n g ' , p a g i b i g gaiak
' j o y *...
'love',
89 DISCUSSION The P r e p
( P r e p o s i t i o n Word)
w
Prep
( p r e p o s i t i o n word) i s a c o v e r symbol f o r
w
f u l l - w o r d s , w h i c h by t h e i r n a t u r e a r e p r e p o s i t i o n s . word p r e p o s i t i o n s
or p r e p o s i t i o n a l s
They must c o - o c c u r w i t h
cannot
function
the p r e p o s i t i o n marker,
Fullalone.
sa.
illustrate: Prepw
— ^
tungkol
without a sa a f t e r i t , w i l l *Prep
+
w
tungkol
Prep
string:
NP
nationalism') string i s :
w
+
Prep
tungkol
sa
'about*
Prep
('about The
a deviant
'nationalism'
about grammatical
produce
nasyonalismo
'about'
The
'about'
m
+
NP nasyonalismo 'nationalism'
m
nationalism')
d e l e t i o n o f t h e d e t e r m i n e r s i n g u l a r ang a f t e r s a
w i l l be
explained
in.the
following
Sentences
containing
shown i n t h e t r e e s t r u c t u r e s
section.
the above s t r i n g s a r e below.
To
90
S
'about' ('The
Prep
m
l e c t u r e i s about
'nationalism' nationalism.")
Det
s g
'lecture'
91
92 The
Determiner
i n Relation to Prep
(Preposition
m
Marker) The
Det g S
(determiner s i n g u l a r ) i s deleted
a f t e r s a i n t h e morphophonemics, i . e . : ang
— 0
/ sa
ang manga
/ sa
—5»
0
manga
e.g.: sa
+
ang
*sa Prep
ang
ang
*sa
sa
ang
manga
ang
manga
+
bata
(•'to/from/with
e
m
— »
sa
—•»
sa
N
+
Pr
the child')
d
e
m
iyon
( t o / f r o m / w i t h t h a t one') —-s» s a
'child'
sa
+
manga
manga
+
(to/from/with the c h i l d r e n * )
thus:
/ sa
—•>
/ sa
N
bata
s i and s i n a
These m a r k e r s a r e r e p l a c e d b y k a y a n d
kina, respectively,
sina
N
morphophonemics o f d e t e r m i n e r s
different.
si
d
+
sa
bata — *
Detpi
m
The is
Pr
a
"that'
S
+
s
—>
iyon
Det g
*sa Prep
+
ang m
—
'child*
S
+
N" bata
Det g
m
sa
Prep
+
kay —•>
kina
93
sa
+ si_
*sa Prep
m
sa
+
*sa
Prep
m
+
Name
s i
Pablo
Detsg
'Pablo'
sina
+
—
sa
+
sa
Name
sina
Pablo
Detpi
'Pablo'
kay
+
Name
kay
Pablo
( * to/from/with —
sa
—>
sa
+
kina
Pablo')
+
kina
Name Pablo
( ' t o / f r o m / w i t h Pab1o and h i s f r i e n d s ' )
The
Prpoggg ( p o s s e s s i v e pronoun s i n g u l a r ) and P r p
0 S l )
i
(possessive pronoun p l u r a l ) We h a v e a l r e a d y d i s c u s s e d t h e m o r p h o p h o n e m i c s °£ - ^ p e r g g ( p e r s o n a l p r o n o u n s i n g u l a r ) a n d P r p e r ] _ p
( p e r s o n a l p r o n o u n p l u r a l ) i n commenting o n R u l e Kernel 1 Rules,
b u t we a r e l i s t i n g
r u l e again because o f i t s relevance P pos g r
S
(7),
t h e morphophonemic i nthis discussion.
( p o s s e s s i v e pronoun s i n g u l a r ) and ?rp p-]_ 0S
(possessive pronoun p l u r a l ) i n K e r n e l k Rules rewrites of N P
s g
and N P
p l
, i n Rules
(7)
are possible
a n d (8),
respec-
tively. The immediately possessive.
possessive
form of the pronoun, o c c u r r i n g
a f t e r s a i s n o t r e a l l y f u n c t i o n i n g as a The p o s s e s s i v e
i spresented
here as a t r a n s -
94
form of the p e r s o n a l pronoun.
The m o r p h o p h o n e m i c com-
ponent i s the f o l l o w i n g : Singular: ako
T
I»
akin
'mine'
ikaw
'you'
siya
'he/she'
kaniya
kami
'we'
amin
'ours'
kayo
'you'
inyo
'yours'
sila
'they'
/
sa
—->
iyo
'yours' 'his/hers
Plural:
/
sa
—•=
kanila
'theirs'
Examples;: Para
akin
ang
libro.
'mine'
Det sg
'book'
sa
'for'
P
('The
book i s f o r
r e
Pm
me.')
Ayon
sa
' i n accord v/ith'
Prep
kaniya m
si
'his/hers'
Det
Pablo. 'Pablo'
s g
( ' P a b l o i s i n a c c o r d v / i t h h i m . ') But i n s u b j e c t p o s i t i o n , the p o s s e s s i v e pronoun its
fulfills
f u n c t i o n as a p o s s e s s i v e .
Examples: Para 'for'
sa Prep
iyo m
('Mine i s f o r y o u . ' )
'yours'
ang Detsg
akin. 'mine
95 Sa P r
ePm
inyo
ang
kanila.
'yours ( . p l u r a l ) ' D e t
'theirs'
s g
('Theirs i s yours.') A d e r i v a t i o n would reduce t o t h e f o l l o w i n g
tree'.
S
x
0
Para
sa
'for' Prep
possg
akin m
'mine'
('Those a r e f o r me.')
a n g manga Detpi
iyon 'that'
96 COPULA KERNEL SENTENCE RULES
(1)
S
(2)
PP
—>
PP
—>
+
Cop
NP +
Pred
D (3)
Pred
—>
< NP Prepph
Prepp
(5)
D
—>
h
— *
(Prep )
Adv
— >
+
m
'm Adv _ 'Pia
(6)
Prep
w
NP NP
sg
C
(Si)
pl Det sg
(8)
NP s g
—> i PrP rpOSgg ^ dem P r
Name
>
NP
97
( ) 9
NP
->
p l
I* 11
f
P dem
Detpi
r
Pr-
P
e r
pl
Prpospi To
Lexicon
(10)
Cop
(11)
Det
ang /
{
s g
Name
si / „
(12)
Detpi
P^dem sina /
(13) (14)
Prep Adj
—>
m
—>
Pla
masipag ' i n d u s t r i o u s , 1
—>
dito 'there
(16)
Tm
—>
Prep
w
—>•
maaga
'here',
Pr
P© sg r
—> she'.
'early'...
diyan
' t h e r e ' , doon
'tomorrow', k a h a p o n
'yesterday',
'absent'... ayon ' i n a c c o r d v/ith',
'about', l a b a n (18)
maganda
(yonder)'...
bukas wala
(17)
Name
sa
'beautiful', (15)
N
a n g manga /
tungkol
'against'...
ako ' I ' , i k a w ' you',
siya
' he/
98
(19)
? perpi r
— k a m i inclusive',
(20)
P r
pos g S
—•> ya
(21)
P r
pos
p l
P r
dem
—>
sila
'we -
'they'.
'mine', i y o ' y o u r s ' ,
kani-
'his/hers',
— a m i n la
(22)
akin
'we - e x c l u s i v e ' , t a y o
' o u r s ' , I n y o .'yours', k a -
'theirs'. i l 2'this', iyan
'that', iyon
'that
(yonder)'. bata
' c h i l d , estudyante 1
lalaki (23)
N
—+
< libro
'student',
'man'...
'book', k u w a r t o 'room', a s o 'dog'
damdamin ' f e e l i n g ' , galak
'joy'...
pagibig"'love'.
99 BASE RULES OP TAGALOG KERNEL SENTENCES (1)
S
(2)
PP
(3)
VP
(4)
NP
— ^
PP
+
VP
NP (Adv)
— • >
Cop
Pred
v"t , ' . +
—>
n-
—>
0
+
+
IIP o
NP
fD (5)
Pred
—>
< NP IPrepph J
(6)
Adj
D
Adv f
(7)
Pla Prep
Adv
(Tm) "+'
m
Pla
/ Cop ^ NP
(Tm)
(Tm)
Tm (8)
P Pph
(9)
FP
—>
r e
—>
1
(Prep ) NP sg
(Si)
r
L e t sg (10)
NP
s g
->
Prepm
w
) Pr-' p e r
s g
Prpossg P dem r
)1
L Name N J £
+
NP
N
< Name f
Detpi (11)
NPpi Prperpl L
Pos
P r
Stti
(12:)
p l
-um- "
+
St-fc2 Vt
—>
As
-um3
mag-_
Com (14)
As
—>
« Actl ^Pro
To L e x i c o n
(15) (16)
0
Cop Det
'ang. / s g
si / .
(17)
Name
ang manga / Detpi
— *
a
m a s i p a g ' i n d u s t r i o u s ' , maganda ' b e a u t i f u l ' , maaga
(20)
Pia
—>
dito
'here', d i y a n
'there (21)
Tm
(22)
Prep
—
w
a
y
P per g
—•>
r
S
doon
1
'tomorrow', k a h a p o n v/ala
'yester-
'absent'...
on ' i n a c c o r d
'about', l a b a n (23)
'there',
(yonder) ...
— b u k a s day',
'early'...
with',
tungkol
'against'...
ako ' I ' , i k a w
'you', s i y a 'he/
she'. (24)
P r
perpi
— k a m i
'we - e x c l u s i v e ' ,
'we - i n c l u s i v e ' , s i l a (25)
P r
possg
— a k i n niya
(26)
P r
pospi
?r em d
— a m i n
St-fj-j_
— *
—>
Stt2
— *
'ours',
i t o 'this',
inyo
'yours', k a -
iyan
'that',
iyon
(yonder)'.
pili
pitas (29)
'mine', i y o ' y o u r s ' , k a -
'theirs'.
'that (28)
'they'.
'his/hers'.
nila (27)
tayo
' select/choose',
hingi
'ask',
'pick'...
bigay
'give', tanim
'celebrate'...
' p l a n t ' , diwang
102 (30)
St-^
—^.
tap ang
ulan
(3D
Sti.
—•>
s t t3
— ^
a l i s
'leave',
'rain'... lingkod
lo
(32)
'bravery',
'service/servant',
'soldier', basa
bus
'read',
sunda-
'bus'... bilang
'count',
sulat
'write'...
(33)
Sti
3
— *
iwas tingala bata
' e v a d e / e l u d e *, 'look
(34)
XST
->
2
l i b r o
1
estudyante
kuwarto
'feeling',
galak
'student',
'man'..,
'book',
damdamin
'cry',
upward ...
'child', l a l a k i
iyak
'joy'...
'room',
pagibig
aso
'dog'...^
'love',
CHAPTER I I I .
TRANSFORMATIONS
We w i l l now h a v e a l o o k formations.
In i t s operation,
a t some s i m p l e
trans-
a transformation
may
p e r f o r m one or,.more o f t h e f o l l o w i n g : 1.
I t may r e a r r a n g e e l e m e n t s i n a s t r i n g ,
2.
I t may a d d e l e m e n t s t o a s t r i n g ,
3.
I t may d e l e t e
4.
I t may combine two s t r i n g s .
A transformational (l) obligatory,
e l e m e n t s , and
r u l e may b e e i t h e r
o r (2) o p t i o n a l .
Each t r a n s f o r m a t i o n a l
r u l e h a s two p a r t s :
( l ) the s t r u c t u r a l d e s c r i p t i o n
(S.D.), a l s o
structural analysis, or structure tural
change ( S . C ) .
specifies
called
I n d e x , and (2)
The s t r u c t u r a l d e s c r i p t i o n
t h e c l a s s o f s t r i n g s ( i n terms o f t h e i r
a n a l y s i s by phrase markers) t o which the r u l e The
struc-
applies.
s t r u c t u r a l change s p e c i f i e s t h e c h a n g e s b y means
of v a r i a h l e
signs.
Examples: 1.
Rearrangement S.D.:
V
t
(Optional) NP
+
Bumasa
nang
'read'
n- + D e t
0
+
liksiyon s g
'lesson*
NP
ang Det
s g
('The s t u d e n t r e a d t h e l e s s o n . ' )
estudyante. 'student'
104
+
V-t
S.C. :
Bumasa 'read'
NP ang
HP
+
estudyante
Det g
nang
'student'
S
0
liksiyon.
n - + £>et g ' l e s s o n ' S
('The s t u d e n t r e a d t h e l e s s o n . ' ) S.D.:
V
+
t
Bumasa 'read'
NP
nang
+
Q
Adv
liksiyon
n- + D e t
+
kagabi
ang
'lesson' 'last
s g
NP estudyante
Det g S
'student'
night' (•The s t u d e n t r e a d t h e l e s s o n l a s t S.C.:
V"t
+
Adv
+
NP
Bumasa
kagabi
nang
'read'
'last
n- + D e t
+
0
NP
liksiyon s g
night.')
ang e s t u d y a n t e .
'lesson' D e t
s g
'student
night' ('The s t u d e n t r e a d t h e l e s s o n l a s t Addition S.D.
night.')
(Optional)
(1):
V
±
+
Dumating 'arrived'
NP ang
Det
propesor. 'professor'
s g
('The p r o f e s s o r a r r i v e d . ' ) S.D. (2.):
Cop
+
Adj
Cop
maaga
Cop
'early'
+
NP ang p r o p e s o r . Det g
("The p r o f e s s o r i s e a r l y . ' )
S
'professor'
105
CONDITION: The two HP's S.C.:
" 'V
+
±
n- + ang
Dumating
+
('The p r o f e s s o r Cop
+
s g
NP _
ang
'early'
FP
'professor'
s g
2
Where NP-^ i s a P r o n o u n
Cop
Det
propesor.
early.')
+
]
0
NP
maaga
arrived
+
identical.
Adj
nang
' a r r i v e d ' n- + D e t
S.D.(l):
must be
Siya
ang
'he/she''
Det^n-
(singular or p l u r a l ) titser. 'teacher'
('He/she i s t h e t e a c h e r . ' ) S.D.(2):
Cop
+
Adj
/
Mabait
Cop
'kind'
('The t e a c h e r S.C:
Cop 0
+
+
HP
1
Siya
ang Det
titser. 'teacher'
s g
i s kind..')
+
na
+
na
Siyang 'she'
NP
+
.+
Adj
mabait
+ ang
'kind'
Detsg
('The t e a c h e r
NP
2
+
titser,
titser. 1 tea.ch.er'
i s t h e one who i s k i n d . ' )
I n t h e morphophonemics, w h e h e v e r ^ marker n a f o l l o w s a word v/ith f i n a l -ng a n d i s a t t a c h e d
ang
mabait + na
+
n e
structure
v o w e l , n a becomes
t o t h e v/ord t h a t i t i s f o l l o w i n g .
106 When following a word ending i n the nasal consonant -n, the marker na transforms to - g and i s attached to the word that i t follows, e.g.: siya + na + mab a i t
—>
siyang mab a i t
estudyante + na + mabait — >
estudyanteng
mabait
akin (mine')+ na + l i b r o — ^ aking l i b r o bayan ('country') + na + malaya ('free') — * bayang malaya 3.
Deletion (Optional) S.D.(l):
Y
+
±
.
Tumakbo
FP ang
'ran'
D
kabayo.
3t g
'horse'
S
('The horse ran.') S.D(2).:
Cop
+
0
Adj
+
FP
Mabilis
Cop
ang
'fast' •
Det
kabayo. 'horse.
1
s g
(.'The horse i s fast.') S.C.:
Cop' + 0 Cop
Adj
+
(VP) + "NP
Mabiiis
ang
kabayo.
'fast'
De^sg
'horse,'
(.'The horse i s fast.') The native speaker implies- VP ("ran") i n this structure.
107 4. ;
Combination (Optional) S.D.(1):
Cop
"
+
Adj
+ •
0
Mabait
Cop
'kind'
NP
si Det
Pablo. 'Pablo'
s g
('Pablo i s k i n d . ' ) S.D.(2):
Cop
+
Adj
0
+
Masipag
Cop
NP
si
Pablo.
'industrious' D e t
s g
'Pablo'
('Pablo i s i n d u s t r i o u s . ' ) CONDITION:' "'The two NP's S.C:
Cop
'+
Adj
must be
+
at
0
Mabait
at
Cop
'kind'
'and'
•.•
identical. Adj
+
masipag ••'
+
NP
si
Pablo.
'industrious' D e t
s g
'Pablo'
( ' P a b l o i s k i n d and i n d u s t r i o u s . ' ) I n the morphophonemics,
at transforms
t o j_t and i s
a t t a c h e d t o t h e word i t i s f o l l o w i n g when s u c h word w i t h a v o w e l , e.g.: kayo't
ends
b a t a ' t m a t a n d a 'young and o l d ' ;
ako .'you and I . 1
The P r o n o u n
Transformation
The p r o n o u n i n s u b j e c t p o s i t i o n i s a t t r a c t e d by t h e Verb o r Adverb i n p r e d i c a t e p o s i t i o n . an o b l i g a t o r y t r a n s f o r m .
This i s
108
1'.
T-pr T r a n s f o r m a t i o n , a..
Declarative
S.D',':
Cop
+
Declarative
and I m p e r a t i v e
(Obligatory) AdV]_
Adv 2
+
+
NP
Where NP i s a P r o n o u n ( s i n g u l a r a n d p l u r a l ) , and
Adv£ i s Tm
Narito
(time
adverbial)
bukas
'here'
ako.
'tomorrow' ' I
1
('I w i l l be h e r e t o m o r r o w . ) 1
S.C. :
Cop
+
AdV]_
+
NP
Narito
ako
'here'
'I'
+
Adv
2
bukas. 'tomorrow'
('I w i l l b e h e r e t o m o r r o w . ' ) S.D.:
V
t
+
NP
Bumasa •read'
0
+
NP
nang n- + D e t
s g
('He/she r e a d t h e S.C.:
V
t
+
Bumasa 'read'
HP
+
NP
liksiyon
siya.
'lesson'
'he/she.
1
lesson.')
0
siya 'he/she,'
('He/she r e a d t h e
nang n- + D e t lesson.')
liksiyon. s g
'lesson'
109 S.D.:
Y
+
±
Adv
+
Tumapang
NP sa
digmaan
'became b r a v e ' P r e p
siya.
'war'
m
'he/she'
(He/she became b r a v e i n t h e w a r . ' ) S.C. : ' ¥
+
i
MP
+
Tumapang
Adv siya
'became b r a v e '
sa
'he/she'
digmaan.
Prep
'war'
m
('He/she became b r a v e i n t h e w a r . ' ) b. I m p e r a t i v e S.D.:
V
t
+
(Optional) NP
Bumasa
+
Q
NP
nang
'read'
n- + D e t
s g
liksiyon
ikaw.
'lesson'
'you'
('You r e a d t h e l e s s o n . ' o r 'Read t h e l e s s o n . ' ) S.C.:
V
t
+.
NP
+
NP
0
Bumasa
ka*
nang
'read'
'you'
n- + D e t
liksiyon'. s g
'lesson'
('You r e a d t h e l e s s o n . ' o r 'Read t h e l e s s o n . ' )
Note t h a t i n t h i s s t r u c t u r e , t h e second p e r s o n s i n g u l a r p e r s o n a l p r o n o u n i k a w 'you' a l w a y s c h a n g e s t o t h e s h o r t f o r m k a 'you'.
110 S.D.:
V
+
±
Adv
+
NP
Umiwas 'keep away'
sa
panganib
kayo,
PrePm
'danger'
'you'
('Keep away f r o m S.C. :
+
"Vj_
NP
+
Umiwas
danger.') Adv
kayo
'keep away'
'you'
('Keep away f r o m Negation
sa ? r
ePm
Transformation
morpheme h i n d i
'no/not'.
s
expressed by the n e g a t i v e
H i n d i i s sometimes
The n e g a t i v e morpheme a l w a y s p r e c e d e s
word o f t h e PP ( p r e d i c a t e p h r a s e ) . NPQ
+
NP ( e . g . , S e n t e n c e :
estudyante. negated
'danger'
danger.')
Negation i n ^agalog i
to d i .
panganib.
t h e head-
The s t r i n g :
V
+
Bumasa n a n g l i k s i y o n a n g
'The s t u d e n t r e a d t h e l e s s o n . ' ) c a n be
by adding h i n d i . PP
shortened
+
NP
The r u l e i s : hindi
+
PP
+
NP
T-neg ( O p t i o n a l ) S.D.:
V
t
+
NP
0
+
NP
Bumasa
nang
'read'
n- + D e t
liksiyon s g
'lesson'
ang Det
('The s t u d e n t r e a d t h e l e s s o n . ' )
s g
estudyante, 'student'
Ill S.C.:
Hindi
+
Hindi
bumasa
•not'
+
t
FP
liksiyon
student didn't
Cop
+
Adj
+
'lesson' D e t
s g
ang -
+
Det
'view'
g g
Cop
+
Adj
+''NP
maganda
ang
'not'
'beautiful'
Det -
('The
tanawin. 'view'
K a
:
view i s not b e a u t i f u l . ' ) +
Adv
+
FP
Dito
ang
'here'
S.C. :
Plindi
D e _ t
dancing w i l l +
Cop
+
Hindi
dito
•not'
'here'
('The
'student'
tanawin.
Hindi
('The
s g
view i s b e a u t i f u l . ' )
Hindi
Cop
estudyante.
read the lesson.')
"to
S.D.:
ang
FP
'beautiful' ('The
FP
nang
Maganda
S.C.:
+
Q
'read* n- + D e t
('The S.D.:
V
dancing w i l l
sayawan.
sg
'dancing'
take place Adv
+ ang
Det
s g
here.')
FP sayawan. 'dancing'
not take place
here.')
112 S.D.:
Cop
+
Ang
1
'student'
S
('The
secretary
Hindi
+
'not' ('The
+
Detgg
'secretary'
student.')
KP^
+
sekretaryo.
Det g
'student'
Det g
'secretary'
Prep
i s not +
w
NP
X
'in accord
the
student.')
+
HP
sa
+
with' Prep
Cop
Hindi
+
The
question
to the
+
X
'Pablo.'
s g
Prep
+
HP
2
akin
si
Pablo
'mine' D e t s g
m
'Pablo'
me.')
Transformation i s always a t t r a c t e d to
(predicate phrase).
derived V
NP^^ sa
with'
marker ba
t h e h e a d w o r d i n t h e PP directly
+
w
agree w i t h
Yes-No I n t e r r o g a t i v e
Pablo',
')
sangayon ' i n accord
plural)
si
'mine' D e t
m
Prep
('Pablo does not The
2
akin
( ' P a b l o a g r e e s v / i t h me.
'not'
S
i s a P r o n o u n ( s i n g u l a r and
Sangayon
Hindi
£
ang
Where NP-j_
S.C.:
NP
estudyante
S
+
sekretaryo.
ang
secretary
Cop
ang
i s the
Cop
Hindi
S.D.:
2
estudyante
Det g
S.C. :
MP
+
W?
string. ==>
The V
+
T-ba
rule i s : ba
+
X
applies
113 T-ba ( O p t i o n a l ) S.D.:
V
t
+
FP
+
Q
Bumasa
NP
nang
'read' n- + D e t g S
liksiyon
ang
'lesson'
Det
estudyante. ' student,'.
s g
('The s t u d e n t r e a d t h e l e s s o n . ' ) S.O.:
V '+ b a + N P t
Bumasa
ba
'read*
Sa
0
+ NP nang
V
t
+
'lesson'
Det-,.
S P
NP
NP
Bumasa. a n g 'read' D e t
ang
n- + Det -
('Did t h e s t u d e n t S.D.:
liksiyon
'student'
read the lesson?')
o
estudyante
s g
estudyante,
nang
liksiyon'.
'student' n- + D e t g S
'lesson'
('The s t u d e n t r e a d t h e l e s s o n . ' ) S.G.:
V-fc +
ba
+
NP
Bumasa
ha
ang
'read'
ba Det g S
+
NP
Q
estudyante 'student'
nang
liksiyon?
n- + D e t g S
'lesson'
('Did t h e s t u d e n t r e a d t h e l e s s o n ? ' ) Gopula s t r u c t u r e s a r e governed by t h e f o l l o w i n g D
D Copl
NP. £rep
Cop w
NP Prep
ba. w
rule:
S.D. :
Cop
+
+
Ad-j
Maganda 'beautiful'
HP
ang
tanawin.
Det g
'view'
S
('The v i e w i s b e a u t i f u l . ' ) S.C. :
Cop
+
Adj
+
Maganda 'beautiful'
Cop
+
FP
ang
tanawin?
ba
Detcn-
'view'
Adv
beautiful?') +
FP
Dito
ang
sayawan.
'here'
Det g
'dancing'
S
('The d a n c i n g w i l l S.C:
+
ba
('Is t h e v i e w S.D. :
ba
Cop
+
Adv
Dito
ba
'here'
ba
+
take place
ba
+
ang Det
s g
HP
sayawan? 'dancing'
('Will the dancing take place S.D.:
Cop
+
FP
X
+
FP
here.')
here?')
2
Ang
estudyante
ang
sekretaryo.
Det g
'student'
D^sg
'secretary'
S
('The s e c r e t a r y i s t h e s t u d e n t . ' )
115 i.e.
Cop
+
EP-L +
ba
+
NP
;
Ang
estudyante
ba
ang
sekretaryo?
Det g
'student'
ba
Det g
'secretary'
S
S
('Is t h e s e c r e t a r y t h e s t u d e n t ? * ) S.D.
Cop
+
Prep
+
w
KPi
+
NP
2
Where NP-^ i s a P r o n o u n ( s i n g u l a r a n d p l u r a l ) , and NP2-
i s Name
Sangayon
sa
'in accord with'
akin
Prep
s i
'mine'
m
Pablo.
Det g
'Pablo'
S
( ' P a b l o a g r e e s v / i t h me. ') S.C.
Cop
+
Prep
w
+
ba
Sangayon
ba
sa
'agree'
ba
Prep
akin
NP 2
s i
'mine'
m
('Does P a b l o a g r e e w i t h .The N e g a t i v e - I n t e r r o g a t i v e
WB-j. +
+
Det g S
Pablo? 'Pablo'
me?')
Transformation
The n e g a t i v e - i n t e r r o g a t i v e i s a c o m b i n a t i o n o f T-neg a n d T-ba.
I t i s n e c e s s a r y t h a t T-neg must a p p l y
b e f o r e T-ba c a n b e c a u s e t h e m a r k e r b a d i r e c t l y hindi
follows
e x c e p t when t h e NP i s k a , i n v/hich c a s e t h e o r d e r
i s h i n d i + ka + ba.
So t h e g e n e r a l r u l e i s : V D
Hindi + ba
>
NP ,
P r e
Pph,
116 T-neg/ba ( O p t i o n a l ) S.D.:
Hindi
+
?
+
Hindi
bumasa
•not'
'read'
t
NP
+
0
HP
nang
liksiyon
ang
'lesson'
Det g
n- + D e t g S
S
e s t u d y a n t e'. 'student' ('The s t u d e n t d i d n o t r e a d t h e l e s s o n . ' ) S.C:
Hindi
+
ba
+
Hindi
ba
bumasa
'not'
ba
'read'
ang
+
t
HP
+
0
HP
nang
liksiyon
n- + D e t g
'lesson'
S
estudyante?
Det g
'student'
S
S.D.:
V
('Didn^t''
the student read the lesson?')
Hindi
Cop
+
Hindi
+
Adj
maganda
'not'
+
ang
MP tanawin.
' b e a u t i f u l ' Detse-
'view'
('The v i e w i s n o t b e a u t i f u l . ' ) S.C.:
Hindi
+
ba
Hindi
ba
'not'
ba
('Isni'f
+
Cop
+
maganda
Adj' + ang
' b e a u t i f u l ' Det
the view b e a u t i f u l ? ' )
NP tanawin?
117
S.D.:
Hindi
S.C:
+
'not'
'here'
('The
dancing w i l l +
+
Cop
ba
'here'
('The Hindi
'dancing'
not take p l a c e here.')
'not.'
+
Cop
+
D
Adv
NP
et g
Det g
'dancing'
S
take place +
X
NP
'student'
+
Cop
+
£
sekretaryo.
-Det g
'secretary'
S
NP
student.') +
X
Hindi
ba
ang
estudyante
'not'
ba
Det g
'student'
('IsiT-'t
S
the s e c r e t a r y the
n e g a t i v e s i g n a l and
NP ' 2
ang
sekretaryo?
Det g 'secretary' S
student?')
Pronoun-Negative-Interrogative-The
here?')
ang
s e c r e t a r y •'isn'*cfc'; t h e ba
NP sayawan?
estudyante
S
+
+
ang
'.' t h e d a n c i n g
ang
'not'
sayawan.
S
dito
+
NP
Det g
ba
Hindi
The
ba
+
ang
Hindi
Hindi
:
Adv
dito
('Won't"
S.C
+
Hindi
Hindi
S.D.:
Cop
Transformation
the q u e s t i o n marker
behave d i f f e r e n t l y i n the environment of pronouns a subset
o f NP i n s u b j e c t p o s i t i o n ,
e.g.:
as
118 T-pr/neg/ba S.D.:
V
(Optional)
' V
t
HP
+
Q
'HP
Where NP i s a P r o n o u n Bumasa
nang
'read*
n- + D e t g S
liksiyon
siya.
'lesson'
'he/she'
('He/she r e a d t h e l e s s o n . ' ) T-neg 'S.C.(l):
Hindi
Hindi 'not'
+
HP
+
siya 1
V
t
+
HP
bumasa
he/she
0
nang
liksiyon.
'read' n- + D e t g
1
'lesson'
S
('He/she d i d n ' t : , r e a d t h e l e s s o n . ' ) T-ba S.C. ( 2 ) :
V
t
+
Bumasa
+
HP
ba
'read' ('Did
ba
+
HP
siya
0
nang
liksiyon?
'he/she.' n - -f D e t g
ba
S
'lesson'
he/she read t h e l e s s o n ? ' )
T-pr/neg/ba S.C.(3):
Hindi Hindi 'not'
+ ba ba
ba
+
HP
siya 'he/she'
+
V
t
bumasa
+
NP
Q
nang
liksiyon?
'read' n- + D e t g
('Didn't he/she r e a d the l e s s o n ? ' )
S
'lesson'
119 Y
S.D.:
+
±
Adv
+
FP
Where Adv i s P r e p Naglingkod
+ FP
m
sa
'served'
Prep
m
hukbo
Ikaw.
'army'
'you'
('You s e r v e d i n t h e army.') T-neg S.Ml):
Hindi
+
Hindi
FP ka
'not'
Y
+
+
±
Adv
naglingkod
'you'
sa
'served'
Prep
hukbo. 'army'
m
('You d i d n o t s e r v e i n t h e army.') T-ba S.C. ( 2 ) :
Vj,
+
FP
+
Naglingkod
ba ka
'served'
'you'
+
Adv
ba
sa
ba
P ep
hukbo?
r
m
'army'
('Did y o u s e r v e i n t h e a r m y ? ' ) T-pr/neg/ba S.C.:
Hindi
+
Hindi 'not'
FP
+
ka 'you'
ba
+
Y±
+
Adv
ba
nanglingkod
ba
'served'
sa Prep
hukbo? m
'army'
('Didn't you s e r v e i n t h e army?') The
'ay' I n v e r s i o n T r a n s f o r m a t i o n A l l b a s i c s t r u c t u r e s may u n d e r g o a T-ay
transformation.
T h i s t r a n s f o r m a t i o n permutes the
two
120 p a r t s of the sentence
(PP + F P ) , i . e . , t r a n s f e r s t h e
FP t o t h e PP p o s i t i o n , a n d t h e PP t o t h e FP p o s i t i o n . A construction
m a r k e r ay_ i s added t o t h e PP t o mark
the permutation.
T h i s i s an o p t i o n a l
used i n c o l l o q u i a l speech. emphasis t o t h e f i r s t PP
+
Whenever u s e d ,
element.
FP
transform,
FP
seldom
i t transfers
The r u l e i s :
+
ay_
+
PP
T-ay ( O p t i o n a l ) S.D.
V
t
FP
+
+
0
Babasa
NP
nang
' W i l l r e a d ' n- + Det g S
('The s t u d e n t w i l l S.C. :
FP
+
ay. +
V
ang
'lesson'
Det g
+
t
estudyante
ay
Det g
'student'
ay_
FP
babasa 'will
('The s t u d e n t w i l l +
Adj
Maganda 'beautiful'
+
read the lesson.') FP
ang Det
sg
(IDhe v i e w i s b e a u t i f u l . ' )
nang
r e a d ' n- + D e t g
'lesson'
Cop
'student'
0
liksiyon.
S.D.:
S
estudyante,
read the lesson.')
Ang S
liksiyon
tanawin. 'view'
S
121 S.C. :
FP
+
av_
Ang
•+-
maganda.
'view'
ay_
'beautiful'
view i s b e a u t i f u l . ' )
Cop
+
Dito
('The FP
Adv
Det
ay.
Ang
Cop
+
'dancing'
ay_
'here'
FP-L
+
'student'
Ang
take place FP
Det g
2
Adv dito,
estudyante
FP
+
ay.
+
ang Det
Cap
sekretaryo
+ ay
Det g
'secretary
('The
s e c r e t a r y i s the
S
here.')
2
s e c r e t a r y i s the +
here.')
ay
Ang
('The
take place
dancing w i l l
S
S.C:
'dancing'
s g
sayawan
S
Cop
sayawan.
+
Det g
S.D.:
NP
dancing w i l l +
('The
+
ang
'here'
S.C:
Adj
ay
S
S.D.:
+
tanawin
Det g ('The
Cop
ay_
sekretaryo. 'secretary'
s g
student.')
FPx ang Det
s g
estudyante. 'student'
student.')
122 S.D.:
Cop
+
Preppy
+
HP
Where' P r e p p ^ i s P r e p Sangayon
S.C.
:
+ F P , a n d F P i s D e t + Fame
m
sa
akin
s i
Pablo,
'mine'
Det g
'Pablo'
'in accord with* Prep
m
('Pablo
me.')
FP
+
agrees
ay_ +
Si Det g S
Cop
+
Pablo
ay
'Pablo'
ay_
('Pablo In t h i s elements
v/ith
Prep
S
h
sangayon
sa
' i n accord with' P r e p
akin. m
'mine'
a g r e e s w i t h me.') t r a n s f o r m a t i o n , the arrangement o f the
i n ea.cn u n i t o f t h e s e n t e n c e
i s not altered.
One m o r p h o p h o n e m i c r u l e must b e remembered i n T-ay transform. pronoun,
Whenever ay_ f o l l o w s N ( n o u n ) , P r ( p e r s o n a l
and d e m o n s t r a t i v e p r o n o u n ) ,
Adj ( a d j e c t i v e ) ,
o r Adv ( a d v e r b o r a d v e r b i a l ) t h a t ends w i t h a v o w e l , ay i s c o n t r a c t e d t o _*j£ a n d a t t a c h e d t o t h e f o r m - c l a s s t h a t lx_ i s f o l l o w i n g , e . g . : Ako'y
aalis.
('I will Kami * y
leave.') dalawa.
('We w e r e t w o . ' ) The
same p r o c e s s o c c u r s a l s o i n c a s e s where t h e p r e c e d i n g
f o r m - c l a s s ends i n t h e n a s a l consonant
^ n , b u t i n such
12J;
c a s e t h e 311 i s r e p l a c e d b y o f ay_, i . e . , ang
t h e c o n t r a c t e d shape
e.g.:
+ b a y a n + ay + umaasa — >
ang b a y a ' y umaasa ('the
a l i n m a n + ay +
raaaari
—>
alinma'y
people
hoping')
maaari
('anything w i l l The
are
do')
- i n -Passive Transformation (Optional) The
- i n - (so-called "passive") transformation
a p p l i e s t o s e n t e n c e s v / i t h -um-
v e r b s and
mag-verbs.
-in_
S.D. :
I
St
t
Vt
+
j- -m-)
f
'
1 . . I As
+
NPp •
i
nang
libro
S . C :
HP
'book'
('The
a book.')
Stt
s t u d e n t chose +
- i n -+
Pinili 'chose' ('The
nang n- + D e t g S
b o o k was
A s s u m i n g t h a t NP
As
i s Det g g
chose
n-
I>et
+
HP
H
2
estudyante. 'student'
s g
HP
2
+
HP-j^
estudyante
ang
libro .
'student'
Det g
'book'
c h o s e n by
P u m i l i nang l i b r o ('Pablo
+
X
ang
' c h o s e ' n- + D e t g S
HP
!
-f
n-
1 mag-J
Pumili
+
the
student.')
+ Hame, i . e . , s i Pablo.
a book.')
S
:
124 the t r a n s f o r m a t i o n w i l l be; S.C:
St
t
+ - i n - + As + n - + F P
Pinili
ni
b o o k was c h o s e n b y v
S.D.
r
t
+
-um-
St t |i
S.C:
As
FP +
n
'book'
S
n- + D e t g S
FP
+
0
1
rosas 'rose'
+
FP,
ang Det g S
dalaga. 'young woman'
y o u n g woman p l a n t e d t h e r o s e . ' )
St-t + «in- + As + n - + N P Itinanim*
nang
2
+ FP]_
dalaga
' p l a n t e d ' n- + I>et g S
('The
Det g
FP 1
+
nang
'.'planted'
libro.
Pablo.*)
mag- j
Nagtanim
('The
'Pablo'
1
ang
Pablo
'chose' n- + D e t g ^ ('The
+ MP
2
ang
rosas.
'young woman' D e t g
'rose'
S
r o s e v/as p l a n t e d b y t h e y o u n g woman.')
Three t h i n g s happen i n an - i n - t r a n s f o r m a t i o n : (1) F P
0
and FP a r e permuted,
( 2 ) -um- a n d mag- f o r m a t i v e s a r e c h a n g e d t o -in-
The
formative, * T h i s v e r b h a s two f o r m a t i v e s , i - , a n d - i n f o rmative i s a derivative of - i n - . i -
125 (3)
the a- marker i s not
c a r r i e d by
the
NP . 0
The m o r p h o p h o n e m i c r u l e s , i n v o l v e d a r e : n- + ang
Sr The As
— n a n g
—*
si
+
Si.
( a s p e c t ) of the verb i n the k e r n e l i s c a r r i e d
through to the t r a n s f o r m .
T
- V j -
i
n
-
In
the - i n -
(so-called
"passive") transfor-
m a t i o n o f t h e Vj_ ( i n t r a n s i t i v e v e r b ) , t h e r u l e (1)
t h e -um-
(2)
the £rep
a d v e r b i a l phrase or
elements
formative to - i n - formative, ( p r e p o s i t i o n marker) sa i n the
m
t o n a n g , i . e . , n- + a n g .
are permuted.
The As
verb i n the k e r n e l i s c a r r i e d ±
S.D.:
1
r
StjL + -umTumapang
+ As sa
'became b r a v e l P r e p (The man S.C.:
" St
±
+
m
through to the t r a n s f o r m . Adv
+
NP
i
I + Prep digmaan
+ NP + NP^ ang lalaki.
m
: 'war'
-in- +
As
was
+
nang
'made b r a v e ' n- + D e t man
units
X
Det g
'man'
S
became b r a v e i n t h e w a r . ' )
Pinatapang
('The
No
(aspect) of the
+
Y
r
changes:
s g
n-
+
NP
+
X
digmaan
ang
'war'
£>et g
made b r a v e by t h e w a r . ' )
NP
2
lalaki. S
'man'
126 The
verb
sentence The
pinatapang
('made b r a v e ' ) i n t h e p r e c e d i n g
c o n t a i n s t h e f o r m a t i v e s pa-,
and - i n - .
p a - f o r m a t i v e , w h i c h i s d e p e n d e n t on - i n - , i s a
d e r i v a t i o n of the l a t t e r Not
formative.
a l l -um- i n t r a n s i t i v e
transformation.
Por instance:
Umalis 'went away' ('The
verbs permit - i n -
ang
lalaki.
Det g
'man'
S
man went a w a y . ) 1
w i l l not transform t o : *Inalis
nang
Umi i y ak 'crying' ('Tht
lalaki.
ang Det
b ab a e . 'woman'
woman i s c r y i n g . ' )
w i l l not transform t o : I n i i y a k nang babae. Tumingala •looked upward'
s i
Pablo,
^^g
'Pablo'
e
S
( ' P a b l o l o o k e d upv/ard. ') w i l l not transform t o : Tiningala n i Pablo.
127 The
i n t r a n s i t i v e v e r b w i t h mag-
not
to a l l o w - i n - transformation. Faglingkod
sa
'served'
Prep
('The
y o u n g man
formative For
hukbo m
appears
example: ang
'army' D e t g S
served i n the
binata. 'young
army. ) 1
w i l l not transform t o : * L i n i n g k o d n a n g b i n a t a ang Fagsundalo
siya.
'performed the
'he/she'
a c t s of a ('He w i l l not
hukbo.
soldier'
performed the a c t s of a
soldier.')
transform to: *Sinundalo
niya.
Fagbus 'took
the
si
Pablo,
bus/
rode i n a bus'
Det g S
'Pablo'
('Pablo took the bus.') w i l l not
transform to: *Binus n i Pablo.
Manner A d v e r b i a l The Cop
+ Adj
Transformation
manner a d v e r b i a l i s an a d j e c t i v e f r o m
+ FP
construction that i s confoined
to
man'
128 a b a s i c s e n t e n c e b y means o f t h e c o n s t r u c t i o n nang, I.e., T-man
n- + ang.
(Optional)
S.D.(l):
V
' +
±
FP
Dumating 'arrived' ('The S.D.(2):
propesor.
Det g
'professor'
S
arrived.')
'Cop + A d j + F P ang
'early' ('The V
ang
professor
Maaga
S.C:
±
Det
propesor. 'professor'
s g
professor
i s early.')
+ n- + a n g + Cop + A d j + F P Dumating
nang
maaga
ang
' a r r i v e d ' n- + ang ' e a r l y ' D e t ('The
professor
arrived
before
being
transformation
Y
i
+
FP
Lumakad 'walked* ('The
adverbial,
the verb o r v e r b a l
undergo an e l e m e n t a r y
i . e . , i t mast be t r a n s f o r m e d t o a n a d -
jectival. S.D.^1):
'professor'
t o a manner
can apply,
made a n a d v e r b i a l must f i r s t
transformation,
s g
propesor.
early.')
A v e r b o r v e r b a l may a l s o t r a n s f o r m but
marker
child
ang Det
s g
bata. 'child'
walked.')
129 S.D.(2):
V
+
±
NP
Tumakb o
ang
'ran' ('The
Det
child
The
verb
to
adjectival.
S.C
of
bata. 'child'
s g
ran.')
tumakbo ('ran') must u n d e r g o a
(2):
Adj
+
FP
P a t akb o
ang
'running-like' ('The Nov/, to
Det
'child'
s g
child i s running-like.')
Y
+
±
+
n—
ang
+
ang Det ('The
+
FP patakbo
s g
'running-like'
bata. s g
'child'
c h i l d w a l k e d as i f he were r u n n i n g . ' )
I n d i r e c t Object
f r o m two
Adj
nang
' w a l k e d ' n- + D e t
The
apply
s t r u c t u r e above.
Lumakad
The
bata.
t h e manner a d v e r b i a l t r a n s f o r m a t i o n w i l l
the l a s t
S.C:
transformation
Transformation
s t r u c t u r e w i t h an i n d i r e c t
k e r n e l sentences:
object i s derived
( l ) the sentence t h a t
tains a direct object, i . e . ,
+ FP
s e n t e n c e w i t h the' s t r u c t u r e Cop
+ P r e p p ^ + FP. A l l
D
+ FP,
and
con(2)
the
13.0
indirect
o b j e c t s a r e i n t r o d u c e d by t h e P r e p
s i t i o n v/ord) p a r a p l u s P r e p
w
(prepo-
sa, i . e . , para sa. In
m
the morphophonemics, t h e d e t e r m i n e r ang i s d e l e t e d , and
the determiner s i i s r e p l a c e d by kay ( f o r s i n g u l a r )
or k i n a T-io
(for plural),
a s t h e c a s e may b e .
(Optional)
S.D.(l):
V
+
t
NP
+
0
i
1
n- + Where N P
FP Z
NPi i s Fame
2
Bumili
nang
'bought'
libro
n- + D e t . q 0
Pablo.
si
'book'
Det
'Pablo'
sg
( 'Pablo bought a book.') S.D. ( 2 ) :
Cop
+
Prep
Prep Para 'for'
+ Prep
w
sa
+
p l l
+ FP
m
kay
Prep
m
Det
FP
s g
X
Maura
ang
'Maura'
Det
libro. s g
'book
1
('i'The b o o k i s f o r M a u r a . ' ) S.C.
V "+ t
n
- + FP
0
+ HP 2 + P r e p p y
Where F P ^ a n d H P Bumili
nang
'bought'
n- + D e t
2
s g
+ FP]_
a r e Names. libro
s i
'book*
Det
Pablo s g
'Pablo' (Cont.)
131 para
sa
'for'
Prep
kay m
('Pablo bought 'Pablo bought
Det
s g
Maura, 'Maura'
a book f o r Maura.' o r , Maura a book.')
Nominal!zation Transformation A Ndm
( n o m i n a l ) may be a f o r m - c l a s s t o w h i c h
a D e t g , a n g , o r D e t p i , anfi manga i s a n t e p o n e d ; o r S
a sentence
(S-j_) t h a t i s r e l a t e d t o t h e b a s e
by a c o n s t r u c t i o n r e l a t o r marker, n a .
sentence
The a n g o r
ang manga, a s t h e c a s e may b e , may o r may n o t o c c u r b e t w e e n t h e r e l a t o r m a r k e r n a , and t h e i n i t i a l of the sentence that i s being r e l a t e d
word
to t h e base
sentence. The n o m i n a l i z e d f o r m - c l a s s e s a r e p a r t s o f d e l e t e d u n i t s of the s t r u c t u r e from which n o m i n a l i z e d form-classes are derived, * Si
Pablo
Det g S
e.g.:
ang
'Pablo' D e t
s g
nagbus
si_
'rode i n a b u s ' D e t g S
Pablo. 'Pablo' ( ' I t ' s P a b l o who r o d e i n a b u s i t ' s
Pablo.')
132. *Siya
ang
'he/she' D e t (' She
s g
maganda
siya,
'beautiful'
'he/she'
i s b e a u t i f u l she.:'). ' )
*Mahalaga
ang
'important' D e t
ngayon
ang
'today/present' D e t
s g
s g
mahalaga. 'important'
('It's the present t h a t i s important that is
important.')
*Iyan
ang
'that'
Det
s g
akin
iyan.
'mine'
'that'
( ' T h a t ' s v/hat i s m i n e t h a t . ' ) *Ang Det
bayan 'people'
s g
sa Prep ('The the The
ang
m
Det
s g
laban 'against'
Presidente
ang
bayan.
'President'
• ' sg
'people'
people
De
t
are a g a i n s t the P r e s i d e n t
people.')
u n d e r l i n e d s t r i n g s are o b l i g a t o r i l y d e l e t e d i n
t h e t r a n s f o r m a t i o n , r e s u l t i n g I E U ' a Mom form-class^
: V.
ang
J
Adj Adv Pr-
