TAGALOG TRANS FOPiMATIONAL SYNTAX: A PRELIMINARY ...

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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



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



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

+



+

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-