The Interpretation of Implicit Arguments in Paraguayan Guaraní
Abstract
:1. Introduction
- (1)
Context: The pilot asks the Little Prince if he has plans for tomorrow.
Jepe na-che-mbo-hovái-ri. but neg-B1sg-caus-face-neg ‘However, [the Little Prince/he] did not answer me.’(de Saint-Exupéry 2005, p. XXV)
Information about the Consultants and the Research Methods
2. The Distribution of Implicit Arguments
2.1. The Cross-Referencing System of Paraguayan Guaraní
- (2)
A-guata.A1sg-walk‘I walk.’ Che-kaigue.B1sg-lazy‘I am lazy.’(Tonhauser 2017, p. 199)
- (3)
- Person hierarchy: 1 > 2 > 3
- Thematic role hierarchy: agent > theme
- (4)
A-topa jagua. A1sg-find dog ‘I find a/the dog.’Che-topa jagua. B1sg-find dog ‘A/the dog finds me.’
- (5)
Context: The Little Prince has met the lamplighter and takes pity on him.
Oi-pytyvõ-se kuri iñ-angirũ-me. A3-help-des past B3-friend-pe ‘He wanted to help his friend.’(de Saint-Exupéry 2005, p. 52)
- (6)
Context: The pilot reports what the Little Prince said to him when he was upset about what the pilot said about flowers.
Peteĩ py’aro kirirĩ-re, he’i chéve: “Ndo-ro-gueroviá-i!” one hate silent-rehe A3.say pron.nag.1sg neg-1:2sg-believe-neg ‘After a hateful silence, he said to me: “I don’t believe you!”.(de Saint-Exupéry 2005, p. 28)
2.2. The Distribution of Implicit Arguments
- (7)
Context: Sandra talks to her sister.
Nde che-’ermána. Che-rayhu. pron.ag.2sg B1sg-sister B1sg-love ‘You are my sister. [You] love me.’(Tonhauser 2017, p. 196)
- (8)
- A:
Re-hechá=pa che-róga-kuéra? A2sg-see=q B1sg-house-pl ‘Did you see my houses?’- B:
Heẽ, a-hecha. yes A1sg-see ‘Yes, I saw [them].’(Tonhauser 2017, p. 220)
- (9)
Che-vesína o-guereko peteĩ mbarakaja. Kuehe che-su’u. B1sg-neighbor A3-have one cat. yesterday B1sg-bite ‘My neighbor has a cat. Yesterday [it] bit me.’(Tonhauser 2017, p. 214)
- (10)
Context: Sandra is talking to her ex-boyfriend about her current boyfriend Marko.
Nde nda-che-rayhú-i… pron.ag.2sg neg-B1sg-love-neg ‘You don’t love me…’
#há=katu che-rayhu. and=contrast B1sg-love (but [he] loves me.)
há=katu ha’e che-rayhu. and=contrast pron.ag.3 B1sg-love ‘but he loves me.’(Tonhauser 2017, p. 225)
3. Anaphoric Interpretations of Implicit Arguments
- (1)
Context: The pilot asks the Little Prince if he has plans for tomorrow.
Jepe na-che-mbo-hovái-ri. but neg-B1sg-caus-face-neg ‘However, [the Little Prince/he] did not answer me.’(de Saint-Exupéry 2005, p. XXV)
- (11)
- (1) = with , where y is an accessible, salient discourse referent
- (12)
Context: My friends visit me and see that I have a wound on my leg. I say:
#Kuehe che-su’u. yesterday B1sg-bite (Yesterday, [it] bit me.)
Kuehe peteĩ jagua che-su’u. yesterday one dog B1sg-bite ‘Yesterday, a dog bit me.’(Tonhauser 2017, p. 214)
- (13)
#Juã nd-o-guerekó-i peteĩ kóche. A-hecha-uka ndéve kuehe. Juan neg-A3-have-neg one car A1sg-see-caus pron.nag.2sg yesterday (Juan doesn’t have a car. I showed [it] to you yesterday.)
Juã o-guereko peteĩ kóche. A-hecha-uka ndéve kuehe. Juan A3-have one car A1sg-see-caus pron.nag.2sg yesterday ‘Juan has a car. I showed [it] to you yesterday.’(Tonhauser 2017, p. 216f.)
- (14)
- Context: Sofia and I work with wood. We make furniture. Yesterday we made a chair together; we made nothing else.
Kuehe Sofía o-japo apyka ha che a-japo avei. yesterday Sofia A3-make chair and pron.ag.1sg A1sg-make too ‘Yesterday Sofia made a chair and I made [it], too.’ - Context: Sofia and I went hunting yesterday. She saw a boar and I killed it.
Sofía o-hecha kure ka’aguy ha che a-juka. Sofia A3-see boar and pron.ag.1sg A1sg-kill ‘Sofia saw a boar and I killed [it].’
4. Elided Interpretations
- (15)
- Context: Abel and Bruno live in different cities and saw different ugly cars. They talk on the phone.
- Abel:
Kuehe a-hecha peteĩ kóche i-vaí-va. yesterday A1sg-see one car B3-ugly-rel ‘Yesterday I saw an ugly car.’- Bruno:
Che a-hecha avei. pron.ag.1sg A1sg-see too ‘I saw [an ugly car/one], too.’- Bruno:
Che a-hecha peteĩ kóche i-vaí-va avei. pron.ag.1sg A1sg-see one car B3-ugly-rel too ‘I saw an ugly car, too.’
4.1. Formal Properties of Implicit Arguments That Receive Elided Interpretations
- (16)
- Anaphoric interpretation(15 Bruno) = , with , where y is an accessible, salient discourse referent for a car
- Elided interpretation(15 Bruno) = (15 Bruno) = , where x is a new discourse referent for a car
- (17)
Nd-a-guerekó-i peteĩ kóche, há=katu Ána o-guereko. neg-A1sg-have-neg one car and=contrast Ana A3-have ‘I don’t have a car, but Ana has [a car/one].’
- (18)
Ána nd-o-topá-i araka’eve peteĩ mburika há=katu che a-topa ha che-su’u. Ana neg-A3-meet-neg never one donkey and=contrast pron.ag.1sg A1sg-meet and B1sg-bite ‘Ana has never encountered a donkey but I have encountered [one] and [it] bit me.’
- (19)
- Context: Since I live far away from my mother, we have different priests. Mine is called Jesus, and hers is called Jose. Yesterday my mother’s priest went to visit her, and mine visited me. I tell my husband:
Kuehe peteĩ pa’i o-visita che-sý-pe ha che-visita chéve avei. yesterday one priest A3-visit B1sg-mother-pe and B1sg-visit pron.nag.1sg too ‘Yesterday a priest visited my mother and [a priest] visited me too.’ - Context: I live in Paraguay and yesterday a cat bit me. I called my friend Sandra in Germany to tell her, and she told me that a cat bit her, too! I tell my husband:
Kuehe peteĩ mbarakaja oi-su’u Sándra-pe ha che-su’u avei. yesterday one cat A3-bite Sandra-pe and B1sg-bite too ‘Yesterday a cat bit Sandra and [a cat] bit me, too.’
- (20)
- A:
E-guerú=pa { mokoĩ / sa’i / heta / enterovéa } líbro? A2sg-bring=q two few many every book ‘Did you bring two books / few books / many books / every book?’- B:
Heẽ, a-gueru. yes A1sg-bring ‘Yes, I brought [two books] / [few books] / [many books] / [every book].’
4.2. Strict and Sloppy Interpretations of Implicit Arguments with Elided Interpretations
- (21)
Chelswu-ka [caki-uy phyenci-ul] peli-ess-ta. Yengmi-to [e] peli-ess-ta. Chelswu-nom self-of letter-acc discard-pst-decl Yengmi-also discard-pst-decl ‘Chelswu threw out his letters. Yengmi also threw out [his/her letters].’ (Otani and Whitman 1991, p. 346; glosses and translation adapted)
- (22)
- Context for strict interpretation: I have a dog to which I occasionally give a bath. Sandra doesn’t have a dog, but she really likes taking care of my dog.
- Context for sloppy interpretation: Sandra and I each have a dog. Mine is called Lobi and hers is called Bobi. I gave a bath to my dog yesterday and Sandra is going to give a bath to hers today.
A-mbo-jahu che-jaguá-pe kuehe (ha) Sándra o-mbo-jahú-ta ko ára-pe. A1sg-caus-bathe B1sg-dog-pe yesterday and Sandra A3-caus-bathe-prosp this day-pe ‘I gave a bath to my dog yesterday and Sandra is going to give a bath to [my dog / her dog] today.’
- (23)
- Context for strict interpretation: Raul has a house in the countryside. He went there yesterday. Today he invited his friend Feli to join him because he’s feeling a bit lonely. Feli is going to go today.
- Context for sloppy interpretation: Raul and Feli each have a house in the countryside. Raul went to his house yesterday and Feli is going to his today. Neither of them goes to the other’s house.
Raul o-ho hóga-pe kuehe. Féli o-hó-ta ko ára-pe. Raul A3-go B3.house-pe yesterday Feli A3-go-prosp this day-at ‘Raul went to his house yesterday. Feli is going to go to [Raul’s house / Feli’s house] today.’
4.3. Interim Summary
5. Existential Interpretations
- (24)
- There was a piece of bread on the table but John didn’t eat. (Condoravdi and Gawron 1996, p. 3).
- (25)
- Context: The pilot, the first person narrator, pulled up a bucket of water from the well.
Che-apysá-pe yjahupiha o-purahéi guéteri hína B1sg-ear-pe pulley A3-sing still prog ‘The pulley was still singing [something] in my ears.’ (de Saint-Exupéry 2005, p. 80) - (26)
- Context: Luli asks her adult son if he is hungry. He responds:
Nahániri. A-karú-ma. no A1sg-eat-already ‘No, I already ate [something].’ - (27)
- Context: It’s been a while since I last talked to my friend Rosalia. She doesn’t know that I got married to a Paraguayan last month. However, before I can tell her, she tells me that she married an Argentinian last year. I say:
Ani chéne! Che a-menda avei! neg.imp neg.imp pron.ags.1sg A1sg-marry too ‘No way! I married [somebody], too!’
5.1. Properties of the Existential Interpretation of Implicit Arguments
- (28)
- Context: The Little Prince wants to go look at the sunset right now, but it’s only morning. The pilot says:
Jepe ña-ha’ãrõ mante-va’erã. but A1pl.incl-wait just-must ‘We have to wait [for something].’(de Saint-Exupéry 2005, p. VI)Little Prince: ‘What on earth are we going to wait for?’ — Pilot: ‘We’re going to wait for the sunset.’
- (29)
- Context: I had a wall built by some guy called Juan who you don’t know. You visit my house and see my new wall. I say:
A-japo-uka. A1sg-make-caus ‘I made [somebody] make [it].’
- (30)
Ána n-o-mendá-i argentíno-re… Ana neg-A3-marry-neg Argentinian-rehe ‘Ana didn’t marry an Argentinian.’#Ché=katu a-menda ha i-kyrã. pron.ag.1sg=contrast A1sg-marry and B3-fat (I, on the other hand, married [somebody] and he is fat.)Ché=katu a-menda paraguáyo-re ha i-kyrã. pron.ag.1sg=contrast A1sg-marry Paraguayan-rehe and B3-fat ‘I, on the other hand, married a Paraguayan and he is fat.’
5.2. Classifying Paraguayan Guaraní Verbs: An Investigation of 71 Verbs
- (31)
A-mbo-jahu che-membý-pe. A1sg-caus-bathe B1sg-child-pe ‘I bathe my child.’(Tonhauser 2017, p. 204)A-hecha-uka Juã-pe che-kóche. A1sg-see-caus Juan-pe B1sg-car ‘I showed Juan my car.’ (Lit. I made Juan see my car.)- Context: A mother is talking to her two children.
Po-hayhu. 1:2pl-love ‘I love you.’(Tonhauser 2017, p. 199) A-guahẽ Juã róga-pe, ha’e [VERB] hína. A1sg-arrive Juan B3.house-pe pron.ag.3 prog ‘When I arrived at Juan’s house, he was VERBING.A-ñe-porandu mba’é=pa / máva-pe=pa Juã [VERB] hína. A1sg-je-ask what=q who-pe=q Juan prog ‘I asked myself what/who Juan was VERBING.’
- (32)
- Ambitransitive verbs in Paraguayan Guaraní:(o)gana ‘win’, (o)karu ‘eat’, (o)kasa ‘hunt’, (o)kosina ‘cook’, (o)lee ‘read’, (o)mbovyvy ‘sew’, (o)menda ‘marry’, (o)mopotĩ ‘clean’, (o)ñemitỹ ‘sow’, (o)peska ‘fish’, (o)pita ‘smoke’, (o)purahéi ‘sing’, (o)rambosa ‘breakfast’, and (o)studia ‘study’
- (33)
- Context: Sofia and I went hunting. Sofia hunted a boar and I hunted a rabbit; I hunted nothing else. I say:
Sofía o-kasa peteĩ kure ka’aguy ha che a-kasa avei. Sofia A3-hunt one boar and pron.ag.1sg A1sg-hunt too ‘Sofia hunted a boar and I hunted [something], too.’ - Context: Sofia and I went hiking. She saw a boar and I saw a rabbit; I saw nothing else. I say:
#Sofía o-hecha peteĩ kure ka’aguy ha che a-hecha avei. Sofia A3-see one boar and pron.ag.1sg A1sg-see too (Sofia saw a boar and I saw [something], too.)
5.3. Towards an Analysis of the Existential Interpretation of Implicit Arguments
- (34)
- Intransitive (o)kasa ‘hunt’ ⟹
- Transitive (o)kasa ‘hunt’ ⟹
- (35)
- Context: Sofia and I went hunting. Sofia hunted a boar and I hunted the same one; I hunted nothing else. I say:
Sofía o-kasa peteĩ kure ka’aguy ha che a-kasa avei. Sofia A3-hunt one boar and pron.ag.1sg A1sg-hunt too ‘Sofia hunted a boar and I hunted [it/something], too.’ - Context: Sofia and I went hunting. Sofia hunted a boar and I hunted a different boar; I hunted nothing else. I say:
Sofía o-kasa peteĩ kure ka’aguy ha che a-kasa avei. Sofia A3-hunt one boar and pron.ag.1sg A1sg-hunt too ‘Sofia hunted a boar and I hunted [one/something], too.’
5.4. Ambitransitive Verbs in Cross-Linguistic Comparison
5.5. Interim Summary
6. Discussion
- (36)
- Assume that V is a transitive verb, translated by the constant of type , that is an implicit theme argument, translated by the variable x, and that Julia is a noun phrase, translated by the constant j of type e. Then, the meaning of the Paraguayan Guaraní sentence Julia V th, that is, Julia V th, is, if receives…
- an anaphoric interpretation: , with , where y is an accessible, salient discourse referent;
- an elided interpretation: Julia V NP, where is a noun phrase occurring in prior discourse;
- an existential interpretation: .
- (37)
Lisi hen xihuan. Lisi very like ‘Lisi likes [me, you, him, her, it].’ (Huang 1984, p. 537, example and translation adapted)Zhangsan bu xihun [guanyü ziji-de yaoyan]; Mali ye bu xihuan. Zhangsan not like about self-Gen rumor Mary also not like ‘Zhangsan doesn’t like rumors about himself. Mali also doesn’t like [rumors about Zhangsan / rumors about herself]. (Otani and Whitman 1991, p. 346, example and translation adapted)
7. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Verb Classes in Paraguayan Guaraní
mo- ‘caus-’ | -uka ‘-caus’ | po(i)- ‘1:2pl’ | Intr. Use | Tr. Use | |
---|---|---|---|---|---|
(o)gueraha ‘take’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)guereko ‘have’ | 1n2n4n5n | 1n2y4y5n | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)guerovia ‘believe’ | 1n2y4y5y | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)gueru ‘bring’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)hayhu ‘love’ | 1n2n4n5n | 1y2y4y5y | 1y2y3y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)hecha ‘see’ | 1n2n4n5y | 1y2y4y5y | 1y2y4y5y | 1n2n3n4n5y | 1y2y3y4y5y |
(o)heja ‘leave/let’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n | 1y2y4y5y |
(o)heka ‘search’ | 1n2y?4n5y | 1y2y4y5y | 1y2y4y5y | 1n2n | 1y2y4y5y |
(o)hendu ‘hear’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1y2y3n | 1y2y3y4y5y |
(o)hovapete ‘hit in face’ | 1y2y4n5y | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)invita ‘invite’ | 1n2n4n4y | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)japo ‘make/do’ | 1n2n4n5n | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y4y5y |
(o)japo-uka ‘cause to do’ | 1n2n | - | 1y2n3n | 1n2n | 1y2y |
(o)jogua ‘buy’ | 1n2n4n5n | 1y2y4y5y | 1n2y3y4y5n | 1n2n4n5n | 1y2y4y5y |
(o)juhu ‘meet/discover’ | 1n2n4n5y | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)juka ‘kill’ | 1n2n4n5n | 1y2y4y5y | 1n2n4y5y | 1n2n4n5n | 1y2y4y5y |
(oi)kotevẽ ‘need’ | 1n2y4y5n | 1y2y4n5n | 1y2y4y5y | 1n2n3n4n5n | 1y2y3y4y5y |
(oi)kuaa ‘know’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(oi)kytĩ ‘cut’ | 1n2n4n5y | 1y2y4y5y | 1y2y4y5y | 1n2n3n4n5n | 1y2y3y4y5y |
(o)mbojy ‘cook’ | 1n2n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5y | 1y2y4y5y |
(o)mbotove ‘deny/refuse’ | 1n2n | 1y2y | 1y2y | 1n2y | 1y2y |
(o)me’ẽ ‘give’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n3n4n5n | 1n2y3y4y5y |
(o)mo-kañy ‘lose sth’ | 1n2n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)mo-mbo ‘throw out’ | 1n2n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(oi)mo’ã ‘believe’ | 1n2n4n5n | 1y2y4n5y | 1n2y3n4n5n | 1n2n3n4n5n | 1n2y3n4y5y |
(o)mohesakã ‘explain’ | 1n2n | 1y2y4y5y | 1n2n4n5y | 1n2n4n5n | 1y2y4y5y |
(o)moĩ ‘put’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n3n4n5n | 1n2y3y4y5y |
(o)moĩnge ‘insert’ | 1n2n | 1y2y4y5y | 1y2y4y5y | 1n2n3n4n5n | 1n2y3y4y5y |
(o)moneĩ ‘accept’ | 1y2n | 1y2y | 1y2y | 1n2y4n5n | 1y2y4n |
(o)ñepyrũ ‘begin’ | 1n2n4y5y | 1y2n4n5y | 1n2n4n5n | 1n2n4n5n | 1y2y4y5y |
(o)ntende ‘understand’ | 1y2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(oi)nupã ‘hit’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
ho’u ‘eat’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n3n4n5n | 1y2y3y4y5y |
(o)promete ‘promise’ | 1n2n4n | 1y2y4y | 1n2n4y5y | 1n2n4n5n | 1y2y4y5y |
(oi)puru ‘use, lend’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(oi)pytyvõ ‘help’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)rairõ ‘fight’ | 1y2n4n5y | 1y2y4n5n | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)rohory ‘appreciate’ | 1n2n4n | 1y2y4y | 1y2y4y5y | 1n2n4n | 1y2y4y |
(oi)su’u ‘bite’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)topa ‘find/meet’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)visita ‘visit’ | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
mo- ‘caus-’ | -uka ‘-caus’ | po(i)- ‘1:2pl’ | Intr. Use | Tr. Use | |
---|---|---|---|---|---|
(o)guahẽ ‘arrive’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y4y5y | 1n2n4n5n |
(o)guapy ‘sit’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y3y4y5y | 1n2n3n4n5n |
(o)jahu ‘bathe’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y3y4y5y | 1n2n3n4n5n |
ou ‘come’ | 1y2n4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y4y5y | 1n2n4n5n |
(che)kaigue ‘lazy’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y4y5y | 1n2n4y5n |
(o)ke ‘sleep’ | 1y2y4y5y | 1n2n4n5n | 1n2n3n4n5n | 1y2y4y5y | 1n2n4n5n |
(oi)ke ‘enter’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y4n5y | 1n2n4n5n |
(o)sẽ ‘leave’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y4y5y | 1n2n4n5n |
mo- ‘caus-’ | -uka ‘-caus’ | po(i)- ‘1:2pl’ | Intr. Use | Tr. Use | |
---|---|---|---|---|---|
(o)gana ‘win’ | 1y2y4y5y | 1n2y4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)karu ‘eat’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y3y4y5y | 1y2y3y4y5y |
(o)kasa ‘hunt’ | 1y2y4n | 1y2y4y | 1y2y4y | 1y2y4y5n | 1y2y4y5y |
(o)kosina ‘cook’ | 1y2y4y5y | 1y2y4y5y | 1n2n4y5y | 1y2y4y5y | 1y2y4y5y |
(o)lee ‘read’ | 1y2y4n5y | 1y2y4y5y | 1n2n4n5y | 1y2y4y5y | 1y2y4y5y |
(o)mbovyvy ‘sow’ | 1n2n | 1y2y4y5y | 1n2y4n5n | 1y2y4y5y | 1y2y4y5y |
(o)menda ‘marry’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5y | 1y2y4y5n | 1y2y4y5y |
(o)mo-potĩ ‘clean’ | – | 1y2y4y5y | 1y2y4y5y | 1y2n3y4y5y | 1y2y3y4y5y |
(o)ñemitỹ ‘sow’ | 1y2n4y5y | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y |
(o)peska ‘fish’ | 1y2y4y5y | 1y2y4y5y | 1n2n4n5y | 1y2y4y5y | 1y2y4y5y |
(o)pita ‘smoke’ | 1n2y4y5y | 1y2y4n5n | 1n2n4n5n | 1y2y4y5y | 1y2y4y5y |
(o)purahéi ‘sing’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5n | 1y2y3y4y5y | 1y3y4y5y |
(o)rambosa ‘breakfast’ | 1y2y4y5y | 1y?2n4n5n | 1n2n4y5n | 1y2y4y5y | 1y2y4y5y |
(o)studia ‘study’ | 1y2y4y5y | 1y2n4n5n | 1n2n4y5y | 1y2y4y5y | 1y2y4y5y |
mo- ‘caus-’ | -uka ‘-caus’ | po(i)- ‘1:2pl’ | Intr. Use | Tr. Use | |
---|---|---|---|---|---|
(ho)y’u ‘drink water’ | 1n2n4y5y | 1y2n4y5n | 1n2n4n5n | 1y2y3y4y5y | 1y2n3n4n5y |
(o)guyguy ‘look around’ | 1n2n | 1y2y | 1n2n | 1y2y | 1n2y |
(o)maña ‘look’ | 1y2y4y5y | 1n2n4n5y | 1n2n4n5n | 1n2n3n4y5y | 1y2y3y4y5y |
ou i-póp-e ‘receive’ | 1y2y | 1n2n | 1n2n | 1n2n | 1y2y |
(che)mandu’a ‘remember’ | 1y2y4y5y | 1n2n4n5n | 1n2n4n5y | 1n2n4n5n | 1y2y4y5y |
(che)resarai ‘forget’ | 1y2y4y5y | 1y2y4n5n | 1n2n4n5n | 1n2n3n | 1n2y3y4y5y |
(o)perde ‘lose sth’ | 1y2y4y5y | 1y2n4n5n | 1y2y4y5y | 1n2n4n5n | 1y2y4y5y |
(o)ñe-ha’ã ‘try’ | 1y2y4y5y | 1n2n4n5y | 1n2n4y5n | 1n2n4n5n | 1y2y4y5y |
1 | The Paraguayan Guaraní examples presented here are given in the standardized orthography of the language used in Paraguay (Ministerio de Educación y Cultura 2004; Velázquez-Castillo 2004a, p. 1421f.), except that all postpositions are attached to their host. Following this orthography, stressed oral syllables are marked with an acute accent and stressed nasal syllables are marked with a tilde; acute accents are not written for normally accented words (stress on the final syllable). The examples are glossed according to the Leipzig glossing conventions. The following additional glosses are used: A/B = set A/B cross-reference marker, contrast = contrastive topic (Tonhauser 2012), des = desiderative modal, must = necessity modal, -pe = marker of theme, spatial, or temporal arguments/adjuncts (Shain and Tonhauser 2011), pron.ag/nag = agent argument / non-agent argument pronoun, prosp = prospective aspect/modal (Tonhauser 2011), -rehe = object marker, ‘at’. | ||||||||||||||||||||||||||
2 | Of the four consultants I elicited judgments from on (19b), one preferred the variant of the example with the first person pronoun chéve, as in (19a): | ||||||||||||||||||||||||||
3 | The examples in (22) and (23) differ from Korean examples like (21) in that the implicit argument is not information-structurally prominent by virtue of being contrasted. Paraguayan Guaraní examples that are parallel to (21) are unacceptable under a sloppy interpretation, as shown in (ia); only the variant in (ib), in which the relevant argument is not implicit, is acceptable.
I hypothesize that examples like (i) are unacceptable because Paraguayan Guaraní implicit arguments cannot be information-structurally prominent, as mentioned in Section 2.2 (see also Tonhauser 2017). Specifically, in (i), the possessor of the theme argument in the second clause (intended to be interpreted as Ana’s child) is contrasted with the possessor of the theme argument of the first clause (Sofia’s child). Support for this hypothesis comes from the fact that examples like (22) and (23), in which the contrast between the first and second clauses does not involve the implicit argument but rather the temporal/aspectual reference of the clauses, are acceptable. | ||||||||||||||||||||||||||
4 | Bruno Estigarribia (p.c.) wonders whether inalienable possession interacts with the elided interpretation, such that an inalienably possessed NP cannot be elided. I do not currently have any data to weigh in on this hypothesis. To investigate this hypothesis, one would need to elicit judgments on examples like those mentioned above (Sue doesn’t have a picture of her dog, and Deirdre doesn’t either) and variants with inalienably possessed NPs, like Sue doesn’t have a picture of her arm, and Deirdre doesn’t either. | ||||||||||||||||||||||||||
5 | An anonymous reviewer suggested that the existential interpretation is only be available for those ambitransitive verbs where the sole argument of the intransitive lexical entry is an agent. The same reviewer also provided a diachronic perspective on ambitransitive verbs in the language. In Old Tupí, there were transitive verbs (which cross-referenced both arguments) as well as active and inactive intransitive verbs (which cross-referenced their single argument with the a- and che-series of cross-reference markers; see Table 1). The original theme cross-reference markers of transitive verbs fused with the root in Modern Paraguayan Guaraní, so that Old Tupí o-i-echa ‘A3-B3-see’ became Modern Paraguayan Guaraní o-hecha ‘A3-see’, thereby blurring the distinction between transitive and intransitive active verbs. Spanish verbs borrowed into Paraguayan Guaraní are generally borrowed with the a-series of cross-reference markers, further blurring the distinction. This may explain why none of the Paraguayan Guaraní ambitransitive verbs identified in my investigation are verbs that were transitive in Old Tupí. | ||||||||||||||||||||||||||
6 | For causative constructions in Paraguayan Guaraní see Velázquez-Castillo (2004b). | ||||||||||||||||||||||||||
7 | The verb (o)ha’arõ ‘wait’ is also ambitransitive, but it was not included in the investigation. Evidence that it has a transitive lexical entry comes from the following example, where (o)ha’arõ ‘wait’ occurs with the portmanteau prefix ro ‘1:2sg’:
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8 | The theme argument of transitive (o)studia ‘study’ is unmarked, as illustrated in (i). In contrast, the theme argument of transitive (o)menda ‘marry’ is obligatorily marked with the postposition -re(he) ‘at’, as shown in (ii). Estigarribia 2020, §4 refers to transitive verbs whose theme argument must be marked by a special postposition ‘postpositional complement verbs’. These data show that the existential interpretation is observed both with verbs whose overt theme argument is unmarked as well as with verbs whose theme argument is marked with a postposition.
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9 | The verb (o)karu ‘eat’ was intransitive in Old Tupí (I thank an anonymous reviewer for this information) and is also described as intransitive in, for instance, Estigarribia’s (2020) grammar of Modern Paraguayan Guaraní. This paper nevertheless treats (o)karu ‘eat’ as an ambitransitive verb that is, as a verb that has an intransitive lexical entry as well as a transitive one, on which its arguments can be implicit. This analysis is supported by naturally occurring examples like (i), where the verb occurs with the direct object argument ñatiũ ‘moskito’. It is also supported by the fact that my consultants consistently accept the verb in the transitive frame in (31e); see the judgments in Appendix A. There is, however, also some evidence that the transitive use of (o)karu ‘eat’ may be a more recent development: it is judged to be unacceptable with the causitivizer –uka, which combines with transitive verbs (31b), and the portmanteau cross-reference marker po– ‘1:2pl’ (31c) ; see the judgments in Appendix A. To maintain the position that (o)karu ‘eat’ is ambitransitive, I hypothesize that the combination of (o)karu ‘eat’ with the causativizer –uka is blocked by the existence of the transitive verb ho’u ‘eat’, and that consultants judged the combination of (o)karu ‘eat’ with po– ‘1:2pl’ to be unacceptable because of its meaning. I thank Bruno Estigarribia (p.c.) for raising this issue.
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10 | That the version of (i) with the ambitransitive verb (o)karu ‘eat’ is judged to be unacceptable in the given context, in which the implicit argument of transitive ho’u ‘eat’ can receive an anaphoric interpretation, may at first suggest that ambitransitive verbs are not compatible with such interpretations. It is also possible, however that (o)karu ‘eat’ is blocked in this environment, under the assumption that its implicit argument can receive anaphoric, elided, and existential interpretations, whereas that of ho’u ‘eat’ can only receive anaphoric and elided interpretations.
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Person/Number | Set A | Set B |
---|---|---|
1sg | a(i)- | che- |
2sg | re(i)- | nde- (ne-) |
3 | o(i)- | i-, ij-, hi’- (iñ-) |
1pl.incl | ja(i)- (ña(i)-) | ñande- (ñane-) |
1pl.excl | ro(i)- | ore- |
2pl | pe(i)- | pende- (pene- ) |
1:2sg | ro(i)- | – |
1:2pl | po(i/ro)- | – |
Verb Class | mbo- ‘caus-’ | -uka ‘-caus’ | po(i) ‘1:2pl’ | Intr. Use | Tr. Use |
---|---|---|---|---|---|
Intransitive | ✓ | * | * | ✓ | * |
Transitive | * | ✓ | ✓ | * | ✓ |
Ambitransitive | ✓ | ✓ | most: * | ✓ | ✓ |
Anaphoric | Elided | Existential | |
---|---|---|---|
interpretation sensitive to salient, accessible discourse referent | ✓ | – | – |
interpretation sensitive to linguistic antecedent expression | – | ✓ | – |
introduces discourse referent for subsequent reference | ✓ | ✓ | – |
restricted to causativized and ambitransitive verbs | – | – | ✓ |
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Tonhauser, J. The Interpretation of Implicit Arguments in Paraguayan Guaraní. Languages 2022, 7, 83. https://doi.org/10.3390/languages7020083
Tonhauser J. The Interpretation of Implicit Arguments in Paraguayan Guaraní. Languages. 2022; 7(2):83. https://doi.org/10.3390/languages7020083
Chicago/Turabian StyleTonhauser, Judith. 2022. "The Interpretation of Implicit Arguments in Paraguayan Guaraní" Languages 7, no. 2: 83. https://doi.org/10.3390/languages7020083
APA StyleTonhauser, J. (2022). The Interpretation of Implicit Arguments in Paraguayan Guaraní. Languages, 7(2), 83. https://doi.org/10.3390/languages7020083