By Martin Shovel
ISBN-10: 0135548330
ISBN-13: 9780135548332
Making experience of Phrasal Verbs provides a variety of the main valuable and often used phrasal verbs within the English language. It avoids using grammatical classifications simply because such classifications are usually extra complex and hard than the phrasal verbs they're used to coach. as an alternative, the purpose is to extend the rookies self assurance through offering phrasal verbs in a full of life and simple manner utilizing illustrations and question-prompts.
Making feel of Phrasal Verbs can be utilized for self-study, for pairwork, for traditional classification or team educating, and as a reference publication. it truly is meant for intermediate scholars of English as a moment or international language. scholars learning for the 1st certificates exam will locate the publication particularly invaluable.
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Extra info for Making Sense Phrasal Verbs
Example text
A womany [every manx [x loves y]]] (8c,d), however can only be interpreted as (9b). The interpretation of an 'a certain' NP is not conditioned by the interpretation of other quantified expressionssuch as indefinite NPs or 'someone'. Thus, such an NP is interpretively independent, a term that singles out the phenomenon often explained in terms of scope. The Logical Syntax of Definite Descriptions and 'Belief'-Sentences Similar observations hold for ' any ' and ' every ' . As has often 45 been noted, 'any' is relatively interpretively independent of its logical environment .
Moreover, the sentences are perfectly acceptable with these interpretations . , considering them as not being moved by QR and not forming operator-variable structures. In other words, type II QPs are operators, and type I quantified expressions are terms (see chapter 2). In what follows in this chapter the technical details concerning QR are not very important . , non- operator-variable form , ~ ill act like type I quantifiers . (b) If an element has any of the properties (A)- (E), it will have them all .
Would anyone ever use the unacceptable sentences in (14)? If not (as seems most likely , given their unacceptability ), what evidence could force the distinctions noted? Even if relevant data are available, is it reasonable to think the child pays attention to them? How likely is it that the facts concerning the ECP can be winnowed from the primary linquistic data? In English, neither ' every' nor ' any' violates the ECP, so they appear to act alike . However , this similarity is mere coincidence arising from the local nature of QR, as the French facts and the double-'wh ' facts cited in (39) show.
Making Sense Phrasal Verbs by Martin Shovel
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