Assignment 7: Frame Semantics, Metaphor, Aspect

Assigned Tuesday, March 20th
Due Tuesday, April 17th, in class -- please turn in a paper document. Electronic submission on bSpace is okay for late submissions.

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Problem 1: FRAME SEMANTICS

Here is a description of the Journey Frame:

Participants: Traveler

Other entities: Source-Path-Goal (A Source, a Path, and a Goal)

Constraints and Elaborations:

• The Traveler may be a composite entity like a caravan.
• The Journey may involve the use of Vehicles.
• There may be Locations of Note along the Path.
• Source and Goal must be different locations, if only metaphorically.
• Journeys typically require a least a day's time to complete.
• Journeys typically have a purpose that involves reaching the Goal.

Scenario Structure:

• Initial state: The Traveler is at the Source.
• Middle state: The Traveler is on the Path.
• Final state: The Traveler is at the Goal.

Using this frame, give definitions for the following terms: obstacle, roadblock, reorient, luggage, along for the ride, short-cut, schedule, set out, a slow start, back on track. You should define each term using other terms as well if that makes the definition more concise. Most definitions need not be longer than a short sentence or two.

Additional tip: see here for an example of another frame.

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Problem 2: METAPHOR

The mappings for the Event Structure Metaphor (ESM) are:

Target Domain (event structure)	Source Domain (physical space)
States	Locations (interiors of bounded regions in space)
Changes	Movements (into or out of bounded regions)
Causes	Forces
Causation	Forced Movement (from one location to another)
Actions	Self-propelled Movements
Purposes	Destinations
Means	Paths
Difficulties	Impediments to Motion
Freedom of Action	Lack of Impediments to Motion
External Events	Large, Moving Objects (that exert force)
Long-term Purposeful Activity	Journey

1. Extend the ESM to complete the metaphor mappings for A LONG-TERM PURPOSEFUL ACTIVITY IS A JOURNEY below:

   Long-term Purposeful Activity	Journey
   ?	Traveler
   ?	Source
   ?	Goal
   ?	Path
   ?	Particular Locations along the Path



2. For each of the ten terms that you defined in Problem 1, give the metaphorical meaning and entailments that arise from the ESM, and note it if an entailment is not mapped. Again, a short sentence or two will suffice for most terms.


3. We have so far not discussed what a vehicle would correspond to using the ESM. Examine the sentences below. Note each sentence that seems to involve a metaphorical vehicle. Decide what the metaphorical vehicle actually is, and if there is a metaphorical mapping for the driver of the vehicle. (Skip over the sentences that do not involve a metaphorical vehicle.)
   1. The economy is crawling along.
   2. Rice was pushed hard to testify before Congress.
   3. They have kick-started the project.
   4. He's on the verge of victory.
   5. The new housing project has hit a brick wall.
   6. She came close to joining the protest movement.
   7. They're reorienting the project in a different direction now.
   8. The impending budget crisis has sapped the government's drive.
   9. She jumped into the project enthusiastically.
   10. He's taking concrete steps towards becoming a certified accountant.

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Problem 3: ASPECT

An action or event has some or all of the following aspectual structure:

• a ready (before) state (with possible readiness condition(s))
• a start action
• an ongoing (or persistent) process, with:
  • a possible interruption and resumption
  • a possible iteration or continuation
• a possible purpose to be achieved
• a finish action
• a resulting (after) state

Below are some features of aspect. After each feature is given a verb whose inherent aspect exemplifies the feature, if such a verb exists. A verb's aspect is typically described by many such features. For example, the inherent aspect of breathe is atelic, imperfective, and possibly iterative.

• Telic actions have a purpose to be achieved (tell); atelic actions do not (talk).
• Perfective actions are complete (dine); imperfective actions are not (breathe).
• Punctual actions do not profile the distinct start/ongoing/finish parts of the action; they are viewed as one discrete action (kick).
• Iterative actions consist in a more basic action occuring repeatedly (clap).
• An accomplishment is a telic action that results in a new state for the agent (die); an achievement is a telic action that does not (shower).
• Some verbs do not express actions, but states (know).
• Impending actions are actions in the ready state (to be ready to ...).
• Inceptive actions are actions in the start action stage (to begin to ...).

1. Consider the following sentences:
   • John walked. / John is walking. / John walked to the store.
   • The dog wagged his tail. / The dog wagged his tail once.
   • Dave graduated. / Dave graduated wearing shorts under his gown.
   • Mary supposed her dog was nearby. / Mary began to suppose that her dog had run away.
   What is the inherent aspect of walk, wag, graduate, and suppose? And what aspect do they end up having in the sentences in which they are used? How do the verbal inflections influence aspect?


2. Now consider the sentences:
   • Mary pulled the chair in. / Mary is pulling the chair in.
   For pull in, explain which part of the aspectual structure comes from the verb and which comes from the particle in.


3. Consider your definitions of set out and roadblock from Part I. How can these definitions be recast in terms of the aspectual structure of the Journey domain?


4. Give an example each of:
   1. a verb with inherent perfective aspect in a sentence in which the aspect has been changed to imperfective
   2. a verb with an inherent inceptive (starting) aspect in a sentence in which the aspect has been changed to perfective
   3. a sentence in which the adverbial phrases for an hour changes aspectual interpretation
   4. a sentence in which the adverbial phrases in an hour changes aspectual interpretation


5. Give an example of an aspectually ambiguous sentence: describe the ambiguity, give contexts that resolve the ambiguity (one for each interpretation), and explain why the contexts work as they do.