By Jeanne Marie Neumann; Hans H. Ørberg;
This name offers a working outline/commentary at the Latin grammar lined in ebook 1 of Lingua Latina (Familia Romana), and contains the whole textual content of the Ørberg ancillaries Grammatica Latina and Latin-English Vocabulary. It additionally replaces the scholar consultant, Latine Disco. The e-book is designed specially for students who method Lingua Latina at an speeded up speed. The Exercitia should be used as an extra resource of routines.
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Additional resources for A College Companion: Based on Hans Oerberg's Latine Disco, with Vocabulary and Grammar
Optional Illusions 23 Under the assumption that some is a positive polarity item in the adult grammar, then the data are to be explained by the fact that some children have already reached the adult stage, while others are still lagging behind. The question is whether this is all there is to the data. Under this hypothesis, Gualmini’s (2004) data would be quite surprising. What is surprising isn’t the fact that some children seem capable of both surface and inverse scope interpretations, but rather the fact that these children select the surface or inverse scope interpretation of the target sentence as a result of the context.
E. when the wh-phrase ends in a vowel and the following word starts with a vowel, as in (18), an intrusive n is inserted to prevent a hiatus. This n is called intrusive because it is not present in the underlying phonemic representation. The pronouns in (18) are subject clitics, but n is also inserted in an intervocalic context when the subject pronoun receives stress, as in (19). Note in passing that the n in ‘cha-n-i’ in (19b) is a linking n, which is present in the underlying phonemic representation.
LU) b. Was meinsch [was isch do drunder]? ’ Was tenksch [wie fu¨hlt da¨ sich so im Flugzu¨g ine]? ’ (LU) Sometimes it is impossible to tell whether verb movement has applied or not. e. in certain wh-complements in which the wh-phrase is the subject, as in the examples in (10). The word order in these examples is truly ambiguous. Example (10a) could be derived either by verb movement to the left (as in matrix clauses) or by extraposing the constituent selected by the auxiliary verb tuet to the right, which would be an instance of Verb-Projection Raising (cf.