Unformatted text preview: hamdiga 1*/2-ro] be teacher-PL1 thought HAB-do-3 PL that child-PL2 picture-PL-EZ each-other 1*/2-RÂ to modir neshun dâd-an]]]] modir sign gave-3 PL “The teachers 1 think that the children 2 showed [each other’s] 1*/2 pictures to the principal.” b. [ NP aks-â-ye hamdiga 1*/2-ro] Mo’allem-â 1 fekr mi-kon-an [ CP ke [ TP bachche-hâ 2 [ VP be picture-PL-EZ each-other 1*/2-RÂ teacher-PL1 thought HAB-do-3 PL that child-PL2 to modir neshun dâd-an]]]] modir sign gave-3 PL Now, referring to the interaction of Binding Theory and Movement in English Wh-movement and Japanese scrambling that we have discussed in the class, discuss whether the scrambling in Persian can be analyzed as Movement operation like English Wh-movement or Japanese Scrambling. In so doing explicitly show the similarities between Persian Scrambling illustrated in (3) and, Wh-movement in English and Japanese....
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- Fall '10
- Ode, Urdu, Syntactic relationships, Languages of Pakistan