Whence "subject, predicate"?
From: Jacques Guy (jguy_at_alphalink.com.au)
Date: 07/21/04
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Date: Wed, 21 Jul 2004 11:26:36 -0700
In primary school "l'analyse logique" ("parsing" in English)
taught us to look for the verb first, then for its dependents:
subject (if one), direct object (if one), indirect object
(if one), "complements circonstanciels" and so on, all of
them linked directly to the verb. (I gather that the same
was/is taught in Russian primary schools.) As a result,
a sentence is a central element (the verb) surrounded
by a variable number of ancillary elements. An octopus,
as it were, with a varying number of arms.
English-speaking children, on the other hand, are taught
to analyze a sentence into two elements: subject, predicate.
(Whence the famous rewrite rule: S = NP VP).
There is quite a drastic difference between the two approaches.
I wonder. What is the origin of the English approach to
parsing a sentence? From when does it date? Does anyone
here know?
Same question about the French (Russian?) approach.
And further, which do they teach in, say, Germany, Spain,
Italy, and so on?
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