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Non-syntactic factors and accessibility to relativization: evidence from Armenian

  • Katherine Hodgson ORCID logo EMAIL logo
Published/Copyright: November 2, 2022

Abstract

Data presented by Sakayan (Sakayan, Dora. 1993. On Armenian relative participles and their access to AH (Accessibility Hierarchy). In André Crochetière, Jean-Claude Boulanger and Conrad Ouellon (eds.), Proceedings of the XVth International Congress of Linguists, Université Laval, 1992, vol. 2, 361–364. Sainte-Foy, Québec: Université Laval Press) show that Modern Eastern Armenian appears to violate the Relativization Accessibility Hierarchy (Keenan, Edward and Bernard Comrie. 1977. Noun phrase accessibility and universal grammar. Linguistic Inquiry 8. 63–99), as participial relative clauses may be used to relativize certain oblique and genitive elements, but apparently not indirect objects. Stimuli were constructed to elicit relative clauses on all positions in the hierarchy to investigate whether participial relativization violates the hierarchy and shed light on the factors affecting relativization accessibility phenomena. Two different manifestations of the Accessibility Hierarchy (AH) were investigated: the distribution of participial relative clauses (RCs), and ‘non-target’ responses, in which the relativized element is expressed with a grammatical relation other than that which is targeted by the stimulus. The results show that the hierarchies for these two manifestations are significantly different. If the AH effects were a mechanical reflex of syntactic structure, we would not expect to find these differences. In fact, it appears that different factors are dominant in each case, notably role-reference association for non-target responses, and role prominence in terms of topicality and affectedness for participial relativization. The fact that participles are not normally used for indirect object (IO), while they may be used for some obliques and genitives, makes sense when the AH effects are analyzed as the combined operation of a number of factors, rather than a mechanical reflex of syntactic structure, and indeed, in colloquial language, participles may be used for IO under some circumstances, for example when it is the undisputed primary topic. Thus there is good evidence that non-syntactic factors are key to the operation of the AH in its various manifestations, and can account for this supposed violation.

1 Introduction

The Relativization Accessibility Hierarchy of Keenan and Comrie (1977) links accessibility to relativization with the syntactic grammatical relation of the relativized element within the relative clause, with roles at the top of the hierarchy being most accessible, those at the bottom, least accessible. A universal constraint is proposed: a given strategy must occupy a continuous segment of the hierarchy. Data presented by Sakayan (1993) indicate that Armenian violates this constraint, as she claims that participial relative clauses are acceptable for some genitives and obliques, but not for the indirect object. In order to investigate this issue, and AH effects in Armenian more generally, questionnaires were constructed and administered orally to 46 native speakers from various areas of the Republic of Armenia.[1] These were based on the ‘mini-stories’ method of eliciting RCs pioneered by Hamburger and Crain (1982), adapted to target each of the relevant grammatical relations, and to involve elements with varying referential properties, such as animacy, proper noun, and pronominal status, that have been shown by previous studies to have an effect on the accessibility to relativization. In this way, 1732 relative clauses were collected and entered into a database. Two different manifestations of the AH were investigated: the distribution of participial RCs, and the production of non-target responses, i.e., ‘production errors’ in which the relativized element is expressed with a grammatical relation other than that which is targeted by the stimulus.

Table 1:

Percentage of target responses.

Role Non-target Target Total % Target
Subject 4 346 350 98,8
Time 1 52 53 98,1
Locative 4 98 102 96,0
Instrumental 4 32 36 88,9
Adpositional object 5 36 41 87,8
Direct object 71 442 513 86,2
Possessor of subject 22 96 118 81,4
Possessor of object 14 42 56 75,0
Destination 5 11 16 68,7
Indirect object 23 46 69 66,7
Ablative 38 37 75 49,3
Table 2:

Finite versus non-finite (participial) RCs.

Roles Non-finite Finite Total % Finite
Subject 479 248 727 34,11279
Direct object 248 282 530 53,20755
Possessor of subject 25 81 106 76,41509
Time 11 57 68 83,82353
Instrumental 4 29 33 87,87879
Possessor of object 7 51 58 87,93103
Locative 9 128 137 93,43066
Destination 1 15 16 93,75
Ablative 2 43 45 95,55556
Indirect object 2 46 48 95,83333
Adpositional object 1 42 43 97,67442
Figure 1: 
The relativization accessibility hierarchy of Keenan and Comrie (1977: 66).
Figure 1:

The relativization accessibility hierarchy of Keenan and Comrie (1977: 66).

Figure 2: 
The relativization accessibility hierarchy according to Hawkins (2004: 178).
Figure 2:

The relativization accessibility hierarchy according to Hawkins (2004: 178).

The results show that, although each of the manifestations conforms in general terms to the AH, showing a general preference Subject > DO > Other, in fact, the hierarchies for the two manifestations are significantly different, with different factors being relevant in each case. There are also crucial exceptions to the hierarchy, which shed further light on the mechanisms behind these effects. If the AH were simply a mechanical reflex of syntactic structure, we would not expect to find these differences and exceptions, which suggest that we are in fact dealing with a combination of semantic and pragmatic properties, notably role-reference association, and role prominence in terms of topicality and affectedness. In the light of these facts, we see that the data presented by Sakayan (1993) should not be understood as violations of AH, but as resulting logically from the fact that the AH effects do not depend on syntactic structure alone, but are sensitive to semantic and pragmatic characteristics that are in principle independent of, but have a general probabilistic association with some syntactic grammatical relations. Thus there is a general correlation between syntactic grammatical relations and accessibility to relativization, but there is reason to believe that the link is indirect, that is, that the AH effects are not a mechanical reflex of syntactic structural complexity, as they have often been assumed to be.

2 The relativization accessibility hierarchy

2.1 General properties

The Relativization Accessibility Hierarchy (Figure 1) was originally formulated by Keenan and Comrie (1977), based on a crosslinguistic study showing that the role played by the relativized element within the relative clause seems to have an effect on accessibility to relativization, with the subject being the most accessible, and the object of comparison the least.

The hierarchy is associated with the following constraints:

  1. A language must be able to relativize subjects.

  2. Any RC-forming strategy must apply to a continuous segment of the AH.

  3. Strategies that apply at one point of the AH may in principle cease to apply at any lower point (Keenan and Comrie 1977: 67).

Restrictions on relativization can apply to a language as a whole (for example, in Malagasy it is only possible to relativize subjects), or to alternative strategies within a language. In the latter case, the basic generalization is that less complex and explicit strategies, especially those that have no way of expressing the role of the relativized element within RC, tend to be associated with higher roles, and often have a lower limit on the hierarchy, while more complex and explicit strategies are associated with lower roles, and may have an upper limit to their distribution. Other manifestations of AH include higher textual frequency for RCs in which the relativized element plays a role that is high on the hierarchy, as well as difficulties in production and comprehension of RCs in which the relativized element plays a lower role, as revealed by a large body of experimental data, mainly comparing subject with direct object.

Evidence presented by Sakayan (1993) suggests that Armenian violates the AH. Modern Armenian has two main strategies for forming relative clauses. One makes use of finite subordinate clauses that allow the expression of the role of the relativized element by relative pronouns or other nominal or pronominal elements (1). This may be used for any role on the AH. The other makes use of participial subordinate clauses with nominalized verb forms in which the role of the relativized element cannot be overtly expressed (see e.g., Dum-Tragut 2009). There are two main participles used in relativization in Armenian, the subject participle (2), originally an agent noun, but now used to relativize subjects of all kinds, and the resultative participle (3), originally an adjective denoting a property resulting from an action.

(1)
ays mrts’amart-ə or-i-n hatuk hetak’rk’rut’yun
this competition-DEF which-DAT-DEF special interest
haɣord-ets’ Garri Kasparov-i masnakts’ut’yun-ə
impart-3SG.AOR Garri Kasparov-GEN participation-DEF
irok’ mets iradardzut’yun dardz-av.
really big event become-3SG.AOR
‘This competition, for which the participation of Garry Kasparov produced special interest, has become a really big event.’
(Dum-Tragut 2009: 508, transliteration and gloss adapted)
(2)
Yerevan-i petakan hamalsaran-um sovor-oɣ tɣa-n
Yerevan-GEN state university-LOC study-SPT boy.DEF
Silva-yi krtser ordi-n e.
Silva-GEN youngest son.DEF be.3SG.PRS
“The boy studying at Yerevan State University is Silva’s youngest son.”
(Dum-Tragut 2009: 501, transliteration and gloss adapted)
(3)
Aram-ə vačaŕ-ets’ ir hor kaŕuts’-ats
Aram-DEF sell-3SG.AOR 3SG.GEN father-GEN build-RPT
tun-ə.
house-DEF
“Aram sold the house built by his father.”
(Dum-Tragut 2009: 501, transliteration and gloss adapted)

As we might expect in the light of Keenan and Comrie (1977), participial relative clauses are mainly used to relativize elements with the subject or direct object role, and some grammars (Jahukyan 1974: 552) state that this is the only acceptable usage. However, Sakayan (1993) shows that they may also be used to relativize certain types of obliques and genitives (see Section 4.2.3). She also states that they may not be used to relativize indirect objects. This would violate the constraint proposed by Keenan and Comrie (1977) that any RC-forming strategy must apply to a continuous segment of the AH.

2.2 Factors behind the hierarchy

2.2.1 Material between ‘filler’ and ‘gap’

In order to shed light on these apparent AH violations, it is necessary to investigate the mechanisms that have been proposed for the AH effects: why do we find these effects, and what is causing them? Many proposals focus on complexity in the sense of the amount of material intervening between filler (the relativized noun, or, in some proposals, the relative pronoun if there is one) and gap (argument position of the relativized element in RC). The simplest version of this type of theory, as seen in Tarallo and Myhill (1983), simply counts the number of intervening words, so an English subject relative clause (SRC), such as (4a), will be easier than an object relative clause (ORC), such as (1b), because in (4a), there is only one word (‘that’) between filler (relativized element ‘the man’) and gap, but in (1b) there are four words (‘that the woman likes’):

(4)
a.
The man [that _likes the woman] N[SVO]
b.
The man [that the woman likes _] N[SVO]

However, this would not have universal application, due to the variety of word order patterns in the languages of the world. For example, in Malagasy, with clause-final subjects and postnominal RCs, the subject would be expected to have the lowest accessibility (N[VOS], with the whole clause intervening between the head noun and RC subject position), but in fact, this language can only relativize subjects. These facts have led to the proposal that what is important in determining the complexity of different constructions or dependencies is not linear distance or number of intervening referents, but rather structural distance, in terms of the depth of syntactic structure between the elements linked by the dependency.

Hawkins (2004), within the framework of a wider theory of processing efficiency and complexity in grammars, explains the AH as an instance of his proposed universal principle ‘Minimize Domains’, which states that one way that efficiency is increased is by “minimizing the domains (i.e., the sequences of linguistic forms and their conventionally associated properties) within which certain properties are assigned” (Hawkins 2004: 9). Subject relative clauses (SRCs) will always be more difficult to process than object relative clauses (ORCs), regardless of word order, because the intervening VP node in the latter means that there is an extra layer of structure between filler and gap, increasing the complexity of the construction. Hawkins’s (2004) theory claims to explain not only the reason why SRCs are easier to process than ORCs, but is extended to the whole length of the AH, with obliques conceived of as containing an extra layer of structure such as a PP, and possessive constructions containing a possessor phrase, so that their relative accessibility will depend on the role of the possessee in the clause (possessor of the subject will be more accessible than the possessor of DO, etc.), giving the following hierarchy (Figure 2).

However, there is evidence that it is not simply the amount of material between filler and gap that is relevant, but that the properties of the intervening elements can affect accessibility to relativization. Notably, ORCs have been shown to be easier to process when the subject of RC is a pronoun, i.e., denotes a referent that is already present in the discourse. This leads Gibson (1998 etc.) to propose that the crucial factor is the number of new discourse referents introduced between filler and gap. However, Gordon et al.’s (2001) results show that processing of ORCs is also eased in cases when the subject is a proper name,[2] even though this constitutes a new discourse referent, casting doubt on this aspect of Gibson’s theory. Gordon et al. (2001) propose that the crucial issue is not new discourse referents, but the similarity between subject and DO. When the subject and DO have similar properties, this causes problems for ORCs. When the subject and DO have different properties, e.g., when the object is a lexical noun and the subject is a pronoun, these problems do not arise. Further support for this proposal comes from the fact, reported in many studies (e.g., Mak et al. 2002), that ORCs are less problematic when the object is inanimate and the subject is animate, i.e., the referents differ in terms of this semantic feature.

Similarity between subject and object referents has been proposed to be the key factor behind these data in both generativist (e.g., Belletti et al. 2012; Hamann and Tuller 2010) and psycholinguistic (e.g., Humphreys et al. 2016) studies, the former interpreting it as an instance of Rizzi’s (1991) principle of Relativized Minimality,[3] the latter pointing to the fact that referents with similar properties inhibit each other’s cognitive accessibility, and that competition may arise when two nouns are good candidates for the same role with regard to the verb, leading to processing difficulties. However, if the similarity between subject and object referents were the only factor behind the problems caused by ORCs, we would expect that ORCs in which the subject is inanimate and the object is animate should show a high level of accessibility, analogous to that of ORCs with an animate subject and inanimate object. Various experimental studies (Traxler et al. 2002, 2005; Wu et al. 2011) show that not only is this not the case, but that in fact there is evidence that this type of ORC shows a lower level of accessibility than those in which subject and object have the same value for animacy (Traxler et al. 2005: 218).

2.2.2 Role-reference association

These results suggest that the crucial factor behind the difference in accessibility between ORCs in which the referents have different semantic characteristics is not in fact similarity between the subject and object referents in itself, but rather role-reference association. According to Haspelmath’s (2021) Role-Reference Association Universal, constructions are easier to process when each referent plays a role that is frequently associated with elements having its referential properties. This means that constructions in which the subject referent has typical subject properties, being high in cognitive salience (as represented here by the Silverstein hierarchy of prototypical subject referents as shown in Figure 3), will be easier to process than ones in which it is low on the hierarchy, and especially ones where it is lower than the object.

This explains why the accessibility of ORCs is improved when the subject is a pronoun or a proper noun, as it is higher in cognitive salience than the object, a lexical noun. In the same way, an ORC with an inanimate object and an animate subject shows improved accessibility, while one with an inanimate subject and an animate object is actually worse than one in which both referents are animate, which would be completely unexpected if similarity were the main issue, but exactly what we would expect from the point of view of role-reference association patterns.

Role-reference association can also explain the general preference for SRCs over ORCs. As pointed out by Kuno (1976), a relative clause is inherently a statement ‘about’ the relativized element, thus the relativized element always has topic status within RC. Topic status is one of the key properties frequently associated with syntactic subject status, thus constructions in which the relativized element (topic) plays subject role will always be easier to process than ones in which it does not. This is why, when the subject and object referents occupy the same position on the Silverstein hierarchy, SRCs are preferred to ORCs, as the fact of being the relativized element itself adds to the cognitive salience of the referent in question, effectively raising its position on the hierarchy. The subject preference may be overridden if the semantic properties of the relativized element are particularly atypical for subject referents, e.g., if it is inanimate, and/or if there is another referent in the context with a much greater degree of salience, e.g., a pronoun or a personal name.

That role-reference association is a key factor behind the subject preference in relativization is confirmed if we look in more detail at an important source of evidence that has often been cited in favor of the subject preference, namely errors in elicited production experiments. It is very common for subjects to produce subject RCs ((5) and (6a)) in circumstances designed to elicit RCs in which the relativized element plays the role of object or some other grammatical relation ((5) and (6b)). These include both cases where the semantic roles are reversed, with the relativized element being expressed as agent rather than patient (5), and cases where the semantic roles remain the same, but the relativized patient is expressed as syntactic subject of a passive construction (6).

(5)
a) This is the girl that teased the boy at school this morning.
for b) This is the girl who the boy teased at school this morning.
(Diessel and Tomasello 2005: 888)
(6)
a) The man who’s being punched by the woman
for b) The man who the woman is punching
(Humphreys et al. 2016: 201)

These are recorded as errors in the production of ORCs (or other non-subject RCs), and taken as evidence that these structures present more difficulties than SRCs. Diessel and Tomasello (2005), in an elicited imitation task carried out by English- and German-speaking children, note that most of the errors involve ‘promotion’ of the relativized element to subject, e.g., Example (5). However, they did find some examples of ‘demotion’ of subject to DO, for Example (7):

(7)
This is the man who Peter saw on the bus this morning.
for This is the man who saw Peter on the bus this morning.
(Diessel and Tomasello 2005: 888)

What we actually have here is a promotion to subject of the proper name object, which has a higher level of cognitive salience than the lexical NP subject. Parallel errors are found in German. If we were dealing with a mechanical reflex of syntactic structure universally favoring SRCs over ORCs, we would never expect to find such errors. However, if they are viewed from the perspective of role-reference association patterns, they make perfect sense. What all these errors have in common is that the referent with the highest position on the Silverstein Hierarchy is expressed as the subject of the relative clause.

2.2.3 Topicality and AH

As we have seen, one probable factor behind the subject preference that is the most thoroughly studied part of the AH is the fact that every relativized element intrinsically has topic status in RC (the relative clause is always a statement ‘about’ the relativized element, Kuno 1976), and elements with topic status are most frequently articulated as the syntactic subject. In this context, we would expect that languages where topics are particularly frequently or obligatorily articulated as syntactic subjects, for example using mechanisms such as passive if they are not thematic subjects, would show a stronger subject preference in relativization than those in which the link between the topic and syntactic subject is weaker or non-existent. There is some evidence that this is the case. For example, in some Malayo-Polynesian languages such as Malagasy, there is a wide range of voices that are used to articulate topical elements with almost any thematic role as ‘subject’ (agreement trigger) (see Pearson 2005, etc.). Thus in these languages, ‘subject’ status is assigned based on topicality more than thematic role. We would expect that relativized elements, as topics, would generally be articulated as a subject. In fact, only subjects can be relativized in Malagasy and some other languages with similar systems, such as Tagalog.

In contrast, some languages, such as Chinese, do not have a strong association between topic and syntactic subject status. This concerns Li and Thompson’s (1976) ‘topic-prominent’ languages, where topic has a much higher functional load than the thematic subject, typically receiving some surface coding (most often initial position, sometimes morphological marking, rarely verb agreement), while the subject may not. As the notion of topic plays a more fundamental role than that of subject in sentence construction in these languages, there is no need for a construction promoting topical non-subjects to subject status, and the link between topic and subject status is weak. Non-subject relativized elements (topics) will not be promoted to syntactic subject in the RC as they frequently are in languages that make regular use of passive-type constructions for this purpose, thus subject RCs will be less frequent in texts, and we will not expect to find passive SRCs produced instead of ORCs in elicitation experiments.[4] The experimental data on relativization in Chinese has given very mixed results, with some studies (notably Hsiao and Gibson 2003, which contains references to other studies giving similar results) finding a preference for ORCs over SRCs, while others (Hsu et al. 2009; Lau 2016; Lin and Bever 2006, etc.) find a preference for SRCs over ORCs. It appears that, although there is no strong association of topichood with syntactic subject status, there is still a tendency to produce utterances in which the topic (relativized element in RC) plays the most prominent semantic role, e.g., (8).

(8)
the cat that is behind the dinosaur
for the cat that the boy places behind the dinosaur
(Lau 2016: 66)

This is the main type of evidence that has been proposed for a subject preference in Chinese. Thus there is good evidence that the link between topichood and subject status is a major factor in the subject preference in relativization, as shown by the fact that the subject preference varies in its strength and type of manifestations depending on the nature of the link between topic and subject status in the language in question.

Direct promotion of the relativized element to syntactic subject status is not the only way in which topicality affects accessibility to relativization. A related type of phenomenon involves the use of specialized relativization strategies typically associated with subjects for relativized elements with other roles if they are the main topic of the clause or show a particularly high degree of cognitive salience either intrinsically or compared to other referents. For example, possessors are generally animate and often function as topics in the ‘aboutness’ sense (Keenan and Comrie 1977: 91 discuss cases where they are preferentially articulated as subjects for this reason), and in languages with a subject participle, this is not infrequently extended to relativize possessor of the subject as well as subject (see Shagal 2017: 87–88). This type of process has different implications for the AH as compared to direct promotion to subject. Direct promotion to subject would particularly reduce the accessibility of non-subject roles typically associated with animate referents, such as possessor or IO (beneficiary of ditransitive), as they will be the most affected by promotion to subject. However, for the same reason, they are also the type of non-subject roles most likely to be associated with subject-specialized strategies, so, from this point of view, they will be considered high in accessibility.

DO, occupying second position in most versions of the AH, is generally associated with topicality to a higher degree than other object-like referents (with the possible exception of beneficiary in ditransitives). This role has been claimed to be typically associated with secondary topics (Dalrymple and Nikolaeva 2011), and some languages, notably many Bantu languages, have syntactic resources (applicative constructions) for promoting topical indirect objects and adjuncts to DO status, in a way that is parallel to the use of passive for promoting topical referents to subject status. Keenan and Comrie (1977) observe that in many languages possessing this type of construction, relativization is restricted to subject and DO. As in the case of Malagasy, we find that in languages where syntactic prominence has a strong association with pragmatic prominence, rather than depending on purely semantic factors, there are strict syntactic restrictions on relativization. Another syntactic phenomenon associated with secondary topic status is object agreement on the verb (see Dalrymple and Nikolaeva 2011, etc.). This gives rise to another way in which topicality can affect accessibility to relativization, as in some languages, such as Basque, only agreement triggers (subject and object) can be relativized. In ditransitive constructions, languages vary as to which object (DO or IO) can or must be the agreement trigger (see, e.g., Dryer 1986), as each may be considered prominent for different reasons, the former as semantically more closely linked with the verb, the latter as typically animate and thus more intrinsically topical than the former. Cases where IO may trigger object agreement, and relativization is restricted to agreement triggers, are key to the relatively high position of IO on AH. This can be linked to the association of IO with secondary topic status.

2.2.4 Affectedness and AH

As observed by Dryer (1986), another type of prominence, distinct from the pragmatic property of topicality, is the semantic property of affectedness, associated with patient or theme semantic roles. While topicality can be identified as the key property uniting the most prominent roles (A and S) in nominative-accusative systems and constructions, affectedness is the property linking the most prominent roles (S and P) in ergative-absolutive systems and constructions. Patient/theme can be envisaged as the semantic role that has the closest link to the activity denoted by the verb, often being physically affected by it, and in some cases, its existence depends on it. Patient/theme status has been identified as a factor that is relevant in accessibility to relativization. Fox (1987) proposes that it is in fact patient status (involving stative intransitive subjects and transitive DO), rather than syntactic subject status, that is key to the highest position on the AH, at least in terms of one of its manifestations, namely textual frequency in spoken discourse (she finds a 1:1 subject-object ratio for RCs). She finds that RCs in spoken discourse are most frequently used to characterize new referents, which is most effectively achieved using stative verbs, or transitive verbs that result in a state, which generally affects the patient object, rather than the agent subject. Transitive patient RCs are also favored as a means to anchor a new referent (typically the patient) by linking it with a referent that is already present in the discourse (typically the agent). Since this study mainly involves elicited data in which the RCs do not perform the function of characterizing new referents, it cannot evaluate the effect of this factor on accessibility to relativization.

However, it is likely that the concept of affectedness will be favorable to accessibility to relativization in another way, which can be measured by this study. Many languages, including Armenian, make use of so-called resultative participles in relativization (see Haspelmath 1994; Shagal 2017), which are typically associated with affected patients (stative intransitive subjects and transitive objects). These have often been said to be restricted to relativizing subject and DO referents (see e.g., Authier 2012: 230 for Persian, Jahukyan 1974: 552 for Armenian), and the restricted distribution of participial relativization in many languages that possess it is well-known as a manifestation of AH (see e.g., Lehmann 1986). However, it is in fact the semantic property of affectedness (having a property that is a state denoted by or resulting from a verb), rather than syntactic grammatical relation in itself, that is key to the operation of this type of participle.

The issue of affectedness, and its link to the characterization function of RCs, is also likely to be relevant to the low position of genitive on some versions of the hierarchy. Diessel and Tomasello (2005) find that this is the role showing the highest number of errors in their production experiments. However, they use contexts (e.g., ‘The man whose cat caught a mouse’) in which the possessor is totally unaffected by and in fact plays no role at all in the state of affairs denoted by the relative clause, thus the use of this clause to characterize the referent is not felicitous. Genitives that can be conceived of as affected by the state of affairs expressed in RC, such as possessor of an affected body part, may be expected to show a relatively high level of accessibility.

2.3 Summary of predicted effects of each factor on AH

If the main mechanism behind the AH effects is structural complexity, as envisaged by Hawkins (2004), we will expect that the key factor in accessibility to relativization will be syntactic grammatical relation, with subject at the top, followed by DO. Obliques with an extra layer such as a PP, and possessor of subject should show a similar degree of accessibility. Possessor RCs should vary in accessibility according to the role of the possessee, with possessor of subject being more accessible than possessor of object, etc. There should not be significant differences between the different measures of accessibility (e.g., errors in production experiments, distribution of particular strategies, textual frequency), as these are all envisaged as being due to the same mechanism.

If role-reference association is a factor behind the AH, its effects will be particularly conspicuous in elicited production experiments, where, as well as a general subject preference, we will find different patterns of ‘errors’ according to the referential properties of the relativized element and other referents in the clause. Animate non-subjects of all kinds, including DOs, will be particularly disfavored, as there will be a tendency to articulate them as subject. The subject preference will be weaker or non-existent when the relativized element is inanimate and/or there is another referent in RC with a higher degree of cognitive salience than the relativized element. Relativized elements with semantic properties strongly associated with particular roles (e.g., time and place) will show few errors. They may also show a relatively high degree of accessibility to strategies with no way of expressing the role of the relativized element in RC (such as the Armenian participles), as their role will be highly predictable.

The issue of topicality is expected to have two main types of effect. One is the abovementioned tendency to articulate the relativized element (being a topic) as subject. When it is inanimate and/or there is a more topicworthy referent in the clause, there may be a tendency to articulate it as object, a role associated with secondary topics. By this measure, roles other than subject and object will be disfavored. The other is the possibility of extending the use of subject-specialized strategies to particularly topical non-subject referents. This will disfavor non-topicworthy referents such as inanimates of all kinds. Thus for this measure (the usage patterns of subject strategies), we expect a different pattern from that of errors in production experiments. Animate non-subjects, such as possessors and perhaps beneficiaries, should show relatively high accessibility, while time and place, which are inanimate and unlikely to be the main topic of a clause, are unlikely to be candidates for subject strategy use.

The property of affectedness is likely to be relevant to the distribution of resultative participial forms. This will favor stative intransitive subjects and transitive objects. However, the crucial factor will be semantic, not syntactic, so non-patient subjects and objects will be disfavored, while elements with other grammatical relations that can be conceived of as affected may be accessible to this type of strategy. According to Fox (1987), this factor should also be relevant to frequency in spoken discourse, conveying the highest degree of accessibility by this measure. However, this measure is not investigated here.

3 Methodology

In order to investigate accessibility to relativization in Armenian, since relative clauses on low roles were found to be infrequent in spontaneous speech, stimuli were constructed with the aim of eliciting relative clauses in which the relativized element plays each of the roles on the hierarchy, and in which there are different combinations of role-reference association patterns, i.e., animate and inanimate referents, lexical nouns and pronouns, elements with referential properties frequently associated with particular roles (e.g., time and place), playing different roles in the state of affairs intended to be expressed by the relative clause. The elicitation method chosen was based on the ‘mini-stories’ type pioneered by Hamburger and Crain (1982), in which two otherwise identical referents are presented as involved in different states of affairs, and the speaker is asked a question in answer to which they must identify one of these referents, e.g., “One boy is drinking water, the other is drinking juice, which one would you rather be?” These stimuli were presented orally to 46 native speakers of Eastern Armenian from various areas of the Republic of Armenia. Colloquial language was used, in order to minimize the influence of prescriptive literary norms (thus some of the results contain non-standard forms).

Since there is little information available on the factors affecting the choice of relativization strategies in Armenian, and that which exists is to some extent contradictory, it was decided that at this stage it would be more beneficial to conduct a broad survey with the intention of identifying the major factors, rather than a tightly controlled experimental study that would necessarily target a single factor, and would, in any case, be impractical or even impossible to conduct under fieldwork conditions. This study is intended to pave the way for future research of this type by indicating promising directions for more detailed and controlled investigation. The ‘mini-stories’ used here differ from those used by Hamburger and Crain (1982) in that three referents were given instead of two, to reduce the likelihood that the speakers would reply ‘the first one’ or ‘the second one’. Also, in addition to the type of question given in previous experiments, requiring the speaker to choose one, in which the referent would be focused in an implied matrix clause which is likely to be omitted (e.g., ‘Which one would you rather be?’ ‘[I would rather be] the one who drank water’), a different type of question was also given, requiring the speaker to give information about all the participants, e.g., “What did each one do?”, “How does each one feel?”, thus eliciting in a natural way constructions where both RC and MC are present. The stimuli are presented in Appendix 2.

In responses to the stimuli, 1732 relative clauses were produced and entered into a database with filters enabling analysis of the results (published in Hodgson 2019).[5] Two different manifestations of accessibility to relativization were examined. The first is the percentage of non-target forms, that is, responses in which the relativized element played a role other than that which was targeted by the stimulus, for example, subject RCs produced in responses to stimuli targeting direct objects, which have been presented as an important piece of evidence in support of a subject preference in relativization. The second measure is the percentage of finite versus non-finite (participial) RCs, as the restricted distribution of the latter in many languages is another well-known manifestation of the AH.

4 Results

4.1 Target responses

The first manifestation of the AH to be investigated was the percentage of target versus non-target forms (Figure 4 and Table 1), i.e., how often the speakers produced responses in which the relativized element plays the role targeted in the stimulus, and how often they produced responses in which it plays a different role (generally classed as errors in production experiments). In order to test whether these results are statistically significant, indicating that different roles and role-reference combinations do indeed influence the likelihood of producing non-target responses, we fitted a generalized mixed-linear model to the data. This type of statistic model is appropriate for this type of data, since it estimates the sources of variation in categorical data (yes/no response variables) and can account for data points that are not independent of each other (which is the case in the present study since we interpret repeated observations by the same speakers). Statistical analyses were conducted in R (R Core Team 2020), mixed models with the packages ‘lme4’ (Bates et al. 2015) and ‘lmerTest’ (Kuznetsova et al. 2017); see package versions in Appendix 3(A).

The dependent variable is the production of a target versus a non-target response, and the fixed factor (factor of interest) is the factor Role with 11 levels. The different Speakers were added as a random factor to the model, i.e., the final analysis takes into account the amount of variation that is determined by the speakers (due to individual variations in this task). This model was compared to a model without the fixed factor Role. By means of a Log Likelihood Test, we compared the differences between the deviances of these two models (the amount of variation in the data that is explained by each model). The result shows that the factor Role has a highly significant impact on the production of target versus non-target forms (χ2 = 180, p < 0.001); see further details in Appendix 3(B).

As to the nature of this impact, we can see that the results show a pattern that is partly consistent with the AH as it has generally been proposed (subject and direct object show a generally high percentage of target responses, most obliques are low), but there are some points that are totally unexpected if AH is considered to be a mechanical reflex of syntactic structure. Some obliques, notably time and location (as well as inanimate instrument and instrumental and PP objects of particular verbs that require this marking) are among the highest roles. For subject and direct object, there is a substantial difference between animate and inanimate referents, with animate subject (100% target) and inanimate DO (98% target) showing very high percentages of target responses, while animate DO and inanimate subject are substantially lower (82 and 81% respectively). Indirect object (animate beneficiary of ditransitive) is lower still. This suggests that role-reference association is the decisive factor, with elements that play a role frequently associated with their referential properties (animate referent as subject, inanimate referent as DO, time expression as time, place expression as location) showing a high percentage of target responses. The subject preference widely reported in previous experiments seems to concern animate referents only.

If we compare animate subjects and DOs, we observe a similar pattern to that recorded in previous experimental data: for animate subjects, we have 100% target responses, while animate DO has 82%, with 14% of responses involving promotion of the relativized element to subject (5% change the structure in some other way). It is noteworthy that passivization (9) is not the favored strategy for promotion to subject (only 7 out of 52 examples of animate DO > subject involve passive):

(9)
tsetsvoɣ-ə šat vat kəzga
beat.PASS.SPT-DEF very bad FUT.feel.3SG
‘the one who is/was beaten will feel very bad’
(context Q4:10c:[6] ‘the boss beat one of the workers’)

There are some cases where promotion of DO to subject is achieved by replacing a causative verb with its simple counterpart, as in (10), where the causative tsanot’ats’nel ‘introduce, cause someone to get to know’ in the context is replaced by simple tsanot’anal ‘(get to) know, meet’:

(10)
en usanoɣ-ə vor-ə tsanot’ats’av Henrik
DEM3 student-DEF which-DEF know.3SG.AOR Henrik
Məxit’aryan-i het
Mkhitaryan-GEN with
‘the student who met Henrikh Mkhitaryan’
(context Q2:3a: ‘I introduced one student to H.M.’)

However, most examples involve changing the verb to one which refers to the same action or situation, but which allows the relativized element to be articulated as subject:

(11)
k’ahana-yi tan-ə jočəts’uk čiž-ə
priest.GEN house-DEF grow.up.RPT child-DEF
‘the child who grew up in the priest’s house’
(context Q1:15b: ‘a priest brought one child up’)
(12)
En vor zinvorakan-i xet i psayve
DEM3 CONJ soldier-GEN with be.3SG. PRES marry.PPT
‘the one who married a soldier’
(context Q2:2b: ‘the king gave one of his daughters to a general’)
(13)
t’ak’avor-i təɣ-i-n het aproɣ-ə
king-GEN boy-GEN-DEF with live.SPT-DEF
‘the one who lives with a king’s son’
(context Q2:2a: ‘the king gave one of his daughters to a prince’)
(14)
Olimpiada-yi masnakts’oɣ-ə
Olympiad-GEN take.part.SPT-DEF
‘the one who takes/took part in the Olympiad’
(context Q4:4c: ‘the teacher chooses one of the students to take part in the Olympiad’)

However, if we compare inanimate subjects and DOs, the pattern is reversed, with 98% target responses for inanimate DO, 81% for inanimate subject. Of the 3 non-target responses produced for inanimate DO, two involved passive forms of the RPT, probably cases of hypercorrection, as the use of the RPT as an adjective to refer to the patient object of active transitive verb forms is common in colloquial speech, but considered substandard in grammars, which recommend the use of passive forms when the participle refers to the object of a transitive verb (Asatryan 2004). The other non-target response involves producing a relative clause that refers to the human subject, rather than the inanimate object, i.e., a shift of topic from the latter (less referentially prominent) to the former:

(15)
isk harevan-ə, tun-ə k’andoɣ-ə …
and neighbour-DEF house-DEF destroy.SPT-DEF
‘and the neighbour, (the one) who destroyed the house … ’
(context Q4:9c: ‘the neighbor destroyed one house’)

Thus it can be seen that, in terms of target responses, different roles clearly show different levels of accessibility depending on the referential properties of the elements involved.

Note that postpositional and oblique elements that have the role of objects of particular verbs have by this measure a level of accessibility equivalent to direct objects, and are treated in a similar way, being fairly frequently promoted to subject when animate. The ones tested here involve implicit causality verbs with experiencer subject, where the stimulus argument appears as the object of the postposition vra ‘on’ (jɣaynanal ‘be annoyed’) or in instrumental case (hianal ‘admire’). In these cases, promotion of the stimulus argument to subject by the use of causative forms is a common strategy:

(16)
Meg-its’ jəɣaynats’el em, vor-ə indz
one-ABL be.annoyed.PPT be.1SG.PRS which-DEF 1SG.DAT
pargats’ərel e, jəɣaynats’ərel
be.angry.CAUS.PPT be.3SG.PRS be.annoyed.CAUS.PPT
e.
be.3SG.PRS

‘I was annoyed with one person, (the one) who made me angry, made me annoyed.’

(context Q1:21b: ‘I was annoyed with one person’)

(17)
ov or hiats’rel er
who CONJ admire.CAUS.PPT be.3SG.PAST
‘the one who caused (me) to admire (him)’
(context Q1:21c: I admired one person)

The relatively high accessibility of possessor constructions, especially possessor of subject, is worthy of note, as it is unexpected from the point of view of studies such as Diessel and Tomasello (2005), which find that possessor constructions have the lowest accessibility to relativization of all the roles they tested, showing a high percentage of non-target responses. The non-target responses for possessor mainly involve patient body part constructions. In these cases, the structure is changed so that the affected person, rather than the body part, is given a more prominent semantic and syntactic role, conceived of as a patient directly involved in the action, expressed as subject in the case of possessor of subject (e.g., ‘the one who has eye pain’ rather than ‘the one whose eye hurts’, as in (18)), or as object in the case of possessor of object (‘the one who a snake bit’ rather than ‘the one whose foot a snake bit’, as in (19)):

(18)
ašk’-i ts’av unets’oɣ-n
eye.GEN pain have.SPT-DEF
‘the one who has eye pain’
(context Q1:20: ‘one person’s X hurts’)
(19)
ots’-i kədzadz-ə kəmeŕni
snake-GEN bite-RPT PRES.die.3SG
‘the one who a snake bit dies’
(context Q3:15a: ‘a snake bit one person’s foot’)

These non-target responses are not the result of the factors hypothesized to be behind the low accessibility of possessives of the type tested by Diessel and Tomasello (2005), i.e., the fact that the relativized element is not involved in and cannot be conceived of as affected by the state of affairs described in RC. In fact, it is precisely the fact of the direct involvement of the relativized element that allows the possessor to be promoted to subject or DO.

There is one example where it is the possessee object that is promoted to subject (as more topical than the non-specific subject), giving possessor of subject rather than possessor of object:

(20)
um afto-n vor goɣats’ats a
who-GEN car-DEF CONJ steal.RPT be.3SG.PRS
‘the one whose car is/was stolen’
(context Q1:22b: ‘they stole one driver’s car’)

As on the hierarchy of participial relativization, IO (represented on the questionnaires by recipient/beneficiary argument of verbs such as ‘give’) also has a low position on the target responses hierarchy. One factor is the tendency to promote it to subject common to animate referents in general. This is generally achieved by the use of verbs meaning ‘receive’ or ‘consume’ in place of ‘give’:

(21)
partk’-ov p’oɣ verts’rats-ə
debt-INSTR money take.RPT-DEF
‘the one who borrowed money’
(context Q2:1c: ‘I lent (gave on loan) one person money’)
(22)
Hats’ utoɣ-ə
bread eat.SPT-DEF
‘the one who ate/eats bread’
(context Q2:1b: ‘I gave one person bread’)

However, for ditransitive IO there is another factor that is not present for animate objects of monotransitives. This is the tendency to switch the topic from the recipient to the theme so that responses are produced relativizing the DO instead of the IO: contrary to what we would expect from animacy properties, in some cases, the inanimate theme seems to be considered more salient than the animate beneficiary so that we get responses that are comments on the former rather than the latter (i.e., DO RC in place of targeted IO RC):

(23)
tati-i təvadz-ə k’axts’ər e
grandmother-GEN give.RPT-DEF sweet be.3SG.PRS
‘the one the grandmother gave is sweet’
(context Q3:9a: ‘one boy, his grandmother gave him a sweet’)
(24)
isk antsanot’-i təvadz p’oɣ-ə šat
and stranger-GEN give.RPT money-DEF very
viravoragan e
insulting be.3SG.PRS
‘and the money that a stranger gave is very insulting’
(context Q2:8c: ‘a stranger gave one person money’)

Thus for animate referents, the key factor is promotion of the relativized element to subject, which is achieved in various ways (passive, causative, use of verb with different meaning and/or argument structure). For ditransitive constructions with verbs meaning ‘give’, in some cases there is a tendency to shift the reference of the RC from the indirect to the direct object participant, perhaps because the latter, playing the role of theme, is conceived of as affected, thus more directly involved in the action expressed by the verb, despite the fact that the former, being animate, may be considered more inherently topicworthy. Thus it can be seen that different types of prominence (topicality and affectedness) play a role in accessibility to relativization.

For inanimate referents, we do not find the same tendency for promotion to subject, which can be ascribed to different role-reference association patterns. As we have seen, the only examples of promotion of inanimate due to subject involve passive and are probably examples of hypercorrection associated with properties of the RPT rather than true promotion to subject. The other examples of promotion of inanimate elements to subject involve place expressions which in the question context were locative (27) or ablative (25), (26). In these cases, the place is conceived of as having an agentive role, and is effectively animate (i.e., the people of that place are the agent):

(25)
Vor deport arats
CONJ deport do.RPT [omitted 3sg aux]
‘the one that deported me’
(context Q1:12b: ‘from one country they deported me’)
(26)
vor ašxatank’ a təvel
CONJ work be.3SG.PRS give.PPT
‘the one that gave work’
(context Q1:12c: ‘from one country I received an invitation to work’)
(27)
vor-n or kortsaran e kaŕuts’e
which-DEF CONJ factory be.3SG.PRS build
‘the one that built a factory’
(context Q1:8c: ‘in one town a big international company has opened a factory’)

Non-target responses for inanimate subject contexts involve DO (e.g., (28)) and instrumental (e.g., (29)) constructions:

(28)
et vor k’əts’um a šan vəra
DEM2 CONJ throw.IPT be.3SG.PRS dog.GEN on
‘the one he throws at a dog’
(context Q4:8b: ‘A boy throws three stones. One hits a dog.’)
(29)
vorov afto ya harvats’el
which-INSTR car be.3SG.PRS strike.PPT
‘the one he struck a car with’
(context Q4:8a: ‘A boy throws three stones. One hits a car.’)

Here the verb and argument structure are changed so that the inanimate referent has the role of theme (28) or instrument (29) rather than agent of ‘hit’ as in the context, i.e., the inanimate referent is assigned a role that is more frequently associated with elements having its referential properties, just as animate elements are assigned agent and other subject roles with which they are frequently associated. DO and instrumental are the two most accessible roles for inanimate referents in terms of target responses (100% for inanimate instrumental, 98% for inanimate DO). Thus it is possible to speak of a DO/instrumental preference for inanimate referents that is parallel to and operates in just the same way as the subject preference for animate referents: both involve the assignment to the relativized element of a role that is more frequently associated with the referential properties of the element in question than the role it was assigned in the context.

A parallel phenomenon is observed in connection with place and time expressions, which tend to be promoted to locative if this is not the role they were assigned in the context:

(30)
konkret indz həmar vorte pobok šad
in.particular 1SG.DAT for where walnut much
a en a
be.3SG.PRS DEM3 be.3SG.PRS
‘for me in particular, the one where walnuts are plentiful is the [best] one’
(context Q1:9c: ‘one year walnuts were cheap’)
(31)
en me yergir-n el vorte
DEM one country-DEF PART where
ašxatel-u həraver em stats’e vay t’e
work.INF-GEN invitation be.1SG.PRS receive.PPT probably
Afrika-n a ele
Africa-DEF be.3SG.PRS be.PPT
‘and that country where I got an invitation to work was probably Africa’
(context Q1:12c: ‘from one country I received an invitation to work’)
(for ablative)

Note that both of these involve using the locative RP (vorteɣ) in non-locative contexts, a phenomenon that is crosslinguistically widespread and has led to the development of general subordinating morphemes from locative RPs in many languages, including Modern Greek, some English and German dialects (see e.g., Fiorentino 2007), and possibly the Armenian dialect of Aslanbeg (Vaux 2001: 54).

(32)
en yergr-əm vor deport arin, […]
DEM3 country-LOC CONJ deport do.3PL.AOR
‘the country where they deported me’
(context Q1:12b: ‘from one country they deported me’)
(locative case instead of ablative)
(33)
Vorte vor Həŕomi Pap-n a
where CONJ Rome-GEN Pope-DEF be.3SG.PRS
elel, ənte kuzei yes əlem.
be.PPT there COND.want.1SG.PAST 1SG.NOM be.IPT
‘Where the Pope was, that’s where I’d like to be.’
(context Q1:6a: ‘the Pope went to one country’)
(34)
vorteɣ vor indz ašxatank’-i en kanč’el
where CONJ 1SG.DAT work-GEN be.3PL.PRS call.PPT
əndi indz həma harazat a elel
there 1SG.DAT for familiar be.3SG.PRS be.PPT
‘[the country] where they called me to work is familiar to me’
(context Q1:12c: ‘from one country I received an invitation to work’)

In these last two examples, the semantics of the context are changed from endpoint (33) and starting point (34) to static location. We may suppose that where spatial (and by extension temporal) relations are concerned, the most frequent role is static location, thus relativized elements denoting place (sometimes also time) expressions involving motion are promoted to locative in the same way that those denoting animate referents are promoted to subject, and those denoting inanimate objects are promoted to DO or instrumental. Thus locative, too, has a high position on the target responses hierarchy (96%); as we have seen, the exceptions involve cases of promotion to subject where the actions of the inhabitants are ascribed to the place, as in (25), (26), (27), so that we are effectively dealing with an animate referent.

4.2 Participial relativization

4.2.1 General overview

The second measure of accessibility to relativization is the percentage of non-finite (participial) as opposed to finite RC responses (Figure 5 and Table 2). In order to test the significance of this result, we used the same procedure as in the analysis of target responses (Section 4.1). The dependent variable is the choice of finite/non-finite form, and the fixed factor (factor of interest) is the factor Role with 11 levels (the 11 roles in Figures 4 and 5). The different Speakers were added as a random factor to the model. This model was compared to a model without the fixed factor Role. The result shows that the factor Role has a highly significant impact on the choice of finite/non-finite forms (χ2 = 470, p < 0.001); see coefficients of the model in Appendix 3(D).

Figure 3: 
The Silverstein hierarchy (Silverstein 1976).
Figure 3:

The Silverstein hierarchy (Silverstein 1976).

Figure 4: 
Percentage of target responses.
Figure 4:

Percentage of target responses.

Figure 5: 
Finite versus non-finite (participial) RCs.
Figure 5:

Finite versus non-finite (participial) RCs.

Participial RCs, unlike their finite counterparts, lack a means for expressing the role of the relativized element within RC, and thus may be considered simpler and less explicit constructions. It is therefore to be expected that they are generally associated with roles at the top of the Relativization Accessibility Hierarchy: Jahukyan (1974: 552) states that they may only be used when the relativized element has the role of subject or DO in RC. There are two main participles used in relativization in Armenian, the resultative participle in -ats (-uk in some dialects), originally an adjective denoting a property resulting from an action, most frequently used to relativize elements with the patient role, and the subject participle in -, originally an agent noun, but now used to relativize subjects of all kinds. However, although these participles are most frequently associated with patient and with subject roles respectively, in colloquial speech, both participles may, under the right circumstances, be used to relativize essentially any grammatical relation.

4.2.2 Subject participle

The subject participle was originally an agent noun, and, in the literary language, is strictly confined to relativizing subjects, though not necessarily agentive ones, as shown by (36):

(35)
hats’ utoɣ mart’-ə
bread eat.SPT person-DEF
‘the person who eats/is eating/ate/was eating bread’
(36)
heto patmakan nəšanakuts’yun unets’oɣ
then historical significance have.SPT
menk’ xač’k’ar-er unenk’
1PL.NOM cross-stone-PL have.1PL.PRS
‘then we have cross-stones which have historical significance’

However, in colloquial spoken language, it may under some circumstances be used to relativize non-subjects. In the database, there are 56 instances where the subject participle is used to relativize non-subjects out of 483 instances of SPT (12% of SPT RCs relativize non-subjects). Note that context is crucial for the use of such forms; in isolation, the examples given below would naturally be interpreted as SRCs: (39) ‘the one who bit a mosquito’, (40) ‘your country that works’, (41) ‘the one who gave water’. However, the context provided by the questions makes it clear to which participant the participle refers, thus the speaker is able to use these forms without the risk of ambiguity.

The characteristics of these non-subjects relativized with SPT are exactly what we would expect of prime candidates for the assignment of subject properties (‘promotion to subject’): SPT is used for non-subjects when they are the most referentially prominent element in the clause, which generally occurs in cases when the syntactic subject is lacking in prominence. There are no examples in the corpus with overt, specific, human subject. The subjects of the SPT non-subject RCs attested in the corpus have the following properties:

Very often possessee, often inalienable (37), but not necessarily (38):

(37)
Gəlux-ə ts’avoɣ-ə
head.DEF/POSS3 hurt.SPT-DEF
‘The one whose head hurt’
(38)
Zažigalke-n p’əč’ats’oɣ-ə kənaye vor spiška
lighter-DEF break.SPT-DEF look.3SG.PRS CONJ match
kətni.
find.3SG.SUBJ
‘The one whose lighter is broken looks for a match.’

Referentially non-prominent, e.g., inanimate or hardly animate (stone, mosquito):

(39)
Motsak kətsoɣ-i-n al, araɣ en
mosquito bite.SPT.DAT.DEF PTC, vodka be.3PL.PRS
k’əsəm.
rub.IPT
‘The one who a mosquito bit, they rub with vodka.’

Non-specific/generic: there is even one example of a pronoun:

(40)
amenayndebəs k’u ašxatoɣ yergir-ən e
in any case 2SG.GEN work.SPT country-DEF be.3SG.PRS
‘in any case, it’s the country where you work/one works’

Referentially prominent but omitted because not salient in the context (lacking discourse prominence):

(41)
Jur təvoɣ-n asum a kyank’-ət
water give.SPT-DEF say.IPT be.3SG.PRS life-POSS2
yerkar lini, tsarav-əs hagets’av.
long be.3SG.SUBJ thirst-POSS1 be.quenched.3SG.AOR
‘The one who I gave water (who was given water as opposed to something else) says “May your life be long, my thirst has been quenched”.’

In addition to the non-salience of the subject, the relativized element itself must be either inherently referentially prominent (animate) and/or thematically prominent (agentive); the only examples of the use of the subject participle for inanimate non-subjects involve instrumentals, which could be understood as having some agentive characteristics (note the relatively high position of instrument in Bresnan and Kanerva’s (1989) thematic hierarchy[7]):

(42)
tsaɣik nəkaroɣ kərič’-ən
flower draw.SPT pen-DEF
‘the pen with which I drew a flower/the pen that drew a flower’

Note that there is no prohibition on the use of SPT to relativize elements with patient role, as long as these are animate, and the subject is non-salient (see Example (39) and numerous others). Neither is it prohibited from relativizing inanimate elements, as long as they are subjects (see (36)).

The use of the subject participle for non-subjects is crosslinguistically most common when the relativized element is possessor of subject (see Shagal 2017: 87–88). This is part of a more general tendency, observed by Givón (2001: 193), for the assignment of subject properties to possessor of subject, especially when the possessor is human. However, in principle, in colloquial spoken Armenian it seems to be possible to use the subject participle to relativize practically any grammatical relation (with the possible exception of an adpositional object) given the above conditions, as shown by evidence from the corpus (Table 3).

Table 3:

Subject participle use for non-subject grammatical relations.

Possessor of subject: 22 examples (20% of all RCs with this role)
Possessor of object: 5 examples + 1 ambiguous (approximately 10%)
Instrumental: 3 examples (8%)
DO: 21 examples (all animate) (4% of all DO RCs, 6% of animate DO)
IO: 2 examples (4%)
Locative: 1 example
Ablative: 1 possible but ambiguous example

Thus it is possible to interpret the use of the Armenian subject participle to relativize non-subjects as an instance of ‘promotion to subject’, i.e., of the assignment of morphological/syntactic subject properties (here, the use of a verb form generally associated with subjects) to the cognitively most prominent element in the clause, even if it is not the syntactic subject.

4.2.3 Resultative participle

The resultative (also referred to as perfective) participle is always formed on the perfective stem of the verb if there is one (with the ending -ats in most dialects, -uk in some), and in the responses to the questionnaires is strongly associated with perfective contexts: all contexts with 25–100% resultative participle responses were perfective. In the few examples where it is used in imperfective contexts, it is always associated with the patient role:

(43)
Čənšvats ašakert-ə č’i karoγ sovorel.
pressure.PASS.RPT student-DEF NEG-be.3SG.PRS able learn.INF
‘The student who is pressured is not able to learn.’

Perfective participles, and perfective constructions in general, often accord prominence to elements with a patient/theme role. This is the result of semantic properties: in perfective expressions, which describe completed events, what is crucial is often the result of the event, while for incomplete (imperfective) events there would be no result yet, and the focus of attention is more often on the action and/or the agent. The result of an event is most saliently associated with those elements that have undergone a change as a result of the event, i.e., those with an affected patient/theme role. The key properties associated with the use of the resultative participle in relativization are perfectivity and patient/theme role. In syntactic terms, this means that it is most commonly associated with direct object position, as this is the syntactic position most characteristic of the patient/theme role; all but two of the questionnaire contexts that had at least 50% RPT responses were direct objects, but it seems to be semantic role rather than grammatical relation that is crucial, as the two exceptions were patient/theme subjects:

(44)
avto-yi-n/harevan-i-n xəp’ats k’ar-ə
car-DAT-DEF/neighbour-DAT-DEF hit.RPT stone-DEF
‘the stone that hit the car/neighbor’

Note that these, the only subject referents with 50+% RPT responses, are both inanimate. It is true that on average there is a higher percentage of RPT responses for inanimate than animate referents (total: 37 vs. 10%, subjects: 50 vs. 6%, DO: 76 vs. 67%). However, a closer investigation of the data reveals that semantic role is a more relevant factor than animacy. All but one of the contexts with 50–100% RPT responses (100% of contexts with 75–100%) have affected patient/theme (undergoing change of state, inc. position or possession) role. Animacy is clearly not a decisive factor, as the referents in this category (contexts with 50–100% RPT responses) are almost evenly divided according to animacy (14 inanimate vs. 12 animate).

As we have seen, RPT is not confined to DO use, but may also be used for other grammatical relations, with some patient/theme inanimate subjects receiving high percentages of RPT responses (up to 86%, average 50%). No animate subjects have more than 18% RPT responses; SPT is preferred to RPT for all animate subject referents. The two with the highest percentage of RPT responses are subjects of the verb meaning ‘go’, so although they are in some sense agentive, they also have the role of theme, undergoing a change of state (position):

(45)
Tsaɣkadzor/London gənats’ats-ə
Tsaghkadzor/London go.RPT-DEF
‘the one who went to Tsaghkadzor/London’

However, there are a few examples where RPT is used for unambiguously agentive subjects:

(46)
šor-ə təvats-ə
dress-POSS3 give.RPT-DEF
‘the one who gave away her dress’
(47)
hats’ ebadz tsaxadz-ə
bread cook.RPT sell.RPT-DEF
‘the one who cooked and sold bread’

Note that this seems to be possible only in perfective contexts; there are no examples of RPT use in contexts that are both imperfective and agentive. The use of RPT instead of tense/aspect-neutral SPT here serves to indicate that the action is completed and/or has past time reference, rather than that the referent has patient/theme status. These uses are at least in some cases associated with dialects that make use of RPT in the formation of regular past perfective tense forms so that the association with time reference and/or aspect has to some extent eclipsed that of semantic role.

More frequent than agentive subject uses, though still all with <50% RPT responses, are cases where relative clauses with RPT refer to places (48) (fixed location (48a), motion away from (48b) or motion towards (48c)), times (49), or possessors (50). These cases differ crucially from DO/subject uses in that the patient/theme referred to by the participle is not the relativized element, but the subject, as seen in the following examples:

(48)
(a)
k’o kangnats teɣ-ə
2SG.GEN stand.RPT place-DEF
‘the place where you stand/stood’
(b)
nra ekats sar-ə
3SG.GEN come.RPT mountain-DEF
‘the mountain where he came from’
(c)
mer gnats’ats šenk’-ə
1PL.GEN go.RPT building-DEF
‘the building we went to’
(49)
k’o gnats’ats or-ə
2SG.GEN go.RPT day-DEF
‘the day you went’
(50)
atam-ner-ə t’ap’ats šun-ə
tooth-PL-DEF fall.RPT dog-DEF
‘the dog whose teeth have fallen out’

(Examples (48)–(50) from Sakayan 1993: 363, transliteration, glosses and translations adapted)

For time and place (most commonly location, but also ablative and destination), it is noticeable that certain contexts have a relatively high percentage of RPT responses, while others have few or none. The following are the time (51) and place (52) contexts with the highest percentage of RPT responses:

(51)
yerexa unets’ats tari-n
child have.RPT year-DEF
‘the year I had a child’
(52)
im tsənvats yerkir-ə
1SG.GEN be.born.RPT country-DEF
‘the country where I was born’

Time and place contexts with a high percentage of RPT use share the following properties: perfective event, referent of participle undergoes salient change of state, referent of participle is highly salient (1st person and/or MC topic). In fact, there is a more general association of non-subject RPT uses with contexts where the subject is a pronoun, i.e., highly salient (Table 4).

Table 4:

Resultative participle use with pronominal versus lexical NP subjects.

Relativized role 1SG pronominal subject Lexical NP subject
DO 58% RPT 41% RPT
Time 22% RPT 11% RPT
Locative 19% RPT 2% RPT
Instrumental 4% RPT 0% RPT
Postpositional object 10% RPT 0% RPT

In order to understand the patterns of usage of these constructions, it is important to remember that a restrictive RC functions to characterize the relativized element, to define its reference, often in order to make it in some sense identifiable to the addressee. An RC is used when the referent is defined in terms of something that is best expressed by a clausal constituent, i.e., an event or state of affairs, rather than in terms of a simple property that could be expressed by a non-verbal adjective. There are two main types of cases: in one case, the referent is directly involved in the event, typically either as agent or as having undergone a change of state as a result of the event; this mainly concerns subject or object RCs. In the other, less frequent case, the referent is identified in terms of its relation to an event involving another entity. This is more likely to be an effective way of identifying a referent if that other entity is highly salient (e.g., discourse participant and/or topic), and affected in a salient way by the event.

It is also important that the relationship of the relativized element with the state of affairs denoted by the clause is transparent. Thus these constructions are most frequent when the role of the element is obvious either from its own semantics (e.g., if it refers to a time or place) or those of the verb: the only examples of instrumental and postpositional object uses are with verbs that take instrumental and postpositional objects (which have stimulus role, causing a change of state in the subject referent of RPT).

INSTRUMENTAL

(53)
en hiats’uk-n a lav-ə
DEM admire.RPT-DEF be.3SG.PRS good-DEF
‘the one I/you/one (subject not stated) admired is good’

POSTPOSITIONAL OBJECT

(54)
en jəɣaynats’ug-ən el de
DEM3 get.annoyed.RPT-DEF PTC PTC
moment e jəɣaynanam yes
moment be.3SG.PRS get.annoyed.1SG.PRS.SUBJ 1SG.NOM
meg-i vəre-n, edi moment
one-GEN on-POSS3 DEM2 moment
e
be.3SG.PRS
‘the one I/you/one got annoyed with, it’s just a momentary thing, if I get annoyed with someone, that’s just a momentary thing’

However, participial RCs seem to be impossible for cases where the case or adposition makes an independent contribution to the meaning that is not recoverable from the context, which would be lost in a participial RC where these elements cannot be morphologically expressed: for example, a construction such as [cat sat] table could be interpreted as ‘the table that the cat sat on’, but equally as ‘under’ or ‘at’ (Shagal 2017: 74).

The only grammatical function for which there are no examples of RPT use is indirect object, i.e., the recipient/beneficiary argument of a ditransitive. It is not the case that the extra complexity of ditransitive constructions is in itself a decisive factor disfavoring participle use, as ditransitive DO referents appear among those with the highest (75+) percentage of RPT responses, for Example (55).

(55)
Ənkeruhu-s təvats kirk-ə piti lini
friend.GEN-POSS1 give.RPT book-DEF MOD be.INF
kyank-i masin.
life-GEN about
‘The book my friend gave me will/must be about life.’

Thus the number of arguments in itself cannot be the reason why ditransitive IO is rarely relativized with participial constructions. There are in fact a few examples where SPT is used:

(56)
Jur təvoɣ-n asum a kyank’-ət
water give.SPT-DEF say.IPT be.3SG.PRS life-POSS2
yerkar lini, tsarav-əs hagets’av.
long be.3SG.SUBJ thirst-POSS1 be.quenched.3SG.AOR

‘The one whom I gave water (who was given water as opposed to something else) says “May your life be long, my thirst has been quenched”.’

In this case, as discussed in Section 4.2.2, the subject is not salient in the context, and the IO is the primary topic. In the absence of context, this would naturally be interpreted as a subject relative: ‘the one who gives/gave water’. The same would apply to a parallel construction jur tvatsə with RPT, which would be preferentially interpreted as SRC with past time reference (there is a general tendency to interpret animate RC heads, as intrinsically topical elements, as subject, see Mak et al. 2002). Thus such a construction referring to IO would be dispreferred except when the context makes the reference totally clear. In addition, ditransitive IO generally has the role of recipient/beneficiary, and thus does not undergo a change of state as a result of the event, nor does the subject, the most probable primary topic, therefore RPT would be unlikely to be used.

5 Conclusions

Although many previous studies have interpreted the AH effects as being determined by syntactic structural properties, there is in fact good reason to believe that this is not, or certainly not exclusively, the case. One major problem with this type of interpretation is the fact that the same grammatical relation may show vastly different accessibility under different circumstances: some direct objects, for example, may show the same level of accessibility as subjects, while others have been shown to be much less accessible. In the case of direct object RCs, both generative syntactic and psycholinguistic studies have proposed that similarity of the subject and object referents in terms of semantic and/or syntactic properties is key to the problems posed by ORCs, but other studies have shown that this is not the only critical issue, as ORCs in which the subject is inanimate and the object is animate are at least as problematic as those in which the subject and object referents have the same animacy value. Other problems for an interpretation in terms of syntactic structure alone are the fact that the AH effects are much more pronounced in some languages (e.g., Malagasy) than in others (e.g., Chinese), and that the order of the hierarchy also seems to show some crosslinguistic differences, with genitives and IO apparently showing a relatively high degree of accessibility in some languages, but a very low degree in others.

The Armenian data support the proposal that relativization accessibility is not a mechanical reflex of syntactic structure, but is sensitive to role-reference association patterns (as proposed by Traxler et al. 2005, etc.), and to what could be described as ‘role prominence’ in two different senses: the pragmatic property of topicality (as proposed by Kuno 1976), and the semantic property of affectedness, linked to the role of patient/theme (see Fox 1987). The fact that different manifestations of AH show different degrees of sensitivity to particular properties is further evidence that AH is not a phenomenon with a single cause, e.g., syntactic structural complexity, but is actually the combined result of a number of different factors, which all contribute to a general (but not universal) subject (and in some cases DO) preference.

The production of non-target responses is essentially associated with role-reference association patterns, i.e., the tendency to articulate or interpret referents as having roles typical of their referential properties. Thus we have different hierarchies of grammatical relations depending on the referential properties of the relativized element, with instrumental and DO higher than subject for inanimate referents. Locative and time expressions have fairly high positions on this hierarchy when the referents have properties typical of these roles. Indirect object (beneficiary) has a low position here, as its typically animate referents are often promoted to subject.

Topicality and affectedness are the key properties associated with accessibility to participial relativization, which is said by Sakayan (1993) to violate the AH. In this case, accessibility is linked to the properties of the participles in question: the subject participle was originally an agent noun, which in the modern literary language became associated with syntactic subject status, but in the colloquial language be used by some speakers associated with non-subject primary topics, while the resultative participle, typically for elements of its kind, is primarily associated with affected patients/themes. Role-reference association is also relevant to some degree for accessibility to participial relativization.

In this light, the apparent AH violations identified by Sakayan (1993) are not unexpected: time and place expressions showing typical role-reference combinations and highly topical (and affected) possessor referents are more accessible to participial relativization than IO (beneficiary of ditransitive), which is rarely a primary topic (which would favor subject participle use), and generally cannot be conceived of as affected (which would favor resultative participle use). The data collected here show that in colloquial language it is not in fact impossible to relativize IO with a participle: when it has primary topic status, the subject participle may be used. This is further evidence that syntactic grammatical relations in themselves do not cause the AH effects, but that their positions on the AH reflect the degree to which they are typically associated with topicality, the defining property of relativized elements, and, to a lesser extent, affectedness. Role-reference association patterns give a general preference to articulate the relativized element, being a topic, as subject, but the strength of this preference depends on the particular referential properties of the relativized element and other participants, as well as the degree to which topic status and syntactic subject status are correlated in the language in question, rather than being consistent and uniform, as we would expect if syntactic structure were truly the mechanism behind AH.

Supplementary Material

The dataset underlying this article is available from the Zenodo repository and may be accessed at https://doi.org/10.5281/zenodo.7260710.


Corresponding author: Katherine Hodgson, Raised Faculty Building, University of Cambridge, Sidgwick Avenue, Cambridge, CB3 9DA, UK, E-mail:

Acknowledgments

The author would like to thank all the consultants who took part in this project and Stavros Skopeteas for the statistical analysis using R.

Appendix 1: Transliterations

The Armenian alphabet is transliterated as follows, based on the pronunciation of Standard Eastern Armenian:

ա a է e խ x ճ č չ č’ տ t և (y)ev
բ b ը ə ծ ts մ m պ p ր r օ o
գ g թ t’ կ k յ y ջ j ց ts’ ֆ f
դ d ժ ž հ h n ŕ ու u
ե (y)e ի i ձ dz š ս s փ p’
զ z l l ղ ɣ ո (v)o վ v k’

Examples taken from sound recordings are rendered phonetically, with the same system used for the transliterations: aspirated consonants are marked with ’, e.g., p’ (aspirated p) versus p (unaspirated p).

Appendix 2: Stimuli

Questionnaire 1

Q1:1

Երեք հատ քույր կա: Մեկը ժամը 10ին ա քնում, մյուսը՛ 12ին, էն մյուսն էլ՛ 2ին:

Yerek’ hat k’uyr ka. Mek-ə žam-ə
three piece sister exist.3SG.PRS. One-DEF hour-DEF
tas-i-n a k’num, myus-ə tasnerkus-i-n, en
ten-DAT-DEF be.3SG.PRS sleep.IPT other-DEF twelve-DAT-DEF DEM3
myus-n el yerkus-i-n.
other-DEF PTC two-DAT-DEF
‘There are three sisters. One goes to sleep at 10 o’clock, one at 12 o’clock, and the other at 2 o’clock.’
  1. Որ մեկը քանիսի՞ն ա զարթնում:

Vor mek-ə k’anis-i-n a zart’num?
which one-DEF how.many-DAT-DEF be.3SG.PRS wake.up.IPT
‘What time does each one wake up?’
  1. Ո՞ր մեկն ա ավելի լավ իրան զգում:

Vor mek-n a aveli lav iran zgum?
which one-DEF be.3SG.PRS more good 3SG.DAT feel.IPT
‘Which one feels best?’

Q1:2

Մեկը գնալու ա Սևան, մյուսը՛ Լոնդոն, էն մյուսն էլ՛ Դուբայ:

Mek-ə gnalu a Sevan, myus-ə London,
one-DEF go.FPT be.3SG.PRS Sevan other-DEF London
en myus-n el Dubay.
DEM3 other-DEF PTC Dubai
‘One is going to Sevan, one to London, and the other to Dubai.’
  1. Որ մեկը ի՞նչ ա անելու:

Vor mek-n inč’ a anelu?
which one-DEF what be.3SG.PRS do.FPT
‘What will each one do?’
  1. Ո՞վ ա ավելի լավ անցկացնելու ժամանակը:

Ov a aveli lav ants’kats’nelu žamanak-ə?
who be.3SG.PRS more good pass time-POSS3
‘Who will have the best time?’

Q1:3

Մեկը 100 դրամ ա գտել, մյուսը՛ ոսկի մատանի, էն մյուսն էլ՛ կասկածելի գործերի մասին իրա շեֆի գաղտնի նամակը:

Mek-ə haryur dram a gtel, myus-ə
one-DEF hundred dram be.3SG.PRS find other-DEF
voski matani, en myus-n el kaskatseli
gold ring DEM3 other-DEF PTC suspicious
gorts-er-i masin ira šef-i gaɣtni namak-ə.
work-PL-GEN about 3SG.GEN boss-GEN secret letter-DEF
‘One found 100 drams, one found a gold ring, and another found his boss’s secret letter about suspicious dealings.’
  1. Որ մեկը ի՞նչ ա անում:

Vor mek-n inč’ a anum?
which one-DEF what be.3SG.PRS do.IPT
‘What does each one do?’
  1. Ո՞ր մեկը կուզենաիր լինել:

Vor mek-ə kuzenair linel?
which one-DEF FUT.want.2SG.PST be.INF
‘Which one would you like to be?’

Q1:4

Մեկը հաց ա թխել ու բաժանել աղքատներին, մյուսը իրա մամայի շորը վերցրել ա ու նվիրել ընկերուհուն, էն մյուսն էլ մամային ծաղիկ ա նվիրել:

Mek-ə hats’ a t’xel u bažanel
one-DEF bread be.3SG.PRS bake.PPT and distribute.PPT
aɣk’at-ner-i-n, myus-ə ira mama-yi šor-ə verts’rel
poor-PL-DAT-DEF other-DEF 3SG.GEN mother-GEN dress-DEF take.PPT
a u nvirel ənkeruhu-n, en myus-n
be.3SG.PRS and gift.PPT friend.DAT-DEF DEM3 other-DEF
el mama-yi-n tsaɣik a nvirel.
PTC mother-DAT-DEF flower be.3SG.PRS gift.PPT
‘One baked bread and gave it out to the poor, one took her mother’s dress and gave it to her friend, the other gave her mother flowers.’
  1. Ում ի՞նչ ա ասել մաման:

Um inč’ a asel mama-n?
who-DAT what be.3SG.PRS say.PPT mother-DEF?
‘What did the mother say to each one?’
  1. Ո՞ր մեկից ա մաման ավելի շատ գոհ մնացել:

Vor mek-its’ a mama-n aveli šat goh mnats’el?
which one-DEF be.3SG.PRS mother-DEF more much satisfied stay.PPT
‘Which one was the mother most pleased with?’

Q1:5

Մի քաղաքում Օլիմպիադան ա լինելու, մի ուրիշ քաղաքում՛ մեծ բաց ձրի համերգ, մի քաղաքում էլ՛ մեծ բողոքի ակցիա:

Mi k’aɣak’-um Olimpiada-n a linelu, mi
one city-LOC Olympics-DEF be.3SG.PRS be.FPT one
uriš k’aɣak’-um mets bats’ dzri hamerg,
other city-LOC big open free concert
mi k’aɣak-um el mets boɣok’-i akts’ia
one city-LOC PTC big complaint-GEN action.
‘The Olympics are going to be in one city, a big free concert in another city, and a big protest in another city.’
  1. Որ քաղաքում ժողովուրդը ի՞նչ ա մտածում:

Vor k’aɣak’-um žoɣovurt’-ə inč’ a mtatsum?
which city-LOC people-DEF what be.3SG.PRS think.IPT
‘What are the people thinking in each city?’
  1. Դու ո՞ր քաղաք կուզենաիր գնալ:

Du vor k’aɣak’ kuzenair gnal?
2SG.NOM which city FUT.want.2SG.PST go.INF?
‘Which city would you like to go to?’

Q1:6

Մի երկիր Հռոմի Պապն ա գնացել, մի երկիր՛ Վլադիմիր Պուտինը, մի երկիր էլ՛ Քիմ Քարդաշյանը:

Mi yerkir Hŕom-i Pap-n a gnats’el,
one country Rome-GEN Pope-DEF be.3SG.PRS go.PPT
mi yerkir Vladimir Putin-ə, mi yerkir
one country Vladimir Putin-DEF one country
el, K’im K’ardašyan-ə.
PTC Kim Kardashian-DEF
‘The Pope went to one country, Vladimir Putin went to another country, and Kim Kardashian went to another country.’
  1. Որ երկրում ի՞նչ ա եղել:

Vor yerkr-um inč’ a yeɣel?
which country-LOC what be.3SG.PRS PPT
‘What happened in each country?’
  1. Ո՞ր երկրում կուզենաիր լինել:

Vor yerkr-um kuzenair linel?
which country-LOC FUT.want.2SG.PST be.INF
‘Which country would you have liked to have been in?’

Q1:7

Մի երկրում ծնվել եմ, մի երկրում սովորել եմ, մի երկրում էլ ապրում եմ ու աշխատում:

Mi yerkr-um tsnvel em, mi yerkr-um
one country-LOC be.born.PPT be.3SG.PRS one country-LOC
sovorel em, mi yerkr-um el aprum
study.PPT be.1SG.PRS one country-LOC PTC live.IPT
em u ašxatum.
be.3SG.PRS and work.IPT
‘I was born in one country, studied in another country, and live and work in another country.’
  1. Որ երկիրը ո՞նց ա ազդել իմ վրա, ի՞նչ եմ սովորել ամեն երկրից:

Vor yerkir-ə vonts’ a azdel im
which country-DEF how be.3SG.PRS affect.PPT 1SG.GEN
vra, inč’ em sovorel amen yerkrits’?
on what be.1SG.PRS learn.PPT each country?
‘How has each country affected me? What have I learned from each country?’
  1. Ո՞րն ա ավելի շատ ազդել իմ վրա: Որի՞ հետ եմ ավելի շատ կապվել:

Vor-n a aveli šat azdel im vra?
which-DEF be.3SG.PRS more much affect 1SG.GEN on
Vor-i het em aveli šat kapvel?
which-GEN with be.1SG.PRS more much tie.PASS.PPT
‘Which one affected me most? Which one am I most attached to?’

Q1:8

Մի քաղաքում ֆուտբոլի աշխարհի առաջնությունն ա եղել, մի քաղաքում՛ կինոի փառատոն, մի քաղաքում էլ՛ միջազգային մեծ կազմակերպություն գործարան ա բացել:

Mi k’aɣak’-um futbol-i ašxarh-i aŕajnut’yun-n a
one city-LOC football-GEN world-GEN championship-DEF be.3SG.PRS
yeɣel, mi k’aɣak’-um kino-i p’aŕaton, mi
be.PPT one city-LOC cinema-GEN festival one
k’aɣak’-um el mijazgayin mets kazmakerput’yun gortsaran
city-LOC PTC international big company factory
a bats’el.
be.3SG.PRS open.PPT
‘The football World Cup took place in one city, a film festival in another city, and a big international company opened a factory in another city.’
  1. Որ քաղաքում կյանքը ո՞նց ա փոխվել:

Vor k’aɣak’-um kyank’-ə vonts’ a p’oxvel?
which city-DEF life-DEF how be.3SG.PRS change.PASS.PPT
‘How has life changed in each city?’
  1. Ո՞ր քաղաքն ա ավելի շատ շահել:

Vor k’aɣak’-n a aveli šat šahel?
which city-DEF be.3SG.PRS more much benefit.PPT?
‘Which city has benefited the most?’

Q1:9

Մի տարի, ծիրանն ա էժան եղել, մի տարի՛ բրինձը, մի տարի էլ՛ պոպոկը:

Mi tari, tsiran-n a ežan eɣel, mi
one year apricot-DEF be.3SG.PRS cheap be.PPT one
tari brindz-ə, mi tari el popok-ə.
year rice-DEF one year PTC walnut-DEF
‘One year apricots were cheap, one year, rice, another year, walnuts.’
  1. Որ տարում ի՞նչ եք պատրաստել:

Vor tar-um inč’ ek’ patrastel?
which year-LOC what be.2PL.PRS prepare.PPT
‘What did you make in each year?’
  1. Ո՞րն էր ավելի համով:

Vor-n er aveli hamov?
which-DEF be.3SG.PST more tasty
‘Which was the tastiest?’

Q1:10

Մի տարի դպրոցն ես ավարտել, մի տարի բարձր աշխատավարձով գործ ես գտել, մի տարը էլ երեխա ես ունեցել:

Mi tari dprots’-n es avartel, mi
one year school-DEF be.2SG.PRS finish.PPT one
tari bardzr ašxatavardz-ov gorts es gtel,
year high salary-INSTR work be.2SG.PRS find
mi tari el yerexa es unets’el.
one year PTC child be.2SG.PRS have.PPT
‘One year you finished school, one year you found a job with a high salary, and one year you had a child.’
  1. Որ տարում ո՞նց ես քեզ զգացել:

Vor tar-um vonts’ es k’ez zgats’el?
which year-LOC how be.2SG.PRS 2SG.DAT feel.PPT
‘How did you feel in each year?’
  1. Ո՞ր տարում ես ավելի լավ զգացել:

Vor tar-um es aveli lav zgats’el?
which year-LOC be.2SG.PRS more good feel?
‘Which year did you feel best?’

Q1:11

Մի տարի դպրոցում էիր սովորում, մի տարի՛ ինստիտուտում, մի տարի էլ աշխատում էիր:

Mi tari dprots’-um eir sovorum, mi tari
one year school-LOC be.2SG.PST study.IPT one year
institut-um, mi tari el ašxatum eir.
institute-LOC one year PTC work be.2SG.PST
‘One year you were studying at school, one year, at university, and one year you were working.’
  1. Որ տարում ինչքա՞ն ազատ ժամանակ ես ունեցել: Ի՞նչ էիր անում ազատ ժամանակ:

Vor tar-um inč’k’an azat žamanak es unets’el?
which year-LOC how.much free time be.2SG.PRS have.PPT
Inč’ eir anum azat žamanak?
what be.2SG.PST free time
‘How much free time did you have in each year? What did you do in your free time?’
  1. Ո՞ր տարում ես ավելի հանգիստ զգացել:

Vor tar-um es aveli hangist zgats’el?
which year-LOC be.2SG.PRS more quiet feel.PPT
‘Which year did you feel most relaxed?’

Q1:12

Մի երկրից փախել եմ, մի երկրից ինձ դեպորտ են արել, մի երկրից էլ աշխատելու հրավեր եմ ստացել:

Mi yerkr-its’ p’axel em, mi yerkr-its’
one country-ABL flee be.1SG.PRS one country-ABL
indz deport en arel, mi yerkr-its’
1SG.DAT deport be.3PL.PRS do.PPT one country-ABL
el ašxatel-u hraver em stats’el.
PTC work.INF-GEN invitation be.1SG.PRS receive.PPT
‘From one country, I fled, from another, they deported me, and from another, I got an invitation to work.’
  1. Որը ո՞ր երկիրն ա եղել:

Vor-ə vor yerkir-n a yeɣel?
which-DEF which country-DEF be.3SG.PRS be.PPT
‘Which country was each one?’
  1. Ո՞ր երկիրն ա ավելի հարազատ իմ համար:

Vor yerkir-n a aveli harazat im hamar?
which country-DEF be.3SG.PRS more familiar 1SG.GEN for
‘Which one is the most like home for me?’

Q1:13

Մի տորթիկը ես եմ պատրաստել, մեկը տատիս ա պատրաստել, մեկն էլ խանութից եմ առել:

Mi tort’ik-ə yes em patrastel, mek-ə
one cake-DEF 1SG.NOM be.1SG.PRS prepare.PPT one-DEF
tati-s a patrastel, mek-n el xanut’-its’
grandmother-POSS1 be.1SG.PRS prepare.PPT one-DEF PTC shop-ABL
em aŕel.
be.1SG.PRS buy.PPT
‘One cake, I made, one, my grandmother made, and the other, I bought from a shop.’
  1. Որը ի՞նչ տորթ ա եղել:

Vor-ə inč’ tort’ a yeɣel?
which-DEF what cake be.3SG.PRS be.PPT
‘What sort of cake was each one?’
  1. Ո՞րն էր ավելի սիրուն: Ո՞րն էր ավելի համով:

Vor-n er aveli sirun? Vor-n er
which-DEF be.3SG.PST more beautiful which-DEF be.3SG.PST
aveli hamov?
more tasty
‘Which was the most beautiful? Which was the tastiest?’

Q1:14

Մի տորթիկը մամայիս ծննդի համար եմ թխել, մեկը, տատիս հարևաններին ա հյուրասիրել, մեկն էլ թագուհին իրա պաշտոնական հյուրերին ա հյուրասիրել:

Mi tort’ik-ə mama-yi-s tsnnd-i hamar
one cake-DEF mother-GEN-POSS1 birth-GEN for
em t’xel, mek-ə, tati-s harevan-ner-i-n
be.1SG.PRS bake.PPT one-DEF grandmother-POSS1 neighbour-PL-DAT-DEF
a hyurasirel, mek-n el t’aguhi-n
be.3SG.PRS offer.PPT one-DEF PTC queen-DEF
ira paštonakan hyur-er-i-n a hyurasirel.
3SG.GEN official guest-PL-DAT-DEF be.3SG.PRS offer.PPT
‘One cake I baked for my mother’s birthday, one, my grandmother offered to the neighbours, and the other, the queen offered to her official guests.’
  1. Որը ի՞նչ տորթ ա եղել:

Vor-ə inč’ tort’ a yeɣel?
which-DEF what cake be.3SG.PRS be.PPT
‘What sort of cake was each one?’
  • (b)Ո՞րն էր ավելի սիրուն: Ո՞րն էր ավելի համով:

Vor-n er aveli sirun? Vor-n er
which-DEF be.3SG.PST more beautiful which-DEF be.3SG.PST
aveli hamov?
more tasty
‘Which was the most beautiful? Which was the tastiest?’

Q1:15

Մի էրեխուն մաթեմատիկոս ա մեծացրել, մեկին, քահանա ա մեծացրել, մեկին՛ դերասան:

Mi erexu-n mat’ematikos a metsats’rel,
one child.DAT-DEF mathematician be.3SG.PRS grow.up.CAUS.PPT
mek-i-n k’ahana a metsats’rel, mek-i-n
one-DAT-DEF priest be.3SG.PRS grow.up.CAUS.PPT one-DAT-DEF
derasan.
actor
‘A mathematician brought up one child, a priest brought up one child, and an actor brought up another.’
  1. Որ մեծացել են, ով ի՞նչ գործով ա զբաղվել:

Vor metsats’el en, ov inč’ gorts-ov
CONJ grow.up.PPT be.3PL.PRS who what work-INSTR
a zbaɣvel?
be.3SG.PRS be.occupied.with.PPT
‘When they grew up, what job did each one do?’
  1. Ո՞ր մեկը կուզենաիր լինել:

Vor mek-ə kuzenair linel?
which one FUT.want.2SG.PST be.PPT
‘Which one would you like to be?’

Q1:16

Մի մամա իրա էրեխու համար կոնֆետ ա առել, մի մամա երգել ա իրա էրեխու համար, մի մամա գոռացել ա իրա էրեխու վրա:

Mi mama ira erexu hamar konfet
one mother 3SG.GEN child.GEN for sweet
a aŕel, mi mama yergel a
be.3SG.PRS buy.PPT one mother sing.PPT be.3SG.PRS
ira erexu hamar, mi mama gorats’el
3SG.GEN child.GEN for one mother shout.PPT
a ira erexu vra.
be.3SG.PRS 3SG.GEN child.GEN on
‘One mother bought a sweet for her child, one mother sang for her child, and one mother shouted at her child.’
  1. Որ էրեխեն ի՞նչ էր արել:

Vor erexe-n inč’ er arel?
which child-DEF what be.3SG.PST do.PPT
‘What had each child done?’
  1. Ո՞ր մեկը կուզենաիր լինել:

Vor mek-ə kuzenair linel?
which one FUT.want.2SG.PST be.PPT
‘Which one would you like to be?’

Q1:17

Ընկերներիցս մեկը Ծաղկաձոր ա գնածել, մեկը Փարիզ, մեկն էլ՛ Չինաստան:

Ənker-ner-its’-s mek-ə Tsaghkadzor a gnats’el,
friend-PL-ABL-POSS1 one-DEF Tsaghkadzor be.3SG.PRS go.PPT
mek-ə P’ariz, mek-n el Č’inastan.
one-DEF Paris one-DEF PTC China
‘One of my friends went to Tsaghkadzor, one to Paris, and another to China.’
  1. Որ մեկը ի՞նչ ա արել էնտեղ:

Vor mek-ə inč’ a arel enteɣ?
which one-DEF what be.3SG.PRS do.PPT there
‘What did each one do there?’
  1. Ո՞վ ա ավելի լավ ժամանակ անցկացրել:

Ov a aveli lav žamanak ants’kats’rel?
who be.3SG.PRS more good time pass.PPT
‘Who had the best time?’

Q1:18

Մի գրիչով դիմում եմ գրել, մի գրիչով ուսանողների գրավորներն էմ ստուգել, մի գրիչով էլ, ծաղիկ եմ նկարել:

Mi grič’-ov dimum em grel, mi
one pen-INSTR application be.1SG.PRS write.PPT one
grič’-ov usanoɣ-ner-i gravor-ner-n em stugel, mi
pen-INSTR student-PL-GEN test-PL-DEF be.1SG.PRS check.PPT one
grič’-ov el tsaɣik em nkarel.
pen-INSTR PTC flower be.1SG.PRS draw.PPT
‘I filled in an application form with one pen, I marked my students’ tests with another one, and drew a flower with another one.’
  1. Որը ի՞նչ գույնի էր:

Vor-ə inč’ guyn-i er?
which-DEF which colour-GEN be.3SG.PST
‘What colour was each one?’
  1. Ո՞րն էր ավելի սիրուն:

Vor-n er aveli sirun?
which-DEF be.3SG.PST more beautiful
‘Which was the most beautiful?’

Q1:19

Մեկից ջուր եմ ուզել, մեկից՛ հաց, մեկից՛ պարտքով փող:

Mek-its’ jur em uzel, mek-its’ hats’,
one-ABL water be.1SG.PRS one-ABL bread
mekits’ partk’-ov p’oɣ.
one-ABL debt-INSTR money
‘I asked for water from one person, bread from another, and a loan of money from another.’
  1. Ով ի՞նչ ա արել:

Ov inč’ a arel?
who what be.3SG.PRS do.PPT
‘What did each one do?’
  1. Ո՞վ ա ավելի շատ նեղացել:

Ov a aveli šat neɣats’el?
who be.3SG.PRS more much be.upset.PPT
‘Who got most annoyed?’

Q1:20

Մեկի գլուխն ա ցավում, մեկի ոտն ա ցավում, մեկի մեչքը:

Mek-i glux-n a ts’avum, mek-i vot-n
one-GEN head-DEF be.3SG.PRS hurt.IPT one-GEN leg-DEF
a ts’avum, mek-i meč’k-ə.
be.3SG.PRS hurt.IPT one-GEN back-DEF
‘One person’s head hurts, one person’s leg hurts, and one person’s back hurts.’
  1. Ով ի՞նչ ա անում:

Ov inč’ a anum?
who what be.3SG.PRS do.IPT
‘What does each one do?’
  1. Ո՞վ ա գնում բժշկի:

Ov a gnum bžšk-i?
who be.3SG.PRS go doctor-DAT
‘Who goes to the doctor’s?’

Q1:21

Մեկից հիասթափվել եմ, մեկի վրա ջղայնացել եմ, մեկով՛ հիացել:

Mek-its’ hiast’ap’vel em, mek-i vra jɣaynats’el
one-ABL be.disappointed.PPT be.1SG.PRS one-GEN on be.annoyed.PPT
em, mek-ov hiats’el.
be.1SG.PRS one-INSTR admire.PPT
‘I was disappointed with one person, got annoyed with one, and admired another.’
  1. Ով ի՞նչ էր արել:

Ov inč’ er arel?
who what be.3SG.PST do.PPT
‘What had each one done?’
  1. Ո՞վ էր իմ ընկերը:

Ov er im ənker-ə?
who be.3SG.PST 1SG.GEN friend-DEF
‘Who was my friend?’

Q1:22

Երեք հատ շոֆեր կա, մեկի ավտոն փչացել ա, մեկի ավտոն գողացել են, մեկի պրավան կեղծ ա դուրս եկել:

Yerek’ hat šofer ka, mek-i avto-n
three piece driver exist.3SG.PRS one-GEN car-DEF
p’č’ats’el a, mek-i avto-n goɣats’el en,
break.PPT one-GEN car-DEF steal.PPT be.3PL.PRS
mek-i prava-n keɣts a durs yekel.
one-GEN licence-DEF false be.3SG.PRS out come.PPT
‘There are three drivers, one’s car has broken down, they stole one’s car, and one’s licence turned out to be fake.’
  1. Որ մեկը ի՞նչ ա անում:

Vor mek-ə inč’ a anum?
which one-DEF what be.3SG.PRS do
‘What does each one do?’
  1. Ո՞ր մեկին գործի կվերցնես:

Vor mek-i-n gorts-i kverts’nes?
which one-DAT-DEF work-GEN FUT.take.2SG
‘Which one will you hire?’

Q1:23

Ո՞վ ա… a) Մեսրոպ Մաշտոցը
Who is Mesrop Mashtots
Յուրի Գագարինը
Yuri Gagarin
Կոլոմբոսը
Columbus
Սողոմոն Թեհլերյանը
Soghomon Tehleryan
b) հացթուխը
a baker
թամադան
a tamada (toastmaster)
ավորը
a k’avor (godfather/best man)
դայակը
a nanny

Questionnaire 2

Q2:1

Մեկին ջուր եմ տվել, մեկին՝ հաց, մեկին՝ պարտքով փող:

Mek-i-n jur em tvel, mek-i-n hats’,
one-DAT-DEF water be.1SG.PRS give.PPT one-DAT-DEF bread
mek-i-n partk’ov p’oɣ.
one-DAT-DEF debt-INSTR money
‘I gave one person water, one, bread, and another, a loan of money.’
  1. Ով ի՞նչ ա ասում, ի՞նչ ա մտածում իմ մասին:

Ov inč’ a asum, inč’ a
who what be.3SG.PRS say.IPT what be.3SG.PRS
mtatsum im masin?
think.IPT 1SG.GEN about
‘What does each one say? What does each one think of me?’
  1. Ո՞վ ա ավելի շատ գոհ մնացել:

Ov a aveli šat goh mnats’el?
who be.3SG.PRS more much satisfied stay.PPT
‘Who was most pleased?’

Q2:2

Թագավորը իրա աղջիկներից մեկին արքայազնի ա տվել, մեկին զորավարի, մեկին առևտրականի տղու:

T’agavor-ə ira aɣjik-ner-its’ mek-i-n ark’ayazn-i
king-DEF 3SG.GEN girl-PL-ABL one-DAT-DEF prince-DAT
a tvel, mek-i-n zoravar-i, mek-i-n
be.3SG.PRS give.PPT one-DAT-DEF general-DAT one-DAT-DEF
aŕevtrakan-i tɣu.
merchant-GEN boy-DAT
‘The king gave one of his daughters to a prince, one to a general, and one to the son of a merchant.’
  1. Հիմա ո՞նց են ապրում էտ աղջիկները:

Hima vonts’ en aprum et aɣjik-ner-ə?
now how be.3PL.PRS live.IPT DEM2 girl-PL-DEF
‘How do those girls live now?’
  1. Ո՞վ ա պապային ավելի շատ սիրում:

Ov a papa-yi-n aveli šat sirum?
who be.3SG.PRS father-DAT-POSS1 more much love
‘Who loves her father the most?’

Q2:3

Իմ ուսանողներից մեկին ծանոթացրել եմ Հենրիխ Մխիթարյանի հետ, մեկին բոմժի, մեկին Անգլիայի թագուհու:

Im usanoɣ-ner-its’ mek-i-n tsanot’ats’rel em
1SG.GEN student-PL-ABL one-DAT-DEF introduce.PPT be.1SG.PRS
Henrix Mxit’aryan-i het, mek-i-n bomž-i,
Henrikh Mkhitaryan-GEN with one-DAT-DEF homeless.person-GEN
mek-i-n Anglia-yi t’aguhu.
one-DAT-DEF England-GEN queen.GEN
‘I introduced one of my students to Henrikh Mkhitaryan, one to a homeless person, and one to the Queen of England.’
  1. Ով ո՞նց ա իրան պահել, ո՞նց ա իրան զգացել (էտ ուսանուղներից):

Ov vonts’ a iran pahel, vonts’
who how be.3SG.PRS 3SG.DAT keep.PPT how
a iran zgats’el?
be.3SG.PRS 3SG.DAT feel.PPT
‘How did each one behave? How did each one feel?’
  1. Ո՞վ ա ավելի հետաքրքիր ժամանակ անցկացրել:

Ov a aveli hetak’rk’ir žamanak ants’kats’rel?
who be.3SG.PRS more interesting time pass.PPT
‘Who had the most interesting time?’

Q2:4

Մեկին իրա մաման բժշկի մոտ ա տարել, մեկին իրա տատին ու մորքուրը նայողի մոտ են տարել, մեկին իրա դասատուն դպրոցի տնօրենի մոտ ա տարել:

Mek-i-n ira mama-n bžšk-i mot
one-DAT-DEF 3SG.GEN mother-DEF doctor-GEN close
a tarel, mek-i-n ira tati-n
be.3SG.PRS take.PPT one-DAT-DEF 3SG.GEN grandmother-DEF
u mork’ur-ə nayoɣ-i mot en
and aunt-DEF fortune.teller-GEN close be.3PL.PRS
tarel, mek-i-n dasatu-n dprots’-i tnoren-i
take.PPT one-DAT-DEF teacher-POSS1 school-GEN principal-GEN
mot a tarel.
close be.3SG.PRS take.PPT
‘One (child), his mother took him to the doctor’s, one, his grandmother and aunt took him to a fortune teller, and one, his teacher took him to the school principal.’
  1. Ով ի՞նչ ա արել:

Ov inč’ er arel?
who what be.3SG.PST do.PPT
‘What had each one done?’
  1. Ո՞վ էր ավելի լավ իրան զգում:

Ov er aveli lav iran zgum?
who be.3SG.PST more good 3SG.DAT feel.PPT
‘Who felt best?’

Q2:5

Մեկին շուն ա կծել, մեկին մոծակ ա կծել, մեկին հարևանն ա կծել:

Mek-i-n šun a ktsel, mek-i-n motsak
one-DAT-DEF dog be.3SG.PRS bite.PPT one-DAT-DEF mosquito
a ktsel, mek-i-n harevan-n a ktsel
be.3SG.PRS bite.PPT one-DAT-DEF neighbour-DEF be.3SG.PRS bite.PART
‘A dog bit one person, a mosquito bit one person, and the neighbour bit one person.’
  1. Ով ի՞նչ ա անում:

Ov inč’ a anum?
who what be.3SG.PRS do.IPT
‘What does each one do?’
  1. Ով ա ավէլի ցավ զգում:

Ov a aveli ts’av zgum?
who be.3SG.PRS more pain feel.IPT
‘Who feels the most pain?’

Q2:6

Երեք հատ մասնագետ կա: Մեկի հեռախոսի համարն ունեմ, մեկի մեյլն ունեմ, իսկ մեկը, գիտեմ ում մոտ ա աշխատում:

Yerek’ hat masnaget ka. Mek-i heŕaxos-i
three piece specialist exist.3SG.PRS one-GEN telephone-GEN
hamar-n unem, mek-i meyl-n unem, isk
number-DEF have.1SG.PRS one-GEN email-DEF have.1SG.PRS and
mek-ə, gitem um mot a ašxatum.
one-GEN know.1SG.PRS who.GEN close be.3SG.PRS work
‘There are three specialists/professionals. I have one’s phone number, one’s email, and I know who the other one works with.’
  1. Ով ի՞նչ մասնագետ ա:

Ov inč’ masnaget a?
who what specialist be.3SG.PRS
‘What kind of specialist/professional is each one?’
  1. Ու՞մ ավելի հեշտ կգտնեմ:

Um aveli hešt kgtnem?
who.DAT more easy FUT.find.1SG
‘Who will I find the most easily?’

Q2:7

Երեք հատ տղա կա: Մեկին պապան ա ծեծել, մեկին ախպերն ա ծեծել, մեկին հարևանի աղջիկը:

Yerek’ hat tɣa ka. Mek-i-n
three piece boy exist.3SG.PRS one-DAT-DEF
papa-n a tsetsel, mek-i-n axper-n
father-POSS3 be.3SG.PRS beat.PPT one-DAT-DEF brother-POSS3
a tsetsel, mek-i-n harevan-i aɣjik-ə.
be.3SG.PRS beat.PPT one-DAT-DEF neighbour-GEN girl-DEF
‘There are three boys. One, his father beat, one, his brother beat, one, the neighbour’s daughter.’
  1. Ով ի՞նչ էր արել:

Ov inč’ er arel?
who what be.3SG.PST do.PPT
‘What had each one done?’
  1. Ու՞մ վիճակն ա ավելի ծանր:

Um vičak-n a aveli tsanr?
who.GEN situation-DEF be.3SG.PRS more heavy
‘Whose situation is the worst (lit. heaviest)?’

Q2:8

Մեկին մաման հաց ա տվել, մեկին տատին կոնֆետ ա տվել, մեկին անծանոթ մարդ փող ա տվել:

Mek-i-n mama-n hats’ a tvel, mek-i-n
One-DAT-DEF mother-POSS1 bread be.3SG.PRS give.PPT one-DAT-DEF
tati-n konfet a tvel, mek-i-n antsanot’
grandmother-DAT sweet be.3SG.PRS give.PPT one-DAT-DEF unknown
mard p’oɣ a tvel.
person money be.3SG.PRS give.PPT
‘One (person), his mother gave him bread, one, his grandmother gave him a sweet, another, a stranger gave him money.’
  1. Ով ո՞նց ա իրան զգացել:

Ov vonts’ a iran zgats’el?
who how be.3SG.PRS 3SG.DAT feel.PPT
‘How did each one feel?’
  1. Ո՞վ ա ավելի շատ ուրախացել:

Ov a aveli šat uraxats’el?
who be.3SG.PRS more much be.happy.PPT
‘Who was the happiest?’

Q2:9

Ռեստորանում երեք հատ մատուցող կա: Մի հատ հաճախորդ նամակ ա գրել տնօրենին, որ էտ մատուցողներից մեկը իրան լավ չի պահում: Մեկը, շեֆը հրաման ա տվել, որ աշխատավարձը ավելանա: Մեկը, շեֆը հրաման ա տվել, որ գործից ազատվի:

Ŕestoran-um yerek’ hat matuts’oɣ ka.
restaurant-LOC three piece waiter exist.3SG.PRS
Mi hat hačaxord namak a
one piece customer letter be.3SG.PRS
grel, vor et matuts’oɣ-ner-its’ mek-ə
write.PPT CONJ DEM2 waiter-PL-ABL one-DEF
iran lav č’i pahum. Mek-ə,
3SG.DAT good NEG.be.3SG.PRS keep.IPT one-DEF
šef-ə hraman a tvel, vor
boss-DEF order be.3SG.PRS give.PPT CONJ
ašxatavardz-ə avelana. Mek-ə, šef-ə hraman
wages.POSS1 increase.3SG.PRS.SUBJ one-DEF boss-DEF order
a tvel, vor gorts-its’ azatvi.
be.3SG.PRS give.PPT CONJ work-ABL free.PASS.3SG.PRS.SUBJ
‘In a restaurant there are three waiters. A customer wrote a letter to the manager [saying] that one of those waiters hadn’t been behaving well. One of them, the boss gave the order that his wages should be increased. One of them, the boss gave the order that he should be fired.’
  1. Ով ի՞նչ էր արել (էտ մատուցողներից):

Ov inč’ er arel (et matuts’oɣ-ner-its’)?
who what be.3SG.PST do.PPT DEM2 waiter-PL-ABL
‘What had each waiter done?’
  1. Ու՞մ վիճակն ա ավելի դժվար:

Um vičak-n a aveli džvar?
who-GEN situation-DEF be.3SG.PRS more difficult
‘Whose situation is the most difficult?’

Q2:10

Մեկը երգում ա, մեկը կարդում ա, մեկը ֆուտբոլ ա խաղում:

Mek-ə yergum a, mek-ə kardum a,
one-DEF sing.IPT be.3SG.PRS one-DEF read.IPT be.3SG.PRS
mek-ə futbol a xaɣum.
one-DEF football be.3SG.PRS play.IPT
‘One person is singing, one is reading, one is playing football.’
  1. Ով ո՞նց ա իրան զգում:

Ov vonts’ a iran zgum?
who how be.3SG.PRS 3SG.DAT feel.IPT
‘How does each one feel?’
  1. Իրանցից ո՞վ կուզենաիր լինել:

Irants’its ov kuzenair linel?
3PL.ABL who FUT.want.2SG.PST be.INF
‘Which one would you like to be?’

Q2:11

Մի էրեխու մաման գոռում ա, մեկի քույրիկը խնդում ա, մեկի պապան մարոժնի ա առել իրա համար:

Mi erexu mama-n goŕum a, mek-i
one child.GEN mother-DEF shout.IPT be.3SG.PRS one-GEN
k’uyrik-ə xndum a, mek-i papa-n marožni
sister-DEF laugh.IPT be.3SG.PRS one-GEN father-DEF ice.cream
a aŕel ira hamar.
be.3SG.PRSbuy .PPT 3SG.GEN for
‘One child’s mother is shouting, one’s sister is laughing, one’s father has bought ice-cream for him.’
  1. Ով ի՞նչ ա արել:

Ov inč’ a arel?
who what be.3SG.PRS do.PPT
‘What has each one done?’
  1. Ո՞վ կուզենայիր լինել:

Ov kuzenayir linel?
who FUT.want.2SG.SUBJ.PST be.INF
‘Who would you like to be?’

Q2:12

Մեկը վատ ա երգում, մեկը շատ բարձր ա երգում, մեկը անընդհատ շատ ահավոր անճաշակ երգեր ա երգում:

Mek-ə vat a yergum, mek-ə šat
one-DEF bad be.3SG.PRS sing.IPT one-DEF very
bardzr a yergum, mek-ə šat ahavor
loud be.3SG.PRS sing.IPT one-DEF very terrible
ančašak yerg-er a yergum.
tasteless song-PL be.3SG.PRS sing.IPT
‘One person sings badly, one sings very loudly, one constantly sings really terrible tasteless songs.’
  1. Ում ի՞նչ ես ասում:

Um inč’ es asum?
who-DAT what be.2SG.PRS say.IPT
‘What do you say to each of them?’
  1. Ո՞վ ա ավելի շատ ներվերիդ վրա ազդում:

Ov a aveli šat nerv-er-i-d vra azdum?
who be.3SG.PRS more much nerve-PL-DAT-POSS2 on affect.IPT
‘Who gets on your nerves the most?’

Q2:13

Երեք հատ փիսո կա: Մեկին շուն ա կծել, մեկին ձուկ ա կծել, մեկին ես եմ կծել:

Yerek’ hat p’iso ka. Mek-i-n šun
three piece cat exist.3SG.PRS one-DAT-DEF dog
a ktsel, mek-i-n dzuk a ktsel,
be.3SG.PRS bite.PPT one-DAT-DEF fish be.3SG.PRS bite.PPT,
mek-i-n yes em ktsel.
one-DAT-DEF 1SG.NOM be.1SG.PRS bite
‘There are three cats. A dog bit one, a fish bit one, I bit one.’
  1. Որ մեկը ի՞նչ ա արել:

Vor mek-ə inč a arel?
which one-DEF what be.3SG.PRS do.PPT
‘What did each one do?’
  1. Ու՞մ վիճակն ա ավելի ծանր:

Um vičak-n a aveli tsanr?
who-GEN situation-DEF be.3SG.PRS more heavy
‘Which one’s situation is the worst (lit. heaviest)?’

Q2:14

Մեկի կոմպն ա փչացել, մեկի հեռախոսն ա փչացել, մեկի զաժիգալիկեն ա փչացել:

Mek-i komp-n a p’č’ats’el, mek-i heŕaxos-n
one-GEN computer-DEF be.3SG.PRS break.PPT one-GEN telephone-DEF
a p’č’ats’el, mek-i zažigalke-n a p’č’ats’el.
be.3SG.PRS break.PPT one-GEN lighter-DEF be.3SG,PRS break.PPT
‘One person’s computer has broken, one’s phone has broken, one’s lighter has broken.’
  1. Ով ի՞նչ ա անում:

Ov inč’ a anum?
who what be.3SG.PRS do.IPT
‘What does each one do?’
  1. Ու՞մ վիճակն ա ավելի դժվար:

Um vičak-n a aveli džvar?
who-GEN situation be.3SG.PRS more difficult?
‘Whose situation is the most difficult?’

Questionnaire 3

Q3:1

Մեկին ջուր եմ տվել, մեկին՝ հաց, մեկին՝ պարտքով փող:

Mek-i-n jur em tvel, mek-i-n hats’,
one-DAT-DEF water be.1SG.PRS give.PPT one-DAT-DEF bread
mek-i-n partk’ov p’oɣ.
one-DAT-DEF debt-INSTR money
‘I gave one person water, one, bread, and another, a loan of money.’
  1. Ով ի՞նչ ա ասում, ի՞նչ ա մտածում իմ մասին:

Ov inč’ a asum, inč’ a
who what be.3SG.PRS say.IPT what be.3SG.PRS
mtatsum im masin?
think.IPT 1SG.GEN about
‘What does each one say? What does each one think of me?’
  1. Ո՞վ ա ավելի շատ գոհ մնացել:

Ov a aveli šat goh mnats’el?
who be.3SG.PRS more much satisfied stay.PPT
‘Who was most pleased?’

Q3:2

Թագավորը իրա աղջիկներից մեկին արքայազնի ա տվել, մեկին զորավարի, մեկին առևտրականի տղու:

T’agavor-ə ira aɣjik-ner-its’ mek-i-n ark’ayazn-i
king-DEF 3SG.GEN girl-PL-ABL one-DAT-DEF prince-DAT
a tvel, mek-i-n zoravar-i, mek-i-n
be.3SG.PRS give.PPT one-DAT-DEF general-DAT one-DAT-DEF
aŕevtrakan-i tɣu.
merchant-GEN boy-DAT
‘The king gave one of his daughters to a prince, one to a general, and one to the son of a merchant.’
  1. Հիմա ո՞նց են ապրում էտ աղջիկները:

Hima vonts’ en aprum et aɣjik-ner-ə?
now how be.3PL.PRS live.IPT DEM2 girl-PL-DEF
‘How do those girls live now?’
  1. Ո՞վ ա պապային ավելի շատ սիրում:

Ov a papa-yi-n aveli šat sirum?
who be.3SG.PRS father-DAT-POSS1 more much love
‘Who loves her father the most?’

Q3:3

Մի գիրք ընկերուհիս ա ինձ նվիրել, մի գիրք հայերենի դասատուն ա ինձ նվիրել, մի գիրք էլ ճեմարանի ուսանողներն են ինձ նվիրել:

Mi girk’ ənkeruhi-s a indz nvirel,
one book friend-POSS1 be.3SG.PRS 1SG.DAT gift.PPT
mi girk’ hayeren-i dasatu-n a indz
one book Armenian-GEN teacher-DEF be.3SG.PRS 1SG.DAT
nvirel, mi girk’ el čemaran-i usanoɣ-ner-n
gift.PPT one book PTC seminary-GEN student-PL-DEF
en indz nvirel.
be.3PL.PRS 1SG.DAT gift.PPT
‘My friend gave me one book, the Armenian teacher gave me one book, the seminary students gave me one book.’
  1. Ո՞ր մեկը ի՞նչ գիրք ա եղել:

Vor mek-ə inč’ girk’ a yeɣel?
which one-DEF what book be.3SG.PRS be.PPT
‘What kind of book was each one?’
  1. Ո՞ր մեկն էր ավելի հետաքրքիր իմ համար:

Vor mek-n er aveli hetak’rk’ir im hamar?
which one-DEF be.3SG.PST more interesting 1SG.GEN for
‘Which one was the most interesting for me?’

Q3:4

Մեկին իրա մաման բժշկի մոտ ա տարել, մեկին իրա տատին ու մորքուրը նայողի մոտ են տարել, մեկին իրա դասատուն դպրոցի տնօրենի մոտ ա տարել:

Mek-i-n ira mama-n bžšk-i mot
one-DAT-DEF 3SG.GEN mother-DEF doctor-GEN close
a tarel, mek-i-n ira tati-n
be.3SG.PRS take.PPT one-DAT-DEF 3SG.GEN grandmother-DEF
u mork’ur-ə nayoɣ-i mot en
and aunt-DEF fortune.teller-GEN close be.3PL.PRS
tarel, mek-i-n dasatu-n dprots’-i tnoren-i
take.PPT one-DAT-DEF teacher-POSS1 school-GEN principal-GEN
mot a tarel.
close be.3SG.PRS take.PPT
‘One (child), his mother took him to the doctor’s, one, his grandmother and aunt took him to a fortune teller, and one, his teacher took him to the school principal.’
  1. Ով ի՞նչ ա արել:

Ov inč’ er arel?
who what be.3SG.PST do.PPT
‘What had each one done?’
  1. Ո՞վ էր ավելի լավ իրան զգում:

Ov er aveli lav iran zgum?
who be.3SG.PST more good 3SG.DAT feel.PPT
‘Who felt best?’

Q3:5

Մեկին խոզ ա կծել, մեկին ձի ա կծել, մեկին մոծակ ա կծել:

Mek-i-n xoz a ktsel, mek-i-n dzi
one-DAT-DEF pig be.3SG.PRS bite.PPT one-DAT-DEF horse
a ktsel, mek-i-n motsak a ktsel.
be.3SG.PRS bite.PPT one-DAT-DEF mosquito be.3SG.PRS bite.PART
‘A pig bit one person, a horse bit one person, and a mosquito bit one person.’
  1. Ով ի՞նչ ա անում:

Ov inč’ a anum?
who what be.3SG.PRS do.IPT
‘What does each one do?’
  1. Ով ա ավէլի ցավ զգում:

Ov a aveli ts’av zgum?
who be.3SG.PRS more pain feel.IPT
‘Who feels the most pain?’

Q3:6

Երեք հատ մասնագետ կա: Մեկի հեռախոսի համարն ունեմ, մեկի մեյլն ունեմ, իսկ մեկը, գիտեմ ում մոտ ա աշխատում:

Yerek’ hat masnaget ka. Mek-i heŕaxos-i
three piece specialist exist.3SG.PRS one-GEN telephone-GEN
hamar-n unem, mek-i meyl-n unem, isk
number-DEF have.1SG.PRS one-GEN email-DEF have.1SG.PRS and
mek-ə, gitem um mot a ašxatum.
one-GEN know.1SG.PRS who.GEN close be.3SG.PRS work
‘There are three specialists/professionals. I have one’s phone number, one’s email, and I know who the other one works with.’
  1. Ով ի՞նչ մասնագետ ա:

Ov inč’ masnaget a?
who what specialist be.3SG.PRS
‘What kind of specialist/professional is each one?’
  1. Ու՞մ ավելի հեշտ կգտնեմ:

Um aveli hešt kgtnem?
who.DAT more easy FUT.find.1SG
‘Who will I find the most easily?’

Q3:7

Երեք հատ տղա կա: Մեկին պապան ա ծեծել, մեկին ախպերն ա ծեծել, մեկին հարևանի աղջիկը:

Yerek’ hat tɣa ka. Mek-i-n
three piece boy exist.3SG.PRS one-DAT-DEF
papa-n a tsetsel, mek-i-n axper-n
father-POSS3 be.3SG.PRS beat.PPT one-DAT-DEF brother-POSS3
a tsetsel, mek-i-n harevan-i aɣjik-ə.
be.3SG.PRS beat.PPT one-DAT-DEF neighbour-GEN girl-DEF
‘There are three boys. One, his father beat, one, his brother beat, one, the neighbour’s daughter.’
  1. Ով ի՞նչ էր արել:

Ov inč’ er arel?
who what be.3SG.PST do.PPT
‘What had each one done?’
  1. Ու՞մ վիճակն ա ավելի ծանր:

Um vičak-n a aveli tsanr?
who.GEN situation-DEF be.3SG.PRS more heavy
‘Whose situation is the worst (lit. heaviest)?’

Q3:8

Մեկին մաման հաց ա տվել, մեկին տատին կոնֆետ ա տվել, մեկին անծանոթ մարդ փող ա տվել:

Mek-i-n mama-n hats’ a tvel, mek-i-n
One-DAT-DEF mother-POSS1 bread be.3SG.PRS one-DAT-DEF
tati-n konfet a tvel, mek-i-n antsanot’
grandmother-DAT sweet be.3SG.PRS give.PPT one-DAT-DEF unknown
mard p’oɣ a tvel.
person money be.3SG.PRS give.PPT
One (person), his mother gave him bread, one, his grandmother gave him a sweet, another, a stranger gave him money.
  1. Ով ո՞նց ա իրան զգացել:

Ov vonts’ a iran zgats’el?
who how be.3SG.PRS 3SG.DAT feel.PPT
How did each one feel?
  1. Ո՞վ ա ավելի շատ ուրախացել:

Ov a aveli šat uraxats’el?
who be.3SG.PRS more much be.happy.PPT
Who was the happiest?

Q3:9

Մեկին մաման հաց ա տվել, մեկին տատին կոնֆետ ա տվել, մեկին անծանոթ մարդ փող ա տվել:

Mek-i-n mama-n hats’ a tvel, mek-i-n
One-DAT-DEF mother-POSS1 bread be.3SG.PRS give.PPT one-DAT-DEF
tati-n konfet a tvel, mek-i-n antsanot’
grandmother-DAT sweet be.3SG.PRS give.PPT one-DAT-DEF unknown
mard p’oɣ a tvel.
person money be.3SG.PRS give.PPT
‘One (person), his mother gave him bread, one, his grandmother gave him a sweet, another, a stranger gave him money.’
  1. Ով ո՞նց ա իրան զգացել:

Ov vonts’ a iran zgats’el?
who how be.3SG.PRS 3SG.DAT feel.PPT
‘How did each one feel?’
  1. Ո՞վ ա ավելի շատ ուրախացել:

Ov a aveli šat uraxats’el?
who be.3SG.PRS more much be.happy.PPT
‘Who was the happiest?’

Q3:10

Մեկը երգում ա, մեկը կարդում ա, մեկը ֆուտբոլ ա խաղում:

Mek-ə yergum a, mek-ə kardum a,
one-DEF sing.IPT be.3SG.PRS one-DEF read.IPT be.3SG.PRS
mek-ə futbol a xaɣum.
one-DEF football be.3SG.PRS play.IPT
‘One person is singing, one is reading, one is playing football.’
  1. Ով ո՞նց ա իրան զգում:

Ov vonts’ a iran zgum?
who how be.3SG.PRS 3SG.DAT feel.IPT
‘How does each one feel?’
  1. Իրանցից ո՞վ կուզենաիր լինել:

Irants’its ov kuzenair linel?
3PL.ABL who FUT.want.2SG.PST be.INF
‘Which one would you like to be?’

Q3:11

Մեկը վատ ա երգում, մեկը շատ բարձր ա երգում, մեկը անընդհատ շատ ահավոր անճաշակ երգեր ա երգում:

Mek-ə vat a yergum, mek-ə šat
one-DEF bad be.3SG.PRS sing.IPT one-DEF very
bardzr a yergum, mek-ə šat ahavor
loud be.3SG.PRS sing.IPT one-DEF very terrible
ančašak yerg-er a yergum.
tasteless song-PL be.3SG.PRS sing.IPT
‘One person sings badly, one sings very loudly, one constantly sings really terrible tasteless songs.’
  1. Ում ի՞նչ ես ասում:

Um inč’ es asum?
who-DAT what be.2SG.PRS say.IPT
‘What do you say to each of them?’
  1. Ո՞վ ա ավելի շատ ներվերիդ վրա ազդում:

Ov a aveli šat nerv-er-i-d vra azdum?
who be.3SG.PRS more much nerve-PL-DAT-POSS2 on affect.IPT
‘Who gets on your nerves the most?’

Q3:12

Մեր կատուն մեկի ոտն ա կծել, մեկի ձեռն ա կծել, մեկի քիթը:

Mer katu-n mek-i vot-n a ktsel,
1PL.GEN cat-DEF one-GEN leg-GEN be.3SG.PRS bite.PPT
mek-i dzeŕ-n a ktsel, mek-i k’it’-ə.
one-GEN hand-DEF be.3SG.PRS one-GEN nose-DEF
‘Our cat bit one person’s leg, one person’s hand, and one person’s nose.’
  1. Ով ի՞նչ ա անում:

Ov inč’ a anum?
who what be.3SG.PRS do.IPT
‘What does each one do?’
  1. Ո՞վ ա ավելի շատ նեղացել:

Ov a aveli šat neɣats’el
who be.3SG.PRS more much be.upset.PPT
‘Who was most upset?’

Q3:13

Մեկի կոմպն ա փչացել, մեկի հեռախոսն ա փչացել, մեկի զաժիգալիկեն ա փչացել:

Mek-i komp-n a p’č’ats’el, mek-i heŕaxos-n
one-GEN computer-DEF be.3SG.PRS break.PPT one-GEN telephone-DEF
a p’č’ats’el, mek-i zažigalke-n a p’č’ats’el.
be.3SG.PRS break.PPT one-GEN lighter-DEF be.3SG,PRS break.PPT
‘One person’s computer has broken, one’s phone has broken, one’s lighter has broken.’
  1. Ով ի՞նչ ա անում:

Ov inč’ a anum?
who what be.3SG.PRS do.IPT
‘What does each one do?’
  1. Ու՞մ վիճակն ա ավելի դժվար:

Um vičak-n a aveli džvar?
who-GEN situation be.3SG.PRS more difficult?
‘Whose situation is the most difficult?’

Q3:14

Մի գիրք կարդացել եմ, մի գիրք գրել եմ, մի գիրք դրել եմ սեղանի ջարդած ոտի տակը որ չընկնի:

Mi girk’ kardats’el em, mi girk’
one book read.PPT be.1SG.PRS one book
grel em, mi girk’ drel em
write.PPT be.1SG.PRS one book put.PPT be.1SG.PRS
seɣan-i jardvats vot-i tak vor č’ənkni.
table-GEN broken leg-GEN under CONJ NEG.fall.3SG.PRES.SUBJ
‘One book, I read, one book, I wrote, and one book I put under the broken leg of the table so it wouldn’t fall over.’
  1. Որ մեկը ի՞նչ գիրք ա եղել:

Vor mek-ə inč’ girk’ a yeɣel?
which one-DEF what book be.3SG.PRS be.PPT
‘What sort of book was each one?’
  1. Ո՞ր մեկն էր ավելի օգտակար իմ համար:

Vor mek-n er aveli ogtakar im hamar?
which one-DEF be.3SG.PST more useful 1SG.GEN for
‘Which one was most useful for me?’

Q3:15

Մեկի ոտը օձ ա կծել, մեկի մատը մուկ ա կծել, մեկի քիթը մոծակ ա կծել:

Mek-i vot-ə odz a ktsel, mek-i
one-GEN leg-DEF snake be.3SG.PRS bite.PPT one-GEN
mat-ə muk a ktsel, mek-i k’it’-ə
finger-DEF mouse be.3SG.PRS bite.PPT, one-GEN nose-DEF
motsak a ktsel.
mosquito be.3SG.PRS bite.PPT
‘A snake bit one person’s foot, a mouse bit one person’s finger, a mosquito bit one person’s nose.’
  1. Ով ի՞նչ ա անում:

Ov inč’ a anum?
who what be.3SG.PRS do.IPT
‘What does each one do?’
  1. Ո՞վ ա ավելի վատ զգում:

Ov a aveli vat zgum?
who be.3SG.PRS more bad feel.IPT
‘Who feels worst?’

Questionnaire 4

Q4:1

Շեֆը աշխատողներից մեկին ատում ա, մեկից վախենում ա, մեկին էլ գովում ա։ Ով ո՞նց ա իրան պահում գործի տեղը, ի՞նչ ձևի մարդ ա։

Šef-ə ašxatoɣ-ner-its’ mek-i-n atum a,
boss-DEF worker-PL-ABL one-DAT-DEF hate.IPT be.3SG.PRES
mek-its’ vaxenum a, mek-i-n el
one-ABL be.afraid.IPT be.3SG.PRS one-DAT-DEF PTC
govum a. Ov vonts’ a
praise.IPT be.3SG.PRS who how be.3SG.PRS
iran pahum gorts-i teɣ-ə, inč’
3SG.DAT keep work-GEN place-DEF what
dzev-i mard a?
form-GEN person be.3SG.PRS
‘The boss hates one of the workers, is afraid of one, and praises one. How does each one behave at work, what sort of person is he?’

Q4:2

Մեկին խոզ ա կծել, մեկին ձի ա կծել, մեկին մոծակ ա կծել: Ով ի՞նչ ա անում:

Mek-i-n xoz a ktsel, mek-i-n dzi
one-DAT-DEF pig be.3SG.PRS bite.PPT one-DAT-DEF horse
a ktsel, mek-i-n motsak a
be.3SG.PRS bite.PPT one-DAT-DEF mosquito be.3SG.PRS
ktsel. Ov inč’ a anum?.
bite.PART who what be.3SG.PRS do.IPT
‘A pig bit one person, a horse bit one person, and a mosquito bit one person. What does each one do?’

Q4:3

Մեկին կատու ա կծել, մեկին մուկ ա կծել, մեկին ձուկ ա կծել։ Ով ի՞նչ էր արել։

Mek-i-n katu a ktsel, mek-i-n muk
one-DAT-DEF cat be.3SG.PRS bite.PPT one-DAT-DEF mouse
a ktsel, mek-i-n dzuk a ktsel.
be.3SG.PRS one-DAT-DEF fish be.3SG.PRS bite.PPT
Ov inč’ er arel?
who what be.3SG.PST do.PPT
‘A cat bit one person, a mouse bit one person, a fish bit one person. What had each one done?’

Q4:4

Ուսուցիչը աշակերտներից մեկին սիրում ա, մեկին գովում ա, մեկին էլ ընտրում ա, որ Օլիմպիադային մասնակցի։ Ով ո՞նց ա սովորում, ի՞նչ ձևի երեխայ ա։

Usuts’ič-ə ašakert-ner-its’ mek-i-n sirum a,
teacher-DEF student-PL-ABL one-DAT-DEF love.IPT be.3SG.PRS
mek-i-n govum a, mek-i-n el
one-DAT-DEF praise.IPT be.3SG.PRS one-DAT-DEF
əntrum a, vor olimpiada-yi-n masnakts’i.
choose.IPT be.3SG.PRS CONJ olympiad-DAT-DEF take.part.3SG.PRS.SUBJ
Ov vonts’ a sovorum, inč’
who how be.3SG.PRS study.IPT what
dzev-i yerexa a?
form-GEN child be.3SG.PRS
‘The teacher loves one of the students, praises one, and chooses one to take part in the Olympiad. How [well] does each one study, what kind of child is he?’

Q4:5

Մեր կատուն մեկի ոտն ա կծել, մեկի ձեռն ա կծել, մեկի քիթը: Ով ի՞նչ ա անում:

Mer katu-n mek-i vot-n a ktsel,
1PL.GEN cat-DEF one-GEN leg-GEN be.3SG.PRS bite.PPT
mek-i dzeŕ-n a ktsel, mek-i k’it’-ə.
one-GEN hand-DEF be.3SG.PRS one-GEN nose-DEF
Ov inč’ a anum?
who what be.3SG.PRS do.IPT
‘Our cat bit one person’s leg, one person’s hand, and one person’s nose. What does each one do?’

Q4:6

Հարևանի աղջիկը իրա քույրիկներից մեկին սանրում ա, մեկին քսվացնում ա, մեկին էլ ծեծում ա։ Ով ո՞նց ա իրան զգում։

Harevan-i aɣjik-ə ira k’uyrik-ner-its’ mek-i-n
neighbour-GEN girl-DEF 3SG.GEN sister-PL-ABL one-DAT-DEF
sanrum a, mek-i-n k’svats’num a,
comb.IPT be.3SG.PRS one-DAT-DEF do.make.up.CAUS.IPT be.3SG.PRS
mek-i-n el tsetsum a. Ov
one-DAT-DEF PTC beat.IPT be.3SG.PRS who
vonts’ a iran zgum?
how be.3SG.PRS 3SG.DAT feel.IPT
‘The neighbour’s daughter combs one of her sisters, puts make-up on one of them, and beats one of them. How does each one feel?’

Q4:7

Ուսուցիչը աշակերտներից մեկին ճնշում ա, մեկին վախացնում ա, մեկին էլ հանգիստ ա թողում։ Դրանից հետո ով ո՞նց ա սովորում։

Usuts’ič’-ə ašakert-ner-its’ mek-i-n čnšum a,
teacher-DEF student-PL-ABL one-DAT-DEF pressure.IPT be.3SG.PRS
mek-i-n vaxats’num a, mek-i-n el
one-DAT-DEF be.afraid.CAUS.IPT be.3SG.PRS one-DAT-DEF PTC
hangist a t’oɣum. Dranits’ heto
quiet be.3SG.PRS leave.IPT DEM2.ABL after
ov vonts’ a sovorum?
who how be.3SG.PRS learn.IPT
‘The teacher pressures one of the students, intimidates one, and leaves one in peace. After that, how does each one learn?’

Q4:8

Տղան երեք հատ քար ա շպրտել։ Մեկը ավտո ա խփել, մեկը շուն ա խփել, մեկը հարևանին ա խփել։ Որ մեկը ի՞նչ ձևի քար ա եղել։

Tɣa-n yerek’ hat k’ar a šprtel.
boy-DEF three piece stone be.3SG.PRS throw.PPT
Mek-ə avto a xp’el, mek-ə šun
One-DEF car be.3SG.PRS hit.PPT one-DEF dog
a xp’el, mek-ə harevan-i-n a xp’el.
be.3SG.PRS hit.PPT one-DEF neighbour-DAT-DEF be.3SG.PRS hit.PPT
Vor mek-ə inč’ dzev-i k’ar a yeɣel?
which one-DEF what form-GEN stone be.3SG.PRS be.PPT
‘A boy threw three stones. One hit a car, one hit a dog, and one hit the neighbour. What sort of stone was each one?’

Q4:9

Մի տուն քամին ա քանդել, մի տուն՝ մրջյուններն են քանդել, մի տուն էլ՝ հարևանն ա քանդել։ Որ մեկը ի՞նչ ձևի տուն ա եղել։

Mi tun k’ami a k’andel, mi
one house wind be.3SG.PRS destroy.PPT one
tun mrjyun-ner-n en k’andel, mi tun
house ant-PL-DEF be.3PL.PRS destroy.PPT one house
el harevan-n a k’andel. Vor mek-ə
PTC neighbour-DEF be.3SG.PRS destroy.PPT which one-DEF
inč dzev-i tun a yeɣel?
what form-GEN house be.3SG.PRS be.PPT
‘The wind destroyed one house, ants destroyed one house, and the neighbour destroyed one house. What sort of house was each one?’

Q4:10

Շեֆը աշխատողներից մեկին գովել ա, մեկին վախեցրել ա, մեկին էլ ծեծել ա: Ով ո՞նց ա իրան զգում։

Šef-ə ašxatoɣ-ner-its’ mek-i-n govel a,
boss-DEF worker-PL-ABL one-DAT-DEF praise.PPT be.3SG.PRS
mek-i-n vaxetsrel a, mek-i-n el
one-DAT-DEF be.afraid.CAUS.PPT be.3SG.PRS one-DAT-DEF PTC
tsetsel a. Ov vonts’ a
beat.PPT be.3SG.PRS who how be.3SG.PRS
iran zgum?
3Sg.DAT feel.IPT
‘The boss praised one of the workers, intimidated one of them, and beat one of them. How does each one feel?’

Q4:11

Մեկին ավտո ա խփել, մեկին քար ա խփել, մեկին հարևենն ա խփել։ Ով ի՞նչ վիճակում ա հիմա։

Mek-i-n avto a xp’el, mek-i-n k’ar
one-DAT-DEF car be.3SG.PRS hit.PPT one-DAT-DEF stone
a xp’el, mek-i-n harevan-n a
be.3SG.PRS hit.PPT one-DAT-DEF neighbour-DEF be.3SG.PRS
xp’el. Ov inč’ vičakum a hima?
hit.PPT who what state.IPT be.3SG.PRS now
A car hit one person, a stone hit one, and the neighbour hit one. What sort of state is each one in now?

Q4:12

Մեկի շունը հաչում ա, մեկի շունը փախնում ա, մեկի շունը հավ ա բռնել։ Ով ի՞նչ ա անում։

Mek-i šun-ə hač’um a, mek-i šun-ə
one-GEN dog-DEF bark.IPT be.3SG.PRS one-GEN dog-DEF
p’axnum a, mek-i šun-ə hav a
flee.IPT be.3SG.PRS one-GEN dog-DEF chicken be.3SG.PRS
bŕnel. Ov inč’ a anum?
catch.PPT who what be.3SG.PRS do.IPT
‘One person’s dog is barking, one’s dog is running away, one’s dog has caught a chicken. What does each person do?’

Appendix 3: Statistical analyses

  1. R and R package versions

version[[’version.string’]]

[1] "R version 4.0.3 (2020-10-10)"

packageVersion("lme4")

[1] ‘1.1.27’

packageVersion("lmerTest")

[1] ‘3.1.3’

  1. Target responses analysis: Coefficients of fixed effects

Generalized linear mixed model fit by maximum likelihood (Laplace Approximation)

Family: binomial (logit)

Formula: Result ∼ Role + (1 | Speaker)

Fixed effects:

Estimate Std. Error z-Value p<
(Intercept) 4,61 0,51 9,02 0.001
Role (time) −0,63 1,13 −0,55 n.s.
Role (locative) −1,44 0,71 −2,01 0.01
Role (instrumental) −2,62 0,74 −3,56 0.001
Role (adpositional object) −2,8 0,7 −4 0.001
Role (direct object) −2,7 0,52 −5,21 0.001
Role (possessor of subject) −3,05 0,56 −5,49 0.001
Role (possessor of object) −3,5 0,6 −5,85 0.001
Role (destination) −4,01 0,76 −5,3 0.001
Role (indirect object) −3,58 0,57 −6,27 0.001
Role (ablative) −4,76 0,56 −8,47 0.001

  1. Animacy and Role analysis

In order to examine the way that the effects of role are modulated by animacy, we fitted a generalized linear mixed-effects model on the interaction between role and animacy on the choice of target.

This model only considers the roles that contain an alternation between animacy levels in our data: subjects, direct objects, obliques (instrumentals and ablatives). The level oblique serves as a baseline, i.e., the model examines the contrast of subjects and direct objects to obliques.

This model reveals the following results:

  1. Line 5: a significant interaction effect between animacy and role at the level of direct objects. That is, the effect of role on the choice of target/non-target significantly depends on animacy level if we compare direct objects and obliques. The interaction effect is positive, which means that the choice of targets increases with inanimate direct objects (see figure).

  2. Line 6: an interaction at the level of subjects is visible in the estimate (−19.4). This effect is negative, which means that the effect the choice of targets decreases with inanimate subjects (see figure). The significance of this effect cannot be statistically assessed, due to the Standard Error inflation (SE: 120.7) that appears with this data. This effect results from the fact that the independent factors (animacy and role) are strongly correlated (such that inanimate subjects are weakly represented), which is not an artefact of the data but a reflex of the fact that these categories are strongly correlated in language use.

  3. Line 4: It is interesting that animacy does not have a main effect independent of role, see non-significant result in the line Animacy (inanimate). This means that Animacy does not have an effect on its own, but its effect is exhaustively captured by its interaction with role.

  4. Line 2: Role (contrast between direct objects and obliques) has a partial effect that is independent of animacy, i.e., the choice of target is significantly higher with objects than with obliques – independent of animacy level.

  5. Line 3: Role (contrast between subjects and obliques) cannot be assessed for the reasons discussed in Line 6.

Generalized linear mixed model fit by maximum likelihood (Laplace Approximation)

Family: binomial (logit)

Formula: Result ∼ Role*Animacy + (1 | Speaker)

Groups Name Variance Std.Dev.

Speaker (Intercept) 0.2502 0.5002

Fixed effects:

Estimate Std. Error z-Value p<
(Intercept) −0.4 0.26 1.68 n.s.
Role (direct object) 1.1 0.29 3.66 0.001
Role (subject) 20.2 120.7 0.17 n.s.
Animacy (inanimate) 0.2 0.55 0.43 n.s.
Role (direct object): Animacy (inanimate) 2.25 2.25 0.75 0.001
Role (subject): Animacy(inanimate) −19.4 120.7 −0.16 n.s.

  1. Finiteness analysis: Coefficients of fixed effects

Generalized linear mixed model fit by maximum likelihood (Laplace Approximation)

Family: binomial (logit)

Formula: Result ∼ Role + (1 | Speaker)

Random effects:

Groups Name Variance Std.Dev.

Speaker (Intercept) 0.3201 0.5658

Fixed effects:

Estimate Std. Error z-Value p<
(Intercept) −0.5 0.18 −2.82 0.001
Role (direct object) 0.5 0.14 3.59 0.001
Role (possessor of subject) 2.05 0.26 7.85 0.001
Role (time) 2.7 0.36 7.48 0.001
Role (instrumental) 3.28 0.58 5.71 0.001
Role (possessor of object) 2.36 0.43 5.42 0.001
Role (locative) 3.8 0.38 10.04 0.001
Role (destination) 3.65 1.06 3.44 0.001
Role (ablative) 3.93 0.75 5.27 0.001
Role (indirect object) 3.76 0.76 4.95 0.001
Role (adpositional object) 4.89 1.03 4.75 0.001

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Received: 2020-02-24
Accepted: 2021-09-03
Published Online: 2022-11-02
Published in Print: 2022-11-25

© 2022 the author(s), published by De Gruyter, Berlin/Boston

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