MorphoSyntax and GraphoPhonics: A House of Mirrors and Echoes

- robot: Hello, How can I assist you?

- user: My task is to explore the significance of pedagogical attention to syntax in addition to grapho-phonics in first grade. We will be examining sentences and phrases. Do you have any information on the term morphosyntax?

Some words are linguistic miracles conjured up against all the rules: dishwasher, dog catcher, smog, desktop, headhunter, ATM. Somebody stuffed a complete thought into a dishwasher, a narrative with a setting, characters, a climax, sound effects, and soap bubbles. A dishwasher dishwashes dirtydishes. Smog is what you get when you dirtydish, cross Prometheus and Poseidon, a science fiction fantasy movie. A topdesk is not-antonym of desktop—nor is deskbottom worth your notice. Dog catcher is a fascinating linguistic phenomenon of the ilk of watchdog:

- robot: Hello, How can I assist you?

- user: Help me come up with a list of nouns using the word catcher as in the compound noun dog catcher. Each compound noun you generate must include the word catcher.

- robot: Certainly! Here are some compound nouns using the word "catcher":

1. Ball catcher

2. Dream catcher

3. Fire catcher

4. Butterfly catcher

5. Rain catcher

6. Ghost catcher

7. Bee catcher

8. Fish catcher

9. Spider catcher

10. Star catcher

I hope this helps! Do let me know if you need any further assistance.

The bot did respectable work in the context of the task. Each example follows the noun + catcher template. With the exception of “bee catcher,” “dream catcher” and “rain catcher,” however, the output is fabricated or synthesized, though I’m open for debate.

Dream catcher is like dog catcher in a way that dream catcher is not like fish catcher. Fish catchers don’t exist, at least not in the way that fishermen exist. Dream catchers doesn’t activate spell check, nor does fish catchers, though something in the Substack syntax catcher catches something amiss with fish catchers. Witness:

“Rain catcher” somehow has a dreamy quality very unlike “dog catcher,” “fish catcher,” and “bee catcher.” Yet rain catcher is good solid prefabricated language—you can find them on Amazon. Clearly, when the bot parsed and tokenized the original task, it devalued emotion and inflated morphosyntax in ways that expand the boundaries of a traditional dictionary. I could not have asked a dictionary to produce this list, but the bot dialed it in.

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Morphosyntax is itself a hybrid word, almost a paradox. The first part has to do with words, the second with sentences. Jammed together in such an intimidating way, the first reaction is to look away. Morphosyntax has import for phonics instruction because it refers to the many ways that words must flex and adapt as they journey from a word in isolation to a word in context. Out of context we can highlight the /d/, the /o/, and the /g/, chant dog, bark dog. But in context that dog can dog you until you call a dog catcher. The more knowledge of how words work we can pack into systematic and explicit learning opportunities in first grade beginning reading, the better.

Morphosyntax refers to spaces reserved inside the inflexible structure of a complete thought (a sentence) permitting a flexible combination of single words, word parts, or word order. “Dog catcher” differs from “Catcher dog.” In this context “structure” refers to permanent slots that take on words like subject + verb; “element” refers to either fossilized or customizable words or phrases functioning in semantic harmony or unison within sections of the structure, i.e., subject and predicate). Syntagmatic refers to sentence-level structural rules; paradigmatic refers to choices of words available to fill slots in sentence structure. Morphosyntax is the place where syntax and morphax negotiate to preserve shared meanings between interlockutors.

“Bee catcher” is a useful example. “Bee keeper” is perhaps more durable in that there is but one word for it, at least in my ideolect. Bee as a noun is free floating; it could land anywhere a noun is permitted according to the laws of syntax. The fact that it is a beautiful sounding word with a phonetically pure pedigree makes it even better for systematic and explicit phonics pedagogy. “Keeper” floats freely as well from fish to job interviews. Using “bee”as an adjective does not change its status as a noun (bee gets a waiver from the Syntax Board), but it restricts the semantic field around keeper. This out-of-lane use of bee establishes keeper as a dependable, defined entity, a nominal, ready for use in bonding with a verb

What sound does /b/ make? Bzzzzzz…

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The upcoming conversation with the bot (OpenAI ChatGPT4, October, 2023) might be useful for sparking some ideas. I shudder to think of the tradition of teaching grammar and syntax to support conventional uses of punctuation in elementary school. I’m thinking of syntax as a generative power of mind, the power of verbs to breathe life into nouns.

This is new ground for me from the perspective of experiential learning. I’ve taught first graders in a clinical setting, but I’ve never taught first grade. The closest I came was fourth grade. In the rear view mirror I see that was an exit I missed. My kingdom for a year of first grade teaching experience!

- user: Here is an example sentence that requires morphosyntactic analysis: Give me some pillow. Analyze the morphosyntactic cues that are required to develop a semantically accurate message. If you need more context I’ll give you a hint to reduce the level of challenge.

- robot: To analyze the morphosyntactic cues in the sentence "Give me some pillow," we can break it down into its constituent parts:

1. "Give" - This is the main verb of the sentence, indicating the action being performed.

2. "me" - This is a pronoun indicating the recipient of the action (in this case, the person who is requesting the pillow).

3. "some" - This is an indefinite determiner demonstrating that the speaker is requesting an unspecified amount of pillows.

4. "pillow" - This is the noun indicating the object being requested.

These morphosyntactic cues are necessary to form a semantically accurate message because they indicate the specific roles and relationships between the words in the sentence. The verb "give" signals the action of transferring possession, the pronoun "me" establishes the recipient of the action, the determiner "some" denotes an unspecified quantity, and the noun "pillow" specifies the object being requested.

Based on this analysis, a semantically accurate message can be inferred: The speaker is requesting the transfer of an unspecified number of pillows to themselves.

- user: Think about the fact that pillow is singular.

- robot: Apologies for the incomplete response. You are correct, "pillow" in the sentence "Give me some pillow" is used as a singular noun. To ensure a semantically accurate message, the morphosyntactic cues related to number agreement need to be considered.

1. "Give" - This remains the main verb of the sentence.

2. "me" - This is still a pronoun indicating the recipient of the action.

3. "some" - This is an indefinite determiner used to indicate an unspecified quantity.

4. "pillow" - This is a singular noun, indicating a specific object being requested.

The morphosyntactic cues that contribute to the correct understanding of the sentence include the verb tense, pronoun case, determiner choice, and noun number agreement.

- user: So what does the sentence mean? Paraphrase it.

- robot: The sentence "Give me some pillow" means that the speaker is requesting or asking someone to provide them with a singular pillow.

- user: The person is requesting some pillow, not a pillow.

- robot: Apologies for the misunderstanding. In that case, the sentence "Give me some pillow" means that the speaker is requesting an unspecified amount or quantity of pillow (in this case, more than one pillow). The use of "some" indicates a non-specific quantity. The speaker is asking someone to provide them with multiple pillows, without specifying an exact number.

- user: Let me give you more context. Two people are sleeping in a bed. They are sharing one pillow. One says to the other give me some pillow.

- robot: Thank you for providing additional context. In that case, the sentence "Give me some pillow" means that one person who is sharing a single pillow with the other person is requesting or asking for a portion or a portion of the pillow. This suggests that the speaker wants to have a share of the pillow for their own use or comfort.

- user: Can you explain why morphosyntax didn’t help you understand the sentence?

- robot: Morphosyntax typically deals with the grammatical structure of language and the relationships between words within a sentence. While it can provide insight into aspects like word order, verb tense, and agreement, it may not always capture the full meaning or context of a particular sentence.

In the case of the sentence "Give me some pillow," morphosyntax alone does not provide enough information to understand the intention behind the request. The sentence's meaning relies heavily on the pragmatic and contextual knowledge, such as the shared sleeping arrangement and the need for more pillow material for additional comfort.

In such cases, it is important to consider various factors beyond morphosyntax, including shared knowledge, cultural norms, and situational context, to fully grasp the intended meaning of a sentence.

- user: Is it reasonable to suppose that AI cannot respond to morphosyntactic cues in the absence of experience as a participant in human history and culture?

- robot: As an AI language model, I do not possess personal experiences in the same way humans do. My responses are generated based on patterns, data, and knowledge that have been trained into me. While I can understand and respond to morphosyntactic cues based on the information and understanding provided to me, it's important to note that my responses are limited to the data I have been trained on and do not stem from personal experiences or cultural context. Therefore, the ability to respond to morphosyntactic cues may be influenced by the scope of the training data.

- user: Try this one: She liked him in a minute.

- robot: The sentence "She liked him in a minute" indicates that the subject (she) developed or formed a liking or attraction towards the object (him) within a very short period of time, specifically, in just one minute.

- user: Could it have other meanings?

- robot: Yes, the sentence "She liked him in a minute" could potentially have other meanings depending on the context and the intended interpretation. Here are a few possible alternative interpretations:

1. Timeframe: It could mean that she quickly started liking him as soon as a minute had passed or within a minute of a specific event happening.

2. Measurement of Time: It could be interpreted as a colloquial or informal expression, meaning that she formed a liking for him very quickly, without necessarily implying a strict literal interpretation of exactly one minute.

3. Irony or Sarcasm: The sentence could be used in an ironic or sarcastic way to imply that she did not actually like him at all, even after spending some time together, contradicting the initial expectation.

It is important to understand that the intended meaning of a sentence heavily relies on the context, tone, and the speaker's or writer's intention.

- user: In this case we could say that the likelihood of a match between the illocutionary force and elocutionary impact is up for grabs.

- robot: Yes, in the given sentence, the likelihood of a match between the illocutionary force (intended meaning) and the elocutionary impact (interpreted meaning) could be open to interpretation. The sentence's meaning may depend on factors such as context, tone of voice, and non-verbal cues.

- user: What if you read it in a novel?

- robot: If the sentence "She liked him in a minute" is read in the context of a novel, the meaning could become clearer based on the surrounding narrative, characters, and the author's style. The additional information provided in the novel may provide further insights or clues about the intentions behind the statement and help in accurately interpreting its meaning. It is important to consider the specific context within the novel to fully comprehend the intended message.

- user: Now let’s bring this back to the beginning reader in first grade. How might a teacher teach both phonics and syntactic awareness simultaneously?

- robot: Teaching phonics and syntactic awareness simultaneously to first-grade students can be done through integrated and scaffolded instruction. Here are some strategies teachers can use:

1. Shared Reading: Engage students in shared reading activities using age-appropriate texts. During the reading, emphasize both phonics skills and sentence structure. Model how to blend letter sounds to decode words and also highlight sentence boundaries, punctuation, and phrasing.

2. Word Sorting: Introduce word sorts that focus on both phonics and syntactic patterns. For example, students can categorize words based on their vowel sounds and also sort them based on their grammatical functions (nouns, verbs, adjectives, etc.).

3. Sentence Building: Encourage students to construct sentences using both phonically appropriate words and proper sentence syntax. Provide sentence frames or sentence starters to support them in combining phonics skills with syntactic elements.

4. Grammar Mini-Lessons: Incorporate short grammar mini-lessons within phonics instruction. Teach students about parts of speech, sentence structure, and basic grammatical rules. This can be done through explicit instruction, interactive activities, and practice exercises.

5. Guided Writing: During guided writing sessions, support students in applying both phonics and syntactic knowledge. Guide them to use appropriate phonics skills while composing sentences or short paragraphs. Offer feedback on both phonetic accuracy and sentence structure.

6. Language Games and Activities: Engage students in interactive language games and activities that reinforce both phonics and syntactic skills. This can include sentence-building games, word puzzles, sentence completion exercises, or even digital learning resources that integrate both aspects.

By integrating phonics and syntactic awareness in these various instructional approaches, teachers can provide students with a holistic understanding of both the letter-sound relationships and the structure of written language.

- user: But remember: This is beginning of first grade.

- robot: Apologies for the oversight. In the beginning of first grade, where students are just starting to develop their reading skills, a more foundational approach is necessary. Here are some strategies that can be used to teach both phonics and syntactic awareness simultaneously for beginning readers:

1. Phonics-based Sentence Building: Start with simple, phonetically regular words, and help students construct sentences using these words. Focus on the basic sentence structure, incorporating subjects, verbs, and objects. Highlight how words come together syntactically to form meaning.

2. Picture and Word Matching: Use picture cards or illustrations alongside simple words. Help students match the correct words to the corresponding pictures, emphasizing the connection between the visual representation and the word's syntax.

3. Pattern and Rhyme Recognition: Introduce rhymes, chants, and songs that contain repetitive patterns. Guide students to identify and manipulate the patterns, enhancing their phonics awareness while also increasing their syntactic sensitivity.

4. Sentence Puzzles: Provide students with sentence puzzles where they need to rearrange word cards to form sentences. Encourage them to attend to both the order of the words (syntax) and the phonetic cues to construct meaningful sentences.

5. Guided Reading: During guided reading sessions, choose leveled books that align with students' phonics skills. Guide them to pay attention to how words are structured within sentences, and model how to use syntactic cues to aid comprehension.

Remember, in the beginning of first grade, focus on building foundational skills gradually and explicitly. As students gain proficiency in decoding and phonics, their awareness of syntax and sentence structure will naturally improve. As they improve their awareness of syntax, their proficiency in decoding and phonics will naturally improve.