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This contribution offers an analysis of the structural constraints on the interpretation of the Russian anaphoric expressions sebja and svoj. It accounts for a number of intricate binding patterns, such as the ‘animacy effect’ in the case of non-local binding and apparent irregularities in subject orientation and complementarity in local and long-distance binding. We show that these patterns can be accounted for in a unified manner by Multiple Agree-based dependencies established separately for person and number features, assuming the presence of a ϕ-incomplete number-only probe low in the structure. As a result of the valuation procedure the reflexives end up only partially valued and thus remain distinct from pronominals.

The purpose of this study was to examine how two teaching materials in Swedish and Swedish as a second language, from the same publishing company, presented and referred to male and female authorship based on anaphoric expressions. The method used in this study was grounded on an article by Per Ledin which analyzes how social actors is being portrayed in two Swedish papers based on anaphoric expression. Besides this method, the study also chooses to include social actors as well as whether the authors were portraited based on background or accomplishment. By choosing these criteria, the aim was to be able to investigate how Hirdmans two logics: men as a norm and the distinction between the sexes, are implemented in the teaching material that are examined. The research questions used in this study were: How is female and male authorship referred to in the materials based on anaphoric expressions? In which way is male and female authorship being presented in the various textbooks? Is there a difference between how female and male authorship is presented and referenced to, based on if the textbook is in Swedish or Swedish as a second language? The results of this study show that there is a difference between the teaching materials even though they are published by the same company. The different textbooks show how the teaching materials maintain the man as the norm, as in previous research, but in varying degrees. The textbook in Swedish shows a clear masculine norm through the anaphoric pattern that female writing becomes more individualized. The female writers are also presented mainly by background, while male authors are presented based on achievements. When comparing Swedish course literature for second language one can see how the male norm is prevalent, notably female authorship are represented through their accomplishments and the textbook problematizes male authorship.

Navezovalno načelo A je poleg načela B in C eno od treh načel, s katerimi operira navezovalna teorija (Chomsky 1980, 1981), ko preučuje navezovalna razmerja med samostalniškimi in predložnimi zvezami v strukturi stavka in tako podaja sodbe o njeni slovničnosti oziroma neslovničnosti. Je generalizacija, ki velja izključno za urejanje navezovalnih razmerij med anaforičnimi izrazi in njihovimi naveznicami. Najpogostejša tipa anaforičnih izrazov sta povratni osebni zaimek in vzajemnostni zaimek. Anaforični izrazi nimajo pomena sami v sebi. Dobijo ga namreč od drugih sestavnikov v stavku in s tem postanejo z njimi koreferenčni. Navezovalna teorija se preko načela A ukvarja s tem, od katerega sestavnika v stavku anaforični izraz dobi pomen in pod katerimi izpolnjenimi pogoji je to mogoče. Tako se izkristalizirajo omejitve za interpretiranje samostalniških in predložnih zvez v stavku, ki jih je mogoče aplicirati tudi na skladnjo madžarskega jezika. V madžarščini se lahko naveznice in anaforični izrazi nahajajo v vlogi različnih stavčnih členov. Rezultat tega je veliko število možnosti navezovalnih razmerij. Med temi možnostmi je v madžarščini pogosto dokaj jasno, kako se je v stavku navezovanje vzpostavilo, spet drugič pa so razmere kompleksnejše. Jasnost utemeljitve za koreferenčnost dveh sestavnikov zamegli neobičajna udeleženska vezljivost glagolov čustvenih stanj. Izziv predstavlja utemeljitev slovničnosti anaforičnega izraza v osebkovi poziciji. Naletimo pa tudi na razmere, v katerih koindeksirana sestavnika s-poveljujeta eden drugemu in je vendarle eden od njiju v vlogi s-poveljevalne naveznice, drugi pa navezana anafora. Razlaga za takšne pojave ni očitna, omenjeni pojavi pa kažejo na dejstvo, da madžarski jezik v svoji navezovalni teoriji za vzpostavitev navezovalnega razmerja zahteva izpolnitev dodatnih pogojev. Binding Principle A is one of the three principles which the Binding Theory (Chomsky 1980, 1981) operates with when it examines the binding relations of noun phrases and prepositional phrases in the structure of a sentence and explains the grammaticality judgements (besides Binding Principles B and C). It is a generalization which holds exclusively for determining the binding relations between anaphoric expressions and their antecedents. The two most common anaphoric expressions are the reflexive pronoun and the reciprocal pronoun. Anaphoric expressions themselves do not have a meaning. They receive it from the other constituents in the sentence and they simultaneously become coreferenced with them. The Binding Theory is by means of Binding Principle A concerned with how an anaphoric expression receives meaning, i.e. what conditions need to be fulfilled. The constraints on the sentence interpretation can be also applied to the syntax of the Hungarian language. In Hungarian, anaphoric expressions as well as their antecedents can realize various sentence elements. Consequently, quite many different types of binding relations are possible. Among those the binding relations between constituents are often fairly apparent. However, Hungarian also displays some cases of greater intricacy. The clarity of the explanation for the binding of two constituents is blurred by the unusual distribution of thematic roles displayed by the psychological verbs. It is also quite demanding to provide a legitimate justification for the grammaticality of anaphora in subject position. Lastly, there are cases in which coindexed constituents c-command each other and one is bound by the other nevertheless. The explanation for phenomena like that is not obvious, it is, however, a fact that the Binding Theory in Hungarian demands the fulfillment of some additional conditions in order to form a binding relation.