7

Immediate Constituent (IC)

Analysis

INTRODUCTION

With this module you start Unit Ill of this course. Having gotten an idea of what language 1s in
Unit I and how the science of Applied Linguistics can help you in your work as a language
teacher, and having studied the components of language in the four modules of Unit 11, you are
now ready to go over the different models of grammatical analysis that have developed through
the years,

Changes in the different models of grammatical analysis came with developments and
modifications in grammatical theories. You found out in Unit I that modifications were made as
a result inadequacies discovered in the prevailing theory of the time. With the change in
grammatical theories came a corresponding change in grammatical analysis as well.

At the start, the prevailing theory was that language was a structure made up of different
components, hence the mode of analysis was structural. 1The forms of the language were
scrutinized and their patterns of arrangement served as the object of Study in grammatical
analysis.

In this module you will look into the mode of grammatical analysis that went with structural
grammar The move from structural to structural grammar was a gradual one with each
succeeding grammatical model incorporating features of the preceding one while adding new
features of its own. This module discusses immediate Constituent (IC) Analysis which went with
structural grammar as described by Bloomfield and other structural linguists like W. Nelson
Francis, Hockett, etc.

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In the succeeding modules of this unit you will scrutinize other models that came in the course of
time: Chomsky's Transformational Generative (TG ) Grammar, Fillmore's Case Grammar,
Murcia's Communicative Grammar and the more recent ideas of Pedagogical Grammar

OBJECTIVES

Alter going through the activities in this module, you are expected to:
1. distinguish between the constituents of a grammatical structure,
2. differentiate among the deferent kinds of immediate constituent analysis; and
3. show the relations of the language items in a structured by employing different forms of
immediate constituent analysis

WHAT IS IMMEDIATE CONSTITUENT (IC)

ANALYSIS?

Prior to the introduction of Immediate Constituent (IC) Analysis by Leonard Bloomfield in 1933,
the analysis employed was called the "parsing method" where each word in a sentence was
labeled according to its part of speech. The sentence was then diagrammed to show the
relationship of the different words in it. W. Nelson Francis points out that the emphasis at that
time was on the logical relationship between words. Hence, modifiers were placed under the
words modified The objection raised against such an analysis was that it emphasized logic as
shown in one's understanding of what the sentence meant rather than the grammar or
"arrangement of the words in the structure.

For the structuralisms, analysis of a syntactic structure should leave the words in the order in
which they appear or are arranged in an utterance and proceed from there. To quote Francis:

English syntax 1s a many-layered organization of relatively few types of basic units. Every
structure may be divided into its immediate constituent is, almost always two, each of
which may in turn be divided and subdivided until the ultimate constituents, (in grammar,
the words) are reached

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Immediate constituent analysis, therefore, is a system of grammatical analysis which divides
sentences into successive layers or constituents until, in the final layer, the ultimate constituent
consists of a word
The analysis starts with the whole sentence which is divided into its principal parts in this case,
the subject and the predicate. They make up the immediate constituents of a sentence.
My friends know the answer

My friend knows the answer

Having divided the sentence into its principal parts, each of those parts is further subdivided into
its constituents. In the case of the subject, these would be friend which acts as the headword and
my which acts as the function word signaling the noun friend Where the subject is concerned,
therefore, the final layer of the analysis is made up of my and friend. They both serve as the
ultimate constituents of the subject. My friend knows the answers

My friend knows the answer

My friend knows the answer

My friend knows the answer

The answer
In the case of the predicate, however, the analysis has to proceed through two more layers in the
second layer, the constituent parts are the predicate verb knows and its complement, in the
answer. This is subdivided into its constituent parts, namely, the noun headword answers and the
article the which serves as a signal to mark the noun, answers The analysis shows that knows, the
and answers are the ultimate constituents of the predicate of the sentence case, the answers. This
can be further

Let's pause while and answer these questions about the analysis that took place

How did the analysis proceed? Did it start with the whole and end up with the constituent parts
of that sentence or did it start with the parts and show how these parts might be put together
piece-by-piece to produce the whole?

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You’re right if you answered whole-to-part’s and not the other way around. After the step-by-
step analysis proceeded from the complete Sentence and was reduced to the individual words
that compose.

Having noted that the movement was from whole to parts, would you say
that it was a top-down or a bottom-up process?
You’re correct if you said top-down. However, other applied linguists show how immediate
constituent analysis might also proceed the other way around. It could be a parts-to-whole
movement with the end sentence in mind. It could be a bottom-up process. Take a look at how
Charles F. Hockett would proceed in his immediate constituent analysis of the same sentence.

2 3 2 2 3 1
My Friend know -s the answer -s

↓
answers

knows the answers

My Friend
knows the answers

My friend knows the answers

2 3 2 2 3 1
My friend knows the answers

Now answer these question about Hockett’s immediate constituent analysis. You will have to
make use of what you learned previously about the components of language and its syntactic
structure.

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? SAQ 1

1.What do the numbers on the top stand for? Why are they placed on the topmost layer?
 It wasn’t elucidated well what the figures do epitomize but for me, it signifies the
layers where words can be found.
2 What about the arrow? Why does it point downward?
 The arrow is pointing down to guide the observer how the sentence is formed.
3. What then is emphasized first?
 The diagram highlights the sentence at the second row.
4. Why is -S separated from knows and answers?
 It is separated because it is not originally part of the words knows and answers.

5. Does the (-s) in knows and the (-s) in answers have the same meaning.
 No. It doesn’t have the same meaning. The –s attached with the word “know” is to agree
with its subject. On the other hand, the –s attached with the word “answer” is to signify
that it is plural.

6. What then is analyzed in the second layer?

 It considers the different meanings of the same –s inflections.
7. What is put together in the next two layers?
 The subject (My Friend) and its predicate (knows the answers).
8. What is analyzed in the fifth layer?
 It considers the meaning of the sentence as a whole.
9. What is presented in the second-to-the-last layer?
 It presents the modifications in meaning as the sentence breaks down or vice
versa.
10. What do you find in the last layer?
 The whole sentence and its real meaning with words labeled by numbers on top.
If you must have noticed, Hockett’s presentation ot immediate constituent analysis started with
the components put together layer-by-layer step-by-step entire utterance is complete This would
be a bottom-up process where constituents are put together to come up with larger structures
instead of the other way around where large structures are broken down into their constituent
parts Top-down or bottom-up, immediate constituent analysis scrutinizes layer-by-layer the
constituents that make up a structure.
VARIED PRESENTATIONS OF I. C. ANALYSIS
UTILIZING BINARY STRINGS
In the preceding section, you saw two ways to presenting. analysis. One made use of strings
resulting in some sort or tree diagram. Because of its use of strings, 1C analysis was sometimes
referred to as string constituent analysis although later on, Cook drew a distinction between the
two. This analysis proceeds in a binary fashion with each layer divided into the two constituents
that comprise it. The strings may be diagonal tines pointing to the constituents in each layer
thereby calling attention to them This is reflected in Figure I which follows:

The witness can tell who was at fault

The witness can tell who was at fault

The witness can tell who was at fault

can tell who was at fault

 Figure 1. Immediate Constituent Analysis Utilizing Diagonal Binary Strings
(Bloomfield,1933)
At other tikes , however, a combination of horizontal and short vertical lines were used. The
former highlights the layer while the latter points to the immediate constituents in that layer.
Using the same sentence as the one analyzed in Figure 1, The analys1s utilizing horizontal and
vertical lines would be presented this way:

The witness can tell who was at fault

The witness can tell who was at fault

The witness can tell who was at fault

can tell who was at fault

was at fault

at fault

Figure 2. LC. Analysis Utilizing Horizontal and Vertical Lines to Indicate Layers and
Immediate Constituents in Each Layer

? SAQ2
Having divided the sentences into its immediate constituents, what remains is to indicate the
syntactic structures in each layer. In Module 5, you learned that there are four syntactic
structures, namely structure or predication, complementation modification and coordination.
Identify the syntactic structure in each of the layers in the sentences given below, want your
answers in the blanks below the construction. The first one is done for you.

My friend and I feel very sad but not discouraged

My friend and I feel very sad but not discouraged

My friend and I feel very sad but not discouraged

My friend very sad but not discouraged

very sad not discouraged

(1) structure of predication

(2) _coordination________

(3) _coordination________

(4)_complementation modification_

(5) _coordination_______

(6)_coordination________

(7) _complementation modification_

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There were other ways of using LC. analysis using lines. H. A. Gleason (1955),for example,
made use of horizontal lines only. He adopted a bottom-up approach where he started with the
smallest constructions within a sentence and moved upward to the complete sentence.

The young lady who lives next door has left for her parents house.
_____________ ______________________
________________ ______________________
_________________________
 Figure 3. 1c. Analysis Utilizing Horizontal Lines to Show Layers (Gicason, 1955)

The first layer of horizontal lines indicate that there are four constructions at the initial level,
namely, () young lady, (2) next door, (3) has left, and ) her parents

In the second layer, two of the initial four constructions are expanded. Thus, next door takes on
the verb lives to form lives next door whereas the construction her parents takes on the noun
house to form her parents house.

In the third layer, the relative pronoun who i added to the first expanded construction to form the
clause who lives next door. Added to the second expanded construction is the pronoun for to
come up with the prepositional phrase from her parent house.

In the fourth layer, the clause who lives next door is added to young lady showing the noun lady
is now modified by a single word modifier young and a clause modifier who lives next door.

In the fifth layer, we now see the complete subject of the sentence including the, hence the young
lady who lives next door and the complete predicate has left for her parents" house.

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Whereas Gleason used only horizontal lines, Paul Roberts (1962) used only lines employing the
top-down process. This might be seen in the model that folows:

The lady won the grand prize

The lady won the grand prize

The lady won the grand prize

The lady won the grand prize

The lady won the grand prize

The first binary division separates the subject the lady from the predicate won the 8th prize. The
next binary division concerns the subject which is divided into the article the which signals the
noun headword lady. The third division is between the predicate verb won and its complement
the grand prize, In the fourth layer, the article the is set apart from grand prize which it signals.
Finally, the last division takes place between the adjective grand and the noun headword prize
which it modifies. At this stage the ultimate constituents of the sentence have been singled out
except for the verb win and its past tense morpheme.

Finally, among those who also used lines to show binary divisions in I.C. Analysis was John
Lyons (1968). He, however, indicated what made up each level in the hierarchical structure of
the sentence. By indicating what made up a given layer and by coming up with a tree-like
diagram, Lyons may be said to be employing a model similar to what Chomsky used for his
transformational generative grammar Figure 5 shows Lyon's tree diagram of the sentence
{NP (A [ Industrious ] + (N [ workers ])} + {VP (V [ work ])} + ADV [hard]
"Industrious workers work hard”.

NP VP

A N V ADV

S = Sentence A= Adjective V= Verb

NP = Noun phrase N= Noun ADV= Adverb
VP= Verb phrase

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PRESENTATIONS OF I. C. ANALYSIS UTILIZING BOXES
As shown earlier, . Analysis may also make use of boxes instead of lines Charles Hockett's
bottom-up model included not only the words of the sentence but even its phonological and
morphological units. The same sentence in Figure 5 would be analyzed by Charles Hockett as
follows:
↓
{NP (A [ Industrious ] + (N [workers ])} + {VP (V [work ])} + ADV [hard ]
2 3 2 3 1
Industri ous worker -s work hard
S
↓
Industrious workers
NP VP
A N V ADV
Industrious workers work hard

S= Sentence A= Adjective V= Verb

Industrious workers work hard
NP= Noun phrase N= Noun ADV= Adverb
VP= Verb phrase
 2 3 2 2 3 1
Industrious workers work hard

In Charles Hockett's model, however, the syntactic structures are not Singled out. It was in
Nelson Francis' model where the syntactic structures were incorporated in the analysis.
Employing the concept of Chinese boxes wherein several boxes of the same shape but of
different sizes are placed one inside the other, Francis showed how the different layers of
constructions may be placed one inside the other. Hockett and Francis came up with the idea of
using boxes to solve several problems posed by using string constituent analysis.

One such problem was that of discontinuous constituents that occur in questions where the
predicate verb is made up of a helping verb placed before the subject and the main verb coming
after it. ow then would the binary division be shown

Example:
Statement – Everybody was notified

Everybody was notified

Was notified
Question: Was everybody notified?

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To solve the problem of discontinuous constituents, Hockett's presentation could take one of the
two forms given below.
A B

( Everything) was ( ) advised Was Everybody advised

In A, the parenthesis that encloses the subject everybody signals that it should not be there but in
the empty parenthesis marks found between the helping verb was and the main verb advised. In
B, the dotted line indicates that everybody is the subject placed between the helping verb and the
main verb.
Nelson Francis' model of Chinese boxes illustrates this differently. The subject 1s placed in a
separate box from the predicate with a capital letter P placed between them facing the predicate.
Note how this is shown in statements and in questions.
 Statement Question

Everybody Was advised

P was advised
everybody

Another problem met using IC analysis was that of multiple constituents. Since 1C analysis
usually employs binary divisions, how would it treat multiple single-word modifiers as in this
example: We use the centimeter- gram - second system of measurement. Hockett would present
it this way:

2 3 1
We use the centimeter- gram- second System

centimeter - gram - second

centimeter - gram - second system

use the centimeter - gram - second system

We use the centimeter - gram - second system

2 3 1

We use the centimeter - gram - second system

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Nelson Francis, on the other hand would show it as follows. Note that he used P to make the
structure of predication with the P separating the subjects and predicate and facing the latter For
structures of modification, he used arrows pointing to the headword and tor structures of
complementation the letter C was put between the predicate and the complement with an
indication made as to the type of complement used

We P use the centimeter – gram- second system

C

THE SYNTACTIC STRUCTURES IN IC ANALYSISS

You learned in Module 6 that Nelson Francis singled out four syntactic structures, namely
structures of predication, complementation. modification and coordination, ln this module
you saw how he tied to incorporate these tour structures in his immediate constituent analysis of
sentences by using the concept of Chinese boxes to show the different layers and the constituents
in each layer of the sentences. Study the analysis of the sentence in each set and answer the
questions about it.

? SAQ 3

Set One

Everybody Was advised was advised

P everybody

A B

1. Which syntactic structure is illustrated in A and B?

 The syntactic structure is structure of predication.
2. What does the letter P stand for?
 Parentheses
3. Why do you have two P's in B, one facing one way and the other facing the other way?
 It is for the structural change in meaning in a sentence.
4. Which of the two illustrates a question, A or B?
 B exemplifies question.

5. . Which one shows a statement?

 A demonstrates statement.

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? SAQ 4

Set Three

This time See how the sentence was further expanded.

Everything Here cheered

loudly
P
1.What was added this time to the subject?
 The word ‘’Here’’ was added to the subject.
2 What about to the predicate?
 The word ‘’loudly’’ was added to the predicate in the form of adverb.
3. What additional syntactic structure is illustrated this time?
 Modification
4 What conjunctions is used to connect the two subjects? What about the
modifiers in the predicate?
 The word ‘’cheer’’ connects the subject and the predicate. The modifier ‘’loudly’’
is in the form of an intensifier.
5.How is this shown in the sketch?

Everything Here Cheered Loudly

Everything Here Cheered Loudly

Cheered Loudly

?SAQ 5

Set Three

Each Everyone
and here cheered and
loudly long
1.What was added this time to the subject?

 The words ‘’and’’ and ‘’Each’’

2.What about to the predicate?
 The words ‘’and’’ and ‘’long’’
3. What additional syntactic structure is illustrated this time?
 coordination
4. What conjunction is used to connect the two subjects? What about the modifiers in the
predicate?
 The word ‘’and’’ was used to connect both the subject and the predicate.
5. How is this shown in the sketch?
Each and Everyone Here Cheered Loudly and Long

Each and Everyone Here Cheered Loudly and Long

Each And Everyone Cheered Loudly And Long

Cheered Loudly

? SAQ 6

Set Four

Each Everyone
and here cheered and
loudly long

1. What kind of modifiers is used this time to modify the subject?

 Word Modifiers

2. How is it shown in the sketch?

Each and Everyone Here Cheered Loudly and Long

Each and Everyone Here Cheered Loudly and Long

Each And Everyone Cheered Loudly And Long

 Cheered Loudly

3. What was added to the predicate?

 The words ‘’And’’ and ‘’Long’’
4. What syntactic structure is illustrated this time?
 Modification
5. How is this kind of complement indicated in the diagram?
 Because the original words in the sentence can stand even without the words of
modifications.

? SAQ7

Set Five

DO
A. P C
We watched the game

DO OC

B. the game
Everyone found exciting
P C

C. The Judges
IO DO
awarded C the victor a trophy
P

SC

D.
The game was exciting
P CC

1. Which syntactic structures are common to all of the sentences? How can you tell?
 The syntactic structure that is common among the sentences are Predication.
2. What complement of the verb is illustrated in sentence A? in sentence B/n sentence C? in
sentence D?
 The phrase ‘’The Game’’
3. What is used to mark the complements?
 Boxes and label of ‘’OC’’ or ‘’SC’’
4. How can you tell what type of complement it is?
 By discerning what fits best in the sentence.
For review, try your hand at analyzing two sentences using 1C analysis. Use the top down binary
string constituent analysis with this first sentence be sure to indicate in parenthesis the syntactic
structures in each layer of your step-by-step analysis.

The computer has increased the access of the knowledge

The Computer has increased the access of the knowledge.

The Computer has increased the access of the knowledge

Has increased the access of the knowledge

The access of the knowledge

The knowledge

Did your tree diagram of the first sentence look like this?

The computer has increased our access to knowledge

1 The computer has increased our access to knowledge

2 The computer has increased our access to knowledge 3

has increased our access to knowledge 4

access to knowledge 5

to knowledge
(1) Structure of predication
(2) Structure of modification
(3) Structure of complementation
4) Structure of modification
(5) Structure of modification

B
This time use the bottom-up boxed in IC analysis of Charles Hockett which includes even a
phonological and morphological analysis of the sentence

Print and broadcast media shapes people’s opinion

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Did your analysis look like this? Splendid!

2 3 2 2 3 1

Print and broad cast media shape people ‘s opinion s

Print broadcast peoples opinions

Print and broadcast people’s opinion

Print and broadcast media shape people’s opinions

Print and broadcast media shape people’s opinions

2 3 2 2 3 1

Print and broadcast media shape people’s opinions

SUMMARY
Immediate constituent analysis was employed to show the relationship between the constituents
that make up the many layered constructions within a sentence. See if you can answer these
questions about 1C analysis f you can, then you have a clear idea about it. If you are not certain
about your answers to the questions, then re-read the section in this module which contains
information about it.
1. What type of grammar employed IC analysis?
 IC analysis employed Structural Grammar
2. Why is IC analysis called binary?
 IC analysis is called binary because the process of chopping the sentence in each
layer only needs two at a time.
3. What make up the immediate constituents of a construction?
 The sentence is what make up the constituents of a construction.
4. When do we say IC analysis employs the top-down model of analysis? When do we say it 1s
bottom-up?
 It is depending on a certain situation. If the analysis started from the top going
down, then this implies that we are using the top down. On the other hand, if the
analysis goes up then we say that it is bottom up.
5. What do we call the ultimate constituents?
 We call it words.
6. Whose 1C model incorporated even the phonological and morphological elements?
 Noam Chomsky
7. Whose IC model incorporated the four syntactic structures?
 Charles F. Hockett

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