Contents

Preface and Acknowledgments

Part 1 Preliminaries

1 Generative Grammar

0. PRELIMINARIES

1. SYNTAX AS A COGNITIVE SCIENCE

2. MODELING SYNTAX

3. SYNTAX AS SCIENCE – THE SCIENTIFIC METHOD

4. WHERE DO THE RULES COME FROM?

5. CHOOSING AMONG THEORIES ABOUT SYNTAX

6. THE SCIENTIFIC METHOD AND THE STRUCTURE OF THIS TEXTBOOK

7. SUMMARY

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

2 Parts of Speech

0. WORDS AND WHY THEY MATTER TO SYNTAX

1. DETERMINING PART OF SPEECH

2. THE MAJOR PARTS OF SPEECH: N, V, ADJ, AND ADV

3. OPEN VS. CLOSED; LEXICAL VS. FUNCTIONAL

4. SUBCATEGORIES AND FEATURES

5. SUMMARY

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

3 Constituency, Trees, and Rules

0. INTRODUCTION

1. RULES AND TREES

2. HOW TO DRAW A TREE

3. MODIFICATION AND AMBIGUITY

4. CONSTITUENCY TESTS

5. SUMMARY AND CONCLUSION

APPENDIX: HOW TO DO FOREIGN LANGUAGE PSR PROBLEMS

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

4 Structural Relations

0. INTRODUCTION

1. THE PARTS OF A TREE

2. DOMINATION

3. PRECEDENCE

4. C-COMMAND

5. GRAMMATICAL RELATIONS

6. SUMMARY AND CONCLUSIONS

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

5 Binding Theory

0. INTRODUCTION

1. THE NOTIONS COINDEX AND ANTECEDENT

2. BINDING

3. LOCALITY CONDITIONS ON THE BINDING OF ANAPHORS

4. THE DISTRIBUTION OF PRONOUNS

5. THE DISTRIBUTION OF R-EXPRESSIONS

6. CONCLUSION

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

Part 2 The Base

6 X-bar Theory

0. INTRODUCTION

1. BAR-LEVEL PROJECTIONS

2. GENERALIZING THE RULES: THE X-BAR SCHEMA

3. COMPLEMENTS, ADJUNCTS, AND SPECIFIERS

4. SOME DEFINITIONAL HOUSEKEEPING

5. PARAMETERS OF WORD ORDER

6. DRAWING TREES IN X-BAR NOTATION

7. X-BAR THEORY: A SUMMARY

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

7 Extending X-bar Theory to Functional Categories

0. INTRODUCTION

1. DETERMINER PHRASES (DPS)

2. A DESCRIPTIVE TANGENT INTO CLAUSE TYPES

3. COMPLEMENTIZER PHRASES (CPS)

4. TENSE PHRASES (TPS)

5. CP, TP, DP TREE

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

8 Constraining X-bar Theory: The Lexicon

0. INTRODUCTION

1. SOME BASIC TERMINOLOGY

2. THEMATIC RELATIONS AND THETA ROLES

3. THE LEXICON

4. EXPLETIVES AND THE EXTENDED PROJECTION PRINCIPLE

5. SUMMARY

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

Part 3 Movement

9 Head-to-Head Movement

0 INTRODUCTION

1 VERB MOVEMENT (V → T)

2 T MOVEMENT (T → C)

3 DO-SUPPORT

4 MULTIPLE AUXILIARIES AND AFFIX-HOPPING IN ENGLISH

5 SUMMARY

APPENDIX: TESTS FOR DETERMINING IF A LANGUAGE HAS V → T OR AFFIX LOWERING

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

10 DP Movement

0. INTRODUCTION

1. A PUZZLE FOR THE THEORY OF THETA ROLES

2. PASSIVES

3. CASE

4. RAISING: REPRISE

5. PASSIVES: REPRISE

6. CLOSING UP A LOOSE END

7. CONCLUSION

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

11 Wh-movement

0. INTRODUCTION

1. MOVEMENT IN WH-QUESTIONS

2. ISLANDS

3. THE MINIMAL LINK CONDITION

4. ECHO QUESTIONS (WH-IN-SITU) IN ENGLISH

5. CONCLUSION

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

12 A Unified Theory of Movement

0. INTRODUCTION

1. MOVE

2. EXPLAINING CROSS-LINGUISTIC DIFFERENCES

3. SCOPE, COVERT MOVEMENT, AND THE MLC

4. CONCLUSION

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

Part 4 Advanced Topics

13 Expanded VPs

0. INTRODUCTION

1. THE PROBLEM OF DITRANSITIVE VERBS

2. LIGHT VERBS

3. OBJECT SHIFT

4. DITRANSITIVES: REPRISE

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

14 Raising, Control, and Empty Categories

0. INTRODUCTION

1. RAISING VS. CONTROL

2. TWO KINDS OF RAISING, TWO KINDS OF CONTROL

3. CONTROL THEORY

4. ANOTHER KIND OF NULL SUBJECT: “LITTLE” PRO

5. SUMMARY

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

15 Advanced Topics in Binding Theory

0. A QUICK REVIEW OF CHAPTER 5 BINDING THEORY

1. LEVELS OF REPRESENTATION

2. THE DEFINITION OF BINDING DOMAIN

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SETS

CHALLENGE PROBLEM SETS

Part 5 Alternatives

16 Lexical-Functional Grammar

0. ALTERNATIVE THEORIES

1. C-STRUCTURE

2. FUNCTIONS

3. THE LEXICON

4. F-STRUCTURE

5. ASSORTED PHENOMENA

6. CONCLUSION

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SET

CHALLENGE PROBLEM SETS

17 Head-Driven Phrase Structure Grammar

0. INTRODUCTION

1. FEATURES

2. THE LEXICON

3. RULES, FEATURES, AND TREES

4. BINDING

5. LONG DISTANCE DEPENDENCIES

IDEAS INTRODUCED IN THIS CHAPTER

FURTHER READING

GENERAL PROBLEM SET

CHALLENGE PROBLEM SETS

Conclusions and Directions for Further Study

References

Index

Introducing Linguistics

This outstanding series is an indispensable resource for students and teachers – a concise and engaging introduction to the central subjects of contemporary linguistics. Presupposing no prior knowledge on the part of the reader, each volume sets out the fundamental skills and knowledge of the field, and so provides the ideal educational platform for further study in linguistics.

1 | Andrew Spencer | Phonology
2 | John Saeed | Semantics, Second Edition
3 | Barbara Johnstone | Discourse Analysis
4 | Andrew Carnie | Syntax, Second Edition

© 2007 by Andrew Carnie

BLACKWELL PUBLISHING

350 Main Street, Malden, MA 02148-5020, USA

9600 Garsington Road, Oxford OX4 2DQ, UK

550 Swanston Street, Carlton, Victoria 3053, Australia

The right of Andrew Carnie to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher.

First edition published 2002 by Blackwell Publishers Ltd

Second edition published 2007 by Blackwell Publishing Ltd

3 2007

Library of Congress Cataloging-in-Publication Data

Carnie, Andrew, 1969–

Syntax : a generative introduction / Andrew Carnie. — 2nd ed.

p. cm.

Includes bibliographical references and index.

ISBN 978-1-4051-3384-5 (alk. paper)

1. Grammar, Comparative and general—Syntax. 2. Generative grammar. I. Title.

P295.C37 2006

415—dc22

2006008835

A catalogue record for this title is available from the British Library.

Layout by Andrew Carnie. Typeset in 10 pt Palatino using ReadSmart® from Language Technologies Inc.

The publisher’s policy is to use permanent paper from mills that operate a sustainable forestry policy, and which has been manufactured from pulp processed using acid-free and elementary chlorine-free practices. Furthermore, the publisher ensures that the text paper and cover board used have met acceptable environmental accreditation standards.

For further information on Blackwell Publishing, visit our website: www.blackwellpublishing.com

Dedicated with love to my parents, Robert and Jean and in memory of my teacher and mentor, Ken Hale

The text formatting in this book has been adapted and modified by ReadSmart®, an algorithm which imposes almost undetectable changes in presentation. This formatting is based on simple psycholinguistic principles, and has been shown in studies to enhance readers’ reading speed, comprehension and enjoyment and to make the text more persuasive. The ReadSmart® treatment of the text was provided by Language Technologies Inc., which offers this service for all forms of publication. www.lngtek.com

Preface and Acknowledgments

Almost every preface to every syntax textbook out there starts out by telling the reader how different this book is from every other syntax textbook. On one hand, this is often the truth: each author shows their own particular spin or emphasis. This is certainly true of this textbook. For example, you’ll be hard pressed to find another textbook on Principles and Parameters syntax that uses as many Irish examples as this one does. Nor will you find another P&P textbook with a supplementary discussion of alternative theoretical approaches like LFG or HPSG. On the other hand, let’s face facts. The basic material to be covered in an introductory textbook doesn’t really vary much. One linguist may prefer a little more on binding theory, and a little less on control, etc. In this text, I’ve attempted to provide a relatively balanced presentation of most of the major issues and I’ve tried to do this in a student-friendly way. I’ve occasionally abstracted away from some of the thornier controversies, where I felt they weren’t crucial to a student understanding the basics. This may, to a certain extent, make the professional syntactician feel that I’ve cut corners or laid out too rosy a picture. I did this on purpose, however, to give students a chance to absorb the fundamentals before challenging the issues. This is a textbook, not a scholarly tome, so its aim is to reach as many students as possible. The style is deliberately low key and friendly. This doesn’t mean I don’t want the students to challenge the material I’ve presented here. Throughout the book, you’ll find gray “textboxes” that contain issues for further discussion, or interesting tidbits. Many of the problem sets also invite the student to challenge the black and white presentation I’ve given in the text. I encourage instructors to assign these, and students to do them, as they form an important part of the textbook. Instructors may note that if a favorite topic is not dealt with in the body of the text, a problem set may very well treat the question.

A quick word on the level of this textbook: This book is intended as an introduction to syntactic theory. It takes the student through most of the major issues in Principles and Parameters, from tree drawing to constraints on movement. While this book is written as an introduction, some students have reported it to be challenging. I use this text in my upper division undergraduate introduction to syntax with success, but I can certainly see it being used in more advanced classes. I hope instructors will flesh out the book, and walk their students through some of the thornier issues.

This textbook has grown out of my lecture notes for my own classes. Needless to say, the form and shape of these notes have been influenced in terms of choice of material and presentation by the textbooks my own students have used. While the book you are reading is entirely my fault, it does owe a particular intellectual debt to the following three textbooks, which I have used in teaching at various times:

Cowper, Elizabeth (1992) A Concise Introduction to Syntactic Theory: The Government and Binding Approach. Chicago: Chicago University Press.

Haegeman, Liliane (1994) Introduction to Government and Binding Theory (2nd edition). Oxford: Blackwell.

Radford, Andrew (1988) Transformational Grammar: A First Course. Cambridge: Cambridge University Press.

I’d like to thank the authors of these books for breaking ground in presenting a complicated and integrated theory to the beginner. Writing this book has given me new appreciation for the difficulty of this task and their presentation of the material has undoubtedly influenced mine.

Sadly, during the final stages of putting the first edition of this text together, my dissertation director, teacher, mentor, and academic hero, Ken Hale passed away after a long illness. Ken always pushed the idea that theoretical syntax is best informed by cross-linguistic research; while at the same time, the accurate documentation of languages requires a sophisticated understanding of grammatical theory. These were important lessons that I learned from Ken and I hope students will glean the significance of both by reading this text. While I was writing this book (and much other work) Ken gave me many comments and his unfettered support. He was a great man and I will miss him terribly.

This, the second edition of this book, is considerably different from the first edition. Here is a brief list of the major differences between the two editions. This list is not comprehensive, many more minor differences can be found.

The exercise sections of the chapters are now organized differently and are greatly expanded. Exercises are presented in the order that the material appears in the chapter. I have attempted to categorize each exercise for level and type.

There are two types of problem sets: General and Challenge. These two types roughly correspond to the exercises that I assign to my regular students and my honors students respectively. Challenge Problem Sets often challenge the straightforward presentation of the material in the main body of the text.

The former chapter 2 on structure and parts of speech has been split into two chapters. The new chapter 2 contains new information on subcategorization that some instructors requested to better inform students about the role of part of speech in phrase structure processes. Also Adjectives are now distinguished from Adverbs.

The phrase structure rules in the new chapter 3 have been completely revised. In particular, I’m using non-X-bar versions of TP and CP here, and have added embedded clauses to all the relevant rules.

The definitions of precedence, exhaustive domination and c-command have all been significantly revised in the chapter on structural relations. A limited version of government is given for those instructors who wish to teach it to their students.

The chapters on X-bar theory have many more trees and examples.

DPs are used consistently from chapter 7 forward.

I have added categories to the theta grids in the chapter on the Lexicon in order to tie them to the subcategories introduced in chapter 2.

A new section on stacked VPs and affix-hopping has been added to the chapter on head movement

VP-internal subjects are used consistently from chapter 9 forward

The treatment of passives in chapter 10 is completely different from the previous edition. I have moved towards a Baker, Johnson and Roberts style approach where the -en morphology is directly assigned the internal theta role and accusative case by the verb in the syntax rather than in the lexicon.

The treatment of locality conditions in the chapter on wh-movement is entirely new. I’ve dropped subjacency in favor of an MLC based approach. The chapter now includes an inventory of the major island types; but theoretical coverage is only given to wh-islands. (Although the chapter also contains a brief discussion of the Head-Movement Constraint and Super-raising in the context of the MLC).

Chapter 12 now contains a more accurate discussion of wh-in situ and develops the ideas of feature checking, covert movement, and SPELLOUT.

There is a brand new chapter on split VPs in a brand new section on “advanced topics,” including sections on object shift, ditransitives, a Lasnik style analysis of Pseudogapping and a Hornstein style analysis of ACD.

The chapter on Raising and Control has been moved to the new part of the book on advanced topics, and uses a split VP (vP-AgrOP-VP) structure to avoid ternary branching.

There is a new chapter on advanced topics in binding theory. This looks at issues on level of representation, chains and the copy theory of movement. It also takes a relativized view of binding domain consistent with Chomsky (1986).

I’ve taken some of the more controversial “comparing theories” language out of the chapters on LFG and HPSG.

I hope that instructors and students will find these revisions helpful. I have attempted where possible to take into account all the many comments and suggestions I received from people using the first edition. Although of course in order to maintain consistency, I was unable to do them all.

Acknowledgements:

I’d like to thank the many people who taught me syntax through the years: Barb Brunson, Noam Chomsky, Elizabeth Cowper, Ken Hale, Alec Marantz, Diane Massam, Jim McCloskey, Shigeru Miyagawa, and David Pesetsky. A number of people have read through this book or the previous edition and have given me extensive and helpful comments: William Alexander, Ash Asudeh, Brett Baker, Andy Barss, Mark Baltin, Luis Barragan, Emily Bender, Abbas Benmamoun, Joan Bresnan, Dirk Bury, Roy Chan, Danny Chen, Deborah Chen Pichler, Barbara Citko, Peter Cole, Lorenzo Demery, Sheila Dooley, Yehuda Falk, Leslie Ford, Alexandra Galani, Jila Ghomeshi, Erin Good, Paul Hagstrom, Ken Hale, Heidi Harley, Josh Harrison, Rachel Hayes, Bernhard Heigl, One-Soon Her, Stephan Hurtubise, Alana Johns, Mark Johnson, Simin Karimi, Andreas Kathol, Péter Lazar, Anne Lobeck, Leila Lomashivili, Sarah Longstaff, Ahmad Reza Lotfi, Ricardo Mairal, Joan Maling, Jack Martin, Diane Massam, Nathan McWhorter, Dave Medeiros, Martha McGinnis, Mirjana Miskovic-Lukovic, Jon Nissenbaum, Peter Norquest, Kazutoshi Ohno, Heidi Orcutt, Hyeson Park, David Pesetsky, Colin Phillips, Carl Pollard, Janet Randall, Norvin Richards, Frank Richter, Betsy Ritter, Ed Rubin, Ivan Sag, Theresa Satterfield, Leslie Saxon, Leah Shocket, Dan Siddiqi, Nick Sobin, Peggy Speas, Tania Strahan, Joshua Strauss, Lisa deMena Travis, Robert Van Valin, Enwei Wang, Dainon Woudstra, Susi Wurmbrand, Kim Youngroung, and several anonymous Blackwell reviewers. I’m absolutely convinced I’ve left someone off this large list, if it’s you many apologies, I really did appreciate the help you gave me. The students in my Introduction to Syntax classes in Michigan in 1997, and in Arizona in 1998-2006 have used all or parts of this textbook as their reading. Thanks to them for their patience and suggestions. A special thanks to Dave Medeiros who has been my TA during the writing of this edition, his contributions and suggestions have been invaluable. A number of problem sets in this book were graciously contributed by Sheila Dooley, Jila Ghomeshi, Erin Good, Heidi Harley, Simin Karimi, Chris Kennedy, Amy LaCross, Betsy Ritter and Leslie Saxon. Tom Bever, Chris Nicholas, and Roeland Hancock at Language Technologies, Inc. have been incredibly helpful and responsive in their implementation of the ReadSmart technology on this text. Chris Nicholas is to be particularly thanked for his last-minute late-night help in formatting. I also owe a great debt to all my colleagues here at the University of Arizona for their help and support. In particular, Diana Archangeli, Andy Barss, Sheila Dooley, Sandiway Fong, Mike Hammond, Heidi Harley, Eloise Jelinek, Simin Karimi, Diane Ohala, Adam Ussishkin, and Andy Wedel deserve special mention. Ada Brunstein, Sarah Coleman, Lisa Eaton, Simon Eckley, Tami Kaplan, Becky Kennison, Anna Oxbury, Rhonda Pearce, Beth Remmes, and Steve Smith of Blackwell all deserve many thanks for encouraging me to write this and the previous edition up, and then smoothing its way towards production. My family (Jean, Bob, Morag, Fiona, Pangur and Calvin) were all incredible in their support and love. Go raibh maith agaibh!

The clip art in chapters 1 and 6 is taken from the Microsoft Clip Art Gallery and is used with permission. This usage does not imply Microsoft’s endorsement of this book.

Part 1

Preliminaries

Chapter 1

Generative Grammar

0. PRELIMINARIES

Although we use it every day, and although we all have strong opinions about its proper form and appropriate use, we rarely stop to think about the wonder of language. So-called language “experts” like William Safire tell us about the misuse of hopefully or lecture us about the origins of the word boondoggle, but surprisingly, they never get at the true wonder of language: how it actually works. Think about it for a minute; you are reading this and understanding it but you have no conscious knowledge of how you are doing it. The study of this mystery is the science of linguistics. This book is about one aspect of how language works – how sentences are structured: syntax.

Language is a psychological or cognitive property of humans. That is, there is some set of neurons in my head firing madly away that allows me to sit here and produce this set of letters, and there is some other set of neurons in your head firing away that allows you to translate these squiggles into coherent ideas and thoughts. There are several subsystems at work here. If you were listening to me speak, I would be producing sound waves with my vocal cords and articulating particular speech sounds with my tongue, lips, and vocal cords. On the other end of things you’d be hearing those sound waves and translating them into speech sounds using your auditory apparatus. The study of the acoustics and articulation of speech is called phonetics. Once you’ve translated the waves of sound into mental representations of speech sounds, you analyze them into syllables and pattern them appropriately. For example, speakers of English know that the made-up word bluve is a possible word of English, but the word bnuck is not. This is part of the science called phonology. Then you take these groups of sounds and organize them into meaningful units (called morphemes) and words. For example, the word dancer is made up of two meaningful bits: dance and the suffix -er. The study of this level of Language is called morphology. Next you organize the words into phrases and sentences. Syntax is the cover term for studies of this level of Language. Finally, you take the sentences and phrases you hear and translate them into thoughts and ideas. This last step is what we refer to as the semantic level of Language.

Syntax, then, studies the level of Language that lies between words and the meaning of utterances: sentences. It is the level that mediates between sounds that someone produces (organized into words) and what they intended to say.

Perhaps one of the truly amazing aspects of the study of Language is not the origins of the word demerit, or how to properly punctuate a quote inside parentheses, or how kids have, like, destroyed the English language, eh? Instead it’s the question of how we subconsciously get from sounds to meaning. This is the study of syntax.

Language vs. language

When I utter the term language, most people immediately think of some particular language such as English, French, or KiSwahili. But this is not the way linguists use the term; when linguists talk about Language (or i-language), they are generally talking about the ability of humans to speak any (particular) language. Some people (most notably Noam Chomsky) also call this the Human Language Capacity. Language (written with a capital L) is the part of the mind or brain that allows you to speak, whereas language (with a lower case l) (also known as e-language) is an instantiation of this ability (like French or English). In this book we’ll be using language as our primary data, but we’ll be trying to come up with a model of Language.

1. SYNTAX AS A COGNITIVE SCIENCE

Cognitive science is a cover term for a group of disciplines that all aim for the same goal: describing and explaining human beings’ ability to think (or more particularly, to think about abstract notions like subatomic particles, the possibility of life on other planets or even how many angels can fit on the head of a pin, etc.). One thing that distinguishes us from other animals, even relatively smart ones like chimps and elephants, is our ability to use productive, combinatory Language. Language plays an important role in how we think about abstract notions, or, at the very least, Language appears to be structured in such a way that it allows us to express abstract notions. The discipline of linguistics, along with psychology, philosophy, and computer science, thus forms an important subdiscipline within cognitive science. Sentences are how we get at expressing abstract thought processes, so the study of syntax is an important foundation stone for understanding how we communicate and interact with each other as humans.

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!

Lesen Sie weiter in der vollständigen Ausgabe!