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In grammar, a ditransitive (or bitransitive) verb is a transitive verb whose contextual use corresponds to a subject and two objects which refer to a theme and a recipient. According to certain linguistics considerations, these objects may be called direct and indirect, or primary and secondary. This is in contrast to monotransitive verbs, whose contextual use corresponds to only one object.

In languages which mark grammatical case, it is common to differentiate the objects of a ditransitive verb using, for example, the accusative case for the direct object, and the dative case for the indirect object (but this morphological alignment is not unique; see below). In languages without morphological case (such as English for the most part) the objects are distinguished by word order or context.

In English

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English has a number of generally ditransitive verbs, such as give, grant, and tell and many transitive verbs that can take an additional argument (commonly a beneficiary or target of the action), such as pass, read, bake, etc.:

He gave Mary ten dollars.
He passed Paul the ball.
Jean read him the books.
She is baking him a cake.
I am mailing Sam some lemons.

Alternatively, English grammar allows for these sentences to be written with a preposition (to or for): (See also Dative shift)

He gave ten dollars to Mary.
He passed the ball to Paul.
Jean read the books to/for him.
She is baking a cake for him.
I am mailing some lemons to Sam., etc.

The latter form is grammatically correct in every case, but in some dialects the former (without a preposition) is considered ungrammatical, or at least unnatural-sounding, when the direct object is a pronoun (as in He gave me it or He gave Fred it).

Sometimes one of the forms is perceived as wrong for idiosyncratic reasons (idioms tend to be fixed in form) or the verb simply dictates one of the patterns and excludes the other:

*Give a break to me (grammatical, but always phrased Give me a break)
*He introduced Susan his brother (usually phrased He introduced his brother to Susan)

In certain dialects of English, many verbs not normally treated as ditransitive are allowed to take a second object that shows a beneficiary, generally of an action performed for oneself.

Let's catch ourselves some fish (which might also be phrased Let's catch some fish for ourselves[citation needed])

This construction could also be an extension of a reflexive construction.

In addition, certain ditransitive verbs can also act as monotransitive verbs:[1]

"David told a story to the children" – Ditransitive
"David told a story – Monotransitive

Passive voice

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Many ditransitive verbs have a passive voice form which can take a direct object. Contrast the active and two forms of the passive:

Active:

Jean gave the books to him.
Jean gave him the books.

Passive:

The books were given to him by Jean.
He was given the books by Jean.

Not all languages have a passive voice, and some that do have one (e.g. Polish) do not allow the indirect object of a ditransitive verb to be promoted to subject by passivization, as English does. In others like Dutch a passivization is possible but requires a different auxiliary: "krijgen" instead of "worden".

E.g. schenken means "to donate, to give":

Active: Jan schonk hem de boeken – John donated the books to him.
Passive: De boeken werden door Jan aan hem geschonken – The books were donated to him by John.
Pseudo-passive: Hij kreeg de boeken door Jan geschonken – He got the books donated [to him] by John.

Attributive ditransitive verbs

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Another category of ditransitive verb is the attributive ditransitive verb in which the two objects are semantically an entity and a quality, a source and a result, etc. These verbs attribute one object to the other. In English, make, name, appoint, consider, turn into and others are examples:

  • The state of New York made Hillary Clinton a Senator.
  • I will name him Galahad.

The first object is a direct object. The second object is an object complement.[2][3]

Attributive ditransitive verbs are also referred to as resultative verbs.[4]

Morphosyntactic alignment

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The morphosyntactic alignment between arguments of monotransitive and ditransitive verbs is explained below. If the three arguments of a typical ditransitive verb are labeled D (for Donor; the subject of a verb like "to give" in English), T (for Theme; normally the direct object of ditransitive verb in English) and R (for Recipient, normally the indirect object in English), these can be aligned with the Agent and Patient of monotransitive verbs and the Subject of intransitive verbs in several ways, which are not predicted by whether the language is nominative–accusative, ergative–absolutive, or active–stative. Donor is always or nearly always in the same case as Agent, but different languages equate the other arguments in different ways:[citation needed]

  • Indirective languages: D = A, T = P, with a third case for R
  • Secundative languages: D = A, R = P (the 'primary object'), with a third case for T (the 'secondary object')
  • Neutral or double-object languages: D = A, T = R = P
  • Split-P languages: D = A, some monotransitive clauses have P = T, others have P = R

See also

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Notes

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References

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Revisions and contributorsEdit on WikipediaRead on Wikipedia

Ditransitive verb

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A ditransitive verb, also known as a bitransitive verb, is a that requires two objects in its syntactic structure: a direct object representing the theme (the entity transferred or affected) and an indirect object representing the or recipient (the entity receiving the theme). Canonical examples in English include give, show, and teach, where the verb denotes the transfer of possession, , or benefit from an agent to a recipient, as in "She gave him a ." Ditransitive verbs typically express events involving caused possession or transfer, encompassing semantic classes such as physical transfer (hand, send), abstract transfer (tell, explain), and benefit (buy, build for someone). A key syntactic feature is the dative alternation, observed in many languages, where the construction can alternate between a double object form (e.g., "gave him a book")—in which the indirect object precedes the direct object—and a prepositional dative form (e.g., "gave a book to him")—in which the theme precedes a prepositional phrase marking the goal. This alternation often correlates with subtle semantic differences, such as the double object construction favoring animate and definite recipients, while the prepositional form allows broader possibilities including spatial goals. Cross-linguistically, ditransitive constructions exhibit significant variation in alignment patterns, including indirective (theme as primary object, goal as oblique), secundative (goal as primary object, theme as oblique), and neutral (symmetric treatment of both objects). For instance, languages like Japanese and Spanish mark the goal with specific case particles or clitics in double object structures, while others like English rely on word order. Theoretical debates in generative linguistics center on the underlying structure of these constructions, particularly whether the double object and dative forms are derivationally related through movement operations or represent distinct base-generated structures within a binary-branching phrase structure. These verbs also play a central role in construction grammar approaches, where the ditransitive pattern itself contributes meaning beyond the verb's lexical semantics, enabling non-prototypical verbs to participate in transfer events.

Definition and Basics

Core Definition

A is a that requires two internal arguments in addition to the subject to express a complete , typically involving the transfer or communication of an from an agent to a recipient. These verbs form part of a verb's basic valence, distinguishing them from other verb classes by their for both a direct object and an indirect object. The term "ditransitive" was first recorded in the . In contrast to intransitive verbs, which require no objects, and monotransitive verbs, which take a single object, ditransitive verbs necessitate two objects to fulfill their semantic and syntactic requirements. Semantically, ditransitive verbs assign specific roles to their arguments: the subject typically receives the agent role as the initiator of the action; the indirect object is assigned the or recipient role, indicating the endpoint or of the transfer; and the direct object bears the theme role, representing the entity affected or moved. These roles underpin the verb's core meaning, often involving caused possession or transfer events.

Syntactic Valency and Arguments

Ditransitive verbs exhibit a syntactic valency of three, requiring a subject and two complement arguments to form a complete , in contrast to intransitive verbs with valency one (subject only) and monotransitive verbs with valency two (subject and one object). This valency reflects the verb's capacity to govern specific syntactic dependents, ensuring structural completeness. The realization of these arguments involves the licensing of a direct object, typically denoting the theme or , and an indirect object, often associated with a recipient or role. Ditransitive s specify this through frames, such as V ___ NP NP for the double-object construction or V ___ NP PP for the prepositional variant, where the verb selects phrases or prepositional phrases as complements. These frames dictate the syntactic positions and categories of the arguments, with the indirect object preceding the direct object in double-object structures to satisfy hierarchical ordering constraints. A key alternation in ditransitive constructions is the dative alternation, permitting the same verb to appear in either a double-object frame (V NP NP) or a prepositional dative frame (V NP PP), without altering core semantic relations. This phenomenon highlights the flexibility in argument realization while maintaining valency. Formal representations of ditransitive structures often employ labeled bracketing or tree diagrams to illustrate argument positions. For the prepositional dative, a basic structure can be depicted as:

[VP V [NP Theme] [PP to Recipient]]

[VP V [NP Theme] [PP to Recipient]]

In contrast, the double-object construction involves a VP shell with the verb raising to a higher head, yielding:

[VP Recipient V' [V ] [VP Theme t_V ]]

[VP Recipient V' [V ] [VP Theme t_V ]]

These representations, originating from analyses avoiding ternary branching, underscore the binary projection of arguments in generative syntax.

English Usage

Active Voice Constructions

In English, ditransitive verbs in primarily occur in two syntactic patterns: the double object construction and the prepositional dative construction. The double object construction involves the verb followed directly by the indirect object—typically encoding the recipient or —and then the direct object, which represents the theme or transferred entity, resulting in a fixed of verb-indirect object-direct object. For example, in "She gave him the book," the indirect object "him" precedes the direct object "the book," highlighting the caused possession or transfer to the recipient. This semantically enforces an interpretation of possession or benefit accruing to the indirect object. By contrast, the prepositional dative positions the object immediately after the , followed by a prepositional phrase (usually with "to" for transfer verbs or "for" for benefactives) that specifies the recipient, as in "She gave the book to him." This variant introduces semantic flexibility, permitting non-animate or locative recipients (e.g., "She sent the letter to the office") and often implying directed motion toward the rather than strict possession. The prepositional form thus accommodates a broader range of interpretations compared to the double object . Common ditransitive verbs in English that alternate between these constructions include give, send, tell, and show, which belong to Levin's semantic class of transfer verbs and subcategorize for a theme and a goal argument, using "to" in the prepositional form. The verb buy participates in a similar alternation but as a benefactive verb, using "for" (e.g., "She bought the book for him"). These verbs inherently involve conveyance of an entity to a recipient or . Etymologically, give traces to giefan ("to bestow or grant"); send to sendan ("to cause to go"); tell to tellan ("to count or recount"); show to sceawian ("to look at or exhibit"); and buy to bycgan ("to acquire by "). Several constraints govern the use of these constructions. plays a key role, as the indirect object in the double object construction must typically be animate (e.g., a or ), rendering sentences like "*She gave the table the book" ungrammatical, whereas the prepositional dative tolerates inanimate goals (e.g., "She gave the book to the table"). Prosodic factors, including the phonological weight or complexity of the objects, further influence construction choice; heavier or longer direct objects often prompt the prepositional dative to optimize processing and avoid end-weight violations.

Passive Voice Constructions

In English, ditransitive verbs can undergo passivization in two primary ways, reflecting the dual objects in their active counterparts. The basic passive construction promotes the direct object (theme) to subject position, while the indirect object (recipient) is expressed as a prepositional phrase with "to" or "for," as in "The book was given to him by the teacher." This form maintains the theme as the focused element and is available for all ditransitive verbs, aligning with the general passive rule that advances the patient or theme to subjecthood. An alternative passive promotes the indirect object (recipient) to subject position, with the direct object following as the new object, as in "He was given the book by the ." This recipient passive is restricted to strict ditransitive verbs like "give," "send," or "tell," where the indirect object denotes a or recipient capable of caused possession. Acceptability further depends on the of the indirect object; it must typically be animate or human-like, as inanimate recipients (e.g., *"The table was given the ") are ungrammatical or highly infelicitous, reflecting a semantic constraint on the recipient role. Verbs like "buy" or "build," which involve intended rather than actual transfer, often disallow this form, limiting them to the basic passive (e.g., "The gift was bought for her"). These passive constructions can introduce or resolve ambiguities related to agentivity and thematic roles. By demoting the agent to an optional "by"-, passives shift focus from the doer to the affected entities, potentially clarifying thematic hierarchies in contexts where might obscure whether the indirect object is a true recipient or . For instance, the choice between the two passives can disambiguate perspectival focus: the recipient passive emphasizes the 's experience (e.g., affectee role), while the theme passive highlights the transferred item, thus resolving potential in agent-driven transfer events. However, ambiguities may arise if the verb allows both forms, as the passive can sometimes blur distinctions between theme and roles without contextual cues. The evolution of these passives traces back to , where the recipient passive emerged around the 14th century, first attested in 1375, amid the loss of inflectional case endings and the establishment of rigid subject-verb-object . This development was influenced by Anglo-Norman contact, with French-origin verbs (e.g., "pay," "promise") adopting the construction earlier than native Germanic ones (e.g., "give," "show"), leading to the animate recipient restriction that persists today but is absent in some other languages like German. By Late , the "to"-dative alternant facilitated these passives, marking a shift from Old English's lack of such alternations.

Cross-Linguistic Variations

Morphosyntactic Alignment Patterns

Morphosyntactic alignment in ditransitive constructions refers to the ways in which the two object arguments—typically the recipient (R) and the theme (T)—are encoded relative to the patient (P) argument in monotransitive constructions, through mechanisms such as case marking, agreement, adpositions, and . This alignment typology extends the basic patterns observed in monotransitive clauses (accusative, ergative, neutral) to three-argument verbs, revealing how languages group or distinguish R and T based on functional principles like economy of form and distinguishability of arguments. The three primary alignment patterns for ditransitives are indirective, secundative, and neutral, as established in typological surveys. In the indirective pattern, the theme aligns with the monotransitive (T = P), while the recipient is encoded differently, often with a dedicated dative or oblique marker; this is the most common pattern globally, occurring in 189 of 378 sampled languages, particularly in . For example, in German, the geben ('give') patterns indirectly: "Ich gebe dem Kind ein Buch" (I give.NOM the.DAT child a.ACC book), where T receives like P, but R takes dative. In contrast, the secundative pattern aligns the recipient with the patient (R = P), marking the theme differently, such as with an or locative; this is less frequent, documented in 65 languages, and prevalent in areas like the and parts of . An illustration comes from Chamorro: the recipient takes absolutive case like P, while the theme uses an oblique marker, as in "Ha na'i i patgon ni leche'" (he.ERG give ABS child OBL milk) 'He gave the milk to the child.' The neutral (or double-object) pattern treats both R and T identically, aligning them with P without differential marking; it appears in 84 languages and is common in languages with flexible object encoding, such as many Niger-Congo and Austronesian tongues. English exemplifies this in its double-object construction: "She gave him the book," where both objects follow the verb without prepositions, mirroring the direct object in transitives like "She saw him." Many languages exhibit mixed alignments, allowing multiple patterns depending on verb semantics, animacy, or discourse factors; for instance, English permits both indirective ("She gave the book to him") and neutral constructions for give. Typological studies indicate that indirective alignment dominates due to the higher prominence of recipients in transfer events, influencing case hierarchies, though secundative patterns often emerge in languages with strong animacy effects or inverse marking systems.
Alignment TypeEncoding RelationPrevalence (WALS sample)Example Language
IndirectiveT = P ≠ R189 languagesGerman
SecundativeR = P ≠ T65 languagesChamorro
NeutralT = R = P84 languagesEnglish
MixedVariable40 languagesEnglish
These patterns are not uniform across all ditransitive verbs within a language, with lexical splits occurring based on event types (e.g., transfer vs. caused possession), leading to more nuanced alignments in extended typologies that incorporate (G) and theme distinctions.

Examples in Non-English Languages

In Romance languages such as French and Spanish, ditransitive verbs typically require the indirect object to be marked with a preposition, distinguishing it from the direct object. In French, verbs like donner ('to give') take a structure where the theme (direct object) follows the verb directly, while the recipient (indirect object) is introduced by the preposition , as in Je donne le livre à Marie ('I give the book to Marie'). This prepositional dative is obligatory for core arguments, reflecting the language's reliance on prepositions to encode recipient roles in ditransitive constructions. Similarly, in Spanish, the verb dar ('to give') employs a for the indirect object, yielding Le doy el libro a ('I give the book to John'), where clitic doubling with le may optionally reinforce the recipient, but the preposition remains essential for clarity and grammaticality. German, an Indo-European with case marking, encodes the indirect object of ditransitive s through the without prepositions in basic constructions. For instance, the geben ('to give') appears as Ich gebe dem Mann das Buch ('I give the man the book'), where dem Mann is dative-marked to indicate the recipient, and das Buch is accusative for the theme. This case system allows flexible while preserving argument roles via morphological distinctions. In contrast, Japanese, a non-Indo-European , uses postpositions to flag the indirect object in ditransitive frames. With verbs like ageru ('to give'), the construction Watashi ga Tomodachi ni hon o ageru ('I give a book to my friend') marks the recipient with the postposition ni and the theme with o (accusative), permitting variable ordering of the objects based on focus. Applicative constructions in Bantu languages like Chichewa derive ditransitive verbs from intransitive or transitive bases by adding morphological suffixes to introduce beneficiaries as core objects. For example, the transitive verb phika ('cook') becomes ditransitive with the applicative suffix -ir, as in Ana a-na-phik-ira a-mai chi-tali ('The children cooked the food for the mother'), where -ir promotes the beneficiary to a core argument that can trigger object agreement on the verb. This morphology not only increases valency but also allows the beneficiary to exhibit primary object properties, such as passivizability, distinguishing it from peripheral roles. Some Austronesian languages exhibit rare symmetric object patterns in ditransitive constructions, where the direct (theme) and indirect (recipient) objects receive equivalent syntactic treatment. In languages like Bajau, both objects can alternate as the pivot in voice alternations or extraction, as seen in systems that treat them without hierarchical dominance, allowing constructions where either argument can be fronted or relativized equally. This symmetry contrasts with asymmetrical alignments in most languages and highlights typological variation in object encoding.

Theoretical and Typological Aspects

Role in Generative Grammar

In , ditransitive verbs are analyzed as predicates that assign theta roles to three arguments: an external agent or causer and two internal arguments, typically a theme and a or , in accordance with the Theta Criterion. This criterion, introduced by Chomsky, stipulates that each argument must receive exactly one theta role, and each theta role must be assigned to exactly one argument, ensuring a biunique mapping between semantic roles and syntactic positions. For ditransitives, this involves projecting two internal arguments within the (VP), often leading to structures where the indirect object () appears to asymmetrically the direct object (theme) in double object constructions like "John gave Mary a book." The double object alternation—between prepositional dative ("John gave a book to Mary") and double object forms—is commonly derived through movement operations, such as the indirect object raising from a lower VP position to a higher specifier to satisfy case and binding requirements. A seminal of this comes from Larson's 1988 proposal, which posits a "VP shell" or complex VP for ditransitive constructions. In this framework, the ditransitive verb originates as the head of an embedded VP that selects the direct object as its complement, while the indirect object is introduced as the specifier of that embedded VP; the matrix VP then embeds this , with the verb raising to the matrix V position to license the indirect object. This shell accounts for the observed asymmetries without violating the Theta Criterion, as the indirect object theta-role is assigned configurationally within the embedded shell, projecting hierarchically above the direct object. Larson's approach, building on empirical asymmetries noted by Barss and Lasnik (1986), such as quantifier scope and anaphora binding, treats the double object form as derived from a base akin to the prepositional dative via internal movement. Within the Minimalist Program, ditransitive structures have been reframed using applicative heads to introduce the indirect object argument. Baker's applicative approach incorporates non-core arguments like goals via a functional head (Appl) that adjoins to the verb, distinguishing between structural realizations where the applicative licenses a dative case and lexical variants tied to verb-specific semantics. This evolved in Pylkkänen's 2002 analysis, which differentiates high applicatives—merging above VP and introducing relational arguments like benefactives that scope over the event—and low applicatives—merging within VP and linking a theme directly to a goal, as in "John baked Mary a cake." High applicatives allow passivization of the indirect object (e.g., "Mary was baked a cake by John"), while low ones do not, reflecting distinct theta-role assignments and phase-level projections that align with the Theta Criterion's uniqueness requirement. Empirical support for these hierarchical structures draws from tests like weak crossover effects and Principle A binding. In double object constructions, the indirect object can bind into the direct object (e.g., "She gave every student_i his_i grade"), but not vice versa, indicating c-command asymmetry derivable from Larson's shell or applicative projections; similarly, wh-extraction from the indirect object position induces superiority violations when the direct object is also extracted, confirming the indirect object's higher attachment. These diagnostics, formalized in tree representations where the indirect object specifiers a shell or ApplP above the theme's complement position, distinguish generative analyses from flat VP structures and underpin ongoing debates in minimalist syntax regarding argument introduction and movement.

Attributive and Other Specialized Forms

In English, attributive ditransitive constructions often arise in reduced relative clauses where the past participle of a ditransitive verb functions attributively, modifying a while retaining its two-object structure. For instance, in the phrase "the man given the award," "given" (from the ditransitive verb "give") heads a reduced attributing the award to the man, but this can lead to ambiguities if the structure is misread as a main clause verb followed by a prepositional phrase rather than a modifier. Such constructions highlight how passive forms of ditransitive verbs integrate into nominal s, preserving the theme () and (man) arguments in a compact attributive , though they occasionally trigger garden-path effects in real-time comprehension. Morphological ditransitives appear in languages like Halkomelem Salish, where dedicated suffixes derive ditransitive valency from transitive or intransitive bases, often via causative or applicative morphology. Causative suffixes such as -stəxʷ on transitive roots promote the original object to oblique status while introducing a causee as the new direct object, as in nem̓ go cən mək̓ʷ-stəxʷ tᶿə sƛ̓iʔƛ̓qəɬ ʔə tᶿə q̓əyem̓ən ("I’m going to get the boy to pick up sea shells"), transforming a simple transitive into a ditransitive frame. Applicative suffixes further specialize this process: the dative applicative -əs adds a recipient argument to a transitive verb, yielding niʔ ʔam-əs-t-əs kʷθə swiw̓ləs ʔə kʷθə st̓ᶿam̓ ("The boy gave the dog the bone"), while the benefactive -əɬc incorporates a beneficiary, as in niʔ q̓ʷəl-əɬc-t-əs ɬə-nə ten ɬə sɬeniʔ ʔə kʷθə səplil ("My mother baked the bread for the woman"). These morphological strategies contrast with analytic ditransitives in languages like English, enabling precise valency increases without lexical suppletion. Idiomatic light verb constructions frequently exhibit ditransitivity with non-compositional semantics, where the verb contributes minimal meaning and the overall interpretation emerges from the fixed combination. In English, "do someone a favor" functions as a ditransitive idiom, with "do" as the , "someone" as the indirect object (), and "a favor" as the direct object, conveying assistance without literal action performance; this non-decomposability is evident in its resistance to substitution or literal . Such constructions often frame metaphorical transfers, like reciprocal favors in "tit-for-tat" exchanges, where the ditransitive structure encodes social reciprocity idiomatically rather than through transparent thematic roles. Diachronic shifts in ditransitivity are prominent in , where many Latin ditransitive s lost double accusative or neutral alignment patterns, converging on indirective structures with datives or prepositions. For example, the doceo ('teach') retained a double object construction (DOC) in , as in 153 of 966 occurrences across texts, but this valency eroded in descendant forms like Italian insegnare, which favors prepositional phrases (e.g., insegnare qualcosa a qualcuno) over direct alternation. Similarly, flagito ('demand') transitioned from DOC to indirective alignment using ab + ablative in (58 occurrences), influencing modern Romance s to mark recipients prepositionally rather than via case, reflecting a broader loss of Latin's flexible valency in favor of analytic encoding. This stability of the dative for recipients, combined with preposition generalization (e.g., ad + accusative), underscores how morphological simplification drove valency changes across the family.

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