The issue is not coherence in the semantic sense, but syntactic 
intelligibility. The early phase of TG grammar did a remarkable job of 
explaining how certain transformations were possible and others not, in 
this case, in the English language. In this *sentence, "what" is the 
direct object of "sold".

On 06/10/2010 08:54 AM, c b wrote:
> On 6/9/10, c b<cb31...@gmail.com>  wrote:
>    
>> Speakers proficient in a language know what expressions are acceptable
>> in their language and what expressions are unacceptable. The key
>> puzzle is how speakers should come to know the restrictions of their
>> language, since expressions that violate those restrictions are not
>> present in the input, indicated as such. This absence of negative
>> evidence—that is, absence of evidence that an expression is part of a
>> class of the ungrammatical sentences in one's language—is the core of
>> the poverty of stimulus argument. For example, in English one cannot
>> relate a question word like 'what' to a predicate within a relative
>> clause (1):
>>
>> (1) *What did John meet a man who sold?
>>      
>
> ^^^^^^^
> CB: Aside from the learning acquisition issues, what, (speaking of
> "what") does the above sentence mean ?   It is semantically as well as
> syntactically problematic.  A child language learner might not use it
> because it doesn't express a coherent thought .
>
> Why did John meet a man who sold ?
>
> When did John meet a man who sold ?
>
> How did John meet a man who sold ?
>
> Where did John meet a man who sold ?
>
> Did John meet a man who sold ?
>
> What did John meet a man who sold for ? = Why did John...
>
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