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Indirect Objects
Ed Morrow
ENG 588
Presentation Outline
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What is an indirect object?
Syntactic Forms and Configurations
Problems for ESL/EFL students.
Sample Lesson Plans.
What is an Indirect Object?
Definitions: ‘to whom’ ‘of whom’

An indirect object is a second noun object
that tells us to whom or for whom the action
of the verb is being carried out.

A sentence with an indirect object must have
a direct object, the object NP that undergoes
the action. What.
Definitions: Example 1
Joe gave a book to Sally.
To who? Sally = indirect object
What is given? A book = direct object
Definitions: Example 2
We gave John a present.
To who? John = indirect object
What was given? A present = direct object
Example 3

We can also ask ‘for whom’ the action was
done for.
I bought a present for John.
Definitions: ‘of whom’

Our textbook also points out that indirect
objects tell us of whom the action expressed
in the verb is being requested.
Definitions: Example 3
Joe asked a question of Sally.
Of Whom? Sally = indirect object
Asked what? A question = direct object
Where they appear
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Indirect objects appear with verbs that either require
two NP objects to complete the meaning of the
sentence or to provide supplemental information.
(grammatical or optional)

The verb-indirect combinations depend on the
inherent meaning of the verb in the sentence.
Characteristics of English Verbs that
Take Indirect Objects
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We can describe verbs that have indirect
objects in the following ways:
1.
Ditransitive Verbs
Verb Types: Semantics of Verbs
2.
Ditransitive Verbs
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We have reviewed earlier in the semester that verbs
that take an indirect object and a direct object are
called ditransitive verbs.

Verbs that take one object are called transitive verbs.

We will shortly see that a ‘give type’ verb will always
function as a ditransitive verb, but there are also
many verbs that have dual functions.
Ditransitive and Transitive Verbs
Ditransitive
We baked
Transitive
We baked
Ditransitive
David read
Transitive
David read
Indirect
Object
Direct Object
David
a cake.
a cake.
the children
a story.
a story.
Inherent Meanings of Verbs
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In order to fully understand what indirect
objects represent and how they function, we
need to look for different ways to categorize
the verbs based on their meanings.

Our textbook shows us several ways to
categorize the verbs.
Semantics of Verbs
The textbook refers us to Jacobson’s (1966)
Three semantic groups:
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Dative = giving type verbs
Benefactive = ‘make’ ‘bake’
Eliciting = ‘ask’ ‘request’
Dative Verbs – ‘Give’
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Dative verbs have an inherent meaning
associated with giving.
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In sentences with dative verbs, IOs in the
post-prepositional position are preceded by
the ‘to’ preposition.
Examples of Dative Verbs with ‘to’
Direct Object
Indirect object
Sally.
I
gave
a book
Mel
handed
a letter
The girl
lent
her bicycle
to
Frank.
Annie.
Examples of Dative Verbs
give, hand, lend, paid, sell, send, throw…….
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I gave a book to Sally.
*I gave a book.
Mel handed a letter to Frank.
*Mel handed a letter.
For the verbs ‘gave’ and ‘handed’ they will need an indirect object
to complete the meaning and structure of their sentences.
Dative verbs compose the largest category that uses indirect objects.
Benefactive Verbs ‘Make’
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Benefactive verbs have something to do with
making or an action where someone benefits.
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Indirect objects in the post-prepositional
position are preceded by the preposition ‘for’.
Examples of Benefactive Verbs with
‘for’
Direct Object
Indirect object
I
bought
a book
Sally.
She
found
a seat
you.
He
ordered
some desert
for
Angela.
Examples of Benefactive Verbs
bake, build, buy, cook, do, make…..
I baked a cake for Sam.
I cooked dinner for the family.
Quick Note: The Ambiguity of ‘for’ Phrases
Consider the following sentence:
My mom bought it for me.
What does this mean?
Questions that come to mind:
Did my mother act on my behalf because
I couldn’t for whatever reason?
Or did she buy it as a gift?
Eliciting Verbs
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Eliciting verbs have to do with an action
related to ‘ask’ and ‘require’.
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They make up the smallest category of verbs
using indirect objects.
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In the post-prepositional position, indirect
objects are preceded by the preposition ‘of’.
Examples of Eliciting Verbs
Joe asked a question of Sally.
They require an explanation of your Majesty.
Notably these sentences sound too archaic or
old fashioned, thus we do not see them in
common speech.
A Problem with Semantic Grouping
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Our textbook does point out that this semantic
categorization will not work in all cases.
For example consider the verb ‘get’.
I’ll get this to him.
I’ll get this for him.
Which one is in the dative? Benefactive?
I’ll get this to him.
(dative = “deliver”)
I’ll get this for him.
(benefactive = “fetch, obtain”)
The distinction is in preposition ‘to’ and ‘for’.
Other examples:
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Bring the money to me.
I have brought your luggage for you.
I will drive the car to you.
I will drive the car for you.
He left a pretty fortune to his wife. (?)
I left some cookies for you.
Let’s look at other subcategories.
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Other linguists have identified eight
semantic categories for verbs followed by
indirect objects.
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In ESL instruction, we can refer to such
subcategories when we teach the meaning of
the different verb-indirect combinations.
Subcategories
1.
Verbs of transfer: throw, buy, send, lend,
sell, give, hand, pass.
He threw Chloe the ball.
I passed Steve the salt.
Jane sent her daughter a present.
2. Verbs that speak of the recipient’s future
possession or nonpossession of something:
promise, offer, allow, allot, refuse, deny.
Bill promised Sue a watch.
Jack offered Jim a raise.
I refused Mike a drink.
3. Verbs of making or creating: bake, knit,
carve, make, fix, draw, write.
Jack baked a cake for Suzie.
She drew a picture for Jim.
I fixed the car for my wife.
4. Verbs of preparing something for use: fry,
roast, grill, iron, butter, peel.
I grilled the kids some hot dogs.
She peeled Bill an apple.
I fried Jessie some fish sticks.
5. Verbs related to entertaining: read, sing, tell,
play.
I read her a story.
She sang Jim a song.
6. Verbs relating to some form of
communication: phone, wire, fax, tell.
John wired his daughter some money.
I’ll fax you the copy.
7. Verbs related to teaching someone to do
something: teach, show, tell.
I taught Fido a trick.
He showed me the solution.
8. Verbs of showing something so someone can see it: show
Tim showed Sam a picture.
Note: a verb form can belong to more than one
category.
Tell → entertaining, communicating, or teaching.
I told him a story.
She told me the news.
John taught his son math.
Verbs with Indirect Objects
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There are many ways to categorize verbs that
function with the indirect object.
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The common terminology, however, we will come
across with is the term dative verbs.
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This term is often referred to when we discuss
indirect objects occurring in the post-prepositional
position and postverbal position.
(Dative Movement)
Summary to this point
We have seen the following to this point:
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The indirect object is a 2nd noun object.

It can be described as the recipient, benefactor, or
elicitor of an action.

The function of an indirect object really depends on
the function or the inherent meaning of the main verb.
What is not an Indirect Object
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Look at the following sentences:
The kids made John a birthday cake.
IO
DO
The kids made a birthday cake for John.
DO
IO
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What about this?
The outcome made John a happy man.
Is there an indirect object? An object?
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This sentence is different since ‘ a happy
man’ is an object complement.
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We can test it two ways:
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Post-prepositional position test
*The outcome made a happy man to/for John.
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Is the phrase ‘a happy man’ connected to John?
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In this sentence the object complement is the same person.
John = a happy man
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In an indirect object + direct object sentence, they are never the
same person or object.
The kids made John a birthday cake.
John ≠ a birthday cake
Wrap Up
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It is important to understand the meaning of
indirect objects
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It is also important to know how it is used
with verbs
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Verbs have different semantic meanings
Indirect Objects in Different Syntactic
Configurations and Forms
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In this next part of the presentation lets look
at how indirect objects alternate and how
they appear or are implied (invisible) at the
sentence level.
Seeking Explanations for Alternations
and Forms
We commonly see two patterns:
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S V DO {to, for, of} IO
S V IO DO
Function of Indirect Object Alternation
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Concept of dominance basically looks at what the speaker
wants to highlight and to draw the listener’s attention.
V NP1 {to/for/of} NP2.
In this the dominant noun phrase is NP2.
Please pass the salt to me.
In this sentence it’s all about me.
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If you want to give prominence to the direct
object, then the alternate pattern is available.
Pass me the salt please.
Dative Verbs and Indirect Object
Alternations
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In sentences with dative verbs, indirect
objects occur in either a postverbal or postprepositional positions.
Mike gave the car to Sara.
Mike gave Sara the car.
+ alternations
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Sample of verbs that allow for this
alternation: hand, tell, pass, sell, send, get,
give, show, throw, lend, teach, offer, fax, and
wire.
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These verbs allow both postverbal and postprepositional positions for indirect objects.
Using Optional Indirect Objects in the
Post-Prepositional Position
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We know that with dative verbs, indirect objects are required for
the sentence to be grammatical. (for both meaning and
structure)

However in other cases, indirect objects are optional and can
appear in the post-prepositional or post verbal position.
Bob built a cabin. → Bob built a cabin for Katie.
I cook dinner. → I cook dinner for my family.
Indirect Objects Limited to the Postprepositional Position
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Then there are verbs that can only take the
indirect object in the post-prepositional
position.
* I explained Mary the problem.
I explained the problem to Mary.
+ post-prepositional position only
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Verbs that behave like explain: donate,
announce, recommend, reveal, confess,
introduce, narrate, describe, transmit, refuse,
and deny.
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With these verbs, the indirect objects can
only occur in the post-prepositional position.
+ postverbal position only
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There are few verbs that only occur in the immediate
postverbal position and allow no indirect object in the
post-prepositional position.
The book cost me $10.
* The cost $10 to me.
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A couple of verbs that appear to behave like cost: bill,
charge, and overcharge.
Optional Indirect Objects in Postverbal
Position
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In casual speech there are times when the
speaker may omit the indirect object in the
postverbal position.
Go find (me, him, her) some socks.
Get (me, him, her) a towel.
Indirect Objects that can not occur in
the immediate postverbal position.
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When telling a message:
*She announced them the news.
She announced the news to them
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Entertaining:
*The magician performed the boys a trick.
The magician performed a trick for the boys.
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Preparing for use:
* He decorated her the room.
He decorated the room for her.
Also our book mentions that with many of these verbs, the indirect object is not
required.
Semantics Governing Postverbal
Position for Indirect Objects
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The restriction here is that the indirect object in the postverbal position is limited
semantically to animate object. At the same time it is a ‘projected possessor’ of the direct
object.
So based on this we can say:
Joe sent a letter to Sue.
Joe sent Sue a letter.
Here Sue is the animate and the projected possessor of the letter.
But look what happens in the following:
Joe sent a letter to Cincinnati.
*Joe sent Cincinnati a letter.
Since Cincinnati is a location of the letter, we find this sentence ungrammatical.
The Surface Form: Is it grammatical?
Grammar of Verbs with Indirect Object
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We saw that with dative give type verbs, an indirect object is required
to complete the meaning of the sentence.
For example:
*I gave a book.
To who?
*She handed the letter.
To who?
*She put the knife.
Where?
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But under other circumstances, although an
indirect object is not required, the meaning of
the sentence may differ whether it is used or
not.
Homer found a job.
Homer found {a job for me}.
{me a job}.
Verbs with Implied Indirect Objects
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With verbs such as ‘sell’ and ‘ask’ the indirect
object may not always appear on the surface.
Instead it is implied in the context.
Marge sold the house. (to someone)
Jimmy asked a question. (of someone)
Obligatory Versus Deletable Direct
Objects
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At times we have to consider the role of the direct object in sentences that
contain both direct and indirect object.
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There are cases where we cannot delete the direct object.
For example:
? Peter gave to Alice.
Does this mean he donated money to Alice?
Or did he give her something?
*Peter gave Alice.
Peter gave the house to Alice.
Peter gave Alice the house.
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Then there are cases where the direct object can be omitted, but only
if the indirect object comes after the verb and before the understood
direct object.
I paid the money to Sam.
I paid Sam. (the money)
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But when you omit the direct object with the verb ‘paid’ you cannot
keep the preposition ‘to’.
*I paid to Sam.
Question: What about ‘I paid for Sam’? Difference between dative versus
benefactive use?
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There are also cases where the direct object can be
deleted but the preposition preceding the indirect
object must be retained.
Sara cooks (dinner) for the family.
?Sara cooks the family.
In this case the direct object is strongly implied in the
and the indirect object is not closely linked to the
meaning of the verb.
Other Restrictions, Conditions, and
Forms
1. Postverbal Restriction On IO: Nouns
and Pronouns
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The indirect object can not be postverbal if the direct
object is a pronoun and the indirect object is a noun.
We sent it to John.
*We sent John it.
Give it to Sam.
*Give Sam it.
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On the other hand, if the indirect object is a
pronoun and the direct object is a noun, we
can still use the alternation pattern.
We sent a package to him.
We sent him a package.
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We can use a pronoun in the DO NP such as
‘one’ or ‘some’ in place of an NP with an
indefinite article:
We gave him { a book} {some books}.
We gave him {one} {some}.

Using a demonstrative pronoun in the DO NP
Fred gave her {this/that book}.
Fred gave her {this/that}.
2. Complexity Condition
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If the direct object is a long complex NP, a postverbal indirect object is
recommended in order to avoid confusion and awkwardness.
?/* Jean gave hotdogs [that had been grilled over an open hickory fire] to
the kids.
Jean gave the kids hotdogs [that had been grilled over an open hickory
fire].
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Also our textbook points out that clausal direct objects move to the
dominant position.
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However if the indirect object is heavily
modified, postverbal position is less likely.
?/* I bought my little niece, the daughter of my
eldest brother, a present.
I bought a present for my little niece, the
daughter of my eldest brother.
3. Constraints on Indirect Objects in
Conjoined Sentences
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If the verb is omitted after the conjunction, both sentences must
keep their indirect objects in the same position.
IO DO
IO DO
I gave John a book, and Bill a bicycle.
IO DO
DO
IO
I gave John a book, and a bicycle to Bill.
DO
IO
IO
DO
I gave a book to John, and Bill a bicycle.
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However if the verb is retained in both sentences, this constraint does not hold.
IO
DO
DO IO
I gave John a book, and gave a bicycle to Bill.
DO
IO
IO
DO
I gave a book to John, and gave Bill a bicycle.
Note: In order to avoid confusing your ESL student, you can just
keep it simple.
I gave a book to John and a bicycle to Bill.
4. Sentences with Indirect Objects in
the Passive Voice

Direct objects become subjects in the passive voice.
S
IO
DO
Active: [Alice] gave [John] [the book].
S/DO
IO
Passive 1: [The book] was given to [John]. (by Alice)
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The other passive option allows for the indirect object to become the subject.
S/IO
DO
Passive 2: [John] was given [the book]. (by Alice)
Problems For ESL/EFL Students
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They need to learn the semantics of verbs.
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If they start by learning dative verbs they will
need to know the proper prepositional form
or pattern for sentences with indirect objects.
Common Problems for Korean
Students
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Omitting a required preposition
*Technical journal and proceedings of symposia and conferences
are cited to review previous works and to [give a hint readers]
about New York.
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Inserting a preposition in the wrong place
*This article [gives to us] the information.
(Cowan, 2008, p. 342)
Other Errors

They may not know the proper alternation forms and restriction rules.
French or Spanish speaker may say:
* John opened me the door.
John opened the door for me.
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There may be some confusion between two verbs with similar meanings.
Example: Tell versus say
He told me the answer.
*He said me the answer.
(Murcia & Freeman, 1999, p. 362)
Suggestions for Teaching Indirect
Objects
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We can teach students the semantics of
verbs.
Then we can show which verbs permit postprepositional and postverbal positions for
indirect objects.
But what will this approach be effective?
Traditional Approach

Focus on the high frequency of the ‘to’ and the ‘for’
dative verbs, how they appear in the prepositional
and alternation patterns.

A study done by Carroll and Swain (1993) shows
that students do better when just focusing on the
dative movement pattern.

This approach is used in most ESL textbooks.
A Lesson for Beginner Level Students

Objective: Students will recognize the practical use of indirect objects with ‘to’ and ‘for’
dative verbs.

Motivation: Many students may be motivated with communicative exercises because they
will need to learn some practical grammar for everyday interaction with other people.

Materials: Books and objects in the classroom. The instructor will also have an outline of
prewritten scenarios to use in class.

Activity: This is a communicative based activity in which the instructor will elicit a response
from a student. The students will need to develop a response using ‘to’ and ‘for’ dative
verbs and indirect objects.

Key points:

Assessment: A review followed by a quick oral quiz with some sample dialogues.
Correct usage of dative verbs with ‘to’ and ‘for’ preposition.
Alternation with dative verbs.
Example:
Instructor: Here is a book. I am going to give this book to Sue. What am I going to do, Elena?
Elena:
You’re going to give the book to Sue.
Instructor: Ok. [Walks over to another student with the book and starts showing it him] What am
I doing now Sue?
Sue:
You’re showing the book to Ken.
Instructor: [Drops the book and has Ken pick it up. The instructor receives the
book from Ken.] Elena, what did Ken do?
Elena:
He picked up the book for you.
Note: The instructor can also ask the student an alternative way of responding, in other words,
trying to elicit a dative movement response.
A Lesson for Intermediate Level
Students

Objective: To develop the students’ ability to recognize correct and
incorrect sentence forms with indirect objects. They will need to recall
specific rules that apply to indirect objects in different environments.

Motivation: Learning recognize correct grammatical forms.

Materials: Handouts will be used for this exercise.

Activity: The students will each read sample sentences and determine
which form is correct and which form is incorrect based on the rules of
indirect objects discussed in class.

Assessment Procedure: Assigning homework similar to class activity
followed by a review and a quiz.
Example:
Suzie sent an email to her teacher.
Suzie sent her teacher an email.
FedEx delivered a package for Stan.
FedEx delivered Stan a package.
Matt described her teacher the movie.
Matt described the movie to her teacher.
Note: Some pairs will have grammatical sentences. (distracters)
This will be pointed out to the students.
Another recognition exercise.
The Birthday Present
Mr. Jones wanted to give his wife a birthday
present early because he was going to be
away on a business trip. The week before
his trip, Mr. Jones went to Harrods looking
for a nice present. The sales lady suggested
him a nice platinum necklace. Mr. Jones bought his
wife the necklace and had it wrapped for delivery. The
next day, a FedEx driver delivered Mrs. Jones the present.
References
Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An
empirical study of the learning of linguistic generalizations. Studies in
Second Language Acquisition, 15, 357 -386
Celce-Murcia, M. & Larson-Freeman, D. (1999). The Grammar Book. An
ESL/EFL Teacher’s Course, (2nd Edition). Boston: Heinle, Cencage
Learning.
Cowan, R. (2008). The Teacher's Grammar of English. A Course Book
and Reference Guide. New York: Cambridge University Press.
.