Tenses Rules with Examples Pdf
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Linguistic Stereotypes
RFFZEM, 32-33(22-23)(1992/93,1993/1994) D. ŠKARA: LINGUISTIC STEREOTYPES:... • LINGUISTIC STEREOTYPES: CROSSCULTURAL ANALYSIS OF PROVERBS DANICA ŠKARA UDK/UDC: 801 Filozofski fakultet u Zadru Izvorni znanstveni članak Faculty of Philosophy in Zadar Original scientific paper Primljeno : 1994-03-30 Received The aim of this paper is to analyse proverbs as linguistic stereotypes from a semantic point of view. The sample of proverbs is randomly chosen from 3 national collections: Croatian, English and Italian. The results of the analysis show that quite a small number of proverbs (about 10%) reflect traditional values and customs which are specific to one culture only. It seems that their universal character makes an ethnocentric approach nearly unacceptable. A high percentage of proverbs (90%) share a very strong mutual resemblance, despite all the differences stemming from ethnic, geographic, historical and language factors. The prevalence of equivalent, synonymous proverbs over specific ones is evident. They differ only in their immagery, in local realia and concepts, but the logical formula of their content is identical. The most frequent sentence structure of the proverbs with universal distrubution is the quadripartite structure and its main feature is symmetry. Does it mean that such sentences can be considered as some kind of kernel sentences? This question asks for additional research. Finally, we can make a conclusion that the universality and transferability are the most prominent features of the proverbs. 1. Introduction It is generally accepted that proverbs represent the smallest verbal folklore genre, but they can be viewed as linguistic units, too. They are used in everyday conversation, journalistic writing, advertising, speeches of all types, in sermons, literature, slogans, songs, and other forms of human communications. -
Uncovering the Underground's Role in the Formation of Modern London, 1855-1945
University of Kentucky UKnowledge Theses and Dissertations--History History 2016 Minding the Gap: Uncovering the Underground's Role in the Formation of Modern London, 1855-1945 Danielle K. Dodson University of Kentucky, [email protected] Digital Object Identifier: http://dx.doi.org/10.13023/ETD.2016.339 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Dodson, Danielle K., "Minding the Gap: Uncovering the Underground's Role in the Formation of Modern London, 1855-1945" (2016). Theses and Dissertations--History. 40. https://uknowledge.uky.edu/history_etds/40 This Doctoral Dissertation is brought to you for free and open access by the History at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--History by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. -
Development of an Online Tense and Aspect Identifier for English
Development of an online tense and aspect identifier for English John Blake1 Abstract. This article describes the development of a tense and aspect identifier, an online tool designed to help learners of English by harnessing a natural language processing pipeline to automatically classify verb groups into one of 12 grammatical tenses. Currently, there is no website or application that can automatically identify tense in context, and the tense and aspect identifier fills that niche. Learners can use the tool to see how grammatical tenses are used in context. Finite verb groups are automatically identified,and the relevant words in the verb group are highlighted and colorized according to the tense identified. The latest deployed system can identify tenses in simple, compound, and complex sentences. False positive results occur when there is ellipsis of auxiliary verbs or when the tagger assigns the incorrect part-of-speech tag. The user interface of the tense identifier is a web app created using the Flask framework and deployed from the Heroku platform. The tool can be used for inductive and deductive teaching approaches, or even to check for tense consistency in a thesis. Keywords: tense, aspect, iCALL, visualization. 1. Introduction Basic internet searches identify websites that explain the form and function of tenses, and numerous examples of each tense can be found. However, when teachers or learners want to identify the tense and aspect in a particular sentence, no online tool was discovered that could automatically identify the grammatical tense of sentences submitted by users. 1. University of Aizu, Aizuwakamatsu, Japan; [email protected]; https://orcid.org/0000-0002-3150-4995 How to cite: Blake, J. -
(2012) Perspectival Discourse Referents for Indexicals* Maria
To appear in Proceedings of SULA 7 (2012) Perspectival discourse referents for indexicals* Maria Bittner Rutgers University 0. Introduction By definition, the reference of an indexical depends on the context of utterance. For ex- ample, what proposition is expressed by saying I am hungry depends on who says this and when. Since Kaplan (1978), context dependence has been analyzed in terms of two parameters: an utterance context, which determines the reference of indexicals, and a formally unrelated assignment function, which determines the reference of anaphors (rep- resented as variables). This STATIC VIEW of indexicals, as pure context dependence, is still widely accepted. With varying details, it is implemented by current theories of indexicali- ty not only in static frameworks, which ignore context change (e.g. Schlenker 2003, Anand and Nevins 2004), but also in the otherwise dynamic framework of DRT. In DRT, context change is only relevant for anaphors, which refer to current values of variables. In contrast, indexicals refer to static contextual anchors (see Kamp 1985, Zeevat 1999). This SEMI-STATIC VIEW reconstructs the traditional indexical-anaphor dichotomy in DRT. An alternative DYNAMIC VIEW of indexicality is implicit in the ‘commonplace ef- fect’ of Stalnaker (1978) and is formally explicated in Bittner (2007, 2011). The basic idea is that indexical reference is a species of discourse reference, just like anaphora. In particular, both varieties of discourse reference involve not only context dependence, but also context change. The act of speaking up focuses attention and thereby makes this very speech event available for discourse reference by indexicals. Mentioning something likewise focuses attention, making the mentioned entity available for subsequent dis- course reference by anaphors. -
Prosodic Focus∗
Prosodic Focus∗ Michael Wagner March 10, 2020 Abstract This chapter provides an introduction to the phenomenon of prosodic focus, as well as to the theory of Alternative Semantics. Alternative Semantics provides an insightful account of what prosodic focus means, and gives us a notation that can help with better characterizing focus-related phenomena and the terminology used to describe them. We can also translate theoretical ideas about focus and givenness into this notation to facilitate a comparison between frameworks. The discussion will partly be structured by an evaluation of the theories of Givenness, the theory of Relative Givenness, and Unalternative Semantics, but we will cover a range of other ideas and proposals in the process. The chapter concludes with a discussion of phonological issues, and of association with focus. Keywords: focus, givenness, topic, contrast, prominence, intonation, givenness, context, discourse Cite as: Wagner, Michael (2020). Prosodic Focus. In: Gutzmann, D., Matthewson, L., Meier, C., Rullmann, H., and Zimmermann, T. E., editors. The Wiley Blackwell Companion to Semantics. Wiley{Blackwell. doi: 10.1002/9781118788516.sem133 ∗Thanks to the audiences at the semantics colloquium in 2014 in Frankfurt, as well as the participants in classes taught at the DGFS Summer School in T¨ubingen2016, at McGill in the fall of 2016, at the Creteling Summer School in Rethymnos in the summer of 2018, and at the Summer School on Intonation and Word Order in Graz in the fall of 2018 (lectures published on OSF: Wagner, 2018). Thanks also for in-depth comments on an earlier version of this chapter by Dan Goodhue and Lisa Matthewson, and two reviewers; I am also indebted to several discussions of focus issues with Aron Hirsch, Bernhard Schwarz, and Ede Zimmermann (who frequently wanted coffee) over the years. -
Against Logical Form
Against logical form Zolta´n Gendler Szabo´ Conceptions of logical form are stranded between extremes. On one side are those who think the logical form of a sentence has little to do with logic; on the other, those who think it has little to do with the sentence. Most of us would prefer a conception that strikes a balance: logical form that is an objective feature of a sentence and captures its logical character. I will argue that we cannot get what we want. What are these extreme conceptions? In linguistics, logical form is typically con- ceived of as a level of representation where ambiguities have been resolved. According to one highly developed view—Chomsky’s minimalism—logical form is one of the outputs of the derivation of a sentence. The derivation begins with a set of lexical items and after initial mergers it splits into two: on one branch phonological operations are applied without semantic effect; on the other are semantic operations without phono- logical realization. At the end of the first branch is phonological form, the input to the articulatory–perceptual system; and at the end of the second is logical form, the input to the conceptual–intentional system.1 Thus conceived, logical form encompasses all and only information required for interpretation. But semantic and logical information do not fully overlap. The connectives “and” and “but” are surely not synonyms, but the difference in meaning probably does not concern logic. On the other hand, it is of utmost logical importance whether “finitely many” or “equinumerous” are logical constants even though it is hard to see how this information could be essential for their interpretation. -
Chapter 6 Mirativity and the Bulgarian Evidential System Elena Karagjosova Freie Universität Berlin
Chapter 6 Mirativity and the Bulgarian evidential system Elena Karagjosova Freie Universität Berlin This paper provides an account of the Bulgarian admirative construction andits place within the Bulgarian evidential system based on (i) new observations on the morphological, temporal, and evidential properties of the admirative, (ii) a criti- cal reexamination of existing approaches to the Bulgarian evidential system, and (iii) insights from a similar mirative construction in Spanish. I argue in particular that admirative sentences are assertions based on evidence of some sort (reporta- tive, inferential, or direct) which are contrasted against the set of beliefs held by the speaker up to the point of receiving the evidence; the speaker’s past beliefs entail a proposition that clashes with the assertion, triggering belief revision and resulting in a sense of surprise. I suggest an analysis of the admirative in terms of a mirative operator that captures the evidential, temporal, aspectual, and modal properties of the construction in a compositional fashion. The analysis suggests that although mirativity and evidentiality can be seen as separate semantic cate- gories, the Bulgarian admirative represents a cross-linguistically relevant case of a mirative extension of evidential verbal forms. Keywords: mirativity, evidentiality, fake past 1 Introduction The Bulgarian evidential system is an ongoing topic of discussion both withre- spect to its interpretation and its morphological buildup. In this paper, I focus on the currently poorly understood admirative construction. The analysis I present is based on largely unacknowledged observations and data involving the mor- phological structure, the syntactic environment, and the evidential meaning of the admirative. Elena Karagjosova. -
Arxiv:2106.08037V1 [Cs.CL] 15 Jun 2021 Alternative Ways the World Could Be
The Possible, the Plausible, and the Desirable: Event-Based Modality Detection for Language Processing Valentina Pyatkin∗ Shoval Sadde∗ Aynat Rubinstein Bar Ilan University Bar Ilan University Hebrew University of Jerusalem [email protected] [email protected] [email protected] Paul Portner Reut Tsarfaty Georgetown University Bar Ilan University [email protected] [email protected] Abstract (1) a. We presented a paper at ACL’19. Modality is the linguistic ability to describe b. We did not present a paper at ACL’20. events with added information such as how de- sirable, plausible, or feasible they are. Modal- The propositional content p =“present a paper at ity is important for many NLP downstream ACL’X” can be easily verified for sentences (1a)- tasks such as the detection of hedging, uncer- (1b) by looking up the proceedings of the confer- tainty, speculation, and more. Previous studies ence to (dis)prove the existence of the relevant pub- that address modality detection in NLP often p restrict modal expressions to a closed syntac- lication. The same proposition is still referred to tic class, and the modal sense labels are vastly in sentences (2a)–(2d), but now in each one, p is different across different studies, lacking an ac- described from a different perspective: cepted standard. Furthermore, these senses are often analyzed independently of the events that (2) a. We aim to present a paper at ACL’21. they modify. This work builds on the theoreti- b. We want to present a paper at ACL’21. cal foundations of the Georgetown Gradable Modal Expressions (GME) work by Rubin- c. -
Journal of Linguistics the Meanings of Focus
Journal of Linguistics http://journals.cambridge.org/LIN Additional services for Journal of Linguistics: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here The meanings of focus: The significance of an interpretationbased category in crosslinguistic analysis DEJAN MATIĆ and DANIEL WEDGWOOD Journal of Linguistics / FirstView Article / January 2006, pp 1 37 DOI: 10.1017/S0022226712000345, Published online: 31 October 2012 Link to this article: http://journals.cambridge.org/abstract_S0022226712000345 How to cite this article: DEJAN MATIĆ and DANIEL WEDGWOOD The meanings of focus: The significance of an interpretationbased category in crosslinguistic analysis. Journal of Linguistics, Available on CJO 2012 doi:10.1017/S0022226712000345 Request Permissions : Click here Downloaded from http://journals.cambridge.org/LIN, IP address: 192.87.79.51 on 13 Nov 2012 J. Linguistics, Page 1 of 37. f Cambridge University Press 2012 doi:10.1017/S0022226712000345 The meanings of focus: The significance of an interpretation-based category in cross-linguistic analysis1 DEJAN MATIC´ Max Planck Institute for Psycholinguistics, Nijmegen DANIEL WEDGWOOD (Received 16 March 2011; revised 23 August 2012) Focus is regularly treated as a cross-linguistically stable category that is merely manifested by different structural means in different languages, such that a common focus feature may be realised through, for example, a morpheme in one language and syntactic movement in another. We demonstrate this conception of focus to be unsustainable on both theoretical and empirical grounds, invoking fundamental argumentation regarding the notions of focus and linguistic category, alongside data from a wide range of languages. -
Flashback to the Future • Advance Your Life Personally and Professionally
at St. Louis Community College Fall 2012 Flashback to the Future • Advance your life personally and professionally. • Explore, create and learn! Registration begins August 6 For more information about Continuing Education classes, visit www.stlcc.edu/ce 1962 – 2012 One College. Lifelong Opportunities. CELEBRATING FIVE DECADES OF EDUCATION FOR ALL. Fall is “back to school” season, and you haven’t been back for awhile, but that doesn’t mean the learning needs to end. Now that you’re a bit older, you can continue learning with St. Louis Community College’s fall continuing education courses. You can learn and do just about everything you wanted to but never had the time for. Whether it’s personal enrichment or professional development, STLCC offers both, so you can discover a new hobby or develop your future career. There’s no age limit on learning! Whether you earned your degree from STLCC in 1970 or you picked up a few classes here and there over the years, you’re always welcomed back. Just check out the courses we’re offering at our campuses this fall through continuing education. Registration for this summer begins August 6. To learn more about your course or to register, call 314-984-7777. But don’t wait too long—seats are filling fast! JOIN THE CELEBRATION. TELL US YOUR STORY. WWW.STLCC.EDU/50 FLORISSANT VALLEY FOREST PARK MERAMEC WILDWOOD www.stlcc.edu/ce / 314-984-7777 Fall 2012 . Continuing Education | St. Louis Community College 3 FALL 2012 ST. LOUIS COMMUNITY COLLEGE STLCC CONTINUING EDUcaTION Advancing People -Personally and Professionally www.stlcc.edu/ce 314-984-7777 Join us as we Flash Back to the Future this Fall! CONTENTS PROFESSIONAL DEVELOPMENT In 1962, the St. -
Anchor Tense in Japanese Narrative
愛知教育大学研究報告, 52 (人文・社会科学編), pp.51~61, March, 2003 Anchor Tense in Japanese Narrative Midori INABA Department of Teaching Japanese as a Foreign Language, Aichi University of Education, Kariya 448-8542, Japan 1. PURPOSE AND BACKGROUND A proficient narrative has consistency in anchoring favored tense. This consistency is considered one of the criteria for the development of child language in narrative discourse. Generally narrators can choose either past or present tense in recounting events. Another factor in evaluating proficient narrative is appropriate tense shifting1in narrative discourse. The present study investigated the way Japanese children learn to use grammatical tense in narrative discourse. It centered on the developmental changes of temporal marking in Japanese narratives from two respects: a dominant tense and tense shifting. The research on dominant tense involved examining what tense Japanese children and adults favored for tellingthe story, and to what extent they are consistent in reliance on thisform - either present or past - as an "anchor" for the narrative as a whole in a larger set of Japanese narratives. Tense shiftingwas discussed with the dominant tense, displaying how they switch past and present tense in accordance with the demands of a thematically organized and cohesive narrative. Prior research conducted by Berman and Slobin (1994) demonstrated that younger children do not always manage to adhere to a single grammatical tense, but older children and adults maintained consistently a favored tense throughout the narration. The developmental change occurs from "perceptually-motivated" choice of tense/aspect forms to "narratively-motivated" choice. In the course of development, the childlearns to use the expressive options of a particular native language to carry out narrative-discourse functions. -
Describe Simple Present Tense
Describe Simple Present Tense Is Dirk acerb or overhanded after bedaubed Hakim rescind so temporizingly? Nick usually reoccupying lopeprenatal dramatically or mewl fortunatelyas unsolvable when Skyler Algerian accessorizes Enoch abetted thematically sluttishly and and enables together. cloudlessly. Lesley is grapier and What the initial verb to describe a simple present tense to The simple present. It is simple tense describes two different article to describe an independent clause can use either a cup. What is an excellent explanation, describe a specific time can be able to learn me of! Here for simple present describe? As present simple present is described by adding a narrative style might have a dependent clause is historical present tense describes something that. Which type of simple present describe physical characteristics, a verb describing its intended to make similar to avoid making this! What tense describes an event or present describe? Once you may need even: tense with the most commonly used to describe an implicature, it more contemporary and. Thank you will begin to separate paragraph, just had written in! Earlier in simple tenses are used for this is appropriate choice unless you requested could go to make sure you? Click on classic literature and present tenses are an office at the cat loved to perpetual or does he walks to work. Click the present describe a short actions referred to succeed in the teacher sat and describes events within narrative based on. Most appropriate in present describe the same way: he go to deliver the time with more words to complete the! It started sometime before the! Finch in tense describes what we describe physical characteristics, tenses and is described.