Time and Language: So Does It Work?
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Knowledge Mat: French Year 10
Knowledge Mat: French year 10 Term 1: Talking about oneself, family and Wider Experiences / Try To Do… Vocabulary friends (Theme 1: Identity and Culture) • Trips abroad Tense: A time frame telling us when the action takes place and • Revisiting present tense irregular verbs which changes the verb. • Watch a French film/listen to and reflexive verbs youtube (with French lyrics)/This is Present: What you are doing now or usually. E.g je suis= I am Language • Revisiting the Near Future and the Future: What hasn’t happened yet. Perfect Tense (+ irregulars/negatives) • Visit to SDL Translation Company Simple future: Saying what will happen. Eg je serai= I will be (post option choices) • Using the imperfect tense Near future: saying what is going to happen. E.g. je vais • Mary Glasgow magazines travailler= I am going to work Term 2: Talking about Leisure, daily life and special occasions (Theme 1) • Latin club Conditional: saying what could happen. E.g. Je voudrais travailler= I would like to work • Depuis + present tense The big questions: Infinitive: a verb not in any tense. The verb form found in the • Using Comparatives and superlatives dictionary. • Revising Imperfect tense • Which tense? Perfect tense: This is used to say what you did and have done. • Using Direct Object pronouns (le,la,les) and en • How do I justify an It is made of 3 parts the subject, auxiliary and past participle. • Using modal verbs pouvoir and devoir and venir de+ e.g. J’ai visité – I visited opinion? infinitive Auxiliary verb: a helper verb used to construct the perfect Term 3: Local area, Travel and Tourism • What endings do I need? tense and the pluperfect tense (Theme 2) • Do I use ‘avoir’ or ‘être to Past participle:The part of the verb which is needed in the • perfect and pluperfect tenses. -
() Talking About Time
() Talking about Time 1I \ V 11) C I'{ Y ST!\ L Introduction When the heroes of Douglas Adams's The Hitch Hikers Guide to the Galaxy 1III'ivc at the location described in Part 2, The Restaurant at the End of the (1";IJerse (pp, 79-80), the narrator pauses for a moment of quiet reflection "hout the difficulties involved in travelling through time: The major problem is quite simply one of grammar, and the main work to consult in this matter is Dr Dan Streetmentioner's Time Travellers Handbook of 1001 Tense Formations. It will tell you for instance how to describe some• thing that was about to happen to you in the past before you avoided it by time-jumping forward two days in order to avoid it. The event will be described differently according to whether you are talking about it from the standpoint of your own natural time, from a time in the further future, or a time in the further past and is further complicated by the possibility of con• ducting conversations whilst you are actually travelling from one time to another with the intention of becoming your own mother or father. Most readers get as far as the Future Semi-Conditionally Modified Subinverted Plagal Past Subjunctive lntentional before giving up: and in fact in later editions of the book all the pages beyond this point have been left blank to save on printing costs. 17w Hitch Hiker's Guide to the Galaxy skips lightly over this tangle of aca• demic abstraction, pausing only to note that the term 'Future Perfect' has been abandoned since it was discovered not to be. -
Principal Parts of Verbs • All Verbs Have Four Principal Parts–A Base Form, a Present Participle, a Simple Past Form, and a Past Participle
Principal Parts of Verbs • All verbs have four principal parts–a base form, a present participle, a simple past form, and a past participle. • All the verb tenses are formed from these principal parts. Click the mouse button or press the Space Bar to display the information. 1 Lesson 1-2 Principal Parts of Verbs (cont.) • You can use the base form (except the base form of be) and the past form alone as main verbs. • The present participle and the past participle, however, must always be used with one or more auxiliary verbs to function as the simple predicate. Click the mouse button or press the Space Bar to display the information. 2 Lesson 1-3 Principal Parts of Verbs (cont.) – Carpenters work. [base or present form] – Carpenters worked. [past form] – Carpenters are working. [present participle with the auxiliary verb are] – Carpenters have worked. [past participle with the auxiliary verb have] Click the mouse button or press the Space Bar to display the information. 3 Lesson 1-4 Exercise 1 Using Principal Parts of Verbs Complete each of the following sentences with the principal part of the verb that is indicated in parentheses. 1. Most plumbers _________repair hot water heaters. (base form of repair) 2. Our plumber is _________repairing the kitchen sink. (present participle of repair) 3. Last month, he _________repaired the dishwasher. (past form of repair) 4. He has _________repaired many appliances in this house. (past participle of repair) 5. He is _________enjoying his work. (present participle of enjoy) Click the mouse button or press the Space Bar to display the answers. -
Time and Language: Roughly, We Have So Does It Work? Or XKCD Eg We Can Construct
A digression before we start: how do A famous wrong example: Inuit have 56 Time and Language: we describe what goes on? words for snow Roughly, we have How we talk about time The Sapir Whorf hypothesis. (they actually have one!). ! However skiers have at least 10: • Physical Time Peter Watson (powder, crud, hard-pack, ice, crusty, • Psychological Time Are they the same? slush, spring, corn, sugar, fresh, wet, Biological Time piste, corduroy....). • (Very loosely). Or are they different" Sociological Time Time is an Illusion: • The strong form: you cannot discuss a concept Most of these distinctions are • aspects of the same thing? lunch-time doubly so ! unless you have the language to describe it. meaningless to non-skiers, but they • Astronomical Time Hitchhiker's Guide The weak form: your views of the universe are allow a concepts to be transferred in modified and restricted by language. compact form. • Historical Time • Geological Time 1 2 3 4 Peter Watson So does it work? • I picked the car up yesterday, so that, if you go to the supermarket now, I •I picked the car up yesterday, so that, if you go to the will have time to drive to Montreal." • Better: language represents a “window into supermarket now, I will have time to drive to the mind” (Pinker) Montreal." • J'ai pris la voiture hier, de sorte que, si vous aller au supermarché •I picked the car up yesterday, so maintenant, j'ai le temps pour conduire à Montréal." • We think in “mentalese” and translate it into that, if you go to the supermarket a language J'ai pris la voiture hier, de sorte que, now, I will have time to drive to • •Ich habe das Auto gestern auf, si vous aller au supermarché Montreal. -
Language and Communication Enhancement for Two-Way Education : Report
Edith Cowan University Research Online ECU Publications Pre. 2011 1995 Language and communication enhancement for two-way education : Report Ian G. Malcolm Edith Cowan University Follow this and additional works at: https://ro.ecu.edu.au/ecuworks Part of the Bilingual, Multilingual, and Multicultural Education Commons Malcolm, I. (1995). Language and communication enhancement for two-way education : report. Perth, Australia: Edith Cowan Uinversity. This Report is posted at Research Online. https://ro.ecu.edu.au/ecuworks/7174 Edith Cowan University Copyright Warning You may print or download ONE copy of this document for the purpose of your own research or study. The University does not authorize you to copy, communicate or otherwise make available electronically to any other person any copyright material contained on this site. You are reminded of the following: Copyright owners are entitled to take legal action against persons who infringe their copyright. A reproduction of material that is protected by copyright may be a copyright infringement. Where the reproduction of such material is done without attribution of authorship, with false attribution of authorship or the authorship is treated in a derogatory manner, this may be a breach of the author’s moral rights contained in Part IX of the Copyright Act 1968 (Cth). Courts have the power to impose a wide range of civil and criminal sanctions for infringement of copyright, infringement of moral rights and other offences under the Copyright Act 1968 (Cth). Higher penalties may apply, and higher damages may be awarded, for offences and infringements involving the conversion of material into digital or electronic form. -
English for Practical Purposes 9
ENGLISH FOR PRACTICAL PURPOSES 9 CONTENTS Chapter 1: Introduction of English Grammar Chapter 2: Sentence Chapter 3: Noun Chapter 4: Verb Chapter 5: Pronoun Chapter 6: Adjective Chapter 7: Adverb Chapter 8: Preposition Chapter 9: Conjunction Chapter 10: Punctuation Chapter 11: Tenses Chapter 12: Voice Chapter 1 Introduction to English grammar English grammar is the body of rules that describe the structure of expressions in the English language. This includes the structure of words, phrases, clauses and sentences. There are historical, social, and regional variations of English. Divergences from the grammardescribed here occur in some dialects of English. This article describes a generalized present-dayStandard English, the form of speech found in types of public discourse including broadcasting,education, entertainment, government, and news reporting, including both formal and informal speech. There are certain differences in grammar between the standard forms of British English, American English and Australian English, although these are inconspicuous compared with the lexical andpronunciation differences. Word classes and phrases There are eight word classes, or parts of speech, that are distinguished in English: nouns, determiners, pronouns, verbs, adjectives,adverbs, prepositions, and conjunctions. (Determiners, traditionally classified along with adjectives, have not always been regarded as a separate part of speech.) Interjections are another word class, but these are not described here as they do not form part of theclause and sentence structure of the language. Nouns, verbs, adjectives, and adverbs form open classes – word classes that readily accept new members, such as the nouncelebutante (a celebrity who frequents the fashion circles), similar relatively new words. The others are regarded as closed classes. -
The Perfective Imperative in Japanese a Further Analysis
The perfective imperative in Japanese A further analysis Axel Svahn [email protected] Master Thesis Lund University Japanese Centre for Languages and Literature, Japanese Studies Fall Term 2009 Supervisor: Lars Larm ABSTRACT The present thesis is concerned with a descriptive analysis of a phenomenon in the Japanese language, the use as an imperative of two suffixes of tense and aspect, -ta and -tari. The use of the past tense form (or ta-form) as an imperative in modern Japanese has been touched upon by various scholars, but a detailed account of the construction, its diachrony, and its place in a cross-linguistic context has not previously been performed. These aspects of the constructions are described in detail, and a contrastive analysis determines how imperative -ta differs from other imperatives in modern Japanese. The relation between aspect and imperative utterances manifested in imperative -ta is discussed, focusing on the connection between imperative -ta and perfective aspect. The discussion also focuses on the occurrence of past tense and perfective imperatives cross-linguistically. These phenomena are connected through the concept of deictic projection (Lyons 1977, Tavangar and Amouzadeh 2006). Keywords: Aspect, deictic projection, imperative, Japanese, past tense, perfective aspect, -ta, -tari ii ACKNOWLEDGEMENTS This paper could not have been written without the help of a number of people. Without the information and ideas provided by them, the task of expanding a sketch of a peripheral phenomenon in Japanese into a larger paper surveying a variety of languages would have been impossible. The author wishes to express his gratitude to Ehsan Bouhendi, Östen Dahl, Bjarke Frellesvig, Thomas Gross, Szymon Grzelak, Lars-Åke Henningsson, Arthur Holmer, Lars Larm, Marita Ljungqvist, Sawako Murao, Johan Muskala, Mattias Nowak, Sven Osterkamp, Rumiko Shinzato, Kazuyo Suzumura-Lundström, Axel Theorin, Dorota Tubielewicz Mattsson, Janick Wrona, and Xiaoyan Zhang, to whom the thesis is dedicated. -
Department Long Term Plans September 2020
Department long term plans September 2020 LONG TERM CURRICULUM PLANNING OVERVIEW: MODERN FOREIGN LANGUAGES YEAR 7 YEAR 8 YEAR 9 YEAR 10 YEAR 11 Autumn A Bienvenue! (Basic language My Teenage Life (TV, film, My Social Life (social media, Myself, My Family, My friends Global and Social Issues Knowledge formation and skills) cinema, weather and relationships, describing (Relationships with family) (environment and charity / Colours, pets, family and activities in the past) dates, describing a music Home Town, Neighbourhood voluntary work) classroom language festival) and Region (where I live) Autumn A Developing understanding of Understanding and using Frequencies, adjectives and Understand and Use direct Using modal verbs linked to Skills common verbs, nouns and subject pronouns from 1st – verbs. object pronouns behaviours (must do/can basic information 3rd person. Recognising and Using direct Use reflexive verbs do/should do/could do etc) Using “never” as a negative object pronouns. Use comparatives, Using conditional tense and form. Using the near future for superlatives and the comparatives for effects of Opinions and longer invitations. conditional tense behaviours on environment descriptions / narrations. Using the perfect (past) Interrogative structures using Manipulating si sentences Using “when” and “if” with tense. all three tenses revised for outlining activities and weather. Narrations and personal consequences of actions Recognising and using the opinions Recognising and using perfect tense with -er verbs. Prepositions pluperfect -
The Greek Perfect and the Categorization of Tense and Aspect: Toward a Descriptive Apparatus for Operators in Role and Reference Grammar
THE GREEK PERFECT AND THE CATEGORIZATION OF TENSE AND ASPECT: TOWARD A DESCRIPTIVE APPARATUS FOR OPERATORS IN ROLE AND REFERENCE GRAMMAR by Michael G. Aubrey A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES Master of Arts in Linguistics and Exegesis We accept this thesis as conforming to the required standard ............................................................................... Dr. Sean Allison, Ph.D.; Thesis Supervisor ................................................................................ Dr. Steven Runge, D.Litt.; Second Reader ................................................................................ Dr. Michael Boutin, Ph.D.; Third Reader TRINITY WESTERN UNIVERSITY August 2014 © Michael G. Aubrey Contents Abstract ................................................................................................................................... iii Acknowledgements ................................................................................................................. iv Abbreviations .......................................................................................................................... vi Chapter 1. Introduction ......................................................................................................... 1 Chapter 2. Role and Reference Grammar ............................................................................ 5 2.1 Overview of Role and Reference Grammar ............................................................ -
A Case for 'Be Going To' As Prospective Aspect
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2011 A Case for 'be going to' as Prospective Aspect Sara E. Schroeder The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Schroeder, Sara E., "A Case for 'be going to' as Prospective Aspect" (2011). Graduate Student Theses, Dissertations, & Professional Papers. 21. https://scholarworks.umt.edu/etd/21 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. A Case for be going to as Prospective Aspect By SARA ELIZABETH SCHROEDER Bachelor of Arts in Classical Studies and History, Loras College, Dubuque, Iowa 2004 Thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Linguistics The University of Montana Missoula, MT May 2011 Approved by: Perry Brown, Associate Provost for Graduate Education Graduate School Dr. Leora Bar-el Linguistics Dr. Tully Thibeau Linguistics Dr. Irene Appelbaum Linguistics Schroeder, Sara, M.A. in Linguistics, Spring 2011 Linguistics A Case For be going to as Prospective Aspect Chairperson: Dr. Leora Bar-el The focus of this thesis is the feature of current relevance as it is expressed by the English present perfect and the present be going to construction. -
'Graded Tense' in Gĩkũyũ
Beyond the Past, Present and Future: Towards the Semantics of ‘Graded Tense’ in Gĩkũyũ Seth Cable University of Massachusetts Amherst ABSTRACT: In recent years, our understanding of how tense systems vary across languages has been greatly advanced by formal semantic study of languages exhibiting fewer tense categories than the three commonly found in European languages (Bohnemeyer 2002, Lin 2006, Matthewson 2006, Jóhannsdóttir & Matthewson 2007, Tonhauser 2011). However, it has also often been reported that languages can sometimes distinguish more than three tenses (Comrie 1985, Dahl 1985, Bybee et al. 1994). Such languages appear to have ‘graded tense’ systems, where the tense morphology serves to track how far into the past or future a reported event occurs. This paper presents a formal semantic analysis of the tense- aspect system of Gĩkũyu ̃ (Kikuyu), a Northeastern Bantu language of Kenya. Like many languages of the Bantu family, Gĩkũyu ̃ appears to exhibit a graded tense system, wherein four grades of past tense and three grades of future tense are distinguished. However, I argue that the prefixes traditionally labeled as ‘tenses’ in Gĩkũyu ̃ exhibit important differences from (and similarities to) tenses in languages like English. I will defend the hypothesis that, like tenses in English, these ‘temporal remoteness prefixes’ in Gĩkũyũ introduce presuppositions regarding a temporal parameter of the clause. However, unlike English tenses, these presuppositions concern the ‘Event Time’ of the clause directly, and not the ‘Topic Time’. Consequently, the key difference between Gĩkũyu ̃ and languages like English lies not in how many tenses are distinguished, but in whether tense-like features are able to modify other, lower verbal functional projections in the clause. -
Spanish Learning Journey
Spanish Curriculum Learning Journey Knowledge & Concepts increase students depth/ challenge and build on previous learning where topics are revisted throughout their learning journey Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 Monarchies, Self, Family, Family and Home Me, my family and Celebrations Local, national and dictatorships Topics The Internet Friends Life friends Festivals global issues and popular movements Recap key questions 1) Positive and/or (name, nationality, Comparing myself, modal verbs linked negative influence of Imperfect (past Introductions, where I live) others. Adjectival to behaviours (e.g the Internet Subjunctive continuous) vs phonetics, numbers agreement. must do/can tense ( Preterite (perfect + alphabet, months / do/should do/could and smart phones comparatives más tense) Using a sequence dates, age, adjectives do etc) of personality Describing others, que/menos que of tenses comparisons + (more/less than) Half superlatives 2) Consider the type Revise Preterite To be & To go (Ser & Term Grammar: tener (to (“if”) si sentences of influence social & imperfect 1st -3rd person: To be Ir) in preterite tense networks have on subjunctive 1 have), ser and estar revised for outlining Knowledge (Ser / Estar) (to be) present tense consequences of society describe family ordinal numbers action (Future tense) 1st – 3rd person (I, (physically) + family Possessive adjectives (1st, 2nd, 3rd etc) relationships, daily Cognates (words that you, he/she): To have (Tener) activities Reflexive verbs: to are similar in Spanish Present and present to english) marry, to get Pluperfect tense: continuous tense. Comprehension annoyed with, to get “had done practice and on well with something” To be (Both Ser and Adjectival agreement casarse/enfadarse/ll techniques Estar) 1-3rd person quantity words Comparatives and evarse bien con mucho, demasiado, superlatives.