5 Verb Phrases
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Recognition and Tagging of Compound Verb Groups in Czech
In: Proceedings of CoNLL-2000 and LLL-2000, pages 219-225, Lisbon, Portugal, 2000. Recognition and Tagging of Compound Verb Groups in Czech Eva Zgt~kov~ and Lubo~ Popelinsk:~ and Milo~ Nepil NLP Laboratory, Faculty of Informatics, Masaryk University Botanick£ 68, CZ-602 00 Brno, Czech Republic {glum, popel, nepil}@fi.muni.cz Verb groups are often split into more parts with so called gap words. In the second verb group Abstract the gap words are o td konferenci (about the In Czech corpora compound verb groups are conference). In annotated Czech corpora, in- usually tagged in word-by-word manner. As a cluding DESAM (Pala et al., 1997), compound consequence, some of the morphological tags of verb groups are usually tagged in word-by-word particular components of the verb group lose manner. As a consequence, some of the morpho- their original meaning. We present a method for logical tags of particular components of the verb automatic recognition of compound verb groups group loose their original meaning. It means in Czech. From an annotated corpus 126 def- that the tags are correct for a single word but inite clause grammar rules were constructed. they do not reflect the meaning of the words in These rules describe all compound verb groups context. In the above sentence the word jsem that are frequent in Czech. Using those rules is tagged as a verb in present tense, but the we can find compound verb groups in unanno- whole verb group to which it belongs - jsem tated texts with the accuracy 93%. Tagging nev~d~la - is in past tense. -
The Function of Phrasal Verbs and Their Lexical Counterparts in Technical Manuals
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1991 The function of phrasal verbs and their lexical counterparts in technical manuals Brock Brady Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Applied Linguistics Commons Let us know how access to this document benefits ou.y Recommended Citation Brady, Brock, "The function of phrasal verbs and their lexical counterparts in technical manuals" (1991). Dissertations and Theses. Paper 4181. https://doi.org/10.15760/etd.6065 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF THE THESIS OF Brock Brady for the Master of Arts in Teaching English to Speakers of Other Languages (lESOL) presented March 29th, 1991. Title: The Function of Phrasal Verbs and their Lexical Counterparts in Technical Manuals APPROVED BY THE MEMBERS OF THE THESIS COMMITTEE: { e.!I :flette S. DeCarrico, Chair Marjorie Terdal Thomas Dieterich Sister Rita Rose Vistica This study investigates the use of phrasal verbs and their lexical counterparts (i.e. nouns with a lexical structure and meaning similar to corresponding phrasal verbs) in technical manuals from three perspectives: (1) that such two-word items might be more frequent in technical writing than in general texts; (2) that these two-word items might have particular functions in technical writing; and that (3) 2 frequencies of these items might vary according to the presumed expertise of the text's audience. -
A Japanese Compound Verb V -Te-Iku and Event Composition Eri Tanaka* 2-1869-14, Higashi-Guminoki, Osakasayama, Osaka, Japan Eri-Tanarit)Rj 8
A Japanese Compound Verb V -te-iku and Event Composition Eri Tanaka* 2-1869-14, Higashi-guminoki, Osakasayama, Osaka, Japan eri-tanarit)rj 8. s o-net. ne. j p 1. Introduction It is widely recognized that Japanese manner of motion verbs do not tolerate a so-called GOAL expression -ni, as observed in (1) (see e.g. Yoneyama (1986), Kageyama and Yumoto (1997), Ueno and Kageyama (2000)). 1' 2 The same is true of Korean (cf. Lee (1999)). (1) Japanese: a. *?Taro wa gakko-ni arui-ta Taro TOP school-GOAL walk-PAST `(Lit.)Taro walked to school' b. *?Taro wa gakko-ni hasi-tta Taro TOP school-GOAL run-PAST `(Lit.)Taro ran to school' Korean: c. *?Taro-nun yek-e keless-ta Taro-TOP station-GOAL walk-PAST `(Lit.)Taro walked to the station' d. *?Taro yek-e tallyess-ta Taro-TOP station-GOAL run-PAST `(Lit.)Taro ran to the station' On the other hand, in English, the expressions corresponding to (1) are natural. (2) a. John walked to school. b. John ran to school. The intended situations in (2) should be realized in Japanese with a V-V compound or a V-te-V compound, such as arui-te-iku `go by walking' and hasi-tte-iku 'go by running'. In Korean, as in Japanese, we should use compound verbs. We will call V -te-V compounds in Japanese TE-compounds, to distinguish them from V-V compounds. 3' 4 * I would like to express my deep gratitude to Prof. Chungmin Lee for kindly giving me advice. -
Chapter Ii the Types of Phrasal Verbs in Movie Snow White and the Huntsman by Rupert Sanders
33 CHAPTER II THE TYPES OF PHRASAL VERBS IN MOVIE SNOW WHITE AND THE HUNTSMAN BY RUPERT SANDERS In this chapter, the researcher will analyzed the types of phrasal verbs. It is to complete the first question in this research. The researcher had been categorizing the types of phrasal verbs and form that divided into verb and adverb, also sometimes prepositions. 2.1. Types of Phrasal Verbs in movie Snow White and the Huntsman According to Heaton (1985:103) considers that phrasal verbs are compound verbs that result from combining a verb with an adverb or a preposition, the resulting compound verb being idiomatic. Phrasal verb is one of important part of grammar that almost found in English language. Based on Andrea Rosalia in her book “A Holistic Approach to Phrasal Verb”, Phrasal verbs are considered to be a very important and frequently occurring feature of the English language. First of all, they are so common in every day conversation, and non-native speakers who wish to sound natural when speaking this language need to learn their grammar in order to know how to produce them correctly. Secondly, the habit of inventing phrasal verbs has been the source of great enrichment of the language (Andrea Rosalia, 2012:16). A grammarian such as Eduard, Vlad (1998:93) describes phrasal verbs as "combinations of a lexical verb and adverbial particle". It means that the verb if wants to be a phrasal verb always followed by particle. It can be one particle or two particles in one verb. If the case is like that, it called as multi word verbs. -
A Minimalist Study of Complex Verb Formation: Cross-Linguistic Paerns and Variation
A Minimalist Study of Complex Verb Formation: Cross-linguistic Paerns and Variation Chenchen Julio Song, [email protected] PhD First Year Report, June 2016 Abstract is report investigates the cross-linguistic paerns and structural variation in com- plex verbs within a Minimalist and Distributed Morphology framework. Based on data from English, German, Hungarian, Chinese, and Japanese, three general mechanisms are proposed for complex verb formation, including Akt-licensing, “two-peaked” adjunction, and trans-workspace recategorization. e interaction of these mechanisms yields three levels of complex verb formation, i.e. Root level, verbalizer level, and beyond verbalizer level. In particular, the verbalizer (together with its Akt extension) is identified as the boundary between the word-internal and word-external domains of complex verbs. With these techniques, a unified analysis for the cohesion level, separability, component cate- gory, and semantic nature of complex verbs is tentatively presented. 1 Introduction1 Complex verbs may be complex in form or meaning (or both). For example, break (an Accom- plishment verb) is simple in form but complex in meaning (with two subevents), understand (a Stative verb) is complex in form but simple in meaning, and get up is complex in both form and meaning. is report is primarily based on formal complexity2 but tries to fit meaning into the picture as well. Complex verbs are cross-linguistically common. e above-mentioned understand and get up represent just two types: prefixed verb and phrasal verb. ere are still other types of complex verb, such as compound verb (e.g. stir-fry). ese are just descriptive terms, which I use for expository convenience. -
The Renewal of Intensifiers and Variations in Language Registers: a Case-Study of Very, Really, So and Totally Lucile Bordet
The renewal of intensifiers and variations in language registers: a case-study of very, really, so and totally Lucile Bordet To cite this version: Lucile Bordet. The renewal of intensifiers and variations in language registers: a case-study ofvery, really, so and totally. Intensity, intensification and intensifying modification across languages, Nov 2015, Vercelli, Italy. hal-01874168 HAL Id: hal-01874168 https://hal.archives-ouvertes.fr/hal-01874168 Submitted on 16 Feb 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. The renewal of intensifiers and variations in language registers: a case- study of very, really, so and totally Lucile Bordet Université Jean Moulin - Lyon 3 CEL EA 1663 Abstract: This paper investigates the renewal of intensifiers in English. Intensifiers are popularised because of their intensifying potential but through frequency of use they lose their force. That is when the renewal process occurs and promotes new adverbs to the rank of intensifiers. This has consequences on language register. “Older” intensifiers are not entirely replaced by fresher intensifiers. They remain in use, but are assigned new functions in different contexts. My assumption is that intensifiers that have recently emerged tend to bear on parts of speech belonging to colloquial language, while older intensifiers modify parts of speech belonging mostly to the standard or formal registers. -
The Dilemma of Learning Phrasal Verbs Among EFL Learners
Advances in Language and Literary Studies ISSN: 2203-4714 www.alls.aiac.org.au The Dilemma of Learning Phrasal Verbs among EFL Learners Salman A. Al Nasarat Language Center, Al Hussein Bin Tala University, Jordan Corresponding Author: Salman A. Al Nasarat, E-mail: [email protected] ARTICLE INFO ABSTRACT Article history This study was designed to examine difficulties in interpreting English phrasal verbs (PVs) Received: December 25, 2017 that individual college student of English face during their academic career. Interpretation Accepted: March 07, 2018 is an apparent obstacle that Jordanian English students encounter as they learn language Published: April 30, 2018 systematically. The learners being investigated were divided into two groups including regular Volume: 9 Issue: 2 students of English language and literature and non-majoring English students who study Advance access: March 2018 communication skills in English at Al Hussein Bin Talal University. Basically, the present study attempted to investigate students’ background level and performance to identify the source of weakness in interpreting PVs either orally or based on written texts. The findings would shed Conflicts of interest: None light on translating inability and more significantly on interpreting strategies while students work Funding: None out the meaning of spoken or written PVs combinations. The overall score obtained by students in the designed test resulted in a plausible explanation for this learning problem and should help for a better course design and instruction as well as effective classroom teaching and curricula. Key words: Translation, Phrasal Verbs, Interpreting, EFL, Jordanian Students INTRODUCTION intelligibility of two or more languages. One important issue Translation is described as the process of translating words or regarding interpreting is dealing with English two-part verbs. -
Sentence Diagraming
GLENCOE LANGUAGE ARTS Sentence Diagraming To the Teacher Sentence Diagraming is a blackline master workbook that offers samples, exercises, and step-by-step instructions to expand students’ knowledge of grammar and sentence structure. Each lesson teaches a part of a sentence and then illustrates a way to diagram it. Designed for students at all levels, Sentence Diagraming provides students with a tool for understanding written and spoken English. Glencoe/McGraw-Hill Copyright © The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with Glencoe Language Arts products. Any other reproduction, for use or sale, is prohibited without written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240 ISBN 0-07-824702-0 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 045 04 03 02 01 00 PART I Simple Sentences . 1 Lesson 1 Simple Subjects and Simple Predicates I. 2 Simple subject and simple predicate Understood subject Lesson 2 Simple Subjects and Simple Predicates II . 3 Simple subject or simple predicate having more than one word Simple subject and simple predicate in inverted order Lesson 3 Compound Subjects and Compound Predicates I . 5 Compound subject Lesson 4 Compound Subjects and Compound Predicates II . 6 Compound predicate Lesson 5 Compound Subjects and Compound Predicates III . 7 Compound subject and compound predicate Lesson 6 Direct Objects and Indirect Objects I . -
Qualification Paper
THE MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN THE UZBEK STATE WORLD LANGUAGES UNIVERSITY Qualification paper The theme: TYPES OF MOOD IN THE ENGLISH AND RUSSIAN LANGUAGES Written by the student: Sobirov Eldor Group: 423 Reviewer: Tashkent-2016 Contents: Introduction………………………………………………………………..2 CHAPTER I General view of English types of mood…………………………………7 1.1 The Category of Mood………………………………………………...9 1.2 The mood in different linguists’ point of view………………………25 1.3 The indicative mood…………………………………………………..14 CHAPTER II The subjunctive mood…………………………………………………… 2.1 The problems subjunctive mood………………………………………25 2.2 Foreign linguist’ speculation about subjunctive mood……………..22 2.3 Mood from the point of Russian linguist…………………………...31 CHAPTER III The Imperative Mood…………………………………………………… 3.1 General overview of imperatives…………………………………..42 3.2 The inner nature of imperatives……………………………………45 Conclusion………………………………………………………………50 Bibliography…………………………………………………………….49 1 Introduction Development of a science as a whole and a linguistic science, in particular is connected not only to the decision of actually scientific problems, but also with features internal and foreign policy of the state, the maintenance of the state educational standards which are to the generators of progress providing social, economic society. It forms the society capable quickly to adapt in the modern world1. Conditions of reforming of all education system the question of the world assistance to improvement of quality of scientific-theoretical aspect of educational process is especially actually put. Speaking about the 20th anniversary of National Independence President I.A.Karimov has declared in the program speech “Harmoniously development of generation a basis of progress of Uzbekistan”; “... all of us realize, that achievement of the great purposes put today before us, noble aspirations it is necessary for updating a society”. -
I. the Passive in English
I. The Passive in English 1.1 Introduction: Voice The passive is a part of a wider concept - the concept of 'voice*. Therefore, one may firstly try to find out what the term 'voice' means. 1.1.1 The Origin of the Term 'Passive' The passive is a part of the voice system in English, which has attracted attention of grammarians and linguists for long. Mustanoja (1960) states that the primitive Indo-European had two voices, active and middle. The passive is a later development. The middle disappeared as the passive gained ground. According to Mustanoja (1960), the ultimate origin of the passive voice is obscure. Bloomfield (1963) goes back to Latin and points out that there are two types of construction - one with an actor-action construction: amat 'he (she, it) loves', and one with a goal-action construction: amatur 'he (she, it) is loved'. Similarly, Hockett (1958) states that two of the inflectional categories that Latin verbs have are 'voice' and 'aspect'. There are two voices, 'active' and 'passive', and there are two aspects, 'imperfective' and 'perfective'. According to Myers (1966), Latin has one set of active inflections called the 'active voice', and an incomplete set of inflections, such as 'vocor', pieced out with verb phrases such as 'vocatus sum', called the 'passive voice'. Myers (1966) rightly points out that English does not have two comparable sets of inflections, but the term 'voice' is still used. In the study of the grammar of English, these terms were initially borrowed fi-om the study of Latin. 1.1.2 Definitions of Voice Gorrell and Laird (1953) define voice as a distinction in verb forms between the active, in which the subject of the verb is the actor, and the passive, in which the subject of the verb receives the action. -
Vs. Object Marker /Ta
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 3, No. 7, pp. 1081-1092, July 2013 © 2013 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.3.7.1081-1092 On the Usage of Sinhalese Differential Object Markers Object Marker /wa/ vs. Object Marker /ta/ Kanduboda A, B. Prabath Ritsumeikan University, Ritsumeikan International, Global Gateway Program, Japan Abstract—Previous studies (Aisen, 2003; Kanduboda, 2011) on Sinhalese language have suggested that direct objects (i.e., accusative marked nouns) in active sentences can be marked by two distinctive case markers. In some sentences, accusative nouns can be denoted by the accusative case marker /wa/. In other sentences, the same nouns can again be denoted by the dative case marker /ta/. However, the verbs required by these accusatives were not investigated in the previous studies. Thus, the present study further conducted an investigation to observe whether these two types of case markings can occur with the same verbs. A free productivity task was conducted with 100 Sinhalese native speakers living in Sri Lanka. A comparison study was carried out using sentences with the verbs accompanying /wa/ accusatives and /ta/ accusatives. The results showed that, verbs accompanied by /wa/ case marker and verbs accompanied by /ta/ case marker are incongruent. Thus, this study concluded that Sinhalese active sentences consisting of transitive verbs are broadly divided into two patterns; those which take only /wa/ accusatives and those which take only /ta/ accusatives. Index Terms—Sinhalese language, active sentences, transitive verbs, /wa/ accusatives, /ta/ accusatives I. INTRODUCTION Sinhalese (also referred to as Sinhala, Singhala and Singhalese, (Englebretson & Carol, 2005)) is one of the major languages spoken in Sri Lanka. -
A Grammar of the Dom Language a Papuan Language of Papua New Guinea
A Grammar of the Dom Language A Papuan Language of Papua New Guinea TIDA Syuntaroˆ i Table of Contents Acknowledgements xiii Abbreviations xv Maps xvii Chapter 1 Introduction 1 1.1 Geographical and demographic background . 1 1.2 Socio-linguistic setting . 1 1.2.1 Tribes and clans . 3 1.2.2 Names and Naming . 4 1.3 Linguistic background . 5 1.3.1 Genetic relationships . 5 1.3.2 Typological profile . 6 1.3.3 Papuan context . 7 1.4 Previous work . 7 1.5 Present study . 8 Chapter 2 Phonology 9 2.1 Vowels . 9 2.1.1 Minimal pairs . 9 2.1.2 Lengthening . 9 2.1.3 /e/ . 9 2.1.4 [1] and /i/ insertion . 10 2.1.5 /i/ . 11 2.1.6 /o/ . 11 2.1.7 /u/ . 12 2.1.8 /a/ . 12 2.1.9 Sequence of vowels . 12 2.2 Consonants . 13 2.2.1 Minimal pairs . 13 2.2.2 Prenasalisation and gemination . 13 2.2.3 Obstruents . 14 2.2.3.1 /p/ . 14 2.2.3.2 /b/ . 14 2.2.3.3 /k/ . 14 2.2.3.4 /g/ . 14 ii Table of Contents 2.2.3.5 /t/ . 15 2.2.3.6 /d/ . 15 2.2.3.7 /s/ . 15 2.2.3.8 /r/ . 15 2.2.3.9 /l/ and /L/........................... 16 2.2.3.10 /s/, /t/ and /l/ . 17 2.2.3.11 /c/ and /j/ . 18 2.2.4 Nasals . 19 2.2.4.1 /n/ . 19 2.2.4.2 /m/ .