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Verbs Followed by Gerunds & Infinitives
Verbs Followed by Gerunds & Infinitives In English, if you want to follow a verb with another action, you must use a gerund or infinitive. EXAMPLE: We resumed talking. (gerund – verb + ing) I want to see a movie. (infinitive – to + base verb) There are certain verbs that can only be followed by one or the other, and these verbs must be memorized. Many of these verbs are listed below. Verbs commonly followed by a gerund Verbs commonly followed by an infinitive EXAMPLE: “He misses playing with his friends.” EXAMPLE: “She threatened to quit if she didn’t get a raise.” abhor give up (stop) agree mean acknowledge keep (continue) appear need admit keep on arrange neglect advise mention ask offer allow mind (object to) attempt pay anticipate miss beg plan appreciate necessitate can/can’t afford prepare avoid omit can/can’t wait pretend be worth permit care profess can’t help picture chance promise celebrate postpone choose prove confess practice claim refuse consider prevent come remain defend put off consent request delay recall dare resolve detest recollect decide say discontinue recommend demand seek discuss report deserve seem dislike resent determine shudder dispute resist elect strive dread resume endeavor struggle endure risk expect swear enjoy shirk fail tend escape shun get threaten evade suggest grow (up) turn out explain support guarantee venture fancy tolerate hesitate volunteer fear understand hope wait feel like urge hurry want feign warrant incline wish finish learn would like forgive manage yearn 1 • Verbs Followed by Gerunds & Infinitives more free resources, lessons, and quizzes at by Alex © LangVid Language Training, 2013 www.engVid.com Verbs followed by a gerund or infinitive with little to no change in meaning: EXAMPLES: “It started to rain.” ~OR~ “It started raining.” begin like can’t bear love can’t stand prefer continue propose hate start Verbs followed by a gerund or infinitive with a change in meaning: I forgot to meet him. -
Third Declension, That Is, Consonant-Stem Nouns; Patterns I
Chapter 7: Third-Declension Nouns Chapter 7 covers the following: third declension, that is, consonant-stem nouns; patterns in the formation of the nominative singular of third declension; and the agreement between third- declension nouns and first/second-declension adjectives. At the end of the lesson, we’ll review the vocabulary which you should memorize in this chapter. There is only one important rule to remember here: the genitive singular ending in third declension is -is . We’ve already encountered first- and second-declension nouns. Now we’ll address the third. A fair question to ask, and one which some of you may be asking, is why is there a third declension at all? Third declension is Latin’s “catch-all” category for nouns. Into it have been put all nouns whose bases end with consonants ─ any consonant! That makes third declension very different from first and second declension. First declension, as you’ll remember, is dominated by a-stem nouns like femina and cura . Second declension is dominated by o- or u-stem nouns like amicus or oculus . Those vowels give those declensions a certain consistency, but the same is not true of third declension where one form, the nominative singular, is affected by the fact that its ending -s runs into the wide variety of consonants found at the ends of the bases of third-declension nouns, and the collision of those consonants causes irregular forms to appear in the nominative singular. That’s the bad news. The good news is that only one case and number is affected by this, the nominative singular. -
On Root Modality and Thematic Relations in Tagalog and English*
Proceedings of SALT 26: 775–794, 2016 On root modality and thematic relations in Tagalog and English* Maayan Abenina-Adar Nikos Angelopoulos UCLA UCLA Abstract The literature on modality discusses how context and grammar interact to produce different flavors of necessity primarily in connection with functional modals e.g., English auxiliaries. In contrast, the grammatical properties of lexical modals (i.e., thematic verbs) are less understood. In this paper, we use the Tagalog necessity modal kailangan and English need as a case study in the syntax-semantics of lexical modals. Kailangan and need enter two structures, which we call ‘thematic’ and ‘impersonal’. We show that when they establish a thematic dependency with a subject, they express necessity in light of this subject’s priorities, and in the absence of an overt thematic subject, they express necessity in light of priorities endorsed by the speaker. To account for this, we propose a single lexical entry for kailangan / need that uniformly selects for a ‘needer’ argument. In thematic constructions, the needer is the overt subject, and in impersonal constructions, it is an implicit speaker-bound pronoun. Keywords: modality, thematic relations, Tagalog, syntax-semantics interface 1 Introduction In this paper, we observe that English need and its Tagalog counterpart, kailangan, express two different types of necessity depending on the syntactic structure they enter. We show that thematic constructions like (1) express necessities in light of priorities of the thematic subject, i.e., John, whereas impersonal constructions like (2) express necessities in light of priorities of the speaker. (1) John needs there to be food left over. -
3.1. Government 3.2 Agreement
e-Content Submission to INFLIBNET Subject name: Linguistics Paper name: Grammatical Categories Paper Coordinator name Ayesha Kidwai and contact: Module name A Framework for Grammatical Features -II Content Writer (CW) Ayesha Kidwai Name Email id [email protected] Phone 9968655009 E-Text Self Learn Self Assessment Learn More Story Board Table of Contents 1. Introduction 2. Features as Values 3. Contextual Features 3.1. Government 3.2 Agreement 4. A formal description of features and their values 5. Conclusion References 1 1. Introduction In this unit, we adopt (and adapt) the typology of features developed by Kibort (2008) (but not necessarily all her analyses of individual features) as the descriptive device we shall use to describe grammatical categories in terms of features. Sections 2 and 3 are devoted to this exercise, while Section 4 specifies the annotation schema we shall employ to denote features and values. 2. Features and Values Intuitively, a feature is expressed by a set of values, and is really known only through them. For example, a statement that a language has the feature [number] can be evaluated to be true only if the language can be shown to express some of the values of that feature: SINGULAR, PLURAL, DUAL, PAUCAL, etc. In other words, recalling our definitions of distribution in Unit 2, a feature creates a set out of values that are in contrastive distribution, by employing a single parameter (meaning or grammatical function) that unifies these values. The name of the feature is the property that is used to construct the set. Let us therefore employ (1) as our first working definition of a feature: (1) A feature names the property that unifies a set of values in contrastive distribution. -
The Formation, Translation and Use of Participles in Latin, and the Nature of Relative Time
Chapter 23: Participles Chapter 23 covers the following: the formation, translation and use of participles in Latin, and the nature of relative time. At the end of the lesson we’ll review the vocabulary which you should memorize in this chapter. There are four important rules to remember in Chapter 23: (1) Latin has four participles: the present active, the future active; the perfect passive and the future passive. It lacks, however, a present passive participle (“being [verb]-ed”) and a perfect active participle (“having [verb]-ed”). (2) The perfect passive, future active and future passive participles belong to first/second declension. The present active participle belongs to third declension. (3) The verb esse has only a future active participle (futurus). It lacks both the present active and all passive participles. (4) Participles show relative time. What are participles? At heart, participles are verbs which have been turned into adjectives. Thus, technically participles are “verbal adjectives.” The first part of the word (parti-) means “part;” the second part (-cip-) means “take,” indicating that participles “partake, share” in the characteristics of both verbs and adjectives. In other words, the base of a participle is verbal, giving it some of the qualities of a verb, for instance, tense: it can indicate when the action is happening (now or then or later; i.e. present, past or future); conjugation: what thematic vowel will be used (e.g. -a- in first conjugation, -e- in second, and so on); voice: whether the word it’s attached to is acting or being acted upon (i.e. -
75 Fonologi Isolek Non-Austronesia Di Pulau
Cerpen Indonesia 8 (Edisi Khusus FONOLOGI ISOLEK NON-AUSTRONESIA DI PULAU MOROTAI Kongres Cerpen). Jakarta: Yayasan Akar. Danandjaja, James. 1994. Folklor Indonesia: THE PHONOLOGY OF NON-AUSTRONESIAN ISOLECT IN Ilmu Gosip, Dongeng, dan lain-lain. MOROTAI ISLAND Jakarta: Grafiti. Danardana, Agus Sri (Ed.). 2011. Ensiklopedia Marwia Hi. Ibrahim Sastra Riau. Pekanbaru: Palagan Press. Dosen Institut Agama Islam Negeri (IAIN) Ternate Effendy,Tenas. 2004. Tunjuk Ajar Melayu: Ponsel: 085228842947, Pos-el: [email protected] Butir-butir Budaya Melayu Riau. Yogyakarta: Balai Kajian dan Abstrak Pengembangan Budaya Melayu. Penduduk di bagian selatan Pulau Morotai menuturkan isolek yang mirip dengan bahasa Galela, Fitriana, Yulita, dkk. 2013. Folklor Suku dan sebagian lainnya di bagian utara pulau ini berbahasa Tobelo, di samping itu Desa Pilowo dan Bonai. Pekanbaru: Palagan Press. Waringin berbahasa Gorap, sebagian kecil lainnya berbahasa Sangir. Penelitian ini bertujuan Madjid, Bakhtiar. 2009. “Revitalisasi Tradisi untuk menjelaskan (1) deskripsi fonologi isolek non-Austronesia di Pulau Morotai. (2) Proses Lisan Dola Bololo dalam Masyarakat morfofonemik isolek non-Austronesia di Pulau Morotai. Terdapat tiga desa yang dijadikan titik Kesultanan Ternate: Sebuah Kajian pengamatan, yaitu Desa Daeo di Kecamatan Morotai Selatan, Desa Sangowo dan Desa Mira di Budaya” (Tesis). Bali: Program Studi Kecamatan Morotai Timur. Setiap titik pengamatan terdiri atas tiga informan. Penjaringan data Kajian Budaya, Universitas Udayana. kebahasaan digunakan Daftar Swadesh. Penyediaan data digunakan metode cakap dan metode Pilliang, Yasraf Amir. 2004. Dunia yang simak beserta teknik-tekniknya, seperti teknik cakap semuka, teknik catat dan teknik rekam, juga Dilipat: Tamasya Melampaui Batas- teknik sadap. Data dianalisis dengan menggunakan metode padan intralingual. Hasil penelitian batas Kebudayaan, Bandung: Jalasutra. -
Muna Dialects and Monic Lan:;(Jages: 'Icmards a Rex:Ons'iruction
MUNA DIALECTS AND MONIC LAN:;(JAGES: 'ICMARDS A REX:ONS'IRUCTION Rene van den Eerg University of Ieiden/ Surrrrer Institute of Linguistics p:iper to oo presented at the Fifth International Conference on Austronesian Linguistics Auckland, NE.w Zealand, January 10-16, 1988 ·...- MUNA DIALECI'S AND MUNIC ~ES: 'KMARDS A ROCONSTRu::::TION1 Rene van den Berg University of Leiden/ Sumrer Institute of Linguistics 0. Introduction 1. Muna: language l:x>undaries and dialects 2. Standard Muna phonology 3. Muna dialects: phonological differences 4. Muna dialects: the free pronouns 5. Muna dialects: lexical-sarantic differences 6. Pancanic isolects References Appendix 1: Cognate percentages Appendix 2: Proto-Muna etym:i. Appendix 3: Map 2 Muna-Buton area 0. Introduction Our knCMledge of the linguistic situation on the islands off the souteast coast of Sulawesi is still rud..i.rrentary . ..Adriani (1914) rrentions two languages for the islands Muna and Buton. Esser ( 1938) coined the teirn 'Muna.-Buton group' and included four languages in it. Fifty years later we still do not knCM exactly how :rrany languages there are. in this area: Anceaux ( 1978) and Bhurhanuddin ( 1979) both list seven, excluding the Bungku languages and 'Iblaki, in which they follCM Esser. In Sneddon (1982) these seven are reduced to five, whereas Kaseng et al. ( 19 83) reach a total of eight. 'Ihe only language in this group al:xmt which adequate lexical and grarrnatical info:r::rration is available is 'Wolio (Anceaux 1952, 1987) . 'Ihe question of internal subgrouping within the putative Muna-Buton group is hardly asked, nor do we know on what basis these languages are grouped tog-ether, and whether other languages should be included in this group. -
Classifiers: a Typology of Noun Categorization Edward J
Western Washington University Western CEDAR Modern & Classical Languages Humanities 3-2002 Review of: Classifiers: A Typology of Noun Categorization Edward J. Vajda Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/mcl_facpubs Part of the Modern Languages Commons Recommended Citation Vajda, Edward J., "Review of: Classifiers: A Typology of Noun Categorization" (2002). Modern & Classical Languages. 35. https://cedar.wwu.edu/mcl_facpubs/35 This Book Review is brought to you for free and open access by the Humanities at Western CEDAR. It has been accepted for inclusion in Modern & Classical Languages by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. J. Linguistics38 (2002), I37-172. ? 2002 CambridgeUniversity Press Printedin the United Kingdom REVIEWS J. Linguistics 38 (2002). DOI: Io.IOI7/So022226702211378 ? 2002 Cambridge University Press Alexandra Y. Aikhenvald, Classifiers: a typology of noun categorization devices.Oxford: OxfordUniversity Press, 2000. Pp. xxvi+ 535. Reviewedby EDWARDJ. VAJDA,Western Washington University This book offers a multifaceted,cross-linguistic survey of all types of grammaticaldevices used to categorizenouns. It representsan ambitious expansion beyond earlier studies dealing with individual aspects of this phenomenon, notably Corbett's (I99I) landmark monograph on noun classes(genders), Dixon's importantessay (I982) distinguishingnoun classes fromclassifiers, and Greenberg's(I972) seminalpaper on numeralclassifiers. Aikhenvald'sClassifiers exceeds them all in the number of languages it examines and in its breadth of typological inquiry. The full gamut of morphologicalpatterns used to classify nouns (or, more accurately,the referentsof nouns)is consideredholistically, with an eye towardcategorizing the categorizationdevices themselvesin terms of a comprehensiveframe- work. -
COMPARING the LEVEL of BALINESE LANGUAGE ACQUISITION USING the VOCABULARY LEVEL TEST Denok Lestari, I Wayan Suadnyana
PROCEEDINGS THE 1ST INTERNATIONAL CONFERENCE ON LOCAL LANGUAGES EMPOWERMENT AND PRESERVATION OF LOCAL LANGUAGES Editors I Nengah Sudipa Ida Bagus Putra Yadnya Made Budiarsa I Nyoman Darma Putra Udayana University Denpasar, 23—24 February 2018 “Empowerment and Preservaton of Local Languages” Proceedings The 1st Internatonal Seminar on Local Languages Copyright © 2018 All rights reserved Editors I Nengah Sudipa Ida Bagus Putra Yadnya Made Budiarsa I Nyoman Darma Putra Cover Design Espistula Communicatons Bali Cover Photo Balinese Ofering Cake “Sarad” by Arba Wirawan “Baligraf” (2016) by I Nyoman Gunarsa, made for Jurnal Kajian Bali (Journal of Bali Studies) Layout Made Henra Dwikarmawan Sudipa Publisher Udayana University Press Organized by Masters and Doctoral Programs of Linguistcs Faculty of Arts, Udayana University in collaboraton with Local Languages Researcher Associaton ISBN: 978-602-294-262-7 ii PREFACE This proceedings contain 117 papers that cover various range of topics on local languages and beyond, most of them based on current research. We thanks to invited speakers and paper presenters for their enthusiasm in supportng the 1st Internatonal Conference on Local Languages (ICLL) 2018. We believe that the papers not only will encourage productve discussion among presenters and partcipants but also inspire further research in the respected feld. It is a great pleasure for us to welcome you in our conference, here at the Faculty of Arts, Udayana University. It is perhaps the frst conference for most of us to atend in the New Year 2018, before other academic actvites, research, and conferences alike are flling up our tme table ahead. We deeply thanks to your support to come and share your knowledge and expertse to our conference. -
Nouns, Adjectives, Verbs, and Adverbs
Unit 1: The Parts of Speech Noun—a person, place, thing, or idea Name: Person: boy Kate mom Place: house Minnesota ocean Adverbs—describe verbs, adjectives, and other Thing: car desk phone adverbs Idea: freedom prejudice sadness --------------------------------------------------------------- Answers the questions how, when, where, and to Pronoun—a word that takes the place of a noun. what extent Instead of… Kate – she car – it Many words ending in “ly” are adverbs: quickly, smoothly, truly A few other pronouns: he, they, I, you, we, them, who, everyone, anybody, that, many, both, few A few other adverbs: yesterday, ever, rather, quite, earlier --------------------------------------------------------------- --------------------------------------------------------------- Adjective—describes a noun or pronoun Prepositions—show the relationship between a noun or pronoun and another word in the sentence. Answers the questions what kind, which one, how They begin a prepositional phrase, which has a many, and how much noun or pronoun after it, called the object. Articles are a sub category of adjectives and include Think of the box (things you have do to a box). the following three words: a, an, the Some prepositions: over, under, on, from, of, at, old car (what kind) that car (which one) two cars (how many) through, in, next to, against, like --------------------------------------------------------------- Conjunctions—connecting words. --------------------------------------------------------------- Connect ideas and/or sentence parts. Verb—action, condition, or state of being FANBOYS (for, and, nor, but, or, yet, so) Action (things you can do)—think, run, jump, climb, eat, grow A few other conjunctions are found at the beginning of a sentence: however, while, since, because Linking (or helping)—am, is, are, was, were --------------------------------------------------------------- Interjections—show emotion. -
Proceedings the 1St International Conference on Local Languages
PROCEEDINGS THE 1ST INTERNATIONAL CONFERENCE ON LOCAL LANGUAGES EMPOWERMENT AND PRESERVATION OF LOCAL LANGUAGES Editors I Nengah Sudipa Ida Bagus Putra Yadnya Made Budiarsa I Nyoman Darma Putra Udayana University Denpasar, 23—24 February 2018 “Empowerment and Preservation of Local Languages” Proceedings The 1st International Seminar on Local Languages Copyright © 2018 All rights reserved Editors I Nengah Sudipa Ida Bagus Putra Yadnya Made Budiarsa I Nyoman Darma Putra Cover Design Espistula Communications Bali Cover Photo Balinese Offering Cake “Sarad” by Arba Wirawan “Baligrafi” (2016) by I Nyoman Gunarsa, made for Jurnal Kajian Bali (Journal of Bali Studies) Layout Made Henra Dwikarmawan Sudipa Publisher Udayana University Press Organized by Masters and Doctoral Programs of Linguistics Faculty of Arts, Udayana University in collaboration with Local Languages Researcher Association ISBN: 978-602-294-262-7 TABLE LIST OF CONTENT Preface ............................................................................................................................. iii Message from the Dean of Faculty of Arts, Udayana University ..................................... iv Message from The Rector of Udayana University ........................................................... v Table List of Content ........................................................................................................ viii KEYNOTE SPEAKER “HONORIFICS” IN THE USAGE OF PERSONAL PRONOUNS AND TERMS OF ADDRESS IN THE BALI AGA DIALECT Hara Mayuko .................................................................................................................. -
Oksana's BU Paper
ACQUISITION of GENDER in RUSSIAN * Oksana Tarasenkova University of Connecticut 1 The Background In adult Russian grammar the gender feature of nouns is closely related to their declension class. Their relationship was a controversial question that evoked two opposing views regarding the way gender is represented in adult Russian grammar. The representatives of one view argue for gender to be derived from the noun declension class (Declension-to Gender account, Corbett 1982), while proponents of the opposite account argue for the reversed pattern, where the inflectional morphology can be predicted from the information on the noun gender along with a phonological cue (Gender-to-Declension account, Vinogradov 1960, Thelin 1975, Crockett 1976 among others). My goal is to focus on children’s acquisition of gender in Russian in order to compare these two major divisions of research. They provide different morphological analyses of gender forms in Russian; therefore this debate makes different predictions about the acquisition of gender by children. I tested these opposing predictions using children’s data gathered from an experiment to identify what exactly children rely on when assigning gender to nouns. The experiment results support the Declension-to-Gender view and provide evidence that children are significantly more successful at assigning gender to the novel nouns relying on the nominal declension paradigm rather than on the adjectival agreement. The way gender is represented in adults’ competence grammar might not necessarily be the correct model of children’s acquisition of gender. The child has to learn the gender of a significant number of nouns and extract the declensional paradigms first in order to then be able to learn and apply these redundancy rules for novel nouns.