DOCSLIB.ORG

Exploring Stative Possessives Have Got and Got in American English

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Exploring Stative Possessives Have Got and Got in American English Aino Tuomola Is it got some words to it? Exploring Stative Possessives Have Got and Got in American English Aino Tuomola, 38775 Pro gradu-avhandling i engelska språket och litteraturen Handledare: Brita Wårvik Fakulteten för humaniora, psykologi och teologi Åbo Akademi 2019 Aino Tuomola ÅBO AKADEMI – FACULTY OF ARTS, PSYCHOLOGY AND THEOLOGY Master’s thesis abstract Subject: English Language and Literature Author: Aino Tuomola Title: “Is it got some words to it?”: Exploring Stative Possessives Have got and Got in American English Supervisor: Brita Wårvik Abstract: Stative possessive constructions have gone through immense grammatical changes over the past four centuries, from have to have got, and finally to a stative possessive main verb got. One of the main purposes of this present study is to explain the evolution of the stative possessives have got and got. Further aims of this thesis include examining and mapping the prescriptive grammars surrounding these verbs, as well as introducing, analysing, and comparing the uses of the two possessives. Data for the study consist of three different parts. Firstly, previous research on the development of the possessives is reviewed, discussed, and used as a starting point for introducing a new development hypothesis. Secondly, prescriptive grammars and previous research on the grammar of have got and got are used to formulate and compile a prescriptive grammar. Finally, data extracted from The Corpus of Contemporary American English are used to introduce descriptive grammars for the two possessives, as well as to compare their individual uses. The results support the view that we can regard the development of both possessive have got and got to be due to the process of grammaticalisation, with starting-point in the conventionalisation of a conversational implicature. The results also show that coherent prescriptive grammars for the two possessives are extremely difficult to form at this time because the prescriptive views are so many and often appear to disagree with one another. Moreover, the corpus findings reveal that the descriptive uses of have got and got are partly in accordance with prescriptive views, but that divergences exist among certain grammatical properties. Finally, the results show that the uses of have got and got are in many ways similar, while essential differences also exist. This thesis looks at the present state of possessives have got and got in light of their diachronic developmental paths and documents language change in progress in North American English. In conclusion, it is hypothesized that the possessive constructions continue to change and develop and thus there is a need for further, continuing research on the matter, including sociolinguistic research, in order to gain a wider view on the topic. Keywords: semantic change, grammaticalisation, corpus linguistics, descriptive grammar, stative possession, possessive verbs, have got, got Date: 11.11.2019 Pages: 134 i Aino Tuomola Table of contents Abstract .............................................................................................................................. i Table of contents .............................................................................................................. ii List of tables ..................................................................................................................... v List of figures ................................................................................................................... v 1. Introduction .............................................................................................................. 1 1.1. Justification and research questions ................................................................. 1 1.2. Disposition and clarifications ........................................................................... 2 2. Developmental background ...................................................................................... 3 2.1. The development of the main verb get ............................................................. 3 2.2. The development of the stative possessive have got – an introduction ............ 5 2.2.1. Got-insertion ............................................................................................. 6 2.2.2. Have got as a conversational implicature ................................................. 9 2.2.3. The grammaticalisation process – a way to stative possessive got?....... 12 3. Addressing the phenomenon .................................................................................. 18 3.1. Have got – a multi-word unit .......................................................................... 18 3.2. Syntactic analyses ........................................................................................... 20 4. Grammatical properties .......................................................................................... 23 4.1. Grammatical properties of have got ............................................................... 23 4.1.1. Iterativity ................................................................................................ 24 4.1.2. Modals .................................................................................................... 25 4.1.3. Other tenses ............................................................................................ 25 4.1.4. Imperatives ............................................................................................. 27 4.1.5. Tags and short answers ........................................................................... 27 4.1.6. Infinitives, participles, and ing-forms..................................................... 28 4.1.7. Other remarks ......................................................................................... 29 4.2. Grammatical properties of stative possessive got........................................... 29 4.2.1. Do-support .............................................................................................. 31 4.2.2. Tenses, gerund, infinitives, and modals ................................................. 32 5. Material and methods ............................................................................................. 33 5.1. Corpus linguistics ........................................................................................... 34 5.2. Material ........................................................................................................... 35 5.3. Methodology ................................................................................................... 36 5.3.1. Concordance selections .......................................................................... 37 5.3.2. Search sequences .................................................................................... 38 5.3.3. Exclusions ............................................................................................... 38 ii Aino Tuomola 6. Results .................................................................................................................... 40 6.1. Have got in The Corpus of Contemporary American English ....................... 40 6.1.1. Iterative have got .................................................................................... 40 6.1.2. Modals with have got ............................................................................. 42 6.1.3. Different tenses of have got .................................................................... 43 6.1.4. Tags with a have got anchor ................................................................... 45 6.1.5. Do-support with have got ....................................................................... 45 6.1.6. Suffixes and non-finite structures of have got ........................................ 46 6.1.7. Ain’t got .................................................................................................. 48 6.2. Got in The Corpus of Contemporary American English ................................ 49 6.2.1. Iterative got ............................................................................................. 49 6.2.2. Modals with got ...................................................................................... 51 6.2.3. Tags with a got anchor............................................................................ 51 6.2.4. Do-support with got ................................................................................ 52 6.2.5. Suffixes and non-finite constructions of got........................................... 56 6.2.6. Got with an auxiliary be ......................................................................... 57 6.2.7. Interrogative got ..................................................................................... 58 7. Comparing the prescriptive and descriptive grammars .......................................... 59 7.1. Have got .......................................................................................................... 60 7.1.1. Continuous aspect of have got and iterative use .................................... 60 7.1.2. Have got with modal verbs ..................................................................... 61 7.1.3. Have got in other tenses.......................................................................... 63 7.1.4. Have got anchor and tags........................................................................ 64 7.1.5. Non-finite have got and suffixes ...........................................................
Load more

Recommended publications
  • 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.
    [Show full text]
  • A Minimalist Study of Complex Verb Formation: Cross-Linguistic Paerns 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.
    [Show full text]
  • SYNTAX MASTER LIST Semester 2
    NOUN SYNTAX Syntax Explanation Latin I Latin II NOMINATIVE Subject The actor of an active verb, receiver of a passive verb, or “it” of an impersonal/stative verb ✓ ✓ Predicate The noun renames the subject via sum, esse ✓ ✓ GENITIVE Possession The genitive owns the noun to which it is connected (sometimes via sum, esse) ✓ ✓ Material The noun is made up of this genitive ✓ Quality The genitive gives a characteristic of the noun (requires attributive adjective) ✓ Partitive The genitive is made up of this noun ✓ Objective The genitive receives the noun as its object ✓ With Adjective The genitive is connected to an adjective ✓ With Verb The genitive is connected to a verb (verbs of reminding, accusing, condemning, feeling, etc.) ✓ Value The genitive indicates how important is an object ✓ DATIVE Indirect Object The dative receives the direct object (explicit or implicit [intransitives/compounds]) ✓ ✓ Possession The dative owns the noun to which it is connected via sum, esse ✓ Agent The dative indicates the actor of a passive verb (typically with gerundives or compoundeds) ✓ Reference The dative indicates to whom, or for whom, a statement refers or is of interest ✓ Ethical A subset of reference, typically used with person pronoun to show interested felt by a person Separation The dative indicates motion away (it has no preposition and is used with verbs of taking away) ✓ Purpose or End The dative indicates the reason for an action ✓ With Adjective The dative is connected to an adjective ✓ With Verb Another name for the dative indirect object
    [Show full text]
  • State Verb, Action Verb and Noun in the State Run Colleges in Pakistan
    International Journal of English Linguistics; Vol. 6, No. 5; 2016 ISSN 1923-869X E-ISSN 1923-8703 Published by Canadian Center of Science and Education A Study on Science Students’ Understanding of Three Lemmas: State Verb, Action Verb and Noun in the State Run Colleges in Pakistan Muhamma Imran1, Tahira Asgher2 & Mamuna Ghani3 1 Govt. Post Graduate College, Burewala, Pakistan 2 Govt. Sadiq College Women University, Bahawalpur, Pakistan 3 Department of English, The Islamia University of Bahawalpur, Pakistan Correspondence: Tahira Asgher, Govt Sadiq College Women University, Bahawalpur, Pakistan. E-mail: [email protected] Received: July 25, 2016 Accepted: August 16, 2016 Online Published: September 23, 2016 doi:10.5539/ijel.v6n5p121 URL: http://dx.doi.org/10.5539/ijel.v6n5p121 Abstract English main verbs are classified as stative and dynamic. At first, this paper deals with the analysis of stative verbs, highlights their true nature and function and illustrates the concept of spontaneity within the state verbs. Secondly, it expounds how the term ‘lemma’ helps in sorting out the same words representing different parts of speech. Finally, it reports on the level of the science students’ competency in the use of state verbs, action verbs and nouns. For this purpose, 300 science students of intermediate level were selected as participants for the present study. A language proficiency test was conducted to collect data. The results revealed that majority of the students had scanty understanding of nouns and state verbs but their recognition of action verbs had been of average level. Some suggestions for improved pedagogy in teaching English grammar have been suggested on the basis of these findings.
    [Show full text]
  • Interrogative Words: an Exercise in Lexical Typology
    Interrogative words: an exercise in lexical typology Michael Cysouw [email protected] Bantu grammer: description and theory 3; Session on question formation in Bantu ZAS Berlin – Friday 13 Februari 2004 1 Introduction Wer, wie, was? Der, die, das! Wieso, weshalb, warum? Wer nicht fragt, bleibt dumm! (German Sesame Street) This is first report on a study of the cross-linguistic diversity of interrogative words.1 The data are only preliminary and far from complete – for most of the languages included I am not sure whether I have really found all interrogative words (the experience with German shows that it is not do easy to collect them all). Further, the sample of languages investigated (see appendix) is not representative of the world’s languages, though it presents a fair collection of genetically and areally diverse languages. I will not say too much about relative frequencies, but mainly collect cases of particular phenomena to establish guidelines for further research. (1) Research questions a. What can be asked by an interrogative word? Which kind of interrogative categories are distinguished in the world’s languages? Do we need more categories than the seven lexicalised categories in English – who, what, which, where, when, why and how? b. Can all attested question words be expressed in all languages? For example, the German interrogative word wievielte is hardly translatable into English ‘how manieth’. c. How do the the interrogative words look like? – Have all interrogative categories own lexicalised/phrasal forms, or are they homonomous with other interrogative categories? For example, English ‘how did you do it?’ and ‘how long is it?’ use the same interrogative word, but this is not universally so.
    [Show full text]
  • Subject-Verb Word-Order in Spanish Interrogatives: a Quantitative Analysis of Puerto Rican Spanish1
    Near-final version (February 2011): under copyright and that the publisher should be contacted for permission to re-use or reprint the material in any form Brown, Esther L. & Javier Rivas. 2011. Subject ~ Verb word-order in Spanish interrogatives: a quantitative analysis of Puerto Rican Spanish. Spanish in Context 8.1, 23–49. Subject-verb word-order in Spanish interrogatives: A quantitative analysis of Puerto Rican Spanish1 Esther L. Brown and Javier Rivas We conduct a quantitative analysis of conversational speech from native speakers of Puerto Rican Spanish to test whether optional non-inversion of subjects in wh-questions (¿qué tú piensas?) is indicative of a movement in Spanish from flexible to rigid word order (Morales 1989; Toribio 2000). We find high rates of subject expression (51%) and a strong preference for SV word order (47%) over VS (4%) in all sentence types, inline with assertions of fixed SVO word order. The usage-based examination of 882 wh-questions shows non-inversion occurs in 14% of the cases (25% of wh- questions containing an overt subject). Variable rule analysis reveals subject, verb and question type significantly constrain interrogative word order, but we find no evidence that word order is predicted by perseveration. SV word order is highest in rhetorical and quotative questions, revealing a pathway of change through which word order is becoming fixed in this variety. Keywords: word order, language change, Caribbean Spanish, interrogative constructions 1. Introduction In typological terms, Spanish is characterized as a flexible SVO language. As has been shown by López Meirama (1997: 72), SVO is the basic word order in Spanish, with the subject preceding the verb in pragmatically unmarked independent declarative clauses with two full NPs (Mallinson & Blake 1981: 125; Siewierska 1988: 8; Comrie 1989).
    [Show full text]
  • Change of Location and Change of State: How Telicity Is Attained
    PACLIC 24 Proceedings 885 Change of Location and Change of State: How Telicity is Attained Chungmin Lee Department of Linguistics, Seoul National University Seoul 151-742, Korea [email protected] Abstract. This paper basically discusses parallels between change of location (or space) and change of state. Change of state is analogous to change of location, involving an abstract state Source and an abstract state Goal with abstract Path, involving telicity and showing alternations crosslinguistically. Spatial change is least abstract, whereas temporal change and state change are more abstract and psychological change is most abstract, exhibiting various phenomena of degree modification and telicity differentiations. Abstraction causes argument reduction and change in syntactic behavior. State-oriented predicates are modified by the equivalents of the degree modifier very and process-oriented ones by the quality modifier well and its equivalents. Keywords: change of location, change of state, creation/removal, telicity, degree, Generative Lexicon Theory 1. Introduction1 This paper discusses parallels between change of location and change of state, involved in locomotive (=motion), change of state, and creation/removal verbs, trying to see how telicity is attained semantically, examining cross-linguistic typological variation in lexical patterning and some syntactic behaviors. First, spatial uses of prepositions or postpositions are closely connected with temporal uses of them, although the latter are more abstract and limited because of directionality and dimensionality. Second, change of state (qualities) is structurally associated with change of location, with its Source and Goal. Change always means a shift from ¬P to P in state as well as in location through the flow of time.
    [Show full text]
  • The Interrogative Words of Tlingit an Informal Grammatical Study
    The Interrogative Words of Tlingit An Informal Grammatical Study Seth Cable July 2006 Contents 1. Introductory Comments and Acknowledgments p. 4 2. Background Assumptions p. 5 3.The Interrogative Words of Tlingit p. 6 4. Simple Questions in Tlingit p. 6 4.1 The Pre-Predicate Generalization p. 7 4.2 The Preference for the Interrogative Word to be Initial p. 10 4.3 The Generalization that Interrogative Words are Left Peripheral p. 13 4.4 Comparison with Other Languages p. 14 5. Complex Questions and ‘Pied-Piping’ in Tlingit p. 16 6. Multiple Questions and the ‘Superiority Condition’ in Tlingit p. 23 7. Free Relatives and ‘Matching Effects’ in Tlingit p. 30 7.1 The Free Relative Construction in Tlingit p. 30 7.2 Matching Effects in Tlingit Free Relatives p. 36 8. Negative Polarity Indefinites in Tlingit p. 38 8.1 Negative Polarity Indefinites (‘NPI’s) and Interrogative Words p. 38 8.2 Tlingit Interrogative Words as Negative Polarity Indefinites p. 42 8.3 The Use of Interrogative Words in Negated Expressions p. 48 9. Tlingit Interrogative Words as Plain Existentials and Specific Indefinites p. 58 1 9.1 Tlingit Interrogative Words as Plain Existentials p. 58 9.2 Tlingit Interrogative Words as Specific Indefinites p. 62 10. Other Uses of Tlingit Interrogative Words in Non-Interrogative Sentences p. 65 10.1 Question-Based Exclamatives in Tlingit p. 65 10.2 Apparent Uses as Relative Pronouns p. 68 10.3 Concessive Free Relatives in Tlingit p. 74 10.4 Various Other Constructions Containing Waa ‘How’ or Daat ‘What’ p.
    [Show full text]
  • Multi-Word Verbs with the Verb 'Make', and Their Croatian Counterparts
    Multi-word verbs with the verb 'make', and their Croatian counterparts Najdert, Igor Undergraduate thesis / Završni rad 2018 Degree Grantor / Ustanova koja je dodijelila akademski / stručni stupanj: Josip Juraj Strossmayer University of Osijek, Faculty of Humanities and Social Sciences / Sveučilište Josipa Jurja Strossmayera u Osijeku, Filozofski fakultet Permanent link / Trajna poveznica: https://urn.nsk.hr/urn:nbn:hr:142:440686 Rights / Prava: In copyright Download date / Datum preuzimanja: 2021-09-28 Repository / Repozitorij: FFOS-repository - Repository of the Faculty of Humanities and Social Sciences Osijek Sveučilište Josipa Jurja Strossmayera u Osijeku Filozofski fakultet Osijek Studij: Dvopredmetni sveučilišni preddiplomski studij engleskoga jezika i književnosti i hrvatskog jezika i književnosti Igor Najdert Višeriječni glagoli s glagolom make i njihovi hrvatski ekvivalenti Završni rad Mentor: doc. dr. sc. Goran Milić Osijek, 2018 Sveučilište Josipa Jurja Strossmayera u Osijeku Filozofski fakultet Osijek Odsjek za engleski jezik I književnost Studij: Dvopredmetni sveučilišni preddiplomski studij engleskoga jezika i književnosti i hrvatskoga jezika i književnosti Igor Najdert Multi-word verbs with make, and their Croatian counterparts Završni rad Znanstveno područje: humanističke znanosti Znanstveno polje: filologija Znanstvena grana: anglistika Mentor: doc. dr. sc. Goran Milić Osijek, 2018 J.J. Strossmayer University of Osijek Faculty of Humanities and Social Sciences Study Programme: Double Major BA Study Programme in English
    [Show full text]
  • GF Modern Greek Resource Grammar
    GF Modern Greek Resource Grammar Ioanna Papadopoulou University of Gothenburg [email protected] Abstract whilst each of the syntactic parts of the sentence (subject, object, predicate) is a carrier of a certain The paper describes the Modern Greek (MG) case, a fact that allows various word order Grammar, implemented in Grammatical structures. In addition, the language presents a Framework (GF) as part of the Grammatical dynamic syllable stress, whereas its position Framework Resource Grammar Library depends and alternates according to the (RGL). GF is a special-purpose language for morphological variations. Moreover, MG is one multilingual grammar applications. The RGL 1 is a reusable library for dealing with the of the two Indo-European languages that retain a morphology and syntax of a growing number productive synthetic passive formation. In order of natural languages. It is based on the use of to realize passivization, verbs use a second set of an abstract syntax, which is common for all morphological features for each tense. languages, and different concrete syntaxes implemented in GF. Both GF itself and the 2 Grammatical Framework RGL are open-source. RGL currently covers more than 30 languages. MG is the 35th GF (Ranta, 2011) is a special purpose language that is available in the RGL. For the programming language for developing purpose of the implementation, a morphology- multilingual applications. It can be used for driven approach was used, meaning a bottom- building translation systems, multilingual web up method, starting from the formation of gadgets, natural language interfaces, dialogue words before moving to larger units systems and natural language resources.
    [Show full text]
  • Adjectives in Qiang 307
    13 Adjectives in Qiang 307 inite markers, many can act as adverbials (taking the adverbial particle I-Jli!), and l3 many can take the postpositive adverb I-wal 'verY:' Non-stative verbs can only modify a noun in the form of a pre-head relative clause construction, while adjec­ tives can modifya noun directly in post-head position. The meaning of reduplica­ tion for most non-stative verbs is reciprocity, while the meaning of reduplication Adjectives in Qiang for adjectives is intensification or plurality.3 There is no morphology for deriving adjectives from non-adjectival verbs, although adjectives can take causative mark­ Randy f. LaPolla and Chenglong Huang ing and become transitive verbs.4 2. Semantics 1. Introduction The class of adjectives is an open class, currently with roughly 200 members, al­ though the majority of new members are loanwords from Chinese. The class in­ Qiang is a Tibeto-Burman language spoken by 70,000-80,000 people in Northern cludes items related to DIMENSION, AGE, VALUE, COLOUR, PHYSICAL PROPERTY, Sichuan Province, China, classified as being in the Qiang or Tibetan nationality by 1 HUMAN PROPENSITY, SPEED, DIFFICULTY, QUALIFICATION, and QUANTIFICATION. the Chinese government. The language is verb final, agglutinative (prefixing and Words expressing the semantic field of POSITION are (locational) nouns (Istekel suffixing), and has both head-marking and dependent-marking morphology. 'behind; Imoql 'top, above: I,,-ekul 'between, centre; I~qol/ 'below; Ipienal 'near, Nouns can be defined as underived forms which can take (in)definite marking, (be)side', and Iqo'l 'before'), NUMBERS form aseparate word class (they must ap­ numeral-cIassifier phrase"s, and/or number marking, all ofwhich follow the head.
    [Show full text]
  • An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-Informed Textbooks
    English Language Teaching; Vol. 11, No. 1; 2018 ISSN 1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and Education An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-informed Textbooks Serap Atasever Belli1 1 Department of Foreign Language Education, English Language Teaching Program, Anadolu University, Eskişehir, Turkey Correspondence: Serap Atasever Belli, Faculty of Education, Department of Foreign Language Education, English Language Teaching Program, Anadolu University, Eskişehir, 26470, Turkey. Tel: 90-222-335-05-80-3498. E-mail: [email protected] Received: October 27, 2017 Accepted: December 13, 2017 Online Published: December 15, 2017 doi: 10.5539/elt.v11n1p120 URL: http://doi.org/10.5539/elt.v11n1p120 Abstract This study was designed to investigate whether contemporary corpus-informed grammar textbooks written for English language learners and teachers presented the progressive use of stative verbs and if yes, which stative verbs were presented to occur with the progressive aspect and for which functions they took this aspect. A corpus of six electronic copies of corpus-informed textbooks was compiled and analyzed via AntConc. 3.2.4 text analysis program to identify types and functions of stative verbs and calculate their occurrences. Overall, textbooks differed in their treatment of the progressive use of stative verbs and inclusion of the variety and numbers of types and functions. One remarkable finding was that the stative verbs taking the progressive aspect in all textbooks were found to be associated with emotions (i.e. love) whereas those not allowing progressive use were related to cognition (i.e. know). Another remarkable finding was that the textbooks which presented the highest numbers of stative verb types provided the most diverse functions whereas the textbooks which included the least numbers of stative verbs provided one or no function.
    [Show full text]