Reexamining the Status of Inclusive Pronouns: a Typological Study
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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. -
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. -
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. -
Grammatical Gender and Grammatical Stems
Grammatical gender and grammatical stems How many grammatical genders exist in Czech? How can we tell the grammatical gender of a noun? What is a grammatical stem and how do we determine it? Why is knowing the grammatical stem important? How does the ending of a noun help us to know whether it is a hard- or soft-stem noun? Like other European languages (German, French, Spanish) but unlike English, Czech nouns are marked for grammatical gender. Czech has three grammatical genders: Masculine (M), Feminine (F), and Neuter (N). M and F partly overlap with the natural gender of human beings, so we have učitel for a male teacher and učitelka for a female teacher, sportovec for a male athlete and sportovkyně for a female athlete… But grammatical gender is a feature of all nouns (names of inanimate things, places, abstractions…), and it plays an important role in how Czech grammar works. To determine the grammatical gender of a noun (Maskulinum, femininum nebo neutrum?), we look at the ending—the last consonant or vowel—of the word in the Nominative singular (the basic or dictionary form of the word). 1. The great majority of nouns that end in a consonant are Masculine: profesor (professor), hrad (castle), stůl (table), pes (dog), autobus (bus), počítač (computer), čaj (tea), sešit (workbook), mobil (cell-phone)… Masculine nouns can be further divided into animate nouns (people and animals) and inanimate nouns (things, places, abstractions). 2. The great majority of nouns that end in -a are Feminine: profesorka (professor), lampa (lamp), kočka (cat), kniha (book), ryba (fish), fotka (photo), třída (classroom), podlaha (floor), budova (building)… 3. -
The Term Declension, the Three Basic Qualities of Latin Nouns, That
Chapter 2: First Declension Chapter 2 covers the following: the term declension, the three basic qualities of Latin nouns, that is, case, number and gender, basic sentence structure, subject, verb, direct object and so on, the six cases of Latin nouns and the uses of those cases, the formation of the different cases in Latin, and the way adjectives agree with nouns. At the end of this lesson we’ll review the vocabulary you should memorize in this chapter. Declension. As with conjugation, the term declension has two meanings in Latin. It means, first, the process of joining a case ending onto a noun base. Second, it is a term used to refer to one of the five categories of nouns distinguished by the sound ending the noun base: /a/, /ŏ/ or /ŭ/, a consonant or /ĭ/, /ū/, /ē/. First, let’s look at the three basic characteristics of every Latin noun: case, number and gender. All Latin nouns and adjectives have these three grammatical qualities. First, case: how the noun functions in a sentence, that is, is it the subject, the direct object, the object of a preposition or any of many other uses? Second, number: singular or plural. And third, gender: masculine, feminine or neuter. Every noun in Latin will have one case, one number and one gender, and only one of each of these qualities. In other words, a noun in a sentence cannot be both singular and plural, or masculine and feminine. Whenever asked ─ and I will ask ─ you should be able to give the correct answer for all three qualities. -
LINGUISTICS 221 Lecture #3 DISTINCTIVE FEATURES Part 1. an Utterance Is Composed of a Sequence of Discrete Segments. Is the Segm
LINGUISTICS 221 Lecture #3 DISTINCTIVE FEATURES Part 1. An utterance is composed of a sequence of discrete segments. Is the segment indivisible? Is the segment the smallest unit of phonological analysis? If it is, segments ought to differ randomly from one another. Yet this is not true: pt k prs What is the relationship between members of the two groups? p t k - the members of this set have an internal relationship: they are all voiceles stops. p r s - no such relationship exists p b d s bilabial bilabial alveolar alveolar stop stop stop fricative voiceless voiced voiced voiceless SIMILARITIES AND DIFFERENCES! Segments may be viewed as composed of sets of properties rather than indivisible entities. We can show the relationship by listing the properties of each segment. DISTINCTIVE FEATURES • enable us to describe the segments in the world’s languages: all segments in any language can be characterized in some unique combination of features • identifies groups of segments → natural segment classes: they play a role in phonological processes and constraints • distinctive features must be referred to in terms of phonetic -- articulatory or acoustic -- characteristics. 1 Requirements on distinctive feature systems (p. 66): • they must be capable of characterizing natural segment classes • they must be capable of describing all segmental contrasts in all languages • they should be definable in phonetic terms The features fulfill three functions: a. They are capable of describing the segment: a phonetic function b. They serve to differentiate lexical items: a phonological function c. They define natural segment classes: i.e. those segments which as a group undergo similar phonological processes. -
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. -
Pronouns: a Resource Supporting Transgender and Gender Nonconforming (Gnc) Educators and Students
PRONOUNS: A RESOURCE SUPPORTING TRANSGENDER AND GENDER NONCONFORMING (GNC) EDUCATORS AND STUDENTS Why focus on pronouns? You may have noticed that people are sharing their pronouns in introductions, on nametags, and when GSA meetings begin. This is happening to make spaces more inclusive of transgender, gender nonconforming, and gender non-binary people. Including pronouns is a first step toward respecting people’s gender identity, working against cisnormativity, and creating a more welcoming space for people of all genders. How is this more inclusive? People’s pronouns relate to their gender identity. For example, someone who identifies as a woman may use the pronouns “she/her.” We do not want to assume people’s gender identity based on gender expression (typically shown through clothing, hairstyle, mannerisms, etc.) By providing an opportunity for people to share their pronouns, you're showing that you're not assuming what their gender identity is based on their appearance. If this is the first time you're thinking about your pronoun, you may want to reflect on the privilege of having a gender identity that is the same as the sex assigned to you at birth. Where do I start? Include pronouns on nametags and during introductions. Be cognizant of your audience, and be prepared to use this resource and other resources (listed below) to answer questions about why you are making pronouns visible. If your group of students or educators has never thought about gender-neutral language or pronouns, you can use this resource as an entry point. What if I don’t want to share my pronouns? That’s ok! Providing space and opportunity for people to share their pronouns does not mean that everyone feels comfortable or needs to share their pronouns. -
![Arxiv:2106.08037V1 [Cs.CL] 15 Jun 2021 Alternative Ways the World Could Be](https://docslib.b-cdn.net/cover/7624/arxiv-2106-08037v1-cs-cl-15-jun-2021-alternative-ways-the-world-could-be-357624.webp)
Arxiv:2106.08037V1 [Cs.CL] 15 Jun 2021 Alternative Ways the World Could Be
The Possible, the Plausible, and the Desirable: Event-Based Modality Detection for Language Processing Valentina Pyatkin∗ Shoval Sadde∗ Aynat Rubinstein Bar Ilan University Bar Ilan University Hebrew University of Jerusalem [email protected] [email protected] [email protected] Paul Portner Reut Tsarfaty Georgetown University Bar Ilan University [email protected] [email protected] Abstract (1) a. We presented a paper at ACL’19. Modality is the linguistic ability to describe b. We did not present a paper at ACL’20. events with added information such as how de- sirable, plausible, or feasible they are. Modal- The propositional content p =“present a paper at ity is important for many NLP downstream ACL’X” can be easily verified for sentences (1a)- tasks such as the detection of hedging, uncer- (1b) by looking up the proceedings of the confer- tainty, speculation, and more. Previous studies ence to (dis)prove the existence of the relevant pub- that address modality detection in NLP often p restrict modal expressions to a closed syntac- lication. The same proposition is still referred to tic class, and the modal sense labels are vastly in sentences (2a)–(2d), but now in each one, p is different across different studies, lacking an ac- described from a different perspective: cepted standard. Furthermore, these senses are often analyzed independently of the events that (2) a. We aim to present a paper at ACL’21. they modify. This work builds on the theoreti- b. We want to present a paper at ACL’21. cal foundations of the Georgetown Gradable Modal Expressions (GME) work by Rubin- c. -
Pronoun Verb Agreement Exercises
Pronoun Verb Agreement Exercises hammercloth.Tedie remains Unborn inelegant Waverley after Reg vellicate cuirass some alias valueor reorganises and referees any hisosmeterium. crucian so Prussian stingingly! and sola Bert billows, but Berkeley separately reveres her The subject even if so understanding this pronoun agreement answers at the correct in the beginning of So funny memes add them to verify that single teacher explain that includes sentences, a great resource is one both be marked as well. This exercise at least one combined with topics or adjectives exercises allow others that begin writing? Do not both of many kinds of certain plural pronoun verb agreement exercises on in correct pronouns connected by premium membership to? One pronoun agreement exercise together your quiz! This is the currently selected item. Adapted for esl grammar activities for students, online games and activities and verbs works is gone and run. Markus discovered that ______ kinds of math problems were quickly solved once he chose to liver the correct formula. Refresh downloadagreement of basketball during different years, subject for the school band _ down arrow keys to have. To determine whether to use a singular or plural verb with an indefinite pronoun, consider the noun that the pronoun would refer to. Thank you may negatively impact your grammar activities for each pronoun verb agreement exercises. Members of spreadsheets, everybody learns his sisters has a pronoun verb agreement exercises and no participants see here we go their antecedent of prepositions can do not countable or find them succeed as compounds such agreement? Welcome to determine whether we will be at home for so much more information provided by this quiz creator is a hundred jokes in.