DOCSLIB.ORG

Finite and Non Finite Verbs

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Finite and Non Finite Verbs Finite and Non Finite Verbs A FINITE VERB A finite verb หรือเรียกว่ากริยาแท้ (sometimes called main verbs) ท าหน้าที่เป็นค ากริยาส าคัญของประโยค มีการผัน รูปตามพจน์ของประธาน ผันรูปตาม tense ผันรูปตาม voice และ ผันรูปตาม mood ของประโยค เช่น A NON-FINITE VERB A non-finite verb หรือเรียกวา่ verbal กไ็ ด ้ หรือเรียกวา่ กริยา ไม่แท ้ เป็นคา กริยาที่ไม่มีประธาน ไม่มี tense และไม่มี จานวน (no subject, tense or number) non-finite verb จะมีรูป 3 แบบ ไดแ้ ก่ 1) infinitive 2) gerund และ 3) participle เช่น A NON-FINITE VERB Sam and I agreed to meet at 4 o’clock. (Infinitive) He loves camping in the woods. (Gerund) The talking children made the teacher angry. (Participle) “Participle = Non-finite verb กลุ่มนี ้ จะมกี ารเตมิ ‘-ing’ หรือ ‘-ed’ หลังคากริยา และใช้ทาหน้าที่เป็นค า adjective” “INFINITIVE WITHOUT TO” 2. Infinitive without to (หรือเรียกวา่ bare infinitive) ใช้ infinitive without to หลงั กริยาช่วย (modal auxiliary verbs): will, shall, would, could, can (but not be able to), may, might, must (but not have to), should (but not ought to), and needn't, (but not need to) “INFINITIVE WITHOUT TO” can He can run very fast. could As a boy he could run very fast. may I may fly to Africa this summer. might I might fly to Africa this summer. must I must go now. mustn't You mustn't smoke here. “INFINITIVE WITHOUT TO” needn't You needn't go. shall We shall sing a song. should We should sing a song. will She will cook a meal for his birthday. would She would cook a meal for his birthday. - You must finish your own work before you go out, but you don't have to help your brother. (must เป็นกริยาช่วย finish เป็น infinitive without to แต่ have to ซึ่งเป็นกริยาช่วยเช่นเดียวกัน help เป็น Infinitive without to) “INFINITIVE WITHOUT TO” นอกจากน้ี Infinitive without to ยังใช้ในกรณีอื่นๆอีก ไดแ้ ก่ 1. ใช้ Infinitive without to หลังกริยาที่แสดงการรับรู้ (verbs of perception) ต่อไปน้ี feel, hear, see, watch, notice โดยมีกรรมมาคน่ั ก่อน hear see watch + OBJECT + INF WITHOUT TO feel notice “INFINITIVE WITHOUT TO” นอกจากน้ี Infinitive without to ยังใช้ในกรณีอื่นๆอีก ไดแ้ ก่ 1. ใช้ Infinitive without to หลังกริยาที่แสดงการรับรู้ (verbs of perception) ต่อไปน้ี feel, hear, see, watch, notice โดยมีกรรมมาคน่ั ก่อน feel Rose feels the rain fall on her face. hear I heard Sam sing a song. notice Ben noticed the boy climb the tree. see They saw him climb up the roof. watch I watched the thieves steal a car. “INFINITIVE WITHOUT TO” 2. ใช้ Infinitive without to หลังกริยา make, let (let’s) โดยมีกรรมมาคน่ั ก่อน make + OBJECT + INF WITHOUT TO let - I cannot make you take this medication, I can only ask you to take it. - I can't let you go to bed hungry. You must let me prepare you some supper. “INFINITIVE WITHOUT TO” 3. ใช้ Infinitive without to หลัง would rather, had better และ would sooner I'd rather swim in the pool than go down to the beach. Geoffrey has just driven up in his car. You'd better see what he wants. had better You had better clean up your bedroom. Simon would rather study for his final exam would rather tomorrow. We would sooner read books than watch this would sooner film. GERUND “GERUND” Gerund เป็นรูปของกริยา (verbal) ที่เติม -ing และทาหน้าที่เป็นค านาม สามารถทา หนา้ ที่ในประโยคไดอ้ ยา่ งคา นาม กล่าวคือ ทา หนา้ ที่เป็นประธาน (subject) เป็นกรรมตรง (direct object) เป็น ส่วนเติมเตม็ ของประโยค (subject complement) และ กรรมของคาบุพบท (object of preposition) ให้นักเรียนศึกษาหน้าที่ของ Gerund “GERUND” 1. เป็นประธานของประโยค (Gerund as subject) Traveling might satisfy your desire for new experiences. (Traveling เป็น gerund ท าหน้าที่เป็นประธาน) 2. เป็นกรรมตรงของประโยค (Gerund as direct object) They do not appreciate my singing. (singing เป็น gerund ท าหน้าที่เป็นกรรมตรง) “GERUND” 3. เป็นส่วนเติมเต็มของประโยค (Gerund as subject complement) My cat's favorite activity is sleeping. (sleeping เป็น gerund ทา หนา้ ที่เป็นส่วนเติมเตม็ ของประโยค) 4. เป็นกรรมของคา บุพบท (Gerund as object of preposition) The police arrested him for speeding. (speeding เป็น gerund ทาหน้าที่เป็นกรรมของ for) “GERUND” การใช้ gerund มีดงั น้ี 1. คา กริยาที่ใชก้ บั gerund ไดแ้ ก่ (the most common verbs) enjoy I enjoyed living in France fancy I fancy seeing a film tonight discuss We discussed going on holiday together dislike I dislike waiting for buses finish We've finished preparing for the meeting mind I don't mind coming early suggest He suggested staying at the Grand Hotel “GERUND” การใช้ gerund มีดงั น้ี 1. คา กริยาที่ใชก้ บั gerund ไดแ้ ก่ (the most common verbs) recommend They recommended meeting earlier keep He kept working, although he felt ill avoid She avoided talking to her boss miss She misses living near the beach appreciate I appreciated her helping me. delay He delayed doing his taxes. “GERUND” การใช้ gerund มีดงั น้ี 1. คา กริยาที่ใชก้ บั gerund ไดแ้ ก่ (the most common verbs) postpone He postponed returning to Paris. practise She practised singing the song. consider She considered moving to New York. can't stand He can't stand her smoking in the office. can't help He can't help talking so loudly. risk He risked being caught. admit He admitted cheating on the test. deny He denied committing the crime. “GERUND” การใช้ gerund มีดงั น้ี 1. คา กริยาที่ใชก้ บั gerund ไดแ้ ก่ (the most common verbs) mention He mentioned going to that college. imagine He imagines working there one day. tolerate I tolerated her talking. understand I understand his quitting. involve The job involves travelling to Japan once a month. complete He completed renovating the house. report He reported her stealing the money. anticipate I anticipated arriving late. recall Tom recalled using his credit card at the store. “GERUND” 2. ใช้ Gerund หลังคาบุพบท (preposition) บางคา เช่น - I will call you after arriving at the office. - Please have a drink before leaving. - I am looking forward to meeting you. - Do you object to working late? - Tara always dreams about going on holiday. “GERUND” 3. be used to/get used to + Gerund แต่ used to + infinitive to as preposition Preposition I am used to driving on the left. to as infinitive Infinitive I used to drive on the left I used to smoke. “GERUND” 4. สา นวนต่อไปน้ีตามดว้ ย gerund be against can't help I can't stand waiting for hours. look forward to I can't help laughing. be interested in Don't give up studying this chapter. care for it's no use/good It's no use working so late. can't stand Is the film worth seeing? give up it's worth “GERUND” 5. คากริยา ต่อไปน้ีตามด้วย gerund หรือ infinitive (with a change in meaning) “GERUND” Remember + gerund = “recall a memory” ● I remember going to the beach when I was a child. (= I have a memory of going to the beach). ● He remembers closing the door. (= He has a memory of closing the door). Remember + to + infinitive =“not to forget to do sth” ● I remembered to buy milk while I was walking home. ● Sam remembered to send a card to his grandmother. “GERUND” Forget + gerund (forget about a memory) ● Have we really studied this topic before? I forget reading about it. ● Sue didn’t recognize him at all. She forgot meeting him last summer. Forget + to infinitive ● I forgot to call my mother. (= I wanted to call my mother.) ● Sam forgot to meet his client for lunch, so he got an angry phone call from him later. “GERUND” Try + gerund = ลองท า/ทดลอง ● I wanted to stop smoking, so I tried using nicotine patches. ● She tried giving up chocolate, but it didn't help her lose weight. Try + to infinitive = พยายามท า ● I tried to lift the suitcase, but it was too heavy. ● She tried to catch the bus, but she couldn't run fast enough. “GERUND” Stop + gerund = 'stop forever' or 'stop at that moment' ● I stopped working when I was expecting a baby. ● My grandmother stopped driving when she was 85. ● My boss came into the room, so I stopped browsing the internet. Stop + to infinitive ● I stopped to eat lunch. ● I stopped to smoke. “GERUND” Regret + gerund = เสียใจในในอดีต ● I regret going to bed so late. I'm really tired today. ● She regrets leaving school when she was sixteen. She wishes that she had studied more and then gone to university. Regret + to infinitive = เสียใจที่จะต้องบอก (bad news) ● I regret to tell you that the train has been delayed. say ● The company regrets to inform employees that the London office will close next year. tell inform “GERUND” mean + gerund = (the result of an action will be) ● If you take that job in London it will mean travelling for two hours every day. ● We could take the ferry to France, but that will mean spending a night in a hotel. mean+ to infinitive = (an intention or a plan) ต้งั ใจ ● Did you mean to dial this number? ● I mean to finish this job by the end of the week! ● Sorry - I didn't mean to hurt you. Participles Participle เป็น verbal ที่ท าหน้าที่เป็น adjective Participle มักจะลงท้ายด้วย -ing หรือ –ed 1. present participles เป็นกริยาช่องที่ 1 ที่เติม –ing เช่น walking, writing เป็นต้น 2. past participles เป็นกริยาช่องที่ 3 ที่เติม -ed, -en, -d, -t, -n, or -ne เช่น asked, eaten, saved, sent, seen, และ gone เป็นต้น Participles The crying baby had a wet diaper. (present participle) Shaken, he walked away from the wrecked car. (Shaken และ wrecked เป็น past participle) The burning log fell off the fire. (present participle) Smiling, she hugged the panting dog. (Smiling และpanting เป็น present participle) Participles The crying baby had a wet diaper. (present participle) Shaken, he walked away from the wrecked car. (Shaken และ wrecked เป็น past participle) The burning log fell off the fire. (present participle) Smiling, she hugged the panting dog. (Smiling และpanting เป็น present participle) PRESENT PARTICIPLES 1.1 ใช้เป็นคากริยาใน progressive tense เช่น Present Progressive: They are watching TV at the moment.
Load more

Recommended publications
  • The Production of Finite and Nonfinite Complement Clauses by Children with Specific Language Impairment and Their Typically Developing Peers
    The Production of Finite and Nonfinite Complement Clauses by Children With Specific Language Impairment and Their Typically Developing Peers Amanda J. Owen University of Iowa, Iowa City The purpose of this study was to explore whether 13 children with specific language Laurence B. Leonard impairment (SLI; ages 5;1–8;0 [years;months]) were as proficient as typically developing age- and vocabulary-matched children in the production of finite and Purdue University, West Lafayette, IN nonfinite complement clauses. Preschool children with SLI have marked difficulties with verb-related morphology. However, very little is known about these children’s language abilities beyond the preschool years. In Experiment 1, simple finite and nonfinite complement clauses (e.g., The count decided that Ernie should eat the cookies; Cookie Monster decided to eat the cookies) were elicited from the children through puppet show enactments. In Experiment 2, finite and nonfinite complement clauses that required an additional argument (e.g., Ernie told Elmo that Oscar picked up the box; Ernie told Elmo to pick up the box) were elicited from the children. All 3 groups of children were more accurate in their use of nonfinite complement clauses than finite complement clauses, but the children with SLI were less proficient than both comparison groups. The SLI group was more likely than the typically developing groups to omit finiteness markers, the nonfinite particle to, arguments in finite complement clauses, and the optional complementizer that. Utterance-length restrictions were ruled out as a factor in the observed differences. The authors conclude that current theories of SLI need to be extended or altered to account for these results.
    [Show full text]
  • TAV of English Finite Verb Phrase
    Journal of Literature and Art Studies, July 2018, Vol. 8, No. 7, 1126-1130 doi: 10.17265/2159-5836/2018.07.019 D DAVID PUBLISHING TAV of English Finite Verb Phrase Peter Lung-shan CHUNG University of Hong Kong, Hong Kong, China It is widely known that a finite verb phrase (fVP) of a clause in English consists of three components: tense, aspect and voice. While the two tenses, present and past, and the two voices, active and passive, are recognized and generally agreed, the number and constituents of aspects may not be so simple and they are open to dispute. This paper proposes that a new aspect, the “modal” aspect, be included in addition to the commonly recognized ones, namely “simple”, “perfect” and “continuous” (also known as “progressive”). With the inclusion of the “modal” aspect, there are four single aspects: “simple”, “modal”, “perfect” and “continuous”. They can be combined to form multiple aspects according to the aforesaid sequence. The “modal” aspect is realized with a modal verb (any ofthe modal verbs will/would, shall/should, can/could, may/might, must, ought to, used to and the two semi-modals, “need” and “dare” in interrogative and negative structures). Whenever a modal verb is used, the verb phrase is in the modal aspect. The modal verb to be used is for the interlocutor to decide and falls beyond this discussion, which focuses on the structure of the fVP of the English language. The two tenses, eight aspects and two voices (active and passive) make up the 32 TAVs (an acronym formed with “Tense”, “Aspect” and “Voice”) of the English fVP.
    [Show full text]
  • The Complexities of the Welsh Copula
    The complexities of the Welsh copula Bob Borsley University of Essex and Bangor University Proceedings of the 26th International Conference on Head-Driven Phrase Structure Grammar University of Bucharest Stefan Muller,¨ Petya Osenova (Editors) 2019 CSLI Publications pages 5–25 http://csli-publications.stanford.edu/HPSG/2019 Keywords: copula, syntax-morphology mismatches, Welsh Borsley, Bob. 2019. The complexities of the Welsh copula. In Muller,¨ Stefan, & Osenova, Petya (Eds.), Proceedings of the 26th International Conference on Head- Driven Phrase Structure Grammar, University of Bucharest, 5–25. Stanford, CA: CSLI Publications. Abstract The Welsh copula has a complex set of forms reflecting agreement, tense, polarity, the distinction between main and complement clauses, the presence of a gap as subject or complement, and the contrast between predicative and equative interpretations. An HPSG analysis of the full set of complexities is possible given a principle of blocking, whereby constraints with more specific antecedents take precedence over constraints with less specific antecedents, and a distinction between morphosyntactic features relevant to syntax and morphosyntactic features relevant to morphology. 1. Introduction It is probably a feature of most languages that the copula is more complex in various ways than standard verbs. This is true in English, and it is very definitely true in Welsh. The Welsh copula has a complex set of forms reflecting agreement, tense, polarity, the distinction between main and complement clauses, the presence of a gap as subject or complement, and the contrast between predicative and equative interpretations. In this paper, I will set out the facts and develop an analysis within the Head-Driven Phrase Structure Grammar (HPSG) framework.
    [Show full text]
  • Word Order and Information Structure in Finite Verb Clauses in Hellenistic Period Hebrew by Andrew R. Jones a Thesis Submitted I
    Word Order and Information Structure in Finite Verb Clauses in Hellenistic Period Hebrew by Andrew R. Jones A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Near and Middle Eastern Civilizations University of Toronto © Copyright by Andrew R. Jones (2015) Word Order and Information Structure in Finite Verb Clauses in Hellenistic Period Hebrew Ph.D. 2015 Andrew R. Jones Department of Near and Middle Eastern Civilizations University of Toronto This study investigates the relationship between word order and information structure in finite verb clauses in four ancient Hebrew texts from among the Dead Sea Scrolls—the Community Rule, the War Rule, and the Habakkuk Pesher. An excursus provides a separate treatment of Daniel 8–12. The theoretical linguistic foundations of the study are rooted in generative linguistics, especially the work of J. Uriagereka and N. Erteschik-Shir. The Early Immediate Constituent Theory of J. Hawkins also plays an important role. The emphasis is on syntactic structures where word order is flexible in order to investigate the effect of variation on information structure. The basic word order of subject and verb is indeterminate, and therefore it is not possible to know whether SV or VS order is marked (although the tendencies of each order are nonetheless clear). However, it is simple to determine that the basic word order of verb and object is VO. Deviations from the basic VO order can be explained using three structures: left-dislocation of a shift topic; fronting of a Topic (whether a shift topic, contrastive constituent, or restrictive constituent); and fronting of a non-Topic (whether a cleft constituent or a constituent that opens the clause-final attentive focus position for a different constituent).
    [Show full text]
  • Simple Sentences and Finiteness
    Simple Sentences and Finiteness • The clause and the simple sentence –A clause is a sentence with a predicate, typically centered around a verb. –A simple sentence is a sentence that contains just one clause. •A little initiative goes a long way towards a better workout. • Childreach has hitched its Wagon to a Hollywood star vehicle in no uncertain terms. • The priceless publicity boost from the movie landed in the charity’s lap two years ago. [The Times-Picayune and Parade] Ling 222 - Chapter 3 1 –A clause has a subject and a predicate • Predicate in this sense comprises the verb + modifiers and phrases selected by the verb –A simple sentence has just one predicate. – An independent sentence or clause can stand alone, without being attached to another clause • An independent clause in many languages must contain a finite verb. • Finite verbs are marked for grammatical categories associated with verbs: tense, aspect, person-number agreement. Ling 222 - Chapter 3 2 1 – Independent clauses in other languages: • Na bànjal-ya na ana-na lai nyungga (Kambera) 3SG:SU-put-3SG:OBJ the child-3SG at I ‘He left his child with me.’ • Dytyna spyt’. (Ukrainian) child sleep:PRES:3SG ‘The child is asleep.’ • Ape yu ati o de. (Ndyuka) there your heart FUT be ‘Your heart will be there.’ – Some languages allow independent clauses consisting of a subject and predicate with no verb: • Al-bet da nadif katir (Chadian Arabic) DEF-house this:M:SG clean very ‘This house is very clean.’ Ling 222 - Chapter 3 3 • Finiteness and auxiliaries –A finite verb can be a main verb or an auxiliary (‘helping verb’).
    [Show full text]
  • Easy in Any Language: Syntax, Semantics, and Pragmatics of Activity-Oriented Adjectives in Six Languages
    San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Summer 2020 Easy in Any Language: Syntax, Semantics, and Pragmatics of Activity-Oriented Adjectives in Six Languages David Koffman San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Koffman, David, "Easy in Any Language: Syntax, Semantics, and Pragmatics of Activity-Oriented Adjectives in Six Languages" (2020). Master's Theses. 5128. DOI: https://doi.org/10.31979/etd.edgb-m36t https://scholarworks.sjsu.edu/etd_theses/5128 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. EASY IN ANY LANGUAGE: SYNTAX, SEMANTICS, AND PRAGMATICS OF ACTIVITY-ORIENTED ADJECTIVES IN SIX LANGUAGES A Thesis Presented to the Faculty of the Department of Linguistics and Language Development San José State University In Partial Fulfillment of the Requirements for the Degree Master of Arts by David Koffman May 2020 © 2020 ALL RIGHTS RESERVED David Koffman The Designated Thesis Committee Approves the Thesis Titled EASY IN ANY LANGUAGE: SYNTAX, SEMANTICS, AND PRAGMATICS OF ACTIVITY-ORIENTED ADJECTIVES IN SIX LANGUAGES by David Koffman APPROVED FOR THE DEPARTMENT OF LINGUISTICS AND LANGUAGE DEVELOPMENT SAN JOSÉ STATE UNIVERSITY May 2020 Soteria (Roula) Svorou, Ph.D. Department of Linguistics and Language Development Hahn Koo, Ph.D. Department of Linguistics and Language Development Kevin Moore, Ph.D. Department of Linguistics and Language Development ABSTRACT EASY IN ANY LANGUAGE: SYNTAX, SEMANTICS, AND PRAGMATICS OF ACTIVITY-ORIENTED ADJECTIVES IN SIX LANGUAGES Words that denote the degree of effort required for some activity, called easy adjectives here, have distinctive behavior.
    [Show full text]
  • Finite and Infinitive Verbs GRADE 8 FINITE VERBS =
    Finite and Infinitive Verbs GRADE 8 FINITE VERBS = • A finite verb is at the heart of every sentence, and that finite verb will need to align with the subject and show the right tense. • A finite verb is a verb that has a subject and shows tense. • E.g. Jaco sanitizes his hands. • In this sentence, “Jaco” is the subject, “sanitizes” is the finite verb and the tense is the Present Indefinite Tense. • Every sentence needs a verb. The main verb in every sentence will be a finite verb. • The best way to find a finite verb is to identify its subject and determine its tense. If you can do that, you're looking at a finite verb… This Photo by Unknown Author is licensed under CC BY-SA INFINITIVES • Infinitives: Most infinitives usually have "to" before. An infinitive is the basic form of a verb. • E.g. Shaun continues to talk. • If we look at the above example, to talk is the infinitive and continues is the finite verb (continues indicates tense and has a subject; to talk has a to…) • Remember: The infinitive form of a verb is the verb in its basic form. It is the version of the verb which will appear in the dictionary. INFINITIVES CONTINUED… • Please Note: The infinitive form is not always preceded by to. • An infinitive is a non-finite verb. In other words, it cannot be the main verb in a sentence. • Most infinitives are preceded by to, but after certain verbs, the to is dropped. The most obvious example is when an infinitive follows: can, could, may, might, must, shall, should, will, or would.
    [Show full text]
  • 1 Verbals: Finite Forms and Non-Finite Forms Abstract Finite Forms and Non-Finite Forms of Verbs Are Pragmatic Factors in Teach
    ISSN: 2456-8104 JRSP-ELT, Issue 10, Vol. 2, 2018, www.jrspelt.com Verbals: Finite Forms and Non-Finite Forms Ms. V Satya Sri Durga ([email protected] ) Teacher, Bhashyam High School, Hyderabad, India Abstract 1 Finite Forms and Non-Finite Forms of verbs are pragmatic factors in teaching grammar. Verb forms are in two distinct classes such as finites and non-finites and also called verbals. The infinitive is a kind of noun. It is also called verbal noun. The Gerund is a verbal noun (-ing form). It is also used as a subject or an object of the verb like an Infinitive. A participle is used partly as a verb and partly as an adjective. It is also called verbal-adjective. Keywords: Finite and Non-Finite Forms, Participles, Gerunds, Infinitive Introduction Definition of Grammar: the actual definition of grammar is determined by pragmatic factors. If we wish to learn to speak and write, we will focus on the system of rules that underlie a given language, and if we wish to describe the structure of a language, we will focus on the units that make up the language and their relations, and if we wish to understand how speakers of a given language produce and understand sentences, we will focus on the nature of the rules used (Laimutis Valeika and Janina Buitkien ė, 2003). Teaching of grammar offers the learner the means for potentially limitless linguistic creativity. Grammar is partly the study of what forms (or structures) are possible in a language.Thus, grammar is a description of the rules that govern how a language’s sentences are formed (Thornbury, 1999).
    [Show full text]
  • Stefan Thim, 2012. Phrasal Verbs: the English Verb-Particle Construction and Its History (Topics in English Linguistics 78)
    Stefan Thim, 2012. Phrasal Verbs: The English Verb-Particle Construction and its History (Topics in English Linguistics 78). Berlin and New York: Mouton de Gruyter. Pp. xiv + 302. ISBN 978-3-11- 025702-1. Bert Cappelle To cite this version: Bert Cappelle. Stefan Thim, 2012. Phrasal Verbs: The English Verb-Particle Construction and its History (Topics in English Linguistics 78). Berlin and New York: Mouton de Gruyter. Pp. xiv + 302. ISBN 978-3-11- 025702-1.. English Language and Linguistics, Cambridge University Press (CUP), 2014, 18 (3), pp. 572-586. 10.1017/S1360674314000197. hal-01495702 HAL Id: hal-01495702 https://hal.archives-ouvertes.fr/hal-01495702 Submitted on 26 Mar 2017 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. Review for journal English Language and Linguistics (Cambridge University Press) Stefan Thim , 2012. Phrasal Verbs: The English Verb-Particle Construction and its History (Topics in English Linguistics 78). Berlin and New York: Mouton de Gruyter. Pp. xiv + 302. ISBN 978-3-11- 025702-1. Reviewed by Bert Cappelle, University of Lille 3 ‘How ‘English’ are the phrasal verbs really?’ and how did this highly familiar but often ill-described construction evolve ‘from its early history up to the present’? (p.
    [Show full text]
  • Finite and Non-Finite Verbs in This Article, We Learn What Finite and Non-Finite Verbs Is and What the Difference Between Finite and Non-Finite Verbs
    Performdigi Finite and Non-finite verbs In this article, we learn what Finite and Non-finite verbs is and what the difference between Finite and Non-finite verbs. After that, we study finite and non-finite verb explanation in detail with examples, we also discuss types/kinds of non-finite verb. At the end of the article, 10 questions exercise/worksheet given for practice help you to under the topic better. What is the difference between Finite and Non-finite verbs? These verbs which can either main verb of a sentence or the one that is used as an adjective or nouns as well. Finite verbs are a broad category of verbs which are subject to change (s) in the number and/or person of the subject, and the tense of the verb. Whereas, Non-Finite verbs refer to the verb forms which remain unaltered not-with-standing the change (s) in the tense and/or the subject (number/person). For example: 1. These boys like to sing. (Finite Verb) 2. He invited his friends to like his post on Facebook. (Non-finite verb) Finite and Non-finite verbs explanation There are two kinds of verbs in English grammar. 1. Finite Verb 2. Non-Finite Verb Finite Verb Definition: A verb which shows time or a verb which is limited by number, person, and gender of the subject is known as a Finite verb. Examples: 1. Neha writes letters. 2. They write letters. 3. We have written letters. 4. I shall write letters. In the given examples, the verb ‘write’ has been changed according to the number, person, and tense of the subject.
    [Show full text]
  • Chapter 5. Subject Omission and [-SA] Clauses
    Chapter 5. Subject Omission and [-SA] clauses In chapter 2 we discussed the morphology and syntax of adult results are most compatible with ATOM (Schütze & Wexler, 1996; Schütze Swahili. Particularly relevant to the current chapter is our discussion of null 1997), there are several questions remaining that ATOM fails to account elements in Swahili, and the grammatical omission of SA. We saw that for. Swahili allows several different null elements: pro (the null subject in full In this chapter we will investigate the distribution of subjects in the clauses), PRO (in infinitival clauses), and NP-trace (in passivization). Since four clause types that occur in early grammar: full clauses, [-SA] clauses, null elements are generally held to an identification requirement, the [-T] clauses and bare stems. In particular, we will investigate the use of emergence of clauses that allow SA omission (a salient identifier in full subjects in the underspecified clauses, looking to see if the theory we clauses) is intriguing. Adults use habitual clauses which require the postulated in chapter 2 has the expected results. We will see that children omission of SA, but as expected by the identification requirement, null adhere to the syntactic restrictions on [-SA] clauses from very early on (i.e., subjects are blocked in this environment. Adults also omit SA in [-SA] clauses only occur in matrix clauses, do not occur with a declarative, tensed clauses. However, quite unexpectedly, null subjects are quantificational operator, optionally take null subjects, etc.). We will also allowed in these contexts. We concluded that in these [-SA] clauses the see that expectations of the theory of null constants postulated in chapter 2 subject position is filled by a null constant that is bound by an anaphoric is confirmed in the cases of [-T] clauses and bare stems.
    [Show full text]
  • Proceedings of the Annual Meeting of the Berkeley Linguistics Society
    UC Berkeley Proceedings of the Annual Meeting of the Berkeley Linguistics Society Title Constructional Paradigm in Constraint-based Morphosyntax: A Case of Japanese Verb Inflection Permalink https://escholarship.org/uc/item/4690x06w Journal Proceedings of the Annual Meeting of the Berkeley Linguistics Society, 38(38) ISSN 2377-1666 Author Otoguro, Ryo Publication Date 2014 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Constructional Paradigm in Constraint-based Morphosyntax: A Case of Japanese Verb Inflection Author(s): Ryo Otoguro Proceedings of the 38th Annual Meeting of the Berkeley Linguistics Society (2014), pp. 371-386 General Session and Thematic Session on Language Contact Editors: Kayla Carpenter, Oana David, Florian Lionnet, Christine Sheil, Tammy Stark, Vivian Wauters Please contact BLS regarding any further use of this work. BLS retains copyright for both print and screen forms of the publication. BLS may be contacted via http://linguistics.berkeley.edu/bls/ . The Annual Proceedings of the Berkeley Linguistics Society is published online via eLanguage , the Linguistic Society of America's digital publishing platform. Constructional Paradigm in Constraint-based Morphosyntax: A Case of Japanese Verb Inflection∗ RYO OTOGURO Waseda University Introduction It is a well-known fact that tense, aspect and mood/modality (TAM) are encoded in morphosyntactically diverse ways across languages. Some languages realise them purely by verb inflectional morphology, while others express them periphrastically by a verb and auxiliary/copula complex. Since Japanese is one of the languages that exhibit a combination of those two strategies in rather complicated manners, it poses a serious challenge to any grammatical theory as to how lexical verbs, aux- iliaries, copulas, particles and inflectional suffixes are located in morphosyntactic structures, and how they are related to TAM functions in relevant components of the grammar.
    [Show full text]