Variation in the Use and Norms of English Verb Forms: a Study of Finnish University Students and Teachers
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Journal of Language Relationship
Российский государственный гуманитарный университет Russian State University for the Humanities Russian State University for the Humanities Institute of Linguistics of the Russian Academy of Sciences Journal of Language Relationship International Scientific Periodical Nº 3 (16) Moscow 2018 Российский государственный гуманитарный университет Институт языкознания Российской Академии наук Вопросы языкового родства Международный научный журнал № 3 (16) Москва 2018 Advisory Board: H. EICHNER (Vienna) / Chairman W. BAXTER (Ann Arbor, Michigan) V. BLAŽEK (Brno) M. GELL-MANN (Santa Fe, New Mexico) L. HYMAN (Berkeley) F. KORTLANDT (Leiden) A. LUBOTSKY (Leiden) J. P. MALLORY (Belfast) A. YU. MILITAREV (Moscow) V. F. VYDRIN (Paris) Editorial Staff: V. A. DYBO (Editor-in-Chief) G. S. STAROSTIN (Managing Editor) T. A. MIKHAILOVA (Editorial Secretary) A. V. DYBO S. V. KULLANDA M. A. MOLINA M. N. SAENKO I. S. YAKUBOVICH Founded by Kirill BABAEV © Russian State University for the Humanities, 2018 Редакционный совет: Х. АЙХНЕР (Вена) / председатель В. БЛАЖЕК (Брно) У. БЭКСТЕР (Анн Арбор) В. Ф. ВЫДРИН (Париж) М. ГЕЛЛ-МАНН (Санта-Фе) Ф. КОРТЛАНДТ (Лейден) А. ЛУБОЦКИЙ (Лейден) Дж. МЭЛЛОРИ (Белфаст) А. Ю. МИЛИТАРЕВ (Москва) Л. ХАЙМАН (Беркли) Редакционная коллегия: В. А. ДЫБО (главный редактор) Г. С. СТАРОСТИН (заместитель главного редактора) Т. А. МИХАЙЛОВА (ответственный секретарь) А. В. ДЫБО С. В. КУЛЛАНДА М. А. МОЛИНА М. Н. САЕНКО И. С. ЯКУБОВИЧ Журнал основан К. В. БАБАЕВЫМ © Российский государственный гуманитарный университет, 2018 Вопросы языкового родства: Международный научный журнал / Рос. гос. гуманитар. ун-т; Рос. акад. наук. Ин-т языкознания; под ред. В. А. Дыбо. ― М., 2018. ― № 3 (16). ― x + 78 с. Journal of Language Relationship: International Scientific Periodical / Russian State Uni- versity for the Humanities; Russian Academy of Sciences. -
Orthographies in Grammar Books
Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 30 July 2018 doi:10.20944/preprints201807.0565.v1 Tomislav Stojanov, [email protected], [email protected] Institute of Croatian Language and Linguistic Republike Austrije 16, 10.000 Zagreb, Croatia Orthographies in Grammar Books – Antiquity and Humanism Summary This paper researches the as yet unstudied topic of orthographic content in antique, medieval, and Renaissance grammar books in European languages, as part of a wider research of the origin of orthographic standards in European languages. As a central place for teachings about language, grammar books contained orthographic instructions from the very beginning, and such practice continued also in later periods. Understanding the function, content, and orthographic forms in the past provides for a better description of the nature of the orthographic standard in the present. The evolution of grammatographic practice clearly shows the continuity of development of orthographic content from a constituent of grammar studies through the littera unit gradually to an independent unit, then into annexed orthographic sections, and later into separate orthographic manuals. 5 antique, 22 Latin, and 17 vernacular grammars were analyzed, describing 19 European languages. The research methodology is based on distinguishing orthographic content in the narrower sense (grapheme to meaning) from the broader sense (grapheme to phoneme). In this way, the function of orthographic description was established separately from the study of spelling. As for the traditional description of orthographic content in the broader sense in old grammar books, it is shown that orthographic content can also be studied within the grammatographic framework of a specific period, similar to the description of morphology or syntax. -
Verbs in Relation to Verb Complementation 11-69
1168 Complementation of verbs and adjectives Verbs in relation to verb complementation 11-69 They may be either copular (clause pattern SVC), or complex transitive verbs, or monotransitive verbs with a noun phrase object), we can give only (clause pattern SVOC): a sample of common verbs. In any case, it should be borne in mind that the list of verbs conforming to a given pattern is difficult to specífy exactly: there SVC: break even, plead guilty, Iie 101V are many differences between one variety of English and another in respect SVOC: cut N short, work N loose, rub N dry of individual verbs, and many cases of marginal acceptability. Sometimes the idiom contains additional elements, such as an infinitive (play hard to gel) or a preposition (ride roughshod over ...). Note The term 'valency' (or 'valencc') is sometimes used, instead of complementation, ror the way in (The 'N' aboye indicates a direct object in the case oftransitive examples.) which a verb determines the kinds and number of elements that can accompany it in the clause. Valency, however, incIudes the subject 01' the clause, which is excluded (unless extraposed) from (b) VERB-VERB COMBINATIONS complementation. In these idiomatic constructions (ef 3.49-51, 16.52), the second verb is nonfinite, and may be either an infinitive: Verbs in intransitive function 16.19 Where no eomplementation oecurs, the verb is said to have an INTRANSITIVE make do with, make (N) do, let (N) go, let (N) be use. Three types of verb may be mentioned in this category: or a participle, with or without a following preposition: (l) 'PURE' INTRANSITIVE VERas, which do not take an object at aH (or at put paid to, get rid oJ, have done with least do so only very rarely): leave N standing, send N paeking, knock N fiying, get going John has arrived. -
English Grammar
This file is to be used only for a purpose specified by Palgrave Macmillan, such as checking proofs, preparing an index, reviewing, endorsing or planning coursework/other institutional needs. You may store and print the file and share it with others helping you with the specified purpose, but under no circumstances may the file be distributed or otherwise made accessible to any other third parties without the express prior permission of Palgrave Macmillan. Please contact [email protected] if you have any queries regarding use of the file. NOT FOR DISTRIBUTION English Grammar 9781137507396_01_prexiv_1pp.indd 1 25/07/16 11:43 AM NOT FOR DISTRIBUTION 9781137507396_01_prexiv_1pp.indd 2 25/07/16 11:43 AM NOT FOR DISTRIBUTION English Grammar An Introduction Third edition PETER COLLINS AND CARMELLA HOLLO 9781137507396_01_prexiv_1pp.indd 3 25/07/16 11:43 AM NOT FOR DISTRIBUTION © Peter Collins and Carmella Hollo 2000, 2009, 2017 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. -
Language Success Strategies for the Struggling Learner
www.GetPedia.com *More than 150,000 articles in the search database *Learn how almost everything works Language Success Strategies for the Struggling Learner By Rob Hillman http://www.LearnALang.com/ Imagine, even if just for a minute, taking that dream vacation to a foreign country... The beautiful beaches of Mexico, the lush landscape and famous architecture of France, or the excitement of busy Downtown Tokyo... Imagine being able to effortlessly hold a conversation with a good friend in their native language... The way you could impress your friends, your co-workers, your family... Imagine reaping the benefits in every aspect of your life as you learn a new language. Now imagine it being easy... Okay, so that sounds a little hype-ish, doesn't it? But who said learning a language had to take up all your time, or cost you thousands of dollars in expensive schools? The good news is, it doesn't. With the information in this guide, you can be learning a new language in as little as 20-30 minutes a day. (and here's a hint, Pimsleur courses are NOT the right choice!) This course will be broken down into seven main sections, with each section covering a certain subtopic related to speed-learning languages. Here's the lowdown. Section 1 - Intro and General Overview Section 2 - A Colorful Dive into Grammar Section 3 - Auditory Learning Info Section 4 - Visual Learning Info Section 5 - Kinesthetic (Tactile) Learning Info Section 6 - Picking a Language Course Section 7 - Helpful Resources and Outro So without further adieu, I present you with.. -
Angleški Glagol 1
FILOZOFSKA FAKULTETA Angleški glagol 1 Oddelek za anglistiko 2009/2010 Zapiski s predavanj prof. dr. Ilca in izpiski iz predpisane študijske literature. The VERB Typically refers to actions, to processes (events that have a span of time between the initial and final state), states. Morphological characteristics of verbs: LEXICAL/ROOT MORPHEME – carries the lexical meaning of the verb walk,.. DERIVATIONAL MORPHEME – used to derive words from other parts of speech -fy, -en, -ise/-ize, .. INFLECTIONAL MORPHEME – carries the grammatical meaning -ed, -ing, -s,.. VERBAL PHRASE Words are joined into phrases. Structure of a phrase is always the same: premodifiers (0-3) headword postmodifiers (0-2) auxiliary verbs: lexical verb adverbial, prepositional tense particles voice aspect modality The verbal phrase (VP) normally follows the nominal phrase functioning as subject in a sentence. There are two kinds of verbal phrases: SIMPLE VERBAL PHRASE consists only of one verb, which is the headword. H H ׀ ׀ Birds fly. COMPLEX VERBAL PHRASE consists of a lexical verb as headword which is preceded by a modal auxiliary and/or by one or more primary auxiliaries as premodifiers (PreM) and/or followed by one or more postmodifiers (PostM) H PreM H ׀ ׀ ׀ Birds can fly. VP She |must have given up| smoking. PreM1 PreM2 headword (H) PostM (modality) (tense) (adverbial particle) 2 IRREGULAR VERBS Use an irregular form in the function of the past tense and/or past participle. go + [+past] = went SUPPLETION: PARTIAL Resemblance between the original and the new form build – built COMPLETE No resemblance between the original and the new form be –was SPELLING CHANGES Basic form + morphemes -s/-ed/-ing spelling change 1. -
Gender Across Languages: the Linguistic Representation of Women and Men
<DOCINFO AUTHOR "" TITLE "Gender Across Languages: The linguistic representation of women and men. Volume II" SUBJECT "Impact 10" KEYWORDS "" SIZE HEIGHT "220" WIDTH "150" VOFFSET "4"> Gender Across Languages Impact: Studies in language and society impact publishes monographs, collective volumes, and text books on topics in sociolinguistics. The scope of the series is broad, with special emphasis on areas such as language planning and language policies; language conflict and language death; language standards and language change; dialectology; diglossia; discourse studies; language and social identity (gender, ethnicity, class, ideology); and history and methods of sociolinguistics. General editor Annick De Houwer University of Antwerp Advisory board Ulrich Ammon William Labov Gerhard Mercator University University of Pennsylvania Laurie Bauer Elizabeth Lanza Victoria University of Wellington University of Oslo Jan Blommaert Joseph Lo Bianco Ghent University The Australian National University Paul Drew Peter Nelde University of York Catholic University Brussels Anna Escobar Dennis Preston University of Illinois at Urbana Michigan State University Guus Extra Jeanine Treffers-Daller Tilburg University University of the West of England Margarita Hidalgo Vic Webb San Diego State University University of Pretoria Richard A. Hudson University College London Volume 10 Gender Across Languages: The linguistic representation of women and men Volume II Edited by Marlis Hellinger and Hadumod Bußmann Gender Across Languages The linguistic representation of women and men volume 2 Edited by Marlis Hellinger University of Frankfurt am Main Hadumod Bußmann University of Munich John Benjamins Publishing Company Amsterdam/Philadelphia TM The paper used in this publication meets the minimum requirements of American 8 National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. -
Department of English and American Studies English
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Tatiana Bareková English Verbs Followed by an –ing Form and an Infinitive Bachelor's Diploma Thesis Supervisor: doc. PhDr. Naděžda Kudrnáčová, CSc. 2014 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Tatiana Bareková I would like to thank doc. PhDr. Naděžda Kudrnáčová, CSc. for her patient guidance. I would also like to thank my parents and friends for their encouragement. Table of Contents 1. Introduction ............................................................................................................ 5 2. Overview of the Literature .................................................................................... 7 2.1 Catenative Verbs ................................................................................................ 7 2.2 To-infinitive or -ing Form ................................................................................ 14 2.2.1 No Change of meaning ......................................................................... 16 2.2.2 Little change of meaning ..................................................................... 16 2.2.3 Fundamental change of meaning ....................................................... 17 2.3 Catenative Classes ........................................................................................... 17 2.3.1 Begin, Start ........................................................................................... -
Plural Markers in World Languages and Their Arabic Cognates Or Origins
Zaidan Ali Jassem The Arabic Cognates or Origins of Plural Markers in World Languages: A Radical Linguistic Theory Approach THE ARABIC COGNATES OR ORIGINS OF PLURAL MARKERS IN WORLD LANGUAGES: A RADICAL LINGUISTIC THEORY APPROACH Zaidan Ali Jassem Department of English Language and Translation, Qassim University, P.O.Box 6611, Buraidah, KSA Email: [email protected] APA Citation: Jassem, Z. A. (2015). The Arabic cognates or origins of plural markers in world languages: a radical linguistic theory approach. Indonesian EFL Journal, 1(2), 144-163 Received: 02-12-2014 Accepted: 01-05-2015 Published: 01-07-2015 Abstract: This paper traces the Arabic origins of "plural markers" in world languages from a radical linguistic (or lexical root) theory perspective. The data comprises the main plural markers like cats/oxen in 60 world languages from 14 major and minor families- viz., Indo-European, Sino-Tibetan, Afro-Asiatic, Austronesian, Dravidian, Turkic, Mayan, Altaic (Japonic), Niger-Congo, Bantu, Uto-Aztec, Tai-Kadai, Uralic, and Basque, which constitute 60% of world languages and whose speakers make up 96% of world population. The results clearly show that plural markers, which are limited to a few markers in all languages comprised of –s/-as/-at, -en, -im, -a/-e/-i/-o/-u, and Ø, have true Arabic cognates with the same or similar forms and meanings, whose differences are due to natural and plausible causes and different routes of linguistic change. Therefore, the results reject the traditional classification of the Comparative Method and/or Family Tree Model of such languages into separate, unrelated families, supporting instead the adequacy of the radical linguistic theory according to which all world languages are related to one another, which eventually stemmed from a radical or root language which has been preserved almost intact in Arabic as the most conservative and productive language. -
Existential There and Catenative Concord. Evidence from the British National Corpus
Existential there and catenative concord. Evidence from the British National Corpus Arne Olofsson, University of Gothenburg 1. Introductory1 1.1 Existential sentences Like many other languages, English has a presentative construction that mainly serves to create end-focus. A subject that contains new information (normally expressed by an indefinite noun phrase) is given a position after the verb and the typical subject slot is filled by there.2 The result is, for instance, There is a teacher in the classroom in preference to A teacher is in the classroom. Syntactically, there behaves like a subject, for instance occurring in postverbal position in a direct question (Is there ...?). 1.2 Subject–verb concord There is general agreement that in the existential construction, the predicate verb (prototypically a form of be) shows concord with the notional (postponed) subject, at least in formal Standard English: (1) There is a book on the table (2) There are some books on the table 1 A similar analysis based on CobuildDirect and limited to seem is to be found in Olofsson (2007). For an analysis of the concord patterns of the basic there + be construction in contemporary spoken British English, see Martinez Insua & Palacios Martinez (2003) and Breivik & Martinez-Insua (2008). Spoken Canadian English has been similarly analysed by Meechan & Foley (1994). 2 Often in the past, this there has been regarded as an empty place-holder. However, as noted by e.g. Breivik & Martinez-Insua (2008:356) it can also be described as a presentative signal ―to tell the addressees that they must be prepared to direct their attention towards an item of new information.‖ 30 Arne Olofsson In less formal English, many speakers use and accept the singular verb, but only if it is contracted with there: There’s some books on the table. -
Finnish for Beginners
Finnish for Beginners GRAMMAR VOWEL HARMONY: There are 8 vowels in the Finnish alphabet. The vowels a, o, u can never occur together with ä, ö, y in a single word, unless it is a compound word. This is called vowel harmony. The vowels e and i can with any vowel. They are neutral vowels. It is important to keep your a’s and ä’s separate as the meaning as the meaning of the words or sentence can be different – sometimes very different! Ä Ö Y E I A O U CONSONANT CHANGES: An important issue while trying to learn Finnish is the consonant changes in the words. If you are changing one word to its genitive form or just conjugating the verbs, sometimes you will need to face the consonant changes from strong to weak ones. Here are the major changes you will need to do. kk – k rt – rr tt – t mp – mm pp – p k – - nk – ng t – d nt – nn p – v lt – ll VERBS: The verbs in Finnish are divided in 5 main groups plus and additional group for irregular verbs. Depending in the ending of each verb in infinitive form, is the groups who it belongs to. For the verbs of each natural group (not irregular) we repeat the endings for each person following the next criteria: Minä -n Me -mme Sinä -t Te -tte He -vat VERB GROUP 1 - Infinitive ends with two vowels (the last one is “a” and you always remove it). - The first person of singular (minä form) has only one of the vowels at the end. -
Linguistic Competence of Five and Six Year Olds: Analysis
LINGUISTIC COMPETENCE OF FIVE AND SIX YEAR OLDS: ANALYSIS OF NARRATIVE SAMPLES OF RUSSIAN, ENGLISH AND RUSSIAN- ENGLISH BILINGUAL SPEAKERS by ELLINA D. CHERNOBILSKY A dissertation submitted to the Graduate School - New Brunswick Rutgers, The State University of New Jersey, in partial fulfillment of the requirements for the degree of Doctor of Philosophy Graduate program in Education written under the direction of Lorraine McCune and approved by ________________________________ ________________________________ ________________________________ ________________________________ New Brunswick, New Jersey May 2009 ABSTRACT OF THE DISSERTATION Linguistic competence of five and six year olds: analysis of narrative samples of Russian, English and Russian-English bilingual speakers by ELLINA D. CHERNOBILSKY Dissertation director Lorraine McCune To what extent do children developing bilingually show similar grammatical development to their monolingual peers? This study considers overall grammatical development in Russian and English for Russian and English monolingual children and bilingual children at entry to school. The Index of Productive Syntax (IPSyn) was revised and piloted in preparation for this cross- linguistic project. The study evaluates the utility of the revised IPSyn and its potential for studying larger samples of children. The main question of the study is whether bilingual speakers, exposed to both languages from an early age, are as competent users of their two languages as are their peers who speak a single language at the time they are entering school. The results indicated that statistically, there was no difference between the monolingual and bilingual speakers in their common language as measured by the IPSyn proportionate scores. When examining various categories in the IPSyn measure, the comparison results indicated that in general, bilingual children, as a group, perform as well, and in some categories, better that the monolingual ii children in either language.