History of the Infinitive
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
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. -
Introduction to Case, Animacy and Semantic Roles: ALAOTSIKKO
1 Introduction to Case, animacy and semantic roles Please cite this paper as: Kittilä, Seppo, Katja Västi and Jussi Ylikoski. (2011) Introduction to case, animacy and semantic roles. In: Kittilä, Seppo, Katja Västi & Jussi Ylikoski (Eds.), Case, Animacy and Semantic Roles, 1-26. Amsterdam: John Benjamins. Seppo Kittilä Katja Västi Jussi Ylikoski University of Helsinki University of Oulu University of Helsinki University of Helsinki 1. Introduction Case, animacy and semantic roles and different combinations thereof have been the topic of numerous studies in linguistics (see e.g. Næss 2003; Kittilä 2008; de Hoop & de Swart 2008 among numerous others). The current volume adds to this list. The focus of the chapters in this volume lies on the effects that animacy has on the use and interpretation of cases and semantic roles. Each of the three concepts discussed in this volume can also be seen as somewhat problematic and not always easy to define. First, as noted by Butt (2006: 1), we still have not reached a full consensus on what case is and how it differs, for example, from 2 the closely related concept of adpositions. Second, animacy, as the label is used in linguistics, does not fully correspond to a layperson’s concept of animacy, which is probably rather biology-based (see e.g. Yamamoto 1999 for a discussion of the concept of animacy). The label can therefore, if desired, be seen as a misnomer. Lastly, semantic roles can be considered one of the most notorious labels in linguistics, as has been recently discussed by Newmeyer (2010). There is still no full consensus on how the concept of semantic roles is best defined and what would be the correct or necessary number of semantic roles necessary for a full description of languages. -
Chapter 3 Section 1 Participial and Infinitive Phrases
IMPROVING SENTENCE PATTERNS PARTICIPIAL AND INFINITIVE PHRASES Chapter 3, Section 1 CHAPTER 1, SECTION 1 Participial and Infnitive Phrases Introduction Clauses vs. Phrases Verbal Phrases § Present Participial Phrases § Past Participial Phrases § Infnitive Phrases Te purpose of this chapter is to— • Introduce students to strategies for improving their writing. • Explain how to use these strategies correctly. • Discuss common errors to avoid when using these strategies.* * Not included in this presentation START BY COMPARING TWO SENTENCES SENTENCE 1 SENTENCE 2 After much soul searching, and after seeking the advice of her Eniko sold her mother, her brother, and her best friend, Eniko, a person who netsuke collection. always carefully considered important decisions, sold her netsuke collection, which was worth several thousand dollars. Essentially, both sentences say the same thing. After much soul searching, and after seeking the advice of her mother, her brother, and her best friend, Eniko, a person who always carefully considered important decisions, sold her netsuke collection, which was worth several thousand dollars. THE DIFFERENCE IS THE ADDITION OF MODIFYING CLAUSES AND PHRASES [After much soul searching], and [after phrase seeking the advice of her mother, her phrase brother, and her best friend], Eniko, [a person who always carefully considered clause important decisions], sold her netsuke collection, [which was worth several thousand dollars]. clause CLAUSES VS. PHRASES CLAUSE: a word group that contains a subject and a verb. PHRASE: a word group that does not contain a subject and a verb. CLAUSE AS MODIFIER Adverb clause answering the question “when.” As he drove to work, Harry saw a black cat run in front of his car. -
A Study on English Collocations and Delexical Verbs in English Curriculum
Pramana Research Journal ISSN NO: 2249-2976 CORPUS-BASED LINGUISTIC AND INSTRUCTIVE ANALYSIS: A STUDY ON ENGLISH COLLOCATIONS AND DELEXICAL VERBS IN ENGLISH CURRICULUM Dr. G. Shravan Kumar, Dr. Gomatam Mohana Charyulu Professor of English & Head, Associate Professor of English Controller of Examinations, VFSTR Deemed to be University PJTS Agricultural University, Vadlamudi, A.P. India Rajendranagar, Hyderabad. TS Abstract: The influence of native language on the learners of the English language is not a new issue. Moreover, expressions of colloquial native expressions into English language are also common in English speaking people in India. Introducing English Collocations into the curriculum through practice exercises at the end of the lessons at primary and secondary level is a general practice of curriculums designers to improve the skills of language learners. There is a vast scope of research on the English collocations in lessons introduced to learners at the initial stages in Telugu speakers of native India. In fact, it is a neglected area of investigation that knowledge of collocation can also improve the language competency. This paper investigates the English collocations and delexical verbs used by English learners. In order to make a perfect investigative study on the topic, this attempt was undertaken two groups of rural Ranga Reddy District of Telangana State English learners of different proficiencies who belonged to 8,9 and 10th class levels. This investigation proved that the English learners of the Rural Students in Telangana depended on three major important things. They are 1. Native language Transfer 2. Synonymy 3. Over generalization. This study also showed that the high and low proficiency learners were almost familiar with collocations and delexical verbs. -
Spanish - Español
SPANISH - ESPAÑOL ¿Qué haces? What do you do/What are you doing? Cantar Tocar Bailar Nadar To sing To play To dance To swim Saltar Hablar Escuchar To jump To speak To listen Mirar Caminar To look To walk Spanish verb conjugations For many Spanish learners, conjugations are one of the trickiest parts of the language to get used to. Verb conjugation in Spanish often seems unpredictable, with few rules to follow. That’s because Spanish has so many irregular verbs. But if you think about it, so does English! Think find/found, sell/sold and ring/rang, to name just a few. You already learned those patterns, so you can do it again with Spanish. The good news is most other aspects of Spanish are much easier. You can learn regular Spanish verb conjugation patterns pretty fast. And once you know the basics, and some of the common irregular verbs, it’s easier to get a sense of how a verb should change. Spanish Verb Tenses: The 3 Main Tenses to Master The three main tenses you should learn first in Spanish are the present (el presente), the past (also called the preterite, el pretérito), and the future (el futuro). They’re the ones you’ll run into most. You can get a lot of things across from these tenses and still be understood in the beginning. If you’re curious, there’s also the imperfect, perfect, conditional, subjunctive, imperative, and gerund forms, too. But you should go back to those later after you’ve mastered the main three tenses. -
6 the Major Parts of Speech
6 The Major Parts of Speech KEY CONCEPTS Parts of Speech Major Parts of Speech Nouns Verbs Adjectives Adverbs Appendix: prototypes INTRODUCTION In every language we find groups of words that share grammatical charac- teristics. These groups are called “parts of speech,” and we examine them in this chapter and the next. Though many writers onlanguage refer to “the eight parts of speech” (e.g., Weaver 1996: 254), the actual number of parts of speech we need to recognize in a language is determined by how fine- grained our analysis of the language is—the more fine-grained, the greater the number of parts of speech that will be distinguished. In this book we distinguish nouns, verbs, adjectives, and adverbs (the major parts of speech), and pronouns, wh-words, articles, auxiliary verbs, prepositions, intensifiers, conjunctions, and particles (the minor parts of speech). Every literate person needs at least a minimal understanding of parts of speech in order to be able to use such commonplace items as diction- aries and thesauruses, which classify words according to their parts (and sub-parts) of speech. For example, the American Heritage Dictionary (4th edition, p. xxxi) distinguishes adjectives, adverbs, conjunctions, definite ar- ticles, indefinite articles, interjections, nouns, prepositions, pronouns, and verbs. It also distinguishes transitive, intransitive, and auxiliary verbs. Writ- ers and writing teachers need to know about parts of speech in order to be able to use and teach about style manuals and school grammars. Regardless of their discipline, teachers need this information to be able to help students expand the contexts in which they can effectively communicate. -
Common Verbs Followed by the Gerund: Enjoy I Enjoyed Living in France
Common verbs followed by the gerund: 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. 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. 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. 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. © 2012 www.perfect-english-grammar.com May be freely copied for personal or classroom use. Common verbs followed by to + infinitive: agree She agreed to give a presentation at the meeting ask* I asked to leave early / I asked him to leave early decide We decided to go out for dinner help* He helped to clean the kitchen / he helped his flatmate to clean the kitchen plan She plans to buy a new flat next year hope I hope to pass the exam learn They are learning to sing want* I want to come to the party / I want him to come to the party would like* I would like to see her tonight / I would like you to see her tonight promise We promised not to be late can afford We can’t afford to go on holiday. -
Introduction: Complex Adpositions and Complex Nominal Relators Benjamin Fagard, José Pinto De Lima, Elena Smirnova, Dejan Stosic
Introduction: Complex Adpositions and Complex Nominal Relators Benjamin Fagard, José Pinto de Lima, Elena Smirnova, Dejan Stosic To cite this version: Benjamin Fagard, José Pinto de Lima, Elena Smirnova, Dejan Stosic. Introduction: Complex Adpo- sitions and Complex Nominal Relators. Benjamin Fagard, José Pinto de Lima, Dejan Stosic, Elena Smirnova. Complex Adpositions in European Languages : A Micro-Typological Approach to Com- plex Nominal Relators, 65, De Gruyter Mouton, pp.1-30, 2020, Empirical Approaches to Language Typology, 978-3-11-068664-7. 10.1515/9783110686647-001. halshs-03087872 HAL Id: halshs-03087872 https://halshs.archives-ouvertes.fr/halshs-03087872 Submitted on 24 Dec 2020 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. Public Domain Benjamin Fagard, José Pinto de Lima, Elena Smirnova & Dejan Stosic Introduction: Complex Adpositions and Complex Nominal Relators Benjamin Fagard CNRS, ENS & Paris Sorbonne Nouvelle; PSL Lattice laboratory, Ecole Normale Supérieure, 1 rue Maurice Arnoux, 92120 Montrouge, France [email protected] -
Phrasal Verbs As Learning Material in Business English Courses For
Phrasal verbs as learning material in Business English courses for students majoring in Linguistics Phrasal verbs as learning material in Business English by Alexander V. Litvinov, Svetlana A. Burikova and Dmitry S. Khramchenko courses for students majoring in Linguistics by Alexander V. Litvinov, Svetlana A. Burikova and Dmitry S. Khramchenko enough to sound convincingly authentic. It is ‘Phrasal verbs can serve as a rhetorical skills and ability for sophisticated good example of the kind of Alexander V. Litvinov Peoples’ Friendship University of Russia (RUDN University) [email protected] communication that help impress British and Svetlana A. Burikova Peoples’ Friendship University of Russia (RUDN University) [email protected] problem Russians and other American partners through expression of thoughts Dmitry S. Khramchenko Tula State Lev Tolstoy Pedagogical University [email protected] and ideas in a clear way and get all necessary nationality non-native speakers Published in Training, Language and Culture Vol 1 Issue 4 (2017) pp. 84-98 doi: 10.29366/2017tlc.1.4.6 messages across. Years of teaching practice prove of English face’ Recommended citation format: Litvinov, A. V., Burikova, S. A., & Khramchenko, D. S. (2017). An acoustic that main problems for EFL students can be analysis of the production of word-initial stop /p/ by late Arab bilinguals. Training, Language and Culture, 1(4), classified into several categories: (1) English linguistics and pragmatics, most notably by 84-98. doi: 10.29366/2017tlc.1.4.6 linguistic phenomena that have direct equivalents Professor Evgeniya Ponomarenko and Professor The study highlights the existing views on the nature of English phrasal verbs and their theoretical grounding in Russian in the learners’ native tongue; (2) English language Elena Malyuga (Ponomarenko & Malyuga, 2012; and English linguistics. -
Tenses and Conjugation (Pdf)
Created by the Evergreen Writing Center Library 3407 867-6420 Tenses and Conjugation Using correct verb forms is crucial to communicating coherently. Understanding how to apply different tenses and properly conjugate verbs will give you the tools with which to craft clear, effective sentences. Conjugations A conjugation is a list of verb forms. It catalogues the person, number, tense, voice, and mood of a verb. Knowing how to conjugate verbs correctly will help you match verbs with their subjects, and give you a firmer grasp on how verbs function in different sentences. Here is a sample conjugation table: Present Tense, Active Voice, Indicative Mood: Jump Person Singular Plural 1st Person I jump we jump 2nd Person you jump you jump 3rd Person he/she/it jumps they jump Person: Person is divided into three categories (first, second, and third person), and tells the reader whether the subject is speaking, is spoken to, or is spoken about. Each person is expressed using different subjects: first person uses I or we; second person uses you; and third person uses he/she/it or they. Keep in mind that these words are not the only indicators of person; for example in the sentence “Shakespeare uses images of the divine in his sonnets to represent his own delusions of grandeur”, the verb uses is in the third person because Shakespeare could be replaced by he, an indicator of the third person. Number: Number refers to whether the verb is singular or plural. Tense: Tense tells the reader when the action of a verb takes place. -
HELP Or HELP To: What Do Corpora Have to Say?1 Anthony Mcenery and Zhonghua Xiao
English Studies Vol. 86, No. 2, April 2005, 161 – 187 HELP or HELP to: What Do Corpora Have to Say?1 Anthony McEnery and Zhonghua Xiao HELP is a frequent verb of English, with a distinctive syntax, that has generated ongoing debate amongst language researchers. As such, it is a verb that is often given some prominence in textbooks and grammars,2 though the treatment of the verb can be poor.3 For example, all of the authors who provide a poor account of HELP maintain that the choice of a full or bare infinitive after HELP is determined by a semantic distinction between the two—this is not the case (cf. the section ‘‘Semantic Distinction’’). In this paper, we will take a corpus-based approach to improve the description of the verb and to test claims made about the verb in the literature. We will also explore variation in that description between two major varieties of English, British English (BrE) and American English (AmE). In addition, we will investigate how HELP has varied diachronically and by register in these varieties. First, however, the claim that HELP is a frequent verb of English with distinctive syntactic properties must be justified. HELP is one of the most frequent words in the English language, ranking as 245th in the word frequency list of the British National Corpus (BNC).4 When its inflected forms helped, helps and helping are included, there are 528.62 instances of HELP per million words. When we look at the most frequent verbs (lemmatized) in the BNC, HELP rises to 72nd in the word frequency list. -
Constructions and Result: English Phrasal Verbs As Analysed in Construction Grammar
CONSTRUCTIONS AND RESULT: ENGLISH PHRASAL VERBS AS ANALYSED IN CONSTRUCTION GRAMMAR by ANNA L. OLSON A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES Master of Arts in Linguistics, Analytical Stream We accept this thesis as conforming to the required standard ............................................................................... Dr. Emma Pavey, PhD; Thesis Supervisor ................................................................................ Dr. Sean Allison, Ph.D.; Second Reader ................................................................................ Dr. David Weber, Ph.D.; External Examiner TRINITY WESTERN UNIVERSITY September 2013 © Anna L. Olson i Abstract This thesis explores the difference between separable and non-separable transitive English phrasal verbs, focusing on finding a reason for the non-separable verbs’ lack of compatibility with the word order alternation which is present with the separable phrasal verbs. The analysis is formed from a synthesis of ideas based on the work of Bolinger (1971) and Gorlach (2004). A simplified version of Cognitive Construction Grammar is used to analyse and categorize the phrasal verb constructions. The results indicate that separable and non-separable transitive English phrasal verbs are similar but different constructions with specific syntactic reasons for the incompatibility of the word order alternation with the non-separable verbs. ii Table of Contents Abstract ...........................................................................................................................................