Plural Form of Is
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Nouns & Pronouns
Nouns and Pronouns 10 Looking more closely at nouns Nouns are words that name: Grammarians have come up with different groupings: Common Proper Collective Abstract Concrete Mass Compound You might also mention verbal nouns (gerunds). Let’s save these for verbs and verbals. I am not overly concerned about these classifications, and I don’t think you should be, but they do make sense. The subject of a sentence may have a noun in it (or a pronoun), but not all nouns are subjects. Nouns have many uses: subject complement of verb direct object indirect object object complement (when a noun) subject complement (predicate noun) object of preposition appositive (Jane, the troublemaker, walked into the room.) in direct address (Jane, please clean your room.) — a cross between subject, appos. & subj. comp?) Nouns and Pronouns 11 The grammarian winced. (subj.) The grammarian threw Tom the text. (i.o., d.o.) The grammarian is a scholar. (subj. compl.—predicate noun) The grammarian pronounced Tom his pupil. (d.o., obj. compl.) The grammarian threw the text to Tom. (obj. of prep.) (notice relationship between i.o. and this prep. phrase) The grammarian, poor soul, needed more time to study. (appos.) Do not forget, grammarians, the test is approaching. (direct addr.) Hearse Declension & Conjugation Old English (Anglo-Saxon, which developed in the 400s and 500s) was a heavily declined and conjugated language. Nouns, pronouns and adjectives had different endings depending on their use in a sentence – as subject, indirect or direct objects, and so forth – in other words they were declined by case. Verbs and adverbs changed their endings, they were conjugated, depending on tense, person, number, and voice. -
A Contrastive Analysis of Arabic and English Noun Plural Markers
Aliyatul Himmah & Ribut Wahyudi - A Contrastive Analysis of Arabic and English Noun Plural Markers A CONTRASTIVE ANALYSIS OF ARABIC AND ENGLISH NOUN PLURAL MARKERS Aliyatul Himmah Maulana Malik Ibrahim State Islamic University, Malang [email protected] Ribut Wahyudi Victoria University of Wellington, New Zealand & Maulana Malik Ibrahim State Islamic University, Malang [email protected] Abstract This paper is attempting to explore the plural markers in both Arabic and English. The data collected qualitatively are sorted to meet the scope of this paper. Through contrastive analysis, it is discovered that there are numerous significant differences rather than similarities in terms of syllable count start, patterns of plural nouns in relation to gender, regularity, regular vs irregular plural and internal vowel change. Moreover, Arabic has some uniqueness in its plural marking system. Being well informed on all of these might pave the way for second or foreign language learners to comprehensively understand the plural marking system in Arabic and English. Tulisan ini mencoba untuk mengeksplorasi penanda jamak dalam bahasa Arab dan bahasa Inggris. Data yang dikumpulkan secara kualitatif diurutkan untuk memenuhi cakupan makalah ini. Melalui analisis kontrastif, ditemukan banyak perbedaan yang signifikan daripada kesamaan dalam segi jumlah awal suku kata, pola kata benda jamak dalam kaitannya dengan gender, keteraturan dan ketidakteraturan jamak, serta perubahan vokal. Selain itu, bahasa Arab memiliki beberapa keunikan dalam sistem menandai jamaknya. Memahami informasi hal tersebut dengan baik mungkin memudahkan pembelajar bahasa kedua atau asing untuk memahami secara komprehensif sistem penanda jamak dalam bahasa Arab dan Inggris. Key words: Arabic, English, plural marker, suffix INTRODUCTION Understanding what contrastive linguistics and contrastive analysis is a paramount important prior to the discussion and analysis of plural markers in Arabic and English. -
Czech and English Dictionaries of Collocations Master‟S Diploma Thesis
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Lucie Koumalová Czech and English Dictionaries of Collocations Master‟s Diploma Thesis Supervisor: PhDr. Jarmila Fictumová 2011 I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. …………………………………………….. Author‟s signature Acknowledgement I would like to thank to my supervisor PhDr. Jarmila Fictumová for the advice she gave me. “You shall know a word by the company it keeps” (Firth) Table of Contents INTRODUCTION ............................................................................................................... 1 1 THE IMPORTANCE OF CREATING A DICTIONARY OF COLLOCATIONS ..................................................................................................... 3 2 HOW TO JUDGE INDIVIDUAL DICTIONARIES ................................................ 6 3 CHUNKS ....................................................................................................................... 8 3.1 Collocations ............................................................................................................. 9 3.1.1 Distinction of Collocations ............................................................................. 11 3.1.2 Function of Collocations ................................................................................ 15 3.1.3 Special Terms ................................................................................................ -
Contrastive Analysis for Translation Students
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/268274970 Contrastive Analysis for Translation Students Article CITATIONS READS 0 284 1 author: Reima Al-Jarf None 223 PUBLICATIONS 191 CITATIONS SEE PROFILE Some of the authors of this publication are also working on these related projects: Translation Students' Difficulties with Color Metaphors View project The Interchange of Personal Names in Muslim Communities View project All content following this page was uploaded by Reima Al-Jarf on 06 May 2015. The user has requested enhancement of the downloaded file. Contrastive Analysis for Translation Students Reima Al-Jarf, Ph.D. King Saud University 1 All rights reserved AL-Obeikkan Printing Press Riyadh, Saudi Arabia i 2 Table of Contents PREFACE ................................................................................................................ vi Introduction .............................................................................................................. 1 Aims of the Present Chapter ................................................................................ 4 Definition of Morphemes ..................................................................................... 2 Definition of Grammar ......................................................................................... 2 Definition of Morphology ..................................................................................... 2 Inflection ................................................................................................................... -
Bilingual Complex Verbs: So What’S New About Them? Author(S): Tridha Chatterjee Proceedings of the 38Th Annual Meeting of the Berkeley Linguistics Society (2014), Pp
Bilingual Complex Verbs: So what’s new about them? Author(s): Tridha Chatterjee Proceedings of the 38th Annual Meeting of the Berkeley Linguistics Society (2014), pp. 47-62 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. Bilingual Complex Verbs: So what’s new about them?1 TRIDHA CHATTERJEE University of Michigan, Ann Arbor Introduction In this paper I describe bilingual complex verb constructions in Bengali-English bilingual speech. Bilingual complex verbs have been shown to consist of two parts, the first element being either a verbal or nominal element from the non- native language of the bilingual speaker and the second element being a helping verb or dummy verb from the native language of the bilingual speaker. The verbal or nominal element from the non-native language provides semantics to the construction and the helping verb of the native language bears inflections of tense, person, number, aspect (Romaine 1986, Muysken 2000, Backus 1996, Annamalai 1971, 1989). I describe a type of Bengali-English bilingual complex verb which is different from the bilingual complex verbs that have been shown to occur in other codeswitched Indian varieties. I show that besides having a two-word complex verb, as has been shown in the literature so far, bilingual complex verbs of Bengali-English also have a three-part construction where the third element is a verb that adds to the meaning of these constructions and affects their aktionsart (aspectual properties). -
Chinese: Parts of Speech
Chinese: Parts of Speech Candice Chi-Hang Cheung 1. Introduction Whether Chinese has the same parts of speech (or categories) as the Indo-European languages has been the subject of much debate. In particular, while it is generally recognized that Chinese makes a distinction between nouns and verbs, scholars’ opinions differ on the rest of the categories (see Chao 1968, Li and Thompson 1981, Zhu 1982, Xing and Ma 1992, inter alia). These differences in opinion are due partly to the scholars’ different theoretical backgrounds and partly to the use of different terminological conventions. As a result, scholars use different criteria for classifying words and different terminological conventions for labeling the categories. To address the question of whether Chinese possesses the same categories as the Indo-European languages, I will make reference to the familiar categories of the Indo-European languages whenever possible. In this chapter, I offer a comprehensive survey of the major categories in Chinese, aiming to establish the set of categories that are found both in Chinese and in the Indo-European languages, and those that are found only in Chinese. In particular, I examine the characteristic features of the major categories in Chinese and discuss in what ways they are similar to and different from the major categories in the Indo-European languages. Furthermore, I review the factors that contribute to the long-standing debate over the categorial status of adjectives, prepositions and localizers in Chinese. 2. Categories found both in Chinese and in the Indo-European languages This section introduces the categories that are found both in Chinese and in the Indo-European languages: nouns, verbs, adjectives, adverbs, prepositions and conjunctions. -
An Analysis of I-Umlaut in Old English
An Analysis of I-Umlaut in Old English Meizi Piao (Seoul National University) Meizi Piao. 2012. An Analysis of I-Umlaut in Old English. SNU Working Papers in English Linguistics and Language X, XX-XX Lass (1994) calls the period from Proto-Germanic to historical Old English ‘The Age of Harmony’. Among the harmony processes in this period, i-umlaut has been considered as ‘one of the most far-reaching and important sound changes’ (Hogg 1992, Lass 1994) or as ‘one of the least controversial sound changes’ (Colman 2005). This paper tries to analyze i-umlaut in Old English within the framework of the Autosegmental theory and the Optimality theory, and explain how suffix i or j in the unstressed syllable cause the stem vowels in the stressed syllable to be fronted or raised. (Seoul National University) Keywords: I-umlaut, Old English, Autosegmental theory, vowel harmony Optimality theory 1. Introduction Old English is an early form of the English language that was spoken and written by the Anglo-Saxons and their descendants in the area now known as England between at least the mid-5th century to the mid-12th century. It is a West Germanic language closely related to Old Frisian. During the period of Old English, one of the most important phonological processes is umlaut, which especially affects vowels, and become the reason for the superficially irregular and unrelated Modern English phenomenon. I-Umlaut is the conditioned sound change that the vowel either moves directly forward in the mouth [u>y, o>e, A>&] or forward and up [A>&>e]. -
Collocation and Translation, Abu-Ssaydeh's Definition of Collocation Has Been Chosen
Chapter One 1.0 The notion of collocation 1.1 The aim of this chapter Given the importance of collocation as indicated in the Introduction, this chapter will review perspectives on collocation as expressed by linguists and lexicographers, discuss major issues related to the study of collocation, and summarize previous studies focusing on collocation. 1.2 Historical background The notion of 'collocation' has been lightly touched upon in linguistic description since the 18th century. Hester Lynche Piozzi pointed out in her 'British Synonymy' that 'reports are confirmed, treaties ratified, and affairs settled', and that 'the miser is circumspect, the saint is vigilant and the soldier watchful' (Piozzi 1794, cited in Martin, 1984). Porzig (1934) referred to the phenomenon of 'collocation' as the act of placing together of lexical items and to the combinations of words thus obtained. He argued for recognition of the importance of syntagmatic relations between words such as bite and teeth, bark and dog, blond and hair. But it was Firth (1951) who brought the term 'collocation' into prominence as part of the technical terminology of linguistics. He did not particularly define 'collocation' but he applied it to all words or word-groups with which a given word may typically combine. He did not regard collocation of a word as mere juxtaposition, but 'it is an order of mutual expectancy'. Firth argued for recognition of the importance of the company that the word keeps. Using the word 'ass' in different environments, he endeavoured to show that this keeping company, which he called 'collocation', is part of the meaning of the word; ie. -
Learning the Countability of English Nouns from Corpus Data
Learning the Countability of English Nouns from Corpus Data Timothy Baldwin Francis Bond CSLI NTT Communication Science Laboratories Stanford University Nippon Telegraph and Telephone Corporation Stanford, CA, 94305 Kyoto, Japan [email protected] [email protected] Abstract ence. Knowledge of countability preferences is im- portant both for the analysis and generation of En- This paper describes a method for learn- glish. In analysis, it helps to constrain the inter- ing the countability preferences of English pretations of parses. In generation, the countabil- nouns from raw text corpora. The method ity preference determines whether a noun can be- maps the corpus-attested lexico-syntactic come plural, and the range of possible determin- properties of each noun onto a feature ers. Knowledge of countability is particularly im- vector, and uses a suite of memory-based portant in machine translation, because the closest classifiers to predict membership in 4 translation equivalent may have different countabil- countability classes. We were able to as- ity from the source noun. Many languages, such sign countability to English nouns with a as Chinese and Japanese, do not mark countability, precision of 94.6%. which means that the choice of countability will be largely the responsibility of the generation compo- nent (Bond, 2001). In addition, knowledge of count- 1 Introduction ability obtained from examples of use is an impor- tant resource for dictionary construction. This paper is concerned with the task of knowledge- In this paper, we learn the countability prefer- rich lexical acquisition from unannotated corpora, ences of English nouns from unannotated corpora. -
1.Nouns & Pronouns
1. NOUNS & PRONOUNS NOUNS A. 'Common nouns'can be countable or uncountable. a car; three cars (countable) some oil; music (uncountable) Countable nouns like chair, idea can be used with a/an, and have plurals. Uncountable nouns like water, intelligence CANT BE used with a/an, and have no plurals. Some English nouns are uncountable, although they may have countable equivalents in other languages, e.g. ADVISE ( NOT NORMALY an advise ) eg. uncountable nouns ;:. accommodation, equipment, information, luggage, news. countable nouns used like uncountable :: idea , chance, difference, point, reason, difficulty ,question and change can be used with some, any and much, rather like uncountables. NOTES different meanings/uses Some uncountable nouns can be countable with other meanings. He lacks experience. I had one or tlvo strange experiences in Rome last year. And some uncountable abstract nouns can be used with a/an when their reference is defined. an extensive experience of tropical medicine. a knowledge of languages. making countable nouns uncountable Countable nouns can sometimes be used like uncountables if there is an idea of quantity or mass. We've got another ten metres of wall to paint. making uncountable nouns countable With many uncountables, we use particular nouns to mean 'a piece of' or 'a certain amount of e.g. a bar of soap, a flash of lightning, a stroke of luck, a grain of rice, a piece of research. For other examples, see dictionary mixed singular and plural group nouns In British English, singular words for groups of people and organizations. e.g. team, family, choir, government ,bank) are often used with plural verbs and pronouns. -
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1 Language Use, Language Change and Innovation In
LANGUAGE USE, LANGUAGE CHANGE AND INNOVATION IN NORTHERN BELIZE CONTACT SPANISH By OSMER EDER BALAM A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2016 1 ACKNOWLEDGMENTS This dissertation would not have been possible without the guidance and support from many people, who have been instrumental since the inception of this seminal project on contact Spanish outcomes in Northern Belize. First and foremost, I am thankful to Dr. Mary Montavon and Prof. Usha Lakshmanan, who were of great inspiration to me at Southern Illinois University-Carbondale. Thank you for always believing in me and motivating me to pursue a PhD. This achievement is in many ways also yours, as your educational ideologies have profoundly influenced me as a researcher and educator. I am indebted to my committee members, whose guidance and feedback were integral to this project. In particular, I am thankful to my adviser Dr. Gillian Lord, whose energy and investment in my education and research were vital for the completion of this dissertation. I am also grateful to Dr. Ana de Prada Pérez, whose assistance in the statistical analyses was invaluable to this project. I am thankful to my other committee members, Dr. Benjamin Hebblethwaite, Dr. Ratree Wayland, and Dr. Brent Henderson, for their valuable and insighful comments and suggestions. I am also grateful to scholars who have directly or indirectly contributed to or inspired my work in Northern Belize. These researchers include: Usha Lakshmanan, Ad Backus, Jacqueline Toribio, Mark Sebba, Pieter Muysken, Penelope Gardner- Chloros, and Naomi Lapidus Shin.