Active, Middle, and Passive: Understanding Ancient Greek Voice 1. Active Voice: 1.A. Active Voice, Transitive and Intransitive
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Perfect Tenses 8.Pdf
Name Date Lesson 7 Perfect Tenses Teaching The present perfect tense shows an action or condition that began in the past and continues into the present. Present Perfect Dan has called every day this week. The past perfect tense shows an action or condition in the past that came before another action or condition in the past. Past Perfect Dan had called before Ellen arrived. The future perfect tense shows an action or condition in the future that will occur before another action or condition in the future. Future Perfect Dan will have called before Ellen arrives. To form the present perfect, past perfect, and future perfect tenses, add has, have, had, or will have to the past participle. Tense Singular Plural Present Perfect I have called we have called has or have + past participle you have called you have called he, she, it has called they have called Past Perfect I had called we had called had + past participle you had called you had called he, she, it had called they had called CHAPTER 4 Future Perfect I will have called we will have called will + have + past participle you will have called you will have called he, she, it will have called they will have called Recognizing the Perfect Tenses Underline the verb in each sentence. On the blank, write the tense of the verb. 1. The film house has not developed the pictures yet. _______________________ 2. Fred will have left before Erin’s arrival. _______________________ 3. Florence has been a vary gracious hostess. _______________________ 4. Andi had lost her transfer by the end of the bus ride. -
Greek Verb Aspect
Greek Verb Aspect Paul Bell & William S. Annis Scholiastae.org∗ February 21, 2012 The technical literature concerning aspect is vast and difficult. The goal of this tutorial is to present, as gently as possible, a few more or less commonly held opinions about aspect. Although these opinions may be championed by one academic quarter and denied by another, at the very least they should shed some light on an abstruse matter. Introduction The word “aspect” has its roots in the Latin verb specere meaning “to look at.” Aspect is concerned with how we view a particular situation. Hence aspect is subjective – different people will view the same situation differently; the same person can view a situation differently at different times. There is little doubt that how we see things depends on our psychological state at the mo- ment of seeing. The ‘choice’ to bring some parts of a situation into close, foreground relief while relegating others to an almost non-descript background happens unconsciously. But for one who must describe a situation to others, this choice may indeed operate consciously and deliberately. Hence aspect concerns not only how one views a situation, but how he chooses to relate, to re-present, a situation. A Definition of Aspect But we still haven’t really said what aspect is. So here’s a working definition – aspect is the dis- closure of a situation from the perspective of internal temporal structure. To put it another way, when an author makes an aspectual choice in relating a situation, he is choosing to reveal or conceal the situation’s internal temporal structure. -
C:\#1 Work\Greek\Wwgreek\REVISED
Review Book for Luschnig, An Introduction to Ancient Greek Part Two: Lessons VII- XIV Revised, August 2007 © C. A. E. Luschnig 2007 Permission is granted to print and copy for personal/classroom use Contents Lesson VII: Participles 1 Lesson VIII: Pronouns, Perfect Active 6 Review of Pronouns 8 Lesson IX: Pronouns 11 Perfect Middle-Passive 13 Lesson X: Comparison, Aorist Passive 16 Review of Tenses and Voices 19 Lesson XI: Contract Verbs 21 Lesson XII: -MI Verbs 24 Work sheet on -:4 verbs 26 Lesson XII: Subjunctive & Optative 28 Review of Conditions 31 Lesson XIV imperatives, etc. 34 Principal Parts 35 Review 41 Protagoras selections 43 Lesson VII Participles Present Active and Middle-Passive, Future and Aorist, Active and Middle A. Summary 1. Definition: A participle shares two parts of speech. It is a verbal adjective. As an adjective it has gender, number, and case. As a verb it has tense and voice, and may take an object (in whatever case the verb takes). 2. Uses: In general there are three uses: attributive, circumstantial, and supplementary. Attributive: with the article, the participle is used as a noun or adjective. Examples: @Ê §P@<JgH, J Ð<J", Ò :X88T< PD`<@H. Circumstantial: without the article, but in agreement with a noun or pronoun (expressed or implied), whether a subject or an object in the sentence. This is an adjectival use. The circumstantial participle expresses: TIME: (when, after, while) [:", "ÛJ\6", :gJ">b] CAUSE: (since) [Jg, ñH] MANNER: (in, by) CONDITION: (if) [if the condition is negative with :Z] CONCESSION: (although) [6"\, 6"\BgD] PURPOSE: (to, in order to) future participle [ñH] GENITIVE ABSOLUTE: a noun / pronoun + a participle in the genitive form a clause which gives the circumstances of the action in the main sentence. -
The Spanish Pronominal Clitic System
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Repositorio Institucional de la Universidad de Alicante The Spanish pronominal clitic system Luis Pineda Ivan Meza Instituto de Investigaciones en Matemáticas Division of Informatics Aplicadas y en Sistemas (IIMAS) University of Edinburgh Universidad Nacional Autónoma de México [email protected] (UNAM) [email protected] Resumen: En este artículo se presenta un modelo del sistema de pronombres clíticos del español. Se presenta una revisión detallada del fenómeno incluyendo la llamada “subida de clíticos” tanto simple como compleja, así como el fenómeno relacionado de los reflexivos, y también las formas impersonales de la pasiva-refleja y la impersonal-activa. Se presenta también un análisis del estatus representacional de los pronombres clíticos y se postula un modelo dual en el que mientras los enclíticos son inflexiones, los proclíticos se realizan como unidades léxicas independientes y por lo mismo son clíticos propiamente. Se presenta también la formalización del modelo en Head- driven Phrase Structure Grammar (HPSG); para esto la maquinaria estándar de HPSG se extiende con un esquema de combinación sintáctica, la regla Head-Proclitic Rule y el principio de clíticos. Este principio establece que en las oraciones bien formadas que incluyen pronombres clíticos todo dominio clítico se encuentra bajo el alcance de un clítico fonológico. Estas nociones se introducen también en el presente artículo. En particular, los dominios clíticos se forma sobre las operaciones de cliticización, composición y subsumsión de clíticos, que también se presentan en este artículo. La teoría ha sido validada mediante la programación de un sistema prototipo en el ambiente Linguistics Knowledge Building (LKB), el cual también se describe en el presente artículo. -
Tense, Time, Aspect and the Ancient Greek Verb by Jerome Moran
Tense, Time, Aspect and the Ancient Greek Verb by Jerome Moran early every – no, every – Greek The questions in the first sentence 3. In Greek the tense of a verb may Ngrammar and course book, even (‘deliberative’ questions, therefore in denote something different from or the most comprehensive (in English, the subjunctive) refer to present (or additional to the time at which the at any rate), gives a very skimpy, perhaps future) time. But one of act, event, occurrence, process, state perfunctory and unhelpful account — the verbs (εἴπωμεν) is in a past denoted by the verb is located. In insofar as it gives any account at all – of tense (aorist). The second sentence particular, it may denote something what ‘aspect’ is and how exactly it is refers to past time, but one of the called ‘aspect’. related to verb tense and time (which verbs (βούλοιτο) is in the present tend to be conflated). Most of the tense. 4. Whether the tense of a Greek verb books and articles on the subject of denotes time or/and aspect depends the aspect of the Greek verb are What is going on? The answer is in the first place on the mood of the accessible only to the professional something called ‘aspect’, and its verb (‘the form which a verb philologist, and can’t therefore be connection with tense and time. Just assumes in order to reflect the easily applied by non-specialists to the note for now a difference in the manner (modus) in which the speaker understanding of the actual usage of kind of things denoted by the verbs conceives the action’ (Woodcock)). -
Principal Parts of Verbs • All Verbs Have Four Principal Parts–A Base Form, a Present Participle, a Simple Past Form, and a Past Participle
Principal Parts of Verbs • All verbs have four principal parts–a base form, a present participle, a simple past form, and a past participle. • All the verb tenses are formed from these principal parts. Click the mouse button or press the Space Bar to display the information. 1 Lesson 1-2 Principal Parts of Verbs (cont.) • You can use the base form (except the base form of be) and the past form alone as main verbs. • The present participle and the past participle, however, must always be used with one or more auxiliary verbs to function as the simple predicate. Click the mouse button or press the Space Bar to display the information. 2 Lesson 1-3 Principal Parts of Verbs (cont.) – Carpenters work. [base or present form] – Carpenters worked. [past form] – Carpenters are working. [present participle with the auxiliary verb are] – Carpenters have worked. [past participle with the auxiliary verb have] Click the mouse button or press the Space Bar to display the information. 3 Lesson 1-4 Exercise 1 Using Principal Parts of Verbs Complete each of the following sentences with the principal part of the verb that is indicated in parentheses. 1. Most plumbers _________repair hot water heaters. (base form of repair) 2. Our plumber is _________repairing the kitchen sink. (present participle of repair) 3. Last month, he _________repaired the dishwasher. (past form of repair) 4. He has _________repaired many appliances in this house. (past participle of repair) 5. He is _________enjoying his work. (present participle of enjoy) Click the mouse button or press the Space Bar to display the answers. -
The Effectiveness of the Teacher Training Program in English Grammar for the Filipino English Teachers at Non-Profit Private Schools in Ratchaburi Province, Thailand
The Effectiveness of the Teacher Training Program in English Grammar for the Filipino English Teachers at Non-Profit Private Schools in Ratchaburi Province, Thailand Sr. Serafina S. Castro A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching English as a Second Language Graduate School, Christian University of Thailand B.E. 2558 Copyright Christian University of Thailand iii ACKNOWLEDGEMENTS I am deeply grateful to the following significant persons: Dr. Arturo G. Ordonia and Dr. Ruengdet Pankhuenkhat for their guidance and invaluable advice on the organization of this thesis; Asst. Prof. Dr. Singhanat Nomnian for his time and effort in checking this thesis; Miss Zenaida B. Rocamora for her generosity in accepting my invitation to be the trainer of the Teacher Training Program in English Grammar; The 39 Filipino teachers from different non-profit private schools in Ratchaburi province who made themselves available for the Teacher Training Program for six consecutive Sundays; Our Provincial Council of Fr. Francisco Palau Province who gave me the opportunity to broaden my horizons in the Academe; My Community, the Carmelite Missionaries in Thailand, for their unfailing support and countless prayers; Above all, I return the glory and praise to God and a special honor to Our Lady of Mt. Carmel, who has blessed me with perseverance, wisdom and humility in the completion of my work. iv 554022: MAJOR: Master of Arts Program in Teaching English as a Second Language KEYWORDS: EFFECTIVENESS OF ENGLISH TEACHER TRAINING PROGRAM / GRAMMATICAL ERRORS OF FILIPINO ENGLISH TEACHERS / FILIPINO TEACHERS IN RATCHABURI Sr. -
The Aorist in Modern Armenian: Core Value and Contextual Meanings Anaid Donabedian-Demopoulos
The aorist in Modern Armenian: core value and contextual meanings Anaid Donabedian-Demopoulos To cite this version: Anaid Donabedian-Demopoulos. The aorist in Modern Armenian: core value and contextual mean- ings. Zlatka Guentcheva. Aspectuality and Temporality. Descriptive and theoretical issues, John Benjamins, pp.375 - 412, 2016, 9789027267610. 10.1075/slcs.172.12don. halshs-01424956 HAL Id: halshs-01424956 https://halshs.archives-ouvertes.fr/halshs-01424956 Submitted on 6 Jan 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. The Aorist in Modern Armenian: core value and contextual meanings, in Guentchéva, Zlatka (ed.), Aspectuality and Temporality. Descriptive and theoretical issues, John Benjamins, 2016, p. 375-411 (the published paper miss examples written in Armenian) The aorist in Modern Armenian: core values and contextual meanings Anaïd Donabédian (SeDyL, INALCO/USPC, CNRS UMR8202, IRD UMR135) Introduction Comparison between particular markers in different languages is always controversial, nevertheless linguists can identify in numerous languages a verb tense that can be described as aorist. Cross-linguistic differences exist, due to the diachrony of the markers in question and their position within the verbal system of a given language, but there are clearly a certain number of shared morphological, syntactic, semantic and/or pragmatic features. -
30. Tense Aspect Mood 615
30. Tense Aspect Mood 615 Richards, Ivor Armstrong 1936 The Philosophy of Rhetoric. Oxford: Oxford University Press. Rockwell, Patricia 2007 Vocal features of conversational sarcasm: A comparison of methods. Journal of Psycho- linguistic Research 36: 361−369. Rosenblum, Doron 5. March 2004 Smart he is not. http://www.haaretz.com/print-edition/opinion/smart-he-is-not- 1.115908. Searle, John 1979 Expression and Meaning. Cambridge: Cambridge University Press. Seddiq, Mirriam N. A. Why I don’t want to talk to you. http://notguiltynoway.com/2004/09/why-i-dont-want- to-talk-to-you.html. Singh, Onkar 17. December 2002 Parliament attack convicts fight in court. http://www.rediff.com/news/ 2002/dec/17parl2.htm [Accessed 24 July 2013]. Sperber, Dan and Deirdre Wilson 1986/1995 Relevance: Communication and Cognition. Oxford: Blackwell. Voegele, Jason N. A. http://www.jvoegele.com/literarysf/cyberpunk.html Voyer, Daniel and Cheryl Techentin 2010 Subjective acoustic features of sarcasm: Lower, slower, and more. Metaphor and Symbol 25: 1−16. Ward, Gregory 1983 A pragmatic analysis of epitomization. Papers in Linguistics 17: 145−161. Ward, Gregory and Betty J. Birner 2006 Information structure. In: B. Aarts and A. McMahon (eds.), Handbook of English Lin- guistics, 291−317. Oxford: Basil Blackwell. Rachel Giora, Tel Aviv, (Israel) 30. Tense Aspect Mood 1. Introduction 2. Metaphor: EVENTS ARE (PHYSICAL) OBJECTS 3. Polysemy, construal, profiling, and coercion 4. Interactions of tense, aspect, and mood 5. Conclusion 6. References 1. Introduction In the framework of cognitive linguistics we approach the grammatical categories of tense, aspect, and mood from the perspective of general cognitive strategies. -
Language Reference
Language reference Unit 1 | Tenses Past perfect Present simple Use the past perfect to put events in the past in sequence. The past perfect indicates that the action it refers to happened before a Use the present simple reference to the past simple. 1 to talk about general facts, states, and situations I had heard from the locals that there were several interesting sites. The purpose of business is to make a profit. 2 to talk about regular or repeated actions, or permanent situations Past perfect continuous Jack works for Nissan. Use the past perfect continuous to refer to an action in progress before something else happened. 3 to talk about timetabled future events He was the one who had been working on the project, but his boss The meeting starts at 10.00. was the one who got all the credit. Present continuous Should Use the present continuous 1 Use should + infinitive to recommend something strongly. 1 to talk about an action in progress at the time of speaking / You should try that vegetarian restaurant on the river. writing 2 Use should + perfect infinitive to talk about a lost opportunity. I’m trying to get through to Jon Berks. You should have gone this morning – it was quite an interesting 2 to talk about a very current activity, taking place around the time meeting. of speaking 3 Use could / should + infinitive to predict. They are pushing the area for development. It could / should turn out to be quite an interesting conference. 3 to talk about fixed plans or arrangements in the future I am meeting the management committee on Friday. -
UC Berkeley Dissertations, Department of Linguistics
UC Berkeley Dissertations, Department of Linguistics Title Constructional Morphology: The Georgian Version Permalink https://escholarship.org/uc/item/1b93p0xs Author Gurevich, Olga Publication Date 2006 eScholarship.org Powered by the California Digital Library University of California Constructional Morphology: The Georgian Version by Olga I Gurevich B.A. (University of Virginia) 2000 M.A. (University of California, Berkeley) 2002 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA, BERKELEY Committee in charge: Professor Eve E. Sweetser, Co-Chair Professor James P. Blevins, Co-Chair Professor Sharon Inkelas Professor Johanna Nichols Spring 2006 The dissertation of Olga I Gurevich is approved: Co-Chair Date Co-Chair Date Date Date University of California, Berkeley Spring 2006 Constructional Morphology: The Georgian Version Copyright 2006 by Olga I Gurevich 1 Abstract Constructional Morphology: The Georgian Version by Olga I Gurevich Doctor of Philosophy in Linguistics University of California, Berkeley Professor Eve E. Sweetser, Co-Chair, Professor James P. Blevins, Co-Chair Linguistic theories can be distinguished based on how they represent the construc- tion of linguistic structures. In \bottom-up" models, meaning is carried by small linguistic units, from which the meaning of larger structures is derived. By contrast, in \top-down" models the smallest units of form need not be individually meaningful; larger structures may determine their overall meaning and the selection of their parts. Many recent developments in psycholinguistics provide empirical support for the latter view. This study combines intuitions from Construction Grammar and Word-and-Para- digm morphology to develop the framework of Constructional Morphology. -
The Indo-European K-Aorist
Frederik Kortlandt, Leiden University, www.kortlandt.nl The Indo-European k-aorist Ten years ago I wrote (2007: 155f.): “It has been impossible to establish an original meaning for the alleged velar suffix in the root aorists fēcī and iēcī (cf. Untermann 1993). I therefore think that we have to look for a phonetic explanation. Since the -k- is limited to the singular in the Greek active aorist indicative, I am h inclined to regard fēc- as the phonetic reflex of monosyllabic *dhēk < *d eH1t, where *-k- may have been either an intrusive consonant after the laryngeal before the final *-t, like -p- in Latin emptus ‘bought’ or *-s- in Hittite ezta ‘he ate’ < *edto, or a remnant of the Indo-Uralic velar consonant from which the laryngeal developed, as in Finnish teke- ‘make’ (cf. Kortlandt 2002: 220). The present stems of faciō and iaciō support the former possibility. This would also account for Tocharian A tāk, B tāka ‘became’, h h which reflect *steH2t. In a similar vein I reconstruct *hēp < *g eH1b t and *sēp < *seH1pt for Oscan hipid, hipust ‘will hold’, sipus ‘knowing’. While Oscan hafiest ‘will hold’ is in accordance with the Latin, Celtic and Germanic evidence, Umbrian hab- suggests that h h h *g eH1b - yielded *g eb- with preglottalized *-b- at an early stage and that this root- final consonant was generalized in Italic. It appears that Latin capiō ‘take’ < *kH2p- adopted the -ē- of cēpī from its synonym apiō, ēpī, and that scabō, scābī ‘scratch’ reflects original *skebh- (cf. Schrijver 1991: 431).” As Untermann observes (1993: 463), the Latin stems fac- and iac- behave as roots of primary verbs, and the same holds for Sabellic and Venetic.