Influences of metonymy on the choice of the direct object
... To begin with, hardly any research has been done concerning languages other than English. This is quite remarkable, if only because of the syntactic differences between the complements of these verbs in (closely related) languages such as English, Dutch and German. Furthermore, the relation with oth ...
... To begin with, hardly any research has been done concerning languages other than English. This is quite remarkable, if only because of the syntactic differences between the complements of these verbs in (closely related) languages such as English, Dutch and German. Furthermore, the relation with oth ...
Using Verbs
... Distinguishing Between Sentences and Fragments . . . . . . . . . Correcting Sentence Fragments . . . . Distinguishing Between Sentences and Fragments . . . . . . . . . Distinguishing Between Sentences and Fragments . . . . . . . . . Combining Sentences and Phrase Fragments . . . . . . . . Correcting ...
... Distinguishing Between Sentences and Fragments . . . . . . . . . Correcting Sentence Fragments . . . . Distinguishing Between Sentences and Fragments . . . . . . . . . Distinguishing Between Sentences and Fragments . . . . . . . . . Combining Sentences and Phrase Fragments . . . . . . . . Correcting ...
Complete French Grammar
... Now, put your first word (auxiliary) and your second word (past participle) together and you have a passé composé. Example: You want to say I visited the Louvre and I saw the Mona Lisa. First, to visit is visiter and to see is voir. Visiter is not reflexive (it’s not se visiter) and it’s not in the ...
... Now, put your first word (auxiliary) and your second word (past participle) together and you have a passé composé. Example: You want to say I visited the Louvre and I saw the Mona Lisa. First, to visit is visiter and to see is voir. Visiter is not reflexive (it’s not se visiter) and it’s not in the ...
Paradigmatic uniformity and markedness
... preterite (e.g. slid, replacing slad) and in others a regular weak preterite (e.g. wed, sporadic in Modern English, vs. regular weeded). Finally, sometimes a verb is transferred from a weak class to a strong class. For example, dig, sneak, stick, and string were originally regular weak verbs with pr ...
... preterite (e.g. slid, replacing slad) and in others a regular weak preterite (e.g. wed, sporadic in Modern English, vs. regular weeded). Finally, sometimes a verb is transferred from a weak class to a strong class. For example, dig, sneak, stick, and string were originally regular weak verbs with pr ...
East and west: A role for culture in the acquisition of nouns and verbs
... account, the delay in verb learning is a logical consequence of relying on argument structure to infer the meaning of a novel verb. The natural partitions and relational relativity hypotheses (Gentner, 1982; Gentner & Boroditsky, 2001) also predict a delay in the onset of verb learning, but focus on ...
... account, the delay in verb learning is a logical consequence of relying on argument structure to infer the meaning of a novel verb. The natural partitions and relational relativity hypotheses (Gentner, 1982; Gentner & Boroditsky, 2001) also predict a delay in the onset of verb learning, but focus on ...
HOW CAN A VERB AGREE WITH A VERB? REANALYSIS AND
... be used in the infinitive and the present (some marginal preterits aside).5 The competition between these passive realizations is not well understood (but see Engdahl 2006, Lundquist 2013, Laanemets 2013). In some cases, the choice of passive realization seems to be rather arbitrary. For example, th ...
... be used in the infinitive and the present (some marginal preterits aside).5 The competition between these passive realizations is not well understood (but see Engdahl 2006, Lundquist 2013, Laanemets 2013). In some cases, the choice of passive realization seems to be rather arbitrary. For example, th ...
Breaking into the Hebrew verb system: A learning problem
... stems, as shown in Table 2. For example, telxu ‘You,Pl will go’ (based on defective root y-l-k ‘go’ in Qal) is framed by prefix t- marking second person in future/imperative and suffix -u denoting plural number. Affixal cues are particularly salient in the three modal forms – the Infinitive, Imperat ...
... stems, as shown in Table 2. For example, telxu ‘You,Pl will go’ (based on defective root y-l-k ‘go’ in Qal) is framed by prefix t- marking second person in future/imperative and suffix -u denoting plural number. Affixal cues are particularly salient in the three modal forms – the Infinitive, Imperat ...
Verb Reference Sheet – ALL Tenses!
... Present Subjunctive Tense: (Present tense actions containing uncertainty) *This formation of this tense is similar to that of formal commands. Begin with the present tense “yo” form. Then, drop the “o”. Then, for “-ar” verbs, add the corresponding “-er” ending. Or, for “-er” or “-ir” verbs, add the ...
... Present Subjunctive Tense: (Present tense actions containing uncertainty) *This formation of this tense is similar to that of formal commands. Begin with the present tense “yo” form. Then, drop the “o”. Then, for “-ar” verbs, add the corresponding “-er” ending. Or, for “-er” or “-ir” verbs, add the ...
ENGLISH VERB TENSES Verb Tense or Form Example: forgive
... 2.1.1. Ex: He wants to help. (“Wants” is conjugated in the present tense.) 2.1.2. Ex: We always eat at seven o’ clock. (“Eat” is conjugated in the present tense.) 3. The Past Tense 3.1. used to refer to actions that happened in the past 3.1.1. Ex: She rang the bell. (“Rang” is conjugated in the past ...
... 2.1.1. Ex: He wants to help. (“Wants” is conjugated in the present tense.) 2.1.2. Ex: We always eat at seven o’ clock. (“Eat” is conjugated in the present tense.) 3. The Past Tense 3.1. used to refer to actions that happened in the past 3.1.1. Ex: She rang the bell. (“Rang” is conjugated in the past ...
1 A) USES OF THE PASSIVE VOICE
... He is supposed to … This is typical English expression meaning “se dice que…” Spaniards are supposed to like dancing. ...
... He is supposed to … This is typical English expression meaning “se dice que…” Spaniards are supposed to like dancing. ...
Emai Separation Verbs and Telicity
... particular grammatical frames. For each verb, we determine its possible co-occurrence with CS a, as well as verb and CS a distribution relative to transitivity, thereby testing for causative and inchoative structures (NP1 V NP2 ~ NP2 V), instrument/means structures marked by the verb re and its nomi ...
... particular grammatical frames. For each verb, we determine its possible co-occurrence with CS a, as well as verb and CS a distribution relative to transitivity, thereby testing for causative and inchoative structures (NP1 V NP2 ~ NP2 V), instrument/means structures marked by the verb re and its nomi ...
NON-FINITE COMPLEMENTS OF PERCEPTION VERBS Mihaela
... Non-finite verbal complements of perception verbs represent an important type of complementation for this class of verbs. The non-finite clause is formed by a noun phrase functioning as a subject and a non-finite verb (an infinitive, an -ing form). In English nonfinite clauses are of three types: th ...
... Non-finite verbal complements of perception verbs represent an important type of complementation for this class of verbs. The non-finite clause is formed by a noun phrase functioning as a subject and a non-finite verb (an infinitive, an -ing form). In English nonfinite clauses are of three types: th ...
An Expert Lexicon Approach to Identifying English Phrasal Verbs
... with all its lexical properties determined by the lexicon [Di Sciullo and Williams 1987]. The output of the identification module based on a PV lexicon should support syntactic analysis and further processing. This translates into two sub-tasks: (i) lexical feature assignment, and (ii) canonical for ...
... with all its lexical properties determined by the lexicon [Di Sciullo and Williams 1987]. The output of the identification module based on a PV lexicon should support syntactic analysis and further processing. This translates into two sub-tasks: (i) lexical feature assignment, and (ii) canonical for ...
Workshop on Nominalization
... Lexical roots are category neutral, they are assigned a category X by merging with a small x. n+√ = N a+√ = A v+√ = V Does not express what it means to be an n, rather than a v or a. Effectively states: - any root can merge with nominalizer to become a noun, a verbalizer to become a verb, an adjecti ...
... Lexical roots are category neutral, they are assigned a category X by merging with a small x. n+√ = N a+√ = A v+√ = V Does not express what it means to be an n, rather than a v or a. Effectively states: - any root can merge with nominalizer to become a noun, a verbalizer to become a verb, an adjecti ...
No Slide Title
... The PAST INFINITIVE is used instead of the present infinitive to describe an action that takes place before the action of the main verb. It is always used after après. Qu’est-ce que tu vas faire après avoir fini tes études? ...
... The PAST INFINITIVE is used instead of the present infinitive to describe an action that takes place before the action of the main verb. It is always used after après. Qu’est-ce que tu vas faire après avoir fini tes études? ...
A corpus study of some rare English verbs
... verbs with two diametrically opposed meanings: to cleave together means ‘to stick together’ while to cleave apart means ‘to split apart’. I will call these meanings ‘together’ and ‘apart’ for ease of reference in what follows. The meanings are so distinct that they have to be analysed as separate ve ...
... verbs with two diametrically opposed meanings: to cleave together means ‘to stick together’ while to cleave apart means ‘to split apart’. I will call these meanings ‘together’ and ‘apart’ for ease of reference in what follows. The meanings are so distinct that they have to be analysed as separate ve ...
The LaTin adjecTives wiTh The suffix -idus
... but by no means *-to-; we cannot presuppose any analogical secondary formation here, since the very basis of Olsen’s hypothesis is that these adjectives must have been formed very early, surely in the PIE period, before the elimination of laryngeals took place. 2. The PIE verbal adjectives in *-tó- ...
... but by no means *-to-; we cannot presuppose any analogical secondary formation here, since the very basis of Olsen’s hypothesis is that these adjectives must have been formed very early, surely in the PIE period, before the elimination of laryngeals took place. 2. The PIE verbal adjectives in *-tó- ...
Russian Grammar: Participles (Прича́стия)
... 5. Decline the participle so it fits in the following sentence: Я видел ________ людей. ...
... 5. Decline the participle so it fits in the following sentence: Я видел ________ людей. ...
Investigating the abstractness of children`s early knowledge of
... development ; on the other side, is Fisher (2002 a, b) and a syntactic bootstrapping proposal. For Tomasello, children do not start out with abstract syntactic categories ; rather, grammatical structure builds around individual lexical items and these item-specific constructions only gradually become ...
... development ; on the other side, is Fisher (2002 a, b) and a syntactic bootstrapping proposal. For Tomasello, children do not start out with abstract syntactic categories ; rather, grammatical structure builds around individual lexical items and these item-specific constructions only gradually become ...
Verbs as Spatial Deixis Markers in Jingulu1
... Different analyses of the structure of Jingulu verb words have been proposed in published literature. Chadwick (1975), following largely semantic criteria, calls the initial root the ‘verb stem’, unless there is no root (as in (3-4) above), in which case the final TAMM morpheme is the stem. Pensalfi ...
... Different analyses of the structure of Jingulu verb words have been proposed in published literature. Chadwick (1975), following largely semantic criteria, calls the initial root the ‘verb stem’, unless there is no root (as in (3-4) above), in which case the final TAMM morpheme is the stem. Pensalfi ...
Using Regular expressions for searching with AntConc.
... _ cause _ [a-z]+ _ to _ (use as many [a-z]+ as you need to represent words in between) Example of verbs followed by „ing“: _consider[a-]+ _ [a-z]+ing _ Check without patterns those verbs which may take both types of infinitive. Unit 4: see if you can find examples of the unit vocabulary without patt ...
... _ cause _ [a-z]+ _ to _ (use as many [a-z]+ as you need to represent words in between) Example of verbs followed by „ing“: _consider[a-]+ _ [a-z]+ing _ Check without patterns those verbs which may take both types of infinitive. Unit 4: see if you can find examples of the unit vocabulary without patt ...
Latin Grammar
... imperfect presents actions in the past as if they were being witnessed by a contemporary observer. The imperfect is the projection onto the past of a present perspective. By the way, that’s why it is formed using the first principal part of verbs, the present. ...
... imperfect presents actions in the past as if they were being witnessed by a contemporary observer. The imperfect is the projection onto the past of a present perspective. By the way, that’s why it is formed using the first principal part of verbs, the present. ...
Doing more with less: Verb learning in Korean
... To acquire the meaning of a word, we weave together information from various sources. By their first birthdays, toddlers have begun to do the same, coordinating the linguistic and observational information available to them as they map individual words to meaning. Over the next several months, they ...
... To acquire the meaning of a word, we weave together information from various sources. By their first birthdays, toddlers have begun to do the same, coordinating the linguistic and observational information available to them as they map individual words to meaning. Over the next several months, they ...
1 e semaine de novembre
... venir et partir : Je pars en Europe pour six mois. With other verbs, you can use both depending if you want to emphasize the duration (using PENDANT) or the realization of the action (with POUR). ...
... venir et partir : Je pars en Europe pour six mois. With other verbs, you can use both depending if you want to emphasize the duration (using PENDANT) or the realization of the action (with POUR). ...
Los tiempos perfectos (The Perfect Tenses)
... Regular past participles are obtained by removing the ending of the infinitive (-ar, -er, ir) and adding –ado (to first-conjugation verbs) and –ido (to second- and thirdconjugation verbs): cantado, comido, vivido. Second- and third-conjugation verbs whose stem ends in a, e, or o will need an accent ...
... Regular past participles are obtained by removing the ending of the infinitive (-ar, -er, ir) and adding –ado (to first-conjugation verbs) and –ido (to second- and thirdconjugation verbs): cantado, comido, vivido. Second- and third-conjugation verbs whose stem ends in a, e, or o will need an accent ...