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Lein, Adeline Lelo, Faizal Arvianto, and Kristofel Bere Nahak. "VERBA BERKLITIK DALAM BAHASA LAMAHOLOT DIALEK LEWOKLUOK (Clitic Verb on Lamholot Language Lewokluok Dialect)." Kandai 18, no. 2 (November 30, 2022): 220. http://dx.doi.org/10.26499/jk.v18i2.3506.
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This reseacrh contains: (1) morphosyntax and semantic-syntax classification of clitic verb and (2) shape of clitic verb in Lamaholot language Lewokluok dialect (BLDL). In morphosyntax clitic verb on BLDL only consist of action verbs and process-action verb and syntactically is a transitive verb (V. trans+action). In addition, proclitic verbs on BLDL also have a semantic features action but syntactically is an intransitive verb (V. intrans+action). BLDL does not have proclitic verb which is syntactically ditranstive category. While the enclitic verbs on BLDL consists of action verbs, motion verbs), and cognition verbs, and semantic-syntactically is a verb that has semantic features action and process, but generally enclitic verb on BLDL is syntactically intransitive category. Based on its form, BLDL’s verb consist of (1) verbs that cannot stand alone (bound root morpheme) that must be attached to proclitic; and (2) verbs that can stand alone (free root morpheme) and can attach themselves to clitic. In addition, BLDL verb forms also can appear as (3) verbs that can stand alone, without experiencing any process-called simple verb; (4) The verb that has serialization structure or serial verbs. Tulisan ini berisi tentang (1) klasifikasi verba berklitik secara morfosintaksis dan semantis-sintaksis dalam bahasa Lamaholot dialek Lewokluok (BLDL); (2) bentuk verba berklitik dalam BLDL. Secara morfosintaksis verba berproklitik pada BLDL hanya terdiri atas verba aksi (actions) dan verba aksi-proses (action-process) dan secara sintaksis merupakan verba transitif (V. trans+aksi). Selain itu, verba berproklitik pada BLDL juga memiliki ciri semantis tindakan namun secara sintaksis merupakan verba intransitif (V. intrans+aksi). BLDL tidak memiliki verba berproklitik yang secara sintaksis berupa dwitransitif. Sedangkan pada verba berenklitik pada BLDL terdiri atas verba aksi (actions), verba gerakan (motion), dan verba kognisi, dan secara semantis-sintaksis merupakan verba yang memiliki ciri semantis tindakan (actions) dan proses. Namun, umumnya secara sintaksis verba berenklitik pada BLDL berkategori verba intransitif. Verba BLDL ditinjau dari segi bentuk terdiri atas (1) verba yang tidak dapat berdiri sendiri (bound root morpheme) sehingga wajib mendapat bentuk klitik, dan dalam penelitian ini peneliti menyebutnya sebagai verba berprolitik; dan (2) verba yang dapat berdiri sendiri (free root morpheme) dan bisa melekatkan diri pada klitik. Selain itu, bentuk verba BLDL juga dapat tampil menjadi (3) verba yang dapat berdiri sendiri, tanpa mengalami proses apapun atau disebut dengan verba sederhana; (4) verba yang memiliki struktur serialisasi atau verba serial.
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Syifa, Rizal D., and Agus Subiyanto. "KONSTRUKSI RELASI SEMANTIK VERBA SERIAL DALAM BAHASA KEDANG." Widyaparwa 50, no. 1 (June 30, 2022): 24–35. http://dx.doi.org/10.26499/wdprw.v50i1.899.
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This research is a qualitative descriptive study that discusses the semantic relation of serial verbs construction in Kedang language. There are two sources of data, namely; primary data obtained through interviews and secondary data obtained through language documentation. The data were analyzed using the agih and padan method which was initiated by Sudaryanto, then adjusted to Dixon's typology theory regarding the pattern of serial verb formation. The results showed that there were eight semantic relations of serial verbs in Kedang language, are (1) motion/displacement, (2) objective, (3) manner, (4) cause - effect, (5) locative, (6) aspectual, (7) benefactive. , and (8) causative. From the serialization, there is a special pattern of rules in the Kedang language, namely; (a) action-manner pattern for manner verbs, (b) action-purpose pattern for objective verbs, (c) action-location pattern for locative verbs, and (d) action (cause) - action (effect) pattern. There are two argument interpretations which can be classified as satelite verb in benefactive verb.Penelitian ini merupakan penelitian deskriptif kualitatif yang membahas tentang relasi semantik konstruksi verba serial dalam bahasa Kedang. Ada dua sumber data, yaitu data primer yang diperoleh melalui wawancara dan data sekunder yang diperoleh melalui dokumentasi bahasa. Data dianalisis menggunakan metode agih dan padan dari Sudaryanto, yang kemudian disesuaikan dengan teori tipologi dari Dixon mengenai pola pembentukan verba serial. Hasil penelitian menunjukkan bahwa ada delapan relasi semantis verba serial dalam bahasa Kedang, kedelapan relasi semantis tersebut yaitu (1) gerak/perpindahan, (2) objektif, (3) kecaraan, (4) sebab akibat, (5) lokatif, (6) aspektual, (7) benefaktif, dan (8) kausatif. Dari serialisasi tersebut, terdapat pola kaidah khusus dalam bahasa Kedang, yaitu; (a) pola tindakan-cara untuk verba kecaraan, (b) pola tindakan-tujuan untuk verba objektif, (c) pola tindakan-lokasi untuk verba lokatif, dan (d) pola tindakan (penyebab) - tindakan (akibat). Ada dua interpretasi argumen yang dapat diklasifikasikan sebagai bahasa berkerangka verba dalam serialisasi benefaktif.
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Peelen, Marius V., Domenica Romagno, and Alfonso Caramazza. "Independent Representations of Verbs and Actions in Left Lateral Temporal Cortex." Journal of Cognitive Neuroscience 24, no. 10 (October 2012): 2096–107. http://dx.doi.org/10.1162/jocn_a_00257.
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Verbs and nouns differ not only on formal linguistic grounds but also in what they typically refer to: Verbs typically refer to actions, whereas nouns typically refer to objects. Prior neuroimaging studies have revealed that regions in the left lateral temporal cortex (LTC), including the left posterior middle temporal gyrus (pMTG), respond selectively to action verbs relative to object nouns. Other studies have implicated the left pMTG in action knowledge, raising the possibility that verb selectivity in LTC may primarily reflect action-specific semantic features. Here, using functional neuroimaging, we test this hypothesis. Participants performed a simple memory task on visually presented verbs and nouns that described either events (e.g., “he eats” and “the conversation”) or states (e.g., “he exists” and “the value”). Verb-selective regions in the left pMTG and the left STS were defined in individual participants by an independent localizer contrast between action verbs and object nouns. Both regions showed equally strong selectivity for event and state verbs relative to semantically matched nouns. The left STS responded more to states than events, whereas there was no difference between states and events in the left pMTG. Finally, whole-brain group analysis revealed that action verbs, relative to state verbs, activated a cluster in pMTG that was located posterior to the verb-selective pMTG clusters. Together, these results indicate that verb selectivity in LTC is independent of action representations. We consider other differences between verbs and nouns that may underlie verb selectivity in LTC, including the verb property of predication.
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GOLDFIELD, BEVERLY A. "Nouns before verbs in comprehension vs. production: the view from pragmatics." Journal of Child Language 27, no. 3 (October 2000): 501–20. http://dx.doi.org/10.1017/s0305000900004244.
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This study examines pragmatic factors that bias English-speaking children to produce more of the nouns and fewer of the verbs that they know. If nouns are favoured for production, parents should elicit more nouns than verbs in child speech. If verb comprehension is favoured over verb production, parents should more often prompt children to produce an action than to produce a verb. Data from 44 parent–child (age 1;8) dyads in the New England directory of the CHILDES data base were analysed. Children produced more nouns than verbs but mothers produced more verbs than nouns. Speech act analyses indicate that mothers elicited noun production but rarely prompted children to produce verbs. Mothers more often prompted children to produce an action than to produce a verb, and verbs occurred most often in maternal speech acts used to elicit children's actions. Moreover, children comprehended many more verbs than they produced. These data suggest that production measures underestimate the frequency and significance of verb-learning in early lexical development.
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Lim, Khai-in. "Causatives and causativation in Tangut language." International Journal of Chinese Linguistics 6, no. 2 (December 31, 2019): 238–59. http://dx.doi.org/10.1075/ijchl.18010.lim.
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Abstract This paper focuses on the causative verb 𘃡 wji1 and 𗟻 phji1 in the Tangut language. Causatives can be subcategorized as adversity causatives, transitive verbs (lexical causatives of intransitive verbs), analytic causatives of intransitive verbs, and causatives of transitive verbs. I argue that adversity causatives are expressed by 𘃡 wji1, while 𗟻 phji1 serves as the verb marking causatives of transitive verbs. Causatives of intransitive verbs can be divided according the directness of the action: direct actions, which often apply on inanimate objects, are causativized by 𘃡 wji1 (or use other transitive verbs), and indirect actions, which usually apply on animate objects, are causativized by 𗟻 phji1.
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Andrén, Mats, and Johan Blomberg. "Children’s use of gesture and action with static and dynamic verbs." Language, Interaction and Acquisition 9, no. 1 (May 9, 2018): 22–39. http://dx.doi.org/10.1075/lia.15015.and.
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Abstract The present study investigates the use of gestures by 18-, 24- and 30-month-old Swedish children, as well as their practical actions in coordination with verbs. Previous research on connections between children’s verbs and gestures has mainly focused only on iconic gestures and action verbs. We expand the research foci in two ways: we look both at gestures and at practical actions, examining how the two are coordinated with static verbs (e.g. sleep) and dynamic verbs (e.g. fall). Thanks to these additional distinctions, we have found that iconic gestures and iconic actions (the latter in particular) most commonly occurred with dynamic verbs. Static verbs were most commonly accompanied by deictic actions and deictic gestures (the latter in particular). At 30 months, deictic bodily expressions, including both gestures and actions, increased, whereas iconic expressions decreased. We suggest that this may reflect a transition to less redundant ways of using bodily expressions at 30 months, where bodily movement increasingly takes on the role of specifying verb arguments rather than expressing the semantics of the verb itself.
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Gould, Kevin M., and Laura A. Michaelis. "Match, mismatch, and envisioning transfer events." Constructions and Frames 10, no. 2 (December 31, 2018): 234–68. http://dx.doi.org/10.1075/cf.00020.gou.
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Abstract Prior studies suggest that language users perform motoric simulations when construing action sentences and that verbs and constructions each contribute to simulation-based representation (Glenberg & Kaschak 2002; Richardson et al. 2003; Bergen et al. 2007; Bergen & Wheeler 2010). This raises the possibility that motorically grounded verb and construction meanings can interact during sentence understanding. In this experiment, we use the action-sentence compatibility effect methodology to investigate how a verb’s lexical-class membership, constructional context, and constructional bias modulate motor simulation effects. Stimuli represent two classes of transfer verbs and two constructions that encode transfer events, Ditransitive and Oblique Goal (Goldberg 1995). Findings reveal two kinds of verb-construction interactions. First, verbs in their preferred construction generate stronger simulation effects overall than those in their dispreferred construction. Second, verbs that entail change of possession generate strong motor-simulation effects irrespective of constructional context, while those entailing causation of motion exert such effects only when enriched up to change-of-possession verbs in the semantically mismatched Ditransitive context. We conclude that simulation effects are not isolable to either verbs or constructions but instead arise from the interplay of verb and construction meaning.
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Mukhamedjanova, Shahbora Kamolovna. "Semantic Features of the Verb来 [LÁI]." International Journal of Multicultural and Multireligious Understanding 8, no. 4 (April 3, 2021): 37. http://dx.doi.org/10.18415/ijmmu.v8i4.2564.
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Describing the semantics of a verb is a much more difficult task. Because the content of the verb depends in many ways on its distribution. With this in mind, verbs are classified according to the direction of their meaning and the presence or absence of subject-objects with which they interact, and their number, if any. Chinese language researchers classify action verbs as part of a group of action verbs. These verbs can appear in a sentence as an independent verb predicate or as an additional part of speech as a modifier or directional morpheme. These simple verbs represent 来 [lái] to come and 去 [qù] to leave directions of action. They form compound verbs with the same meaning. The verb 来 to come is used when the action is directed to the speaker (or object), and the verb 去 to leave is used if the action is directed away from the speaker (or object). Orientation, in turn, can be set by the object or subject: when the orientation is indicated in the sentence - the object, if not specified - by the subject. Verb 来 [lái] is included in the group of basic simple action verbs in Chinese. The peculiarity of the semantics of the verb 来 [lái] to come is that it determines not only the orientation or direction of the action but also the point of the message, who (or what) describes the situation. The article examines the semantic features of the verbs of 来 [lái] directions of action. Based on the materials in Liu Shushiang’s book “现 代 汉 语 八 百 词. 吕 叔 湘” (800 words in modern Chinese), the models of 来 [lái] verbs as independent and auxiliary verbs are analyzed.
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de Nooijer, Jacqueline A., Tamara van Gog, Fred Paas, and Rolf A. Zwaan. "Words in action." Gesture 14, no. 1 (December 31, 2014): 46–69. http://dx.doi.org/10.1075/gest.14.1.03noo.
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Research on embodied cognition has shown that action and language are closely intertwined. The present study seeks to exploit this relationship, by systematically investigating whether motor activation would improve eight-to-nine year old children’s learning of vocabulary in their first language. In a within-subjects paradigm, 49 children learned novel object manipulation, locomotion and abstract verbs via a verbal definition alone and in combination with gesture observation, imitation, or generation (i.e., enactment). Results showed that learning of locomotion verbs significantly improved through gesture observation compared to verbal definitions only. For learning object-manipulation verbs, children with good language skills seemed to benefit from imitation and enactment, while this appeared to hinder children with poor language skills. Learning of abstract verbs was not differentially affected by instructional condition. This study suggests that the effectiveness of observing and generating gestures for vocabulary learning may differ depending on verb type and language proficiency.
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Kutafeva, Natalia V. "Compound Verbs with Meaning of Reciprocal and Joint Action in Modern Japanese Language." Oriental Studies 18, no. 10 (2019): 78–88. http://dx.doi.org/10.25205/1818-7919-2019-18-10-78-88.
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This article analyzes compound verbs of modern Japanese language belonging to the reciprocal and joint action group expressing quantitative meaning. It also discusses the term ‘compound verb’ and its understanding in Russian and foreign linguistics. The compound verb is a verb in which from the left side a nominal, verbal or adjective component may be added to a verb functioning as a second component of the compound verb, from the right side – the auxiliary verb suru ‘to do’. We suppose that the compound verb is a verb combining two verbal components. The first component has the form of a connective form of the verb, and the second one is a verb having a full word inflectional paradigm. Components 合う -au and 合わせる -awaseru are used as affixes in analyzed compound verbs. Compound verbs with reciprocal meaning with component 合う -au express subjective reciprocal meaning and suppose existence of two participants of action. Compound verbs with joint action meaning with component 合う -au can express an indefinite quantity of subjects of action with the help of using adverbs or the appropriate lexicon as the subject of a sentence. The second component 合う -au easily adjoins to the verbs implying existence of a partner and doesn’t join to verbs which have a strong meaning of individuality and separateness. The second component 合わせる -awaseru partially keeps its own lexical meaning and the compound verb overall has an objective reciprocal meaning and expresses the quantity of subjects or objects. Compound verbs with component 合わせる -awaseru have the following meanings: 1. Combination of two subjects or two items. In this group as a first component the verbs with meaning ‘joint, adding’ and verbs with meaning ‘sudden joint action of partners’ are often used. 2. Adding one subject to another, one item to another. Compound verb overall expresses meaning of the result of action. 3. Adaptation to some circumstances, comparison. Conclusion is made based on the comparison of some items.
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Prendushi, Gjilda Alimhilli. "Verbal Groups of Telic Action in Albanian Language." European Journal of Multidisciplinary Studies 4, no. 3 (January 21, 2017): 43. http://dx.doi.org/10.26417/ejms.v4i3.p43-48.
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In this article I introduce and analyze the syntactic behaviour (compatibility and restrictions) of achievement and accomplishment verbs in standard Albanian, according to Aktionsart. The Aktionsart is a system of classification of verbs into verbal classes morphologically distinct from each other, in which at the basic meaning of the verb are added different values of space, quality, etc. The accomplishments and achievements in Albanian have comparable action meaning and syntactic behavior, such as to justify their inclusion in the class of telic verbs. A telic verb is that one which presents an action or event as being completed in some manner. On the other hand, these two subclasses of telics are also characterized on the basis of a series of distinctive elements that lead us to lay a certain distinction between them. An accomplishment verb is a form that expresses that something or someone has undergone a change in state as the result of the completion of an event. On the other side an achievement verbs express an instant action that changes the state of the subject. By using the categories and procedures of textual linguistics I focus on the semantic and syntactic features of some groups of verbs.
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SNAPE, Simon, and Andrea KROTT. "The benefit of simultaneously encountered exemplars and of exemplar variability to verb learning." Journal of Child Language 45, no. 6 (May 9, 2018): 1412–22. http://dx.doi.org/10.1017/s0305000918000119.
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AbstractYoung children are conservative when extending novel verbs to novel exemplars. We investigated whether multiple, simultaneously presented exemplars would aid young children's verb learning, as well as the importance of exemplar variability. Three-year-olds were taught novel verbs, while viewing either one action-scene featuring a novel action performed on a novel object, or two action-scenes side-by-side in which the action performed was the same but the object varied, or two action-scenes side-by-side in which no aspect of the scenes varied. They were asked to extend the novel verbs to one of two scenes: one that maintained the action and one that maintained the object. Findings indicated that children were only able to extend verbs correctly after viewing two action-scenes in which the content varied. These findings suggest that simultaneously presented exemplars of a verb can support verb learning in younger children, but only when the content of the exemplars varies.
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Badalyan, Lilit. "Lexicalization Patterns of English and Armenian Verbs of “Speech Activity”." Armenian Folia Anglistika 8, no. 1-2 (10) (October 15, 2012): 65–73. http://dx.doi.org/10.46991/afa/2012.8.1-2.065.
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The article studies the relation between the lexicalization patters of English and Armenian verbs of speech activity and their syntactic characteristics based on L. Talmy’s typology. The latter distinguishes between two types of languages – the so-called “satellite-framed” languages where the semantic component of manner of the action is lexicalized in the meaning of motion verbs, and the direction of the action is expressed by other means and “verb-framed” languages where the meaning of the verb comprises the component of the direction of the action. An attempt has been made to apply Talmy’s theory to a semantic group of English and Armenian verbs of speech activity choosing 80 English and 60 Armenian verbs which contain the semantic component of the manner of action. For a clearer picture 2000 sentences from the National British Corpus and 1500 sentences from Eastern Armenian corpus have been studied since the syntactic possibilities of verbs are largely conditioned by various combinations of the semantic components of the meaning of verbs.
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Behrend, Douglas A., L. Lynn Harris, and Kelly B. Cartwright. "Morphological cues to verb meaning: verb inflections and the initial mapping of verb meanings." Journal of Child Language 22, no. 1 (February 1995): 89–106. http://dx.doi.org/10.1017/s0305000900009648.
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ABSTRACTThe present studies investigated children's use of verb inflections to guide their initial mapping of verb meanings. Given that children initially apply the progressive-inginflection to verbs denoting actions and the past-edinflection to verbs denoting results of events, two studies were conducted to investigate whether children use these inflections during mapping of novel verb meanings. In both studies, subjects were taught novel verbs and were asked to extend those verbs to events in which the action or result differed from events used to teach the verbs. It was predicted that subjects would be less likely to extend verbs inflected with-ingto events with new actions and would be less likely to extend verbs inflected with-edto events with new results. Eighteeen three- and five-year-olds and 24 adults participated in Experiment 1 in a between-subjects design that produced weak effects for the youngest subjects tested. Experiment 2 tested 16 three-year-olds and 19 five-year-olds in a within-subjects design and produced the predicted effect for three-year-olds, but not for five-year-olds. The findings are discussed in terms of their implications for early verb learning and regarding the use of the bootstrapping construct in language acquisition research.
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Thomson, Judith Jarvis. "Verbs of action." Synthese 72, no. 1 (July 1987): 103–22. http://dx.doi.org/10.1007/bf00413818.
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Willems, Roel M., Ivan Toni, Peter Hagoort, and Daniel Casasanto. "Neural Dissociations between Action Verb Understanding and Motor Imagery." Journal of Cognitive Neuroscience 22, no. 10 (October 2010): 2387–400. http://dx.doi.org/10.1162/jocn.2009.21386.
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According to embodied theories of language, people understand a verb like throw, at least in part, by mentally simulating throwing. This implicit simulation is often assumed to be similar or identical to motor imagery. Here we used fMRI to test whether implicit simulations of actions during language understanding involve the same cortical motor regions as explicit motor imagery. Healthy participants were presented with verbs related to hand actions (e.g., to throw) and nonmanual actions (e.g., to kneel). They either read these verbs (lexical decision task) or actively imagined performing the actions named by the verbs (imagery task). Primary motor cortex showed effector-specific activation during imagery, but not during lexical decision. Parts of premotor cortex distinguished manual from nonmanual actions during both lexical decision and imagery, but there was no overlap or correlation between regions activated during the two tasks. These dissociations suggest that implicit simulation and explicit imagery cued by action verbs may involve different types of motor representations and that the construct of “mental simulation” should be distinguished from “mental imagery” in embodied theories of language.
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da Silva, Ronaldo Luis, Francielly Ferreira Santos, Isabella Maria Gonçalves Mendes, Fátima Aparecida Caromano, Johanne Higgins, and Victor Frak. "Contributions of the Left and the Right Hemispheres on Language-Induced Grip Force Modulation of the Left Hand in Unimanual Tasks." Medicina 55, no. 10 (October 6, 2019): 674. http://dx.doi.org/10.3390/medicina55100674.
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Background and Objectives: Language-induced grip force modulation (LGFM) can be used to better understand the link between language and motor functions as an expression of embodied language. However, the contribution of each brain hemisphere to LGFM is still unclear. Using six different action verbs as stimuli, this study evaluated the grip force modulation of the left hand in a unimanual task to characterize the left and right hemispheres’ contributions. Materials and Methods: Left-hand LGFM of 20 healthy and consistently right-handed subjects was evaluated using the verbs “to write”, “to hold”, “to pull” (left-lateralized central processing actions), “to draw”, “to tie”, and “to drive” (bihemispheric central processing actions) as linguistic stimuli. The time between the word onset and the first interval of statistical significance regarding the baseline (here as reaction time, RT) was also measured. Results: The six verbs produced LGFM. The modulation intensity was similar for the six verbs, but the RT was variable. The verbs “to draw”, “to tie”, and “to drive”, whose central processing of the described action is bihemispheric, showed a longer RT compared to the other verbs. Conclusions: The possibility of a given manual action being performed by the left hand in consistent right-handers does not interfere with the occurrence of LGFM when the descriptor verb of this action is used as a linguistic stimulus, even if the possibility is remote. Therefore, LGFM seems to mainly rely on the left hemisphere, while a greater activation of the right hemisphere in action processing appears to slow the increase in LGFM intensity.
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Majeed Hadi, Afrah. "The passive of verbs constructed with prepositions (Das Passiv der mit Präpositionen konstruierten Verben )." Journal of the College of languages, no. 44 (June 1, 2021): 317–36. http://dx.doi.org/10.36586/jcl.2.2021.0.44.0317.
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Verbs in German and Arabic are of two types: active and passive. Passive voice is a grammatical voice construction that is found in many languages. Out of grammatical perspective, each main verb has a form in the active and one in the passive known as a "genus verbi" (type of verb). In passive voice, both in German and in Arabic, the focus is on the action itself or on the result of the action; often the perpetrator is not mentioned. In German, to conjugate verbs in the passive voice, you must know the forms of werden (to become). German uses werden + the past participle and states it at the end of a sentence. In Arabic, the passive is formed by changing the vowels on the verb; the vowel series u-i-a occurs instead of the a-vowels. Transitive prepositional verbs originally are intransitive verb with a preposition added to the action of the sentence. In German, the prepositional group can be combined with the prepositions von or durch, while in Arabic, such a prepositional group occurs only in certain cases. In contrast to Arabic, the passive in German is impossible with reflexive verbs. In some cases, an impersonal passive in German corresponds with a personal passive in Arabic. The present paper discusses some of these verbs traced in a chart that shows the most important results when compared with their Arabic equivalents. In grammatischen Darstellung findet man für jedes Vollverb eine Form im Aktiv und eine im Passiv, es wird von „genus verbi“ (Art des Verbs) gesprochen. Im Passiv steht sowohl im Deutschen als auch im Arabischen das Geschehen selbst oder das Ergebnis der Handlung im Vordergrund; aus der Sicht der betroffenen Person oder Sache; oft wird der Täter nicht gennant. Im Deutschen wird die passivische Verbform mit dem Hilfsverb werden und dem Partizip II gebildet, während die Vokalreihe u-i-a anstelle der a- Vokale im Arabischen eintritt. Die im Aktiv mit Präpositionen verbundenen Verben bilden in beiden Sprachen ein unpersönliches Passiv. Im Deutschen kann die Präpositionalgruppe mit den Präpositionen von oder durch verbunden werden. Im Unterschied dazu tritt solche Präpositionalgruppe im Arabischen nur in bestimmten Fällen mit من قبل auf. Im Unterschied zum Arabischen ist das Passiv im Deutschen bei reflexiv Verben unmöglich. In einigen Fällen entspricht ein unpersönliches Passiv im Deutschen einem persönlichen Passiv im Arabischen.
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Butarbutar, Ranta, and Titik Budi Ningsih. "ACTION VERBS-BASED TO ACCUSTOM PROCEDURES TEXT." Musamus Journal of Language and Literature 1, no. 1 (October 31, 2018): 11–20. http://dx.doi.org/10.35724/mujolali.v1i1.1065.
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Action verb has significant effect on pupil’s writing skills of procedures text. This study aims to investigate the use of action verbs at improving pupil’s in writing skill and procedures texts in particularly. Describing of the pupil’s difficulties in writing procedures text, and investigating the effectiveness of action verbs to build up pupils’ ability in writing procedures is the objective of this study. Result figured out that action verbs in writing procedures texts has significantly effect at improving pupils’ ability. Cycle 1showed 60.45 and cycle 2 showed 80.50. Furthermore, the average This study concluded that action verbs in writing skills of procedures text can be suggested as an additional solution for the pupils, teachers, education practitioner, and polish maker to whom with enrich their writing skills on procedures text. It is implied that learning procedures text easier after they asked for difficulties in the beginning of class. And, by using this technique, pupils felt easier to express their opinion and write procedures text. Keywords: Action verbs; Writing skill; Procedures text
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Ma'mun, Akhmad Haqiqi. "PERAN LOKATIF DALAM NOVEL THE HUNGER GAMES:SUATU KAJIAN SEMANTIS." Jurnal Pendidikan Bahasa dan Sastra 13, no. 1 (April 1, 2013): 69. http://dx.doi.org/10.17509/bs_jpbsp.v13i1.762.
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Abstrak Penelitian ini berfokus pada dua hal pokok: (1) menjelaskan secara semantis, jenis peran lokatif dan hal yang ada pada peran lokatif dalam bahasa Inggris; (2) jenis verba yang mengharuskan adanya peran lokatif dalam bahasa Inggris. Data diperoleh dari novel “the hunger games”. Penelitian ini menggunakan metode deskriptif dengan teknik distribusi. Hasil penelitian ini menunjukkan bahwa: (1) secara semantis, peran lokatif terdiri atas peran lokatif statis dan dinamis. Peran lokatif dinamis dibagi menjadi: sumber, lintasan dan tujuan, (2) kata kerja yang membutuhkan kehadiran peran lokatif dalam bahasa Inggris dibagi menjadi dua jenis verba: kata kerja transitif dan intransitif. Selain itu, kata kerja transitif dan intransitif dibagi menjadi empat jenis: keadaan, proses, tindakan dan proses-tindakan. Kata-kata kunci: Peran lokatif, novel the hunger games, kajian semantis AbstractThe research focuses on two main points:(1) explain semantically, kinds of locative role and case that presence in locative role in English; (2) kinds of verb which requires the presence of locative role in English. The data are taken from this novel. This research uses descriptive method with distributional techniques. The result of this research shows that: First, Semantically, the roles of locative consist of static and dynamic locative role. The dynamic locative role is divided into: source, path and goal. Second, verbs which require the presence of locative role in English divided into two kinds of verbs: transitive and intransitive verbs. Moreover, transitive and intransitive verb are divided into four kinds of verbs: state, process, action and action-process verbs.Keywords: Locative role, novel the hunger games, semantic study
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Azimi, Tabassom, Zahra-Saddat Qoreishi, Reza Nilipour, and Morteza Farazi. "Developing a Semantic Similarity Judgment Test for Persian Action Verbs and Non-action Nouns in Patients With Brain Injury and Determining its Content Validity." Journal of Rehabilitation 21, no. 2 (July 1, 2020): 154–81. http://dx.doi.org/10.32598/rj.21.2.610.2.
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Objective: Brain trauma evidences suggest that the two grammatical categories of noun and verb are processed in different regions of the brain due to differences in the complexity of grammatical and semantic information processing. Studies have shown that the verbs belonging to different semantic categories lead to neural activity in different areas of the brain, and action verb processing is related to the activity of motor and pre-motor areas of the brain. Researchers use different tasks to evaluate action verb processing. The most common tasks are action naming and action fluency tasks. Although these types of tasks are sensitive to deficits in action verb processing, they do not specify the nature of the injury. To understand whether dysfunction in action verb processing is due to difficulty in lexical access or specific impairment in semantic processing, it is necessary to design a specific test to evaluate lexical-semantic processing. Semantic Similarity Judgment (SSJ) test targets the lexical-semantic encoding at a deep and controlled processing level. The purpose of the present study was to develop a SSJ test for Persian action verbs and non-action nouns and determine its content validity. Materials & Methods: In this methodological study, 70 Persian action concrete verbs and 80 Persian non-action concrete nouns were first selected. For each word, a semantically related word based on functional, physical, categorical features and similarity in action was selected according to the opinion of 4 experts (3 speech-language pathologists and one linguist) using a 7-point scale. For semantic similarity rating, only the pairs of words with a high semantic similarity score (5 to 7) remained and the rest were omitted. Then, for each pair of semantically related words, a semantically unrelated word was selected. After determining content validity qualitatively by three experts and removing inappropriate items, for matching the two sets of nouns and verbs, the lexical and psycholinguistic characteristics of the remaining words (207 nouns and 156 verbs) including frequency, number of syllables, phonemes, letters, phonological and orthographic neighbors, action association, imageability, familiarity and age of acquisition were extracted by 18 volunteers (13 speech-language pathologists and linguists and 5 parents selected by a convenience sampling method) based on a 7-point scale. The verbs with low action associations and the nouns with high action association were removed and then, the two sets of words were matched for other lexical and psycholinguistic characteristics. Finally, 34 triples of verbs with high action association and 34 triples of nouns with low action association were selected. In both noun and verb sets, the words were chosen in such a way that, in order to judge, the semantic features of the words need to be carefully considered. Data analysis was performed using descriptive statistics and independent t-test.
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Park, Su bin. "Semantic Intersection of Russian Physical Action Verb Groups: Entropy of Destruction Verbs." Institute for Russian and Altaic Studies Chungbuk University 26 (February 28, 2023): 61–83. http://dx.doi.org/10.24958/rh.2023.26.61.
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In the study of the thematic verb groups, in particular, the study of the physical action verb has a extremely important meaning. This verb represents a semantic group that essentially conveys the meaning of the verb for action, i.e. aggressive action. By analyzing the semantic structure of physical action verbs, we find meaningful intersections between the verb subgroups, the creative verb group and the destructive verb group. The semantic intersection of creation verbs and destruction verbs can be easily explained from a linguistic point of view. The action designated by the physical action verb involves a change of object. The creation verb and destruction verb have the same semantic structure, but only differ in the interest of the speaker. In creative verbs, the object of the action(=Result) appears to have a higher communicative rank than the material(=Patient). On the other hand, Patient, the object of the physical action in the destructive verb, would rank lower in communication than Result. The semantic correlation between creation and destruction is naturally explained through the entropy of thermodynamics. In a world where energy is constant, an equilibrium is maintained among the three energies of the original object, the physical action, and the object that changes due to the action. Also, just as the meaning of creation and destruction is distinguished according to the speaker's intention and purpose, in thermodynamics, the act of creation and destruction is distinguished according to the direction toward maximum entropy: Is the entropy of the changed object the result of adding negative entropy to the energy of the original object? Or is it the result of applying negative entropy to the world surrounding the object? In addition, the fact that entropy performs a natural function of bringing the universe into a state of dynamic equilibrium suggests that it is the verb of destruction what takes the lead intersecting the meanings of creation and destruction.
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Pasaribu, Rebekka Viona, Daniel J. O. Siringoringo, Vivi Grasella Nainggolan, and Anita Sitanggang. "A CONTRASTIVE ANALYSIS OF VERB IN INDONESIAN AND ENGLISH LANGUAGE ON SINDO NEWS." JOURNAL OF HUMANITIES, SOCIAL SCIENCES AND BUSINESS (JHSSB) 1, no. 4 (July 25, 2022): 99–108. http://dx.doi.org/10.55047/jhssb.v1i4.268.
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This study contrasted verb features that exist between the two languages, with Indonesian as the source language and English as the target language. The contrastive analysis is used to help second language or foreign language learners understand the target language being studied more easily. The problem limitation is focused on analyzing the differences in verbs for action and non-action verbs between English and Indonesian (https://ekbis.sindonews.com/read/824401/33/dunia-gonjang-ganjing-luhut-ekonomi-kita-salah-satu-yang-terbaik ) in SINDO News. The research used descriptive qualitative research. The technique of analyzing data used in this study is based on contrastive analysis from SINDO News. The researchers searched and found data from Google media. After that, the researcher analyzes each word from the economic news, which includes the action verb and non-action verb. Next, the researcher analyzes for words that have the same meaning in the action verb and non-action verb by using an English dictionary, then compares them with the same word in Indonesian using the Indonesian dictionary. The results of the analysis show that there are 15 verbs found in news.
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Kabalina, Olesia Igorevna. "Verbs of movement in forms of continuous action in the modern German language." Филология: научные исследования, no. 12 (December 2020): 86–99. http://dx.doi.org/10.7256/2454-0749.2020.12.34620.
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The subject of this research is characteristics of the verbs of movement in the German language. The goal consists in determination of peculiarities of the German verbs of movement in the forms that express continuous action (“Verlaufsformen”). These forms were common in colloquial language, but currently are not used as the language norm. Determination of the corpus of such verbs was followed by the analysis of each verb of movement in by the three possible forms of continuous action listed in the dictionary. The author explores the characteristics of presence or absence of direct object and reflexive particle next to the verb; analyzes the frequency of territorial application and possible use in speech. The scientific novelty of consists in comprehensive description of the peculiarities of functionality of the verbs of movement in forms of continuous action in the modern German language. It was established that most verbs are used in the same form of continuous action, and some verbs are used in several forms, with indication of a priority form; all verbs are used similarly by other characteristics highlighted in the research. The acquired results can be valuable in the development of materials for theoretical courses on German grammar, theory and practice of translation, interpretation of text in German language, and communication with the native speakers.
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Childers, Jane B., Emily Warkentin, Blaire M. Porter, Marissa Young, Sneh Lalani, and Akila Gopalkrishnan. "Preschool Children’s Processing of Events during Verb Learning: Is the Focus on People (Faces) or Their Actions (Hands)?" Brain Sciences 12, no. 3 (March 3, 2022): 344. http://dx.doi.org/10.3390/brainsci12030344.
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Verbs are central to the syntactic structure of sentences, and, thus, important for learning one’s native language. This study examined how children visually inspect events as they hear, and do not hear, a new verb. Specifically, there is evidence that children may focus on the agent of the action or may prioritize attention to the action being performed; to date, little evidence is available. This study used an eye tracker to track 2-, 3-, and 4-year-olds’ looking to the agent (i.e., face) vs. action (i.e., hands) while viewing events linked to a new verb as well as distractor events. A Tobii X30 eye tracker recorded children’s fixations to AOIs (head/face and hands) as they watched three target events and two distractor events in different orders during the learning phase, and pointed to one of two events in two test trials. This was repeated for a second novel verb. Pointing results show that children in all age groups were able to learn and extend the new verbs to new events at test. Additionally, across age groups, when viewing target events, children increased their looking to the hands (where the action is taking place) as those trials progressed and decreased their looking to the agents’ face, which is less informative for learning a new verb’s meaning. In contrast, when viewing distractor events, children decreased their looking to hands over trials and maintained their attention to the face. In summary, children’s visual attention to agents’ faces and hands differed depending on whether the events cooccurred with the new verb. These results are important as this is the first study to show this pattern of visual attention during verb learning, and, thus, these results help reveal underlying attentional strategies children may use when learning verbs.
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Murphy, Joseph. "Aristotle's ΚΙΝΗΣΙΣ-ΕΝΕΡΓΕΙΑ Distinction and the Ends of Human Action." Aristos: A biannual journal featuring excellent student works 1, no. 2 (September 2015): 1–22. http://dx.doi.org/10.32613/aristos/2015.1.2.5.
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A key passage in the development of Aristotle’s argument in book Θ of the Metaphysics is the distinction between the concepts of κίνησις and ἐνέργεια (1048b18-35). The distinction is made initially on the basis of particular grammatical features of verbs denoting human actions/states: some verbs in the present tense necessarily imply the contemporaneous achievement of the same verb in the Greek perfect tense (e.g. If x is seeing y, then it is the case that, at the same time, x is in a state of having seen y), whereas other verbs in the present tense are necessarily followed by (i.e. do not occur simultaneously with) the same verb in the Greek perfect tense (e.g. If x is building y, then it is not the case that, at the same time, x is in the state of having built y). Aristotle concludes that the former type of verbs (ἐνέργεια-actions) are actions which contain their proximate (i.e. most immediate) end, whereas the latter type (κίνησις-actions) are actions whose proximate ends are separate, the attainment of which yields the termination of the action. The argument in the passage, therefore, circulates around the place of proximate ends within action. This paper applies the key features of the κίνησις-ἐνέργεια distinction to Aristotle’s discussion of the δύναμις-ἐνέργεια analogy (1048a35-b9), and argues that, if Aristotle’s κίνησις-ἐνέργεια distinction is to be taken seriously, the analogy must be thought of primarily in terms of teleology. This result is finally applied to the problem of unattainable ultimate (i.e. remote) ends, or ends which human actions strive for but never reach. The problem (unsurprisingly) finds its solution in Aristotle’s natural theology presented in book Λ.
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Braine, Martin D. S., Ruth E. Brody, Shalom M. Fisch, Mara J. Weisberger, and Monica Blum. "Can children use a verb without exposure to its argument structure?" Journal of Child Language 17, no. 2 (June 1990): 313–42. http://dx.doi.org/10.1017/s0305000900013799.
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ABSTRACTWe hypothesize that canonical sentence schemas (e.g. Agent—verb-Patient) can sometimes assign argument structure to verbs. In particular, they provide a default argument structure early in learning when a verb's lexical entry may record the nature of the action but lack a specific argument structure. To test the theory and its application to causative verb errors (e.g. stay it there), novel action verbs were modelled, some as causative, some as intransitive, and some unmarked for transitivity. Spontaneous usage was recorded, along with responses to agent-questions (‘What is the [Agent] doing?’) and patient-questions (‘What is the [Patient] doing?’). Comparable data were obtained for familiar English verbs, some of fixed and some of optional transitivity. Subjects were willing to use all novel verbs both transitively and intransitively, although adults respected assigned transitivity more than children. All subjects largely respected the transitivity of familiar verbs. The discourse pressure of the agent- and patient-questions greatly affected observed transitivity. No evidence was found for the intransitive-to-causative derivational process postulated by Bowerman. We propose that the kind of causativity error observed by Bowerman is due to assignment of argument structure from canonical sentence schemas, especially under pressure of a need to make a sentence with a particular argument (Agent or Patient) as subject. The theory has the advantage of explaining errors without postulating the acquisition of erroneous lexical entries that have to be unlearned, and it can be extended to other kinds of errors in the choice and placement of arguments.
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Mycellia Cempaka Mz, Mulyadi, and Dardanila. "Konstruksi Kausatif dalam Bahasa Gayo." Talenta Conference Series: Local Wisdom, Social, and Arts (LWSA) 3, no. 3 (October 15, 2020): 131–37. http://dx.doi.org/10.32734/lwsa.v3i2.893.
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Artikel ini bertujuan guna meneliti dan mendiskripsikan kontruksi kausatif bahasa dalam Gayo. Pada awalnya dideskripsikan kausatif dalam bahasa Gayo dan disesuaikan berdasarkan makna pada Bahasa Indonesia dan akan diuraikan berdasarkan fungsi sintaksis. Penelitian ini menggunakan metode deskriptif. Data penelitian diperoleh dengan metode lapangan mencakup elisitasi secara langsung, perekaman, wawancara dengan ketua adat serta orang tertua didesa tersebut dan pengecekan elisitasi. Lebih lanjut, instrumen yang digunakan pada penelitian ini adalah daftar tanyaan. Menggunakan konsep Penguasaan serta Pengikatan guna memperjelas perilalu verba dan tipe konstruksi kausatif. Hasil penelitian menunjukkan bahwa dalam membentuk konstruksi kausatif verba intransitive sehingga menjadi verba transitif, dua jenis verba lain (transitif dan ditransitif tidak berubah kategorinya. konstruksi kausatif terdiri atas monoklausa dan biklausa. Kausatif monoklausa dibentuk verba intransitif dan verba transitif' berobjek refleksif dan bermakna tindakan, kausatif biklausa dibentuk verba transitif dan ditransitif.
This article aims to research and describe the causative construction of language in Gayo. Initially, it was described as causative in Gayo and adjusted based on the meaning in Indonesian and will be described based on syntactic functions. This research uses a descriptive method. The research data were obtained by field methods including direct elicitation, recording, interviews with traditional leaders and the oldest people in the village and checking elicitation. Furthermore, the instrument used in this study was a list of questions. Uses the concepts of Mastery and Binding to clarify verb behavior and types of causative constructs. The results showed that in forming the causative construction of intransitive verbs so that they became transitive verbs, two other types of verbs (transitive and transitive did not change their categories. Causative constructs consisted of monoclauses and biclauses. Monoclausal causative forms were intransitive verbs and transitive verbs "were reflexive and meaningful in action. causative biklausa is formed by transitive and transitive verbs.
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Merkle, Benjamin L. "The Abused Aspect: Neglecting the Influence of a Verb’s Lexical Meaning on Tense-Form Choice." Bulletin for Biblical Research 26, no. 1 (January 1, 2016): 57–74. http://dx.doi.org/10.2307/26371363.
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Abstract The recent prominence of verbal aspect theory has played an important role in helping NT exegetes more accurately interpret the use and meaning of verbs. In seeking to correct the abuses of the past, however, modern interpreters who embrace verbal aspect theory are also often guilty of placing too much interpretive weight on the tense-form of verbs, often describing them as being “marked.” Focusing on imperatives, this essay demonstrates that verbs that are often highlighted as being emphasized by some scholars are simply the normal, expected form of that verb. In other words, sometimes an author does not make a subjective choice to portray an action in a certain way but submits to convention and uses the normal or expected form which is often influenced by a particular verb’s inherent lexical meaning.
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Muhachyova, Irina. "Verbs Denoting Action Results Elimination: Semantic and Syntactic Aspects (As Exemplified by Verbs razbintovat’, razvernut’, razvyuchit’, razgruzit’)." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 1 (April 2021): 32–46. http://dx.doi.org/10.15688/jvolsu2.2021.1.3.
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The paper discusses semantic and syntactic features of four Russian verbs denoting liquidation of external physical condition – the verbs razbintovat' ('take off a bandage'), razvernut' ('unwrap'), razvyuchit' ('unburden'), razgruzit' ('unload'). These verbs belong to the rather large class of verbs denoting liquidation of the result of an action. The aim of the paper is to find out whether the verbs under consideration are the prototypical members of the class. The author analyses both the semantics of these verbs as presented in the academic Dictionary of the Russian Language, using Russian National Corpus as a source of contexts, and their semantic features, describing a set of valency slots of each verb and the ways these slots can be filled. In order to catch the specific features of the verbs the author compares them with their antonyms denoting achievement of the result of an action. The study showed that having similar semantics the verbs razbintovat', razvernut', razvyuchit', razgruzit' denote situations in which a person makes certain manipulations with one object in order to eliminate its contact with another object. Three of the above-mentioned verbs also have the same syntactic properties. Razbintovat', razvernut', razgruzit' have three semantic valencies, which can be expressed syntactically. These verbs have two diathesis: one of them expresses subject and the first object, the second one – subject and the other object. As opposed to them the verb razvyuchit' has only one diathesis and one of its valencies is inexpressible. Nevertheless, the verbs razbintovat', razvernut', razvyuchit', razgruzit' are the prototypical members of the class of verbs, which denote liquidation of the result of an action.
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Ayodimeji, Akintoye, Festu. "A Comparative Study of French and English Auxiliary Verbs." IJOHMN (International Journal online of Humanities) 4, no. 4 (August 4, 2018): 1–16. http://dx.doi.org/10.24113/ijohmn.v4i4.52.
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Auxiliary verbs in English and French languages are very germane in constructing sentences in both languages. Therefore, this study examines the way auxiliary verbs are used in English and French Languages; and some features where learners of either language may encounter some difficulties in the course of learning. Our attention is drawn to auxiliary verbs because verb is what that makes any sentence functions the way it is. Verb is one of the most important parts of speech in French grammar and also in English .It is through verb that one knows when an action takes place. When a verb helps another verb to form one of its tenses in a sentence, such verb can be said to be auxiliary. This paper also focuses on auxiliary verbs and how verbs are used in the past and present indications. Auxiliary verbs cannot stand or function alone without relying on the main verb in both English and French languages. Finally, we shall concurrently consider in this paper how semi-auxiliary verbs function as modal auxiliary in French.
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BASSANO, DOMINIQUE. "Early development of nouns and verbs in French: exploring the interface between lexicon and grammar." Journal of Child Language 27, no. 3 (October 2000): 521–59. http://dx.doi.org/10.1017/s0305000900004396.
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Early acquisition of nouns and verbs across languages is a key issue for a number of recent studies that question the reality of the ‘noun-bias’ and wonder about the reasons why it exists as they explore the role of cognitive vs. more language-specific input factors. Addressing this issue, the present study investigates how the noun and verb word classes develop in the free speech of a French child between the ages of 1;2 and 2;6, from the perspective of semantic and grammatical development. The analyses indicate that, in French acquisition, nouns clearly predominate over verbs until age 1;8 at least, but that verbs are produced in the early stages. Concrete object names among nouns and concrete action verbs among verbs were found to be the most prevalent categories, but they were not the earliest to appear and their distribution revealed an asymmetry in the conceptual packaging of nouns and verbs. Verb grammaticalization, assessed through inflection and auxiliary use, lagged somewhat behind noun grammaticalization, assessed through determiner use. This result supports the hypothesized noun–verb grammatical asynchrony. Verb grammaticalization seems to be related to the production of concrete action verbs, and noun grammaticalization to that of concrete object nouns, indicating interactions between semantic and grammatical development. These findings, discussed in a cross-linguistic perspective, suggest that both conceptual and grammatical packaging are important and interacting factors in noun and verb development, and argue in favour of a constructivist approach to language acquisition.
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Malanowska-Statkiewicz, Marta. "Potencjał słowotwórczy wybranych czasowników dźwiękonaśladowczych w języku czeskim i polskim." Slavica Wratislaviensia 165 (February 1, 2018): 255–65. http://dx.doi.org/10.19195/0137-1150.165.22.
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Selected onomatopoeic verbs in Czech and Polish languages — word-forming potentialThe article is acontrastive analysis of word-forming potential for six Czech and Polish onomatopoeic verbs, such as: HLTAT / ŁYKNĄĆ; 2 CHLEMTAT / CHŁEPTAĆ; 3 CHROUPAT / CHRUPAĆ; 4 MLASKAT / MLASKAĆ; 5 SRKAT / CHLIPAĆ; 6 ŠPLOUCHAT / CHLUPAĆ. Using methodology of word-formation nests, two aspects of these words were analyzed: 1 abstract word-forming paradigm, 2 aword-forming chain. The analysis showed that in both languages onomatopoeic verbs quite regularly will derive verbs naming the result of the action and the verbs expressing intensity or weakening of the action. In Czech language there are also verbs naming completion of the action, verbs accentuating the beginning of the action or its direction. Word-forming chains are different: Czech are constituted by: verb → adjective → adverb, Polish by: verb → noun → verb.Ke slovotvornému potenciálu zvukomalebných slovesv češtině a polštiněZáměrem autorky je konfrontovat slovotvorný potenciál onomatopoických sloves češtiny apolštiny spojených s jídlem apitím, např.: 1 HLTAT/ŁYKNĄĆ; 2 CHEMLAT/CHŁEPTAĆ; 3 CHROUPAT/CHRUPAĆ; 4 MLASKAT/MLASKAĆ; 5 SRKAT/CHLIPAĆ; 6 ŠPLOUCHAT/CHLUPAĆ. Používá při tom metodologii slovotvorných hnízd, což znamená 1 vertikální analýzu hnízda — až na typický slovotvorný svazek, 2 horizontální — postupnou derivaci, kterou lze popsat v rámci slovotvorných řetězců. Zanalýzy vyplývá, že se v obou jazycích derivují substantiva s významem výsledků děje aslovesa vyjadřující zesílení nebo zeslabení děje. K typickému českému slovotvorném svazku patří také slovesa s významem úplnosti děje, slovesa zdůrazňující začátek procesu nebo jeho směr. Slovotvorné řetězce jsou v obou jazycích odlišné: v češtině je tvoří základní sloveso → adjektivum → adverbium; v polštině: základní sloveso → substantivum → sloveso
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Gunasari, Ni Putu Candra. "Natural Semantic Metalanguage of Action Verbs in Balinese." International Journal of Psychosocial Rehabilitation 24, no. 5 (May 25, 2020): 7915–23. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020792.
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Tobias Gunas, Sebastianus Menggo, and Yosefina Helenora Jem. "The Verbs with the Notion of Eating in Manggaraian Language: Natural Semantic Metalanguage Analysis." RETORIKA: Jurnal Ilmu Bahasa 7, no. 2 (October 19, 2021): 191–200. http://dx.doi.org/10.22225/jr.7.2.3826.191-200.
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The aim of this research is to explicate and account for the verb of eating in Manggaraian language. There are some verbs denoting the meaning of eating, such as hang, lompong, jumik, mboros, takung, la’ur, alas, pongo mu’u. The qualitative research method was applied to unveil and explain the explication of meaning in the given verbs respectively. Field-observation and recording were the techniques used to gather the data from the natural speakers utterances as well as part of the data were based on the researchers’ intuitive knowledge as the native speakers. The data were analyzed through the theory of Natural Semantic Metalanguage (NSM). The results of the analysis reveal that Manggaraian language has the inventory of verbs designating the meaning of eating such as hang, jumik, lompong, mboros, takung, raci, alas, pongo mu’u. In terms of semantic prime, the verbs are under the category of the action verb. Comparing to the other verbs, the verbs jumik, lompong, pongo mu’u have more delicate meaning of eating. Furthermore, those verbs are classified into generic and specific category of meaning. The verbs “hang, jumik, mboros” are generic in meaning while the verbs lompong alas,racik, pongo mu’u, takung are specific in meaning. The verbs are categorized into non-compositional polysemy. Regarding the explication of meaning, the verbs reveal the action and the process of eating involving certain parts of body (hands and mouth) as well as specific tools (plate, spoon, bowl).
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ÖZÇALIŞKAN, ŞEYDA, DEDRE GENTNER, and SUSAN GOLDIN-MEADOW. "Do iconic gestures pave the way for children's early verbs?" Applied Psycholinguistics 35, no. 6 (February 12, 2013): 1143–62. http://dx.doi.org/10.1017/s0142716412000720.
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ABSTRACTChildren produce a deictic gesture for a particular object (point at dog) approximately 3 months before they produce the verbal label for that object (“dog”; Iverson & Goldin-Meadow, 2005). Gesture thus paves the way for children's early nouns. We ask here whether the same pattern of gesture preceding and predicting speech holds for iconic gestures. In other words, do gestures that depict actions precede and predict early verbs? We observed spontaneous speech and gestures produced by 40 children (22 girls, 18 boys) from age 14 to 34 months. Children produced their first iconic gestures 6 monthslaterthan they produced their first verbs. Thus, unlike the onset of deictic gestures, the onset of iconic gestures conveying action meanings followed, rather than preceded, children's first verbs. However, iconic gestures increased in frequency at the same time as verbs did and, at that time, began to convey meanings not yet expressed in speech. Our findings suggest that children can use gesture to expand their repertoire of action meanings, but only after they have begun to acquire the verb system underlying their language.
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Solovar, V. N. "Structural and semantic features of Ob-Ugric verbs with preverbs χŏλt / χɔλt / χɔś / χɔt." Bulletin of Ugric studies 11, no. 3 (2021): 493–501. http://dx.doi.org/10.30624/2220-4156-2021-11-3-493-501.
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Introduction: in the article the author for the first time considers the semantics and syntactic compatibility of Khanty and Mansi verbs of different lexical-semantic groups: state, action, movement, displacement, perceptions, etc., with the preverbs χŏλt / χɔλt / χɔś / χɔt. The most complete list of verbs combined with this preverb in different dialects of the Khanty and Mansi languages is revealed. The article describes the change of the verb valence system when combined with this preverb, as well as the modification of the verb semantics while maintaining the valence system. Differences in the semantics of synonymous preverbs χŏλt and nukh in expression of aspectual values, as well as χŏλt and jira in expression of spatial values. Objective: to identify the circle of verbs that are combined with the preverb χŏλt / χɔλt / χɔś / χɔt; to describe the transition of verbs from one lexical-semantic group to another when combined with this preverb; to compare the system of valences and syntactic compatibility of verbs with this preverb in the Khanty and Mansi languages. Research materials: verbs with preverbal units χŏλt / χɔλt / χɔś / χɔt of the Kazym, Shuryshkar, Ural dialects of the Khanty and Mansi languages, collected by the author from informants and extracted from dictionaries of the Khanty and Mansi languages. Results and novelty of the research: for the first time the most complete list of verbs from different lexico-semantic groups combined with the preverbs χŏλt / χɔλt / χɔś / χɔt, which are mainly attached to the verbs of action, movement, displacement, etc., is revealed. As a result of the addition of the preverb, the number of valences of derived verbs can either be preserved or reduced. Verbs of the lexico-semantic group of movement and displacement lose their locative valence; the valence of action verbs may remain or decrease. The composition of the semantic group of verbs changes due to the syntactic compatibility of the verb with different types of subjects and objects (animate, inanimate). The results of the study can be used for compiling dictionaries, comparing unrelated and different-structured languages, as well as for writing a scientific grammar of the Khanty language.
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Nita Dewi, Ni Kadek, I. Nyoman Suparwa, and Anak Agung Putu Putra. "Penerapan Taksonomi Bloom pada Pembelajaran Bahasa Di Kelas 2 SD Bali Kiddy." Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 27, no. 2 (October 25, 2020): 184. http://dx.doi.org/10.24843/ling.2020.v27.i02.p10.
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This research was conducted with the aim of knowing the operational verbs used in language learning in 2nd grade at Bali Kiddy Primary School, knowing and describing verb learning strategies in language learning in 2nd grade at Bali Kiddy Primary School and knowing the relationship of using the operational verbs with Bloom’s Taxonomy in language learning in 2nd grade at Bali Kiddy Primary School. This research is a qualitative research using observation and interview methods in data collection. Research findings and analysis results show that there are 51 operational verbs used in language learning in grade 2 at Bali Kiddy Primary School which are categorized into two categories of verb according to Shopen Theory; 46 verbs classified as action verb and 5 verbs classified as process verb, as well as the verb learning strategies which are used in language learning in 2nd grade at Bali Kiddy Primary School varies greatly. In addition, this study also found the relationship between the used of operational verbs in language learning in 2nd grade at Bali Kiddy Primary School with Bloom’s Taxonomy. Overall, it was found that operational verbs in language learning was classified three cognitive categories namely C1 (remember) with examples of operational verbs menulis and membaca, C2 (understand) with examples of operational verbs memahami and menginterpretasi and also C3 (apply) with the example of operational verbs menggunakan and menyelesaikan.
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Choi, Soonja, and Alison Gopnik. "Early acquisition of verbs in Korean: a cross-linguistic study." Journal of Child Language 22, no. 3 (October 1995): 497–529. http://dx.doi.org/10.1017/s0305000900009934.
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ABSTRACTThis cross-linguistic study investigates children's early lexical development in English and Korean, and compares caregivers' linguistic input in the two languages. In Study 1, the lexical development of nine Korean children was followed from 1;2 to 1;10 by monthly visits and maternal reports. These Korean data were compared to previously collected English longitudinal data. We find that: (1) Korean children as young as 1;3 use verbs productively with appropriate inflections. (2) Seven of the nine children show a verb spurt at around 1;7; for six of these children the verb spurt occurs before the noun spurt. No such early verb spurt is found in the English data. Unlike in English, both verbs and nouns in Korean are dominant categories from the single-word stage. (3) Korean children express language-specific distinctions of locative actions with verbs. Study 2, a crosslinguistic study of caregivers' input in English and Korean, shows that Korean mothers provide more action verbs but fewer object nouns than American mothers. Also, Korean mothers engage in activity-oriented discourse significantly more than American mothers. Our study suggests that verbs are accessible to children from the beginning, and that they may be acquired early in children who are encouraged to do so by their language-specific grammar and input.
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Septevany, Elvira. "The Comparison Of Mandarin Aspects and Indonesian Aspects." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 366–74. http://dx.doi.org/10.34050/els-jish.v1i3.4491.
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For the foreigner students, Time aspects (usually can be referred as aspects) in Mandarin is a difficult grammar to be grasped. Indonesian student is no exception. There is only a little bit of similarities exist between Mandarin and Indonesian time aspects. For the example from the semantics point of view: Mandarin “le” and Indonesian “sudah” both of them can modify verbs to indicate an action that have been finished. Mandarin “zhe” and Indonesian “sedang” both of them also modify verbs indicating action that still happen. Mandarin “guo” and Indonesian “pernah” both of them also can modify verbs indicating action that had been happened, etc. Except these similarities, Mandarin and Indonesian time aspects have a lot of differences. For the example, in Mandarin time aspects are usually placed after the verbs, while in Indonesian time aspects placed before the verbs. Mandarin time aspects can only modify verb, while Indonesian can modify verb and adjective. For example, in Mandarin the action is already happened, it can’t use the adverb of frequency “chang-chang”. Eg “ta chang-chang shang xue chi dao le”. We can’t write it like this. But In Indonesian “sudah” can use adverb of frequency “sering” in sentences, eg : “dia sudah sering terlambat”. This sentences in Indonesian is correct. So, this paper will be analyzed the grammar of Mandarin aspect “le, zhe, guo” with Indonesian aspect “sudah, sedang, pernah”, compared both of them, and find the differences between both of them.
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Oktavianti, Ikmi Nur, and Novi Retno Ardianti. "A CORPUS-BASED ANALYSIS OF VERBS IN NEWS SECTION OF THE JAKARTA POST: HOW FREQUENCY IS RELATED TO TEXT CHARACTERISTICS." JOALL (Journal of Applied Linguistics & Literature) 4, no. 2 (August 27, 2019): 203–14. http://dx.doi.org/10.33369/joall.v4i2.7623.
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Verb is one of the most important word classes in linguistic construction due to its prominent role and dynamic nature. Interestingly, the use of verbs in different linguistic contexts might be various because the context can limit or allow certain verbs to occur more frequently than other verbs. It is compelling to study further the use of verbs in a particular linguistic context. This paper thus aims at examining the use of verbs in news section in The Jakarta Post to figure out the frequency of verbs and how it relates to the characteristics of news text. This study compiled The Jakarta Post corpus comprising news articles belong to the category of hard news from October to December 2018 with total size of 21.682 words. The verb types used in this study refer to those compiled by Scheibmann (combining Halliday’s verb taxonomy and Dixon’s verb types). Based on the analysis, it is obvious that verbal type is the most frequent verb type, followed by material and existential. As for the least frequent ones, there are corporeal and perception/relational types. It is plausible that verbal type occupies the most frequent position because the nature of news text is to deliver information and thus it needs to use verbal verbs quite often. Likewise, material verb is frequent because it states concrete action and existential verb denotes existence; both are vital in constructing news text. Meanwhile, corporeal and perception/relational types are least frequent because corporeal deals with bodily gestures actions and perception/relational shows subjectivity. Both verb types are rather insignificant concepts in news writing. Based on the results of analysis, it is obvious that there is a firm relation between frequency of verbs used in news text and the characteristics of the text: linguistic units that are not in accordance with the function of the text are not really needed and thus infrequently used.
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Tomasello, Michael, and Ann Cale Kruger. "Joint attention on actions: acquiring verbs in ostensive and non-ostensive contexts." Journal of Child Language 19, no. 2 (June 1992): 311–33. http://dx.doi.org/10.1017/s0305000900011430.
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ABSTRACTTwo studies of verb learning are reported. The focus of both studies was on children in their second year of life learning verbs in various pragmatic contexts. Of particular interest was the comparison of ostensive contexts – in which word and referent were simultaneously present in the child's perceptual field – to non-ostensive contexts. In a naturalistic study of 24 children at 1;3 and 1;9, it was found that mothers modelled verbs for their children most often BEFORE the referent action actually occurred. Over 60% of maternal verbs were used to refer to actions that mothers wished children to perform or that they were anticipating their performing (IMPENDING actions). Some verbs were also used to refer to current actions (ONGOING actions) or actions that had just been completed (COMPLETED actions). Children responded with comprehension most often to impending models. Impending and completed models, but not ongoing models, were correlated with children's verb vocabularies at 1;9. The second study was a lexical training study of 48 two-year-olds. Children learned to produce a novel verb best when it was modelled in the impending condition. They learned to comprehend it equally well in the impending and completed conditions. Children showed no signs of superior learning in the ostensive (ongoing) learning context. Results of the two studies are discussed in terms of the different learning processes involved in acquiring nouns and verbs, and, more broadly, in terms of a social-pragmatic view of language acquisition in which the ostensive teaching paradigm is but one of many contexts in which children learn to establish a joint attentional focus with mature language users.
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Maul, Kristen K., Peggy S. Conner, Daniel Kempler, Christina Radvanski, and Mira Goral. "Using Informative Verbal Exchanges to Promote Verb Retrieval in Nonfluent Aphasia." American Journal of Speech-Language Pathology 23, no. 3 (August 2014): 407–20. http://dx.doi.org/10.1044/2014_ajslp-13-0004.
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PurposeThe goal of this study was to determine whether positive treatment effects of a modified constraint-induced language therapy focused on verb production would generalize to unpracticed items and tasks.MethodFour individuals participated in a single-subject treatment design protocol. The treatment involved intensive practice producing verbs in sentences in an informative communicative exchange. Direct treatment outcome was examined by measuring the accuracy of producing practiced verbs in an action description task, a task similar to those used in treatment. Generalization was assessed by measuring production of unpracticed verbs and sentence grammaticality in the action description task and by measuring verb production and sentence grammaticality in 2 relatively unstructured (unpracticed) language tasks.ResultsTwo of the 4 participants showed a direct treatment effect, producing a greater number of practiced verbs in the action description task following treatment compared with before treatment. All participants improved sentence grammaticality following treatment, although grammaticality was not explicitly targeted in therapy. Generalization to unpracticed, less-structured tasks was variable across the participants.ConclusionPatterns of generalization may depend on participants' specific language deficits and production characteristics, on the language tasks used, and on the measures used to detect change and assess generalization.
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FORBES, JAMES N., and DIANE POULIN-DUBOIS. "Representational change in young children's understanding of familiar verb meaning." Journal of Child Language 24, no. 2 (June 1997): 389–406. http://dx.doi.org/10.1017/s0305000997003127.
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The ability to generalize verbs to new examples of previously labelled events demonstrates an implicit understanding that verbs are representative symbols of categories of events. The present study examined when and how very young children generalize familiar verbs to novel events by using the preferential looking paradigm. Overall, 24 children aged 1;8 and 25 children aged 2;2 demonstrated their understanding of the verbs kick and pick-up by looking significantly longer at the target events on control trials. Additionally, children aged 1;8 with the largest expressive vocabulary generalized the same verbs to actions with different agents, but not to actions differing in outcome or manner of action. In contrast, children aged 2;2 consistently extended familiar action verbs to other actions differing in agent or manner, regardless of the size of their expressive vocabulary. These findings were not due to the saliency of any of the actions used and are interpreted in terms of representational change consistent with the acquisition of lexical learning principles.
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Kasman, Kasman. "PERAN SEMANTIK PREDIKAT PADA VERBA BERVALENSI SATU, DUA, DAN TIGA DALAM BAHASA SAMAWA DIALEK SUMBAWA BESAR/THE SEMANTIC ROLES OF THE PREDICATES ON VERB ONE, TWO, AND THREE SUMBAWA LANGUAGES IN THE SUMBAWA BESAR DIALECT." Aksara 32, no. 2 (January 3, 2021): 287–98. http://dx.doi.org/10.29255/aksara.v32i2.445.287-298.
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Abstrak Penelitian terhadap peran semantik bahasa Samawa masih belum banyak dilakukan. Untuk mendukung pengembangan dan pelestarian bahasa Samawa, penelitian-penelitian deskriptif seperti ini tetap perlu dilakukan. Penelitian ini difokuskan pada peran verba bervalensi satu, dua, dan tiga dalam bahasa Samawa dialek Sumbawa Besar dan bertujuan untuk mendeskripsikan peran semantik verba bervalensi tersebut. Teori yang digunakan dalam penelitian ini adalah teori sintaksis struktural. Data dikumpulkan dengan metode cakap dan metode simak. Data yang terkumpul kemudian dianalisis menggunakan me- tode padan intralingual. Hasil dari analisis data menunjukkan bahwa verba bervalensi satu melibatkan argumen-argumen yang secara semantik mencermainkan verba proses, tindakan, dan verba keadaan. Adapun verba bervalensi dua melibatkan argumen-argumen yang secara semantik merefleksikan verba tindakan, seperti pada sangode (mengecilkan), samasak (memasak), dan pina (membuat). Secara sintaksis verba-verba tindakan itu membutuhkan kehadiran dua argumen kalimat sekaligus. Sementara itu, verba bervalensi tiga yang secara semantik merefleksikan makna benefaktif membutuhkan kehadiran tiga argu-men kalimat sekaligus. Kata kunci: semantik, sintaksis, subjek, predikat, argumen Abstract Research on semantic roles in Samawa language has not been comprehensively done. To support the ef- forts of fostering and developing Samawa language, descriptive studies like this study are always needed. This study is focused on the role of verb valency one, two, and three in Samawa language, especially in Sumbawa Besar Dialect and aimed to describe their semantic roles. The theory used in this study is syntax structural theory. The data were collected using two methods realized by observing and listening to the conversation. The collected data were then analyzed using comparative method. Results of data analysis indicated that syntactically one-valence verbs require argument which semantically re ies process, ac- tion, and constant meaning. While two-valence verb requires arguments which semantically re ies action, such as verbs Sangode (to make something smaller), Samasak (to cook), and Pina (to make). These kind of verbs syntactically require two sentence arguments. While three-valence verb which semantically shows benefective meaning needs the presence of three sentence arguments. Keywords: Semantic, syntactic, subject, predicate, argument
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Nuckolls, Janis B. "Ideophones’ challenges for typological linguistics." Pragmatics and Society 5, no. 3 (November 14, 2014): 355–83. http://dx.doi.org/10.1075/ps.5.3.03nuc.
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Typological studies of motion verbs have struggled to conceptualize a framework that would adequately account for languages which make use of ideophoness for expressing manner of motion. This paper examines ideophones in the Pastaza Quichua dialect of Amazonian Ecuador, with a special focus on the structural patterns observable in two categories of Quichua verbs of motion: verbs of motion by limited translocation and verbs of motion by nonlimited translocation. These two types of verbs and their ideophones manifest 5 major patterns of verb/ideophone interaction, which may be schematized with a gradient scale of possibilities. On the one hand, verbs and their ideophones may come together and coalesce into a unity of meaning, a meaning that is, in fact, lexicalized in one verb form by other languages. On the other hand, verbs and their ideophones may be more inclined toward a ‘separatist semantics’, in which each entity expresses a conceptually distinctive action, event, or process. These patterns problematize several assumptions made in typological studies.
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رشيد عبد المجيد, ميساء, and فاطمة خضير حسون. "Investigating Students' Ability in Identifying English Modals." Al-Adab Journal 1, no. 118 (December 26, 2018): 1–14. http://dx.doi.org/10.31973/aj.v1i118.371.
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Modal verbs are also called auxiliary verbs, helping verbs and modal auxiliaries. They are special auxiliary verbs that express the degree /of certainty of the action in the sentence, attitude or opinion of the writer concerning the action. These auxiliary verbs are can, could ,may, might, must, ought to, shall, should, will, would and had better.
Modality is one of the most difficult aspects of learning English, because the form of modals does not follow the conventional rules of grammar, and there are so many meanings of modals that students often get confused about which modal to use. Also, many EFL learners face difficulty in choosing the proper modal verb that fit certain situations because each modal verb has many functions. The present study is conducted to investigate fourth-year-college students’ ability in signifying English modals appropriately and using them correctly. To fulfill the basic requirement of this study, the researchers organized a test, which consists of two questions; the first one is recognition, the second is production. The results show that the students have a real problem in recognizing and using modals.
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Aulia, Rima Fitri, and Ichwan Suyudi. "ANALYSIS OF THE FINITE VERB PHRASES IN THE SHORT STORIES THE GIFT OF THE MAGI AND COSMOPOLITE IN A CAFÉ BY O. HENRY." Journal of Language and Literature 7, no. 2 (2019): 71–79. http://dx.doi.org/10.35760/jll.2019.v7i2.2052.
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This research focused on finding the types of finite verb and main verbs. The researcher used the short stories The Gift of The Magi and Cosmopolite in a Café by O.Henry to limit the finding data. The method of this research is qualitative research. The result of this research showed that there are 361 finite verb phrases and divided into two types of finite verbs, 1. Main verbs stand alone which occur mostly with 65.93%, 2. Auxiliaries stand with the main verb with 34.07% which may be modal (29.27%), passive (18.70%), perfective (24.39%), progressive (6.50%), combination of two auxiliaries (12.20%), and the negative do- periphrasis auxiliary (8.94%). Based on 361 datas of finite verb phrases, the researcher found the most dominant type of main verb is action verb with 62.05% and stative verb with 37.95%.
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Adawiyah, Rabiyatul, I. Nengah Sudipa, Made Sri Satyawati, and I. Made Rajeg. "Action Verb Nosi `Cooking` in Bima Language: A Study of Natural Semantic Metalanguage." Journal of Language Teaching and Research 13, no. 1 (January 2, 2022): 83–91. http://dx.doi.org/10.17507/jltr.1301.10.
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There are two subordinate structures in action verbs, namely uncompositional polysemy. Action verbs to do and happen are action verbs with uncomposed polysemy, including Cooking Nose. This research aims to find out the mapping and explication of the 'cooking' action verb. The method used is qualitative. The data source consists of oral data taken from key informants, written data collected from storybooks in the Bima language and language intuition. The technique used is interview and literature study. The data collection method is advanced, namely the agih method with the application of transformation and insertion techniques used to reveal the original meaning contained in BBM. The default meaning is used to determine the semantic structure of VBBm by explication or paraphrasing techniques. Each verb nosi cooking is based on: the tool, the model of movement, the part of the entity that is being treated, the result that the agent wants to achieve. The results show that the Bima language action verb 'Cooking' in general has a component mapping `X Doing something to Y` and therefore `Something happened to Y`. A number of words that contain the meaning of cooking: lowi, mbako, danda, salunga, puru, sanggowo, sanggapi, suje, ncango, and tumi, gule. This variant has unique semantic characteristics so that the meaning content of each word is different even though it is still in the same field of meaning (Cf. Adawiyah, 2021).
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Prokopуeva, Aleksandra Egorovna. "The formation of intransitive verbs from the base of quality processes in Kolyma dialect of the Yukaghir language." Филология: научные исследования, no. 11 (November 2020): 120–28. http://dx.doi.org/10.7256/2454-0749.2020.11.34201.
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The subject of this article is the intransitive verbs in Kolyma dialect of the Yukaghir language. In Yukaghir linguistics does not feature special research on the verb word formation of this dialect, which defines the relevance of this work. The object of this article is the affixes used for the formation of intransitive verbs from the base of quality processes (qualitives). The goal of this article is to describe the formation of intransitive verbs from the base of quality processes of Kolyma dialect of the Yukaghir language, as well as to clarify the meanings of word-forming affixes. The scientific novelty consists in the analysis and description of the formation of intransitive verbs from the base of quality verbs of the language of wood Yukaghir folk. The results lies in determination and specification of the semantics of word-forming affixes of intransitive verbs, formed from the base of qualitaty processes, such as -mu (reducing to various changes), -kie (acquisition of a certain quality or transition from one state to another), -ba ~ - ge, - lye, - d (completed action or process), - buo (semi imposition of a quality), - de and the suffix of one-time action – s’ - (completed action or process).