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Journal articles on the topic 'Auxiliary verbs'
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1
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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Murat, Atar. "COMPOUND VERBS IN UYGHUR TURKISH." Vestnik Bishkek state university af. K. Karasaev 2, no. 60 (April 1, 2022): 51–56. http://dx.doi.org/10.35254/bhu/2022.60.51.
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Compound verbs, which are one of the problematic topics in Turkish, are classified in my study under the names «noun + auxiliary verb» and «adverb + auxiliary verb». In the dictionary I analyzed, 72 examples of compound verbs formed with the element noun + auxiliary verb were found. Fifty-four examples of compound verbs formed with adverbs + auxiliary verbs were found. Compound verbs formed with verbal verbs could not be identified. By scanning more than one text in Uyghur Turkish, I can detail the topic of compound verbs and reinforce it with many new examples. Compound verbs can be grouped under one heading. Adjective-verbs, adverb-verbs and nouns (i.e., gerunds) become nouns due to their constructive function as suffixes. For this reason, we can include all compound verbs in compound verbs formed by the noun + verb scheme.
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Hu, Bo, and Hong Chen. "On the Raising and Control of Modal Auxiliary Verbs." International Journal of Linguistics 12, no. 4 (August 27, 2020): 252. http://dx.doi.org/10.5296/ijl.v12i4.17595.
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Modal auxiliary verbs are a type of verb that expresses the speaker’s attitude and opinion towards a proposition or an event. This paper investigates the syntactic features of modal auxiliary verbs in different languages from the aspects of semantic constraints, the deletion of complement clauses, constituent movement, pseudo-cleft construction and temporal and aspect markers, and analyzes relevant hypotheses of modal auxiliary verbs under the framework of generative grammar. We challenge the assumption that modal verbs are raising verbs, argue that modal auxiliary verbs should be analyzed as raising or control verbs.
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Massini-Cagliari, Gladis. "Sobre o Status Morfofonológico e Prosódico das Formas Futuras em Português Arcaico (On the Morpho- Phonological and Prosodical Status of The Future Form in Archaic Portuguese )." Estudos da Língua(gem) 3, no. 1 (June 30, 2006): 91. http://dx.doi.org/10.22481/el.v3i1.1010.
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O objetivo do presente artigo é discutir o status morfofonológico das formas verbais de futuro em Português Arcaico, a partir de evidências provindas de seu comportamento prosódico: se formas simples, constituídas a partir da flexão regular da base, ou se formas compostas, constituídas a partir da junção do infinitivo com um auxiliar flexionado. Apesar de tradicionalmente as formas verbaisde futuro serem consideradas como simples, a sua pauta prosódica sugere que se trata de compostos. Também sustenta a consideração de sua natureza como composta o fato de somente os tempos futuros aceitarem mesóclise, variação com formas com o auxiliar no início – viverey ou ey a viver, viveria ou ia a viver – e “coordenação” de dois verbos, a partir de uma só “terminação”.PALAVRAS-CHAVE: Fonologia. Português Arcaico. Verbos. Compostos. Prosódia. Acento.ABSTRACTThis paper aims to discuss the morphophonological status of future tenses verbal forms in Archaic Portuguese. From the viewpoint of word formation, these verbal forms can be interpreted as the result of the regular inflexion of the base, or as compounds, formed by the main verb infinitive followed by an inflected auxiliary verb. Evidences are provided mainly by their prosodic behaviour, in comparison to other verbs. Although future forms are traditionally considered as simple verbal forms, their prosodic behaviour suggests that they are in fact compounds. Arguments that support this position are: the possibility of collocation of the clitic pronoun only in the middle future verbs; the variation with auxiliary initial verbal expressions (viverey or ey a viver, viveria or ia a viver), and the coordination of two verbs with only one future “mark”.KEYWORDS: Archaic Portuguese. Verbs. Compounds. Prosod. Stress.
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Choi, Bumyong. "Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 187–208. http://dx.doi.org/10.2307/42922365.
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ABSTRACT Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
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Choi, Bumyong. "Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-." Korean Language in America 17, Special Issue 2012 (January 1, 2012): 187–208. http://dx.doi.org/10.2307/korelangamer.17.2012.0187.
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ABSTRACT Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
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Viale, Greta, Andrea Briglia, Massimo Mucciardi, and Anna Carlier. "To be or to have? That is the question." Isogloss. Open Journal of Romance Linguistics 10, no. 3 (May 9, 2024): 1–30. http://dx.doi.org/10.5565/rev/isogloss.346.
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For the first time, systematic research of auxiliary selection in Italian is proposed using corpus analysis and natural language processing (NLP). By combining these methods, we seek to find the most significant factors that influence the choice of auxiliary in intransitive verbs with double auxiliation. These verbs have often been studied in the literature (e.g., peripheral verbs [Sorace 2000]), but they have never been addressed in a comprehensive way (Giancarli 2015). The findings emphasize the most significant factors influencing the choice of ‘be’ or ‘have’ based on semantic, syntactic, and morphological aspects. On the basis of corpus analysis and statistical tools (CHAID and Random Forest) evidence, we propose the internal cause and the human trait as the possible factors useful in untangling the knot of auxiliary selection within Italian verbs with double auxiliation. This article also presents a reflection on semi-auxiliary verbs, a particular group of Italian verbs that operate as semi-auxiliary by being followed by an infinitive. For this group of verbs, we propose that auxiliary selection depends not only on the semantics of the verb or of the subject, but mainly on the auxiliary selection of the infinitive.
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Lestari, Dian, and Ferhadius Endi. "Analisis Kontrastif Bahasa Prancis dan Bahasa Inggris Sebagai Dasar Penentuan Model Pembelajaran Bahasa Prancis Pemula." Ganaya : Jurnal Ilmu Sosial dan Humaniora 7, no. 1 (January 19, 2024): 98–107. http://dx.doi.org/10.37329/ganaya.v7i1.2841.
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The study aimed to describe the similarities and differences of French and English verbs for designing for French learning models for beginners. This reseach is a qualitative descriptive study, the data were collected using observational method by taking notes directly from the data sources, and data were analyzed using distributional method. The result shows the similarity of French and English verbs as known from their verb formations by using the process of conjugation. French and English verbs are different where French is fully inflected while English is partially inflected. French verbs are influenced by person and number while English verbs are not influenced by person dan number. Past marker in French is auxiliary (être and avoir) followed by participe passé. The verb with auxiliare être will undergo a process of affixation with the addition of suffixes -e, -s, -es on the participe passé (core verb). Past marker in English is suffixe –ed/-d for regular verbs while irregular verbs will undergo changes based on the certain rules.
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Mirmukhamedov, Osimjon T., and Bahodurjon P. Ashrapov. "Semantical peculiarities and level of usage of nominal compound verbs with non-active auxiliary verbs in “Ta`rikhi Bayhaqi” (The History of Bayhaqi) (based on the example of nominal archaic component)." Philological Sciences. Scientific Essays of Higher Education, no. 6 (November 2023): 68–72. http://dx.doi.org/10.20339/phs.6-23.068.
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The article dwells on the issue concerned with semantical peculiarities and level of usage of nominal compound verbs with non-active auxiliary verbs on the example of a nominal archaic component in the historical writing entitled as “Ta`rikhi Bayhaqi”. There is noted a large considerable number of nominal compound verbs used as auxiliary verbs in terms of their original meanings. It is worth mentioning that such kinds of verbs were used as nominal components consisting of the following items: nominal base of certain simple nominal verbs; nominal base of a number of causative forms; verbs formed from on base of the present tense of verbs by dint of suffixes; adjectives and verb adjectives, etc. Adducing the result of the analysis concerned with the theme explored one can come to the conclusion that the number of non-active auxiliary verbs is not less in terms of their usage. Some of them were active in verb-building appertaining to the Middle Persian language, but they lost this peculiarity in the new period of Tajik language development.
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Putri, Amara Aulia, Erni Sukesi, and Zahrida. "EFL Students’ Difficulties on Using Subject-Verb Agreement." Journal of English Education and Teaching 7, no. 3 (October 27, 2023): 703–16. http://dx.doi.org/10.33369/jeet.7.3.703-716.
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The purpose of this study is to determine the common subject-verb agreement difficulties that students encounter in the English Education Study Program at the University of Bengkulu. This study adopted a qualitative methodology. The population was the sixth semester of the 2022/2023 a English Education Study Program. The sample of this study was 33 students consisting of 11 males and 22 females. Data collection was done through validated and reliable tests consisting of 30 items representing 6 subject-verb agreements; full verbs, linking verbs, modals, auxiliary be, auxiliary have, and auxiliary do. Furthermore, this study used simple statistics (percentage and average) to analyze the data. In accordance to the study's findings, the majority of learners have struggles using subject-verb agreements. Found 540 obstacles in the test. The students' own difficulties were difficulties using Full Verbs (18%), Linking Verbs (21.5%), Modals (23%), Auxiliary be (16.5%), Auxiliary have (14%), and Auxiliary do (7%). Modal becomes the dominant difficulty for students. It was possible that students have difficulty understanding patterns in modals and did not know the term modals themselves. Moreover, students also could not identify the subject and verb in the sentence, lacked vocabulary, did not practice often, and did not recheck wrong answers. This result suggests that an appropriate method is still needed to improve understanding with subject-verb agreement.
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Zholshayeva, M. S. "LEXICAL AND GRAMMATICAL FEATURES OF COMPOUND VERBS IN KAZAKH LANGUAGE." Tiltanym 185, no. 1 (March 30, 2022): 43–52. http://dx.doi.org/10.55491/2411-6076-2022-1-43-52.
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Objects, phenomena, their adjectives, and movements – all are reflected in language. One of the systems formed in language in marking the linguistic image of the world is word formation. The article analyzes the theoretical concepts of verb word formation in the Kazakh language, the formation of action lexical units, including the lexical-semantic nature and grammatical features of compound verbs formed by auxiliary verbs. The word-formation persons involved in the formation of compound verbs, which are the result of the analytical method of word-formation – nouns and imitation words in the leading position and auxiliary verbs that perform the word-formation function are analyzed structurally and semantically. In addition, the characteristics of semantic integrity, morphological integrity and syntactic integrity, which are characteristic of compound verbs, are supported by examples of specific linguistic data. The peculiarities of the compound verbs are determined by comparing them with similar linguistic phenomena, in particular, compound verbs, analytical forms of verbs, idiomatic verbs and complex grammatical forms formed by the combination of auxiliary verbs edi. There is also a paradigm of transformation with the indicators of its verb categories, which show the morphological integrity of the compound verbs, in particular, with the indicators of the categories of mood, mood, tense, positive-negative, the nautre of the movement.
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Adéwọlé, Lawrence O. "Sequence and Co-Occurrence of Yoruba Auxiliary Verbs." Canadian Journal of Linguistics/Revue canadienne de linguistique 34, no. 1 (March 1989): 1–17. http://dx.doi.org/10.1017/s000841310002586x.
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Just as in several other languages of the world, the Yoruba auxiliary verbs can be stacked, that is, there can be more than one auxiliary verb in a structure. In this paper, we shall propose an analysis, within the framework of GPSG, which accounts for the distribution of the Yoruba auxiliary verbs and compare our analysis with some previous ones.
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Gross, Maurice. "Lemmatization of compound tenses in English." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 22, no. 1-2 (December 31, 1999): 71–122. http://dx.doi.org/10.1075/li.22.1-2.06gro.
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We generalize the process of lemmatization of verbs to their compound tenses. Usually, lemmatization is limited on verbs conjugated by means of suffixes; tense auxiliaries and modal verbs (e.g. I have left, I am leaving, I could leave) are ignored. We have constructed a set of 83 finite-state grammars which parse auxiliary verbs and thus recognizes the ‘head verb’, that is, the lemma. We generalize the notion of auxiliary verb to verbs with sentential complements which have transformed constructions (e.g. I want to go) that can be parsed in exactly the same way as tense auxiliaries or modal verbs. Ambiguities arise, in particular because adverbial inserts occur inside the compound verbs,. We show how local grammars describing nominal contexts can be used to reduce the degree of ambiguity.
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Althawbih, Haytham, Juhaina Al-Issawi, Omar Abu Nawas, and Mohammad Saraireh. "The Auxiliary Verb in Contemporary Jordanian Arabic: A Historical Descriptive Study." International Journal for Arabic Linguistics and Literature Studies 6, no. 1 (March 2024): 32–49. http://dx.doi.org/10.31559/jalls2024.6.1.3.
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Objectives: The present study proceeds from the idea that many of the contemporary Arabic phenomena that modern linguists experience are linguistic phenomena that existed in classical Arabic or ancient Semitic languages. This study, therefore, has argued that the hypothesis stating Arabic is different from Indo-European languages in not considering the auxiliary verb in its structure is inaccurate. Furthermore, the idea that syntactic structure contains auxiliary verbs as a native construction transmitted to Arabic through translation is hasty. Methods: The study set itself an approach to prove this theory by describing the auxiliary verb in contemporary Arabic, focused on the Jordanian dialect and more specifically on the two auxiliary verbs ﻛﺎﻥ 'was' and ﻗﻌﺪ 'sit.' It also provided evidence from classical Arabic as Quran, poetry, and Semitic languages. Conclusions: The study concluded that the two auxiliary verbs ﻛﺎﻥ 'was' and ﻗﻌﺪ 'sit' have their roots in classical Arabic and Semitic languages.
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Russi, Cinzia. "ESSERE O AVERE? UNA PROPOSTA DI APPLICAZIONE DELLA GRAMMATICA COGNITIVA ALL’INSEGNAMENTO DELLA SELEZIONE DELL’AUSILIARE IN ITALIANO L2." Italiano LinguaDue 15, no. 2 (December 15, 2023): 104–32. http://dx.doi.org/10.54103/2037-3597/21941.
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Questo articolo contribuisce alla ricerca sull’applicazione della Linguistica Cognitiva all’insegnamento delle lingue straniere proponendo uno strumento didattico per l’insegnamento della selezione dell’ausiliare a studenti principianti anglofoni di italiano L2. Lo strumento consiste di diagrammi raffiguranti la struttura concettuale di eventi di movimento espressi dai verbi d’uso più comune da usarsi in classe per spiegare la distribuzione (e l’alternanza) degli ausiliari avereed essere. Le proprietà semantiche più pertinenti alla selezione dell’ausiliare sono rese in immagini schematiche che raffigurano la struttura concettuale di base degli eventi espressi dalle tre classi di verbi esaminati: verbi che selezionano o avere o essere e verbi che selezionano entrambi.
Essere o avere? A proposal for the application of cognitive grammar to the teaching of auxiliary selection in Italian L2
This article contributes to the research on the application of Cognitive Linguistics to foreign language instruction by offering a didactic tool for teaching auxiliary selection to English-speaking beginner students of Italian L2. The tool consists of diagrams depicting the conceptual structure of motion events denoted by common usage verbs to be used in class to explain the distribution (and alternation) of the auxiliaries avere and essere. The semantic properties most relevant to auxiliary selection are sketched in simple images that depict the basic conceptual structure of the events expressed by the three verb classes examined: verbs that categorically employ either avere or essere and verbs that employ both.
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Murat, Atar. "SIDE NAMES WITH AUXILIARY VERBS IN UIGHUR TURKISH." Vestnik Bishkek state university af. K. Karasaev 2, no. 60 (April 1, 2022): 56–62. http://dx.doi.org/10.35254/bhu/2022.60.56.
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Although indefinite verbs form temporary nouns, they can sometimes lose these properties and become permanent nouns in both Uyghur Turkish and Turkish. The reason for this is that adjective verb suffixes have some constructive suffixes. Adjectives make the verbs to which they are added temporary nouns. The adjective verb suffixes used in my study made nouns both permanent nouns and temporary nouns that have a primary purpose. My study provides examples of both permanent and temporary nouns. When we look at the permanent nouns made with adjective verbs in Uyghur Turkish, it is seen that there are permanent names used in daily life, related to household tools and equipment, agriculture and animal husbandry. In our study -DACI, -DIK, -KAN, -GU, -KUÇİ, -mAs, -Ar, -yUk, -mIş adjective verb suffixes were used. A total of 177 examples have been identified with these adjective verb suffixes.
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N'Guessan, Jérémie Kouadio. "Les séries verbales en Baoulé questions de morphosyntaxe et de sémantique." Studies in African Linguistics 29, no. 1 (June 1, 2000): 76–90. http://dx.doi.org/10.32473/sal.v29i1.107371.
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This article demonstrates, from morphological and syntactic facts, the existence of serial verbs in Baoule. The analysis illustrates the difference between serial verb constructions, simple conjoined verbs, and auxiliary verb/nominalized verb constructions. The author proposes that serial verbs do not constitute a homogeneous category in Baoule. In order to deal efficiently with serial verbs, it is necessary to combine morphosyntactic features with lexical information.
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Kinder, John J. "Auxiliary verbs, dictionaries and the late evolution of the Italian language." Australian Review of Applied Linguistics. Series S 18 (January 1, 2004): 115–32. http://dx.doi.org/10.1075/aralss.18.08kin.
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The use of be as an auxiliary verb with intransitive verbs has declined in all the Romance languages over the past five centuries. Today, Spanish and Portuguese use only have, in Catalan and Romanian be occurs in marginal contexts, and in French, be is used with approximately 40 verbs. Italian is a notable exception, since be is still used as the auxiliary of nearly 300 intransitive verbs, as well as with all transitives in the passive and with all reflexives. This well-known fact is a notorious source of difficulty for language teachers and students, partly because there have been few adequate descriptions or even taxonomies of the semantic classes of intransitive verbs which take be. This paper reports an attempt to describe the selection of auxiliary verbs in Italian in terms of contemporary dictionaries of Italian. The paper offers a description of auxiliary selection based on the Auxiliary Selection Hierarchy proposed by Sorace (2000), using some recent monolingual dictionaries as sources. This raises some issues about the use of dictionaries as source material for grammatical descriptions.
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Cho, Haeok. "A Study on the Creation of Meanings of the Auxiliary Verb ‘see’ and ‘throw away’ in Lee sang’s Poetry." Korean Society of Culture and Convergence 44, no. 7 (July 31, 2022): 39–46. http://dx.doi.org/10.33645/cnc.2022.7.44.7.39.
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In this paper, using Lee sang’s Korean poetry as the text, the characteristics of auxiliary verbs appearing in poetry were examined, and the relationship between auxiliary verbs and the formation of Lee sang’s poetry was examined. In Lee sang’s Korean poetry works, ‘see’ is reflected in the speaker’s feelings of alienation and the speaker’s desire to keep a psychological distance from the situation they are facing. ‘See’ plays a role in strengthening the psychology of separating oneself from the situation the speaker is facing and trying to keep a distance. ‘Throw away’ is the auxiliary verb with the second highest frequency of appearance in Lee sang’s poetry. The auxiliary verb ‘throw away’ is the meaning of inconvenience, and the meaning of relief. The auxiliary verb ‘throw away’ that creates the meaning of inconvenience reveals the time of irreversibility. In the negative context of the auxiliary verb ‘throw away’, the speaker’s feelings of solitude are denied or blocked. The third case is when ‘throw away’ is used as a double auxiliary verb composed of ‘throw away’ + ‘want’, the meaning of relief is not realized.
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Bayastanova, Aigul. "AUXILIARY VERBS EXPRESSING THE DIRECTION OF ACTION IN COMPOUND VERBS." Alatoo Academic Studies 23, no. 2 (June 30, 2023): 211–19. http://dx.doi.org/10.17015/aas.2023.232.20.
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A compound verb consists of two or more components, which, when combined, acquire a new lexical meaning. Each of the components performs its own inherent function in the formation of a complex verb. The form of the second, auxiliary component is the main one and determines the various features of the implementation of the action denoted by the verb. It expresses the features of the time of the action, its direction in space, or the situation of the end of the action. The article deals with auxiliary components kel, ket, zhönö, and bar, expressing the direction of action in space and their place in the formation of compound verbs. Attention is drawn to the features of these components in the formation of complex verbs in the Kyrgyz language.
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Yoga Ferdiansyah and Yupika Maryansyah. "Students’ Accuracy in Using Auxilary Verbs in Asking Question during Teaching and Learning in Classroom." Teaching English and Language Learning English Journal (TELLE) 2, no. 3 (December 30, 2022): 199–207. http://dx.doi.org/10.36085/telle.v2i3.4717.
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The objective of this research was to investigate the students’ accuracy of using auxiliary verbs in asking questions during teaching and learning in classroom at the Second Semester English Study Program of UMB. This research used descriptive method since the researcher wants to know and describe the accuracy of using auxiliary verb in asking questions in teaching and learning activity in the classroom at second semester of University of Muhammadiyah Bengkulu. The object of this research was questions which asked by the students while teaching learning process at second semester English Study Program of University of Muhammadiyah Bengkulu. The data was obtained in four meetings. The instrument of this research was an observation checklist. The researcher recorded the activity in the classroom then observe the students’ questions which contained auxiliary verb. The finding of this research showed that the students’ accuracy of using auxiliary verbs in asking questions during teaching and learning in classroom at the Second Semester English Study Program of UMB were good with percentage 81%.
Keywords : Students’ Accuracy, Auxiliary Verbs in Asking Question
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Botne, Robert. "The curious case of auxiliary -manya in Lwitaxo." Studies in African Linguistics 38, no. 2 (June 15, 2009): 94–99. http://dx.doi.org/10.32473/sal.v38i2.107288.
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Lwitaxo, one of the Luhya languages of Kenya, has an auxiliary verb of the form -many’a that occurs in compound constructions that express either a generic reading (“normally do V”) or a culminative reading (“ended up V-ing”). This verb is identical in form to the lexical verb -many’a ‘(come to) know’. However, while there are attested cases of KNOW verbs grammaticalizing as habitual/generic auxiliaries, there are no such attestations of KNOW verbs grammaticalizing as indicators of culmination. The author proposes that auxiliary -many’a is the unique result of a convergence of factors—sound change, morphophonological analogy, and semantic reinterpretation—that led an original auxiliary, -mala ‘finish’, to shift in form to resemble lexical -many’a.
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Meisterernst, Barbara. "A semantic analysis of modal DE 得 in pre-modern Chinese." Lingua sinica 5, no. 1 (January 1, 2019): 1–29. http://dx.doi.org/10.2478/linguasinica-2020-0001.
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Abstract In this paper, the lexical semantics of the pre-modal verb 得 dé and its development into a modal auxiliary will be discussed. Two different positions are available for the modal dé, the default preverbal position of modal auxiliary verbs and a post-verbal position. The analysis of the event and the argument structure of the lexical verb dé reveals that the different modal uses of dé originate from its functions as an achievement verb. In this regard, dé clearly differs from the other verbs of possibility in Late Archaic Chinese. The particular syntacto-semantic constraints of dé can account for its development into both a modal auxiliary verb, and for the particular functions it develops in the Modern Sinitic languages as a postverbal modal marker.
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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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Slade, Benjamin. "The diachrony of light and auxiliary verbs in Indo-Aryan." Diachronica 30, no. 4 (December 31, 2013): 531–78. http://dx.doi.org/10.1075/dia.30.4.04sla.
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This study examines the historical development of light verbs in Indo-Aryan. I investigate the origins of the modern Indo-Aryan compound verb construction, and compare this construction with other light verb constructions in Indo-Aryan. Examination of the antecedents of the Indo-Aryan compound verb construction alongside other Indo-Aryan light verb constructions, combined with analysis of lexical and morphosyntactic differences between the compound verb systems of two Indo-Aryan languages (Hindi and Nepali), demonstrate that light verbs are not a stable or unchanging part of grammar, but rather undergo a variety of changes, including reanalysis as tense/aspect auxiliaries.
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Kaufmann, Göz. "In the thick of it: scope rivalry in past counterfactuals of Pomerano." Journal of Comparative Germanic Linguistics 25, no. 3 (December 2022): 333–84. http://dx.doi.org/10.1007/s10828-022-09137-9.
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AbstractThis paper analyzes the morphosyntactic variation in past counterfactuals with modal verbs in Pomerano, a Low German variety spoken in Brazil. The variation concerns (i) the highest verb (temporal auxiliary or modal verb), (ii) the morphological form of the temporal auxiliary (blocking of tense and/or person agreement), (iii) the frequently unexpected position of the modal verb (verb clusters in the CP-domain), and (iv) the overall number of verbs (syntactic doubling and/or PF-insertion). Analyzing more than 6,000 translated sentences, scope rivalry between the temporal auxiliary and the modal verb proves to be the major catalyst of an intriguing instance of language variation and change. The derivation of the extant variants grants us a privileged view of the clausal architecture of Pomerano—including cases of derivational misfiring—as well as of more general processes of clause formation.
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VERHAGEN, JOSJE. "Verb placement in second language acquisition: Experimental evidence for the different behavior of auxiliary and lexical verbs." Applied Psycholinguistics 32, no. 4 (April 21, 2011): 821–58. http://dx.doi.org/10.1017/s0142716411000087.
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ABSTRACTThis study investigates the acquisition of verb placement by Moroccan and Turkish second language (L2) learners of Dutch. Elicited production data corroborate earlier findings from L2 German that learners who do not produce auxiliaries do not raise lexical verbs over negation, whereas learners who produce auxiliaries do. Data from elicited imitation and sentence matching support this pattern and show that learners can have grammatical knowledge of auxiliary placement before they can produce auxiliaries. With lexical verbs, they do not show such knowledge. These results present further evidence for the different behavior of auxiliary and lexical verbs in early stages of L2 acquisition.
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Andersen, Torben. "Auxiliary verbs in Dinka." Studies in Language 31, no. 1 (February 5, 2007): 89–116. http://dx.doi.org/10.1075/sl.31.1.04and.
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Jones, Michael Allan. "AUXILIARY VERBS IN SARDINIAN." Transactions of the Philological Society 86, no. 2 (November 1988): 173–203. http://dx.doi.org/10.1111/j.1467-968x.1988.tb00398.x.
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Djulaikah, Siti. "ERROR ANALYSIS ON THE AUXILIARY VERBS MADE BY THE TENTH GRADERS OF MAN 2 SAMARINDA." LINGUA: Journal of Language, Literature and Teaching 13, no. 1 (April 3, 2016): 103. http://dx.doi.org/10.30957/lingua.v13i1.16.
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This study used qualitative design focusing on the errors made by the second year students of MAN 2 Samarinda. The variable of this study was errors on auxiliary verbs. The variable was measured by using an objective test on auxiliary verbs. The instrument of the study was a test on auxiliary verbs. The data were analyzed the kinds of typical errors which are classified into four, they are: omission, addition, misformation, misordering errors. The components of auxiliary verbs test were: to do (do, does, did), to have (have, has), and modal auxiliary (can, could, will, would, may, and must). The study discovered that kinds of typical errors on auxiliary verbs are classified into four kinds of typical errors: omission errors, addition errors (double marking and regularization), misformation errors and miscellaneous errors. The typical errors present on auxiliary verbs are classified into four kinds of typical errors: (1) to do, including: errors in adding “do”, “does” and “did”, misuse in using “do”, “does” and “did”. (2) to have including: errors in adding “have” and “has”, double in marking auxiliary verbs, in this case to be and to have, (3) modal auxiliary including: false in choosing the right modal auxiliary.
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Ogata, Kozué. "L’analyse des constructions du verbe venir avec l’infinitif." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 26, no. 2 (July 30, 2004): 297–309. http://dx.doi.org/10.1075/li.26.2.09oga.
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Summary The object of this paper is to explore the constructions of the French verb venir with a infinitival complement, through the analysis of a large corpus. We conclude that differences between verbs and auxiliaries are a matter of degree. Contrary to the cases of the movement verb venir (Table 2 in M. Gross, 1975, ex. Pierre est venu voir Marie), the subject, in some constructions of «venir + infinitive» is an inanimate noun. We propose to distinguish, among the constructions mentioned above, the aspectual use of venir (ex. Cet incident est venu compliquer encore la question). This use of venir is to be analyzed as an intermediate state between movement verbs and auxiliaries. In this aspectual construction, whose subject can be caracterized as an abstract noun, the verb venir does not take a locative complement, contrary to any other constructions of «venir + infinitive» (with the exception of the auxiliary use venir de). Such aspectual constructions do not exist with the verb aller, the counterpart deictic verb of venir. If venir in aspectual use is on the way to becoming an auxiliary, aller without this use can be considered as more advanced in the axe of auxiliarity.
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Shirani, Zia ul Islam, Lalkhan Minapal, and Shafiqullah Amirzay. "The Conjugation of Pashto Compound Verbs." Randwick International of Education and Linguistics Science Journal 4, no. 2 (June 30, 2023): 332–38. http://dx.doi.org/10.47175/rielsj.v4i2.691.
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Verb is a word which shows action happening time, generally has subject and time is known in verbs in fact this quality makes deference between verb and gerund. According to syntax, we have three types of verbs – Transitive verb, intransitive verb and Hukmi Motadi (Hukmi Transitive) verb. Most of the verbs has two roots (present and Past). According to structure, we have three types of verbs: simple verbs (as, root+suffix: ʣ+əm à ʣəm, χwr+əm à χwrəm à zə ɖoɖə́i χwrəm.) derivative verbs (as, article+root+suffix: rɑ+ʁ+əià rɑ́ʁəi à ahmád rɑ́ʁəi), and compound verbs (as, root+root+suffix: χpor + kedə́là [after changes of conjugation] χpəredə́l à wraʣpə́ɳa χpará ʃwa.). As well as, there are four categories of auxiliary verbs, as follow: “کېدل/kedə́l/”, “شول/ʃwəl/”, “ول/wəl/, کول/kawə́l/” and “کړل/kɽəl/”. Hereby, conjugation of verb in Pashto varies according to Number, Gender and Person. Meanwhile, both parts of compound verbs conjugate in which only one-part conjugates. Generally, the end of compound verbs is conjugated by the suffix according to the mentioned categories.
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DYE, CRISTINA D. "Reduced auxiliaries in early child language: Converging observational and experimental evidence from French." Journal of Linguistics 47, no. 2 (December 14, 2010): 301–39. http://dx.doi.org/10.1017/s002222671000037x.
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Since early studies in language development, scholars have noticed that function words, in particular auxiliaries, often appear to be missing in early speech, with the result that child utterances sometimes exhibit verbs with non-finite morphology in seemingly matrix clauses. This has led to the idea of a ‘deficit’ in the child's syntactic representations. In contrast with previous studies, this article explores the possibility that the child's phonology may considerably impact her overt realization of auxiliaries. Specifically, it examines the hypothesis that non-finite verbs in early speech are in fact attempted periphrastics (i.e. auxiliary/modal+non-finite verb) in which the auxiliaries are just reduced phonetically, often to the point where they remain unpronounced. We studied 28 normally developing French-speaking children aged between 23 and 37 months. New observational data uncovered a continuum in a given child's phonetic realizations of auxiliaries. Children showed various levels of auxiliary reduction, suggesting that their non-finite verbs are best analyzed as being part of periphrastics involving an auxiliary form that represents the endpoint on this continuum, i.e. is (completely) deleted. Further examination of these verbs revealed that their semantics corresponds to the semantics of adult periphrastics. Additionally, the results of an experiment where children imitated sentences with either periphrastic or synthetic verbs showed that responses with non-finite verbs were predominantly produced when the target sentence involved a periphrastic, rather than a synthetic verb.
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Bondaruk, Anna, and Bożena Rozwadowska. "Stative and eventive passives of subject experiencer verbs in Polish." Poznan Studies in Contemporary Linguistics 54, no. 4 (November 27, 2018): 437–67. http://dx.doi.org/10.1515/psicl-2018-0019.
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Abstract The paper addresses the question whether Subject Experiencer (henceforth, SE) verbs can form the stative and eventive passive in Polish. The analysis shows that SE verbs in Polish only sporadically give rise to the stative passive, and whenever this is possible, the stative passive derived from an SE verb can be classed as the target state passive in Kratzer’s typology (2000). Polish SE verbs are susceptible to two types of eventive passive – (i) with the auxiliary zostać ‘to become’, co-occurring with the perfective passive participle; and (ii) with the auxiliary być ‘to be’, followed by the imperfective passive participle. The fact that SE verbs can give rise to zostać-passives is unproblematic, as this type of passive contains the passive participle derived from the perfective form of the verb, which is always eventive. Stative SE verbs can serve as good inputs to the być + imperfective passive on account of the fact that they can be coerced from states into non-dynamic events, as proposed for Spanish in Fábregas and Marín (2017).
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Gnanapriyadharshini, S., and K. Ragupathi. "Auxiliary Verbs as Building Blocks: Integrating them into Language Proficiency Development Programs." Shanlax International Journal of Arts, Science and Humanities 11, S2-March (March 30, 2024): 110–13. http://dx.doi.org/10.34293/sijash.v11is2-march.7525.
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This paper explores the role of auxiliary verbs in English language teaching (ELT) and their impact on language acquisition. It examines how auxiliary verbs facilitate various aspects of language learning, including grammar, syntax, and communicative competence. Analysing the theoretical framework of auxiliary verbs in ELT practically in language teaching, it aims to provide the insights of various effective pedagogical approaches for integrating auxiliary verbs into language instruction. Furthermore, it discusses challenges and strategies for teaching auxiliary verbs to learners of different proficiency levels and linguistic backgrounds, and also underscores the important role of ELT in fostering effective communication skills and promoting intercultural understanding in today’s globalized world.
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Widiadnya, I. Gusti Ngurah Bagus Yoga. "The Analysis of Modal Auxiliary Verb Used in City of Heavenly Fire Novel Written By Cassandra Clare." Wacana : Majalah Ilmiah Tentang Bahasa, Sastra Dan Pembelajarannya 23, no. 1 (April 28, 2023): 50–65. http://dx.doi.org/10.46444/wacanasaraswati.v23i1.526.
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Language use in novel accordance with the context of sentence and according to events that occur in the story such as direct sentences and indirect sentences. The purposes of this study are to know the kinds of modal auxiliary verb and the function used in City of Heavenly Fire Novel written by Cassandra Clare. This study is descriptive qualitative research and object discussed about City of Heavenly Fire Novel written by Cassandra Clare. The data collection techniques are observation and literature review. Data analysis is to analyze sentences that use modal auxiliary verbs in the novel. The research findings are (1) modal auxiliary verb “could” and “would” mostly used in City of Heavenly Fire Novel, the use of modal auxiliary verbs “could” and “would” is 62% more than the use of modal auxiliary verb “will” and “can”; (2) The functions of modal auxiliaries are expressing present and past ability, expressing expectation, requesting action, requesting action, requesting permission, requesting permission, expressing preference, expressing present need or lack of need, expressing past need or lack of need, expressing advice, expressing advice about the past (action not taken), expressing present and past possibility, and expressing probability.
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Hu, Bo, and Hong Chen. "Subject Raising in Chinese Modal Auxiliary Verb Constructions: A-movement or A′-movement?" Studies in Chinese Linguistics 43, no. 1 (June 1, 2022): 39–71. http://dx.doi.org/10.2478/scl-2022-0003.
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Abstract Subject raising in Chinese modal auxiliary verb constructions can be either A-movement or A′-movement. Modal auxiliary verbs such as hui and yao can take a nonfinite TP complement which cannot value the abstract case of the embedded subject. Hence the embedded subject must get its case valued by the matrix T and is raised to the Spec-TP of the matrix clause. This kind of raising is A-movement and is obligatory. Modal auxiliary verbs such as keneng and yinggai take a finite CP complement that can be assigned tense value by the broader context. The embedded subject can get its case valued and stay in situ. It can also be raised to the sentence-initial position by topicalization. This kind of raising is A′-movement. The A-movement and A′-movement contrast accounts for the minimal link condition in object raising, weak and strong quantificational NPs, topic stacking, and resumptive pronouns in Chinese modal auxiliary verb constructions.
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Lee, Hae-Yun. "The Grammaticalization of Aspectual Auxiliary Verbs in Korean." International Journal of Languages, Literature and Linguistics 1, no. 2 (2015): 122–26. http://dx.doi.org/10.7763/ijlll.2015.v1.122-126.
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Lee, Hae-Yun. "The Grammaticalization of Aspectual Auxiliary Verbs in Korean." International Journal of Languages, Literature and Linguistics 1, no. 2 (2015): 122–26. http://dx.doi.org/10.7763/ijlll.2015.v1.24.
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Asadchykh, Oksana, and Anna Bondar. "GRAMMATICAL FEATURES OF THE VERBS OF THE CLASSICAL JAPANESE BUNGO LANGUAGE SSICAL JAPANESE BUNGO LANGUAGE." Bulletin of Taras Shevchenko National University of Kyiv. Oriental Languages and Literatures, no. 29 (2023): 5–9. http://dx.doi.org/10.17721/1728-242x.2023.29.01.
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Background. Classical bungo Japanese and modern Japanese languages have a number of differences that make it difficult, and in some cases impossible, for an untrained reader to understand a text written in the bungo style, even if the reader has a high level of modern Japanese. This makes it necessary to first familiarize yourself with the grammatical features of the classical Japanese language. Verbs in bungo texts are the most difficult element due to their grammatical differences with modern Japanese, which makes them the object of this study. Methods. The following methods were used: comparative – for comparing verbs in modern Japanese and classical; descriptive – for the description of conjugation rules and functions of auxiliary verbs. Results. The rules of conjugation of verbs in the classical Japanese language were formulated according to the bases of the verbs, examples are given in the form of tables. Examples of verbs in modern and classical Japanese are given, which refer to different conjugations, which complicates the perception of classical texts. After the analysis of literary works written in bungo style, the most common auxiliary verbs (suffixes) are singled out and the features of their use are outlined. The following suffixes have been highlighted: ～ず、～き、～けり、～ぬ、 ～つ、～たり、～り、～む、～けむ、～らむ、～らし、～まし、～べし、～めり、～なり. Such auxiliary verbs as ～ず、～たり、～べし, etc. exist in the modern Japanese language as well, but perform a narrower range of functions. Conclusions. Given the leading role of the verb in the system of the classical Japanese language bungo, the article only provides the list of the main verb suffixes and their functions, therefore, in further research, it is necessary to carry out a detailed analysis of less common verb suffixes, as well as grammatical features of other parts of the language. This will contribute to a deeper and more systematic understanding of bungo texts.
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Ducksoo, Kang, and G. G. Torotoev. "Discussion on complex predicates in the Sakha language." Altaistics, no. 1 (April 4, 2024): 5–16. http://dx.doi.org/10.25587/2782-6627-2024-1-5-16.
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This article raises questions related to ambiguities of complex predicates in the Sakha language. One of ambiguities is differentiation of the complex predicate from the compound one. The other is functional auxiliary verbs, which semantically supplement aspectual and modal meanings. For example, the verb бар-‘depart’ adds the meaning of inchoation of an action to a main verb in the converb {-An}: ааҕ-ан бар- ‘be going to read’. Functional auxiliary verbs are the result of grammaticalization in the Sakha language. But the process of grammaticalization has not been accomplished in the Sakha language. Thus, it is possible to make dual interpretations of a predicate аhа-ан бар- as ‘begin to eat’(complex) and ‘eat and go’(compound).
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Elenbaas, Marion. "The synchronic and diachronic status of English light verbs." Linguistic Variation 13, no. 1 (December 18, 2013): 48–80. http://dx.doi.org/10.1075/lv.13.1.02ele.
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This article elucidates the synchronic and diachronic status of English light verbs. In doing so, it contributes to the debate on the status of light verbs cross-linguistically. Synchronically, light verbs appear to straddle the boundary between lexical and functional categories. This has led to the view that light verbs are a diachronic stage on a grammaticalisation cline from full verb to auxiliary. Another view holds that light verbs are historically a dead-end. In this article I will present synchronic and diachronic data that show that the history of English light verbs does not display signs of grammaticalisation. I will argue that English light verbs are synchronic variants of full verbs.
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Garrett, Andrew. "On the origin of auxiliary do." English Language and Linguistics 2, no. 2 (November 1998): 283–330. http://dx.doi.org/10.1017/s1360674300000897.
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Prevailing theories link the English periphrastic auxiliary verb do historically with Old and Middle English causative do. I argue that these and other accounts are inconsistent with modern dialect evidence and an analysis of the historical record suggested by that evidence. The primary source of periphrastic do was a habitual aspect marker which itself arose from the reinterpretation of bare object nominalizations as infinitive verbs.1
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Tomaszewska, Magdalena. "On the Auxiliary Status of Dare in Old English." Studia Anglica Posnaniensia 49, no. 3 (December 1, 2014): 63–77. http://dx.doi.org/10.1515/stap-2015-0003.
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Abstract OE *durran ‘dare’ belongs to a group of the so-called preterite-present verbs which developed weak past tense forms replacing the originally strong forms throughout the paradigm. The present study hypothesizes that the potential sources of this development are related to the decay of the subjunctive mood in Old English. Further, this corpus-based study analyses the status of DARE in Old English, with the findings showing that the verb displayed both lexical and auxiliary verb characteristics. These results are juxtaposed and compared with the verb's developments in Middle English. The databases examined are the corpus of The Dictionary of Old English in Electronic Form (A-G) and the Innsbruck Computer Archive of Machine-Readable English Texts. In both cases, a search of potential forms was performed on all the files of the corpora, the raw results were then analysed in order to eliminate irrelevant instances (adjectives, nouns, foreign words, etc.). The relevant forms were examined with the aim to check the properties of DARE as a lexical and an auxiliary verb, and compare the findings with Molencki’s (2002, 2005) observations.
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Bondarenko, Valeria, Andriy Botsman, and Olga Dmytruk. "Anaplasia reflection in the future tense formation of the germanic languages." Current issues of Ukrainian linguistics: theory and practice, no. 45 (2022): 65–80. http://dx.doi.org/10.17721/apultp.2022.45.65-80.
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The purpose of this article is to separate grammatical structures that demonstrate the development of the future tense forms in the Germanic languages. The first step of research includes the identification of word forms for temporal description. Gradual identification of primitive analytical forms gives the possibility of tracing the gradual analytisation of the corresponding word combinations and their further transformation into stable analytical verb structures. Finding out latent features helps to recognize differentiated grammatical forms that are used to create and build the set of the formal Germanic future tense structures. The subject of the research is the components used to form temporal verb forms that project the action into the future. The Gothic language, which is understood as the initial, primary stage for the research, used forms of the present tense to describe the future action involving a phrase or an upper phrase context. Within the present tense forms a prefixal word-formation model was found. The Gothic optative was involved to render the future tense. The weak models of Gothic analytisation are connected with the infinitive phrase and auxiliary verb haban. Combination of auxiliary verbs with verbals (infinitive or participle I) were found in the North and West Germanic languages. These verb combinations involved a very restricted set of notional verbs used in two verbal forms. The first element of the phrase that falls under the process of future grammaticalization was preterite-present verbs, inchoative and some durative verbs. Stability of primary analytical temporal forms was created by using only two variants of verbals (infinitive or participle I). The first component of analytical temporal forms gradually lost its primary lexical meaning through its transformation into the auxiliary element. In the process of further differentiation of the Germanic languages some peculiarities were traced. The German language did not develop individual analytical forms with preterite-present (modal) verbs. Other West Germanic and Scandinavian languages used preterite-present (modal) verbs as a leading mechanism for temporal analytisation. Creation of analytical temporal forms happened within twofold formats.
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Yasin, Ayman Rashad, and Ibtisam Hussein. "Auxiliary verbs in Jordanian Arabic." Journal of Language and Linguistic Studies 17, no. 4 (October 28, 2021): 1888–906. http://dx.doi.org/10.52462/jlls.137.
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Khojasteh, Laleh, and Nasrin Shokrpour. "The “Permission/Possibility/Ability” Modals in Malaysian English Textbooks: A Corpus-Based Analysis." Khazar Journal of Humanities and Social Sciences 18, no. 2 (July 2015): 56–69. http://dx.doi.org/10.5782/2223-2621.2014.18.2.56.
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Malaysian learners are observed to be error-prone in terms of semantic functions of modal auxiliary verbs in English. ESL Malaysian learners’ challenges in terms of using modal auxiliary verbs suggest that there might be some inadequacies in the syllabus, which could have led to the problems encountered by these students. Thus, the semantic functions of four modal auxiliary verbs, can, could, may and might, used by and introduced to Malaysian learners in Forms 1–5 textbook corpus were the focus of this study. Apparently, the findings show that these textbooks offer a relatively one-sided picture, overemphasizing the minor semantic functions and overlooking the frequent functions used in the presentday English. It is also argued that although there are invaluable insights available in terms of modal auxiliary verb forms and their semantic functions in major corpus-based studies, this real-life language has not been well presented in Malaysian English language textbooks. The findings of this study contribute to the improvement of the pedagogical practices in the teaching of the modal system, and emphasize that the semantic functions of each core modal in the teaching materials should be given adequate importance.
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Kazenkova, A. "Verbs of falling in Kazakh language." Acta Linguistica Petropolitana XVI, no. 1 (August 2020): 523–44. http://dx.doi.org/10.30842/alp2306573716116.
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The article is devoted to the semantic analysis of verbs of falling in Kazakh language. In particular, the composition of a group of verbs is revealed, their semantic features were described, the usage as part of serial constructions and the main directions of metaphor construction. The article has used the method of analysis, which was created by the Moscow Lexical Typology Group. Data collection was performed through the dictionaries, corpus data, speech observation, a survey of Kazakh speakers, etc. The main verb of falling in Kazakh is the verb құлау. It means falling from above, losing a vertical orientation, crashing down. In contrast to this, the separation of one object from another or the part of a whole is expressed by the verb түсу ‘to descend / fall’, as well as ұшу ‘to fl y’, шығу ‘to go out’. Moreover, the Kazakh language has a number of verbs,which are detailing the process of falling by its nature, the type of subject of falling, etc. The process of falling is detailed by a number of verbs: аударылу ‘to turn over’; ауу ‘to overturn / to tumble/ to turn over / hang on one side’; жығылу ‘to be dumped/ to be dropped’; сүріну ‘to stumble’; төмендеу ‘to lower/ to fall’ etc.In addition, verbs of falling are often found by the type of subject of falling. Viaverbs can be detected various types of precipitation, falling drops, small objects, liquid and loose substances, etc. Kazakh verbs of falling are used as part of serial constructions: in combination with auxiliary verbs қалу ‘to stay’ and кету ‘to go away’, they express the meaning of suddenness, brevity or completeness of action. The verb of falling түсу ‘to go down/ to get down/ to fall’ can also stand out as an auxiliary verb. Verbs of falling develop metaphorical meanings of decrease, the loss of functionality by objects and disability by a person, a sudden and uncontrolled process, etc. At the same time, this or that type of metaphor, as a rule, is expressed by any verb of falling.
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Zholshayeva, Мaira, and Nurgul Shadiyeva. "THE PROBLEM OF COMPLEX VERBS IN KAZAKH LINGUISTICS." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 2 (September 18, 2023): 67–80. http://dx.doi.org/10.55808/1999-4214.2023-2.05.
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In this research, the structure of the language system has been sufficiently investigated. In Kazakh linguistics, the verb as a part of speech in the structural aspect has been the object of many research works; grammatical features and lexical-semantic groups are determined. However, there are problems that have not been resolved about verbs. One of these problems concerns compound verbs. The article analyzes linguistic units that are called complex verbs in textbooks, monographs, academic grammars and belongs to different categories; explains the concept of "complex verb", its relationship with the concept of "compound word". Because the verbs in the Kazakh language, which are described as complex verbs, grammatically differ from the concepts of complex nouns, complex adjectives, complex numerals. The author analyzes the main approaches to the classification and formulation of conclusions regarding the definition of complex verbs in the Kazakh language and the differentiation of their types. As well as complex verbs, analytical forms of verbs, complex forms formed by the auxiliary verb edi, phrasal verbs, compound verbs are considered from such aspects as semantic, structural, morphological; their affiliation to language levels and grammatical features are indicated.
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Schäfer, Lea. "Auxiliary Selection in Yiddish Dialects." Journal of Germanic Linguistics 34, no. 4 (November 14, 2022): 341–84. http://dx.doi.org/10.1017/s1470542722000010.
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The variation of the two past tense auxiliaries (HAVE and BE) is a well-studied phenomenon in European languages, especially in the West Germanic varieties. So far, however, the situation in Eastern Yiddish has not been examined. This paper focuses on auxiliary selection in these Yiddish dialects based on data from the Language and Culture Archive of Ashkenazic Jewry, which were collected in the 1960s. Like most of the current works on this topic, the following analysis uses and discusses Sorace’s (1993, 2000) Auxiliary Selection Hierarchy, which allows to examine the Yiddish structures in light of historical and diatopic evidence from other Germanic varieties, particularly German and Dutch. The main focus is on intransitive verbs that show a high degree of variation—state verbs, controlled and uncontrolled motional process verbs, and change-of-state verbs. However, the Auxiliary Selection Hierarchy also has weaknesses, as is demonstrated in the following.*