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1
Koronkiewicz, Bryan. "Adverbs in Spanish–English code-switching: Comparing verb raising and non-raising." International Journal of Bilingualism 26, no. 2 (January 27, 2022): 227–54. http://dx.doi.org/10.1177/13670069211057955.
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Aims and objectives/purpose/research questions: Using generative syntactic theory regarding verb raising, predictions are made about adverb position in intra-sentential Spanish–English code-switching. Since both languages allow for non-raising, pre-verbal adverbs should be acceptably switched. However, since verb raising is only available in Spanish, post-verbal adverbs should only be allowed with a Spanish finite verb. Design/methodology/approach: Spanish–English early bilinguals ( n = 24) completed a written acceptability judgment task with a 7-point Likert-type scale. The Spanish–English code-switched sentences contained a finite verb switched with a post-verbal or pre-verbal adverb. In addition, comparison sets of monolingual equivalents were tested, targeting adverb order in Spanish and English. Data and analysis: A total of 192 judgments were included in the analysis, and z-scores of the mean ratings provided by the participants were calculated. After a descriptive analysis of the results compared language and adverb order, statistical analyses were conducted via analyses of variance (ANOVAs). Findings/conclusions: Participants showed a preference for non-raising in English, while they accepted both orders in Spanish, but only with adverbs of completion and manner. For code-switching, non-raising was always acceptable, but verb raising varied. The availability of switched non-raising directly follows from the literature. However, the language of the finite verb did not predict availability of verb raising in code-switching. The results suggest that the language of the adverb is crucial to the availability of switching, not solely the verb. Originality: The status of adverbs in code-switching has been left relatively unexplored. This study provides important details regarding adverb position both in mixed Spanish–English utterances and in monolingual contexts for this particular bilingual population. Significance/implications: These findings have a broader impact by providing data about adverb-position preferences in Spanish for a different community of speakers. In particular, it shows even more variability in the idiosyncratic behavior of different adverbs in Spanish.
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Tagliamonte, Sali A. "Near done; awful stable; really changing." Diachronica 35, no. 1 (April 16, 2018): 107–43. http://dx.doi.org/10.1075/dia.16027.tag.
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Abstract This paper examines adverb formation with -ly, e.g., slow/slowly, and uses a large archive of synchronic dialects to uncover the current state and historical trajectory of this process. The results reveal that English adverbs are a variegated system. The intensifying adverb really is a frequent form while sentential adverbs appear to be a newer layer in the system. In contrast, manner adverbs are constrained by the semantic interpretation of the adverb as abstract or concrete. These results expose the complexity of the English adverb system and demonstrate that adverb formation is an ideal site for uncovering historical processes in synchronic data.
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Eryon, Eryon, Carla Maretha, Gali Alrajafi, and Rani Puspita. "THE TRANSLATION SHIFT OF TRANSLATING ADVERB MANNER WTH SUFFIX –LY FROM ENGLISH AS THE SOURCE LANGUAGE INTO INDONESIAN AS THE TARGET LANGUAGE (CASE STUDY OF TRANSLATING NOVEL” PIT PENDULUM” BY EDGAR ALAN POE INTO “JURANG DAN PENDULUM” BY MAGGIE TIOJAKIN)." SIGEH ELT : Journal of Literature and Linguistics 3, no. 2 (September 12, 2023): 98–116. http://dx.doi.org/10.36269/sigeh.v3i2.2068.
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Translating is a process of transferring meaning from the SL forms of words, phrases, clauses and sentences to the TL forms. In translating source language text (English) into target language text (Indonesian) will find some problems because of the different grammatical rules between them. One of the problems occur when translating English adverb of manner with suffix –ly into Indonesian is how to change the form of English adverb of manner with suffix -ly into Indonesian adverb of manner since both languages have different grammar system of adverb of manner. This research focused on what kinds of shifts occur when translating adverb of manner sih suffix –ly in Poe’s work entitle “Pit Pendulum” into Indonesian “Jurang dan Pendulum” by Maggie Tiojakin. The results of analysis were described not in number but in form of narration qualitatively. The results showed that the Unit shift, structure shift, class shift and intra- system shift occurred in translating passive voice of English as SL to Indonesian as TL.
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Mehdi, Mohamed Farhat, and Mazen Jaradat. "Adverbs of Time in Arabic and English: Comparative Study." International Journal of Linguistics 13, no. 1 (February 28, 2021): 85. http://dx.doi.org/10.5296/ijl.v13i1.18254.
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Adverbs are words that are used to change, modify or qualify several types of other words including adjectives, verbs, or other adverbs. There are five basic types of adverbs in the English language, namely that of Manner, Time, Place, Frequency, and Degree. In the Arabic language, there are just two adverbs namely that of Time and Place. This research aimed to prove that the adverb of time exists in both Arabic and English languages and to compare and state the similarities and differences between the two languages. Most importantly, to show which were more the similarities or the differences? The results showed that the similarities were more than the differences despite the fact that the two languages are not from the same family.
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White, Lydia. "Adverb placement in second language acquisition: some effects of positive and negative evidence in the classroom." Interlanguage studies bulletin (Utrecht) 7, no. 2 (June 1991): 133–61. http://dx.doi.org/10.1177/026765839100700205.
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This paper focuses on a parametric difference between French and English, namely the issue of whether or not the language allows verb movement. The lack of verb-raising in English causes a potential learnability problem for francophones, as far as English adverb placement is concerned. In particular, an adverb in English is not allowed to interrupt a verb and its direct object, in contrast to French. It is argued in this paper that form-focused classroom instruction, including negative evidence, is more effective in helping L2 learners to arrive at the appropriate properties of English than positive input alone. An experimental study on the effectiveness of teaching adverb placement was conducted with I 1 and 12 year-old francophone learners of English. One group (n = 82) was explicitly instructed on adverb placement, and another on ques tion formation (n = 56). Subjects were tested on a variety of tasks relating to adverb placement; they were pretested, and post-tested twice, immediately after the instructional period, and again five weeks later. Some of the subjects were followed up a year after the original testing. Results show significant differences between the two groups: only the group that received positive and negative evidence that was specifically oriented towards adverb placement came to know that adverbs may not interrupt the verb and object. The results from the follow up, however, suggest that this knowledge is not retained in the long-term.
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Zhang, Jing Yan, and Long Hong. "Quantification Research on the Fuzzy Semantics of English Adverbs Based on MMTD." Advanced Materials Research 846-847 (November 2013): 1308–11. http://dx.doi.org/10.4028/www.scientific.net/amr.846-847.1308.
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Natural language processing is an important subject in the field of artificial intelligence; one of the key issues is the quantification research on the fuzzy semantics, and the fuzziness of natural language is mostly reflected on the adverbs. This paper presented one new method to quantify the English adverbs. After briefly introducing the Medium Logic (ML) and Measure of Medium Truth Degree (MMTD), commendatory and derogatory were qualitatively described with logical predicates C and C respectively; the truth degree related to C or C of an adverb could be quantitatively calculated by the model proposed based on the existed research achievement of linguistics in this paper. The given computing of frequency adverb and degree adverb shows that above methods to process fuzzy semantics of adverbs is effective.
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Maria Osmunda Eawea Monny. "Adverbs of Manner and Its Translation Found in The Novel “Edensor”." Austronesian: Journal of Language Science & Literature 1, no. 3 (December 20, 2022): 119–30. http://dx.doi.org/10.59011/austronesian.1.3.2022.119-130.
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This study aims to analyze the translation of adverbs of manner and its’ translation techniques of adverb of manner from Indonesian as the source language to English as the target language. Adverbs are words that modify verbs, adjectives, and other adverbs, and in English, they mostly come in the form of -ly. The theory used in this study is the theory of Brown and Miller (1992). It is a descriptive qualitative study that takes data from the novel Edensor. The data is collected and analyzed based on its form, for example, from verbs, adjectives, or adverbs. The results of this study show that out of 75 data, there were 35 data from adjectives, 19 data from adverbs, 17 data from reduplications, and 2 data from verbs. The translation word categories used were (1) adjective in Indonesia to be adverb -ly, (2) reduplication in Indonesia to be adverb -ly, and (3) adverbs in Indonesia to be adverb -ly. Furthermore, the translation techniques were transposition, modulation, and literal.
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Pounder, Amanda V. "Adverb-marking in German and English." Diachronica 18, no. 2 (December 31, 2001): 301–58. http://dx.doi.org/10.1075/dia.18.2.05pou.
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Summary Beginning with the observations that strategies for adverb-marking are very different in English and German, and that the respective histories of adverb-marking in these two languages ran parallel for considerable time, this paper endeavours to establish the chronological and systemic points of their divergence. An additional focus of the paper is the role of language standardization in the development of the system in both languages. It is concluded that perhaps the most crucial systemic factor in the decline of lich-suffixation as an adverb-marker in German is the very broad functional domain of lich-suffixation; this situation contrasts strongly with that of ly-suffixation in English. The standardization of the adjective-inflection system leading to a substitute strategy for adverb-marking is not a direct consequence of the decline of lich-affixation in adverb derivation, but does interact with it. In English, patterns of adverb-marking in different syntactic contexts show considerable diachronic differentiation; where large-scale variation is still observable by the time that prescriptive language control makes itself felt, increasing pressure is put upon the selection of conversion in adverb-formation. Résumé Partant de l’observation que les stratégies d’indication morphologique de la fonction adverbiale sont très différentes en anglais et en allemand, alors que l’histoire de la formation adverbiale dans ces deux langues s’est pourtant déroulée longtemps en parallèle, cet article tente d’établir les points de départ chronologique et systémique des divergences de ces stratégies. Nous nous penchons aussi sur le rôle qu’a joué la standardisation dans le développement du système de formation adverbiale dans les deux langues. Nous concluons que le facteur le plus important dans le déclin de la suffixation de lich en tant que signal de la fonction adverbiale en allemand réside dans le domaine fonctionnel très large de la suffixation de lich; cette situation présente un contraste significatif avec celle de l’anglais, où le domaine productif de ly se révèle plutôt restreint. La standardisation du système flexionnel de l’adjectif en allemand, qui sert à appuyer la conversion en tant que moyen morphologique pour signaler la fonction adverbiale, n’est pas directement suivie du déclin de l’affixation de lich dans le domaine adverbial, mais y joue un rôle. En anglais, on observe que le choix entre la conversion et la suffixation dépend en partie de l’environnement syntaxique; là où se manifeste encore de la variation à l’époque de la grammaire prescriptive, on peut constater l’intensification de la pression sur la conversion en tant que procédé morphologique. Zusammenfassung Bekanntlich sind die Strategien der Adverbmarkierung im Englischen und im Deutschen sehr verschieden; interessanterweise aber liefen die jeweiligen Entwicklungen der Adverbbildung lange Zeit parallel. Der vorliegende Aufsatz stellt einen Versuch dar, die zeitlichen und systemischen Ansatzpunkte des Auseinandergehens dieser Strategien festzulegen. Darüber hinaus untersuchen wir die Rolle der Standardisierung in der Geschichte der Adverbbildung. Wir schlagen vor, daß das wichtigste Moment beim Untergang der lich-Suffigierung als Signal der Adverbialfunktion im Deutschen im sehr breiten Funktionalbereich dieses Prozesses liegt; hierdurch unterscheidet sich die Situation im Deutschen stark von der im Englischen herrschenden. Die Standardisierung des Adjektivflektionssystems, die die Konversion als Strategie der Adverbmarkierung unterstützt, folgt nicht direkt aus der Abnahme der lich-Affigierung in der Adverbbildung, ist wohl aber damit verbunden. Im Englischen ist die Wahl zwischen lich-Suffigierung und Konversion zum Teil von der syntaktischen Umgebung abhängig; dort, wo es zur Zeit der präskriptiv arbeitenden Grammatiker noch auffallend Variation gibt, wird auf die Wahl der Konversion als Adverbbildungsmittel zunehmend Druck ausgeübt.
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GONZÁLEZ-DÍAZ, VICTORINA. "Recent developments in English intensifiers: the case ofvery much." English Language and Linguistics 12, no. 2 (July 2008): 221–43. http://dx.doi.org/10.1017/s1360674308002608.
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The nature and behaviour of complex and compound adverbs (e.g.very much,heretofore,anyway) has not received much scholarly attention in recent years. In the case ofvery much, for instance, recent literature (e.g. Dixon 2005) considers it a clause-internal adverb which typically modifies phrasal constituents (e.g.I liked the present very much;very much alive). The latter claim, however, appears to clash with previous observations (cf. Bolinger 1972) on the growing scope of the adverb in Present-day English. Through a corpus-based diachronic study (1500–present day), the present article unearths a number of environments wherevery muchdoes not seem to fit neatly within the functional classifications that it has been assigned to in recent literature and standard grammars of English. It suggests that, from the Late Modern English period onwards (1800–),very muchseems to have been developing sentence modifier functions, hence moving along Traugott's (1995)Internal Adverb > Sentence Adverb > Discourse Particlecline.
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Li, Paul Jen-kuei. "Adverbs in the Austronesian languages of Taiwan." Asian Languages and Linguistics 2, no. 1 (July 30, 2021): 80–109. http://dx.doi.org/10.1075/alal.20041.li.
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Abstract This is a study of adverbs in nine typologically divergent Austronesian languages of Taiwan, Atayal, Bunun, Favorlang, Kavalan, Puyuma, Rukai, Saisiyat, Thao, and Tsou. There are only a few adverbs in each of these languages. The form of an adverb is usually invariant and its position in a sentence is relatively free. On the contrary, the form of a verb usually varies and its position in the sentence is usually fixed. Since the function of an adverb is to modify a verb, it may not occur without a verb in a sentence, whereas a true verb may occur without any other verb. Many adverbial concepts in Chinese and English, such as ‘all’, ‘only’, ‘often’, and ‘again’, are expressed using verbs that manifest different foci and take aspect markers. When these words function as the main verb in the sentence, they may attract bound personal pronouns in many Austronesian languages of Taiwan. However, there are a few genuine adverbs in each of these languages. It varies from language to language whether a certain lexical item functions as a verb or adverb.
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Aijmer, Karin, and Bengt Altenberg. "Swedish gärna and German gern(e) and their English correspondences." Languages in Contrast 13, no. 2 (September 16, 2013): 238–59. http://dx.doi.org/10.1075/lic.13.2.06aij.
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The Swedish adverb gärna, related to German gern(e), has no obvious equivalent in English. To explore this cross-linguistic phenomenon the English correspondences of gärna are examined on the basis of the English-Swedish Parallel Corpus, a bidirectional translation corpus. The study shows that gärna has a wide range of English correspondences (translations as well as sources), representing a variety of grammatical categories (verb, adjective, adverb, noun, etc). In addition, the English texts contain a large number of omissions and unidentifiable sources (zero). The most common function of gärna is to express willingness or readiness on the part of the subject, but in the absence of a volitional controller it can also indicate a habitual tendency and even convey implications such as reluctance. It is also used in speech acts expressing offers, promises and requests and in responses to such speech acts. To compare the Swedish adverb with its German cognate gern(e) a similar contrastive study of the English correspondences of this adverb was made on the basis of the Oslo Multilingual Corpus. The studies clearly demonstrate the rich multifunctionality of the two adverbs and the advantages of using bidirectional parallel corpora in contrastive research.
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Trahey, Martha. "Positive evidence in second language acquisition: some long-term effects." Second Language Research 12, no. 2 (April 1996): 111–39. http://dx.doi.org/10.1177/026765839601200201.
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It has been proposed (Krashen, 1981; 1982; 1985; Schwartz and Gubala- Ryzak, 1992; Schwartz, 1986; 1988; 1993) that L2 acquisition proceeds in essentially the same manner as L1 acquisition (the L1 = L2 position). That is, learners acquire underlying unconscious knowledge of a language (called lin guistic competence) simply by being exposed to the linguistic input (called primary linguistic data) in the environment. Instruction and error correction play no role in the development of competence in the L2. This article reports the long-term results of a study investigating the role of primary linguistic data in the acquisition of linguistic competence - in par ticular, the rules of adverb placement in English. This study examines the knowledge of adverb placement of 52 grade-6 francophone students (aver age age: 12 years, 2 months) learning English as a second language (ESL) in Québec schools. A year earlier, these subjects had been exposed over a two- week period to a flood of primary linguistic data on adverb placement in English. Immediately after the input flood, it was found that while the sub jects had learnt which adverb positions were grammatical in English, they still used positions which were ungrammatical in English but grammatical in the L1. The results of the follow-up test reported in this article reveal that one year after the input flood, the subjects' knowledge of adverb placement has not changed. They still use both the grammatical and the ungrammatical adverb positions, indicating that exposure to an abundance of primary lin guistic data on adverb placement did not lead to mastery of this structure. Possible explanations for these results and their implications for the L1 = L2 position are discussed.
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Rakhmasari, Dwi Lia. "Reduced Adverbial Clause In English." English Education and Literature Journal (E-Jou) 2, no. 01 (January 29, 2022): 48–57. http://dx.doi.org/10.53863/ejou.v2i01.373.
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Human cannot communicate with one another without language. Good language will affect the effectiveness of the information delivery. Using a good adverb clause is one of effective sentence example. However, the continuous use of adverb clauses will also create redundancies in the delivery of information. Therefore, it is necessary to have a variety of uses of adverb clauses, one of which is the use of reducing adverb clauses. This research provides a description of what elements that can be reduced in the Reduced Adverbial Clause and what changes that occurs in Reduced Adverbial Clause after the reduction process is carried out. The data of this research is collected from corpus with note-taking technique. This study uses qualitative methods with interactive techniques. Interactive technique covers three components, namely data reduction, data presentation and conclusion drawing. This research found that adverbial clause can be reduces as long as it has the same subject. Elements that can be reduced in adverbial clause are subject, subject and auxiliary, and conjunction. The changes of reduced clause can be in the form of present participle, past participle, and clause without subject and auxiliaries. Keywords: Reduced Adverbial Clause, Language, Adverbial Clause
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THORNTON, ROSALIND, and GRACIELA TESAN. "Sentential negation in early child English." Journal of Linguistics 49, no. 2 (December 17, 2012): 367–411. http://dx.doi.org/10.1017/s0022226712000382.
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Starting with the seminal work of Klima & Bellugi (1966) and Bellugi (1967), young English-speaking children have been observed to pass through a stage at which their negative utterances differ from those of adults. Children initially use not or no, whereas adults use negative auxiliary verbs (don't, can't, etc.). To explain the observed mismatches between child and adult language, the present study adopts Zeijlstra's (2004, 2007, 2008a, b) Negative Concord Parameter, which divides languages according to whether they interpret negation directly in the semantics with an adverb, or license it in the syntactic component, in which case the negative marker is a head and the language is a negative concord language. Our proposal is that children first hypothesize that negation is expressed with an adverb, in keeping with the more economical parameter value. Because English is exceptional in having both an adverb and a head form of negation, children must also add a negative head (i.e. n't) to their grammar. This takes considerable time as the positive input that triggers syntactic negation and negative concord is absent in the input for standard English, and children must find alternative evidence. The Negative Concord Parameter accounts for an intricate longitudinal pattern of development in child English, as non-adult structures are eliminated and a new range of structures are licensed by the grammar.
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Donner, Morton. "Adverb form in Middle English." English Studies 72, no. 1 (February 1991): 1–11. http://dx.doi.org/10.1080/00138389108598729.
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HEBBLETHWAITE, BENJAMIN. "Adverb code-switching among Miami's Haitian Creole–English second generation." Bilingualism: Language and Cognition 13, no. 4 (March 19, 2010): 409–28. http://dx.doi.org/10.1017/s1366728909990563.
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The findings for adverbs and adverbial phrases in a naturalistic corpus of Miami Haitian Creole–English code-switching show that one language, Haitian Creole, asymmetrically supplies the grammatical frame while the other language, English, asymmetrically supplies mixed lexical categories like adverbs. Traces of code-switching with an English frame and Haitian Creole lexical categories suggest that code-switching is abstractly BIDIRECTIONAL. A quantitative methodology that codes the language-indexation of the token in addition to the surrounding lexical items was used for all mixed (e.g. xYx/yXy, xYy/yXx, yYx/xXy) and unmixed (xXx/yYy) adverbs. Discourse position, especially the left-periphery, is found to be a significant factor in adverb code-switching. Sociolinguistic and psycholinguistic analyses which acknowledge the ‘low’ status of one language and the ‘high’ status of the other explain better the frequency of mixed English adverbs in a Haitian Creole frame and the rarity of mixed Haitian Creole adverbs in an English frame than a minimalist approach, such as MacSwan's (1999 and subsequent work), which uses phi-feature valuation and entails asymmetry without bidirectionality. While I provide confirmation for Myers-Scotton's (1993) Matrix Language Frame approach, I emphasize that trace bidirectional data need to be accounted for by a theory that is grounded in the sociolinguistic and psycholinguistic realities.
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Uswar, Yenita. "VERB PHRASE IN ENGLISH AND MINANG LANGUAGE." Journal MELT (Medium for English Language Teaching) 3, no. 1 (January 29, 2019): 83. http://dx.doi.org/10.22303/melt.3.1.2018.64-79.
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This study details about verb phrase in English and Minang Language. The objective of this research is to find the similarities and differences of verb phrase in English and Minang Language by using tree diagrams structures in Syntax. The research analyze about the formation and function of verb phrase in both languages. The data to support this study were collected by reading references books and the Minang’s poem. The findings showed the similarities of verb phrase in English and Minang language based on forms and functions. The similarities of both languages could be formed by adding Verb + Noun, Verb + Adjective, Verb + Adverb, and Numeral Phrase. While, verb phrase in English could be formed by Prepositional Phrase.
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Azizah, Indah Nur, Wahya Wahya, and Susi Machdalena. "Exploring the Use of Adverb ‘Literally’ in Corpus of Contemporary American English." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 10, no. 2 (December 31, 2020): 250. http://dx.doi.org/10.26714/lensa.10.2.2020.250-262.
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ABSTRACTThis research aims to describe the use of adverb literally by a native speaker. It is qualitative descriptive research. The main source of this research is the data from one of the online corpora, namely Corpus of Contemporary American English (COCA). There are three steps used in this research, namely the data collection, the data analysis, and the display of the analysis of the results. Based on the data from COCA, this research tries to describe the frequency of the use of adverb literally in COCA and how the adverb is used in the sentence by knowing the particle that follows it. Theories used in this research are the theory of adverb by Pichler (2016) which is supported by the theory by Murphy (1993) and the types of an adverb by Frank (1972). The result shows that the frequency of use of the word literally in COCA amounted to 39.109 contained in the range of 1990 to 2019. The adverb is mostly used in the context of spoken language which is 8.339. The collocation and the concordance lines in COCA are used to find out the particle that follows the adverb literally. The collocation in this research is divided into three classes of words, namely verbs, adjectives, and adverbs. Based on the concordance lines of adverbs in COCA, we can know that the adverb does not have the same position in the sentence. The position of adverb literally can change based on the context of the sentence.
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Gu, Yulan. "From Differentiation of the Expressive Effects to Conscious Use of Rhetorical Language." Journal of Language Teaching and Research 9, no. 3 (May 1, 2018): 614. http://dx.doi.org/10.17507/jltr.0903.22.
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The double predicate structures in English are examples of rhetorical use of language. The differentiation between the distinctive double predicate structure “verb + adjective” and the normal predicate structure “verb + adverb” and the subsequent choice in specific contexts is thus not only a matter of grammar rules on the surface, but, more substantively, a matter of conscious use of rhetorical language. The survey conducted among college English teachers in China into their differentiation between “verb + adjective” and “verb + adverb” showed that most respondents didn’t distinguish very well the differing expressive effects caused by the choice of the adjectives or the adjectives’ derivative adverbs in these two types of structures, and that the majority of the respondents had difficulty in making proper choices between them for specific contexts. Since the identification of a language structure is the prerequisite for its appropriate use, due attention in English teaching and learning should be paid to the delicate differences among similar language items and to their differing expressive effects to cultivate awareness and competence of conscious use of rhetorical language, enhancing overall language performance.
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Juszczak, Bartosz. "Przysłówki i wyrażenia adwerbialne pochodzenia rosyjskiego w języku polskim I." Slavica Wratislaviensia 166 (June 22, 2018): 147–59. http://dx.doi.org/10.19195/0137-1150.166.11.
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Adverbs and adverb phrases of Russian origin in Polish language IThis article focuses on the issue of Russian adverbs and adverb phrases that were adopted into Polish language. Basing on different Polish language dictionaries author creates a list of Russian adverbs in the number of 53 that were introduced into Polish. Working on this article required formal and quantity analysis of language material. In the following part of the article there is researched an issue of modifications strong and weak that undergo the Russian loanwords in Polish language. The article closes an attempt of comparison the Russian adverb forms with the German and English adverb units that were adopted by Polish.Наречия и адвербиальные выражения русского происхождения в польском языке IНастоящая статья посвящена проблематике русских наречий и наречных выражений, заимствованных польским языком. На основе разных словарей польского языка автор составляет список русских наречных заимствований, вошедших в польский язык, который насчитывает 53 единицы. В ходе работы и обработки языкового материала был проведен формальный и количественный анализ. В дальнейшей части работы рассматриваются вопросы модификаций сильной и слабой, которой подвергаются русские наречные заимствования в польском языке. Статью заключает попытка сравнения русских наречных форм с заимствованными польским языком немецкими и английскими наречными единицами.
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Andrushenko, Olena. "Corpus-based studies of Middle English adverb largely: syntax and information-structure." XLinguae 14, no. 2 (April 2021): 60–75. http://dx.doi.org/10.18355/xl.2021.14.02.05.
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The study aims at exploring the adverb largely in late Middle English based on the Corpus of Middle English Prose and Verse, in terms of its functioning as a sentence Focus marker. The article considers syntactic changes in English from the language with V2 tendencies to the one with verb-medial order. Such differences make sentence information structure disrupted, and new elements arise in the language as ‘therapy.’ The assumption made in this paper is as follows: the word largely emerging in English in ca. 1200 starts functioning as a focusing adverb in 1400 as a result of the shift in the main word order patterns. Moreover, investigating late Middle English syntactic structure and taking into account different types of foci based on information structure tagging throughout the Corpus, the study found that positional variations of adverb largely are used as a mechanism of marking a peculiar type of Focus and are governed by its position in relation to the word it modifies.
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Trahey, Martha, and Lydia White. "Positive Evidence and Preemption in the Second Language Classroom." Studies in Second Language Acquisition 15, no. 2 (June 1993): 181–204. http://dx.doi.org/10.1017/s0272263100011955.
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In this paper we show that supplying positive evidence in the second language (L2) classroom does not necessarily trigger the appropriate L2 value of a parameter of Universal Grammar. The parameter we investigate is the verb movement parameter of Pollock (1989), which accounts for the fact that English and French adverbs differ as to where they occur in relation to the verb: In French the verb raises past the adverb, allowing the order SVAO but not SAV, whereas in English the verb does not raise, allowing SAV but not SVAO. Fifty-four francophone children (aged 11) in intensive English-as-a-second-language programs in Quebec, Canada, were exposed to a 2-week input flood of specially prepared materials containing English adverbs used naturalistically. No form-focused instruction or negative evidence on adverb placement was provided. Subjects were pretested immediately prior to the input flood, posttested immediately afterward, and again 3 weeks later, on four different tasks. On all tasks there is a change between pretest and posttest behavior, namely, a dramatic increase in use of the English SAV order but little or no decline in incorrect usage of SVAO. Results are also compared to groups reported in White (1991a, 1991b); the subjects in the present study differ from both groups in the previous studies. The results of the present study suggest that positive evidence does not serve to preempt the first language parameter setting in this case; acquiring the correct English SAV order did not lead to loss of incorrect SVAO. Implications of this result for theories of preemption and parameter setting in L2 acquisition are discussed.
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Nam, Jeesun. "A novel dichotomy of the Korean adverb nemwu in opinion classification." Studies in Language 38, no. 1 (April 25, 2014): 171–209. http://dx.doi.org/10.1075/sl.38.1.05nam.
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While the adverb nemwu, roughly equivalent to the intensifier too in English, has been considered an adverb that intensifies gradable predicates in excess, thereby provoking a negative interpretation, it can also be used to emphasize a positive evaluation in online subjective texts. Moreover, even in the sentences conveying a negative evaluation, only some of the occurrences of nemwu are used as a polarity reversing valence shifter. This paper proposes a novel dichotomy for the usages of nemwu, consisting of ‘Intensifying Adverbs’ (IAs) and ‘Opinion Introducers’ (OIs), and examines the necessary contexts for determining the function of the adverb.
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Valera, Salvador. "On subject-orientation in English -ly adverbs." English Language and Linguistics 2, no. 2 (November 1998): 263–82. http://dx.doi.org/10.1017/s1360674300000885.
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This paper challenges the view that subject-orientation in English de-adjectival -ly adverbs is a syntactic attribute, and favours the hypothesis that orientation is, rather, a lexico-semantic feature. An important part of the evidence supporting this hypothesis derives from the examination of constructions in which an -ly adverb modifies an adjectival head (as in his genially informal manner) and displays a (potential) orientation to a co-occurring noun. The discussion is based on examples from the LOB Corpus.
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Andrushenko, Olena. "Information-structural transformations of additive adverb EVEN (a case study of the English language written records and corpora of the XII-XVII с.)." MESSENGER of Kyiv National Linguistic University. Series Philology 24, no. 1 (July 6, 2021): 16–32. http://dx.doi.org/10.32589/2311-0821.1.2021.236109.
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The paper presents the study of the adverb even in Corpus of Middle English Prose and Verse and Early English Books Online, which texts and digital solutions help investigate the impact of sentence information structure on adverbial development. Corpus and semantic analysis of the XII-XVII c. written records have been the basis for singling out even as a focusing adverb outlining its distinctive features as an additive. The author proposes a new methodology to annotate information structure of the sentences with the adverb retrieved from the corpora taking into account the word-order change over the span of the 1150s-1690s of the English language development and introduces its corpus annotation. There has also been tested the elaborated scheme of tagging given / new information in multi-layer corpora based on Discourse Representation Theory (1st layer) as well as sentence Topic / Focus (2nd layer). It has been assumed that as a result of changes of the underlying word order in Middle English, the language requires the emergence of such new sentence information structure markers as a ‘therapy’, viz. additive even. It has been discovered that it functions as the degree and manner adverb in Old English, while in Middle English it operates as a restrictive (either exclusive or particularizer) or scalar additive adverb. The study specifies that when carrying out the latter function, it marks the sentence component which exemplifies mirative Focus emphasizing the surprising information in the discourse; this triggers the inverted word order in the clause with X-element left dislocation. Corpus data analysis in the English language through the 2nd half of the XV–XVII c. shows that due to the fixed SVO order in this period there is a considerable increase in the frequency of using even as a focusing adverb that mostly highlights mirative Focus.
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Jacobson, Sven. "CONTEXTUAL INFLUENCES ON ADVERB PLACEMENT IN ENGLISH." Studia Linguistica 34, no. 2 (November 7, 2008): 135–40. http://dx.doi.org/10.1111/j.1467-9582.1980.tb00312.x.
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Cichosz, Anna. "Inversion after Clause-Initial Adverbs in Old English: The Special Status of þa, þonne, nu, and swa." Journal of English Linguistics 45, no. 4 (October 6, 2017): 308–37. http://dx.doi.org/10.1177/0075424217733026.
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This study is a corpus-based analysis of clause-initial adverbs and their ability to invert pronominal and nominal subjects in Old English (OE) prose. There is a limited set of adverbs, referred to as “operators” in generative studies of OE syntax, which may cause inversion of personal pronoun subjects; these are þa, þonne, nu, and swa. In this study, numerous differences between the syntactic behavior of these adverbs are revealed, showing that they should not be treated as a syntactically coherent group. The analysis is focused on various factors that have an impact on inversion rates of the adverbs: the presence of the interjection hwæt before the adverb the frequency of correlation, Latin influence on translated texts, information status of the subject, semantic differences and the extra-clausal status of the adverb, as well as diachronic changes within the OE period.
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Hasselgård, Hilde. "Adverb-adjective combinations in young writers’ English (EL1 and EL2)." Nordic Journal of Language Teaching and Learning 10, no. 2 (January 17, 2023): 383–403. http://dx.doi.org/10.46364/njltl.v10i2.1077.
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The topic of the present study is adverb-adjective combinations in narrative writing by lower secondary school pupils in Norway and the UK. The investigation is based on subsets of the TRAWL (Tracking Written Learner Language) and GiG (Growth in Grammar) corpora and thus compares English as a second language with first-language usage (EL2 and EL1). A number of differences were identified between the two writer groups. While adverb-adjective constructions, such as so happy, much better and really bad, were more frequent and widespread in EL2, they showed more variability in EL1 regarding syntax, semantics and lexical choice. In particular, the amplifying function of modifiers was more dominant in EL2 writing at the cost of other modifier functions. There was also a stronger concentration on a few highly frequent intensifiers in the EL2 than in the EL1 material.
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Kemp, Lois, and Kees Hengeveld. "English evidential -ly adverbs in the noun phrase from a functional perspective." Open Linguistics 8, no. 1 (January 1, 2022): 573–92. http://dx.doi.org/10.1515/opli-2022-0208.
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Abstract This article addresses the question of how the distribution and role of English evidential -ly adverbs in the noun phrase can be accounted for using the framework of Functional Discourse Grammar (FDG). Both adverbs and adjectives occurring in noun phrases are categorized in various ways. The results of the categorization offer insights into the distribution of these adverbs and adjectives. Four generalizations are arrived at concerning the combination of evidential adverbs and adjectives in noun phrases. First, the lower in the FDG hierarchy the category of an adverb, the less frequent the occurrence of that category in the noun phrase. Thus, higher reportative adverbs are very frequent, and lower adverbs of event perception are very infrequent. Second, evidential adverbs do not modify adjectives that express the speaker’s subjective evaluation of the referent. Third, the higher-level reportative and inferential adverbs modify adjectives expressing permanent properties, whereas the lower adverbs of deduction and event perception do not. Finally, neither restrictiveness nor the evaluative vs descriptive nature of the adjective appears to solely determine the category of evidential modification of the adjective. We furthermore discuss the pragmatic effects of the evidential adverb in the noun phrase, such as distancing, and the stress shift that may accompany it.
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Hasselgård, Hilde. "Lexicogrammatical features of adverbs in advanced learner English." ITL - International Journal of Applied Linguistics 166, no. 1 (June 8, 2015): 163–89. http://dx.doi.org/10.1075/itl.166.1.05has.
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This paper explores the use of -ly adverbs by Norwegian advanced learners of English compared to that of native speakers. The investigation is based on two corpora of novice academic English: VESPA and BAWE. It considers features of lexis (frequencies, style, meanings, collocational patterns) as well as of syntax, i.e. whether the adverbs function as adjuncts, disjuncts, conjuncts or modifiers in adjective or adverb phrases. The learners make few clear mistakes with adverbs, but there are important frequency differences between the corpora concerning lexical choice and semantic and syntactic functions. Learners overuse adverbs with modal meaning but underuse phrase-modifying adverbs. Most adjunct types are also underused. At several points, the native speakers prove to have a greater lexical repertoire.
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Imran, Muhammad. "The Syntactic Variations in Adverb Phrase ‘As well’ in Initial Position in Pakistani English (PakE): A Corpus Based Study." World Journal of English Language 13, no. 6 (May 30, 2023): 196. http://dx.doi.org/10.5430/wjel.v13n6p196.
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This study aims to pinpoint the variations in Adverb Phrase ‘As well’ in the initial position in PakE, and investigate the influence of the substrate linguistic effect of the Urdu language on PakE. For this study, a corpus GlowbE-PK was utilized. In total, 192 Adverb phrases in the initial position of the sentence were found. This study utilized the mixed method research and also kept in view the Sociolinguistic Variation and World Englishes conventions of research.The number and frequency of tokens per million words were calculated. Overall, PakE reveals a frequency of 3.84% per 1 million words. The results and discussions indicated a noticeable variation in the Adverb phrase of PakE from Standard BrE. This research also confirms the negative linguistic influence of the substrate language Urdu on Pakistani English in the use of the Adverb phrase 'As well', although the substrate language clearly shows the influence on many other features of PakE, as in Adjective phrase – the use of Double comparatives and superlatives. Furthermore, this research identifies the same feature Adverb phrase ‘as well’ in other varieties of English.
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Jackson, Carrie N., and Helena T. Ruf. "THE IMPORTANCE OF PRIME REPETITION AMONG INTERMEDIATE-LEVEL SECOND LANGUAGE LEARNERS." Studies in Second Language Acquisition 40, no. 3 (December 21, 2017): 677–92. http://dx.doi.org/10.1017/s0272263117000365.
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AbstractThis study investigates whether repeating a prime sentence aloud strengthens short-term and longer-term priming of adverb-first word order among adult intermediate L1 English-German L2 learners (N = 30). Compared to an earlier study (Jackson & Ruf, 2017), in which similarly proficient L1 English-German L2 learners heard, but did not repeat, prime sentences, participants in the present study exhibited greater short-term priming for adverb-first word order during the priming phase and significant longer-term priming in a posttest phase immediately following the priming phase. However, additional analyses revealed that only those participants who exhibited stronger short-term priming without lexical overlap during the priming phase continued to produce adverb-first sentences in the posttest phase, highlighting that even prime repetition may not support longer-term priming among intermediate L2 learners more generally.
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Grieve,, Jack. "A statistical analysis of regional variation in adverb position in a corpus of written Standard American English." Corpus Linguistics and Linguistic Theory 8, no. 1 (May 25, 2012): 39–72. http://dx.doi.org/10.1515/cllt-2012-0003.
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AbstractThis paper investigates whether the position of adverb phrases in sentences is regionally patterned in written Standard American English, based on an analysis of a 25 million word corpus of letters to the editor representing the language of 200 cities from across the United States. Seven measures of adverb position were tested for regional patterns using the global spatial autocorrelation statistic Moran's I and the local spatial autocorrelation statistic Getis-Ord Gi*. Three of these seven measures were indentified as exhibiting significant levels of spatial autocorrelation, contrasting the language of the Northeast with language of the Southeast and the South Central states. These results demonstrate that continuous regional grammatical variation exists in American English and that regional linguistic variation exists in written Standard English.
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Killie, Kristin. "On the development and use of appearance/attribute adverbs in English." Diachronica 24, no. 2 (December 21, 2007): 327–71. http://dx.doi.org/10.1075/dia.24.2.05kil.
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It is commonly claimed that in English adjectives denoting colour and other physical properties, referred to here as ‘appearance/attribute’ adjectives, do not give rise to adverbs. This alleged constraint has been related to the fact that the adjectives in question are stative. In this paper I present data which show that appearance/attribute adjectives do give rise to adverbs. To be sure, such ‘appearance/attribute adverbs’ are infrequent and ‘literary’, but they began to be used to some extent in the 19th century, and their frequency has increased considerably during the last two centuries. In fact, in contexts where both adjectives and adverbs are allowed, i.e. in collocation with verbs that do not subcategorize for an adjective or adverb, adverbs have become more frequent than adjectives. This paper discusses what brought about this change, arguing that the crucial mechanism is analogy, and that conditioning factors are the argument structure of the relevant adverbs, the dynamicity of the collocating verb, positional distribution, creativity, and the existence of the same adverb forms with metaphorical meanings. I also argue that the development of appearance/attribute adverbs must be seen in relation to the so called ‘adverbialization process’ which has been sweeping the English language for at least a millennium.
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JACKSON, CARRIE N., and HELENA T. RUF. "The priming of word order in second language German." Applied Psycholinguistics 38, no. 2 (July 1, 2016): 315–45. http://dx.doi.org/10.1017/s0142716416000205.
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ABSTRACTThe present study investigates the priming and subsequent production of word order variation (adverb–verb–subject vs. subject–verb–adverb order) with temporal phrases (Experiment 1) and locative phrases (Experiment 2) among intermediate English–German second language learners. Participants exhibited comparable short-term priming for adverb-first word order in both experiments. In the initial baseline phase, participants produced adverb-first sentences with temporal phrases but not locative phrases, and only temporal phrases led to significant long-term priming, as measured in a postpriming phase. This suggests that at lower proficiency levels, long-term, but not short-term, priming may depend on the stability of specific semantically constrained constructions rather than more generalized syntactic representations and that such cumulative effects may be shaped by preferences for a particular construction in the native language.
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KLEMOLA, JUHANI. "Traces of historical infinitive in English dialects and their Celtic connections." English Language and Linguistics 13, no. 2 (July 2009): 295–308. http://dx.doi.org/10.1017/s1360674309003037.
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A number of nineteenth-century and early twentieth-century dialect descriptions refer to an unusual adverb + infinitive construction in southwestern and west Midlands dialects of English. The construction is most often reported in the form of a formulaic phrase away to go, meaning ‘away he went’, though it is also found with a range of other adverbs. In addition, the same dialects also make use of a possibly related imperative construction, consisting of a preposition or adverb and a to-infinitive, as in out to come! ‘Come out!’ and a negative imperative construction consisting of the negator not and the base form of the verb, as in Not put no sugar in!. These construction types appear to be marginal at best in earlier varieties of English, whereas comparable constructions with the verbal noun are a well-established feature of especially British Celtic languages (i.e. Welsh, Breton, and Cornish). In this article I argue that transfer from the British Celtic languages offers a possible explanation for the use of these constructions in the traditional southwestern and west Midlands dialects of English.
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Gómez Alzate, Edier, Alejandro Cuza, José Camacho, and Dafne Zanelli. "The Distribution of Manner and Frequency Adverbs in Child Heritage Speakers of Spanish." Languages 9, no. 1 (December 19, 2023): 1. http://dx.doi.org/10.3390/languages9010001.
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We investigate the acquisition of adverb placement in Spanish among school-age child heritage speakers of Spanish born and raised in the US by Mexican parents. We examine frequency and manner adverbs with negative and positive polarity and the potential role of cross-linguistic influence, dominance, and experience in the path and rate of development. Fourteen child heritage speakers of Spanish born and raised in the US and twenty-five Spanish monolingual children from Mexico completed an elicited production task. Results showed that the heritage children produced significantly fewer verb-raising structures compared to the monolingual children, leading to a higher proportion of pre-verbal adverb use and adverb-final use. The heritage children treated manner and frequency adverbs with negative and positive polarity significantly differently. We also found a strong correlation between dominance and experience in the probability of producing specific adverbial positions. In other words, common adverbial positions in English were more likely to be produced with higher dominance and experience in English; likewise, Spanish adverbial positions were more likely to be used with higher dominance and experience in Spanish. We argue for differential outcomes in child heritage grammar due to differences in the path and rate of language development as well as the role of dominance and experience in child heritage language acquisition.
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SIMONYAN, SONA. "COMPARATIVE ANALYSIS OF VERB-PARTICLE CONSTRUCTIONS WITH THE COMPONENT UP, ABOVE-ՎԵՐ/ՎԵՐև, AGAINST-ԴԵՄ/ԸՆԴԴԵՄ IN MODERN ENGLISH AND ARMENIAN." JOURNAL FOR ARMENIAN STUDIES 3, no. 62 (November 14, 2023): 45–54. http://dx.doi.org/10.24234/journalforarmenianstudies.v3i62.57.
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English and Armenian exhibit richness in infinitive+preposition/postposition or adverb constructions. These constructions are referred to as verb-particle constructions in Armenian and phrasal verbs in English. These constructions reflect the richness and flexibility of expressing thoughts and actions in English and Armenian languages. The non-verbal component of these constructions is preposition, postposition or adverb with a sense of place and direction. Examples include take up «prefer», blow up «explode», վեր հանել (literally «to take up», meaning «to open the secret, to find out smth», and դեմ ընկնել (literally «fall against», meaning «to ask, to beg»). When studying these constructions, it is necessary to pay attention to the context in order to accurately determine their meanings and usage in each language. This article presents a comparative analysis of verb-particle constructions with the particles up, above, against, վեր/վերև, դեմ, ընդդեմ. The verb-particle constructions in English and Armenian exhibit numerous similarities. It is noteworthy that units with the mentioned components are often used in similar contexts, conveying similar meanings and exhibiting comparable structural characteristics. However, in addition to their common meanings, these units also possess distinct meanings unique to one language. In Armenian, due to the synthetic nature of the language, the meanings of English phrasal verbs featuring the components up, above, and against can be also expressed through the use of endings.
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Barus, Windi Sahputra, Mhd Pujiono, and Hesti Fibriasari. "CODE MIXING USED BY STUDENTS OF FRENCH STUDY PROGRAM STATE UNIVERSITY OF MEDAN." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 3, no. 1 (July 5, 2019): 41–48. http://dx.doi.org/10.30743/ll.v3i1.980.
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The communication process involving a code mixing is an alternative to avoid misunderstandings in a bilingual community, a community having the phenomenon of speaking and understanding two or more languages, referring either to individuals or the entire society. This study aims to analyze the forms of code mixing using qualitative method. The data were obtained from recording of conversational discourse. The data collection strategy used the referral method, supported by basic techniques, namely tapping and advanced techniques, the skillful in-flight listening technique (SBLC). The results show that there are code mixing with the insertion of morphological elements in forms of nouns, numerals, verbs (infinitive and conjugation), adverbs (question and time), and adjectives; the insertion of phrase in terms of noun phrases (objects and numerals), verb phrases, and adverb phrases); the insertion of clause in the forms of noun clauses, numeral clauses, verb clauses, and adverb clauses; and the insertion of idiomatic forms. Code mixing of students of French language is also found in English language.
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Fretheim, Thorstein. "English then and Norwegian da/så compared: a Relevance-theoretic account." Nordic Journal of Linguistics 29, no. 1 (May 8, 2006): 45–93. http://dx.doi.org/10.1017/s0332586506001491.
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An analysis of the English adverb then is suggested, which treats it as ambiguous, encoding two distinct meanings, one of which is anaphoric and corresponds to the meaning of the Norwegian temporal adverb da, and the other is non-anaphoric and corresponds to the meaning of the Norwegian temporal adverb så. The paper challenges the commonly made assumption that cases of supposed ambiguity which exist cross-linguistically might be better reanalyzed in terms of a univocal semantics and a range of pragmatic inferences, either as implicated meanings along Gricean lines or as the outcome of context-dependent inference at the explicit level of content, in keeping with the practice of adherents of Relevance Theory. Data from some other European languages and four African languages are examined and compared to the polar situations represented by English on the one hand and Norwegian on the other.
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Sianipar, Herbert Mouren. "A Contrastive Analysis between English and Batak Toba Language in Prefixes." Explora 8, no. 2 (August 30, 2022): 35–44. http://dx.doi.org/10.51622/explora.v8i2.644.
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Indonesia is one of the big countries in the world consists of many islands which are separated by oceans and islands that has many tribes as well as their languages. One of the tribes in Indonesia is Bataknese. Batak are an ethnic group from North Sumatra. Most of Bataknese are living in North Sumatra. In this contrastive analysis, the writer chooses two languages, first, English as the source language and Batak Toba language as the target language. The writer contrast the form, distribution, function and meaning of those two language and focused on the prfixes. There is correspondence between English and Batak Toba prefixes in terms of form, that is no prefix in Batak Toba can be attached to cluster; There is partly correspondence between English and Batak Toba prefixes in terms of distribution that there is no prefix in English that can be attached to base form of Adverb, either does Batak Toba; There is correspondence between English and Batak Toba prefixes in terms of function; There is partly correspondence between English and Batak Toba prefixes in terms of meaning of both language is not similar in whole. Therefore, in generally, the writer concludes that English and Batak Toba language are partly correspondence in prefixes.
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Ziegeler, Debra. "Changes in the functions of already in Singapore English." Journal of Pidgin and Creole Languages 35, no. 2 (October 1, 2020): 293–331. http://dx.doi.org/10.1075/jpcl.00062.zie.
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Abstract The use of the adverb already in Colloquial Singapore English has long been known as one of the most readily recognizable features defining the contact dialect, marking aspectual nuances such as anterior, completive, inchoative and inceptive functions, as noted by Bao (2005, 2015). Recent observations note that the uses of already as an inchoative marker (distinguishing the adverb as an iamitive) are more frequently found than completive uses across a small, synchronic sample of speakers (Teo 2019). It is perhaps less often recognized, though, that the aspectual use of already co-exists with the variable marking for past tense in Singlish (Ho & Platt 1993), and that both the aspectual adverb and the past tense may be seen to co-occur in the same construction. The frequency of already in its various functions is examined across two corpora, and the relative frequency of completive vs. non-completive functions is quantified diachronically. It is hypothesized that, rather than grammaticalizing onwards to become a past tense marker, as is predictable for some Portuguese creole iamitives (ya ‘already’) (Clements 2006), already is becoming increasingly restricted in its functional range in today’s Singlish, and that its perfect and completive functions may be at a stage of selective renovation by the use of the past tense in Standard Singapore English.
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Sulastri, Sulastri, and Rizkariani Sulaiman. "A Contrastive Analysis Study Between English and Macassarese in Request Sentence." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 193. http://dx.doi.org/10.26858/eltww.v7i2.15337.
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This study examines the English and Makassar language request phrases. The imperative phrase of both languages from its form, purpose, and category in a sentence was studied in this analysis. The research used descriptive approach and contrastive analysis in terms of methods, the entire data were gathered by observing and interviewing the native speakers of Lakiung dialects who still speak in their everyday communication. In the analysis, the writer outlined and compared the differences and similarities in request sentences, classified and explained request sentences into subject, predicate, object and adverb. The results revealed that the request sentences in English and Macassarese have some similarities and differences were found in form of sentences and the function of adverb. The differences between English and Macassarese request sentence pattern, particularly on the element of predicate (P) in a sentence. While the similarity was S – P – O – K and S – P construction.
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Lines, Bethan. "A comparison of L2 and L1 speakers’ production of adverb positions in the Cardiff variety of Welsh." Forum for Linguistic Studies 4, no. 1 (August 4, 2022): 1. http://dx.doi.org/10.18063/fls.v4i1.1451.
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The grammaticality of adverb positions varies by language. Consequently, L2 and L1 speakers may differ from each other in their acquisition of adverb positions. Given that L2 Welsh speakers outnumber L1 Welsh speakers in Wales, differences in acquisition may change which adverb positions occur in contemporary Welsh. This study compares which adverb positions L2 and L1 speakers produce in the spoken data from Cardiff in the CorCenCC corpus (Knight et al., 2020) in order to identify any differences in acquisition. Comparisons of L2 and L1 English speakers find that L2 speakers consistently acquire novel adverb positions yet they frequently use ungrammatical adverb positions. They also do not acquire additional constraints on adverb positions. This study largely reinforces these findings. First, L2 Welsh speakers produce every adverb position that L1 speakers produce. Secondly, although the definiteness constraint that Borsley et al. (2009: 50) describe is not productive in the sample of Cardiff Welsh speakers, L1 speakers exhibit a heaviness constraint on V-Adv-O that L2 speakers do not. Therefore, L1 transfer neither inhibits the acquisition of adverb positions nor facilitates the acquisition of additional constraints. However, unlike L2 English speakers, L2 Welsh speakers do not produce ungrammatical adverb positions. This likely derives from the lack of transferable adverb positions between Welsh and English rather than a lack of transfer. Therefore, this sample of Cardiff Welsh reinforces the crosslinguistic consistency of L2 speakers’ acquisition of adverb positions. It also suggests that L2 Welsh speakers most likely diverge from L1 speakers in the contexts in which they use adverb positions rather than the adverb positions that they use.
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GUZ, WOJCIECH. "Non-ly adverbs in preverbal position: the case of fast." English Language and Linguistics 18, no. 1 (February 6, 2014): 133–56. http://dx.doi.org/10.1017/s1360674313000312.
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English adverbs are often classified according to the range of positions that are available to them. One such group includes items which allegedly can only occupy the VP-final position. These are typically non-ly adverbs such as hard, well and fast. However, although counterexamples to this claim can be found in corpora, few attempts have been made to reconsider the distributional characteristics of these adverbs. This article therefore offers a corpus-based analysis of the adverb fast, whose preverbal occurrence has so far been largely ignored. The analysis seeks to establish the extent – expressed quantitatively – to which fast is found in this position. We also explore the typical contexts of preverbal fast and investigate factors which may be responsible for the variation between preverbal and postverbal positions. We show that the nature of these factors may be genre-related, lexico-grammatical, syntactic, semantic or pragmatic, and that adverb position may be determined by a combination of these factors.
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SEPPÄNEN, AIMO. "The Old English relative þe." English Language and Linguistics 8, no. 1 (April 21, 2004): 71–102. http://dx.doi.org/10.1017/s136067430400125x.
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In current accounts the Old English relative þe is analysed in two radically different ways. The traditional view, inherited from the nineteenth-century grammarians, views the word as a relative pronoun, while the generative analysis, derived from some remarks of Jespersen on the ModE relative that, takes it to be a subordinating particle. The generativist view is based on the word's lack of morphological variation, whereas the older approach examines more generally the grammar of the word, noting that the invariable þe shares the typical nominal categories of number and case, functioning both as a singular and a plural and representing all the four cases of OE nominal elements. A further indication of the word's nominal status is its referential function, distinguishing between specific and generic reference. Against these clear facts, the lack of overt inflection is a minor idiosyncrasy, paralleled by the OE generic man/mon, whose pronominal status is widely agreed. Þe may have been a subordinating particle in origin, but by historical OE times it retained this function in relative clauses only after relative adverbs, having been reanalysed elsewhere either as a relative adverb itself, or, in its most frequent relative use, as a pronoun.
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Altenberg, Bengt. "Conclusive English then and Swedish då." Languages in Contrast 10, no. 1 (April 8, 2010): 102–23. http://dx.doi.org/10.1075/lic.10.1.05alt.
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Conclusive English then and Swedish då are compared on the basis of a bi-directional translation corpus. The examples are classified into five different uses according to certain formal and contextual criteria. The two words are shown to have obvious functional similarities: in each of the categories distinguished then and då are the preferred translation equivalents of each other. But there are also striking differences. Swedish då is generally much more common than English then and the latter is often left out in the English translations. In other words, the use of an explicit conclusion marker is more often felt to be redundant in English than in Swedish. The two words also display positional differences. For example, unlike then, Swedish då cannot occur initially in non-declarative clauses and its use as an unstressed pragmatic particle is confined to clause-final position. Another notable feature is that an unstressed particle in the original text (in both languages) is sometimes rendered by a stressed adverb in the translation, a tendency which suggests that the distinction between stressed anaphoric adverb and unstressed pragmatic particle is blurred and a matter of degree rather than a clear-cut dichotomy.
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Kovbasko, Yurii. "Functional Transposition of ‘ON’ from a Diachronic Perspective." Studies about Languages 1, no. 40 (July 13, 2022): 75–89. http://dx.doi.org/10.5755/j01.sal.40.1.30644.
Full textAbstract:
The paper represents a distinctive attempt to trace the development of the preposition and the adverb ‘on’ as the initial and transposed categories. The study focuses on their evolution throughout 16 historical time spans – since 850 and up to the present time. The research is based on 7 954 Old English, 2 368 Middle English, 4 251 Early Modern English examples, which have been obtained from the Helsinki Corpus of English Texts and analyzed without applying any corpus software; 174 581 examples of Late Modern English from the Corpus of Late Modern English Texts, which have been processed by means of the Lancsbox software tool; and the statistical data on 7 118 454 examples of Present-Day English retrieved from the Corpus of Historical American English and the British National Corpus. The paper attests that ‘on’ is formed at the first stage (before 850) of the Old English period as the preposition and at the next stage (850–950) is transposed into the category of the adverb, which is characterized by a further slight increase in the statistics and stabilization of its correlation with the preposition ‘on’. Correlation between the categories had remained stable up to the Early Modern English period, when the category of the adverb has started its sustainable growth, which is currently being observed in the English language. The paper proves that in Early Modern English the process of functional transposition is superseded by an utterly new stage of lexicalization which leads to formation of phrasal verbs.
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Taufiqi, Muhammad Aulia, Rudi Hartono, and Januarius Mujiyanto. "The The Influence of Class Shift on Achieving Semantic Meaning in the English-Indonesian Translation of Yule’s Pragmatics." English Education Journal 9, no. 2 (March 11, 2019): 198–205. http://dx.doi.org/10.15294/eej.v9i2.29395.
Full textAbstract:
The important of translation can be seen in our daily life. Translation can be found in many aspects of our life such as books, newspaper, magazines, novel, comics, even movies. One important aspect in translation study is class shift. Class shift deals with the changing of word classes in source language to the target language. Hence one language and others are different, this study aimed to know the influence of class shift on achieving semantic meaning in the English-Indonesian translation of Yule’s pragmatics. Qualitative research is the type of this research and descriptive qualitative as research design. There are three chapters of the book which are chosen randomly as the data on this study. The total number of data is 98 from those three chapters. The results of the study show that there are seven types of class shift which are found in this study such as adjective to adverb, adjective to noun, adjective to verb, adverb to adjective, adverb to noun, adverb to verb, and verb to adjective. There are two types of class shift which often appear in this study. Those are adjective to noun and adverb to adjective. Class shift can be occurred anytime. The occurrence of class shifts does not guarantee anything in achieving meaning of a sentence.
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Fretheim, Thorstein. "A relevance-theoretic account of the way we use and understand the English temporal adverb again and its Norwegian counterpart igjen." Languages in Contrast 3, no. 1 (December 31, 2001): 41–94. http://dx.doi.org/10.1075/lic.3.1.04fre.
Full textAbstract:
The English temporal adverb again and the corresponding adverb igjen in Norwegian are words which do not encode a concept but rather an instruction to the audience to let the inferential phase of their comprehension process be guided by a specific contextual assumption. These adverbs have a procedural semantics in the sense of Relevance Theory, which distinguishes them semantically from an expression like once more or the prefix re-, both of which encode a conceptual meaning. English has a single lexical entry again whose encoded meaning is temporal yet not truth-conditional, and there is an exact correspondent igjen in the Norwegian lexicon, though Norwegian igjen in addition appears as two distinct non-temporal words encoding a concept and as a verbal particle forming a lexical entry together with a preceding verb. The full use range of the form igjen is found to be very similar to that of the Latin(ate) prefix re- as well as to the complex meaning of the verbal prefix ga- in the Niger-Congo language Ewe.