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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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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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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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Mowarin, Macaulay. "Bilingual Verbs in Nigerian Pidgin—English Code Mixing." Studies in English Language Teaching 2, no. 1 (March 7, 2014): 14. http://dx.doi.org/10.22158/selt.v2n1p14.
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<p><em>This paper discusses bilingual verbs, which are intermediate forms that cannot be fully identified with neither Nigerian pidgin nor English, in Nigerian pidgin- English code mixed utterances. The process involved in the derivation of bilingual or hybrid verbs is analogous to hybrid forms in biology. The conceptual framework of this study is Myers-Scotton (1993, 2002). Matrix language frame and the types of hybrid verbs discussed in this study include, the insertion of bare verbs from English to Nigerian pidgin; the adjoinment of auxiliary /helping verbs, as well as the negative particle, in Nigerian pidgin to inserted main verbs from English which is the embedded language. Lastly, is the presence of hybrid verbs in Nigerian pidgin’s serial verb constructions. The essay concludes that bilingual/hybrid verbs constitute an integral part of the grammatical approach to code switching.</em><em></em></p>
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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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Mukundan, Jayakaran, and Laleh Khojasteh. "Modal Auxiliary Verbs in Prescribed Malaysian English Textbooks." English Language Teaching 4, no. 1 (February 28, 2011): 79. http://dx.doi.org/10.5539/elt.v4n1p79.
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The use of corpus-based findings in order to inform L2 teaching materials have been emphasized by many researchers owing to the fact that the studies of authentic texts have revealed some inconsistencies between the use of grammatical structures in corpora, and those found in language textbooks that are based purely on hunch. Therefore, by comparing a textbook corpus with the British National Corpus, this study attempts to shed light on the extent in which modal auxiliary verbs presented in the Malaysian prescribed textbooks are identical with those used by native speakers. The findings showed that there are discrepancies between English language textbooks and real language use. Findings from this study contribute to the improvement of pedagogical practices in the teaching of the modal system and provide a sense of familiarity with textbooks’ content thus assisting educators in identifying the particular strengths and weaknesses in textbooks already in use.
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van Trijp, Remi. "How a Construction Grammar account solves the auxiliary controversy." Constructions and Frames 9, no. 2 (December 30, 2017): 251–77. http://dx.doi.org/10.1075/cf.00004.van.
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Abstract The English auxiliaries have been a matter of dispute for decades with two opposing views: one analysis treats them as main verbs that take a VP complement; the other considers them as feature carriers. Proponents of both approaches have convincingly pointed out each other’s weaknesses without however settling the debate and without accounting for the fact that the English VP is still evolving today. The goal of this paper is to show that Construction Grammar offers a way out of the current status quo. This claim is substantiated by a computational formalization of the English verb phrase in Fluid Construction Grammar that includes a bi-directional processing model for formulation and comprehension available for online testing.
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Ngoiri, Njuguna Jane. "Analysing the Nature of Meaning in Modal Auxiliary Use in Standard Six English in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (September 30, 2019): 54–71. http://dx.doi.org/10.51317/ecjces.v1i1.100.
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The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.
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Ngoiri, Njuguna Jane. "Analysing the Nature of Meaning in Modal Auxiliary Use in Standard Six English in Nakuru County, Kenya." Editon Consortium Journal of Literature and Linguistic Studies 1, no. 1 (July 5, 2019): 49–62. http://dx.doi.org/10.51317/ecjlls.v1i1.58.
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The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.
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Bochari, Siska, ,. Afrillia Anggreni, and Maf’ulah Maf’ulah. "Students' Grammatical Errors in Composing English Passive Sentences." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 8, no. 2 (December 10, 2020): 588–601. http://dx.doi.org/10.24256/ideas.v8i2.1688.
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Students in learning English grammar often experience difficulties, and are influenced by the first language, namely Indonesian. Students are influenced by the first language, Indonesian, in composing passive sentences and changing active sentences into passive sentences without first identifying the tense used. The students' difficulties in composing passive sentences resulted in difficulties in writing text properly. This is because most students do not understand how to change the active voice to the passive voice, use auxiliary verbs, and identify the tense. The study uses descriptive qualitative method that aims to analyze errors in the preparation of English passive sentences made by the 4th semester students of the English Education Study Program, Tadulako University. In arranging the passive form and which passive form is the most difficult for students to understand and after analyzing the students' mistakes in composing passive sentences, the researchers concluded that of the 50 students who became respondents, the problems that students make in composing passive sentences are 1) changing word order caused by not being able to distinguish between subject and object, 2) not understanding the tense used in active sentences resulting in a change in the auxiliary verb form, 3) reducing or eliminating one of the constituent elements passive, such as the BY preposition, auxiliary verb be, or the suffix –ED to the regular verb. 4) generalizing all passive sentence patterns. Type of error becoming the most dominant thing that students do in making noun clauses is misordering, which is changing the position of the subject and the object without considering the passive patterns and verbs that the sentence has. Next, the passive voice which is the most difficult for students to make is that they had difficulty in constructing passive sentences using the main sentence HAVE or GET followed by a non-finite verb (past participle).
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Btoosh, Mousa A. "Tense and Aspect in the Academic Writing of Arab L2 Learners of English: A Corpus-Based Approach." Journal of Language and Education 5, no. 2 (June 30, 2019): 26–47. http://dx.doi.org/10.17323/jle.2019.7769.
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This study aimed at explicating the use of tense and aspect in the academic writing of Arab L2 learners of English. The scope was restricted to two absolute tenses (simple present and simple past), perfective and imperfective aspects, and verb-form errors arising from the deletion or addition of the third person singular-s besides the omission of copula and auxiliary verbs. The study was conducted on the basis of a comparative, quantitative analysis of the target forms between a learner corpus and a similar-sized native one. In pursuing and achieving the stated objectives, it also concentrated on the types and sources of the tense, aspect and verb form errors in learners’ performance. In addition to the significant disparity between the two corpora in terms of the frequency count and percentage of most of the target forms, the findings confirmed learners’ tendency to use more verbs than native speakers. Results also showed that learners’ use of the preterit (simple past), and perfective and imperfective aspects were largely constrained by their L1 grammar and semantic interpretation of verbs (independent of the target language norm). Moreover, the findings revealed some common inconsistent erroneous forms attributed to the omission or addition of the third person singular-s and the omission of copula and auxiliary verbs. Several main factors were identified as potentially responsible for learners’ errors, that is, inconsistency inherent in L2 rules, learners’ limited exposure to (authentic) L2, overgeneralization, redundancy reduction, and language transfer. The findings suggest the need to introduce appropriate pedagogical methods to best present the target language rules.
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Haznedar, Belma. "The acquisition of tense—aspect in child second language English." Second Language Research 23, no. 4 (October 2007): 383–417. http://dx.doi.org/10.1177/0267658307080330.
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The aim of this article is two-fold: to test the Aspect Hypothesis, according to which the early use of tense—aspect morphology patterns by semantic/aspectual features of verbs, and Tense is initially defective (e.g. Antinucci and Miller, 1976; Bloom et al., 1980; Andersen and Shirai, 1994; 1996; Robison, 1995; Shirai and Andersen, 1995; Bardovi-Harlig, 1998; Shirai, 1998); and to test Gavruseva's aspectual features account, according to which inherent aspectual properties of the verbs such as telicity and punctuality determine which verbs will be non-finite and which verbs will not (Gavruseva, 2002; 2003; 2004) in child L2 acquisition. Based on longitudinal data from a Turkish child second language (L2) learner of English, we present counter evidence for both hypotheses. First, it is shown that despite the fact that the early production of past tense morphology occurs exclusively with punctual predicates, data from copula be, auxiliary do and pronominal subjects do not show any evidence for defective tense. Second, contrary to what is predicted in Gavruseva's hypothesis, the rate of uninflected punctual verbs is much higher than that of uninflected non-punctual verbs in the child L2 grammar.
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Houser, Michael J., Line Mikkelsen, and Maziar Toosarvandani. "A Defective Auxiliary in Danish." Journal of Germanic Linguistics 23, no. 3 (August 11, 2011): 245–98. http://dx.doi.org/10.1017/s1470542711000043.
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In English, auxiliaries form a cohesive category—unlike main verbs, they all raise to T. In Danish, it is not so obvious that auxiliaries form such a unified category. In root clauses, all verbal elements can raise to T (and then to C), while in embedded clauses they always stay in situ. Therefore, determining the position of a verbal element in the extended verbal projection is a challenging task. We examine the Danish verbal elementg⊘re‘do’ that shows up when the verb phrase has been topicalized, elided, or pronominalized. Even though on the surfaceg⊘remight appear to be of category T or v, we argue that it is located right in the middle. We argue that it is an auxiliary, but, unlike other auxiliaries,g⊘reis defective because it only subcategorizes for vPs that are pronominal.*
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BAKER, JAMES. "Split intransitivity in English." English Language and Linguistics 23, no. 3 (February 20, 2018): 557–89. http://dx.doi.org/10.1017/s1360674317000533.
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This article proposes a hierarchy of functional heads encoding the features [±control], [±initiation], [±state], [±change] and [±telic] (see Ramchand 2008). It is argued that this allows for a superior analysis of split intransitivity in English than the traditional notion of ‘unaccusativity’ – the idea that there are two classes of intransitive verbs which differ in relation to the underlying status/positions of their arguments. Rather, it is shown – on the basis of a systematic consideration of a wide range of English verbs – that the proposed diagnostics for unaccusativity in English identify multiple classes, whose behaviour can be captured in terms of the proposed hierarchy. Good correlation is found between the classes identified by the English diagnostics and Sorace's (2000) Auxiliary Selection Hierarchy (ASH), providing further support for the cross-linguistic applicability of the ASH to split intransitive patterns.
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Ionin, Tania, and Kenneth Wexler. "Why is ‘is’ easier than ‘-s’?: acquisition of tense/agreement morphology by child second language learners of English." Second Language Research 18, no. 2 (April 2002): 95–136. http://dx.doi.org/10.1191/0267658302sr195oa.
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This study of first-language (L1) Russian children acquiring English as a second language (L2) investigates the reasons behind omission of verbal inflection in L2 acquisition and argues for presence of functional categories in L2 grammar. Analyses of spontaneous production data show that the child L2 learners ( n = 20), while omitting inflection, almost never produce incorrect tense/agreement morphology. Furthermore, the L2 learners use suppletive inflection at a significantly higher rate than affixal inflection, and overgenerate be auxiliary forms in utterances lacking progressive participles (e.g., they are help people). A grammaticality judgement task of English tense/agreement morphology similarly shows that the child L2 English learners are significantly more sensitive to the be paradigm than to inflection on thematic verbs. These findings suggest that Tense is present in the learners’ L2 grammar, and that it is instantiated through forms of the be auxiliary. It is argued that omission of inflection is due to problems with the realization of surface morphology, rather than to feature impairment, in accordance with the Missing Surface Inflection Hypothesis of Prévost and White (2000). It is furthermore suggested that L2 learners initially associate morphological agreement with verb-raising and, thus, acquire forms of be before inflectional morphology on in situ thematic verbs.
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Singh, Rajdeep. "Auxiliary Verbs in Serbo-Croatian, French, Persian, Spanish and English: A Cognitive-Semantic Approach to the Auxiliary Verb Usage and Passive Voice." English Linguistics Research 7, no. 3 (September 19, 2018): 34. http://dx.doi.org/10.5430/elr.v7n3p34.
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Auxiliary verbs have an important influence in the way languages connect with the cognitive processes. In this study, we investigate the role of auxiliary verbs in the formation of the semantic picture we get from their usage. Furthermore, the semantic notion and its interaction with the cognitive processing are taken into account. For our goal to be more tangible and testable, we took Serbo-Croatian, Persian, Spanish, French and English for an in-depth analysis, wherefrom we proposed a classification scheme for all languages based on the behavior of their auxiliary verbs. Based on the proposed model, we investigate furthermore the passive voice in English and propose a strong explanation for the cognitive-semantic sense of the passive in English based on the cognitive duality principle. Importance of Croatian in the way that it forms an extreme pole in the proposed classification scheme is further discussed. Furthermore, it is demonstrated that Persian has a syntactic incorporation in its simple past and present perfect.
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SAG, IVAN A., RUI P. CHAVES, ANNE ABEILLÉ, BRUNO ESTIGARRIBIA, DAN FLICKINGER, PAUL KAY, LAURA A. MICHAELIS, et al. "Lessons from the English auxiliary system." Journal of Linguistics 56, no. 1 (January 3, 2019): 87–155. http://dx.doi.org/10.1017/s002222671800052x.
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The English auxiliary system exhibits many lexical exceptions and subregularities, and considerable dialectal variation, all of which are frequently omitted from generative analyses and discussions. This paper presents a detailed, movement-free account of the English Auxiliary System within Sign-Based Construction Grammar (Sag 2010, Michaelis 2011, Boas & Sag 2012) that utilizes techniques of lexicalist and construction-based analysis. The resulting conception of linguistic knowledge involves constraints that license hierarchical structures directly (as in context-free grammar), rather than by appeal to mappings over such structures. This allows English auxiliaries to be modeled as a class of verbs whose behavior is governed by general and class-specific constraints. Central to this account is a novel use of the featureaux, which is set both constructionally and lexically, allowing for a complex interplay between various grammatical constraints that captures a wide range of exceptional patterns, most notably the vexing distribution of unstresseddo, and the fact that Ellipsis can interact with other aspects of the analysis to produce the feeding and blocking relations that are needed to generate the complex facts of EAS. The present approach, superior both descriptively and theoretically to existing transformational approaches, also serves to undermine views of the biology of language and acquisition such as Berwick et al. (2011), which are centered on mappings that manipulate hierarchical phrase structures in a structure-dependent fashion.
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Cao, Deborah. "The Illocutionary Act in Translating Chinese Legislative Texts." Babel. Revue internationale de la traduction / International Journal of Translation 44, no. 3 (January 1, 1998): 244–53. http://dx.doi.org/10.1075/babel.44.3.05cao.
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Abstract In this paper one of the prominent linguistic features of legal texts, the illocutionary force, is discussed through the examination of legal performatives found in Chinese legistation and their translation into English. This paper identifies some of the characteristics of illocutionary force in Chinese legislation. An analysis of Chinese legislation has identified five types of performative verbs: (a) verbs preceded by bixu/xu (must or shall); (b) verbs preceded by yingdang/yinggai/ying (should or ought to); (c) verbs in the present tense without any modal verbs: zero performative; (d) verbs preceded by keyi (may); and (e) verbs precede by bude (must not, or shall not). The article argues that illocutionary force is a paramount consideration for legal translators and that effective translation of legislative texts depends upon a high level of translational language competence including illocutionary competence. Résumé Dans cet article, l'un des éléments saillants des textes juridiques, la force illocutionaire, est discutée en examinant les verbes performatifs juridiques trouvés dans la législation chinoise et leur traduction en langue anglaise. L'article identifie quelques caractéristiques de la force illocutionaire dans la législation chinoise. L'analyse de la législation chinoise a permis de reconnaître cinq types de verbes performatifs: (a) les verbes précédés de bixu/xu, ce qui équivaut à l'auxiliaire (must or shall), c'est-à-dire deux formes du verbe 'devoir'; (b) les verbes précédés de yingdang/yinggai/ying (should or ought to), c'est-à-dire forme conditionnelle ou impérative du verbe; (c) les verbes à l'indicatif présent sans aucuns verbes de modalité; verbes performatifs (zéro); (d) les verbes précédés de keyi (may, soit verbe auxiliaire modale); et (e) les verbes précédés de bude (must not or shall not), c'est-à-dire auxiliaires impératifs négatifs. L'article soutient que la force illocutionaire forme un élément majeur pour les traducteurs de textes juridiques et que la traduction même de textes juridiques repose sur une compétence très élevée du langage traductionnel et, en ce comprise la compétence illocutionaire.
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LEE, SEUNG-AH. "Ing forms and the progressive puzzle: a construction-based approach to English progressives." Journal of Linguistics 43, no. 1 (February 27, 2007): 153–95. http://dx.doi.org/10.1017/s0022226706004476.
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This paper argues for a constructional approach to English progressives. On this view, progressivity is a construction-level property, rather than a lexical property of the ing forms that progressive verb phrases contain or of the auxiliary. The incompatibility of ing forms with state verbs in progressive constructions provides crucial evidence in support of the construction-based perspective, given that stative ing forms are fully acceptable in gerundive and other ing constructions. Of course, underlying this approach is the proposal that gerund is neutralizable with present participle (Huddleston 1984, 2002b, c; Pullum 1991; Blevins 1994). A lexicalist and construction-based analysis of gerundive nominals, as in Pullum (1991) and Blevins (1994), offers a means of claiming that progressivity is a property of the combination of an auxiliary and ing participle, just as the perfect aspect is expressed by the combination of have and a past participle, as proposed in Ackerman & Webelhuth (1998) and Spencer (2001b), and implicitly in Curme (1935) and other traditional grammars.
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Zdziera, Katarzyna Alicja. "The Distribution of the Perfect Auxiliaries be/have in Middle English Texts." Anglica. An International Journal of English Studies, no. 27/2 (September 17, 2018): 33–46. http://dx.doi.org/10.7311/0860-5734.27.2.02.
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Like many Germanic languages, English has developed specific periphrastic constructions to express perfective meaning. Before being fully grammaticalized in the 16th century, they were used occasionally in Old and Middle English as complex verb phrases with either habban ‘to have’ or beon/wesan ‘to be’ acting as auxiliary verbs. By the Modern English period, forms created with be disappeared from the language and were almost completely replaced by forms with have, a process which did not occur, for instance, in German. As the data on this development are quite scarce, a relatively simple model is assumed with a steady diachronic progress towards the system established in Modern English, a model which disregards synchronic variation. This paper attempts to investigate the distribution of the perfective constructions with be and have, especially in the 15th century texts and to identify the main factors accounting for diff erences in their usage. Instead of taking into account only the diachronic aspect of the development described, the present study focuses mainly on investigating the synchronic variation in the auxiliaries used with the two most frequent verbs of motion, namely come and go in the perfective meaning.
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Aziez, Shinta. "VERB FEATURE DIFFERENCES IN INDONESIAN AND ENGLISH IMPERATIVE SENTENCES: A CONTRASTIVE ANALYSIS STUDY." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (March 27, 2019): 1. http://dx.doi.org/10.32493/ljlal.v1i1.2477.
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AbstractThis study contrasted verb features that exist in Indonesian and English imperative sentences. The contrastive analysis is used to make the second language or foreign language learners understand more easily on the target language being learnt. In this case, the study tried to contrast Indonesian language as L1 and English as L2. The data that were used in this study were taken from two sources; Indonesian and English Grammar. The grammar was sorted specifically only on imperative sentences that were collected through attentive observation method and is continued by notetaking technique. Hence, some imperative sentences that were collected were then be analyzed by comparing language units with determining tools in form of comparative relationship between all determining elements that are relevant with all the determined language units. The result revealed that there were some similarities and differences in the verb features of Indonesian and English imperative sentences. Both Indonesian and English mostly use base verb to form imperative sentences, in some cases, they also use suffixes. Also, they attach marker words to form negative and to soften the imperative sentence. On the contrary, some contrasts were found in the existence of passive form, the use of suffixes, the distribution of some markers, the use of auxiliary verbs, and the existence of inversion form.Keywords: Contrastive Study, English, Imperative sentences, Indonesian, Verb Features
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Rankin, Tom. "Variational learning in L2." Linguistic Approaches to Bilingualism 4, no. 4 (December 8, 2014): 432–61. http://dx.doi.org/10.1075/lab.4.4.02ran.
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This study examines the interpretation of constituent wh-questions in L2 English by learners whose L1 is Austrian German. Austrian German and English share identical surface word order patterns for a range of question forms, but with distinct semantic interpretations. Non-target patterns of interpretation show that the learners ay high levels of proficiency continue to optionally parse English questions with the L1 syntax. The continued presence of thematic verb movement and head-final VP syntax in L1 German-L2 English interlanguage challenges previous findings that headedness is reset very early and that V2 is realised by auxiliary verbs. This is analysed as an instance of Variational Learning (Yang, 2002), whereby the L1 grammar is accessed to parse L2 input where possible. The L1 syntactic representation thus continues to be available at high proficiency levels to parse input strings that are linearly compatible, giving rise in the case of L1 German-L2 English to non-target parses and interpretation of wh-questions.
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SANTELMANN, LYNN, STEPHANIE BERK, JENNIFER AUSTIN, SHAMITHA SOMASHEKAR, and BARBARA LUST. "Continuity and development in the acquisition of inversion in yes/no questions: dissociating movement and inflection." Journal of Child Language 29, no. 4 (November 2002): 813–42. http://dx.doi.org/10.1017/s0305000902005299.
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This paper examines two- to five-year-old children's knowledge of inversion in English yes/no questions through a new experimental study. It challenges the view that the syntax for inversion develops slowly in child English and tests the hypothesis that grammatical competence for inversion is present from the earliest testable ages of the child's sentence production. The experimental design is based on the premise that a valid test of this hypothesis must dissociate from inversion various language-specific aspects of English grammar, including its inflectional system. An elicited imitation method was used to test parallel, lexically-matched declarative and question structures across several different verb types in a design which dissociated subject-auxiliary inversion from the English-specific realization of the inflectional/auxiliary system. Using this design, the results showed no significant difference in amount or type of children's errors between declarative (non-inverted) and question (inverted) sentences with modals or auxiliary be, but a significant difference for sentences with main verbs (requiring reconstruction of inflection through do-support) and copula be. The results from sentences with auxiliary be and those with modals indicate that knowledge of inversion is present throughout our very young sample and does not develop during this time. We argue that these results indicate that the grammar of inversion is present from the youngest ages tested. Our results also provide evidence of development relevant to the English-specific inflectional system. We conclude with a new developmental hypothesis: development in question formation occurs in integrating language-specific knowledge related to inflection with the principles of Universal Grammar which allow grammatical inversion.
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Halmøy, Madeleine. "Actants and aktionsart: The Norwegian verb få as the dynamic counterpart to ha / Actants et mode d'action : le verbe norvégien få comme contrepartie dynamique de ha." Canadian Journal of Linguistics/Revue canadienne de linguistique 64, no. 02 (February 11, 2019): 216–80. http://dx.doi.org/10.1017/cnj.2018.38.
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AbstractFollowing Denis Bouchard's neo-Saussurean Sign Theory of Language, with a focus on the notion of Grammar Semantics, this article sketches a proposal for a unified understanding of the most multifunctional among Norwegian verbs, namely få ‘get’. Based on Bouchard's analysis of French être ‘be’ and avoir ‘have’ and corresponding signs in other languages, I propose that få is the dynamic version of ha ‘have’, which is a bivalent transitive copula. This abstract semantic value is shown to form the basis for the many contextual interpretations få receives, in its use both as a main verb and as an auxiliary. To my knowledge, a monosemic, unified understanding of få that covers all its uses and interpretations has not yet been proposed, especially not one that highlights its relationships with være ‘be’, ha ‘have’ and bli ‘be, become, get’. The study also includes a contrastive analysis of få and the English verb get.
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Minkhatunnakhriyah, Minkhatunnakhriyah, Fahriany Fahriany, and Albiansyah Albiansyah. "ANALISIS PENGGUNAAN TATA BAHASA DAN PEMEROLEHAN BAHASA KEDUA BAHASA INGGRIS PADA MAHASISWA THAILAND." LITE: Jurnal Bahasa, Sastra, dan Budaya 17, no. 1 (June 3, 2021): 34–44. http://dx.doi.org/10.33633/lite.v17i1.4417.
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Abstract: This paper aims to determine the types of grammar usage and todescribe the acquisition of English as a second language among Thaistudents. The method used was a qualitative paradigm and the data sourceswere taken from interviews. The interview instrument was used to obtainthe data in the form of English text production, which was used to identifyand to classify the types of grammar elements and information on howinformants acquire the language. This study results in variations in the useof grammar elements namely simple present tense, simple past tense,degree of comparison, noun phrases, and auxiliary verbs. The results of theinterview show that the process of mastery of a second language wasobtained through watching films in English or films with English subtitles,reading novels in English, and listening to English songs. Keywords: English Grammar; Second Language Acquisition; Speaking
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Ogawa, Hiroshi. "The use of modal verbs in complex sentences: some developments in the Old English period." Anglo-Saxon England 20 (December 1991): 81–98. http://dx.doi.org/10.1017/s0263675100001769.
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In his oft-quoted study of indirect discourse (dependent statements, dependent desires and dependent questions) in Old English, J.H. Gorrell concludes the section on ‘the use of the auxiliaries’ by observing in his statistics an increasing frequency of their use in the period, which he relates to the loss of distinctive subjunctive inflexions:The conclusions to be drawn from these statistics are very evident … Regarding CP., Or., Boe., and Bede as representatives of Alfredian prose and AH., Boe. [sic], W., and BH. as types of the language of the later period, the above statistics show that the relative proportion of the subjunctive to the auxiliary forms in the former period is as 3 to 1, while at the time of Ælfric the proportion is as 2 to 1. This postulates, therefore, a growing tendency in the language to make use of the auxiliary constructions, and this tendency was fostered by the gradual breaking-down of the old subjunctive forms, until in course of time the periphrastic constructions almost entirely replaced the inflectional forms.
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Uktolseja, Lulu Jola. "An Analysis of Grammatical Errors in Song Lyrics." INTERACTION: Jurnal Pendidikan Bahasa 7, no. 1 (June 15, 2020): 1–7. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v7i1.443.
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Learning English is important in this era. English as an international language will be used globally to build up the relation and connection with the other countries. English has a lot of grammar elements that are very important to note in order to be used appropriately. In Indonesian, we do not know so many grammatical elements so that when learning English mistakes in grammar are common. It also becomes very critical if English learners cannot distinguish every word or sentence that is heard through movie or music. This research is a descriptive research. In this research, the data is a kind of text, thus the writer uses the documentation technique. The steps of doing this research are: Identifying, Classifying, Interpreting, Describing, and Concluding: the writer finds the conclusion and gives the suggestions. The result of this research, there are several grammatical errors in songs such as Conditional Sentence, Subject-Verb Agreement, Pronoun, Negator and Auxiliary Verbs.
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Rohayati, Desi, and Erlyna Abidasari. "ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY." A Journal of Culture English Language Teaching Literature & Linguistics 6, no. 1 (June 28, 2019): 14. http://dx.doi.org/10.22219/celticumm.vol6.no1.14-20.
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This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.
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Rohayati, Desi, and Erlyna Abidasari. "ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 1 (June 28, 2019): 14–20. http://dx.doi.org/10.22219/celtic.v6i1.8749.
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This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.
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Dhona, Nurma. "COMMON ERROR IN USING ENGLISH TENSES BY EFL STUDENTS." IdeBahasa 1, no. 2 (January 14, 2020): 85–94. http://dx.doi.org/10.37296/idebahasa.v1i2.18.
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Most of English foreign language learners (EFL) in the beginning level face some problems in learning English. They commited different kinds of errors and mistakes in learning English as a foreign language which were due to poor knowledge with grammar. Most of students considered that grammar was difficult, thus their motivation to learn English was also poor. Moreover, problems in foreign language learning especially in English were unavoidable. Therefore, the aim of this study was to identify common error in using English tenses by EFL students in the first semester at Putera Batam University. The instrument used was a test on basic English tenses and the data consisted of 50 students. The data sources were taken from the result of students’ test itself. It showed that students’ errors were categorized into six types; (1) Subject – auxiliary agreement, (2) Pronoun mistake or subject was wrong, meanwhile auxiliary verb or verb was right, (3) Auxiliary verb was correct meanwhile verb still added –es/s, (4) Auxiliary verb was wrong in sentence, (5) Double subject in sentence, (6) The sentence did not have subject or verb. Based on the result, it can be concluded some mistakes that students made were caused of they did not really understand the pattern of English tenses. Therefore, students should be given more attention and motivation to learn kinds of tenses correctly.
Keywords : English Grammar, English Tenses, Student’s error.
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Noël, Dirk. "The passive matrices of English infinitival complement clauses." Studies in Language 25, no. 2 (December 7, 2001): 255–96. http://dx.doi.org/10.1075/sl.25.2.04noe.
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English verbs of the believe type, which display variation between that-complements and infinitival complements, more often combine with infinitives as passives than as actives. Though there are good information/thematic structural reasons for this (Noël 1998b), the higher frequency of passive matrices could also be a concomitant of a grammaticalization process as a result of which (some of) these matrices are turning into auxiliary-like evidentials. Anderson’s (1986) four-part definition of true (grammaticalized) evidentials is used to establish whether they can qualify as such. The fact that passives are more tolerant of lexical (even dynamic) infinitives than actives (which prefer be and statives) is adduced as evidence of grammaticalization. Individual instances of the passive pattern are differentiated using three criteria of grammaticalization: frequency, expansion and intraparadigmatic variability.
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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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Herriman, Jennifer. "Tense in Swedish and English." Languages in Contrast 3, no. 2 (December 31, 2001): 203–22. http://dx.doi.org/10.1075/lic.3.2.04her.
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This paper presents a pilot contrastive investigation of tense in English and Swedish. Tense is regarded as a morphological category, and present and past tense inflections, as well as a number of auxiliary and main verb combinations, have been compared in a small sample of texts from the English-Swedish Parallel Corpus (ESPC). A generally high degree of correspondence with some variation in the different text types was found. The most striking difference is that present tense inflections in Swedish are frequently translated into past tense inflections in English, especially in narrative texts. It was also found that Swedish tense inflections, especially present tense inflections, are frequently translated into auxiliary and main verb combinations with overtly realised modal features in English, and that English past tense inflections frequently correspond to present tense combinations with overtly realised aspectual features in the Swedish original.
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Yao, Xinyue. "Developments in the Use of the English Present Perfect." Journal of English Linguistics 42, no. 4 (September 9, 2014): 307–29. http://dx.doi.org/10.1177/0075424214549560.
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This article examines developments in the use of the present perfect (PP) with the auxiliary have in standard British and American English from 1750 to the present day, drawing data from the drama section of A Representative Corpus of Historical English Registers (ARCHER). Multivariate analyses were conducted to examine changes in the type of linguistic contexts that favor the choice of the construction over its main competitor, the simple past tense. A number of significant changes were identified, including a stronger tendency for the have-PP to occur in temporally specified and negative contexts, and to become less favored by transitive verbs and events with direct results (e.g., break, kill, lose, arrive). The findings are interpreted as an indication of a slow functional reconfiguration that contours the construction’s continued grammaticalization. It is suggested that there has been, since the Late Modern English period, a gradual shift in the nature of the construction’s “current relevance,” from the persistence of the present result of a past event to the situational constitution of the “extended-now” interval.
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Gozali, Imelda, and Ignatius Harjanto. "IMPROVING THE GRAMMATICAL ACCURACY OF THE SPOKEN ENGLISH OF INDONESIAN INTERNATIONAL KINDERGARTEN STUDENTS." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (July 1, 2014): 168. http://dx.doi.org/10.15639/teflinjournal.v25i2/168-184.
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The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. Four grammar topics were selected, namely Regular Plural form, Subject Pronoun, Auxiliary Verbs Do/Does, and Irregular Past Tense Verbs as they were deemed to be the morpho-syntax which children acquire early in life based on the order of acquisition in Second Language Acquisition. The results showed that FFI and CF contributed to the improvement of the spoken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could provide self-repair when prompted. Those with lower academic performance generally did not benefit much from the FFI lessons nor the CF.
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Hoekstra, Jarich. "Beyond Do-Support and Tun-Periphrasis: The Case of Finite Verb Doubling in Karrharde North Frisian." Journal of Germanic Linguistics 28, no. 4 (November 11, 2016): 317–48. http://dx.doi.org/10.1017/s1470542716000155.
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All West Germanic languages possess periphrastic verb constructions in which a finite dummy auxiliary ‘do’ combines with an infinitival thematic verb (compare do-support in English and tun-periphrasis in German). In Frisian, periphrastic verb constructions are not very common. It is all the more surprising, therefore, to find a general periphrastic verb construction in Karrharde North Frisian that seems to go beyond the typology of these constructions in West Germanic to some extent: The construction is rather unconstrained, it features a mysterious dummy auxiliary wer- and, most strikingly, both the dummy auxiliary and the thematic verb are finite. In this article, the basic data on finite verb doubling in Karrharde North Frisian is presented, and the origin of the dummy auxiliary wer- is tracked down. A synchronic analysis of the construction is proposed that relates it to the periphrastic verb constructions in other West Germanic languages. It is shown that finite verb doubling is in most respects a garden variety periphrastic verb construction, and that its special properties can be traced back to the fact that the dummy auxiliary developed from the complementizer wer ‘if, whether’ (possibly under language contact with Danish).
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Giancaspro, David. "Code-switching at the auxiliary-VP boundary." Linguistic Approaches to Bilingualism 5, no. 3 (July 24, 2015): 379–407. http://dx.doi.org/10.1075/lab.5.3.04gia.
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While early code-switching research (i.e., Poplack, 1980) focused on the possibility of universal constraints on switching, MacSwan’s (2010, 2014) “Constraint-Free” research program centers on the notion that code-switching is only constrained by the interaction of a bilingual’s two grammars. In following with this proposal, the current study examines whether two types of Spanish-English bilinguals are equally sensitive to the (un)grammaticality of Spanish-English code-switching at the subject-predicate and auxiliary-verb phrase boundaries. Twenty-five heritage Spanish speakers and forty-four L2 Spanish learners completed an Audio Naturalness Judgment Task in which they judged grammatical and ungrammatical Spanish-English code-switching at these two syntactic junctions. Results indicate that the L2 Spanish speakers and the heritage bilinguals, regardless of their self-reported exposure to code-switching, correctly differentiated between grammatical and ungrammatical switches, suggesting that they have implicit knowledge of code-switching grammaticality which falls out from syntactic knowledge of the two languages.
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Mussa’ad Khalid Aslaim, Rasha. "An Analysis of the Linguistic Errors Made by Students in Saudi Arabian Schools in the Acquisition of the Auxiliary “Do”: A Comparison Between Boys’ and Girls’ Performances." Arab World English Journal, no. 271 (February 15, 2021): 1–92. http://dx.doi.org/10.24093/awej/th.271.
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Recently there has been an upsurge in research into why students of foreign languages make mistakes. There have been many reasons given including interference of the mother tongue and over-generalisation of the rules of the language being studied. This research is concerned with the reasons for mistakes but will concentrate on a particular focus, i.e. the mistakes made by English language students regarding the auxiliary verb “do”. This is seen as a particularly difficult area for many foreign students of English language as this linguistic term does not feature in many other languages and is, therefore, a problem for some language students to grasp.It is hoped that reasons for the many mistakes (i.e. omissions, incorrect verb tense, etc.) can be identified and that from this identification, methods can be found to teach this term in a way that will allow students to grasp the concept and retain it throughout their language- learning careers.This dissertation is based on an error analysis of English written performances by students in the Third Grade (equivalent to Ninth Grade elsewhere) of the Intermediate Boys and Girls’ schools in the Kingdom of Saudi Arabia. It focuses on the examination and analysis of the students’ performances in a translation test. This should reveal information about some of the students’ errors in the acquisition of the auxiliary “do”, and other factors which might affect their English language learning. Furthermore, this dissertation seeks to find out whether there are any disparities in the responses of each of the two groups to the translation test which may be attributable to gender.
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Deputatova, Nataliya Anatolevna, Diana Rustamovna Sabirova, Liya Faridovna Shangaraeva, Anel Nailevna Sabirova, and Olga Valerevna Akimova. "Extra-Linguistic Features of the Southern Dialect of American English in the Novel of Harper Lee “Go Set a Watchman”." Journal of Educational and Social Research 9, no. 3 (September 1, 2019): 117–24. http://dx.doi.org/10.2478/jesr-2019-0029.
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Abstract The article discusses the multi-level linguistic features of the variations of the American English in the United States under the influence of territorial isolation, which forms the structure and functional use of the language. In the USA an extensive material on regional types of pronunciation has been collected in the fields of sociolinguistics and dialectology while the variability of English speech on the territory of the United States of America remains practically unexplored. In this article the extra-linguistic features, namely, territorial peculiarities of the southern dialect are considered in combination with the features of the dialect of the South Mountain region and the dialect of South Coast area on the example of the novel “Go Set a Watchman” by Harper Lee. Phonetic, grammatical and lexical peculiarities of the southern dialect have been studied. The examples from the book enabled us to see the specific nature of the dialect of the Southern United States. We have also compared phonetic, lexical and grammatical features of this dialect with the literary English language and saw huge differences. Having analyzed the grammatical peculiarities of the southern dialect, for example, we conclude that the most common grammatical error of the local population is the incorrect formation of general questions, the use of the tense forms of the verbs and the absence of auxiliary verbs in the sentences.
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Hinnell, Jennifer. "The multimodal marking of aspect: The case of five periphrastic auxiliary constructions in North American English." Cognitive Linguistics 29, no. 4 (November 27, 2018): 773–806. http://dx.doi.org/10.1515/cog-2017-0009.
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AbstractCognitive linguistics (CL) has, in recent years, seen an increase in appeals to include multiple modalities in language analyses. While individual studies have incorporated gesture, gaze, facial expression, and prosody, among other modalities, CL has yet to completely embrace the systematic analysis of face-to-face interaction. Here, I present an investigation of five aspect-marking periphrastic constructions in North American English. Using naturalistic interactional data (n=250) from the Red Hen archive, this study establishes a multimodal profile for auxiliary constructions headed by one of five highly aspectualized verbs: continue, keep, start, stop, and quit, as in The jackpot continued to grow and He quit smoking. Results show that gesture timing, the structure of the gesture stroke, and gesture movement type, are variables that iconically and differentially represent distinctive aspectual conceptualizations. This study enhances our understanding of aspectual representation in co-speech gesture and informs the ongoing debate within CL and construction grammar circles of what constitutes conventionalization, or what constitutes a construction (mono- or multimodal).
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Salman, Lecturer: Isa Atallah. "An Analysis of Morphological and Syntactic Errors in the Compositions of the Freshman Students in Al-Imam Al-Kadhum University College." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 225, no. 1 (September 1, 2018): 1–18. http://dx.doi.org/10.36473/ujhss.v225i1.123.
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This study is an attempt at investigating morphological and syntactic errors in compositions committed by twenty first-year EFL learners at the Department of English in Al-Imam Al-Kadhum University College/ Thi-Qar. The procedure followed is observing these errors in composition writing. The findings reveal that the compositions are abound with morphological and syntactic errors and such errors are classified under eleven categories: omission of '-s'3rd person singular, misuse of ‘-s’ plural, misuse of derivational suffixes, wrong word form, inappropriate plural ending, subject-verb disagreement, auxiliary Be omission, irregular verbs, faulty sentence structure, omission of articles and misuse of prepositions. Analyzing the morphological and syntactic errors, the study explores a growing body of evidence that the learners‘ errors are due to English rule misapplication, Lack of basic understanding, overgeneralization, online chat or short message service language (SMS) influence and L1 language interference (literal translation). The findings, which show that the morphological errors are committed more than the syntactic ones, support the claim that the students lack enough exposure to written English. Thereupon, the study suggests remedial implications against the stumbling-stone of improper rule application in contributing to provide a remedy for such a critical period of college study and to draw the teachers' attention to the most pervasive errors ( the morphological ones) which aggravate difficulties in their written production.
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Ghasdian, Naghmeh, and Ahmad Sedighi. "Translation of English Causative Verbs into Persian: A Comparative Study of Professional Translators and Translation Trainees." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1266. http://dx.doi.org/10.17507/tpls.0606.17.
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According to books of grammar, a causative form is an expression of an agent causing or forcing a person to perform an action. Translation of English causatives into Persian seems to be one of the biggest problems that Translation students and novice translators usually come across. Therefore, the purpose of this study was to investigate the translation strategies applied by the professional translator and translation trainees while translating English causatives into Persian. In this descriptive corpus-based study, the present researcher examined sixty causative constructions of novel Lord of The Flies by Gerald (1991) and their Persian translation by Mansouri (2003). In addition, twenty causative constructions from the novel were given to the twenty Translation students in order to analyze their Persian translations of causative constructions. Based on the finding, the professional translator has used Non-causative and Positive Implication strategies most frequently, whereas the students have used Auxiliary and Noncausative strategies most frequently. It can be concluded that there is a strategy behind every choice, and a reason behind every strategy, and translators should try their best to transfer all the components of a causative verb as well as possible, because each word or verb has its own value. The translator's mastery over the causative construction in the language pair explores throughout this study reminds us of a point of paramount significance. The main implication of this research may make the translators, at any level, better understand the English causative sentences and avoid producing translations that hinder communication between the translator and the readers.
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Arua, Arua E. "Botswana English." English World-Wide 25, no. 2 (December 22, 2004): 255–72. http://dx.doi.org/10.1075/eww.25.2.05aru.
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The paper discusses some of the syntactic and lexical features of Botswana English. The syntactic features are the tag questionisn't it?and the conversational tagis it?, the exclamationSharp!, the indefinite pronoun phrasethe other one, the dangling modifier, the inversion of auxiliary verb and subject in reported questions, the redundant use of personal / reflexive pronouns, the use of the negative auxiliarydon't,the conflation of the English adjectivesorryand the Setswana adverbialhoo!,the use of the subordinating conjunctionwhichand the modal auxiliarycan be able.The lexical items discussed include Setswana words that have been borrowed and/or translated into English and words such ascondomise,diarise,shameandbrigadewhich have been formed through the processes of derivation and semantic extension. The lexical and syntactic features are those which the researcher has observed, over a six-year period, to be in frequent and widespread use in Botswana.
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Mifka-Profozic, Nadia, David O’Reilly, and Juan Guo. "Sensitivity to syntactic violation and semantic ambiguity in English modal verbs: A self-paced reading study." Applied Psycholinguistics 41, no. 5 (September 2020): 1017–43. http://dx.doi.org/10.1017/s0142716420000338.
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AbstractThe present study is, to our knowledge, the first self-paced reading experiment to investigate the effects of syntactic violation and semantic ambiguity on processing English modal auxiliaries. Forty undergraduate students, native speakers of English, took part in the study and read 36 target sentences, each containing a modal verb in context. Two of the most frequent English modals, can and may, were used in three distinct categories of modal expression: agent-oriented/ability, epistemic possibility, and speaker-oriented/permission. The two modal auxiliaries were manipulated such that they were either congruent or incongruent with the context, or in the case of permission felicitous or infelicitous relative to the context. We found that incongruent modal use in an agent-oriented context resulted in a reading penalty that was observed in a spillover on the segments following the modal and the lexical verb. Incongruent modal use to express epistemic possibility significantly affected reading times immediately after the modal auxiliary, and also spilt over to the following segments. Reading times in sentences expressing speaker-oriented modality were not affected by inconsistency in the use of the modal verb unmarked for formality in a formal context. The substantive and methodological implications of findings are discussed.
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Chen, Rong. "Subject auxiliary inversion and linguistic generalization: Evidence for functional/cognitive motivation in language." Cognitive Linguistics 24, no. 1 (January 28, 2013): 1–32. http://dx.doi.org/10.1515/cog-2013-0001.
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AbstractThis paper provides a unified account of English subject-auxiliary inversion (SAI). It argues that SAIs, as have been called in the literature, belong to two semantically distinctive constructions. The first is the Auxiliary Subject Construction (ASC), one that merely reverses the subject and auxiliary order, without the fronting of another unit. It functions to mark non-indicative moods. The second SAI construction is the X Auxiliary Subject Construction (XASC), in which the auxiliary-subject (AS) order is accompanied by the fronting of a unit from its original, post-subject position in the canonical, SV order sentence. The XASC serves a different purpose from the ASC, i.e., to focus the fronted unit. As such, it shares both structural and functional affinity with full-verb inversion (Chen 2003), which is referred to hereafter as the X Verb Subject Construction (XVSC) for sake of consistency. The second purpose of this study is to address the issue of invertability of the subject auxiliary/verb order. Drawing on Deane (1992), I propose an Invertability Hypothesis, which applies to both the XASC and the XVSC. On this hypothesis, invertability depends on the strength of the linkage between the fronted unit and the auxiliary/verb that exists in the canonical sentence. The stronger the link, the more likely the order of the subject and the auxiliary/verb will be inversed once the unit is fronted. With this analysis – one that is decidedly different from previous accounts (e.g. Goldberg 2006) – I intend to demonstrate that the functional/cognitive approach to language is indeed capable of handling a complex construction such as inversion, the generalization of which generative linguists believe can only be stated formally (Newmeyer 1998; Borsley and Newmeyer 2009; Lidz and Williams 2009).
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Bingku, Soflies Marry. "The Study Of “Do” Auxiliary Produced by Indonesian Students Non-English Department." Journal of International Conference Proceedings 3, no. 2 (October 19, 2020): 145–55. http://dx.doi.org/10.32535/jicp.v0i0.914.
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“Do” is one of the very important elements in English sentence. The Students learning English often make mistakes regarding the usage of this element, although English has been learnt for more than 6 years. This research intends to study about the inter language variations produced by English learners, who are learning English as one of the required subjects. Besides the researcher has tried to describe about factors, which give both negative and positive contributions to the participants in acquiring “do” auxiliary. After analyzing and discussing all of the collected data, the conclusions are written as follows: First, the inter language variations are Missing “do” auxiliary, which is appeared only in spontaneous data and missing “did” found in Recognition test. There are problems with subject-verb-agreement, “do” is replaced by “does” or vice versa. Another tendency is also the interchangeably use between “do” and “be”, and “do” and “did”. Second, it appears that L1 and L2 gives negative influences to the participants in their progress acquiring English. The complexity of English rules makes them unable to apply the correct rules for example by applying a trend to over-generalize the English rule. Third, the input from their informal environment including social media, movies, E-book, online games and English songs gives positive contribution to the participants in acquiring “do” auxiliary. Besides memorization and imitation play good role for this case.
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Miller, D. Gary, and Kathryn Leffel. "The Middle English Reanalysis of DO." Diachronica 11, no. 2 (January 1, 1994): 171–98. http://dx.doi.org/10.1075/dia.11.2.03mil.
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SUMMARY Formal (syntactic, distributional) and functional evidence are presented that do did not develop directly from a lexical (causative) verb to a dummy tense-carrier (member of INFL Phrase), but first became an aspectual auxiliary on a par with have and be. Relying on the historical principle that a change, once formulated, can take several generations to complete, and that a transition phase featuring variation and lexical diffusion is to be expected, the authors offer a modified 'Principles and Parameters' account that integrates the extremes of functionalism and formalism. RÉSUMÉ Cette 6tude met en évidence des arguments formels (syntaxiques et distributionels) et fonctionels selon lesquels do "faire" ne serait pas directe-ment transformé de verbe lexical (causatif) en simple marqueur de temps mais aurait d'abord evolue en auxiliaire aspectuel du type have "avoir" ou be "etre". Tout en s'appuyant sur le principe historique qu'un changement, une fois amorce, peut se dérouler sur plusieurs generations, et qu'il faut s'attendre à une phase de transition avec des variations et de la diffusion lexicale, les auteurs proposent une analyse modiftée du type 'Principes et Paramètres' qui integre les extremes du fonctionalisme et du formalisme. ZUSAMMENFASSUNG In diesem Aufsatz werden sowohl formale (syntaktische und distributio-nelle) als auch funktionale Argumente beigebracht, denenzufolge do "tun" sich nicht direkt von einem (kausativen) Vollverb zum vorlaufigen Tempus-Trager (also als ein Glied einer 'INFL-Phrase') entwickelt habe, sondern zu-nachst einmal ein aspekthaltiges Hilfswort wurde, have "haben" und be "sein" vergleichbar. Indem sie sich auf das historische Prinzip stützen, daB ein im Gange befindlicher Wandel mehrere Generationen benotigen kann, um abgeschlossen zu werden, und daB daher eine Ubergangsphase zu erwarten ware, wahrend der sowohl Variation als auch lexikalische Diffusion statt-finden, legen die Autoren eine modifizierte 'Prinzipien und Parameter'-Ana-lyse vor, die die Endpunkte von Formalismus und Funktionalismus verbin-den.
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Silalahi, Mardin, Zainal Rafli, and Yumna Rasyid. "The Analysis of Errors in Translation of Scientific Text from English to Indonesian Language." JETL (Journal Of Education, Teaching and Learning) 3, no. 1 (March 30, 2018): 23. http://dx.doi.org/10.26737/jetl.v1i1.456.
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This study aims to find errors in the translation of scientific texts from English into Indonesian. This research uses the qualitative method with content analysis approach. The results showed that (1) the translation strategy, the majority of students used semantic strategy, especially modulation in translating scientific texts and at least used the special structural strategies of addition, (2) lexical error, the majority of students made formal lexical errors in word selection and the least (3) morphological errors, the majority of students make mistakes in the affixation field of improper use of affixation and the least of which are affixations that are not broken, (4) syntactic errors, syntactical errors found in the translation of scientific texts in the fields, phrases, clauses and sentences but the majority of students make mistakes in the field of sentences are the use of illogical phrases and the fewest errors in the field clause is the addition of auxiliary verbs in the equational or nominal clause, and the separation of the perpetrator (subject) and the word in the active clause, (5) the factor causing errors in translation ie the majority of students do not understand the source language text and the least of which is the quality of the source language using the incorrect grammatical, the sentence is vague, the idea is not coherent and many fungtuations.
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Druzhinin, Andrey, Svetlana Pesina, and Ali Rahimi. "Bio-Cognitive aspects of simple and progressive verb forms usage." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 46–51. http://dx.doi.org/10.18844/gjflt.v7i1.2408.
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Abstract
The article offers a cognitive subject-oriented perspective on language and its acquisition with a focus on grammar. By sketching out the cognitive mechanisms of languaging ‘conceptual complexes’ or mental categories through grammar means, the authors endeavour to define and formulate their semantic representations which are supposed to meet three prime objectives, namely to 1) reflect the orientation effect of grammar forms and constructions used in the process of speech production as coordination of his/her own interactions; 2) interpret the meaningful content and mental imaging associated in the subject's mind with this or that grammar form; 3) serve as an auxiliary technique in understanding and explaining English grammar for various teaching and learning purposes. The proposed approach and delineated technique are showcased by the verbs forms of present simple and present progressive whose cognitive essence and interpretative models are described and analysed in minute detail.
Keywords: Cognitive grammar; cognition, English tense forms, simple and progressive tenses
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Bailey, Guy, Natalie Maynor, and Patricia Cukor-Avila. "Variation in subject-verb concord in Early Modern English." Language Variation and Change 1, no. 3 (October 1989): 285–300. http://dx.doi.org/10.1017/s0954394500000193.
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ABSTRACTDetermining the function of verbal -s in the Black English Vernacular (BEV) has been a major problem in sociolinguistics. Linguists have offered four answers to questions about the feature's origins and function, with -s seen as a case of hypercorrection, as a marker of durative/habitual aspect, as a variable marker of present tense (with the variation stemming from dialect mixture), and as a marker of historical present regardless of person and number. This article argues that confusion about -s results largely from four mistaken assumptions about it: (1) that -s did not exist in earlier varieties of BEV, (2) that the use of -s in the plural bears no relation to its use in the singular or to other processes such as the use of is as a plural or copula and auxiliary absence, (3) that -s has always functioned simply as a person/number marker in white vernaculars, and (4) that any role white vernaculars may have played in the variability of -s was a consequence of regional variation brought to the United States. This article addresses these assumptions by examining the function of -s, both in the singular and plural, and of plural is in the Cely Letters, written between 1472 and 1488, and by comparing the results to similar data in black and white vernaculars. The analysis shows that in the Cely Letters the presence of an NP subject strongly favors the occurrence of both singular and plural -s and also plural is. The same constraint operates on the same forms in older black and white vernaculars, and it affects copula and auxiliary absence as well. In the speech of younger blacks and whites, this constraint has begun to disappear as -s has become solely a marker of person/number agreement in white speech and as -s itself has disappeared in BEV.