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Simanjuntak, Herlina Lindaria. "The Translation of English Passive Voice into Indonesian." TEKNOSASTIK 17, no. 1 (April 6, 2019): 40. http://dx.doi.org/10.33365/ts.v17i1.231.
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English and Indonesian have different grammatical patterns and cultural values. That is why, many problems that students studying translation subject have to face. One of them is how to translate English Passive Voice into Indonesian. That is the reason the writer aims to do the research. The research is to describe the translation of English passive voice into Indonesian by analyzing two novels, which are Kristan Higgins’ Waiting on You and its translation Nina Andiana’s Penantian Terpanjang. This research uses qualitative method. The writer collected, identified, the data concerning with the translation of English passive voice. The results of the research shows that there are two categories of translating English passive voice into Indonesian, namely English passive voice can be translated both into Indonesian passive voice and English passive voice can be translated into Indonesian active voice. English passive voice is translated into Indonesian passive voice by using prefixes di- and ter-, meanwhile English passive voice is translated into Indonesian active voice by using prefixes me-, men-, and ber-. From forty one data which are identified there are 32 data (78.04%) of English passive voices translated into Indonesian passive voices and 9 data (21.96%) of English passive voices translated into Indonesian active voices.
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El-Yasin, Mohammed K. "The Passive Voice." Babel. Revue internationale de la traduction / International Journal of Translation 42, no. 1 (January 1, 1996): 18–26. http://dx.doi.org/10.1075/babel.42.1.03ely.
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ABSTRACT This paper starts by discussing the importance of word order in translation. As an example, the passive-active relation is given to illustrate the importance of word order. It is shown that the word order in this case is an integral part of the meaning in the wider sense of meaning. This relation, moreover, is discussed in Arabic and English which do not exhibit parallel behavior. The mismatches between the two languages necessitate structural adjustments in translation if natural equivalence is to be achieved. It is noticed that Arabic tends to use less passive than English and, furthermore, does not have a natural method of expressing the agent in a passive sentence. However, an active construction (namely, the topic-comment construction) allows for a word order in which the effect of the English passive word order is achieved without having to use the passive in Arabic. Therefore, an English x is done by is rendered as x, does it in Arabic where it is a resumptive pronoun referring to x . Here, the x-y order is maintained and the passive is avoided in Arabic where it is rather unnatural. The agent is expressed as the subject of the comment which is an active sentence that naturally allows the agent to be explicitly stated. In this position, it follows the patient which is the desired order that reflect the original English order. A standard procedure for translating English passives into Arabic is proposed as a conclusion to the present study. RÉSUMÉ Le présent article étudie en premier lieu l'importance de la séquence des mots dans une traduction. En guise d'exemple, l'auteur cite la relation voix passive - voix active pour illustrer l'importance de la séquence des mots. Il démontre que dans ce cas-ci, la séquence des mots fait intégralement partie de la signification. De plus, cette relation est abordée pour l'arabe et pour l'anglais, deux langues dont le comportement n'est pas parallèle. Si le traducteur veut obtenir une équivalence naturelle, ces comportements divergents devront être ajustés au niveau de la structure. On remarquera que l'arabe utilise moins souvent la voix passive que l'anglais et que de plus cette langue ne dispose pas d'une méthode naturelle permettant d'exprimer l'agent dans une phrase passive. Cependant, une construction active (à savoir le commentaire d'un sujet) permet d'obtenir une séquence de mots reproduisant l'effet de la séquence passive anglaise sans obligation d'avoir recours à la voix passive en arabe. Dès lors, la construction anglaise x is done by y sera rendue par la construction arabe x, y does it dans laquelle it est le pronom remplaçant x. Dans ce cas-ci, la séquence x-y est maintenue et le passifest évité en arabe où il est ressenti comme une construction un peu artificielle. L'agent est exprimé comme sujet du commentaire, ce qui donne une phrase active permettant de mentionner explicitement l'agent. Positionné ainsi, l'agent suit le patient et on obtient l'ordre souhaité qui reflète la séquence d'origine en anglais. Pour conclure son article, l'auteur nous propose une procédure standard permettant de traduire les phrases passives anglaises en arabe.
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Perlman, Alan M. "Passive voice." Nature 382, no. 6587 (July 1996): 108. http://dx.doi.org/10.1038/382108b0.
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Alencar, Leonel Figueiredo de. "A Passiva em português como construção predicativa adjetival: evidência morfológica e implementação computacional em LFG/XLE (Passive as adjective predicative construction in portuguese: morphological evidence and implementation in LFG/XLE)." Estudos da Língua(gem) 13, no. 2 (December 30, 2015): 35. http://dx.doi.org/10.22481/el.v13i2.1300.
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Gramáticas tradicionais do português tratam a passiva como voz, incluindo-a no quadro da conjugação verbal. Neste artigo, discutimos os argumentos de Perini (2010) de que não há voz passiva em português e relacionamos essa proposta com a abordagem da POLFIE, uma gramática do polonês desenvolvida no quadro da LFG e implementada no sistema XLE. Conforme essa gramática, a passiva é uma construção predicativa adjetival. Apresentamos uma evidência adicional, de natureza morfológica, do estatuto adjetival do particípio passivo em português e implementamos essa análise na BrGram, uma gramática do português do Brasil nos moldes da POLFIE. PALAVRAS-CHAVE: Voz Passiva. Gramática Léxico- Funcional. Linguística Computacional. Parsing Sintático. Sufixos Avaliativos.
ABSTRACTTraditional grammars of Portuguese handle the passive construction as a voice phenomenon which is part of the verbal conjugation. In this paper, we discuss the claim by Perini (2010) that there is no passive voice in Portuguese. We compare this approach to the one of POLFIE. This is a computational grammar of Polish which was developed within the framework of LFG and implemented in XLE. In this grammar, the passive construction is an adjective predicative construction. We present additional morphological evidence on the adjectival status of the passive participle in Portuguese and implement this analysis in BrGram, a computational grammar of Brazilian Portuguese that is analogous to POLFIE. KEYWORDS: Passive Voice. Lexical-Functional Grammar. Computational Linguistics. Syntactic Parsing. Evaluative Suffixes.
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ALEXIADOU, ARTEMIS, and EDIT DORON. "The syntactic construction of two non-active Voices: Passive and middle." Journal of Linguistics 48, no. 1 (December 14, 2011): 1–34. http://dx.doi.org/10.1017/s0022226711000338.
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The paper offers a theoretical characterization of the middle Voice as distinct from the passive Voice, and addresses the cross-linguistic morphological variation in realizing these two non-active Voices in different classes of languages, represented by Hebrew, Greek and English. The two non-active Voices are the morphological realization of two distinct syntactic Voice heads generating middle and passive clauses respectively. The former are cross-linguistically interpreted as (i) anticausative, (ii) reflexive (and reciprocal), (iii) dispositional middle, and (iv) medio-passive, which is distinct from passive. This variation in the interpretation of the middle Voice reflects different properties of the root rather than the application of four different lexical rules postulated by lexicalist theories.
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Jasim, Ruqaya Mahmood. "The passive As a grammatical phenomenon in four selected textbooks." Journal of the College of languages, no. 46 (June 1, 2022): 182–212. http://dx.doi.org/10.36586/jcl.2.2022.0.46.0182.
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The research work is "The passive voice as a grammatical phenomenon in four selected textbooks". The research deals with the grammatical phenomenon passive in German. The research consists of two parts, the theoretical and the empirical part. The present research work is divided into 3 sections: The first section includes the definition of passive, passive types, process passive, state passive, passive with modal verbs, and other types of passive. The second section provides illustrations of the four selected textbooks. The third chapter presents the passive voice in textbooks, namely German language teaching for foreigners by Dora Schulz and Heinz Griesbach, Delfin von Aufderstrasse H. and others, Em von Balme, M. and others and Studio D by Funk, H. and others. Then I go to the conclusion. Die Forschungsarbeit lautet ,, Das Passiv als grammatisches Phӓnomen in vier ausgewӓhlten Lehrwerken,,. Die Forschung beschäftigt sich mit dem grammatischen Phӓnomen Passiv im Deutschen. Die Forschung wird aus zwei Teile bestanden, theorethischer und empirischer Teil. Die vorliegende Forschungsarbeit wird in 3 Abschnitte eingeteilt: Der erste Abschnitt schließt die Definiton des Passivs, Passivarten, Vorgangspassiv, Zustandspassiv, Passiv mit Modalverben, und andere Arten von Passiv ein. Der zweite Abschnitt stellt Abbildungen der vier ausgewählten Lehrwerken. Das dritte Kapitel stellt das Passiv in Lehrwerken, nämlich Deutsche Sprachlehre für Ausländer von Dora Schulz und Heinz Griesbach, Delfin von Aufderstraße H. Und Andere, Em von Balme, M. und Andere und Studio D von Funk, H. und Andere. Anschließend gehe ich auf Schlussfolgerung ein.
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Chan, Eugene Y., and Sam J. Maglio. "The Voice of Cognition: Active and Passive Voice Influence Distance and Construal." Personality and Social Psychology Bulletin 46, no. 4 (August 8, 2019): 547–58. http://dx.doi.org/10.1177/0146167219867784.
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English passages can be in either the active or passive voice. Relative to the active voice, the passive voice provides a sense of objectivity regarding the events being described. This leads to our hypothesis that passages in the passive voice can increase readers’ psychological distance from the content of the passage, triggering an abstract construal. In five studies with American, Australian, British, and Canadian participants, we find evidence for our propositions, with both paragraphs and sentences in the passive voice increasing readers’ felt temporal, hypothetical, and spatial distance from activities described in the text, which increases their abstraction in a manner that generalizes to unrelated tasks. As such, prose colors how people process information, with the active and passive voice influencing the reader in ways beyond what is stated in the written word.
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Fields, Kenneth. "The Passive Voice." Chicago Review 47, no. 2 (2001): 6. http://dx.doi.org/10.2307/25304733.
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Derbyshire, Desmond C., and Masayoshi Shibatani. "Passive and Voice." Language 67, no. 1 (March 1991): 141. http://dx.doi.org/10.2307/415547.
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Qamili, Shpresë. "Passive Voice Transformation." e-Journal of Linguistics 13, no. 2 (July 31, 2019): 189. http://dx.doi.org/10.24843/e-jl.2019.v13.i02.p01.
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It is well known that the differences between the languages and the different levels of relationship between them and the use of the English passive voice in Albanian language are complex achievements of hypotheses given by language thinkers, because the language first of all is a process and processes change from time to time as a result of new language achievements and transformations and as a result of changes in people's worldview. The English and Albanian passive voice do not have a single grammatical structure and that this should be related to numerous legalities that follow the languages in their internal and external development. The studies carried out in terms of linguistic features, even of the passive voice according to the comparative method, have opened new paths to see similarities and differences even in the passive voice structure. This study is intended to give our modest contribution to notice the similarities and differences in the use of the passive voice as well as its structure in both languages. This contrastive analysis tries to facilitate the acquisition of English as a foreign language for students, pupils, to make the translation from English into Albanian and vice versa easier, to provide linguistic information to language researchers. The comparison is supported by the following English novels and their translated versions in Albanian such as: “Oliver Twist” by Charles Dickens and translated by Skënder Luarasi and “Silas Marner” by George Eliot and translated by Ramazan Hysa, where similar as well as different features have been found.
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Gunderman, Richard B., and Laura A. Steinmeyer. "The Passive Voice." Academic Radiology 22, no. 9 (September 2015): 1206–7. http://dx.doi.org/10.1016/j.acra.2015.03.019.
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Schlier, Björn, Xenia Sitara, Clara Strauss, Aikaterini Rammou, Tania M. Lincoln, and Mark Hayward. "Can Gender Differences in Distress Due to Difficult Voices Be Explained by Differences in Relating?" Cognitive Therapy and Research 45, no. 4 (January 22, 2021): 831–39. http://dx.doi.org/10.1007/s10608-020-10190-5.
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Abstract Background Research on gender differences has found that women relate to negative voice hearing experiences with more negative emotions and report more distress due to voices, which may be rooted in differences in relating to voices. This study used a robust methodology and a large sample to explore gender differences in relating to voices and voice distress. Methods Matched samples of male (n = 124) and female (n = 124) voice hearers were drawn from a survey for secondary analysis. Voice severity (e.g., frequency or loudness), voice distress, and different types of dysfunctional (i.e., passive or aggressive) and functional (assertive) relating were measured. Group comparisons, mediation models, and network analyses were calculated. Results Female voice hearers reported more severe voices, more voice distress, more passive, and less assertive relating. Mediation and network analyses yielded evidence for pathways from gender to voice distress via relating and via differences in voice severity. Conclusion Gender differences in the emotional impact of voices can be partially explained by relating behavior. Psychological interventions for voice hearing could be optimized by exploring the influence of gender in the emergence of distressing voices. Nevertheless, gender differences need to be treated as one of several different possible mechanisms when working with individual patients.
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Pascut, Beniamin. "The So-Called Passivum Divinum in Mark’s Gospel." Novum Testamentum 54, no. 4 (2012): 313–33. http://dx.doi.org/10.1163/15685365-12341400.
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Abstract Looking at a number of passive verbs that have been labeled divine passives in Markan scholarship, this essay will demonstrate that Mark does not always record passives to score theological points about divine activity. At times, while the passive voice assumes that God is the initiator, the action is in fact carried out by other agency, while other times passive forms can have intransitive meaning without any implication of another agent involved. Passive verbs are also employed to emphasize certain actions and to suppress the identity of the responsible agents when they are irrelevant in the unfolding narrative. In the miracle tradition there is little indication of divine passives in operation, and the passive voice is used to express Jesus’ actions.
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Jisa, Harriet, Judy Reilly, Ludo Verhoeven, Elisheva Baruch, and Elisa Rosado. "Passive voice constructions in written texts." Written Language and Literacy 5, no. 2 (June 28, 2002): 163–81. http://dx.doi.org/10.1075/wll.5.2.03jis.
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The distribution of passive constructions is examined in written texts produced by native speakers of five Languages (Dutch, English, French, Hebrew, and Spanish), from four Age groups (aged 9–10, 12–13, 15–16 years, and adults). These languages contrast in the variety of structures available to promote a patient and to downgrade an agent in event encoding. The results show significant effects of Language and Age. When a language has productive alternative rhetorical options for the two functions, it relies less on passive constructions. Across all five languages, passives increase with Age. However, even our youngest subjects show a language-specific rhetorical bias.
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Elmaida, Elmaida. "AN ANALYSIS OF STUDENTS’ ABILITY IN USING AUXILIARY VERB OF PASSIVE VOICE SENTENCES AT THIRD SEMESTER OF STKIP YPM." ELP (Journal of English Language Pedagogy) 5, no. 2 (July 30, 2020): 28–34. http://dx.doi.org/10.36665/elp.v5i2.322.
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This research studies about the students’ ability in using auxiliary verb on passive voice sentences at the English Department students STKIP YPM. The purpose o f this research was to find out the students’ understanding in using auxiliary verb on passive voice sentences at the third semester STKIP YPM. This research was descriptive qualitative method. The population was 15 students at third semester on English Department STKIP YPM. They were selected as the sample by using total sampling technique. The data was collected by using writing test on passive voice sentences. The finding showed that students’ understanding in using auxiliary verb on passive voices sentences at third semester of English Education Program of STKIP YPM in academic year of 2015/2016 were good enough.
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Dos Santos, Francineide Fatima Davies, and Mailce Borges Mota. "Structural priming effects during the oral production of English as l2." Revista Linguíʃtica 18, no. 3 (December 10, 2022): 50–72. http://dx.doi.org/10.31513/linguistica.2022.v18n3a57465.
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Structural priming effects in L1 oral production are associated with the automatic nature of processing and implicit knowledge. In L2, however, these effects are not well known. The present study investigated syntactic processing in the oral production of Brazilian Portuguese late learners of English as L2 to determine if structural priming effects can be detected within the L2. To do so, participants performed an oral sentence production task in English within four experimental conditions in which the use of active and passive voices with and without repetition of the main verb was manipulated. Participants also performed an oral sentence production task in the active and passive voice that served as a baseline to detect their individual preferences in the use of verbal voices. Results demonstrated a complex interaction between structural priming effects and the individual tendency to reuse the syntactic structure in L2. Results also showed a greater production of the passive voice structure in the experimental conditions in comparison to the baseline. Furthermore, the effects of structural priming were mainly found in conditions 3 and 4, which were both related to the passive voice, the less frequent structure. The results in condition 3 indicated an interaction of structural priming effects and the repetition of the head of the structure (i.e., the verb), meaning that verb repetition boosted these effects when structure (i.e., the passive voice) and verb were repeated (lexical boost). Taken together, these findings provide evidence for structural priming in English as L2 during oral production, mainly in the passive voice structure.
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Christodoulou, Christiana. "Comprehension of complex syntactic structures in Southern varieties of American English and mainstream American English." Proceedings of the Linguistic Society of America 9, no. 1 (May 22, 2024): 5724. http://dx.doi.org/10.3765/plsa.v9i1.5724.
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Research on the acquisition of complex syntactic structures in Southern English (SE) and Southern African-American English (SAAE) is near-absent, though an extensive body of literature is available on phenomena such as those of auxiliary and copula BE, and 3SG -(e)s. de Villiers et al. (2011) supported that characteristics found in AAE help avoid commonly observed developmental errors in the comprehension of wh-questions. Prior work on mainstream American English (MAE) has shown that where and what are acquired before who, how, why, which, and when. Research on passive voice revealed that children comprehend action verb passives earlier than non-action verb passives. We investigate the comprehension of wh-questions and passive voice in 222 SAAE-, SE- and MAE-speaking children, aged 2-13 and examine whether there were certain structural environments where we examined the comprehension of wh-questions or passive voice that were more challenging for the three groups. The results show that SE and SAAE have comparable development with wh-questions and passive voice, with minor exceptions. They confirm findings from previous studies on both the order of acquisition of wh-questions and the earlier acquisition of action passives, as well as the SAAE-speaking participants’ highly accurate performance with wh-questions, especially structures which include indirect/medial questions.
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Fadhilawati, Dian, Aslam Khan, Dwita Laksmita Rachmawati, and Moh Mansur. "Tackling and Handling Students’ Grammar Mastery on Passive Voices in A Higher Education: Quizizz Application Power." VELES: Voices of English Language Education Society 6, no. 2 (October 30, 2022): 379–91. http://dx.doi.org/10.29408/veles.v6i2.5661.
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This research aimed to boost the grammar mastery of 24 students, particularly Passive voices using the Quizizz application and to discover their reactions to the usage of that platform for learning and assessing Passive Voices at a Private University in Blitar. This research used a classroom action research design with the following procedures: planning, acting, observing and evaluating, and reflecting. The research results revealed that the usage of the Quizizz application increased the mastery of passive voices of 24 students from 54.75 in the Pre-action Test to 87.25 on the post-action test. Furthermore, the respondents responded positively toward the usage of the Quizizz platform to learn and assess Passive Voices. Referring to the findings, we can sum up that using the Quizizz Application in Passive Voice learning is extremely beneficial in improving the students' learning outcomes since the students can learn passive voice material such as they are playing games anywhere and anytime. Therefore, the researchers suggest that teachers or lecturers may apply this application to their classrooms to make fun and enjoyable learning for the students.
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Inzunza, Ernesto Ruelas. "Reconsidering the Use of the Passive Voice in Scientific Writing." American Biology Teacher 82, no. 8 (October 2020): 563–65. http://dx.doi.org/10.1525/abt.2020.82.8.563.
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I briefly review the use of the passive and active voices in scientific writing and formulate an argument in favor of the active voice’s use. I provide fictitious examples of each narrative type and make a side-by-side comparison. Each style has advantages and disadvantages. Papers written in the active voice are concise and clear, although they are also considered colloquial and unsophisticated. Those written in the passive voice, in turn, are centered on the actions – rather than on the individuals – and are perceived as more objective but can also be ambiguous and pompous. I conclude this essay by noting that the active voice – with its greater economy, simplicity, and precision – is now pervasive in scientific writing, and I urge educators to greatly reduce teaching and enforcing the use of the passive voice.
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Putnam, Michael T., and Joseph Salmons. "Losing their (passive) voice." Linguistic Approaches to Bilingualism 3, no. 2 (May 17, 2013): 233–52. http://dx.doi.org/10.1075/lab.3.2.05put.
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This paper reports initial findings on the apparent loss of passive voice constructions in Moundridge Schweitzer German, a moribund enclave dialect spoken in South Central Kansas. The dialect once had three agent-suppressing constructions; today speakers produce only an impersonal construction but marginally recognize one passive construction in comprehension tasks. Comparative and internal evidence suggests a clear path for this development qua syntactic extension. Empirically, numerous heritage and moribund languages lose passive constructions, and our account appears extendable to those settings in ways that illuminate some claims about heritage language syntax. The synchronic outcomes are easily modeled using the notion of syntactic neutralization, and we argue that a neutralization approach to syntactic ineffability has significant advantages over a NULL PARSE approach. Since the latter is Optimality Theory (OT)-specific, we model our findings in OT. Because neutralization is a framework-independent concept, our findings have broader ramifications.
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Olivé Marqués, Alejandro. "Passive Voice of Fibromyalgia." Reumatología Clínica (English Edition) 16, no. 2 (March 2020): 69–70. http://dx.doi.org/10.1016/j.reumae.2019.12.001.
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Zhao, Bei. "The Use and Translation of Chinese Passive Voice into English: A Case Study based on ‘To live’ by Yu Hua (1993) and its English translation." British Journal of Applied Linguistics 2, no. 2 (October 26, 2022): 10–19. http://dx.doi.org/10.32996/bjal.2022.2.2.2.
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This research aims to comparatively analyze how Mandarin Chinese passive constructions are translated into English based on a pair of books, which are Yu Hua’s To live and its corresponding English translation by Michael Berry. A mixed qualitative and quantitative method is used in the current research. Results show that the Mandarin passive voice can be translated both into the English passive voice and the English active voice according to the varied meanings of contexts (positive, negative, and neutral), while the former is the overwhelming majority. The most frequently used Mandarin BÈI-construction can be generally regarded as an equivalence of the English BE-construction. It has also been found that the frequency of using passives to express negative issues is very high in Mandarin, and the use of the type of Mandarin passives relates to the meaning of contexts.
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MANZINI, M. RITA, ANNA ROUSSOU, and LEONARDO M. SAVOIA. "Middle-passive voice in Albanian and Greek." Journal of Linguistics 52, no. 1 (March 24, 2015): 111–50. http://dx.doi.org/10.1017/s0022226715000080.
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In this paper we consider middle-passive voice in Greek and Albanian, which shows a many-to-many mapping between LF and PF. Different morphosyntactic shapes (conditioned by tense or aspect) are compatible with the same set of interpretations, which include the passive, the reflexive, the anticausative, and the impersonal (in Albanian only). Conversely, each of these interpretations can be encoded by any of the available morphosyntactic structures. Specialized person inflections (in Greek and Albanian), the clitic$u$(Albanian) and the affix -th- (Greek) lexicalize the internal argument (or the sole argument of intransitive in Albanian) either as a variable, which is LF-interpreted as bound by the EPP position (passives, anticausatives, reflexives) or as generically closed (impersonals, in Albanian only). The ambiguity between passives, anticausatives and reflexives depends on the interpretation assigned to the external argument (generic closure, suppression or unification with the internal argument respectively). In perfect tenses, auxiliaryjam‘be’ in Albanian derives the expression of middle-passive voice due to its selectional requirement for a participle with an open position. Crucially, no hidden features/abstract heads encoding interpretation are postulated, nor any Distributed Morphology-style realizational component.
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Astami, Timur Sri. "Diatesis Pasif Bahasa Jepang." Lingua Cultura 2, no. 2 (November 30, 2008): 121. http://dx.doi.org/10.21512/lc.v2i2.254.
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Article represents passive diathesis which is one of many kinds and function of grammatical analysis. Passive diathesis or mostly known as passive voice is usually used to show a relation between the speaker and his view on something. In Japanese, passive diathesis is divided in three parts such as, kihon teki na ukemi (basic passive voice), mochi mushi ukemi (belonging passive voice), higai no ukemi (loss passive voice), and hijou no ukemi (neutral passive voice). Each passive voice in Japanese has different function and meaning, therefore in teaching Japanese language it should take more exercise and example in order to be more complete and comprehensive.
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Jannah, Alda Raudatul, Sudirman Wilian, Ahmad Zamzam, Arafiq Arafiq, and Hajriana Arfah. "Problems in Writing Passive Voice: A Case Study in the EFL Classes." Jurnal Ilmiah Profesi Pendidikan 8, no. 4 (November 30, 2023): 2644–51. http://dx.doi.org/10.29303/jipp.v8i4.1775.
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This study addresses EFL students' challenges at a state university in Mataram, Indonesia, in constructing passive voices in the present and past tense. This study was focused on verb tense changes, subject-verb agreement, pronoun usage, and appropriate use of "by" in passive voice constructions. It also aims to explore the causes of these issues and offers insights into potential solutions. With a descriptive qualitative approach, the data were collected using a set of written grammatical tests of passive voices and open interviews. The adopted validated test was completed by thirty students as the participants of this study. The data were analyzed descriptively using an in-depth reading analysis method on the test results and participant responses. The results reveal a need for fundamental grammatical knowledge, limited exposure to passive voice, inadequate practice opportunities, and unclear explanations as contributing factors to the challenges. Language transfer from native languages and a lack of feedback compound the problem. To address these issues, the study recommends basic tense understanding, increased practice, targeted feedback, and exposure to authentic materials to enhance students' proficiency in constructing accurate passive voice sentences.
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Adriyani, Ria. "AN ERROR ANALYSIS ON ACTIVE AND PASSIVE VOICE ON STUDENTS’ WRITING." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (March 27, 2019): 41. http://dx.doi.org/10.32493/ljlal.v1i1.2482.
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AbstractThis study is aimed to find out and describe the students' error on active and passive voices on students’ writing skill especially in local errors, inter-lingual errors and intra-lingual errors. Everybody who considers English has precisely made a few blunders, particularly the students in Junior secondary school or in Senior High School.. Active contrasts with passive mainly. For most active clauses, there is a corresponding passive clause, which has almost exactly the same meaning, but a different emphasis. The research was done at public senior high school in CISEENG, BOGOR, and it was done on March 2018. The researcher did the research in the science class on 12th grade. The method, which was used in this research, is the qualitative method. In this case the researcher asked the English teacher on that school to get the students’ writing result. The data used in this research is the error on active and passive voices on students’ writing at public senior high school. To get the data, the students wrote their own text. The result shows that active voice errors are more than passive voice errors. It means that the students still have difficulties to make the correct English structure in active voice.Keywords: Error Analysis, Aactive-Passive Voice, Students’ Writing.
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Kulikov, Leonid, and Nikolaos Lavidas. "Reconstructing passive and voice in Proto-Indo-European." Proto-Indo-European Syntax and its Development 3, no. 1 (August 2, 2013): 98–121. http://dx.doi.org/10.1075/jhl.3.1.06kul.
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This article examines various aspects of the reconstruction of the passive in Proto-Indo-European (PIE), foremost on the basis of evidence from the Indo-Aryan (Early Vedic) and Greek branches. In Proto-Indo-European the fundamental distinction within the verbal system is between the active and middle, while specialized markers of the passive are lacking and the passive syntactic pattern is encoded with middle inflection. Apart from the suffix *-i̯(e/o)- (for which we cannot reconstruct a passive function in the proto-language) and several nominal derivatives, we do not find sufficient evidence for specialized passive morphology. The role of the middle (and stative) in the expression of the passive in ancient IE languages raises important theoretical questions and is a testing ground for the methods of syntactic reconstruction. We will examine the contrast between non-specialized and specialized markers of the passive in Early Vedic and Greek. Most Indo-European languages have abandoned the use of middle forms in passive patterns, while Greek is quite conservative and regularly uses middle forms as passives. In contrast, Indo-Aryan has chosen a different, anti-syncretic, strategy of encoding detransitivizing derivational morphology, though with the middle inflection consistently preserved in passive ya-presents. These two branches, Indo-Aryan and Greek, arguably instantiate two basic types of development: a syncretic type found in many Western branches, including Greek, and an anti-syncretic type attested in some Eastern branches, in particular in Indo-Aryan.
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Ahmed, Treefa Mohsen, and Abdulla Hussen Raswl. "Verb tenses in passive sentences." JOURNAL OF LANGUAGE STUDIES 8, no. 5 (May 31, 2024): 143–60. http://dx.doi.org/10.25130/lang.8.5.8.
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This research demonstrates the tenses and aspects in passive voice in the Kurdish language. The research shows how the patterns and principles of the tenses and aspects and their structures help to distinguish between the passive voice sentences. The research consists of two sections: The first section defines passive voice, describes the peculiarities of passive voice and sheds light on the reasons for passive voice. The second section deals with the tenses differently in terms of their patterns, their order and structure of roots of verb, time morphemes, indicators of passive voice, occurring pronounces peculiar to subject and object, and the time morphemes peculiar to passive voice. The research attempts to illustrate all the structures and each one is explained in a particular table. Also, all the tenses and aspects in passive voice and classified for further clarity. The research concludes with some findings.
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Subagio, Urip, J. A. Prayogo, and Emalia Iragiliati. "Investigation of Passive Voice Occurrence in Scientific Writing." International Journal of Language Teaching and Education 3, no. 1 (July 30, 2019): 61–66. http://dx.doi.org/10.22437/ijolte.v3i1.7434.
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This study investigated passive voice use in theses of Graduate EFL students, Universitas Negeri Malang. The occurrences of passive voice in research method chapter in two time periods, 1985 - 2000 and 2002 – 2015 were compared. Passive voice occurrence in chapter of research method was also investigated then it was compared with the active. Passive voice occurrence in theses before 2002 investigated which was 1458, and 1171 in theses published after 2000 indicated the fact that today passive voice use in scientific writing indeed less frequent compared to the past. In addition, unlike the findings of some previous studies that claimed passive voice occurrence is still more dominant than the active in method section of scientific writing, this study found that, even in chapter of research method, active voice today occurs more frequently. It was 1883 occurrences of active voice and 1171 of passive voice were found.
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Marcol Cacoń, Lucyna, and Dominika Dykta. "«COSTITUIRE» OPPURE «È COSTITUITO»? GLI STUDENTI DI LINGUA ITALIANA POLACCHI DI FRONTE ALLE DIFFICOLTÀ NELL’USO DEL PASSIVO IN ITALIANO." Italiano LinguaDue 16, no. 1 (June 23, 2024): 351–58. http://dx.doi.org/10.54103/2037-3597/23845.
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L'articolo nasce dall'osservazione che gli studenti polacchi hanno problemi con l'uso della voce passiva nel processo di scrittura o traduzione in italiano. Anche se l’uso della voce passiva non sembra creare ulteriori difficoltà, molti studenti che hanno una conoscenza dell’italiano intermedia (B2) o avanzata (C1) sono soliti commettere errori di cui non sempre si accorgono subito. Le conclusioni si basano sull'analisi dei compiti scritti in italiano degli studenti e su una breve indagine condotta tra gli studenti del quinto anno di Filologia romanza nell'anno accademico 2021-2022. Concludiamo quindi che le competenze puramente linguistiche in una lingua straniera non sempre sono sufficienti a garantire la perfetta espressione in quella lingua così come la consapevolezza a livello, in questo caso, della grammatica. «Costituire» or «è costituito»? Polish students of italian language in front of difficulties in the use of passive voice in Italian The paper results from the observation that Polish students have problems with the use of the passive voice in the process of writing or translating into Italian. Even if the use of the passive voice does not seem to create more difficulties, many students who have an intermediate (B2) or advanced (C1) knowledge of Italian usually make mistakes that they do not always realize right away. The conclusions are based on the analysis of students' written assignments in Italian and a short survey conducted among students in the fifth year of Romance Philology in the academic year 2021-2022. Thus, we conclude that purely linguistic skills in a foreign language are not always enough to guarantee perfect expression in that language as well as the awareness at the level, in this case, of grammar.
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Flor-Górecka, Agnieszka. "Waarom is het Nederlands passief een struikelblok voor Poolse studenten?" Roczniki Humanistyczne 69, no. 5 Zeszyt specjalny (2021): 9–24. http://dx.doi.org/10.18290/rh21695sp-1.
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This contribution explains why the Dutch passive voice is a problem for Polish students and how passive constructions and their equivalents in their native language interfere in their use. The contribution first briefly introduces the passive voice constructions in Dutch and Polish. Then is shown, on the basis of translated sentences, where and in which elements the problem lies. The first reason is that both the worden-passief (action-passive) and the zijn-passief (state-passive) can be translated in Polish with the verb to be. Polish second language speakers of Dutch speak of a state while meaning an event (or vice versa). Moreover, the impersonal passive (except for very rare cases), which is often used in Dutch, is absent in Polish. In case of active use of Dutch by Polish students, they will tend to avoid passive constructions rather and replace them by constructions similar to equivalents of the impersonal passive as expressed in their Polish mother tongue.
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Adilović Lubić, Amina. "Translation of the Passive Voice from English into B/C/S." MAP Education and Humanities 2, no. 2 (August 28, 2022): 45–58. http://dx.doi.org/10.53880/2744-2373.2022.2.2.45.
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The passive voice is generally overused in English, hence the need to investigate how it translates to other languages, B/C/S in particular. It is also widely used in academic and business English in order to make the text diplomatic and objective, as it is preferable for business. The aim of this paper is to determine whether passive in business English texts remains intact after translation to B/C/S, and whether it plays a more central role in English or in B/C/S. After gathering data from 30 different academic articles related to economics, 63 passive structures were selected and analyzed. Subsequently, a comparison was made between them and their B/C/S counterparts in order to determine how many were translated literally to B/C/S, how many preserved the voice but changed the form, and how many samples changed both voice and form. It was discovered that 17 samples were translated literally to B/C/S, 25 retained their voice but changed the form, and 21 samples retained neither voice nor form. Based on the results obtained we have come to an expected conclusion that passive is not as present in B/C/S as it is in academic and business English, thereby it plays a more central role in English than it does in B/C/S. Interestingly, there were two examples where voice transformation was reversed, the B/C/S passives became English actives. We find such occurrences unusual, as the passive voice is typically more common in English than in B/C/S.
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Majeed Hadi, Afrah. "The passive of verbs constructed with prepositions (Das Passiv der mit Präpositionen konstruierten Verben )." Journal of the College of languages, no. 44 (June 1, 2021): 317–36. http://dx.doi.org/10.36586/jcl.2.2021.0.44.0317.
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Verbs in German and Arabic are of two types: active and passive. Passive voice is a grammatical voice construction that is found in many languages. Out of grammatical perspective, each main verb has a form in the active and one in the passive known as a "genus verbi" (type of verb). In passive voice, both in German and in Arabic, the focus is on the action itself or on the result of the action; often the perpetrator is not mentioned. In German, to conjugate verbs in the passive voice, you must know the forms of werden (to become). German uses werden + the past participle and states it at the end of a sentence. In Arabic, the passive is formed by changing the vowels on the verb; the vowel series u-i-a occurs instead of the a-vowels. Transitive prepositional verbs originally are intransitive verb with a preposition added to the action of the sentence. In German, the prepositional group can be combined with the prepositions von or durch, while in Arabic, such a prepositional group occurs only in certain cases. In contrast to Arabic, the passive in German is impossible with reflexive verbs. In some cases, an impersonal passive in German corresponds with a personal passive in Arabic. The present paper discusses some of these verbs traced in a chart that shows the most important results when compared with their Arabic equivalents. In grammatischen Darstellung findet man für jedes Vollverb eine Form im Aktiv und eine im Passiv, es wird von „genus verbi“ (Art des Verbs) gesprochen. Im Passiv steht sowohl im Deutschen als auch im Arabischen das Geschehen selbst oder das Ergebnis der Handlung im Vordergrund; aus der Sicht der betroffenen Person oder Sache; oft wird der Täter nicht gennant. Im Deutschen wird die passivische Verbform mit dem Hilfsverb werden und dem Partizip II gebildet, während die Vokalreihe u-i-a anstelle der a- Vokale im Arabischen eintritt. Die im Aktiv mit Präpositionen verbundenen Verben bilden in beiden Sprachen ein unpersönliches Passiv. Im Deutschen kann die Präpositionalgruppe mit den Präpositionen von oder durch verbunden werden. Im Unterschied dazu tritt solche Präpositionalgruppe im Arabischen nur in bestimmten Fällen mit من قبل auf. Im Unterschied zum Arabischen ist das Passiv im Deutschen bei reflexiv Verben unmöglich. In einigen Fällen entspricht ein unpersönliches Passiv im Deutschen einem persönlichen Passiv im Arabischen.
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Sarjani, Andi Irma. "The Uniqueness of Japanese Passive Voice -A New Approach to Understanding Japanese Passive Voice-." Basic and Applied Education Research Journal 2, no. 1 (August 9, 2021): 47–54. http://dx.doi.org/10.11594/baerj.02.01.08.
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Japanese passive sentences structurally include “direct passive sentences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or incidents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.
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Sarjani, Andi Irma. "The Uniqueness of Japanese Passive Voice-A New Approach to Understanding Japanese Passive Voice." Basic and Applied Education Research Journal 1, no. 2 (August 9, 2021): 70–77. http://dx.doi.org/10.11594/baerj.01.02.05.
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Japanese passive sentences structurally include “direct passive sen-tences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or inci-dents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.
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Laanemets, Anu. "The passive voice in spoken and written Danish, Norwegian and Swedish." Languages in Contrast 13, no. 1 (March 8, 2013): 67–89. http://dx.doi.org/10.1075/lic.13.1.04laa.
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Taking a comparative corpus-based approach, the article examines the use of the passive voice in Danish, Norwegian, and Swedish written as well as spoken language. More specifically, we measure the relative frequency of the passive voice in general and in its two forms — periphrastic and morphological — within two written and two oral genres. Although we find differences in the relative frequency of the passive voice, with Danish and Norwegian being more similar than Swedish, the basic pattern is identical across the three languages. Situational and stylistic factors — especially the degree of formality — appear more important for the choice of passive voice than the distinction between written and spoken media. More formal genres use more passive voice and have a preference for the morphological passive, whereas less formal genres tend to use less passive voice with the periphrastic passive playing a relatively more prominent role.
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Rizqi, Mohammad. "PERUBAHAN BENTUK KALIMAT PASIF BAHASA INGGRIS KE DALAM BAHASA INDONESIA PADA NOVEL MORNING, NOON AND NIGHT KARYA SIDNEY SHELDON." TELAGA BAHASA 5, no. 1 (December 3, 2019): 107. http://dx.doi.org/10.36843/tb.v5i1.123.
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This paper focused on English passive voice translation into Indonesian. An active voice is a sentence where the subject performs the action stated by the verb, and a passive voice is the subject is acted upon by the verb. The active voice that can be switched into a passive voice is an active voice that has an object. Thus, the sentence is a transitive form. The method used is a qualitative method by using a technique of text content analysis and the text are English novel and its translation in Indonesian novel. This research is an analysis description on the novel that included passive voice translation and structural shift. This paper explained the results of the study of the passive sentences of the source language (English) translated into Indonesian. The results of the study show that not all of the passive sentences of the source language can be translated in the form of passive sentences in target language. Instead, the passive sentences can be translated in the form of active sentences because of the meaning contained.
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Darohim, Mohammad. "AN ANALYSIS OF THE STUDENTS’ ERROR ON CHANGING ACTIVE VOICE TO PASSIVE VOICE." E-LINK JOURNAL 7, no. 2 (December 30, 2020): 35. http://dx.doi.org/10.30736/ej.v7i2.335.
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In passive voice, the subject receives the action of the verb. It is often used both in spoken and written form. For the learners, to change the active into passive voice of the target language is very confusing. The students usually make errors in building passive sentences as they ignore some aspects required in arranging best form of passive sentence. The students of El-Madani Islamic Boarding School Deket Lamongan were confused to change the verb in different tenses. The type of this research is descriptive quantitative. The research was chosen because this type of research defines what exist and may help to reveal new point and meaning. The survey and experiment, which were used in this research, was the phenomena of English errors passive sentences made by the students. The population of this research is all the students of El-Madani Modern Islamic Boarding School.The researcher used test and questionnaire to collect the data. The result of this study shows that (1) the kinds of errors commonly made by the students in changing active voice to passive voice are errors of omission, errors of addition, errors of miss-formation, and errors of miss-ordering (2) The students have difficulties in understanding passive voice especially in four tenses, simple present tense, simple past tense, present continuous tense and past continuous tense. (3) Factors which affect students’ ability in passive voice are: classroom atmosphere, lack of experience in using English, teacher’s explanation was not clear enough, the differences between passive voice in Bahasa and English. Keywords: Students’ errors, passive voice
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Ping Alvin, Leong. "The passive voice in scientific writing. The current norm in science journals." Journal of Science Communication 13, no. 01 (March 13, 2014): A03. http://dx.doi.org/10.22323/2.13010203.
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In contrast to past consensus, many authors now feel that the passive voice compromises the quality of scientific writing. However, studies involving scientific articles are rare. Using a corpus of 60 scientific research articles from six journals, this study examined the proportion of passives used, and the contexts and forms in which they occurred. The results revealed that about 30% of all clauses were passive clauses. The canonical form was most pervasive, followed by the bare passive; together, they constituted more than a quarter of all clauses analyzed. Passives were typically used in main clauses, followed by relative and adverbial clauses. Roughly 29% of all passives were located in the methodology section. Based on the results, the proportion of passives in scientific writing may stabilize at about 30%. It is unlikely to dramatically drop any further since the trend suggests that passives are still widely used in the methodology section.
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Li, Daoxin. "Passives, impersonals and Voice in Sakha." Proceedings of the Workshop on Turkic and Languages in Contact with Turkic 7, no. 1 (January 31, 2023): 88. http://dx.doi.org/10.3765/ptu.v7i1.5308.
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Previous studies on Sakha have diverged on whether to analyze its passives and impersonals as syntactically distinct constructions or not. In this paper, we report a novel variety of Sakha which behaves differently from those recorded in the literature with regard to its passives and impersonals. We argue that in this Sakha variety, the impersonal should be analyzed as an active construction with a null impersonal pronoun, rather than a passive construction. We also discuss the implications of the findings for theories of passives and the typology of Voice.
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Ahmad, Riaz, and Mashhood Ahmad. "The Passive Voice in Urdu: A Syntactic Investigation and Transformational Analysis." Journal of Advances in Humanities Research 3, no. 2 (June 2, 2024): 1–17. http://dx.doi.org/10.56868/jadhur.v3i2.188.
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This paper explores passive structures in the Urdu language. It aims to understand their syntactic configuration and how to convert active sentences into passive ones. Limited research exists on Urdu's passivization compared to English. The research questions focus on the structure of passive sentences in Urdu and the necessary modifications for passivization. A qualitative research methodology is used, analyzing written texts and daily conversations of native Urdu speakers. The literature review compares Urdu's passive structures with English, including the standard "be" passive and less common "get passive" and "have passive." Findings show that Urdu passives use the auxiliary “Gaya” and the agent can be explicitly mentioned using "from-PP" rather than "by-PP." The paper also covers passivization in imperative sentences, using “ja:” and “cha:hi:e” morphemes. Moreover, voice neutrality is examined, showing that passive and active sentences in Urdu often convey the same event with similar agent-patient relationships. The study’s conclusive remarks on passive construction in Urdu have the potential to ignite future research in this domain. The paper contributes to the knowledge of passive constructions in Urdu which can significantly impact translation accuracy and interpretation between Urdu and English. This research also adds to the big picture of how languages work.
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Coleman, Brady. "In Defense of the Passive Voice in Legal Writing." Journal of Technical Writing and Communication 27, no. 2 (April 1997): 191–203. http://dx.doi.org/10.2190/hn2d-avl9-7xk4-evvc.
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Although the passive voice may be overused in legal prose, warnings in legal writing guidebooks against the passive risk undervaluing its many uses. After briefly introducing the passive voice, and some possible reasons for its misuse, this article will outline the many situations when the passive is more appropriate than the active voice.
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de Bourbon, Soma, Ketzal Gomez, and Beatriz San Juan. "Is Active Voice Enough? Community Discussions on Passive Voice, MMIWG2S, and Violence against Urban Indigenous Women in San José, California." Genealogy 6, no. 2 (May 2, 2022): 37. http://dx.doi.org/10.3390/genealogy6020037.
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Men commit violence against Native American women at higher rates than other racial or ethnic groups. When violence against Indigenous women is discussed and written about, it is often in passive voice. Several scholars note the problem of using passive voice to talk about violence against women, but there is little research on how women themselves understand passive voice as connected to the violence perpetrated against them, and we found no literature on how Native women understand passive voice. This research asks how urban Native and Indigenous women understand passive language in relationship to violence. The authors, who are all members of the Red Earth Women’s Society (REWS), took up this conversation with urban Indigenous women in San José, California, in a year-long series of meetings that culminated in three focus-group discussions (FGD)/talking circles (TC) where Native women expressed their understanding of passive language and violence against Native women. From these exploratory talking circles, we found that Native women’s understanding of passive voice aligned with previous research on passive voice, but also contributed new insights.
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Jolly, Clifford J. "Hazards of the passive voice." Nature 381, no. 6585 (June 1996): 730. http://dx.doi.org/10.1038/381730a0.
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Goodman, Neville W. "Hazards of the passive voice." Nature 381, no. 6585 (June 1996): 730. http://dx.doi.org/10.1038/381730b0.
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Baskin, Tobias I. "Hazards of the passive voice." Nature 381, no. 6585 (June 1996): 730. http://dx.doi.org/10.1038/381730c0.
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Mahrer, Ken. "Still writing in passive voice?" Leading Edge 24, no. 11 (November 2005): 1137. http://dx.doi.org/10.1190/1.2135115.
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Daniels, Lee. "Passive voice: you're hiding something!" Acta Crystallographica Section A Foundations and Advances 73, a1 (May 26, 2017): a386. http://dx.doi.org/10.1107/s0108767317096234.
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Plummer, Joseph. "Curing Students of Passive Voice." Journalism Educator 42, no. 4 (December 1987): 33–36. http://dx.doi.org/10.1177/107769588704200414.
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Baratta, Alexander M. "Revealing stance through passive voice." Journal of Pragmatics 41, no. 7 (July 2009): 1406–21. http://dx.doi.org/10.1016/j.pragma.2008.09.010.
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