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Proctor-Williams, Kerry, and Marc E. Fey. "Recast Density and Acquisition of Novel Irregular Past Tense Verbs." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/1775.
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Purpose: Children with specific language impairment (SLI) lag behind children with typical language (TL) in their grammatical development, despite equivalent early exposure to recasts in conversation (M. E. Fey, T. E. Krulik, D. F. Loeb, & K. Proctor-Williams, 1999) and the ability to learn from recasts in intervention as quickly as do children with TL (K. E. Nelson, S. Camarata, J. Welsh, L. Butovsky, & M. Camarata, 1996). This experiment tested whether this apparent paradox could be attributed to variations in the density of recasts in conversation versus intervention.
Method: Thirteen children (7–8 years of age) with SLI and 13 language-similar children (5–6 years of age) with TL were exposed to 3 recast densities of novel irregular past tense verbs (none, conversation-like, intervention-like) over 5 sessions. Outcomes were based on spontaneous conversational productions and a post-test probe.
Results: As predicted, at conversation-like densities, children with TL more accurately produced the target verbs they heard in recasts than in nonrecast models (d = 0.58), children with SLI showed no differences, and children with TL produced the verbs more accurately than did children with SLI (d = 0.54). Contrary to expectations, at higher intervention-like recast densities, the SLI group did not improve their accuracy, and the TL group performances were significantly poorer (d = 0.47).
Conclusion: At conversational levels, recasts facilitated greater verb learning than models alone but only in the TL group. Increasing recast density to the modest levels in this brief intervention experiment did not benefit children with SLI and led to poorer learning for children with TL. To optimize learning, efficiency of recast distribution as well as rate must be considered.
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Bahrami, Yar Mohammad. "Marking of English verbs for past tense : a study of Afghan learners' production." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1516.
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Sawyer, Stephanie. "Cognitive style and overgeneralization in the acquisition of the English irregular past tense verbs." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5347.
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Proctor-Williams, Kerry, and Marc E. Fey. "Recast Density and Irregular Past Tense Verb Acquisition." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/1855.
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Proctor-Williams, Kerry, and Marc E. Fey. "Recast Density and Irregular Past Tense Verb Acquisition." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1852.
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Haglund, Tore. "Irregular English verbs with regular variants in the past tense and/or the past participle : A corpus-based study of light, speed, and prove." Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170048.
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About fifty out of approximately 250 irregular English verbs have regular alternatives in the past tense and/or the past participle. There are often marked preferences for using the irregular or the regular form of the verbs, influenced by several factors. The present corpus-based study investigates the distributions in contemporary British (BrE) and American English (AmE) of the two alternative past tense forms for the two verbs “light”, and “speed” as well as the two past participle variants for the verb “prove”. The factors which are considered in the study are (1) language variety, (2) past tense vs. past participle, and (3) transitive vs. intransitive use of the verbs. It is demonstrated that there are (verb specific) significant differences in frequencies across the factors. Some issues for the study are discussed, in particular unreliable tagging in the corpora used as well as potential sources for random or systematic errors. Some avenues for additional research are proposed.
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Pais, Artur Geraldo [UNESP]. "As formas de pretérito do modo indicativo no Ensino Fundamental II: reflexões e propostas de atividades." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/147128.
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Os recentes materiais didáticos destinados à aprendizagem de Língua Portuguesa no Ensino Fundamental II têm procurado desenvolver um trabalho de gramática direcionado aos mais diversos gêneros textuais. No que diz respeito ao ensino dos verbos, particularmente as formas de pretérito do modo indicativo, gêneros como relato de experiência, notícia de jornal, crônica, biografia, entre outros, contemplam o conteúdo das formas de passado no português brasileiro. Entretanto, percebe-se que ainda persiste um mero ensino das características morfológicas desse tempo verbal. Noções de aspecto, modalidade e uso são deixadas em segundo plano, ou simplesmente ignoradas. O Currículo do Estado de São Paulo propõe, com base nos Parâmetros Curriculares Nacionais, que o ensino gramatical seja voltado para o texto em seus mais variados gêneros, e que tenha respaldo na língua em situações de uso real. Por outro lado, os materiais de apoio do Currículo (Caderno do Aluno e Caderno do Professor) não concentram o ensino da gramática a essas situações de uso e acabam seguindo o mesmo padrão adotado pelos livros didáticos, nos quais sequer existem menções a valores aspectuais e modais dos verbos. O objetivo deste trabalho é apresentar os resultados acerca da investigação e análise da abordagem dada às concepções de ensino de língua e aos estudos gramaticais nos materiais de apoio do Currículo do Estado de São Paulo e em alguns livros didáticos de Língua Portuguesa de 6º e 7º anos do Ensino Fundamental, com um recorte dado aos verbos e, particularmente, às formas flexionadas nos tempos do pretérito do modo indicativo no português do Brasil. Considerando os conceitos de tempo e de aspecto verbal e as diferentes perspectivas de abordagem dos tempos de pretérito do modo indicativo na Língua Portuguesa, esta pesquisa, de caráter qualitativo, consiste na análise dos documentos oficiais e dos materiais didáticos utilizados na Educação Básica, e apresenta, como proposta de intervenção, um Caderno Complementar de Atividades para o professor aplicar junto aos alunos do Ensino Fundamental II, com exercícios que contemplem o passado dos verbos em português, dentro de uma perspectiva semântica e funcional, em diferentes gêneros textuais. A presente pesquisa também apresenta uma análise da elaboração do Caderno Complementar e da aplicação das primeiras atividades com alunos do 7º ano de uma escola pública da cidade de Assis, SP.
The newest schoolbooks for the learning of Portuguese language in Elementary Education try to develop a grammar teaching according to various text genres. When the subject is the teaching of verbs, particularly the forms of the past tenses in the indicative mood, text genres like experience report, newspaper report, chronicle, biography, and many others, include the contents of the forms of the verbs in the past in Brazilian Portuguese. However, it is very clear that there is still a mere teaching of the morphological characteristics of this tense. The verbal aspect, the modal verbs and the functions of verbs are not the main topic in the studies, or they are simply ignored. The Currículo do Estado de São Paulo – an official document that indicates the contents to be taught in public schools in São Paulo State – proposes, based on the PCN (Brazilian National Curriculum Parameters), that the grammar teaching must be focused on the text in its several genres, and has to consider the language in real use situations. On the other hand, the Currículo support materials (student’s and teacher’s notebooks) do not consider these situations in the grammar teaching, and the approach follows the same pattern adopted by the textbooks, in which there is not any mention about aspect values or modal verbs. The aim of this work is to present the results on the research and analysis of the approach of the language teaching concepts in the support materials of the Currículo do Estado de São Paulo and in some textbooks of the 6th and the 7th years in elementary school, with the focus on the grammatical studies about the verbs and, particularly, their inflected forms in the past tenses in the indicative mood, in Brazilian Portuguese. Considering the concepts of tense and verbal aspect, and the different perspectives of approach to the past tenses in the indicative mood in Portuguese, this qualitative research analyzes the official documents and the teaching materials used in Elementary Education, and presents, as a proposal of intervention, a Complementary Activities Notebook for the teacher’s work with the elementary school students, with exercises that include the verbs in the past in Portuguese, in a semantic and functional perspective, in different genres. This research also analyzes the development of that Complementary Notebook and the results of implementing its first activities with students in a 7th year at a public school in Assis, São Paulo State.
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Geise, Morgan, Heather Green, Olivia Hart, Abbi Leitnaker, and Kerry Proctor-Williams. "The Elicitation Method for Past Tense Verb production in Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1821.
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Past tense verb production in children with specific language impairment and language-matched children with typical language was compared using language samples and a standardized probe (Rice/Wexler Test of Early Grammatical Impairment). Analyses revealed accuracy and error type differences between elicitation types and groups. Results have important clinical practice implications.
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Ewing, Kathy S. "The effects of oral reading on the intonation and past tense verb use of adult non-native speakers of English /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7846.
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Larsen, Lars Jacob Ege. "The Acquisition of Inflectional Verb Morphology Through Input Enhancement." Ohio University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1040070794.
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Flahive, Patrick J. "Past tense marking in Chinese-English interlanguage." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4664/.
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This data study concentrates on the past tense marking in the interlanguage (IL) of Chinese speakers of English. Following the assumptions of Hawkins & Lizska, (2003), it is assumed that unlike native speakers of English, Chinese speakers of English have a higher level of optionality within the past tense marking of their grammars. It is claimed that the primary reason for this occurrence is the lack of the functional feature T(ense) [+/-past] in Mandarin Chinese. If a particular functional feature is missing in a learner's L1 grammar, it is thought that it will be absent in one's L2 grammar as well. Three advanced Chinese speakers of English were tested on the past tense marking in their IL production. Both spontaneous oral and reading speech were used for this data analysis.
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Eisele, John C. "Arabic verbs in time : tense and aspect in Cairene arabic /." Wiesbaden : Harrassowitz, 1999. http://catalogue.bnf.fr/ark:/12148/cb39013746s.
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Makihara, Hideo. "On the past tense in Japanese relative clauses /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8380.
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Halcomb, T. Michael W. "GENERATING AMHARIC PRESENT TENSE VERBS: A NETWORK MORPHOLOGY & DATR ACCOUNT." UKnowledge, 2017. http://uknowledge.uky.edu/ltt_etds/19.
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In this thesis I attempt to model, that is, computationally reproduce, the natural transmission (i.e. inflectional regularities) of twenty present tense Amharic verbs (i.e. triradicals beginning with consonants) as used by the language’s speakers. I root my approach in the linguistic theory of network morphology (NM) and model it using the DATR evaluator. In Chapter 1, I provide an overview of Amharic and discuss the fidel as an abugida, the verb system’s root-and-pattern morphology, and how radicals of each lexeme interacts with prefixes and suffixes. I offer an overview of NM in Chapter 2 and DATR in Chapter 3. In both chapters I draw attention to and help interpret key terms used among scholars doing work in both fields. In Chapter 4 I set forth my full theory, along with notation, for generating the paradigms of twenty present tense Amharic verbs that follow four different patterns. Chapter 5, the final chapter, contains a summary and offers several conclusions. I provide the DATR output in the Appendix. In writing, my main hope is that this project will make a contribution, however minimal or sizeable, that might advance the field of Amharic studies in particular and (computational) linguistics in general.
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Loi, Raymond. "Variation in past tense marking in L2 English in Macao." Thesis, University of Macau, 2004. http://umaclib3.umac.mo/record=b1636193.
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Yang, Yingli. "Corrective feedback and Chinese learners` acquisition of English past tense." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32269.
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This quasi-experimental study investigated how recasts and prompts benefited Chinese learners' acquisition of regular and irregular English past tense. The research hypotheses were: 1) Learners who receive corrective feedback while performing the communicative activities will outperform those in the control group who are carrying out the communicative activity only; 2) Prompts will have more beneficial effects than recasts in learning regular past tense forms; 3) Recasts will better assist learners in learning irregular past tense forms than prompts. Seventy-two adult EFL learners in 3 intact classes at the university level participated in the study. The 3 classes were randomly assigned to one prompt group (n = 22), one recast group (n = 25), and one control group (n = 25). The instructional treatment included four communicative tasks which highlighted the target forms and elicited oral production of the target forms from the students. In the two feedback groups, teachers consistently provided one type of feedback (i.e., either recast or prompt) in response to learners' errors during the communicative activities, whereas in the control group the teacher provided feedback only on content of the communicative tasks. Participants' acquisition of the past tense forms was assessed through an oral and a written test prior to, immediately after, and two weeks after the treatment. Results of mixed-model repeated measures ANOVA showed that all three groups significantly improved their accuracy scores over time in both oral and written production. Results of the written production measure indicated that the prompt group outperformed the control group and this improvement resultCette étude quasi-expérimentale a examiné les effets de deux techniques de rétroaction, reformulations et incitations, sur l'acquisition des verbes réguliers et irréguliers au passé (en anglais) par des apprenants chinois. Les hypothèses de recherche étaient les suivantes : 1) les apprenants qui reçoivent une rétroaction corrective dans le cours d'activités de communication seront plus performants que les membres du groupe témoin qui réalisent seulement les activités de communication ; 2) les incitations auront davantage d'effets bénéfiques que les reformulations dans l'apprentissage de verbes réguliers au passé ; 3) les reformulations seront plus avantageuses pour l'apprentissage de verbes irréguliers au passé. Soixante-douze apprenants d'anglais langue étrangère dans trois classes complètes de niveau universitaire ont participé à l'étude. Les apprenants des trois classes ont été répartis, au hasard, en trois groupes : un groupe « incitation » (n = 22), un groupe « reformulation » (n = 25) et un groupe témoin (n = 25). L'expérience pédagogique comportait quatre tâches de communication qui mettaient en présence les structures ciblées et suscitaient la production orale de ces structures par les apprenants. Dans les deux groupes « rétroaction », les professeurs donnaient invariablement un type de rétroaction (soit reformulation, soit incitation) en réponse aux erreurs des apprenants dans le cours des activités de communication tandis que, dans le groupe témoin, le professeur ne fournissait de la rétroaction que sur le contenu. L'acquisition par les participants des verbes au passé a été évaluée au moyen d'un test oral
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Khasky, Amy DesireÌe. "The representation of past tense forms in children and adults." Thesis, Royal Holloway, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441274.
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Veres, Ulla. "Input and production in Swedish children's acquisition of past tense /." Göteborg : Department of linguistics, Göteborg university, 2004. http://catalogue.bnf.fr/ark:/12148/cb40146513n.
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Peralta, Sara E. Garcia. "Interlanguage variability : a study in the use of past tense forms." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333306.
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Longworth, Catherine Elaine. "Understanding the regular past tense in English : a cognitive neuroscience approach." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.619663.
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Davila, Angel Maria. "Spanish speakers' reading production of English past tense inflectional morpheme -ed." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1280.
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AN ABSTRACT OF THE THESIS OF ANGEL MARIA DAVILA, for the Master of Arts degree in TESOL and Applied Linguistics, presented on February 21, 2013, at Southern Illinois University Carbondale. TITLE: SPANISH SPEAKERS' READING PRODUCTION OF ENGLISH PAST TENSE INFLECTIONAL MORPHEME -ed MAJOR PROFESSOR: Dr. Krassimira Charkova The main purpose of the present study was to examine if the accurate pronunciation of the three allomorphs of the -ed ending improves with the level of English proficiency in Nicaraguan Spanish EFL learners' read aloud production. There were 48 participants. They belonged to three English proficiency levels: high beginners, intermediate and high intermediate. Each level consisted of 16 informants, with the same number of women and men. The research instrument included a list of 44 regular past tense verbs to measure the three phonological realizations of the -ed inflectional morpheme. The results revealed that the effect of proficiency level was different for the three allomorphs. It was found that more advanced EFL Spanish learners had a significantly higher level of accuracy on the production of two of the three allomorphs, /t/ and /d/. In fact, their error rate on these two allomorphs was as low as 9% and 8%, respectively. In the case of the /əd, ɪd/ allomorph, no significant differences were found among proficiency levels. Moreover, this allomorph showed the lowest rate of errors overall. These results were interpreted in view of the Markedness Differential Hypothesis (Eckman, 1977) and the Similarity Differential Rate Hypothesis (Major & Kim, 1996). The trends in the data definitely suggested support for Similarity Differential Rate Hypothesis which postulates that markedness by itself cannot explain the development of L2 learners as they improve their L2 level of proficiency. In the context of the present study, this was evident in the significantly better performance of the most advanced group which showed the highest rate of accuracy on the more marked allomorphs /t/ and /d/. In view of these findings, the study offers implications for the teaching of the three phonological realizations of the -ed past tense inflection. Keywords: allomorph, inflectional morpheme, proficiency level
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Chen, Chang-Ching. "THE REPRESENTATION AND PROCESSING OF PAST TENSE IN CHINESE ENGLISH-LANGUAGE LEARNERS." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195450.
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In general, L2 learners have great difficulty mastering aspects of grammar in the second language. For example, Chinese-speaking ESL learners often fail to mark past tense in their speaking and writing (Aaronson & Ferres, 1987; Bayley, 1991; Bean & Gergen, 1990; Jia & Fuse, 2007; Krashen & Pon, 1975; Lardiere, 1998; Wei, 2000), and there are some suggestions in the literature that Chinese learners of English never master English tense (Lardiere, 1998). One question that arises is whether the failure to learn to use the past tense is due to a failure of competence or a failure of performance. If the former, then Chinese-speaking ESL learners should show such failures in all tasks including comprehension tasks.However, little research has investigated L2 comprehension of tense marking in reading. The studies (Gass, 2001; Guillelmon & Grosjean, 2001; Jiang, 2004, 2007) have showed that late L2 learners are not sensitive to certain types of grammatical marking. They have poor inflectional comprehension. It is possible that Chinese English-language learners are insensitive to grammatical violation involving tense during reading. This dissertation tests this idea.A group of English-proficient college students from Fu-Jen University in Taiwan was tested in a number of tasks. In paper-and-pencil tests, Chinese English-language learners showed knowledge of the past tense forms and the appropriate contexts for their usage. This suggests that past tense marking is learnable. Chinese English-language learners can acquire this knowledge. Does the relative mastery of past tense show up in comprehension in a similar L2 population? A reading comprehension test that measured reading time to sequential segments of a sentence indicated that unlike native speakers of English who were tested, Chinese English-language learners were insensitive to grammatical violation involving tense. This finding is consistent with the other studies, indicating that L2 learners are insensitive to grammatical marking during reading.Overall, it appears that high-functioning Chinese English-language learners can learn almost the proper way to use tense, but fail to do so during performance.
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Bhattrai, Anju. "A contrastive analysis of the English and Nepali past tenses and an error analysis of Nepali learners' use of the English past tenses." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159139.
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This dissertation has two main purposes: (a) to provide an analysis of the past tenses in Nepali and compare them with those of English from a discourse pragmatic perspective; and (b) to investigate how Nepali learners of English use the English past tenses in terms of forms, meanings, and functions.A major claim of the dissertation is that tenses and aspects play various discourse functions in Nepali. Although Nepali has various past tenses as in English, their actual use is different from those of English. A significant difference between the use of the past tenses in English and Nepali is revealed in the use of the past perfect tense. In Nepali, unlike in English, the past perfect does not always require the existence of the past reference point between the event time and the speech time. Although used in similar as well as different contexts, the past perfect in both languages is found to express background information. In the analysis of the Nepali past tenses, one of the major arguments is that the traditionally termed `unknown past' does not have `past' as part of its basic meaning. The main function of this verb form is to express the speaker's unawareness of a situation at the time of its happening, whether in the past or the future.After the discussion of the Nepali past tenses in comparison with the English past tenses and aspects, an error analysis of Nepali EFL learners' use of the English past tenses in written essays is carried out. It was hypothesized that Nepali learners would make a wide variety of errors in the use of the English past tenses. Because of differences in the use of the past perfect and the past tense in the habitual sense between Nepali and English, it was expected that Nepali ESL learners would make errors in those areas. However, overgeneralization due to difference in the use was found only in a very few cases. Most of these errors cannot be traced to Nepali influence. One area, however, where Nepali has a clear effect on the students' use of English is in indirect speech. I argue that Nepali speakers do not change tenses in English indirect speech appropriately because verb tenses in Nepali are not changed from direct speech to indirect speech as in English.It is hoped that this dissertation will enhance the understanding of grammatical categories such as tense and aspect in general and of Nepali tense and aspect systems in particular. In general, this dissertation showed contribute to several areas of study in discourse analysis, second language acquisition, language transfer and contrastive analysis. A major significance of this dissertation is its demonstration of the role of tense and aspect in Nepali in the expression of various discourse functions.Department of English
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Arvidsson, Agneta. "L'imparfait ou le passé composé? : Une analyse quantitative et qualitative de la production écrite de 10 apprenants au niveau 3 et 4 dans le système scolaire en Suède." Thesis, Högskolan Dalarna, Franska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28033.
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Le présent travail est une petite recherche sur l'apprentissage du français, et plus particulièrement sur l'alternance de l'imparfait et le passé composé parmi des suédophones. Le but du mémoire est de comprendre comment les apprenants appliquent la grammaire malgré la différence entre leur langue maternelle et la langue de l'apprentissage. L'étude part de la différence entre le français et le suédois. Le corpus se compose de dix récits au passé écrits par des étudiants des niveau trois et quatre du système scolaire suédois. Le titre de leur devoir était Un souvenir de mon enfance. Un exercice pris du manuel est aussi analysé. Le résultat montre que d'abord les suédophones apprennent à utiliser les verbes d'état à l'imparfait, puis les suédophones expérimentent avec l'aspect des verbes pour l’alternance entre l’imparfait et le passé composé En conclusion, l'alternance entre l'imparfait et le passé composé est un défi pour les suédophones, mais ce n'est pas un défi insurmontable.The current piece of research is a study of how second language learners adapt to the distinction between imperfect and perfect in the narrative of past in the French language. The aim of the study is to find out how the learners adopt the grammar despite the difference between their native language and their learning language. The study describes the difference between Swedish and French. The corpus is defined, consisting of ten narratives by ten second language learners on the levels three and four in the Swedish school system. The title was Un souvenir de mon enfance. An exercise in the schoolbook is also analysed. The result shows that the students first learn how to use imperfect in sentences containing a state verb. Later the students attempt the aspect of the verb to practise the shift between the past tense and the perfect tense. In conclusion, the shift between perfect and imperfect is a challenge to the Swedish learner. However, it is not an unbridgeable gap.
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Kiraz, Meryem. "A Construction Grammar Approach to How Turkish Learners of English Use Auxiliary Verbs in Terms of Tense, Aspect and Voice." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279589745.
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Wendland, Irene. "Tense and control interpretations in to + gerund-participle and to + infinitive complement constructions with verbs of agreement." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/26636.
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Ce mémoire est une étude sémantico-pragmatique du verbe agree et de dix autres verbes de consentement. Dans l’ensemble il porte sur la complémentation verbale de l’anglais avec l’infinitif et le gérondif. Par l’entremise d’un corpus de données attestées, nous expliquons les divers effets de sens et les principes qui sous-tendent l’usage des structures ‘verbe principal + complément’ avec l’infinitif et le gérondif comme compléments de verbes comportant une idée de consentement, soit accede, accept, acquiesce, assent, concede, concur, conform, consent, subscribe et yield. Plus particulièrement, les problèmes de temporalité et de contrôle sont examinés. Les contributions du sens grammatical du complément, du sens lexical du verbe principal, et le sens ajouté par le contexte sont tous des facteurs déterminants dans la compréhension et l’explication des constructions faisant l’objet de l’étude. L’analyse est fondée sur les hypothèses proposées par Duffley (2000; 2006; 2014).This thesis is a semantico-pragmatic study of the verb agree and ten other verbs of agreement with the English verbal complements to + infinitive and to + gerund-participle. Together with agree, the other verbs expressing the notion of agreement, i.e. accede, accept, acquiesce, assent, concede, concur, conform, consent, subscribe and yield are studied through the analysis of a corpus of attested usage to explain the various expressive effects and the principles underlying the use of the structure ‘main verb + complement.’ The general problems of tense and control are addressed. The interaction between the grammatical meaning, the lexical meaning and the pragmatic understanding from the larger context plays a defining role in the understanding and explanation of the verb + complement constructions examined. The analysis is based on the hypotheses in Duffley (2000; 2006; 2014) of the contribution of these parameters to the overall message conveyed.
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Welliver, Kelsey. "Prescribed vs. described: the variability of Spanish mood and tense selection in subordinate clauses of emotive verbs." Kansas State University, 2015. http://hdl.handle.net/2097/19041.
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Master of ArtsModern Languages
Earl K. Brown
Considerable research exists on subjunctive versus indicative mood patterns of use by both native and L2 speakers of Spanish. Though intermediate level textbooks expose L2 learners to the various tenses of the subjunctive mood, literature has shown that students still struggle with its implementation in their discourse, and various reasons are offered. Little has been done to analyze the prescribed uses that textbooks offer to students regarding mood selection and how these prescribed uses may differ from what Spanish speakers do in real life. The paper first offers a brief explanation of L2 learners’ mood selection in Spanish, followed by a description of Spanish moods and the realis/irrealis dichotomy that is often placed at the center of Spanish mood selection in the literature. Following this, the study offers an analysis of six intermediate level Spanish textbooks’ prescribed uses of two past subjunctive tenses (present perfect and imperfect), as prior research has shown an overlap in the functions of their indicative counterparts. The textbook analysis is then compared to a corpus composed of messages sent on the social media platform Twitter, containing one of six emotive phrases as main clauses, with three in present, three in preterit. The results show that Spanish-speaking users of Twitter employ the prescribed subjunctive mood more often when the verb in the main clause is expressed in the preterit instead of the present, though no such tendency is discussed in the textbooks. The results also reveal an overlap in the functions of the past tense subjunctive moods. The present perfect subjunctive (i.e. haya trabajado ‘has worked’) is used in the subordinate clause nearly 40% of the time with emotive verbal main clauses expressed in the preterit, where the imperfect subjunctive would normally be expected according to prescriptive norms. This pattern of use is not discussed in any of the analyzed textbooks. A discussion of the limitations of the study, implications for textbook writers and further research then follow.
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Daleszynska, Agata. "Variation in past tense marking in Bequia creole : apparent time change and dialect levelling." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/7837.
Full textAbstract:
Research in the Caribbean often links global phenomena (e.g. increased tourism) to changes in lifestyles and mindsets taking place in this part of the world (Curtis, 2009). I examine the direction, intensity, and motivations of language changes among adolescents in three communities in Bequia (St. Vincent and the Grenadines) considering the socio-economic transformations affecting the island. Data for this study was obtained using a combination of sociolinguistic interviews and conversations between Bequia adolescents and their grandparents recorded in the course of several fieldwork trips. Three villages in Bequia were considered, Hamilton, Paget Farm and Mount Pleasant, characterised by different patterns of settlement and socioeconomic development. I investigate variation between: (i) creole verb stems vs. Standard English verb inflections (e.g. I go yesterday vs. I went yesterday), and (ii) verb stems and verb inflections vs. creole preverbal markers (e.g. I bin play yesterday). A variety of grammatical, discoursespecific, functional, and cognitive constraints are tested to determine which factors condition the variable patterns across different communities and age groups, and how linguistically similar/different these communities are. Results of the quantitative multivariate analysis of variation between bare verbs and inflected verbs show dialect levelling (Kerswill, 2003) among adolescents in Hamilton and Paget Farm and a transmission of the system (Labov, 2007) from the older generation to the younger in Mount Pleasant. In addition, adolescents in Paget Farm have recycled (Dubois and Horvath, 1999) a stigmatised creole form, preverbal bin, and are using it significantly more than any other group on the island. The study points to several important conclusions. Firstly, it emphasises the necessity for a multidisciplinary perspective in accounting for the factors which condition language change, especially in such a diverse and fast developing setting as the present-day Caribbean. Secondly, it supports the research on language and globalisation emphasising the relationship between the local and the global (e.g. Meyerhoff and Niedzielski, 2003). Finally, the study attempts to determine the nature of variation in creole languages as e.g. a creole continuum or co-existing systems, and establish replicable methods for measuring linguistic similarities/differences between communities.
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Stenberg, Joshua Sidney. "The warrior maiden and the divorcée : the universal past tense of the traditional chinese theatre." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/24165.
Full textAbstract:
in this essay, I examine two rather different “historical” narratives of the traditional stage
in order to identify the specific temporal relationship between the historical record and the
Chinese stage. The first example, the story of Zhu Maichen and his wife, traces the narrative of a
female-initiated divorce from its initial appearance in canonical history, through fiction and poetry, and into late Imperial and ultimately modem and contemporary Kunju theatre, with
reference to related theatre traditions. As social mores shifted, the narrative was alteredto fit
with meanings appropriate to the times. The second example, “Slaying the Tiger,” (Ci hu)
examines the story of a female assassin as it appears in unofficial and standard histories, and in the Kunju tradition. The narrative plays fast and loose with historical “fact” in order to enhance its theatrical effect. The character of the main character is formed not by historical record, but by xiqu convention. Costume and props do not indicate era. Representations of history in traditional Chinese theatre take place in a single, unspecific past tense; history is mined as a repository of “stories” (the vocabulary of the theatre) but does not bear on the manner of the telling.
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Shami, Joman Hassan. "The role of lexical aspect in the acquisition of English past tense by Saudi EFL learners." Thesis, Lancaster University, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.556640.
Full textAbstract:
The study investigates the role of lexical aspect in the acquisition (use and development) of the simple past, past progressive and present tenses by a group of Saudi EFL learners, adopting the Aspect Hypothesis as a general framework. For the simple past tense, data were elicited using a fill-in-the-gap test (Gap-Fill Past), personal narration (Free-writing), story narration (Tom and Jerry) as well as a Two- Option Multiple Choice Task. The results stemming from the different tasks offer evidence both for and against the Aspect Hypothesis, which claims that use of the perfective past spreads from achievements to accomplishments to activities and finally to states. With regard to Gap-Fill Past, the results show that the use of the simple past was consistent with the predictions of the Aspect Hypothesis, except with the lexical aspectual class of activities, which showed the least use of the simple past. On the other hand, results from the Free-writing and Tom and Jerry tasks show that the participants used the past tense best with state predicates which provides counterevidence to the claims of the Aspect Hypothesis regarding the distribution of perfective past verbal morphology. For the other two tenses, only the fill-in-the-gap tests and Two-Option Multiple Choice Task were used. The results of the past progressive support the Aspect Hypothesis in that the use of the progressive is mostly associated with activities and then with accomplishments. The semantic and structural complexities of the present perfect had a stronger effect on the use of the tense than the lexical aspect of the predicates. The Analysis of the alternative forms for the three tenses gave evidence for the Prototypical Hypothesis regarding the associations between verbal morphology and lexical aspect. It was observed that the present form was used mostly with states and the progressive with activities. It was also noticed that the past and base forms were used mostly with accomplishments and achievements. Finally, it was observed that the learners' interlanguage was influenced by their first language, Arabic. The similarity in form but differences in scope between the two languages has an effect of the learners' use of the different form.
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Lai, Ching Ching. "The effectiveness of enhanced and unenhanced recasts on secondary school students' past tense usage in Hong Kong." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020647/.
Full textAbstract:
Hong Kong secondary school students often lack the procedural knowledge of using English grammar in speaking, though they possess the relevant declarative knowledge from their education. Students' tenseless L 1 and lack of L2 exposure could have been the reasons. The present study therefore investigated if individualized feedback on students' use of past tense in their spoken narratives would facilitate their development. Recasts were chosen as the target feedback, because they intertwine with the ongoing speaking flow and provide model reformulation to ease learners' online cognitive load. However, controversies over the effectiveness of recasts lie on their variable explicitness and implicitness. Moreover, research , to date has not sufficiently examined both the explicit and implicit implementation of recasts in the context of Hong Kong. As a result, the present study explored the immediate and overtime effectiveness of implicit and explicit recasts over no feedback on Hong Kong learners' use of past tense in their spoken narratives elicited from cartoon strips. The comparative effectiveness of the two recasts was also probed. Investigation into some students' perception towards the feedbacks was conducted through stimulated recalls, to suggest causes behind the different effectiveness of recasts. The study found that both recasts were more effective than no feedback on past tense in the short term. Opposite to what was hypothesized, only the effectiveness of implicit recasts sustained overtime; and both recasts were not significantly different from each other at any time. From students' recalls of their thoughts, task demands, the online speaking mode, students' online cognitive constraints, students' deficient L2 mastery, and the different effects of recasts and students? uptakes may have been the underlying reasons prompting the variable effectiveness of recasts.
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Full, Wolfram. "Two past tenses in Comorian: morphological form and inherent meaning." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91542.
Full textAbstract:
Comorian is a Bantu language spoken on the Comoro Islands, a small archipelago between the East African coast and the northern tip of Madagascar. It is usually grouped within the Sabaki languages together with Swahili, Mwani, Elwana, Pokorno and Mijikenda (Nurse & Hinnebusch 1993: 4-19). Internally Comorian is divided into different dialects. In congruence with the four main islands, four dialects of Comorian are usually distinguished in the linguistic literature (Ahmed- Charnanga 1992:13; Nurse & Hinnebusch 1993: 18): Shingazija on the island of Ngazija (Grande Comore), Shimwali on Mwali (Moheli), Shinzwani on Nzwani (Anjouan) and Shimaore on Maore (Mayotte). These four dialects are arranged into two dialect groups (Shingazija/ Shimwali vs. Shinzwani/Shimaore) which are supposed to reflect peculiar linguistic similarities and differences.
Although, in general, the greatest morphological differences between the Comorian dialects are within the TAM-markers, the past tense is morphologically quite homogeneous. Therefore dialectal differences do not play a dominant role for the subject of this paper. Two different past tense forms frequently used in everyday speech will be treated here: one morphological simple (one word) form and one compound (two word) form combining the auxiliary -ka (be) with the main verb. They will be discussed first from a formal point of view demonstrating the rules to create the morphosyntactical form. After this they are treated with regard to their semantic contents. The results presented here are based on a one year dialectological research on the Comoro Islands 1996-97. Interviews were made in 56 towns and villages on all four islands of the archipelago.
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Bauman, Jessica. "The development of syntactic complexity and the irregular past tense in children who do and do not stutter." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9584.
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Thesis (M.A.) -- University of Maryland, College Park, 2009.Thesis research directed by: Dept. of Hearing and Speech Sciences. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Kahoul, Walid. "Arabic and Chinese learners' production, perception and processing of past tense and verbal agreement morphology in L2 English." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2544.
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This thesis is an attempt to locate the source of the difficulties experienced by adult second language (L2) learners of English in the production of past tense and verbal agreement morphology, observed as an alternation between the inflected and stem forms of verbs in contexts where only the former is accepted in target grammars. To this end, current competing syntactic, non-syntactic and phonological accounts of the phenomenon are tested against production, perception and processing data. Production was tested by a sentence elicited imitation task, which comprised of 50 aural sentences creating obligatory contexts for the properties under study. Participants were asked to repeat the sentences one by one and their response was recorded. Perception and processing were tested by a computerised picture-choice task, which consisted of 88 picture-sentence trials. Participants were asked to choose one picture, the choice of which depended on their perception of verbal morphology. Picture choice response, reaction times and eye movements were recorded in this task. Thirty-seven L1 speakers of Chinese and thirty-four L1 speakers of Arabic, who were matched in L2 proficiency at low, mid and high levels, in addition to a control group of ten native speakers of English participated in the study. The results of the production and perception studies similarly showed that while Chinese participants produced and perceived the morphology variably at all levels, Arab participants did so only at low and mid levels, overcoming variability at the highest proficiency level. Neither production nor perception data demonstrated phonological effects. Results from the processing study revealed that both language groups processed the morphology similarly at low and mid levels but they differed at the high level with only Arab participants’ data showing evidence for developing automatic competence. These findings strongly suggest that morphological variability is caused by absence of syntactic representations which are built up incrementally with rising proficiency supporting structure building accounts of L2 acquisition.
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Dougherty, Timothy. "An investigation of the dual mechanism model of past tense formation : does the model apply to non-native speakers?" Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32906.
Full textAbstract:
The purpose of this research is to further investigate the ongoing debate between the Dual Mechanism Model and the Connectionist Model of language processing by investigating how knowledge of second language (L2) inflectional morphology is represented and processed by learners of English. Specifically, do second language learners of English use the same Dual Mechanism Model that Prasada and Pinker (1993) have argued is a universally applicable model, or does the Connectionist Model of language processing better explain L2 learning and language processing?The participants in this study were students in a Montreal area CEGEP. The instrument used to gather data was the Prasada and Pinker pseudo-verb list, with modifications suggested by Lee (1994) to create a revised list. Participants were asked to create past tense forms of pseudo verbs. In addition to this task, four participants were asked to do a simultaneous verbal think aloud, orally explaining their responses to the stimulus presented in the study.
The results of the studies indicate that English second language learners used both a rule based mechanism and an associative mechanism in the formation of both regular and irregular English verbs. This result provides support for the claims of the Connectionist model of past tense formation of English verbs, but also supports some of the claims of the Dual Mechanism Model. There are possible implications for the teaching and learning of English as a Second Language (ESL). This study also raises further research questions involving rule vs. associative learning in the teaching and learning of language. (Abstract shortened by UMI.)
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Tiittanen, Mike. "Cross-linguistic influence in the use of the English simple past tense : the case of Tamil and Mandarin learners." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587504.
Full textAbstract:
Previous research indicates that second language (L2) learners may have an advantage in the use of an L2 grammatical structure which is present in their first language (LI) over L2 learners who do not have such a structure in their L 1. Whether this is indeed so with respect to specifically temporal expression is what this thesis has examined. The study sought to determine if there would be L1 influence in the use of the English simple past tense by two different L 1 groups - Mandarin, which lacks a grammatical past tense, and Tamil, which has a grammaticalized tense distinction. In addition to L 1 influence, the role of developmental factors in acquiring the simple past tense of the L2 was also investigated. This investigation involved 21 Mandarin and 21 Tamil intermediate ESL learners. The participants performed the following tasks: a) the grammar section of the Oxford Placement Test (OPT); b) a film retell task; c) an interview; d) a semantic equivalence task; e) a fill-in-the-gap task; and f) stimulated recalls of the fill-in-the-gap task. The quantitative results obtained from the above were subjected to a variety of statistical tests: primarily independent samples t-tests, Mann- Whitney and Wilcoxon tests. A qualitative analysis of the stimulated recalls was also performed. The learners displayed no statistically significant L 1 differences in their: a) OPT grammar scores; b) overall use of the simple past tense in the film retell; c) semantic equivalence task scores; or d) their overall use of the simple past tense on the fill-in-the- gap task. However, the Tamil learners were much more accurate in their use of the simple past tense in the interview than the Mandarin learners. Moreover, on many of the tasks, there were some L 1 related differences between the L 1 groups in terms of the Aspect Hypothesis, regular and irregular verbs, frequency of types of learner mistakes, and frequency of use/mention of past temporal adverbs. The results of this study suggest an effect of both developmental factors and the learners' first language. The developmental factors may be discerned in the greater declarative, as opposed to procedural knowledge, of the simple past tense of both L 1 groups. Of importance to the learners' use of the simple past tense also proved to be the telicity of the verbs and whether they were regular or irregular. The L 1 influence is reflected in the greater accuracy of Tamil learners in the use of the simple past tense in the interview, which is potentially attributable to the existence of a grammaticalized past tense in Tamil but not in Mandarin. Participant L 1 may also have played a role in other L 1 group differences such as accuracy in use of regular versus irregular verbs, the influence of lexical aspect and frequency of types of learner mistakes in obligatory contexts for use of the simple past tense.
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Pontes, Valdecy de Oliveira. "Imperfective periphrasis of past and of imperfect of indicative tense in short stories by Spanish writers: a sociofunctional perspective." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7706.
Full textAbstract:
This dissertation studied the multifunctionality in a sociofunctional perspective of the imperfective past in the Spanish language in the contexts of use of imperfective periphrasis of past and of imperfect of indicative tense. It was also investigated the variation among these forms in the descriptive, habitual, desiderative and narrative functions. The objectives of the research were: a) to map out the encoded functions by the imperfective aspectual forms of past (imperfect of indicative tense and verbal periphrases) in literary short stories written in Spanish; b) to describe the phenomenon of linguistic variation in the functions performed by imperfective aspectual forms of past; c) to examine linguistic and extra-linguistic contexts, prototypical to each function and the factors that constrained the analyzed forms. As theoretical backgrounds, we used principles of Sociofunctionalism by Tavares (2003), as a result of a theoretical connection of the North American approach Linguistic Functionalism (HOPPER; TRAUGOTT, 1993; GIVÃN, 1995), and some assumptions of the Theory of Change and Variation (LABOV, 1972, 1978, 1994 and 2001). The research analyzed data of written language from 24 short stories by Spanish writers, selected based on extra-linguistic parameters (the linguistic zone of Spanish, the narratives and the writers). The results were the following: from 2093 cases, 1803 are in the imperfect past tense of indicative, 86,15% of the total, and 290 in imperfective periphrasis of past in Spanish, which is 13,85% of the total. These data were analyzed according to parameters of transitivity by Hopper and Thompson (1980); types of verbs by Vendler (1957,1967); types of aspectual modifiers; the foreground and background relationship by Hopper e Thompson (1980); narrative unities by Labov (1972); types of discourse; linguistic zones; short stories and selected writers; types of report and voices of the literary narrative. In addition to that, functions were mapped out, and those, which had variation, it was investigated linguistic and extra-linguistic factors, which influenced the use of variants, by subjecting these data to a statistical analysis through the computer program GOLDVARB. Concerning the multifunctionality of imperfective forms of past, it was found, in our research, the following results: descriptive (33,84%), narrative (32,07%), habitual (6%), interactive (1,53%), present (3,07%), future (1,53%), simultaneity (3,07%), courtesy (0,28%), desiderative (8,08%), contrariety (1,53%) and playful (9%). In four of these functions, the analyzed forms vary (according to Labovâs concept, 1978). The imperfect tense is more frequent in the descriptive function (constrained by the presence of two or more arguments in the sentence, discursive level background 2, object not affected by the verbal action, the style of the writers Virgilio PiÃera and Roberto BolaÃo, the absence of volitivity, and dynamic and durative verbs), and in the narrative one (constrained by modality irrealis, discursive level foreground, object not affected by the verbal action, dynamic verbs, sentences whose polarity is negative, and the evaluation of the narrative. Periphrases occur more frequently in the desiderative function (motivated by the absence of agentive subject and of individuated object in the sentence, discursive levels background 1 and 2, and durative verbs), and in the habitual function (motivated by agentive subject, the style of the writers Gabriel GarcÃa MÃrquez and Virgilio PiÃera, dynamic and durative verbs and the presence of the aspectual modifier.Esta tese deteve-se no estudo da multifuncionalidade, numa perspectiva sociofuncionalista, do passado imperfectivo em LÃngua Espanhola, em contextos de uso das perÃfrases imperfectivas de passado e do pretÃrito imperfeito do indicativo. Investigou, ainda, a variaÃÃo entre essas formas nas funÃÃes descritiva, habitual, desiderativa e narrativa. Os objetivos que nortearam a nossa pesquisa foram: a) mapear as funÃÃes codificadas pelas formas aspectuais imperfectivas de passado (pretÃrito imperfeito do indicativo e perÃfrases verbais) em contos literÃrios escritos em Espanhol; b) descrever o fenÃmeno de variaÃÃo linguÃstica nas funÃÃes desempenhadas pelas formas aspectuais imperfectivas de passado e c) examinar contextos linguÃsticos e extralinguÃsticos prototÃpicos a cada funÃÃo e fatores que condicionam as formas sob anÃlise. Deram suporte a nossa pesquisa os pressupostos teÃricos do Sociofuncionalismo, de acordo com Tavares (2003), resultado do casamento teÃrico do Funcionalismo LinguÃstico de vertente norte-americana (HOPPER; TRAUGOTT, 1993; GIVÃN, 1995) e dos postulados da Teoria da VariaÃÃo e MudanÃa (LABOV, 1972, 1978, 1994 e 2001). A pesquisa analisou dados de lÃngua escrita provenientes de 24 contos literÃrios escritos por autores de LÃngua Espanhola, selecionados a partir de parÃmetros extralinguÃsticos (zona linguÃstica do Espanhol, narrativas e autores). Obtivemos um total de 2093 dados, sendo que 1803 desses sÃo de formas do pretÃrito imperfeito do indicativo, 86,15% do total, e 290 de perÃfrases imperfectivas de passado em Espanhol, o que corresponde a 13,85% do total. Esses dados foram analisados conforme os parÃmetros de transitividade, de acordo com Hopper e Thompson (1980); tipos de verbo, conforme Vendler (1957,1967); tipos de modificadores aspectuais; relaÃÃo figura e fundo, conforme Hopper e Thompson (1980); unidades da narrativa, segundo Labov (1972); tipos de discurso; zonas linguÃsticas; contos e autores selecionados; tipos de relato e vozes da narrativa literÃria. Ademais, foi realizado o mapeamento funcional e, nas funÃÃes em que houve variaÃÃo, investigamos fatores linguÃsticos e extralinguÃsticos que condicionaram o uso das variantes, submetendo esses dados a tratamento estatÃstico atravÃs do pacote computacional GOLDVARB. No que tange à multifuncionalidade das formas imperfectivas de passado, encontramos, em nossa pesquisa, os valores descritivo (33,84%), narrativo (32,07%), habitual (6%), iterativo (1,53%), presente (3,07%), futuro (1,53%), simultaneidade (3,07%), cortesia (0,28%), desiderativo (8,08%), contrariedade (1,53%) e lÃdico (9%). Dessas funÃÃes, em quatro, as formas sob anÃlise estÃo em variaÃÃo (de acordo com conceito proposto por Labov, 1978). O imperfeito à mais frequente na funÃÃo descritiva (condicionado por presenÃa de dois ou mais argumentos na oraÃÃo, plano discursivo fundo 2, objeto nÃo afetado pela aÃÃo verbal, estilo dos autores Virgilio PiÃera e Roberto BolaÃo, ausÃncia de volitividade e verbos dinÃmicos e durativos) e na funÃÃo narrativa (condicionado por modalidade irrealis, plano discursivo figura, objeto nÃo afetado pela aÃÃo verbal, verbos dinÃmicos, sentenÃas cuja polaridade à negativa e avaliaÃÃo da narrativa). As perÃfrases ocorrem, mais frequentemente na funÃÃo desiderativa (motivadas por ausÃncia de sujeito agentivo e de objeto individuado na oraÃÃo, plano discursivo fundo [1 e 2] e verbos durativos) e na funÃÃo habitual (motivadas por sujeito agentivo, estilo dos autores Gabriel GarcÃa MÃrquez e Virgilio PiÃera, verbos dinÃmicos e durativos e presenÃa de modificador aspectual).
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Green, Melanie Elise. "The role of lexical frequency, telicity & phonological factors on past tense production in children with SLI & their typically developing peers." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/505.
Full textAbstract:
Limited research is available about how lexical and phonological verb properties interact with past tense production by children. Frequency of the inflected form and phonotactic probability might serve as input-driven alternatives to previously-studied factors such as lexical aspect and coda composition.
Archival elicited production data from 4-9 year old children with typical language (N = 24) and specific language impairment (N=14) using 108 two-clause complex sentences/85 different verbs were analyzed for past tense use, coda composition, telicity, phonotactic probability (Vitevitch & Luce, 2004), and lexical frequency (CHILDES; MacWhinney, 2000).
Several regression models were considered, including one with only categorical factors (e.g. obstruent/continuant ending), one with only continuous factors (e.g. average biphone probability), one with only phonological factors, one with only lexical factors, and several mixed models.
Diagnostic status and verb regularity accounted for the majority of the variance. The combination of lexical frequency of the inflected form with residuals of stem lexical frequency was the best lexical model. Place and manner information for the final consonant of the stem comprised the best phonological model. These two models combined into a final overall predictive model.
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Petronienė, Saulė. "The Meaning of Lithuanian Past Tenses and their Equivalents in English." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090526_111025-59099.
Full textAbstract:
The meanings of Lithuanian past simple tenses and their equivalents in English is the object of the thesis. Other forms expressing past, i.e. compound forms, participles used instead of indicative mood in the narrative speech as well as predicative indeclinable forms of past passive participles are the subject matter in the thesis. There are two simple past tenses in Lithuanian: the past simple and the past frequentative tense. Both tenses are used to express an action which happened before the moment of speech; however, the relation to the moment of speech is different: the past simple tense is used to express a very close action to the reference time (whether it is present or other past action). Thus, the past simple tense has the perfective and plusquamperfective meaning. Whereas, the past frequentative tense does not possess those meanings; it is used to express a repetitive action of a more distant past. Moreover, the relationship of analytic forms to the simple ones is determined in the study. The problem of modus relativus and the meaning of predicative participles of passive voice are covered in the thesis as well. Analytical nature of English tenses enables to perceive and evaluate the meanings and functions of Lithuanian tenses more accurately. The search for the equivalents of Lithuanian tenses in English allows determining more precise meanings of Lithuanian past tenses, particularly the grammaticalization of analytic constructions, the relationships of... [to full text]Disertacijoje analizuojami ne tik vientisinių būtųjų lietuvių kalbos laikų reikšmės ir jų atitikmenys anglų kalboje, bet ir praeities raiškos formos, įtraukiant ir vadinamąsias sudurtines arba sudėtines laikų formas, dalyvius, vartojamus vietoj tiesioginės nuosakos atpasakojamojoje kalboje, ir predikatines nelinksniuojamas neveikiamosios rūšies būtojo laiko dalyvių formas. Lietuvių kalboje yra du vientisiniai laikai: būtasis kartinis ir būtasis dažninis. Abiems šiems laikams bendra tai, kad jie reiškia veiksmą, vykusį prieš kalbamąjį momentą, o skiria juos pagrindinė santykio su kalbamuoju momentu reikšmė: būtasis kartinis laikas gali reikšti labai artimą veiksmą atskaitos momentui: ar tai būtų dabartis, ar kitas praeities veiksmas. Taigi būtasis kartinis laikas turi ir perfekto, ir pliuskvamperfekto reikšmes. Šių reikšmių neturi būtasis dažninis laikas. Jis reiškia tolesnės praeities kartojamą veiksmą, kurio atžvilgiu jis sudaro opoziciją būtajam kartiniam laikui. Darbe taip pat nagrinėjamos analitinės formos, nustatomas jų santykis su vientisinėmis: ar jos sudaro vientisinėms opozicijas, ar yra sinoniminės, ar visos santykiauja vienodai. Taip pat tiriama vadinamoji netiesioginė nuosaka (modus relativus) ir neveikiamosios rūšies formą turinčių predikatinių dalyvių reikšmė. Analitinis anglų kalbos laikų pobūdis geriau padeda suprasti ir įvertinti lietuvių kalbos laikų reikšmes ir funkcijas. Ieškojimas lietuvių kalbos laikų formoms atitikmenų anglų kalboje padeda geriau... [toliau žr. visą tekstą]
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Navér, Norah. "The past, present or future? : A comparative NLP study of Naive Bayes, LSTM and BERT for classifying Swedish sentences based on their tense." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446793.
Full textAbstract:
Natural language processing is a field in computer science that is becoming increasingly important. One important part of NLP is the ability to sort text to the past, present or future, depending on when the event came or will come about. The objective of this thesis was to use text classification to classify Swedish sentences based on their tense, either past, present or future. Furthermore, the objective was also to compare how lemmatisation would affect the performance of the models. The problem was tackled by implementing three machine learning models on both lemmatised and not lemmatised data. The machine learning models were Naive Bayes, LSTM and BERT. The result showed that the overall performance was affected negatively when the data was lemmatised. The best performing model was BERT with an accuracy of 96.3\%. The result was useful as the best performing model had very high accuracy and performed well on newly constructed sentences.Språkteknologi är område inom datavetenskap som som har blivit allt viktigare. En viktig del av språkteknologi är förmågan att sortera texter till det förflutna, nuet eller framtiden, beroende på när en händelse skedde eller kommer att ske. Syftet med denna avhandling var att använda textklassificering för att klassificera svenska meningar baserat på deras tempus, antingen dåtid, nutid eller framtid. Vidare var syftet även att jämföra hur lemmatisering skulle påverka modellernas prestanda. Problemet hanterades genom att implementera tre maskininlärningsmodeller på både lemmatiserade och icke lemmatiserade data. Maskininlärningsmodellerna var Naive Bayes, LSTM och BERT. Resultatet var att den övergripande prestandan påverkades negativt när datan lemmatiserade. Den bäst presterande modellen var BERT med en träffsäkerhet på 96,3 \%. Resultatet var användbart eftersom den bäst presterande modellen hade mycket hög träffsäkerhet och fungerade bra på nybyggda meningar.
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Favaro, Gisela Sequini. "Estudo das formas verbais do pretérito perfeito do modo indicativo nas Cantigas de Santa Maria /." Araraquara : [s.n.], 2012. http://hdl.handle.net/11449/93993.
Full textAbstract:
Orientador: Gladis Massini-CagliariBanca: Luiz Carlos da Silva Schwindt
Banca: Beatriz Nunes de Oliveira Longo
Resumo: Este estudo tem como objetivo principal fazer um vínculo entre o passado e o presente, comparando processos morfofonológicos desencadeados pela flexão verbal através das formas do pretérito perfeito do modo indicativo, ou seja, processos que alteram a forma dos morfemas e geram alomorfias em vários níveis no Português Arcaico (PA) dos séculos XII-XIII analisados a partir de teorias não lineares (cf. Fonologia Lexical, Fonologia métrica e Geometria de Traços). Para a realização desta pesquisa foram considerados como objeto as formas verbais do pretérito perfeito do modo indicativo, tanto dos verbos regulares quanto dos verbos irregulares. A metodologia foi baseada no mapeamento das formas verbais nas Cantigas de Santa Maria. Contamos também com glossários, vocabulários, dicionários, e especialmente o glossário de Mettmann (1972), como auxílio na categorização das formas verbais. Depois de coletados, os dados foram separados de acordo com o tipo de processo morfofonológico verificado. O corpus de base, para o PA, foi constituído pelas Cantigas de Santa Maria (CSM), elaboradas em galego-português e atribuídas a Dom Afonso X de Castela, o Sábio, com a colaboração de trovadores, músicos, desenhistas e miniaturistas que acolhia em sua corte. Correspondem a um monumento literário de mais elaborada importância, que ocupa um lugar privilegiado na literatura medieval galego-portuguesa. Ao final da análise dos processos morfofonológicos, nos resultados obtidos, verificamos a alta produtividade da harmonização vocálica e da neutralização e crase da vogal temática em um estágio inicial da língua que denominamos de período arcaico. Podemos comprovar que os processos morfofonológicos, sobretudo a harmonia vocálica, já ocorriam desde o estágio inicial do português com as mesmas características e produtividade dos dias de hoje, uma vez que, na passagem do latim... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study aims to make a link between past and present, comparing morphophonological processes triggered by verbal inflection through the forms of the past tense of the indicative, that is, processes that alter the shape of morphemes and generate allomorphs at various levels in the Archaic Portuguese (AP) of XII-XIII centuries were investigated by Lexical Phonology (LP) and Autosegmental and Metrical Phonology. The past tense verb forms of the indicative mood both of regular and irregular verbs were considered as an object for this research. The methodology was based on the mapping of verb forms in the Cantigas de Santa Maria (CSM). We have also used glossaries, vocabularies, dictionaries, and especially the glossary of Mettmann (1972) as an aid in the categorization of verbal forms. Once collected, the data was separated according to the type of morphophonogical process checked. The corpus was formed by the Cantigas de Santa Maria (CSM), written in Galician-Portuguese and attributed to Don Alfonso X of Castile, the Wise, in collaboration with the troubadours, musicians, designers and miniaturists who lived in his court. The CSM correspond to the most elaborate literary monument, which occupies a privileged place in the medieval Galician-Portuguese literature. After the analysis of the morphophonological processes, in the results obtained, we verified the high productivity of vowel harmony and vowel neutralization and at an early stage of the language that corresponds to the archaic period. We could prove that the morphophonological processes, especially vowel harmony, have occurred since the initial stage of the Portuguese with the same characteristics and productivity of today, since in the passage from Latin to Portuguese, the verb conjugations were already well defined. In addition to the morphophonological processes, we also mapped the irregular verbs that we called... (Complete abstract click electronic access below)
Mestre
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Petronienė, Saulė. "Lietuvių kalbos būtųjų laikų reikšmės ir jų atitikmenys anglų kalboje." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090526_111014-88971.
Full textAbstract:
Disertacijoje analizuojami ne tik vientisinių būtųjų lietuvių kalbos laikų reikšmės ir jų atitikmenys anglų kalboje, bet ir praeities raiškos formos, įtraukiant ir vadinamąsias sudurtines arba sudėtines laikų formas, dalyvius, vartojamus vietoj tiesioginės nuosakos atpasakojamojoje kalboje, ir predikatines nelinksniuojamas neveikiamosios rūšies būtojo laiko dalyvių formas. Lietuvių kalboje yra du vientisiniai laikai: būtasis kartinis ir būtasis dažninis. Abiems šiems laikams bendra tai, kad jie reiškia veiksmą, vykusį prieš kalbamąjį momentą, o skiria juos pagrindinė santykio su kalbamuoju momentu reikšmė: būtasis kartinis laikas gali reikšti labai artimą veiksmą atskaitos momentui: ar tai būtų dabartis, ar kitas praeities veiksmas. Taigi būtasis kartinis laikas turi ir perfekto, ir pliuskvamperfekto reikšmes. Šių reikšmių neturi būtasis dažninis laikas. Jis reiškia tolesnės praeities kartojamą veiksmą, kurio atžvilgiu jis sudaro opoziciją būtajam kartiniam laikui. Darbe taip pat nagrinėjamos analitinės formos, nustatomas jų santykis su vientisinėmis: ar jos sudaro vientisinėms opozicijas, ar yra sinoniminės, ar visos santykiauja vienodai. Taip pat tiriama vadinamoji netiesioginė nuosaka (modus relativus) ir neveikiamosios rūšies formą turinčių predikatinių dalyvių reikšmė. Analitinis anglų kalbos laikų pobūdis geriau padeda suprasti ir įvertinti lietuvių kalbos laikų reikšmes ir funkcijas. Ieškojimas lietuvių kalbos laikų formoms atitikmenų anglų kalboje padeda geriau... [toliau žr. visą tekstą]The meanings of Lithuanian past simple tenses and their equivalents in English is the object of the thesis. Other forms expressing past, i.e. compound forms, participles used instead of indicative mood in the narrative speech as well as predicative indeclinable forms of past passive participles are the subject matter in the thesis. There are two simple past tenses in Lithuanian: the past simple and the past frequentative tense. Both tenses are used to express an action which happened before the moment of speech; however, the relation to the moment of speech is different: the past simple tense is used to express a very close action to the reference time (whether it is present or other past action). Thus, the past simple tense has the perfective and plusquamperfective meaning. Whereas, the past frequentative tense does not possess those meanings; it is used to express a repetitive action of a more distant past. Moreover, the relationship of analytic forms to the simple ones is determined in the study. The problem of modus relativus and the meaning of predicative participles of passive voice are covered in the thesis as well. Analytical nature of English tenses enables to perceive and evaluate the meanings and functions of Lithuanian tenses more accurately. The search for the equivalents of Lithuanian tenses in English allows determining more precise meanings of Lithuanian past tenses, particularly the grammaticalization of analytic constructions, the relationships of... [to full text]
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Oliveira, Fernando Augusto de Lima. "A alternância entre o futuro do pretérito e o pretérito imperfeito do indicativo na oração principal em contextos hipotéticos na fala de alagoanos." Universidade Federal de Alagoas, 2010. http://repositorio.ufal.br/handle/riufal/485.
Full textAbstract:
The goal of this work is the study of the alternation between two verb tenses Futuro do Pretérito ( Future of Past Tense) and Pretérito Imperfeito of the Indicativo (Imperfect Tense) in main clauses of hypothetical contexts in the speech of alagoanos (people who live in Alagoas, in the northeast of Brazil). We adopt as the theoretical and methodological framework the theory of Linguistic Variation (LABOV, 1972). The alternation between these two verb tenses becomes possible because of the fact that these tenses share the property to refer to unfinished/unbounded events/actions. What puzzles us is the reason(s) that makes a speaker choose one or another verb tense. We start from the hypothesis that the Imperfect Tense supersedes the Future of Past Tense in main clauses of hypothetical contexts of spoken language. In this dissertation we intend to verify what linguistic and non-linguistic variables are statistically significant in terms of VARBRUL for the dependent variable. For this purpose, we selected as external factors age, gender and educational level; and as internal factors we selected the formal parallelism and the order of the clause.Conselho Nacional de Desenvolvimento Científico e Tecnológico
O presente trabalho tem como objeto de estudo a variação entre o futuro do pretérito (FP) e o pretérito imperfeito do indicativo (PII) na oração principal em contextos hipotéticos na fala de alagoanos. Seguimos como pressuposto teórico/metodológico o da Teoria da Variação Linguística, representado por William Labov (1972), uma vez que a variação é algo inerente à língua, já que ela é indissociável da comunidade que a fala e não existe comunidade linguística homogênea (BELINE, 2003). A alternância entre os tempos verbais (FP) e (PII) se torna possível pelo fato de esses verbos compartilharem a possibilidade de manifestar traços de aspecto inconcluso. O que nos intriga é (são) o (s) motivo (s) que leva (m) o falante a optar por uma forma ou outra. Partimos da hipótese de que o (PII) suplanta o (FP) na oração principal em contextos hipotéticos, na língua falada. Nesta dissertação buscamos, portanto, verificar quais variáveis linguísticas e não linguísticas são estatisticamente significativas na rodagem do VARBRUL para a variável dependente. Para tanto, selecionamos como fatores externos: a idade, o sexo e a escolaridade; e como fatores internos: o paralelismo formal e a ordem da sentença.
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Sklar, Fabiana Andrioli. "Present but not perfect : A study of problems Brazilian students encounter when learning the English present perfect tense." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7229.
Full textAbstract:
Most Brazilian students learning English face difficulty when studying thepresent perfect. It is one of the most challenging aspects of the Englishlanguage for Portuguese speakers due to the similar form with a divergentsemantic value. The Brazilian Portuguese present perfect forces iteration andthe student automatically transfers the same meaning when translating anEnglish sentence literally. Brazilian learners get confused about when and inwhat situations to use the English present perfect and frequently are not able todistinguish it from the simple past use. This study is comprised of two parts.First, a comparative study was done to investigate which Portuguese tensetranslators of famous literary books consider to be equivalent to the Englishpresent perfect according to the message which is being conveyed. Thedatabase used was the bidirectional parallel corpus of English and PortugueseCOMPARA. Second, textbooks developed to teach English in Brazil wereanalyzed in order to verify from what perspective students were beinginstructed concerning the present perfect and whether the semantic differencesbetween the two languages were pointed out. According to the translationcorpus, the English present perfect is mostly equivalent to Brazilian Portuguesesimple past. Adverbs are also often needed to express the English presentperfect meaning in Portuguese. The textbooks were found to present poorexplanations and seem not to call the learners’ attention to the source of the problems. Textbooks do not stress the importance of the semantic value and thecontext, and do not call attention to the different meanings between theBrazilian and the English present perfect.
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Hanson, Ruth Mary. "Feedback in intelligent computer-assisted language learning and second language acquisition : a study of its effect on the acquisition of French past tense aspect using an Intelligent Language Tutoring System." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/2605.
Full textAbstract:
Questions surrounding the impact of feedback in response to learner error are of interest in the fields of both Second Language Acquisition (SLA) and Intelligent Computer-Assisted Language Learning (ICALL). Current empirical SLA research seeks to ascertain what feedback types have a statistically significant positive impact on the process of acquiring a second language. Similarly, research in ICALL focuses on testing Intelligent Language Tutoring Systems (ILTSs) generally as well as the effectiveness of the feedback that they deliver. Despite this common interest in feedback, to date there has been no significant interdisciplinary research involving the two fields. The experiment reported here seeks to bridge this gap. Using a purpose-built ILTS, we tested the effect of two types of feedback on the acquisition of French past tense aspect among anglophone learners. Inspired by previous work in SLA, Explicit Inductive (EI) and Input Processing (IP) feedback were tested against a control group using a pre test/post test design. The learners completed a transformation and a grammaticality judgment task. For the transformation, they were presented with texts in the present tense and asked to re-write them in the past tense. For the grammaticality judgment, they had to rank the grammaticality of each sentence in a set of texts. In response to errors, EI feedback interpreted the aspectual meaning of the learners' answer and explicitly told them that it was not the most natural according to the context. In order to encourage formmeaning mapping, IP feedback asked the learners to match their erroneous answer to its interpretation. Two interpretations were presented: one was the target interpretation and the other matched the learner's answer. Having made their choice, they were then told whether it was correct as well as which interpretation was in fact target-like. The quantitative evaluation of the effectiveness of the EI and IP feedback was not statistically significant. We argued that this was due to a combined effect of learner level, target structure and feedback.
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Kemp, Anna Francina. "Die onontkombaarheid van die verlede." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-02222010-172655.
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Renoud, Loïc. "Vers une approche par concepts pour l'apprentissage des temps du passé en français langue étrangère dans le contexte de l'université au Japon." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2027/document.
Full textAbstract:
Cette thèse porte sur l'apprentissage des temps verbaux du passé composé, de l'imparfait et du plus-que-parfait en français langue étrangère (L2) par des étudiants de première langue (L1) japonaise à l'université au Japon. Dans ce contexte, nous avons expérimenté une approche d'inspiration vygotskienne pour l'enseignement de ces temps, appelée « approche par concepts », où les concepts en jeu (temps physique, aspect, phase du procès) sont présentés initialement pour favoriser un emploi plus conscient, et rendre les apprenants capables d'utiliser les temps selon à la fois leur intention communicative et la norme. On rend compte de deux versions mises en œuvre en 2012 sur 21 semaines et en 2013 sur 12 semaines. Mais l'analyse des résultats nous a conduit à réorienter notre problématique pour prendre en compte le rôle de la L1 dans la conceptualisation. Cela nécessitait de décrire le processus d'énonciation tel qu'il se déroule en temps réel, en L1 et en L2. On a ainsi proposé une nouvelle hypothèse, selon laquelle les concepts médiatisés en L1 sont investis au moment de l'énonciation par l'apprenant pour constituer le niveau conceptuel du verbe au centre de la scène de l'énoncé en L2. En outre, cet investissement correspondrait au développement vers les structures conceptuelles de la L2. Suivant la méthode microgénétique, une trentaine d'extraits issus de verbalisations et de tâches de résolution de problèmes en binômes et individuelles (en pensée à voix haute) sont analysés. Les résultats montrent que pour justifier le choix du temps verbal en L2, les apprenants s'engagent dans une activité métalinguistique spécifique sur des formes de la L1 impliquées dans les renditions verbales. L'interprétation proposée est que c'est un moyen pour eux de focaliser leur attention sur des concepts du japonais jugés adéquats pour constituer le niveau conceptuel du verbe de l'énoncé en français. À la fin de la thèse, des pistes sont proposées pour élaborer une approche par concepts pour les niveaux initiaux dans ce contexte, en tenant compte de cette stratégie d'apprentissage mais aussi en la cadrantThis thesis deals with the learning of the compound past (passé composé), imperfect (imparfait) and pluperfect (plus-que-parfait) in French as a foreign language (L2) by Japanese first language (L1) students at a university in Japan. In this context, a vygotskyan approach, known as “concept-based approach”, was experimented with for the teaching of these tenses. The concepts that are involved (time, aspect, tense phase) were initially introduced to promote a more conscious use, and enable learners to employ the tenses according to the intended communicative goal as well as L2 norms. Two implementations with second year students in 2012 and 2013, carried out over 21 weeks and 12 weeks respectively, are reported on. An analysis of the outcomes of these implementations in turn led to a shift in focus of the research problem to also account for the role of the L1 in the process of conceptualization. As a result, this required describing the process of oral enunciation, as it unfolds in real time, in the L1 and L2. A new hypothesis is then proposed that, at the moment of speaking, L1 mediated concepts are used by learners to constitute the conceptual level of the verb at the center of the L2 utterance. Furthermore, we suggest that the use of L1 corresponds to the development towards L2 conceptual structures. About thirty extracts from verbalizations, and peer and individual (think aloud) problem-solving tasks were analyzed, using a microgenetic method. The results show that learners engage in a specific metalinguistic activity on L1 forms involved in verbal construals. An interpretation is then proposed that by doing so, it enables learners to focus on the concepts of the Japanese language they consider adequate to form the conceptual level of the verb predicated in the utterance in French. Finally, suggestions are made to improve a concept-based approach for initial levels in this context, by taking into account this learning strategy and providing a frame for it
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Favaro, Gisela Sequini [UNESP]. "Estudo das formas verbais do pretérito perfeito do modo indicativo nas Cantigas de Santa Maria." Universidade Estadual Paulista (UNESP), 2012. http://hdl.handle.net/11449/93993.
Full textAbstract:
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favaro_gs_me_arafcl.pdf: 1659339 bytes, checksum: f9a1036d424ad6a96ecf1284b58a17f8 (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Este estudo tem como objetivo principal fazer um vínculo entre o passado e o presente, comparando processos morfofonológicos desencadeados pela flexão verbal através das formas do pretérito perfeito do modo indicativo, ou seja, processos que alteram a forma dos morfemas e geram alomorfias em vários níveis no Português Arcaico (PA) dos séculos XII-XIII analisados a partir de teorias não lineares (cf. Fonologia Lexical, Fonologia métrica e Geometria de Traços). Para a realização desta pesquisa foram considerados como objeto as formas verbais do pretérito perfeito do modo indicativo, tanto dos verbos regulares quanto dos verbos irregulares. A metodologia foi baseada no mapeamento das formas verbais nas Cantigas de Santa Maria. Contamos também com glossários, vocabulários, dicionários, e especialmente o glossário de Mettmann (1972), como auxílio na categorização das formas verbais. Depois de coletados, os dados foram separados de acordo com o tipo de processo morfofonológico verificado. O corpus de base, para o PA, foi constituído pelas Cantigas de Santa Maria (CSM), elaboradas em galego-português e atribuídas a Dom Afonso X de Castela, o Sábio, com a colaboração de trovadores, músicos, desenhistas e miniaturistas que acolhia em sua corte. Correspondem a um monumento literário de mais elaborada importância, que ocupa um lugar privilegiado na literatura medieval galego-portuguesa. Ao final da análise dos processos morfofonológicos, nos resultados obtidos, verificamos a alta produtividade da harmonização vocálica e da neutralização e crase da vogal temática em um estágio inicial da língua que denominamos de período arcaico. Podemos comprovar que os processos morfofonológicos, sobretudo a harmonia vocálica, já ocorriam desde o estágio inicial do português com as mesmas características e produtividade dos dias de hoje, uma vez que, na passagem do latim...
This study aims to make a link between past and present, comparing morphophonological processes triggered by verbal inflection through the forms of the past tense of the indicative, that is, processes that alter the shape of morphemes and generate allomorphs at various levels in the Archaic Portuguese (AP) of XII-XIII centuries were investigated by Lexical Phonology (LP) and Autosegmental and Metrical Phonology. The past tense verb forms of the indicative mood both of regular and irregular verbs were considered as an object for this research. The methodology was based on the mapping of verb forms in the Cantigas de Santa Maria (CSM). We have also used glossaries, vocabularies, dictionaries, and especially the glossary of Mettmann (1972) as an aid in the categorization of verbal forms. Once collected, the data was separated according to the type of morphophonogical process checked. The corpus was formed by the Cantigas de Santa Maria (CSM), written in Galician-Portuguese and attributed to Don Alfonso X of Castile, the Wise, in collaboration with the troubadours, musicians, designers and miniaturists who lived in his court. The CSM correspond to the most elaborate literary monument, which occupies a privileged place in the medieval Galician-Portuguese literature. After the analysis of the morphophonological processes, in the results obtained, we verified the high productivity of vowel harmony and vowel neutralization and at an early stage of the language that corresponds to the archaic period. We could prove that the morphophonological processes, especially vowel harmony, have occurred since the initial stage of the Portuguese with the same characteristics and productivity of today, since in the passage from Latin to Portuguese, the verb conjugations were already well defined. In addition to the morphophonological processes, we also mapped the irregular verbs that we called... (Complete abstract click electronic access below)
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Meyer, Dennis Scott. "A Comparative Analysis of Text Usage and Composition in Goscinny's Le petit Nicolas, Goscinny's Astérix, and Albert Uderzo's Astérix." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2976.
Full textAbstract:
The goal of this thesis is to analyze the textual composition of René Goscinny’s Astérix and Le petit Nicolas, demonstrating how they differ and why. Taking a statistical look at the comparative qualities of each series of works, the structural differences and similarities in language use in these two series and their respective media are highlighted and compared. Though one might expect more complicated language use in traditional text by virtue of its format, analysis of average word length, average sentence length, lexical diversity, the prevalence of specific forms (the passé composé, possessive pronouns, etc.), and preferred collocations (ils sont fous, ces romains !) shows interesting results. Though Le petit Nicolas has longer sentences and more relative pronouns (and hence more clauses per sentence on average), Astérix has longer words and more lexical diversity. A similar comparison of the albums of Astérix written by Goscinny to those of Uderzo, paying additional attention to the structural elements of each album (usage of narration and sound effects, for example) shows that Goscinny's love of reusing phrases is far greater than Uderzo's, and that the two have very different ideas of timing as expressed in narration boxes.
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Moço, Talita Vieira. "A perífrase [estar + gerúndio/estar + gerundio] em pretérito perfeito no português brasileiro e no espanhol." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-14022013-110825/.
Full textAbstract:
A partir de ocorrências retiradas de textos dos jornais Folha de São Paulo e La Nación, foi possível descrever as condições de uso e os valores semânticos representados pela perífrase [estar + gerúndio/estar + gerundio] com auxiliar em pretérito perfeito simples numa amostra coletada modalidade escrita do português brasileiro e do espanhol platino, na esfera jornalística. Da análise qualitativa e da observação contrastiva entre as perífrases em tempo perfeito, verificaram-se, na amostra coletada, três principais valores imperfectivos, sendo eles o durativo, o iterativo e o destelizador. Os resultados revelaram, ainda, que, entre esses subtipos aspectuais, destaca-se, em ambas as línguas, nas variantes observadas, uma forte tendência à expressão da duratividade de eventos representados simbolicamente como contínuos. Constatou-se, também, que a perífrase perfectiva no PB apresenta um emprego mais restrito, o que se justifica inclusive pela sua maior incompatibilidade com determinadas bases léxicas. Na variedade platina observada, além dos frequentes enunciados de caráter durativo, encontrou-se uma quantidade maior de ocorrências que, em função das características dos lexemas, permitem, com mais frequência, as leituras iterativa e destelizada dos predicados.From instances of texts taken from the newspapers Folha de Sao Paulo and La Nación, it was possible to describe the conditions of use and the semantic values represented by the periphrasis [estar + gerúndio/estar + gerundio] with auxiliary in simple past tense in a sample collected in the written form of the Brazilian Portuguese and River Plate Spanish, in the journalistic sphere. From the qualitative analysis and contrastive observation between periphrases in perfect tense, in the sample collected, three core imperfect values were identified, they are: the durative, the iterative and the detelizer. The results have also revealed that among these aspectual varieties, a strong tendency towards the expression of durative events represented symbolically as continuous stand out in both languages. It was also found that the perfective periphrasis in BP has a more restricted use, which is justified by its greater incompatibility with certain lexical bases. In the River Plate variety, besides the frequent durative character statements, a greater number of occurrences was found which, due to the characteristics of lexemes, allowing detelized and iterative readings of the predicates more frequently.