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Journal articles on the topic 'Speech verbs'
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1
GOLDFIELD, BEVERLY A. "Nouns before verbs in comprehension vs. production: the view from pragmatics." Journal of Child Language 27, no. 3 (2000): 501–20. http://dx.doi.org/10.1017/s0305000900004244.
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This study examines pragmatic factors that bias English-speaking children to produce more of the nouns and fewer of the verbs that they know. If nouns are favoured for production, parents should elicit more nouns than verbs in child speech. If verb comprehension is favoured over verb production, parents should more often prompt children to produce an action than to produce a verb. Data from 44 parent–child (age 1;8) dyads in the New England directory of the CHILDES data base were analysed. Children produced more nouns than verbs but mothers produced more verbs than nouns. Speech act analyses indicate that mothers elicited noun production but rarely prompted children to produce verbs. Mothers more often prompted children to produce an action than to produce a verb, and verbs occurred most often in maternal speech acts used to elicit children's actions. Moreover, children comprehended many more verbs than they produced. These data suggest that production measures underestimate the frequency and significance of verb-learning in early lexical development.
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Ardiantari, Desak Putu Salshabila. "Natural Semantic Metalanguage Analysis of English Speech Act Verb ‘Inform’." International Journal of Language and Literature 7, no. 2 (2023): 107–13. http://dx.doi.org/10.23887/ijll.v7i2.47339.
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Generally, every language has a lexicon that is grouped into classified verbs. Each verb can be broken down into some specific subtypes. Particularly in English, verbs are semantically divided into several subtypes. Verbs such as tell, ask, inform, offer, forgive, and others are belonging to the types of verbs of speech or speech acts. This study aims to analyze natural semantic metalanguage analysis of English speech act verb of inform. In collecting data is using observational method. Therefore, the theory of natural semantic metalanguage (NSM) is used to analyze the data taken from the American Corpus (COCA). By way of explication, the particular lexicon is explained thoroughly to reveal the subtle meaning of semantic features without any bias. The research argues that the four subtypes of the speech act verb "inform" demonstrate varying semantic forms and structures. The distinctions in lexicon become evident within their common semantic domain. Moreover, the four associated lexicons with the verb "inform" possess unique semantic traits and serve specific purposes within speech acts.
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Лю, Л. "Semantic dynamic analysis of command speech act verbs." Russkii iazyk za rubezhom, no. 3(292) (June 30, 2022): 52–57. http://dx.doi.org/10.37632/pi.2022.292.3.007.
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Большой класс глаголов побудительных речевых актов, глаголы командных речевых актов не только обладают признаком «речь», но и могут передавать определенное намерение адресанта. Данные глаголы отличаются от других глаголов побудительных речевых актов степенью интенсивности силы. В этой работе данные глаголы проанализированы с точки зрения семантики, познания и прагматики, рассмотрены связанные с человеком факторы, содержащиеся в семантической структуре данных глаголов. Command speech act verbs is an important verb in imperative speech act verbs. It has a characteristic speech in words and deeds do things to convey the speaker’s particular intent, by this make the speaker's mental state pointing to the recipient or associated with the recipient. Because of their language forces, command speech act verbs is different from other types of imperative speech act verbs. This paper do dynamic analysis deeply to semantics, cognitive and pragmatic aspects in command speech act verbs, fully taking into account the «people» factors in semantic structure of such class, to grasp such verbs overall and providing reference to study other imperative speech act verbs.
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Kambanaros, Maria, and Willem van Steenbrugge. "Lexical retrieval deficits in anomic aphasia and specific language impairment (SLI)." Linguistic Variation 13, no. 2 (2013): 237–56. http://dx.doi.org/10.1075/lv.13.2.05kam.
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Lexical retrieval of verbs and nouns was compared in two groups of impaired language users, children diagnosed with SLI and adults with acquired anomic aphasia, on two production tasks: picture confrontation naming and connected speech. Both children with SLI and adults with anomic aphasia showed a more substantial lexical or naming deficit for verbs than for nouns. However, no specific verb retrieval deficit was observed in connected speech in either group. Furthermore, partial correlations between verb and noun naming and their type-token ratios in connected speech failed to find an association between verb/ noun retrieval in naming and in connected speech. The results suggest (1) that children with SLI and adults with anomic aphasia show a specific verb deficit in naming, and (2) that the ability to predict lexical retrieval abilities for verbs (and nouns) in connected speech from naming performance is weak for both groups.
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Chojnicka, Joanna. "Latvian verbs of speaking and their relations to evidentiality." Kalbotyra 69, no. 69 (2017): 59. http://dx.doi.org/10.15388/klbt.2016.10367.
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The paper offers a functional analysis of three Latvian verbs of speaking used in their indicative third person forms – saka, runā and stāsta ‘say(s), speak(s) and talk(s)’ – based on the Latvian language corpus online (www.korpuss.lv) and, additionally, on examples excerpted from Internet discourse. The article discusses semantic and syntactic similarities and differences between these words, the functions of particular constructions distinguished according to specific syntactic criteria (presence vs. absence of a subject), and the use of these verbs in combination with the Latvian verb form traditionally associated with (potential) evidential meanings, the oblique (atstāstījuma izteiksme). While the use of verbs of speaking for introducing reported speech is seen as unproblematic, the relationship between verba dicendi and evidentiality requires more attention and remains in focus throughout this study. In order to offer an in-depth overview of the nature of this relationship, the relations between reported speech and evidentiality, as well as the oblique and evidentiality, are also briefly considered. The paper concludes that the possibility of the three verbs functioning as evidential markers depends on considerations of theoretical/terminological nature (how to define evidentiality, should reported speech be considered part of it, etc.) and also, to some extent, on the way the subject is realized in verba dicendi constructions (specific human agent vs. non-specific empty subject and absent or zero subject).
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Milevska, Olena. "Рsycholinguistic aspects of formation of verbal vocabulary in preschoolers with general speech undevelopment". Actual problems of the correctional education (pedagogical sciences) 20 (30 грудня 2022): 103–11. http://dx.doi.org/10.32626/2413-2578.2022-20.103-111.
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The article is devoted to the problem of analyzing the determining factors of the formation of verbal vocabulary in preschoolers with general underdevelopment of speech from the standpoint of psycholinguistic analysis of the child's lexical development. The main linguistic characteristics of the verbal vocabulary are determined and its psychological essence is highlighted in view of the representations of the cognitive experience of the individual; the importance of verbal vocabulary for the development of semantic components of speech, syntactic structures and content of children's speech is emphasized. The peculiarities of the acquisition of verbal vocabulary by children with general underdevelopment of speech are characterized: violation of the distinction between semantic and grammatical forms of verbs, situational verbal and gestural substitutions of verbs, narrowing of the semantic field of verbs, difficulties in realizing syntactic connections of verbs in statements. The complexity of the verb as a linguistic phenomenon was analyzed and it was determined that, along with the preservation of the main lexical meaning, when the form of the verb changes, shades of their meanings may change. The importance of assessing children's formation of grammatical forms of verbs, semantic (prefix, suffix), lexical-semantic forms of verb synonymy, antonymіс, ambiguity is noted; lexical control skills in the process of using verbs. It was determined that violations of lexical-semantic and semanticsyntactic relations of verbs are factors of violations in the development of verbal predication.
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Saito, Hiroaki. "Losing a subject, keeping an indirect object: On the “semi-grammaticalized” speech verb in Meadow Mari." Proceedings of the Linguistic Society of America 7, no. 1 (2022): 5253. http://dx.doi.org/10.3765/plsa.v7i1.5253.
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This paper investigates grammaticalization of speech verbs with special attention to the status of the indirect object (the goal argument). Based on a double dative construction and a semi-grammaticalized speech verb occurring in this construction in Meadow Mari, I suggest that there exists a stage of grammaticalization where the original speech verb loses its external argument (the subject) but retains its indirect object. I argue that this stage follows from Saito’s (2019, 2021) analysis of grammaticalization of speech verbs.
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Malysheva, M. "ANALYSIS OF SEMANTIC-STYLISTIC COMPOSITION OF SPEECH VERBS IN ENGLISH AND RUSSIAN (based on novel by E. Bronte “Wuthering heighs” and translations by N. Vol’pin and U. Saptsina)." Social’no-ekonomiceskoe upravlenie: teoria i praktika 18, no. 2 (2022): 91–100. http://dx.doi.org/10.22213/2618-9763-2022-2-91-100.
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The article is devoted to the analysis of semantic variability of speech verbs as well as their functioning in the novel by Emily Bronte “Wuthering Heights”. The article presents lexical- semantic classifications of speech verbs and ways of explicating the additional connotations in their meaning by adding dependent words and descriptive structures. In the course of study the key relevance is given to the valency theory due to differences in combinability of Russian and English. The study reveals major problems that occur during translation of verb lexis into Russian сonsidering the differences in linguistic worldviews. During the first stage of research the frequency of verbs occurrence was analyzed. Verb frequency count showed that the majority of the representatives can be identified as characterizing acoustic and physiological speech aspects of the utterer. The initial meaning of this group is not related to speech and gains the speech seme in context due to the process of metaphorization. The mentioned lexical layer appears to be stylistically marked and carries expressive connotations. Some speech verb occurrences were not fixed in the dictionaries and identified as author’s individual usage. Stylisticly neutral verbs are surrounded by verbal extensions actualizing the evaluative function of characters’ speech. These compounds are also included into the semantic field of speech verbs. During the second stage the comparative analysis of two translation versions given by N. Vol’pin and U. Saptsina was performed. It revealed the occurrence of dissonance in stylistics and semantic volume of a word in some cases. As a result of the study, speech verb occurrences were classified according to differential semes found in their meaning. The findings demonstrated the significant role of the given lexical-semantic group for depicting figurative and conceptual creativity of the novel.
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Argus, Reili. "Finiitverbide kõrvutikasutus laste ja lastele suunatud kõnes ehk Söö söö söö suu tühjaks." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 10, no. 2 (2020): 5–24. http://dx.doi.org/10.12697/jeful.2019.10.2.01.
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Artiklis kirjeldatakse lapse ja tema vanema suulise argisuhtluse direktiivsetes lausungites kasutatavaid verbi finiitvormide kõrvutikasutusi ning selgitatakse nende rolli nii eesti suulise direktiivse argisuhtluse kui ka keeleomandamise perspektiivist. Verbi finiitvormi kõrvutikasutused on lapsele suunatud kõnes sagedased ja täiskasvanu kõne iga viies direktiivne lausung sisaldab rohkem kui kaht finiitverbi kõrvuti. Samas ei ole aga verbi kõrvutikasutused sagedased laste kõnes, kust võib leida vaid mõned üksikud näited. Vanema kõne verbi kõrvutikasutuste sageduse poolest vaatlusperioodi vältel ei muutu. Verbi finiitvormi kõrvutikasutused on analüüsis jagatud esmalt kaheks – sama ja eri verbi kõrvuti esinemised; eri verbi kõrvuti kasutused omakorda kolmeks: esimese verbina liikumisverbi sisaldavateks ehk tüüpilisteks seriaalkonstruktsioonideks, esimese verbina partiklilaadset verbivormi sisaldavateks ning sidesõnaga ühendatud verbi kõrvutikasutusteks. Kõige enam kasutasid vanemad seriaalkonstruktsioone ja partiklilaadsete verbivormidega algavaid verbi kõrvuti kasutusi, vähem leidus sama verbi korduseid. Lastele suunatud kõne verbi kõrvuti kasutustel on mõned täiskasva nutele suunatud kõnest erinevad jooned, kõige enam on selliseid erijooni partikli laadsete verbivormidega kõrvutikasutustel. Suhtluses on sellistel ühenditel käsu intensiivistamise roll, selle kõrval ka koostöö algatamise, lapse tegevuse pidurdamise, ergutamise, aga ka tegevuse muutmise roll.
 Abstract. Reili Argus: The co-occurrences of verb finite forms used by children and their caregivers. The article describes the co-occurrences of verb finite forms used by children and their caregivers in directive speech acts of spontaneous everyday speech. The role of co-occurrences of verbs have been described from the perspective of Estonian everyday directive communication and from the perspective of first language acquisition. The co-occurrences of finite verbs are frequent in child directed speech and almost every fifth directive utterance consists of co-occurrence of verb finite forms. These kinds of co-occurrences are not characteristic to children’s speech and only a couple of examples can be found from their data. The frequency of verb co-occurrences does not change during the observation period, so, the clear fine-tuning effect of the child directed speech was not observed in the analyzed data. All instances of verb co-occurrences have been divided into two sub-classes – the repetitions of the same lemma and co-occurrences of different lemmas, last sub-class consists of constructions where the first verb denotes movement, that is typical serial constructions; constructions where the first verb was a particlelike verb form; and constructions with conjunctions. The most frequent type of verb co-occurrences in child directed speech were typical serial constructions and constructions where the first constituent was particle-like verb form, repetitions of same lemma were not so frequent. The co-occurrences of verb finite forms used in child directed speech had some features which are not characteristic to adult directed speech, such different features were registered mostly in constructions with particle-like verb forms. In adult-child interaction, verb co-occurrences have mostly been used for intensifying the command, but also for initiating cooperation, stopping, stimulating, and modifying the child’s activities.
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Bidasiuk, Nataliia, Yuliia Yakymchuk, Olha Kharzhevska, Kateryna Oleksandrenko, and Olha Rudoman. "Analysis of Reporting Verbs in Harry Potter and the Philosopher’s Stone by J. K. Rowling: Syntactic and Semantic Approach." Theory and Practice in Language Studies 13, no. 8 (2023): 2048–58. http://dx.doi.org/10.17507/tpls.1308.21.
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The syntagmatic relations of reporting verbs and the semantic manifestation of these relations are discussed in this article. We describe five positioning types of the author’s comment related to direct speech and calculate the absolute and relative frequency of each of them. We also study the means of expressing subjects and their possible positions in reporting clauses; furthermore, we describe the grammatical forms of reporting verbs, the past simple being overwhelmingly predominant. We especially focus on the semantic nature of reporting verbs with their division into semantic groups. We also analyse different approaches to the issue of direct speech being considered as a direct object of a reporting verb. Our analysis of examples indicates that direct speech is not a direct object of a reporting verb. In addition, we examine the direct and optional objects of reporting verbs and characterise the prepositions of optional objects. Adverbs used as reporting verb modifiers are classified according to their meanings. Adverbial phrases, prepositional phrases and -ing clauses, modifying reporting verbs, are analysed and their structure, syntactic functions, and meanings are described.
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Badalyan, Lilit. "Lexicalization Patterns of English and Armenian Verbs of “Speech Activity”." Armenian Folia Anglistika 8, no. 1-2 (10) (2012): 65–73. http://dx.doi.org/10.46991/afa/2012.8.1-2.065.
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The article studies the relation between the lexicalization patters of English and Armenian verbs of speech activity and their syntactic characteristics based on L. Talmy’s typology. The latter distinguishes between two types of languages – the so-called “satellite-framed” languages where the semantic component of manner of the action is lexicalized in the meaning of motion verbs, and the direction of the action is expressed by other means and “verb-framed” languages where the meaning of the verb comprises the component of the direction of the action. An attempt has been made to apply Talmy’s theory to a semantic group of English and Armenian verbs of speech activity choosing 80 English and 60 Armenian verbs which contain the semantic component of the manner of action. For a clearer picture 2000 sentences from the National British Corpus and 1500 sentences from Eastern Armenian corpus have been studied since the syntactic possibilities of verbs are largely conditioned by various combinations of the semantic components of the meaning of verbs.
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Goldfield, Beverly A. "Noun bias in maternal speech to one-year-olds." Journal of Child Language 20, no. 1 (1993): 85–99. http://dx.doi.org/10.1017/s0305000900009132.
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ABSTRACTThis study examines the distribution of nouns and verbs in maternal speech to one-year-olds. Mothers and children were videotaped during toy play and non-toy play. Nouns and verbs in maternal speech were coded for frequency, sentence position and occurrence with grammatical inflections. maternal speech was also coded for utterances that prompted the child to produce a noun or a verb. Frequency of nouns and verbs varied with context. There were more noun types and tokens during toy play, and more verb types and tokens during non-toy play. Nouns occurred more often than verbs in shorter maternal sentences, in sentence-final position, and with fewer grammatical inflections. Mothers also more often prompted their children to produce nouns. There was a significant positive correlation between frequency of noun types and tokens during toy play, and the proportion of nouns in children's first 50 words.
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Kusumadewi, Hermariyanti. "ANALYZING VERBS IN “A FRESH N FRUITY SPRING” STORY BOOK BY LAUREN CECIL." Wanastra : Jurnal Bahasa dan Sastra 14, no. 1 (2022): 57–61. http://dx.doi.org/10.31294/wanastra.v14i1.11745.
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English is interesting. In learning English, we start from learning the basic things. A part of Speech is the basic aspect in English. Verbs is parts of speech. By knowing verbs, a person can make simple sentence. It can be used to master vocabulary and to motivate someone to be fluently in English. The title of this research is an analyzing verb in “A Fresh N Fruity Spring” story book by Lauren Cecil. The aim of this research is to find out verbs in a story book, in order to be mastered in vocabulary and making simple sentence from it. The method which will be applied in this research is a descriptive qualitative method. Key words: parts of speech, verb, story book
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CABALLERO, ROSARIO, and CARITA PARADIS. "Verbs in speech framing expressions: Comparing English and Spanish." Journal of Linguistics 54, no. 1 (2017): 45–84. http://dx.doi.org/10.1017/s0022226717000068.
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In this study, we explore how direct speech is portrayed in English and Spanish Speech Framing Expressions (SFEs). The study has two aims. Firstly, we survey the use of verbs in SFEs and offer a comprehensive inventory of those verbs in English and Spanish as representatives of Germanic and Romance languages respectively in order to determine what verb meanings are used to cue direct speech, what lexical resources express these meanings, and how rich and varied these vocabularies are in the two languages. Secondly, the comparisons across the languages provide the basis for a theoretical contribution to the debate about general typological differences in the semantics and lexicalization patterns of verbs in Germanic and Romance languages to the area of verbs for speech and to meaning modelling in general. Five main semantic categories of verbs were identified: speech, activity, perception, cognition and emotion. We show that Spanish features a much more varied repertoire than English and makes more use of verbs related to the domains of thinking and reasoning, while the physical domain is the preferred one in the English data set. It emerges that even though the same types of lexical resources are available in both languages, the ways of describing direct speech vary greatly.
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Ruano, Pablo. "Corpus Methodologies in Literary Translation Studies: An Analysis of Speech Verbs in Four Spanish Translations of Hard Times." Meta 62, no. 1 (2017): 94–113. http://dx.doi.org/10.7202/1040468ar.
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In this article, speech verbs in Dickens’sHard Times(1854) and their translation into Spanish are analyzed. Apart from their basic function of introducing speech, these verbs can also contribute to characterization. The regular occurrence of a particular speech verb to report the direct speech of a particular character helps to create a fictional personality. Given the important role they may play, the rendering of such verbs in four Spanish versions of this novel is assessed. To do so, a corpus-based methodology has been employed. A concordancing software was used to retrieve speech verbs from the original novel, allowing their close analysis in context. Then, using an aligned parallel corpus containing the four versions, a comparison was carried out to see how they have been rendered. Evidence is provided that none of the four translations entirely preserves the characterizing value of the verbs, which may affect the way readers form impressions of characters in their minds. The use of this corpus metholodogy is thus seen to contribute to the field of literary translation studies.
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YUSİFOV, E. Q., and K. Y. YUSİFOVA. "MÜASİR İNGİLİS VƏ ALMAN DİLLƏRİNDƏ GÜMAN BİLDİRƏN FEİLLƏRİN SEMANTİK XÜSUSİYYƏTLƏRİ." Actual Problems of study of humanities 1, no. 2024 (2024): 99–103. http://dx.doi.org/10.62021/0026-0028.2024.1.099.
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Semantic Properties of Presumptive Verbs in Modern English and German Summary While studying the semantic characteristics of presumptive verbs in modern English and German languages, it can be concluded that these verbs, which are distinguished by their small number compared to other verbs in the vocabulary of the language, belong to the group of verbs that play an important role in the act of speaking due to their unique semantic nuances and a wide range of expressive possibilities. As a result, while studying the lexical-semantic features of the presumptive verbs in both languages, we clarified that the pragmatic-stylistic nuances of these verbs are characterized by the use of the correct verb as the correct choice in the subject's speech in relation to the object. Key words: speech act, presumptive verbs, semantic features, ways of expression, affirmative and negative forms
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Yuliantini, Yuliantini, Sumarlam Sumarlam, and Tri Wiratno. "Modalité des modaux du français dans les actes discours directifs dans BD Michel Vaillant en perspective sociopragmatique." Digital Press Social Sciences and Humanities 3 (2019): 00046. http://dx.doi.org/10.29037/digitalpress.43319.
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<p class="MsoNormal" style="text-indent:0in">This research aims to describe the
 type of modality of French modal verbs in directive speech acts in the comic
 Michel Vaillant and find its meaning. In French, modality it is seen in the use
 of modal verbs such as <i>devoir, pouvoir,
 vouloir,</i> and <i>falloir</i>. In addition
 to the semantic studies, the terms are also considered to be socio-pragmatic.
 This study describes the modality of modal verbs in directives speech acts in
 the data. Analysis of the modality types is made by dividing it into four
 categories namely intentional, epistemic, deontic and dynamics. The purpose of
 this study is to describe the verb type and mode which means the modality of
 French modal verbs in directive speech acts. The socio-pragmatic approach is
 used to address the problem and interpret the intent of the spoken statement.
 The unit of analysis is the speech acts. The speech here means directive using
 modal verbs used by the characters in Michel Vaillant. In addition, to find the
 meaning of French modal verbs we use Hymes’ theory on the components of speech
 situations.<o:p></o:p></p>
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Renny Soelistiyowati, R. "PENGUNGKAPAN MODALITAS CAN DAN COULD PADA PENERJEMAHAN BAHASA INGGRIS KE DALAM BAHASA INDONESIA." Ranah: Jurnal Kajian Bahasa 5, no. 2 (2016): 167. http://dx.doi.org/10.26499/rnh.v5i2.150.
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This paper is aimed to disclose the modality elements of English that are translated into Indonesia language based on the meaning derived from its context, such as the difference between the units and part of speech; the equivalence of the modality elements of primary modifier verb can and secondary modifier verb could translated from English to Indonesian language, and also the probability of the translation of primary modifier verb can and secondary modifier verb could translated from English to Indonesian language. The source of the data is The Naked Face novel and its translation version, Muka Telanjang. It was found that 54 sentences contain can and could. It was also found 57 modifier verbs can and could that consist of 18 primary modifier verbs can and 39 modifier verbs could. In addition, there were also units shifting from (could) to phrase (bisa saja), part of speech shifting such as modifier verb (I can’t) into adjective (tidak pandai), equivalence from (can) and (could) into some vocabularies of Indonesian language and also translation equivalence probability of modality can and could into some vocabularies in Indonesian language with their respective frequencies. ABSTRAK Penyusunan makalah ini bertujuan untuk mengungkapkan unsur modalitas bahasa Inggris yang diterjemahkan ke dalam bahasa Indonesia berdasarkan makna yang diperoleh dari konteksnya. Misalnya, perbedaan unit dan kelas kata; kesepadanan unsur modalitas verba pewatas primer can dan verba pewatas sekunder could yang diterjemahkan dari bahasa Inggris ke dalam bahasa Indonesia; serta probabilitas penerjemahan unsur modalitas bahasa Inggris verba perwatas primer can serta verba pewatas sekunder could yang diterjemahkan ke dalam bahasa Indonesia. Sumber data dalam makalah ini diambil dari novel The Naked Faced serta terjemahannya Muka Telanjang. Dari proses penelitian yang dilakukan, ditemukan 54 kalimat yang mengandung modalitas can dan could. Ditemukan pula 57 verba pewatas pewatas can dan could yang terdiri dari 18 verba pewatas primer can dan 39 verba pewatas sekunder could. Selain itu, terdapat pergeseran unit seperti dari kata (could) menjadi frasa (bisa saja) serta terdapat pergeseran kelas kata, seperti dari verba pewatas (I can’t) menjadi adjektiva (tidak pandai); terdapat kesepadanan dari (can) dan (could) ke dalam beberapa kosakata bahasa Indonesia; serta terdapat probabillitas kesepadanan penerjemahan modalitas can dan could menjadi beberapa kosakata bahasa Indonesia dengan frekuensinya masing-masing.
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LAAKSO, AARRE, and LINDA B. SMITH. "Pronouns and verbs in adult speech to children: A corpus analysis." Journal of Child Language 34, no. 4 (2007): 725–63. http://dx.doi.org/10.1017/s0305000907008136.
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ABSTRACTAssessing whether domain-general mechanisms could account for language acquisition requires determining whether statistical regularities among surface cues in child directed speech (CDS) are sufficient for inducing deep syntactic and semantic structure. This paper reports a case study on the relation between pronoun usage in CDS, on the one hand, and broad verb classes, on the other. A corpus analysis reveals statistical regularities in co-occurrences between pronouns and verbs in CDS that could cue physical versus psychological verbs. A simulation demonstrates that a simple statistical learner can acquire these regularities and exploit them to activate verbs that are consistent with incomplete utterances in simple syntactic frames. Thus, in this case, surface regularitiesaresufficiently informative for inducing broad semantic categories. Childrenmightuse these regularities in pronoun/verb co-occurrences to help learn verbs, although whether theyactuallydo so remains a topic of ongoing research.
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Stefanov, Simeon. "ВЛАДКО МУРДАРОВ. РАЗНИ СЪВЕТИ ЗА ГЛАГОЛИТЕ / VLADKO MURDAROV. MISCELANEOUS TIPS ABOUT VERBS". Journal of Bulgarian Language 68, № 68.04 (2021): 165–67. http://dx.doi.org/10.47810/bl.68.21.04.15.
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The review is dedicated to the new book of Prof. Vladko Murdarov, DSc „Miscelaneous tips about verbs“, which draws attention to the hesitations and mistakes that Bulgarians most often make with verbs in their oral speech. Examples related to the mispronunciation of verbs and verb forms, as well as the expressions in which they are included, are selected, and the possible reasons for the mistakes are indicated. An assessment of a number of new phenomena in our language, manifested in public speech, which are waiting for the most correct decision, is also given.
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Monville-Burston, Monique, and Linda R. Waugh. "Lexicon, genre and local discourse organisation: French speech act verbs and journalistic texts." Journal of French Language Studies 8, no. 1 (1998): 45–62. http://dx.doi.org/10.1017/s0959269500000569.
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AbstractSpeech act verbs have characteristic uses in journalistic texts. Our analysis shows that there is a metapragmatic shell which specifies how clarifying speech act verbs – ajouter, préciser, souligner, indiquer – are employed in reported speech microstructures, and with respect to which each verb has its own lexico-pragmatic specificity. To illustrate our genre-specific method of lexical analysis, préciser and souligner are examined in detail. These verbs contribute to textual cohesion and to clarification in terms of the relation between the reported speech they introduce and the discourse context in which they are used. They are also subject to the economy of the journalistic text, in particular the balance between scription (conventional writing) and écriture (creative writing). Thus, they evidence convergence of meaning, semantic bleaching and stylistic variation: that is, there is a semi-grammaticalisation of these verbs.
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Estévez-Rionegro, Noelia, and María Sampedro Mella. "Los verbos de petición como introductores del discurso referido." Logos: Revista de Lingüística, Filosofía y Literatura 30, no. 2 (2020): 250–67. http://dx.doi.org/10.15443/rl3020.
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The referred speech is usually presented by declarative verbs. However, there are other semantic classes specialized in speech reproduction procedures, such as request verbs. From the analysis of the Archivo de Textos Hispánicos de la Universidad de Santiago, made up of texts of oral, theatrical, journalistic and narrative language, we try to establish the frequency of use of the verbs implorar, suplicar, rogar, solicitar, pedir, reclamar and exigir as introducers of referred speech, as well as their greater or lesser productivity according to the type of procedure: indirect style, direct style, pseudo-direct style and hybrid style. In addition, the characteristics of each structure are explored with the proposal of knowing the configuration mode of the sequences that introduces each verb (its members, the position of each element, etc.) and that establish certain differences between them within each type of referred speech.
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Orrequia-Barea, Aroa. "A Study of Direct Speech Complementation with Embedding Verbs: Collostructional Analysis." Grove - Working Papers on English Studies 27 (December 14, 2020): 83–102. http://dx.doi.org/10.17561/grove.v27.a6.
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Non-relational verbs, as opposed to relational ones, cannot replace their complement clause with a complex nominal, meaning that they do not denote a proposition, as the Relational Analysis states. However, direct speech seems to be a proper replacement for the complement clause in the non-relational verb cases. This paper deals with the analysis of some of the most representative taxonomies of embedding verbs using the British National Corpus, to check whether they can occur with direct speech complements; the collostructional analysis, which is a technique of statistical significance; and the programming language R to do it in a computational and automatic way. Thus, the collostructional method will measure the strength between the embedding verbs and their corresponding complement clauses in the direct speech form.
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Ayodimeji, Akintoye, Festu. "A Comparative Study of French and English Auxiliary Verbs." IJOHMN (International Journal online of Humanities) 4, no. 4 (2018): 1–16. http://dx.doi.org/10.24113/ijohmn.v4i4.52.
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Auxiliary verbs in English and French languages are very germane in constructing sentences in both languages. Therefore, this study examines the way auxiliary verbs are used in English and French Languages; and some features where learners of either language may encounter some difficulties in the course of learning. Our attention is drawn to auxiliary verbs because verb is what that makes any sentence functions the way it is. Verb is one of the most important parts of speech in French grammar and also in English .It is through verb that one knows when an action takes place. When a verb helps another verb to form one of its tenses in a sentence, such verb can be said to be auxiliary. This paper also focuses on auxiliary verbs and how verbs are used in the past and present indications. Auxiliary verbs cannot stand or function alone without relying on the main verb in both English and French languages. Finally, we shall concurrently consider in this paper how semi-auxiliary verbs function as modal auxiliary in French.
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NAIGLES, LETITIA R., and ERIKA HOFF-GINSBERG. "Why are some verbs learned before other verbs? Effects of input frequency and structure on children's early verb use." Journal of Child Language 25, no. 1 (1998): 95–120. http://dx.doi.org/10.1017/s0305000997003358.
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This study investigated the extent to which the nature of verb input accounts for the order in which children acquire verbs. We assessed the nature of verb input using a combined sample of the speech of 57 mothers addressing their Stage I children. We assessed the order of verb acquisition using as our database a combined sample of those children's speech 10 weeks later and using as our measure of order of acquisition the frequency of verb occurrence. The first set of analyses established the validity of this measure of acquisition order by comparing it with order of acquisition data obtained from checklist and diary data. The second set of analyses revealed that three properties of the input were significant predictors of the order of acquisition of the 25 verbs that were the focus of this study. The predictive properties of input were the total frequency, final position frequency, and diversity of syntactic environments in which the verbs appeared. These findings suggest that the way verbs appear in input influences their ease of acquisition. More specifically, the effect of syntactic diversity in input provides support for the syntactic bootstrapping account of how children use structural information to learn the meaning of new verbs.
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Vásquez, Luz Marina. "The acquisition of verb morphology by a group of spanish monolingual children." Revista de Filología y Lingüística de la Universidad de Costa Rica 42, no. 1 (2016): 141. http://dx.doi.org/10.15517/rfl.v42i1.25474.
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Spanish has a rich verb inflectional system with up to 53 inflectional verb forms distributed between regular and irregular verbs and in which roots are always bound, as verbs must contain markings for person, tense/aspect, and number. The acquisition of verb morphology by native speakers reportedly reflects this complexity in that children produce multiple non-target-like forms wherein tense, person, and number errors are found. This study reports all verb forms identified in the spontaneous speech by a group of 15 native Spanish-speaking children ages 3;6 to 5;6. The analysis of all 233 verb forms analyzed revealed some pronunciation errors, number agreement errors, errors in the use of clitic pronouns, and incorrect use of person and tense agreement. The majority of non-target-like forms identified consisted of regularization of verb forms wherein regular conjugation morphemes were attached to irregular verbs. A few –ar type verbs additionally showed ir-regularization of regular verbs, as children used conjugations which apply to irregular verbs with regular verbs.
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Bourne, Julian. "He said, she said." Target. International Journal of Translation Studies 14, no. 2 (2002): 241–61. http://dx.doi.org/10.1075/target.14.2.04bou.
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In this article it is suggested that the translation of speech-act report verbs may provide scope for achieving stylistic and pragmatic aims. Analysis of the translation of fictional dialogues from a contemporary English novel reveals considerable diversity in the choice of Spanish verbs used to render ‘said’ in the context of impositive directive speech acts. While the choice of a speech act with similar illocutionary force to “said” may fulfil only stylistic objectives, a pragmatic dimension is introduced by the selection of a speech-act verb with a different force. In the context of impositive directive speech acts such a choice may be viewed as an aspect of “pragmastylistics”, defined in Hickey et al. (1993) as “the area where pragmatic and stylistic considerations converge.”
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Anjarningsih, Harwintha Yuhria, Kharisma Ulinnuha, and Myrna Laksman-Huntley. "Verb Structure and Grammatical Encoding in the Spontaneous Speech of Indonesian Speakers with Broca’s Aphasia." Ranah: Jurnal Kajian Bahasa 12, no. 2 (2023): 302. http://dx.doi.org/10.26499/rnh.v12i2.4749.
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This study aimed to obtain the characteristics of verb structure in the speech of Indonesian speakers with Broca’s aphasia and their relation to the Argument Structure Complexity Hypothesis (ASCH) and grammatical encoding. There are three questions, namely the interrelationships of verbs and syntactic functions, interrelationship of verbs and semantic functions, and the contribution to the ASCH and grammatical coding. Eight participants took part, divided into four with aphasia and four Non-Brain Damaged (NBD) participants as controls. The research used an experimental research method. The instruments were five images adapting Cookie Theft (an instrument used in an aphasia test in various languages) and 3 instructions to tell about daily activities. The results showed that participants with aphasia tended to use verbs in simpler structures than controls. Therefore, this study supports the ASCH about the argument simplification and tendency of grammatical coding problems, important as coming from Indonesian, an Austronesian language. Clinical implications are discussed. AbstrakPenelitian ini bertujuan untuk mendapatkan karakteristik struktur verba dalam tuturan spontan penutur Bahasa Indonesia dengan afasia Broca dan hubungannya dengan Argument Structure Complexity Hypothesis (ASCH) dan pengkodean gramatikal. Ada tiga pertanyaan penelitian, yaitu keterkaitan verba dan fungsi sintaksis, keterkaitan verba dan fungsi semantik, dan kontribusi terhadap ASCH dan pengkodean gramatikal. Delapan peserta ikut serta, dibagi menjadi empat dengan afasia dan empat peserta tanpa gangguan syaraf (Non-Brain Damaged: NBD) sebagai kontrol. Metode penelitian yang digunakan adalah metode eksperimental. Instrumen yang digunakan adalah lima buah gambar yang mengadaptasi Cookie Theft (instrumen dalam tes afasia lintas bahasa) serta tiga buah instruksi untuk bercerita tentang kegiatan sehari-hari. Hasil penelitian menunjukkan bahwa peserta dengan afasia cenderung menggunakan verba dalam struktur yang lebih sederhana daripada peserta NBD. Oleh karena itu, penelitian ini mendukung ASCH tentang penyederhanaan argumen dan kecenderungan terjadinya masalah pengkodean gramatikal. Dukungan ini penting karena datang dari Bahasa Indonesia yang merupakan bahasa rumpun Austronesia. Implikasi klinis juga disarankan.
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Yuniarti, Netti, and Sri Kusnita. "The Verb Of The Languages Of Malaysing Sanggau A Sosiomorfosemantic Study." International Journal of Multi Discipline Science (IJ-MDS) 1, no. 2 (2018): 147. http://dx.doi.org/10.26737/ij-mds.v1i1.434.
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<em>This study focused on the discussion of Sanggau Malay verbs related to the formation of verbs or morphological processes, the meaning of verbs related to the user community, and with the context behind the emergence of verbs in the language. This research uses descriptive qualitative method with sociomorphosemantic approach. The data in this research is informant speech reflecting the formation of verbs, meanings, and verb functions in Sanggau Malay language. The data source in this research is Sanggau Malay language which is spoken by Sanggau Malay society. Data collection techniques in this study using techniques of observation, recording, and interviews. Based on the results and discussionfaund that the verbs in the Sanggau Malay seen from the morphology process divided into two, namely the establishment of affix verb derived verbs and verbs duplicate. The verb consists of prefixes, suffixes, and confixes which have intentional, active, and passive meanings. The formation of duplicated verbs is a reduplicated type of affixtion. The use of Sanggau Malay verbs in relation to the language user community exists in situations or family contexts, joking contexts, and circumstances contexts.</em>
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Zholshayeva, Мaira, and Nurgul Shadiyeva. "THE PROBLEM OF COMPLEX VERBS IN KAZAKH LINGUISTICS." Bulletin of the Eurasian Humanities Institute, Philology Series, no. 2 (September 18, 2023): 67–80. http://dx.doi.org/10.55808/1999-4214.2023-2.05.
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In this research, the structure of the language system has been sufficiently investigated. In Kazakh linguistics, the verb as a part of speech in the structural aspect has been the object of many research works; grammatical features and lexical-semantic groups are determined. However, there are problems that have not been resolved about verbs. One of these problems concerns compound verbs. The article analyzes linguistic units that are called complex verbs in textbooks, monographs, academic grammars and belongs to different categories; explains the concept of "complex verb", its relationship with the concept of "compound word". Because the verbs in the Kazakh language, which are described as complex verbs, grammatically differ from the concepts of complex nouns, complex adjectives, complex numerals. The author analyzes the main approaches to the classification and formulation of conclusions regarding the definition of complex verbs in the Kazakh language and the differentiation of their types. As well as complex verbs, analytical forms of verbs, complex forms formed by the auxiliary verb edi, phrasal verbs, compound verbs are considered from such aspects as semantic, structural, morphological; their affiliation to language levels and grammatical features are indicated.
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Kim, Jihye. "A Study of the Derived Forms of “Loanwords + -Doeda/-Danghada/-Sikida”." Korean Association for Literacy 13, no. 5 (2022): 507–34. http://dx.doi.org/10.37736/kjlr.2022.10.13.5.17.
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The purpose of this study is to examine the acceptance pattern of the parts of speech of loanwords and the restrictions on the derived forms of the loanwords by targeting the verbs formed by combining the suffixes -doeda (되다) , -danghada (당하다), and -sikida (시키다) with the roots of loanwords in Korean. The pattern of acceptance of loanwords can be divided into three types according to the word’s part of speech in the source language. First, when loanwords are nouns in the original language, the word is derived by combining loan words with the derivation suffixes -doeda/-danghada/-sikida without changing the part of speech. Second, when loanwords are verbs in the source language, they are accepted as roots that cannot be used independently in Korean; verbs are derived from loanwords by combining the latter with the suffixes -doeda/-danghada/-sikida. Third, when loanwords are adjectives in the source language, they are accepted as roots that cannot be used independently in Korean. Verbs are then derived by combining these loanwords with the suffixes -doeda/-danghada/-sikida. On the other hand, restrictions on the derived forms of loanwords can be divided along two dimensions. First, there is a semantic restriction regarding the use of the passive and causative affixes: -doeda/-danghada functions to reduce the verb’s valency and semantically adds the meaning of [passive]; contrariwise, -sikida functions to increase the verb’s valency and adds the meaning of [causative] semantically. Second, there is a binding restriction according to the part of speech of the root, such that the part of speech of the loanword in the source language is retained as much as possible.
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ÖZÇALIŞKAN, ŞEYDA, DEDRE GENTNER, and SUSAN GOLDIN-MEADOW. "Do iconic gestures pave the way for children's early verbs?" Applied Psycholinguistics 35, no. 6 (2013): 1143–62. http://dx.doi.org/10.1017/s0142716412000720.
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ABSTRACTChildren produce a deictic gesture for a particular object (point at dog) approximately 3 months before they produce the verbal label for that object (“dog”; Iverson & Goldin-Meadow, 2005). Gesture thus paves the way for children's early nouns. We ask here whether the same pattern of gesture preceding and predicting speech holds for iconic gestures. In other words, do gestures that depict actions precede and predict early verbs? We observed spontaneous speech and gestures produced by 40 children (22 girls, 18 boys) from age 14 to 34 months. Children produced their first iconic gestures 6 monthslaterthan they produced their first verbs. Thus, unlike the onset of deictic gestures, the onset of iconic gestures conveying action meanings followed, rather than preceded, children's first verbs. However, iconic gestures increased in frequency at the same time as verbs did and, at that time, began to convey meanings not yet expressed in speech. Our findings suggest that children can use gesture to expand their repertoire of action meanings, but only after they have begun to acquire the verb system underlying their language.
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Kimmelman, Vadim. "Parts of speech in Russian Sign Language." Sign Language and Linguistics 12, no. 2 (2009): 161–86. http://dx.doi.org/10.1075/sll.12.2.03kim.
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In this paper, we present data that shed light on the parts of speech system of Russian Sign Language (RSL), in particular, the noun-verb distinction. An experimental study revealed that in RSL, specific phonological differences distinguish between nouns and verbs; these include differences in movement, handshape, orientation, location, and mouthing. The attested differences, which are subject to variation among the signers, can co-occur with each other. The patterns we found cannot be accounted for by models that have previously been proposed for other sign languages (e.g. American Sign Language and Australian Sign Language). We argue that these differences may result from the higher iconicity of verbs and the higher economy of nouns.
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Belova, Ekaterina E., and Anna A. Belyaeva. "Features of teaching high school students verbal synonymy." Psychological-Pedagogical Journal GAUDEAMUS, no. 49 (2021): 41–46. http://dx.doi.org/10.20310/1810-231x-2021-20-3(49)-41-46.
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Development of the lexical aspect of speech is an integral part of learning a foreign language, as it is lexical units that help a person to convey their thoughts in interaction with other people. The purpose of teaching the lexical aspect of speech is to form students’ lexical skills as the main component of expressive and receptive types of speech activity. We consider the features of teaching verbal synonymy. A verb that performs the function of a predicate in a sentence is an important informative centre of the sentence. For successful mastery of synonymous verbs, the main means of teaching at any stage of learning a foreign language is an exercise. The systematic nature of the exercises helps to ensure the effectiveness of the process of mastery and teaching synonymous verbs particularly and the lexical aspect of speech in general. On the basis of the research there was developed a system of exercises aimed at introducing, training and fixing synonymous verbs, and a certain part of these exercises was demonstrated.
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Darzhaeva, Nadezhda B. "Семантическая обусловленность структуры конструкций с глаголами речи". Монголоведение (Монгол судлал) 13, № 3 (2021): 577–89. http://dx.doi.org/10.22162/2500-1523-2021-3-577-589.
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Introduction. Explanatory constructions in the Buryat language, namely, those with verbs of speech as their main predicate, have not been studied in detail so far. Their systematic study involves a detailed analysis of both the semantics of the predicate of the main clause and the structure of the entire construction. The purpose of the article was to identify the correlation between the semantics of verbs of speech and the structural type of constructions. For the purpose, it was necessary i) to identify the group of verbs of speech, ii) to make an inventory of the structures in question, iii) to identify their structural types and specific characteristics, iv) to distribute verbs of speech according to structural types, and v) to study the interdependence between the semantics of verbs and the types of constructions. Original literary texts of the Buryat electronic corps served as material for the study. Linguistic observation, description, component analysis, and structural modeling were used as methods of the analysis. Research results. Buryat explanatory clauses are of the three structural types: participial, participial with postpositions, and bifinite constructions. Each of them specializes in expressing information of a particular level of abstraction: bifinite constructions introduce direct speech; participial constructions with the accusative case of the dependent predicate convey indirect speech; participial constructions with postpositions name the theme. As the analysis of the distribution of verbs of speech by structural types shows, verbs with semantics suggesting a long speech act like ‘to tell’ are more often used in bifinite and postpositional constructions. Those with the meaning of a short speech act, or of the type ‘to add’, implement the valence of the speech in constructions with direct speech and conjunction gezhe. Verbs of speech that differ in their role in communication, for example, asuu-, hura- (ask), implement the valence of the speech in bifinite constructions with gezhe and participles in the accusative case. The author concluded that the structure of the constructions under study is largely dependent on the semantics of the verbs of speech.
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Yuliantini, Yuliantini. "French Modality of Verb Modal in Directive Acts on Michel Vaillant's Comic." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 2 (2019): 278–90. http://dx.doi.org/10.34050/els-jish.v2i2.6518.
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Each language has a modality to express the speaker's attitude. The form that describes the attitude of the speaker is in the form of grammatical elements and there are also lexical elements. In French, the lexical attitude of the speaker can be characterized by capital verbs such as vouloir, devoir, pouvoir and falloir. This paper discusses the modalities in directive speech acts in its use in French in French-language comics namely Michel Vaillante. This article aims to find out the function of using modal modal verb modalities realized by Michel Vaillante comics. Data is collected from Michel Vaillante comics downloaded from the online version of the Culturethèque website. Data collection was done using the 'see' method, then analyzed using the agih method with the basic technique 'for direct elements'. The last step is the method of presenting data. The author uses formal and informal methods in presenting the results of data analysis. The results show that the function of the French modal modal verb in directive speech acts expresses the meaning of governing, suggesting, and expressing hope. The capital verbs used are devoir, pouvoir, vouloir, and falloir.Keywords: modalities, French, capital verbs, directive speech acts.
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Mizin, Kostiantyn, Letiucha Liubov, and Oleksandr Petrov. "Representation of subjectively-evaluative derivates realization in modern Russian: verbal evaluatives." Przegląd Wschodnioeuropejski 11, no. 1 (2020): 387–95. http://dx.doi.org/10.31648/pw.5996.
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A verb, as one of the basic parts of speech, is the primary concern of derivation process-oriented studies. However, verb-based subjectively-evaluative derivatives have not been the object of research yet. The article discusses potential capacities of verbs to form subjectivelyevaluative derivatives on the level of derivation in modern Russian. To avoid terminological confusion and to distinguish axiological vs. derivational evaluation the latter is represented by the term evaluative. The study argues an unjustified idea that the suffix -ану- is an evaluative of subjective evaluation. These verbs are referred to the derivatives of objective evaluation. We have provided a set of factors for the classification of subjectively-evaluative verbal derivatives, according to which they were classified. The analysis of language and speech material has allowed us to find the ways evaluative verbs are formed and the register of word forming affixes as a means of representing category of evaluation in the morpheme and word forming structure of the word.
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Latif Rafibeyli, Gunay. "Variety of meanings of the verb "To Get" in English." SCIENTIFIC WORK 60, no. 11 (2020): 31–37. http://dx.doi.org/10.36719/2663-4619/60/31-37.
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The verb to get is a matter of research in the article, which has a variety of shades of meaning. The shades of the meaning of the investigated verb, the phraseological combinations and the idioms formed from the verb “to get” have been studied widely and clearly. Many examples have been collected and translated into our native language to understand better various meanings of the verb "to get". It should be noted that we often come across the verb "to get", phrasal verbs and idioms with get in most situations. In fact, the more phraseological combinations and idioms we use in the process of communication, the more beautiful and rich our speech will be. Truly speaking, it is impossible to study these combinations and idioms in a very short time. Learning them rapidly is not an important factor. The main thing is to be able to memorize and use them effectively in different situations. As a result, your speech will gradually become richer and more expressive. Key words: the main meanings of the verb to get, phrasal verbs, idioms with get, definitions of idioms, formal and informal speech.
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Gullberg, Marianne. "Reconstructing verb meaning in a second language." Annual Review of Cognitive Linguistics 7 (November 16, 2009): 221–44. http://dx.doi.org/10.1075/arcl.7.09gul.
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This study examines to what extent English speakers of L2 Dutch reconstruct the meanings of placement verbs when moving from a general L1 verb of caused motion (put) to two specific caused posture verbs (zetten/leggen ‘set/lay’) in the L2 and whether the existence of low-frequency cognate forms in the L1 (set/lay) alleviates the reconstruction problem. Evidence from speech and gesture indicates that English speakers have difficulties with the specific verbs in L2 Dutch, initially looking for means to express general caused motion in L1-like fashion through over-generalisation. The gesture data further show that targetlike forms are often used to convey L1-like meaning. However, the differentiated use of zetten for vertical placement and dummy verbs (gaan ‘go’ and doen ‘do’) and intransitive posture verbs (zitten/staan/liggen ‘sit, stand, lie’) for horizontal placement, and a positive correlation between appropriate verb use and target-like gesturing suggest a beginning sensitivity to the semantic parameters of the L2 verbs and possible reconstruction.
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Kuzmina, A. A. "Transmission of direct speech of characters in the Yakut heroic epic Olonkho." Vestnik of the North-Eastern Federal University 21, no. 1 (2024): 127–39. http://dx.doi.org/10.25587/2222-5404-2024-21-1-127-139.
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The relevance of the research is determined by the fact that the study of the ways of introducing direct speech of the characters in the Yakut heroic epic would allow us to identify characteristic formulas, representativeness of the style, peculiarities of local traditions, stability or changes in time, originality of textological techniques in fixing olonkho, etc., which is important for understanding the originality of the poetics of the folklore text. The aim of the work is to identify the peculiarities of the transmission of the direct speech of the characters in olonkho. To achieve this goal, the following tasks were set: to define direct speech as an element of Olonkho narrative; to study the structure and lexical features of the introduction of direct speech by characters in Olonkho; to characterise characters in formulaic constructions that precede direct speech. Structural, lexical analysis, comparative method, system analysis of Yakut epic poetics were used. It is found that the presentation of direct speech has its own structure, consisting mainly of constructions with verbs of speech, common places, typical expressions, which can be before direct speech, within direct speech and after direct speech. The Olonkho mainly use constructions before and after direct speech. We have discovered an abundance of epic formulae, verbs that characterise the speech and singing of the heroes. In addition, there are sometimes verbs not related to 'speaking' and constructions without a verb. The dialogues of the Olonkho characters by D.A. Tomskaya from the Verkhoyansk region are characterised by simplified repetitions of a single verb. In some cases, while recording the text, the collectors were able to introduce sentences of their own, in which the name of the character and his action are indicated. It turned out that the formulaic constructions that precede direct speech contain character descriptions: first of all, this applies to the abasy bogatyr, female images, shamans, shamanesses, a child, zoomorphic images.
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Al-Jarf, Reima. "Derivation of Verbs from Loanwords in Arabic According to Arabic Derivational Paradigms." International Journal of Arts and Humanities Studies 4, no. 1 (2024): 68–82. http://dx.doi.org/10.32996/ijahs.2024.4.1.9.
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A sample of 186 loanwords with derived verbs in Arabic was collected and analyzed to explore how these verbs are derived from loanwords; part of speech of the derivable source loanwords; which derivational verb patterns are followed; why verbs are derivable from some loanwords but not from others; and the constraints imposed on the derivation of verbs from loanwords. Data analysis revealed that some loan verbs remain as they are when borrowed in Arabic (comment, update). In 41%, the derived verbs in Arabic are an Arabization of the verbs in the doner language. In 59%, Arabic speakers derive a verb from loan nouns for which no derived verbs exist in the doner (source) language. In 12% of the loanwords, two verbs are derived which follow adifferent derivational patterns, with a different meaning and transitivity. The derived verbs in the sample follow nine Arabic derivational patterns regardless of the source language. A root consisting of 3, 4 or 5 consonants is extracted from the loan word, with vowels added in between. 82% follow five quadri-consonantal paradigms and 16% follow three quinque-consonantal paradigms. The most productive paradigm is فعلل /fa؟lal/ CVCCVC (Afghanize > أفغن/?afɣan/ (VT, make Afghani in character or nationality); Amalgamate > ملغم /malɣam/; Americanize > أمرك /?amrak/ (46%). The second most productive paradigm is فعّل /fa؟؟al/ CVCCVC (19%) as in Gypsum> جبّس/dʒabbas/ (VT); hacker> هكر /hakkar/ (VT); hang>هنج /hannag/ (VI); Latinize>لتن /lattan/ (VT). The quinque-consonantal paradigms تفعلل /tafa؟lal/ CVCVCVC is used in 9% of the loanwords as in democratize > دمقرط/damaqraT/ (VT). The tri-consonantal paradigm is the least productive (2%) as in Ekleipsis (Gr) eclipse>كسف /kasafa/ (VI). All derived verbs herein conform to the Arabic phonotactic and morphotactic systems and are frequently used in daily speech. The same strategies for creating augmented verbs are used in all native but many loanwords. Verb derivation from nouns as countries is feasible but not used, and for others, it is not possible and is counter intuitive to extract consonants to form a root. Recommendations for the creation of a loanwords dictionary and a Arabic derivations’ dictionary are given.
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DYE, CRISTINA D. "Reduced auxiliaries in early child language: Converging observational and experimental evidence from French." Journal of Linguistics 47, no. 2 (2010): 301–39. http://dx.doi.org/10.1017/s002222671000037x.
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Since early studies in language development, scholars have noticed that function words, in particular auxiliaries, often appear to be missing in early speech, with the result that child utterances sometimes exhibit verbs with non-finite morphology in seemingly matrix clauses. This has led to the idea of a ‘deficit’ in the child's syntactic representations. In contrast with previous studies, this article explores the possibility that the child's phonology may considerably impact her overt realization of auxiliaries. Specifically, it examines the hypothesis that non-finite verbs in early speech are in fact attempted periphrastics (i.e. auxiliary/modal+non-finite verb) in which the auxiliaries are just reduced phonetically, often to the point where they remain unpronounced. We studied 28 normally developing French-speaking children aged between 23 and 37 months. New observational data uncovered a continuum in a given child's phonetic realizations of auxiliaries. Children showed various levels of auxiliary reduction, suggesting that their non-finite verbs are best analyzed as being part of periphrastics involving an auxiliary form that represents the endpoint on this continuum, i.e. is (completely) deleted. Further examination of these verbs revealed that their semantics corresponds to the semantics of adult periphrastics. Additionally, the results of an experiment where children imitated sentences with either periphrastic or synthetic verbs showed that responses with non-finite verbs were predominantly produced when the target sentence involved a periphrastic, rather than a synthetic verb.
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Ishchenko, Oleksandr. "The effect of nouns and verbs on pausing in spoken language." Ukrainska mova, no. 2 (2020): 45–58. http://dx.doi.org/10.15407/ukrmova2020.02.045.
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The study analyzes speech pauses of Ukrainian. The research material is the audio texts of spontaneous conversational speech of customarily pronunciation and intonation, as well as non-spontaneous (read) speech of clear pronunciation and expressive intonation. We show a robust tendency for high frequency of pauses after nouns. It suggests that pausing is like a predictor of nouns. The frequency of pausing after verbs is slightly lower. The probability of pause location after any another part of speech is much lower. Generally, pausing can be occurred after words of any grammatical category. These findings spread virtually equally to both spontaneous conversational speech and non-spontaneous speech (clear intonated reading). The effect of nouns on pause occurrence may be caused by universal property of the human language. It is recently accepted that nouns slow down speech across structurally and culturally diverse languages. This is because nouns load cognitive processes of the speech production planning more as compared with verbs and other parts. At the same time, some Ukrainian language features also impact the pausing after nouns (these features are characteristic of other Slavic languages too). This is about a prosodic phrasing of Ukrainian according to that interpausal utterances usually are finalized by nouns (rarely by verbs or other principal parts of speech) which get most semantic load. The pauses do not follow after each noun, because they can be exploited in the speech segmentation in depends on linguistic (linguistic structure of speech), physiological (individuality of speech production, breathing), and psycholingual factors. We suggest that the priming effect as a noun- and verb-inducted psycholingual factor can significantly impact pausing in spoken language. Statistical measures show the following: 430 ms ±60% is the average pause duration of non-spontaneous clear expressive speech, 355 ms ±50% is the average pause duration of spontaneous customarily speech. Thus, pauses of non-spontaneous speech have a longer duration than of spontaneous speech. This is indicated by both the average pause duration means (ms) and the relative standard deviation of pause durations (±%). Keywords: expressive speech, spontaneous speech, phonetics, prosody, speech pauses, pausing, prepausal words, nouns, verbs.
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Kwak, Hae-yoon. "Analysis of the Discourse Marker Well through the Use of Speech Act Verbs." Convergence English Language & Literature Association 8, no. 2 (2023): 177–204. http://dx.doi.org/10.55986/cell.2023.8.2.177.
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This paper aims to explore the illocutionary forces conveyed by the discourse marker well in English by focusing on speech act verbs that are crucial for understanding performative utterances. To achieve this goal, a new taxonomy of speech act verbs is proposed, which involves analyzing the illocutionary forces of well using the commonly used speech act verbs classified by Bach and Harnish (1979). The new taxonomy has been utilized to analyze the illocutionary forces of the discourse marker well as uttered by speakers. The study revealed that the discourse marker well conveys illocutionary forces through nine types of speech act verbs. These verbs are used by speakers to convey their intention within the specific context of their utterance.
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Mirziyatov, Shuhrat. "Analysis Of Verbs In The Works Of Mahmud Zamahshari." American Journal of Social Science and Education Innovations 02, no. 12 (2020): 154–69. http://dx.doi.org/10.37547/tajssei/volume02issue12-28.
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This article, devoted to the analysis of parts of speech in the works of Makhmud Zamakhshari, addresses the question of conjugation of verbs in the last chapter named “Tasrifu-l-af’al” of the book “Mukaddamatu-l-adab”. The article emphasizes that the verb is an important part of speech in Arabic, that it is impossible to master the grammatical rules and categories without knowing its morphological features, that some parts of speech, especially masdars, the degrees of adjectives are formed from verbal roots. In “Mukaddamatu-l-Adab” was written that verbs in Arabic are divided into verbs with three and four roots and the majority are the verbs with three roots. Verbs with four roots, as well as verbs with three roots, lean with the help of those suffixes and prefixes. In the formation of the present tense forms, imperative forms, masdars, participles are also based on the same rules as for three-verbs. Makhmud Zamakhshari, defining the doubled verbs as verbs in the three-root group, in which the second and third roots consist of the same letter, emphasizes that the hamza is a “healthy” letter, not defective, and because of its complex pronunciation it is either changed with another letter or sometimes it is missed when pronounced and this provides ease of pronunciation. The question of writing hamza and its spelling has always been a difficult question of the language. Since Zamakhshari created his work for the quick study of Arabic and its grammar by non-Arab people, he did not go deeply into the essence of some difficult questions of Arabic language. The scientist notices that ings are added to the verbs of the actual voice gives samples conjugation of regular verbs in the past tense, and says that all regular verbs and verbs that are similar to regular verbs are conjugated in the above order. In his work, Zamahshari gave a sample of the conjugations of the verbs of the passive voice and examples of adding personal endings to such verbs, as well as conjugations of regular verbs, and verbs similar to regular verbs, empty and defective verbs. The scholar’s work not only gave conjugation of verbs, but also provided exceptions to the rules, it also highlighted a separate chapter in the interpretation of the imperative form in Arabic. The work contains information that the formation of an imperative form from verbs of the present-future tense. The article emphasizes that the verbs of surprise are formed only from the first chapter of the three-root verbs, that such forms are not formed from verbs expressing physical imperfection. Ways of expressing astonishment from doubled and defective verbs are commented. Regarding the verb conjugation, which is devoted to the chapter on the study of infinitives (masdar), the author dwells on the names of actions, ways of forming masdars from empty verbs, gives definition to real and passive participles, gives examples of their formation. This chapter provides information on the formation of real and passive participles from the derived chapters and four-root verbs, an interpretation of the adjective forms of the excellent and comparative degrees.
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Shinzato, Rumiko. "Some observations concerning mental verbs and speech act verbs." Journal of Pragmatics 36, no. 5 (2004): 861–82. http://dx.doi.org/10.1016/s0378-2166(03)00002-x.
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Nefedova, Elena A. "On the Specifics of Verbal Prefixation in Modern Russian Dialects." Izvestiia Rossiiskoi akademii nauk. Seriia literatury i iazyka 80, no. 4 (2021): 108. http://dx.doi.org/10.31857/s241377150016298-0.
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The article focuses on the functioning of two-prefixed verbs, in which the second prefix element is the prefix za- (for-). The productivity of secondary verb prefixation in the dialects of the Arkhangelsk region is confirmed, word-forming models are identified, the effect of which leads to a complication of the ways of forming perfect verbs, to the appearance of synonymous pairs of perfect verbs (cover and cover), as well as to the formation of synonymous specific pairs of verbs (cover – cover and cover – cover). The factors contributing to the productivity of verbal prefixation are determined, and its connection with the communicative features of dialect speech is established.
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KHALILOVA, Zaira M. "GRAMMATICALIZATION OF SPEECH VERBS IN SOME OF TSEZIC LANGUAGES: NARRATIVE AND QUOTATIVE." Herald of Daghestan Scientific Center of Russian Academy of Science, no. 82 (September 30, 2021): 55–57. http://dx.doi.org/10.31029/vestdnc82/8.
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Grammaticalization of speech verbs is a widespread process in the Daghestan languages. The quotative particle, which is grammalicalized from the past form of speech verb, is used to mark the dependent clause. In the West-Tsezic languages, such particle is used as a quotative marking direct and indirect speech, whereas in the East-Tsezic languages the particle has two functions: it is used as a quotative and as a narrative particle.
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Aldasheva, K. S., and A. Nurym. "SEMANTIC PECULIARITIES OF PHRASAL VERBS IN ENGLISH." BULLETIN Series of Philological Sciences 76, no. 2 (2021): 14–19. http://dx.doi.org/10.51889/2021-2.1728-7804.02.
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English phrasal verbs are one of the key and difficult parts in English learning. Since the traditional linguistics holds that English phrasal verb is an integral thing that cannot be analyzed, learners can only perform rote tasks of memorization which is time-consuming and inefficient. However, cognitive linguistics holds that the semantics of phrasal verbs and their constituents, verbs and particles, are both prescriptive and analytical. These dual attributes of phrasal verbs require researchers using the relevant theories of cognitive linguistics to analyze the semantics of phrasal verbs, so that learners can master phrasal verbs systematically and efficiently. The research deals with classifications of phrasal verbs into lexico-semantic groups and their further division intosubgroups. It is concluded that the adverbial element should be brought more into the limelight as shaping the semantic pattern of the phrasal construction and its functioning in speech.
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Bloom, Lois, Matthew Rispoli, Barbara Gartner, and Jeremie Hafitz. "Acquisition of complementation." Journal of Child Language 16, no. 1 (1989): 101–20. http://dx.doi.org/10.1017/s0305000900013465.
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ABSTRACTThis study concerns the acquisition of complex sentences with perception and epistemic verbs that take a second verb in their complements. The acquisition of complementation began between two and three years of age in this longitudinal study of four children's spontaneous speech. The results of the study showed that (1) complement types and complementizer connectives and (2) the discourse contexts in which complementation occurred were specific to individual matrix verbs. The most frequent verbs acquired were the perception verbs see and look and the epistemic verbs think and know. Developments in both discourse and syntax indicated that these verbs expressed attitudes of certainty/uncertainty toward the content expressed in their complements. The results are discussed in terms of both linguistic and psychological factors in the acquisition of complex sentences with complementation.