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Journal articles on the topic 'Third person in present tense'
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Calle-Martín, Javier, and Jesús Romero-Barranco. "Third person present tense markers in some varieties of English." English World-Wide 38, no. 1 (June 17, 2017): 77–103. http://dx.doi.org/10.1075/eww.38.1.05cal.
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Abstract In British Standard English, number in the verb phrase is exclusively characterized by the use of the -s inflection with the third person singular present tense. World Englishes present a high level of variation as the uninflected third person singular and the inflected third person plural may also occur in these contexts. This paper pursues four objectives: a) to analyse the use of present third person inflections and compare their distribution in different varieties of English; b) to assess the occurrence of forms across speech and writing, text categories and the informants’ age and gender; c) to classify the instances by type of subject (nominal vs. pronominal); and d) to evaluate the impact of proximity agreement, notional agreement and the existence of intervening elements in the choice of the inflection. Our evidence comes from the New Zealand, Indian, Singaporean and Hong Kong components of the International Corpus of English.
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WRIGHT, L. "THIRD-PERSON SINGULAR PRESENT-TENSE -S, -TH, AND ZERO, 1575-1648." American Speech 76, no. 3 (September 1, 2001): 236–58. http://dx.doi.org/10.1215/00031283-76-3-236.
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WRIGHT, L. "THIRD PERSON PLURAL PRESENT TENSE MARKERS IN LONDON PRISONERS' DEPOSITIONS, 1562-1623." American Speech 77, no. 3 (September 1, 2002): 242–63. http://dx.doi.org/10.1215/00031283-77-3-242.
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PINE, JULIAN M., GINA CONTI-RAMSDEN, KATE L. JOSEPH, ELENA V. M. LIEVEN, and LUDOVICA SERRATRICE. "Tense over time: testing the Agreement/Tense Omission Model as an account of the pattern of tense-marking provision in early child English." Journal of Child Language 35, no. 1 (January 3, 2008): 55–75. http://dx.doi.org/10.1017/s0305000907008252.
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ABSTRACTThe Agreement/Tense Omission Model (ATOM) predicts that English-speaking children will show similar patterns of provision across different tense-marking morphemes (Rice, Wexler & Hershberger, 1998). The aim of the present study was to test this prediction by examining provision rates for third person singular present tense and first and third person singular forms of copula BE and auxiliary BE in longitudinal data from eleven English-speaking children between the ages of 1 ; 10 and 3 ; 0. The results show, first, that there were systematic differences in the provision rates of the different morphemes; second, that there were systematic differences in the rate at which all of the three morphemes were provided with pronominal and lexical subjects; and, third, that there were systematic differences in the rate at which copula BE and auxiliary BE were provided with the third person singular pronominal subjects It and He and the first person singular subject pronoun I. These results replicate those of Wilson (2003), while controlling for some possible objections to Wilson's analysis. They thus provide further evidence against the generativist view that children's rates of provision of different tense-marking morphemes are determined by a single underlying factor, and are consistent with the constructivist view that children's rates of provision reflect the gradual accumulation of knowledge about tense marking, with much of children's early knowledge being embedded in lexically specific constructions.
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Herlina, Herlina, and Maria Ramasari. "Students Ability in Producing the Sentences of Simple Present Tense at STMIK Musi Rawas." Linguistic, English Education and Art (LEEA) Journal 1, no. 2 (June 6, 2018): 154–67. http://dx.doi.org/10.31539/leea.v1i2.181.
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This research aimed to find out the students ability in producing the sentences of simple present tense at STMIK Musi Rawas. The research was a qualitative study. As stated in findings, it interpreted that there were 34 students (62.91 percent) in the low category. Thus, there were 15 students (27.50 percent) in the good category. Finally, there were 5 students (9.59 percent) in the excellent category. Hence, it can be concluded that students ability in producing the sentences of simple present tense was still low. It showed that many students still got difficulties in producing the sentences of simple present tense especially for verb in third person singular as the subject pronoun.
Keywords: students ability, simple present tense, sentences
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de Bree, Elise, and Madelon van den Boer. "Wrong place, wrong time: Children’s sensitivity to present tense spelling conventions." Applied Psycholinguistics 42, no. 5 (July 14, 2021): 1221–42. http://dx.doi.org/10.1017/s0142716421000254.
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AbstractSpelling has been found to be influenced by the frequency with which certain orthographic patterns occur. We examined whether Grades 2–5 children were already sensitive to orthographic frequency in spelling present tense verb inflections that sound the same but are spelled differently. Children were asked to spell present tenses in two homophonous forms; both inflections are pronounced with final /t/ but are spelled with final -d (“ik vind,” I find) or -dt (“hij/zij vindt,” he/she finds). Previous research has shown that adolescents and adults make inflection errors based on the relative frequency within a pair; as “vind’ is more frequent than “vindt,” “vind” is often used incorrectly. The children showed low correct scores for third person singular spellings, and overall better performance for -d dominant verbs. Surprisingly, they did make errors related to homophone inflection but in the wrong place, marking the wrong time: homophone-based errors occurred in present tense non-homophone verbs and in past tenses. We take our findings to mean that the children were not sensitive to homophone dominance. Furthermore, the findings illustrate the importance of specific graphotactic patterns in literacy development and call for attention to these patterns in models and teaching of spelling.
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Leonard, Laurence B., M. Cristina Caselli, and Antonella Devescovi. "Italian children's use of verb and noun morphology during the preschool years." First Language 22, no. 3 (October 2002): 287–304. http://dx.doi.org/10.1177/014272370202206604.
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Five groups of Italian-speaking children ages 2 to 7 years participated in tasks designed to assess their use of a range of grammatical morphemes. Present tense verb inflections and noun plural inflections reached ceiling levels by 4 years of age, whereas present tense copula forms and definite singular articles showed high accuracy levels by 5 years of age. Errors on present tense inflections were rarely infinitives. Instead, most errors could be characterized as ‘near misses’ – productions of forms that differed from the target by a single feature of person or number. Many of these one-feature errors were directional; first person forms were more likely to be replaced by third person forms than the reverse, and plural forms were more likely to be substituted by singular forms than the opposite pattern. Errors of this type are not handled by models of grammatical development that deal with broader constructs such as the availability or optionality of tense or finiteness.
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Dviniatin, Fedor N. "The Quantitative Grammar and Poetics of Finite Verb Forms in the Guslʹ Dobroglasnaia by Simeon Polotsky." Slovene 4, no. 1 (2015): 159–69. http://dx.doi.org/10.31168/2305-6754.2015.4.1.8.
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The paper offers data on the quantity and structure of finite verbal forms in Simeon Polotsky’s collection Guslʹ Dobroglasnaia. The results are compared to data from twenty epinician odes by Mikhail Lomonosov and ten odes by Gavriil Derzhavin. We find 851 personal forms in Simeon’s collection, of which 214 belong to past tenses (73 to imperfect, 92 to aorist, 49 to past tense with l morpheme); 363 belong to present tense; 99 to future tense; 51 to imperative mood; 6 to conjunctive mood; and 118 to the forms with the da particle. The total percentage of past tenses in Simeon’s texts (25.1%) is close to the parameters appearing in Lomonosov’s and Derzhavin’s texts (21.4% and 23.5%, respectively), and the same is true for the percentages of non-indicative moods (20.5% vs. 19.1% and 20.5%). Simeon Polotsky’s texts contain fewer present tense forms than those written by the 18th-century poets (42.8% vs. 50.6% and 49.5%), but they contain more future tense forms (11.6% vs. 8.9% and 6.5%). Past tense forms in Simeon’s texts with l suffix include 29 forms of the third person with the auxiliary iestʹ verb, usually given in a rhyme position. In the aorist, the proportion of imperfective and perfective forms to the forms of the byti verb is 9:72:11; in imperfect, this proportion is 52:6:15; and in past tenses with l suffix, it is 8:38:3. We find 99 forms of the future tense, broken down as follows: 69 are forms of simple future; 12 are accompanied by imatʹ and similar forms; and 18 are accompanied by budet and similar forms (there is no semantic difference between these two last cases). Of the forms containing the da particle, 65 belong to present tense, 37 belong to future tense, and 16 are accompanied by byti forms.
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Joby, Chris. "Third-person singular zero in Norfolk English: An addendum." Folia Linguistica 37, no. 1 (November 1, 2016): 33–60. http://dx.doi.org/10.1515/flih-2016-0002.
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Abstract An article published in 2014 argued that the third-person singular present tense indicative zero was already present in Norfolk English before the arrival of Dutch- and French-speaking immigrants in Norwich in the middle of the sixteenth century. This position differs from that of Trudgill, who has argued that zero-marking in Norfolk English arose as a result of language contact between the immigrants (or ‘Strangers’) and local English people. One response to the earlier article is that it relies on examples involving the verb have, and that this verb is something of an exception as it is found with zero-marking in other varieties of English. The present article addresses that concern by providing further evidence that zero-marking was already used in Norfolk English for verbs other than have before the arrival of the Strangers in Norwich. It then evaluates whether, although zero-marking was present prior to 1565, Trudgill’s language contact thesis may nevertheless help to explain how zero-marking became a common feature of Norfolk English and indeed of varieties of English elsewhere in East Anglia. In short, this article aims to shed further light on the interesting question of how and when zero-marking developed in Norfolk English.
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Moore, Colette. "Writing good Southerne: Local and supralocal norms in the Plumpton letter collection." Language Variation and Change 14, no. 1 (March 2002): 1–17. http://dx.doi.org/10.1017/s0954394502141019.
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The relatively recent application of sociolinguistic methodology to the study of language history offers techniques for approaching regional and social variation and change in earlier stages of English. This article focuses on changes in written norms in the history of English, examining several morphosyntactic variables that were in flux in England in the 15th and 16th centuries: the third person present singular verb endings, the third person plural be, and the Northern Present-Tense Rule for third person plural verbs. These variables are significant because each of them presents two competing forms in the north of England in the Early Modern period: a local form and a supralocal form. The present analysis, after examining the correlation between the linguistic variables and gender and social function, concludes that the results may be understood through a conflict model in which variants supralocalize to accommodate the demands of alternative linguistic markets.
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Stokes, Patrick. "Will it be me? Identity, concern and perspective." Canadian Journal of Philosophy 43, no. 2 (2013): 206–26. http://dx.doi.org/10.1080/00455091.2013.826054.
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Self-reflexive or egocentric concern has been taken to present a serious problem for reductionist and eliminativist metaphysical accounts of personal identity. Philosophers have tended to respond in one of three ways: by continuing the search for a metaphysical account of identity that (prudentially if not morally) justifies egocentric concern; by accepting that egocentric concern can hold between persons who are not numerically identical; or by advocating the abandonment of egocentric concern altogether. All these approaches, however, distinguish between metaphysical ‘facts’ and affective responses to them. Exploring a well-known example from Bernard Williams, I argue that egocentric concern presents itself as irreducibly first-personal and as making its own set of numerical personal identity claims on the phenomenal level. Williams' example also points to the need to complicate the first/third person schema by factoring in a further distinction between present-tense and implicitly atemporal perspectives on the self. Once this move is made, we can see that the identity claims figured in first-person present-tense experience and those arrived at through metaphysical deliberation need to be distinguished. We should resist the temptation to privilege one perspective over the other in all instances, or to collapse them into a unitary account of selfhood.
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FEDCHENKO, OLEG D. "BALTIC HYDRONYMY OF CENTRAL RUSSIA." Theoretical and Applied Linguistics, no. 4 (2020): 104–27. http://dx.doi.org/10.22250/2410-7190_2020_6_4_104_127.
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The article presents the linguistic analysis of hydronyms of the Central Russia. The origin is considered of the names of large rivers (more than 100 km long) from the Moscow, Kaluga, Oryol, Yaroslavl, Ivanovo, Vladimir, Ryazan, Kostroma, Tver, Nizhny Novgorod, Vologda regions. The systematization of hydronyms that appeared in the Baltic language environment was carried out. The results indicate that the names of the rivers have an etymology associated with such concepts as a river, channel, stream. The basis for river names are verbs in Present Tense, third person singular, while the lake names stem from verbs in Past Tense, third person singular. It was also discovered that in modern river names, Slavic and Finno-Ugric vowels of the Baltic hydronyms are very common. The suggested approach helps accurately localize the settlements of Slavic and Finno-Ugric tribes in space as well as time. At the same time, the range of Baltic hydronyms turned out wider than it had been expected. The obtained results enable to clarify the archaeological and historical aspects of the life of ancient people in the Central Russia.
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Kipacha, Ahmadi. "impact of the morphological alternation of subject markers on tense/aspect: the case of Swahili." ZAS Papers in Linguistics 43 (January 1, 2006): 81–96. http://dx.doi.org/10.21248/zaspil.43.2006.286.
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Subject markers for the first, second and third person singular in Southern Swahili dialects display morphological variation in that specific forms are chosen with different tense-aspect markers. This paper documents this variation in the different dialects and presents a distributional chart which reveals the symmetric patterns between these subject markers and their corresponding tense-aspect formatives. The study corroborates earlier work in the manifestation of variant morphological tense-aspect formatives of the regional dialects of Swahili by Mazrui (1983).
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Btoosh, Mousa A. "Tense and Aspect in the Academic Writing of Arab L2 Learners of English: A Corpus-Based Approach." Journal of Language and Education 5, no. 2 (June 30, 2019): 26–47. http://dx.doi.org/10.17323/jle.2019.7769.
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This study aimed at explicating the use of tense and aspect in the academic writing of Arab L2 learners of English. The scope was restricted to two absolute tenses (simple present and simple past), perfective and imperfective aspects, and verb-form errors arising from the deletion or addition of the third person singular-s besides the omission of copula and auxiliary verbs. The study was conducted on the basis of a comparative, quantitative analysis of the target forms between a learner corpus and a similar-sized native one. In pursuing and achieving the stated objectives, it also concentrated on the types and sources of the tense, aspect and verb form errors in learners’ performance. In addition to the significant disparity between the two corpora in terms of the frequency count and percentage of most of the target forms, the findings confirmed learners’ tendency to use more verbs than native speakers. Results also showed that learners’ use of the preterit (simple past), and perfective and imperfective aspects were largely constrained by their L1 grammar and semantic interpretation of verbs (independent of the target language norm). Moreover, the findings revealed some common inconsistent erroneous forms attributed to the omission or addition of the third person singular-s and the omission of copula and auxiliary verbs. Several main factors were identified as potentially responsible for learners’ errors, that is, inconsistency inherent in L2 rules, learners’ limited exposure to (authentic) L2, overgeneralization, redundancy reduction, and language transfer. The findings suggest the need to introduce appropriate pedagogical methods to best present the target language rules.
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Rixha, Annafi’in Nur, Idrus Alhamid, Siti Rokhmah, and Syamsir Bin Ukka. "SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY." KARIWARI SMART : Journal of Education Based on Local Wisdom 1, no. 2 (June 30, 2021): 36–48. http://dx.doi.org/10.53491/kariwarismart.v1i2.39.
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English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students will teach writing effectively if they master the grammatical understanding.This research’s objectives were to find: (1) The the types of grammatical errors based on surface strategy taxonomy found in students’ descriptive essay,(2) The dominant grammatical error based on surface strategy taxonomy found in students’ descriptive essay,(3) The factors causing students made grammatical error in writing descriptive essays.To achieve the objectives, a qualitative method is used. Data collected by observation, interview and documentation from students’ descriptive essay worksheet then analyzed using error analysis.The findings of the research: (1) Grammatical errors are Misformation (3rd Person Singular, Plural, Auxiliary Verb, Dictionaries, Preposition, Conjunction, Pronoun, Singular, Simple Present Tense, Simple Past Tense), Omission (Simple Present Tense, Agreement, Auxiliary Verb, Plural, Article, Pronoun, Conjunction, Preposition, Adverb), Addition (Simple Additions, Double Marking), Misordering (Adjective, Pronoun, Auxiliary Verb). (2) The dominant grammatical error is Misformation with 47.05% from 170 errors. (3) The factors causing error are Interlingual and Intralingual.
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Joby, Christopher. "Regional Variation in Early Modern English: The Case of the Third-Person Present Tense Singular Verb Ending in Norfolk Correspondence." Journal of English Linguistics 45, no. 4 (August 10, 2017): 338–66. http://dx.doi.org/10.1177/0075424217723435.
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A well-known example of variation in Early Modern English is found in the morphology of the third-person singular present tense indicative verb. In general terms there was a gradual shift from - th to - s (e.g., pleaseth to pleases). However, previous studies such as Kytö (1993) and Nevalainen and Raumolin-Brunberg (2003) found that this shift was by no means uniform, varying by, for example, region, type of text, and author. More specifically, Nevalainen, Raumolin-Brunberg, and Trudgill (2001) analyzed the distribution of endings for the third-person singular present indicative verb in Early Modern East Anglian English, i.e., the variety of English used in the counties of Norfolk and Suffolk. However, for the final twenty-year period of their study (1660-1680), they only have four informants. This article analyzes the distribution of verb endings for a larger number of informants during this period, which marks the final stages of - th recession in East Anglian English, using letters written in Norfolk. The corpus based on these letters allows for a detailed analysis of linguistic and extralinguistic factors that influenced this distribution. Linguistic factors include the stem-final sound and verb-type ( have, do, and say are analyzed separately). Among the extralinguistic factors analyzed are the sex of the author and addressee, the level of formality, and the author’s social class. One of the informants in this study is Sir Thomas Browne. The distribution of verb endings in his correspondence makes him an outlier. His usage has led some authors to exclude his results from their analysis. The present article offers a new approach to dealing with such cases. The overall results are compared with those for other parts of England from the same period in order to identify patterns of regional variation. Finally, an analysis of correspondence for the period 1680-1750 indicates that by this time - th had more or less disappeared from Norfolk correspondence.
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Lumaela, Ernita, and Stella Rose Que. "USING OF EXPLICIT INSTRUCTION METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY IN SIMPLE PRESENT TENSE AT CLASS X3 OF SMA NEGERI 4 LEIHITU." JURNAL TAHURI 18, no. 1 (February 5, 2021): 13–32. http://dx.doi.org/10.30598/tahurivol18issue1page13-32.
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Based on the preliminary study, almost students usually have some problems in finding out the verb form of simple present tense. There are omissions of be, and suffix -s/-es. It shows that students’ grammar ability is low in simple present tense. The research questions are how can explicit instruction method improve students’ grammar ability in simple present tense? And what are students’ responses about using explicit instruction method during teaching learning process? Its significant are for students, they have grammar ability in using simple present tense well. And they are accustomed to use the correct verb of simple present tense. Then, for teacher, is to provide the better method for teaching grammar. And the Explicit Instruction method helps the teacher to variety his or her instruction of teaching grammar. Type of this research is classroom action research by using Explicit Instruction method. It is conducted at SMA Negeri 4 Leihitu in Seith village of Central Maluku. The subject is the first grade of class X3 with the total number 20 students. The research has been done in three cycles consisted of three times of meeting in each cycle during four weeks. And every last meeting of each cycle, researcher conducted a test to measure students’ improvement. And the pre- test of students’ result show the mean 29,5 at the poor level. Then, in the first cycle, the students’ mean add 52,9 at the poor level. And the second cycle, the students’ mean increase 65 which show at the average level. And the last cycle, students’ mean improve highly 78 which shows at the good level. Finally, students show the good progress. They have been able to use the simple present tense of auxiliary verbs in sentences, determine the correct verbs of the subject-verb-agreement and transform the verb of the third singular person well
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Walker, Terry. "“he saith yt he thinkes yt”: Linguistic Factors Influencing Third Person Singular Present Tense Verb Inflection in Early Modern English Depositions." Studia Neophilologica 89, no. 1 (July 5, 2016): 133–46. http://dx.doi.org/10.1080/00393274.2016.1190298.
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Wright, Laura. "Some more on the history of present-tense -s, do and zero: West Oxfordshire, 1837." Journal of Historical Sociolinguistics 1, no. 1 (May 1, 2015): 111–30. http://dx.doi.org/10.1515/jhsl-2015-0005.
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AbstractThis paper analyses the present indicative third-person singular markers in a diary kept by a servant from West Oxfordshire in 1837. There are three present-tense markers present in the diary: periphrastic auxiliary verb do, -s, and zero. However, all affirmative declarative do forms are found to be emphatic, so I deduce that periphrastic do was not present. Zero occurs at the surprisingly high rate of 21%. I examine the possibility that zero was the result of hypercorrection (perhaps due to misapplied schooling, or perhaps due to dialect contact as the diarist left West Oxfordshire and took up employment in London), but this is rejected because -s and zero patterns in the same way as in other southern data, based on an analysis of pronoun v. NP subjects, auxiliary v. full-verb have, non-categorical NPPR, and non-categorical Early Modern subjunctive zero. Presumably, these regular patternings would not be present were the zeroes due to an over-applied rule. I hypothesise that as periphrastic do and older -th became abandoned, an empty morpheme slot emerged, which later became filled with generalised -s. It is this temporarily empty morpheme slot, I suggest, which accounts for the 21% zeroes.
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Poplack, Shana, and Sali Tagliamonte. "There's no tense like the present: Verbal -s inflection in early Black English." Language Variation and Change 1, no. 1 (March 1989): 47–84. http://dx.doi.org/10.1017/s0954394500000119.
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ABSTRACTThis article contributes to the understanding of the origin and function of verbal -s marking in the Black English grammar by systematically examining the behaviour of this affix in two corpora on early Black English. To ascertain whether the variation observed in (early and modern Black English) -s usage has a precedent in the history of the language, or is rather an intrusion from another system, we focus particularly on the linguistic and social contexts of its occurrence, within a historical and comparative perspective. Our results show that both third person singular and nonconcord -s are subject to regular, parallel environmental conditioning. The finding that both insertion and deletion are conditioned by the same factors suggests that verbal -s marking is a unitary process, involving both concord and nonconcord contexts. Moreover, the (few) variable constraints on verbal -s usage reported throughout the history of the English language remain operative in early Black English. These results, taken in conjunction with indications that -s marking across the verbal paradigm was a prestige marker in the dialect at some earlier point in time, lead us to hypothesize that the contemporary pattern might be a synchronic reflex of the constraint ranking on -s usage in the varieties of English that provided the linguistic model for the slaves. Many of the conditioning effects we report would have been subsequently overridden by the grammaticalization of -s as the Standard English agreement marker. We conclude that present-tense marking via verbal -s formed an integral part of the early Black English grammar.
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Virtanen, Tuija. "*Sings myself happy birthday*." From Culture to Language and Back: The Animacy Hierarchy in language and discourse 5, no. 2 (June 28, 2018): 248–70. http://dx.doi.org/10.1075/ijolc.00009.vir.
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Abstract This paper explores linguistic egocentrism in English through the lens of virtual performatives, i.e. self-referential stand-alone predications in the third person singular present tense through which users perform virtual action or emotion. The focus is on microblogging for apparently recreational purposes, where visibility, rather than reciprocity, must be a primary concern. Findings show that the common or garden virtual performative consistently relying on an externalized self occasionally turns into a variant where the self is subsequently reassumed, and then again possibly re-externalized within the same construction. The syntactic and discursive systematicity manifest in these constructions forbids treating them as erroneous. The paper discusses the benefits of this way of externalizing and optionally reassuming self, through fluctuation between third-person and first-person references, and touches upon metapragmatic awareness and logophoricity. In creating digital culture, virtual performatives point to users’ pragmatic adaptation of their public, social self to environments manifesting a high degree of context collapse.
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GRIES, STEFAN TH, and MARTIN HILPERT. "Modeling diachronic change in the third person singular: a multifactorial, verb- and author-specific exploratory approach." English Language and Linguistics 14, no. 3 (October 1, 2010): 293–320. http://dx.doi.org/10.1017/s1360674310000092.
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This study addresses the development of the English third-person singular present tense suffix from an interdental fricative (giveth) to an alveolar fricative (gives). Based on the PCEEC corpus, we analyze more than 20,000 examples from the time between 1417 and 1681 to determine (i) the temporal stages in which this development took place and (ii) the factors that are correlated with this change.As for (i), we use a bottom-up clustering method which shows that the shift from -(e)th to -(e)s is best characterized as consisting of five stages. As for (ii), we examine multiple language-internal and language-external factors, including several variables proposed in earlier accounts. We fit a generalized linear mixed-effects model, which allows us to predict nearly 95 per cent of all inflectional choices correctly, thus revealing which factors shaped the development over time in a data-driven and highly precise way.
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Ingram, David, and Donald Morehead. "Morehead & Ingram (1973) Revisited." Journal of Speech, Language, and Hearing Research 45, no. 3 (June 2002): 559–63. http://dx.doi.org/10.1044/1092-4388(2002/044).
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The finding in Morehead and Ingram (1973) that children with a language impairment do better in the use of inflectional morphology than MLU-matched typically developing children has been in marked contrast to several subsequent studies that have found the opposite relationship (cf. review in Leonard, 1998). This research note presents a reanalysis of a subset of the original Morehead and Ingram data in an attempt to reconcile these contradictory findings. The reanalysis revealed that the advantage on inflectional morphology for children with language impairment was only on the progressive suffix, not on plural and possessive or on the verbal morphemes third-person present tense and past tense. The results of the reanalysis are in line with more recent research (e.g., Rice, Wexler, & Cleave, 1995). The resolution of these discrepant results highlights the critical roles that methodological issues play—specifically, how subjects are matched on MLU, how inflectional morphology is measured, and the selection of subjects with regard to age.
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Schroeder, Severin. "Moore's Paradox and First-Person Authority." Grazer Philosophische Studien 71, no. 1 (April 24, 2006): 161–74. http://dx.doi.org/10.1163/18756735-071001010.
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This paper explores Wittgenstein's attempts to explain the peculiarities of the first-person use of 'believe' that manifest themselves in Moore's paradox, discussed in , Part II, section x. An utterance of the form 'p and I do not believe that p' is a kind of contradiction, for the second conjunct is not, as it might appear, just a description of my mental state, but an expression of my belief that not-p, contradicting the preceding expression of my belief that p. Thus, 'I believe that p' is just a stylistic variant of 'p'; the word 'believe' doesn't seem to have a substantial role to play in such an utterance. Following Wittgenstein, I discuss why there could not be a first-person present-tense use of the word that was more akin to its use in the third person: why it is impossible to describe one's own current beliefs in a detached manner without thereby expressing them. In the final section, I try to develop Wittgenstein's suggestion that the non-epistemic authority we have regarding the contents of our beliefs can be clarified by considering its link with intention and action.
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Eadie, P. A., M. E. Fey, J. M. Douglas, and C. L. Parsons. "Profiles of Grammatical Morphology and Sentence Imitation in Children With Specific Language Impairment and Down Syndrome." Journal of Speech, Language, and Hearing Research 45, no. 4 (August 2002): 720–32. http://dx.doi.org/10.1044/1092-4388(2002/058).
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The purpose of the present study was to examine the grammatical morphology and sentence imitation performance of two different groups of children with language impairment and to compare their performance with that of children learning language typically. Expressive use of tense-bearing and non-tenserelated grammatical morphemes was explored. Children with specific language impairment (SLI), with Down syndrome (DS), and with typical language development (TL) were matched on mean length of utterance (MLU). Performance was compared primarily on composite measures of tense, tense inflections, and nontense morphemes, as well as on the Sentences subtest of the Wechsler Preschool and Primary Scale of Intelligence—Revised (WPPSI-R; D. Wechsler, 1989). Exploratory analyses were completed on a set of 11 individual grammatical morphemes as a follow-up to the principal analyses. As predicted, the children with SLI performed significantly more poorly than the children with TL on all three composite measures. In addition, the DS group exhibited significantly weaker performance than did the TL group on the tense inflections and non-tense morpheme composites. Although there were no statistically reliable differences between the SLI and DS groups on any morpheme measure, the groups were not comparably weak in their use of the regular past, -ed; the irregular third person singular morphemes (e.g., has, does); the present progressive, -ing; or the use of modals. The SLI and DS groups both performed more poorly than did the TL group on the sentence imitation task.
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LEONARD, LAURENCE B., PATRICIA DEEVY, CAROL A. MILLER, MONIQUE CHAREST, ROBERT KURTZ, and LEILA RAUF. "The use of grammatical morphemes reflecting aspect and modality by children with specific language impairment." Journal of Child Language 30, no. 4 (November 2003): 769–95. http://dx.doi.org/10.1017/s0305000903005816.
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Children with specific language impairment (SLI) have well-documented problems in the use of tense-related grammatical morphemes. However, in English, tense often overlaps with aspect and modality. In this study, 15 children with SLI (mean age 5;2) and two groups of 15 typically developing children (mean ages 3;6 and 5;3) were compared in terms of their use of previously studied morphemes in contexts that more clearly assessed the role of aspect. The children's use of less frequently studied morphemes tied to modality or tense was also examined. The children with SLI were found to use -ing to mark progressive aspect in past as well as present contexts, even though they were relatively poor in using the tense morphemes (auxiliary was, were) that should accompany the progressive inflection. These children were inconsistent in their use of third person singular -s to describe habitual actions that were not occurring during the time of their utterance. However, the pattern of the children's use suggested that the source of the problem was the formal tense feature of the inflection, not the habitual action context. The children's use of modal can was comparable to that of the typically developing children, raising the possibility that the modality function of possibility had been learned without necessarily acquiring the tense feature of this morpheme. These children's proficiency with can suggests that their bare verb stem productions should probably not be re-interpreted as cases of missing modals. Together these findings suggest that the more serious tense-related problems seen in English-speaking children with SLI co-occur with a less impaired ability to express temporal relations through aspect and modality.
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Juge, Matthew L. "Morphological factors in the grammaticalization of the Catalan “go” past." Diachronica 23, no. 2 (December 15, 2006): 313–39. http://dx.doi.org/10.1075/dia.23.2.05jug.
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The Catalan periphrastic perfective past is a so-called “go” past: Vaig cantar, lit. “I-go to-sing”, “I sang” vs. Vaig allà, lit. “I-go there”, “I go there”. Its semantic development has been much discussed, but it presents morphological issues as well. Previous analyses ignore key morphological factors, especially the shift from the early mix of preterit and present auxiliary forms to exclusive use of the present and the development of several variant auxiliary forms. The auxiliary-plus-infinitive construction shares some but not all forms with the lexical verb anar “to go”. Early examples use mostly preterit auxiliary forms but later the small number of present forms grows and the preterit forms disappear. I argue that the present-preterit syncretism in the first person plural of anar, anam, allowed for reinterpretation of the construction as one with a present tense auxiliary rather than a preterit auxiliary. This analysis runs counter to the typical ‘narrative present’ account. Subsequently, the unique third person singular va allowed for new auxiliary forms influenced by the synthetic preterit. This case shows the importance for typological study of detailed analysis of this type to counterbalance the risk of superficial analysis inherent in crosslinguistic studies.
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COLE, MARCELLE. "Subject and adjacency effects in the Old Northumbrian gloss to the Lindisfarne Gospels." English Language and Linguistics 23, no. 1 (August 29, 2017): 131–54. http://dx.doi.org/10.1017/s1360674317000338.
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The subject and adjacency effects found to condition the distribution of present verbal morphology in northern Middle English, and commonly referred to as the Northern Subject Rule (NSR), are generally regarded to be an Early Middle English development that did not condition the distribution of verbal morphology in northern varieties of Old English (Isaac 2003; Pietsch 2005; de Haas 2008; de Haas & van Kemenade 2015). Using data taken from the tenth-century interlinear gloss to the Lindisfarne Gospels, this study considers variation between the present-tense markers -ð and -s in Late Old Northumbrian and discusses evidence which indicates that the subject and adjacency effects at the crux of the NSR were already operative in Old Northumbrian with different morphological material. The findings also debunk the traditional conviction that -s spread first to second-person plural contexts and only subsequently to the third-person plural and singular (Holmqvist 1922; Blakeley 1949/50; Stein 1986).
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Rezzonico, Stefano, Ahuva Goldberg, Trelani Milburn, Adriana Belletti, and Luigi Girolametto. "English Verb Accuracy of Bilingual Cantonese–English Preschoolers." Language, Speech, and Hearing Services in Schools 48, no. 3 (July 26, 2017): 153–67. http://dx.doi.org/10.1044/2017_lshss-16-0054.
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Purpose Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese–English bilingual preschoolers. Method The sample included 47 Cantonese–English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. Results By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Conclusions Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese–English bilingual children.
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BLOM, ELMA, and JOHANNE PARADIS. "Sources of individual differences in the acquisition of tense inflection by English second language learners with and without specific language impairment." Applied Psycholinguistics 36, no. 4 (January 27, 2014): 953–76. http://dx.doi.org/10.1017/s014271641300057x.
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ABSTRACTThe goal of this study was to investigate whether individual difference factors influence the second language (L2) learning of children with specific language impairment (SLI) and children with typical development (TD) differently. The study focuses on tense inflection development in English L2 children. The roles of age of L2 acquisition, length of L2 exposure, and first language (L1) were examined. Twenty-four pairs of 4- and 5-year-old English L2 children with SLI and English L2 children with TD participated in the study. Children's responses on the third person singular and regular past tense probes of the Test of Early Grammatical Impairment (Rice & Wexler, 2001) were analyzed using logistic mixed regression modeling and classification procedures. For all children, those who started learning English later performed better than children who started learning English earlier, but the advantage of an older age of acquisition was particularly present in the L2 with SLI group. For children in the L2 group with TD, their accuracy with tense inflection clearly increased with longer L2 exposure, but this was not found for the L2 children with SLI. Finally, L2 children with TD were better able to transfer L1 knowledge than L2 children with SLI.
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Rodriguez, Peggy, and Robin Sabino. "Comments on Roberta G. Abraham's "Patterns in the Use of the Present Tense Third Person Singular -s by University-Level ESL Speakers". Two Readers React." TESOL Quarterly 19, no. 1 (March 1985): 171. http://dx.doi.org/10.2307/3586781.
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Abraham, Roberta G. "Comments on Roberta G. Abraham's "Patterns in the Use of the Present Tense Third Person Singular -s by University-Level ESL Speakers". The Author Responds." TESOL Quarterly 19, no. 1 (March 1985): 173. http://dx.doi.org/10.2307/3586782.
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Gordon, Moragh, Tino Oudesluijs, and Anita Auer. "Supralocalisation Processes in Early Modern English Urban Vernaculars." International Journal of English Studies 20, no. 2 (October 19, 2020): 47–66. http://dx.doi.org/10.6018/ijes.385171.
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This article contributes to existing studies that are concerned with standardisation and supralocalisation processes in the development of written English during the Early Modern English period. By focussing on and comparing civic records and letter data from important regional urban centres, notably Bristol, Coventry and York, from the period 1500–1700, this study provides new insight into the gradual emergence of supralocal forms. More precisely, the linguistic variables under investigation are third person indicative present tense markers (singular and plural). The findings of this study reveal that each urban centre shows a unique distribution pattern in the adoption of supralocal -(V)s singular and plural zero. Furthermore, verb type as well as text type appear to be important language internal and external factors respectively.
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Rutkowska, Hanna. "Morphological Spelling." International Journal of English Studies 20, no. 2 (October 19, 2020): 31–45. http://dx.doi.org/10.6018/ijes.392581.
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This study aims at contributing to the discussion on the role of the early printers in the regularisation and standardisation of the English spelling. It assesses the degree of early printers’ (in)consistency concerning morphological spelling, in particular the spelling of third person singular present tense (indicative) inflectional endings of verbs in six editions of The book of good maners (1487–1526), printed by William Caxton, Richard Pynson and Wynkyn de Worde. The analysis suggests that early printers could have been interested in regularising spelling already before normative guidance from scholars became available in the form of grammars and spelling books, that is before the middle of the sixteenth century. However, the levels of the printers’ spelling consistency varied, depending on the particular printing house and edition.
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Aniuranti, Asfi, and Tono Suwartono. "Teaching English allomorphs through �Harry Potter and the Chamber of Secret� movie." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (August 31, 2020): 192. http://dx.doi.org/10.30659/e.5.2.192-201.
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The study is primarily concerned with the use of �Harry Potter and the Chamber of Secret� to teach English allomorphs in EFL classrooms. This paper is an alternative way to teach them as a significant element of pronunciation. The types examined are�Regular Past Tense, Regular Plural Number, Third Person Present, The Regular Possessive, and�Reduced IS and HAS. Besides the main highlight of allomorph pronunciation, the movie also contemplates some suprasegmental features called word stress and sentence intonation. The teachers may also utilize the movie through four phases. They are warm-up activity, completion, categorization, and production. Bringing a movie that has many benefits into EFL classrooms may lead to a good comprehension of English allomorphs to the students.
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Holler, Anke. "Alles eine Frage der Perspektive – Zur sogenannten erlebten Rede im narrativen Text." Zeitschrift für germanistische Linguistik 47, no. 1 (April 8, 2019): 28–69. http://dx.doi.org/10.1515/zgl-2019-0002.
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Abstracts Erlebte Rede (free indirect style) is a narrative technique used to present reports of consciousness which to some extent blends direct and indirect speech. It is characterized by the interaction of specific linguistic markers which allow the presentation of a character’s point of view while simultaneously maintaining the narrative frame. A character’s thoughts are expressed in the third person, indicative and narrative tense giving the impression that the voice of both the narrator and the character somehow overlap. This contribution summarizes the research on erlebte Rede, focussing on German. Regarding narratological aspects, I discuss linguistic problems specific to identification and analysis of texts which employ erlebte Rede. This paper primarily addresses the use of erlebte Rede in fiction, although it is also found in non-fiction.
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Clements, J. Clancy. "THE TENSE-ASPECT SYSTEM IN PIDGINS AND NATURALISTICALLY LEARNED L2." Studies in Second Language Acquisition 25, no. 2 (June 2003): 245–81. http://dx.doi.org/10.1017/s0272263103000111.
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The advantages and disadvantages of wider or narrower definitions of pidginization and pidgin are reviewed to determine the differences between pidgins and naturalistically learned second languages (L2s). It is argued that a wider definition is preferred because it avoids problematic counterexamples and captures generalizations that allow us to view the difference between naturalistic L2 varieties and pidgins as one of degree, not of type. In first language (L1) acquisition, Bates and Goodman (1999) showed the link between the development of vocabulary and grammar and argued that this may be explained by, among other things, logical and perceptual bootstrapping. It is suggested that these types of bootstrapping are also relevant for explaining the pace of grammar development in pidgins and naturalistic L2 varieties. The tense-aspect system of a Spanish variety spoken by a Chinese immigrant in Spain is examined in detail. The data, taken from a 90-minute interview that yielded 602 tokens, reveal several clear traits of the informant's verbal system: (a) All nonfinite, imperfective verb forms (gerunds) correspond exclusively to Vendlerian activities; (b) all but three of the perfective nonfinite forms (past participles) correspond to telic verbs or predicates; and (c) 81% of the stative verbs appear in the third-person-singular present form. The sensitivity to aspectual distinctions in the informant's variety of Spanish is not addressed by logical and perceptual bootstrapping. Furthermore, although this sensitivity can be partially explained by language-specific considerations (i.e., transfer from Mandarin), such an explanation does not speak to precise form–function mappings found, which are best accounted for by appealing to the Primacy of Aspect and Distributional Bias hypotheses (Andersen, 1993; Andersen & Shirai, 1996).
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Dromi, Esther, Laurence B. Leonard, and Michal Shteiman. "The Grammatical Morphology of Hebrew-Speaking Children With Specific Language Impairment." Journal of Speech, Language, and Hearing Research 36, no. 4 (August 1993): 760–71. http://dx.doi.org/10.1044/jshr.3604.760.
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Many English-speaking children with specific language impairment have unusual difficulty with grammatical morphemes such as past tense and third-person singular verb inflections and function words such as articles. Unfortunately, the source of this difficulty is not yet clear, in part because some of the possible contributing factors are confounded in English. In the present study, alternative accounts of grammatical morpheme difficulties were evaluated using children with specific language impairment who were acquiring Hebrew. We examined the grammatical morpheme production and comprehension of 15 Hebrew-speaking children with specific language impairment, 15 normally developing compatriots matched for age and 15 normally developing children matched for mean length of utterance in words. The results provided tentative support for the notion that grammatical morphemes are less difficult for children with specific language impairment if they take the form of stressed and/or lengthened syllables and if they appear in a language in which nouns, verbs, and adjectives must be inflected. The possibility that features such as person, number, and gender are missing from the underlying grammars of these children seems less likely.
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BERGS, ALEXANDER, and THOMAS HOFFMANN. "Special issue on cognitive approaches to the history of English: introduction." English Language and Linguistics 21, no. 2 (July 2017): 193–202. http://dx.doi.org/10.1017/s1360674317000077.
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What do we know about the past? For at least some languages, we have textual (or archaeological) evidence from various periods – beyond that, there is only reconstruction. But even when we have some textual evidence, what does it tell us? The answer to this question crucially depends on the way we approach the question: we can treat texts as decontextualized, linguistic evidence, as Neogrammarian or Structuralist studies have done (see McMahon 1994: 17–32). Such an approach already allows us to discover important generalizations about the linguistic state of affairs of a particular language or historical period. Using decontextualized historical evidence, for example, we can already ascertain with a high degree of certainty that in Old English voiced and voiceless fricatives were allophones, rather than phonemes, that there was nodo-periphrasis in Middle English, and that in Early Modern English there was some variability between third-person singular present tense {-s} and {-th} – just as we know that present-day Japanese and Korean use postpositions, rather than prepositions.
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Rastall, Paul. "Number puzzles." English Today 23, no. 1 (January 2007): 51–55. http://dx.doi.org/10.1017/s0266078407001101.
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Number in English is a puzzling phenomenon – not least for foreign learners, and often also for those who have to teach them. Avowedly ‘Standard’ forms of English are in something of an in-between stage. The so-called ‘singular/plural’ distinction is only partly a question of distinguishing one as opposed to more than one, while number agreement in the verb is inconsistent and not always predictable from the apparent number of the subject – as in The team was[?]/were[?] unhappy about losing the game. While some Germanic languages, and some varieies of English, have altogether discarded verbal agreement in number, standard varieties of English redundantly retain traces of it: He was, and they were, happy to hear the news. As Jespersen has put it (1979:216), ‘No distinction is made in verbs between the two numbers except in the present tense and there it is found in the third person only…. [I]n the preterit we have the solitary example was, plural were….’
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Defrancq, Bart, and Gert De Sutter. "Contingency hedges in Dutch, French and English." International Journal of Corpus Linguistics 15, no. 2 (May 21, 2010): 183–213. http://dx.doi.org/10.1075/ijcl.15.2.03def.
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This article reports on a detailed corpus-based and contrastive analysis of the syntactic, semantic and functional properties of English depend, French dépendre and Dutch afhangen, liggen and zien as markers of intersubjectivity. Based on three large-scale monolingual corpora of spoken English, French and Dutch, the results show that these intersubjectivity markers are semantically related to a conditional meaning of the verbs they are based on: viewpoints expressed or asked for in the preceding discourse are presented as valid only in particular circumstances. Furthermore, it is shown that the markers have undergone a process of decategorialisation, as they appear almost exclusively in third person present tense, and as the range of subjects that can be combined with these markers is more restricted than the non-intersubjective uses of these verbs. Finally, a detailed corpus analysis of the Dutch markers shows that their use is mainly determined by regional and functional parameters.
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Polivanova, Anastasia K. "Accentuation of i-verbs in the Sixteenth-century Chronograph from the E. V. Barsov Collection." Slovene 7, no. 2 (2018): 47–61. http://dx.doi.org/10.31168/2305-6754.2018.7.2.2.
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The present article describes the accentual system of the verbs featuring the thematic vowel -i- in the late 16th-century Chronograph from the E. V. Barsov collection, held in the State Historical Museum in Moscow, catalogue number 1695. One of the tasks of this article is to show the distribution of the i-verbs in the Barsov Chronograph into three accentual paradigms. A table is presented that renders evident the differentiation in particular sub-paradigms of stress in verbs relating to various accentual paradigms. Particular attention is given to accented word forms of the n-participle. This research project has shown that the i-verbs of the Barsov Chronograph exhibit stress patterns typical for the late sixteenth century, with the exception of three important features, two of which constitute innovations, while the third is an archaism. Firstly, the first-person Present for the accentual paradigm c in the Barsov Chronograph has stress on the ending, like other word forms of the Present tense (in early Old Russian, first person forms are defined as enclinomena, and their transformation into stress-bearing word forms happened in various dialects at various times). Secondly, the l-participle for the accentual paradigm c in the Barsov Chronograph has stress on the suffix (in contrast to the mobile stress that was still broadly present in other texts at that time). Thirdly, the stress in n‑participles of the accentual paradigm b has the same distribution that was reconstructed by A. A. Zaliznyak for early Old Russian, although it has not been observed in a single russian manuscript before.
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Al-Rawi, Maather. "Four grammatical features of Saudi English." English Today 28, no. 2 (May 17, 2012): 32–38. http://dx.doi.org/10.1017/s0266078412000132.
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Saudi English (also called ‘Arabicised-English’ by Al-Shurafa, 2009) is probably one of the least studied varieties among the ‘New Englishes’. This paper aims to provide an introduction to the main syntactic features of the variety. In order to do this I will use the list of features discernible in varieties of English world-wide as ascertained by two scholars working actively on the typology of the different Englishes, Kortmann & Szmrecsanyi (2004). They use the term ‘angloversals’ for recurrent non-standard features widely found in English across the globe. This paper investigates three such ‘angloversal’ features which I believe to be widespread in Saudi Arabia: (a) #57: deletion ofbe; (b) #17: irregular use of articles; and (c) #53: invariant present tense forms due to zero marking for the third person singular (Kortmann & Szmrecsanyi 2004: 1146–7). This article also aims to study the effects of the Arabic substrate on the variety of English spoken in Saudi Arabia. The occurrence of the features is investigated among different strata in the society.
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Muziatun, Muziatun, and Ansar Tario Jusuf. "GRAMMATICAL ERRORS PERFORMED BY TOURIST GUIDES IN GORONTALO CITY." Indonesian EFL Journal 6, no. 1 (February 24, 2020): 73. http://dx.doi.org/10.25134/ieflj.v6i1.2640.
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The goal of this research is to investigate grammatical errors in speaking performed by tour guides in Gorontalo city. As demanding English is a compulsory language for those who work in the tourism sector when they deal with foreign tourists. This study aims to uncover grammatical errors produced by Gorontalo tour guides. Afterwards, this research uses sequential mixed method that proposed by Creswell, which aims to investigate and discover the types of grammatical errors followed by modus data. Moreover, the data analysis of this study uses a guideline that proposed by Politzer and Ramirez who explained the types of grammatical errors in detail. This study reveals that the ability of 12 tour guides produce speaking in a grammatically low manner. It indicates that the number of grammatical errors is dominated by the verb phrase, noun phrase and transformation. Followed by third person present singular, simple past tense, and past participle. Overall, this research is expected to contribute to tour guides in Gorontalo city, especially what needs to be emphasized by tour guides in speaking grammatically.Keywords: grammatical errors; tourist guide; Gorontalo
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Matsuno, Koichiro. "Temporality Naturalized." Philosophies 3, no. 4 (December 17, 2018): 45. http://dx.doi.org/10.3390/philosophies3040045.
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The Schrödinger equation for quantum mechanics, which is approachable in third-person description, takes for granted tenseless time that does not distinguish between different tenses such as past, present, and future. The time-reversal symmetry grounded upon tenseless time globally may, however, be broken once measurement in the form of exchanging indivisible quantum particles between the measured and the measuring intervenes. Measurement breaks tenseless time locally and distinguishes different tenses. Since measurement is about the material process of feeding and acting upon the quantum resources already available from any material bodies to be measured internally, the agency of measurement is sought within the environment in the broadest sense. Most indicative of internal measurement of the environmental origin are chemical reactions in the reaction environment. Temporality naturalized in chemical reactions proceeding as being subjected to frequent interventions of internal measurement is approachable in second-person description because of the participation of multiple agents of measurement there. The use of second-person description is found in the appraisal of the material capacity of generating, distinguishing, and integrating different tenses. An essence of the temporality to be naturalized is within the genesis of different tenses. A most conspicuous exemplar of naturalized temporality is sought in the origins of life conceivable exclusively on the material ground.
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RITT, NIKOLAUS, and KAMIL KAZMIERSKI. "How rarities likegoldcame to exist: on co-evolutionary interactions between morphology and lexical phonotactics." English Language and Linguistics 20, no. 1 (March 2, 2015): 1–29. http://dx.doi.org/10.1017/s1360674315000040.
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We address the question of when, how and why highly marked rhymes of the structure VVCC (as ingold, falseorbind) came to be established in the lexical phonotactics of English. Specifically, we discuss two hypotheses. The first is that lexical VVCC clusters owe their existence to the fact that similar rhyme structures are produced routinely in verbal past tenses and third-person singular present tense forms (fails, fined), and in nominal plurals (goals, signs), The other is based on the insight emerging in morphonotactic research (Dressler & Dziubalska-Kołaczyk 2006) that languages tend to avoid homophonies between lexical and morphotactically produced structures. We hold both hypotheses against a body ofOEDand corpus data, reconstruct the phases in which the lexical VVCC rhymes that are still attested in Present-day English emerged, and relate them to the phases in which productive inflectional rules came to produce rhymes of the same type. We show that the emergence of morphotactic models is indeed likely to have played a role in establishing VVCC rhymes in the English lexicon, since VVCC rhymes of the types VV[sonorant]/d|z/ began to establish themselves in lexical phonotactics at the same period in which they also started to be produced in inflection, and clearly before similar types that had no inflectionally produced analogues (i.e. VV[sonorant]/t|s/ as infault, dance). At the same time, we show that this does not necessarily contradict the hypothesis that homophonies between lexical and morphotactic rhymes are dispreferred. We argue that under the specific historical circumstances that obtained in English, natural ways of eliminating the resulting ambiguities failed to be available. Finally, we show that, once the phonotactically and semiotically dispreferred VV[sonorant]/d|z/ rhymes had been established, the emergence of morphotactically unambiguous rhymes of the types VV[sonorant]/t|s/ was to be expected, since they filled what was an accidental rather than natural gap in the phonotactic system of English (see Hayes & White 2013).
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Hasanah, Uswatun, Alek Alek, and Didin Nuruddin Hidayat. "A CRITICAL DISCOURSE ANALYSIS OF RM’S SPEECH." Jurnal Humaniora Teknologi 5, no. 2 (December 30, 2019): 16–26. http://dx.doi.org/10.34128/jht.v5i2.60.
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This research explores critical discourse analysis of a speech conveyed by RM, the leader of BTS on Monday noon, 24th September 2018 in United Nations Assembly on the inauguration of UNICEF’s new global partnership “Generation Unlimited”. The framework of analysis was based on M.A.K Halliday theory namely Systematic Functional Grammar (SFG) includes analysis of transitivity and modality. This CDA study intended at revealing the language, ideology and power which involved in RM’s six-minute speech in order to convincea audiences to agree and approve his ideas related to the issue of empowering young people in education, training and employment. The data was collected from a six-minute speech by RM and analyzed qualitatively. The speech consisted of 784 words that constituted on 47 sentences. The result of the analysis showed that all processes types of transitivity system found in the speech with relational process as the most dominant process, followed by mental process in the second rank and behavioral process in the next rank. In addition, modality analysis result showed that the general tense use in the speech were simple present and simple past with the first and second pronoun as the participants, none of singular third person used in the speech. Last, May and Will took more often used in the speech compare with other modal auxiliaries.
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Horodenska, Kateryna. "Derivatives ending in -чий in the Ukrainian national and literary language." Ukrainska mova, no. 4 (2020): 3–16. http://dx.doi.org/10.15407/ukrmova2020.04.003.
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Abstract: The investigation is grounded on the idea of academic Ukrainian linguistic studies about the absence of active participles with the suffix -ч- in the Ukrainian national language of the XIX century and in the early stages of development of the modern Ukrainian literary language. The paper defines the origin and status of derivatives ending in -ч-(-ий) available in the vocabulary of the modern Ukrainian literary language. The object of study were three types of derivatives: 1) verbal adjectives with the suffix -уч- (-юч-), many of which are former participles that have lost morphological or accent correlation with verbs in the form of the 3rd person plural, and now they denote the attributes of objects or their inherent properties; 2) adjectives formed from qualitative adjectives with the suffixes -уч- (-юч-), -ач- (-яч-), which modify derivatives by word-forming meaning of intense manifestation of the quality; 3) active adverbial participle forms of the present tense with the suffix -ч-, which retain morphological or accent correlation with verbs in the form of the 3rd person plural and are mainly calques from Russian adjectives ending in -щ-(-ий), -ем-(-ый). The author substantiates the normality and expediency of the derivatives ending in -ч-(-ий), which belong to the first two groups and have become a means of expressing the quality of someone or something. At the same time, the author qualifies the derivatives of the third group as non-normative, as they contradict the morphological and word-formation norms of the Ukrainian literary language. This causes their replacement by adjectives with the suffixes -льн-, -івн-, -н- and other equivalent adjectives or complex nouns, which is especially noticeable in terminological systems, as well as in the common usage. These processes reflect the tendency to restore historically formed samples of Ukrainian adjective word formation and the consistent standardization of modern Ukrainian literary language on its national basis. Keywords: derivatives ending in -ч-(-ий), verbal adjectives with the suffix -уч- (-юч-), adjectives with the suffixes -уч- (-юч-), -ач- (-яч-), active present participles with the suffix -ч-, word-formation norm, the Ukrainian national language, the Ukrainian literary language.
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Britain, David, Tamsin Blaxter, and Adrian Leemann. "East Anglian English in the English Dialects App." English Today 36, no. 3 (September 2020): 14–30. http://dx.doi.org/10.1017/s0266078420000206.
Full textAbstract:
East Anglian English was the first British variety of English to be subject to dialectological scrutiny using sociolinguistic techniques (Trudgill, 1974, and his subsequent work) and since then has been subject to only sporadic investigation (e.g. Britain, 1991, 2014a, 2014b, 2015; Kingston, 2000; Straw, 2006; Amos, 2011; Potter, 2012, 2018; Butcher, 2015). Recent research has suggested that, in those few locations that have been investigated, East Anglian English is gradually losing some of its traditional dialect features, in favour of forms from the South East more generally. Kingston (2000), Britain (2014a) and Potter (2018) all found, for example, a rather steep decline in the use of East Anglia's traditional third-person present-tense zero. Furthermore, we are aware of the arrival into East Anglia of linguistic innovations from the South East of England, such as TH fronting (Trudgill, 1988; Britain, 2005; Potter, 2012) and /l/ vocalisation (Johnson & Britain, 2007; Potter, 2014), but we only know about their success in a few parts of the region – Norwich, East Suffolk and the Fens. Since Trudgill's investigations across East Anglia in the 1970s, however (e.g. Trudgill & Foxcroft, 1978), and despite a few multilocality studies (Britain, 1991, 2014a; Potter, 2018) no research has been able to provide a picture of the state of the traditional dialect across the whole region. We have therefore only a patchy understanding of the extent to which traditional dialect obsolescence, dialect levelling and innovation diffusion have impacted the dialect landscape of this region as a whole.
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Gobytė-Limantė, Agnė. "Tiesioginė sąsaja ieškiniuose dėl panaikinimo." Teisė 71 (January 1, 2009): 132–46. http://dx.doi.org/10.15388/teise.2009.0.292.
Full textAbstract:
Straipsnyje tiriami skirtingi tiesioginės sąsajos aspektai ieškiniuose dėl Bendrijos teisės aktų panaikinimo, teikiamuose remiantis EB sutarties 230 straipsnio 4 dalimi. Ypač daug dėmesio skiriama trečiosios šalies veiksmų laisvės įgyvendinant Bendrijos teisės aktą sampratai, suformuotai Europos Teisingumo Teismo nagrinėtose bylose. Straipsnyje daroma išvada, kad esminiai klausimai, nustatant, ar ginčijamas Bendrijos teisės aktas yra tiesiogiai susijęs su ieškovu, yra EB teisės akto adresatui (dažniausiai valstybei narei) suteiktos veiksmų laisvės apimtis ir galimybė nustatyti, kaip ja bus pasinaudota. Pažymėtina, kad papildomus kriterijus Europos Teisingumo Teismas taiko tada, kai aktas adresuotas kitam privačiam subjektui. Nagrinėjant galimybes įrodyti tiesioginę sąsają ginčijant reglamentus ir direktyvas, pabrėžiami esami ribojimai bei svarstomas jų pagrįstumas. The article discusses different aspects of direct concern requirement in actions for annulment established in the fourth paragraph of Article 230 EC. Particular attention is given to the concept of third party discretion implementing the EC legal act as developed in the jurisprudence of the ECJ. The author concludes that when establishing whether the direct concern requirement was fulfilled the main questions are the limits of discretion of the addressee of the EC legal act and possibility to determine the manner it will be used in respect of the claimant. Additional requirements are applied in case the act is addressed to a private person. When examining the possibility to prove the direct concern against regulations and directives, the author emphasises the present restrictions and questions the justifications to such harsh limits.