A study on the subject and topic through the main verb construction of ‘issta’

2021 ◽  
Vol 97 (0) ◽  
pp. 113-145
Author(s):  
Cheon-Hak Kim
Keyword(s):  
Main Verb ◽  
The Subject

scholarly journals An Analysis of The English Gerund as Subject, Direct Object, Subject Complemet, and Object of Preposition

2018 ◽  
Vol 1 (2) ◽  
pp. 60-64
Author(s):  
Raflis Raflis ◽  
Arozato Lase
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Social Science ◽  
Social Science Research ◽  
Numerical Data ◽  
Science Research ◽  
Direct Object ◽  
Distribution Method ◽  
Main Verb ◽  
The Subject

The problem in this journal is gerund, verbal ending -ing and serves as a noun. Gerund differs from grammar construction in English because it is able to convert a verb into a noun by adding -ing at the end of the verb. At the same time, there is also a continuous tense form that adds -ing at the end of the verb. For students who start learning English will be confused with the form -ing that can be a noun and also a verb in the same sentence. The method used is the method of distribution, the method of data analysis into object analysis is part of the language itself. Objects in the distribution method are always part or element of the language being observed. In analyzing the data, the authors use qualitative methods. Qualitative research is a type of social science research that collects and works with non-numerical data and which seeks to interpret the meaning of the data being analyzed. In this study, researchers used descriptive design with the aim to analyze gerund as subject, direct object, complement of subject, and object of preposition at Tempo magazine in 2015. The author finds gerund formulation as follows: Gerund as Subject (Main + Main Verb + Complement), gerund as Direct Object (Subject + Main Verb + Gerund), gerund as Subject Complement (Subject + to be + Gerund), and gerund as Object of Preposition (Subject + Primary Keyword + Preposition + Gerund). The study found that Tempo magazine used gerund in magazines with higher gerund percentages as the preposition object. There are 8 gerunds as the subject, 5 gerund as a direct object, 6 gerund as complementary subject, and 23 gerund as the preposition object.

The English get-passive in spoken discourse: description and implications for an interpersonal grammar

1999 ◽  
Vol 3 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Ronald Carter ◽  
Michael McCarthy
Keyword(s):  
Past Participle ◽  
British English ◽  
Spoken Discourse ◽  
Spoken English ◽  
Main Verb ◽  
The Subject ◽  
Probabilistic Grammars

Using a 1.5-million-word sample from the CANCODE spoken English corpus, we present a description of the get-passive in informal spoken British English. Previous studies of the get-passive are reviewed, and their focus on contextual and interpersonal meanings is noted. A number of related structures are then considered and the possibility of a passive gradient is discussed. The corpus sample contains 139 get-passives of the type X get + past participle (by Y) (e.g. He got killed), of which 124 occur in contexts interpreted as adversative or problematic from the speaker's viewpoint. Very few examples contain an explicit agent or adverbials. Main verb frequency is also considered. Where contexts are positive rather than adversative, newsworthiness or focus of some kind on the subject and/or events is still apparent. The corpus evidence is used to evaluate the terms upon which an interpersonal grammar of English might be developed, and a contrast is drawn between deterministic grammars and probabilistic ones, with probabilistic grammars offering the best potential for the understanding of interpersonal features.

Trois Constructions a Dependance Entre Sujet Et PP

1982 ◽  
Vol 6 (1) ◽  
pp. 45-81 ◽  
Author(s):  
Kjell-Åke Gunnarson
Keyword(s):  
Noun Phrases ◽  
Prepositional Phrases ◽  
Subject Noun ◽  
Main Verb ◽  
The Subject

Kjell-Åke Gunnarson: Three Constructions with a Dependency between Subject and PP. This study bears on relations between subject noun phrases and prepositional phrases found in various positions. The author discusses the action of a rule that extraposes noun complements of the subject head. Thus prepositional phrases are moved to positions that superficially appear as complement position. Complex conditions on the application of the rule lead to the distinction of three types of constructions that depend both on the main verb and on the content of the noun phrases.

scholarly journals When relative clause extraposition is the right choice, it’s easier

2016 ◽  
Vol 9 (2) ◽  
pp. 332-370 ◽  
Author(s):  
ELAINE J. FRANCIS ◽  
LAURA A. MICHAELIS
Keyword(s):  
Relative Clause ◽  
Visual Cues ◽  
Sentential Context ◽  
The Matrix ◽  
Main Verb ◽  
The Subject ◽  
Conditional Preferences ◽  
The Right ◽  
Retrieval From Memory ◽  
Online Measures

abstractIn one type of Relative Clause Extraposition (RCE) in English, a subject-modifying relative clause occurs in a displaced position following the matrix VP, as in: Some options were considered that allow for more flexibility. Although RCE incurs a discontinuous dependency and is relatively infrequent in discourse, previous corpus and acceptability judgment studies have shown that speakers prefer RCE over adjacent ordering when the RC is long in relation to the VP, the subject NP is indefinite, and the main verb is passive/presentative (Francis, 2010; Francis & Michaelis, 2014; Walker, 2013). The current study is the first to relate these conditional preferences to online measures of production. For a spoken production task that required speakers to construct sentences based on visual cues, results showed that the same factors that modulate choice of structure – VP length, RC length, and definiteness of the subject NP – also modulate voice initiation time. That is, when the sentential context warrants a particular structure, that structure becomes easier to produce. Following the approach of MacDonald (2013), we explain these findings in terms of two production biases, one of which favors early placement of shorter, more accessible phrases and the other of which promotes rapid retrieval from memory of the most frequently used subtypes of a construction.

Nebrija’s syntatic theory in its historical setting

1997 ◽  
Vol 24 (1-2) ◽  
pp. 1-14
Author(s):  
W. Keith Percival
Keyword(s):  
Middle Ages ◽  
Northern Europe ◽  
Nominative Case ◽  
Distinctive Features ◽  
Syntactic Theory ◽  
High Middle Ages ◽  
Main Verb ◽  
The Subject ◽  
Grammatical Tradition

Summary Antonio de Nebrija (1444?–1522) inherited his syntactic theory from a grammatical tradition which had developed in Italy in the High Middle Ages more or less independently of the speculative tradition of northern Europe. The distinctive features of this system are the following: (1) The main verb in a sentence governs not only the oblique cases of the complements but also the nominative case of the subject. (2) Verbs are subclassified depending on the morphological cases of their nominal complements. Nebrija must have assimilated this system as a student in Italy in the 1460s.

scholarly journals An Analysis of Errors in English Essays Written by Thai Non-English Major Students

2021 ◽  
Vol 11 (1) ◽  
pp. 12
Author(s):  
Prathomwat Suraprajit
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Writing ◽  
Verb Agreement ◽  
Foreign Language Learners ◽  
Language Writing ◽  
English Major ◽  
Main Verb ◽  
Subject Pronoun ◽  
The Subject

Writing is one of the vital skills for EFL learners. However, they still face some difficulties while processing a task. The present study aimed to analyze the errors that occurred on sixty English essays made by Thai University non-English major students who enrolled in the fundamental English course. The Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982) was adopted to explore the errors of omission, addition, misformation, and misordering together with those that were excluded in the taxonomy. According to the framework of Surface Strategy Taxonomy, the findings revealed the most common errors involving omission of articles, followed by the addition of the preposition, the omission of the preposition, the omission of the subject, and misformation of subject pronoun, respectively. Then, according to the errors which were out of the stated taxonomy, the errors in subject-verb agreement were the highest detected error, followed by tense errors, ambiguous sentences, a direct translation from L1 to L2, misformation of object pronoun, misformation of using an adjective as the main verb, the addition of verb to be, and addition of conjunction, respectively. By investigating the errors in foreign language writing, the results would trigger foreign language learners to aware of the error of English writing that might occur. And the benefit also goes to the pedagogy in developing the teaching materials together with teaching strategies.

scholarly journals Error analysis of the students’ English written descriptive text

2021 ◽  
Vol 12 (2) ◽  
pp. 196-217
Author(s):  
Misla Nadya ◽  
Kismullah Abdul Muthalib
Keyword(s):  
Error Analysis ◽  
First Grade ◽  
Verb Second ◽  
Modal Auxiliaries ◽  
Study Programs ◽  
Main Verb ◽  
The Subject ◽  
Written Test ◽  
Writing Errors ◽  
Omission Errors

Making errors is a natural process of learning. Writing as a productive skill is important for students to express their ideas. However, students conducted errors in the productive skills. Therefore, this study is intended to find out types of errors made by students in written English. This study employed the qualitative method where the Error Analysis was implemented. The subject of this study is students in first grade of SMAN 1 Abdya and the object of this study were the errors found in written English. The population of this research was all of students in first grade which consists of 208 students from all study programs where 25 % of the populations were taken as the sample. To collect the data, written tests were conducted. The written test shows the percentage of writing errors, including omission errors, which is 58.38%, misformation errors with a total of 16.48%, misordering error 13.89%, and addition of 11.26%. The errors were found when students omitted 'to be' as main verb. Second, students tend to add 'to' after modal auxiliaries such as 'can' or 'will'. Third, misformation errors happened when students could not form the verb correctly. Last, the misordering errors were produced when students put words randomly. Consequently, it was discovered that the errors made by students were impacted by their native language, and this is the interlanguage move.

scholarly journals TIPE VERBA BAHASA PERANCIS DAN PERWUJUDANNYA PADA KLAUSA

LITERA ◽  
2013 ◽  
Vol 11 (1) ◽  
Author(s):  
Roswita Lumban Tobing
Keyword(s):  
Structural Approach ◽  
French Language ◽  
Passive Voice ◽  
Transitive Verb ◽  
Language System ◽  
Indirect Object ◽  
Intransitive Verb ◽  
Main Verb ◽  
The Subject ◽  
Auxiliary Verb

This study aims to describe types of verbs and their realizations in clauses in French. The data were collected from books on the French language system. The data were analyzed using a structural approach combined with referential semantics to check the acceptability of verb uses in clauses. The results are as follows. First, an intransitive verb in a clause serves as a predicate that describes the subject action without an object. Second, a transitive verb must be followed by a direct or an indirect object which can be placed in front of the verb. Third, a dual-type verb can be a transitive verb or an intransitive verb. Fourth, in the passive voice, the construction of the main verb is ‘participe passé’ that must be accompanied by the auxiliary verb ‘etre’.

Grammatical fear morphemes in Ese Ejja

2018 ◽  
Vol 42 (1) ◽  
pp. 256-293 ◽  
Author(s):  
Marine Vuillermet
Keyword(s):  
Basic Emotions ◽  
Grammatical Encoding ◽  
Grammatical Morphemes ◽  
Main Verb ◽  
The Subject

Abstract Grammatical morphemes dedicated to emotions have been little described so far, except for surprise, which may be instantiated in a mirative category. It has even been suggested that an equivalent grammatical encoding for other basic emotions does not seem to occur crosslinguistically. This paper examines three grammatical morphemes in the Amazonian language Ese Ejja (Takanan), namely the apprehensive, the avertive and the timitive, and argues that all three morphemes express fear or its milder version apprehension, i.e. an emotion triggered by an undesirable, (highly) possible event. The morphemes essentially diverge in their syntactic scope (main verb, subordinated verb, or NP), their perspective (that of the speaker or the subject), and the possible absence vs. obligatory presence of a precautionary situation, i.e. the precautions taken to avoid the (consequences of the) feared event. After describing these features in Ese Ejja, the article outlines a crosslinguistic framework for the study of these categories.

scholarly journals СЕМАНТИКО-КОМУНІКАТИВНА ХАРАКТЕРИСТИКА ЛЕКСИКИ ПОЗИТИВНОЇ ОЦІНКИ В СУЧАСНІЙ АНГЛІЙСЬКІЙ МОВІ

2021 ◽  
pp. 16-25
Author(s):  
Олеся Татаровська
Keyword(s):  
Key Words ◽  
Speech Act ◽  
Semantic Space ◽  
Semantic Structure ◽  
Special Role ◽  
Social Emotional ◽  
Positive Assessment ◽  
Main Verb ◽  
The Subject ◽  
Contextual Environment

The article deals with the content space of positive assessment in modern English, which is formed under the infl uence of the type of assessment (moral and ethical, aesthetic, intellectual, social, emotional as well as the assessment of physical and empirical characteristics of the evaluation object), the obje ct of evaluation (person / non-person), and the nominative plane of subjects, actions and qualities that can potentially be positively assessed. The units used to positively assess moral, ethical, and emotional characteristics of the evaluation object correlate with the object of the “person” assessment, and units that correlate with a positive assessment of empirical features correlate with the object of the “non-person” assessment. The study reported in the article was conducted at the lexical and semantic levels. Semantics of the content plane of positive assessment is mainly laid down by three main verb ideas of “love”, “appreciate”, “improve”. Common for all parts of nominative thematic spheres are “love”, “friendship”, “pleasure”, “intelligence”, “harmonicity”, “respect” and others. The largest number of thematic planes can be noticed in adjectives and adverbs. Analysis at the lexemic level proved that multivalued words, in which all values would be evaluated, are rather few. In most cases, the evaluative value appears in the vocabulary of positive evaluation as the main one. Only in a small number of lexemes, semantic variants are formed in the process of development of semantic structure of lexemes. Within the semantic structure, lexemes are sometimes combined by semantic variants, which have an opposite score. All this indicates that the assessment in a number of cases is secondary: it is formed as an indication of the secondary characteristcs of the sign. If the score is at the “top” of a lexeme’s semantics, it can usually be applied to a large number of disparity characteristics of various objects. The assessment depends greatly on the situation in which it is used, that is, on the contextual environment and the nature of the speech act. Sociolinguistic aspects of communication as well as expressive stylistic color of the speech act play a special role in the variability of speech assessments. Adjectives that express the assessment and indicate any sign of the subject more often than other parts of the language are independently used to form the evaluative context. However, a signifi cant number of estimated nouns and verbs rarely appear in the context of isolation. These words require the explication of the estimated signs of the reference, which creates the possibility of sharing the evaluated words of diff erent parts of the language in the same context. Key words: vocabulary of positive semantics, register, semantic space, “plus-score”, melioration, derogativeness.

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