The Cross-Linguistic Function of Obligatory `do
... consequence of other grammatical factors, which are characterized in terms of their functions. There are, however, cases where the ‘do’-element itself encodes functions directly. These will not be included in the present discussion. In its lexical use ‘do’ is transitive as well as active. In some la ...
... consequence of other grammatical factors, which are characterized in terms of their functions. There are, however, cases where the ‘do’-element itself encodes functions directly. These will not be included in the present discussion. In its lexical use ‘do’ is transitive as well as active. In some la ...
action verb
... The verbs “dancing” in “He was dancing” and “crying” in “The baby is crying” are present participles. The present participle can also be used before a noun like an adjective. the crying baby the rising tide ...
... The verbs “dancing” in “He was dancing” and “crying” in “The baby is crying” are present participles. The present participle can also be used before a noun like an adjective. the crying baby the rising tide ...
Passive. - JapanEd
... Only transitive verbs, tadoshi/ ন݄ can be used in the ordinary or direct passive, but at the same time transitive verbs can be used in the other 3 ways. ...
... Only transitive verbs, tadoshi/ ন݄ can be used in the ordinary or direct passive, but at the same time transitive verbs can be used in the other 3 ways. ...
Subject pronoun
... A reciprocal pronoun accomplishes an interchange of an action, in the other word it expresses mutual action or relation or they refer to person, place or thing mutually affected by the action suggested by the verb. Each other is used when two items are involved and one an other is used when there ar ...
... A reciprocal pronoun accomplishes an interchange of an action, in the other word it expresses mutual action or relation or they refer to person, place or thing mutually affected by the action suggested by the verb. Each other is used when two items are involved and one an other is used when there ar ...
Слайд 1 - Ohio State University
... Aissen J.1998. Differential Object Marking: Iconicity vs. Economy // CSLI Workshop ‘Is Syntax Different?’, Stanford December 1998. Comrie B. 1975. Subjects and direct objects in Uralic languages: a functional explanation of case-marking systems. ÉFou 12, pp. 5-17. Comrie B. 1979. Definite and animat ...
... Aissen J.1998. Differential Object Marking: Iconicity vs. Economy // CSLI Workshop ‘Is Syntax Different?’, Stanford December 1998. Comrie B. 1975. Subjects and direct objects in Uralic languages: a functional explanation of case-marking systems. ÉFou 12, pp. 5-17. Comrie B. 1979. Definite and animat ...
Building a Large Scale LFG Grammar for Turkish
... ^DB indicates a derivation boundary An IG is typically larger than a morpheme but smaller than a word ...
... ^DB indicates a derivation boundary An IG is typically larger than a morpheme but smaller than a word ...
n-p-n vving rjag - Princeton University
... Some appear to occur only in particular isolated idioms: limb from limb but *leg from leg; one on one but *two on two, *player on player. An interesting case arises with the preposition to. It is totally predictive with nouns denoting time periods: minute to minute, day to day, week to week, month t ...
... Some appear to occur only in particular isolated idioms: limb from limb but *leg from leg; one on one but *two on two, *player on player. An interesting case arises with the preposition to. It is totally predictive with nouns denoting time periods: minute to minute, day to day, week to week, month t ...
Lecture 07 PP
... – if he had been a doctor, he would have cured himself – had he been a doctor, he would have cured himself ...
... – if he had been a doctor, he would have cured himself – had he been a doctor, he would have cured himself ...
Gerunds and Infinitives
... It + Infinitive: Using For (someone) (a) You should study hard. (b) It is important for you to study hard. (c) Mary should study hard. (d) It is important for Mary to study hard. (e) We don't have to go to the meeting. (f) It isn't necessary for us to go to the ...
... It + Infinitive: Using For (someone) (a) You should study hard. (b) It is important for you to study hard. (c) Mary should study hard. (d) It is important for Mary to study hard. (e) We don't have to go to the meeting. (f) It isn't necessary for us to go to the ...
1 - 7thGradeEnglishWolves
... X. Sentence Structure: Label and draw parentheses around the subordinate clauses. Label and underline each independent clause. Then, choose the correct sentence structure. 58. Andy, who always admired John Lennon, was very sad to hear one of his songs on American Idol. a. simple sentence b. compound ...
... X. Sentence Structure: Label and draw parentheses around the subordinate clauses. Label and underline each independent clause. Then, choose the correct sentence structure. 58. Andy, who always admired John Lennon, was very sad to hear one of his songs on American Idol. a. simple sentence b. compound ...
Verb from the sentence
... i. There can’t be a direct object because there is only a linking verb. ii. “Cute” is a “predicate adjective” because it is linked by the linking verb back to describe or rename the subject d. Prepositional phrases – i. There are no prepositional phrases in this sentence. ...
... i. There can’t be a direct object because there is only a linking verb. ii. “Cute” is a “predicate adjective” because it is linked by the linking verb back to describe or rename the subject d. Prepositional phrases – i. There are no prepositional phrases in this sentence. ...
1 - 7thGradeEnglishWolves
... XII. Sentence Structure: Label and draw parentheses around the subordinate clauses. Label and underline each independent clause. Then, choose the correct sentence structure. 58. Andy, (who always admired John Lennon), was very sad to hear one of his songs on American Idol. a. simple sentence b. comp ...
... XII. Sentence Structure: Label and draw parentheses around the subordinate clauses. Label and underline each independent clause. Then, choose the correct sentence structure. 58. Andy, (who always admired John Lennon), was very sad to hear one of his songs on American Idol. a. simple sentence b. comp ...
A Study of the Verbs of Verb-copying Construction in Mandarin
... The verb-copying construction, which involves a copy of the verb followed by an object NP and a postverbal adverbial phrase denoting result, manner, duration or frequency, is considered as a special sentence pattern in Mandarin Chinese. Adopting a theoretical framework in Generative Grammar along th ...
... The verb-copying construction, which involves a copy of the verb followed by an object NP and a postverbal adverbial phrase denoting result, manner, duration or frequency, is considered as a special sentence pattern in Mandarin Chinese. Adopting a theoretical framework in Generative Grammar along th ...
Paradigms of Semantic Derivation for Russian Verbs of
... denotes a kind of deformation / destruction: 'to crack [into pieces]' (as in Led tresnul 'The ice cracked'); usually - though not necessarily - the destruction denoted by tresnut' is accompanied by a specific dry sound. Thus, tresnut' has two meanings and in the secondary meaning of tresnut' the sou ...
... denotes a kind of deformation / destruction: 'to crack [into pieces]' (as in Led tresnul 'The ice cracked'); usually - though not necessarily - the destruction denoted by tresnut' is accompanied by a specific dry sound. Thus, tresnut' has two meanings and in the secondary meaning of tresnut' the sou ...
Objects Out of the Lexicon! Argument-Structure in the Syntax
... explain the possibility of benefactive double object constructions with verbs like “open,” “wash,” and “fill,” in contrast to the difficulty of such constructions with certain obligatorily transitive verbs like “construct.“ b. explain “Kratzer’s Generalization” that resultative constructions are gen ...
... explain the possibility of benefactive double object constructions with verbs like “open,” “wash,” and “fill,” in contrast to the difficulty of such constructions with certain obligatorily transitive verbs like “construct.“ b. explain “Kratzer’s Generalization” that resultative constructions are gen ...
Psychophysical and Physical Causative Emotion Verbs in Finnish
... framework of conceptual semantics, however, there is no trivial one-to-one mapping between syntax and conceptual structure. This article deals with the differences between psychophysical and physical causative emotion verbs in Finnish (e.g. heikottaa ‘feel weak’; janottaa ‘be thirsty’) by studying t ...
... framework of conceptual semantics, however, there is no trivial one-to-one mapping between syntax and conceptual structure. This article deals with the differences between psychophysical and physical causative emotion verbs in Finnish (e.g. heikottaa ‘feel weak’; janottaa ‘be thirsty’) by studying t ...
Chapter 8 Other verb
... structurally, and semantically one of their constituent members modifies the other in some ways, hence their constituent members vary and belong to different semantic fields. Verbal compounds, on the other hand, are mono-clausal and semantically they refer to one single activity or state. However, s ...
... structurally, and semantically one of their constituent members modifies the other in some ways, hence their constituent members vary and belong to different semantic fields. Verbal compounds, on the other hand, are mono-clausal and semantically they refer to one single activity or state. However, s ...
3011800000628
... Examples (5) and (6) show respectively the constituent structure (c-structure) and the corresponding feature structure (f-structure) for this noun phrase. Within the tree representation, each IG corresponds to a separate node. Thus, the LFG grammar rules constructing the c-structures are coded using ...
... Examples (5) and (6) show respectively the constituent structure (c-structure) and the corresponding feature structure (f-structure) for this noun phrase. Within the tree representation, each IG corresponds to a separate node. Thus, the LFG grammar rules constructing the c-structures are coded using ...
Interpreting state-change: Learning the meaning
... information in verbs and verb-related constructions. How should we interpret these findings in a broader cross-linguistic perspective? Is there a universal preference for interpreting the meanings of state-change verbs in a certain way? In Germanic languages like English and German, state-change mea ...
... information in verbs and verb-related constructions. How should we interpret these findings in a broader cross-linguistic perspective? Is there a universal preference for interpreting the meanings of state-change verbs in a certain way? In Germanic languages like English and German, state-change mea ...
What is a Verb
... An intransitive verb, on the other hand, cannot take a direct object: This plant has thrived (on the south windowsill). The compound verb “has thrived'' is intransitive and takes no direct object in this sentence. The prepositional phrase “on the south windowsill'' acts as an adverb describing where ...
... An intransitive verb, on the other hand, cannot take a direct object: This plant has thrived (on the south windowsill). The compound verb “has thrived'' is intransitive and takes no direct object in this sentence. The prepositional phrase “on the south windowsill'' acts as an adverb describing where ...
Uto-Aztecan *na
... The PUA *na-class is continued by the 2.4. SoPa i-n?a- and i-naSoPa -'ki-/1-na-class, the Mo -?i-/-hi- class, 2.5. The iterative the Mo color-verb class, the Lu -ax-/-i2.6. The element *-yV2.7. Instrumental prefixes class, the Cu -yox-/-in- class, the Ca -i-/-in3. PNUA and PSUA participles class, th ...
... The PUA *na-class is continued by the 2.4. SoPa i-n?a- and i-naSoPa -'ki-/1-na-class, the Mo -?i-/-hi- class, 2.5. The iterative the Mo color-verb class, the Lu -ax-/-i2.6. The element *-yV2.7. Instrumental prefixes class, the Cu -yox-/-in- class, the Ca -i-/-in3. PNUA and PSUA participles class, th ...
Building an HPSG-based Indonesian Resource Grammar (INDRA)
... The fourth type contains verbs having two arguments (monotransitive) although they have a potential to be ditransitive as in B took the book. The fifth type contains intransitive (unergative) verbs as in B arose. The verbs in the sixth type have obligatory NP and PP complements as in B compared C wi ...
... The fourth type contains verbs having two arguments (monotransitive) although they have a potential to be ditransitive as in B took the book. The fifth type contains intransitive (unergative) verbs as in B arose. The verbs in the sixth type have obligatory NP and PP complements as in B compared C wi ...
The Lexical Syntax and Lexical Semantics of the Verb
... The particle cannot move higher, given this structure, without incorporating into the verb (assuming adjunction to trace to be impossible). Thus, if the argument were base-generated in SpecRP, it could never follow the particle. This implies that the base position of the argument is no higher than S ...
... The particle cannot move higher, given this structure, without incorporating into the verb (assuming adjunction to trace to be impossible). Thus, if the argument were base-generated in SpecRP, it could never follow the particle. This implies that the base position of the argument is no higher than S ...
Benefactives in English: evidence against argumenthood
... (20b) John refused/denied me his fortune, {#and I was glad to get it/#but I never received it} (20c) John owed/promised/bequeathed me a fortune,{and I was glad to get it/but I never received it} (20d) John bought/baked/iced me a cake, {and I was glad to get it/but I never received it} Only with the ...
... (20b) John refused/denied me his fortune, {#and I was glad to get it/#but I never received it} (20c) John owed/promised/bequeathed me a fortune,{and I was glad to get it/but I never received it} (20d) John bought/baked/iced me a cake, {and I was glad to get it/but I never received it} Only with the ...
The Lexical Syntax and Lexical Semantics of the Verb
... The particle cannot move higher, given this structure, without incorporating into the verb (assuming adjunction to trace to be impossible). Thus, if the argument were base-generated in SpecRP, it could never follow the particle. This implies that the base position of the argument is no higher than S ...
... The particle cannot move higher, given this structure, without incorporating into the verb (assuming adjunction to trace to be impossible). Thus, if the argument were base-generated in SpecRP, it could never follow the particle. This implies that the base position of the argument is no higher than S ...