scholarly journals The Meanings of Modal Auxiliary Verbs in the Movie "The Perks of being a Wallflower"

Lexicon ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Herlina Endah Atmaja
Keyword(s):  
Data Analysis ◽  
Auxiliary Verbs ◽  
Auxiliary Verb

This research attempts to investigate the meanings of modal auxiliary verbs in the movie The Perks of being a Wallflower. In particular, it aims to identify and classify the modal auxiliary verbs according to their meanings. The data used in this research were dialogues containing modal auxiliary verbs. The modal auxiliary verbs are analyzed semantically and pragmatically. Based on the data analysis, 171 modal auxiliary verbs were found in the movie. The most commonly used modal auxiliary verb in the movie is the modal auxiliary will (28.7%), followed by can (24.0%), would (21.6%), could (14.0%), should (7.0%), might (2.9%), and must (1.8%). From the 171 modal auxiliary verbs, 43 (25.1%) are used to express epistemic meanings, 23 (13.4%) are used to express deontic meanings, and 105 (61.3%) are used to express dynamic meanings. It was found in this research that the modal auxiliary verbs are most frequently used to express dynamic meanings.

Lemmatization of compound tenses in English

1999 ◽  
Vol 22 (1-2) ◽  
pp. 71-122
Author(s):  
Maurice Gross
Keyword(s):  
Modal Verbs ◽  
Auxiliary Verbs ◽  
Finite State ◽  
Compound Verbs ◽  
Auxiliary Verb

We generalize the process of lemmatization of verbs to their compound tenses. Usually, lemmatization is limited on verbs conjugated by means of suffixes; tense auxiliaries and modal verbs (e.g. I have left, I am leaving, I could leave) are ignored. We have constructed a set of 83 finite-state grammars which parse auxiliary verbs and thus recognizes the ‘head verb’, that is, the lemma. We generalize the notion of auxiliary verb to verbs with sentential complements which have transformed constructions (e.g. I want to go) that can be parsed in exactly the same way as tense auxiliaries or modal verbs. Ambiguities arise, in particular because adverbial inserts occur inside the compound verbs,. We show how local grammars describing nominal contexts can be used to reduce the degree of ambiguity.

scholarly journals A semantic analysis of modal DE 得 in pre-modern Chinese

Lingua Sinica ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 1-29
Author(s):  
Barbara Meisterernst
Keyword(s):  
Argument Structure ◽  
Semantic Analysis ◽  
The Other ◽  
Late Archaic ◽  
Semantic Constraints ◽  
Auxiliary Verbs ◽  
Modal Verb ◽  
Archaic Chinese ◽  
Auxiliary Verb ◽  
Sinitic Languages

Abstract In this paper, the lexical semantics of the pre-modal verb 得 dé and its development into a modal auxiliary will be discussed. Two different positions are available for the modal dé, the default preverbal position of modal auxiliary verbs and a post-verbal position. The analysis of the event and the argument structure of the lexical verb dé reveals that the different modal uses of dé originate from its functions as an achievement verb. In this regard, dé clearly differs from the other verbs of possibility in Late Archaic Chinese. The particular syntacto-semantic constraints of dé can account for its development into both a modal auxiliary verb, and for the particular functions it develops in the Modern Sinitic languages as a postverbal modal marker.

scholarly journals Teaching Simple Present in Writing Through Short Story on Youtube To Accounting Students at University of Bina Sarana Informatika

2021 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Paramita Kusumawardhani
Keyword(s):  
Short Story ◽  
Qualitative Method ◽  
Teaching Writing ◽  
Accounting Students ◽  
Auxiliary Verbs ◽  
The Media ◽  
Present Tense ◽  
Teaching Learning ◽  
Auxiliary Verb ◽  
Writing Technology

<p><span lang="EN-US">This research discusses the use of short story on YouTube in teaching simple present tense to Accounting students. The development of technology has influenced in English teaching learning ways. There are some skills that should be mastered by the learners in learning English, they are listening, speaking, reading and writing. Technology can be used in all English skills, such as the use of YouTube in teaching writing. There are many short stories on YouTube that can be used as one of the media in teaching writing. Simple present is used to show the activity which is done repeatedly. It is also used to show about general truth or fact. It is chosen as the students, especially Accounting students, still have difficulties in implementing simple present in the sentence. The method used in this research was descriptive qualitative method and the participants of this research were the students from Accounting Department, 1st semester of University Bina Sarana Informatika. The results of the research are: (1) most students have understood about the pattern of the verb used in simple present tense; (2) most of them have known about using verbs or auxiliary verbs; and (3) some of them made mistakes of the writing of the verb and auxiliary verb.</span></p>

scholarly journals UNDERSTANDING OF UZBEK AND KOREAN AUXILIARY VERBS

2021 ◽  
Author(s):  
Yeon SANGHEUM ◽  
Keyword(s):  
Comparative Studies ◽  
The Other ◽  
Contrast Study ◽  
Auxiliary Verbs ◽  
Corpus Construction ◽  
Other Hand ◽  
Sentence Construction ◽  
Auxiliary Verb ◽  
Structural Aspects

Uzbek and Korean are characterized by agglutination. When comparing and contrasting the two languages, we can find quite a few similarities in the conjugation of verbs, especially auxiliary verbs, where the characteristics of the agglutinating language are most prominent. In the use of auxiliary verbs, the two languages ​​are similar in semantically as well as in simple structural aspects, and there are many cases where the same meaning is expressed using the auxiliary verb. On the other hand, there are differences as well, but there is still a lack of comparative studies between the two languages ​​on the corresponding grammar item. In addition, errors in the most common and widely used Google translator can also be found. Although there were no major problems in conveying simple meanings, sentence construction using auxiliary verbs was not performed properly. By briefly introducing these problems, it was found that the necessity for contrast study and corpus construction between the two languages was required.

scholarly journals Verbs of falling in Kazakh language

2020 ◽  
Vol XVI (1) ◽  
pp. 523-544
Author(s):  
A. Kazenkova ◽  
Keyword(s):  
Data Collection ◽  
Semantic Analysis ◽  
Semantic Features ◽  
Vertical Orientation ◽  
Auxiliary Verbs ◽  
Group Data ◽  
Main Verb ◽  
Corpus Data ◽  
Turn Over ◽  
Auxiliary Verb

The article is devoted to the semantic analysis of verbs of falling in Kazakh language. In particular, the composition of a group of verbs is revealed, their semantic features were described, the usage as part of serial constructions and the main directions of metaphor construction. The article has used the method of analysis, which was created by the Moscow Lexical Typology Group. Data collection was performed through the dictionaries, corpus data, speech observation, a survey of Kazakh speakers, etc. The main verb of falling in Kazakh is the verb құлау. It means falling from above, losing a vertical orientation, crashing down. In contrast to this, the separation of one object from another or the part of a whole is expressed by the verb түсу ‘to descend / fall’, as well as ұшу ‘to fl y’, шығу ‘to go out’. Moreover, the Kazakh language has a number of verbs,which are detailing the process of falling by its nature, the type of subject of falling, etc. The process of falling is detailed by a number of verbs: аударылу ‘to turn over’; ауу ‘to overturn / to tumble/ to turn over / hang on one side’; жығылу ‘to be dumped/ to be dropped’; сүріну ‘to stumble’; төмендеу ‘to lower/ to fall’ etc.In addition, verbs of falling are often found by the type of subject of falling. Viaverbs can be detected various types of precipitation, falling drops, small objects, liquid and loose substances, etc. Kazakh verbs of falling are used as part of serial constructions: in combination with auxiliary verbs қалу ‘to stay’ and кету ‘to go away’, they express the meaning of suddenness, brevity or completeness of action. The verb of falling түсу ‘to go down/ to get down/ to fall’ can also stand out as an auxiliary verb. Verbs of falling develop metaphorical meanings of decrease, the loss of functionality by objects and disability by a person, a sudden and uncontrolled process, etc. At the same time, this or that type of metaphor, as a rule, is expressed by any verb of falling.

scholarly journals A Neural Network Approach to Verb Phrase Ellipsis Resolution

2019 ◽  
Vol 33 ◽  
pp. 7468-7475
Author(s):  
Wei-Nan Zhang ◽  
Yue Zhang ◽  
Yuanxing Liu ◽  
Donglin Di ◽  
Ting Liu
Keyword(s):  
Feature Representation ◽  
Neural Models ◽  
Neural Network Approach ◽  
Verb Phrase Ellipsis ◽  
Verb Phrase ◽  
Auxiliary Verbs ◽  
Verb Phrases ◽  
Automatic Composition ◽  
End To End ◽  
Auxiliary Verb

Verb Phrase Ellipsis (VPE) is a linguistic phenomenon, where some verb phrases as syntactic constituents are omitted and typically referred by an auxiliary verb. It is ubiquitous in both formal and informal text, such as news articles and dialogues. Previous work on VPE resolution mainly focused on manually constructing features extracted from auxiliary verbs, syntactic trees, etc. However, the optimization of feature representation, the effectiveness of continuous features and the automatic composition of features are not well addressed. In this paper, we explore the advantages of neural models on VPE resolution in both pipeline and end-to-end processes, comparing the differences between statistical and neural models. Two neural models, namely multi-layer perception and the Transformer, are employed for the subtasks of VPE detection and resolution. Experimental results show that the neural models outperform the state-of-the-art baselines in both subtasks and the end-to-end results.

scholarly journals An error analysis of using auxiliary verb in Islamic mathematical complex questions made by mathematics department students

2019 ◽  
Author(s):  
Haris Dibdyaningsih
Keyword(s):  
High School ◽  
Error Analysis ◽  
Junior High School ◽  
Quantitative Research ◽  
Auxiliary Verbs ◽  
The Third ◽  
Writing Course ◽  
Auxiliary Verb ◽  
Islamic Mathematics ◽  
Mathematics Department

The purpose of this study is to describe students’ error in applying auxiliary verb in writing Islamic Mathematical complex Questions. The participants were nine Mathematics department students of STKIP Al Hikmah who took English for writing course on the third semester. One of the purposes of this course is the students could compose a good Islamic Mathematical complex Questions using a proper grammar. To reach the purpose of this course, the students are equipped with compilation of English mathematical complex questions in Bahasa. For passing the course as the project they must create minimum 50 questions of Islamic Mathematics complex Questions based on the topic in VIII Grade of Junior High School. The study was conducted in descriptive quantitative research design. The data were taken from students’ work composing Islamic Mathematics complex Questions. Auxiliary verb which are investigated on this study are ‘am, is, are, was, were, have, has, and had’. The result of the study proves that most students were not capable in applying auxiliary verbs in their writing, forget which the appropriate auxiliary and still need to improve their ability to divine the appropriate auxiliary verbs. Furthermore, it proves that they are able to create Mathematical complex with Islamic Integration.

scholarly journals Syntactic Relations Reflected by Word Order in "The Catcher in the Rye" by J. D. Salinger and "Fates and Furies" by L. Groff

2019 ◽  
Vol 21 (4) ◽  
pp. 1078-1085
Author(s):  
R. R. Ganieva
Keyword(s):  
Twentieth Century ◽  
Word Order ◽  
English Language ◽  
Syntactic Structure ◽  
Grammatical Structure ◽  
English Sentence ◽  
Auxiliary Verbs ◽  
Adverbial Modifiers ◽  
Syntactic Relations ◽  
Auxiliary Verb

The research features syntactic structure in the twentieth century "The Catcher in the Rye" by J. D. Salinger and the twenty first century "Fates and Furies" by L. Groff. The research objective was to study the nature of syntactic relations expressed by word order in speech of narrators and characters. The paper outlines the rules of word order in the English sentence and reviews related studies in the field of syntax. The author analyzed the syntactic structure of sentences in the speech of narrators and characters in the two novels. The analysis was based on the descriptive method and techniques of observation, interpretation, comparison, and generalization. There were numerous examples of omission of auxiliary verbs in interrogative sentences in characters' speech, as well as interrogative sentences with affirmative structure. In "The Catcher in the Rye", affirmative sentences obecame interrogative with the help of interjections eh and ah. Both novels contained sentences where adverbial modifiers, objects, or attributes preceded the main parts – in the narrators' speech. A lot of one-member and contextually incomplete sentences were used to describe events and personages in both novels. In "The Catcher in the Rye", the narrator's speech revealed few cases of violations of word order rules, mostly in sentences with direct word order. The characters' speech appeared to contain much more cases of word order violations, since the novel features colloquial speech of twentieth century American teenagers. The speech of adult personages was characterized by correct word order. In "Fates and Furies", the narrator's speech demonstrated a significant number of elliptical sentences where auxiliary verb to be was omitted in simple verbal predicate with the verb in Present Continuous, as well as in compound nominal predicate and in passive voice. A comparative study of syntactic structure contributed to a deeper understanding of the nature of syntactic relations reflected by word order in the English sentence, grammatical structure of the English language, and popular types of sentences. In addition, the study showed the way native speakers express their ideas and thoughts by linguistic means and violate linguistic norms. The results can be used in various grammar courses and compiling textbooks.

scholarly journals The Auxiliary Verb in Natchez

1979 ◽  
Vol 5 ◽  
pp. 94
Author(s):  
Mary R. Haas
Keyword(s):  
The Other ◽  
Auxiliary Verbs ◽  
Other Hand ◽  
Auxiliary Verb

Natchez verbs are inflected for person (first, second, and third), for number (singular, dual, and plural), and for tense-mode (present, past, optative). There are two main kinds of verbs. There are, first, active verbs which are directly inflected only for the distinction between singular and plural. All the rest of the inflectional paraphernalia is carried by the auxiliary verb with which it obligatorily occurs. Secondly, there are inflected verbs which occur in two subcategories, (i) inpendent inflected verbs and auxiliary verbs. The two inflected subcategories are inflected alike except for the plural number. The independent inflected verbs have their own special type of plural formation. The auxiliary verbs, on the other hand, do not since that is shown by the active verb.

scholarly journals The Non Standard English Used by Women in the Help Movie

2016 ◽  
Vol 3 (2) ◽  
pp. 106-122
Author(s):  
Aal Inderajati ◽  
U Ubaidillah
Keyword(s):  
Women Characters ◽  
English Education ◽  
Standard English ◽  
Double Negative ◽  
Auxiliary Verbs ◽  
Auxiliary Verb

ABSTRACT This research discusses the grammatical features of Non-Standard English that is used by women characters in The Help movie and also the factors that influence it. The discussion in this research uses the theory from Trudgill (1999) and Holmes (1992). Further, SPEAKING formula proposed by Dell Hathaway Hymes (1974) is also used to determine the factors that influence the use of Non-Standard English. The study found five features of non-standard English used by women characters; they are missing auxiliary verbs, construction words, grammatical mistakes, wrong pronouns, and double negatives. Those features were found in the 108 data or conversations. The researcher analyzed those features through SPEAKING formula to find the factors. The factors which affect the use of non-standard English are Setting and Scene, Participants, Ends, and Genre. Moreover, Participants is the factor that mostly influences the use of Non-Standard English by women in The Help movie.   ABSTRAK Dalam penelitian ini akan dibahas tentang fitur-fitur gramatikal bahasa Inggris non-standard yang digunakan oleh karakter wanita dalam film The Help dan juga faktor yang mempengaruhi penggunaannya. Pembahasan dalam penelitian ini menggunakan teori dari Trudgill dan Holmes. Disamping itu, teori SPEAKING yang dikemukakan oleh Dell Hathaway Hymes juga akan digunakan untuk mengetahui faktor yang mempengaruhi penggunaan bahasa Inggris non-standard tersebut. Dari hasil analisis, peneliti menemukan lima fitur bahasa Inggris non-standard yang digunakan oleh karakter wanita; fitur tersebut yaitu missing auxiliary verb, construction words, grammatical mistakes, wrong pronoun, dan double negative. Faktor yang mempengaruhi penggunaan bahasa non-standard ialah Setting and Scene, Participants, Ends, dan Genre. Participants adalah faktor yang paling banyak mempengaruhi penggunaan bahasa Inggris nonstandard oleh karakter wanita dalam film The Help. How to Cite: Inderajati, A. Ubaidillah. (2016). The Non Standard English Used by Women in the Help Movie. IJEE (Indonesian Journal of English Education), 3(2), 106-122 doi:10.15408/ijee.v3i2.5509. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5509   

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