scholarly journals Problems of teaching verb categories (contact, version and passive voice) of the Georgian language to non-native speakers

2021 ◽  
pp. 208-217
Author(s):  
Nana Saganelidze ◽  
Keyword(s):  
Language Learners ◽  
Native Speakers ◽  
Second Person ◽  
Passive Voice ◽  
Indirect Contact ◽  
The Third ◽  
First Languages ◽  
Students First ◽  
Third Person ◽  
The Third Person

Teaching Georgian to non-native speakers, it is important to focus on categories students' first languages lack or express them in a different way. The paper discusses the formation of indirect contact, neutral version, and passive voice in verbs. Infixes -in- and -evin- are used to form forms of indirect contact. They are added to infinitive forms without markers - -in- is used with stems containing vowels, and - evin- with stems without vowels. At the same time, prefix a- is added to verbs at the beginning, and the thematic marker -eb at the end. Like all other thematic markers, the latter disappears in the second series of conjugation. Deriving version forms is a little more complicated, as there are neutral version forms without markers and with the prefix a-, subjective and objective version forms with the prefix i- for the first and second persons and u- for the third person in both singular and plural forms. Neutral version is formed with the prefix a- in verbs with eb- and ob- thematic markers apart from several exceptions and verbs with the am- thematic marker, apart from one exception (as version is impossible in the third series of conjugation, examples are in the first and second series of conjugation): a-šen-eb-s - a-a-šena, a-tbob-s - ga-a-tbo, a-b-am-s - da-a-ba). Thematic markers make no difference in forming subjective and objective version forms. If a verb is semantically able to have subjective and/or objective versions, verbs in the first and second series of conjugation take forms of subjective and/or objective version. Forms of subjective version use prefix i-: c'ers – i-c'ers, dac'era – da-i-c'era. In forms of objective version, verbs take the prefix i- in the first and second person and u- in the third person, both singular and plural. Like in the forms of indirect contact, the aforementioned rule of using person markers can be put to use: m-i-c'ers is me, g-i-c'ers is šen, u-c'ers is mas/mat, gv-i-c'ers is čven, g-i-c'ert is tkven, u-c'eren isini mas/mat. As for the passive voice, it can be formed with prefixes (i- and e-), a suffix (-d) and without any markers. Thematic markers and the presence/absence of a vowel in the infinitive play a role in forming verbs in the passive voice. In the passive voice, prefixes are added to verbs with single stems (without thematic markers) and verbs with -av, -am, -op, -i thematic markers, those with vowel interchange, and some verbs with the -ob thematic marker. Verbs with a vowel in the infinitive form the passive voice the thematic stems of the second series of conjugation: xat’va – i-xat’eba, e xat’eba; breca – i-briceba, e-briceba, while stems without vowels form the passive voice from the infinitive without markers. There are several such verbs with -av and -eb thematic markers, verbs with -i, -am and -eb thematic markers and some verbs with the -ob thematic marker: šek’vr-a – i-k’vreba, e-k’vreba; da-d-eba – i-deba, e-deba; č'r-a – i-č'reba, e-č'reba; dadgm-a – i-dgmeba, e-dgmeba; ga-q’op-a – i-q’opa, e-q’opa; da-xrč-oba – i-xrčoba, exrčoba. Verbs with a vowel and the -eb thematic marker, apart from two exceptions, form the passive voice with the suffix -d from the thematic stem of the second series of conjugation: šen-eb-a – šen-d-eba. The passive voice is formed without markers from verbs with the -ob thematic markers. The thematic stems of the second series of conjugation are used as the roots: ga-tb-ob-a – tb-eb-a. The passive voice with suffixes (with the -d suffix) is formed only in verbs with the - eb thematic marker. The passive voice markers is formed only in some verbs with the -ob thematic marker. Other verbs can form the passive voice only with the i- and eprefixes. Verbs in the passive voice with the prefix e- have only two persons (emaleba is mas). Other passive voice forms can have only one person (imaleba is, c'itldeba is, idgmeba is, išleba is, iq’opa is, igrixeba is, xmeba is). The author hopes that this approach to these problems can help Georgian language learners.

The nominal system

2019 ◽  
pp. 58-101
Author(s):  
D. Gary Miller
Keyword(s):  
Negative Polarity ◽  
Second Person ◽  
Nominal System ◽  
The Third ◽  
Case System ◽  
System P ◽  
Local Case ◽  
Third Person ◽  
Syntactic Status ◽  
The Third Person

Nouns are inflected for gender (masculine, feminine, neuter), number (singular and plural), and case: nominative, accusative, genitive, dative. Except in -u- stems, the vocative has the form of the accusative and/or is syncretized with the nominative. Demonstratives and pronominals have a residual instrumental, e.g. þe (by this), and ablative, e.g. jáinþro (from there). Adjectives are similarly inflected but also have strong and weak forms. Comparatives and nonpast participles are weak. The precise syntactic status of D-words (demonstratives, determiners, and articles) is impossible to test. Personal pronouns of the first and second person are inflected for singular, plural, and dual, and have no gender distinction. The third person pronoun has all three genders but only singular and plural number. Interrogative and indefinite pronouns are morphologically identical. Gothic has a rich negative polarity system. Numerals are partly inflected and partly indeclinable. Deictic adverbs belong to an old local case system.

scholarly journals Ethics of Responsibility and Ambiguity of Politics in Levinas’s Philosophy

Problemos ◽  
2020 ◽  
Vol 97 ◽  
pp. 61-74
Author(s):  
Luc Anckaert
Keyword(s):  
The Political ◽  
Political Responsibility ◽  
Second Person ◽  
Historical Reality ◽  
The Third ◽  
Political Implications ◽  
Third Person ◽  
Just Society ◽  
Liberation Philosophy ◽  
The Third Person

The destruction of man in the Shoah or Holocaust did not mean that Levinas argues in favor of turning away from the socio-historical reality to cultivate his own little garden. The deepest truth of subjectivity can be found in an alterity that calls for a socio-political responsibility. The political implications are rooted in different layers of Levinas’s thought. In his Talmudic comments, Levinas questions the reality of war as the truth of politics. But his explorations of subjectivity, ethical relationality and society allow to understand different political options such as contract theory (responsibility in the first person), liberation philosophy and human rights (responsibility in the second person) and the necessity of building a just society (ethics in the third person). Paradoxically, a just and equitable society ignores the uniqueness of the unique other. While organized responsibility is necessary, it introduces a new form of violence. In this article, we bring together the different layers in Levinas’s political vision and we explore its limits. A fundamental question is whether Levinas’s vision of politics is based on ethics or whether his ethics is a critique of politics.

scholarly journals ANALISIS DEIKSIS DALAM BAHASA GORONTALO

2021 ◽  
Vol 22 (1) ◽  
pp. 68-80
Author(s):  
Aryati Hamzah ◽  
William I. S. Mooduto ◽  
Imam Mashudi
Keyword(s):  
First Person ◽  
Second Person ◽  
Person Plural ◽  
The Third ◽  
Third Person ◽  
First Person Plural ◽  
Two Stages ◽  
The Third Person

This research aims to describe the use of deixis in Gorontalo Language. This research was conducted in two stages namely the stage of preparation and implementation of the research. This research was conducted for 1 year. The result of the research showed that the form and meaning of deixis are person deixis, time and place. Persona deixis is divided into several types is deixis of first-person singular (wa’u ‘1sg’, watiya ‘1sg’), deixis of the first person plural (ami ‘1pl.excl’), deixis of the second person singular (yi’o ‘2sg’, tingoli ‘2sg’), deixis of the second person plural (tingoli ‘2pl’, timongoli ‘2pl’), and deixis of the third person singular (tio ‘3sg’) and timongolio ‘3pl’ as a deixis of the third person plural. Whereas, deixis of place are teye, teyamai ‘here’, tetomota ‘there’ this means to show the location of the room and the place of conversation or interlocutor. Deixis time among others yindhie ‘today’, lombu ‘tomorrow’, olango ‘yesterday’, dumodupo ‘morning’, mohulonu ‘afternoon’, hui ‘night’ which have the meaning to show the time when the speech or sentence is being delivered.

scholarly journals BENTUK DAN PENGGUNAAN PRONOMINA PERSONA BAGI MAHASISWA STKIP BANJARMASIN (THE FORM AND USE OF PERSONAL PRONOUNS BY STKIP STUDENT IN BANJARMASIN)

Kadera Bahasa ◽  
2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Eka Suryatin
Keyword(s):  
Short Form ◽  
First Person ◽  
Personal Pronouns ◽  
Second Person ◽  
Person Plural ◽  
The Third ◽  
Full Form ◽  
Third Person ◽  
First Person Plural ◽  
The Third Person

This study discusses the forms and variations in the use of personal pronouns by STKIP students in Banjarmasin. The purpose of this study is to describe the forms and variations in the use personal pronouns by STKIP students in Banjarmasin. This research is a qualitative descriptive study. The data collection is obtained by observation techniques, see, and record. Research data are in the form the speech used by STKIP students in Banjarmasin, Department of PBSID (Local or Indonesian Language and Literature Education). The results show that the using personal pronouns are three forms, namely the first person, second person, and third person. Based on the type of reference personal pronoun used by STKIP students in Banjarmasin are singular and plural pronoun.When it is viewed from the morphological distribution, there are a full form and a short form. The short forms are usually used in proclitic (appears before its host) and also enclitic (appear after its host). Personal pronouns used by the students in their speech are varied. Although they are in Banjar, they do not only use personal pronouns in Banjar language, a part of the students use the first person singular pronoun gue ‘aku’. Personal pronouns in Banjar language used by the STKIP students in Banjarmasin are the first person singular pronoun, ulun, unda, sorang, saurang and aku. First person singular pronoun aku has some variations –ku and ku- that are bound morpheme. First person plural is kami and kita. The second person pronouns are pian, ikam, nyawa, and kamu. Meanwhile, the third person singular pronouns are Inya and Sidin. The third person plural pronoun is bubuhannya. The use of personal pronouns by STKIP students in Banjarmasin are dominantly consist of five speech components only that are based on the situation, the partner, the intent, the content of the message, and how the speaker tells the speech.

scholarly journals ANALISIS BENTUK DAN FUNGSI REFERENSI PERSONAL DALAM NOVEL REMBULAN TENGGELAM DIWAJAHMU KARYA TERE LIYE

2017 ◽  
Vol 2 (1) ◽  
pp. 32
Author(s):  
Muh Ali Imran ◽  
Nur Resky Evawanti
Keyword(s):  
The Novel ◽  
Second Person ◽  
Form And Function ◽  
The Third ◽  
The Face ◽  
Research Procedure ◽  
Third Person ◽  
And Function ◽  
The Third Person ◽  
Planning Action

AbstractThe main problem in this research  how to find out about the form and function of personal references in the novel Rembulan Tenggelam di Wajahmu in order to determine the differences contained in the novel especially those on personal references contained therein. This research was a literature review of research that contains one topic that contains some ideas or propositions related and must be supported by the data obtained from literature sources. This research procedure included planning, action and analysis. Subjects in this study was the novel of  Rembulan Tenggelam di Wajahmu. The results showed that the observation of novel moon sinking in the face are analyzed on personal references indicate that there are a lot of words including personal references such as personal pronoun first (referring to himself), pronouns second person (referring to the speaker) , and the third person pronoun (which refers to the person in question). Based on these results above, it can be concluded that the words include references persona there are differences both in writing and in speech.Keywords: Novel, personal referencesAbstrakMasalah utama dalam penelitian ini yaitu bagaimana mengetahui tentang bentuk dan fungsi referensi personal di dalam novel Rembulan Tenggelam di Wajahmu dengan tujuan untuk mengetahui perbedaan yang terdapat di dalam novel tersebut terkhusus pada referensi personal yang terdapat di dalamnya. Jenis penelitian ini adalah penelitian kajian pustaka yang berisi satu topik yang memuat beberapa gagasan atau proposisi yang berkaitan dan harus didukung oleh data yang diperoleh dari sumber pustaka. Prosedur penelitian ini meleputi perencanaan, pelaksanaan tindakan, dan analisis. Subjek dalam penelitian ini adalah novel rembulan tenggelam di wajahmu. Hasil penelitian menunjukkan bahwa pada pengamatan terhadap novel rembulan tenggelam di wajahmu yang menganalisis tentang referensi personal menunjukkan bahwa terdapat banyak kata-kata yang termasuk referensi personal seperti pronomina persona pertama( yang mengacu pada diri sendiri), pronomina persona kedua (yang mengacu pada lawan bicara), dan pronomina persona ketiga (yang mengacu pada orang yang dibicarakan). Berdasarkan hasil penelitian tersebut diatas, dapat disimpulkan bahwa kata-kata yang mencakup referensi persona terdapat perbedaan baik didalam penulisan maupun didalam tuturan.  Kata kunci: Novel,referensi personal

scholarly journals Unrealism in russian prose of early 20th century

2020 ◽  
Vol 6 (Extra-C) ◽  
pp. 75-85
Author(s):  
Elena V. Astashchenko
Keyword(s):  
20Th Century ◽  
Social Pressure ◽  
General Concept ◽  
Early 20Th Century ◽  
Second Person ◽  
The Third ◽  
The Past ◽  
Third Person ◽  
The Third Person ◽  
Imperative Mood

  The aim of the article is to analyze the multilevel manifestation of the text modality - from grammatical to aesthetic and build a general concept of unrealism as a peripheral, but permanent, constant of the modernist era. However, the ubiquity and dominant delimitation, necessary of structures with conjunctions of unreal comparison, with the predominance of those derived from future forms over those derived from the imperfect, also serves to strengthen the independence of the artwork from social pressure. Subsequently, the characteristic structures of modernity, analogous to the European "future in the past", building an alternative reality, are supplanted by the imperative mood of the second person, with the illocutionary act of calling for a change in the existing reality, in the primitive vanguard and the third person with the "pust" particle [let] in the middle of the 20th century, gradually degenerating into the imperative mood with the "puskai" particle [May], whose motivating pathos is extremely low.  

Optative forms *

2020 ◽  
pp. 210-214
Author(s):  
Gerjan van Schaaik
Keyword(s):  
Dominant Role ◽  
First Person ◽  
Second Person ◽  
The Third ◽  
Third Person ◽  
The Third Person

The optative (also referred to as subjunctive by some) plays a dominant role in day-to-day conversations and expresses desirability. There are forms for all six grammatical persons. For the first-person singular and plural there are affirmative forms and negative forms, and in combination with the question particle, the sum total is four forms per grammatical person. Typically, such declarative forms are used to state something that is judged as desirable by the speaker, but the questioned forms clearly serve as a proposal with an invitation to comment on it. For the second person (singular and plural) there are only affirmative and negated forms, but question forms are nonexistent. Although there is also an optative suffix for the third-person singular, its usage is limited mainly to adverbial doublets.

Morphosyntactic Transfer from a Spoken Heritage Dialect to the Standard Variety

2020 ◽  
Vol 17 (2) ◽  
pp. 202-233
Author(s):  
Reem Faraj
Keyword(s):  
Heritage Language ◽  
Native Speakers ◽  
Control Groups ◽  
Heritage Speakers ◽  
Standard Arabic ◽  
The Third ◽  
Third Person ◽  
The Subject ◽  
The Third Person ◽  
Modern Standard

This study examines cases of morphosyntactic transfer from Syrian Arabic to Modern Standard Arabic (MSA) in the production of heritage speakers who are not only bilingual (L1 Syrian Arabic, L2 English), but also diglossic; Syrian Arabic is their heritage language (HL), and MSA is the form they learned in school. Two control groups, native speakers of Syrian Arabic and learners of MSA, were also included. The proposal presented here is that adolescent heritage speakers of Syrian Arabic have a more developed Syrian Arabic grammar, which results in- transfer to MSA, and that degree and duration of input-output and exposure to both varieties impact the type and number of non-target forms in the production of the studied heritage group. The goal is to find the extent of such transfer, how it is manifested, and whether it is also related to sentence and subject type or other factors. The focus of this study is verbs in SV and VS sentences in MSA, where the subject is a nominal DP and the verb is in the third person. The agreement patterns in VS and SV sentences are asymmetrical in MSA but they are not in Syrian Arabic. The SV order in MSA reflects different agreement patterns with both genders and all three numbers, whereas in Syrian Arabic there is one default non-singular verb form. In this paper I provide a formal account of the differences among the agreement patterns in MSA and Syrian Arabic within the Minimalist framework. Using this approach, a morphosyntactic transfer of agreement features from Syrian Arabic to MSA is argued to be a transfer of T0 features. The results demonstrate that errors in the MSA verb produced by the heritage speakers differ from those of MSA learners and that more than half of the heritage speakers’ errors are compatible with morphosyntactic agreement forms in Syrian Arabic. These findings provide evidence for transfer from Syrian Arabic to MSA. It is possible that when three linguistic systems are competing (L1, L2, and L3) and where L1 is the most dominant, L2 is less developed than L1 but more developed than L3, and L2 and L3 are typologically close, transfer takes place from L2 to L3. More research to address this question is needed. The study contributes to the understanding of agreement in heritage speakers’ production and the phenomenon of transfer in bilingual and diglossic situations.

scholarly journals Politeness in Pronouns

Philologus ◽  
2017 ◽  
Vol 161 (2) ◽  
Author(s):  
Klaas Bentein
Keyword(s):  
Fourth Century ◽  
Classical Period ◽  
Ancient Greek ◽  
Second Person ◽  
Person Plural ◽  
The Third ◽  
Third Person ◽  
Byzantine Period ◽  
Pronominal Reference ◽  
The Third Person

AbstractIn many languages, a person can be addressed either in the second person singular or the second person plural: the former indicates familiarity and/or lack of respect, while the latter suggests distance and/or respect towards the addressee. While in Ancient Greek pronominal reference initially was not used as a ‘politeness strategy’, in the Post-classical period a T–V distinction did develop. In the Early Byzantine period, I argue, yet another pronominal usage developed: a person could also be addressed in the third person singular. This should be connected to the rise of abstract nominal forms of address, a process which can be dated to the fourth century AD.

scholarly journals Investigating the effect of textual enhancement in post-reading tasks on grammatical development by child language learners

2021 ◽  
pp. 136216882110050
Author(s):  
Yoojin Chung ◽  
Andrea Révész
Keyword(s):  
Language Learners ◽  
Child Language ◽  
Multiple Exposure ◽  
Grammatical Knowledge ◽  
Grammatical Development ◽  
The Third ◽  
Third Person ◽  
Textual Enhancement ◽  
The Third Person ◽  
Positive Effect

This study examined the extent to which textual enhancement incorporated into the post-task stage of task-based reading lessons can promote development in second language (L2) grammatical knowledge. The participants were 49 child language learners who participated in task-based reading lessons in their own classroom contexts. They were randomly assigned to two groups, one being exposed to textual enhancement and the other not. The experiment adopted a multiple-exposure design involving six treatment sessions over three weeks. The target construction was the third person singular -s morpheme. Pretest-posttest development was assessed with a grammaticality judgement test. The results revealed a small but positive effect for textual enhancement. We attributed the relative success of textual enhancement to a combination of factors: use of a multiple-exposure design, the incorporation of textual enhancement into the post-task rather than the during-task stage, age of participants, and prior knowledge.

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