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 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 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 Negation of resultative and progressive periphrases

2015 ◽  
Vol 4 (1) ◽  
pp. 31 ◽  
Author(s):  
Raquel González Rodríguez
Keyword(s):  
Semantic Analysis ◽  
The Other ◽  
Negative Events ◽  
Negative Particle ◽  
Other Hand ◽  
The One ◽  
Auxiliary Verb ◽  
New Evidence

This paper focuses on resultative and progressive periphrases in Spanish: &lt;<em>estar</em> ‘to be’ + participle&gt; and &lt;<em>estar</em> ‘to be’ + gerund&gt;, respectively. These periphrases have been associated with several negated constructions. On the one hand, the negative particle <em>no</em> ‘not’ can precede the auxiliary verb (&lt;<em>no estar</em> ‘not to be’ + participle&gt; and &lt;<em>no estar</em> ‘not to be’ + gerund&gt;); on the other hand, we have the structure &lt;<em>estar sin</em> ‘to be without’ + infinitive&gt;. Contrary to what has been suggested in the literature, I will show that these negative constructions have a different interpretation and develop a semantic analysis of them. Furthermore, I will offer new evidence in favor of the existence of negative events.

scholarly journals ¿Por qué las cópulas son auxiliares?

2019 ◽  
Vol 8 (2) ◽  
pp. 199-224
Author(s):  
Joshua Gómez Rubio
Keyword(s):  
The Other ◽  
Auxiliary Verbs ◽  
Other Hand ◽  
The One ◽  
Lexical Content

Abstract. Copulas work as auxiliary verbs in Spanish and in other languages. In this article, we will argue in favor of this property being due to the absence of lexical content of the copula verb be1 (Sp. ‘ser’), on the one hand, and the aspectual content of the verb be2 (Sp. ‘estar’), on the other hand.    

The Semantics of the Bengali Verbfεla

1991 ◽  
Vol 36 (4) ◽  
pp. 337-361 ◽  
Author(s):  
Jila Ghomeshi
Keyword(s):  
Word Meaning ◽  
The Other ◽  
Lexical Representations ◽  
Sentence Meaning ◽  
Other Hand ◽  
Explicit Representations ◽  
Lexical Items ◽  
Auxiliary Verb

Any theory of semantics must account for the role of inference in the interpretation of a sentence, however, it is not clear at which level of the grammar this inferencing capability must be represented. In Sperber and Wilson (1986) for example, inference plays an important role in the interpretation of an utterance in discourse, yet their theory does not integrate lexical representations with discourse and inferencing. Jackendoff (1987, 1990) on the other hand, while giving explicit representations for sentences and lexical items, does not address the question of discourse and inference. In this paper I will argue that it is essential to take account of discourse-level factors when analyzing sentence meaning, and indeed word meaning. In particular I will show that the meaning of the auxiliary verbfεla. in Bengali can be properly represented only if such discourse-level factors are included.

A study of cometary eruptions through OH radio-lines

1999 ◽  
Vol 173 ◽  
pp. 249-254
Author(s):  
A.M. Silva ◽  
R.D. Miró
Keyword(s):  
Short Duration ◽  
Growth Curves ◽  
The Other ◽  
Initial Mass ◽  
Radio Lines ◽  
Other Hand ◽  
Sudden Rise

AbstractWe have developed a model for theH2OandOHevolution in a comet outburst, assuming that together with the gas, a distribution of icy grains is ejected. With an initial mass of icy grains of 108kg released, theH2OandOHproductions are increased up to a factor two, and the growth curves change drastically in the first two days. The model is applied to eruptions detected in theOHradio monitorings and fits well with the slow variations in the flux. On the other hand, several events of short duration appear, consisting of a sudden rise ofOHflux, followed by a sudden decay on the second day. These apparent short bursts are frequently found as precursors of a more durable eruption. We suggest that both of them are part of a unique eruption, and that the sudden decay is due to collisions that de-excite theOHmaser, when it reaches the Cometopause region located at 1.35 × 105kmfrom the nucleus.

Closing the GAP—A 5Å Scanning Microscope

1969 ◽  
Vol 27 ◽  
pp. 6-7
Author(s):  
A. V. Crewe
Keyword(s):  
Normal Form ◽  
The Other ◽  
Resolving Power ◽  
Scanning Microscope ◽  
Conventional Microscope ◽  
Other Hand ◽  
Closing The Gap ◽  
Thermal Sources ◽  
Better Than ◽  
Transmission Microscope

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.

Life Beyond 1MeV

1980 ◽  
Vol 38 ◽  
pp. 30-33
Author(s):  
K.H. Westmacott
Keyword(s):  
Electron Microscopy ◽  
Past Experience ◽  
The Other ◽  
Good Case ◽  
Other Hand ◽  
The U.S

Life beyond 1MeV – like life after 40 – is not too different unless one takes advantage of past experience and is receptive to new opportunities. At first glance, the returns on performing electron microscopy at voltages greater than 1MeV diminish rather rapidly as the curves which describe the well-known advantages of HVEM often tend towards saturation. However, in a country with a significant HVEM capability, a good case can be made for investing in instruments with a range of maximum accelerating voltages. In this regard, the 1.5MeV KRATOS HVEM being installed in Berkeley will complement the other 650KeV, 1MeV, and 1.2MeV instruments currently operating in the U.S. One other consideration suggests that 1.5MeV is an optimum voltage machine – Its additional advantages may be purchased for not much more than a 1MeV instrument. On the other hand, the 3MeV HVEM's which seem to be operated at 2MeV maximum, are much more expensive.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

Stories and the Self

2020 ◽  
Vol 32 (2) ◽  
pp. 47-58 ◽  
Author(s):  
Stefan Krause ◽  
Markus Appel
Keyword(s):  
Meta Analysis ◽  
The Self ◽  
The Other ◽  
Lower Degree ◽  
Contrast Effects ◽  
Self Perception ◽  
Self Perceptions ◽  
Other Hand ◽  
The One ◽  
Implicit And Explicit

Abstract. Two experiments examined the influence of stories on recipients’ self-perceptions. Extending prior theory and research, our focus was on assimilation effects (i.e., changes in self-perception in line with a protagonist’s traits) as well as on contrast effects (i.e., changes in self-perception in contrast to a protagonist’s traits). In Experiment 1 ( N = 113), implicit and explicit conscientiousness were assessed after participants read a story about either a diligent or a negligent student. Moderation analyses showed that highly transported participants and participants with lower counterarguing scores assimilate the depicted traits of a story protagonist, as indicated by explicit, self-reported conscientiousness ratings. Participants, who were more critical toward a story (i.e., higher counterarguing) and with a lower degree of transportation, showed contrast effects. In Experiment 2 ( N = 103), we manipulated transportation and counterarguing, but we could not identify an effect on participants’ self-ascribed level of conscientiousness. A mini meta-analysis across both experiments revealed significant positive overall associations between transportation and counterarguing on the one hand and story-consistent self-reported conscientiousness on the other hand.

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