scholarly journals ВСИЧКО Е НАРЕД С ГЛАГОЛА (ИНОВАЦИОННИТЕ ПРОЦЕСИ ТРАНЗИТИВАЦИЯ И ДЕРЕФЛЕКТИВАЦИЯ С ЦЕЛ ПРИПИСВАНЕ НА КАУЗАТИВНОСТ) / EVERYTHING IS FINE WITH THE VERB (INNOVATION PROCESSES OF TRANSITIVIZATION AND DEREFLEXIVIZATION AS A MEANS OF ATTRIBUTING CAUSATIVITY)

2021 ◽  
Vol 68 (PR) ◽  
pp. 165-178
Author(s):  
TEODORA RABOVYANOVA
Keyword(s):  
Morphological Identification ◽  
Grammatical Category ◽  
Transitive Verb ◽  
The Third ◽  
The Subject ◽  
The Difference ◽  
Reflexive Verbs ◽  
Verb Meaning ◽  
Communicative Effect ◽  
Innovation Processes

The paper presents a summary of the observations on the tranisitivization and dereflexivization of Bulgarian verbs as a means of attributing causativity. The majority of the newly formed verbs that we analyze are causative while others may, under certain conditions and in particular sentences, exemplify the causative rule. The lability of morphological identification regarding the transitivity – intransitivity distinction is the reason to examine the excerpted verbs as being either A- or Р-labile. The following tendency can be observed: P-lability has to do with causativity, while A-labile verbs are not-causative. In such cases the subject does not undergo changes neither in their intransitive nor in their transitive use. With P-labile verbs, the subject of the intransitive verb becomes the object of the transitive verb. There are some ambiva-lent verbs, such as minavam (pass), premina (pass over), svetna (light up), spomagam (facilitate), stigna (reach), treniram (train). Although the second group contains 40 causatives and the third group has 3 verbs, the lability procedure is not applicable because of the difference between the reflexive with the se- (се) marker and the transitive verb, i.e. the mismatch in form also means non-lability. The examples in the third group can also be viewed as the absolute use of the transitive verb meaning. The changes in the verbs indicate a change in the way contemporary Bulgarians think – the causative verbs serve as an expression of an active position, while the interplay between transitive and intransitive and/or reflexive and non-reflexive verbs has mostly pragmatic purposes, such as achieving a certain communicative effect, attractiveness, informality. Keywords: labile verbs, A-lability, P-lability, the lexico-grammatical category of transitivity ‒ intransitivity, causativity, Bulgarian language

Web-Based Teaching

2000 ◽  
pp. 33-41
Author(s):  
Dushyanthi Hoole ◽  
S. Ratnajeevan H. Hoole
Keyword(s):  
Third World ◽  
The West ◽  
Web Based ◽  
The Third ◽  
The Subject ◽  
The Difference ◽  
Internet Connections ◽  
The Third World ◽  
Industrialised Countries ◽  
The Web

The use of educational technologies is widely recognised as beneficial (IEEE, 1998; Hoole, 1988). However, cogent arguments have been made by those who have invested much time in the development of courseware for teaching (Hoberg, 1993; Vanderplaats, 1993) that the use of the technology dominates the class so much that the subject being taught tends to get lost. In this milieu, the appearance of the Internet and the Web, and following that, Web-based teaching, offers new opportunities with caution as a caveat. Unlike courseware where an individual instructor sits down and writes programs for his class, the difference with the Web is that demands in terms of infrastructure are heavy. Not only that, while in the West, things such as a networked campus, Internet connections, etc. are taken for granted, in the Third World (defined for the purposes of this article as those countries that are not a part of North America, Europe, Australia and the newly industrialised countries of Asia such as Singapore, Japan, Korea, and Taiwan), these facilities are rare. Simply asking for all the relevant infrastructure one needs for teaching will often not produce the funds. As a result, Third World instructors wishing to embark on Web-based teaching must create a wide demand based on needs that go beyond simply teaching for these facilities and, thereby try to get what they want. They must also improvise and produce new ways of teaching with the Web. This chapter spells out the attempts by the authors, still experimental, in producing new ways of teaching with the Web and the attempts by which an infrastructure for Web-based teaching was created at the Open University of Sri Lanka.

scholarly journals III. Contributions to the anatomy of the central nervous system of plagiostomata

1886 ◽  
Vol 40 (242-245) ◽  
pp. 10-14 ◽  
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Cranial Nerves ◽  
Macroscopic Appearance ◽  
Short Account ◽  
The Third ◽  
Branchial Arches ◽  
The Central Nervous System ◽  
The Subject ◽  
The Difference

After referring to the literature of the subject, the author gives a short account of the macroscopic appearance of the brains of the following species of Plagiostomata, viz., Raja batis, Rhina squatina, Scyllium catulus , and Acanthias vulgaris . He then refers to the distribution of the cranial nerves, especially of the trifacial and vagus, pointing out the resemblance of the distribution of the last-mentioned nerve in Rhina to that described by Gegenbaur in Hexanthus; the difference lying in the fact that in the former the rami branchiales of this nerve, the number of which correspond the number of the branchial arches, divide into two terminal branches only, the rami anteriores and posteriores, the third, the rami pharyngei, being absent.

PHILOSOPHICAL BASES OF THE TRANSLATION OF THE ENGLISH TEXT IN CHINESE LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 177-186
Author(s):  
Tetiana Stoianova
Keyword(s):  
Information Exchange ◽  
English Language ◽  
Chinese Language ◽  
International Communication ◽  
Philosophical Foundations ◽  
The Third ◽  
Educational Issues ◽  
The Subject ◽  
Communicative Act ◽  
Communicative Effect

The article is dedicated to the research of the philosophic basis of translation of English UNESCO documents that deal with educational issues into the Chinese language. The English and Chinese languages differ drastically not only on the linguistic level but also on the cultural level, which makes the communicative act and its components necessary to study. In this case, communication is seen as an abstract scheme that renders the peculiarities of the interconnection of all the elements of the information exchange as well as additional operations. The communicative act with its extralinguistic features is described. A bilingual communicative act can take place only if the original message is transmitted when the recipient perceives the message through the prism of his communicative intention and experience, which leads to the formation of a certain communicative effect. During bilingual communication there are three people involved in the communicative process instead of two, the third one being the interpreter that renders the source text into another language. A bilingual communicative act should be considered in combination with the cultural factors that influence the contents of the message when it is created and when it is decoded by the third recipient. It is stated that hermeneutics explores the conditions for creating a text, interpreting its content, its philosophical foundations, etc. The aim of the research is to determine the philosophical basis for the study of the problem of the translation from the English language into the Chinese language in the context of international communication. The object of the research is the translation of UNESCO documents on the protection of the rights to education. The subject of the research is the philosophical foundation for the translation into Chinese from the English UNESCO documents that deal with educational issues in the process of international communication. English and Chinese UNESCO documents that deal with educational issues served as the material for the research.

Verbal Inflection: A Contrastive Analysis on English and Turkish

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Siti - Sa'diah
Keyword(s):  
Field Research ◽  
The Other ◽  
Contrastive Analysis ◽  
Verbal Inflection ◽  
The Third ◽  
The Subject ◽  
Present Tense ◽  
The Difference

Abstract This study aimed to investigate differences and similarities of English and Turkish verbal inflection. It was limited on verbal inflection of the three common tenses which are present, past, and future. The data used in this study were gained from both library and field research. The field research conducted was interview to two informants having background as Turkish teachers and one informant as a learner studying Turkish. The result showed that English and Turkish verbal inflections had differences and similarities. The difference was English verbal inflections were occured in Simple Present Tense and Simple Past while Turkish verbal inflections were occured in the three tenses present which is called by Şimdiki Zaman, past which is called by Geçmiş Zaman, and future which is called by Gelecek Zaman. The other difference was on the affixes used to transform the inflection. Turkish had more affixes than English. Whereas, the similarity appeared on the rules in which the process of affix inflection depends on the subjects used. This similarity was only occured on Simple Present Tense in English in which the inflected verb refered to the subject (the third singular person). Keywords: Verbal inflection, English, Turkish, Contrastive analysis

Morphology and Pro Drop

2019 ◽  
Author(s):  
Olaf Koeneman ◽  
Hedde Zeijlstra
Keyword(s):  
Linguistic Variation ◽  
Null Subject ◽  
English Only ◽  
The Third ◽  
Third Person ◽  
The Subject ◽  
The Cross ◽  
The Difference ◽  
The Third Person ◽  
Nominal Morphology

Many, and according to some estimates most, of the world’s languages allow the subject of the sentence to be unexpressed, a phenomenon known as ‘pro(noun) drop’. In a language like Italian, Gianni parla ‘Gianni speaks’ and Parla ‘(S)he speaks’ are both grammatical sentences. This is in contrast to a language like English, in which not expressing the subject leads to an ungrammatical sentence: *Speaks. The difference between being and not being able to leave the subject unexpressed (or, to put it differently, to have a ‘null subject’) has been related to the richness of the verbal paradigm of a language. Whereas Italian has six different agreement endings in the present tense, English only marks the third-person singular differently (with an -s affix, as in John speak-s). Although this correlation with rich agreement is pervasive, it does not successfully capture all the cross-linguistic variation that is attested. Languages like Japanese and Chinese, for instance, allow unexpressed arguments (including subjects) in the absence of any agreement. For these languages, it has been observed that their pronominal paradigms tend to have transparent, agglutinative nominal morphology, expressing case or number features. Trickier perhaps are languages that allow pro drop under certain conditions only. Some languages, such as Finnish or colloquial variants of German, allow it in certain but not all person/number contexts. Other languages, such as Icelandic, allow the subject to be unexpressed only if it is an expletive, the counterpart of English it (cf. It is raining) or there (There is a man in the garden). For these so-called partial pro drop languages, it is still unclear if one can relate their more restricted absence of overt subjects to other observable properties that they possess.

Web-Based Teaching

2011 ◽  
pp. 78-89
Author(s):  
Dushyanthi Hoole ◽  
S. Ratnajeevan H. Hoole
Keyword(s):  
Third World ◽  
The West ◽  
Web Based ◽  
The Third ◽  
The Subject ◽  
The Difference ◽  
Internet Connections ◽  
The Third World ◽  
Industrialised Countries ◽  
The Web

The use of educational technologies is widely recognised as beneficial (IEEE, 1998; Hoole, 1988). However, cogent arguments have been made by those who have invested much time in the development of courseware for teaching (Hoberg, 1993; Vanderplaats, 1993) that the use of the technology dominates the class so much that the subject being taught tends to get lost. In this milieu, the appearance of the Internet and the Web, and following that, Web-based teaching, offers new opportunities with caution as a caveat. Unlike courseware where an individual instructor sits down and writes programs for his class, the difference with the Web is that demands in terms of infrastructure are heavy. Not only that, while in the West, things such as a networked campus, Internet connections, etc. are taken for granted, in the Third World (defined for the purposes of this article as those countries that are not a part of North America, Europe, Australia and the newly industrialised countries of Asia such as Singapore, Japan, Korea, and Taiwan), these facilities are rare. Simply asking for all the relevant infrastructure one needs for teaching will often not produce the funds. As a result, Third World instructors wishing to embark on Web-based teaching must create a wide demand based on needs that go beyond simply teaching for these facilities and, thereby try to get what they want. They must also improvise and produce new ways of teaching with the Web. This chapter spells out the attempts by the authors, still experimental, in producing new ways of teaching with the Web and the attempts by which an infrastructure for Web-based teaching was created at the Open University of Sri Lanka.

UPAYA MENINGKATKAN HASIL BELAJAR IPA MELALUI PENGGUNAAN VIDEO PEMBELAJARAN BAGI SISWA KELAS IV DI SDN 187/IV KOTA JAMBI

2015 ◽  
Vol 8 (2) ◽  
pp. 93
Author(s):  
Juniar Siregar
Keyword(s):  
Action Research ◽  
Research Method ◽  
Research Report ◽  
The Third ◽  
The Media ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research

This study presents a research report on improving students’ Learning results on IPA through Video. The objective was to find out whether students’ learning result improved when they are taught by using Video. It was conducted using classroom action research method. The subject of the study was the Grade IV students of SDN 187/IV Kota Jambi which is located on Jln. Adi Sucipto RT 05 Kecamatan Jambi Selatan, and the number of the students were 21 persons. The instruments used were test. In analyzing the data, the mean of the students’ score for the on fisrt sycle was 65,4 (42,85%) and the mean on cycle two was 68,5 (37,15%) and the mean of the third cycle was 81,4 (100%). Then it can be concluded that the use of video on learning IPA can improve the students’ learning result. It is suggested that teachers should use video as one of the media to improve students’ learning result on IPA.Keywords : IPA, students’ learning result, video

Enhaching Primary Students’ Science Learning Outcome Utilizing Visual Multimedia

2018 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Nurmi Nurmi ◽  
Hadi Putra ◽  
Penti Nursida ◽  
Khoiro Mahbubah ◽  
Neni Hermita
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Learning Outcome ◽  
Visual Media ◽  
Primary Students ◽  
Average Score ◽  
The Third ◽  
Third Grade Students ◽  
The Subject ◽  
3Rd Grade

This study aims to improve 3rd grade students’ science learning outcomes bylearning to use visual multimedia. This research method uses classroom actionresearch. The subject of this research was the third grade students of secondsemester of elementary school which conducted 30 students. Based on theresults of research by using visual media, it have been found that theimprovement learning outcome, seen from the initial average score before theaction of 3rd grade class students from 65.5 to 83.83. The results of this studyindicate that with the use of visual media can improve student learningoutcomes.

Biographical Studies of G.I. Gurdjieff

2016 ◽  
Vol 11 (1) ◽  
pp. 10-35
Author(s):  
Joseph Azize
Keyword(s):  
Comparative Research ◽  
Source Material ◽  
Future Studies ◽  
The Third ◽  
The Subject

The various published biographies and biographical notices of G.I. Gurdjieff (c.1865-1949) are of diverse style, quantity and content. While some have made considerable contributions to the subject, most attempts have reacted for or against Gurdjieff’s status as what might call an ‘Enlightened Master’. Little biographical writing on Gurdjieff has questioned the scope, reliability and prejudices of the sources. Further, possible resources have been neglected. The development in Gurdjieff’s ideas is often overlooked, his life is not sufficiently related to that development, and the lack of comparative research has failed to highlight Gurdjieff’s unique contributions. This article is structured in four parts. The first is an introduction, followed by an overview of existing biographical studies of Gurdjieff. The third part addresses bias in these studies, and this is followed by suggestions for future studies. It is concluded that fieldwork regarding the biography of Gurdjieff has been hampered by imperfect methodology. However, with better use of the source material, some of which has only recently been discovered, and a rigorous use of sources, a more balanced and nuanced picture of Gurdjieff’s life, and the development of his ideas and methods, should emerge.

Ragam Bangunan Perundang-Undangan Hukum Keluarga di Negera-Negara Muslim Modern: Kajian Tipologis

2018 ◽  
Vol 11 (1) ◽  
pp. 49-60
Author(s):  
Miftahul Huda
Keyword(s):  
Saudi Arabia ◽  
United Arab Emirates ◽  
Islamic Law ◽  
Family Law ◽  
Marriage Law ◽  
The Third ◽  
Muslim Countries ◽  
Fourth Type ◽  
Modern Family ◽  
The Difference

The reality of the difference in applying Islamic law in the context of marriage law legislation in modern Muslim countries is undeniable. Tunisia and Turkey, for example, have practiced Islamic law of liberal nuance. Unlike the case with Saudi Arabia and the United Arab Emirates that still use the application of Islamic law as it is in their fiqh books. In between these two currents many countries are trying to apply the law in their own countries by trying to bridge the urgent new needs and local wisdom. This is widely embraced by modern Muslim countries in general. This paper reviews typologically the heterogeneousness of family law legislation of modern Muslim countries while responding to modernization issues. Typical buildings seen from modern family law reforms can be classified into four types. The first type is progressive, pluralistic and extradoctrinal reform, such as in Turkey and Tunisia. The second type is adaptive, unified and intradoctrinal reform, as in Indonesia, Malaysia, Morocco, Algeria and Pakistan. The third type is adaptive, unified and intradoctrinal reform, represented by Iraq. While the fourth type is progressive, unifiied and extradoctrinal reform, which can be represented by Somalia and Algeria.

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