The Four Ways of Indicating the Direct Object in Syriac and Their Use in Relation to Animacy/Definiteness

SummarySupport verb constructions are documented throughout the history of Latin. These syntagms are characterized by the presence of a support verb with a more or less reduced semantic force, and a predicative (abstract or verbal) noun that often constitutes its direct object. The present contribution deals, specifically, with the use of facio as a support verb (as in bellum facere, iter facere, insidias facere etc.), focussing on the post-classical and late period. Two main questions shall be discussed: (a) whether, and if so, how facio becomes more productive in later centuries in both non-Christian and Christian sources; (b) what type of semantic evolution the verb undergoes in later Latin and whether, in this respect, continuity or rupture should be assumed with regard to the earlier period. This last point will enable us to suggest a more convincing explanation of an often-quoted passage of Cicero (Phil. 3. 22), in which the expression contumeliam facere is found.

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PENINGKATAN KETERAMPILAN MENULIS PARAGRAF DESKRIPTIF PADA SISWA KELAS X4 SMA NEGERI 3 BULUKUMBA

AL-ISHLAH: Jurnal Pendidikan Islam ◽

10.35905/alishlah.v15i2.564 ◽

2017 ◽

Vol 15 (2) ◽

pp. 130-146

Author(s):

Suhartina Suhartina

Keyword(s):

Action Research ◽

Research Data ◽

Direct Object ◽

Average Score ◽

Peer Editing ◽

Implementation Evaluation ◽

Reflection Phase ◽

Writing Skill ◽

Planning Implementation ◽

Classroom Action Research

This classroom action research aims to improve students' writing skill of class X4 SMA Negeri 3 Bulukumba. The subjects of the study were the students of class X SMA Negeri 3 Bulukumba as much as 42 people. The object of research is the technique of direct object and peer editing, as well as the skill of writing the description. The action is done in two cycles. Each cycle consists of four stages, namely planning, implementation, observation / evaluation, and reflection. The research data is the data writing skill descriptions collected through the guidelines of writing descriptions and observation skills. Data were analyzed descriptively quantitative. The result of research shows that firstly, the process of learning with direct object technique that can improve the writing skill of descriptive paragraph of X-4 students of SMA Negeri 3 Bulukumba is by applying direct object technique in cycle I through planning, implementation, evaluation and reflection phase. In the first cycle of learning to write a descriptive paragraph is considered less than the maximum so that learning is continued into cycle II by designing the learning using direct object engineering and peer editing techniques. Second, the learning result of descriptive paragraph writing skill with direct object and peer editing technique has increased the average score of students who in cycle I only 81.3 increased to 88.1. In addition, there is also a significant change in attitude in students.

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Subextraction from Direct Object and Transitive Verbs

Estudios Hispánicos ◽

10.21811/eh.92.109 ◽

2019 ◽

Vol 92 ◽

pp. 109-129

Author(s):

Eunjung You

Keyword(s):

Direct Object ◽

Transitive Verbs

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Reanalysis processes in non-native sentence comprehension

Bilingualism Language and Cognition ◽

10.1017/s1366728921000195 ◽

2021 ◽

pp. 1-14

Author(s):

Hiroki Fujita ◽

Ian Cunnings

Keyword(s):

Eye Movement ◽

Sentence Processing ◽

Noun Phrase ◽

Sentence Comprehension ◽

Memory Trace ◽

Main Clause ◽

Direct Object ◽

Subordinate Clause

Abstract We report two offline and two eye-movement experiments examining non-native (L2) sentence processing during and after reanalysis of temporarily ambiguous sentences like “While Mary dressed the baby laughed happily”. Such sentences cause reanalysis at the main clause verb (“laughed”), as the temporarily ambiguous noun phrase (“the baby”) may initially be misanalysed as the direct object of the subordinate clause verb (“dressed”). The offline experiments revealed that L2ers have difficulty reanalysing temporarily ambiguous sentences with a greater persistence of the initially assigned misinterpretation than native (L1) speakers. In the eye-movement experiments, we found that L2ers complete reanalysis similarly to L1ers but fail to fully erase the memory trace of the initially assigned interpretation. Our results suggested that the source of L2 reanalysis difficulty is a failure to erase the initially assigned misinterpretation from memory rather than a failure to conduct syntactic reanalysis.

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Directionality of cross-linguistic influence: Which referring choices do bilingual Ukrainian–English children make?

International Journal of Bilingualism ◽

10.1177/1367006915603824 ◽

2016 ◽

Vol 21 (1) ◽

pp. 99-121 ◽

Cited By ~ 5

Author(s):

Roksolana Mykhaylyk ◽

Elinor Ytterstad

Keyword(s):

Language Development ◽

Dual Language ◽

Research Question ◽

Age Groups ◽

Direct Object ◽

Object Language ◽

Related Factors ◽

Main Research ◽

Null Object ◽

Significant Difference

Aims and research questions: This paper presents a new study addressing the issue of cross-linguistic influence in acquisition of referring expressions. The main research question is how to predict directionality of this influence in a dual language development. Methodology: The method is an elicited production task. We consider the phenomenon of direct object referring choices, i.e. noun, pronoun and null element, in a ‘null-object’–‘overt-object’ language pair (Ukrainian and English). Data and Analysis: Participants of the experiment are 4–6-year-old Ukrainian–English bilinguals (N20) and Ukrainian monolinguals (N21). The data are analyzed in the statistical program R, utilizing the R-library function lme4. The results are presented as odds ratios (ORs) of each direct object type. Findings: Our data reveal that while there is no significant difference in Ukrainian object types in most of the age groups, there is a considerable amount of null object usage in English at the ages of four to five. Originality: The innovative nature of this study lies in: (i) the consideration of a licit object omission at a later stage of language development (from 4 to 6 years of age); (ii) the examination of an under-investigated language combination (i.e. English and Ukrainian); and (iii) the innovative approach to linguistic data analysis (e.g. comparing OR values). Implications: Our findings suggest that the directionality of influence in dual language acquisition depends on the developmental stage, language-specific means of syntax–pragmatics interaction, and extra-linguistic input-related factors. At the early stages of development, the null-object language is likely to influence the overt-object language, especially under conditions of limited exposure to the latter.

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A SUBJECT-OBJECT ASYMMETRY IN THE ACQUISITION OF RELATIVE CLAUSES IN KOREAN AS A SECOND LANGUAGE

Studies in Second Language Acquisition ◽

10.1017/s0272263103000172 ◽

2003 ◽

Vol 25 (3) ◽

pp. 433-448 ◽

Cited By ~ 50

Author(s):

William O'Grady ◽

Miseon Lee ◽

Miho Choo

Keyword(s):

Second Language ◽

Relative Clauses ◽

Distance Effect ◽

Direct Object ◽

Strong Preference ◽

Structural Factors ◽

Structural Account ◽

Linear Distance ◽

English Speaking ◽

Object Relative

A variety of studies have reported that learners of English as a second language find subject relative clauses easier to produce and comprehend than direct object relatives, but it is unclear whether this preference should be attributed to structural factors or to a linear distance effect. This paper seeks to resolve this issue and to extend our understanding of SLA in general by investigating the interpretation of subject and direct object relative clauses by English-speaking learners of Korean, a left-branching language in which subject gaps in relative clauses are more distant from the head than are object gaps. The results of a comprehension task conducted with 53 beginning and intermediate learners point toward a strong preference for subject relative clauses, favoring the structural account.

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Indirect objects in Siswati

Studies in African Linguistics ◽

10.32473/sal.v18i3.107470 ◽

1987 ◽

Vol 18 (3) ◽

pp. 309-326

Author(s):

Videa P. De Guzman

Keyword(s):

Object Relations ◽

Word Order ◽

Direct Object ◽

Double Object ◽

Bantu Languages ◽

Indirect Object ◽

Object Properties ◽

Relational Grammar ◽

Ditransitive Constructions

Contrary to the view that in Bantu languages the two unmarked nominals following the verb in ditransitive constructions need not be distinguished because both possess the same object properties, this paper shows the necessity of making a distinction between the direct object and the indirect object relations. Evidence comes from SiSwati, the language of Swaziland, and the analysis of the data is cast in the Relational Grammar framework. The arguments presented refer to word order, object concord (or pronominal copy) and the interaction between object concord and some syntactic phenomena such as passivization, topicalization, relativization, and clefting. By distinguishing the direct object from the indirect object in Siswati, the grammar is able to provide a more natural account for a number of related double object constructions.

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