scholarly journals The Influence Of Oghuz Turkish And Using Of Synonym Compound Verb That Was Constructed Auxilıary Verbs Kıl- And Et- On The Sayf-I Sarayı’s Gulistan Bi’t-Turki

2010 ◽  
Vol Volume 5 Issue 1 (5) ◽  
pp. 687-706
Author(s):  
Mustafa YILDIZ
Keyword(s):  
Auxiliary Verbs ◽  
Compound Verb

The diachrony of light and auxiliary verbs in Indo-Aryan

Diachronica ◽  
2013 ◽  
Vol 30 (4) ◽  
pp. 531-578 ◽  
Author(s):  
Benjamin Slade
Keyword(s):  
Historical Development ◽  
Light Verbs ◽  
Auxiliary Verbs ◽  
Light Verb Constructions ◽  
Light Verb ◽  
Verb Constructions ◽  
Compound Verb

This study examines the historical development of light verbs in Indo-Aryan. I investigate the origins of the modern Indo-Aryan compound verb construction, and compare this construction with other light verb constructions in Indo-Aryan. Examination of the antecedents of the Indo-Aryan compound verb construction alongside other Indo-Aryan light verb constructions, combined with analysis of lexical and morphosyntactic differences between the compound verb systems of two Indo-Aryan languages (Hindi and Nepali), demonstrate that light verbs are not a stable or unchanging part of grammar, but rather undergo a variety of changes, including reanalysis as tense/aspect auxiliaries.

Classification of complex verbs and the evolution of the compound verb in Marathi

2021 ◽  
pp. 223-248
Author(s):  
Prashant Pardeshi
Keyword(s):  
Steady Increase ◽  
Light Verbs ◽  
Qualitative And Quantitative ◽  
Auxiliary Verbs ◽  
Contentious Issue ◽  
Main Verb ◽  
Complex Verbs ◽  
Quantitative Changes ◽  
Compound Verb

Starting with examination of the contentious issue in Marathi grammar concerning the classification of morphologically complex verbs including Noun + Verb, Adverb + Verb, and Verb1?(nonfinite) + Verb2?(desinence), this chapter first proposes a set of criteria for distinguishing vector verbs from auxiliary verbs and thereby identifies a functionally coherent subgroup of compound verbs consisting of a main verb (V1) and a vector verb (V2). Discussion then moves on to the ontogeny of vector verbs in this type of compound verb (CV). Statistical evidence shows a steady increase in the CV to non-CV ratio along with an increase in the number of vector verbs. The qualitative and quantitative changes the CV has undergone in a diachronic process spanning over 700 years demonstrate that vector verbs are not eternal but are subject to change,?pace?Miriam Butt and her colleagues, who contend that light verbs are stable through time.

Other Romance varieties

2018 ◽  
Author(s):  
Norma Schifano
Keyword(s):  
Brazilian Portuguese ◽  
Subjunctive Conditional ◽  
Auxiliary Verbs ◽  
European Portuguese ◽  
Verb Placement ◽  
Selection Of

Chapter 3 extends the investigation of verb placement to other Romance varieties, in order to expand the macro- and micro-typologies identified in Chapter 2. It starts with a description of the placement of the present indicative verb across a selection of varieties of French, Romanian, Spanish, Catalan, European Portuguese, and Brazilian Portuguese. Following the methodology of Chapter 2, the remainder of the discussion is devoted to the description of cases of microvariation attested across the varieties above, which emerge once a selection of structural and interpretative distinctions are considered, such as lexical and auxiliary verbs, ‘have’ and ‘be’ auxiliaries, finite and non-finite verbs (cf. participle and infinitive), as well as a selection of modally, temporally, and aspectually marked forms (e.g. subjunctive, conditional, past, future, imperfect).

Romance varieties of the Italian peninsula

2018 ◽  
Author(s):  
Norma Schifano
Keyword(s):  
Subjunctive Conditional ◽  
Auxiliary Verbs ◽  
Italian Peninsula ◽  
Verb Placement ◽  
Southern Regional ◽  
Selection Of

Chapter 2 investigates the differing patterns of verb placement attested across a selection of varieties of the Italian peninsula. After a description of the placement of the present indicative verb in the northern, central, and southern regional varieties of Italian, as well as in a selection of northern, central, upper southern, extreme southern, and Sardinian dialects, a macro-typology of verb placement in the Italian peninsula is drawn. The rest of the chapter is devoted to the description of the microvariation attested across the above varieties which emerges once different verb typologies are considered, such as lexical and auxiliary verbs, ‘have’ and ‘be’ auxiliaries, finite and non-finite verbs (cf. participle and infinitive), as well as a selection of modally, temporally, and aspectually marked forms (e.g. subjunctive, conditional, past, future, imperfect).

Outcome of toddlers with specific expressive language delay

1990 ◽  
Vol 11 (4) ◽  
pp. 393-407 ◽  
Author(s):  
Leslie Rescorla ◽  
Ellen Schwartz
Keyword(s):  
Expressive Language ◽  
Receptive Language ◽  
Language Delay ◽  
Chronological Age ◽  
Past Tense ◽  
Auxiliary Verbs ◽  
Language Problems ◽  
Articulation Disorders ◽  
Expressive Language Delay

ABSTRACTThis article describes a follow-up of 25 boys diagnosed as having specific expressive language delay (SELD) in the 24- to 31-month age period. At the time of diagnosis, all subjects had Bayley MDI scores above 85, Reynell Receptive Language Age scores within 4 months of their chronological age, and Reynell Expressive Language Age scores at least 5 months below chronological age; most had vocabularies of fewer than 50 words and few if any word combinations. At follow-up, 16 boys were 3 years old, 7 were 3½, and 2 were 4 years of age. When seen for follow-up, half the 25 boys still had very poor expressive language. These boys were speaking at best in short, telegraphic sentences, and many had moderately severe articulation disorders with quite poor intelligibility. The 12 boys with better outcome had a range of language skills. All spoke in sentences to some extent, and each displayed some mastery of early morphemes (prepositions, plurals, articles, progressive tense, and possessives). However, few if any of the children spoke in completely fluent, syntactically complex, and morphologically correct language. Problems with copula and auxiliary verbs, with past tense inflections, and with pronouns seemed especially common. This research suggests that children with SELD at 24 to 30 months are at considerable risk for continuing language problems.

scholarly journals Comparative variationism for the study of language change: five centuries of competition amongst Spanish deontic periphrases

2018 ◽  
Vol 4 (2) ◽  
pp. 177-219 ◽  
Author(s):  
José Luis Blas Arroyo
Keyword(s):  
Twentieth Century ◽  
Cognitive Processes ◽  
Language Change ◽  
Comparative Method ◽  
Common Factor ◽  
Decisive Role ◽  
Auxiliary Verbs ◽  
Complementary Distribution ◽  
Modal Verb ◽  
History Of

AbstractBased on a corpus composed entirely of texts close to the pole of communicative immediacy, mainly private letters from the sixteenth, eighteenth and twentieth centuries (c. 1960), this paper analyses the results of a variationist study on the historical evolution undergone by the Spanish modal periphrases with three distinct auxiliary verbs (haber, tener, deber). Using the heuristic tools of the comparative method, the data show that variation has been constrained by a handful of common factor groups over almost five centuries. Nonetheless, with the odd exception, these factors have conditioned each verb in a different way. Moreover, the sense of this variation changes as time goes by, with especially relevant reorganisation in the first part of the twentieth century. Furthermore, there is a notable association between these constraints and the degree of markedness and the frequency of the conditioning contexts, giving support to a usage-based approach to language change in which cognitive processes such as entrenchment play a decisive role. These data also allow a particular profile to be traced for each modal verb in the history of Spanish, in which tener and haber finally undergo a complementary distribution, whereas deber follows a different pattern. After several centuries of stagnation, tener becomes the star in the deontic firmament of spontaneous communication, diffusing abruptly as a change from below in the twentieth century, and replacing haber, which had been the unmarked variant for centuries.

scholarly journals Phonological Words and Stuttering on Function Words

1998 ◽  
Vol 41 (5) ◽  
pp. 1019-1030 ◽  
Author(s):  
James Au-Yeung ◽  
Peter Howell ◽  
Lesley Pilgrim
Keyword(s):  
Older People ◽  
Content Word ◽  
Initial Position ◽  
Function Word ◽  
Function Words ◽  
Auxiliary Verbs ◽  
Phonological Word ◽  
The People

Stuttering on function words was examined in 51 people who stutter. The people who stutter were subdivided into young (2 to 6 years), middle (6 to 9 years), and older (9 to 12 years) child groups; teenagers (13 to 18 years); and adults (20 to 40 years). As reported by previous researchers, children up to about age 9 stuttered more on function words (pronouns, articles, prepositions, conjunctions, auxiliary verbs), whereas older people tended to stutter more on content words (nouns, main verbs, adverbs, adjectives). Function words in early positions in utterances, again as reported elsewhere, were more likely to be stuttered than function words at later positions in an utterance. This was most apparent for the younger groups of speakers. For the remaining analyses, utterances were segmented into phonological words on the basis of Selkirk’s work (1984). Stuttering rate was higher when function words occurred in early phonological word positions than other phonological word positions whether the phonological word appeared in initial position in an utterance or not. Stuttering rate was highly dependent on whether the function word occurred before or after the single content word allowed in Selkirk’s (1984) phonological words. This applied, once again, whether the phonological word was utterance-initial or not. It is argued that stuttering of function words before their content word in phonological words in young speakers is used as a delaying tactic when the forthcoming content word is not prepared for articulation.

scholarly journals Analysing the Nature of Meaning in Modal Auxiliary Use in Standard Six English in Nakuru County, Kenya

2019 ◽  
Vol 1 (1) ◽  
pp. 49-62
Author(s):  
Njuguna Jane Ngoiri
Keyword(s):  
Primary Schools ◽  
Language Use ◽  
Mental Representations ◽  
School Level ◽  
Appropriate Use ◽  
Written Composition ◽  
Linguistic Feature ◽  
Auxiliary Verbs ◽  
Research Findings ◽  
The Mind

The objective of the study was to describe appropriateness of modal auxiliary verbs in class six written English. The study focused on the use of English modal auxiliary verbs by class six pupils from diverse language backgrounds in Kenyan primary schools. Modal auxiliary verbs are difficult as their use entails syntactic and semantic appropriateness. As such, most pupils often find themselves unable to use this complex linguistic feature in written English. In spite of this, there is no known documentation that focuses on modal auxiliary verbs among children. It is this gap that the current study sought to fill. Forty pupils were randomly selected from four primary schools in Nakuru County. Data was elicited by means of written composition and grammar exercises. Further, it was analysed both quantitatively and qualitatively and presented in the form of graphs and tables. The Representational Theory of The Mind was used to explain the research findings. The findings revealed that modal auxiliary verbs are indeed difficult and their appropriate use present difficulties in pupils' written work. It was therefore recommended that learning of English should be meaningful. In order to enrich pupil's mental representations pupils should be exposed to a linguistically rich environment to enhance acquisition and learning. It is hoped that these findings will be of benefit to school stakeholders in ensuring that appropriate learning environment is created for pupils. Additionally, it could be a reference for researchers interested in language use at the school level.

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