LINKING KNOWLEDGE, PRACTICE AND PERCEPTION: UITM STUDENTS’ MASTERY OF ARABIC TRANSITIVE AND INTRANSITIVE VERBS

This research was intended to find out the student’s ability in identifiying transitive and intransitive verbs in a sentence. The method used in this research was the descriptive quantitative research. The population of this research was the students of Islamic University of Indragiri. The sample of this research were 21 students at the first semester of English Study Program, Islamic University of Indragiri in the academic 2022/2023 years. In collecting the data, this research used written test (essay) as the research instrument to use to find out the students’ ability in identifiying transitive and intransitive verbs in a sentence. The students were asked to undeline whether transitive and intransitive verbs in a sentence. The total mean score was taken from two indicators, that were transitive verb with mean score 65.8 in a good level and intransitive verb with mean score 55.93 in an enough level. Based on the result of data, for both of indicators, their ability in identifiying transitive and intransitive verbs in a sentence were 59.58 in an enough level. In conclution, from the total mean score 50% the students can identify transitive and intransitive verbs in a sentence, but their ability in identifiying an intransitive verb was still limited.

Agnieszka Schönhof-Wilkans. On the Question of Transitive and Intransitive Verbs in Swahili. Lingua Posnaniensis, vol. L IV (1)/2012. The Poznań Society for the Advancement of the Arts and Sciences. PL ISSN 0079-4740, ISBN 978-83-7654-103-7, pp. 89-97. Swahili does not always make a clear distinction between transitive and intransitive verbs. The question seems to be complicated by the elaborate voice system of this agglutinative language. Subcategories of the Swahili verb such as stative, reciprocal, reflexive, causative, applicative and passive are marked by appropriate affixes. Swahili also applies infixes to signify objects within transitive verbs. Although modern Swahili dictionaries include information about verbal transitivity (TUK I 2001, 2004), it is far from complete. The purpose of this paper is to investigate the problem of transitive and intransitive verbs in Swahili taking into consideration some of the verbal categories, with particular emphasis on the relation of the category of voice to the category of transitivity. The current state of research on the category of transitivity in Swahili will be briefly presented. The material for the analysis has been obtained from various sources, such as Swahili grammars and dictionaries, Tanzanian newspapers and websites, as well as the author’s own field notes.

This paper is dedicated to a comparison of transitive/intransitive verb alternation in Japanese and Chinese. Discussions are focused upon three grammatical elements: monosyllabic verbs, compound verbs and constructions. The findings reveal that the two languages share similarities in two aspects: (i). transitive and intransitive verbs share the same word form; (ii) transitive and intransitive verbs can derive from the same adjective stems. Significant distinctions are also seen between the two: anticausativisation and decausativisation in Japanese are mainly facilitated in morphological level, e.g. anticausativisation is realised through the morpheme and decausativisation is conveyed by . The morpheme can be used with both intransitive and transitive verbs. Regarding Chinese, lexical and syntax have a curial role to play in transitive/intransitive verb alternation. Decausativisation appears the most favourable strategy of the alternation. Two ways of decausativisation is observed: schema of [action + resultative state]; verb compounds (V-V). Three types of V-Vs are possible for this strategy, i.e. Predicate-Complement V-V, Modifier-Head V-V and Coordinative V-V. Among them, predicate-complement V-V has the largest token of decausativisation. Moreover, constraints on Chinese anticausativisation and decausativisation are seen. When a resultative complment predicate an internal argument, the higher the agentivity that implies manner of action, the greater the unlikelihood of anticausativisation. In decausativisation, the internal argument that accepts the change of state is limited to the ‘possessive relationship.

Children utilize a range of cues in verb learning. The current studies explore children’s weighting of two different cues for verb-meaning: number of syntactic arguments and event location. Naigles (1990) demonstrated that children use syntactic bootstrapping in mapping transitive and intransitive verbs—they hypothesize that intransitive verbs refer to one-participant events and transitive verbs refer to two-participant events. Previous work also indicates that children are sensitive to the location that an event took place when they are learning new verbs. The current study builds on this work, exploring the role of location changes in mapping new transitive and intransitive verbs. We find that children robustly link transitive verbs to two-person events but are weaker overall weaker linking intransitive verbs to one-person events. Children are, however, less likely to link intransitive verbs to one-person events when the event location has changed, suggesting that they are influenced by background changes when interpreting intransitive verbs.

(Title: Suffix Formers of Transitive And Intransitive Verbs In Japanese Language) This research aims to explain the process of formation verbs from the suffix of transitive and intransitive verb formers and their meanings. The data in this research were taken from Asahi Shinbun website, More Zasshi, News Livedoor and various other Japanese websites. The method which used in this research is descriptive method, and for data analysis using agih method. The theory which used in this research are verb, derivation and verb-forming suffix theory. The results of the research show that (1) There are 5 types of verb-forming suffixes: suffix –garu,-maru, -meru, -mu, and –suru, (2) Suffix –garu can be attached to adjective-i, adjective-na and -tai forms that can produce transitive and intransitive verbs (3) Suffix -maru can be attached to adjective-i and produce the intransitive verb (4) Suffix -meru can be attached to adjective-i and produce the transitive verb (5) Suffix -mu can be attached to adjective-i which can produce transitive and intransitive verbs (6) Suffix -suru can be attached to nouns and adverbs that can produce transitive or intransitive verbs (7) Some of verb-forming suffix can changes the meaning of the original word and some just changes the application.

In North Sámi, verbs that form transitivity alternation pairs are always distinguished morphologically. However, even if morphology is seen as a reflex of the syntax, the syntactic structure underlying transitive and intransitive verbs in North Sámi cannot be directly read off from the morphology. Since the verbalisers have vocalic phonological realisations with some roots but consonantal realisations with others, and since consonantal realisations give the verb an additional syllable, one can get the impression that in some transitivity alternation pairs the transitive verb is derived from the intransitive verb, whereas in other pairs it is the other way round, and that in still other pairs both verbs are derived from a common base. On closer inspection it nevertheless appears that while in some cases the transitive verb is actually formed from the intransitive verb by causativisation, in other cases the transitive verb differs from its intransitive counterpart only in involving a Voice head. In addition, the language has a type of intransitive verb that are marked anticausatives, meaning that they have an expletive Voice head. The main difference between these verbs and the corresponding transitive verbs is the properties of Voice.

In this paper we study the transitive and intransitive verbs in Albanian. The transitory view shows that the action of the transmitter passes over the transient or the target, that is, an action from the transient passes to the transient, then this shows that the traditional concept of transient has a semantic basis. According to the possibility or inability to get a straight line in sentences, verbs are divided into two large groups: transitive and intransitive. A transitive verb is a verb that receives one or more objects, while an intransitive verb is a verb that does not receive objects. (object). Verbs that need two arguments, the subject and a direct object are called mono-transitive verbs, while verbs that take two objects (arguments), a direct and indirect objects are called intransitive verbs. The syntactically transitive verb class includes a larger set of verbs in Albanian. The purpose of this research is to describe and analyze transitive and intransitive verbs in Albanian language. This research on transitive and intransitive is based on these hypotheses: The concept of transitivity in the Albanian language is applicable; As far as the Albanian language is concerned, we think that among other things productivity in transitive alternatives has to do with another feature that is the use of clinical objects; Apart from the structure of the argument, the verb also has the semantic structure. We will use the descriptive, analytical, and statistical approach in dealing with this paper. As a corpus for this paper, we have two types of texts, a literary and a non-literary respectively the daily press and a literary work. The research questions are; does the belonging of a verb in the transitive or intransitive group depend on its lexical meaning in the context in which it is used? In what classes of verbs do we classify ergative verbs in Albanian language?

There are two types of actions: actions that affect something, and actions that do not affect anything. Actions that affect something have a patient. Verbs (denoting actions) of bodily parts are always transitive because one always sees something that is seen, hears something that is heard, smells something that is smelled, tastes something that is tasted, and touches something that is touched. All transitive verbs have a patient. Verbs (denoting actions) of the whole body can be divided into two groups: transitive and intransitive. Intransitive verbs are, for example, (those that belong to the lexical classes of) 'sitting' and 'standing'. If one intends to make an intransitive verb transitive, one can do it in a number of ways. The first is transitivisation by means of a particle. The second is (transitivisation) by means of a pataḥ. The third is (transitivisation) by means of the dagesh.Keywords: dagesh; intransitive verbs; lexical classes; particle; pataḥ; transitive verbs

The Arabic language is one of the subjects taught in Islamic schools, and there are many lessons, including the study of linguistic grammar. One of the grammar rules taught in the SMPIT MQ is the grammar of the verb. Many students do not understand it well, especially the rule of transitive and intransitive verbs, and some of them feel bored and confused while learning these rules. Therefore, the teacher needs attractive teaching methods in his teaching to obtain the achievement of the desired purposes. The researcher used the TAI method in teaching this subject because in this way the students in the heterogeneous group will learn and help each other. This research aims to know how to conduct the teaching process using the TAI method, and to know its effects in improving students’ understanding of the subject of transitive and intransitive verbs, and to know its effects on their learning motivations. This research is classroom action research. The population for this research is second-grade students from the SMPIT MQ, who are forty students, and the sample is students from second grade A, who are 23 students. In collecting data, she conducted personal interviews, direct observation, and pre-and post-tests. The results of this research show that using the TAI method encourages students to learn intransitive and transitive verbs and increases their ability to understand them, and this method is exciting. We see this phenomenon from the students’ results: in the first round, the average grade was 4.4, in the second round it was 8.8, and in the third round, the average grade was 10.

This research aims to determine contrastive linguistic, transitive dan intransitive verb in arabic language and Indonesian language, and to determine similarities and differences between both of them. This research uses descriptive analytic method with contrastive linguistic approach. Subject of this research is contrastive linguistic contrastive theory and transitive and intransitive verb. Data collection technique is carried out through documentation studies, while the data analysis technique is done by selecting the data obtained, then collected for analysis and conclusions. The results of this research are the contrastive linguistic is method for analyzing language to find similarities and differences in order to find principles that can be applied practically. In Arabic and Indonesian language, transitive verb is verb that has objects and complement, while intransitive verb is verb that does not have objects and complement. The equation between the two is that both languages have one-object and two-object transitive verb, while the difference is that Indonesian has semitransitive sentence type but Arabic language does not have, Arabic language has three-object verb but Indonesian language does not have, Arabic language has different between transitive verb and preposition but Indonesian language does not have.

Duration and fundamental frequency (f0) are used by listeners in on-line sentence processing as cues to syntactic structure [H. Nagel, L. P. Shapiro, and R. Nawy, J. Psycholing. Res. 23, 473–485 (1994)]. Research suggests, however, that speakers may not reliably use duration and f0 to disambiguate syntactic structures [D. W. Albritton, G. McKoon, and R. Ratcliff, J. Exp. Psych. 22, 714–735 (1996)]. The present study explored prosodic differences in a variety of syntactic structures for sentences read by five speakers. Speakers failed to utilize f0 or duration to disambiguate verbs followed by either a direct object or sentential clause; this finding does not support Nagel et al.’s (1994) results for one speaker. In contrast, intransitive verbs were characterized by longer durations and greater f0 excursion as compared to transitive verbs. Acoustic differences for noun phrases (NPs) following transitive and intransitive verbs also were present; NPs following transitive verbs were longer in duration and were associated with a steeper f0 change, as compared to NPs following intransitive verbs. The results suggest that speakers may distinguish some but not all syntactic structures using the prosodic cues of f0 and duration; implications for theories of on-line sentence processing will be discussed. [Work supported by NIH DC00494, DC03347.]

This research was conducted to determine the syntactic behavior of Verbs in the Bima language. The analytical method used in this study is a qualitative descriptive method that describes data in the form of words or sentences containing verbs in the Bima language. The research locations were conducted in several villages in Bima Regency and Bima City. Data collection was carried out using introspection, listening, and speaking methods. The result of the research is that the syntax behavior of the Bima language verbs in this study is adapted to the structural environment. Data found related to how the behavior of verbs in their syntactic construction. The forms of verbs in the syntactic behavior referred to are transitive verbs and intransitive verbs. Intransitive verbs are analyzed based on whether or not there is an object that will follow the verb. If a verb can have a complete meaning without the presence of an object, it is declared as an intransitive verb. On the other hand, if a verb has a complete meaning and must be followed by an object, then it is stated as a transitive verb. In the Bima language, many transitive verbs are dominated by words with affixes. Many intransitive verbs are dominated by prefixes ka, ma, na, ta, da, di, ra and endings ku, mu, na, ta, ja, si, ro, ra, du, ni, pu, and mpa.

The process of acquiring grammar requires distinguishing between parts of the sentence, including the verb and the subject, as well as the ability to form the verb and distinguish the best verb forms. This study aims to understand the different functions of transitive verbs and intransitive verbs and the problems related to them. The quantitative descriptive approach was used in this study by using a questionnaire (questionnaire) designed by the researcher to evaluate teachers’ perceptions towards the different functions of transitive verbs, intransitive verbs, and related problems. This study concluded that the main function of transitive and intransitive verbs is to develop the communication process level by guaranteeing delivering the exact correct meaning of sentences. The study also clarified that several difficulties could be faced when distinguishing transitive and intransitive verbs, such as creating incomplete and dysfunctional sentences, making grammatical errors, and generating mistakes in the employment and formulation of these verb types.

The purpose of this independent study was to analyze the verbs used in an English learning website, BreakingNewsEnglish.com. The sample for the study consisted 40 news selected by simple random sampling. This case study analyzed two aspects of verb usage: transitive verb and intransitive verb. The conclusion based on the results as follows: 1) The transitive verb in the base form was used most frequently (40.41%) while present participle form was used the least frequently (6.79%). 2) The intransitive verb in the base form occurred most frequently (7.13%) whereas the verb in present participle form were used only (2.21%). In conclusion, in Breaking news used transitive verb more than intransitive verb all types, the most of percentages was transitive verb with 40.41% and the lowest percentages was intransitive verb in present participle with 2.21%. BreakingNewsEnglish.com refers to events that are currently developing and are unexpected, the base form of transitive verbs helpful instructions for users on the site are extremely basic, clear and simple instruction usually seem to be a good indication of thoughtful.

Many dictionaries which are published in China like Xiandai Hanyu Cidian, Xiandai Hanyu Guifan Cidian, Xiandai Hanyu Fenlei Cidian, Dangdai Hanyu Cidian, Xuesheng Xiandai Hanyu Cidian and others. define “shangxin” is an adjective, many other dictionaries like HSK Ciyu Yongfa Xianjjie, Hanyu Jiao yu Xue Cidian, Zhongchao Cidian, Shiyong Hanyu Yongfa Cidian and others. argue that “shangxin” is a verb. When “shangxin” has the same function and meaning in the sentences, Ii can not be both of an adjective and a verb. therefore l argue that the word classification of shangxin” is in need of study. “Shangxin” in modern chinese belongs to “liheci”. The so called “liheci” is king of verbs, not adjectives. According to my study, verbs can be divideded into intransitive verb and transitive verb, and “liheci” is basically an intransitive verb. So l argue that “shangxin” is not an adjective , but an intransitive verb. In modern chinese, some “liheci” can also have objects, for examples “danxin”, and “shangxin”. So l can say that “shangxin” has double classification of intransitive and transitive verb. When “shangxin” is an intransitive verb, its meaning is “neixin beishang, tongku”, and when it is a transitive verb , it has the meaning of “yin.......neixin beishang, tongku”.