Russian E-verbs and thematic vowel change

Aspects of the Morphophonology of the Verb in Latin and in German and English

This study presents the analysis of writing programs which can increase the students’ writing skill by concerning students’ errors. The method used qualitative and quantitative analyses. The participants involved in this study were 30 students of the third level majoring in analytical chemistry department in Politeknik AKA Bogor, academic year 2021/2022. The Researcher wanted to know the area of errors in each writing program. The result shows that the average of grade students got in the program of teaching reading and vocabulary was 68.75% with 31.25% error in the area of identifying the words: analysis, analyze, analytical, analyst, prepare, preparation, determine, determination, require, and statistically. In the program of teaching grammar and structure, the students’ score average was 70% which was bigger than the first program. Meanwhile the average of error was 30% in the area of using past tense, present tense, present perfect tense, modal auxiliary, passive voice, relative clause, past and present participle. In the next program, analyzing sentences from chemistry textbook, the students had difficulty in identifying main and relative clauses, and analyzing present and past participles in a sentence. The students obtained 71.25% for the average of grade and 28.75% error. In writing from simple to complex sentences, the students got score 77.5% and 22.5% error in the area of making sentences consisting of main and relative clauses and applying present and past participles as verb in a sentence. Finally, after having 4 programs stated above, in the program of writing practice report, the students got average of grade 80% meaning excellent, and 20% error in the area of interpreting data in writing and developing main idea. This research finds that the writing programs: teaching reading vocabulary, teaching grammar and structure, analyzing sentences from chemistry textbook, writing from simple to complex sentences, and writing practical report are the writing programs that can increase the students’ writing skill. To make the decision which area of writing programs needs to have more attention, it can be determined by analyzing the students’ errors.

The article provides a methodological discussion on the definition of linguistic structures in interlanguage. Data come from an Eritrean learner observed during the first months of exposure to Italian as a second language. Previous re- search identified some developmental sequences for the acquisition of verb morphology, but it is not always clear how metalinguistic terms used in such sequences (e.g. 'present tense', 'past participle') should be interpreted. The article dis- cusses the issue in depth, by providing several explicit definitions for some of the structures involved in the sequence, no- tably present tense, person marking, past participle and present perfect. Results show that different definitions of the inter- language structures may lead to different acquisition orders. These findings suggest that the formulation of developmental sequences should be based on clear, explicit definitions both of the acquisition criteria and of the structures investigated.

In this article we investigate the historical development of the regular weak verb in Mooring, the most vital Mainland North Frisian dialect. We show that until the first half of the 20th century Mooring still distinguished between the two weak conjugation classes inherited from Old Frisian and typical for most Frisian dialects: Class I without and class II with a theme vowel -e- in the endings of the 2nd and 3rd Person Singular Present, the Past and the Past Participle. From the end of the 19th century onward, a process of deletion of schwa after sonorants gradually caused the fusion of class II weak verbs with a stem-final vowel or sonorant with class I weak verbs. After World War II this process came to its (near) completion and the former morphological division of the weak verbs in two conjugation classes was given up in favour of a phonological distribution of the endings on the basis of the stem-final segment: Endings with e appear after obstruents, endings without e after vowels and sonorants. Although modern grammars in principle recognized this new phonological conditioning of the weak conjugation, they failed to see that there remained a number of exceptions,viz. former class I weak verbs with a stem-final obstruent still taking an eless ending. That one is dealing with exceptions here is clearly shown, however, by the fact that these verbs gradually adapt to the phonological conditioning and assume endings with e in modern Mooring.

Since (Aronoff, Mark. 1994. Morphology by itself. Cambridge, MA: The MIT Press), the disparate morphosyntactic roles that past participle forms have in Latin (and Italian) morphology have played a central role in arguing for morphomic approaches. In this article, I will propose an alternative analysis of the special behavior of these participle forms in Distributed Morphology (DM, Halle Morris, & Alec Marantz. 1993. Distributed morphology and the pieces of inflection. In Kenneth Hale & Samuel Jay Keyser (eds.), The view from building 20: Essays in linguistics in honor of Sylvain Bromberger, 111–176. Cambridge, MA: MIT Press.). In particular, I will propose that morphological spell-out, as a first stage of the PF derivation, includes morphological repairs triggered by abstract “morphomic” constraints. These repairs can insert “ornamental” pieces – structures that are not motivated syntactically or semantically but only morphologically – to mediate the interface between abstract syntactico-semantic structures and surface PF construction. I will demonstrate the role that these repairs play in accounting for the surface convergence between perfect and passive participle forms, and adjectival stative ones, and for the appearance of past participles in nominalizations. The article ends with an analysis of Latin past participle morphology focusing on its historical development. The first part of this analysis deals with the development of Latin verbal structure from Proto-Indo-European (PIE) and in particular with the development of “ornamental” thematic vowels. It then turns to a brief investigation of the historical development of the Latin past participle exponent /-t-/ from PIE adjectival suffix *-tó-, and of the PIE agentive and action/result nominal suffixes *-tér/tor, *-ti-, *-tu, *-men-(to)-. This will lead to a discussion of Latin nominalizations, the supine and the future participle and a possible explanation of why they contain participial morphology.

Mediaeval Spanish texts display a range of constructions which are formed by a present, past or future tense of the verb haber and the past participle of a transitive verb. In these constructions the direct object may precede or follow the participle; the participle sometimes agrees with the object, sometimes not: las batallas (que) ha vencidas/vencido, ha vencidas/vencido las batallas. During the thirteenth century an alternative type—tener +past participle—begins to appear with increasing frequency; it regularly indicates a state and, where tener is used, it is standard practice for past participle and direct object to agree: la tienen cercada, los tenie atributados. It is generally accepted that agreement is particularly favoured in the north-eastern dialects of the peninsula, but to the best of my knowledge no systematic attempt has been made to account for the syntactical, historical or geographical factors which affect past participle agreement in Old Spanish.

The paper analyzes the use of verb forms in the speech of the village of Priluzje near Vucitrn. The inventory of syntactic units and their syntactico-semantic conditions of use is determined, as well as the stylistic effects that individual units achieve on the functional level. It has been shown that the Priluzje dialect has a relatively preserved and stable system of verb forms. Present and future tense have a stable position in the system of this dialect, while the future II tense has become obsolete. In addition to its primary function of indicating actions that belong to the present, the present tense is also used in its secondary function to denote past and future actions. Future I is used exclusively to indicate future actions, and there are no confirmations of its temporal transposition. The system of past tenses consists of the perfect tense, which belongs to a group of high-frequency units, and aorist and past perfect, which are comparatively more rarely used. There is no evidence of the use of imperfect in the recorded data, which implies that this verb form has been eliminated in this part of the Serbian ethnolinguistic territory. Modal verb forms - imperative and potential - are frequent in this idiom and are used as temporally transposed units in addition to their primary modal function. Past repeated actions can also be marked with narrative potential and imperative (in this function, their synonym is narrative present), while past individual actions are expressed exclusively by narrative imperative. The present participle is noted in some examples, while there is no past participle in this dialect. The active participle is used in the composition of complex verb forms, and its position in the system is stable, while the passive participle has a lower frequency.

The object of investigation in the present paper is the comparative study of the temporal system in translated and original works of Tarnovo and non-Tarnovo origin from the 14th century, published in the last decade. The study focuses on the parallel between the verbal system of the largely unresearched pre-Euthymian homiletic manuscript of six homilies “On the Seraphim”, translated by Dionysius Divni, and six works of the representative of Tarnovo Literary School – Metropolitan Gregory Tsamblak, which are genealogically connected with it. The following aspects have been studied contrastively: the paradigm of the verb tenses – Present tense, Past Imperfect, Past Aorist, Past Perfect, Plusquamperfectum, Future Simple, descriptive future-tense forms, Past Future tense; the unchanging infinitive; the verboids – present active participle, aorist active participle, passive participles; passive voice; conditional and imperative mood. Their similarities (conformity to Middle Bulgarian tendencies and Athonite influences) and differences (the degree of archaisation, individual style) have been inspected.

Homophone orthography problems form the hard core of spelling difficulties in any language with an alphabetic writing system. For that reason they constitute most interesting material for experiments exploring individual differences in the use of spelling strategies. A total of 253 subjects participated in an experiment with a notoriously difficult homophone problem: the orthography of weak prefix verbs in Dutch. The characteristic difficulty of this category of verbs is that, contrary to the general rule, the present tense singular and past participle have an identical pronunciation (both sounding with final [t]), whereas in spelling the present tense takes ‐t and the past participle ‐d. Weak prefix verbs mutually differ in whether they are more frequent in the ‐t form (present) or in the ‐d form (past participle). In a Cloze‐type task, subjects were asked to supply endings for these verbs, with relative frequency of the two forms being manipulated. The other factor manipulated was the extent to which the grammatical context was helpful in making it apparent which ending was required. Although the effect of both factors was established, it appeared that the impact of frequency is predominant. No interaction between factors was found. In the discussion the results are evaluated and possible links to research in the Anglo‐Saxon language area are indicated.

The present paper aims at presenting all major morphosyntactic means of expressing future meaning in Vilamovicean, the smallest Germanic language spoken in the town of Wilamowice in Southern Poland. As will be demonstrated – and contrary to the opinion found in the literature published so far – the concept of futurity is not limited to the wada future but, rather, can be conveyed by a number of constructions. These forms may be divided into two main groups: the first one includes formations that are employed with no restriction by all speakers (among others these are constructions like the present tense, the periphrases wada + infinitive, wjyd + past participle or adverbials, wada hon /zajn + past participle, and zuoa + infinitive, as well as various modally based future expressions) while the second class consists of two novel and locutions which are accepted uniquely by a limited number of speakers (this group includes locutions such as wada + past participle and wada + present). Furthermore, two other Vilamovicean periphrases will be discussed, namely wie + past participle and wie + present, which, even though restricted to the conditional value, display a similar morphosyntactic shape as the rare futures.

This study was to find out the errors experienced by students in composing passive voice sentences. It also explained the factors that caused students' barriers in constructing passive voice sentences. This study focused on students' errors and bariers in constructing passive voice sentences in the form of Simple Present Tense, Simple Past Tense, and Present Future Perfect Tense. The research approach used was a qualitative method through a case study. The subject of this research was 12 students in class XII of SMKS Yaspenmas Sei Lepan. Data collection techniques were tests and interviews. The findings of this study were the types of student errors on omission 62.4%, misinformation 10.6%, misordering 27%. As well as the location of the error in the passive voice sentence in the form of Simple Present Tense in the use of to be 75%, past participle 100%, then the use of to be in the Simple Past Tense 95, 83% and past participle 64.6%, then the use of have in Present Future Perfect Tense 36.1%, been 100%, and past participle 33.3%. These errors were due to internal factors and external factors. The internal factors were students’ lack of interest in learning English as well as lack of vocabulary mastery and lack of understanding of grammar. The external factors were lack of parental attention, lack of supporting media in the learning process, inadequate school infrastructures, and the road to school was difficult to pass.

Arabic has three tenses: past, present and future. The past tense refers to actions that took place in the past (كتب kataba He wrote). The present tense pertains to habitual actions, or those that are currently ongoing (يكتب /yaktubu/ He writes). The future signifies actions expected to occur in the future by adding the prefix س /sa/ or the particle سوف /sawfa/ to the present tense form of the verb (سيكتب sa-yaktubu He will write). Arabic also has a perfect and an imperfect aspect, an active participle (كاتب /ka:tib/ writer) and a passive participle (مكتوب /maktu:b/ (written). Stretches of discourse containing the progressive markers عمال عم &باش and active participle forms of sense, motion, and volition verbs as امشي walk, تعال come here, قوم get up; جالس sitting, قاعد sitting, أروح go, سامع hearing, شايف seeing and others were collected from informants and social media posts in order to find out how the aforementioned particles, lexical verbs and participles are used to express the progressive and future aspects in spoken Colloquial Arabic dialects and the grammaticalization process they went through (desemanticization, decategorization, extension and erosion). Data analysis revealed that the particles باش/ماش (will) and هيا (let’s), verbs as خلينا , هيا,امشي , قوم(let’s), express futurity. Other aspectual particles as عم عمال (are), and verbs of motion, posture, volition and sense and active participles express the Progressive Tense. In some cases, active participles of verbs of motion, posture and volition are ambiguous denoting multiple tenses and aspects as Present Progressive, Past Progressive, Present Perfect depending on the context and availability of adverbs of time. In some case active participles undergo a grammaticalization process where they change from a lexical verb to an aspect marker. Results of the study are given in detail.

Some Portuguese verbs have two different past participles, such as, e.g., aceitar ‘accept’, with participles aceitado and aceito ; and limpar ‘clean’, with limpado and limpo . The first one in each pair mentioned is thematic, whereas the second one is athematic. While regular thematic participles all bear stress on the theme vowel, these athematic participles all bear the primary stress on the athematic stem. As the morphosyntactic category first person singular present indicative (1spi) is realized by {-o}, it normally coincides the masculine form of this athematic participle, giving rise to a syncretism between 1spi and the participle. The aim of this paper is to track the appearance of this kind of participle and the resulting syncretism in Portuguese and the changes making it possible for new participles to be formed in this way in colloquial Brazilian Portuguese.

Mediaeval Spanish texts display a range of constructions which are formed by a present, past or future tense of the verb haber and the past participle of a transitive verb. In these constructions the direct object may precede or follow the participle; the participle sometimes agrees with the object, sometimes not: las batallas (que) ha vençidas/vençido, ha vençidas/vençido las batallas. During the thirteenth century an alternative type—tener +past participle—begins to appear with increasing frequency; it regularly indicates a state and, where tener is used, it is standard practice for past participle and direct object to agree: la tienen çercada, los tenie atributados. It is generally accepted that agreement is particularly favoured in the north-eastern dialects of the peninsula, but to the best of my knowledge no systematic attempt has been made to account for the syntactical, historical or geographical factors which affect past participle agreement in Old Spanish.

This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.