Verb Research Articles

Double-finite Serial Verbs in Sanskrit and later Indo-Aryan

Abstract Steever (1988. The serial verb formation in the Dravidian languages. Delhi: Motilal Banarsidass) introduced to South Asian linguistics the notion “Serial Verb” – a Dravidian construction in which two morphologically finite verbs agree in person and number features in the same sentence. I show that similar “double-finite” structures are found in Sanskrit/Indo-Aryan, although details differ. One double-finite construction, inherited from Proto-Indo-European, does not seem to have continued in the post-Vedic language, but others do, and similar structures occur in Modern Indo-Aryan languages. While the historical developments are relatively clear for early Indo-Aryan, from Vedic down to Pāli, there are questions about whether the double-finite constructions of Modern Indo-Aryan are inherited , since comparable structures have not been noted in late Middle Indo-Aryan Apabhraṁśa, the near-ancestor of (peninsular) Modern Indo-Aryan. In the conclusion I discuss alternatives to Modern Indo-Aryan inheritance, including areal and typological factors and the proposal by Milizia (2018. Sul presente neoindoarico a doppio verbo finito. Atti del Sodalizio Glottologico Milanese 12(n.s.). 93–111) that the perhaps most widespread Modern Indo-Aryan double-finite construction results from analogical developments. (Unfortunately, the latter proposal does not account for the other Modern Indo-Aryan double-finite constructions.)

Guidelines for Integrating actionable A-SMART Learning Outcomes into the Backward Design Process

Background Learning outcomes are essential in education, guiding both educators and learners towards desired knowledge, skills, and competencies. The backward design process offers a structured approach to curriculum planning, but its integration with actionable, SMART (Specific, Measurable, Achievable, Relevant, Time-bound) learning outcomes needs further exploration. Goal This guide aims to introduce the concept of "A-SMART" learning outcomes and demonstrate their integration into the backward design process, focusing on outcomes that begin with action verbs. Methods The guide outlines a three-stage curriculum planning approach: (i) define desired results, (ii) determine acceptable evidence of learning, and (iii) plan learning activities. It emphasizes the importance of starting with action verbs in formulating learning outcomes, aligning with Stage 1 of backward design and facilitating the transition to Stage 2 (assessment development). Results By following this guide, educators will acquire tools to develop effective "A-SMART" learning outcomes. This approach immediately advances to Stage 2 of backward design, improving educational practices and ensuring alignment with assessment methods. The guide provides strategies for formulating outcomes that are Action-oriented, Specific, Measurable, Achievable, Relevant, and Time-based. Conclusions The integration of A-SMART learning outcomes into the backward design process offers a more cohesive and effective educational framework. This approach enhances clarity for learners, provides guidance for instructors, enables more effective assessments, and improves overall learning experiences. The guide also addresses potential challenges in formulating A-SMART outcomes and suggests solutions, including the use of AI tools for inspiration and critical review.

Complexity and accuracy of verbal morphology in written L2 Italian

Abstract The present study aims to verify previous findings on the role of proficiency in the degree of complexity and accuracy of verbal morphemes in written essays from intermediate and advanced L2 Italian learners. In addition, by taking the perspective of usage-based theories on the distributional properties in the input, it investigates the extent to which contingency affects morphological complexity and accuracy by the emergence of cue-outcome associations. Hypotheses on the effects of contingency and proficiency on complexity and accuracy, and on their mutual relationships, are verified by adopting a confirmatory approach and by using Structural equation modeling. Results support the claims for non-universal mechanisms in the acquisition of verbal morphology: proficiency does not affect the morphological complexity of learner texts in the same way in inflectionally rich and poor languages, and the cue-outcome mechanisms of associative learning work to different extents depending on the inflectional systems of the target languages.

The Acquisition of Passives by Thai Preschoolers

Abstract This study investigates how pre-school Thai children comprehend Thai short and long passives with adversative and non-adversative and action and psychological verbs. The results show that preschool children did not comprehend passives well, primarily because of the thematic role reversal in the subjects of passives and actives. Action verbs are acquired earlier and better than psychological verbs. Unlike previous studies of other languages, Thai children comprehend long passives better than short passives with most verb types.

Third person accusative clitic pronouns as object agreement marks in Brazilian Portuguese

Even though Brazilian Portuguese (BP) has replaced its third person accusative clitic pronouns (ClA3) for strong pronouns, they have not completely disappeared: although they are not acquired during the first years of BP native speakers’ linguistic development, they are a topic taught in Brazil classrooms. However, they seem to behave differently from the other clitics (which occur in proclisis to the main verb). Nunes (2015) suggests that they have been reanalyzed as object agreement marks, given their tendency to be placed in post-verbal position of verb forms that can independently carry subject agreement marks, to occur in proclisis with verbs whose subject agreement mark is occupied, and not to occur next to verbs in the past participle or in the gerund, since they do not have a position for agreement. In order to control some linguistic and sociolinguistic variables, this study had the objective to gather experimental data regarding the idiosyncrasies the ClA3 have using a sentence rewriting task including the ClA3 “o” and the clitic “me”. There were differences between the use of these two pronouns, having the clitic “me” followed the general tendency of BP, being placed, almost exclusively, in proclisis to the verb it is an argument of. Enclisis, on the other hand, was more productive with the ClA3, namely with non-inflected infinitive verbs. However, proclisis to the main verb was also a widely used option by the participants, including in contexts Nunes (2015) did not predict it to occur. It is concluded that, at first sight, Nunes’s (2015) hypothesis was not backed by the data obtained here. Nevertheless, the difference in the speakers’ behavior regarding the two pronouns used in this study cannot be disregarded, what suggests they are likely to have a different nature, although they do not seem to be object agreement marks.

Negative scope ambiguity in serial verb constructions in Jordanian Arabic: an experimental investigation

Negative scope ambiguity in serial verb constructions in Jordanian Arabic: an experimental investigation

Misuses and Abuses of Standard Arabic Passive Voice in the News of the Jordanian Newspapers

The line of demarcation drawn between active and passive verbs resides in the direction of the action. The passive voice in standard Arabic can be used when the agent of the sentence is not expressed. The active Arabic sentences are passivized by skipping the agent of the sentence, but without changing the word order. The paper investigates the misuse and abuse of passive voice in Jordanian newspapers. Four cases of Arabic Passive violation spotted in Jordanian written media are analyzed. Three major official newspapers issued in Jordan are chosen for this purpose: Alqhad, Addustoor, and Alrai. It also focuses on violating the Arabic passive rules.

Are cleft sentence structures more difficult to process?

This study compares the processing of cleft structures against that of monoclausal sentences using event-related potential (ERP). We aim to understand how syntactic complexity is processed by comparing the neural response to cleft and single-clause sentences with identical verb phrases, controlling for verb bias frequency effects. 60 participants were tested, and we presented 100 cleft and 100 monoclausal sentences, balanced for active and passive verb usage. The P600 component, which is associated with syntactic complexity, was examined to assess the processing load of cleft structures. Results showed that cleft structures incur a greater processing load, as indicated by a P600, compared to monoclausal sentences. This indexed the increased difficulty of processing the additional syntactic operation required to parse cleft sentences. These findings echo the results of behavioral studies of sentence comprehension on clinical populations.

Effect of gender matching and attentional focus on the link between action observation and action verb processing

Several studies have demonstrated the existence of a link between action observation (AO) and language. However, the optimizing parameters for this link have not been explored until now. To answer this question, the present study proposed two experiments for assessing the role of motor repertory and attentional focus. Sixty participants performed a priming task in which they had to decide if a verb was or was not an action verb after they saw a point-light display (PLD) representing an action. Only one difference distinguished the experiments. In experiment one, the PLD was either in accordance or not with the gender kinematics of the observer, whereas in the second experiment, the PLD either focused on or was unfocused on the main limbs implied in the action. The results show that motor repertory affects the link between action observation and action verb processing, whereas attentional focus does not. Implications of these results are highlighted in the discussion, notably to better understand the mechanisms that explain the link between action observation and action verb processing.

Heritage language development in Spanish-English-speaking preschoolers: Influences on growth and challenges in the first year of English-only instruction.

This study investigates the changes in the Spanish lexical and grammatical skills of 26 Spanish-English dual language learners during their first year of preschool. We also explore the impact of age, gender, and maternal cultural orientation on children's language outcomes over time. The results show that, despite one year of English-only instruction, the children's Spanish productions became more intelligible, lexically diverse, and grammatical between 3;7 and 4;7. However, Spanish productions were mostly limited to sentence fragments and contained errors in grammatical gender, verb morphology, object clitic pronouns, and prepositions. Girls had an advantage over boys, as attested by the higher lexical diversity, mean length of utterance, and grammaticality of their Spanish productions. Both maternal enculturation and acculturation predicted the grammaticality of children's utterances, suggesting that mothers with high levels of orientation to both Latinx and American culture may be the most successful at promoting Spanish in the United States.

Tense and aspect in the interlanguage of Slavic speakers learning Romance languages

ABSTRACT The study addresses the research gap of how being a speaker of a Slavic language influences the ability to convey tempo-aspectual meanings in Romance languages by examining personal and impersonal narratives delivered in written and spoken mode by learners of L3 Spanish and L3 Italian with L1 Slovak and L2 English. Narratives are analysed following the methods of interlanguage analysis proposed by Ellis and Barkhuizen [(2005). Analysing learner language. Oxford University Press] and Salaberry and Comajoan [(2013). Research design and methodology in studies on L2 tense and aspect. De Gruyter Mouton], such as coding for grounding, frequency analysis of tense forms and lexical aspectual classes, etc. Following the ideas presented by Bayley (2013, Data analysis: Quantitative approaches. In M. R. Salaberry & L. Comajoan (Eds.), Research design andmethodology in studies on L2 tense and aspect (pp. 357–390). De Gruyter Mouton), binomial logistic regression models were built which showed that (a) the combination of discourse grounding and lexical aspect is of predictive power regarding the appropriateness of participants’ choices of morphological marking; (b) the distributional characteristics of morphological marking on telic predicates differs from activities and statives. One of the main differences compared to the results of previous studies, conducted on speakers of Germanic languages, is that the data did not provide enough evidence for morphological marking being used to convey primarily temporal distinctions (see Salaberry, 1999, The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics, 20(2), 151–178. https://doi.org/10.1093/applin/20.2.151; Wiberg, E. (1996). Reference to past events in bilingual Italian-Swedish children of school age. Linguistics, 34(5), 1087–1114. https://doi.org/10.1515/ling.1996.34.5.1087]) and presented the marking of telic predicates in foreground with perfective morphology as consistent, disregarding the level of participants’ performance.

Exploring Subject Markers and Object Clitics Errors in Spoken Arabic: A Case Study of Children with and without Developmental Language Disorder

This study delves into the morphosyntactic challenges faced by Palestinian Arabic-speaking children, specifically focusing on conjugational subject markers and pronominal object clitics in those with Developmental Language Disorder (DLD) compared to their typically developing language (TLD) peers. The sample comprised 54 children aged 4:6 to 6:6 years, including 30 DLD and 24 TLD individuals, who participated in a role-play game designed to elicit verb conjugations and object clitic usage. The analysis highlighted a pronounced discrepancy in morphological proficiency, where DLD children exhibited significant difficulties, particularly with second person and third-person forms, resulting in a 60% agreement accuracy compared to 99% in TLD counterparts. Qualitative and quantitative error analyses revealed a higher incidence and variety of morphosyntactic errors among DLD children, especially in subject-verb agreement and object clitic realization. These findings underscore the intricate nature of verb morphology in Arabic and its impact on children with DLD, pointing to the necessity for tailored educational and therapeutic interventions. The study advances our understanding of language acquisition in Arabic-speaking children with DLD, offering insights into the linguistic features that challenge this population and informing future research and clinical practice.

Discrepancies between guidelines, preferences and actual activities in psychotherapy supervision

AbstractBackgroundClinical supervision, also known as consultation, is a key component of professional growth for psychotherapists, often involving activities like case discussions or practical exercises. However, the extent to which the content of supervision follows practice guidelines and whether supervision meets the preferences of psychotherapists is largely unclear.AimsThis study aimed to understand what psychotherapists prefer to do in clinical supervision and contrast that to what their supervision comprises. A secondary aim was to explore whether there were any differences in preferred activities between psychotherapists with different background variables, such as profession and training, and to examine associations between activities, supervision satisfaction and effectiveness.Materials & MethodsPsychotherapists (N = 243, 84% women, mean age 46.3 years, SD = 10.6) completed an online survey regarding their supervision preferences and actual supervision activities.ResultsThe psychotherapists reported that formative activities, such as concrete exercises, discussing recorded material and modelling, were significantly more preferred than they were occurring in clinical supervision. The activities of teaching, modelling and discussions on emotional reactions, which are more associated with restoration, were associated with supervision satisfaction and competence. Psychotherapists with a cognitive behavioural therapy orientation preferred more active learning activities than other psychotherapists.ConclusionsOverall, neither the preferred nor the actual activities aligned with existing guidelines for supervision practices. Still, the therapists reported a preference for more experiential learning activities rather than more verbal activities.

D-features or ellipsis in null subject licensing? Evidence from Brazilian and European Portuguese

Abstract Holmberg (Holmberg, Anders. 2005. Is there a little pro? Evidence from Finnish. Linguistic Inquiry 36(4). 533–564) and its revised version in Holmberg et al. (Holmberg, Anders, Aarti Nayudu & Michelle Sheehan. 2009. Three partial null-subject languages: A comparison of Brazilian Portuguese, Finnish, and Marathi. Studia Linguistica 63(1). 59–97) derive the availability of null subjects in a given language from the interaction between T with/without a D(efiniteness)-feature and the features of subject pronouns. Their theory predicts the existence of consistent null subject languages, whose T has the D-feature, and partial null subject languages, whose T lacks the D-feature. This paper examines this D-feature approach to null subjects against the empirical evidence provided by Brazilian Portuguese, a partial null subject language, and European Portuguese, a consistent null subject language, showing that it cannot account for the range of microvariation observed with respect to different null subject pronouns and the type of T (finite vs. participle vs. gerund). We argue that, in comparison, the ellipsis account of null subject licensing put forward in Martins and Nunes (Martins, Ana Maria & Jairo Nunes. 2021. Brazilian and European Portuguese and Holmberg’s 2005 typology of null subject languages. In Sergio Baauw, Frank Drijkoningen & Luisa Meroni (eds.), Romance languages and linguistic theory 2018. Selected papers from “Going Romance” 32, Utrecht, 171–190. Amsterdam & Philadelphia: John Benjamins) fares better. It retains from Holmberg (Holmberg, Anders. 2005. Is there a little pro? Evidence from Finnish. Linguistic Inquiry 36(4). 533–564 et seq.) the insight that the licensing of null subjects depends on the interaction between the features of T and the features of subject pronouns but resorts only to ϕ-features and Case. Crucially, it relies on the (theoretically and empirically) plausible assumption that the relation between abstract ϕ-features and verbal agreement morphology need not be transparent.

La scelta dell’ausiliare nei tempi composti: Variazione nell'interlingua di apprendenti ungheresi e inglesi di italiano L2/LS

The aim of this study is to identify some factors that determine variability in the interlanguage of L2/FL learners of Italian concerning auxiliary selection (essere ‘to be’ vs avere ‘to have’) in compound past tenses. Data were collected by means of a grammaticality judgement test and a binary choice sentence completion test. The participants were L1 English and Hungarian university students of various levels of proficiency (A2, B1, B2 and C1). The results were interpreted both in correlation with certain learning variables such as L1, proficiency level, and the category the main verbs belong to according to Sorace’s Auxiliary Selection Hierarchy. Based on the results, some hypotheses are put forward on teaching material design and on the possibility of harmonising the didactic intervention and the acquisitional sequence observed.

Exploring the Development of Progressive Construction in Chinese and Japanese EFL Writing: A Usage‐Based Approach

AbstractThis study investigates the developmental trajectory of progressive construction among Chinese and Japanese EFL learners through a usage‐based approach. A total of 600 written essays, produced by EFL learners from China and Japan with proficiency levels ranging from elementary to upper‐intermediate, were analyzed. The findings reveal that advanced EFL learners, irrespective of their L1 backgrounds, exhibit higher productivity in using progressive constructions, aligning more closely with native English speakers. Moreover, the results support the aspect hypothesis, as activity verbs are predominantly marked with progressive across all learner groups. As for the development of progressive construction, less prototypical verb types in progressives increase proportionally with proficiency levels in the top 10 contingencies. However, discrepancies in proportions among Chinese and Japanese EFL learners underscore the need for a further examination of the intricate patterns of non‐prototypical form‐meaning associations across L1 backgrounds. The present study bears significance in shedding light on the acquisition of tense‐aspect morphology influenced by L1 transfer and learner proficiency.

The syntax of serial verbs in Jordanian Arabic: a cartographic analysis

The syntax of serial verbs in Jordanian Arabic: a cartographic analysis

Thewo Tibetan’s /ta33/ and /nə33/

Abstract This paper has three aims. First, in its form, this paper uses a narrative style to overtly highlight the iterative process used to identify the meaning of the two suffixes in question. Second, this paper seeks to describe the intricate workings of two verbal suffixes in Thewo Tibetan. Finally, this paper makes a defense of why these two suffixes belong to the category of evidentiality. Thewo Tibetan is spoken in China on the Gansu-Sichuan border. The suffixes /ta33/ and /nə33/ appear either directly after action verbs, or directly after the progressive aspect marker. /nə33/ is used to express that the speaker has sensory information of their claim at the time of the speech act. The temporal nature of the evidence, whether it is sensory information of the act itself or of the results of the act, is determined in part by the semantics of the verb (telic vs non-telic). In contrast, /ta33/ is used to express that at the time of the speech act, the speaker no longer has sensory evidence (but formerly did) of the stated action. Based upon these observations, this paper argues that temporal space and verbal semantics are key to understanding the cognition which underlies interpreting /nə33/ and /ta33/. As such, this paper makes the following three contributions: (1) In its form it provides an anecdote of failures and success along the path to identifying the function and meaning of two evidential suffixes; (2) It introduces two suffixes of the hitherto un-described Thewo Tibetan evidential system; and (3) It gives an in-depth analysis of these suffixes and offers evidence to support the claim that they are evidential suffixes.

Impact of Stimulation Frequency on Verbal Fluency Following Bilateral Subthalamic Nucleus Deep Brain Stimulation in Parkinson's Disease.

The effects of stimulation frequency on verbal fluency (VF) following subthalamic nucleus deep brain stimulation (STN-DBS) in Parkinson's disease (PD) are not well understood. The present study examines the impact stimulation frequency has on VF following bilateral STN-DBS in PD. Prospective study of 38 consecutive patients with PD with low frequency STN-DBS (LFS) (n= 10) and high frequency STN-DBS (HFS) (n= 14), and a non-operated PD control group consisting of patients with fluctuating response to dopaminergic medication (n= 14) homogeneous in age, education, disease duration, and global cognitive function. Patients were evaluated on VF tasks (letter, semantic, action verbs, alternating). A one-way analysis of variance (ANOVA) was conducted to assess distinctions between groups. Pre- and post-surgical comparisons of fluencies were performed for operated groups. A mixed ANOVA was applied to the data to evaluate the interaction between treatment (HFS vs. LFS) and time (pre- vs. post-surgery). Strategy use (clustering and switching) was evaluated. Semantic and letter fluency performance revealed significant differences between HFS and LFS groups. Pre- and post-surgical comparisons revealed HFS negatively affected letter, semantic, and action fluencies, but LFS had no effect on VF. No interaction effect or main effect of treatment was found. Main effect of time was significant for semantic and action fluencies indicating a decrease in postoperative fluency performance. Patients with LFS produced larger average cluster sizes than patients with HFS. LFS may be less detrimental to VF, but these findings suggest that VF decline following STN-DBS is not caused by stimulation frequency alone.

Argument structure affects relative clause extraposition: corpus evidence from Persian

The extraposition of a relative clause creates a discontinuous dependency between the relative clause and its host noun phrase, as in A man just entered the bank who claimed to have a gun. Since discontinuous dependencies are known to increase processing effort, a key question is why speakers produce them in the first place. Some factors known to affect extraposition – for example, the length of the relative clause and the main verb phrase – have received processing-based explanations, but others haven’t. We focus on two factors described by previous research: verb type and the grammatical function of the noun phrase hosting the relative clause. Specifically, extraposition from grammatical subjects is more common with unaccusative and passive verbs in English; further, extraposition is more common from grammatical objects than subjects in Dutch and German. We replicate these findings using corpus data from Persian. Further, we propose that verb type and grammatical function can be linked to a single underlying notion: argument structure. We demonstrate that argument structure modulates the likelihood of extraposition in Persian. We suggest that this occurs because speakers choose to extrapose relative clauses in order to keep the main clause verb close to its internal arguments. This explanation extends previous findings in psycholinguistics on the role of argument structure in speech planning during language production.