Verb Classes Research Articles

Классификация ментальных глаголов в русских говорах Приамурья

The paper is devoted to the description of mental verbs in the Russian dialects of the Amur region. The aim of the research is to develop a classification of mental verbs recorded in the materials of the “Dictionary of Russian Dialects of the Amur region”. The scientific novelty of the work lies in the fact that it analyses a group of mental verbs using virtually unexplored dialect material of Russian dialects of secondary formation located in the zone of inter-dialect contact, as well as under the influence of the literary language. The research findings have shown that mental verbs in the studied group of dialects can be classified into 7 groups depending on the expressed nuclear meaning (verbs of thinking denoting a thought process and a thought act; verbs with the meanings ‘to understand’, ‘to know’, ‘to remember’, ‘to suppose’, ‘to believe’, ‘to be mistaken’; in addition, there are lexemes with a mental meaning formed in a verb used in set expressions, as well as dialectal verbs correlated with mental verbs in the literary language). The characteristic of the semantic structure peculiar to the individual units of mental verbs recorded in the “Dictionary of Russian Dialects of the Amur region” can add to the description of the regional version of the Russian language in the Amur region.

Абстрактность и конкретность значения слова как лексико-семантическая категория

The aim of the study is to determine the abstractness and concreteness of a word at the lexico-semantic level (involving the material of the German language). The paper sheds light on the notions of the abstractness and concreteness of the meaning of a word, which will make it possible to see a lexico-semantic category in these phenomena. The scientific novelty lies in establishing a category derived not only from the nominative function of words, but also from the properties of the lexico-semantic level of the language system and manifested in the properties of the meanings of words. The main characteristics of the meanings of words depend on whether a verb is the head in the paradigm and also on the order of the paradigm or if it is a verb member of the paradigm and in this case, the order does not matter. In the process of examining the system of verbal meanings of the modern German language, the hierarchy and structure of lexico-semantic verbal paradigms were revealed. As a result, it was proved that the criteria for determining the abstractness or concreteness of the meaning are the abstraction of paradigmatic and syntagmatic properties of some verbs, the abstractness of verbs expressed in the extensive nature of their syntagmatic and paradigmatic relations in the language system and the definiteness of the same properties in specific verbs with clear paradigmatic and syntagmatic relations.

The Conjugation of Pashto Compound Verbs

Verb is a word which shows action happening time, generally has subject and time is known in verbs in fact this quality makes deference between verb and gerund. According to syntax, we have three types of verbs – Transitive verb, intransitive verb and Hukmi Motadi (Hukmi Transitive) verb. Most of the verbs has two roots (present and Past). According to structure, we have three types of verbs: simple verbs (as, root+suffix: ʣ+əm à ʣəm, χwr+əm à χwrəm à zə ɖoɖə́i χwrəm.) derivative verbs (as, article+root+suffix: rɑ+ʁ+əià rɑ́ʁəi à ahmád rɑ́ʁəi), and compound verbs (as, root+root+suffix: χpor + kedə́là [after changes of conjugation] χpəredə́l à wraʣpə́ɳa χpará ʃwa.). As well as, there are four categories of auxiliary verbs, as follow: “کېدل/kedə́l/”, “شول/ʃwəl/”, “ول/wəl/, کول/kawə́l/” and “کړل/kɽəl/”. Hereby, conjugation of verb in Pashto varies according to Number, Gender and Person. Meanwhile, both parts of compound verbs conjugate in which only one-part conjugates. Generally, the end of compound verbs is conjugated by the suffix according to the mentioned categories.

MATHEMATICAL AND COMPUTER MODELS OF SCIENTIFIC NOTIONS

Supra, the authors proposed independent computer interactive presentation of notions (without using other languages). In this method, feedback confirms mastering of the notion. Such presentation may be “with avatar” or “without avatar”. They developed mathematical and computer models for some verbs, nouns and adjectives, proposed new classification of verbs and new “grammar” for notions. They with coauthors implemented some notions of Kyrgyz and English on computer. In the paper mathematical models for some notions in various sciences are described. It can be used for further development of such computer presentations and learning languages.

Video Event Extraction via Tracking Visual States of Arguments

Video event extraction aims to detect salient events from a video and identify the arguments for each event as well as their semantic roles. Existing methods focus on capturing the overall visual scene of each frame, ignoring fine-grained argument-level information. Inspired by the definition of events as changes of states, we propose a novel framework to detect video events by tracking the changes in the visual states of all involved arguments, which are expected to provide the most informative evidence for the extraction of video events. In order to capture the visual state changes of arguments, we decompose them into changes in pixels within objects, displacements of objects, and interactions among multiple arguments. We further propose Object State Embedding, Object Motion-aware Embedding and Argument Interaction Embedding to encode and track these changes respectively. Experiments on various video event extraction tasks demonstrate significant improvements compared to state-of-the-art models. In particular, on verb classification, we achieve 3.49% absolute gains (19.53% relative gains) in F1@5 on Video Situation Recognition. Our Code is publicly available at https://github.com/Shinetism/VStates for research purposes.

A Method for Perception and Assessment of Semantic Textual Similarities in English

This research proposes a method for the detection of semantic similarities in text snippets; the method achieves an unsupervised extraction and comparison of semantic information by mimicking skills for the identification of clauses and possible verb conjugations, the selection of the most accurate organization of the parts of speech, and similarity analysis by a direct comparison on the parts of speech from a pair of text snippets. The method for the extraction of the parts of speech in each text exploits a knowledge base structured as a dictionary and a thesaurus to identify the possible labels of each word and its synonyms. The method consists of the processes of perception, debiasing, reasoning and assessment. The perception module decomposes the text into blocks of information focused on the elicitation of the parts of speech. The debiasing module reorganizes the blocks of information due to the biases that may be produced in the previous perception. The reasoning module finds the similarities between blocks from two texts through analyses of similarities on synonymy, morphological properties, and the relative position of similar concepts within the texts. The assessment generates a judgement on the output produced by the reasoning as the averaged similarity assessment obtained from the parts of speech similarities of blocks. The proposed method is implemented on an English language version to exploit a knowledge base in English for the extraction of the similarities and differences of texts. The system implements a set of syntactic and logical rules that enable the autonomous reasoning that uses a knowledge base regardless of the concepts and knowledge domains of the latter. A system developed with the proposed method is tested on the “test” dataset used on the SemEval 2017 competition on seven knowledge bases compiled from six dictionaries and two thesauruses. The results indicate that the performance of the method increases as the degree of completeness of concepts and their relations increase, and the Pearson correlation for the most accurate knowledge base is 77%.

PROSES PEMBENTUKAN DERIVASI DAN INFLEKSI PADA RUBRIK EDUKASI KOMPAS.COM

The word formation process is inseparable from the morphological process of affixation. The formation of verb word classes can be derived from verb, noun, adjective, and adverb word classes. This phenomenon causes morphological symptoms of derivation and inflection. Derivation is the process of forming new words that cause changes in lexical identity, while inflection does not change lexical identity. This study aims to obtain a description of the process of forming derivation words and forming inflected words on Kompas.com. Research using qualitative methods. The data and data sources used are online news Kompas.com, the January 2022 edition of the education rubric. The analysis technique used in analyzing the data uses the distribution method with the direct element division technique. The results of this study found words that experienced derivation and inflection with various kinds of forming affixes. Derivative and inflected affixes in Kompas.com consist of prefixes, suffixes, confixes and combinations of affixes. Initial prefixes or affixes are in the form of meN-, di-, ke-, ber-, ter, se-, and peN-; suffixes or final affixes consist of -an, -i, and -kan; confix affixes have forms of ke-an, penN-an, per-an, and beran; as well as combinations of affixes consisting of the forms of memper-/-kan, meN- -i, di-/-i, meN-/-kan, di-/-kan, diper-/-kan, and diper-/-i. The phenomenon of the affix meN- is an affix that forms an active verb, while the affix di- forms a passive verb. Also found ter- and ke-an affixes which are affixes forming anti-passive ergative verbs. Based on the productivity aspect, inflection is more productive than derivation.

Difficulties and strategies of teaching Spanish language to collegiate Chavacano learners

Spanish-based creole, Chavacano, is widely known for its close resemblance to the actual Spanish language especially in lexicons. Its Spanish-like quality seems to capture most of the vocabulary of the language. The purpose of this study was to determine the difficulties of Chavacano speakers in learning Spanish. Narrative data from eight Spanish language teachers teaching in southern Philippines were used to analyze the challenges of their students, as well as to determine the emerging strategies used by these teachers. The findings indicated that collegiate Chavacano learners had trouble in learning the verb conjugation, the structure, and its grammar in general. Additionally, the teachers observed that their students are “not very motivated” in learning the language. Notably, students do not consider Spanish as an important language in their future career. In regards to strategies, inductive methods were the most dominant strategies that Spanish language teachers harness and implement in their classrooms. The narrative data in this study set a new theoretical context for language learning which is essential in the fields of education, communication, linguistics, and learning. Nevertheless, this study encompassed how teachers were able to harness the Spanish language teaching within their challenging classrooms.

일본 한국어 교육계의 어기설(語基說)과 朴勝彬(1931)의 용언 활용론에 대한 소고

This paper compared the Park Seung-bin(1931) and the Eogiseol, which are currently used in the Korean language education society in Japan. For this purpose, we first investigated what is the Eogiseol and examined the formation process of it. In Eogiseol, Eogi is a combination of basic forms such as ‘먹’, ‘작’ and ‘-으-’ or ‘-아/어-’ which are thematic vowel, And three Eogie types are depending on the types of endings, and Eogies change their forms but endings are fixed. This shows the opposite perspective from the general conjugation theory that the stem does not change, but the ending changes. The formation process of Eogiseol generally shows the flow of ‘前間恭作→河野六郞→菅野裕臣→浜之上幸’, and it can be seen that the results obtained from the study of medieval Korean are applied to modern Korean. The similarities between the Eogiseol and Park Seung-bin(1931) are discussed in terms of similarities of phonetic realization of ‘먹으’+‘니’ of the Second-Eogi-type and ‘머그’+‘니’ of Park Seung-bin(1931), ‘먹어’+‘서’ of the Third-Eogi-type and ‘머거’+‘서’ of Park Seung-bin(1931), but if we look a little deeper, we can know that the way of spelling is different like ‘먹’ and ‘머그’, the basic type setting is different as ‘먹’ and ‘머그’, and the area of the stem is also different because it is up to ‘먹’ while ‘머’ is different. In addition, supporters of Eogisol argue advantages of the use of Eogisol in the Japanese Korean language education society in that Eogisol does not give learners much concern and can derive the conjugation type quickly and accurately in that it memorizes the form of Eogi according to the type of endings, but the theory of conjugation based on the premise that ‘-으-’ and ‘-아/어-’ belong to the stem can lead to a shift away from the essence of the conjugation of Korean verbs and adjectives that the stem does not change and the ending changes, so deeper consideration of the consistency of the theory is needed.

Subject position and verb class in L2 Greek and L2 Spanish

Greek and Spanish are two languages that display a similar subject distribution with unergative/unaccusative verbs, but different word orders with focused subjects (SV in Greek and VS in Spanish). Here we consider subject–verb word order in second language (L2) Greek and L2 Spanish in order to test the Interface Hypothesis (IH). To this end, we report a word-order selection task, with a Greek and a Spanish version. The two versions of the task were administered to L2 intermediate and advanced learners and native speakers of Greek and Spanish. The results show that the first language (L1) Spanish learners of Greek approximated more closely native word orders than the L1 Greek learners of Spanish. For the Spanish learners of Greek, the advanced group performed at ceiling, while the intermediate group performed native-like only with unergatives in neutral and direct interrogative subject-focused contexts. On the other hand, for the Greek learners of Spanish, the intermediate group failed in all contexts, while the advanced group performed native-like with unaccusatives in neutral contexts. This asymmetry between L2 Greek and L2 Spanish reveals that the L1–L2 combination determines the learners’ performance, and this is unexpected under the IH.

Classical Greek object cases

Abstract We examine here the distribution of morphological case (e.g., accusative, genitive, and dative) among object complements of monotransitive verbs in Classical Greek (CG). Accusative-marked objects are generally deemed to be direct objects (DO), while dative- and genitive-marked complements are typically treated as syntactically or semantically separate, sometimes being treated as objects bearing exceptional/semantic/quirky case and sometimes being analyzed simply as indirect objects (IO). Restricting our focus to verbs which have a single complement, we can observe that the distribution of accusative (ACC), genitive (GEN), and dative (DAT) marking on these in CG is atypical. CG productively places DAT and GEN NP s alongside ACC NP s as a singular complement to monotransitive verbs, allowing them to occupy what would normally be thought of as the direct-object position, but for their GEN and DAT case-marking. We offer an analysis of these verbs and their semanto-syntactic collocations, seeking to understand what is communicated through the marking of either ACC, GEN, or DAT on complement NP s. We find first that ACC and GEN-marking verbs interact in a transitivity hierarchy, being set apart by the change of state of the object (following an analysis laid out by Luraghi 2010). Second, we find that DAT-marking verbs exist outside of this hierarchy, making up their own productive class of interaction verbs, those which denote a complex series of overlapping subevents (first laid out by Blume 1998). Thus, this study offers an analysis of a wide array of ACC, GEN, and DAT case-marking verbs collected from a corpus of nine Classical Greek authors, providing the first statistical analysis of the conundrum of ‘atypical’ case-selection patterns of Classical Greek monotransitive verbs, wherein non-ACC cases are used to mark what appear to be DO s.

Ablaut and transitive softening in the Russian verb

Transitive softening in Russian is a type of consonant mutation resulting from an underlying [CjV] cluster. There exist two closed classes of verbs where it occurs in the present tense in the absence of a clear source for a glide: five verbs with the thematic suffix ‑o‑, which can be illustrated by the verb kolótʲ ‘to stab’, and some 100 verbs with the thematic suffix ‑a‑, which can be illustrated by the verb pisátʲ ‘to write’. To explain how [o] and [a] end up as glides, I propose that the vowels in question change into their front counterparts as a result of the same process as that responsible for the stem ablaut in the verb molótʲ ‘to grind’ (1sg: melʲú). I argue that the hypothesis that ablaut can apply to thematic vowels as well as to stems makes it possible to account for another Russian verb exhibiting an unexpected behavior in the present tense (revétʲ ‘to bellow’). Since the latter part of the argument introduces ablauts involving more than one feature, the remainder of the paper is dedicated to the discussion of how multiple feature changes should be formalized.

THE INTERNAL RULES OF THE EXAMPLE DATABASE DESIGN

One of the internal rules of the example-based translation is the dependence of the translation quality on the length and representation of translation examples. These are managed by an example database, for which the linguist should answer two questions when s/he intends to design it: (1) what is the representation chosen for the translation example? and (2) what are the possibilities to generalize the translation examples stored in the database? In this paper my intent is to propose two answers, in fact – a synergetical research direction for Romanian, English and French language. I will consider the representation of the translation examples as depedency trees and I will generalize them by means of the semantic information described by Levin’s verb classes.

СИНТАКСИЧЕСКАЯ ДИСТРИБУЦИЯ ГЛАГОЛОВ

The article discusses the classification of verbs which is based on the idea of verbal intention

The journey of the middle voice: from antiquity to linguistic typology

ABSTRACT The notion of middle voice finds its roots in classical antiquity, when it was first proposed by grammarians to describe a particular (set of) forms in the verbal paradigm of Ancient Greek. From medieval to modern times, the middle retained centre stage in linguistic descriptions of Latin and Greek, and in the 19th century, when combined with insights from Indian grammatical thought, it became a popular topic in comparative Indo-European linguistics. With the rise of linguistic typology and a more intense practice of language documentation, the reception of the middle voice in modern linguistics followed erratic and at times conflicting paths, engendering an inconsistency of usages that renders the term vague, if not useless. It is only recently that, in the wake of the discussion on the comparability problem in typology, a new comparative concept of the middle has been proposed, which might reconcile the millennia-long history of research on the topic with current needs of typology and language description.

FORMATION AND DIFFUSION OF THE SUFFIX -ETT- IN ITALIAN PERFECT (PASSATO REMOTO): THEORIES AND REALITY

The article deals with a subject of origins and spread of suffi x -ett-. The suffi x is used to form the fi rst and the third persons singular and the third person plural of the Italian perfect form (passato remoto) of some second conjugation verbs (-ere conjugation verbs). Since the midnineteenth century a number of European experts in Romanic languages have off ered different theories of suffix -ett- origins (ideas by Demattio, Amedeo and others). On considering them we have found the majority of the theories groundless and uncreditable. We believe the Bybee - Slobin supposition to be worth noticing among contemporary ones. Their idea suggests the spread of suffi x -ett- as a consequence of rethinking the pattern that reads as follows: “Passato remoto can have a segment with a double sibilant”. The double sibilant is really present in such Italian perfect forms as disse, scrisse, visse, resse and in the corresponding forms of cognate verbs. This supposition is quite logical but still has a number of drawbacks, which prevents us from admitting it as the principle one.We suppose the theory of suffi x -ett- originating from perfect forms of the verb stare off ered by Friedrich Diez to be the most logical and verifi able. Documented evidence of it is contained in the works of Italian scholars F. D’Ovidio and R. Spina, yet the latter has some discrepancies between the periodization of the suffi x spread off ered in the work and the actual data. Some written sources may have failed to survive till present, which makes it diffi cult to reconstruct an objective picture of the process under consideration development. Yet that doesn’t mean that we shouldn’t tackle the issues of the Italian verb historical morphology.Summarizing and analyzing the views of the experts in Romanic languages mentioned above, we have put forward our own periodization of the phenomenon under consideration basing on the documented data.

Nifʕal—A verbal class which is two

Abstract Several peculiarities of Modern Hebrew verbs of the nifʕal type are surveyed, showing that the past/present and future paradigms of this type are more independent of each other than those of other verbal types. It is proposed that different formatives are used in constructing the different paradigms; in this sense, these verbs in fact appear in two defective verbal types: one for the past/present and one for the future. The peculiarities surveyed are shown to follow from this proposal.

Combinability of the verbal relative «исходя из»: left and right components

This article is devoted to the process of grammaticalization in Russian on the example of the transition of the verbal unit «исходя из» into the prepositional one. Object of study is grammaticalization, due to which there is a transition from content words to function, the subject – the units that are grammaticalized and have a frontier status between content and functional units. The study focuses on combinability because only in the context the meaning and function of a unit is determined, the level of its grammaticalization is reflected and new features of lexical units are denoted. At present considerable attention is paid to derivative nominative prepositional neologisms. In the last two decades, a large number of studies have appeared which consider both single prepositional units and groups of units. A number of works are devoted to the description of nominative prepositions. At the same time, verbal prepositional neologisms have been neglected. The present paper is devoted to the description of the verbal relative «исходя из», the semantic and syntactic features of which have not been described in detail - this is the originality of the research. The study uses quantitative and descriptive methods of linguistic analysis. In the article lexico-semantic classification of verbs, which take position of the left component (main) in the combinations with the studied preposition, classification of nouns, which take position of the right component (dependent), as well as lexico-semantic correlation of components are given.

K akvizičním strategiím v učebnicích češtiny pro cizince

The quality of teaching material has a significant role in the process of acquiring a foreign language. It can serve to facilitate, strengthen, and accelerate the process. The pace of acquisition of Czech as a foreign language is influenced by the degree of typological and genealogical differences between Czech and the foreigner's mother tongue. The advantage of the learners' Slavic mother tongue is most evident at the beginning of the study (A0 - A2); subsequently, it gradually decreases. The basic problems in the presentation of Czech grammar include formalism, i.e., a strong focus on grammatical forms, but not on their meanings and functions in communication. We also consider the unbalanced attention to morphology (which predominates) and syntax (which lags behind) to be unsatisfactory. We have objections on the hybrid mixing of linguistic means within standard Czech (i.e. among the literary, neutral, and colloquial layers). The lack of an explicitly formulated concept on the basis of which the Czech grammar is presented (e.g. on the basis of frequency, communicative importance, formal difficulty of the learning material, etc.) is also undesirable. As far as the key chapters of the Czech vocabulary are concerned, the prevailing separate presentation of verb classes, more frequent discussion of the simple past tense before the future tense, the gradual presentation of cases (and not entire paradigms), as well as the dominance of deduction, prescription and semasiology are notable in the textbooks. We consider improving the instruction about the speech dimension and increasing focus on onomasiology as crucial.

Chinese JSL/JFL learners' online perception of Japanese verb conjugations: Evidence from a behavioral study

Verb conjugation is essential in learning Japanese as a second or foreign language (JSL/JFL). Previous studies showed that Chinese JSL/JFL beginners behaved differently in acquiring Japanese verb conjugations, but the results were obtained from offline tests (e.g., writing examination without time limitation), hard to reflect the real perception. On this background, the current study adopted a time-controlled lexical decision task (real-time automatic processing) to explore how Chinese intermediate JSL/JFL learners processed four types of verb conjugations (i.e., masu/tai form, te/ta form, nai form and yoo form). Based on the error rates and RTs collected form 27 Chinese intermediate JSL/JFL learners, the results showed that the JSL/JFL learners processed better in masu/tai form and te/ta form, followed by nai form and yoo form. The discrepant processing of the four types of Japanese verb conjugations suggests that the JSL/JFL learners do have difficulties in Japanese acquisition. Finally, a general discussion is offered from the perspective of verb conjugations' frequency, JSL/JFL learners' learning strategy and Japanese teaching method.