Verb Types Research Articles

Visual perception verbs in Old Anatolian Turkish

Abstract This study aims at describing the verbs of the visual sensory domain in Old Anatolian Turkish (oat), including basic and compound verb forms. We shall specifically focus on intra-field and trans-field meaning extensions of visual perception verbs such as baḳ-, naẓar et-, gör-, and görin-/gözük-. Our findings are based on a corpus consisting of 11 texts both in prose and poetry from the 13th to 15th centuries. There are mainly two types of verbs that conceptualise mental and emotive states through visual perception: one pertains to idiomatic expressions with göz ‘eye’, such as göz-(ün) aç- (eye-poss.acc open), göz-den düş- (eye-abl fall), and göz dut- (eye hold). The second form includes basic verbs including baḳ- (to look at), gör- (to see), naẓar et- (to look at) and gör-in-/göz-ük- (to appear). We shall show that visual perception constitutes a rich source for expressing emotive states, and the use of vision verbs for the expression of emotions is as productive as it is for mental states. Similar to Sweetser’s body is mind metaphor, we suggest that vision is emotion. The domain of visual perception in oat texts displays a strong connection to intellection; however, there is no evidence in our data indicating that the verbs gör- and baḳ- have meaning extension to ‘to know’. The phenomenon-based verbs görin- and gözük- have mainly two meaning extensions: one is related to physical existence, as in ‘occur’ and ‘appear’ in English. When these verbs co-occur with nouns and adjectives, they reflect the speakers’ judgements and beliefs by means of a metaphor.

REFLEXIVE AND ANTI-CAUSATIVE VERB PRODUCTION REVISITED

The aim of the present research was to reexamine the production of reflexive and anti-causative se-verbs in Serbian at different stages of language acquisition after a nine-month period from the first experiment (Ilić, 2019). The results of the first experiment suggest the following order of acquisition: lexical reflexive > true reflexive > anti-causative verbs. Moreover, they speak in favour of the Continuity Hypothesis (Snyder et al., 1995; Snyder & Hyams, 2015), since the children were able to produce reflexive forms correctly from the earliest tested age. The verbs which were tested in both experiments were true reflexive (e.g. kupati se ‘wash oneself’), lexical reflexive (e.g. vrteti se ‘spin’) and anti-causative se-verbs (e.g. otvoriti se ‘open’). A total of sixty subjects belonging to three age groups (40-51, 52-63, 65-77 months, twenty participants in each group) took part in the research. The data collection technique was a verb elicitation task, and the children were asked to name the activities presented in the visual stimuli. The number of tested verbs was the same for each verb type (six per group). The production of verbs across age groups improved in comparison with the first experiment. The production of lexical reflexive verbs was significantly better than the production of anti-causative verbs in the youngest group. Therefore, the results of the follow-up experiment have confirmed the suggested order of acquisition. However, no differences were found in the two older groups, which indicates that the production of more complex verb types improves considerably between the ages of four and five.

Decoding Qur'anic Linguistics through Fi'il Tsulasi Mazid in Surah Az-Zukhruf

This study examines the occurrences and benefits of fi'il tsulasi mazid (trilateral verbs with additional letters) in Surah Az-Zukhruf, focusing on Arabic language learning and Qur'anic comprehension. Through a detailed analysis, we identified 57 instances of these verbs and categorized them based on their forms and types. Results indicate that the most common verb types are af'ala yuf'ilu and ifta'ala yafta'ilu, while others include fa'ala yufa'ilu and faa'ala yufaa'ilu. Various benefits of these verb forms, such as litta'diyah, littikhad, and littahawul, were identified. This research provides valuable insights for Arabic language educators, allowing them to better explain linguistic changes and improve students' understanding of Arabic as the language of the Qur'an. Hightligh: 1. Detailed Analysis: Studying 57 instances of fi'il tsulasi mazid.2. Common Verb Types: Identifying prevalent verb types.3. Educational Implications: Enhancing Arabic language teaching for Qur'anic comprehension. Keywords: Arabic linguistics, Qur'an, Fi'il tsulasi mazid, Surah Az-Zukhruf, Language education

Система обучения категории вида русских глаголов в китайской аудитории

The aim of the study is to propose a system of teaching the category of aspect of Russian verbs to Chinese students. The paper presents a research conducted at the Altai State Pedagogical University, which helped to identify the main problems in the assimilation of types of verbs by Chinese students and to test the developed teaching system, which made it possible to reduce the number of errors in the use of the grammatical category of aspect by three times for each specific Chinese student who took part in the research. The scientific novelty of the study lies in developing the system of lessons to overcome linguistic difficulties in the use of the category of aspect by Chinese students in the framework of teaching Russian as a foreign language. As a result, the teaching system is presented that may be useful for teachers of Russian as a foreign language, methodologists, and linguists interested in studying language transfer, aspect in Russian and Chinese.

TYPES OF PHRASAL VERBS IN “YOUNG SHELDON” SEASON 02 EPISODE 01

Phrasal verbs are the combination of a verb with one or two particles (prepositions or adverbs). Phrasal verbs have four types based on Workman’s theory (1995). Therefore, this present research is aimed at finding the types of phrasal verbs in a series entitled “Young Sheldon”, season 02, episode 01. Qualitative research is applied in order to analyze the data. The result showed that there are ten (10) phrasal verbs. Three (3) phrasal verbs that belong to type 1, five (5) phrasal verb that belong to type 2, and two (2) phrasal verbs that belong to type 4.

The role of entrenchment and schematisation in the acquisition of rich verbal morphology

Abstract Entrenchment and schematisation are the two most important cognitive processes in language acquisition. In this article, the role of the two processes, operationalised by token and type frequency, in the production of overgeneralised verb forms in Croatian preschool children is investigated using a parental questionnaire and computational simulation of language acquisition. The participants of the questionnaire were parents of children aged 3;0–5;11 years (n = 174). The results showed that parents of most children (93 %) reported the parallel use of both adult-like and overgeneralised verb forms, suggesting that Croatian-speaking preschool children have not yet fully acquired the verbal system. The likelihood of overgeneralised forms being reported decreases with the age of the children and verb type frequency. The results of the computational simulation show that patterns with a higher type frequency also show a greater preference for the correct form, while lexical items show both learning and unlearning tendencies during the process.

The acquisition of the verbal passive: The role of verb type

ABSTRACT This study examines the comprehension of verbal passives by children acquiring European Portuguese, in particular with respect to the predictions of the Universal Phase Requirement (UPR) and the Universal Freezing Hypothesis (UFH) regarding children’s performance with different types of predicates. Both hypotheses entail the prediction that children perform better with passives of predicates that encode a result state, either because they tend to make better adjectival passives or because they have a complex event structure. Moreover, the UPR predicts poorer performance with long passives (i.e., those with a by-phrase) than with short passives, to the extent that construing an adjectival interpretation is more difficult when a by-phrase is present; the UFH predicts no difference between the two. Portuguese-speaking children between the ages of 3 and 8 years were tested on their comprehension of verbal passives of non-actional predicates and actional predicates with or without a result state, using two sentence-picture matching tasks. The results do not entirely fulfill the predictions of the UPR and the UFH: we replicate the delay seen in English with non-actional predicates, but no effect of the result state is seen in the case of actional predicates. We propose that the relevant aspectual property of the passivized predicate may be affectedness rather than the availability of a result state.

Spanish lower and upper bounded change of state verbs: focusing on transitive experiencer object verbs

Abstract Transitive causative change of state (TCoS) verbs elicit scalar readings, distinguishing them between: upper-bounded verbs (e.g., dry), denoting a culminating change of state, and lower-bounded verbs (e.g., wrinkle), denoting a change from a zero to a non-zero value (or from one value to another) regarding the property described by the semantic core of the verb. In their eventive reading, transitive experiencer object (TEO) verbs (e.g., calm down, delight) also denote causative eventualities able to yield scalar inferences. This study investigates whether TEO verbs are also associated with a minimum or maximum standard degree, proposing a similar subdivision of TEO verbs into lower-bounded items (delight) and upper-bounded items (calm down). In a forced-choice selection experiment we tested the impact of the standard degree (bound) of the semantic core of Spanish TEO verbs on the availability of lower-bounded or upper-bounded readings comparing them to TCoS verbs. Results revealed that the factor bound was significant to the extent that both lower-bounded TEO and TCoS predicates yielded the response compatible with a lower-bounded reading significantly more often than predicates that possess a maximum degree, supporting the distinction between lower and upper bounded items. Further, a significant effect of verb type was also observed, differentiating a change of state on the mental (TEO) versus the physical (TCoS) levels.

The immediate integration of semantic selectional restrictions of Chinese social hierarchical verbs with extralinguistic social hierarchical information in comprehension

Abstract Social hierarchical information impacts language comprehension. Nevertheless, the specific process underlying the integration of linguistic and extralinguistic sources of social hierarchical information has not been identified. For example, the Chinese social hierarchical verb 赡养, /shan4yang3/, ‘support: provide for the needs and comfort of one’s elders’, only allows its Agent to have a lower social status than the Patient. Using eye-tracking, we examined the precise time course of the integration of these semantic selectional restrictions of Chinese social hierarchical verbs and extralinguistic social hierarchical information during natural reading. A 2 (Verb Type: hierarchical vs. non-hierarchical) × 2 (Social Hierarchy Sequence: match vs. mismatch) design was constructed to investigate the effect of the interaction on early and late eye-tracking measures. Thirty-two participants (15 males; age range: 18–24 years) read sentences and judged the plausibility of each sentence. The results showed that violations of semantic selectional restrictions of Chinese social hierarchical verbs induced shorter first fixation duration but longer regression path duration and longer total reading time on sentence-final nouns (NP2). These differences were absent under non-hierarchical conditions. The results suggest that a mismatch between linguistic and extralinguistic social hierarchical information is immediately detected and processed.

The use of differing verb types in the oral narratives of school-age children

ABSTRACT The aim of this project was to examine age-related use of action, metacognitive, and metalinguistic verbs because factors related to verb transparency are thought to impact word learning. Performance on fictional, oral narratives elicited using a single-episode picture was evaluated for 84 children with typical language (TL) and 38 age-matched children with a Developmental Language Disorder (DLD) ranging in age from 5;1 to 14;4 years of age. Narrative samples were transcribed and coded for occurrences of action verbs (AV), metacognitive verbs (MCV), and metalinguistic verbs (MLV). The total number of verbs used and the number of different verbs produced in each category were examined across ages, as was the difference in verb usage patterns across language ability groups. A statistically significant increase in the overall use of action, MCV, and MLV with age was observed. TL children used a wider variety of each verb type as compared to those with DLD. Age-related progression for verb use was observed in the fictional narrative generation task by both groups of children. However, despite similar rates of total verb use, children with DLD produced fewer different verbs in the three categories. These findings indicate the total number of verbs used is similar in children with TL and DLD, but there is a difference in the number of different verbs used in functional tasks such as narratives for children with DLD. These results also indicate a need for ongoing examination of the factors not only impacting verb acquisition but also use in communication tasks.

Consistency, Cohesion, and Harmony in the Holy Qur’an and the Noble Prophet’s Sunnah

Therefore, this article aims to clarify the harmony, coherence, and consistency in some Quranic verses and Prophetic hadiths that have not been discussed in depth. Sufficient, and therefore it was necessary to pay attention to focus on some verses of the Holy Qur’an and the Prophet’s Hadith to know how there is harmony and consistency between its words, expressions, and positions. This article used the qualitative approach with the literature review method and its steps are as follows: defining the research, then searching for relevant reading sources, reading and understanding them, then taking notes, then summarizing the readings that were found, and finally conducting the literature review and writing general opinions. The article contains five noble verses and two noble hadiths, and from the study and analysis in this article, it was concluded that 1- Ease and redundancy in speech have verbal benefits and clear evidence of harmony. 2- The use of the three types of verbs, whether past, present, or imperative, is of great importance for determining the position. 3- The use of metaphor and simile brings the meaning closer to the mind of the listener and reader and makes the text coherent without disruption. Hence the importance of writing in consistency, cohesion, and harmony in the words of the Messenger of God and the words of the Almighty God.

Verb Tense Production in People With Nonfluent Aphasia Across Different Discourse Elicitation Tasks.

Verb tense production is known to be impaired in people with nonfluent aphasia. Selective past tense impairment in this population has been reported, but results are inconsistent and lacking at the discourse level. In addition, language production can be affected by discourse elicitation tasks depending on the cognitive linguistic demands and instructions unique to each task. There is limited evidence regarding whether verb tense production in people with nonfluent aphasia is impacted by discourse task demands. Understanding this potential impact is important for clinicians and researchers who are interested in assessing and then identifying effective clinical goals for this population. Therefore, this study aimed to investigate the trends of verb tense production across various discourse elicitation tasks in people with nonfluent aphasia compared to people without aphasia. Language samples for 23 people with nonfluent aphasia and 27 people without aphasia were obtained for six discourse tasks from the AphasiaBank database. We calculated ratios of past tense, present tense, future tense, imperative, and unknown verb types to compare which tense was used most frequently within and across the tasks and groups. Our findings revealed evidence of verb tense production deficits and a selective past tense impairment in people with nonfluent aphasia. Discourse task effects were shown for people without aphasia but were scarce in people with nonfluent aphasia. This finding could be explained by an overall reduction of verb production and overreliance on present tense production in nonfluent aphasia. These results suggest the potential methodological implications of using different discourse tasks to evaluate verb tense production in people with nonfluent aphasia. Future studies need to evaluate discourse task effects on other aspects of verb production (e.g., moods) and specific task factors (e.g., presence or absence of visual stimulus). https://doi.org/10.23641/asha.25146242.

Verbal expressive language minimally affected in non-demented people living with amyotrophic lateral sclerosis

Objective: Language dysfunction is one of the most common cognitive impairments in amyotrophic lateral sclerosis (ALS). Although discourse capacities are essential for daily functioning, verbal expressive language has not been widely investigated in ALS. The existing research available suggests that discourse impairments are prevalent. This study investigates verbal expressive language in people living with ALS (plwALS) in contrast to healthy controls (HC). Methods: 64 plwALS and 49 age, gender and education-matched healthy controls were ask to describe the Cookie Theft Picture Task. The recordings were analyzed for discourse productivity, discourse content, syntactic complexity, speech fluency and verb processing. We applied the Bayesian hypothesis-testing framework, incorporating the effects of dysarthria, cognitive impairment status (CIS), and premorbid crystalline verbal IQ. Results: Compared to HC, plwALS only showed a single impairment: speech dysfluency. Discourse productivity, discourse content, syntactic complexity and verb processing were not impaired. Cognition and dysarthria exceeded the influence of verbal IQ for total words spoken and content density. Cognition alone seemed to explain dysfluency. Body-agent verbs were produced at even higher rates than other verb types. For the remaining outcomes, verbal IQ was the most decisive factor. Conclusions: In contrast to existing research, our data demonstrates no discernible impairment in verbal expressive language in ALS. What our findings show to be decisive is accounting for the influence of dysarthria, cognitive impairment status, and verbal IQ as variables on spontaneous verbal expressive language. Minor impairments in verbal expressive language appear to be influenced to a greater degree by executive dysfunctioning and dysarthria than by language impairment.

How Causal Relation Affects the Construction of Problem-Solution in Argumentation Essays

The Problem-Solution text pattern is often used in academic writing. The present study investigates how Problem-Solution is used in non-native speaker (NNS) argumentation essays by Japanese speaking students, in comparison with native speaker (NS) essays by American students. By taking the clause relational approach, the present study attempts to find how the students use causal relation when employing the Problem-Solution pattern in their essays. The investigation focuses on problem, which is a causative device, as well as a shell noun that can construct the text. This paper will show that in the two corpora the students’ use of causal relation was similar in frequency and drew on the same types of causal categories; however, how the causal categories were expressed in lexico-grammatical patterns was often different. Furthermore, NNS students used problem in non-causal relation significantly more frequently than NS students did. This paper points to what lacked in NNS essays in order for the students to use causal relations in the same ways as NS students did in their essays (e.g., type of verbs, rheme-theme development). A discussion of the pedagogical implications of the findings provides insights which could be helpful to educators developing syllabi and teaching academic writing to NNS students.

On the rapid use of verb-control information in sentence processing.

A central topic in psycholinguistics is the study of how and when the parser assigns an antecedent to referentially-dependent elements. One such referentially-dependent element is the null subject of non-finite clauses. The aim of the present study was to examine the role of verb control information in the assignment of an antecedent to such a null subject. The results so far are inconclusive. Some authors argue that verb control information has a late influence, whereas others argue that such verb-specific information has a very rapid influence. We report a self-paced reading study in Spanish in which verb type (subject vs. object control) and grammaticality (grammatical vs. ungrammatical) were manipulated. The grammaticality manipulation was carried out by introducing a person anomaly at the infinitive itself, and not at a later word (e.g., "Te prometí/aconsejé adelgazarme/adelgazarte cinco quilos en un mes." Literal translation, "I to you promised/advised to losemyself/yourself five kilos in a month"). With such a manipulation we can examine whether at the first possible point (i.e., the infinitive) verb control information was used to assign the correct antecedent (i.e., the subject in sentences with a subject-control verb, and the object in sentences with an object-control verb) to PRO. The results showed that at the infinitive there was a main effect of grammaticality, meaning that the correct antecedent has already been assigned to PRO. The present findings are consistent with models that assume that verb-specific information plays an important role in the initial stages of sentence processing.

Роль вспомогательного глагола в составе русской глагольной перифразы (на материале современных электронных СМИ)

The paper explores the definition and typology of periphrastic expressions in both Russian and Romance languages, taking into consideration a range of linguistic criteria. Given its multidimensional nature, periphrasis cannot be specified in terms of subject, resulting in ambiguity in its designation. Most Russian linguists consider periphrasis as a descriptive expression that may be ambiguous but serves to convey the meaning of another expression or word. The verbal periphrasis holds a significant position in language, serving an indispensable function in conveying the meaning of actions. In the Russian language, verbal periphrasis is a binomial compound construction, with its basic model typically involving an auxiliary verb and a verbal or nominal form denoting an action. Within this model, four structures can be identified, including (1) verb + verbal noun, (2) verb + substantive phrase, (3) verb + primitive noun, and (4) verb + infinitive. The auxiliary verb within the verbal periphrasis assumes a functional role while retaining its lexical meaning to some extent. Semantically, ten main types of auxiliary verbs can be identified in verb periphrasis in Russian. These express (1) implementation, (2) phasing and other aspectual values, (3) causativity, (4) conversivity, (5) explication, (6) manifestation, (7) operation, (8) participation, (9) modality, and (10) intensity. The auxiliary verb used in the verbal periphrasis undergoes a process of desemanticization while occasionally preserving a partial semantic significance or acquiring a novel meaning.

Means of expressing verb types in Azerbaijani languages

Means of expressing verb types in Azerbaijani languages

Expression of Emotions in the Spanish and Italian Filmic Audio Descriptions of The King’s Speech

This paper puts forward a three-layered model for the analysis of linguistic items in filmic audio description (AD). The model is applied to three Spanish and Italian audio described scenes of the drama film The King’s Speech (Hooper, 2010). The aim is to evaluate lexical items that are chosen to verbalize information on characters’ emotional condition, or psyche. Verbs, nouns, adjectives, and adverbs used in the compared ADs will be analysed taking into consideration the communicative function(s) associated with each scene. The overall objective of the research is to shed light on the linguistic strategies that could potentially be used in AD to enhance the communicative value of the audiovisual source text, guiding the choice of informative or expressive rendering in AD to foster the audience’s engagement with the narrative. Results suggest that it might be useful to identify the communicative function of a given scene; this can turn into a valuable criterion, to be given due credit when creating AD. Lay summary In this article, we presented a model for the analysis of the words used in filmic audio description. Audio description is the verbal explanation of images or other elements which are difficult to grasp when it is not possible to access the visuals. We analysed the Italian and Spanish audio descriptions of three scenes from the drama film The King’s Speech (Hooper 2010). We focused on what types of verbs, nouns, adjectives and adverbs are used in the audio descriptions to talk about the characters’ emotions and disposition. We wanted to verify if the words used in the audio description scripts manage to reveal the hidden meanings expressed through images and sounds in each film scene. The model helped us to obtain initial results. We found that both the Spanish and Italian scripts prefer objective descriptions of the images, explaining the characters’ actions and reactions. At the same time, the Italian audio description tends to employ non-literal meanings, as shown by the use of some verbs in figurative senses and the inclusion of nouns that overtly refer to the character’s feelings. The study led us to conclude that, when the expression of emotions prevails in the film scene, it is crucial to determine which layer of meaning stands out in the scene, in order to choose the most appropriate words in audio description.

Cultural Footprint. Rich Personality of the Teacher as a Factor of the Development of Scientific Schooling

Between November 1st to 2nd, 2023 the Faculty of Philology of Moscow State University held a scientific and methodological seminar Linguodidactic description of the Russian language in the “mirror” of foreign language systems, dedicated to the 95th anniversary of the birth of Professor M. V. Vsevolodova and her scientific heritage. An outstanding scientist, Doctor of Philology, Honored Professor of Moscow State University, Honorary Professor of the Shanghai University of Foreign Languages, Maya Vladimirovna Vsevolodova was at the origins of the creation of one of the most important applied areas in Russian studies — Russian as a foreign language (RFL). She was one of the founders of the linguodidactic scientific school in the field of RFL, as well as in the field of functional communicative grammar. The seminar was attended by famous scientists (E. L. Barkhudarova, L. P. Klobukova, A. V. Velichko, V. V. Krasnykh) and young teachers from different universities of Russia (Kazan Federal University, Vladivostok State University, etc.). Over two days of work, seminar participants listened to 35 reports. Most of the reports were devoted to the personality of Maya Vladimirovna along with her scientific and teaching activities. In his opening address Professor A. A. Lipgart called the seminar an important scientific event and wished the participants interesting creative reports. On the first day of the seminar O. V. Chagina and L. P. Klobukova spoke of the unique personality, intellect, and work of Maya Vladimirovna. E. L. Barkhudarova devoted her report to Vsevolodova’s textbook of Russian phonetics for Polish speakers, a model of a nationally oriented pronunciation course. On the second day of the seminar there were two sections — Grammar and Cultural Studies. The work of both was opened by reports from teachers of the Russian Language Department of the MGIMO University. N. D. Afanasyeva, in her report, emphasized the importance of considering the characteristics of the national mentality of students, the need not only to give students knowledge about the Russian language as a system, but also to include them in Russianlanguage communication. The presentation contained many striking examples, which aroused great interest among the audience. T. L. Borisenko shared her experience of teaching verb types in the RFL practical grammar course. As on the first day of the seminar, on November 2nd, some of the reports were of a memorial nature and were dedicated directly to the personality of Maya Vladimirovna. The cultural significance of the work of Maya Vladimirovna Vsevolodova, the creator of a scientific school, a wonderful scientist and wise mentor who raised more than one generation of Russian scholars, goes beyond her time: her students continue her work today in different parts of the world.

The boundary-crossing constraint revisited: movement verbs across varieties of Spanish

Abstract Talmy divided the world’s languages according to how they express movement. Spanish, a verb-framed language, purportedly constrains the use of motion verbs expressing the manner of movement (such as roll) to contexts in which no spatial boundary is crossed. Previous research suggests that this constraint sometimes does not apply. We report the first large-scale investigation of the constraint and its modulating factors (movement direction, verb type, entering/exiting, Ground size, the preposition used) across different Spanish-speaking communities. A task with open-ended description of animated videos, a sentence interpretation task, and a rating task found that Spanish and Latin American speakers (n = 180 in total) often use manner verbs to describe boundary-crossing situations (especially entering a place), although this is modulated by the preposition following the verb (more with a than en). Better understanding of this constraint in verb-framed languages has applications in, for instance, L2 acquisition research.