Verb Classes Research Articles

Grounded situation recognition under data scarcity

Grounded Situation Recognition (GSR) aims to generate structured image descriptions. For a given image, GSR needs to identify the key verb, the nouns corresponding to roles, and their bounding-box groundings. However, current GSR research demands numerous meticulously labeled images, which are labor-intensive and time-consuming, making it costly to expand detection categories. Our study enhances model accuracy in detecting and localizing under data scarcity, reducing dependency on large datasets and paving the way for broader detection capabilities. In this paper, we propose the Grounded Situation Recognition under Data Scarcity (GSRDS) model, which uses the CoFormer model as the baseline and optimizes three subtasks: image feature extraction, verb classification, and bounding-box localization, to better adapt to data-scarce scenarios. Specifically, we replace ResNet50 with EfficientNetV2-M for advanced image feature extraction. Additionally, we introduce the Transformer Combined with CLIP for Verb Classification (TCCV) module, utilizing features extracted by CLIP’s image encoder to enhance verb classification accuracy. Furthermore, we design the Multi-source Verb-Role Queries (Multi-VR Queries) and the Dual Parallel Decoders (DPD) modules to improve the accuracy of bounding-box localization. Through extensive comparative experiments and ablation studies, we demonstrate that our method achieves higher accuracy than mainstream approaches in data-scarce scenarios. Our code will be available at https://github.com/Zhou-maker-oss/GSRDS.

обидѫ сътворити или обидҍти? On the Position of Verbal Periphrases with the Semantics of ‘Causing Damage’ in the Old Church Slavonic Lexical Inventory

The article is devoted to the study of Old Сhurch Slavonic verbal periphrases. The concept of «verbal periphrasis» goes back to the conception of Charles Bally, who first drew attention to verbal periphrases, distinguishing them among phraseological phrases (restricted collocations) in French. One-word Greek verbs in the originals of Old Сhurch Slavonic texts can be rendered as one-word Old Сhurch Slavonic verbs and verbal periphrases. The article analyzes the use of one-word verbs and verbal periphrases in Old Сhurch Slavonic within the framework of a small thesaurus Greek-Old Church Slavonic group with the semantics of ‘causing damage’. Greek one-word verbs of the active voice with the semantics of ‘causing damage’ can be rendered by verbal periphrases with the verbs творити, сътворити, дэяти. Periphrases with the verbs приѩти, приимати serve to render the forms of the verbal paradigm of the same Greek one-word verbs but forms of the media-passive voice. The role of informatively compensating dependent words is played by “old” Slavic lexemes обида, врэдъ, пакость, напасть, огавиѥ, inherited, most likely, from Proto-Slavic. The presented material indicates that verbal periphrases with the semantics of ‘causing damage’ were not the result of phraseological calquing of Greek or Latin counterparts but were formed on a proper Slavic basis.

Research on the Innovation of Arabic Interrogative Sentence Teaching Strategies

This study investigates innovative teaching strategies for Arabic interrogative sentences, aiming to enhance language learners’ proficiency and comprehension in this linguistic domain. The target audience for these strategies includes Arabic language instructors and learners seeking to improve their language skills. To achieve the objectives of the current research, the researcher designed 3 tables to identify the distinctions and commonalities between English and Arabic while recognizing the unique characteristics of each language. By examining syntactic structures, verb conjugation patterns, and cultural nuances, this research seeks to provide valuable insights into the complexities of Arabic interrogatives and offer practical pedagogical approaches for language instruction. This study also aims to address the significance of employing the right strategies in second language acquisition by providing a comprehensive review of existing literature on teaching Arabic interrogatives and proposing innovative pedagogical approaches based on cognitive grammar theory. This research then seeks to contribute to the field of Arabic language teaching by offering practical solutions to the challenges associated with interrogative sentence learning, thus empower learners to navigate real-world scenarios effectively and engage meaningfully with Arabic interrogative structures. In short, this research underscores the importance of adopting innovative teaching strategies for Arabic interrogative sentences to facilitate language learners’ proficiency and comprehension. By providing practical insights and pedagogical approaches, this study aims to enrich language instruction and contribute to the broader discourse on language teaching and learning.

Analyzing Morphological Errors and Contextual Influence in Senior High School Students' Written Works: A Qualitative Study

Morphological skills are essential for developing linguistic competence, as they underpin various aspects of language acquisition, including reading comprehension and effective writing. This study examined morphological errors in the written works of 25 Grade 11 students in the Oral Communication course at Northern Abra National High School, exploring how these errors reflected their understanding of word formation rules and the influence of contextual factors like educational background and language exposure. Using a document analysis design, the research involved evaluating students’ assignments and essays to identify error types and frequencies. A systematic coding process categorized errors through qualitative content analysis, revealing themes related to inflectional, derivational, and compounding errors. The study identified common morphological errors in the written works of 25 Grade 11 students enrolled in the Oral Communication course. Inflectional errors were the most prevalent, comprising 40% of the total, with students frequently misusing verb conjugations and plural forms, indicating a fundamental misunderstanding of grammatical rules. Derivational errors accounted for 30%, highlighting confusion around suffix and prefix application. Compounding errors, at 20%, involved incorrect separation and formation of compound words, leading to clarity issues in writing. Affixation errors made up 10%, reflecting overgeneralization and misuse of affixes. Also, students from well-resourced families made 12% fewer morphological errors than those from under-resourced families, with dedicated language programs leading to a 20% reduction. Teacher expertise contributed to a 15% decrease in errors. Students exposed to multiple languages had 30% fewer errors, with those speaking three or more languages showing a 40% reduction, highlighting the benefits of multilingualism on language skills. Moreover, students with both quality education and extensive language exposure made 35% fewer errors than those lacking either factor. These findings emphasize the need for educational equity and multilingualism to enhance morphological skills. A combined approach integrating quality instruction with diverse language experiences is recommended to improve writing proficiency. Generally, the educational background and language exposure significantly impact Grade 11 students' morphological accuracy. Students from well-resourced schools made fewer errors, especially with effective language instruction, while multilingual students demonstrated enhanced writing proficiency. The synergy between quality education and diverse linguistic exposure is essential for improving students' linguistic skills. To address morphological challenges, educational policies should focus on integrating robust language programs and promoting multilingualism, fostering better writing outcomes for all students.

The Syntactic Adaptation of English Borrowings in Contemporary French

This article explores the syntactic adaptation of English borrowings in contemporary French, focusing on how these borrowings are integrated into French grammar. Language borrowing is a natural consequence of globalization, cultural exchange, and technological advancement, with English serving as a dominant source of lexical enrichment for French. Through detailed analysis of borrowed nouns, verbs, adjectives, and idiomatic expressions, this study examines the grammatical modifications necessary for integrating English borrowings into French, including gender assignment, verb conjugation, and sentence structure. The article also highlights the challenges posed by phonetic and orthographic differences, as well as the tension between linguistic purism and natural language evolution. Drawing comparisons with other languages, such as Polish and Spanish, this comprehensive analysis provides insights into the future of English borrowings in French and the broader implications of linguistic adaptation in a globalized world.

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.

Creativity, paradigms and morphological constructions: evidence from Dutch pseudoparticiples

Abstract Pseudoparticiples follow phonotactic, morphological, and syntactic rules for regular participles, but they are special in that they lack corresponding verbal forms. This article offers a constructionist account of two types of pseudoparticiples in Dutch, i.e., those with a nominal base and the prefix ont- or be-, e.g., ontkoeid ‘de-cowed’ or bedauwd ‘bedewed’. Their properties raise interesting questions regarding the nature of morphological creativity, back-formation, and the establishment of new schemas or paradigms. Using data from the nlTenTen14 corpus, we consider constraints on the formation of verbal paradigms from such pseudoparticiples, and what this tells us about the nature of morphological creativity. Our corpus data suggest substantial differences between be- and ont-pseudoparticiples in terms of frequency distributions, productivity, and syntactic behavior. Drawing on concepts from cognitive linguistics generally and Construction Morphology in particular, this article addresses the usefulness of the distinction between full and partial sanction as a means to explain the variation (i) within the pseudoparticiple sets and (ii) between regular and pseudoparticiples. We also suggest some revisions to the notions of E- and F-creativity to account for differences between the be- and ont- sets.

ANALISIS VERBA ‘PUKUL’ DALAM KORPUS BAHASA INDONESIA: STUDI LINGUISTIK KORPUS

This research compares the derivatives of the word "ajar" in data in the Corpus Query Processor: LCC Indonesia 2023 and the latest edition of the Indonesian Dictionary (KBBI). The derivatives of the word "teach" that are identified are the differences and similarities in sentence patterns, sentiments and types of sentences. Corpus Query Processor: LCC Indonesia is a collection of digital texts that represent a particular language. This study is included in corpus linguistics studies, namely empirical studies of language using features such as concordance, collocations, N-grams, and word lists. The method used is a descriptive qualitative approach with in-depth analysis of lingual corpus data. The research results found 13 derivatives of the word "teach" in the verb class in the corpus, with 5 of them found in KBBI Edition VI. This difference in derivatives of the word "teach" indicates the possibility that some commonly used derivatives of the word have not been included in the KBBI. Another finding is that the sentence pattern of each derivative of the word "teach" has been clearly identified, indicating the subject, predicate, object, as well as any additional information that may be present. Actor and patient sentiments vary depending on the context of the sentence. However, generally, there is a positive sentiment towards the derivative of the word "teach", which indicates the act of learning or teaching that is considered good or useful.

A voicing rule for non-continuant obstruents in Thebo Tibetan

Abstract Voicing alternation and the function of Tibetan verbal prefixes are two problems that have attracted scholars of Tibetan and Sino-Tibetan linguistics for over a century. This article presents a voicing rule in Thebo Tibetan and systematically analyzes the verb paradigm to explain the constraints for this rule and its apparent exceptions. The latter part of this article analyzes the evolution of the verbal paradigm from Old Tibetan to Thebo, using a model based on exceptions, sound laws, and analogy, and proposes the derived direction of the irregular verbal alternations in Thebo. The main contribution of this study is to provide additional evidence in solving the enigma of directionality for voicing alternation in Tibetan.

КЛАСЪТ ГЛАГОЛИ В НОРМАТИВНАТА ГРАМАТИКА (ОБЩА ХАРАКТЕРИСТИКА С ОПИСАНИЕ НА КАТЕГОРИИТЕ СПРЕЖЕНИЕ, ЛИЦЕ, ЧИСЛО, ВРЕМЕ И ОБОСОБЯВАНЕ НА ГЛАГОЛНИ ФЛЕКТИВНИ ТИПОВЕ)

Based on the formal approach, the study characterizes the class of verbs in normative grammar. The categories of conjugation, person, number, tense are described and a number of new observations are made about their functioning in view of the current literary norms. Two new classifications are also proposed – in the structural characteristics of the tense category, as well as in the identification of verb inflectional types from the point of view of: combinatorics of the three temporal vowels, morphonological changes and normative features.

텍스트 마이닝 기반 고등학교 일본어 교육에 적합한 일본 대중음악 선별 연구

Language training with songs is not only effective in engaging learners, but also in improving their language skills. While a lot of research on the topic of English education using pop songs have been conducted, few have tried and tested the effectiveness of teaching Japanese using Japanese pop songs. This study aims to propose criteria for selecting songs suitable for language teaching, considering the educational goals set forth in the Japanese language curriculum. To this end, this study collected Japanese songs from domestic music sites and analyzed 634 songs. Next, this study set the criteria for selecting appropriate songs from a grammar and vocabulary perspective. Specifically, 1) the proportion of words included in the high school Japanese curriculum, 2) the number of verbs, and 3) the proportion and the variety of verb conjugations were introduced as selection criteria. In the end, three songs were selected that met a certain level of criteria for each of these criteria. This study is significant in that it proposes a method for selecting songs suitable for Japanese language education by utilizing text mining techniques.

Prepositional Verbs and the Individual-/Stage-Level distinction

Drawing on Catalan, we show how the aspectual classification of intransitive prepositional verbs is, partially, a predictor of their argument structure properties. Prepositional verbs qualifying as Stage-Level form a heterogeneous class, comprising both unergative and unaccusative verbs. By contrast, those prepositional verbs that qualify as Individual-Level predicates are homogenous as regards argument structure: their prepositional complement is robustly obligatory and their subject is not an external argument, suggesting that they involve a predicative configuration whose predicate is the prepositional complement. This result supports the more general Property Verbalization Constraint hypothesis (Acedo-Matellán 2019), which states that Individual-Level property predicates cannot be encoded as unergative verbs.

Information structure in Makhuwa: Electrophysiological evidence for a universal processing account

There is evidence from both behavior and brain activity that the way information is structured, through the use of focus, can up-regulate processing of focused constituents, likely to give prominence to the relevant aspects of the input. This is hypothesized to be universal, regardless of the different ways in which languages encode focus. In order to test this universalist hypothesis, we need to go beyond the more familiar linguistic strategies for marking focus, such as by means of intonation or specific syntactic structures (e.g., it-clefts). Therefore, in this study, we examine Makhuwa-Enahara, a Bantu language spoken in northern Mozambique, which uniquely marks focus through verbal conjugation. The participants were presented with sentences that consisted of either a semantically anomalous constituent or a semantically nonanomalous constituent. Moreover, focus on this particular constituent could be either present or absent. We observed a consistent pattern: Focused information generated a more negative N400 response than the same information in nonfocus position. This demonstrates that regardless of how focus is marked, its consequence seems to result in an upregulation of processing of information that is in focus.

Connections between the Middle Armenian and Western Armenian Languages in the System of the Imperative Mode: Imperative (Singular)

Key words: language, verb, derivative verb, conjugation, mode, conjuction The connection between the language systems of Western Armenian and Middle Armenian are at different linguistic levels. Considering the verb conjugation system, it can be noted that it was Middle Armenian that mostly influenced the development of Western Armenian language: so, the connection is systematic. This article is an attempt to present connection of the Middle Armenian and Western Armenian languages in the system of imperative mode. It has been noted that the imperative was simplified in Middle Armenian from the perspective of composition. The endings է, իր, ա for ե, ի, ա conjugations in Western Armenian singular mode are formed in the Middle Armenian inbase of Grabar; then they have transferred into Western Armenian. Conjugation Ու in the modern Western Armenian language has already turned into archaisms that are used for providing a tone of antiquity to the speech. Changes in the verb system began in the early period of Middle Armenian within the spoken language. Thos changes penetrated into the written language from the first sub-period of Middle Armenian. By this time the use of the new forms had begun to spread, although the old forms were being used alongside the new forms. In the second sub-period, the new versions, that the Western Armenian has inherited, were fully established. The Western Armenian language also inherited the changes in the affixes of the base, in particular, in many verbs there was a decrease in the phoneme, as a result of which the sounds ա and ե of the affixes -ան-, -են- were shortened, for example գտանել- գտնել, մտանել-մտնել, գիտենալ-գիտնալ, վախենալ-վախնալ etc. The imperative has saved the same semantic features in both Western Armenian and Middle Armenian languages. In Western Armenian, imperative is also expressed by verbs belonging to other modes; this feature is also characteristic of Middle Armenian

An Analysis of Japanese Verb Conjugation Errors Among Students at Universitas Harapan Medan

This study aims to identify and analyse the common verb conjugation errors among students in the Japanese Language Program at Universitas Harapan Medan. The research method utilised was the analysis of student essays, focusing on verb conjugation forms such as ~te, ~ta, ~nai, and ~nakatta. The collected data indicates that the most frequent errors occur in the ~te and ~ta forms, accounting for 43.37% and 42.17%, respectively. These findings suggest that students struggle with differentiating between positive and negative past forms. Errors in the negative forms ~nai and ~nakatta were also found at lower percentages. The results of this study indicate a need to improve the teaching methods of verb conjugation at the university.

Analisis Kontrastif Kelas Kata Verba Bahasa Indonesia dan Melayu pada Kamus Bahasa Indonesia dan Bahasa Melayu

Comparative analysis is a branch of linguistics that compares two or more languages ​​to find similarities or differences in form and meaning. Indonesian and Malay have differences and similarities in form or meaning. Furthermore, the aims of this research are, 1) to describe the formation of verb word classes in Indonesian and Malay dictionaries; 2) Describe the similarities and differences of verb classes in Indonesian and Malay dictionaries. Contrastive analysis research uses a qualitative descriptive method. Data collection techniques in this study were carried out through observation, comparative analysis of class statements and documents. Data analysis techniques involve collecting all data, classifying and analyzing the results. The results of the analysis carried out by the author focus on the class of verbs in the Indonesian and Malay dictionaries by comparing their similarities, differences and similarities. Keywords: Analysis of contrasts, verb class, dictionary, meaning, and form

Teaching Implication of Meaning Construction at Morphological Level of Affixation in a Complex Indonesian Verb Formation

A tension exists between rationalists and empiricists regarding the nature of knowledge: innate then activated/discovered (rationalists) or constructed then invented (empiricists). The assumption is that, to a certain extent, basic knowledge seems to be innate in our mind and develops through experience by thinking processes to construct meanings. This meaning construction (thinking), mainly using language, is to make sense of and interpret the world. Meanings should be the primary motivation underlying linguistic constructions at all levels. This paper investigates meaning constructions at the lexical level of affixation by focusing on semantic behaviours of verbs in a complex word formation as an attempt: 1) to find out the semantic patterns of verb-based complex word formation, 2) to reveal if there is an iconic relationship of a sign (signifier) and its meaning (signified), and 3) to suggest for its teaching. Using semantic classes of verbs, based on situation types in deriving complex words, this study attempts to find out semantic patterns of such complex word formation and the possibility of revealing its iconicity. Using Antconc software, this study scrutinized linguistic expressions involving related verbs of state, event, and action in a corpus to reveal meaning construction at that level. The findings show several semantic patterns of verb-based complex word formation and an indication of the iconicity of signs. The paper also offers suggestions for teaching affixation

Android-Based Media Development For Memorizing Arabic Verbal Conjugation and Its Functional Meaning

Android-Based Media Development For Memorizing Arabic Verbal Conjugation and Its Functional Meaning

A semantic approach for the analysis of verbs in life sciences texts

ABSTRACT This paper presents a corpusbased study of a group of lexical verbs in eighteenth and nineteenth century scientific texts. The study has a twofold aim. Firstly, it aims to select four types of verb classes (verbs of communication, desire, aspectuals and perception) identified by Levin and Noonan and explore their use in the Corpus of English Life Sciences Texts, a subcorpus of the Coruña Corpus of English Scientific Writing. Secondly, it aims to determine if the frequency of these verbs varies based on the gender of the authors. Further, the study seeks to ascertain if a shifting pattern could be attested in the use of these verbs throughout the two centuries examined in the corpus, at a time when the scientific register was already becoming established. The findings of the study obtained from the greater or lesser occurrence of the verbs in question over the two centuries indicate which ones were more frequent in Life Sciences texts, whether they were more commonly used either by men or women and whether there was a pattern of continued usage of these verbs in Late Modern English scientific language rather than a shift towards nominalisation in this type of discourse.

Updating Old English Dative–Genitives: A Diachronic Construction Grammar Account

This article conducts a corpus linguistics analysis of the dative–genitive subconstruction within the broader context of Old English double object complementation. The ditransitive construction in Old English has traditionally been perceived as a network of alternating subconstructions, including dat-acc, acc-dat, acc-gen, dat-gen, and acc-acc, as the most productive variants. Recent literature has primarily focused on dat-accs and acc-dats because they are the most productive patterns across the history of English, giving also rise to the current ditransitive construction. However, the less productive case frames have received considerably less recent attention. This work, part of an ongoing investigation aimed at creating an OE dat-gen database, builds upon Visser’s list, verified and implemented by findings obtained from a search conducted in the Dictionary of Old English Web Corpus. We obtain 88 verb types and 443 tokens, incorporating 19 new verb types and 260 tokens into the database. More significantly, we offer a detailed description of the conceptual domains and verb classes associated with OE dat-gens, which display a semantics characterized by the presence or absence of actual transfer, as well as transitions from literal to metaphorical transfer, with speech verbs playing a significant role.