Verb Phrase Research Articles

The role of the copula 是 si7 in the construal of focus structure in early Southern Min

ABSTRACT: The paper explores the role of the copula 是 si7 in the interpretation of the focus structure in early Southern Min playscripts. I examine the configuration of 是 si7 with respect to a range of functional/lexical categories such as kinds of adverbs, types of modals, voice (featuring causativity and passitivity), aspect, and negation as well as verb and noun phrases. I also put forward tree structures showing how focus vis-à-vis topic in cleft and pseudo-cleft clauses with 是 si7 as the pivot are derived. In a nutshell, the syntactic position of 是 si7 is versatile and yet constrained. There is an asymmetry of the distribution of subject and object focusing with respect to the position of the copula 是 si7 . I posit with Rizzi (2013) that the focus feature in the FocP triggers merging the focus constituent to the head Foc in FocP in CP. Apart from bearing the assertive force in the clause typing, the copula 是 si7 plays a supporting role of scoping over the focus constituent. I capture the syntactic behavior of the copula 是 si7 by construing it as an indispensable pivot in the derivation of focus structure. o put forward tree structures showing how focus vis 摘要: 本文探讨早期闽南戏文中系词"是" 在焦点结构中所扮演的角色。从和各类状语、情态词、语式(表被动或致使)、体貌、否定和动词、名词组成的相对位置可以确定"是"的结构特性。文中呈现分裂句及准分裂句中焦点相对于话题的树形图，其中"是"为轴心，约言之，"是"的句法位置多元而有限制。以系词"是"的位置为参照，可以看出主语焦点和宾语焦点在结构分布上有不对称的现象。以 Rizzi (2013)为依据本文假设焦点词组中的焦点征性触发焦点成分并入 CP 中的焦点中心语中，除了表示句式的论断语势外系词"是"还发挥辅助焦点成分的作用。总之，本文主张系词"是"是焦点结构中不可或缺的轴心，如此可以捕捉到"是"的句法行为。

UZBEK AND ENGLISH LEGAL TERMS AND THEIR SPECIFIC LANGUAGE PROPERTIES IN LINGUISTICS

The importance of studying Terminology in the modern world is undeniable, since Terminology is, on the one hand, a link between various fields of knowledge, and on the other hand, it contributes to a clear distinction between concepts. In connection with the rapid scientific and technological progress, it seems necessary to pay due attention to the terminological apparatus of various sciences. Terminology does not stand still, it is constantly evolving, expanding its boundaries. It is studied by both linguists and terminologists -representatives of the relevant fields of science and technology. The terminology of various sciencesis characterized by some common features. At the same time, each scientific terminology related to a particular field of knowledge has its own special features. Legal terminology is of particular interest in this regard; its study allows us to reveal the specifics of this terminological system. Terminological systems are very diverse and far from homogeneous in the nature of the concepts denoted in them. The study of each particular industry terminology system gives rise to new questions. Thus, when studying terminological systems related to those areas of knowledge where it is necessary to designate such categories of concepts as actions and processes, the question arises about the possibility of using verbal lexemes and phrases in the terminological function. Legal terminology is one of the most important areas of Linguistics which requires from researchers and linguists a lot of attempt to discover linguistic features of legal words. The relevance of the topic of the undertaken research is determined by the fact that legal terminology is rightfully considered one of the most significant industry term systems. It should be noted that the terminology of law is widely used not only in the professional environment, but also in other areas of language communication, so there is a great demand for learning the language of law for special purposes. Legal terminology is a unique object of study, as it is characterized by a wide variety of areas of application compared to other terminological systems. In this article, I collect and study some legal terms from the useful sources and analyze from the linguistic point of view.

The Learning Potential of a TV Series in Promoting L2 Incidental Learning of Idiomatic and Non-Idiomatic Phrasal Verbs

Background: The bulk of past studies, which have shown that audiovisual materials are potential sources for phrasal verb learning, have focused on short materials. However, the incidental learning of idiomatic and non-idiomatic phrasal verbs through extensive viewing of a complete season of a TV series has remained underexplored. 
 Purpose: The main aim of the present study is to explore the learning potential of viewing an entire season of a TV series in incidental learning of idiomatic and non-idiomatic phrasal verbs.
 Method: The study recruited 75 second language (L2) learners and placed them randomly into an experimental group and a control group. Data were gathered through the updated vocabulary levels test and two vocabulary tests. Over one month, the experimental group viewed an entire season of a TV series, and the control group followed their regular learning routine. Immediately after the end of the eight viewing sessions, the experimental and control groups completed the form and meaning post-tests.
 Results: The results indicated that viewing a TV series contributed to the development of phrasal verb knowledge. The experimental group developed both form and meaning knowledge of the target phrasal verbs, and greater gains were made at the form recognition level. The research also revealed that although repetition of the target phrasal verbs in the series significantly correlated with the learning gains reported from both the form and meaning tests, its role in meaning was greater.
 Implications: The study provides further valuable insights into how watching a TV series affects the learning of idiomatic and non-idiomatic phrasal verbs. It also advances our understanding of how repetition impacts phrasal verb uptake.

The “Return” of Southern Italo-Romance Tonna: From Pseudocoordination to Adverb. A Case Study in Grammaticalization

The present work constitutes an initial look at the use of tonna, an invariable form of tornare ‘return’, used as a relatively uncommon V1 in southern Italo-Romance pseudocoordination structures. Along with losing its ability to inflect, grammaticalization of tornare, frequent across Italo-Romance, has consisted in its shift from lexical motion verb to a functional one with repetitive aspectual value, i.e. tonna mmanciu ‘I eat again’. This paper presents novel data from the variety of Eolian (Italo-Romance dialect of the Eolian Islands), which shows constructions previously unattested with invariable V1s, such as its embedding under functional verbs in non-finite clauses. A cartographic approach building on existing accounts of pseudocoordination V1s – centered on Cinque’s (1999, 2006) hierarchy of functional projections – leads us to consider two overarching explanations for tonna: that it is (a) a functional, aspectual head (in one of the two “repetitive” projections, viz. AspRepetitive(I), AspRepetitive(II)) or (b) an adverb, a specifier in these respective projections. Ultimately, the conclusion that it has (re)grammaticalized to the point of becoming a (deficient) adverb in the lower AspRepetitive(II) proves to be the most convincing from a theoretical perspective. A potential structural consequence is the syncretic status of the AspRepetitive(II) head.

Identifying the Difficulties behind EFL Learners' Confusion in Comprehending the Meaning of English Phrasal Verbs

نظرا لاهمية الافعال العبارية لكونها جزء لايتجزا من النحو ومفردات اللغة الانكليزية ، الا ان لها تاثير سلبي واشكالي في موضوع تعلم وتدريس اللغة الانكليزية كلغة اجنبية اولغة ثانية الى جانب اللغة الام . حيت تكمن الصعوبة بكون تراكيبها اللغوية غيراعتيادية اضافة الى ان معانيها الدقيقة تختلف عن معاني الكلمات التي تتكون منها هذه التراكيب منفردة ، وهذا بدوره يؤدي الى سوء فهم المعاني الدقيقة لجميع الكلمات الت تتالف منها هذه التراكيب مجتمعة من قبل متعلمي اللغة الانكليزية كلغة اجنبية عند الاستماع والكتابة والتحدث باللغة الانكليزية . كما تكمن الصعوبة ايضا في الطبيعة الاصطلاحية وتعدد معاني الافعال العبارية وانواعها وانماط تكوينها وكذلك وجود الاختلافات السياقية والاسلوبية والثقافية في استخدام هذه الافعال بين اللغة الام (لغة المصدر) ولغة الهدف (الانكليزية هنا) . تهدف الدراسة الى تحديد كافة الصعوبات التي تواجه متعلمي اللغة الانكليزية كلغة اجنبية في فهم المعانى الحقيقية ضمن سياقات النصوص المتعددة التي ترد فيها الافعال العبارية الانكليزية من خلال استخدام الباحث للطريقة الوصفية التحليلية لدراسة هذه التراكيب من الناحية التركيبية – الدلالية . ولغرض بناء اسس نظرية لفرضيات الدراسة ، يسعى الباحث الى التعريف بتراكيب الافعال العبارية الانكليزية وانماطها وانواعها وخصائصها وكذلك طرق تاويل معانيها المتعددة سواء كانت حرفية او غير حرفية او بين ذلك . كما ويسعى الباحث ايضا الى اثبات فرضيات البحث عمليا من خلال تحديد مسببات صعوبات فهم وتاويل المعاني التواصلية لهذا النوع من الافعال (معززة بالامثلة) ، وذلك نتيجة للاختلاف الشديد في النبرة أو الفروق الدقيقة بين لغتي المصدروالهدف . وفي خاتمة الدراسة يؤكد الباحث على المسائل الجوهرية من وراء الدراسة لاثيات فرضيات البحث ورفع بعض التوصيات اللازمة في مجال تعلم وتدريس اللغة الانكليزية كلغة اجنبية اوكلغة ثانية .

AN ANALYSIS OF IDIOMATIC EXPRESSIONS USED BY CONTENT CREATORS ON TIKTOK

This study covered the idiomatic expressions used by TikTok content creators. Finding out the meaning, characteristic, and contributions of idiomatic expressions for English teaching are the goals of this study. In 12 videos, the researcher discovered 54 idioms, which the writer has examined. The methodology for this study was qualitative research. The study's data sources were the idiomatic terms used in the content that TikTok content creators addressed. The study's nonhuman instrument is a smartphone, and the researcher is its human subject. Data categorization, selection, and reading comprised the study's three steps. This study searched for type idioms using Adam Makkai's idea. Idioms can be classified as either lexemic or sememic. All of the data was lexemic. Phrasal verb idioms, tournure idioms, irreversible binomial idioms, phrasal compound idioms, and integrating verb idioms are the five different characteristic of type lexemic idioms. The Adam Makkai theory is applied in this investigation. The researchers discovered 3 incorporating verb idioms, 26 phrasal compound idioms, 4 irreversible binomial idioms, 19 tournure idioms and 2 phrasal verb idioms.

Syntactic variation across the grammar: modelling a complex adaptive system

While language is a complex adaptive system, most work on syntactic variation observes a few individual constructions in isolation from the rest of the grammar. This means that the grammar, a network which connects thousands of structures at different levels of abstraction, is reduced to a few disconnected variables. This paper quantifies the impact of such reductions by systematically modelling dialectal variation across 49 local populations of English speakers in 16 countries. We perform dialect classification with both an entire grammar as well as with isolated nodes within the grammar in order to characterize the syntactic differences between these dialects. The results show, first, that many individual nodes within the grammar are subject to variation but, in isolation, none perform as well as the grammar as a whole. This indicates that an important part of syntactic variation consists of interactions between different parts of the grammar. Second, the results show that the similarity between dialects depends heavily on the sub-set of the grammar being observed: for example, New Zealand English could be more similar to Australian English in phrasal verbs but at the same time more similar to UK English in dative phrases.

Container Scheme-Image and Its Types: English Phrasal Verbs of Cognitive Activity

The article features the compositional semantics of phrasal verbs that denote a cognitive activity, as well as the interaction between their conceptual structure and the particle. The conceptual structures of these components can be described as mental schemes, e.g., a container with a certain vector of cognitive projection, and a number of subtypes. The compositional semantics of phrasal verbs of cognitive activity revealed that the interaction between the conceptual structure of the verb and the particle is a cognitive mechanism that develops its semantics. The container metaphor is based on the semantic potential of the verbal component and such particles as in, out, and through. These particles are usually combined with verbs of movement, physical activity, and perception. As part of phrasal verbs of mental activity, they realize the following prototypical concepts: the subject / object of the action gets into / penetrates into the container, is out / outside of the container, or crosses the border of the container, respectively. The role of the container belongs not to real objects, but to abstract entities, e.g., memory, consciousness, attention, feelings, thoughts, etc., as well as various physical and mental states or situations in which objects are immersed.

THE PROBLEM OF COMPLEX VERBS IN KAZAKH LINGUISTICS

In this research, the structure of the language system has been sufficiently investigated. In Kazakh linguistics, the verb as a part of speech in the structural aspect has been the object of many research works; grammatical features and lexical-semantic groups are determined. However, there are problems that have not been resolved about verbs. One of these problems concerns compound verbs. The article analyzes linguistic units that are called complex verbs in textbooks, monographs, academic grammars and belongs to different categories; explains the concept of "complex verb", its relationship with the concept of "compound word". Because the verbs in the Kazakh language, which are described as complex verbs, grammatically differ from the concepts of complex nouns, complex adjectives, complex numerals. The author analyzes the main approaches to the classification and formulation of conclusions regarding the definition of complex verbs in the Kazakh language and the differentiation of their types. As well as complex verbs, analytical forms of verbs, complex forms formed by the auxiliary verb edi, phrasal verbs, compound verbs are considered from such aspects as semantic, structural, morphological; their affiliation to language levels and grammatical features are indicated.

Common speech mistakes in schoolchildren’s final essays

It is particularly important to analyse the typical mistakes schoolchildren make in their final essays. This work enables us to identify the gaps in learners’ knowledge resulting in inaccurate expression of thought, violation of logic, and stylistic dissonance. The article considers various typologies of errors obtained from schoolchildren’s essays. We have identified the most common grammatical, lexical, and stylistic errors. The first group includes an incorrect use of aspectual-temporal forms of the verb, participial and adverbial participial phrases, errors in sentences with homogeneous parts, and other issues. Lexically, students tend to choose incorrect words, violate lexical combinability and so on. Stylistic mistakes involve unnecessary use of low colloquial and colloquial vocabulary, literary vocabulary, including officialese, an improper use of figurative and expressive means, and other issues. The paper concludes that schoolchildren’s essays aim to be as literary as possible. Learners use standard constructions, "tried-and-tested" in many works.

ESL classroom interactions in a translanguaging space

Abstract There has been a recent proliferation of studies pertaining to translanguaging. This impetus is largely driven by the increasing acknowledgement of daily communications as translingual practice. In fact, the closely related construct of plurilingualism has been incorporated into the development of the companion volume of the Common European Framework of Reference for Languages (Council of Europe. 2020. Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. Strasbourg: Council of Europe Publishing. Available at: www.coe.int/lang-cefr). Despite the rising awareness towards translanguaging and plurilingualism in European and Northern American contexts (cf. Vallejo, Claudia & Melinda Dooly. 2020. Plurilingualism and translanguaging: Emergent approaches and shared concerns. Introduction to the special issue. International Journal of Bilingual Education and Bilingualism 23(1). 1–16), scepticism remains, especially in classroom settings. Through detailed analyses of extracts taken from 27 h of recordings of UK university ESL classroom interactions among Taiwanese L1 Mandarin students transcribed based on Jefferson (Jefferson, Gail. 2004. Glossary of transcript symbols with an introduction. In Gene Lerner (ed.), Conversation analysis: Studies from the first generation, 14–31. Philadelphia: John Benjamins) and supplemented by Matsumoto (Matsumoto, Yumi. 2019. Material moments: Teacher and student use of materials in multilingual writing classroom interactions. The Modern Language Journal 103(1). 179–204) and Zhu et al. (Zhu, Hua, Wei Li & Agnieszka Lyons. 2017b. Polish shop(ping) as translanguaging space. Social Semiotics 27(4). 411–433), we aim to demonstrate the complementarity effect of various multimodal resources in progressing classroom instructions. Our analyses reveal that the different linguistic and non-linguistic resources deployed contribute to scaffolding and the development of a layered understanding of the concept in discussion (e.g. phrasal verbs). We argue that the translanguaging space enables students to engage in deeper learning. Students are empowered to break down the rigid power structure and actively participate in knowledge co-construction. We end our paper by calling for research that bridges current understanding of translanguaging and policy and assessment strategies development.

Language sample analysis of conversation samples from school-age children who stutter: The role of syntactic factors in stuttering

IntroductionThe purpose of the study was to compare school-age children who stutter (CWS) and age-matched children who do not stutter (CWNS) in syntactic abilities and syntactic performance. MethodsComputerized Language Sample Analysis (LSA) was conducted on the conversation samples obtained from 46 school-age CWS and CWNS between 7 and 16 years (CWS, n = 23). Syntactic abilities were assessed using the Index of Productive Syntax (the IPsyn) and Developmental Sentence Scores (DSS) and mixed effects logistic regression analyses with participants as random effects were conducted to determine if the scores were predictive of group membership. Additionally, the groups were compared in the IPsyn subcategories to assess the use of syntactic structures. Syntactic performance was assessed by: (a) Categorizing the sentences from each conversation sample into high vs. low syntactic complexity categories based on DSS scores and comparing the sentence categories in % stuttered sentences (% SS); and (b) Comparing the groups in the proportion of phrase-level disfluencies (phrase repetitions vs. revisions) that are associated with syntactic planning. ResultsIn terms of syntactic abilities, the IPsyn scores interacted with the number of utterances (sample size) used to compute the scores in predicting group membership. In comparison to the CWNS, the CWS obtained higher scores in the IPsyn and the sentence structure subcategory of the IPsyn that were independent of sample size. In terms of syntactic performance: (a) Significantly more sentences were stuttered in the high compared to the low syntactic sentence category; (b) Compared to the CWNS who demonstrated significantly more phrase revisions, the CWS showed comparable and fewer phrase revisions and repetitions. Additionally, post-hoc analysis showed that the CWS used significantly elaborated noun phrases and a similar trend was evident for verb phrase elaborations. A significant association between verb phrase elaborations and%SS was also obtained. ConclusionsFindings from the IPsyn and the use of elaborate noun phrases, and to some extent verb phrases, suggested that the CWS used more complex syntax even in shorter conversational samples. More stuttered sentences in the high DSS sentence category, the use of fewer phrase revisions, and the association between stuttering and elaborated verb phrases in the CWS are interpreted to suggest the effects of syntactic planning and reformulation demands on fluency during ongoing articulation.

Exploring Figurative Language: Expressions and Metaphors in Sports Reporting of Java Pos (Edition, June 1, 2018)

The utilization of figurative language in sports reporting significantly enhances communication’s allure and competitiveness within this realm. Figurative language entails expressions not meant to be taken literally but carrying implied meanings that enrich interpretation for readers or listeners. It crucially illustrates action and drama in sports news, engendering a more immersive reading experience and influencing how events are comprehended. This research probes into the use of figurative language, particularly expressions and metaphors, within sports reporting's context. The study’s focal point was the June 1, 2018 edition of the esteemed Indonesian newspaper, Java Pos, renowned for its vibrant sports reporting, particularly in football. Data consisted of expressions and metaphors in the form of verbs, nouns, adjectives, and numerals, sourced from Java Pos' sports reporting (June 1, 2018 edition), especially relating to football. The methodology involved participatory observation reading 7 football-specific sports pieces and scrutinizing each for expressions and metaphors. Additionally, documentation was employed collecting and analyzing articles from the designated edition to assess metaphors and expressions through a figurative language lens. Post data collection, data was condensed and classified by category (nouns, verbs, adjectives, and numerals) then verified and interpreted contextually. Content analysis was applied for data analysis, comprehending the contextual use and its impact on reader comprehension. The findings unveiled the presence of expressions and metaphors, encompassing verb phrases, nouns, adjectives, and numerals, in the news reports. This study uncovers the usage of figurative language, enriching communication, fostering creativity, and contributing to elevated sports reporting quality and deeper audience understanding.

Promoting Vietnamese Learners’ Knowledge of English Phrasal Verbs: An Action Research Study

This study aims to promote the learning of phrasal verbs (PVs) of Vietnamese low-intermediate adult English-as-a-foreign language (EFL) learners. Thirty-one students were involved in the study over an eleven-week span. In this study we adopted an action research design with a four-stage procedure, including planning, acting, observing and reflecting. The planning stage starts with exploring how PVs are introduced in the textbooks through document analysis and investigating the students’ current knowledge of PVs thorough diagnose text. The acting stage goes with implementing some measures to raise the students’ awareness of the syntactic and semantic features of this lexico-grammatical area and to increase their uptake of PVs through both incidental and intentional learning. The observing phase works on systematically and continually evaluating the effectiveness of the action taken through regular, progressive tests and in-class discussion. The effectiveness of the treatment was measured with pre-, immediate post-, and delayed post-tests in a form of gap filling multiple choice individual sentences. The final stage is reflecting - mirroring the gains and limitations of the teaching and testing techniques implemented. The results of this study reveal a constrained depiction of the PVs in certain aspects, echoing concerns highlighted in prior research. The findings propose that the integration of PV instruction into the comprehensive enhancement of language proficiency for A1-B1 proficiency levels, coupled with a targeted cognitive approach to PVs at the A2-B1 levels, can result in enhanced, enduring retention of PV knowledge. This study deliberates on pragmatic implications for the efficacious advancement of EFL learners' comprehension and utilization of PVs.

The Role of Phrasal Verbs in Business Communication

The Role of Phrasal Verbs in Business Communication

ACCELARATING THE STUDENTS' FREQUENCY WORD FOR BASIC CONVERSATION BY GIVING A WEEKLY ACHIVABLE TARGET OF ENGLISH VOCABULARY AT JUNIOR HIGH SCHOOL 1 BONTOMMARANNU

This research is aimed to To find out many Action verbs and Phrasal Verbs are achivable by first grade students’ in a week at Junior High School. The research applied pre-experimental method with one group pre-test post-test design and the data were collected by giving pre-test, treatment and post-test. the sample of the research was VII 8 at Junior High School 1 Bontomarannu which consisted of 16 students. The population of this study was the first grade at Junior High School 1 Bontomarannu which consisted of 296 students in the academic year of 2021/2022. The sample was taken by cluster random sampling technique to select the sample of the research. The technique used for obtaining data was vocabulary test words. The research findings showed that the mean score of students vocabulary in action verb was proved by post-test 76.87 it was higher than the mean score of the students in pre-test 41.25. Mean score of the students vocabulary in phrasal verb was proved by pre-test 42.87 and post-test 76.25. and the hypothesis t-test value was 4.01. it means that Ha was accepted. In other words, vocabulary by giving a weekly achivable target was very good in enhance the students vocabulary especially in action verb and phrasal verb.

Partiklar i sørsamisk

The article presents the most central particles in Southern Sami, and argues that they constitute a separate part of speech different from adverbs. Most particles usually occur in the second position of the sentence, but several particles may also occur in second position in complex verb phrases, i.e. in third position in the sentence. A group of words have in previous research been treated as both proclitic and enclitic particles, it is argued here that these should be treated as adverbs.

POSITION OF OPYAT’ AND TVOJ IN THE CLAUSE LINEAR STRUCTURE IN THE QUEEN OF SPADES

The linear structure of nominal phrases with a possessive pronoun and verbal phrases with an adverb opyat’ ‘again’ in the text of The Queen of Spades by A.S. Pushkin is studied in comparison with the material of N.M. Karamzin’s story Island of Bornholm and a sample from the RNC, limited to 1738–1840. It is shown that changes in the structure of nominal and verbal phrases in Pushkin’s prose consisted not only in the “reduction of forms of qualitative assessment” and “compression” of the syntagma structure, as V.V. Vinogradov wrote, but also in the restructuring of their linear structure. The tendency towards the gradual transformation of the preposition of a possessive pronoun into a neutral, unmarked one, which is only outlined by Karamzin, in Pushkin’s prose gets the character of a completed process. The postposition of the word opyat’ to the finite verb, which was absolutely predominant in previous eras, in the texts of A.S. Pushkin clearly begins to give way to preposition; in Pushkin’s prose, a turning point of the process that led to the complete dominance of preposition opyat’ in modern Russian is recorded. In The Queen of Spades, there is also a tendency for the semantic factor to influence the choice of preposition/postposition of opyat’: in sentences with an agentive subject, realizing the perspective of the narrator observing the character, opyat’ appears in postposition to the finite verb; in sentences with a non-agent subject, realizing the perspective of the character, it appears in preposition. Other Pushkin’s texts, as well as modern speech, do not demonstrate such a tendency.

Old English perspectives on the complement shift

Abstract This article gathers a motivated inventory of Old English self-manipulative verbs, including Abstain verbs and Refrain verbs, analyses their semantics and syntax and offers diachronic perspectives on the replacement of that-clause complementation with the from + -ing construction. Such perspectives go in two directions. Firstly, the semantics of the that-clause remains intact throughout the change to the from + -ing construction. Secondly, deverbal nominalisations contribute to the semantics and syntax required by the gerund. The main conclusion is that Refrain verbs are exceptional because the competition leading to the Complement Shift does not hold between finite and non-finite clauses, but between finite clauses and deverbal nominalisations. This has two important consequences: the status of derived nominal linked predications must be acknowledged, and deverbal nominalisations must occupy the top of the syntactic ranking of clause linkage.

DEONTIC MODALITY IN GHANAIAN PENTE-CHARISMATIC SERMONS

The linguistic analysis of sermons has in recent times attracted some attention in linguistic research. Notwithstanding, studies on language use in sermons have predominantly examined the style of individual preachers but with limited attention to linguistic resources on deontic modality. To fill this gap, the present study examines the linguistic resources employed in expressing deontic modality in selected Ghanaian Pente-Charismatic sermons. It is theoretically underpinned by the Register Theory propounded by Halliday (1989) and Biber and Conrad (2009). The study is a qualitative case study that purposively sampled twenty Pente-Charismatic sermons delivered by three Ghanaian preachers namely Apostle General Sam Korankye-Ankrah; Bishop Charles Agyin-Asare and Bishop Nicholas Duncan-Williams. The findings reveal that modal verbs are used to make declarations and admonish listeners on various Christian principles, lexical verbs are used dominantly in the form of action verbs to construe preachers as powerful people who instruct congregants on their Christian obligations while auxiliary verbs are used to support the main verbs to emphasise various actions in the sermons. Phrasal verbs, adverbs, and clauses on the other hand are insignificantly used to enable the preachers to convey their messages in plain language that would be understood by their audience. This paper extends the scholarship on register analysis of sermonic discourse by focusing attention on Pente-Charismatic sermons, a context underexplored in the literature. It also illustrates the communicative implications that underpin the use of various forms of deontic modality in sermonic discourse. The study therefore has implications for the register theory and studies on language use in sermonic discourse.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>