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Zhao, Ruoying. „Decomposing Perfect Readings“. Languages 7, Nr. 4 (27.09.2022): 251. http://dx.doi.org/10.3390/languages7040251.
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The previous literature established the set of ‘perfect’ readings, including experiential/existential, resultative, recent past, hot news, the Present Perfect Puzzle, the lifetime effect, and the lack of narrative progression. On the other hand, it has been noted that the present perfect in some languages other than English, as well as similar tense/aspect constructions in other languages, falls into the category of a ‘general-purpose past perfective’, namely a tense-aspect constructionsharing some properties with the English present perfect while not being subject to constraints such as the lifetime effect and the Present Perfect Puzzle. In this paper, I propose that the general-purpose past perfectives are presuppositionally neutral tense/aspect constructions that allow the standard past perfective reading. If a language has presuppositionally stronger alternatives for the past perfective (presupposing anaphoricity, uniqueness, etc.), by the Presupposed Ignorance Principle (PIP), the presuppositionally neutral past perfective form will be felicitous only if the presuppositionally stronger alternatives cannot be used. Otherwise, the presuppositionally neutral past perfective will behave like a general-purpose past perfective in the above sense. I argue that this competition is the source of many of the perfect readings observed. I further argue that the cross-linguistic variation in this respect follows from the available alternatives languages have. I illustrate this idea with three groups of languages: (i) English; (ii) French, German, Italian; and (iii) Mandarin Chinese, each illustrating a different set of alternatives available, in both the temporal and aspectual domains. This analysis allows me to decompose various perfect readings that come from different sources and make better predictions regarding which of these readings a tense/aspect construction in a given language has.
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Fisher, Sabriya. „The Status of ain't in Philadelphia African American English“. Language Variation and Change 34, Nr. 1 (März 2022): 1–28. http://dx.doi.org/10.1017/s0954394522000060.
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AbstractThis paper investigates use of ain't in a corpus of naturalistic speech from forty-two African-American Philadelphians. Use of ain't in past/perfective contexts where it varies with didn't is considered a unique feature of AAE. This use is compared in apparent time to uses of ain't in tense-aspect environments shared with other English varieties. Results show that past/perfective uses of ain't increased during the twentieth century while use in other contexts remained stable, supporting the hypothesis that past/perfective uses resulted from recent change. Generalized linear models for ain't in past/perfective and other contexts show that sociostylistic and linguistic constraints are otherwise the same across contexts. Finally, evidence that a past/perfective use of ain't resulted from either the phonetic reduction of didn't or a shift in meaning from uses of ain't in anterior contexts is examined.
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Wilson, Jack L. „Aspect and the English modal system“. Revista de Filología y Lingüística de la Universidad de Costa Rica 16, Nr. 2 (30.08.2015): 93. http://dx.doi.org/10.15517/rfl.v16i2.19640.
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Se propone que cada frase Inglés no contiene sólo el tiempo (pasado y no pasado), sino también de aspecto (perfectivo y imperfectivo). Mientras que otros idiomas pueden marcar aspecto formal, en Inglés es con frecuencia una categoría encubierta y puede dar lugar a ambigüedades, sobre todo en el lenguaje escrito. La interacción de aspecto y el tiempo con los diferentes modales se muestra en un esfuerzo para describir la forma en que los diferentes modales se han de interpretar semánticamente. It is proposed that every English sentence contains not only time (past and non-past) but also aspect (perfective and imperfective). Whereas other languages may mark aspect formally, in English it is frequently a covert category and may give rise to ambiguities, especially in the written language. The interaction of aspect and time with the different modals is shown in an effort to describe the way the different modals are to be interpreted semantically.
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Nwala, Michael Alozie. „Aspects of the Grammar of Past Tense and the Present Perfective Aspect in English and Echie: A Contrastive Account“. AFRREV IJAH: An International Journal of Arts and Humanities 9, Nr. 1 (28.04.2020): 80–86. http://dx.doi.org/10.4314/ijah.v9i1.8.
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The absence of a parallel equivalence in the grammar of past tense and perfective aspect in English and Echie is significantly responsible for the errors that occur in the related sentences of the Echie second language learners of English. This article is a contrastive analysis of the grammar of past tense and present perfect tense in English and Echie and it highlighted the structural specifics of each of the languages. Using the descriptive research design, the data for this study were gathered through the primary sources (ten competent native speakers of Echie were interviewed) and the secondary sources (examples generated from textual materials). Our description showed a complete range of morphological differences in past tense and present perfect tense of English and Echie as seen in the use of 1st, 2nd and 3rd persons singular and plural respectively. The paper concludes that the parametric variation in the past tense and perfective aspect of English and Echie languages show that every language is unique in some sort.
Key Words: Contrastive, grammar, tense, parametric, descriptive, interference; language.
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Eibensteiner, Lukas. „Transfer in L3 acquisition“. Current Visions of TAML2 8, Nr. 1 (31.12.2019): 67–83. http://dx.doi.org/10.1075/dujal.19003.eib.
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Abstract The present study examines the influence of L2 English on the acquisition of perfective and imperfective aspect in L3 Spanish among German-speaking learners. We will argue that English will be activated as the default transfer source due to principles of acquisition, which are similar for both the L2 and the L3, and because of structural similarities between both languages. The analysis is based on data from 36 German-speaking learners with varying levels of knowledge of aspect in English, their L2, and learning Spanish. For data elicitation, two semantic interpretation tasks were used. The findings show that aspectual knowledge in L2 English affects the acquisition of L3 Spanish past tenses. However, the positive effect is not comprehensive, but rather, restricted to certain semantic contexts (e.g., past/perfective contexts). The discussion points to the possible effects of oversimplified one-to-one-mappings of form and meaning between L2 English and L3 Spanish.
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Farghal, Mohammed. „Present perfect or simple past?“ Babel. Revue internationale de la traduction / International Journal of Translation 64, Nr. 5-6 (31.12.2018): 710–33. http://dx.doi.org/10.1075/babel.00063.far.
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Abstract The present study aims to examine the claim that the preverbal particle qad in the perfective is an aspectual marker of near past in Arabic, hence it corresponds to the present perfect in English. The authentic translational corpus drawn from two works (journalistic/scientific and literary discourse) clearly indicates that the preverbal qad is employed as a cohesive marker whose main function is to smooth and naturalize Arabic discourse. The study demonstrates that the translator’s choice between an Arabic simple past with or without qad is governed by the requirements of the flow of discourse rather than by aspectual marking. Failure to account for this discursive function of qad when translating from English into Arabic would in Arabic translations produce cohesion gaps which in English are usually taken care of by punctuation.
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Flora, Mousume Akhter, und SM Mohibul Hasan. „The Semantics of Progressive Aspect: A Thorough Study“. Stamford Journal of English 7 (06.04.2013): 87–97. http://dx.doi.org/10.3329/sje.v7i0.14464.
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In English grammar, verbs have two important characteristics--tense and aspect. Grammatically tense is marked in two ways: Present and Past. English verbs can have another property called aspect, applicable in both present and past forms of verbs. There are two major types of morphologically marked aspects in English verbs: progressive and perfective. While present and past tenses are morphologically marked by the forms verb+s/es (as in He plays) and verb+d/ed (as in He played) respectively, the morphological representations of progressive and perfective aspects in the tenses are verb+ing (He is/was playing) and verb+d/ed/n/en (He has/had played) respectively. This paper focuses only on one type of aspectual feature of verbs--present progressive. It analyses the use of present progressive in terms of semantics and explains its use in different contexts for durative conclusive and non-conclusive use, for its use in relation to time of reference, and for its use in some special cases. Then it considers the restrictions on the use of progressive aspect in both present and past tenses based on the nature of verbs and duration of time. DOI: http://dx.doi.org/10.3329/sje.v7i0.14464 Stamford Journal of English; Volume 7; Page 87-97
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Chłopek, Dorota. „The PATH/LINK schema in Past-Simple vs. Present-Perfect English TA-expressions contrasted with Polish versions“. Świat i Słowo 34, Nr. 1 (10.03.2020): 337–56. http://dx.doi.org/10.5604/01.3001.0014.3058.
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The aim of this paper, which has an explanatory character, is to present the English perfective (past) TA-construction vs. the present-perfect TA-construction by means of image schemas of PATH and LINK, respectively, since the said constructions pose a contrast that is absent from the Polish language. Five examples of English text are juxtaposed with two Polish versions for comparison of how the two English constructions can be instantiated in Polish, the lexical means used in the Polish versions vary. Hence Polish learners of English are encouraged herein to look for hints which will sensitize them to the usage of the past-simple construction vs. the present-perfect construction, in association with the semantic schemas of PATH and LINK in relation to said grammar constructions.
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Zahler, Sara. „The second language development of past perfective forms in Spanish“. Borealis – An International Journal of Hispanic Linguistics 12, Nr. 1 (12.06.2023): 207–29. http://dx.doi.org/10.7557/1.12.1.6725.
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Research studies on second language (L2) morphosyntactic variation that include multiple learner course or experience levels often conduct separate statistical analyses of the factors affecting variation, one per learner level, and compare significant constraints and their coefficients across these groups as an indication of L2 development. This method of comparing across multiple regression analyses can lead to the perception of differences across participant groups that may not be statistically significant. Thus, the current study reanalyzes the data from Author (forthcoming), who investigated the development of past perfective form variation by 105 English-speaking L2 learners of Spanish from six course levels. Participants selected between the preterit and PP on a written contextualized task, in which 32 discursive contexts in a narrative were manipulated for four linguistic variables known to affect preterit-PP variation in the Spanish-speaking world: time of action, verb lexical aspect, sequencing, and presence of a temporal adverb. In our analysis, we combined the data from the six distinct Spanish L2 course levels into one model, and included an interaction between course level and each of the linguistic constraints manipulated in the task. We then compared our findings to Author (forthcoming) who conducted separate regression analyses for each course level. Findings indicate that only time of action and sequencing demonstrated significantly different effects across course levels, and that separate regression analyses across learner levels may lead to an overestimation of differences among these levels.
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Yao, Xinyue. „The evolution of the “hot news” perfect in English“. Journal of Historical Pragmatics 17, Nr. 1 (07.06.2016): 129–52. http://dx.doi.org/10.1075/jhp.17.1.06yao.
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This paper deals with the “hot news” use of the English present perfect. Previous research has suggested that this use marks the end point of the perfect category, paving the way for further grammaticalisation to a perfective or past tense. To examine its historical development in Modern English, verb forms in the leads of hard news reports in the New York Times and the Sydney Morning Herald were examined, with comparison made between two time periods, 1851–1900 and 1951–2000. Attention was given to contextual influence on the choice between the present perfect and the past tense for expressing hot news meanings. The quantitative findings show that the hot news perfect has not taken over the ground of other tense forms, but has become increasingly associated with unspecified, recent past time. The evolution of the English present perfect in general is characterised by register-mediated functional specialisation.
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Mudhsh, Badri Abdulhakim, Mohammed Al-Raimi und Ahmed Al-Maashani. „Present Perfect Tense in Arabic and English: A comparative Analysis“. Studies in Humanities and Education 5, Nr. 1 (01.02.2024): 19–26. http://dx.doi.org/10.48185/she.v5i1.1008.
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Arabic and English are members of distinct linguistic families. Arabic is a member of the Semitic group. This language has been synthesized. The Indo-European language family includes English. Commonly, it is an analytical and synthetic language. This study delves into an analytical analysis of the forms and usage of the present perfect tense (PPT) in Arabic and English based on the contrastive analysis theory (CA). The study utilized the descriptive-qualitative method to compare and analyze the data in this tense. The data utilized in this study were obtained from both prior and recent research. Based on the analysis, a tensional discrepancy exists between the Arabic and English languages, specifically concerning the present perfect tense. In Arabic, in contrast to English, it employs a variety of particles and adverbials to denote temporal reference. The perfective aspect in Arabic conveys abstract temporal characteristics. The formation of the present perfect tense in Arabic involves the use of the particles /qad or laqad/ before the perfective verb. On the other hand, English present perfect tense is constructed by combining the subject with the auxiliary verb “have” or “has” and the past participle form of the main verb. Finally, the realization of this particular tense in the English language poses a significant challenge due to the absence of a clear translation or equivalent in other linguistic systems, especially Arabic.
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Ziegeler, Debra, und Sarah Lee. „Lexical Retention in Contact Grammaticalisation: Already In Southeast Asian Englishes“. Journal of Language Contact 12, Nr. 3 (28.01.2020): 737–83. http://dx.doi.org/10.1163/19552629-01203006.
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Amongst the problems of contact grammaticalisation research in past studies has been, first, the problem of searching for diachronic evidence in relatively ‘new’ language situations, something which was advocated by Bruyn (2009), amongst others as essential to contact grammaticalisation research. Because of the absence of stage-by-stage diachronic evidence for contact grammaticalisation, many cases of ordinary contact-induced grammaticalisation may at first appear as simply calques (polysemy-copying in Heine & Kuteva 2005). The present study reveals the presence of lexical persistence in the age-graded distribution of the perfective marker already in Singaporean and Malaysian English, and demonstrates that even ordinary contact-induced grammaticalisation may be gradual if it is mediated by constraints from the lexifier source material. The study also questions the hypothesis of Total Systemic Transfer of the Chinese perfective aspectual system in Singapore English (Bao, 2001; 2005; 2015), and suggests an extended function for the Lexifier Filter in contact.
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De Swart, Henriette, Cristina Grisot, Bert Le Bruyn und Teresa M. Xiques. „Perfect variations in Romance“. Isogloss. Open Journal of Romance Linguistics 8, Nr. 5 (14.11.2022): 1–31. http://dx.doi.org/10.5565/rev/isogloss.213.
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The morpho-syntactic configuration auxiliary (have or be) + past participle known as the have-perfect functions as a tense-aspect category in many Western European languages. Synchronic variation within Romance nicely illustrates the developmental pattern described as the aoristic drift, whereby the perfect develops over time into a perfective past with full-fledged past meanings. A parallel corpus study of L’Étranger by Albert Camus (1942) and its translations using the Translation Mining methodology provides empirical data supporting the view that modern French, Romanian and Italian make a more liberal use of the perfect, whereas the perfect distribution in Spanish is closer to (but not identical to) English. Catalan occupies an intermediate position and Portuguese has the most restricted perfect among the Romance languages. We argue that this variation is best captured by a perfect scale, without a clear cut-off point between perfect and perfective past meaning. The meaning ingredients that govern the distribution of the have-perfect across Romance languages emerge from the parallel corpus. They include lexical, compositional and discourse semantics, and range from sensitivity to aspectual class, pluractionality, hodiernal and pre-hodiernal past time reference to narration.
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Alotaibi, Yasir. „Verb Form and Tense in Arabic“. International Journal of English Linguistics 10, Nr. 5 (30.07.2020): 284. http://dx.doi.org/10.5539/ijel.v10n5p284.
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This paper discusses tense in Arabic based on three varieties of the language: Classical Arabic (CA), Modern Standard Arabic (MSA), and the Taif dialect (TD). We argue against previous analyses that suggest that Arabic is a tenseless language, which assume that tense information is derived from the context. We also argue against the suggestion that Arabic is tensed, but that its tense is relative, rather than absolute. We propose here that CA, MSA, and TD have closely related verb forms, and that these are tensed verbs. Tense in Arabic is absolute in a neutral context and verb forms take the perfective and imperfective aspect. Similar to other languages including English, verb forms in Arabic may take reference from the context instead of the present moment. In this case, we argue that this does not mean that tense in Arabic is relative, because this would also imply that tense in many languages, including English, is relative. Further, we argue that the perfective form indicates only the past tense and the imperfective form, only the present; all other interpretations are derived by implicature.
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JOHNSON, BONNIE W., und MARC E. FEY. „Interaction of lexical and grammatical aspect in toddlers' language“. Journal of Child Language 33, Nr. 2 (Mai 2006): 419–35. http://dx.doi.org/10.1017/s0305000906007410.
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This study examined the effect of lexical aspect on children's imitation accuracy of English tense-aspect morphology. Thirty-five typically developing children, ages 2;4 to 3;1, imitated sentence-pairs in which the same regular verb was used once in an activity (skip on the rug) and once in an accomplishment (skip out the door). Children imitated past-imperfective morphology equally well in accomplishments and activities, but they imitated past-perfective morphology with higher accuracy in accomplishments than activities. These findings suggest that children's early morphology development is influenced by lexical aspect conveyed at the sentence level, as predicted by the PROTOTYPE HYPOTHESIS.
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Aijing Li und 최문홍. „Developmental Errors in Chinese L1 Speakers’ Use of the L2 English Past Tense and Perfective Aspect“. Linguistic Association of Korea Journal 25, Nr. 1 (März 2017): 29–53. http://dx.doi.org/10.24303/lakdoi.2017.25.1.29.
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Bondar, Vladimir. „Aoristic Drift and Narrative Perfect in Early Modern English“. International Journal of English Studies 21, Nr. 2 (26.12.2021): 57–81. http://dx.doi.org/10.6018/ijes.467671.
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In the current study, data from A Corpus of English Dialogues (1560-1760) are used to consider contexts with the have-perfect and temporal adverbs of the definite past time such as yesterday, last night, ago. Data analysis is conducted within the framework of a usage-based approach, which gives evidence to the hypothesis that in Early Modern English the have-perfect in spoken register was gradually developing perfective semantics and that it followed the stages of generalization of meaning depending on the degree of event remoteness. Investigation of the instances where the have-perfect is used in narrative passages shows that the have-perfect in such contexts does not lose its pragmatic component of current relevance but is employed to highlight a crucial event out of a chain of past events. The paper proposes the hypothesis that the main mechanism preventing the have-perfect from further aoristicization is the operation of syntactic analogy within the syntactic paradigm of the present perfect, which had already fully developed by the time of Early Modern English.
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Btoosh, Mousa A. „Tense and Aspect in the Academic Writing of Arab L2 Learners of English: A Corpus-Based Approach“. Journal of Language and Education 5, Nr. 2 (30.06.2019): 26–47. http://dx.doi.org/10.17323/jle.2019.7769.
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This study aimed at explicating the use of tense and aspect in the academic writing of Arab L2 learners of English. The scope was restricted to two absolute tenses (simple present and simple past), perfective and imperfective aspects, and verb-form errors arising from the deletion or addition of the third person singular-s besides the omission of copula and auxiliary verbs. The study was conducted on the basis of a comparative, quantitative analysis of the target forms between a learner corpus and a similar-sized native one. In pursuing and achieving the stated objectives, it also concentrated on the types and sources of the tense, aspect and verb form errors in learners’ performance. In addition to the significant disparity between the two corpora in terms of the frequency count and percentage of most of the target forms, the findings confirmed learners’ tendency to use more verbs than native speakers. Results also showed that learners’ use of the preterit (simple past), and perfective and imperfective aspects were largely constrained by their L1 grammar and semantic interpretation of verbs (independent of the target language norm). Moreover, the findings revealed some common inconsistent erroneous forms attributed to the omission or addition of the third person singular-s and the omission of copula and auxiliary verbs. Several main factors were identified as potentially responsible for learners’ errors, that is, inconsistency inherent in L2 rules, learners’ limited exposure to (authentic) L2, overgeneralization, redundancy reduction, and language transfer. The findings suggest the need to introduce appropriate pedagogical methods to best present the target language rules.
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Sun, Hongyuan, und Hamida Demirdache. „Time Reference in Mandarin Relative Clauses“. Languages 7, Nr. 3 (05.07.2022): 170. http://dx.doi.org/10.3390/languages7030170.
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In this paper, we investigate constraints on the time reference of embedded clauses in Mandarin. We show that while English past-tensed embedded clauses disallow later-than-matrix readings in intensional contexts on a de dicto construal, Mandarin relative clauses with bare predicates yield temporally free readings across the board. We argue that the contrast between the temporal interpretations of bare embedded clauses in Mandarin vs. past-tensed embedded clauses in English is not due to a putative contrast between ‘tenseless’ languages (as Mandarin is traditionally assumed to be) and ‘tensed’ languages such as English. Mandarin is indeed not tenseless, but rather has a covert Non-Future tense, restricting the reference time of bare sentences to non-future times. Moreover, Mandarin superficially tenseless embedded clauses with overt—be it perfect, perfective, durative/progressive—aspectual marking do not allow later-than-matrix readings on a de dicto construal, just like tensed embedded clauses in English. We conclude that the freedom of interpretation of bare embedded clauses in Mandarin cannot be imputed to null semantically underspecified tense, but rather to null semantically underspecified aspect. Our analysis provides, to our knowledge, the first arguments for Non-Future tense in embedded contexts.
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Domínguez, Laura, María J. Arche und Florence Myles. „Spanish Imperfect revisited: Exploring L1 influence in the reassembly of imperfective features onto new L2 forms“. Second Language Research 33, Nr. 4 (11.04.2017): 431–57. http://dx.doi.org/10.1177/0267658317701991.
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This study investigates the acquisition of the Spanish Imperfect by 60 English learners of Spanish at three different proficiency levels (beginner, intermediate and advanced). Two oral production tasks and one interpretation task show that although the Imperfect is used from early on, the full array of interpretations associated with this form (habitual, continuous and progressive) is not completely acquired even at advanced levels. Learners accept the Imperfect in imperfective contexts but have problems rejecting the Preterit. This problem persists even at advanced levels in continuous contexts. The continuous is conveyed in English by Past Tense, which is used in both perfective and imperfective contexts, whereas in Spanish only the Imperfect is appropriate. We argue that the incorrect low rejection of the Preterit signals a mapping problem of aspect-related features present in both English and Spanish onto a new form (the Imperfect). These results support the problematic nature of feature reassembly in the acquisition of the Spanish Imperfect by English speakers.
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Thurgood, Elzbieta, und Graham Thurgood. „Aspect, Tense, or Aktionsart?“ Journal of Pidgin and Creole Languages 11, Nr. 1 (01.01.1996): 45–70. http://dx.doi.org/10.1075/jpcl.11.1.04thu.
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This paper attempts to determine whether the particle ja in Kristang (spoken in Malacca, Malaysia) functions as part of an aspect, a tense, or an aktionsart system. The paper first argues that ja does not mark the perfective in an aspectual system. Second, it argues that ja does not mark the past in a tense system. It then argues, instead, that ja marks an aktionsart category, namely, a change of state. The paper concludes by noting some historical changes in the usage of ja and speculates about some incipient changes in the Kristang system as a whole. The analysis of this particle in different conversational settings suggests that for some speakers ja marks the present relevance of events that occurred in the past. This usage of the particle relates to its original adverbial semantics in Portuguese, where já means 'already'. However, it is argued that this change in the usage of the particle has been induced by English. English is now the dominant language for many Kristang speakers and it has a semantically very similar present perfect. It is on the basis of these similarities that ja is determined to be largely a perfect marker for some Kristang speakers.
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He, Yuyin. „The semantics of Mandarin futurates“. Language and Linguistics / 語言暨語言學 25, Nr. 2 (06.02.2024): 234–69. http://dx.doi.org/10.1075/lali.00154.he.
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Abstract This paper investigates future interpretations in Mandarin declarative root clauses without overt future modals, i.e., Mandarin futurates. Mandarin futurates require future time adverbs and schedulable eventualities, which denote future readings relative to the utterance time or a context-determined past time. Moreover, Mandarin futurates presuppose the existence of a plan in the context and are incompatible with a single perfective aspect marker le1 . To account for these facts, I argue that a covert future modal m-plan is present in futurates and extend the formal analysis for English simple futurates to Mandarin with necessary modifications.
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Minor, Serge, Natalia Mitrofanova, Gustavo Guajardo, Myrte Vos und Gillian Catriona Ramchand. „Temporal Information and Event Bounding Across Languages: Evidence from Visual World EyeTracking from“. Semantics and Linguistic Theory 1 (29.12.2022): 727. http://dx.doi.org/10.3765/salt.v1i0.5340.
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We explore the typological question of what the interpretation of grammatical perfectivity is, and how it connects to the related aktionsartal notion of boundedness/telicity on the one hand, and the tense category Past on the other. We report on a comparative experimental paradigm of past tense accomplishment sentences in Russian, Spanish and English respectively, in which we use an online visual world paradigm -- comparing looks to an ongoing representation (OE) with a result state representation (CE) -- to track the triggering of entailments of culmination during auditory processing. In all three languages, the results revealed at-ceiling preference for OE in the imperfective condition both in the offline task and the online gaze patterns. In the perfective condition, we found robust differences. In Russian, the choice of the result state (CE) picture in the offline task was at ceiling (95 %); for Spanish it was high, but not quite at ceiling (83 %); in English there was no statistical preference for the CE picture in the Simple Past condition (54 %, not significantly different from chance, p=0.39). Analysis of the participants' online gaze patterns yielded parallel results. Our results for English suggest that even on telic predicates, the simple past form does not obligatorily enforce a completed-event interpretation, contrary to previous assumptions in the literature (Smith 1995).
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Dmitrieva, Elizaveta Igorevna, Il'ya Valentinovich Grubin, Elena Viktorovna Kudryavtseva und Irina Ivanovna Pluzhnikova. „Translation of the grammatical meaning of past tense forms in a professional text (on the example of the railroad theme)“. Litera, Nr. 4 (April 2021): 8–17. http://dx.doi.org/10.25136/2409-8698.2021.4.35382.
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The subject of this article is the grammatical category of tense. The majority of linguists tend to define tense, the ratio of action to the moment of speech. The object of this research is the ways of translating past tense forms from English to Russian. The goal of this article consists in the analysis of functionality of the forms of expression of past tense in a professional text and translation techniques. The sentences selected via method of continuous sampling from online publications dedicated to the topic of transport, served as the material for this research. Analysis is conducted on 5,680 sentences. Examination of the language material employs the method of continuous sampling and quantitative analysis is used. Despite the fact that the grammatical category of tense in both English and Russian languages is well studied, translation of the category of tense has not been scrutinized within the framework of linguistic translation studies, which substantiates the relevance of this work. The novelty lies in systematization and quantitative description of the techniques of translation past tense forms from English to Russian. It is established that there are three main techniques of translating past tense forms into Russian: 1) using nonverbal means or infinitive verbs; 2) using nonpast tense forms; 3) using past tense forms. The choice of perfective or imperfective verb in translation is determined by the presence of additional grammatical meanings in the tense, as well as the context
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Wen, Xiaohong. „Acquisition of Chinese Aspect“. ITL - International Journal of Applied Linguistics 117-118 (01.01.1997): 1–26. http://dx.doi.org/10.1075/itl.117-118.01wen.
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Abstract This study investigates the acquisition of Chinese aspect markers of -le, -guo, and -zhe by English-speaking learners at the university level. The speech and written data produced by students at two different levels of proficiency were collected, compared and analyzed. The results show that English-speaking learners of Chinese acquire the perfective aspect marker -le and the past experience marker -guo before the durative aspect marker -zhe. The process by which learners acquire the aspect markers appears be meaning-based and can be summarized into: 1) looking for logical temporal sequences; 2) using time adverbials and conjunction for the time references; 3) using lexical aspects and word meanings; and 4) using pragmatic cues with the aspect markers of -le and -guo. Learners, especially at the lower level of proficiency, rely more on the time adverbial expressions and lexical aspects than learners at the more advanced level.
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Rastelli, Stefano, und Mirta Vernice. „Developing actional competence and the building blocks of telicity in L2 Italian“. iral 51, Nr. 1 (01.02.2013): 55–75. http://dx.doi.org/10.1515/iral-2013-0003.
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Abstract The Aspect Hypothesis assumes that – in early interlanguages – the perfective past spreads from telic to atelic verbs because events occuring in the past are easier to be associated with predicates having an inherent endpoint in their lexico-conceptual representation. In this study it is questioned whether for initial L2ers knowing the general meaning of a verb entails knowing also its actional template and that learners have innate principles that drive them to distinguish telic and atelic verbs from scratch. Data from our experiment of prompted narrative suggest that L1 English, L2 Italian tutored learners – although having knowledge of some telic verbs of motion – prefer to use the underspecified <italic>andare</italic> `go' and to build telicity compositionally. The overuse of most frequent and “basic verbs” and the promotion of adjuncts to the rank of real arguments is a challenge for both the Aspect Hypothesis and the parametric view to the acquisition of the tense-aspect system in a second language.
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Winford, Donald. „Variability in the use of perfect have in Trinidadian English: A problem of categorial and semantic mismatch“. Language Variation and Change 5, Nr. 2 (Juli 1993): 141–87. http://dx.doi.org/10.1017/s0954394500001459.
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ABSTRACTSociolinguistic situations that involve interplay between standard and nonstandard varieties have posed certain difficulties for the analysis of variation at the morphosyntactic level (Harris, 1984; Milroy, 1987). In particular, there is the problem of defining the scope and relevant contexts of morphosyntactic variables—a problem closely linked to that of identifying the semantic equivalence in terms of which the variable is defined (Cheshire, 1982; Romaine, 1984). This article addresses such issues by examining variation in the use of perfect have and its alternatives in the Trinidadian creole continuum. The alternatives to have include other Standard English (SE) forms (e.g., the past), as well as forms like perfective Ø, completive done, and others which function in the Trinidadian Creole (TC) system. The analysis is based on data from a sample of speakers from different social backgrounds. The variation described here is part of a wider pattern involving different strategies for expressing the various meanings associated with the perfect in SE, namely, the “continuative,” “experiential,” and “resulative” interpretations of have. TC employs different strategies for expressing these meanings. Perfective Ø is used (along with apporopriate adverbial specifications) to convey the experiential meaning; progressive -in, Ø copula, or Ø-marked statives convey the continuative sense; and completive done competes with prefective Ø to convey the resultative sense. All of these may vary with have. I discuss at length the procedures that are used to define the variable and the equivalents of have that are identified. A quantitative analysis reveals clear patterns of variation according to class, subcategory of perfect, and predicate type. The differences in the use of have are explained in terms of varying degrees of influences from vernacular norms among the social groups, as well as the availability of alternative choices to have within the pragmatic and grammatical environments. Finally, I indicate the implications of this investigation for the study of morphosyntactic variation in other divergent dialect situations. Specifically, the findings are relevant to situations, such as AAVE, which involve variation between standard and nonstandard strategies for expressing the meanings associated with the perfect and other morophosyntactic categories.
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DE WIT, ASTRID. „The relation between aspect and inversion in English“. English Language and Linguistics 20, Nr. 1 (05.10.2015): 107–28. http://dx.doi.org/10.1017/s1360674315000301.
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This article discusses the peculiar use of the simple present/past in full-verb inversion (i.e. locative inversion, directional inversion, quotative inversion, presentational there), and the corresponding scarcity of progressive aspect in these contexts. While it is normally ungrammatical in English to use the simplex tenses to report events that are ongoing at reference time, inversion seems to defy this restriction. Building on a combination of insights from analyses of aspect and of full-verb inversion in English, this study presents a cognitive-functional explanation for this exceptional characteristic of inversion that has gone largely unnoticed in previous accounts. I argue that there exists a canonical relationship between the preposed ground and the postposed figure in full-verb inversion and that this meaning of canonicity ties in perfectly with the perfective value that I deem constitutive of the English simple tenses. In addition, some cases of directional inversion involve a ‘deictic effect’ (Drubig 1988): in these instances, the conceptualizer's vantage point is anchored within the ground and the denoted (dis)appearance of the figure is construed as inevitable. On the basis of a large sample of corpus data and native-speaker elicitations, I demonstrate that the use of the progressive is disallowed in inverted contexts that involve a deictic effect, while its use is dispreferred but not excluded in other cases of inversion. This study thus brings together insights from the domains of information structure and aspect in English, and merges these into a comprehensive cognitive account.
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Mulder, Gijs, Gert-Jan Schoenmakers, Olaf Hoenselaar und Helen de Hoop. „Tense and Aspect in a Spanish Literary Work and Its Translations“. Languages 7, Nr. 3 (12.08.2022): 217. http://dx.doi.org/10.3390/languages7030217.
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This paper reports on a literary corpus study of four grammatical tenses across four European languages. The corpus consists of a selection of eight chapters from Javier Marías’s Spanish novel Así empieza lo malo ‘Thus bad begins’, and its translations to English, Dutch, and French. We annotated 1579 verb forms in the Spanish source text for tense, and, subsequently, their translations in the other languages, distinguishing between two registers within the novel, i.e., dialogue and narration. We found that the vast majority of the Spanish tenses are translated one-to-one to their counterparts in the three languages, especially in narration. In dialogue, we found several deviations, which we could partially account for within an Optimality Theoretic approach by appealing to the notion of markedness along two different typological dimensions, namely, tense (present versus past) and aspect (imperfective versus perfective).
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Fries, Simon, Jakob Halfmann, Eugen Hill und Denise Hübner. „From noun to future tense“. STUF - Language Typology and Universals 76, Nr. 1 (01.04.2023): 53–85. http://dx.doi.org/10.1515/stuf-2023-2002.
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Abstract This article explores a typologically unusual but recurrent evolutionary path of innovated future formations neglected by typological research: the change of predicative deverbal nouns (understood here in the broad sense of any deverbal nominal expression/formation) – namely agent nouns and participles – denoting actions typical of referents to future verb-forms via hypoanalysis. Starting with an overview of typologically recurrent ways of creating new future formations, the article seeks to demonstrate that the l-future found in the three Nuristani languages Nuristani Kalasha, Ashkun and Katë developed from active participles designating actions typical of their referents. As a typological parallel of this development the Vedic Sanskrit tā́-future is established, and it is shown by the example of the English will + infinitive future and the futurate use of Russian perfective non-past verb-forms how the change of predicative deverbal nouns denoting actions typical of referents to future verb-forms is brought about by means of hypoanalysis.
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Maryati, Selvi, Safnil Arsyad und Syafryadin Syafryadin. „Linguistics Features of Reading Passage in English Text Book K-13 Revised Edition for Senior High School Students in Indonesia: Analysis of Basic Text Properties“. Edu-Ling: Journal of English Education and Linguistics 5, Nr. 1 (31.12.2021): 17. http://dx.doi.org/10.32663/edu-ling.v5i1.2022.
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The objectives of this research are to identify the linguistic features contained in K 13 English textbook revised edition of grades X, XI, and XII published by the Ministry of Education and Culture of the Republic of Indonesia in terms of sentence pattern, types of tenses, voice, and aspect. This research is descriptive quantitative research. The sample of this research is thirty-nine reading passages were extracted from K13 English textbook revised edition published by the Indonesian Ministry of Education and Culture for senior high school students in Indonesia. All reading passages are taken as a sample, including fourteen texts of grade X, nine texts of grade XI, and sixteen texts of grade XII. The data were gathered by using a checklist and were analyzed by content analysis method. The findings showed that 1) The most common sentence patterns found are simple sentences. 2) Simple past tense is the majority of tenses used in reading the passages, especially at grade X and XI textbooks, while simple present tense is the dominant tenses found at grade XII. 3) The use of active voice dominates all reading passages at all grade levels. 4) The intensity of using the perfective aspect is higher than the imperfective aspect. 5) This result also implies that there are some differences in the findings of linguistic features from the three levels of this book. First, in terms of sentence patterns used in textbooks, at grade X the order of sentence patterns begins from the simple to the complicated one; simple sentences, then compound sentences, next complex sentences, and finally compound-complex sentences. Meanwhile, at grades XI and XII, the most complicated sentence patterns, namely compound-complex sentences, are less than compound sentences. Second, in terms of the types of tenses, the difference is that at grade X and XI textbooks, it is found that the dominant tenses used are simple past tense, while at grade XII textbooks, the most common tenses are simple present tense. these results indicate that the four linguistic features contained in English textbooks for high school In conclusion students in Indonesia need to be taught to students so that students can more easily understand and capture the meanings contained in the textbooks.
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Alhaider, Siham Mousa. „The syntax of the particle qad in standard Arabic and Asiri Arabic“. Saudi Journal of Language Studies 1, Nr. 2 (29.11.2021): 81–94. http://dx.doi.org/10.1108/sjls-08-2021-0014.
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PurposeThis article studies the particle qad in standard Arabic (SA) and Asiri Arabic (AA). In SA, qad is pronounced as [qæd], whereas in AA it is pronounced as [q?d] and written as qid. Qad in SA is different from qid in AA regarding its functional use and syntactic distribution. Accordingly, the study discusses the semantics and selection properties of qad/qid.Design/methodology/approachContrasting analyses are presented to verify which syntactic analysis better suits extended projection principle (EPP) extension, and tree structures are provided to elucidate ongoing problematic configurations and to provide solutions.FindingsThe SA particle qad has three functions: (1) a probability modal, as in may or might; (2) a perfective auxiliary, as in have, has and had; and (3) indicating emphatic purpose, as in do, does and did. Contrariwise, qid in AA has two meanings: (1) have, has and had (perfective auxiliary); and (2) the past tense of the English copula was/became (a linking verb). Given this background, there has been a debate in the syntax literature about whether qid/qad is an adverb. The current article provides evidence indicating that qid and qad are not adverbs.Research limitations/implicationsThe study is limited to the analysis of qid in Asiri dialect. Further research needs to be done on the different branches of the Asiri dialects according to the tribe. Sometimes, tribes have different sound for some words. There is not any literature review found on the Asiri dialects in the designated area of study; the particle qid.Practical implicationsThe study can be counted towards the Asiri linguistic heritage in documenting the syntactic and semantic properties of qid particle. The study contributes to the linguistic field of the Arabic language and its varieties.Social implicationsThe study offers a general review of the linguistic background of Asir region. The study introduces the reader to qad particle in SA and holds a comparison between the two researched versions of qad in SA and qid in AA.Originality/valueThe paradoxical analysis between qad and qid on all levels is presented (semantics, functional use, selection properties and level of configuration (EPP)). Also, it introduces the particle qid in AA as it was never investigated before.
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Jurin, Suzana, und Alenka Šuljić Petrc. „INSIDE OUT OF A TRAVEL BLOG: THE ROLE OF METONYMY THROUGH THE ASPECT PART-FOR-PART IN TEXT GENRE TRAVEL BLOG“. Folia linguistica et litteraria XIII, Nr. 39 (Februar 2021): 259–72. http://dx.doi.org/10.31902/fll.39.2022.13.
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This paper discusses travel blogs as informative textual genres that convey to the reader a range of attitudes, feelings, impressions, and actions of the author in the author's own words. The analysis of travel blogs as a text genre offers insight into the schema and structure of texts that reproduce tourist experiences by reconstructing their stories for their readers. The study presents a brief text linguistic analysis of 10 travel blogs classified into the text type Assertive, sub-type Informative. As an introduction to the schema and structure of travel blogs, a very brief analysis is conducted at the communicativepragmatic and thematic levels. The main aim of this research is to identify and investigate the role of metonymy in the textual genre of travel blogs. The analysis of the examples is based on the definitions of contemporary cognitive linguistics research. The examples of metonymy were extracted from the selected corpus of 10 travel blogs in English about the travel destination Dubrovnik (https://alittleadrift.com) and the metonymic situation part -for-part metonymy in the action domain- tense for a particular action was analyzed and described by the following occurrences: a) Present perfect for a perfective action; b) Present simple for a factual state; c) Past simple for a completed action. The results show that predicative adjectives in travel blogs perform the function of a predicate or relative clause. Metonymy Part-for-part relations in the tense system lead to conventionalized use of tenses. The metonymic use of tenses in the travel blog text genre is based on conventions, syntagms and lexical units used in tourism communication. The role of metonymy in the cases described was to activate the aspect of an action represented by predicates, thus enabling a more accurate understanding of the actions described in the travel blogs.
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Mansour, Ayad. „The Translation of the English Perfectives into Arabic in Selected Literary Texts“. International Journal for Scientific Research 2, Nr. 12 (27.12.2023): 258–83. http://dx.doi.org/10.59992/ijsr.2023.v2n12p11.
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This paper deals with the problems faced while trying to translate the English perfectives (present perfect simple and past perfect simple) into Arabic and suggested solutions to overcome these problems. It handles the tense system in English and Arabic and it shows how difficult the present perfect is for the non-native speakers of English. The paper reveals that little attention has been paid to the past perfect and the relationship between the two tenses has not been taken seriously in most grammar books. It aims to tackle the problem of translating the English present/past perfect into Arabic by suggesting some linguistic devices which can be of semantic and formal equivalents to the English perfect giving it a clear distinction from other tenses with the purpose of achieving the accurate meaning of the original. The researcher hopes that the findings of this study will, to a certain extent, help the translators, lexicographers and those who pay great attention to the contrastive studies.
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Bertrand, Anne, Yurika Aonuki, Sihwei Chen, Henry Davis, Joash Gambarage, Laura Griffin, Marianne Huijsmans et al. „Nobody’s Perfect“. Languages 7, Nr. 2 (13.06.2022): 148. http://dx.doi.org/10.3390/languages7020148.
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This paper challenges the cross-linguistic validity of the tense–aspect category ‘perfect’ by investigating 15 languages from eight different families (Atayal, Brazilian Portuguese, Dutch, English, German, Gitksan, Japanese, Javanese, Korean, Mandarin, Niuean, Québec French, St’át’imcets, Swahili, and Tibetan). The methodology involves using the storyboard ‘Miss Smith’s Bad Day’ to test for the availability of experiential, resultative, recent-past, and continuous readings, as well as lifetime effects, result-state cancellability, narrative progression, and compatibility with definite time adverbials. Results show that the target forms in these languages can be classified into four groups: (a) past perfectives; (b) experientials; (c) resultatives; and (d) hybrids (which allow both experiential and resultative readings). It is argued that the main division is between past perfectives, which contain a ‘pronominal’ tense, on the one hand, and the other three groups on the other, which involve existential quantification, either over times (experiential) or over events (resultative). The methodological and typological implications of the findings are discussed. The main conclusion of the study is that there is no universal category of ‘the perfect’, and that instead, researchers should focus on identifying shared semantic components of tense–aspect categories across languages.
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Doyle, Peter. „Pastoral Perfection: Cardinal Manning and the Secular Clergy“. Studies in Church History 26 (1989): 385–96. http://dx.doi.org/10.1017/s0424208400011062.
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Towards the end of his life Cardinal Manning made some notes on what he called, ‘Hindrances to the Spread of Catholicism in England’. High on his list was the state of the English diocesan clergy: they were, he felt, neither cultured nor ‘civil’, in that they were unprepared to play a part in public life and did not understand English institutions and the outlook of the educated Englishman. One might in passing wonder how the Cardinal squared this criticism with his desire that the seminaries which trained these priests should remain secluded from the world and that Catholics should not be allowed to attend the English universities. But he felt that a stronger failing in the clergy was the low opinion which they had of their own calling and the low esteem in which many of the faithful held them. They were regarded as no more than parochial hacks, not expected to raise their sights beyond the roofs of the slums which they served. They were, according to Manning, compared unfavourably with the regular clergy, as preachers, confessors, directors of souls, judges of vocations, and even advisers in worldly matters, they were held in less esteem. Lay people were too fond of saving, ‘He is only a secular priest’; this judgement had been passed so often that the parochial clergy had come to believe it themselves, and when they were exhorted to higher things too often replied, ‘I am only a secular’.
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Sesmiyanti, Sesmiyanti. „The Implementation of HOTS in Teaching English at Tenth Grade of MTI Pasi“. SALEE: Study of Applied Linguistics and English Education 2, Nr. 1 (21.01.2021): 99–104. http://dx.doi.org/10.35961/salee.v2i01.215.
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This research was conducted because HOTS is a significant factor in achieving the learning process in accordance with the 2013 curriculum, HOTS is a solution that students become active and participatory in the learning process, teachers not only explain learning in front of the class, but students must be more active to describe the problems that were found during learning, therefore, the researcher wanted to investigate how the HOTS process was implemented in teaching English at X grade of MTI Pasia in the 2019/2020 school year. The purpose of this research to know how the English teacher at X grade of MTI Pasia apply HOTS in Teaching english process, especially in developing productive and receptive skills according to the level of critical thinking.This type of this research was a qualitative descriptive study, the instruments of this study were documentation (document analysis) and observation sheets to collected the data. The subjects in this study was X grade English teachers at MTI Pasia in the 2019/2020 academic year. The results of this study obtained from the document analysis and observation sheets found that, the English teacher at X gradeof MTI pasia did not apply HOTS in teaching English and learning process. The English teacher only applied HOTS to the learning design, it was not apply to the process in learning, this happened not because it was caused by online learning due to COVID 19 pandemic, but it was happened because the teacher did not encourage learning to be effective during thepandemic, the teacher should still be able to improved the learning process using technological advances,even though it was still a long of perfection than face-to-face learning.
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Filyasova, Yulia A. „Perfection as a concept of hyperbolisation in English promotional discourse: A multi-dimensional linguistic analysis“. Training, Language and Culture 6, Nr. 4 (20.12.2022): 50–61. http://dx.doi.org/10.22363/2521-442x-2022-6-4-50-61.
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The article considers the descriptive attribute ‘perfect’ and its derivatives as a commonly used abstraction for creating persuasive emotional texts that encourage potential customers to make purchases and satisfy their needs. The study analyses the objects of reference, semantic field, and syntactic functions of the concept through the prism of its functioning in promotional brochures devoted to passenger automobiles belonging to 44 brands. The material included 115 brochures over the previous decade, 22,000 words of minimal contexts and 520 contextual occurrences of ‘perfect’ and its derivatives. The obtained results show that ‘perfect’ tends to reveal two meanings – excellence and compliance to a standard – which historically go back to its original meaning in Latin ‘per factum’ (made thoroughly). Over the period of the decade, there has been a shift from idealisation to practicality in the automotive industry under the influence of economic and environmental factors. The semantic mapping of contextual associative adjectives also indicates that ‘perfect’ is currently more oriented to highlighting practical utility of the cars rather than their excellence. In effect, such practical aspects as technological advancement, technicality, customisation, reliability, comfort, dynamics, style, noiselessness, sound, and price outnumber abstract qualities which express positive impressions, elevation, idealisation, and exaggeration of relevance, by 30%. Semantically, the concept ‘perfection’ follows the promotional principle of combining rational and emotional arguments. ‘Perfect’ is applicable to any car part – be it the exterior, interior or engine. The derivational paradigm has no limitations in syntactic distribution; however, in promotional discourse it typically occurs in nominative structures. The results contribute to the theoretical development of the linguistic worldview through the lens of valuable marketing concepts and can be practically useful in training professional writing skills to students specialising in PR and advertising and learning English for specific purposes.
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Chłopek, Dorota. „English modal constructions ‘must HAVE DONE’ and intermediate modals in authentic context of use ‒ a case study“. Świat i Słowo 37, Nr. 2 (04.10.2021): 297–318. http://dx.doi.org/10.5604/01.3001.0015.6085.
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The aim of the present paper is to examine the degree to which the first year students of English philology at ATH in Bielsko-Biala are able to recognize the particular modal constructions occurring in authentic linguistic materials, after having been introduced to their forms and meanings theoretically. The paper focuses on contextualization by means of linguistic corpora of selected English modal constructions, such as the perfective use of central modals on the example of ‘must HAVE done’, and particular ‘intermediate’ modals (1. must have; 2. dare + bare infinitive; 3. WE/I shall; 4. BE about to; 5. BE to; 6. HAVE got to; 7. BE bound to; 8. BE willing to; 9. HAPPEN to), following a remote lecture on descriptive grammar of the English language via the MS Teams application during the coronavirus lockdown in January, 2021. The case study concerns the results obtained from an assignment administered to 64 first year students, presented in four tables. The assignment, attached in the form of an MS Word file to edit, required the students to select and cite from either of the two corpora of the English language – BNC or COCA – examples of authentic use of each of the modal constructions studied during one of the lectures. The paper consists of six sections, two on the main theses in cognitive linguistics, whose achievements pertain to usage-based acquisition of new linguistic material, three parts related to the research conducted, including the methodological part, an analysis of the results obtained, followed by a discussion and general conclusions. The last section signals how selected theses of cognitive linguistics apply to the results of the said research.
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Oon, John Chuah Chong, Sayidah Asma Basir, Ahmad Waseem Dhihny Yunus Dhihny Yunus und Cartaz Ummu Syawaeda Jaiman. „Equity Perfecting an Imperfect Gift of Shares: A comparative study on the rulings of the Malaysian federal court and English common law“. Environment-Behaviour Proceedings Journal 8, SI13 (17.09.2023): 31–35. http://dx.doi.org/10.21834/e-bpj.v8isi13.5037.
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The aim of this paper is to ascertain how the latest Malaysian apex court apply English trust law for equity to perfect an imperfect gift of shares as encapsulated in the leading case of Pennington v Waine. A comparative research methodology reveals that there must be detrimental reliance on the part of the donee of shares, which cannot be justified from the perspective of company law. It must also be unconscionable for the donor of shares to deny the donee and this subjective test is too wide and confers the court's unfettered discretion to perfect an imperfect gift.
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Gulgowski, Piotr. „Resultative and goal phrases in Polish and English: Interaction with aspect“. Questions and Answers in Linguistics 1, Nr. 1 (01.01.2013): 3–20. http://dx.doi.org/10.1515/qal-2015-0001.
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Abstract The article examines the interaction of resultative and goal phrases with aspect in Polish and English. The first research problem concerns the ability of resultative and goal phrases to aspectually delimit (telicize) an atelic predicate. Data from English shows that resultative and goal phrases systematically make an atelic predicate telic in non-progressive sentences, but they fail to do so in progressive constructions. In Polish, imperfective (atelic) constructions can never be aspectually delimited by such phrases. It is argued that resultative and goal phrases lose their telicizing potential when in the scope of an aspectual functional head Asp specified as [-telic]. This is the case in English progressive and Polish imperfective sentences. The Asp head is able to override the telicity specification established compositionally within VP. The Asp head in Polish is obligatory and the value of its telicity feature ([+telic] for perfective and [-telic] for imperfective) is responsible for the interpretation of the VP selected by Asp as a complement. In English such projection is optional. When it is absent, the telicity of a predicate can be computed from the default aspectual type of the lexical verb combined with other elements inside VP, including resultative and goal phrases. A related problem also addressed in the article concerns the meaning of progressive / imperfective resultative and goal constructions. The problem is presented as part of a larger task of finding a proper analysis for accomplishment predicates combined with a progressive / imperfective operator. The proposed solution is based on the notion of directionality. It is suggested that resultative and goal constructions denote a process of some entity changing in the ‘direction’ of a new state. When the process is understood as having a culmination, the ‘direction’ of the transition indicates a new state actually holding of the entity undergoing transition. When a progressive / imperfective operator is introduced, it can remove the culmination leaving just the directed-transition process. A formalization of this analysis is provided.
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McNeill, David. „Aspects of aspect“. Gesture 3, Nr. 1 (16.10.2003): 1–17. http://dx.doi.org/10.1075/gest.3.1.02mcn.
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Performing an action and concurrently describing it creates possibilities for observing how speech and action are synchronized and mutually shape each other. The results to be described show that iconicity is an organizing principle of motion control — actions are performed in relation to speech in such a way as to create an image of the meaning in part. Four English-speaking subjects described their goal-directed actions, step by step, as they assembled a small aquarium. Among the factors observed to have an impact on synchrony are, in speech, perfectivity (imperfective or perfective) and, in action, the logical form of the action (Vendler’s activities, accomplishments and achievements). These factors must be considered jointly. Depending on the logical form, speakers placed the linguistic center (‘L-Center’) of the description — the satellite or a preposition in the case of activities and accomplishments; the verb itself in the case of achievements — in such a way as to recreate the aspectual viewpoint concurrently encoded in speech. Imperfective aspect was indexed with progressive verbs. L-Centers with this aspect were placed inside or prior to the completion of the action. Perfective aspect was indexed with non-progressive verbs. L-Centers of this kind were placed after the action. In addition, the actions themselves were longer with imperfective aspect, even when the same logical form of action was involved. Non-functional movements were added to goal-directed actions to help create the imperfective aspect, and both speech and action timing were adjusted to create the aspectual viewpoint. These patterns are reminiscent of the perfectivity differences in gesture performance described by S. Duncan (2003) for Mandarin and English. Motor movements adapt to language in a way similar to gestures. Theoretically, there is a three-sided synchrony of two forms of motor action (speech, manual manipulation) and the logical form of the action. The theoretical discussion considers two ramifications: the implications for ‘cognitive being’ of building aspect into action, which suggests a mechanism of the mutual shaping of speech and action; and the brain organization that might underlie the three-sided synchrony, with emphasis on the role of BA 44 and BA 45 (‘mirror neurons’), collectively ‘Broca’s Area’, in the orchestration of actions under some meaning (actions of gesture, manipulation, and speech); these areas include language but are broader in function than the classical term ‘language area’ implies.
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Jensen, Viggo Bank. „Otto Jespersen (1860-1943) romanista: La rilevanza della sua analisi dei Passive tenses in italiano ed altre lingue“. Globe: A Journal of Language, Culture and Communication 17 (18.12.2023): 75–82. http://dx.doi.org/10.54337/ojs.globe.v17i.8200.
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Otto Jespersen (1860-1943) was a Danish linguist, best known for his studies of English, of phonetics and ofgeneral linguistics. In my paper, I introduce a lesser-known side of Jespersen, i.e. as an Italianist and aRomanist. A special focus is on how he deals with the passive tenses in Romance languages, in particular Italianand French. Drawing on the theory developed by the German Romanist Friedrich Diez (1794-1876), whonotably differentiated between perfective and imperfective verbs, and subsequently connecting thisdifferentiation to the general discussion of aspect and Aktionsart around 1900, Jespersen in a few pageselaborates a rather advanced analysis of the passive tenses in the Romance (and some other) languages. Isuggest that Jespersen's statement forestalls an important part of the description of the passive tenses in Italianelaborated by the Danish Italianist (and Romanist) Jørgen Schmitt Jensen (1931-2004) and published in acomprehensive Italian grammar (1990). I further propose that even though Jespersen’s text probably is not adirect source for Schmitt Jensen, it helps understanding the general frame of the latter's presentation of thesubject. Finally, I claim that the relevant pages in Jespersen (1924) are interesting concerning the historiographyof the concept of Aktionsart.
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Jambi, Kamal, Hassanin Al-Barhamtoshy, Wajdi Al-Jedaibi, Mohsen Rashwan und Sherif Abdou. „An Empirical Performance Analysis of the Speak Correct Computerized Interface“. Processes 10, Nr. 3 (28.02.2022): 487. http://dx.doi.org/10.3390/pr10030487.
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The way in which people speak reveals a lot about where they are from, where they were raised, and also where they have recently lived. When communicating in a foreign language or second language, accents from one’s first language are likely to emerge, giving an individual a ‘strange’ accent. This is a great and challenging problem. Not particularly, because it is a part of one’s personality that they do not have to give up. It is only challenging when pronunciation causes a disruption in communication between an individual and the individuals with whom they are speaking. Making oneself understandable is the goal of perfecting English pronunciations. Many people require their pronunciation to be perfect, such as those individuals working in the healthcare industry, where it is rather critical that each term be read precisely. Speak Correct offers each of its users a service that assists them with any English pronunciation concerns that may arise. Some of the pronunciation improvements will only apply to a specific customer’s dictionary; however, in some cases, the modifications can be applied to the standard dictionary as well, benefiting our whole customer base. Speak Correct is a computerized linguist interface that can assist its users in many different places around the world with their English pronunciation issues due to Saudi or Egyptian accents. In this study, the authors carry out an empirical investigation of the Speak Correct computerized interface to assess its performance. The results of this research reveal that Speak Correct is highly effective at delivering pronunciation correction.
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Qamar, Farah. „Effectiveness of Critical Thinking Skills for English Literature Study with Reader Response Theory: Review of Literature“. Journal of Arts and Humanities 5, Nr. 6 (29.06.2016): 37. http://dx.doi.org/10.18533/journal.v5i6.961.
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<p>Since Socrates’ time, reasoning is considered valuable for the justification of speaker’s belief along with Thomas Aquinas’ testing of his thinking to answer his own thinking. Critical thinking has been part of discussion among the educators for its significance and application for last many decades. Many educators have conducted researches on the assessment of critical thinking within a domain or across the domain in order to test students’ critical thinking skills and its effect on their learning. Similarly, critical thinking is highly valuable for the study of literature as it explicitly asked for learners’ beliefs, perceptions, and judgments in order to remove the ambiguity of thought. Perfection of thought can be achieved with the use of critical thinking skills while training of mind needs interaction between literary text and the reader as literature has the capacity to achieve mental traits specified to critical thinking. Accordingly, this report presents a relationship between critical thinking skills and English literature study along with reader response theory techniques considering that without the use of critical thinking skills and reader response theory, study of literature is haphazard hence for the application of reader response theory, literary text is inevitable. In essence, I aim to highlight the effectiveness of critical thinking skills for the study of literature while emphasizing the significance of reader response theory which is also inevitable for the study of literature and for the use of critical thinking skills.</p>
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Al rashidi, Muhammad Ayub, und Badshah Rehman. „Rhetorical and Miracle Textual Symbols in Sūra al-Raḥmān“. Journal of Islamic and Religious Studies 1, Nr. 2 (01.07.2016): 61–76. http://dx.doi.org/10.36476/jirs.1:2.12.2016.11.
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The term “Balãgha” is used in Arabic literature. The word Balagha is derived from a root “ بلغ” (Balãgha) meaning “ to reach” and the etymology is explained by interpreting the “Balãgha” as the art of reaching the listener in attempting to convey one`s idea to him, or the art of reaching the utmost perfection in the style and content of a composition. A perfect word for the term Balagha in English literature is Rhetoric. It is the body of principles and theory having to do with the presentation of facts and ideas in clear, convincing and attractive language. The traditional aim of rhetoric was to give effectiveness to public speech. Rhetoric is a comprehensive science just as much concerned with what one could say as how one might say it. It studies the effectiveness of language comprehensively including its emotional impact as well as its propositional content. The title of my paper reflects the rhetorical aspects of the Sūrah Al-Rahmān. It is a part of the Holy Quran.
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Rana, Md Sohel. „Spoken English Deficiency among the Intermediate Pupils in Rangpur Division of Bangladesh“. American Journal of Interdisciplinary Research and Innovation 1, Nr. 3 (19.11.2022): 11–16. http://dx.doi.org/10.54536/ajiri.v1i3.920.
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Language capability stands for a learner’s competence to use a language spontaneously and subconsciously in different situations. Skill on spoken English is extensively significant for any type of communication and correspondence. The need of spoken English is indefinable in the fields of refined education process both at home and abroad, better career opening, smart business, global communication, information and technology and better survival. It’s a deliberate process to steep capableness of English language into learners since their pre-primary tutoring to undergraduate echelon. It’s apparent in the course and syllabus of Intermediate stratum in Bangladesh that the sole emphasis has been put only on reading and writing whilst listening and speaking proficiency are remaining dark, whereas speaking skill is indispensible for transnational communication, advanced study at home and abroad, professional and business purpose, operating information and communication technology, pursuing better career etc. In this regard, lack of provocation to learn and exercise, unconstructive tutoring outfit, testing strategy excepting spoken predicated outgrowths along with marks distribution and paucity of experienced instructors in English and so on are the crucial deficits behind this problem. It’s a study targeting at assessing the spoken capability of the 12 class pupils in Rangpur Division of Bangladesh. This qualitative inquest work took place in the month of April 2022 and June 2022. The 100 informants were selected right away. Out of 100 interviewees, 50 were from urban and 50 were from rural intermediate standing institutions of 8 Districts in Rangpur Division of Bangladesh. A Spoken Test on free speech for the pupils was carried out by the author. Their speaking perfection was tested through content analysis to evoke data. The result focused that the replier made desultory errors in great number on fluency, vocabulary, information, sequence of tenses, sub-verb agreement, applicability and treatment of words, use of preposition, intonation and pronunciation. As per data compilation, it was noticed that deficits made in the process were almost on part of the rural participants. In addition, phobia in speaking English and irrelevancy were two peculiar limitations among the pupils hailing from rural background institutions.
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Duncan, Susan D. „Gesture, verb aspect, and the nature of iconic imagery in natural discourse“. Gesture 2, Nr. 2 (31.12.2002): 183–206. http://dx.doi.org/10.1075/gest.2.2.04dun.
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Linguistic analyses of Mandarin Chinese and English have detailed the differences between the two languages in terms of the devices each makes available for expressing distinctions in the temporal contouring of events — verb aspect and Aktionsart. In this study, adult native speakers of each language were shown a cartoon, a movie, or a series of short action sequences and then videotaped talking about what they had seen. Comparisons revealed systematic within-language covariation of choice of aspect and/or Aktionsart in speech with features of co-occurring iconic gestures. In both languages, the gestures that speakers produced in imperfective aspect-marked speech contexts were more likely to take longer to produce and were more complex than those in perfective aspect speech contexts. Further, imperfective-progressive aspect-marked spoken utterances regularly accompanied iconic gestures in which the speaker’s hands engaged in some kind of temporally-extended, repeating or‘agitated’ movements. Gestures sometimes incorporated this type of motion even when there was nothing corresponding to it in the visual stimulus; for example, when speakers described events of stasis. These facts suggest that such gestural agitation may derive from an abstract level of representation, perhaps linked to aspectual view itself. No significant between-language differences in aspect- or Aktionsart-related gesturing were observed. We conclude that gestural representations of witnessed events, when performed in conjunction with speech, are not simply derived from visual images, stored as perceived in the stimulus, and transposed as faithfully as possible to the hands and body of the speaker (cf. Hadar & Butterworth, 1997). Rather, such gestures are part of a linguistic-conceptual representation (McNeill & Duncan, 2000) in which verb aspect has a role. We further conclude that the noted differences between the systems for marking aspectual distinctions in spoken Mandarin and English are at a level of patterning that has little or no influence on speech-co-occurring imagistic thinking.
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Gentile, A. L., und D. F. Elwell. „Crystal Growth“. MRS Bulletin 13, Nr. 10 (Oktober 1988): 23–28. http://dx.doi.org/10.1557/s0883769400064150.
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Crystal growth is a vital and fundamental part of materials science and engineering, since crystals of suitable size and perfection are required for fundamental data acquisition and for practical devices such as integrated circuits.The word “crystal” comes from the Greek and means “congealed by cold.” The term was originally applied to ice crystals and to crystalline quartz found in such locations as the Alps and thought, at one time, to be some permanently frozen form of water. As a crystallization process, crystal growth extends throughout recorded history—the crystallization of salt from sea water may have preceded pottery-making as the oldest method for controlled phase transformation of materials.The crystallization of salts such as sodium carbonate was known to the Egyptians, and the process of purification by recrystallization from aqueous solution was described by Greek and Roman writers before the Christian era. The “father” of crystal growth, however, is generally considered to be the English scientist, Robert Boyle, who in 1672 described experiments relating the form of crystals to impurities and changes in growth rate. Boyle believed in the healing powers of crystals, part of the mysticism which has had a strong revival in recent times. We understand that crystals are particularly valued for enhancing the ability of the third eye to perceive auras, but are unable to offer warranted samples.Recognition as the “founder” of the theory of crystal growth is normally given to the American J. Willard Gibbs, who in 1878 published a seminal work on phase transformations, including a theory of the energy to generate a crystal nucleus and of the equilibrium form of crystals.
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Voevoda, E. V. „Foreign Language Mediation Activities in the Dialogue of Cultures“. MGIMO Review of International Relations, Nr. 3(42) (28.06.2015): 239–43. http://dx.doi.org/10.24833/2071-8160-2015-3-42-239-243.
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The article addresses the CEFR extended set of language proficiency descriptors. The author points out that education, as well as the language, make an integral part of national culture and reflect the problems existing in society including the problems in communication and social interaction. In the early 21st century the process of communication became largely monolingual with English as the global lingua franca. The Bologna process contributed to building the European education environment based on the principle of multilinguism, which implies that representatives of different ethnic groups with different mother tongues communicate in the same language within a single social group. In 2001, in order to synchronize the national curricula, the Council of Europe adopted CEFR - Common European Framework of Reference for Languages: Learning, Teaching, Assessment which presents descriptors of the six levels of language proficiency. Ten years later it became evident that the descriptors needed to be revised. While economies were converging, cultures began to diverge. Globalization made Europeans realize the value of every single ethnic culture. That led to the idea of plurolinguism which argues that an individual can communicate in a variety of languages using a variety of language forms known to them. The process of communication thus calls for mediation activities that facilitates communication if the interlocutors are unable to understand each other directly. That means that the aim of language learning changes from perfecting a certain foreign language to building plurilingual and pluricultural competences.