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Academic literature on the topic 'Multi-word verbs'

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Published: 10 March 2023

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Journal articles on the topic "Multi-word verbs"

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Besserman, Lawrence. "Chaucer's Multi-Word Verbs." NOWELE Volume 34 (December 1998) 34 (December 1, 1998): 99–153. http://dx.doi.org/10.1075/nowele.34.06bes.

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한창훈, 윤상돈, and Im,Byung-Bin. "The appropriateness of input of multi-word verbs: Word order of phrasal verbs." Journal of Studies in Language 27, no. 4 (February 2012): 733–55. http://dx.doi.org/10.18627/jslg.27.4.201202.733.

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Ekasani, Kadek Ayu, Ida Bagus Putra Yadnya, Ketut Artawa, and Ni Luh Ketut Mas Indrawati. "Translation of Multi-Word Verbs in English Cookbook into Indonesian." International Linguistics Research 2, no. 2 (June 25, 2019): p36. http://dx.doi.org/10.30560/ilr.v2n2p36.

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This paper examines translation of multi-word verbs in English cookbook into Indonesian. This study emphasises on the analysis of the translations of multi-word verbs in English cookbook and its translation into Indonesian. The classification and the meaning of phrasal verbs are proposed by Quirk (1985). The research is descriptive qualitative. Methods of collecting data are observation and documentation. The data source was taken from English cookbook entitled The Essential Book of Sauces & Dressings from Murdoch Books published by Periplus, Singapore and its translation into Indonesian entitled Saus dan Dressing yang Esensial by Hadyana P. published by Periplus, Indonesia. The study shows that there are three types of multi-word verbs found in data source. They are phrasal verbs, prepositional verbs and phrasal prepositional verbs.
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Li, Wenchao. "Productivity and Constraint on Multi-Verb Constructions in Old Japanese." International Journal of Linguistics 11, no. 4 (August 7, 2019): 1. http://dx.doi.org/10.5296/ijl.v11i4.15002.

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Old Japanese is a dead language from the Asuka and Nara periods (7th - 8th century AD). Its writing system, case system and word order make it distinct from Modern Japanese in many respects. This study presents a quantitative linguistic analysis to the patterns of multiple verb combining in Old Japanese. To this end, two databases were built: multi-verb construction in the Early Nara Period written in variant Chinese (AD. 712) and purely classical Chinese (AD. 720), and multi-verb construction in the Late Nara Period written by man’yōgana (AD. 759).The findings reveal that, in the Nara period, the formation of multi-verb constructions is an issue of verb serialisingand is facilitated at a syntactic level. Grammaticalisation of unaccusative change-of-state verbs and motion verbs results in tighter integrity of multiple verbs, which, in turn, inspires the device of verb compounding.The entropy ofthe Vfinal unaccusative reveals that the formation via verb serialising is more productive than the formation via verb compounding.
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Zareva, Alla. "Multi-word verbs in student academic presentations." Journal of English for Academic Purposes 23 (September 2016): 83–98. http://dx.doi.org/10.1016/j.jeap.2016.07.001.

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Hulstijn, Jan H., and Elaine Marchena. "Avoidance." Studies in Second Language Acquisition 11, no. 3 (September 1989): 241–55. http://dx.doi.org/10.1017/s0272263100008123.

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This article follows up on a study by Dagut and Laufer (1985), who found that Hebrew learners of English avoid phrasal verbs, such as ‘let down’, while preferring one-word verbs, such as ‘;disappoint’, since phrasal verbs do not exist in Hebrew. A corollary derived from Dagut and Laufer's study is that Dutch learners of English would tend not to avoid English phrasal verbs, since phrasal verbs also exist in Dutch. It was hypothesized, however, that Dutch learners of English as a second language (ESL) would avoid phrasal verbs, too, not for structural, but for semantic reasons. Three tests (multiple choice, memorization, and translation) were administered to intermediate and advanced Dutch learners of English. Each test contained 15 sentences, eliciting preference for either a phrasal verb or an equivalent one-word verb. The results show that, as expected, Dutch learners of English do not avoid phrasal verbs categorically. However, they seem to avoid those idiomatic phrasal verbs that they perceive as too Dutch-like (lack of contrast between the first and second language). Furthermore, they exhibit a tendency to adopt a play-it-safe strategy, preferring one-word verbs with general, multi-purpose meanings over phrasal verbs with specific, sometimes idiomatic, meanings. It is argued that this semantic play-it-safe strategy may have also played a causal role in the avoidance behavior of the Hebrew ESL learners observed by Dagut and Laufer.
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Sakaba, Hiroko, and Takeshi Okada. "Usage Patterns and Meanings of High-Frequency English Verbs: A Multi-Word Expression Approach to Japanese High School EFL Textbook Analysis." International Journal of Applied Linguistics and English Literature 10, no. 4 (July 31, 2021): 116. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.4p.116.

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This article aims to classify the overall uses of high-frequency English verbs in a novel methodology from both a pattern and meaning perspective, which has not be done in previous studies, with special reference to TAKE and MAKE. In the pattern-based analysis, all occurrences of these two verbs were collected from Japanese EFL textbook corpus, and the usage patterns of the extracted two target verbs were categorized into three major multi-word expression types: phrasal verbs, grammatical collocations, and lexical collocations. To further investigate the patterns of uses, some multi-word units consisting of three to seven words were identified as either semi-fixed expressions or fixed expressions. After the pattern-based classification, all the multi-word expressions identified were analyzed from a semantic perspective. This analysis revealed the new finding that all uses of TAKE (352) and MAKE (374) obtained from the corpus could be successfully classified into the three major multi-word expression categories. With respect to the pattern, the proportion of major multi-word expression categories showed similar results; lexical collocations were the most frequent, and phrasal verbs were the least frequent in both target verbs’ usage. In terms of meanings, the uses of TAKE were classified in a larger number of semantic categories (42) than MAKE (25). The obtained results have an implication that the novel methodology employed in this study is a valid way to the further investigation of the usage of high-frequency English verbs.
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Góreczna, Dorota. "Secondary school students’ attitudes to phrasal verbs." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 17(2) (October 20, 2020): 73–94. http://dx.doi.org/10.26881/bp.2020.2.04.

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Phrasal verbs are an essential, though difficult to teach and learn, part of the English language. Although phrasal verbs are commonly used by native speakers, for English learners they pose a considerable challenge as far as their acquisition and use are concerned. The aim of this study is to examine students’ attitude towards phrasal verbs taught at the B2 level in upper-secondary schools, and to analyse the significance of these multi-word verbs. The paper presents an excerpt of a survey conducted among secondary school students, which examined their understanding of phrasal verbs and analysed students’ opinions about the importance of acquiring these demanding multi-word verbs.
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Hameed (PH.D), Prof Nidham Sheet, and Lecturer Ala'a Hussein Jassim (MA). "Investigating Iraqi EFL Learners' Ability to Recognize and Produce English Multi –Word Verbs." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 215, no. 1 (November 11, 2018): 13–32. http://dx.doi.org/10.36473/ujhss.v0i215.602.

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The study deals with English multi-word verbs. It aims at investigating the Iraqi EFL learner's ability to recognize and produce phrasal and prepositional verbs and so find out what types of multi-word verbs they find most difficult. To achieve this aim, a test has been conducted on fifty students from the fourth stage at the College of Arts- University of Baghdad for the academic year 2013/2014, preceded by a pilot test two weeks before. It has been found that the level of difficulty of the test ranges between (0.30) and (0.80). The results showed that EFL learners demonstrated poor performance in using the suitable preposition or particle when they were asked to recognize or produce multi-word verbs. The students performed better on the whole recognition level (51.4%) than the production level (22.1%).
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Abdulhay, Husain. "Use of Single- vs. Multi-Word Verbs in the Written Discourse of Iranian EFL Learners." International Letters of Social and Humanistic Sciences 69 (May 2016): 85–92. http://dx.doi.org/10.18052/www.scipress.com/ilshs.69.85.

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Age is being evermore complained as an impediment to language competency, either given as a pretext or raised as a real challenge, taken for granted by foreign language learners. This study seeks to prod about the verb choices among EFL learners. In so doing, the two completely different radiuses of EFL learners, a group of university students in distance education, with part-time class participation and another from a private language institute in Qom province were recruited and compared on their choices of verbs in respect of single- and multi-word forms put into the written tasks. The results of the rating of the students’ assignments showed that adult Iranian EFL learners’ written language was deprived of phrasal verbs, even in informal writing assigned the use of informal language were scarcely captured. The study corroborates the former studies for the avoidance and incompetency of EFL learners in the use of phrasal verbs.
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Dissertations / Theses on the topic "Multi-word verbs"

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Leone, Ljubica. "Investigating multi-word verbs in spoken late modern english: evidence from the Proceedings of the Old Bailey (1750-1850)." Doctoral thesis, Universita degli studi di Salerno, 2016. http://hdl.handle.net/10556/2340.

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2013 - 2014
The present study examines the development of multi-word verbs (MWVs), namely phrasal verbs, prepositional verbs and phrasal-prepositional verbs in the Late Modern English (LModE) period over the years from 1750 to 1850. The main aim is to investigate the changes which occurred in the spoken language drawing on a selection of texts taken from the Proceedings of the Old Bailey, London's Central Criminal Court. From a diachronic perspective, the emergence and the loss of these verbs can be attributed to the grammaticalization and/or lexicalization of the non-verbal element as well as to different structural analyses by speakers (Brinton & Akimoto 1999: 9-18; Brinton & Traugott 2005: 122-129). In fact, MWVs are all representative of the ‘analytic drift’ that occurred in English (Thim 2012: 38; cf. Brinton & Akimoto 1999) in its diachronic development and can be considered as the outcome of a process that, since the Old English (OE) period, has gradually led to the substitution of single verbs with periphrastic expressions (Denison 1981; Brinton 1988). Moreover, these new forms have, in some cases, undergone further changes that caused the acquisition of opaque meaning due to the process of idiomatization (Kennedy 1920; Brinton & Akimoto 1999; Rodríguez-Puente 2013). This study is a corpus-based investigation conducted on the Late Modern English-Old Bailey Corpus (LModE-OBC), a corpus that has been compiled with texts from the Proceedings of the Old Bailey and annotated with the Visual Interactive Syntax Learning interface (VISL). [edited by Author]
XIII n.s.
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Liu, Sheng-Liang, and 劉聖良. "A study on the problems of multi-word verbs in machine translation." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/67078649749552358925.

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碩士
國立臺灣大學
資訊工程研究所
84
Multi-word verbs are pervasive in English texts. The problem to identify multi-word verbs in a sentence has been a very difficult task not only for natural language processing but also for linguistic researches. When dealing with multi- word verbs, we are facing two problems: (1) what patterns are likely to be multi-word verbs? (2) when a pattern which is likely to be a multi-word verb occurs in a sentence, does it functions as a multi-word verb or just a free combination? Our basic idea in dealing with the first problem above is that when a combination forms a multi-word verb, it should occur more frequently than arbitrary combinations. First, we only extract the pairs with sufficient occurrences. Second, the pairs we extract must have at least one peak. In addition, we apply mutual information as a filter in our experiment. When dealing with the second problem above, we use three scoring factors to give each possible multi-word verb pattern in a sentence a score. They are: (1) object head nouns, (2) ratio of real multi-word verb usage, and (3) type and tense attributes. If the final score the testing pattern gets is greater than a certain threshold, we take it as a real multi-word verb. Some experimental results are presented in this thesis. From the experimental results, we can see our methods are effective.
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Chuang, Ya-wen, and 莊雅紋. "An Investigation on the Use of Multi-word Verbs in EFL Textbooks in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/85476768407957697021.

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碩士
臺北市立教育大學
英語教學研究所
95
This study aims to investigate the use of the multi-word verbs (MWVs, e.g., sit down, look at, come up with) in the English textbooks in elementary and junior high schools in Taiwan. The research materials are taken from three versions of the English textbooks each in elementary and junior high schools respectively. The versions at the elementary school level are published by Hess, Pearson, and Kang Hsuan, and the ones at the junior high school level by Nani, Joy and Han Lin, and Kang Hsuan. The use of the English textbook MWVs is examined across versions in elementary schools, across versions in junior high schools, and across levels of elementary and junior high schools. The findings are as follows. Firstly, regarding the MWVs used in elementary schools, there are 38 MWVs in total. Among them, 60.53% are found in only one version, 28.95% are found in two versions, and 10.45% are found in all three versions. Moreover, about the number of the MWVs in the three versions at this school level, Hess uses the most (28 MWVs, 73.68%), Pearson comes second (21 MWVs, 55.26%), Kang Hsuan has the least (8 MWVs, 28.57%). Secondly, concerning the MWVs used in junior high schools, there are 138 MWVs in total. Of the 138, 60.87% are found in only one version, 19.57% are found in two versions, and another 19.57% are found in all three versions. Furthermore, about the number of the MWVs in the three versions, Nani exploits the most (84 MWVs, 60.87%), Joy and Han Lin are the second (82 MWVs, 59.42%), Kang Hsuan uses the least (53 MWVs, 38.41%). Finally, in regard to the MWVs in elementary and junior high schools, there are 147 MWVs in total. Of the 147, 29 are found across elementary and junior high schools. In terms of the 38 elementary school MWVs, 29 found-in-both-level MWVs suggest that most of the 38 elementary school MWVs can also be found at the junior high school level. The findings indicate that most of the elementary school MWVs can also be found in the junior high school MWVs. On the other hand, the findings suggest that there are version differences in the use of the textbook MWVs at both elementary and junior high school levels. It is hoped that the findings of this study can serve as a valuable reference for English language education policies for Ministry of Education, for private publishers of English textbooks, for EFL teachers for their teaching, and, in turn, help learners of English in Taiwan learn better.
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Eltahir, Rifaat Eisa Awad. "Teaching and learning of Idiomatic expressions and multi-word verbs of english in the context of sudan." Thesis, 2003. http://hdl.handle.net/2009/1117.

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Felcmanová, Andrea. "Lexikální koselekce v anglickém textu nerodilých mluvčích." Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-308524.

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The research reported in this thesis explores the degree of authenticity of the formulaic language used by NNSs and the extent to which a learner's L1 interferes in the production of different types of multi-word units, namely non-idiomatic recurrent three and four-word combinations (lexical bundles), phrasal and prepositional verbs and collocation. Drawing on Granger's Contrastive Interlanguage analysis (CIA 1996), the investigation is conducted on two different learner sample corpora and subsequently contrasted with a native sample corpus. The study aims to prove that multi-word units pose a challenge for learners for several reasons. In general terms, learners are assumed to operate predominantly on what Sinclair calls the open-choice principle, that is to say their production will be less idiomatic than that of native speakers'. This assumption is independently tested on different types of phraseological combinations. As regards non-idiomatic recurrent word combinations, learners are expected to be more repetitive in their three- and four-word combinations and use less creativity in their writing. Concerning the phrasal verbs, it is highly likely to observe a small number of phrasal verbs in the non-native writing whereas prepositional verbs are considered problematic for learners due to the...
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Divišová, Klára. "Víceslovná slovesa v mluvě rodilých a nerodilých mluvčích angličtiny." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415057.

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The present thesis is concerned with the topic of multi-word verbs (MWV) use in the speech of native and non-native (Czech) speakers of English. More precisely, it aims to give a quantitative as well as qualitative analysis of the use of three main MWV categories: phrasal verbs (PhV), prepositional verbs (PrV) and phrasal-prepositional verbs (PPV). In addition, it summarizes the main research areas in the field of MWV, one of them being the avoidance of MWV by non-native speakers of English, which has been an inspiration for conducting this study. The material comes from two spoken corpora: LINDSEI_CZ corpus of Czech speakers and its referential LOCNEC corpus of English native speakers. The analysis tries to disprove or prove three hypotheses, i.e. non-native speakers' usage of MWV is lower than that of native speakers, prepositional verbs are the favoured MWV by non-native speakers, and non-native speakers overuse certain MWV. The results show that the biggest difference is in the use of PhV as the non-native speakers use significantly fewer PhV than the native speakers; their usage of phrasal-prepositional verbs and especially prepositional verbs is rather comparable to native speakers. Non-native speakers also overuse (and conversely underuse) certain MWV that are far less (or conversely more)...
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Books on the topic "Multi-word verbs"

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Claridge, Claudia. Multi-word verbs in early modern English: A corpus-based study. Amsterdam: Rodopi, 2000.

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Claridge, Claudia. Multi-word verbs in early modern English: A corpus-based study. Amsterdam: Rodopi, 2000.

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Claridge, Claudia. MULTI-WORD VERBS IN EARLY MODERN ENGLISH. A Corpus-based Study (Language and Computers 32) (Language & Computers). Rodopi Bv Editions, 2000.

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Claridge, Claudia. MULTI-WORD VERBS IN EARLY MODERN ENGLISH. A Corpus-based Study (Language and Computers 32) (Language & Computers). Editions Rodopi B.V., 2000.

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Agbonlahor, Andrew. Multi-Word Verbs and Idiomatic Expressions in English. a Myth for Non-Native Speakers: For Intermediate Students and Above. Independently Published, 2018.

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Fortescue, Michael, Marianne Mithun, and Nicholas Evans, eds. The Oxford Handbook of Polysynthesis. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199683208.001.0001.

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This handbook offers an extensive cross-linguistic and cross-theoretical survey of polysynthetic languages, in which single multi-morpheme verb forms can express what would be whole sentences in English. These languages and the problems they raise for linguistic analyses have long featured prominently in language descriptions, and yet the essence of polysynthesis remains under discussion, right down to whether it delineates a distinct, coherent type, rather than an assortment of frequently co-occurring traits. Chapters in the first part of the handbook relate polysynthesis to other issues central to linguistics, such as complexity, the definition of the word, the nature of the lexicon, idiomaticity, and to typological features such as argument structure and head marking. Part II contains areal studies of those geographical regions of the world where polysynthesis is particularly common, such as the Arctic and Sub-Arctic and northern Australia. The third part examines diachronic topics such as language contact and language obsolence, while Part IV looks at acquisition issues in different polysynthetic languages. Finally, Part V contains detailed grammatical descriptions of over twenty languages which have been characterized as polysynthetic, with special attention given to the presence or absence of potentially criterial features.
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Book chapters on the topic "Multi-word verbs"

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Berry, Roger. "Multi-Word Verbs." In English Grammar, 110–14. Second edition. | New York, NY: Routledge, [2018] | Series:: Routledge, 2018. http://dx.doi.org/10.4324/9781351164962-19.

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Lavender, Susan, and Stavroula Varella. "Verbs 2: Modality, Catenation and Multi-Word Verbs." In Grammar in Literature, 33–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98893-7_5.

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Diab, Mona T., and Madhav Krishna. "Unsupervised Classification of Verb Noun Multi-Word Expression Tokens." In Computational Linguistics and Intelligent Text Processing, 98–110. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00382-0_8.

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Venkatapathy, Sriram, and Aravind K. Joshi. "Relative Compositionality of Multi-word Expressions: A Study of Verb-Noun (V-N) Collocations." In Lecture Notes in Computer Science, 553–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11562214_49.

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Sun, Jing, Haiyang Ai, Yeon-Jin Kwon, and Hye K. Pae. "Motion-Path Expressions in L2 English and Pedagogical Implications for Multi-word Verb Use: A Comparison Among Native Speakers of Chinese, Korean, and English." In Challenges Encountered by Chinese ESL Learners, 333–53. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5332-2_14.

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"MULTI-WORD VERBS." In English Grammar, 109–12. Routledge, 2013. http://dx.doi.org/10.4324/9781315881256-19.

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"Multi-word verbs." In From Words to Grammar, 109–17. Routledge, 2015. http://dx.doi.org/10.4324/9781315712567-10.

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Aikhenvald, Alexandra Y. "The limits of verb serialization." In Serial Verbs, 122–42. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791263.003.0005.

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In some languages, verb serialization is productive. Others have just a few kinds of serial verbs. Limited verb serialization can be restricted to just a few directional verbs. Serial verbs need to be kept separate from clause sequences and multi-verb constructions of other kinds including coordinate and subordinate constructions and multi-verb constructions involving converbs and participles. Depending on their form, serial verbs may show similarities with other verb-verb combinations. Those which consist of several grammatical words need to be distinguished from other multi-word verb sequences—including coordinated clauses and clause chains. Monoclausal verb-verb sequences which may share some semantic similarities with serial verbs include constructions with auxiliary verbs and dependent verb forms (including converbs). Single-word serial verbs need to be distinguished from unproductive and lexically restricted verbal compounds. Productive serial verbs will have no restrictions on the mood, modality, and polarity, unlike quasi-serial verbs such as American English go eat.
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"Categories of Multi-word Verbs." In Multi-word Verbs in Early Modern English, 46–82. Brill | Rodopi, 2000. http://dx.doi.org/10.1163/9789004333840_004.

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Aikhenvald, Alexandra Y. "The many facets of serial verbs." In Serial Verbs, 143–63. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791263.003.0006.

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A single language can have more than one kind of serial verb construction. Serial verbs may differ along the parameters of wordhood and contiguity. Different types of serial verbs may differ in their meanings and the degree of their grammaticalization or lexicalization. The closer the components are in surface structure, the more likely they are to grammaticalize or to lexicalize, and the more restrictions they will display. We expect single-word serial verbs to be more cohesive in their semantics than multi-word serial verbs, in accordance with the principle of iconic motivation. Semantic groups of verbs which are likely to occur in serial verb constructions form a hierarchy, with verbs of direction and motion being most likely, and stative verbs the least likely to occur. If a language has serial verb constructions, we expect directional serial verbs to develop before any other type. All the languages with symmetrical serial verbs also have asymmetrical ones.
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Conference papers on the topic "Multi-word verbs"

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Zakharov, Victor, Anastasia Golovina, and Irina Azarova. "STATISTICAL ANALYSIS OF RUSSIAN MULTIWORD PREPOSITIONS." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/20.

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This paper is part of a larger study that aims to create the first quantitative grammar of the Russian prepositional system. The present study deals with Russian secondary multiword prepositions. Prepositions are a heterogeneous class consisting of a small group of about 25 primary prepositions and hundreds of secondary ones, the latter being motivated by content words (nouns, adverbs, verbs), which may be combined with primary prepositions to form multiword prepositions (MWPs). A strict division between secondary multiword prepositions and equivalent free word combinations is not specified. This is a task for a special corpus-based research. Prepositions are characterized as function words used to express various relationships between main and dependent members of a phrase. The difficulty is that relations expressed by prepositions are multi-sided, grammatical and lexical. Primary prepositions are said to have no real lexical meaning. It is not quite true as regards primary prepositions and even more so for secondary ones. Prepositions express semantic relations between words, and their meanings directly correspond to these relations. Multiword prepositions perform the grammatical function of a preposition in a certain position of a syntactic structure in some contexts and can be a free combination in others. This paper is devoted to the statistical analysis of the use of multiword prepositions in corpora. The features of multiword prepositions in the function of a preposition are described. Statistical data on the ratio of the use of individual multiword expressions as prepositional units and as free combinations are provided
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Liang, Chao-Chun, Yu-Shiang Wong, Yi-Chung Lin, and Keh-Yih Su. "A Goal-Oriented Meaning-based Statistical Multi-Step Math Word Problem Solver with Understanding, Reasoning and Explanation." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/775.

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A goal-oriented meaning-based statistical framework is presented in this paper to solve the math word problem that requires multiple arithmetic operations with understanding, reasoning and explanation. It first analyzes and transforms sentences into their meaning-based logical forms, which represent the associated context of each quantity with role-tags (e.g., nsubj, verb, etc.). Logic forms with role-tags provide a flexible and simple way to specify the physical meaning of a quantity. Afterwards, the main-goal of the problem is decomposed recursively into its associated sub-goals. For each given sub-goal, the associated operator and operands are selected with statistical models. Lastly, it performs inference on logic expressions to get the answer and explains how the answer is obtained in a human comprehensible way. This process thus resembles the human cognitive understanding of the problem and produces a more meaningful problem solving interpretation.
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