Journal articles on the topic 'Verb knowledge'
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Valleau, Matthew James, Haruka Konishi, Roberta Michnick Golinkoff, Kathy Hirsh-Pasek, and Sudha Arunachalam. "An Eye-Tracking Study of Receptive Verb Knowledge in Toddlers." Journal of Speech, Language, and Hearing Research 61, no. 12 (December 10, 2018): 2917–33. http://dx.doi.org/10.1044/2018_jslhr-l-17-0363.
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Purpose We examined receptive verb knowledge in 22- to 24-month-old toddlers with a dynamic video eye-tracking test. The primary goal of the study was to examine the utility of eye-gaze measures that are commonly used to study noun knowledge for studying verb knowledge. Method Forty typically developing toddlers participated. They viewed 2 videos side by side (e.g., girl clapping, same girl stretching) and were asked to find one of them (e.g., “Where is she clapping?”). Their eye-gaze, recorded by a Tobii T60XL eye-tracking system, was analyzed as a measure of their knowledge of the verb meanings. Noun trials were included as controls. We examined correlations between eye-gaze measures and score on the MacArthur–Bates Communicative Development Inventories (CDI; Fenson et al., 1994), a standard parent report measure of expressive vocabulary to see how well various eye-gaze measures predicted CDI score. Results A common measure of knowledge—a 15% increase in looking time to the target video from a baseline phase to the test phase—did correlate with CDI score but operationalized differently for verbs than for nouns. A 2nd common measure, latency of 1st look to the target, correlated with CDI score for nouns, as in previous work, but did not for verbs. A 3rd measure, fixation density, correlated for both nouns and verbs, although the correlation went in different directions. Conclusions The dynamic nature of videos depicting verb knowledge results in differences in eye-gaze as compared to static images depicting nouns. An eye-tracking assessment of verb knowledge is worthwhile to develop. However, the particular dependent measures used may be different than those used for static images and nouns.
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Hayashishita, J. R., Daiki Tanaka, and Ayumi Ueyama. "A linguistically-informed way of introducing Japanese verbs to second language learners." Journal of Japanese Linguistics 36, no. 1 (May 27, 2020): 29–72. http://dx.doi.org/10.1515/jjl-2019-2017.
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AbstractThis paper describes how the Japanese speakers’ knowledge is organized in regards to verbs, and proposes a linguistically-informed way of introducing it to second language learners. It is maintained by a number of researchers that each verb is stored with the information of its argument structure in the speaker’s mental lexicon. That is, a given verb is stored with the information of how many arguments it takes and what types of arguments they are. In this paper, capitalizing on this assumption, we will maintain that the knowledge of the native speakers of Japanese is organized in such a way that if a verb gives rise to n-number of different meanings, there are n-number of lexical entries, and each such entry is independently stored with the information concerning the meaning of the verb, the verb arguments and their accompanying particles. After the description of the organization of Japanese speakers’ knowledge in regards to verbs, as an effective way of introducing this to Japanese language learners, the paper proposes the format of an innovative approach to Japanese verbs reference book. This proposed format capitalizes on full sentence definitions in the sense of the Collins Cobuild Dictionary.
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Ellis, Nick C. "On-line processing of verb-argument constructions." Review of Cognitive Linguistics 14, no. 1 (June 27, 2016): 105–35. http://dx.doi.org/10.1075/rcl.14.1.05ell.
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Ellis, O’Donnell, and Römer (2014) used free-association tasks to investigate knowledge of Verb-Argument Constructions (VACs). They demonstrated that English speakers have independent implicit knowledge of (i) verb frequency in the VAC, (ii) VAC-verb contingency, and (iii) verb prototypicality in terms of centrality within the VAC semantic network. They concluded that VAC processing involves rich associations, tuned by verb type and token frequencies and their contingencies of usage, which interface syntax, lexis, and semantics. However, the tasks they used, where respondents had a minute to think of the verbs that fitted in VAC frames like ‘he __ across the….’, ‘it __ of the….’, etc., were quite conscious and explicit. The current experiments therefore investigate the effects of these factors in on-line processing for recognition and naming. Experiment 1 tested the recognition of VAC exemplars from very brief, masked, visual presentations. Recognition threshold was affected by overall verb frequency in the language, by the frequency with which verbs appear in the VAC, and by VAC-verb contingency (ΔPcw). Experiment 2 had participants successively name VAC arguments as quickly as possible: first the VAC and then the preposition. Preposition naming latency was a function of verb frequency in the VAC. We consider the implications for the representation and processing of VACs.
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Bober, N. M. "English Phrasal Verbs as Cognitive and Semantic Complexes and Fragment of Multilateral Knowledge of Matrix Format." Scientific Journal of National Pedagogical Dragomanov University. Series 9. Current Trends in Language Development, no. 18 (March 18, 2019): 22–32. http://dx.doi.org/10.31392/npu-nc.series9.2018.18.02.
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The article suggests a novel approach to the study of the English phrasal verbs, which is currently at the frontier of the cognitive syntagmatics. Based on the works in this domain, this paper specifies the definition of phrasal verbs as cognitive-semantic complexes which represent / describe a certain fragment of multi-dimensional knowledge of the matrix format. Particular attention is paid to the critical analysis of the scholars’ views on the problem of the second component of these entities, which to this day are not univocal both in terms of discussing their functions performed in the structure of the phrasal verbs, and of their morphological nature and the associated terminology.It is assumed that the semantics of the phrasal verbs is created by the interaction of the conceptual structures of both the verb, and its second component, where the abstract meaning of the latter gives wide opportunities for evolving of new meanings. In this case, the function of both components of a compositionally complex linguistic unit or a cognitive-semantic complex, which is a phrasal verb, consists in the profiling of certain aspects of the situation described by this formation, contributes to the new properties, which otherwise cannot be individually described/labelled by none of its components: neither the verb nor the post-positive component.It has been proved that the English language possesses a characteristic cognitive-semantic construct “verb + postpositive component” that reflects a certain grammatical pattern of the combinatorial construction of phraseological entities bases on the mechanisms of conceptual integration, when the metaphorical selection of the verb initial mental space and the initial space of the postpositive component form a new blend - a new conceptual structure which absent in the initial mental spaces of each of the components.
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Zainuddin, Kamilah, and Noor Asmaa' Hussein. "An Analysis on Newly Introduced English Verb in Oxford English Dictionary in 2016-2018: Levin’s Taxonomy of Verb Classification and Verbnet." International Journal of Modern Languages And Applied Linguistics 5, no. 4 (December 6, 2021): 26. http://dx.doi.org/10.24191/ijmal.v5i4.15023.
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Levin (1993) argues that the behaviour of verbs is determined by word meaning which is directly linked to the expression and interpretation of its argument. Based on this statement, Levin classified verbs into 48 classes and VerbNet, an English verb lexicon was created based on the extension of Levin’s taxonomy of verb classification (VC). Therefore, this study presents the classification of the updated English verbs of 2016 to 2018 in the online version of the Oxford English Dictionary (OED) to examine the relevance of Levin’s VC and VerbNet in the recently added repertoire of verbs. In Addition, the study seeks to find out the new verb classes introduced in this study. This study uses a mixed-method to identify and classify the verbs. To conclude, this study found that both classifications were applicable and relevant in 14 new main verb classes introduced to classify the verbs that did not belong to Levin’s VC and VerbNet. Hence, this contributes to the body of knowledge as the newly introduced verb classes could be used based on the given semantic and syntactic conditions.
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Solihat, Dadang, and Diah Novianti. "Error Analysis of Writing Verbs in Discussion Text." English Review: Journal of English Education 4, no. 1 (December 1, 2015): 75. http://dx.doi.org/10.25134/erjee.v4i1.309.
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The objective of this study is to find out the error types of writing verbs in students‟ discussion texts and to identify the factors causing verb errors at the fourth semester students of English major in University of Kuningan. The subject of this study is 20 students. The limitation of the problem is to classify the students‟ errors based on Linville„s error types in writing verbs, there are subject-verb agreement errors, verb tense errors, and verb form errors. This research is using qualitative method by collecting data from documents, questionnaires, and interviews. The result showed that the highest error which most students made is subject-verb agreement. Its frequency is 105 errors or 78.95 %. The second common error is verb form with 15 errors or 11.28 %. The third common error is verb-tense with 13 errors or 9.77 %. The factors causing verb errors are interlingual factor and intralingual or developmental factor. It is influenced by the students‟ lack of knowledge and understanding of the use of verbs.Key words: subject-verb agreement error, verb tense error, verb form error, interlingual factor, intralingual or developmental factor
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ARMON-LOTEM, SHARON, and RUTH A. BERMAN. "The emergence of grammar: early verbs and beyond." Journal of Child Language 30, no. 4 (November 2003): 845–77. http://dx.doi.org/10.1017/s0305000903005750.
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The paper examines the first twenty verb-forms recorded for six Hebrew-speaking children aged between 1;2 and 2;1, and how they evolve into fully inflected verbs for three of these children. Discussion focuses first on what word-forms children initially select for the verbs they produce, what role these forms play in children's emergent grammar, and how emergent grammar is reflected in the acquisition of fully inflected forms of verbs. Children's early verb repertoire indicates that they possess a strong basis for moving into the expression of a variety of semantic roles and the syntax of a range of different verb–argument structures. On the other hand, children's initial use of verbs demonstrates that they still need to acquire considerable language-particular grammatical knowledge in order to encode such relations explicitly. This language-particular knowledge demonstrates a clear pattern of acquisition, in which aspect precedes inflectional marking for gender, followed by tense, and then by person.
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MCCLURE, KATHLEEN, JULIAN M. PINE, and ELENA V. M. LIEVEN. "Investigating the abstractness of children's early knowledge of argument structure." Journal of Child Language 33, no. 4 (November 2006): 693–720. http://dx.doi.org/10.1017/s0305000906007525.
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In the current debate about the abstractness of children's early grammatical knowledge, Tomasello & Abbott-Smith (2002) have suggested that children might first develop ‘weak’ or ‘partial’ representations of abstract syntactic structures. This paper attempts to characterize these structures by comparing the development of constructions around verbs in Tomasello's (1992) case study of Travis, with those of 10 children (Stage I–II) in a year-length, longitudinal study. The results show some evidence that children's early knowledge of argument structure is verb-specific, but also some evidence that children can generalize knowledge about argument structure across verbs. One way to explain these findings is to argue that children are learning limited scope formulae around high frequency subjects and objects, which serve as building blocks for more abstract structures such as S+V and V+O. The implication is that children may have some verb-general knowledge of the transitive construction as early as Stage I, but that this knowledge is still far from being fully abstract knowledge.
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Barbiers, Sjef, Hans Bennis, and Lotte Dros-Hendriks. "Merging verb cluster variation." Romance Parsed Corpora 18, no. 1 (July 13, 2018): 144–96. http://dx.doi.org/10.1075/lv.00008.bar.
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Abstract In this paper we argue that verb clusters in Dutch varieties are merged and linearized in fully ascending (1-2-3) or fully descending (3-2-1) orders. We argue that verb clusters that deviate from these orders involve non-verbal material: adjectival participles, or nominal infinitives. As a result, our approach does not involve any unmotivated movements that are specific for verb clusters. Support for our analysis comes from (i) the interpretation of verb clusters; (ii) the fact that order variation depends on the types of verbs involved, which can be explained by selectional requirements of the verbs; and (iii) the geographic co-occurrence patterns of various orders. First, the 1-3-2 and 3-1-2 orders are argued to be ascending orders with a non-verbal 3. Indeed these orders occur in grammars that have ascending, rather than descending, verb clusters. Secondly, the 1-3-2 order is argued to be an interrupted V1-V2 cluster with a non-verbal 3. Indeed, this order is most common in the region where non-verbal material can interrupt the verb cluster. Our analysis of word order variation in verb clusters in terms of principles of grammar is further supported by an experiment in which we asked a large number of speakers distributed over the Dutch language area to rank all logically possible orders, including orders that are not common in their own variety of Dutch. The results demonstrate that speakers apply their syntactic knowledge to rank verb cluster orders that they do not use themselves. We argue that this knowledge cannot be due to familiarity with the various orders.
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Daulay, Pengabdi, and Mulyadi Mulyadi. "Struktur Semantis Verba Psikologi Bahasa Mandailing." Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 27, no. 2 (September 30, 2020): 174. http://dx.doi.org/10.24843/ling.2020.v27.i02.p09.
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This study describes the semantic structure of BM's mental predicate in the verb subcategory as the subject of experience and the verb as object of experience. As for the background of this writing, remember that the mental predicate or psychological verb includes a verb that has a very complicated semantic component mapping and requires the right strategy to avoid mistakes in limiting the meaning of the lexical items being analyzed. This study used descriptive qualitative method. Research data in the form of mental verbs sourced from Mandailing Language (BM). Then the data are analyzed using prefreshation techniques to identify lexical items that intuitively include mental predicate. The results showed that the mean of cognition verbs ‘malamun’ and ‘mangangankon’ was formed from THINKING the polishemic TELLING and THINKING the polishemic HAPPENING, the meaning of knowledge verb ‘mamboto’ and ‘ingot’ was formed from KNOWING the polishemic TELLING, the meaning emotion verb ‘mabiar’ an ‘manyolop’ was formed from FEELING polishemic THINKING, the meaning of perception verb ‘manyirik’ and ‘manatap’ was formed from SEEING the polishemis FEELING, SEEING the polishemic TELLING
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Zhang, Xiaowen, and Peng Zhou. "Linguistic cues facilitate children’s understanding of belief-reporting sentences." First Language 42, no. 1 (October 20, 2021): 51–80. http://dx.doi.org/10.1177/01427237211048669.
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It has been well-documented that although children around 4 years start to attribute false beliefs to others in classic false-belief tasks, they are still less able to evaluate the truth-value of propositional belief-reporting sentences, especially when belief conflicts with reality. This article investigates whether linguistic cues, verb factivity in particular, can facilitate children’s understanding of belief-reporting sentences. Two experiments were implemented, one testing children’s knowledge of verb factivity using a gold medal task, and one investigating children’s interpretation of belief-reporting sentences using a truth-value-judgment task. Both experiments took advantage of the contrast between neutral non-factive mental verbs and strong negatively biased mental verbs. What sets the two apart is that the complement clause following a strong negatively biased mental verb is definitely false, whereas the one following a neutral non-factive mental verb remains indeterminate in the absence of additional information. The findings were that, first, 4-year-old children were able to tell the difference between the two types of mental verbs in factivity, and second, children’s performance was significantly improved when a strong negatively biased mental verb than when a neutral non-factive mental verb was used as the main verb of the belief-reporting sentences. The findings suggest that the use of strong negatively biased mental verbs facilitates children’s understanding of belief-reporting sentences. Implications of the findings are discussed in relation to the underlying mechanisms connecting verb factivity and false-belief understanding.
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Kaliska, Agnieszka K. "Prédicats et verbes supports d’occurrence météorologiques dans une perspective contrastive franco-polonaise." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 34, no. 2 (December 8, 2011): 169–203. http://dx.doi.org/10.1075/li.34.2.01kal.
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The common co-occurrence of words in a given context reflects both the extra-linguistic knowledge of a language user, and the specific intra-linguistic rules. We can say that lexicon and grammar are interpreters of the extra-linguistic reality. The purpose of our research is to consider, in French-Polish constrastive perspective, the relation between the pronoun and the meteorological verb (such as il and venter in Il vente) on the one hand and, on the other, the relation between the meteorological noun and the special kind of support verb named verbe d’occurrence on the Lexicon-Grammar ground (such as vent and mugir in Le vent mugit). We then raise the question of the particular status of meteorological nouns in the grammatical subject position and explain the non-predicative character of verbs in constructions such as Le vent mugit. In the end, we present a list of Polish and French examples containing meteorological support verbs or their stylistic and aspectual variants.
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Sudhalter, Vicki, and Martin D. S. Braine. "How does comprehension of passives develop? A comparison of actional and experiential verbs." Journal of Child Language 12, no. 2 (June 1985): 455–70. http://dx.doi.org/10.1017/s0305000900006541.
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ABSTRACTExperiment I required first, third, and sixth graders to identify the actor or experiencer from active and passive sentences with actional and three subclasses of experiential verbs. Actional passives were understood better than experientials, with no difference among the subcategories of experiential verbs, and no effect of verb frequency or regularity. Response distributions for each verb type did not show two populations of subjects – one knowing and the other not knowing the passive – but approximately unimodal distributions whose mean increased with age. Experiment II studied preschoolers. Again, the actional passives were systematically easier than the experientials, and again, for neither verb type did the response distributions show two distinct subject populations, one competent and the other incompetent. The forms of the distributions cannot be wholly accounted for by fluctuating attention to cues to passivization, but indicate that many children have partial knowledge of the passive (increasing with age). A hypothesis about the nature of this partial knowledge accounts for the gradual acquisition and the difference between the verb types.
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Fleischhauer, Jens. "Graduierung nicht skalarer Verben." Zeitschrift für germanistische Linguistik 46, no. 2 (September 10, 2018): 221–47. http://dx.doi.org/10.1515/zgl-2018-0014.
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Abstract The paper deals with degree gradation of verbs in German. Gradation is a process of comparing degrees on a scale but not all gradable verbs lexicalize a suitable gradation scale. In the paper, a definition of ‘lexically scalar predicate’ is proposed and based on that definition, it is argued that some gradable verbs are not lexically scalar. I argue essentially that such verbs require the activation of a gradation scale. The scale is licensed by the lexical semantics of the gradable verb but retrieved from the conceptual knowledge associated with the verb.
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Peelen, Marius V., Domenica Romagno, and Alfonso Caramazza. "Independent Representations of Verbs and Actions in Left Lateral Temporal Cortex." Journal of Cognitive Neuroscience 24, no. 10 (October 2012): 2096–107. http://dx.doi.org/10.1162/jocn_a_00257.
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Verbs and nouns differ not only on formal linguistic grounds but also in what they typically refer to: Verbs typically refer to actions, whereas nouns typically refer to objects. Prior neuroimaging studies have revealed that regions in the left lateral temporal cortex (LTC), including the left posterior middle temporal gyrus (pMTG), respond selectively to action verbs relative to object nouns. Other studies have implicated the left pMTG in action knowledge, raising the possibility that verb selectivity in LTC may primarily reflect action-specific semantic features. Here, using functional neuroimaging, we test this hypothesis. Participants performed a simple memory task on visually presented verbs and nouns that described either events (e.g., “he eats” and “the conversation”) or states (e.g., “he exists” and “the value”). Verb-selective regions in the left pMTG and the left STS were defined in individual participants by an independent localizer contrast between action verbs and object nouns. Both regions showed equally strong selectivity for event and state verbs relative to semantically matched nouns. The left STS responded more to states than events, whereas there was no difference between states and events in the left pMTG. Finally, whole-brain group analysis revealed that action verbs, relative to state verbs, activated a cluster in pMTG that was located posterior to the verb-selective pMTG clusters. Together, these results indicate that verb selectivity in LTC is independent of action representations. We consider other differences between verbs and nouns that may underlie verb selectivity in LTC, including the verb property of predication.
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D'Odorico, Laura, Mirco Fasolo, Rosalinda Cassibba, and Alessandro Costantini. "Lexical, Morphological, and Syntactic Characteristics of Verbs in the Spontaneous Production of Italian Children." Child Development Research 2011 (January 17, 2011): 1–17. http://dx.doi.org/10.1155/2011/498039.
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This study investigates from a developmental point of view the lexical, morphological, and syntactic characteristics of verb production during the first stages of language acquisition. The spontaneous productions of children with different mean length of utterance (MLU) were analysed, examining the relative production of different types of verbs (transitive, intransitive, and mixed), the arguments expressed or omitted in the utterances containing a verb, the morphological inflections produced by the children for each verb, and the generalisation of the syntactic construction with which specific verbs were produced. Data are interpreted in support of the hypothesis that children have a limited abstract knowledge of verbs in the early period of multiword utterance production and that the process of abstractness and generalisation develops gradually on the basis of linguistic experience.
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Römer, Ute, and James R. Garner. "The development of verb constructions in spoken learner English." Corpus-based Approaches to Spoken L2 Production 5, no. 2 (September 24, 2019): 207–30. http://dx.doi.org/10.1075/ijlcr.17015.rom.
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Abstract Based on datasets of L1 Italian and Spanish learner language culled from the Trinity Lancaster Corpus Sample, this paper investigates how verb-argument constructions (VACs) develop in the spoken English of L2 learners across proficiency levels. In addition to proficiency and L1 effects, we focus on the potential influence of native English usage on learner VAC production. Insights into learners’ productive knowledge of five target VACs and the verbs used in those VACs are gained through (1) comparisons of normalized entropy scores for verbs in VACs; (2) correlation analyses comparing for each VAC the verbs produced by groups of learners and by native English speakers; and (3) regression analyses comparing learner verb-VAC associations against indices of VAC usage, including verb-VAC frequency, VAC-verb association strength and contingency. Results indicate that, across L1 backgrounds, more proficient learners are more productive in their VAC use and closer to patterns in L1 English usage than less proficient learners.
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Paciorek, Albertyna, and John N. Williams. "IMPLICIT LEARNING OF SEMANTIC PREFERENCES OF VERBS." Studies in Second Language Acquisition 37, no. 2 (April 24, 2015): 359–82. http://dx.doi.org/10.1017/s0272263115000108.
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Previous studies of semantic implicit learning in language have only examined learning grammatical form-meaning connections in which learning could have been supported by prior linguistic knowledge. In this study we target the domain of verb meaning, specifically semantic preferences regarding novel verbs (e.g., the preference for a novel verb to take abstract objects). Using a reaction time methodology we show that, after exposure to correct verb-noun combinations, reaction times to incorrect combinations are slowed down even for participants who are unaware of the semantic regularity. This effect was obtained on a decision that was irrelevant to the actual underlying regularity, suggesting that the knowledge that has been acquired exerts its influence automatically, hence satisfying one criterion for implicitness. Combined with a lack of verbalizable knowledge, these experiments provide strong evidence for semantic implicit learning in language.
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Khabibullina, Saida B., and Olga B. Ulyanova. "Corpus Analysis Of Reporting Verbs In Abstracts To Research Articles." Tyumen State University Herald. Humanities Research. Humanitates 6, no. 1 (2020): 62–75. http://dx.doi.org/10.21684/2411-197x-2020-6-1-62-75.
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The authors of this article employ the methods of corpus linguistics to study the semantics of general scientific verbs of the lexical-semantic group of reporting in order to study the semantic organization and thematic ordering of this group of English-language predicates in abstracts. The categorical taxonomic meaning of reporting verbs provides an appropriate perception of information when compressing the main text of a research article. Studies that exist in this area comprise the analyses of the rhetorical structure or linguo-cognitive organization of research articles abstracts in various subject areas. Paradigmatics and syntagmatics of lexical units in general and predicates in particular remain not fully understood within the framework of abstracts. Consequently, the relevance of the subject of the study, namely verbs of reporting in abstracts, is due to the objective need to perform the communicative task of creating or translating a research article abstract mainly from Russian into English. At the same time, the non-English academic community needs access to authentic research, the understanding of which occurs mainly basing on proposition predicates. Based on the material of the сompiled corpus of 500 research article abstracts in the subject field of linguistics, the use of automated quantitative and qualitative methods of corpus analysis makes the selection of predicates and forms the lexical-semantic group of reporting with the semantic dominant to show, which reveals the highest frequency of use in abstracts. Along with the nuclear semantics to show, the semes: emergence of knowledge; confirmation of knowledge; clarification of knowledge; accentuation of knowledge; overview of knowledge, organize the space of the lexical-semantic group of reporting and, therefore, the texts of abstracts. Syntagmatics of the studied verbs is limited to four types of combination models of a verb and a direct object; a verb and a prepositional object; a verb and a subordinate clause; as well as a verb and an infinitive, where the first model is most frequent and the last one is least frequent.
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Kamarudin, Rafidah, Shazila Abdullah, and Roslina Abdul Aziz. "Examining ESL Learners’ Knowledge of Collocations." International Journal of Applied Linguistics and English Literature 9, no. 1 (January 31, 2020): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.1p.1.
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It is generally agreed that collocational knowledge is an important language form for language learners in order for them to be proficient and fluent in the target language. However, previous studies have reported that second language (L2) learners lack collocational competence and they encounter difficulties in learning and using collocations. The present study not only investigates the overall collocational knowledge of Malaysian ESL learners, but more specifically, their productive and receptive knowledge of lexical and grammatical, which so far have not been further explored. Additionally, the ESL learners’ performance on three different types of collocations: verb-noun, adjective-noun, and verb-preposition is also investigated. Results of the study reveals a few interesting findings with respect to the Malaysian ESL learners’ overall knowledge of collocations, in particular their productive and receptive knowledge of collocations in relation to the three different types of collocations (verb-noun, adjective-noun, and verb-preposition). Pedagogical implications with regard to collocations and recommendations for future research are also put forward. investigated both the receptive and productive aspects of collocational.
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Römer, Ute, and Cynthia M. Berger. "OBSERVING THE EMERGENCE OF CONSTRUCTIONAL KNOWLEDGE." Studies in Second Language Acquisition 41, no. 5 (May 13, 2019): 1089–110. http://dx.doi.org/10.1017/s0272263119000202.
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AbstractBased on writing produced by second language learners at different proficiency levels (CEFR A1 to C1), we adopted a usage-based approach (Ellis, Römer, & O’Donnell, 2016; Tyler & Ortega, 2018) to investigate how German and Spanish learner knowledge of 19 English verb-argument constructions (VACs; e.g., “V with n,” illustrated by he always agrees with her) develops. We extracted VACs from subsets of the Education First-Cambridge Open Language Database, altogether comprising more than 68,000 texts and 6 million words. For each VAC, L1 learner group, and proficiency level, we determined type and token frequencies, as well as the most dominant verb-VAC associations. To study effects of proficiency and L1 on VAC production, we carried out correlation analyses to compare verb-VAC associations of learners at different levels and different L1 backgrounds. We also correlated each learner dataset with comparable data from a large reference corpus of native English usage. Results indicate that with increasing proficiency, learners expand their VAC repertoire and productivity, and verb-VAC associations move closer to native usage.
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RAHI, Majeed Khairallah. "THE VERB IN CONTEMPORARY ARABIC." RIMAK International Journal of Humanities and Social Sciences 04, no. 01 (January 1, 2022): 217–30. http://dx.doi.org/10.47832/2717-8293.15.16.
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We have inherited an Arabic language with a long history that was rich in a great wealth of words, words, structures and different styles, and many materials were prepared for it from the reasons for sophistication that were used to keep pace with the ages. From colloquial expressions, wrong words and styles such as verbs, nouns, derivatives and plurals. The structures of verbs in linguistic blogs have received great care and clear attention, because verb is a fertile material that has enriched the language with countless words through derivation and addition. That is why scholars called them buildings, and most of the knowledge of the Qur’an and Sunnah is inferred by their knowledge. The verb in contemporary Arabic has proceeded in many directions, some of which is correct and acceptable, because it came in accordance with the rules of the language, and did not violate its analogy, and some of them were not acceptable, because they violate the rules of the language and its origins, and it is necessary to warn about the places of error in it, and to respond to pens and tongues. To the correct eloquent one of its buildings, we thought that we present in this research the trends of the development of the verb in contemporary Arabic, so we dealt with its formulation, its significance, its transgression and its necessity, and its conjugation with prepositions, and we have clarified the error in the uses of writers, orators and writers of these verbs in their different conjugations.
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Berenjian, Shapour Reza, and Jalal Rahimian. "An Investigation into Lexical Aspect of Persian Light Verbs: zadan, dǎdan and xordan Based on Huddleston and Pullum (2002)." International Journal of Linguistics, Literature and Translation 4, no. 3 (March 30, 2021): 01–16. http://dx.doi.org/10.32996/ijllt.2021.4.3.1.
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The verb and its complement have their specific contributions to the meaning of predicate. Sometimes, the verb takes a more modest share than the complement in expressing the predicate; such verbs are referred to as light verbs. However, the degree of the lightness of the verbs is neither systematic nor predictable in verb constructions. We aim to investigate the lexical aspects of the Persian light verbs “zadan” (to hit), “dǎdan” (to give), and “xordan” (to eat) based on Huddleston and Pullum’s Model (2002). There are many verbs that lend themselves to light verb constructions. The data are collected from the Updating Persian Corpus consisting of 48M words. To this end, we extracted all light verbs in the sentences stored on the Updating Persian Corpus using the AntConc software based on Mansouri’s approach (2013). The sampling was done using random sampling method that has scientific validity and is generalizable. In random sampling, every entity of the population enjoys equal chance of inclusion in the sample. Then we analyzed the sentences containing light verbs in terms of the state and activity lexical aspects. The results were plotted in tables and figures with annotations of the verb features. For similar patterns, only one pattern was selected for further analysis. The light verb patterns were listed and analyzed in an inventory one by one. The study adopted a descriptive-analytical method and a corpus-based survey design. Descriptive research has both applied and basic aspects so that it leads to the discovery of facts and bodies of knowledge in an inductive way. An important characteristic of descriptive studies is that the researcher may not manipulate or control the status and role of variables. The researcher merely tends to study and describe what already exists. In this study, we used library research and content analysis methods.
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Jumaah, Ruaa Talal, Sabariah Md Rashid, Mohd Azidan Bin Abdul Jabar, and Afida Mohamad Ali. "A Cognitive Semantic Analysis of Arabic Verb of Visual Perception رأى (ra’a) in Fiction Writing." SAGE Open 10, no. 3 (July 2020): 215824402094952. http://dx.doi.org/10.1177/2158244020949525.
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This study focuses on whether the metaphors of visual perception are really as universal as has been argued in the literature as research in non-Western languages has demonstrated that the metaphors are not universal. Thus, this study aims at unraveling the conceptual metaphors underlying the linguistic expressions of the Arabic verb of visual perception ىأر (ra’a) in fiction writing. This study adopts a qualitative approach and is situated within the field of cognitive semantics. A corpus of Arabic fiction writing, comprising 1 million words, between the period of 2010 and 2017 was compiled from different sources. Specifically, a sample consisting of 1,000 examples of the Arabic verb of visual perception ىأر was randomly extracted from the corpus using Ghawwas_V4.6 concordancer. The metaphor identification procedures (MIPs) were used to identify the metaphorical linguistic expressions in the corpus, and Lakoff and Johnson’s and Sweetser’s analytical frameworks were adopted for data analysis. The data analysis revealed many conceptual metaphors of knowledge and understanding underlying the metaphorical linguistic expression of the verb ىأر in Arabic. The findings of this study support Sweetser’s claim regarding the universality of conceptual metaphors related to the verbs of visual perception in motivating metaphors of knowledge and intellection. Thus, this study contributes to the literature on verbs of perception, particularly verbs of visual perception, as it is the first to address the conceptual metaphors underlying the verb ىأر in Arabic using real authentic corpus of fiction writing.
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Rezzonico, Stefano, Ahuva Goldberg, Trelani Milburn, Adriana Belletti, and Luigi Girolametto. "English Verb Accuracy of Bilingual Cantonese–English Preschoolers." Language, Speech, and Hearing Services in Schools 48, no. 3 (July 26, 2017): 153–67. http://dx.doi.org/10.1044/2017_lshss-16-0054.
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Purpose Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese–English bilingual preschoolers. Method The sample included 47 Cantonese–English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. Results By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Conclusions Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese–English bilingual children.
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Theakston, Anna L., Elena V. M. Lieven, and Michael Tomasello. "The Role of the Input in the Acquisition of Third Person Singular Verbs in English." Journal of Speech, Language, and Hearing Research 46, no. 4 (August 2003): 863–77. http://dx.doi.org/10.1044/1092-4388(2003/067).
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During the early stages of language acquisition, children pass through a stage of development when they produce both finite and nonfinite verb forms in finite contexts (e.g., "it go there," "it goes there"). Theorists who assume that children operate with an abstract understanding of tense and agreement marking from the beginnings of language use tend to explain this phenomenon in terms of either performance limitations in production (e.g., V. Valian, 1991) or the optional use of finite forms in finite contexts due to a lack of knowledge that tense and agreement marking is obligatory (the optional infinitive hypothesis; K. Wexler, 1994, 1996). An alternative explanation, however, is that children's use of nonfinite forms is based on the presence of questions in the input ("Where does it go¿") where the grammatical subject is immediately followed by a nonfinite verb form. To compare these explanations, 2 groups of 24 children aged between 2 years 6 months and 3 years were exposed to 6 known and 3 novel verbs produced in either declaratives or questions or in both declaratives and questions. The children were then questioned to elicit use of the verbs in either finite or nonfinite contexts. The results show that for novel verbs, the children's patterns of verb use were closely related to the patterns of verb use modeled in the language to which they were exposed. For known verbs, there were no differences in the children's use of individual verbs, regardless of the specific patterns of verb use modeled in the language they heard. The implications of these findings for theories of early verb use are discussed.
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Orozco, Rafael, and Luz Marcela Hurtado. "A Variationist Study of Subject Pronoun Expression in Medellín, Colombia." Languages 6, no. 1 (December 28, 2020): 5. http://dx.doi.org/10.3390/languages6010005.
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This variationist study of subject pronoun expression (SPE) in Medellín, Colombia uses multivariate regressions to probe the effects of ten predictors on 4623 tokens from the Proyecto para el Estudio Sociolingüístico del Español de España y de América (PRESEEA) corpus. We implement analytical innovations by exploring transitivity and the lexical effect of the verb, which we analyze by testing infinitives and subject pronoun + verb collocations, respectively, as standalone, random-effect factors. Our results reveal the highest pronominal rate (28%) found in a mainland Spanish-speaking community. Additionally, we uncover that pronominal rates increase with age, a finding which appears to have cognitive implications. The internal conditioning contributes to pronombrista studies by showing the effects of discourse type and transitivity. Narratives and opinion statements favor overt subjects, but statements indicating routine activities favor null subjects. Whereas unergative verbs promote overt subjects, reflexive verbs favor null subjects. The lexical effect of the verb reveals opposing tendencies between verbs in the same category as well as within different collocations of the same verb, providing more definitive answers than the semantically guided approaches used for the last four decades and showing that verb groupings do not constitute functional categories with regard to SPE. Overall, this study contributes to expand our baseline knowledge of SPE in mainland Latin American communities and opens interesting research avenues.
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Tomskaya, Maria, and Irina Zaytseva. "MULTIMEDIA REPRESENTATION OF KNOWLEDGE IN ACADEMIC DISCOURSE." Verbum 8, no. 8 (January 19, 2018): 129. http://dx.doi.org/10.15388/verb.2017.8.11357.
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The article focuses on academic presentations created with the help of multimedia programmes. The presentation is regarded as a special form of new academic knowledge representation. An academic presentation is explored as a multimodal phenomenon due to the fact that different channels or modes are activated during its perception. Data perception constitutes a part of the context which in itself is a semiotic event involving various components (an addresser, an addressee, the message itself, the channel of communication and the code). The choice of the code and the channel depends on different factors (type of the audience, the nature of the message, etc). In this way, the information for non-professionals will be most likely presented through visualization with the help of infographics (schemes, figures, charts, etc). Talking about the professional audience the speaker may resort to visualization to a lesser degree or he may not use it at all. His message will be transmitted only with the help of verbal means, which will not prevent the audience from perceiving and understanding new knowledge correctly. The presentation regime of rapid successive slide show may be regarded the heritage of ‘clip thinking’ which is characterized by a non-linear, simultaneous way of information perception. At the present stage of technology development visualization is becoming the most common means of transmitting information in academic discourse, due to peculiarities of data perception by the man of today.
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Marjanovic, Sasa. "The system of processing verb inflection in Benson’s dictionary." Juznoslovenski filolog 77, no. 2 (2021): 201–32. http://dx.doi.org/10.2298/jfi2102201m.
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From the perspective of the theory of lexicographic functions, this paper analyses in a metalexicographic manner the system of processing inflection data on the verbs of the Serbian language in M. Benson?s SerboCroatian-English Dictionary (BENSON 1993). The processing system is perceived through the prism of the needs of users whose native language is not Serbian in three situations: reception, production (which includes translation situations) and the situation in which the dictionary is used for gaining knowledge on verb inflection in the Serbian language. In the analysis of the dictionary, it has been noted that the processing system is made up of four lexicographic methods: 1) inflected forms of the verbs with a suppletive present base form and apophony in that base compared to the infinitive base form were included as headwords of particular dictionary entries with cross-references to the infinitive, but this was not done systematically and consistently; 2) as for the thematic verbs which are included in 36 separate accentual-conjugation types, type marks were provided with the verb, with cross-references to the introductory pages of the dictionary, where those marks were textually interpreted; 3) as for the thematic verbs which are not included in the aforementioned types, as well as all athematic verbs, inflection data were listed in the grammar section immediately after the headword; 4) for a smaller number of verbs, the model verb from which the inflection data should be analogically derived is listed in the dictionary entry itself. However, if a sound change in the present tense appears in verbs to which the third and fourth lexicographic method was applied, then a partial paradigm of the present tense in its full or shortened form was provided before the cross-reference to the typical verb in the form of a mark or a specific verb. The analysis showed that the first aforementioned lexicographic method meets the reception-related needs of the users of Benson?s dictionary. However, considering that it was not consistently applied, it does not satisfy those needs in all cases. The remaining three methods completely meet production-related needs, but it remains uncertain whether the applied methods are clear to the average user and, if so, to what extent. Therefore, the paper also offers a simplified version of Benson?s system of processing verb inflection, which would be more harmonized with the users? needs. However, Benson?s dictionary cannot serve as a handbook for gaining knowledge on verb inflection in the Serbian language, because the introductory pages and the grammatical appendix neither offer the rules on the formation of verb forms nor include complete paradigms of basic inflection types. The results of the analysis in the conclusion are applied to the draft of a new, proposed, French-Serbian dictionary, which additionally points to the advantages and shortcomings of applied lexicographic methods.
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DENG, Xiangjun, and Virginia YIP. "An event-semantic account of spatial modification in the acquisition of Mandarin." Journal of Child Language 45, no. 4 (February 15, 2018): 829–57. http://dx.doi.org/10.1017/s0305000917000496.
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AbstractThis study investigates Mandarin-speaking children's knowledge of event semantics in interpreting spatial modifiers withzai‘at’ after a posture verb or before a placement verb. The event-semantic principles investigated include subevent modification (Parsons, 1990) and aspect shift (Fong, 1997). We conducted an experimental study using modified forced choice, video choice, and elicited production techniques with five groups of children (two- to six-year-olds) and an adult control group. Three-year-olds were sensitive to the ambiguity ofzai-PPs with placement verbs and posture verbs, suggesting guidance from principles of aspect shift and subevent modification. On the other hand, distributional properties of the input play a role in acquiring the interpretation and word order ofzai: e.g., four-year-olds significantly differed from adults in accepting non-target V-zaisentences, as some verb classes can take postverbal prepositional phrases withzaiwhile others cannot in adult usage.
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Amrullah, Qadrina Lailyn, Ahmad Munir, and Suharsono Suharsono. "Rhetorical Functions of Reporting Verbs in Author Prominent Citations of Graduate Students’ Research Papers." Journal of English Language and Literature 8, no. 3 (December 31, 2017): 690–700. http://dx.doi.org/10.17722/jell.v8i3.341.
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This study investigates the rhetorical functions of reporting verbs employed in the author prominent citations of research papers written by graduate students. Specifically, this study aims to 1) describe the use of reporting verbs functioning as research acts, cognition acts and discourse acts in the graduate students’ research papers, and 2) evaluate the appropriateness of those uses of reporting verbs in each research paper. Thus, the examples of the use, misuse, and overuse of the reporting verbs committed by the students were presented in this study. Following this, Hyland’s (2002) insightful framework is used as preliminary identification of the functional activities of research verbs, cognitive verbs, and discourse verbs. Documents analysis with checklist worksheet was used to obtain the data. The data comprised eighteen research papers completed as the final project of linguistic subject. The findings show that the students tend to use reporting verbs in discourse act category instead of research act and cognitive act categories. More specifically, the findings reveal that 1) for research act category, the most used verbs were ‘find’, ‘show’ and ‘identify’, 2) only the verb ‘believe’ was found in cognition act category, 3) the verb ‘state’ which belongs to the functional categories of discourse verb has the highest occurrence in all of the data. It means that the students tend to overuse and misuse the verb ‘state’ to present any kinds of cited sentences without fully understanding its functional meaning within the context. And 4) for the appropriateness of reporting verbs, the students’ problems were found on the misuses verb choice, tense choice, and syntactic pattern of the reported sentences. This indicates the students are likely to be unaware of the functional use of reporting verbs in cited sentences. To achieve successful communicative purpose in citing others’ work, students should be encouraged in advancing their knowledge to familiarize the meanings of reporting verbs within the context in academic writings.
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Öztürk, Burcu, and Seher Çiçek. "Morphological Verb Valency Driven Errors of Secondary School Students." International Journal of Education and Literacy Studies 9, no. 4 (November 5, 2021): 217. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.217.
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The aim of the current study is to determine the distribution of verb valency-driven errors of secondary school students. To this end, this study is framed as a survey research. The sample of the study consists of 200 secondary school students in three schools with different socio- economic levels. The content and teaching of morphological verb valency and the problems encountered were elaborated in the light of Turkish teachers’ views. The data of the study were compiled through document analysis. Frequency analysis was employed to determine the occurrence of morphological verb valency driven errors. Besides, content analysis was used to analyse teachers’ views. The research findings revealed that secondary school students made verb valency driven errors at 393 times while using 145 different verbs. The mean value of verb valency driven errors per student was 1.96. Furthermore, the verbs with the most common verb valency driven errors were respectively as follows: çık- (to leave), al- (to take), bul- (to find), söyle- (to tell), yaşa- (to live), git- (to go), gör- (to see), ver- (to give), çöz- (to solve) and gel- (to come). Teachers, however, stated that students had difficulty in analysing and writing morphemes in morphological verb valency, and they, in particular, made verb valency driven errors in long sentences in writing and speaking skills. Moreover, activities towards knowledge and comprehension in terms of words and sentences are inadequate in respect to such cognitive processes such as synthesis and evaluation of texts. Therefore, it is recommended that teaching of morphological valency should be integrated with language skills in order to minimize morphological verb valency driven errors that have an impact upon literacy skills of students in their mother tongue.
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Gabriele, Alison, Gita Martohardjono, and William McClure. "Why swimming is just as difficult as dying for Japanese learners of English." ZAS Papers in Linguistics 29 (January 1, 2003): 85–103. http://dx.doi.org/10.21248/zaspil.29.2003.170.
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While both Japanese and English have a grammatic al form denoting the progressive, the two forms (te-iru & be+ing) interact differently with the inherent semantics of the verb to which they attach (Kindaichi, 1950; McClure, 1995; Shirai, 2000). Japanese change of state verbs are incompatible with a progressive interpretation, allowing only a resultative interpretation of V+ te-iru, while a progressive interpretation is preferred for activity predicates. English be+ing denotes a progressive interpretation regardless of the lexical semantics of the verb. The question that arises is how we can account for the fact that change of state verbs like dying can denote a progressive interpretation in English, but not in Japanese. While researchers such as Kageyama (1996) and Ogihara (1998, 1999) propose that the difference lies in the lexical semantics of the verbs themselves, others such as McClure (1995) have argued that the difference lies in the semantics of the grammatical forms, be+ing and te-iru. We present results from an experimental study of Japanese learners’ interpretation of the English progressive which provide support for McClure’s proposal. Results indicate that independent of verb type, learners had significantly more difficulty with the past progressive. We argue that knowledge of L2 semantics-syntax correspondences proceeds not on the basis of L1 lexical semantic knowledge, but on the basis of grammatical forms.
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STREET, JAMES A., and EWA DĄBROWSKA. "Lexically specific knowledge and individual differences in adult native speakers’ processing of the English passive." Applied Psycholinguistics 35, no. 1 (November 22, 2012): 97–118. http://dx.doi.org/10.1017/s0142716412000367.
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ABSTRACTThis article provides experimental evidence for the role of lexically specific representations in the processing of passive sentences and considerable education-related differences in comprehension of the passive construction. The experiment measured response time and decision accuracy of participants with high and low academic attainment using an online task that compared processing and comprehension of active and passive sentences containing verbs strongly associated with the passive and active constructions, as determined by collostructional analysis. As predicted by usage-based accounts, participants’ performance was influenced by frequency (both groups processed actives faster than passives; the low academic attainment participants also made significantly more errors on passive sentences) and lexical specificity (i.e., processing of passives was slower with verbs strongly associated with the active). Contra to proposals made by Dąbrowska and Street (2006), the results suggest that all participants have verb-specific as well as verb-general representations, but that the latter are not as entrenched in the participants with low academic attainment, resulting in less reliable performance. The results also show no evidence of a speed–accuracy trade-off, making alternative accounts of the results (e.g., those of two-stage processing models, such as Townsend & Bever, 2001) problematic.
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Oghoghophia Famous, Imu. "Valency in the Urhobo Language." Indian Journal of Language and Linguistics 2, no. 2 (June 30, 2021): 38–46. http://dx.doi.org/10.34256/ijll2125.
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This paper examines verb valency in Urhobo, using minimalism as a theoretical framework. Verb valency deals with the question of how many participants a specific verb logically presupposes in order for the event denoted by the verb to be realizable. The method of data collection is categorized into two main sources: primary and secondary data. The preliminary data refers to the information obtained using intuitive knowledge, the secondary source refers to documented information obtained from the library, internet, and other published materials. The study reveals that where we have one argument structure, we have one theta function. There are two place predicates we have two theta roles or functions, and also, three arguments predicates possess three theta roles. This goes a long way to say that Urhobo verbs can take different arguments, and their syntactic and semantic well-formedness will still be intact. It also reveals that it takes only one individual to carry out one event, such as òvwèrẹ̀ (sleeping event) in the Urhobo language. Finally, the paper identifies three valency classes in the Urhobo language (Mono-valent verb- takes or involves one entity, Di-valent verb- takes or involves two entities, and Tri-valent verb- takes or involves three entities).
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Orozco, Rafael, and Luz Marcela Hurtado. "Variable subject pronoun expression revisited: This is what the Paisas do." Proceedings of the Linguistic Society of America 6, no. 1 (March 20, 2021): 713. http://dx.doi.org/10.3765/plsa.v6i1.5006.
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We explore subject pronoun expression (SPE) in Medellín, Colombia using 4,623 tokens to test eight predictors. The 28% overall pronominal rate found is significantly higher than those in other mainland communities. Grammatical person exerts the greatest conditioning effect, with uno ‘one’ strongly favoring overt subjects. Findings for verb class reveal that speech and cognitive verbs promote overt subjects. However, our in-depth analysis unveils opposing tendencies between different pronominal subject + verb collocations for the same verb. E.g., whereas (yo) soy ‘I am’ strongly favors overt subjects, (ellos) son ‘they are’ favors null subjects. These findings suggest that analyses focusing on infinitives do not constitute the most accurate way to explore verb effects on SPE. Moreover, the effect of age reveals a low pronominal rate among the youngest speakers, a finding that appears to have cognitive and acquisitional implications, as younger speakers would be expected to have higher pronominal rates. In general, this study contributes to expand our knowledge of SPE. Further, the findings regarding age and the lexical effect of the verb open promising research paths.
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Joan Casademont, Anna. "On the elements activating the transmission of specialized knowledge in verbs." Terminology 20, no. 1 (April 25, 2014): 92–116. http://dx.doi.org/10.1075/term.20.1.05joa.
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In this paper we propose an analysis of phraseological verbs in specialized discourse in order to establish syntactic and semantic characteristics likely to indicate the transmission of specialized knowledge. By adopting and adapting theoretical and descriptive proposals existing for general language, we consider elements from the relation between the verb and its arguments (such as argument structure and thematic roles) and aspects from the arguments themselves (such as semantic features and termhood). Through the detection of combined features and behaviour patterns of occurrences, we are able to more specifically establish which characteristics allow us to recognise the terminological use of phraseological verbs and which kind of information is the more relevant to its conveyance.
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Akker, Saskia van den, John Hoeks, Jennifer K. Spenader, and Petra Hendriks. "Is the Dutch Delay of Principle B Effect dependent on verb type?" Linguistics in the Netherlands 29 (November 2, 2012): 1–14. http://dx.doi.org/10.1075/avt.29.01akk.
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Dutch children interpret reflexives correctly from age 4 on, but frequently misinterpret object pronouns as coreferring with the local subject until age 6. We investigated whether this so-called Delay of Principle B Effect (DPBE) differs by verb type. We tested 47 children between 4 and 6 years old with regular transitive verbs (e.g., to hit) and grooming verbs (e.g., to wash), verbs that often refer to self-directed actions. In general, children displaying the DPBE performed equally well on both verb types. In contrast, children who performed poorly on pronouns and reflexives made significantly more errors interpreting pronouns with grooming verbs than with transitive verbs. This suggests that young children are aware of the tendency for certain events to be self-directed. However, our results show they only apply this information when interpreting pronouns but not reflectives, indicating that they also use their grammatical knowledge.
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DLIGACH, DMITRIY, and MARTHA PALMER. "IMPROVING WORD SENSE DISAMBIGUATION WITH AUTOMATICALLY RETRIEVED SEMANTIC KNOWLEDGE." International Journal of Semantic Computing 02, no. 03 (September 2008): 365–80. http://dx.doi.org/10.1142/s1793351x08000543.
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Word Sense Disambiguation (WSD) is an important problem in Natural Language Processing. Supervised WSD involves assigning a sense from some sense inventory to each occurrence of an ambiguous word. Verb sense distinctions often depend on the distinctions in the semantics of the target verb's arguments. Therefore, some method of capturing their semantics is crucial to the success of a VSD system. In this paper we propose a novel approach to encoding the semantics of the noun arguments of a verb. This approach involves extracting various semantic properties of that verb from a large text corpus. We contrast our approach with the traditional methods and show that it performs better while the only resources it requires are a large corpus and a dependency parser.
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HORVATH, Sabrina, Leslie RESCORLA, and Sudha ARUNACHALAM. "The syntactic and semantic features of two-year-olds’ verb vocabularies: a comparison of typically developing children and late talkers." Journal of Child Language 46, no. 3 (January 11, 2019): 409–32. http://dx.doi.org/10.1017/s0305000918000508.
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AbstractChildren with language disorders have particular difficulty with verbs, but when this difficulty emerges is unknown. We examined syntactic (transitive, intransitive, ditransitive) and semantic (manner, result) features of two-year-olds’ verb vocabularies, contrasting late talkers and typically developing children to look for early differences in verb vocabulary. We conducted a retrospective analysis of parent-reported expressive vocabulary from the Language Development Survey (N = 564, N(LT) = 62) (Rescorla, 1989). Verbs were coded for the presence or absence of each syntactic and semantic feature. Binomial mixed-effects regressions revealed the effect of feature on children's knowledge and whether feature interacted with group classification. Our results revealed mostly similarities between late talkers and typically developing children. All children's vocabularies showed a bias against verbs that occur in ditransitive frames. One feature showed a difference between groups: late talkers showed a bias against manner verbs that typically developing children did not.
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Maouene, Josita, Nitya Sethuraman, Mounir Maoene, and Linda B. Smith. "An Embodied Account of Argument Structure Development." Annual Meeting of the Berkeley Linguistics Society 36, no. 1 (August 24, 2010): 261. http://dx.doi.org/10.3765/bls.v36i1.3916.
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In lieu of an abstract, here is a brief excerpt:All information enters the cognitive system through the body. Thus, it is possible that the body—and its morphology—may play a role in structurng knowledge and acquisition. This idea is particularly cogent in the case of verbs, since early learned verbs are about bodily actions and since recent advanc-es in cognitive neuroscience (Pulvermueller, 2005; James and Maouene, 2009) indicate that the neural processing of common verbs activates the brain regions responsible for the specific body parts that perform those actions. Here we provide initial evidence these body-part verb relations may also be related to the argument structures associated with specific verbs. We will conclude that in the same way that verb meaning and argument structure develop out of correlations in linguistic experiences, they may also develop out of correlations in body experiences.
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MARINA V., VEKLICH. "THE VERBAL METAPHORS IN RUSSIAN MEDICAL TERMINOLOGY." HUMANITARIAN RESEARCHES 78, no. 2 (2021): 20–25. http://dx.doi.org/10.21672/1818-4936-2021-78-2-020-025.
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The aim of the research is to study the verbalization of medical knowledge, metaphorical nomination as one of the ways to replenish the Russian medical dictionary in medical texts from different historical periods, using the material of verbsterms. Thanks to the scenario approach, a cognitive scenario of the verbs of medical care is described, which includes three scenes in general and is concretized in the meanings of the verbs used. The synchronous-diachronic research method made it possible to draw a conclusion about the productivity of metaphorical transfer in a medical text, since this is a way of creating a special verb vocabulary and terms that is characteristic of all periods of the development of the national medical dictionary. The results of the work can be used in further cognitive research of medical care verbs and verb terms.
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VERHAGEN, JOSJE. "Verb placement in second language acquisition: Experimental evidence for the different behavior of auxiliary and lexical verbs." Applied Psycholinguistics 32, no. 4 (April 21, 2011): 821–58. http://dx.doi.org/10.1017/s0142716411000087.
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ABSTRACTThis study investigates the acquisition of verb placement by Moroccan and Turkish second language (L2) learners of Dutch. Elicited production data corroborate earlier findings from L2 German that learners who do not produce auxiliaries do not raise lexical verbs over negation, whereas learners who produce auxiliaries do. Data from elicited imitation and sentence matching support this pattern and show that learners can have grammatical knowledge of auxiliary placement before they can produce auxiliaries. With lexical verbs, they do not show such knowledge. These results present further evidence for the different behavior of auxiliary and lexical verbs in early stages of L2 acquisition.
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Chamalaun, Robert, Anna Bosman, and Mirjam Ernestus. "Teaching verb spelling through explicit direct instruction." L1-Educational Studies in Language and Literature 22 (February 18, 2022): 1–29. http://dx.doi.org/10.21248/l1esll.2022.22.1.379.
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Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and one with university students - compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive with traditional instruction (TI) on Dutch homophonous verb spelling. The two approaches differ in the attention dedicated to the identification of the grammatical functions of verb forms and in the teacher’s guidance of the students, which affects the interactivity during the classes. Students were pre-tested and post-tested on their knowledge of grammar and spelling of homophonous verb forms embedded in sentences. Both the EDI and the TI courses consisted of 4.5 hours of training. Secondary-school students’ verb-spelling performance improved, irrespective of the type of instruction. University students’ verb-spelling performance increased after both interventions, probably resulting from their improved grammatical knowledge. Importantly, the EDI students’ performance increased more than the TI students’ performance because the EDI students had learnt to rely more on their grammatical knowledge or make better use of their increased grammatical mastery. These results are in line with our hypothesis that the explicit interactivity that is inherent to EDI is beneficial for teaching verb spelling to students beyond primary-school level, who already possess some grammatical knowledge.
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Godizova, Z. I. "Teaching the Russian verb to Chinese philology students: functional-grammatical and methodological aspects." Vestnik of Samara University. History, pedagogics, philology 28, no. 1 (April 13, 2022): 94–101. http://dx.doi.org/10.18287/2542-0445-2022-28-1-94-101.
Full textAbstract:
Russian verb teaching experience to foreign (Chinese) philology students revealed the main difficulties in understanding topics related to the system of the Russian verb and its grammatical categories. These difficulties are due to a complex process of interaction between verb grammatical categories, grammatical and lexical meanings, grammatical form and context, and the general situation of speech. In terms of such interaction, various uses of verb forms, contexts allowing interchangeability of grammemes, as well as grammemes functioning in the meaning of another one are created. In the course of verb forms functioning implicit grammatical meanings easily recognized by a native speaker occur in the text but these forms are particularly problematic for foreign students. In the methods of teaching Russian as a foreign language, researchers and textbook authors generally focus on the category of aspect and on verbs of motion. Other grammatical categories of the verb attract scientists to a far lesser extent. Implicit narration meanings particularly lack attention. The purpose of this study is a comprehensive analysis of all the difficult cases associated with the verb, its grammatical categories and forms. Data obtained in the course of the study will be considered in the practice of teaching RCT and moreover it will give an opportunity to eliminate all the difficulties. Methods of observation, description, transformation, survey, functional and semantic analysis were used in the course of the study. Extracts from the Russian writers' texts selected from the National Corpus of the Russian Language provided the main language material. The research conducted suggests the tools for the development of foreign students' skills and abilities that will allow them to perceive implicit meanings expressed by verbal forms and to integrate their knowledge into speech. This requires a system-functional approach to teaching the discipline, involving various functionings of verb forms as well as rich lexical material. Besides, students additional efforts, a high level of language proficiency, a certain cultural level, and background knowledge will be necessary.
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LI, JIANGUO, and CHRIS BREW. "Class-based approach to disambiguating Levin verbs." Natural Language Engineering 16, no. 4 (October 2010): 391–415. http://dx.doi.org/10.1017/s1351324910000136.
Full textAbstract:
AbstractLapata and Brew (Computational Linguistics, vol. 30, 2004, pp. 295–313) (hereafter LB04) obtain from untagged texts a statistical prior model that is able to generate class preferences for ambiguous Lewin (English Verb Classes and Alternations: A Preliminary Investigation, 1993, University of Chicago Press) verbs (hereafter Levin). They also show that their informative priors, incorporated into a Naive Bayes classifier deduced from hand-tagged data (HTD), can aid in verb class disambiguation. We re-analyse LB04's prior model and show that a single factor (the joint probability of class and frame) determines the predominant class for a particular verb in a particular frame. This means that the prior model cannot be sensitive to fine-grained lexical distinctions between different individual verbs falling in the same class.We replicate LB04's supervised disambiguation experiments on large-scale data, using deep parsers rather than the shallow parser of LB04. In addition, we introduce a method for training our classifier without using HTD. This relies on knowledge of Levin class memberships to move information from unambiguous to ambiguous instances of each class. We regard this system as unsupervised because it does not rely on human annotation of individual verb instances. Although our unsupervised verb class disambiguator does not match the performance of the ones that make use of HTD, it consistently outperforms the random baseline model. Our experiments also demonstrate that the informative priors derived from untagged texts help improve the performance of the classifier trained on untagged data.
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Gallivan, Joanne. "Motion Verb Acquisition: Development of Definitions." Perceptual and Motor Skills 66, no. 3 (June 1988): 979–86. http://dx.doi.org/10.2466/pms.1988.66.3.979.
Full textAbstract:
This experiment explored as a function of development the changes in the content of subjects' concepts of motion verbs. 60 subjects (3-yr.-olds, 4-yr.-olds, 5-yr.-olds and adults) took part in interviews in which questions designed to assess their understanding of the meanings of 10 verbs were posed. Analyses of the response-types produced, the level of generality of concept instances discussed, and the appropriateness of the word definitions supplied all indicated that children's concepts are initially quite particular and limited mainly to knowledge of the situations and entities to which the verbs can apply. Development of verb meanings appears to consist of generalization of the concepts underlying use of the words, replacing particular specific information about the referents to which the words may apply.
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Merlo, Paola, and Suzanne Stevenson. "Automatic Verb Classification Based on Statistical Distributions of Argument Structure." Computational Linguistics 27, no. 3 (September 2001): 373–408. http://dx.doi.org/10.1162/089120101317066122.
Full textAbstract:
Automatic acquisition of lexical knowledge is critical to a wide range of natural language processing tasks. Especially important is knowledge about verbs, which are the primary source of relational information in a sentence-the predicate-argument structure that relates an action or state to its participants (i.e., who did what to whom). In this work, we report on supervised learning experiments to automatically classify three major types of English verbs, based on their argument structure-specifically, the thematic roles they assign to participants. We use linguistically-motivated statistical indicators extracted from large annotated corpora to train the classifier, achieving 69.8% accuracy for a task whose baseline is 34%, and whose expert-based upper bound we calculate at 86.5%. A detailed analysis of the performance of the algorithm and of its errors confirms that the proposed features capture properties related to the argument structure of the verbs. Our results validate our hypotheses that knowledge about thematic relations is crucial for verb classification, and that it can be gleaned from a corpus by automatic means. We thus demonstrate an effective combination of deeper linguistic knowledge with the robustness and scalability of statistical techniques.
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Nakano, Hiroko, Clifford Saron, and Tamara Y. Swaab. "Speech and Span: Working Memory Capacity Impacts the Use of Animacy but Not of World Knowledge during Spoken Sentence Comprehension." Journal of Cognitive Neuroscience 22, no. 12 (December 2010): 2886–98. http://dx.doi.org/10.1162/jocn.2009.21400.
Full textAbstract:
We present results from a study demonstrating that high- and low-span listeners show qualitatively different brain responses when comprehending simple active sentences. Participants listened to naturally produced sentences in three conditions in which the plausibility of thematic relations was manipulated, for instance: The dog(1)/The poet(2)/The box(3) is biting the mailman. Event-related potentials were recorded to the first noun, the verb, and the second noun in all three conditions. In (2), the thematic relations between the words in the sentence are less expected given our world knowledge, and this resulted in an N400 effect of semantic processing difficulty to the second noun for both high- and low-span subjects. In (3), the inanimate first noun cannot be the agent of the verb. Only high-span subjects showed an effect of animacy on the sentence-initial nouns, evident from a larger anterior negative shift to inanimate than animate nouns. Furthermore, to the thematically violated verbs (3), low-span subjects showed an N400, whereas high-span subjects generated a P600. We suggest that this P600 effect to the thematically violated verb may be related to processing costs resulting from a conflict between the provisional thematic roles assigned as a function of the inanimate sentence-initial noun, and the actual (animate) agent required by the verb. We further argue that low-span subjects lag behind those with high span in their use of animacy, but not real-world knowledge in the on-line computation of thematic roles in spoken language comprehension.
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KAY-RAINING BIRD, ELIZABETH, and PATRICIA CLEAVE. "Mothers' talk to children with Down Syndrome, language impairment, or typical development about familiar and unfamiliar nouns and verbs." Journal of Child Language 43, no. 5 (September 2, 2015): 1072–102. http://dx.doi.org/10.1017/s0305000915000434.
Full textAbstract:
AbstractThis study investigated how forty-six mothers modified their talk about familiar and unfamiliar nouns and verbs when interacting with their children with Down Syndrome (DS), language impairment (LI), or typical development (TD). Children (MLUs < 2·7) were group-matched on expressive vocabulary size. Mother–child dyads were recorded playing with toy animals (noun task) and action boxes (verb task). Mothers of children with DS used shorter utterances and more verb labels in salient positions than the other two groups. All mothers produced unfamiliar target nouns in short utterances, in utterance-final position, and with the referent perceptually available. Mothers also talked more about familiar nouns and verbs and labelled them more often and more consistently. These findings suggest that mothers of children in the early period of language development fine-tune their input in ways that reflect their children's vocabulary knowledge, but do so differently for nouns and verbs.