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Gotowa bibliografia na temat „Speech verbs”

Autor: Grafiati

Data publikacji: 8 czerwca 2024

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Artykuły w czasopismach na temat "Speech verbs"

1

GOLDFIELD, BEVERLY A. "Nouns before verbs in comprehension vs. production: the view from pragmatics." Journal of Child Language 27, no. 3 (2000): 501–20. http://dx.doi.org/10.1017/s0305000900004244.

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This study examines pragmatic factors that bias English-speaking children to produce more of the nouns and fewer of the verbs that they know. If nouns are favoured for production, parents should elicit more nouns than verbs in child speech. If verb comprehension is favoured over verb production, parents should more often prompt children to produce an action than to produce a verb. Data from 44 parent–child (age 1;8) dyads in the New England directory of the CHILDES data base were analysed. Children produced more nouns than verbs but mothers produced more verbs than nouns. Speech act analyses indicate that mothers elicited noun production but rarely prompted children to produce verbs. Mothers more often prompted children to produce an action than to produce a verb, and verbs occurred most often in maternal speech acts used to elicit children's actions. Moreover, children comprehended many more verbs than they produced. These data suggest that production measures underestimate the frequency and significance of verb-learning in early lexical development.

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Ardiantari, Desak Putu Salshabila. "Natural Semantic Metalanguage Analysis of English Speech Act Verb ‘Inform’." International Journal of Language and Literature 7, no. 2 (2023): 107–13. http://dx.doi.org/10.23887/ijll.v7i2.47339.

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Generally, every language has a lexicon that is grouped into classified verbs. Each verb can be broken down into some specific subtypes. Particularly in English, verbs are semantically divided into several subtypes. Verbs such as tell, ask, inform, offer, forgive, and others are belonging to the types of verbs of speech or speech acts. This study aims to analyze natural semantic metalanguage analysis of English speech act verb of inform. In collecting data is using observational method. Therefore, the theory of natural semantic metalanguage (NSM) is used to analyze the data taken from the American Corpus (COCA). By way of explication, the particular lexicon is explained thoroughly to reveal the subtle meaning of semantic features without any bias. The research argues that the four subtypes of the speech act verb "inform" demonstrate varying semantic forms and structures. The distinctions in lexicon become evident within their common semantic domain. Moreover, the four associated lexicons with the verb "inform" possess unique semantic traits and serve specific purposes within speech acts.

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Лю, Л. "Semantic dynamic analysis of command speech act verbs." Russkii iazyk za rubezhom, no. 3(292) (June 30, 2022): 52–57. http://dx.doi.org/10.37632/pi.2022.292.3.007.

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Большой класс глаголов побудительных речевых актов, глаголы командных речевых актов не только обладают признаком «речь», но и могут передавать определенное намерение адресанта. Данные глаголы отличаются от других глаголов побудительных речевых актов степенью интенсивности силы. В этой работе данные глаголы проанализированы с точки зрения семантики, познания и прагматики, рассмотрены связанные с человеком факторы, содержащиеся в семантической структуре данных глаголов. Command speech act verbs is an important verb in imperative speech act verbs. It has a characteristic speech in words and deeds do things to convey the speaker’s particular intent, by this make the speaker's mental state pointing to the recipient or associated with the recipient. Because of their language forces, command speech act verbs is different from other types of imperative speech act verbs. This paper do dynamic analysis deeply to semantics, cognitive and pragmatic aspects in command speech act verbs, fully taking into account the «people» factors in semantic structure of such class, to grasp such verbs overall and providing reference to study other imperative speech act verbs.

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Kambanaros, Maria, and Willem van Steenbrugge. "Lexical retrieval deficits in anomic aphasia and specific language impairment (SLI)." Linguistic Variation 13, no. 2 (2013): 237–56. http://dx.doi.org/10.1075/lv.13.2.05kam.

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Lexical retrieval of verbs and nouns was compared in two groups of impaired language users, children diagnosed with SLI and adults with acquired anomic aphasia, on two production tasks: picture confrontation naming and connected speech. Both children with SLI and adults with anomic aphasia showed a more substantial lexical or naming deficit for verbs than for nouns. However, no specific verb retrieval deficit was observed in connected speech in either group. Furthermore, partial correlations between verb and noun naming and their type-token ratios in connected speech failed to find an association between verb/ noun retrieval in naming and in connected speech. The results suggest (1) that children with SLI and adults with anomic aphasia show a specific verb deficit in naming, and (2) that the ability to predict lexical retrieval abilities for verbs (and nouns) in connected speech from naming performance is weak for both groups.

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Chojnicka, Joanna. "Latvian verbs of speaking and their relations to evidentiality." Kalbotyra 69, no. 69 (2017): 59. http://dx.doi.org/10.15388/klbt.2016.10367.

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The paper offers a functional analysis of three Latvian verbs of speaking used in their indicative third person forms – saka, runā and stāsta ‘say(s), speak(s) and talk(s)’ – based on the Latvian language corpus online (www.korpuss.lv) and, additionally, on examples excerpted from Internet discourse. The article discusses semantic and syntactic similarities and differences between these words, the functions of particular constructions distinguished according to specific syntactic criteria (presence vs. absence of a subject), and the use of these verbs in combination with the Latvian verb form traditionally associated with (potential) evidential meanings, the oblique (atstāstījuma izteiksme). While the use of verbs of speaking for introducing reported speech is seen as unproblematic, the relationship between verba dicendi and evidentiality requires more attention and remains in focus throughout this study. In order to offer an in-depth overview of the nature of this relationship, the relations between reported speech and evidentiality, as well as the oblique and evidentiality, are also briefly considered. The paper concludes that the possibility of the three verbs functioning as evidential markers depends on considerations of theoretical/terminological nature (how to define evidentiality, should reported speech be considered part of it, etc.) and also, to some extent, on the way the subject is realized in verba dicendi constructions (specific human agent vs. non-specific empty subject and absent or zero subject).

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Milevska, Olena. "Рsycholinguistic aspects of formation of verbal vocabulary in preschoolers with general speech undevelopment". Actual problems of the correctional education (pedagogical sciences) 20 (30 грудня 2022): 103–11. http://dx.doi.org/10.32626/2413-2578.2022-20.103-111.

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The article is devoted to the problem of analyzing the determining factors of the formation of verbal vocabulary in preschoolers with general underdevelopment of speech from the standpoint of psycholinguistic analysis of the child's lexical development. The main linguistic characteristics of the verbal vocabulary are determined and its psychological essence is highlighted in view of the representations of the cognitive experience of the individual; the importance of verbal vocabulary for the development of semantic components of speech, syntactic structures and content of children's speech is emphasized. The peculiarities of the acquisition of verbal vocabulary by children with general underdevelopment of speech are characterized: violation of the distinction between semantic and grammatical forms of verbs, situational verbal and gestural substitutions of verbs, narrowing of the semantic field of verbs, difficulties in realizing syntactic connections of verbs in statements. The complexity of the verb as a linguistic phenomenon was analyzed and it was determined that, along with the preservation of the main lexical meaning, when the form of the verb changes, shades of their meanings may change. The importance of assessing children's formation of grammatical forms of verbs, semantic (prefix, suffix), lexical-semantic forms of verb synonymy, antonymіс, ambiguity is noted; lexical control skills in the process of using verbs. It was determined that violations of lexical-semantic and semanticsyntactic relations of verbs are factors of violations in the development of verbal predication.

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Saito, Hiroaki. "Losing a subject, keeping an indirect object: On the “semi-grammaticalized” speech verb in Meadow Mari." Proceedings of the Linguistic Society of America 7, no. 1 (2022): 5253. http://dx.doi.org/10.3765/plsa.v7i1.5253.

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This paper investigates grammaticalization of speech verbs with special attention to the status of the indirect object (the goal argument). Based on a double dative construction and a semi-grammaticalized speech verb occurring in this construction in Meadow Mari, I suggest that there exists a stage of grammaticalization where the original speech verb loses its external argument (the subject) but retains its indirect object. I argue that this stage follows from Saito’s (2019, 2021) analysis of grammaticalization of speech verbs.

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Malysheva, M. "ANALYSIS OF SEMANTIC-STYLISTIC COMPOSITION OF SPEECH VERBS IN ENGLISH AND RUSSIAN (based on novel by E. Bronte “Wuthering heighs” and translations by N. Vol’pin and U. Saptsina)." Social’no-ekonomiceskoe upravlenie: teoria i praktika 18, no. 2 (2022): 91–100. http://dx.doi.org/10.22213/2618-9763-2022-2-91-100.

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The article is devoted to the analysis of semantic variability of speech verbs as well as their functioning in the novel by Emily Bronte “Wuthering Heights”. The article presents lexical- semantic classifications of speech verbs and ways of explicating the additional connotations in their meaning by adding dependent words and descriptive structures. In the course of study the key relevance is given to the valency theory due to differences in combinability of Russian and English. The study reveals major problems that occur during translation of verb lexis into Russian сonsidering the differences in linguistic worldviews. During the first stage of research the frequency of verbs occurrence was analyzed. Verb frequency count showed that the majority of the representatives can be identified as characterizing acoustic and physiological speech aspects of the utterer. The initial meaning of this group is not related to speech and gains the speech seme in context due to the process of metaphorization. The mentioned lexical layer appears to be stylistically marked and carries expressive connotations. Some speech verb occurrences were not fixed in the dictionaries and identified as author’s individual usage. Stylisticly neutral verbs are surrounded by verbal extensions actualizing the evaluative function of characters’ speech. These compounds are also included into the semantic field of speech verbs. During the second stage the comparative analysis of two translation versions given by N. Vol’pin and U. Saptsina was performed. It revealed the occurrence of dissonance in stylistics and semantic volume of a word in some cases. As a result of the study, speech verb occurrences were classified according to differential semes found in their meaning. The findings demonstrated the significant role of the given lexical-semantic group for depicting figurative and conceptual creativity of the novel.

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Argus, Reili. "Finiitverbide kõrvutikasutus laste ja lastele suunatud kõnes ehk Söö söö söö suu tühjaks." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 10, no. 2 (2020): 5–24. http://dx.doi.org/10.12697/jeful.2019.10.2.01.

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Artiklis kirjeldatakse lapse ja tema vanema suulise argisuhtluse direktiivsetes lausungites kasutatavaid verbi finiitvormide kõrvutikasutusi ning selgitatakse nende rolli nii eesti suulise direktiivse argisuhtluse kui ka keeleomandamise perspektiivist. Verbi finiitvormi kõrvutikasutused on lapsele suunatud kõnes sagedased ja täiskasvanu kõne iga viies direktiivne lausung sisaldab rohkem kui kaht finiitverbi kõrvuti. Samas ei ole aga verbi kõrvutikasutused sagedased laste kõnes, kust võib leida vaid mõned üksikud näited. Vanema kõne verbi kõrvutikasutuste sageduse poolest vaatlusperioodi vältel ei muutu. Verbi finiitvormi kõrvutikasutused on analüüsis jagatud esmalt kaheks – sama ja eri verbi kõrvuti esinemised; eri verbi kõrvuti kasutused omakorda kolmeks: esimese verbina liikumisverbi sisaldavateks ehk tüüpilisteks seriaalkonstruktsioonideks, esimese verbina partiklilaadset verbivormi sisaldavateks ning sidesõnaga ühendatud verbi kõrvutikasutusteks. Kõige enam kasutasid vanemad seriaalkonstruktsioone ja partiklilaadsete verbivormidega algavaid verbi kõrvuti kasutusi, vähem leidus sama verbi korduseid. Lastele suunatud kõne verbi kõrvuti kasutustel on mõned täiskasva nutele suunatud kõnest erinevad jooned, kõige enam on selliseid erijooni partikli laadsete verbivormidega kõrvutikasutustel. Suhtluses on sellistel ühenditel käsu intensiivistamise roll, selle kõrval ka koostöö algatamise, lapse tegevuse pidurdamise, ergutamise, aga ka tegevuse muutmise roll. Abstract. Reili Argus: The co-occurrences of verb finite forms used by children and their caregivers. The article describes the co-occurrences of verb finite forms used by children and their caregivers in directive speech acts of spontaneous everyday speech. The role of co-occurrences of verbs have been described from the perspective of Estonian everyday directive communication and from the perspective of first language acquisition. The co-occurrences of finite verbs are frequent in child directed speech and almost every fifth directive utterance consists of co-occurrence of verb finite forms. These kinds of co-occurrences are not characteristic to children’s speech and only a couple of examples can be found from their data. The frequency of verb co-occurrences does not change during the observation period, so, the clear fine-tuning effect of the child directed speech was not observed in the analyzed data. All instances of verb co-occurrences have been divided into two sub-classes – the repetitions of the same lemma and co-occurrences of different lemmas, last sub-class consists of constructions where the first verb denotes movement, that is typical serial constructions; constructions where the first verb was a particlelike verb form; and constructions with conjunctions. The most frequent type of verb co-occurrences in child directed speech were typical serial constructions and constructions where the first constituent was particle-like verb form, repetitions of same lemma were not so frequent. The co-occurrences of verb finite forms used in child directed speech had some features which are not characteristic to adult directed speech, such different features were registered mostly in constructions with particle-like verb forms. In adult-child interaction, verb co-occurrences have mostly been used for intensifying the command, but also for initiating cooperation, stopping, stimulating, and modifying the child’s activities.

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Bidasiuk, Nataliia, Yuliia Yakymchuk, Olha Kharzhevska, Kateryna Oleksandrenko, and Olha Rudoman. "Analysis of Reporting Verbs in Harry Potter and the Philosopher’s Stone by J. K. Rowling: Syntactic and Semantic Approach." Theory and Practice in Language Studies 13, no. 8 (2023): 2048–58. http://dx.doi.org/10.17507/tpls.1308.21.

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The syntagmatic relations of reporting verbs and the semantic manifestation of these relations are discussed in this article. We describe five positioning types of the author’s comment related to direct speech and calculate the absolute and relative frequency of each of them. We also study the means of expressing subjects and their possible positions in reporting clauses; furthermore, we describe the grammatical forms of reporting verbs, the past simple being overwhelmingly predominant. We especially focus on the semantic nature of reporting verbs with their division into semantic groups. We also analyse different approaches to the issue of direct speech being considered as a direct object of a reporting verb. Our analysis of examples indicates that direct speech is not a direct object of a reporting verb. In addition, we examine the direct and optional objects of reporting verbs and characterise the prepositions of optional objects. Adverbs used as reporting verb modifiers are classified according to their meanings. Adverbial phrases, prepositional phrases and -ing clauses, modifying reporting verbs, are analysed and their structure, syntactic functions, and meanings are described.

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Rozprawy doktorskie na temat "Speech verbs"

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Баранова, Світлана Володимирівна, Светлана Владимировна Баранова, Svitlana Volodymyrivna Baranova, and O. Shcherbyna. "Paradigmatic group of verbs of speech activity." Thesis, Вид-во СумДУ, 2005. http://essuir.sumdu.edu.ua/handle/123456789/19597.

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Koulibali, Yelle. "Les constructions des verbes hyperfréquents dans des corpus d’écrits scolaires : Contribution d’une étude textométrique à la connaissance des usages des verbes de parole et d'états mentaux par les collegiens de (6e et 5e) en éducation prioritaire." Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1254.

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Les recherches sur l’écriture scolaire ont longtemps privilégié des analyses qualitatives enraison des difficultés d’exploitation quantitative en traitement automatique du langage. Cesdifficultés étaient principalement dues au caractère non normé de ces écrits qui les rendaitjusqu’à présent réfractaires à la numérisation, à l’étiquetage et même à l’analyse (Elalouf &Boré, 2007). Un traitement avec le logiciel iTrameur, établi en collaboration avec le laboratoire CLESTHIA (Doquet, David & Fleury, 2017), nous a permis d’effectuer l’analyse textométrique d’un corpus d’écrits scolaires constitué de dix séries de dossiers génétiques comportant chacun l’ensemble des productions écrites d’une classe de l’avant-texte à la version finale. Ce corpus a été recueilli en classes de 6e et de 5e sur une durée de 3 ans dans le cadre d’une recherche collaborative visant à expérimenter un dispositif d’accompagnement à l’autonomie scripturale.Il est venu compléter un premier corpus d’écrits scolaires, scanné, transcrit et annoté, réalisé dans le cadre de notre stage de master au laboratoire ÉMA, et déposé sur le site Ortolang proposé par Huma.Notre hypothèse est qu’un codage systématique des verbes de parole et d’état mental,s’appuyant sur la construction d’un lexique-grammaire (Dubois & Dubois-Charlier, 1997)ferait apparaître la variété des formes et des constructions attestées dans les usages langagiers des élèves. L’objectif de la thèse est de caractériser parmi ces emplois ceux des verbes hyperfréquents. Ces verbes, dont les travaux pionniers de Jacqueline Picoche (2002) ont montré l’importance dans l’organisation du lexique, ont la particularité d’être très polysémiques et d’entrer dans de nombreuses constructions. Notre analyse a consisté à comparer les constructions observées dans le corpus d’écrits scolaires à celles recensées dans des dictionnaires d’apprentissage ainsi que dans le corpus oral Orféo, en tenant compte de la fréquence des verbes que les élèves ont pu rencontrer dans leurs manuels de lecture du primaire grâce à la base Manulex. Nos résultats montrent que les structures fondamentales du français sont présentes dans notre corpus et que des réseaux lexicaux relient des verbes hyperfréquents à d’autres moins fréquents. Nous avons pu montrer que la présence ou l’absence de certains verbes était étroitement liée au genre de texte demandé par la consigne et aux possibilités de relecture, discussion orale et réécriture permises par le dispositif. Ces résultats confirment que le verbe est une catégorie majeure pour l’apprentissage du lexique et de l’écriture en raison de son rôle dans l’énonciation, la relation prédicative et l’organisation discursive<br>Research on academic writing has long favored qualitative analyzes due to the difficulties ofquantitative exploitation in automatic language processing. These difficulties were mainly due to the non-standardized nature of these writings which until now made them refractory to digitization, labeling and even analysis (Elalouf & Boré, 2007). Treatment with iTrameursoftware, established in collaboration with the CLESTHIA laboratory (Doquet, David &Fleury, 2017), allowed a textometric analysis of a corpus of school writings consisting of tenseries of genetic files, each containing all the written productions of a class from the preliminary text to the final version. This corpus was collected in classes of 6e and 5e over a period of 3 years as part of a collaborative research aimed at experimenting with a support system for scriptural autonomy. It came to complete a first corpus of school writings, scanned, transcribed and annotated, realized as part of our master's internship at the EMA laboratory, and deposited on the Ortolang website proposed by Huma. Our hypothesis is that a systematic coding of speech and mental state verbs, based on the construction of a lexicon-grammar (Dubois & Dubois-Charlier, 1997) would reveal the variety of forms and constructions attested in the language uses of students. The objective of the thesis is to characterize among these uses those of hyperfrequent verbs. These verbs, whose pioneering work of Jacqueline Picoche (2002) showed the importance in the organization of the lexicon, have the particularity of being very polysemic and entering into many constructions.Our analysis consisted in comparing the constructions observed in the corpus of school writings with those identified in learning dictionaries as well as in the Orféo oral corpus, taking into account the frequency of verbs that students were able to encounter in their primary reading textbooks thanks to the Manulex database. Our results show that the fundamental structures of French are present in our corpus and that lexical networks connect hyperfrequent verbs to less frequent ones. We were able to show that the presence or absence of certain verbs was closely related to the type of text requested by the instruction and the possibilities of rereading, oral discussion and rewriting allowed by the writing protocol. These results confirm that the verb is a major category for lexicon and writing learning because of its role in enunciation, predicative relationship and discursive organization

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Proctor-Williams, Kerry, and Marc E. Fey. "Recast Density and Acquisition of Novel Irregular Past Tense Verbs." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/1775.

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Purpose: Children with specific language impairment (SLI) lag behind children with typical language (TL) in their grammatical development, despite equivalent early exposure to recasts in conversation (M. E. Fey, T. E. Krulik, D. F. Loeb, & K. Proctor-Williams, 1999) and the ability to learn from recasts in intervention as quickly as do children with TL (K. E. Nelson, S. Camarata, J. Welsh, L. Butovsky, & M. Camarata, 1996). This experiment tested whether this apparent paradox could be attributed to variations in the density of recasts in conversation versus intervention. Method: Thirteen children (7–8 years of age) with SLI and 13 language-similar children (5–6 years of age) with TL were exposed to 3 recast densities of novel irregular past tense verbs (none, conversation-like, intervention-like) over 5 sessions. Outcomes were based on spontaneous conversational productions and a post-test probe. Results: As predicted, at conversation-like densities, children with TL more accurately produced the target verbs they heard in recasts than in nonrecast models (d = 0.58), children with SLI showed no differences, and children with TL produced the verbs more accurately than did children with SLI (d = 0.54). Contrary to expectations, at higher intervention-like recast densities, the SLI group did not improve their accuracy, and the TL group performances were significantly poorer (d = 0.47). Conclusion: At conversational levels, recasts facilitated greater verb learning than models alone but only in the TL group. Increasing recast density to the modest levels in this brief intervention experiment did not benefit children with SLI and led to poorer learning for children with TL. To optimize learning, efficiency of recast distribution as well as rate must be considered.

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Corey, Vicka Rael. "The electrophysiological difference between nouns and verbs /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9092.

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Brophy, Elizabeth Rose. "Generalization across verb types after Verb Network Strengthening Treatment (VNeST): A treatment study." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/406357.

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Communication Sciences<br>M.A.<br>Research in communication disorders suggests that training linguistically complex forms will generalize to untrained, simpler forms with similar structural properties (see Thompson, 2007 for review). The present study investigated generalization patterns from transitive verbs to two classes of intransitive verbs following administration of Verb Network Strengthening Treatment (VNeST; Edmonds, Nadeau & Kiran, 2009). Based on the Argument Structure Complexity Hypothesis (ASCH; Thompson, 2003), it was predicted that greater generalization would occur to unergatives because unergatives bear a structural relationship to transitive verbs and unaccusatives do not. Results at post-treatment supported the hypothesis with both intransitive verb types showing generalization and slightly higher effect sizes observed for unergative than for unaccusative verbs. At maintenance, this pattern was not maintained due to improvements in production of unaccusative verbs. Results support the findings of Edmonds et al. (2009) that administration of VNeST results in gains on measures of untrained, semantically related verbs as well as standardized measures of lexical retrieval and connected speech. These results also suggest that training transitive verbs results in slight generalization to untrained intransitive verbs; however, it is inconclusive whether unergative and unaccusatives intransitives show differential improvement.<br>Temple University--Theses

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Pasenkova, Irina. "A Cross-linguistic comparison of the verbs of speaking with the component of non-standard speech and their translation (English-Russian)." Doctoral thesis, Universitat Pompeu Fabra, 2020. http://hdl.handle.net/10803/669340.

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In this dissertation we examine the sphere of the English verbs of speaking (VoS) with 2 components: the manner of speaking component (MoSC) and the component of non-standard speech (CoNS), and their translations from English into Russian, this being the first study to compare the two languages regarding these aspects. In our attempt to fill this gap, we have examined in what way translators transform English VoS with the MoSC and CoNS like mumble, lisp or stammer into Russian. The results of the analyses of the translations have indicated that the solutions chosen by translators showed a dependence between the MoSC, the CoNS and the type of equivalence (Kade 1968) used. We also arrived at the conclusion that translating from English Russian employs a larger number of MoS verb types than English and that information encoded in the English MoS verbs is sometimes enlarged by the Russian translators, that adds an aspectual nuance regarding the original verb. There are several fields where the results of our study can be applied: practical lexicography, computational linguistics, pragmatics, translating and interpreting, teaching and learning English and Russian as foreign languages as well as teaching and learning translation.<br>En aquesta tesi s’analitza l’àmbit dels verbs de parla anglesos (VoS) amb 2 components: el component de manera de parlar (MoSC) i el component de parla no estàndard (CoNS), i les seves traduccions de l’anglès al rus; és el primer estudi que compara els dos idiomes pel que fa a aquests aspectes. En el nostre intent de cobrir aquest buit, hem examinat de quina manera els traductors transformen, en pasar-lo al rus, el sistema anglès de verbs de parla amb MoSC i CoNS com ara mumble, lisp o stammer. Els resultats de les anàlisis de les traduccions han indicat que les solucions escollides pels traductors mostraven una dependència entre el MoSC, el CoNS i el tipus d'equivalència utilitzada (Kade 1968). També vam arribar a la conclusió que en el cas dels verbs d’interès el significat pragmàtic de les mostres podria restablir el significat semàntic de les traduccions. Hi ha diversos camps on es poden aplicar els resultats d’aquest estudi: lexicografia pràctica, lingüística computacional, pragmàtica, traducció i interpretació, ensenyament i aprenentatge d’anglès i rus com a llengües estrangeres, així com ensenyament i aprenentatge de la traducció.

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Parkes, Bridget Parkes. "IS VERB NETWORK STRENGTHENING TREATMENT (VNeST) EFFECTIVE AT A LOWER DOSAGE?" Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/441075.

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Communication Sciences<br>M.A.<br>When delivering intervention to an individual with aphasia, clinicians must provide services that are grounded in evidence-based practice and show evidence of generalization of skills outside of therapy. Verb Network Strengthening Treatment is a straightforward treatment approach that requires inexpensive materials, making it possible to implement in various clinical settings in compliance with time allotted by insurance companies. The present study uses a single subject ABA design to investigate if the findings of Edmonds, Nadeau, & Kiran (2009) can be replicated when VNeST is administered using a lower dose of VNeST. Based on VNeST’s promotion of widespread activation of the semantic and syntactic network, it was predicted that reducing the dose of treatment would result in generalization to untrained items, as evidenced through weekly administration of probes and standardized testing. Results following treatment supported the hypothesis, however the effects of treatment were smaller than that of the original protocol.<br>Temple University--Theses

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Lewis, Kelley, Kelly King, Melanie O'Brien, Kerry Proctor-Williams, and Danielle Py. "An Analysis of How Quickly and Efficaciously Children with Specific Language Impairments Learn Verbs Compared to Children with Typical Language Development." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1856.

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Speech-language pathologists are challenged with providing children with treatment that results in the greatest amount of improvement in the least amount of time. To aid in this challenge, we examined how quickly and efficaciously seven children with a specific language impairment (SLI) learned verbs compared to seven children with typical language (TL) development. Each child was taught the meaning and use of six nonsense verbs. Nonsense verbs were used to ensure that the target verbs had never been heard by any of the participants before the experiment and allowed us to control verb exposure. Each participant received up to four training sessions of 30-minutes each. During these sessions, the examiner utilized naturalistic conversational techniques and play activities with carefully selected sets of toys that corresponded to the meaning of the target words. The training sessions were ended when children demonstrated 100% accuracy in their understanding of the verbs and 50% accuracy in their production during a probe task. All sessions were audio-recorded and the experimenters and childs utterances were reliably coded. Analysis revealed that the two groups received the same input from the experimenter in terms of the number and type of exposures to the verbs. We examined the childrens nonsense verb productions for their rate and quality. Rate of verb acquisition was measured by counting: 1) the number of sessions required before the criteria for learning was met; 2) the number of exposures before childs first spontaneous production of each target verb; and 3) the number of exposures before childs first elicited production of each target verb. Quality of verb acquisition was measured by counting: 1) the number of alternative real verbs substituted for a nonsense verb and 2) the accuracy of transitive target verb usage. Although the results were not statistically significant for any of the measures tested, there was a trend for children with SLI to learn the target nonsense verbs more slowly but just as

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Leung, Wing-yan Vivian. "The use of nouns versus verbs in Cantonese-speaking children's early vocabularies and their mothers' speech." Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209673.

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Thesis (B.Sc)--University of Hong Kong, 1998.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.

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Gareis, Heather A. "The Effects of Treating Verbs and Nouns Using a Modified Semantic Feature Approach to Improve Word-finding in Aphasia." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10784915.

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<p> Semantic approaches, including semantic feature analysis (SFA), are commonly used to treat individuals with anomia (word-finding difficulties) due to nondegenerative chronic aphasia. Research has traditionally targeted nouns, with relatively few published studies targeting verbs in isolation or in comparison to nouns. Yet, verbs are essential for higher-level communications, and some evidence suggests that treating higher-level word types may have crossover benefits. Generalization to untrained words and discourse have also varied across studies. </p><p> Thus, the aim of this study was to determine if a modified SFA treatment could be effective for both nouns and verbs, to assess generalization, and to investigate potential crossover benefits. Results revealed that the treatment did improve spontaneous production of trained nouns and verbs as well as semantic retrieval of untrained words, with an unexpected result of untrained verbs achieving a higher level of spontaneous production than untrained nouns. Implications and avenues for future studies are also discussed.</p><p>

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Książki na temat "Speech verbs"

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Verbs. Abdo Pub., 2001.

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Heinrichs, Ann. Verbs. The Child's World, 2010.

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Gregory, Josh. Verbs. Cherry Lake Publishing, 2013.

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English speech act verbs: A semantic dictionary. Academic Press, 1987.

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Hoeber, Margaret. Nouns, verbs, and adjectives. Frank Schaffer Publications, 1990.

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Freeman, Sara E. Nouns, verbs, and adjectives. Frank Schaffer Publications, 1990.

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illustrator, Prater Linda, and Ringstad Arnold editor, eds. Vivian and Victor learn about verbs. Norwood House Press, 2015.

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The Word Wizard's book of verbs. Crabtree Publishing Company, 2015.

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Subjects and verbs with your neighbors. Gareth Stevens Publishing, 2014.

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Kjär, Uwe. "Der Schrank seuftz": Metaphern im Bereich des Verbs und ihre Übersetzung. Acta Universitatis Gothoburgensis, 1988.

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Części książek na temat "Speech verbs"

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Cheung, Candice Chi-Hang. "Verbs." In Parts of Speech in Mandarin. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0398-1_3.

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Traugott, Elizabeth Closs. "English speech act verbs." In New Vistas in Grammar. John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/cilt.49.24clo.

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Hlaváčová, Jaroslava. "Prefixal Morphemes of Czech Verbs." In Text, Speech, and Dialogue. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00794-2_5.

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Rose, Jean. "Verbs and Other Parts of Speech." In The Mature Student’s Guide to Writing. Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-05027-4_12.

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Rose, Jean. "Verbs and Other Parts of Speech." In The Mature Student’s Guide to Writing. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-26557-9_13.

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Fukushima, Hironori, Kenji Araki, and Yuzu Uchida. "Disambiguation of Japanese Onomatopoeias Using Nouns and Verbs." In Text, Speech and Dialogue. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10816-2_18.

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Lopatková, Markéta, Veronika Řezníčková, and Zdeněk Žabokrtský. "Valency Lexicon for Czech: From Verbs to Nouns." In Text, Speech and Dialogue. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-46154-x_19.

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Skoumalová, Hana, Markéta Straňáková-Lopatková, and Zdeněk Žabokrtský. "Enhancing the Valency Dictionary of Czech Verbs: Tectogrammatical Annotation." In Text, Speech and Dialogue. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-44805-5_18.

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Diwersy, Sascha, Laetitia Gonon, Vannina Goossens, Marion Gymnich, and Agnès Tutin. "Speech Verbs in French and English Novels." In Phraseology and Style in Subgenres of the Novel. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23744-8_4.

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Benešová, Václava, and Ondřej Bojar. "Czech Verbs of Communication and the Extraction of Their Frames." In Text, Speech and Dialogue. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11846406_4.

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Streszczenia konferencji na temat "Speech verbs"

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Arnhold, Anja, Martti Vainio, Antti Suni, and Juhani Järvikivi. "Intonation of Finnish verbs." In Speech Prosody 2010. ISCA, 2010. http://dx.doi.org/10.21437/speechprosody.2010-157.

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Ghorbel, Jouda. "Formalization of Speech Verbs with NooJ for Machine Translation: the French Verb accuser." In Proceedings of the Linguistic Resources for Automatic Natural Language Generation - LiRA@NLG. Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-3807.

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Velshynevska, Anastasiia. "SEMANTICS OF PHRASAL VERBS WITH THE MEANING OF SPEECH ACTIVITY." In Реформування міжнародних економічних відносин і світового господарства в сучасних умовах. Publishing house “Liha-Pres”, 2023. http://dx.doi.org/10.36059/978-966-397-295-4-45.

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Kaprielova, Viktoria. "Semantic Pecularities of Serbian Verbs of Speech (govoriti, kazati, prićati, reći)." In The Slavic world: Commonality and Diversity. Institute of Slavic Studies, Russian Academy of Sciences, 2023. http://dx.doi.org/10.31168/2619-0869.2023.2.13.

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Chiu, I., and L. H. Shu. "Understanding the Use of Language Stimuli in Concept Generation." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-35772.

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Natural language, which is closely linked to thought and reasoning, has been recognized as important to the design process. However, there is little work specifically on understanding the use of language as design stimuli. This paper presents the results of an experiment where verbal protocols were used to elicit information on how designers used semantic stimuli presented as words related to the problem during concept generation. We examined stimulus use at the word level with respect to part-of-speech classes, e.g., verbs, nouns and noun modifiers, and also how stimuli syntactically relate to other words and phrases that represent ideas produced by the participant. While all stimuli were provided in verb form, we found that participants often used stimuli in noun form, but that more new ideas were introduced while using stimuli as verbs and noun modifiers. Frequent use of stimuli in noun form appears to confirm that people tend to think in terms of objects. However, noun use of stimuli introduced fewer new ideas and therefore contributed less to concept formation in our study. This work highlights a possible gap between how people may tend to think, e.g., in terms of nouns, and how new ideas may be more frequently introduced e.g., through verbs and noun modifiers. Addressing this gap may enable development of a language-based concept generation support system to encourage innovative and creative solutions for engineering problems.

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Uslu, Ibrahim Baran, Asim Egemen Yilmaz, and Hakki Gokhan Ilk. "A new intonation model for inflected verbs in Turkish text-to-speech synthesis." In 2011 IEEE 19th Signal Processing and Communications Applications Conference (SIU). IEEE, 2011. http://dx.doi.org/10.1109/siu.2011.5929731.

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Chekalina, Elena M. "NORM AND VARIATION IN SWEDISH." In Second Scientific readings in memory of Professor V. P. Berkov. St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063591.

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The paper examines the functional peculiarities of syntactic constructions with supine and participle 1 that came into existence by grammatical analogy but have not been included in the literary norm of the Swedish language. They are found in 16th–17th century Swedish texts and are persistently used in everyday colloquial speech. “Double” supine in predicates with preterit perfect forms derived from verbs with modal semantics expressing irreality, appear in the perfective-resultative meaning by analogy with the perfect infinitive ha + supine, in which the first component can be omitted in the preterite after modal verbs. The variation form of participle 1 with the final morpheme -s came into being by analogy with adverbs derived from nominal phrases with genitive forms and having the same final consonant. It forms part of predicates with the verbs komma (with participle 1 of verbs of movement to express the way the moving subject appears) and bli (with participle 1 of verbs of spatial position to express delimitative semantics). Furthermore, a participle with a final -s is used in adverbial functions of the subjective and objective predicative, as well as in syntactic constructions with secondary parts of sentence of the verbal type that express secondary predication. Thus, the variation form of the participle 1 with a final -s expresses the additional grammatical feature of “non-attribution”, which is not found in the standard Swedish language.

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Wijayabandara, H. M. Thisaranie. "English Speech Production of Native Sinhala Speakers with Special Reference to Interlanguage Analysis." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/ravq8385.

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Native Sinhala speakers attempt to speak in English even prior to formal education regardless of the errors they make in speech production. This study is focused on interlanguage, the linguistic system behind the learner language of these native speakers, influenced by the first language and the target language. This research was conducted to analyze the impact of the Sinhala language on the English speech production of native speakers. A qualitative research approach was taken to initiate this research with 30 native Sinhala speakers, who informally learnt to speak English. They were asked to interpret a few simple English sentences to Sinhala. Each translated utterance was simultaneously recorded and analyzed to observe the produced patterns of the inter-language. Results indicate that the inter-language production of the speakers was visible in the structure of language and specific grammar rules about spoken English. Syntactic pattern, word order, misidentifying nouns and adjectives, omission of the ‘be verbs’, the misconception of verb tenses, and chaotic pronoun placement are included in the native language influence. The findings of this inter-language analysis concluded that the native language is a dominant factor in second language speech production. Competence in the first language is the main reason for this dominance since the speaker tries to perceive a second language most comfortably. Further, the importance of introducing Psycholinguistics in Sri Lanka is emphasized. Keywords: Inter-language; Learner language; Sinhala language; Speech production; Syntactic structure

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Huenerfauth, Matt, Pengfei Lu, and Hernisa Kacorri. "Synthesizing and Evaluating Animations of American Sign Language Verbs Modeled from Motion-Capture Data." In Proceedings of SLPAT 2015: 6th Workshop on Speech and Language Processing for Assistive Technologies. Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-5105.

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Аминова, Альмира, and Мансура Давлатова. "ROLE AND PLASE OF USE OF TYPES OF RUSSIAN VERBS IN THE SPEECH OF A BILINGU STUDENT." In Priorities of the Russian Contemporary Linguistics within language area comprehension. Baskir State University, 2021. http://dx.doi.org/10.33184/psrvoyap-2021-12-10.18.

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Raporty organizacyjne na temat "Speech verbs"

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Lebedenko, Nataliia. Комунікативні дієслова в текстах новинних повідомлень (за матеріалами інформаційного агентства «Укрінформ»). Ivan Franko National University of Lviv, 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11743.

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The article is devoted to the analysis of communicative verbs. Scientists analyzed communicative verbs in artistic texts, in biblical texts, and fairy tales. But there are no scientific works on verbs of speech in the language of the media. The Ukrainian language has all the means by which you can create a concrete and imaginative informational text. It is the verbs that make the text come alive. These are action words that improve the orality of the text. The research is based on the materials of the Ukrinform information agency. Speech verbs from 10 news reports for December 3, 2022 were analyzed. A total of 30 lexemes were recorded. They occur in the texts 73 times. And make up 31.2% of all verbs and 3.6% of all words. All verbs are divided into 22 groups according to semantics. The most common is the group with the meaning “to inform,”. Etymologically, 7 lexemes have borrowed roots, the rest are Proto-Slavic in origin. With the help of communicative verbs, journalists convey various shades of meaning and quality of someone else’s speech in the texts of news reports. The lexemes of oral speech penetrate into the written network text as well, creating new forms and platforms of communication. Prospects for further research are that there is a need to study communicative verbs in the language of traditional and new media, to make a comparative analysis of their use in different types of media, to trace the etymological connections between lexemes for more thorough conclusions. Key words: speech verbs, communicative verbs, news reports.

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Бережна, Маргарита Василівна. Psycholinguistic Image of Joy (in the Computer-Animated Film Inside Out). Psycholinguistics in a Modern World, 2021. http://dx.doi.org/10.31812/123456789/5827.

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The paper is focused on the correlation between the psychological archetype of a film character and the linguistic elements composing their speech. The Nurturer archetype is represented in the film Inside Out by the personalized emotion Joy. Joy is depicted as an antropomorphous female character, whose purpose is to keep her host, a young girl Riley, happy. As the Nurturer, Joy is completely focused on Riley’s happiness, which is expressed by lexico-semantic group ‘happy’, positive evaluative tokens, exclamatory sentences, promissive speech acts, and repetitions. She needs the feeling of connectedness with other members of her family, which is revealed by lexico-semantic groups ‘support’ and ‘help’. She is ready to sacrifice everything to save the girl in her care, which is demonstrated by modal verbs, frequent word-combination ‘for Riley’, and directives.

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Kuzmina, Aleksandra, Amalia Kuregyan, and Ekaterina Pertsevaya. PSUDOINTERNATIONAL WORDS IN THE TRANSLATION OF ECONOMIC TEXTS CARRIED OUT BY THE STUDENTS OF NON-LINGUISTIC UNIVERSITIES. Crimean Federal University named after V.I. Vernadsky, 2023. http://dx.doi.org/10.12731/ttxnbz.

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The article deals with the problems of translating pseudo-international words in economic texts. Incorrect interpretations of pseudo-international words in written texts and oral translations are investigated. It is noted that errors in the written version appear mainly due to the use of the most common full-text translation services, where the word spelling is a priority. For oral translation, the first variant of incorrect interpretation is more typical, when the word is pronounced similarly to Russian, but is not its analogue. The paper presents the classification of pseudo-international words according to the parts of speech: noun, adjective, verb and adverb, and also provides typical mistakes that students make when translating this vocabulary. The authors of the article also present tasks that are the most effective way to overcome misinterpretations of words related to pseudo-internationalisms.

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