International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The document provides information about a book that aims to help candidates prepare and do well on the TKT (Teaching Knowledge Test) exam. The book is divided into three chapters that correspond to the three modules on the TKT exam. It contains practice exercises and tasks similar to those on the real TKT exam to help candidates understand the structure and learn tips to achieve the highest band score of 4. An English teacher from New York is quoted saying this book was a powerful tool that helped him feel confident enough to get band 4 on the TKT exam.
Here are phrase structure trees for the sentences:
1.
S
NP VP
Det N VP
The puppy V NP
found Det N
the child
2.
S
NP VP
Det N VP
The ice V
melted
3.
S
NP VP
Det N VP
The hot sun V NP
melted Det N
the ice
4.
S
NP VP
Det N VP
The house PP
on Det N PP
the hill V PP
collapsed P NP
in Det N
the wind
5.
S
NP VP
Det N VP
The boat V PP
sailed P NP
up
Compound and complex sentences in EnglishJenny Cadena
This document discusses different types of sentences in English including simple, compound, complex, and compound-complex sentences. It defines each sentence type and provides examples. Compound sentences contain two independent clauses joined by a conjunction. Complex sentences have one independent clause and at least one dependent clause. Dependent clauses include noun clauses, adjective clauses, and adverb clauses. The document also discusses conjunctive adverbs and how they can join two independent clauses.
Adjectives and their Difficulties in English and Arabic A Comparative Study -...Al Baha University
This document provides an overview of a study that examines the similarities and differences between adjectives in English and Arabic. It is comprised of four sections. The first section introduces the topic and importance of the study. The second and third sections independently define and provide examples of adjectives in English and Arabic, respectively. The fourth section provides a comparative analysis of adjectives between the two languages and highlights some of the difficulties. The overall goal of the study is to enrich the field by addressing the lack of research in this area and to help both English and Arabic language students.
Predicator, predicate, the degree of predicateWardhani Qusuma
The document discusses predicates and predicators in sentences. It provides examples of sentences and identifies the predicator and predicate in each. The key points are:
- The predicator is the simple word that makes the most specific contribution to the meaning of the sentence.
- The predicate includes the predicator and any other words that can function as the predicator in another sentence.
- Sentences can have one-degree, two-degree, or more degree predicates depending on the number of referring expressions or arguments in the sentence.
This document defines and provides examples of different types of pronouns in English, including personal pronouns, demonstrative pronouns, reflexive/intensive pronouns, indefinite pronouns, interrogative pronouns, and relative pronouns. It explains the different forms of personal pronouns and provides examples of their uses. It also distinguishes between the different types of indefinite pronouns and includes examples of their grammatical functions.
The document defines adjectives and discusses their syntactic functions and classifications. It notes that adjectives modify nouns and outlines their positions before nouns, after verbs, and after objects. It also discusses attributive and predicative adjectives and subclasses like intensifying, limiter, and denominal adjectives. Verbless adjective clauses and semantic classifications of adjectives into stative, dynamic, gradable and inherent are also covered.
The document is a lesson plan from "English Dhaba" covering pronouns. It begins with an introduction to pronouns and examples of personal, possessive, reflexive, intensive, demonstrative, indefinite, and reciprocal pronouns. It then discusses relative pronouns like who, whom, whose, which, and that. The document provides rules for using these pronouns correctly and distinguishes between restrictive and non-restrictive clauses. It includes examples and exercises for students to practice identifying pronoun types and applying the rules.
The document provides information about a book that aims to help candidates prepare and do well on the TKT (Teaching Knowledge Test) exam. The book is divided into three chapters that correspond to the three modules on the TKT exam. It contains practice exercises and tasks similar to those on the real TKT exam to help candidates understand the structure and learn tips to achieve the highest band score of 4. An English teacher from New York is quoted saying this book was a powerful tool that helped him feel confident enough to get band 4 on the TKT exam.
Here are phrase structure trees for the sentences:
1.
S
NP VP
Det N VP
The puppy V NP
found Det N
the child
2.
S
NP VP
Det N VP
The ice V
melted
3.
S
NP VP
Det N VP
The hot sun V NP
melted Det N
the ice
4.
S
NP VP
Det N VP
The house PP
on Det N PP
the hill V PP
collapsed P NP
in Det N
the wind
5.
S
NP VP
Det N VP
The boat V PP
sailed P NP
up
Compound and complex sentences in EnglishJenny Cadena
This document discusses different types of sentences in English including simple, compound, complex, and compound-complex sentences. It defines each sentence type and provides examples. Compound sentences contain two independent clauses joined by a conjunction. Complex sentences have one independent clause and at least one dependent clause. Dependent clauses include noun clauses, adjective clauses, and adverb clauses. The document also discusses conjunctive adverbs and how they can join two independent clauses.
Adjectives and their Difficulties in English and Arabic A Comparative Study -...Al Baha University
This document provides an overview of a study that examines the similarities and differences between adjectives in English and Arabic. It is comprised of four sections. The first section introduces the topic and importance of the study. The second and third sections independently define and provide examples of adjectives in English and Arabic, respectively. The fourth section provides a comparative analysis of adjectives between the two languages and highlights some of the difficulties. The overall goal of the study is to enrich the field by addressing the lack of research in this area and to help both English and Arabic language students.
Predicator, predicate, the degree of predicateWardhani Qusuma
The document discusses predicates and predicators in sentences. It provides examples of sentences and identifies the predicator and predicate in each. The key points are:
- The predicator is the simple word that makes the most specific contribution to the meaning of the sentence.
- The predicate includes the predicator and any other words that can function as the predicator in another sentence.
- Sentences can have one-degree, two-degree, or more degree predicates depending on the number of referring expressions or arguments in the sentence.
This document defines and provides examples of different types of pronouns in English, including personal pronouns, demonstrative pronouns, reflexive/intensive pronouns, indefinite pronouns, interrogative pronouns, and relative pronouns. It explains the different forms of personal pronouns and provides examples of their uses. It also distinguishes between the different types of indefinite pronouns and includes examples of their grammatical functions.
The document defines adjectives and discusses their syntactic functions and classifications. It notes that adjectives modify nouns and outlines their positions before nouns, after verbs, and after objects. It also discusses attributive and predicative adjectives and subclasses like intensifying, limiter, and denominal adjectives. Verbless adjective clauses and semantic classifications of adjectives into stative, dynamic, gradable and inherent are also covered.
The document is a lesson plan from "English Dhaba" covering pronouns. It begins with an introduction to pronouns and examples of personal, possessive, reflexive, intensive, demonstrative, indefinite, and reciprocal pronouns. It then discusses relative pronouns like who, whom, whose, which, and that. The document provides rules for using these pronouns correctly and distinguishes between restrictive and non-restrictive clauses. It includes examples and exercises for students to practice identifying pronoun types and applying the rules.
This document provides an introduction to and overview of the first chapter of the textbook "Basic Arabic Grammar: Part A". The chapter focuses on forming basic nominal sentences in Arabic. It discusses definite and indefinite nouns and adjectives, and how they are used in nominal sentences of the form "subject is/are predicate". It also introduces the singular detached pronouns that can replace nouns as subjects, and the conjunction "and" which can join multiple predicates or nominal sentences. Several example sentences are provided to illustrate these concepts.
The document is a glossary of English language teaching (ELT) terminology used in TKT (Teaching Knowledge Test) modules. It includes definitions of over 100 grammatical and lexical terms organized into categories such as grammar, concepts and terminology, and lexis. The glossary provides concise explanations of terms to help candidates preparing for the TKT modules be familiar with the essential language used.
An adjective phrase is a group of words that modifies and provides more information about a noun or pronoun, consisting of an adjective and any modifiers. It functions like an adjective to describe a noun or pronoun by including adjectives, adverbs, and conjunctions. The main difference between an adjective phrase and a noun phrase is that an adjective phrase acts as an adjective by describing a noun or pronoun, while a noun phrase acts as a noun.
A noun phrase refers to a group of words that functions as a noun, including the noun and any modifiers or determiners. Modifiers such as adjectives, prepositional phrases, and relative clauses provide additional information about the noun. Determiners like articles and possessives also clarify or describe the noun. Similarly, an adjective phrase is a group of words that describes a noun or pronoun, consisting of an adjective and any additional modifiers. Both noun phrases and adjective phrases add detail to nouns or pronouns in a sentence.
This document provides guidance on identifying subjects, verbs, objects of prepositions, and participles in simple sentences with one clause. It discusses 5 key points: 1) Ensuring a sentence has a subject and verb, 2) Being careful of objects of prepositions when identifying the subject, 3) Being careful of appositives when identifying the subject, 4) Being careful of present participles when identifying the verb, and 5) Being careful of past participles when identifying the verb. Examples are given to illustrate how to properly analyze simple sentences and distinguish subjects, verbs, and other parts of speech.
The document discusses several grammatical challenges in translating between English and Arabic. Some key problems include:
1) Verbs like "am, is, are" which are omitted in Arabic translations.
2) Auxiliary verbs like "do" and "did" which have different functions in questions and negatives between the two languages.
3) The verb "have" which takes on different meanings based on its object.
4) English modal verbs which don't have direct Arabic equivalents and require additional context like "can" implying "able to".
5) Forming questions, as Arabic uses set words while English uses subject-verb inversion or auxiliary "do".
6) Expressing negation
This slide is dedicated to Senior High School teachers and students in Indonesia -- as one topic in the 2013 curriculum that teachers have to teach in English class.
The writer expects that this slide can provide additional references to teachers and students.
In teaching Noun Phrase, the writer does not stop at giving students knowledge about its structures and functions. Instead, the writer thinks that the teaching of Noun Phrase should help learners improve their reading comprehension, speaking, writing, as well as listening. So the teaching of Noun Phrase should have an impact to students' language skills rather than simply give knowledge. To achieve this goal, the writer trained students with a lot of translation practice via authentic texts.
The document defines prepositions and discusses their types and usage. There are two main types of prepositions - time prepositions that indicate when something occurs, and place prepositions that show location or direction. Examples are provided of common time prepositions like "in, on, at" and questions test the reader's understanding of identifying prepositions and choosing the correct preposition to complete a sentence.
The document provides information on various grammar topics including parts of speech, modifiers, tenses, and clauses. It discusses proper use of nouns as modifiers, adverbs, conjunctions, prepositions, verb tenses, mood, attributes, and relative clauses to improve clarity and effectiveness in writing. Key points include identifying different parts of speech, placing modifiers close to the words they modify, using consistent verb tense and form, and including relative clauses to provide more details in sentences.
The document provides an overview of English grammar and tips to improve it. It discusses the important building blocks of grammar like nouns, pronouns, verbs, adjectives, etc. It emphasizes practicing grammar through exercises, finding a mentor, and joining a course to improve. Specific examples of different types of nouns and pronouns are also explained.
Arabic 3: Basics on the nominal sentence Mohamed ZAIM
¨ Arabic 3: Basics on the nominal sentence ¨ is the first step to live a sentence in Arabic. You will find all necessary details that help understanding well the function of each part of it and so knowing deep the secret meaning and grammar that such lovely sentence carries. The slides are available also beside others on my blog:
www.alif-zaim.blogspot.com > ¨Grammar Slideshare¨ section cross column on right. Enjoy !
We all use grammar from the time that we can speak in intelligible sentences, because Grammar deals with the abstract system of rules in terms of which a person’s mastery of his native language can be explained. We assume that it all happens naturally and are only confronted with the need to understand and define how English works when we learn another language or attempt to teach English to others. so, let us see about functional grammar.
This document discusses and compares adjectives in English and Arabic. It begins by defining adjectives in English and noting that they typically precede the nouns they modify and have three forms: positive, comparative, and superlative. It then discusses adjective structure in English, noting they can be before or after nouns. Next, it explains how Arabic adjectives follow nouns and must agree with them in gender, number, definiteness and case. It provides examples of translating adjectives from English to Arabic. The document concludes by noting this study aimed to highlight similarities and differences between adjective substitutes in both languages.
The document provides an overview of a 3rd grade lesson on prefixes, suffixes, and base words. It will teach students to identify base words and understand how prefixes and suffixes can change a base word's meaning. The lesson explains what prefixes and suffixes are, provides examples of common ones like un-, re-, -ly and -ful, and has exercises for students to practice adding prefixes and suffixes to base words.
This document discusses collocations, which are two or more words that commonly go together. Learning collocations can help improve fluency and develop natural-sounding English. Collocations include fixed pairs like "take a photo" and more open pairs like "keep to/stick to the rules". The document provides examples of different types of collocations like adjectives and nouns, verbs and prepositions. It also suggests ways to find and record collocations to expand vocabulary.
This document discusses noun phrases and modifiers. It defines a noun as a word used to name a person, animal, place, thing, or abstract idea. It defines a noun phrase as a group of words with a noun as the head word. It discusses different types of modifiers that can precede or follow the head noun, including pre-modifiers like adjectives, nouns, participles and post-modifiers. It provides examples of different modifiers like numbers, colors, and forms. The document concludes with an exercise asking the reader to add appropriate modifiers to sample sentences.
This document defines basic sentence elements like subjects, verbs, objects, and prepositional phrases. It provides examples of independent and dependent clauses. It then explains different types of sentences - simple sentences contain one independent clause, compound sentences contain at least two independent clauses joined by a conjunction, complex sentences contain one independent clause and at least one dependent clause, and compound-complex sentences contain at least two independent clauses and one dependent clause. The document emphasizes using a variety of sentence structures for better writing.
Sara\'s language project for a h.s. course she\'s taking.. they were asked to invent a language, and the teaching objective seemed to be to cause the student to discover the complexities & complications of language itself. One thing I loved about the outcome of her project was how it proposes the notion that body movements could one day evolve into a readable, multi-layered text. An interesting concept/proposition.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
This paper analyzes finiteness with respect to negatives in the Telugu language. It argues that tense determines finiteness in Telugu clauses. While finiteness is complex in Telugu and does not have a straightforward analysis, tense seems to play a primary role in deciding finiteness, as Telugu negatives and clauses license nominative subjects through tense rather than agreement. The paper examines the negative markers -a and -lē and how they inflect for tense and agreement. It concludes that abstract tense is the decisive feature for defining finiteness in Telugu negatives and clauses.
This document discusses the use of adjectives in the Kapampangan language. It begins with background on the Kapampangan people and the historical influences of Chinese and Spanish on the Kapampangan language. The document then classifies Kapampangan adjectives into different types, including descriptive, numerical, predicative, personal titles, possessive, demonstrative, indefinite, interrogative, comparative and superlative. For each type, examples are provided in both Kapampangan and English to illustrate how adjectives are used in Kapampangan sentences and phrases. The aims of the study are also stated as describing the different types of Kapampangan adjectives and their positioning in utterances.
This document provides an overview of grammar concepts across 22 chapters. It begins with basic concepts like parts of speech, nouns, pronouns, adjectives, verbs and their tenses. It then covers additional topics such as degrees of comparison, articles, prepositions, conjunctions, interjections, punctuation and sentence structure. For each topic, there are explanations of key terms and concepts along with examples. Page numbers are provided for reference in AP state syllabus textbooks. The document is intended to help non-English medium students and teachers learn English grammar.
This document provides an introduction to and overview of the first chapter of the textbook "Basic Arabic Grammar: Part A". The chapter focuses on forming basic nominal sentences in Arabic. It discusses definite and indefinite nouns and adjectives, and how they are used in nominal sentences of the form "subject is/are predicate". It also introduces the singular detached pronouns that can replace nouns as subjects, and the conjunction "and" which can join multiple predicates or nominal sentences. Several example sentences are provided to illustrate these concepts.
The document is a glossary of English language teaching (ELT) terminology used in TKT (Teaching Knowledge Test) modules. It includes definitions of over 100 grammatical and lexical terms organized into categories such as grammar, concepts and terminology, and lexis. The glossary provides concise explanations of terms to help candidates preparing for the TKT modules be familiar with the essential language used.
An adjective phrase is a group of words that modifies and provides more information about a noun or pronoun, consisting of an adjective and any modifiers. It functions like an adjective to describe a noun or pronoun by including adjectives, adverbs, and conjunctions. The main difference between an adjective phrase and a noun phrase is that an adjective phrase acts as an adjective by describing a noun or pronoun, while a noun phrase acts as a noun.
A noun phrase refers to a group of words that functions as a noun, including the noun and any modifiers or determiners. Modifiers such as adjectives, prepositional phrases, and relative clauses provide additional information about the noun. Determiners like articles and possessives also clarify or describe the noun. Similarly, an adjective phrase is a group of words that describes a noun or pronoun, consisting of an adjective and any additional modifiers. Both noun phrases and adjective phrases add detail to nouns or pronouns in a sentence.
This document provides guidance on identifying subjects, verbs, objects of prepositions, and participles in simple sentences with one clause. It discusses 5 key points: 1) Ensuring a sentence has a subject and verb, 2) Being careful of objects of prepositions when identifying the subject, 3) Being careful of appositives when identifying the subject, 4) Being careful of present participles when identifying the verb, and 5) Being careful of past participles when identifying the verb. Examples are given to illustrate how to properly analyze simple sentences and distinguish subjects, verbs, and other parts of speech.
The document discusses several grammatical challenges in translating between English and Arabic. Some key problems include:
1) Verbs like "am, is, are" which are omitted in Arabic translations.
2) Auxiliary verbs like "do" and "did" which have different functions in questions and negatives between the two languages.
3) The verb "have" which takes on different meanings based on its object.
4) English modal verbs which don't have direct Arabic equivalents and require additional context like "can" implying "able to".
5) Forming questions, as Arabic uses set words while English uses subject-verb inversion or auxiliary "do".
6) Expressing negation
This slide is dedicated to Senior High School teachers and students in Indonesia -- as one topic in the 2013 curriculum that teachers have to teach in English class.
The writer expects that this slide can provide additional references to teachers and students.
In teaching Noun Phrase, the writer does not stop at giving students knowledge about its structures and functions. Instead, the writer thinks that the teaching of Noun Phrase should help learners improve their reading comprehension, speaking, writing, as well as listening. So the teaching of Noun Phrase should have an impact to students' language skills rather than simply give knowledge. To achieve this goal, the writer trained students with a lot of translation practice via authentic texts.
The document defines prepositions and discusses their types and usage. There are two main types of prepositions - time prepositions that indicate when something occurs, and place prepositions that show location or direction. Examples are provided of common time prepositions like "in, on, at" and questions test the reader's understanding of identifying prepositions and choosing the correct preposition to complete a sentence.
The document provides information on various grammar topics including parts of speech, modifiers, tenses, and clauses. It discusses proper use of nouns as modifiers, adverbs, conjunctions, prepositions, verb tenses, mood, attributes, and relative clauses to improve clarity and effectiveness in writing. Key points include identifying different parts of speech, placing modifiers close to the words they modify, using consistent verb tense and form, and including relative clauses to provide more details in sentences.
The document provides an overview of English grammar and tips to improve it. It discusses the important building blocks of grammar like nouns, pronouns, verbs, adjectives, etc. It emphasizes practicing grammar through exercises, finding a mentor, and joining a course to improve. Specific examples of different types of nouns and pronouns are also explained.
Arabic 3: Basics on the nominal sentence Mohamed ZAIM
¨ Arabic 3: Basics on the nominal sentence ¨ is the first step to live a sentence in Arabic. You will find all necessary details that help understanding well the function of each part of it and so knowing deep the secret meaning and grammar that such lovely sentence carries. The slides are available also beside others on my blog:
www.alif-zaim.blogspot.com > ¨Grammar Slideshare¨ section cross column on right. Enjoy !
We all use grammar from the time that we can speak in intelligible sentences, because Grammar deals with the abstract system of rules in terms of which a person’s mastery of his native language can be explained. We assume that it all happens naturally and are only confronted with the need to understand and define how English works when we learn another language or attempt to teach English to others. so, let us see about functional grammar.
This document discusses and compares adjectives in English and Arabic. It begins by defining adjectives in English and noting that they typically precede the nouns they modify and have three forms: positive, comparative, and superlative. It then discusses adjective structure in English, noting they can be before or after nouns. Next, it explains how Arabic adjectives follow nouns and must agree with them in gender, number, definiteness and case. It provides examples of translating adjectives from English to Arabic. The document concludes by noting this study aimed to highlight similarities and differences between adjective substitutes in both languages.
The document provides an overview of a 3rd grade lesson on prefixes, suffixes, and base words. It will teach students to identify base words and understand how prefixes and suffixes can change a base word's meaning. The lesson explains what prefixes and suffixes are, provides examples of common ones like un-, re-, -ly and -ful, and has exercises for students to practice adding prefixes and suffixes to base words.
This document discusses collocations, which are two or more words that commonly go together. Learning collocations can help improve fluency and develop natural-sounding English. Collocations include fixed pairs like "take a photo" and more open pairs like "keep to/stick to the rules". The document provides examples of different types of collocations like adjectives and nouns, verbs and prepositions. It also suggests ways to find and record collocations to expand vocabulary.
This document discusses noun phrases and modifiers. It defines a noun as a word used to name a person, animal, place, thing, or abstract idea. It defines a noun phrase as a group of words with a noun as the head word. It discusses different types of modifiers that can precede or follow the head noun, including pre-modifiers like adjectives, nouns, participles and post-modifiers. It provides examples of different modifiers like numbers, colors, and forms. The document concludes with an exercise asking the reader to add appropriate modifiers to sample sentences.
This document defines basic sentence elements like subjects, verbs, objects, and prepositional phrases. It provides examples of independent and dependent clauses. It then explains different types of sentences - simple sentences contain one independent clause, compound sentences contain at least two independent clauses joined by a conjunction, complex sentences contain one independent clause and at least one dependent clause, and compound-complex sentences contain at least two independent clauses and one dependent clause. The document emphasizes using a variety of sentence structures for better writing.
Sara\'s language project for a h.s. course she\'s taking.. they were asked to invent a language, and the teaching objective seemed to be to cause the student to discover the complexities & complications of language itself. One thing I loved about the outcome of her project was how it proposes the notion that body movements could one day evolve into a readable, multi-layered text. An interesting concept/proposition.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
This paper analyzes finiteness with respect to negatives in the Telugu language. It argues that tense determines finiteness in Telugu clauses. While finiteness is complex in Telugu and does not have a straightforward analysis, tense seems to play a primary role in deciding finiteness, as Telugu negatives and clauses license nominative subjects through tense rather than agreement. The paper examines the negative markers -a and -lē and how they inflect for tense and agreement. It concludes that abstract tense is the decisive feature for defining finiteness in Telugu negatives and clauses.
This document discusses the use of adjectives in the Kapampangan language. It begins with background on the Kapampangan people and the historical influences of Chinese and Spanish on the Kapampangan language. The document then classifies Kapampangan adjectives into different types, including descriptive, numerical, predicative, personal titles, possessive, demonstrative, indefinite, interrogative, comparative and superlative. For each type, examples are provided in both Kapampangan and English to illustrate how adjectives are used in Kapampangan sentences and phrases. The aims of the study are also stated as describing the different types of Kapampangan adjectives and their positioning in utterances.
This document provides an overview of grammar concepts across 22 chapters. It begins with basic concepts like parts of speech, nouns, pronouns, adjectives, verbs and their tenses. It then covers additional topics such as degrees of comparison, articles, prepositions, conjunctions, interjections, punctuation and sentence structure. For each topic, there are explanations of key terms and concepts along with examples. Page numbers are provided for reference in AP state syllabus textbooks. The document is intended to help non-English medium students and teachers learn English grammar.
This document provides an introduction to parts of speech in English grammar. It begins by defining parts of speech as linguistic categories of words. It then lists and describes the eight main parts of speech in English: verbs, nouns, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections. For each part of speech, it provides examples and explanations of their different types and functions in language.
The document discusses contrastive analysis and its implications for teaching English as a second language. Contrastive analysis compares two languages by examining their differences and similarities. It is helpful for teachers and students to understand how the first language differs from the target language. This allows students to learn the target language properly without transferring rules from their first language. The document provides examples of differences in phonology, syntax, sentence structure and tenses between English and Bahasa Indonesia to illustrate how contrastive analysis can be applied in language teaching.
The document discusses reported speech, present and past participles, and different types of pronouns. It provides examples and explanations of:
1) How to change direct speech into reported or indirect speech by modifying verbs and pronouns.
2) How present and past participles can function as adjectives or verbs in continuous and perfect tenses.
3) Different categories of pronouns including personal, indefinite, object, and possessive pronouns and how to use them properly in sentences.
This document provides an overview of English grammar tenses, including their definitions, examples, and rules. It discusses the simple present, present continuous, present perfect, and other tenses. For each tense, it lists keywords that indicate its use and examples of verbs in that tense form. The tenses covered are the present, past, future, continuous, and perfect tenses. It also briefly discusses parts of speech, verbs, and spelling rules for forming tense verbs. The overall purpose is to develop an understanding of English grammar tenses and their proper usage.
This document defines nouns and their roles in sentences. It discusses the different types of nouns including subjects, direct objects, indirect objects, subject complements, object complements, appositives, and adjectives. It also discusses pronouns and concords, explaining that pronouns stand in for nouns and concords show agreement between words. Examples are provided to illustrate pronoun usage and constructing sentences in Ndebele using different pronouns and concord agreements.
This document provides an overview of key concepts in English grammar including parts of speech (nouns, verbs, adjectives), word classes (countable vs. uncountable nouns), morphology (morphemes), syntax, spoken vs. written grammar, problems with grammar rules, vocabulary, meaning, and the sounds of language. It discusses topics such as stress, intonation, individual sounds, and paralinguistic features of language including gestures, facial expressions, and proximity. The document is from Uludag University's English Language Teaching Department and focuses on explaining foundational elements of grammar.
The document discusses the future tense in English. It explains that English does not have a distinct future tense formed by verb inflection, but instead uses constructions with "will" or "shall" followed by the base verb form. It provides examples of forming simple future and future perfect sentences in English. It also notes some common irregular verbs in the future tense and compares the use of future versus present tense for near versus distant future actions.
This document provides information about active and passive voice in English grammar. It defines active and passive voice, discusses their structures and uses with different tenses and verbs. Examples are given to illustrate how to change sentences from active to passive voice. The document concludes with some guidelines on appropriate uses of passive voice in academic writing and an activity for readers to practice changing between active and passive sentences.
This document is an introduction to an analysis of verb usage in academic writing by four students at the Sekolah Tinggi Ilmu Pengetahuan dan Keguruan (STKIP) PGRI Sidoarjo English Education Study Program. It begins with a preface thanking God and the lecturer for their guidance. The introduction provides context on the importance of English language skills and focuses on writing skills. It explains that this study will discuss writing ability and analyze verb usage. The first chapter presents theories on nouns and verbs, including the different types of nouns, rules for singular and plural forms, possessive nouns, and compound nouns. It also defines verbs and discusses their forms based on
IMPORTANCE OF VERB SUFFIX MAPPING IN DISCOURSE TRANSLATION SYSTEMcscpconf
This document discusses the importance of verb suffix mapping in discourse translation from English to Telugu. It explains that after anaphora resolution, the verbs must be changed to agree with the gender, number, and person features of the subject or anaphoric pronoun. Verbs in Telugu inflect based on these features, while verbs in English only inflect based on number and person. Several examples are provided that demonstrate how the Telugu verb changes based on whether the subject or pronoun is masculine, feminine, neuter, singular or plural. Proper verb suffix mapping is essential for generating natural and coherent translations while preserving the context and meaning of the original discourse.
Function words serve important grammatical functions and have little meaning on their own. They include articles, auxiliary verbs, conjunctions, determiners, intensifiers, prepositions, pronouns, and interjections. Articles precede nouns and can be definite or indefinite. Auxiliary verbs combine with other verbs to form verb phrases. Conjunctions link words and phrases. Determiners introduce nouns. Pronouns replace nouns.
Assissment _Properties of language 1st year LMD G6 2021-2022.pdfhakiche2000
This document discusses 13 key properties of human language:
1. Arbitrariness - The relationship between words and their meanings is arbitrary and not inherently connected.
2. Cultural transmission - Languages are passed down from generation to generation through teaching.
3. Productivity - Language allows for an infinite number of novel utterances, unlike animal communication which is stimulus-bound.
4. Displacement - Language allows referring to things not present.
How to teach (Jeremy Harmer) Describing language فرهنگیان
The document discusses the key elements of language that determine a statement's meaning, including context, grammar, vocabulary, and pronunciation. It provides examples of how changing these elements can alter a statement's implications. For instance, the sentence "It's warm in here" could be a request to open a window, an expression of satisfaction, or a suggestion to find elsewhere, depending on the surrounding context. Overall, the document examines how language users skillfully manipulate different linguistic components to convey precise meanings.
The document discusses several English grammar topics:
1. Reported speech and how to change verbs and pronouns when reporting what someone said indirectly.
2. Present and past participles and their functions as adjectives or in verb tenses like the continuous or perfect aspects.
3. Uses of the modal verb "should" for giving advice or opinions.
4. Personal pronouns and their classifications as subject or object pronouns.
5. Indefinite pronouns like "somebody", "anyone", and their uses when referring to unspecified people or things.
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
This document contains an analysis of errors in the use of nouns found in writing samples from students of different levels.
[1] Samples from a Year 4, Form 3, and Year 5 student showed errors in singular vs. plural nouns. Common mistakes included using singular nouns when plural were needed and vice versa.
[2] The analysis described each error in detail using examples from the passages. Rules of grammar were referenced to explain the errors.
[3] Three reference books on English grammar were cited to support the descriptions of errors relating to nouns.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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E0321028031
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 3 Issue 2 ǁ February. 2014ǁ PP.28-31
www.ijhssi.org 28 | P a g e
The Light Verbs Go/Come in Telugu and Kannada
Satish Kumar Nadimpalli
Ph.D scholar, Department of Linguistics and Contemporary English, EFL University, Hyderabad, India.
ABSTRACT: Dravidian languages are very rich in what are called complex predicates in which a light verb
plays a vital role. This paper focuses on the light verbs ‘go’ and ‘come’ in Telugu and Kannada and their
different meanings determined by several factors. Besides the meanings that light verbs can generally express,
‘go’ and ‘come’ have negative and positive meanings also. With what preverbal elements ‘go’ and ‘come’ give
positive meaning and with what negative meaning is discussed with examples with a view to show that these
light verbs in Telugu and Kannada share some meanings which in turn lends supporting evidence for the
universality of semantics of certain light verbs.
KEY WORDS: Light verb, Complex predicate, Telugu, Kannada.
I. INTRODUCTION
The light verb vaccu ‘to come’ has two variants in Telugu: vaccu and raa. The verb raa ‘to come’ in
Telugu functions as a main verb in imperative, a negative modal verb as in raadu/kuuDadu ‘shouldn’t’, a main
verb in negative sentences and a main verb in model verb construction while vaccu ‘to come’ occurs both as a
main verb and a light verb giving different meanings. vaccu ‘to come’ when used as a light verb, can acquire the
meanings : physical appearance, modality, emphasis, superiority and so on giving positive or negative outcome
while baa (Kan.) ‘to come’ can indicate physical appearance, superiority and so on expressing positive or
negative sense. baa ‘to come’ in Kannada does not have any variants and it occurs as a main verb and a light
verb too but cannot function as modal verb negative or positive. The light verb povu (Tel.) ‘to go’, depending on
the context, acquires the meanings: disappearance, loss, process, transformation, dissociation, suggestion and so
on leaving positive or negative meaning, but hogu ‘to go’(Kan.) cannot indicate suggestion.
NEGATIVE MEANINGS OF ‘GO’
go gives negative meaning when it refers to something eatable in Telugu but only cooked
food in Kannada.
1. a. kuura poindi. (Tel.)
Curry.nom go.pt.3sn
The taste of the curry went bad
b. palya keTTuhoogide /haLasihogide. (Kan.)
Curry.nom bad.go.pt.3sn
The curry went bad.
Interestingly, in English also the verb go, when used as a light verb, conveys a negative meaning with an
adjective complement.
c. The curry went bad.
This sense has an extension in Telugu and if any noun concrete or abstract, except those which give unpleasant
meanings, is followed by po ‘to go’ it always gives negative meaning.
2. a. kalamu poyindi (Tel.)
Pen.nom go.pt.3sn
The pen got lost.
b. santoshamu poyindi. (Tel.)
Happiness.nom go.pt.3sn
Happiness got lost.
povu or hogu ‘to go’ can mean displacement indicating change of the place of an object or subject and thus
giving negative evaluation. It, with this meaning, attaches to intransitive verbs in both Telugu and Kannada.
There is no change in the argument structure.
3. a. piTTa egiripoyindi - (Tel.)
bird.nom fly go.pt.3sn
The bird flew away.
b. hakki haarihoitu - (Kan.)
bird.nom fly go.pt.3sn
The bird flew away.
2. The Light Verbs Go/Come In Telugu…
www.ijhssi.org 29 | P a g e
povu or hogu ‘to go’ can also mean losing something leaving negative evaluation. This light verb can also go
with ergative verbs like pagulu (Tel.) ‘to break’ in both the languages. In fact, it is the light verb which decides
the transitivity of the main verb. povu or hogu ‘to go’ can make ergative verbs unaccusative or transitive.
4. a. Dabbu poyindi (Tel.)
money.nom go.pt.3sn
b. duDDu hoyitu (Kan.)
money.nom go.pt.3sn
The money was lost.
5. a. addamu pagilipoyindi - (Tel.)
Mirror.nom break go.pt.3sn
The mirror broke.
b. kannaDi oDeduhoyitu (Kan.)
mirror.nom break.go.pt.3sn
The mirror broke.
Povu/hogu ‘to go’ also acquires the meaning of dissociation leaving negative sense with some ergative main
verbs. It gives the meaning that something went wrong. In the example below, it means that even though I tried
my best to keep the knot tight, it has got opened up.
6. a. muDi ooDipoyindi - (Tel.)
Knot.nom open up.go.pt.3sn
The knot got opened up.
b. ganTu bicchoitu - (Kan.)
Knot.nom open up.go.3sn
The knot got opened up.
To say that weather has become worse, be it too cold or too hot, po ‘to go’ combines with the main verb to
express intensity and fear leaving negative sense in a Telugu complex predicate construction. In Telugu, all
nouns that are used to refer to weather changes take the light verbs that mean ‘increase’ or ‘decrease’ to form a
complex predicate to which finally another light verb po ‘to go’ attaches to intensify. However, in Kannada, the
corresponding light verb in these expressions is aagu ‘to become’ and not hogu ‘to go’.
7. cali perigipoyindi (Tel.)
Cold.nom increase.go.pt.3sn
It became too cold.
POSITIVE MEANINGS OF ‘GO’
po/hogu ‘to go’ conveys positive meaning with the verbs be, become and with some verbs
like fulfill indicating process.
8. a. pani ayyipondi (Tel.)
Work.nom become.go.pt.3sn
The work got over.
b. kelasa aagihoyitu
work.nom become.go.pt.3sn
The work got over.
go gives positive sense in English with the events like meeting, party and so on.
c. The meeting went off well.
With the nouns of unpleasant meanings also, go leaves positive evaluation. This expression can be found in
English as well with positive connotation.
9. a. jvaramu poindi (Tel.)
Fever.nom go.pt.3sn
Fever has gone.
b. jvara hoyitu (Kan.)
fever.nom go.pt.3sn
Fever has gone.
c. Fever has gone
With some ergative verbs it gives the meaning of transformation of the subject in both Telugu and Kannada
leaving positive sense. With this meaning too, povu/hogu ‘to go’ can make ergative verbs unaccusative.
10. a. baTTalu aaripoyaayi - (Tel.)
Clothes.nom dry go.3pl.
The clothes got dried up.
b. baTTe(gaLu) oNagihoyitu - (Kan.)
clothes.nom dry go.pt.3pl.
3. The Light Verbs Go/Come In Telugu…
www.ijhssi.org 30 | P a g e
The clothes got dried up.
povu ‘to go’ in Telugu, is also used in metaphorical sense for saying what was the right thing to do when you
realize that someone did not do it. This positive meaning surfaces only when povu ‘to go’ is used in a question
form. An interesting thing here is, we cannot have a declarative sentence with povu ‘to go’ with this meaning.
However, this expression is not present in Kannada. hogu ‘to go’ is not used in the same metaphorical sense
used in Telugu. It does not change the argument structure of the main verb.
11. atanu ninnu okasaari baDiki pampakapoyeeDa? (Tel.)
he.nom you.acc. once school.dat send.go.pres.3sm.ques.
He should have sent you to the school once.
NEGATIVE MEANINGS OF ‘COME’
When emphasizing the fact that someone has not done something expected and with the nouns of unpleasant
meanings too, it leaves a negative evaluation.
12. a. ataniki rogam vaccindi (Tel.)
he.dat disease come.pt.3sn
b. avanige roga bandide (Kan.)
he.dat disease come.pt.3sn
He doesn’t listen to anyone.
vaccu/baa ‘to come’ expresses negative outcome when attaches to communicative verbs like ask, tell, advise
and so on. This light verb, with this negative evaluation, goes with three place predicates in general. This
expression is present in Telugu and Kannada as well.
13. a. atanu elaa naDacukovaalo naaku cheppoccheeDu - (Telugu)
He.nom how to behave me.dat say come.pt.3sm
b. hege neDadukoLLabekendu nannage heLakubanda - (Kannada)
how to behave me.dat say.come.pt.3sm
He tried to advise me as if I was inferior to him.
Every Telugu or Kannada speaker uses the light verb vaccu or baa ‘to come’ when he or she wants to strongly
say that the listener or the person he or she is speaking to does not know what had happened. In short, the
speaker tries to emphasize that the listener or someone did not know what had happened. This expression, which
gives negative sense, is possible in both Telugu and Kannada. Here, the light verb does not change the argument
structure of the predicate.
14. a. nuvvu adi chooDoccavaa? (Tel.)
You.nom that see.come.pres.2sn. Question
You don’t know that at all.
b. niivu adu noDobandidiya? (Kan.)
You.nom that see come.pres. 2s. Question
You don’t know that at all.
POSITIVE MEANINGS OF ‘COME’
However, it equally conveys positive meaning in Telugu, Kannada and English when to say something
recorded, shot, photographed or painted is good.
15. a. bomma baga vaccindi (Tel.)
picture.nom good.come.pt.3sn
The painting has come out well
b. chitra chennagi bandide - (Kan.)
picture.nom good come.pt.3sn
The painting has come out well
c. The painting has come out well
vacc/baa ‘to come’ as a light verb, goes with nouns to speak of physical appearance giving positive meaning.
Interestingly, Telugu uses a nominative NP as subject with agreement of the subject on the verb, whereas
Kannada uses a dative NP as subject with the agreement of the object in these expressions. The whole predicate
is an intransitive construction.
16. a. aame chaayoccindi - (Tel.)
She.nom. colour.come.pt.3sn
She became fairer.
b. avaLige baNNa/ rangu bandide – (Kan.)
her.dat colour come.pt. 3sf
She became fairer.
With awards, marks and achievements also, vaccu or baa ‘to come’ is used to leave a happy note. But when lost
or failed an exam, po ‘to go’ is the light verb used to indicate disappointment leaving negative sense.
4. The Light Verbs Go/Come In Telugu…
www.ijhssi.org 31 | P a g e
17. a. maa abbayi padava taragati fastu vaccaDu (Tel.)
my son.nom 10th class first come.pt.3sm
My son came out first in 10th class.
b. nanna maganu hattane taragatiyalli fastu klasu bandiddane. (Kan.)
my son.nom 10th class.loc first class come.pt.3sm
My son came out first in 10th class.
vaccu or baa ‘to come’ goes with the names of languages, sports, dance, music etc. when to say that we have
some knowledge about them.
18. a. naaku kannaDamu vaccu (Tel.)
me-Dat. Kannada come.pres.3sn
I know how to speak Kannada.
b. nanage Telugu barutte.(Kan.)
me-Dat.Telugu come.pres.3sn.
I know how to speak Telugu.
When someone, who takes the responsibility of doing something voluntarily, performs an action mainly for
others, we use the light verb vaccu ‘to come’ which gives positive meaning that it is so kind of the person who
did it. However, this expression is not found in Kannada.
19. maa tammuDee panulannii cheesukoccaaDu. (Tel.)
my brother.emp.nom all works.acc do.come. pt.3sm
My younger brother did all the works himself.
II. CONCLUSION
go and come are the commonest light verbs used cross linguistically. In this paper I tried to list out
some of the positive and negative evaluations of go and come in Telugu and Kannada which is by no means
exhaustive. There seems to be some kind of universality as far as the meanings of these light verbs are
concerned. An extensive research alone will tell us whether there is anything universal about the context in
which the verbs have negative or positive meanings. There needs to be done, in this direction, an extensive
research which can contribute a significant amount of the underlying semantic features that these light verbs
have to the study of semantics of light verbs.
REFERENCES
[1] Butt, M. (2003). The light verb jungle. In Workshop on Multi-Verb Constructions.
[2] Karimi-Doostan, G. (1997). Light verb constructions in Persian. University of Essex.
[3] Krishnamurti, B. (2003). The Dravidian languages. Cambridge University Press.
[4] Miyamoto, T. (1999). The Light Verb Construction in Japanese: the role of the verbal noun
(Vol. 3). John Benjamins Publishing Company.
[5] Mohanan, T. (2006). Grammatical verbs (with special reference to light verbs). The Blackwell Companion
to Syntax, 459–492.
[6] Seiss, M. (2009). On the difference between auxiliaries, serial verbs and light verbs. In
Proceedings of the LFG09 Conference (pp. 501–519).