verb movements.ppt
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This document discusses verb movement in syntax. It explains that in English, auxiliary verbs like "have" and "be" can appear in the tense slot of a sentence, rather than within the verb phrase, when there is no other verb filling the tense slot. This occurs because the auxiliary verb is said to "move" to the tense position. The document provides examples showing that adverbs can appear before or after the verb phrase but not between the verb and its object, and suggests this is because the verb and object form a syntactic unit. It notes that verb movement also happens in other languages sometimes with all verbs.
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verb_and_head_movement.ppt
This document discusses verb movement in syntax. It explains that in English, auxiliary verbs like "have" and "be" can appear in the tense slot before negation or adverbs when the tense is not otherwise filled. This occurs because the auxiliary verb moves or is placed in the tense slot. Some other languages show verb movement for all verbs. The document also discusses how questions can be introduced by an interrogative complementizer like "whether" or by inverting the auxiliary verb, but not both simultaneously. This is because the complementizer or tense feature on the complementizer attracts and licenses the auxiliary verb to move into the complementizer position.
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The document discusses verb movement in syntax. It explains that in English, auxiliary verbs like "have" and "be" can appear in the tense slot of a sentence unless that slot is filled by another verb, whereas main verbs like "eat" appear in the verb phrase. Some languages exhibit verb movement where all verbs, not just auxiliaries, appear in the tense slot. This movement of verbs can be analyzed as the verb adjoining to the tense feature in a higher clause.
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Verbs are words that describe actions or states of being and are essential to forming sentences. They can convey physical actions, like "run" or "fight", or states of being, like "be" or "seem". Verbs always have a subject and change form depending on tense, unlike other words. Verbs are classified as either helping verbs, such as "be", "have", and "do", which assist main verbs, or main verbs which convey meaning on their own like "teach" or "eat". Modal helping verbs further modify main verbs to express necessity or possibility.
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verb_and_head_movement.ppt
This document discusses verb movement in syntax. It explains that in English, auxiliary verbs like "have" and "be" can appear in the tense slot before negation or adverbs when the tense is not otherwise filled. This occurs because the auxiliary verb moves or is placed in the tense slot. Some other languages show verb movement for all verbs. The document also discusses how questions can be introduced by an interrogative complementizer like "whether" or by inverting the auxiliary verb, but not both simultaneously. This is because the complementizer or tense feature on the complementizer attracts and licenses the auxiliary verb to move into the complementizer position.
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The document discusses verb movement in syntax. It explains that in English, auxiliary verbs like "have" and "be" can appear in the tense slot of a sentence unless that slot is filled by another verb, whereas main verbs like "eat" appear in the verb phrase. Some languages exhibit verb movement where all verbs, not just auxiliaries, appear in the tense slot. This movement of verbs can be analyzed as the verb adjoining to the tense feature in a higher clause.
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Verbs are words that describe actions or states of being and are essential to forming sentences. They can convey physical actions, like "run" or "fight", or states of being, like "be" or "seem". Verbs always have a subject and change form depending on tense, unlike other words. Verbs are classified as either helping verbs, such as "be", "have", and "do", which assist main verbs, or main verbs which convey meaning on their own like "teach" or "eat". Modal helping verbs further modify main verbs to express necessity or possibility.
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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.
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A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
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- Different verb tenses are explained such as present, past, future, and their uses in sentences.
- Verb terminology is defined including infinitive form, direct and indirect objects, transitive and intransitive verbs, subjects, participles, active and passive sentences, and conjugation. Examples are given for each term.
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The document discusses the present perfect tense and passive voice in English.
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The passive voice is used to emphasize the object of the sentence rather than the subject. It is formed using a form of "to be" plus the past participle. The passive voice can be used to describe a process or the result of a process without specifying who performed the action. Examples are given comparing active and passive sentences.
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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/
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The document discusses modal verbs and their various forms. It provides examples of modal verbs being used in simple, continuous, perfect, and perfect continuous forms. It then defines modal verbs as special verbs that behave differently than normal verbs. Some key differences are that modal verbs don't take -s in the third person, use "not" for negation, and cannot be used in all tenses. Common modal verbs in English are listed along with their translations in German and Dutch.
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The evenings have recently turned very cold, according to a short document. It discusses linguistic concepts like constituents, immediate constituents, and the relationship between linguistic units of different sizes, including sentences, clauses, phrases, words and morphemes. It also covers the differences between simple and complex sentences.
Simple and Continuous Tenses
This document provides instruction on verb tenses and forms in English, including:
- The present simple tense and its use to describe present habitual or repeated actions. Examples of affirmative, negative, and interrogative forms are given.
- The simple past tense and its use to describe past completed actions. Examples of regular and irregular verb forms, exceptions in spelling, and uses are described.
- The future simple tense, expressed using the modal will. Examples of affirmative, negative, and interrogative forms are provided, as well as uses with will, shall, be going to, and be about to.
- The differences between will and shall are outlined.
Reflexive Verbs
Reflexive verbs are verbs where the subject and object are the same. They have two parts: a reflexive pronoun like myself, yourself, himself, etc. and a conjugated verb form. Some examples of reflexive verbs in Spanish are lavarse (to wash oneself), cepillarse (to brush oneself), and ducharse (to shower oneself). Reflexive pronouns can come before or after the verb. When using reflexive verbs to talk about body parts, use the definite article like el, la, los, or las.
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An adverb is a word that provides additional information about a verb, adjective, or other adverb. Adverbs are usually formed by adding -ly to an adjective and are used to describe verbs, adjectives, other adverbs, sentences, and prepositional phrases. While many adverbs end in -ly, not all -ly words are adverbs. Adverbs can be found in three positions within sentences - at the beginning, middle, or end.
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The document provides information about verb tenses and forms in English, including:
1. It defines and explains the present simple passive voice, noting that it emphasizes the action rather than who performs it.
2. Details are given on how to form the present simple passive using the verb "to be" followed by the past participle form of the main verb.
3. Examples are given of sentences in the present simple passive voice.
Adjective, verb & adverb
This document provides an overview of verbs, including:
1. Adjectives and adverbs allow sentences to be more descriptive. Adjectives modify nouns and adverbs modify verbs, adjectives, or other adverbs.
2. Verbs express actions, events, or states of being. They indicate what the subject is doing. Verbs have different forms depending on tense, voice, and mood.
3. Verb phrases contain a main verb and one or more helping verbs. Helping verbs aid in expressing time or action. Linking verbs connect the subject to a descriptive word.
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The document discusses linking verbs in English and Spanish. It provides a list of common English linking verbs such as appear, become, feel, get, go, grow, look, prove, remain, seem, smell, sound, and taste. It explains that linking verbs connect the subject of a sentence to complements like adjectives or nouns, describing or providing information about the subject. Examples are provided to illustrate how linking verbs are used compared to action verbs. The document also discusses different types of linking words that indicate time, place, agreement, or contrast.
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This document provides a lesson on English verb tenses. It explains how verb tenses express time and location through the use of a timeline. Key tenses discussed include the simple present, present progressive, simple past, past progressive, present perfect, present perfect progressive, past perfect, and past perfect progressive. Diagrams are used to illustrate how each tense is represented on the timeline in relation to speech time, event time and orientation time. Examples are given for each tense along with explanations of their meanings.
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Forensic stylistic analysis makes use of stylistic analysis to reach a conclusion and opinion related to the authorship of a questioned writing within the context of litigation.
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The document discusses nonverbal communication and body language. It describes how nonverbal cues like facial expressions, gestures, eye contact, touch, space, and body posture can repeat, contradict, substitute for or complement verbal messages. Specific nonverbal behaviors are universal like facial expressions but others vary cross-culturally. Body language involves body movements and can convey information without words through gestures and cues like posture and stance. Tips for effective body language include paying attention to posture, hand gestures, and how stationary or active one's stance is. Cultural differences also exist in nonverbal norms across regions like India, Japan, and the Middle East.
translation scope.pptx
Translation technologies have evolved significantly with each industrial revolution due to advances in communication and computing. Industry 5.0 will see even greater integration of humans and machines through technologies like neural machine translation, cloud computing, the internet of things, and deep learning. While machine translation is improving, human translators will still be needed to work alongside artificial intelligence systems and ensure high quality, nuanced translations. The future of the translation field involves closer collaboration between humans and machines.
types_of_computers.pptx
This document classifies and describes different types of computers. It discusses analog and digital computers, and how computers can be classified based on their construction and configuration. It provides details on various types of computers like microcomputers, laptops, palmtops, mainframes, miniframes, and supercomputers. It describes their key components, uses in different applications, and provides examples for each type.
X bar Syntax.pptx
X-bar theory proposes that phrases have a common internal structure represented by X-bar notation (X X' X''). It claims that phrases may contain intermediate constituents projected from a lexical head (X). The general format for phrase structure rules is that an XP consists of an optional specifier and X', X' consists of X and an optional complement or adjunct, and locality plays an important role.
word sense, notions.pptx
Word categories can be open or closed classes. Open classes include nouns, verbs, adjectives, and adverbs where new words can be freely created. Closed classes include prepositions, determiners, auxiliaries and other grammatical words. Words have internal structure and can contain multiple morphemes like prefixes and suffixes. The meaning of derived words is often compositional, built from the meaning of its constituent morphemes. Context provides cues to determine a word's syntactic category based on what other words or affixes it co-occurs with.
Testing and Evaluation Strategies in Second Language Teaching.pptx
This document discusses various topics related to testing and evaluation in second language teaching. It begins by outlining principles for language testing proposed by Bachman, including relating tests to language use and teaching, designing tests to enable highest performance, and humanizing the testing process. Next, it defines key concepts like testing, assessment, evaluation and their purposes. The document then examines different types of language tests in detail, including achievement, diagnostic, discrete point, language aptitude, placement, proficiency and progress tests. It also discusses assessment and outlines principles of validity, reliability, practicality, equivalency, authenticity and washback. Finally, it explores the evolution of language testing approaches from pre-scientific to psychometric-structuralist periods
nlp (1).pptx
Natural Language Processing (NLP) involves developing computational techniques to analyze and understand human languages. Key techniques in NLP include sentiment analysis to classify emotions in text, text classification to categorize text, and tokenization to break text into discrete units like words. NLP is used to teach machines how to read and understand human language by identifying relationships between words and other linguistic elements.
online assessment during covid19 .pptx
This document discusses online assessment challenges and opportunities during the COVID-19 pandemic. It begins by looking at how universities have dealt with conducting exams during lockdowns. It then examines the challenges schools and colleges face in operating efficiently and safely. Various types of assessments are discussed, including formative and summative. Challenges of online assessment include how to provide timely results while condensing content. Opportunities of technology include improved engagement and providing feedback. Open book exams are outlined as focusing on higher-order skills like analysis rather than memorization. Both restricted and unrestricted types are described.
scopeoftranslationtechnologiesinindusstry5-201014031459.pptx
The document discusses the evolution of translation technologies in industry. It covers major developments in machine translation approaches from rule-based to statistical to neural machine translation. Industry 5.0 is proposed to involve tighter integration of humans and robots through collaborative robots. Translators will need strong IT skills to work with machine translation tools and integrate human languages with machine systems.
Motivation, Gender Culture and Achievement,.pptx
1) The document discusses motivation and achievement from various perspectives including gender, culture, and different types of achievement goals.
2) It finds that mastery goals tend to lead to higher achievement than performance goals as mastery goals focus more on learning and developing competence rather than demonstrating accomplishments.
3) Achievement is defined and motivated differently across cultures, with individualistic cultures like the US focusing more on personal accomplishments while collectivist cultures emphasize group achievements and cooperation.
Tree Adjoining Grammar.pptx
Tree Adjoining Grammar (TAG) is a tree-generating grammar formalism where the basic elements are elementary trees that can be combined through substitution and adjunction operations. There are two types of elementary trees: initial trees, which represent basic valency relations, and auxiliary trees, which allow for recursion. Derived trees are constructed by substituting initial trees at frontier nodes or adjoining auxiliary trees into the interior of other trees. TAG sits between context-free and context-sensitive grammars in generative capacity and can describe linguistic phenomena that context-free grammars cannot.
Minimalism.pptx
The document discusses Noam Chomsky's Minimalist Program for developing a theoretical framework for syntax. It aims to eliminate anything not "virtually necessary" from linguistic theory. Universal Grammar is assumed to provide features, procedures to assemble lexical items, and a small set of basic operations. The central idea is that the computational system of human language is the optimal, simplest solution to interface conditions between form and meaning. Merge and move are the key operations that combine words. The current minimalist model involves selecting and merging items from the lexicon to build syntactic structures in a recursive, bottom-up fashion.
Methods and Theories of Languaage learning.pptx
This document summarizes several theories of language learning, including:
- Edward Anthony's definitions of approach, method, and technique in language teaching.
- Humanist theory which focuses on human dignity and observational learning.
- Behaviorist theory which emphasizes reinforcement and punishment in language acquisition.
- Chomsky's theory of Universal Grammar which posits an innate language acquisition device.
- Cognitive theories which see language learning as involving mental schemata and organization.
- Krashen's Monitor Theory distinguishing between acquisition and learning.
LFG and GPSG.pptx
This document discusses Lexical Functional Grammar (LFG) and Generalized Phrase Structure Grammar (GPSG). LFG was developed in the 1970s and emphasizes analyzing phenomena in lexical and functional terms. It uses two levels of structure: c-structure, which is a tree structure, and f-structure, which captures grammatical functions in an attribute-value matrix. GPSG was developed in 1985 and is confined to context-free phrase structure rules. It uses immediate dominance and linear precedence rules.
text editing, analysis, processing, bibliography.pptx
The document discusses various aspects of text analysis, editing, and processing. It defines text analysis as the computational analysis of unstructured text to extract machine-readable information. It also discusses how text analysis aims to create structured data from free text and overcome ambiguity through customized pipelines. Additionally, it covers topics such as text editing, word processing, formatting, indentation, and bibliography making.
Team building.pptx
The document discusses the definition and characteristics of effective teams. It notes that teams require common goals, interdependence, and accountability. The document outlines important team behaviors such as focusing on problems rather than people, listening to understand different perspectives, and maintaining confidentiality. It also discusses team building elements like goals, roles, procedures, relationships, and leadership. Finally, the document describes nine different team roles including coordinator, shaper, planter, and specialist.
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- 2. Verb movement The parameter of “verb movement” is a little more complicated, so we’ll need to dive into syntax a little bit more. In English, we have sentences like: John will not eat lunch. subject, modal, negation, verb, object.
- 3. John will not eat lunch We will take each of these words to represent a “slot” in the structure of a sentence. That is, there is a place for subjects, for tense (will), for negation (not), for verbs, and for objects.
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