temout/ling

/LING

Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) verb (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: verb

Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt316 - : THE CAUSED - MOTION CONSTRUCTIONS WITH THE VERB PONER: A CORPUS STUDY

2
paper CL_LiteraturayLingüísticatxt317 - : [41]1 Adbreviatura: 1: primera persona; 2: segunda persona; 3: tercera persona; AA: afijo aspectual; AC: afijo copulativo; adj: adjetivo; adv: adverbio, AG: agentivo ; Art: artículo; ASP: aspectual; d: dual; Det: determinante; DIR: direccional; FUT: futuro; GE: gerundio; HAB: habitual; NEG: negativo; p: plural; PART: participio; PERF: perfectivo; poss: posesivo; POSP: posposición; PL: pluralizador; s:singular; SD: sujeto dativo; v: verbo; VERB: verbalizador; *:frase agramatical.

3
paper CL_LiteraturayLingüísticatxt490 - : Direct and prepositional regimen of the verb cuidar in spanish: an historical approach

4
paper CO_ColombianAppliedLinguisticsJournaltxt202 - : In chapter 1, The Linguistic Typology of Verb Structure: A Comparative Approach for the EFL Classroom, Evans explores the notion that EFL teachers in Spanish-speaking countries such as Colombia may struggle with certain features of colloquial speech such as phrasal verbs . This mainly occurs because both languages have different linguistic structures. Evans envisions that these challenges can be overcome by accomplishing two main goals for the English phrasal verb construction enigma: 1) to elucidate the typological differences between Spanish and English verb construction in phrasal verbs, and 2) to provide strategies for phrasal verb instruction that can be used in the EFL classroom. Evans argues that many educators are unfamiliar with the linguistic typology paradigm and, therefore, often disregard any direct instruction in the syntactic construction of phrasal verbs. He suggests that direct instruction of linguistic typology can be helpful for English learners whose L1 typology differs

5
paper CO_ColombianAppliedLinguisticsJournaltxt171 - : In contrast to the s-framed pattern, Spanish is inclined to lexicalize motion in a dissimilar fashion. Characteristic of verb-framed languages (v-framed), Spanish verbs of motion tend to include both motion and path aspects, leaving manner of motion to be communicated outside of the verb nucleus, generally in an adverbial (Gor, Cook, Malyushenkova, & Vdovina, 2009). Such path verbs are used extensively in Spanish (as well as other Romance languages) and are representative of everyday speech. Common path verbs in Spanish include entrar (to enter), salir (to exit), atravesar (to cross), and meterse (to get/go into), and the use of such path verbs constitutes the majority of motion-event expression (Filipović, 2008). Examples (2a) and (2b) demonstrate the characteristic use of path verbs in Spanish:

6
paper CO_ColombianAppliedLinguisticsJournaltxt157 - : I noted the metonymic use of "finger," a part for the whole, which refers back to "needle," thus completing the intended sentential metaphor. This "a man" is intended as an inclusive device which aims at reaching the entity pronominalised by "he" in the text together with all men. On the other hand, the word "accusing" presupposes that these men to whom the speaker refers think that a woman's actions, whatever they are, are always bad. What is more, the verb "finds" also presupposes searching: men look for women to be blamed for whatever happens in a given situation since the latter are always found guilty . This metaphorical chunk, "man's accusing finger" in particular, recaptures the speaker's utterances in lines 1-2, thus, the overall illocutionary force intended in this fictional dialogue comes full circle.

7
paper CO_ColombianAppliedLinguisticsJournaltxt285 - : Some studies have explored the details of collocations either from grammatical or lexical collocations or both. Benson et al. (1997) divided collocations into two major groups, namely, lexical and grammatical collocations. Among the patterns of lexical collocations are the following: verb + noun phrase (or prepositional phrase) (e.g. compose music), verb + noun (reject an appeal), adjective + noun (strong tea), noun + verb (bombs explode), noun1 + of + noun2 (a pride of lions), adverb + adjective (deeply absorbed) and verb + adverb (argue heatedly), whereas the patterns of grammatical collocations are as follows: noun + preposition (e .g. blockage against), noun + to + infinitive (an attempt to do it), noun + that + cause (He took an oath that he would do this duty), preposition + noun (on the advice of somebody), adjective + preposition (They are angry at him), adjective + to + infinitive (He is ready to go), adjective + that + cause (She was afraid that she would fail the exam) and verb +

8
paper CO_ColombianAppliedLinguisticsJournaltxt227 - : With the metalinguistic feedback strategy in Group 1, 105 errors were committed in the last session ([55]Table 2). This implies that 41% of the errors were not repaired from the total of 256 possible interactions. To exemplify how students repaired their errors when using metalinguistic feedback, the following quote includes an interaction between a student (S) and the researcher (R) testing a subject verb agreement:

9
paper CO_CuadernosdeLingüísticaHispánicatxt76 - : Here, the Spanish grammatical aspect and its traditional qualities in perfect and imperfect verb forms are analyzed in order to expose a problem of conceptual inconsistency. Taking into account the Real Academia Española (RAE) normativity, there is a misperception in the aspectual distinction between the simple and compound tenses in Spanish, or in Latin, infectum and perfectum. After a proper understanding of the concept of participle, formed by the auxiliary to have, a different terminology is proposed to solve the problem: the terms continuous and discontinuous are proposed as new qualities of the grammatical aspect. Such a change would also suggest a new verbal accident: that of state . An explanatory methodology was implemented in this project, in order to specify the concept of aspect in the field of the Spanish language. To a lesser degree, a descriptive methodology was also used, by means of the presentation of specific, insightful examples to support the current concept of aspect.

10
paper CO_CuadernosdeLingüísticaHispánicatxt161 - : La selección verbal se realiza según criterios sintácticos y semántico-pragmáticos. En el primer caso, y analizado desde una perspectiva estructural, la elección del tiempo se somete a la denominada consecutio temporum, es decir "l'insieme delle condizioni che regolano i rapporti tra il Tempo verbale di una frase principale (o reggente) e il Tempo verbale di una frase ad essa subordinata" (^[44]Vanelli, 2001, p. 612). Estas condiciones atienden aspectos como la conjugación del verbo dominante, las restricciones del verbo principal^[45]^2 y la relación temporal expresada en la oración: "it is a well-known fact that with subjunctive temporal agreement is enforced, i .e., the embedded form must appear in the past or in present, depending upon the form of the superordinate verb: present under present and past under past" (^[46]Giorgi, 2009, p. 7). El siguiente esquema ejemplifica las correlaciones prototípicas más frecuentes del subjuntivo:

11
paper CO_CuadernosdeLingüísticaHispánicatxt42 - : The stative verb "Traer" in Mexican Spanish: syntactic structure and semantic properties

12
paper CO_FormayFuncióntxt276 - : Un valor similar a este ha sido descrito para los verbos con partícula del inglés («English verb particles» o «phrasal verbs»), una clase de verbos que se forman a partir de la verbalización de sustantivos comunes y adjetivos y la adición de la preposición «out» ('fuera', literalmente ), la cual ha adquirido un estatus semiproductivo en la lengua en los últimos treinta años (^[85]Jackendoff, 2002). El uso de out representa la anormalidad del estado, «la idea de ir hasta el extremo, más allá del rango normal de intensidad y razonabilidad [y equivale a] terminar en un estado mental inusual» (^[86]Neagu, 2007, p. 130). En esta clase, el verbo no necesita ser un verbo o siquiera una palabra registrada, como se ve en los ejemplos 29 y 30^[87]^9.

13
paper CO_FormayFuncióntxt220 - : Besides the equivalents of vielleicht rendered as tal vez or quizá, it is worth noting that the combination of the adverb vielleicht ('perhaps') and the verb lebt ('lives'), in Spanish activates two translation possibilities in the Equivalence Range: either the indicative (vive ) or the subjunctive mood (viva). The use of the indicative shows higher certainty about the occurrence, whereas the subjunctive emphasizes the possibility itself. Let us see how the problem has been tackled in the English, French, and Russian renderings:

14
paper CO_FormayFuncióntxt275 - : The article describes the syntactic and semantic behavior of two very common verbal forms in Peruvian Spanish: parar+gerund and pasarse+gerund . It is very interesting that, despite being almost homophonous, these forms display different syntactic structures. The former is a raising verb, and the latter a control verb. However, their common frequentative value produces a plurality reading of the accompanying verbal complement: whereas parar functions as an auxiliary operator of the verb, pasar coerces or forces a plural reading because of its lexical content. On the other hand, we will show that both verbal forms are in a process of grammaticalization i.e. loss of lexical content and gain of functional features, although, in its auxiliary function, parar has advanced more in this process.

15
paper CO_FormayFuncióntxt260 - : Regarding syntax, the example 2c illustrates one of the main uses of pp in Munduruku: to be an adverbial nature adjunct. The basic constituent order in this language is subject-object-verb (SOV). In the example 2c, the subject and object arguments are, respectively, «wida» 'jaguar' and «ayacat» 'woman'. Arguments are not marked by case, and the order is the identification factor of these grammatical relations. Besides, the verb «o'=y-aoka» 'it killed her' has two pronominal indexes responsible for identifying these grammatical relations: «o' =» 'third person of processual verb' and «y-» 'third person direct object' . Thus, the lexical (or pronominal) arguments are identified in the verb.

16
paper CO_FormayFuncióntxt260 - : a) PP «be/pe» as beneficiary of the verb «ũm» 'to give':

17
paper CO_FormayFuncióntxt260 - : The verb «ũm» 'to give' requires, morphosyntatically, two arguments as we can see in the example 2f, namely: a subject («ẽn» 'You' ) and a direct object («kise» 'knife'). These two arguments keep a grammatical relation with the verb, morphologically, as they are retaken or identified in it by means of pronominal indexes: «e=» 2s and «g̃-» 3o. The beneficiary of the action («ayacat pe» 'for the woman') does not find space in the verbal morphology and occurs in a pp, typically in the final position in the sentence:

18
paper CO_FormayFuncióntxt260 - : In the example 2g, the verb «'e» 'to speak' occurs, reduplicated and with the suffix of imperfective aspect «-m»^[45]^5: «e~'e-m» . In this case, the subject is not morphologically explicit, typical of this aspect, but it can easily be restored in the discursive context, having been cited in the previous statements. This verb is intransitive and does not require a direct object in the form of a phrase or pronominal index in the verb. The topic of the gossip is expressed in a PP: «[[o='it] pe]» 'about my son'. The same occurs with the verb «je-de~de-m» 'to speak meanly of somebody/engine noise', equally reduplicated, with imperfective and intransitive suffix. The target of this 'to speak' is also a PP: «[[wara'at] pe]» 'about another' and «[[pug̃] pe]» 'about one' (example 2h). This last example includes a numeral pronoun as complement of the postposition. Finally, these addressees or targets of gossip appear in postpositional phrases. This is not required syntactically by the verb, but it is

19
paper CO_FormayFuncióntxt260 - : In order to express reciprocity, besides the verbal construction «je+we+transitive .verb» as in the example 2k, it can use a postpositional phrase. In that case, the transitivity of the verb is kept, and the reflectivity/reciprocity prefix «we-»^[54]^7 in the postposition occurs:

20
paper CO_FormayFuncióntxt260 - : In the example 3a, the intransitive verb «kap» 'to pass' was transitivized by the causative prefix «duju-» that is responsible for introducing an argument in the predicate. In this case, the argument was «kobe» 'canoe', with a grammatical relation of object. This causative prefix, particularly, is used with intransitive verbs for building a comitative sense: the object is interpreted as a company of the subject . For more details, see ^[57]Gomes (2006, 2014).

21
paper CO_FormayFuncióntxt260 - : The example 3b shows an intransitive verb where the subject is «o'=» 3Sa. The pp that occurs there also is an adverbial-nature adjunct, expressing diffuse locative: «[[tip] tag̃]» 'through the woods':

22
paper CO_FormayFuncióntxt260 - : In the examples 4i, 4j, 4k and 4l, we present processual intransitive verbs of psychological nature, followed by pp headed by «kay��. Equally, these PPS are of adjunct nature, even though semantically they are more necessary to understand the verb:

23
paper CO_FormayFuncióntxt260 - : This postposition means 'in the proximity of, close to'. In the example 5a, the transitive verb resulting from a causativization has subject and direct object, both represented in the nucleus of the verbal predication. The PP headed by «teg̃» does not have an argument function, as it is an adjunct, even though the semantics of the verb foresees a place to where the object will be taken:

24
paper CO_FormayFuncióntxt260 - : The postposition «eju» frequently occurs with the verb «jeum» 'to go up' (example 7g'):

25
paper CO_FormayFuncióntxt260 - : The example 7g' has a verb that requires only one morpheme, «o=», which indicates the subject argument. But another participant always occurs in the predicate. This participant is always a postpositional phrase. This pp is not an object because, for example, it can not undergo a passive voice change like an object does. Besides this, the adverbial root, in this case «u» 'on the top', that forms the intransitive verb could be combined with a causative prefix «muy-», which occurs with intransitive verbs, nouns, and adverbs (^[78]Gomes, 2006), and the result is a transitive verb:

26
paper CO_FormayFuncióntxt260 - : Used with verbs such as «jekawën» 'to speak', «eju» has value of reciprocity, with the verb changing the meaning to 'to talk, to dialogue' (example 7h):

27
paper CO_FormayFuncióntxt260 - : The example 8b deals with a young child who was in contact with the mother; therefore, the postposition «kug̃» was used. In this example, the PP headed by this postposition plays the role of locative predicate, as it is not only an adjunct, thus differing from its less argument status in the example 8c, where it has an adjunct function, modifying the processual intransitive verb «ju» 'to go':

28
paper CO_FormayFuncióntxt260 - : The examples 16c and 16d, below, have a nominalized verb as head of the complement of the pp headed by «wap», that takes on a temporal value there:

29
paper CO_FormayFuncióntxt260 - : This would explain the non-grammaticality of clauses such as that of the example 22a below, where we find the use of a person marker in a clause conducted by the postposition «puje» («o'takat»), when compared to the grammaticality of clauses such as the example 22b, where the personal marker in the verb does not occur («dakat»):

30
paper CO_FormayFuncióntxt260 - : Postpositions can be nominalized to function as a verb argument (example 23a):

31
paper CO_FormayFuncióntxt130 - : Ruiz de Mendoza, F. J. & Galera-Masegosa, A. (2011). Metaphoric and metonymic complexes in phrasal verb interpretation: metaphoric chains . En B. Eizaga Rebollar (Coord.), Studies in Linguistics and Cognition. Series Linguistic Insights. Vol. 158 (pp. 157-185). Bern, Switzerland: Peter Lang Verlag. [ [57]Links ]

32
paper CO_FormayFuncióntxt292 - : In this paper, I explore some morphological aspects observed in Tenango Otomi (Oto-Manguean > Oto-Pamean > Otomi) verbal inflection: on the one hand, the fact that verbs can be grouped into different inflectional classes according to three criteria: (1 ) the TAM/person markers they select, (2) initial consonant mutations (if any), and (3) tone alternations in the verb stem. On the other hand, I explore correlations between the inflectional classes resulting from these three criteria. Furthermore, I discuss the possibility that this system of verb conjugations (according to the TAM/person mark criterion) is more adequately described as a system of segregated inflectional classes.

33
paper CO_Lenguajetxt150 - : can fall into an incorrect conceptualization due to a lack of comprehension among the distinct elements of language. For example, the verb “is” could be considered as a mark of the simple present tense which may cause its use in every sentence of that tense: Carlos is works in a company .

34
paper CO_Lenguajetxt45 - : It is often said that we assess students and we evaluate instruction. This distinction derives from the use of evaluation research methods to make judgments about the worth of educational activities. The verb "to evaluate" often collocates with words such as: "effectiveness," "institutions", "projects", "programs", "materials", and the verb "to assess", with words such as: "competence", "skills", "abilities", "performance", "aptitude" (Muresan, Heyworth, Mateva & Rose, 2007 ). In this sense, the focus of assessment is more individual than that of evaluation. Evaluation is a process which deals with information received as a result of different assessment procedures, therefore, it is often assumed to be a wider concept than assessment. "Assessment occurs when judgments are made about a learner's performance, and entails gathering and organizing information about learners in order to make decisions and judgments about their learning" (Le Grange & Reddy, 1998 p.3).

35
paper CO_Lenguajetxt179 - : Lower Bermejo River Wichí has the following verbal strategies to encode first-person non-singular subject (^[148]Nercesian, 2014): i . first-person inclusive prefix (3a), ii. first-person exclusive free pronoun plus a first-person singular verbal prefix (3b), and iii. first-person exclusive free pronoun plus verb without person inflection (3c), and iv. first-person singular prefix plus the verbal plural clitic =hen (on intransitive verbs) (4).

36
paper CO_Lenguajetxt181 - : Verb class[203]^4 Mental processes: (e .g. creer ‘believe’, pensar ‘think’, saber ‘know’)

37
paper CO_Lenguajetxt7 - : [45]Table 4 presents the subgroup within this lexical group consisting of 13 verbs which were used more than once. We can notice that the most frequent verb in this group is decir say, with 23 uses. Its frequency is almost four times greater than the following verb. The second place in frequency is occupied by the verb hablar speak with six uses and in the third place there are two verbs: contar tell and mencionar mention with five uses each .

38
paper CO_Lenguajetxt7 - : On the other hand, the last three columns on the right in [60]Table 9 show a certain similarity between the two genres. Thus, the lexicosemantic group of saying, including different verbs and verbal expressions, amounts to 45 in Q-A texts and 50 in E texts; the frequency of the default verb decir is also similar (20 vs. 23). As for the most frequent verbs following decir, there is also a coincidence in one of the two verbs: contar tell .

39
paper CO_Lenguajetxt191 - : * Collocations, like common preposition and verb combinations ([190]http://www .just-the-word.com/)

40
paper CO_Lenguajetxt144 - : ● Weighting rule for verb + direct object: a ) Out of the two sentiment values of the verb (i.e., negative and positive), take the highest value as the sentiment of the verb; b) out of the two sentiment values of each word in the direct objet, take the highest value as the sentiment of the word; c) add the sentiment values of the words in the direct object and take this number as the sentiment value of the object; d) apply the following rules:

41
paper CO_Íkalatxt131 - : In contrast, they understood that, although their mother tongues did not require the addition of a personal pronoun next to the verb (since this information is already marked in Spanish and Catalan verbal forms), this is not the case in the English language, so they should use personal pronouns in their final productions:

42
paper CO_Íkalatxt48 - : Ramírez Gelbes (2008) glaubt nun, dass die Akzeptabilität mit der Aspektualität des jeweiligen Prädikats zusammenhängt. In ihrer Untersuchung auf Grundlage einer Befragung von 38 Studierenden aus Buenos Aires stellt sie fest, dass die Strukturen mit inklusiver Koreferenz (Singularreferent ist im Pluralreferent enthalten) als annehmbar eingestuft werden, wenn sie zwei Bedingungen erfüllen: 1) Der Singularreferent dominiert den Pluralreferent (steht also in der Baumstruktur über dem Pluralreferent) und 2) das Prädikat ist telisch, das Verb beschreibt also Vorgänge, die einen Endpunkt voraussetzen, der jedoch ''nicht notwendigerweise eintreten'' (Meibauer 2007: 196 ) muss. Ramírez Gelbes (2008) schlägt sogar vor, einige statische (also atelische) Verben in die Gruppe der telischen Verben aufzunehmen, da sie inklusive Koreferenz erlauben, aber das scheint eher ein Hinweis darauf zu sein, dass ihreArgumentation,Telizität sei eine der Bedingungen für Möglichkeit partieller Koreferenz, eben nicht

43
paper CO_Íkalatxt48 - : Da Klitika, anders als die Flexion, syntaktisch gesehen relativ unabhängig sind, könnte man sie als eine andere Form der Flexion auffassen. Man könnte annehmen, dass das spanische Verb drei Typen der nominalen Kongruenz aufweist, eine im casus rectus und zwei im casus obliquus: Die Kongruenz im casus rectus wird durch die Verbmorphologie in den finiten Formen des Verbs erzielt . Die Kongruenz im casus obliquus erscheint in der Regel fakultativ – in manchen Fällen aber auch obligatorisch – mit unbetontem Pronomen und ist sowohl mit den finiten als auch mit den infiniten Formen vereinbar. Im casus rectus muss Kongruenz mit Person und Numerus des Subjekts gegeben sein. Die Kongruenzen im casus obliquus betreffen Person und Numerus der übrigen Ergänzungen (beispielsweise des Akkusativobjekts).

44
paper CO_Íkalatxt137 - : In (4), the verb eat is uninflected because the subject Noun Phrase (NP)[26]^1 is plural ( John and Mary). In (5) the auxiliary has (singular) was used alongside the inflected verb eaten because the subject ( John) is singular while in (6), the auxiliary verb have (plural) was used because of the plural subject ( John and Mary). However, in both Yorùbá[27]^2 and Malay[28]^3 verbs are never inflected for tense marking and there is no agreement relation between subjects and verbs, consider the following examples in [29]table 1:

45
paper CO_Íkalatxt313 - : Meir, I., Padden, C., Aronoff, M., y Sandler, W. (2008). Re-thinking sign language verb classes: The body as subject . En R. de Quadros (Ed.), Sign languages: Spinning and unraveling the past, present and future. TISLR9, forty five papers and three posters from the 9th. Theoretical Issues in Sign Language Research Conference, Florianopolis, Brazil, December 2006 (pp. 365-387). Arara Azul. [ [243]Links ]

46
paper CO_Íkalatxt105 - : Group (A) - Adverbial verb: verb + adverbial particle . The verb is accompanied only by a particle and there may be complementation. Example: The soil gave off radioactive carbon dioxide.

47
paper CO_Íkalatxt105 - : * Subgroup (A-1b) - Adverbial verb - DO before the particle - allows PT. These are adverbial verbs in which the DO comes preferably before the particle. These verbs have a static structure: ''DO + particle'' . Note that the particle must be put at the end of the sentence, thus eliminating the possibility of being confused with a preposition. Example: The brandy will bring the girl round. (PT) The girl will be brought round.

48
paper CO_Íkalatxt105 - : * Subgroup (A-1c) - Adverbial verb - DO after the particle - allows PT. These are adverbial verbs in which the DO comes preferably after the particle. These verbs have a static structure: ''particle + DO .'' Example: We carried out your orders. (PT) Your orders were carried out.

49
paper CO_Íkalatxt105 - : Group (B) - Prepositional verb: verb + prepositional particle . In this group, the verb is accompanied with a particle that plays a prepositional role which requires a complement. Example: You're asking for trouble!

50
paper CO_Íkalatxt105 - : Group (C) - Adverbial prepositional verb: These are PVs made up by two particles, the first one plays an adverbial role and the second one plays a prepositional one . Example: She looked down on my invitation.

51
paper CO_Íkalatxt105 - : Note that if any of the verb forms matches with a word in the text, we define two conditions to stop searching the first particle in the following words of the text: we find a punctuation mark or another verb (in any of its verb forms ). [33]Figure 5 shows the detection process.

52
paper CO_Íkalatxt101 - : As a verb in NP, say has retained its expressive value, functional significance and meaning and is quite dynamic and immutable as in 12. Say functions as the head of the predicate phrase in the matric clause. The noun in the subordinate clause is in identity with the noun in the matrix clause which it modifies. The noun in the subordinate clause is prenominalised overtly by that. The verb say, however, has talk and yarn as its near synonymies as we can see in 13:

53
paper CO_Íkalatxt101 - : Structurally, the complementizer say is closely associated with the main verb which it modifies. From 15, while the complementizer may be an optional element in English, it is a mandatory subcategorization requirement of the sentence in NP. Millar (2007) argues that historically, complement constructions are syntactically entirely independent. This implies that they existed as separate sentences and in the passage of time, the two sentences were combined into one and the demonstrative was reduced to a mere grammatical particle. Say functions as the head of the subordinate clause or complentizer phrase. It places emphasis on the complement of the sentence by preposing it to the focus position. The complementizer is subcategorized for the verb, hence, is the head of the embedded or complement clause. The notion of subcategorization is important here because not all verbs in NP can choose say as their complements:

54
paper CO_Íkalatxt101 - : The irregular verb mek can also function as a complementizer in NP. It is said to be a light verb in English which implies an active role by the subject which causes something new to come into existence from a pre-existing situation or normal course of event. In NP, the verb mek acts as both lexeme and gram. As a lexeme, it is mainly a causative marker, and as a gram, it functions as a complementizer only in association with the lexical verb say:

55
paper CO_Íkalatxt101 - : The English copular verb be which is the lexical source for bin in NP is grammaticalized as a past tense marker (in NP) having undergone functional renewal which involves reuse of an old construction for a new function (Traugott, 2004, p. 134). Just like the future tense marker, bin precedes the verb:

56
paper CO_Íkalatxt101 - : The verb fit is used as a modal marker and it grammaticalizes two different degrees of the speaker's commitment towards the reality or truth of what he is saying:

57
paper MX_ElAnuariodeLetrastxt38 - : Based on the lexicalization patterns presented in Talmy’s pioneering work (1985), motion verbs classifications for Spanish mainly recognize two groups: verbs of manner and verbs of direction (Lamiroy, 1991 ; Cifuentes Honrubia, 1988-1989; Crego García, 2000; Morimoto, 2001, among others). This research offers a much more detailed classification, by means of the use of a finer set of features and semantic participants that may be lexicalized by motion verbs in any language of the world, namely: the aspectual features of punctuality and telicity; the participants theme, source, path, goal, point of reference, location-path and trajectory; and the parametric features of displacement, movement, manner, change of place and direction. The result is a classification of eight different verb groups that account for the lexical and syntactic mechanisms present in the encoding of the Spanish motion events.

58
paper PE_Lexistxt9 - : El tercer capítulo se dedica al análisis del sintagma nominal, que reclama de partida su carácter nuclear dentro de la obra: "Together with the restructured verb phrase, the Afro-Yungueño noun phrase represents one of the most significant departures from patrimonial Spanish syntax, and provides some of the most compelling evidence linking the traditional Afro-Bolivian dialect with other Afro-Hispanic speech communities, and with Afro-Iberian creoles languages" (81 ) (tal vez esto último justifica el que, a partir de este momento, provisionalmente, el autor asume a veces conceptos tomados de la Criollística, como "post-creole continuum", p. 81, para referirse a los cambios entre la variedad más vernácula y las formas más próximas al español general de las tierras altas de Bolivia, problema que abordará definitivamente en la última sección del libro: 177-197).

59
paper UY_ALFALtxt127 - : This paper describes the causativization strategies of verbs that encode spatial relations in Toba of Western Formosa. The analysis is based on fieldwork carried out in Vaca Perdida (Bermejo Department, Formosa, Argentina), and on the data provided by the “Diccionario Toba” [27](Tebboth 1943). It is shown that argument indexing on the verb and causativization distinguish two types of locative situations: one that specifies the ground as a location or a goal, and another one that encodes a path .

60
paper UY_ALFALtxt92 - : Ï VS. Ë VARIATION IN THE THIRD PERSON OF THE VERB 'TO BE' IN TAPIETE (TUPÍ-GUARANÍ): A CASE OF CONTACT INDUCED LANGUAGE CHANGE ?

61
paper UY_ALFALtxt102 - : [199]Tescari Neto, A. 2013. On Verb Movement in Brazilian Portuguese: A Cartographic Study, Tese de Doutorado, Universidade de Veneza, Itália .

62
paper VE_BoletindeLinguisticatxt27 - : Two different approaches explain how verb inflection is processed. According to the dual-mechanism (DM) approach two different mechanisms operate on verb processing: one, applies symbolic rules and adds inflectional suffixes to regular forms ; the second, based on an associative memory, stores irregular forms. According to the single-mechanism approach, there is only one mechanism in charge of processing regular and irregular verbs: associative memory. Following Marcus et al.´s (1992) methodology, the present study addresses the validity of one of these two approaches in explaining how Spanish-speaking children process regular and irregular verbs. Results suggest that regular and irregular verbs are dealt with in different ways, implying that these forms are processed differently. These results seem to support the DM approach.

63
paper VE_BoletindeLinguisticatxt58 - : In Spanish, duplicated verb constructions are very common. In terms of its morphosyntactic codification, the duplicated verb appears in four different forms: with an auxiliary verb, without an auxiliary verb, with a plain inflected verb, and with an adverbial function . In terms of its semantics, this verbal form expresses two basic senses: iteration and emphasis. In the former, the duplicated verb denotes that a specific state of affairs, in certain linguistic contexts, is realized more than once in an undetermined way (except for states). In the latter, and within other linguistic circumstances, the duplicated verb carries only an emphatic value.

64
paper VE_Letrastxt2 - : The analysis of the gustar-class verbs is complex, at least formally, since the grammatical characterization of the object is not evident in an immediate way. In accordance with the tradition of Spanish linguistics, some verbs like gustar, molestar, encantar, interesar, convenir and others have the following structure: object, with the form of dative experiencer + verb + subject, as in A Luisa le gustan las conferencias . The purpose of this investigation is to try to demonstrate that the so called dative experiencer is actually the logical dative subject, and that the constituent traditionally recognized as the subject, due to the concordance with the verb in personal features, is a nominative object. For this purpose both P. Strawsons (1971) Hypothesis of the Subject and Predicate Asymmetry with respect to Negation and Uras (2000) Checking Theory are used.

65
paper VE_Letrastxt30 - : Relationship between subjet position in Venezuelan spanish and grammatical structure, verb class and thematic progression: an approach from venezeualn press

66
paper VE_Núcleotxt1 - : We describe the morphosyntax of clausal negation in kari'ña, a Cariban language spoken by some 10,000 people in Eastern Venezuela. The valuable works about this language by Mosonyi (1982, 1986, 2002) deal mainly with the morphology, but in them we can find scattered syntactic observations about negative constructions. According to Mosonyi, there exists an invariable negative form which is the basis for the whole negative conjugation which, from a morphological point of view, is formed by adding the suffix -ja to the positive verb stem, the inflection being expressed by the combination of this form with the inflected forms of the copulative verb vañño. Mosonyi further claims that this negative verb stem has a predicative value in the sense of the construction being "una oración de predicado nominal" (1982: 144 ). By comparing negation in kari'ña with that of other languages of the same family, it is clear that it works in a very similar way in the different Cariban languages. However,

67
paper VE_Núcleotxt1 - : Negation exhibits a quite steady pattern, being in most cases indicated by means of the suffix ha NEG��. In transitive, ditransitive and intransitive constructions, -ha NEG is attached to the stem of the main verb which as a result of this adjunction loses its tense marker triggering the incorporation of the auxiliary Bañ:o BE for the purpose of framing the construction within temporal boundaries . When negation involves BE-sentences, the particular negative forms of Bañ:o must be used. (Romero-Figueroa, 2000: 32)^4

68
paper VE_Núcleotxt1 - : De manera semejante a Derbyshire, en relación con la negación de cláusulas afirma que el mecanismo de su formación es la partícula negativa que transpone la cláusula en un complemento adverbial del verbo copulativo: Negation of a sentence is accomplished by the negative particle pra occurring following the clause and transforming it into a negative adverbial complement of the copula . The inflectional affixes marking tense, aspect, and number appear on the copula. The subject-marking affixes occur on the subordinate verb. (Abbott, 1991: 56)^6 Los ejemplos [16-17], vistos de esta manera, tendrían también una forma Sujeto - Cópula - Cláusula Adverbializada (no V-ndo): Estoy no viendo el venado [[Waikin eramauya] pra] wai] y El hermano estuvo no obedeciendo la palabra de su hermano mayor [Itakon wanîpî [[tîrui maimu yuukuiya]] pra]. Nótese que el verbo copulativo, como intransitivo que es, no exhibe morfología ergativa.

69
paper corpusLogostxt137 - : The referred speech is usually presented by declarative verbs. However, there are other semantic classes specialized in speech reproduction procedures, such as request verbs. From the analysis of the Archivo de Textos Hispánicos de la Universidad de Santiago, made up of texts of oral, theatrical, journalistic and narrative language, we try to establish the frequency of use of the verbs implorar, suplicar, rogar, solicitar, pedir, reclamar and exigir as introducers of referred speech, as well as their greater or lesser productivity according to the type of procedure: indirect style, direct style, pseudo-direct style and hybrid style . In addition, the characteristics of each structure are explored with the proposal of knowing the configuration mode of the sequences that introduces each verb (its members, the position of each element, etc.) and that establish certain differences between them within each type of referred speech.

70
paper corpusRLAtxt48 - : Heinle (ahora Cengage). Cuarta edición). Después siguen los usos específicos y listas de palabras (verbos y expresiones verbales) que, cuando usadas en la cláusula principal, causan y requieren el uso del subjuntivo en la cláusula dependiente: "the subjunctive is used to express subjectivity . In situations when you want to give advice or suggestions, there is a strong element of subjectivity", "The subjunctive is used when there is doubt, incertainty, or denial in the mind of the speaker" (Atando cabos. Prentice-Hall. Tercera edición); "Expressions of desire, hope, command, or request are among Spanish verbs and phrases that create a doubtful or unknown situation and require the use of the subjunctive", "Spanish verbs and phrases that express emotion or judgement about another action require the use of the subjunctive when the subject of the first verb is different from the second" (Interacciones. Heinle and Heinle (ahora Cengage). Cuarta edición).

71
paper corpusRLAtxt142 - : This paper shows how Catalan speakers' categorization of physical and mental dirsorders influences the verb selection and the syntactic structure of the sentences expressing the relation between a disorder and the animate entity it affects. The verbs taken into consideration are agafar 'to take' (transitive and inaccusative), venir 'to come' y sortir 'to go out'. These verbs can be used to express the appearance of a disorder, a process that can be viewed as the movement of the disorder towards a person or from his interior. Three properties attributed to the disorder that can determine the use of the verbs have been detected: its temporal delimitation, its corporal scope and its origin, internal or external to the organism . The use of these three verbs of change of state is also compared to the stative verb tenir 'to have', which can be used to express the state subsequent to the disorder appearance.

72
paper corpusRLAtxt133 - : PSYCH PREDICATES AND LIGHT VERB CONSTRUCTIONS: FROM STATE TO EVENT

73
paper corpusSignostxt577 - : To explore syntactic complexity in relation to phrase structures, the verb phrases of dependent clauses were coded and categorized into the following subtypes: VPs formed by non-finite (to+inf ., -ing, -ed) clauses and VPs of finite dependent clauses (relative, complement, adverbial and comparative). This categorization was expected to provide information on the structural constituency of the phrasal post-modifiers of noun phrases and the syntactic complexity of the verbal predicates. Other constructs that measure syntactic complexity and elaboration, namely, average mean of words per sentence (sentence length) ([95]Table 1) were also considered for interpreting the functional associations of the grammatical features identified in the coded material.

74
paper corpusSignostxt469 - : It can be seen in (5) how NNS4 indicates that she did not use the correct verb tense, and that she meant to use the preterite form: I had the ...accent but not anymore (tuve el acento...pero ya no) but, as can be seen in her utterance, she opted for overgeneralising present perfect tense instead. This is usually a confusing aspect for English speakers who have similar tenses, but which do not exactly equal the types of tenses in Spanish, a language considered more flexible than English (^[122]Johnston, 1995; ^[123]Deveau, 1998; ^[124]Dominguez & Arche, 2008). The data revealed that the learners needed to resort to this CS more frequently in the open task to solve problems related to verb forms. This seems to suggest that again the cognitive demands posed by this task may have influenced the learners’ CS use. It was observed that the learners’ communicative desire to speak about themselves -as they were more familiar with the topics provided- seem to have prompted more L2 language

75
paper corpusSignostxt500 - : The locative intransitive construction is drastically different from the locative construction in that the verbs they contain are inherently intransitive verbs (monovalent) that appear with predicative locative prepositional phrases (adjuncts) which take as their argument the complete event which they participate in. The holistic construction changes the original Aktionsart into states in all cases, independently of the type of Aktionsart class ascribed to the three different verb classes participating in this L1-construction: states, as in example (5 ), semelfactives, as in (7), or activities, as in example (9). In all cases, however, the output Aktionsart of the construction will be ‘state’, as in (6), (8) and (10).

76
paper corpusSignostxt500 - : The image impression construction might resemble ‘putting’ verbs in the locative construction since in both cases something is placed on a surface, but differs in the sense that with ‘creation’ verbs (e.g. ‘engrave’, ‘imprint’, ‘tattoo’, etc.), as a result of the event described by the verb, a new entity is created (i.e. a tattoo, an inscription, etc.). These verbs are ascribed to the Aktionsart active accomplishment, a type of event that is not changed by the construction. The kernel construct of these verbs in FunGramKB (exemplified in (11)) involves two arguments whose thematic roles, as explained in Section 1, are defined according to their metaconceptual distribution: a Theme, which in the metaconcept #CREATION is defined as the entity that creates another (‘members’ in example (11 )) and a Referent, conceived as the entity that is created by another entity (‘their initials’ in (11)). It is also common to find a prepositional phrase that should be analysed as an adjunct (an op

77
paper corpusSignostxt522 - : Verb and context of usage: A corpus-based analysis with quantitative and qualitative methods

78
paper corpusSignostxt598 - : [2]vol.54 número106 [3]Los modales dinámicos en textos de historia en lengua inglesa (1700-1900) [4]A cross-disciplinary study of verb boosters in research articles from Engineering, Medicine and Linguistics: Frequency and co-text variations [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

79
paper corpusSignostxt598 - : s are followed by infinitives without to, for example, he should stay; modal verbs affect the entire propositional content of the clause in which they appear, for example, ‘could’ [he try]; from a dialectal perspective, more than one modal verb may be given together, as is the case with some variants from the north of England and Scotland, where we can find cases of double modal verbs, for example, “So I say - you won't can read it lass” (example taken from ^[83]Tagliamonte, 2013: 24 ); and as operators, modal verbs share a set of properties known by the NICE acronym, namely modals can be negated by the use of ‘n't/not’, modals can perform subject-verb inversion, for example, ‘Would you please help me?’, modals support propositional content elision, that is, they have a coda function, as in A. ‘Can you come with me?’ and B. ‘Of course I can’, and modals can be used in matters of emphatic polarity, for example, ‘Yes, you can!’

80
paper corpusSignostxt336 - : verb + noun: sentir alegría, to feel joy

81
paper corpusSignostxt515 - : The study presents an analysis of the concordant and non-concordant usage of the existential verb haber (there is/are) in two corpora of language learners: CAES and CORANE . The data is compared with that obtained from a previous study on the pluralization of haber by native Spanish speakers based on CORPES. The purposes are to know how learners experience a phenomenon in variation, and to contribute to the systematization of content regarding standards, usage and geolectal variation in SFL/SSL, so we also propose a way of dealing with the verb haber, aimed at SFL/SSL professionals. The results show that concordant usage among learners is minority compared to non-concordant use, although it is high compared to its use among native Spanish speakers.

82
paper corpusSignostxt319 - : In (34a) the verb eat cannot be perfective because the use of ´when(ever)´ forces the clause to be interpreted as distributed over time. Notice that the type of predicate (SL) is entirely irrelevant in the presence of the adverbial. What is crucial in this case is that the same sentence is acceptable if the aspect is imperfective. By arguing that the adverb when(ever) is sensitive to the aspect of the clause it interacts with, Schmitt´s (1996) analysis can easily account for sentence (35) that is problematic for Kratzer´s (1995) syntactic account:

83
paper corpusSignostxt599 - : A cross-disciplinary study of verb boosters in research articles from Engineering, Medicine and Linguistics: Frequency and co-text variations

84
paper corpusSignostxt599 - : A similar number of verb boosters was used in each corpus: 16 in Engineering, 14 in Medicine and 15 in Linguistics (see [117]Table 5 ). Fourteen of the verbs identified were overlapping items in the three corpora: ‘show’, ‘determine’, ‘demonstrate’, ‘prove’, ‘hold’, ‘stress’, ‘establish’, ‘highlight’, ‘conclude’, ‘reveal’, ‘confirm’, ‘know’, ‘emphasise’ and ‘underscore’. It can be argued, therefore, that these verbs tend to perform boosting functions regardless of the field, at least as far as Engineering, Medicine and Linguistics are concerned. Only one verb, ‘indicate’ was found in Engineering and Linguistics, but not in Medicine, and ‘assert’ was used exclusively as a booster in Engineering. In this sense, the variations found for the three fields are notably small.

85
paper corpusSignostxt599 - : Another significant finding is the three most frequent verb boosters, which were found to be the same in the three corpora: ‘show’, ‘determine’ and ‘demonstrate’ . This pattern is in line with the previous finding of the high number of overlapping verb boosters in the three corpora. In addition, if a mean frequency of verb boosters is calculated for each corpus , the following values are given: 0.090 for Engineering, 0.061 for Medicine and 0.101 for Linguistics. This was used to identify the verb boosters with a significant normalised frequency, that is, a frequency above the mean value (highlighted in bold in [118]Table 4). There are five verbs like that in the Engineering corpus (‘show’, ‘determine’, ‘demonstrate’, ‘prove’ and ‘hold’) and four verbs in the Medicine and Linguistics corpora (‘show’, ‘determine’, ‘demonstrate’ and ‘establish’). As can be seen, a few different verbs appear on these two lists: ‘prove’ and ‘hold’ in Engineering and ‘establ

86
paper corpusSignostxt416 - : In our formalism, a relation phrase is limited to be either a single verb (e.g., estudia ‘studies’) or a verb immediately followed by dependent words until a preposition (e.g., atrae la atención de ‘attracts attention of’ or nació en ‘was born in’) optionally followed by infinitive (e.g., sirven bien para acentuar ‘serve well to emphasize’). The corresponding formal grammar expression for a verb phrase is:

87
paper corpusSignostxt416 - : Figure 2. Distribution of types of errors by issues for each dataset. R stands for the RawWeb dataset, F for FactSpaCIC. The issues are indicated with numbers: 1: underspecified noun phrase, 2: overspecified verb phrase, 3: non-contiguous verb phrase, 4: N-ary relation, 5: conditional clause, 6: relative clause, 7: coordinate structure, 8: inverse word order, 9: incorrect POS-tagging, 10: grammatical errors, 11: others .

88
paper corpusSignostxt600 - : [2]vol.54 número106 [3]A cross-disciplinary study of verb boosters in research articles from Engineering, Medicine and Linguistics: Frequency and co-text variations [4]English L2 connectives in academic bilingual discourse: A longitudinal computerised analysis of a learner corpus [5] índice de autores [6]índice de materia [7]búsqueda de artículos [8]Home Page [9]lista alfabética de revistas

89
paper corpusSignostxt479 - : Verb similarity: Comparative analysis between theoretical linguistics and corpus data

90
paper corpusSignostxt313 - : We found, instead, the use of certain translations of English expressions which are not well-formed in Romanian. The resulting phrases are syntactic calques that affect the subcategorization pattern of the verb: a face diferenta (Engl . to make the difference); or determines changes in the valency grill of the verb: a suna înapoi (Engl. to call back).

91
paper corpusSignostxt400 - : Spanish clitics are a closed class of representations intermediate between independent words and bound morphemes. The full Spanish clitic paradigm is made up of 11 units, namely: me, nos, te, os, le, les, lo, los, la, las, and se. On the other hand, Spanish verb endings constitute a closed class of bound morphemes, encompassing numerous regular and irregular representations. For the sake of clarity, we shall presently adhere to the convention adopted by García (1975), who uses the endings of the first conjugation of the present indicative as a synecdoche representing the endings of all moods, tenses, and conjugation types. Therefore, the verb-ending paradigm considered in the present paper consists of six units, namely: -o, -s, -ø, -mos, -is, -n .

92
paper corpusSignostxt400 - : In a specific context of use, a given pronominal clitic or verb ending realizes a constellation of semantic features pertaining to six semantic categories: ‘thematic’ ‘status’, ‘number’, ‘gender’, ‘person’, ‘deixis’ and ‘case’ (García, 1975 ). Each of these systems comprises either two or three semantic features. Now, a given clitic or verb ending used in a specific context will realize ‘only one’ of the features included in each system (see below for an explanation). Thus, the basic semantic relationships for Spanish pronominal clitics and verb endings must be represented with downward unordered ‘or’ nodes as shown in Figure 5.

93
paper corpusSignostxt579 - : This subfunction tends to be more elaborate if the host teacher is introducing a guest speaker, as can be seen in example 5. On the other hand, ‘thanking the students’ tends to be a very simple subfunction, normally featuring the performative verb ‘to thank’:

94
paper corpusSignostxt424 - : Other verbs that denote comprehensive reciprocal events are avenirse ‘get on well with’, compartir ‘share’, competir ‘compete’, convivir ‘live together’, encontrarse ‘meet’, reconciliarse ‘be reconciled’, etc. From our study we have concluded that this second type of reciprocal verb is the most common: 63 .33% against 36.67%. Authors such as Quirk et al. (1985), Kemmer (1993) and Lasersohn (1990), for English, and Sánchez López (1999), Felíu (2003) and Siloni (2012), for Spanish or other Romance languages, have studied this subclass of reciprocal events.

95
paper corpusSignostxt371 - : 1. TN: on-screen text containing the verb and a brief definition of its meaning (To sow: ‘To sow is to spread seeds in the ground, which will grow some day and become plants’ ) and narration (a voice that reads the same text).

96
paper corpusSignostxt371 - : 3. TNV: on-screen text of the verb (To sow), narration as voice describing the action illustrated in the video and the moving image as video: ‘This woman is sowing . She is spreading seeds in the soil which will grow some day and become plants’.

Evaluando al candidato verb:

4) noun: 16 (*)
6) phrase: 14 (*)
7) grammatical: 14 (*)
12) intransitive: 13
14) syntactic: 12 (*)
15) clause: 11 (*)
20) linguistics: 10 (*)

verb
Lengua: eng
Frec: 948
Docs: 326
Nombre propio: 6 / 948 = 0%
Coocurrencias con glosario: 6
Puntaje: 6.689 = (6 + (1+6.5077946401987) / (1+9.89026427702111)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

verb

: “the actual description of each of the constructional patterns in which a verb can enter and a pointer in the Lexicon to lead the parser to the description of these constructions in the Grammaticon” (^[78]Fumero & Díaz, 2017: 37).
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: 11. Declerck, Renaat. 1982. The triple origin of participial perception verb complements. Linguistic Analysis 10, 1. 1-26.
: 11. MacWhinney, Brian y John Leinbach. 1991. Implementations are not conceptualizations: revising the verb learning model. Cognition 40, 1-2. 121-57.
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: 12. Rizzi, Luigi. 1996. Residual Verb Second and the Wh-Criterion. En Adriana Belletti y Luigi Rizzi (Eds.), Parameters and functional heads: Essays in comparative syntax, 63-90. Dordrecht: Foris.
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: 5.Duncan, Susan. 2002. Gesture, verb aspect, and the nature of iconic imagery in natural discourse. Gesture 2, 2. 183-206.
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: Ambridge, B. & Blything, R. P. (2016). A connectionist model of the retreat from verb argument structure overgeneralization. Journal of Child Language, 43(6), 1245-1276. [93]https://doi.org/10.1017/S0305000915000586
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: Thus, las may be said to expound the feature ‘high deixis’. Finally, as proposed by García (1975), verb endings tend to bear a greater thematic focus than clitics. In this case, -o is ‘thematic’, while te and -o are ‘non-thematic’[27]^4.
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