Termout.org logo/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) verbs (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: verbs


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt383 - : Student 1 and 2 employed more cognitive strategies, which falls under the category of direct strategies. Direct strategies are those LLSs which "directly involve the target language," (Oxford, 1990, p.37). The task called for them to learn phrasal verbs in English. They employed all their mental processes to try and learn the phrasal verbs: they were analyzing expressions, understanding meaning, practicing and repeating, and underlining to focus on important information . In this task, they did not have the opportunity to do certain things, for example, to work with someone else and so they could not employ strategies such as social ones. This is similar to the interview results, but again, it is different than the SILL.

2
paper CO_ColombianAppliedLinguisticsJournaltxt131 - : is idiomatic to one speaker may not be for his/her interlocutor. The use of idioms, phrasal verbs and metaphorical figures unilaterally by a speaker may result in communication breakdowns given that the interlocutor may not familiar with the expression (Seidlhofer, 2011, p . 135).

3
paper CO_ColombianAppliedLinguisticsJournaltxt179 - : Underline the verbs that are in the simple present in the following sentences:

4
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:

5
paper CO_FormayFuncióntxt290 - : Tusjimura, N. (2006). Why not all verbs are learned equally: The intransitive bias in Japanese . En Gagarina, N., & Gülzow, I. (eds.), The Acquisition of verbs and their grammar: The Effect of Particular Languages (pp. 105-122). Springer. [315]https://doi.org/10.1007/978-1-4020-4335-2_5 [ [316]Links ]

6
paper CO_FormayFuncióntxt260 - : Postpositions share with nouns and verbs some morphosyntactic properties, such as person marking, which occurs by means of a clitic pronou^[30]^1:

7
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).

8
paper CO_FormayFuncióntxt260 - : The PP headed by «kay» in the examples 4f, 4g, and 4h followed stative intransitive verbs, and these PPS have as complement, respectively: a noun («aĩhĩ» 'mother' ), a free pronoun («ixe» 'him'), and a clitic personal pronoun («o=» 1). These verbs occur frequently without these PPS.

9
paper CO_FormayFuncióntxt260 - : The basic function of this postposition is to indicate 'company' (comitative) with movement or non-movement verbs:

10
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:

11
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):

12
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.

13
paper CO_FormayFuncióntxt245 - : THE PSYCHOLOGICAL VERBS ENTENDER AND GUSTAR IN GUARANÍ-JOPARA: DIFFERENCES BETWEEN THEMATIC ROLES AND ARGUMENTATIVE STRUCTURE

14
paper CO_FormayFuncióntxt245 - : Con respecto a ello, ^[60]Gregores y Suarez (1967, p. 133) han observado que los adjetivos del español son adoptados como quality verbs, es decir, como verbos que adoptan los prefijos de la serie inactiva . Por otra parte, los préstamos correspondientes a la categoría léxica de verbos en español son indexados con las marcas del paradigma activo, tal como se desprende de indagaciones preliminares, en las que se ha propuesto la clase léxica como factor determinante en la codificación activa/inactiva de los préstamos (^[61]Paz, 2016).

15
paper CO_Lenguajetxt181 - : Stative verbs: (e .g. ser ‘be’, estar ‘be’, tener ‘have’)

16
paper CO_Lenguajetxt181 - : communicative, and stative verbs (activity: 30% affirmative vs . 32% negative; communicative: 34% vs. 33%; stative: 35% vs. 28%).

17
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 .

18
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” .

19
paper CO_Lenguajetxt7 - : At first sight it seems that with the exception of the Verbiage that has similar numbers in both type of texts, the rest of the data differ between the Q-A and E texts. Nevertheless, one can find some other similarities, for example, the Receiver and the Target are different in numerical value, but if we take into account that these two participants usually exclude each other, i.e. the verbs that may have the Target as a participant typically are not associated with the Receiver and vice versa, then we can see that the sum of the two is almost equal: 47 .2 in Q-A vs. 47.5 in E texts. That means that the realization of the second (usually human) participant in the verbal clause is similar in both types of texts, the difference being in the fact that Q-A texts used more verbs that require the Target as the second participant.

20
paper CO_Íkalatxt131 - : Texts proved to be too brief, simple and redundant; sentences followed the basic Subject– Verb–Predicate pattern and made scarce use of connectors (which was one of the main traits of expository texts); students made mistakes with the 3^rd person (''It live in the water and in the sun . . . Pepa wheight 1kg . . . It eat bread''*), especially when making use of the verbs to have and to like: ''It have got long ears . . . She have got four little legs . . . like he touched the ear . . . It likes be on the water . . . It like swims all day . . . She like swims . . . It doesn't like play whith my rabbit . . . I likes to go though ell park.''* Problems with the possessive forms also arose: ''Your [instead of its] skin are green and dark.''*

21
paper CO_Íkalatxt48 - : Im Hinblick auf das grundsätzliche Problem der partiellen Koreferenz mit Klitika – ich möchte nicht, wie es in den Debatten mit Kollegen immer wieder der Fall war, Unmöglichkeit sagen, auch weil die Korpusanalysen und die Akzeptabilitätsstudien diesbezüglich, wie gesehen, zum Teil eine andere Sprache sprechen – ist der folgende Erklärungsansatz denkbar. Geht man, so wie Anderson (2004: 11) vorschlägt, davon aus, dass Klitika eine Form der Kongruenz–agreement – darstellen,[49]^14 so wird sichtbar, dass ihre Grenzen im Hinblick auf die partielle Koreferenz gewissermaßen den zwischen der Nominalflexion des Verbs und dem lexikalischen Subjekt zu findenden Einschränkungen entsprechen, wie in (42) zu sehen ist:

22
paper CO_Íkalatxt137 - : In English, tense is marked with inflections on verbs, consider the following examples:

23
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:

24
paper CO_Íkalatxt105 - : These constructions are usually a language barrier for non-English speakers because of the challenges they present in reading and interpretation and because of their polysemic richness. We intend to cover and classify a significant portion of these constructions, and thereby facilitate both their identification and interpretation. In fact, several PVs classifications have already been proposed (Álvarez, 1990; Baldwin, 2005; Claridge, 2000; Gries, 2001). There are also several names for these verbs: phrasal verbs, verb-particle constructions, composite verbs, multi-word expressions, two/ three part verbs, and two/three word verbs, among others (Colin, 2005 ; Hart, 1999; Hill & Bradford, 2000; Hoque, 2008; McArthur, 1992; Trebits, 2009). After the classification, we present the components of our PVs web application. The purpose of our application is twofold: i) creating a PVs database that allows the input of PVs and their features according to the classification presented, and ii) detecting

25
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.

26
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.

27
paper CO_Íkalatxt101 - : The Calabar variety allows a much greater degree of multifunctionality of lexical items in which case, a lexical item can belong to more than one grammatical class or part of speech in agreement with Muhlhausler (2008, p. 81) who states that the elimination of many formal distinctions between word classes is to be expected in any mixed language. In this regard, we examine two lexical items, runs and toronto which can function as nouns, transitive and intransitive verbs and adjectives:

28
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:

29
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.

30
paper PE_Lexistxt39 - : I postulate an unitary syntactic structure for constructions with a-…-ar and en-…-ar parasynthetic verbs through four hypothesis: both patterns have a common basic syntactic structure regarding vP and VP, whose heads are CAUSE and BECOME, respectively ; the difference between the patterns lies on, within a scale of affectedness (Beavers 2011), the fact that a-…-ar assigns (compositionally) a result state to the theme, while this does not happen with en-…-ar. I claim that affectedness is a binary operator located higher than vP that quantizes the event determining the specificity of the result state for the object; and the morphological form of the operator is a- (if its value is positive) or en- (if its value is negative).

31
paper UY_ALFALtxt104 - : Abstract: The main focus of this paper is to propose an approach to ditransitive constructions in Brazilian Portuguese (BP) with dynamic verbs of transfer and movement as well as creation verbs. In BP, the indirect objects (IOs) that accompany these verbs can be introduced by two distinct prepositions: ‘a’ and ‘para’ . Throughout this text, I will demonstrate that these prepositions have a lexical interpretation in BP. Therefore, differently from European Portuguese (EP), the Brazilian variety does not participate in the dative alternation (cf. Larson 1988, [33]Marantz 1993, [34]Pylkkänen 2002), as it does not have applicative heads in its argument structure. Thus, I assume that the ditransitive sentences in BP have a pP head as part of the internal structure of its prepositional phrase [35](cf. Svenonius 2003, [36]2007, [37]2010; [38]Marantz 2009, [39]2013; [40]Wood 2012).

32
paper UY_ALFALtxt220 - : El artículo que inicia la primera parte, dedicada a las lenguas germanas, “Epistemic modality, Danish modal verbs and the tripartition of utterances”, de Michael Herslund, pone en relación las lecturas que adquieren los verbos modales del danés kunne, skulle y måtte con la propuesta de que cada oración se puede descomponer en tres componentes: néustico, trópico y phrastico .

33
paper UY_ALFALtxt150 - : Akabea: “In all cases of this kind [of elliptical use of verbs] the actual sense of these verbs is derived from the circumstances under which the sentences where they occur are spoken . … The use of such elliptical sentences as these shows up the intensely colloquial character of the language in a strong light” (^[72]Man 1878: Ch. 34). Véase los ejemplos (13) y (14) en sección 2.3.

34
paper UY_ALFALtxt25 - : [207][20] [208]Aikhenvald (2003:3) define el mecanismo de la siguiente forma: “reanalysis is understood as a historical process by which a morphosyntactic device comes to be assigned a different structure from the one it had, with no change to its surface form and little change to its semantics. For instance, in Udi a number of verbs –which originally contained noun class agreement markers –were reanalyzed as simple stems, as part of the process of losing the noun class system ([209]Harris & Campbell 1995:66-7 ).”

35
paper UY_ALFALtxt101 - : (b) Combinación obligatoria: ítems léxicos que no pueden aparecer sin hospedar obligatoriamente a estas formas (e.g. verbs of assuming a position [64](Levin 1993: 262): -kaam- (sentarse ); -notʃat- (pararse); -naan- (acostarse)).

36
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.

37
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. Strawson’s (1971) Hypothesis of the Subject and Predicate Asymmetry with respect to Negation and Ura’s (2000) Checking Theory are used.

38
paper VE_Letrastxt53 - : The verbs in the passive with “se”: an attempt of classification

39
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.

40
paper corpusRLAtxt158 - : Kübler, Natalie y Pierre-Yves Foucou. (2003). Teaching English verbs with bilingual corpora: Examples in the field of computer science . En Sylviane Granger, Jacques Lerot y Stephanie Petch-Tyson (Eds.). Corpus-based Approaches to Contrastive Linguistics and Translation Studies. Amsterdam: Rodopi, 185-206. [ [156]Links ]

41
paper corpusRLAtxt102 - : Action verbs: pick up, put down, chase, kill, eat, drink

42
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.

43
paper corpusSignostxt453 - : On the one hand, in the Lexicon, the most important component in the case of verbal predicates is called ‘core grammar’. Here, lexicographers specify the following elements for the verbal predicate under scrutiny: Aktionsart, variables, macrorole assignment, thematic frame mapping and constructions.^[80]^6 These attributes “allow the system to build the basic logical structure of verbs automatically” (^[81]Periñán, 2013: 212 ). By way of illustration, consider the core grammar of English 'rip', a verbal predicate which, as pointed out in Section 1.1, depends on the conceptual information of the ontological concept +TEAR_01:

44
paper corpusSignostxt500 - : Of the different modules that constitute FunGramKB, it is the Lexicon and the Grammaticon that we will be focusing on in this research study. We will be specifically revising one of the attributes in the core grammar component in the Lexicon which has to do with the inventory of argumental constructions in which verbs can take part: L1- constructions .^[63]^5 The notion of construction, which is directly linked to the Grammaticon module (where constructional schemata are stored in different Constructicon modules), needs to be clearly and unequivocally defined in FunGramKB, as Periñán-Pascual himself highlights: “A key issue in this module [Grammaticon] is the definition of ‘construction’” (Periñán-Pascual, 2013: 213).

45
paper corpusSignostxt500 - : We have maintained the term ‘locative construction’ to exclusively refer to trivalent transitive constructions linked to putting verbs (such as the ‘spray/load class’) and also to some ‘removing’ verbs (such as ‘clear’, ‘clean’, ‘drain’ and ‘empty’), as exemplified in the following kernel constructs (examples (1) and (3)) and L1-constructions (examples (2) and (4)):^[85]^6

46
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

47
paper corpusSignostxt500 - : The location subject construction also involves a change of Aktionsart class, since ‘fit’ verbs in the kernel construct are causative states (where we have an activity predicate causing a state: x does something that causes y be in z), whereas the L-1 construction codifies states with two arguments: the first argument position (‘a large cafeteria’ in (16 )) is a location argument whose capacity is specified by the second argument (‘300 people’ in (16)). In terms of macrorole assignment, and following the default Actor selection principle, the highest ranking argument in the logical structure must be assigned Actor (the participant responsible for the state of affairs, i.e. the logical subject), and the lowest ranking argument must be assigned Undergoer (the logical object in the state of affairs) following the Undergoer selection principle for default linking (^[95]Van Valin, 2005).

48
paper corpusSignostxt522 - : El Maarouf, I., Bradbury, J., Baisa, V. & Hanks, P. (2014). Disambiguating verbs by collocation: Corpus lexicography meets Natural Language Processing . En N. Calzolari, K. Choukri, T. Declerck, H. Loftsson, B. Maegaard, J. Mariani, A. Moreno, J. Odijk & S. Piperidis (Eds.), Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC’14) (pp. 1001-1006). Reykjavik: ELRA. [ [123]Links ]

49
paper corpusSignostxt598 - : Modals in English can be described according to morphological, syntactic and semantic criteria, as suggested by ^[82]Denison (1993). In this context, the definition of modal verbs involves the following parameters: modal verbs do not have finite forms and therefore it is not possible to find expressions such as ‘*to may’ and ‘*to should’ ; time distinction may occur in these forms, as explained above, but these expressions in the past may have a contextual meaning and do not really represent past time; modal verbs do not present third person singular desinence of the present indicative, that is, the forms ‘*she shoulds’, ‘*he cans’, ‘*he shalls’ and ‘*she wills’ are not acceptable; many modal verbs have contracted forms in their negative form (‘can’t’, ‘won’t’, ‘mustn’t’), and some even show reduced phonological forms in the form of a clitic, such as ’ll, ’d, instead of ‘shall/will’ and ‘would’ respectively; these verbs have no imperative forms; modal verb

50
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!’

51
paper corpusSignostxt319 - : iii) Combining with Infinitival complements of perception verbs: Perception verbs take eventuality expressions as infinitival complements in (29) but neither ser nor estar display this behavior in (30):

52
paper corpusSignostxt599 - : Regarding the pragmatic functions of boosters, they have been referred to in previous studies in terms of expressing evidential or implicit truth, accepted truth, and solidarity (^[64]Peacock, 2006). When writers use boosters to express evidential or implicit truth, they do so to assert the truth resulting from the research in question, and not in order to make judgement claims. Examples of such boosting would be the use of the following verbs: ‘show’, ‘demonstrate’ and ‘find’ (^[65]Skelton, 1997 ). In the same line, ^[66]Hunston (1993) argues that ‘show’, ‘demonstrate’ and ‘establish’, used as boosters, convey certainty arising from the convincing nature of the data reported and not from mere persuasion. Similarly, ^[67]Swales (1990: 151) refers to these three verbs as “powerful rhetorical tools” used to signal that the claims made are to be taken as substantiated. Both ^[68]Swales (1990) and ^[69]Salager-Meyer (1994) argue that the verbs mentioned express commitment to a proposit

53
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.

54
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

55
paper corpusSignostxt201 - : El último artículo del volumen, escrito por Malka Rapaport Hovav y Beth Levin, se titula Change-of-state verbs: Implications for theories of argument projection . Las autoras, con gran experiencia en el ámbito de los estudios verbales, cuentan a su haber con una variada gama de publicaciones al respecto; entre ellas, las más conocidas son Levin (1993) y Levin y Rappaport Hovav (1995). Una característica loable de las investigaciones de ambas autoras es su inmensa capacidad para proponer constantemente hipótesis innovadoras. Este artículo no es la excepción, en él debaten críticamente, usando como ejemplos los verbos de cambio de estado, dos hipótesis ampliamente difundidas: a) que la expresión argumental está determinada por el aspecto y, b) que la expresión argumental no está determinada por el léxico. Las autoras demuestran con ejemplos de construcciones la falsedad de ambas hipótesis. Las investigadoras concluyen que mientras el aspecto determina someramente la expresión argumental, el

56
paper corpusSignostxt594 - : For students to produce high-quality academic writing, teachers need to teach them about meaning making, which necessitates knowledge about the close relationship between contextually relevant linguistic resources (i.e., grammar and vocabulary) and meaning representation (i.e., content) (^[25]Schleppegrell, 2004). For example, the use of modal verbs as linguistic resources is contingent on the immediate context where the meaning will be expressed: if a weak tone is intended for the audience, modal verbs with weak semantic loads must be chosen (^[26]Humphrey & Macnaught, 2016 ). Indeed, research has demonstrated that an explicit teaching of writing as a meaning-making process is helpful in improving students’ writing (^[27]Harman, 2018). The attempts to develop students’ knowledge of meaning making, however, have centered on teacher-student verbal interactions that generally occur in the classroom (^[28]O´Hallaron, Palincsar & Schleppegrell, 2015).

57
paper corpusSignostxt313 - : Verbs are often created from English verbs or nouns using Romanian verbal classifiers, like derivative suffixes: -a: forcasta (cf . forecast), targheta^[32]8 (cf. target), printa (cf. print); -iza: sponsoriza (cf. sponsor), globaliza (cf. global / globalize), computeriza (cf. computer / computerise), -ui^[33]9: a brandui (cf. brand), a bipui (cf. the interjection bip), a chatui (cf. chat), a serui (cf. share), a zipui (cf. zip) or inflectional suffixes: downloadati fisierul [download the file]: femeia care îl body-guard-eaza pe N. [the woman that *body-guards N.] (GALR, 2005). The affix-(a)re is specialized for abstract nouns, and is used as a means of completing the lexical family of the loanword: auditare, forcastare, printare, targhetare, etc.

58
paper corpusSignostxt424 - : In contrast to Siloni’s (2012) analysis, based on Link (1998), we observe that some verbs incorporate lexically this type of multiple reciprocity: a total of 20 predicates out of the 90 verbs under study (22 .22%) express lexically plural reciprocity. These verbs can be grouped into three different types: communication verbs (charlar ‘talk’, conversar ‘converse’, cotillear ‘gossip’, etc.), fighting verbs, which can also include some sort of communication (pelear(se) ‘fight’, reñir ‘fight, squabble’, etc.), and verbs expressing a shift (alternarse ‘alternate’, turnarse ‘take turns’, etc.). It is worth noting that all the members of this group denote non-comprehensive reciprocal situations (see Section 2.2.1) even though comprehensive verbs can also denote MRE (14).

59
paper corpusSignostxt371 - : The ten verbs that were, according to the diagnostic test, the least known by the three groups of learners were included in the three types of presentations. Using PowerPoint, these presentations included the following elements (here as an example illustrated with one of the ten verbs: to sow):

Evaluando al candidato verbs:


4) modal: 12 (*)
9) argument: 9 (*)
11) sentences: 8 (*)
12) texts: 8 (*)
13) verbal: 8 (*)
15) examples: 8
16) constructions: 8 (*)
17) boosters: 8
19) motion: 7
20) intransitive: 7

verbs
Lengua: eng
Frec: 875
Docs: 295
Nombre propio: 1 / 875 = 0%
Coocurrencias con glosario: 6
Puntaje: 6.686 = (6 + (1+6.39231742277876) / (1+9.77478705960117)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
verbs
: *Dafouz, E., Nuñez, B., & Sancho, C. (2007). Analysing stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs. International Journal of Bilingual Education and Bilingualism, 647-662.
: 1. Asher, N. & Sablayrolles, P. (1994). A Typology and Discourse semantics for Motion Verbs and Spatial PPs in French. Journal of Semantics, 12. Pp. 163 - 209.
: 1. Bassano, Dominique. 2000. Early development of nouns and verbs in French: Exploring the interface between lexicon and grammar. Journal ofChild Language 27. 521-559.
: 10. Gentner, Dedre. 1982.Why nouns are learned before verbs: Linguistic relativity versus natural partitioning. En Stan Kuczaj (ed.), Language development, Vol. 2, 301-334. Hillsdale, NJ: Erlbaum.
: 10. Hoque, M. (2008). An empirical framework for translating of phrasal verbs of English sentence into Bangla. CUET Journal, 2(8), 43-49.
: 10. Rudolph, U., & Forsterling, F. (1997). The psychological causality implicit in verbs: A review. Psychological Bulletin, 121(2), 192.
: 11. Indranil, S., Ananthakrishnan, R., & Sasikumar, M. (2004). Example-based technique for disambiguating phrasal verbs in English to Hindi translation. Mumbai, India: CDAC Mumbai.
: 16. Levin, B., G. Song, B.T. S. Atkins (1997). Making Sense of Corpus Data: A Case Study of Verbs of Sound. International Journal of Lexicography, 2, 1, 23–64.
: 17. Girard, Geneviève. 1998. Complements to perception verbs: an analysis of some parameters at work. Topiques/Topics, Travaux du CIEREC 93. 9-27.
: 17. Goodman, N. (2000). Survey of active verbs in the titles of clinical trials reports. British Medical Journal, 320, 914-915.
: 17. Hoekstra, Teum y Rene Mulder. 1990. Unergatives as copular verbs: Locational and existential predication. The Linguistic Review 7. 1-79.
: 17. Naigles, Letitia y Erika Hoff-Gingsberg. 1998. Why are some verbs learned before other verbs? Effects of input frequency and structure on children's early verb use. Journal of Child Language 25. 95-120.
: 17. Wolff, P., & Song, G. (2003). Models of causation and the semantics of causal verbs. Cognitive Psychology, 47(3), 276-332.
: 18. Guasti, Maria Teresa. 1993. Causative and perception verbs: a comparative study. Torino: Rosenberg & Sellier.
: 18. Rappaport & Levin (2002). Change of Status Verbs: Implications for Theories of Argument Projection. En BLS. Number 28. Pp. 1-12.
: 18. Trebits, A. (2009). The most frequent phrasal verbs in English language EU documents – A corpus- based analysis and its implications. SYSTEM, 30(37), 470-548.
: 20. Vendler, Z. (1957). Verbs and times. En The Philosophical Review 66. Pp. 143 – 160.
: 21. Sandhofer, Catherine; Linda Smith y Jun Luo. 2000. Counting nouns and verbs in the input: Differential frequencies, different kinds of learning? Journal of Child Language 27. 561-585.
: 24. Rumelhart, David y James McClelland. 1986. On learning the past tenses of English verbs. En James McClelland, David Rumelhart y el PDP Group (eds.), Parallel distributed processing: Explorations in the microstructure of cognition. Cambridge, MA: MIT Press.
: 24. Tardif, Twila. 1996. Nouns are not always learned before verbs: Evidence from Mandarin speakers' early vocabulary. Developmental Psychology 32. 491-504.
: 25. Tardif, Twila; Marilyn Shatz y Letitia Naigles. 1997. Caregiver speech and children's use of nouns versus verbs: A comparison of English, Italian, and Mandarin. Journal of Child Language 24. 535-565.
: 25.Vendler, Zeno. 1967. Verbs and Times. En Zeno Vendler (ed.), Linguistics in Philosophy, 97-121. Ithaca: Cornell University Press.
: 25.Wells, Gordon. 1979. Learning and using the auxiliary verbs in English. En Victor Lee (ed.), Language development: A reader, 386-397.
: 26. Tomasello, Michael. 1992. First verbs: A case study of early grammatical development. Cambridge: Cambridge University Press.
: 28. Thompson, G. y Ye, Y. (1991) Evaluation in the reporting verbs used in academic papers, Applied Linguistics, 12 (4), 365-382.
: 3. Capelle, B., Shtyrov, Y., & Pulvermuller, F. (2010). Heating up or cooling up the brain? MEG evidence that phrasal verbs are lexical units. Brain and Language, 115(3), 189-201.
: 36. Vendler, Zeno. 1957. Verbs and times. The Philosophical Review 66, 2. 143-160.
: 44. Varela, Soledad. 1999. Sobre las relaciones de la morfología con la sintaxis. Revista Española de Lingüística 29, 2. 257-281. Vendler, Zeno. 1957. Verbs and times. Philosophical Review 56. 143-160.
: 5. Claridge, C. (2000). Multi-word verbs in early Modern English. A corpus-based study. (Language and Computers 32). Atlanta, GA: Rodopi Bv Editions.
: 53. Wolff, P. & Song, G. (2001). Models of Causation and the Semantics of Causal Verbs. The 42th Annual Meeting of the Psychonomic Society. Orlando.
: 6. Choi, Soonja y Alice Gopnik. 1995. Early acquisition of verbs in Korean: A cross-linguistic study. Journal of Child Language 22. 497-530.
: 7. Choi, Soonja. 2000. Caregivers' input in English and Korean: Use of nouns and verbs in book-reading and toy-play contexts. Journal of Child Language 27. 69-96.
: Aikhenvald, A. Y., & Dixon, R. M. W. (eds.) (2006). Serial Verbs Constructions. New York: Oxford University Press.
: Alonso-Almeida, F. & Álvarez-Gil, F. J. (2020). ‘So that it may reach to the jugular’. Modal verbs in early modern English recipes. Studia Neofilologiczne, 16, 61-88.
: Arad, M. (2003). Locality constraints on the interpretation of roots: The case of Hebrew denominal verbs. Natural Language and Linguistic Theory, 21, 737- 778.
: Arad, Maya. (1999). What counts as a class? The case of psych verbs. MIT Working Papers in Linguistics, 35, 1-23.
: Babcock, Sandra S. (1970), The syntax of Spanish reflexive verbs, La Haya / París, Mouton.
: Baker, M. (2003). Lexical Categories: Verbs, Nouns, and Adjectives. Cambridge/ Nueva York: Cambridge University Press.
: Baker, M. (2004). Adjectives as neither nouns nor verbs. En M. Baker (Ed.), Lexical categories: Verbs, Nouns, and Adjectives (pp. 190-263). Cambridge, UK: Cambridge University Press.
: Baker, Mark. (2003). Lexical Categories. Verbs, Nouns and Adjectives. Cambridge, United Kingdom: Cambridge University Press.
: Beaton, M.E. (2020). Heritage Spanish Speakers' Syllabification of -ear and -iar Verbs. Heritage Language Journal 17(1). [104]https://doi.org/10.46538/hlj.17.L2
: Bel, A. (2002). Early Verbs and the Acquisition of Tense in Spanish and Catalan. En J. Liceras & A. Pérez-Leroux (Eds.) The Acquisition of Spanish Morphosyntax: the L1/L2 Connection (pp.1-31). Dordrecht, The Netherlands: Kluwer Academic Publishers.
: Belletti, Adriana y Luigi Rizzi. 1988. Psych verbs and θ-Theory, Natural Language & Linguistic Theory, 6: 291-352.
: Berman, R. (2000). "Children's innovative verbs vs nouns: Structured elicitations and spontaneous coinages", in L. Menn & N. Bernstein-Ratner (eds.), Methods for studying language production. Mahwah, NJ: Erlbaum, 69-93.
: Berthele, R. (2004). The typology of motion and posture verbs: A variationist account. En B. Kortmann (Ed.), Dialectology meets Typology. Dialect Grammar from a Cross-Linguistic Perspective (pp. 93-126). Berlin / New York: Mouton de Gruyter.
: Blaheta, D. & Johnson, M. (2001). Unsupervised learning of multi-word verbs. Ponencia presentada en el ACL Workshop on Collocations. Toulouse, Francia.
: Bybee, J., & Eddington, D. (2006). A Usage-based Aproach to Spanish Verbs of 'Becoming'. Language, 82(2), 322-355.
: Caluianu, Daniela (2013), “Four Romanian verbs of occurring. The effect of argument structure on verb meaning and use”, en E. Van Gelderen, M. Cennamo y J. Barðdal (eds.), Argument structure in flux, Ámsterdam, John Benjamins, pp. 231-253.
: Choi, S., & Gopnik, A. (1995). Early acquisition of verbs in Korean: A cross-linguistic study. Journal of child language, 22(3), 497-529. [223]https://doi.org/10.1017/S0305000900009934
: Cifuentes-Férez, Paula. 2009. A crosslinguistic study on the semantics of motion verbs in English and Spanish. Munich, Lincolm.
: Cormier, K., Fenlon, J., y Schembri, A. (2015). Indicating verbs in British Sign Language favour motivated use of space. Open Linguistics, 1(1), 684-707. [207]https://doi.org/10.1515/opli-2015-0025
: Croft, W. (1993). Case marking and the semantics of mental verbs. En J. Pustejovsky (ed.), Semantics and the Lexicon (pp. 55-72). Dordrecht: Springer Science+Business Media.
: Croft, William (1991b), “Possible verbs and the structure of events”, en S. L. Tsohahatzidis (ed.), Meanings and prototypes: Studies on linguistic categorization, Londres, Routledge, pp. 48-73.
: Croft, William. (1993). Case marking and the semantics of mental verbs. En James Pustejovsky (ed.), Semantics and the lexicon (pp. 55-72). Dordrecht, Holanda: Kluwer.
: Dafouz, E. (2006). Solidarity strategies in CLIL university lectures: Teacher's use of pronouns and modal verbs. VIEWS, 15(3), 9-14.
: De Beuzeville, L., Johnston, T., y Schembri, A. C. (2009). The use of space with indicating verbs in Auslan: A corpus-based investigation. Sign Language & Linguistics, 12(1), 53-82. [212]https://doi.org/10.1075/sll.12.1.03deb
: Depraetere, I. (2017). On the pragmatics of modal verbs. Selected papers on theoretical and applied linguistics, 22, 14-26.
: Dowty, D. (1979). Word meaning and Montague grammar. The semantics of verbs and times in Generative Semantics and in Montague's PTQ. Dordrecht: Reidel.
: During the 1990's a new group of cognitive psychologists, led by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. In the new version, verbs instead of nouns describe the different levels of the taxonomy.
: Elliott, E., & Yountchi, L. (2009). Total physical response and Russian multi- and unidirectional verbs of motion: A case study in acquisition. Slavic & East European Journal, 53(3), 428-450.
: Faber, P. & Mairal, R. (1999). Constructing a lexicon of English verbs. Berlín: Mouton de Gruyter.
: Fanego, Teresa. 1996b. On the historical development of English retrospective verbs, Neuphilologische Mitteilungen, 97: 71-79.
: Fellbaum, C. (1990). English verbs as a semantic net. International Journal of Lexicography, 3(4), 278-301.
: Fenlon, J., Schembri, A., y Cormier, K. (2015b). Modification of indicating verbs in British Sign Language: A corpus-based study. Language, 94(1), 84-118.
: Ferreiro, E. (2003) The present and past of the verbs to read and to write. Toronto: Ground-wood Books/Douglas & McIntyre.
: Ferretti, T. R., McRae, K. & Hatherell, A. (2001). Integrating verbs, situation schemas, and thematic role concepts. Journal of Memory & Language, 44, 516-547.
: Franco, Jon y Huidobro, Susana. (2003). Psych Verbs in Spanish Leísta Dialects. En: Montrul, Silvina y Ordóñez, Francisco (Eds.). Linguistic Theory and Language Development in Hispanic Languages (pp. 138-157). Somerville, MA, Estados Unidos: Cascadilla Press.
: Fridman-Mintz, B. (2005). Tense and aspect inflections in Mexican Sign Language verbs (Tesis de doctorado). Georgetown University.
: Fukuda, S. (2005). Transitivity bias and the acquisition of verbs with transitivity alternation in English and Japanese [tesis de maestría, University of California].
: Fábregas, Antonio; Marín, Rafael y McNally, Louise. (2012). From psych verbs to nouns. Telicity, change, and state: A cross-categorial view of Event structure (pp. 162-185). Oxford, Inglaterra: Oxford University Press.
: Gallego, A. (2010). On the prepositional nature of non-finite verbs. Catalan Journal of Linguistics, 9, 79-102. doi: 10.5565/rev/catjl.95
: Gisborne, N. & Holmes, J. (2007). A history of English evidential verbs of appearance. English Language and Linguistics, 11(1), 1-29. [85]https://doi.org/10.1017/S1360674306002097
: Gisborne, N. (2010). The Event Structure of Perception Verbs. Oxford: Oxford University Press.
: Goldberg, Adele. (2010). Verbs, constructions and semantic frames. En Edit Doron y Ivy Sichel (eds.), Syntax, Lexical Semantics and Event Structures (pp. 39-58). Oxford: Oxford University Press.
: Goldfield, Beverly A. 2000. Nouns before verbs in comprehension vs. production: the view from pragmatics, Journal of Child Language , 27,3: 501-520.
: Gor, K., Cook, S., Malyushenkova, V., & Vdovina, T. (2009). Verbs of motion in highly proficient learners and heritage speakers of Russian. Slavic & East European Journal, 53(3), 386-408.
: Gràcia, Llu'ísa. (1989b). Els verbs ergatius en català. Ciutadella: Institut Menorquí de Estudis y Ajuntament de Ciutadella.
: Gumiel, Silvia, María Isabel Pérez e Isabel Nieto. 1999. Some remarks on de-adjectival verbs and resultative secondary predicates. Catalan working papers in linguistics. 7, 107-124.
: Gómez Vicente, L. 2018. Description, acquisition and teaching of polysemous verbs: the case of quedar. International Review of Applied Linguistics (IRAL) 57, 1, 21-44.
: Haiman, J. (1974). Concessives, Conditionals, and Verbs of Volition. Foundations of Language, 11, 341-359.
: Hanks, P. (Ed.) (en proceso). Pattern dictionary of English verbs [en línea]. Disponible en: [136]http://pdev.org.uk.
: Harley, Heidy. 2005. "How do denominal verbs get their names? In Nomi Erte-schik-Shir and Tova Rapoport". En The Syntax of Aspect: Deriving Thematic and Aspectual Interpretation. Oxford: Oxford Scholarship Online.
: Harris, Alice C. 2008. Light verbs as classifiers in Udi, Diachronica, 25: 213-241.
: Hartshorne, Joshua, Pogue, Amanda y Snedeker, Jesse. (2015). Love is hard to understand: The relationship between transitivity and caused events in the acquisition of emotion verbs. Journal of Child Language, 42, pp. 467-504.
: Hasko, V. (2009). The locus of difficulties in the acquisition of Russian verbs of motion by highly proficient learners. Slavic & East European Journal, 53(3), 360-385.
: Haspelmath, Martin y Caruana, Sandro. (2000). Subject diffuseness in Maltese: On some subject properties of experiential verbs. Folia Lingüística, 24, 245-265.
: Hennemann, A. (2012). The epistemic and evidential use of spanish modal adverbs and verbs of cognitive attitude. Folia Linguistica, 46(1), 133-170.
: Hiltunen, T. (2006). Coming-to-know verbs in research articles in three academic disciplines. En M. Pérez-Llantada, R. Plo & C. Neumann (Coords.), Actas de V Congreso Internacional AELFE (pp. 246-251). Zaragoza: Universidad de Zaragoza.
: Holtheuer, C. & Rendle-Short (2013). Ser and estar: Corrective input to children's errors of the Spanish copula verbs. First Language, 33 (2), 155-167.
: How to reference this article: Manrique, B., Moreno, F., & Orrego, G. (2012). Smart_PV: A software application for managing English phrasal verbs. Íkala, revista de lenguaje y cultura, 17(3), 231-243.
: Hunston, S. (1995). A corpus study of some English verbs of attribution. Functions of Language, 2(2), 133-158
: Huschová, P. (2015). Exploring modal verbs conveying possibility in academic discourse. Discourse and Interaction, 8(2), 35-47.
: Ibarretxe-Antuñano, I. 2006. Cross-linguistic polysemy in tactile verbs. In Luchjenbroers, June (ed.), Cognitive Linguistics Investigations: Across languages, fields and philosophical boundaries, Amsterdam, Holanda: John Benjamins, 235-253.
: In certain cases, and only with some verbs, the verbal process may be directed at still another participant: the Target. In this situation some entity is "targeted by the process of saying" (Halliday, 2004: 256), e.g.:
: Israeli, A. (1997). Semantics and pragmatics of the reflexive verbs in Russian. Slavistische Beiträge. München: Verlag Otto Sagner.
: Jaime Pastor, M. & Pérez-Guillot, C. (2015). A comparison analysis of modal auxiliary verbs in Technical and General English.Procedia Social and Behavioral Sciences, 212, 292-297.
: Karttunen, L. (1971). Implicative Verbs. Language, 47, 340-358.
: Karttunen, Lauri. 1971. Implicative verbs, Language , 47: 340-358.
: Kearns, K. (2007). Telic senses of deadjectival verbs. Lingua, 117, 26-66.
: Klaiman, M. H. 1992. Middle verbs, reflexive middle constructions and middle voice, Studies in Language, 16, 1: 35-61.
: Källkvist, M. 1998. Lexical infelicity in English: the case of nouns and verbs. In Haastrup, Kirsten and Viberg, Åke (eds.), Perspectives on Lexical Acquisition in a Second Language. Lund, Suecia: Lund University Press, 149-174
: Lamiroy, B. (1983). Les verbs de mouvement en français et espagnole. Ámsterdam: John Benjamins y Leuven University Press.
: Lamiroy, B. (1987). The Complementation of Aspectual Verbs in French. Language, 63(2), 278-297. doi: [85]https://doi.org/10.2307/415657
: Langacker, R. (1987). Nouns and verbs. Language, 63(1), 5394.
: LeXico-Grammar, Verbs, Complementation
: LeXico-Grammar, Verbs, Dependent Preposition
: LeXico-Grammar, Verbs, Dependent Preposition Z Z Infelicities
: Lennon, P. 1996. Getting 'easy' verbs wrong at the advanced level. International Review of Applied Linguistics 34, 23-36.
: Levin, B. & Rappaport, M. (1992). The lexical semantics of verbs of motion: The perspective from unaccusativity. En I. M. Roca (Ed.),Thematic Structure: Its Role in Grammar (pp. 247-269). Foris: Berlin.
: Lexical frequency Infrequent verbs [104]Bayley et al., 2013 (California/Texas)
: Liddell, S. K. (2000). Indicating Verbs and Pronouns: Pointing Away from Agreement. En K. Emmorey & H. Lane (Eds.), The Signs of Language Revisited: An Anthology to Honor Ursula Bellugi and Edward Klima (pp. 303-320). Mahwah: LEA.
: López Rodríguez, C. I. (2007). Understanding scientific communication through the extraction of the conceptual and rhetorical information codified by verbs. Terminology, 13(1), 61-84.
: L’Homme, M. C. (2003). Capturing the lexical structure in special subject fields with verbs and verbal derivatives: A model for specialized lexicography. International Journal of Lexicography, 16(4), 403-422.
: Marín, Rafael y McNally, Louise. (2009). Inchoativity, change of state, and telicity: Evidence from Spanish reflexive psychological verbs. Lille, Francia; Barcelona, Catalunya, España: Ms. CNRS/Université de Lille and Universitat Pompeu Fabra.
: Master, P. (1991). Active verbs with inanimate subjects in scientific prose. English for Specific Purposes, 10, 15-33.
: McKoon, G. & Ratcliff, R. (2008). Meanings, propositions, and verbs. Psychonomic Bulletin and Review, 15, 592-597.
: Menéndez, S. M. (2017b). Agentivity: Verbs classification from a discursive point of view. Ponencia presentada en el XV International Conference of the International Pragmatics Association. International Pragmatics Association, Belfast, Irlanda.
: Miglio, Viola Giulia, Gries, Stefan, Harris, Michael, Wheeler, Eva y Santana-Paixão, Raquel (2013). Spanish lo (s)-le (s) clitic alternations in psych verbs: A multifactorial corpus-based analysis. Somerville: Cascadilla Press.
: Miozzo, M. (2003). On the processing of regular and irregular forms of verbs and nouns: Evidence from neuropsychology. Cognition, 87, 101-127. doi: 10.1016/s0010-0277(02)00200-7
: Moskowich, I., & Crespo, B. (2019). “Arguments That Could Possibly Be Urged”: Modal Verbs and Tentativeness in the Coruña Corpus. Languages, 4(57), 1-12. [95]https://doi.org/10.3390/languages4030057
: Musi, E. (2014). Evidential modals at the semantic-argumentative interface: Appearance verbs as indicators of defeasible argumentation. Informal Logic, 34(4), 417-442. [152]https://doi.org/10.22329/il.v34i4.4107
: Nassaji, H. & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(4), 397-419.
: Ninio, A. (2015). The first vocabulary of transitive verbs in Hebrew is apparently learned from single-word parental utterances [Material complementario de un poster]. Biennial Meeting of the Society for Research in Child Development, Philadelphia, Pennsylvania, USA.
: Ninio, A. (2016). Learning transitive verbs from single-word verbs in the input by young children acquiring English. Journal of Child Language, 43(5), 1103-1130. [285]https://doi.org/10.1017/S030500091500046X
: Nomura, M., & Shirai, Y. (1997). Overextension of intransitive verbs in the acquisition of Japanese. En Clark, E. V. (ed.), The Proceedings of the twenty-eighth annual Child Language Research Forum (pp. 233-242). CSLI.
: Nozawa, Y. (2010). An analysis of the use of modal verbs in EFL textbooks in terms of politeness strategy of English. Waseda University Repository.
: Papafragou, A., & Selimis, S. (2010). Lexical and structural biases in the acquisition of motion verbs. Language Learning and Development, 6, 87-115.
: Person/number Singular verbs [69]Abreu, 2012 (Florida/Puerto Rico)
: Pesetsky, David. (1987). Binding problems with experiencer verbs. Linguistic Inquiry, 18, 126-40.
: Pickering, M. y Branigan, H. 1998. "The representation of verbs: Evidence from syntactic priming in language production". En Journal of Memory and Language, 39, 633-651.
: Rappaport, Malka & Levin, Beth, "Change of state verbs: implications for theories of argument projection", The syntax of aspect deriving thematic and aspectual interpretation, Nomi, Erteschik-Shir & Tova, Rapoport (Eds.), New York, Oxford University Press, 2005, 274-286.
: Reflexivity Non-reflexive verbs [99]Carvalho and Child, 2011 (Rivera,
: Reichenbach, H. (2005). The tenses of verbs. En I. Mani, J. Pustejovsky & R. Gaizauskas (Eds.), The language of time: A reader (pp. 71-78). Oxford: Oxford University Press.
: Richardson, D., Spivey, M., Barsalou, L. & McRaec, K. (2003). Spatial representations activated during real–time comprehension of verbs. Cognitive Science, 27, 767–780.
: Rispoli, M. (1995). Missing arguments and the acquisition of predicate meanings. En Tomasello, M., & Merriman, W. E. (eds.), Beyond names for things: Young children’s acquisition of verbs (pp. 331-352). Lawrence Erlbaum.
: Rodríguez-Fornells, A., Münte, F. & Clahsén, H. (2002). Morphological Priming in Spanish Verbs Forms: An ERP Repetition Priming Study. Journal of Cognitive Neuroscience, 14(3), 443- 454. doi: 10.1162/089892902317361958
: Rohde, A. (2001). Analyzing path: The Interplay of Verbs, Prepositions and Construcional Semantics Ph.D. dissertation, Rice University, Department of Linguistics, Houston, Estados Unidos.
: Rothmayr, Antonia. 2009. The structure of stative verbs. Amsterdam: John Benjamins Publishing Company.
: Rudolph, U., & Forsterling, F. 1997. The psychological causality implicit in verbs: A review. Psychological Bulletin, 121 (2), 192-218.
: Sabaj, O. 2007b. A multiregister analysis of prepositional schemes in Spanish communication verbs. En G. Parodi (ed.), Working with Spanish corpora (pp. 106-131). London: Continuum.
: Samardzic, Tanya. 2008. Light verbs and the lexical category bias of their complements. Mémoire de DEA, Université de Genève [em linea]. Disponível em [105]www.unige.ch/lettres/linguistique/samardzic/dea2.pdf
: Sandstörm, K. (2006), When motion becomes emotion: A study of emotion metaphors derived from motion verbs, Lulea, Lulea University of Technology.
: Schembri, A. (2002). Issues in the analysis of polycomponential verbs in Australian Sign Language (Auslan) (Tesis de doctorado, Universidad de Sydney). Sydney Digital Theses (Open Access), [261]https://ses.library.usyd.edu.au/handle/2123/6272
: Schembri, A., Cormier, K., y Fenlon, J. (2018). Indicating verbs as typologically unique constructions: Reconsidering verb ‘agreement’ in sign languages. Glossa: a journal of general linguistics, 3(1), 1-40. [264]http://doi.org/10.5334/gjgl.468
: Shinzato, R. (2004). Some observations concerning mental verbs and speech act verbs. Journal of Pragmatics, 36(5), 861-882. doi: 10.1016/S0378-2166(03)00002-X.
: Siloni, T. (2012). Reciprocal verbs and symmetry. Natural Language Theory, 30, 261-320.
: Slobin, D. (1996). Two ways to travel: Verbs of motion in English and Spanish. En M. Shibatani & S. Thompson (Eds.), Grammatical constructions: Their form and meaning (pp. 195-217). Oxford: Oxford University Press.
: Soares da Silva, A. (2007). Verbs of letting: some cogntive and historical aspects. En N. Delbecque y B. Cornillie (eds.), On Interpreting Construction Schemas: From Action and Motion to Transitivity and Causality (pp. 171-200). Berlín/Nueva York: Mouton de Gruyter.
: Supalla, T., & Newport, E. (1978). How Many Seats in a Chair? The Derivation of Nouns and Verbs in American Sign Language. En P. Siple (Ed.), Understanding Language through Sign Language Research (pp. 91-132). New York: Academic Press.
: Tardif, T. (1996). Nouns are not always learned before verbs: Evidence from Mandarin speakers’ early vocabularies. Developmental psychology, 32(3), 492-504. [313]https://doi.org/10.1037/0012-1649.32.3.492
: Thompson, G. & Ye, Y. (1991). Evaluation in the reporting verbs used in academic papers. Applied Linguistics, 12(1), 365–382.
: Thompson, P. (2001). A pedagogically-motivated corpus-based examination of PhD theses: Macroestructure, citation practices and uses of modal verbs. Tesis doctoral, University of Reading, Reading, Reino Unido.
: Tomasello, M. (1992). First Verbs: A case study of early grammatical development. Cambridge University Press.
: Torrego, Esther. (1996). Experiencers and raising verbs. En Robert Freidin (ed.), Current Issues in Comparative Grammar (pp. 101-120). Dordrecht, Holanda: Kluwer.
: Usonienė, A. (2000). On the modality of the English verbs of seeming. Belgian Journal of Linguistics, 14(1), 185-205.
: Van Gorp, L. 2015. Pseudo-copular use of the Spanish verbs ponerse and quedarse: two types of change. CogniTextes, 13.
: Van Voorst, Jan. (1992). The aspectual semantics of psychological verbs. Linguistics and Philosophy, 15(1), 65-92.
: Vendler, Z. (1957). Verbs and Times. Linguistics in Philosophy. 66(2). (pp. 143-160). Ithaca: Cornell University Press.
: Vendler, Z. (1957). Verbs and times. Philosophical Review, 56, 143-160.
: Vendler, Z. (1967). Verbs and times. En Z. Vendler, Linguistics in philosophy (pp. 97-121). Ithaca: Cornell University Press.
: Vendler, Z. (1967). Verbs and times. Philosophical Review, 66, 143-160.
: Vendler, Zeno. 1967. Verbs and Times, em Z. Vendler (ed.), Linguistics in philosophy, New York, University Press: 21-32
: Veneziano, Edy y Christophe Parisse. 2010. The acquisition of early verbs in French: Assessing the role of conversation and of child-directed speech, First Language , 30,3-4: 287-311.
: Verb class Psychological verbs [85]Bentivoglio, 1987 (Caracas)
: Von Heusinger, K. & G. A. Kaiser. (2007). Differential object marking and lexical semantics of verbs in Spanish. En Kaiser, G. A. y M. Leonetti, Definiteness, specificity and animacy in Ibero-Romance languages (pp. 85-110). Konstanz: Universität Konstanz.
: Vázquez Rozas, Victoria. (2006). Gustar-type verbs. En J. C. Clements y J. Yoon (Eds.), Functional approaches to Spanish syntax. Lexical semantics, discourse and transitivity. Hampshire/New York: Palgrave MacMillan, pp. 80-114.
: Walchi, B., & Cysouw, M. (2012). Lexical typology through similarity semantics: Toward a semantic map of motion verbs. Linguistics 50-3, 671-710.
: White, B. J. (2012). A conceptual approach to the instruction of phrasal verbs. Modern Language Journal, 96(3), 419-438.
: Whitley, M. Stanley (1995) “Gustar and Other Psych Verbs: A Problem in Transitivity”. Hispania. 78. 3, 573-584.
: Whitt, R. (2011). (Inter)Subjectivity and evidential perception verbs in English and German. Journal of Pragmatics, 43, 347-360.
: Wiemer-Hastings, P.; Graesser, A. & Wiemer-Hastings, K. (1998). Inferring the meanings of verbs context. En M. Gernsbacher & S. Derry (Eds.), Proceedings of the twenieth annual conference of cognitive science (pp.1142-1147). Wisconsin: Erlbaum.
: Wierzbicka, A. (1987). English speech act verbs. A semantic dictionnary. Sydney: Academic Press.
: Wolff, P. & Song, G. (2003). Models of causation and the semantics of causal verbs. Cognitive Psychology, 47(3), 276-332.
: Yuan, S., & Fisher, C. (2009). “Really? she blicked the baby?” Two-year-olds learn combinatorial facts about verbs by listening. Psychological Science, 20(5), 619-626. [319]https://doi.org/10.1111/j.1467-9280.2009.02341.x
: Zato, Zoltan. (2014). Qualia structure in Spanish prepositional verbs: when the verb resorts to a preposition. Borealis. An International Journal of Spanish Linguistics , 3 (1), 49-81.
: [144]Levin, Beth y Malka Rappaport Hovav. 1992. The lexical semantics of verbs of motion: The perspective from unaccusativity, en I. M. Roca (ed.), Thematic structure: Its role in grammar, Berlin, Foris: 247–269.
: [148]Morimoto, Yuko. 2007. Grammar of ‘manner of motion’ verbs in English and Spanish: between lexicon and syntax, en N. Delbecque y B. Cornillie (eds.), On interpreting construction schemas: from action and motion to transitivity and causality, Berlín, Mouton de Gruyter: 287-305.
: [149]Nikitina, Tatiana. 2009. Subcategorization pattern and lexical meaning of motion verbs: a study of the source/goal ambiguity, Linguistics, 47: 1113-1141.
: [156]Slobin, Dan. 1996. Two ways to travel: Verbs of motion in English and Spanish. Grammatical constructions: their form and meaning, en S. Thompson y M. Shibatani (eds.), Grammatical constructions: Their form and meaning, Oxford, Clarendon Press: 195-217.
: [240]Vieira, Márcia Maria Damaso. 2001. A natureza das sentences possessivas em Mbyá-Guarani, em F. Queixalós (ed.), Des noms et de verbs en Tupi-Guarani: état de la question, Muenchen, Lincom Europa.
: ^[129]Ramakrishnan et al. (2004) present separately the F-score for nouns and verbs. In order to compare with our proposal, the average of both scores was computed.
: van Riemsdijk, Henk C. 2002. The unbearable lightness of GOing. The projection parameter as a pure parameter governing the distribution of elliptic motion verbs in Germanic, Journal of Comparative Germanic Linguistics, 5: 143-196.
: van Riemsdijk, Henk C. 2012. The absent, the silent, and the audible: some thoughts on the morphology of silent verbs, en Esther Torrego (ed.), Of grammar, words, and verses: in honor of Carlos Piera, Amsterdam, John Benjamins: 19-39.