[pt] Neste trabalho, foi realizada uma revisão crítica do tema na gramática de modelo tradicional, especificamente nas gramáticas de Cunha e Cintra (2001) e de Rocha Lima (2007). Através dessas análises, buscamos comprovar que o modo como o conceito de complementação verbal, bem como as noções de termo complementar e acessório e de transitividade, vêm sendo apresentados tradicionalmente em gramáticas e livros didáticos tem demonstrado algumas lacunas e incoerências que vem causando dificuldades ao ensino/aprendizagem da língua materna. Costuma-se relacionar a transitividade verbal à ideia de completude ou não da informação transmitida pelo verbo, sem levar em consideração a circunstância e o sentido nos quais o verbo está sendo empregado, tampouco a natureza do(s) elemento(s) a ele ligado(s). Observa-se, portanto, que aquilo que se apresenta aos estudantes como a gramática da língua portuguesa é um conjunto de regras que nem sempre leva em consideração a realidade dos fatos linguísticos. Com o propósito de encontrar um caminho de análise que ajudasse a solucionar o problema, foram examinados alguns trabalhos mais recentes que fogem em parte ou totalmente à orientação tradicional, como a Moderna Gramática Portuguesa de Bechara (edição a partir de 1999), a Gramática de usos do português de Moura Neves (2000), a dissertação de Mestrado de Maria Eliana Duarte Alves de Brito (1986) e a Gramática de Valências de Busse e Vilela (1986). Partindo de uma orientação funcionalista e tomando como base os princípios da Gramática de Valências, este trabalho tem por objetivo demonstrar que, no estudo das orações, é preciso que se levem em consideração dois pólos de análise: a sintaxe e a semântica. Sendo o verbo o elemento central da oração, é ele que determina o número de lugares-vazios, além das propriedades morfo-sintáticas e semânticas dos actantes que realizam esses lugares-vazios. Desse modo, a distinção entre objeto direto e objeto indireto da gramática tradicional mostra-se insuficiente, sendo necessário distinguir um número maior de tipos de actantes. Além disso, foi possível detectar, através da análise do verbo como elemento central, quais termos devem ser considerados como actantes (complementos) ou como circunstantes (adjuntos). / [en] This work carries a critical review of the traditional model of grammar, specifically the Grammars by Cunha e Cintra (2001) and Rocha Lima (2007). Through these analysis, we seek to prove that the manner how the concept of verb complementation, as well as the notions of complementary and accessory terms and of transitivity, have been traditionally presented in grammar and didactic books present a number of gaps and incoherencies that have been causing difficulties in the teaching/learning of our mother tongue [Portuguese]. Usually verbal transitivity is related to the idea if there is or not a completion of the information transmitted by the verb, without considering the circumstances and meaning in which the verb is being used or the nature of the element(s) connected to it. We can thus state that which is being presented to students as the grammar of the Portuguese language is a set of rules that often doesn’t take into consideration the reality of linguistic facts. Aiming to find an analytical way that could help us to solve the problem, we studied some more recent works that partially or totally escape from the traditional orientation, such as Moderna Gramática Portuguesa by Bechara (the 1999 edition onwards), Gramática de usos do português by Moura Neves (2000), the Master’s thesis by Maria Eliana Duarte Alves de Brito (1986) and Gramática de Valências by Busse e Vilela (1986). Departing from a functionalist orientation and taking as basis the principle of dependency grammar, the goal of this work is to demonstrate that two poles of analysis must be taken into consideration in the study of phrases: syntax and semantic. Being the verb the central element of a phrase, it’s the verb that determines the number of empty-spaces, besides of the morphosyntatic and semantic properties of the actants that convey these empty-spaces. In this way, the distinction between direct and indirect object of traditional grammar comes up as insufficient, being thus necessary to identify a greater number of types of actant. Besides, we were able to distinguish, through the analysis of the verb as central element, which terms must be considered actants (complements) or circumstantial (adjuncts).

De flesta som jobbar med klarspråk är nog överens om att passiva verb är någonting man ska undvika i för stor utsträckning men har ingen forskning att luta sig tillbaka på. Den här uppsatsens syfte är att ta reda på om det tar längre tid att förstå meningar med passiva verb än meningar med aktiva verb. Är så fallet kan det användas som argument till varför man bör undvika passiva verb i skrift. Metoden som använts går ut på att visa informanter en bild och en mening där de ska svara på om meningen är sann i förhållande till bilden. Informanternas svarstid jämfördes och resultatet blev att meningarna med passiva verb tog något längre tid än de med aktiva verb. Enligt teorin om konstruktionsgrammatik kan det bero på att informanterna förväntade sig en aktiv mening till att börja med men fick veta att verbet var passivt mitt i meningen. Då var de tvungna att ändra vem som var objekt i meningen vilket kan ha lett till att det tog längre tid att tolka meningen. Utifrån transformationsgrammatiken kan en orsak till resultatet vara att aktiva satser har en simplare djupstruktur än passiva.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第21866号 / 人博第895号 / 新制||人||214(附属図書館) / 2018||人博||895(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 中森 誉之, 教授 服部 文昭, 准教授 PETERSON Mark / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

This study aims to investigate the acquisition of three Chinese modal auxiliary verbs: NENG, HUI, and KEYI by English-speaking learners who study Chinese as a foreign language and attempts to examine the following issues. 1) Are English-speaking learners able to distinguish the semantic difference between NENG, HUI and KEYI and realize their corresponding syntactic constraints? Does leaner’s acquisition of these three auxiliary verbs increase with the improvement of their Chinese proficiency level? Can these three auxiliary verbs be mastered completely by English-speaking leaners? 2) What is the acquisition order when they are learning NENG, HUI and KEYI? Furthermore, what is the acquisition order of the multiple semantic meanings within one single Chinese modal auxiliary verb? 3)What is the relationship between English-speaking learners’ comprehension and production, in regard to their performance on learning these three auxiliary verbs? 4) whatpedagogical implication does this study reveal? This research is composed of a comprehension test and production analysis. A questionnaire is designed to test English-speaking learners’ comprehension of NENG, HUI and KEYI, including fourteenmultiple choices questions. In addition, 275 essays from the participants are collected anonymously as production database to be analyzed. In total, 90 English-speaking learners who enrolled in Chinese courses at University of Massachusetts Amherst in Spring 2019 were participated, and they were divided into three experimental groups: beginning level, intermediate level, and advanced level. 60 native Chinese speakers were also invited into this research, served as a control group. The result in this research shows that 1) English-speaking leaners’ acquisition of NENG, HUI and KEYI do not always increase with the improvement of their Chinese proficiency level. Both HUI and KEYI present the same trend, which rises rapidly and significantly after experiencing a relatively flat stage, while the development of NENG is shown by U-shape learning curve. 2) For English-speaking learners, the acquisition order is(from the easiest to hardest): HUI > KEYI > NENG. 3) English-speaking learners’ production of NENG, HUI, and KEYI is not always parallel to their comprehension. Also, some implications for teaching NENG, HUI and KEYI are discussed in this thesis.

Swedish learners of English have problems in managing the subject-verb agreement rule (Källqvist and Petersson 2006, Estling Vannestål 2015). Studies show that extramural activities in English improve language acquisition and language production (Sundqvist 2009). The aim of the essay is to investigate whether extramural activities affect students’ ability to correctly apply the subject-verb agreement rule. A google questionnaire was handed out to 64 students in the course of English 5 in upper secondary school. The students were asked to answer questions about their extramural habits and to do a test on subject-verb agreement. The results indicate that students have knowledge of the subject-verb agreement rule to some extent and that extramural activities in English may possibly have some impact on the ability to correctly apply the subject-verb agreement rule. The results could also be due to the academic motivation. The results show that the difference across gender is negligible but that there is a slightly larger difference across preparatory programs and vocational programs.

The diploma thesis focuses on the rendition of verbal morphological categories in selected Czech language textbooks for primary and secondary schools. The aim of the thesis is (1) to analyse the area of morphological categories of verbs in respective textbooks, (2) to find out how this area is didactically transformed in relation to specialized and theoretical approach and (3) to assess whether the content is approached appropriately with respect to the subject correctness. The first part of the thesis summarizes the existing theoretical knowledge of pedagogical research of textbooks with the support of selected empirical studies. The second part introduces verbal morphological categories by presenting specialized concepts in several grammars and manuals of Czech linguistics. The third part contains the research itself: using the method of qualitative content analysis, it observes the transfer of educational content with regard to the specialized interpretations of the relevant area defined in the second part. Key words Czech language, didactic transformation, morphological category, verb, textbook

The purpose of this study is to contribute to more knowledge about technology teaching containing technical systems where verbs are used as a teaching method. The methods used in the study were action research, interviews and observations. In the action research the four preschool teachers who participated have been interviewed, passively observed and given feedback on what they have seen. The results show that the children have knowledge of technical systems and that there is an interest in, among other things, the electrical system. In the observations, the children showed their technical knowledge of how the technical objects like flashlight, speakers and radio, worked by pressing the buttons. Verbs as a teaching method enabled a broader exploration of the technical objects, with the help of the verbs the children knew what was expected of them. In the observation, the children showed through body language that they listened and were interested. This was seen by both the preschool teachers and us researchers as the children leaned forward, crawled on the table and sat on their knees when, for example, the objects were introduced. They also sought help from each other and the researchers during the activities to develop their understanding of the technical objects. / Syftet med denna studie är att bidra till mer kunskap om teknikundervisning som innehållertekniska system där verb används som undervisningsmetod. Metoderna som användes i studienvar aktionsforskning, intervjuer och observationer. I aktionsforskningen har de fyra förskollärarna som deltagit intervjuats och passivt observerat en aktivitet utförd av oss forskare med sexdeltagande barn och gett feedback om vad de har sett. Resultaten visar att barnen har kunskapom tekniska system som existerar i deras tid och att det finns ett intresse för bland annat detelektriska systemet. I observationerna visade barnen sin tekniska kunskap om hur de tekniskaföremålen, ficklampor, högtalare och radio, fungerade genom att starta och stänga av dem genom att trycka på knapparna. Enligt pedagogerna kan verb som undervisningsmetod möjliggöraen bredare utforskning av de tekniska objekten, med hjälp av verben visste barnen vad somförväntades av dem. När forskaren använde verben lysa eller trycka, visste barnen att de skullefå objekten att starta och lysa. Barnen visade i observationen genom kroppsspråk att de lyssnadeoch var intresserade. Det här uppmärksammades av både förskollärarna och av oss forskare dåbarnen lutade sig framåt, kröp på bordet och satt på knä när exempelvis objekten introducerades.De sökte hjälp från varandra och forskarna under aktiviteterna för att utveckla sin förståelse förde tekniska objekten.

In the last few decades, there has been increased interest in the incorporation of data from bi- and multilingual individuals in linguistic theory: from second language acquisition and language attrition to heritage varieties and code-switching. This dissertation discusses a range of ways in which code-switching data can provide insight into the mechanisms that underlie linguistic structures. The data will be analysed within the framework of Minimalist Generative syntax and Distributed Morphology.The first part investigates grammatical gender assignment in code- switching between English, a language without grammatical gender, and two languages with grammatical gender: French and Belgian Dutch. These languages have comparable, but different gender systems. French has two genders: masculine and feminine, whereas Belgian Dutch adds a third: neuter. The study in this part of the dissertation compares gen- der assignment strategies in bilinguals with different profiles. In addition, the code-switching data provide evidence against the default status of neuter in Belgian Dutch.The second part focuses on word order and includes two studies: one on verb-second word order in Dutch-English code-switching and one on adverb placement in English-French and Dutch-English code- switching. The verb-second chapter identifies a lacuna in the traditional Generative analysis for verb second and uses the CS data to address this. The chapter on adverb position looks at placement of the adverb between the verb and its direct object, which is allowed in Dutch and French, but not in English. For all domains investigated, it is found that the finite verb predicts word order.Taken together, these studies demonstrate that bilingual data can shine a light on elements of the theory of grammar which remain in the shadows when only monolingual data is used. / Les dernières décennies ont vu croître l’intérêt pour l’intégration à la réflexion en linguistique théorique des données produites par des locuteurs/trices bilingues ou multilingues, que celles-ci concernent l’acquisition d’une langue seconde, l’attrition, les langues d’héritage ou l’alternance codique. Le présent travail développe plusieurs exemples où les données issues de l’alternance codique éclairent les mécanismes qui sous-tendent les structures linguistiques. Les données recueillies sont interprétées dans le cadre de la syntaxe générative minimaliste et de la morphologie distribuée (« distributed morphology »).Dans un premier temps, nous analysons l’attribution du genre grammatical dans l’alternance entre l’anglais, d’une part, et le français et le néerlandais de Belgique, de l’autre. Alors qu’il n’y a pas en anglais de genre grammatical, le français et le néerlandais de Belgique marquent ce genre, mais de façon différente :si le français distingue deux genres, masculin et féminin, le néerlandais de Belgique y adjoint un troisième, le neutre. Dans cette partie de la thèse, nous dressons le profil des stratégies d’attribution du genre auprès de deux types distincts de bilingues et nous établissons également que le neutre n’est pas le genre par défaut en néerlandais de Belgique.Dans un second temps, nous nous penchons sur l’ordre des constituants. Dans une première étude, nous examinons l’ordre des mots avec « verbe second » (V2) dans l’alternance anglais-néerlandais. Nous abordons ensuite le placement de l’adverbe dans l’alternance anglais- français et anglais-néerlandais. Le chapitre consacré à V2 identifie une lacune dans la littérature générative et tire profit des données de l’al- ternance pour y proposer une solution. Le chapitre consacré à l’adverbe s’intéresse au placement de celui-ci entre le verbe et son objet, position licite en français et néerlandais mais pas en anglais. Dans ces deux études, il apparaît que c’est la langue du verbe à la forme finie qui prédit l’ordre des constituants.L’ensemble des recherches ici réunies démontre que les données bilingues mettent en lumière des aspects de la théorie grammaticale qui restent dans l’ombre lorsque le chercheur se limite à des données monolingues. / Doctorat en Langues, lettres et traductologie / info:eu-repo/semantics/nonPublished

The aim of the thesis is to compare the verbal aspect in Spanish and Czech. The thesis has two parts: theoretical and practical. The theoretical part focuses on defining the category of verbal aspect in both languages and on comparison of this category in these two aspectual systems. Furthemore, we pay attention to the relation of verbal aspect to the category aspecto and to the lexical aspect (Aktionsart). The practical part consists of a corpus case study carried out using the newest version of the Czech parallel corpus InterCorp. In the case study, we analyse aspectual differences between original texts in Czech and their Spanish translations. Key words: verbal aspect - verb - Spanish - Czech - parallel corpora

This corpus-based study investigates the most frequent occurring prepositional verbs collocated with the Japanese syntactic compound verb -kiru and aims to establish how the prepositional verb affects the semantic meaning of the verb-kiru construct. The study uses sketchengine’s online database, “Japanese Web2011”, which contains around 8 billion Japanese terms collected from the internet from various online sources from 2011 and onwards. From my results I was able to establish the most frequent occurring prepositional verbs in a -kiru construct from the database, and through a concordance analysis I was able to identify three semantic meanings incurred by the syntactic compound verb -kiru: the semantic meaning of completion, the dual semantic meaning of completion and extremity and the semantic meaning of extremity. Further analysis showed that the semantic meaning of extremity exists in the deep structure of the sentence and when transformed to the surface structure the semantic meaning shifts to that of completion.