This study explores the phenomenon of computational thinking indicated by the use of Bloom's taxonomy's cognitive domain verbs in the Scratch community, the online, collaborative environment for the Scratch Visual Programming Language (VPL). A corpus of 660,984 words from three Scratch community sub-forums provide the data for this study. By semantically aligning cognitive domain verbs of Bloom's revised taxonomy to computational thinking (CT) dimensions, the occurrences of the verbs in Scratch community sub-forums are used to indicate instances of computational thinking. The methodology utilizes qualitative coding and analysis with R® and RStudio®. The findings show language attributes such as expressions of imagination, sharing of creative details, collaborative development ideas, teaching, modeling, innovating, solutions focused, and technical support to be indicative of computational thinking and CT dimensions. The computational thinking dimension referred to as computational perspectives occurs most frequently within Scratch community participant discourse. The environmental factors found to contribute to computational thinking and the CT dimensions are supporting tools, personalized learning, supportive organizational culture, social learning, and organizational support. Common among the three computational dimensions is the contributing environmental factor described as supportive organizational culture, with the computational perspectives dimension prevailing among the corpora. The characteristics of computational perspectives and supportive organizational culture suggest a desire for human connection in the attainment of technological skills and knowledge.

The objective of this thesis is to analyze the variation between two competing structures--on the one hand, a transitive verb that takes a finite nominal clause as its complement, and on the other hand, a transitive verb that takes an infinitive as its complement. This thesis seeks to address three questions: (1) Which semantic categories are more likely to use coreferential nominal clauses as complements? (2) How do coreferential finite nominal clauses compare with coreferential infinitive complements, in terms of frequency of usage? And (3) do the corpora show any variation among different countries? The corpora CREA and Web/Dialects were used to determine the frequency of usage between these two structures with four different semantic categories of verbs used in the main clause: assertive, dubitative, evaluative, and volitive. The U.S., Spain, Argentina, and Mexico were also used to compare the results by country. The findings show that when the main verb is assertive the use of a subordinate clause is favored, while main clauses with dubitative showed mixed results between the corpora, although Web/Dialects showed that dubitatives favor an infinitive complement. The evaluative verbs lamentar and odiar did not produce any coreferential results with direct object nominal clauses. Volitive verbs never accepted the use of a coreferential finite. The Web/Dialects results indicate that Spain and the U.S were more likely than Argentina and Mexico to use the finite construction after a main clause with a dubitative phrase, while still favoring the infinitive complement.

This paper deals with the semantic and constructional variation of the Spanish verb hablar and offers a description of the multiple contexts in which this verb can appear, based on the study of the focalization semantics of its root and the temporal configuration of the event in the model of Wotjak (2010, 2012).

The purpose of this study is to examine how the modal verbs- deber, querer and poder – are treated and explained in selected tasks in two exercise books Colores 9 Exercise Book and ¡Qué bien! 9 Exercises. Texts linked to the tasks in their respective textbooks are also examined. By taking into consideration the research questions, this study helps to show how the selected exercises in each exercise book deal with how modal verbs are designed and used from amorphosyntactic perspective in the selected exercises, and this study will also examine how the function and meaning of these modal verbs are explained in their context. The study uses a qualitative method with a content analysis based on a functional perspective, which includes an analysis of three categories or perspectives designed to answer the research questions. The analysis shows that the exercise books have some exercises that use the modal verbs deber, querer, and poder among other verbs to teach grammar but exercises focusing on these modal verbs are missing. The selected exercises which discuss the modal verbs include deductive and inductive strategies in which grammar learning can take place as a product and as a process. The authors of the exercise books use translation, memorization, and repetition of the contents of the textbooks in most of the exercises. These modal verbs are also used in exercises that focus on free communication to understand language. From a morphosyntactic perspective, all three verbs are largely used only in the present tense in indicative and querer and poder are treated as examples of diphthong verbs. Finally, it is shown that the selected exercises do not deal with the function and meaning of modal verbs. The study concludes that the pedagogical methods used in the two exercise books to convey the content of the exercises do not help to gain an understanding of the importance of the function and meaning that these modal verbs have, although they are significant for language learning.

In news reports, journalists often make references to what spokespersons from public organizations have announced. While doing so, reporting verbs are not an uncommon occurrence (Li, Zhao &amp; Lou, 2023: 2). This study, analyzes reporting verbs that occur with either Greenpeace and WWF, also referred to as green organizations, or with British Petroleum and Exxon, also referred to as oil companies. Over the years, the trends of reporting verb utilization have changed, turning more colloquial than before (Mair 1998: 153). A strong indicator of this is the increase of the verb say that is also one of the most common reporting verbs in this study. It should be noted that out of 22 266 verb occurrences, the verb say peaked at 13808 (62,01 percent). The oil companies represented 47.18 percent of all the instances and the green organizations peaked at 52.82 percent. Another noteworthy finding is the difference in reporting verb usage, where urgency verbs such as call and warn were more frequently occurring with the green organizations. The RVs that occurred with oil companies, on the other hand, were more neutral discourse verbs such as report, announce and say. / <p>Examinationen ägde rum online via Zoom. </p>

Language learning takes place in the context of social relationships. Yet, we know little about the mechanisms that link social interaction to word learning. This dissertation focuses on two aspects of that relationship, social contingency and eye gaze, and asks whether these cues may be a critical ingredient in the well established link between social support and language learning. Specifically, we investigate how toddlers learn novel verbs in one of three conditions. In one, training on four new words was conducted using live interaction. In the second, children were trained on the same words using a contingent screen condition (video-chat). Finally, in the third, they were taught the same words in a video condition that did not maintain social contingency (yoked video). Results suggest that children exposed to novel verbs via contingent screen condition learned these words to the same degree as children in the live condition and far exceeded their peers who were exposed to non-contingent video only. Analysis of looking patterns during training further suggests that children in contingent interactions rely on eye gaze during social interactions, which predicts language learning. Taken together, this dissertation begins to operationally define social cues and to illuminate the mechanism that links social interaction and language acquisition. It also speaks to the literature on learning through screen media as the first study to examine word learning through video chat technology. / Psychology

Over the past decades a considerable number of works have observed differences in the phonetic realization of nouns and verbs. The guiding question in most relevant research is whether such differences are caused by grammatical category per se, or are triggered by more general processes of phonetic implementation that impact nouns and verbs differently. Most studies argue for the latter and focus on one particular process or variable, which is advocated to be responsible for the acoustic differences observed. Among the processes mentioned are pre-boundary lengthening, accentuation, and frequency-induced reduction. Due to the focus on monofactorial explanations, an overview and contextualization of the different processes interacting with the noun-verb distinction is yet missing. The present paper aims to fill this gap. This goal is pursed by providing an in-depth discussion of how grammatical category interacts with a number of different processes that affect acoustic realization. To that end results from the literature on the topic are synthesized with new acoustic analyses of noun-verb homophones from spontaneous speech. The analysis shows that differences in acoustic realization between nouns and verbs are caused by the complex interplay of a number of different processes, defying simple, monofactorial explanations.

This study focuses on the predicate argument structure (PAS) of a sub-class of verbs in Xitsonga - verbs of change of possession: give, contribute, future having, providing, obtaining and verbs of exchange. It is shown that these verbs select various theta roles to form their PAS in the different alternations allowed in this language. The effects of the applicative {-el-} and causative {-is-} verbal affixes on the PAS of such verbs are also considered. The study confirms the fact that the ordering of objects in ditransitive verbs is determined by an interplay of syntactic and semantic factors. Ambiguity arises in the case of two animate objects. In this case the object with a definite reading will appear adjacent to the verb. / African Languages / M. A. (Arican Languages)

This is a study of the broad scope of cognition verbs in Afrikaans. Firstly, the nonmetaphorical cognition verbs [e.g. ken (= know), weet (= know), dink (= think), verstaan (= understand)] are discussed and then the metaphorical cognition verbs which are subcategorized in metaphorical verbs of vision [kyk (= look), sien (= see)] and metaphorical manipulation verbs [vorm (= form), gryp (= grab), voel (= feel), vat (= take) etc.]. The study is embedded in the cognitive linguistic stance of embodiment which inter alia implies that our neurological functioning is based on feeling (which includes our sense of touch), and that the way our bodies are structured also determines the way we express our thoughts. This extensive descriptive study of Afrikaans cognition verbs, metaphorical and nonmetaphorical, indicates that visual lexemes in Afrikaans express subtle abstract thought, while manipulation lexemes express less subtle, yet still abstract result-driven thought. Synthesis is an important factor in this study because the non-metaphorical cognition verbs as well as the metaphorical cognition verbs are linked to the basic cognitive principle of embodiment. Also, the two metaphorical verb types can by seen in synthesis when the stage frame ( = vision) and the workshop frame ( = manipulation) are merged. The synthesis of the stage frame and the workshop frame eventually provides us with another perspective, namely that vision and manipulation (which includes touch and feeling) are in a state of interacting nurturing symbiosis. / Linguistics / D. Litt. et Phil (Linguistics)

4 TITLE: Teaching aids for work with verbs of movement at elementary level in Russian language teaching SUMMARY: This diploma thesis deals with the topic of Russian verbs of movement. The aim of the thesis is to compile a comprehesive set of practical exercises and additional teaching materials (work sheets), which can be used as a supporting material in Russian language teaching. The set of practical exercises and additional teaching material is suitable for students at the age of thirteen years and above. The thesis is divided into two parts - theoretical and practical. The teoretical part defines verbs of movement from a linguistic aspect and generally characterizes the didactic approaches to teaching foreign language grammar. Practical part includes a comprehensive set of practical exercises and additional teaching materials focused on a presentation and practice of selected verbs of movement. KEY TERMS: verbs of movement with prefix, verbs of movement without prefix, verb aspect, didactic approaches and principles, practical exercises, teaching aid, work sheet