Tense And Agreement Inflection

By oktober 11, 2021Geen categorie

For example, in Standard English, we can say that I am or that he is, but not “I am” or “he is”. This is because the grammar of language requires that the verb and its subject correspond personally. The pronouns I and him are the first or third person respectively, just as the verb forms are and are. The verb must be chosen in such a way as to have the same person as the subject, unlike the fictitious agreement based on meaning. [2] [3] For example, in American English, the un expression is treated as a singular for the purposes of the agreement, although it is formally plural. Table 1 provides the shape and correspondence curves with their allomorphs. Table 2 shows the shape and conformity curves applied to the verb “push”. 1 Bends are printed in bold for better illustration. In these tables, we divide the bends into four “paradigms”. However, this classification is mainly for illustrative purposes, as flexions can be considered as a single paradigm for the form of time, person, number and certainty. The data were studied in different ways. We first studied the children`s percentages of correct responses for each type of flexion, using a general linear analysis of variance (ANOVA) with a group as a factor between subjects and time form, certainty, number and person as factors within subjects. Second, in light of predictions of morphological richness, we determined whether children`s scores were related to the frequency of presence factors.

For each volatile verb form, we calculated the following: (1) frequency of volatile words (frequency of the exact arrow verb); (2) Bending frequency (z.B. the frequency of all PresDefSg3 allomorphs; and (3) allomorphic frequency (most often due to the strain category of the vocal harmonic, for example. B the frequency of the allomorphic -yes of PresDefSg3). The source of the frequency data was the Hungarian web body (Halácsy et al., 2004); Kornai et al., 2006). The calculations used the logarithm of frequency. Finally, we proceeded to an analysis of the children`s errors. . .

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