Argues that in an unmarked sentence the verbs will be stressed, and that in determining patterns of sentence stress the vital consideration should be the speaker's point of view. (AM)

Examines the structure of inferentiality in Abkhaz verbs. (AM)

Outlines problems encountered in translating the English verb "to affect" into French. (Text is in French.) (CLK)

Examined whether the preferences of verbs for appearing in particular subcategory structures can influence parsing and whether this influence is graded according to the strength of the preferences. Findings suggest that the verb subcategory preferences do produce a graded influence on the parse, according to their strength. (28 references)…

Presents two different types of progressive construction in Spanish and Catalan, one referring to a state or event, and the other to the development of an event. The article argues that the first is predicated of a homogenous period of time, whereas the other is predicated of a period of time divided into consecutive phases. (23 references)…

Analyzes numerous examples of English and German verbs with respect to alternations they undergo and concludes that the semantic classes of verbs that undergo a particular alternation differ between these two languages but that there are some semantic constraints on this variation. The article stresses the limited nature of the study. (Seven…

This study examined the productivity and representation of past-tense marking by 11 6-year-old children with and 22 children without specific language impairment (SLI). Patterns of past-tense marking as a function of a word's phonological composition and inflectional frequency were the same for the SLI children and the 11 control children matched…

Analyzed naturalistic data from 12 2- to 3-year-old children and their mothers to assess the relative contribution of complexity and input frequency to wh-question acquisition. Results suggests that the relationship between acquisition and complexity may be a by-product of the high correlation between complexity and the frequency with which…

Argues that the traditional method for learning German verbs by their infinitives is a more practical and communicative approach to German language instruction than a recent pedagogically harmful suggestion that verbs be introduced by their stems. (Author/CB)

Discusses the complement and predicate (or adjunct) short clauses (SCs) in active transitive verb structures. Published Spanish literature is reviewed and evaluated, Spanish SC surface structure (SS) is described, an argument is presented against SS restructuring in Spanish, and analyses of several hypotheses are provided. (GLR)

Briefly discusses previous accounts of the English tense system and proposes another system in which verbs are divided into the following subcategories: 1) timelessness; 2) present; 3) past; 4) future. Examples of each subcategory are cited for the English as a second language teacher. A reference list of 41 citations is included. (Author/LMO)

Proposes an analysis of Spanish Neg-transportation that is not restricted to any particular set of verbs and can in fact be applied to wherever its structural description is met. The proposed method also explains why the complement of some negated matrix verbs can be expressed in either the indicative or the subjunctive. (CB)

Investigates whether patient animacy affected the acquisition of the passive construction of syntax of 32 children aged two-five years. Results indicate that children who were taught the passive with animate patients produced more passives in the teaching phase than did comparable children who received inanimate patients. (RJC)

This paper examines the syntax of imperative sentences in languages in which imperative verbs have distinctive morphology. Imperative verbs with distinctive morphology either have a distinctive syntax (Modern Greek, Spanish) or distribute like other verbs (Serbo-Croatian, Ancient Greek). The contrast follows from properties of the root…

Examines research on adult second-language learning in regard to the proposal that reflexive verbs move in logical form (LF). The results of a study of 58 adult learners of Japanese show that learners' knowledge of the reflexive "zibun" at a high-proficiency level is consistent with the LF approach. (Contains 43 references.) (MDM)