Semantic features of verbs in present day english

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Khujamova, S. (2022). Semantic features of verbs in present day english . Результаты научных исследований в условиях пандемии (COVID-19), 1(01), 117–122. извлечено от https://inlibrary.uz/index.php/scientific-research-covid-19/article/view/7830
Shokhida Khujamova, Termez branch of Tashkent State Pedagogical University named after Nizami

Student

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Аннотация

Semantically verbs divide into notional and semi-notional. Some linguists speak also of a third group, auxiliary verbs, completely devoid of lexical meaning, as, for instance, has in has written. As shown, they are words in form only. As to their meaning and function they are grammatical morphemes, pans of analytical words. Hence the name grammatical word- morphemes. The class of verbs falls into a number of subclasses distinguished by different semantic lexico-grammatical features[1]. The majority of English verbs are notional., i. e. possessing full lexical meaning. Connected with it is their isolatability, i.e. the ability to make a sentence alone (Come! Read!).Their combinability is variable.Semi-notional verbs have vary general, 'faded' lexical meanings, as in be, have, become, seem, can, may, must, etc., where the meaning of action is almost obliterated. Semi-notional verbs are hardly isolatable. Their combinability is usually bilateral as they serve to connect words in speech. They are comparatively few in number, but of very frequent occurrence, and include two peculiar groups: link-verbs and modal verbs


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Shokhida Khujamova Student of Termez branch of Tashkent State

Pedagogical University named after Nizami,

SEMANTIC FEATURES OF VERBS IN PRESENT DAY ENGLISH

Sh. Khujamova


Abstract: Semantically verbs divide into notional and semi-notional.

Some linguists speak also of a third group, auxiliary verbs, completely
devoid of lexical meaning, as, for instance, has in has written. As shown, they
are words in form only. As to their meaning and function they are
grammatical morphemes, pans of analytical words. Hence the name
grammatical word- morphemes. The class of verbs falls into a number of
subclasses distinguished by different semantic lexico-grammatical
features[1].

The majority of English verbs are notional., i. e. possessing full lexical

meaning. Connected with it is their isolatability, i.e. the ability to make a
sentence alone (Come! Read!).Their combinability is variable. Semi-notional
verbs have vary general, 'faded' lexical meanings, as in be, have, become,
seem, can, may, must, etc., where the meaning of action is almost obliterated.
Semi-notional verbs are hardly isolatable. Their combinability is usually
bilateral as they serve to connect words in speech. They are comparatively
few in number, but of very frequent occurrence, and include two peculiar
groups: link-verbs and modal verbs.


Keywords: action verbs, types of verbs, lexico-grammatical sense,

Construction Grammar approach.


On the basis of the subject-process relation all the notional verbs be

divided into actional and statal.

Actional verbs express the action performed by the subject. To this class

belong such verbs as

do, act. make, go, read, learn, discover, etc.

State verbs denote the caste of their subject. To this subclass belong

such verbs as

be five, survive, worry, suffer, see, know, etc. They usually

occur in the simple form in all tenses. They are not generally used in
progressive forms. But if there are used so there any change of meaning. E.g.:
Oh, it hurts! — Oh, it's hurting! Semi-notional verbid introducer verbs are
distributed among the verbal sets of discriminatory relational semantics
(seem, happen, turn out, etc.)., of subject-action relational semantics (try,
fail, manage, etc.), of phrasal semantics

{begin, stop, continue, etc.). The

predicator verbs should be strictly distinguished from their grammatical
homonyms in the subclasses of notional verbs. As a matter

of fact, there is

fundamental grammatical difference between the verbal constituents in
such sentences as, say,

"They began to fight" and "They began the fight".


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Where the verb in the first sentence is a semi-notional predicator, the verb
in the second sentence is a notional transitive verb normally related to its
direct object. The phrasal predicator

begin (the first sentence) is

grammatically inseparable from the infinitive of the notional verb

fight, the

two lexemes making one verbal-part unit in the sentence. The transitive
verb

begin (the second sentence), on the contrary, is self-dependent in the

lexico-grammatical sense, it forms the predicate of the sentence by itself and
as such can be used in the passive voice, the whole construction of the
sentence in this case being presented as the regular passive On the upper
level of division two unequal sets are identified: the set of verbs of full
nominative value (notional verbs), and the set of verbs of partial Semi-
notional arid functional verbs nominative value (semi-notional and
functional verbs).The first set is derivationally open, it includes the bunk of
the verbal lexicon. The second set is derivationally closed it includes limited
subsets of verbs characterized by individual relational properties.

The

Construction Grammar approach sheds a particularly clear and

insightful light on this interaction; let us present here some of its aspects,
relevant to the verb semantic class system[2]. The first point concerns the
nature of the verb semantics, the nature of the semantics of a construction
and the characterization of the interactions between these two elements.
The second point concerns the meaning relations between constructions.
These elements are of much importance for lexicalization and the
construction of propositions[3].

Verbs usually have a central use, characterized by a specific syntactic

form, but they may also be used with a large variety of other syntactic forms.
In this case, the meaning of the proposition may be quite remote from the
initial meaning of the verb. Let us consider a few illustrative cases. In:

Edith baked Mary a cake.
The initial sense

of bake becomes somewhat marginal, in favor of a more

global meaning:

There is not here a special sense of bake which is used, but

bake

describes a kind of “manner” of giving Mary a cake.

Consider now the case of slide, suggested by B. Levin. ^From the two

following sentences:

Edith slid Susan/* the door the present.
Edith slid the present to Susan/to the door.
One may conclude that there are two senses for slide (probably very

close). The first sense would constrain the goal to be animate while the
second would have no constraint. Now, if we insist, in the distransitive
construction, that the goal must be animate, then we can postulate just one
sense for

slide, which is intuitively more conceptually appropriate. We then

need to posit constraints in the alternations on the nature of the arguments


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which would then allow only those verbs which meet the constraints to
undergo that alternation. As noticed very early by Lakoff, a verb alone (and
its associated lexical semantics) cannot be used to determine whether a
construction is acceptable, it is necessary to take into account the semantics
of the arguments. There is of course some semantic background for the
distinction of verbs. Prototypically, verbs (such as

sleep, stay, hit, give)

denote temporally changing entities (events or states) in which one or more
objects are participating.

However, the classification into verbs is not purely semantic-driven.

Given the rich conceptual variation into punctual vs. extended events, on-
going activities vs. achievements, permanent vs. temporally restricted
states, masses vs. individual objects. concrete vs. abstract activities/objects
one must wonder why there are just two major lexical classes rather than,
say, eight or ten. Moreover, a closer inspection of the vocabulary of a
language shows that some items seem to be-wrongly classified: while verbs
such as

resemble, exist, be above or be tall do not denote events.

Depending on the construction and on the verb, the verb may either play

an important part in the elaboration of the semantics of the proposition or
may simply express the means, the manner, the circumstances or the result
of the action, while the construction describes the 'central' meaning. In fact,
the meanings of verbs and of constructions often interact in very subtle
ways. One might conclude then that, there is no longer a clear separation
between lexical rules and syntactic rules[4].

The difficulty is then to identify and describe the syntactically relevant

aspects of verb.

Some authors treat link-verb as altogether bereft of all lexical meaning.

If it were so, there would be no difference between

He is old, He seems old,

He becomes old, since is, seems, becomes convey the same grammatical
meanings. The combinability of link-verbs is different from that of notional
verbs.

a) It is for the most part bilateral since a link verb usually connects two

words. In this respect Ц-somewhat resembles the combinability of
prepositions and conjunction:

Eg. I want hint то be honest.
b) Link-verb form combinations with words and word-groups which are

but seldom attached to notional verbs.

Verb often grammarians speak only of finite link-verbs used as parts of

predicates forgetting about the corresponding verbids which occur in other
functions and prove that link -verbs are not just a syntactical class of verbs.

John being late, we had to put off the trip.
His dream of becoming a pilot.


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In English an ever greater number of notional verbs are used with a

linking function. So that they may be called notional links[5].

E.g. The sun rose red.
He lay asleep
Modal verbs are characterized:
1 ) By the peculiar modal meanings. The meaning of “action, process”

common to all verb is scarcely felt, being suppressed by the meanings of
“ability, necessity, permission” to perform

an action denoted by some other

verb.

2) By their peculiar combinability. It is bilateral like that of link-verbs,

but unlike link-verbs which can attach words of different classes, modal
verbs can be followed by infinitives only.

You must stay here. He ought to have come. I have to be moving.
3) By their syntactical function. Having no verbids, they are used only as

predicates.

Semantic factors continue in playing a contextual role when the

particular meanings of items are in focus.

Within the class of verbs, various kinds of semantic sub classification

come into

mind: verbs with animate or inanimate arguments, verbs of

movement, position or placement, verbs of manipulation, experience,
perception, communication, and so on. Nearly none of these possible
semantic factors is decisive for the further grammatical subclassification of
verbs, except animacy in some languages.

The most robust subclassification of verbs concerns the number of

arguments: intransitive verbs have one, transitive verbs have two, and
ditransitive verbs have three nominal arguments. (Verbs with zero valency
are extremely rare - one possible semantic class of this kind are weather
verbs, such as Latin

pluit “it rains”, however, note that English uses here an

expletive pronoun, which masks the verb to be intransitive.) Besides that,
verbs are subclassified of whether they take a clausal complement (verbs of
mental attitudes), which under some conditions can also be reduced to an
infinitive or a similar non-finite verb form

{he hopes to win vs. he hopes that

he will win)[6]. Furthermore, at least some languages have a subclass of
verbs that take a locational argument, e.g., a prepositional phrase

(he sits on

the bank, he puts the cans on the bank). Sometimes one also finds a class of
verbs that take prepositional objects(in which the preposition is lexically
fixed (without contributing a particular meaning):

an jdn denken “think at

someone”,

auf etw. hoffen “hope for sth.”, an etw. glauben “believe in sth”.

If two nominal arguments occur with a verb, the meaning of the verb

sometimes requires one argument to be animate and the other to be
inanimate

(read, sew, enter), however, more than often this is not the case.

The second argument of

see, for instance, can be inanimate or animate; in


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the latter case, the two arguments can in principle be exchanged, thereby
shifting the intended reading

(the man saw the lion and the lion saw the man

mean different things). It is even possible that a verb has three arguments
that are similar in their nature, consider

send or introduce where any

ordering of the three nominal arguments is possible

{the neighbor

sent/introduced the woman to a specialist: a specialist sent/ introduced the
neighbor to the woman; etc.).

Verb semantic classes are then constructed from verbs, modulo

exceptions, which undergo a certain number of alternations. From this
classification, a set of verb semantic classes is organized. We have, for
example, the classes of verbs of putting, which include Put verbs, Funnel
Verbs, Verbs of putting in a specified direction. Pour verbs, Coil verbs, etc.
Other sets of classes include Verbs of removing. Verbs of Carrying and
Sending, Verbs of Throwing, Hold and Keep verbs. Verbs of contact by
impact, Image creation verbs. Verbs of creation and transformation, Verbs
with predicative complements, Verbs of perception, Verbs of desire. Verbs
of communication, Verbs of social interaction, etc. As can be noticed, these
classes only partially overlap with the classification adopted in WordNet.
This is not surprising since the classification criteria are very different[7].

Let us now look in more depth at a few classes and somewhat evaluate

the use of such classes for natural language applications (note that several
research projects make an intensive use of B. Levin's classes). Note that,
w.r.t. WordNet, the classes obtained via alternations are much less
hierarchically structured, which shows that the two approaches are really
orthogonal.

There are other aspects which may weaken the practical use of this

approach, in spite of its obvious high linguistic interest, from both
theoretical and practical viewpoints. The first point is that the semantic
definition of some classes is somewhat fuzzy and does not really summarize
the semantics of the verbs it contains. An alternative would be to
characterize a class by a set of features, shared to various extents by the
verbs it is composed of. Next, w.r.t. the semantic characterization of the class,
there are some verbs which seem to be really outside the class. Also, as
illustrated below, a set of classes (such as movement verbs) does not include
all the “natural” classes one may expect (but 'completeness' or
exhaustiveness has never been claimed to be one of the objectives of this
research). This may explain the unexpected presence of some verbs in a
class. Finally, distinctions between classes are sometimes hard to make, and
this is reinforced by the fact that classes may unexpectedly have several
verbs in common.


References:


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1. Бархударов Л.С., Штелинг Д.А. Грамматика английского языка.

М., 1965, 320 с

2. Бархударов Л.С. Структура простого предложение современного

английского языка. М., 1966, 300 с

3. Воронцова Г.И. Очерки по грамматике английского языка. М.,

1960, 280 с

4. Иванова И.П. Вид и время в современном английском языке. М.,

1961, 290 с

5. Смирницкий А.И. Синтаксис английского языка. М., 1966, 300 с
6. Смирницкий А.И. Морфология английского языка. М., 1955, 320 с
7. Allen P.L. The verb system of present day American English. N-Y.,

1966, 310 p

8. Bryant M. Current American Usage. N-Y., 1978, 240 p
9. Curme G.O. Grammar of English languages. New York., 1935, 270 p
10. Fries Ch. The structure of English. London., 1951, 180 p




Sarvinoz Yuldasheva Student of Termez branch of Tashkent State

Pedagogical University named after Nizami

Maqsuda Yuldasheva Student of Termez branch of Tashkent State

Pedagogical University named after Nizami

CORONAVIRUS - WHAT IS IT? S. Yuldasheva, M. Yuldasheva


Abstract: Health is the sum of a person's physical and mental

characteristics. His longevity and the implementation of his creative plans
are a prerequisite for the happiness of our society - high productivity, a
strong, harmonious family. It is now called the coronavirus (COVID-2019),
which has shaken the whole world and killed thousands of people. In the
short name COVID-19, "CO" means corona, "VI" means virus (virus), and "D"
means disease.

COVID-19 is a new virus that belongs to the family of viruses that cause

severe acute respiratory syndrome and some types of acute respiratory viral
infection (ARVI). As a result of the inspections, the coronavirus was detected
in mid-December 2019 in the local population involved in the Huanan
Animal and Seafood Market in Wuhan, Hubei Province. The market sells
seafood, dog meat, snakes and even bats. The coronavirus is thought to have
mutated in animals and transmitted to humans. Experts say that the disease
was transmitted by bats and then by snakes.

Keywords: health, virus, disease, pneumonia.

Библиографические ссылки

Бархударов Л.С., Штелинг Д.А. Грамматика английского языка. М„ 1965,320 с

Бархударов Л.С. Структура простого предложение современного английского языка. М., 1966, 300 с

Воронцова Г.И. Очерки по грамматике английского языка. М., 1960,280 с

Иванова И.П. Вид и время в современном английском языке. М., 1961, 290 с

Смирницкий А.И. Синтаксис английского языка. М., 1966, 300 с

Смирницкий А.И. Морфология английского языка. М., 1955,320 с

Allen P.L. The verb system of present day American English. N-Y., 1966, 310 p

Bryant M. Current American Usage. N-Y., 1978, 240 p

Curme G.O. Grammar of English languages. New York., 1935, 270 p

Fries Ch. The structure of English. London., 1951,180 p

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