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대한언어학회> 언어학> Characteristics of Achievement Progressives in English

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Characteristics of Achievement Progressives in English

Ji-hee Kim , Yae-sheik Lee
  • : 대한언어학회
  • : 언어학 30권2호
  • : 연속간행물
  • : 2022년 06월
  • : 71-91(21pages)
언어학

DOI


목차

1. Introduction
2. Are Achievement and Accomplishment Progressives Alike?
3. Mereological Event Structure
4. Semantics of Achievement Progressives
5. Conclusion
References

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초록 보기

It is well attested in the Aktionsart literature that rarely can achievement predicates appear in the progressive. In particular contexts, however, they do occur in this form. This study addresses this phenomenon. To do so, it mainly attempts the following three tasks: first, it accounts for the (in)compatibility of the progressive with achievement verbs in terms of the augmentation of instantaneous achievement event structures; second, it provides a formal definition of the progressive operator for achievement predicate-based progressives; and third, based on these first two accounts, it contends that achievement progressives inherently deliver anticipation of future events as futurate progressives do. Furthermore, this study compares the subevent structures of achievement and futurate progressives. Those of the former are temporally contiguous and necessary for the attainment of their telic points, while those of the latter do not require such temporal contiguity and necessity.

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This study aims to investigate the relationships among writing self-efficacy, affective factors, and writing proficiency of Chinese EFL high school students. A total of 187 subjects responded to a questionnaire with 43 items, which surveyed linguistic self-efficacy, composition self-regulatory efficacy, motivation, goal orientation, task value, and anxiety held by the subjects. These subjects had also contributed their essays that were scored by two raters. The correlations among the six constructs were statistically significant (p<0.01). In addition, the results of the multiple linear regression revealed that 55.2% variance in writing proficiency was explained by the linear combination of linguistic self-efficacy, composition self-regulatory efficacy, motivation, goal orientation, task value, and anxiety. Also, it was found that the group of students with extrinsic goal orientation outperformed the other group of students with extrinsic goal orientation. Finally, some implications for enhancing English writing strategies for high school students were made.

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This study aims to provide the grammatical and discourse properties of that-complement clause extraposition (hereafter CCE) constructions with the help of a total of 3,791 sentences from COCA. As a starting point, we lend weight to the argument that the extraposed clause of the head noun appears to be more akin to appositive than relative clause constructions. In corpus findings, the singular form as well as the definite article are clearly more frequent with respect to use of the head noun characterized with [ANIMATE -] and [THEME +] values. As well, the present tense predominantly comes into use, whereas the presentational verbs take the extraposed that-complement clause fairly often. Of particular relevance here is that we provide several types of modality of the head noun, so the epistemic value making up most of the occurrences is further classified into five groups: evaluation, argument, evidence, idea, and perception. The final question addressed in our investigation is what illocutionary force a speaker or writer conveys within the that-complement clause. Self-assertion shows the highest rise in the use of illocutionary force, while prior context is highly favored over no discourse-based information in CCE construction.

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