This is the form where the action takes place over a duration of time. See Durative Aspect.
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Somerville, MA: Cascadilla Press. Mandarin Chinese has the aspect markers -le 了, -zhe 着, zài- 在, and -guò 过 to mark the perfective, durative stative, durative progressive, and experiential aspects,Li, Charles, and Sandra Thompson (1981). "Aspect". Mandarin Chinese: A Functional Reference Grammar. Los Angeles: University of California Press. pp. 184-237.
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These presents are called nasal infix presents or simply nasal presents and are typically active transitive verbs, often with durative aspect.
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Finally, reduplication can result in any one of the following meanings: plurality, distribution, intensification, diminution or habitual-durative action (action that is somehow extended).
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When in combination with the durative (, '-qal'/'-wen') or stative (, '-wen'), it takes the form '-et.' Compare the following examples: nuʔinqalet núʔin–qal–et STEM–SUFF.–SUFF.
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As well, probable and definite future aspects are morphologically distinct, there is a distinct imperfective suffix, and the iterative, durative (past), inchoative, terminative aspects are all marked, the latter three being marked periphrastically, rather than with a suffix like the others.
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The verbs consist of: :verbal stem ( + extension ) + tense/aspect. The stem is not altered. Extensions modify or add meaning to the verb like negation, intention, affirmation, completed action, plurality of subject–object or action, durative, habitual and sometimes can be combined (especially negation).
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The notation for processes and durative actions was borrowed mainly from PDDL+ and PDDL2.1, but beyond that OPT offered many other significant extensions (e.g. data-structures, non-Boolean fluents, return- values for actions, links between actions, hierarchical action expansion, hierarchy of domain definitions, the use of namespaces for compatibility with the semantic web).
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It is sometimes called durative aspect. Polish: stałem i gadałem - "I stood and chatted" compared with postałem i pogadałem = "I stood and chatted for a while" (the prefix po- marking the delimitative aspect in this example). Delimitative aspect in Chinese is often marked by reduplication of the verb. For details see Chinese grammar → Aspects.
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There is also a periphrastic construction with an auxiliary verb ma- following either Conjugation II and III stems (i.e. the perfective and imperfective participles), or nomina agentis in -r, or a verb base directly. In Achaemenid Elamite, only the third option exists. There is no consensus on the exact meaning of the periphrastic forms with ma-, but durative, intensive or volitional interpretations have been suggested.
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This was the official language of the 3rd IPC in 2002. It introduced numeric fluents (e.g. to model non- binary resources such as fuel-level, time, energy, distance, weight, ...), plan-metrics (to allow quantitative evaluation of plans, and not just goal- driven, but utility-driven planning, i.e. optimization, metric- minimization/maximization), and durative/continuous actions (which could have variable, non-discrete length, conditions and effects).
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Some of the well-documented grammatical forms of AAVE frequently used by the African American interviewers were: # Aspectual marking with steady # Stressed been, used to mark distant past events # Habitual and durative be # Semi-auxiliary come # Multiple negation beyond isolated lexical variation, as a marked increase in the use of "man" by black SE males who were being interviewed by black males, e.g. "Yeah man,", "Oh man!", "My man!", etc.
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For example, a dynamic verb may be said to have a durative aspect if there is not a defined endpoint or a punctual aspect if there is a defined endpoint. Examples of dynamic verbs in English are 'to run', 'to hit', 'to intervene', 'to savour' and 'to go'. A striking feature of modern English is its limited use of the simple present tense of dynamic verbs. Generally, the tense is required to express an action taking place in the present (I am going).
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In grammar, the most important change was the emergence of the present tense. The present tense evolved out of the verb ' (), meaning "to be possible" or "to befall". In Old Tamil, this verb was used as an aspect marker to indicate that an action was micro-durative, non-sustained or non-lasting, usually in combination with a time marker such as ' (). In Middle Tamil, this usage evolved into a present tense marker – ' () – which combined the old aspect and time markers.
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The mascot of the 2002 Asian Games is a Sea gull, the city bird of Busan named "Duria", whose name is a combination of the two words 'Durative' and 'Asia', which means "You and Me Together" or Everlasting Asia in the Korean language, which expresses the ideal of the Games: to promote harmony, friendship and prosperity among Asian countries. Its thick black ink and free line expression, symbolize Korean traditional culture, while its white colour shade representing the image of a powerful spirit and the great hopes for Asia in the 21st century.
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The function of the prefix and nasal derivations from the basic form differ by dialect. For example, eastern dialects of Sasak have three types of nasalization: the first marks transitive verbs, the second is used for predicate focus, and the third is for a durative action with a non-specific patient. Imperative and hortative sentences use the basic form. Sasak has a variety of clitics, a grammatical unit pronounced as part of a word (like an affix) but a separate word syntactically—similar to the English language clitic 'll.
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In Old Tamil, this verb was used as an aspect marker to indicate that an action was micro-durative, non-sustained or non-lasting, usually in combination with a time marker such as ' (ன்). In Middle Tamil, this usage evolved into a present tense marker – ' (கின்ற) – which combined the old aspect and time markers. Middle Tamil also saw a significant increase in the Sanskritisation of Tamil. From the period of the Pallava dynasty onwards, a number of Sanskrit loan-words entered Tamil, particularly in relation to political, religious and philosophical concepts.
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The most basic verb formation was derived directly from the root, with no suffix, and expressed the meaning of the root itself. Such "root verbs" could be either athematic or thematic; it was not predictable which type was used. The aspect of a root verb was determined by the root itself, which had its own "root aspect" inherent in the basic meaning of the root. Thus, there were verbal roots whose default meaning was durative, ongoing, or iterative, and verbs derived from them were generally imperfective in aspect.
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Tundra Nenets has two verbal aspectual classes, perfective and imperfective. There are several derivational aspectual suffixes which can change the aspectual class of a verb. For example, imperfectivizing suffixes can be used to express durative, frequentative, multiplicative, and iterative meanings, such as in tola-bə 'to keep counting' (from tola- 'to count'). There are also denominal verbs with the meaning 'to use as X, to have as X', which are formed from the accusative plural stem, such as in səb'i-q' 'to use as a hat' (from səwa 'hat').
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Verbal aspect is distinguished in English by using the simple or progressive (continuous) forms. 'He washed the dishes' indicates that the action was finished; 'He was washing the dishes' indicates that the action was ongoing (progressive). Serbo-Croatian, like all Slavic languages, has the aspect built into the verbs, rather than expressing it with different tenses. To compare the meanings of the different aspects with verbal aspect in English, one should know three basic aspects: completed (may be called preterit, aorist, or perfect according to the language in question), progressive (on-going but not completed yet, durative), and iterative (habitual or repeated).
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Other aspects in ASL include the following: stative, inchoative ("to begin to..."), predispositional ("to tend to..."), susceptative ("to... easily"), frequentative ("to... often"), protractive ("to... continuously"), incessant ("to... incessantly"), durative ("to... for a long time"), iterative ("to... over and over again"), intensive ("to... very much"), resultative ("to... completely"), approximative ("to... somewhat"), semblitive ("to appear to..."), increasing ("to... more and more"). Some aspects combine with others to create yet finer distinctions. Aspect is unusual in ASL in that transitive verbs derived for aspect lose their grammatical transitivity. They remain semantically transitive, typically assuming an object made prominent using a topic marker or mentioned in a previous sentence.
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The morphemes of the verb are ordered in the complex as follows: # Negative (prefix ' or preceding word ' or ) # Benefactive ' or ' # Main verb # Centripetal ' or ' # Third person present marker '''' # Pronoun prefix # Reduplication of any prior prefixes # Durative stem-initial prefix # Auxiliary verb # Tense, aspect, mood suffix # Reflexive/reciprocal suffix '''' The benefactive prefix indicates that something was done "for" somebody as, as in ', "he killed it for me". ' is used when there is a main-auxiliary distinction; ' is used when there is only one verb in the complex. The centripetal particle is used to indicate motion within the speaker’s frame of reference, with the idea of the motion coming "back" or "This way". It is the only way to distinguish the meaning of verbs "to take" from "to bring" or "to go" from "to come".
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Fr. opérateurs-protées, a phrase he coined in Adamczewski 1999: 87). Only systematic comparison of the different uses of a marker and careful observation of the formal constructions where it can occur will enable the linguist to get at its core meaning (its ‘invariant’, Fr. invariant). The core meaning is not couched in semantic terms but in metalinguistic ones, i.e. it is a description of the linguistic operation which the marker is a trace of. The pedagogical advantages of the concept of ‘core meaning’ are numerous. Learning a language is no longer about learning long lists of possible uses of that language’s markers and of their particular meanings in context (or ‘sense effects’); it is no longer about learning disparate and often contradictory descriptions, such as ‘punctual imperfect tense’ and ‘durative imperfect tense’; learners can develop a more coherent view of the grammatical system of the language they are studying.
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