How to use showing agreement in a sentence? Find typical usage patterns (collocations)/phrases/context for "showing agreement" and check conjugation/comparative form for "showing agreement". Mastering all the usages of "showing agreement" from sentence examples published by news publications.
Populations showing agreement of the observed genotype proportions with the expectations of the Hardy-Weinberg Law are said to be in Hardy-Weinberg equilibrium.
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A verb is expressed with its verbal root followed by suffixes marking aspect and agreement in what is called a main form, with a possible proceeding auxiliary form derived from to be, marking tense and mood, and also showing agreement. Causatives (up to double) and passives have a morphological basis.
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This sometimes occurs as a result of a non-pronunciation of a vowel. For example, hahai changes to hhai because the first /a/ is simply omitted. Double consonants can also be used as a form of reduplication, showing agreement in verbs with plural subjects, or to mark repeated actions (Donner 2012).
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Communication in Vietnam, like other countries in the region, is indirect, based upon rapport and respect, and relies heavily on body language. Showing agreement by saying "yes" shows respect even if the person does not agree with what's being said. For example, one would say "yes" to an invitation even if one does not intend on attending. The individual would simply not attend.
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A language is head-marking if the grammatical marks showing agreement between different words of a phrase tend to be placed on the heads (or nuclei) of phrases, rather than on the modifiers or dependents. Many languages employ both head-marking and dependent-marking, and some languages double up and are thus double-marking. The concept of head/dependent-marking was proposed by Johanna Nichols in 1986 and has come to be widely used as a basic category in linguistic typology.See Nichols (1986).
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IRF sequences in everyday discourse seldom include evaluative follow- ups, and responses in casual conversations often carry relational functions such as showing agreement or expressing a particular emotion. There are opposing views on the use of IRF exchanges in the classroom setting. It has been seen as a poor and unproductive model for spoken interaction in the target language outside the classroom due to its failure in enabling students to learn the demands of everyday conversation. Too often, follow-ups are carried out by teachers, leading to learners having to take on the role of passive respondents without getting sufficient experience in performing requests and using listener follow-ups.
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