English irregular verbs

PAROLE: Journal of Linguistics and Education

English verbs have unique inflectional markers which show the past tense. There are two inflectional markers that become the categorization of these verbs. The first marker is the additional morpheme [d] or [ed]. All verbs with this marker are categorized as regular verbs. The second marker is the verb morphophonemic change like the word ‘sing’ [+present] and ‘sang’ [+past]. The verbs of this kind are categorized as irregular’ verbs. Simply, the regular verbs are those whose changes can be morphophonemically predicted while irregular verbs are the ones whose changes are morphophonemically unpredictable. This research is aimed to figure out whether there are morphophonemic inflectional patterns for irregular verbs. This paper is descriptive qualitative research. The data were collected using observation with note taking technique. I analyzed the data using distributional method. The result of the analysis shows that there are four additional sounds added to the ’regular’ verbs such a...

LILIANA. The Regularity of English Irregular Verbs Seen in the Rule of Ablaut Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2015. English irregular verbs are those verbs considered as pattern-less. It implies that there is no way to learn it but memorizing them randomly. However, considering the different way of changing between the regular and irregular verbs which is in the sound changing, it is very possible to analyze the pattern of the sound changing. This study is conducted aim to see the pattern of the sound changing in the English Irregular Verbs especially in the vowel sound. There are two objectives of this study. The first is to find out how the English Irregular Verbs are classified. The second is to describe what kind of environment exists in each class of the English Irregular Verbs. In conducting this study, library method is used. In collecting the data, the present researcher takes all the irregular verbs in the Oxford English Advanced Dictionary the eight edition as the object of the study listed on page R2 up to R4 in the reference section. Meanwhile, in the data analysis the present researcher made the identification of the English irregular verbs based on their vowel root. After that, the classification was made based on the ablaut characteristic in each class. At last, the present researcher continued studying the environment of the vowel sound changing. However, there are some verbs which do not belong to the classes discussed. There are some findings in this study. The first is English Irregular Verbs fall into five classes of seven ablaut classes. The second is certain environment does exist in each class and subclasses.

Teknosastik, 2018

The objectives of this research were to find out undergraduates' awareness of English irregular verbs and to find out what errors that the students made in using the irregular verbs. This research was conducted at University of Teknokrat Indonesia. The population of this research was the first semester students. There were 30 university students who were chosen as the samples. They were all S1 English Literature students. The data of this research were collected through a written task. The task was designed to measure the students' ability in using irregular verbs in sentences telling about past events. There were 140 irregular verbs tested to the students. The result of the research showed that the undergraduates' awareness of English irregular verbs is low; 22 (73.3%) out 30 students made errors in using English irregular verbs. The errors varied into three types; using the rule of regular verbs for irregular verbs, using simple form verbs for past events, and creating new words which did not exist in English vocabulary. The highest number of error was placed by applying the rule of regular verbs for irregular verbs with 14 incorrect verbs (53.8%), the second position was placed by using simple form verbs for past events with 9 incorrect verbs (34.6%), and the third position was placed by creating new words which did not exist in English vocabulary with 3 incorrect verbs (11.5%). The results of this study indicate that students in which English is a foreign language might still have insufficient English vocabulary when they come to higher schools.

Weak verbs in Modern English are sometimes mistakenly identifi ed with regular verbs. Although most weak verbs are indeed regular, there remain some which belong to the irregular group, for example spend, put, make, burn. Apart from drawing a clearer distinction between strong and weak verbs in relation to the regular and irregular division, the aim of this paper is to explain where the irregularity of these irregular weak verbs comes from and to gather possible relicts still present in Modern English. The paper discusses 56 such irregular weak verbs without vowel alternations and 9 archaisms preserving traces of such infl ection. The 56 irregular weak verbs are divided into groups according to the patterns they display and they are additionally marked depending on whether: (1) they have less common irregular preterite and past participle forms, which can be labelled as "literary" or "poetic," (2) they are literary themselves, (3) they have irregular preterite and past participle forms chiefl y in North American English, (4) they have regular variants. The initial plan included all irregular verbs but the extent of the problem coupled with the editorial limitations as to the size of the paper led to the following decisions: fi rst, to exclude the irregular strong verbs and save them for later analyses, and then, in the remaining irregular weak ones, to remove all those with vowel alternations (like keep, seek, lose, say) and to concentrate on the verbs without vowel alternations (investigated in the present paper). It is hoped that the aims of this paper as well as their realization can serve to make the content of the historical grammar course more meaningful to students by linking it to the problems present in Modern English and to the why-questions related to the subject of their studies.

The present study employs a frequency-based corpus-driven approach to investigating the levelling and irregularization processes in ModE irregular verbs. It utilizes Mark Davies’ family of English corpora to examine the paradigms of seven irregular verbs in which the previously menitioned processes have resulted in introduction of double paradigms in standard and nonstandard English. The result of frequency-based analysis of the data extracted from the abovementioned corpora will be used to identify and interpret diachronic trends as well as synchronic regional variations with respect to levelling and irregularization processes. Additionally, based on the data analysis, the research questions regarding the prevalence, acceptability and regional Variation in context of levelling and irregularization will be answered.

Proceedings of INTED2015 Conference 2nd-4th March 2015, Madrid, Spain

A personal innovative micro-project has been implemented by the authors at Primary School level (year 4) during the last two years. The driving question of this project started asking ourselves how can we make our students to learn and fix in their minds a large list of irregular verbs to be memorized in a much more funny and attractive way. To obtain positive results the Project Based Learning Methodology has been implemented and one of the main targets consisted in fostering meaningful learning, collaborative work and critical thinking. Moreover, it can be asserted that throughout this micro-project an important contribution to the development of the eight main basic competences established in the European Framework of Reference for Languages has been included. Learners act as active agents in the teaching and learning process so that key words and concepts are clearly settled down from the very first moment they start thinking about their personal tool-kit project. The first part of this essay is devoted to explain and reassure some theoretical concepts about PBL and the authentic need to include this methodology in the National Curriculum. The second level of this essay pays attention to the different phases in which this micro-project has been developed and real examples are provided. This micro-project can be named as a Cross-Curricular Project because different subjects as the English subject, Arts and Crafts, Main Language, etc. are involved in the different phases that have been designed to implement it. A lot of creative work and the teachers guide acting as a coach helped learners to make a very personal and innovative project. Last but not least, all data collected throughout this experience will be discussed and some considerations and critical reflections will be pointed out to reinforce the authors’ first hypothesis about the benefits of implementing PBL in the classrooms.

Spelling, 1997

Several conventional spelling sequences for morphemes do not conform to lettersound correspondence rules. One example is the '-ed' spelling for the inflectional morpheme at the end of English past verbs. Previous work has shown a close relationship between children's awareness of grammatical distinctions and their success in learning about this spelling sequence. However, this research was with real verbs and the children's spelling might have been influenced by familiarity with the words. To check this, we devised a task with pseudo-verbs. This is a novel use of pseudo-words, which hitherto have been a tool for testing letter-sound knowledge; here the spellings violated letter-sound relationships and followed a morphological pattern. The children heard passages with a pseudo-verb in the past tense and in other tenses and had to write the pseudo-verb in the past tense. The task contained both regular pseudo-verbs, whose stem was the same in the present and past tense, and irregular pseudo-verbs, which had different stems in the present and the past tense. The children's scores in a grammatical awareness task predicted their use of the '-ed' spelling sequence over a 21 month period. The children also used '-ed' endings significantly more often in regular than irregular pseudo-verbs. We conclude that the use of '-ed' endings for regular verbs reflects a morphological spelling strategy based on children's grammatical awareness.