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    • International Journal of Foreign Language Teaching and Research
    • Volume 3, Issue 12
    • مشاهده مورد
    •   صفحهٔ اصلی
    • نشریات انگلیسی
    • International Journal of Foreign Language Teaching and Research
    • Volume 3, Issue 12
    • مشاهده مورد
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    The Most Prominent Theta Roles in the Sindhi Language: The Hierarchy

    (ندگان)پدیدآور
    Veesar, Zahid AliKadhim, Kais AmirBagudu, Rimi Saleh
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    نوع مدرک
    Text
    Research Paper
    زبان مدرک
    English
    نمایش کامل رکورد
    چکیده
    Abstract This paper focuses on the most prominent theta roles used in the Sindhi language. The study attempts to answer to the research question, ‘How are theta roles prominently used in the Sindhi language?' The data come from the young native Sindhi speakers. Each verb phrase in the data is examined with the help of Carnie's (2007) ‘Theta Roles and Thematic Relations' in order to find the prominent theta roles in the Sindhi language. The study finds six prominent theta roles in Sindhi; namely, agent, theme, beneficiary, recipient, goal and locative. According to the findings of Rappaport Hovav (2007), the hierarchy of the theta roles in English is: Agent> Recipient>Experiencer/Goal>Instrument>Patient/Theme>Place; while, the hierarchy of the prominent theta roles in the Sindhi language is: agent>theme>beneficiary>recipient> locative>goal. This finding is not, however, definitive, i.e. broader studies are to be carried out to find the precise hierarchy of the theta roles in Sindhi.
    کلید واژگان
    Key words: Syntax
    semantics
    Theta roles
    prominent Theta roles
    English
    Sindhi

    شماره نشریه
    12
    تاریخ نشر
    2015-12-01
    1394-09-10
    ناشر
    Islamic Azad University, Najafabad Branch, Najafabad, Iran All rights reserved
    سازمان پدید آورنده
    Department of English, Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur, Malaysia
    Department of English, Faculty of Languages and Linguistics, University of Malaya, Kuala Lumpur, Malaysia
    Department of Education, Faculty of Arts and Education, Bauchi State University, Gadau, Nigeria

    شاپا
    2322-3898
    URI
    http://jfl.iaun.ac.ir/article_560059.html
    https://iranjournals.nlai.ir/handle/123456789/40313

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