Auxiliary verb Puns

For example these two sentences :

• நான் அதை எழுதிக்கொண்டேன்
• நான் அதை தன் எழுதினேன்

Do these two sentences mean the same thing namely : "I wrote it myself" ?

Thanks for you help ! Have a nice day.

I hope my question as I give it in the title of this post is clear.

I’m working on a personal language of mine at the moment. One of the things I like to do most when making a language to appeal to myself aesthetically is create an underlying logic on which the rest of the language is based. In this case, my underlying logic makes me very happy, but it implies one thing that is giving me trouble: that noun classes/noun classifiers/grammatical gender should be derived from auxiliary verbs.

I’ve never heard of such a thing happening naturalistically, and I don’t see a good reason for it ever doing so. I have some ideas, but I’m not sure. I would like some input from you all, since you all tend to come up with ideas that blow my mind on a daily basis.

If you HAD to figure out a way to evolve/derive noun classes/noun classifiers/grammatical gender from auxiliary verbs, how would you go about doing it? :)

I want to apologise in advance if this is not the right place to ask this question but I don't know where else to ask, as I would like to hear the opinions of people who actually use they/them pronouns. If is not or you find this question offensive, please let me know and I will take the post down. This is also purely out of personal curiosity and not for research or anything related to my studies.

I study English as a second language at university and one of the courses I have to take is linguistics. While discussing the basics of language in general ("language always has to be clear") somebody brought up they/them pronouns, which are usually used for the plural of something, therefore using are, were, etc. as auxiliary verbs. Now that they/them is becoming a more frequently used pronouns to Adress a Singular Person, from a completely linguistic pov language could become confusing. (Imo it's mostly clear if one talks about one or several people through context but that's outside the linguistic science). In class many came to the conclusion that the easiest solution would be to just use singular as well as plural verbs, depending on the intended use of they/them. So for one person they is/was and for several people they are/were.

I want to add that language is definitely ever changing and we're just at the beginning to a shift to more gender neutral language and I'm sure there will be a lot of changes, especially concerning pronouns. From a linguistic perspective using singular as well as plural verbs seems like the most logical solution to the 'problem', not that there would be one. I am just really curious as to how people actually and directly influenced by this would feel about this. Again if this is offensive, please tell me and I will take the post down immediately but I'm really curious about your answers.

As title, I am looking for a comprehensive list of verbs used with auxiliary functions. Not a conjugation sheet, but something that will explain the meaning, use and context of these kinds of compounds.
If I'm not being clear, something that explains for example the use and meaning of ～込む、～直す、～始める、～出す、～続ける... and so on.
Didn't find similar posts (maybe I'm just bad at navigating the subreddit) so I'm creating a new post.

hello as I now move on to better grammar in my conlang I've come to the need to get auxiliary verbs into play. I went to french school and so I'm modelling my auxiliary verbs just like french (to be, to have) but as I look around in my head and online I simply can't find a way to accurately get the auxiliary verbs into the grammar editor. Of course, I could simply just "add" them in my head but to actually write them down into the grammar editor I don't understand how I could. since there is a grammar editor acronym for auxiliary verbs how can I actually use them?

edit: to clarify how do I specify when and when not to use them in a word? the smart translator has been absolutely amazing at accurately translating my language and I think adding auxiliary verbs will really help in better translating my language from english to my conlang

(Previous posts for reference)

https://www.reddit.com/r/conlangs/comments/ir9xie/ankobold_basic_pronunciation/?utm_source=share&utm_medium=web2x&context=3

https://www.reddit.com/r/conlangs/comments/it7tg0/ankobold_inflection/?utm_source=share&utm_medium=web2x&context=3

https://www.reddit.com/r/conlangs/comments/iwyoqb/ankobold_pronouns/?utm_source=share&utm_medium=web2x&context=3

https://www.reddit.com/r/conlangs/comments/j3smz2/ankobold_syntax_and_example_sentences/?utm_source=share&utm_medium=web2x&context=3

Hiya,

so given I have covered most/all of the basic of the language and did the pronouns in details, I figured I would do the full layout of the auxiliary verbs in a similar way. Here are some of the key auxiliaries:

Starting with this crucial example, it's important to note that "be" auxiliaries do not match up perfectly with English. Similarly to the pronouns, it is slightly more consistent. Veee "is" is used with fou "they/them". The person of the auxiliaries and the pronouns will always be consistent unless there is a second clause in the sentence that changes person, as I covered with the example earlier liggaal gno, lou driv *ro (*ɫɪɠæɫ ɲoː, ɫɑʊ ɗrɪv roː); "I go up, you go down“, or more literally. "(I) up go, you down go”. Where gno changes between the two VSO sets to match with the person of the pronoun.

You can see *oo

Like, "she had him make a sandwich" or "Sam had somebody clean his kitchen." It sounds like a main verb to me, but my friend is trying to tell me it's an auxiliary use of "have" here! Someone help!

Todays grammar is understanding the many usages of 싶다! EDIT - I said auxiliary VERB but not 싶다 is an ADJECTIVE and must be conjugated as such

"The many usages??? What do you mean?? You just stick it behind 고 and it means you want to do something!!" you might say. I wish this were the case, but...it is not 😢 and today I want to go over those so we can all work em out together and gain some knowledge

1. 동사 + 고 싶다 - "I want to do" X verb. Should be simple enough right?

2. 동사 / 형용사 / 이다 + 나 / ㄴ가 / 는가 / 다 / ㄹ까 / 군 / almost anything 싶다 - Thinking, wondering about something, one's thought or impression about something

아들이 중국에 유학한다니요?! 정말 컸다 싶네요~ - Did you say your son is studying in China?! Wow, he must be / I bet he's / he seems all grown up now~

걔가 한국어 잘하더라... 한국 사람이 아닌가 싶었는데 캐나다에서 태어났대 - hes good at Korean...I wondered if he was korean but he said he was born in Canada

가끔 외국어 공부하는 거 정말 좋아하나 싶다는 말이야 - what im saying is sometimes I wonder if I actually like studying foreign languages

3. 동사 + ㄹ까 싶다 - this one is the same as ㄹ까 봐 except it can only be used with 동사 and not 형용사. Im not sure why that is...but apparently thats the rule! Means you are worried about something becoming a reality

시험에 떨어졌다는 메일이 올까 싶어 걱정이다

살이 찔까 싶어 헬스장에서 운동하기로 했다

거절당할까 싶어 아무 말도 하지 않았다

4. 동사 / 형용사 / 이다 + 았/었으면 싶다 - like 았/었으면 좋겠다 - you wish for something (that probs wont happen)

김현아랑은 사귀었으면 싶은데... true story

이번 방학 때는 여행했으면 싶다

5. 동사 + ㄹ까 싶다 = same as ㄹ까 하다, an intention to do something

다음 달에 시애틀에 살고 있는 친척들을 방문할까 싶다

올해는 한국어로 된 책을 읽을까 싶은데 추천이 있나요?

Bonus) 듯싶다 - this one is technically not 싶다 itself and is a separate auxiliary adjective related to 듯하다 but it contains 싶다 so why not. This one is basically like a formal 것 같다 - it seems, its probably, its likely, I bet etc. Probably you will never use this one, it sounds kind of awkward irl

그는 다짐을 깬 듯싶다

현주는 옷차림에 신경을 쓰는 듯싶다

So there you go! Lots to dissect with 싶다 but it will be worthwhile and I hope this is useful to you

Present progressive does not exist in Norwegian because “er” can’t be used as auxiliary verb) but here “er” is been used like an auxiliary verb. what about “er å få”? Is «å få» considered an adjective instead of an infinitive verb in this context?

As I have mentioned and discussed several times and as of just recently in my comment of the proposal for a partial reorganization of Pandunia's table of correlative words, which points into the good direction, la, as the preposition corresponding to the elementary pronoun-article le, is to objects was sa is to subjects : instead of a most general verb of simply being, a most general verb of acting upon, as expressed in English by do as an auxiliary and onto, upon as a preposition. Prepositions being here subordinate verbs, co-verbs, it ensues that la is a general objective preposition and lu a general objective postposition.

man aha vi buke : the man understands that book.

man aha la vi buke : the man understands that book, but more specifically : the man applies his understanding unto that book.

One can turn the sentence into a relative clause :

vi buke da man aha : that book that the man understands.

vi buke, la de man aha : that book unto which the man applies his understanding.

la is especially useful when a verb does not by himself suggest too strongly a specific object and must be somewhat reinforced when someone or something is to undergo its action in a more passive way or even as a victim :

man va haha vi kitaber : the man is laughing about that writer, while meeting that writer.

man va haha la vi kitaber : the man is laughing at that writer.

The coverb la as a main verb points to the most obvious or customary action dealing with an object.

me zay la bede : I am making the bed.

me zay la platotas : I am doing the dishes.

va vile me la Italia pluso : at some future date I shall do (tour) Italy also.

But la and lu, applied to an action and therefore used as the auxiliary of another verb can also work as very important verb-modifier known in Chinese under the postposition "lë" (the equivalent of which would be post-verbal lu in Pandunia), and turns any action mentioned by a verb into the achievement of its result, and any state mentioned by a verb of state (often in i) into its attainment, most generally at some specific point of the past : it thus becomes a by default significator of narrative or historic past amidst a story line, unless an explicit mention is made for the action to happen in the future or precipitated, expedited present. va represents progressive, imperfective aspect : being amidst an action at a certain moment ; ja represents perfectiv

Hi, everyone! 😁

So, because I am a totally insane language geek^(def 2.) 🤓 I actually have a favorite part of the English language.

Because I am a totally insane language geek 🤓 my favorite part of English is our unique way to handle previously mentioned verb phrases.

Hey! It's Tuesday, isn't it? 🤔 What a coincidence! 🤩 Now I can actually teach you my favorite part of the English language, because IT'S TIME FOR A LESSON! 🥳

-------------------------------------------------------

🤔 The auxiliary verbs and what they are

In general, an auxiliary verb (also known as a "linking verb," and my personal favorite phrase, a "helping verb") is a verb that, instead of telling what a subject is doing, qualifies another verb--either through tense, mood, or voice. It's like if a verb decided to become an adverb... I guess.

In English, almost no auxiliary verbs (except "do" and "be") need to be conjugated; they stay the same no matter the subject 😄

In addition, almost all auxiliary verbs (except "be" and "have") are followed by a verb's root form (it's infinitive without "to")

Here is a list of English auxiliary verbs 📝

🔴be

• Who, what, or what state a person is in
  • "I am really happy."
  • "He is my manager."
• Continuous verb tenses
  • "You are smiling."
• Passive voice
  • "She was taught by Mr. Davis."

🟠can

• Ability, what someone is able to do
  • "I can help you."
  • "This new robot can do whatever you tell it to."
• Permission, what someone is allowed to do
  • "Good news, I can go out tonight."

🟡could

• Past tense of "can"
  • "When I was younger, I could do a double-backflip^(def) off of a cliff."
• "Can" but with certain conditions
  • "I could help you find your lost dog if maybe there were something in it for me."

🟢do*

• Emphasizes a non-auxiliary verb
  • "I actually do have something planned for today."
  • "I really do like this new game"
• Used in forming questions, negating sentences, and replacing verb phrases that use any non-auxiliary verb

🔵have*

• Perfect verb tenses
  • "I have finally finished my homework!"
  • "He has never understood why 'laugh' is spelled like that."

🟣may

• Possibility
  • "I

Today's subject is something that I have been learning since I moved to the United States. Well, let me be more clear on that. When I moved to the USA, I went to the assigned high school based on the area I was living in at that moment, but honestly, I did not learn new things on those three years I was in. The school had a really bad ESOL program with terrible teachers. Due to that, I started to learn Portuguese instead of English in High School. Going forward, I applied to go to college and the first classes that I needed to take were English as a second language such as Speech, reading, grammar, and writing. On those classes, I started to learn the structure of the language and I was getting confused all the time. I was making a mistake that I might say that many people learning English as a second language do that is translate from one language to the other one to "make sense." Anyhow, that may help a little bit but no all the time, since each language has its own personality. Continuing with my education, I still did not have the opportunity to learn very well the grammar rules. I was going to class and making a lot of effort, but I was still having a lot of issues understanding and putting all together; obviously, I was still making the big mistake of translating from Spanish to English to "understand." I was in that mind set of translating for such a long time until I gave up on learning the rules. I was a mess and my head was a knot with all of those rules with its own exceptions. Until one day, I accepted that I needed to improve and make an effort in order to have better communication with people, keeping in mind that Florida is one of the States that has the majority of Spanish speakers. From that day and on, I have asked my husband to help out with my grammar and to be patient with me, so there are many things that I have done in order to improve, for example, I suggested to speak English with my husband, who speaks English as first language, 4 days out of 7; it was suggested because my husband speaks Spanish as well, so I was very comfortable speaking to him in Spanish. On my process of improving, my husband suggested this site knowing my eager to improve my writing in English. I am willing to read more in English, hence I can learn more vocabulary and writing styles. Anyways, my time in the USA has been a learning process not only learning the language but in other areas in my life also.

Like why was it those verbs and how did certain verbs come to use either one?

be

I am a student and ( I am) thinking about a great teacher.

• Passive voice

I was taught by many great teachers. However, if I have to choose the best teacher, it's very hard.

🟠can

I can easily list many teachers' names and what they taught to me.

🟡could

I could tell one teacher's name if somebody forces me to choose only one.

🟢do*

Oh, I do remember one specific teacher.

🔵have*

I have her when I was in Junior high.

• 🟣may
• I may be able to find her online if I try. It may take a long time since I only know her name.

🔴might

I might ask my friends who still live in the same place as our school. (?????)

🟠must

She must be retired from her teaching job. I wonder what she is doing these days.

🟡shall

I shall talk with somebody from the school office if I am looking for her.

🟢should

They should have some information about her.

🔵will

Then, It will be easy to contact her.

🟣would

If I find her and meet her again, that would be so fun.

🤔 QUESTIONS

Don't you agree that everyone needs at least one favorite/remarkable teacher in their life? A teacher should not be just an educator but more likely an inspirer(??????).

👎 NEGATIVE SENTENCES

I was not happy with a few of my teachers, but generally, I was lucky enough to have many teachers with great help.

I've been reading up on a couple of papers and i've noticed that some of them say that adding the auxiliary -suru to loanwords will turn them into verbs (in this case I would assume nouns to verbs). What are your thoughts?

Examples that I have seen:

hiking + suru = to hike

make + suru = to apply make up

adult + suru = to dress like an adult

Is there a limit to the kinds of nouns that can apply -suru?

Hi, everyone. I've heard some people from Kentucky etc. say things like "I seen that". Does anyone know what that means in this US Southern/Appalachian dialect? Is it the past perfect with an understood omission of the auxiliary verb (have) or does the past perfect participle become a new form of the preterit?

In other words:

Does "I seen that" in Missouri/Kentucky dialect = "I saw that" in standard English

or

Does "I seen that" in Missouri/Kentucky dialect = "I have seen that" in standard English?

Can you chain together two or more sentence-final auxiliary verb constructions in the same sentence?

For example: "이 책을 읽을 수 있고 싶어요" for "I want to have the ability to read this book."

Maybe this is a bit of a noob question but I was watching the Biblaridion ”How to Create a Language” series on YouTube and I was wondering about verb tenses and aspects if you go the ”naturalistic” route. He seems to be using a lot of auxiliary verbs in his protolang.

Is using mainly auxiliary verbs in the protolang that become grammaticalized and affixed to the lexical verb and eroded phonologically over time the most ”correct”/”efficient”/”consistent” way of building up a tense system? I am working on a protolang and am currently struggling with a bunch of auxiliary verbs and am thinking I maybe have the wrong angle on all of this and should just scratch the whole system and just use some made-up endings and that's that without trying to justify them as coming from content words.

Another way of framing this question is: How does the grammar of verbs (marking of tense, aspect, mood) appear and where does it come from?

Thoughts? How did you deal with this in your conlang if you've encountered similar problems?

Perhaps it is an undue question, but I feel it is not. Other questions have been asked on their, usages and they seem clear—that the actual preterite was used far more often and that habban or bēon (and the other two) may be used to convey the perfects, but in *my* dialect of English (and it is seldom to compare a modern language-stage to a prior) it is rare use an auxiliary verb, even in formal speech. I know that many old dialects of German (which developed its perfects about the same space) did something similar, though this has been, sadly, expunged.

To be clear,

> Iċ ġegangen þider. (I gone there.)

vs.

> Ic hæbbe þider ġegangen. (I have gone there.)

Perhaps, though a good question, is this something of which there is no clear or no answer at all from the sources? Of course without making any arguments, like arguing the usage of the past participle in its adjective-use is actually this very thing.

Hi, could anyone give me feedback about the correctness of the senrences I formulated below? They all are about the auxiliary verbs gotten/got/get. I think most of them are correct & natural, but doubt a bit about others - especially the interrogations. Even if you help me with a few of them, I would gratefully appreciate.

1. I haven't gotten to that yet;
2. I haven't gotten to giving the plants water yet;
3. I haven't gotten to seeing them yet;
4. I finally got to see them;
5. Have you gotten to see them (already yesterday)?;
6. Moving that switch will get the device (to) behave weirdly. < what defines whether or not I have to use "to" in this sentence;
7. Do you think you will get to it tomorrow/soon?;
8. When do you think you will get to it?;
9. When did you get to it / when had you gotten to it?;
10. If you had gotten to it earlier, would you have done it?;
11. Had I gotten earlier to it, I would have done it;
12. Whenever I get to it, I'll do it;
13. I might get to it earlier, but can't guarantee;
14. May I get to it earlier, I"ll do it.

Many thanks in advance

NOTE: I do know that Americans use "gotten and British "got" when using "to get" as a normal verb.

Hi, I'm new to Reddit, but I'm learning french and I find this thread very helpful!

I am wondering if anyone knows why some verbs can take either avoir or être as auxiliary verbs in passé composé. Why? How do I use them?

Example: Monter can be used in passé composé with either avoir or être

J'ai monté les valises.

Elle est montée vite.

When should you use avoir vs. when should you use être?

I have got to the auxiliary verb level on DuoLingo and I have two questions I'm confused about:

1. what is the difference between "αυτοί", "αυτά" and "αυτές"? Don't they all mean "they"?

2. what is the difference between "έχεις" and "έχετε"? Don't they both mean "you have"?

Sorry if the answers are obvious. I'm really new. Thanks :)

"The greater part of what my neighbors call good I believe in my soul to be bad."

Is the 'be' in the sentence above an auxiliary 'be' or is it serving a main phrase verb?

From my textbook, the auxiliary 'be' occurs before the present participle of the main verb, but 'bad' is not a verb so I am leaning towards it being the main phrase verb, but the phrase 'to be bad' seems to be adjectival as it is describing things his neighbors call 'good'.

Edit: My new position is that this is just that 'to be' is an infinitive verb and I am over thinking it.

Is there a full list? I would like to memorize the conjugations

Some for the helper auxiliaries like おく, いる, etc.

What is the easiest way to set up auxiliary verbs to work similarly to how they work in English?

Many thanks in advance!