Subject Verb Agreement German

If we say that a verb form must have its own form, in German there are only two grammatical verbs: the present and the past. All other verb forms are “paraphrastic” and are made with “helping verbs”. Why is the form of time referred to as “perfect presence”? He uses the present of having or being with the past part. Past participation indicates a completed action, which means, in grammatical terms, that it is perfect. Thus, the “Current Perfect” indicates a finished (perfect) plot/situation of the present. (“I pissed” – I played, which means I don`t play [the present] now, but I did it before, and I finished [action completed or “perfect”).). As the verbs are either present or passed into German, there is also a “perfection of the past” – it simply uses the form of the past of having or sound with the past part and displays a perfect/completed plot, as seen from a point of view in the past [“Before I went home, I had already done my homework in the library” – I went back in time, but before this “past” action, I had already completed another action]. Linear regression models confirmed the importance of the DLD factor for SVA performance compared to AoO, LoE, the amount of L2-German inputs at home and the type of L1. DLD was the only factor contributing significantly to the AAA outcome in the sample studied. Hypothesis 2 is therefore not confirmed for the children studied in the current study.

None of the other factors had a significant influence on AAA`s performance. However, the combination of all these factors explained 43% of the variance. It could be argued that the lack of correlation between age factors (such as AoO and LoE) and SVA in the overall sample is due to ceiling effects in the eL2 TD group. It is very likely that there were effects of AoO and loE before mastering LVA. These effects are visible in this sample due to ceiling effects (either). In addition, there was no correlation between total AVS and AoO or LoE (SVA-LoE: r = .18, p > .05) within the eL2 group of children; SVA-AoO: r = .06, p > .05). This result was similar to the results of Chondrogianni and Marinis (2011), who found that the amount of language catches at home was not related to the children`s language performance, in particular because of the mother`s low knowledge of L2. On the other hand, the results of the current study contradict the results obtained so far on the importance of AoO and LoE and the eL2 contribution of children at home (cf. Hopp, 2011; Unsworth et al., 2014). This is likely due to the timing of the acquisition of SVA, which is an early phenomenon of activity, and the advanced age and LoE of the eL2 TD children in this study. The absence of significant effects in the regression models in this sample does not mean that AoO and LoE are not important factors (for earlier phases of acquisition). .

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