Lietuvių kalbos pirminiai veiksmažodžiai tranzityvumo atžvilgiu (bendraties homoformos)

LITHUANIAN KALBOTYROS QUESTIONS, XXVIII (1989) LANGUAGES COMMUNICATIONS IR INTERACTIONS STAGE PRIMARY VERBS OF LITHUANIAN LANGUAGE WITH RESPECT TO TRANSITIVENES (COMMON HOMOFORMS) When studying the interaction of many languages, it was observed that one of the characteristic features is the interference of control, especially jo prepositional žų (I 'aspamex 1972, 103; bliim 1982, 30—31; MuxNumber 1984, 185; Kononenko 1985, 26; IlyTH raroBsmuienns KyJIBTYPBI pyceKoH peun Ha Ykpaumne, 1986, 105—120; Ilansrnu 1987, 13; VicavuenKO-JIucoBas 1987, 118). This refers to the frequent fluctuations in ir the control of verbs due to the influence of other languages, when certain control patterns are overlooked or when the frequency of use increases. jų Apparently, control variants of speechcan arise by je themselves, distinguishing ir them from phenomena of o interferential origin is not easy. For example, the long-standing tendency of German to transitive intransitive verbs is believed to have acquired its present apparent form in the Federal Republic of Germany due to the influence of the American English variant (Bok, I'apunm, Jlanrkep, Ilirapre 1979, 277). In order to predict at least the greatest possible interference (probably not all of them), it ir is necessary, as the current language practice shows, not to forget only the valency of ne the Lithuanian verb, but the peculiarities of the morphological system, the main ir functional groups. jo In Lithuanian, as in other synthetic languages, ir besides semantic valence, we need to talk about formal valence, which is a characteristical feature of the language, which either merges with semantic ir valence, or contradicts it. ir su (Kamuejscon 1987, 21 —22). Contradictions ir in the interaction of semantic formal features are ir the result of various factors in the history of language, and at the same time the beginning of further o changes. ir Considering the — sentence statement as the basic unit of į communication, the sentence, as semiological grammar states, can only be seen as į something semantically cohesive, unified. If ši semantic unity is divided į into parts, t. y. į words, so when ir describing each word, we should not forget that it is a reflection of that unity. In other words, in each word you need to see what is semantically connected to the other, to jį the joined word what is su called semantic jo matching. (In this view ir there is no pre-given semantic commonality of words, 1981, 250). semantic commonality is essentially iš characteristic only of the statement. iš If we are talking about the tendency of a word to be joined by certain words, it is only because this tendency is su abstracted in the statements of word use and summarized as a kind of word characteristic. iš to ir 167 Semantic coherence occurs in every sentence that consists of more than one word. The coordinating part of the content of the statement is called the continuous semantic component (JŪUMHHEIŽ CeMaHTHYECKHI KOMITOHEHT). This continuous component can be said to consist of the common semantic characteristics of the words (synthetic approach) or to be abstracted from the unity of the sentence (analytical approach) (ibid., 257—258). The continuous semantic component, extending throughout the whole sentence, is expressed in different parts of it in different ways. It is strengthened in one direction—either from the previous Word to the next, or from the next to the previous, depending on which of them dominates the statement. In turn, going in the other direction, it weakens and breaks if the further part of the statement contrasts with the first (ibid., 261). The verb is usually combined with nouns denoting subjects or objects. This combination is not the same in different languages and at different times. For the Proto-Baltic and Proto-Slavic eras, two types of syntagms, or solid sentences, are reconstructed, illustrating the former semantic combination of nouns and verbs. One such type was composed of nouns meaning living beings combined with verbs of the corresponding "living" diatese (species). These compounds were united by a continuous semantic component of “livingness” (“ogymeBjieHHocTs”). The second type of compounds were nouns denoting inanimate objects with verbs of the corresponding "inanimate" diathesis. The continuous semantic component of the latter type was “non-life” (HeojrymeBjieHHocTs). Later, this coordination collapsed. In Slavic languages, the semantic component of “living—dead” concentrated on nouns, for verbs it became irrelevant. As a result, the Slavic languages are characterized by the lexical-semantic division of nouns into 2 groups according to the sign of "living —inert" ("o/tyIHITEBJIEHH5LICE —HEOJIYNIeBJIeHHEIe"- )., While in verbs such corresponding diathesis is not distinguished. In the Baltic languages, things went differently. Here, the semantic component of “living — non-living” was concentrated on the verb, and as a result, the opposite of the verbs of “living” or “active” diathesis and “non-living” diathesis arose. (plg. daūžti (about living beings) | dūžti (about inanimate objects), also lduZti | sulaužti). In the past, this was the case for the transient (causative) and intransitive (intransitive) verbs. In the Baltic languages, nouns for living beings and inanimate objects do not differ in form. In Slavic languages, when the verb no longer had to denote the opposite of aliveness and inanity, the second present tense of verbs with -4 and -ė stems were specialized as indicators of verbs opposed by the category of the verb. For this reason, pairs of primary verbs in Baltic and Slavic languages represent the same action in different ways. In Baltic languages, the action is shown in relation to the subject | object (transitivity |intransitivity) in the presence of one or more meanings of the verb, for example, the Lithuanian beriu žirnių | žirniai byra with the aspectual (figure) initial shade (see barstyti with the aspectual shade of a continuing or repeated action; also mefkti, but mirkyti). In Slavic languages, the action is represented in terms of the presence or absence of the action boundary (definite or indefinite duration), in the presence of any single, transitive or intransitive meaning, e.g.: Old Slavic coymu cesne | -comamu, -coina "to take" (ibid., 322—323). 168 Transitive ir intransitive diathesis by appointment explained ir primary! semantic adverbial contradictions of verbs (Crenaxuos 1975; I 'paMMurukra JMMTOBCKOTO s35IKAa 1985; Paulauskienė 1979; Kpumuuxaiite 1980). In the summary J. In Stepanov's classification, there are two main classes of Lithuanian verbs: intransitive and transitive. — ir These classes differ from each other in four characteristics. The first class is characterized by: 1) TAT-, TET-, TIT-, TIR-type roots with short vowels su (T — denotes an explosive consonant, a R — sonata, A, E, I — corresponding types of vowels); in the present time these roots acquire insertion -or a format -st-, or both; ir present tense 2) ending -a; past 3) participle ending -0; 4) effective intransitive meaning (the verb cannot have a suffix), e.g. aiika, nebko, akti; gefida, shame, disgrace. The characteristic features of the verbs of the second class are the following: 1) TER(T) type roots with long su diphthongar s; present tense 2) ending - almost; 3) past participle ending -ė; effective 4) transitive meaning (the verb usually has a suffix, Denoting the object of the action, e.g., "digging the earth"): ends, finished, finish; crawling, crawling, crawling. (Cxenao 1975, 169). These two classes of verbs, opposed in terms of form-meaning, ir are the most abundant in Lithuanian. ir All other groups of verbs are described as differing from the main na classes by one or three of the above-mentioned characteristics. du iš Thus, all Lithuanian verbs are divided into total iš į 13 Classes. For the first main class (I, under all 1) four attributes still belonging for example, bjra, biro, birti; lifiksta, liūko, lifikti etc. ir The plural is jų associated with su the corresponding verbs of the second basic class, characterized by transitivity, e.g.: byra, biro, birti bėria, bėrė, befti; liūksta, liūko, lifikti lefikia, leikė, lefikti etc. | | ir Class 2 (I, differs from 2) the first by one sign Verbs of this class in all forms have a long root vowel, e.g.: — returns, returned, return; nyksta, nyko, nykti. The verbs of this class, correlating with others in terms su of transitivity, are less commonly associated with derivative ir verbs, e.g.: nyksta, nko, nykti naikina, naikino, naikinti: sprogsta, sprégo, sprogti detona, su eksplodino, eksplogdinti. The third class — — (I, consists only 3) of verbs with different past du tense endings — - Uh, o ne -o: die, died, mifti; born, born, born. Į fourth grade (I, 4) distinguished verbs in the interpunctusu al forms of the -unreal time. Moreover, they are of incorrect semantics, they do not mean transition to a state, but movement or actions directed to the result of the action, e.g.: kaiika, kako, kakti; letter, ore, find. Such a grammatical meaning, when the verb denotes an action, the directed result of the action, a realy changing object, is called an ineffective transitive. The fifth class (I, 5) consists of verbs already į inserted o ne į be -n-, but the same ineffective transitive semantics, e.g.: brūka, brūko, brūkti; Lip, lip, lip. The sixth grade (I, differs 6) from this by one sign of the past — tense end -ė, from o the main class with another, semantic, ir e.g.: dėga, dėgė, dėgti; ķēpa, ķēpē, ķēpti. ! Primary, such as ir "In Lithuanian Grammar" (V., 1971. T. 2.) These are the verbs that are not considered derived in the current language, because they do not have suffixes or prepositions, all three of which are two-syllable. r 169 Six classes are also allocated to the second main class. The first (II, 1) consists of most of the effective transitive verbs, in addition to the intransitive ones, e.g.: keičia, keitė, keisti (cf. kirita, kito, kisti), mefkia, merkė, merkti (cf. mirksta, mirko, mirkti). The second class (II, 2) is characterized by one distinctive feature — diphthongs with e-type vowels in the present tense root, and long vowels in the past tense root, e.g.: bėria, bėrė, befti; creates, core, bitter. The third class (II, 3) consists of verbs, which differ from the main class also only in the root structure. The relationship of present, past and common root here is the same as in the second class, only the common root form here is TIR (and not TER), i.e. with i-type vowels. E.g.: praise, praised, praise; iria, yré, irti; stab, stabbed, stabbed; knuckle, knuckle, knuckle. The fourth (II, 4) consists of a class of verbs with two distinctive features: the present tense ending -a (not -ia) and a different root structure. The relation of the communicative root to the past and present tense roots is the same as that of the third class, e.g.: gina, gynė, ginti; mine, mined, mined; weave, weave, weave. The fifth class (II, 5) is characterized by the fact that the long root vowel here is not generalized to the whole paradigm (as in the main classes), but is present only in the past tense and the communicative root. For example: drebia, drėbė, drėbti: dréskia, drėskė, drėksti; threaten, threatened, threaten. The sixth class (II, 6) consists of 2 groups of verbs: a) sown, sown, sown; guess, guessed, guess; jogging, jogging, jogging; (b) bliduna, blidvė, bliduti; jiduna, jidvė, jiduti; crying, crying, crying. The present and past tense stems of these groups of verbs vary in dialects (bliduna < bliguja). Their characteristic meaning is the ineffective transitive. Finally, there remains one class, which can only be distinguished with respect to both basic classes (I, 7—1I, 7), because the present tense root has a strong vowel of origin, and the past tense one of weak degree, e.g.: kemsa, kimsho, kimšti; flea, flea, flea; kefta, kirto, kirsti. According to semantics, these verbs are also different — some effective transitive, others effective intransitive (Ibid., P. 169— The regularities of the meaning and form of verbs reflected in this classification show that the two spoken classes of verbs with different root structure and unequal endings, as well as correspondingly having unequal semantics, comprise only a part of the verbs (about 42 pairs). Therefo179). re, only a small number of intransitive verbs have transitives that correspond to them in all four of the above-mentioned terms. Others can only be compared with derived verbs or verbs of a completely different root, other lexicons. The formerly strong contradiction between intransitivity and transitivity in Baltic languages is now broken, and in some Latvian dialects it can be considered completely dissolved (Kazlauskas 1968, 355). Considering in particular the last intermediate class of Lithuanian verbs, the transitiveness of Lithuanian verbs is characterized in three cases: 1) the root relationship TeRT —| TiRT can occur in the same verb paradigm (as in the verbs of the last class), e.g.: perka, pirko, pirkti; press, press, press; 2) it is characteristic of two separate correlating verbs, e.g.: sv @Fti | svirti, ž Fti | žirti; 3) verbs can be linked by meaning, but in terms of form they are not related at all, they are completely different lexicons. In general, the latter case is illustrated by verbs whose conjugation is not regular either in terms of form or meaning. For example, both gėlti and gilti have the same meaning in present-- day language, "to let the snake bite", although it should be characteristic only of the first. In addition, the first has other meanings, such as "to hurt very much", "to be very cold", which would be 170 more appropriate for the second, but the latter is not characteristic at all. If we compare the form-related néria, nėrė, nėrti (to the water) and nyra (sinks), niro, nirti, one could expect that the former would be transitive. But this is not the case. It is a motion verb that does not require a suffix. Some of the regularly conjugated verbs exist only in different Lithuanian dialects (one in one, another in another) or in different Baltic languages, for example, Lithuanian svilti and Latvian svel’u svelt (CrenaHoB. Yka3. cou. 180—183). Another irregularity of verbs is that, as can be seen from the classification, they all have the same communicative ending -ti, despite differing in root vowels and present and past tense endings. Some verbs of similar phonetic structure become homomorphic, i.e., they become homomorphic in the form of completely different words of the same phonetic structure (Jakaitienė 1980, 43), cf. lipti (limpa, lipo) (1, 4) || lipti (lipa, lipo (1, 5). By the way, these verbs, as well as several others, have the same past tense forms. At first it may seem that such overlapping forms (cf. the still future forms vifFs (vérrda, virė) (1, 6) || vifs | viFsta, virto (I, 1)) are not compatible with the purposeful nature of the language sign. However, such forms do exist in the language and, it can be said, that their overlap is usually not even noticeable. This is apparently partly explained by the fact that all forms of each word are associated in the consciousness of the speakers as a single whole on a semantic basis. According to Vinogradov, meanings in language form paradigms (strings) connected by internal links, connected by a common element or characteristic, and primarily relate within these paradigms. These sequences in turn, on the same basis, enter the paradigms of the higher rank, and so on. And paradigms not only relate to each other, but are also related to each other, one depends on the other. This is the systemic nature of language. Therefore, in this system, various cases of homonymy are possible, where two meanings belonging to different, sometimes very distant paradigms are expressed in forms of the same form (Bunorpamas 1975, 297—298). This could be shown by the fact that in the “Dictionary of the Contemporary Lithuanian Language” (V., 1972; hereinafter — DLKŽ) there are four pairs of primary verbs with past tense and communicative homoforms: 1. Dija, dūjo, duiti (I, 1) 1. withdraw some gas, fog. 2. to lose reason, to waste. 2. Dūja, dijo, dūiti (II, 6) to run dumpily: Dūiti home. 1. kerpa, kifpo, kifpti (I, 7—11, 7) 1. rézti scissors: Cut hair, beard, nails. Sheep shear shears. 2. cut the fabric with scissors, prepare for sewing: Cut the shirt. 3rd Prk. eat, squeeze, hurt: A drinker cuts his tongue. The cold ears cut. 4. šnek. have fun going: That mow through the field. 2. kirpsta, kirpo, kirpti (I, 1) see gižti. Lipa, lipo, lipti (1, 5). 1. go, step up or down; climb: Climb a mountain. Climb the mountain up and up. Climb a tree. Get off the train. Climb from the roof. Climb over the threshold, over the fence. Don't get out of bed (get sick). All the goats climb on the fallen tree (fiction). 2. prk. kėlus virsti per kraštus: The dough rises from the crust. 2. Lim171 pa, lipo, lipti (1, 4) 1. kibti, klijuotis: These glues stick well. The snow sticks to the feet. 2. turéti atraukimą, kibti: Guys stick to her. 3. to be contagious: Lymphatic disease. Warm limpa. 1. die (die), died, die (I, 1) 1. end get, die: died in the front, in battle. He died at the hands of the enemy. 2. to disappear, to fall: All the jewels died. Where did you die? The last hope has died. Noble deeds remain unchanged. 3. to struggle, to fight: A lively woman during days with children. 2. Ziista, mirė, mirti (I, 4) r. fishing: We live in a lake with a net. The men went out to die. As can be seen, the last two verbs can be considered almost true homonyms, since their and the present-- time forms would also coincide if they did not differ in the frequency of variants. It is considered that the language avoids lexical homonyms, i.e. words that have all forms that coincide (Crenaxos 1975, 27). This is also evident from the examples already given —verbs having the same forms, being words of different lexical meanings, differ from each other by at least one sound or at least one suffix. The present tense and communicative forms of the different adverbs (homographs) are found in the DLKZ in two forms: 1. Brėsta, bréndo, brėsti (I, 1) 1. to be made fit for use; ripen (about fruit): Cereals, nuts ripen. || prk. : The plan is maturing (evolving- ); 2. to go to mind, to strengthen: Grows, but immature. || prk. : Ideas are coming up. 2. bresta, brefito, brėsti (I, 1) rot, fertilize: Logs are ripe outside. About the homonymy of these verb forms can be spoken, of course, only with the reading of unpronounced texts in mind. In the paradigms of these two verbs, in addition to the difference in preposition, there are also unequal past tense stems (-d-, -f-). Both of these features distinguish these verbs as words of different lexical meanings. Grammatical classification, as we have seen, is based on the more general four features mentioned above, which are related to grammatical semantics, encompassing certain groups of lexical meanings. Therefore, in this classification, brėsti and brėsti are to be classified in the same class. A large number of verbs (23 pairs) coincide only in the communicative. Among them, as in the examples already given, there are both those that belong to the same classification class and those that are assigned to different classes. Most interesting is that most (18 pairs) consist of verbs, one of which belongs to the main transitive class (with endings -ia, +), and the other — to the main intransitive class (with limbs -a, -o). Iš the same class (I, attributable 1) verb endings su -a, the -o communicative homoform has pairs: 2 1. Geida, shame, gésti(l, 1) 1. to be unsuitable, to lose good qualities: The machine started to boil (faulty). Teeth gefida (curettage). Unseaded meat quickly gets wet (rotting). 2. prk. tvirkti, leisti: A man drinks without working. 3. Sick of rabies, siusti: Dog gefida. 2. Eat, eat, eat (I, 1. 1) fading to fire, light; blösta: Fire, candle, embers burning. The heat of the evening is fading. 2. prk. weak, decreasing: Health is already deteriorating. The pain is unbearable. It's the last hope. l. Changing, other, changing (I, 1) 1. change: In nature everything is constantly changing. It's a bit chilly. People's consciousness is changing. 2. Kiuda, kido, kisti (I, begin 1) to grieve, to tear, to tear: Shirt kinda. 172 Two more pairs of verbs have communicative homoforms next to the present and past identical endings -ia, -ė. For example: : Feeling, feeling, feeling (II, 1) 1. experience, feel inner experiences, feelings: Feeling pleasure, pain, sympathy. || sngr. I feel refreshed. 2. to be able to experience, feel external impressions: Feel cold, smell, taste. 3. anticipate, perceive: to feel danger. I feel it with money. || sngr. I don't feel guilty. 2. feel, feel, feel (II, 1) r. make a mess, feel, translate: Feel cabinets, chests. 1. raging, raging, raging (II, 1) 1. To cover or cover up: Shoulder wraps scarf. Wrap a scarf on the shoulders (from the shoulders). || sngr. : Fear the furs. 2. supti: The army rages on the enemy. 3. to throw grains in the wind so that chaff or lesser grains can be separated: to shred rye. Bring the raging goldfish. 4. lašstyti, išdažkauti, dūkti: Children are raging. 5. škaljati, roati: A terrible storm is raging. The wind is raging, thunderstorm. 6. uncontrollably dominate, arbitrarily, take power: Robbers are raging. Diseases, epidemics are raging. 7. throw, burn: Paper rages į the furnace. 8. spin the heads (about cabbages): The cabbages started to rage. 9th prk. fun things to do (go, beat, drink): Go home, man! That raged with a belt (crossed)! Little by little, he rages (drinks). 2. siaūdžia, siaūdė, siaiisti (II, 1) 1. maloniai šlamėti, ošti, gausti: Wherever you hear, there is always fun: šlūma, siaūdžia, ūžia. The wind was blowing, the pine trees were raging. 2. sound (e.g. pleasantly): People's hymns raged quietly. "Screaming Bee (D.)". The birds in the woods are terrifying. Two verbs have a homographic communicative next to the same endings (-a, -ė) and differ especially in the relation of root vowels in the paradigm, belong to different classes, cf. 1. Mina, myné, minti (II, 4) 1. to press with the feet, to trample: Minti meadow. You think dirt (klampoti). He walks daily on the groomed paths. Clay, peat kneading (kneading). Carrying straw in the stall. || sngr. The potatoes are under my feet. 2. to put a foot, to stand, to lean on the feet: Knead on this stone. You're in the dirt. 3. to separate the fiber from the October: Linus minti || sngr. : Are the flax seeds good? 4. to process, soften: Furs, skin weaving. 5. pressing the foot, paminą: Minti ratelį (spinning). Mindumples. ti A foot-moving machine. 6. go, step: It is densely mined. Mine in place. 2. Ména, minė, mišūiti (I, 7-11, 7) 1. to keep in mind, not to forget: Menu my childhood. I can't remember when it was. 2. revive in consciousness, remind: Childhood is every corner. 3. guess: I'm thinking. I think tomorrow will be clear. 4. given (name): Who told you the name? In other cases, verbs with different endings have overlapping communicatives. One ending of two such pairs of verbs -a, -ė, kito o -a, -o. Pva. : 1. Smoke, smoke, lock (1,6) 1. piercing, pinching: Hole to lock: Smoke, smoke, ir smoke, smoke, smoke. 2. prk. rudely, uncertainly what to do, krapštyti: Lock the glove. 3. rhythm. dz. digging, rawing: Beetroot keys. 4. prk. snail. harm, deceive; drawing cards? Look, he's smoking you. 2. Radka, smoking, smoking (I, (I, 1) decrease 1) hole, squeal, act: The lake is closing. 1. Sequence, followed, follow (1, 6) 1. go, go after: Please follow me (following me). Follow in whose footsteps. A dog follows a man. Follow the horse (art.) 2. track a moving object: It is the shadow of a fish. Track the flight of the plane. 3. Monitoring (ppr. secretly) someone- 's actions in order to clarify: Track enemy movements. Track the enemy agent. Watchful jį eyes follow. 4. studying į a subject, interested in: Follow the latest science news. 5. observing (true path): A good horse ir follows the road at night. 6. to do as another does, to repeat, to imitate: ska my Jis 173 teacher. The girl followed her grandmother's words (he repeated). Take my advice. 7. tell: A fairy tale to follow. 8. reborn: Son of a successful father. 2. Seika, sowed, reap (I, 1) 1. decrease, decrease (about water): The river is now drained. || Raw materials resources are decreasing dramatically. 2. prk. decrease: Health decreases. Other pairs of verbs) (15 communicative homoforms are those of which one belongs to the main transitive class has endings ir -ia, -ė, other intransitive o has endings — ir -a, -o. For example: (for the sake of brevity, in the following examples the communicative is given first, as in dictionaries): ir 1. Bafkšti, -Skia, -škė (II, 1) 1. squeak: The rain is already pouring. 2. squeaking ride: A carriage is squeaking on the highway. 2. Bafkšti, -ta, barško (1, 1) rhythm. The peas are already barking. 1. BufFbti, -ia, (II, -ė 1) 1. burzti, birgzti: The plane is bursting. The wheel spinning a bubble. 2. to speak unclearly, to murmur. 3. polluted (about flies): Flies buzze the windows. 2. "Bubti, -sta, (II, -o ryt. 1) Tinted, tinted-free: The voice is buzzing. The cold nose burps. 1. Heating, «here, -the (II, 1) 1. put on the fire a dish to warm, boil: Heating pot, boiler, water. Cook dinner. 2. snail. go fast, run, run: That's a man! 2. Band, -sta, -to (I, 1) 1. hot, warm (from fire, friction): The stove is already hot, it will be hot soon. 2. shusti, pūti: Hay, flour, grains (wet) are heated. 3. sweating: It gets hot. The horse is hot. 4. blush, burn of shame anyway iš what ar excitement: When lying, the ears heat up. 1. Kaūšti, -ta, (I, -o girtam 1) darytis, svaigti nuo alkoholio: Įgėrusių galvos kaušo. 2. Fight, -ia, (II, -ė 1) 1. greedy drink, eat: Milk to be pumped. The child is making porridge. 2. drink intoxicating beverages: They're brewing beer. 3. Kaūšti, -ia, (I, skobti, -ė rausti: 1) Akmenyje duobę kaušti. 1. Niūkti, -ia, (II, -ė 1) 1. ingzti, miekti: I hear someone knocking on the už door. Nebylys only destroys ir nothing else. The patient barely breathes. 2. dusty abundant, sharp: Autumn forest. The wind blows. 3. dz. rhythm. Speak: It's been a long time. 4. snail. to call ką for: The lazy one has to be thrashed. 5. snail. uiti, barti: He's raping his ir children. 6. snail. heavy to carry, drag this ar way ką work: Snoop ir snoop tą water. 2. Niūkti, -sta, (I, -o withdraw2) ing with clouds, niauktis: The sky began to niūkti. 1. Nokti, -sta, (I, -o 1) 1. ripen: Berries, fruits, grains are ripe. Cheese is ripe. 2. weak, weakness: Mother is still in bed with illness. 3. develop: Néko riita, noko mėta, néko lelie (d.) 4. intestine. hunger, starvation. 2. 2nd ed., 2nd ed., -ė 2nd ed. 1) to follow, iš to chase: that Tu must always ripen. 1. Pafpti -ia, (II, to give a -ė repetitive, 1) discordant, monotonous sound; burzti, plerpti: The motorcycle rattles. The old man pulls the iš smoke from the pipe. Griežle parpia. 2. prunkšti, šnarpšti: Horses parpia. It's just a whirlwind. 3. wheezing, throbbing: The throat is wheezing. The voice cracks. 4. snoring, sleep. 2. "Pfpti, -sta, (I, -o snake. 1) pampti; sprinkle: Radishes started to puff. 1. Piépti, -ia, (II, thinly -ė screami1) ng, chipping: The geese are chipping. Ji only beeps, o ne singing. 2. "Pickup, -sta, (I, -o snake. 1) weak, weakening, destitute. Pufpti, -ė -ia, (II, 1) 1. snoring when going to sleep; purr, snore: purrs like a cat. Ar won't be enough splashing, get up! 2. birbti, birgzti: Motor, motorcycle purrs. 3. murkuoti (about a cat). 4. snail. loudly srėbti: Eat the soup nicely, don't puff. 5. fly, fly with wings beating: Putpelés pufpdamos pakilo iš po legs. 2. "Puff, =sta, (I, -o see. 1) Squeeze. 1. Raūti, -ia, (II, kasti, -ė knisti, 1) versti: Pit, earth to dig. The boar is ploughing the meadow. || sngr. The cancer is rummaging through the mud. 2. Raiisti, -sta, -do (I, 1) 1. darytisi raudonam: The tomatoes are already red. The east is raining. 2. from cold, iš shame 174 blush: He blushes and babble. Shaking cheeks. He's crying out loud. 1. hurt, hurt, hurt (II, 1) see skriausti: Everyone hurts me. 2. Pain, pain, painful (I, 1) get hurt: Headache. "Beer's Head Aches" (PDF). 1. Skilti, skfla, -o (1, 1) 1. trūkti: A scaly tree splits well. The oak does not decay. 2. split, splitting: The lips split from the wind. 3. hatch, emerge from the egg: Geese are already hatching. 4. divide, split: The organization split into groups. 5. to break into pieces, to decompose: Atoms of some substances decompose by themselves. 2. Skilti, skyla, skyla (II, 3) 1. splitter to get fire: Fire was splitted with a splitter. 2. cross, split: Split him in the ear. 3. speak. to run hard, to ride, to rain: This is a hare splitting in the field. 1. Skuisti,-sta, -to (I, 1) žem. to be rude, to be mean. 2. Skuisti, -čia, -tė (II, 1) ground. see section 2. 1. sufikti, -ia, -ė (II, 1) to taste liquid; press, to go hard: The potatoes are already cooked, you need to press. Honey, wax to weigh. 2. Suūikti, -sta, -o (I, 1) sunkėti: My head is already heavy, I want to sleep. 1. Tinti, -a, tyné (11, 4) 1. beat the dagger: Men tina the daggers. 2. šnek. mušti, dūžyti: began to swell; stick over the sides. You'll get tinnitus. 2. Tinti, -sta, -o (1, 1) abnormally expand, bulge (about tissues): The hand swells. I'm hungry. These examples suggest that the common nouns of transitive and intransitive verbs of different classes are tolerated in the language. This is, apparently, because of that. that the speakers feel a paradigm- -like connection, that the interlocutors are assigned to different paradigms. In addition, the supporting forms of the verb paradigm in linguistics have long been considered to be the present and past forms, rather than the communicative, cf. the existing 4 pairs: kaisti (kaičia, kaitė) || kaisti (kaista, kaito); kaiisti (kaūšia, kaiisé) || kaūsti (kaista, kaūšo); hurt (hurt, hurt) || hurt (hurts, breaks down); split (split, split) || split (split, split). Seeing that homoforms are maintained and paradigms are consistently distinguished, it is difficult to imagine that they could change in any way. However, already from the presented classification of verbs it was clear that the former paradigms are considerably diverged and distorted. Do these paradigms and their interrelationships not indicate a tendency to continue to change? One of the assumptions of change is that in language paradigms are not only distinguished from each other, but also to a certain extent related to each other, one depends on the other. And they are linked by the commonality of both form and meaning. The consonance of words, their phonetic similarity also affects their perception, reflects their semantic connections (BunuorpajosB 1976, 298). The spoken verbs of the related root are phonetically very similar. In addition to the past tense, there are also the present tense, the future tense, the present participle, the present participle of the past tense, the present participle of the present tense, the present participle of the present tense, the present participle of the present tense, the present participle of the present tense, the present participle of the present tense, the present participle of the present tense, the present participle of the present tense, the present participle of the present tense, and the present participle of the present tense. Therefore, a considerable number of these verb forms are neutral in terms of formal transitiveness. In this sense, overlapping communications can be seen as a source of neutralization of this opposition. It will not be discussed here that the communicative has an influence on the leveling of this opposition because it can be used to level the root vowels of present tense forms (Zinkevičius 1981, 90). Having in mind only more different communications, it is already possible to expect a greater difference in their paradigms, even if the communications differ only by coincidence. MRLs detected 175