Grammatical categories of the verb
![3INTRODUCTION
Grammatically the verb is the most complex part of speech. This is due to
the central role it performs in the expression of the predicative functions of the
sentence, i.e. the functions establishing the connection between the situation
(situational event) named in the utterance and reality. A verb is often defined as a
word which shows action or state of being. The verb is one of the principle parts of
the sentence. Recognizing the verb is often the most important step in
understanding the meaning of the sentence. From the morphological point of view
the verb is characterised by a complex system of categories the main of which is
the category of tense. It serves for expression of time-distinctions. With this
category presents the most troublesome problems for a foreign student to master.
So this category should be thoroughly investigated to escape problems with the use
the right verb form in one or another situation. In the intricate tapestry of language,
verbs stand as dynamic components, bearing the responsibility of conveying
action, states, and relationships within sentences. Central to linguistic analysis,
verbs possess a myriad of grammatical categories that intricately shape the
structure and meaning of utterances. From the expression of tense and aspect to the
portrayal of mood and voice, the grammatical categories of the verb offer a
window into the intricate workings of language systems across the globe. Also this
research endeavors to delve deep into the multifaceted nature of verb categories,
probing the underlying principles that govern their manifestation and usage in
diverse linguistic contexts. By embarking on this journey, we aim to unravel the
complexities inherent in verb categorization, shedding light on both universal
patterns and language-specific nuances. The President of our country Shavkat
Miromonovich Mirziyoyev is also creating excellent conditions for our youth to
get a good education. Under the leadership of our President, great changes are
taking place in education, art, culture and social life in our country. In an era
dominated by digital communication, the ability to convey thoughts, ideas, and
emotions effectively has become more crucial than ever [1,91].](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_3.png?v=1)
![6CHAPTER I. INTRODUCTION TO VERBS .
1.1. Definition of verbs
Grammatically the verb is the most complex part of speech. First of all it
performs the central role in realizing predication - connection between situation in
the utterance and reality. That is why the verb is of primary informative
significance in an utterance. Besides, the verb possesses quite a lot of grammatical
categories. Furthermore, within the class of verb various subclass divisions based
on different principles of classification can befound. Semantic features of the verb.
The verb possesses the grammatical meaning of verbiality - the ability to denote a
process developing in time. This meaning is inherent not only in the verbs denoting
processes, but also in those denoting states, forms of existence, evaluations, etc.
Morphological features of the verb. The verb possesses the following grammatical
categories: tense, aspect, voice, mood, person, number, finitude and phase. The
common categories for finite and non-finite forms are voice, aspect, phase and
finitude. The grammatical categories of the English verb find their expression in
synthetical and analytical forms. The formative elements expressing these
categories are grammatical affixes, inner inflexion and function words. Some
categories have only synthetical forms (person, number), others - only analytical
(voice). There are also categories expressed by both synthetical and analytical
forms (mood, tense, aspect). Syntactic features. The most universal syntactic
feature of verbs is their ability to be modified by adverbs. The second important
syntactic criterion is the ability of the verb to perform the syntactic function of the
predicate. However, this criterion is not absolute because only finite forms can
perform this function while non-finite forms can be used in any function but
predicate. And finally, any verb in the form of the infinitive can be combined with
a modal verb [1,17].
Classifications of English verbs
According to different principles of classification, classifications can be
morphological, lexical-morphological, syntactical and functional.](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_6.png?v=1)
![7A. Morphological classifications
I. According to their stem-types all verbs fall into: simple ( to go), sound-replacive
(food-to feed, blood-to bleed), stress-replacive (import - to import, transport-to
transport, expanded (with the help of suffixes and prefixes): cultivate, justify,
overcome, composite (correspond to composite nouns): to blackmail), phrasal: to
have a smoke, to give a smile (they always have an ordinary verb as an equivalent).
2.According to the way of forming past tenses and Participle II verbs can be
regular and irregular.
B. Lexical-morphological classification is based on the implicit grammatical
meanings of the verb. According to the implicit grammatical meaning of
transitivity/intransitivity verbs fall into transitive and intransitive. According to the
implicit grammatical meaning of stativeness/non-stativeness verbs fall into stative
and dynamic. According to the implicit grammatical meaning of
terminativeness/non-terminativeness verbs fall into terminative and durative. This
classification is closely connected with the categories of Aspect and Phase.
C. Syntactic classifications. According to the nature of predication (primary and
secondary) all verbs fall into finite and non-finite. According to syntagmatic
properties (valency) verbs can be of obligatory and optional valency, and thus they
may have some directionality or be devoid of any directionality. In this way, verbs
fall into the verbs of directed (to see, to take, etc.) and non-directed action (to
arrive, to drizzle, etc.)
D. Functional classification. According to their functional significance verbs can
be notional (with the full lexical meaning), semi-notional (modal verbs, link-
verbs), auxiliaries [2,46].
V erbs are the action words in a sentence that describe what the subject is
doing. Along with nouns, verbs are the main part of a sentence or phrase, telling a
story about what is taking place. In fact, without a verb, full thoughts can’t be
properly conveyed, and even the simplest sentences, such as Maria sings, have one.](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_7.png?v=1)
![8Actually, a verb can be a sentence by itself, with the subject, in most case you,
implied, such as, ! and ! When learning the rules of grammar, schoolchildren are
often taught that verbs are ‘doing’ words, meaning they signify the part of the
sentence which explains the action taking place:
He ran away, she eats chocolate cake on Sundays, the horses gallop across the
fields. Ran, eats and gallop are the ‘action’ parts of those sentences, thus they are
the verbs.
However, it can be confusing because not all verbs are easily identifiable as
action: I know your name, Jack thought about it, we considered several
applications.
These are non-action verbs, i.e. those that describe a state of being, emotion,
possession, sense or opinion. Other non-action verbs include include love, agree,
feel, am, and have [3,72].
How to Recognize a Verb
As you can see from the examples above, one clue to help you recognize a
verb is its location compared to the subject. Verbs almost always come after a noun
or pronoun. These nouns and pronouns are referred to as the subject. The
verb thought comes after the noun Jack, so the action Jack (subject) was taking
was thinking (verb).
1. Mark eats his dinner quickly.
2. We went to the market.
3. You write neatly in your notebook.
4. They thought about all the prizes in the competition.
Here are some other ways to recognize verbs in a sentence:](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_8.png?v=1)
![19We came to Aunt Jane’s for Thanksgiving each year (past tense).
You should also remember that auxiliary verbs ‘do’ and ‘have’ are also irregular
verbs:
I do agree.
He does it often.
We have done our homework early.
They do their homework on Fridays [4,36- 39].](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_19.png?v=1)
![201.2. Importance of verbs in sentence construction
A verb is a part of speech used to describe motion or convey a subject in action.
Examples of verbs include walk, shop, jump, read, etc. Verbs have specific tenses
based on how you use them. Present tense indicates the verb is occuring in the
moment. Past tense means the action has already taken place. In addition, future
tense specifies the action that will take place at a later time (future). Verbs are a
very important part of speech because without them a sentence cannot exist. They
serve several purposes within a sentence:
Make a statement – The dog ran home.
Help to ask a question – Did he run home?
Give a command – Run home.
Express action – The dog ran after the ball.
Express a state of being – The dog is tired from running.
There are five types of verbs that help make a sentence:
Action verb – express an action that is either physical (talk, run, fall etc.) or mental
(think, hope, choose, etc.)
Linking verb – links the subject of a sentence to another word: appear, be, feel,
grow, look, remain, seem, smell, sound, stay, taste, etc.
Auxiliary or Helping verb – changes the tense (when something happened), voice
(relation of the subject to the verb and is either active or passive), or mood (a
statement of fact, what might or could be, or give a command or plea): be, do,
have, can, may, shall, was, will, etc.
Transitive verb – transfers the action from one noun to another and always has an
object that receives the action of the verb or completes the meaning of the verb:
Bill took the job.
Intransitive verb – doesn’t transfer action so it doesn’t have an object: The phone
broke [5,289].
Verbs are very important for language development because they allow children to
start building sentences. The choice of verb determines the grammatical form in a
sentence. Children who use more verbs have more advanced grammatical skills.](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_20.png?v=1)
![21Most children use at least 40 verbs by the time they are 24 months old. You can
help your child learn new verbs by doing the following:
Keep a list of the verbs your child understands and says. Keeping track will help
you know which new verbs your child is learning each month and how many.
Think about things your child likes to do. This will help you include new verbs in
their vocabulary by associating verbs with their interests.
Show your child what a verb means. Whenever possible, try to do the action while
you say the verb in a short sentence.
Repeat the verb often. Children need to hear new words many times before they
start using the words correctly themselves.
Verbs are important because they help children communicate about different
events in their lives by combining words into sentences. By understanding what
verbs are and using some of the tips from above, you can help your child learn to
use verbs and increase their overall expressive language.
The results show that sentence onset latencies varied in relation to the presentation
of the verb elicitor, suggesting that sentence processing depends crucially on
having access to the information pertaining to the verb. What is more, increases in
the lexical frequency of the actual verbs used significantly reduced onset latencies
for the subject noun as expected if the verb lemmas have to be retrieved before the
sentence can be processed. Among other things, this argues against strict linearity
and in favor of hierarchical incrementality in sentence production. Additionally,
the results hint at the possibility that other obligatory sentence constituents
[namely, direct objects (DOs) in transitive sentences] may also have to be available
before the sentence can be processed [6,91].
Sentences are not born fully formed: they are the product of a complex process that
requires first forming a conceptual representation that can be given linguistic form,
then retrieving the right words related to that pre-linguistic message and putting
them in the right configuration, and finally converting that bundle into a series of
muscle movements that will result in the outward expression of the initial
communicative intention. At issue is the question of whether it is possible to start](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_21.png?v=1)
![22preparing a sentence for production before some structurally critical sentence
constituents are, at the very least, conceptually available. That is, whether a
speaker can, on knowing what the topic/subject of a sentence will be in an SVO
language such as English, put the machinery in motion even if the rest of the
utterance is still un(der)determined. It is not hard to imagine that, in certain
circumstances, the topic of the sentence may be selected before anything else is.
For example, it has been found that often more salient entities tend to be encoded
as subjects of sentences, with flow-on consequences for the rest of the sentence
(e.g., passive vs active voice, or alternative perspective descriptions). On the one
hand, this could mean that prominence dictates which entity takes the topical
function of sentence subject in English, perhaps, as Bock et al. Review concludes,
because this prominence correlates with predicability. Such a scenario is
compatible with the considerable amount of evidence pointing to the incremental
nature of sentence production. According to this, speakers do not necessarily wait
for all the bits and pieces of a phrase or sentence to have been processed and set in
their places before they start uttering it. However, incrementality in sentence
production does not necessarily imply that processing follows the sentence’s
surface form. For sentences to be more or less freely assemblable on the basis of
constituent availability and in a strictly linear manner, the processing of earlier
constituents should not depend on requirements of later constituents—i.e., the
subject could constrain verb choices but it should not itself be constrained by a
verb’s specifications. But this condition does not always hold: for example, in
languages with rich morpho-syntax where the specific relationships between
constituents matter for the final form of the sentence strict linearity would be
unfeasible. And even in languages with more impoverished morpho-syntax such as
English, there are dependencies between different sentence constituents that would
be expected to limit the extent to which some parts of a sentence can be processed
separately from other later coming parts [7,31-33].
That is, there are underlying structural relationship between different constituents
in a sentence that can only be properly established once all the constituents in](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_22.png?v=1)
![23question are available to the speaker. This may explain why much of the evidence
for linear incrementality concerns optional constituents such as adjectives and
prepositional modifiers of a noun , while research on full sentences has tended to
support a more hierarchical incrementality where the processing of certain
constituents does seem to depend on the processing of later ones with which they
are structurally related. Hierarchical incrementality presupposes that speakers
cannot start processing a sentence on the basis of a single constituent, but instead
need to have at least a rough idea of the overall relationships between the
constituents within that sentence. A strong version of the hierarchical
incrementality account would require access to specific lexical items such as the
verb to enable building the initial sentence outline since some structural
relationships are based on individual word specifications (e.g., nothing in the
semantics of “donate” and “give” explains why the receiver can be an object for
the latter but not the former: “the gentleman gave/ ∗ donated the library his books”)
[8,12].
That would be lemma-driven scaffolding. A weaker version, structure-driven
scaffolding, proposes that the basic hierarchical structure could be derived from the
more abstract conceptual representation of the communicative intention, before
specific lexical items are retrieved. Both possibilities are compatible with the
finding that, when describing a picturable event, speakers appear to use the first
few hundred milliseconds, around 300–400, scanning the whole scene before
settling on the component of the scene that would be produced first. It is also
possible that both lemma-driven and structure-driven scaffolding operate during
sentence production—syntactic processing is not monolithic, and it may allow for
different circumstances favoring the engagement of different mechanisms. Given
the central role verbs play in sentences, one straightforward prediction that can be
derived from hierarchical incrementality is that either the verb or the conceptual
representation underlying it (which will be referred to as the “action” henceforth1)
should be essential for initiating sentence production.](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_23.png?v=1)
![24That is, it should not be possible to start preparing a sentence before the action is
known since it is what ties the different participants in an event together and what
will ultimately, in the form of a verb, underpin the relationships between the
different sentence constituents. In fact, early psycholinguistic accounts of sentence
production assumed verbs played a critical role in the generation of a sentence by
being responsible for its basic structural shape—an assumption that has found
some empirical support from, among others, eye tracking and priming experiments
found facilitation during picture description when the action in the sentence to be
produced had been linguistically primed, but not when the subject had been
visually primed, suggesting the verb plays a major role in sentence planning [9,58].
And Hwang and Kaiser found that the action region was fixated before the subject
region during sentence production in English. In sum, there are reasons to believe
that the action/verb is processed early during sentence production. Densities and
quartiles of subject noun latencies in ms relative to onset of the Person image for
the three Verb Types and the four Presentation conditions of interest: two based on
presentation order of the Person and the Action, and two based on presentation
order of the Person and the Thing. The length of the shapes reflects the spread of
latencies and the width is an indication of the number of observations at any
particular latency point. The lines divide the data into the longest 25% onset
latencies, the second longest 25% onset latencies, etc. The diamond shapes denote
the mean onset latencies of each group. not all published evidence points to verbs
being necessary to start uttering a sentence. Schriefers et al. Found a semantic
interference effect on the verb when the sentence was Verb-Subject (in German),
but not when it was Subject-Verb, which implies processing of the verb was not
interfering with processing of the subject when the latter was uttered first.
Additionally, while some authors have found that the verb’s internal arguments
[i.e., direct objects and subjects of unaccusative verbs] depend on verb retrieval for
their processing, some of this research also finds that typical subjects (i.e., those in
transitive and unergative sentences) do not. In particular, Momma et al. Have
found that the time it takes to start uttering a sentence increases when there is](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_24.png?v=1)
![25semantic interference affecting the verb, but this only happens for sentences where
the DO precedes the verb, or when the subject is semantically more related to a DO
than to a typical subject, but not when the first constituent in the sentence is a
typical sentence subject. This difference between the reliance on verb access of the
two types of verbal arguments could be explained by the closer relationship
between verbs and their internal arguments than between verbs an their external
arguments, but it puts into question the notion that verbs are always necessary for
overall sentence processin [10,117].](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_25.png?v=1)
![27CHAPTER II. THE SYSTEM OF THE VERB IS REPRESENTED BY TWO
SETS OF FORMS FINITE AND NON-FINITE FORMS.
2.1. The non-finite forms: infinitive, gerund, present participle
The non-finite forms (the verbals) are the Infinitive, the Gerund and the
Participle. They are not formally related to the doer of the action: the relationship
is semantic, that’s why they have no categories which formally mark the
relationship between the action and the doer of the action (no person and no
number), no categories of predication (the tense, the mood) – they can’t be used as
the predicate of the sentence, however the Infinitive and the Gerund can generate
one-member sentences: No smoking! Why go there? To think of it! The Infinitive
has three grammatical categories: voice, time correlation, aspect. The Gerund and
Participle I have two grammatical categories: voice and time correlation. Non-
finite forms combine nominal and verbal features – they are partly verbs and partly
names (adjectives). This contiguity explains the attempts to refer the non-finite
forms to certain classes according to their functioning. Thus in some grammars the
Infinitive was referred to the noun, the Participle – to the adjective. As to the
Gerund it was a controversial point as it exists only in English and in Spanish.
Verbids are intermediary in many of the lexical grammatical features between the
verb and non-processual parts of speech. They render processes as peculiar kinds
of substances and properties while the finite forms serve only one syntactic
function (finite predicate). The non-finite serves various syntactic functions other
than that of the finite predicate. The opposition between the finite and non-finite
forms of the verb creates special grammatical categories. The differential feature of
the opposition is constituted by the expression of verbal time and mood. The
verbid has no immediate means of expressing time, mood and categorial semantics
and is therefore, the weak member of the opposition. This category can be called
the category of finitude: “Have you ever had anything caught in your head – Have
you ever had anything that was caught in your head” [11,264].](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_27.png?v=1)
![28The verbids, unable to express the predicative meanings of time and mood,
still express secondary or potential predication. The opposition of the finite verbs
and the verbids is based on the expression of the functions of full predication and
semi-predication: while the finite verbs express predication in complete form, the
function of the verbids is to express semi-predication building up semi-predicative
complexes. The English verbids include 4 forms: the infinitive, the gerund, the
present and past participle. The infinitive is the non-finite form of the verb which
combines the properties of the verb and noun. Serving as the verbal name of the
process, the English infinitive exists in two presentation forms: with and
without to: to-infinitive (or marked) – bare infinitive (or unmarked). The gerund is
the non-finite form of the verb which like the infinitive combines the properties of
a verb and those of the noun. The gerund also serves as the verbal name of the
process but its substantive quality is more stronger pronounced than that of the
infinitive. The gerund performs the functions of all the types of notional sentence
parts. The present participle is the non-finite form of the verb that combines the
properties of the verb with those of the adjective and adverb. It is homonymous
with gerund and is distinguishing the same grammatical categories of retrospective
coordinations and voice. The self-positional present participle performs the
functions of the predicative the attribute, the adverbial modifier of various types.
The past participle is the non-finite form of the verb which combines the properties
of the verb with those of the adjective, serving as the qualifying processual name.
This form has no paradigm of its own. The past unlike the present participle has no
distinct features, characteristic of the adverb. The main functions of the past
participle in the sentence are those of the attribute and the predicative. The
infinitive – gerund correlation. Both forms are substance-processual but there is a
clear-out difference between these forms. Gerund has a more substantive nature
than the infinitive [12,163].
It is also more abstract. Hence, these forms don’t repeat but complement each
other: “Seeing and talking to people made him tired.” – “It made him tired to see](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_28.png?v=1)
![29and talk to so many people”. In the first example the person is talking about are
general features of someone’s behavior. The second is one particular occasion. The
infinitive has more dynamic, more actional character, compared to corresponding
gerundial expressions: “For them to have arrived so early such a surprise!” –
“Their early arrival was so surprising.” This triple correlation being of a systematic
nature enables us to interpret it in terms of a special lexico-grammatical category
of processual representation. The infinitive and its phrase is dynamic, the gerund
and its phrase is semi-dynamic and the verbal noun and its phrase is static. Another
category within substantival verbids is the category of modal representation. This
category marks the infinitive in contrasts to the gerund and is revealed in the
infinitive having a modal force: “This is a kind of piece desired by all.” – “A kind
of piece that should be desired.” “Is there any hope for us to meet her in the
university?” – “A hope that we may meet this person in the university.” The
gerund – participle correlation. At present time there is a discussion if the present
participle and the gerund constitute different verbids or if they present one and the
same form. These forms are outwardly the same when viewed in isolation. And it
is not by chance that in the American linguistic tradition they are recognized as one
integral verb – ing. In treating the –ing forms as constituting one integral verbal
entity opposed on the one hand to the infinitive and on the other hand to the past
participle, appeal is naturally made to the alternating views of the possessive and
the common-objective nounal element in the role of the subject of the –ing form.
They are mostly observed in various positions of the sentence:
I felt annoyed at his (gerund) him (participle) failing to see my point at once.
I saw him crossing the street / his coming. I insist on him being invited [13,159].](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_29.png?v=1)
![32The category of aspect is a linguistic representation of the objective category
of Manner of Action. It is realized through the opposition Continuous::Non-
Continuous (Progressive::Non-Progressive). The realization of the category of
aspect is closely connected with the lexical meaning of verbs. There are some
verbs in English that do not normally occur with progressive aspect, even in those
contexts in which the majority of verbs necessarily take the progressive form.
Among the so-called ‘non-progressive’ verbs are think, understand, know, hate,
love, see, taste, feel, possess, own, etc. The most striking characteristic that they
have in common is the fact that they are ‘stative’ - they refer to a state of affairs,
rather than to an action, event or process. It should be observed, however, that all
the ‘non-progressive' verbs take the progressive aspect under particular
circumstances. As the result of internal transposition verbs of non-progressive
nature can be found in the Continuous form: Now I'm knowing you. Generally
speaking the Continuous form has at least two semantic features - duration (the
action is always in progress) and definiteness (the action is always lim ited to a
definite point or period of time). In other words, the purpose of the Continuous
form is to serve as a frame which makes the process of the action more concrete
and isolated.
Non-finite verbs are different from finite verbs because you cannot use them as the
main verbs in clauses all the time. These verbs do not always agree with the
subject or first argument in terms of number, gender, and person. Non-finite verb
forms are also known for lacking mood and voice. They only function as nouns,
adverbs, and adjectives. Sometimes, we combine them with a finite verb for verb
tense. All verbs except for modal auxiliaries have non-finite forms. A non-finite
phrase or clause is a group of words with non-finite verbs. There are three types of
non-finite verbs in the English language. I’ll break each down separately [14,15-
19].
Gerunds](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_32.png?v=1)
![33Noun Phrase
As noun phrases, infinitive phrases can be subjects or objects of sentences. For
example:
To die by your side is such a heavenly way to die [The Smiths]
In this sentence, the infinitive phrase to die by your side functions as the sentence’s
subject. Notice how there’s no specified doer when we use infinitives as subjects
of sentences. Here’s another example.
To err is human.
Infinitives can also function as objects of sentences. For example:
It was lovely to see you.
Infinitives With Other Verbs-Infinitives are often used with other verbs. For
example:
I want to read classic books.
She never fails to make me laugh.
You can also use many infinitives with one main verb in a sentence. For example:
I plan to buy a dress for an event, to cook dinner for my daughter, and to
spend time with my partner.
The infinitives to buy, to cook, and to spend all follow the verb plan. The most
common verbs that come before infinitives are convince, try, able, want, and like.
Infinitives as Modifiers-Infinitives can also function as adjectives and
adverbs. For example:
A recommendation to improve the public railway system in the city.
(adjective)
Lovely to look at, nice to hold. But if you break it, consider it sold. (adverb)](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_34.png?v=1)
![36 After spending all his money on cars and trips, Joel finally decided to
invest.
In order to travel to another country, you must have a passport.
Finite and Non-finite Verbs Can Look Identical-It’s okay if you can’t differentiate
between finite and non-finite verbs the first time as this skill requires thorough
analysis. Here’s an example of how these two types of verbs look the same.
I fried chicken because fried chicken is my favorite.
In this sentence, the first fried is finite. It tells us that the statement is in the simple
past tense. But the second fried is a past participle functioning as an
adjective. Fried modifies the word chicken. Learn Non-Finite Verbs-My guide has
shown you the definition and types of non-finite verbs. A non-finite verb is not the
main verb in an independent clause because it is not the action in the sentence.
Learning the different types of non-finite verbs and how to use them will help you
create shorter, better-flowing sentences [15,83-85].](https://docx.uz/documents/e96d5cf5-cb26-4a00-97df-1c54f27166b6/page_37.png?v=1)
Grammatical categories of the verb