Relevant bibliographies by topics / English tenses

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Academic literature on the topic 'English tenses'

Author: Grafiati
Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "English tenses"

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Muta, Jittra, and Nutprapha Dennis. "A STUDY OF TENSES USED IN ENGLISH ONLINE NEWS WEBSITE." International Journal of Research -GRANTHAALAYAH 4, no. 7 (July 31, 2016): 248–58. http://dx.doi.org/10.29121/granthaalayah.v4.i7.2016.2617.

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The purposes of this study were to analyze and describe English tenses used in an online news website and to examine which types of English tenses are frequently used in an online news website. The material in this study was 20 news in Mini-Lessons from B r e a k I n g N e w s E n g l i s h .c o m. The research instrument was a checklist which determines and categorizes English tenses as past tense, present tense, and future tense. The data collections were analyzed with the frequency and percentage. The research findings of the study showed that all using of English tenses in the 20 news from the Mini-Lessons were 279 sentences; past tense were 155 sentences (56%), present tense were 120 sentences (43%), and future tense were 4 sentences (1%). The most English tenses aspect of the news were past simple tense and present tense; past simple tense, present simple tense, present perfect tense, and present progressive tense, respectively. In contrast, breaking news used the least English tenses aspect of the news was past perfect tense, future simple tense, past progressive tense, present perfect progressive tense, and future perfect tense, while there were no used past perfect progressive tense, future progressive tense, future perfect tense, and future perfect progressive tense in the 20 selected breaking news.
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Pasaribu, Arsen Nahum. "EFL Students' Perception on English Tenses Mastery in Improving English Academic Writing." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 89–98. http://dx.doi.org/10.24256/ideas.v10i1.2612.

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This study seeks to uncover the perceptions of EFL students on English tenses mastery and their belief that English tenses mastery ensures better improvement in academic writing. The research was engaged in a mixed method. The quantitative descriptive method was utilized to study the students’ perceptions on English tenses mastery to improve their English academic writing in numerical form and percentage. The qualitative method was focused on the reasons for the students’ low competence and their belief that English tenses mastery can lead to the quality of writing. The data collection used Google form in multiple-choice and short answer forms. A total of 59 EFL students of the English Department of Universitas HKBP Nommensen who took the Academic Writing course participated in this research. The results show that: (1) most of the EFL students were familiar with all the names of the English tenses with a total of 62.7% (37 out of 59 respondents); (2) the most number of students (54.2 respondents) can employ some of the tenses in writing; (3) The main reason for the EFL students is unable to apply English grammar, particularly English tenses in writing practice was due to the lack of students’ English grammatical competence; (4) around 88.1% of the respondents (52 students) believed that mastering English tenses was the key to improve their writing skill. Accordingly, the teachers need to provide an effective method to advance the students’ competence in the use of the English tense in writing. For the researchers, the research findings provide basic evidence to investigate the issues in the future.
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Vebiant, Kiki, M. Iwan Wahyuddin, and Ratih Titi Komala Sari. "Rancang Bangun Media Pembelajaran Tenses English Berbasis Android menggunakan Algoritma Fisher-Yates." Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) 5, no. 4 (January 17, 2021): 407. http://dx.doi.org/10.35870/jtik.v5i4.246.

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English is a language that is widely used in various countries in the world. This makes english an international language and also must be studied in schools or even universities. In english, the verb used will be different at different times, places, and also events or it can be called a change in the verb (tense). So, learning and mastering tenses in english is the basis for learning or mastering english. This study aims to design and build an Android-based learning media for english tenses. The design applies a form of english tense quiz using the Fisher-Yates algorithm, which is a randomization algorithm that can randomize the order of the quiz questions so that the order of the quiz questions is not always the same and there are no repeated quizzes. The expected results will later become a learning medium for people who want to learn or master english and can understand the tenses in english.Keywords:Android, Fisher-Yates, Tenses, Learning Application.
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Park, Kyeong-Yeon. "Non-Normative Tenses in English RA Abstracts." Studies in Modern Grammar 114 (June 25, 2022): 93–110. http://dx.doi.org/10.14342/smog.2022.114.93.

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Normative verb tenses in the English research article (RA) abstract constitute the present in the rhetorical moves of Introduction, Purpose, and Conclusion and the past in Method and Product. However, non-normative tenses may at times appear. This paper looked at non-normative tenses in English RA abstracts. Based on a preliminary analysis of 20 RA applied linguistics abstracts, the study develops how non-normative tenses work in the genre of RA abstracts. Findings discuss writers’ intentions lying in each non-normative tense in each rhetorical move: the present perfect in the Introduction Move, the past in Purpose, the present in Method, the present in Product, and auxiliaries in Conclusion.
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Wahyuningtyas, Elisabeth Wulan, and Barli Bram. "BASIC TENSE PROBLEMS OF THE FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJIET (International Journal of Indonesian Education and Teaching) 2, no. 2 (July 31, 2018): 147–53. http://dx.doi.org/10.24071/ijiet.v2i2.1509.

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This paper investigated the problems of understanding basic or fundamental tenses in English grammar (the present tense, present continuous tense, present future tense, and present future continuous) that are faced by the first semester students of the English Language Education Study Program of Sanata Dharma University, Yogyakarta. Basic tenses in English grammar play a decisive role in various aspects related to learning English as the target language. Accordingly, it is essential to conduct a study on the issues of basic tenses in order to assist students to overcome their grammatical problems. Data were collected through questionnaires that were emailed to the participants. Results showed that the students had difficulties in producing or analyzing the present continuous tense, the present perfect tense and the present perfect continuous tense. The first semester students also faced difficulty in remembering the formula of each tense, admitting that they did not review the basic tenses regularly and the students found it difficult to comprehend their grammar lessons well in the classroom.DOI: https://doi.org/10.24071/ijiet.2018.020206
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Wigtil, David N. "Translating Latin Tenses into English." Classical World 85, no. 6 (1992): 675. http://dx.doi.org/10.2307/4351124.

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Shaukat Ali, Iftikhar Ali, and Saddam Hussain. "Difficulties in the Applications of Tenses Faced by ESL Learners." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (March 26, 2021): 428–35. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(428-435).

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Tenses are one of the vital essentials of grammar. Command over the English language demands a thorough understanding of tenses. Although much research has been conducted on the teaching of the English language in the context of Pakistan, little has been dug out about the problems faced by students regarding the applications of tenses. This paper investigates the perceptions of both students and teachers of the difficulties in the applications of tenses facing ESL learners. Data were collected from 150 students and 30 teachers of government high schools through a structured questionnaire. The results of the study showed that the students are confronted with many difficulties in the application of tenses consisting of using future indefinite tense instead of the simple present tense regarding its use for scheduled future activities, using present continuous tense instead of a simple present for the permanent situation in the present, using future indefinite tense for planned future activities and so on. The results also indicated that the difficulties were caused by inappropriate teaching methodology, lack of speaking environment inside the classroom, translations from the mother tongue into English and vice versa, much focus on rules and teaching sentences and expressions as isolated units rather than an integral part of the discourse. In the light of the results, it is recommended that while teaching tenses, teachers should focus both on rules and applications of tenses. English should be taught more as a language than as a mere body of rules. Moreover, teachers should be properly trained in teaching tenses.
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Trobevšek Drobnak, Frančiška. "Expanded tenses in the old English orosius a syntactic strengthening*." Linguistica 30, no. 1 (December 1, 1990): 13–46. http://dx.doi.org/10.4312/linguistica.30.1.13-46.

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The present chapter reports the investigation into certain aspects of the periphrastic construction to be +present participle (e.g. NE: "he is teaching"; OE. "he is laerende") viewed as an example of a syntactic strengthening. The construc­ tion is usually referred to as "continuous tenses/form" or "progressive tenses/form", whereas Nickel (1966) uses "expanded form". Coming closest to this latter term, the "expanded tenses" employed here seems a convenient label for two reasons: a) the use of expanded tenses is not restricted to the expression of verbal aspect (Aspekt) or mode of verbal action (Aktionsart), which is implied by the use of either the term "continuous tenses/form" or the term "progressive tenses/form"; b) the expanded tenses are integrated into the English tense system, in the sense that they can be substituted with the respective non-expanded tenses without any change in the syntax of the clause, e.g.
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Khozin HS, Nada Rona Amiroh, and Tatik Muflihah. "AN ANALYSIS OF TENSES USED IN FINDING NEMO MOVIE SCRIPT: THE RELEVANCE TO 2013 CURRICULUM FOR TEACHING TENSES TO JUNIOR HIGH SCHOOL STUDENTS." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 12, no. 2 (July 31, 2020): 165–78. http://dx.doi.org/10.35457/konstruk.v12i2.1103.

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This research aims to find out types of tenses used in Finding Nemo movie script and the relevance to 2013 curriculum for teaching tenses to junior high school students. The 2013 curriculum is used as the standard guideline to determine the sentences’ appropriateness. This study was a descriptive qualitative method by employing content analysis technique to analyze the data. The data resources were documented from the script movie and 2013 English curriculum. The findings are presented in the form ofthe sentences that were analyzed and classified into six types of tenses. These six tenses matched for the curriculum, they were Simple Present Tense, Simple Past Tense, Present Continuous Tense, Past Continuous Tense, Present Perfect Tense, and Present Future Tense.The result indicated there was a high frequency of the tenses in the sentences with total number 96%.This study concluded that Finding Nemomovie script can be used as supporting material by English teachers to teach tenses for junior high school students, particularly Simple Present Tense which is the most used tense in the movie.
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Unsiah, Frida, Putu Dian Danayanti Degeng, and Irene Nany Kusumawardani. "A Video For Teaching English Tenses." JELE (Journal of English Language and Education) 2, no. 2 (December 20, 2016): 96. http://dx.doi.org/10.26486/jele.v2i2.224.

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AbstractStudents of English Language Education Program in Faculty of Cultural Studies Universitas Brawijaya ideally master Grammar before taking the degree of Sarjana Pendidikan. However, the fact shows that they are still weak in Grammar especially tenses. Therefore, the researchers initiate to develop a video as a media to teach tenses. Objectively, by using video, students get better understanding on tenses so that they can communicate using English accurately and contextually. To develop the video, the researchers used ADDIE model (Analysis, Design, Development, Implementation, Evaluation). First, the researchers analyzed the students’ learning need to determine the product that would be developed, in this case was a movie about English tenses. Then, the researchers developed a video as the product. The product then was validated by media expert who validated attractiveness, typography, audio, image, and usefulness and content expert and validated by a content expert who validated the language aspects and tenses of English used by the actors in the video dealing with the grammar content, pronunciation, and fluency performed by the actors. The result of validation shows that the video developed was considered good. Theoretically, it is appropriate to be used English Grammar classes. However, the media expert suggests that it still needs some improvement for the next development especially dealing with the synchronization between lips movement and sound on the scenes while the content expert suggests that the Grammar content of the video should focus on one tense only to provide more detailed concept of the tense.
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Dissertations / Theses on the topic "English tenses"

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Moore, Jana Eleanor. "Determinants of the Acquisition of English Verb Tenses." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/359261.

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Applied Linguistics
Ph.D.
This study investigated the acquisition of English tense and aspect through the manipulation of collostructional strength, instructional saliency, and frequency of use in group activities. Past research has focused on some of the factors in this study and their influence on acquisition, such as explicit instruction, but no research to date has attempted to compare the different factors to each other and attempt to create a working model of processing depth with these factors. Additionally, little research exists on the influence proficiency level and personal meaningfulness has on acquisition and in relation to these other determinants, or the role of lexical aspect in verb use and acquisition. The participants in this study were all females from a university in Japan. They were separated into different groups based upon their proficiency level, and each group was given a different treatment of group activities that focused on learning the simple past tense, present perfect, and past progressive over the course of a two week session. Pretests, immediate and delayed posttests were conducted to attempt to measure acquisition. MANCOVAs, Factorial MANCOVAs, and a Chi-Square test were all run to determine the outcome of the treatments. The results of the study suggest a loose continuum in terms of processing depth with explicit instruction as the most effective factor followed by frequency of use, and collostructional strength having minimal and conditional, effectiveness. The results also suggest the powerfulness of proficiency level as a determiner of whether acquisition will occur, with personal meaningfulness playing a lesser but still important role. The lexical aspect use of verbs appeared to show that the learners in this study leaned heavily on activity verbs and using the progressive aspect. Overall the results add to the growing collection of knowledge in understanding how learners develop their verb use as they acquire language.
Temple University--Theses
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Bhattrai, Anju. "A contrastive analysis of the English and Nepali past tenses and an error analysis of Nepali learners' use of the English past tenses." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159139.

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This dissertation has two main purposes: (a) to provide an analysis of the past tenses in Nepali and compare them with those of English from a discourse pragmatic perspective; and (b) to investigate how Nepali learners of English use the English past tenses in terms of forms, meanings, and functions.A major claim of the dissertation is that tenses and aspects play various discourse functions in Nepali. Although Nepali has various past tenses as in English, their actual use is different from those of English. A significant difference between the use of the past tenses in English and Nepali is revealed in the use of the past perfect tense. In Nepali, unlike in English, the past perfect does not always require the existence of the past reference point between the event time and the speech time. Although used in similar as well as different contexts, the past perfect in both languages is found to express background information. In the analysis of the Nepali past tenses, one of the major arguments is that the traditionally termed `unknown past' does not have `past' as part of its basic meaning. The main function of this verb form is to express the speaker's unawareness of a situation at the time of its happening, whether in the past or the future.After the discussion of the Nepali past tenses in comparison with the English past tenses and aspects, an error analysis of Nepali EFL learners' use of the English past tenses in written essays is carried out. It was hypothesized that Nepali learners would make a wide variety of errors in the use of the English past tenses. Because of differences in the use of the past perfect and the past tense in the habitual sense between Nepali and English, it was expected that Nepali ESL learners would make errors in those areas. However, overgeneralization due to difference in the use was found only in a very few cases. Most of these errors cannot be traced to Nepali influence. One area, however, where Nepali has a clear effect on the students' use of English is in indirect speech. I argue that Nepali speakers do not change tenses in English indirect speech appropriately because verb tenses in Nepali are not changed from direct speech to indirect speech as in English.It is hoped that this dissertation will enhance the understanding of grammatical categories such as tense and aspect in general and of Nepali tense and aspect systems in particular. In general, this dissertation showed contribute to several areas of study in discourse analysis, second language acquisition, language transfer and contrastive analysis. A major significance of this dissertation is its demonstration of the role of tense and aspect in Nepali in the expression of various discourse functions.
Department of English
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Petronienė, Saulė. "The Meaning of Lithuanian Past Tenses and their Equivalents in English." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090526_111025-59099.

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The meanings of Lithuanian past simple tenses and their equivalents in English is the object of the thesis. Other forms expressing past, i.e. compound forms, participles used instead of indicative mood in the narrative speech as well as predicative indeclinable forms of past passive participles are the subject matter in the thesis. There are two simple past tenses in Lithuanian: the past simple and the past frequentative tense. Both tenses are used to express an action which happened before the moment of speech; however, the relation to the moment of speech is different: the past simple tense is used to express a very close action to the reference time (whether it is present or other past action). Thus, the past simple tense has the perfective and plusquamperfective meaning. Whereas, the past frequentative tense does not possess those meanings; it is used to express a repetitive action of a more distant past. Moreover, the relationship of analytic forms to the simple ones is determined in the study. The problem of modus relativus and the meaning of predicative participles of passive voice are covered in the thesis as well. Analytical nature of English tenses enables to perceive and evaluate the meanings and functions of Lithuanian tenses more accurately. The search for the equivalents of Lithuanian tenses in English allows determining more precise meanings of Lithuanian past tenses, particularly the grammaticalization of analytic constructions, the relationships of... [to full text]
Disertacijoje analizuojami ne tik vientisinių būtųjų lietuvių kalbos laikų reikšmės ir jų atitikmenys anglų kalboje, bet ir praeities raiškos formos, įtraukiant ir vadinamąsias sudurtines arba sudėtines laikų formas, dalyvius, vartojamus vietoj tiesioginės nuosakos atpasakojamojoje kalboje, ir predikatines nelinksniuojamas neveikiamosios rūšies būtojo laiko dalyvių formas. Lietuvių kalboje yra du vientisiniai laikai: būtasis kartinis ir būtasis dažninis. Abiems šiems laikams bendra tai, kad jie reiškia veiksmą, vykusį prieš kalbamąjį momentą, o skiria juos pagrindinė santykio su kalbamuoju momentu reikšmė: būtasis kartinis laikas gali reikšti labai artimą veiksmą atskaitos momentui: ar tai būtų dabartis, ar kitas praeities veiksmas. Taigi būtasis kartinis laikas turi ir perfekto, ir pliuskvamperfekto reikšmes. Šių reikšmių neturi būtasis dažninis laikas. Jis reiškia tolesnės praeities kartojamą veiksmą, kurio atžvilgiu jis sudaro opoziciją būtajam kartiniam laikui. Darbe taip pat nagrinėjamos analitinės formos, nustatomas jų santykis su vientisinėmis: ar jos sudaro vientisinėms opozicijas, ar yra sinoniminės, ar visos santykiauja vienodai. Taip pat tiriama vadinamoji netiesioginė nuosaka (modus relativus) ir neveikiamosios rūšies formą turinčių predikatinių dalyvių reikšmė. Analitinis anglų kalbos laikų pobūdis geriau padeda suprasti ir įvertinti lietuvių kalbos laikų reikšmes ir funkcijas. Ieškojimas lietuvių kalbos laikų formoms atitikmenų anglų kalboje padeda geriau... [toliau žr. visą tekstą]
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Nicolacópulos, Nicoleta Theodoro. "The differences between the english and portuguese present tenses: a systemic analysis." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/handle/123456789/106113.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Florianópolis, 1980.
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Gagné, Maxime. "L'impact des jeux vidéo sur la maîtrise des temps verbaux en anglais langue seconde = : The effect of video games on the mastery of verb tenses in English as a second language (ESL)." Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69382.

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Les jeux vidéo ne sont pas seulement une source de divertissement, étant donné qu'ils constituent aussi un apport linguistique authentique pour les apprenants de langue seconde. Cette étude tente de déterminer l'impact des jeux vidéo sur la maîtrise grammaticale de l'anglais comme langue seconde de manière spécifique, parmi un échantillon ciblé de Québécois. Afin de vérifier l'hypothèse supposant que les jeux vidéo mènent à un niveau supérieur de maitrise de l'anglais comme langue seconde, un sondage a été envoyé à 16 participants volontaires. Ils ont été divisés en deux groupes spécifiques, les joueurs et les non-joueurs. Les participants ont écrit un texte d'environ 250 mots en anglais sur un sujet libre. Chaque texte a été évalué selon la qualité grammaticale et lexicale. Tous les participants étudiaient à l'UQAC et étaient tous originaires de régions très majoritairement francophones d'un point de vue historique. De plus, un petit nombre de participants ont été observés directement alors qu'ils jouaient dans le but d'évaluer l'usage spécifique et la fréquence de certains temps verbaux communs. Tous les textes ont été évalués selon le bon usage des temps verbaux et les données ont été recueillies d’après le nombre d'erreurs grammaticales et lexicales. La comparaison de ces éléments rend possible d'analyser ces deux groupes de participants d'une manière qualitative. En général, les joueurs ont mieux performé statistiquement que les non-joueurs, autant au niveau grammatical que lexical. Ils ont également fait moins d'erreurs. Cependant, il est devenu évident lors de cette étude que d'autres sources pouvaient aussi contribuer à la maîtrise de l'anglais comme langue seconde.
Video games are not only a source of entertainment, as they also provide authentic language input for second language learners. Specifically, this study investigates the effect of video games on grammatical mastery of English as a second language (ESL) among a targeted sample of Quebecers. To test the hypothesis that video games impact a higher level of mastery of ESL, an online survey was distributed to 16 volunteer participants who were divided into two specific groups identified as gamers and non-gamers. Participants provided a written text in English of approximately 250 words on any topic which was evaluated for grammar and lexical quality. All participants were UQAC students, and all students were identified as originating from historically high percentage French-speaking environments. Moreover, a small sample of participants was directly observed during the process of gaming to evaluate the specific use and frequency of certain common verb tenses. All submissions were evaluated for the correct use of verb tense and data was gathered based on the number of grammatical and lexical errors. Comparison of these values allows for a qualitative means of analyzing these two groups of participants. In general, it was found that gamers statistically performed better than non-gamers, both grammatically and lexically. They also made fewer mistakes. However, it became apparent during this study that there are additional influences that may contribute to the mastery of ESL.
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Flahive, Patrick J. "Past tense marking in Chinese-English interlanguage." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4664/.

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This data study concentrates on the past tense marking in the interlanguage (IL) of Chinese speakers of English. Following the assumptions of Hawkins & Lizska, (2003), it is assumed that unlike native speakers of English, Chinese speakers of English have a higher level of optionality within the past tense marking of their grammars. It is claimed that the primary reason for this occurrence is the lack of the functional feature T(ense) [+/-past] in Mandarin Chinese. If a particular functional feature is missing in a learner's L1 grammar, it is thought that it will be absent in one's L2 grammar as well. Three advanced Chinese speakers of English were tested on the past tense marking in their IL production. Both spontaneous oral and reading speech were used for this data analysis.
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Shaer, Benjamin M. "Making sense of tense : tense, time reference, and linking theory." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34452.

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This study examines the forms and meanings of tensed and non-tensed clauses in English, and proposes an analysis of them that is 'Reichenbachian' in spirit and syntactic in orientation. The study considers tensed verb forms in simple sentences, focussing on 'present', 'future', and 'perfect' forms and their interaction with adverbials of temporal location; and those in complement, relative, and temporal clause constructions. It also considers three types of non-tensed verb forms--infinitives, gerunds, and 'bare infinitives'--in verb complements.
The study demonstrates that the interpretation of tensed and non-tensed forms can be described in terms of Reichenbach's (1947) temporal schemata, which express relations between 'S' ('speech time'), 'R' ('reference time'), and 'E' ('situation time'). However, its central claim is that the tensed forms themselves are 'temporally underspecified', encoding relations between 'S' and 'R', and leaving the relation between 'R' and 'E' and the location and duration of both of these intervals to be determined by lexical properties of the verb and its arguments, temporal adverbials, and context. Non-tensed verbs forms have a similar syntactic representation, differing primarily in not fully encoding a relation between 'S' and 'R'. This claim is cashed out in terms of two devices: a feature system that expresses tenses as particular values of the feature matrix (Anterior, Posterior); and a device of 'tense linking', based on Higginbotham's (e.g. 1983) proposal for binding theory, which associates verbs with temporal adverbials or tensed Infl, and one (tensed or non-tensed) Infl with a higher one.
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Lastra, John. "Future Tense in Modern American English." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2239.

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Okuwaki, Natsumi. "Acquisition of tense and aspect in L2 English." Thesis, University of Essex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421141.

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Hu, Jiazhen. "Temporal interpretation in English." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184595.

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This dissertation investigates the interaction between the basic rules for tense interpretation, on the one hand, and temporal types of VPs or sentences, time expressions and syntactic distribution of tense forms, on the other. This dissertation proposes an analysis in which each tense form is associated with at least three time identities, the zero time point, the event time and the reference time. The zero time is defined as the time from which a situation is considered and interpreted, the event time as the time at which a situation takes place and the reference time is the time at which the situation holds and which is part of the event time under consideration. Concerning the temporal structures of situations expressed by VPs or sentences, this dissertation proposes a six-type temporal classification and treats temporal types not as atomic but as reducible to temporal features. By so doing, this dissertation brings to light the internal structure among various temporal types. Regarding the relation between tense and time expressions, this dissertation analyzes it to be one of temporal inclusion and provides a successful account of why time adverbs do not necessarily mark both ending points of a given homogeneous situation, though this is true with a nonhomogeneous situation. In accounting for tense interpretation in complement clauses, this dissertation maintains that complement tense forms and matrix tense forms can be interpreted in the same way and they differ only in the interpretation of the zero time point. In the matrix clause, tense is interpreted with respect to the speech time and, in the complement clause, tense is interpreted relative to the reference time of the matrix clause. Because the zero time is used instead of the speech time in the proposed basic tense rules, these rules are general and powerful enough to be applicable to tenses in any syntactic environment.
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Books on the topic "English tenses"

1

Tenses! Omaha, Neb: WriteLife, 2008.

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English verbs and tenses. Oxford: Oxford University Press, 2003.

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ʹerif, Bahire S. Ingilizcede fiil zamanlari =: [English tenses]. Istanbul: Fono, 1986.

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FONO. Ingilizce'de fiil zamanlari: English tenses. Fono: Istanbul, 1987.

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Aitken, Rosemary. Teaching tenses: Ideas for presenting and practising tenses in English. 3rd ed. Harlow: Addison Wesley Longman, 1996.

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Davidson, George W. Verbs and tenses. Singapore: Learners Pub., 2003.

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French verb tenses. Dubuque, Iowa: McGraw-Hill Contemporary Learning, 2007.

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Richmond, Dorothy Devney. Spanish verb tenses. 2nd ed. New York: McGraw-Hill, 2010.

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Spanish Verb Tenses. Lincolnwood, Ill: Passport Books, 1996.

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B, Meyer F. The future tenses of the blessed life. New York: Fleming H. Revell, 1986.

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Book chapters on the topic "English tenses"

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Wallwork, Adrian. "Present tenses." In English for Academic Research: Grammar Exercises, 35–38. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-4289-9_6.

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Wallwork, Adrian. "Past tenses." In English for Academic Research: Grammar Exercises, 39–47. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-4289-9_7.

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Wallwork, Adrian. "Future tenses." In English for Academic Research: Grammar Exercises, 49–54. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-4289-9_8.

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Wallwork, Adrian. "Tenses: present, past, future." In English for Research: Grammar, Usage and Style, 49–58. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-1593-0_8.

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van der Wurff, Wim. "Sequence of tenses in English and Bengali." In Pragmatics & Beyond New Series, 261. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/pbns.43.17wur.

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Wallwork, Adrian. "Present and Past Tenses Used in Research Papers." In English for Academic Research, 119–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95612-7_11.

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Jaspers, Dany. "The English Tenses, Blanché and the Logical Kite." In Studies in Universal Logic, 319–37. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15368-1_15.

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Newman, John. "Low-level patterning of pronominal subjects and verb tenses in English." In Studies in Language Companion Series, 295–325. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/slcs.167.11new.

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Wallwork, Adrian. "Tense Usage." In English for Academic Correspondence, 207–30. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26435-6_15.

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Heidenreich, Sharon. "Tender Documentation." In Englisch für Architekten und Bauingenieure - English for Architects and Civil Engineers, 141–53. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-03063-6_11.

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Conference papers on the topic "English tenses"

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Yang, Liu. "Why Are There Sixteen Tenses In English." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.626.

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Usadiati, Wahjuningsih, and Maida Norahmi. "English Tenses and Conventions in Research Report Writing." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.80.

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Selezneva, Olga Nikolaevna. "Peculiarities of using Future Continuous in the modern English language." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97973.

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The article raises the question of the ambiguous grammatical status of the means expressing the future tense. The author of the article analyzes the Future Continuous form, its grammatical status and expressed lexical meaning. The article assumes that unlike other continual forms of the English verb tenses system, the main meaning of which is the expression of an action’s duration or a process, the main function of Future Continuous is to designate neutral future actions.
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Selezneva, Olga Nikolaevna. "Ambiguity of Future in the Past in the Modern English Language." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98695.

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The article raises the question of ambiguity of Future in the Past in expressing the future tense in the modern English language. The author of the article analyzes should/would + infinitive, its grammatical status and the expressed lexical meaning. The article notes that ambiguity of Future in the Past is mainly due to the homonymy of should/would + infinitive forms with the forms of the subjunctive mood. However, Future in the Past is a part of the verb system of tenses in the modern English language and it expresses assumption, intention or obligation to perform a future action from the past position.
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Hanzlikova, Katerina, and Ivana Simonova. "DIDACTIC GAMES AS A MEANS OF TEACHING ENGLISH TENSES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1954.

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Bahaweres, Rizal Broer, Budhi Prasetyo, and Hendra Bayu Suseno. "Creating the English Grammar Tenses Pattern Using Regular Expression Method." In 2019 7th International Conference on Cyber and IT Service Management (CITSM). IEEE, 2019. http://dx.doi.org/10.1109/citsm47753.2019.8965352.

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Juhaeni, Nikmatul Jazilah, Layni Zuhrotin Isnaini, and Hidayatu R. Khoiru Fadilah. "Grammar Translation Method and Discovery Learning to Learn Tenses: Which is Better for Indonesian Students?" In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.060.

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Mardar, Antoanela Marta. "An Integrative Approach to Teaching Continuous and Perfect Tenses in English." In 4th International Scientific Conference "Sports, Education, Culture - Interdisciplinary Approaches in Scientific Research", SEC-IASR 2019, Galati, Romania, 7th - 8th June, 2019. LUMEN Publishing house, 2020. http://dx.doi.org/10.18662/lumproc/sec-iasr2019/21.

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Moore, Evelyn, Juan Murillo-Morera, and Janio Jadán-Guerrero. "Didactic Strategy with Mobile Devices: An Approach for the correct use of English Verb Tenses." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002177.

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In the teaching-learning process, didactic strategies have become a valuable methodological tool, which allows learning a difficult subject in a structured way. In English, the correct conjugation of verb tenses: simple and progressive in the elementary level, requires a structured and innovative methodology to motivate their learning. The main problem of this research consists of the increasing difficulty of the fifth-grade students from an institution located in the district 04 of Costa Rica, in correctly assimilating the conjugation of the simple and progressive verb tenses of the English language. For its solution, the design, implementation and validation of a didactic strategy was proposed as a way to support the teaching-learning process of the correct conjugation of the simple and progressive verb tenses, through the use of mobile devices. The methodology followed presented a mixed study (qualitative-quantitative) through the application of surveys, expert judgment and a case of execution, as sources to collect and validate the proposed didactic strategy, within the context of philosophy and methodology of action research. The results obtained from both, teachers and students, have been representative. The teachers have identified a great interest of the students in learning the subject, making use of the proposed strategy, causing this, motivation and openness. In fact, the students who used the strategy as a supportive tool for their evaluations, obtained better academic performance on average: 5C (74.28%) compared to those who did not use it as a supportive tool: 5A (44.76%) and 5B (64%).
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Kuvshinova, Bogdana Sergeevna. "Comparative analysis of the tenses in the Russian, French and English languages." In XII International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-310903.

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Reports on the topic "English tenses"

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Melnyk, Yuriy. Academic Journal Website Model. KRPOCH, 2018. http://dx.doi.org/10.26697/preprint.melnyk.1.2018.

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Background: The tens of thousands of academic journal websites that are on the Internet today often do not have a clear organizational structure for their website. If most of them are convenient enough for readers (if the journal is open access), then many have problems informing authors about the conditions, the process of submitting and reviewing the manuscript. The Editorial Offices empirically populate the journal's website with content that can change dramatically (both in terms of website design and content) as the journal develops. Aim of Study: To develop a website model for an academic journal that takes into account the basic requirements for the preparation, publication, and archiving of high quality scientific manuscripts. Material and Methods: The academic journal website model is based on a structural-functional approach. The website content consists of text and integrated applications. This model takes into account the basic requirements for the preparation, publication, and archiving of high-quality open access scientific manuscripts, as well as the indexing of journal articles by leading indexing agencies. Results: The academic journal website model is structured with the following menu and submenu elements: 1. HOME: 1.1. Journal information; 1.2. From the editorial office; 1.3. Databases, Indexing; 2. EDITORIAL BOARD: 2.1. Editorial board; 2.2. Reviewers; 2.3. Editing and reviewing process; 3. EDITORIAL POLICIES: 3.1. Editorial policies; 3.2. Plagiarism policy; 3.3. Open access policy; 3.4. The ethics codex of scientific publications; 3.5. Disclaimer; 3.6. License terms; 3.7. Terms of publications (fee); 4. ARCHIV: 4.1. Previous issues; 4.2. Current issue; 4.3. Articles online first; 5. INSTRUCTIONS FOR AUTHORS: 5.1. General recommendations; 5.2. Manuscript templates; 5.3. Supplemental materials; 6. STATISTICS: 6.1. Publications; 6.2. Authors; 6.3. Readers; 7. CONTACTS: 7.1. Contact; 7.2. Subscriptions; 7.3. Search. Conclusions: This academic journal website model was implemented for the International Journal of Science Annals (IJSA). Authors and readers of IJSA noted the advantages of the model proposed by the author, including: a convenient and understandable website interface, the availability of the necessary hyperlinks to the pages of the journal's website and external media (sites of indexed agencies, library archives, etc.), convenient search for information on the website and published in the journal articles (by author, publication, text of the article), availability of integrated applications (online submission of manuscripts, filing appeals against the decision of reviewers and complaints about published articles, viewing the interactive printed version of the journal, etc.), availability of templates (for authors, reviewers), availability of multiple formats for archiving articles (PDF, DOAJ, XML, TXT), the ability to choose the style of citing the article and the website language (English, Ukrainian), etc. Keywords: journal, model, website, academic, indexing
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