To see the other types of publications on this topic, follow the link: Future tenses.
Journal articles on the topic 'Future tenses'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Future tenses.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
Gorrell, Robert. "The future of past tenses." English Today 11, no. 4 (October 1995): 25–27. http://dx.doi.org/10.1017/s0266078400008580.
Full text
3
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).
Full textAbstract:
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.
4
Maili, Sjafty Nursiti. "Error Analysis on Unindra Student’s Sentence Tenses Assignment." DEIKSIS 10, no. 02 (May 5, 2018): 192. http://dx.doi.org/10.30998/deiksis.v10i02.2131.
Full textAbstract:
<p class="abstractcontent">Knowing the pattern of tenses is very important to the students, because it can help them to do a good sentence. If the students unknown the pattern of using tenses in sentences, the students are confused to make a good sentence. The teacher should try to correct their error by error analysis. Error analysis is really very important to students, because teachers know the mistaken students done in making a sentence by using in each tenses. In this study, the researcher used descriptive method which is the data was taken by student’s an assignment at the first students of UNINDRA. First, teachers asked students to make sentences based on eight tenses. They are Present Tense; Present Continuous Tense; Present Perfect Tense; Simple Future Tense; Past Tense; Past Continuous Tense; Past Continuous Tense; Past Perfect Tense; Future Perfect Tense. Second, After doing sentences in each tenses, the research done identify based on the pattern of sentences; Third, the last steps researcher analysis the assignment in make the table consist of table 1 the amount of error done; table 2 the error sentences students and correction; table 3 the reasons why sentences are difficulties to the students and easier. The results of these study 60 percentages students UNINDRA made good sentences in eight tenses; 40 percentages did not remember the pattern of tenses; 30 percentages made the error of changed verb; 30 percentages used time action to make sentence in each tenses.</p><p class="abstractcontent">Key words; Tenses, Assignment, Error, Analysis, Pattern</p>
5
Hodieb, Liliane. "On the aspectual system of Wushi (Babessi), a Ring Grassfields Bantu language of Cameroon." Language in Africa 2, no. 2 (July 30, 2021): 43–65. http://dx.doi.org/10.37892/2686-8946-2021-2-2-43-65.
Full textAbstract:
One of the characteristics of Bantu languages, including Grassfields Bantu languages, is their multiple time distinctions. Within the Ring Grassfields group, multiple tenses are also well attested. For example, Aghem has three past and two future tenses (Anderson 1979), Babanki has four past tenses and three future tenses (Akumbu & Fogwe 2012), as well as Lamnso’ (Yuka 2012). Oku has three past tenses and two future tenses (Nforbi 1993) and Babungo has four past and two future tenses (Schaub 1985). These tenses represent different degrees of remoteness in time such as hordienal, immediate, distant, etc. However, in spite of the indisputable lexical unity of Ring Grassfields Bantu languages (Stallcup 1980; Piron 1997), Wushi strikingly stands apart: it does not mark tense morphologically. As a matter of fact, the aspectual system of Wushi is based on five aspects: perfective, imperfective, retrospective or anterior, potential, and the distal or dissociative marker kə̀ that is analyzed in the light of Botne & Kershner (2008). This paper sets out to analyze these verb forms.
6
Br Bukit, Herawati, and Dila Fitria. "ANALISA KESALAHAN DALAM MENGGUNAKAN TENSES OLEH MAHASISWA MANAJEMEN INFORMASI KESEHATAN DI INSTITUT KESEHATAN DELI HUSADA DELI TUA TAHUN 2018." Jurnal Penelitian Kesmasy 2, no. 1 (October 31, 2019): 112–19. http://dx.doi.org/10.36656/jpksy.v2i1.178.
Full textAbstract:
We can find the term Error Analysis in language. These errors could be valuable sources forteaching. We as learner must be able to know about tenses so that it can make miscommunicationone another. Students often confused about tenses. They assume tense as a significant burden.The error term is the fact that students always make mistakes in using tenses, and it is a problemthat the researcher finds. The researcher wants to find out both the students’ progress and everystudent’s level in understanding tenses. The method of this research used quantitative method.Kinds of errors made by first-grade students of Health Information Management in using tensesare omission 50% (omission of pure present tense 50%). The percentage errors of using tensesare simple present 50%, pure past 35%, and simple future tense 15%. The students should payattention seriously in learning tenses because tenses are part of grammar.
7
Botsman, Andriy, Olga Dmytruk, and Tamara Kozlovska. "The development of Germanic analytical tenses." Actual issues of Ukrainian linguistics theory and practice, no. 41 (2020): 135–54. http://dx.doi.org/10.17721/apultp.2020.41.135-154.
Full textAbstract:
The stages that encompass the future tense development are singled out as discrete phenomena within the process of the Germanic language development. The Gothic verb system can serve as the background for the investigation of the tense transformations in question. The difficulties of tense examination in the Old Germanic languages were connected with some conceptions about the Indo-Iranian and Greek languages that used to dominate in the scientific circles for a long time. Those conceptions were based on Latin and Greek patterns and postulated the use of present, past and future tenses in all Indo-European languages. The above conceptions were ruined when the study of Tokharian and Hittite demonstrated the use of the present tense for the description of future actions. The idea of losing “the protolanguage inheritance” was proved wrong, and it was incorrect to transfer the complex tense system of Sanskrit, Greek, and Latin to other Proto-Indo-European languages. The examination of the tense differentiation in Gothic (as the main source of the Old Germanic language) demonstrates that the Gothic infinitive functioned as a no-particular-time unit, while personal verb forms were involved in performing tense functions. The Gothic present tense verbs represented present and future tenses and no-particular-time phenomena. Some periphrastic forms containing preterite-present verbs with the infinitive occurred sporadically. The periphrastic forms correlated with Greek and Latin patterns of the same future tense meaning. The periphrastic future forms in Gothic often contained some modal shades of meaning. The Gothic present tense functioned as a colony-forming archi-unit and a pluripotential (temporal) precursor. The periphrastic Gothic future forms are recognised as a monopotential (temporal) precursor with some modal meaning. The key research method used in the present article is the comparative historical method. The authors viewed it as the most reliable and appropriate for the study of tense forms.
8
Velupillai, Viveka. "Partitioning the timeline." Studies in Language 40, no. 1 (April 29, 2016): 93–136. http://dx.doi.org/10.1075/sl.40.1.04vel.
Full textAbstract:
This article presents the findings of a cross-linguistic survey of tense. In an areally and genetically balanced sample, 318 languages were investigated for whether they have tense and, if so, how they partition the timeline with respect to the deictic centre. Three quarters of the languages have tense: the majority partition the timeline into three sections: before, during and after the deictic centre (effectively past, present and future tense). Those languages with only two tenses most commonly have future/nonfuture tense. Interestingly, a group of languages have only one tense, the majority of them the future. This might indicate that there is a stronger motivation for the future tense to grammaticalize than for other tenses, mirroring a real/unreal world divide: real world events are easier to characterize through aspect than events that are yet to happen, which might create a need for a device that locates an event in future time.
9
Tomić, Olga Mišeska. "The syntax of the Balkan Slavic Future tenses." Lingua 114, no. 4 (April 2004): 517–42. http://dx.doi.org/10.1016/s0024-3841(03)00071-8.
Full text
10
Missinne, Lut, Katja Sarkowsky, and Martina Wagner-Egelhaaf. "Introduction. Beyond Endings – Past Tenses and Future Imaginaries." European Journal of Life Writing 9 (December 28, 2020): BE1—BE8. http://dx.doi.org/10.21827/ejlw.9.37320.
Full textAbstract:
In the vein of Daniel Defoe’s Robinson Crusoe (1719), the German writer Johann Gottfried Schnabel (1692–1748) wrote a four-volume Robinsonade novel, Die Insel Felsenburg [The Island Felsenburg], which was published between 1731 and 1743. Schnabel’s novel became extremely popular in Germany, as it tells the story of a group of shipwrecked settlers who, in the spirit of protestant piety, establish an ideal state on the beautiful island on which they are stranded. One day, they discover a hidden cave, where they find a well-preserved mummified man, sitting in a stone chair at a table. On a tin board, this man, Don Cyrillo de Valaro, had engraved important information for posterity: namely that he was born on 9 August 1475, came to the island on 14 November 1514, and recorded his recollection on 27 June 1606. His writing ends as follows: ‘I am still alive, however close to death, June 28. 29. and 30. and still July 1., 2. 3., 4. By recording every day that he was still alive, Don Cyrillo, the only inhabitant on the island at the time, managed to do what no autobiographer could ever complete: record his death. One could even go so far as to say that his method typifies a life-writing model – documenting the days of one’s life in the face of inevitable death. In the context of Schnabel’s novel, this episode is remarkable in so far as the most prominent entertainment of the island’s inhabitants is to tell one another about their lives. In the evening, when their work is done, they come together – and there is no TV or internet – and tell their stories. Remarkably enough, their stories are full of sex and crime – aspects of life that are banned from the virtuous island. The story of Don Cyrillo de Valaro and the settlers is fiction, of course. However, it triggers the question as to how ‘real’ autobiographers deal with or even describe their own deaths.
11
Pires Santana, Beatriz. "A MORFOLOGIA DISTRIBUÍDA E A NATUREZA DO SEGMENTO /R/ NA FLEXÃO VERBAL DO PORTUGUÊS BRASILEIRO | DISTRIBUTED MORPHOLOGY AND THE NATURE OF THE SEGMENT /R/ IN BRAZILIAN PORTUGUESE VERBAL INFLECTION." Estudos Linguísticos e Literários, no. 54 (January 12, 2016): 28. http://dx.doi.org/10.9771/2176-4794ell.v0i54.18125.
Full textAbstract:
<p>Seguindo Oltra-Massuet (1999) e Santana (2016), o presente trabalho adota a análise de que o formativo /r/ que compõe a desinência modo-temporal de alguns tempos verbais do português brasileiro é o Item de Vocabulário que realiza o traço de futuro. Objetivamos mostrar que tal conjectura tem o potencial de unificar cinco aspectos independentes da língua: (i) a semelhança fonológica entre os tempos futuro do presente, futuro do subjuntivo e futuro do pretérito, (ii) a existência do processo sintético e do processo analítico para a realização do futuro do presente e do futuro do pretérito, (iii) o fenômeno de hipercorreção das formas analíticas de futuro, (iv) a semelhança fonológica entre, de um lado, os tempos futuros e, de outro, o infinitivo e (v) o desaparecimento da marca de infinitivo, da marca de futuro do subjuntivo e dos futuros sintéticos na língua.</p><p><strong>Abstract:</strong> <em>Following Oltra-Massuet (1999) and Santana (2016), the present work adopts the analysis that the formative /r/ making up some of the Brazilian Portuguese tense morphemes is the Vocabulary Item that spells out the future feature. We intend to demonstrate that such claim has the potential to unify five independent aspects of the language: (i) the phonological similarity between the future, the conditional and the future subjunctive tenses; (ii) the existence of the synthetic and the analytic processes for realizing the future and the conditional tenses; (iii) the hypercorrection phenomenon involving the analytic forms of the future and the conditional tenses; (iv) the phonological identity between, on the one hand, the future, the conditional and the future subjunctive and, on the other, the infinitive and (v) the loss of the segment /r/ in the infinitive and in the future subjunctive and the loss of the synthetic future and conditional.</em></p><p>Keywords: <em>Verbal Inflection; Theme Vowel; Distributed Morphology.</em></p>
12
Chaski, Carole E. "The Future Pluperfect: Double Tenses in American English Auxiliaries." American Speech 70, no. 1 (1995): 3. http://dx.doi.org/10.2307/455868.
Full text
13
Dviniatin, Fedor N. "The Quantitative Grammar and Poetics of Finite Verb Forms in the Guslʹ Dobroglasnaia by Simeon Polotsky." Slovene 4, no. 1 (2015): 159–69. http://dx.doi.org/10.31168/2305-6754.2015.4.1.8.
Full textAbstract:
The paper offers data on the quantity and structure of finite verbal forms in Simeon Polotsky’s collection Guslʹ Dobroglasnaia. The results are compared to data from twenty epinician odes by Mikhail Lomonosov and ten odes by Gavriil Derzhavin. We find 851 personal forms in Simeon’s collection, of which 214 belong to past tenses (73 to imperfect, 92 to aorist, 49 to past tense with l morpheme); 363 belong to present tense; 99 to future tense; 51 to imperative mood; 6 to conjunctive mood; and 118 to the forms with the da particle. The total percentage of past tenses in Simeon’s texts (25.1%) is close to the parameters appearing in Lomonosov’s and Derzhavin’s texts (21.4% and 23.5%, respectively), and the same is true for the percentages of non-indicative moods (20.5% vs. 19.1% and 20.5%). Simeon Polotsky’s texts contain fewer present tense forms than those written by the 18th-century poets (42.8% vs. 50.6% and 49.5%), but they contain more future tense forms (11.6% vs. 8.9% and 6.5%). Past tense forms in Simeon’s texts with l suffix include 29 forms of the third person with the auxiliary iestʹ verb, usually given in a rhyme position. In the aorist, the proportion of imperfective and perfective forms to the forms of the byti verb is 9:72:11; in imperfect, this proportion is 52:6:15; and in past tenses with l suffix, it is 8:38:3. We find 99 forms of the future tense, broken down as follows: 69 are forms of simple future; 12 are accompanied by imatʹ and similar forms; and 18 are accompanied by budet and similar forms (there is no semantic difference between these two last cases). Of the forms containing the da particle, 65 belong to present tense, 37 belong to future tense, and 16 are accompanied by byti forms.
14
Egizaryan, P. E. "FUTURE TENSE IN THE PORTUGUESE LINGUISTIC TRADITION." Bulletin of Kemerovo State University, no. 4 (December 23, 2018): 205–10. http://dx.doi.org/10.21603/2078-8975-2018-4-205-210.
Full textAbstract:
The paper deals with the concept of the Future tense found in the Portuguese linguistic tradition. As the Portuguese linguistics appeared in the context of the European linguistic tradition, the first part of the article features the main views on the Future tense from the Antiquity to the Renaissance. The second part of the article is devoted to the Future tense in the Portuguese linguistics in XVI – early XX century, namely Latin and Portuguese grammar books, as well as those on other European and some non-European languages. The present research has shown that the Renaissance scholars already raised the questions that remain topical in the current linguistics. Those included the problems of relative tenses, the tense distance, the differences of the Future tense expression in languages with different structures, the tense as a complex functional semantic category that is not limited by the verb features, the close connection between the Future tense and the modality. Linguists of the subsequent epochs contributed to the investigation of these issues: the descriptions made in the early XX century are very close to the modern ones.
15
Lindschouw, Jan, and Stephanie Kim Löbl. "Le rapport entre changement et acquisition illustré au moyen du système du futur." Bergen Language and Linguistics Studies 10, no. 1 (November 7, 2019): 15. http://dx.doi.org/10.15845/bells.v10i1.1439.
Full textAbstract:
The future tense system in French has undergone important reorganisations during the period from Middle to Modern French. During this period the synthetic future (parlera ‘will talk’) has changed from a system in which it expressed two semantic values to a system in which it expresses one single value. At the same time, the analytic future (va parler ‘is going to talk’) has undergone the opposite evolution having thus expanded its domain of use and covers nowadays a part of the domain formerly belonging to the synthetic future.
At the same time, it is interesting to observe a parallel between the change of the grammatical forms of the future tenses and their acquisition by learners of FLE. Indeed, the learners seem to master the future tense form in progression (i.e. the analytic future) earlier than the future tense form in the process of reduction (i.e. the synthetic future). Furthermore, they tend to use the analytic future as their default form.
In this contribution, three major factors are proposed as an explanation of this order of acquisition: 1. The frequency of the future tense forms in the oral and written input that the students receive in and outside the classroom; 2. The transfer from the students’ native language (Danish) which only possesses an analytical future form (will + infinitive); 3. The relation between the form and the function of the two future tenses.
Finally, it is discussed to which extent the linguistic forms in the process of reduction should be taught.
16
Faroqi-Shah, Yasmeen, and Laura Friedman. "Production of Verb Tense in Agrammatic Aphasia: A Meta-Analysis and Further Data." Behavioural Neurology 2015 (2015): 1–15. http://dx.doi.org/10.1155/2015/983870.
Full textAbstract:
In a majority of languages, the time of an event is expressed by marking tense on the verb. There is substantial evidence that the production of verb tense in sentences is more severely impaired than other functional categories in persons with agrammatic aphasia. The underlying source of this verb tense impairment is less clear, particularly in terms of the relative contribution of conceptual-semantic and processing demands. This study aimed to provide a more precise characterization of verb tense impairment by examining if there is dissociationwithintenses (due to conceptual-semantic differences) and an effect of experimental task (mediated by processing limitations). Two sources of data were used: a meta-analysis of published research (which yielded 143 datasets) and new data from 16 persons with agrammatic aphasia. Tensed verbs were significantly more impaired than neutral (nonfinite) verbs, but there were no consistent differences between past, present, and future tenses. Overall, tense accuracy was mediated by task, such that picture description task was the most challenging, relative to sentence completion, sentence production priming, and grammaticality judgment. An interaction between task and tense revealed a past tense disadvantage for a sentence production priming task. These findings indicate that verb tense impairment is exacerbated by processing demands of the elicitation task and the conceptual-semantic differences between tenses are too subtle to show differential performance in agrammatism.
17
Analido, Belinda. "Designing Multimedia Through Interactive CD in Understanding Three Tenses." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 4, no. 2 (October 25, 2015): 90–96. http://dx.doi.org/10.30630/polingua.v4i2.95.
Full textAbstract:
Spoon-feeding technique is still used by some lecturers in teaching Grammar. In spite of the role of lecturer as the provider of knowledge, the students need to actively participate either inside or outside of the classroom. Transferring valuable knowledge becomes simpler by providing the product of multimedia consisting texts, graphics, photographs, sound, video, animation. The students have many opportunities to learn tenses from the product of multimedia independently without lecturer presence. Thus, this research is aimed at developing multimedia through interactive CD based macromedia flash in learning three tenses particularly Simple Future Tense, Future Continuous Tense, and Past Continuous Tense. This study is Research and Development. The subject of this research is the first semester students of English Education Department who take Grammar I. The steps of development are defining, developing, and evaluating multimedia. The findings of the research show that the software quality of multimedia is fairgood based on the judgement of subject expert, media expert, and the first semester students who take Grammar I.This product(Interactive Compact Disk) meets the teaching objectives of Grammar I subject.
18
Daniels, Don. "The history of tense and aspect in the Sogeram family." Journal of Historical Linguistics 10, no. 2 (August 21, 2020): 167–208. http://dx.doi.org/10.1075/jhl.18012.dan.
Full textAbstract:
Abstract This paper presents an overview of the tens-aspect system in the Sogeram languages of Papua New Guinea. Taking the Proto-Sogeram reconstruction in Daniels (2015, 2020) as a starting point, I outline the innovations that have taken place in daughter languages and discuss the patterns of change that emerge. The study confirms a variety of known cross-linguistic tendencies, such as the common occurrence of the analytic-to-synthetic and aspect-to-tense pathways of change. More notable trends include the diachronic stability of the present and most remote past tenses; the instability of the middle pasts and future; the stability of the relative semantic ordering of tenses; the absence of a pathway leading from relative-tense to absolute-tense marking; and the ability of innovative tenses to be inserted anywhere into the five-way tense system of Proto-Sogeram. The study also illustrates how featural systems can interact over time, at first by introducing a new feature value in one system which can combine with values from another (as with the Manat habitual), and then, if the featural distinction is lost, creating a pattern of distributed exponence (as in Mum).
19
Matthen, Mohan. "A Note on Parmenides' Denial of Past and Future." Dialogue 25, no. 3 (1986): 553–57. http://dx.doi.org/10.1017/s0012217300020953.
Full textAbstract:
In à recent issue of Dialogue, Leo Groarke attempts to defend the claim that Parmenides was committed to an atemporal reality.He argues like this:(1) In the Parmenidean dictum “[It] is and cannot not be” (B2.4), “is” means “exists”, and is in the present tense (536).(2) (According to Parmenides) there is nothing that fails to exist (536).(3) It follows from (1) and (2) that “the past is not” and “the future is not” (537).(4) If the past and future are not, then the present is not. “All three tenses go down the drain together” (538), and so reality is atem-poral.
20
Botne, Robert. "The Evolution of Future Tenses from Serial 'Say' Constructions in Central Eastern Bantu." Diachronica 15, no. 2 (January 1, 1998): 207–30. http://dx.doi.org/10.1075/dia.15.2.02bot.
Full textAbstract:
SUMMARY Future tense markers have been shown to arise from a variety of verbal sources, among them motion verbs and volitional verbs. In a small number of central eastern Bantu languages, a verb 'say' has developed into a future marker, a phenomenon not previously noted in the literature. In this study, the author presents a description and analysis of this grammatical shift, proposing two principal paths of evolution: decategorialization and auxiliation. RÉSUMÉ Les marques de temps futur proviennent d'une grande variété de sources verbales, parmi elles les verbes de mouveet et volition. Dans un petit nombre de langues bantoues du centre-est, on trouve un verbe 'dire' qui est devenu une marque de futur, un phénomène non-signalé dans la litterature jusqu'à présent. Dans l'étude actuelle l'auteur présente une description et une analyse de cette modification grammaticale, proposant deux voies principales d'évo-lu-tion: 'decategorialization' et 'auxiliation'. ZUSAMMENFASSUNG Tempusmarkierungen fur das Futur haben bekanntlich eine Reihe ver-schiedenener verbaler Ursprünge, u.a. Verben, die Bewegung oder eine Àb-sicht ausdrücken. In einer kleinen Anzahl von mittelöstlichen Bantusprachen z.B. hat sich des Verb, das gewöhnlich 'sprechen' ausdrückt, zu einem Futur-Markierungszeichen entwickelt, eine Erscheinung, die bisher nicht in der wis-senschaftlichen Literatur aufzufinden gewesen ist. In der vorliegenden Arbeit legt der Autor eine Beschreibung und Erklärung dieses grammtischen Wan-dels vor, in denen er zwei hauptsächliche Entwicklungslinien unterscheidet: 'Entkategorisierung' und 'Hilfszeitwortwerdung'.
21
Yemini, Bat-Zion. "Changes of Meaning in Biblical and Modern Given Names of the YIQTOL Noun Pattern." Review of Rabbinic Judaism 24, no. 1 (June 7, 2021): 117–34. http://dx.doi.org/10.1163/15700704-12341378.
Full textAbstract:
Abstract The biblical Hebrew tense system has two aspects: the perfective, indicating a completed action, and an imperfective aspect, denoting an action that has not yet ended. From the period of the rabbinic sages of the first centuries CE to today’s Modern Hebrew, an absolute tense system has been the norm, employing past, present, and future. This change in the system of tenses influenced the meaning of names created in the Qatal and Yiqtol patterns. The reason for the changed meanings is Modern Hebrew speakers’ lack of proficiency in the biblical system of tenses. To shed light on the language and culture of Modern Hebrew speakers, this article presents biblical and modern given names in the Yiqtol pattern and explains the changes in the modern names.
22
Setiawan, Michael. "The Effectiveness of Learning By Teaching (LBT): A Case of Junior High School Students Studying Tenses." Humaniora 10, no. 1 (March 12, 2019): 19. http://dx.doi.org/10.21512/humaniora.v10i1.5038.
Full textAbstract:
This research aimed to see if learning by teaching (LBT) could really be implemented in classrooms. This case study intended to discover if LBT was applicable to teach tenses. This quantitative research involved 50 students from the two of 8th grade classes in one junior high school in Jakarta, one of which acted as the control group and the other one as the experimental group. This research focused on the learning of five tenses, namely the simple present tense, the simple past tense, the simple future tense, the simple present continuous tense, and the simple present perfect tense. A pre-test was employed before the research started and after the treatment had been given to the experimental group, a post-test was given a week after, and another post-test was given three months later. The results show that LBT helps the subjects learn better. Moreover, they also remember their materials longer. Therefore, LBT can be a good student-centered activity which has been proven successful.
23
Bell, Daniel. "Tense and mood marking in Xining Mandarin." International Journal of Chinese Linguistics 4, no. 1 (August 18, 2017): 62–93. http://dx.doi.org/10.1075/ijchl.4.1.03bel.
Full textAbstract:
Abstract This study presents a corpus-based analysis of the sentential particle lia 俩 in Xining Mandarin (Qinghai province, northwest China), which functions both as a future tense marker and as an atemporal marker of affirmative mood. Applying the notion of “aspectually sensitive tenses” (de Swart, 1998), the distribution of lia is explained in terms of the selectional restrictions that lia places upon the aspectual class of its complement. In particular, it is argued that lia functions as a future tense marker with dynamic situations, but as a marker of affirmative mood with stative situations.
24
Ningrum, Hanifah Widhia, Budi Handoyo, and Wiyaka Wiyaka. "MENINGKATKAN PENGUASAAN GRAMMAR DALAM MATERI FUTURE TENSES DENGAN MENGGUNAKAN CARDS OF THE FUTURE GAME PADA SISWA KELAS X SMA N 1 SEMARANG TAHUN AJARAN 2018/2019." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 12, no. 2 (July 2, 2019): 152. http://dx.doi.org/10.26877/mpp.v12i2.3833.
Full textAbstract:
Penelitian ini bertujuan untuk meningkatkan penguasaan grammar siswa pada materi Future Tenses dengan menggunakan Cards of the Future Game pada siswa kelas X SMA Negeri 1 Semarang tahun ajaran 2018/2019. Subjek dalam penelitian ini adalah siswa kelas x ips 2 sebanyak 36 anak. Jenis penelitian yang digunakan adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus dilaksanakan dalam dua pertemuan. Instrumen penelitian yang digunakan adalah observasi, wawancara, dan tes. Teknik analisis data dalam penelitian ini dilakukan secara kualitatif dan hasil dari tindakan yang berupa skor secara kuantitatif. Dari penelitian ini menunjukkan bahwa skor dalam pretest pada pembelajaran Future Tenses tidak mencapai KKM. Dari hasil penelitian diperoleh presentase nilai dari pretest adalah 11,1% sedangkan pada posttest pertama dengan menggunakan Cards of the Future Game mengalami peningkatan menjadi 63.88%. Pada siklus kedua mengalami peningkatan menjadi 91.66% dan berdasarkan persentase nilai telah mengalami peningkatan dari siklus pertama dan siklus kedua. Oleh karena itu, disimpulkan bahwa Cards of the Future Game dapat meningkatkan penguasaan grammar siswa kelas X IPS 2 SMA Negeri 1 Semarang pada materi Future Tenses.
25
McCormack, Anna. "further look at conjunctive and disjunctive forms in Setswana." ZAS Papers in Linguistics 43 (January 1, 2006): 123–41. http://dx.doi.org/10.21248/zaspil.43.2006.288.
Full textAbstract:
Setswana distinguishes between conjunctive and disjunctive verb forms in the present positive tense. Creissels (1996) shows that this is also true of a number of other tenses (present negative, future positive and perfect positive). This work is used as a starting point to investigate the conjunctive/disjunctive distinction in my own Setswana data. Further to those presented in Creissels, there is data on the past and past progressive tenses, and environments such as relatives and subordinates. Creissels' analysis is supported by different examples, including those that do not utilise a frame intended to limit boundary effects. There are also examples not within this frame that raise questions about how flexible the conjunctive/disjunctive system can be. This paper is a work in progress.
26
Listia, Rina, and Emma Rosana Febriyanti. "EFL Learners’ Problems in Using Tenses: An Insight for Grammar Teaching." IJET (Indonesian Journal of English Teaching) 9, no. 1 (July 28, 2020): 86–95. http://dx.doi.org/10.15642/ijet2.2020.9.1.86-95.
Full textAbstract:
The primary goal of learning a foreign language is to be able to communicate in the language, both in spoken and written form. This is also the case for Indonesian learners especially learners of English Language Education Program in ULM who learn English as their major. However, most of them believe that without abundant knowledge of grammar, they will not be able to speak or even write in English well. One of the problems they face is that they still doubt or confuse which tense(s) of English they have to use when they speak or write. This study aimed at finding out the learners’ problems batch 2018 in using English tenses by using a multiple choice test and a questionnaire. The study employed a quantitative approach and described the result in descriptive form. The subject of this study was the whole population of English Language Education Program batch 2018, in total 98 students. The findings reveal that most of them have problems with past perfect tense (61%), past perfect continuous tense (61%), and future perfect continuous tense (67%). These problems related to the difficulty in applying the aspect and tense in the right context, first language interference, lack of practice and repetition, and students’ confidence in using the language. It is suggested that language teachers should focus their language instruction not only to form but also to function and meaning of the tenses. Additionally, using various techniques suited to teaching tenses is advisable to increase students’ to increase communicative skills.
27
Uysal, Basak. "A Review on Time Perception of Death Row Inmates’ Denials in Their Last Statements in the Context of Forensic Linguistics." OMEGA - Journal of Death and Dying 77, no. 4 (October 22, 2016): 350–63. http://dx.doi.org/10.1177/0030222816674733.
Full textAbstract:
This study aims to find out the time perception used in the denials in the last statements of 70 death row inmates, who were executed in Texas Huntsville Unit between 1982 and 2016. To accomplish this, the tenses in their last statements were specified, and their distribution was demonstrated on a horizontal timeline. Document analysis, which is one of the qualitative research methods, was utilized as the data collection tool of the study. The main data obtained from the results of the study suggest that the following 429 death row inmates out of 537 used their right for the last statement; however, 108 of them did not state anything. A total of 70 of the 429 death row inmates denied the crimes, of which they were convicted with execution, in their last statements. When the age range is taken into consideration, it is clear that the distribution of simple tenses and the distribution of compound tenses are very close to each other. The simple tense is used the least by the 60 to 70 age-group, whereas it is mostly used by 20 to 30 age-group. Considering their education level in addition to their age range, it is observed that the highest education level is that of the 60 to 70 age-group. The most frequently used tense in the last statements of death row inmates is simple tense; however, simple present tense is used as the most common tense overall. As the timeline progresses toward the future, expectations and affirmation exist in the meaning of the sentences.
28
MENDILOW, JONATHAN. "Past, Future, and Present Perfect: Three Tenses of the British Idea of Empire." Australian Journal of Politics & History 30, no. 2 (April 7, 2008): 209–23. http://dx.doi.org/10.1111/j.1467-8497.1984.tb00573.x.
Full text
29
Vesterinen, Rainer. "The Portuguese future subjunctive." Review of Cognitive Linguistics 15, no. 1 (August 18, 2017): 58–82. http://dx.doi.org/10.1075/rcl.15.1.03ves.
Full textAbstract:
Abstract Although the analysis of the Portuguese future subjunctive mood would contribute to a greater understanding of the general meaning of the subjunctive mood, this verb form has received considerably little attention compared to the other subjunctive forms, namely, the past and present subjunctives. The aim of the present paper is to fill this gap. Using the theoretical perspective of Cognitive Grammar, it will be shown that the Portuguese future subjunctive shares many characteristic features with other tenses of the subjunctive mood. In particular, the analysis shows that the Portuguese future subjunctive can be explained by the concept of dominion. Thus, the present paper provides a conceptually grounded and unified explanation for the meaning of the Portuguese subjunctive mood.
30
Kostic, Aleksandar, and Jelena Havelka. "Processing of verb tense." Psihologija 35, no. 3-4 (2002): 299–316. http://dx.doi.org/10.2298/psi0203299k.
Full textAbstract:
Processing of Serbian inflected verbs was investigated in two lexical decision experiments. In the first experiment subjects were presented with five forms of future tense, while in the second experiment the same verbs were presented in three forms of present and future tense. The outcome of the first experiment indicates that processing of inflected verb is determined by the amount of information derived from the average probability per congruent personal pronoun of a particular verb form. This implies that the cognitive system is not sensitive to verb person per se, nor to the gender of congruent personal pronoun. Results of the second experiment show that for verb forms of different tenses, presented in the same experiment, the amount of information has to be additionally modulated by tense probability. Such an outcome speaks in favor of cognitive relevance of verb tense.
31
Larreya, Paul. "Modal Verbs and the Expression of Futurity in English, French and Italian." Modal Verbs in Germanic and Romance Languages 14 (December 31, 2000): 115–29. http://dx.doi.org/10.1075/bjl.14.07lar.
Full textAbstract:
Abstract. This paper compares the uses of (a) the English modal will and the French and Italian future tenses; and (b) be going to, aller (+ infinitive) and stare per. Unlike be going to and stare per, aller can express characteristic behavior {Par exemple, il va s'enfermer chez lui...). The following claim is made: will and the two future tenses basically express a relation of implication, while be going to, stare per and aller (metaphorically) express a movement in time; the fact that aller (unlike its two counterparts) can express implication is due to the characteristics of the French aspectual system.
32
Nguyen, Thong Vi. "A VARBRUL Analysis on The Reporting Verb Propose in Electrical Engineering Research Articles." International Journal of Language Teaching and Education 2, no. 2 (July 31, 2018): 103–12. http://dx.doi.org/10.22437/ijolte.v2i2.4953.
Full textAbstract:
Choosing an appropriate reporting verb is not only a technique to report a claim but also a tool to imply the writer’s stance or attitude towards the claim. The manner in which the reporting verb is employed can reflect the writer’s underlying implication. By using a variationist framework, this study is an in-depth investigation on how reporting verbs are affected in Electrical engineering research articles, taking propose as a variation. With the assistance of VARBRUL program, 397 tokens from 160 Electrical research articles were analyzed. Past tenses of propose was selected as an application value. The results show that time periods that the articles are published and verb voices are two factors independent from the application value. Meanwhile, tense choice of the verb has a significant correlation with journal editions and verb types. In different journals, frequency of propose used in past tenses can vary, and a significant proportion of self-reporting propose is used in past tense. Regardless the limitation of sample size and verb types, the study is potential in analyzing reporting verb from the sociolinguistic approach in future.
33
Bondarev, Dmitry. "Absolute-relative tense in Old Kanembu: foregrounding by posterior taxis." Language in Africa 1, no. 4 (December 30, 2020): 226–44. http://dx.doi.org/10.37892/2686-8946-2020-1-4-226-244.
Full textAbstract:
Old Kanembu is an extinct Saharan language that survives in annotations to the Qur’anic manuscripts of the 17th to 18th century. The past and future categories of Old Kanembu are absolute-relative tenses with posterior taxis as their orientational mechanism. The posterior location of events in temporal domains is tied up with the communicative goal of guiding the recipient through the complex Qur’anic discourse so that the foreground information and prominent elements are clearly set off against the background events. Similar properties are reported for the past and future tenses in Kanuri and therefore the Old Kanembu data corroborates a previously postulated hypothesis that the past and future in Kanuri are inherently focus categories (Wolff & Löhr 2006). Given that complexity of the Kanuri TAM system – significantly more elaborated than in the other Saharan languages – was triggered by the contact with Chadic languages and that Old Kanembu preserves archaic features going back to the 16th century and beyond, the semantic properties of the Old Kanembu past and future provide additional evidence of early Chadic influence on Kanuri.
34
Sadri, Zahra, and Anahita Khosravi. "Acquisition of Future Perfect Progressive Tense by Persian L2 Learners of English: The Interpretability Hypothesis." Language Teaching Research Quarterly 3 (July 2017): 12–24. http://dx.doi.org/10.32038/ltrq.2017.03.02.
Full textAbstract:
The issue of non-native speakers’ divergence from L2 input has gained popularity in the field of second language acquisition during the previous decades. Many significant scholars have joined the discussion and tried to explain this phenomenon through various models and frameworks. In this regard, the present study discussed domains of divergence within the framework of interpretability hypothesis. To this end, syntactic structures of future perfect progressive tense were compared in English and Persian. To examine the validity of Interpretability Hypothesis (IH), 30 Iranian L2 learners at intermediate and advanced levels were selected based on the oxford quick placement test. Further, learners were required to answer two translation tests containing English to Persian (comprehension test) and Persian to English (production test) sentences. Results revealed that learners had no problem in comprehension of this tense; however, when it came to production, they experienced some instances of divergence. Based on the findings, underpinnings of IH are supported in the sense that the logically interpretable English future perfect progressive tense poses little problem for learners whose L1 lacks the tense phonologically. Moreover, the results showed that Persian learners resort to some other compensatory tenses to express futurity in their L1.
35
Hermawan, Gede Satya. "Bahasa Jepang Sebagai Bahasa Asing -Pemahaman Pembelajar Terhadap Kala-." JLA (Jurnal Lingua Applicata) 2, no. 2 (October 11, 2019): 148. http://dx.doi.org/10.22146/jla.46773.
Full textAbstract:
In Indonesian to express time in the past, present, and future only indicated by time adverbs, and no conjugation in the verb. The first-year Japanese language education learners in the Ganesha University of Education, when they began to understand tenses in Japanese, it was seen that the concept of tenses in Indonesian was interference. The not only verb conjugation in Japanese is an obstacle, but the understanding of concepts Japanese tenses has also become a problem for learners. This paper will explain to the understanding of first-year Japanese language learners when applied Japanese tenses. This research is experimental research, where learners will be given two sentences, and asked to explain the differences. If the learner understands the concept of the Japanese tenses, the learner will find the difference from the time of the event in the sentence. There were 22 learners first-year Japanese language learners who were the subjects of the research. The results obtained are the first-year Japanese language learners of the Ganesha University of Education, most of whom have not shown a good understanding of the use of Japanese tenses, this is indicated by the number of learners who are right in explaining that there are four people from 22 learners.
36
Iftikhar Hussain, Arshad Khan, and Amina Khalid. "Description and Categorization of Balti Tense Markers." sjesr 3, no. 3 (October 19, 2020): 387–94. http://dx.doi.org/10.36902/sjesr-vol3-iss3-2020(387-394).
Full textAbstract:
The current study aims at describing and categorizing the possible tense markers of Balti language, spoken in the Baltistan region of Gilgit-Baltistan. As for linguistics exposure is concerned, Balti is one of the less explored languages. Balti has a handful amount of traditional pieces of literature in the form of books (Traditional Grammars, stories, and history) and even the available Balti literature have not been documented within the proper paradigm of linguistics. To conduct this particular study, 200 Balti root words (verbs) have been collected from the corpus data using both the naturalistic and documented sources. The selected 200 Balti root words (verbs) were critically described, analyzed, and categorized within the paradigm of inflectional morphemes of tense markers using the qualitative research design. The result shows that there are 11 tense markers, i.e., “-ed", "-en", "-set", "-s", "-uk", "-nuk", "-tuk", "-ik", "-in", "-se" and "-e" in Balti language. These tense markers are added to the respective root verbs to mark present indefinite, present participle, past participle, future indefinite, and future perfect tenses. This study will hopefully encourage future researchers to conduct research works on the various aspects of Balti language.
37
LOBATO, Lucia. "Formal features and parameter setting: a view from Portuguese past participles and romance future tenses." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 16, spe (2000): 99–128. http://dx.doi.org/10.1590/s0102-44502000000300004.
Full textAbstract:
Este artigo examina a forma morfofonológica dos particípios passados do português, incluindo a mudança na colocação do acento ocorrida na evolução do latim para o português, e argumenta a favor de um conceito de traço formal mais abstrato do que o de traço morfossintático. A fixação paramétrica é tratada como uma questão da localização onde a configuração de traços formais relevante para a interpretação semântica gramatical é visível para o sistema PF. Os estágios no desenvolvimento do futuro românico são analisados como decorrentes de uma mudança na visibilidade dos núcleos funcionais sentenciais.
38
Lee Weng Choy. "The Future Was When: Art Criticism and the Comparative Tenses of Hong Kong and Singapore." Journal of Visual Culture 6, no. 3 (December 2007): 343–48. http://dx.doi.org/10.1177/1470412907084510.
Full text
39
DE SAUSSURE, LOUIS, and PATRICK MORENCY. "A cognitive-pragmatic view of the French epistemic future." Journal of French Language Studies 22, no. 2 (August 11, 2011): 207–23. http://dx.doi.org/10.1017/s0959269511000445.
Full textAbstract:
ABSTRACTIn this paper, we review the various types of epistemic usages of the (simple and anterior) future tenses in French with the assumption that what actually licenses their occurrence is not a semantic feature such as aspect but pragmatic effects that give relevance to the utterance at the moment of speech. We review the main hypotheses proposed in the relevant literature and conclude that epistemic futures seem to fulfill the function of communicating – through a metarepresentation of a future verification – not only epistemic modality and evidentiality, but also, and perhaps especially, the inference that a particular course of action has to be undertaken from the perspective of a state of affairs that is true in the present.
40
Hayashi, Midori, and David Yoshikazu Oshima. "Graded (metric) tenses in embedded clauses: The case of South Baffin Inuktitut." Semantics and Linguistic Theory 27 (October 23, 2017): 134. http://dx.doi.org/10.3765/salt.v27i0.4135.
Full textAbstract:
This work discusses how tenses in South Baffin Inuknitut (SBI; the Eskimo-Aleut family), which are associated with remoteness specifications, are interpreted in embedded clauses. In SBI dependent clauses, the reference point forremoteness specifications may be, but is not necessarily, relativized (shifted) to a time other than external “now”. For example, while the hodiernal past (marked by suffix -qqau) designates the day of utterance as its domain of coverage, it may not do so in a subordinate clause. Whether an embedded tense may and must be relativized with regard to remoteness depends on four factors: (i) whether the embedded tense is relativized with regard to temporal direction (the past-present-future opposition), (ii) what the type of the subordinate clause is, (iii) what the tense of the superordinate clause is, and (iv) what the tense of the subordinate clause is. The findings suggest that tense systems across languages may contrast not only with respect to under what circumstances shifting of the directional temporal reference point takes place, but also with respect to under what circumstances shifting of the reference point fortemporal remoteness takes place.
41
Ebrahimi, Seyed Foad, and Mansoor Hosseinzadeh. "The Study of Syntactic and Semantic Features of Verbs In Problem Statement Section of Master Theses." Issues in Language Studies 7, no. 2 (July 3, 2019): 104–12. http://dx.doi.org/10.33736/ils.1614.2018.
Full textAbstract:
The present study was carried to investigate the realisation of verbs in problem statement of English Language Teaching (ELT) theses. To reach this objective, 40 ELT theses, were chosen from reliable databases (ProQuest). The corpus was read carefully to identify the grammatical verbs. Then, the identified verbs were classified based on tenses, aspects and voices. Tenses comprise three tenses of present, past and future. Aspects consist of simple, progressive and perfect. Voices can be either active or passive. To analyse the data for the semantic meanings of the identified verbs, Biber et al.’s (1999) classification was used. After scrutinising the problem statements of forty theses, the data, it was found that the verbs of different tenses, aspects, voices and semantic meanings were used. The findings were discussed to give a clear picture of how verbs are used in problem statements of theses written by native writers of English. The findings may help instructors to equip their students with the ability to use the verbs appropriately in writing the problem statement of their theses.
42
Alconchel, José Luis Girón. "La Doctrina y el Uso de Los Futuros en Las Gramáticas Renacentistas." Historiographia Linguistica 24, no. 1-2 (January 1, 1997): 15–28. http://dx.doi.org/10.1075/hl.24.1-2.03alc.
Full textAbstract:
Summary Spanish grammars written through the 16th and 17th centuries can be used and are to be used as primary sources for the history of the Spanish language. However, when it comes to write the history of the morphology and syntax laid down in them, the following distinctions must be made: the prescribed use or standard, the described uses, and the grammarian’s own written use. In this paper, these distinctions are applied to the history of the analytic future and the conditional tenses (cantar-clitic-he, cantar-clitic-hía), especially in the attempt to explain the loss of these forms in the first half of the 17th century. Nebrija defines the future and conditional tenses as periphrases of infinitive + haber; Correas defines them in the same way, but he does not identify easily the verb haber in the -ía ending of the conditional tense. Neither of them – nor the other grammarians who have been studied: the Anonymous of Lovaina of 1555 and 1559, Villalón, del Corro, Jiménez Patón, Tejeda, Juan de Luna – codify the analytic forms in the verbal paradigms; that means that they do not consider them standard or prescribed usage, although they use them themselves (written uses) and they put them down as examples or other speakers’ uses (described uses). But the written use lasts only until the end of the 17th century; Tejeda and Correas use the analytic forms only in examples (described uses). Taking into account that in the literary language analytic forms last until about 1650, it must be said that the language of the grammars abandons these forms approximately a quarter of a century earlier.These forms were bound to disappear, because of their defective nature and their restricted distribution, and also because they showed a word order (auxiliated + auxiliary), uncompatible with SVO languages. Grammars of the ‘Golden Century’ allow us to understand better their dissapearance right in the first quarter of the 17th century, because they report the full grammatiealization of haber as the only auxiliary verb of the compound tenses.
43
Matsuno, Koichiro. "Temporality Naturalized." Philosophies 3, no. 4 (December 17, 2018): 45. http://dx.doi.org/10.3390/philosophies3040045.
Full textAbstract:
The Schrödinger equation for quantum mechanics, which is approachable in third-person description, takes for granted tenseless time that does not distinguish between different tenses such as past, present, and future. The time-reversal symmetry grounded upon tenseless time globally may, however, be broken once measurement in the form of exchanging indivisible quantum particles between the measured and the measuring intervenes. Measurement breaks tenseless time locally and distinguishes different tenses. Since measurement is about the material process of feeding and acting upon the quantum resources already available from any material bodies to be measured internally, the agency of measurement is sought within the environment in the broadest sense. Most indicative of internal measurement of the environmental origin are chemical reactions in the reaction environment. Temporality naturalized in chemical reactions proceeding as being subjected to frequent interventions of internal measurement is approachable in second-person description because of the participation of multiple agents of measurement there. The use of second-person description is found in the appraisal of the material capacity of generating, distinguishing, and integrating different tenses. An essence of the temporality to be naturalized is within the genesis of different tenses. A most conspicuous exemplar of naturalized temporality is sought in the origins of life conceivable exclusively on the material ground.
44
Kravchenko, A. V. "COGNITIVE GRAMMAR IN AN ENGLISH CLASSROOM, OR, HOW TO MAKE LIFE FOR RUSSIAN STUDENTS EASIER." MGIMO Review of International Relations, no. 6(33) (December 28, 2013): 83–89. http://dx.doi.org/10.24833/2071-8160-2013-6-33-83-89.
Full textAbstract:
Every EFL teacher who teaches native speakers of Russian knows that the main roadblocks encountered in the classroom pertain to acquisition of articles, prepositions, and grammatical forms of the verb. With regard to articles, the situation is clear: as there are none in Russian, the student needs to understand their role and function in English. It's a bit different with prepositions: even though there are prepositions in Russian, their number and usage in English very often cause confusion. Finally, as far as the so-called tenses go – which are, in fact, tense-aspect forms – many students experience difficulties in developing necessary skills for a simple reason. Being used to the three tenses in Russian (the present, the past, and the future), they are often incapable of understanding the organizational and functional logic of a system which comprises twelve forms in the active voice. With this in mind, the problem of tense acquisition is shown to be rooted in inadequate metalinguistic knowledge pertaining to the meaning and function of the categories of tense and aspect in Russian. Since cognitive structures underlying these grammatical categories are grounded in perceptual experience and are similar in both languages, a cognitive approach, by using the native language as scaffolding, allows the student to benefit from a simple algorithm for choosing a tense in discourse. This radically facilitates grammar acquisition, eliminating many imaginary difficulties. The described approach to instructed tense–aspect acquisition has been successfully used by the author and his disciples and colleagues in educational institutions of different levels for over twenty years, proving to be much more efficient than traditional techniques.
45
Markhamah, Abdul Ngalim, Muhammad Muinudinillah Basri, and Atiqa Sabardila. "Comparison of Personal Pronoun between Arabic and Its Indonesian Translation of Koran." International Journal of Applied Linguistics and English Literature 6, no. 5 (July 6, 2017): 238. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.238.
Full textAbstract:
The system of pronoun in Indonesian language and Arabic is diverse. This becomes the main consideration of the emergence of the current study. This comparative-descriptive-qualitative study aims at comparing the Indonesian translation of Quran with its Arabic version to differentiate pronouns of both languages in relation to gender (male, female, neutral), grammatical categories of number (singular, plural, dual), and tenses (past, present, and future). Al-Qur’an which is written in Arabic is then compared to the Indonesian translation of it. Moreover, the objects of the research are personal pronouns and the data are all linguistic units consisting of personal pronouns in the Indonesian translation of Quran compared to its Arabic version. The data were collected through content analysis. Then, the comparative and distributional methods were employed to analyze the data. The findings show that in terms of gender, personal pronoun has different translation in the two languages. Indonesian does not distinguish the personal pronoun that refers to male or female, while Arabic does. In terms of quantity, Indonesian first person pronoun kami ‘we’ is commonly used for plural. However in the translated verses, kami ‘we’ refers to both singular and plural. Furthermore, in terms of tenses, Indonesian and Arabic utilize different systems. Indonesian does not distinguish the pronoun in terms of past, present, or future act, while Arabic adjusts the grammatical conformity between the verb and the subject or between the adverb and the subject in relation to number, person, and gender to express an element of tense.
46
Van der Merwe, T. "Nou, toe en dan as temporele leksikale elemente in Afrikaans." Literator 17, no. 2 (April 30, 1996): 91–104. http://dx.doi.org/10.4102/lit.v17i2.606.
Full textAbstract:
Nou, toe and dan as temporal linguistic items in Afrikaans The temporal Afrikaans words nou, toe and dan are very frequently used in reference to the three contrasts of the temporal deixis: the present, past and future tenses. They also have the temporal function in common to mark the time-relations between different parts of utterances which refer to a sequence of actions, events or slate of affairs. Each has, however, its own unique features. Toe for example could be described as "marked", since it can be used only to be indicative of the past, while nou and dan, on the other hand, are applicable in the broader spectrum of deictic reference, but not exactly parallel to each other in the different tenses.
47
Gravina, Aline Peixoto, and Eduardo Henrique Brizola. "O estudo do futuro perifrástico e do futuro sintético com verbos hipotéticos no português brasileiro / The study of the periphrastic future and the synthetic future tenses with hypothetical verbs in Brazilian Portuguese." REVISTA DE ESTUDOS DA LINGUAGEM 27, no. 3 (July 2, 2019): 1313. http://dx.doi.org/10.17851/2237-2083.27.3.1313-1344.
Full text
48
Supardi, Supardi. "PENERJEMAHAN KALA BAHASA ARAB DALAM BAHASA INDONESIA." Adabiyyāt: Jurnal Bahasa dan Sastra 10, no. 2 (December 31, 2011): 339. http://dx.doi.org/10.14421/ajbs.2011.10206.
Full textAbstract:
This article examines the translation of Arabic tenses expression into Indonesian. This library research employs a descriptive analysis method based on Catford’s theoretical translation framework. This study finds that, firstly, from the extension of translation perspective, the tense expression in Arabic can be translated fully into Indonesian, in which all of the Arabic tense expression has the Indonesian equivalence. Linguistically speaking, in certain cases the translation of Arabic verbs both mādī (perfect) and mudāri’ (imperfect) has to be added with an Indonesian temporal adverb. The auxiliary verb kāna, which usually combined with mudāri’ verb in Arabic past tense is translated into Indonesian adverb of time: “dulu”, “dahulu”, or “tadi”. Secondly, the expression of Arabic future tense, which constitutes mudāri’ verb, prefix “sa_” or particle “saufa,” is also translated into “akan”. The mādī (perfect) verb, which is used in the context of wishing, is translated into Indonesian equivalence verb - “semoga”. Thirdly, In translating Arabic into Indonesian, context (siyāq) comes into play, not all Arabic verbs denotes definite tense in a sentence
49
Moon, Gary W. "Integration in Three Tenses: A Journey from Separate and Not Equal to Integral and Interwoven." Journal of Psychology and Theology 40, no. 1 (March 2012): 66–71. http://dx.doi.org/10.1177/009164711204000113.
Full textAbstract:
This essay provides a personal reflection on the past, present and future of the modern integration movement. These three lenses provide focus for describing the course of the author's own evolving views concerning five topics deemed to be central to the integrative enterprise: 1) normal curves, 2) invisible things, 3) reductionism and competition, 4) Jesus being real smart; and 5) actual differences vs. turf wars. It is suggested that matters of soul and spirit are integral to understanding the person.
50
Auclair-Ouellet, Noémie, Pauline Pythoud, Monica Koenig-Bruhin, and Marion Fossard. "Inflectional Morphology in Fluent Aphasia: A Case Study in a Highly Inflected Language." Language and Speech 62, no. 2 (March 26, 2018): 250–59. http://dx.doi.org/10.1177/0023830918765897.
Full textAbstract:
Inflectional morphology difficulties are typically reported in non-fluent aphasia with agrammatism, but a growing number of studies show that they can also be present in fluent aphasia. In agrammatism, morphological difficulties are conceived as the consequence of impaired phonological encoding and would affect regular verbs more than irregular verbs. However, studies show that inflectional morphology difficulties concern both regular and irregular verbs, and that their origin could be more conceptual/semantic in nature. Additionally, studies report more pronounced impairments for the processing of the past tense compared to other tenses. The goal of this study was to characterize the impairment of inflectional morphology in fluent aphasia. RY, a 69-year-old man with chronic fluent aphasia completed a short neuropsychological and language battery and three experimental tasks of inflectional morphology. The tasks assessed the capacity to select the correct inflected form of a verb based on time information, to access the time information included in an inflectional morpheme, and to produce verbs with tense inflection. His performance was compared to a group of five adults without language impairments. Results showed that RY had difficulties selecting the correct inflected form of a verb, accessing time information transmitted by inflectional morphemes, and producing inflected verbs. His difficulties affected both regular and irregular verbs, and verbs in the present, past, and future tenses. The performance also shows the influence of processing limitations over the production and comprehension of inflectional morphology. More studies of inflectional morphology in fluent aphasia are needed to understand the origin of difficulties.