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Journal articles on the topic 'Grammar tense'
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Paulauskienė, Aldona. "On interpreting Lithuanian past tenses in major linguistic works on Lithuanian grammar." Lietuvių kalba, no. 4 (October 25, 2010): 1–6. http://dx.doi.org/10.15388/lk.2010.22854.
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The verb in Lithuanian possesses two simple past tenses, i.e. the past simple and the past frequentative tense. Specialists of comparative historical grammar have not shown any greater interest in the past frequentative tense since it is only typical of Lithuanian. One of the reasons is that Latvian, the other surviving Baltic language, does not possess it; furthermore, in the past a large part of Lithuania did not employ the tense either. However, now it is widely used and all grammars consider the past simple and the past frequentative tense equally significant. Still the paradigm of simple tenses in Lithuanian has not been defined as yet, as the past frequentative tense has not been given theoretical evaluation in the framework of other simple tenses. The article covers the interpretation of past tenses in major grammars of Lithuanian (from the first volume dating back to 1653 to present-day Lithuanian grammars). The paradigmatic relations of past tenses as presented in the numerous sources as well as language facts helped identify the following main features: the role of the category of aspect in the process of the formation of the past frequentative tense, relations between the past frequentative and the past simple tense, and finally, the place of the past frequentative tense in the paradigm of Lithuanian simple tenses.
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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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Pratiwi, Dian, Siti Sundari, and Made Adi Andayani T. "The Use of “English Tenses Practice” Application in Mobile Phone to Improve the Tenth Grade Students’ Mastery of Past Tense and Present Perfect Tense at Senior High School." EFL Education Journal 8, no. 2 (July 31, 2021): 91. http://dx.doi.org/10.19184/eej.v8i2.30867.
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This classroom action research aimed to improve the tenth grade students’ mastery of past tense and present perfect tense by using “English Tenses Practice” application and to know how the application improve the students participation during the teaching and learning process. The research participants were the X MIPA 3 students which were chosen purposively based on the students’ previous English main score. The data were collected by using grammar post-test and observation in the teaching and learning process of grammar. Then, the collected data were analyzed using descriptive statistic to know how the students’ grammar mastery and their active participation after given an action. The results of the analysis showed that the use of “English Tenses Practice” application could improve the students’ grammar mastery of past tense and present perfect tense and their participation after given an action in the first cycle. It is suggested for English teacher that “English Tenses Practice” application on mobile phone can be used as the medium in the teaching and learning process of grammar.
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Demirdache, Hamida, and Oana Lungu. "Sequence of tense in (French) child language." Linguistic Variation Yearbook 2008 8 (December 31, 2008): 101–30. http://dx.doi.org/10.1075/livy.8.04dem.
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We discuss the results of an L1 French comprehension study of the construal of present and imperfective past in (non) subordinate contexts. Our findings reveal that children accept (sometimes enforce) non-indexical simultaneous construals of both present and past under a matrix past — though present is utterance-indexical in adult French. Extending Kratzer’s (1998) zero-tense analysis of English past under past simultaneous construals to Japanese present under past simultaneous construals, we argue that zero-tenses in L1 French surface either as past (adult French) or as present (adult Japanese). That children allow multi-valued parameter settings is expected on the Multiple Grammars hypothesis where language acquisition involves grammar competition. We extend our zero-tense analysis of non-adult tense construals in subordinate contexts to non-subordinate contexts, by arguing that the binder of a zero-tense in child grammar can be a temporal adverb denoting the ‘now’ of the speaker or some salient time implicit in the context.
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Silitonga, Frangky, and Frangky Silitonga. "THE IMPACT OF GRAMMATICAL COMPETENCE WITH DISCOURSE IN SPEAKING PROFICIENCY." JURNAL BASIS 1, no. 2 (October 18, 2014): 115. http://dx.doi.org/10.33884/basisupb.v1i2.295.
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ABSTRACTLanguage is a mean of communication used in daily activities. There are aspects needed to be concerned in the use of language, especially foreign language. One of the most common foreig language used is English. In Indonesia, although, English is sound familiar by most of people, the ability of using English is still not maximal. In the use of English language, one of the most important aspects is grammar, for example grammar orientation—tenses, Simple past tense and simple present tense, these are two particular parts in grammar. Simple past tense indicates the past condition that has passed. Simple present tense is used to describe the habit or event happening now. The tendency of tenses use is usual in daily communication, for instance, everyone will interact through some ways, one of them verbal communication or speaking. There is a relationship between grammar and speaking proficiency. Simple past and simple present tense influence the speaking proficiency, thus by mastering those grammar aspects will make easier to understand communication each other. Therefore discourse has supporting power to make the second learners language easily to improve speaking skill. It thing become a basic need for some people who face the people using that foreign language, especially in the school or business process. In Batam, as an industrial region which next to the Singapore and Malaysia, a well speaking proficiency surely needed. Here, the writer conducts the research toward impact of grammatical orientation with discourse in speaking proficiency on students’ primary school in Batam.
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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.
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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.
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Sharvit, Yael. "Embedded Tense and Universal Grammar." Linguistic Inquiry 34, no. 4 (October 2003): 669–81. http://dx.doi.org/10.1162/ling.2003.34.4.669.
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Loux-Schuringa, J. A. Le. "Tenses in 19th-century Dutch sentence-grammar." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 187–205. http://dx.doi.org/10.1075/hl.15.1-2.10lou.
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Summary In this paper some theories on tenses are described. These theories appeared in the Netherlands in the first half of the 19th century. The purpose is not just describing the different tense-systems of P. Weiland (1805), W. Bilderdijk (1826), W. G. Brill (1846) and L. A. te Winkel (1866). In the first half of the 19th century some fundamental changes took place. It is shown that these changes are based upon continuity of research of time and tense in the Dutch tradition. This continuity is found on three levels: (a) The research was concentrated on the verbal forms, no other information from the sentence was used. (b) The grammarians took the relationship between linguistic forms and logical categories as a one-to-one relation. (c) The morphological form of the Dutch language determined the grammatical representation of the tense-systems more and more.
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Manoliu, Maria M. "Changing Culture Changing Grammar." Tense and Aspect 12 (December 31, 1998): 103–27. http://dx.doi.org/10.1075/bjl.12.07man.
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Abstract. It has been often emphasized that, in Romance, the category of aspect has become subordinated to the category of tense and that the development of compound and double-compound forms was due to the necessity of recreating the opposition between perfectum and infectum, an opposition which dominated the Latin temporal system on the whole. As far as we know, there is no satisfactory explanation for this phenomenon. According to our hypothesis, the cyclic bleaching of the 'resultative value' is a consequence of a fundamental change in parameters affecting various categories such as gender, case, voice and tense. More specifically, the resultative value of compound tenses must have been in competition with the values of the newly created plain passive, which was also result-centered (as opposed to the agent-centered active and event-centered middle/reflexive). By turn, these changes in the voice paradigm were triggered by the reinterpretation of the inherent feature [+Passive] characterizing Latin neuter nouns as a contextual feature. Since the verb assigns various roles to its arguments, it is no wonder that the combination of 'topicality' with a 'passive role' will affect the entire sentential structure, including the verb markers. But if both the plain passive and the compound past are result-centered, the corresponding active forms may become first and foremost tense markers, with special pragmatic and narrative values as required by the discourse necessities of the predominantly oral registers that developed into Romance languages.
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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.
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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.
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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.
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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.
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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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Mulyadi, Mulyadi, and Dini Hidayati. "APPLICATION OF GOOGLE TRANSLATE FOR WRITING THESIS ABSTRACT IN ENGLISH (GRAMMAR ERROR ANALYSIS)." Akademika 10, no. 02 (December 12, 2021): 349–60. http://dx.doi.org/10.34005/akademika.v10i02.1584.
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Google Translate is a popular translation and is used by most people around the world. Google Translate not only offers translation in various languages, it can even speed up work Translate. In learning the new norm, Google Translate is considered the easiest way to facilitate translation work and assist students in completing academic assignments. Based on the preliminary survey that had been done toward fifteen English thesis abstracts of post graduate students, it was found a lot of mistakes in the writing (tenses). This research aims at identifying the use of tenses/grammar in English thesis abstracts. The type of this research is descriptive through documentation study approach. The population was all English thesis abstracts at post graduate program Jakarta Islamic University. The sampling was purposive sampling. The data were analyzed descriptively. The results of the research showed that the inappropriate use of tense was more than that of theappropriate one in the part of background; the inappropriate use of tense was more than that of the appropriate one in the part of research method; the inappropriate use of tense was more than that of the appropriate one in the part of result (findings); the appropriate use of tense was more than that of the inappropriate one in the part of discussion; and the appropriate use of tense was more than that of the inappropriate one in the part of conclusion and suggestion
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Bukit, Herawati. "THE ERROR ANALYSIS IN USING TENSES MADE BY STUDENTS IN ENGLISH TEACHING AND LEARNING PROCESS." JETLi: Journal of English Teaching and Linguistics 1, no. 2 (December 30, 2020): 92–101. http://dx.doi.org/10.55616/jetli.v1i2.21.
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We can find term “Error Analysis” in language. These errors could make misunderstanding of English sentence meaning. Tense is a rule when we want to explain our activities and events in written text. As we are academic students, we must have full understanding about tenses, because if we don’t do it, there is much miscommunication that we got. But students don’t have full understanding about this problem. They assume tense as a big burden. It is a real phenomenon that the researcher found. The goal of this researchwas the students’ progress and every student’s level in understanding tenses. The method of this research used quantitative method. Kinds of errors made by second grade students of Health Information Management in using tenses are omission 50% (omission of simple present tense 50%). The percentage errors of using tenses are simple present 50%, simple past 35% and simple future tense 15%. Students should pay attention seriously in learning tenses because tenses are part of grammar.
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Kim, Chan Gon. "Problems of Tense Category in Korean Grammar and The ‘-었었-’ Tense." Journal of Humanities and Social sciences 21 9, no. 3 (June 30, 2018): 201–14. http://dx.doi.org/10.22143/hss21.9.3.16.
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Satria, A., and S. Gatot. "Coastal Students' Tense on Grammar Tense(s): A Rasch Model Analysis." Universal Journal of Educational Research 8, no. 3D (March 2020): 26–38. http://dx.doi.org/10.13189/ujer.2020.081705.
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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.
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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.
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Nwala, Michael Alozie. "Aspects of the Grammar of Past Tense and the Present Perfective Aspect in English and Echie: A Contrastive Account." AFRREV IJAH: An International Journal of Arts and Humanities 9, no. 1 (April 28, 2020): 80–86. http://dx.doi.org/10.4314/ijah.v9i1.8.
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The absence of a parallel equivalence in the grammar of past tense and perfective aspect in English and Echie is significantly responsible for the errors that occur in the related sentences of the Echie second language learners of English. This article is a contrastive analysis of the grammar of past tense and present perfect tense in English and Echie and it highlighted the structural specifics of each of the languages. Using the descriptive research design, the data for this study were gathered through the primary sources (ten competent native speakers of Echie were interviewed) and the secondary sources (examples generated from textual materials). Our description showed a complete range of morphological differences in past tense and present perfect tense of English and Echie as seen in the use of 1st, 2nd and 3rd persons singular and plural respectively. The paper concludes that the parametric variation in the past tense and perfective aspect of English and Echie languages show that every language is unique in some sort.
Key Words: Contrastive, grammar, tense, parametric, descriptive, interference; language.
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CAMPOS-DINTRANS, GONZALO, ACRISIO PIRES, and JASON ROTHMAN. "Subject-to-subject raising and the syntax of tense in L2 Spanish: A Full Access approach." Bilingualism: Language and Cognition 17, no. 1 (December 21, 2012): 38–55. http://dx.doi.org/10.1017/s1366728912000661.
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This paper investigates the acquisition of syntax in L2 grammars. We tested adult L2 speakers of Spanish (English L1) on the feature specification of T(ense), which is different in English and Spanish in so-called subject-to-subject raising structures. We present experimental results with the verbparecer“to seem/to appear” in different tenses, with and without experiencers, and with Tense Phrase (TP), verb phrase (vP) and Adjectival Phrase (AP) complements. The results show that advanced L2 learners can perform just like native Spanish speakers regarding grammatical knowledge in this domain, although the subtle differences between both languages are not explicitly taught. We argue that these results support Full Access approaches to Universal Grammar (UG) in L2 acquisition, by providing evidence that uninterpretable syntactic features can be learned in adult L2, even when such features are not directly instantiated in the same grammatical domain in the L1 grammar.
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Pandžić, Zvonko. "Tense, mood and aspect in the first grammar of Croatian (Kašić 1604)." Historiographia Linguistica 31, no. 1 (July 30, 2004): 7–32. http://dx.doi.org/10.1075/hl.31.1.03pan.
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Summary This paper deals with the first Croatian grammar published in 1604 by the Jesuit Bartul Kašić (1575–1650). Within the framework of a multi-level approach of historical hermeneutics, the author investigates both the linguistic and the philosophical presuppositions of this grammar. After having established Kašić’s humanistic sources (Manutius, Giambullari, Linacre, Álvares, Gretser), the paper sketches the historical background of the grammatization process of Slavic languages in general. It then analyses the verbal categories of tense, mood and aspect within this humanistic tradition as well as the immanent semantics of Kašić’s work. The focal point of the paper is Aristotle’s definition of time that Thomas Linacre (1524) had reintroduced into the description of verbs and which was taken over by Kašić through the work of Giambullari (1552). This notion of time, however, served not only to portray verbal tenses in vernacular grammars but also those of Greek and Latin (Apollonius Dyscolus, Diomedes, Augustine, Priscian, etc.). As the author tries to demonstrate, Kašić’s work constitutes the genuine crystallising point of the so-called onto-semantic view of language and grammar. Furthermore, Kašić’s analysis of verbal moods is shown to follow the humanistic tradition and that of the grammatization of Slavic moods. Kašić’s attempt to relate the eminently important category of aspect in Slavic to ‘Aristotelian’ and ‘Varronian’ aspects of Latin grammar may be regarded as pioneering in the history of Slavic linguistics.
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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.
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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.
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Paheshti, Edesa, and Emine Teichmann. "Confrontative Study between Past Perfect Indicative in German and Past Perfect and Aorist II Indicative in Albanian." Mediterranean Journal of Social Sciences 8, no. 4-1 (July 1, 2017): 15–19. http://dx.doi.org/10.2478/mjss-2018-0068.
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Abstract The present study represents a significant step forward to understand past perfect indicative in Albanian and German by comparing them in morphological, semantic and stilistic aspects. The semantic meaning of past perfect indicative in Albanian is very similar to that in German. But the Albanian language also alters another additional past tense called Aorist II, that it is not present in the standard German language. This work aims at giving practical and theoretical overview on approaches and differs of the past perfect between the two languages - we intend to show that by giving great argumentative examples, which help concretising and understanding better, and also offer a clear and detailed picture of uses and meanings of this tense in both languages. In particular, in this paper it is paid attention to the text grammar, as we think that is a very important and interested point of view by studying and comparing two grammars. Furthermore we consider the issue of translation from German in Albanian and controversialy. At this point we intend to find the grammar tools the German language uses for the translation of the albanian Aorist II. This publication will be a comprehensive and authorative reference work on complex past tenses bringing together the study on different linguistic aspects.
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Huumo, Tuomas. "The grammar of temporal motion: A Cognitive Grammar account of motion metaphors of time." Cognitive Linguistics 28, no. 1 (February 1, 2017): 1–43. http://dx.doi.org/10.1515/cog-2016-0015.
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AbstractRecent groundbreaking work in cognitive linguistics has revealed the semantic complexity of motion metaphors of time and of temporal frames of reference. In most approaches the focus has been on the clause-level metaphorical meaning of expressions, such as Moving Ego (We are approaching the end of the year) and Moving Time (both Ego-centered, as in The end of the year is approaching and field-based, as in Boxing Day follows Christmas Day). The detailed grammatical structure of these metaphorical expressions, on the other hand, has received less attention. Such details include both elements that contribute to the metaphorical meaning and those that have a non-metaphorical temporal function, e. g., tense and (central features of) aspect. I propose a model for the analysis of metaphorical expressions, building on earlier work in Conceptual Metaphor Theory and the framework of Cognitive Grammar (CG). I approach the grammatical structure of metaphorical expressions by analyzing the interplay between veridical and metaphorical systems of expressing temporal relations. I argue that these systems relate to two relevant conceptualizations of time. Veridical time (VT) is the non-metaphorical conceptualization of time, where the processual profile of the clause-level metaphorical expression resides. A metaphorical path (MP) is the metaphorical conceptualization of time as a path occupied by the metaphorical motion. A motion metaphor of time tracks the mover’s changing position on the MP against VT. I show how metaphorical expressions based on a motion verb differ from those based on a prepositional construction in grammatical and semantic terms, and how tense and aspect contribute to the conceptualization of the motion scenario. I argue that tense grounds the metaphorical motion event with respect to the speech event. All the participants in the motion event, as well as the metaphorical path itself, are present in each subsequent configuration tracked against VT by the conceptualizer. Thus tense has a wide scope over the motion scenario with Ego’s ‘now’ as a reference point, while Ego’s ‘now’ cannot serve for grounding of tense. This is why expressions such as *The meeting is difficult ahead of us are not acceptable.
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Calder, Samuel D., Mary Claessen, Susan Ebbels, and Suze Leitão. "Explicit Grammar Intervention in Young School-Aged Children With Developmental Language Disorder: An Efficacy Study Using Single-Case Experimental Design." Language, Speech, and Hearing Services in Schools 51, no. 2 (April 7, 2020): 298–316. http://dx.doi.org/10.1044/2019_lshss-19-00060.
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Purpose This study evaluated the efficacy of an explicit, combined metalinguistic training and grammar facilitation intervention aimed at improving regular past tense marking for nine children aged 5;10–6;8 (years;months) with developmental language disorder. Method This study used an ABA across-participant multiple-baseline single-case experimental design. Participants were seen one-on-one twice a week for 20- to 30-min sessions for 10 weeks and received explicit grammar intervention combining metalinguistic training using the SHAPE CODING system with grammar facilitation techniques (a systematic cueing hierarchy). In each session, 50 trials to produce the target form were completed, resulting in a total of 1,000 trials over 20 individual therapy sessions. Repeated measures of morphosyntax were collected using probes, including trained past tense verbs, untrained past tense verbs, third-person singular verbs as an extension probe, and possessive 's as a control probe. Probing contexts included expressive morphosyntax and grammaticality judgment. Outcome measures also included pre–poststandard measures of expressive and receptive grammar. Results Analyses of repeated measures demonstrated significant improvement in past tense production on trained verbs (eight of nine children) and untrained verbs (seven of nine children), indicating efficacy of the treatment. These gains were maintained for 5 weeks. The majority of children made significant improvement on standardized measures of expressive grammar (eight of nine children). Only five of nine children improved on grammaticality judgment or receptive measures. Conclusion Results continue to support the efficacy of explicit grammar interventions to improve past tense marking in early school-aged children. Future research should aim to evaluate the efficacy of similar interventions with group comparison studies and determine whether explicit grammar interventions can improve other aspects of grammatical difficulty for early school-aged children with developmental language disorder. Supplemental Material https://doi.org/10.23641/asha.11958771
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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.
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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.
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Akimova, Marina. "“The Trout Breaks the Ice” by Mikhail Kuzmin: Verse and Grammar." Studia Metrica et Poetica 8, no. 1 (October 14, 2021): 99–116. http://dx.doi.org/10.12697/smp.2021.8.1.03.
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The author explores various compositional levels of the Russian modernist author Mikhail Kuzmin’s long poem “The Trout Breaks the Ice”. The levels are: (1) the grammatical tenses vs. the astronomical time (non-finite verb forms (imperative) are also assumed to indicate time); (2) the meters of this polymetric poem; (3) realistic vs. symbolic and (4) static vs. dynamic narrative modes. The analysis is done by the chapter, and the data are summarized in five tables. It turned out that certain features regularly co-occur, thus supporting the complex composition of the poem. In particular, the present tense and time regularly mark the realistic and static chapters written in various meters, whereas the past tense and time are specific to the realistic and dynamic chapters written in iambic pentameter. The article sheds new light on the compositional structure of Kuzmin’s poem and the general principles of poetic composition.
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Akimova, Marina. "“The Trout Breaks the Ice” by Mikhail Kuzmin: Verse and Grammar." Studia Metrica et Poetica 8, no. 1 (October 14, 2021): 99–116. http://dx.doi.org/10.12697/smp.2021.8.1.03.
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The author explores various compositional levels of the Russian modernist author Mikhail Kuzmin’s long poem “The Trout Breaks the Ice”. The levels are: (1) the grammatical tenses vs. the astronomical time (non-finite verb forms (imperative) are also assumed to indicate time); (2) the meters of this polymetric poem; (3) realistic vs. symbolic and (4) static vs. dynamic narrative modes. The analysis is done by the chapter, and the data are summarized in five tables. It turned out that certain features regularly co-occur, thus supporting the complex composition of the poem. In particular, the present tense and time regularly mark the realistic and static chapters written in various meters, whereas the past tense and time are specific to the realistic and dynamic chapters written in iambic pentameter. The article sheds new light on the compositional structure of Kuzmin’s poem and the general principles of poetic composition.
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Lumaela, Ernita, and Stella Rose Que. "USING OF EXPLICIT INSTRUCTION METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY IN SIMPLE PRESENT TENSE AT CLASS X3 OF SMA NEGERI 4 LEIHITU." JURNAL TAHURI 18, no. 1 (February 5, 2021): 13–32. http://dx.doi.org/10.30598/tahurivol18issue1page13-32.
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Based on the preliminary study, almost students usually have some problems in finding out the verb form of simple present tense. There are omissions of be, and suffix -s/-es. It shows that students’ grammar ability is low in simple present tense. The research questions are how can explicit instruction method improve students’ grammar ability in simple present tense? And what are students’ responses about using explicit instruction method during teaching learning process? Its significant are for students, they have grammar ability in using simple present tense well. And they are accustomed to use the correct verb of simple present tense. Then, for teacher, is to provide the better method for teaching grammar. And the Explicit Instruction method helps the teacher to variety his or her instruction of teaching grammar. Type of this research is classroom action research by using Explicit Instruction method. It is conducted at SMA Negeri 4 Leihitu in Seith village of Central Maluku. The subject is the first grade of class X3 with the total number 20 students. The research has been done in three cycles consisted of three times of meeting in each cycle during four weeks. And every last meeting of each cycle, researcher conducted a test to measure students’ improvement. And the pre- test of students’ result show the mean 29,5 at the poor level. Then, in the first cycle, the students’ mean add 52,9 at the poor level. And the second cycle, the students’ mean increase 65 which show at the average level. And the last cycle, students’ mean improve highly 78 which shows at the good level. Finally, students show the good progress. They have been able to use the simple present tense of auxiliary verbs in sentences, determine the correct verbs of the subject-verb-agreement and transform the verb of the third singular person well
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Dahl, Östen, Norbert Hornstein, and Osten Dahl. "As Time Goes by: Tense and Universal Grammar." Language 68, no. 3 (September 1992): 645. http://dx.doi.org/10.2307/415804.
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Langacker, Ronald W. "The English present tense." English Language and Linguistics 5, no. 2 (September 25, 2001): 251–72. http://dx.doi.org/10.1017/s1360674301000235.
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It is generally agreed that the English ‘present tense’ is not appropriately analyzed as indicating present time: present-time events often cannot be expressed in the present tense; conversely, the present tense is often used for nonpresent occurrences. I will argue, however, that these problems are only apparent, arising from a failure to appreciate the numerous conceptual factors that are crucially involved. When these are properly elucidated, using notions available in cognitive semantics and cognitive grammar, the characterization ‘coincidence with the time of speaking’ proves remarkably adequate in accounting for present-tense usage.
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Druzhinin, Andrey, Svetlana Pesina, and Ali Rahimi. "Bio-Cognitive aspects of simple and progressive verb forms usage." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 46–51. http://dx.doi.org/10.18844/gjflt.v7i1.2408.
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Abstract
The article offers a cognitive subject-oriented perspective on language and its acquisition with a focus on grammar. By sketching out the cognitive mechanisms of languaging ‘conceptual complexes’ or mental categories through grammar means, the authors endeavour to define and formulate their semantic representations which are supposed to meet three prime objectives, namely to 1) reflect the orientation effect of grammar forms and constructions used in the process of speech production as coordination of his/her own interactions; 2) interpret the meaningful content and mental imaging associated in the subject's mind with this or that grammar form; 3) serve as an auxiliary technique in understanding and explaining English grammar for various teaching and learning purposes. The proposed approach and delineated technique are showcased by the verbs forms of present simple and present progressive whose cognitive essence and interpretative models are described and analysed in minute detail.
Keywords: Cognitive grammar; cognition, English tense forms, simple and progressive tenses
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Marzban, Amir, Fatemeh Shamsi Lameshkani, and Zahra Saeedi. "The Effect of Using Metatalk Activity on Iranian Intermediate EFL Learners' Knowledge of Tense." Theory and Practice in Language Studies 7, no. 9 (September 1, 2017): 810. http://dx.doi.org/10.17507/tpls.0709.14.
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The present study aimed to investigate the effect of metatalk activity on Iranian Intermediate EFL Learners' Knowledge of Tense. 60 intermediate institute learners took part in this experiment. They were randomly chosen from among a population of intermediate via an PET test score of at least on standard deviation below the mean. They were then randomly assigned into two experimental and control groups of 30. A pretest of English grammar was administered to both groups, then they were taught grammatical tenses for 8 sessions but with different methodologies: the experimental group was treated with metatalk activity while the control group received traditional method. A posttest of grammar was then administered to both groups. The data of the study were analyzed using the independent samples t-test and correlation coefficient. The results demonstrated that Iranian EFL learners in the experimental group received higher knowledge of tense score after being treated with metatalk activity for 8 sessions.
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UCCELLI, PAOLA. "Emerging temporality: past tense and temporal/aspectual markers in Spanish-speaking children's intra-conversational narratives." Journal of Child Language 36, no. 5 (February 19, 2009): 929–66. http://dx.doi.org/10.1017/s0305000908009288.
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ABSTRACTThis study describes how young Spanish-speaking children become gradually more adept at encoding temporality using grammar and discourse skills in intra-conversational narratives. The research involved parallel case studies of two Spanish-speaking children followed longitudinally from ages two to three. Type/token frequencies of verb tense, temporal/aspectual markers and narrative components were analyzed to explore interrelationships among grammatical and discourse skills. Children progressed from scattered unsystematic means of encoding temporality to mastering a basic linguistic system that included devices to mark location of events, temporal relations and aspectual meanings. The consolidation of perfective past tense to express narrative events marked a crucial developmental point which preceded an explosion of additional verb tenses and temporal markers. The value of spontaneous language data, and the need to study grammar and discourse simultaneously to construct a comprehensive developmental picture are highlighted. Results are discussed in relation to theoretical proposals on the development of temporality.
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ANDERWALD, LIESELOTTE. "Norm vs variation in British English irregular verbs: the case of past tense sang vs sung." English Language and Linguistics 15, no. 1 (February 7, 2011): 85–112. http://dx.doi.org/10.1017/s1360674310000298.
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In this article I discuss the persistence of non-standard past tense forms in traditional and modern dialect data in the face of strong prescriptive norms against such non-standard forms. Past tense forms like she drunk or they sung are still encountered frequently, although prescriptive grammars have militated against such usage for over a century, as a detailed investigation of nineteenth-century grammar books can show. I will argue that an increasing insistence especially by British nineteenth-century grammarians on distinct paradigm forms like drink – drank – drunk is based on a (mistaken) Latin ideal and that it has not carried much weight with the ‘average’ speaker for functional reasons: non-standard forms in <u> can be functionally motivated and are more ‘natural’ past tense forms in the sense of Wurzel (1984).
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Kavalir, Monika. "Modal structure in Kurt Vonnegut's Slaughterhouse-five." Acta Neophilologica 44, no. 1-2 (December 31, 2011): 103–11. http://dx.doi.org/10.4312/an.44.1-2.103-111.
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The article analyses modal structure (tense, polarity) in Kurt Vonnegut's novel Slaughterhouse-Five within the framework of Systemic-Functional Grammar. The analysis of the Mood element shows the prevailing pattern to be past positive; the use of present tenses embodies Vonnegut's specific non-linear concept of time. Similarly, the absence of negative polarity builds the deterministic belief that pervades the novel.
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Kozlova, Lyudmila, and Nadejda Trubochkina. "Graphic and Functional Algorithms of Sequence of Tenses in English Grammar for the Effective Education and Automated Systems of Text Synthesis and Editing." Journal of Language and Education 1, no. 4 (December 1, 2015): 15–25. http://dx.doi.org/10.17323/2411-7390-2015-1-4-15-25.
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The article describes the optimal graphic language of presenting and studying English grammar using information technology. Among the studies on the use of graphics in teaching a foreign language, there are mostly descriptions of static objects. The authors propose to use a universal graphic language for describing processes. The authors suggest theoretical foundations of visualization of the English grammar rules using time-sequential conversion scale in the sequence of tenses transformation. The research question is the method of archiving knowledge of English grammar to simplify and speed up the memorization and to increase the volume of information memorized. To achieve this goal, the authors used a graphic algorithmization of the English grammar and visualization of grammar rules, as well as the comparative monitoring of the knowledge gained. As part of research, a series of experiments on the visualization of the rules of sequence of tenses were conducted in student groups. The research showed that a simple language of symbols facilitates and accelerates the memorization of English grammar. Systematic tabulation of grammar rules, where each verb tense gets its finished graphic image, becomes easy to understand and quick to memorize. The application of the presented approach is the following: effective linguistic education, local and global automatic synthesis system and text editing.
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Een Fariyanti, and Eva Faliyanti. "THE CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND THEIR PERFORMANCE IN WRITING DESCRIPTIVE TEXT AT THE TENTH CLASS OF SMK MUHAMMADIYAH 1 METRO ACADEMIC YEAR 2012/2013." PREMISE JOURNAL:ISSN online: 2442-482x, ISSN printed: 2089-3345 2, no. 1 (April 15, 2013): 95. http://dx.doi.org/10.24127/pj.v2i1.720.
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Writing is a language skill that is used for indirect communication to convey a message or information to the readers. In writing a text, we can explore our ideas, feelings and thoughts which are arranged in words, sentences, and paragraph by using eyes, brain and hand. In writing a text, we must be able to use a good language and we also must be able to arrange good sentences grammatically in order the readers understand about the content of our writing. Besides that, if the students will make a sentences or paragraph, they must have knowledge about tenses. The objectives of the research are to find out the students’ simple grammar mastery and their performance in writing descriptive and also to find out whether or not there is a correlation between the students’ grammar mastery and their performance in writing descriptive. The subjects of this research are the tenth grade of SMK Muhammadiyah 1 Metro (class XA1 and class XAP). In this research, the writer used descriptive quantitative method because the final score of variable is number and the analysis is using statistic. The researcher tried to analyze the current data about students’ grammar mastery and their performance in writing descriptive. In collecting data, the researcher administered two kinds of test. They are simple present tense test and writing test. The simple present tense test are consists of 20 items of multiple choice and the writing test, the students choose one of topics from three topics. The result of this research shows that the students’ simple present tense mastery was middle. It can be seen from the average of simple present tense test is 70.6. The students’ performance in writing descriptive was middle. It can be seen from the average of writing descriptive test is 74.9. The conclusion above was from result of data analysis, it was found that writing descriptive affected by simple present tense mastery.
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Nazifullah Nijat et al.,, Nazifullah Nijat et al ,. "Enhancing Learners’ Grammar Knowledge of Tenses and Voice Through “Tense and Voice Structured Wheel”." International Journal of Mechanical and Production Engineering Research and Development 10, no. 3 (2020): 14381–96. http://dx.doi.org/10.24247/ijmperdjun20201370.
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Liu, Linlin. "English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches." Studies in English Language Teaching 8, no. 3 (August 22, 2020): p138. http://dx.doi.org/10.22158/selt.v8n3p138.
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This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.
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Rai, Ichchha Purna. "English Tense and Aspect: EFL Problems That Chhulung Learners Have." Journal of NELTA 17, no. 1-2 (May 20, 2013): 61–69. http://dx.doi.org/10.3126/nelta.v17i1-2.8093.
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The paper deals with English and Chhulung* tense and aspect systems. Tense and aspect are important components in grammar of any language. This paper focuses on the differences between English and Chhulung tense and aspect systems and analyzes the EFL problems of Chhulung learners of English in learning English tense and aspect. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 61-69 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8093
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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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Tashreefa, Ramandeep Kaur,. "TENSE MARKERS AMONG HINDI SPEAKING TYPICALLY DEVELOPING CHILDREN." Journal of Applied and Advanced Research 2, no. 6 (December 29, 2017): 364. http://dx.doi.org/10.21839/jaar.2017.v2i6.120.
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In grammar, tense is a category that expresses time reference with reference to the moment of speaking. Tenses are usually manifested by the use of specific forms of verbs, particularly in their conjugation patterns. Most of the previous research reveals that tenses develop with age and thus older children had more accurate speech and fewer error patterns in their speech. However, in Indian contexts, limited studies are noted in the area of language development in children with intellectual disability Hindi-speaking children. Thus, the present study aims to explore tense markers in Hindi speaking intellectually disabled children and its comparison across mental age (MA) matched typically developing children. The results revealed that syntax develops significantly with the age. Comparison across the two groups showed higher occurrences of tense forms among TD children when compared to the children with ID. Related studies are discussed clearly in the paper which reveals a number of studies supporting the finding. The present study has significant implications for the assessment of developmental speech disorders among Hindi-speaking group of Indian population.
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Yousefzadeh, Masoud, and Mohammad Aghajanzadeh. "Representational Gestures and Tense-Aspect Improvement in L2 Grammar." AJELP: The Asian Journal of English Language and Pedagogy 5 (November 28, 2017): 46–67. http://dx.doi.org/10.37134/ajelp.vol5.5.2017.
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Kiyama, Naoki. "When tense meets constructional meaning." Cognitive Linguistic Studies 4, no. 2 (December 31, 2017): 273–92. http://dx.doi.org/10.1075/cogls.00005.kiy.
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Abstract Construction Grammar, one of the major frameworks in Cognitive Linguistics, has been successful in providing accounts of a wide range of empirical data. The approach has recently placed great emphasis on low-level generalizations, and some studies have argued that a constructional meaning is often associated only with a specific lexical item. Therefore, by investigating in detail the form [copula be + Adj. + enough + to-infinitive], the present study proposes that the combinatorial potential of the intensifier enough and the derived constructional meanings are sensitive to tense, thus emphasizing the importance of ‘item- and tense-specific constructions’.
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Minkhatunnakhriyah, Minkhatunnakhriyah, Fahriany Fahriany, and Albiansyah Albiansyah. "ANALISIS PENGGUNAAN TATA BAHASA DAN PEMEROLEHAN BAHASA KEDUA BAHASA INGGRIS PADA MAHASISWA THAILAND." LITE: Jurnal Bahasa, Sastra, dan Budaya 17, no. 1 (June 3, 2021): 34–44. http://dx.doi.org/10.33633/lite.v17i1.4417.
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Abstract: This paper aims to determine the types of grammar usage and todescribe the acquisition of English as a second language among Thaistudents. The method used was a qualitative paradigm and the data sourceswere taken from interviews. The interview instrument was used to obtainthe data in the form of English text production, which was used to identifyand to classify the types of grammar elements and information on howinformants acquire the language. This study results in variations in the useof grammar elements namely simple present tense, simple past tense,degree of comparison, noun phrases, and auxiliary verbs. The results of theinterview show that the process of mastery of a second language wasobtained through watching films in English or films with English subtitles,reading novels in English, and listening to English songs. Keywords: English Grammar; Second Language Acquisition; Speaking
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Chandekar, Amruta. "Grammatical uniformity of tense and aspect." Narrative Inquiry 30, no. 2 (May 19, 2020): 381–403. http://dx.doi.org/10.1075/ni.19005.cha.
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Abstract This paper explores the pragmatic effects of Tense Shift in an Urdu narrative. A linguistic analysis of the semantic and pragmatic effects of Tense Shift is proposed. A key claim of this analysis is that the mechanisms of Tense Shift exist in sentence-level grammar in Urdu. The analysis seeks to provide an explanation for some of the properties of Tense Shift that have been pointed out in previous studies of Tense Shift in other languages. The paper discusses as well the extent to which this analysis is expected to apply to narratives in languages other than Urdu.
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Fitria, Tira Nur. "Error Analysis Found in Students’ Writing Composition of Simple Future Tense." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 240–51. http://dx.doi.org/10.34050/els-jish.v1i3.5028.
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Error analysis is a way to investigate errors in the second or foreign language acquisition. This study of error (error analysis) is part of an investigation of the process of English language learning. This research will find the kind of error analysis found in students’ writing composition in the aspects of grammar, punctuation, and spelling and to find the most dominant kind of error analysis found in students’ writing composition of simple future tense. This research used the qualitative research to collect empirical data from the students’ written. By using this method, the data would be accurately collected. The object of the research is fifteen students’ writing composition which taken from 15 students of S1 Accounting STIE AAS Surakarta. The result of analysis shows that the students’ error in writing composition of simple future tense consists of three aspects of writing. First, in grammar, punctuation and spelling. In grammar aspect, there are errors in some points of class word like in noun (21 data or 36,84 %), determiner/article (2 data or 3,51 %), pronoun (1 data or 1,75 %), preposition (15 data or 26,32 %) and verb (18 data or 31,58 %), then the most dominant error in grammar aspect is noun. Second, in punctuation (16 data or 17,20%). Third, in spelling (20 data or 21,51%). Based on the frequency of each aspect of error writing shows that the most dominant error found in the students’ writing composition is in the aspect of grammar as 57 data or 61,29.
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Vlasov, Sergei V., and Leonid V. Moskovkin. "Categories of the name and the verb in Anfangs-Gründe der Russischen Sprache (1731)." Vestnik of Saint Petersburg University. Language and Literature 18, no. 3 (2021): 528–45. http://dx.doi.org/10.21638/spbu09.2021.307.
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The relevance of this study is due to the importance of Vasiliy Adodurov’s Anfangs-Gründe der Russischen Sprache as the first academic grammar of the Russian language written by a Russian scholar and published in Russia. The aim of the article is to show the innovations of Adodurov’s grammatical views and the relation of his grammar with Western European and Slavic grammatical traditions in the conceptual presentation of the name and the verb. The material of the research is the Russian grammar of Adodurov in comparison with the grammars by H.W.Ludolph, I.W.Paus, the Slavonic grammar by M. Smotritsky, the Latin grammars by I.Rhenius, E.Kopijewitz, I.Lange, “Grammatica Marchica”, and the German grammar by M. Schwanwitz. The descriptive and comparative research methods are used. A particularity of the research approach is the comparison of Anfangs-Gründe not only with the Russian, Slavonic and German grammars, but also with the Latin grammars. The results of the study show the innovations of Adodurov in the interpretation of the gender of names, voices of the Russian verb, and the forms of the future and the past tense. He simplifies the noun and verb description scheme taking into account specific features of the Russian language and methodological considerations. The article also proposes a new version of the collaboration between Adodurov and the anonymous German-speaking author of the comments in the margins of the manuscript Compendium Grammaticae Russicae, explaining Adodurov’s use of these comments in Anfangs-Gründe.
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Amali, Leila Nurul, and Mat Ibnu. "MENINGKATKAN PENGUASAAN GRAMMAR PADA PERFECT TENSE MELALUI TEKNIK QUIZ-QUIZ TRADE PADA SISWA KELAS XI SMA N 2 SEMARANG TAHUN AJARAN 2018/2019." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 12, no. 2 (July 2, 2019): 177. http://dx.doi.org/10.26877/mpp.v12i2.3836.
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Grammar selalu mempunyai peranan penting dalam bahasa Inggris dan komunikasi formal. Penelitian ini bertujuan untuk mengetahui peningkatan penguasaan grammar Perfect Tense pada siswa kelas XI SMA N 2 Semarang menggunakan teknik Quiz-Quiz Trade. Metode penelitian ini adalah penilitian tindakan kelas. Penelitian ini dilaksanakan di SMA N 2 Semarang. Subjek penelitian ini adalah siswa kelas XI MIPA 7 SMA N 2 Semarang yang berjumlah 36 siswa. Penelitian ini dilaksanakan dalam dua siklus. Masing-masing siklus dilaksanakan dalam tiga pertemuan. Instrumen pada penelitian ini meliputi lembar observasi dan tes hasil belajar. Kemudian, teknik analisis data dalam penelitian ini mencakup proses tindakan kelas yang dilakukan secara kualitatif dan hasil analis tindakan yang berupa skor secara kuantitatif. Lalu, hasil penelitian ini menunjukkan bahwa presentase hasil belajar pratindakan pada grammar Perfect Tense masih rendah. Setelah diterapkannya teknik Quiz-Quiz Trade di siklus I, terjadi peningkatan pada hasil presentase belajar siswa tapi masih cukup. Kemudian, peneliti menerapkan teknik Quiz-Quiz Trade di siklus II dengan menambah variasi pembelajaran dan terjadi hasil presentase belajar siswa cukup tinggi. Hal ini dapat ditunjukkan dengan hasil presentase pratindakan 19% dan pada siklus I menjadi 75%, dan pada siklus II menjadi 92%. Dengan demikian, penggunaan teknik Quiz-Quiz Trade dapat meningkatkan penguasaan grammar Perfect Tense pada siswa kelas XI MIPA 7 SMA N 2 Semarang.
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Narasa Dasu, Dr P. Lakshmi, and Dr Rama Rao Chevula. "Erroneous Tense Patterns in the English Used by Telugu People." SMART MOVES JOURNAL IJELLH 8, no. 12 (December 31, 2020): 95–103. http://dx.doi.org/10.24113/ijellh.v8i12.10863.
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This research paper attempts to explore certain deviations in the usage of English tenses by some Telugu people who require perfection at grammatical level of wording. By explaining the nature of deviant tense forms which can be treated as errors in teaching and learning pedagogical setting, this paper aims to identify the problematic typical erroneous patterns in their English grammar. Identification of underlying influences and pattern-wise understanding of the consequent deviant forms are very important to design remedial workbooks for specific needs of teaching and learning. Hence some frequent erroneous English tense patterns used by Telugu learners are briefed in this study. This study is assumed to be useful to many people with Telugu background to rectify their usage of ungrammatical English.