Academic literature on the topic 'Past tense linguistic forms'
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Journal articles on the topic "Past tense linguistic forms"
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Xu, Fei, and Steven Pinker. "Weird past tense forms." Journal of Child Language 22, no. 3 (1995): 531–56. http://dx.doi.org/10.1017/s0305000900009946.
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ABSTRACTIt is often assumed that children go through a stage in which they systematically overapply irregular past tense patterns to inappropriate verbs, as inwipe-wope, bring-brang, trick-truck, walk-has walken. Such errors have been interpreted both as reflecting over-use of minor grammatical rules (e.g. ‘changeitoa’), and as reflecting the operation of a connectionist pattern associator network that superimposes and blends patterns of various degrees of generality. But the actual rate, time course, and nature of these errors have never been documented. We analysed 20,000 past tense and participle usages from nine children in the CHILDES database, looking for overapplications of irregular vowel-change patterns, as inbrang, blends, as inbranged, productive suffixations of -en, as inwalken, gross distortions, as inmail-membled, and double-suffixation, as inwalkeded. These errors were collectively quite rare; children made them in about two tenths of one per cent of the opportunities, and with few stable patterns: the errors were not predominantly word-substitutions, did not occur predominantly with irregular stems, showed no consistency across verbs or ages, and showed no clear age trend. Most (though not all) of the errors were based closely on existing irregular verbs; gross distortions never occurred. We suggest that both rule-theories and connectionist theories have tended to overestimate the predominance of such errors. Children master irregular forms quite accurately, presumably because irregular forms are just a special case of the arbitrary sound-meaning pairings that define words, and because children are good at learning words.
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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, № 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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Schramm, Andreas. "TENSE AND ASPECT IN DISCOURSE.Co Vet & Carl Vetters (Eds.). Berlin: de Gruyter, 1994. Pp. vi + 295. DM 168 cloth." Studies in Second Language Acquisition 20, no. 3 (1998): 433–34. http://dx.doi.org/10.1017/s0272263198283069.
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The domains of tense and aspect have received considerable attention in the past two decades. Both the perceptual and linguistic meanings that are involved in expressing temporality have been focused on, and investigators have set out to discover the linguistic forms used to express these meanings. Tense and Aspect in Discourse aims at providing a better understanding of the textual and contextual interplay between aspectual meanings, linguistic forms, and their discourse functions. It provides a variety of very useful discussions of pertinent issues in this area.
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Dmitrieva, Elizaveta Igorevna, Il'ya Valentinovich Grubin, Elena Viktorovna Kudryavtseva, and Irina Ivanovna Pluzhnikova. "Translation of the grammatical meaning of past tense forms in a professional text (on the example of the railroad theme)." Litera, no. 4 (April 2021): 8–17. http://dx.doi.org/10.25136/2409-8698.2021.4.35382.
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The subject of this article is the grammatical category of tense. The majority of linguists tend to define tense, the ratio of action to the moment of speech. The object of this research is the ways of translating past tense forms from English to Russian. The goal of this article consists in the analysis of functionality of the forms of expression of past tense in a professional text and translation techniques. The sentences selected via method of continuous sampling from online publications dedicated to the topic of transport, served as the material for this research. Analysis is conducted on 5,680 sentences. Examination of the language material employs the method of continuous sampling and quantitative analysis is used. Despite the fact that the grammatical category of tense in both English and Russian languages is well studied, translation of the category of tense has not been scrutinized within the framework of linguistic translation studies, which substantiates the relevance of this work. The novelty lies in systematization and quantitative description of the techniques of translation past tense forms from English to Russian. It is established that there are three main techniques of translating past tense forms into Russian: 1) using nonverbal means or infinitive verbs; 2) using nonpast tense forms; 3) using past tense forms. The choice of perfective or imperfective verb in translation is determined by the presence of additional grammatical meanings in the tense, as well as the context
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Kang, Sang-Gu. "Competing past tense forms in English attrition." International Journal of Bilingualism 21, no. 2 (2016): 145–58. http://dx.doi.org/10.1177/1367006915603825.
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Aims and objectives: This paper examines longitudinal speech data from two Korean sisters, focusing on English irregular past tense forms to probe the course of attrition within the framework of the regression hypothesis, which suggests that language is lost in the reverse order of acquisition. During the course of attrition, evidence supporting one of the two irregular past tense acquisition theories (blocking vs competition hypothesis) is manifested. Methodology: The loss of English past tense forms of two girls who had lived in Anglophone Hawaii for two years before returning to Korea is tracked using free speech samples. Data and analysis: The children’s naturalistic speech data collected over a three-year period after their return is analyzed in terms of accuracy and error types. Findings/conclusions: Although the older sister did not exhibit clear signs of attrition, the constitution of the younger sibling’s licit and illicit past tense usage varied every year, reflecting her declining proficiency. The results also show that the path of attrition follows the prediction of the regression hypothesis. Originality: The prolonged attrition process of the sisters’ language use, which is unlike acquisition that can happen at a quick rate, demonstrated a relatively large window to witness their reshaping grammar at different interlanguage stages. Implications: The sisters’ irregular past forms retreating to a more rudimentary form provided an opportunity to support the competition model of irregular past tense acquisition. Their past tense accuracy and error analysis demonstrated various past tense forms in competition that could produce a different winner over different periods of time.
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Mourssi, Anwar. "The Inter-Linguistic and the Cross-Linguistic Influence on the Acquisition of L2 (English) Linguistic Items: A Case Study in the Context of ALEs as Postgraduate Learners." Studies in English Language Teaching 3, no. 3 (2015): 187. http://dx.doi.org/10.22158/selt.v3n3p187.
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<p><em>This paper represents an empirical study investigatingone of the most common issues namely the inter-linguistic and the cross-linguistic influence of the L1 in learning L2 grammar in general, and specifically the acquisition of the simple past tense</em><em>in the context of Arab Learners of English (ALEs) as postgraduate learners</em><em>. This study is an extension to a previous one which was run on undergraduate learners of English (Mourssi,</em><em> </em><em>2013c). The researcher believes that the simple past tense forms produced by learners sometimes appear to have originated in L1, sometimes in L2, and sometimes in L1 and L2 at the same time. </em><em>This case study was conducted on 30 Arab Learners of English (ALEs) which lasted thirteen weeks. A detailed analysis was made on the simple past tense forms in 90 written texts produced by ALEs enrolled in foundation course Level Two. Written texts were collected from each subject at three stages in the experiment (after the first week, after six weeks and after twelve weeks). Quantitative and qualitative analyses show the </em><em>c</em><em>ross-linguistic influence of L1 (Arabic) and </em><em>Inter-linguistic influence</em><em> </em><em>of the target language</em><em>in acquiring the linguistic items of L2 (English) in general and in acquiring the simple past in particular.</em><em></em></p>
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Veljovic, Bojana, and Radivoje Mladenovic. "The temporal use of preterite forms in the vernacular of the Sirinic Zupa in the northern Sar Mountains." Juznoslovenski filolog 73, no. 3-4 (2017): 35–60. http://dx.doi.org/10.2298/jfi1704035v.
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This paper analyzes verb tenses which primarily refer to past actions in the vernacular of the Sirinic Zupa in the northern part of the Sar Mountains. The authors ascertain the inventory of forms which make up the preterite system of this vernacular, the syntactic and semantic conditions of their use, stylistic potential of each unit and the linguistic circumstances that make (im)possible their combining or interchangeability at the sentence level or within more extensive narrative sections. It turned out that the perfect has the most stable position - it is the most frequent form with the widest domain of use, while the aorist is the basic form which denotes actions experienced in the past stated by perfective verbs, and its place within the system is relatively stable. The past tense is most commonly used in stylistically neutral narration which involves zero emotional engagement, while the information about experiencing the action (or its lack) is usually absent from the narrative level or is part of the broader context, since it is not one of the primary perfective forms. When composing the narration, i.e. when recounting more complex events, the past tense is not normally used autonomously; it is combined with other forms of more specified semantics (aorist, imperfect, narrative imperative, future or present in the past). The role of the past tense in these contexts is to localize actions in time and to prepare for their introduction, while other forms give information on whether the effect of the action was experienced (aorist, imperfect), on whether the action was repetitive in the past (imperative, future), and the like. The imperfect is characterized by a much narrower use, while its syntactic and semantic potential is limited, which points to the fact that the process of its elimination is well under way, while the pluperfect has almost disappeared from the system.
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Johansson, Christer. "Connecting Swedish Verb Forms." Nordic Journal of Linguistics 20, no. 1 (1997): 3–30. http://dx.doi.org/10.1017/s0332586500003991.
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A connectionist back-propagation net is trained to learn a mapping between verb forms (infinitive, imperative, present tense) and past tense forms. A back-propagation network requires that a one-to-one mapping exists between input and output. Since Swedish past tense is characterized by choice between weak and strong forms this proves a hard task for the net. Examples are:nypte/nöp ‘pinched’,tvang/tvingade‘forced’, where there is no obvious reason for preferring one form over the other. The task is still worth doing since regularities emerge in the net over time. The performance of the connectionist model is analysed and compared to previous results.
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Shipley, Kenneth G., Mary A. Maddox, and Joyce E. Driver. "Children's Development of Irregular Past Tense Verb Forms." Language, Speech, and Hearing Services in Schools 22, no. 3 (1991): 115–22. http://dx.doi.org/10.1044/0161-1461.2203.115.
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In Brown’s (1973) classic studies of language development, he found that irregular past tense verbs developed rather early in the developmental sequence. Several other researchers have also noted this early development of irregular verb forms. However, other researchers and clinicians have suggested that irregular verbs continue developing much later into the school-age years. The purpose of this study was to gain a preliminary view of children’s development of 49 irregular verbs. One hundred and twenty children between 3:0 and 9:0 were examined as they responded to a picture of the target verb with a sentence-completion task. It was found that some irregular verbs (e.g., hit) were correctly produced by the three year olds, but other irregulars (e.g., bent) were still not mastered by age 9. A preliminary order of development of the irregular verbs and possible clinical implications are offered.
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Hakim, Husnul, Safnil Arsyad, and Syahrial Syahrial. "RHETORICAL MOVES AND LINGUISTIC REALIZATIONS OF RESEARCH ARTICLE ABSTRACTS BY INDONESIAN AUTHORS IN APPLIED LINGUISTICS PUBLISHED IN INTERNATIONAL JOURNALS." JOALL (Journal of Applied Linguistics and Literature) 6, no. 1 (2021): 46–71. http://dx.doi.org/10.33369/joall.v6i1.11800.
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The existence of abstract is compulsory within a research article (RA). Abstract is a summary or brief overview that describes entire content of RA. At a glimpse, abstract tells readers what the RA is all about and at the same time, it acknowledges readers and allows them indirectly to give pre-assessment about quality of the RA. This study aims to find rhetorical moves and linguistic features; tenses and voice forms of RA abstracts by Indonesian authors in Applied Linguistics published in international journals. Using content analysis method, sixty RA abstracts were extracted from two international journals; Indonesian Journal of Applied Linguistics (IJAL) and TEFLIN journal, and examined based on their rhetorical move following five-move model by Hyland (2005) and Arsyad (2014) for fact-finding. The results reveal; 1) Move 2 (Aim/ Purpose), Move 3 (Method) and Move 4 (Finding/ Result) exist in total sixty RA abstracts, unlike Move 1 (Introduction) and Move 5 (Conclusion and Suggestion), 2) The Simple Present Tense is major tense to apply in all rhetorical moves except in Move 3 (Method) in which Past Tense is mostly used. 3) Active voice dominates rhetorical moves except in Move 3 (Method) in which Passive voice is precisely more applied. This study concludes that the use of rhetorical move models and linguistic features in RA abstracts implies the quality of RA abstracts. Indonesian authors are suggested to follow international standards and trends to achieve outstanding RA abstract.
Dissertations / Theses on the topic "Past tense linguistic forms"
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Peralta, Sara E. Garcia. "Interlanguage variability : a study in the use of past tense forms." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333306.
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Full, Wolfram. "Two past tenses in Comorian: morphological form and inherent meaning." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91542.
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Comorian is a Bantu language spoken on the Comoro Islands, a small archipelago between the East African coast and the northern tip of Madagascar. It is usually grouped within the Sabaki languages together with Swahili, Mwani, Elwana, Pokorno and Mijikenda (Nurse & Hinnebusch 1993: 4-19). Internally Comorian is divided into different dialects. In congruence with the four main islands, four dialects of Comorian are usually distinguished in the linguistic literature (Ahmed- Charnanga 1992:13; Nurse & Hinnebusch 1993: 18): Shingazija on the island of Ngazija (Grande Comore), Shimwali on Mwali (Moheli), Shinzwani on Nzwani (Anjouan) and Shimaore on Maore (Mayotte). These four dialects are arranged into two dialect groups (Shingazija/ Shimwali vs. Shinzwani/Shimaore) which are supposed to reflect peculiar linguistic similarities and differences.
Although, in general, the greatest morphological differences between the Comorian dialects are within the TAM-markers, the past tense is morphologically quite homogeneous. Therefore dialectal differences do not play a dominant role for the subject of this paper. Two different past tense forms frequently used in everyday speech will be treated here: one morphological simple (one word) form and one compound (two word) form combining the auxiliary -ka (be) with the main verb. They will be discussed first from a formal point of view demonstrating the rules to create the morphosyntactical form. After this they are treated with regard to their semantic contents. The results presented here are based on a one year dialectological research on the Comoro Islands 1996-97. Interviews were made in 56 towns and villages on all four islands of the archipelago.
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Khasky, Amy DesireÌe. "The representation of past tense forms in children and adults." Thesis, Royal Holloway, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441274.
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Pais, Artur Geraldo [UNESP]. "As formas de pretérito do modo indicativo no Ensino Fundamental II: reflexões e propostas de atividades." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/147128.
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Previous issue date: 2016-11-25<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Os recentes materiais didáticos destinados à aprendizagem de Língua Portuguesa no Ensino Fundamental II têm procurado desenvolver um trabalho de gramática direcionado aos mais diversos gêneros textuais. No que diz respeito ao ensino dos verbos, particularmente as formas de pretérito do modo indicativo, gêneros como relato de experiência, notícia de jornal, crônica, biografia, entre outros, contemplam o conteúdo das formas de passado no português brasileiro. Entretanto, percebe-se que ainda persiste um mero ensino das características morfológicas desse tempo verbal. Noções de aspecto, modalidade e uso são deixadas em segundo plano, ou simplesmente ignoradas. O Currículo do Estado de São Paulo propõe, com base nos Parâmetros Curriculares Nacionais, que o ensino gramatical seja voltado para o texto em seus mais variados gêneros, e que tenha respaldo na língua em situações de uso real. Por outro lado, os materiais de apoio do Currículo (Caderno do Aluno e Caderno do Professor) não concentram o ensino da gramática a essas situações de uso e acabam seguindo o mesmo padrão adotado pelos livros didáticos, nos quais sequer existem menções a valores aspectuais e modais dos verbos. O objetivo deste trabalho é apresentar os resultados acerca da investigação e análise da abordagem dada às concepções de ensino de língua e aos estudos gramaticais nos materiais de apoio do Currículo do Estado de São Paulo e em alguns livros didáticos de Língua Portuguesa de 6º e 7º anos do Ensino Fundamental, com um recorte dado aos verbos e, particularmente, às formas flexionadas nos tempos do pretérito do modo indicativo no português do Brasil. Considerando os conceitos de tempo e de aspecto verbal e as diferentes perspectivas de abordagem dos tempos de pretérito do modo indicativo na Língua Portuguesa, esta pesquisa, de caráter qualitativo, consiste na análise dos documentos oficiais e dos materiais didáticos utilizados na Educação Básica, e apresenta, como proposta de intervenção, um Caderno Complementar de Atividades para o professor aplicar junto aos alunos do Ensino Fundamental II, com exercícios que contemplem o passado dos verbos em português, dentro de uma perspectiva semântica e funcional, em diferentes gêneros textuais. A presente pesquisa também apresenta uma análise da elaboração do Caderno Complementar e da aplicação das primeiras atividades com alunos do 7º ano de uma escola pública da cidade de Assis, SP.<br>The newest schoolbooks for the learning of Portuguese language in Elementary Education try to develop a grammar teaching according to various text genres. When the subject is the teaching of verbs, particularly the forms of the past tenses in the indicative mood, text genres like experience report, newspaper report, chronicle, biography, and many others, include the contents of the forms of the verbs in the past in Brazilian Portuguese. However, it is very clear that there is still a mere teaching of the morphological characteristics of this tense. The verbal aspect, the modal verbs and the functions of verbs are not the main topic in the studies, or they are simply ignored. The Currículo do Estado de São Paulo – an official document that indicates the contents to be taught in public schools in São Paulo State – proposes, based on the PCN (Brazilian National Curriculum Parameters), that the grammar teaching must be focused on the text in its several genres, and has to consider the language in real use situations. On the other hand, the Currículo support materials (student’s and teacher’s notebooks) do not consider these situations in the grammar teaching, and the approach follows the same pattern adopted by the textbooks, in which there is not any mention about aspect values or modal verbs. The aim of this work is to present the results on the research and analysis of the approach of the language teaching concepts in the support materials of the Currículo do Estado de São Paulo and in some textbooks of the 6th and the 7th years in elementary school, with the focus on the grammatical studies about the verbs and, particularly, their inflected forms in the past tenses in the indicative mood, in Brazilian Portuguese. Considering the concepts of tense and verbal aspect, and the different perspectives of approach to the past tenses in the indicative mood in Portuguese, this qualitative research analyzes the official documents and the teaching materials used in Elementary Education, and presents, as a proposal of intervention, a Complementary Activities Notebook for the teacher’s work with the elementary school students, with exercises that include the verbs in the past in Portuguese, in a semantic and functional perspective, in different genres. This research also analyzes the development of that Complementary Notebook and the results of implementing its first activities with students in a 7th year at a public school in Assis, São Paulo State.
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Tiittanen, Mike. "Cross-linguistic influence in the use of the English simple past tense : the case of Tamil and Mandarin learners." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587504.
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Previous research indicates that second language (L2) learners may have an advantage in the use of an L2 grammatical structure which is present in their first language (LI) over L2 learners who do not have such a structure in their L 1. Whether this is indeed so with respect to specifically temporal expression is what this thesis has examined. The study sought to determine if there would be L1 influence in the use of the English simple past tense by two different L 1 groups - Mandarin, which lacks a grammatical past tense, and Tamil, which has a grammaticalized tense distinction. In addition to L 1 influence, the role of developmental factors in acquiring the simple past tense of the L2 was also investigated. This investigation involved 21 Mandarin and 21 Tamil intermediate ESL learners. The participants performed the following tasks: a) the grammar section of the Oxford Placement Test (OPT); b) a film retell task; c) an interview; d) a semantic equivalence task; e) a fill-in-the-gap task; and f) stimulated recalls of the fill-in-the-gap task. The quantitative results obtained from the above were subjected to a variety of statistical tests: primarily independent samples t-tests, Mann- Whitney and Wilcoxon tests. A qualitative analysis of the stimulated recalls was also performed. The learners displayed no statistically significant L 1 differences in their: a) OPT grammar scores; b) overall use of the simple past tense in the film retell; c) semantic equivalence task scores; or d) their overall use of the simple past tense on the fill-in-the- gap task. However, the Tamil learners were much more accurate in their use of the simple past tense in the interview than the Mandarin learners. Moreover, on many of the tasks, there were some L 1 related differences between the L 1 groups in terms of the Aspect Hypothesis, regular and irregular verbs, frequency of types of learner mistakes, and frequency of use/mention of past temporal adverbs. The results of this study suggest an effect of both developmental factors and the learners' first language. The developmental factors may be discerned in the greater declarative, as opposed to procedural knowledge, of the simple past tense of both L 1 groups. Of importance to the learners' use of the simple past tense also proved to be the telicity of the verbs and whether they were regular or irregular. The L 1 influence is reflected in the greater accuracy of Tamil learners in the use of the simple past tense in the interview, which is potentially attributable to the existence of a grammaticalized past tense in Tamil but not in Mandarin. Participant L 1 may also have played a role in other L 1 group differences such as accuracy in use of regular versus irregular verbs, the influence of lexical aspect and frequency of types of learner mistakes in obligatory contexts for use of the simple past tense.
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Oliveira, Fernando Augusto de Lima. "A alternância entre o futuro do pretérito e o pretérito imperfeito do indicativo na oração principal em contextos hipotéticos na fala de alagoanos." Universidade Federal de Alagoas, 2010. http://repositorio.ufal.br/handle/riufal/485.
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The goal of this work is the study of the alternation between two verb tenses Futuro do Pretérito ( Future of Past Tense) and Pretérito Imperfeito of the Indicativo (Imperfect Tense) in main clauses of hypothetical contexts in the speech of alagoanos (people who live in Alagoas, in the northeast of Brazil). We adopt as the theoretical and methodological framework the theory of Linguistic Variation (LABOV, 1972). The alternation between these two verb tenses becomes possible because of the fact that these tenses share the property to refer to unfinished/unbounded events/actions. What puzzles us is the reason(s) that makes a speaker choose one or another verb tense. We start from the hypothesis that the Imperfect Tense supersedes the Future of Past Tense in main clauses of hypothetical contexts of spoken language. In this dissertation we intend to verify what linguistic and non-linguistic variables are statistically significant in terms of VARBRUL for the dependent variable. For this purpose, we selected as external factors age, gender and educational level; and as internal factors we selected the formal parallelism and the order of the clause.<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>O presente trabalho tem como objeto de estudo a variação entre o futuro do pretérito (FP) e o pretérito imperfeito do indicativo (PII) na oração principal em contextos hipotéticos na fala de alagoanos. Seguimos como pressuposto teórico/metodológico o da Teoria da Variação Linguística, representado por William Labov (1972), uma vez que a variação é algo inerente à língua, já que ela é indissociável da comunidade que a fala e não existe comunidade linguística homogênea (BELINE, 2003). A alternância entre os tempos verbais (FP) e (PII) se torna possível pelo fato de esses verbos compartilharem a possibilidade de manifestar traços de aspecto inconcluso. O que nos intriga é (são) o (s) motivo (s) que leva (m) o falante a optar por uma forma ou outra. Partimos da hipótese de que o (PII) suplanta o (FP) na oração principal em contextos hipotéticos, na língua falada. Nesta dissertação buscamos, portanto, verificar quais variáveis linguísticas e não linguísticas são estatisticamente significativas na rodagem do VARBRUL para a variável dependente. Para tanto, selecionamos como fatores externos: a idade, o sexo e a escolaridade; e como fatores internos: o paralelismo formal e a ordem da sentença.
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Diaz, Villalba Alejandro. "Le participe dans les grammaires des langues romanes (XVe-XVIIIe siècles). Histoire comparée d'une classe grammaticale." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA080.
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L’étude présente l’histoire de la classe du participe à travers un corpus de grammaires del’espagnol, du français, de l’italien et du portugais parues entre le XVe et le XVIIIe siècle.La démarche comparative s’appuie sur le principe méthodologique de la mise en série d’une centaine d’ouvrages regroupés et confrontés selon des paramètres variables : la chronologie, le thème ou la tradition grammaticale de la langue-objet.La première partie aborde la question de la catégorisation en linguistique et s’interroge sur la nature des formes non finies du verbe, tout particulièrement du participe et de son emploi dans les formes verbales analytiques. La deuxième partie traite de l’histoire du participe sous un angle général. Ainsi, après avoir donné un aperçu des aspects problématiques qui intéressent les grammairiens grecs et latins, l’analyse se centre sur le traitement de la classe dans les grammaires des langues romanes. La troisième partie s’attache à étudier les approches et les concepts dont se servent les grammairiens de la Renaissance pour traiter les temps composés ainsi que la façon dont ils décrivent et (re)catégorisent les formes participiales de ces temps verbaux<br>The study investigates the history of the word-class of participle through a close study of a corpus of French, Spanish, Portuguese and Italian grammars which were published between the 15th and 18th centuries. The comparative approach is based on the methodological principle of “series of texts”, by grouping and collating a hundred works according to several variable parameters: the chronology, the theme or the grammatical tradition of the language in question.The first part of the study deals with the linguistic categorization and questions the nature of the non-finite verbal forms, especially the participle and its use in an analytical verbal form. The second part deals with the history of the participle from a more general point of view. Thus, after an overview of the problematic aspects of Greek and Latin grammarians, the analysis focuses on the treatment of the word-class in the grammars of the Romance languages. The third part focuses on the approaches and concepts used by the Renaissance grammarians to deal with compound tenses and on how they described and (re)-categorized the participle forms of these verbal tenses<br>El estudio presenta la historia de la clase del participio a través de un corpus de gramáticas de español, francés, italiano y portugués publicadas entre los siglos XV y XVIII. El enfoque comparativo se basa en el principio metodológico de la constitución de series textuales, que nos permite agrupar y cotejar un centenar de textos en función de parámetros variables: la cronología, el tema o la tradición gramatical de la lengua objeto.La primera parte aborda el asunto de la categorización en lingüística e indaga la naturaleza de las formas no finitas del verbo, especialmente la del participio y su utilización en las formas analíticas del verbo. La segunda parte propone una aproximacióna la historia del participio desde una perspectiva más general. Así pues, tras una cala en los aspectos problemáticos relacionados con el participio tratados por los gramáticos griegos y latinos, el análisis se centra en el tratamiento de la clase en las gramáticas de las lenguas romances. La tercera parte investiga sobre los enfoques y los conceptos que emplean los gramáticos del Renacimiento para tratar los tiempos compuestos, y sobre el modo en que describen y (re)categorizan las formas participiales de esos tiempos verbales
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Alexandre, Nathalie. "Variation in the spoken French of Franco-Ontarians : preposition de followed by the deictic pro-forms ca and la, aller in compound past tenses and prepositions a, au and en preceding geographical place names /." 2004. http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99269.
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Thesis (M.A.)--York University, 2004. Graduate Programme in Linguistics.<br>Typescript. Includes bibliographical references (leaves 155-166). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99269
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"Cross-linguistic influence in third language comprehension: an exploratory study on the role of L1 Chinese and L2 English in the comprehension of L3 French past tense." 2010. http://library.cuhk.edu.hk/record=b5894393.
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Cai, Jing.<br>"August 2010."<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2010.<br>Includes bibliographical references (leaves 142-161).<br>Abstracts in English and Chinese; some appendixes in English and Chinese.<br>Chapter CHAPTER ONE --- INTRODUCTION --- p.1<br>Chapter CHAPTER TWO --- p.4<br>Chapter 2.1 --- Introduction --- p.4<br>Chapter 2.2 --- What is transfer? --- p.4<br>Chapter 2.2.1 --- History and development of transfer research --- p.4<br>Chapter 2.2.2 --- The problem of definition-transfer or CLI? --- p.7<br>Chapter 2.2.3 --- Interlanguage transfer --- p.9<br>Chapter 2.3 --- What can be transferred? --- p.10<br>Chapter 2.3.1 --- Different types of transfer --- p.10<br>Chapter 2.3.2 --- Transfer in comprehension- an ignored area in the transfer study --- p.13<br>Chapter 2.4 --- The study of third language acquisition (TLA) and CLI in TLA --- p.15<br>Chapter 2.4.1 --- Factors that influence transfer in the multilingual context --- p.15<br>Chapter 2.4.2 --- The role of (psycho) typology in the cross-linguistic influence of TLA --- p.18<br>Chapter 2.4.3 --- The role of L2 proficiency --- p.21<br>Chapter 2.5 --- Methodological considerations in the study of transfer --- p.23<br>Chapter 2.5.1 --- Research using think-aloud protocol in reading comprehension --- p.25<br>Chapter 2.5.2 --- Think-aloud protocol in the study of transfer --- p.26<br>Chapter 2.5.3 --- Controversies and limitations in using the think-aloud method --- p.27<br>Chapter 2.6 --- "A contrastive analysis of tense and aspect in Chinese, English and French" --- p.29<br>Chapter 2.6.1 --- Tenses in French and in English --- p.29<br>Chapter 2.6.2 --- Aspectual systems of French and English --- p.30<br>Chapter 2.6.3 --- Tense and aspect in Mandarin Chinese --- p.34<br>Chapter 2.6.4 --- Passe compose in French --- p.35<br>Chapter 2.7 --- "Pilot studies: findings, implications and modifications" --- p.38<br>Chapter 2.7.1 --- "The first pilot study (June, 2009)" --- p.38<br>Chapter 2.7.2 --- "The second pilot study (July, 2009)" --- p.39<br>Chapter 2.7.3 --- "The third pilot study (July, 2009)" --- p.40<br>Chapter 2.8 --- Research questions --- p.43<br>Chapter CHAPTER THREE --- METHODOLOGY --- p.44<br>Chapter 3.1 --- Participants --- p.44<br>Chapter 3.2 --- Sampling procedure --- p.44<br>Chapter 3.3 --- Data collection technique: The think-aloud protocol --- p.46<br>Chapter 3.4 --- The warming-up (training) session of TAP --- p.47<br>Chapter 3.5 --- Research design --- p.48<br>Chapter 3.5.1 --- Task one: On-line comprehension task --- p.48<br>Chapter 3.5.2 --- Task Two: a test on English past and perfect tenses --- p.51<br>Chapter 3.5.3 --- Task three: a follow-up interview --- p.52<br>Chapter 3.6 --- Materials --- p.53<br>Chapter 3.7 --- Data processing --- p.54<br>Chapter 3.8 --- Data analysis --- p.55<br>Chapter CHAPTER FOUR --- GENERAL RESULTS --- p.57<br>Chapter 4.1 --- Introduction --- p.57<br>Chapter 4.2 --- General results on how the tasks were completed --- p.57<br>Chapter 4.3 --- Describing the coding scheme --- p.60<br>Chapter 4.3.1 --- The criterion for judging the case of transfer and its category --- p.64<br>Chapter 4.4 --- Answers to Research Question 1 --- p.67<br>Chapter 4.5 --- Answers to Research Question 3 --- p.71<br>Chapter 4.5.1 --- Some general descriptive analysis of transfer in tense and aspect --- p.71<br>Chapter 4.5.2 --- Relationship between transfer (in tense and aspect) and other variables --- p.73<br>Chapter 4.6 --- Answers to Research Question 4 --- p.80<br>Chapter 4.6.1 --- Different causes for errors in tense and aspect- ProE and ProF --- p.82<br>Chapter 4.7 --- General results of Research Question 2 --- p.84<br>Chapter 4.8 --- Conclusion --- p.97<br>Chapter CHAPTER FIVE --- DISCUSSION --- p.99<br>Chapter 5.1 --- Introduction --- p.99<br>Chapter 5.2 --- Research questions readdressed --- p.99<br>Chapter 5.3 --- Discussion of Research Question 1 --- p.100<br>Chapter 5.4 --- Discussion of Research Question 3 --- p.104<br>Chapter 5.4.1 --- General descriptive analysis --- p.104<br>Chapter 5.4.2 --- Discussion of the relationship between transfer in tense and aspect and other variables related to L2 proficiency --- p.104<br>Chapter 5.5 --- Discussion of Research Question 4 --- p.111<br>Chapter 5.6 --- Discussion of Research Question 2 --- p.114<br>Chapter 5.6.1 --- System transfer from Chinese in tense and aspect --- p.115<br>Chapter 5.6.2 --- Patterns of transfer from English in tense and aspect- a dynamic system --- p.117<br>Chapter 5.6.3 --- Cross-linguistic interaction in third language acquisition --- p.126<br>Chapter 5.7 --- Conclusion --- p.129<br>Chapter CHAPTER SIX --- "IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FUTURE RESEARCH" --- p.132<br>Chapter 6.1 --- Introduction --- p.132<br>Chapter 6.2 --- Implications for L3 instructions --- p.132<br>Chapter 6.3 --- Limitations of the current study --- p.136<br>Chapter 6.4 --- Suggestions for future research --- p.140<br>BIBLIOGRAPHY<br>APPENDICES
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Aucamp, Janda, and 歐雅達. "An Exploratory Study of Taiwanese EFL Elementary Students’ Learning of Regular and Irregular Past Tense Forms through Form-Focused versus Meaning-Focused Grammar Instruction." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/05687012152715385366.
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碩士<br>國立交通大學<br>英語教學研究所<br>103<br>There is a current and dynamic international tendency to put more emphasis on to the learning of second and foreign languages in line with the process of globalization. It is underwritten by governmental policies and population expectations, and extends beyond a geopolitical place and personal backgrounds. These policies and tendencies are dynamic and constantly search for better and more efficient approaches as can be seen in the dynamics and history of research on English as a second and foreign language. It is therefore important to gain a deeper understanding of best pedagogical practices while paying attention to the psycholinguistic readiness of language learners in order to set up meaningful instructional methods.
This quasi-experimental study sets out to gain a better understanding of the effectiveness of learners’ learning of the regular and irregular verbs in the past tense under different instructional conditions. Three intact EFL fourth grade classes from an inner-city public school in Northern Taiwan took part in this study. The instructional conditions were covered under explicit form-focused grammar instruction in line with traditional grammar instructional practices, versus meaning-focused grammar instruction based on the Natural Approach and embedded in reading-aloud storytelling as the means of instruction. Two story types were used, a children’s picture book and a teacher-researcher generated story, with the order of using the two stories counterbalanced. Experimental procedures were multiphasic and involved two treatment sessions that were randomly assigned to the three classes. Data collection consisted of a pre-, post-, and delayed posttest regime and took place nine weeks. The initial phase consisted of a pilot run and a baseline English proficiency test, to ensure comparability among the three classes. The second phase included an initial grammar pretest to ensure the viability of the follow-up grammar sessions and testing. It also incorporated an initial grammar instructional session under three experimental conditions, followed by a posttest, after which the second session was conducted. The same “pretest, treatment, posttest” format was followed for the second session. The final phase consisted of the delayed posttest two weeks after the second posttest and without any intervention in between.
Group 1(Gr1-FFI) received form-focused grammar instruction and learned the same set of past-tense verbs as groups 2 and 3 through explicit instruction, based on a traditional form-focused approach, -with a present-practice-produce sequence of instruction . Group 2 (Gr2-MFI-SH/HD) and Group 3 (Gr3-MFI-HD/SH) received meaning-focused treatments in an implicit grammar-teaching approach embedded in story reading-aloud. Group 2 and 3 received counterbalanced input, with Gr2-MFI-SH/HD’s first session based on a picture storybook, after which a grammar story was used for the second session. On the other hand, Gr3-MFI-HD/SH received input for the first session using the grammar story with the second session based on the picture book.
Three research questions were investigated. The first question focused on facilitative differences between explicit form-focused instruction versus implicit meaning focused instruction. The results of this study indicated significantly higher test results for Gr1-FFI compared with Gr2-MFI-SH/HD and Gr3-MFI-HD/SH. However, all three groups showed a significant increase in test results over time. The second question focused on facilitative differences between explicit meaning-focused vs implicit meaning-focused instruction when instruction is based on story reading-aloud techniques. Post-hoc analysis indicated a statistically significant increase in results over time for both groups. However no significant differences were measured between the groups, indicating that the format of instruction resulted in a significant test-result increase, but the sequence of story reading-aloud had no significant impact on results. Finally, the third question looked at the effective use of regular vs irregular verb changes among the participating population. Both regular and irregular verb changes showed a significant increase in test results over time. However, no significant differences were measured between verb forms over time.
Books on the topic "Past tense linguistic forms"
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Lifanov, Konstantin. The inflection of the Slovak literary language. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1046272.
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The monograph is devoted to a full description of inflection in the Slovak literary language in accordance with the latest changes in the codification, reflected in the "Rules of the Slovak orthography" 2013 Consistently discusses the declination of nouns, adjectives, numerals, pronouns, the formation of degrees of comparison of adjectives and adverbs, and the conjugation of verbs in present, future, past and pluperfect tenses. Types of declension and conjugation are seen primarily in paradigms allocated in the Slovak linguistics, but also additionally provides word paradigms, with some deviations from the basic paradigms. Detail of a doublet form, and their status, including those identified on the basis of national corpus of the Slovak language. Written in accordance with the program on the grammar of the Slovak language, adopted at the philological faculty of Moscow state University named after M. V. Lomonosov. 
 Designed for students of Slovak as the main language or second foreign language, optional or yourself, for Slavists wide profile and also for owning Slovak language adjustments knowledge of Slovak grammar, in accordance as amended by the latest changes.
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Preterite & Past Participle Forms in English 1680-1790: Standardisation Processes in Public & Private Writing (Studia Anglistica Upsaliensia, 120). Uppsala Universitet, 2002.
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Chen, Sihwei, Vera Hohaus, Rebecca Laturnus, et al. Past possibility cross-linguistically: Evidence from twelve languages. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198718208.003.0012.
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This chapter investigates modal-temporal interactions in twelve languages from seven families: English, Dutch, German, Mandarin, St’át’imcets, Northern Straits Salish, Halkomelem, Gitksan, Blackfoot, Ktunaxa, Atayal, and Javanese. We show that a generalized version of Condoravdi’s (2002) analysis has cross-linguistic applicability: a modal’s temporal perspective is given by an operator scoping above it (usually tense), while its temporal orientation is given by an operator scoping below it (usually aspect). We argue that a common core architecture can be retained, with language-specific differences in temporal and aspectual systems influencing the available interpretations in predictable ways. We also show that in almost all the languages we investigate, epistemic modals can have past temporal perspectives; this contributes to ongoing debate about the possibility of these readings.
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Ringe, Don. The development of Proto-Germanic. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198792581.003.0003.
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This chapter discusses the reconstructable linguistic changes that occurred in the development from Proto-Indo-European to Proto-Germanic. The first half of the chapter discusses regular sound changes, especially prominent changes including the elimination of laryngeals, Grimm’s Law, Verner’s Law, the remodelling of Sievers’ Law, the loss of intervocalic *j, and several changes of vowels. The second half discusses morphological changes. A long initial section deals with the wholesale morphological restructuring of the verb system, concentrating on preterite-present verbs, strong and weak past tense stems, and participles. Subsequent sections discuss less sweeping changes in the inflection of verbs and nominals.
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Bjorkman, Bronwyn M., and Claire Halpert. In an imperfect world: Deriving the typology of counterfactual marking. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198718208.003.0009.
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Much work has focused on the use of “fake”’ past in marking counterfactual clauses. This chapter focuses instead on the contribution of aspect, evaluating claims that some languages require both fake past and fake (imperfective) aspect in counterfactual clauses. We argue that this appearance is an illusion, resulting from the fact that past tense forms are aspectually underspecified in many languages: this underspecification gives rise to an apparent requirement for imperfective marking in some languages (e.g. French, Zulu), but an apparent requirement for perfective marking in others (e.g. Palestinian Arabic). Finally, we suggest that in languages that truly require imperfective marking in counterfactuals, the requirement is for imperfective simpliciter, independent of tense (Hindi, Persian). The resulting typological picture has implications for how fake temporal marking is structurally represented in counterfactual clauses.
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Boogaart, Ronny, and Egbert Fortuin. Modality and Mood in Cognitive Linguistics and Construction Grammars. Edited by Jan Nuyts and Johan Van Der Auwera. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199591435.013.23.
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From the start of cognitive linguistics, in the 1980s, researchers working within this framework have given ample attention to mood and modality. This is understandable since these categories crucially involve speaker attitude and perspective and cognitive linguistics has always concerned itself with the ways in which language users present a subjective construal of reality. This chapter provides a comprehensive overview of how mood and modality are analyzed within different strands of cognitive linguistics, ranging from the models of force dynamics and Mental Spaces to Cognitive Grammar. Specific topics discussed include the polysemy of modal verbs, the analysis of tense as modality, and the highly detailed account of modal verbs offered by Langacker in terms of “grounding” and “subjectivity”. The emerging framework of construction grammar focuses on the linguistic contexts, that is constructions, in which modal forms are used, regarding these as constraints on polysemy.
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Dworkin, Steven N. Inflectional morphology of medieval Hispano-Romance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199687312.003.0003.
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This chapter describes the inflectional nominal, pronominal, and verbal morphology of Old Spanish, a language whose texts show a great deal of formal variation. It first deals with nominal gender and plural marking before going on to describe the morphology of articles, demonstratives, and possessives. Attention next turns to the forms of subject and object pronouns, indefinite, interrogative, and relative pronouns, negators, and adverbs. The rest of the chapter deals with inflectional verbal morphology. It opens with a survey of the three conjugation classes, the relevant past participles, and morphophonological alternations involving monophthongs and diphthongs in verb stems, before examining for each synthetic and analytic tense the wide range of relevant verbal suffixes or endings and instances of stem alllomorphy in both the indicative and subjunctive.
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Schifano, Norma. Microvariation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198804642.003.0005.
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Chapter 5 investigates Spanish and Romanian marked orderings of verbs and adverbs, as well as the microvariation in verb placement emerging from the investigation of variously TAM-specified lexical vs functional and finite vs non-finite forms. First, the pragmatically marked orders of Romanian and Spanish present indicative verbs are considered. Second, the placements of the perfective auxiliary ‘have’ and of the active past participle are analysed and it is shown that the attested variation can be subsumed under the same licensing principle responsible for default movement. Subsequently, a unified analysis is provided to account for the high placement of infinitives and subjunctives. The chapter ends with the cases of Romanian and French, which seem to escape the proposed analyses, followed by a discussion about the role played by Tense and Aspect in verb movement and the residual patterns of microvariation exhibited by Brazilian Portuguese.
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Miller, D. Gary. The Oxford Gothic Grammar. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198813590.001.0001.
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This reference grammar of Gothic includes much history along with a description of Gothic grammar. Apart from runic inscriptions, Gothic is the earliest attested language of the Germanic family in Indo-European. Specifically, it is East Germanic. Most of the extant Gothic corpus is a 4th-century translation of the Bible, traditionally ascribed to Wulfila. This translation is historically important because it antedates Jerome’s Latin Vulgate. Gothic inflectional categories include nouns, adjectives, and verbs. Nouns are inflected for three genders, two numbers, and four cases. Adjectives also have weak and strong forms, as do verbs. Verbs are inflected for three persons and numbers, indicative and nonindicative mood (here called optative), past and nonpast tense, and voice. The mediopassive survives as a synthetic passive and syntactically in innovated periphrastic formations. Middle and anticausative functions were taken over by simple reflexive structures. Nonfinite are the infinitive, the imperative, and two participles. Gothic was a null subject language. Aspect was effected primarily by prefixes, relativization by relative pronouns built on demonstratives plus a complementizer. Complementizers were the norm with subordinated verbs in the indicative or optative. Switch to the optative was triggered by irrealis (the unreal), matrix verbs that do not permit a full range of subordinate tenses (e.g. hopes, wishes), potentiality, and alternate worlds. Many of these are also relevant to matrix clauses (independent optatives). Essentials of linearization include prepositional phrases, default postposed genitives and possessive adjectives, and preposed demonstratives. Verb-object order predominates, but there is considerable variation. Verb-auxiliary order is native Gothic.
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Bhatt, Rakesh M. Situating World Englishes into a History of English Course. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0022.
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This chapter will address the teaching of “post-colonial Englishes,” focusing on the sociopolitical and cultural conditions that enabled changes in English as it was used during, and after, the colonial encounter. To capture the complexity of linguistic hybridities associated with plural identities, our disciplinary discourses of the global use and acquisition of English must (i) liberate the field of World Englishes from the orthodoxies of the past and instead connect it to a more general theory of the sociolinguistics of globalization, and, especially (ii) bring into focus local forms shaped by the local logics of practice. This chapter discusses specific examples of the practice of creativity in grammar, discourse, and sociolinguistic use of World English varieties.
Book chapters on the topic "Past tense linguistic forms"
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Brosig, Benjamin. "Chapter 2. Factual vs. evidential? The past tense forms of spoken Khalkha Mongolian." In Human Cognitive Processing. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/hcp.61.03bro.
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Almgren, Margareta, and Itziar Idiazabal. "Past tense verb forms, discourse context and input features in bilingual and monolingual acquisition of Basque and Spanish." In Trends in Bilingual Acquisition. John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/tilar.1.07alm.
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Sawada, Osamu, and Jun Sawada. "Cross-linguistic variations in the interpretation of tense in mirative sentences." In Expressive Meaning Across Linguistic Levels and Frameworks. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198871217.003.0011.
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This chapter investigates the interpretation of tense in Japanese mirative sentences using nante/towa and considers cross-linguistic variations of mirativity in terms of tense. In Japanese, when nante or towa is combined with a proposition that contains the so-called non-past form ru, the sentence becomes ambiguous as having both a non-past (future/present) reading and a past reading. Based on a theory by Sawada and Sawada (2019), we argue that this ambiguity of tense is due to the conventional implicature of nante/towa: nante/towa can take a ‘non-tensed’ proposition p and conventionally implies that (i) p is settled (i.e., p is/was true or predicted to be true) and (ii) the speaker did not expect such p. It will be shown that a basic analysis of nante/towa can apply to the English exclamatory that-clause, which also presents an ambiguity of tense, and at least partially to the Korean mirative tani sentence in which a past-oriented meaning can be represented based on the stem form of a verb.
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"‘He rung the bell’ and ‘she drunk ale’ – non-standard past tense forms in traditional British dialects and on the internet." In Corpus Linguistics and the Web. Brill | Rodopi, 2007. http://dx.doi.org/10.1163/9789401203791_016.
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Alexander, Burdumy. "The past tense forms." In German Reading Skills for Academic Purposes. Routledge, 2019. http://dx.doi.org/10.4324/9780429197482-6.
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Anderwald, Lieselotte. "Variable past tense forms I." In Language Between Description and Prescription. Oxford University Press, 2016. http://dx.doi.org/10.1093/acprof:oso/9780190270674.003.0003.
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Anderwald, Lieselotte. "Variable past tense forms II." In Language Between Description and Prescription. Oxford University Press, 2016. http://dx.doi.org/10.1093/acprof:oso/9780190270674.003.0004.
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"Verb forms in the past perfect tense." In Intermediate Dutch: A Grammar and Workbook. Routledge, 2009. http://dx.doi.org/10.4324/9780203882757-34.
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van Schaaik, Gerjan. "Present, past, and future *." In The Oxford Turkish Grammar. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198851509.003.0020.
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Turkish has a multifaceted verbal system which can be understood only if studied from within: it has two past- and three present-tense forms and one future tense. Although the notion of tense is used here, it should be taken with a grain of salt, for many verb forms are opposed along the lines of future versus non-future, completed versus ongoing action, or with or without temporal reference. Thus, Present-1 is typical for a non-completed action, Future for actions not yet begun, Past-1 denotes completed actions not witnessed by the speaker, whereas using Past-2 makes the speaker witness. Present-2 is a non-tense, since it does not relate to any moment in time, and Present-3 is used in formal speech. The place of the infinitive among tense forms is discussed and the final section goes into matters of meaning and interpretation.
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"Discourse-Pragmatic Functions of Tense-Aspect Verb Forms in Wakhi." In Cross-Linguistic Perspectives on the Semantics of Grammatical Aspect. Brill | Rodopi, 2019. http://dx.doi.org/10.1163/9789004401006_010.
Full textConference papers on the topic "Past tense linguistic forms"
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Nose, Masahiko. "The Habitual Pastin Amele, Papua New Guinea." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.2-4.
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This study attempts to clarify the tense systems in Madang Province, Papua New Guinea; particularly, the past tense and habitual past forms in the sample three languages in the area: Amele, Waskia, and Kobon. This study thus investigates past tense and habitual features, and discusses how the people in the area interpret past events. The study then discusses how these people map their temporal frames in their grammars (“anthropology of time”, Gell 1996). To aid analysis, I collected data through observing descriptive grammars and fieldwork, finding that Amele exhibits three types of past tense and habitual tense forms, as in (1). Kobon has two distinct simple and remote past tenses, as in (2). Kobon has habitual aspect with the help of the verb “to be.” Waskia, in contrast, has a distinction between realis and irrealis meanings, and the realis forms can indicate past and habitual meanings (two habitual forms: one is include in realis, another is with the help of the verb “stay”), as shown in (3). (1) Amele: Today’s past: Ija hu-ga. “I came (today).” Yesterday’s past: Ija hu-gan. “I came (yesterday).” Remote past: Ija ho-om. “I came (before yesterday).” Habitual past (by adding the habitual form “l”): Ija ho-lig. “I used to come.” (2) Kobon (Davies 1989): Simple past: Yad au-ɨn. “I have come.” Remote past: Nöŋ-be. “You saw” Habitual aspect (by using the verb “mid” to be): Yad nel nipe pu-mid-in. “I used to break his firewood.” (3) Waskia (Ross and Paol 1978): Realis: Ane ikelako yu naem. “I drank some water yesterday.” (simple past) Realis: Ane girako yu no-kisam “In the past I used to drink water” (habitual past) Habitual (by using the verb “bager“ (stay)): Ane girako yu nala bager-em. “In the past I used to drink water.“ Finally, this study claims that Amele and Kobon have remoteness distinctions; near and remote past distinctions, but there is no such a distinction in Waskia. The observed habitual usages are different to each other. Nevertheless, the three languages have a grammatical viewpoint of habitual past mapping.
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Zimmerling, A. V. "ZERO FORMS IN MORPHOLOGICAL PARADIGMS: THE VERB “BE” IN RUSSIAN." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-795-810.
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This paper offers a corpus analysis of the Russian verb быть ‘be’ which has an abnormal present tense paradigm including a zero form ØBE.PRES and overt forms естьBE.PRES and сутьBE.PRES which do not discriminate person and number and are distributed syntactically. I discuss different approaches to the grammar of быть and argue that Apresjan’s model which recognizes ØBE.PRES, естьBE.PRES and сутьBE.PRES as parts of one and the same lemma is superior to alternative models splitting быть split into two lemmas representing copula vs content verb ‘be’. The peripheral status of overt present BE-forms compared with ØBE.PRES in the Russian National Corpus is confirmed by three measures: 1) dispersion of texts where a BE-form occurs; 2) uneven coverage in different persons and numbers; 3) ratio of copular uses vs content verb uses. 1–2 person present tense BE-forms attested in RNC are internal borrowings from Old Russian and Old Church Slavonic, while естьBE.PRES and сутьBE.PRES are inherited 3rd person elements which take over 1–2 person uses. The historical 3Pl суть is redundant in a system, where a more frequent 3rd person form есть is licensed in the plural: it survives by a minority of speakers either as an optional 3Pl copula in formal discourse or as an emphatic copula in oral discourse. The form естьBE.PRES occurs in all persons and numbers both as content verb and as copula but is underrepresented as 3Pl copula: this gap is filled by ØBE.PRES. The frequency of the zero copula ØBE.PRES can be measured in corpora without syntactic annotation on the basis of systemic proportion between present vs past tense uses of быть and on the basis of approximation samples for contexts where overt copulas alternate with ØBE.PRES.
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Sládková, Věra. "Modal verbs in English essays written by Czech secondary-school students." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-10.
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This paper presents the findings of a frequency analysis of modal verbs and their complementation in 390 English school-leaving essays written by Czech secondary-school students in a high-stakes B1 level exam. These constitute a learner corpus, CZEMATELC 2017. The study reveals a very high proportion of correct complementation patterns, but predominantly with lexical verbs at A1 and A2 CEFR levels. The most frequent errors are the complementation of modal verbs by past-tense forms of lexical verbs and the absence of complementation.
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Pipit, Mayang. "The Expression of English Linguistic Time through Simple Past Tense by Indonesian Learners." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.148.
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Pipit, Mayang. "The Expression of English Linguistic Time through Simple Past Tense by Indonesian Learners." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.255.
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Pipit, Mayang. "The Expression of English Linguistic Time through Simple Past Tense by Indonesian Learners." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.41.
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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.
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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
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Selezneva, Olga Nikolaevna. "Ambiguity of Future in the Past in the Modern English Language." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98695.
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The article raises the question of ambiguity of Future in the Past in expressing the future tense in the modern English language. The author of the article analyzes should/would + infinitive, its grammatical status and the expressed lexical meaning. The article notes that ambiguity of Future in the Past is mainly due to the homonymy of should/would + infinitive forms with the forms of the subjunctive mood. However, Future in the Past is a part of the verb system of tenses in the modern English language and it expresses assumption, intention or obligation to perform a future action from the past position.
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Alpert, Erika. "Men and Monsters: Hunting for Love Online in Japan." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.1-2.
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This paper presents the results of initial fieldwork on Online dating (netto-jô konkatsu, koikatsu) and other types of internet-based partner matching options in Japan, focusing on the possibilities for textual and interactional self-representation on different sites and apps available to single Japanese. This includes widespread international apps like Tinder and Grindr, along with local apps like 9 Monsters, a popular gay app that also incorporates light gaming functions, or Zexy En-Musubi, a revolutionarily egalitarian site aimed at heterosexual singles specifically seeking marriage. I approach this question by looking at the different technological affordances for profile creation using these services, and the ways users engage with those affordances to create profiles and to search for partners, based on examinations of websites, apps, and public profiles; interviews with website producers; and ethnographic interviews with past and current users of Online dating services. I primarily argue that self-presentation in Japanese Online dating hinges on the use of polite speech forms towards unknown readers, which have the power to flatten out gendered speech differences that are characteristic of language ideologies in Japan (Nakamura 2007). However, dominant cultural ideas about gender, sexuality, and marriage—such as patriarchal marriage structures—may still be “baked into” the structure of apps (Dalton and Dales 2016). Studying Online dating in Japan is critical because of its growing social acceptance. While in 2008 the only “respectable” site was a Japanese version of Match.com, in 2018 there are numerous sites and apps created by local companies for local sensibilities. Where Online dating was already established, in the West, there was little sociological study of it while it was becoming popular, in part because research on the internet also lacked respectability. By looking at Japan, where acceptance is growing but Online dating has not yet been normalized, we can gain a deeper understanding of its gender, sexuality, romance, and marriage practices. Japan’s experiences can also potentially provide a model for understanding how Online dating practices might develop elsewhere. In the US, Online dating faced many of the stigmas that it continues to face in Japan—such as that it was “sleazy,” “sketchy,” or desperate. In spite of these stigmas, however, Online dating grew slowly until it suddenly exploded (Orr 2004). Will it explode in Japan? By looking at how people use these sites, this paper also hopes to shed light on the uptake of Online partner matching practices.