Relevant bibliographies by topics / Past tense of verbs

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Past tense of verbs'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Past tense of verbs"

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Longworth, C. E., W. D. Marslen-Wilson, B. Randall, and L. K. Tyler. "Getting to the Meaning of the Regular Past Tense: Evidence from Neuropsychology." Journal of Cognitive Neuroscience 17, no. 7 (July 2005): 1087–97. http://dx.doi.org/10.1162/0898929054475109.

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Neuropsychological impairments of English past tense processing inform a key debate in cognitive neuroscience concerning the nature of mental mechanisms. Dual-route accounts claim that regular past tense comprehension deficits reflect a specific impairment of morphological decomposition (e.g., jump + ed), disrupting the automatic comprehension of word meaning accessed via the verb stem (e.g., jump). Single-mechanism accounts claim that the deficits reflect a general phonological impairment that affects perception of regular past tense offsets but which might preserve normal activation of verb semantics. We tested four patients with regular past tense deficits and matched controls, using a paired auditory semantic priming/lexical decision task with three conditions: uninflected verbs (hope/wish), regular past tense primes (blamed/accuse), and irregular past tense primes (shook/tremble). Both groups showed significant priming for verbs with simple morphophonology (uninflected verbs and irregular past tenses) but the patients showed no priming for verbs with complex morphophonology (regular past tenses) in contrast to controls. The findings suggest that the patients are delayed in activating the meaning of verbs if a regular past tense affix is appended, consistent with a dual-route account of their deficit.
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Faroqi-Shah, Yasmeen, and Laura Friedman. "Production of Verb Tense in Agrammatic Aphasia: A Meta-Analysis and Further Data." Behavioural Neurology 2015 (2015): 1–15. http://dx.doi.org/10.1155/2015/983870.

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In a majority of languages, the time of an event is expressed by marking tense on the verb. There is substantial evidence that the production of verb tense in sentences is more severely impaired than other functional categories in persons with agrammatic aphasia. The underlying source of this verb tense impairment is less clear, particularly in terms of the relative contribution of conceptual-semantic and processing demands. This study aimed to provide a more precise characterization of verb tense impairment by examining if there is dissociationwithintenses (due to conceptual-semantic differences) and an effect of experimental task (mediated by processing limitations). Two sources of data were used: a meta-analysis of published research (which yielded 143 datasets) and new data from 16 persons with agrammatic aphasia. Tensed verbs were significantly more impaired than neutral (nonfinite) verbs, but there were no consistent differences between past, present, and future tenses. Overall, tense accuracy was mediated by task, such that picture description task was the most challenging, relative to sentence completion, sentence production priming, and grammaticality judgment. An interaction between task and tense revealed a past tense disadvantage for a sentence production priming task. These findings indicate that verb tense impairment is exacerbated by processing demands of the elicitation task and the conceptual-semantic differences between tenses are too subtle to show differential performance in agrammatism.
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Lalleman, Josine A., Ariane J. van Santen, and Vincent J. van Heuven. "L2 Processing of Dutch regular and irregular Verbs." ITL - International Journal of Applied Linguistics 115-116 (January 1, 1997): 1–26. http://dx.doi.org/10.1075/itl.115-116.01lal.

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Abstract Do Ll and (advanced) L2 speakers of Dutch employ distinct processes — rule application for regulars and lexical lookup for irregulars — when producing Dutch past tense forms? Do L2 speakers of a language that observes the same dual conjugation system as in Dutch (e.g. English, German) produce Dutch past tenses by a different process (i.e. more like that of Ll speakers) than learners of Dutch with a different Ll verb system (e.g. Japanese and Chinese)? We studied the on-line past tense production performance of Ll speakers and of advanced L2 speakers of Dutch varying relative past tense frequency of regular and irreg-ular Dutch verbs. Performance proved slower and less accurate with both Ll and L2 speakers for irregular verbs with relatively low past tense frequency. No frequency effects were found for regular verbs. The results were qualitatively the same for English/German and for Japanese/Chinese L2 speakers, with a striking tendency to overgeneralize the regular past tense formation. We conclude that the mental representation of the Dutch past tense rule is essentially the same for Ll and L2 language users.
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Flora, Mousume Akhter, and SM Mohibul Hasan. "The Semantics of Progressive Aspect: A Thorough Study." Stamford Journal of English 7 (April 6, 2013): 87–97. http://dx.doi.org/10.3329/sje.v7i0.14464.

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In English grammar, verbs have two important characteristics--tense and aspect. Grammatically tense is marked in two ways: Present and Past. English verbs can have another property called aspect, applicable in both present and past forms of verbs. There are two major types of morphologically marked aspects in English verbs: progressive and perfective. While present and past tenses are morphologically marked by the forms verb+s/es (as in He plays) and verb+d/ed (as in He played) respectively, the morphological representations of progressive and perfective aspects in the tenses are verb+ing (He is/was playing) and verb+d/ed/n/en (He has/had played) respectively. This paper focuses only on one type of aspectual feature of verbs--present progressive. It analyses the use of present progressive in terms of semantics and explains its use in different contexts for durative conclusive and non-conclusive use, for its use in relation to time of reference, and for its use in some special cases. Then it considers the restrictions on the use of progressive aspect in both present and past tenses based on the nature of verbs and duration of time. DOI: http://dx.doi.org/10.3329/sje.v7i0.14464 Stamford Journal of English; Volume 7; Page 87-97
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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 (July 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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STAVRAKAKI, STAVROULA, and HARALD CLAHSEN. "The perfective past tense in Greek child language." Journal of Child Language 36, no. 1 (September 9, 2008): 113–42. http://dx.doi.org/10.1017/s0305000908008866.

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ABSTRACTThis study examines the perfective past tense of Greek in an elicited production and an acceptability judgment task testing 35 adult native speakers and 154 children in six age groups (age range: 3 ; 5 to 8 ; 5) on both existing and novel verb stimuli. We found a striking contrast between sigmatic and non-sigmatic perfective past tense forms. Sigmatic forms (which have a segmentable perfective affix (-s-) in Greek) were widely generalized to different kinds of novel verbs in both children and adults and were overgeneralized to existing non-sigmatic verbs in children's productions. By contrast, non-sigmatic forms were only extended to novel verbs that were similar to existing non-sigmatic verbs, and overapplications of non-sigmatic forms to existing sigmatic verbs were extremely rare. We argue that these findings are consistent with dual-mechanism accounts of morphology.
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Sawicki, Lea. "Preverbation and narrativity in Lithuanian. The distribution of finite simplex and compound verbs in narrative main clauses." Baltic Linguistics 1 (December 31, 2010): 167–92. http://dx.doi.org/10.32798/bl.439.

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The article deals with the use of simplex and compound (prefixed) verbs in narrative text. Main clauses comprising finite verb forms in the past and in the past habitual tense are examined in an attempt to establish to what extent simplex and compound verbs exhibit aspect oppositions, and whether a correlation exists between the occurrence of simplex vs. compound verbs and distinct textual units. The investigation shows that although simple and compound verbs in Lithuanian are not in direct aspect opposition to each other, in the background text portions most of the verbs are prefixless past tense forms or habitual forms, whereas in the plot-advancing text portions, the vast majority of verbs are compound verbs in the simple past tense.
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Sampson, Geoffrey. "Regional variation in the English verb qualifier system." English Language and Linguistics 6, no. 1 (May 2002): 17–30. http://dx.doi.org/10.1017/s1360674302001028.

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Nonstandard dialects often use the same form for the past tense and past participle of irregular verbs for which the standard language has distinct forms. One possible reason would be that some speakers have a nonstandard system of verb qualifiers (tense, mood, and aspect markers) in which the past tense/past participle distinction is functionally redundant. Data on spontaneous speech in Britain in the 1990s partly supports this by showing marked regional variation in the use of the Perfect construction. However, some nonstandard past tenses cannot be explained in terms of a nonstandard qualifier system.
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AL-DEAIBES, MUTASIM. "The Morpho-Syntax of Clausal Negation in Rural Jordanian Arabic." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 3 (March 7, 2015): 750–60. http://dx.doi.org/10.24297/jal.v5i3.2860.

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In this paper, I argue that the Neg particles head their projections, and the negation in a hierarchical representation occurs between TP and VP. In future tense, I argue that the Aux can move to the Neg head just to pick the negation and then the negative particle and the Aux moves to T. I also show that speakers of RJA use different negation constructions depending on the structure and tense of the sentence. For example, the negative particle ma is a preverbal particle used with present and past verbs evenly. The negative particle ma¦-ƒ is a pre and post-verbal particle where ma is a proclitic and -ƒ is an enclitic. This particle is used with present verbs and past verbs. However, when used with present tense verbs, the proclitic ma becomes optional, whereas with past tense verbs the deletion of the proclitic ma results in an ungrammatical sentence. As for copular sentences, the particle miƒ is used to negate verbless copular sentences where there is a covert present tense verb. But, when the copular sentence is formed via a past tense verb, miƒ is no longer used. Instead, the negative construction maâ¦-ƒ is used.
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Jacobson, Peggy F., and Richard G. Schwartz. "English Past Tense Use in Bilingual Children With Language Impairment." American Journal of Speech-Language Pathology 14, no. 4 (November 2005): 313–23. http://dx.doi.org/10.1044/1058-0360(2005/030).

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Grammatical measures that distinguish language differences from language disorders in bilingual children are scarce. This study examined English past tense morphology in sequential bilingual Spanish/English-speaking children, age 7;0–9;0 (years;months). Twelve bilingual children with language impairment (LI) or history of LI and 15 typically developing (TD) bilingual children participated. Thirty-six instances of the past tense including regular, irregular, and novel verbs were examined using an elicited production task. By examining English past tense morphology in sequential bilinguals, we uncovered similarities and differences in the error patterns of TD children and children with LI. The groups differed in the overall accuracy of past tense use according to verb type, as well as the characteristic error patterns. Children with LI performed lower than their TD peers on all verb categories, with an interaction between verb type and group. TD children were better at producing regular verbs and exhibited more productive errors (e.g., overregularization). Conversely, children with LI performed relatively better on irregular verbs and poorest on novel verbs, and they exhibited more nonproductive errors (e.g., bare stem verbs). The results have important clinical implications for the assessment of morphological productivity in Spanish-speaking children who are learning English sequentially.
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Dissertations / Theses on the topic "Past tense of verbs"

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Proctor-Williams, Kerry, and Marc E. Fey. "Recast Density and Acquisition of Novel Irregular Past Tense Verbs." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/1775.

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Purpose: Children with specific language impairment (SLI) lag behind children with typical language (TL) in their grammatical development, despite equivalent early exposure to recasts in conversation (M. E. Fey, T. E. Krulik, D. F. Loeb, & K. Proctor-Williams, 1999) and the ability to learn from recasts in intervention as quickly as do children with TL (K. E. Nelson, S. Camarata, J. Welsh, L. Butovsky, & M. Camarata, 1996). This experiment tested whether this apparent paradox could be attributed to variations in the density of recasts in conversation versus intervention. Method: Thirteen children (7–8 years of age) with SLI and 13 language-similar children (5–6 years of age) with TL were exposed to 3 recast densities of novel irregular past tense verbs (none, conversation-like, intervention-like) over 5 sessions. Outcomes were based on spontaneous conversational productions and a post-test probe. Results: As predicted, at conversation-like densities, children with TL more accurately produced the target verbs they heard in recasts than in nonrecast models (d = 0.58), children with SLI showed no differences, and children with TL produced the verbs more accurately than did children with SLI (d = 0.54). Contrary to expectations, at higher intervention-like recast densities, the SLI group did not improve their accuracy, and the TL group performances were significantly poorer (d = 0.47). Conclusion: At conversational levels, recasts facilitated greater verb learning than models alone but only in the TL group. Increasing recast density to the modest levels in this brief intervention experiment did not benefit children with SLI and led to poorer learning for children with TL. To optimize learning, efficiency of recast distribution as well as rate must be considered.
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Bahrami, Yar Mohammad. "Marking of English verbs for past tense : a study of Afghan learners' production." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1516.

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Sawyer, Stephanie. "Cognitive style and overgeneralization in the acquisition of the English irregular past tense verbs." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5347.

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Proctor-Williams, Kerry, and Marc E. Fey. "Recast Density and Irregular Past Tense Verb Acquisition." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/1855.

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Proctor-Williams, Kerry, and Marc E. Fey. "Recast Density and Irregular Past Tense Verb Acquisition." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/1852.

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Haglund, Tore. "Irregular English verbs with regular variants in the past tense and/or the past participle : A corpus-based study of light, speed, and prove." Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170048.

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About fifty out of approximately 250 irregular English verbs have regular alternatives in the past tense and/or the past participle. There are often marked preferences for using the irregular or the regular form of the verbs, influenced by several factors. The present corpus-based study investigates the distributions in contemporary British (BrE) and American English (AmE) of the two alternative past tense forms for the two verbs “light”, and “speed” as well as the two past participle variants for the verb “prove”. The factors which are considered in the study are (1) language variety, (2) past tense vs. past participle, and (3) transitive vs. intransitive use of the verbs. It is demonstrated that there are (verb specific) significant differences in frequencies across the factors. Some issues for the study are discussed, in particular unreliable tagging in the corpora used as well as potential sources for random or systematic errors. Some avenues for additional research are proposed.
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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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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
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.
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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Geise, Morgan, Heather Green, Olivia Hart, Abbi Leitnaker, and Kerry Proctor-Williams. "The Elicitation Method for Past Tense Verb production in Children with Specific Language Impairment and Typical Language." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1821.

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Past tense verb production in children with specific language impairment and language-matched children with typical language was compared using language samples and a standardized probe (Rice/Wexler Test of Early Grammatical Impairment). Analyses revealed accuracy and error type differences between elicitation types and groups. Results have important clinical practice implications.
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Ewing, Kathy S. "The effects of oral reading on the intonation and past tense verb use of adult non-native speakers of English /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7846.

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Larsen, Lars Jacob Ege. "The Acquisition of Inflectional Verb Morphology Through Input Enhancement." Ohio University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1040070794.

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Books on the topic "Past tense of verbs"

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French past-tense verbs up close. Chicago, Ill: McGraw-Hill, 2011.

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Noven, Marian Vanden. Yesterday's verbs: Regular & irregular past tense. Greenville, S.C: Super Duper Publications, 1997.

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Vogt, Eric W. Spanish past-tense verbs up close. New York: McGraw-Hill, 2009.

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Buss, Betty-Ann. Simple past. Vancouver: Vancouver Community College, 2002.

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The past tenses of the Mongolian verb: Meaning and use. Leiden: Brill, 2012.

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Rogland, M. F. Alleged non-past uses of qatal in classical Hebrew. Assen: Van Gorcum, 2003.

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Rogland, M. F. Alleged non-past uses of qatal in classical Hebrew. Leiden: s.n., 2001.

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Roberts, Ken. Past tense. Toronto: Douglas & McIntyre, 1994.

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Cocteau, Jean. Past tense: Diaries. San Diego: Harcourt Brace Jovanovich, 1987.

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Cocteau, Jean. Past tense: Diaries. London: Hamish Hamilton, 1987.

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Book chapters on the topic "Past tense of verbs"

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Filosofova, Tatiana. "Verbs: past tense." In Da!, 181–84. Second edition. | New York : Routledge, 2020. | Series: Routledge concise grammars: Routledge, 2020. http://dx.doi.org/10.4324/9780429264764-18.

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Zoričić, Nika. "Prodolžat’/prodolžit’: una strana coppia." In Le lingue slave tra struttura e uso, 323–40. Florence: Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6453-328-5.18.

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The aim of the present article is to investigate the aspectual status of the Russian verbs prodolzhat’ and prodolzhit’. It is shown that the form prodolzhal is very frequently used in the past tense as a perfective verb with inchoative value in sequences of single events. Furthermore, the diachronic analysis of the examples reveals that, in the past tense, the form prodolzhit’ until the 1990s was much less commonly used than the form prodolzhat’. Taking into account these results, in the article is hypothesized that the form prodolzhat’ in the past tense may be considered a biaspectual verb.
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Kohli, Maitrei, George D. Magoulas, and Michael Thomas. "Hybrid Computational Model for Producing English Past Tense Verbs." In Engineering Applications of Neural Networks, 315–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32909-8_32.

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Mooney, Raymond J., and Mary Elaine Califf. "Learning the past tense of English verbs using inductive logic programming." In Connectionist, Statistical and Symbolic Approaches to Learning for Natural Language Processing, 370–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-60925-3_60.

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Gburek, Hubert. "A Morphonological Rule for the Past Tense Formation of Irregular English Verbs." In Historical Linguistics 1989, 119. Amsterdam: John Benjamins Publishing Company, 1993. http://dx.doi.org/10.1075/cilt.106.10gbu.

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Filosofova, Tatiana. "Verbs: present tense." In Da!, 174–80. Second edition. | New York : Routledge, 2020. | Series: Routledge concise grammars: Routledge, 2020. http://dx.doi.org/10.4324/9780429264764-17.

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Filosofova, Tatiana. "Verbs: future tense." In Da!, 185–87. Second edition. | New York : Routledge, 2020. | Series: Routledge concise grammars: Routledge, 2020. http://dx.doi.org/10.4324/9780429264764-19.

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Fehringer, Carol. "Past tense." In German Grammar in Context, 80–86. Third edition. | New York, NY : Routledge, 2019. | Series: Languages in context: Routledge, 2019. http://dx.doi.org/10.4324/9780429197475-12.

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Hickey, Ray J., and Richard G. Martin. "An Instance-Based Approach to Pattern Association Learning with Application to the English Past Tense Verb Domain." In Research and Development in Intelligent Systems XVII, 145–56. London: Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-0269-4_11.

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Wightwick, Jane, and Mahmoud Gaafar. "Past verbs." In Mastering Arabic Grammar, 80–87. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-14586-4_14.

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Conference papers on the topic "Past tense of verbs"

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Kustova, G. I. "SEMANTIC EFFECTS OF VERB TENSE IN PARENTHETICAL CONSTRUCTIONS WITH MENTAL VERBS." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-485-499.

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Parenthetical constructions with verbs of opinion (as I think) are considered as the result of the reduction of the main clause: Ja dumaju, chto priglashenie prislal professor Wiler → Priglashenie, kak ja dumaju, prislal professor Wiler. The meaning of the mental verb tense affects the interpretation of the sentence. In the present tense, construction as I think introduces an assumption with a neutral status: Eto proizojdet, kak ja dumaju, v samom blizhajshem budushchem [Ju. Semenov]—‘no one knows, P or non-P’. In the past tense, construction as I thought introduces a wrong assumption: Djadja, kotoryj, kak ja dumal, davno zabyl o podarennykh chasakh, vosprinjal etu novost’ boleznenno.
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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. Brno: 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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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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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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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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Pavlick, Ellie, and Chris Callison-Burch. "Tense Manages to Predict Implicative Behavior in Verbs." In Proceedings of the 2016 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2016. http://dx.doi.org/10.18653/v1/d16-1240.

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Albright, Adam, and Bruce Hayes. "Modeling english past tense intuitions with minimal generalization." In the ACL-02 workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1118647.1118654.

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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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TÜRK, Osman. "DETERMINATION OF NOUN-VERBS IN AĞRIDAĞI EFSANESI." In International Research Congress of Contemporary Studies in Social Sciences (Rimar Congress 2). Rimar Academy, 2021. http://dx.doi.org/10.47832/rimarcongress2-11.

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Verbs in Turkish morphology; It has an important place in terms of preventing unnecessary repetitions by providing a short way to convey what is told, facilitating the transfer of thoughts to be told, making the language fluent and strong by connecting sentences easily and fluently. Noun-verbs in the group of verbs in Turkish, with the addition of -mAk (-mak, -mek), -mA (-ma, -me), -İş (-iş, -iş, -uş, -ş) to the verb stem or body. they are created. Noun-verbs tell the verb's payment and the nouns of the verbs regardless of person and tense. In this page, the noun-verbs and noun-verb affixes in the Legend of Yaşar Kemal's Ağrıdağı, the words that have written names, were determined by scanning method. The words in which the detected nouns-verbs are included are classified according to their structures. The study has been put into writing by adding the place-defined and text numbers of the noun-verbs determined because it is in the text. With the data obtained, the usage numbers of nouns and verbs were given and targeted certain inferences
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Lai, Dr Ching Ching. "Enhanced and Unenhanced Recasts on Hong Kong Students' Past Tense Usage." In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.145.

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