Journal articles: 'Tenses'

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Torrengo, Giuliano. "Perspectival Tenses and Dynamic Tenses." Erkenntnis 83, no. 5 (August 8, 2017): 1045–61. http://dx.doi.org/10.1007/s10670-017-9928-9.

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Glassman, Julia. "Tenses." Missouri Review 27, no. 3 (2004): 89–100. http://dx.doi.org/10.1353/mis.2005.0013.

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Maili, Sjafty Nursiti. "Error Analysis on Unindra Student’s Sentence Tenses Assignment." DEIKSIS 10, no. 02 (May 5, 2018): 192. http://dx.doi.org/10.30998/deiksis.v10i02.2131.

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Knowing the pattern of tenses is very important to the students, because it can help them to do a good sentence. If the students unknown the pattern of using tenses in sentences, the students are confused to make a good sentence. The teacher should try to correct their error by error analysis. Error analysis is really very important to students, because teachers know the mistaken students done in making a sentence by using in each tenses. In this study, the researcher used descriptive method which is the data was taken by student’s an assignment at the first students of UNINDRA. First, teachers asked students to make sentences based on eight tenses. They are Present Tense; Present Continuous Tense; Present Perfect Tense; Simple Future Tense; Past Tense; Past Continuous Tense; Past Continuous Tense; Past Perfect Tense; Future Perfect Tense. Second, After doing sentences in each tenses, the research done identify based on the pattern of sentences; Third, the last steps researcher analysis the assignment in make the table consist of table 1 the amount of error done; table 2 the error sentences students and correction; table 3 the reasons why sentences are difficulties to the students and easier. The results of these study 60 percentages students UNINDRA made good sentences in eight tenses; 40 percentages did not remember the pattern of tenses; 30 percentages made the error of changed verb; 30 percentages used time action to make sentence in each tenses.Key words; Tenses, Assignment, Error, Analysis, Pattern

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Khozin HS, Nada Rona Amiroh, and Tatik Muflihah. "AN ANALYSIS OF TENSES USED IN FINDING NEMO MOVIE SCRIPT: THE RELEVANCE TO 2013 CURRICULUM FOR TEACHING TENSES TO JUNIOR HIGH SCHOOL STUDENTS." Konstruktivisme : Jurnal Pendidikan dan Pembelajaran 12, no. 2 (July 31, 2020): 165–78. http://dx.doi.org/10.35457/konstruk.v12i2.1103.

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This research aims to find out types of tenses used in Finding Nemo movie script and the relevance to 2013 curriculum for teaching tenses to junior high school students. The 2013 curriculum is used as the standard guideline to determine the sentences’ appropriateness. This study was a descriptive qualitative method by employing content analysis technique to analyze the data. The data resources were documented from the script movie and 2013 English curriculum. The findings are presented in the form ofthe sentences that were analyzed and classified into six types of tenses. These six tenses matched for the curriculum, they were Simple Present Tense, Simple Past Tense, Present Continuous Tense, Past Continuous Tense, Present Perfect Tense, and Present Future Tense.The result indicated there was a high frequency of the tenses in the sentences with total number 96%.This study concluded that Finding Nemomovie script can be used as supporting material by English teachers to teach tenses for junior high school students, particularly Simple Present Tense which is the most used tense in the movie.

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Kiyko, Yurii. "TEMPORALITY IN MODERN MEDIA GENRES (on the material of German and Ukrainian languages)." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 835-836 (2022): 69–76. http://dx.doi.org/10.31861/gph2022.835-836.69-76.

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The article aims to answer the question: is there any correlation between the temporality and the genre affiliation of media texts? And, if it is a case: how does it manifest itself in the structure of media texts? The research is carried out on the material of modern frequency genres selected from German and Ukrainian newspapers. In the study we use the Сhi-Square-Test and the coefficient of Chuprov. The analysis revealed a correlation between the temporality and the genre affiliation in both media cultures. In news genres the past tense dominates, the present tense is less used and occasionally the forms of the future tense occur. In media text-interviews, on the contrary, the present tense dominates, the past and future tense forms are less represented. In the analytical genre the present tense dominates, followed by verb forms in past and future tenses. In the structure of German and Ukrainian news genres the following algorithm can be traced: in the lead – present (frequently), past (less frequently) tenses, in the body – past, present, and future tenses, in the final part – past, present, and future tenses. The interview-texts are characterized by the following sequence of tense use: in the lead – present and past tenses, in the body – present and past tenses, in the final part – present, past, and future tenses. For the analytical genre, the following algorithm is inherent: in the lead – present and past tenses, in the body – present, past, and future tenses. According to the statistical calculations, statistically significant results were obtained for the past tense in the German news items, for the present tense – in the German text-interviews, and for the future tense – in the Ukrainian text-interviews.

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Fleischman, Suzanne, and Dulcie M. Engel. "Tense and Text: A Study of French past Tenses." Modern Language Journal 75, no. 1 (1991): 148. http://dx.doi.org/10.2307/329869.

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Healey, F. G., and Dulcie M. Engel. "Tense and Text: A Study of French past Tenses." Modern Language Review 87, no. 1 (January 1992): 190. http://dx.doi.org/10.2307/3732356.

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Thogmartin, Clyde, and Dulcie M. Engel. "Tense and Text: A Study of French past Tenses." Language 67, no. 2 (June 1991): 397. http://dx.doi.org/10.2307/415133.

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Zagona, Karen. "Sequence-of-tense and the features of finite tenses." Nordlyd 41, no. 2 (April 16, 2015): 261. http://dx.doi.org/10.7557/12.3419.

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Sequence-of-tense (SOT) is often described as a (past) tense verb form that does not correspond to a semantically interpretable tense. Since SOT clauses behave in other respects like finite clauses, the question arises as to whether the syntactic category Tense has to be distinguished from the functional category tense. I claim that SOT clauses do in fact contain interpretable PRESENT tense. The “past” form is analyzed as a manifestation of agreement with the (matrix past) controller of the SOT clause evaluation time. One implication of this analysis is that finite verb forms should be analyzed as representing features that correspond to functional categories higher in clause structure, including those of the clausal left periphery. SOT morphology then sheds light on the existence of a series of finer-grained functional heads that contribute to tense construal, and to verbal paradigms. These include Tense, Modality and Force.

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

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The purposes of this study were to analyze and describe English tenses used in an online news website and to examine which types of English tenses are frequently used in an online news website. The material in this study was 20 news in Mini-Lessons from B r e a k I n g N e w s E n g l i s h .c o m. The research instrument was a checklist which determines and categorizes English tenses as past tense, present tense, and future tense. The data collections were analyzed with the frequency and percentage. The research findings of the study showed that all using of English tenses in the 20 news from the Mini-Lessons were 279 sentences; past tense were 155 sentences (56%), present tense were 120 sentences (43%), and future tense were 4 sentences (1%). The most English tenses aspect of the news were past simple tense and present tense; past simple tense, present simple tense, present perfect tense, and present progressive tense, respectively. In contrast, breaking news used the least English tenses aspect of the news was past perfect tense, future simple tense, past progressive tense, present perfect progressive tense, and future perfect tense, while there were no used past perfect progressive tense, future progressive tense, future perfect tense, and future perfect progressive tense in the 20 selected breaking news.

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Bukit, Herawati. "THE ERROR ANALYSIS IN USING TENSES MADE BY STUDENTS IN ENGLISH TEACHING AND LEARNING PROCESS." JETLi: Journal of English Teaching and Linguistics 1, no. 2 (December 30, 2020): 92–101. http://dx.doi.org/10.55616/jetli.v1i2.21.

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We can find term “Error Analysis” in language. These errors could make misunderstanding of English sentence meaning. Tense is a rule when we want to explain our activities and events in written text. As we are academic students, we must have full understanding about tenses, because if we don’t do it, there is much miscommunication that we got. But students don’t have full understanding about this problem. They assume tense as a big burden. It is a real phenomenon that the researcher found. The goal of this researchwas the students’ progress and every student’s level in understanding tenses. The method of this research used quantitative method. Kinds of errors made by second grade students of Health Information Management in using tenses are omission 50% (omission of simple present tense 50%). The percentage errors of using tenses are simple present 50%, simple past 35% and simple future tense 15%. Students should pay attention seriously in learning tenses because tenses are part of grammar.

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Br Bukit, Herawati, and Dila Fitria. "ANALISA KESALAHAN DALAM MENGGUNAKAN TENSES OLEH MAHASISWA MANAJEMEN INFORMASI KESEHATAN DI INSTITUT KESEHATAN DELI HUSADA DELI TUA TAHUN 2018." Jurnal Penelitian Kesmasy 2, no. 1 (October 31, 2019): 112–19. http://dx.doi.org/10.36656/jpksy.v2i1.178.

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We can find the term Error Analysis in language. These errors could be valuable sources forteaching. We as learner must be able to know about tenses so that it can make miscommunicationone another. Students often confused about tenses. They assume tense as a significant burden.The error term is the fact that students always make mistakes in using tenses, and it is a problemthat the researcher finds. The researcher wants to find out both the students’ progress and everystudent’s level in understanding tenses. The method of this research used quantitative method.Kinds of errors made by first-grade students of Health Information Management in using tensesare omission 50% (omission of pure present tense 50%). The percentage errors of using tensesare simple present 50%, pure past 35%, and simple future tense 15%. The students should payattention seriously in learning tenses because tenses are part of grammar.

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Paulauskienė, Aldona. "On interpreting Lithuanian past tenses in major linguistic works on Lithuanian grammar." Lietuvių kalba, no. 4 (October 25, 2010): 1–6. http://dx.doi.org/10.15388/lk.2010.22854.

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The verb in Lithuanian possesses two simple past tenses, i.e. the past simple and the past frequentative tense. Specialists of comparative historical grammar have not shown any greater interest in the past frequentative tense since it is only typical of Lithuanian. One of the reasons is that Latvian, the other surviving Baltic language, does not possess it; furthermore, in the past a large part of Lithuania did not employ the tense either. However, now it is widely used and all grammars consider the past simple and the past frequentative tense equally significant. Still the paradigm of simple tenses in Lithuanian has not been defined as yet, as the past frequentative tense has not been given theoretical evaluation in the framework of other simple tenses. The article covers the interpretation of past tenses in major grammars of Lithuanian (from the first volume dating back to 1653 to present-day Lithuanian grammars). The paradigmatic relations of past tenses as presented in the numerous sources as well as language facts helped identify the following main features: the role of the category of aspect in the process of the formation of the past frequentative tense, relations between the past frequentative and the past simple tense, and finally, the place of the past frequentative tense in the paradigm of Lithuanian simple tenses.

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

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Tenses are one of the vital essentials of grammar. Command over the English language demands a thorough understanding of tenses. Although much research has been conducted on the teaching of the English language in the context of Pakistan, little has been dug out about the problems faced by students regarding the applications of tenses. This paper investigates the perceptions of both students and teachers of the difficulties in the applications of tenses facing ESL learners. Data were collected from 150 students and 30 teachers of government high schools through a structured questionnaire. The results of the study showed that the students are confronted with many difficulties in the application of tenses consisting of using future indefinite tense instead of the simple present tense regarding its use for scheduled future activities, using present continuous tense instead of a simple present for the permanent situation in the present, using future indefinite tense for planned future activities and so on. The results also indicated that the difficulties were caused by inappropriate teaching methodology, lack of speaking environment inside the classroom, translations from the mother tongue into English and vice versa, much focus on rules and teaching sentences and expressions as isolated units rather than an integral part of the discourse. In the light of the results, it is recommended that while teaching tenses, teachers should focus both on rules and applications of tenses. English should be taught more as a language than as a mere body of rules. Moreover, teachers should be properly trained in teaching tenses.

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Janssen, Theo. "The Referentiality of Tenses." Tense and Aspect 12 (December 31, 1998): 209–28. http://dx.doi.org/10.1075/bjl.12.12jan.

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Abstract. This article assumes that tenses in English and Dutch are non-time-based. A verb in the present tense form signals 'verb-in-this-context-of-situation', whereas a verb in the past tense form signals 'verb-in-that-context-of-situation'. It is argued here that the non-time-based analysis of tenses is particularly relevant in cases in which two tense forms should indicate the same time, but have to be interpreted as indicating different times. This discrepancy may occur in the relative use of tenses in various languages (e.g. Classical Greek, Old Irish, Ngiti, and Russian).

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Maiguero, Abdou, and Sadiq Mohammad. "Analysis of English Verb tenses in Secondary School Students’ Writings in Maradi, Niger Republic." Scholars International Journal of Linguistics and Literature 5, no. 3 (March 26, 2022): 105–12. http://dx.doi.org/10.36348/sijll.2022.v05i03.005.

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This study was carried out to examine the use of verb tenses in the writings of senior secondary school students, learners of English as a foreign language in Niger. Three hundred and seventy (370) students randomly selected from four (4) senior secondary schools in Maradi participated in the study. The data were collected using an essay test requiring the students to express their thoughts in the present, the past, and the future tenses. The study used mixed methods research. The results showed that the students’ use of verb tenses in English was very inappropriate. Furthermore, the results revealed that all the three tenses were found difficult by the students leading to verb tense errors of various types including substitutions, additions, and omissions of morphemes. Some recommendations were made to help the students use verb tenses appropriately, and minimize errors in verb tense use.

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Wahyuningtyas, Elisabeth Wulan, and Barli Bram. "BASIC TENSE PROBLEMS OF THE FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM." IJIET (International Journal of Indonesian Education and Teaching) 2, no. 2 (July 31, 2018): 147–53. http://dx.doi.org/10.24071/ijiet.v2i2.1509.

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This paper investigated the problems of understanding basic or fundamental tenses in English grammar (the present tense, present continuous tense, present future tense, and present future continuous) that are faced by the first semester students of the English Language Education Study Program of Sanata Dharma University, Yogyakarta. Basic tenses in English grammar play a decisive role in various aspects related to learning English as the target language. Accordingly, it is essential to conduct a study on the issues of basic tenses in order to assist students to overcome their grammatical problems. Data were collected through questionnaires that were emailed to the participants. Results showed that the students had difficulties in producing or analyzing the present continuous tense, the present perfect tense and the present perfect continuous tense. The first semester students also faced difficulty in remembering the formula of each tense, admitting that they did not review the basic tenses regularly and the students found it difficult to comprehend their grammar lessons well in the classroom.DOI: https://doi.org/10.24071/ijiet.2018.020206

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Awang Bohari, Dayang Zarinah, Ch'ng Looi Chin, Sueb Ibrahim, and Abang Fhaeidzhyall Abang Madaud. "Tickle Your Tenses." International Journal of Modern Languages And Applied Linguistics 2, no. 3 (August 1, 2018): 45. http://dx.doi.org/10.24191/ijmal.v2i3.7632.

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Learning tenses is an uphill task for ESL (English as a Second Language) learners, especially children. One of the reasons is that grammatical structures in English are inherently different from those of the mother tongue. More often than not learners find it difficult to comprehend and apply the rules accurately for effective communication. Hence, they become frustrated and give up trying to learn the language. The main purpose of TYT is to address the said problems faced by these learners besides providing a fun, exciting and interactive environment to reinforce the rules of tenses learnt. Presently, English language games tend to focus on parts of speech and vocabulary learning but not many emphasise on tenses. TYT fills in the gap to reinforce the learning of tenses and its application in different everyday contexts. Children can learn with their peers while playing in an enjoyable setting which will promote better retention of their tenses knowledge. TYT is also useful for language educators as an alternative teaching tool to drill the rules of tenses which otherwise would be too monotonous and dry for students in the classroom.

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Schenk, Leslie, and Matthieu Messagier. "Les chants tenses." World Literature Today 71, no. 2 (1997): 344. http://dx.doi.org/10.2307/40153067.

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Koutová, Marta. "The Use of Verb Tenses in Subordinate Content Clauses in Czech." Bohemistyka, no. 3 (December 22, 2022): 315–35. http://dx.doi.org/10.14746/bo.2022.3.1.

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Research on the use of verb tenses in Czech subordinate clauses is based on the notions of absolute and relative tense and on the distinction between content and adjunct clauses. It is generally agreed that absolute tenses are used in adjunct clauses, whereas relative tenses are typically used in content clauses. Based on an analysis from the Czech National Corpus, I will demonstrate that, in addition to the assumed use of tenses and in contrast to their usage in English, there are also variations in their use: in content clauses, even tenses selected from the speaker’s perspective are used in certain cases, and in certain adjunct clauses relative tenses may also be used.

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Trobevšek Drobnak, Frančiška. "Expanded tenses in the old English orosius a syntactic strengthening*." Linguistica 30, no. 1 (December 1, 1990): 13–46. http://dx.doi.org/10.4312/linguistica.30.1.13-46.

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The present chapter reports the investigation into certain aspects of the periphrastic construction to be +present participle (e.g. NE: "he is teaching"; OE. "he is laerende") viewed as an example of a syntactic strengthening. The construc tion is usually referred to as "continuous tenses/form" or "progressive tenses/form", whereas Nickel (1966) uses "expanded form". Coming closest to this latter term, the "expanded tenses" employed here seems a convenient label for two reasons: a) the use of expanded tenses is not restricted to the expression of verbal aspect (Aspekt) or mode of verbal action (Aktionsart), which is implied by the use of either the term "continuous tenses/form" or the term "progressive tenses/form"; b) the expanded tenses are integrated into the English tense system, in the sense that they can be substituted with the respective non-expanded tenses without any change in the syntax of the clause, e.g.

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Riggs, Peter. "Nowness and Loss of Meaning in Tensed Propositions." KronoScope 7, no. 1 (2007): 79–83. http://dx.doi.org/10.1163/156852407x164696.

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AbstractThe debate over the ontological status of tense continues between A-theorists and B-theorists. Although it has been conceded by B-theorists that reference to tenses cannot be completely eliminated, they claim that this does not require a commitment to the existence of tensed facts. This article will seek to highlight an aspect of the meaning of tensed propositions that seems to have been overlooked, i.e. that tensed propositions retain their meaning only under certain circumstances.

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Aditya, Maulana Yusuf, and Chairuddin Chairuddin. "The Use of the Six English Tenses in Students’ Daily Conversation." E-Structural 3, no. 02 (March 2, 2021): 157–67. http://dx.doi.org/10.33633/es.v3i02.4229.

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Abstract. For English learners, there are important aspects to consider such as vocabulary, pronunciation and grammar to master their speaking skills. Speaking is used to express people’s ideas and feelings in daily life or to communicate with others both personal talks and transactional conversation. The objective of the study is to figure out how the students of SMKN 2 Bangkalan can use the six English tenses in daily conversation. The research was done within two weeks starting from 22th April to 06th May 2019. Observation and interview were performed to collect the data. Observation was made to see what was going on in the class, focusing on the students’ conversation. On the other hand, Interview was carried out to know the students’ problems in using the correct tenses in conversation, and to find out how the students solve the problems. The observation shows that in using the six English tenses, the students likely found it hard to apply the correct tenses in the conversation with their friends and the teacher. The students tended to use one tense in all situations and the tense mostly used was the simple present one. From the interview, it is found that the students do not really understand what tenses are, either the meaning or the uses.Keywords: daily conversation, tenses, observation, interview, contexts of situationAbstrak. Bagi pembelajar Bahasa Ingggris, terdapat aspek penting seperti kosakata, pengucapan dan tatabahasa yang harus diperhatikan untuk meningkatkan kemampuan berbahasa Inggrisnya. Kemampuan berbicara khususnya digunakan untuk menyampaikann semua yang ada dalam benak kita seperti misalnya ide dan perasaan dalam kehidupan sehari-hari, baik itu berupa perkataan pribadi atau pun percakapan transaksional. Tujuan utama penelitian ini adalah untuk mengetahui bagaimana murid dapat menggunakan enam kala (tenses) dalam percakapan sehari-hari sesuai dengan kontek situasi, di SMKN 2 Bangkalan. Penelitian dilakukan selama 2 minggu dimulai tanggal 22 April s/d 06 Mei 2019. Penelitian dilakukan dengan 2 langkah seperti observasi dan wawancara. Observasi dilakukan untuk mengetahui yang terjadi dalam selama proses pembelajaran dan fokus pada cara murid bercakap. Wawancara dilakukan oleh peneliti untuk mengetahui permasalahan pada murid dalam menggunakan tenses yang benar dan bagaimana murid mengatasi masalah penggunaan kala yang benar tersebut. Dari hasil observasi dapat diketahui bahwa penggunaan enam kala dalam percakapan sehari-hari dari murid adalah buruk, mereka tidak bisa mengaplikasikan kala yang sesuai dalam percakapan, baik dengan teman dan guru. Mereka cenderung menggunakan satu kala dalam percakapan dalam konteks situasi yang berbeda dan tense yang digunakan adalah Simple Present Tense.Kata kunci: percakapan, kala, observasi, wawancara, konteks situasi

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신근영. "Interpretations of English Embedded Tenses: A Reanalysis of Reichenbach’s Tense Theory." English21 31, no. 1 (March 2018): 55–78. http://dx.doi.org/10.35771/engdoi.2018.31.1.003.

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Hodieb, Liliane. "On the aspectual system of Wushi (Babessi), a Ring Grassfields Bantu language of Cameroon." Language in Africa 2, no. 2 (July 30, 2021): 43–65. http://dx.doi.org/10.37892/2686-8946-2021-2-2-43-65.

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One of the characteristics of Bantu languages, including Grassfields Bantu languages, is their multiple time distinctions. Within the Ring Grassfields group, multiple tenses are also well attested. For example, Aghem has three past and two future tenses (Anderson 1979), Babanki has four past tenses and three future tenses (Akumbu & Fogwe 2012), as well as Lamnso’ (Yuka 2012). Oku has three past tenses and two future tenses (Nforbi 1993) and Babungo has four past and two future tenses (Schaub 1985). These tenses represent different degrees of remoteness in time such as hordienal, immediate, distant, etc. However, in spite of the indisputable lexical unity of Ring Grassfields Bantu languages (Stallcup 1980; Piron 1997), Wushi strikingly stands apart: it does not mark tense morphologically. As a matter of fact, the aspectual system of Wushi is based on five aspects: perfective, imperfective, retrospective or anterior, potential, and the distal or dissociative marker kə̀ that is analyzed in the light of Botne & Kershner (2008). This paper sets out to analyze these verb forms.

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Senduk, Randy Kristoforus, Sanerita T. Olii, and Sarah Kamagi. "Morphological Analysis on Affixes in Tombulu Language." Journal of English Culture, Language, Literature and Education 9, no. 2 (December 8, 2021): 87–101. http://dx.doi.org/10.53682/eclue.v9i2.2971.

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This study aimed to reveal affixes' form and meaning in Tombulu language tenses, especially on past, present, and future tenses. Descriptive qualitative method used with applying Arikunto's procedure of collecting data which were interview and documentation. While, in analyzing data used Miles & Huberman which consisted of data reduction, data display, and conclusion drawing. This study showed that there were different functions of Affixes in the tenses of Tombulu language and English. The simple past tense was Infix -im- and -in-, which were placed after vocal or consonant phonemes. Simple present tense with Prefix mah- which was located to the beginning of the word. Simple future tense with Infix -um-, which was placed after vocal or consonant phonemes.

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Salkie, Raphael. "Does French have a relative past tense?" Journal of French Language Studies 10, no. 2 (September 2000): 245–71. http://dx.doi.org/10.1017/s0959269500000247.

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Some recent work on French tenses has proposed a new analysis of the difference between the imperfect and the passé simple/passé composé. The imperfect is said to be a relative or anaphoric tense, while the PS/PC are absolute or deictic tenses. A number of studies have argued against the more widely accepted analysis which sees the difference between these tenses in terms of aspect. This paper argues that the new analysis is fundamentally incorrect as an account of the meaning of the French past tenses, although it has brought to light a range of phenomena which need to be included in a full account of the behaviour of the tenses in discourse. I argue that an enriched version of the traditional analysis can account for all the relevant data.

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Park, Kyeong-Yeon. "Non-Normative Tenses in English RA Abstracts." Studies in Modern Grammar 114 (June 25, 2022): 93–110. http://dx.doi.org/10.14342/smog.2022.114.93.

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Normative verb tenses in the English research article (RA) abstract constitute the present in the rhetorical moves of Introduction, Purpose, and Conclusion and the past in Method and Product. However, non-normative tenses may at times appear. This paper looked at non-normative tenses in English RA abstracts. Based on a preliminary analysis of 20 RA applied linguistics abstracts, the study develops how non-normative tenses work in the genre of RA abstracts. Findings discuss writers’ intentions lying in each non-normative tense in each rhetorical move: the present perfect in the Introduction Move, the past in Purpose, the present in Method, the present in Product, and auxiliaries in Conclusion.

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Baldwin, Thomas. "Back to the Present." Philosophy 74, no. 2 (April 1999): 177–97. http://dx.doi.org/10.1017/s003181919900025x.

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McTaggart's famous argument that the A-series is contradictory is vitiated by an unsatisfactory conceptualization of tenses which can be corrected by making explicit their relational structure. This leads into a much sharper formulation of his apparent contradiction, and defusing this apparent contradiction requires a careful distinction between tensed and tenseless descriptions of thoughts. As a result the ‘unreality’ of tense turns out to rest on the fact that tensed descriptions of temporal facts do not capture their identity. This ‘metaphysical’ priority of tenseless over tensed descriptions of time is, however, counterbalanced by an ‘epistemological’ priority of tensed thoughts over tenseless thoughts: a conception of tense which requires a form of self-consciousness turns out to be an essential ingredient of rational thought.

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Khairunnisah, Khairunnisah. "Improving Students’ Tenses Mastery through Tenses Symbol Technique (TST) in Class X4 at SMA Negeri 1 Pekanbaru." J-SHMIC : Journal of English for Academic 5, no. 1 (February 27, 2018): 38–48. http://dx.doi.org/10.25299/jshmic.2018.vol5(1).1108.

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Student’s Tenses mastery is an important competence to support the major English skills, listening, speaking, reading, and writing. Beside, the tenses mastery is also important to have another grammar materials that need Tenses mastery as the basic knowledge. However, in reality, students’ tenses mastery is very minimal that they are not able to call out the names of the tenses, mention the formulas, let alone to understand meaning and the usage in sentences. To solve this problem the resercher has created a teaching technique, namely, Tenses Symbols Technique (TST) that covers four steps of tenses mastery: memorizing tenses names, formulating tenses patterns, understanding tenses meanings, dan applying in context. Clasroom Action Research is the research method applied in this research because the aim of this research merely to solve the problem the researcher has in her own class. From the two cycles of Classroom Action Research that consists of planning, acting, observing, and reflecting, and from data analyzing , it was proven that Tenses Symbols Tecnique (TST) could improve the students’ tenses mastery as 81% in cycle 1 and 95% in cycle 2 because the application of symbols in this technique could simplify of the process of decoding the meaning of each tenses. So, the result of this research is TST could improve students’ tenses mastery.

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Vebiant, Kiki, M. Iwan Wahyuddin, and Ratih Titi Komala Sari. "Rancang Bangun Media Pembelajaran Tenses English Berbasis Android menggunakan Algoritma Fisher-Yates." Jurnal JTIK (Jurnal Teknologi Informasi dan Komunikasi) 5, no. 4 (January 17, 2021): 407. http://dx.doi.org/10.35870/jtik.v5i4.246.

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English is a language that is widely used in various countries in the world. This makes english an international language and also must be studied in schools or even universities. In english, the verb used will be different at different times, places, and also events or it can be called a change in the verb (tense). So, learning and mastering tenses in english is the basis for learning or mastering english. This study aims to design and build an Android-based learning media for english tenses. The design applies a form of english tense quiz using the Fisher-Yates algorithm, which is a randomization algorithm that can randomize the order of the quiz questions so that the order of the quiz questions is not always the same and there are no repeated quizzes. The expected results will later become a learning medium for people who want to learn or master english and can understand the tenses in english.Keywords:Android, Fisher-Yates, Tenses, Learning Application.

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Garcia, Laura L. "Timelessness, Omniscience, and Tenses." Journal of Philosophical Research 18 (1993): 65–82. http://dx.doi.org/10.5840/jpr_1993_14.

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Korta, Kepa, and María Ponte. "Tenses, Dates and Times." Research in Language 12, no. 4 (December 30, 2014): 301–17. http://dx.doi.org/10.1515/rela-2015-0002.

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This paper presents a theory of utterance content that is neutral with respect to some of the key issues in the debate about the proper semantics of tense. Elaborating on some ideas from Korta & Perry (2011), we defend a proposal according to which utterances of both temporally specific and temporally unspecific sentences have a systematic variety of contents, from utterance-bound to incremental or referential. This analysis will shed some light on the contribution of tense to what is said by an utterance.

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Ohayon, Maurice M., and Colin M. Shapiro. "Tenses of insomnia epidemiology." Journal of Psychosomatic Research 53, no. 1 (July 2002): 525–27. http://dx.doi.org/10.1016/s0022-3999(02)00442-7.

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Strobach, Niko. "Fooling around with tenses." Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 38, no. 3 (September 2007): 653–72. http://dx.doi.org/10.1016/j.shpsb.2006.12.004.

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Roberts, John. "Diversity in Three Tenses." Conservation Biology 20, no. 5 (October 2006): 1560–61. http://dx.doi.org/10.1111/j.1523-1739.2006.00549_3.x.

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van Benthem, J. "Tenses in Real Time." Zeitschrift für Mathematische Logik und Grundlagen der Mathematik 32, no. 1-5 (1986): 61–72. http://dx.doi.org/10.1002/malq.19860320108.

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Rini, Elizabeth Ika Hesti Aprilia Nindia. "PERBANDINGAN PENGUNGKAPAN KALA DALAM BAHASA JEPANG DAN BAHASA INDONESIA." KIRYOKU 2, no. 3 (December 3, 2018): 25. http://dx.doi.org/10.14710/kiryoku.v2i3.25-33.

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(Contrastive study between tenses in Japanese and Indonesian Languages) Expressing time in sentences is universal in any language, although it's marked differently in each language. This research objective is to know the differences in tenses marker between Japanese and Indonesian languages. The method used is the descriptive method. As a result of the research findings, it was found that in the Japanese language tenses are marked by morphemic forms were characterized by bound morphemes, whereas Indonesian tenses are marked as lexical by the adverb. Attendance adjunct in Japanese is optional, in Indonesian adjunct explain the position, activity, state of theft with the time of speech.Keywords: tense, bentuk -ru, bentuk -ta, adverbia kala

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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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Mathewson, David. "Verbal Aspect in the Apocalypse of John: An Analysis of Revelation 5." Novum Testamentum 50, no. 1 (2008): 58–77. http://dx.doi.org/10.1163/156853607x186013.

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AbstractThere has been much discussion and confusion regarding the verb tenses in Revelation's visions, where the author shifts tenses while apparently retaining the same temporal frame of reference. This phenomenon of shifting tenses in the Apocalypse has usually been understood to reflect temporal references in relation to the visionary experience of the author, or more commonly to reflect underlying Semitic influence. However, recent work on verbal aspect and also the notion of prominence from discourse analysis calls these previous approaches into question and provides fresh avenues for exploring the author's varied use of tenses throughout his visions. The array of tense forms utilized throughout the vision in Revelation 5 can profitably be understood in light of recent work on verbal aspect and discourse prominence, where the author's shift in tenses function to signal the author's perspective on the action and the level of importance that the author attaches to various elements in the vision.

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Salkie, Raphael, and Susan Reed. "Time reference in reported speech." English Language and Linguistics 1, no. 2 (November 1997): 319–48. http://dx.doi.org/10.1017/s1360674300000563.

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English tenses in indirect reported speech appear to behave in unusual ways. In John said that he was happy, the most likely interpretation is that John's being happy was simultaneous with the time of John's speaking. This has led many analysts to invoke a ‘Sequence of Tenses’ rule, while others have proposed that English has two formally identical but semantically distinct past tenses, treating was in the preferred interpretation as a ‘relative past’. Under either treatment, a simple semantics for English tenses cannot be maintained.This paper argues that time reference in reported speech can only be analysed within a coherent theory of speech reporting. We propose a new way of distinguishing direct and indirect reported speech, based on the notion of Pragmatic Source. Within this framework we then argue that tense in indirect reported speech can be handled by pragmatic principles, without any enrichment of the semantics of tense.Previous analyses of tense in reported speech by Comrie and Declerck are examined and rejected. Unlike other accounts of reported speech, our approach does not presuppose an ‘original utterance’.

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Kątny, Andrzej. "Zur Darstellung der Tempora in ausgewählten Grammatiken des Deutschen." Studia Germanica Posnaniensia, no. 38 (June 25, 2018): 79–90. http://dx.doi.org/10.14746/sgp.2017.38.07.

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The meaning of past tenses is presented in various grammars in different ways. It was especially the hypothesis of the aspect-oriented meaning of Perfekt tense that has been paid attention to; its supporters claim that German Perfekt and Plusquamperfekt tenses express the meaning of completed action. The analysis of works of scholars has proved that the basic meaning of Perfekt tense is expressing the concept of anteriority. In the following part a few grammars have been presented. Their authors analysed the meaning of Perfekt tense having discussed telic and atelic verbs.

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Becker, Martin. "Zeit, Tempus und Erzählperspektive in Kebir Ammis Sur les pas de Saint Augustin." Romanische Forschungen 132, no. 4 (December 15, 2020): 439–66. http://dx.doi.org/10.3196/003581220831072413.

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This paper examines the crucial role of verbal tenses for the text constitution and, especially, for the creation of narrative perspectives in the tale about St. Augustin's life, Sur les pas de Saint Augustin, written by the contemporary ’Maghrebian‘ author Kebir Ammi. On the one hand, it will be explored how the different tenses contribute in a substantial way to the creation of narrative perspectives, respectively, to narrative focalizations. On the other hand, the importance of the tenses in the structuring and organization of the individual episodes will be highlighted and, last but not least, their contribution to the semiotic dimension of the text. Finally, in an overarching perspective, the article casts light on the narrative potential inherent in tense categories and on the relevance of a modern tense theory for narrative research.

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Sudirman, Ade. "The Influence of Teaching Tenses through Group Discussion Method towards Student's Achievement In Tenses Mastery." Journal of English Education Studies 1, no. 2 (November 30, 2018): 108–17. http://dx.doi.org/10.30653/005.201812.22.

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This research aims to investigate the influence of teaching English tenses through group discussion method towards student’s achievement in tenses mastery at 1st semester students of English department of Mathla’ul Anwar University, Banten. In this research, writer employs the quantitative approach that based on the result of proposing item tests to respodents of the research. Meanwhile design with the characteristics of experimental method, here the researcher conducted test as an instrument. The research done through three steps: first, the writer selected students of Mathla’aul Anwar University as subjects, second, the writer taught tenses through group discussion method at experimental class, while control class taught by giving homework. The treatment is processed by a pretest, treatment, and ended by posttest. It is done to know which one is more effective towards students’ achievement in tenses matery. After that, the writer calculated and analysed the data. The last step is reporting the result. The result of posttest show us that the mean of experimental class is higher than at control class. The result of calculation of t-test shows that tcount (2,63) is higher than tcritic (1,67) in 5% level significant. These tell us that teaching tenses through group discussion method is effective to improve the students’ achievement in tenses matery. The research hypotheses is “there is significance influence of using group discussion method in teaching tenses towards students’ achievement in tenses matery”. From all the data above, the writer concludes that his hypotheses is justifiable.

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Sianturi, Betty. "The Ability of 10th-Grade Students to Use Past Tenses in Writing Narrative Text in SMA Kartika Jaya 1-4 Pematangsiantar." Indonesian Journal of English Language Studies (IJELS) 7, no. 1 (March 29, 2021): 1–6. http://dx.doi.org/10.24071/ijels.v7i1.1467.

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ABSTRACTThis paper aims to investigate how well the 10th-grade students in SMA Kartika Jaya 1-4 Pematangsiantar able to use past tenses in writing a narrative text. This paper uses descriptive quantitative method in which the data is the students narrative text consisting 20 verbs in past tense and past perfect tense. Based on the investigation, it is found that the 10th-grade students in SMA Kartika Jaya 1-4 Pematangsiantar are able to use past tenses in writing narrative text and their ability is in the medium level. There is one student in the highest level or 2.86%, the students who are able at the medium level ability are thirty students or 85.72%, and the students who are able at the lowest level ability are four students or 11.42%. The mean is 67.57 and standard deviation is 14.46 where the validity is 0.79 and the reliability is 0.88. By conducting this study, it is expected the teachers get insight about measuring students ability using past tenses in writing a narrative text.Keywords: writing, narrative text, past tense, past perfect tense

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Pratiwi, Dian, Siti Sundari, and Made Adi Andayani T. "The Use of “English Tenses Practice” Application in Mobile Phone to Improve the Tenth Grade Students’ Mastery of Past Tense and Present Perfect Tense at Senior High School." EFL Education Journal 8, no. 2 (July 31, 2021): 91. http://dx.doi.org/10.19184/eej.v8i2.30867.

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This classroom action research aimed to improve the tenth grade students’ mastery of past tense and present perfect tense by using “English Tenses Practice” application and to know how the application improve the students participation during the teaching and learning process. The research participants were the X MIPA 3 students which were chosen purposively based on the students’ previous English main score. The data were collected by using grammar post-test and observation in the teaching and learning process of grammar. Then, the collected data were analyzed using descriptive statistic to know how the students’ grammar mastery and their active participation after given an action. The results of the analysis showed that the use of “English Tenses Practice” application could improve the students’ grammar mastery of past tense and present perfect tense and their participation after given an action in the first cycle. It is suggested for English teacher that “English Tenses Practice” application on mobile phone can be used as the medium in the teaching and learning process of grammar.

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Pasaribu, Arsen Nahum. "EFL Students' Perception on English Tenses Mastery in Improving English Academic Writing." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 89–98. http://dx.doi.org/10.24256/ideas.v10i1.2612.

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This study seeks to uncover the perceptions of EFL students on English tenses mastery and their belief that English tenses mastery ensures better improvement in academic writing. The research was engaged in a mixed method. The quantitative descriptive method was utilized to study the students’ perceptions on English tenses mastery to improve their English academic writing in numerical form and percentage. The qualitative method was focused on the reasons for the students’ low competence and their belief that English tenses mastery can lead to the quality of writing. The data collection used Google form in multiple-choice and short answer forms. A total of 59 EFL students of the English Department of Universitas HKBP Nommensen who took the Academic Writing course participated in this research. The results show that: (1) most of the EFL students were familiar with all the names of the English tenses with a total of 62.7% (37 out of 59 respondents); (2) the most number of students (54.2 respondents) can employ some of the tenses in writing; (3) The main reason for the EFL students is unable to apply English grammar, particularly English tenses in writing practice was due to the lack of students’ English grammatical competence; (4) around 88.1% of the respondents (52 students) believed that mastering English tenses was the key to improve their writing skill. Accordingly, the teachers need to provide an effective method to advance the students’ competence in the use of the English tense in writing. For the researchers, the research findings provide basic evidence to investigate the issues in the future.

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Bar-Lev, Moshe E. "De re tenses and Trace Conversion." Semantics and Linguistic Theory 25 (November 2, 2015): 184. http://dx.doi.org/10.3765/salt.v25i0.3063.

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I suggest a quantificational account for tenses in which the seemingly peculiar behavior of tenses that are interpreted de re (most notably the double access reading of English Present-under-Past sentences) falls out from a general Trace Conversion rule that applies to moved quantifiers, as in Fox 2002. I propose that de re tenses involve movement (following Ogihara 1989), and that the first argument of tenses is a property of times which characterizes the set of times that include the local evaluation time, such that the application of Trace Conversion to moved tenses yields an inclusion requirement with respect to the local evaluation time of the base position. Unlike previous analyses (Ogihara 1989; Abusch 1997), the current analysis predicts that a de re interpretation of a tense (Past or Present) involves inclusion of the attitude time. This is supported by the availability of simultaneous readings for Past-under-Past sentences in non-SOT languages such as Hebrew, and the unavailability of ‘mixed’ (simultaneous and backward-shifted) readings for Past-under-Past constructions under universal quantification.

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Vebiant, Kiki, Mohammad Iwan Wahyuddin, and Ratih Titi Komala Sari. "Rancang Bangun Media Pembelajaran Tenses English Berbasis Android menggunakan Algoritma Fisher-Yates." Jurnal Sistem dan Teknologi Informasi (Justin) 9, no. 2 (April 30, 2021): 263. http://dx.doi.org/10.26418/justin.v9i2.43469.

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Bahasa inggris merupakan bahasa yang banyak digunakan pada berbagai negara-negara didunia. Hal tersebut menjadikan bahasa Inggris menjadi internasional dan juga harus dipelajari pada sekolah maupun pada perguruan tinggi. Didalam bahasa inggris, kata kerja yang digunakan akan berbeda pada waktu, tempat, maupun kejadian yang berbeda atau bisa disebut dengan perubahan kata kerja (tense). Sehingga, mempelajari dan menguasai tenses dalam bahasa inggris merupakan dasar dalam mempelajari ataupun menguasai bahasa inggris. Penelitian ini bertujuan merancang dan membangun media pembelajaran tenses bahasa inggris berbasis Android. Perancangan menerapkan bentuk kuis tenses bahasa inggris menggunakan algoritma Fisher-Yates, yaitu algoritma pengacakan yang dapat mengacak urutan soal kuis sehingga urutan soal kuis tidak selalu sama dan juga tidak adanya kuis yang terulang. Hasil yang diharapkan nantinya dapat menjadi media pembelajaran untuk masyarakat yang ingin belajar ataupun menguasai bahasa Inggris dapat memahami tenses dalam bahasa inggris.

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Adema, Suzanne. "Discourse Modes and Bases." New Approaches in Text Linguistics 23 (September 25, 2009): 133–46. http://dx.doi.org/10.1075/bjl.23.11ade.

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Abstract: This paper compares and contrasts the use of tenses in Vergil’s Aeneid and Ab Urbe Condita (AUC), Livy’s history of Rome. The tense usage in these works is analysed by means of two parameters: discourse mode and base. Discourse modes that occur in the Aeneid and AUC are the narrative mode, the reporting mode, the description mode and the registering mode. These modes are, both in the Aeneid and in AUC, used from a base in the time of narration, and from a shifted base, the reference time of the story. All interpretations of Latin (narrative) tenses found in this corpus are arranged according to discourse mode and base, resulting in seven ‘sets’ of interpretations of tenses. These sets each represent a specific way of presentation and are, so to speak, Vergil’s and Livy’s ‘building blocks’. The way in which they use these building blocks, and, thus, the Latin narrative tenses, differs. As such, the analysis of the use of tense by means of discourse modes and bases turns out to be a fruitful tool to describe differences between texts of different genres on a text linguistic level.

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Journal articles on the topic 'Tenses'

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