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Journal articles on the topic 'Verb instruction'
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1
Kamluejirachai, Pakpinun, and Nutprapha Dennis. "A STUDY OF VERB USED IN AN ENGLISH NEWS ONLINE WEBSITE." International Journal of Research -GRANTHAALAYAH 4, no. 3 (2016): 21–26. http://dx.doi.org/10.29121/granthaalayah.v4.i3.2016.2781.
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The purpose of this independent study was to analyze the verbs used in an English learning website, BreakingNewsEnglish.com. The sample for the study consisted 40 news selected by simple random sampling. This case study analyzed two aspects of verb usage: transitive verb and intransitive verb. The conclusion based on the results as follows: 1) The transitive verb in the base form was used most frequently (40.41%) while present participle form was used the least frequently (6.79%). 2) The intransitive verb in the base form occurred most frequently (7.13%) whereas the verb in present participle form were used only (2.21%). In conclusion, in Breaking news used transitive verb more than intransitive verb all types, the most of percentages was transitive verb with 40.41% and the lowest percentages was intransitive verb in present participle with 2.21%. BreakingNewsEnglish.com refers to events that are currently developing and are unexpected, the base form of transitive verbs helpful instructions for users on the site are extremely basic, clear and simple instruction usually seem to be a good indication of thoughtful.
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Pakpinun, Kamluejirachai, and K. Dennis Nutprapha. "A STUDY OF VERB USED IN AN ENGLISH NEWS ONLINE WEBSITE." International Journal of Research – Granthaalayah 4, no. 3 (2017): 21–26. https://doi.org/10.5281/zenodo.846730.
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The purpose of this independent study was to analyze the verbs used in an English learning website, BreakingNewsEnglish.com. The sample for the study consisted 40 news selected by simple random sampling. This case study analyzed two aspects of verb usage: transitive verb and intransitive verb. The conclusion based on the results as follows: 1) The transitive verb in the base form was used most frequently (40.41%) while present participle form was used the least frequently (6.79%). 2) The intransitive verb in the base form occurred most frequently (7.13%) whereas the verb in present participle form were used only (2.21%). In conclusion, in Breaking news used transitive verb more than intransitive verb all types, the most of percentages was transitive verb with 40.41% and the lowest percentages was intransitive verb in present participle with 2.21%. BreakingNewsEnglish.com refers to events that are currently developing and are unexpected, the base form of transitive verbs helpful instructions for users on the site are extremely basic, clear and simple instruction usually seem to be a good indication of thoughtful.
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Hawkins, Jacqueline. "Antecedent Pausing as a Direct Instruction Tactic for Adolescents with Severe Behavioral Disorders." Behavioral Disorders 13, no. 4 (1988): 263–72. http://dx.doi.org/10.1177/019874298801300402.
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The lecture is the primary method of instructional presentation in secondary schools. Unfortunately, many students with short attention spans, low frustration tolerance, limited impulse control, and other behavioral disorders find difficulty acquiring and maintaining information delivered via the lecture format. The purpose of this study was to determine the effects of an instructional pause procedure on the English grammar performance of 8th and 9th grade students with severe behavioral disorders. Specifically, the author investigated whether instruction incorporating a modification of Rowe's Pause Procedure resulted in correct identification of verbs on English worksheets. The results show at least moderate increases in verb identification in 7 of the 8 students participating in the procedure. Additionally, evidence of response generalization (mixed verb production) shows a statistically significant difference following verb identification training.
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Choi, Bumyong. "Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-." Korean Language in America 17, Special Issue 2012 (2012): 187–208. http://dx.doi.org/10.2307/42922365.
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ABSTRACT Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
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Choi, Bumyong. "Collostructional Analysis of Korean Auxiliary Verbs -e twu- and -e noh-." Korean Language in America 17, Special Issue 2012 (2012): 187–208. http://dx.doi.org/10.2307/korelangamer.17.2012.0187.
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ABSTRACT Focusing on the Korean auxiliary verb pair -e twu- and -e noh-, this study attempts to introduce a corpus analysis to detect the distinctiveness of two synonymous constructions. As the Korean verb twu- 'to put' and noh- 'to put' are considered synonymous, the corresponding auxiliary verb pair -e twu- and -e noh-also have been commonly assumed to be synonyms. In this study, the syntactic and semantic features of the Korean auxiliary verb pair -e twu- and -e noh are examined based on the actual usage in Korean corpus data. Using methods of distinctive collexeme analysis, two main questions are investigated: whether both auxiliary verbs can be used interchangeably as synonyms and what their distinctive features are. The results of the analysis provide three semantic groups of main verbs that attract to each auxiliary verb: verbs of preservation, cognitive activities and releasing for -e twu-; verbs of motion, dispersion and creation for -e noh-. Based on the semantic analysis of the co-occurred main verbs, this study argues that each auxiliary verb in question has its own distinctive semantic features; and that distinctive semantic features of main verbs are influential factors in choosing one particular auxiliary verb from two synonymous auxiliary verb constructions. This study also explored how the distinctive collexeme analysis could benefit to teaching two synonymous constructions and the potential of cognitive linguistic approaches on Korean language instructions. Based on the result of the case study, I suggested that the list of distinctive collexemes could provide a practical application in language instruction for the Korean auxiliary verb pair, which has similar semantic features.
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Liao, Fei-Hsuan. "Making Sense of Out Phrasal Verbs: the Instruction of Out Senses." RELC Journal 51, no. 3 (2019): 364–80. http://dx.doi.org/10.1177/0033688219828199.
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The issue of phrasal verb learning has caused much discussion and attracted vigorous investigation. Inspired by the theory of conceptual metaphor, a pedagogical experiment was conducted to investigate whether an approach focussing on sense extension of particle out in terms of conceptual metaphors can enhance the learning of phrasal verbs containing out. One control group was instructed with general reading materials embedded with various phrasal verbs, and two experimental groups with self-constructed lessons, in which six sense types of out were identified and corresponding phrasal verbs were selected, and in addition, an L1 lexical item was employed to illustrate the mechanism of metaphorical extension for one experimental group. The result showed that learners receiving a cognitive inspired approach to instruction achieved significantly better learning outcomes than those receiving the traditional approach, not only on taught items but also on untaught items. However, the use of L1 lexical items to illustrate sense extension was not as effective as expected in boosting the learning of out-phrasal verbs . It was concluded by discussing the benefit of the proposed approach to phrasal verb instruction and, more importantly, the need of teaching materials providing more profound understanding of phrasal verbs so as to facilitate phrasal verb learning.
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Lumaela, Ernita, and Stella Rose Que. "USING OF EXPLICIT INSTRUCTION METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY IN SIMPLE PRESENT TENSE AT CLASS X3 OF SMA NEGERI 4 LEIHITU." JURNAL TAHURI 18, no. 1 (2021): 13–32. http://dx.doi.org/10.30598/tahurivol18issue1page13-32.
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Based on the preliminary study, almost students usually have some problems in finding out the verb form of simple present tense. There are omissions of be, and suffix -s/-es. It shows that students’ grammar ability is low in simple present tense. The research questions are how can explicit instruction method improve students’ grammar ability in simple present tense? And what are students’ responses about using explicit instruction method during teaching learning process? Its significant are for students, they have grammar ability in using simple present tense well. And they are accustomed to use the correct verb of simple present tense. Then, for teacher, is to provide the better method for teaching grammar. And the Explicit Instruction method helps the teacher to variety his or her instruction of teaching grammar. Type of this research is classroom action research by using Explicit Instruction method. It is conducted at SMA Negeri 4 Leihitu in Seith village of Central Maluku. The subject is the first grade of class X3 with the total number 20 students. The research has been done in three cycles consisted of three times of meeting in each cycle during four weeks. And every last meeting of each cycle, researcher conducted a test to measure students’ improvement. And the pre- test of students’ result show the mean 29,5 at the poor level. Then, in the first cycle, the students’ mean add 52,9 at the poor level. And the second cycle, the students’ mean increase 65 which show at the average level. And the last cycle, students’ mean improve highly 78 which shows at the good level. Finally, students show the good progress. They have been able to use the simple present tense of auxiliary verbs in sentences, determine the correct verbs of the subject-verb-agreement and transform the verb of the third singular person well
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Wang, Yalu, and Ligui Zhang. "The Application of Concept-based Instruction in the Teaching of Phrase Verbs in High School English." Region - Educational Research and Reviews 7, no. 2 (2025): 226. https://doi.org/10.32629/rerr.v7i2.3520.
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In the critical learning phase of high school, the application of English phrasal verbs is particularly important and frequent. However, due to the numerous combinations and rich meanings of phrasal verbs, students often find them difficult to memorize. Traditional cramming and didactic teaching methods of phrasal verbs limit students' opportunities to deeply understand the conceptual meanings, thus affecting their overall learning outcomes. Researchers have observed that particles have characteristics of semantic similarity and polysemy, which makes the acquisition of English phrasal verbs trouble, therefore, they tend to choose particles as research subjects. The paper briefly introduces the characteristics of high school phrasal verb teaching, citing a multidimensional system model based on Concept-based Instruction. Finally, taking the particle "over" as an example, the paper explores the application of CBI in high school English phrasal verb instruction, aiming to provide English teachers with some valuable teaching experiences.
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Kawaguchi, Satomi, and Jenny Lu. "Development of English among Older Chinese Migrants in Australia: A Case of Tense and Aspect." International Journal of Applied Linguistics and English Literature 10, no. 5 (2021): 18. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.5p.18.
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Language barrier among older migrants affects various areas of their life such as physical and mental well-being and participation in the community. However, little is known about their actual language attainment. This study investigates the development of tense and aspect (TA) in English through focused instructions among older Chinese migrants in Australia. TA is expressed through morphological and syntactic means in English, while in Chinese, tense is expressed lexically, and aspect via contextual cues and aspect markers. These typological contrasts create learning difficulties among Chinese learners in acquiring English TA. The Aspect Hypothesis (Andersen & Shirai, 1994) claims that the acquisition of aspect is related to verb semantics and, for instance, acquisition of progressive starts with action verbs then extends to Accomplishment and Achievement (Sugya & Shirai, 2007). From a morphosyntactic viewpoint Processability Theory (PT, Pinemann 1998) hypothesises a universal sequence of second language development where V-ing and V-ed are acquired at the category-procedure stage, followed by verb phrase agreement between auxiliary and lexical verb and finally subject-verb agreement on the verb at sentence procedure stage. We broach whether the older migrant learners would be able to learn TA in English. Seven Chinese migrants aged 60-69 who arrived in Australia at the age of between 35 and 60 participated in this study. They received four-week focused instruction on TA following the stages described in PT, and their speech production data were collected before and after the instruction. Analyses indicated that the participants improved their markings of TA after the instruction, and their PT developmental stage was a crucial factor in acquiring TA. The study emphasises the importance of continuous language training for older migrants to encourage their language development, especially for those learning a typologically different language from their first language. Thus, this paper addresses a research gap in older migrants’ second language learning and highlights the importance of research with adult migrants to gain insight into their bilingualism.
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Umarova Dilafruz Razzakberdiyevna. "Teaching Phrasal Verbs in EFL Classes with HIIT Method." Texas Journal of Philology, Culture and History 28 (March 6, 2024): 15–17. http://dx.doi.org/10.62480/tjpch.2024.vol28.pp15-17.
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This article explores the effectiveness of integrating the High-Intensity Interval Training (HIIT) method into English as a Foreign Language (EFL) classes for teaching phrasal verbs. The study investigates the impact of the HIIT approach on students' acquisition and usage of phrasal verbs, employing a mixedmethods research design. The findings indicate that the HIIT method enhances phrasal verb learning, leading to improved understanding, retention, and application of these challenging language components. The article concludes with implications for EFL educators seeking innovative approaches to enhance phrasal verb instruction.
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Chamalaun, Robert, Anna Bosman, and Mirjam Ernestus. "Teaching verb spelling through explicit direct instruction." L1-Educational Studies in Language and Literature 22 (February 18, 2022): 1–29. http://dx.doi.org/10.21248/l1esll.2022.22.1.379.
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Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and one with university students - compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive with traditional instruction (TI) on Dutch homophonous verb spelling. The two approaches differ in the attention dedicated to the identification of the grammatical functions of verb forms and in the teacher’s guidance of the students, which affects the interactivity during the classes. Students were pre-tested and post-tested on their knowledge of grammar and spelling of homophonous verb forms embedded in sentences. Both the EDI and the TI courses consisted of 4.5 hours of training. Secondary-school students’ verb-spelling performance improved, irrespective of the type of instruction. University students’ verb-spelling performance increased after both interventions, probably resulting from their improved grammatical knowledge. Importantly, the EDI students’ performance increased more than the TI students’ performance because the EDI students had learnt to rely more on their grammatical knowledge or make better use of their increased grammatical mastery. These results are in line with our hypothesis that the explicit interactivity that is inherent to EDI is beneficial for teaching verb spelling to students beyond primary-school level, who already possess some grammatical knowledge.
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Rosi, Iftita Kharisma, and Yusnita Sylvia Ningrum. "Textual Meaning of English Textbook Instruction." ELT Forum: Journal of English Language Teaching 8, no. 2 (2019): 184–89. http://dx.doi.org/10.15294/elt.v8i2.32956.
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This study is about analysis of textual meanings in English textbook instructions. The main purpose of this study is to analyse the textual meanings found in the textbook instructions to support the learning objectives. Textual meaning is indicated by Theme and Rheme within the clauses. Halliday and Matthiessen (2014) said that theme is coded by three elements, they are topical, textual and interpersonal. The student textbook entitled Bahasa Inggris Kelas X 2017 Revision published by The Indonesian Ministry of Education and Culture was chosen as the object of the study because it is the most widely used textbook in state shools in Indonesia. Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook.
 The findings show that the English textbook instructions in Chapters 1-7 contains Unmarked Topical Theme (76%), Textual Theme (17%), Marked Topical Theme (5%), and Interpersonal Theme (2%). Unmarked Topical Theme is the most dominant type of Theme found in the clauses which is realized by verb. It is in line with the dominant mood type of the instruction, that is imperative which thematized verb in the clauses (Halliday and Mattheissein, 2014). It can be inferred that the instructions are clear and concise which meant that the instructions were good enough to support the learning objectives (Flake, 2017). Thus, it is concluded that instructions in Chapters 1-7 have good choices of Theme which meets the characteristics of good instructions to support the learning objectives
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An, HyeJin. "An Analysis of Factors Influencing Expression Failures in High-Frequency Verbs among Learners of Korean." Korean Society of Bilingualism 99 (March 31, 2025): 285–309. https://doi.org/10.17296/korbil.2025..99.285.
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This study examines why Korean learners fail to express high-frequency verbs despite understanding them, focusing on semantic errors across proficiency levels. Errors are categorized into general verb errors (semantic overlap within and across syntactic structures, antonymic relations) and supportive verb errors (misuse of general verbs, over generalization of broad supportive verbs, and confusion among supportive verbs). Findings indicate that Factors 5, 4, 2, and 6 significantly distinguish proficiency levels, with Factor 5 being the most critical for beginners. This suggests that difficulty in selecting appropriate supportive verbs is a key barrier to accurate expression in early stages of acquisition. By identifying key factors influencing expression failures, this study contributes to a deeper understanding of Korean learners’ vocabulary development and provides insights for proficiency-based vocabulary instruction.
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Al-Otaibi, Ghuzayyil Mohammed. "A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model." Journal of Language and Education 5, no. 2 (2019): 10–25. http://dx.doi.org/10.17323/jle.2019.8170.
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English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.
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Nguyễn Thị Thu Hương and Nguyễn Duy Dũng. "LINGUISTIC AND DIDACTIC APPROACHES TO LEARNING VERB ASPECTS IN RUSSIAN AS A FOREIGN LANGUAGE LESSONS." Tạp chí Khoa học Ngoại ngữ, no. 79 (April 2, 2025): 113–21. https://doi.org/10.56844/tckhnn.79.838.
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This article analyzes the linguistic aspects related to teaching perfective and imperfective verb aspects in Russian as a foreign language instruction. Mastery of grammar and a clear understanding of the distinctions between these two verb aspects play a crucial role in learning Russian. For foreign learners, using correct verb aspects is a fundamental grammatical requirement, yet one of the greatest challenges due to its semantic subtleties and contextual implications. Errors in verb aspect usage can lead to misunderstandings in communication, which poses significant obstacles to language learning. This study identifies the difficulties learners face in distinguishing and correctly using verb aspects and proposes effective teaching methods and practice exercises to enhance their acquisition. The application of these methods not only improves learners' grammatical competence but also strengthens their use of Russian verbs. This study provides insights for instructors in designing language exercises that optimize practical application, enhance verb usage, and facilitate the integration of linguistic knowledge.
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Zuidema, J. J., and J. Weber. "Dt-Duiveltje." Toegepaste Taalwetenschap in Artikelen 35 (January 1, 1989): 89–102. http://dx.doi.org/10.1075/ttwia.35.09zui.
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Dutch verb spelling is a rather complicated system of rival orthographic pre-scriptions. The spelling of Dutch verbs not only depends on their pronuncia-tion, but also on syntax and semantics. Pupils are often incapable of learning the system, even after many hours of verb spelling instruction. Investigations lead to the insight that a rule-oriented algorithmic method is more effective than traditional methods. But pupils still make a lot of errors. In this study we investigate how computers can improve verb-spelling performance of pupils. A first way could be the use of a word processor with an built-in spelling checker. Spelling checkers find errors in typed text, but existing spelling checkers cannot correct Dutch verbs automatically. Artificially Intelligent spelling checkers will do (but will be expensive for instructional use). A second way of improving spelling performance is the use of tutorial programs. We discuss algorithm-based instructional programs that introduce and train the verb spelling system and its underlying concepts. As a third way to improve spelling performance we introduce the instructional program DT-DUIVELTJE (DT-DEMON). DT-DEMON can be characterized as a half-automatic spelling checker for Dutch verbs. In most cases it can find and correct verb spellings automatically. In the remaining cases DT-DEMON asks the user one or two questions, in order to complete the analysis. The core of the program is a simulation of a human expert in verb spelling. An expert is supposed to find correct orthographic prescriptions as a result of very economic decisions, i.e. based on an analysis of lower-order language regularities. For instance, when the spelling of a verb can be found by analyzing letter sequences, a syntactic analysis can be omitted. In this way an expert writes far more verbs correctly as a result of automatic pattern recognition. Although the internal inference mechanism of DT-DEMON is one of pat-tern recognition, the dialogue with the user is rule-oriented. The program also knows the rule-oriented algorithm for verb spelling. A final remark about the way DT-DEMON internally processes, concerns the number of analyses performed. The program does not just stop searching when it finds a solution, but continues until all solutions are found. The number of successful redundant analyses is an indication of the degree of difficulty of the spelling problem. A lot of solutions means: easy; just one solution means: a less simple problem; not even one complete, automatically found solution means: pay attention, this is a difficult problem. DT-DEMON is suitable for instructional purposes once a pupil has learned the rules that govern verb spelling. The program works like an online spelling checker. When there is a difficult spelling problem, and the program cannot find a complete solution itself, it will ask the student for help. By doing so, it prevents errors due to premature automatization of spelling skills. The use of DT-DEMON is not restricted to precooked exercises, it can handle free language productions.
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Zhang, Jie. "Developing L2 Chinese Learners’ Conceptual Understanding of the Polysemous Verb Compound Verb-dao." Language Teaching Research Quarterly 46 (October 2024): 199–213. https://doi.org/10.32038/ltrq.2024.46.14.
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Chinese vocabulary is characterized by compound words composed of monosyllabic morphemes. Compounds sharing a common lexeme often exhibit polysemous meanings, forming a cognitive semantic network. Systematic instruction on these high-frequency compounds can help learners access their meanings and underlying structure, making learning more predictable. This study applied concept-based instruction (CBI) to teach the polysemous verb compound Verb-dao, using a Schema for Complete Orienting Basis of Action (SCOBA) to visually represent its four core meanings. Conducted with third-semester Chinese students at a Midwestern public university in the United States, the four-week study followed a pre-test, intervention, and post-test design. The intervention included SCOBA instruction, a practice session, and verbalization exercises. A follow-up survey indicated that SCOBA aided students in grasping Verb-dao’s meanings. This study highlights the effectiveness of explicit, systematic vocabulary instruction and shows that visualizing the semantic network of compounds can improve learners' processing and retrieval of these words.
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Cintrón-Valentín, Myrna, and Nick C. Ellis. "EXPLORING THE INTERFACE." Studies in Second Language Acquisition 37, no. 2 (2015): 197–235. http://dx.doi.org/10.1017/s0272263115000029.
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Eye-tracking was used to investigate the attentional processes whereby different types of focus on form (FonF) instruction assist learners in overcoming learned attention and blocking effects in their online processing of second language input. English native speakers viewed Latin utterances combining lexical and morphological cues to temporality under control conditions and three types of explicit FonF: verb grammar instruction, verb salience with textual enhancement, and verb pretraining. Chinese native speakers were also tested on control and verb grammar conditions. All groups participated in three phases: exposure, comprehension test, and production test. Verb grammar participants viewed a short lesson on Latin tense morphology prior to exposure. Verb salience participants saw the verb inflections highlighted in bold and red during exposure. Verb pretraining participants took part in an additional introductory phase in which they were presented with solitary verb forms and were trained on their English translations. Instructed participants showed greater sensitivity to morphological cues in comprehension and production. Eye-tracking revealed how FonF affects learners’ attention during online processing and thus modulates long-term blocking of verb morphology.
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Alkhasawneh, Doaa Abedalkareem. "The Rhetorical Secrets in the Past, Present, and Imperative Forms of the Verbs (تلا-قرأ-رتل)". International Journal of Religion 5, № 11 (2024): 9095–106. http://dx.doi.org/10.61707/3e5h3584.
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This study investigates the rhetorical secrets embedded in the past, present, and imperative verb forms of "تلا" (recite), "قرأ" (read), and "رتل" (chant) as they appear in the Qur'an. It explores how these verbs serve as linguistic tools for understanding the Qur'an's miraculous nature. By examining the nuances of each verb tense, the research highlights how the Qur'an's eloquence manifests in its syntax, revealing layers of meaning that reflect divine guidance and instruction. Through this analysis, the study demonstrates how these verbs in their various forms, contribute to the rhetorical power of the Qur'an, shaping its recitative and contemplative qualities. The research also provides insight into the broader implications of these verbs on Islamic teachings and their significance in religious practice.
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Rezzonico, Stefano, Ahuva Goldberg, Trelani Milburn, Adriana Belletti, and Luigi Girolametto. "English Verb Accuracy of Bilingual Cantonese–English Preschoolers." Language, Speech, and Hearing Services in Schools 48, no. 3 (2017): 153–67. http://dx.doi.org/10.1044/2017_lshss-16-0054.
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Purpose Knowledge of verb development in typically developing bilingual preschoolers may inform clinicians about verb accuracy rates during the 1st 2 years of English instruction. This study aimed to investigate tensed verb accuracy in 2 assessment contexts in 4- and 5-year-old Cantonese–English bilingual preschoolers. Method The sample included 47 Cantonese–English bilinguals enrolled in English preschools. Half of the children were in their 1st 4 months of English language exposure, and half had completed 1 year and 4 months of exposure to English. Data were obtained from the Test of Early Grammatical Impairment (Rice & Wexler, 2001) and from a narrative generated in English. Results By the 2nd year of formal exposure to English, children in the present study approximated 33% accuracy of tensed verbs in a formal testing context versus 61% in a narrative context. The use of the English verb BE approximated mastery. Predictors of English third-person singular verb accuracy were task, grade, English expressive vocabulary, and lemma frequency. Conclusions Verb tense accuracy was low across both groups, but a precocious mastery of BE was observed. The results of the present study suggest that speech-language pathologists may consider, in addition to an elicitation task, evaluating the use of verbs during narratives in bilingual Cantonese–English bilingual children.
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Yamagata, Satoshi. "Comparing core-image-based basic verb learning in an EFL junior high school: Learner-centered and teacher-centered approaches." Language Teaching Research 22, no. 1 (2016): 65–93. http://dx.doi.org/10.1177/1362168816659784.
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The present study investigated the effects of two types of core-image-based basic verb learning approaches: the learner-centered and the teacher-centered approaches. The learner-centered approach was an activity in which participants found semantic relationships among several definitions of each basic target verb through a picture-elucidated card game. By contrast, the teacher-centered approach involved explicit instruction from the teacher explaining how several definitions of the basic target verbs are interrelated. A total of 241 Japanese EFL (English as a foreign language) junior high school students acted as participants in this comparative study to determine the superior approach. At the end of the treatment period, a short questionnaire was distributed. A two-way repeated measures analysis of variance (ANOVA) revealed that the learner-centered approach was more effective than the teacher-centered approach with regard to both retention rates for learned definitions and accuracy rates for novel definitions of the basic target verbs. The results of paired t-tests for the questionnaire also support these findings. Considering the results, it can be argued that basic verbs may be best taught through a learner-centered collaborative approach, with conventional teacher-centered explicit instruction as a supplement.
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Howard, Martin. "The effects of a ‘study abroad’ programme on the development of verb morphology for the expression of past time by the advanced learner: a lexical approach." TEANGA, the Journal of the Irish Association for Applied Linguistics 20 (October 8, 2020): 29–52. http://dx.doi.org/10.35903/teanga.v20i.503.
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This article presents an investigation of the benefits of a period of residence in a francophone country for a group of Irish university learners of French in relation to their acquisition of verb morphology to express past time. The study makes a cross-sectional comparison between this group of learners with two other groups: one, a group of learners before they leave for a period of residence abroad, and the other consisting of learners who chose not to partake in such a programme, but who continued to have further access to the target language through classroom instruction. Whilst results suggest that ‘study abroad’ has a more important effect than instruction, as manifested by general increases in the frequency, as well as accuracy, of use of the past tenses; the increased range of lexical verbs marked for past time; and a reduction in formal error; there remain a number of lexical limitations on such marking, such that past time marking continues to be constrained by the lexical value of the verb. In particular, unlike the passé composé, the imparfait is used with a limited range of verbs, notably étre and avoir. The occurrence of verbs conjugated in both tenses also remains limited, whereby the learners tend not to alternate freely between both past time forms with individual lexical verbs, but rather to restrict individual lexical verbs to a single past time form.
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Idrizi, Faik, and Arbër Çeliku. "The verbs with the prefix ver- in German and the possibilities of their textual realisation in Albanian and English language." South Florida Journal of Development 5, no. 7 (2024): e4122. http://dx.doi.org/10.46932/sfjdv5n7-020.
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The word formation of the verb in German is very productive compared to the other world languages. This linguistic phenomenon can be very misleading, especially when learning German. So, the main purpose of this article is to recognize how the word formation process in German is manifold and how to deal with the German verbs, especially with the verbs with prefix ver- and their concrete textual realization in Albanian and English. This work does not serve as an instruction on how to form new German verbs can be formed, but primarily discusses the process of semantics from which can be used as a basis for derivations, and which could help foreign language learners to expand their vocabulary for foreign language learners. Understanding the systematics of the German verb prefix ver- can help non-speakers to find their way around the extensive lexicon of German verbs more easily.
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Tsai, Mei-Hsing. "The effects of explicit instruction on L2 learners’ acquisition of verb–noun collocations." Language Teaching Research 24, no. 2 (2018): 138–62. http://dx.doi.org/10.1177/1362168818795188.
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This study investigates the relative effectiveness of two methods for teaching a set of English verb–noun collocations: form-focused instruction (FFI) and concept-based instruction (CBI). The sample comprised 73 Chinese-speaking learners of English taking intermediate English courses, who were randomly assigned to one of three groups: an FFI intervention group, a CBI intervention group, and a control group. In order to determine the effects of the two instructional methods, the participants’ collocational knowledge was measured in three ways: via form recall testing, form recognition testing, and meaning recall testing. Specifically, all of the participants took pretests, immediate posttests, and one-week delayed posttests. The results of a comparison of the learning gains between the three groups showed that the CBI and FFI approaches each had a positive effect on establishing initial form–meaning relationships for verb–noun collocations. The CBI group significantly outperformed the FFI group on both collocational acquisition and retention. This result suggests that CBI’s focus on learning verbal meanings through image schemas and conceptualization practice is associated with a deeper understanding of English verb–noun collocations. The study concludes with pedagogical implications for teaching second language (L2) collocations.
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Sutakote, Chayakorn. "analysis of grammatical errors in English speaking of Thai EFL Students." Journal of English Language and Linguistics 5, no. 3 (2024): 297–313. https://doi.org/10.62819/jel.2024.625.
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The purpose of the present study was to investigate the instances of grammar mistakes in the spoken English of Thai EFL university students. The research objectives were to compare the errors committed in lexical and sentence structure and their frequencies. The participants comprised 43 first-year English for Business Communication students learning General Listening and Speaking courses at the Sakon Nakhon Rajabhat University. The data was gathered through recorded impromptu speeches on randomly assigned topics. The recordings were transcribed and then the data was analyzed using the Surface Strategy Taxonomy. The findings showed that there were 158 grammatical mistakes in total, and they are based on four main categories. Misformation errors were most prevalent, accounting for 69.62% of all errors, with subject-verb agreement (25.32%) and verb form (17.72%) errors being particularly common. Additional errors constituted 15.82%, omission errors 13.29%, and misordering errors 1.27% of the total. The most frequent subcategories were subject-verb agreement errors (25.32%), verb form misformation (17.72%), and tense misformation (12.66%). These results indicate that Thai EFL learners have considerable difficulties in utilizing appropriate grammatical structures in spoken English, and particularly verbs and agreements. The high frequency of misformation errors points to the fact that more focused instruction on problematic structures need to be addressed in lessons in contexts that convey meaningful communication. As such, it provides findings that could help plan specific instructional strategies and curriculum design for enhancing Thai students' spoken English proficiency.
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Karanjakwut, Chalermsup. "Instructional Toolkit for Outcome-Based Instruction on English Grammatical Literacy of Thai EFL Students." International Journal of Education and Literacy Studies 12, no. 4 (2024): 14–25. https://doi.org/10.7575/aiac.ijels.v.12n.4p.14.
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This study aimed to investigate the effectiveness of a new instructional toolkit for improving English grammar skills, particularly verb tense structures, among Thai EFL students. The research objectives were 1) to evaluate the toolkit’s effectiveness in enhancing students’ English grammar skills in verb tense structures; 2) to examine the impact on Thai EFL students’ learning achievement; 3) to assess knowledge retention after using the toolkit; 4) to analyze relationships among study levels, English proficiency levels, and learning achievement before and after toolkit use; 5) to explore students’ perceptions of the toolkit’s design, retention development, and implementation. The sample consisted of 200 students (100 primary and 100 secondary) from public schools in Bangkok’s Thonburi district, using a multi-level group research design. Data collection instruments included the instructional toolkit, achievement tests, questionnaires, and interviews. Data were gathered before, during, and after the intervention, and analyzed using both quantitative (SPSS) and qualitative (content analysis) methods. The research revealed that 95 percent of students and teachers acknowledged the toolkit’s efficiency and efficacy, with significant improvements noted post-intervention. The toolkit effectively enhanced knowledge retention in verb tense structures across different educational levels, showing particular resonance with higher-grade students and those at intermediate proficiency. Practical implications of the findings include 1) the need for school policies to mandate OBE-aligned toolkits with age-appropriate designs, and 2) the importance of incorporating self-paced, practical language application opportunities for Thai EFL students. This study contributes to discourses on instructional innovation in EFL contexts by underscoring tailored toolkits’ potential to address specific linguistic challenges while aligning with educational reforms. Future research could explore adaptability across age groups, design variations, and other complex linguistic elements.
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Sharikhina, Miliausha. "On the development of imperativeness forms in the language of Church documents of the 18th century (verb forms)." St. Tikhons' University Review. Series III. Philology 74 (March 31, 2023): 82–97. http://dx.doi.org/10.15382/sturiii202374.82-97.
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The paper discusses the grammatical means of expressing the imperativeness in the "Instructions for the Elders, or Deanery Overseers", written by Patriarch Adrian in 1697, and in the "Instruction for Dean Priests or Archpriests" in 1775, compiled by Metropolitan Platon Levshin. The second document was created on the basis of the first one, which provides methodological grounds for their comparative linguistic research. The language of the instruction of 1697 is in many respects close to the official language of the 17th century, in particular, to the language of «The Ulozhenie» of 1649. Therefore, common phenomena in the language of both instructions may indicate the influence of the official language of the 17th century to the document of 1775. The language of the instructions under consideration converges in some parameters: the use of the infinitive as the dominant means of expressing obligation and prohibition, the rare appearance in the document of Platon Levshin of modal-infinitive constructions and their absence in the document of Patriarch Adrian, the use of verbs in the subjunctive mood, which in this period are falling into disuse in a simple sentence. The revealed differences between the studied instructions show the dynamics of the grammatical means used to express private meanings within the subfield of the expression of imperativeness. So, in the text of 1775, the following phenomena were noted, which are absent or not characteristic of the text of 1697: the conjunction est’li in conditional clauses, modal-infinitive constructions with the verb nadlezhit, verbs in the subjunctive mood in subordinated clauses. At the same time, the grammatical means used in the instruction of 1775 appeared or became more active in the Petrine era. This may indicate the conservatism of the language of church documentation of the 18th century. But it is more likely that all of the listed linguistic means were formed within the so-called “Petrine pool”, which, according to V. M. Zhivov, “determines the range of linguistic diversity from which during the formation of a new type of Russian literary language in the 18th century there was made a choice which was resulted in the replacement of the plurality of registers by a single standard of the written language".
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Katanalp Biroğul, Hülya, and B. Ümit Bozkurt. "Lexical Approach In Teaching Turkish As A Foreign Language: The Implementation of The Verb "Al-"." Cukurova University Faculty of Education Journal 53, no. 3 (2024): 1406–44. https://doi.org/10.14812/cuefd.1516352.
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This study, conducted within the lexical approach paradigm, examines the influence of context and corpus-based instructional practices on enhancing lexical proficiency. The research specifically focuses on the instruction of the polysemous verb "al-" (to take/get). The quantitative aspect of the study was designed using a pretest-posttest matched control group; 21 students at the B1-B2 level constituted the experimental group, while 20 students comprised the control group. In the qualitative aspect, interview and error analysis techniques were used; the qualitative results were used to elaborate the quantitative results. A retention test was conducted for the experimental group nine weeks after the post-test. Interview data were analyzed through inductive qualitative analysis, while activity booklets were examined through error analysis. The findings indicated that the lexical approach for the instruction of the polysemous verb 'al-' was effective in enhancing student achievement. The results of the achievement test showed that the mean scores of the experimental group on the post-test were higher than those of the control group in literal, connotative, figurative, and idiomatic meaning sub-dimensions, and this difference was statistically significant. According to the error analysis, the students showed a decreasing trend in the number of errors made in linguistic units containing the verb "al-" throughout the process. The results of the interviews support the positive outcomes of the implementation. It has been concluded that instructional practices prepared within the lexical approach are effective in enhancing vocabulary proficiency.
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Park, Kyeongjae, Jung Shua, Ko Yookyung, Sosrohadi Somadi, and Fathu Rahman Fakhriawan. "The Role of Korean Syntax in Sentence Structure and Affixation Errors in Indonesian: A Study on Negative Transfer." International Journal of Current Science Research and Review 08, no. 02 (2025): 911–20. https://doi.org/10.5281/zenodo.14930013.
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Abstract : This study investigates the syntactic and morphological errors made by Korean learners of Indonesian, focusing on word order, passive sentence construction, affixation, and subject omission errors. The findings indicate that these errors primarily result from negative transfer, where learners apply Korean grammatical structures to Indonesian, leading to systematic mistakes. A major challenge is word order errors, as Korean follows a Subject-Object-Verb (SOV) or Subject-Adverbial-Object-Verb (S-Adv-O-V) structure, whereas Indonesian adheres to a fixed Subject-Verb-Object (SVO) order. This difference leads learners to misplace objects and adverbial phrases, producing unnatural sentences. Another frequent issue is passive sentence construction errors. Korean learners often place the agent before the passive verb, mirroring Korean syntax, resulting in incorrect structures like “<em>Surat ini dia dikirimkan kepada guru</em>” instead of “<em>Surat ini dikirimkan kepada guru oleh dia</em>.” Affixation errors also arise due to differences in morphological structure. Korean learners incorrectly apply “-<em>kan</em>” to intransitive verbs or overuse repetition, influenced by Korean verb formation patterns. Subject omission is another common mistake. Korean frequently omits pronouns when understood from context, while Indonesian requires explicit subject pronouns. This results in incomplete sentences like “<em>Pergi ke sekolah</em>” instead of “<em>Saya pergi ke sekolah</em>.” These findings align with Selinker’s (1972) Interlanguage Theory, which explains how second-language learners create a transitional linguistic system influenced by their first language. To minimize these errors, Indonesian language instruction for Korean learners should emphasize contrastive grammar analysis, focusing on sentence structure, passive voice usage, affixation rules, and subject placement. Explicit instruction and targeted exercises can help learners develop greater grammatical accuracy and fluency in Indonesian.
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Utami, Vica Amifa, Arso Setyaji, and Laily Nur Affini. "Phrasal Verb Vocabulary Teaching in the Album Niki’s Moonchild Using Quizizz." Lingua Franca 1, no. 1 (2022): 53–62. http://dx.doi.org/10.37680/lingua_franca.v1i1.1858.
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The first goal of this study is to determine whether using Quizizz to teach vocabulary influences the teacher's preparation for lessons. 2. Describe the several categories of lesson plans utilized in implantation instruction. 3. choose the answer with the fewest phrasal verbs and the one that is the most accurate. In this study, the researcher employed descriptive qualitative research methods. This study focuses on students in class XI SMA N 2 Rembang, which the researcher may have employed in this preliminary study. Phrasal verbs can be used in the song lyrics from the albums Quizizz and Niki's Moonchild to gauge students' proficiency on phrasal verb tests. According to the experts, the CD features ten tracks and some additional phrasal verbs. The study's findings are as follows: arrangements made by researchers to use songs from Niki Moonchild's album as a teaching tool for phrasal verb vocabulary in the eleventh grade at SMA N 2 Rembang. Teachers will be using Quizizz to ask students questions. The teacher prepares active speakers to listen to songs, students listen to music for the purpose of listening to music, and preparation takes the form of employing song media as a teaching instrument. Since the lecture material will be shown on the LCD in the classroom, a laptop used for learning media must have working speakers. Additionally, the teacher creates handouts for the class that incorporate song lyrics with the phrasal verbs they will study. To make it simpler for students and teachers, this study also uses Quizizz's learning resources; the researcher needed two days in the classroom to implement the lesson plan for the students in the eleventh grade. Phrasal verbs were introduced on the first day of class and were then taught using songs from Niki Moonchild's limited album. Phrasal verb instruction continued the following day by having students listen to songs and search the words for phrasal verbs; students complete a quiz on Quizizz about the phrasal verbs found in the song lyrics, from which it can be determined which phrasal verbs they are already familiar with and which ones they are unfamiliar with. The result, which is well-known, is a warm-up exercise for vocabulary they are unfamiliar with, namely, look at.
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Hasibuan, Apriyanti, and Hanifah Oktarina. "A COMPARATIVE STUDY OF ENHANCE AND IMPROVE IN L1 AND L2 ACADEMIC WRITING." Esteem Journal of English Education Study Programme 8, no. 2 (2025): 480–92. https://doi.org/10.31851/esteem.v8i2.19363.
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Lexical verbs like enhance and improve are crucial in academic writing, signaling change, development, and authorial stance. However, their use by native (L1) and non-native (L2) English writers remains underexplored. This comparative study investigates the frequency, grammatical patterns, and stance-related functions of these verbs in journal articles by L1 and L2 authors. Using AntConc and Partington et al.’s (2013) evaluative stance framework, the study analyzes syntactic and semantic usage. Results show that while both groups use the verbs correctly, L1 writers prefer abstract, passive, and nominalized structures that reflect disciplinary conventions and subtle evaluation. L2 writers, however, favor active constructions and concrete collocations, often linked to observable outcomes or instructional contexts. These differences reveal varied approaches to expressing stance and rhetorical positioning, suggesting that L1 writers demonstrate greater awareness of disciplinary norms. The study emphasizes the role of verb choice and syntactic form in academic identity construction and offers implications for academic writing instruction, particularly in supporting L2 writers’ engagement with disciplinary discourse.
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Spring, Ryan. "Teaching Phrasal Verbs More Efficiently: Using Corpus Studies and Cognitive Linguistics to Create a Particle List." Advances in Language and Literary Studies 9, no. 5 (2018): 121. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.121.
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Phrasal verbs are important for EFL and ESL education because of their high frequency, but can be difficult for learners because of their number and polysemy. While there are a number of studies on phrasal verbs, the widening focus of such studies has left a gap between theory and practical instruction. This study improves upon previous studies related to teaching phrasal verbs through cognitive linguistics by combining the theory of event conflation with corpus-based research to create a list of phrasal verb particles and meanings that is concise and yet comprehensive enough to account for approximately 95% of common phrasal verb meanings. It also reports the results of an experiment in which learners taught with this particle list improved more on pre-/post-tests of phrasal verbs than learners that studied a list of the most common phrasal verbs as whole entities (p<0.001, d=1.34). Quantitative and qualitative data presented in this study also indicate that learners taught with the particle list improved their ability to conjecture the meanings of novel phrasal verbs more effectively than learners who studied common phrasal verbs as whole units.
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Godfroid, Aline. "THE EFFECTS OF IMPLICIT INSTRUCTION ON IMPLICIT AND EXPLICIT KNOWLEDGE DEVELOPMENT." Studies in Second Language Acquisition 38, no. 2 (2015): 177–215. http://dx.doi.org/10.1017/s0272263115000388.
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This study extends the evidence for implicit second language (L2) learning, which comes largely from (semi-)artificial language research, to German. Upper-intermediate L2 German learners were flooded with spoken exemplars of a difficult morphological structure, namely strong, vowel-changing verbs. Toward the end of exposure, the mandatory vowel change was omitted, yielding ungrammatical verb forms (compare Leung & Williams, 2012). Two pre- and posttests—word monitoring and controlled oral production—gauged the development of learners’ implicit and explicit knowledge, respectively.Interviews revealed 33 out of 38 L2 learners remained unaware of the ungrammatical verbs in the input flood; however, they showed significant sensitivity during listening as evidenced by a reaction time slowdown on ungrammatical trials. The unaware learners also improved significantly from pretest to posttest on the word-monitoring task, but not the oral production measure, unless the verbs’ salience in the input flood had resonated with them. Thus, implicit instruction affected implicit knowledge primarily, although prior knowledge and memory could potentially account for interactions between implicit processing, implicit knowledge, and explicit knowledge.
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Russi, Cinzia. "ESSERE O AVERE? UNA PROPOSTA DI APPLICAZIONE DELLA GRAMMATICA COGNITIVA ALL’INSEGNAMENTO DELLA SELEZIONE DELL’AUSILIARE IN ITALIANO L2." Italiano LinguaDue 15, no. 2 (2023): 104–32. http://dx.doi.org/10.54103/2037-3597/21941.
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Questo articolo contribuisce alla ricerca sull’applicazione della Linguistica Cognitiva all’insegnamento delle lingue straniere proponendo uno strumento didattico per l’insegnamento della selezione dell’ausiliare a studenti principianti anglofoni di italiano L2. Lo strumento consiste di diagrammi raffiguranti la struttura concettuale di eventi di movimento espressi dai verbi d’uso più comune da usarsi in classe per spiegare la distribuzione (e l’alternanza) degli ausiliari avereed essere. Le proprietà semantiche più pertinenti alla selezione dell’ausiliare sono rese in immagini schematiche che raffigurano la struttura concettuale di base degli eventi espressi dalle tre classi di verbi esaminati: verbi che selezionano o avere o essere e verbi che selezionano entrambi.
 
 Essere o avere? A proposal for the application of cognitive grammar to the teaching of auxiliary selection in Italian L2
 
 This article contributes to the research on the application of Cognitive Linguistics to foreign language instruction by offering a didactic tool for teaching auxiliary selection to English-speaking beginner students of Italian L2. The tool consists of diagrams depicting the conceptual structure of motion events denoted by common usage verbs to be used in class to explain the distribution (and alternation) of the auxiliaries avere and essere. The semantic properties most relevant to auxiliary selection are sketched in simple images that depict the basic conceptual structure of the events expressed by the three verb classes examined: verbs that categorically employ either avere or essere and verbs that employ both.
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Teoh, Swee Ai. "Grammar Instruction For Grammatical Competence." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (2017): 43. http://dx.doi.org/10.24191/ijmal.v1i1.7622.
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This paper is based on a study which investigated the effectiveness of explicit grammar instruction. The instruction was set in the context of teaching students to writeliterature reviews. A pre-test and a post-test were carried out to ascertain whether there was improvement in the students’ command of verb tenses after a lesson where the students were given instruction on the different tenses that are used in literature reviews. The findings of this study lead to the conclusion that explicit grammar instruction is most effective for students who are least grammatically competent.
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Niez, Roland A., Jed Priam N. Cerera, Jurahmae M. Ardon, et al. "Investigating Inflectional Morpheme Errors in ESL Learners’ Writing." Theory and Practice in Language Studies 15, no. 5 (2025): 1399–409. https://doi.org/10.17507/tpls.1505.04.
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Understanding common errors in English language acquisition is crucial for enhancing ESL (English as a Second Language) instruction, particularly in mastering inflectional morphemes that are vital for grammatical accuracy. This study addresses the persistent challenges ESL learners face in mastering inflectional affixes, focusing on errors in nouns, adjectives, and verbs. It investigates the types and frequencies of inflectional morpheme errors among Grade Eleven students at San Jose National High School, aiming to identify the most problematic morphemes and provide insights into patterns of difficulty. A total of 261 student essays, written over three three-hour sessions, were analyzed using both quantitative and qualitative methods. Errors were identified through Grammarly and categorized using Dulay et al.'s (1982) Surface Structure Taxonomy. Results indicate that verb inflections, particularly past tense and 3rd person singular present agreement morphemes, are the most challenging for learners, with noun and adjective errors being less frequent. Notably, the study highlights the 3rd person singular present agreement as a significant area of difficulty. These findings suggest the need for targeted instruction focused on verb inflections in practical writing contexts. By implementing error-focused teaching strategies, educators can address specific challenges, fostering improved grammatical accuracy and supporting better language acquisition outcomes.
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Gao, Xinyu. "The Impact of AI on the Accuracy of Second Language Learners in Acquiring Non-Finite Verb Structures." Communications in Humanities Research 61, no. 1 (2024): 1–6. https://doi.org/10.54254/2753-7064/2025.18139.
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This study investigates the effectiveness of AI tools as instructional supports for grammar in enhancing second language learners accuracy in using non-finite verb forms. The study sample comprised 60 sophomore English as a Foreign Language (EFL) students, divided into an experimental group and a control group. The experimental group received instruction via AI tools, including ChatGPT, while the control group was taught through traditional methods. Instructional content encompassed 15 primary non-finite verbs, such as infinitives, gerunds, and participles, designed to help learners flexibly apply these forms in diverse contexts. Conducted over six weeks, the study allocated the initial two weeks to introducing the foundational concepts and forms of non-finite verbs, supplemented with introductory exercises via AI tools. During the following three weeks, learners examined advanced applications, reinforced through personalized exercises provided by the AI tools, supporting accurate usage in complex sentence structures. The final week focused on review and consolidation. Pre- and post-tests measured learners grammatical accuracy, revealing that the experimental group showed significantly greater improvement than the control group, suggesting a clear benefit of AI tools for grammatical precision and retention. These tools offer a tailored learning experience adaptable to learners specific needs, fostering increased learner confidence and autonomy. This study provides a potential instructional framework for educators and empirical support for AI integration in language teaching, contributing meaningful theoretical and practical insights.
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Sari, Novia. "KAJIAN LOKUSI, ILOKUSI, DAN PERLOKUSI DALAM WACANA KELAS AKSELERASI SMPN I KOTA BENGKULU." Diksa : Pendidikan Bahasa dan Sastra Indonesia 1, no. 1 (2015): 18–25. http://dx.doi.org/10.33369/diksa.v1i1.3138.
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This thesis due to describe the speech act of locution, Ilocution, and perlocution text in opening, explaning, and closing the lesson in VIII th acceleration class in SMPN I Kota Bengkulu. The method that use in this thesis is qualitative descriptive. In collecting the data the writer used these steps: a) transcription, b) coding, c) identification and classification, d) analyzing the data, e) conclution. From the analized and descation can be conclude that teacher and students when did the classroom interaction in opening, explaining, and closing, used locution act such as question, informing, instruction stating, greeting, perfoming, agreement, giving turn, asking, giving opinion, suggestion, remining, explaining, reading, exclamatory, instructing, informing, agreement, and greeting. Ilocution act such as question, informing, instruction, stating, greeting, performing, agreement, giving turn, asking, and saying thanks. Speech act that usually used were questioning instructing, informing, agreement and greeting. Ilocution that used by the teacher and student. In opening the lesson, explaining and closing the lesson, direct act, accretive, expressive and comissive. The act that dominant are direct act. The direct act that common found in this term were questioning, imperative that used question words. For exampale “Kalau begitu apa sih Sirkum Pasifik dan Sirkum Mediterania?”. Imperactive direct speech act signed by imperative verb. Than add by verb kan and verb lah. Example of direct imperative ““Silakan…”. The expression that used were greeting and saying thank by using linguistics character, “Terima kasih, Bu”. Acertive act that found were statement and explanation. In a while tie comissive promising act. In linguistics act promising something such as “Buku paket akan diantar nanti…” Perlocution act in opening that lesson, explaining the lesson, as act that responanble and undestanable, responable and un undestenable also speech act that undestanable by the teacher or the student.
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Ismayilova, Gunay. "Enhancing University Learners’ Mastery of Present and Past Tenses through the Focused Divided Verb Teaching Method." Acta Globalis Humanitatis et Linguarum 2, no. 3 (2025): 170–78. https://doi.org/10.69760/aghel.0250020024.
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This study examines the effectiveness of the Focused Divided Verb Teaching Method in improving first-year university students’ proficiency in using present and past tenses accurately. The research was conducted with 80 students at Ganja State University, Ganja City, Azerbaijan, employing a combination of pre-tests, targeted instruction, and post-tests to assess grammatical development. Results indicated substantial progress, with 28 students achieving over 70% accuracy in verb usage by the conclusion of the study. Participants reported that this method offered clearer and more effective guidance than traditional teaching techniques, particularly in distinguishing between main and helping verbs. Furthermore, significant enhancements were observed in both speaking and writing abilities, linked to a deeper understanding of tense application. The findings highlight the method’s potential to advance English grammar competence, providing valuable insights for pedagogical strategies in higher education, especially within English for Specific Purposes (ESP) programs.
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Abdulsafi, Adnan Saeed. "EFL Learners' Receptive Knowledge of Congruent and Non-Congruent Delexical Verb-Noun Collocations." Journal of English Studies in Arabia Felix 3, no. 2 (2024): 56–66. https://doi.org/10.56540/jesaf.v3i2.110.
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Vocabulary acquisition remains a fundamental yet complex area in language learning, particularly for English as a Foreign Language (EFL) learners. Among the various challenges, delexical verbs stand out due to their abstract nature and diverse usage. Understanding these verbs is crucial for achieving fluency and comprehension in English. The aim of this study was to investigate challenging aspects of vocabulary acquisition, focusing specifically on delexical verbs. It assessed the receptive knowledge of university learners regarding both congruent and non-congruent delexical verb-noun combinations. To achieve this, a multiple-choice test comprising 10 items on delexical verbs was administered to evaluate the learners' understanding of these combinations. The sample consisted of 15 EFL learners in their fourth year at a public university in Yemen. The findings revealed that learners exhibited a higher level of receptive knowledge in congruent delexical verbs compared to non-congruent ones, which can be attributed to their limited exposure to these verbs in real-life contexts. Consequently, the study emphasizes the necessity of explicitly teaching delexical verb combinations to second language (L2) learners. It advocates for the integration of vocabulary teaching into English Language Teaching (ELT) materials to enhance learners' proficiency and understanding of delexical verbs. This research underscores the importance of targeted vocabulary instruction in improving the overall language competence of EFL learners.
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Riggle, Keith B. "Using the Active and Passive Voice Appropriately in On-the-Job Writing." Journal of Technical Writing and Communication 28, no. 1 (1998): 85–117. http://dx.doi.org/10.2190/4g7u-pmyr-8m2t-ra3c.
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Many current technical writing handbooks still advise writers to avoid the passive voice except in certain limited situations, primarily when the agent is unknown, understood, unimportant, or better left unnamed. However, a growing body of research indicates that the passive voice has a broader array of rhetorical functions. To identify some of the functions of the passive, as well as the active, voice, the frequencies of active and passive verbs were determined in 185 documents written by twenty-eight civilian and military members of the U.S. Air Force. The frequencies were similar to those in similar types of documents written by nonacademic writers in previous studies. In addition, writers were queried about their reasons for choosing active or passive verbs. While the results of the study confirmed the importance of agency in the choice of active or passive, they also revealed numerous other factors that were significant in writers' choices. The most significant reasons for choosing one type of verb over another were the voice of the verb, organizational requirements, audience awareness, efficiency, genre, euphony, personal preference, agency, emphasis, and topic-comment flow. These results suggest that technical writing instruction and handbooks should promote general principles for the use of both active and passive verbs rather than advising against the use of passive verbs.
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Schaffner, Sabina, and Isabella Stefanutti. "The impact of the COVID-19 Pandemic on Language Teaching in Higher Education, CercleS survey." Verbum 13 (December 14, 2022): 7. http://dx.doi.org/10.15388/verb.33.
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In March 2020, the COVID-19 pandemic forced a move online of language teaching in Higher Education (HE). The CercleS survey on the impact of the COVID-19 Pandemic on language teaching in HE aimed to study teachers’ reflections on teaching during the pandemic and on the future of foreign language instruction. Data was collected between March and May 2021, and the answers reflect the voices of 725 teachers from CercleS member institutions of both national associations and associate members. The survey was written using a mixed method approach, based on a pragmatic epistemology. The findings indicate that the teachers moved flexibly into the online mode of teaching despite limitations in technological resources and the absence of training. Learning outcomes were met, and language skills were effectively taught, except for speaking skills. Generally, the respondents see the benefits of a blended/hybrid mode of instruction. Implications for teaching practices and stakeholders are as follows: develop guidelines and training for sustainable online and hybrid teaching; negotiate conditions needed to carry out efficient and sustainable language teaching with university management; and develop international collaboration between LCs in HE.
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Sánchez, Liliana, José Camacho, and Jose Elías Ulloa. "Shipibo-Spanish: Differences in residual transfer at the syntax-morphology and the syntax-pragmatics interfaces." Second Language Research 26, no. 3 (2010): 329–54. http://dx.doi.org/10.1177/0267658310365774.
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In this article, we present a study that tests the Interface Hypothesis (Sorace and Filiaci, 2006) at the syntax—pragmatics interface and its possible extension to the syntax—morphology interface in two groups of first language (L1) speakers of Shipibo with different levels of formal instruction in Spanish as a second language (L2). Shipibo is a mixed null subject language that only allows third person null subjects and has no person morphology on the verb. Spanish is a null subject language with rich person morphology on the verb. Evidence of acquisition of a core syntactic property (the extension of null subject licensing from third to first person subjects) was found in the speech of both groups of Shipibo speakers. No significant evidence of residual non-native patterns at the syntax—morphology interface was found (subject—verb mismatches in person) in the group with higher levels of formal instruction. At the syntax—pragmatics interface, we found non-native distribution of first person null subjects in both groups of Shipibo speakers that indicates residual transfer of discourse organization properties concerning topics from Shipibo into Spanish.
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Livingston, Sue, Andi Toce, Cyndi Casey, Fernando Montoya, Bonny R. Hart, and Carmela O’Flaherty. "Effect of X-Word Grammar and Traditional Grammar Instruction on Grammatical Accuracy." English Language Teaching 11, no. 3 (2018): 119. http://dx.doi.org/10.5539/elt.v11n3p119.
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This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar texts over a three-month period of time for 20% of their class time. Essays written at three different times were analyzed for the correct and incorrect use of sentence patterns and verb constructs. Results demonstrated that improvement (writing with less error) was larger in both categories for the X-Word Grammar group and significant for two verb constructs as compared to the traditional grammar group, indicating that X-Word Grammar students wrote more accurately in month three than they did in month one of the study when compared with students in the traditional grammar group. Possible reasons for these results are discussed in light of the differences in the two approaches and how these differences support the literature on ways of improving grammar instruction.
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Sarwat, Samina, Shumaila Kanwal, Waheed Shahzad, and Syed Khuram Shahzad. "Investigating the Syntactic Variation among Non-Native English ESL Learners of Khawaja Fareed University of Engineering and Information Technology." Spry Contemporary Educational Practices 3, no. 1 (2024): 185–211. http://dx.doi.org/10.62681/sprypublishers.scep/3/1/11.
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Introduction: This research investigates syntactic variation among non-native ESL learners with Urdu, Punjabi, and Saraiki language backgrounds, utilizing Howard Giles' Communicative Accommodation theory. Methodology: Writing samples from 105 students at Khawaja Fareed University of Engineering and Information Technology were analyzed for syntactic differences across various linguistic elements. Results/Findings: Distinct patterns of syntactic variation emerged among language groups, with Urdu-speaking students showing heightened variation in Prepositions, Pluralization, Modal Verbs, Adjective Placement, and Code Switching. Punjabi-speaking students demonstrated increased variation in Subject-Verb Agreement, Verb Tense, Word Order, Pronunciation, Vocabulary, and Relative Clauses. Saraiki-speaking students displayed more variations in Idiomatic Expressions, Question Formation, Negation, and Conjunction. Implication/Future Direction: The findings underscore the importance of considering mother tongue influence in ESL instruction. These variations are attributed to students' inadequate competence, insufficient training, and limited exposure to the target language. Further research should explore effective strategies to address syntactic variation in ESL classrooms.
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Ai, Haiyang. "A Concept-based Approach to the Instruction of the Chinese ba-construction." Language and Sociocultural Theory 7, no. 1 (2021): 1–32. http://dx.doi.org/10.1558/lst.38768.
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This study explores a concept-based instruction approach to promoting second languagedevelopment of the ba-construction, a known difficult area, by six collegelevelEnglish learners of Chinese in a two-month enrichment program. We developedSCOBAs to explain the syntactic, semantic, and pragmatic constraints of the baconstruction,as well as its similarities and differences from the canonical Subject-Verb-Object (SVO) and topicalization Object-Subject-Verb (OSV) word orders. Theparticipants’ productive use of the construction was assessed with two translations(one on paper and one on the computer) and a cartoon description task followinga pretest, posttest, and delayed posttest format. Semi-structured interviews and theparticipants’ verbalization data were also collected. By comparing the participants’gain scores in relation to maximum possible scores, we found that the participants had made large gains throughout the study and retained much of the gain two weeks after the posttest. The microgenetic analyses of the participants’ production data showed improvement in the use of resultative verb compound, perfective marker–le, and the placement of directional particles. Finally, the verbalizations data indicated improvement in conceptual understanding of the ba-construction in terms of its scope, i.e., not just the physical placement of objects, but the accentuation of the results of the verbal action.
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Yang, Shuang, and Wan Nur Asyura Wan Adnan. "Examining the Effectiveness of Sketch Engine for Verb-noun Collocation Learning among Chinese Low-Proficiency Learners." Arab World English Journal 16, no. 2 (2025): 233–61. https://doi.org/10.24093/awej/vol16no2.14.
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Developing collocational competence is essential for Second Language proficiency, yet low-proficiency learners often struggle with verb-noun collocations due to the arbitrary nature of collocational patterns. While influential corpus tools such as the Corpus of Contemporary American English and the British National Corpus serve as valuable resources for collocation learning, they also pose significant cognitive challenges for low-proficiency learners. Therefore, this study investigated the effectiveness of corpus tools integrated with pedagogical practices in facilitating verb-noun collocation learning among Chinese low-proficiency learners, to identify the most suitable tool tailored to their specific learning needs. A quantitative research method was employed, utilizing an intervention design with pre-and post-tests to compare the impact of using Sketch Engine for Language Learning (SkELL) and COCA in enhancing learners’ verb-noun collocation proficiency. Furthermore, the eight-week intervention integrated SkELL and COCA into collocation lessons respectively, each designed within the framework of Corpus-Based Language Pedagogy (CBLP), presenting how strategic instruction maximized the potential of corpus tools in facilitating learners’ improvement in verb-noun collocation proficiency. The findings of the study revealed that SkELL significantly improved verb-noun collocation proficiency among Chinese low-proficiency EFL learners, attributed to its intuitive interface, simplified search functions, and scaffolded learning environment. Moreover, this study offers valuable contributions to the design of corpus-based instruction by demonstrating the effectiveness of SkELL as a corpus tool tailored to the needs of Chinese low-proficiency EFL learners. The study concluded with insights on pedagogical implications and recommendations for further research.
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Ly Ngoc Toan. "How Meanings Conflated into Verbs in Vietnamese: A Cognitive Perspective." International Journal of Linguistics Studies 2, no. 2 (2022): 185–200. http://dx.doi.org/10.32996/ijls.2022.2.2.21.
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This study looks into the complex patterns of conflation that Vietnamese verbs display, providing insight into the subtle interactions that exist between language, cognition, and culture. The study investigates the systematic combination of different conceptual categories, including Action, Cause, Manner, Motion, Path, Perception, Position, and Location, within Vietnamese verb forms. It is based on the theoretical frameworks of renowned linguists, including Goldberg’s construction grammar, Jackendoff's semantic structures, and Talmy's lexicalization patterns. Through the use of a mixed-methods approach, the study extracts information from interviews with native speakers, elicitation tests, and corpus-based analysis. A thorough comprehension of the common conflation patterns and the cognitive processes that underlie them is made possible by the large corpus of data and empirical evidence from native speaker interactions. The results show a rich tapestry of internal conflation patterns, showing how different conceptual categories are conflated inside single verb forms. Further highlighting the persistent addition of more semantic aspects to verb structures are external conflation patterns, such as grammatical, construction, and category conflation. The results of the study advance our understanding of the cognitive mechanisms underpinning meaning construction as well as the cultural aspects affecting language use in Vietnamese contexts. Additionally, the knowledge acquired has useful applications in fields including language instruction, natural language processing, and cross-cultural communication.
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Barreña, Andoni, and Margareta Almgren. "Object–verb and verb–object in Basque and Spanish monolinguals and bilinguals." International Journal of Bilingualism 17, no. 3 (2012): 337–56. http://dx.doi.org/10.1177/1367006912438993.
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The aim of this article is to analyse the acquisition of object–verb/verb–object word order in Spanish and Basque by monolinguals (L1), early simultaneous bilinguals (2L1) and successive bilinguals, exposed to their second language before ages 5–6 (child L2). In this study, the second language (child L2) is acquired naturalistically, in a preschool setting with no formal instruction for the Basque L2 speakers and by environmental contact for the Spanish L2 speakers. Spanish and Basque are differentiated by their canonical word order as subject–verb–object and subject–object–verb, respectively. In Spanish, the subject–verb–object order is predominant (almost exclusive) in narrative contexts, whereas in Basque, both object–verb and verb–object word orders are possible in these contexts for pragmatic reasons, with a similar use in everyday language. The productions of a few L1 and 2L1 subjects are analysed longitudinally within the 1;06–3;00 age span. Cross-sectional data from 49 subjects who developed a child L2 are analysed at ages 5 and 8. The results reveal that the bilingual children apply the same syntactic patterns as the monolinguals in their respective languages independently of 2L1 or child L2 acquisition.
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Zipoli, Richard P. "Unraveling Difficult Sentences." Intervention in School and Clinic 52, no. 4 (2016): 218–27. http://dx.doi.org/10.1177/1053451216659465.
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The ability to understand sentences contributes to students’ reading comprehension. However, many reading programs tend to underemphasize explicit instruction aimed at enhancing students’ knowledge of sentence structures. Children with language impairments, students with learning disabilities, and English language learners may particularly benefit from instruction that targets potentially challenging sentence structures. This article is designed to help educators and clinicians more effectively identify and teach several sentence structures that can compromise elementary and middle school students’ understanding of written text. Four types of sentence structures that may be difficult to process are introduced and systematically explored: (a) sentences with passive verb constructions, (b) adverbial clauses with temporal and causal conjunctions, (c) center-embedded relative clauses, and (d) sentences with three or more clauses. Information is presented on syntactic structures, sources of confusion, developmental considerations, assessment caveats, and instructional strategies.