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Journal articles on the topic 'Verb instruction'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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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

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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

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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

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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 questi

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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 questi

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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 wer

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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 u

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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 tr

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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 Chines

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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

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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 th

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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 w

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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

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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

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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 lea

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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

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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 s

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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

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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 p

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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 G

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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 scho

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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 s

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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

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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,

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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

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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 stud

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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. Theref

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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 elabora

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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.

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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

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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, an

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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 ap

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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.Interview

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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

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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 d

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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 a

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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

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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 guidan

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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 combinat

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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 i

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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 indi

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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 exte

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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 le

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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

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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

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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

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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

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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.

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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 stud

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