Future Tense Research Articles

기사 헤드라인의 한-영 기계번역 고찰 - 헤드라인의 언어형식 측면을 중심으로

The purpose of this study was to examine problems in machine translation output of newspaper headlines with a focus on linguistic features, in comparison with human translation output. For this purpose, 200 headlines from Infostock Daily (machine translation) and 200 headlines from Pulse, Maeil Business Newspaper’s English-language daily (human translation), were collected and analyzed in terms of five different linguistic features between Korean and English newspaper headlines. The analysis results showed a range of problems in machine-translated headlines. Ellipsis, quotation marks, commas used instead of subject case markers, and verb-less noun phrases – a common strategy for Korean newspaper headlines – negatively affected readability of Infostock Daily headlines, while unnecessary be-verbs, present perfect tense to report past events, and ‘will’ for future tense – a feature not common in English newspaper headlines – were frequently found in Infostock Daily. All in all, these findings suggest the need for light post-editing of machine-translated headlines, providing some useful insights into the post-editing guidelines for newspaper headlines.

Specific Temporal Localization of Situations in Future Tense in the Khakas Language

The present research featured the cases of future tense with specific time localization in the Khakas language. The study was based on functional grammar, which sees time localization as a functional semantic field that includes categorical situations of time localization (specific) or non-localization (non-specific). A functional analysis made it possible to define the following means of expressing specific time localization: a verb form of future tense with -ар (-ar); adverbial modifiers of time and other time markers in local cases in conjunction with postpositives and auxiliaries; temporal adverbs and clauses with transforms -за (-za), -ғанҷа (-gancha), -(ба)ғанда (-(ba)ganda). The author classified the situations based on typical specifiers. The classification contains eight situations with several sub-types. The research can be used to describe types of past and present tense with specific time localization in the Khakas language, as well as in other Turkic and non-Turkic languages. Some of the specifiers proved to be able to express different meanings depending on the combination with the present, past, or future verb tense. The compatibility of specific temporal form of the Khakas language with some specifiers requires further research.

МОДЕЛЮВАННЯ АНАЛІТИЧНОГО РОЗВИТКУ ФОРМ ГОТСЬКОГО МАЙБУТНЬОГО ЧАСУ

The purpose of this article is to give the model, which demonstrates the development of the Future tense forms in the Gothic language. The initial stage of modelling the Future tense development includes the description of components according to their constituent features. It gives the possibility of tracing the gradual analytisation of corresponding grammatical form, and finding out latent features, which are characteristic for differentiated grammatical forms creating and building the set of Germanic future tense formal structures. The subject of the investigation are peculiarities of formation mechanism of temporal verb forms for projecting the action into the future. To describe the future action the Gothic language used forms of the Present tense involving phrase or upper phrase context. Within the Present tense forms a prefixal word formation model was found. The Greek future tense was translated involving prefixal and present forms in the Gothic language. The Gothic optative was involved to render the future tense. The present tense forms gain future meaning under the influence of aspect-tense specificity, which is recognized as futurelizing factor. Functions of the aspect-tense specificity may be performed with phrase or upper phrase context and syntactical structures with definitely represented semantics. Distinguished present tense constructions create the primary pivot, which is a basis for further development of the Gothic future tense forms. Gothic analytical structures with participle or infinitive were formed involving inchoative, strong, preterite present verbs. These structures are recognized as compound verbal predicates. Analytical structures cover the pivot creating coaxial cylinders. The whole model may be recognized as divergent-rotational because representing the Gothic future tense forms model itself "moves" along the temporal axis. Multilevel model structure demonstrates the fact that analytical forms are changeable in the gravitation. The comparison of divergent-rotational model components and peculiarities of their arrangement indicates and the caudal development of the Future tense forms in the Gothic language. Tendencies found and distinguished as initial, primary in the Gothic language happen in the process of development of the Old Germanic languages. These tendencies are reflected in the Modern Germanic languages, too.

Структурно-семантические типы условных конструкций в алтайском языке

We analyze the structural-semantic types of conditional polypredicative constructions in the Altai language. Conditional relations are expressed by monofinite constructions with an all-Turkic conditional-temporal form with =sa, analytical conditional forms with bolzo ‘if’ and a rare conditional-temporal form with =qažïn. The all-Turkic =sa form does not have an absolute temporal meaning: this meaning is communicated by the main clause, with its predicate commonly used in the future tense or imperative mood. The analytical conditional forms consist of the participial form and the verb bol= ‘to be, to become’ in the conditional mood, with personal formants in the first and second person and zero formants in the third person. The participial forms within an analytical form express the temporal meanings. We distinguish proper conditional and improper conditional constructions with different modal planes of the dependent clauses: irreal modality in proper conditional constructions and real modality in improper conditional ones. Improper conditional constructions include some temporal, causal, subordinate, and comparative clauses following the conditional construction model. Proper conditional constructions fall into potential-conditional and irreal-conditional subtypes according to their semantic and formal traits. Potential-conditional constructions denote possible events. However, irreal-conditional constructions denote events that could not, cannot, and will not take place. In potential-conditional constructions, the main predicates are represented by indicative, imperative, and optative forms, with the subjunctive mood used in irreal-conditional constructions. In Altai conditional constructions, the taxis dependence between conditions and consequences is defined by the possibility of two types of correlation (from three possible correlations), namely ‘condition before consequence’ and ‘simultaneous condition and consequence.

РИТОРИКА РЕПРЕЗЕНТАЦИИ ГРАЖДАНСКОЙВОЙНЫ В «ИЗВЕСТИЯХ» (ОКТЯБРЬ 1917 –ЯНВАРЬ 1918 Г.)

The aim of the article is to address the question of the meaning and the specificity of the concept of the "civil war" in Izvestia of the Central Executive Committee and the Petrograd Soviet of Workers' and Soldiers' Deputies, a newspaper which reflected the views of the Bolsheviks and their allies. This case study examines the genealogy of the language of the civil war from October 27th, 1917 to the dissolution of the Constituent Assembly, a momentous event on the path to the frontal Civil War. The article reconstructs a basic repertoire of the rhetorical techniques of representation, revealing what could be said in public about the civil war and under what conditions. It demonstrates the dynamics and the contexts of rhetorical "mobilization" and "demobilization", when the militaristic rhetoric of Izvestia switched to peaceful, and vice versa, correspondingly to the usage frequency of the term "civil war". The language of class struggle, and revolutionary mythology, especially that of the French Revolution, constituted the basis of Izvestia's rhetorical strategy aimed at legitimizing the policy of the Council of People's Commissars. The concept of the "civil war" had multiple meanings in Izvestia denoting a "condition", a "circumstance", and a "threat", in different circumstances, related to past, current, and future events. It is shown that constant criticism was levelled not only at the bourgeoisie, but also at the so-called right-wing socialist parties, which were held responsible for the civil war. The civil war was semantically designated in the past, present, and future tenses. The principle of a "just civil war" was explicitly expressed on the eve of convocation and during the dissolution of the Constituent Assembly, justifying the acts of violence. The article concludes that the concept of floating signifier can be applied to the civil war as a means of refocusing the research into the issue of political communication.

Against Afuturistic Reading

Against Afuturistic Reading Will Bridges (bio) They even think that they have spent such days well,in a truly useful and worthy manner, these days spentin contemplation of the possible forms of the future….They are calm and unworried enough to set out with theauthor on a long road whose endpoint only a much latergeneration will see. When the greatly agitated reader, incontrast, springs into action … we must fear he has failedto understand the author. —Friedrich Nietzsche, Anti-Education: On the Future of Our Educational Institutions It is not particularly controversial to suggest that the study of literature is an invaluable endeavor due to the insights literary studies provide. Likewise, it is easy to hinge a case for the importance of literary studies on the notion of hindsight—this is why literary studies are often informed by, and expand, our sense of history. Alternatively, some literary studies aspire for omnividence. If omnividence is possible, the result of such strong theorization would be oversight, transtemporal truths unaffected by the flows of time. [End Page 435] The aim of this special section is to add a third temporal dimension to our vision of the epistemological breadth of literary studies: foresight. If literature can be "foresightful"—if, in other words, literature invites readers to both imagine and reimagine what might come to be—then perhaps literary studies should start asking, in the future tense, questions such as these: how do the cultural signs we see today help us re-envision what might come tomorrow? What will readers ten years from now make of this novel? How does a given poem expand our sense of the parameters of the possible? Which metaphors does a given world leader employ to narrate their vision of intergenerational justice, and how do often tacit flashes of immanent futurity foreclose the imagining of one set of futures and forebode the legislation of another? Or, to re-introduce the central concern of this special section with a bit of an antagonistic spin: it is not particularly controversial to suggest that some literary studies decrease in value because they lack insight. Let's call such studies "apresentist." The visions provided by apresentist scholarship are not in tune with the scholarly times, they don't resonate with the intellectual needs of the present. Just as a study can suffer from presentism, or a myopic imposition of the cognitive biases of the present, so too can a study slide down the presentist spectrum into apresentism, or myopia, regarding the cognitive bases of contemporary scholarship. Likewise, the value of a literary study can be attenuated by a deficit of hindsight. We call these studies "ahistorical," and the charge we level against them is that a failure to sufficiently situate an object of inquiry in its historical moment has produced a distorted vision of the object in question. I will not belabor this point, because we all, more or less, agree on the intellectual dangers of ahistorical reading. Mark McGurl once called our overwhelming scholarly consensus on this point "the hegemony of history" in literary studies (2010, 322). The aim of this special section is to further the democratization of the temporalities of literary studies, to propose foresight as an epistemological contribution of literary studies just as worthy of scholarly enfranchisement as insight, hindsight, and theoretical oversight. The mission-statement desires of literary studies—critical and creative thinking, imaginative empathy, hermeneutic honesty, and so on—are just as dependent on forward-thinking as they are on its historical counterpart. Given this dependence, the degree of forethoughtfulness of a work of literary studies is often a constitutive determinant of our assessment of its thoughtfulness. My [End Page 436] thinking here is simply a recapitulation of Helen Small's claim in The Value of the Humanities: "the work of the humanities is frequently … imaginative, or provocative, or speculative" (2014, 26). In other words, the papers collected for this special section do not make a case against historicist reading. (In fact, the papers suppose that one cannot imagine possible futures—or at least one cannot imagine them well—without simultaneously rethinking pasts and presents.) Rather, each contribution makes a case against afuturisitic reading...

ДИДАКТИЧЕСКАЯ ФУНКЦИЯ АВТОБИОГРАФИЧЕСКОГО РАССКАЗА (НА ДИАЛЕКТНОМ МАТЕРИАЛЕ)

The aim of the article is to identify the means of linguistic expression of the di-dactic function and the factors of this function’s implementation in dialectal autobio-graphical stories. The material of the research is 120 oral autobiographical stories, which were recorded in Tomsk Oblast from the 1960s to 2018 during dialectological expeditions. The source of the material is the texts of the Tomsk dialect corpus (http://losl.tsu.ru/?q=corpus), as well as audio recordings of dialect speech, made by the author of the article during the expeditions in villages Pervomayskoe, Pervomayskiy District of Tomsk Oblast, in 2008, and Melnikovo, Shegarskiy District of Tomsk Ob-last, in 2017–2019. The didactic function is understood as the ability of autobiographical stories, in a broad sense, to be a tool of training, education, transfer of important knowledge about the world, accompanied by the desire of the stories’ authors to teach interlocutors, to explain something to them, to give advice. The author of the article identified the factors of implementing the didactic function in the autobio-graphical story. Among them are: 1) the specificity of dialect discourse: it is focused on tradition, its preservation and translation; 2) the genre of the material: since autobio-graphical texts have a retrospective orientation, informants, reporting on their lives, give an example, a model for the interlocutor to follow, or, vice versa, to avoid errors in life, not to repeat them; 3) the communicative situation and its components: first of all, these are participants of communication – a dialectologist and an informant; they be-long to different types of culture, and informants therefore strengthen the interpretive element in their stories, explaining what a word means, where and how an object is used, etc. As a rule, informants are older, so they give recommendations to dialectolo-gists, teach them: Now, girls, you live in a good century. It is just necessary to work, just to work. To learn, to work, and then all will be well. So, girls, live, take care of your life. Take care of life. The theme, time and space of communication were also identified among the components of the communicative situation. All these factors take part in the representation of the didactic function. It is determined that didacticism can be expressed in the speech genres of advice, explanation, and culinary recipe. The di-dactic function is represented by imperative statements, words of the category of state, statements reflecting informants’ values and ideas about ethical and moral categories, by infinitive constructions, statements with verbs in the form of abstract present or fu-ture tenses, lexemes expressing moral values. It has been determined that the didacti-cism of autobiographical texts is associated with the self-reflection of informants about their lives and, more broadly, with the analysis of generational experience.

СОПОСТАВИТЕЛЬНЫЕ ХАРАКТЕРИСТИКИ КАТЕГОРИИ НАКЛОНЕНИЯ ГЛАГОЛА В ОРОЧОНСКОМ И ЭВЕНКИЙСКОМ ЯЗЫКАХ

The current article focuses on the results of the analysis of the Orochon language mood category and the ways of its forming. The data obtained are compared with the scientific researches on the mood morphological forms in the Evenki language. The study reveals a larger variety of mood categories of the Evenki grammatical system. The fact mood suffixes of the present-future, past and future tenses in the Orochon language have partial correlation in the Evenki language. The imperative mood in both languages is represented by an equal number of grammatical categories. Therefore, imperative affixes system of the Evenki language is less rich than the one of the Orochon language. Some of the imperative morphemes in the compared languages partially correlate. The sets of subjunctive mood suffixes in the Evenki and Orochon do not correspond.

SINTAKSIČKO-STILISTIČKE OSOBENOSTI GLAGOLSKIH OBLIKA U PESMAMA „ŽENIDBA BEGA LjUBOVIĆA“ I „ZIRKA KAJOVIĆA“ RADOVANA BEĆIROVIĆA

This paper deals with verb forms in the poems The Marriage of Bey Ljubović and Zirka Kajovića from the stylistic and syntactic standpoint. The analysis procedure includes a syntactic indicative, a syntactic relative, qualifier, gnome form, narrative form, and absolute. In addition, referentiality and non-referentiality of verb forms are considered. Bearing in mind that verb forms are most often combined, the stylistic effects of combinations of verb forms are considered. This paper aims to determine the inventory of verb forms and describe their syntactic and stylistic features. The analysis showed that a rich inventory of verb forms could be found in Radovan Bećirović’s poems. Simple Past Tense, Truncated Perfect, imperfect, aorist, and temporally transposed Present Tense denote the past. In both poems, the future is expressed by the future one, and apart from it, in the poem The Marriage of Bey Ljubović, a futuroid is found. The present is realized in a syntactic indicative, and, additionally, it is found as a qualifying, gnomic, and narrative present, of which it is most often used as a narrative. Examples of presentations with modal meanings are not uncommon. In terms of referentiality, present forms in poems denote referential and non-referential actions. The infinitive is found as a complement to modal or phase verbs and is also used in the absolute. The past is realized in the syntactic indicative and the syntactic relative and denotes referential and non-referential actions. The aorist is a high-frequency verb form in the poem The Marriage of Bey Ljubović and is used in most cases as a narrative. The imperfect is realized in syntactic relative and suggests referential and non-referential actions. The Future Simple Tense is found in the syntactic relative, then the absolute, and with modal meanings, i.e., the meaning of intention, commandments, possibilities, etc. While the use of the Future Simple is linked to the heroes’ discourses, the futuroid appears in the narrative discourse. Except in the function of Future Simple, futuroid is found in gnome use. The pre- sent, the aorist, the imperfect, and the truncated perfect are forms whose stylistic features contribute to the topicality, experience, dynamism, and drama of the events being reported.

Sacred Space, Secular Time: Sundown and the Indigenous Modernism of John Joseph Mathews

Sacred Space, Secular Time:Sundown and the Indigenous Modernism of John Joseph Mathews Alexander Steele (bio) As he dressed he looked at his watch and saw that he had plenty of time, yet too much time, and again not enough. —John Joseph Mathews, Sundown Like so many modernist novels that John Joseph Mathews either read or wrote, the opening pages of Sundown (1934) perform a great deal of work in destabilizing narrative temporality by way of rendering protagonist Chal Windzer's interiority. As many are wont to say of poetic minds, Chal is a dreamer. And it is the dreaminess of Mathews's prose that interests us most here with regards to temporality. Early in the narrative Mathews invalidates a false binary of understanding Chal's childhood as being either preoccupied with contemplation or with action. According to the narrator, the molds of such finite thinking "would not be true; it was both a life of contemplation and action. Contemplation, mostly in the form of dreams wherein he played the role of hero, whether in the form of man or animal"; action, for Chal, mostly in the form of moving from scene to scene.1 In the Ovidian litany of animals that follow, Chal transforms from a panther—"lying lazily in his den and blinking in physical contentment"—into a redtail hawk circling the skies above, and finally into "an indefinite animal in a snug den under the dropping boughs of a tree. Sometimes real pain would be the result of these dream-world metamorphoses" (Mathews, Sundown, 9). What initially looks like respite and escapism, however, quickly leads to "a feeling of [End Page 229] helpless defiance. … It was a hopeless feeling of inferiority in being earthbound" (9). Being tethered to the earth as though in spite of his desire to ascend to the heavens of other worlds brings Chal his first feelings of the same sense of futility that riddles and haunts this ethnic modernist bildungsroman.2 Not for nothing does Mathews slip Chal from "lying lazily" in the future perfect tense back into the earthbound frustrations of the past and the hopelessness of Sundown's conclusion that seems impossible to evade. As Chal's dreams displace him, Mathews counterposes the vita activa against the vita contemplativa, in which a masculine Osage sensibility refracts an Anglo-American history, perhaps even through what Emily Lutenski calls an "overwrought masculinity."3 By reversing otherwise distinct modes of embodiment, Mathews ensures they become confused, interfused, and, for Chal, disquietingly inseparable. Trapped within the fantasies of his mind and in the irremediable interstices of historical contingencies now long past, Chal "was forever leading charges against England" (Mathews, Sundown, 10). Chal's desire to rewrite history becomes, in a way, as hopeless as his dreams of metamorphosing into a great soaring hawk. As Mathews makes vivid through a narrative distance achieved with adroit modernistic irony, Chal's reproduction of his entire "time out" has been influenced by the American history books his father read to him as a young boy, as well as the sense of linear-national narratives they engender (10). This extended opening scene crystallizes the central tension of Sundown and stages the subject of this essay. Whether grafted through Chal's dreams of animality or his often-stunted inability to act except in such could-have-been-otherwise dreams, Sundown lays bare the irreconcilability of multiple embodied historical consciousnesses at odds with and overlapping one another. Chal, caught between settler colonialism and his Native Osage heritage, struggles to locate himself within the normalizing rhythms demanded by the traditional Western bildungsroman. Despite this, I argue that Chal's "failure" to situate himself in either Anglo or Osage traditions successfully articulates through modernist form the mutual exclusion of these two competing understandings of time and space—one sacred, the other secular; one Osage, the other settler colonial. In a formal sense, then, I build on but depart from Christopher Schedler's claim that by "reading Mathews' work as an attempt to formulate a Native American modernism, we might see [Sundown] less as a 'failure', and more as an experiment, as daring as those of his better-known modernist contemporaries."4 Chal's "failure...

Структура словоформ глаголов будущего времени объектного спряжения в эрзянских диалектах Заволжья и Южного Урала

Introduction: in the Erzya language, the verbs forming the system of subject and object conjugation take a special place among the total number of verb forms. Object conjugation forms consist of the verbal stem and morphological markers indicating a person of the object of the action, tense and a person of the subject of the action. In the Erzya dialect area, the morphological composition of object conjugation forms often differs from the corresponding forms of the codified language. Objective: to determine the stem, composition and sequence of morphological markers of tense, object and subject in the verb forms of the future tense of the object conjugation in the Erzya dialect area of the Zavolzhye and Southern Urals. Research materials: field materials of the authors, dialect materials of the dictionary room of the Philological Faculty of the National Research Ogarev Mordovia State University. Results and novelty of the research: the description of the morphological composition of word forms of the future tense of object conjugation in the Erzya dialects of the Zavolzhye and Southern Urals has been given. The analysis of the field materials showed that the morphological composition of word forms of object conjugation of the area under study is consistent, logical and clear, but in some forms it is illogical and unclear. The scientific novelty of the study is in a comprehensive structural analysis of dialectal word forms, definition of markers of tense, object and subject, fixation of the future tense suffixes of object conjugation which are specific only to the dialects of the area under study

EMOTIONAL AND SEMANTIC DOMINANT IN THE POETRY OF THE PARTICIPANTS IN JOINT FORCES OPERATION

The aim of this article is to identify the emotional and semantic dominant in the poetry of the participants in the Joint Forces Operation. Materials & Methods. The study is carried out from the standpoint of a comprehensive psycholinguistic approach based on the integration of discourse analysis and psychoanalytic interpretation. To recognize the emotional and semantic dominant in the poetry of the participants in the Joint Forces Operation, the basic emotion theory is important. Decomposing complex emotions into simpler pieces of basic emotions makes it possible to determine the emotional and semantic dominant of a text. Materials to conduct this research are poetry of the participants in the Joint Forces Operation that is posted on Facebook social media accounts “Poems of ATO. Soldier”, “Songs created in the zone of Anti-Terrorist Operation”. Results & discussions. The poetry is characterized by paired combinations of the emotion of anger with emotions of fear, disgust, sadness, grief and joy. Anger also becomes the main element of complex emotions consisting of several components. The semantic dominant in the poetry from the perspective of the emotion of anger can be expressed as “I hate war”. Expression of intensity of combatants’ suffering is achieved in poetry by conveying sthenic emotion resulting in increased activity, which we denote as grief, and asthenic emotion which doesn’t encourage further action, which we denote as sadness. The semantic dominant in the poetry from the perspective of grief and sadness can be considered as a cry for help. Emotion of fear in the poetry can be associated with the emergence of “existential anxiety”, a core of which lies in a person’s perception of the threat of non-being (mortality). In the poetry the emotion of fear often adjoins the emotion of guilt. The semantic dominant in the poetry from the perspective of the emotions of fear and guilt is understanding of death and immortality in the philosophical and religious context. In contrast to negative emotions associated with the past or present, the emotion of joy refers to the future tense. The semantic dominant in the poetry from the perspective of the emotion of joy is the idea of peace. Conclusions. Basic emotions of anger, grief, sadness prevail in the poetry of the participants in the Joint Forces Operation. However, any emotion is not in its own right, it exists in manifold combinations with other basic emotions creating different conglomerates. The general semantic dominant in the poetry of the participants in the Joint Forces Operation is “No to war”.

Reading Dual Progression: A View from <em>The Hilltop</em>

Reading Dual Progression: A View from <em>The Hilltop</em>

Absolute-relative tense in Old Kanembu: foregrounding by posterior taxis

Old Kanembu is an extinct Saharan language that survives in annotations to the Qur’anic manuscripts of the 17th to 18th century. The past and future categories of Old Kanembu are absolute-relative tenses with posterior taxis as their orientational mechanism. The posterior location of events in temporal domains is tied up with the communicative goal of guiding the recipient through the complex Qur’anic discourse so that the foreground information and prominent elements are clearly set off against the background events. Similar properties are reported for the past and future tenses in Kanuri and therefore the Old Kanembu data corroborates a previously postulated hypothesis that the past and future in Kanuri are inherently focus categories (Wolff & Löhr 2006). Given that complexity of the Kanuri TAM system – significantly more elaborated than in the other Saharan languages – was triggered by the contact with Chadic languages and that Old Kanembu preserves archaic features going back to the 16th century and beyond, the semantic properties of the Old Kanembu past and future provide additional evidence of early Chadic influence on Kanuri.

THE ERROR ANALYSIS IN USING TENSES MADE BY STUDENTS IN ENGLISH TEACHING AND LEARNING PROCESS

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

Designing of Comic Strip as Learning Media in Future Tense Material

In Indonesia, English is one of language which is learnt from elementary school University level. College students from Visual communication design program in first semester will get future tense material in English 1. In future tenses there 2 formulas which are used based on the functional of the sentence, and it is difficult for student in differentiating the formulas, Media has important role in teaching learning process. Comic strip is familiar for milenilal. Based on the background writer decide to design a comic strip as learning media. The designing of comic strip is aim to give new or alternative media in teaching learning process. This comic strip covers future tense material that includes “to be going to” and “will” form. This research used qualitative method. The results of this research is designing of a comic strip in 8 panels that is written in English and covered future tense material which give ilutration how the two formulas of future tenses are used. The typography is comic sans MS, the main characters are three girls of Senior High School student. Comic strip is made in tradiotional/ manual process by drawing use pencil then through digitally process for the finishing. The colour of the comic strip uses calm colours and are dominated grey according to senior high school uniform colour, in order to make the reader feel the comfortable. The conclusion shows comic strip could be an alternative media in learning process.

EFFICIENCY OF NATIVE LANGUAGE EDUCATION IN THE TRANSCARPATHIA BASED ON A REPEATED QUESTIONNAIRE SURVEY (2008–2018)

During our research, we wish to find out whether the native language education reform of 2005 brought any positive changes in teaching the common language norm in the Hungarian schools in Transcarpathia. The research conducted last year (20 schools, 280 students) proved that additional native language education has a spectacular result: young people have a far more positive, objective attitude towards non-common language versions. By all means it is also worth to know whether any such changes can be discovered concerning the use of language phenomena observed with the help of the three task types. Based on an earlier survey it was proven that changes can actually be observed concerning the opinion about lan- guage dialects since the Hungarian language curriculum of 2005 became effective. This change is clearly positive. Students showed benevolence concerning language dialects, dialect speakers in far larger proportion than earlier. And it is not only present in the field of numbers. Their explained opinion also shows a more objective, rational view. Whether we look at the approach to, perspectives of the concept of language dialects, or the reasoning of their answers based on emotional attitude (e.g. Would you feel sorry if dialects died out?). It is clearly an efficient change compared to the earlier data that while in the course of the previous survey the situation of the minorities, borrowed elements were not mentioned concerning the local language variants (or if they were, then in a negative context). These changes are clearly due to the additive attitude and the secondary school textbooks prepared in this view.Such clear changes cannot be observed concerning tasks about common language norm awareness. Small differences can be seen concerning a few phenomena in the percentage of standard answers: in the case of using -nák, the future tense of the predicate kell. Studying the adverb of place suffix -nál/-nél used instead of -hoz/-hez/-höz and -tól/-től in a comparative function only shows an increase in percentage in the case of sentence correction tasks. This indicates that in the past 10 years representatives of the studies age group became somewhat more aware.The changed attitude that can be found in the Hungarian language curriculum in Transcarpathia and in the Hungarian language textbooks is by no means favorable for this positive change.

Functional and Semantic Attribution of the Future Tense Grammatical Markers in The Korean Language

The article discusses functional and semantic status of Future Tense grammatical markers of the Korean language. Despite the fact that discussions on this issue have been going on for more than a dozen years, still among researchers, there is no consensus on how many grammemes make up the category of Tense in Korean, whether it contains an independent Future Tense grammeme, and if so, which markers should be relevant to it. Due to the relevance of the problem, the authors aim to give a brief overview of the opinions on the issue, dividing them into two groups - asserting the presence of the Future Tense grammeme in Korean or denying it, as well as to justify personal position on the status of grammatical markers with prospective semantics. As research material, various Korean grammar researches and Korean grammar (connective and finite endings and constructions with - (으)ㄹ Korean Future Tense participle marker) are used. The result of the study shows that Korean Tense category has no specific Future Tense forms as opposed to the Present and Past Tense forms. All markers with prospective semantics are modal, which means that the Futurum category in Korean implements itself in the functional and semantic field of modality rather than temporality. Authors argue statement that -(으)ㄹ 것이다 Korean construction has the ability to act as neutral non-modal Future Tense marker. According to the point of view of a systemically oriented approach to the grammatical units analysis, presented in the article, the conclusion about Korean -(으)ㄹ 것이다s modal status is made.

The Present Tense Usage in Speaking Skill: An Analysis of Students' Short Speech Texts

The result of this paper is based on the data taken from Triskanedi (2007). The study result showed that 80% of students made mistakes in the use of simple present tense, which was the highest compared to the other two tenses, namely simple past and simple future tense. Due to these interesting findings, the writer intended to carry out further analysis by using the data of the research to find out the kinds of errors produced by the students focusing on simple present tense usage in the short speech texts. The analysis of the data uses a specific type of errors, i.e., omission, addition, missed formation and missed ordering/improper ordering in accordance to taxonomy strategy. The result shows the percentage of the omission of 'be and s/es' is 41.08%. While the addition of 'be and s/es' is 6,21%, and missed formation is 51,94%, and improper ordering is only 0,77%. The omission and addition seem related to the use of 'be' before an adjective or nominal sentence and's' in subject-verb agreement. In addition, the study also found few other errors in using of article 'the', verb inflexion 'ed', and of auxiliary in small numbers. These seems contributed to the students' errors production despite the fact that simple present tense considered as the easiest one to formulate compared to others, another thing that needs to underlie from this study is the understanding of English grammar seems necessary to avoid the same errors in the future

The Need for Education to Pass in the Future Tense

The problems in education are facing in a super-industrial society and a few resolutions on how it would improve in the future are just a couple of questions that attract my attention as a philosopher and as an educator. My main interest mostly concerns understanding the importance and the need for today’s educational system to change to better prepare new generations for what tomorrow brings. For the basis of my thesis, my point of reference, as you might wish, I use the words of Alvin Toffler from the book Future Shock, in which he greatly focuses on education, in this piece of his, even though it was published fifty years ago, he deals with and indicates the problems in education, even back then unfortunately little has been done like today, a large part of the world is facing problems with the educational system and is in a desperate need of change, at least what is known till now, there are numerous problems.