Future Tense Research Articles

ERROR ON THE USE OF PAST TENSE IN NARRATIVE TEXT MADE BY ELEVENTH GRADE OF SMK SWASTA BNKP DARO-DARO BALAEKHA

Grammar is the rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. In grammar, there is tense in English which must we know, they were past tense, present tense, future tense, and past future. But here, there are still many students made errors in using past tense of narrative text. This research was aimed to analysic the Error on The Use of Past Tense in Narrative Text Made by Eleventh Grade Of SMK Swasta BNKP Daro-Daro Balaekha. This research designed by using qualitative descriptive method. In analyzing the data, the research used theory of Miles and Huberman; data reduction, data display, and conclusion drawing/verification.the data was documentation, worksheet and interview. The data source of this study was taken from the eleventh grade students of SMK Swasta BNKP Dara-Daro Balaekha. The data of this study are students ‘errors in use past tense. To examine the credibility of this study the researcher used triangulation. The results of this study there are 7 students not mastering the pattern. Then, students difficult to differentiate the use of verbs in sentence are 7, do not have any dictionary are 2 and other reasons limited of vocabulary are 2. The students stated that their teacher usually only give the books rare explain about how to use past tense. From the result of the research, researcher concluded that students conduct errors because of not mastering the pattern of past tense. Suggestion for teacher, students and next researcher expect the result of this research can be benefit for all the sources in scientific work especially.

A teacher-researcher snapshot of task-based peer interactions in EFL secondary school classrooms in Germany

Abstract This article reports a small classroom-based study that has explored task-based peer interactions among grade 9 secondary school students (N = 14) of middle and low relative proficiency. Drawing primarily on audio recordings of peer interactions, oral presentations, and post-task interviews, and conducted by the teacher-researcher, it investigated how students interacted on an output task that was embedded in regular EFL lessons and designed to wrap up the unit work centered around the topic Down Under. A particular focus was on exploring to what extent and how students used the language that the task was meant to trigger, namely future tense and unit-related vocabulary. The aim was to inquire whether the task worked in the way it was designed for. The findings have shown that although students were involved with the task and with each other’s contributions, the use of the targeted structure elicited by the task remained limited. Pedagogical implications are discussed.

Semantic adjustment in Matthew 6:12 in the Smith-Van Dyck Arabic Bible

This research focused on one of the messages in the Lord’s Prayer, particularly Matthew 6:12 about prayer for forgiveness and forgiveness to others in order to suggest a concept revision for the sake of a rather normative modern Arabic audience. In the Smith-Van Dyck version, asking God for forgiveness serves as the basis for forgiving sinners by using the present and future form of the verb نغفر كما (as we will forgive). This translation is in contrast to 1881 Jesuit Arabic Bible, which used the past tense غفرنا كما and أعفينا فقد (as we have forgiven) as written in the Greek Bible as ὀφειλήματα ‘debts’ by referring to the debt metaphor. This study examined the Arabic translation of Matthew 6:12 in the perspective of Nida and Taber’s semantic adjustments. In light of the research findings, it was clear that the semantic adjustment and grammatical adjustment in the translation did not run on the grammatical structure of the Arabic language. The translation into Arabic also did not comply with the original source of the text, but it was accentuated by the interpretation of ‘debts’ into ‘sins’.Contribution: In conclusion, this fact can be seen from the choice of the word ‘نغفر’ and the use of the future tense (fi’l muḍār’i) as opposed to the source text that uses the past tense (fi’l māḍy).

Future expressions in a sixth-century Latin translation of Josephus

Abstract Over the history of Latin, a number of ways to express futurity evolve and disappear. Perhaps most notably, the future tense is lost in all Romance languages, replaced generally by periphrases with habeo. I present here the expressions of futurity present in the Latin translation of Josephus’ Jewish Antiquities and Against Apion, conducted in sixth-century CE Italy under the aegis of Cassiodorus. I first examine the use of the synthetic future tense, and then suggest that the translators deliberately avoid using habeo + infinitive in any sense. This contradicts recent claims that habeo + infinitive was characteristic of high register usage in Late Latin. I then analyse the use of the present tense to express futurity, the future participle + sum, gerundives as future passive participles and infinitives, and the curious use of debeo and possum. I show a number of changes in the system from Classical Latin, and suggest a new potential route for the development of debeo to express the future in certain Romance varieties.

Cognitive Load Theory for ESL Students: Mixed Method to Employ Difficulty in Using Tenses While Writing

The present study aimed to determine learners’ problems in using English tenses. By utilizing the pre-test to have students compose their own paragraphs in 12 different tenses and through LearningApps.org, the researcher distributed the post-test self-created questions. The research employed a mixed research method, and the findings were presented. This study focused on 96 Bachelor of Technology students also learning English as a second language. The results show that past perfect tense, future perfect tense and simple past tenses are the most commonly problematic writing skills by the learners. These issues are linked to the difficulties of employing the appropriate aspect and tense in the appropriate context, interference from second languages, a lack of repetition in practice, and student’s level of language proficiency. In addition, it is recommended that teachers employ various methods that are appropriate to teaching tenses to help students develop their writing abilities.

On the Role of Speech In Psychoanalysis: Revisiting Lacan's "Function and Field".

A number of underutilized concepts in Lacan's "Function and Field of Language and Speech in Psychoanalysis" are examined with an eye to rendering them accessible and practicable to analysts from outside the Lacanian tradition. The concepts of empty and full speech are discussed, along with the notions of the subject of the unconscious, and speaking as itself a mode of intersubjectivity. Attention is afforded the future-oriented mode of psychic temporality that Lacan argues pertains to psychoanalytic practice (that of the future anterior tense, the standpoint from which analysands situate themselves in respect of what they "will have been"). These concepts are then linked to technical initiatives-such as punctuation (the "editorial" role the analyst plays in reference to the analysand's speech) and scansion (the use of suspension, interruption, or cutting to highlight facets of that speech). These techniques can be read as extensions of Freud's fundamental rule of free association insofar as they aim to disrupt defensive ego narratives, engage unconscious processes, and draw analysands' attention, in a potentially transformative manner, to their speech and what it does.

Secondary Functions of Tenses in Italian Comedies of the XVI Century

At its present stage, the Italian language of informal communication seems to demonstrate a lot of innovations. For example, the colloquial use of verb tenses is limited to Presente Indicativo, Passato Prossimo or Passato Remoto, Imperfetto, and Trapassato Prossimo. The obvious simplification of the verb system eventually expands the functions of each tense. However, a diachronic analysis may prove that this process is not as innovative as it seems. This research featured Italian comedies of the XVI century, which saw the emergence of a unified state language. The comedies provide a valuable research material: in pursuit of comic effect, their texts often imitated the contemporary colloquial speech. As a result, they yield a lot of valuable examples of everyday communication of previous centuries. Characters that portrayed lower-class people often used tenses in their secondary functions, e.g., they replaced the subjunctive with the indicative, used the present to indicate the near future, formulated polite requests with the help of the imperfect, the functions of the future tense were narrowed down to an epistemic modality, etc. Therefore, the modern Italian language is not developing new constructions: it is undergoing a re-standardization, where colloquial phenomena are gradually becoming a norm. The prescriptive norm is being replaced by a descriptive one, which reflects the actual speech of native speakers.

The effect of future-time referencing on pro-environmental behavior

Can the way a language encodes time influence speakers’ pro-environmental behavior? In a controlled experimental setting, we take advantage of a linguistic feature of the German language that allows speakers to use either the present or future tense when referring to an event in the future. Depending on the treatment, participants read a text about the future impacts of climate change and tree planting written in either the present or future tense. We then measured pro-environmental behavior using an incentivized task that represents a trade-off between individual immediate financial rewards and planting trees as long-term environmental gains. The results reveal a positive effect of future tense marking on the number of trees planted. We discuss construal level theory, timing precision, future orientation, and certainty of the occurrence of future climate events as potential mechanisms to explain why future-time referencing might affect individual pro-environmental behavior.

AN ANALYSIS OF TRANSLATION SHIFT IN ENGLISH-INDONESIAN TRANSLATION OF ERAGON MOVIE

The objectives of this research are to identify the types of translation shifts present in the Eragon movie and to determine their frequency. The data will be collected from the dialogues in the movie. As a basis for this research, there is translation shift theory used, namely the translation shift theory of Catford (1965. In analyzing the data, the author uses a qualitative research methodology with a case study research design. This research identified translation shift occurrence in 599 dialogues and selected 12 samples for detailed analysis and discussion. The findings of the analysis indicated the presence of both Level Shift and Category Shift in the dialogues. The Level Shift is based on grammatical structure, they are Present Perfect Tense, Past Perfect Tense, Past Continuous Tense and Future Tense. The second shift found is Category Shift which consists of four types, they are Structure Shift, Unit Shift, Class Shift and Intra-System Shift. Overall, the results of this research demonstrate the occurrence of both Level Shift and Category Shift in the Eragon movie.

Early verb production in Nungon.

This brief research report presents a comparison of the early verb productions of four children acquiring the Papuan language Nungon as a first language. A previous case study examined only verb productions of the child TO; these are now compared with those from three other children, studied from ages 1;1-2;7 (non-dense corpus; one child, AB) and ages 2;4-2;7 (dense corpora; two children, MK and MF). Two of the most striking features of TO's early verb productions are shown to be outliers relative to the other three children: her 'root nominals' stage and her delayed near future tense production. Neither of these is transparently linked to patterns in her parents' child-directed speech. The other children also display differing strategies into language production. The dense corpus is beneficial for catching tokens of less-frequent inflections, but the frequent long recording sessions may be difficult for at least one child to tolerate.

Towards a unified analysis of past and future tenses

While the literature has often highlighted the differences between the defining features of past and future tenses, little attention has been paid to the similarities that bring these linguistic forms together. Taking European Portuguese data as a point of departure, it was my goal in this paper to investigate some of the correspondences that arise between these structures. So, I will endorse the idea that, in both the past and the future domains, there are equivalent strategies to perform temporal location. Thus, tenses, such as the Pretérito Imperfeito do Indicativo (Imp) in the past or the Futuro Simples (FS) in the future, which do not display relevant temporal constraints beyond the mere location of an eventuality in an interval before or after t0, interact with and are more easily influenced by other semantic categories, namely aspect and modality. On the contrary, tenses that require more evident temporal restrictions, in particular the imposition of final or initial boundaries to the situations with which they are combined, such as the Pretérito Perfeito Simples (PPerf) or the construction ir (‘go’) + Infinitive, have in common that they are less permeable to the influence of other external factors, with temporal location being their most prominent meaning.

Exploring the Potential of a Popular EFL Textbook to Foster Both Sustainability Awareness and Competencies among ESD Learners: A Content Analysis Approach

To demonstrate the potential of the fifth edition of the Headway EFL textbook as a means to cultivate sustainability awareness and competence in Education for Sustainable Development (ESD), this study aims to identify themes related to the Sustainable Development Goals (SDGs) within the textbook. The secondary objective is to identify grammatical concept exercises that can function as a means of augmenting sustainability competencies. Drawing on constructivism research philosophy, this study utilized a content analysis approach to identify themes and patterns of SDGs in the textbook. This involved connecting language skill development (reading, listening, writing, and speaking) within every topic unit of the textbook with each of the 17 Sustainable Development Goals (SDGs). Furthermore, we focused on identifying and correlating different grammatical tasks that have the potential of enhancing students’ anticipatory, system-thinking, normative, strategic, and interpersonal sustainability competencies. The findings indicated that, with the exception of SDGs 6 and 1, all of the remaining 15 Sustainable Development Goals (SDGs) are depicted throughout the six levels of the textbook. In addition, it was revealed that exercises pertaining to grammatical concepts, including passive voice, pronouns, conjunctions, adjectives, and emphatic language, simple future tense, serve as significant predictors and enhancers of the five core competencies of sustainability. The present study sheds more light on the current understanding of sustainability awareness and competencies that are crucial for advancing Education for Sustainable Development (ESD) initiatives across various levels of the educational system.

Cutting Across Time: Oblique Editing in <i>Arrival</i>

"Cutting Across Time: Oblique Editing in Arrival" names, models and analyzes a particular editing technique through which Denis Villeneuve’s science fiction film generates the effect of time travel. “Oblique” editing disrupts linear time by opening the film image to the multitemporal pull of the future perfect tense (this will be, and this has been).

Closing the Loop: Bridging Machine Learning (ML) Research and Library Systems

This article argues that if libraries are to take leadership in conversations about the ethics and application of machine learning (ML) to cultural materials, they must move beyond the "perpetual future tense" of most library ML proposals and experiments, narrowing the gap separating promises that ML will enhance discoverability for library materials and the library systems through which most users encounter those materials. Even as ML methods have grown more powerful, nuanced, and sophisticated, ambitious hopes that ML might help better identify and describe vast library collections have been largely unmet, at least from the perspective of library patrons, researchers, and students. To address this gap, the article argues that libraries and ML researchers should work together to develop iterative, experimental, and even speculative interfaces that allow users to explore collections through ML-derived patterns that can enhance library data while educating users about ML processes, decisions, and biases.

The Use of Types of Tenses in The Subtitles of Muniba Mazari Speech

The study aimed to find out the types of English tenses found in “We All Are Perfectly Imperfect” speech. The descriptive qualitative method was applied in analyzing the data. For collecting the data, this study used observation and documentation method. This study applied Cowan’s theory (2008) to find out the types of English tenses. Those are three types of tenses: past, present, and future tenses in which each having four tense aspects with twelve tense aspects in total. The result of this research study shows that there are seven types of tense aspects come from those three main tenses present, past and future tenses that were found in this speech. In present tense there were simple present, present continuous, present perfect and present perfect continuous tense with total 115 data (48,0%). In past tense there were simple past, and past continuous tense with the total 111 data (46,0%). Then in future tense there was type of simple future tense with 14 data (5,8%). The finding shows that the most dominant type of the tenses found in the speech “We All Are Perfectly Imperfect” is the type of present tense because the speaker in the speech mostly talking about something in the present moment and then the lower number of the data found is the type of future tense with percentage because the speaker was rarely talking about something that is prediction to happen in the future time.

Comparison of Acquisition of Tense Markers in Oral and Written Language in Bilingual Children

Abstract: Tense acquisition plays a crucial role in the language development of children. Tense refers to the grammatical expression of time in a sentence, which can be in the past, present, or future. Children begin to learn about tenses from a very young age and gradually acquire the ability to use them accurately as they develop their language skills. The present study aims to describe the comparison of the acquisition of tense markers in the oral and written language of 8 to 12-year-old MalayalamEnglish bilingual children. The study involves 20 typically developing children, studying in regular schools with English as the medium of instruction. Two tasks were selected, which included oral and written picture descriptions and narration. The results revealed that, in 8 to 10-year-old children, the acquisition of the simple present tense for both oral and written tasks in Malayalam and English was non significant and the acquisition of the simple past tense for both tasks in Malayalam and English was significant. However, the acquisition of the simple future tense in oral tasks for both languages was significant, while the written performance for future tense acquisition in both languages was non significant. For children aged 11 to 13 years, the acquisition of the simple present tense for oral and written tasks in Malayalam and English was inconclusive and the acquisition of the simple past tense for oral and written tasks in both Malayalam and English was non significant. The acquisition of the future tense for oral tasks was significant whereas for written tasks, it was inconclusive in both languages.

The Dynamics of the Past and Future Tense Expressions in Dagbani

This paper discusses the degree of remoteness in Dagbani, a Mabia (Gur) language of the Niger-Congo language family spoken in Northern Ghana. The degree of remoteness has been discussed in Dagbani (Olawsky1999; Bodomo 2001; Botne 2012; Bodomo 2018). According to the scholars mentioned above, the verbal particles; sa, di and daa mark degree of remoteness in Dagbani. However, these scholars have not discussed all the possible means degree of remoteness can be expressed in the language. The time adverbials, the proximity markers, yɛ̂n and yólí, and others are not looked at. This paper, therefore, moves a step further to discuss the possible remoteness distinctions that are part of the ways tense is expressed in Dagbani. The paper uses Comrie’s (1985) conceptualisation of tense in human language in the discussion. Comrie’s explanation of the phenomenon shows that in some languages, the degree of remoteness is expressed using the time adverbials and other particles. Eliciting data from eight people in Tamale and Yendi, and existing literature, I support my intuition as a native speaker to demonstrate that the time adverbials and other particles either than only daa, sa and di express degree of remoteness in both past and future tenses in Dagbani.

Clitic Placement and the Grammaticalization of the Future and the Conditional in Old Catalan

The romance future and conditional tenses are the result of the grammaticalization of Latin periphrasis, mainly cantāre habeō. In some medieval Romance languages, including Catalan, two types of forms existed: synthetic forms (faré ‘I will do’) and analytical forms (fer-lo he ‘I will do it’). Analytical forms do not present univerbation and are thus less grammaticalized than synthetic forms. The present work aims to study the distribution of synthetic and analytical forms diachronically. A diachronic corpus (11th c.–16th c.) was compiled to serve this purpose. According to the syntactic restrictions of clitic placement, analytical forms could appear in the same syntactic environments than synthetic forms with postverbal pronouns (faré-lo ‘I will do it’). Therefore, only those contexts are analysed to assess the degree of grammaticalization. Some recent works point out that the grammaticalization of future and conditional was more advanced in the eastern languages of the Iberian Peninsula, such as Catalan, than in the western ones. The results from our corpus confirm these differences. In addition, the data show another grammaticalization process: the evolution of clitic placement towards a fixed preverbal position.

THE ANALYSIS OF TENSES USED IN A CHILDREN BOOK; THE-NOT-SO-PERFECT PRINCESS-AND-NOT-SO-DREADFUL-DRAGON WRITTEN BY JAYNEEN SANDERS

A grammatical term in English used to show an action has happened, is happening, or about to happen is called tenses. The main tenses in English are past tense, present tense, and future tense. Tenses are used in writings and non-writings. This research was conducted to find out the tenses used in the children book entitled The-Not-So-Perfect Princess-and-Not-So-Dreadful-Dragon written by Jayneen Sanders. This was analyzed using Betty Schrampfer Azar’s Theory. The method used in this research was qualitative method. The result showed that there were 66 data that consist of 38 data for past tense, 25 data for present tense, and 3 data for future tense. Past tense was used in narrative meanwhile present tense and future tense were used in directive sentences. The sentences in past tense described the characters and the events. The present tense described what the characters are feeing and stated a fact. Lastly, the future tense described the worries the characters feel.

Exploring intellectual humility through the lens of artificial intelligence: Top terms, features and a predictive model

Intellectual humility (IH) is often conceived as the recognition of, and appropriate response to, your own intellectual limitations. As far as we are aware, only a handful of studies look at interventions to increase IH – e.g. through journalling – and no study so far explores the extent to which having high or low IH can be predicted. This paper uses machine learning and natural language processing techniques to develop a predictive model for IH and identify top terms and features that indicate degrees of IH. We trained our classifier on the dataset from an existing psychological study on IH, where participants were asked to journal their experiences with handling social conflicts over 30 days. We used Logistic Regression (LR) to train a classifier and the Linguistic Inquiry and Word Count (LIWC) dictionaries for feature selection, picking out a range of word categories relevant to interpersonal relationships. Our results show that people who differ on IH do in fact systematically express themselves in different ways, including through expression of emotions (i.e., positive, negative, and specifically anger, anxiety, sadness, as well as the use of swear words), use of pronouns (i.e., first person, second person, and third person) and time orientation (i.e., past, present, and future tenses). We discuss the importance of these findings for IH and the value of using such techniques for similar psychological studies, as well as some ethical concerns and limitations with the use of such semi-automated classifications.