Knowledge Of Tense Research Articles

The Effect of Using Metatalk Activity on Iranian Intermediate EFL Learners' Knowledge of Tense

The present study aimed to investigate the effect of metatalk activity on Iranian Intermediate EFL Learners' Knowledge of Tense. 60 intermediate institute learners took part in this experiment. They were randomly chosen from among a population of intermediate via an PET test score of at least on standard deviation below the mean. They were then randomly assigned into two experimental and control groups of 30. A pretest of English grammar was administered to both groups, then they were taught grammatical tenses for 8 sessions but with different methodologies: the experimental group was treated with metatalk activity while the control group received traditional method. A posttest of grammar was then administered to both groups. The data of the study were analyzed using the independent samples t-test and correlation coefficient. The results demonstrated that Iranian EFL learners in the experimental group received higher knowledge of tense score after being treated with metatalk activity for 8 sessions.

Knowledge of Tense in Dementia of the Alzheimer Type

Knowledge of Tense in Dementia of the Alzheimer Type

Finiteness systems and lexical aspect in child Polish and English

The purpose of this research was to discover how the aspectual properties of predicate structure influence the acquisition of agreement and tense morphology in Polish and English. We investigated the corpora of six children learning each language by tracking the emergence of their verb morphology within a set of predicates in each of three categories, i.e., stative, dynamic-atelic, and dynamic-telic. We used contrast as a measure of acquisition, e.g., past versus nonpast. In Polish, the age of the initial contrast in agreement and in tense was very similar for dynamic predicates, and agreement emerged before tense in stative predicates. In English, contrasts in tense preceded contrasts in agreement for dynamic predicates, but the pattern of acquisition was the same for stative predicates. The interaction of grammatical and lexical aspect permeated the pattern of the acquisition of the finite morphology. For stative predicates, finite contrasts occur exclusively in the imperfective aspect in Polish and exclusively in the nonprogressive aspect in English. In Polish, finite contrasts for atelic predicates were very likely to be found in the imperfective aspect and telic predicates in the perfective aspect. The related pattern in English was much less distinct. In Polish, when a contrast in agreement (e.g., 3rd versus 1st person singular) coincided with a contrast in tense (e.g., past versus future), all of the children demonstrated the capacity to immediately (i.e., without further development) produce the agreement contrast in both tenses. These findings indicate that the children are acquiring their knowledge of tense and agreement in a systematic manner driven by the acquisition of predicate-argument structure.

Young Children's Understandingof Present and Past Tense

Three age groups were tested for their understanding of present and past tense in the auxiliaries will and did, copula be, and progressive be. Children saw scenarios or pictures and responded to an experimenter's "show-me" requests based on the tense-non-past or past-of the verb in the request. For two groups (sixty-four 2- and sixty-four 3-year-olds), some children also heard temporal adverbs. The 2-year-olds successfully distinguished auxiliaries will/did and copula is/was, performing marginally on the progressive; adverbs produced no additional benefit. The 3-year-olds successfully distinguished all contrasts and showed more benefit of adverbs. The nine 4-year-olds performed at ceiling on all contrasts. The results suggest that knowledge of tense is neither localized to special lexical elements nor semantically based. From the beginning of combinatorial speech, children's grammars include a syntactic tense marker that is independent from aspect and include the syntactic category verb.