This study aims to investigate the implementation of Genre-Based Pedagogy (GBP) operationalised through the Teaching and Learning Cycle (TLC) supported by animated videos in teaching recount-text writing at the junior secondary level. Specifically, it focuses on: (1) how the implementation of GBP/TLC with animated videos affects students’ ability to write recount texts, and (2) how students respond to the instructional activities in terms of their engagement, linguistic challenges, and reliance on teacher and peer support. The study employed a Classroom Action Research design conducted over two cycles in one class of Grade 9 students at a junior secondary school in Purwakarta, involving approximately thirty learners. Data were collected through students’ written texts, classroom observations, reflective journals, and semi-structured interviews. Students’ writings were analysed descriptively based on content, organisation, vocabulary, grammar, and mechanics, while qualitative data were analysed thematically. The findings indicate that the implementation of GBP/TLC with animated videos effectively improved students’ recount-text writing. Students developed clearer genre awareness, produced more coherently organised texts following the orientation–events–reorientation pattern, and showed more accurate use of simple past tense forms and temporal connectives. In addition, students responded positively to the lessons; they reported higher levels of engagement, motivation, and interest, particularly when learning was supported by animated videos and collaborative activities. Nevertheless, they continued to face challenges related to vocabulary choice, grammatical accuracy, and cohesion, which required ongoing scaffolding from teachers and peers. Overall, the study suggests that integrating GBP/TLC with animated videos is a promising approach to enhancing students’ recount-writing ability and fostering more positive attitudes toward writing in the junior-secondary EFL context.

Politeness has garnered the attention of many scholars worldwide, who have focused on the types of face-threatening acts and the strategies employed to mitigate them. Despite extensive theorisation of politeness, empirical studies in many African languages remain scarce. This study analyses the politeness strategies used by Matengo speakers to mitigate face-threatening acts (FTAs) in casual conversations. The research adopted a qualitative, descriptive design and was conducted in Mbinga District, Ruvuma Region, Tanzania. Data were collected through audio recording of naturally occurring conversations, participant observation, and semi-structured interviews with Matengo native speakers. The interviews were intended to confirm the information collected through participant observation. A total of ten conversational transcripts and interviews with fifteen informants were analysed using thematic analysis. The findings reveal that Matengo speakers employ a range of politeness strategies to mitigate FTAs. The strategies include the use of past tense forms when making requests, plural personal pronouns with singular reference, the politeness clitic oti/ote ‘please’, diminutive morphemes ka- and tu-, and traditional specific address names. These strategies function to minimise imposition, signal deference, and protect the negative face of interlocutors. The study further demonstrates that politeness in Matengo is strongly shaped by social variables, including age, kinship relations, marital status, and relative power, resulting in a predominance of vertical politeness over horizontal solidarity-based politeness. This study, therefore, provides insights into how Matengo speakers maintain respect, harmony and order within their community. Furthermore, the findings document linguistic practices that may be at risk of change due to language contact.

The paper offers a novel analysis of deverbal, copulaless predicative forms derived with the suffix -(e)mi̮n in Udmurt. These have commonly been referred to as resultative participles in the literature, but have also been analysed as predicates of passive constructions and as perfects. The main question was whether a uniform analysis can be provided. The objective was to investigate whether -(e)mi̮n constructions show the same behaviour in 19th century folklore data and in contemporary corpus data. Results show that while all examples in the old data can be analysed as resultatives, -(e)mi̮n constructions have a heterogeneous use in contemporary Udmurt: the resultative use prevails, but some instances can be analysed as actional passives, others as perfects and still others as past tense forms. I argue that diachronically, the primary function of -(e)mi̮n forms was the expression of resultativity, and the synchronic heterogeneity is the reflection of two ongoing and typologically common grammaticalization processes: resultative > passive and resultative > perfect > past tense.

This thesis investigates the types and dominant errors made by tenth-grade students of MA Nurussalam Tetebatu in the academic year 2024/2025 when writing recount texts, specifically focusing on their use of the past tense. Writing is identified as a challenging skill for English as a Foreign Language (EFL) students in Indonesia, often leading to grammatical errors, particularly in recount texts which necessitate the use of past tense to retell events. The study categorized errors into four main types: omission, addition, misformation (selection), and misordering. Employing a descriptive quantitative research design, the research involved a sample of 62 students from classes X.2 and X.4, selected using cluster sampling from a total population of 130 tenth-grade students. Data was collected through a writing test where students composed a recount text titled "My Past Holiday". The analysis involved identifying, describing, and explaining the observed errors to understand their underlying causes, such as first language interference or a lack of conceptual understanding. The findings revealed that misformation was the most dominant error type, accounting for 53.85% of all errors. This research provides valuable insights into the persistent challenges students face in mastering English grammar, particularly past tense forms, and aims to serve as a foundation for improving teaching strategies for writing recount texts.

Systemic lupus erythematosus (SLE) is an autoimmune disease characterized by chronic inflammation and excessive lymphocyte activation, requiring accurate monitoring of disease activity. This study aimed to analyze the differences in lymphocyte levels between active and inactive SLE patients receiving methylprednisolone therapy. The methodology involved measuring lymphocyte counts from patients’ venous blood samples, followed by classification based on the MEX-SLEDAI score as an indicator of disease activity. Data were then analyzed to determine significant differences between the two groups. The results demonstrated that patients with active SLE had significantly lower lymphocyte counts (mean 838.35/μL) compared to inactive patients (mean 1957.65/μL). These findings indicate that a decrease in lymphocyte levels is closely associated with higher disease activity, suggesting that lymphocyte count may serve as a potential indicator of SLE activity. In conclusion, lymphocyte levels can be considered a useful parameter for assessing disease activity in SLE patients undergoing methylprednisolone therapy. This study provides valuable insight for clinical diagnosis and disease activity monitoring. Times New Roman 9 pt and single space. The abstract should contain the background, objectives, methodology, results, and conclusions. The abstract should contain background, objectives, methodology, results, and conclusions and be written in each opening paragraph. The abstract should not contain tables/images without including a citation. The use of abbreviations should be minimum except for units. Objectives and methodology are arranged in the form of past tense, while the results and conclusions in the form of simple present tense.

This research examines the impact of the age of second language acquisition (AoA) on grammatical accuracy in Russian-English bilinguals, specifically addressing the distinction between Past Simple and Present Perfect tenses. These tenses present unique challenges for Russian speakers, as Russian employs a single past tense form, leading to frequent L1 transfer errors in English. Through a mixed-methods approach including a comprehensive literature review, participant background questionnaires, and grammaticality judgment tests the study identifies gaps in existing research on AoA effects in Russian-English bilingualism and proposes new experimental directions. Administered via the Edvibe platform, the experiment involved 13 participants (6 early bilinguals: AoA <10 years; 7 late bilinguals: AoA >10 years) completing a tailored course, Blogs Unlocked: Past and Perfect Tenses, with pre-, mid-, and post-tests. Results revealed that while early and late bilinguals did not significantly differ in final grammatical accuracy (p = 0.102), late bilinguals demonstrated statistically greater improvement between pre- and post-tests (p < 0.001 vs. p = 0.042 for early bilinguals), suggesting AoA correlates with the rate of grammatical precision enhancement. This underscores the complexity of bilingual language processing, with implications for pedagogical strategies targeting specific grammatical challenges in L2 learners. The study contributes to psycholinguistic, sociolinguistic, and neurolinguistic discourse on bilingualism, advocating for further investigation into factors like language exposure and cognitive abilities. This research will be of particular interest to educators and curriculum designers developing grammar instruction for Russian-speaking learners of English.

The background of this research is centered on the writing text of students learning English as a Foreign Language (EFL) in Eastern Indonesia, where students face challenges in expressing their ideas because of the lack of effective teaching methods. This study aims to improve EFL students' problem-solving text writing and express their idea by helping them develop ideas grounded in their personal experiences. To achieve this, the research focuses on analysing ideational meaning through transitivity, participants, processes, and circumstances, in Systemic Functional Linguistics, to know students’ ideas through writing. Qualitative and quantitative method were used to analyze the data. The main result adduces ideational meanings in material process represent problems and solutions, such as indifference, defection, negligence, abandonment, laziness, fatigue, breakthrough, hope, struggle, persistence, pride, achievement, determination, courage, and encouragement. Most frequently used participant is I, referring to most of these students and the problems and solutions they face and implement. The most widely used circumstances are time and accompaniment. This research result is different from the theory raised by Gerot and Wignell, which state that the most dominant circumstances and tense in expository text are time, cause and present. Additionally, past tense forms are observed in some clauses in the problem-solution texts. The theoretical contribution of this study is to apply SFL as a model of language use that use material processes to obtain ideational meaning as a function, while the practical contribution is to help students be more courageous in writing English and to express their ideas, experiences and goals more easily. The pedagogical contribution of this study is to apply SFL as a model and use descriptive language to examine how linguistic choices reflect social contexts and their functions in students' lives in advancing their learning.

This study aims to explore the relationship between students’ mastery of past tense and their ability to write about past experiences. A total of 40 eleventh-grade students participated in the research. Data were collected through two written assessments: a grammar test focusing on past tense usage and a writing task that required students to retell a story using appropriate tenses. The grammar test included multiple-choice questions and sentence transformation items, while the writing task offered four topics from which students chose one. The results of the grammar test revealed a mean score of 4.3, which falls into the “Poor” category. This indicates that students generally struggle with understanding and applying past tense forms correctly. On the other hand, the writing assessment showed a mean score of 6.9, classified as “Fairly Good.” This suggests that, despite limited grammar mastery, students were moderately successful in expressing ideas about past events in written form. To determine the strength of the correlation between the two variables, the Pearson Product-Moment Correlation Coefficient was applied. The analysis resulted in an r-value of 0.497, indicating a moderate positive correlation between past tense mastery and writing performance. These findings highlight the importance of integrating targeted grammar instruction with writing practice to enhance students’ overall writing proficiency, particularly in expressing past experiences.

ABSTRACT This paper reports on a small-scale, naturalistic corpus study of the development of children's verbal inflectional morphology in Pitjantjatjara, an Indigenous language of Central Australia with a large yet regular verbal paradigm. We followed recent recommendations for initial sketch descriptions of under-resourced languages and analyzed a 5-hour corpus of caregiver–child interaction with five focus children between the ages of two and four. Results suggested three broad stages in order of emergence: children initially used verbs in imperative, present, and past tense forms; they then showed increasing lexically-specific inflectional range within this ‘core group’ of categories; and finally, all but one remaining member of the nine-category paradigm were observed, at around age three. Notably, a nominalizing suffix was observed early, showing comparable frequency to the core inflections in the later stage. Verbs overwhelmingly corresponded to inflected forms in all sessions, although children frequently omitted word-medial stem augment syllables in a prosodic distribution. Overgeneralization between inflectional classes was rare, with just one example identified. These results provide an indication of the pathway toward productive use of the Pitjantjatjara verbal system, and contribute to the documentation of children’s communication development in Australian Indigenous languages and the growing literature on the acquisition of rich morphology.

This study aims to analyze the fi’il tsulatsi mujarrad (trilateral basic verbs) in surah Yasin based on their morphological patters and functional distribution within the contekxt of the verses. Fi’il tsulatsi mujarrad refers to basic verbs in arabic consisting of three original root letter without any additions and serves as a fundamental element in the science of sharf (arabic morfologi). Using a descriptive qualititave verbs (fi’il mazid) in surah Yasin. The findings indicate that the past tense form (fi’il Madhi) is more dominant than the present tense form (fi’il mudhari). Several frequently recurring verbs highlight their essential role in conveying the massages of the Al-Qur’an. The analysis also reflects on actions and serves as a referense for understanding the basic meanings in morphological analysis. This study is expected to contribute to a deeper understanding of the qur’anic language and support Arabic language learning through the Al-Qur’an.

The study focuses on the past tense morphology of North American Icelandic to answer the questions of how faithful the past tense construction is to the pre-immigration variety, in what way the speakers deviate from the expected past tense form, and whether they tend to overgeneralize one verb formation over another. The results show that the tense system is still quite robust and that deviations are rare. When deviations do occur, the speakers tend to use another form of the verb from elsewhere in the verbal paradigm, rather than overgeneralizing particular past-tense rules.

This study investigates style shifting in second language (L2) acquisition by focusing on the impact of planning time on the accuracy of the past-tense morphology in narrative discourse. Grounded in theories of cognitive processing and variability in L2 performance, this study examines the acquisition experience of an intermediate L2 English learner to explore variability in the use of three past-tense morphemes: regular past tense (e.g., walked), irregular past tense (e.g., went), and past copula (e.g., was). Data were collected using three tasks: a written narrative and two oral narratives designed to elicit varying degrees of planning time. The results revealed significant style shifting, with regular past-tense forms showing the greatest variability and declining accuracy within the reduced planning time. The irregular past-tense forms remained relatively stable, whereas copular past-tense accuracy exhibited moderate variability. Statistical analyses confirmed a significant effect of task type on regular past tense accuracy (F(2, 36) = 8.76, p < 0.01), with post-hoc tests indicating higher accuracy in the planned tasks. These findings highlight the cognitive demands of rule-based morphology for spontaneous speech. This study offers practical implications for L2 instruction, emphasizing the importance of pre-task planning, targeted feedback, and metacognitive strategies in enhancing learners’ grammatical accuracy. As this study focuses on a single learner, it provides detailed insights into individual variability, although further research with a larger sample could provide more generalizable findings.

This article focuses on the question of the usability of grammatical information in Russian and Polish translation dictionaries. A functional classification of Russian verb lexemes based on their past tense forms within a lexicographic context has been proposed, followed by an analysis of the solutions in three major translation dictionaries with the indicated languages. The study reveals cases of insufficient and inconsistent notation of past tense forms.

Introduction. As of today, the grammatical and temporal semantics of the past tense verb forms in the Udmurt language, traditionally designated as “1st past tense” and “2nd past tense”, remain insufficiently studied in academic and scholarly literature. The main difference between these grammatical forms, according to the normative grammars of the Udmurt language, is the presence of an evidential seme in the 2nd past tense. However, information on the nature of the flow of each of the two grammatical tenses, i.e. on the temporal semantics, is missing. The purpose of the research is to identify the meanings expressed by the synthetic forms of the past tense of the Udmurt verb, as well as to specify their similarities and differences. Materials and Methods. The material for the study consisted of sentences from literary Udmurt texts, extracted from the National Corpus of the Udmurt language. More than 5,000 instances of verb usage in synthetic past tense forms were analyzed. The methodological framework of the study included the methods of continuous sampling, contextual analysis, typological, and descriptive approaches. Results and Discussion. The paper presents, for the first time, an analysis of two synthetic forms of the past tense verb in the Udmurt language from the perspective of temporal and evidential semantics. The temporal semantics of the forms considered are identical: both can express perfect meanings (statal perfect, actional perfect, past with future meaning) as well as aorist meanings (indifferent past and narrative past). A distinctive feature of the Udmurt preterite is its ability to convey additional temporal meanings when combined with other grammatical categories of the Udmurt verb. Regarding evidential semantics, one form is evidentially neutral, while the other expresses the meaning of indirect evidentiality. Conclusion. The forms we have examined can be identified as a preterite with fairly broad temporal functionality. From the perspective of evidential semantics, it is confirmed that the key difference between these two verb forms lies in the presence of an evidential seme in one of them. According to grammatical typology, the 1st past tense can be designated as the indicative preterite, while the 2nd past tense can be referred to as the evidential preterite. Further research into these grammatical forms and their inter-categorial relationships will significantly expand our understanding of the Udmurt verb tense system.

Suomen kielen kiistattomia moduksia ovat indikatiivi, imperatiivi ja konditionaali. Kiistattomana on pidetty myös potentiaalia, vaikka nykysuomen potentiaali pohjautuu lähinnä vain itämurteisiin, joissa sen perinteiset tehtävät ja osin myös muodot ovat melko toisenlaisia kuin nyky-yleiskielessä. Potentiaalin vieraudesta kertoo sekin, että sen muodostaminen tuottaa usein vaikeuksia koululaisille ja muille yleiskielen normeja tavoitteleville. Artikkelissa kuvataan ja arvioidaan eräitä potentiaalin marginaalisia, lähes huomiotta jääneitä edelleenkehittymiä, joiden olemassaolo haastaa koko potentiaalin modusstatuksen. Siinä ei niinkään tarkastella potentiaalin tavallisinta käyttöä finiittisissä muodoissa, vaan muotoja, joissa potentiaalin ne-tunnusta seuraa esimerkiksi konditionaalin isi-tunnus (johtuneisiko perhetaustasta), preesensin partisiipin tunnus -vA (tiukasta julkaisuaikataulusta johtuneva keskeneräisyys) tai referatiivimuodon tunnus -vAn (Hän pohtii ilmiön johtunevan siitä, että – –). Muoto johtuneisi edustaa 1800-luvulla kirjakieleen tarjottua potentiaalin ja konditionaalin yhdistävää modusta, niin sanottua eventiiviä, joka ei vieläkään ole kokonaan kadonnut. Partisiippimuodon johtuneva kaltaiset potentiaalitunnuksen sisältävät partisiipit ovat lähes tuntemattomia, referatiivimuoto johtunevan vielä tuntemattomampi. Artikkelissa keskitytään kirjoitetun nyky-yleiskielen synkroniseen tarkasteluun. Tutkimus edustaa laadullista aineistoesimerkein tuettua tutkimusta; valtaosa esimerkeistä on yleiskielisistä uutis- ja lehtiteksteistä. Tutkimusaiheen taustan ja tutkimushistorian esittelyn jälkeen kuvataan runsain esimerkein, että nykysuomessa on kirjava joukko potentiaalitunnuksen sisältäviä verbimuotoja – edellä mainitut johtuneisi, johtuneva ja johtunevan, mutta myös turvauduttaneva, saatanevan, riittänemään, kallistunemassa, johtuni ja johtunea – joita on vaikea sovittaa perinteiseen käsitykseen siitä, mikä potentiaali on. Havaittuja ilmiöitä arvioidaan myös pienen kyselytestin valossa ja lopuksi pohdiskellaan sitä, miten tällaisia muotoja ja koko potentiaaln olemusta voi yrittää ymmärtää. Lopputuloksena esitetään, että mikäli perinteistä moduksen käsitettä ei radikaalisti muokata, potentiaalia ei voi suinkaan pitää yksiselitteisenä moduksena, vaan kenties pikemminkin lähinnä johto-opin alaan kuuluvana ilmiönä. The so-called potential mood in Finnish – not a mood after all? The morphological moods of the Finnish language include the indicative, the imperative and the conditional mood. The pervading view is that the fourth mood is the so-called potential mood, though in contemporary standard literary Finnish the potential is quite different from those of the traditional vernaculars, where it belongs mostly to the eastern dialects of the language, and its morphology often poses difficulties for schoolchildren and others who have not mastered standard literary Finnish. This article describes and evaluates a number of marginal and often fully overlooked innovations in the use of the so-called potential, the existence of which ultimately challenges the status of the potential as a mood. Instead of focusing on the most common, finite forms of the potential, the article looks at forms in which the potential marker -ne- is followed by the conditional mood marker -isi- (e.g., vieras saapu-ne-isi huomenna guest arrive-pot-cond.3sg tomorrow ‘the guest would probably arrive tomorrow’), the present participle in -vA (e.g., huomenna saapu-ne-va vieras tomorrow arrive-pot-ptcp.prs guest ‘the guest that will probably arrive tomorrow’) or the infinitive-like non-finite “referative form” in -vAn (e.g., usko-n vieraa-n saapu-ne-van huomenna believe-1sg guest-gen arrive-pot-inf ‘I believe that the guest will probably arrive tomorrow’). Forms like saapu-ne-isi where the potential marker is followed by the conditional marker have been dubbed the “eventive” mood, and in the 19th century such forms were advocated as a part of standardised literary Finnish; while they were never officially adopted, such forms still marginally exist. Participles with the potential marker -ne- (e.g., saapu-ne-va arrive-pot-ptcp.prs) and especially the infinitive-like non-finite in -vAn (saapu-ne-van) are all but unknown in previous descriptions of the language. This article focuses on a synchronic analysis of contemporary written Finnish. In this corpus-exemplified qualitative study, most of the examples presented are taken from the ordinary written standard language as used in contemporary media. With a wealth of examples, the article shows that in texts that otherwise represent the standardised language, there is also a diverse range of non-standard potential forms in use. In addition to the afore-mentioned saapuneisi, saapuneva and saapunevan, there are also corresponding passive potential non-finites as well as other, even more marginal potential non-finites, including occasional past-tense forms of the potential. The novel forms described in this article do not fit the traditional view of the potential mood in Finnish. The phenomena observed are also assessed via a small questionnaire. In light of the observations presented, the article questions the received view of the potential as a mood. Instead, it is claimed that unless the traditional notion of mood in Finnish grammar is radically modified, the category dubbed the potential cannot be regarded as a wholly unambiguous mood; rather, we are dealing with a phenomenon that belongs mainly to the realm of derivation instead of inflection.

It is well known that children produce non-adult-like forms during language acquisition. Among these are errors where in the fashion of multiple exponence the child overtly marks an underlying feature or category more than once. In addition, children also produce errors where features that are marked fusionally with one form in the target language are marked separately with more than one form by the child. This paper is concerned with such errors in the domain of English past tense. We present a comprehensive corpus study investigating the frequencies and distribution of different error types, combining both overregularization and overtensing errors, which have previously been studied separately. We then propose an analysis based on Generalized Head Movement (Arregi & Pietraszko, 2021) and Distributed Morphology arguing that errors can be derived from two occasionally occurring underlying mistakes: negligence of secondary features and omission of obliteration. We show how these two mistakes and their interaction can account for the overall differences in error rates and distributions between different error types as well as across different verbs.

This article delves into the intricacies of past participles and their function in complex sentences within the English language. It aims to provide a comprehensive understanding of how past participles are used to create nuance and depth in both written and spoken English. The discussion begins with an examination of the formation and structure of past participles, distinguishing between regular and irregular verbs and their respective participle forms. The article then explores the critical role of past participles in forming perfect tenses, passive voice constructions, and participle clauses, illustrating each function with detailed examples and practical exercises. In addition, common mistakes and misconceptions are addressed, providing clear explanations to help learners differentiate between past participles and past tense forms. Effective teaching strategies are outlined, offering educators practical methods and classroom activities to reinforce learning. The conclusion emphasizes the importance of mastering past participles for achieving advanced language proficiency and encourages further study and practice. By exploring various sentence structures, examples, and common usage patterns, this article offers valuable insights for linguists, educators, and advanced English learners.

Abstract This article discusses the innovations that have arisen during the last several centuries in three pluralizing morphemes in the Basque dialect of Labourd (continental Basque Country). First, I will present the characteristics of Basque auxiliary and synthetic verbs so that we may better understand the three developments that I will then address and analyze: 1) a pluralizer used with transitive verbs that has moved to present tense intransitive verbs by analogy with its occurrence in past tense forms, driven by phonetic similarity; 2) a pluralizer that shows a complex development in its grammar, time and geography, and that we find in the continental Basque Country, but also in the peninsular Basque Country; and 3) a pluralizer that arose in verbs with dative and that came to be used in the transitive verb without dative jakin ‘to know’ only in Labourd.

Types of Verbs in the Azerbaijan and English Languages, Their Role and Meaning in Parts of the Language System Summary The article analyzes the different kinds of verbs in English and Azerbaijani, also analyzes the role and meaning of parts of speech in simple and complex sentences, also personal and unpersonal forms of verbs and their changes in present, past tense forms. Verbal adjectives in English are impersonal forms of verbs, and have both adjective and adverbial characteristics in addition to verb characteristics. As we know, the verb adjective is the present tense form of a) in English-English suffix; b) the past tense verb form of the verb is the adjective form. Key words: English language, types of verbs, Azerbaijani language, comparison, development

This study looks into the most common errors made by students in first grade at SMA 70 when writing narratives, particularly when using the simple past tense. To look into and analyze the mistakes made by the students, the study uses a qualitative descriptive methodology. Samples of first-grade student' narrative writing were used to gather data. The investigation found that 67% of all errors were caused by misformation through analysis. These grammatical mistakes reveal a lack of knowledge and expertise in employing the proper forms of the simple past tense. The results of this study provide information about the precise areas in which students have difficulty when writing narratives, particularly when it comes to verb tense. By being aware of these typical mistakes, teachers can create specific instructional strategies to aid students in developing their narrative writing abilities and advancing their command of the simple past tense.