Past Forms Research Articles

Subject pro-drop and past-tense auxiliary clitics in South-Western Ukrainian

AbstractSouth-Western Ukrainian dialects have retained the option of auxiliary clitics in the formation of the past tense. At the same time, they have past-tense forms without auxiliary clitics as in Northern Ukrainian dialects, and in Standard Ukrainian based on South-Eastern dialects. A sample corpus study suggests that South-Western Ukrainian also shows a higher frequency of subjectpro-drop than Standard Ukrainian. The South-Western Ukrainian pattern presents the precise mirror image of the same two features in South-Eastern ‘Borderland’ Polish. Here, the dialect adopted the option of past-tense forms without auxiliary clitics, next to those with them as in Standard Polish. At the same time, it shows a higher frequency of non-pro-drop than Standard Polish. I argue that these matching facts are the result of long- standing language contact that worked simultaneously in two directions: the increase in the use of an existing dialectal Ukrainian pattern under Polish influence, as well as the increase in the use of an existing dialectal Polish pattern under Ukrainian influence. As a result, both dialects show the same variation between past-tense forms with auxiliary clitics and without them, and they have mutually converging tendencies in subjectpro-drop – the Ukrainian dialect adapting towards Polishpro-drop, and the Polish dialect towards Ukrainian non-pro- drop. The bi-directionality of influence in the SWU dialectal area, thus, goes beyond other, unidirectional language-contact scenarios.

Vilka faktorer predicerar behärskningen av svenskans preteritumböjning? Om finska gymnasieelevers inlärning av femton vardagliga verb

In this study, we examine how Finnish upper secondary students learning Swedish as a second language inflect Swedish verbs in the past tense. We analyze the answers by 351 students to an online quiz regarding the inflection of 15 common verbs using mixed effects logistic regression modeling. Our results indicate that the correctness of the answers in the verb inflection task can be predicted based on a combination of linguistic and extralinguistic variables. Specifically, with respect to linguistic variables, verb frequency and vowel shift (ablaut) are significant predictors of the correctness of the answers, whereas the traditional distinction between strong and weak verbs is not. With respect to extralinguistic variables, the correctness of the answers is significantly predicted by the students’ gender, age/exposure and level of motivation. Furthermore, we demonstrate through error analysis that, initially, many students follow the same pattern for past tense formation; the verbs’ infinitive form is interpreted as their stem and the past tense suffix -de is overgeneralized to most verbs. On a methodological level, we argue that multivariate analyses allow for a more detailed description of the acquisition order of language structures than what has been achieved by less sophisticated quantitative analyses in prior research, and we encourage other scholars to build on our work by expanding it both in terms of the number of verbs as well as the number of predictor variables.

Morphophonological patterns influence regular and irregular past-tense production: evidence from aphasia

ABSTRACT Previous work has demonstrated that the distribution of morphophonological patterns in the lexicon influences how unimpaired speakers inflect novel nonwords (Albright & Hayes [2003]. Rules vs. Analogy in English past tenses: A computational/experimental study. Cognition, 90(2), 119–161). Here, we investigated whether morphophonological patterns impact the language production of a group of individuals with acquired language impairment (n = 16). Using a past-tense production task, we found that both accuracy and error patterns were impacted by the distribution of morphophonological patterns. Participants were more accurate producing regular verbs when more phonologically similar verbs also take the regularised past tense form. Additionally, regularisation errors for irregular verbs (e.g. runned) occurred more frequently when the regularised form occurred more in phonologically similar verbs. These effects occurred across and within allomorphic subgroups of the regular past tense (i.e. stem+/t/, stem+/d/, stem+/əd/). Taken together, these results indicate that speakers are sensitive to the distribution of morphophonological patterns in the language at a high degree of granularity .

Challenges and Problems Faced by EFL Teachers in Teaching Allomorph through Narrative Text

The fact that teaching English in Indonesia is still driven by textbooks makes not many students have the ability to communicate in English and even they often experience mispronunciation. This study was conducted to find out how to teach allomorphs as a provision to strengthen knowledge of English pronunciation. In addition, this study also seeks to reveal how the challenges faced by EFL teachers in the Allomorph learning process. There are 3 stages that the teacher can do to teach allomorphs through narrative texts; introduction to phonetic symbols, reading the text, and analyzing and practicing the types of allomorphs. From the use of the selected narrative text, it reveals 3 types of allomorphs from 4 types that have been introduced to students in the form of past tense, plural number, and regular possessive. Some of the challenges and problems faced by EFL teachers in teaching English pronunciation, especially allomorphs, is the lack of student motivation to learn. In addition, EFL teachers still hold on to the old philosophy about the lack of importance of learning pronunciation, making this teaching even more difficult. The lack of class hours and the large number of students in EFL classes are also challenges for teachers.

AN ANALYSIS OF INFLECTIONAL AFFIXES IN THE DISCOURSE ON THE METHOD TEXT BY RENE DESCARTES

The Objective of the study is to know about the process of inflectional affixes changing in the “Discourse on the Method Text by Rene Descartes”. This study applied qualitative method. This analysis used theory of George Yule, O’Grady and Guzman, and Mc-Carty. This study discussed about inflectional affixes changing based on Comparative, Superlative and Past tense form. The result of this studies is inflectional affixes changing occur in comparative, superlative and past tense form in the Discourse on the Method Text by Rene Descartes.

Designing irregular verb game as teaching tool for learning irregular verbs

This research aimed to validate the authenticity and usefulness of Irregular Verb Game as a teaching tool in learning past tense irregular verbs in English language class. This research involved an English teacher and students of grade eight at SMPN 3 Salatiga, Kabupaten Sambas. The research method was development which consists of three phases: analyzing, designing, and developing. For the analysis phase, the researcher used interview sheets to obtain the data that highlights teacher and students’ needs in teaching and learning. The design phase focused on designing the contents and layout of the product. The development phase generated the product, tried it out, and got teacher’s validation by using assessment rubric. The first part of the result of this research was a complete design of the product. The layout of the design had 3 main parts: intro, inside house, and outside house. The contents included a visual dictionary, pronunciation function, and simple quizzes. The second part of the result was the teacher’s validation for the product. The percentage of teachers’ validation for the product’s effectiveness was 94.44%. Based on this data, the researchers ensured that Irregular Verb Game can be used as a teaching tool to teach irregular verbs in the form of past tense for eighth grade students of Junior High School.

Оппозиция определённого/неопределённого прошедшего времени в киргизском языке: семантические эффекты перевода повести Чингиза Айтматова «Белый пароход»

The article considers the category of time as a phenomenon of language and literary text based on the story of Chingiz Aitmatov "The White Ship". The interest to the category of time is caused by the asymmetry of the semantics of time in the Russian and Kyrgyz languages in the works of Aitmatov, which plays an important role in the translation of the text from Russian into Kyrgyz. The purpose of the study is to analyze the functions of the past tense, especially the past definite/indefinite in the Kyrgyz version of the story. The analysis is based on the onomasiological approach. The results of the analysis are summarized as follows. In the Russian and Kyrgyz languages, when expressing the grammatical category of time, there is a structural and semantic discrepancy between the forms of past and future tense. But in both versions of the story the past tense lies at the central place. On the one hand, this is due to the non–subjection of the future to human nature, on the other hand, to respect for the past of ancestors as an experience that warns the next generation against mistakes. In the Kyrgyz version of the story, thanks to the various forms of the past tense, the translator was able to vividly convey the whole range of emotions of the boy when it came to the Mother Deer, and the translator was also able to show the importance of the ancestors for the boy.

On the issue of the peculiarities of mastering the grammatical category of gender by Russian-Yakut bilinguals of primary school age

The paper aims to identify the specific features of mastering the grammatical category of gender by Russian-Yakut bilinguals of primary school age. The relevance of the study is determined by the general context of the development in the field of ontolinguistics as a fundamental science (the identification of the common mechanisms of mastering Russian as the first and a second language). In addition, the research relevance is conditioned by setting applied tasks in the field of the methodology of teaching Russian to bilinguals. The experiment performed with Russian-Yakut bilinguals of primary school age (the experimental groups), monolingual Russian preschool children, and adult bilinguals (the control groups) revealed that on the whole, the Russian-Yakut bilinguals of primary school age mastered the category of gender worse than the Russian-speaking preschoolers of three – four years old. The most difficult way to mark the category is syntactic: firstly, primary school students in Yakut (especially) and Russian classes in Yakutia make a large number of mistakes in the gender agreement between adjectives and nouns. Secondly, errors are detected in the agreement between past tense forms of verbs and nouns. Replacement of nouns with personal pronouns and agreement between nouns and possessive pronouns pose the greatest difficulties for primary school-leavers. Thus, teaching children speaking the Sakha language should be started with mastering the most ‘transparent’ ways of expressing the category of gender. These include lexical (comparison of the grammatical gender and the sex of people / animals) and morphological (marking gender in the ‘perceptually salient’ grammatical endings of nouns in the nominative case). It is also necessary to note the role of the Russian-language input (i. e. the speech of the people around, which children perceive and process): in case this input is substantial and of high quality, the category of gender is much more thoroughly mastered.

Student's Errors in Contructing Passive Voice

There are many aspects discussed in English Grammar, one of them is passive voice, Students usually found the difficulties when they are learning passive voice, such as lack of vocabulary, less of simple past tense understanding and also they got hard time to distinguish between active and passive voice because they did not know the basic tenses mainly in simple past tense form, so when they were shown the formula of passive voices, especially in simple past tense, they barely understood and confused. This researcher used qualitative method, the design of the research was case study. Researcher analyzed and described the data from the output of the test by using qualitative method. Then,researcher analyzed the students’ errors in transforming the passive voice, and to find out the type of errors, that the students made most in their test in transforming voice of simple past tense, and also to know in terms of verb “be”,correct verb, transformation active sentence into passive sentence and transformation passive sentence into active sentence. The results of this researcher are concludes that the types of error that were made by the in transforming the passive voice from the highest percentage to the lowest are error of misformation, error of omission, and error of misordering. Researcher found that the commonest errors made by the students were the errors of misformation which take up 108 errors or 57%. It i s followed by errors in omission with percentage 23%, and errors in misordering with percentage 20%.

The nature and causes of children's grammatical difficulties: Evidence from an intervention to improve past tense marking in children with Down syndrome.

Children with language learning difficulties frequently display problems learning grammar. One such group is children with Down syndrome. This study evaluates the effectiveness of an intervention to teach the use of the regular simple past tense to children with Down syndrome. Trained teaching assistants delivered the intervention for 20min per day for 10weeks. We conducted a Randomised Controlled Trial, with a waiting list control design in which the Intervention group (N=26) received the intervention immediately, while the delayed intervention group (N=26) received the intervention later. Immediately following the intervention, the intervention group showed significantly larger gains in the use of regular simple past tense forms (d=1.63 on a composite measure of simple past tense formation) as well as generalisation to verbs not explicitly taught. In addition, following the intervention children made overregularisation errors by incorrectly using regular simple past tense marking for irregular verbs; such errors support the claim that children had acquired generative knowledge underlying past tense marking. The delayed intervention control group showed identical benefits from the intervention when they received it, and the gains shown by the intervention group were maintained at follow up testing. This study shows that children with Down syndrome, who display severe language difficulties, can be taught to use simple past tense marking. The theoretical and applied implications of these findings for understanding the nature, causes and treatments of children's language difficulties are discussed.

Tense-aspect SLA research and Spanish Language Teaching: Is there an influence of research on teaching?

This study investigates the relationship between research findings and teaching practice by examining the declared practices and pedagogical content knowledge of teachers in Spanish language teaching (SLT) when teaching the meanings and forms of past tense. Data from an online questionnaire was used to investigate in which order teachers taught three Spanish past forms (preterite, imperfect, and present perfect), their justification for teaching it in a specific order, the main concepts in their pedagogical content knowledge, and whether they thought there was an influence of research in their teaching. A total of 293 teachers of Spanish participated in the study, and results showed that the most common order of teaching past tenses was beginning with the present perfect, followed by the preterite and the imperfect forms, and that the order of teaching was related to the location where Spanish was being taught. The most common justification for teaching in a specific order was the influence of textbooks. Regarding the teachers’ pedagogical content knowledge for the teaching of tense-aspect, the most common concepts were related to tense features. Data regarding the influence of research showed that more than half of the participants thought that research was relevant for teaching. Finally, a cluster analysis provided evidence for three distinct profiles of SLT teachers based on their pedagogical content knowledge when teaching tense-aspect.

Процессы стяжения аналитических конструкций в чалканском языке (на примере аналитической конструкции -ып ал-)

This paper describes phonetic transformations occurring during the synthetization of analytic verb constructions with the auxiliary verb al- “to take” in the Chalkan language. The examples of the reduction of the verb under study during the conjugation of adverbial participial analytic constructions in various temporal fields are presented. In Chalkan, not only can analytic constructions be contracted into single words, but also contractions occur within verb forms. As a result, personal or tense markers are completely or partially lost. Sometimes, even parts of lexical stems are lost within various phonetic transformations, with various homographs being formed. When analytic constructions are contracted with the auxiliary verb al-, the latter can be fully or partially preserved depending on the tenses. For example, when verbs in past tense with -gan and in future tense with -yr in positive forms are conjugated, only the anlaut broad vowel а- of the auxiliary verb al- is preserved. In past tense forms with -dy, -tyr and present tense forms with -yp tyt, two variations with full preservation of the auxiliary verb al- and with the anlaut broad vowel а- can be used. When contracted analytic constructions in negative forms are conjugated, the auxiliary verb al- is fully reconstructed in all tenses. In all tenses, similar phonetic processes take place: elimination of the adverbial participle markers after stems with consonants and preservation of the adverbial participle markers after stems with vowels. However, the auslaut voiceless consonant -p- is replaced by the voiced consonant -v- in the intervocalic position.

MODERN GERMAN SONGS: GRAMMATICAL AND SEMANTIC CHARACTERISTICS

The article is devoted to establishing grammatical and semantic features of modern German-language songs. The study was based on the contemporary German-language songs produced within the last five years. A modern German-language song, as a dominant genre in a popular music culture, is considered not only an art form, but also an indicator of the current state of language and society. The German language songs of 2017-2021 have the following characteristics: reduction of word forms in verbs and articles, omission of one of the main parts of the sentence, frequent use of interrogative sentences, as well as imperative and conditional grammatical ways of the verb. These features are due to both the influence of the colloquial version of the modern German language, and the rhythmic and melodic properties of this genre. The present and past tense forms of the verb are used in the modern German language songs. Among the 14 types of complex sentences, 11 were recorded, of which the most common was object clause. Verbs and nouns dominated in the partial linguistic aspects. Exclamations and appeals were used in most lyrics for greater emotionality. In the lexical and semantic aspect, the modern German language songs can be characterized by the presence of borrowings from the English language, abbreviations, names of places, onyms of the world famous clothing brands, cars, beverages and social networks. The semantic aspect is dominated by the themes of "life" and "love".

Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English

The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.

PAST TENSE FORMS OF THE VERB ’BE’ IN MODAL CONSTRUCTIONS IN UDMURT

In Udmurt the past tense forms of the verb ’be’ ( val and vylem ) appear in different modal constructions and in the non-declarative moods. The paper focuses on the use of val and vylem in four modal constructions: two deontic, a desiderative and a permissive one. It is established that in such constructions val and vylem can have non-modal and modal use as well. In their non-modal sense val and vylem primarily modify the clause temporally and form the past tense equivalent of the given modal construction. The difference between the non-modal use of val and vylem lies in the difference between the first and second past tense in general. In their modal use val and vylem decrease the degree of modal force (also called as modal attenuation) and should be analyzed as particles. In such cases modal constructions can be interpreted as counterfactual conditionals. Differences can be characterized between the modal use of val and vylem . The particle vylem is associated with greater mental distance between the speaker and factuality and expresses that the likelihood of realization is small or nonexistent. therefore, it can be considered epistemic. The particle val does not distance the events from factuality to such a high extent as vylem . Also, native speakers associated a higher probability of fulfilment with the utterances formed with val . In my opinion, the difference between the modal use of the particles originates from their verbal use and from the differences between the first and second past tense.

Inflectional Changes of Double Marked Form: Evidence from a Corpus Study of English Verbal System

It is assumed languages of human beings are directed by rules; however, these rules have certain exceptions in the form of irregularities. A double-marked form in which the regular rule is added to an irregular form has been attested in languages of human beings and is considered as a type of irregularization in the morphological processing. It has been claimed that there is a correlation between this type of irregularization process and high word frequencies. The real rate and nature of these double-marked forms have rarely been documented. On the basis of data from the new linguistic corpus (WebCorp) which allows us to make refined searches given its wider range of searching possibilities, this paper investigates whether there is a correlation between these irregularization processes in the English verbal system and word frequency with the aim of addressing the research questions: Is there a relationship between irregularization with the type of double-marked forms and word frequency in current English? If so, are irregular verbs with high frequency irregularized more often than the ones with low frequency? To do so, word frequencies of 488 irregular verbs in the past and perfect were collected from the selected corpus. Then, word frequencies of their corresponding double-marked forms in both forms were collected from the same corpus. Descriptive and statistical analyses were conducted to test the importance of the difference in the results. 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Subject-verb agreement and tense in Jordanian Arabic Broca’s aphasia

The present study examined the deficits of people with aphasia in tense (past, present, and future) and agreement (person, number, and gender) in Jordanian Arabic. Forty participants were selected and two tasks were administered for this study using Boston Diagnostic Aphasia Examination (BDAE)-Arabic version. The first task was sentence completion in which sentences have a blank and need to be filled by the participants. The second task was grammaticality judgment, in which participants should determine whether sentences are grammatically correct or not. Results indicated significantly that the Jordanian participants with aphasia violate gender aspect more than person and number in both sentence completion task (p = 0.025) and grammaticality judgment task (p = 0.000), it was also reported that past tense was violated significantly more than present and future in sentence completion task (p = 0.000) as well as grammaticality judgment task (p = 0.012). It is concluded that Arabic speakers with agrammatism were tested with reference to time and agreement and the results showed that they performed as hypothesized, showing a selective deficit for production of inflected forms of past tense.

The embodied work of teaching grammar and pronunciation in IELTS speaking tutorials

Extending the insights of recent research on the embodied work of teaching, this study focuses on the multimodal construction of teaching objects (past tense forms and pronunciation of ‘ar’) in an underresearched educational site: speaking tutorials for IELTS preparation at a university English language center. The study shows a tutor’s embodied instructional actions during activities such as correcting, explaining, guiding students’ attention, eliciting their responses, and commenting on their performance. It demonstrates how these actions are accomplished through the artful co-configuration of talk, gestural and facial practices, and operations on written texts. Moreover, this article is concerned with tracking how teaching objects of grammar and pronunciation evolve over time. The documentation of the students’ orientation to these teaching objects in subsequent speech events show, to some extent, the students gaining control of the forms as an outcome of the tutor’s teaching. The findings suggest pedagogical implications for teaching and learning.

Sensitivity to Regular and Irregular Past Tense Morphology in Native Speakers and Second Language Learners of English: Evidence From Intermediate-to-Advanced Persian Speakers of L2 English.

This study investigates whether L2 learners (L2ers) use the same mechanisms as those of native English speakers (NSs) for processing regular and irregular past tense forms. Intermediate-to-advanced Persian-English L2ers and NSs participated in two online experiments using Speeded Grammaticality Judgment tasks. Experiment 1 examined regular and irregular past tense forms and Experiment 2 the effect of frequency on regular past tense forms. The results of both the accuracy and reaction time data show a pattern of convergence between NSs and L2ers. Particularly, the accuracy data provide new evidence showing that L2ers converge on NSs in showing distinct processes for regular and irregular tense forms. Additionally, both groups similarly showed an anti-frequency effect for regular verbs, i.e., the frequency increased accuracy rates for low-frequency regular verbs in comparison to high-frequency ones. It is concluded that L2ers use mechanisms similar to those of NSs for processing regular and irregular past tense forms.

El pretérito pluscuamperfecto como marca de género narrativo en el español andino del Noroeste de la Argentina

In her research about the past tense forms from the Quechua Southern Conchucos lands (Ancash, Peru), Hintz (2007) finds equivalences between some functions of the narrative structure of both the past tense in Quechua and the past tense in Spanish among the bilingual speakers of Quechua-Spanish. In this work, we analyze a group of not-experienced native speakers’ oral testimonies of Andean Spanish from Northwest Argentina. We seek to find a mutual relation between evidential and affect functions of the Quechua suffix -na: and the use of the pluperfect of Andean Spanish. Our findings show that there is a partial grammar barrowing between the two forms. We envisage also that the pluperfect appears remarkably more often in certain parts of the narrative structure, usually along with one of the decir verb forms as a metadiscursive markers (Chang, 2018 and 2019).