Simple Past Research Articles

Counterfactuality and past

Many languages have past-and-counterfactuality markers such as English simple past. There have been various attempts to find a common definition for both uses, but I will argue in this paper that they all have problems with (a) ruling out unacceptable interpretations, or (b) accounting for the contrary-to-fact implicature of counterfactual conditionals, or (c) predicting the observed cross-linguistic variation, or a combination thereof. By combining insights from two basic lines of reasoning, I will propose a simple and transparent approach that solves all the observed problems and offers a new understanding of the concept of counterfactuality.

Aspect shift without coercion: continuous causative verbs in Japanese and Korean

This article discusses special agentive transitive verbs in Japanese and Korean (such as noru/thata ‘board’) that yield concrete result states (which we call target states) that are under the agentive subject’s control throughout their duration. These verbs (continuous causative (CC) verbs) produce two distinct interpretations: accomplishment and target state readings. The latter surface with several distinct constructions: (i) the aspectual morphemes -te iru (Japanese) and -ko iss (Korean); (ii) the simple past tense; and (iii) nominalization. Intuitively, what the agentive subject does is one continuous act: (i) attaining the target state in question, and (ii) preserving it. The name “continuous causative verb” stems from the fact that the agentive subject continues to behave like an agent throughout the complex eventuality. However, when we utter a sentence containing a CC verb, we either refer to the accomplishment portion or the continuation of the target state, not both at the same time. Our formal proposal posits an aspect shift rule in the lexicon, which is responsible for the target state reading of each CC verb. The target state is indicated by a relation that holds between the agent and the theme entity, which in turn predicts that the agent is responsible for keeping the state intact. Positing a semantic rule in the lexicon to predict the aspect shift allows us to account for the two interpretations of CC verbs. The behavior of temporal adverbials also receives a natural account in our proposal.

AN ERROR ANALYSIS OF SIMPLE PAST TENSE IN WRITING RECOUNT TEXT BY THE TENTH GRADE STUDENTS OF SMA NEGERI 2 DOLOKSANGGUL

The purpose of this study is to describe the errors in simple past tense of recount text. In addition, this study is also aimed to describe the causes of those errors. This study apllied the descriptive qualitative approach of which the data were obtained from the recount texts that were written by the tenth grade students of SMA Negeri 2 Doloksanggul. The data were collected by using students’ recount texts and interview. The data then were analyzed by identifying the errors first, then describing the errors, and the last explaining the errors. The errors that occurred in students’ recount text are error of omission, error of mis-formation, error of addition and error of mis-ordering. The result of the study indicates that the students made 893 of simple past tense errors which were 0,45% errors of misordering, 3,58% errors of addition, 30,12% errors of omission, and 65,85% errors of mis-formation. The dominant type of errors made by the student is errors of mis-formation. The students’ errors were caused by 36,17% intralingual interference, 58,23% interlingual interference, and 5,6% communication strategies.

CORRELATION BETWEEN UNDERSTANDING OF USING SIMPLE PAST TENSE AND THE ABILITY OF WRITING RECOUNT TEXTS OF THE TENTH YEAR STUDENTS OF SMA 1 MARAWOLA

The objective of this research was to find out the correlation between understanding of using simple past tense and the ability of writing recount texts of the tenth year students of SMA I Marawola. The research question was “Is there any significant correlation between understanding of using simple past tense and the ability of writing recount texts of the tenth year students of SMA I Marawola? The population consisted of five paralled classes. Each class consists of 34 to 36 students. To choose the sample, she took the sample by using cluster sampling method. To analyze the data, she applied the formula of Arikunto (Pearson Product Moment Correlation). The result of the data showed that there was no correlation between understanding of using simple past tense and the ability of writing recount text of the tenth year students of SMA I Marawola. It was proved by the result of rxy = 0.13. It means that understanding of using simple past tense and the ability of writing recount text are not correlated. It was caused by some factors. They are some of the students got difficult to change the irregular verb when constructed recount texts, they had lack vocabulary so they had problem in understanding of using simple past tense and writing recount text, and they also had different background english since they were junior high school.

Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form

A remarkable body of empirical research within form-focused language teaching framework has examined the tripartite dimensions of corrective feedback, i.e., linguistic, contextual and individual aspects, in isolation. Nonetheless, a holistic understanding of the role of oral corrective feedback (CF) in the acquisition of L2 forms seems to rely on uncovering how these dimensions function in interaction with each other. The present study aimed to examine the differential effects of immediate and delayed feedback in the acquisition of English simple past form, and the hypothesized moderating effect of Willingness to Communicate (WTC) on the effectiveness of feedback timing. Sixty pre-intermediate-level Iranian EFL learners participated in an experiment as members of immediate and delayed feedback groups, and each learner was differentiated as either high-WTC or low-WTC, based on the result of WTC questionnaire. The pedagogical gains were assessed with a grammaticality judgment test at three different points of time, pre-test, post-test and delayed post-test. The results of a Two-way ANCOVA showed no significant difference between immediate and delayed CF in short-term and long-term acquisition. Despite the insignificant interaction effect witnessed between feedback timing and WTC, the findings demonstrated that learners with high-WTC in both groups outperformed slightly in comparison to low-WTC learners. The results are interpreted in light of the number and duration of feedback treatment sessions as well as the instruments used for measuring the acquisition outcome. It is suggested that further studies be conducted concerning the interactions between instructional, interactional and learner-internal aspects of CF functioning.

AN ERROR ANALYSIS OF SIMPLE PAST TENSE IN WRITING OF STATE SMK IN JAKARTA

Error analysis is the process of determining the incidence, nature, causes, and consequences of unsuccessful language. The purpose of this research is to identify the errors of simple past tense that is made by students in writing narrative composition. The qualitative method is used by researcher in finishing the research. She took 38 writing of students of state SMK in west Jakarta. The research was held for a month start from June to July. The errors made by students influence the English narrative composition. It can be seen in the writing they made which is showing the sentences they made became meaningless. The learners weren’t used to write or made an English narrative composition by the English teachers so they got some difficulties when they were asked to make an English narrative composition. After having research on the learners’ English narrative composition, the errors happened in simple past tense are 32 mistakes; they are the use of simple past tense 20 mistakes or 62,5% and the form of simple past tense 12 mistakes or 37,5%

The Effectiveness of Learning By Teaching (LBT): A Case of Junior High School Students Studying Tenses

This research aimed to see if learning by teaching (LBT) could really be implemented in classrooms. This case study intended to discover if LBT was applicable to teach tenses. This quantitative research involved 50 students from the two of 8th grade classes in one junior high school in Jakarta, one of which acted as the control group and the other one as the experimental group. This research focused on the learning of five tenses, namely the simple present tense, the simple past tense, the simple future tense, the simple present continuous tense, and the simple present perfect tense. A pre-test was employed before the research started and after the treatment had been given to the experimental group, a post-test was given a week after, and another post-test was given three months later. The results show that LBT helps the subjects learn better. Moreover, they also remember their materials longer. Therefore, LBT can be a good student-centered activity which has been proven successful.

ДАВНОПРОШЕДШЕЕ ВРЕМЯ НА -ГЪАН ЭДИ КРЫМСКОТАТАРСКОГО ГЛАГОЛА (В СОПОСТАВЛЕНИИ С АНГЛИЙСКИМИ ФОРМАМИ ПРОШЕДШЕГО ВРЕМЕНИ)

The article analyses the semantic meanings of the Crimean Tatar verbal form of Pluperfect with -гъан эди and identifies the English Past Tense forms with the similar meaning. The findings lead to the conclusion that the Pluperfect Tense form bears four clearly expressed semantic meanings, two of which correlate with the meanings of the English Past Perfect Tense and the rest two - with the meanings of the Past Simple Tense. The structural analysis has allowed the author to discover similarities in the formation of the Crimean Tatar Pluperfect Tense and the English Past Perfect Tense.

Developing Interactive Multimedia, Material Rule of Simple Past Tense Early Childhood Education Programs STKIP Kumala Metro Lampung

The aims of the research are: (1) to describe the condition and potency of current learning on the basic material Simple Past tense, (2) to produce teaching learning materials Compact Disc (CD) interactive multimedia which is integrated with basic competence in the form of procedural text with manuals and tips, (3) to analyze the effectiveness, (4) to find efficiency, and (5) to find attractiveness of the program.The method of the research used research and development and it was conducted at one semester students STKIP KUMALA Data were collected through observation, questionnaires and tests. Analyze data uses descriptive and Gain test. The conclusions of research are; (1) STKIP KUMALA has the potency of using IT, tools and infrastructure of computer, teaching material to support the teaching process, (2) the process produced the product through lector program, (3) The teaching and learning process utilizing interactive multimedia teaching material is more effective, shown by N-Gain score 0.71, (4) after using interactive multimedia, the teaching and learning process can save 90 minutes compared to the previous lesson, (5) learning using interactive multimedia interesting, in organizing strategy (87.00%), in terms of delivery (84,97%), and in terms of program management strategies to obtain optimal learning results (85.04%).

Students’ Understanding on Simple Past Tense through VOA Learning English YouTube Channel

The objective of the study is to find out the effect of VOA Learning English YouTube Channel on students’ simple past tense. This study was conducted at 8th grade students of SMP Pustek Serpong in academic year 2017/2018. The researcher used quantitative analysis with a quasi-experimental design. As the sample, the researcher uses one class with total number of 37 students. By using t-test, the finding showed that tcalculation (7.89) was higher than ttable (2.026) at a significant level of 5%. It indicates that VOA Learning English YouTube Channel gives the positive significant result in improving students’ simple past tense.

THE ANALYSIS OF GRAMMATICAL PROBLEMS AND GENERIC STRUCTURE OF NARRATIVE TEXT WRITTEN BY THE ELEVENTH GRADUATE STUDENTS OF LANGUAGE PROGRAM AT SMAK ST.KLAUS WERANG-WEST FLORES

The study was intended to analyze grammatical problem and generic structures of narrative text written by the eleventh grade students of Language program at SMAK St. Klaus–West Flores in the academic year 2016/2017. The data were mainly collected through assigment on narrative written text and itervies and were analyzed descriptively using Dulay’lingistics taxonomy (1982) and Fink’ category (2005). The result of data analysis revealed that the students committed errors in their narrrative writing, namely article, possessive case, omission of – ed, regularization by adding –ed, simple present tense used in place of simple past tense, omission of –be, pluralization, pronoun, preposition, omission of main verb, subject verb agreement, word order, diction, spelling, passive form, adverb, conjunction, double marking, and modals. The cause of error was interference, lack of vocabularies, and motivation, and teacher’ ability/qualification.

Comic Strips in Teaching Simple Past Tense for EFL Learners

Teaching English needs various media and methods to make the studentsenthusiastic in teaching and learning process. A lot of media are employed inteaching and learning process. One of media used in teaching grammar especiallytenses is comic strips. Comic strips tell a story in form of pictures series and textstructures or dialogue. This article aims to find out the effect of using Englishcomic strips as media in teaching simple past tense. A quasi experimental designis used in this study to identify the causal impact of an intervention on targetpopulation without random assignment when the treatments were given. Thesubjects of this study were the seventh grade students of junior high school.The finding of t-test obtained was 3.865 which were higher than t-table 2.08.It means that the comic strips are effective for teaching simple past tense. Thecomic strips can be used in teaching other aspects such as storytelling, anothertense, writing and so forth, and also it can be collaborated with the students’learning style.

The effectiveness of giving grade, corrective feedback, and corrective feedback-plus-giving grade on grammatical accuracy

This study compared the effects of giving grade, corrective feedback (CF), and CF-plus-giving grade on Iranian pre-intermediate EFL students’ learning simple past and simple present tenses. To fulfil this objective, 84 Iranian participants were selected among 80 students based on the results of Oxford Quick Placement Test (OQPT). The selected pre-intermediate participants were then randomly divided into three equal experimental groups; CF-only group (n=28), grade-only group (n=28), and CF-plus-grade group (n=28). Afterwards, the researchers measured the participants’ English grammar knowledge by administering a grammar pre-test including 20 items related to simple past and simple present tenses. After pre-testing, the researchers taught simple present tense to the participants of all groups explicitly. After teaching all points of simple present tense, the researchers gave some homework related to simple present tense to the participants to do at home. In the following session, the researchers checked the participants’ homework and gave grade to one group; gave both written and oral CFs to the other group, and gave grades in addition to the CFs to the third group. In the next session, the researchers taught simple past tense to the participants of all groups explicitly. When they taught all related points of simple past tense, they gave some assignments related to simple past tense to the participants to do at home. In the next session, the researchers corrected the participants’ homework through giving grade, written and oral CFs, giving grades in addition to the CFs. Finally, a post-test of grammar including 20 objective items related to simple present and simple past tenses was administered to the participants to measure the effects of the treatment on their grammar improvement. The results of One-Way ANOVA and paired-samples t-tests indicated that all experimental groups improved on their post-tests but the CF-plus-grade group had better performance than the other two groups on the post-test. The implications of this study may encourage teachers to use both grades and CFs in the EFL classrooms to correct the EFL learners’ grammatical mistakes.

Genre Analysis : Investigation of the Functions of Simple Present and Simple Past Tenses in Translator's Introduction

The present paper aims to investigate the functions of tenses within the rhetorical moves of the translator's introduction collected from partial researches found in the Translation and Arabicization Unit in Khartoum University and written by M.A. Translation Program Students fulfilling the requirements of the M.A. in translation. It also aims to verify whether translator's introductions follow a certain tense aspect or not and how much tenses use and usage within moves coincide with Swales ( 1981b, 1985)and Bhatia ( 1993 ) Models . Concerning the data collection method , the sample of the study was collected randomly and manually consisting of 50 translator's introductions . As regards the data analysis method , the researcher used the qualitative method . He also employed the quantitative method and used the SPSS – 22 program to process the data .He sorted, coded and identified the tenses and categorized them in terms of form and functions depending on Swales genre Analysis model. The researcher came up with several results that can be summarized as follows. The results indicate that simple present tense performed certain functions in relation to and within certain moves. It frequented 34 times representing 58.62%to perform the function of a technical definition of translation. The simple present also recurred 40 times representing 93% to describe the rationale of selecting the book for the translation. Again the simple present occurred 7 times with the frequency of 38.89% to indicate the difficulties the translators encountered since they decided to select a book . For the function of describing the method of translation , the simple present frequented 20 times recording 46.51% .On the other hand the results indicate that simple past tense had certain uses in relation to and within moves. Concerning the definition move , simple past frequented 20 times representing 34.48% to state a historical background of translation . Difficulties relating to conceptual aspects within the definition move frequented 22 times reporting 37.93%. Moreover, simple past frequented 31 times registering 72.09% to show the action of the selection of the material to be translated. Again , as regards the method move , the results indicate the use of simple past frequented 3 times representing 6.98% to indicate the action of the selection of the method to be used in the translation , whereas the use of the past frequented 37 times recording 86.05% to express the steps adopted in the method of translation. In relation to the difficulty move, the past frequented 18 times with the percentage of 100% and the usage of simple past within such move showed no other uses.The researcher has observed the existence of a possible correlation between the functions of tenses and the steps of the moves therefore he recommends that further examination to be conducted on the steps which form the moves separately . The researcher also recommends that further investigation to be conducted on the relevance of tenses' functions to the steps of the moves. Keywords : present, past, tense, move. DOI : 10.7176/JEP/10-3-06

A Linguistic View on the Use of <i>Will</i> and <i>Shall</i> as Auxiliaries or Inflections

In the English grammar lessons, <i>will</i> and <i>shall</i> are taught in schools and universities as modal verbs. Almost all famous grammarians confirm that <i>will</i> and <i>shall</i> are modal verbs. Modal verbs are considered as auxiliaries apart from the main or primary auxiliaries <i>be, have, and do</i>. Considering the definitions and characteristics of auxiliaries and inflections, a deep understanding of <i>will</i> and <i>shall</i> is required. This paper examines the definitions and characteristics of both auxiliaries and inflections and the uses of <i>will</i> and <i>shall</i> in order to know whether <i>will</i> and <i>shall</i> are auxiliaries or free inflections of the Future Tense. However it is worth mentioning that time is divided into <i>past, present, and future</i>. In modern English, almost grammarians say that there are two tenses in English namely <i>present tense</i> and <i>past tense</i>. According to them, the future tense does not exist. They believe so simply because there is no inflection for future tense; the futurity is expressed through modal verbs (will and shall). Generally speaking, modal auxiliaries help lexical verbs to express a variety of meanings, different attitudes, such as mood, aspect, etc. whereas inflections help verbs to express tenses. For instance, -<i>ed</i> is a bound inflection that helps regular verbs express the <i>simple past tense</i>. The –<i>s</i> is also a bound inflection that expresses the third person singular in the <i>Simple Present Tense</i> whereas –<i>Ø is</i> an invisible inflection which expresses the <i>first persons (singular and plural), second persons (singular and plural), and the third person plural of the Simple Present Tense).</i> Is there any inflection for the <i>Future Tense?</i> This paper is an attempt to answer this question.

Будущее-прошедшее время на -джакъ эди крымскотатарского языка в сопоставлении с глагольными формами английского языка

The article researches the semantic meanings of the Crimean Tatar Future-Past Tense ending in джакъ эди, as well as determines the English language verb forms that carry equivalent meanings. The research is based on the analysis of literature written by seventy-five Crimean Tatar authors. The research allows to make a conclusion that the tense ending in -джакъ эди has three main semantic meanings: unrealized intent, relaying of information about a past intention without clarifying whether it was completed, past agreement or plan to carry out an action, and also a separate case involving the construction with аз къалды. It is determined, that similar meanings are carried respectively by the English constructions of Future Perfect in the Past, constructions with was/were going to with an infinitive, constructions with Future Indefinite in the Past, and also constructions with was/were about to with an infinitive, as well as constructions involving Past Simple Tense together with the words almost and barely.

The Effects of Cognitive Grammar-grounded Instruction and Formal- Traditional Grammar Instruction on Learning Simple Past and Past Perfect

The English tense and aspect system has long posed great difficulty to second language (L2) learners due to their underlying complex concepts. This difficulty is compounded by oversimplified grammatical descriptions found in many ELT textbooks. Cognitive Grammar (CG) offers comprehensive accounts of tenses that could be useful for learners. This paper reports a quasi-experimental study investigating the differential effects of CG-informed form-focused instruction and formalist-traditional form-focused instruction on the acquisition of two English tenses, namely the simple past and the past perfect. Secondary school EFL learners (final pool: N = 36) were assigned to two groups (CG and Traditional). Learners in the CG group were exposed to CG-grounded grammatical descriptions of the tenses while learners in the traditional group received traditional accounts. Both groups performed awareness-raising tasks to enhance learning. Data were gathered from the learners’ performance in a cloze narrative task. Results from an immediate post-test revealed that CG-based descriptions helped learners improve significantly and outperform learners in the traditional group. These findings indicate the superiority of a CG approach to a formalist approach to teaching the tenses and lend support to the applicability and efficacy of CG-grounded form-focused instruction in the classroom.

Tense Switching in English Narratives: an FDG Perspective

Abstract The functions of the simple past and the present perfect appear to be well delimited in English according to prescriptive grammars. However, in actual use their distribution is still a challenging area of English linguistics since there are fuzzy cases in which this distinction is blurred. For example, in some varieties of English the present perfect seems to be taking over the role of the simple past to express definite past in narratives, where the simple past is the default tense. In these cases, the use of the present perfect has been regarded to be functionally motivated by the speaker’s intention to highlight the current relevance of the event expressed by this form (Ritz, 2010, Walker, 2011). The main objective of this research will be to use the results of corpus analysis and of the relevant studies on this topic and to propose an FDG analysis of these data. It will be concluded that the use of the present perfect in narratives has various functions captured at two different levels of the architecture of FDG, namely the Representational Level (RL) and the Interpersonal Level (IL). At the RL, the present perfect functions either as a marker of resultative aspect, or as a signal that a new narrative Episode is introduced. At IL, this form functions as a device for Emphasis, highlighting a salient passage in the narrative.

THE ABILITY OF STUDENT IN MASTERING SIMPLE PAST TENSE AT POLITEKNIK NEGERI UJUNG PANDANG

This research covers the ability of the student at Politeknik Negeri Ujung Pandang in mastering simple past tense. The problem statement of this research is How is ability of the student at Politeknik Negeri Ujung Pandang in Mastering Simple Past Tense?. This research used descriptive research method. It isused to describe the ability of the student at Politeknik Negeri Ujung Pandang in mastering simple past tense. The instrument used in this research is test through completing uncompleted short story. The research is focused on the student at Politeknik Negeri Ujung Pandang. There are 20 students as sample, which were taken by using random sampling. The collection data is done by asking the students to complete the uncompleted reading story. The students were given forty minutes to complete the story. In analyzing data, the writer scores the students’ test. Then, the researcher calculating the means score of students. After that, the researcher categorizes the students’ scores. The result of the research shows that the ability of the student at Politeknik Negeri Ujung Pandang in mastering simple past tense is bad. The mean score was 2.9. This implies that the students’ ability should be improved through more intensive material on simple past.

Descriptive problems in defining the category of copulas: syntactic and semantic distribution of the ingressive copulas VIRSTI and TAPTI

Descriptive problems in defining the category of copulas: syntactic and semantic distribution of the ingressive copulas VIRSTI and TAPTI