Present Progressive Tense Research Articles

Translation of English Future Tense in the Novel And Then There Were None

To be a good translator, having linguistic competence is a must. One of the linguistic competencies is the mastery of tenses, for instance future tenses in both the source language (SL) and target languages (TL). The aim of this research is to understand the similarities and differences in forms of future expression in English and Indonesian. The data source was obtained from dialogue or utterances in the novel And Then There Were None and the translated novel entitled Lalu Semuanya Lenyap. In addition, the author will also analyze various translation strategies used by translators in transferring future concepts of SL into TL. This research is descriptive research with qualitative methods. The research results show that English and Indonesian tend to express the future lexically. In the source text, future forms of expression are formed with the auxiliary words "will", "be going to", "be about to", and present progressive tense, while in the target text, future forms of expression are expressed with intentional modality, epistomic modality, and dynamic modality. Meanwhile, the translation strategies used are modulation translation procedures, reduction, transposition, and literal translation methods

An Error Analysis in Using Passive Voice at Twelfth Grade Students of SMAN 5 Bukittinggi

This research aims to explain the analysis of errors in using passive sentences in class XII students of SMAN 5 Bukittinggi. To explain these errors, the researcher used Bluman's formula to see the percentage of errors made by students, and also the researcher categorized them based on the types of errors made by students. The location of this research was class XII IPS 3 SMAN 5 Bukittinggi with a sample of 33 students. Based on the text, the total percentage of errors for each tense from highest to lowest with a total average, namely from Past Progressive Tense with an average of 38 errors from 3 questions or 23.9% errors. Next, Simple Future Tense with an average of 28 errors out of 3 questions or 17.6% errors. Next, Simple Past Tense with an average of 19 errors out of 4 questions or 15.9% errors. Next, Present Perfect Tense with an average of 24.7 errors out of 3 questions or 15.5% errors. Next, Present Progressive Tense with an average of 17 errors out of 4 questions or 14.3% errors. The lowest is Simple Present Tense with an average of 20.3 errors out of 3 questions or 12.8% errors.

Using Traditional Flashcard to Teach the Present Progressive Tense

In recent years, learning technology has developed very rapidly. However, many schools have not been fully facilitated, so they still use conventional learning media. The purpose of this research is to find out whether traditional flashcards as a learning tool can improve the present progressive tense and how grade 3 students at SD N 01 Trimulyo see the use of traditional flashcards as a learning tool. In this study, data were collected through observation and interviews. Grade 3 students of SD N 01 Trimulyo became the object of this research. Researchers also conduct tests to find out how research findings develop. This study uses a qualitative methodology and a qualitative descriptive approach. The results of the study show that traditional flashcards can be used as alternative learning media in today's digital and internet era. This medium really helps teachers. Students feel happier and find it easier to learn English after using traditional flashcards. Students are more motivated to learn because learning using traditional flashcards is easier for them to understand. In the world of education, the traditional use of flashcards is still a new method. Traditional flashcards are a solution for schools that do not yet have sufficient facilities in today's modern and digital era.

Temporal cohesion as a candidate for negentropy in biological thermodynamics

Negentropy explored by Schrödinger for saving biology within thermodynamics stands firm on the perpetual temporal cohesion of material origin. The temporal cohesion refers to the cohesion acting between what has been produced and what is going to produce, thus keeping the negentropy as a measure of organization constantly positive in time. Such cohesion is ubiquitous in measurement internal to the material world. Internal measurement in the quantum realm really lets the current “detecting” constantly feed upon some quantum resources available from the preceding “detected” a moment ago. The quantum resources transferred during the cohesive process serve as a physical factor for bridging between the two different temporalities; the present perfect and progressive tenses. What has been detected comes to participate in an attribute of what is going to detect next as constantly following suit. Temporal cohesion is an agential mediator connecting the adjacent temporalities in a manner different from the spatial cohesion observing only the single temporality restricted to the present tense. The activity of enhancing the magnitude of negentropy may have preceded the emergence of something called life phenomenon. Biology feeds upon temporal cohesion.

The case design of a corpus-based English grammar lesson of high school-The passive voice in the present progressive tense as an example

The case design of a corpus-based English grammar lesson of high school-The passive voice in the present progressive tense as an example

UNGRAMATICAL NEGATION CONTRUCTIONS ON THE STUDENTS’ INDONESIA-ENGLISH TRANSLATION

This study was to investigate negation constructions in STAKat Negeri Pontianak students’ Indonesia-English translation. The participants were 78 students of semester 2, 4 and 6 in STAKat Negeri Pontianak in academic year 2021. The descriptive method was applied in this study in order to describe and analyze the constructions in negation. The tool of data collection was translation tes by preparing sentences in Indonesia and asking the students to translate them into English. There were 5 for each sentence in Present tense, Past tense, Modal, Progressive tense and Perpect tense. Based on finding, the students faced difficulties in demontrating the formula of each tense. Many of them still make ungramatical negation. The percentages of those are 80% in present perfect tense, 60.8% in past tense (60.8%), 50% in present progressive tense, 40.8% in present tense, and 29% occurs in modal. The highest ungrammatical constructions of singular case are tenses. The tenses mistake in present tense is 26.3% out of 40.8%, past tense is 55.9% out of 60.8%, present perfect tense is 70% out of 80%, present progressive tense is 47% out of 50%, and modal is 23.7% out of 29% ungrammatical negation construction.

Living with the emergence of agents on physical terms

Evolutionary emergence of agents in the empirical world is a direct consequence of the indexicality of matter itself. It is grounded upon the act of quantum origin that is accessible indexically with use of our language. One unique aspect of our language rests upon its appraisal of different grammatical tenses, such as the present progressive tense and the perfect one. Both the tenses are indexical in pointing to some movements in progress or registered in stasis as such out there as admitting no anthropocentric interventions. In particular, the material movement mediated by the transfer of the quantum particles is punctuated by the event of the transfer completed so far that can be referred to in the present perfect tense. At the same time, the transfer of the quantum particles can constantly induce the similar transfer in sequence in the following present progressive tense. Constant update of the present perfect tense in the subsequent progressive tense is agential in keeping no inconsistency between the two left behind in the finished record. That is the inconsistency-mediating cohesion acting between the present perfect and the progressive tenses. A most conspicuous case demonstrating the competency of inconsistency-mediating cohesion may be the origins of life. Molecular recognition widely observed in the biological realm is a specific instance of demonstrating such a molecular cohesion.

EFL Saudi Undergraduates' Tenses Errors in Written Discourse Due to Interlingual and Intralingual Interference

The current study aims to investigate the influence of interlingual and intralingual interference as sources of the errors of past and perfect tenses. The former refers to the errors generated by the negative effect of EFL learners' mother tongue as they try to bridge certain linguistic gabs. The latter, however, is pertaining to the errors produced by the target language itself as learners progressed in the learning process and face difficulties to employ the large amount of knowledge they have just acquired. The participants chosen are EFL Saudi Undergraduates whose academic specialisation is English. The result of the study showed that there was statistically significant difference between intralingual interference strategy and first language negative transfer as sources of errors of the past and present perfect tenses. This result revealed that the participants have reached a linguistic stage where the diverse rules of the target language itself create confusion for learners. The intralingual interference led the participants to making errors in the simple past, the past progressive, and the past perfect far more than when using L1 negative transfer strategy. While the first language negative transfer led the participants to committing errors in the present perfect progressive tense more so than when using the intralingual interference strategy. This result simply indicated that the difference in timeframe between Arabic and English led to significant number of errors which the students often transfer from their native language.

The effect of using videos in teaching and learning English present progressive tense

PurposeUsing videos in language learning has been investigated in the literature to enhance second language learning. The previous studies have explored the effect of videos on learning a foreign language, especially vocabulary learning. The purpose of this study is to investigate the effect of videos on learning present progressive tense in the perspective of semiotics.Design/methodology/approachA total of 30 Arab English foreign language (EFL) learners participated in the study and were assigned into two groups. The first group was taught present progressive tense with the help of videos (the semiotics group). The second group was taught the same content using a traditional way, i.e. without videos.FindingsResults of the post-test indicated that participants in the semiotics group outscored the participants who did not learn through videos to learn present progressive tense. The study concluded that using videos is a useful tool to enhance learning present progressive tense.Originality/valueTo the authors’ knowledge, no study has been conducted to examine the effect of semiotics on learning L2 grammar, especially the present progressive tense. Therefore, this study explores the impact of using videos, as a form of semiotics, to help EFL learners learn present progressive tense.

The Effects of Gradual and Indirect Feedback on EFL Learners' Grammar Development and Beliefs

Corrective feedback has received significant attention in English language teaching, and its role has been highly substantial. Considering the importance of corrective feedback in EFL classes, this study aimed at finding the effects of indirect and gradual CF on Iranian EFL learners' grammatical development and their beliefs toward CF. Twenty EFL learners, meeting the criterion of being lower-intermediate in their proficiency, participated in this study and were divided randomly into two groups of indirect and gradual CF. An Oxford Placement Test, Aljaafreh and Lantolf's (1994) regulatory scale, error correction test, writing tasks, and Corrective Feedback Belief Scale were used as data collection instruments. The indirect group received indirect CF based on cognitive theory and the gradual group received feedback based on Aljaafreh and Lantolf's (1994) regulatory scale for four sessions. The findings obtained from Mann-Whitney U tests revealed that the gradual group which received CF based on sociocultural theory was better able to overcome the problems related to simple present and present progressive tenses than the indirect group which received indirect CF based on cognitive theory. The findings also indicated that all learners, both gradual and indirect, preferred receiving CF and both groups always preferred to be corrected and likewise, both groups considered the teacher as the main provider of CF. The results of this study suggest that gradual feedback based on learners’ ZPD was more effective in improving EFL learners’ grammar development. In conclusion, these findings support the idea that social interaction is a prerequisite for cognitive development.

A Linguistic History of Iraqi Arabic (Mesopotamian Arabic)


 
 
 The objective of this work is to investigate the linguistic structure of Iraqi Arabic or what is known as Mesopotamian Arabic. The paper presents an overview of some of the fundamental analyses of Iraqi Arabic - Mesopotamian Arabic. This article is concentrated on the most important parts of the language which are the phonological, morphological, and syntactical features. The paper not only examines the linguistic feature of Iraqi Arabic but it also, discusses how Iraqi Arabic dialect is different from Modern Standard Arabic with data that are not considered before and with certain new theoretical proposals. The researcher analysis the three dialects, which are Baghdadi, Southern, and Maslawi dialect and provides an important data for each dialect. Unlike Modern Standard Arabic, Iraqi Arabic went through many changes. Phonologically, Iraqi Arabic has more consonants than Modern Standard Arabic, and a few additional long vowels. Many sounds have been replaced with different sounds. In addition, the words in Iraqi Arabic does not end with vowels. Therefore, words end with consonants rather than vowels in Iraqi Arabic. Morphologically, Iraqi Arabic is different from Modern Standard Arabic in the present progressive tense. In Iraqi Arabic, the tenses are formed by adding a prefix to the conjugated stem of the verb, which cannot be found in Modern Standard Arabic. Syntactically, Iraqi Arabic differs from Modern Standard Arabic in two ways: first, there is no case marking; Iraqi Arabic does not show overt cases as it is found in Modern Standard Arabic. Second, Iraqi Arabic lacks agreement. Iraqi Arabic does not always follow the structure of verb-subject order as found in Modern Standard Arabic. The verb usually has full agreement with the subject in both orders, subject-verb, and verb-subject. Finally, Iraqi Arabic has an interesting feature which is head movement that cannot be found in Modern Standard Arabic as Soltan argues. This is can be shown in the following example: [The student seems that ____ he read the book.] Among the other issues that the author discusses in this study is the history of Iraqi Arabic. In addition to the features of Iraqi Arabic and the effects of other languages, such as Turkish and Semitic languages on Iraqi dialects.
 
 

Error Analysis of the Use of Question Words in English Sentences

<p align="center"><strong> </strong></p><p>The research aims to analyze the error in using questions word on second grade students of MTs. Hidayatussalafiyah. Question is one of important aspect that students need to master not only in writing but also speaking. There are several types of questions that students need to learn. The types of questions that discuss in this research are “Yes/No-Questions” and “Wh-Questions”. The data are collected through observation, discussion, books and also documentation. By the data, the research finds the most error the students made in each category. The research findings also prove the students need more explanation in forming questions especially in writing. Based on the result, the student faced more difficult in forming “Yes/No-Questions” than in “Wh-Questions” category. They made mistake for 298 or 65.07% in “Yes/No-Questions and 160 or 34.93% in “Wh-Questions” from the total mistakes. The most difficult question for them in “Yes/No-Questions” is to form “are you studying your grammar book?” or using “be (is/am/are) in present progressive tense”. The total number of mistakes for this questions are 26 or 8.4%. And, for the “Wh-Questions”, they made more mistake to form “what time did you eat lunch?” or using “what time” to ask about the time.<em></em></p><p><em> </em></p><p>Key words: error, analysis, question words</p>

A Corpus-based Study on Turkish Spoken Productions of Bilingual Adults

The current study investigated whether monolingual adult speakers of Turkish and bilingual adult speakers of Arabic and Turkish significantly differ regarding their spoken productions in Turkish. Accordingly, two groups of undergraduate students studying Turkish Language and Literature at a state university in Turkey were presented two videos on a computer screen, and asked to narrate each film in Turkish as completely as possible, which was videotaped by the researchers. Subsequently, two sets of corpora were compiled from the video transcriptions and analysed through a computer programme. The findings showed that the bilingual group does not significantly differ from the monolingual group in their choice of word order and voice, and that they overused the present progressive tense, and conversational fillers while narrating video-films as opposed to the monolingual group. It might be concluded that both languages are active in their mind, and that their lexical access to their L1 is slightly stronger than that to their L2. The study concludes with a few suggestions for further directions.

A STUDY OF TENSES USED IN ENGLISH ONLINE NEWS WEBSITE

The purposes of this study were to analyze and describe English tenses used in an online news website and to examine which types of English tenses are frequently used in an online news website. The material in this study was 20 news in Mini-Lessons from B r e a k I n g N e w s E n g l i s h .c o m. The research instrument was a checklist which determines and categorizes English tenses as past tense, present tense, and future tense. The data collections were analyzed with the frequency and percentage. The research findings of the study showed that all using of English tenses in the 20 news from the Mini-Lessons were 279 sentences; past tense were 155 sentences (56%), present tense were 120 sentences (43%), and future tense were 4 sentences (1%). The most English tenses aspect of the news were past simple tense and present tense; past simple tense, present simple tense, present perfect tense, and present progressive tense, respectively. In contrast, breaking news used the least English tenses aspect of the news was past perfect tense, future simple tense, past progressive tense, present perfect progressive tense, and future perfect tense, while there were no used past perfect progressive tense, future progressive tense, future perfect tense, and future perfect progressive tense in the 20 selected breaking news.

Functions of Expressions of Futurality in Professional Economic Texts

Abstract The aim of this corpus-based study is to identify the functions that selected expressions of futurality can express in professional economic texts. The classification of functions is established on the corpus of seven economic books. Excerpted instances of futural constructions are analysed with respect to textual and interpersonal functions as defined by Halliday. Futurality is interpreted broadly to include all lexical and grammatical means referring to the future. This approach makes it also possible to analyse futurality as a means of text coherence. Hence the core grammatical means are interpreted along with co-occurring lexical means under the two categories of functions to provide a comprehensive model of text coherence with regard to futurality. Frequency analysis shows that core futural expressions are not distributed equally throughout the corpus. While some expressions (e.g., will and the present simple tense) dominate, others prove to be rather insignificant (e.g., be on the point/verge of, the present progressive tense). In addition, both lexical and grammatical constructions regularly co-occur in clusters, contributing to the coherence of the economic texts.

Форма Present Progressive Passive. Когнитивное осмысление

Форма Present Progressive Passive. Когнитивное осмысление

L3 Acquisition of Simple and Present Progressive Tenses by Iranian EFL Learners

This study sought to investigate the role of transfer at the initial states of the third language (L3) acquisition. The following hypotheses were investigated in this study: (a) the second language transfer hypothesis (“L2 Status Factor”) proposing that L2 impedes transfer from L1 into L3; (b) the Cumulative Enhancement Model (“CEM”), proposing selective transfer from the previously learned languages, here L1 and L2; and (c) the Full Transfer/Full Access Hypothesis (FT/FA), suggesting that the Universal Grammar (UG) is available in acquiring the succeeding languages. The data were elicited via two experimental groups: one, Persian learners of English as a second language, and the other, Turkmen learners of English as a third language who had already acquired Persian as a second one. The structures tested in this study were simple present and present progressive tenses across the languages mentioned above. The L2 and L3 learners were tested at the initial state of their English acquisition. Data were gathered through grammaticality judgment and translation tasks. The results demonstrated that there is a significant advantage of L1 transfer in L3 acquisition.

An Analysis of Grammatical Errors on Speaking Activities

<p>This study aims to analyze the grammatical errors and to provide description of errors on speaking activities using simple present and present progressive tenses made by the second year students of English Education Department, Palangka Raya University. The subject for this study was 30 students. This research applied qualitative research to describe the types, source and causes of students’ errors taken from oral essay test which consisted of questions using the tenses of simple present and present progressive. The errors were indentified and classified according to Linguistic Category Taxonomy and Richard’s classification, well as the possible sources and causes of errors. The findings showed that the errors made by students were in 6 aspects; errors in production of verb groups, errors in the distribution of verb groups, errors in the use of article, errors in the use of preposition, errors in the use of questions and miscellaneous errors. In regard to resource and causes, it was found that intra-lingual interference was the major source of errors (82.55%) where overgeneralization took place as the major cause of the errors with total percentage of 44.71%.</p>

Toward Accommodating Biosemiotics with Experimental Sciences

Chemical affinity is by itself inclusive of the action of a sign. Naturalization of the action of a sign is latent in the material organization holding its own identity by means of the exchange of material. A concrete experimental example is the citric acid cycle running in the absence of biological enzymes. The carbon atoms to be exchanged round the cycle serve as the signs for holding the cycle as a natural system. The action of a sign operates in the present progressive tense and is also descriptively approachable in the same tense, as implying that a natural system holding its own identity assumes the first-person status acting for its own sake. The action of a sign is thus addressable in first person descriptions on the level of the supporting material system that can recognize the sign as such from within. Furthermore, if the action of a sign happens to precipitate the record registered in the present perfect tense, the record itself will be approachable in third person descriptions in the present tense. When one can relate the record of an earlier event to that of a later one, what is called information will come up. Information to be externalized and objectified is about the completed outcome from the action of a sign that is accessible in third person descriptions in the present tense. Conversely, if the action of a sign is carried by a natural system holding its own identity in a manner to be registered in the present perfect tense after the event, information will appear in a proper form of bookkeeping as relating the memory to anticipation on the part of the material agency. Although information in the present has the capacity of relating the past to future in the present tense as avoiding direct confrontation with the dynamic nature of the present or now head on, the action of a sign facing the present squarely is competent enough to address and decipher the generative capacity of information itself operating in the present progressive tense.

Receptive Openness to a Message and Its Dative—Materialist Origin of Time

Information precipitates the flow of time from scratch. Information as a noun, equivalent of the transitive verb “inform”, stands out in the contrast between a direct and an indirect object of the verb, that is to say, between the messenger of a message and its dative. The root of the contrast is sought in the occurrence of the flow of time in the sense that the flow requires both the invariant reference and the dative being subject to something flowing through against the reference. Empirical evidence of the contrast is found in the class identity kept by a molecular aggregate that can constantly exchange the constituent molecular subunits with those of a similar kind available in the neighborhood. The exchange of the subunits derives from the action of pulling-in, originating from the inside of the body holding the class identity. The action of pulling-in that underlies the synthesis of the flow of time empirically in a bottom-up manner originates in the constant update of the present perfect tense in the present progressive tense. The material aggregate preserving the class identity at the cost of the vicissitudes of the constituent individual subunits serves as the dative of information. The unfathomable depth of information is associated with the immense multitude of the messengers in their kinds toward the likely datives having the capacity of receiving them. The bottom line is that being informed is materially being receptive to a flow of substrate, so the information is being embodied by the receptor.