Tense Forms Research Articles

Understanding the Function of Past Participles in Complex Sentences

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.

Pluralizers through time in the Basque dialect of Labourd

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.

Habitual sentences with <em>costumar</em> ‘use to’: Issues of tense and interaction with frequentative adjuncts

This paper analyses the expression of habitual values in Portuguese, focusing on the auxiliary verb costumar ‘use to’. First, the concept of habituality (and its distinction from genericity, frequentativity, and iterativity) is discussed, and an overview of the various ways of signalling habituality in Portuguese is provided. Then, three topics take centre stage, one concerning tense and two concerning the interaction of costumar with temporal adjuncts of different types. With regard to tense, the versatility of the imperfective past of costumar is examined, noting that this tense form can convey values which are typically reserved to the perfective past and the pluperfect. Regarding the interaction with adjuncts, the combination of costumar with adjuncts that redundantly express habituality (e.g., habitualmente ‘usually’) is first addressed. Subsequently, the combination of costumar with a set of allied adjuncts, grouped under the cover term ‘frequentative’, is scrutinized. These include adjuncts that indicate whether exceptions to the habitual pattern are more or less frequent (e.g., muitas vezes ‘often’ vs. às vezes ‘sometimes’), and adjuncts expressing correlation between eventualities, frequency sensu stricto, or cyclicity (e.g., uma vez por semana ‘once a week’). Portuguese is systematically compared with English throughout the text. The neo-Reichenbachian framework of Discourse Representation Theory (Hans Kamp) is used for formal analyses.

The pedagogical effectiveness of the programmed learning of English tenses: A pedagogical experiment

The current study aims to investigate the effectiveness of a programmed approach to teaching English verb tenses. This approach is essential for enhancing grammar instruction in the classroom. A total of 23 first-year students from Toraighyrov University participated in both studies. Before the experiments, the participants were divided into two groups. During the first stage of the experiment (2021–2022), both groups started with a similar level of English proficiency assessed through admission exams. There was a noticeable difference in the initial proficiency between the two groups during the second stage (2022–2023). After completing the learning process, the participants underwent a post-assessment to measure their progress in using tense forms. In a second experiment, the order of events was reversed. In this study, the criterion measures method, statistical method, statistical analysis of the test, and data collection and analysis were employed. Based on the preliminary findings, students experienced enhanced learning and engagement when studying English grammar using programmed learning methods compared to traditional approaches. It was concluded that programmed learning helps students to memorize and comprehend grammar concepts more efficiently through structured progression and immediate feedback, indicating that it is a viable approach to teaching grammar.

Tense and aspect in the interlanguage of Slavic speakers learning Romance languages

ABSTRACT The study addresses the research gap of how being a speaker of a Slavic language influences the ability to convey tempo-aspectual meanings in Romance languages by examining personal and impersonal narratives delivered in written and spoken mode by learners of L3 Spanish and L3 Italian with L1 Slovak and L2 English. Narratives are analysed following the methods of interlanguage analysis proposed by Ellis and Barkhuizen [(2005). Analysing learner language. Oxford University Press] and Salaberry and Comajoan [(2013). Research design and methodology in studies on L2 tense and aspect. De Gruyter Mouton], such as coding for grounding, frequency analysis of tense forms and lexical aspectual classes, etc. Following the ideas presented by Bayley (2013, Data analysis: Quantitative approaches. In M. R. Salaberry & L. Comajoan (Eds.), Research design andmethodology in studies on L2 tense and aspect (pp. 357–390). De Gruyter Mouton), binomial logistic regression models were built which showed that (a) the combination of discourse grounding and lexical aspect is of predictive power regarding the appropriateness of participants’ choices of morphological marking; (b) the distributional characteristics of morphological marking on telic predicates differs from activities and statives. One of the main differences compared to the results of previous studies, conducted on speakers of Germanic languages, is that the data did not provide enough evidence for morphological marking being used to convey primarily temporal distinctions (see Salaberry, 1999, The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics, 20(2), 151–178. https://doi.org/10.1093/applin/20.2.151; Wiberg, E. (1996). Reference to past events in bilingual Italian-Swedish children of school age. Linguistics, 34(5), 1087–1114. https://doi.org/10.1515/ling.1996.34.5.1087]) and presented the marking of telic predicates in foreground with perfective morphology as consistent, disregarding the level of participants’ performance.

PIDGINISATION AS LINGUOCULTURAL PHENOMENON (on the example of African linguoculture)

This article identifies the features of such a linguocultural phenomenon as pidginisation and creolisation on the example of African linguoculture. The scientific problem is caused by the influence of globalisation on the state of languages and cultures within the framework of intercultural and interlanguage interaction, on the one hand, and the need to preserve native languages and cultures, on the other hand. The purpose of the article is to identify the key properties of such hybrid languages as Pidgin English and Creole English which operate in the largest country in West Africa – Nigeria. The research work is based on a combination of linguistic and cultural analysis method, which revealed the peculiarities of language and culture in the process of historical development, and comparative analysis method, which is the key to distinguish similar and distinctive features of Nigerian Pidgin English in relation to British English. The research work systematised the key historical, linguistic and cultural factors that influenced the formation and Pidgin English and Creole English development in Africa, and identified its key characteristics. It was proved that English is a universal means of interethnic communication for all social groups, but Pidgin English has simple structure at all language levels – phonetic, grammatical, lexical ones – and suits for everyday communication perfectly. Adapting to local realities, Nigerian Pidgin English at the phonetic level is the subject to assimilation and dissimilation of consonants, quantitative and qualitative reduction of vowels. The grammatical structure of Nigerian Pidgin English is the subject to maximum simplification, this level is characterised by the omission of articles; the use of abstract nouns in the plural form; the formation of adjectives’ comparison degrees and adverbs on the principle of a monosyllabic adjective; the use of simple tense forms of verb. The lexical structure of Nigerian Pidgin English is characterised by the functioning of high-frequency lexemes of autochthonous languages, which is due to the desire to follow the norms of native culture. All deviations from British English are explained by the need to create an accessible form of communication for all social groups using minimal linguistic means.

SEMANTIC FACTOR IN MODELING VERB TENSES IN UZBEK LANGUAGE

This article provides information about the role of the semantic factor in modeling verb tenses for Uzbek language corpora. Determining the relation of speech to time is important in the process of morphological analysis. It is known that space and time are the fundamental form of existence, and any information, action, situation has signs of time and space. Understanding the relationship of information to time is an important condition for understanding changes in the world. Time determines the time of occurrence of certain events and situations, and thus they are arranged in sequence in memory, as well as how long they lasted. The need to ensure the automatic implementation of analyzes of the relationship of information to time increases the practical importance of the issue of annotating grammatical forms of tense.

ALMAN DİLİNDƏ KONYUNKTİV II BƏDİİ ƏSƏRLƏRDƏ İFADƏ VASİTƏLƏRİ

Means of Expression of Konjunctive II in Literary Works in German Summary In the article it is mentioned that the Konjunctive II is the condition form of the verb and expresses unreal, but possible, assumed, desired actions. Konjunctive II is widespread in Modern German. Forms of Konjunctive II are widely used in both simple and compound sentences. They are used in both absolute and relative meanings. The meaning and use of Konjunctive tense forms in many cases do not coincide with their use in the predicate form. Konjunctive forms differ from predicate forms in terms of time and modality. Key words: conjunctive, grammar, semantics, modality, verb, microcontext, sentence

Implementation of Flipped Classroom in Increasing Students’ Grammar Ability of Islamic Economic Department Student in UIN Datokarama Palu

The aim of this research was to describe the effect of the flipped classroom on increasing students’ ability in grammar. This research belonged to quasi-experimental research with a group pre-post-test design involving 50 bachelor degree students from the Islamic Economic Department at UIN Datokarama Palu as the sample. The sampling technique was total sampling with the experimental group (25 students) and control group (25 students). To assess the students’ ability in grammar, four components were measured: accuracy in tense usage, consistency, understanding of tense form, and contextual appropriateness. The students’ scores were classified into five categories: very good, good, medium, low, and failed. After treatment, the grammar ability scores increased for the experimental group. The percentage increased in all aspects: accuracy in tense usage increased by 45%, consistency by 40.6%, understanding of tense form by 31%, and contextual appropriateness by 32.8% from the pre-test scores. The Flipped Classroom model revolutionized the teaching of English grammar, offering practical strategies for implementation, and emphasizing the need for collaborative and independent learning experiences to enhance students' language proficiency and overall learning outcomes.

ENHANCING GRAMMAR TEACHING IN AN INDONESIAN SENIOR HIGH SCHOOL THROUGH THE USE OF GRAMMAR WHEEL

Attaining proficiency in grammar is crucial for students as it serves as the foundation for language use. However, many individuals shy away from learning it, perceiving it as a daunting and challenging task. This research is aimed at enhancing grammar teaching by applying Grammar Wheel. It focuses on the active and passive voice mastery of three forms of tenses including simple past tense, past continuous tense, and past perfect tense. Conducted in one of the public Senior High Schools in Indonesia, this study was participated by 35 students and an English teacher. Having troubles in comprehending grammar, the teacher needed media and activities to deliver the grammar materials interestingly. Two cycles of Classroom Action Research (CAR) were implemented. The data were collected using observation sheets, field notes, video recordings, interview guidelines, and exercise sheets. The analysis was carried out qualitatively following the steps proposed by Cresswell (2012). The results revealed that language teaching had been successfully improved and students were more motivated to engage in the learning process being in a comfortable and supportive learning environment. Furthermore, learners’ knowledge in mastering the three types of tenses increased significantly as evidenced by their writing. Hence, the Grammar Wheel has proven to be an effective tool for teaching grammar in the classroom.

ASPECTS OF NEW HIGH GERMAN LANGUAGE FORMATION OF THE 18th CENTURY (Gabriel Bodenehr’s Plan of Kamianets-Podilskyi, 1726)

The research examines the peculiarities of the formation of the German language in the New High German period using the example of the plan of the Ukrainian city in Podil – Kamianets-Podilskyi. This document was created in 1726 in the city of Augsburg (northern Germany) by the famous German engraver and cartographer Gabriel Bodenehr. The work aims to study the process of the formation of the New High German language at its early stage in historical, cultural, regional and linguistic contexts; to illustrate them on the example of the text of the explication of the city plan. The task of this research is to characterize the peculiarities of the process of normalization of the German language in the New High German period; to determine changes in language levels on the example of the German text of the explanation of the city plan of Kamianets-Podilskyi. To achieve the specified goal and solve the tasks, the following research methods were used: descriptive, comparative-historical, biographical, comparative, and linguistic. As a result of the research, it was found that the text of the plan, although it was written in the New High German period, which is characterized by the desire to create a language standard and the departure from regional dialects, still retains its regional flavour and reference to the written norm of the Viennese chancellery. The conducted research proved that the orthographic and phonetic levels were most affected by the region, where there are significant variations of graphemes in marking the length and shortness of the sound, qualitative changes in vowel sounds, orthographic and graphic features of consonant markings, gravitation to the norms of the Viennese chancellery, as well as a gradual rejection of orthographic norms of the Middle High German period. Certain changes at the morphological level were found in the explication text, which testifies to the formation and consolidation of some grammatical categories (tense forms of verbs, use of passive constructions, declension of nouns and adjectives). The information focus of the text determines its lexical content, which can be seen in the author’s extensive use of anthroponyms (names of architectural and church buildings) and toponyms. The historical and cultural context of the development of the city of Kamianets-Podilskyi is reflected in the author’s use of proper names (names of historical figures, religious orders, political and military groups) and a significant number of borrowings from French, Turkish/Arabic, Latin, and Italian languages. It has been established that the syntactic level is the most normalized and closest to the modern German language. Therefore, the conducted linguistic analysis of the text of the city plan testified that in the first half of the 18th century, there was no complete unification of the written norm of the German literary language. However, separate attempts were made to standardize it. Among the promising research areas, it is worth conducting a comparative analysis of other city plans of this period in order to identify common features in the development of the German language.

Present tense forms in Russian and English as a means of expressing the simultaneity category

Present tense forms in Russian and English as a means of expressing the simultaneity category

Bish’: Bayat’ or Byt’? About the Origin of One Particle

The article attempts to establish the origin of a Russian particle bish’. The debatable nature of this issue is due to the divergence of researchers’ opinions about the generating basis: the data of etymological dictionaries refer to the development of this particle from the form of the 2nd person singular of the verb баять (баешь), while some studies indicate its origin from one of the preterites of the verb быти — the 3rd person plural aorist бѧше or the 3rd person singular imperfect. To achieve its goal, the article investigates the issues of the conditions for the occurrence of allegroforms and allegroforms in the aspect of phonetic patterns of the degree of stress of words. The paper compares etymological data and specifies the difference of verb forms of the past tense, in particular, within the framework of the destruction of past tenses system. The research material was the data of the National Corpus of the Russian language (pan-chronical corpus) and information from etymological and dialectological dictionaries. As a result, a hypothesis was proposed about the formation of the particle under study from a special form that appeared due to mixing the uses of aorist and imperfect, which was already characteristic of the 14th century. The appearance of the particle dates back to the 17th century, as evidenced by the data of dictionaries.

Unraveling interlanguage variability: A psycholinguistic exploration of morphological forms in Iranian ESL learners' written performance

The present research study aimed to investigate the psycholinguistic aspects of interlanguage (IL) variability in English as a second language learners from Iran. Three morphological forms were specifically examined in this study: the plural "-s," past tense forms, and present tense forms. In order to investigate the learners' cognitive processes, the researchers used a mixed-method approach, combining qualitative semi-structured interviews with quantitative analysis of written task performance. Under various task conditions, learners exhibited two opposing patterns of IL variability (increasing and decreasing) in their morphological forms. Various degrees of accuracy were noted for every kind of morpheme. Different students allocated their attention differently to form and meaning in both under pressure and relaxed task environments. The observed variations could have been caused by limited working memory and attention capacity in addition to L1 transfer. The research indicated that the field of second language acquisition could benefit from an explanatory approach to comprehend IL variability from the learner's perspective. It provides recommendations for larger-scale research projects in a variety of educational contexts, along with pedagogical implications.

The loss of synthetic past tense forms in Slovene in the context of the hypothesised Central European convergence area

Summary One of the salient morphosyntactic features of the hypothesised Central European convergence area is allegedly a simple three-tense verb system (i. e. past, present, and future) without any formal and semantic distinction between the different past tense forms. The simplification of the originally more complex past tense system has been claimed to be contact-induced, which is mirrored in the loss of synthetic past tense forms in the linguistic history of German and Slavic. The article verifies the hypothesis according to which the loss of the preterit (i. e. a synthetic past tense form) in Upper German caused the disappearance of synthetic past tense forms, i. e. the aorist and the imperfect, in Slavic, more specifically Slovene. First, the process of the loss of the aorist and the imperfect in three medieval Slovene texts is presented, viz. the Freising Fragments (c. 972–1039), the Klagenfurt/Celovec or Rateče Manuscript (2nd half of the 14th century), and the Castelmonte/Stara Gora Manuscript (end of the 15th century). Second, the use of the preterit and the perfect in the Early New High German text Ain newes lied von den kraynneriſchen bauren (c. 1515) from the South Bavarian-Austrian speech territory, more precisely Lower Styria, is analysed. The historical linguistic analysis of the cited Slovene and German linguistic material (the latter originating from the Slovene linguistic area as well) shows that in medieval Slovene the aorist (and most probably the imperfect, too) was lost no later than by the end of the 15th century, while the formal and semantic distinction between the preterit on one hand and the perfect on the other is still preserved in Early New High German documented in the “Slovene-speaking lands” in the second decade of the 16th century. From these facts one cannot but conclude that the loss of synthetic past tense forms in Slovene could not have been influenced by (the demonstrably later) loss of the preterit in South Bavarian-Austrian German dialects, which were historically (and in some regions still are) in geographical and, consequently, sociolinguistic contact with Slovene.

DIALECTISMS IN NOVEL "MAMY" BY MARIA MATIOS

The article analyzes the accentuation, phonetic, morphological, word-forming and phraseological dialectisms used in the six-act drama "Mamy" by Maria Mathios. Unlike lexical dialectisms, which are mostly presented in page-by-page footnotes with an interpretation of their semantics by the author, the speech units studied in the proposed article mostly function in the text of the work itself and do not require explanation, as they are completely understandable from the context. Instead, phraseological dialectisms are also often explained in footnotes, since their semantics may not be completely clear to the general public. At the same time, we observe the use of phonetic, morphological, accentuation and phraseological dialectisms precisely in the speech of the characters, although lexical ones are also presented in the author's speech. In addition, the researched work presents significant monologues of characters, which contain a number of various speech units from different structural levels of the language. Among the morphological dialectisms, we note speech features primarily in the field of nouns, in particular, the presence of the ending -y in the genitive singular of feminine nouns of the third declension; in verb forms, primarily in the preservation of ancient forms of the past tense, the function of the participle-postfix -sia is mainly in the preposition; in the writer's representation of a number of dialect forms of official parts of speech, as well as exclamations. Accentuational dialectisms are mostly paroxytonated units. Word-forming dialectisms differ from literary language mainly by suffixes, less often by prefixes. Phraseological dialecticisms used in the text of the novel are emotionally saturated, are an important element of the characters' speech, and function mostly with the main component of the verb and verbal semantics. The researched types of dialectisms recorded in the prose text are presented in dialects of the southwestern dialect, primarily Hutsul, Transnistrian, Bukovinian, Transcarpathian, and Boykish. The analyzed dialect units are an important component of the characters' individual speech, logically woven into the linguistic fabric of the artistic text.

<i>Skažem tak</i>: Discourse markers originating from verbs of speech in Russian

Based on data from the Russian National Corpus, first and foremost, from its multimedia corpus, we address two members of the family of discourse markers developed from the finite form of the verb of speech skažem (the first person plural present tense form of the verb ‘say’): isolated skažem and its combinations with an adverb or a pronominal adverb such as skažem prjamo ‘let’s put it bluntly’, skažem tak ‘let’s put it this way’, etc. We show that these markers demonstrate a typical pragmaticalization trajectory: unlike the original speech verb, they do not refer to a speech event, their main function is to express a fuzzy nomination, or hedging, i.e., these markers are used when the speaker disclaims responsibility for the possible inaccuracy of the propositional content or of the nomination used in relation to the fixed propositional content. We demonstrate the main shifts in the distribution of these markers, which occur due to the fact that they fall out of the rigid clausal structure and acquire the status of an operator which scopes over discourse segments of various (potentially any) length. We study the main prosodic properties of these markers instrumentally and perceptually and, in addition, discuss the use of markers of this family together with other means of signaling that the speaker needs additional efforts in choosing an adequate expression. These can be other lexical markers of fuzzy nomination, lexical and prosodic indicators of an open list, self-corrections, signals of hesitation (filled pauses, non-phonological lengthening of sounds), etc. The results obtained convincingly show: (1) that even within the same family of markers, the shift from a unit with propositional meaning to a discourse marker can follow different trajectories and lead to larger or smaller shifts in meaning and form; and (2) that the study of discourse markers that uses data on prosody and such specific phenomena of oral discourse as speech disfluencies makes it possible to get more comprehensive lexicographic portraits of single units and their families.

Модальный потенциал синтетических и аналитических форм выражения будущего времени в немецком и русском языках

The study aims to identify the modal potential of synthetic and analytical forms of the future tense in German and Russian. The scientific novelty lies in the fact that the paper provides insight into the question of the functional equivalence of synthetic and analytical forms of the future tense. As a result, it has been shown that along with the future tense semantics, synthetic and analytical forms are able to convey modal complementary meanings under certain conditions. The peculiarity of the Russian language is that perfective verbs (Future Simple) can express core and non-core modal meanings. The inferential evidentiality as an additional complementary meaning is characteristic only of the analytical form Futur I in German and cannot be conveyed by the futural form Präsens. In German, synthetic forms express an alethic meaning if predicates in sentences of this type presuppose information already known to the interlocutor. Volitive and deontic meanings in German can be conveyed in sentences containing the Präsens form if there is an indication of the need to carry out an action in the context. The phenomenon of functional asymmetry is traced in the system of the future tense in German and Russian: the German analytical form Futur I can be considered the equivalent of the synthetic form capable of conveying evidential meanings (Future Simple) in the Russian language.

Romanian presumptive in interaction: evidentiality and beyond

Abstract The paper emphasizes the pragmatic and discursive extensions of a special verbal structure – at its origin, a Future Tense form – known in Romanian linguistics as presumptive mood (hereinafter: PRESUMPT). In terms of evidentiality, the PRESUMPT has two types of meanings: an inferential meaning, expressing an inference-based supposition, and also a reportative meaning, when the utterer does not take responsibility for the truthfulness of information from another source. These significances are very subtle and closely related to their context of use. That is why, sometimes, it is very difficult to distinguish one value from another. Therefore, Romanian PRESUMPT deploys in discourse pragmatic enrichments depending on the syntactic-enunciative structure it is inserted in or on some other parameters, such as: speaker’s epistemic stance, genre of discourse, intersubjectivity, and extends its core meaning of evidentiality through a range of discursive dimensions. Considering this situation, our approach outlines that a complex rhetorical strategy is involved in such contexts, where the PRESUMPT actualizes in fact only its prototypical feature [+placement in a subsequent relation (“ultériorité” – see Bres 2012. Conditionnel et ultériorité dans le passé: De la subjectivité à l’objectivité. In SHS Web of Conferences, Volume 1 (3ème Congrès Mondial de Linguistique Française), 1719–1730.)], exclusively marking the relation of subsequence of the hypothesis or of the quoted speech act (in counter-argumentative frames) compared to a previously mentioned state of facts.

The epistemic modality hierarchies of negative auxiliary verbs and the role of the past tense form in L1 and L2 English.

The epistemic modality hierarchies of negative auxiliary verbs and the role of the past tense form in L1 and L2 English.