Use Of Past Tense Research Articles

Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning

This study examines the validity of task-specific anxiety and self-efficacy and the joint effects of task-specific and general second language (L2) writing anxiety and self-efficacy on learning gains resulting from different task conditions formed based on two types of written corrective feedback and two types of task planning. 115 high school EFL learners in South Korea were divided into two groups and received either direct correction or metalinguistic feedback on their wrong use of English articles and past tense in their written narratives. After receiving feedback, each of the two large groups was further divided into three subgroups, each performing a second writing task under three conditions: pre-task planning, within-task planning, and no planning. The learners responded to questionnaires that aimed to measure task-specific and L2 general anxiety and self-efficacy. The results demonstrated that task-specific anxiety and self-efficacy were distinct from general L2 writing anxiety and self-efficacy and that they played different roles in L2 development under the different treatment conditions. Specifically, general L2 writing anxiety was a negative predictor of learning gains regardless of learning condition; task-specific anxiety showed a positive effect in metalinguistic explanation + within-task planning but a negative effect in all other task conditions; neither task-specific nor general L2 self-efficacy was a significant predictor of treatment effects. This study demonstrates the importance of investigating task-specific individual difference variables and shows the differential associations between general and task-specific individual difference variables on one hand and different types of task-based instruction on the other.

The Development of Past Tense Forms in Albanian Native Speakers and Learners of English as a Second Language

This study explores how Albanian learners acquire tense-aspect systems, focusing on two distinct groups: adult learners of English as a Second Language (ESL) and young native speakers of Albanian. Drawing on the Aspect Hypothesis (AH), which asserts that the aspectual properties of verbs play a key role in the acquisition of tense-aspect distinctions, the research aims to determine if these learners exhibit universal patterns in their development. Data was collected through written tasks, narrative exercises, and demographic questionnaires from Albanian bachelor’s students and children in grades 2-5. The analysis reveals that Albanian ESL learners demonstrate more variability and complexity in their past tense use, while young native speakers show a more systematic and predictable pattern, consistent with AH predictions. The study provides new insights into how the Aspect Hypothesis operates across different age groups and language contexts, offering valuable recommendations for improving teaching approaches and curriculum design for Albanian ESL learners.

An Error Analysis on the Use Of Simple Past Tense in Writing Narrative Text of 11th Grade High School Students at SMK Swasta YPK Medan Academic Year 2022/2023

Simple past tense is an action or activity carried out by a subject in the past. Past tense refers to actions in the past and tells us all about their relationship with the present. The purpose of this research is to know types and causes of error on simple past tense. To know dominant error on the use of simple past tense in writing narrative text. To find out difficulties faced by students in comprehending simple past tense and narrative text. The researcher adopts a descriptive qualitative method. Carried out by gathering data from the natural environment without altering the situation. Data of this research is error made by students in written test of past tense. Data source is a writing test with the theme “My Holiday”. It consists of 55 words or more. Tests are distributed to 16 students of SMK SW YPK MEDAN. The researcher found 116 errors from writing test that the researcher carried out, it was found that the highest frequency of error that students made was mis formation about 78.45% errors, omission was 12.93% errors, selection was 5.17% errors, addition was 2.59% the last was mis ordering with 0.86%. the researcher also found that the highest error was caused by intralingual and the second highest was caused by interference.

The relative effects of direct and indirect written corrective feedback on L2 learning: The moderating role of field dependence/independence

The current study investigated the relative effects of direct and indirect written corrective feedback (WCF) on the learning of regular past tense, and the extent to which learning outcomes were related to individual variation in field dependence/independence (FDI). Fifty-nine Chinese intermediate second language (L2) learners of English were randomly assigned to two treatment groups and a control group. The two treatment groups carried out three written dictogloss tasks and received direct WCF and indirect WCF, respectively, on their erroneous use of regular past tense. The control group performed the same writing tasks but received feedback on the content of their writing. To evaluate the effect of treatment, a grammaticality judgement task and a picture description task were administered as the pretest, immediate posttest, and delayed posttest. The Group Embedded Figures Test was used to measure learners’ FDI orientation. The results showed that both treatment groups outperformed the control group on the posttests, but no significant differences were observed between the two treatment groups. In addition, the results suggested that FDI was related to learning outcomes as measured by the picture description task. Field independent learners had an overall advantage over field dependent learners, especially where indirect WCF was provided.

Addressing Challenges in Narrative Writing: An Error Analysis of Eleventh Grade Senior High School Students' Use of Simple Past Tense

The motivation behind this review is to distinguish errors in the utilization of the basic past tense by 11th grade at Madrasah Aliyah Nurul Jihad in Indragiri Hilir. The exploration technique is descriptive qualitative, with an emphasis on information got from the writing tests. The information showed that students made errors in utilizing the straightforward past tense, which were delegated omission, addition, misformation, and misordering. There were 104 errors found, including 43 omissions, 16 additions, 20 misformations, and 25 misorderings. The most prevalent type of error was omission (42%), followed by misordering (24%), misformation (19%), and addition (15%). The prevalence of omission errors suggests that students struggle with understanding and applying the simple past tense in their narrative writing, often resulting in incomplete sentences or omitted words. To improve, students should engage in more practice with narrative text writing to enhance their grasp of the simple past tense.

EXPLORING LANGUAGE INTERFERENCES: SLOVAK LEARNERS OF SPANISH AND THE CHALLENGES IN PAST TENSE USAGE

Different linguistic classifications of Spanish and Slovak make the differences between these two languages. The genetic criterion classifies languages, clustering them into language families, the largest among which is the Indoeuropean one. The typological criterion divides languages according to their grammatical structures. Meanwhile, Slovak is genetically a Slavonic language, and Spanish is a Romance language. Therefore, they both belong to different language families. Also, according to the typological criterion, Slovak is a synthetic language, and Spanish is an analytic language. Based on a theoretical study of the standard features and differences between the Slovak and Spanish verb systems, we formulated the hypotheses about language interferences, which are accepted or rejected at the end of the research. The current research aims to examine the errors in the use of past tenses by Slovak university students who study Spanish as a foreign language, and then analyze where these errors are due to interference with their native language. The present paper observes what errors students make in using past tenses in Spanish. The research question is: What interferences do Slovak learners of the Spanish language experience in the use of past tenses? We applied scientific methods (an observation, a textual analysis, a synthesis) to conduct the study. The first method was an observation. Applying this method made it possible to gather data by watching the process of doing grammatical exercises in Spanish during classes held from September 2020 to May 2022 for the first- and second-year students at the Faculty of Applied Languages of the University of Economics in Bratislava. These students knew English and were generally better at it than Spanish. We also conducted a textual analysis that primarily looked at the learners’ short-text writing skills. We used a form with 30 phrases the respondents needed to complete using past tenses. Then, we assessed the written and spoken communication skills of students. The analysis results show that, on the one hand, most respondents needed help distinguishing between the past continuous and simple past tenses, resulting in misuse. On the other hand, we found some slight errors in phrases in which the present perfect tense was supposed to be used.

ERROR ON THE USE OF PAST TENSE IN NARRATIVE TEXT MADE BY ELEVENTH GRADE OF SMK SWASTA BNKP DARO-DARO BALAEKHA

Grammar is the rules of a language governing the sounds, words, sentences, and other elements, as well as their combination and interpretation. In grammar, there is tense in English which must we know, they were past tense, present tense, future tense, and past future. But here, there are still many students made errors in using past tense of narrative text. This research was aimed to analysic the Error on The Use of Past Tense in Narrative Text Made by Eleventh Grade Of SMK Swasta BNKP Daro-Daro Balaekha. This research designed by using qualitative descriptive method. In analyzing the data, the research used theory of Miles and Huberman; data reduction, data display, and conclusion drawing/verification.the data was documentation, worksheet and interview. The data source of this study was taken from the eleventh grade students of SMK Swasta BNKP Dara-Daro Balaekha. The data of this study are students ‘errors in use past tense. To examine the credibility of this study the researcher used triangulation. The results of this study there are 7 students not mastering the pattern. Then, students difficult to differentiate the use of verbs in sentence are 7, do not have any dictionary are 2 and other reasons limited of vocabulary are 2. The students stated that their teacher usually only give the books rare explain about how to use past tense. From the result of the research, researcher concluded that students conduct errors because of not mastering the pattern of past tense. Suggestion for teacher, students and next researcher expect the result of this research can be benefit for all the sources in scientific work especially.

Past tense reference to future eventualities

Abstract The simple past in Dutch, as in many other European languages, is not necessarily used to refer to a past eventuality. A Dutch example of a verb in simple past that does not refer to a past event, taken from the Spoken Dutch Corpus (CGN), is: Pa die ging morgen golfen ‘Dad is going to play golf tomorrow.’ Here, the past tense verb ging ‘went’ can be called a ‘fake past’, since it refers to a future eventuality, as can be seen from the adverb tomorrow. We argue that this use of the past tense is not modal, because it does not involve reference to a counterfactual, hypothetical, or unlikely eventuality. We present a Reichenbachian (1947) analysis of this use of past tense, in which we argue that while the eventuality takes place in the future, past tense is used to indicate that the point of perspective (R) is situated in the past (i.e. R-S-E).

Home language variation in the narratives of urban First Nations Australian children in their first year of school

ABSTRACT First Nations children may speak a dialect of English that has different grammatical rules from Standard Australian English (school language). Limited studies have investigated Aboriginal English (home language) dialect in First Nations children and its impact on differential diagnosis of language disorder. This study measured the density of home language dialect and grammatical accuracy in oral narratives produced by typically developing First Nations children. Non-standardised assessment narrative protocols were used to elicit language samples from 27 Australian First Nations children aged 4.5–6 years. Local home language dialectal features were coded into the sample and grammatical accuracy was calculated separately for school language and home language. All children displayed some use of home language features. The most common home language features used were alternative use of regular past tense and irregular past tense, zero use of regular and irregular past tense, and alternative use of pronouns. Dialect density varied highly amongst participants. Grammatical accuracy was higher for home language than school language. Speech pathologists and teachers need to be aware of differences between home and school language for First Nations children to avoid misdiagnosis of language disorder. More research is required to gain normative data that informs culturally appropriate assessment practices for this population.

The Error of Past Tense Expression in Jackie Chan’s Utterances on Jackie Chan in Conversation

This research aims to identify the incorrect use of past tense by Jackie Chan in giving his first public talk at the Sydney Opera House. In this qualitative research, the researchers applied an observational method that focuses on grammatical errors. In this study, the researchers use a non-participatory technique that focuses on grammatical errors. Meanwhile, in analyzing the data, the method was identification, and the technique was competence in comparing. The researchers took the source from a conversation from Jacky Chan in an interview in Australia on Youtube. Based on the, the errors uttered by the speaker are errors in using the past simple, errors in using clauses and verbs, specifying a particular point or period in the past, and the verb "be". The conclusion is the speaker incorrectly used the appropriate type of verb when speaking in the past tense, the speaker also often uses the wrong type of verb that should be used in telling the past tense, and the use of verb "be".

Realization of Genre Analysis on Students’ Essay: A Classroom Discourse Perspective

Discourse analysis area becomes an essential issue in teaching and learning English in Indonesia. Through applying this approach, the lecturer as the researcher can analyze the students’ texts written during their writing course. This study was aimed at reporting the realization of genre analysis on students’ essay. Through employing discourse analysis approach, the writers selected 3 essays written by the freshmen from the Early Childhood Education Department, Islamic College of Putra Galuh Ciamis. In analyzing the texts, the writers employed context of culture or as the so-called ‘genre analysis’ to determine the social function, generic structure, and linguistics feature of the selected essays. In this study, the writer then addressed 3 research questions: (1) How is the social function of the texts realized? (2) How is the generic structure of the texts realized? (3) How is the linguistics feature of the texts realized? The findings of the study revealed that the realization of the social function of the essays is retelling past events for the purpose of informing or entertaining which was shown by the title of the text. The first essay entitled: “Student’s Skill Competition”, the second essay entitled: “Visiting My Grandmothers’ House”, and the third essay entitled: “Holiday in Pangandaran Beach”. Meanwhile, the realization of the generic structure covered: (a) introduction which tells orientation, (b) sequence of events which tells the events in the order they occurred, and (c) a conclusion which tells re-orientation. Moreover, the realization of the linguistics feature focused on (a) specific participants, (b) the use of past tense, (c) the use of material process and circumstances of time and place. In conclusion, dealing with the social function, generic structure, and the linguistics feature realized on the whole essays, the whole analyzed essays were categorized as recount texts.

An Analysis Of Grammatical Errors In Writing Descriptive Text

Grammar error is one of the difficulties experienced by students in the writing process. This study conducted in order to investigate the grammatical errors in writing descriptive text made by the students of English Department of FKIP USI. This research aimed to know the grammatical errors that happen in writing class made by students of the second semester. In this study, the writer used Qualitative analysis, while the general pattern or the research design used by the researcher is a case study. This study found that the students make the grammatical error in writing descriptive text. Population taken in second semester of English student department. Purposive sampling is used in taking sample from the population. The researcher uses document papers as the instrument. The finding of this study showed that there are 6 types of grammatical error found namely: tenses, preposition, articles, voices, morphological, and verbs errors; the dominant grammatical error found is tense errors which has total occurrences of 75 (26.31%) specifically the use of past tense; the reason why students‟ made dominant error in using specifically past tense is the students‟ are lack of understanding the linguistic features of descriptive text. Based on the result, it is figured out that the students still have difficulties in applying grammatical structures in writing. In order to avoid the students in making another grammatical error, the researcher has suggested taking out remediation based on each problematic area of grammatical error categories

AN ANALYSIS OF STUDENT’S PROBLEM IN WRITING ERROR IN THE USE OF SIMPLE PAST ON RECOUNT TEXT AT 10th GRADE MA DARUL ULUM TLASIH

Abstract
 This study analyzes simple past tense errors in MA Darul Ulum Tlasih by analyzing the types of errors in the use of simple past tense in recount text. This research is expected to help in developing English learning to process and provide information in order to increase knowledge to understand the mistakes made in the use of the simple past tense. This study uses an approach that is carried out in several stages: preparation is carried out by providing an explanation of the simple past tense. The data were taken from the 10th grade students of MA Darul Ulum Tlasih by providing a working instrument to make a recount text of a personal experience. The author uses several data analysis techniques, namely: error, classification, description, and correction. The results of this show students' errors in misinformation and misodering.
 Keywords: Simple past tense, eror analysis, omission, misinformation, misodering, and recount text.

Learning English Through Islamic Historical Content

This study aims to describe the implementation of Content-based Instruction (CBI) for learning English. it was applied to facilitate students in learning English by providing them as much as language exposure on the content of a subject related to their major in Islamic education. The content deals with an Islamic history on the Hijrah of the Prophet Muhammad (pbuh). The activities were carried out in 3 major stages. The earlier activities were the vocabulary building and grammatical focus on the use of simple past tense. The second section was learning receptive and productive English skill activities covered reading comprehension, practices on speed reading and reading aloud as well as writing summary. At last, this instruction also revealed and discussed the moral values found in the passage about the Hijrah of the Prophet Muhammad (pbuh).

Changes in Research Abstracts: Past Tense, Third Person, Passive, and Negatives

Research abstracts are an increasingly important aspect of research articles in all knowledge fields, summarizing the full article and encouraging readers to access it. Graetz suggests that four main features contribute to this purpose—the use of past tense, third person, passive, and the non-use of negatives, although this claim has never been confirmed. In this article, we set out to explore the extent to which these forms are used in the abstracts of four disciplines, the functions they perform and how their frequency has changed over the past 30 years. Drawing on a corpus of 6,000 abstracts taken from the top 10 journals in each of four disciplines at three distinct time periods, we found high but decreasing frequencies of past tense and passives, an increasing number of third person forms, and more than one negation every two texts. We also noted a remarkable decrease of past tense and passives in the hard sciences and an increase in applied linguistics, with sociologists making greater use of negation. These results suggest that abstracts have developed a distinctive argumentative style, rhetorically linked both to their communicative function and to the changing social contexts in which academic writing is produced and consumed.

ERROR ANALYSIS ON THE USE SIMPLE PAST TENSE IN NARRATIVE TEXT

The purpose of this research is to analyze of student’s errors on the use of past tense in Narrative text based on the problem that students felt confused about using past tense in their writing especially Narrative text. The method of research is qualitative descriptive. The subject of study researcher choose eight grade (2016/2017) in MTs Darussalam, Cepu. The result show that the researcher found four types of errors : omission, addition, misformation, misodering. Then, the researcher found the highest error made by students is misformation with 52% percentages. This problem influenced by student felt confused to understand simple past because they did not know the meaning and differences between regular verb and irregular verb. Therefore, students claimed if they seldom to practice writing paragraph.

The L3 acquisition of English tense-aspect system by Uygur speakers with L2 Mandarin Chinese

This paper examines the role of Lexical Aspect Hypothesis (LAH) and linguistic typological similarity in the L3 acquisition of English tense and aspect among Uygur speakers with L2 Mandarin Chinese (Chinese hereafter). LAH asserts that the emerging verbal inflections at the early stage of language acquisition primarily function as markers of the lexical aspect and thus predicts universality for acquisition of tense and aspect. However, with an assumption of language transfer, the typological closer relationship of Uygur with English in terms of the tense and aspect system was expected to trigger L1 transfer in L3 acquisition. The study analyzed the English tense and aspect forms used by the participants (N = 25) for verbs of four distinct lexical aspects (50 target items) in contexts of past. The result shows that the lexical aspect influences the appropriate use of past tense—past tense marker aligned with telic predicates (achievements and accomplishments), -ing with activities (for inappropriate uses), and nonpast with states (for inappropriate uses), and the influence is observed at each proficiency level. The results show little evidence for language transfer in the acquisition of the English past tense, either from L1 Uygur or L2 Chinese; instead, the data suggest that L3 acquisition of tense and aspect is more subject to acquisitional universality (LAH).

Scholarly literature on the lexico-grammatical features of medical case reports - A mini review

Medical case report (MCR) is an important written clinical discourse. Many applied linguists using corpora linguistic approach have identified MCRs to possess lexical and grammatical features that are distinctive, rhetorical, and teachable. The present study reviews scholarly literature published in indexed journals to cull out the salient lexico-grammatical features of MCRs. The identified rhetoric grammatical features were dominant use of past tense, active voice, and the occurrence of semi-technical words such as unique adjectives to bring out the significance of the report, verbs of Latin origin. In countries where English poses challenges, familiarizing on the linguistic features of MCR will enable trainers of medical education programs to develop English language teaching modules to instruct novice medicos in MCR preparation. This initiative could convert English language classes into sessions with meaningful learning experience. Further, publishing MCR is considered to be an important professional research task of clinicians; therefore, this insight will help novice writers to make impressive and genuine case reports.

An Error Analysis of Using Simple Past Tense in Writing Narrative Text at Tenth Grade Students of Senior High School 1 Jambi

This study aims to identify whether students make errors and find the types of errors made by students in class X MIPA 1 of Senior High School 1 Jambi City. This research is descriptive qualitative. The subject of this research is X MIPA 1 of Senior High School 1 Jambi City academic year 2021/2022. The data collected through the students' writing test. The results of this study indicate that there are errors made by students in the use of the past tense. All errors in using the past tense have been categorized and identified, namely omission, addition, misformation, and misordering. The findings of this study indicated that there were 102 total errors made by students which are classified into four categories based on the surface strategy taxonomy. There are 14 omission errors, 27 addition errors, 49 forming errors, and 12 sorting errors. The students made a dominant error in misformation. This can be seen from the results of the percentage where the wrong formation is 48.04%, then followed by stacking errors of 11.76%, omissions of 13.73, and addition errors of 26.47%. Based on the results of the study, it can be concluded that the students of class X MIPA 1 SMAN 1 Jambi City made the most types of errors, namely misformation. This misformation error is the most difficult for students because they do not really understand the movement of verbs and the infinitive to the past tense. Students need to practice more in writing narrative texts so that they understand the use of simple past tense and the students can make good narrative texts.

An Error Analysis on the Use of Simple Past Tense in Students’ Recount Text Writing

This research was conducted based on the phenomenon happened in the school. The students had low ability in grammar. They got difficulty in constructing sentences by using some tenses. Therefore, this thesis discussed the error analysis on using simple past tense in writing recount text. The purpose of this research was to classify the types of errors made by the students and find out the sources of errors which students made on using past tense in writing recount text. This research was conducted based on descriptive qualitative analysis. The subjects of the research were the students at the first semester of SMA Mardi Yuana Depok Class X Social III which consisted of 20 students, it was considered by using purposive sampling technique. In collecting the data, this research used writing task to identify the students‟ errors on using action verb in writing recount text based on linguistic category taxonomy and sources of errors according to Brown’s theory. The result of the research showed that there were 4 types of errors made by the students. The highest two common errors were Misinformation errors 30 or 37,5% and Omission errors 24 or 30 %. The lowest two errors were Addition errors that were 14 items or 17,5% and Mis-ordering with 12 items or 15%. Based on the total result types of errors, this research found that Interlingual Transfer was the major source of errors made by the students.