Use Of Tense Research Articles

Opowieść autobiograficzna jako sieć. Analiza „Pokoju utrechckiego” Alice Munro w ujęciu językoznawstwa kognitywnego

The paper uses the conceptual metaphor WEAVING AN AUTOBIOGRAPHICAL NARRATIVE IS WEAVING A WEB as an analytical tool to guide the exploration of the autobiographical aspects of Alice Munro’s short fiction, in which the writer often reconstructs the emotional reality of her past. The paper analyses Munro’s The Peace of Utrecht through the lens of Langacker’s Cognitive Grammar, focusing on the use of the English Present tense. To conclude, the study bears out Langacker’s epistemic account of the English present, revealing how the protagonist’s conception of reality changes as she weaves her narrative in an attempt to reconnect with the past.

Linguistics variation: A case study of Oka - Akoko, Ondo State, Nigeria

The analysis reveals distinct phonological features, such as unique vowel harmony patterns and consonant clusters, that differentiate Ọ̀kà dialects from each other. Syntactic analysis uncovers differences in sentence structure, particularly in verb placement and the use of tense and aspect markers. Lexical comparisons highlight numerous unique terms and expressions in Ọ̀kà, reflecting cultural and environmental influences. This research contributes to the documentation and preservation of the Ọ̀kà dialect, providing insights into the dynamic nature of language and its role in cultural identity. The findings underscore the importance of linguistic diversity and support efforts to promote and sustain minority dialects within larger linguistic communities. It is based on an analysis of phonological and morphophonological features as vowel harmonies and consonant clusters found specifically in both Ọ̀kà dialects and standard Yorùba. Lexical comparisons reveal many hapaxes in Ọ̀kà that illustrate cultural and environmental associations. The study also unpacks sociolinguistic dimensions that shape these variations. This research contributes to the documentation and preservation of the Ọ̀kà dialect, providing insights into the dynamic nature of language and its role in cultural identity. The findings underscore the importance of linguistic diversity and support efforts to promote and sustain minority dialects within larger linguistic communities.

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.

Difficulties Faced by Iraqi EFL learners in Using Past Tense

Iraqi English as a Foreign Language (EFL) learners typically spend around eight years studying English before entering university. During the last four years of high school, students get frequent and rigorous instruction in English tenses. In addition, when they Upon entering the institution, students enroll in the English department where they engage in a rigorous four-year study of the English language. The curriculum is built with a focus on teaching tense. Grammar is taught for a total of three hours each week over a span of thirty weeks per year during these four years. However, Iraqi English as a Foreign Language (EFL) learners have significant difficulties in many grammatical aspects, particularly in the understanding and use of tenses. This article is a data analysis research that seeks to detect grammatical mistakes, including their nature, kinds, and origins. It is presumed in this context that you are now experiencing a difficulty, and I would want to know what specific issue you encountered in the past. The Past tense is used to describe previous activities that occurred either at a precise point in time, which may be indicated by a time phrase or inferred from the surrounding context. The past continuous tense is used to depict acts or occurrences that occurred at a period prior to the present moment.

Improving the credibility of case study research in international business studies and beyond: a simple fix for a serious problem

PurposeThe field of international business (IB) formally welcomes and frequently calls for case study research, but the proportion of case study papers appearing in IB journals remains very small. This paper aims to support efforts to redress this imbalance by addressing an overlooked yet critical issue: the (mis)use of tenses when theorizing from case study findings. The authors reveal a pervasive use of the present tense and argue that this leads to decontextualization and, in turn, over-generalization. The paper also suggests ways in which this problem may be avoided in the future, thereby improving the credibility and status of case-based research and helping to de-marginalise it within IB.Design/methodology/approachA qualitative content analysis was applied to all (2,627) papers published between 2011 and 2021 in four leading IB journals. In total, 171 case study papers were identified over these 11 years, and a deeper content analysis was then performed to measure the extent of decontextualization/over-generalization implied by the inappropriate use of the present tense in the discussion and theorisation of research findings.FindingsThis study found that, out of 171 case study papers identified, 141 (82.5%) provided at least two instances of over-generalization as implied by the misuse of the present tense. However, some of these papers were found to feature statements that could be claimed to mitigate such inappropriate generalization. These mitigating factors included the repeated use of adverbial phrases denoting context and the use of a “propositional style” that clearly distinguished contextual findings from speculative, decontextualized generalizations. Nevertheless, 71 of the 171 (41.5%) papers still demonstrated inappropriate generalization, even after allowing for mitigating factors.Originality/valueThis study reveals a problematic writing practice and one which has arguably significantly contributed to the “decontextualization” problem critiqued in IB and management studies more broadly. The study also offers further insights into how decontextualization might be avoided, arguing that this problem would be significantly reduced if tenses were used appropriately in discussing and theorizing case study findings. Additionally, the study highlights the continued marginalization of qualitative research methods in IB and reinforces calls to address it.

Grammatical Skills Development of Bangladeshi Students through Task-Based Language Teaching

The research aims at exploring whether the implementation of Task-Based Language Teaching can improve students’ grammatical skills and will furthermore investigate its feasibility as a teaching approach. A first year class of English Department at Bangladesh Army University of Science and Technology (BAUST) was used and an action research was carried out. Hence, the study targets to use Task-Based Language Teaching (TBLT) in the communicative grammar learning environment using various meaningful reading tasks. The research problem in this research is the poor scores of students’ grammatical mastery observed in the pre-test. The research paper is based on the use of simple present tense. The focus of this study is the use of TBLT which is believed to guide students to experience communicative grammar learning with various meaningful and pragmatic tasks in the grammar class. The research findings revealed improvement of grammar skill for the students that have at least an initial level of grammatical competence, but no difference was detected for the students of no grammar competence, indicating the need for further investigation. Therefore, this research expects to improve not only students’ grammatical mastery but also the need for better classroom condition and overall skill development.

Error Analysis on The Use of Simple Present Tense in The Students’ Descriptive Text Among the Seventh Grade of Smp Swasta Pangeran Antasari Medan

This study is aimed at finding and analyzing errors in the use of simple present tense in descriptive texts written by seventh graders of SMP Swasta Pangeran Antasari Medan. The approach followed in this research was a qualitative method involving description and analysis. This data was collected through the students using tests that had been pre-prepared for them and interviews that were structured. In view of this, it is worth noting that there are only two main types of errors: intralingual errors and interlingual errors. These hindrances are caused by interference from their native language, Bahasa Indonesia thus making them disarrange sentences wrongly or even create new words. Meanwhile, intra-lingual errors, such as omission and addition, arise due to students' lack of understanding of English grammar rules. From the total 90 errors identified, omission errors were the most dominant with a percentage of 42.2%, followed by mis-formation (25.5%), mis-ordering (16.6%), and addition (15.5%). This study underscores the importance of more focused and interactive grammar teaching, as well as more frequent writing practice with constructive feedback to reduce errors in Simple Present Tense usage. The results are anticipated to enhance to standard of English language instruction in educational institutions, namely in the area of composing descriptive texts.

Recurrent grammatical errors in student Russian-to-English consecutive interpreting

Interpreting student errors have little been accorded full-scale treatment. The objective of the article is, then, to provide a classification of and explain some of the most recurrent grammatical errors made by students in Russian-to-English consecutive interpreting. Our findings suggest that all grammatical errors in student consecutive interpreting fall into four groups: errors in the use of articles; errors in the use of tenses; errors in the use of voice; and errors in the use of number. Among the key sources of grammatical errors in consecutive interpreting are inadequate linguistic competence and performance, i.e. tendency to transfer grammatical patterns specific to a native language into a foreign language, unpredictable syntax, quick speech motor actions; and psychological and cognitive factors, i.e. principles of analogy, severe time constraints. Error analysis in student consecutive interpreting can make a positive contribution into the practice of training interpreters as it reveals the problem triggers. Additionally, inquiries in error analysis can make valuable contributions in a linguistic typology of interpreting errors in typologically and structurally different languages, i.e. language-specific and language-pair specific errors.

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.

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

This cross-sectional study examined materials adaptation within an English-Chinese bilingual storytelling curriculum for first graders to identify the potential factors influencing adaptation choice. It delved into the relationship between curriculum objectives, perceptions of picture books, and the use of tense and narrative. A survey (N=352) gathered demographic data of English teachers from China, and the data was analyzed using Partial Least Square (PLS) structural equation modeling. Findings illuminate how teachers’ perception of picture books fully mediate the interplay between bilingual storytelling curriculum objectives and teachers’ narrative in a picture book adaptation. Analyzing the results by narrative theory, it found that the essence of storytelling and narrative is making meanings; stories play a leading role in the curriculum for first graders to develop their bilingual narrative through sharing, reading, and telling stories. Consequently, teachers’ understanding of picture books’ possibilities as teaching materials, benefits for fostering students’ bilingual development, and perception of the intertextuality of illustration and words can significantly facilitate teachers’ narrative in a picture book adaptation. This study contributes by elucidating the mediating role of picture books, emphasizing the importance of linking curriculum objectives with teaching materials adaptation in practice. Furthermore, longitudinal research is to overcome the limitations of this cross-sectional correlation analysis.

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.

Language Features Found in Essays About Madurese Art

This study aims to examine and explain language features in essays about Madurese arts. The writers uses qualitative descriptive methods to elaborate data. The source of the data in this study is essays by second semester students of English Department at Universitas Trunojoyo Madura which discuss about Madurese art. Meanwhile, the data of this study are characters, sentences, and paragraphs in essays that contain various language features. This study uses Gerot and Wignell (1995) theory of language features in descriptive essays. The result of this study shows that there are five language features that students use in their essays: the use of certain objects, the use of simple present tense, the use of noun and adjective phrases, the use of auxiliary, and the use of linking verb.

Syntactical Error Made by EFL Learners’ in Writing Descriptive Text

This study aims to identify the syntactical errors in the descriptive text writing of 10 elementary-level students at Al-Ikhlas Boarding School. This study applied a qualitative-descriptive approach. The source of data was taken from the students writing. Those descriptive texts were analyzed by classifying the errors as types of syntactical errors. From this study, the researcher found syntactical errors, namely errors in pronouns, be, plurals, and the use of the verb tense. This finding shows that EFL learners cannot completely master and apply the grammar of English in terms of syntactical function to their writing. It is influenced by factors such as interlingual and intralingual transfer. But the dominant factor in these results is interlanguage transfer. This study is supposed to be a reference for another researcher, linguist, and educator for their further study on error analysis.

The Poetics of Space in Enchi Fumiko’s The Waiting Years / 円地文子『女坂』における空間の詩学

Abstract: This article examines how Enchi Fumiko, in her novel The Waiting Years ( Onnazaka 1957), uses verbs of motion, such as kuru (to come) and iku (to go), to carefully shift the novel’s focalization, allowing readers to grasp the subtle nuances of relationships within the Shirakawa household as characters move through the Shirakawa residence. This construction of the physical and social space of the home allows Enchi to explore the constraints women faced within the patriarchal ie seido (family system) that largely governed gender roles in prewar Japanese society. It argues that while Japanese third-person fiction (with its flexible use of tense, deixis, and person) tends to be told from the here and now of a story, English third-person fiction (told in the past tense) has greater difficulty entering a story’s here and now. As a result of these linguistic constraints, this layer of social critique is not always replicated in John Bester’s English translation (1971).

The imperfect tense in the poetics of El Jarama by Rafael Sánchez Ferlosio

In this paper an analysis of the poetic use of the imperfect tense in El Jarama by Rafael Sánchez Ferlosio is proposed basing on the concept of narrative grounding. The claim made in the paper is that in El Jarama the imperfect is used in a manner that breaks down the narrative foreground-background distinction. As a consequence, the arrangement of the events into a meaningful story line is nullified, which affects the way the narrative is experienced and interpreted.

As Semelhanças e Diferenças Semânticas: Uma Análise contrastiva do Futuro Simples em Português Europeu e o advérbio temporal “jiang” em Chinês

This study aims to describe the semantic properties that characterize the Future Simple tense in European Portuguese, considering its complex nature, which encompasses both modal and temporal aspects. In contrast, in the Chinese language, there is not the same compatibility between the use of morphological tense and interphrasal communication. In this regard, we propose to conduct a contrastive analysis with its counterpart in Chinese, the temporal adverb "jiāng" based on corpus comparison, to identify possible convergences and discrepancies, weighting the hypothesis of potential changes in its linguistic behavior. This study contributes to the understanding of semantic nuances between the two languages and to improve the teaching and learning of Portuguese and Chinese.

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.

Move Structure and Lexico-Grammatical Features of Master’s Thesis Abstracts in A State University

Writing abstracts requires a more disciplined style of writing, with higher demands on both form and substance. Graduate students are expected to produce scholarly outputs attuned to the rhetorical and linguistic conventions of abstract writing, acceptable to a wider academic community. Thus, this study examined the usage, distribution, and order of moves, along with the identification of selected lexico-grammatical features of 43 masters’ thesis abstracts from nine graduate programs of a state university. Using descriptive research design, following Hyland’s five-move analysis framework, findings revealed that the presentation of the introduction (I), purpose (P), method (M), product (Pr), and conclusion (C) moves in the abstracts varies across programs. However, the I-move was found to be optional, but all four moves (P, M, Pr, C) were found to be conventional, with a semi-linear structure as P-M-Pr-C. Results further revealed that the lexico-grammatical features of thesis abstracts such as modal choice, use of verb tense and voice, and utilization of nominalization were influenced by the nature of the move type and discipline, along with the authors' emphasis and goal in writing. Conversely, the abstract length of these abstracts was more than twice the number of words suggested by different citation systems, implying a lack of brevity. Based on these findings, the University Graduate School is encouraged to suggest specific guidelines in thesis abstract writing. Lastly, genre-based approach via explicit instruction to promote consistency in lexico-grammatical features of abstracts is highly recommended.