Use Of Tense Research Articles

Analysis of English Verb tenses in Secondary School Students’ Writings in Maradi, Niger Republic

This study was carried out to examine the use of verb tenses in the writings of senior secondary school students, learners of English as a foreign language in Niger. Three hundred and seventy (370) students randomly selected from four (4) senior secondary schools in Maradi participated in the study. The data were collected using an essay test requiring the students to express their thoughts in the present, the past, and the future tenses. The study used mixed methods research. The results showed that the students’ use of verb tenses in English was very inappropriate. Furthermore, the results revealed that all the three tenses were found difficult by the students leading to verb tense errors of various types including substitutions, additions, and omissions of morphemes. Some recommendations were made to help the students use verb tenses appropriately, and minimize errors in verb tense use.

The Effect of Computer-Mediated Feedback on L2 Accuracy. Does the Difference in Learners’ Perceptual Style Moderate the Effectiveness of the Feedback?

Computer-mediated feedback (CMF) has recently gained attention in L2 (second language) classes because it offers numerous advantages, such as flexibility and timesaving. However, not much is known about how it affects the accuracy of L2 learners and how the mediating variables, such as learners’ preferred perceptual style, influences the efficacy of CMF. Therefore, the present study was conducted to examine how two types of CMF (audio-based and text-based) affect the accuracy of L2 learners on the past perfect tense and whether aligning CMF types with the learners’ preferred perceptual style (auditory/read/write) mediates its efficacy. One hundred and twenty first semester students with English as a second language (ESL), with a mean age of 20 were recruited for the current study. These students were divided into two treatment groups (audio-based and text-based) and a control group based on their preferred perceptual style (auditory/read/write). The learners in the treatment groups were given three treatment sessions, one each week, where they received CMF either in the audio-based form or text-based form on their narrative writing texts. Subsequently, the effectiveness of the CMF was tested employing two testing instruments: writing task and oral production task. The writing task was a narrative text reconstruction that required the participants to use past perfect tense. Similarly, the oral production task was a dialogue activity that required the use of past perfect tense. The results indicated that both CMF types improved the accuracy of the past perfect tense, with the audio-based CMF found to be more effective. The study also demonstrated that CMF was more effective when aligned with the learners’ preferred perceptual style.

We Would Strike!: Beyond Representation in a Post-Industrial Town.

On 30 July 1984, 11 mercury miners locked down in the mines of Almadén (Ciudad Real, southern Spain) to protest against their precarious economic and social conditions. 650 metres deep inside the oldest and most productive mercury mines in world history, the miners endured the dark and contaminated galleries for 11 days and nights until their claims were addressed. As an emigrated local filmmaker, I come back to post-industrial Almadén in 2019 to make a documentary film about the mining strike. The premise is to find young locals willing to live inside the now-closed mines for 11 whole days in homage to the older miners and to recreate the experience of 1984, 35 years later. Apart from engaging our collective mining past, performing the form and duration of a previous workers strike, Encierro proposes the underground as a living and symbolic space to foster a series of conversations, encounters, and social and political propositions to reimagine Almadén, which rose from a mine shaft more than 2000 years ago, as ‘something else besides’ a mining town. This exposition explores the potential of documentary film fieldwork to take on a different relationship to normal life that the same or similar events would have as ‘untransformed reality’ – a strike versus the reenactment of a strike – and its potential for activism and social transformation. I will also explore the use of the conditional tense in documentary; a speculative and hypothetical approach to reality sensitive to the ‘potentially’ real, the ‘possible’, and the ‘what if’ as modes of documentation. What happens when the forms of ‘documentary’ and ‘reenactment’ are exceeded, and act upon the world rather than only represent it?

The Linguistic Features in Egyptian-Authored English Research Article Literature Reviews in Linguistics

The current study aims at investigating and comparing the linguistic features of lexical items, tense usage, and voice choice in a sample of ten Egyptian-authored linguistics research article (RA) literature reviews (LRs) in local and international English-medium journals between 2013 and 2019. The paper followed a combination of genre-based and corpus-driven approaches, analyzing the data qualitatively and quantitatively. It adopted the state-of-the-art #LancsBox. The analysis revealed interesting differences between both sub-corpora in the use of lexis, especially in Moves 2 and 3. It was found that lexis varied to reflect the different rhetorical functions of the LR. They also differed in the use of the past simple tense. However, both sub-corpora agreed on using the present simple tense and active voice the most. This paper contributes to the literature by providing a helpful guide for Egyptian and novice researchers to use the linguistic features more appropriately in their LRs. It has pedagogical implications for designing EAP and ESP courses. Further studies on larger corpora are needed to analyze the linguistic features and highlight variations across genres, disciplines, and languages.

THE STUDENTS’ DIFFICULTIES IN USING SIMPLE PRESENT TENSE: A CASE STUDY AT SENIOR HIGH SCHOOL STUDENT SIMPLE PRESENT TENSE

This study aims to determine the problems faced by second-grade students in using the simple present tense at (Madrasah Aliyah Negeri) MAN Dompu. The data collection used in this research is interviews and tests, in order to find and classify the problems faced by second-grade students who have difficulty using the simple present tense. The research method used in this research is descriptive qualitative and quantitative methods. The population used in this study consisted of 5 classes and the sample was taken randomly, eight students in each class were used as samples. The number of samples is 40 students. The results of data analysis obtained through object tests and essay tests show that students' scores are very poor. This is evidenced by the average value of students is 3.9. Based on the test results, it shows that students have low ability in using the simple present tense, the students are quite interested in English subjects; English is very difficult for them; English teachers never give advice and motivation to students; the teacher never informs the students about the importance of learning English, especially the simple present tense; students have low motivation in learning English; English teachers never pay attention to students who have difficulty learning English; lack of stimulation for students in learning English; and students have low abilities. The researcher hopes that this research can contribute to teachers and students in the teaching and learning process of English, especially in the use of the simple present tense.

What makes the past perfect and the future progressive? Experiential coordinates for a learnable, context-based model of tense and aspect

AbstractWe examined how language supports the expression of temporality within sentence boundaries in English, which has a rich inventory of grammatical means to express temporality. Using a computational model that mimics how humans learn from exposure we explored what the use of different tense and aspect (TA) combinations reveals about the interaction between our experience of time and the cognitive demands that talking about time puts on the language user. Our model was trained onn-grams extracted from the BNC to select the TA combination that fits the context best. It revealed the existence of two different sub-systems within the set of TA combinations, a “simplex” one that is supported lexically and is easy to learn, and a “complex” one that is supported contextually and is hard to learn. The finding that some TA combinations are essentially lexical in nature necessitates a rethink of tense and aspect as grammatical categories that form the axes of the temporal system. We argue that the system of temporal reference may be more fruitfully thought of as the result of learning a system that is steeped in experience and organised along a number of functional principles.

The nature and causes of children's grammatical difficulties: Evidence from an intervention to improve past tense marking in children with Down syndrome.

Children with language learning difficulties frequently display problems learning grammar. One such group is children with Down syndrome. This study evaluates the effectiveness of an intervention to teach the use of the regular simple past tense to children with Down syndrome. Trained teaching assistants delivered the intervention for 20min per day for 10weeks. We conducted a Randomised Controlled Trial, with a waiting list control design in which the Intervention group (N=26) received the intervention immediately, while the delayed intervention group (N=26) received the intervention later. Immediately following the intervention, the intervention group showed significantly larger gains in the use of regular simple past tense forms (d=1.63 on a composite measure of simple past tense formation) as well as generalisation to verbs not explicitly taught. In addition, following the intervention children made overregularisation errors by incorrectly using regular simple past tense marking for irregular verbs; such errors support the claim that children had acquired generative knowledge underlying past tense marking. The delayed intervention control group showed identical benefits from the intervention when they received it, and the gains shown by the intervention group were maintained at follow up testing. This study shows that children with Down syndrome, who display severe language difficulties, can be taught to use simple past tense marking. The theoretical and applied implications of these findings for understanding the nature, causes and treatments of children's language difficulties are discussed.

Future tense and narrativity

This paper investigates the use of future tense in Latvian and Lithuanian in narratives that are located in the past. The data come from corpora of the contemporary languages as well as from folktales documented at the end of the th century. While the future is rarely used to tell a story, it does appear in certainfunctions in clauses that meet all or a part of the criteria for narrative clauses. We distinguish three groups of uses, with increasing degrees of narrativity: (a) imagined and evoked scenarios, including evoking habitual actions in the past; (b) a cluster of meanings around intention, imminence, and inception; (c) functions of text organization and grounding. Purely textual functions are only found in the folktales. Furthermore, switches to future tense in Baltic folktales show similar characteristics as switches from past to present tense in Romance languages.

Environmental Affection‐Driven English Tense Analysis: A Healthcare Exercise‐Based Corpus Case Study over Public English Environment

Most international academic papers are written in English, and the use of tenses in English academic papers often follows some conventional rules. Automatically extracting and analyzing English tenses in scientific papers have begun to attract researchers' attention for the global environment. In the analysis of the English tense of scientific papers, consider that the neural network model that combines attention mechanism and sequential input network such as Long Short-Term Memory (LSTM) network has a long training time, low extraction accuracy, and cannot parallelize text input. We propose an environmental affection-driven English tense analysis model, which includes an attention mechanism and LSTM model and conducts a temporal analysis of English texts based on an affective computing model. In this paper, our proposed method is verified based on the self-built healthcare exercise-based corpus over public English environment. By comparison, the experimental results show that the method proposed in this paper has better performance than ordinary Convolutional Neural Network (CNN), Support Vector Machine (SVM), and LSTM based on attention mechanism.

TEMPORALITY IN MODERN MEDIA GENRES (on the material of German and Ukrainian languages)

The article aims to answer the question: is there any correlation between the temporality and the genre affiliation of media texts? And, if it is a case: how does it manifest itself in the structure of media texts? The research is carried out on the material of modern frequency genres selected from German and Ukrainian newspapers. In the study we use the Сhi-Square-Test and the coefficient of Chuprov. The analysis revealed a correlation between the temporality and the genre affiliation in both media cultures. In news genres the past tense dominates, the present tense is less used and occasionally the forms of the future tense occur. In media text-interviews, on the contrary, the present tense dominates, the past and future tense forms are less represented. In the analytical genre the present tense dominates, followed by verb forms in past and future tenses. In the structure of German and Ukrainian news genres the following algorithm can be traced: in the lead – present (frequently), past (less frequently) tenses, in the body – past, present, and future tenses, in the final part – past, present, and future tenses. The interview-texts are characterized by the following sequence of tense use: in the lead – present and past tenses, in the body – present and past tenses, in the final part – present, past, and future tenses. For the analytical genre, the following algorithm is inherent: in the lead – present and past tenses, in the body – present, past, and future tenses. According to the statistical calculations, statistically significant results were obtained for the past tense in the German news items, for the present tense – in the German text-interviews, and for the future tense – in the Ukrainian text-interviews.

SISTEM GLAGOLSKIH PREDIKATA U „USTAVU REPUBLIKE SRBIJE“

The conducted analysis examined the syntactic features of simple and complex verbal predicates in the Constitution of the Republic of Serbia, the supreme legal act that has a prescriptive function. Since patient is the dominant instance in the mentioned document, the function of predicate occupies a central place in the analysis. By combining functional and structural criteria, the place of verbal predicates in the corpus that belongs to the administrative functional style is determined. Bearing in mind that this style is charac- terized primarily by nominal expression, the analysis seeks to examine how this character- istic is reflected in the use of verbal predicates. The research results showed the following: 1) Simple verbal predicates appear in the corpus as predicates of both independent and dependent clauses, with the dominant use of the present tense which gives the impres- sion of validity of prescribed norms. The use of simple verbal predicates consisting of transitive verbs with the particle se is frequent, with the purpose of achieving anonymous and impersonal character of the text through the neutralization of the subject. Existential type impersonal sentences are sporadically found in the corpus, with a logical subject in genitive and a negative impersonal form of the verb imati, which contributes to a clear formulation of legal definitions; 2) Both simple and complex verbal predicates often appear in the corpus in the form of the reflexive passive. The first part of such predicates contains verbs moći and smeti (which express deontic modality), as well as aspectual verbs počinjati, nastavljati, nastaviti and prestajati. Regarding modal verbs within complex predicates, adjectives dužan, slobodan, sprečen i ovlašćen are found in the text. Their presence shows that this way of constructing a complex verbal predicate is very productive. All copulative adjective expres- sions in the corpus are accompanied by full verbs in the form of da + present, which seeks to achieve a communicative exchange between the government and citizens. A decomposed predicate biti u mogućnosti is found as well, which functions as the modal part of a complex verbal predicate and represents another indicator of the tendency of using nominal expres- sions within the system of verbal predicates.

Aspeto verbal em croata e português – à procura da gramática interlinguística

Starting from the relevant points of the Croatian aspectual system, we present a basic scheme of contrasts between the perfective/imperfective opposition in Croatian and Pretérito Perfeito/Imperfeito in Portuguese and analyze narrative texts written by B2 level Portuguese students, who are native speakers of Croatian. Focused on “deviations”, we try to identify the specificities of the interlanguage in question with regard to the use of the past verbal tenses, namely Pretérito Perfeito and Imperfeito. The occurrence of Imperfeito in the foreground of the narrative and in the coda, as well as the combination of this verbal tense with the simple durative adverbials point to the presence of some L1 features in narrative texts produced by our informants – just as in Croatian, the interlinguistic Imperfeito seems to have the unmarked status in the Pretérito Perfeito/Imperfeito opposition.

The Irish Saga: Limits of the “Genre” (a Formal Approach)

The work considers traditional use of the term “saga” meaning the quantum of the Old Irish epic narrative, in Russian and European research. The correlation of the Russian term’s saga semantics with the English and French (saga) as well as German (die Sage) usages of the notion in scholarly texts describing the same denotates is also analyzed. The comparison with the semantic field of the original term scél, having “story, tale” as one of its meanings, is conducted. The work also attempts at singling out certain formal features making it possible to relate some Old Irish prose narrative to “saga” (in contrast with historical tales, prose texts on legal subjects et al.). As a working hypothesis the author suggests to single out the four aspects: 1) the presence of the initial formula referring to the oral stage of the narrative tradition; 2) the presence of a character’s long descriptions of ekphrastic type; 3) the presence of unjustified use of the Present Tense (the so-called Scenic Present); 4) the presence of verse insertions marking characters’ emotional speech yet not regarded as poetry proper. It is supposed that the three latter aspects should create the described events’ epic visualization. As the time passes traditional Irish narrative prose loses those aspects, neither are they preserved in the oral folklore tradition. To sum up, the conclusion concerning the term’s “saga” relative quality as a mediaeval genre is made, and the necessity to appeal to the researcher’s intuition is pointed out.

A COMPARATIVE ANALYSIS OF APPLIED LINGUISTICS AND ECONOMIC PSYCHOLOGY RESEARCH ARTICLES: VERB TENSE IN CONCLUSION SECTION

Conclusions to research articles are considered an important part because they draw conclusions based on the findings, discuss pedagogical and policy implications, and make future recommendations. The paper looks at an analysis of the rhetorical structure of conclusion sections of journal articles. Despite the extensive exploration of the topic, it has not received much attention regarding the appropriate use of verb tense in conclusion sections. To achieve this end, a corpus of 50 research articles from Applied Linguistics and Economic Psychology was compiled and examined based on Yang and Alison’s (2003) model of move structure of the conclusion section. The findings of this study revealed that Move 2 (Evaluating the study) and Move 3 (Deductions from the research) are found to be obligatory moves in both sets of data. As far as the tense pattern in the moves is concerned, the frequency measure showed a slight distinction in the usage of verb tense; however, no significant difference between both disciplines was calculated. Furthermore, the results showed that simple present tense is the most frequently used tense in all the moves of two corpora. The findings of this study may prove helpful for ESL students regarding the preference of tense patterns while composing conclusion sections. Keywords: Verb Tense, Conclusion Section, Rhetorical Structure, Research Articles, Academic Writing

Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students

The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery.

Exploring the Writing Challenges Faced by M.Phil. and Ph.D. Scholars: A Case

Academic writing plays a pivotal role in developing research proposals. The present study aimed to explore the grammatical errors that M.Phil/PhDs scholars commit in academic writing. The present study employed a qualitative case study designed to explore the challenges in the English language faced by the M.Phil and PhDs scholars. The 20 Ph.D. and 36 M.Phil scholars were selected by busing purposive sampling technique. Data were collected by using two self-developed semi-structured interviews protocol. Thematic analysis approach was employed for data analysis. The findings revealed that all the participants reported that correct use of tenses was a big hurdle that entailed the other grammatical mistakes and reduced the report quality because all the lexical aspects are linked with these mechanics. The study recommended that English language courses be offered to postgraduate, M. Phil and Ph.D. scholars to learn the technical aspects of the language and provide students with online interactive programming.

Extended Classification of the Main Grammatical Frames for Speaking verbs

This paper explores further elaboration of grammatical frames of speaking verbs. All data are taken in Corpus of Contemporary American English. This paper aims to 1) To analyse the structure of sentences that refers to the main grammatical frames of Speaking verbs, 2) To extend the classification into the Tense and Aspect category. The research describes the potential category of grammatical frames in Speaking verbs by categorizing and interpreting the structure of the sentence. It is compulsory to use systemic description which adopts deepsyntactic analysis: matrix and complement clause, simple and complex sentence, and the use of Tense and Aspect. The extended classification resulted in some classification of grammatical frames; in frame I, ‘Describe’is allowed. In frame II, ‘Shout’ and ‘Call’ are allowed. In frame III, ‘Talk’, ‘Speak’, ‘Discuss’ and ‘Describe’ are allowed. In frame IV, ‘Talk’, ‘Discuss’, ‘Describe’ and ‘Shout’ are included. In frame V, ‘Discuss’, ‘Shout’ and ‘Call’ are included. All classified verbs are also marked in Irrealis, AP (present), PP (present), AP (present) and PP (past). By approaching the data in deep syntactic analysis at the level of clause and sentence, the extended classification of grammatical frames of Speaking verb is also constructed in simple and complex sentence.

STUDENTS’ GRAMMATICAL COMPETENCE IN SPEAKING SKILL AT SMA MUHAMMADIYAH 3 MAKASSAR

This study aims at finding out the students’ grammatical competence in speaking skills especially in the use of simple present tense at SMA Muhammadiyah 3 Makassar. The method of this research was Descriptive Quantitative Method. Data of the research were collected through speaking test. The sample of this research was class XI IPA 3 from SMA Muhammadiyah 3 Makassar. The sample was taken by using Purposive Sampling Technique.Based on the results of the research, it was found that the students’ grammar competence in speaking skill in of XI IPA of SMA Muhammadiyah 3 Makassar is categorized into poor level. It was found that the students are difficult to form the sentence well and to arrange correct sentence when speaking. It was based on the result of test given dealing with the classification of students’ score.

AN ANALYSIS ON THE SECOND SEMESTER STUDENTS’ ABILITY IN UNDERSTANDING PAST SIMPLE SENTENCES AT THE ENGLISH EDUCATION DEPARTMENT OF STKIP INSAN MADANI AIRMOLEK

A descriptive qualitative method was used in this research. It aimed to find out the students’ ability in understanding Past Simple. The instrument of the research to gather the data was in the form of written test which was delivered to the the second semester students. They are asked to do the test of verbal sentence, nominal sentence and irregular or regular verb use. The test was designed based on the relevant literature review and the authors’ observation during the teaching learning process which took time especially when the material of the Past Simple was explained. For the test as a whole, there were only 3 students (12.5%) who had high category level of Past Simple understanding. Meanwhile, 10 students’ ability in understanding Past Simple (41.7%) was in the middle category. There were 11 students (45.83%) whose ability belonged to the low category. In short, the students’ ability in understanding Past Simple was still low. The research findings give some points of view for a lecturer to remember that he needs to have various teaching techniques to get her students’ attention to learn and practice more about the use of tense, especially Past Tense. The lecturer can also use interesting audio visual teaching media so that the students get more interest to acquire the rules

APPLICATION OF GOOGLE TRANSLATE FOR WRITING THESIS ABSTRACT IN ENGLISH (GRAMMAR ERROR ANALYSIS)

Google Translate is a popular translation and is used by most people around the world. Google Translate not only offers translation in various languages, it can even speed up work Translate. In learning the new norm, Google Translate is considered the easiest way to facilitate translation work and assist students in completing academic assignments. Based on the preliminary survey that had been done toward fifteen English thesis abstracts of post graduate students, it was found a lot of mistakes in the writing (tenses). This research aims at identifying the use of tenses/grammar in English thesis abstracts. The type of this research is descriptive through documentation study approach. The population was all English thesis abstracts at post graduate program Jakarta Islamic University. The sampling was purposive sampling. The data were analyzed descriptively. The results of the research showed that the inappropriate use of tense was more than that of theappropriate one in the part of background; the inappropriate use of tense was more than that of the appropriate one in the part of research method; the inappropriate use of tense was more than that of the appropriate one in the part of result (findings); the appropriate use of tense was more than that of the inappropriate one in the part of discussion; and the appropriate use of tense was more than that of the inappropriate one in the part of conclusion and suggestion