Use Of Verb Forms Research Articles

LANGUGE-SPECIFIC WAYS OF EXPRESSING A REQUEST IN RUSSIAN AND PERSIAN BUSINESS CORRESPONDENCE

The article is devoted to the linguistic specifi cs of ways of expressing requests in Russian and Persian business correspondence. The purpose of the article is to analyze the structure of request letters in Russian and Persian languages. Objectives of the study: to consider etiquette speech formulas in letters of request in Russian and Persian; compare the expressions used when writing such letters; identify diff erences, similarities, as well as universal ways of expressing requests in business correspondence in Russian and Persian. The main object of this scientifi c work is Russian and Persian business letters of request. This article contributes to the study of cross-cul-tural business correspondence by expanding the understanding of linguistic nuances in the expression of requests in Russian and Persian. Although the topic has been addressed in previous works, the present study deepens the analysis by comparing etiquette formulas and verb structures used in business request letters. As a result of the study, the authors came to the conclusion that the use of addresses and the use of verb forms in Russian and Per-sian business letters of request are signifi cantly diff erent. An important discovery was that in the Persian language, addresses have strict forms and arrangements that are diff erent from Russian, which refl ects deep cultural and lin-guistic traditions. The absence of patronymics and exclamation marks in Persian addresses, as well as the unique use of verb forms, emphasize the specifi cs of intercultural communication and the need to take these features into account when teaching Russian language. The practical value of the work is determined by the possibility of using its materials when teaching special courses on intercultural communication and contrastive linguistics, as well as when compiling textbooks on Russian as a foreign language.

An error analysis on Turkish EFL learners’ writing tasks

This descriptive qualitative study aimed to investigate the types and sources of errors committed by Turkish students learning English as a foreign language (EFL) in their foreign language (L2) writings as well as find out whether there is a difference in terms of the number, classification, and sources of errors between students at two different proficiency levels. To this end, the study was carried out at the School of Foreign Languages at a non-profit foundation university in Turkey in the 2020-2021 academic year. The students participating in the study (N= 32), who were selected using the convenient sampling method and participated in the study voluntarily, were Turkish preparatory class students having two different English proficiency levels, namely A1 level (n= 16) and A2 level (n= 16). Data for the study came from three different narrative paragraphs (each ranging in a 100 - 200 word band) written by the students, and a total of 96 paragraphs were collected for the study. The analysis revealed that the most frequent type of error was grammatical errors overall, a large part of which was the inappropriate use of verb forms. Moreover, findings concerning the potential differences between two proficiency levels showed that A1 level learners committed more errors than A2 level learners in all types except the semantic errors. Based on these findings, a number of implications for L2 writing teachers are discussed.

О сходствах и различиях в употреблении пассива в русской и турецкой речи

The author of the article conducts a comparative study of the use of forms of the passive voice in Turkish and Russian speech. In the course of scientific analysis, striking differences are found in the use of verb forms expressing the meaning of the passive. The Russian language has several ways of expressing this, the Turkish language is more consistent in this respect and conveys the meaning of suffering in one way, and adheres to the regularity in the use of voice forms in speech. The author demonstrates various language strategies in coding the same mental content, which can help in understanding the language mechanisms themselves, as well as facilitate the perception of the complex grammatical meaning of the passive for speakers of opposite languages for more effective mastering of a foreign language. The author conducts research within the framework of system linguistics, believing that the reason for the language ways of expressing a particular meaning should be sought in the determinant of language types. The Russian language is an inflectional language, the Turkish language is included in the group of agglutinative languages. Different ways of expressing the meaning of the passive are rooted in a different grammatical principle: Russian speakers have a set of pre-prepared ways of expression, while Turkish speakers have a set of separate morphemes, from which they form a word form at the moment of speaking.

Language Politeness in the Javanese Verb Speech Level

The focus of this research was the use of Javanese verb forms. The problem was studied with a sociolinguistic approach. The object of this research was the selection of Javanese verb forms used by speakers in the Magelang region. The informants were children, adolescents, and adults, both male and female. The informants in this research were 50 Javanese speakers. Data obtained by the technique of listening, recording, and taking notes. The problem was studied using speech component theory and language politeness norms. This research used a qualitative descriptive method. Based on this research, it is known that some children and the younger generation are less able to choose the correct form of verbs related to the level of speech, for example, the words ‘siram’ (bath), ‘tindak’ (go), and ‘mireng’ (hear). These three words should refer to people with whom to speak and be respected, not to describe oneself. Using an inaccurate form of the verb can lead to the assumption that the speaker is impolite. Based on the findings in this research, it is hoped that there will be efforts, both in the domain of families, schools, stakeholders, and policymakers, to provide better education to speakers, especially children, and the younger generation. With better education, it is hoped that the younger generation will be able to understand well the proper use of verbs. Incorrect use of the verb form can indicate the impoliteness of the speaker.

Fostering Independent Learning of English Verb Tense, Aspect and Voice Forms at the Tertiary Level

The prior research on typical errors in student tests on tenses (Apse and Farneste, 2014) demonstrated that first-year undergraduates who were majoring in modern languages and business encountered such problems as distinction between the verb-aspect forms, which were followed by the verb tense forms and the combination of both. Although students had studied English as a Foreign Language for almost ten years, they still could not distinguish between the use of the present and past tenses in the given context. One of the reasons for student problems was insufficient practice of independent learning. Thus, the present study was focusing on designing exercises which were related to the content and the skills required for the completion of the study programme and which could foster developing independent study skills. The research was a case study. Undergraduate students from full-time studies (22 students) were selected. The results of the pre-test-post-test design showed that doing the selftest and several practice exercises helped students to improve the use of verb forms. The views collected with the help of a questionnaire survey revealed that half of the students considered useful the provided self-test, and they had retaken it before the final test in class, but only few of the students had also done the electronically available additional exercises for self-study.

Grammatical Errors of Indonesian-English Text Translation in The Second Semester Student of Arabic Study Program at FTIK IAIN Pontianak

This article aims to investigate some grammatical errors made by Arabic students in translating Indonesian text to English text. In translating, the students must be aware of the grammar rules to avoid some mistakes. The mistakes or errors in grammar can influence the idea of message delivery. Grammatical errors should be corrected directly to avoid misunderstanding. The research problem formulated by the researcher is (a) what types of grammatical errors made by the second semester students of Arabic study program of Teacher Training and Education Faculty of Pontianak State Islamic Studies?; and (b) What are the highest and lowest percentage of grammatical error in translated texts made by the students?. This study aims to uncover and identify the grammatical errors found in translation made by the students and describe the percentage of each type of grammatical errors in translated texts made by the students. This study uses qualitative descriptive method. The subject of this study is 31 Arabic study program students of Teacher Training and Education Faculty of Pontianak State Islamic Studies. This study takes in the second semester of Arabic study program year 2018-2019 in English For Specific Purpose (ESP) subject. In this subject, the students learned how to translate Indonesian-English and English-Indonesian texts. Data collection used in this research are documentation in the form of written test and observation during the test. The result showed the types of errors made the students are errors in the use of verb, noun phrase, pronoun, adjective phrase and preposition. From the finding, it can be seen that the highest error is in the use of verb form (32,23%), then it followed by the use of noun phrase (24,16%), the use of pronoun (16,13%), the use of adjective phrase (14,52%), and the use of preposition (12,90%) as the lowest error

Einfluss von Tempus und Aspekt auf die Wahl der Verbformen in schriftlichen Texten russischsprachiger Deutschlerner

This article investigates the influence of tense and aspect on the choice of verb forms in texts written by Russian-speaking learners of German. Through eight written narrations, each produced by advanced learners of German with L1-Russian and German native speakers, the use of verb forms and relevant linguistic means (perfect markers, temporal adverbs and temporal clauses) was compared and analysed.
 
 The study shows that even very advanced Russian-speaking learners of German could not meet target language preferences in German. They tended to deploy a different temporal perspective than German native speakers (simple past instead of present tense) and they also showed an overuse of the perfect tense, especially when describing completed actions. These differences compared to the preferences of German native speakers can be explained as transfer effects from the L1 of Russian-speaking learners since – unlike in German – the grammatical aspect in Russian is obligatory and its perfective form offers an effective tool to express completeness.
 

The impact of work environment on verbs in Gulf Pidgin Arabic

AbstractIn this paper, I propose that the Arabic-based migrant pidgin Gulf Pidgin Arabic (GPA) is shaped by the initial work environment of its speakers. My data consist of recordings of conversations with 16 GPA speakers living in Oman and the United Arab Emirates, who have learned the language working either as shopkeepers or as maids in private homes. By looking at the use of verb forms, I find that the maids use significantly more verbs derived from imperatives than the shopkeepers, and argue that this is the result of the social context in which they work. I then compare the speech of the maids to the speakers of Pidgin Madam (PM) in Lebanon, who work in a similar environment, and show that while these two varieties share the preponderance of imperative verbs, the feminine-derived forms which make up most of the verbal inventory of PM are comparatively rare in maids’ GPA. I attribute this to the existence of similar yet distinct foreigner talk norms in the Gulf and in Lebanon, each of them reflecting the composition of the migrant population in their respective regions.

PENGUASAAN VERBA BENTUK-TE UNTUK MENYATAKAN KEGIATAN SEDANG BERLANGSUNG DAN KEGIATAN BERURUTAN PADA PESERTA DIDIK KELAS XI IPA SMA PGRI 6 DENPASAR TAHUN AJARAN 2016/2017

[Title: Mastering verb form of –te for declaring ongoing and sequential activity on the students of grade XI IPA SMA PGRI 6 Denpasar Academic Year 2016/2017] This research is aimed to know (1) the ability in mastering verb form of -te on the students of grade XI IPA SMA PGRI 6 Denpasar. (2) The difficulty is faced by the students of grade XI IPA SMA PGRI 6 Denpasar in the use of verb form of –te. The research with this qualitative descriptive design has research subject, that is the students of grade XI IPA SMA PGRI 6 Denpasar and research object, that is verb form of -te. The data is collected through test method. The data is analysed with qualitative and quantitative. The result of the research shows that (1) the ability in mastering the verb form of -te on the students of grade XI IPA SMA PGRI 6 Denpasar belong to lack category, average mark achieved is 50. There are six students 24 % students get enough mark and 19 students 76 % students achieved mark lack;(2) the dificulty is faced by the sudents of grade XI IPA SMA PGRI 6 Denpasar in the use of verb form of -te stated the running activity and ordering activity based on the test result that is the students still confused with the use of verb form of -te between doublé consonant /t/ and /t/ which is not doublé such as mi-ru verb in the verb form of -te become mi-te not mi-tte because mi-ru verb belong to ichidandoushi which is replace gobi(ru) become /te/ and attach with basic morferm verb (mi) so become mi-te.

Analisi degli errori nella produzione scritta degli studenti di italiano come ls a livello universitario

All’inizio del contributo vengono esposte le premesse teoriche: la storia della concezione dell’errore nei diversi metodi dell’insegnamento della lingua straniera, i tipi di errori, i criteri i base ai quali è possibile identificare un errore e le cause degli errori. Di seguito sono presentati il corpus dei compiti scritti degli studenti e l’analisi degli errori più tipici e frequenti degli studenti slovenofoni con esempi. L’autrice è del parere che per raggiungere alti livelli di competenza in una lingua straniera sono indispensabili la consapevolezza dei propri errori e la riflessione linguistica su di essi da parte dell’apprendente, guidata da un insegnante che conosca gli errori tipici dei propri studenti (nel nostro caso si tratta di studenti slovenofoni del corso di Laurea Triennale in Lingua e letteratura italiana della Facoltà di lettere e Filosofia di Lubiana). Proprio per questa ragione il contributo si propone di descrivere gli errori più frequenti e di stabilire e descrivere le loro cause. Benché non sia stato possibile risalire a tutte le cause degli errori, l’analisi individua e conferma le tre principali fonti degli errori: la L1, altre lingue straniere che gli studenti studiano o conoscono e la lingua da apprendere. Nonostante il corpus fosse composto da un numero relativamente alto di compiti scritti, si è dimostrato troppo limitato per l’analisi di alcuni errori, specialmente per l’analisi degli errori nell’uso delle forme verbali.

Knowledge of syntax and verbal morphology in adolescent L2 English: A Feature Reassembly account

This study investigates knowledge of both syntax and verbal morphology by L2 English classroom learners with L1 Japanese in affirmative sentences with VP-adverbs (e.g., She usually eats breakfast at nine2). It proposes that the findings are consistent with the Feature Reassembly Hypothesis (Lardiere, 2008, 2009) which the Full Transfer Full Access Hypothesis underlies3. Results are obtained from an elicited production task: for written data with 90 junior high school students (12-15 years old) and 30 university students (19-20 years old), as well as for spoken data with 12 junior high school students (12-13 years old). It is observed that the pattern of use of verb forms is different from that found in other L2 English studies. The key differences are: (1) high omission of copula is in copula is+adverb contexts; (2) two kinds of commission error where tense/aspect forms replace each other. It is argued that such variability in verbal morphology could be accounted for by the differences in the processes and conditions by which relevant morphosyntactic and semantic features are assembled between L1 and L2, which is consistent with the key claim of the Feature Reassembly Hypothesis.

Developing the Writing Ability of Intermediate Language Learners by Blogging

Considering the widespread use of blogs during recent years, the present study explored how blogging can affect the writing skill of Iranian language learners. Besides, the learners' perception of blogging was evaluated qualitatively and quantitatively to see whether learners showed enthusiasm to blogging and how it motivated them to write. Two intermediate English classes were selected as the Control and Experimental Groups. Six writing topics were selected and were assigned to both groups. The writing activities in the Control Group were done on paper-based method while the Blogging Group used a selected website to do so. To evaluate the writing activities, four criteria were taken into account: a) length of the writing activities, b) use of verb forms, c) use of articles, and d) use of prepositions. Based on the results of the chi-square tests, in terms of the frequency of missed articles and prepositions the performances of both groups were significantly different. Also the compositions in the Blogging Group were longer than those of the Control Group. However, the qualitative and quantitative evaluation of the learners' perception towards blogging revealed that students believed blogging had encouraged them to write more accurately. They also considered that blogging had remarkably improved their writing ability as compared to the time they did not use blogging.

Tense Without Agreement in Early Clause Structure

Research has provided evidence for an Optional Infinitive (OI) stage of syntactic development (Wexler (1994)), raising the issue of when and how children leave this stage. This article reports case study data from a British child age 2;6 to 2;9, which indicates a stage in development without a subject agreement projection (AgrSP) but with a tense phrase (TP). Negation and adverbial positioning indicated at least one functional projection above verb phrase (VP). A sharp contrast in the use of verb forms was observed, indicating that the child had left the OI stage: Bare verb forms were almost entirely restricted to present-time referring contexts, whereas in past-time referring contexts morphologically marked verb forms were almost always used. Other reflexes of tense (Tns), such as modals, were plentiful. However, the Case and agreement contrasts that would support an AgrSP were virtually absent in clauses. Because in nominals Case and agreement were regularly observed, the child's lack of Case and agreement in clauses is attributed to a clausal architecture without AgrSP rather than to a general inability to represent Case and agreement relations.

Formulaic Expression and Unity of Authorship in the "Poema de Mio Cid"

findings initiated the polemic which has at least been discussed, if only in passing comment, by most ciddfilos in any lengthy treatise on the poem. main ideas of his article are as follows: (1) the style in the first half is sober and historical, the second is fantastic, less serious, and mostly fictitious; (2) differences in the use of epithets in the two parts for the Cid and Alfonso; (3) difference in the use of verb forms and synonyms in the two parts; (4) confusion in the use of so and su; (5) differences between the Primnera crdnica general and the poem; (6) the predominant use of the assonance in 6 in the second part; and (7) the localizacidn of the poem. Mack Singleton, in his article, The Two Techniques of the Poema de Mio Cid: An Interpretative Essay,2 does not directly state that there is more than one author of the poem. He does, however, suggest that his opinions may lend some weight to this supposition: It is my feeling that there are two poems here, if the technique is any guide (p. 227). technique Singleton refers to is his conclusion that the second part of the poem is the technique of the modern novel while the first is that of the com-

МОРФОЛОШКО-СИНТАКСИЧКИ МИНИМАЛНИ РЕЧНИК ГЛАГОЛА У НАСТАВИ СРПСКОГ ЈЕЗИКА КАО СТРАНОГ / ДРУГОГ И КАО МАТЕРЊЕГ

У раду се: 1) презентује морфолошко-синтаксички минимални речник глагола, како би се показали принципи његовог уређења и његов садржај, 2) анализира грађење презента и императива у српском језику према релевантним граматикама, како би се указало на проблеме у вези с овим облицима који потичу од неусклађености приступâ и мишљењâ у тим граматикама, и препоручује најједноставнији приступ у обради ова два глаголска облика, 3) дају чести примери нарушене норме у употреби глаголских облика, а од стране изворних говорника, како би се показало да за оваквим речником постоји и шира потреба него што је настава српског као страног / другог.