Verb Tense Research Articles

Negative Particles of Verbal Tense in Bodo

Bodo is one of the most developing languages in North-East India. It is mostly speak in Assam. It is a branch language of Tibeto-Burman sub family of the Sino-Tibetan language family. As the language it has many special linguistics features. Among these feature the Negation is one. Every languages have this feature, but not similar the used of particles and words structures. The Bodo has three negative particles, i.e. one prefix /da-/ and two prefix- /-a/ and /- ɰi/. These negative particles are formed in differences with verbal tense when change from affirmative to negative. In this study, there will be used the descriptive method. The data will be based on primary and secondary. The aim of the study is to documented and keep published the negative particles of verbal tense in Bodo.

An Analysis of Student’s Grammatical Errors in Writing a Thesis Proposal of TBI at UIN Mataram

The aim of this research is to analyze the grammatical errors in writing a thesis proposal. The researcher conducted study because a lot of errors in writing a thesis proposal still made by a student. The research type is descriptive qualitative. Qualitative descriptive‟ is a viable and acceptable label for a qualitative research design. Therefore, this research described the observed phenomena in the form of words. The population of the study was all students of the class b, the eighth semester of TBI at UIN Mataram. With relation to sample in this study, purposive sampling technique was used to take the sample. So, in the interest of the sample, the researcher took one student for analyzing her thesis proposal, as the objects based on the types of grammatical errors namely Subject-Verb Agreement Error, Verb Form Error, Verb Tense Error, Singular/Plural Error and Word Form Error. Based on the data analyzed, it was found that the frequent and dominant errors done by a thesis proposal of a student are as follow: Subject-Verb Agreement (17,85%), Verb Form (35,71%), Verb Tense (10,71%), Singular/Plural Noun Form (10,71%), and Word Form (25%). Whereas, the dominant error is Errors related to Verb Form that comprises 10 errors (35,71%).

Verb Tense Production in People With Nonfluent Aphasia Across Different Discourse Elicitation Tasks.

Verb tense production is known to be impaired in people with nonfluent aphasia. Selective past tense impairment in this population has been reported, but results are inconsistent and lacking at the discourse level. In addition, language production can be affected by discourse elicitation tasks depending on the cognitive linguistic demands and instructions unique to each task. There is limited evidence regarding whether verb tense production in people with nonfluent aphasia is impacted by discourse task demands. Understanding this potential impact is important for clinicians and researchers who are interested in assessing and then identifying effective clinical goals for this population. Therefore, this study aimed to investigate the trends of verb tense production across various discourse elicitation tasks in people with nonfluent aphasia compared to people without aphasia. Language samples for 23 people with nonfluent aphasia and 27 people without aphasia were obtained for six discourse tasks from the AphasiaBank database. We calculated ratios of past tense, present tense, future tense, imperative, and unknown verb types to compare which tense was used most frequently within and across the tasks and groups. Our findings revealed evidence of verb tense production deficits and a selective past tense impairment in people with nonfluent aphasia. Discourse task effects were shown for people without aphasia but were scarce in people with nonfluent aphasia. This finding could be explained by an overall reduction of verb production and overreliance on present tense production in nonfluent aphasia. These results suggest the potential methodological implications of using different discourse tasks to evaluate verb tense production in people with nonfluent aphasia. Future studies need to evaluate discourse task effects on other aspects of verb production (e.g., moods) and specific task factors (e.g., presence or absence of visual stimulus). https://doi.org/10.23641/asha.25146242.

Tense mismatches in Korean gapping and bare ko-coordination: an experimental study

Abstract Korean coordination allows non-final conjuncts to appear either without a tensed verb as in gapping (aka right-node-raising or right-peripheral ellipsis) or without a verbal tense morpheme as in bare ko-coordination. This study uses an acceptability judgment experiment designed to investigate whether tense mismatches degrade the acceptability of Korean gapping and bare ko-coordination with reference to full coordination. The experimental findings of the study indicate that tense-matched gapping is preferred over tense-mismatched gapping and that tense-matched bare ko-coordination is preferred over tense-mismatched bare ko-coordination. The results of the study also demonstrate that temporal order, whether it is sequential or reverse, does not affect the acceptability of Korean gapping and bare ko-coordination because tense-mismatched violations are symmetric so that they cause to affect all conjuncts. Overall, this study discusses how the phenomena of tense-mismatches are accounted for in full coordination, bare ko-coordination, and gapping. The tense-mismatches in these constructions are due to differences in conjunct size. The conjunct size is TP in full coordination (with two overt Ts) and bare-ko coordination (with a null T in the first conjunct and an overt T in the second conjunct), while it is vP in gapping (with an overt T in the second conjunct).

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.

Treatment of verb tense inflection and sentence production in Persian individuals with agrammatism

Production of verb morphology, especially tense inflection, is usually impaired in individuals with agrammatism. There have been relatively few studies on treatment of verb tense inflection in agrammatic aphasia. In this study we adapted ACTION (a linguistically motivated treatment) to Persian language, to treat the production of regular and irregular verbs separately in sentence context. A single-subject multiple-baseline across behaviors design was used to establish the treatment effect. Using a non-probable convenience sampling, four Persian agrammatic patients with Broca’s aphasia resulting from cerebrovascular accident (CVA) were recruited for this study. Two participants received treatment first for regular verbs (Phase 1, 4 weeks), and then for irregular verbs (Phase 2, 4 weeks). The other two participants received treatment in reverse order. In the final phase of treatment (Phase 3, 4 weeks), all 4 participants underwent a sentence construction treatment. All participants showed improvement in the production of trained tenses. Treatment also generalized to production of untrained regular verbs while generalization to irregular verbs was modest. Furthermore, improvement was found on narrative scores (e.g. MLU) after treatment. These findings suggest that Persian individuals with agrammatism could be trained to correctly apply temporal information to verb inflection in elicited speech.

Investigating the Syntactic Variation among Non-Native English ESL Learners of Khawaja Fareed University of Engineering and Information Technology

Introduction: This research investigates syntactic variation among non-native ESL learners with Urdu, Punjabi, and Saraiki language backgrounds, utilizing Howard Giles' Communicative Accommodation theory. Methodology: Writing samples from 105 students at Khawaja Fareed University of Engineering and Information Technology were analyzed for syntactic differences across various linguistic elements. Results/Findings: Distinct patterns of syntactic variation emerged among language groups, with Urdu-speaking students showing heightened variation in Prepositions, Pluralization, Modal Verbs, Adjective Placement, and Code Switching. Punjabi-speaking students demonstrated increased variation in Subject-Verb Agreement, Verb Tense, Word Order, Pronunciation, Vocabulary, and Relative Clauses. Saraiki-speaking students displayed more variations in Idiomatic Expressions, Question Formation, Negation, and Conjunction. Implication/Future Direction: The findings underscore the importance of considering mother tongue influence in ESL instruction. These variations are attributed to students' inadequate competence, insufficient training, and limited exposure to the target language. Further research should explore effective strategies to address syntactic variation in ESL classrooms.

The contribution of aspectual auxiliary verbs to the factual value of verb periphrases in Spanish: An empirical study

This paper presents the results of a corpus-based study on the contribution of Spanish aspectual auxiliary verbs to the factual interpretation of the predicates they modify and with which they constitute the verb complex (a verb periphrasis, VP). The study was carried out as part of a project that, based on linguistic knowledge, aimed at automatizing the annotation of the factual status of texts in this language. We analyzed 674 sentences in European Spanish extracted from four corpora, where 28 VPs were represented, considering only indicative tenses. Interestingly, the results show that, although one of the most important aspects that affects the factual interpretation in sentences with VPs is the verb tense of the auxiliary, in a few VPs, the type of auxiliary changes the factual value expected for the VP taking into account the tense used. Finally, based on the data under analysis, the study concludes that it is feasible to state general rules to automate the annotation of factuality for most of the aspectual VPs studied.

An Analysis of Negative Transfer Made by Chinese Non-English Major Students in IELTS Writing Task 2

The phenomenon of negative transfer between languages has been a hot topic in second language acquisition. It can have an important impact on students' second language acquisition. Understanding the phenomenon of negative transfer through errors that occur during language learning can better regulate language acquisition in the process of second language learning and improve students' cognition of second language acquisition. The writing part of the IELTS test is a major difficulty for Chinese non-English majors to overcome. Then understanding the negative transfer phenomenon that occurs in their writing process is particularly important for them to improve their scores. This research is dedicated to the research and analysis of the types of errors and the reasons why Chinese non-English major students make mistakes in IELTS writing task 2. The study found that Chinese non-English major students experienced negative transfer between languages in IELTS writing task 2, which resulted in four main types of errors, namely errors in subject-verb agreement, double-predicate errors, and errors in tense of verbs and incomplete sentence structure. By summarizing and analyzing the types of errors caused by these negative transfers, this research hopes to provide corresponding guidance and inspiration for IELTS writing teaching and English writing for non-English major students.

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.

Authentic Text-Based Activities to Enhance Students’ Ability in Using Perfect Verb Tenses

This research incorporated authentic-text based activities as an intervention to enhance Grade 8 students’ usage of perfect verb tenses in English Class. Specifically, it identified the students’ level of ability in using perfect verb tenses through a pretest and posttest. In order to attain these aims, the study used both qualitative and quantitative data collection methods. Descriptive and inferential statistics were performed to make sense of the gathered data. Overall, this study confirms that authentic-text based activities is effective as demonstrated by its posttest mean score (10.27) or Satisfactory level compared to the pretest mean score (4.20) or Fair level, which meant that there was a mean difference of 6.07. Moreover, the t-value of -31.937 meant that the pretest obtained a lower result than the posttest. In addition, the p-value of 0.000 is less than the 0.01 level of significance which further validates that there is a significant difference of the pretest and posttest. This implies that the intervention of this research proved to enhance the ability of Grade 8 students at Ilocos Norte National High School in using perfect verb tenses. Thus, the intervention of this study is highly recommended to Grade 8 students of other schools because authentic-text based activities can be contextualized to accommodate the varied conditions and needs of different subjects in Philippine basic education.

Chunker Based Sentiment Analysis and Tense Classification for Nepali Text

The article represents the Sentiment Analysis (SA) and Tense Classification using Skip gram model for the word to vector encoding on Nepali language. The experiment on SA for positive-negative classification is carried out in two ways. In the first experiment the vector representation of each sentence is generated by using Skip-gram model followed by the Multi-Layer Perceptron (MLP) classification and it is observed that the F1 score of 0.6486 is achieved for positive-negative classification with overall accuracy of 68%. Whereas in the second experiment the verb chunks are extracted using Nepali parser and carried out the similar experiment on the verb chunks. F1 scores of 0.6779 is observed for positive -negative classification with overall accuracy of 85%. Hence, Chunker based sentiment analysis is proven to be better than sentiment analysis using sentences. This paper also proposes using a skip-gram model to identify the tenses of Nepali sentences and verbs. In the third experiment, the vector representation of each sentence is generated by using Skip-gram model followed by the Multi-Layer Perceptron (MLP)classification and it is observed that verb chunks had very low overall accuracy of 53%. In the fourth experiment, conducted for Tense Classification using Sentences resulted in improved efficiency with overall accuracy of 89%. Past tenses were identified and classified more accurately than other tenses. Hence, sentence based tense classification is proven to be better than verb Chunker based sentiment analysis.

Exploring Grammar Learning Needs and Challenges: Insights from an Online Discussion Forum

This research article explores the grammar learning needs and challenges faced by English language learners through an analysis of questions collected from the online discussion forum. The forum, created by a group of researchers at Universitas Negeri Medan, serves as a platform for learners to seek guidance and support in their grammar learning journey. By conducting qualitative content analysis on 19 questions specifically related to grammar, common themes and patterns regarding grammar challenges were identified. The findings highlight areas of difficulty such as Subject-Verb Agreement, Direct and Indirect Speech, Punctuation (Hyphen usage), Relative Clauses, Understanding "Neither" and "Either", Verb Tenses, Passive Voice, Direct Quotations vs. Paraphrasing in Academic Writing. Addressing these challenges through targeted explanations, examples, and recommendations can assist educators and language instructors in supporting learners in overcoming grammar difficulties and improving overall language proficiency. The insights derived from this study contribute to the development of effective instructional strategies tailored to learners' specific needs.

An Analysis On Students’ Ability in Using Simple Present Tense at VII Grade of SMP Negeri 15 Sijunjung on Academic Year 2022/2023

This research is purposed to know students’ ability and the level of their ability of VII grade of SMP Negeri 15 Sijunjung in using simple present tense. This research is categorized as descriptive analysis, because this research the focus on the students’ ability in using simple present tense. The respondent of the research is 32 of VII grade of SMP Negeri 15 Sijunjung. An analysis of the test is to know what extent was the students’ ability level in using simple present tense, and did the students’ ability in using simple present tense. The result of the test was analyzed to know the students’ ability in using the simple present tense. The finding of this research shows that the average score in the form of the simple present of verb be is 33,89%, and the average score in the form of simple present tense of verb is 57,04%. In addition, the result of the test shows that the students’ ability in using simple present tense is on low level. from the data got it showed that the students did errors most is in the usage of simple present tense is simple present tense of verb be. The students’ ability in using simple present tense is still low. Keywords: Students’ Ability, Simple Present Tense, Descriptive Analysis

The Application of Cognitive Linguistics Theory in Japanese Language Teaching in the Age of Artificial Intelligence

Abstract This paper firstly summarizes the tense expressions in Japanese, Chinese and English according to the cognitive linguistics theory so as to derive the grammatical transformation law in the process of Japanese to Chinese or Japanese to English. Secondly, on the basis of artificial intelligence technology, a hierarchical Japanese phrase model based on maximum entropy tense classification features is proposed, and the extraction of Japanese phrase rules is realized through maximum entropy mathematical modeling to obtain the model feature function and decoding strategy, and the application of the model in Japanese language teaching is explained in the research. Then, the second-year students of Japanese language major in the School of Foreign Studies, Nanjing University of Posts and Telecommunications are selected as the research objects, research tools and experimental process are determined, and simulation analysis and statistical analysis are used to analyze the example of Japanese language teaching with the integration of artificial intelligence. The results show that on the model, compared with the baseline, the model in this paper improves the blue value by 0.64%, the comprehensibility by 4.39%, and the tense accuracy by 4.14% on the whole test set, which verifies the effectiveness of the hierarchical phrase model fused with the tense features proposed in this paper in Japanese-Chinese translation. In terms of Japanese language teaching, the independent samples t-test p-values were less than 0.05, and the students in class A outperformed the students in class B in the four question types: multiple choice, sentence ordering, Chinese-to-Japanese translation and composition. This study improves students’ language proficiency and achieves the objective of developing high-quality talents.

Problems in Writing Passive Voice: A Case Study in the EFL Classes

This study addresses EFL students' challenges at a state university in Mataram, Indonesia, in constructing passive voices in the present and past tense. This study was focused on verb tense changes, subject-verb agreement, pronoun usage, and appropriate use of "by" in passive voice constructions. It also aims to explore the causes of these issues and offers insights into potential solutions. With a descriptive qualitative approach, the data were collected using a set of written grammatical tests of passive voices and open interviews. The adopted validated test was completed by thirty students as the participants of this study. The data were analyzed descriptively using an in-depth reading analysis method on the test results and participant responses. The results reveal a need for fundamental grammatical knowledge, limited exposure to passive voice, inadequate practice opportunities, and unclear explanations as contributing factors to the challenges. Language transfer from native languages and a lack of feedback compound the problem. To address these issues, the study recommends basic tense understanding, increased practice, targeted feedback, and exposure to authentic materials to enhance students' proficiency in constructing accurate passive voice sentences.

Towards a comprehensive pragmatic model of subjectivity: Empirical evidence from French

This paper delves into the phenomenon of subjectivity, with a particular focus on one of its components – perspective taking. It explores two linguistic cues categories: verb tenses in their perspectival usages and Free Indirect Discourse (FID). In this paper, we experimentally test how readers process sentences in which the French Passé Simple is employed in a perspectival manner within two types of subjective contexts: those with FID and those without FID markers. In addition, we consider whether the processing is influenced by the type of emotion expressed in these subjective contexts, whether it is positive or negative. We find a facilitation effect exclusively in FID contexts and only when the emotion expressed is positive. This could suggest that it is not the verb tense itself which is a cue for speaker’s subjectivity, but rather its occurrence in contexts such as FID. To interpret the results, we build on an array of empirical results found on connectives, verb tenses, and FID to put forward a comprehensive pragmatic model of subjectivity.

AN ANALYSIS OF STUDENTS’ ABILITY IN CONSTRUCTING CONDITIONAL SENTENCES (AT THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 WARINGINKURUNG)

Today, many students struggle to construct proper English sentences, particularly in conditional sentences. The teaching methods teachers used failed to engage students. Also, some experts believe that the difficulties students face with conditionals arise from the interaction between meaning and form. So, understanding this relationship and how it frequently appears in conditional sentences is crucial. To address this issue, a study was conducted to assess the proficiency of eleventh-grade students at SMA Negeri 1 Waringinkurung in constructing conditional sentences. The research involved 32 students, and the methodology used was qualitative content analysis, which included tests and interviews. The students' sentences were coded and sorted using a method called summative content analysis. This method involves identifying and measuring specific words or material in the text to understand how they are used. The researcher used various categories like formula of conditional sentences, main and if clauses, modal verbs, verb tense, and word order for further analysis. This analysis helped the researcher evaluate the students' understanding and proficiency in constructing conditional sentences.The study found that students commonly made mistakes in verb tenses and the use of modal verbs. Interviews with the students also confirmed that verb tenses were the most challenging aspect for them. Overall, the research results showd that the students had a good ability to construct conditional sentences, with an average score of 71.75. The findings pinpointed specific areas where students encountered challenges, providing valuable insights for educators to effectively address these issues and enhance overall proficiency.

ПОЯВЛЕНИЕ ФОРМ ПРОШЕДШЕГО ВРЕМЕНИ В ТЮРКОЛОГИИ

Studies in the Kyrgyz-Turkish literature on the meaning of the past tense of the verb show that the description of the past tense corresponds to about XIX century. They only talk about the general meaning of the past tense, the normal pronunciation in the verb form in the word of the grammatical means that creates the meaning of the past tense.The famous scientist I.V. Kormushin had published monograph in the system of Altaic tenses of verbs. The work carried out such studies as the development of verb forms in the Altai language and the restoration of the ancient appearance in the Turkish language as a whole. The study of ancient verb forms carried out in combination with the facts of the Tungus-Manchu and Mongolian languages. On these tables, the scientist set the task of finding grammatical forms of ancient Altai verb forms.

Decoding the Challenges: A Study of English Writing Errors Among EFL Students

This study focused on analyzing the common errors made by students in their English writing skills. The study employed a descriptive research design, involving 100 EFL university students as participants. The primary data collection method was a writing test, and the collected data were analyzed using error analysis techniques. The findings showed that the most common errors made by the students were related to grammar, vocabulary, and spelling. The most common grammatical errors were associated with subject-verb agreement, verb tense, and articles. In terms of vocabulary errors, the study identified prevalent mistakes such as the incorrect use of word forms, inappropriate collocations, and confusion between homophones. Additionally, the analysis of spelling errors revealed that phonetic spelling mistakes were the most common, followed by misspelling of homophones and confusion of vowels. These findings highlight areas where students commonly struggle with their English writing skills and emphasize the crucial need for targeted instructional strategies to effectively address these challenges and improve students' proficiency in English writing.