The future of ‘future’

2017 ◽  
Vol 3 (2) ◽  
pp. 130-159
Author(s):  
Reza Ghafar Samar ◽  
Tej Bhatia
Keyword(s):  
Native Speakers ◽  
The Future ◽  
Rule Analysis

Abstract Bybee et al. (1994) claimed that grammatical-types like past and future have similar paths of development cross-linguistically. Following another line of research, Poplack (2011), Poplack and Tagliamonte (2000) and Walker et al. (2004) explored the grammaticalization of periphrastic ‘go-future’ in English, French, and Spanish from a variationist perspective and have come to the same conclusion. In this study we explore whether a new Persian future marker, MI_KHA: ‘want/will/going to’, which is gaining ground in this language, can be an instance of the grammatical-types mentioned above, and follows the same path of variation and change as that of English and French. Eight-hundred and one future-referring utterances were collected from natural conversations among Persian native speakers and subjected to variable rule analysis to discover the factors conditioning their use and variation. The findings suggest that the Persian MI_KHA: is not only conditioned by linguistic factors, it also most likely follows a path of development similar to English and French.

Present/future tense variation in contemporary Italian

Revue Romane ◽  
2020 ◽  
pp. 1-40
Author(s):  
Mark R. Hoff
Keyword(s):  
Native Speakers ◽  
Mixed Effects ◽  
Judgment Task ◽  
Forced Choice ◽  
Future Tense ◽  
Online Questionnaire ◽  
The Future ◽  
Present Tense ◽  
Adverbial Clauses ◽  
Acceptability Judgment

Abstract According to normative descriptions of Italian future-framed adverbial clauses, the future tense is the only option (Quando verrai [F], ti presterò il libro ‘When you come, I’ll lend you the book’). However, the present tense may also be used (Quando vieni [P], ti presto il libro). I demonstrate that choice and acceptance of the present in future-framed adverbials are conditioned by the speaker’s presumption of settledness; that is, in every future world compatible with the speaker’s beliefs the eventuality necessarily occurs. The data come from an online questionnaire consisting of a forced-choice and an acceptability judgment task completed by 429 native speakers of Italian, and were analyzed using mixed-effects regression. Results show that the present is chosen most and rated highest when the future eventuality is presumed settled ([+certain, +immediate, +temporally specific]). These findings demonstrate that speakers use the present to express confidence in the realization of future eventualities.

scholarly journals The Grammatical Ways of Expressing the Future in English and their Corresponding Forms in Azerbaijani

2016 ◽  
Vol 6 (3) ◽  
pp. 156
Author(s):  
Saadat Nuriyeva
Keyword(s):  
Native Speakers ◽  
Future Tense ◽  
Future Action ◽  
The Future ◽  
Similarities And Differences ◽  
Points Of View ◽  
Learning English

<p>Belonging to different language families, the English and Azerbaijani languages differ in all the aspects (grammar, phonetics and lexis) of the language. Therefore, as non-native speakers, Azerbaijanis have many difficulties in learning English. Many scholars try to eliminate those difficulties by comparing and analyzing the languages, finding out the similarities and differences between the languages compared. One of the main problems for Azerbaijani learners of English is learning the ways of expressing futurity in English to be able to select proper means of expression while translating from English into Azerbaijani and vice versa. The development of linguistics in the last few decades has been so quick and manifold that a new insight has been implemented concerning the current problems. It gave rise to the development of the comparative typological investigation of non-kindred languages. We shall try to investigate future tense in English basing upon quantitative typology that investigates this or that phenomena existing in two compared languages. The aim of our investigation is to show the grammatical ways of expressing the future in contemporary English, reveal similarities and differences between the ways of expressing future in English and Azerbaijan and, consequently, provide corresponding forms in Azerbaijani. As English is much richer in the ways of expressing future action than Azerbaijani, we will analyze and provide all the possible ways of conveying them in Azerbaijani. There are many controversial and quarrel some points concerning the future tense problem in English and Azerbaijani. The article highlights these problems by providing prominent linguists’ theoretical points of view as well as the author’s own analysis and approach to the stated problems.</p>

scholarly journals Tense, Aspect and Negation (TAN) in Ìgáṣí

2019 ◽  
Vol 100 (7) ◽  
pp. 3-18
Author(s):  
Jèlílì Adéwálé Adéoyè
Keyword(s):  
Native Speakers ◽  
Functional Categories ◽  
Future Tense ◽  
Descriptive Account ◽  
The Future ◽  
The Relationship

Studies that are available on Ìgás̩í have only classified the speech form as one of the speech forms under the Ako̩ko̩id language cluster but none has examined tense, aspect and negation in the speech form. The present study provides a descriptive account of tense, aspect and negation in the speech form. It maintains that tense in Ìgáṣí polarises future and non-future. It establishes, among other things, that the speech form uses the pre-verbal particle á to mark its future tense and demonstrates that aspects in the speech form are divided into perfect and imperfect. The study also claims that Ìgáṣí has three basic negative morphemes which are kpa, sẹ and àgẹ̀ and shows that the future tense, perfect and habitual aspects have overt morphemes that reflect their presence in negative sentences. It is further claimed that àgẹ̀ which is divisible into nominal prefix (à) and negator (gè̩) functions as the lexical negator in the speech form. Data in this study were obtained from native speakers of Ìgás̩í through oral interviews and their responses were recorded. It is hoped that this study, throws more light on the relationship among the functional categories (tense, aspect and negation) in Ìgás̩í speech form and document its syntax for posterity as nothing has been in that category.

scholarly journals Subject-verb word order in Spanish interrogatives

2011 ◽  
Vol 8 (1) ◽  
pp. 23-49 ◽  
Author(s):  
Esther L. Brown ◽  
Javier Rivas
Keyword(s):  
Quantitative Analysis ◽  
Puerto Rican ◽  
Word Order ◽  
Native Speakers ◽  
Question Type ◽  
Strong Preference ◽  
Conversational Speech ◽  
Puerto Rican Spanish ◽  
Rule Analysis ◽  
Subject Expression

We conduct a quantitative analysis of conversational speech from native speakers of Puerto Rican Spanish to test whether optional non-inversion of subjects in wh-questions (¿qué tú piensas?) is indicative of a movement in Spanish from flexible to rigid word order (Morales 1989; Toribio 2000). We find high rates of subject expression (51%) and a strong preference for SV word order (47%) over VS (4%) in all sentence types, in line with assertions of fixed SVO word order. The usage-based examination of 882 wh-questions shows non-inversion occurs in 14% of the cases (25% of wh-questions containing an overt subject). Variable rule analysis reveals subject, verb and question type significantly constrain interrogative word order, but we find no evidence that word order is predicted by perseveration. SV word order is highest in rhetorical and quotative questions, revealing a pathway of change through which word order is becoming fixed in this variety.

Vowel deletion in Latvian

1995 ◽  
Vol 7 (1) ◽  
pp. 15-34
Author(s):  
A. Krišjānis Kariņš
Keyword(s):  
Educational Level ◽  
Native Speakers ◽  
Functional Constraint ◽  
Word Stress ◽  
Short Vowels ◽  
Rule Analysis ◽  
Vowel Deletion

ABSTRACTThis article investigates the constraints on variable deletion of short vowels in word-final unstressed syllables found in the variety of Latvian spoken in Riga. The affected vowels are almost always inflectional endings. Results from a variable rule analysis of 8 native speakers from Riga indicate that internal phonological and prosodic factors (especially distance from the main word stress) act as the strongest constraints on vowel deletion, along with the educational level of the speaker. The functional constraint of the recoverability of the deleted vowel is not significant.

Handling language

Gesture ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 30-62
Author(s):  
Marion Tellier ◽  
Gale Stam ◽  
Alain Ghio
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Future Teachers ◽  
Specific Context ◽  
Proficiency Level ◽  
The Future

Abstract This paper addresses the question of how speakers adapt their gestures according to their interlocutor’s proficiency level in the language of the interaction especially in the specific context of foreign language teaching. We know that speakers make changes in their speech when addressing a non-native speaker, called Foreigner Talk (Ferguson, 1975) to make their speech more comprehensible. However, whether and how gestures are also modified along with speech has hardly been addressed in the literature. In this study, we examined the speech and gesture of future teachers of French in a word explanation task to see what types of adjustments they made when explaining a word to a native speaker and a non-native speaker. We had ten future teachers of French explain the same 12 words to a native and a non-native speaker of French and compared the explanations. We found that the future teachers produced significantly more gestures, significantly longer gestures in duration, significantly more illustrative (iconic and deictic) gestures, and significantly larger gestures when addressing a non-native interlocutor. These results show that native speakers make not only speech adjustments but also gesture adjustments in addressing non-native speakers.

scholarly journals Special issue on future time reference in English

2010 ◽  
Vol 14 (2) ◽  
pp. 161-162 ◽  
Author(s):  
ILSE DEPRAETERE ◽  
CHRISTOPHER WILLIAMS
Keyword(s):  
Native Speakers ◽  
English Studies ◽  
Special Issue ◽  
Future Tense ◽  
Future Time ◽  
European Languages ◽  
The Future

The idea of devoting a special issue to the question of future time reference in English began with the seminar we jointly convened on ‘What Future for the Future Tense in English?’ for the ESSE-8 conference held at the Institute of English Studies, University of London, between 29 August and 2 September 2006. This in turn raises the question as to why we should have thought of future time reference in English as a topic of interest in the first place. We had in fact both been interested in questions relating to tense, aspect and modality for several years, and we had long been struck by the fact that (much to the despair of many non-native speakers) English is particularly well endowed with ways of expressing future time reference by comparison with many other European languages.

scholarly journals How Much of the FUTURE Is BEHIND in Arabic? A View on the Arabic Culture and Embodiment

2021 ◽  
Vol 12 (5) ◽  
pp. 844-852
Author(s):  
Maisarah M. Almirabi
Keyword(s):  
Cultural Values ◽  
Native Speakers ◽  
Conceptual Metaphors ◽  
The Future ◽  
Saudi Arabic

In the present study, the Arabic metaphorical expressions associated with the conceptual metaphors TIME IS SPACE and THE FUTURE IS BEHIND were analyzed. The analyzed tokens were searched for online. In addition, native speakers of Hijazi-Saudi Arabic confirmed the natural usage of the tokens in their dialect. The productivity of placing the FUTURE in front of the EGO and the unproductivity of placing it behind indicates the FUTURE in front of the EGO as the norm. Based on the metaphorical elements found in the tokens considered, a bidimensional conceptual location of objects on the JOURNEY OF TIME was proposed to include the front location or the elsewhere location. The elsewhere location was referred to as behind, extending the meaning of ‘behind’ to include all locations that are not front. This bidimensionality is represented by the conceptual metaphors FOCUS IS FRONT and PERIPHERY IS BEHIND. Examples associated with these conceptual metaphors were associated with the experiential embodiment. In previous research, the direction of writing and how much weight is given to cultural values have claimed to influence the placement of the FUTURE in Arabic as pre-set reasons. This study is significant because it is done without pre-set reasons for metaphor usage, resulting in none-steered findings. Also, this study opens a window to the metaphorical system of the Hijazi-Saudi Arabic, a variety of Arabic whose metaphorical system is understudied. This study invites considering the placement of the FUTURE in other languages and cultures.

The Non-Native Speakers of International Law: The Case of Russia

2016 ◽  
Vol 15 (1) ◽  
pp. 77-103
Author(s):  
Anna Dolidze
Keyword(s):  
Foreign Language ◽  
International Law ◽  
Native Speakers ◽  
Native Speaker ◽  
Speech Community ◽  
Speech Communities ◽  
Linguistic Rules ◽  
The Future ◽  
Linguistic Repertoire ◽  
Western European

This article presents a metaphor that might explain Russia’s approach to international law. Drawing on linguistics, the article proposes that Russia has been a non-native speaker of international law. A non-native speaker’s experiences range from estrangement and disengagement from the foreign language and its speech community to that of empowerment and inspiration nurtured by the acquisition of a new language and a new multilingual identity. Thus, as a non-native speaker, Russia has approached international law with two rhetorical moves: as a disaffected foreigner and as an empowered multilingual subject who aspires to uphold and interpret the rules of the language recently acquired. As a multilingual speaker fluent in the language of international law, Russia has asserted control over judgments of grammaticality and has disagreed with previously determined linguistic rules established by the native-speaking community. The notion of a non-native speaker of international law can apply to states other than Russia. Policymakers and intellectual leaders of other countries, including China, might perceive themselves as non-native speakers in their encounters with the western European foundations of the language of international law. Finally, the article explores the future of international law by asking whether non-native speakers who have been gaining fluency in the parlance of international law will continue to develop their own linguistic repertoire, build their own vocabularies, and advance their own assertions regarding rules of grammar. The future of international law might be diglossic, as two varieties of its language, shared by different speech communities and practiced in different contexts, may be established.

AL MULLIM AL MUTAJADDIN F Î TA'L ÎMI AL LUGHAH AL ARABIYYAH LIGHAIRI AL NATHIQINA BIHÂ F Î 'ASRI AL HÂD Î WA AL 'ISYR ÎNA

2020 ◽  
Vol 3 (2) ◽  
pp. 83
Author(s):  
Ibnu Hafid Alfarisy ◽  
Hanik Mahliatussikah
Keyword(s):  
Technology Management ◽  
Native Speakers ◽  
Arabic Language ◽  
Information Revolution ◽  
Student Centered ◽  
Student Centered Learning ◽  
Cultural Challenges ◽  
Educational Processes ◽  
The Future ◽  
Language Competencies

المستخلص: المعلم أهم العناصر في التعليم. والمعلم المتجدد في تعليم اللغة العربية لغير الناطقين بها هو المعلم الواعي لما يباشره من عصر العولمة. فهو عمدة و عنصر أساسي في تعليم اللغة العربية. إذا صلح المعلم صلحت جميع العمليات التعليمية. فلا بد أن يتجدد ما له من الكفاءات والقدرات لأن المعلم لا بد أن يفكر في المستقبل بعقلية المستقبل ولا بعقلية الماضي. هذا البحث الوصفي الكيفي يهدف إلى اكتشاف كفاءات المعلم المتجدد  وخصائصه في تعليم اللغة العربية لغير الناطقين بها، و معرفة تحدياته اليوم و كيفية إعداده  ودوره في التعليم في العصر الألفي. و نتائج هذا البحث: (1) أن للمعلم المتجدد في تعليم اللغة العربية لغير الناطقين بها 4 كفاءات لازمة، وهي الكفاءة التعليمية، والكفاءة الشخصية، والكفاءة الاجتماعية، والكفاءة التعليمية، (2)  والخصائص  اللازمة للمعلم المتجدد هي الخصائص الجسمانية و القدرات العقلية، والخصائص الشخصية، والأكاديمية والمهنية، والأخلاقية و الإنسانية و النفسية، والتقنية والخصائص الأخرى المرتبطة به، (3) و تحديات المعلم المتجدد اليوم تتعلق بالتحديات الثقافية، و التربية المستدامة، و قيادة التغيير و ثورة المعلومات و تمهين التعليم و إدارة التكنولوجيا، (4) و إعداد المعلم المتجدد بثلاث مراحل وهي التأهيل، والتدريب، والتطوير، (5) و دور المعلم في العصر الألفي هو  الموجه و اﻟﻤﺮﺷﺪ واﻟﻤﻴﺴﺮ ﻟﻠﺘﻌﻠﻢ. والتعليم المتمركز على الطالب  (ٍStudent-Centered Learning) هو التعليم المطلوب في العصر الحاضر.كلمات المفتاح: معلم متجدد، لغة عربية، كفايات، تحديات، إعداد، دور Abstract:Teacher is the most important element in education. The renewed teacher in the teaching of Arabic to non-native speakers is the conscious teacher of the era of globalization. He is a mayor and a key element in teaching Arabic. If the teacher reconciles all educational processes. It must be renewed its competencies and capabilities because the teacher must think in the future mentality of the future or the mentality of the past. This qualitative descriptive research aims to discover the competencies of the renewed teacher and its characteristics in teaching Arabic to non-native speakers, and to know its challenges today and how to prepare it and its role in education in the millennium. The results of this research: (1) that the renewed teacher in teaching Arabic to non-native speakers 4 necessary competencies, namely, educational competence, personal competence, social competence, and educational competence, Personal, academic, professional, ethical, human, psychological, technical and other characteristics associated with it, (2) The characteristics necessary for the renewed teacher are the physical characteristics, mental abilities, personal, academic, professional, ethical, human, psychological, technical, and other characteristics associated with it. Change, information revolution, education apprenticeship and technology management, (3) The challenges of the renewed teacher today relate to cultural challenges, sustainable education, leadership of change, information revolution, apprenticeship of education and technology management (4) The preparation of the renewed teacher in three stages are rehabilitation, training and development, (5) The millennium teacher is the mentor, guide and facilitator of learning. Student-Centered Learning is required in the present era. Key Words: renewed teacher, arabic language, competencies, challenges, preparation, role Abstrak: Guru adalah elemen terpenting dalam pendidikan. Guru pembaharu dalam pengajaran bahasa Arab untuk penutur asing adalah guru yang sadar akan era globalisasi. Dia adalah elemen kunci dalam mengajar bahasa Arab. Jika guru dapat bekerja dengan baik, maka akan baik pula proses pembelajaran. Kompetensi dan kemampuan guru harus selalu diperbaharui dan ditingkatkan karena guru harus berpikir tentang masa depan  dengan pola pikir dan mentalitas masa depan dan bukan dengan pola pikir masa lalu. Penelitian deskriptif kualitatif ini bertujuan untuk menemukan kompetensi guru pembaharu  dan karakteristiknya dalam mengajar bahasa Arab untuk penutur asing, dan untuk mengetahui tantangannya dan bagaimana mempersiapkannya serta perannya dalam pendidikan di era milenium. Hasil penelitian ini menunjukkan bahwa: (1) guru pembaharu  dalam mengajar bahasa Arab ke penutur asing harus memiliki 4 kompetensi, yaitu kompetensi pedagogis, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional (2) Karakteristik yang harus dimiliki oleh guru pembaharu adalah karakteristik fisik, kemampuan mental, pribadi, akademik, profesional, etika, kemanusiaan, psikologis, teknis, dan karakteristik lain yang terkait dengannya.(3) tantangan guru pembaharu berkaitan dengan tantangan budaya dan  keberlangsungan pendidikan, derasnya perubahan dan arus informasi,  kompetensi pengajaran dan manajemen teknologi, (4) persiapan guru pembaharu dalam tiga tahap, yaitu keahlian, pelatihan, pengembangan, (5) peran pengajar  di milenium adalah sebagai pembimbing, pengarah dan fasilitator pembelajaran. Pendidikan yang berpusat pada siswa adalah pendidikan yang dibutuhkan di era sekarang. Kata kunci: guru pembaharu, bahasa arab, kompetensi, tantangan, persiapan, peran 

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