The English past tense-is this the extent of language learning by connectionist networks?

2002 ◽  
Author(s):  
K.G. Daugherty ◽  
M. Hare
Keyword(s):  
Language Learning ◽  
Past Tense ◽  
Connectionist Networks

scholarly journals AN ANALYSIS OF ERRORS ON THE USING SIMPLE PAST IN WRITING A NARRATIVE TEXT

2018 ◽  
Vol 6 (2) ◽  
pp. 41
Author(s):  
Umar Umar
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
English Education ◽  
Narrative Text ◽  
Learning Problems ◽  
Past Tense ◽  
Education Department ◽  
Narrative Texts ◽  
Insight Into ◽  
Shed Light

This study aimed to examine errors on past tense in a writing a narrative text of by 12 participants. The participantswere second semester students of English Education Department of STKIP Paracendekia NW Sumbawa in theacademic year 2014/2015. This research was a descriptive qualitative research. The instrument used for this studywas participants’ written narrative texts. The results of the study show that there were errors committed by theparticipants on using past tense. All of the errors on using past tense in the written narrative texts was identified andclassified; these were addition, omission, and misformation.These aspects of writing in English pose the most difficultproblems to participants. This study has shed light on the manner in which students internalize the rules of the targetlanguage, which is English. Such an insight into language learning problems is useful to lecturers because it providesinformation on common trouble-spots in language learning which can be used in the preparation of effective teachingmaterials.

DICTIONARIES AND MONOLINGUAL DICTIONARIES/ Journal of Student Research, No. 4(5), 2019/ OEAPS Inc. (Open European Academy of Public Sciences); Chief Editor Elisa Boanini - Lion, France. 26.06.2019: OEAPS Inc., 2019. -PP. 65-70.

2019 ◽  
Author(s):  
Ulzhamilya Bibatyrovna Serikbayeva ◽  
Zhanna Borisovna Erzhanova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Word ◽  
Chief Editor ◽  
Target Language ◽  
Past Tense ◽  
European Academy ◽  
Bilingual Dictionary ◽  
Part Of Speech ◽  
The World

So, the question is: is it worth using a monolingual dictionary to help you learn a foreign language, or is it too much trouble? We’d better use our monolingual dictionary as a supplement to a bilingual one. Certainly somewhere in our language learning career, we shall probably be able to exclusively use the monolingual dictionaries. Sometimes monolingual dictionaries convey the meaning of the words more precisely but to understand this we need to have some level of English and our range of interests must be rather wide (knowledge of the world). All these facts are indispensable for using such dictionaries properly. A dictionary is a very important tool for anyone who is learning a new language. With a good dictionary you can do the following: look up the meaning of an English word you see or hear; find the English translation of a word in your language; check the spelling of a word; check the plural of a noun or past tense of a verb; find out other grammatical information about a word; find the synonym or antonym of a word; look up the collocations of a word; check the part of speech of a word; find out how to say a word; find out about the register of a word; find examples of the use of a word in natural language. Perhaps a balance could be struck, though: try to use your monolingual dictionary first, and if you find that you don’t understand a definition, only then look it up in your bilingual dictionary. Or perhaps even try to figure out the definition in your monolingual dictionary for say, 5, looking up words you don’t understand. If, after that time is up, you’ve not figured it out, whip out your bilingual dictionary. At any rate, it is recommended getting a monolingual dictionary in your target language at some point or another – just don’t toss out your bilingual one when the monolingual one arrives.

scholarly journals An Error Analysis in the Use of Simple Past Tense on Students’ Final Work at IAIN Kudus

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Anisah Setyaningrum
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Error Analysis ◽  
Language Learning ◽  
Learning Processes ◽  
Past Tense ◽  
Common Error ◽  
Error Classification ◽  
Final Work

This research aims at identifying, classifying and analyzing the kinds of errors on the use of simple past tense in students’ final work. It is expected to help the lecturers in identifying the students’ most common error in language learning processes, especially in learning simple past tense. Several stages are done in this qualitative research, they are: preparation, data collection, and analyzing the data. As the preparation, the writer try to read some theories and previous studies related to this research. In analyzing the data, Ellis’ theory is used in this research. The techniques in analyzing the data are: identification of error, classification, description, and correction. The result of this research shows that there are four kinds of errors made by students, they are omission 13%, addition 5%,misinformation 31%,and misordering 5%. They mostly make errors in the misinformation of irregular past verb in using The Simple Past Tense.

Verb and Noun Morphology in the Spoken and Written Language of Children With Language Learning Disabilities

2000 ◽  
Vol 43 (6) ◽  
pp. 1322-1336 ◽  
Author(s):  
Jennifer Windsor ◽  
Cheryl M. Scott ◽  
Cheryl K. Street
Keyword(s):  
Learning Disabilities ◽  
Language Learning ◽  
High Accuracy ◽  
Language Impairments ◽  
Written Language ◽  
Past Tense ◽  
School Age ◽  
Relative Difficulty ◽  
Language Learning Disabilities ◽  
Typically Achieving

The purpose of this study was to investigate the use of verb and noun morphology in school-age children's spoken and written language. Sixty children, with and without language learning disabilities (LLD), each produced 2 spoken and 2 written language samples. The children's accuracy in using morphemes that mark verb finiteness (regular past tense, 3rd person singular present tense, copula, and auxiliary BE) was compared with their accuracy in using noun morphology (regular plural, possessive, articles). As would be expected, the typically achieving children, who were aged 7 to 12 years, had mastered the verb and noun morphology in spoken and written samples. The children with LLD, aged 10 to 12 years, also showed high accuracy in the spoken samples. On the other hand, they showed substantial difficulty in the written samples with the regular past tense, with errors in 26% of obligatory contexts. However, the children with LLD also had difficulty with the regular plural, with errors in 12% of obligatory contexts. For both the regular past tense and plural, all errors were errors of omission. These results indicate that finiteness marking remains an area of relative difficulty, but perhaps not the only grammatical difficulty, for children with language impairments in the school years.

scholarly journals The Development of Discourse and Morphological Features in L2 Narratives: A Study with Classroom Spanish-Speaking Learners of French

Languages ◽  
2021 ◽  
Vol 6 (4) ◽  
pp. 191
Author(s):  
Maria Kihlstedt ◽  
Jesús Izquierdo
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Morphological Features ◽  
Past Tense ◽  
Proficiency Tests ◽  
Verbal Morphology ◽  
Cross Sectional ◽  
Written Narratives ◽  
Spanish Speaking ◽  
The Cross

Previous research has examined the organization of second-language French narratives through discourse or morphological analyses. At the discourse level, the analyses have investigated the foreground/background relationship. Conversely, at the morphological level, the analyses have examined the role played by verbal morphology and verbal predicates. Different methodological caveats have limited the interpretation of findings in both types of analyses. In order to provide new data, this cross-sectional study examined the evolution of discourse and morphological resources in the written narratives of Mexican Spanish-speaking learners of French whose language learning experience is limited to the classroom. The learners in the cross-sectional sample (n = 11) were selected from a population of 88 participants who completed lexical, past-tense and general proficiency tests. They also generated two written narratives during silent-film retelling tasks. The cross-sectional sample selection was based on the learners’ test scores and the results of parametric statistical analyses. The narratives were analyzed for the identification of foreground/background clauses, verbal morphology and verbal predicates. The results reveal that, as learners’ past-tense knowledge increases, the organization of narratives consolidates through a developmental path that involves the interrelated growth of discourse and morphological features.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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