An Empirical Base for Teaching the Past Tense in German as a Foreign Language

1994 ◽  
Vol 27 (3) ◽  
pp. 391-404
Author(s):  
Johanna Watzinger-Tharp
Keyword(s):  
Foreign Language ◽  
Past Tense ◽  
Empirical Base ◽  
The Past

The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals

2010 ◽  
Vol 27 (1) ◽  
pp. 129-149 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Izaskun Villarreal Olaizola
Keyword(s):  
Foreign Language ◽  
Surface Morphology ◽  
Past Tense ◽  
Cross Sectional ◽  
Third Language ◽  
The Third ◽  
The Past ◽  
Third Person ◽  
The Third Person ◽  
Spanish Bilinguals

This article examines the third language (L3) developing morphology of 78 Basque—Spanish bilinguals following a Content and Language Integrated Learning (CLIL) program and a mainstream English as a foreign language (non-CLIL) program. The analysis of cross-sectional and longitudinal oral data shows that (1) the omission of inflection in the L3 English interlanguage of these groups of learners is due to problems with the realization of surface morphology, (2) there is a dissociation in frequency of suppliance between suppletive inflection (copula and auxiliary be) and affixal inflection (the third person morpheme -s and the past tense morpheme -ed) already attested in L2 data, and (3) no significant differences were found between the two groups tested as far as the development of suppletive and affixal tense and agreement morphemes. The overall findings seem to support full-UG explanations for the variable use of morphology in the acquisition of non-native systems.

Two tenses are better than one

2017 ◽  
Vol 6 (2) ◽  
pp. 124-134 ◽  
Author(s):  
Clare Lindström
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Variation Theory ◽  
Past Tense ◽  
Grammatical Structure ◽  
Content Type ◽  
The Past ◽  
Teacher Researcher ◽  
Pupil Learning

Purpose The purpose of this paper is to present findings from a learning study (Lindström, 2015) with Swedish sixth grade pupils on the English grammatical structure, the progressive aspect (PROG). The focus is on how the lesson design and the treatment of the subject content, informed by variation theory, affected the learning of the PROG. Design/methodology/approach Four teachers of English as a foreign language, including the teacher researcher, collaborated to plan, teach, evaluate and analyse a series of six research lessons. The theoretical framework was the variation theory of learning which was used both to design the lessons and analyse teaching and learning. A basic assumption is that learning is a function of discernment, and discernment is conditional upon experiencing variaion. Empirical data consisted of interview transcripts, pre- and post-lesson assessments, and video recordings of the lessons. Findings The use of the present tense when teaching the PROG was insufficient. When the past tense was introduced, along with particularly powerful examples, pupils’ understanding of the PROG improved. Furthermore, reversing the conventional order by instead beginning the lesson with examples in the past tense, helped the pupils to generalise the meanings of the PROG. Improved pupil learning outcomes were observed when the PROG was treated from the perspective of wholeness, simultaneity and complexity. Originality/value The findings challenge conventional ways of teaching the PROG and thus have value for instruction of English as a foreign language.

scholarly journals L2 TENSE TRANSFER IN EFL LEARNING

2020 ◽  
Author(s):  
Tatjana Grujić ◽  
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Adult Students ◽  
Corrective Feedback ◽  
Negative Influence ◽  
Instructional Materials ◽  
Past Tense ◽  
The Past ◽  
L1 Influence ◽  
Adverbial Clauses

In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.

scholarly journals Developing Learning Methods of Indonesian as a Foreign Language

2017 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
I Nyoman Suparsa ◽  
Ida Bagus Nyoman Mantra ◽  
Ida Ayu Made Sri Widiastuti
Keyword(s):  
Foreign Language ◽  
Past Tense ◽  
Learning Methods ◽  
Standard Nomenclature ◽  
The Past ◽  
Keyword List ◽  
Clear Statement ◽  
Basic Content

A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 300 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article.

scholarly journals THE IMPACT OF GRAMMATICAL COMPETENCE WITH DISCOURSE IN SPEAKING PROFICIENCY

JURNAL BASIS ◽  
2014 ◽  
Vol 1 (2) ◽  
pp. 115
Author(s):  
Frangky Silitonga ◽  
Frangky Silitonga
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Past Tense ◽  
Grammatical Competence ◽  
The Past ◽  
Speaking Proficiency ◽  
The People ◽  
Speaking Skill ◽  
Present Tense ◽  
The Impact

ABSTRACTLanguage is a mean of communication used in daily activities. There are aspects needed to be concerned in the use of language, especially foreign language. One of the most common foreig language used is English. In Indonesia, although, English is sound familiar by most of people, the ability of using English is still not maximal. In the use of English language, one of the most important aspects is grammar, for example grammar orientation—tenses, Simple past tense and simple present tense, these are two particular parts in grammar. Simple past tense indicates the past condition that has passed. Simple present tense is used to describe the habit or event happening now. The tendency of tenses use is usual in daily communication, for instance, everyone will interact through some ways, one of them verbal communication or speaking. There is a relationship between grammar and speaking proficiency. Simple past and simple present tense influence the speaking proficiency, thus by mastering those grammar aspects will make easier to understand communication each other. Therefore discourse has supporting power to make the second learners language easily to improve speaking skill. It thing become a basic need for some people who face the people using that foreign language, especially in the school or business process. In Batam, as an industrial region which next to the Singapore and Malaysia, a well speaking proficiency surely needed. Here, the writer conducts the research toward impact of grammatical orientation with discourse in speaking proficiency on students’ primary school in Batam.

Preverbation and narrativity in Lithuanian. The distribution of finite simplex and compound verbs in narrative main clauses

2010 ◽  
Vol 1 ◽  
pp. 167-192
Author(s):  
Lea Sawicki
Keyword(s):  
Narrative Text ◽  
Past Tense ◽  
The Past ◽  
Verb Forms ◽  
Compound Verbs ◽  
Finite Verb

The article deals with the use of simplex and compound (prefixed) verbs in narrative text. Main clauses comprising finite verb forms in the past and in the past habitual tense are examined in an attempt to establish to what extent simplex and compound verbs exhibit aspect oppositions, and whether a correlation exists between the occurrence of simplex vs. compound verbs and distinct textual units. The investigation shows that although simple and compound verbs in Lithuanian are not in direct aspect opposition to each other, in the background text portions most of the verbs are prefixless past tense forms or habitual forms, whereas in the plot-advancing text portions, the vast majority of verbs are compound verbs in the simple past tense.  

An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

2020 ◽  
Author(s):  
Jelena O'Reilly ◽  
Eva Jakupčević
Keyword(s):  
Foreign Language ◽  
Research Area ◽  
Simple Construction ◽  
L2 Acquisition ◽  
Efl Learners ◽  
Oral Production ◽  
The Past ◽  
Base Form ◽  
Production Study ◽  
Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

SYSTEM OF PARTICIPLES IN THE OSSETIAN LANGUAGE COMPARED TO THE RUSSIAN LANGUAGE.

2020 ◽  
Author(s):  
З.И. Годизова ◽  
Д.В. Габисова
Keyword(s):  
The State ◽  
Russian Language ◽  
Past Tense ◽  
Language Family ◽  
European Language ◽  
Parts Of Speech ◽  
Imperfective Aspect ◽  
The Past ◽  
The Russian Language ◽  
Conversion Transition

Актуальность предпринятого исследования обусловлена тем, что причастие в современном осетинском языке не привлекало активного внимания ученых, имеются лишь общие описания причастий, а специальные исследования, посвященные причастиям, практически отсутствуют. Представляется интересным и актуальным сравнение системы причастий и их грамматических особенностей в осетинском и русском языках. Этот интерес обусловлен принадлежностью сопоставляемых языков к общей индоевропейской семье языков, а также тесным их взаимодействием в условиях двуязычия, что, очевидно, может отразиться и на системе причастий. Научная новизна данной статьи заключается в том, что в ней исследуются грамматические особенности всех разрядов причастий в осетинском языке в сопоставлении с русским языком. На основании проведенного анализа установлено, что в современном осетинском языке система причастий включает пять разрядов, разнообразных в своих грамматических проявлениях, в степени регулярности, в склонности переходить в состав других частей речи. Выявлены наиболее значительные отличия осетинских причастий от русских: существование причастий будущего времени в системе осетинского языка, отсутствие у причастий показателей времени и залога, а также именных грамматических категорий (падежа, числа, рода). Установлено также, что в осетинском языке категория вида в большей степени управляет категорией времени, в силу чего несовершенный вид причастий предполагает только настоящее время, а совершенный только прошедшее отсутствует четкая залоговая оппозиция причастий в осетинском языке. Определено также, что осетинские причастия не имеют членных (полных) форм, но функционируют в роли и сказуемого, и определения, хотя в большей степени тяготеют к предикативной роли. В осетинском языке причастия гораздо менее употребительны сравнительно с причастиями в русском языке и чаще вступают в отношения грамматической омонимии с другими частями речи. The relevance of the undertaken study is determined by the fact that participles in the modern Ossetian language are still insufficiently studied. There are only the most general descriptions of grammar features of participles. The comparison of the system of participles and their grammar features seems interesting and actual, especially considering the fact that the Ossetian and Russian languages belong to different groups of the Indo-European language family. Furthermore, in the context of bilingualism the Russian and Ossetian languages interact actively and that can affect the system of participles. The scientific novelty of the article is determined by the fact that it examines the grammatical features of all categories of participles in the Ossetian language in comparison with the Russian language. The conducted research allowed to elicit five categories in the system of participles in the modern Ossetian language. The analysis of the results showed the participles are diverse in their grammatical characteristics, in the degree of regularity, and in the tendency to transition into other parts of speech. The research defined the most significant differences between Ossetian and Russian participles: existence of future participles in the system of the Ossetian language absence of adjectival grammar categories of gender, number and case as well as formal markers of tense and voice in Ossetian participles. The tense category in Ossetian subordinates to the aspect category to a far greater extent therefore the imperfective aspect of participles accepts the present tense forms only, while perfective acts in the past tense forms Ossetian participles lack explicit voice opposition. Ossetian participles do not have full forms, but they can have syntactic functions of both the predicate and the attribute in a sentence, although the predicative function is more typical for them. Participles in the Ossetian language are much less common compared to participles in Russian and are more disposed to conversion (transition to the category of nouns, verbal adverbs, adjectives, words of the state category).

Mobile Phones' Video Recording Tool

2021 ◽  
Vol 11 (2) ◽  
pp. 16-32
Author(s):  
Van Huynh Ha Le ◽  
Huy Ngoc Nguyen
Keyword(s):  
Foreign Language ◽  
Mixed Method ◽  
Mobile Applications ◽  
Video Recording ◽  
Structured Interview ◽  
Foreign Language Anxiety ◽  
Oral Performance ◽  
Speaking Anxiety ◽  
The Past ◽  
The Impact

Foreign language anxiety (FLA) has a debilitating influence on the oral performance of EFL speakers. Over the past decade, most research in MALL has emphasized the use of mobile applications on improving language skills, but little research has explored the impact of using video recording tool to decrease foreign language speaking anxiety (FLSA). Hence, this study examines the effect of using video recording tool on students' EFL speaking anxiety. Twenty-eight pre-intermediate freshmen at Van Lang University, Vietnam, participated in a seven-week project. In this research, mixed method was used in combination with three data collection instruments: questionnaire, observation notes, semi-structured interview. The results indicated that video recording tool significantly lowers EFL speaking anxiety. Therefore, this study makes a major contribution to research on FLA by exploring freshmen's anxiety causes and its impacts on learners' oral performance and offering a technique to help them overcome that phobia: mobile phone video recording.

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