scholarly journals Impacts Of Extensive Reading on English Vocabulary Learning: A Meta-Analysis

2021 ◽  
Vol 10 (2) ◽  
pp. 169-189
Author(s):  
M. Farkhi Faishol Hakim
Keyword(s):  
Comparative Analysis ◽  
Meta Analysis ◽  
English Text ◽  
Past Tense ◽  
Sentence Structure ◽  
Extensive Reading ◽  
Descriptive Research ◽  
The Past ◽  
Sentence Patterns ◽  
Past Tenses

There are many differences in sentence structure between English and Indonesian. In this study, the researchers conducted a comparative analysis of past sentence patterns in English and Indonesian. The purpose of this research is to find out the past sentence patterns of English and Indonesian, and the similarities and differences between them. The methods used to conduct research are qualitative research and descriptive research to compare patterns between English and Indonesian past sentence patterns. A high school textbook named "Interlanguage" is used as English data, which Indonesian students generally use and understand, rather than college students' books, while Indonesian data is a translation of the selected English text for each past sentence pattern. This research shows that there are more differences than similarities between the two languages. There are six differences, Namely: 1) Verb form; 2) Irregular verb be; 3) English generally has four past tenses, but Indonesian does not; 4) progress; 5) perfect progress; 6) English has 7 basics In the past, there are 2 sentence patterns in Indonesian. Researchers found some similarities, namely: 1) perfect aspect; 2) sentence pattern arrangement. Since English and Indonesian have more differences in past tense sentence patterns than similarities, it is expected that Indonesian learners will encounter some difficulties in learning English past. Keywords: comparative analysis, past sentences, sentence patterns, English, Indonesian

De (on) Verklaarbaarheid Van Fossilisatie

1998 ◽  
Vol 58 ◽  
pp. 101-109
Author(s):  
Elisabeth van der Linden
Keyword(s):  
Learning Process ◽  
Past Tense ◽  
Advanced Learners ◽  
Syntactic Structures ◽  
The Past ◽  
Knowledge Based ◽  
Long Time ◽  
Past Tenses ◽  
Different Levels

In the literature about fossilization, several definitions have been given and several explanations have been suggested for this phenomenon. I see fossilization as a long-time stagnation in the T2 learning process, leading to errors based on transfer. Fossilization is caused by sociolinguistic, pyscholinguistic and purely linguistic factors. In this paper I concentrate on the acquisition of syntactic structures and on the role of input and instruction in that process. I argue that, although in the acquisition of some syntactic structures, UG plays an important role, this does not account for the whole learning process: learners have not only to reset parameters when acquiring T2 but have to proceduralize knowledge based on the surface structure of sentences. In the case of the use of past tenses in French, many of the Dutch advanced learners of three different levels of proficiency do not acquire native-like intuitions about the use of these tenses, although input as well as instruction are thorough on this point. I suggest that the past tense system is not UG-dependent and that the instruction does not allow proceduralization of the knowledge.

How multiple past tenses divide the labor: The case of South Baffin Inuktitut

Linguistics ◽  
2015 ◽  
Vol 53 (4) ◽  
Author(s):  
Midori Hayashi ◽  
David Y. Oshima
Keyword(s):  
The Other ◽  
Past Tense ◽  
Layered System ◽  
Fine Grained ◽  
The Past ◽  
Linear Scheme ◽  
Temporal Specifications ◽  
Past Tenses ◽  
Common Perception ◽  
Masculine Gender

AbstractIt is a common perception that in languages having multiple past tenses with different remoteness specifications, the past tenses cover the entire past without a gap or overlap. This paper demonstrates that this way of looking at multiple-past tense systems is not appropriate for the system in South Baffin Inuktitut (a variety of the Inuit language). The dialect has at least four past tenses: recent, hodiernal, pre-hodiernal, and distant. We argue that the relation between the four tenses cannot be represented by a simple linear scheme for two reasons. First, the pre-hodiernal past has a special status as the “conventionally designated alternative”, which is chosen in cases of remoteness indeterminacy, analogous to, for example, the Russian masculine gender being used in cases of gender indeterminacy. Second, there is overlap in their coverage. The pre-hodiernal and hodiernal past tenses collectively cover the entire past and thus any past situation can be described with one of them. The other two provide means to make more fine-grained and subjective temporal specifications. Comparison will be made between the system in South Baffin Inuktitut and those in some Bantoid languages which have been pointed out in the literature to have a comparable layered system of tenses.

Regional variation in the English verb qualifier system

2002 ◽  
Vol 6 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Geoffrey Sampson
Keyword(s):  
Regional Variation ◽  
Spontaneous Speech ◽  
Past Tense ◽  
Past Participle ◽  
Standard Language ◽  
The Past ◽  
Redundant Data ◽  
Irregular Verbs ◽  
Past Tenses ◽  
English Verb

Nonstandard dialects often use the same form for the past tense and past participle of irregular verbs for which the standard language has distinct forms. One possible reason would be that some speakers have a nonstandard system of verb qualifiers (tense, mood, and aspect markers) in which the past tense/past participle distinction is functionally redundant. Data on spontaneous speech in Britain in the 1990s partly supports this by showing marked regional variation in the use of the Perfect construction. However, some nonstandard past tenses cannot be explained in terms of a nonstandard qualifier system.

scholarly journals THE ACQUISITION ORDER OF PAST TENSES: AN INTERLANGUAGE ANALYSIS

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Muhammad Ahkam Arifin ◽  
Suryani Jihad ◽  
Sri Mulyani ◽  
Hardiani Ardin ◽  
Nurwahida Nurwahida
Keyword(s):  
Past Tense ◽  
Partial Support ◽  
The Past ◽  
Acquisition Order ◽  
Past Tenses ◽  
Universal Order

This study aimed to investigate the hypothesis that there appears a systematic order of the acquisition of past tenses. It is claimed that irregular past tense verbs are acquired earlier than regular past tense verbs. In comparison to the acquisition of irregular and regular past verbs, the acquisition of the past copula be forms `was` and `were` is believed to take place much earlier. To test this hypothesis, the data were collected from forty-six students who were asked to write an essay with a minimum of 250 words to get data of the use of past tenses. The findings reveal partial support for the hypothesis, suggesting that the universal order of morpheme acquisition may not be a stable phenomenon.

scholarly journals Bilingual children's production of regular and irregular past tense morphology

2014 ◽  
Vol 18 (2) ◽  
pp. 290-303 ◽  
Author(s):  
JUDITH RISPENS ◽  
ELISE DE BREE
Keyword(s):  
Learning Strategy ◽  
Bilingual Children ◽  
Past Tense ◽  
Token Frequency ◽  
The Past ◽  
Type Frequency ◽  
The Difference ◽  
Past Tenses

This study examined the production of the Dutch past tense in Dutch–Hebrew bilingual children and investigated the effect of type of past tense allomorph (de versus te) and token frequency on productions of the past tense. Seven-year-old bilingual children (n=11) were compared with monolingual children: age-matched (n=30) and younger vocabulary-matched (n=21). Accuracy of regular and novel past tense was similar for the bilingual and monolingual groups, but the former group was worse on irregular past tense than the age-matched monolingual peers. All three groups showed effects of type frequency: te past tenses were more accurate than de. The difference between the bilingual and monolingual children surfaces in the extent of the effect: for the bilingual children it was most pronounced in verbs with low token frequency and novel verbs. Results are interpreted as stemming from a learning strategy or from phonological transfer from the Hebrew morphosyntactic system.

scholarly journals Confrontative Study between Past Perfect Indicative in German and Past Perfect and Aorist II Indicative in Albanian

2017 ◽  
Vol 8 (4-1) ◽  
pp. 15-19
Author(s):  
Edesa Paheshti ◽  
Emine Teichmann
Keyword(s):  
Point Of View ◽  
German Language ◽  
Past Tense ◽  
Semantic Meaning ◽  
The Past ◽  
Significant Step ◽  
Past Tenses ◽  
Detailed Picture ◽  
Theoretical Overview

Abstract The present study represents a significant step forward to understand past perfect indicative in Albanian and German by comparing them in morphological, semantic and stilistic aspects. The semantic meaning of past perfect indicative in Albanian is very similar to that in German. But the Albanian language also alters another additional past tense called Aorist II, that it is not present in the standard German language. This work aims at giving practical and theoretical overview on approaches and differs of the past perfect between the two languages - we intend to show that by giving great argumentative examples, which help concretising and understanding better, and also offer a clear and detailed picture of uses and meanings of this tense in both languages. In particular, in this paper it is paid attention to the text grammar, as we think that is a very important and interested point of view by studying and comparing two grammars. Furthermore we consider the issue of translation from German in Albanian and controversialy. At this point we intend to find the grammar tools the German language uses for the translation of the albanian Aorist II. This publication will be a comprehensive and authorative reference work on complex past tenses bringing together the study on different linguistic aspects.

scholarly journals Discursive role of past tenses : a text analysis

2002 ◽  
Vol 35 (1-2) ◽  
pp. 127-136
Author(s):  
Gašper Ilc
Keyword(s):  
Text Analysis ◽  
Past Tense ◽  
Past Event ◽  
The Past ◽  
Fictional Narrative ◽  
Past Tenses

The article discusses the meaning and usage of the principal past tense forms in English from a discursive perspective. Analysing short excerpts from a fictional narrative, the author argues that English past tenses in narratives have, besides their primary temporal-aspectual function, an impor­ tant role in marking the type and the prominence of the past event or situation within a textual complex.

scholarly journals THE EFFECTIVENESS OF AN ACTIVITY-BASED APPROACH TO TEACHING THE PAST TENSE IN MEDICAL ENGLISH FOR PROFESSIONAL PURPOSES

2021 ◽  
Vol 25 (3-4) ◽  
pp. 24-27
Author(s):  
Yu.V. Lysanets ◽  
O.M. Bieliaieva ◽  
I.V. Znamenska ◽  
H.Yu. Morokhovets ◽  
I.V. Rozhenko
Keyword(s):  
Real Life ◽  
Peer To Peer ◽  
Past Tense ◽  
The Past ◽  
Medical English ◽  
Wide Range ◽  
Life Tasks ◽  
Approach To Teaching ◽  
Medical University ◽  
Past Tenses

The present paper explores the methods for effective mastering the past tense relying on an activity-based approach following the Common European Framework of Reference for Languages. The aim of the research is to facilitate the teaching and revising the grammar material on the past simple (indefinite) tense, the past continuous (progressive) tense, and the past perfect tense in the process of training undergraduates, Ph.D. students, academic and clinical teachers at a medical university. The results of the research have been integrated into the 1st edition of “Medical English for Academic Purposes” (2018) and “Medical English for Public Health Purposes” (2021). The authors developed the methodological mechanisms to support courses in professional English at higher medical educational institutions through an activity-based approach, which ensures the effective acquisition of a foreign language, promotes the formation of a linguistic personality capable not only of communicating in all areas, but also of successful integration into the international community. The paper provides a wide range of scaffolding activities and methods: using visuals (graphic organizers, charts, etc.), selecting historically meaningful texts, peer-to-peer talk, strategic pairings, “real-life tasks” and modelling situations, the “fishbowl” model and others. The suggested methodological algorithm is feasible for both oral and written communication, reading and listening comprehension activities, group work, individual and self-directed work in class, as well as for in-class or self-paced learning, depending on the features of the curriculum and students’ English proficiency. The receptive aspect of teaching is represented by read-and-translate exercises, targeted texts describing significant events in the history of medicine, as well as true-false exercises to check students’ comprehension. Meanwhile, the reproductive aspect of teaching covers exercises involving opening the brackets, filling the blanks, as well as creating negative and interrogative forms of verbs. Eventually, the productive aspect of teaching is ensured by a wide range of creative speaking and writing activities and “real-life tasks”, aimed at developing students’ communicative competence in English for Professional Purposes (in-class speaking activities (peer-to-peer talk, class discussion). In addition, collecting family history is yet another pragmatically feasible task to revise and study past tenses. The application of an activity-based approach to teaching the past tenses at a medical university is highly effective to foster essential job-related skills, experience and professional readiness. The authors believe that this, in turn, will promote academic mobility and scientific cooperation, thus contributing to the development of higher medical education in Ukraine, which renders the research relevant.

scholarly journals CONDITIONAL SENTENCES IN JAPANESE AND ENGLISH: A CONTRASTIVE STUDY

2021 ◽  
Vol 6 (1) ◽  
pp. 77-89
Author(s):  
Diana Kartika ◽  
Irma Irma
Keyword(s):  
Comparative Analysis ◽  
Main Clause ◽  
Past Tense ◽  
Future Tense ◽  
Contrastive Study ◽  
The Past ◽  
Conditional Sentence ◽  
Similarities And Differences

This research explores the differences in presupposition patterns in terms of conditions and usage similarities between Japanese and English. This paper uses comparative analysis, and the results show that there are some similarities and differences between Japanese and English conditional sentences. First, conditional clauses exist in both conditional Japanese and English sentences and these clauses have two parts: the ‘if-clause’ as the situation and the ‘main-clause’ as the result. Second, conditional sentences in both languages have similarities in that they express the possibilities and suppositions of the speakers. Third, conditional sentences in Japanese comprise と (-to), ば (-ba), なら (-nara), and たら (-tara) sentences. Fourth, there are three types of conditional sentences in English, namely the conditional that is true in the present/future tense, untrue in the present/future tense, and untrue in the past tense. Fifth, the conditional sentence in Japanese using -to, -ba, -tara, and -nara can all be used inherently in the predicate of the clause.

Extensive Reading Research in the EFL Classroom of China: A Qualitative Meta-Analysis

2021 ◽  
Vol 44 (1) ◽  
pp. 111-125
Author(s):  
Shuyan Wang ◽  
Heyoung Kim
Keyword(s):  
Foreign Language ◽  
Reading Instruction ◽  
Meta Analysis ◽  
Extensive Reading ◽  
Reading Research ◽  
Pleasure Reading ◽  
The Past ◽  
Language Classroom ◽  
Research Designs ◽  
Practical Instruction

Abstract Extensive reading has long been applied in the English as a foreign language classroom in China, but the fundamental theories and practical instruction are not satisfactory. The study aims to synthesize and examine extensive reading studies over the past fifty years (1962-2019) from a holistic perspective. By performing a qualitative meta-analysis, a total of 81 articles published in widely accepted journals were carefully coded and analyzed. Three latent problems emerged, including that 1) most extensive reading researchers misunderstand the inherent characteristic of extensive reading (i. e., pleasure reading) and less frequently follow the principles of extensive reading instruction; 2) there are methodological weaknesses in empirical research designs, and; 3) research scope is limited regarding participants and methodology. Suggestions for extensive reading research and instruction are included.

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