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

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

Problems of Translation of Parenthetic Clauses from Russian into Turkish in Social and Political Texts

Actively developing mass media field generates high demand for specialists who are able to translate texts of social and political topics from Russian into a foreign language and vice versa quickly and efficiently. While learning, students make common mistakes, which should be carefully corrected and prevented. The purpose of this article is to identify the most common mistakes made in translations of parenthetic clauses from Turkish into Russian and to develop recommendations for translating this type of sentences. The research is based on the translations of parenthetic clauses from Russian into Turkish made by three Turkish native speakers who are proficient in Russian, and ten Russian-speaking informants who are 4th-year undergraduate and graduate students of the leading Russian universities where Turkish language is taught as a major. The lack of research papers on the topic indicates the scientific novelty of the study. As a result of the study, the authors conclude that translation of parenthetic clauses presents significant difficulties for students and propose the following recommendations: there are two variants of translating Russian parenthetic clauses into Turkish - a subordinate clause with the conjunction ki and a participle clause with a participle of present-past tenses -(y)An . The first variant reflects the meaning expressed by Russian parenthetic clause most accurately, i.e. makes an emphasis. When referring to this variant, it is necessary to pay attention to the fact that the subordinate clause must have its own subject, which is most often presented by the pronoun bu this, or its subject must coincide with the subject of the main clause. The second variant mainly performs a determinative function, therefore, the sentence emphasis is made lexically. The stylistics should also be considered: a subordinate clause with the conjunction ki , as emotionally more powerful, is mainly used in analytical newspaper publications, while a participle clause with the participle -(y)An is more neutral stylistically. Therefore, if there are any difficulties with choosing the correct way to translate parenthetic clauses from Russian into Turkish, it is recommended to refer to - the (y)An participle.

Tempos do passado e tempos do futuro em confronto: diferenças e paralelismos

This paper deals with the main similarities and differences that arise between past and future tenses. In particular, we argue that, while the propositions associated with past tenses are completely settled and their truth-value can be evaluated at the speech time, the propositions described by future tenses cannot be seen as true or false at the utterance time since these linguistic forms are ramifying, in that they typically point to a variety of inertia histories or inertia worlds. Nevertheless, if we consider more closely some particular tenses in European Portuguese – namely the Pretérito Imperfeito (Imperfect) and the Pretérito Perfeito do Indicativo (simple past), as representatives of the past tenses, and the Futuro Simples (simple future) and the structure ir (‘go’) + Infinitive, as representatives of the future ones, we conclude that there are also some important parallels across the two temporal domains. We claim that both the Imperfeito and the Futuro Simples merely locate the situations in a past or future interval, respectively, and that the final interpretation of the sentences in which they occur is the result of the interaction of their temporal characteristics with aspectual and modal features. The Pretérito Perfeito and the structure ir (‘go’) + Infinitive, on the other hand, share the common property of imposing an additional temporal boundary beyond which the eventualities cannot take place; as a result, aspectual effects and modal readings are much more conditioned and pure temporal interpretations – both in the past and in the future – become greatly predominant.

Perfects in the Romance Languages

This article is devoted to the description of perfect tenses in Romance. Perfects can be described as verbal forms which place events in the past with respect to some point of reference, and indicate that the event has some special relevance at the point of reference ; in that, they are opposed to past tenses, which localize an event in the past with respect to the moment of utterance. Romance is an interesting language family with respect to perfect tenses, because it features a set of closely related constructions, descending almost all from the same diachronic source yet differing in interesting ways among each other. Romance also provides us with a lesson in the difficulty of clearly pinning down and stating a single, obvious and generally agreed upon criterion of defining a perfect.

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

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.

On the aspectual system of Wushi (Babessi), a Ring Grassfields Bantu language of Cameroon

One of the characteristics of Bantu languages, including Grassfields Bantu languages, is their multiple time distinctions. Within the Ring Grassfields group, multiple tenses are also well attested. For example, Aghem has three past and two future tenses (Anderson 1979), Babanki has four past tenses and three future tenses (Akumbu & Fogwe 2012), as well as Lamnso’ (Yuka 2012). Oku has three past tenses and two future tenses (Nforbi 1993) and Babungo has four past and two future tenses (Schaub 1985). These tenses represent different degrees of remoteness in time such as hordienal, immediate, distant, etc. However, in spite of the indisputable lexical unity of Ring Grassfields Bantu languages (Stallcup 1980; Piron 1997), Wushi strikingly stands apart: it does not mark tense morphologically. As a matter of fact, the aspectual system of Wushi is based on five aspects: perfective, imperfective, retrospective or anterior, potential, and the distal or dissociative marker kə̀ that is analyzed in the light of Botne & Kershner (2008). This paper sets out to analyze these verb forms.

Wrong place, wrong time: Children’s sensitivity to present tense spelling conventions

Spelling has been found to be influenced by the frequency with which certain orthographic patterns occur. We examined whether Grades 2–5 children were already sensitive to orthographic frequency in spelling present tense verb inflections that sound the same but are spelled differently. Children were asked to spell present tenses in two homophonous forms; both inflections are pronounced with final /t/ but are spelled with final -d (“ik vind,” I find) or -dt (“hij/zij vindt,” he/she finds). Previous research has shown that adolescents and adults make inflection errors based on the relative frequency within a pair; as “vind’ is more frequent than “vindt,” “vind” is often used incorrectly. The children showed low correct scores for third person singular spellings, and overall better performance for -d dominant verbs. Surprisingly, they did make errors related to homophone inflection but in the wrong place, marking the wrong time: homophone-based errors occurred in present tense non-homophone verbs and in past tenses. We take our findings to mean that the children were not sensitive to homophone dominance. Furthermore, the findings illustrate the importance of specific graphotactic patterns in literacy development and call for attention to these patterns in models and teaching of spelling.

The Role of Metonymy in Teaching the Spanish Verbal System to L2/FL Learners of Spanish

This paper explores the application of conceptual metonymy (Lakoff, 1987; Ruiz de Mendoza, 2000; Langacker, 2009; Panther, Thornburg and Barcelona, 2009; Barcelona, 2013) in the development of pedagogical resources for the teaching of the Spanish verbal system to L2/FL learners. To this end, a description is given of the advantages of introducing inferential reasoning using metonymy based on certain principles taken from the Cognitive Grammar model (Langacker, 1987, 1991, 2000, 2001, 2008, 2009) in grammar teaching materials — both descriptions and activities. We focus on tense uses that involve metonymic processes, particularly, the meaning extensions in two Spanish past tenses: (1) the actional meaning of stative verbs when conveyed in pretérito indefinido (preterit), as in Pudimos comprar la casa 'We could buy the house', metonymically extended to Compramos la casa 'We bought the house'; and (2) the distancing use (uso citativo) of pretérito imperfecto (imperfect) when referring to current facts, as in ¿Cómo te llamabas? (How PRO.REFL.2SG call.IPFV.PST.2SG?) 'What was your name again?', which is metonymically extended to (Se me ha dicho/No recuerdo/No he oído) cómo te llamas [('I have been told/I can't recall/I couldn't hear') how PRO.REFL.2SG call.PRES.2SG]. In order to discuss the kind of contribution that this conceptual standpoint can make to the teaching of the Spanish verbal system, the pedagogical potential of some techniques and resources is explored in terms of (a) metonymic and metaphorical reasoning in pedagogical grammar descriptions, (b) consciousness-raising paraphrase exercises focused on meaning indeterminacy, and (c) network building and the use of (dynamic) images to show variable construals in grammatical meaning

An SLA-Informed and Cognitive Linguistic Approach to the Teaching of L2 Catalan Tense-Aspect

This article explores the relationship between second language acquisition and language teaching presenting the design of a teaching sequence on past tenses that integrates the results of research on tense and aspect in a second language (the Aspect and Discourse Hypotheses and Input processing instruction). By implementing the principles of cognitive linguistics, the article presents the design of activities to teach the meanings of perfective, imperfective, and perfect morphology with the introduction of the notions of space of action, verbal action, and the speaker's point of view. All concepts are illustrated with activities implemented in a Catalan classroom at the University of Cardiff (A1 and A2 levels).

Target Variation as a Contributing Factor in TAML2 Production

This study aims to clarify whether variation in the target language can influence its acquisition. More specifically, this study describes the acquisition of Spanish as a second language (L2) by examining the learning process based on (a) the first language (L1) of the learner and (b) which Spanish dialect is being learnt (the target). The phenomenon under scrutiny is the use of past tenses in the L2, as it has been proven to adequately measure the competence of the learner. Data from two L2 at-home-classroom student groups in the Netherlands, divided by either a European or Latin American oriented study program, has been collected. The task that they have made is a written narrative that elicits past verb forms in hodiernal and prehodiernal contexts. Our data shows a clear distinction in the preference of the past tense forms that each of the groups has, that can only be explained by looking at the Spanish variety which both program offers