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

A Case Study of Students’ Barriers in Passive Voice Sententes

This study was to find out the errors experienced by students in composing passive voice sentences. It also explained the factors that caused students' barriers in constructing passive voice sentences. This study focused on students' errors and bariers in constructing passive voice sentences in the form of Simple Present Tense, Simple Past Tense, and Present Future Perfect Tense. The research approach used was a qualitative method through a case study. The subject of this research was 12 students in class XII of SMKS Yaspenmas Sei Lepan. Data collection techniques were tests and interviews. The findings of this study were the types of student errors on omission 62.4%, misinformation 10.6%, misordering 27%. As well as the location of the error in the passive voice sentence in the form of Simple Present Tense in the use of to be 75%, past participle 100%, then the use of to be in the Simple Past Tense 95, 83% and past participle 64.6%, then the use of have in Present Future Perfect Tense 36.1%, been 100%, and past participle 33.3%. These errors were due to internal factors and external factors. The internal factors were students’ lack of interest in learning English as well as lack of vocabulary mastery and lack of understanding of grammar. The external factors were lack of parental attention, lack of supporting media in the learning process, inadequate school infrastructures, and the road to school was difficult to pass.

Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English

The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.

PAST TENSE FORMS OF THE VERB ’BE’ IN MODAL CONSTRUCTIONS IN UDMURT

In Udmurt the past tense forms of the verb ’be’ ( val and vylem ) appear in different modal constructions and in the non-declarative moods. The paper focuses on the use of val and vylem in four modal constructions: two deontic, a desiderative and a permissive one. It is established that in such constructions val and vylem can have non-modal and modal use as well. In their non-modal sense val and vylem primarily modify the clause temporally and form the past tense equivalent of the given modal construction. The difference between the non-modal use of val and vylem lies in the difference between the first and second past tense in general. In their modal use val and vylem decrease the degree of modal force (also called as modal attenuation) and should be analyzed as particles. In such cases modal constructions can be interpreted as counterfactual conditionals. Differences can be characterized between the modal use of val and vylem . The particle vylem is associated with greater mental distance between the speaker and factuality and expresses that the likelihood of realization is small or nonexistent. therefore, it can be considered epistemic. The particle val does not distance the events from factuality to such a high extent as vylem . Also, native speakers associated a higher probability of fulfilment with the utterances formed with val . In my opinion, the difference between the modal use of the particles originates from their verbal use and from the differences between the first and second past tense.

COMPARING ACCOUNTS OF ENGLISH WH-QUESTIONS ACQUISITION BY MONOLINGUALS AND BILINGUALS UNDER VARIOUS CONDITIONS

The comparison of English wh-questions acquisition by monolinguals, bilinguals and EFL learners showed inter-groups similarities, which included wh-questions formulaic use, overgeneralization, non-inverted structures, archiforms, double marking of auxiliaries and past tense. The authors suggest a special role of there is/are structures in the wh-questions acquisition by EFL learners. The research results allow assuming the impact of universal factors upon the process of wh-questions acquisition irrespective of the learners’ age, onset of the bilingualism, if they acquire English as the first or the second language, or whether it is acquired in the formal or informal environment.

Arabic Learners’ Production of Regular English Past Tense Verbs

Previous studies show that second language (L2) learners of English sometimes produce the verb with proper past tense inflectional morphology as in help[t] and sometimes repair the cluster, as in helpø or hel[pəd]. Complicating matters, these studies focused on L2 learners whose native languages disallowed codas or had very restricted codas. Thus, it is difficult to tell whether any problems in producing past tense morphology are due to first language L1-transferred coda restrictions, or an inability to acquire the abstract feature of past tense. To rule out native language syllable structure interference, this paper aims to examine the production of the English regular past tense verb by Arabic L1 ESL learners, a language that allows complex codas. The paper also examines the role of a phonological universal, the Obligatory Contour Principle (OCP) that disallows two adjacent similar sounds, and its effect on learners’ production. The data come from twenty-two English as a Second Language (ESL) students at three levels of proficiency. The task was a sentence list eliciting target clusters in past tense contexts that violate manner in OCP: fricative + stop ([st], [ft]) vs. stop + stop ([pt], [kt]). Results show that L1 Arabic speakers have difficulty in producing past tense morphology, even though their L1 allows complex codas. Fricative + stop clusters are repaired (epenthesis/deletion) at a lower rate (low =25.71%, intermediate = 6.6%, high=11.11%) than stop + stop clusters (low=57.14%, intermediate = 40.27%, high=22.91%). The higher rate of repair is clear in stops + stop clusters suggesting that learners abide by phonological universals and prefer not to violate OCP. Finally, proficiency level has an effect on target-like production, as higher-proficiency learners produce past-tense morphology at a higher rate than lower-proficiency learners. Together, these results indicate that L1 transfer is not the only source of difficulty in the production of past tense morphology, and that the abstract feature of tense is problematic, particularly at the early stages of ESL development.

Know Thy Context: Parsing Contextual Information from User Reviews for Recommendation Purposes

In this paper, we study an important problem of parsing contextual information from user reviews for recommendation purposes. First, we study the ways contextual information is expressed in user reviews and obtain novel insights about it. Among other things, we demonstrate that such type of information tends to appear at the beginning of the review, in longer sentences, in the sentences written in the past tense or using gerund form, and in the sentences referring to some points in time. Second, we propose a novel context parsing method for systematically extracting contextual information from user-generated reviews that rely on the insights obtained in our study. We apply the proposed method to three different Yelp applications (restaurants, hotels, and beauty & spas) and demonstrate that it works well and leads to better recommendation performance than the baseline approaches. Our method systematically extracts more comprehensive sets of relevant contextual variables and corresponding phrases than the baselines. Our analysis also shows the importance of the newly discovered contextual information for recommendation purposes. The obtained results and the proposed method can help to get more comprehensive knowledge about contextual variables in a given application that leads to better recommendations.

Intelligent personal assistants and L2 pronunciation development: focus on English past -ed

This study investigates an Intelligent Personal Assistant’s (IPA) ability to assist English as a Second Language (ESL) learners in developing their phonological awareness, perception, and production of the allomorphy in regular past tense marking in English (e.g. talk[t], play[d] and add[ɪd]). The study addresses the following questions: Can the pedagogical use of IPAs improve learners’ pronunciation of -ed allomorphy in terms of phonological awareness, perception, and production? What are learners’ attitudes toward IPAs? The results suggest that participants improved in their ability to articulate their phonological awareness regarding the target form, and that their attitudes toward the technology was positive in terms of the four measures adopted to assess their experience (i.e. learnability, usability, motivation, and willingness to use). We discuss these findings and emphasize the pedagogical potential of IPAs for the development of L2 pronunciation, as well as their ability to personalize learning and consequently extend the reach of the language classroom.

DERIVATIONAL AND INFLECTIONAL MORPHEMES ON JOKO WIDODO’S SPEECH FOR ENGLISH EDUCATION

This study aims to determine the frequency and process of derivational and inflectional morphemes in Joko Widodo's speech at the Asian Pacific Economic Cooperation summit. The study used descriptive qualitative analysis methods. The data were analyzed using Fromkin's principle. The data analysis yielded 133 terms made up of derivational and inflectional morphemes. Derivational morphemes accounted for 50.37 percent of all occurrences in this study, while inflectional morphemes accounted for 49.63 percent. The researchers discovered several derivation processes that modify grammatical classes while remaining unchanged, such as noun form, adjective form, verb form, adverb form, adjective form, noun to noun, and adjective to adjective. In this study, five types of Inflectional morphemes were found: -s (plural and third-person singular), -ing (progressive), -ed (past tense), and -er (comparative). Morphemes are an important feature of language so it is important for students to learn in school, especially for language learners. Morphological awareness, which we describe as a basic understanding of the morphemic structure of words, is required of the learner. Finally, the implications of this research will be an inspiration for further research in morphological processing, especially regarding derivational and inflectional morphemes.