DOCSLIB.ORG

Past Tense Production by English Second Language Learners with and Without Language Impairment

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Past Tense Production by English Second Language Learners with and Without Language Impairment Complimentary Author PDF: Not for Broad Dissemination JSLHR Article Past Tense Production by English Second Language Learners With and Without Language Impairment Elma Bloma and Johanne Paradisb Purpose: This study investigated whether past tense use could frequency predicted accuracy with regular and irregular verbs. differentiate children with language impairment (LI) from their Children omitted regular past tense marking most often after typically developing (TD) peers when English is children’s second alveolar stops, dropping the allomorph /Id/; L2-TD children language (L2) and whether L2 children’s past tense profiles followed omitted /t/ more often than /d/. Finally, first language typology the predictions of Bybee’s (2007) usage-based network model. predicted past tense accuracy. Method: A group of L2 children with LI (L2-LI) and a matched Conclusions: Past tense use could potentially differentiate between group of L2-TD peers were administered the past tense probe English L2 children with and without LI. The impact of vocabulary, from the Test of Early Grammatical Impairment (Rice & Wexler, frequency, and phonological factors supported the network model 2001) and the Peabody Picture Vocabulary Test (Dunn & Dunn, and indicated profile differences between L2-LI and L2-TD 1997). A representative input corpus provided distributional children. information for each verb used. Background information was obtained via parent questionnaire. Results: The L2-LI group used fewer tense-marked verbs than Key Words: child second language acquisition, language did the L2-TD group. In both groups, vocabulary size and word impairment, English past tense, usage-based theory uch research has focused on investigating the re- of this particular aspect of the language constitutes a reli- lationship between the developmental profiles of able clinical marker, that is, it discriminates well between M monolingual children with language impairment TD children and children with LI (Rice, 2003; Rice & (LI) and their typically developing (TD) peers regard- Wexler, 2001). Because speech-language pathologists ing the acquisition of verb inflection in English (Bedore & in North America often work with children who are learn- Leonard, 1998; Bishop, Adams, & Norbury, 2006; Conti- ing English as a second language (L2; Goldstein, 2004; Ramsden, 2003; Redmond & Rice, 2001; Rice, Wexler, & Gutiérrez-Clellen, 1996; Jacobson & Schwartz, 2005), in- Hershberger, 1998; Rice, Wexler, Marquis, & Hershberger, creasing our understanding of how TD children and chil- 2000). This research has shown that English-speaking dren with LI acquire tense inflection when English is children with LI have profound difficulties in acquiring their L2 could be relevant to clinical practice. On the one tense-marking verbal inflection. Hence, their development hand, research comparing L2-TD children to their mono- lingual peers with LI has shown overlap in their difficulties with tense-marking morphology in English, suggesting aUniversity of Amsterdam, the Netherlands that use of tense morphology might not differentiate be- bUniversity of Alberta, Edmonton, Canada tween affected and unaffected children among L2 learners Correspondence to Elma Blom, who is now at Utrecht University, (Paradis, Rice, Crago, & Marquis, 2008). On the other the Netherlands: [email protected] hand, research comparing the use of tense morphology Editor: Janna Oetting by English L2 learners with and without LI suggests Associate Editor: Lisa Bedore that accuracy with tense has the potential to be a clinical Received May 10, 2011 marker in L2 English (Jacobson & Schwartz, 2005; Paradis, Revision received October 28, 2011 2008). The primary goal of this study was to determine Accepted May 29, 2012 the extent to which English L2 children with and with- DOI: 10.1044/1092-4388(2012/11-0112) out LI differ in their acquisition of the past tense. Journal of Speech, Language, and Hearing Research • Vol. 56 • 281–294 • February 2013 • D American Speech-Language-Hearing Association 281 Complimentary Author PDF: Not for Broad Dissemination The secondary goal of the study was to investigate LI performed below TD language-matched children with what factors predict past tense learning in the context regular past tense and thus that regular verbs differen- of L2 acquisition according to Bybee’s usage-based net- tiate between TD children and children with LI (Leonard, work model (Bybee, 1995, 2001, 2007) and, in so doing, to Bortolini, Caselli, McGregor, & Sabbadini, 1992; Oetting & examine the broader past tense acquisition profiles of Horohov, 1997; Rice, Wexler, & Cleave, 1995). These studies L2 children, with and without LI, beyond simple accuracy. did not find a between-group difference for irregular past Regarding past tense learning, the network model as- tense. Also, the advantage of regular past tense over irreg- sumes that regular and irregular past tense are learned ular past tense, found for TD children, does not generalize to inthesameway.Afirstpredictiontestedinthisstudyis children with LI (Van der Lely & Ullman, 2001). Other stud- that the same factors that influence children’s accuracy ies have established that children with LI used higher pro- with irregular past tense marking should also have an im- portions of zero marking than did TD children, for example, pact on their accuracy with regular past tense. Although “he fall” (Leonard et al., 1992, Marchman et al., 1999; Oetting some studies on monolingual children with LI have con- & Horohov, 1997; Redmond & Rice, 2001), whereas TD chil- firmed that vocabulary size and word frequency predict dren overregularized more often, for example, “catched” accuracy with both regular and irregular past tense (Leonard et al., 1992, Oetting & Horohov, 1997; Redmond & (Marchman, Wulfeck, & Ellis Weismer, 1999; Oetting & Rice, 2001; Van der Lely & Ullman, 2001). Such differences Horohov, 1997; Van der Lely & Ullman, 2001), other stud- in error types suggest more productive use of inflection by ies have not (Redmond & Rice, 2001; Rice et al., 2000), TD children—a possibility we investigate in this study. prompting the need for further research on this issue. A Two studies have compared tense marking in En- second prediction that follows from network model glishL2childrenwithandwithoutLI.Jacobsonand assumptions is that the phonological form of the verb Schwartz (2005) investigated English past tense use in could play a role in acquiring past tense marking. Previ- TD children who spoke Spanish as their first language ous research on monolingual English-speaking children (L1; N = 15) and Spanish L1 children with LI (N = 12) with LI has found evidence for this hypothesis (Eyer & with regular verbs, irregular verbs, and novel verbs. Over- Leonard, 1994; Johnson & Morris, 2007; Norbury, Bishop, all accuracy was higher for TD children on all verb types. & Briscoe, 2001; Oetting & Horohov, 1997; Rice et al., 2000). The TD children were more accurate at existing regular What is largely unknown is whether vocabulary size, word verbs than at existing irregular verbs or novel verbs. frequency, and phonological form also influence L2 past Children with LI were more accurate at existing irregu- tense acquisition. lar verbs than at existing regular verbs or novel verbs. Third, we also apply the network model to reveal Overregularizations were only 1% of the errors in chil- profile differences between L2-TD children and L2 chil- dren with LI (versus 26% for the TD children), suggesting dren with LI. From network model assumptions, it fol- that the L2 children with LI lacked a productive past lows that past tense development is a function of building tense system, similar to the findings for monolingual chil- a lexicon, and hence, deficits in building a lexicon, as ob- dren. Paradis (2008) compared the longitudinal develop- served in children with LI, would be expected to affect ment of be morphemes, the third person singular, and the ’ these children s past tense use (Edwards & Munson, past tense in English L2 children with language delay or 2009). By combining lexical deficits in children with LI impairment (N = 2) to the development of TD English L2 with the frequently reported observation that these chil- children (N = 9), all with Chinese languages as their L1. dren have limited processing abilities (Leonard et al., 2007; The affected children had much lower accuracy with the Miller, Kail, Leonard, & Tomblin, 2001; Windsor & Huang, past tense –ed than the TD children, in particular when 1999), we tentatively propose a usage-based approach compared with the difference between the groups in accu- that can account for the unique profile of children with racy with be morphemes. Overregularization was not ex- LI regarding morphological acquisition. amined in this study. Both Jacobson and Schwartz’s (2005) and Paradis’s (2008) studies suggest that similar profiles emerge between affected and unaffected children Past Tense Acquisition: Accuracy when English is their L1 or their L2. However, both stud- and Error Types ies had a small number of children, and neither study ex- amined factors that might predict past tense acquisition Research has shown that English-speaking children in L2 learners. Other research has examined factors with LI have profound difficulties using tense-marking influencing morphological learning by L2 children, but inflection on verbs when compared with their TD age peers, they have not included L2 children with LI (Blom, Paradis, particularly in the early elementary
Load more

Recommended publications
  • Linguistic Stereotypes
    RFFZEM, 32-33(22-23)(1992/93,1993/1994) D. ŠKARA: LINGUISTIC STEREOTYPES:... • LINGUISTIC STEREOTYPES: CROSSCULTURAL ANALYSIS OF PROVERBS DANICA ŠKARA UDK/UDC: 801 Filozofski fakultet u Zadru Izvorni znanstveni članak Faculty of Philosophy in Zadar Original scientific paper Primljeno : 1994-03-30 Received The aim of this paper is to analyse proverbs as linguistic stereotypes from a semantic point of view. The sample of proverbs is randomly chosen from 3 national collections: Croatian, English and Italian. The results of the analysis show that quite a small number of proverbs (about 10%) reflect traditional values and customs which are specific to one culture only. It seems that their universal character makes an ethnocentric approach nearly unacceptable. A high percentage of proverbs (90%) share a very strong mutual resemblance, despite all the differences stemming from ethnic, geographic, historical and language factors. The prevalence of equivalent, synonymous proverbs over specific ones is evident. They differ only in their immagery, in local realia and concepts, but the logical formula of their content is identical. The most frequent sentence structure of the proverbs with universal distrubution is the quadripartite structure and its main feature is symmetry. Does it mean that such sentences can be considered as some kind of kernel sentences? This question asks for additional research. Finally, we can make a conclusion that the universality and transferability are the most prominent features of the proverbs. 1. Introduction It is generally accepted that proverbs represent the smallest verbal folklore genre, but they can be viewed as linguistic units, too. They are used in everyday conversation, journalistic writing, advertising, speeches of all types, in sermons, literature, slogans, songs, and other forms of human communications.
    [Show full text]
  • The Interpretation of Tense — I Didn't Turn Off the Stove Toshiyuki Ogihara
    The interpretation of tense — I didn’t turn off the stove Toshiyuki Ogihara — University of Washington [email protected] Kiyomi Kusumoto — Kwansei Gakuin University [email protected] Abstract This chapter examines Partee’s (1973) celeBrated claim that tenses are not existential quantifiers but pronouns. In the first half of the chapter, we show that this proposal successfully accounts for the Behavior of tense morphemes regarding deixis, anaphora, and presupposition. It is also compatiBle with cases where tense morphemes Behave like Bound variables. In the second half of the chapter, we turn to the syntax-semantics interface and propose some concrete implementations Based on three different assumptions aBout the semantics of tense: (i) quantificational; (ii) pronominal; (iii) relational. Finally, we touch on some tense-related issues involving temporal adverBials and cross-linguistic differences. Keywords tense, pronoun, quantification, Bound variaBle, referential, presupposition, temporal adverbial (7 key words) 1. Introduction This article discusses the question of whether the past tense morpheme is analogous to pronouns and if so how tense is encoded in the system of the interfaces between syntax and semantics. The languages we will deal with in this article have tense morphemes that are attached to verbs. We use 1 this type of language as our guide and model. Whether tense is part of natural language universals, at least in the area of semantic interpretation, is debatable.1 Montague’s PTQ (1973) introduces a formal semantic system that incorporates some tense and aspect forms in natural language and their model-theoretic interpretation. It introduces tense operators based on Prior’s (1957, 1967) work on tense logic.
    [Show full text]
  • Development of an Online Tense and Aspect Identifier for English
    Development of an online tense and aspect identifier for English John Blake1 Abstract. This article describes the development of a tense and aspect identifier, an online tool designed to help learners of English by harnessing a natural language processing pipeline to automatically classify verb groups into one of 12 grammatical tenses. Currently, there is no website or application that can automatically identify tense in context, and the tense and aspect identifier fills that niche. Learners can use the tool to see how grammatical tenses are used in context. Finite verb groups are automatically identified,and the relevant words in the verb group are highlighted and colorized according to the tense identified. The latest deployed system can identify tenses in simple, compound, and complex sentences. False positive results occur when there is ellipsis of auxiliary verbs or when the tagger assigns the incorrect part-of-speech tag. The user interface of the tense identifier is a web app created using the Flask framework and deployed from the Heroku platform. The tool can be used for inductive and deductive teaching approaches, or even to check for tense consistency in a thesis. Keywords: tense, aspect, iCALL, visualization. 1. Introduction Basic internet searches identify websites that explain the form and function of tenses, and numerous examples of each tense can be found. However, when teachers or learners want to identify the tense and aspect in a particular sentence, no online tool was discovered that could automatically identify the grammatical tense of sentences submitted by users. 1. University of Aizu, Aizuwakamatsu, Japan; [email protected]; https://orcid.org/0000-0002-3150-4995 How to cite: Blake, J.
    [Show full text]
  • Grammar for Academic Writing
    GRAMMAR FOR ACADEMIC WRITING Tony Lynch and Kenneth Anderson (revised & updated by Anthony Elloway) © 2013 English Language Teaching Centre University of Edinburgh GRAMMAR FOR ACADEMIC WRITING Contents Unit 1 PACKAGING INFORMATION 1 Punctuation 1 Grammatical construction of the sentence 2 Types of clause 3 Grammar: rules and resources 4 Ways of packaging information in sentences 5 Linking markers 6 Relative clauses 8 Paragraphing 9 Extended Writing Task (Task 1.13 or 1.14) 11 Study Notes on Unit 12 Unit 2 INFORMATION SEQUENCE: Describing 16 Ordering the information 16 Describing a system 20 Describing procedures 21 A general procedure 22 Describing causal relationships 22 Extended Writing Task (Task 2.7 or 2.8 or 2.9 or 2.11) 24 Study Notes on Unit 25 Unit 3 INDIRECTNESS: Making requests 27 Written requests 28 Would 30 The language of requests 33 Expressing a problem 34 Extended Writing Task (Task 3.11 or 3.12) 35 Study Notes on Unit 36 Unit 4 THE FUTURE: Predicting and proposing 40 Verb forms 40 Will and Going to in speech and writing 43 Verbs of intention 44 Non-verb forms 45 Extended Writing Task (Task 4.10 or 4.11) 46 Study Notes on Unit 47 ii GRAMMAR FOR ACADEMIC WRITING Unit 5 THE PAST: Reporting 49 Past versus Present 50 Past versus Present Perfect 51 Past versus Past Perfect 54 Reported speech 56 Extended Writing Task (Task 5.11 or 5.12) 59 Study Notes on Unit 60 Unit 6 BEING CONCISE: Using nouns and adverbs 64 Packaging ideas: clauses and noun phrases 65 Compressing noun phrases 68 ‘Summarising’ nouns 71 Extended Writing Task (Task 6.13) 73 Study Notes on Unit 74 Unit 7 SPECULATING: Conditionals and modals 77 Drawing conclusions 77 Modal verbs 78 Would 79 Alternative conditionals 80 Speculating about the past 81 Would have 83 Making recommendations 84 Extended Writing Task (Task 7.13) 86 Study Notes on Unit 87 iii GRAMMAR FOR ACADEMIC WRITING Introduction Grammar for Academic Writing provides a selective overview of the key areas of English grammar that you need to master, in order to express yourself correctly and appropriately in academic writing.
    [Show full text]
  • An Error Analysis on the Use of Simple Past Tense in Narrative Text Made by the Third Semester of English Department Students at Muhammadiyah University of Makassar
    AN ERROR ANALYSIS ON THE USE OF SIMPLE PAST TENSE IN NARRATIVE TEXT MADE BY THE THIRD SEMESTER OF ENGLISH DEPARTMENT STUDENTS AT MUHAMMADIYAH UNIVERSITY OF MAKASSAR (A Descriptive Research) A THESIS Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the Degree of Education in English Department WAHYUNI AMALIYYAH SETTI 10535609514 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2018 SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini: Nama : WAHYUNI AMALIYYAH SETTI Stambuk : 10535 6095 14 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : An Error Analysis on the Use of Simple Past Tense in Narrative Text Made by the Third Semester of English Department Students at Muhammadiyah University of Makassar Dengan ini menyatakan bahwa: Skripsi yang saya ajukan di depan Tim Penguji adalah asli hasil karya saya, bukan jiplakan dan tidak dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar. Makassar, Januari 2019 Yang Membuat Pernyataan, Wahyuni Amaliyyah Setti SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini: Nama : WAHYUNI AMALIYYAH SETTI NIM : 10535 6095 14 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : An Error Analysis on the Use of Simple Past Tense in Narrative Text Made by the Third Semester of English Department Students at Muhammadiyah University of Makassar Dengan ini menyatakan bahwa: 1. Mulai dari penyusunan proposal sampai selesainya skripsi saya. Saya akanmenyusun sendiri skripsi saya (tidak dibuat oleh siapapun). 2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan Fakultas.
    [Show full text]
  • Variation and Change in Past Tense Negation in African American English
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2018 Variation And Change In Past Tense Negation In African American English Sabriya Fisher University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Linguistics Commons Recommended Citation Fisher, Sabriya, "Variation And Change In Past Tense Negation In African American English" (2018). Publicly Accessible Penn Dissertations. 2925. https://repository.upenn.edu/edissertations/2925 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2925 For more information, please contact [email protected]. Variation And Change In Past Tense Negation In African American English Abstract This dissertation investigates the use of ain’t for negation in past tense contexts in Philadelphia African American English [PhAAE]. This use of ain’t, which varies with didn’t, is a unique feature of AAE (Labov et al. 1968) and has implications for the expression of tense/aspect in the language. First, it further levels tense/aspect cues from auxiliaries in negative contexts. Second, whereas verbal complements of didn’t are uninflected (1a), complements of ain’t may either be uninflected or in preterit form (1b). This asymmetry indicates potential structural differences between ain’t and didn’t. (1) a. They didn’t play yesterday. b. They ain’t play(ed) yesterday. Consequently, this dissertation joins a quantitative study of the social and linguistic factors conditioning use of ain’t with a distributional investigation of its syntax and interaction with tense morphology. Toward that end, I analyze naturalistic speech data from 42 speakers in a corpus of casual conversations collected in the early 1980s from African American Philadelphians.
    [Show full text]
  • Anchor Tense in Japanese Narrative
    愛知教育大学研究報告, 52 (人文・社会科学編), pp.51~61, March, 2003 Anchor Tense in Japanese Narrative Midori INABA Department of Teaching Japanese as a Foreign Language, Aichi University of Education, Kariya 448-8542, Japan 1. PURPOSE AND BACKGROUND A proficient narrative has consistency in anchoring favored tense. This consistency is considered one of the criteria for the development of child language in narrative discourse. Generally narrators can choose either past or present tense in recounting events. Another factor in evaluating proficient narrative is appropriate tense shifting1in narrative discourse. The present study investigated the way Japanese children learn to use grammatical tense in narrative discourse. It centered on the developmental changes of temporal marking in Japanese narratives from two respects: a dominant tense and tense shifting. The research on dominant tense involved examining what tense Japanese children and adults favored for tellingthe story, and to what extent they are consistent in reliance on thisform - either present or past - as an "anchor" for the narrative as a whole in a larger set of Japanese narratives. Tense shiftingwas discussed with the dominant tense, displaying how they switch past and present tense in accordance with the demands of a thematically organized and cohesive narrative. Prior research conducted by Berman and Slobin (1994) demonstrated that younger children do not always manage to adhere to a single grammatical tense, but older children and adults maintained consistently a favored tense throughout the narration. The developmental change occurs from "perceptually-motivated" choice of tense/aspect forms to "narratively-motivated" choice. In the course of development, the childlearns to use the expressive options of a particular native language to carry out narrative-discourse functions.
    [Show full text]
  • Describe Simple Present Tense
    Describe Simple Present Tense Is Dirk acerb or overhanded after bedaubed Hakim rescind so temporizingly? Nick usually reoccupying lopeprenatal dramatically or mewl fortunatelyas unsolvable when Skyler Algerian accessorizes Enoch abetted thematically sluttishly and and enables together. cloudlessly. Lesley is grapier and What the initial verb to describe a simple present tense to The simple present. It is simple tense describes two different article to describe an independent clause can use either a cup. What is an excellent explanation, describe a specific time can be able to learn me of! Here for simple present describe? As present simple present is described by adding a narrative style might have a dependent clause is historical present tense describes something that. Which type of simple present describe physical characteristics, a verb describing its intended to make similar to avoid making this! What tense describes an event or present describe? Once you may need even: tense with the most commonly used to describe an implicature, it more contemporary and. Thank you will begin to separate paragraph, just had written in! Earlier in simple tenses are used for this is appropriate choice unless you requested could go to make sure you? Click on classic literature and present tenses are an office at the cat loved to perpetual or does he walks to work. Click the present describe a short actions referred to succeed in the teacher sat and describes events within narrative based on. Most appropriate in present describe the same way: he go to deliver the time with more words to complete the! It started sometime before the! Finch in tense describes what we describe physical characteristics, tenses and is described.
    [Show full text]
  • Tenses and Conjugation (Pdf)
    Created by the Evergreen Writing Center Library 3407 867-6420 Tenses and Conjugation Using correct verb forms is crucial to communicating coherently. Understanding how to apply different tenses and properly conjugate verbs will give you the tools with which to craft clear, effective sentences. Conjugations A conjugation is a list of verb forms. It catalogues the person, number, tense, voice, and mood of a verb. Knowing how to conjugate verbs correctly will help you match verbs with their subjects, and give you a firmer grasp on how verbs function in different sentences. Here is a sample conjugation table: Present Tense, Active Voice, Indicative Mood: Jump Person Singular Plural 1st Person I jump we jump 2nd Person you jump you jump 3rd Person he/she/it jumps they jump Person: Person is divided into three categories (first, second, and third person), and tells the reader whether the subject is speaking, is spoken to, or is spoken about. Each person is expressed using different subjects: first person uses I or we; second person uses you; and third person uses he/she/it or they. Keep in mind that these words are not the only indicators of person; for example in the sentence “Shakespeare uses images of the divine in his sonnets to represent his own delusions of grandeur”, the verb uses is in the third person because Shakespeare could be replaced by he, an indicator of the third person. Number: Number refers to whether the verb is singular or plural. Tense: Tense tells the reader when the action of a verb takes place.
    [Show full text]
  • Tenses Rules with Examples Pdf
    Tenses Rules With Examples Pdf When Billie huts his Boyle divinized not dogmatically enough, is Shlomo scathing? Prosecutable and unchained Garrett feezes her barton read transcendentalized and deputizes round. Salomone remains unscaled after Giordano depicturing affluently or regulate any negotiatresses. Simple tenses rules with pdf exercises on Introduction to tenses pdf Stevino. All Tense anchor Chart and ramp in PDF SlideShare. You will often as in latin, rules for closed events and which tv and communication, i bet it! The present progressive tense how often overused by non-native speakers of English It also only. They are examples pdf format and writing; an index from all of. She wants to have two examples pdf rules well then you will he write a rule is at the sentence below so, modal verbs conjugated in. In examples with example, in that man was shopping in front of. Your learning english. Simple Present Simple dish and attitude Perfect Tenses This is indicate list of Irregular Verbs I find read the thin form the circle past error and second past participle of. You like ielts exam, the past morpheme at lf position of 있다 is taking more confident about how to sit in pdf rules of new dress for. Jun 26 2020 All else Rule Chart and kitchen in PDF Free download as PDF File pdf Text File txt or read online for free You can find mustard all a rule in. Grammar Rules of Verb Tenses A & O Support Services for. He has just mentioned in pdf rules with example: present tense rule regards any mistakes? ACTIVE AND PASSIVE TENSES CHART.
    [Show full text]
  • The Semantic Nature of Tense Ambiguity: Resolving Tense and Aspect in Japanese Phrasal Constructions
    University of Kentucky UKnowledge Theses and Dissertations--Linguistics Linguistics 2017 THE SEMANTIC NATURE OF TENSE AMBIGUITY: RESOLVING TENSE AND ASPECT IN JAPANESE PHRASAL CONSTRUCTIONS Annabelle T. Bruno University of Kentucky, [email protected] Digital Object Identifier: https://doi.org/10.13023/ETD.2017.421 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Bruno, Annabelle T., "THE SEMANTIC NATURE OF TENSE AMBIGUITY: RESOLVING TENSE AND ASPECT IN JAPANESE PHRASAL CONSTRUCTIONS" (2017). Theses and Dissertations--Linguistics. 24. https://uknowledge.uky.edu/ltt_etds/24 This Master's Thesis is brought to you for free and open access by the Linguistics at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Linguistics by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known.
    [Show full text]
  • An Analysis of Grammatical Tense in Persian and English Translations of Surah Yusuf
    Available online at www.ijmrhs.com Special Issue 9S: Medical Science and Healthcare: Current Scenario and Future Development International Journal of Medical Research & ISSN No: 2319-5886 Health Sciences, 2016, 5, 9S:165-169 An Analysis of Grammatical Tense in Persian and English Translations of Surah Yusuf Mehrzad Mansouri 1 and Marzieh Afshari 2 1Assistant Professor at the Department of Linguistics and Foreign Languages, Shiraz University 2M.A in Linguistics, Shiraz University Corresponding email: [email protected] _____________________________________________________________________________________________ ABSTRACT One of the interesting aspects of language studies is grammatical tense. In Iran, traditional grammarians have often classified tense into past, present, and future. Today, linguists have challenged such classifications by suggesting new ideas. In this regard, the present study, by using a descriptive-analytic method, and based on traditional models of tense, compares tense in the English and Persian translations of Surah Yusuf (from Holy Quran). Having identified the verbs in the text of Surah Yusuf (Joseph), the study analyzes their tense, and then compares the four Persian and English translations. The study reveals significant findings including the ideology of the translator, number of each subcategory of tense and their relationships with the text of Quran. Keywords: Tense, Surah Yusuf, Persian translation, English translation, Ideology _____________________________________________________________________________________________
    [Show full text]