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Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Homophony avoidance has often been claimed to be a mechanism of language change. We investigate this mechanism in Dutch by applying two strands of research – corpus studies and experimental data – to find support for claims based on earlier historical observations. Throughout the history of Dutch, homophony avoidance has been named as the cause of language change or inhibition of change on several occasions. We build on these historical observations with an experimental study and a corpus study on a synchronic Dutch alternation, where avoidance of homophony between present and past tense can appear. Plurals of verbs with a stem ending in a dental show homophony with the present when they are used in the preterite (compare zetten 'put' pst - pl with zetten 'put' prs - pl). This homophony can be avoided by using the perfectum (hebben gezet 'have put'). A wug-style experiment shows that verbs with dental stem are indeed used significantly more in the perfectum in the plural than in the singular, while verbs without dental stem do not show this difference. A corpus study on Dutch further corroborates these results. Combined, these studies make a strong case for homophony avoidance as a plausible mechanism of language change. [ABSTRACT FROM AUTHOR]

Different linguistic classifications of Spanish and Slovak make the differences between these two languages. The genetic criterion classifies languages, clustering them into language families, the largest among which is the Indoeuropean one. The typological criterion divides languages according to their grammatical structures. Meanwhile, Slovak is genetically a Slavonic language, and Spanish is a Romance language. Therefore, they both belong to different language families. Also, according to the typological criterion, Slovak is a synthetic language, and Spanish is an analytic language. Based on a theoretical study of the standard features and differences between the Slovak and Spanish verb systems, we formulated the hypotheses about language interferences, which are accepted or rejected at the end of the research. The current research aims to examine the errors in the use of past tenses by Slovak university students who study Spanish as a foreign language, and then analyze where these errors are due to interference with their native language. The present paper observes what errors students make in using past tenses in Spanish. The research question is: What interferences do Slovak learners of the Spanish language experience in the use of past tenses? We applied scientific methods (an observation, a textual analysis, a synthesis) to conduct the study. The first method was an observation. Applying this method made it possible to gather data by watching the process of doing grammatical exercises in Spanish during classes held from September 2020 to May 2022 for the first- and second-year students at the Faculty of Applied Languages of the University of Economics in Bratislava. These students knew English and were generally better at it than Spanish. We also conducted a textual analysis that primarily looked at the learners’ short-text writing skills. We used a form with 30 phrases the respondents needed to complete using past tenses. Then, we assessed the written and spoken communication skills of students. The analysis results show that, on the one hand, most respondents needed help distinguishing between the past continuous and simple past tenses, resulting in misuse. On the other hand, we found some slight errors in phrases in which the present perfect tense was supposed to be used.

ABSTRACT: This analysis continues the examination of the acknowledgement of dialectal variation in L2 Spanish textbooks initiated by Hernández Cubo (2019) and compares its findings with those from that previous study by focusing on the same linguistic aspect: the difference in the uses and semantic scopes of two past tenses – Pretérito Perfecto Compuesto and Pretérito Indefinido – in the Peninsular and Hispanic American macro-varieties. As the study by Hernández Cubo (2019) only examines textbooks produced in Spain, this investigation proposes a cross-regional comparison by evaluating materials from other world regions. Therefore, this research contributes to the investigation of language variation in L2 Spanish instruction by proposing a cross-regional analysis, which shows that the recognition of dialectal diversity within the uses of the aforementioned tenses is not a priority among textbook authors. Works from the USA, France, Germany and Italy present certain levels of dialectal acknowledgement, while the ones from Brazil and the UK constitute the most significantly dialectally sensitive materials regarding the treatment of Spanish past tenses.

In the paper it is described how the Danish grammarian Hylling Georg Wiwel (1851-1910) already in 1901 anticipated the concept of “modal remoteness” by analyzing the modal uses of the Danish Past tense. Subsequently, it is demonstrated how the ideas of Wiwel have changed the Danish grammatical tradition with important consequences for even very recent grammars. Finally, it is discussed whether the Danish experiences have some relevance for the grammatical description of the similar Italian phenomena. [ABSTRACT FROM AUTHOR]

Copyright of Acta Universitatis Lodziensis: Kształcenie Polonistyczne Cudzoziemców is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we deal with the issue of teaching foreign language grammar using literature in secondary schools. The aim of this paper is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tenses in French through authentic literary text. Working with a literary text has the potential to contribute to the learner's self-development, to the development of his/her reading and language skills, to the development of critical thinking and other important aspects of his/her personality. The literary text chosen is the Quebec short story "Le petit bonhomme de graisse", which meets the criteria for selecting a text for didactic purposes in terms of content and scope. From a linguodidactic point of view, it corresponds to the language level B1 according to the CEFR, at which the learners are confronted with the chosen grammatical phenomenon and the problem of its application in communicative practice. When developing proposals for didactic procedure for working with the selected text, we come out from Rafajlovičová's research of the assessment of grammatical competence from the year 2016, which shows that the application ability of foreign language learners is significantly lower in comparison with the mechanical formation of grammatical forms. The partial aim of this paper is to contribute to the development of grammatical competence and its application to learners' communicational practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries, where French is taught as a foreign language. The topic of past tenses in French is one of the most difficult phenomenon to learn and use in communication, as the Slovak language operates with a different grammatical system. The proposed activities serve for effective teaching and acquisition of past tenses in French, not only their formation, but also their application to common communicative situations. [ABSTRACT FROM AUTHOR]

Copyright of Specialna in Rehabilitacijska Pedagogika is the property of SOUS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This analysis continues the examination of the acknowledgement of dialectal variation in L2 Spanish textbooks initiated by Hernández Cubo (2019) and compares its findings with those from that previous study by focusing on the same linguistic aspect: the difference in the uses and semantic scopes of two past tenses - Pretérito Perfecto Compuesto and Pretérito Indefinido - in the Peninsular and Hispanic American macro-varieties. As the study by Hernández Cubo (2019) only examines textbooks produced in Spain, this investigation proposes a cross-regional comparison by evaluating materials from other world regions. Therefore, this research contributes to the investigation of language variation in L2 Spanish instruction by proposing a cross-regional analysis, which shows that the recognition of dialectal diversity within the uses of the aforementioned tenses is not a priority among textbook authors. Works from the USA, France, Germany and Italy present certain levels of dialectal acknowledgement, while the ones from Brazil and the UK constitute the most significantly dialectally sensitive materials regarding the treatment of Spanish past tenses. [ABSTRACT FROM AUTHOR]

Honamlı Yoruks, who live within the borders of Antalya province, attract attention with their unique cultural characteristics. It is seen that the studies on Honamlı Yoruks, about whom there is not much information, are limited. One of the shortcomings is the limited number of dialect studies carried out especially on this Yoruk tribe. In this study, we tried to focus on the present and past tense usage of Honamlı Yoruks living in Antalya province, based on their dialect characteristics. For the materials based on the compilations made by the Honamlı Yoruks living in Antalya province, people who were members of the Honamlı tribes, preserved their dialect characteristics and had the potential to obtain information about this Yoruk tribe, were interviewed. During the compilations, different information about the people of Honam was tried to be obtained. Although the center of the study is the materials obtained through field research, research on Honamlı Yoruks has also been used. Dialect features that are beginning to be lost due to modern life and city life, especially with the influence of the communication age, need to be recorded as soon as possible. Another aim of the study is to record these dialect features that are about to disappear and pass them on to the next generations. [ABSTRACT FROM AUTHOR]

Verb is one of the main categories in grammar and it is an important language tool that organizes and controls sentences. Verb tenses always come in the service of the predicate of a sentence and are widely used in the language. In particular, the means of indicating the origin of the movement that took place in the period before the speech are different in the Turkmen language. From the time a nation and its language were formed, the following special language devices were found to denote the status and action of the verb: Progressive or non-progressive; definite or indefinite; the action experienced by the speaker or the action heard by the speaker.The past tense form of the verb in the Turkic languages is one of the most important and complex categories of grammar. Its scientific study dates back to the Middle Ages. The work of the Turkologists on this subject is mainly concerned with the development and use of various problems of the past forms of the verb in the historical and modern Turkic languages.

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Barlassina and Del Prete argue that the past can change, on the basis that there is no other explanation for the truth values of certain claims involving the past-tense predicate ‘won the Tour de France in 2000’. To establish this, they argue that no contextualist account of this predicate will be able to explain these truth values. I show that their argument straightforwardly fails. Not only does a tweak to the contextualist account they consider suffice to explain these truth values, there is in fact an even simpler and more plausible non-contextualist account that can do the same work. Put simply: there is no puzzle of the changing past. [ABSTRACT FROM AUTHOR]

Research abstracts are an increasingly important aspect of research articles in all knowledge fields, summarizing the full article and encouraging readers to access it. Graetz suggests that four main features contribute to this purpose—the use of past tense, third person, passive, and the non-use of negatives, although this claim has never been confirmed. In this article, we set out to explore the extent to which these forms are used in the abstracts of four disciplines, the functions they perform and how their frequency has changed over the past 30 years. Drawing on a corpus of 6,000 abstracts taken from the top 10 journals in each of four disciplines at three distinct time periods, we found high but decreasing frequencies of past tense and passives, an increasing number of third person forms, and more than one negation every two texts. We also noted a remarkable decrease of past tense and passives in the hard sciences and an increase in applied linguistics, with sociologists making greater use of negation. These results suggest that abstracts have developed a distinctive argumentative style, rhetorically linked both to their communicative function and to the changing social contexts in which academic writing is produced and consumed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Arabian Sciences Heritage is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper focuses on the problem of teaching foreign language grammar using literature in secondary schools. Our aim is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tense in French through a literary text. In selecting a particular text and in conceiving didactic recommendations, we take into account the potential of working with a literary text to contribute to the self-development of the learner, to the development of his/her reading and language skills, to the development of his/her critical thinking and other important aspects of his/her personality. The chosen text is an authentic literary text -- the Quebec short story Le petit bonhomme de graisse, which in terms of content and scope meets the criteria for selecting a text for the chosen didactic purposes. The proposed activities for working with the text are designed for learners with reference language level B1 according to the CEFR, where the learners encounter the chosen grammatical phenomenon and the problem of its application in communicative practice. From a linguodidactic point of view, the chosen text corresponds to this language level and does not need to be didacticised. The partial aim of this paper is to offer FLE teachers a tool for the development of grammatical competence and its application to learners' communicative practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries where French is taught as a foreign language. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The previous literature established the set of 'perfect' readings, including experiential/existential, resultative, recent past, hot news, the Present Perfect Puzzle, the lifetime effect, and the lack of narrative progression. On the other hand, it has been noted that the present perfect in some languages other than English, as well as similar tense/aspect constructions in other languages, falls into the category of a 'general-purpose past perfective', namely a tense-aspect constructionsharing some properties with the English present perfect while not being subject to constraints such as the lifetime effect and the Present Perfect Puzzle. In this paper, I propose that the general-purpose past perfectives are presuppositionally neutral tense/aspect constructions that allow the standard past perfective reading. If a language has presuppositionally stronger alternatives for the past perfective (presupposing anaphoricity, uniqueness, etc.), by the Presupposed Ignorance Principle (PIP), the presuppositionally neutral past perfective form will be felicitous only if the presuppositionally stronger alternatives cannot be used. Otherwise, the presuppositionally neutral past perfective will behave like a general-purpose past perfective in the above sense. I argue that this competition is the source of many of the perfect readings observed. I further argue that the cross-linguistic variation in this respect follows from the available alternatives languages have. I illustrate this idea with three groups of languages: (i) English; (ii) French, German, Italian; and (iii) Mandarin Chinese, each illustrating a different set of alternatives available, in both the temporal and aspectual domains. This analysis allows me to decompose various perfect readings that come from different sources and make better predictions regarding which of these readings a tense/aspect construction in a given language has. [ABSTRACT FROM AUTHOR]

Purpose: This study addresses the question of whether sequential bilingual children's past tense marking development in their second language (L2) is affected by their knowledge of temporal marking in their first language (L1). We investigated whether Cantonese-English sequential bilingual children's knowledge of aspect markers in Cantonese (L1), along with external and internal factors, predicts their past tense marking in English (L2). Method: We examined 39 pre-school children's production of perfective aspect markers in Cantonese and regular and irregular past tense morphemes in English using a story-retell task administered in both languages. Result: The results showed that children produced significantly more irregular past tense verbs than regular past tense verbs in English. Their English irregular past tense use, but not regular past tense use, was predicted by their knowledge of aspect markers in Cantonese. Conclusion: Findings suggest that semantic transfer between Cantonese and English might contribute to the early stages of acquiring English past tense marking. Clinically, the results could potentially lead to more informed assessment procedures and better diagnostic decision making for bilingual children. [ABSTRACT FROM AUTHOR]

Children with language learning difficulties frequently display problems learning grammar. One such group is children with Down syndrome. This study evaluates the effectiveness of an intervention to teach the use of the regular simple past tense to children with Down syndrome. Trained teaching assistants delivered the intervention for 20 min per day for 10 weeks. We conducted a Randomised Controlled Trial, with a waiting list control design in which the Intervention group (N = 26) received the intervention immediately, while the delayed intervention group (N = 26) received the intervention later. Immediately following the intervention, the intervention group showed significantly larger gains in the use of regular simple past tense forms (d = 1.63 on a composite measure of simple past tense formation) as well as generalisation to verbs not explicitly taught. In addition, following the intervention children made overregularisation errors by incorrectly using regular simple past tense marking for irregular verbs; such errors support the claim that children had acquired generative knowledge underlying past tense marking. The delayed intervention control group showed identical benefits from the intervention when they received it, and the gains shown by the intervention group were maintained at follow up testing. This study shows that children with Down syndrome, who display severe language difficulties, can be taught to use simple past tense marking. The theoretical and applied implications of these findings for understanding the nature, causes and treatments of children's language difficulties are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Etnolingual is the property of Universitas Airlangga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Etnolingual is the property of Universitas Airlangga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes the practice of the participation agreement concluded by French speakers and writers in Benin and highlights the linguistic strategies they deploy to overcome the related difficulties. The analysis of the data made it possible to establish two scales of difficulties: first, there are difficulties related to the agreements of the past participle used as a qualifying adjective and second, there are also difficulties related to the agreements of the past participle used with the auxiliary have. To avoid the difficulties associated with the two scales, Beninese speakers and writers systematically substitute the past participle with the use of the compound past tense and the infinitisation of the verb that should be in the past. The two scales of difficulties identified can be correlated with the very structures of the mother tongues of the invited speakers-scriptors: the absence of systematic gender expression and the absence of conjugation time as in French, most of these languages being aspectual. A didactic perspective of the palliative strategies of the difficulties inherent in the agreement of the past participle in the French-speaking context of sub-Saharan Africa must be considered.

This study aims to go one step forward in understanding the influence the first foreign language has on the second foreign language learned by the same person. It investigates the influence of English on learning the past tenses of verbs in German in a group of second-term undergraduate students of German at the University of São Paulo who already had some experience of studying English. Data collection took place by administering a questionnaire and test of the English skills of the participants, followed by three other written activities, all executed in the classroom. A first quantitative analysis focused both on the informants’ knowledge level of the verb forms of the past in English and on their successes and failures in activities containing verb forms of the past in German. The qualitative analysis of some selected participants’ performance showed that the best performance in all activities was obtained by the informant who, despite previous experience of studying English, had no solid knowledge of the language. However, the informants with an intermediate level of English knowledge obtained quite different results, which revealed the importance of not generalizing about German learners with English language skills as if they were all the same standard. [ABSTRACT FROM AUTHOR]

Recent literature has debated the nature and robustness of distinctions between pronominal tenses and existential tenses, between absolute tenses and relative tenses, and between perfect aspects and relative tenses. In this paper, we investigate anteriority markers in Javanese and Atayal, two distantly related Austronesian languages. On the basis of a range of empirical diagnostics, we propose that the markers tau in Javanese and -in- in Atayal are relative past tenses with existential semantics. We demonstrate that plausible alternative analyses are not tenable: these markers do not have pronominal tense semantics and they are not perfect aspects despite their salient 'experiential' interpretation. Further, we claim that a single language can possess both pronominal and existential tenses. Our diagnostics show that while tau and -in- are existential past tenses, Javanese and Atayal each also have a pronominal tense morpheme which is phonologically null and which pragmatically interacts with tau and -in-. [ABSTRACT FROM AUTHOR]

Grammar learning in the class is not delivered attractively so that it can cause students to have low enthusiasm for learning. Besides, monotonous learning makes students easily get bored. After understanding the importance of grammar in learning English, it is needed to have learning media that can solve students' problems in class. Researchers offer instructional media in the form of authentic material that is a movie segment to be applied in learning grammar. The purpose of this research is to find out how the movie segment can improve the grammar mastery of fourth-semester students. The use of authentic material in the classroom can create a pleasant atmosphere because it can reduce anxiety levels and provide examples of English applications in the real world. Movie Segment is one type of authentic material in the form of video clips that are used to teach grammar. It is also equipped with worksheets, exercises, and answer keys so that it can facilitate the teacher to use the appropriate material and create a pleasant atmosphere in the classroom. The research design used is Classroom Action Research. Meanwhile, The criterion for success in this study is 75% of students achieve 75 in learning Grammar (Simple Past tense). The results of this study indicate that the mean value on the pre-test was 65.2 and the average value of the post-test in cycle 1 increased to 72.8. Then, the post-test mean score in cycle 2 increased to 78.8. The percentage of students who reached above or equal to KKM is 75 increased from 32% to 60% in cycle 1 and 80% in cycle 2. Therefore, this study proves that the use of movie segments can improve grammar understanding and can be used as one of alternative techniques in teaching grammar (past tense).

The previous literature established the set of ‘perfect’ readings, including experiential/existential, resultative, recent past, hot news, the Present Perfect Puzzle, the lifetime effect, and the lack of narrative progression. On the other hand, it has been noted that the present perfect in some languages other than English, as well as similar tense/aspect constructions in other languages, falls into the category of a ‘general-purpose past perfective’, namely a tense-aspect constructionsharing some properties with the English present perfect while not being subject to constraints such as the lifetime effect and the Present Perfect Puzzle. In this paper, I propose that the general-purpose past perfectives are presuppositionally neutral tense/aspect constructions that allow the standard past perfective reading. If a language has presuppositionally stronger alternatives for the past perfective (presupposing anaphoricity, uniqueness, etc.), by the Presupposed Ignorance Principle (PIP), the presuppositionally neutral past perfective form will be felicitous only if the presuppositionally stronger alternatives cannot be used. Otherwise, the presuppositionally neutral past perfective will behave like a general-purpose past perfective in the above sense. I argue that this competition is the source of many of the perfect readings observed. I further argue that the cross-linguistic variation in this respect follows from the available alternatives languages have. I illustrate this idea with three groups of languages: (i) English; (ii) French, German, Italian; and (iii) Mandarin Chinese, each illustrating a different set of alternatives available, in both the temporal and aspectual domains. This analysis allows me to decompose various perfect readings that come from different sources and make better predictions regarding which of these readings a tense/aspect construction in a given language has.

The continuous co-existence in Colloquial Singapore English (Singlish) of the past tense alongside already, an aspect marker expressing iamitive functions (Olsson 2013), has not, to present knowledge, received an adequate explanation in terms of diachronic change. The two forms are often seen to overlap in function, but a more intensive survey reveals that only the completive functions overlap, the non-completive functions accounting for the majority of uses in present-day Singapore English. The bias in functions is considered to be the result of a renovation in contact grammaticalization, or a convergence towards the lexifier, often expressed in terms of decreolization in creole languages. The present study considers quantitative data of both completive and non-completive already across four diachronic time periods, concluding that the constant diglossic presence of the standard lexifier since colonization contributed to the convergence shown.

We investigated whether children's inhibitory control (IC) is associated with their ability to produce irregular past tense verb forms as well as learn from corrective feedback following overregularization errors. Forty-eight 3;6 to 4;5 year old children were tested on the irregular past tense and provided with adult corrective input via models of correct use or recasts of errors following ungrammatical responses. IC was assessed with a three-item battery of tasks that required suppressing a prepotent response in favor of a non-canonical one. Results showed that IC was associated with children's initial production of irregular forms, but not associated with their post-feedback production. Findings are discussed in terms of current theories of past tense use and acquisition. [ABSTRACT FROM AUTHOR]

This quasi-experimental classroom study examines the effects of recasts and negotiated prompts on oral interactions in a foreign language (FL) context where the instructional approach primarily focuses on grammar and accuracy. Ninety adult native speakers of Mandarin Chinese from two intact classes were randomly assigned to one of two experimental groups (recast or negotiated prompt) or a control group, and were asked to complete pre-/post-tests on their use of question and past tense forms in English. Between the pre-test and the post-tests, the learners of the two experimental groups had three treatment lessons for feedback outside their usual English classes, the interaction data of which are reported. ANOVA analyses revealed that recasts were highly effective for accuracy development of wh-questions, interrogative questions and irregular past tense verbs. Negotiated prompts showed moderate effectiveness at most times for accuracy development of interrogative questions and both irregular and regular past tense verbs. These findings provide further insights into the role of corrective feedback (CF) in L2 development. [ABSTRACT FROM AUTHOR]

Copyright of Prilozi Proucavanju Jezika is the property of Faculty of Philosophy, University of Novi Sad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Kashubian and Ruthenian (and Galician Ukrainian) have been developing under a strong Polish impact. In the article, I examine the occurrence of the past tense and conditional mood, modelled by Polish (of type chciałem, chciałbym) in texts and grammars of Ruthenian, Galician Ukrainian, Rusyn and Kashubian. While in case of the East Slavic languages, I present just an overview of the issue, I discuss more in-depth the grammatical evaluation and use of such forms in Kashubian from the oldest texts until current written usage. This shows the fact that the recommendations of Kashubian grammarians and the real written usage do not match. By comparing Kashubian with East Slavic written varieties under Polish influence, I intended to show that these languages have faced the same tendencies in dealing with the existence of grammar forms enforced by the Polish language, partly supported by certain dialects. [ABSTRACT FROM AUTHOR]

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Cross-linguistic studies on time reference in highly inflected languages have shown that tense inflection is particularly vulnerable in agrammatic speakers. According to the PAstDIscourseLInking Hypothesis (PADILIH), an asymmetry is predicted between past and non-past forms, due to the extra discourse linkage the former type imposes. The present paper investigates whether Greek agrammatic speakers are able to correctly use tense markers with respect to the relevant reference point, analyzing data from three different production tasks to understand how performance is modulated by different methodologies. seven agrammatic speakers and a control group participated in three experimental tasks (a) an elicited picture description, (b) a semi-standardized interview and (c) a sentence production priming task. Different outcomes were elicited across different tasks. Agrammatic speakers tended to accurately use past tense forms when they could freely select the content of their narration, as in the case of the two narrative tasks (the elicited picture description, and the semi-standardized interview). However, the same participants experienced significant difficulties referring to past and future events when using a sentence production priming task. Consequently, the predictions of PADILIH are not fully supported by the Greek data, given that, in addition to past tense deficits, the future tense was also severely compromised. Our data clearly suggest that language performance is affected by the processing demands placed on the patient's linguistic system by the experimental task used. Moreover, future tense deficits in Greek are interpreted as difficulties in the processing of conversational implicatures. [ABSTRACT FROM AUTHOR]

In Arabic grammar there are a group of words that differ in terms of their properties and shapes from the adjectives formed from the verbs which are similar to the verbal adjectives in Turkish. Those types of adjectives are called in Arab grammar present tense verbal adjectives (participle I) and past tense verbal adjectives (participle II). Grammatical categories of verbal adjectives are widely used both in classical and modern Arabic grammar. Problems of using of those types of verbal adjectives in Arabic, as well as the methods of their expressions are analyzed in the article. The research reveals that the use of the verbal adjectives and nominal adjectives in Arabic grammar is very common. Participle I and participle II in Arabic grammar are called verbal adjectives (ism-i mefûl) in Turkish, those words are used as adjectives and define the words they represent. Since the verbal adjectives in Arabic grammar have verb features, they are followed by verbs. İt is especially very common in modern Arabic language that the action of the verbal adjectives are more closely related to the present tense and play the role of the verb in present tense in the sentence. In Arabic grammar, the present tense )fâil( and the past tense )mefûl( are used to denote verbal adjectives. In Arabic grammar the verb in the present tense is called "ismi fail" and in the past tense - "ism-i-mefûl". In general, since the adjectives verbs, which are the subject of our article, have both adjective and verb features, we tried to touch them both directions in our article. The Arabic language is divided into three main parts and consists of the verb, noun and letters, at the same time, the examining adjectives in this language within the noun group and in this respect, it should not be forgotten that adjective verbs change in terms of genus, number, will, certainty or uncertainty like any name. Likewise, this group of words can bet on themselves like a noun, they can take the exclamation marks and the letter-i cer in front of them. In the paper, the time characteristics of adjective verbs, their positive and negative aspects, their active and passive formations, reporting the grammatical varieties of the verb and the ability to gather words around and manage them in the sentence and has shown their reflections in Arabic language. The properties of adjective verbs that belong to the adjective are also trying to be taken into account. In particular, both adjectives and adjective verbs declare the sign and quality of an item and their affiliation with the noun,sometimes it becomes exactly the noun and and sometimes have an object in sentences also is seen in the Arabic language. The adjectives in Arabic constitute an interest with the nouns that follow it such kind of properties are known to report as a compound adjective. Sometimes, ink adjectives can be made by name + noun within the scope of relativity. In this paper, as a result of combining adjective verbs with noun to creating compound adjective and it mention the common use of these adjectives in Arabic language. The differences that distinguish adjective verbs in Arabic language from arbitrary, omen, color and other adjective types are emphasized and their main methods of expression are discussed one by one. In the article, are not discussed only the adjective verbs made from simple verbs, but also was examined the adjective-verbs which made from corrective verbs, at the same time, examples are presented in the form of a table and attention is paid to the functions they undertake in the sentence. While giving examples, attention was paid to include nouns and phrases made from each of the verbs divided by the type of root letters in Arabic. Withal, it is assumed that some adjective models that report exaggeration in the Arabic language will act as adjective verbs, and even sometimes the adjective verbs acting as a conjunction in Arabic language and has been generalized in the light of our own perspective and knowledge. At the same time, the most common features of the verbal adjectives in Arabic language were investigated in the article. [ABSTRACT FROM AUTHOR]

The paper deals with changes in the Czech aspectual system during the last twenty-five years. The author analyses data acquired from the Czech National Corpus or, more precisely, from subcorpora containing only journalistic texts (the national daily newspapers Hospodářské noviny, Lidové noviny, Mladá fronta DNES and Právo). The corpus-based analysis showed that the frequency of the verb (and its finite forms) has been increasing in journalistic texts and that the statistic relation between imperfective and perfective verbs, as well as the relation between grammatical tenses in Czech, has become more asymmetrical (especially, the frequency of imperfective verbs has been rising). The increase in aspectual asymmetry accentuates the "western" features of the Czech aspectual system in the sense of S. M. Dickey's (2000) conception. Together with the increasing aspectual asymmetry in Czech, the frequency of bi-aspectual verbs has slightly decreased. The analysis also showed that the frequency of verbs with prefixes (both perfective and imperfective) has decreased in Czech. The author interprets these facts as results of the transmission of certain dynamic (and system-based) features from spoken lan guage to the written language, and he also discusses the typological context of the changes (inferring aspectual meanings from grammatical context as a manifestation of strengthening analyticity in Czech). [ABSTRACT FROM AUTHOR]

The use of the adverb already in Colloquial Singapore English has long been known as one of the most readily recognizable features defining the contact dialect, marking aspectual nuances such as anterior, completive, inchoative and inceptive functions, as noted by Bao (2005, 2015). Recent observations note that the uses of already as an inchoative marker (distinguishing the adverb as an iamitive) are more frequently found than completive uses across a small, synchronic sample of speakers (Teo 2019). It is perhaps less often recognized, though, that the aspectual use of already co-exists with the variable marking for past tense in Singlish (Ho & Platt 1993), and that both the aspectual adverb and the past tense may be seen to co-occur in the same construction. The frequency of already in its various functions is examined across two corpora, and the relative frequency of completive vs. non-completive functions is quantified diachronically. It is hypothesized that, rather than grammaticalizing onwards to become a past tense marker, as is predictable for some Portuguese creole iamitives (ya 'already') (Clements 2006), already is becoming increasingly restricted in its functional range in today's Singlish, and that its perfect and completive functions may be at a stage of selective renovation by the use of the past tense in Standard Singapore English. [ABSTRACT FROM AUTHOR]

The present study investigates the semantics of a verbal suffix, the reduplicated vowel (-V) in Akan, while also addressing the role of tense and aspect (TA) markers in the morphological structure of the Akan verb. The verbal suffix (-V) has been analyzed as an aspectual marker by some but as a past tense by others. Based on data from native speaker's judgements and corpora, three observations are made in the present study: (i) the verbal suffix (-V) encodes a reference time (R) that is anterior to the speech time (S), (ii) the verbal suffix (-V) can be used in conditional and counterfactual sentences which have a reference time that coincides with speech time (R,S) or follows it (S_R), (iii) the completive meaning associated with events marked by (-V) is not asserted but a pragmatic interpretation that is associated with past tense in general. The study shows that the fact that the verbal suffix (-V) does not occur with the progressive and perfect aspects does not count as evidence against its status as past tense. Rather, in Akan, there is a general prohibition of overt marking of tense and aspect in a single clause, such that each verb is inflected for either tense or aspect, not both, in the clause. [ABSTRACT FROM AUTHOR]

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