Over and over again, they have only engrossed the thoughtfulness of grammarians who have had to elucidate the purpose of such classifications in one language to speakers of alternative language in which the arrangement is dissimilar (Dahl, 1985). The discussion that ensues is going to focus primarily on English tense and aspect features in comparison to the tense and aspect features of the Japanese. The discussion will also analyze the pedagogical implications of these tense and aspect features for Japanese English language learners. Aspects are diverse modes of observing the interior chronological constituency of an event/ situation or of tense as grammaticalized setting in time (Greenbaum & Nelson, 2004). The succeeding two English sentences can be used to demonstrate tense peculiarity: a) It is raining today and b) It was raining yesterday. The fact that two distinctive sentences are concerned with an interlude in time which exclusively heralds the idea of language elicits the choice of the “Simple Past” verb usage was somewhat than the “Present” is. These two sentences give an illustration of a myriad of properties characteristic of tense features. First they are articulated by the choice of one of numerous conceivable morphological formulae of the determinate verb or the ancillary verb. Second, they are semantically reliant on the connection between the specific time that is talked of’ in the illustrated sentence and the time that the act of the speech took place. The time that the act of the speech took place is frequently known the deictic center. Lastly, tenses have to be conveyed. It is important that the tense choice form has to be made. It does not take into account whether or not there is the presence of an unequivocal indicator of time, for example the existence of an adverb in the sentence (Okaura, 2014).
The paper “English and Japanese Tense and Aspect Features” is going to focus primarily on English tense and aspect features in comparison to the tense and aspect features of the Japanese. The discussion will analyze the pedagogical implications of these tense and aspect features…
It is a sharing process, not just a learning exercise. However, teachers get to face some challenges too. The first challenge is always the student’s accents. Starting off communication is a very hard task because it takes time for the students to finally be at par with the teacher.
Generally, Spanish is widely considered to be an inflected language and the choice of verbs usually depends on the tense, person and mood. However, despite being more inflected than English, the sentence above reveals several aspects of verb grammar that are strikingly similar.
Learners must grapple with verb inflections, nominal inflections, particles, determiners, and other FRCS as they work their way toward the creation of a linguistic system that bears resemblance to the L2.
This paper attempts to link these strands of research in a unified discussion by turning attention to questions of processing.
Faculty salary equity, promotion, and tenure are also factors that contribute to the overall quality of life, since more female faculty serves in adjunct positions. These factors have a tendency to increase levels of stress in female faculty working in the University Teacher Education program.
The author states that in the USA, English is the de facto, unofficial “official” or “national” language of the country, the language of instruction in most schools and colleges and the language spoken and written by the bulk of the population. The USA is home to a very large immigrant population of both Chinese and Spanish speaking people.
The author of the analysis states that discourse studies of language are generally qualitative and corpus linguistics finds wide applicability because it can compare the linguistic characteristics of discourse from different spoken and written registers. Notably, grammatical elements play a significant role in an analysis of oral discourse and will be relevant in this report as well.
The aim of this paper is to present the aspect hypothesis in relation to English and Arabic. In order to realize this objective, a critical presentation of the aspect hypothesis in relation to the two languages as well as to the empirical findings considering the past tense acquisition in L2 English by Arabic speakers will be conducted.