English Tenses

This book provides the first comprehensive account of temporal deixis in English printed and online news texts. Linking the characteristic usage of tenses with the projection of deictic centres, it notes how conventional tenses, particularly in headlines, are affected by heteroglossia arising from various accessed voices. The resulting tense shifts are interpreted pragmatically as a conventional reader-oriented strategy that creates the impression of temporal co-presence. It is argued that since different tense choices systematically correlate with the three main textual segments of news texts, the function of tense needs to be viewed in a close connection with its local context. Traditional news texts are also contrasted with online news, particularly as far as the effect of hypertextuality on the coding of time is concerned. A two-level structural framework for the analysis of online news is proposed in order to account for their increased textual complexity. The book will be of interest to a wide range of scholars and students working in the fields of media pragmatics, discourse analysis and stylistics.

The objective of the study is to know the use of a regular and irregular verb in the students writing an essay and to know the most dominant verb past written by the students in their students writing an essay. The design of this study is descriptive qualitative research. Based on the analysis from 14 students writing an essay, it shows that the students use both regular and irregular verb (past) in their students' writing essays. Both regular and irregular verbs are 312 data in verb 2 (past). In the regular verbs, there are 142 data or 45.51 %, and in the irregular verb, there are 170 data or 54.49 %. It shows that the most dominant verb past written by the students in their students' writing essay is an irregular verb. Regular verbs are verbs that can change according to tense and change it regularly. Regular verbs are verbs whose changes comply with normal rules, that is with add the letter-d or-ed to the verb first-form/verb-1 (infinitive) so that it becomes a verb form second/verb-2 (past tense). Several things must be considered in the way of forming regular verbs by adding the letter-ed suffix or-d in the basic verb/verb-1 (infinitive). Irregular verbs are verbs that change according to the tense and do not comply with normal compliance. The past tense Irregular verbs are not formed from basic verbs/verb-1 (infinitives) plus letters-d or-ed letters to form verb-2/past tense. Irregular verbs form their past tense differently (through) not always) through a vowel and consonant change. So that, these forms must be memorized by the learners/students.

The aim of this research is to describe the influence of Text and Drill Method in improving the students' ability in learning tenses. Based on preliminary observation in previous semester, the students' English department was weak in applying tenses in sentence. Thus, this research was trying to find the whether the method text and drill can improve their ability in learning tenses or not as well as to find out the factors that influence its improvement. The type of this research was using Classroom Action Research method. The technique of collecting and analyzing the data was using test, observation, interview and field note. The result of this research is there was significant improving of the students' ability in learning tenses by using text and drill method. Besides, the factors that influence their improving is the learning strategy that the lecture gave during the process of learning, the material that was used, and the media that support in teaching learning the tense.

In this paper, I claim that the so-called present perfect puzzle is, in reality, a puzzle about the simple past. It is the latter, I argue, that shows a puzzling behavior, given that it can be used not only in definite contexts but also in seemingly indefinite ones. I employ the notions of time frame and specifiability to show how the obvious distinction between the two tenses in terms of temporal logic can be accounted for. I also propose that the past morpheme -ed be considered a kind of verb determiner which selects a temporal XP as a complement. Such complement can be (and usually is) expressed either in the sentence or in the larger discourse; however, it can also remain implicit, or covert.

The article discusses an application, within the sphere of foreign language pedagogy, of one of the psychological mechanisms omnipresent in language – construal (Langacker 2008: 4-5, Tomasello 2003: 13). In the fi rst part, the article takes up two major issues: a more detailed characterization of the construal aspects in question: profi le
and base, as well as the problems often encountered in pedagogical grammar while referring to the uses of one of the English tenses – Present Perfect: the number of uses, the manner of defi ning them, and the level of schematicity at which the description should take place. The second part of the article is devoted to an analysis of the uses of Present Perfect by means of the presented Cognitive Grammar tools. In the conclusions this analysis is reviewed from the perspective of the above-mentioned problems and some pedagogical implications fl owing from the model proposed by the author are discussed.

The purposes of this research were to study 1) the grammatical achievement on present perfect tense of Mutthayom Suksa 5/5 students after using the instructional package on present perfect tense and 2) students’ satisfaction with teaching and learning by using the instructional package on present perfect tense. This research is quasi-experimental design. The target group for this study were M.5/5 students at Wat Nuannoradit School of 2020 academic year on second
semester. The sample was selected by Cluster Sampling. Research tools include 4 lesson plans, Instructional Package on Present Perfect Tense, the grammatical post-test on Present Perfect Tense and satisfaction questionnaire. The data were statistically analysed by percentage, mean,
standard deviation and t-test for One Sample. The results showed that
Grammatical achievement score on present perfect tense of Mathayom Suksa 5 students at Wat Nuannorradit School after using the instructional package on present perfect tense found that was at 86.53 % which was higher than 70% criterion. Students’ satisfaction with teaching and learning by using the instructional package on present perfect tense found that the totally was at a highest level. ( X = 4.68, S.D. = 0.11)

Note: 1. he, she, it: in the third person singular the verb always ends in -s: he wants, she needs, he gives, she thinks. 2. Negative and question forms use DOES (= the third person of the auxiliary 'DO') + the infinitive of the verb. He wants. Does he want? He does not want. 3. Verbs ending in -y : the third person changes the -y to -ies: fly flies, cry cries Exception: if there is a vowel before the -y: play plays, pray prays 4. Add -es to verbs ending in:-ss, -x, -sh, -ch: he passes, she catches, he fixes, it pushes See also Verbs -'Regular verbs in the simple present', and 'Be, do & have' Examples: 1. Third person singular with s or -es a. He goes to school every morning. b. She understands English. c. It mixes the sand and the water. d. He tries very hard. e. She enjoys playing the piano. 2. Simple present, form Example: to think, present simple Affirmative Interrogative Negative I think Do I think ? I do not think. You think Do you think? You don't think. he, she, it thinks Does he, she, it think? He, she, it doesn't think. we think Do we think? We don't think. you think Do you think? You don't think. The simple present is used: 1-to express habits, general truths, repeated actions or unchanging situations, emotions and wishes: I smoke (habit); I work in London (unchanging situation); London is a large city (general truth) 2-to give instructions or directions: You walk for two hundred metres, then you turn left. Tenses

My name is Annie and this is what I normally do. I love to walk on the mountain. During the week I wake up early and go for a small walk on the mountain. I usually go with my father or my brother. We like to get some fresh air before we start our day. We live in the country far away from the city. We think that our country life is wonderful because we are away from the noise and pollution of the city. We often walk for about one-half hour and then return to our home. I always take my bus after our walk and at about 8:30 a.m. and arrive at school at 9:00 a.m. My father takes his car and goes to town to work. He works at a veterinary clinic. He is a vet and loves to help animals. We have 3 dogs and two cats. Annie_________(like) to walk on the mountain. During the week she ___________(wake up) early and ___________(go) for a small walk. She usually ________(go) with her father and brother. She__________(like) to get some fresh air. She_______ (live) in the city. She always________ (take) the bus at 8:30. a.m. and ______(arrive) at school at 9:00 a.m. Her father____________(take) his car and_________(go) to town to work. He__________(work) at a clinic. He__________(love) animals. They_______(like) to go to the mountain on the week end and___________ (see) the animals. Annie________(stay) there for about three hours with her family. Annie's family ______(love) nature.

Tenses adalah Bentuk waktu atau konsep yang digunakan untuk menyatakan waktu suatu kejadian atau peristiwa, apakah kejadiannya berlangsung pada waktu lampau, waktu sekarang maupun waktu yang akan datang.

Secara umum, 16 bentuk tenses yang harus kita pelajari dan kuasai agar kita bisa menyusun suatu kalimat yang tepat sesuai dengan konteks waktu kejadian.

https://www.penaguru.com/16-bentuk-tenses-dan-penggunaannya/

Abstract
Scientific Journals are Journals that contain a number of articles published regularly at specific intervals with the aim of disseminating new knowledge and research or findings. In scientific journals there are several sentence forms that we can use in researching or studying tenses. Especially in understanding the concept or form of tenses "Simple Present Tenses". In general, the Simple present tense in journals is usually contained in the realm of "language" or "linguistic" or the nature of the ongoing and often repetitive writing of the story. Simple present tense can also be found in scientific journals that are applied to the form of research statements or the form of a sentence a truth that is constantly in it. For example, "Bumi mengelilingi matahari" which, if expressed in English, becomes Earth Surrounds Sun.

Di Indonesia di kenal 16 tenses bahasa inggris meski secara umum hanya 12 tenses. Tenses english secara sederhana dapat diartikan sebagai pola kalimat yang berubah menurut waktu merujuk pada masa lalu (Past), masa sekarang (Present) dan masa depan (Future). Dengan memahami tenses bahasa inggris kita bisa menyusun kalimat dengan lebih baik meski tidak harus selalu kita gunakan.

The goal of this case study is to explore the meaning of now. The upshot of this exploration is a glimpse of how the meanings of tense and temporal adverbs interact. I begin with a brief overview of temporal anaphora and distinguish various analyses of temporal adverbs based on the observation that they can be discourse transparent. Subsequently, I consider the view that now is a temporal pronoun that is discourse transparent. This analysis faces several problems and we proceed to look at two analyses that attempt to fix them, ultimately adopting the view that now seeks salient result states. In light of this view, I briefly consider: (i) whether now is perspectival in nature and (ii) what we can learn from looking at how now is translated into other languages. I end the case study by discussing outstanding questions concerning the interaction between temporal adverbs and aspect.

Каждый, кто изучал английский язык как иностранный, и уж тем более тот, кто выбрал себе профессией преподавание английского языка -в школе, лицее, гимназии или вузе -знает, что самую большую сложность для говорящих на русском языке представляют так называемые "времена" английского глагола. Действительно, если любой, говорящий на русском языке как родном, знает, что времен -три, и ничего тут прибавить или отнять нельзя, то какое недоумение должны вызывать английские грамматики, утверждающие, что в этом языке времен -не три, и не пять, а аж целых двенадцать? Однако тут-то и кроется закавыка: как правило, преподносимое грамматиками как факт наличие двенадцати времен очень редко у кого вызывает недоуменный вопрос: а какие же еще есть в английском времена, помимо настоящего, прошедшего и будущего? Попробуйте-ка на него ответить! Что, не выходит? И не выйдет, можете не тратить времени зря. Потому что, кроме названных трех, других времен нет и быть не может. Ни в одном языке мира (а их насчитывается несколько тысяч) количество глагольных времен, выраженных специальными грамматическими формами, не превышает "магического" числа 3. Меньше трехпожалуйста. Есть языки только с двумя формами времени (например, "прошедшее"/ "непрошедшее"), есть языки вообще без глагольных времен, но нет языков, где этих времен было бы больше трех.

This paper proposes a model for translating Standard Arabic perfect verbs into English based on their contextual references. It starts with a brief introduction to tense and aspect in English and Arabic. Then, it shows the study aim and technique. After that, it provides an analysis of the study results by discussing the various translations of Arabic perfect verbs in the translations of two novels by Naguib Mahfouz, namely Autumn Quail and Wedding Song. The study compares the translations with the original texts to highlight the different English renderings of the Arabic perfect verbs. A corpus of 250 sentences was randomly chosen from the two novels, 125 sentences from each novel. The structures in which Arabic perfect verbs occur are classified into four groups: the bare perfect form, ‘/qad/ + perfect’, ‘/kaana/ + /qad/ + perfect’ and ‘/(sa-)yakuun/ + /qad/ + perfect.’ For each class, the various English translations are provided with a count of the examples representing them in the corpus and their percentages. Then, the contextual reference of each translation is explained.

This study attempts to provide an analysis of the syntactic classes of Arabic active participle forms and discuss their translations based on a comparative study of two English Quranic translations by Yusuf Ali (1934) and Pickthall (1930). It starts with a brief introduction to the active participle in Arabic and the Arab grammarians' opinions on its syntactic classes. Then it explains the study aim and technique. The third section presents an analysis of the results of the study by discussing the various renderings of the Arabic active participle classes in the two target texts. A corpus of 300 sentences has been randomly selected from the source text, together with their translations in the target texts. The two translations of all the sentences are compared and analyzed in terms of syntactic and semantic features. The various English translations of the Arabic active participle are presented with a count of the examples representing them in the corpus and their percentages. Then, the contextual reference of each translation is studied and accounted for.

Abstract:
This thesis investigates the grammaticalization of the be going to construction in English on the basis of Cognitive Grammar theory (Langacker 1987) using samples taken from the Early English Books Online corpus of historical English (Davies 2017). Each of the 1944 individual examples was analyzed with the help of theoretical criteria developed on the basis of CG and Hopper and Traugott’s model of the grammaticalization of be going to (ibid. 2003) and then statistical analyses were conducted in order to pinpoint major instances of change in the construction’s usage as well as to look for patterns in its semantic shift over the course of 17 decades from the 1530s to the 1690s. In this way, three distinct periods were identified: 1530s – 1580s, when the instances of the construction’s usage begin to increase, in the two periods between the 1580s – 1630s and the 1630s – 1690s the number of instances doubles. It was observed that initially all usages of the construction became more frequent, between the 1640s and the 1680s the more metaphorical spatial usages of be going to began to compete with its uses with verbs of action, which use began to prevail from the 1690s onwards by a large margin. Additionally it was determined that the usage of be going to to express intention rather than future might have been a more prominent element of its grammaticalization than its use as a marker of tense.

This study examines grammatical and discourse-pragmatric reflexes of the existential and resultative readings of the English present perfect. I present both negative and positive arguments in favor of the claim that the present perfect is ambiguous (rather
than vague) with respect to these readings. In particular, I argue that the resultative present-perfect represents a formal idiom: a morphosyntactic form characterized by idiosyncratic constraints on grammar, meaning and use. Certain constraints on the resultative present-perfecti, in particular that which prevents it from denoting a pragmatically presupposed event proposition, can be MOTIVATED with respect to discourse-pragmatic opposition involving the preterite. However, such constraints cannot be PREDICTED from functional oppositions or any general semantic principles. Finally, I suggest that mastery of aspectual grammar crucially entails knowledge of such idiomatic form-meaning pairings.

Abstract: Partee (1973) famously suggested that English tenses and personal pronouns behave in analogous ways. She concluded that these behavioral analogies speak for a referential theory of tenses. A couple of decades later, Stone (1997) argued that English modals exhibit the whole range of pronoun-like behaviors observed by Partee. Partee and Stone’s lines of argument have been quite influential in modern formal semantics. Taken together, they support the view that temporal and modal operators must be dispensed with in favor of variable-based logical forms. In the present paper I propose a way of resisting this conclusion. On the view that I put forward, tenses and modals are treated as context-sensitive and sub-sentential intensional operators. I argue that my approach predicts the right truth-conditions for sentences involving the pronoun-like uses of tenses and modals in which Partee and Stone were interested.

Keywords: intensional operators, modals, pronouns, tenses

A paradoxical behavior of the English resultative present perfect is that while the causal event is unique, its time cannot be specified adverbially, at least in current US English: *We have moved here in 2012. Klein's (1992) influential pragmatic explanation-that the constraint arises from the quantity-based injunction against simultaneously fixing event and reference times-is hard to reconcile with some of the facts: the constraint is neither defeasible nor apparently applicable to past perfect sentences (Kiparsky 2002). In Michaelis 1994, 1998, I proposed that the timespecification constraint is one aspect of a broader constraint preventing use of the Resultative Present Perfect to say more about an event that is mutually presupposed to have occurred. Here I extend this constraint to several contexts, only vaguely described in my prior work, in which verb class, and in particular the directionality of the denoted event, affects usability of the Resultative Present Perfect.

The omission of tense and aspect markers belongs to the common body of errors pointing to universal learning mechanisms. The English tense and aspect system has been particularly notorious among foreign language learners for its alleged complexity and complication. A pedagogical model is proposed, drawing on a comparative/contrastive explication and generative insights, in which the apparent difficulty is considerably reduced without compromising on the learners' final repertoire of linguistic expression.

The article discusses an application, within the sphere of foreign language pedagogy, of one of the psychological mechanisms omnipresent in language – construal (Langacker 2008: 4-5, Tomasello 2003: 13). In the fi rst part, the article takes up two major issues: a more detailed characterization of the construal aspects in question: profi le and base, as well as the problems often encountered in pedagogical grammar while referring to the uses of one of the English tenses – Present Perfect: the number of uses, the manner of defi ning them, and the level of schematicity at which the description should take place. The second part of the article is devoted to an analysis of the uses of Present Perfect by means of the presented Cognitive Grammar tools. In the conclusions this analysis is reviewed from the perspective of the above-mentioned problems and some pedagogical implications fl owing from the model proposed by the author are discussed.