Selecting Tense, Aspect, and Connecting Words In Language Generation

Constraints on the Generation of Tense, Aspect, and Connecting Words from Temporal Expressions

Generating language that reeects the temporal organization of represented knowledge requires a language generation model that integrates contemporary theories of tense and aspect, temporal representations , and methods to plan text. This paper presents a model that produces event combinations and appropriate connecting words to relate them. We distinguish between inherent and non-inherent aspec...

Constraints on the Generation ofTense , Aspect , and Connecting Wordsfrom Temporal

Generating language that reeects the temporal organization of represented knowledge requires a language generation model that integrates contemporary theories of tense and aspect, temporal representations, and methods to plan text. This paper presents a model that produces event combinations and appropriate connecting words to relate them. We distinguish between inherent and non-inherent aspect...

Constraints on the Generation of Tense, Aspect, and Connecting Words from Temporal Expressions

Concept-based Instruction and Teaching English Tense and Aspect to Iranian School Learners

The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 str...

The Effects of Systemic-Theoretical Instruction on Developing Iranian EFL Learners’ Explicit and Implicit Knowledge of Tense-Aspect System

This study aimed to investigate the effects of Systemic Theoretical Instruction (STI), grounded in Socio-cultural Theory and proposed by Gal’perin, on developing Iranian EFL learners’ knowledge of English tense-aspect system. To this end, two low-intermediate classes, including 24 and 21 language learners aged between 12-19, were taught the distinction between simple past and present perfect te...