This paper presents results from two experiments which used computer-based grammar and teacher-driven grammar (chalk and talk) instructional methods. Each method involves teaching verb tenses using two deductive approaches (a) the initial rule-oriented approach (involves initial presentation of explicit rules followed by illustrative examples) and (b) the structure-guessing approach (involves e...

This paper presents a comprehensive comparative analysis of the functions present, past and future perfect forms in standard Latvian Lithuanian based on two complementary types data: typological questionnaire devised for study EUROTYP project Lithuanian-Latvian parallel corpus. We analyse data qualitatively as well quantitatively demonstrate that Baltic languages show both similarities importan...

Introduction As an important foundation to theological education in our colleges and seminaries, the study and teaching of biblical Greek constitutes a challenging task as the student of the Greek New Testament (NT) is required to master a variety of grammatical forms and their functions. One of the more significant grammatical features of Greek that demands the student’s (and teacher’s) attent...

As one of the recent and motivating teaching methods, this research aimed to study team as its focus. The investigated any significant effect on English a Foreign Language (EFL) Iranian learners’ grammar. Two classes 25 learners (Experimental control groups) were held. In these classes, 10 grammar tenses chosen by institute through weaknesses, such present simple, continuous, past perfect tense...

1.1. Traditional viewpoints Tense is usually said to be a deictic category, in that the truth of a tensed sentence is relative to speech time (that is, to the context of utterance). This is clearly the case in independent sentences. Complement clause tenses are not directly linked to Speech Time or Utterance Time (UtT). Instead, they are linked to higher tenses that are linked to ST or to even ...

In the Armenian dialect of Urmia (Northern Iran), indicative imperfect displays a very innovating inflection, based on addition morpheme ‘-eɾ’ (properly 3s verb ‘to beʼ) to present. This ‘remotenessʼ creates opposition between other tenses as well, such perfect and pluperfect, future past future. The article deals with reconstruction origin diffusion this in verbal system Urmia, focusing both e...

An aspectual comprehension experiment with Dutch learners reveals an asymmetry in their understanding of the Present Perfect on the one hand versus the Imperfective Past and Periphrastic Past Progressive on the other. Dutch 2 and 3-year-olds have acquired the completion entailment of the Perfect, but do not properly restrict their interpretation of the Imperfective Past and Periphrastic Past Pr...

Abstract This paper investigates the long-term diachronic development of perfect and preterite tenses in German provides a novel analysis by supplementing Reichenbach’s (1947) classical theory tense notion underspecification. Based on newly compiled parallel corpus spanning entire documented history German, we show that question is cyclic: It starts out with only one form (preterite) compatible...