A comparative study of tense and aspect categories in Arabic and English

Mudhsh, Badri Abdulhakim D. M.; Chaemsaithong, Krisda

doi:10.1080/23311983.2021.1899568

Cited by 10 publications

(16 citation statements)

References 14 publications

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“…1 indicates that an equivalent feature is obligatorily marked in the L1 (referred to as the PRESENT group), and 0 indicates otherwise (ABSENT group). For the references supporting the coding of Arabic, see Mudhsh (2021) for progressive ‐ing and Ryding (2014) for the other morphemes. For the remaining nationality groups, see Murakami (2014, Table 21) and the references therein.…”

Section: Methodsmentioning

confidence: 99%

Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing

Murakami

Ellis

2022

Language Learning

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We investigated whether the accuracy of grammatical morphemes in second language (L2) learners' writing is associated with usage-based distributional factors. Specifically, we examined whether the accuracy of L2 English inflectional morphemes is associated with the availability (i.e., token frequency) and contingency (i.e., token frequency relative to other forms with the same lemma) of the inflected word form as well as the formulaicity of the context in which it occurs (i.e., predictability of the form given the surrounding words). Data drawn from a large-scale learner corpus indicated that contingency is a robust predictor of morpheme accuracy, thereby supporting the usage-based view that language learners are sensitive to distributional properties in their input. Furthermore, the relationship of contingency with accuracy does not necessarily lessen when learners' proficiency rises. Contrary to previous research investigating online processing, we did not identify in our study availability and formulaicity as predictors of accuracy of morpheme production in writing. Keywords usage-based theories; contingency; grammatical morpheme; learner corpusWe thank Masaki Eguchi for drawing our attention to Dunn (2018).

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Section: Methodsmentioning

confidence: 99%

Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing

Murakami

Ellis

2022

Language Learning

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“…Specific challenges for learners relate to the fact that Arabic conveys temporality through aspectual distinctions between perfective and imperfective categories. By contrast, English expresses temporality through various verbal tense and aspect categories (Mudhsh, 2021).…”

Section: Differencesmentioning

confidence: 99%

“…Turning to Arabic, according to Ryding (2014: 54) 'tense and aspect seem to be interwoven in Arabic verbs'. The perfective is used to indicate perfective as well as past time reference with the Arabic past tense conveying both a completed action or an action in the past thus comparing to the English past tense and past perfect (see Mudhsh, 2021;Ryding, 2005). The verb can take two forms to convey temporal and aspectual distinctions.…”

Section: Tense-aspect Marking As a Target Featurementioning

confidence: 99%

A Classroom Application of Concept-Based Language Instruction (C-BLI)

Benhamlaoui

Gánem-Gutiérrez

2022

Language and Sociocultural Theory

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This study reports on an investigation of the potential of Concept Based Language Instruction (C-BLI) for enhancing EFL learners’ understanding of the concept of tense/aspect in English and their use of associated forms; past simple, past continuous, and present perfect. C-BLI was compared to a grammar presentation approach based on the Presentation-Practice-Production (PPP) model. Participants included 45 adult learners of L2 English from an Algerian University. Drawing on a pre-, post-, delayed post-test research design the study revealed the effectiveness of C-BLI over PPP for improving the participants’ understanding of the concept of tense/aspect as well as their use of the three target forms.

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“…Learners of languages lacking PPT (e.g., Arabic and Indonesian) likely encounter problems in using the PPT correctly. Numerous studies in Arab and East Asian contexts have tapped into English tenses through students' writing (Halik et al, 2022;Hazzaa, 2021;Jubran, 2021;Mudhsh, 2021;Rochman, 2017;Teng, 2022). This body of researchers, using an error analytic approach, identified errors in writing sentences or paragraphs.…”

Section: Introductionmentioning

confidence: 99%

A Cross-sectional Study of the Present Perfect Tense in Arabic and Indonesian EFL Settings

LİSTYANİ

Al-Kadi²

2022

Language Teaching and Educational Research

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This document-based paper hones in on how learners’ mother tongues affects their uses of second foreign language grammatical structures. It explicitly investigates EFL learners’ uses of the present perfect tense when they use English as their second language. Towards this end, a corpus of 216 sentences composed of a sample of 38 Indonesian and Arab undergraduate students was analyzed to detect erroneous uses of the present perfect tense (PPT) in their English writing. Out of this corpus, 12 erroneous structures were underlined in the Arab corpus and 17 in the Indonesian dataset. The incorrect sentences were singled out from the participants’ writing pieces, analyzed and discussed, paring them to SLA research and previous investigations. The findings showed that errors reflect interference of the participants’ mother tongue with English for the majority of errors grounded in either Arabic or Bahasa Indonesian languages. Arab learners seem to have more difficulties using the present perfect than the past tense. In contrast, the Indonesian EFL learners had difficulties in both past and present perfect tenses altogether due to the absence of the past tense in the Indonesian tongue. This yields important implications on the effects the mother tongue on learning another language – English is a working example.

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A comparative study of tense and aspect categories in Arabic and English

Cited by 10 publications

References 14 publications

Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing

Effects of Availability, Contingency, and Formulaicity on the Accuracy of English Grammatical Morphemes in Second Language Writing

A Classroom Application of Concept-Based Language Instruction (C-BLI)

A Cross-sectional Study of the Present Perfect Tense in Arabic and Indonesian EFL Settings

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