L2 acquisition of English present perfect interpretations

Karpava, Sviatlana; Agouraki, Yoryia

doi:10.5334/jpl.81

Cited by 2 publications

(6 citation statements)

References 26 publications

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“…Admittedly, tense plays the most crucial part of the grammar of a language. It is, undeniably, challenging for nonnative learners who spend a long time before they can use tenses correctly (Croft, 2012;Frederickson, 1997;Halliday, 2002;Karpava & Agouraki, 2013;Lado, 1975;Noochoochai, 1978;Ockenden, 1967;Sholeha, Ardian, & Amri, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In English, the PPT covers actions that happened in the past that have resulted in the present speaking about such actions. Establishing this connection between the past and present is, arguably, a good strategy to absorb in them the notion of the PPT and thus avoid mistakes and confusion in using such a tense (Karpava & Agouraki, 2013).…”

Section: Teaching Tenses To L2 Learnersmentioning

confidence: 99%

“…Given the broad concept of first language transfer, SLA research has attributed this transfer to mother-tongue interference (also known as negative transfer) which poses difficulties in mastering tenses of the target language (Al-Kadi & Moqbel, 2022;Karim & Nassaji, 2013;Karpava & Agouraki, 2013;Tahang, 2020). Drawing on SLA research, it has been widely accepted that similarities and differences between L1 and L2 can be a source of success or failure when using the target language, e.g., English (Hazzaa, 2021;Karim & Nassaji, 2013;Odlin, 1989;Richards, 1974).…”

Section: Language Transfer and Interferencementioning

confidence: 99%

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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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Section: Literature Reviewmentioning

confidence: 99%

Section: Teaching Tenses To L2 Learnersmentioning

confidence: 99%

Section: Language Transfer and Interferencementioning

confidence: 99%

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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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“…The present perfect is considered "one of the most semantically complex verb forms" (Kearns, 2011, p. 182) since it can be used to convey several meanings (Comrie, 1975;Eastwood, 1995;Greenbaum & Nelson, 2002;Kearns, 2011;Quirk, Greenbaum, Leech, & Svartvik, 1985). This complex nature of the present perfect may be the reason why the present perfect is likely to cause difficulties for second language learners (Han & Hong, 2015;Karpava & Agouraki, 2013;Thumvichit, 2016). As an example, it has been found that second language learners tend to convey the present perfect meanings in other tenses in English, e.g.…”

mentioning

confidence: 99%

“…That is, they focus on how learners use the present perfect (see e.g. Arakkitsakul, 2008;Han & Hong, 2015;Karpava & Agouraki, 2013;Patanasorn, 2013;Payre-Ficout, Brissaud, & Chevrot, 2009;Petchtae, 2011;Thumvichit, 2016;Yoshimura et al, 2014). Few studies have concentrated on such input for learners as textbooks, which are considered as a key component in language learning and teaching (Richards, 2001).…”

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confidence: 99%

A corpus-driven study of the English present perfect in general and textbook corpora

Chareonkul¹

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Corpus linguistic research has consistently shown that there is an interconnectedness between patterns and meanings in language use (Hunston and Francis, 2000; Römer, 2006). With regard to the present perfect, little attention has been paid to the relationship between verb patterns and meanings expressed through the tense. This may be one of the reasons why second language learners frequently encounter difficulties in mastering the English present perfect. As Yoshimura et al. (2014) argue, language learners are likely to have a problem with the form/pattern-meaning mapping in the use of the present perfect. To fill this gap, the present study takes a corpus-driven approach to the pattern-meaning relationship of the present perfect through an investigation into British and American English general corpora. It is found that there are seven meanings of the present perfect, namely ‘accomplishment with relevance to the present’, ‘continuing from the past to the present’, ‘change of condition’, ‘experience’, ‘recency’, ‘discovery’, and ‘possession’. These meanings are found to be associated with specific distinctive patterns. The corpus-informed insights were then applied to an analysis of textbooks used in Thailand’s universities. This relationship between patterns and meanings can also be found in the sampled textbooks, but with different ratios. That is, the groups ‘continuing from the past to the present’ and ‘experience’ are found to occur significantly frequently in the sampled textbooks while such a core group as ‘accomplishment with relevance to the present’ shows a significantly lower frequency than that in the general corpora. The study offers a new light on the description of English present perfect and also provides empirical evidence to EFL pedagogical concerns in the development of textbooks and teaching materials.

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L2 acquisition of English present perfect interpretations

Abstract: The present study investigates the role of first language (L1), in our case Cypriot Greek (CG)

Cited by 2 publications

References 26 publications

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

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

A corpus-driven study of the English present perfect in general and textbook corpora

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