Perspectives on Grammar Teaching Focused on the Present Perfect-Preterite Comparative Analysis: From Theoretical Grammar to Pedagogical Grammar

2018 ◽  
Vol 86 ◽  
pp. 65-84
Author(s):  
Yerim Song
Keyword(s):  
Comparative Analysis ◽  
Present Perfect ◽  
Grammar Teaching ◽  
Pedagogical Grammar

scholarly journals English Pedagogical Grammar: Teaching Present Perfect and Present Perfect Continuous by Deductive and Inductive Approaches

2020 ◽  
Vol 8 (3) ◽  
pp. p138
Author(s):  
Linlin Liu
Keyword(s):  
Teaching And Learning ◽  
English Learning ◽  
Past Participle ◽  
Present Perfect ◽  
Grammar Teaching ◽  
English Grammar ◽  
The Past ◽  
Irregular Verbs ◽  
Pedagogical Grammar ◽  
Research Endeavor

This research endeavor aims to present the English Pedagogical Grammar Teaching, discussing the use and form of the present perfect and present perfect continuous tenses, and the regular verbs’ past participle and irregular verbs’ past participle. The study is based on two main assumptions that cause difficulties for learners of English, namely, the forms of verbs and the difficulty of distinguishing between the present from the past simple tenses. The study discusses the use of deductive and inductive approaches in English pedagogical grammar teaching, and evaluates these approaches from A-factor and E-factor description. Overall results of the analysis show that the deductive and inductive approaches are helpful in language teaching and learning. And the forms of verbs and differences between the present and past simple tense made English learning difficult. By using appropriate teaching methods, English grammar can be taught and learned in an efficient way.

scholarly journals The Role of Metonymy in Teaching the Spanish Verbal System to L2/FL Learners of Spanish

2021 ◽  
Vol 87 ◽  
pp. 71-94
Author(s):  
Alejandro Castañeda Castro ◽  
Adolfo Sánchez Cuadrado
Keyword(s):  
Cognitive Grammar ◽  
Inferential Reasoning ◽  
Teaching Materials ◽  
Verbal System ◽  
Grammar Teaching ◽  
Network Building ◽  
Past Tenses ◽  
Pedagogical Grammar ◽  
Grammar Model

This paper explores the application of conceptual metonymy (Lakoff, 1987; Ruiz de Mendoza, 2000; Langacker, 2009; Panther, Thornburg and Barcelona, 2009; Barcelona, 2013) in the development of pedagogical resources for the teaching of the Spanish verbal system to L2/FL learners. To this end, a description is given of the advantages of introducing inferential reasoning using metonymy based on certain principles taken from the Cognitive Grammar model (Langacker, 1987, 1991, 2000, 2001, 2008, 2009) in grammar teaching materials — both descriptions and activities. We focus on tense uses that involve metonymic processes, particularly, the meaning extensions in two Spanish past tenses: (1) the actional meaning of stative verbs when conveyed in pretérito indefinido (preterit), as in Pudimos comprar la casa 'We could buy the house', metonymically extended to Compramos la casa 'We bought the house'; and (2) the distancing use (uso citativo) of pretérito imperfecto (imperfect) when referring to current facts, as in ¿Cómo te llamabas? (How PRO.REFL.2SG call.IPFV.PST.2SG?) 'What was your name again?', which is metonymically extended to (Se me ha dicho/No recuerdo/No he oído) cómo te llamas [('I have been told/I can't recall/I couldn't hear') how PRO.REFL.2SG call.PRES.2SG]. In order to discuss the kind of contribution that this conceptual standpoint can make to the teaching of the Spanish verbal system, the pedagogical potential of some techniques and resources is explored in terms of (a) metonymic and metaphorical reasoning in pedagogical grammar descriptions, (b) consciousness-raising paraphrase exercises focused on meaning indeterminacy, and (c) network building and the use of (dynamic) images to show variable construals in grammatical meaning

Perfect grams in Lithuanian and Latvian: A comparative analysis based on a typological questionnaire

2021 ◽  
pp. 7
Author(s):  
Peter Arkadiev
Keyword(s):  
Comparative Analysis ◽  
Comparative Investigation ◽  
Past Tense ◽  
Present Perfect ◽  
The Past ◽  
Separate Category ◽  
Perfect Form ◽  
Special Variety ◽  
The Future ◽  
The Difference

This article presents a first detailed comparative investigation of the semantics of the perfect verbal forms in standard Lithuanian and Latvian. A typological questionnaire filled by five Latvian and seven Lithuanian informants reveals the difference in the degree of grammaticalization of the present perfect between the two Baltic languages. The set of contexts available for the present perfect in Latvian is wider and more reminiscent of the perfects in English and Scandinavian languages in comparison to the Lithuanian counterpart. While in Lithuanian the present perfect is restricted to the experiential and the resultative contexts, where it is also often substituted by the simple past, Latvian also employs the present perfect to convey the meanings of ‘hot news’, current relevance and persistent situation. The past perfect, on the contrary, is more frequent in Lithuanian and appears to be a separate category rather than a past tense version of the present perfect. The article also discusses the use of the future perfect and of a special variety of the perfect with the auxiliary in the evidential form, as well as the use of ‘bare’ participles formally coinciding with the second component of the analytical perfect form but used without the auxiliary.

scholarly journals Teachers’ Perception of Grammar: Isolated or Integrated?

2018 ◽  
Vol 2 (1) ◽  
pp. 32-37
Author(s):  
Nurenzia Yannuar
Keyword(s):  
Integrated Approach ◽  
English Teachers ◽  
Grammar Teaching ◽  
Explicit Teaching ◽  
Language Classrooms ◽  
Role Of Teachers ◽  
Traditional Grammar ◽  
Pedagogical Grammar

Explicit teaching of grammar, despite being the most popular in Asia, is not the only key to the mastery of English. There are different successful approaches to the teaching of grammar, which might be interesting to explore. Aside from the famous traditional grammar teaching, there are others such as communicate approach to grammar teaching, isolated and integrated approach, as well combination of both isolated and integrated grammar teaching. The current study is interested in exploring the different views on grammar teaching as well as understanding how English teachers perceive grammar teaching itself.The result of the recent study has been able to give insights that grammar is still considered important by a group of people that has been trained in a specific course of grammar teaching (pedagogical grammar class). Recognizing the standpoint of a group of people who will be assigned the role of teachers is important, because it suggests how grammar will be taught in future language classrooms.

1207: Failed Pyeloplasty in Children: Comparative Analysis of Retrograde Endopyelotomy VS. Re-do Pyeloplasty

2007 ◽  
Vol 177 (4S) ◽  
pp. 398-398
Author(s):  
Luis H. Braga ◽  
Joao L. Pippi Salle ◽  
Sumit Dave ◽  
Sean Skeldon ◽  
Armando J. Lorenzo ◽  
...  
Keyword(s):  
Comparative Analysis
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