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The systematic elements underlying the expression of futurity in English: an ESL perspective
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Abstract:
Theoretical thesis. ; Bibliography: pages 286-306. ; Chapter 1. Introduction -- Chapter 2. Literature review of ESL texts -- Chapter 3. Concepts of time, tense and aspect -- Chapter 4. Matters of futurity -- Chapter 5. Futurity forms -- Chapter 6. A selection of teaching proposals -- Chapter 7. Concluding comments. ; The acquisition of the English Tense/Aspect (TA) system has long been identified as a source of ongoing difficulty for students of English as a Second Language (ESL). It is particularly complex where futurity is concerned, given the ten or more means of conveying eventualities in this temporal zone. A review of ten ESL grammar texts indicates that students are often led to believe that some futurity forms are interchangeable. A further problem is seen in the common ‘silo’ approach that fails to distinguish between the meaning/s and use/s of forms, thus allowing a confusing degree of implied overlap to remain unaddressed. The goal of this theoretical research is to explicate and disambiguate six futurity forms by means of a set of ten criteria aimed at creating an individual profile for each structure. These are meaning/use, temporality, modality, context/genre, aspect, schedulability and pre-determinability, agency, locus of control, register, and the possible requirement of a temporal adverbial. The findings here indicate that no two futurity forms are interchangeable. Moving beyond the notion that temporal location and grammatical rules can account for the range of forms available, central to this discussion is the primacy of speaker perspective. In other words, the speaker brings a perspective to any utterance, which allows for a degree of structural choice. Given the inherently unactualised nature of the future, they have a range of available viewpoints on any propositional content, e.g., ranging from strong epistemic force to weak prediction, or from a sense of personal control to one of externally imposed agency. This research claims that an understanding of English tense and aspect must address the concepts underlying the system as a whole, most especially those not easily discernible from input. The purpose here is ultimately to ease students’ learning load by creating six individual futurity-form profiles, so that ESL students can disambiguate these structures and move beyond the common belief that will + V is the default means of communicating future propositions. It is hoped that this will contribute towards enabling learners to create and access future temporal meaning accurately and effectively, i.e., assist them in taking possession of the English language and expressing their own meaning. ; Mode of access: World wide web ; 1 online resource (xvi, 309 pages) illustrations
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Keyword:
agency; aspect; Comparative and general -- Aspect; Comparative and general -- Tense; context; English language -- Aspect; English language -- Grammar; English language -- Tense; ESL; futurity; Grammar; Language and languages -- Study and teaching -- Research; modality; perspective; Second language acquisition -- Research; temporality; tense
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URL: http://hdl.handle.net/1959.14/1260990
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42 |
Faculty Development Grant Report
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In: Post-Grant Reports (2017)
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43 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2017)
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44 |
Investigating perceived challenges in English language writing instruction: An action research study in a Saudi university preparatory programme
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Alkubaidi, Miriam. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2017
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Escolha profissional e perspectivas de futuro na docência: uma análise a partir da subjetividade dos professores
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In: Revista Observatório ; 2 ; 4 ; 419-441 (2017)
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46 |
Effectiveness and challenges of ENL instructional practices for young English language-learners
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47 |
The effects of literature stations on literacy proficiency, interest, and engagement among middle school students receiving academic instruction services
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Klubek, Simone. - : State University of New York College at Fredonia, 2017
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48 |
The impact of using a bilingual dictionary (English-Arabic) for reading and writing
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Almaliki, Ali. - : State University of New York College at Fredonia, 2017
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The creation of culturally relevant English language arts curriculum to promote identity resolution among high school English Language Learners
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U.S.history curriculum adapted for English language learner through flipped learning
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51 |
Preschool Teacher Knowledge and Skills: Phonemic Awareness and Instruction
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2017)
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52 |
Investigating Students’ Basic Needs and Motivation in College Chemistry Courses with the Lens of Self-Determination Theory
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Liu, Yujuan. - : Digital Commons @ University of South Florida, 2017
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In: Graduate Theses and Dissertations (2017)
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53 |
Rating scale development: a multistage exploratory sequential design ; Second language assessment and mixed methods research
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54 |
Imágenes sobre la educación para la ciudadanía en la formación inicial del profesorado ; Images about citizenship education in initial teacher education
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Estelles Frade, Marta. - : Asociación Universitaria de Profesorado de Didáctica de las Ciencias Sociales (AUPDCS) y Universidad de Extremadura, 2017
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55 |
Language pedagogy and non-transience in the flipped classroom.
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56 |
Digital-gaming trajectories and second language development
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Scholz, Kyle W.; Schulze, Mathias. - : University of Hawaii National Foreign Language Resource Center, 2017. : Michigan State University Center for Language Education and Research, 2017
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57 |
Sharing a multimodal corpus to study webcam-mediated language teaching
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Guichon, Nicolas. - : University of Hawaii National Foreign Language Resource Center, 2017. : Michigan State University Center for Language Education and Research, 2017
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58 |
Role-play in literature lectures: the students’ assessment of their learning
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59 |
How can tinkering activities support the teaching of iterative design at key stage three in design and technology?
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English language teachers becoming action researchers: A sociocultural analysis and questions of sustainability
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