Acquisition of Tense by Persian and English Speaking Children Between 2 to 4 Years Aged

Journal of Teaching English Lnaguage Studies

مقاله 3، دوره 5، شماره 2، اسفند 2016، صفحه 53-68   

نویسندگان

Maryam Babanezhad؛ Ramin Rahmany

Islamic Azad University, Takestan Branch

چکیده

This research is case study which was designed to investigate the acquisition of tense by Persian and English speaking children between 2to4 years aged. Four girls were precisely analyzed in order to figure how the tense of verbs is effective in their speaking that learners need to succeed in their daily lives. The subjects were randomly selected to study and the matter of gender was not considered. The study uses real language, real people, real places to connect learners of English to the world. In order to find out if the learners succeed to speak more fluent during their special age. The study was conducted in 12 hours in twelve sessions, three sessions for each child in about one month, each session lasted about 1 hours. All their partners were their parents, peers, and care-giver. Their voice was recorded by a phone. At last, all their dialogues were analyzed to find out how they state verb tenses. At last, it was found that children who are 2 aged use a few verb in the past tense and use more widely in present tense. And 4 aged children presented a large number of present tense and more past tense verbs consequently their speaking is more fluent in compared with the younger children.

کلیدواژه‌ها

verbs؛ tense؛ verb tense acquisition؛ Persian children؛ English children

مراجع

Antinucci, F. & R. Miller (1976): How Children Talk about What Happened. Journal of   Child Language 3, 169-189

Bardovi-Harlig, K. (2000). Tense and Aspect in Second Language Acquisition Form Meaning and Use. Oxford: Blackwell. Bayley, R. J. (1994). Variation Theory    and Second Language Learning: Linguistics and Social  Constraints on Interlanguage Tense Marking. PhD

dissertation,  Stanford University.

Backer, M. L. (2003). ‘Regular verbs, past tense, and frequency:

Tracking down a   potential source of NS/ NNS competence differences’.

Second   Language Research, 13,   93-115.

Brown, R. (1973): A First Language: The Early Stages. Cambridg MA Harvard   University Press

Chen cc, (1979). An error analysis of English composition written by Chinese Student in Unpublished doctoral dissertation, university of Texas.

Chen JH, 2004. Interference of L1on L2 in college student writing: case study of Chinese EFL learners in Taiwan. Unpublished master’s thesis, Fujian  catholic university,Hsinchuang

Chomsky N.(1995) The minimalist program. MIT Press; Cambridge. Comrie, Bernard (1985). Aspect. London, New York & Melbourne:

Cambridge University Press

Cowan, R. (2008). The Teacher’s Grammar of English. Cambridge: Cambridge

University Press. pp. 350-353.

Goodluck, H. (1991). Language acquisition: A linguistic introduction. Malden (MA): Blackwell Publishing Ltd

Graver, B.D. (1986). Advanced English Practice. Oxford: Oxford University Press. ]6[

Hauser; Marc D;, Chomsky, N, (2002). "The Faculty of Language:

What Is It,  Who Has It, and How Did It Evolve?" (PDF). Science.

298 (5598): 1569–1579.doi:10.1126/science.298.5598.1569. PMID  12446899. Retrieved                 June 10, 2014.

Housen, A. (2002). The development of tense-aspect in English as a second   language and    the variable influence of inherent aspect. In Salaberry & Shirai (ed.). The L2 Acquisition of tense-aspect morphology. Amsterdam: Benjamins, pp. 155-198.

Huang, C.-T. James (2001). Logical relations in Chinese and the theory of  grammar. Doctoral dissertation, MIT.

Juola, J., & Plunkettt, E. (1999). Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a  second language. Cognitive Psychology, 21, 60-99.

Lai, Y. H. A. (2004). Order and Constituency in Mandarin Chinese. Dorchester: Kluwer.

Lee, N. & Haseltile Y. Y. (2001). ‘To be or not to be – The variable use of the verb be in the inter-language of Hong Kong Chinese children’. Regional Language Centre Journal. 35, 211-228.

Linden, L. (2007). The Basic Theories of Language Acquisition. Norderstedt, Germany: GRIN Verlag.

Longman Dictionary of contemporary English (2009). (Fifth Ed). DVD-ROM.  Harlow: Pearson Education

Marchman, V., & Bates, E. (1994). Continuity in lexical and morphological development: A   test of the critical mass hypothesis. Journal of Child Language, 21(2), 331–6.

Marchman, V., Plunkett, K., & Goodman, J. (1997). Over-regularization in English plural and past tense inflectional morphology. Journal of Child Language, 24(3), 767–779.

Paradis, J., Crago, M. & Genesee, F. (2007). Domain-specific versus domain-general theories of the deficit in SLI: Object pronoun acquisition by   French–English bilingual children. Language Acquisition 13(1), 33–62.

Paradis, J. Richards & Crag, M. (2008). Tense as  a clinical  marker in English L2 acquisition with language delay/impairment

Poorhamedani, s. &   Rezaei,M,J. 2013. The First National Conference in Teaching  English Literature and Translationi.

Rohde, F. (1996). Principles of neural dynamics. New York: Spartan. Richards J. and Rodgers T, (2003). Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

Salaberry, R. & Shirai. Y. (2002). The L2 Acquisition of Tense-Aspect Morphology.  In  Salaberry & Shirai (ed.). The L2 Acquisition of tense-aspect morphology. pp. 1-20 Amsterdam: Benjamins.

Swan, M. (1992). Practical English Usage. pp , 605. Hong Kong: Oxford University Press. Shirai, Y. & R. W. Andersen (2003): The Acquisition of Tense-Aspect Morphology:

A Prototype Account. Language 71, 743-62

 

Zareikar, G. (2015). The measure Words, Pluraty, and Cross-Linguistic Variation. Tom Semantic Workshop, Carleton University. pp. 56-7.