Earticle

본 논문은 일본어의 「발견의 タ」를 「목적실현의 タ」와 「기대실현의 タ」로 나누어 タ의 완료의 의미와 관계되어 있음을 고찰한 것이다. 발견의 タ와 완료의 관계성을 파악하기 위해, 먼저 문장 내에 있는 서술어의 동작이 완료된 것을 나타내는 タ와, 문장 배경에 있는 사건의 완료를 문장 속에 반영시켜 나타내는 タ로 나누어 분석했 다. 예를 들면、(1)과(2)는タ가 나타내는 의미가 다르다. (1)은 먹는 행위의 종료를 나 타내는 タ이고, (2)는 먹는 행위의 개시 시점을 나타내는 것으로 아직 먹는 행위가 종료되었음을 나타내는 것이 아니다. (2)에 대해 본 논문은 문장 밖에 있는 화자의 행위의 종료(상대가 빵을 먹도록 하는 목적의 실현)를 문장 안에 반영시켜 나타내기 위해 タ가 쓰여지고 있다고 보았다. (1) もうご飯は食べた。 (2) (パンの中にワサビを入れておいて誰かが食べるのを待っており、ある人物がそ のパンを口の中に入れた瞬間) 食べた！ 그 결과 (3)(4)과 같이 현재의 상황임에도 불구하고 タ형이 쓰이는 것은, 눈 앞의 상황 묘사와 더불어 문장 밖에 있는 화자의 행위 완료나 기대 실현을 문장 내에 나 타내기 위함임을 밝혔다. (3) (宝探しで宝を見つけて) あ、あった！あった！ (4) (バスを待っていてバスが現れた瞬間) 来た！来た！ 그리고 이러한 현상은 화자 자신의 직접적인 목적 실현이 아닌 경우나, 발견의 의미를 전면에 나타내고 싶지 않은 경우에는 タ를 사용하지 않고 ル를 사용하게 되 는 현상과 연관되어 있음이 확인되었다. 또한 「목적실현의 タ」는 동사 술어문에만 나타나며, 「기대실현의 タ」의 경우는 동사 술어문 이외에 명사 술어문에도 나타남을 알 수 있었다.

In this study, タ(ta) connoting the signification of discovery or ‘タ(ta) implying discovery’ in the Japanese language was separated into ‘タ(ta) implying purpose fulfillment’ and ‘タ(ta) implying expectation fulfillment’. This study is an exploration of its relation with the perfect tense implication in タ(ta). To understand the relationship between ‘タ(ta) implying discovery’ and perfect tense implication, タ(ta) was divided first into タ(ta) signaling the completion of an action in a predicate in sentences and タ(ta) signaling the completion of an event in the background of sentences by reflecting it in the sentences. The examples (1) and (2) below deliver different meanings. In the sentence (1), タ (ta) means the completion of the act of eating; and, in (2), the point of commencing the act of eating and does not indicate the completion of eating yet. It was viewed in this study that, in the sentence (2), タ(ta) was utilized to signal by reflecting in the sentence the termination of act by a speaker outside the sentence (fulfilling the purpose of letting another person eat the bread). (1) もうご飯は食べた。(I have already eaten.) (2) (パンの中にワサビを入れておいて誰かが食べるのを待っており、ある人物がそのパン を口の中に入れた瞬間)　食べた！((Waiting for someone to eat the bread after putting wasabi in it and the moment someone puts the bread in his mouth,) Ate it!) As a result, as shown in the following sentences (3) and (4), it was found that タ(ta) was utilized even in the present situations in order to describe what was going on in front of the speakers and to imply in the sentences the completion of actions by the speakers outside the sentences or their expectation fulfillment. (3) (宝探しで宝を見つけて）あ、あった！あった！ ((Found a treasure in treasure hunt game) Oh, I got it. I got it.) (4) (バスを待っていてバスが現れた瞬間）来た！来た！ ((Waiting for a bus and the moment the bus comes up) It's here. It's here.) This was found related to using ル(ru), instead of タ(ta), when the involved purpose fulfillment was not directly for a speaker or a speaker does not want to express the signification of discovery explicitly. Moreover, it was also found that ‘タ(ta) implying purpose fulfillment’ appears only in verb phrases while ‘タ(ta) implying expectation fulfillment’ is seen in noun phrases as well in addition to verb phrases.

「ぬ」「つ」が推量の助動詞「らむ」に接続して「ぬらむ」「つらむ」となる場合、「ぬらむ」は「～ているだろう」と解釈されることが多く、「つらむ」は「～ただろう」と解釈されることが多い。即ち、「ぬらむ」は「らむ」と同じように解釈され、「つらむ」は「けむ」と同じように解釈されているのである。そして、「にけむ」「てけむ」も「～ただろう」と訳される例が多く、「つらむ」「けむ」「にけむ」「てけむ」の意味の差が明確でない。助動詞「らむ」と「けむ」、「ぬ」と「つ」が使われていない現代において、これらの助動詞を同じ意味で訳するのは仕方がないことかも知れない。そうだとしてもこれらの助動詞を古代日本人が同じ意味で使っていたとは考えられないことである。これらの助動詞の意味の差を明らかにするためには推量の助動詞「らむ」と「けむ」の意味、完了の助動詞「ぬ」と「つ」の意味を明確にする必要がある。 本稿は「らむ」と「けむ」というのは時制と関係のないものであることを用例をもって証明した。そしてその意味について、助動詞「らむ」はある状態が持続すると話し手が判断した場合用いられた推量表現であり、助動詞「けむ」はある事態が成立したと思いながらも、話し手の確信を推量という手法を通じて緩和・中和して表現したものであると定義した。また、完了の助動詞「ぬ」「つ」は話し手の認識態度を表したものであり、「ぬ」は「自然推移的な認識態度」を、「つ」は「自然推移的でない認識態度」を表したものと定義した。 そして、このような研究結果を用いて、完了形に助動詞「けむ」が接続した「にけむ」「てけむ」の意味を考え、「けむ」との意味の違いを究明した。なお「ぬらむ」「つらむ」との意味の差も説明した。

For the effective education of tense and aspect, teachers should have students enable to distinguish tense from time when they are taught tense and aspect. In addition, it is necessary that they should carefully examine example sentences of present and past time and give their students clear sample sentences which they can use in their conversational situations. This study shows that teaching and learning tense and aspect separately is more effective than doing so with the system where aspect is incorporated with tense. The study also shows that the explicit instruction of tense and aspect helps the students use them more fluently and that it is helpful to have them notice the differences between the tense-aspect systems of Korean and English. This is especially so when the students learn the English perfect aspect. (Kongju National University)

Paul’s advice regarding marriage in his first letter to the Corinthians has been well discussed, but his statements are not without interpretive difficulties. One of these difficulties is his advice for a married believing spouse to remain with an unbelieving spouse, giving the reason that “the unbelieving husband has been sanctified through his wife” (NIV 2011) and the wife through the husband. Some interpreters take this to refer to the continued influence of the believing spouse upon the unbelieving spouse. Others take this to refer to a future hope of the unbelieving spouse to convert through the influence of the believing spouse. However there should be greater focus on the discussion about the impact of the meaning of the perfect tense-form (?γ?ασται). The verbal aspect framework is crucial for interpreting this statement; in particular, how one views the semantics of the perfect tense-form. This essay begins with a brief survey of the three major views on the perfect (Porter, Fanning, and Campbell), with brief, critical evaluations. Porter represents the stative aspect view, that the perfect tense-form grammaticalizes a (complex) state of affairs, without regard to tense or kind of action. Fanning represents the perfective aspect view, that the perfect tense-form grammaticalizes the perfective aspect (external viewpoint) but also encodes Aktionsart and tense. Campbell represents the imperfective aspect view that the perfect tense-form grammaticalizes ongoing action with heightened proximity in relation to the present tense-form. In the final section of this essay, I apply the reading of ?γ?ασται according to each viewpoint to see which view best explains the meaning of ?γ?ασται in this verse. I conclude that the stative aspect reading makes the best sense of this verse, where Paul instructs believing spouses to remain with their unbelieving spouses since they are in a (complex) state of sanctification by being with their spouse. This interpretation is preferable to the other two; the perfective aspect reading would mean that the sanctification process of the unbelieving spouse is depicted as complete by Paul, which raises many more questions than what it answers, and the imperfective reading would mean that the sanctification process of the unbelieving spouse is depicted as ongoing by Paul, which seems to contradict the experiences of many individuals in this situation. Thus, the semantics of the stative aspect view makes the best sense in this passage.

This study explored the effectiveness of ChatGPT-generated translations as a tool to assess Korean EFL learners’ understanding of English perfect tenses. Learners evaluated the grammatical accuracy of English sentences generated by ChatGPT based on Korean source texts. Results showed that learners better understood past perfect and future perfect tenses, especially when clear temporal markers were present, while present perfect and perfect progressive forms were more challenging. Learners who preferred ChatGPT-assisted learning performed better than those using traditional grammar-based methods, suggesting that AI can enhance both comprehension and metalinguistic reflection. The findings indicate that integrating AI tools into instruction can help bridge the gap between grammatical form and contextual meaning. Future research should examine whether these benefits extend to productive skills such as speaking and writing, and whether gains are sustained over time. Expanding the approach to other grammar areas and exploring how learners interact with AI could offer deeper insight into the cognitive and pedagogical impact of AI-assisted language learning.

As is well known, the English present perfect incorporates temporal anteriority as part of its meaning. However, such conflicting phenomena like the ‘definiteness effect’ and the ‘lifetime effect’ are observed, along with the pastness of the perfect. In this context, a variety of theories utilizing concepts such as ‘indefinite past,’ ‘perfect state,’ and ‘extended now’ have been proposed as major theories on the perfect among others, but not without theoretical defects. Recently, Meyer-Viol and Jones (2011) also propose a formal account of the English present perfect and simple past tense, based on the notions of ‘reference time,’ ‘event time,’ and ‘speech time.’ They account for the definiteness effect and the lifetime effect by analyzing the perfect to have its reference time at the speech time, while the simple past tense to have its reference time at the event time, in line with Reichenbach (1947). Given this, it is proposed in this paper that these previous theories and observations including Meyer-Viol and Jones’s generalizations are met with numerous counterexamples, and that the difference between the English perfect and simple past should be accounted for by classifying the English perfect into the three uses, i.e., Experientials, Resultatives, and Universals. In addition to the semantics of the three uses of the perfect, pragmatic competition between the perfect and simple past is proposed to play a role in deciding which of the two constructions should be chosen, in line with Schaden (2009).

Based on Kratzer’s (1991) theory of modality, this paper aims at exploring a unified semantic analysis of English counterfactual conditionals which exhibit the contrast between counterfactuals that are interpreted to convey a contrary-to-fact meaning and counterfactuals that are used to describe a future possibility. Accepting the past tense in the antecedent clause functions like a modal, along the line of Palmer (1986) and Schulz (2014), this paper argues that the former is distinguished from the latter in that the former is involved in the presupposition that the speaker knows or is quite certain that the eventuality described by the antecedent clause has been realized in the actual world, while this is not the case with the latter, and further claims that that eventuality is not consistent with the actual situation in the former case. This kind of information must incorporate into the modal base and the ordering source. Consequently, the domain of quantification of the former case is different from that of the latter case, which shows how the semantic contrast between the two can be captured.

This study aims to analyze the use of tense and aspect in academic writing in engineering with a major focus on the use of simple past and present perfect. In general, one of the most difficult items for Japanese EFL learners is the appropriate use of tense and aspect. The previous literature pointed out that ESL learners are often confused about using them. Therefore, the American Psychological Association recommends that the past tense is used when discussing another researcher’s work and reporting results, whereas the present perfect is used to describe an action beginning in the past and continuing to the present. Toward this end, the current study analyzed the use of simple past and present perfect using a small corpus compiled from 21 major journal articles in mechanical engineering. The study found that the frequently appearing simple past verbs were “showed,” “occurred,” “resulted,” and “indicated.” Additionally, “been” was the most frequently used verb in sentences that employ the present perfect. In addition, more than 90% of the sentences were followed by sentences that use the past participle of general verbs. Therefore, many forms of the present perfect clearly appeared in passive sentences.

영어 학습 후 제3언어로 독일어를 학습하는 한국인학습자가 독일어에서 문장구성 요소들이 분리되어 나타나는 현상을 이해하고 자유자재로 활용하기 위해서는 의식적인 노력이 필요하다. 특히 한국인 학습자는영어를 비롯한 여러 유럽언어들과 달리 원거리 구조를취하는 독일어 동사복합체의 어순규칙을 익히는데 어려움을 겪는다. 본 연구에서는 이러한 학습상의 난점을극복할 수 있도록 현행 고등학교 독일어 교과서에 나타난 시제괄호(완료형)의 제시형태를 분석하고, 교과서집필을 위한 새로운 근거를 마련하고자 하였다. 분석기준으로 투어마이어(Thurmair)가 제시한 교육문법의 원칙을 활용하였다. 교과서를 분석한 결과 시제괄호(완료형)이 비교적 간단명료하게 기술되었으며, 눈에 띄는컬러와 도식을 사용하여 학습자가 이해하기 쉽게 제시되었다. 하지만 언어대조의 관점에서 기술한 흔적은 찾아볼 수 없었다. 물론 한 언어를 다른 언어와 대조해보는 것은 교과서의 특성상 실제 수업에서 교사의 추가적인 설명으로 대체할 수도 있으나, 교과서 집필 내용에 추가하는 새로운 시도를 해볼 수 있다. 즉 독일어교과서 집필에 독일어와 동일한 어족에 속해 유형론적으로 유사한 영어를 잘 활용한다면, 영어지식으로 인한간섭현상을 최소화하고 영어를 학습했던 경험을 바탕으로 새로운 외국어 학습에 대한 부담감을 이겨내는데도움이 될 것이다. 중요한 문제는 독일어 교과서 집필에 학습자의 영어지식을 어떻게 활용할 것인가에 관한것이다. 학습자의 영어 지식이 독일어 학습에 무조건긍정적인 영향을 미치는 것은 아니기 때문이다. 따라서후속 연구로 학습자의 영어 지식 가운데 독일어 학습에 긍정적 전이를 일으킬만한 내용을 선별하여 효과적으로 기술할 수 있는 방안을 모색해보고자 한다.

Many Korean students, who learn German as foreign language after English, have difficulty in understanding various aspects of German sentence construction, specifically, the parentheses-structure in which the constituents of a sentence appear separately. In order to overcome this problem in their German learning, the presentation form of present perfect tense parentheses in current high school textbooks was analyzed in this study. With this, several suggestions for writing textbooks were identified. For the standard of analysis, the principles of pedagogical grammar by Thurmair was used in this study. The analysis showed that the present perfect tense parentheses descriptions in the textbooks were not only short and clear, but also easily understandable by using a striking color and chart. However, any remarks commenting on the contrastive linguistics aspect of the target language could not be found. German textbooks designed for Korean students could be improved by using a comparison to English because English and German are cognate languages and then typologically very similar. This addition to textbooks would help Korean students endure the emotional hardship of learning one more foreign language as they could rely on their previous English language learning experiences. However, Korean students’ knowledge of English does not always have a positive effect on learning German and therefore follow-up studies are needed to identify specific English linguistic content which can lead to a positive transference in terms of effectively describing German sentence construction.

One of the major problems encountered when attempting to translate from the Greek New Testament is the proper understanding and translation of Greek verb tenses. Problems arise due to conflicting views on the tenses of Greek verbs, and sometimes due to the translator’s own lack of understanding of the subject. This confusion is accelerated by the challenge of capturing the meaning of verb tenses in the context of the target language. Considering these elements, the translation of Greek verb tenses in the New Korean Translation: The New Testament and Psalms recently distributed by the Korean Bible Society draws our attention. First and foremost, the task of translating the meaning of Greek verb tenses into Korean, the Greek present perfect tense in particular, would have caused many problems for the translators as they carried out the translation work on the basis of the Greek text of the New Testament. In this study, we examine the translation of the Greek verb present perfect tense in the New Korean Translation: The New Testament and Psalms to grasp the developments made in comparison to the Korean Revised Standard Version and other Korean Bibles, and to see whether the translation has been done in a desirable direction to reflect recent academic trends in Greek tense studies. The scope of this study is narrowed down to 1 John; this approach is justified by the frequent usage of the present perfect tense in 1 John. A brief overview of the Greek present perfect tense isprovided in order before examining the New Korean Translation’s interpretation of the Greek present perfect tense. This study demonstrates that the New Korean Translation has taken great pains to properly deliver the meaning of the present perfect tense into Korean, at least in 1 John, and has produced some positive results. Above all, the translator for 1 John worked hard to find a new way of expressing the meaning of the Greek present perfect tense. However, as there are still some aspects that could be improved, these should be taken into account and reflected in future translations.

This paper examined the fundamental nature of the ‘future perfect’ tense focusing on the language theory of ‘Gustave Guillaume’. He designated ‘future perfect’ tense ‘futur anterieur categorique’ in traditional grammar and distinguished its value categorized as future of denoting position future time and as future of interpretation that was obtainedunder the concept of supposition which future brings ‘Future perfect’ tense as future of denoting position future time is used together with ‘futur categorique’ as immanence of ‘future’ tense and it is a tense related to future which expresses process which would be done earlier than ‘futur anterieur categorique’. ‘Future perfect’ tense as future of interpretation is used for representing by conjecturing past fact and the result of conjectured fact is reserved until it unveils in the future. On the basis of theoretical speculation, meaning effect of ‘future perfect’ tense as interpreted future is as diverse as its uses besides conjecture. Since future time included ‘future perfect’ tense, tense of futur anterieur categorique, and transcendental aspect are compositely act, ‘future perfect’ tense of future tense can represent the various aspects of the past facts.

This paper aims to survey the function and use the perfect tense in English discourse, and to investigate how Korean students understand and use the perfect tense in English texts.

한국인 학습자는 대부분 영어를 학습한 후 제3 언어로서 독일어를 배우며, 영어 학습 경험과 학습전략은 긍정적이든 부정적이든 독일어 학습에 상당한 영향을 미치게 된다. 특히, 독일어와 영어와 같이 두 언어가 언어 유형학적으로 유사한 언어체계를 가진 경우 언어 전이로 인해 학습자들이 어려움을 느끼며, 이는 곧 오류로 나타나게 된다. 이때 오류 수정이 제대로 이루어지지 않으면, 잘못된 발음, 어휘, 문법 등이 습관화되어 교정이 어려워지는 상태, 즉 화석화로 이어질 수 있다. 이에 본 연구에서는 독일어 현재완료를 중심으로 한국인 독일어 학습자에게 예상되는 어려움을 언어 전이, 특히 부정적 전이의 측면에서 분석하고, 교수･학습 과정에서 고려해야 할 사항들을 살펴보았다. 언어 전이는 외국어 교육에서 학습자가 이미 알고 있는 언어 지식이 학습 대상 언어의 습득에 미치는 영향으로 긍정적 전이와 부정적 전이, 무전이로 구분된다. 부정적 전이는 간섭이라고도 하며, 학습자가 이미 알고 있는 학습 대상 언어의 어떠한 특징을 새로 학습할 내용에 그대로 적용하면서 나타나는 언어 내 간섭과 언어 간 범주의 차이와 구조, 규칙, 의미 차이에 의해 나타나는 언어 간 간섭으로 구분된다. 학습자가 독일어 현재완료를 학습할 때도 역시 이러한 간섭을 받게 된다. 언어 내 간섭의 측면에서 학습자는 현재완료와 단순과거의 용법상 차이, 조동사 haben과 sein의 선택 문제, 과거분사의 형태 차이로 인해 어려움을 느낀다. 언어 간 간섭의 측면에서 학습자는 영어의 계속적 용법과 독일어의 서술적 용법에서 나타나는 두 언어 간 용법상 차이, 영어와 달리 독일어 현재완료에서 나타나는 조동사 haben과 sein의 선택 문제, 조동사와 과거분사의 원거리 구조로 인한 형태 차이로 어려움을 느낀다. 영어의 간섭으로 인한 독일어 현재완료 학습의 어려움을 Prator의 문법적 난이도에 적용하면, 총 6단계 중 간섭이 가장 많이 일어나는 4-6단계에 해당한다. 따라서 부정적 전이로 인한 오류 발생을 최소화하기 위해서 교수자는 예상되는 어려움을 진단 및 예측하여 이에 대한 명시적인 설명과 연습을 제공하고, 학습자 역시 실제 의사소통상황에서 올바른 사용을 위해서 의식적으로 노력하는 자세가 요구된다.

For most Korean German language learners, German is a third language learnt after studying English, which has a significant impact on their learning experiences and learning strategies, whether it be positive or negative. In particular, when two languages, such as German and English, have linguistic typologically similar language systems, learners experience difficulty due to language transfer, which appears as an error. When this occurs, if error correction is not performed properly, incorrect pronunciation, vocabulary, grammar, etc. may become a habit and lead to a state in which correction becomes difficult, otherwise known as fossilization. Therefore, this study analyzed the difficulties Korean German language learners had when using the German present perfect, in terms of language transfer, especially negative transfer, and looked at matters to be considered in the teaching and learning process. Language transfer is the effect of language knowledge already known by learners on the acquisition of the target language which can be divided into positive transfer, negative transfer, and non-transfer. Negative transfer, also called interference, is classified as intralingual interference and occurs when a learner applies certain learnt characteristics incorrectly to the target language causing interlingual interference due to differences in categories, structures, rules, and meanings between languages. When Korean German language learners study the German present perfect, they are also subject to this interference. In terms of interference within language, learners experience difficulties due to differences in usage between the present perfect and the simple past, problems in choosing the modal verbs haben and sein, and differences in the form of the past participle. In terms of interlingual interference, learners can learn the difference in usage between the two languages ??in the continuous usage of English and the descriptive usage of German, the problem of choosing modal verbs haben and sein in German present perfect unlike English, and the distant structure of modal verbs and past participles. If the difficulty of learning German present perfect due to English interference is applied to the grammatical difficulty of Prator, it corresponds to the stages 4-6 where interference occurs the most among the total 6 stages. Therefore, in order to minimize the occurrence of errors due to negative transfer, teachers diagnose and predict expected difficulties, provide explicit explanations and exercises for them and learners also require an attitude of conscious effort to use them correctly in actual communication situations.

This study explores whether textual enhancement improves learners' acquisition of prefect tense structures in English. The perfect tense in English was taught explicitly in this study and then reinforced through input enhancement activity. The experiment involved 44 undergraduate students (experimental group 23, control group 21) taking practical English at a local four-year university in Korea. After explicit instruction, the two groups took a pretest, a reading comprehension activity, and then a post-test. After four weeks, the delayed test was conducted. In the experiment, the only difference between the two groups was whether the text was reinforced in the subsequent reading activity after the pretest. In online tests, participants were required to select the correct verb tense from multiple choice questions. The two groups had similar test scores, and there was no difference in the perfect tense acquisition between the two. However, when examining the differences within groups, the experimental group retained relatively high levels of perfect tense knowledge on the delayed posttest, whereas the control group did not. The results of the study demonstrated the synergistic effect of the textual enhancement technique when it is coupled with explicit grammar instruction. Furthermore, this study is important in that explicit grammar instruction is separated from input enforcement to allow the effects of it to be examined independently.

This study analyzes Japanese auxiliary verbs of past tense kiき, keriけり, and perfect aspect tsuつ, nuぬ, tariたり, riり in Xin Ye Fu in Bai Shi Chang Qing Ji (古古5-79-나10, abb. NL) possessed by National Library of Korea. As a result, it compared auxiliary verbs in NL and Mubatsu-bon Lunyu Jijie(vol.1; glossed material of the Analects of Confucius, abb Mubatsu-bon) what is standard glossed material in Medial-era of Japan, it makes clear a rate of NL is higher than Mubatsu-bon. Because it considers the main contents of poems in Xin Ye Fu are lamentation of the present day by reminding past day. It is remarkable what negative-conjecture auxiliary verbs in NL not confimed, however a negative auxiliary verb is often used and conjecture auxiliary verbs beshiべしhas deontic meaning is relatively used in Mubatsu-bon, it considers because of ordinary using “DO NOT…” in the Analects of Confucius. There are 24 examples of ki, of which 7 examples are used for the subject of story directly reminding the past experience, and 14 examples are used in event of past day. There are 3 examples of keri, of which 2 examples are used when a subject identifies and is impressed about event of past newly, 1 example may be used when a subject is impressed event of present day. There are 8 examples of tsu, of which 3 examples are used by perfect aspect, 5 examples are used by emphasis. There are 30 examples of nu, of which 24 examples are used as perfect aspect, and 6 examples are used as emphasizing. Among the former, it is confirmed what 12 examples are used individually, 2 examples are used with tari, and 2 examples are used with particle ba. The 6 examples of emphasizing usage are used with mu. There are 75 examples of tari, of which 45 examples are used as perfect aspect, and the other 30 examples are used as persistence aspect. There are 101 examples are ri, of which 53 examples are used as perfect aspect, and the rest 48 examples are used as persistence aspect.