从语用角度看英语语法教学中的动词时态问题

从语用角度看英语语法教学中的动词时态问题
从语用角度看英语语法教学中的动词时态问题

从语用角度看英语语法教学中的动词时态问题

摘要:在英语语法时态的教学中,由于受结构主义影响,教师往往偏重于讲授句型和结构,试图将英语中的各种时态用法一一列举,但却会发现总会有很多“特例”无法穷尽。而学生也会认为语法规则过多很难记忆学习。针对这种情况,文章从语用学角度,重新分析理解了英语时态的用法,使英语动词时态的教学能够跳脱出繁复众多的语法规则,让学生更容易理解,从而提高教学效率和质量。

关键词:动词时态教学;特例;语用学

中图分类号:h31 文献标识码:a

文章编号:1009—0118(2012)10—0329—02

在语法分析的传统上,过去的学者一向是偏重结构而轻忽语用的;受其影响,在英语语法教学上,教师也主要考虑句子结构形式上的正确性。因此,在教时态时,教师通常偏重讲授句子的结构特质,例如从句与主句的时态要一致、虚拟语气与现在事实相反的条件从句用一般过去时,与过去事实相反的则用过去完成时等等。然而,尽管学生对句型和语法规则背得滚瓜烂熟,到了真正要说或写的时候,却常常用得极不得当;程度较差的学生连基本的过去式、现在式都会用错,即使是程度不错的学生,在进行口头或书面表述时往往看似无大的错误,但却可能出现用词不当、词不达意等语用问题,造成沟通、交流上的误解。

进入本世纪以来,中国语言学界开始逐渐重视语用学。区别于功

五种句型、七大语法、八大时态

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人教版七年级英语时态语法讲解

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初中英语语法——动词的时态

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