Transcript Tense and Aspect Yule (1998)

Youngyi Lee
Eddo
Dahye Han
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Basic forms of verb
 Yule (1998) Summary Box 3.1 (p. 54)
Verb forms
Examples
Simple present
I love your Mercedes.
Present progressive
You are standing too close to it.
Simple past
I wanted a car just like it.
Past progressive
You were aiming too high.
Simple future
I will work be working forever.
Future progressive
You will be working forever.
Present perfect
I have worked hard before.
Present perfect progressive
You have been working for nothing.
Past perfect(pluperfect)
I had saved my money.
Past perfect progressive
You had been saving pennies.
Future perfect
I will have saved enough.
Future perfect progressive
You will have been saving in vain.
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Basic forms of verb
Sentence = a basic tense ( present or past) + a basic verb
Ex)
I ate.
Past tense
+ eat
I eat.
Present tense + eat
Tense and verb are a set of core elements in English sentences.
Other elements
I will eat.
Modal + eat
I have eaten.
Perfect (have + –en) + eat
I am eating.
Progressive ( be + -ing) +eat
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Basic forms of verb
 Yule (1998) Summary Box 3.2 (p. 55)
The basic structure
Tense
(modal)
PAST or PRESENT (WILL)
(Perfect)
(Progressive) Verb
(HAVE + -EN) (BE + -ING)
VERB
1. The left-to-right order of components is fixed.
2. Each component influences the form of the component to its
right.
1) a. PRESENT TENSE, HAVE + -EN, BE + -ING, sleep
b.
I
have
been
sleeping.
2) a. PAST TENSE, BE + -ING, sleep
b.
I
was
sleeping.
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Basic meanings
1. Toby eats three burgers every day.
Habitual actions at present time
2. He ate burgers yesterday.
Completed action in the past
3. He will have eaten a thousand burgers by next year.
Future action will be completed before a specific future time
4. Yesterday the landlord tells me my rent’s going up.
5. Tomorrow I fly to London for a big meeting.
6. And today I woke with a splitting headache.
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Tense
Non-remote
Past tense
Present tense
Remote
Non-remote
Factual
Factual
Future
Modal
Non-factual
Remote
Meaning of the basic verb forms
Yule (1998) Summary Box 3.3 (p. 59)
Concepts
Verb-forms
Remote + factual
Past (lived)
Non-remote + factual
Present (live)
Non-remote + non-factual
Future (will live)
remote + non-factual
Hypothetical (would live)
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Tense
 The future
non-remote possibility vs. remote possibility
1) a. It may rain later.
b. It might rain later.
Non-remote possibility to rain
Remote possibility to rain
 Reference to time
Remoteness (past) and non-remoteness (present) in time from the
utterance time.
2) a. My parents worked in the field all day then.
b. And I work in the fields all day just like them now.
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Tense
 The historical present
Talking about something as less remote in experience.
3) Last night Blackie comes in with this huge dead rat in her mouth
and drops it right at my feet.
 The speaker’s now
Image of a timeline
the grammatical tense
The speaker’s perspective
Yule (1998) Summary Box 3.4 (p. 61)
remote
(Factual)
non-remote
remote
(non-factual)
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Aspect
Lexical aspect
 Stative
1) a. We understand the questions.
b. And we know that the answers.
c. We like our English class
d. But we hate the tests.
e. We are intelligent people.
f. And we have opinions.
Knowledge
Emotion
relations
 Dynamic
Non-durative – having almost no duration.
Durative – having duration.
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Aspect
Lexical aspect
 Punctual - ‘the point in time’
Verbs used with non-durative meanings describe isolated acts.
2) a. She kicked the ball.
b. It hit the window.
c. And it smashed the glass.
 Durative
Describing extended situations through time
3) a. We should run more and eat less.
activities
b. We’ll become more peaceful as we grow older.
processes
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Aspect
Types of lexical aspect
Yule (1998) Summary Box 3.5 (p. 64)
Stative
Dynamic
Punctual
Durative
Cognition Relations
Acts
Activities
Processes
believe
be
hit
eat
becom
hate
belong
jump
run
change
Know
contain
kick
swim
flow
like
have
stab
walk
grow
understand own
strike
work
harden
want
throw
write
learn
resemble
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TENSE AND ASPECTS
Yussuf Eddo Runtukahu
1141891
Grammatical aspect
Grammatical aspect
Concept of situation
Progressive
Viewed from the inside, i
n progress
Perfect
Viewed from the outside
, in retrospect
Grammatical aspect
Combining lexical and grammatical aspect
Grammatical aspect
Lexical aspect
Implicated meaning
Perfect
dynamic
Completed activity, re
trospectively viewed
Perfect
stative
Pre-existing state, ret
rospectively viewed
Progressive
dynamic
Ongoing activity, i
nternally viewed
Progressive
stative
Temporary state, i
nternally viewed
Grammatical aspect
Meaning components of verb forms
I
PRESENT
HAVE + -EN/E
D
Time of utteran External view i
ce
n retrospect
BE + -ING
Work very hard
Internal view i
n progress
Dynamic activit
y
(At this time I look back at myself in an activity viewed internally as in progress)
You
PAST
Remote from ti
me utterance
HAVE + -EN/E
D
External view i
n retrospect
BE+ -ING
Learn a lot
Internal view i
n progress
Dynamic proce
ss
(At this time I looked back at you in a process viewed internally as in progress)
Meaning in Context
Organizing information in discourse
Background
Past tense
Foreground
Present tense
Meaning in Context
In Magazines article
Drug resistance was mostly ignored in the U.S. Until recently beca
use physicians believed they had access to all the antibiotics they
might need. They were wrong. Drug resistance has been found in
virtually every type of microbe that has been fought with antibioti
cs. That covers eveything from food-borne panthogens such as Sal
monella to sexually transmitted organism such as Neisseria gonor
rhoeae. Surgical patient are now dying in U.S. hospitals from wou
nd infections caused by enterococcal bacteria resistant to several
different drugs.
Meaning in Context
In academic writing
Maidment (1976, 1983) and Ohala and Gi
lbert (1978) also found that listeners can
in some circumtances
Past tense
There are often considerable differences i
n judgement between one native judge a
nd another (see de Bot 1979); Strain 196
3)
Present tense
(Generalizatio
n by current w
riter)
a. Scovel (1969) found that age was a fa
ctor in L2 learning.
b. Age is a factor in L2 learning (Scovel
1968)
Past and prese
nt tense
Meaning in Context
In narratives
It is remarkable how much damage a group of small boys can do t
o a building site if it is left unguarded. In loose moments I might p
ride myself on posessing a creative impulse but I don’t have to do
too much introspection before being forced to admit that a destru
ctive impulse is in there somewhere as well. Under my supervision
, dumps of mixed lime were well seeded with bricks. A brick dropp
ed from high up into sof lime makes a very satisfactory glurp. Stu
dded with bricks like ice-cream full of chipped chocolate, the lime
quickly became unusable. We smashed tiles by the hundred. Porce
lain lavatory bowls were reduced to their constituent molecules.
Meaning in Context
In a news report
Bankruptcy hits eateries
Pacific Food Services has filed for bankruptcy protectio
n and has closed two of its restaurants. The company g
rew from a family business which started in the 1950s.
Meaning in Context
In spoken discourse
I was sitting at the bus stop the other day and this woman was sit
ting across from me and I see this catterpillar drop behind her and
ㄴ start squiggling its wap up to her and I’m just like, ‘Should I tell
her or should I not? Should I tell her?’ I sat there for five minutes
and watched it get up to her shoe and I decided I can’t tell her. I’v
e got to see what happens.
Meaning in Context
Background and foreground Information
Background information
Past tense
(Specific acts, events, old f
ocus, setting)
Foreground information
(General statements, facts,
new focus, changes)
Present tense
Teaching ideas:
Tense and Aspects
• Teaching subject
The speaker’s perspective
remote
(Factual)
non-remote
remote
(non-factual)
Objectives
- Students will understand the concepts of remoteness and
closeness in past tense and present tense.
- Students will distinguish between non-remote possibilities
and remote possibilities.
- Students will be able to produce appropriate forms of
English verb accordingly.
•
• Target learners
- University students at the intermediate level
A. Look at the following sentences and decide whether the speaker is referring to
something that is ‘true now’, ‘true at another time’, or ‘not true yet’.
1. The sun rises in the west.
2. The weather was awful during Spring.
3. I just love pineapples.
4. She said she had been ill.
5. We are very happy here.
6. It’s raining in Baltimore.
From the situation of utterance
‘true now’ – non-remote + factual -> present
‘true at another time’ –remote + factual ->past
‘not true yet – non-remote + non-factual ->future
B. Look at following sentences and explain the conceptual meaning.
1. He often walks to work.
2. I like chocolate.
3. I was tired today.
4. Last night my dad brings a huge dog.
5. Michael Jackson dies!
psychologically far or near
event in the past can be described in present tense (psychologically near)
event in the present can be described in past tense (psychologically far)
• Teaching subject
Lexical aspect
stative meanings applied to constant situations, cognitive states,
emotions, relations
dynamic meanings describe acts, activities, processes
Objectives
- Students will understand the basic concept of lexical aspect.
- Students will distinguish between stative meanings and
dynamic meanings.
- Students will be able to use progressive forms with dynamic
verbs .
•
• Target learners
- University students at the intermediate level
A. Match the verbs in column A with the lexical aspect in column B
Column A
•
1. belong
•
2. contain
•
Column B
•
Stative – cognition
3. drink
•
Stative – relations
•
4. write
•
Stative – emotion
•
5. hate
•
6. smash
•
7. flow
•
8. know
•
9. believe
•
Dynamic - momentary acts
•
Dynamic – activities
•
Dynamic - processes
B. Put the verbs in brackets in their correct form.
Some verbs are stative verbs and some are dynamic verbs.
Use the simple present or present progressive tense.
•
1. Jessica
believes
(believe) every word.
2. He understands (understand) Italian.
3. I
wish
(wish) we could go home now.
4. Right now you are not listening (not listen) to music.
5. One boxer
is hitting
6. These monkeys
(hit) another boxer repeatedly.
are eating
(eat) bananas now.
• Teaching subject
Meaning in contexts
Information treated as part of the background
Information of current concern in the foreground
the past tense
the present tense
Objectives
- Students will identify how meaning in contexts affects the
use of the tense.
- Students will differentiate the foregrounding effect and the
backgrounding effect in a news report.
•
• Target learners
- University students at the intermediate level
A. Read the following article and identify the tense used,
then try to think of reasons and discuss
• North Korea confirms third nuclear
test
• North Korea has deployed a mediumrange missile with the potential to strike
the American islands of Guam and Hawaii,
the first significant military move since it
embarked on its verbal offensive against
South Korea and the United States.
• Korea threat shows we need Trident,
says Cameron
• David Cameron has used the spectre of a
nuclear strike from North Korea to warn
that it would be “foolish” for Britain to give
up Trident to save money.