Browsing by Subject "Aspect"

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    Enduring moments: The extended present in Chinese speakers' orientation to event time.
    (ELSEVIER, 2013-01-01) Chen, J.-Y.; Su, J.-J.; O'Seaghdha, P. G.
    Expectations and judgments about the flow of time appear to be cognitively and culturally malleable. Here we explored the possibility that this malleability is responsive to relevant linguistic influences. Specifically, we hypothesized that an extended present time frame, which compresses imminent and completed events into the present, is the default for speakers of tenseless languages. We examined descriptions and judgments of pictured actions by speakers of Chinese, a tenseless language, and of English, a tensed language. Experiment 1 elicited verbal descriptions of imminent, ongoing, and completed actions. Overall, Chinese descriptions adhered less closely to the implicit tri-phasic temporal framing than English ones (64% vs. 88%), instead showing a strong tendency to describe most events as ongoing. Although this tendency among Chinese speakers was easily adjusted when the tri-phasic temporal framework was imposed through instructions (Experiment 2), nonlinguistic tasks yielded data consistent with the extended present view. In Experiment 3, Chinese speakers produced a narrower time window (distance between the imminent and completion time points) than English speakers when they were asked to mark on a time line the points of occurrence for imminent, ongoing, and completed actions. Conversely, Experiment 4 showed that Chinese speakers produced a wider, extended time window than English speakers when they were asked to mark the actual durations of actions. Taken together, the results indicate that, in the domain of simple episodic actions, the absence of tense in Chinese leads speakers to focus by default on temporal continuity as opposed to temporal segmentation.
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    Iconicity and Tense, Aspect, and Mood Morphology in Yami
    (英語學系, 2005-06-??) 何德華; Rau, D. Victoria
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    「V - 卻 - （○）」結構演變研究
    (國文學系, 2009-03-??) 王錦慧
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    「V-卻-(O)」結構演變研究
    (國立臺灣師範大學國文研究所, 2009-03-01) 王錦慧
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    台灣高中生英語現在完成式的習得
    (2005) 王潔瑩; Chieh-yin Wang
    本研究旨在探討台灣高中學生英語現在完成式使用上的表現。研究對象為143位高中一年級及三年級的英語學習者，試題包含填充和寫作。研究分析包含(1)過去式和現在完成式的使用表現及對現在完成式篇章功能的認知；(2)現在完成式不同功能的習得；(3)母語的影響和對指示詞的依賴程度；以及(4)受試者在寫作上的現在完成式的使用。研究主要的發現是，當學習者察覺了上下文與現在的關聯性(current relevance)，他們只會用現在式；而對於過去已完成的事件，學習者不認為其與現在產生任何聯結，所以僅使用過去式。此結果顯示學習者並未完全了解到現在完成式語意上和語用上的意義；因此，他們使用過去式的正確率高於現在完成式，而現在完成式的功能中，高中學生最熟悉的為「表經驗」的用法 (experiential perfect)。中文對學習者最大的影響為普遍依賴表時間的指示詞，上下文中有指示詞出現，現在完成式的正確率就偏高。高三學生在「表持續一段時間的狀況」(continuative perfect)和「表事件的影響持續到現在」(resultative perfect)的用法、以及未與指示詞連用的情況中，現在完成式的使用較高一生有顯著的進步。學習者在作文中的表現顯示出他們對現在完成式的用法僅限於基本句型，並且甚少主動使用。 本研究除了探究高中學生英語現在完成式的使用外，也檢視國內的英語學習教材呈現現在完成式的方式，發現教材中多使用單句說明(sentence-level examples)，以及過度強調與指示詞的搭配使用，使得學習者普遍依賴指示詞，以及以單句判斷是否使用現在完成式。鑑於研究結果與上述缺失，本研究提出一些教學方向和教學活動以供參考。