中学英语时态教学是中学英语语法教学的重要一环然而 5页

AbstractTense,asagrammaticalcategory,haslongbeenstudied,andtraditionallyithasbeendefinedasaverbialformforexpressingtimedistinctions.However,thisdefinitionisalwayschallengedbylanguagefactsfortherearequitealotofsituationswheretenseisnotusedfortimedistinction.So,theEnglishtenseteachinginhighschoolisstillworryingboththeteachersandthestudents.Becauseintheteachers’teachingpractice,whentheyalwaysfindtensesarenotconsistentwithtime,It’sdifficultforthemtoteachthestudents.Buttheydonotknowwhatcausesit.Hence,theyeitherdeclarethoseusesas“abnormaluses”orputthemunderthecategoryofmood,whichmakestenseoftheEnglishverbbothdifficulttointerpretandtolearn.Asaresult,thestudentstheyteachareatalossabouthowtoexpressthemselveswithtenseandtheyoftenmakealotofmistakesconcerningtense.Inthisthesis,tenseistentativelydefinedas“agrammaticalcategorywhichexpressestimerelationsbetweentheactionstatedenotedbytheverbanditsreferencetime”,so,the“two-tense-andfour-aspect”theory,isfavored.Besides,theimportanceoftenseandtenseteaching,thepresentsituationandproblemswithtenseteachinginhighschoolsaswellasthecausesfortheseproblemsarecovered.Differentdefinitionsoftenseandtensesystemsarealsoreviewed,Emphasisislaidonthenewtheoreticalbasis,thepossibility,andpracticalwaysofteachingtensefromacognitivewayandtheviewpointthisthesisholdsistestedthrougharelevantinvestigationintoateachingexperimentwiththismethod.OurpurposeisaimedatmakingcleartheessenceoftensefromaV cognitiveperspectiveandhelppopularizetheapproachtotenseteachinginhighschool.wehopedthatwhenthisapproachisusedinteachingtenseinhighschools,abetterresultwillbegained,enablingthestudentstousetensecorrectlyaccordingtothecognitivelawwhenusingEnglish.Webelievethattenseistheresultofcognition.Itisthegrammaticalformwithwhichpeopleexpressthetimerelationbetweenactionstates,whicharedenotedbytheverb,andthereferencetime,thatistheessentialgrammaticalmeaningoftenses.thereferencetimeisopen;itcanmovealongthetimeaxisaccordingtothespeakers’needs.Timerelationsincludepriority,simultaneityandposteriority.Whenweteachtense,weshouldenablethestudentstounderstandthetimerelationsbetweenactionstatesandthereferencetimesothattheycanchoosetenseformscorrectlyaccordingtowhattheywanttoexpressortheneedsofcontext.Besides,weshouldletthethestudentsknowthesetimerelationsfallintoobjectivetimerelationsandsubjectivetimerelations.Forexample,Thepresenttenseexpressestimerelationsofconnectiveness.Whenusedwithobjectiveactionstates,itexpressesobjectivetimerelations,whichreflectthegenuinetimerelationsofconnectionbetweentheactionstatesandtheirreferencetime.Whenusedwithsubjectiveactionstates,itexpressesasubjectivetimewhichreflecttheimaginerytimerelationsofconnectionbetweentheactionstatesandtheirreferencetime.Thepasttenseexpressesthetimerelationsofdistance.Whenusedwithobjectiveactionstates,itexpessesobjectivetimedistance,whichreflectsthegenuinetimerelationsofdistancebetweentheactionstatesandtheirreferencetime.Whenusedwithsubjectiveactionstates,itexpressessubjectivetimedistance,whichreflectstheimaginerytimerelationsofdistancebetweenV theactionstatesandtheirreferencetime.Hence,thestudentscanbemadetounderstandmanyproblemswithtensewithintheframeworkoftimerelation,suchastheproblemwiththeinconsistencebetweentenseandtime,theproblemswithtensesequenceandtensesystem.Thethesispresentsthesuggestionsandwaysofteachingtenseaccordingtothecognitivelaws.wehopethatthroughthiskindofteaching,thestudentscanlearnandtrytomastertheforms,meaningsandusesoftenseaccordingtocognitivelaws.Besides,theinconsistenceoftenseandtimeiswellexplained,whichwilllayasolidfoundationforhighschoolstudentsintheirstudyofEnglish.Keywords:Cognition；Tense；TeachingTenseinHighSchool；ReferenceTimeV 摘要中学英语时态教学是中学英语语法教学的重要一环。然而,许多时候教师们常常会发现用来表示时间区别的动词形式的时态在许多情况下并不表示时间区别。于是,当时态与时间不一致时,教师们就把那些不表示时间区别的用法称为特殊用法。或把他们归于语气范畴之下,这种作法给英语时态的教和学带来许多困惑。随着认知语言学的兴起,国内外不少学者在时态研究方面作了不少有益的尝试。本文在前辈研究的基础上对过去时和现在时的种种用法作出了一个系统的解释。将时态定义为：认为时态是动词的语法范畴，是动作状态与其参照时点时间关系的动词形式。在这一新的定义中，动作状态指所用动词所表示的动作在特定时间里所处的状态，它包括客观性和主观性两种。客观性动作状态指实际发生或说话人认为可以发生的动作状态。主观性动作状态指说话人想象的动作状态。定义中的参照时点指与动作状态发生时间构成参照关系的时间点，它是说话人赖以确定动作状态发生时间的先后，从而确定选用何种时态进行表达的参照点。动作状态与其参照时点之间有三种时间关系，即先时关系，同时关系，和后时关系。在当代英语中,这些时间关系有客观和主观两种。现在时态的客观时间关系指它与客观性动作状态连用;它与主观性动作状态连用表示主观时间关系时间关系,这两种都表示现联性时间关系。过去时态的客观时间关系指它与客观性动作状态连用,即动作状态与其参照时点之间真实时间距离的时间关系;与主观性动作状态连用表示主观时间关系,即动作状态与参照时点之间具有想象距离的时间关系时态基于上述研究,我们就可以搞清时态与时间不能一一对应的真正原因。V 通过使学生从认知角度对时态的科学理解再到根据语境确定恰当的时态形式,能使学生们在语言实践中灵活正确地运用时态时态。本文致力于从认知角度深挖时态的意义。利用认知规律进行中学英语时态教学,从而让学生明确把握时态的形式、意义和用法之间的内在关系,从而能够让学生轻松、自如地在英语交际中正确地运用时态,并为他们的终身学习打下坚实的基础。关键词：认知；中学英语教学；时态；参照时点V