The functions of past tenses Greek, Latin, Italian, French
探索英语学科的奥秘随笔作文
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探索英语学科的奥秘随笔作文The Mysterious Journey of English: Unlocking theSecrets of the Language.English, a language that has traversed the globe, becoming a universal language of communication, holdswithin it an infinite array of mysteries and wonders. Its origins trace back to the ancient Anglo-Saxons, but its influence and reach have far exceeded the boundaries of its homeland. As I delve into the depths of this fascinating subject, I find myself captivated by the intricate web ofits vocabulary, grammar, and cultural influence.The vocabulary of English is a testament to its rich history and diverse influences. Words borrowed from Latin, Greek, French, and even Native American languages, among others, have enriched its lexicon. Each word carries a unique story, a snippet of history, or a cultural reference. For instance, the word "jazz," which originated in the United States, has come to represent a genre of music thatis not just American but also global. Similarly, words like "tea" and "silk," which entered the English vocabulary from China, tell tales of ancient trade routes and cultural exchanges.The grammar of English, often perceived as complex and challenging, is actually a testament to its adaptabilityand evolution. The language's grammar has been shaped by centuries of usage and borrowing, resulting in a systemthat is both robust and flexible. The use of tenses, modals, and clauses allows English speakers to convey a vast arrayof ideas and emotions. The intricacies of grammar alsoreflect the language's literary heritage, with writers like Shakespeare and Austen mastering its nuances to craft timeless works of literature.Beyond its linguistic complexity, English is a language that has shaped global culture and thought. It has been the medium of scientific discovery, the language of diplomacy, and the voice of revolutionaries. The works of Shakespeare, Emerson, and Orwell have influenced generations of thinkers and writers, while the music, films, and literature of theEnglish-speaking world have captivated audiences worldwide. English has become a bridge between cultures, a common ground for people to connect and communicate.Moreover, English is a language that is constantly evolving. It is a living language that breathes and grows with each new generation. The emergence of new words and phrases, the reinterpretation of old ones, and theborrowing of terms from other languages all contribute toits rich tapestry. The internet has further acceleratedthis evolution, with new words and abbreviations emergingto reflect the changing landscape of technology and society.In conclusion, the exploration of English is a journey that is both exciting and rewarding. It is a language thatis both ancient and modern, rooted in history but always looking towards the future. Its mysteries and wonders lienot just in its vocabulary and grammar but also in itsability to connect people, shape culture, and inspire creativity. As I continue to delve into the depths of this fascinating subject, I find myself not just learning alanguage but also embarking on a journey of discovery and understanding.。
英国文学中古时期到17世纪 (含答案)
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英国文学中古时期到17世纪I. 选择题1. Generally speaking, it is in _____ that the English literary history starts.A. 6th C (BC.)B. 5th C (BC.) C. 6th C. (AD.) D. 5th C. (AD.)2. ______ is a pagan poem which portraits a panoramic picture of the tribal society in British Island.A. The Legend of King ArthurB. BeowulfC. The Tall TalesD. The Canterbury Tales3. In English poetry, a quatrain is _____.A. a four-line stanzaB. a coupletC. a fourteen-line stanzaD. a terza rima4. Anglo-Saxon literature is almost exclusively a verse literature in _____. It was passed down by words of mouth from generation to generation.A. Realistic formB. lyrical formC. oral formD. no form5. The _____ is an important form of British literature in the 15th century.A. epicB. popular balladC. sonnetD. quatrain6. _____ period extended from the invasion of the Celtic England by German tribes in the first half of the 5th century to the conquer of England in 1066 by the Norman French under the leadership of William the Conqueror.A. The Anglo-NormanB. The Middle EnglishC. The Chaucerian EnglishD. The Old English7. The hero in Romance is usually the _____.A. kingB. knightC. ChristD. churchman8. Geoffrey Chaucer, regarded as the first famous English poet in the history of English literature, wrote the following except ______.A. The Canterbury TalesB. The House of FameC. The Parliament of FowlsD. Boethius9. Geoffrey Chaucer planned originally to have each of the pilgrims tell _____ stories on the way to Canterbury and the same number of stories on the way back in his famous The Canterbury Tales.A. 1B. 2C. 3D. 410. Geoffrey Chaucer’s contribution to English poetry lies chiefly in the fact that he introduced from France the rhymed stanzas of various types, especially what was later to be called _____. A. the alliterative verse B. the balladC. the heroic coupletD. the blank verse11. The English Renaissance Period was an age of _____.A. ballads and songsB. poetry and dramaC. essays and journalD. prose and novel12. The well-known soliloquy by Hamlet “To be ,or not to be...And lose the name of action.” shows his_____.A. hatred for his uncleB. love for lifeC. resolution of revengeD. inner contradiction13. The first poet to introduce the sonnet into English literature is_____.A. William ShakespeareB. Thomas WyattC. Francis BaconD. Thomas More14. It was _____who made blank verse the principal vehicle of expression in drama.A. Thomas MoreB. Christopher MarloweC. Francis BaconD. William Shakespeare15 Choose the one author who does not belong to the group of “University Wits” from the following playwrights.A. John LylyB. Robert GreeneC. William ShakespeareD. Christopher Marlowe16 Whom does the poet praise in the Sonnet 18 and Sonnet 29? The person is_____.A. a young beautiful ladyB. a dark ladyC. a handsome young manD. the poet's girl friend17. Paradise Lost is not _____.A. Milton's masterpieceB. a great epic in 12 booksC. written in blank verseD. Metaphysical poetry18. Milton has the following titles, except one. Which one?A. a great revolutionary poet of the 17th centuryB.an outstanding political pamphleteerC. foremost critic of his ageD. a great master of blank verse19. The stories of Paradise Lost were taken from _____.A. Greek mythologyB. the Old TestamentC. the New TestamentD. Chinese ancient tales20. John Bunyan wrote The Pilgrim's Progress in the form of _____.A. religious instructionB. clear, and simple expressionC. allegory and dreamD. conceit and satireII. 判断题1.Beowulf is the national epic of England.2.The earliest poem in English literature is Beowulf, which belongs to lyric poetry.3.Beowulf is a folk legend brought to England by Anglo-Saxons from their continental homes.4.“King Arthur and His Round Table” was popular at medieval period. One of the knownromance is The Robin Hood Ballads.5.The Canterbury Tales is written for the greater part in heroic couplets.6.William Langland, known as the father of English literature, is widely considered thegreatest poet of the Middle Ages.7.Geoffrey Chaucer is regarded as the first realist in English Literature because he gives us theordinary daily life of the 14th century.8.Chaucer made the dialect of London the foundation for modern English language.9.Thomas More wrote his famous prose work Essays.10.Thomas More’s Utopia is the first example of that genre in English literature, which has beenrecognized as an important landmark in the development of English prose11.In Elizabethan Period, Francis Bacon wrote more than fifty excellent essays, which made himone of the best essayists in English literature.12.Shakespeare’s four great tragedies generally refer to Hamlet, Prince of Denmark; Othello, theMoore of V enice; King Lear; and Romeo and Juliet.13.Two features are striking of this Renaissance movement. The one is a thirsting curiosity forclassical literature. Another feature of the Renaissance is the keen interest in life and human activities.14.Spenser’s fame in English literature is chiefly based upon his masterpiece The Faerie Queene,which was dedicated to Queen Mary.15.1649, Charles I was tried and beheaded. The civil war ended and England was declared acommonwealth.16.In 1660, the son of the beheaded king was welcomed back as King Charles II until 1688,which has been known as the period of the Commonwealth.\17.John Bunyan is a great stylist. His poetry has a grand style.18.The most remarkable feature in The Flea is its use of conceit.III.连线题1.the first and greatest English epic Utopia2.Thomas Malory The Pilgrim’s Progress3.William Langland Piers the Plowman4.Geoffrey Chaucer Essays5.Edmund Spenser The Faerie Queene6.Christopher Marlowe The Tragical History of Doctor Faustus7.Thomas More Beowulf8.Francis Bacon The Canterbury Tales9.John Milton Paradise Lost10.John Bunyan The Death of King Arthur11.William Shakespeare A Midsummer Night’s DreamIV. 赏析题1.Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment and disposition of business. For expert men can execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affairs, come best from those that are learned. To spend too much time in studies is sloth; to use them too much for ornament is affectation; to make judgment wholly by their rules is the humour of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need pruning by study; and studies themselves do give forth directions too much at large, except they be bounded in by experience. Crafty men contemn studies, simple men admire them, and wise men use them, forthey teach not their own use; but that is a wisdom without them, and above them, won by observation. Read not to contradict and confute, nor to believe and take for granted, nor to find talk and discourse, but to weigh and consider.Q1:What’s the title of this essay from which it is taken? And who is the author?Q2: Please give a simple analysis of the literature style of this essay.Q3: What are “three abuses of studies”?Q4: What’s the theme of this essay?2.As soon as April pierces to the rootThe drought of March, and bathes each bud and shootThrough every vein of sap with gentle showersFrom whose engendering liquor spring the flowers;When Zephyrus have breathed softly all aboutInspiring every wood and field to sprout,And in the zodiac the youthful sunHis journey halfway through the Ram has run;When little birds are busy with their songWho sleep with open eyes the whole night longLife stirs their hearts and tingles in them so,Then off as pilgrims people long to go,And palmers to set out for distant strandsAnd foreign shrines renowned in many lands.And specially in England people rideTo Canterbury from every countrysideTo visit there the blessed martyred saintWho gave them strength when they were sick and faint.Q1: What’s the title of this literary work from which it is taken? And who is the author?Q2: What’s the metrical scheme of this poem?Q3: What’s the theme of this literary work?V. 论述题1. What are the artistic features of The Canterbury Tales?2. What are the writing Features of Shakespeare?英国文学中古时期到17世纪I. 选择题1-5: DBACB 6-10: DBDBC 11-15: BDBBC 16-20:CDCBCII. 判断题1-5: TFTFT 6-10: FTTFF 11-15:TFTFT 16-18:FFTIII. 连线题12.the first and greatest English epic —— Beowulf13.Thomas Malory——The Death of King Arthur14.William Langland——Piers the Plowman15.Geoffrey Chaucer——The Canterbury Tales16.Edmund Spenser——The Faerie Queene17.Christopher Marlowe——The Tragical History of Doctor Faustus18.Thomas More——Utopia19.Francis Bacon——Essays20.John Milton——Paradise Lost21.John Bunyan——The Pilgrim’s Progress22.William Shakespeare——A Midsummer Night’s DreamIV. 赏析题1.Q1:What’s the title of this essay from which it is taken? And who is the author?A1: Of Studies; Francis BaconQ2: Please give a simple analysis of the literature style of this essay.A2: simple, precise, compact, aphoristic(格言式的), gravity, eleganceQ3: What are “three abuses of studies”?A3: Read to contradict and confute, to believe and take for granted, to find talk and discourse.Q4: What’s the theme of this essay?A4: Different ways of studies may exert different influences over human characters.2.Q1: What’s the title of this literary work from which it is taken? And who is the author?A1: General Prologue to the Canterbury Tales; Geoffrey Chaucer.Q2: What’s the metrical scheme of this poem?A2: The heroic couplet.Q3: What’s the theme of this literary work?A3: Chaucer affirmed man’s right to pursue earthly happiness and opposed asceticism, praised man's energy, intellect, and love of life. Meanwhile, he also exposed and satirized the social evils, especially the religious abuses.V. 论述题1. What are the artistic features of The Canterbury Tales?1) Realistic Presentation of Characters and Contemporary LifeNot only the characters represent the classes they come from, but each also possesses an individual personality. The characters are as important a part of the poem as the tales told by them.The poet tries to give a comprehensive picture of the English society of his time and arranges to present a colorful gallery of pilgrims that covers a great range of social life.2) Chaucer’s HumorHe is well-skilled in mild and subtle irony to create humorous effects. He was a broad-minded humanist and had sympathy for people at large. He treats his characters kindly on the whole, using gentle satire and irony to criticize vanity, ill-manners, deceptive tricks and all sorts of follies and human weaknesses.3) Unity Trough a Framed StoryAlthough the story-tellers are very different and the stories are diverse, a unity is achieved through the device of the framed story that is Chaucer’s invention of a pilgrimage as the occasion of all the story-telling and thus makes it realistic. The pilgrimage frame offers the possibility for comparison and contrast of characters and their interplay.4) Metrical SchemeThe metrical scheme of The Canterbury Tales is Chaucer’s chief contribution to English poetry. He is the poet who introduced to England the rhymed stanzas of many kinds from French poetry, especially the heroic couplet.2. What are the writing Features of Shakespeare?1) Shakespeare is one of the founders of realism in world literature. He faithfully and vividly reflects the major social contradictions of his time.2) The method of adoption from the plots of Greek legends, Roman history and Italian stories, etc.3) Elastic dramas: action develops freely, without the three unities of time, place and action. And there are many themes in one play.4) Poetic forms: the song, the sonnet, the couplet and the dramatic blank verse.5) Shakespeare was a great master of the English language: large vocabulary.。
the greeks assumed that the structure of language
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The Greeks Assumed That the Structure of LanguageIntroductionLanguage is a fundamental aspect of human communication and plays a significant role in shaping our thoughts and ideas. The Greeks, renowned for their contributions to philosophy and literature, also pondered over the nature and structure of language. This article aims to delve intothe Greek assumptions regarding the structure of language, exploringtheir theories and implications.Origins of Greek Linguistic ThoughtThe Greek fascination with language can be traced back to prominent philosophers such as Plato and Aristotle. Plato believed that language was not a mere tool for communication but a reflection of the ultimate reality. According to him, words and their meanings were not arbitrarybut had a deeper connection to the essence of objects or concepts. Aristotle, on the other hand, studied language from a more empirical perspective, focusing on its function and structure.Greek Assumptions about Language StructureThe Greeks made several assumptions about the structure of language,which had a profound impact on subsequent linguistic thought. These assumptions include:1. Words Reflect RealityThe Greeks assumed that words had an inherent connection to the objectsor concepts they represented. They believed that through language, individuals could access and understand the true nature of reality. This assumption laid the foundation for the philosophical concept of “logos,” which refers to the relationship between words and reality.2. Language Is Composed of Basic ElementsThe Greeks recognized that language could be broken down into smaller units with distinctive meanings. They postulated that these basic elements, known as morphemes, combined to form words. This assumption paved the way for the development of morphological analysis in linguistics, which studies the internal structure of words.3. Syntax and Grammar Govern LanguageAncient Greek philosophers acknowledged the importance of syntax and grammar in organizing and conveying meaning. They recognized that language followed specific rules and structures that determined the relationships between words in a sentence. This assumption laid the groundwork for syntactical analysis, which explores the arrangement of words and phrases in a sentence.4. Language Is InnateThe Greeks assumed that the ability to acquire and understand language was innate to humans. They believed that language proficiency stemmed from natural predispositions rather than external influences. This assumption aligns with modern theories of language acquisition, such as Noam Chomsk y’s concept of a Universal Grammar.Implications of Greek Linguistic ThoughtThe Greek assumptions about language structure had far-reaching implications for various disciplines, including linguistics, philosophy, and literature. Some of these implications are:1. Language as a Mirror of RealityThe concept of language reflecting reality influenced subsequent philosophical and metaphysical thought. It prompted thinkers to explore the relationship between language, perception, and knowledge. This exploration ultimately shaped diverse philosophical schools, such as phenomenology and hermeneutics.2. Development of Linguistic AnalysisThe Greek assumptions regarding the composition of language elements and the importance of syntax and grammar laid the groundwork for linguistic analysis. These assumptions influenced the development of structural linguistics, generative grammar, and other linguistic theories that investigate the form and function of language.3. Influence on Literary StylesGreek linguistic thought permeated literary works, influencing writing styles and literary devices. Writers began incorporating rhetorical techniques, such as metaphors and analogies, to convey deeper meanings and evoke emotional responses. These techniques shaped the foundations of poetry, prose, and dramatic literature.4. Evolution of Language EducationThe Greek assumptions about language being innate and governed by rules contributed to the development of language education methodologies. They inspired instructional approaches that emphasize the systematic teaching of grammar, syntax, and vocabulary. These approaches continue to influence language teaching methodologies worldwide.ConclusionThe Greeks’ assumptions about the structure of language have left an indelible mark on human understanding and exploration of linguistic phenomena. Their belief that language reflects reality, the recognition of basic language elements, the importance of syntax and grammar, and the innate nature of language have shaped various disciplines. From philosophy to linguistics, and literature to education, the Greek assumptions continue to shape our understanding and appreciation of language.。
拉丁语五格
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Nominative case(第一格“主格”)The nominative case (abbreviated NOM) is one of the grammatical cases of a noun or other part of speech, which generally marks the subject of a verb or the predicate noun or predicate adjective, as opposed to its object or other verb arguments. Generally, the noun "that is doing something" is in the nominative, and the nominative is the dictionary form of the noun.Subjective case(主格)Some writers on English grammar[who?] employ the term subjective case instead of nominative to draw attention to the differences between the "standard" generic nominative and the way it is used in English.Generally, when the term subjective case is used, the term objective is used for the oblique case, which covers the roles of accusative, dative, and objects of a preposition. The genitive case is then usually called the possessive form and often is not considered as a noun case per se; English is then said to have two cases, the subjective and the objective. This view is an oversimplification[according to whom?], but it is didactically useful.Examples(例)[Subject] The nominative case marks the subject of a verb. When the verb is active, the nominative is the person or thing doing the action (agent); when the verb is passive, the nominative is the person or thing receiving the action.1.The boy saw her.2.She was seen.Predicate noun or adjectiveThe nominative also marks things equal to the subject (that is, a predicate noun or adjective).1.Socrates was a wise man.2.Socrates was wise.Genitive case(第二格“属格”)In grammar, genitive (abbreviated GEN;[1] also called the possessive case or second case) is the grammatical case that marks a noun as modifying another noun. It often marks a noun as being the possessor of another noun;[2] however, it can also indicate various other relationships than possession: certain verbs may take arguments in the genitive case, and it may have adverbial uses (see Adverbial genitive).Placing the modifying noun in the genitive case is one way to indicate that two nouns are related in a genitive construction. Modern English typically does not morphologically mark nouns for a genitive case in order to indicate a genitive construction; instead, it uses either the 's clitic or a preposition (usually of). However, the personal pronouns do have distinct possessive forms. There are various other ways to indicate a genitive construction, as well. For example, many Afroasiatic languages place the head noun (rather than the modifying noun) in the construct state.Depending on the language, specific varieties of genitive-noun–main-noun relationships may include: ∙possession (see possessive case, possessed case):o inalienable possession ("Janet’s height", "Janet’s existence", "Janet’s long fingers")o alienable possession ("Janet’s jacket", "Janet’s drink")o relationship indicated by the noun being modified ("Janet’s husband")∙composition (see Partitive):o substance ("a wheel of cheese")o elements ("a group of men")o source ("a portion of the food")∙participation in an action:o as an agent ("She benefited from her father's love") – this is called the subjective genitive (Compare "Her father loved her", where Her father is the subject.)o as a patient ("the love of music") – this is called the objective genitive (Compare "She loves music", where music is the object.)∙origin ("men of Rome")∙reference ("the capital of the Republic" or "the Republic's capital")∙description ("man of honour", "day of reckoning")∙compounds ("dooms day" ("doom's day"), Scottish Gaelic "ball coise" = "football", where "coise"= gen. of "cas", "foot")∙apposition (Japaneseふじの山 (Fuji no Yama), "Mount Fuji"; Latin urbs Romae ("city of Rome"))Depending on the language, some of the relationships mentioned above have their own distinct cases different from the genitive.Possessive pronouns are distinct pronouns, found in Indo-European languages such as English, that function like pronouns inflected in the genitive. They are considered separate pronouns if contrasting to languages where pronouns are regularly inflected in the genitive. For example, English my is either a separate possessive adjective or an irregular genitive of I, while in Finnish, for example, minun is regularly agglutinated from minu- "I" and -n (genitive).In some languages, nouns in the genitive case also agree in case with the nouns they modify (that is, it is marked for two cases). This phenomenon is called suffixaufnahme.In some languages, nouns in the genitive case may be found in inclusio–that is, between the main noun’s article and the noun itself.Many languages have a genitive case, including Albanian, Arabic, Armenian, Basque, Dutch, Estonian, Finnish, Georgian, German, Greek, Icelandic, Irish, Latin, Latvian, Lithuanian, Romanian, Sanskrit, Scottish Gaelic, Turkish and all Slavic languages except Bulgarian and Macedonian. English does not have a proper genitive case, but a possessive ending, -’s, although some pronouns have irregular possessive forms which may more commonly be described as genitives; see English possessive.【Latin】The genitive is one of the cases of nouns and pronouns in Latin. Latin genitives still have certain modern scientific uses:∙Scientific names of living things sometimes contain genitives, as in the plant name Buddleja davidii, meaning "David's buddleia". Here Davidii is the genitive of Davidius, a Latinized version of the English name. It is not capitalized because it is the second part of a binomial name.∙Names of astronomical constellations are Latin, and the genitives of their names are used in naming objects in those constellations, as in the Bayer designation of stars. For example, the brightest star in theconstellation Virgo is called Alpha Virginis, which is to say "Alpha of Virgo", as virginis is the genitive of virgō.∙Modus operandi, which can be translated to English as "mode of operation", in which operandi is a singular genitive gerund (i.e. "of operation"), not a plural of operandus as is sometimes mistakenly assumed.The dative case (abbreviated DAT, or sometimes D when it is a core argument) is a grammatical case generally used to indicate the noun to which something is given, as in "Maria gave Jakob a drink". Here, Jakob is an indirect dative.In general, the dative marks the indirect object of a verb, although in some instances, the dative is used for the direct object of a verb pertaining directly to an act of giving something. This may be a tangible object (e.g., "a book" or "a tapestry"), or an intangible abstraction (e.g., "an answer" or "help").Sometimes the dative has functions unrelated to giving. In Scottish Gaelic and Irish, the term dative case is misleadingly used in traditional grammars to refer to the prepositional case-marking of nouns following simple prepositions and the definite article. In Georgian, the dative case also marks the subject of the sentence with some verbs and some tenses. This is called the dative construction.The dative was common among early Indo-European languages and has survived to the present in the Balto-Slavic branch and the Germanic branch, among others. It also exists in similar forms in several non-Indo-European languages, such as the Uralic family of languages, and Altaic languages. In some languages, the dative case has assimilated the functions of other now-extinct cases. In Ancient Greek, the dative has the functions of the Proto-Indo-European locative and instrumental as well as those of the original dative.Under the influence of English, which uses the preposition "to" for both indirect objects (give to) and directions of movement (go to), the term "dative" has sometimes been used to describe cases that in other languages would more appropriately be called lative.【Latin】Except the main case (Dativus), there are several other kinds:∙Dativus finalis (dative of purpose), e.g., non scholae sed vitae– "we learn for life, not for school", auxilio vocare - "to call for help", venio auxilio - "I'm coming for help", accipio dono - "I receive this as a gift" or puellaeornamento est - "this serves for the girl's decoration";∙Dativus commŏdi (incommodi), which means action for (or against) somebody, e.g., Graecis agros colere - "to till fields for Greeks"; Combination of Dativus commodi and finalis (double dative): tibi laetitiae "to you for joy"∙Dativus possessivus (possessive dative) which means possession, e.g., angelis alae sunt - literally "to (or for) the angels are wings", this is typically found with a copula and translated as "the angels have wings".∙Dativus ethicus (ethic dative) indicates that the person in the dative is or should be especially concerned about the action, e.g., Quid mihi Celsus agit? "What is Celsus doing?" (expressing the speaker being especiallyinterested in what Celsus is doing for him or her);[4] or Cui prodest? "Whose interest does this serve?" (literally "To whom does this do good?")∙Dativus auctoris, meaning; 'in the eyes of', e.g., 'vir bonus mihi videtur' 'the man seems good to me'.∙The dative is also used to express agency with the gerundive, a future passive participle that, along with the verb to be, expresses obligation or necessity of the action being performed on the noun with which it agrees, e.g., 'haec nobis agenda sunt,' 'these things must be done by us'The accusative case (abbreviated ACC) of a noun is the grammatical case used to mark the direct object of a transitive verb. The same case is used in many languages for the objects of (some or all) prepositions. It is a noun that is having something done to it, usually joined[clarification needed] (such as in Latin) with the nominative case. The syntactic functions of the accusative consist of designating the immediate object of an action, the intended result, the goal of a motion, and the extent of an action.[1]The accusative case existed in Proto-Indo-European and is present in some Indo-European languages (including Latin, Sanskrit, Greek, German, Polish, Romanian, Russian, Ukrainian), in the Uralic languages, in Altaic languages, and in Semitic languages (such as Hebrew and Classical Arabic). Finnic languages, such as Finnish and Estonian, have two cases to mark objects, the accusative and the partitive case. In morphosyntactic alignment terms, both perform the accusative function, but the accusative object is telic, while the partitive is not.Modern English, which almost entirely lacks declension in its nouns, does not have an explicitly marked accusative case even in the pronouns. Such forms as whom, them, and her derive rather from the old Germanic dative forms, of which the -m and -r endings are characteristic. This conflation of the old accusative, dative, instrumental, and (after prepositions) genitive cases is the oblique case. Most modern English grammarians no longer use the Latin accusative/dative model, though they tend to use the terms objective for oblique, subjective for nominative, and possessive for genitive (see Declension in English).Hine, a true accusative masculine third person singular pronoun, is attested in some northern English dialects as late as the 19th century.[2]【Latin】In Latin, nouns, adjectives, or pronouns in the accusative case (accusativus) can be used ∙as direct object.∙to indicate duration of time. E.g., multos annos, "for many years"; ducentos annos, "for 200 years." This is known as the accusative of duration of time.∙to indicate direction towards which. E.g. domum, "homewards"; Romam, "to Rome" with no preposition needed. This is known as the accusative of place to which, and is equivalent to the lative case found in some other languages.∙as the subject of an indirect statement (e.g. Dixit me fuisse saevum, "He said that I had been cruel;" in later Latin works, such as the Vulgate, such a construction is replaced by quod and a regularly structured sentence, having the subject in the nominative: e.g., Dixit quod ego fueram saevus).∙with case-specific prepositions such as "per" (through), "ad" (to/toward), and "trans" (across).∙in exclamations, such as me miseram, "wretched me" (spoken by Circe to Ulysses in Ovid's Remedium Amoris;note that this is feminine: the masculine form would be me miserum).Ablative case(第五格“离格”或“夺格”)In grammar, ablative case (abbreviated ABL) is a grammatical case (a type of noun inflection) in various languages that is used generally to express motion away from something, although the precise meaning may vary by language. The name "ablative" derives from the Latin ablatus, the (irregular) perfect passive participle of auferre "to carry away".[1] There is no ablative case in modern Germanic languages, such as English.【Latin】Main article: Ablative (Latin)The ablative case in Latin ([casus] ablativus) has various uses, including following various prepositions, in an ablative absolute clause, and adverbially. The ablative case was derived from three Proto-Indo-European cases: ablative (from), instrumental (with), and locative (in/at).。
George Lakoff
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George LakoffFrom Wikipedia, the free encyclopediaProfessor George LakoffBorn May 24, 1941 (1941-05-24) (age 68)Residence Berkeley, California, USANationality United StatesFields Cognitive linguisticsCognitive scienceInstitutions University of California, BerkeleyAlma mater Indiana UniversityKnown for Conceptual metaphor theoryEmbodied cognitionGeorge P. Lakoff (pronounced /ˈleɪkɒf/, born May 24, 1941) is an American cognitive linguist and professor of linguistics at the University of California, Berkeley, where he has taught since 1972. Although some of his research involves questions traditionally pursued by linguists, such as the conditions under which a certain linguistic construction is grammatically viable, he is most famous for his ideas about the centrality of metaphor to human thinking, political behavior and society. He is particularly famous for his concept of the "embodied mind", which he has written about in relation to mathematics. In recent years he has applied his work to the realm of politics, exploring this in his books. He was the founder of the now defunct progressive think tank the Rockridge Institute.[1][2]Reappraisal of metaphor:Lakoff began his career as a student and later a teacher of the theory of transformational grammar developed by Massachusetts Institute of Technology professor Noam Chomsky. In the late 1960s, however, he joined with others to promote generative semantics as an alternative to Chomsky's generative syntax. In an interview he stated:During that period, I was attempting to unify Chomsky's transformational grammar with formal logic. I had helped work out a lot of the early details of Chomsky's theory of grammar. Noam claimed then —and still does, so far as I can tell —that syntax is independent of meaning, context, background knowledge, memory, cognitive processing, communicative intent, and every aspect of the body...In working through the details of his early theory, I found quite a few cases where semantics, context, and other such factors entered into rules governing the syntactic occurrences of phrases and morphemes. I came up with the beginnings of an alternative theory in 1963 and, along with wonderful collaborators like Haj Ross and Jim McCawley, developed it through the sixties.[1]Lakoff's claim that Chomsky claims independence between syntax and semantics has beenrejected by Chomsky and he has given examples from within his work where he talks about the relationship between his semantics and syntax. Chomsky goes further and claims that Lakoff has "virtually no comprehension of the work he is discussing" (the work in question being Chomsky's) [3]. His differences with Chomsky contributed to fierce, acrimonious debates among linguists that have come to be known as the "linguistics wars".Lakoff's original thesis on conceptual metaphor was expressed in his book with Mark Johnson entitled Metaphors We Live By in 1980.Metaphor has been seen within the Western scientific tradition as purely a linguistic construction. The essential thrust of Lakoff's work has been the argument that metaphors are primarily a conceptual construction, and indeed are central to the development of thought. He says, "Our ordinary conceptual system, in terms of which we both think and act, is fundamentally metaphorical in nature." Non-metaphorical thought is for Lakoff only possible when we talk about purely physical reality. For Lakoff the greater the level of abstraction the more layers of metaphor are required to express it. People do not notice these metaphors for various reasons. One reason is that some metaphors become 'dead' and we no longer recognize their origin. Another reason is that we just don't "see" what is "going on".For instance, in intellectual debate the underlying metaphor is usually that argument is war (later revised as "argument is struggle"):He won the argument.Your claims are indefensible.He shot down all my arguments.His criticisms were right on target.If you use that strategy, he'll wipe you out.For Lakoff, the development of thought has been the process of developing better metaphors. The application of one domain of knowledge to another domain of knowledge offers new perceptions and understandings.Lakoff's theory has applications throughout all academic disciplines and much of human social interaction. Lakoff has explored some of the implications of the embodied mind thesis in a number of books, most written with coauthors.Embodied mind:Further information: Embodied philosophyWhen Lakoff claims the mind is "embodied", he is arguing that almost all of human cognition, up through the most abstract reasoning, depends on and makes use of such concrete and "low-level" facilities as the sensorimotor system and the emotions. Therefore embodiment is a rejection not only of dualism vis-a-vis mind and matter, but also of claims that human reason can be basically understood without reference to the underlying "implementation details".Lakoff offers three complementary but distinct sorts of arguments in favor of embodiment. First,using evidence from neuroscience and neural network simulations, he argues that certain concepts, such as color and spatial relation concepts (e.g. "red" or "over"; see also qualia), can be almost entirely understood through the examination of how processes of perception or motor control work.Second, based on cognitive linguistics' analysis of figurative language, he argues that the reasoning we use for such abstract topics as warfare, economics, or morality is somehow rooted in the reasoning we use for such mundane topics as spatial relationships. (See conceptual metaphor.)Finally, based on research in cognitive psychology and some investigations in the philosophy of language, he argues that very few of the categories used by humans are actually of the black-and-white type amenable to analysis in terms of necessary and sufficient conditions. On the contrary, most categories are supposed to be much more complicated and messy, just like our bodies."We are neural beings," Lakoff states, "Our brains take their input from the rest of our bodies. What our bodies are like and how they function in the world thus structures the very concepts we can use to think. We cannot think just anything — only what our embodied brains permit."[2]Many scientists share the belief that there are problems with falsifiability and foundation ontologies purporting to describe "what exists", to a sufficient degree of rigor to establish a reasonable method of empirical validation. But Lakoff takes this further to explain why hypotheses built with complex metaphors cannot be directly falsified. Instead, they can only be rejected based on interpretations of empirical observations guided by other complex metaphors. This is what he means when he says, in "The Embodied Mind", that falsifiability itself can never be established by any reasonable method that would not rely ultimately on a shared human bias. The bias he's referring to is the set of conceptual metaphors governing how people interpret observations.Lakoff is, with coauthors Mark Johnson and Rafael E. Núñez, one of the primary proponents of the embodied mind thesis. Others who have written about the embodied mind include philosopher Andy Clark (See his Being There), philosopher and neurobiologists Humberto Maturana and Francisco Varela and his student Evan Thompson (See Varela, Thompson & Rosch's "The Embodied Mind"), roboticists such as Rodney Brooks, Rolf Pfeifer and Tom Ziemke, the physicist David Bohm (see his Thought As A System), Ray Gibbs (see his "Embodiment and Cognitive Science"), John Grinder and Richard Bandler in their neuro-linguistic programming, and Julian Jaynes. All of these writers can be traced back to earlier philosophical writings, most notably in the phenomenological tradition, such as Maurice Merleau-Ponty and Heidegger.Mathematics:According to Lakoff, even mathematics itself is subjective to the human species and its cultures: thus "any question of math's being inherent in physical reality is moot, since there is no way to know whether or not it is." By this, he is saying that there is nothing outside of the thought structures we derive from our embodied minds that we can use to "prove" that mathematics issomehow beyond biology. Lakoff and Rafael E. Núñez (2000) argue at length that mathematical and philosophical ideas are best understood in light of the embodied mind. The philosophy of mathematics ought therefore to look to the current scientific understanding of the human body as a foundation ontology, and abandon self-referential attempts to ground the operational components of mathematics in anything other than "meat".Mathematical reviewers have generally been critical of Lakoff and Núñez, pointing to mathematical errors. (Lakoff claims that these errors have been corrected in subsequent printings.) Their book has yet to elicit much of a reaction from philosophers of mathematics, although the book can be read as making strong claims about how that philosophy should proceed. The small community specializing in the psychology of mathematical learning, to which Núñez belongs, is paying attention.Lakoff has also claimed that we should remain agnostic about whether math is somehow wrapped up with the very nature of the universe. Early in 2001 Lakoff told the AAAS: "Mathematics may or may not be out there in the world, but there's no way that we scientifically could possibly tell." This is because the structures of scientific knowledge are not "out there" but rather in our brains, based on the details of our anatomy. Therefore, we cannot "tell" that mathematics is "out there" without relying on conceptual metaphors rooted in our biology. This claim bothers those who believe that there really is a way we could "tell". The falsifiability of this claim is perhaps the central problem in the cognitive science of mathematics, a field that attempts to establish a foundation ontology based on the human cognitive and scientific process.Political significance and involvement:Lakoff's application of cognitive linguistics to politics, literature, philosophy and mathematics has led him into territory normally considered basic to political science.Lakoff has publicly expressed both ideas about the conceptual structures that he views as central to understanding the political process, and some of his particular political views. He almost always discusses the latter in terms of the former.Moral Politics gives book-length consideration to the conceptual metaphors that Lakoff sees as present in the minds of American "liberals" and "conservatives". The book is a blend of cognitive science and political analysis. Lakoff makes an attempt to keep his personal views confined to the last third of the book, where he explicitly argues for the superiority of the liberal vision.[2]Lakoff argues that the differences in opinions between liberals and conservatives follow from the fact that they subscribe with different strength to two different metaphors about the relationship of the state to its citizens. Both, he claims, see governance through metaphors of the family. Conservatives would subscribe more strongly and more often to a model that he calls the "strict father model" and has a family structured around a strong, dominant "father" (government), and assumes that the "children" (citizens) need to be disciplined to be made into responsible "adults" (morality, self-financing). Once the "children" are "adults", though, the "father" should not interfere with their lives: the government should stay out of the business of those in society whohave proved their responsibility. In contrast, Lakoff argues that liberals place more support in a model of the family, which he calls the "nurturant parent model", based on "nurturant values", where both "mothers" and "fathers" work to keep the essentially good "children" away from "corrupting influences" (pollution, social injustice, poverty, etc.). Lakoff says that most people have a blend of both metaphors applied at different times, and that political speech works primarily by invoking these metaphors and urging the subscription of one over the other.[4]Lakoff further argues that one of the reasons liberals have had difficulty since the 1980s is that they have not been as aware of their own guiding metaphors, and have too often accepted conservative terminology framed in a way to promote the strict father metaphor. Lakoff insists that liberals must cease using terms like partial birth abortion and tax relief because they are manufactured specifically to allow the possibilities of only certain types of opinions. Tax relief for example, implies explicitly that taxes are an affliction, something someone would want "relief" from. To use the terms of another metaphoric worldview, Lakoff insists, is to unconsciously support it. Liberals must support linguistic think tanks in the same way that conservatives do if they are going to succeed in appealing to those in the country who share their metaphors.[5]Lakoff has distributed some much briefer political analyses via the Internet. One article distributed this way is "Metaphor and War: The Metaphor System Used to Justify War in the Gulf", in which Lakoff argues that the particular conceptual metaphors used by the first Bush administration to justify American involvement in the Gulf ended up either obscuring reality, or putting a spin on the facts that was accommodating to the administration's case for military action.In recent years, Lakoff has become involved with a progressive think tank, the Rockridge Institute, an involvement that follows in part from his recommendations in Moral Politics. Among his activities with the Institute, which concentrates in part on helping liberal candidates and politicians with re-framing political metaphors, Lakoff has given numerous public lectures and written accounts of his message from Moral Politics. In 2008, Lakoff joined Fenton Communications, the nation's largest public interest communications firm, as a Senior Consultant.One of his political works, Don't Think of an Elephant! Know Your Values and Frame the Debate, self-labeled as "the Essential Guide for Progressives", was published in September 2004 and features a foreword by former Democratic presidential candidate Howard Dean.Debate with Steven Pinker:In 2006 Steven Pinker wrote an unfavourable review [3] of Lakoff's book Whose Freedom? The Battle Over America's Most Important Idea. Pinker's review was published in The New Republic magazine. Pinker argued that Lakoff's propositions are unsupported and his prescriptions a recipe for electoral failure. He writes that Lakoff is condescending and deplores Lakoff's "shameless caricaturing of beliefs" and his "faith in the power of euphemism". Pinker portrays Lakoff's arguments as "cognitive relativism, in which mathematics, science, and philosophy are beauty contests between rival frames rather than attempts to characterize the nature of reality". Lakoff wrote a rebuttal to the review [4] stating that his position on many matters is the exact reverse of what Pinker attributes to him and explicitly rejecting for example the cognitive relativism andfaith in euphemism as described above.Geoffrey Nunberg, linguist, UC Berkeley professor and author of Talking Right, weighed in on Lakoff vs Pinker in a post on The New Republic's web site.[5]Selected bibliography:2003 (1980) with Mark Johnson. Metaphors We Live By. University of Chicago Press. 2003 edition contains an 'Afterword'.1987. Women, Fire, and Dangerous Things: What Categories Reveal About the Mind University of Chicago Press. ISBN 0-226-46804-6.1989 with Mark Turner. More Than Cool Reason: A Field Guide to Poetic Metaphor. University of Chicago Press.1996. Moral politics : What Conservatives Know that Liberals Don't, University of Chicago Press. ISBN 978-022*******2001 Edition. Moral Politics: How Liberals and Conservatives Think, University of Chicago Press. ISBN 978-022*******1999 (with Mark Johnson). Philosophy In The Flesh: the Embodied Mind and its Challenge to Western Thought. Basic Books.2000 (with Rafael Núñez). Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being. Basic Books. ISBN 0-465-03771-2.2004. Don't Think of an Elephant: Know Your Values and Frame the Debate. Chelsea Green Publishing. ISBN 978-19314987152005, "A Cognitive Scientist Looks at Daubert", American Journal of Public Health. 95, no. 1: S114.2006. Whose Freedom? : The Battle over America's Most Important Idea. Farrar, Straus and Giroux. ISBN 978-0-374-15828-62008. The Political Mind : Why You Can't Understand 21st-Century American Politics with an 18th-Century Brain, ISBN 978-0670019274Videos:How Democrats and Progressives Can Win: Solutions from George Lakoff DVD formatC-Span program online, The Political Mind: Why You Can't Understand 21st-Century American Politics with an 18th Century BrainBooks that discuss Lakoff:Harris, Randy Allen (1995). The Linguistics Wars. Oxford University Press. ISBN 0-19-509834-X. (Focuses on the disputes Lakoff and others have had with Chomsky.)Haser, Verena (2005). Metaphor, Metonymy, and Experientialist Philosophy: Challenging Cognitive Semantics (Topics in English Linguistics), Mouton de Gruyter. ISBN 978-3110182835 (A critical look at the ideas behind embodiment and conceptual metaphor.)Kelleher, William J. (2005). Progressive Logic: Framing A Unified Field Theory of Values For Progressives. La CaCañada Flintridge, CA: The Empathic Science Institute. ISBN 0-9773717-1-9. McGlone, M. S. (2001). "Concepts as Metaphors" in Sam Glucksberg, Understanding Figurative Language: From Metaphors to Idioms. Oxford Psychology Series 36. Oxford University Press,90–107. ISBN 0195111095.O'Reilly, Bill (2006). Culture Warrior. New York: Broadway Books. ISBN 0-7679-2092-9. (Calls Lakoff the guiding philosopher behind the "secular progressive movement".)Renkema, Jan (2004). Introduction to Discourse Studies. Amsterdam: John Benjamins. ISBN 1588115291.Richardt, Susanne (2005). Metaphor in Languages for Special Purposes: The Function of Conceptual Metaphor in Written Expert Language and Expert-Lay Communication in the Domains of Economics, Medicine and Computing. European University Studies: Series XIV, Anglo-Saxon Language and Literature, 413. Frankfurt am Main: Peter Lang. ISBN 0820473812. Soros, George (2006). The Age of Fallibility: Consequences of the War on Terror. ISBN 1586483595. (discusses Lakoff in regard to the application of his theories on the work of Frank Luntz and with respect to his own theory about perception and reality)Winter, Steven L. (2003). A Clearing in the Forest. Chicago: University of Chicago Press. ISBN 0-226-90222-6. (Applies Lakoff's work in cognitive science and metaphor to the field of law and legal reasoning.)Dean, John W. (2006), Conservatives without Conscience, Viking Penguin ISBN 0-670-03774-5.。
Grammatical tense
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Grammatical tenseIn grammar, tense is a category that locates a situation in time, to indicate when the situation takes place. Tense is the grammaticalisation of time reference, and in general is understood to have the three delimitations of "before now", i.e. the past; "now", i.e. the present; and "after now", i.e. the future. The "unmarked" reference for tense is the temporal distance from the time of utterance, the "here-and-now", this being absolute-tense. Relative-tense indicates temporal distance from a point of time established in the discourse that is not the present, i.e. reference to a point in the past or future, such as the future-in-future, or the future of the future (at some time in the future after the reference point, which is in the future) and future-in-past or future of the past (at some time after a point in the past, with the reference point being a point in the past).Not all languages grammaticalise tense, and those that do differ in their grammaticalisation thereof. Not all grammaticalise the three-way system of past–present–future. For example,two-tense languages such as English and Japanese express past and non-past, this latter covering both present and future in one verb form. Four-tense languages make finer distinctions either in the past (e.g. remote vs recent past), or the future (e.g. near vs remote future). The six-tense language Kalaw Lagaw Ya of Australia has the remote past, the recent past, the today past, the present, the today/near future and the remote future. The differences between such finer distinctions are the distance on the timeline between the temporal reference points from the present.Tense comes from Old French tens "time" (now spelled temps through deliberate archaisation),Tense is normally indicated by a verb form, either on the main verb or on an auxiliary verb. The tense markers are normally affixes, but also stem modification such as ablaut or reduplication can express tense reference, and in some languages tense can be shown by clitics. Often combinations of these can interact, such as in Irish, where there is a proclitic past tense marker do (various surface forms) used in conjunction with the affixed or ablaut-modified pastexpress time reference through adverbials, time phrases, and so on.Other uses of the term "Tense" : Tense, aspect, and moodIn many language descriptions, particularly those of traditional European linguistics, theterm tense is erroneously used to refer to categories that do not have time reference as their prototypical use, but rather are grammaticalisations of mood/modality (e.g. uncertainty, possibility, evidentiality) or aspect(e.g. frequency, completion, duration). Tense differsfrom aspect in showing the time reference, while aspect shows how the action/state is "envisaged" or "seen" as happening/occurring. The most common aspectual distinction inlanguages of the world is that between perfective (complete, permanent, simple, etc.)and imperfective (incomplete, temporary, continuous, etc.).The term tense is therefore at times used in language descriptions to represent any combination of tense proper, aspect, and mood, as many languages include more than one such reference in portmanteau TAM (tense–aspect–mood) affixes or verb forms. Conversely, languages that grammaticalise aspect can have tense as a secondary use of an aspect. In many languages, such as the Latin, Celtic and Slavic languages, a verb may be inflected for both tense and aspect together, as in the passé composé/passé simple (historique) and imparfait of French. Verbs can also be marked for both mood and tense together, such as the present subjunctive (So be it) and the past subjuncitve (Were it so), or all three, such as the past perfect subjunctive (Had it been so).Latin and Ancient GreekThe word tempus was used in the grammar of Latin to describe the six "tenses" of Latin. Four are absolute tenses, of which two are combined tense–aspect categories, marking aspect in the past, while two are relative tenses, in showing time reference to another point of time:▪Praesens (= present)▪Praeteritum imperfectum (= imperfective past, i.e. a combined tense–aspect)▪Praeteritum perfectum (= perfective past, i.e. a combined tense–aspect)▪Futurus (= future)▪Plus quam perfectum (= relative past, i.e. a past that refers to the past of a reference in the past)▪Anterior Futurus (= relative future, i.e. a past that refers to the past of a future point) The tenses of Ancient Greek are similar, though having a three-way aspect contrast in the past, the aorist, the perfect and the imperfect. The aorist was the simple past which contrasted with the imperfective (uncompleted action in the past) and the perfect, the past form that had relevance to the present.The study of modern languages has been greatly influenced by the grammar of these languages, seeing that the early grammarians, often monks, had no other reference point to describe their language. Latin terminology is often used to describe modern languages, at times erroneously, as in the application of the term "pluperfect" to the English "past perfect", the application of "perfect" to what in English more often than not is not "perfective", or where the German simple and perfect pasts are called respectively "Imperfektum" and "Perfektum", despite the fact that neither has any real relationship to the aspects implied by the use of the Latin terms.EnglishSee also: English verbs and English clause syntaxEnglish, like the other Germanic languages, Japanese, Persian, and so on, has only two morphological tenses, past and non-past (alt. present–future). These are distinguished by verb form, by either ablaut or suffix (sings ~ sang, walks ~ walked). The non-past may be used to reference the future ("The bus leaves tomorrow").Tense and aspect in EnglishTense Simple Perfect Continuous/Progressivenonpast past -Ø/-s-ed, -t, ablaut, etc.has/have -en, -ed, ablaut, etc.had -en, -ed, ablaut, etc.am/is/are -ingwas/were -ingnonpast past go, goeswenthave/has gonehad goneam/is/are goingwas/were goingOther languagesIn general Indo-European languages have either two-tense systems like English (e.g. the German languages, Persian, etc.) or three-tense systems of past–present–future (e.g. the Latin and Celtic languages), with finer categorisations made by the use of "compound tenses" using auxiliary verbs, as with English be going to, French venir de, and so on. Such compound tenses often have a combined aspectual or modal meaning, as in be going to, which focuses on the modalilty of intended/obvious future based on present evidence.Other tensed languages of the world are similar, or mark tense in a variety of ways, often with TAM affixes where tense, aspect and mood are expressed by portmanteau affixes - as is often the case also in Indo-European languages.Many languages, such as Irish, also mark person and number as part of the TAM suffix, such as the first, second and third person singular marking of Munster Irish. Examples of tense systems in languages of the world are the following:Germanic Languages:German: Past – Non-Past : In many dialects the former perfect form has replaced the preterite as the marker of the past tense, except for "fossilised forms".Dutch: Past – Non-PastDanish: Past – Non-PastCeltic Languages:Irish: Past – Present – FutureThe past contrasts perfective and imperfective aspect, and some verbs retain aperfective-imperfective contrast in the present. In Classical Irish/Gaelic, a three-way aspectual contrast of simple-perfective-imperfective in the past and present existed.Latin Languages:Italian: Past – Present – FutureThe present covers definite non-past, while the Future covers the probable non-past.Indo-Iranian Languages:Persian: imperfective vs perfective past - non-pastSome verbs retain the imperfective-perfective contrast in the non-past.Slavic Languages:Bulgarian: perfective vs imperfective past – perfective vs imperfective present – future Macedonian: perfective vs imperfective past – present – futureUralic Languages:Finnish: past – non-pastHungarian: past – present – futureTurkic Languages:Turkish: pluperfect – perfective vs imperfective past – present – futurePapuan Languages:Meriam Mìr: remote past – recent past – present – near future – remote futureAll tenses contrast imperfective and perfective aspect.Pama-Nyungan Languages:Kalaw Lagaw Ya: remote past – recent past – today past – present – near future – remote future; one dialect also has a "last night" tenseAll tenses contrast imperfective and perfective aspect.Many languages do not grammaticalize all three categories. For instance, English has pastand non-past ("present"); other languages may have future and non-future. In some languages, there is not a single past or future tense, but finer divisions of time, such as proximal vs. distant future, experienced vs. ancestral past, or past and present today vs. before and after today. Some attested tenses:Future tenses.Immediate future: right nowNear future: soonHodiernal future: later todayVespertine future: this evening[citation needed]Post-hodiernal: after todayCrastinal: tomorrowRemote future, distant futurePosterior tense (relative future tense)Nonfuture tense: refers to either the present or the past, but does not clearly specify which. Contrasts with future.Present tenseStill tense: indicates a situation held to be the case, at or immediately before the utteranceNonpast tense: refers to either the present or the future, but does not clearly specify which. Contrasts with past.Past tenses. Some languages have different past tenses to indicate how far into the past we are talking about.Immediate past: very recent past, just nowRecent past: in the last few days/weeks/months (conception varies)Nonrecent past: contrasts with recent pastHodiernal past: earlier todayMatutinal past: this morningPrehodiernal: before todayHesternal: yesterday or early, but not remotePrehesternal: before yesterdayRemote past: more than a few days/weeks/months ago (conception varies)Nonremote past: contrasts with remote pastHistorical Past: shows that the action/state was part of an event in the pastAncestral past, legendary pastGeneral past: the entire past conceived as a wholeAnterior tense (relative past tense)。
英语是令我头疼的一门学科英语作文
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英语是令我头疼的一门学科英语作文全文共3篇示例,供读者参考篇1English is a Subject that Gives Me a Headache (An Essay from a Student's Perspective)English, the language that has become a global lingua franca, is a subject that has been a constant source of frustration and headaches for me throughout my academic journey. As a student, I have grappled with the intricacies of this language, often feeling like I'm trapped in a maze of grammar rules, vocabulary, and pronunciation nuances.One of the biggest challenges I face with English is its grammar. The seemingly endless list of tenses, conjugations, and sentence structures can be overwhelming. Just when I think I have a firm grasp on the present perfect tense, I'm introduced to the past perfect continuous, and my brain short-circuits. It's as if English grammar is a sadistic puzzle designed to confuse and torment students like me.Then there's the vocabulary. English has an insatiable appetite for words, borrowing from numerous languages andconstantly expanding its lexicon. Just when I feel confident with a set of vocabulary, a new batch of words emerges, leaving me scrambling to keep up. It's like playing a never-ending game of word catch-up, and I'm always a few steps behind.Pronunciation is another hurdle that consistently trips me up. English has a knack for defying logical phonetic patterns, with words like "tough," "cough," and "rough" pronounced in completely different ways. It's as if the language is mocking my futile attempts to master its sounds. I often find myself questioning the sanity of the individuals who established these pronunciation rules.But perhaps the most frustrating aspect of English is its abundance of idiomatic expressions and figurative language. Phrases like "raining cats and dogs" or "let the cat out of the bag" leave me utterly perplexed. How am I supposed to decipher these cryptic metaphors when they seem to defy all logic? It's as if English delights in confounding non-native speakers with its linguistic riddles.Despite these challenges, I can't deny the importance of mastering English in today's globalized world. It's the language of international business, academia, and pop culture. However,my struggles with this subject often leave me feeling inadequate and discouraged.I vividly remember the countless times I've stared blankly at an English essay prompt, my mind a whirlwind of half-formed thoughts and jumbled grammar rules. Or the moments when I've been called upon in class to read aloud, only to stumble over words and mispronounce them, my face flushing with embarrassment.Yet, through all these trials and tribulations, I remain determined to conquer English. I remind myself that every stumble is an opportunity to learn, and every headache is a testament to my perseverance. I seek solace in the fact that even native speakers sometimes struggle with the complexities of their own language.As I continue my academic journey, I hold onto the hope that one day, English will no longer be a source of frustration but rather a tool for self-expression and communication. Until then, I'll keep pushing through the headaches, armed with a dictionary, a grammar guide, and an unwavering determination to master this linguistic labyrinth.篇2English: The Subject That Gives Me a HeadacheAs a student, there are few things more dreadful than the words "English class." Just the thought of it makes my head start pounding. You'd think that since it's my native language, English would be one of my strongest subjects. But for some reason, it's always been my academic kryptonite - my greatest weakness and source of frustration.I can still vividly remember struggling through grammar lessons in elementary school, trying in vain to memorize the countless rules about when to use "its" versus "it's", or how to properly structure a complex sentence. My teacher would drone on about subjects, predicates, and modifying phrases, and I'd just stare blankly, feeling like she was speaking ancient Greek rather than English.Even when we moved on to reading classic novels and analyzing poetry, I found little joy in it. Dissecting metaphors and discussing symbolism just felt like a colossal waste of time to me.I wanted to shout "Who cares if the white whale represents man's struggle against nature? It's a dumb book about a grumpy sea captain obsessed with killing an overgrown fish!"Writing assignments were perhaps my biggest source of anguish. The five-paragraph essay structure was my personalninth circle of hell. Having to methodically plan an introduction, three body paragraphs, and a conclusion felt more like a form of cruel and unusual punishment than an exercise in composition. And don't even get me started on MLA or APA formatting rules - I've had nightmares about endnotes and hanging indentations.Despite my passionate disdain for the subject, English was a required class every single year from kindergarten through 12th grade. I took it begrudgingly, always counting down the days until I could take my last final exam and be done with it forever. Alas, those hopes were dashed when I got to college and realized I needed two English courses for my general education requirements. Are you kidding me?!So there I was, stuck in English Composition 101, writing essay after torturous essay, consulting cherished grammar guides like Old Faithful to avoid potentially embarrassing myself. The feelings of resentment and inadequacy came flooding back as I watched classmates debate the finer points of MLA styling with eagerness. Me? I just wanted it to be over.I have to admit, a small part of me envied those students who seemed to have a natural flair for English. The ones who could artillery historical context and analyze text like it was second nature. How I longed for even an ounce of that ability!But alas, it was not meant to be. I am simply linguistically challenged when it comes to my native tongue.Even today, years after suffering through my last English course, I still feel a tinge of anxiety anytime I have to compose an important email or document. I carefully construct each sentence, read and re-read for errors, and send it off with a silent prayer that I didn't egregiously violate some commonly grammar rule. I use tools like Grammarly as a safety net, hoping against hope that the little green squiggles under my words will miraculously disappear.Maybe I'm being overly dramatic about my English language woes. It's quite possible that I'm the only one who has noticed or cared about my occasional slip-ups over the years. But I can't shake the feeling that I'm an utter failure when it comes to what should be the most natural form of communication for me.If I'm being honest with myself, a part of the struggle has been a self-fulfilling cycle of negativity and expecting failure. From those earliest memories of grammar-induced headaches, I started telling myself "I'm just not good at this subject." That mentality became a safe little shelter to which I could attribute my struggles. If I'm "just not good at English," then there's no point in putting in the hard work to get better, right?In recent years, I've come to realize how flawed andself-defeating that mindset truly is. Just because a subject doesn't come naturally to me doesn't give me an excuse to resign myself to perpetual mediocrity. We all have strengths and weaknesses, subjects that click and those that don't. The key is putting in the effort in those areas of weakness, powered by discipline rather than perceived innate ability.So here I am, in my late 20s, stubbornly refusing to let English remain the bane of my academic existence. I'vere-committed myself to reading more, exposing myself to quality writing and allowing some of those skills to sublime themselves into my own work. I purchased the grammar books that once induced cold sweats and have been methodically working through them. And I've tried to embrace writing as a process, an art that requires practice, iteration and perseverance.Is it working?It's hard to say for certain. Old habits and that little voice of self-doubt are hard to quiet sometimes. But I'd like to think I'm making progress, slowly chipping away at those mental blocks I've allowed to hold me back for far too long. Perhaps one day, years of persistent effort will transform English from one of my biggest areas of weakness into a hard-earned strength.Because in the end, that's the harsh reality - few things in life worth achieving can be attained without dedication and struggle. If I want to improve my English skills, there are no shortcuts; no magic pills orLife hacks that can supplement good old-fashioned work. It will be a long, arduous journey of re-learning fundamentals and changing the deeply-ingrained habits of a lifetime.But I'll keep chipping away, re-writing that flawed narrative I've been telling myself for decades. One day, I hope to be able to say that English is no longer the subject that gives me a headache - but one that I've finally mastered through perseverance. Maybe then I'll be able to look back with a sense of pride, grateful for the important life lesson that challenges need not result in resignation. With focus and effort, they can become emblematic of our ability to grow.篇3English: The Bane of My Academic ExistenceIf you ask any student what their least favorite subject is, I can almost guarantee that English will be high on the list for many. As someone who has struggled with this language and its bizarre rules from a young age, I can attest to the fact thatEnglish is the bane of my academic existence – a never-ending source of frustration, confusion, and metaphorical headaches.From the moment we start learning to read and write, English throws curveball after curveball our way. The spelling rules make no sense – for every "tough" there's a "though", for every "weight" there's a "height". How are we supposed to keep track? And don't even get me started on homophones like "their", "there", and "they're" – a single misplaced apostrophe and the entire meaning changes. It's maddening!Then we get to grammar, where the rules are even more confounding. Subject-verb agreement seems simple in theory until you encounter collective nouns, which can be either singular or plural depending on the context. Split infinitives are taboo unless they're not. And let's not forget about the dreadfully confusing cases where "fewer" is correct instead of "less", or vice versa. By the time you've muddled through all the nitpicky grammar guidelines, your head is spinning.But the true headache inducer has to be vocabulary. English proudly flaunts its trove of obscure, ludicrously complicated words that serve no purpose other than to confuse and intimidate. "Antidisestablishmentarianism" – a 28-letter monster that basically means "the opposition to disestablishing theChurch of England". Tell me, in what conceivable situation would the average person need to utter that ungodly word? And that's just one egregious example out of many. The English vocabulary is a labyrinth with no exit in sight.Even simple conversations can turn into linguistic nightmares thanks to English's extensive collection of idioms and figurative phrases. "Pulling someone's leg", "raining cats and dogs", "kicking the bucket" – how is a non-native speaker supposed to decipher these bizarre sayings that make no logical sense when taken literally? Talk about a recipe for confusion and embarrassment.Don't even get me started on trying to learn English as a second language. As a native speaker, I still struggle daily with the convolutions of this crazy tongue. I can only imagine the migraines that those striving to learn it as an additional language must endure. The poor grammar structure, bizarre spelling rules, and trap-laden vocabulary must make English feel like a daunting, insurmountable mountain at times.And this isn't even touching on the different accents, dialects, and colloquialisms that pop up across regions – turning one "English" into a hundred different, barely recognizable variations. How's a student supposed to keep up?At the end of the day, English is my mother tongue, the language I've grown up speaking and writing in. And yet, it remains an endless source of frustration - a beast I can never fully tame no matter how hard I try. Its rules are a paradox, its vocabulary is absurd, and its very existence seems determined to induce metalinguistic headaches galore.From daunting dissertations to simple spelling drills, English is there, lurking ominously and ready to strike at a moment's notice. If this rant has proven anything, it's that even native speakers aren't immune to the maddening quirks and confusing nuances of the English language. We're all in this crazy, headache-inducing journey together, for better or worse.So to all my fellow English students out there, I feel your pain. I, too, lie awake at night pondering the "i before e except after c" rule and its millions of ridiculous exceptions. Like you, I've banged my head against the wall trying to figure out where to properly place a modifier or how to correctly conjugate an irregular verb.We're all in the same boat, constantly trying – and often failing – to master what might be the most maddeningly inconsistent yet unavoidable language on the planet. All we can do is persevere, take some Tylenol for our English-inducedmigraines, and look on the bright side: at least we're not alone in our struggles against this linguistic behemoth.。
外研社剑桥六年级下册英语课堂笔记
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外研社剑桥六年级下册英语课堂笔记全文共3篇示例,供读者参考篇1Here are some classroom notes on the Foreign Research Society Cambridge English Course for Grade 6 (Volume 2), written from a student's perspective with a length of around 2,000 words:Cambridge English Course - Grade 6, Volume 2 Class NotesUnit 1: Incredible AnimalsLearned tons of cool animal facts like how penguins huddle together to stay warm and that bees communicate through dancing!Mrs. Thompson had us work in groups to research weird animal abilities and present to the class. My group did the mantis shrimp which has one of the strongest punches in the animal kingdom.New vocabulary: huddle, colony, incredible, ability, species. Mrs. T made us use the new words in example sentences.Unit 2: Mysteries of the PastThis unit was all about ancient civilizations like the Mayans, Egyptians, and Romans. Such fascinating stuff!Learned about hieroglyphics and tried writing our names using those crazy ancient Egyptian symbols. Harder than it looks!For our project, we had to create a museum exhibit about an ancient artifact or monument. I did mine on Stonehenge. Still not sure how those massive stones got there.New words: civilization, archaeologist, excavate, monument, artifactUnit 3: Going GreenAll about environmental protection and sustainability. Kind of heavy topics but important to learn about.Talked about things like renewable energy sources, recycling, deforestation, and carbon footprints. I didn't realize how much impact humans have on the planet.For our activity, we calculated our family's carbon footprints and came up with ways to reduce them. My family definitely needs to cut down on electricity usage.New vocabulary: sustainability, renewable, deforestation, carbon footprint, greenhouse gasesUnit 4: Exploring MusicThis was a fun one - we got to learn about different genres of music from around the world like reggae, K-pop, and Indian classical music.Watched clips of traditional dances and instruments which was really cool to see. That digeridoo thing from Australia was wild!Our group project was to create a musical performance blending styles from different cultures. We did a K-pop/rock fusion number - it was awesome!New words: genre, lyrics, vocals, rhythm, fusionUnit 5: Entertainment EvolutionThis unit covered how entertainment has changed over time, from ancient Greek plays to modern movies and video games.Talked about special effects in movies and how the technology has advanced. Those Lord of the Rings battle scenes were revolutionary for their time!My favorite part was getting into groups and putting on short skits or plays using props and costumes from the classroom supplies.New vocab: evolve, cinerama, animation, props, costumesUnit 6: Secrets of the MindLearned all about the human brain, how it works, and things like memory, concentration, and problem-solving.Did you know we only use a small percentage of our brain's true potential? So much about it is still a mystery.For our final project, we had to design an experiment to test some aspect of the brain like memory retention or multitasking ability. It was really interesting!New words: cognitive, retain, multitasking, psychology, neuroscienceOverall, this was a jam-packed semester full of cool topics! Sometimes the workload felt a bit heavy, but the units were very engaging. Learned a ton and definitely feel much more prepared for secondary school English after this class. Shoutout to the awesome Mrs. Thompson for making it all so fun!篇2Here are classroom notes for a Cambridge English course at the 6th grade level, written from a student's perspective, around 2000 words:Cambridge English Classroom Notes - Grade 6, Volume 2Class 1: IntroductionsThe teacher Ms. Roberts welcomed us back after the winter break. She seems really nice!We went over the course outline and materials - the Cambridge English textbook, workbooks, reading supplements.For the first unit, we'll be learning about holidays and travel. Looks fun!Class 2: Unit 1 - Holiday PlansPracticed asking/answering questions about holiday plans using "going to" future tense.New vocabulary: destination, sightseeing, souvenir, accommodation, travel guide.Did some role-plays in pairs about planning an imaginary trip.Class 3: Holiday StoriesRead a story about a family's disastrous holiday - their hotel was overbooked!Learned using past tenses to describe experiences and narrate stories.Wrote our own short vacation stories and shared them. Sarah's was hilarious!Class 4: Comparatives and SuperlativesLearned how to form and use comparative (-er) and superlative (-est) adjectives.E.g. Asia is larger than Europe. Russia is the largest country in the world.Practiced with ordering travel destinations from cheapest to most expensive.Class 5: Language SkillsListening comprehension about holiday packages and activities.Worked on skimming/scanning skills by finding key information in travel texts.Learned handy travel phrases like "How do I get to...?" and "Can I have the bill please?"Class 6: Project WorkPut into groups to research and plan an imaginary 2-week holiday.Have to decide destination, itinerary, budget, activities etc.Will present our travel plans to the class next week. Ours is Thailand!Class 7: Holiday PresentationsEach group gave a presentation on their planned holiday. We had to speak clearly and use visuals.Some were super creative like Sarah's group who did a skit!Got feedback from Ms. Roberts on fluency, vocabulary use and grammar accuracy.Class 8: Unit TestHad a written test on the unit's skills and language.Grammar section was ok, reading comprehension was tough though.Feeling relieved it's over! Looking forward to starting the next unit.Class 9: Unit 2 - EntertainmentNew unit is all about different types of entertainment - books, movies, sports etc.Learned adjectives to describe opinions like "fascinating", "dull", "gripping".Talked about our favourite books, movies, sports and why we enjoy them.Class 10: Movie ProjectTask is to promote an upcoming movie we'd recommend, working in pairs.Have to include a pitch, review, poster and trailer.My partner Jack and I chose to promote the new Marvel movie.Class 11: Sentence StructureLearned about using different types of clauses to add details and formulate complex sentences.Main clauses, relative clauses, adverbial clauses etc. Still finding it tricky!Did an exercise identifying and combining different clause types.Class 12: Debate SkillsLearned how to structure arguments, agree/disagree and clarify points.Useful phrases like "I totally disagree because...", "Could you clarify what you meant by...?"We debated whether reading books is better than watching movies. I was on the book side!Class 13: Literature StudyStarted reading the class novel - Treasure Island by Robert Louis Stevenson.Discussed the plot, characters and themes so far. It's a thrilling adventure story!Learned about narrative techniques like foreshadowing and cliff-hangers.Class 14: Book PresentationsWe each had to give a short talk about a book we've read recently.I presented on Harry Potter and the Prisoner of Azkaban. Tried to summarize the story without giving away spoilers!After, we voted for the book we most wanted to read next as a class.Class 15: Portfolio WorkStarted putting together our language portfolios for the semester.Have to include samples of our writing, a self-assessment and evidence of progress.The portfolios will be graded along with our other work.Class 16: Review & ReflectionsToday we reviewed the key language points from both units this semester.Also set some goals for continued English practice over the summer.Overall, I've really enjoyed this class and feel more confident with my English skills now!篇3Here are some classroom notes from a 6th grade student studying English using the Cambridge English course fromForeign Language Teaching and Research Press (外研社剑桥六年级下册英语课堂笔记):Unit 1: My Colourful WorldNew vocabulary: primary colours (red, yellow, blue), secondary colours (green, orange, purple), shades, tints, dyes, pigmentsLearned about how colours are made by mixing pigments or dyesDiscussed our favorite colours and why we like themRead a story about a little girl who loved bright, vibrant coloursMade colour wheels showing primary and secondary colour combinationsUnit 2: Animal SensesNew words: sight, hearing, smell, taste, touch, senses, detect, stimuliLearned about the 5 main senses and how animals use them to surviveRead facts about animals with exceptional senses like eagles, sharks, dogsHad a quiz matching animals to their strongest senseDid an experiment testing our own senses by identifying smells, tastes, etc.Unit 3: Going GreenVocabulary: recycle, reuse, reduce, pollution, environmentally friendly, conservationDiscussed ways to protect the environment like recycling, saving energy/waterRead an article about a "zero waste" family that produces very little trashWatched a video about kids helping the environment through projectsMade posters encouraging green habits to put up around schoolUnit 4: ExplorationNew words: explore, expedition, geography, landforms, uncharted, navigateLearned about famous explorers like Marco Polo, Neil Armstrong, Jacques CousteauRead diary entries from explorers describing their journeys and discoveriesGave presentations on explorers we admire and why their work was importantMapped out a fictional exploration across an imaginary continentUnit 5: InventionsVocabulary: innovation, invention, create, design, patent, prototypeStudied important inventions that changed people's lives like the printing press, light bulbRead bios of famous inventors and the challenges they overcameHeld an "Invention Convention" where we presented original product ideasWrote steps for using or making an invention in groupsI'm really enjoying learning about so many interesting topics in English class this semester! Writing these notes helps me review and remember what we've covered.。
中古英语特点
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中古英语特点中古英语(Middle English)是英语发展历程中的一个重要阶段,起始于公元11世纪末的诺曼征服(Norman Conquest),直至约15世纪末文艺复兴时期(Renaissance)早期。
这一时期英语经历了显著变化,既受到外来语言如法语的深远影响,又在语音、词汇、语法及拼写等方面形成独特的特征。
Middle English is an essential phase in the development of the English language, commencing at the end of the 11th century with the Norman Conquest and extending until the early Renaissance period around the late 15th century. During this time, English underwent substantial transformations, experiencing profound influence from foreign languages such as French while evolving distinctive features in areas like phonology, vocabulary, grammar, and spelling.II. Phonological Changes中古英语的语音系统与现代英语有显著差异。
元音大推移(Great Vowel Shift)尚未发生,故许多长元音发音与古英语相似。
此外,中古英语引入了大量源自法语的软音“g”(/ʒ/)和“c”(/s/),如在“gild”和“cell”中。
语音连缀现象也更为普遍,导致词尾辅音常被省略,如“-mb”在“combe”中变为“-m”。
Middle English phonology significantly differs from that of Modern English. The Great Vowel Shift had yet to occur, rendering many long vowels similar to their Old English counterparts. Moreover, Middle English introduced numerous soft "g" (/ʒ/) and "c" (/s/) sounds borrowed from French, as seen in words like "gild" and "cell". Consonant cluster assimilation was also more prevalent, often leading to the elision of final consonants, as in the "-mb" of "combe" becoming "-m".III. Lexical Development诺曼征服后,法语成为英格兰的官方语言和贵族阶层的通用语,极大地丰富了中古英语的词汇。
学习英语的困难作文英文
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学习英语的困难作文英文Learning English can indeed present numerous challenges, but overcoming these difficulties is not only possible but also immensely rewarding. In this essay, I will explore the various hurdles faced when learning English and suggest effective strategies to overcome them.First and foremost, one of the most significant obstacles encountered when learning English is masteringits complex grammar rules. English grammar can be intricate, with numerous exceptions and irregularities that canconfuse learners. For example, understanding the proper use of verb tenses, articles, prepositions, and sentence structure requires dedicated study and practice.Additionally, pronunciation can pose a considerable challenge for English learners, especially for those whose native languages have different phonetic systems. English has a wide range of vowel and consonant sounds that may not exist in other languages, making it difficult to articulatewords accurately. Furthermore, the presence of silent letters and variations in pronunciation depending on regional accents can further complicate matters.Moreover, building a vast vocabulary in English is another daunting task for learners. With an extensive lexicon comprising words of Latin, Greek, French, and Germanic origins, among others, English offers a rich tapestry of vocabulary. However, memorizing and retaining such a plethora of words can be overwhelming, especially for non-native speakers.Furthermore, developing proficiency in English writing can be challenging due to the need for clarity, coherence, and accuracy. Writing effectively in English requires not only a strong command of grammar and vocabulary but also the ability to organize ideas logically and express them eloquently. Additionally, overcoming the fear of making mistakes and gaining confidence in one's writing skills is crucial for progress.Despite these challenges, there are several strategiesthat English learners can employ to overcome difficulties effectively. Firstly, establishing a consistent study routine and dedicating regular time to language practice is essential for progress. Immersing oneself in the language through activities such as reading English books, watching movies or TV shows, and listening to English music can also help improve language skills.Moreover, seeking opportunities for real-life communication with native English speakers or fellow learners can enhance language proficiency through practical application. Engaging in conversations, participating in language exchange programs, or joining language clubs or online forums can provide valuable opportunities for practice and feedback.Additionally, leveraging technology and online resources can be immensely beneficial for English learners. There is a plethora of language learning apps, websites, and online courses available that offer interactive exercises, tutorials, and multimedia content to facilitate learning. These resources can cater to individual learningstyles and preferences, allowing learners to tailor their study approach accordingly.Furthermore, practicing active learning techniques such as speaking aloud, writing essays, and participating in language games or quizzes can reinforce language skills and boost retention. Setting achievable goals and tracking progress can also help maintain motivation and momentum in the learning process.In conclusion, while learning English may present various challenges, with dedication, perseverance, and effective strategies, these obstacles can be overcome. By embracing a proactive approach to learning, seeking opportunities for practice and feedback, and utilizing available resources, English learners can steadily improve their language proficiency and unlock a world of opportunities for personal and professional growth.。
关于英语逻辑的英语作文
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关于英语逻辑的英语作文The English language, as a global lingua franca, is renowned for its versatility and widespread use. However, what often goes unnoticed is the underlying logic that structures this language, making it both accessible and challenging for learners. This essay aims to delve into the logical foundations of English, exploring its alphabetic system, grammatical structures, and the rationale behind its vocabulary.Firstly, the English language employs a phonetic alphabet, which is a logical system where each letter or combination of letters corresponds to a specific sound. This alphabetic principle allows for a degree of predictability in pronunciation, although there are exceptions due to the language's complex history of borrowing words from various languages.Secondly, English grammar is underpinned by a logical structure that, while sometimes irregular, generally follows a subject-verb-object (SVO) order. This consistency provides a framework for constructing sentences that convey meaning in a logical sequence. Tenses are used to denote time, and articles, prepositions, and auxiliary verbs are employed to add complexity and nuance to the language.Moreover, the vocabulary of English is not arbitrary; it is a reflection of the culture and history that have shaped thelanguage. The inclusion of Latin, Greek, French, and Germanic roots in English words follows a logical pattern that often reveals the etymology and meaning of words. For instance, the word 'biology' is derived from the Greek words 'bios' (life) and 'logia' (study of), which logically conveys the study of life.Furthermore, English syntax, or the arrangement of words and phrases to create well-formed sentences, follows a logical order. The use of conjunctions, prepositions, and subordinate clauses helps to establish relationships between ideas, ensuring that the logical flow of information is maintained.In conclusion, the English language, while it may appear chaotic to the uninitiated, is underpinned by a robustlogical system. This logic is evident in its phonetic alphabet, grammatical structures, and the etymological roots of its vocabulary. Understanding these logical underpinnings can greatly assist learners in mastering the language and appreciating its intricacies.。
关于学习英语过程中克服困难的经历英语作文
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关于学习英语过程中克服困难的经历英语作文Learning English has been a challenging yet rewarding journey for me. As a non-native speaker, I have encountered numerous obstacles along the way, but with determination and perseverance, I have been able to overcome them and improve my proficiency in this global language.One of the biggest hurdles I faced was the pronunciation of English words. The sounds and intonation patterns were vastly different from my native language, and it was initially quite daunting to try and mimic them. I found myself constantly stumbling over certain consonant blends and vowel sounds that simply did not exist in my mother tongue. This made it difficult for me to communicate effectively, as my thick accent often led to misunderstandings and frustration on the part of native speakers.To tackle this issue, I started by focusing on the individual sounds of the English language. I spent countless hours listening to audiorecordings, repeating words and phrases, and practicing tongue twisters. I also made use of online resources and language learning apps that provided interactive exercises and feedback on my pronunciation. Gradually, I began to become more aware of the subtle nuances in the way words were pronounced, and I was able to modify my own speech patterns accordingly.Another major challenge I encountered was the vast vocabulary of the English language. With its roots in various other languages, such as Latin, Greek, and Germanic dialects, English has an incredibly diverse and expansive lexicon. This made it challenging for me to remember and correctly use the appropriate words in different contexts. I often found myself grasping for the right term, or using a word that was close but not quite accurate.To overcome this obstacle, I developed a systematic approach to vocabulary building. I started by focusing on the most commonly used words and phrases, and I used mnemonic devices and word association techniques to help cement them in my memory. I also made a habit of reading extensively in English, exposing myself to a wide range of vocabulary in different genres and contexts. Whenever I encountered a new word, I would make a note of it, look up its definition, and try to incorporate it into my own speech and writing.Additionally, the complex grammar structures of the Englishlanguage posed a significant challenge. The rules governing verb tenses, sentence structure, and the use of articles and prepositions were vastly different from my native language, and it took me a considerable amount of time and practice to internalize them.To address this issue, I enrolled in English language classes and sought the guidance of experienced teachers. They provided me with comprehensive explanations of the grammar rules, as well as ample opportunities to practice them through exercises and writing assignments. I also made use of online resources, such as grammar guides and interactive quizzes, to reinforce my understanding of the language's grammatical nuances.Perhaps the most daunting challenge I faced, however, was the act of actually conversing in English. Even after I had acquired a solid foundation in pronunciation, vocabulary, and grammar, I often found myself hesitant and self-conscious when it came to engaging in real-time conversations. The fear of making mistakes or being misunderstood held me back, and I would sometimes avoid speaking up in social or professional settings.To overcome this obstacle, I made a conscious effort to put myself out there and actively engage in conversations, even if it meant making the occasional mistake. I started by practicing with close friends and family members who were patient and supportive, andgradually expanded my comfort zone to include strangers and acquaintances. I also made an effort to attend social events and networking opportunities where I could immerse myself in an English-speaking environment.As I continued to push myself outside of my comfort zone, I began to notice a significant improvement in my conversational abilities. I became more confident in my ability to express my thoughts and ideas, and I was able to navigate through misunderstandings and miscommunications with greater ease. The more I practiced, the more natural and fluid my English conversations became.Throughout this journey, I have learned that overcoming the challenges of learning English requires a multifaceted approach. It involves a combination of consistent practice, a willingness to make mistakes and learn from them, and a deep commitment to improving one's skills. It also requires a positive mindset and a genuine interest in the language and the cultures it represents.Looking back, I can say with certainty that the struggles I faced in learning English have only made me a stronger and more resilient individual. The process has not only improved my language proficiency but has also provided me with valuable life skills, such as problem-solving, adaptability, and the ability to persevere in the face of adversity.As I continue on my English-learning journey, I am excited to see what new challenges and opportunities lie ahead. I am confident that with the knowledge and strategies I have acquired, I will be able to tackle any obstacle that comes my way and continue to grow and improve as a user of this global language.。
进入古代怎样说话英文作文
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进入古代怎样说话英文作文How to Speak in Ancient Times。
In modern times, we have a wide range of ways to communicate with each other, such as speaking, texting, emailing, and video chatting. However, if we were to travel back in time to ancient times, we would have to adjust our language and communication style to fit in with the culture of that era. In this essay, we will explore how to speak in ancient times.Firstly, it is important to understand that each ancient civilization had its own language and dialects. For example, in ancient Greece, the main language was Greek, while in ancient China, the main language was Mandarin. Therefore, if we were to travel to these ancient civilizations, we would need to learn their language and dialects to communicate effectively with the locals.Secondly, it is important to understand the culturalnorms and customs of the ancient civilization we are visiting. For example, in ancient Greece, it was common to address people by their first name, while in ancient China, it was common to address people by their last name and title. Additionally, in some ancient civilizations, it was considered rude to make direct eye contact or to speak loudly in public.Thirdly, it is important to understand the vocabulary and grammar of the ancient language we are learning. For example, in ancient Greek, there were different verb tenses and cases that were used to convey different meanings. Similarly, in ancient Chinese, there were different characters and tones that were used to convey different meanings.Finally, it is important to practice speaking and writing in the ancient language to improve our fluency and accuracy. This can be done through language classes, language exchange programs, or by immersing ourselves in the culture of the ancient civilization we are visiting.In conclusion, speaking in ancient times requires us to learn the language and dialects of the ancient civilization, understand their cultural norms and customs, master the vocabulary and grammar of the ancient language, andpractice speaking and writing in the ancient language. By doing so, we can communicate effectively with the localsand gain a deeper appreciation for the culture and historyof the ancient civilization.。
英语文摘知识点总结
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英语文摘知识点总结Title: Key Knowledge Points in English Language LearningLanguage is the primary means of communication. English, in particular, is the most widely spoken and influential language in the world. Learning English is essential for global communication, business, and travel, among other reasons. In order to master the English language, it is important to understand and internalize key knowledge points. This summary will discuss some of the most important points in English language learning, including grammar, vocabulary, and literature.GrammarGrammar is the set of structural rules that govern the composition of clauses, phrases, and words in any given natural language. In English, understanding grammar is essential for constructing coherent and meaningful sentences. Some key points in English grammar include:1. Parts of speech: English has eight parts of speech, including nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions, and interjections. Understanding the function of each part of speech is crucial for constructing grammatically correct sentences.2. Sentence structure: English sentences follow a specific structure, typically consisting of a subject, verb, and object. Understanding sentence structure is important for creating clear and concise communication.3. Tenses: English has several tenses, including past, present, and future. Understanding how to correctly use these tenses is crucial for expressing actions or states of being at different points in time.4. Punctuation: Punctuation marks, such as commas, periods, and quotation marks, are essential for conveying meaning and organizing written language. Understanding the rules of punctuation is crucial for clear and effective communication.VocabularyVocabulary refers to the set of words known and used by a person. A strong vocabulary is essential for effective communication and understanding of written and spoken language. Key points in English vocabulary include:1. Word roots and affixes: Many English words are derived from Greek or Latin roots, and understanding these roots can help learners decipher the meaning of unfamiliar words. Additionally, understanding common affixes, such as prefixes and suffixes, can help learners deduce the meaning of new words.2. Context clues: When encountering unfamiliar words, it is important to use context clues, such as surrounding words or phrases, to infer the meaning of the word. This skill is essential for expanding vocabulary and understanding new material.3. Word families: English words are often related to each other through a common root, and understanding word families can help learners expand their vocabulary quickly and efficiently.4. Idioms and phrasal verbs: English is replete with idiomatic expressions and phrasal verbs, which are often challenging for non-native speakers. Understanding the meanings and usage of idioms and phrasal verbs is crucial for fluency in English.LiteratureLiterature is the body of written works in a language, including novels, plays, poetry, and non-fiction. Studying English literature is important for understanding the cultural and historical context of the English language. Key points in English literature include:1. Literary devices: English literature is rich in literary devices, such as metaphor, simile, allegory, and symbolism. Understanding these devices is essential for analyzing and interpreting literary works.2. Literary periods: English literature is often divided into periods, such as the Renaissance, Romanticism, and Modernism. Understanding the characteristics and themes of each period is important for contextualizing literary works.3. Classic works: Reading classic English literature, such as works by Shakespeare, Dickens, and Austen, is important for understanding the evolution of the English language and its cultural significance.In conclusion, mastering the English language requires a deep understanding of grammar, vocabulary, and literature. By internalizing key knowledge points in these areas, learners can improve their communication skills and deepen their understanding of the English language and its cultural context. Ongoing practice and exposure to the language through reading, writing, and speaking are essential for further developing proficiency in English.。
英语语言的知识点总结
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英语语言的知识点总结Introduction:English is a West Germanic language that originated in England and is one of the most widely spoken languages in the world. It is the official language of over 50 countries and is the most commonly spoken language in the United Kingdom, the United States, Canada, Australia, Ireland, and New Zealand. With over 1.5 billion speakers worldwide, English is a major global lingua franca for communication in business, science, technology, and tourism.In this knowledge points summary, we will explore various aspects of the English language, including its history, grammar, vocabulary, pronunciation, and usage.History of the English Language:The history of the English language can be divided into three main periods: Old English, Middle English, and Modern English. Old English, also known as Anglo-Saxon, was spoken in England from the 5th century to the 12th century. It was heavily influenced by Germanic tribes, particularly the Angles, Saxons, and Jutes, who invaded Britain in the 5th century. Middle English emerged in the 12th century after the Norman Conquest, when French became the language of the ruling classes in England. This led to a significant impact on the English language, with many French words being incorporated into the vocabulary. The works of Geoffrey Chaucer, such as "The Canterbury Tales," are written in Middle English.Modern English began to take shape from the 16th century onwards, with the Great Vowel Shift and the printing press leading to a standardization of the language. The works of William Shakespeare and the King James Bible are written in Modern English and have had a profound influence on the language.Grammar of the English Language:English grammar consists of a set of rules and structures that govern the formation of sentences, phrases, and words. Some key points of English grammar include:1. Parts of speech: English has eight parts of speech, including nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections.2. Sentence structure: English sentences typically follow a subject-verb-object (SVO) word order, although this can vary in certain cases. Questions are formed by inverting the subject and verb, while negative sentences are formed by adding "not" after the auxiliary verb.3. Tenses: English has a variety of tenses, including present, past, and future, as well as continuous and perfect forms. Each tense indicates the time of an action or state, such as simple present for habitual actions, simple past for completed actions, and simple future for future actions.4. Punctuation: English punctuation includes the use of periods, commas, semicolons, colons, apostrophes, quotation marks, question marks, exclamation marks, and hyphens to clarify the meaning and structure of sentences.Vocabulary of the English Language:English vocabulary is vast and diverse, with words derived from various sources, including Old English, Latin, Greek, French, Spanish, and other languages. Some key points of English vocabulary include:1. Word formation: English words can be formed through various processes, such as compounding (e.g., "blackboard"), affixation (e.g., "unhappiness"), conversion (e.g., "text" as both a noun and a verb), and borrowing (e.g., "sushi" from Japanese).2. Synonyms and antonyms: English has a rich variety of synonyms (words with similar meanings) and antonyms (words with opposite meanings), which allow for greater nuance and precision in expression.3. Idioms and phrasal verbs: English is replete with idiomatic expressions and phrasal verbs, which often have meanings that cannot be inferred from the individual words. For example, "kick the bucket" means to die, while "put up with" means to tolerate.Pronunciation of the English Language:English pronunciation can be challenging due to its many irregularities and exceptions. Some key points of English pronunciation include:1. Vowel sounds: English has around 20 vowel sounds, including the monophthongs /i:/, /ɪ/, /ʊ/, /u:/, /e/, /ə/, /ɜ:/, /ɔ:/, and /æ/, as well as the diphthongs /eɪ/, /aɪ/, /aʊ/, and /ɔɪ/.2. Consonant sounds: English has around 24 consonant sounds, including voiced and voiceless stops, fricatives, affricates, nasals, liquids, and glides. Some of the most challenging sounds for non-native speakers include the th sounds /θ/ and /ð/, as well as the r sound /r/.3. Stress and intonation: English words are typically stressed on one syllable, and the placement of stress can change the meaning of a word (e.g., "desert" vs. "dessert"). Intonation patterns also play a crucial role in conveying meaning and attitude in spoken English.Usage of the English Language:English usage varies according to different contexts, such as formal vs. informal, written vs. spoken, and regional vs. international. Some key points of English usage include:1. Register: English can be used in different registers, such as formal, informal, colloquial, technical, and academic. The choice of register depends on factors such as audience, purpose, and domain.2. Varieties: English has many varieties, including British English, American English, Canadian English, Australian English, and numerous others. Each variety has its own vocabulary, pronunciation, and grammar, although they are largely mutually intelligible.3. Global communication: English has become the dominant language for international communication, particularly in business, diplomacy, science, and technology. It is often used as a lingua franca between speakers of different native languages.Conclusion:English language knowledge points are essential for effective communication in English-speaking countries and in international contexts. By understanding the history, grammar, vocabulary, pronunciation, and usage of the English language, individuals can improve their proficiency in both spoken and written English. Continual practice and exposure to English in various forms can also enhance language skills and promote intercultural understanding. As a global lingua franca, English is a valuable asset for individuals seeking to engage with the world and access a wide range of opportunities in diverse fields.。
英语语法是个让人头疼的问题语文作文
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英语语法是个让人头疼的问题语文作文全文共6篇示例,供读者参考篇1English Grammar: A Headache for StudentsOh boy, where do I even begin when it comes to English grammar? It's like this massive, confusing maze that I can never seem to find my way out of. No matter how hard I try, those pesky grammar rules always manage to trip me up and leave me feeling like a complete dummy.Let's start with the basics: nouns, verbs, adjectives, and adverbs. I mean, how many times have I mixed those up? I'll be writing a sentence, feeling all confident and stuff, and then BAM!I realize I used a noun where I should have used a verb, or an adjective where an adverb belonged. It's like a cruel joke that English grammar loves to play on me.And don't even get me started on subject-verb agreement. You'd think it would be easy to make sure the subject and verb match up, right? WRONG! I can't tell you how many times I've written something like "The cats runs across the street" or "Theboy walk to school." It's like my brain just can't seem to grasp the whole singular/plural thing.Then there are those pesky prepositions. You know, those little words like "in," "on," "under," and "between." They might seem harmless, but let me tell you, they're the real grammar ninjas. They sneak up on you when you least expect it, and before you know it, you've used the wrong one and your sentence makes no sense whatsoever.But wait, it gets worse! Have you ever tried to wrap your head around the difference between "their," "they're," and "there"? Or how about "your" and "you're"? I swear, those words exist solely to torture poor students like me. No matter how many times I try to memorize the rules, I always end up mixing them up and feeling like a complete idiot.And let's not forget about punctuation. Commas, periods, question marks, exclamation points – they're like a minefield just waiting to blow up in your face. One misplaced comma, and suddenly your sentence means something completely different from what you intended. It's like a cruel game of grammar Russian roulette.But you know what really drives me up the wall? TENSES! Past tense, present tense, future tense, present perfect, pastperfect – it's enough to make your head spin. I can never seem to keep them straight, and I end up writing sentences like "I will had gone to the park yesterday" or "I am going to the movies tomorrow already." It's like my brain just can't comprehend the concept of time when it comes to grammar.And don't even get me started on passive voice and dangling modifiers. Those are like the black holes of English grammar, sucking in all logic and sense, and leaving me feeling completely lost and confused.I swear, sometimes I feel like English grammar is this massive, insurmountable mountain that I'll never be able to conquer. No matter how hard I study, no matter how many rules I try to memorize, there's always some new grammar pitfall waiting to trip me up.But you know what? As frustrating as it is, I'm not going to give up. I'm going to keep fighting the good fight against English grammar, one comma splice and misplaced modifier at a time. Because at the end of the day, being able to communicate clearly and effectively is important, and that means mastering those pesky grammar rules, no matter how much they make my head hurt.So bring it on, English grammar! I might struggle, I might stumble, and I might make a million mistakes along the way, but I'm not backing down. I'll keep studying, I'll keep practicing, and one day, I'll be the master of grammar, not the other way around.Until then, I'll just have to keep reminding myself thatit's "they're" not "their," and hope for the best.篇2English Grammar is a Big Headache!Hi, my name is Johnny and I'm in 5th grade. English class is really tough for me, especially when it comes to grammar. Grammar gives me such a headache! All those rules about verbs, nouns, adjectives and adverbs make my brain hurt. Why can't we just speak and write however we want without worrying about all that stuff?I'll give you an example of how confusing it is. The other day in class, Mrs. Robinson asked us to identify the verb in the sentence "The brown dog ran quickly." Well, of course the verb is "ran" right? Nope! Mrs. Robinson said the verb was actually "ran quickly" because it's an entire verb phrase, not just the single word "ran." Huh? How is "ran quickly" one verb? My friend Carlosraised his hand and said that "quickly" was the adverb describing how the dog ran. But Mrs. Robinson told him he was wrong too! She said "quickly" was actually part of the verb itself. My head was spinning at that point. How can an adverb be part of a verb? It just doesn't make any sense!Then there was the time we had to learn about verb tenses. Lemme tell you, that was a nightmare! There's past tense, present tense, future tense, present progressive, past progressive, and I'm sure there are more tenses that I'm forgetting. Why does it matter so much whether you say "I go" or "I went" or "I will go"? As long as you get the point across, who cares? But nooooo, according to grammar rules, you better use the right tense or it's considered incorrect.Don't even get me started on subject-verb agreement. Having to make the subject and verb agree in a sentence is dumb. Why can't I just say "They was" instead of "They were"? It's so much easier! But grammar says that's a no-no. The nerve!And have you ever tried to learn about gerunds, infinitives and participles? Those are pretty much impossible for a 5th grader's brain. Apparently a gerund is a verb that ends in "ing" and acts like a noun. So "reading" would be a gerund in the sentence "I love reading books." An infinitive is the root form ofthe verb that usually has "to" in front of it, like "to read." And a participle is a verb form that ends in "ing" or "ed" that acts as an adjective, like "the baking bread" or "the baked bread." I mean, what's the point of having all those different types of verb forms? Can't we just settle for having regular old verbs without adding extra categories to remember? It makes my brain melt just thinking about it.Let's not even talk about the difference between "lay" and "lie." When the heck am I ever gonna need to know the proper use of those irregular verbs? If I want to lay down, I'll just say "I'm gonna lay down." End of story. My parents and teachers try to correct me, but I refuse to get hung up on that nonsense.Pronouns and their cases are another grammar concept that make no sense to kids. You're telling me I have to say "Give it to her" instead of "Give it to she"? Or that it's "Who ate the last cookie?" instead of "Who ate the last cookie, him?" How am I supposed to keep track of whether I should use the subjective, objective or possessive case every time? Ain't nobody got time for that!Probably the worst grammar rule of all is the one about not ending a sentence with a preposition. Really? So I can't ask my friends "Where are you going to?" or say "I have no idea whatyou're talking about." I have to rephrase those sentences to be grammatically correct, like "To where are you going?" or "About what are you talking?" That just sounds silly and unnatural! I refuse to stop ending sentences with prepositions, and you can't make me!At the end of the day, I think grammar rules were invented by some old, stuck-up scholars who had nothing better to do than make up a bunch of nitpicky regulations to make our lives miserable. How did cavemen and early humans ever survive without grammar? They just opened their mouths and whatever came out, came out - no fussing over verbs or pronouns or any of that junk. And you know what? They did just fine!I say we burn all the grammar books and just speak however feels natural. If people understand what you're saying, then who cares if it's grammatically correct or not? Isn't communication the main point of language? Getting too caught up in grammar just holds us back and makes learning English like pulling teeth. What a headache!Anyway, that's my hot take on why English grammar stinks. I better go do my grammar homework now before my mom篇3English Grammar is a Total Headache!Hey there! My name is Alex and I'm 10 years old. I love playing video games, having fun with my friends, and watching movies. But there's one thing I really don't like at all - English grammar! Ugh, it's sooooo confusing and gives me such a headache.I'll never understand why we have to learn all these crazy grammar rules. Nouns, verbs, adjectives, adverbs...my brain starts spinning just thinking about them. And don't even get me started on subjects and predicates! It's all Greek to me.Then there are the tenses. Present, past, future, present perfect, past perfect...I can never keep them all straight. I mix them up all the time and my teacher is always correcting me. "No Alex, you can't say 'I gone to the park yesterday.' It's 'I went to the park yesterday.'" Blah blah blah. Who cares?And spelling words correctly according to the grammar rules? No thank you! Whenever I'm writing a story or an essay, I just sound out the words phon篇4English Grammar is Such a Headache!Have you ever felt like your brain is going to explode from trying to understand English grammar? Well, I certainly have. Grammar rules seem to be everywhere, and they don't make any sense half the time! Why does English have to be so complicated and confusing?Let's start with all the different parts of speech we have to learn. Nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections. How is a kid supposed to remember what all those things are and how to use them properly? It's way too much information to cram into our little heads.And then there are the exceptions to every single grammar rule. Like why is "I" capitalized, but not "you" or "them"? Or how about irregular verbs like "go" and "went" instead of following the normal rules? English is full of words that just decide not to follow the patterns. No wonder kids are always misspelling and using bad grammar! The rules don't make any logical sense.Don't even get me started on tenses. Having to learn present tense, past tense, future tense, present progressive, past progressive, and all the other complicated tenses is an absolute nightmare. Why can't we just say what we want to say withouthaving to conjugate everything? It's giving me a headache just thinking about it.Then there are the fiddly little grammar rules that nobody can seem to agree on, like where to put apostrophes for possessives and contractions. Or when to use "lay" versus "lie". Or if you're supposed to say "Jimmy and me went to the park" or "Jimmy and I went to the park". I swear, the grammar authorities just make this stuff up as they go along to torture us students篇5English Grammar is a Big Fat Headache!English grammar is so confusing and frustrating! It's like a giant knot that I can't seem to untangle no matter how hard I try. Every time I think I've got a grip on the rules, some weird exception pops up and makes me want to pull my hair out. Why can't language just be simple and straightforward?Let's start with something basic like verb tenses. How many different ways can you say basically the same thing? I walked, I was walking, I have walked, I had walked, I will walk, I will be walking, I will have walked...my head is spinning just thinking about it! And don't even get me started on irregular verbs - words that just decide not to follow any logical rules whatsoever.I mean, seriously, who decided "go" becomes "went" in the past tense? That makes no sense at all!Then there are those pesky little helping verbs like "is", "are", "was", "were" and all their different contractions. I can never keep them straight! Do I say "he's going" or "he is going"? Is it "you're right" or "your right"? I have no idea which one is possessive and which one is a contraction. It's all just a jumbled mess in my brain.And how about subject-verb agreement? Making the verb match up with the subject sounds so simple in theory. But then you get sentences with compound subjects or indefinite pronoun篇6English Grammar is a Big Headache!Oh boy, English grammar is such a headache for me! I feel like my brain gets all twisted up in knots whenever I have to learn about subjects, verbs, adjectives, and all those other confusing things. It's like they're trying to teach me a secret code or something!Let me start from the beginning. When I first started learning English in kindergarten, it seemed pretty easy. We learned simple words like "cat", "dog", "run", and "jump". Those were fun times. We would just repeat after the teacher, and everything made sense.But then, they started throwing all these crazy grammar rules at us! Suddenly, we had to learn about singular and plural nouns, and how to add "s" or "es" to words. That's when things started getting tricky. Why does "cat" become "cats", but "brush" becomes "brushes"? It's so confusing!And don't even get me started on verb tenses! There are so many different ones – present, past, future, present continuous, past perfect, and who knows what else! It's like they're trying to make our heads spin. Why can't we just say "I go" or "I went"? Why do we need all these fancy verb forms?Then there are the dreaded subject-verb agreements. Oh man, those are the worst! We have to make sure the subject and verb match up, or else it's a big no-no. But sometimes the rules seem to change for no reason. Like, why do we say "she walks" but "they walk"? It's all the same verb, right? It's enough to drive a kid crazy!And let's not forget about adjectives and adverbs. Those things are like a maze that I can never find my way out of. Which one do I use to describe something, and which one do I use to describe an action? It's all so confusing!I remember one time in class, our teacher gave us a grammar exercise, and I just stared at it for what felt like hours. There were all these sentences with blanks, and we had to fill in the correct word. I might as well have been trying to solve a puzzle written in hieroglyphics!I raised my hand and asked the teacher, "Why can't English just be simple? Why do we need all these rules?" And you know what she said? She said, "Because that's just the way language works. Every language has its own set of rules and grammar."Well, that didn't make me feel any better! In fact, it made me even more frustrated. If every language has its own complicated grammar, how are we supposed to learn them all?Sometimes, I just want to give up and speak in grunts and hand gestures. At least then, I wouldn't have to worry about conjugating verbs or dangling participles or whatever other craziness English grammar throws at me.But I know I can't give up. English is an important language, and I need to learn it if I want to succeed in school and in life. So, I'll just have to keep pushing through, one grammar rule at a time.Maybe one day, it will all start to make sense. Or maybe my brain will just short-circuit from trying to remember too many rules. Either way, I'll never stop complaining about how much of a headache English grammar is!So, if you ever see a kid walking around with a dazed look on their face, clutching their head and muttering something about past participles, don't be alarmed. It's just me, trying to wrap my mind around the crazy world of English grammar once again.Wish me luck, because I'm going to need it!。
雄伟壮观英文
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雄伟壮观英文Majestic and Spectacular: An Introduction to The Grandeur of EnglishIntroduction:English is a globally recognized language that holds immense importance in today's interconnected world. With over 1.5 billion speakers worldwide, it has become a lingua franca used in business, education, technology, and even popular culture. This document aims to celebrate the magnificent and awe-inspiring nature of the English language, exploring its history, structure, and impact on various aspects of society.1. A Rich Historical Tapestry:English has a captivating history that spans over 1,500 years. Derived from Germanic roots, it underwent significant transformations due to invasions, cultural influences, and the rise of the British Empire. The language evolved through Old English, Middle English, and Early Modern English before reaching its contemporary form. This rich tapestry of linguistic evolution gives English a unique character.2. The Power of Words:English boasts an extensive vocabulary, encompassing a staggering 170,000 words. This vast lexicon allows for precise expression and creativity. The influence of other languages, such as Latin, Greek, French, and German, has enriched English with a diverse range of words, each serving a particular purpose. From the concise language of science to the vivid imagery of literature, English offers a versatile platform for communication.3. Grammar: The Backbone of Expression:The grammatical structure of English is both flexible and complex. With a plethora of tenses, moods, and verb forms, it allows for nuanced communication and expression of ideas. However, mastering English grammar can be challenging, with its irregularities and exceptions. Nevertheless, this intricate grammatical system contributes to the beauty and depth of the language.4. The Literary Marvels:English literature has produced some of the most celebrated works in human history. From the timeless plays of William Shakespeare to the thought-provoking novels of Jane Austen and the insightful poetry of Robert Frost, English literature has captivated audiences for centuries. It not only entertains but also serves as a mirror reflecting society's values, beliefs, and struggles.5. Global Influence:English's global significance extends beyond literature. As the lingua franca of international communication, it plays a vital role in diplomacy, trade, and cross-cultural understanding. English proficiency offers individuals greater opportunities for economic growth, education, and social mobility. Furthermore, popular music, films, and television series from English-speaking countries have reached audiences worldwide, transcending language barriers.6. Technological Integration:In the digital age, English has become the language of technology. The majority of internet content is in English, and proficiency in the language is crucial for accessing information, global collaboration, and technological advancements. From coding languages to software documentation, English serves as the common language of this rapidly evolving field.7. English as a Bridge between Cultures:English acts as a bridge, connecting people from diverse backgrounds and cultural traditions. It allows for cross-cultural communication and understanding, fostering a sense of global community. Through the study of English,individuals can gain insights into different cultures, traditions, and ways of thinking, promoting mutual respect and acceptance.8. Challenges and Opportunities:While English offers numerous advantages, it also presents challenges. Its complex grammatical structure and pronunciation can be difficult for non-native speakers to grasp fully. Nevertheless, advancements in language learning technologies, immersion programs, and online resources provide opportunities for individuals to overcome these obstacles and achieve fluency in English.Conclusion:English, with its majestic grandeur, continues to be an influential language that shapes global communication, education, and cultural exchange. Its historical journey, vast vocabulary, literary excellence, global significance, and role in technology all contribute to its undeniable importance. As we celebrate the magnificence of the English language, it is essential to recognize its power to connect individuals across borders and foster a more interconnected and understanding world.。
问题英语作文
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问题英语作文Title: Challenges and Opportunities in Learning English。
English is undoubtedly one of the most widely spoken languages globally, serving as a lingua franca in various fields such as business, science, and diplomacy. However, mastering English presents both challenges andopportunities for learners. In this essay, we will explore these aspects in detail.Firstly, one of the primary challenges in learning English is its complex grammar and syntax. English grammar rules can be intricate, with numerous exceptions and irregularities. For instance, the use of articles (a, an, the) and verb tenses (past, present, future) often perplex learners. Additionally, mastering English pronunciation poses difficulties due to its diverse phonetic sounds and accents across different regions.Another challenge is vocabulary acquisition. Englishhas a vast lexicon, comprising words of Anglo-Saxon, Latin, Greek, and French origins, among others. Learners may findit daunting to memorize and apply such a broad range of vocabulary in everyday communication. Moreover, idiomatic expressions and phrasal verbs add another layer of complexity to language acquisition.Furthermore, cultural differences and nuances inEnglish can pose challenges for non-native speakers.English is deeply intertwined with the cultures of English-speaking countries, influencing communication styles, humor, and social norms. Understanding these cultural nuances is essential for effective communication and avoiding misunderstandings.Despite these challenges, learning English presents numerous opportunities. Firstly, proficiency in English enhances one's career prospects in today's globalized job market. Many multinational companies require employees who can communicate effectively in English to collaborate with international partners and clients. Additionally, English proficiency opens doors to higher education opportunitiesabroad, with many universities offering courses taught in English.Moreover, English serves as a gateway to a wealth of knowledge and resources available online. The majority of internet content is in English, including educational materials, research articles, and entertainment media. Accessing these resources allows learners to broaden their horizons and stay updated on global developments in various fields.Furthermore, proficiency in English facilitates cross-cultural communication and fosters connections with people from diverse backgrounds. Whether traveling, studying, or working abroad, English proficiency enables individuals to engage with people from different cultures and build meaningful relationships.In conclusion, while learning English presents its fair share of challenges, it also offers invaluableopportunities for personal, academic, and professional growth. By overcoming linguistic barriers and embracingcultural differences, learners can unlock the full potential of English as a global language.。
英国文学简答题
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英国文学简答题Make a brief comment on the Renaissance (3)What are the features of Shakespeare’s drama?Give some examples (3)Why is the18th century called the Age of Enlightenment? (3) Give a brief comment on the work Pride and Prejudice (4)Make a brief comment on Critical Realism (4)Make a comment on Charles Dickens’novels (4)Give a brief analysis on the character Jane Eyre in Charlotte Bronte’s work (5)Make a comment on Modernism,including the historical background and the characteristics (5)Metaphysical Poetry (6)English Romanticism (6)Give a brief analysis on the character Hamlet (6)The Writing Style of Francis Bacon’s Essays (7)Lake Poets (7)Make a brief comment on the Renaissance.Renaissance marks the transition from the medieval to the modern world.It first started in Italy in the14th century and gradually spread all over Europe.The word “Renaissance”means rebirth or revival.In essence,it is a historical period in which the European humanist thinkers and scholars made attempts to get rid of those old feudalist ideas in medieval Europe and introduce new ideas that expressed the interests of the rising bourgeoisie,and to lift the restriction in all areas placed by the Roman Catholic Church authorities.Two features of renaissance:It is a thirsting curiosity for the classical literature.People learned to admire the Greek and Latin works asmodels of literary form.It is the keen interest in the activities of humanity.What are the fe atures of Shakespeare’s drama?Give some examples.1)He is one of the founders of realism in world literature.2)His dramatic creation often used the method of adoption.3)His long experience with the stage and his intimate knowledge of dramatic artthus acquired make him a master hand for playwriting.4)He was skilled in many poetic forms:the song,the sonnet,the couplet,and thedramatic blank verse.He is at home with blank verse.5)He was a great master of the English language.Shakespeare and the authorizedbible are the two great treasuries of the English language.6)Shakespeare has been universally acknowledged to be the summit of the Englishrenaissance,and one of the greatest writers of the world over.Why is the18th century called the Age of Enlightenment?The18th-century England is known as the Age of Enlightenment or the Age of Reason.1)The Enlightenment Movement was a progressive intellectual movement whichflourished in France&swept through the whole Western Europe at the time.2)The movement was a furtherance of the Renaissance of the15th&16th centuries.3)Its purpose was to enlighten the whole world with the light of modemphilosophical&artistic ideas.4)English enlighteners believed in the power of reason.They considered thatsocial problems could be solved by human intelligence.5)The Enlighteners criticized different aspects of contemporary England,discussedsocial life according to a more reasonable principle.6)The Enlightener celebrated reason or ration,equality,science and human beings’ability to perfect themselves and their society.They called for a reference to order, reason&rules&advocated universal education.7)Famous among the great enlighteners in England were those great writers likeJohn Dryden,Alexander pope&so on.Give a brief comment on the work Pride and Prejudice.Pride and Prejudice,similar to other Jane Austen's novels,is written in gentle or Horacian satire.Misunderstandings and bitterness are the natural consequence of both pride and prejudice.So never easily form prejudice of others before you really know the truth Both money and love are important for a happy marriage,but that doesn’t mean that you have to be mercenary(唯利是图的)and marry the man just for money. Marry the man,who really love you and can give you happiness and that is the most important thing for marriage.Make a brief comment on Critical Realism.The English critical realists of the19th century not only gave a satirical portrayal of the bourgeoisie and all the ruling classes,but also showed profound sympathy for the common people.In their best works,the greed and hypocrisy of the upperclasses are contrasted with the honesty and good-heartedness of the obscure“simple people”of the lower classes.Hence humor and satire abound in the English realistic novels of the19th century.Humorous scenes set off the actions of the positive characters,and the humor is often tinged with a lyricism which serves to stress the fine qualities of such characters.At the same time,bitter satire and grotesque is used to expose the seamy side of the bourgeois society.Critical realism reveals the corrupting influence of the rule of crash upon human nature.Here lies the essentially democratic and humanistic character of critical realism.But the critical realists did not find a way to eradicate the social evils they knew so well.They did not realize the necessity of changing the bourgeois society through conscious human effort.They were unable to find a good solution to the social contradictions.Their works do not point toward revolution but rather evolution or reformism.They often start with a powerful exposure of the ugliness of the bourgeois world in their works,but their novels usually have happy endings or an impotent compromise at the end.Here we see the strength and weakness of critical realism.Make a comment on Charles Dickens’novels.Dickens’novels offer a most complete and realistic picture of the English bourgeois society of his age.They reflect the protest of the people against capitalist exploitation,criticize the vices of capitalist society.Dickens is a petty bourgeois intellectual.He could not overstep the limits of his class.He believed in the moral self-perfection of the wicked propertied classes.He failed to see the necessity of a bitter struggle of the oppressed against their oppressors. There is a definite tendency for a reconciliation of thecontradictions of capitalists society.Almost all his novels have happy endings.His novels tell much of the experience of his childhood.Dickens is a great humorist.His novels are full of humor and laughter.Give a brief analysis on the character Jane Eyre in Charlotte Bro nte’s work.The development of Jane Eyre’s character is central to the novel.From the beginning,Jane possesses a sense of her self-worth and dignity,a commitment to justice and principle,a trust in God,and a passionate disposition.Her integrity is continually tested over the course of the novel,and Jane must learn to balance the frequently conflicting aspects of herself so as to find contentment.An orphan since early childhood,Jane feels exiled and ostracized at the beginning of the novel,and the cruel treatment she receives from her Aunt Reed and her cousins only exacerbates her feeling of alienation.Afraid that she will never find a true sense of home or community,Jane feels the need to belong somewhere,to find “kin,”or at least“kindred spirits.”This desi re tempers her equally intense need for autonomy and freedom.In her search for freedom,Jane also struggles with the question of what type of freedom she wants.While Rochester initially offers Jane a chance to liberate her passions,Jane comes to realize that such freedom could also mean enslavement—by living as Rochester’s mistress,she would be sacrificing her dignity and integrity for the sake of her feelings.St.John Rivers offers Jane another kind of freedom:the freedom to act unreservedly on her principles.He opens to Jane the possibility ofexercising her talents fully by working and living with him in India.Jane eventually realizes,though,that this freedom would also constitute a form of imprisonment, because she would be forced to keep her true feelings and her true passions always in check.Make a comment on Modernism,including the historical background and the characteristicsAround the two world wars,many writers and artists began to suspect and be discontent with the capitalism.They tried to find new ways to express their understanding of the world.It was a movement of experiments in techniques in writing.It flourished in the20s and30s in English literature.They turned their interest to describing what was happening in the minds of their characters.Because of their emphasis on the psychological activities of the characters,their writings are also called psychological novels.The Representatives are W.B.Yeats and T.S.Eliot,D.H. Lawrence,E.M.Foster,James Joyce and Virginia Woolf.The Rise of Modernism1)the rapid social change and the arrival of the“modern age”2)Sigmund Freud and the psychoanalysis:consciousness,subconsciousness;id,ego and superego;Oedipus Complex and Electra Complex3)the search for new ways of expressionFeatures of Modernism1)is marked by a strong and conscious break with the traditional form andtechniques of expression,being richly experimental2)employs a distinctive kind of imagination,one that insists on having its generalframe of reference within itself3)implies a historical discontinuity,a sense of alienation,loss and despair4)rejects traditional values,assumptions as well as rhetoric5)elevates the individual and the inner being over the social being6)prefers the subconscious,unconscious to the self-consciousMetaphysical PoetryThe poetry of John Donne and other seventeenth-century poets who wrote in a similar style.Metaphysical poetry is characterized by verbal wit and excess,ingenious structure,irregular meter,colloquial language,elaborates imagery,and a drawing together of dissimilar ideas.English RomanticismA movement that flourished in literature,philosophy,music,and in Western culture during most of the nineteenth century,beginning as a revolt against classicism.There have been many varieties of Romanticism in many different times and places.Many of the ideas of English Romanticism were first expressed by the poets William Wordsworth and Samuel Taylor Coleridge.The Romantic Movement expressed a more or less negative attitude towards the existing social and political conditions that came with industrialization and the growing importance of the bourgeoisie. Romanticism actually constitutes a change of direction from attention to the outer world of social civilization to the inner world of the human spirit.In essence it designates a literary and philosophical theory which tends to see the individual as the very center of all life and all experience.Give a brief analysis on the character HamletA thousand reader will have a thousand hamlet.Hamlet is neither a frail and weak-minded youth nor a thought-sick bookworm.1)Hamlet is a humanist,a man who is free from medieval prejudices andsuperstitions.2)He loves the good and hates the evil.He adores his father,loves Ophelia andgreets his school-fellows with hearty welcome,while he is disgusted with his uncle’s drunkenness and shocked by his mother’s shallowness.A king and a beggar are all one to him.His democratic tendency is based on his humanist thought.3)His intellectual genius is outstanding.He is a close observer of men and manners.4)Hamlet is not a mere scholar,and his nature is by no means simply meditative.On the contrary,Hamlet is a man of genius,highly accomplished and educated,a man of far-reaching perception and sparking wit.He is a scholar,soldier and statesman.His image reflects the versatility of the men of the Renaissance.Hamlet is made a hero of the Renaissance period and the representative of humanism.Through him William Shakespeare expressed his own humanist ideas.The Writing Style of Francis Bacon’s Ess aysBacon’s essays have a literary style peculiar to their own.They are noted for their clearness,brevity and force of expression.Bacon’s chief concern is to express his thought with clearness and in as few words as possible.His sentences are short, pointed,incisive,and often of balanced structure.Many of them have become wise old sayings.Generally speaking,Bacon’sliterary style has three prominent qualities: directness,terseness,and forcefulness.Lake PoetsWordsworth,Coleridge and Southey have often been mentioned as the"Lake Poets" because they lived in the lake district in the northwestern part of England.The three traversed the same path in politics and in poetry,beginning as radicals and closing as conservatives.。
英语里最重要的知识点总结
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英语里最重要的知识点总结IntroductionEnglish is one of the most widely spoken languages in the world and is considered as a global language. It is spoken as the first language by the people of the United States, United Kingdom, Canada, Australia, and New Zealand, and it is spoken as a second language by millions of people around the world. Learning English is important for personal, academic, and professional development. In this essay, we will discuss the most important points in English language learning, covering topics such as grammar, vocabulary, pronunciation, and language skills.GrammarGrammar is the backbone of any language, and learning English grammar is essential for speaking and writing effectively. English grammar includes various aspects such as tenses, parts of speech, sentence structure, and punctuation.Tenses: Verbs are a crucial part of English grammar, and understanding the different tenses is essential for proper communication. There are twelve basic tenses in English, including present simple, present continuous, present perfect, present perfect continuous, past simple, past continuous, past perfect, past perfect continuous, future simple, future continuous, future perfect, and future perfect continuous. Mastering these tenses allows learners to express actions that happened in the past, are happening at the moment, or will happen in the future.Parts of speech: English has eight parts of speech: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. Understanding these parts of speech is essential for forming grammatically correct sentences and understanding the roles of words in a sentence.Sentence structure: English sentences generally follow a subject-verb-object (SVO) structure, but there are various sentence types such as simple, compound, complex, and compound-complex sentences. Understanding sentence structure is important for constructing coherent and meaningful sentences.Punctuation: Punctuation marks such as periods, commas, question marks, and exclamation marks are essential for indicating the structure and organization of a sentence. Proper use of punctuation enhances clarity and readability of written English.VocabularyVocabulary is the set of words that a person knows and uses in a particular language. Building a strong English vocabulary is crucial for understanding, speaking, reading, and writing. English vocabulary includes words from various sources such as Anglo-Saxon, Latin, Greek, French, and other languages.Word families: English words can be grouped into families based on their common root or base word. Understanding word families helps learners to expand their vocabulary by learning related words and their meanings.Synonyms and antonyms: A synonym is a word that has the same or nearly the same meaning as another word, while an antonym is a word that has the opposite meaning. Knowing synonyms and antonyms helps learners to express themselves more precisely and to understand the nuances of English vocabulary.Idioms and expressions: Idioms are phrases or expressions that have a figurative meaning different from the literal meaning of the words. Learning idioms and expressions enhances fluency and naturalness in English communication.Collocations: Collocations are words that are commonly used together. For example, "heavy rain," "strong coffee," and "make a decision" are examples of collocations. Understanding collocations improves the naturalness and accuracy of English usage.PronunciationPronunciation refers to the way in which a language is spoken, including the articulation of sounds, stress, intonation, and rhythm. Clear and accurate pronunciation is essential for effective oral communication in English.Phonemes and sounds: English has 44 distinct sounds, known as phonemes, which are represented by the 26 letters of the alphabet and various combinations of letters. Understanding these sounds and their representations is crucial for accurate pronunciation.Stress and intonation: Stress refers to the emphasis placed on certain syllables or words within a sentence, while intonation refers to the rise and fall of the pitch of the voice. Mastering stress and intonation is important for conveying meaning and emotional nuances in spoken English.Connected speech: English speakers often link words together in connected speech, which affects the pronunciation of individual sounds. Understanding connected speech helps learners to comprehend and produce natural-sounding English.Language SkillsLanguage skills refer to the different ways in which people use language to communicate, including listening, speaking, reading, and writing. Developing these skills is essential for effective communication in English.Listening: Listening skills are important for understanding spoken English, including different accents, dialects, and speech rates. Improving listening skills involves practice, exposure to authentic English materials, and strategies for understanding spoken language.Speaking: Speaking skills involve producing English sounds, words, and sentences fluently and accurately. Effective speaking requires vocabulary, grammar, pronunciation, and an ability to communicate ideas and opinions clearly.Reading: Reading skills involve understanding written English, including vocabulary, grammar, and the overall meaning of a text. Developing reading skills involves extensive reading practice, exposure to a variety of texts and genres, and strategies for comprehension.Writing: Writing skills involve producing written English, including creating coherent and cohesive texts, using appropriate vocabulary and grammar, and presenting ideas logically and clearly. Developing writing skills involves practice, feedback, and revision.ConclusionIn conclusion, mastering English language learning requires an understanding of grammar, vocabulary, pronunciation, and language skills. These fundamental points are essential for effective communication in English, whether in personal, academic, or professional contexts. By focusing on these important points and practicing regularly, learners can improve their English language abilities and become confident and proficient English speakers and writers.。
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Language Sciences, Volume 6, Number 2 (1984)
only in uncritical deference to tradition. Second, I chose to pursue my inquiry diachronically because of my conviction that for the understanding of synchronic facts - not only of language but o f most things for which we seek an explanation in addition to a description - it is of the essence to find out how, and if possible why, these facts came to be as they are. This sounds like, and in fact is meant to be, an encomium of history that stresses the benefit, indeed the necessity, of looking historically at a world a~ad a universe where nothing ever stands still. My principal theses will be the following. (1) The functional and semantic description of past tenses in Greek by Greek grammarians had to become inapplicable if simply transferred, first to Latin and thence to modern languages, for the simple reason that rules cannot be assumed to be identical for differently structured languages. (2) It is true that the tenses refer not only to the time at which but often also to the manner in which an action takes its course (the latter is generally called the aspectual facet of tense forms); I shall argue, however, that tenses are also employed so as to evoke in the hearer a picture o f the action as the speaker intends him to perceive it, whether or not it corresponds to temporal or aspectual reality, implying the possibility of expressing, at the choice of the speaker, the same real action or event by one of several available tenses. If the purpose of tense in the first mode is to PRESENT reality, that in the second is to RE-PRESENT reality as filtered through the speaker. This twofold attitude of speech toward reality will be stressed throughout my argument. (I disregard - as I may in the present context - the epistemological problem of "reality" and follow Vaihinger's theory that we cannot but act - and speak - as i f w e knew and dealt with reality.) I shall not pursue that will-o'-the-wisp "universality", certainly not on the basis o f the few Indo-European idioms I know and can talk about with some competence. And I shall forego rummaging for supportive evidence, which a modicum of industry cannot fail to discover, in other people's descriptions o f languages o f which I know nothing, and o f which, in more cases than is good for all of us, the describers themselves did not know anywhere near enough. I may, however, venture some generalities concerning the languages I discuss, and perhaps concerning the larger linguistic family o f Italic - Latin - Romance, possibly IndoEuropean, to which they belong. The questions I shall raise are syntactic and semantic rather than morphological: What do past tenses do in a sentence, or in a text, what is their function, how does the speaker intend them to be understood and how does the hearer understand them - in short, what is their meaning? 1 Inevitably the notion of aspect will intrude. An eminent researcher on aspect came to the somewhat disheartening conclusion: " . . . after seventeen years I have found myself peculiarly uninterested in whether or not I have exhausted the subject [of time, tense, and aspect]. The subject has exhausted me" (Bull 1968: v-vi). Indeed the bibliography on aspect is
First, I f o u n d it necessary t o go back t o t h e a n c i e n t grammarians, especially t h e Greeks, in o r d e r t o a c c o u n t for t h e s t a t e m e n t s o n t h e past tenses one f'mds in m o d e r n analytic and didactic writings: for it is u p o n t h e n o m e n c l a t u r e and t h e rules w h i c h t h e Greeks devised for their language t h a t L a t i n g r a m m a r i a n s and their successors over t h e c e n t u r i e s based their t h e o r i e s a n d p r e c e p t s , s o m e deliberately and s o m e
The Functions of Past Tenses: Greek, Latin, Italian, French
Ernst Pulgram
The University of ans describing their language (or laying down rules for the proper use of it) owe much to their Greek predecessors, notably Dionysius Thrax (c. 170-90 B.C.), whose rules they sought to replicate and whose terminology they translated. But since Latin is different in structure from Greek, and since in particular it does not have the same number of past tenses as Greek, the syntax of its tenses is not congruent with that of Greek either. And if the names of Greek tenses indicated in some measure, however awkwardly, their function, translation of these names into Latin could not but be misleading. Since also modem grammarians often base themselves on this Graeco-Roman grammatical tradition, the rules for the use of tenses and the names they devised in imitation of that tradition are less than satisfactory and at times confusing, whether they pertain to the temporal or the so-called aspectual function of the past tenses. It is argued that language in general, and tenses in particular, do not always or necessarily present faithfully the physical reality but rather re-present it, Filtered, as it were, through the speaker. In this manner, the use of one or the other past tense evokes that perception of the action expressed by the verb which the speaker wants the hearer to receive. It follows that the same reality can be stated by, say, either the "imperfect" or the "past" (simple or compound) in Italian or French, depending on whether the speaker wishes to have the hearer contemplate what goes on as a picture (though movement may be involved), or whether he wants to report to the speaker the occurrence of an event, or of a series of events. In the first case, the verb answers the question - posed or implied - "What was the state? What were the circumstances?"; in the second, the question is "What happened? What happened next?". The seemingly o d d j u x t a p o s i t i o n o f languages in m y title has t w o reasons.