For foreign students there are not always easy to render the precise effect of the emphatic auxiliary DO in all the variety of its idiosyncratic use.
4. Actions of Single Occurrence:
a) momentaneous actions of single occurrence:
e.g. «Young Lolyon shot at him a penetrationg glance.»
[Galsworthy, 10; 35]
«He made a start towards at the moment as if he had some other farewell words to say; but she only hurried off the faster, and Mr. Tarley followed as in duty bound».
[Ch. Dickens, 5; 48]
«When his hammer tried to take a bite out of his thumb he swore with such awful care and deliberation for five minutes that Vera went into the other room until his vocabulary gave under the passing of time».
[A. Silitoe, 3; 119], [29; 134-135]
b) single actions of some short duration:
e.g. «He did not give it a thought». (Galsworthy)
«She gave him a little hurried kiss». (K. Mansfield) «…Then her meaning flashed across his clever brain and he gave her a thought.» (S. Maugham)
Examples from W. Collins. The Woman in White:
e.g. «The line outside took a sudden turn to the left, ran on straight for a hundred yards or so, and then took another sharp turn to the right to join the high-road.» [2; 239]
e.g. «I collected myself sufficiently to make a sign in the affirmative.» [2; 241]
e.g. «The discovery - I don't know why - gave me such a shock, that I was perfectly incapable of speaking to her for the moment.» [2; 249]
The stylistic range of such «phrasal» verbs is very wide. Their dynamic character and the possibility of attaching various kind of attributes to the nominal element makes them particularly suitable for use in descriptive pictorial language, as compared to corresponding simple verbs. Highly expressive in meanings these «metaphors» have contributed significantly to the development of emotional and affective means in present-day English.
5. Progressive (Durative) Aspect:
T h e d u r a t i v e (progressive) character of the action does not find its expression only in the progressive (continuous) tense-forms of the English verb.
The idea of duration may be also conveyed by verbs used to indicate their continuing perspectives and treated as aspectual verbs (or aspectualizers - (31, p. 223). These verbs do not denote separate actions, their occurrence with complement verbs cannot be interpreted as two actions in sequence.
Progressive aspect can be conveyed by such verbs:
STAND / STAY / LIE / CONTINUE / GO ON / KEEP (on) + V-ing.
e.g. «I stood looking down it, uncertain which way to take next, and while I looked I saw on one thorny branch some fragments of fringe from a woman's shawl»
(W. Collins, The Woman in White, 2, p. 260)
«Nobody shall see me, but I will keep hearing of your voice, if anything happens.» [2; 253]
e.g. «Sloppy stayed staring at the pattern of the paper on the wall, untill the Secretary and Mrs. Boffin came back together».
[Ch. Dickens, 5; 306]
e.g. «He went to the door, stood looking down at the lock, and said, «Thanks for a great weekend. I had the best time of my life.»
[H. Reginald. Death's Jest-Book, 1; 115]
e.g. «This was cynicism so patent, that all the Forsyte in Soames rejected it; and yet it would keep coming back.
«She stood looking at herself reflected in it, pale, and rather dark under the eyes; little shudders kept passing through her nerves.» (J. Galsworthy) [3; 113]
NOTE: V-ing means: the period of time/ongoing events or activity and process.
In present-day English, especially in spoken English, these verb-phrases are found more frequently: scarcity in morphological devices to indicate aspect in English has necessitated the development of the conventional practices.
The analysis of the distributional meaning of tense-aspect verbal forms in present-day English, brief as it is, will remind us of the constitutional value of syntactic morphology whose subject matter is «grammar in context». Variations in the use of the tense-aspect verbal forms, their potential polysemy and transpositions conditioned by the mode of the speaker's representation of the verbal idea are a source of constant linguistic interest. Different tense-aspect forms are not yet finally and absolutely fixed. Making for greater subtle-ties and finer shades in expressing the speaker's subjective attitude to the utterance functional shifts are really taking place.
3. Methodological recommendations for teaching of tense-aspect verbal forms in English language using their stylistic potential
At the end of our paper we shall give some ideas for teachers to help them think steps, exercises and activities for students' practical studies.
1 step: to research and use the pedagogical literature.
Many rules are considerably more complex than can be done, and linguistics are still researching areas of language. According to Michael Swan, an author not only of textbooks but also of one of the most widely-used pedagogic grammar, suggests anumber of measures of a good rule (1994). These include «simplisity», «truth», «clarity», and «relevance». From this point of view Raymond Murphy in his «Essential Grammar in Use» (elementary, intermediate courses) gives a lot of simple descriptions how to use and study the present perfect tense, for example, Units 13, 14, 15, 18, 19, 20, 21 from entermediate course. «Longman Advanced Grammar» (Reference and Practice) written by L.G. Alexander and his «Longman English Grammar» begin at about the level of the Cambridge First Certificate, build up to the level of the Cambridge Advanced Examination and culminate at the level of the Cambridge Certificate of Proficiency, This Grammar has three aims:
1. To serve as an advances «text decoder», ising the analysis of syntax as the key to understanding difficult text.
2. To provide practice in advanced point of grammar.
3. To serve as an advanced reference grammar, where citations are to be found in context, and not just quoted at sentence-level in isolation from their source.
For example, Unit 19, p. 84. The text «Alaska's dirty dollars» is presented as difference between the present perfect tense and the past simple tense which are used here. And we suggest to all teachers of grammar to represent stylistic potential of tense-aspect verbal forms only in the frames of context.
Every teacher can elicit a lot of ideas for presenting and practicing tenses in English from book written by Rosemary Aitken «Teaching Tenses». In this book there are a lot of answers on teacher questions, namely:
1. How to organize a tense for teaching: the main problems.
2. How to prepare to teach a tense: CASSIAL:
Choose, Analyse, Sequence, Select, Identify context, Auxiliary material, Leaner error = CASSIAL. They are basic steps which it is helpful to follow in planning a tense for teaching purposes. For example: the present perfect is described through the analysis (table, questions to draw the target, notes), meaning and function (for uncompleted action, for action which took place in the past, etc), suggested context, learner error: meaning and function.
Thus, teachers can find and use these books for supplementing of supporting their classroom teaching.
On page 236 we can find a lot of interesting activities presented by Penny Ur in book «Grammar Practice Activities»: we are saying about how to understand and use the present perfect through communicated methodology: use of present perfect to present current news (materials, procedure, variantions, communicative context from a pile of English-language newspapers); «find someone who…» (tables, a set of cards with «ever-never»); «what has / have happened (two pictures showing situation before and after accounting for moods (set of photoes); I have lived here changes) for/since (to describe a past state or process extending into the present, etc.: a lot of communicative ideas.
Another interesting material we can suggest to teachers from «Play Games With English» 1,2,3, plus, systematically and selectively, for example, we can find the structures and language points in the second book «She's packed her suitcase», p. 32,42,76, and in the third book - «I've lost my keys», p. 16,46. These exercises are given in visual pictures and students like to use them in their grammar study.
In «Explaining English grammar» George Yule presents a lot of exercises on difference between perfect and progressive aspects: «A number of exercise types can be found to practice progressive aspect, with verb that have both durative and stative aspect, for example» «What on earth is (s) he doing?», p. 79; «Why are they smiling?"(photograph with two old men), and others.
The teacher must be the researcher in the grammar ocean. Only in this case working with different pedagogical literature according to the specific grammar task and aim sistematically and selectively he or she can produce and present English grammar brightly and clearly and will be loved by students.
1.1. Throughout of centuries English Scholar created the system of the Morphology Grammar where English verbal forms as the basis of Grammar have gradually been presented, studied and researched as a great stylistic potential. Being placed in unusual syntagmatic environment which change their canonized grammatical characteristics and combinability, English Verbs acquire stylistic significant.
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