Prétérit vs present perfect Rules
Present perfect en BE+-ING vs present perfect simple • Règle générale Present Perfect Simple On emploie la forme simple du Present Perfect: • lorsqu'il s'agit d'un résultat ou d'une action terminée (Ex Look I've bought a new car / I've read Pickwick Papers) Dans le premier cas, il y a un résultat que l'on peut constater, à savoir la
Past Progressive El pasado progresivo
To illustrate this, think of the equivalent to the past progressive in English: to be (past tense) + the –ing form of a verb Examples: I was eating We were studying verb to be + -ing form verb to be + -ing form
Exploring the Use of Tense and Aspect Morphology in Spanish
verbal morphology (preterit vs imperfect) rather than the grammatical aspect, which is related to the viewpoint of the speaker (e g , whether s/he wants to highlight the beginning, middle or end of an action or event) These studies analyzed written and oral data from personal and story retell learner narratives in classroom contexts While many
A Comparative Study of English TENSE and French TENSE
B The Preterit The preterit is mainly used to locate the situation, or the part of it in past time, usually accompanied by the indicator of time Actually, “It is not necesary, however, for the past tense to be accompanied by an overt indicator of time” (Quirk, 1985, p 184) The People’s Republic of China was founded in 1949
DOCUMENT RESUME FL 016 646 Syntactic and Morphological Errors
example, the preterit of ocrocer is equivalent tb 'meet', that is, 'begin an acquaintance', while the imperfect of conocer is 'know"be acquainted with' Another_common_ verb that_ has _ _ different English equivalents_in the preterit and the imperfect is saber In the imperfect, saber is 'know', 'have factual information', while_ih the
Le prétérit simpleet progressif - English Resource Files
Il se construit avec l’auxiliare BE au passé, was/ were suivi d’un verbe en ing L’accent est mis sur l’activité du sujet She was preparing dinner when the phone rang She was reading while her parents were talking together What were you doing yesterday at 6 pm ? I don’t remember →Les 2 prétérits se combinent
LES TEMPS EN ANGLAIS - LeWebPédagogique
Le pretetrit simple et en –ing Le present perfect simple et en –ing Le pluperfect simple et en –ing 3 Le preterit simple-C’est le temps de base pour parler du passé S’il n’y a pas une raison précise pour employer l’un des autres temps, on utilise le preterit simple
Last night this grammar saved my life - WordPresscom
5 Prétérit en be+ V-ing Pour parler d’une action en train de se passer, mais dans le passé + was / were V-ing has / have verbe au participe passé (3ème colonne du tableau) Yesterday, all my trouble seemed so far aa Ç
Spanish Verb Review
expresses the English equivalent of "would " There is another verb feature called aspect The perfect is used in compound tenses, formed by the auxiliary verb haber and the past participle of the main verb, as in the verb phrase "I have studied", "(yo) he comido" in Spanish The imperfect is used to express past action that is ongoing, habitual or
The Secret Diary of Adrian Mole Aged 13 ¼ Sue Townsend (GB
Present simple, preterit simple, preterit ING, present perfect, future et l’aspect ING Verb Tense Structure I have joined a group at school I will get a cassette She doesn’t sit next to me anymore She didn’t say anything to him She was wearing a sp lit skirt A poem I wrote inside the card
[PDF] preterit be anglais
[PDF] prétérit continu
[PDF] exercices temps verbaux français
[PDF] passé présent futur ce2 pdf
[PDF] exercice passé présent futur ce2 a imprimer
[PDF] évaluation passé présent futur ce2
[PDF] mes apprentissages en français 5 evaluation
[PDF] fiches mes apprentissages 5 aep
[PDF] verbe discuter au futur
[PDF] j'ai discutée
[PDF] nous avons discutés
[PDF] on a discuté ensemble
[PDF] on discutera
[PDF] nous avons discuté accord
DOCUMENT RESUME
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FL 016 646
AUTHOR
.Barnwell, DavidTITLESyntactic and Morphological Errors of EnglishSpeakers on the Spanish Past Tense.PUB DATE
[87]NOTE24p.PUB TYPEReports - Research/Technical (143)
EDRS PRICE
MF01/PC01 Plus Postage.DESCRIPTORSCollege Students; Comparative AnalysisContrastiveLinguistics; *Error Patterns; Higher Education;*Interference (Language); Morphology (Languages);Second Language Learning; *Spanish; *Syntax; *Tenses(Grammar); *Verbs; Writing (Compositio.1)IDENTIFIERS*Past Tense
ABSTRACTA study examined the patterns of error in thepreterite and imperfect tenses in the written Spanish of nativeEnglish-speaking college studentg. Errors found in the midtermexamination were analyzed to determine whether they were due toincorrect tense, incorrect form of the tense, or both. It waspredicted that many students would choose incorrect form or tense,and many more would choose both. Results revealed that very fewanswered with both incorrect tense and incorrect form, suggestingthat the choice of verb tense and knowledge of correct form arelargely independent of each other. In addition, interlingual errors(choice of tense) were slightly more common than intralingual errors(choice of verb form), supporting some earlier research results.
(MSE)Reproductions supplied by EDRS are the best that can be madefrom the original document.***********************************************************************
SYNTACTIC AND MORPHOLOGICAL ERRORS OF ENGLISH SPEAKERSON THE SPANISH PAST TENSES
David Barnwell
Columbia University
-11.8.-DEPARTNENT OF EDUCATIONOffice 04 Educational Research and Improvement
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SYNTACTIC
ANDMORPHOLOGICAL ERRORS OF ENGLISH SPEAKERS
ON THE SPANISH PAST TENSES
Introduction
The coalesced category represented by the English past tense is splitin Spanish.Choice of aspect,an elementwhichis expressedinEnglishthroughthechoice_ ofsimpleversus progressive tenses(completed <> not completed) is moreoften realized inSpanishbymeansoftheimperfect/preterite distinction.DetailedcontrastiveanalysesoftheSpanish
preterite/imperfect versus the English past may be found in BuIl (1965) And atockwell et al. (1965).The extensive coverageof the topic provided by these authorities corraborates whatevery teacher of Spnish to English speakers knows from experience--the contrast conditions' etc.,is a major source of difficulty tolearners.However,
as will be seen later,contrastive analysis does not always succeed in predicting the difficulties faced by learners. This study attempts to investigate patterns of errors in the preterite andimperfect in the written Spanish ofstudentsofEpanish II at
the University of Pittsburgh.It does so through an empirical investigation of the kinds of errors these students Madeontheir Midterm exam.(The exam was held in1983this report couldnotbe released up to nowforreasonsofexamSecurity)
,3 It isprobablethat differentinstructorsexplainthe Spanish tense system in different ways, but the basic explanation put forward in the text used at Pitt was likely to be the common foundation uponwhich the subjects of this studydependedfor guidanceinthis area.So I consider it usefultocitethe expositionofthe preterite/imperfect with whichnearlyevery student of Spanish II included in this study might be expected to be familiar:EsGentially, the preterit
Views past eventsetc.,as noncontinuous,_ and the_imperfect_viewsthemas continuous.That is,the preterit_ _isusedto report events,situationsetc.,whichbeginor end--or both--at some time in the _pastwhich the speaker has in mind.The imperfectp_ontheotherhand,isusedto _reportevents,situationsetc.,which_neither begin_nor end_ atthe time the speaker is thinking of,butratherwhichhave already begun and are in progress _orexistenceat this time...Spanishconsistentlydistinguishesbetweeneventsinprogressandevents that begin and/or terminate,by _choosingthe imperfect for the former and the preterit forthelatter.English_may or may notexplicitlymakethe same distinction by_choosing particularverb forms.For example,the expressions 'usedto' and 'was ---ing' clearly indicate habitual orongoingevents._However, _in_allother _caseswhereSpanishhas_an imperfect, _English_has _asimplepast tense_form('had',_'was', _'knew',etc.) just as in all the cases. where Spanishhatthepreterit...Another_ striking_ differencebetweenEnglishandSpanishisthatEnglishsometimesusescompletelydifferentverbstbexpress distinctions that are_ made in_Spanishbychoosingtheimperfect orthepreterit._Fbrexample, the preterit of ocrocer is equivalent tb'meet',that is,'begin an acquaintance', whiletheimperfectofconoceris'know"be__acquainted with'.Another_common_ verb that_ hasdifferent English equivalents_in the preterit andthe imperfect is saber.In the imperfect, saberis 'know','have factual information',while_ihthepreteritit is'learn','helr','acquireinformation'.(Segreda & Harris, 1976, 105-106)
Thus, it can be seen that students of Spanish must learn to specify the context of past actions much more explicitly than is their customin E:Iglish.Generally,as StockwellandBowen (1965, obligatory choice in Spanish,where there is often no choice inEnglish.
Indeed, it is for this reason that Stockwell and Bowen place this grammatical problem among those on the highestlevel of their hierarchy of difficulty for EnglishspeakerslearningSpanish.
Empirical
evidenceofthe difficulty ofthechoiceforRestricting herself,
to a large extent, to Stockwell and Bowen's work, shesought to determine the comparative difficulty of33 different Spanishgrammatical categories for Englishspeakers. Her students inToronto,enabledher to setupahierarchyof difficulty of these 33 items.Choice of imperfect/preterite was
the second most difficult of the 33,with an incorrect response rateof77%.Shealso assessed studentperceptionsofthe diffictilty of the 33 items, and found that choice ofimperfect/ preterite wasconsidered the fourth most difficult categoryby her subjects. In addition to the choice of imperfect/ preterite, three othercategoriesemployed by Tran arerelevanttothe presentPreterites,
and Regular Iffeerfects.(It seems prof:P:131e that she does not list irregular imperfects because there are sofewof them--only three--in Spanish.She does not explain herreason forthis omission.)It appears that under these categoriess e listederrorsmadein the form of the verb.Ananalysisof students' errors and of their perceptions of relative difficulty revealed the following:V. Wrong
O.D.S.P.D.Irreg.Preteritet442317Regul.Preteritet16610Regul.Imperfects532621Choiceof Tenses773230 0;D.= Order ofdifficulty of these itrims,analysis of all 33 categories.baSed uPon anerror-S.P.D.= Student
Perceptionofdifficulty oftheseitems,inregardtostudents'opinionsofthecomparativedifficulty of all 33 categories.
Both0.1)and S.P.D.figures rerresent positions onascalefrom1to33,fromleastdifficulttomostdifficult.Thus,for instance, regular preterite formswerethesixth least commonsourceoferrors,whilechoice of imperfect/preterite was the second most common.
Tran's
research did not specifically isolate the imperfect/ preterite as an object of study, and,as may already havebeen noticed, the reader of her work must make guesses as to what her figures actually represent.Moreover,the figure she cites for
regular category) seems extraordinarily high.But it will be worthwhile
to bear Tran's findings in mind in connection with the study now to be described. 6Spanish II Midterm at Pitt
The students whose performance is studied here were students of Spanish2 at the Uriversity of Pittsburgh.Thesestudents were half-way through their second semester of Spanish atPitt. They hadonlybeguntheir studyofthepreterite/imperfect distinction in the weeks immediately prior totheexamination.At the time of this study,
the Spanish II midterm examination at theUniversityof Pittsburgh consisted of ninesections.The exam wasnotstrictlytimed,andallstudentshadth0 opportunity to finish. rne section on the examination explicitly tested commandof the preteriteandimperfecttenses.This section was composed of a prose passage in which the verbswere listed in their infinitive form.The student's only task was to
write inthecorrect form of the verb,obeyingthespecific instruction that either the preterite or imperfect beused.A copy of this section may be found at the end of this report. 85students took the examination. There are17 verbs to be conjugated in thispassage.Of these, nine need to be rendered in Spanish in the preterite while' seven must be in the imperfect.