Research Proposal TESL Times reading and writingbased site 的研究的方案教学时间阅读和写作的网站.docVIP

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Research Proposal TESL Times reading and writingbased site 的研究的方案教学时间阅读和写作的网站.doc

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Research Proposal TESL Times reading and writingbased site 的研究的方案教学时间阅读和写作的网站

TEACHING THE ENGLISH TENSE/ASPECT SYSTEM FROM A DISCOURSE BASIS IN ESL by Douglas Adams Introduction: This project seeks to investigate the effectiveness of discourse-based instruction on the acquisition of the English verb tense/aspect system by second language learners. Brief Literature Review: For several years now researchers in the area of discourse analysis have argued that all language should be thought of as discourse and thus, have advocated the importance of teaching grammar in a discourse context. One useful and important area within which a discourse approach could prove particularly successful is in the instruction of the English verb tense/aspect system. Several researchers, including McCarthy and Carter, have attempted to fit tense/aspect instruction into a discourse context. However, their approaches primarily focus on the role of tense/aspect in different genres. Thus they argue that students should be made aware of the ways that tense/aspect changes with specific genres (Mcarthy Carter 1994; McCarthy 1991; Carrasquillo 1994). This instructional suggestion is too limited and offers little help to the classroom instructor in search of a more detailed, systematic method for explaining verb choice to their students. What is needed is a systematic, more extensive conception of verb tense/aspect. Such a concept was suggested by Bull in 1960. The Bull Framework, however, is not so much a practical pedagogical method as it is a theoretical concept for thinking about the English verb tense/aspect system. As such it is somewhat confusing and inaccessible to many ESL/EFL teachers. At the heart of this concept is the division of tense into three time lines: past, present and future. Within each line there is a point of reference around which all aspects relate (Bull 1960; Celce-Murcia Larsen-Freeman 1999; Hinkel 1997). At this time, there does not yet seem to be an accessible way to use the Bull Framework within the classroom and many ESL/EFL teachers conti