大学英语第一册第七单元课文A中分词作状语探讨.docVIP

大学英语第一册第七单元课文A中分词作状语探讨 　　大学英语（全新版）第一册第七单元课文A “Kids On The Track” 是一篇非常生动的记叙文，它详略得当，生动再现了事故前、事故中和事故后的种种情形。 　　在教授这篇课文时有一语言现象特别引起了笔者的注意，那就是在此文中分词作状语的使用。我们可以毫不夸张地说，分词作状语在此文中得到了淋漓尽致的发挥。在此文中分词作状语的使用多达十四次，此现象在所有的大学英语课文中应该是无出其右者。为探讨方便，兹列于下： 　　1. But， her two sons， 31/2-year-old Todd and 18-month-old Scott， were nearby， playing on the driveway. (L6) 　　2. “Okay!” said Todd， giving a thumbs-up gesture he had seen his father make（L10）. 　　3. “Kay!” echoed Scott， trying to copy his older brother. (L12) 　　4. They were still laughing as they began gathering speed， moving at 21 miles per hour. (L33) 　　5. Staring intently， he was trying to identify the curious shape on the track ahead. (L37) 　　6. Climbing quickly down a steel ladder， he paused at the bottom， two feet above the roadbed flashing by. (L44) 　　7. Absorbed in play， Todd and Scott did not hear the train. (L52) 　　8. Landing on the loose， fist-size stones alongside the track， he had to struggle to keep his balance. (L58) 　　9. Anthony， throwing his body into space， flew toward them. (L61) 　　10.As his body crashed downward， Anthony covered Todd while reaching out with one arm to grab Scoot and pull him clear of the track. (L65) 　　11.Part of train then punched into the back of Anthony’s working jacket， tearing the nylon fabric. (L71) 　　12.Burying his face in the stones， he pushed downward on the two boys with all his strength as the train passed inches above them. (L73) 　　13.Kate， only half hearing him， extended her arms to take her baby. (L83) 　　14.Miraculously， Scott’s injuries were not serious， requiring just 13 stitches. (L93) 　　 　　问题1：为什么使用分词？ 　　 　　其实这也是没有办法的办法，因为不这么做，每个动词都作谓语动词使用， 那么文章就太??嗦了。再说如果都变成谓语动词的话， 还要考虑它们与谓语动词的关系，要费时费力而且不讨好。 　　 　　问题2：为什么这一课会出现这么多的分词作状语的情况？ 　　 　　这么做的原因是为了生动。生动的手段之一就是多使用动词，把每个细节都交代得很清楚。所谓状语就是帮助说明情况的，因此，正是因为既要使用动词又要交代情况、背景、原因、结果，故而会这样。 　　 　　问题3：为什么过去分词少而现在分词多？ 　　 　　原因在于分词所服务的目的。大家都知道，现在分词与其逻辑主语往往形成主谓关系，而过去分词与其逻辑主语往往形成动宾关系。大家还不难想象，分词作状语时一般情况下其逻辑主语往往是句子的主语。本课为避免车祸救人之故事，所以动词，