A MATHEMATICAL APPROACH TO TEACHING TENSES OF THE ENGLISH VERB

Laura SASU*

Abstract: The present paper presents an alternate method of teaching the

tenses of the English verb based on a purely mathematical pattern, which brings about a new perspective upon the logical mechanisms of grammar as well as a high degree of emphasis on the relation between time, aspect, tense, the actual situation described, forms, form deduction, verb phrase and all the related constituents.

Keywords: structure, verb forms, classification, verb phrase, indicative,

time, aspect, modality, perfective, non-perfective, progressive, nonprogressive, mathematical approach, form, teaching, logical, addition.

1. Introduction

Dept. of Foreign Languages, Transilvania University of Braov.

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Teaching grammar to students specializing in technical fields is often regarded as difficult since these students show far more interest in mathematics than in any other area. Thus, it becomes obvious that successful, flexible teaching methods imply the effort of teaching language on a mathematical pattern, to the extent that allows these students not only to comprehend but also to use the newly acquired grammar in both spoken and written communication.

2. Objective The objective of this paper is therefore an attempt of translating English language and grammar into the perfectly logical contrastive language of mathematics, in order to reach the mathematical oriented mind in an easier and more effective way.

3. Classification of verbs Lexical morphology: a. class-changing affixation: (hospital-ise, simpl-ify, en-large) b. class-preserving affixation: (co-exist, dis-like) c. composition: (day-dream, baby-sit, white-wash) d. e. conversion: (mail, calm) back-formation: (sculpt, stage)

Formally: a. simple: (get) b. compound: (horse-keep) c. complex/phrasal verbs: (bring about) d. verbal phrase: (be in a hurry)

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Predication: a. complete: (intransitive verbs/reflexive verbs) b. incomplete: (auxiliaries/transitive verbs, verbs + prep) c. double: (intransitive verbs able to shift to transitive by taking an object) Transitivity: a. mono-transitive: [V.+Od] (shut the door) b. ditransitive: [V.+Od+Oi] (do somebody a favor) c. complex transitive: [V.+Od+Co) (call somebody a hero) d. intransitive: [V. no Obj] (walk) Functionally: a. lexical verbs: (eat, walk) b. auxiliary verbs: primary auxiliary verbs: (do, have, be)/modal auxiliary verbs: (can, will, could) c. semiauxiliary verbs: (have to, have got to, be about to

4. Morphology of lexical verbs

Verb forms: Finite: (Time, Person, Number) Non-finite:(Infinitive, Gerund, Participle) Regular: (V; V1-s; V2; V3); !V2=V3=V1-ed (record) Irregular:(V; V1-s; V2; V3); !V2/V3 (write)

5. Structure of the verb phrase:

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Finite:a. simple: Imperative- write; [V1] Present simple-writes; [V1-(e)s] Past simple-wrote; [V2]b. complex: modal may write; [Modal Vaux.+ V1] perfective-has written; [Vaux HAVE + Vlex.V3] progressive- is writing;[Vaux. BE + Vlex.V1-ing] passive- was written [Vaux BE + Vlex. V3] Non-finite: a. simple: (to write/writing) b. complex (to have written/having written/to be writing/to be written/being written/to have been written/having been

written/to have been writing/having been writing/to be being written)

6.

Tenses of the indicative mood

Primary: Tense: (present/past/future); Aspect: (simple/continuous/perfect/perfect continuous); Voice: (passive/active); Mood: (indicative/subjunctive/imperative) Secondary: Person: (1st/2nd/3rd); Number: (sg./pl.)

6.1. Tense

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DEFINITION: Tense is the linguistic reference to objective time (extra-linguistic concept); it is the grammatical expression of location in time used to express time relation with respect to the Speech Time. 1. PAST: < __ _X____I____ >

2. PRESENT: <__________X___ ___ _ > 3. FUTURE: <___________I____X __ >

6.2. Aspect

DEFINITION: Aspect is the grammatical category of the verb, reflecting the status of the action with respect to duration, result, etc. thus different ways of viewing the internal temporal situation; it is the subjective point of view relative to time. 1. SIMPLE: <_________x__________ _ > 2. CONTINUOUS: <__xxxIxxx____ __ > 3. PERFECT: < ___ xxx)xI__ _>

4.PERFECT CONT.:<_ _xxx)xIxxx___> So, all combinations resulting from merging TENSE/EXTERNAL TIME (objective time itself) and ASPECT/INTERNAL TIME (subjective time) are referred to as TENSES:Tense(3) X Aspect(4): => 12 TENSES of the indicative mood

1. PRESENT SIMPLE:

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< Pa._______x______

F. > < Pa._____xxxIxxx___ __ _F. >

2. PRESENT CONTINUOUS: 3. PRESENT PERFECT: < Pa._____xxxx)xxxI_ _

_ _F. > _ F. >

4. PRESENT PERFECT CONTINUOUS: < Pa. ___xxxx)xIxxx___ 1. PAST SIMPLE: 2.PAST CONTINUOUS: 3. PAST PERFECT: 4. PAST PERFECT CONTINUOUS: 1. FUTURE SIMPLE: 2. FUTURE CONTINUOUS: 3. FUTURE PERFECT: 4. FUTURE PERFECT CONTINUOUS: < Pa.___ < Pa__ < Pa._ _ < Pa. _ < Pa._ < Pa._ < Pa. < Pa.

____x_____ Pr.__ F. > xxxIxxx_ Pr. _ _F. >

_xxxx)xxxI_ Pr.__ F. > _xxxx)xIxxx Pr. __F. >

_Pr.______x_______ F. > _Pr.___xxxIxxx______F . > Pr.___xxxx)xxxI_____F. > Pr.____xxxx)xIxxx__ F. >

6.3. Forming Tenses NAME Continuous Perfect Future Modality Passive = = = = = = AUXILIARY VERB + BE + HAVE + WILL/SHALL + Modal V + BE + F. > write LEXICAL VERB V1-ing V3 V1 V1 V3

PRESENT SIMPLE: <Pa._____ V1

PRESENT CONT.:<Pa.__xxxIxxx _F. > Be + V1-ing is writing

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PRESENT PERFECT: <Pa_xxxx)xxI F. > Have + V3 has written

PRESENT PERFECT CONTINUOUS: < Pa. ___xxxx)xIxxx___ _ F. > Have + V3 Be + V1-ing _________________ have + been +V1-ing has been writing PAST SIMPLE: < Pa__x_____ Pr.__ F. > V2 wrote

PAST CONT.:< Pa___xxxIxxx_ Pr. _F. > Be + V1-ing (past) was writing

PAST PERF: < Pa._xxxx)xxxI_ Pr._ F. > Have + V3 (past) had written

PAST PERFECT CONTINUOUS: < Pa. __xxxx)xIxxx Pr. __F. >

Have + V3 Be + V1-ing _________________

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have + been + V1-ing (past) had been writing FUTURE SIMPLE: < Pa.__Pr.____x_F. > Will + V1 will write FUTURE CONT.: < Pa Pr._xxxIxxx_F. > Will + V1 Be + V1-ing _________________ will + be + V1-ing will be writing FUTURE PERF.: < Pa. Pr._xxxx)xxI F. > Will + V1 Have + V3 _______________ will + Have + V3 will have written FUTURE PERFECT CONTINUOUS: < Pa. Pr.____xxxx)xIxxx__ F. >

Will + V1 Have + V3 Be + V1-ing ________________________ will + have + been + V1-ing

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will have been writing

7. Modality

Modality with simple aspect present/past/future time reference: Vmodal + V1 can/could write

Modality with progressive present/past/future time reference: Vmodal + V1 BE + V1-ing ____________________ Vmodal + BE + V1-ing Modality with perfect present/past/future time reference: can/could be writing

Vmodal + V1 HAVE + V3 ___________________ Vmodal + HAVE + V3 can/could have written

Modality with perfect continuous present/past/future time reference: Vmodal + V1 HAVE + V3 BE + V1-ing ___________________________ Vmodal + HAVE + BEEN+ V1-ing can/could have been writing

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8.Tenses

8.1. Present simple:< Pa.____x___ F. >

8.1.1. DEFINITION: is used to describe general truths and states which are regarded as permanent; is used to describe repeated actions or habits; exclamations introduced by here/there; explanations demonstrations; 8.1.2. FORM: [ V1 ] V1s 3rd sg; [DO+V1 ] [ DONT+V1 ] 8.1.3. ADVERBS: (of frequency) every day; every week; every month; every year; usually, mostly, generally, rarely, seldom, frequently, always, never; sometimes, at times; 8.1.4 EXAMPLES: AFFIRMATIVE: The student writes formulas every day. INTEROGATIVE: Does the student write any formulas every day? NEGATIVE: No, the student doesnt write any formulas. 8.2. Present Cont.: < Pa._xxxIxxx F.>

8.2.1. Definition: is used to represent an action, viewed in progress (continuous) at the very time of speech (present); is used to represent an action viewed in progress;

(continuous) at the Time of speech (present), even if not literally at the very moment of speaking; is used to express a definite arrangement in the near future

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(immediate plans); is used to express a non-habitual action; is used to express a reproach; 8.2.2. FORM: [ BE + V1-ing ] 8.2.3. ADVERBS: (of present moment) now, right now; this moment; at the time; at present, presently; 8.2.4. EXAMPLES: AFFIRMATIVE: The student is writing a formula right now. INTEROGATIVE: Is the student writing a formula right now? NEGATIVE; No, the student isnt writing a formula right now. 8.3. Present Perfect: <Pa. xxx)xxI_F. > DEFINITION: is used to express a completed action (perfect) still having an effect or result in the moment of speaking (present); is used to represent activities completed in the immediate past, often associated either with just or no time reference at all; is used to express activities completed in a period up till the moment of speech, without being exact about the time; is used to represent a completed action in an uncompleted time interval; 8.3.1. FORM: [ HAVE + V3 ] 8.3.2. ADVERBS: (of interval, time span, period, uncompleted time interval) just, yet, already, never, ever; for, since; lately, recently; this morning, this afternoon, this evening, this night, this week, this month, this year, this, spring, this century; 8.3.3. EXAMPLES:

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AFFIRMATIVE: The student has already written the formula.

INTEROGATIVE: Has the student already written the formula? NEGATIVE: No, the student hasnt written the formula yet. 8.4. PRESENT PERFECT CONT. : < Pa.xx)xIxx F. > 8.4.1. Definition: is used to express an activity partly completed (perfect) but still in progress (continuous) at the moment of speaking (present); is used to express an activity begun in the past which has only just finished and is relevant to the current situation; is used to describe a repeated activity, in which case a nuance of reproach, irritation, wonder can be present; 8.4.2. Form: [HAVE + BEEN+ V1ing ] 8.4.3. Adverbs: (of interval of time) since; for; 8.4.4. EXAMPLES: AFFIRMATIVE: The student has been writing for an hour. INTEROGATIVE: Has the student been writing for an hour? NEGATIVE: No, the student hasnt been writing for an hour. 8.5. PAST SIMPLE: < Pa. x Pr. F. >

8.5.1. DEFINITION: is used to represent simple (simple) actions completed at a definite time in the past (past); is used to represent a series of actions in a

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sequence, often as part of a narrative; is used to describe habitual, repeated actions in the past, and with verbs of permanent characteristic; 8.5.2. FORM: [ V2 ] [Did + V1]; [DIDNT + V1] 8.5.3. ADVERBS: (of definite point, or period in the past) yesterday, last week, last month, last year, last century; ten

years ago, before, on August 24th 1954; when .past action; 8.5.4. EXAMPLES: AFFIRMATIVE: The student wrote that formula ten minutes ago. INTEROGATIVE: Did the student write that formula ten minutes ago. NEGATIVE: No, the student didnt write that formula ten minutes ago. 8.6. PAST CONT.: <Pa_xIx_Pr. _F. > 8.6.1. DEFINITION: is used to represent an action viewed in progress (continuous) before the moment of speaking at some point in the past (past); is used to describe a past repeated action causing annoyance; 8.6.2. FORM: [WAS/WERE + V1ing] 8.6.3. Adverbs: (of definite point or period in the past) yesterday, last week, last month, last year, last century; ten years ago, before, on yesterday; August 24th 1954; when .past action; at this time

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8.6.4. EXAMPLES: AFFIRMATIVE: The student was writing the formula at this time yesterday. INTEROGATIVE: Was the student writing the formula at this time yesterday? NEGATIVE: No, the student wasnt writing the formula at this time yesterday. 8.7. PAST PERF.: < Pa.x)xI_ Pr. F. > 8.7.1. Definition: is used to represent an action completed (perfect) before

another action or moment in the past (past); is used to denote an action that began before another moment in the past and continued up to that time; 8.7.2. FORM: [ HAD + V3 ] 8.7.3. ADVERBS: (of definite point in the past, and of interval) since; for; yesterday, last week, last month, last year, last century; ten years ago, before, on August 24th 1954; when/before.past action; at this time yesterday; 8.7.4. EXAMPLES: AFFIRMATIVE: The student had written the formula before he took the test . INTEROGATIVE: Had the student written the formula before he took the test? NEGATIVE: No, the student hadnt written the formula before he took the test. 8.8. Past Perfect Continuous: < Pa. _ _xxxx)xIxxx Pr. __F. >

8.8.1. DEFINITION: is used to represent a mostly completed action (perfect) that is still viewed in progress (continuous) at a definite point in the past (past); 8.8.2. FORM: [HAD + BEEN + V1ing] 8.8.3 ADVERBS: (of definite point in the past, and of interval)since; for; yesterday, last week, last month, last year,

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last century; ten years ago, before, on August 24th 1954; when/before.past action; at this time yesterday; 8.8.4. EXAMPLES: AFFIRMATIVE: The student had been writing for ten minutes, when the test was over. INTEROGATIVE: Had the student been writing for ten minutes, when the test was over? NEGATIVE: No the student hadnt been writing for ten minutes, when the test was over. 8.9. Future Simple: < Pa.__Pr._x F. > 8.9.1. DEFINITION: is used to denote simple actions (simple) to be performed in the future (future), while the performance of an action or the occurrence of an event in the future may be caused by objective circumstances or by a mixture of the former and a personal element, or it may depend on a condition; 8.9.2. FORM: [WILL/SHALL + V1] 8.9.3. ADVERBS: (of definite point or period in the future) tomorrow; next week, next month, next year, next century; in 2055; in two years; after a few days; the following day; when.future action; 8.9.4. EXAMPLES: AFFIRMATIVE: The student will write the formula in ten minutes. INTEROGATIVE: Will the student write the formula in ten minutes. NEGATIVE: No, the student wont write the formula in ten minutes.

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8.10. FUTURE CONTINUOUS:

< Pa.__Pr.___xxxIxxx____F . >

8.10.1. DEFINITION: is used to represent an action viewed in progress (continuous) at some time in the future (future); 8.10.2. FORM: [WILL/+ BE + V1-ing] 8.10.3 ADVERBS: (of definite point or period in the future) tomorrow; at this time tomorrow; next week, next month, next year, next century; in 2055; in two years; after a few days; the following day; when.future action; 8.10.4. EXAMPLES: AFFIRMATIVE: The student will be writing a formula during the next two minutes. INTEROGATIVE: Will the student be writing a formula during the next two minutes?

NEGATIVE: No, the student wont be writing the formula during the next two minutes. 8.11. FUTURE PERFECT: < Pa. Pr.___xxxx)xxxI___F. >

8.11.1 DEFINITION: is used to represent a completed action (perfect0 at some point in the future (future); 8.11.2. FORM:[WILL/SHALL + HAVE V3]

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8.11.3. ADVERBS: (of definite point or period in the future and of interval of time) tomorrow; at this time tomorrow; next week, next month, next year, next century; in 2055; in two years; after a few days; the following day; when.future action; for; since; by; already; 8.11.4. EXAMPLES: AFFIRMATIVE: By 10 oclock the student will have already written that formula. INTEROGATIVE: Will the student have already written that formula by 10 oclock? NEGATIVE: No, the student wont have written that formula yet by 10 oclock. 8.12. FUTURE PERFECT CONT.: < Pa. Pr.___ _xxxx)xIxxx__ F. >

8.12.1. DEFINITION: is used to represent a partly completed action (perfect) still viewed in progress (continuous) at some point in the future (future); 8.12.2. FORM: [ WILL/SHALL + HAVE + BEEN + V1-ing ] 8.12.3. ADVERBS: (of definite point or period in the future and of interval of time)

tomorrow; at this time tomorrow; next week, next month, next year, next century; in 2055; in two years; after a few days; the following day; when.future action; for; since; by; already; 8.12.4. EXAMPLES:

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AFFIRMATIVE: By 10 oclock the student will have been writing that formula for ten minutes. INTEROGATIVE: Will the student have been writing that formula for ten minutes by 10 oclock? NEGATIVE: No, the student wont have been writing that formula for ten minutes for ten minutes by 10 oclock.

6. Conclusion

In teaching practice with students from technical fields the necessity for structuring the language teaching material on mathematical patterns results in the steep increase of both the students interest and the degree of comprehension. A flexible attitude towards teaching methods prompts the benefits of actually achieving a real contact to the way students are used to process information. Hence, structuring the tenses of the English language in form of mathematical formulae, highlighting the component elements, the combinatory principles according to the desired result, and emphasizing the logical mechanisms that produce the final verb phrase turns the almost not comprehensible part of grammar into an equation students are eager to solve, and thus perform the aim of the teaching activity, namely are able to produce correct complex verb phrases for the given real situation. Adding formulae, remembering equations, summing up, performing given functions are the processes students specializing in technical fields are used to

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do and when an alien material such as language, is presented based upon familiar patterns of logics and mathematics students will react to it, by producing correct verb phrases without hesitation once they have understood the mechanism.

References

1. Hinkel, E.: New Perspectives on Grammar Teaching in Second Language Classrooms, Lawrelce Erlbaum Associates, 1999, p. 23 - 128

O abordare matematica a predrii timpurilor verbale ale limbii engleze

Rezumat: Lucrarea prezint o modaliate alternativ de predare a timpurilor

verbale ale limbii engleze in baza unei structuri strict matematice, care aduce o nou perspectiv asupra mecanismelor logice ale gramaticii, precum si o

accentuare punctuala a relatiilor intre timp, aspect, timp verbal, situatia real descris , forme, deducerea formelor, predicat si toate elementele conexe .

Cuvinte cheie: structura, forma verbala, clasificare, predicative, indicative,

aspect, modalitate, perfect, non-perfect, progresiv, non-progresiv, abordare mathematica, forma, predare, logica, adunare.