Given the two necessary conditions for measuring the distributional characteristics of L2 input stated above, it becomes obvious that input variability differs fundamentally from the variability in a TL construction (cf. section 2.3.2). The same conclusion can be drawn from the fact that non-robust input and the TL variable structure are proposed as two different, though closely related and interacting, forces of interlanguage fossilization (Han, 2013) (see section 2.3.1). For simplicity, variability
CONDITIONAL TENSE Conditional sentences usually are of the type in which one circumstance will be symbiotic with the other. For example, “if I find her address, I’ll send her the invite.” Normally, there are three kinds of relationships which can be expressed using the conditional- factual, future, and imaginative conditional relationship. Factual conditionals generate two branches- timeless and time-bound conditionals. Furthermore, timeless conditionals are divided into habitual and generic
Spanish: A brief review Clauses are groups of words which express an idea and contain a predicate (i.e., a conjugated verb) and a subject, although of course in Spanish the subject is often merely indicated by the verb ending. They can be divided into two categories: independent clauses (which make sense in and of themselves) and dependent clauses (which need to be used with an independent clause to form a complete sentece). In general, the the indicative, the conditional, and the imperative (command
points out that Robinson sets up the stanza as a sort of verbal chandelier, with one clause hanging upon the meaning and mode of that before, and with the framework of past perfect verbs giving definition and tone to the whole. Robinson achieves much the same effect in the second stanza, which opens with the miller's wife "sick with a fear that had no form," which implies that the fear has a continuation in the past. Beebe implies that "a certain poetic inertia militates against supposing change,
implies an appositive clause equal in value to what went before, here the thoughts of the miller's wife as she waited by the dead fire.” "'There are no millers anymore,' / Was all that she had heard him say" closes the parenthesis of past perfect tense that the first line opens, containing within it the miller's actual words, which Beebe and the reader can take to be the objective fulcrum upon which the rest of this intensely subjective poem balances. It is even clearer that the past perfect is this
the imperative? (Listen to your parents.) Select the verb that is conjugated into present continuous: Rather than shoes, I _________ sandals. (am wearing) Identify the verb tense or mood of the bolded word(s): Don't stop believing! (imperative) To discuss activities that are currently in progress, which verb tense would you use? (present continuous) Identify the error in the following
that has happened to us during the day ….. MEANING 1. “has happened” is a grammar structure used for actions which started in the past but continue up to now or to talk about actions that have a result now. Timeline: x (x)(x) has happened past present future CQs : Did it happen in the past? Yes. Is the day going on? Yes. Is it likely to happen some more events? Yes.
everything that has happened to us during the day ….. MEANING 1. “has happened” is a grammar structure used for actions which started in the past but continue up to now or to talk about actions that have a result now. Timeline: x (x)(x) has happened past present future CQs : Did it happen in the past? Yes. Is the day going on? Yes. Is it likely to happen some more events? Yes.
story of my first day at work when I did not know anyone and they were all strangers. e) Do you know her? (No, she’s a stranger). Was she born here? (No, she’s a foreigner). 5) I’ve just had lunch. a) Present perfect; subject + have + just + past participle. b) Talking about something that has recently happened; ‘a finished
talks about an action that happened regularly in the past but no longer happens in the present. . C. PROBLEMS WITH… Meaning: Students may think that he is talking about the present, rather than the past. Some learners may use ‘used to’ in place of the simple present (E.g. they might say ‘I used to speak Somali at home’; instead of saying ‘I speak Somali at home’.) students might not understand that used to was a recurring habit in the past rather than it happening once. Form: Student may