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摘要：The present study also has some implications for the pedagogy relating to thesecond language acquisition. So for the present progressive aspect, which is acquiredlater and used less than the common used ones, such as the simple present and simplepast and so on. The findings in the present study can certainly provide the Englishlanguage teachers with better knowledge of the present progressive aspect use by theEFL learners in China, which will, in turn, make teachers to provide better guidanceto their students while teaching the present progressive aspect use. The students, onthe other hand, are hoped to benefit from it too.

ollowing it is the effect of age onprogressive aspect’s pragmatic functions. And the last part includes the frequenciesof each kind of function in different age and the analysis on age and progressiveaspect’s pragmatic functions.In the fifth part, the summary of major findings is firstly presented, thenimplications of both theoretical ones and practical ones are discussed, and thenlimitations are displayed and finally suggestions for future research are illustrated.

Chapter 2 Literature Review 18-35
    2.1 Basic Notions 18-20
    2.2 A Dynamic View on English Progressive 20-25
    2.3 Pragmatic Functions of Progressive Aspect 25-29
    2.4 Related studies of English Progressive Aspect and Pragmatics 29-32
    2.5 Summary 32-35
Chapter 3 Research Method 35-39
    3.1 Restatement of Research Questions 35
    3.2 Research Instruments 35-36
    3.3 Methodology and Data Collection 36-38
    3.4 Data analysis 38-39
Chapter 4 Results and Discussion 39-48
    4.1 Distribution of Progressive Aspect in CLEC 39-42
    4.2 Distribution of Progressive Aspect’s Pragmatic Functions 42-44
    4.3 The Effect of Age on Progressive Aspect’s Pragmatic Functions 44-48
Chapter 5 Conclusion 48-53

Chapter 5 Conclusion

In this section, firstly, the summary of the major findings is done. Then there arethe implications which include its theoretical implications and pedagogicalimplications. Finally, the limitations and suggestions for future study are presentedaccordingly.

5.1 Summary of major findings
Based on the CLEC corpus, the present study has some major findings asfollows:Firstly, the Chinese English learner’s overall use of the progressive aspect is likethis: among the five forms of progressive aspect, the “is+V ing” occupies the mostpart and the least one is the “were+V ing”. The total of the present progressiveoccupies a percent of 72.79, which is much more than the past progressive with thepercent of 27.21. That means the Chinese learners use the present progressive morethan the past progressive. Further statistics indicates that learners of each stageproduce different numbers of progressive aspect. This implies that learners of eachdevelopmental stage perform differently in the use of the progressive aspect.Secondly, we get the conclusion that the most used function is the descriptivefunction and the least used function is the interim function. One thing should bementioned is that each kind of function is used by the learners. It is well proved that acertain grammar can have multiple usages.Thirdly, the St6 learners use the progressive more than the other two groups. Orin another word, when learners’ age increases they tend to use more and moreprogressive aspect. Further statistics shows that the age aspect has significant effectson the choice of different kind of pragmatic functions. Besides, there is a significantdifference among the three classes (St2, St4, St6) in their choice of progressiveaspect’s pragmatic functions. As the learners become older, they tend to choosedifficult pragmatic functions of the progressive aspect. That is to say the a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。