英语论文网

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.

ge aspect isa factor that has significant correlation with learners’ choice of different kinds ofprogressive aspect’s pragmatic functions.

5.2 Implications
The present study has its implications mainly in two aspects: theoretical aspectand pedagogical aspect. Then, they will be discussed one after another.The present study has researched on the correlation between English progressiveaspect and its pragmatic functions. The research is based on the CLEC. Previousstudies are always concerning the English progressive aspect in a qualitative way, forexample, some researches make a thorough research on its developmental history orjust focus on its various pragmatic functions. This study has indicated a quantitativeway to research on the English progressive aspect. Thus, all conclusions in it aredata-based and have a much more scientific value.Besides, the present study has combined English progressive aspect withpragmatics. As we know, the English progressive aspect belongs to English grammar.Thus, the teaching and learning of it are both traditionally restrained in the grammarfiled. To some extent, the pragmatic uses of it are neglected. From the data analysis,we can see that learners with low language proficiency cannot use it freely. So, it isnot advisable to learn it just from the grammar aspect. Luckily, the present study haseliminated the disadvantages of researching on the English progressive itself. Thus, itbroadens the range of research in a degree.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.Firstly, the confidence of using the progressive aspect should be built to presentlearners especially the less advanced learners. In most text-books or grammar books