A MATHEMATICAL APPROACH TO TEACHING TENSES OF THE ENGLISH VERB 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, non-progressive, mathematical approach, form, teaching, logical, addition.
1. Introduction

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. Obj cti!

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.
". C#$%%i&ic$tion o& ! rb%

exical 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. conversion! #mail, calm$ e. back"formation! #sculpt, stage$ %ormally! a. simple! #get$ b. compound! #horse"keep$ c. complex&phrasal verbs! #bring about$ d. verbal phrase! #be in a hurry$ 'redication! 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! )*.(+d, #shut the door$ b. ditransitive! )*.(+d(+i, #do somebody a favor$

c. complex transitive! )*.(+d(-o$ #call somebody a hero$ d. intransitive! )*. no +bj, #walk$ %unctionally' 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
(. Mor)*o#o+, o& # -ic$# ! rb%

*erb forms! %inite' #Time, 'erson, .umber$ .on"finite!#/nfinitive, 0erund, 'articiple$ 1egular' #*2 *3"s2 *42 *5$2 6*47*57*3"ed #record$ /rregular'#*2 *3"s2 *42 *5$2 6*4&*5 #write$
..

Structur o& t* ! rb )*r$% ' %inite'a. simple! /mperative" write2 )*3, 'resent simple"writes2 )*3"#e$s, 'ast simple"wrote2 )*4,b. complex! modal 8 may write2 )9odal *aux.( *3, perfective"has written2 )*aux :;*E ( *lex.*5, progressive" is writing2)*aux. <E ( *lex.*3"ing, passive" was written )*aux <E ( *lex. *5, .on"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$ /. T n% % o& t* indic$ti! 0ood 'rimary! Tense! #present&past&future$2 ;spect! #simple&continuous&perfect&perfect continuous$2 *oice! #passive&active$2 9ood! #indicative&subjunctive&imperative$ =econdary! 'erson! #3st&4nd&5rd$2 .umber! #sg.&pl.$

/.1.

T n% >E%/./T/+.! Tense is the linguistic reference to objective time #extra"linguistic concept$2 it is the grammatical expression of location in time used to express time relation with respect to the =peech Time. 3. ';=T! ? @@ @A@@@@/@@@@ B 4. '1E=E.T! ?@@@@@@@@@@A@@@ @@@ @ B 5. %CTC1E! ?@@@@@@@@@@@/@@@@A @@ B

/.2.

A%) ct >E%/./T/+.! ;spect 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 situation2 it is the subjective point of view relative to time. 3. =/9' E! ?@@@@@@@@@x@@@@@@@@@@ @ B 4. -+.T/.C+C=! ?@@xxx/xxx@@@@ @@ B 5. 'E1%E-T! ? @@@ xxx$x/@@ @B D.'E1%E-T -+.T.!?@ @xxx$x/xxx@@@B =o, all combinations resulting from merging TE.=E&EATE1.; T/9E #objective time itself$ and ;='E-T&/.TE1.; T/9E #subjective time$ are referred to as TE.=E=!Tense#5$ A ;spect#D$! 7B 34 TE.=E= of the indicative mood

3. '1E=E.T =/9' E! ? 'a.@@@@@@@x@@@@@@ @ %. B 4. '1E=E.T -+.T/.C+C=! ? 'a.@@@@@xxx/xxx@@@ @@ @%. B 5. '1E=E.T 'E1%E-T! ? 'a.@@@@@xxxx$xxx/@ @ @ @%. B D. '1E=E.T 'E1%E-T -+.T/.C+C=! ? 'a. @@@xxxx$x/xxx@@@ @ %. B 3. ';=T =/9' E! ? 'a.@@@ @@@@x@@@@@ 'r.@@ %. B 4.';=T -+.T/.C+C=! ? 'a@@ xxx/xxx@ 'r. @ @%. B 5. ';=T 'E1%E-T! ? 'a.@ @ @xxxx$xxx/@ 'r.@@ %. B D. ';=T 'E1%E-T -+.T/.C+C=! ? 'a. @ @xxxx$x/xxx 'r. @@%. B 3. %CTC1E =/9' E! ? 'a.@ @'r.@@@@@@x@@@@@@@ %. B 4. %CTC1E -+.T/.C+C=! ? 'a.@ @'r.@@@xxx/xxx@@@@@@% . B 5. %CTC1E 'E1%E-T! ? 'a. 'r.@@@xxxx$xxx/@@@@@%. B D. %CTC1E 'E1%E-T -+.T/.C+C=! ? 'a. 'r.@@@@xxxx$x/xxx@@ %. B /.". For0in+ T n% % .;9E -ontinuous 'erfect %uture 9odality 'assive 7 7 7 7 7 7 ;CA/ /;1E *E1< ( <E ( :;*E ( F/ &=:; ( 9odal * ( <E ( EA/-; *E1< *3"ing *5 *3 *3 *5

'1E=E.T =/9' E! ?'a.@@@@@ %. B *3 write '1E=E.T -+.T.!?'a.@@xxx/xxx @%. B <e ( *3"ing is writing

'1E=E.T 'E1%E-T! ?'a@xxxx$xx/ %. B :ave ( *5 has written '1E=E.T 'E1%E-T -+.T/.C+C=! ? 'a. @@@xxxx$x/xxx@@@ @ %. B :ave ( *5 <e ( *3"ing @@@@@@@@@@@@@@@@@ have ( been (*3"ing has been writing ';=T =/9' E! ? 'a@@x@@@@@ 'r.@@ %. B *4 wrote ';=T -+.T.!? 'a@@@xxx/xxx@ 'r. @%. B <e ( *3"ing #past$ was writing ';=T 'E1%! ? 'a.@xxxx$xxx/@ 'r.@ %. B :ave ( *5 #past$ had written ';=T 'E1%E-T -+.T/.C+C=! ? 'a. @@xxxx$x/xxx 'r. @@%. B

:ave ( *5 <e ( *3"ing @@@@@@@@@@@@@@@@@ have ( been ( *3"ing #past$ had been writing %CTC1E =/9' E! ? 'a.@@'r.@@@@x@%. B Fill ( *3 will write %CTC1E -+.T.! ? 'a 'r.@xxx/xxx@%. B Fill ( *3 <e ( *3"ing @@@@@@@@@@@@@@@@@ will ( be ( *3"ing will be writing %CTC1E 'E1%.! ? 'a. 'r.@xxxx$xx/ %. B Fill ( *3 :ave ( *5 @@@@@@@@@@@@@@@ will ( :ave ( *5 will have written %CTC1E 'E1%E-T -+.T/.C+C=! ? 'a. 'r.@@@@xxxx$x/xxx@@ %. B

Fill ( *3 :ave ( *5 <e ( *3"ing @@@@@@@@@@@@@@@@@@@@@@@@ will ( have ( been ( *3"ing will have been writing 1. Mod$#it, 9odality with simple aspect present&past&future time reference! *modal ( *3 can/could write 9odality with progressive present&past&future time reference! *modal ( *3 <E ( *3"ing @@@@@@@@@@@@@@@@@@@@ *modal ( <E ( *3"ing can/could be writing 9odality with perfect present&past&future time reference! *modal ( *3 :;*E ( *5 @@@@@@@@@@@@@@@@@@@ *modal ( :;*E ( *5 can/could have written 9odality with perfect continuous present&past&future time reference! *modal ( *3 :;*E ( *5 <E ( *3"ing @@@@@@@@@@@@@@@@@@@@@@@@@@@ *modal ( :;*E ( <EE.( *3"ing can/could have been writing 2.T n% % G.3. 'resent simple!? 'a.@@@@x@@@ %. B G.3.3. >E%/./T/+.! is used to describe general truths and states which are regarded as permanent2 is used to describe repeated actions or habits2 exclamations introduced by Hhere&thereI2 explanations demonstrations2 G.3.4. %+19! ) *3 , *3s 5rd sg2 )>+(*3 , ) >+.JT(*3 , G.3.5. ;>*E1<=! #of frequency$ every day2 every week2 every month2 every year2 usually, mostly, generally, rarely, seldom, frequently, always, never2 sometimes, at times2 G.3.D EA;9' E=! ;%%/19;T/*E! The student writes formulas every day. /.TE1+0;T/*E! >oes the student write any formulas every dayK .E0;T/*E! .o, the student doesnJt write any formulas. G.4. 'resent -ont.! ? 'a.@xxx/xxx %.B

G.4.3. >efinition! is used to represent an action, viewed in progress #continuous$ at the very time of speech #present$2 is used to represent an action viewed in progress2 #continuous$ at the Time of speech #present$, even if not literally at the very moment of speaking2 is used to express a definite arrangement in the near future #immediate plans$2 is used to express a non" habitual action2 is used to express a reproach2 G.4.4. %+19' ) <E ( *3"ing , G.4.5. ;>*E1<=! #of present moment$ now, right now2 this moment2 at the time2 at present, presently2 G.4.D. EA;9' E=! ;%%/19;T/*E! The student is writing a formula right now. /.TE1+0;T/*E! /s the student writing a formula right nowK .E0;T/*E2 .o, the student isnJt writing a formula right now. G.5. 'resent 'erfect! ?'a. xxx$xx/@%. B >E%/./T/+.! is used to express a completed action #perfect$ still having an effect or result in the moment of speaking #present$2 is used to represent activities completed in the immediate past, often associated either with HjustI or no time reference at all2 is used to express activities completed in a period up till the moment of speech, without being exact about the time2 is used to represent a completed action in an uncompleted time interval2 G.5.3. %+19! ) :;*E ( *5 , G.5.4. ;>*E1<=! #of interval, time span, period, uncompleted time interval$ just, yet, already, never, ever2 forL, sinceL2 lately, recently2 this morning, this afternoon, this evening, this night, this week, this month, this year, this, spring, this century2 G.5.5. EA;9' E=! ;%%/19;T/*E! The student has already written the formula. /.TE1+0;T/*E! :as the student already written the formulaK .E0;T/*E! .o, the student hasnJt written the formula yet. G.D. '1E=E.T 'E1%E-T -+.T. ! ? 'a.xx$x/xx %. B G.D.3. >efinition! is used to express an activity partly completed #perfect$ but still in progress #continuous$ at the moment of speaking #present$2 is used to express an activity begun in the past which has only just finished and is relevant to the current situation2 is used to describe a repeated activity, in which case a nuance of reproach, irritation, wonder can be present2 G.D.4. %orm! ):;*E ( <EE.( *3ing , G.D.5. ;dverbs! #of interval of time$ since2 for2 G.D.D. EA;9' E=! ;%%/19;T/*E! The student has been writing for an hour. /.TE1+0;T/*E! :as the student been writing for an hourK .E0;T/*E! .o, the student hasnJt been writing for an hour. G.M. ';=T =/9' E! ? 'a. x 'r. %. B G.M.3. >E%/./T/+.! is used to represent simple #simple$ actions completed at a definite time in the past #past$2 is used to represent a series of actions in a sequence, often as part of a narrative2 is used to describe habitual, repeated actions in the past, and with verbs of permanent characteristic2

G.M.4.

%+19! ) *4 , )>id ( *3,2 )>/>.JT ( *3, G.M.5. ;>*E1<=! #of definite point, or period in the past$ yesterday, last week, last month, last year, last century2 ten years ago, before, on ;ugust 4Dth 3NMD2 when L.past action2 G.M.D. EA;9' E=! ;%%/19;T/*E! The student wrote that formula ten minutes ago. /.TE1+0;T/*E! >id the student write that formula ten minutes ago. .E0;T/*E! .o, the student didnJt write that formula ten minutes ago. ';=T -+.T.! ?'a@x/x@'r. @%. B G.O.3. >E%/./T/+.! is used to represent an action viewed in progress #continuous$ before the moment of speaking at some point in the past #past$2 is used to describe a past repeated action causing annoyance2 %+19! )F;=&FE1E ( *3ing, ;dverbs! #of definite point or period in the past$ yesterday, last week, last month, last year, last century2 ten years ago, before, on ;ugust 4Dth 3NMD2 when L.past action2 at this time yesterday2 EA;9' E=! ;%%/19;T/*E! The student was writing the formula at this time yesterday. /.TE1+0;T/*E! Fas the student writing the formula at this time yesterdayK .E0;T/*E! .o, the student wasnJt writing the formula at this time yesterday. ';=T 'E1%.! ? 'a.x$x/@ 'r. %. B G.P.3. >efinition! is used to represent an action completed #perfect$ before another action or moment in the past #past$2 is used to denote an action that began before another moment in the past and continued up to that time2 %+19! ) :;> ( *5 , G.P.5. ;>*E1<=! #of definite point in the past, and of interval$ sinceL2 forL2 yesterday, last week, last month, last year, last century2 ten years ago, before, on ;ugust 4D th 3NMD2 when&beforeL.past action2 at this time yesterday2 EA;9' E=! ;%%/19;T/*E! The student had written the formula before he took the test . /.TE1+0;T/*E! :ad the student written the formula before he took the testK .E0;T/*E! .o, the student hadnJt written the formula before he took the test. 'ast 'erfect -ontinuous! ? 'a. @ @xxxx$x/xxx 'r. @@%. B G.G.3. >E%/./T/+.! is used to represent a mostly completed action #perfect$ that is still viewed in progress #continuous$ at a definite point in the past #past$2 G.G.4. %+19! ):;> ( <EE. ( *3ing, G.G.5 ;>*E1<=! #of definite point in the past, and of interval$sinceL2 forL2 yesterday, last week, last month, last year, last century2 ten years ago, before, on ;ugust 4Dth 3NMD2 when&beforeL.past action2 at this time yesterday2 G.G.D. EA;9' E=!

G.O.

G.O.4. G.O.5. G.O.D.

G.P.

G.P.4.

G.P.D.

G.G.

;%%/19;T/*E! The student had been writing for ten minutes, when the test was over. /.TE1+0;T/*E! :ad the student been writing for ten minutes, when the test was overK .E0;T/*E! .o the student hadnJt been writing for ten minutes, when the test was over. G.N. %uture =imple! ? 'a.@@'r.@x %. B G.N.3. >E%/./T/+.! is used to denote simple actions #simple$ to be performed in the future #future$, while the performance of an action or the occurrence of an event in the future may be caused by objective circumstances or by a mixture of the former and a personal element, or it may depend on a condition2 G.N.4. %+19! )F/ &=:; ( *3, G.N.5. ;>*E1<=! #of definite point or period in the future$ tomorrow2 next week, next month, next year, next century2 in 4QMM2 in two years2 after a few days2 the following day2 whenL.future action2 G.N.D. EA;9' E=! ;%%/19;T/*E! The student will write the formula in ten minutes. /.TE1+0;T/*E! Fill the student write the formula in ten minutes. .E0;T/*E! .o, the student wonJt write the formula in ten minutes. G.3Q. %CTC1E -+.T/.C+C=! ? 'a.@@'r.@@@xxx/xxx@@@@% . B G.3Q.3. >E%/./T/+.! is used to represent an action viewed in progress #continuous$ at some time in the future #future$2 G.3Q.4. %+19! )F/ &( <E ( *3"ing, G.3Q.5 ;>*E1<=! #of definite point or period in the future$ tomorrow2 at this time tomorrow2 next week, next month, next year, next century2 in 4QMM2 in two years2 after a few days2 the following day2 whenL.future action2 G.3Q.D. EA;9' E=! ;%%/19;T/*E! The student will be writing a formula during the next two minutes. /.TE1+0;T/*E! Fill the student be writing a formula during the next two minutesK

.E0;T/*E! .o, the student wonJt be writing the formula during the next two minutes. G.33. %CTC1E 'E1%E-T! ? 'a. 'r.@@@xxxx$xxx/@@@%. B G.33.3 >E%/./T/+.! is used to represent a completed action #perfectQ at some point in the future #future$2 G.33.4. %+19!)F/ &=:; ( :;*E *5, G.33.5. ;>*E1<=! #of definite point or period in the future and of interval of time$ tomorrow2 at this time tomorrow2 next week, next month, next year, next century2 in 4QMM2 in two years2 after a few days2 the following day2 whenL.future action2 forL2 sinceL2 byL2 already2 G.33.D. EA;9' E=! ;%%/19;T/*E! y !" o#clock the student will have already written that formula. /.TE1+0;T/*E! Fill the student have already written that formula by !" o#clockK .E0;T/*E! .o, the student wonJt have written that formula yet by !" o#clock. G.34. %CTC1E 'E1%E-T -+.T.! ? 'a. 'r.@@@ @xxxx$x/xxx@@ %. B

G.34.3. >E%/./T/+.! is used to represent a partly completed action #perfect$ still viewed in progress #continuous$ at some point in the future #future$2 G.34.4. %+19! ) F/ &=:; ( :;*E ( <EE. ( *3"ing , G.34.5. ;>*E1<=! #of definite point or period in the future and of interval of time$ tomorrow2 at this time tomorrow2 next week, next month, next year, next century2 in 4QMM2 in two years2 after a few days2 the following day2 whenL.future action2 forL2 sinceL2 byL2 already2 G.34.D. EA;9' E=! ;%%/19;T/*E! y !" o#clock the student will have been writing that formula for ten minutes. /.TE1+0;T/*E! Fill the student have been writing that formula for ten minutes by !" o#clockK .E0;T/*E! .o, the student wonJt have been writing that formula for ten minutes for ten minutes by !" o#clock.
/. Conc#u%ion

/n 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 studentsJ interest and the degree of comprehension. ; flexible attitude towards teaching methods prompts the benefits of actually achieving a real contact to the way students are used to process information. :ence, 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. ;dding formulae, remembering equations, summing up, performing given functions are the processes students specializing in technical fields are used to do and when an HalienI 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. R & r nc % 3. :inkel, E.' $ew %erspectives on &rammar Teaching in 'econd (anguage )lassrooms3 awrelce Erlbaum ;ssociates, 3NNN, p. 45 "