МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ
ФЕДЕРАЦИИ
Федеральное государственное автономное образовательное
учреждение высшего образования
«КРЫМСКИЙ ФЕДЕРАЛЬНЫЙ УНИВЕРСИТЕТ
имени В. И. Вернадского»
(ФГАОУ ВО «КФУ им. В. И. Вернадского»)
ГУМАНИТАРНО-ПЕДАГОГИЧЕСКАЯ АКАДЕМИЯ
ИНСТИТУТ ФИЛОЛОГИИ, ИСТОРИИ И ИСКУССТВ
Кафедра иностранной филологии и методики преподавания
Кубединова Эльмира Диляверовна
PROSPECTIVE ENGLISH TEACHERS’ TRAINING FOR THE
GRAMMATICAL COMPETENCE FORMATION OF THE NONFINITE FORMS USE
Выпускная квалификационная работа
Обучающейся
Направления подготовки
Форма обучения
Научный руководитель
к. пед. н., доцент
2 курса
45.04.01 «Филология»
очная
А. А. Береснев
К ЗАЩИТЕ ДОПУСКАЮ:
Завкафедрой
к. филол. н., доцент
А. А. Майборода
2
Ялта, 2020 г.
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN
FEDERATION
Federal State Autonomous Educational Institution for Higher
Education
HUMANITIES AND EDUCATION SCIENCE (BRANCH)
ACADEMY OF V. I. VERNADSKY
CRIMEAN FEDERAL UNIVERSITY IN YALTA
INSTITUTE OF PHILOLOGY, HISTORY AND ARTS
Department of Foreign Philology and Methods of Teaching
Elmira Kubedinova
PROSPECTIVE ENGLISH TEACHERS’ TRAINING FOR THE
GRAMMATICAL COMPETENCE FORMATION OF THE NONFINITE FORMS USE
Graduation thesis
By the 2nd year student
Speciality 45.04.01
“Philology”
Full-time
education
Scientific adviser: Ph. D.,
associated professor
Beresnev A. A.
ADMITTED TO THE DEFENCE:
Head of the Department
Ph. D., associated professor
A. A.
Maiboroda
3
Yalta, 2020
Аннотация
Выпускная квалификационная работа посвящена теме
употребления
неличных
форм
глагола
в
современном
английском языке, которая зачастую вызывает у обучающихся
ряд трудностей. Теоретическая часть представлена анализом
употребления
неличных
форм
глагола
в
современном
английском языке, а также раскрывает состояние и проблемы
обучению неличных форм глагола на занятиях в высшем
учебном
заведении.
организации
упражнений,
употребления
Практическая
эксперимента
по
направленного
неличных
форм
часть
основывается
применению
на
развитие
глагола
на
на
комплекса
навыков
занятиях
по
английскому языку в условиях вуза. Работа содержит 70 листов
текста.
4
Abstract
Graduation project is devoted to the topic of the use of nonfinite verb forms in Modern English which often causes students a
great number of difficulties. The theoretical part is presented by
the by the analysis of the non-finite verb forms use and reveals the
state and problems of their learning during classes in higher
educational institution. The practical part is based on the
organization of an experiment on the use of the complex of
exercises aimed at developing the skills of using non-finite forms of
the verb in English classes. The work contains 70 sheets of text.
5
CONTENTS
INTRODUCTION
…………………………..
…………………………….....................5
CHAPTER 1. THE USE OF NON-FINITE FORMS OF THE VERB
IN MODERN ENGLISH: PHILOLOGICAL AND METHODICAL
ASPECTS……………..
10
1.1. The non-finite forms of the verb functioning in Modern
English……………………………………………………………….…………..
……..10
1.2. The comparative analysis of the use of non-finite forms of
the verb ……….16
1.3. The state and the problems of teaching students to use nonfinite
forms
of
the
verb
in
higher
educational
institutions
……………………...…………………..............26
CHAPTER 2. RESEARCH AND EXPERIMENTAL WORK AIMED
AT THE SKILLS FORMATION OF THE USE OF NON-FINITE
FORMS
OF
THE
VERB
IN
HIGHER
EDUCATIONAL
INSTITUTION’S CLASSES ……………..............34
2.1. Theoretical grounding and elaboration of the complex of
6
exercises aimed at developing the skills of the use of non-finite forms
of the verb ……………………......34
2.2. Approbation of the complex of exercises aimed at formation
the skills of the use of non-finite forms of the verb in English classes
……………………..……...…....42
2.3. The results of approbation of the elaborated complex of
exercises
and
summing
up
…………………………………………………………………….………48
CONCLUSION
…...
…………………………………………………………...............50
REFERENCES ......................................................................................
.....................53
APPENDICES .......................................................................................
.........................58
Appendix
A……………………............................................................................58
Appendix
B..........................................................................................................60
Appendix
C………………...................................................................................62
Appendix
D……………………………................................................................64
Appendix
E……………….....................................................................................66
7
INTRODUCTION
Nowadays English is an undisputed leader in the international
arena. It is not only a communicative means among the population
of the United Kingdom, the United States, Australia, New Zealand,
and Canada; its native speakers live on all continents of the world.
Only as an official language English was recognized by 58
sovereign states; moreover, it is the main way of communicating
for many migrants from different countries.
With regard to political changes the international relations of
the Russian Federation and other countries are currently in a
troubled state. However, despite this fact, the English language
does not lose its significance, as the Russian Federation is trying to
adopt policies aimed at creating a stable and sustainable system of
international relations based on the international law and founded
on the principles of equality and mutual respect.
Learning any foreign language takes always enormous work
requiring a strong desire and a great motivation to master the tool
of another culture. Those who start their acquaintance with foreign
languages in general and English in particular, face many
problems, the main part of which is connected with grammar.
The importance of the English language learning has still
remained in the educational sector. Its study is in the same line
with the basic subjects both at school and in higher educational
establishments. However, the proposed amount of training hours is
clearly insufficient for mastering a foreign language at the
functional level. The process of learning a foreign language is
difficult in the field of grammar, primarily because there are many
differences in comparison with the Russian language. First of all, it
should be noted that the Russian language belongs to the flexive
8
language system while the English language has a complex
analytical structure. This means that the words in the sentence are
connected with auxiliary verbs and functional words such as
prepositions, which often do not find correspondence in the
Russian language. The construction of English sentences has its
own specifics, different from Russian. As a result, there are many
factors that can cause difficulties in studying, for example, tenses,
the regularities of syntactic organization of sentences, the correct
use of prepositions, as well as the use of articles and gerund, which
have no analogues in the Russian language.
According to the Federal State Educational Standard two
hours a week are allocated for students who study English as a
non-core language. But for those who study at the English faculty
is to take classes at least three to eight hours a week. Of course
the proposed amount of training hours is insufficient for learning a
foreign language and the students often turn to additional classes,
study the material on their own or attend special clubs and groups.
It should also be noted that not only students, but also applicants
find themselves in a difficult situation. After all, the university
entrance exam in English is considered one of the most difficult
and requires a fairly high level of the language proficiency.
For the reason that it is not possible to put all grammatical,
lexical and phonetic peculiarities and nuances into the university
English course, some negative factors and incompetence in the
application of elementary grammatical structures by students
subsequently arise. Since higher educational establishments focus
on the use of tenses and the development of reading, speaking and
writing skills, the topic of non-finite verb forms is often studied
superficially, which, of course, affects their use skills and leads to
the inability to master the language at a high level.
9
The learning process on the topic of non-finite verb forms
(infinitive, gerund, participle) causes a number of difficulties for
students. The abundance of forms and functions, the presence of
constructions, various examples, ways of formation and translation
of the infinitive, gerund and participle make students of the
English faculty face a difficult choice.
The study of the practical component of the language
grammatical structure (which is an integral component of the
language competence) is of great importance in the study of a
foreign language. Grammar, vocabulary and phonetics are the
main material basis of speech and it is impossible to master oral
speech, understand its structure and analyze texts without
knowledge of these constituents. The ability and real willingness to
carry out foreign language communication at a high level and to
achieve mutual understanding with native speakers is largely
determined by the development of the grammatical structure of the
language.
In the educational process the formation and development of
foreign language skills and abilities is carried out in conjunction in
all types of speech activity. In many cases different grammatical
structures of the English language intersect so it causes a sense of
unnecessary complexity and difficulty in choosing. Hence there is
the need for practical training. Its task is to compare grammar
options and show the student that in each case there is a set of
tools in order to most closely correspond to what we want to say.
In order to form a speech grammatical skill, one must learn
how to reproduce the studied phenomenon in typical speech
situations
and
develop
its
flexibility
by
changing
the
communication conditions that require correct grammatical design
of the statement.
10
From the point of view of theoretical grammar, the problem of
non-finite verb forms functioning was studied by such researchers
as: M. Bloch, I. Bondarko, V. Britsyn, G. Zolotova, B. Ilish, I.
Kalaydovich, T. Lomtev, D. Ovsyaniko-Kulikovsky, K. Perafer, A.
Peshkovsky, A. Potebnya, A. Smirnitsky, A. Shakhmatov, R. Quirk,
J. N. Leach. The following scholars considered the non-finite forms
of the verb from the perspective of teaching methods: V.
Babaitseva, L. Barkhudarov, M. Belyaeva, G. Boguslavskaya, L.
Verba, G. Verba, L. Gudkova, N. Dmitrieva, V. Zhigadlo, I. Ivanova,
E. Korneeva, E. Sidelnikova, K. Timofeev and many others.
The urgency of this work is due to the fact that despite a
large number of works and a sufficient number of methodological
and additional literature on this topic, the problem of using nonfinite forms of the verb is given insufficient attention. This
circumstance can be confirmed by the result of the test proposed
to the first-year students of the Humanities and Education Science
Academy, according to which 5% of students completed tasks at a
high level, 17% - at a sufficient level, 21% - at an average level, and
47% of students failed the test at all. It only emphasizes the need
to scheme out a new method and more effective forms of teaching
the use of non-finite verb forms in higher educational institutions
(Appendix A).
The aim of this research is the elaboration, theoretical
grounding and approbation of the complex of exercises oriented
towards formation the skills of using non-finite forms of the verb in
higher educational institution. The implementation of this aim
involves solving a number of tasks that can be formulated as
follows:
1)
to identify the specifics of the use of non-finite verb
forms basing on the study of this problem;
11
2)
to conduct the comparative analysis of the use of non-
finite verb forms in Modern English basing on the analysis of
philological literature;
3)
to determine the state and the problems of teaching
students to use non-finite forms of the verb;
4)
to develop and theoretically ground the complex of
exercises aimed at developing the skills of using non-finite verb
forms in a higher educational institution;
5)
to approve the elaborated complex of exercises during
the classes in a higher educational institution.
The object of the work is the process of teaching English
grammar to students of a higher educational institution.
The subject of the study is prospective English teachers’
training for the grammatical competence formation of the nonfinite forms use.
In order to achieve this aim we will use the following
methods:
Theoretical – comparison, generalization of data on the
research
problem
based
on
the
study
of
scientific
and
methodological, philological literature, analysis (qualitative and
quantitative) of the results of the experiment.
Empirical – experimental observations of the learning process
in a higher educational institution, didactic testing, interviews and
questionnaires with lecturers and teachers of English, the complex
of exercises elaboration using didactic tools.
The scientific novelty consists in determining the state and
problems of teaching the use of non-finite forms of the verb, in
establishing an effective complex of exercises aimed at developing
skills in the use of non-finite forms of the verb during English
classes.
12
The practical significance of our work lies in the fact that
the elaborated theoretical and practical material can be used in
English classes in a higher educational establishment, as well as in
the use of the results of students’ work while conducting their own
research activities.
13
CHAPTER 1. THE USE OF NON-FINITE FORMS OF THE
VERB IN MODERN ENGLISH: PHILOLOGICAL AND
METHODICAL ASPECTS
1.1. The non-finite forms of the verb functioning in
Modern English
There are finite and non-finite forms of the verb in English.
Almost all textbooks on theoretical and practical grammar that
describe the structure of the English language pay attention to
non-finite forms of the English verb. The concept itself implies that
the verb includes various versions of verb formations that go
beyond the scope of verb categories. This term has other names
such as “non-predicative”, “non-finite” and “nominal” forms of the
verb. However, the use of the term “non-finite” is the most
appropriate and understandable, as it indicates the essential
property of this form of the verb that is the absence of a category
of person. In English, this concept also has various kinds of terms,
for example:
1)
«non-finite»
(K.
Kachalova,
V. Kaushanskaya) [17, P. 222],
2)
«verbals» (I. Ivanova) [14, P. 80],
3)
«verbids» (B. Rogovskaya, B. Khaimovich) [27, P. 187].
The first term is an analogue of Russian “non-finite”, and the
next two are less accurate from a linguistic point of view, that is
why they are used much less often.
Non-finite forms of the verb in English are considered to be
the infinitive, gerund and participle. They combine the properties
14
of a verb and a noun (infinitive, gerund) or a verb and an adjective
(participle), as shown in the figure 1.1.
Verb
Participle
Adjective/Adverb
Infinitive
Verb
Noun
Gerund
Figure 1.1. Non-finite forms of the verb
A distinctive feature of English non-finite verb forms is their
ability to form so-called syntactic complexes, that is, combinations
with nouns or pronouns that are equivalent in meaning to
subordinate clauses and acting as complex members of the
sentence
(complex
object,
predicate,
subject,
attribute
or
circumstance). Non-finite forms of the verb do not have any signs
of person, number or mood. They cannot independently perform a
function of predicate in a sentence, specifying only a minor action,
or being a part of the predicate as one of its component parts.
V. Zhigadlo notes that non-finite forms have such verbal
features as the categories of time, type and voice, and they can
also have a non-prepositional object and be determined by a
circumstance. This ability is expressed in the same type of
combinations which do not differ from similar combinations with
personal forms of the verb. This means that the verbal features
are shown in the presence of non-finite forms of the English verb
category of time, type and voice, as well as in the characteristics of
phrases in which the studied forms function: telling the story again
– without telling the story again – to tell the story again – I am
telling the story again [12, P. 141].
15
The nominal features of non-finite verb forms are shown in
the syntactic functions that they perform. In this respect, non-finite
forms are heterogeneous, and each acts according to its own
meaning, different from the meanings of other non-finite forms
[13, P. 53].
In relation to nominal features, non-finite forms retain their
historical connections with the noun (infinitive and gerund) and
with the adjective (participle), while verbal features are mainly the
result of their gradual and long-term development. The history of
the development of non-finite forms of verbs is the history of their
gradual inclusion in the verbal system, so that in order to identify
their specificity in Modern English, their verbal properties are
more important than their native nominal features [14, P. 33].
In contrast to personal forms which express time in relation to
the moment of speaking, non-finite forms indicate time in relation
to the moment of action expressed by the verb in a personal
form [11, P. 253-254]: Jack is happy to have finished that article. –
Джек счастлив, что закончил эту статью. She was glad to have
told that story to Henry. – Она была рада, что рассказала эту
историю Генри.
Such linguists as K. Guzeeva, V. Zhigadlo, B. Ilish, O.
Korneeva, and T. Tsvetkova came to the conclusion that the main
difference between non-finite forms of the verb from personal ones
is that that the participle, gerund and infinitive do not have
grammatical categories of a person and number and therefore they
cannot perform the syntactic function of the predicate which is the
property of the personal forms of the verb. The absence of this
syntactic function of person is reflected in the very concept of
“non-finite forms”.
16
All non-finite verb forms are capable of forming predictive
constructions,
that
is,
constructions
that
consist
of
two
components: a nominal expressed by a noun or a pronoun, and a
verb expressed by a non-finite verb form – a participle, gerund or
infinitive.
Both components of the predicative construction depend on
predicativity, which mean the relations between the subject and
predicate of sentence. G. Vorontsova, L. Verba, B. Ilish and others,
denote this fact as secondary predication. “Every sentence must
contain a predication, without which there will be no sentence. In a
common or general sentence consisting of two constituents, the
predication is between the subject and the predicate. This is a
single predication for the most sentences. However, there are
sentences that contain another predication that is not between the
subject and the predicate. This predication may be called
“secondary predication”, notes B. Ilish [15, P. 62].
Since the verbal component of the predictive complex can
only be expressed by the non-finite form of the verb, all predictive
constructions can be classified according to the content of the
verbal component as follows:
1)
predicative constructions with the infinitive;
2)
predicative constructions with the gerund;
3)
predicative constructions with the participle.
Each of the distinguished groups has a further division
depending on the lexical content of the predicative construction
components and the syntactic function of this construction in the
sentence.
Predicative constructions with the infinitive are subdivided
into the following subgroups:
17
1)
Objective Infinitive Complex;
2)
Subjective Infinitive Complex;
3)
The Prepositional Infinitive Complex.
However, Kachalova notes another predicative complex called
“Independent Infinitive Complex” in addition to those three groups.
The author claims that this complex consists of a noun in the
general case and an infinitive. The noun in of this complex denotes
a person or an object performing an action expressed by the
infinitive, or being subjected to this action. This complex is at the
end of the sentence and is translated into Russian using the
conjunction “причём”, due to which the verb-predicate expresses
obligation. Independent Infinitive Complex is most often found in
juridical texts and in commercial documents:
The sellers offered the buyers 5,000 tons of gasoil, delivery to
be made in October. – Продавцы предложили покупателям 5000
тонн газойля, причём сдача должна была быть произведена в
октябре [17, P. 332].
Moreover, K. Kachalova uses other terms for the names of
these structures. Thus, she denotes Objective Infinitive Complex
just as Objective with the Infinitive; for Subjective Infinitive
Complex the author has the variant as Subjective with the
Infinitive, and for the Prepositional Infinitive Complex (with the
preposition for) she has a scheme like for + noun (or pronoun) +
infinitive.
These terms do not have a generally recognized meaning,
because first of all, the concept of predicative construction is not
considered by all authors of textbooks and manuals on grammar of
Modern English, and secondly, many of the philologists, such as M.
Belyaeva, I. Berman, M. Bloch, V. Vinogradova, V. Zhigadlo, I.
Ivanova, B. Ilish, K. Kachalova, N. Kobrin, I. Konkova, E. Korneeva,
18
E. Morokhovskaya, N. Raevskaya, A. Khudyakov and many others
dealing with this problem, indicate the name of the constructions
in English without translation.
Considering
the
specifics
of
the
use
of
predicative
constructions with the infinitive, it can be argued that the
“Objective Infinitive Complex”, represents a combination of a
pronoun in the objective case or a noun in the general case with
the infinitive. The Russian language does not have a construction
corresponding to this complex, and it is translated into Russian by
an additional sentence with a subordinate clause.
Subjective Infinitive Complex is the combination of a noun in
the general case (or a pronoun in the nominative case) with an
infinitive.
The
Prepositional
Infinitive
Complex
consisting
of
the
preposition for + noun (or pronoun) + infinitive is a single
syntactic group in which the action expressed by the infinitive
refers to a person (or object) indicated by a noun in the general
case or a pronoun in the objective case.
In Modern English predicative constructions with a gerund
are represented only by one construction that I. Berman calls “a
gerund with a possessive case or a noun in the possessive case”,
however, they can also be called as gerundial.
As may be inferred from the name of the construction the
gerund is accompanied by a noun in the possessive case or a
possessive pronoun in this complex. In this regard secondary
predicativity relations arise between the two components of the
predicative construction [3, P. 88].
Such predicative constructions imply that gerund expresses
the action that a person or a subject performs, and it is denoted by
a noun or a pronoun that takes place before the gerund. The whole
19
part of a sentence consisting predicative construction is usually
translated into Russian by a subordinate clause. The subject
corresponds to the possessive pronoun or a noun in the possessive
case or in the common case of the English gerundial complex. As
for the predicate, it corresponds to the gerund of this complex. For
example, She was so glad to know about her sister having been
told the truth. In Russian it sounds like “Она была так рада
узнать, что о её сестре сказали правду”.
Predicative constructions with a participle are divided into:
1)
the Objective Participial Construction;
2)
the Subjective Participial Construction;
3)
the Nominative Absolute Participial Construction;
4)
the Prepositional Absolute Participial Construction;
5)
Absolute Constructions without a Participle.
The
past
participle
can
form
secondarily
predicative
constructions in combination with its own “internal” subjectsupporting constituent; participial semi-predicative constructions
include complex object with a past participle; complex subject with
a past participle which is a transformation of a complex object in
the passive voice that is absolute participial construction.
Thus, after analyzing the philological literature and various
textbooks on theoretical and practical grammar, we examined the
concepts of personal and non-finite
forms of the verb, and also
identified the distinguishing features between them. It was noted
that all non-finite verb forms are capable of forming predicative
constructions. Next, we presented their classification according to
the
content
of
the
verbal
component,
namely:
predicative
complexes with an infinitive, predicative complexes with a gerund,
and predicative complexes with a participle. Each of the selected
20
groups have a further division depending on the lexical content of
the components of the predicative construction and the syntactic
function of this construction in the sentence. Examples of different
terminology for the names of these structures are also given, and
the presence of other complexes introduced by I. Berman and K.
Kachalova is mentioned.
1.2. The comparative analysis of the use of non-finite
forms of the verb
In English non-finite verb forms include the infinitive, gerund,
and participle. It should be noted that the number of tense forms
varies. The great attention in English speech is paid to the
infinitive, since it has 6 forms, while the participle is 5, and the
gerund is 4.
The non-finite forms of the verb have some similarities, such
as: the same origin, similar structure of form and voice, as well as
some functions due to which they can replace each other. The most
similar non-finite forms are the gerund and infinitive forms which
perform almost the same functions in a sentence. There is an only
difference which involves the next rule. If we want to emphasize
the fact that an action is represented as a process of its passing or
flow, we express it in the form of a gerund in speech. Examples are
given below in the table 1.1:
Table 1.1
Gerund and infinitive forms
The action in progress
I mind your smoking here! – Я
возражаю против курения здесь!
He
likes
speaking
French
because it is a wonderful language. –
Ему
нравится
говорить
на
французском,
потому
что
это
красивый язык.
The statement of a fact
You mustn’t smoke here! – Вы
не должны курить здесь!
He likes to speak French when
he is in France. – Ему нравится
говорить на французском, когда он
находится во Франции.
21
In modern colloquial speech, the gerund as a subject, as well
as the infinitive, is usually used in a construction with a formal
subject it.
For instance:
It is foolish arguing over trifles. – Глупо спорить по
пустякам.
It is useful to read every day. – Полезно читать каждый
день.
As for the category of time, the infinitive is usually associated
with the present and future, and the gerund is associated with the
past tense.
For instance:
Good seeing you again. – Приятно было повидаться с Вами
снова.
It is good to see you again. – Приятно видеть Вас снова.
Unlike the infinitive (Indefinite Infinitive Active), the gerund
(Indefinite Gerund Active) and the participle (Present Participle
Simple) can denote completed or ongoing actions, while the
infinitive only names the action. Examples are shown below in the
table 1.2:
Table 1.2
Comparison of infinitive, gerund and participle
Indefinite
Infinitive Active
Examp Translati
le
on
Indefinite Gerund
Active
Example Translation
Present Participle
Simple
Exampl Translation
e
She
asked
me
to
enter
the
room.
Everybody
was glad
on
his
entering
the room.
Entering
the room
he found
all
the
family
present.
Она
попросила
меня
войти
в
комнату.
Все
были
рады, когда
он вошёл в
комнату.
Войдя
в
комнату,
он
обнаружил,
что вся семья
в сборе.
22
I
am
ready
to meet
this
girl.
Я
готов
встретит
ь
эту
девушку.
I
remember
meeting
that
girl
before.
Я
помню,
как
встречался
с
той
девушкой.
I stood at
the
window
meeting
this girl.
Я
стоял
у
окна,
встречая эту
девушку.
The gerund in English expresses the name of an action and
has the properties of both a verb and a noun. In this regard, the
understanding of this form is a little more complicated. The
gerund functions in a sentence are similar to the infinitive, with
the only difference that there are more properties of the noun in
it. In simple terms it’s like “doing something”.
According to I. Ivanova, gerund is the most peculiar nonfinite form in the English verb system. While the infinitive and
participles are forms common to all modern European languages,
gerund has a parallel only in Spanish. This form is combining
verbal and substantive features.
With a paradigm containing verb features and the ability to
accept the first (direct) object, the gerund takes only substantive
positions in the sentence. These contradictory properties extend
the possibilities of a simple sentence: the gerund is often a
concise way of expressing relationships passed on in other
languages by subordinate clauses.
Thus, gerund is distinguished from other non-finite forms of
the English verb that there is no analogue of gerund in the
Russian language, and therefore we translate it using the
participle or an adverbial modifier.
The gerund forms do not have a direct corresponding form in
the Russian language. Moreover, the inability to distinguish
between gerund and participle often becomes a real problem. It
should be noted that they are absolutely identical in the formation
23
of their species and the voice forms (the suffix –ing is used, for
example: doing, having done, being done, having been done).
Also, gerund and participle have similar verb properties: they can
have a direct object, an attribute expressed by an adverb, they
have indefinite and perfect forms, as well as forms of the voice –
active and passive. But there is a verbal noun which differs from
them as it has only one form, has an article before it, can be used
in a plural form, and can have an attribute expressed by
demonstrative pronouns.
Analyzing the functions of the gerund and participle, it was
concluded that in contrast to the participle the gerund as an object
can be introduced by prepositions after verbs and verbal phrases.
The gerund can define another noun and then the form coincides
with the participle in the same role. However, if the participle
means an action performed by a person or an object (a dancing girl
– a girl who dances), then the gerund as part of a compound noun
conveys the purpose of the object (a dancing hall – a hall for
dancing). It is sometimes very difficult to make clear distinctions
between them and when it happens two meanings are suggested.
This fact will be best demonstrated in the Russian translation: a
sewing machine – швейная машина / машина, которая шьёт; a
hunting
dog
–
охотничья
собака
/
собака,
которая
охотится [11, P. 185].
Comparing the difference between predicative complexes with
gerund and complexes with participle 1, it is worth highlighting
some of the most significant differences. Thus, in contrast to the
gerundial
complex,
the
subjective
and
objective
participial
complexes, are lexically restricted, as they are used only after
certain verbs. The subjective and participial complexes perform
only one function – the complex subject or object respectively,
24
while the gerundial complex can act as a subject, an attribute, an
object
(prepositional
and
non-prepositional),
and
adverbial
modifier. Some difficulties may arise in distinguishing the absolute
participial complex from the gerundial one. The difference between
them is that the participial complex has an independent subject
(The day being warm, we opened the window. – Так как день был
тёплым, мы открыли окно.) and always performs a role of an
adverbial modifier in a sentence, while the gerundial complex can
perform various syntactic functions [13, P. 189].
Referring to the experience of foreign researchers, I. Krylova
states that the traditional distinction between gerund and present
participle is insignificant from the point of view of the real
functioning
of
these
forms
in
speech.
Therefore,
the
aforementioned forms should be considered undifferentiated as an
-ing form. “The reason for combining these forms into a single one
is, on the one hand, the fact that there is no difference between
them in morphogenesis (only the suffix –ing is used), nor in the
formation of their species and voice forms (doing, having done,
being done, having been done), and on the other hand, the fact
that the syntactic functions that the -ing form performs in the
sentence, except for minor particulars, are completely parallel to
the functions performed by the infinitive. Consequently, the
practical difficulty in mastering the use of the –ing form is not to
distinguish gerund from participle (which is not always possible to
do), but to learn to make the right choice between the infinitive
and the -ing form if they perform similar syntactic functions (for
example, subject, predicate, object, attribute, adverbial modifiers,
etc.)” [20, P. 224].
There are some similarities in the predicative complexes of
non-finite verb forms. For example, the objective participial phrase
25
is translated into Russian in the same way as the objective
infinitive phrase, i.e. by an additional subordinate clause beginning
with the conjunction “как”. However, one can notice the semantic
difference between them, since the participle expresses the action
in the process of its completion and the infinitive often shows the
completed action. Therefore, the complexes with the participle are
translated into Russian by the subordinate clause with imperfective
verb, and the complexes with the infinitive are translated with the
help of the subordinate clause and the verb of the perfect form.
Examples are given below in table 1.3:
Table 1.3
Participial and infinitive complexes
Participial complex (the action in the process of its completion)
I saw you passing our house.
Я видел, как ты проходил мимо
I heard him coming up the stairs.
нашего дома.
Я слышал, как он поднимался по
лестнице.
Infinitive complex (the completed action)
I saw you pass our house.
Я
видел,
что
I heard him come up the stairs.
нашего дома.
Я слышал, что
ты
он
прошёл
мимо
поднялся
по
лестнице.
A common feature of non-finite verb forms is that the time
category has a relational nature. It means that their tense
differences acquire significance only in comparison with the tense
of the personal form (predicate) of the given sentence. The
infinitive, gerund and participle are not able to place the action in
a particular time period, they indicate only the ratio of the time of
the action indicated by them to the action of the predicate verb –
i.e. simultaneity or its antecedence. Thus, they only indicate
relative time.
26
All non-finite verb forms possess both verbal and nominal
features. The verbal features of the infinitive, participle and
gerund are the categories of time, type and voice that are peculiar
to them, although they have their own characteristics, as well as
the ability to accept non-prepositional object and be determined by
an adverbial modifier.
The nominal features of non-finite forms of the verb appear in
the syntactic functions they perform. Each of them arises
according to its characteristic meanings different from the
meanings of other non-finite verb forms.
In relation to nominal features, non-finite forms retain their
historical connections with the noun (infinitive and gerund) and
with the adjective (participle), while verbal features are mainly the
result of their gradual and long-term development. The history of
the development of non-finite verb forms is the history of their
gradual inclusion in the verb system, so that to identify their
specifics in Modern English, their verbal properties are more
important than their original characteristics and native nominal
features. Without expressing faces and numbers, the gerund, the
participle and the infinitive cannot be consistent with the subject
and, therefore, never act independently as a simple predicate.
Table 1.4 shows the comparative characteristics of non-finite verb
forms:
27
Infinitive (to)
Corresponds to the
indefinite form of the verb
in the Russian language
Tenses
Indefinite
Active
Voice
to ask
Passiv
e
Voice
to be
asking
Perfect
to
have
asked
to
have
been
asked
to
have
been
asking
-
Participle 1 (-ing)
Corresponds to the
Participle in the Russian
language
Active
Voice
Passive
Voice
Active
Voice
Passive
voice
asking
being
asked
asking
being
asked
-
-
-
-
having
asked
having
been
asked
having
asked
having
been
asked
-
-
-
-
to be
asked
Continuo
us
Perfect
Continuo
us
Gerund (-ing)
There is no similar
correspondence in the
Russian language
Participle 2 (-ed) asked
Table 1.4
Non-finite forms of the verb
In accordance with the table data it will be remarked that the
number of tense forms is different. Much attention in the English
language is given to the infinitive, since it has 6 forms, while the
participle is 5, and the gerund is only 4. The infinitive corresponds
to the indefinite form of the verb in the Russian language. As for
participle it coincides with the participle of the Russian language.
However, the forms of gerund do not have a direct corresponding
form in the Russian language.
The table 1.5 presents comparison characteristics.
Table 1.5
A comparison of the functions of the infinitive, gerund and
participle
Таблица 1.5
28
FUNCTIONS
Infinitive
Gerund
Participle
Subject
To skate is fun.
Skating is fun.
Predicate
My goal is to learn
Spanish.
My
goal
Spanish.
Object
She likes to dance.
She likes dancing.
Attribute
I have a lot of work to
do.
There are many ways of
solving this problem.
The bookcase, standing in
the corner of the living-room,
was fool of unique.
Adverbial modifier
of:
We went
study.
We
went
studying.
for
Studying we found out a lot
of new.
*purpose
He has come to see
her.
This hall
dancing.
for
-
You are sufficiently
strong to win in this
fight.
Не
improved
his
pronunciation owing
to
reading aloud every day.
-
She gently moved her
finger towards his
lips as if to show him
how she loved him.
-
They ate without talking.
Mary stood for a time in
silence,
watching
and
listening.
Upon reaching the park he
waited and waited and
Carrie did not come.
-
When called he
come.
*result
*manner
*time
*cause
there
-
to
learning
is
there
is
used
He is writing a letter.
-
refused
Frightened by the noise of
the sea the child began
crying.
As a result, a general conclusion is made concerning functions
of the infinitive, gerund and participle. The infinitive performs five
main functions in a sentence: the functions of the subject, part of
the predicate, the object, the attribute, and the adverbial modifier,
which is divided into the adverbial modifier of purpose, result and
manner. Having analyzed a large number of sources, the infinitive
with a function of an adverbial modifier of time and reason was not
found. The gerund as well as the infinitive is implemented in five
similar functions, however, unlike the infinitive, it can have a
function of an adverbial modifier of time. The participle can
perform three functions in sentences, namely: the functions of a
part of the predicate, an attribute and an adverbial modifier that is
differentiated into an adverbial modifier of cause, manner and
time. Unlike the gerund and the infinitive, the participle cannot
to
29
have the function of subject, object and adverbial modifier of
purpose and result.
The last criterion compared in table 1.6 is the translation of
non-finite forms of the verb. Based on the data in the table, we can
conclude that while translating from English into Russian, the
infinitive and the gerund coincide in the characteristics of the
translation of certain sentences and thus can be translated by the
infinitive, noun, participle, adjective, as well as the personal form
of the verb. The only difference is that the infinitive is most often
translated into Russian as an infinitive, and the gerund as a noun.
Analyzing the translation of the participle into Russian, we can sum
up that the participle like the infinitive and gerund is translated by
the Russian participle and finite form of the verb. However, unlike
the infinitive and the gerund, the participle may still exist like the
participle when translated from English, but it is impossible to find
an equivalent in the translation of the infinitive, noun, and
adjective.
30
Table 1.6
The translation of non-finite forms of the verb into Russian
Infinitive
Gerund
Participle
As an infinitive
Your job is sorting the mail.
–
Твоя
работа
–
сортировать почту.
As a participle (an attribute)
Reading girl is sitting in
front of me. – Читающая
девушка сидит напротив
меня.
As a noun
His task is to provide
conditions for experiments.
— Его задачей является
обеспечение условий для
эксперимента.
As a noun
They tickled nothing, of
course, for their giggling
and shouting scared every
spotted
thing
away.
Конечно, они ничего не
поймали, потому что их
визг и хохот распугал
всех форелей.
As a participle (an adverbial
modifier)
When crossing the street,
first look to the left, then to
the right. Переходя
улицу,
вначале
посмотрите налево, потом
направо.
As a participle
Hydrogen and oxygen unite
to form water. – Водород и
кислород
соединяются,
образуя воду.
As a participle
I spent the whole week in
learning my part. – Я
потратил целую неделю,
заучивая роль.
A finite form of the verb (in
complexes
and
constructions)
She looked at the man
driving the bus and he
seemed to be familiar to
her. – Она посмотрела на
мужчину, который вёл
автобус, и он показался ей
знакомым.
An attribute
The shape of things to come
is shown by the data
obtained by the experts. – О
характере предстоящих
событий можно судить по
данным,
полученным
специалистами.
An attribute
In spite of being so very
short many Japanese poems
are exquisitely beautiful. Несмотря
на
то,
что
японские
стихи
такие
короткие,
они
удивительно красивы.
As an infinitive
I have so much to learn.
— Мне так
много надо выучить.
A finite form of the verb (in A finite form of the verb (in
complexes
and complexes
and
constructions)
constructions)
But on his way upstairs he
He was the first to enter the could not for the life of him
reading–hall. – Он первым help raising a corner of a
вошёл в читальный зал.
curtain and looking from
the staircase window. – И
всё же, поднимаясь по
лестнице,
он
не
удержался, приподнял
край шторы и выглянул на
улицу.
31
Thus, we have determined that in English the non-finite forms
of the verb include the infinitive, gerund and participle. The
greatest use in the English language is given to the infinitive, since
it has 6 forms, while the participle is 5, and the gerund is only 4.
The infinitive corresponds to the indefinite form of the verb in the
Russian language. As for participle it coincides with the participle
of the Russian language. However, the forms of gerund do not have
a direct corresponding form in the Russian language.
All non-finite forms of the verb have some similarities, for
example, the same origin, similar structure of form and voice, as
well as some functions due to which they can replace each other. A
common feature of non-finite verb forms is that the time category
has a relational nature. It means that their tense differences
acquire significance only in comparison with the tense of the
personal form (predicate) of the given sentence. The infinitive,
gerund and participle are not able to place the action in a
particular time period, they indicate only the ratio of the time of
the action indicated by them to the action of the predicate verb –
i.e. simultaneity or its antecedence. Consequently, they only
indicate relative time.
The differences between non-finite verb forms mainly consist
in the functions they perform in sentences, as well as in the
features
of
translation
from
English
into
Russian.
It
was
determined that the infinitive is implemented in five main functions
in the sentence, as well as the gerund. However, unlike the
infinitive, gerund may have a function of an adverbial modifier of
time. The participle is capable of performing only three functions
in the sentences, and unlike the gerund and the infinitive, it does
not have the role of the subject, object and adverbial modifiers of
purpose.
32
While translating from English into Russian, the infinitive and
the gerund coincide in the characteristics of the translation of
certain sentences and thus can be translated by the infinitive,
noun, participle, adjective, as well as the personal form of the verb.
The only difference is that the infinitive is most often translated
into Russian as an infinitive, and the gerund as a noun. The
participle like the infinitive and gerund is translated by the Russian
participle and personal form of the verb. However, unlike the
infinitive and the gerund, the participle may still exist like the
participle when translated from English, but it is impossible to find
an equivalent in the translation of the infinitive, noun and
adjective.
The gerund and infinitive perform almost the same functions
in a sentence, differing only in the internal nature of the action
itself, therefore, if we want to emphasize the fact that the action is
represented as an action in progress, we express it in the form of
the gerund in speech.
Thus, a comparative description of the use of non-finite forms
of the verb was carried out in this paragraph. In the course of our
work, similar and different features in forms, functions, and
predicative constructions are identified. Moreover, the nominal
and verbal features that are peculiar to the infinitive, gerund, and
participle were also revealed.
1.3. The state and the problems of teaching students to
use non-finite forms of the verb in higher educational
institutions
This paragraph of our research describes the current state of
teaching to use non-finite verb forms in higher educational
institutions nowadays. At the current phase of our work, the
33
educational process is monitored at the university, namely at the
Humanities and Education Science Academy in Yalta. It should be
done to identify problems associated with teaching to use the
infinitive, gerund and participle. We conducted interviews with
lecturers of English who work directly with students in order to
consider forms and methods of teaching the use of non-finite verb
forms in practice. We also analyzed the recommended textbooks
and teaching aids that are used in the learning process, and tested
some groups to determine the level of proficiency in the use of nonfinite verb forms.
The non-finite forms of the verb represent the largest
cognitive discrepancy between the original language and the
translation. Attention to these parts of speech, i.e. infinitive,
gerund and participle, due to the greater frequency of their use in
English than in Russian, the discrepancy between semantic and
grammatical meaning of the corresponding parts of speech in
Russian and English languages and discourse marking. It means
that these parts of speech have a special pragmatic load in
academic and professional texts and it allows to describe different
actions.
In order to identify forms and methods of teaching the
peculiarities of using non-finite verb forms in the English language
course in practice, we had conversations with with lecturers of
English, and we also attended their classes. In this regard, it
should be noted that lecturers of English when introducing the
topic of non-finite forms of the verb, use either a blackboard with
some notes of a simple context, or they demonstrate these
grammatical phenomena in the text, accompanying the material
with tables, diagrams and drawings. Most commonly, these tools
are not used separately, but in various combinations with each
34
other. The teacher begins the explanation by preparing students
for the perception of new grammatical material, in the process of
which he or she reminds them some familiar grammatical means of
a foreign language, which he or she intends to use as the main
ones when explaining.
After the students organize themselves to master a new topic,
the teacher selects an unfamiliar grammatical phenomenon from
the proposed context, reveals its forms, functions, meanings and
the usage features. The explanation ends with the formulation of a
generalizing rule. Also the teacher checks the retention of the
given topic with questions or some test, as well as the primary
fixing of the material.
Induction and deduction are used as the main ways to explain
grammar in higher educational institutions. According to the
methodology of teaching foreign languages, the matter of induction
is that grammatical phenomena are observed in the graphic text /
sounding speech, studied in specially selected examples and
generalized in the rules. Deduction refers to the movement of
knowledge and cognition from the general to the particular, that is
from a generalizing rule or rule-instruction concerning the form,
meaning and functions of the corresponding phenomenon, to
observing the context and fixing it in exercises [26, P. 27].
In the case of studying the peculiarities of using non-finite
forms of the verb, teachers use mainly the deductive method of
introducing grammatical material, that is, from the rule to the
action:
1) the rule is studied and usually formulated using specific
grammatical terms that are not always clear to students (for
example: The Perfect Continuous Infinitive, adverbial modifier of
cause and others);
35
2) students find this grammatical phenomenon in sentences or
in the text, name its form, and try to explain what meaning it is
used in this context;
3) restatement exercises are done according to the model, as
well as exercises on transformation in accordance with the rule
(for example: open the brackets using the necessary form of
infinitive, gerund and participle, rephrase the sentence, replace
simple sentences with complex ones using non-finite forms of the
verb, etc.);
4) translation exercises are carried out from the Russian
language into the English one and vice versa.
This method of introducing grammatical material implements
the principles of conscientiousness, scientific knowledge; provides
operational processing of grammatical material; contributes to the
formation of educational skills, great autonomy of students, and
can also be used for individual work. However, despite the positive
aspects, students face difficulties with understanding grammatical
terminology, and grammar is often practiced on impersonal
sentences, beyond a coherent speech context, beyond the actual
vocabulary and topics of communication, which leads to the fact
that the grammatical skill exists, as if by itself, beyond the formed
speech skills [10, P. 39].
Negative was the fact that teachers do not consider such
topics as functions of non-finite verb forms, ways to translate nonfinite verb forms, and do not pay due attention to predicative
constructions. Despite the large number of texts and dialogues
saturated with complex lexical material, as well as a sufficient
amount of visual material, grammar rules are formulated quite
briefly. The core material is aimed at the development of
unhindered communication, however, fluent and at the same time
36
correct speech is impossible without grammar skills. Therefore, it
is necessary to form and then develop grammatical skills for highquality communication, i.e. automated actions with language
material. It can also be noted that the use of only a textbook during
the class is not enough for a good grasp of grammar material. To
provide complete and accessible information, teachers should use
additional methodological, theoretical and practical literature to
improve the ways of teaching the use of non-finite forms of the
verb.
As a result of attending English classes and talking with
teachers, we can conclude that this problem is not given enough
attention, both in the existing methodological literature and in the
implementation of methodological techniques in practice. This
happens due to the fact that most teachers use a small number of
exercises aimed at the ability to use non-finite forms of the verb in
English correctly, mainly because of their absence in programme
tutorials, since according to the educational calendar planning the
required number of hours is not allocated for mastering this topic.
After analyzing some of proposed foreign language textbooks
for higher educational institutions, namely, “Practical course of the
English language” by V. Arakin, as well as “A Grammar of the
English Language” by V. Kaushanskaya, we came to the conclusion
that both textbooks consist of sections of listening, reading,
introducing new lexical material, grammar, speaking and writing.
However, despite the large number of proposed texts, dialogues,
tasks that gradually prepare you to speak English fluently, creative
projects, as well as a sufficient amount of visual material, the
grammatical rules are formulated in a fairly concise form. But they
are structured and clear simultaneously. The core material is
aimed at the development of smooth communication, however,
37
fluent and at the same time correct speech is impossible without
grammar skills. Therefore, it is necessary to form and then develop
grammatical skills for high-quality communication.
Each module of this educational complex includes paragraphs
devoted to grammar. It often happens that the grammar topics
which are given in some context has already been highlighted and
further explained in the brief theoretical tables and schemes. At
the end of the textbook we have a reference material on grammar,
which was studied throughout the academic year, where students
are offered a more detailed explanation of the rules and also some
training exercises to fix their knowledge, skills and abilities.
The topic of using non-finite forms of the verb is given about
10 hours for groups studying English philology. It does not cover
all aspects of this grammatical question and the number of
exercises for practice is limited. After reviewing the content of
textbooks, we found that starting from the freshman year, the topic
of participle is introduced. According to the calendar and thematic
planning It is allocated only 2 academic hours. The first academic
hour is devoted to the introduction of a new topic where students
get acquainted with the concept of this phenomenon and do
several exercises to refine the acquired grammatical skills. The
second one is devoted to the revision of this grammatical problem.
Students are offered listening, reading and translating the text, as
well as finding participle forms in it. Having done these tasks,
students should express their opinion about the main idea of the
text using the topic of the class.
Further, the topics of gerund and infinitive are studied
simultaneously or separately at the teacher’s discretion. Also he or
she enters a list of verbs after which only the infinitive (with and
without the particle to) or only the gerund is used. It is mandatory
38
that the term “gerund” is used in this topic, and it is no longer
referred to as “-ing form” as it was customary to do in school. The
term “bare infinitive” is also present and you should choose the
correct verb form from the listed ones, i.e. –ing / to-infinitive /
infinitive without to. On the topic of gerund and infinitive, students
must complete a number of tasks including matching exercises,
substitution, questioning, working in pairs and tasks related to the
text. During the entire academic year, 8 academic hours are
allocated to this topic taking into account that 4 academic hours
are planned for the introduction of the topic of non-finite verb
forms, as well as for working out the acquired knowledge and
skills. Then 2 hours of study are devoted to revising the studied
grammatical topics and 2 more to writing a test paper.
As can be seen from the above, there is still a problem of
allocating an insufficient number of hours to master these
grammatical topics, since it is recommended to spend more hours
studying and revising the infinitive, gerund, and participle in the
ensuing years. In total, it is supposed that tasks which include
mainly exercises for filling in gaps and substitution exercises will
be completed successfully, as they are used to consolidate
grammatical material and develop automatism in the use of
grammatical structure.
It is important to offer tasks for filling in gaps, opening
brackets, and a new form of task aimed at comparing sentences
with the use of the infinitive and gerund and explaining the
reasons for which the correct answer was chosen. It is significant
to note that students should be able to tell each other about
themselves and their preferences by using the suggested verbs and
putting them in the correct gerund or infinitive form. At the same
time, in addition to the active voice, it is necessary to use the
39
passive voice which made the task more complicated for students.
Moreover, the teacher shouldn’t forget about the task for the
development of written skills, the aim of which is to transform two
given sentences into one using the form of the past participle in
the passive voice.
For instance:
The lake is surrounded by forest. The lake is in a stunning
location. – Surrounded by forest, the lake is in a stunning location.
Summing up the results of analyzing the textbooks and
manuals recommended for teaching we should conclude that the
topic of using non-finite forms of the verb is allocated an
insufficient number of training hours and it does not cover all
aspects of this grammatical question. Negative was the fact that
lecturers do not consider such topics as functions of non-finite verb
forms, ways to translate non-finite verb forms, and do not pay due
attention to predicative constructions.
The following tasks of our study consisted in a detailed study
of the approach to teaching non-finite verb forms, as well as
identifying the knowledge and skills of using infinitive, gerund and
participles among the students. To determine the skills of using
non-finite forms of the verb, we decided to conduct a test and
involve the students not only from the English faculty, but also
from the design faculty for whom English is not the main subject
for learning.
The material for testing was textbooks and manuals on
English grammar for school graduates and first-year students. The
test work consisted of 4 tasks of varying degrees of complexity.
Students had to do the following: choose the correct answer,
translate sentences from English to Russian and vice versa, using
the necessary non-finite form of the verb, and determine their
40
syntactic functions in the sentence (Appendix B). The test results
were unsatisfactory, since most of the students did not cope with
the proposed tasks, and those who completed the work at a high
and sufficient levels included students who attend extra classes of
English, in addition to academic hours in the institution. Table 1.7
shows the exact results of our test for students.
Table 1.7
The level of the formed skills on the topic of non-finite forms of the
verb
Groups
High level
The student
receives an
excellent
mark and
there are
no mistakes
Philologi
Sufficient level
Intermediate
level
The
student The student
solves the test makes 3-5
with a minimum mistakes
number of slight
mistakes
Low level
The student
receives a
satisfactory
mark and there
is a significant
number of
mistakes
20% (3 p.)
33,3% (5 p.)
13,4% (2 p.)
33,3% (5 p.)
6,6% (1 p.)
20% (3 p.)
26,7% (4 p.)
46,7% (7 p.)
sts
Designer
s
The results of the test
According to the test results, both groups have a high
percentage of students with a low level of skills in using non-finite
forms of the verb. 33,3% and 46.7 % say that the current situation
is quite serious, since as can be seen from the table, most of the
students did not cope with simple tasks. This indicates that
traditional methods of teaching a foreign language do not produce
the desired result. It should be noted that for good learning of
grammar material by students, lecturers should use additional
41
methodological and practical literature to improve the techniques
and methods of teaching the use of non-finite forms of the verb.
We also can conclude that the students of both groups have a
sufficient level of knowledge of the general rules on this topic.
However, the difficulty lies in the tasks for translating sentences
from Russian into English, as well as in exercises for determining
syntactic functions. This suggests that an insufficient number of
training hours are devoted to studying the topic of non-finite verb
forms during the English classes. Students do not have the
opportunity to practice their knowledge and skills on the use of the
infinitive, gerund and participle.
These results prompted us to elaborate our own complex of
exercises by searching for new teaching methods and techniques,
as well as effective grammar tasks that will be applied both to a
regular foreign language course and to elective classes.
Thus,
during
our
research,
we
analyzed
the
current
curriculum in English at universities, conducted testing among the
students, and also studied in detail the textbooks and manuals
used in the learning process. In general, the problems and state of
non-finite forms of the verb (infinitive, participle, gerund) and in
particular, the questions of their belonging are solved in terms of
their vocabulary, grammar, pragmatics, and reference to speech
activity in modern linguistics. Therefore, teaching the grammatical
material such as non-finite forms of a verb should not be reduced
to forms of learning isolated from the sociocultural aspect of
communication.
The
presentation
of
the
material,
rich
in
sociocultural realities of the language and life of English-speaking
countries, will allow students make culturally and personally
meaningful comparisons and thus provide an opportunity to learn
about their own culture and the culture of others.
42
CHAPTER 2. RESEARCH AND EXPERIMENTAL WORK
AIMED AT THE SKILLS FORMATION OF THE USE OF NONFINITE FORMS OF THE VERB IN HIGHER EDUCATIONAL
INSTITUTION’S CLASSES
2.1.
Theoretical
grounding
and
elaboration
of
the
complex of exercises aimed at developing the skills of the
use of non-finite forms of the verb
The prevalence of non-finite forms of the verb in English, their
multifunctionality and the ability to form peculiar constructions
that have no parallels in the Russian language make it necessary to
find ways and possibilities for more effective teaching of non-finite
forms of the verb.
The purpose of our exercise complex is to:
43
give a description of the forms, meanings and functions of
English non-finite verb forms, i.e. infinitive, participles,
gerund and constructions with them;
to reveal the main difficulties in understanding and using nonfinite forms, thereby focusing the attention of students on
issues that require special memorization and consolidation;
show the
main reasons for mistakes in the use
and
understanding, and therefore in the translation of non-finite
forms, thereby preventing the repetition of typical mistakes in
students;
to teach grammatical reading of a sentence, i.e. to teach to
distinguish
homonymous
non-finite
forms
(-ing
forms;
matching the spelling of past participle forms) and to
recognize the functions of non-finite forms in a sentence;
show the features of each non-finite form on numerous
examples and form automatic skills of its use;
make students read original literature according to their
speciality.
Currently, the main goal of teaching English grammar in a
higher educational institution is the formation and development of
grammar skills as an essential component of speech skills in
speaking, reading, listening, and writing. According to the method
of I. Bim, in order to form certain grammatical mechanisms of
students, it is necessary:
1)
to consider learning of grammar not as an end in itself,
but as a means of acquirement the methods of inflection, word
formation, word placement, that is, as a means of acquirement the
methods of structural formulation of speech that carries one or
another substantive content;
2)
to select the necessary and sufficient grammatical
44
minimum, the adoption of which will provide, on the one hand, the
relatively correct grammatical formulation of productive types of
speech activity, mainly speaking, on the other hand, will provide
reception,
that
is,
understanding
of
reading
and
listening;
therefore, we are talking about the selection of the active
grammatical minimum and the so-called passive minimum;
3)
to provide a strong and automated possession of the
grammatical minimum for active use in speech which requires
special efforts in the university environment, that is, to achieve
such a position while speaking that it is enough to “start only the
first element, and all the rest just work according to the given
programme” [32].
In connection with the strengthening of the leading position of
grammar in the formation of communicative competence, the
problem of developing grammatical skills is one of the most
relevant. In English textbooks grammar is introduced in separate
topics, each of which is assimilated separately, but does not
provide a key to a comparative analysis of all non-finite forms of
the verb. This forces students to translate texts and do exercises
on an intuitive level and resort to guess, which is unacceptable,
because often this leads to inaccurate and even opposite in
meaning translation and incorrect execution of tasks. Most
mistakes are caused by the incorrect perception of homonymous
grammatical forms. Thus, when passing through the textbook
material, it is necessary to conduct a systematic analysis of
grammatical forms in various contexts, paying particular attention
to multivalued forms.
Since grammar skills are connatural inhomogeneous, it is
necessary to create a comprehensive approach that will affect all
the basic aspects of teaching the use of non-finite verb forms, and
45
which can be applied both to facultative and to main classes of the
English language course in higher educational institution.
Grammar exercises in the elaborated complex respond the
following basic requirements:
1)
the presence of a communicative orientation;
2)
learning to use grammatical material correctly;
3)
the inclusion of various types of exercises (substitutional,
exercises after the pattern, exercises on the independent use of
new grammatical material, exercises on the transformation of one
form into another, translation exercises).
During the classes, lecturers should explain the grammatical
material with the purpose of developing primary abilities and skills
after which the students do the exercises in the classroom, some of
them will be assigned for independent study as homework which
will then be disassembled and analyzed in the classroom. In
addition to various exercises, students will be offered to work with
thematic assignments, in particular with a text on the different
topics (for example, Tourism and Traveling), the main purpose of
which is to study grammar. While listening and reading texts, it is
assumed that students will recognize the studied grammatical
topic and will be able to find some forms of infinitive, gerund and
participles, correctly translate it into Russian, and also give a
comment indicating the formal and semantic features of non-finite
verb forms and the principles of their differentiation.
In higher educational institutions of the Russian Federation
there are also the facultative classes for those wishing to increase
their level of knowledge and clear all the problems that emerge
periodically in understanding of the new grammar material. So the
main purpose of these facultative classes is to deepen students’
knowledge, develop their abilities, interests and tendencies. The
46
advantage is that it makes possible to take into account the
individual capabilities of students and combines them with a
collective form of work. Moreover, the degree of independence on
the basis of execution creative tasks, preparing messages or
working with home reading is increasing, and there is also a
mutual interest in the results of work and responsibility to
groupmates. In this regard, the conduct of such special facultative
courses is also provided in our complex. Within the work of these
classes, individual questions for discussion will be put forward,
problems encountered in studying the topic of non-finite forms of
the verb will be considered, as well as the elaboration of complex
tasks, which will be divided into a number of simple ones with
subsequent discussion of the results of their implementation.
As the most of difficulties is associated with the translation of
sentences from Russian into English and vice versa, students are
offered mainly translation exercises. For example:
Translate the sentences from English into Russian and point
to the verbal
1. He seems to have done it especially for you. 2. It is no use
worrying about it. There is nothing you can do.
Circle the correct variant of translation.
Говорят, что эта статья переведена на все языки мира.
1. They say that this article has been translated into all the
languages of the world.
2. This article was said to have been translated into all the
languages of the world.
3. This article is said to have been translated into all the
languages of the world.
3. Translate the words and phrases in brackets.
47
1) Go to the shop and ask the man (стоящего там) to show
you the way. 2) The man (стоящий у окна) was our teacher last
year. 3) Did you see in what direction the man (стоявший здесь)
went?
These translation exercises will help students to work out and
remember grammatical constructions with non-finite verb forms
much better, to understand the discrepancies between the Russian
and English versions of the translation, consolidate theoretical
knowledge and develop basic skills for using infinitive, gerund and
participles.
Substitutional exercises are the next type of exercises offered
to students. Its main advantage is to provide more repeatability of
the topic being studied that each time leads to more productive
and effective implementation of such tasks and also helps to
achieve automation in the correct use of non-finite forms of the
verb.
For instance:
Open the brackets using the appropriate form of the infinitive
and state its function.
1. He seized every opportunity (to appear) in public: he was
so anxious (to talk) about. 2. The woman pretended (to read) and
(not to hear) the bell.
Open the brackets using the appropriate form of the gerund
and state its function.
1. The girls were busy (to pack) when one of them suddenly
remembered (to leave) the milk on the stove which was probably
boiling over. 2. After thoroughly (to examine) the student, the
professor gave him a satisfactory mark.
Open the brackets using the appropriate form of the
participle and state its function.
48
1. (to phone) the agency, he left (to say) he would be back in
two hours. 2. She looked at the enormous bunch of roses with a
happy smile, never before (to give) such a wonderful present.
Another type of exercise that is recommended for students to
do is created in the form of a test and is aimed at the direct use of
the material studied, and also focuses students on the grammatical
structure and the use of a certain form. Moreover, the test form of
the tasks will help the teacher and student to understand which
topics are well learning and which ones should be revised and
worked out again. (Appendix D)
Transformational
exercises
will
also
help
students
to
formulate skills for combining, replacing, reducing, or expanding
the given grammatical structures in speech. Despite the fact that
they have more complex character of transformation, in contrast to
substitution exercises, students develop the ability to respond
quickly to proposed tasks, and as a result one or another
grammatical model is fixed and leads to automation in speech.
For example:
Replace the underlined parts of the sentences with infinitive,
participial or gerundial constructions.
1. The new medicine may be recommended only after it is
approved by the Scientific Board. 2. Don't promise that you will do
it, if you are not sure that you can.
In addition to the exercises for mastering and consolidating
the knowledge gained on the topic of non-finite forms of the verb,
listening will also be held regularly. This skill is certainly important
and especially effective in combination with reproduction skills, i.e.
speaking and writing. The material for listening can be songs,
dialogues, audio books, news and podcasts. Listening to various
texts implements the communicative orientation of learning, as
49
students are involved in oral communication which helps to form
and develop vocabulary and grammar skills.
We also provided facultative classes that allow us to expand
and deepen students' knowledge, develop their abilities and solve
problems associated with a misunderstanding of some aspects of
the topics studied in the required course. The difference between
facultative and compulsory training of students lies in the methods
and techniques of teaching, as well as in its organization, that is,
conducting classes on a voluntary basis.
The main task of facultative classes is the use of formed skills
in speaking and reading. Thus, the focus on improving skills means
that classes can be based on material with a predominance of
either the lexical or grammatical aspect. At the same time,
grammatical phenomena are generalized in such a way as to
provide a certain set of diverse communicative intentions in the
class.
If
several
constructions
are
being
worked
out
simultaneously, then such communicative intentions are selected
where
all
these
grammatical
phenomena would
be
equally
necessary to achieve a speech goal, and if work is underway on one
complex grammatical phenomenon, then in speech tasks it should
be shown the variability of its application for the implementation of
several communicative intentions. [36]
Regarding the stages of the class, it should be noted that
since extra-curricular grammatical phenomena or fundamentally
new lexical topics are not introduced, the stage of introduction
with the language material, as a rule, is not detailed, informative
and does not occupy a significant part of the class, but sometimes
this stage can take an important place in the structure of the class.
To some extent, the need for introduction is caused by the
shortcomings of an English language textbook that has been in
50
force for many years. However, for any basic textbook, it is
necessary to generalize the material studied at a different
qualitative level, from the point of view of both the speaker and the
perceiver; however, such generalizations should not overload the
facultative course. As for speech skills, introduction with them is
happens more often during the facultative classes than regular
ones. This entry is more oriented to the transfer of relatively
simple speech actions from the mother tongue than to the
development of complex intellectual skills, such as definition,
logical determination or objective character of the utterance. [36]
The course of optional classes is a single whole with the main
course which continues and develops it and creates opportunities
for additional use of programme material in all types of speech
activity. The programme of optional classes provides new real
situations for the use of a foreign language for the purpose of
communication in the preparation of staging, role-plays, holidays,
musicals, plays and reader contests. All the listed forms of classes
provide the improvement of lexical and grammatical skills and the
development of speech skills in conditions that are as close as
possible to real speech or imitate such communication within the
framework
of
the
spheres
and
subject-specific
content
of
communication defined by the programme. [34]
One of the productive ways to improve one's knowledge of
English is home reading which is carried out on a facultative
course. Home reading, as an independent aspect of the subject
“English language”, can provide a more solid formation of all the
skills of various types of speech activity, that is, it serves as a
learning tool for reading, listening, writing and speaking, and also
helps to solve problems in the process of teaching a foreign
51
language, which require a special educational and meaningful
context. [35]
As a material for home reading, the fiction of Theodore
Dreiser “Jenny Gerhardt” was chosen. This choice is explained by
the fact that the work is a classic literary text and reflects all the
grammatical norms of the English language. Home reading tasks
are aimed at improving the translation and writing skills of
students, searching for and recognizing non-finite verb forms,
analyzing the frequency of use of the infinitive, gerund and
participles, as well as improving the skill of using them in modern
colloquial speech.
Learning and using non-finite forms of the verb in speech is
the most difficult for students. In the absence or insufficient
amount of training, students of the English language have
difficulties in choosing one or another construction, as the thinking
of teenagers is organized in their native language. To this end, the
facultative provides for students to learn how to use non-finite verb
forms
by
identifying
differences
and
similarities
between
grammatical phenomena in both languages, which makes it
possible to minimize the appearance of typical mistakes.
Thus, the elaborated complex of exercises for training the use
of non-finite forms of the verb includes a variety of tasks used both
in ordinary classes in traditional forms and types of work, as well
as in optional classes using other methods and techniques. Doing a
number of exercises helps students to recreate the situation of
natural communication, makes it possible to remember authentic
speech, and also helps to automate the correct speech skills in
terms of grammar.
52
2.2. Approbation of the complex of exercises aimed at
formation the skills of the use of non-finite forms of the verb
in English classes
Approbation the complex of exercises was to be carried out in
two groups. One of them was a control group, its main task was to
do all the tasks without going beyond the curriculum, and the
second one was an experimental group, the classes of which would
also go according to the curriculum but with the introduction of
our complex of exercises.
Thus, the complex of exercises that we elaborated was
introduced and tested in English classes in the experimental group
of students at the Humanities and Education Science Academy.
According to the discipline-based curriculum, 108 academic hours
are allotted for the study of the English language. “Practical course
of the English language” by V. Arakin, as well as “A Grammar of
the English Language” by V. Kaushanskaya were used as the main
textbooks. The elaborated complex of exercises was tested in the
framework of the theme of non-finite verb forms. During the
classes students did different kind of exercises from the complex
we elaborated in the classroom, some of which were given for
individual task as homework. However, the complex of exercises
corresponded to the curriculum and, above all, was consistent with
the proposed exercises on calendar-thematic planning of the
federal state educational standard, which did not violate the
educational process of the higher educational institution.
The group of primary exercises was introduced directly
behind the explanation of grammatical material and had as its goal
the development of initial skills. The exercises were of receptive
character and consisted in the formation and functioning of non-
53
finite forms of the verb, recognition of the studied grammatical
topics during listening and reading, the ability to find a particular
construction in the text and correctly translate into Russian.
When the grammar material was introduced to students the
following sequence was followed:
1) translation of sentences with non-finite verb forms from
English into Russian establishing their meaning based on the
analysis of several written contexts;
2) comments indicating formal and semantic features of nonfinite verb forms and the principles of their differentiation.
After these tasks the students were asked to perform a series
of reproductive exercises which consisted in the oral and written
education of non-finite forms of the verb. The explained rule was
fixed by means of a range of tasks which were gradually
complicated by translation, substitution, and transformational
exercises.
These translation exercises helped students to work out and
remember grammatical constructions with non-finite verb forms
much better, to understand the discrepancies between the Russian
and English versions of the translation, to consolidate theoretical
knowledge and develop basic skills for using infinitive, gerund and
participles.
Substitution exercises provided greater repeatability of the
topic being studied, which each time led to more efficient and
productive implementation of such tasks and helped to achieve
automation in the correct use of non-finite forms of the verb.
Another type of exercise was introduced in the form of a test
and aimed at the direct use of the material studied, and also
focused the students on the grammatical structure and use of a
certain form.
54
Transformational exercises helped students to develop the
skills of combining, replacing, reducing, and expanding given
grammatical structures in speech. Despite the fact that they had a
more complex character of transformation, as opposed to
substitution exercises, students elaborated the ability to respond
quickly to proposed tasks, as a result of which they fixed the use of
appropriate grammatical models.
In addition to the training exercises for mastering and
consolidating the knowledge gained on the topic of non-finite verb
forms, listening was regularly conducted. The material for listening
was songs, dialogues, audio books, news and podcasts. Listening to
various texts helped to realize the communicative orientation of
learning, as students were involved in oral communication, which
helped to form and develop vocabulary and grammar skills.
Moreover, we considered optional classes that allowed us to
expand and deepen students' knowledge, develop their abilities
and eliminate problems associated with a misunderstanding of
some aspects of the topics studied in the required course. The
difference between the facultative and compulsory training of
students consisted in the methods and techniques of teaching, as
well as in its organization, that is, conducting classes on a
voluntary basis. The main task in elective classes is the use of
formed skills in speaking and reading.
Also at the optional class, students received home reading
tasks which were aimed at improving the translation and oral and
writing skills, searching and recognizing non-finite verb forms,
analyzing the frequency of using the infinitive, gerund and
participle, as well as improving the skill of using them in modern
colloquial speech. As part of home reading, students prepared for a
short retelling of the text and wrote compositions and essays using
55
constructions with non-finite verb forms, learnt by heart various
dialogues full of infinitive forms, gerund and participles, as well as
listened to audio recordings of the book being read and recognized
certain grammar models.
Certainly in the course of our experiment a number of
difficulties arose and they were associated with some certain tasks
that students were supposed to do. The difficulty was in such
exercises as: translation from Russian into English, opening
brackets with the correct form and explanation of this choice,
defining functions, writing compositions or essays and brief
retelling using all non-finite verb forms.
Thus, for example, in the sentence: “Being written in pencil,
the letter was difficult to read”, the impossibility to recognize
whether it is gerund or participle became a problem for students,
as they are identical in the formation of their types and voice
forms, where the –ing suffix is used in both.
There also were some difficulties in the exercise on the use of
gerund and infinitive where the key point was to distinguish
between verbs that can appear in combination with gerund and
infinitive, but have different meanings. For example, the sentences
“I remember posting your letter” and “He remembered to post the
letter” at first glance seemed to the students exactly the same, and
there was no difference other than changing the pronoun from I to
he and the form of Present Simple to Past Simple. However, there
is a significant difference in the content of the text, since in the
first sentence “remember” is translated into the Russian language
as «помнить», and in the second one we translate it like
“вспомнить”, that is, in the meaning of “не забыть что-то
сделать”.
56
It should be noted that the difficulty in understanding the
grammatical material is explained by the fact that educational and
developmental goals in learning cannot be fully achieved due to the
fact that students, while studying traditional grammars of a foreign
language, do not understand the practical significance of the terms
and concepts, and goals of grammar analysis. This situation also
indicates that students do well with simple tasks associated with
training
primary
theoretical
material,
such
as
tests
or
transformation exercises, but they cannot always explain the
application of theory in practice.
Extra difficulties for students caused a creative task given to
them in the optional class, which was associated with home
reading. This problem results due to the fact that few hours are
given to a foreign language and often such practices as home
reading are not introduced into the English course. Most of all the
difficulty
consisted in retelling the plot for 10-15 sentences using
non-finite forms of the verb. Students got used to make up the
Russian sentence and often expressed their thoughts in Russian,
using complex sentences and forgetting about the use of infinitive,
gerund and participle which was previously agreed in the
assignment.
There were also difficulties with the use of one or another
predicative construction. The greatest number of difficulties was
caused by the infinitive complex with the preposition for (The
Prepositional Infinitive Complex) and the independent participial
construction (The Nominative Absolute Participial Construction).
This phenomenon is explained by the fact that predicative
complexes are extremely rare during the study of the English
course and students have poorly formed skills for their use.
57
Despite a number of problems that resulted during the
experiment, there were a lot of positive points. Students managed
with the translation of sentences from English into Russian without
any difficulties, did tasks for comparing sentences in accordance
with the translation, and also easily did transformation exercises
the tasks of which were oriented for combining, replacing,
reducing or expanding the proposed grammatical structures in
speech.
It cannot be denied the fact that students gladly wrote essays
and combinations on various topics using non-finite verb forms and
made the minimum number of light mistakes. Top scores and
results were also achieved in listening when students were
listening songs, broadcasts of British radio, dialogues, news and
book passages. Special-interest effect for students was caused by
the task with podcasts, which led to the completion of the task at a
fairly good level. The students were supposed to complete the
quest the main task of which was to record and send voice
messages to each other with invented tasks of different difficulty
levels.
During our classes, both individual and frontal forms of
control were used to avoid the passivity of the group and individual
students. The class was dominated by students with intermediate
academic achievement, but there were also several low-achieving
students. Special attention was paid to such students, and of
course individual work was carried out with them, separate tasks
were offered, while the main group of students was engaged in
reading and revealing in it non-finite forms of the verb. Students'
answers were always encouraged, additional explanations and
examples were given for better understanding and learning by the
58
students,
a
homework
survey
was
conducted,
quests
and
competition assignments were introduced.
Another important factor was the creation of a positive
atmosphere in ordinary classes, as well as in facultative classes.
This task was accomplished through the use of various techniques
and methods that arouse personal interest among the students in
completing tasks.
By the end of classes in the experimental group students
learned:
1)
to formulate the rules for the use and formation of non-
finite forms of the verb;
2)
to recognize the presence of non-finite verb forms in
various texts and audio recordings;
3)
to determine the functions of the infinitive, gerund and
participle;
4)
to distinguish predicative constructions;
5)
to transform simple sentences into complex ones and
vice versa;
6)
to compose and retell texts using non-finite verb forms;
7)
to write essays and compositions on various topics using
constructions with the infinitive, gerund and participle;
8)
to use set expressions and utterances with non-finite
verb forms;
9)
to read home reading, analyze and search for the
necessary information;
10) to acquire self-confidence, instill knowledge, skills and
abilities and always improve them, refine the quality of work, as
well as the desire to do the best, learn more and harder, develop
and become more active among low-achieving students.
59
2.3. The results
of
approbation
of
the
elaborated
complex of exercises and summing up
After the complex of exercises was introduced in the
experimental group of students aimed at developing the skills of
using non-finite verb forms when studying the English language
course, the control and experimental groups were tested the
second time. The purpose of testing was to re-determine the level
of skills formation of using non-finite verb forms in English in the
selected groups. The test results are presented in tables 2.1 and
2.2.
Table 2.1
The results of testing in the control group
The level of the formed skills on the topic of non-finite verb forms
High level
Sufficient level
Intermediate level
Low level
The student
The student
The student
The student
receives an
solves the test
makes 3-5
receives a
excellent mark
with a minimum
mistakes
satisfactory mark
and there are no
number of slight
and there is a
mistakes
mistakes (1-2)
significant
number of
mistakes (more
than 5)
21,4% (3 p.)
28,6% (4 p.)
28,6% (4 p.)
21,4% (3 p.)
Table 2.2
The results of testing in the experimental group
The level of the formed skills on the topic of non-finite verb forms
High level
Sufficient level
Intermediate level
Low level
The student
The student
The student
The student
receives an
solves the test
makes 3-5
receives a
excellent mark
with a minimum
mistakes
satisfactory mark
and there are no
number of slight
and there is a
mistakes
mistakes (1-2)
significant
number of
mistakes (more
than 5)
60
33,3% (6 p.)
38,9% (7 p.)
22,2% (4 p.)
5,6% (1 p.)
The second test was made the similar way as the primary. The
material and exercises for testing were taken from textbooks and
manuals on English grammar for higher educational institution
(Appendix B). Testing consisted of four tasks of different level of
complexity having four answers for each task. The purpose of the
first block of tasks was to determine whether the students could
cope with differentiating non-finite forms of the verb. As for the
second block of assignments, students were asked to choose the
correct type of tense form namely gerund, participle or infinitive,
and to use prepositions correctly.
The received test results made it possible to compare the
level of skill formation in the control and experimental groups. This
information is presented below in the table 2.3.
Table 2.3
The final level of the formed skills of using non-finite verb
forms among the students of control and experimental groups
The level of the formed
Control group
Experimental group
skills on the topic of nonfinite verb forms
High level
21,4%
33,3%
Sufficient level
28,6%
38,9%
Intermediate level
21,4%
22,2%
Low level
28,6%
5,6 %
These results allow us to make the following conclusion, that
is, the elaborated complex of exercises for the experimental group
improved the students’ grade. Thus, the number of students with a
high level of proficiency in grammar skills is higher than in the
control group by 11,9%. The number of students with a low level is
61
23%
less.
Comparatively
to
the
initial
indicators
in
the
experimental group, the number of students with a high level of
formed skills increased by 12.5%. The number of students with a
low level of formed skills decreased by 25%. Comparative data of
the test results before and after the implementation of the exercise
complex are presented in Appendix D.
Thus, as we can see, the students improved their skills in
using non-finite forms of the verb, correctly translated from
English into Russian and from Russian into English, and also
developed, solidified the skills of using correct speech in terms of
grammar.
62
CONCLUSION
Nowadays English is an undisputed leader in the international
arena. With regard to political changes the international relations
of the Russian Federation and other countries are currently in a
troubled state. However, despite this fact, the English language
does not lose its significance, as the Russian Federation is trying to
adopt policies aimed at creating a stable and sustainable system of
international relations based on the international law and founded
on the principles of equality and mutual respect.
The importance of the English language learning has still
remained in the educational sector. Its study is in the same line
with the basic subjects both at school and in higher educational
establishments. However, the proposed amount of training hours is
clearly insufficient for mastering a foreign language at the
functional level. The process of learning a foreign language is
difficult in the field of grammar, primarily because there are many
differences in comparison with the Russian language.
For the reason that it is not possible to put all grammatical,
lexical and phonetic peculiarities and nuances into the university
English course, some negative factors and incompetence in the
application of elementary grammatical structures by students
subsequently arise. Since higher educational establishments focus
on the use of tenses and the development of reading, speaking and
writing skills, the topic of non-finite verb forms is often studied
superficially, which, of course, affects their use skills and leads to
the inability to master the language at a high level.
The learning process on the topic of non-finite verb forms
(infinitive, gerund, participle) causes a number of difficulties for
students. The abundance of forms and functions, the presence of
63
constructions, various examples, ways of formation and translation
of the infinitive, gerund and participle make English students face
a difficult choice.
According to the Federal State Educational Standard two
hours a week are allocated for students who study English as a
non-core language. But for those who study at the English faculty it
is recommended to take classes at least three to eight hours a
week. Of course the proposed amount of training hours is
insufficient for learning a foreign language and the students often
turn to additional classes, study the material on their own or
attend special clubs and groups.
This circumstance can be confirmed by the result of the test
proposed to the first-year students of the Humanities and
Education Science Academy, according to which 5% of students
completed tasks at a high level, 17% - at a sufficient level, 21% - at
an average level, and 47% of students failed the test at all.
The aim of our research was the development, theoretical
justification and testing of the complex of exercises oriented
towards developing the skills of using non-finite verb forms in
higher educational establishment. To achieve this aim we did a
number of tasks namely we identified the specifics of the use of
non-finite verb forms basing on the study of this problem;
compared the use of non-finite verb forms in Modern English
basing on the analysis of philological literature; determined the
state and problems of teaching the use of non-finite verb forms;
elaborated and theoretically ground the complex of exercises
aimed at formation the skills of using non-finite verb forms in a
higher educational establishment; and tested the elaborated
complex of exercises during the classes in a higher educational
institution.
64
Thus,
during
our
research,
we
analyzed
the
current
curriculum in English at universities, conducted testing among the
students, and also studied in detail the textbooks and manuals
used in the learning process. After that we introduced a elaborated
complex of exercises for training the use of non-finite forms. This
complex included variety of tasks applied both in ordinary classes
in traditional forms and types of work, as well as in optional
classes using other methods and techniques. Performing a series of
exercises helped students recreate the situation of natural
communication, made it possible to remember authentic speech,
and also helped automate the skills of correct speech in terms of
grammar.
The elaborated complex of exercises for the experimental
group improved the students’ grade. Thus, the number of students
with a high level of proficiency in grammar skills is higher than in
the control group by 11,9%. The number of students with a low
level is 23% less.
These data allow us to conclude that students improved their
skills in using non-finite verb forms, correctly translated from
English into Russian and from Russian into English, and also
developed, consolidated the skills of using correct speech in terms
of grammar.
Thus, in the course of our study, the set aims and objectives
were successfully solved. The undertaken experiment does not
exhaust the complexity of the problems and does not pretend to be
a qualitatively completed development related to teaching the use
of non-finite verb forms in the English language school course, but
only opens up prospects for further study of the topic, the
establishment of new experiments and more detailed studies.
65
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72
APPENDICES
APPENDIX A
Test for the first-year students of the Humanities and
Education Science Academy
1) Определите функцию герундия
1) After being corrected by the teacher, the students’ papers
were returned to them.
a) определение;
b) обстоятельство;
c)
подлежащее.
2) I had the pleasure of dancing with her.
a) обстоятельство;
b) определение;
c)
предложное дополнение.
3) Playing chess is his hobby.
a) обстоятельство;
b) подлежащее;
c)
определение.
2) Выделите предложение с инфинитивом в функции
части сказуемого
a) In this area there are no monuments to speak of.
b) His plan was to finish this work in time.
c) He was the last to answer this question.
3)
Выберите
Continuous Active
предложение
с
Infinitive
Perfect
a) The student wanted to be examined as soon as possible.
b) Which is more pleasant: to give or to be given presents?
c) He is proud to have been working with you for many years.
4) Укажите предложение с независимым причастным
оборотом
a)Radio was invented in Russia, its inventor being the Russian
scientist A. S. Popov.
b)When we were given dictionaries, we managed to translate the
article easily.
73
c)Having been shown the wrong direction, the raveler soon lost
their way.
5) Найдите предложение с субъектным инфинитивным
оборотом, соответствующее русскому
Говорили, что он знает шесть языков.
a) They said that he knew six languages.
b) He was said to have known six languages.
c) He was said to know six languages.
6) Определите функцию причастия
1. We could not see the sun covered by the clouds.
a) определение;
b) часть сказуемого;
обстоятельство.
2) Nobody saw the things kept in that box.
a) обстоятельство;
b) определение;
часть сказуемого.
3) Having done his homework, he went for a walk.
a) определение;
b) часть сказуемого;
обстоятельство.
7) Подберите правильный
герундиального оборота
перевод
для
c)
c)
c)
сложного
I know of his having passed the examination.
a) Я знаю о том, что он сдаёт экзамен.
b) Я знаю о том, что он сдаст экзамен.
c) Я знаю о том, что он сдал экзамен.
8) Participle II в функции части глагола – сказуемого
участвует в образовании
1)
2)
3)
4)
только всех форм пассивного залога
Continuous Active
Indefinite Active
the Passive Voice и Perfect
9) Определите герундий по формальным признакам
a) entering the room;
entering the room.
b) on entering the room;
c) while
74
10) Выберите нужную форму причастия
a) The girl … on the blackboard is our best student.
a. writing;
b. written.
b) The house … by tall trees is very beautiful.
a. surrounding;
b. surrounded.
c) Who is that boy … his homework at that table?
a. doing;
b. done.
75
Appendix B
Test for the students of design faculty of the
Humanities and Education Science Academy
1) Translate the following sentences from English into
Russian
1) The coat bought last year is too small for me now.
2) A celebration such as this was a chance not to be missed.
3) Would you mind my smoking?
4) I've got a wife and a child to look after.
5) We appreciate John's helping us.
2) Name the appropriate non-finite form of the verb (The
Infinitive, The Gerund or The Participle) and state its
functions
1) It's easier for me to go out and buy a new pair of gloves.
2) She worked in the garden singing merely.
3) I will not be able to do it without being helped.
4) То be recognized gave her great joy.
5) The young men building our house with me are my brothers.
3) Translate the following sentences from Russian into
English
1) Что вы хотите, чтобы я сделал для вас?
2) Статья, переведенная на английский, очень большая.
3) Говорят, что она сейчас работает на заводе.
4) Вы не будете против, если я открою дверь?
5) Они, кажется, совершенно нас забыли.
4) Choose the correct answer
1) Найдите предложение с объектным инфинитивным
оборотом, соответствующее русскому
Наш преподаватель любит, когда мы задаём вопросы.
76
a) Our teacher likes us to ask questions.
b) Our teacher likes when we ask questions.
c) Our teacher likes to ask us many questions.
2) Укажите причастие в форме Perfect Participle Active
a) writing;
written.
b) having written;
c)
having
been
3) Укажите предложение с независимым причастным
оборотом
a) Having written this exercise, I began to doubt whether it was
correct.
b) While listening to the lecturer, students should always be
attentive.
c) The dinner being over, the old lady asked Barbara to come
and sit down on the sofa near her.
4) Укажите предложение со сложным герундиальным
оборотом
a)His being sent to Moscow was quite unexpected.
b)After reading the article I made notes.
c)It was no use talking about it any longer.
77
Appendix C
The second test after approbation of the exercise complex
for students of control and experimental groups
1) Translate the following sentences from English into
Russian
1) The books written by Dickens give us a realistic picture of the
19th century England.
2) Your coming has done him good.
3) Nobody saw the things kept in that box.
4) She is pleasant to look at.
5) You're a bachelor with no family to take care of.
2) Name the appropriate non-finite form of the verb (The
Infinitive, The Gerund or The Participle) and state its
functions
1) I had the pleasure of dancing with her.
2) The plan will be discussed at the meeting to be held on May
25.
3) Doing his study she found a note under his desk.
4) Ann could retell the English story she had read without
looking into the book.
5) You should have told me about it yesterday.
3) Translate the following sentences from Russian into
English
1) Будучи очень занят, он не сразу услышал меня.
2) Это хороший способ уйти от ответа.
3) Нет надежды, что он закончит свою работу к вечеру.
78
4)
Артистка,
рассказывающая
детям
сказки
по
радио,
знаменита на всю страну.
5) Они, вероятно, не получили зарплату сегодня.
4)Choose the correct answer
1) Выберите предложение с Infinitive Perfect Continuous
Active
a) The student wanted to be examined as soon as possible.
b) Which is more pleasant: to give or to be given presents?
c) He is proud to have been working with you for many years.
2) Выберите причастие, соответствующее по форме и
содержанию русским группам слов
1) разработав прибор
a) having developed the device;
b) having been developed the device;
c) developing the device.
2) используя этот метод
a) having been used this method;
b) using this method;
c) having used this method.
3)
Подберите
правильный
перевод
для
герундиального оборота
I know of this article being written at present.
сложного
a) Я знаю о том, что эту статью сейчас пишут.
b)Я знаю о том, что эту статью написали.
c) Я знаю о том, что эту статью скоро напишут.
4) Укажите предложение с субъектным инфинитивным
оборотом
a) The results to be expected are of great importance.
b) The computer is said to be able to do computation in
milliseconds.
79
c) The mechanic heard the engine start.
80
Appendix E
The complex of exercises
1) Translate the sentences from English into Russian and
point to the verbal.
He seems to have done it especially for you. 2. Having been
built of concrete, the house was always cold in winter. 3. It is no
use worrying about it. There is nothing you can do. 4. She doesn’t
like to be reminded of her duties. 5. Не is proud to have been
working with this famous artist for many years. 6. What makes you
ask me that? 7. But fortune had another fling for him to endure. 8.
In a few minutes the guests will be arriving wearing smiles and
carrying presents. 9. Being written in pencil, the letter was difficult
to read. 10. She can't stand being contradicted.
2) Circle the correct variant of translation.
Говорят, что эта статья переведена на все языки мира.
a) They say, that this article has been translated into all the
languages of the world.
b) This article was said to have been translated into all the
languages of the world.
c) This article is said to have been translated into all the languages
of the world.
Он хотел, чтобы я прочитал эту книгу.
a) He wanted me to read this book.
b) He wanted this book to be read as soon as possible.
c) This book is to be read as soon as possible.
3)
Match the sentences according to the translation.
I think you've had the worst luck in
Я хотел бы, чтобы Вы подробно
the world, and if I was in your
рассказали мне о своих делах.
81
shoes, I would be scared.
We cannot solve that problem Но в глубине души она понимала,
without analysing the results of the
что роковой день всё равно скоро
experiment.
наступит.
Electronics is playing a
important part in industry.
very Он зарабатывал на жизнь, строя
Here
coat
you
can
have
your
cleaned overnight.
людям беседки и гаражи.
Мы
не
можем
решить
эту
проблему,
не
анализируя
результатов эксперимента.
Hereafter I want you to keep me
Я
думаю,
что
тебе
досталось
informed of how things are going
худшее, что есть в этом мире, и
with you.
если бы я был на твоём месте, я бы
But in her heart of hearts she knew
испугался.
Здесь вам почистят пальто за одни
that the evil day could not be long
сутки.
postponed.
He came back and stood on the
steps leading down to the street.
Он вернулся и стоял на лестнице,
ведущей на улицу.
Не made his living building summer Электроника играет очень важную
houses or garages for people.
роль в промышленности.
4) Translate the words and phrases in brackets.
1. Go to the shop and ask the man (стоящего там) to show
you the way. 2. The man (стоящий у окна) was our teacher last
year. 3. Did you see in what direction the man (стоявший здесь)
went? 4. The conference (проходящая сейчас) in our city is
devoted to the problems of environment protection. 5. Unable to
attend the conference (проходившую тогда) at the University, we
asked to inform us about its decisions. 6. They are now at a
conference (которая проходит) at the University. 7. We hope he
will succeed ... (найти свое место в жизни). 8. Why do you
avoid ... (смотреть на меня)? 9. How proud I was of ... (что
изобрел
это
замечательное
устройство).
10.
themselves ... (что первыми изобрели этот прибор).
They
prided
82
5) Open the brackets using the appropriate form of the
infinitive and state its function.
1. He seized every opportunity (to appear) in public: he was
so anxious (to talk) about. 2. The woman pretended (to read) and
(not to hear) the bell. 3. It seemed (to snow) heavily since early
morning: the ground was covered with a deep layer of snow. 4.
They seemed (to quarrel): I could hear angry voices from behind
the door.
5. I consider myself lucky (to be) to that famous
exhibition and (to see) so many wonderful paintings. 6. Her ring
was believed (to lose) until she happened (to find) it during the
general cleaning. It turned out (to drop) between the sofa and the
wall. 7. He began writing books not because he wanted (to earn) a
living. He wanted (to read) and not (to forget).
6) Open the brackets using the appropriate form of the
gerund and state its function.
1. The girls were busy (to pack) when one of them suddenly
remembered (to leave) the milk on the stove which was probably
boiling over. 2. After thoroughly (to examine) the student, the
professor gave him a satisfactory mark. 3. After thoroughly (to
examine) by the examination commission, .the student was given a
satisfactory mark. 4. You never mentioned (to be) to Greece. 5. I
landed in London on an autumn evening. My friends expected me
home for the holidays, but had no idea of my (to return) so soon. I
had purposely not informed them of my (to come), that I might
have the pleasure of (to take) them by surprise. And yet I had a
feeling of disappointment in (to receive) no welcome. I even felt
like (to cry). 6. The girl was proud of (to choose) to represent the
sportsmen of the school at the coming competition. She thanked
her friends for (to choose) her and promised to do her best to win.
83
7) Open the brackets using the appropriate form of the
participle and state its function.
1. (to phone) the agency, he left (to say) he would be back in
two hours. 2. She looked at the enormous bunch of roses with a
happy smile, never before (to give) such a wonderful present. 3. (to
wait) for some time in the hall, he was invited into the drawing
room. 4. (to wait) in the hall, he thought over the problem he was
planning to discuss with the old lady. 5. They reached the oasis at
last, (to walk) across the endless desert the whole day. 6. (to lie)
down on the soft couch, the exhausted child fell asleep at once. 7.
She went to work, (to leave) the child with the nurse.
8) Chose the correct answer.
This information is very important. It may… by students for
preparing for exams.
a) be using
b) to be used
c) be used
d) have used
The students were discussing something. They didn’t notice
the lecturer … the room.
a) to enter
b) entering
c) has entered
d) enter
He was accused of … his friend.
a) betrayed
b) betraying
c) being betrayed
d) having been
betrayed
Would you rather … conflicts or …?
a)avoiding,
quarreling
b) to avoid, to
quarrel
c) avoid, quarrel
d) have been
avoided, have
been quarreled
The student was happy … abroad.
a) to be sending
b) been sent
c) sent
d) to have been
sent
9) Replace the underlined parts of the sentences with
infinitive, participial or gerundial constructions.
1. The new medicine may be recommended only after it is
approved by the Scientific Board. 2. Don't promise that you will do
it, if you are not sure that you can. 3. Since he needed a shelter for
the night, Peter decided to go to the neighbours' house. 4. As the
people were afraid of falling into a ditch in the darkness at any
84
moment, they felt their way about very carefully. 5. She is
happy that she has found such a nice place to live in. 6. Just before
I left the classroom, I was approached by a fellow student who
asked me to help him. 7. My sister will be thrilled when she is
wearing a dress as lovely as that. 8. The fact that you took English
lessons some years ago helps you in your studies now. 9. As he now
felt more at ease, the man spoke in a louder voice.
10) Choose the correct answer
1. You had better … more words and word expressions by
heart if you want to understand English films.
a) learn
b) to learn
c) to be learning
d) have learned
2. The student was happy … abroad.
a) to be sending
b) been sent
c) sent
d) to have been sent
3. Would you mind … your boarding pass?
a) to show
b) show
c) showing
d) being shown
4. I was sorry … as I couldn’t write my essay up to the end.
a) to bother b) to have been bothered
c) to be bothering
d)
bother
5. He was accused of … his friend.
a) betrayed
b) betraying
c) being betrayed
d) having been
betrayed
6. Would you rather … conflicts or …?
a) avoiding, quarreling
b) to avoid, to quarrel
c) avoid, quarrel
d) have been avoided, have been quarreled
7. While reading jokes, I can’t help … .
a) to laugh
b) laugh
c) laughing d) be laughing
8. I don’t want the flight … .
a) to delay
b) delayed
c) delaying
d) to be delayed
9. I thanked my mum for … me yesterday.
a) helping
b) help
c) having helped
d) being helped
85
10. Two parties succeeded … resolving conflicts in a peaceful
way.
a) at
b) in
c) on
d) with
11. I can’t stand communicating with him. He is pleased …
criticizing people.
a) at
b) with
c) of
d) from
12. Many pupils dream … getting higher education, but they
don’t work hard at school.
a) about
b) of
c) in
d) on
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