Perception of time in different cultures [Elektronski vir] : tense and aspect in the English modality system as a source of misinterpretation
Jurančič, Klementina Penelope
The present article argues that despite the popularity of communicative approaches in second language acquisition or learning, there are some areas in English as a second language (ESL) in which ...instruction is indispensable for the understanding and correct perception of time. This happens for two reasons: (1) one has to do with English itself, namely relating to the fact that English grammar texts do not adequately clarify past time and present time relationships in the instruction of English (e.g. confusion of "present perfect tense" and "modal verb + have + past participle"), while (2) the other involves L1 interference, as tense and aspect in the English modal systemis perceived differently than in the Slovene modal system (e. g. confusion of "third conditional" with the "second conditional" which are not differentiated in Slovene, confusion of "past tense" and "present perfect tense", the latter one being non-existent in Slovene). Consequently, the mentioned causes of confusion present a special type of error, one that cannot easily be detected in conversation or ESL use. Moreover, neither the native nor non-native speaker of English will usually be aware of the resulting misperceptions, as the structures used are perfectly legitimate and embedded in the formulation of even the most fluent of ESL speakers. Awareness of this problem, however, does not come with practice, repetition or communication. It comes with instruction, instruction on the most theoretical of issues, something that is in a time of media exposure and communicative approaches to teaching foreign languages most undesired and outdated. This article wishes to show that it is not only the misuse of terminology that can cause misinterpretations, but also unawareness of the inappropriateness of certain (legitimate) grammatical structures in the wrong context, and to stress the importance of "theoretical instruction" in this issue.
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