Abstract English tense presents second/foreign language learners with considerable cognitive challenges and, it will be argued, grammars and textbooks are generally inadequate sources of knowledge of the tense system as system. A modified version of Reichenbach's (1947. Elements of Symbolic Logic. New York: Macmillan) tense model is then presented. The original model has been criticized for its inability to deal with temporal relationships in natural text (e. g. Declerck, R. 1986. From Reichenbach (1947) to Comrie (1985) and beyond. Towards a theory of tense. Lingua 70. 305–364; Declerck, R. 2015. Tense in English. Its structure and use in discourse. London: Routledge; Carroll, M., C. Von Stutterheim & W. Klein. 2003. Two ways of construing complex temporal structures. In F. Lenz (ed.), Deictic Conceptualisation of Time, Space and Person, 97–134. Amsterdam: Benjamins). It is argued here instead that speakers employ the limited choices the system provides creatively, to express a wide range of temporal and interpersonal relations in the real world. The tense - aspect and tense - modality interfaces are briefly discussed. A pedagogical Language Awareness approach (Svalberg, A. M-L. 2007. Language Awareness and Language Learning. Language Teaching 40(4). 287–308) is then illustrated, with the theoretical model as mediating artefact providing visual and metalinguistic scaffolding, allowing learners to investigate tense use in context while drawing on both intuitive understanding and conscious knowledge.

中文翻译：

---

映射二语学习的时态形式和意义——从理论到实践

摘要 英语时态给第二语言/外语学习者带来了相当大的认知挑战，并且可以争论的是，语法和教科书通常是时态系统作为系统的知识来源不足。然后介绍 Reichenbach (1947. Elements of Symbolic Logic. New York: Macmillan) 时态模型的修改版本。原始模型因其无法处理自然文本中的时间关系而受到批评（例如 Declerck, R. 1986. From Reichenbach (1947) to Comrie (1985) 及以后。走向时态理论。Lingua 70. 305–364 ; Declerck, R. 2015. 英语中的时态. 它的结构和在话语中的使用. 伦敦: Routledge; Carroll, M., C. Von Stutterheim & W. Klein. 2003. 解释复杂时间结构的两种方法. 在 F. Lenz (ed.), Deictic Conceptualisation of Time, Space and Person, 97-134。阿姆斯特丹：本杰明）。相反，这里认为说话者创造性地利用系统提供的有限选择来表达现实世界中广泛的时间和人际关系。简要讨论了时态-方面和时态-模态接口。然后说明了一种教学语言意识方法 (Svalberg, A. ML. 2007. Language Awareness and Language Learning. Language Teaching 40(4). 287–308)，理论模型作为中介人工制品提供视觉和元语言支架，允许学习者在利用直觉理解和有意识知识的同时调查上下文中的时态使用。表达现实世界中广泛的时间和人际关系。简要讨论了时态-方面和时态-模态接口。然后说明了一种教学语言意识方法 (Svalberg, A. ML. 2007. Language Awareness and Language Learning. Language Teaching 40(4). 287–308)，理论模型作为中介人工制品提供视觉和元语言支架，允许学习者在利用直觉理解和有意识知识的同时调查上下文中的时态使用。表达现实世界中广泛的时间和人际关系。简要讨论了时态-方面和时态-模态接口。然后说明了一种教学语言意识方法 (Svalberg, A. ML. 2007. Language Awareness and Language Learning. Language Teaching 40(4). 287–308)，理论模型作为中介人工制品提供视觉和元语言支架，允许学习者在利用直觉理解和有意识知识的同时调查上下文中的时态使用。