understand why we must say I have seen him today and I saw him yesterday. For him the action is completed in both sentences, and he does not associate it in any way with today or yesterday.sequence of tenses is another difficult point of English grammar for Russian speaking pupils because there is no such phenomenon in their mother tongue. Why should we say She said she was busy when she is busy? Use of modal verbs in various types of sentences is very difficult for the learner. For example, he should differentiate the use of can and may while in Russian the verb may covers them both. Then he should remember which verb must be used in answers to the questions with modal verbs. For instance, May I go home? No, you mustn t. May I take your pen? Yes, you may. Must I do it? No, you needn t.most difficult point of English grammar is the article because it is completely strange to Russian-speaking pupils. The use of the articles and other determiners comes first in the list of the most frequent errors. Pupils are careless in the use of these tiny words and consider them unimportant for expressing their thoughts when speaking English.grammar must begin, therefore, with pupils learning the meaning of these structural words, and with practice in their correct use. For example: This is a pen. The pen is red. This is my pen and that is his pen.
Younger age (7-13 year olds) is related to higher English and English-related uses primarily because children in this age range are exposed regularly to great quantities of English in English-dominant schools. They have English-speaking teachers and predominantly English-speaking classmates with whom they interact in English several hours each weekday. English is also the language of greater prestige in the community.
2.2 Linguistic features of women s speech
Some of the earliest work on gender differences suggested that women «s speech isn» t as effective as men «s because women tend to use certain negatively evaluated forms more than men do. The next wave of linguistic research suggested that often linguistic forms that were negatively evaluated when used by women were sometimes positively evaluated when used by men, and that where linguistic forms were consistently negatively evaluated, people of lesser status (whether male or female) used such forms more than people of greater status (male or female). this suggested that it isn »ta linguistic form itself which should be considered to have an inherent meaning, but rather the social position of the speaker, and the context in which that speaker is speaking. Recently this has been used as evidence for the necessity of studying the use and interpretation of linguistic forms within the norms of a given community by scholars like Penny Eckert, Marjorie Goodwin and Cindie McLemore. They «ve suggested that the categories of» men « and »women ', unless defined within the context of a given community, are too abstract to be useful in understanding why people use a given linguistic form and what it means. Coates surveys studies of a number of linguistic forms (intonation, hedges, tag questions) associated with sex differences in English. [Coates, 1989].
It is quite easy to make the claim that men and women differ in their linguistic behavior. Assumed gender roles are contrastive, with m...
