现在完成体是二语时体习得难点。本研究跟踪103名中国英语学习者76周,四次收集其英语作文语料,考察现在完成体的共时与历时特征。分析表明,76周间,现在完成体频数呈“降—升—降”趋势;三类错误频数均有波动并最终显著下降甚至消除。研究发现与“突显度假说”一致,与“形式先于意义假说”不符。研究认为,二语时体习得是动态复杂系统,时体形式与意义的习得顺序并非恒定,习得水平也并非线性发展,而是具有复杂性和动态系统性。

Different linguistic schools define pragmatic competence differently and describe its operating mechanism with different priorities, which brings about great difficulty in investigation of its acquisition. Through a careful examination of connotation of pragmatic competence within Chomsky’s modularity theory, together with a comprehensive exploration of its variously-defined connotations in the innate, cognitive and social-cultural views, the paper objectively presents the different delineations of pragmatic competence in different theoretical frameworks. Based on the above analysis and achievements of the current Minimalist Program within biolinguistic paradigm, the paper tentatively integrates the internal and external language uses, and summarizes the possible universal attributes of pragmatic competence, which functions as a prospective study of pragmatic competence for a subsequent intensive exploration of it, and provides investigation of its growth with theoretical reference.