原因状语的其它表示法

原因状语的其它表示法（精选3篇）

原因状语的其它表示法 篇1

1. 虚拟语气用在由as if, as though 引导的方式或让步状语从句中，一般情况下，如果主谓语动词为现在时，从句谓语多用过去时;如果主句谓语为过去时，从句谓语多用过去完成时。

虚拟语气用在 even if, even though, whatever引导的状语从句中，从句谓语可参照由if引导的.虚拟条件从句的谓语，一般用过去时或过去完成时。例如：

This old machine runs as if it were a new one.

The old worker works as though he were a young man.

Even though she had been here very soon, she would not catch the train.

Example:

He has just arrived, but he talks as if he ______ all about that.

a. know b. knows c. known d. knew

I can’t stand him. He always talks as though he _____ everything.

a. knew b. knows c. has known d. had known

______ I used a lot of examples I still could not get my idea across.

a. Since b. But that c. Now that d. Even though

2. 虚拟语气用在so that, lest (唯恐), in case (万一), unless, in order that(为了，以便), that(为了，以至于), for fear that (生怕，以免), on condition that (如果)等引导的目的，条件状语从句中，从句谓语 may 或 might+原形动词，也有用 should, can, could+原形动词构成的。例如：

The teacher explained the law once more in order that we might understand it better.

Some people eat so that they may live. Others seem to live in order that they may eat.

一些人吃是为了生存，而另一些人似乎是活着就是为了吃。

I left him a note with my address on for fear that he should not know where to see me.

The heroes gave their lives that we might live a happy life.

为了我们过上幸福生活，英雄们献出了自己的生命。

Example:

In case I ______, I would try again.

a. will fail b. would miss c. should fail d. shall miss

You should exercise vigilance _____ you should be killed.

a. so that b. lest c. therefore d. that

3. 虚拟语气用在由 “whether” 引导的让步状语从句中，从句谓语用原形动词。例如：

All engines work on this principle, whether they be large or small.

所有发动机都按这一原理工作，无论它们是大还是小。

We must finish the work before we go home, whether it be early or late.

无论时间早晚，我们必须在回家前干完工作。

All matter, whether it be gas, liquid or solid, is made up of atoms.

所有物质，不论是气体，液体，或固体，都是由原子构成。

在此句型中，可省去 whether ，而将be放在主语前。例如：

Be it so, we must continue to do the test.

We must do our best to fulfil the task, be it ever so hard.

Example:

______ I’ll marry him all the same.

a. Were he rich or poor b. Be he rich or poor

c. Whether rich or poor d. Being rich or poor

EXERCISE

1. ______, I must do another experiment.

a. It is ever so late b. Ever so late it

c. Be it ever so late d. Whether be it ever so late

2. The young driver looked over the engine carefully lest it ______ on the way.

a. goes wrong b. would go wrong c. went wrong d. should go wrong

3. Machines are often oiled so that they ______ well.

a. ran b. runs c. should run d. running

4. Even if he ______ very busy, he would have kept on learning English.

a. had been b. was c. were d. had being

5. Supposing the weather ______ bad, where would you go?

a. is b. will be c. was d. were

6. ______, he could not succeed.

a. However, he tried that b. He tried however hard

c. However he could try d. However hard he tried

7. Even though the enemy ______ wings, they couldn’t escape from our encirclement.

a. had b. had had c. have d. has

8. She described the accident as if she ______ it herself.

a. saw b. has seen c. had seen d. sees

9. He came to meet us at the station for fear that we ______ the wrong way.

a. take b. should take c. took d. had taken

10. The car looked very dirty, as though it ______ hundreds of miles.

a. run b. runs c. has run d. had run

11. The teacher spoke slowly in order that we ______ no difficulty in following him.

a. should have b. had c. will have d. didn’t have

12. All magnets behave the same, ______ they large or small.

a. how b. are c. be d. were

13. At the beginning he didn’t want to speak English lest he _____ mistakes.

a. will make b. should make c. would make d. can

14. I remember the whole thing as if it ______ yesterday.

a. happen b. happens c. happened d. happening

15. She stayed at home for a few days so that she _____ her mother.

a. takes care of b. took care of c. might took care of d. might take care of

16. She took up the meter with care for fear that it _____ .

a. is damaged b. to be damaged c. should be damaged d. was damaged

17. In many cases the heating effect is neglected as if there ______ no flow of current along the wire.

a. are b. were c. is d. being

18. I’ll put the money on the table just in case you ______ it.

a. might need b. would need c. needed d. may have needed

19. Providing you ______ the opportunity to go abroad, which country would you want to visit first?

a. have b. will have c. had d. have had

20. The business of each day, ______ selling goods or shipping them, went quite smoothly.

a. it being b. was it c. it was d. be it

原因状语的其它表示法 篇2

一动词不定式短语作原因状语

关于动词不定式短语作原因状语, 课文中有两种用法。

1. 置于作表语用的过去分词、形容词之后, 说明状语发生的原因

例如:I think I was very lucky to get that job.

We are delighted to see you.

Tom was overjoyed to see me.

2. 置于谓语动词之后, 说明行为状态发生的原因

例如:Tom laughed to think that he was living right in the midst of the enemy.

课本中还出现动词不定式的完成时及其否定形式作原因状语。

例如:…on his pale white face there was a half-smile that seemed to suggest he was happy to have given his life for his country.

I am sorry to have kept you waiting.

Sorry to have called you earlier.

这三句不定式短语的动作行为均发生在happy、sorry所表示的状态之前。

从上面例句可以看出, 动词不定式短语作原因状语时, 都是用来修饰表示情感的形容词、过去分词、不及物动词。这是鉴别不定式短语是否作原因状语的一个重要依据。

二分词短语作原因状语

现在分词和过去分词短语作原因状语, 课本中出现很多, 用法也比较复杂, 并且还易同分词短语作其他类别状语相混淆。为此, 从两个方面来谈:一谈用法;二谈鉴别。

1. 用法

第一, 现在分词短语作原因状语时, 它的逻辑主语必须和句子主语一致。它所表示的行为状态和谓语动词所表示的行为状态同时发生, 用以说明谓语动词的原因, 相当于一个原因状语从句, 一般置于句首。

例如:Being vevy small, transistors are widely used. (=As transistors are vevy small…)

Not knowing what to do, he went to the teacher for help. (=Because he did nor know what to do, …)

现在分词短语作原因状语时, 也可放在句子其他部位。

例如:Huck shortened the distance between them now, thinking they would never be able to see him in the complete darkness.

如果现在分词短语所表示的行为状态在谓语动词的行为状态前发生, 用现在分词的完成式。

例如:Having missed the last bus, we had to walk home.

现在分词的被动态也可作原因状语。

例如:Having been laughed at again and again for his“wild”ideas, he kept what he expected to invent a secret this time.

第二, 由于过去分词只有一般式, 没有完成式, 加之它本身具有被动意义, 所以过去分词短语作原因状语的用法简单得多。它的逻辑主语和句子主语也是一致的, 它也相当于一个原因状语从句。

例如:Led by the party, we have made great achievements in the building of socialism. (=As we are led by the Party, …)

Excited by thepraise of the comrades.He did not know what to say. (=As he was excited by the praise of the comrades, …)

课本中还出现分词独立结构作原因状语, 它的用法和分词短语用法基本相同。所不同的主要是分词独立结构有其单独的逻辑主语。

例如:The british army being much stronger, Washington was later forced to give up this city, too. (=As the British army was much stronger, …)

这种分词独立结构, 有时还可用介词with引导作原因状语。

例如:I can’t write, with you looking over my shoulder.

2. 鉴别

如何鉴别分词短语 (或分词独立结构) 作原因状语, 还是作其他类别的状语, 确是一个复杂问题。因篇幅所限, 就不把分词短语同作其他状语一一比较, 只就如何鉴别分词短语作原因状语谈些粗浅看法。

笔者认为, 首先应从内容上来鉴别。即分析全句意义, 看其分词短语和句子谓语是否含有因果关系, 这是鉴别的主要方法。

例如:Having lived in the countryside in this youth, he could do farmwork very well.他年青时生活在农村, 因此他很会干农活。

从该句的释义来看, 他“很会干农活”的原因是“他青年时生活在农村”。这方面的例句, 参见“用法”部分, 不再例举。

其次是从形式上来鉴别。即看分词的原形动词和谓语动词所属类别及其含义, 这可作为鉴别的辅助方法。下面根据课本所出现的内容, 提出几点具体方法, 借以鉴别时参考。

第一, 由联系动词构成的分别短语, 一般是表示原因状语的。

例如:Being a model League member, he is active in doing things for others.

Her mother having fallen ill, she had to do the house-work.

[注]句中谓语动词若含有begin、start、leave等时, 末联系动词所构成的分词短语, 一般是表示时间状语。如:Everything being ready, we began the meeting./Class being over, they left the classroom.

第二, 由表示情感、意志、智力活动等类动词构成的分词短语, 往往是表示原因状语。

例如:Huck slowed down after a while, fearing that he was getting to near to be safe.

They moved slowly forward, looking to the right and to the left, expecting each moment to see in the distance some indication of the enemy. (注:分词短语looking to the right and to the left是伴随情况状语。)

第三, 分词短语的否定意义, 一般是表示原因状语。

例如:Not knowing much English, he got out his disctionary and looked up the word“cough”.

Not having received an answer, I wrote again.

Seeing no one in the classroom, she decided to leave a note on the door.

第四, 句子谓语中含有情态动词have to、must、ought to等, 分词短语一般是表示原因状语。

例如:The sun having set, we had to stop at the village for the night.

三介词短语作原因状语

从对课本中介词短语用法的分析, 发现能作原因状语的有at、by、for、of、with等介词所引起的介词短语。下面对它们在课本中的用法作一浅释。

第一, at引起的介词短语作原因状语时, 通常用在表示情感的动词、过去分词、形容词之后, 说明某种情绪产生的原因。

例如:Crusoe was frightence at seeing a man’s footprint in the sand.

They were sad at hearing such bad news.

有时为了强调原因状语, 介词短语也可置于句首。

例如:At the sight they were surprised.看见那种景象, 他们都感到惊奇。

另外, 介词over引起的介词短语, 也能表示某种情绪的

例如:It seemed that corporal felt very sad over the death of the boy.

My friend and I had a good laugh over the funny mistakes I had made.

Over和at所引起的介词短语, 虽然都能表示某种情绪的起因, 但是两者还是有区别的, at含有“见…而”、“闻…而”产生某种情绪;over是指引起某种情绪的事件、情况等。

第二, by引起的介词短语作原因状语, 一般由by表示手段方式转化而来的, by常和动名词连用。

例如:The girl made hei mother angry by not taking her medicine.

By getting up early, I can have an hour for reading English in the morning.

By也能和抽象名词连用, 表示原因。

例如:I took his pen by mistake.

The cat was flattered by the monkey’s praises.

有时by还可以跟从句, 表示原因。

例如:The Emperor was pleased by what the Minister told him about the cloth.

第三, for引起的介词短语作原因状语, 一般是表示行为状态发生的原因和理由。能和for连用的有名词、代词、动名词等。

例如:When he was still a young man, he was forced to leave his homeland for political reasons.

They were praised for finishing the work ahead of time.

In fact, his English in one of these articles was so good that Engels wrote him a letter praising for it.

For还能表示由于某种感情上的原因而产生的行为, 这时for后面要接表示情感的名词或动名词。

例如:They all jumped for joy at the news.听到这个消息他们都高兴得跳了起来。

He could not speak for laughing (crying) .他笑 (哭) 得说不出话来。

第四, of引起的介词短语作原因状语, 课本中出现不少, 用在作表语的形容词之后, 表示某人某事有某种情绪。

例如:He wanied very much to eat them, but was afraid of burning his hands.

Whoever did this ought to be ashamed of him.

当of后面接反身代词时, 常常表示动作的自身原因。

例如:They did it of necessity, not of a sense of duty.他们做那事是因为需要, 并非由于责任感。

介词of这种用法和介词from相似, 上面的例子也可换用from。

第五, with引起的介词短语可表示心理状态方面的原因, with后面常接表示情感方面的名词或动名词。

例如:Huck tured as white as a sheet with fear.

With引起的介词短语, 还可表示心理状况的原因。

例如:I am quite faint with hunger.我饿得简直发晕。

摘要：在牛津高中课本中, 出现了许多含有原因状语的句子, 内容丰富多彩, 形式多种多样。但使用较多且又复杂的有三类:动词不定式短语、分词短语、介词短语。

关键词：原因状语,不定式,现在分词,过去分词

参考文献

[1]教育部.新课程与学生评价改革[M].北京:高等教育出版社, 2004

[2]陈琳、王蔷、程晓堂.普通高中英语课程标准 (实验) 解读[M].南京:江苏教育出版社, 2004

[3]王之江、沈昌洪、程亮.探究学习在英语教学中的应用[M].北京:首都师范大学出版社, 2005

原因状语的其它表示法 篇3

研究设计和数据统计

原因状语从句是中国学习者最先掌握的状语从句之一。在英语中，原因状语从句可以由because，since，as，for等连词引导。其中because为最常用的连接词，所连接的主从句表达了强烈的因果关系。本研究的调查对象是国内非英语专业大学二年级的英语学习者，共使用了两个语料库：中国学习者英语语料库(CLEC)和自行建立的英语本族语语料库(NEC)。

中国学习者英语语料库由广东外语外贸大学桂诗春教授和上海交通大学杨惠中教授领衔编著，于2003年建成。该语料库运用语料库语言学和计算机科学技术建成一个包括我国中学生、大学英语4级和6级、英语专业低年级和高年级学生在内的共五个子库一百多万词的书面英语语料库(ChineseLearner English Corpus，简称CLEC)，并对所有的语料进行语法标注和言语失误标注，是世界上第一部正式向外公布的含有言语失误标注的英语学习者语料库。

自行建立的在文章体裁和主题上与CLTST4相匹配的英语本族语语料库(NEC)包括了80篇总词数为42，221的文章。这些文章选自大学非英语专业一、二年级学生所用的教材《大学体验英语》3、4册和《新概念英语》第4册。

本文选取了中国学习者英语语料库中的全国大学英语六级考试作文子语料库即CLTST4中的部分语料，并以其中由because，since，as，for引导的部分原因状语从句为例，以NEC语料库中的原因状语从句作为参照对象，通过对比分析，研究中国学习者对英语原因状语从句的习得情况。研究方法和步骤如下：

(1)随机选取CLTST4中的部分语料和建立英语本族语语料库(NEC)。

(2)借助语料库的检索工具Miero Comeord(MCO)在两个英语语料库中对because，smee，as，for进行检索，正确统计它们在语料库中的出现频率，以考察中国学习者使用because，since，as，for时有别于英语本族语者的现象。

(3)采用MCO对CLTST4和NEC两个语料库中because，since等的出现频率分别进检索和归类分析，得出以下结果：

(在NEC语料库中，检索到since共有19处，其中引导原因状语从句的有9处。在CLTST4语料库中，检索到since共有6处，其中引导原因状语从句的有3处。)

结果与讨论

由上表可以看出，中国学习者使用because的频率远远高于本族语者使用的频率，比例接近3：1，而且还远远高于其它原因状语从句连接词的频率。而在英语中，原因状语从句可以由because，since，as，for等连词引导。因此我们可以推断：中国学习者比以英语为母语的本族语者过多地使用because引导的原因状语从句，而很少使用since，as，for来引导原因状语从句。在中国学习者的英语学习过程中，他们最先接触了because引导的原因状语从句，其后在原因状语从句中频繁使用的也是because这个连接词，这就表明大学非英语专业学生在作文词汇选择方面过分依赖中学词汇来表达英语思维。一篇文章的好坏虽然不以用词的难易作为唯一评判标准，然而仅仅用高中英语词汇甚至初中英语词汇写出的文章按照大学生的标准要求显然过于简单甚至浅显(蔡焱2005)。另外大多数中国英语学习者认为since表达“自从……”的意思，as意为“正如……；作为……”，for相当于汉语的“为了……”或者作为介词表示“由于……”，而且通过对两个语料库的检索也证明了这一点。还有的学生知道这三个词也可以引导原因状语从句，但是又不太确定或是不知道怎样使用，因而大多采用回避、消极的选词策略，反映在写作中就是在表达原因状语从句的时候过多地使用because，而较少使用since，as，for甚至完全忽略。这样就导致词汇不丰富，复现率过高。

另外原因还有可能是NEC语料库中的文章篇数只有80篇，每篇文章的篇幅在500词左右，而CLTST4语料库中所含的文章篇数超过400，大部分语料分别来自CET六级的试卷作文，学习者在命题作文里为了阐明观点往往需要借助更多的因果关系结构，因而导致中国学习者使用because的频率远远高于本族语者的使用频率。

结论

本文通过语料库的调查研究和统计分析，就学习者和英语本族语者在使用引导原因状语从句的连接词上做出了一个相对客观、真实的描述，我们认为为了有效地提高学生二语习得过程中词汇表达方面的能力，必须督促学生扩大词汇量，要引导学生多注意词义的学习，掌握单词的恰切英文释义，并让学生养成在语境中学习词汇的习惯，熟悉词语用法，多辨析同义词、近义词。