本书以中国学习者英语语料库为基础，研究了中国学习者在书面语中现在完成体的使用概况，分析了他们在现在完成体使用中的主要困难及其原因；同时，深入探讨了情状体、动词突显度、句子结构、时间状语和过程类型五个语言因素对现在完成体使用的影响。研究结果对第二语言习得中的变异现象和时体研究具有理论意义，对外语教学实践和时体习得具有实际意义。
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The second analysis looks at the distribution of the forms that thestudents supplied within each aspectual class when they did not supplythe present perfect.Statives and activities
Figure 5-6 and 5-7 show the distribution of the simple present,simple past, pluperfect and other responses within the stative andactivity categories for the three groups. The present perfect responsesincluding both the hargetlike forms and non-targetlike attempts havebeen omitted from the figure in order to highlight the use of non-present-perfect forms.
As can be seen from the figures, at the HS level, the maincompeting form for statives is the simple present, accounting for46.1％ of the non-present-perfect responses for the stative category.The NM corpus presents a close distribution of present perfect variantsfor statives. For activities, there appears to be no notable alternativesto the present perfect except that the pluperfect takes the first placein the non-uses of the present perfect at the HS level. Moreover, bothFigure 5-6 and Figure 5-7 show that the proportional use of thesealternate forms declines as learners become more proficient with thepresent perfect.
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