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Alternatives to Current Pedagogy for Teaching the Present Perfect
Progressive
Marianne Celce-Murcia and Nina Yoshida (United States)
Given the dominance of the communicative approach in language teaching,
we assume that grammar explanations and grammar exercises will be
well contextualized and discourse-based (Celce-Murcia and Olshtain
2000). There is also the expectation that such explanations and
exercises will not be based primarily on the intuitions of the materials
writers or of the teachers who prepare grammar lessons; they will
be based on a solid understanding of when and how native speakers
use a given structure. Such an understanding can only be arrived
at by examining many authentic tokens of the target form occurring
in natural contexts and by doing a discourse analysis of these tokens.
In order to gain a better understanding of when and how the present
perfect progressive (PPP) tense-aspect combination is used in English,
we collected 250 contextualized tokens of the PPP and subsequently
carried out a qualitative discourse analysis of the results. In
this article, we apply our findings to an evaluation of the presentation
and teaching of this form
in five widely used, recently published ESL/EFL grammar textbooks.
We then propose some alternative ways of teaching the PPP based
on our analysis.
Analysis of the present perfect progressive
The 250 tokens we analyzed were collected from spoken and written
samples of adult
native speakers of American English. The corpus includes data from
oral corpora compiled
from the following four sources:
- an oral corpus developed at the University of California, Los
Angeles (UCLA), which consists
of narratives, academic lectures, radio show phone calls from
listeners, formal conversations
between professionals, informal conversations between friends,
and classroom
teacher-student interactions
- academic counseling sessions (from He 1993, 1998)
- Santa Barbara Corpus of Spoken American English (2000)
- The White House Transcripts (1974)
The written data include letters to the Dear Abby and Ann Landers
advice columns; articles from Newsweek; and comic strips,
cartoons, and articles appearing in Los Angeles Times. There
are five major findings of our data-based analysis of the PPP:
- The PPP is a highly context-dependent form. Whether the activity
described is completed just before, at, or after the moment of
speech depends on the context. All of these possibilities occur
in our data. Also, because the PPP is so context dependent, it
occurs frequently with first and second person pronouns as subjects.
- The PPP often occurs with a time adverbial but does not have
to. When no overt adverbial occurs, there may be temporal framing
in an earlier sentence in the discourse, or there may be a default
time expressed, such as "recently" or "lately."
- The PPP is typically part of a three-move structure with the
first move providing background (in present or present perfect
tense), the second and most crucial move highlighting an ongoing
activity of concern (in PPP), and the third move giving some evaluation
or follow-up (in present tense).(1)
- The PPP normally does not occur repeatedly over several adjacent
clauses in a piece of discourse. It tends to occur once, preceded
and followed by simpler tenses.(2)
- The discourse context, the semantics of the entire verb phrase,
and any accompanying temporal adverbials are all part of the meaning
conveyed by the PPP.
In the examples we cite in this article, the PPP forms are in bold
face to assist the reader.
Review of five recent grammar texts
In light of our qualitative analysis of these 250 tokens of the
PPP tense-aspect form, we examined five current ESL/EFL grammar
texts that are in their second or third editions, which means these
are successful and widely used textbooks. We looked specifically
at the presentation and treatment of the PPP in the following texts:
- Azar, B. S. 1999. Understanding and using English grammar.
3rd ed.
- Elbaum, S. N. 2001. Grammar in context. 3rd ed.
- Maurer, J. 2000. Focus on grammar. 2nd ed.
- Murphy, R. with W. R. Smalzer. 2000. Grammar in use: lntermediate.
2nd ed.
- Riggenbach, H. and V. Samuda. 2000. Grammar dimensions 2.
Platinum ed.
Problematic explanations of the PPP
None of these five texts makes it clear that the meaning of the
PPP depends in part on the meaning of the verb phrase and/or time
adverbials that this tense-aspect form combines with. In other words,
the five texts did not explicitly state that the PPP normally signals
an ongoing activity with duration but it can also signal iterative
or repeated action if the meaning of the verb phrase is punctual
(no overt adverbial of frequency is necessary):
Example 1
D: His partners have been nipping at him, but Herb is
tough now. (The White House Transcripts, p. 89)
In example 1, the meaning of 'nip' is iterative. By contrast, in
the present perfect, with which the PPP is often compared, verbs
are iterative only if there is some overt indication of repetition
in an adverbial:
Example 2
His partners have nipped at him (five times), but Herb is tough
now. (our modification of example 1)
Without an adverbial of frequency such as 'five times,' only a
single nip is signaled when the present perfect is used in example
2. Thus, as we shall explain, a determination of whether the verb
phrase expresses an activity, a state, a punctual action,(3)
or an accomplishment (Vendler 1967) is a critical element in the
interpretation of the PPP or any other tense-aspect combination,
for that matter.
All five texts suggest that there is little or no difference between
the PPP and the present perfect with verbs like live, work, teach,
study, etc. when 'for' or 'since' phrases are used as time adverbials.(4)
This is not always correct because in a job interview one might
list relevant past experiences in the present perfect using these
types of time adverbials. These experiences are not understood as
being in effect at the moment of speech unless this is explicitly
specified (i.e., with a time adverbial such as "[for] the past
five years"). Also, we do not know whether or not there is
any simultaneity or overlap in these past experiences:
Example 3
I've taught high school English for one year, ESL for four years,
and word processing for two years. (constructed example)
If the speaker uses the PPP instead of the present perfect, then
the implication is that all of these teaching activities are simultaneous
and either in effect at the moment of speech or completed shortly
before the moment of speech:
Example 4
I've been teaching high school English for one year, ESL
for four years, and word processing for two years. (constructed
example)
What happens in such examples if the verb is live, meaning 'reside'?
In such a case, only the present perfect seems possible since people
do not normally reside in different places at the same time:
Example 5a
I've lived in New York for two years, Chicago for five years,
and Los Angeles for three years.
Example 5b
? I've been living in New York for two years, Chicago
for five years, and Los Angeles for three years. (constructed
examples)
Clearly, there are some differences that must be taken into account
when the use of these two tense-aspect forms is compared using verbs
like live, work, teach, etc. followed by 'for' and 'since' phrases.
Four of the five texts (Azar 1999, p. 15, 42; Elbaum 2001, p. 635;
Maurer 2000, p. 56; Murphy with Smalzer 2000, p. 20c) state that
stative or non-action verbs like know, hear, mean, see, and want
cannot occur with the PPP. This is not accurate because tokens such
as the following occurred in our database:
Example 6
"I've been hearing about an Internet collapse since
1977," he says. (Newsweek, 9/16/96, p. 96)
Finally, Riggenbach and Samuda (2000, p. 232) present a dialogue
that encourages repetitive sequential use of the PPP by eliciting
numerous tokens of PPP in adjacent clauses in a way that would not
occur in authentic data, where normally only one clause, and no
more than two successive clauses have the PPP. As pointed out in
endnote 2, our data indicate that two successive clauses occur only
under special circumstances.
Good explanations of the PPP
Three of the textbooks (Elbaum 2001, p. 45; Maurer 2000, p. 38;
Murphy with Smalzer 2000, p. 22c) tell the learner not to use the
PPP with adverbials like 'always' and/or 'never'. This may be a
useful rule-of-thumb because we did not find any tokens of PPP co-occurring
with 'always' or 'never' in our database.(7)
We think this is generally true because the PPP typically expresses
very concrete actions and times whereas 'always' and 'never' are
used to generalize actions over a period of time. The forms thus
seem semantically incompatible.
In some cases, one textbook gives an accurate and insightful explanation
that is not offered in the other four. For example, Azar (1999,
p. 42) is the only text of the five to state that when the PPP occurs
without a time adverbial, it expresses a general activity in progress
and that 'lately' or 'recently' are the adverbial meanings implied
in such cases. This observation agrees with many tokens in our database.
For example, tokens 7 through 9 strongly imply 'recently/lately'
even though no overt adverbial occurs:
Example 7
We are pretty sure this will be our last Santa Claus Christmas
because the boys have been asking a lot of questions and
making comments about the existence of Santa. (letter to Ann Landers'
advice column, Los Angeles Times, 11/25/96, section E,
p. 6)
Example 8
HP: We haven't been bringing it over here for security
reasons. (The White House Transcripts, p. 743)
Example 9
Wendy: We've been taking a lot of stuff to her. (Santa
Barbara Corpus, file 13, 1578-1580)
The Riggenbach and Samuda textbook (2000, pp. 228-230) is the only
one of the five that has exercises showing the learner that the
activity occurring with the PPP may or may not be completed at the
present time (at the moment of speech). This also agrees with our
data, which show that the discourse context is what determines whether
a verb phrase signals a completed action or an ongoing action at
the moment of speech. Here is a token where the action has just
been completed at the time of speech:
Example 10
He's been looking everywhere for that toy! (Context: He
has just found it by tripping over it.) (Heathcliff cartoon, Los
Angeles Times, 2/17/98, section E, p. 4)
Here is a token where the action clearly continues beyond the moment
of speech:
Example 11
How many years have you been teaching here? (UCLA oral
corpus, p. 326 line 17560)
The Murphy with Smalzer text (2000) shows that the contrast between
the PPP and the present perfect is sometimes usefully viewed as
one of activity versus result:
Example 12a
Ling's clothes are covered with paint. She has been painting
the ceiling. (activity)
Example 12b
The ceiling was white. Now it is blue. She has painted the ceiling.
(result) (examples from Murphy with Smalzer 2000, p. 20)
This observation agrees with our database for those tokens with
verb phrases that express the accomplishment of something. Example
13 expresses an activity with PPP, but when the verb form changes
to present perfect in example 14, the result of the action, or an
accomplishment, is emphasized.
Example 13
D: I have been preparing the answers for the briefing
book. (activity) (The White House Transcripts, p. 96)
Example 14
I have prepared the answers for the briefing book. (completed
result) (constructed example based on example 13)
Maurer (2000, p. 33-34) presents use of the PPP in appropriate
authentic texts but does not fully exploit the data to focus on
and teach the use of the PPP. He includes an error correction activity
(p. 43) and an information gap activity (pp. 44-46) but these activities
provide very limited practice of the PPP because so many other verb
forms are also practiced with no form receiving any special focus.
Riggenbach and Samuda (2000, p. 228) present the use of the PPP
to talk about an activity that was happening very recently, the
effect or results of which can still be observed or sensed:
Example 15
A: Why are your hands green?
B: I have been painting my room.
This also agrees with some tokens we have found in our database:
Example 16
K: How are you feeling?
P: Fine—a little tired—I've been working very
hard as you can imagine. (The White House Transcripts,
p. 446)
The grammar texts did not adequately elaborate their exercises
for use of the PPP to reflect the three-part structure we typically
found in our database:
- Background
- Activity of focus/concern (with PPP)
- Evaluation
Azar (1999, p. 42-43), however, has one exercise that reflects
this three-part structure. Unfortunately, the exercise focuses only
on error analysis and correction, rather than productive use of
the PPP:
Example 17
Instructions: Correct the errors in verb tense usage.
The boys are playing soccer right now.
They are playing for almost two hours.
They must be getting tired. (Azar 1999, p. 42)
The learners are supposed to change "are playing" in
the second sentence to "have been playing", but if they
have not seen enough authentic examples of the three-part structure
that appropriately use the PPP, they may not be able to do this
successfully.
Related to our observations of a three-part structure, McCarthy
(1998, p. 53-54), who also advocates the use of authentic discourse
to teach grammar, points out that the interlocutor's follow-up (evaluation)
is the part most often omitted in pedagogical treatments of many
structures. In fact, Murphy with Smalzer (2000, pp. 18-25) present
many well contextualized exercises; however, they consistently omit
the evaluation move that occurs so frequently in our data. Below
is an example of an exercise from Murphy with Smaltzer (2000, p.
19) that requires learners to complete the blank with the PPP:
Example 18
The rain started two hours ago. It's still raining now. (background)
It ________________ for two hours.
Answer: It has been raining for two hours. (activity of
focus with PPP)
We suggest adding a third step, an evaluative follow-up to exercises
of this type, such as we provide in example 19, to more closely
simulate tokens of the PPP found in natural discourse.
Example 19
The rain started two hours ago. It's still raining now. (background)
It's been raining for two hours. (activity of concern
with PPP)
I wish it would stop. (evaluative follow-up)
In our data, the follow-up in the third step could come either
from the speaker of the second step or from the interlocutor, as
McCarthy (1998) suggests.
Summary of review
While all of the texts we reviewed had some strong points, they
also had problems. We found that the Murphy with Smalzer text (2000)
and the Riggenbach and Samuda text (2000) include a variety of exercises
and activities; however, the instructor must judiciously use and
carefully supplement them to reflect actual use of the PPP. Maurer
(2000) is the most text-based of the books, but it doesn't zero
in on target forms adequately. However, his texts could provide
useful materials for teachers to adapt for purposes of teaching
the PPP or other tense-aspect forms.
An alternative pedagogy: Teaching the PPP through discourse
In addition to adapting the exercises and explanations in the textbooks
they already use grammar teachers can exploit authentic texts that
contain tokens of the PPP, such as transcribed speech, letters to
advice columnists, and comic strips. For example, we have used the
following transcript of a segment from a radio talk show to present
and practice the PPP with our students:
Example 20
Host: I'm Dr. Mary Smith(8)
and you're on talk radio. Hello?
Guest: Good afternoon, Dr. Smith. I'm Lucy and I'm 59. I'd just
like to share a positive thing that I have found in the last year
or so. I've been hiking and find that this is a wonderful way
to keep your weight down and meet some people and just really
feel good. (UCLA Oral Corpus, p. 94)
After our students have listened to the recording several times
and asked questions about any grammar or vocabulary they don't understand,
we show them the transcript and point out that there is a typical
pattern, with a predictable sequence of tense-aspect forms, in the
segment:
First move: present context + past information (present or present
perfect tense)
Second move: activity of focus, special concern of speaker (with
PPP)
Third move: evaluation/follow-up (present tense)
The students identify the statements in the transcript for each
move and then work in pairs or small groups to practice telling
the class about something they have been doing. The first thing
they should do is identify an activity they have been engaging in.
Our students have suggested statements such as: 'I've been jogging
three times a week,' 'I've been swimming almost every day,' 'I've
been playing tennis with a friend,' and 'I've been riding my bicycle
to school.' The discourse-level task is to develop a monologue like
Lucy's; the students pretend they have called the radio talk show.
Another possibility is to write a short conversation where the first
move is the question 'What have you been doing lately?' Here is
an example:
Example 21
Student 1: What have you been doing lately?
Student 2: I've been jogging, and it helps keep me in shape.
(an answer that combines the second and third move)
Student 1: That's nice. (additional follow-up from the interlocutor)
Another situation where we found the PPP frequently used is complaints.
Role plays lend themselves very well to practicing complaints. We
use Hawkin's (1985) model situation with minor modifications to
adapt it for use as a role play activity. One of the situations
Hawkins used pedagogically, drawing on data reported in Schaefer
(1982), is the following:
You take a morning off from work to go to the doctor because
of a medical problem causing you pain. For two hours you sit in
the waiting room. During your wait, you check occasionally with
the woman at the front desk to find out when you will be called
to see the doctor. She keeps saying, "In a few minutes."
You have to be back at work in one hour (at noon). What do you
tell the woman at the desk?
One of the responses elicited from a native English speaker is
then used as a model for a role play.
Example 22
Excuse me. I have a problem. I've been waiting two hours to see
the doctor, and I have to be back at work at noon. Can you help
me? (9)
In going over the situation with students, focusing on the complaint
and its response, it is useful to show the steps and the forms the
speaker uses. Note that the first and last moves, which are marked
with asterisks, are socially motivated additions to the three-part
structure we have been describing:
*Opener (polite, formulaic): Excuse me.
Context/orientation (in present tense): I have a problem.
Complaint (with PPP): I've been waiting for two hours
to see the doctor.
Justification (in present tense): I have to be back at work at
noon.
*Request for remedy (modal yes-no question): Can you help me?
The moves and forms used to realize the steps should be reviewed
by the students who can then ask questions about anything that is
not clear. It should be pointed out that this response is relatively
polite as far as complaints go. Often complaints are much more direct
and the steps that are asterisked above could be absent or take
a different form. Time permitting, the teacher might ask the students
if the complaint response would take a different form in their language(s).
The class can be given other role play situations for practicing
the PPP in complaints. Working in pairs or small groups, they can
write a complaint dialogue. Here is a situation about waiting in
line:
You wait in line for one hour to buy tickets to see a new movie
with some friends. A young man cuts into the line in front of
you. What do you say to him?
Once the pairs or small groups have drafted a complaint dialogue,
they compare their steps and forms with what one native speaker
said in this situation:
Example 23
Hey, I've been waiting in line a long time, and I don't
appreciate you cutting in here.
Note that the situation has provided the context, so example 23
has only two steps, or moves, the complaint with the PPP and the
evaluation. If they wish, the students can make minor modifications
to their dialogues before they perform their role plays, which are
then discussed by the whole class in terms of appropriateness, steps,
and language use.
The third situation that we recommend for teaching the PPP involves
explanations or accounts that describe immediate and specific outcomes.
Depraetere and Reed (2000) and Bouscaren, Chuquet, and Danon-Boileau
(1992) offer the following constructed examples to show how an ongoing
activity is described using the PPP and a specific outcome is presented
in simple present:
Example 24
I've been making three cakes. (ongoing activity as explanation
in PPP)
That's why I'm covered in flour. (outcome in simple present)
(Depraetere and Reed 2000, p. 112)
Example 25
I've been running. (ongoing activity as explanation with PPP)
That's why I'm so tired. (outcome in simple present) (Bouscaren,
Chuquet, and Danon-Boileau (1992, p. 31)
Note that in both these examples the outcome is in simple present.
In our naturalistic data the tense can also be past or future and
the ordering of the two steps can vary:
Example 26
That wasn't hard for me at all. (outcome in simple past)
I've been doing that since I was about 3 years old. (ongoing
activity as explanationin PPP) (Newsweek, 10/21/96, p. 88)
Note that the two uses of 'that' in this example refer to the activity
of writing about one's personal experiences.
We found that this function of the PPP, in explanations that describe
outcomes, was as likely to occur in written as in spoken sources
and there is often an evaluative or follow-up move that also occurs.
We recommend the use of a letter to an advice column to illustrate
this use in context:
Example 27
Dear Ann:
My husband and I have two sons, aged 11and 8. (background in simple
present)
We are pretty sure this will be our last Santa Claus Christmas
(predicted outcome
in future tense)
because the boys have been asking a lot of questions about
the existence of Santa. (ongoing activity as explanation in PPP)
We are thankful they have believed so long, but now we are stumped.
(evaluation in present perfect and simple present)
(adapted from a letter to Ann Landers' advice column, Los Angeles
Times, 11/25/96, section E, p. 6)
Once the students have read and discussed the example, they should
work in pairs to write a letter asking for advice regarding an activity—something
that they do or that someone else does—which is of concern
to them. It is helpful to have some prior discussion to generate
possible scenarios, such as the examples in the table
below.
It should be pointed out that one can either state the activity
first and the outcome second or vice versa, and that the two statements
can be in separate sentences or combined with a subordinator like
'because.' The pairs should decide what activity and outcome they
will write about and which grammatical strategy will work best for
the letter they write to the advice columnist. The pairs should
write their letters on overhead transparencies or on the board so
the entire class can see them to discuss the accuracy and effectiveness
and to speculate on the response the letter might elicit from an
advice columnist.
Conclusion
The PPP verb form nicely illustrates that grammar is a resource
speakers and writers use to shape their oral and written communication.
For grammar pedagogy in general, research indicates that while some
focus on form in ESL/EFL classrooms is helpful (Doughty and Williams
1998), not all types of grammar instruction are equally useful.
To be optimally effective, grammar instruction should be based on
what actually occurs in authentic discourse. Activities for understanding
how grammar works and for practicing grammar should be pragmatic
and draw on naturalistic data. Exercises should not be artificially
created simply to force learners to practice a given structure;
learners benefit greatly from having a context that realistically
motivates the use of the target structure.
We hope that our study of the PPP has shown how qualitative analysis
of target structures based on a large number of tokens drawn from
authentic discourse can provide ESL/EFL teachers and textbook writers
with useful information that will help improve grammar instruction.
The increasing availability of large language corpora accessible
by computer should ease the task of teachers and textbook writers
who wish to analyze and use a large number of authentic tokens when
developing grammar teaching activities.
Notes
1. The first and/or third move are not always
overtly expressed; they may only be implied if there is sufficient
contextual input or shared background knowledge among interlocutors.
Also, the order of moves can occasionally be changed for stylistic
effect.
2. Conversational design, such as a question
and answer pair or some sort of coordinating conjunction or parataxis,
are the exceptions to this generalization:
Example 1
A: What have you been doing?
B: I've been jogging.
Example 2
To get some exercise, I've been hiking on weekends, and
I've been swimming too. (constructed examples)
In such cases, our data indicates that it is possible to have two
PPP tokens in succession.
3. Vendler (1967) refers to punctual actions
or events as "achievements", but we find his terminology
potentially misleading and thus have modified it to a term more
commonly used for describing such verbs.
4. Maurer (2000), however, notes that use of
the PPP suggests "a shorter or more temporary action"
than the use of the present perfect. We are skeptical of this observation,
given the many tokens we have found of the PPP occurring with time
adverbials that mark a long span of time, suggesting that this is
not a useful generalization, for example:
But it's been going on since time immemorial. (The White
House Transcripts, p. 771)
I've watched my father, he's been flying for 40 years
(UCLA oral corpus, p. 282 line 15206-7)
5. Elbaum (2001, p. 63) gives the following
bad example to make the point that the PPP cannot be used with "non-action"
verbs: She has been absent a lot lately. "To be absent"
is not a stative verb but an adjectival predicate and thus cannot
possibly take progressive aspect.
6. To give credit to Maurer (2000, pp. 37,
39), however, he does add, "When stative verbs occur in the
progressive, they generally have different meanings."
7. Even though we had no examples in our database,
we are still not convinced that it is absolutely impossible to use
PPP with 'always' or 'never.' We think examples such as the following
are possible in informal conversation:
You know, I've always been wondering about that.
A: Has Tom been by the office lately?
B: He's never been coming by this office, that's for sure!
8. All proper names in our naturalistic oral
data have been changed to protect the identity of the speakers.
9. The situation and response originally reported
in Hawkins (1985) are reproduced in Celce-Murcia and Olshtain (2000:
pp. 224-225).
References
Azar, B.S. 1999. Understanding and using English grammar
(3rd ed.). White Plains, NY: Pearson Education Longman.
Bouscaren, J., J. Chuquet and L. Danon-Boileau. 1992. Introduction
to a linguistic grammar of English: An utterer-centered approach.
Paris: Ophrys.
Celce-Murcia, M. and E. Olshtain. 2000. Discourse and context
in language teaching: A guide for language teachers. Cambridge:
Cambridge University Press
Depraetere, I. and S. Reed. 2000. The present perfect progressive:
Constraints on its use with numerical object NPs. English Language
and Linguistics, 4, 1, pp. 97-114.
Doughty, C. and J. Williams. 1998. Focus on form in classroom
second language acquisition. Cambridge: Cambridge University
Press.
Elbaum, S. N. 2001. Grammar in context (3rd ed.). Boston:
Heinle and Heinle.
Hawkins, B. 1985, February. Learning to complain through experience.
Paper presented at the Second Language Research Forum, University
of California, Los Angeles.
He, A. W. 1993. Reconstructing institutions through talk: A
discourse study of academic counseling sessions. Unpublished
doctoral dissertation, Los Angeles: University of California, Los
Angeles.
He, A. W. 1998. Reconstructing institutions: Language use in
academic counseling encounters. Stamford, CT: Ablex.
Maurer, J. 2000. Focus on grammar (2nd ed.). White Plains,
NY: Pearson Education Longman.
McCarthy, M. 1998. Spoken languages and applied linguistics.
Cambridge: Cambridge University Press.
Murphy, R. with W. R. Smalzer. 2000. Grammar in use: Intermediate
(2nd ed.). Cambridge: Cambridge University Press.
Riggenbach, H. and V. Samuda. 2000. Grammar dimensions 2. (Platinum
ed.). Boston: Heinle and Heinle.
Santa Barbara corpus of spoken American English, Part 1.
2000. Collected by the University of California Center for the Study
of Discourse. Philadelphia: Linguistic Data Consortium.
Schaefer, E. 1982. An analysis of the discourse and syntax of
oral complaints in English. Unpublished M.A. thesis, Los Angeles:
University of California, Los Angeles.
Vendler, Z. 1967. Linguistics and philosophy. Ithaca, NY:
Cornell University Press.
The White House Transcripts. 1974. New York: Ballantine
Books.
Marianne Celce-Murcia is Professor Emerita in the Applied
Linguistics and TESL Department at the University of California,
Los Angeles (USA).
Nina Yoshida is a doctoral student in East Asian Languages
and Cultures at the University of California, Los Angeles (USA).
Table
Activity/explanation
|
Immediate outcome
|
You've been working outdoors
|
You're sunburned
|
Your roommate has been smoking
|
The apartment smells bad
|
Your mother has been reading your diary
|
You are angry
|
Back to the top
|