单数第三人称范文
时间：2023-03-19 22:43:54
导语：如何才能写好一篇单数第三人称，这就需要搜集整理更多的资料和文献，欢迎阅读由公务员之家整理的十篇范文，供你借鉴。
篇1
2、词尾是ch、sh、s、x的原型动词，在词尾加es构成第三人称单数的形式；
3、词尾是o的原型动词，在词尾加es构成第三人称单数的形式；
4、词尾是以辅音字母加y结尾的，构成第三人称单数的形式将y改为i，再加es；
篇2
[Key Words] Senior1 English writing; the third person present tense; transfer; mode thinking; Second Language Acquisition
【摘 要】 英语写作是能全面检测一个人英语水平的一种有效手段，而且写作能帮助学生提高使用英语的正确性，扩大所用语言的范围，提高逻辑思考及分析问题的能力，培养严谨的工作作风。另外，写作对阅读，听力，口语也都有促进作用。在一个半月的实习过程中笔者对厦门翔安一中（重点中学）高一两个普通班（103个学生）中的52位学生的228篇作文进行了分析，统计出他们所犯的第三人称单数一般现在时错误类型如下：表达错误27%；主谓不一25%；时态混乱17%；遗漏be动词13%；句法结构错误11%，连动错误5%；拼写错误3%；缺少助动词0.42%；语态错误0.42%。笔者认为出现这些错误的主要原因有: 英汉思维模式的差异，汉语对英语的迁移影响以及第二语言习得的影响。作为重点中学的学生他们仍然会犯这样的错误，更不用说那些普通中学的学生了。本文分析了所出现的问题和原因旨在给中学英语老师提供一些建议以供参考。总之，中学英语老师要提高学生的写作能力还是任重而道远的。
【关键词】 高一英文写作；第三人称单数一般现在时；迁移；思维模式；第二语言习得
1. Introduction
1.1 Basic concept of writing
“‘Writing is concerned， on the one hand with the definition and redefinition， creation and re-creation of the self， others， the world， a process which we may call reflection; and on the other hand， with communication with others， a process which we call transmission.’ From Wilkinson’s definition of writing we can see that writing is， first of all， a process during which a writer writes for a particular object view. Only in this way can writing be regarded with the emphasis on ‘communicative skill’ In the second language context， such as the situation in China where English is learned as a foreign language in the overwhelming majority of universities and colleges all over the country， writing or learning to write in English is commonly considered as an advanced and demanding requirement that is added to the complexities inherent in trying to master the foreign language—English.” [1] For more than a decade， students and teachers have been trying， to their wits’ end， to meet the requirement of college entrance examination. Unfortunately， the results are far from being satisfactory， only a small amount of students has actually developed the level of English writing skills while the larger part of students is still frustrated [2] . This paper will first present some tables about the main errors in students’ writings and the percentage of right and wrong. The second part of the paper will analyze the errors and the reasons of making them. At last， it will discuss about some possible ways that might be employed to the solution of the existing problems.
In China， students， especially middle school students， learn English as second language. But for many reasons， they cannot learn English as good as their native language. They’ll make all kinds of errors on writing， speaking and so on. Through one and a half months teaching practice in Xiang’an No.1 Middle School， the author lived through the real teaching process and found that there were lots of problems in students’ English writing. As follows， the author will present the principal aspects of the third person present tense errors in their writings by tables.
1.2 Basic train of thought
2. Study design
2 .1 Studying the problems
This study mainly discusses “the error usages of the single third person present tense in Senior 1 English writing”. The errors and the reasons of the errors are analyzed according to the tables made from the collection of language materials.
2.2. The source and collection of language materials
These materials of study come from senior 1 class3 and 4 some students’ English writings in Xiamen Xiang’an No.1 Middle School .The head-teacher of class 4， which is the author’s teaching practice class， set a writing for them once a week to train their writing ability .The word numbers are not required. The given topics are “A Woman Inspires Me”， “My English Teacher”， “Supplementary Writing of ‘The Necklace’”， “What do You Think about Animal Experiments” and “Is It Good or Bad for Students to do a Lot of Homework?” For some students didn’t finish all the writings and also didn’t hand in， so all the collections are 228 pieces of writings from 52 students. We will use them as the language materials of this study. The author has numbered all of them.
2.3. The analyses of these language materials
The analyses can be pided into three stages. First stage， the author collected the materials from students and analyzed them one by one. Because these writings were corrected by the author during teaching practice in Xiang’an No1 Middle School， and the author has a general impression of them， so the main direction of this stage is to find out the wrong use of the single third person present tense， the right number of it and the total number.
Second stage， the author analyzed the wrong use of the single third person present tense and found out the reasons.
Expression errors refer to whether the expression of sentence is correct and has not grammar error and whether the expression conforms to the habit of English expression. Omitting “be” is that there should have been a “be” there， but it is omitted for some reasons. Consecutive predicates mean that a sentence has two main verbs without the conjunction.
Third stage， the author classified these errors according to the reasons， counted them up and made them into tables. Tables are arranged by the most errors they made to the least errors.
Table 1:
From the tables above we can see clearly that the main problems are expression errors， subject-verb-is-not-in-agreement and tense errors. Among 52 students， there are 29(table 2) students who have expression errors. The reasons they make these kinds of errors are that: the discrepancy of English-Chinese mode thinking， the negative transfer of native language and the second language acquisition.
3. Reasons
3.1 Mode thinking
A nation’s mode thinking and mode language are the deep structures of national culture that are congruous with culture. Because of the discrepancy of mode thinking， different nations have different ways of using language and other aspects. [3] So English learners surely will come across all kinds of difficulties for the discrepancy of its essence. In western countries， their space navigation views and the features of logical thinking are as follows:
First， in studying the relations of human-human and human-things， they mainly study the relations of human to things and human to natural. Second， in the relation of material and spirit， they put stress on the two opposition and pision. Third， they pay attention to dialectic and reasons. Fourth， in scientific study method， the westerners strongly attach importance on evidence and analysis from ancient Greek. So， for the efforts of above-mentioned aspects， the westerners have bright features of stressing on reason， analysis and complete form.
But for China， there are complete different features. First， they put the relation of human-human in the first place. Second， to the relation of spirit and material， Chinese traditional philosophy pays more attention on the two’s unity and consistency. Third， there is an intuition on instinctive experience and entire synthesis. But it doesn’t pay attention to experiment and analysis. [4]
For above reasons， there is a great discrepancy of Chinese-English expression， so Chinese students， especially middle school students， always find that they can’t express their ideas naturally and accurately. They just translate their ideas word by word into English. [5]
E.g.:
(1) She like a child.
(No.1) (Here No.1means the notebook I have numbered)
(2) She just like our sister. (No.7) (Here No.7means the notebook I have numbered)
(3) Our country need a person who is good at everything， not just a robot to do homework.
(No.13) (Here No.13means the notebook I have numbered)
(4) – Are you Jeanne? (Telephone call)
-- I’m Jeanne.
(No.30) (Here No.30means the notebook I have numbered)
The four sentences above are complete Chinglish. They’d better be revised as follows:
(1) She looks like a child.
(2) She just looks like our sister.
(3) Our country needs a person who is good at everything， not a machine that is just good at doing homework.
(4) –Is it Jeanne?
--Yes， this is Jeanne.
Such kind of errors takes up 27%. (cf. table 2)
3.2 The analysis by positive transfer and negative transfer
They make such kinds of errors not only because of the difference of Chinese-English thinking model， but also because of the negative transfer of native language. Applying previous experience and knowledge to learning or problem solving in a new situation is transfer. An important complex cognitive goal is for students to be able to apply what they learn in one situation to new situations. [6] In the study domain of second language acquisition， mother-tongue knowledge’s affect to foreign language acquisition is one of important problems that linguist and psychological linguist study. To the foreign learners who have mastered basic phonetics， lexical and grammar of language， the study of foreign language’s phonetics， lexical and grammar will certainly be affected by mother tongue language’s phonetics， lexical， meaning and grammar knowledge. At the same time， different nations have different types of communication model and utterance structure， so this kind of knowledge that mother tongue language has had will also affect foreign language communication model and utterance structure acquisition. This kind of effect is mother tongue language transfer in second language acquisition. Some people say that it has two types of transfer: positive transfer and negative transfer. When mother tongue language rules are the same as foreign language rules， the positive transfer occurs. When they have discrepancy， especially when they seem similar to each other but different as a matter of fact， it always produces negative transfer. [7] English and Chinese belong to complete different language systems. English emphasizes hypotaxis while Chinese stresses on parataxis. Because students can’t realize the difference between the two language phenomenons， they always transfer their Chinese knowledge into English learning according to Chinese thinking ways and expressions， so it will interfere they understand and master English. [8] The behaviorist ascribed errors largely to the interference of learners’ native language. Their native language habits prevent them from learning second language habits.[9] Transfer errors are not distinct from analogical errors. They represent aspects of the same underlying strategies. Both result from the fact that learner uses what he /she already knows about language in order to make sense of new experience. Pit Corder expresses that the first language provides a rather rich and specific set of hypotheses. With the help of their mother tongue language， the second language learners can apply some of them to their language studies. But transfer errors only occur in the SLA learners， of course， there are also some ambiguous sources of errors that are frequently hard to decide what categories they belonged to. [10]
3.3 Subject-verb not agreement
Subject-verb agreement means that subjects and their verbs must agree， meaning singular subjects require singular verbs and plural subjects require plural verbs. [11] But students often make mistake and the subject-verb always does not agree. Such kind of errors takes up 25%.
E.g.:
(5) On this term， our class have a new English teacher.
(No.28)
(6) For one thing， too many homework keep the students from reading widly.
(No.30)
(7) …but I think if she work hard， sooner or later， she will become one of the best teacher.
(No.8)
They may be revised as follows:
(5) On this term， our class has a new English teacher.
(6) For one thing， too much homework keeps the students from reading widely.
(7) …but I think if she works hard， sooner or later， she will become one of the best teacher.
For Chinese doesn’t have the notion of subject-verb agreement， students have formed a certain kind of Chinese grammar. So when they learn a new complete different language that has such changeover， they often use their own grammar unconsciously though they have learnt foreign language’s grammar. [12] The errors’ reasons can be pided into two sorts: first， system language errors. Students know the rules of this system， but haven’t mastered them completely and not know some limits， and then errors occur. Second， errors occur after mastering the system. Though students have mastered a more complete concept of grammar， they haven’t taken shape as a kind of habit and still possibly make some errors that violate the rules of grammar. [13] So， in the author’s opinion， students would avoid this kind of errors through doing a certain number of exercises. The exercise would consolidate their notion of subject-verb agreement.
转贴于 3.4. Language acquisition
3.4.1 The general idea of SLA
Over the past two decades， research in the first language acquisition has an enormous influence on the study of second language acquisition. The research findings of the FLA (First Language Acquisition) and the influence on the SLA (Second Language Acquisition) have been studied by language researchers as well as pedagogical practitioners. People began to realize that L1 performances are quite consistent with these findings and hypotheses from other non-related areas. [14] The Behaviorists’ theory of Habit Formation claimed in B.F， Skinner’s Verbal Behavior (1951) that language is not a mental phenomenon; it is behavior. It is learnt by a process of habit formation. This assertion was challenged by Norm Chomsky whose linguistic theory conforms that all children are born with innate capacity for acquiring a language. It is said that children can construct their own rule systems. The children are creatively constructing the language as he interacts with those people around him. The two schools of controversies have proceeded subsequently by lots of studies concerning the language acquisition. Theories， such as Monitor Model (Krashen 1981) hypothesizes that adults have two independent systems for developing abilities in second language， subconscious acquisition and conscious learning. Acculturation Model (and closely linked with it the Nativization Model) and a number of others are also devoted to the study of second language acquisition. [15]
SLA is best understood as a complex cognitive skill. Anderson has described cognitive skill acquisition as a “three-stage” process (the cognitive， associative and autonomous stages)， using the “production system” notation to specify the dynamics of the system during the skill acquisition process. This framework is particularly useful in the current context because it helps to identify and test the existence and applicability of specific learning strategies that are appropriate at various stages in the skill acquisition process. [16] Language acquisition， according to Ausubel， can be pided into two forms—rote and meaningful learning， by anchoring and relating new items and experiences to knowledge is that exits in the cognitive framework. Children’s practice and imitation is a very meaningful activity that is conceptualized and purposeful while adults learn a foreign language in classroom by rote methods. Compared with children who acquire their mother tongue in a natural， meaningful context， adults’ rote learning， of course， cannot reach an ideal effect. [17]
3.4.2 The analyses of tense and voice errors
To most of Chinese students， English is their second language. The acquisition of English will be affected in different types and situations. Furthermore， the distance of mother tongue and target language is greatly related with the knowledge transfer. [18] From table1， we can see clearly that the errors of the single third person present tense take up 24% that are possibly affected by mother tongue’s negative transfer. The author’s students still couldn’t master it completely. They just learn it in classroom by rote methods and could not put it into practice or a real situation. Though the SLA helps them to learn it and to use it in a right way， they are still affected by mother tongue language easily.
English verbs generally have strict different tense and voice. It stresses the different tense and voice by changing the verbs’ form. [19] All verbs must agree in tense unless you clearly prepare a reader for a time shift. Generally speaking， if your essay starts in the past tense， it should remain in the past throughout. Stay in the present if you start there. [20] But Chinese verbs don’t have changes of form. The sentences’ “tense” and “voice” are showed by lexical or through a particular context. [21]
E.g.:
(8) When she was angry， she looked like a lion. (NO.50)
(9) But no matter how tired she was， she never complained to us. (NO.45)
(10) Then Jeanne passed to Mathilde a necklace. (NO.43)
Actually these three sentences are wrong in the original present tense. They’d better be revised as follows to keep agree with the whole writings:
(8) When she is angry， she looks like a lion.
(9) But no matter how tired she is， she never complains it to us.
(10) Then Jeanne passes a necklace to Mathilde.
The errors they made as above take up 17%. It is clear to see that students often make tense errors though they have already learnt it.
The number of voice error in these writings is only 1 and it just takes up about 0.42%. It seems that the students have mastered it perfectly. Actually， it does not as the tables show. From the author’s personal teaching practice， the author found that students are still confused by the using of the voice. They made so little errors in these writings just because they only know to express their ideas in active voice but not passive voice. As we know， English uses more passive voice than Chinese. So they are affected by Chinese thinking model， and seldom use passive voice in some particular situations.
3.5 Chinese English
3.5.1 The general idea of Chinese English
Chinese English is the centerpiece of negative language learner’s native language negative transfer to English learning. Deng Yanchang holds that: Chinglish is speech or writing in English that shows the interference of influence of Chinese. Some sentences may be little or more than word for word translations of Chinese expressions. Chinglish may be grammatically correct， but the choice of the words or phrases and the manner of expression do not conform to Standard English usage. Although understanding may not be a problem， Chinglish is unacceptable. In another words， Chinese English means Chinese English learners and users are affected and interfered by mother tongue language and use the rules and habits of Chinese directly， so the broken English which does not conform to the standard English or the culture of English. [22]
Chinese English reflects in the wrong use of English words or sentences structure or syntax， etc. Syntax is a branch of linguistics that studies how words are combined to form sentences and the rules that govern the formation of sentences. [23] Different languages have different kinds of syntaxes. To whoever foreign learner， his / her habit of using language will be interfered by his / her mother tongue language unavoidably. Most of the Chinese students have shaped a comparative complete Chinese grammar when they begin to learn English. When they are studying a new language， they are dependent on their mother tongue language syntax unconsciously. When the representing syntax form of the same meanings mother tongue language and target language， it will result in positive transfer; but when they are different， it will result in negative transfer. Generally speaking， the English syntax and Chinese syntax are similar to each other largely. They all have the subject， verb， object， adjectival， adverbial and complement. The syntactic components generally have the same function but difference in the sequence. Chinese has a relative words order and they can’t be changed at one’s pleasure. The words don’t have the sign of word form as well .The wh-question sentence is quite similar with declarative sentence in word order. But the abundant forms of English determine the flexibility of the word’s order. Though English has the same main syntactic component with Chinese mainly， there are more inverted sentences in English than in Chinese. [24]
According to the study by Mr. Deng， syntax and consecutive predicate errors belong to this group. The author’s students often turn to use their mother tongue language syntax when they want to organize a sentence in English. This is an unconscious process， but it shows that the transfer plays an important role in their foreign language study. Because of the negative transfer in this circumstance， Chinese English comes into existence.
3.5.2 The analyses of syntax and consecutive predicate errors
Because of the positive transfer from mother tongue language， Chinese students make fewer errors in syntax. From the study we can see clearly in table 2 that the syntactic errors they made only take up 11%. It’s less than expression errors and subject-verb-not-in-agreement and tense largely.
E.g.:
(11)… and Does the environment going to bad.
(No.18)
(12)… But I don’t think it realy right.
(No.25)
(13). Not only she is a good teacher， but also is a good friend of us. (No.3)
These sentences’ had better be revised as follows:
(11)… and does the environment go worse?
(12)… But I don’t think it is really right.
(13) Not only is she a good teacher， but also she is a good friend of us.
Although the positive transfer plays a very important role in syntax， there are still errors caused by negative transfer. So we must pay attention on it as well.
Within each complete predicate， there is one main word or phrase that tells what the subject is doing， or that tells something about the subject. This main word or phrase is called the simple predicate， or verb. A simple predicate， or verb， is the main word or phrase in the complete predicate. Verbs that tell what a subject is doing are action verbs. Action verbs can show physical action， mental action， or ownership. [25] Some verbs do not show action. These verbs tell something about a subject. They make a statement about a subject. [26] A consecutive predicate is that a sentence has two main verbs without a conjunction or a clause.
E.g.:
(14) It’s kiddy change my boring life.
(No.4)
(15) Because the exam is too important and pass the exam is the only road to success. (No.49)
(16) Because she seems have much of energy.
(No.50)
This kind of errors takes up about 5%. Though the number of these errors is not large， it is a very serious error. It must call forth the attention of all the teachers and students.
They had better be revised as follows:
(14) It’s kiddy that changes my boring life.
(15) Because the exam is too important， so to pass the exam is the only road to success. (16) Because it seems that she has much of energy.
3.6 Omitting link-verb “be”
Verbs that do not show action are called state-of-being verbs. These verbs make statements about a subject. State-of-being verbs are often used as linking verbs. A linking verb links the subject with another word in the sentence. The other word either renames or describes the subject. [27]
In English， if the link-verb “be” is used as predicate， we can translate it into Chinese “shi”. “Be” is often used in English expression to describe the character of something， the feature of outer surface and the state of feeling， etc. But in Chinese， they usually use noun， classifier as predicate to indicate the age， native place， date and subject’s character and category etc， and often needn’t use “shi”. Because of the discrepancy between English-Chinese habit of language expressions， Chinese students often omit the link-verb “be” unconsciously. Students may not omit it when they make a single simple sentence. But when it comes to a paragraph or a whole piece of writing， or a translation， the situation of omitting the link-verb “be” is existent here and there. [28] Students make this kind of errors largely because of the discrepancy of English-Chinese thinking model and the negative transfer of the mother tongue language.
E.g.:
(17) The first English teacher in the hight school. (No.27)
(18) My English teacher， Guo Yizhen， a good teacher. (No.1)
(19) I think in my heart my mother that inspires me. (No.42)
They should be revised as follows:
(17) My first English teacher is in the high school.
(18) My English teacher， Guo Yizhen， is a good teacher.
(19) I think in my heart my mother is the person who inspires me.
Such kind of omitting link-verb “be” errors take up 13%.
3.7 Spelling errors
Misspelled words， whether in a composition for school or in a letter to a friend， are likely to distract the reader from the thought being expressed. Consequently， it is important for a writer to spell words accurately. [29] Learning a few spelling rules will help you master hundreds of words. In this study， the author has found that this kind of errors they made mainly due to their careless spelling of words and their attitude to write a good composition is not very enthusiastic.
E.g.:
(20) When she reachs home， her husband， Pierre is sitting in the chair. (No.22)
(21) I hope she can helf my English because my English is so bad. (No.17)
Exactly， the right spellings are as follows:
(20) When she reaches home， her husband， Pierre is sitting in the chair.
(21) I hope she can help my English because my English is so bad.
This kind of errors takes up only 3%. It’s acceptable.
3.8 The analyses of table3
From table 3， we can find that there are 6 students whose false percentage is more than 50%. They take up 12%. Most students’ false percentage is above 20%. They take up 50%. It’s a large number and it is worth noticing. Only 15 students’ false percentage is less than 20%. It shows that students haven’t mastered the usage of the single third person present tense well. The larger part of students maybe mastered its usage to a certain extent， but for all kinds of reasons， they couldn’t use it accurately. The situation is still very serious. We can put our efforts into improving the students’ expression， subject- verb agreement and tense.
4. Practicable measures and personal suggestions
At present， most of Chinese students’ writing level is still not satisfactory. They often make all kinds of errors， especially in expression， subject-verb agreement， tense etc. The reasons that cause these errors are mentioned above. In the author’s opinions， it’s almost impossible to avoid these errors completely .So we have no choice but to reduce these kind of errors to the least .We can improve the ability through many ways， such as: to read more articles written by English speaking people can improve our ability of English thinking. Students should master the English grammar and compare them with Chinese grammar and then try to use them in practice. That would be good for us in improving the right use of subject-verb agreement， tense and syntax， etc. Teachers can input more knowledge of the different expressions between English and Chinese because of the discrepancy of English-Chinese thinking model and culture. Let students change the conscious input into unconscious output.
5. Conclusion
This paper is the statistics of the use of the single third person present tense in Senior1 English writing. The author analyzes the reasons of their wrong usages by tables and gives some personal suggestions， aiming to call up the attention of middle school teachers. The author hopes this paper would be of some help. This study is just for middle school teachers’ consultation.
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篇3
一．代词：是代替名词的词或者起名词作用的短语和句子的词。英语中代词有人称代词、物主代词、反身代词、指示代词、疑问代词、关系代词、不定代词。英语代词使用得很广泛。
代词之间有两点共同之处：第一，它们本身的词义都很弱，必须从上下文来确定；第二，许多代词都有两种功能：一是可单独取代名词的位置，二是可起修饰的作用。初中阶段涉及的代词主要有：
类别 例词
人称代词 主格 I he she it we you they
宾格 Me him her it us you them
物主代词 形容词性 My his her its our your their
名词性 Mine his hers its ours yours theirs
反身代词 Myself yourself himself herself itself ourselves yourselves themselves
指示代词 This that these those such so it
不定代词 Some something somebody someone any anything anybody anyone no nothing nobody no one every everything everybody everyone much many little a little few a few
疑问代词 What who which whom whose
（一） 人称代词
人称代词表示"我""你""他""我们""你们""他们"的词叫人称代词。人称代词并不全指人，也指物。有三种人称，每个人称又分为单数和复数（第二人称单数和复数同形）。人称代词还有主格和宾格之分。它有人称、数和格的变化，其形式列表如下：
人称 单数 复数
主格 宾格 主格 宾格
第一人称 I Me We us
第二人称 You You You You
第三人称 he him they them
she her
it it
（1） 第一人称单数I代表说话者，必须大写，"我"。
如：I go to school every day.我每天去上学。
（2）第一人称复数we代表说话者一方（二人或者二人以上）"我们"。
如： We are swimming now.我们现在正在游泳。
（3）第二人称单数、复数you代表听话者或者对方（复数you代表二人或二人以上）。
如：Are you ready, Sam? 萨姆，你准备好了吗？
（4）第三人称包括he、she、it. He "他" 代表已经提到过的男人。 She"她" 代表已经提到过的女人。It "它"代表已经提到过的事物。
如： He is the tallest in the class. 他在班里是最高的。
She has a little brother. 她有个小弟弟。、
I have a handbag. It is black. 我有个手提包，它是黑色的。
（5）第三人称复数they "他们" 代表已经提到过的一些人或者一些事物，这个词没有性别之分。
如：Where are the teachers? They are over there. 老师们在哪里？他们在那边。
Where are the apples? They are in the drawer. 苹果在哪里？它们在抽屉里。
注：1）人称代词主格在句中主要做主语。
如：We went to the zoo yesterday.我昨天去动物园了。
2） 人称代词宾格在句中主要作宾语。
如： Can you help me? 你能帮我吗？
3）人称代词做表语时一般用宾格。
如：Who is that? It's me. 是谁呀？是我。
4)在比较状语从句中，在不引起误解的前提下，有时用宾格代词代替主格代词。
如：He is taller than me. 它比我高。
He loves you more than me. 她爱你胜过爱我。
5）两个以上的代名词并行排列时，其次序为：
a) 单数人称代词：you he I.
如：You, he and I are good friends. 你我他都是好朋友。
b) 复数人称代词为：we you they.
如：We and they went to the Great Wall yesterday. 我们和他们昨天都去长城了。
c) 第三人称He和 she 同时使用时，先说he,后说she.
如：He and she were late for school this morning.他和她今天早上都上学迟到了。
(二). 物主代词：表示所有关系的代词, 它与人称代词一样，也分第一人称、第二人称、第三人称，每个人称分单数和复数。 物主代词有形容词性和名词性两种。
注：1). 形容词性物主代词相当于形容词的性质，放在名词之前, 在句中常作定语。
如：His brother is an engineer. 他的哥哥是位工程师。
2). 名词性物主代词相当于名词，后面不能使用名词。在句中做主语、宾语和表语。
如： This is my pen. Yours is yellow. 这是我的钢笔。 你的笔是黄色的。
My pen is broken. Please give me yours. 我的钢笔坏了。请把你的给我吧。
This house is ours。这个房子是我们的。
数 人称 中文 形容词性物主代词名词性物主代词
单数 第一人称 我的 My mine
第二人称 你的 your yours
第三人称 他的 his his
她的 her hers
它的 its its
复数 第一人称 我们的 our ours
第二人称 你们的 your yours
第三人称 他们的 their theirs
(三）反身代词：表示反射（指一个动作反射到该动做执行者本身）或者强调（即用来加强名词或代词的语气）的代词叫反身代词。它是由第一人称、第二人称形容词性物主代词和第三人称代词宾格，后面加词尾self 或者selves构成。
1）．反身代词与它所指代的名词或代词形成互指关系，在人称、性、数上保持一致。
如： He saw himself in the mirror. 他在镜子里看见了自己。在这句话中，反身代词himself 与主语he 是指同一个人。
2）．反身代词还可以用于名词或代词之后或句末，表示强调。
如： I myself do it. 那是我亲自做的。这句话还可以说成：I do it myself.
3）. 反身代词在句中可用作动词宾语、介词宾语、表语和同位语。反身代词包括：
单数 复数
第一人称 myself 我自己 ourselves 我们自己
第二人称 yourself 你自己 yourselves 你们自己
第三人称 himself 他自己 themselves 他们自己
herself 她自己
itself 它自己
（四）指示代词：用来指示或标识人或事物的代词。它们主要有：this 这个 that 那个 these这些 those 那些。其他还有：such这样的 same同样的 so这样 it 它。指示代词所指的对象取决于谈话双方都熟悉的语境。指示代词在句中可用做主语、宾语、表语、定语和状语。
如： These are my pens.这些是我的钢笔。
I will do that. 我愿意做那件事。
This map is my brother's.这个地图是我哥哥的。
This (these) 指近的事物。that (those) 指远的事物。
如： These are my books. Those aren't my books. 这些是我的书。 那些不是我的书。
篇4
关键词：中国 泰国 人称代词 比较研究
一、引言
近几年中泰一直保持着有好的关系。两国在贸易经济、语言教学等方面密切沟通。在语言体系中，人称代词占据着相当重要的地位。汉语和泰语的人称代词的使用频率以及文化特征等都具有各自的特色。人称代词对泰国人来说是一个比较感兴趣的话题。泰文的人称代词比中文多，而且词汇功能是不一样的，在口语和书面语中使用方法各有异同。现代的泰语人称代词谦敬称谓比现代汉语丰富得多。泰国学生学中文的人称代词时会觉得不难学，但是当用起来而真正地掌握词的语法和语义功能的时候会有问题。本研究是为了更好地实现跨文化交际，使读者了解两个语言的语法、文化而在生活中能准确地使用它，并能了解语言点，使泰国学生对两国文化的理解更加深刻，对学习语言有帮助。
二、人称代词的定义
（一）汉语和泰语人称代词的定义
汉语的人称代词可以分为三类：第一人称、第二人称和第三人称。一般汉语人称代词可以当作名词、动词、形容词、副词等。汉语的人称代词比泰语的人称代词少，使用时比较简单，根据年龄或社会地位的称谓大部分不分开，每一个人使用同样的词。汉语人称代词大部分属于“指别性”人称代词。
泰语的人称代词也可以分成三类：第一人称、第二人称和第三人称。 在语法上也跟汉语差不多，但是泰语的语法比汉语丰富的多，谦敬称谓也比汉语多。泰语有谦称、敬称、昵称、鄙称和俗称等多称谓功能。选用的使用必须考虑对方的年龄、性别、社会高低、情况、熟悉程度、口语还是书面语等等，有着比较严格的原则。
（二）人称代词的分类
1.第一人称。第一人称代词是指称自己。“我”是第一人称，复数形式是“我们”。基本相同的是“咱”“咱们”。但是“我”一定是单数，“咱”却可单可复。汉语“我”的应用范围比较广，男或者女都可以用，年龄高或者小都使用这个词。但是泰语的“我”有很多种，有的词可以用于男的，有的词可以用于女的，有的是用于年纪小的，有的是用于朋友之间的关系等。第一人称代词可以分为两大种，单数和复数。中国官方承认的有56个民族，宗教主要是儒教、佛教、道教等。文化也是跟泰国差不多说话时要自谦而尊重别人，但是现代的汉语人称代词并不像泰语复杂。泰语是泰国的官方语言，它有声调跟汉语一样可以区分词汇。还有一些泰国人是华裔，所以有的是使用汉语说话的，尤其是潮州话。在泰语的人称代词中也出现几个潮州话的称谓。
2.第二人称。第二人称，又叫对称。“你”是汉语最基础的第二人称代词单数，复数是“你们”。“你”是说话的人称听话的人。但有时可以表示泛指，指任何人或任何事。 （KHUN）是泰语最基本的第二人称代词。男性和女性都可以使用。它是一个礼貌形式的人称代词，在一般正式场合中都可以用。但正常用于成人的，比如20岁一样使用，对小孩子会选择另外的词。
3.第三人称。“他”是汉语的第三人称，复数形式是“他们”。书面上，第三人称代词分为“他”“她”“它”，分别称代男性、女性和事物，跟泰文相似。泰文的第三人称代词也分为人和事物。但每一个汉语的第三人称只是文字上的区别，说话的时候都是tā。第三人称代词也可以分为两大种，单数和复数。
三、泰语人称代词的汉语借词
泰国跟中国一直有友好的关系，所以有不少了中国人在泰国，叫做“泰国华人”。因此，现在出现了不少泰语的汉语借词。除了汉语，泰语中的语言也有从其他国家借来的词，如高棉、巴利、拉丁、梵文、英文等。至于泰语的汉语借词，平常从潮州语和台湾的福建话，由于中国的潮州人和台湾人先从中国移民来到泰国之前。泰语的汉语借词的来源有一些词跟语言和文学、宗教、思想、传统等有关。至于泰语人称代词的汉语借词也有了自己的特点和文化。
四、汉泰人称代词的语法特征
（一）“性”的语法特征
“性”对语言特别的重要，每一个语言在“性”的语法上有了不同的特征，影响到每一个国家的程度也不一样。在汉泰语言也有了不少影响到人称代词，尤其是泰文。有许多泰文的人称代词分析了男性和女性。
（二）“数”的格式不同
汉泰两种语言都有“数”的格式不同，分为单数和复数形式。两种语言大致是单数形式而组成的复数形式，汉语跟泰语的复数形式的数目差不多，汉语的复数形式有；我们、咱们、你们、他们等几种人称代词。
五、汉泰文化对人称代词的影响
语言与文化的关系非常亲密。语言是文化，文化也是语言。在语言体系中，人称代词占据这相当重要的地位。在日常生活中，人们要通过使用人称代词来称呼自己或者别人。在汉泰语言中都占了重要的语言因素之一。
人称代词今天对人们越来越有意思，在人们的生活中占着重要的地位。这次研究本文通过把两种语言的观点分析为人称代词的意义、来源、语法、文化等观点。本文对学生常遇到的困难来解释，教师必须对有关内容总结主要的内容讲解以便学生掌握，从而能够让学习者了解人称代词的本性，对语言文化有所了解，最终达到使用汉泰语言进行交流的目的，内容有所帮助。
参考文献：
[1]邢福义.汉语语法三百问.商务印书馆出版社，2009.
[2]丁声树.现代汉语语法讲话.商务印书馆出版社，2009.
[3]高名凯.汉语语法论.商务印书馆出版社，2011.
[4]李世之.现代汉语语法.泰国留中大学出版社，2012.
作者简介：
篇5
一般现在时的结构我们可以从两方面入手，一是从be 动词入手，肯定句：主语+be +其它，She is a student. I am a teacher.否定句：主语+be +not +其它，She isn’t a student. I am not a teacher.
一般疑问句：be+主语+其它，Is she a student Are you a teacher , 回答时，肯定回答用Yes,主语+be，否定回答用No,主语+be的否定的缩写。
be动词在一般现在时中学生很容易掌握，考试时它都是以各种时态出现在卷子中，结构都不是很难，大多数以数的形式或时态的形式出现在考题中。
二是从行为动词入手，而在从行为动词入手时，我们还要从两个方面来讲解一般现在时的结构。
篇6
人称代词是指直接指代人或者事物的代词。在英语和汉语中都有三种人称代词即：
第一人称：我、我们，第二人称：你、你们，第三人称：他、她、它、他们、她们、它们。
根据人称代词在句中所充当的成分可以分为主格人称代词、宾格人称代词。另外，人称代词有单复数之分，特别是第二人称单复数写法都是一致的，实际翻译时应当注意。
表示所有关系的代词叫做物主代词，也叫人称代词的所有格。物主代词分为形容词性物主代词和名词性物主代词两种。物主代词有人称和数的变化。第三人称单数的物主代词还有性别的变化。
（来源：文章屋网 ）
篇7
关键词：小学英语；试题；分析
中图分类号：G620 文献标识码：B 文章编号：1002-7661（2014）08-217-02
为了更好的帮助小学英语老师做好毕业考试复习工作，笔者对2009――2013年小学升初中的五套英语试题进行了分析解读，以下是笔者的分析意见。
一、题型
笔试题共有九道大题、十二类题型。在这些题型中，英汉互译、按要求写单词、单选、句子问答搭配、连词成句、阅读六类题型出现的频率最高，五套试题中均有出现，因此，为考试重点。
这其中选择不同类的单词在五套试题中出现4次，情景对话、改错和补全对话出现各3次，单词拼写是否有误出现 2次，选择单词的正确解释出现1次。听力只在2013年英语毕业试卷中出现，但就教育方向和试卷走向来说应为考试重点。
二、不同题型所占分值比重
为了分析各类题型在试卷中所占分值比例，现将十二类题型分为四大类：
第一类，将单词拼写是否有误、英汉互译、按要求写单词、选择单词正确意思、选择不同类单词划分为单词短语类。
第二类，将情境对话、句子问答搭配、连词成句、补全对话划分为句子类。
第三类，将单选、改错划分为语法类。
第四类，将阅读题划分为阅读理解类。
从统计表中各类题的分值来看，单词类所占比重最大，所占分值最高为65分，占总分的54.2%，最低为40分，占总分的33.3%；其次为句子类，所占分值最高为35分，占总分的29.2%，最低为30分，占总分的25%；再次为语法类，所占分值最高30分，占总分的25%，最低20分，占总分的16.7%；最后是阅读理解类，所占分值最高为15分，占总分的12.5%，最低为5分，占总分的4.2%。
在本次统计中没有将听力列如其中，因为无论是100分制还是120分制，小学部分所见试卷中听力所占分值均为20分，占总分的20%或16.7%。
（一）语法知识
从卷面来看，以语法知识为考点的题通常以按要求写单词、单项选择和改错的形式出现。
1、按要求写词语
在按要求写词语中，对于语法知识主要考了以下几种：动词的过去式、ing形式、第三人称单数形式、同音词、形容词的比较级、反义词、人称代词的宾格形式、名词的复数形式、缩写的完整形式和各种形式动词的原型。按要求写词语在每套试卷中所占分值为10～20分，其中动词的过去式考了18次，共26分；形容词比较级考了13次，共20分；形容词反义词11次，共15分；各种形式动词的原型4次，共6分；动词的ing形式出现3次，共5分；动词的第三人称单数形式出现2次，共3分；其余各出现1次。
从统计结果看动词的过去式、形容词比较级、形容词反义词为考试重点。
2、单选
在单向选择中，主要考查了形容词比较级、动词的过去式、一般疑问句、特殊疑问句、人称代词的宾格形式、动词的第三人称单数形式、there be句型以及定冠词的使用。单项选择在每套试卷中，所占分值为15～20分，动词的过去式考了11次，共20分；定冠词的使用考了9次，共16分；there be句型考了3次，共5.5分；动词的第三人称单数形式考了2次，共4分；其余语法知识只考了一个小题。
从出现次数来看，动词的过去式、定冠词的使用应为单项选择中的重点。
3、改错
在改错中，主要考查了形容词比较级、一般疑问句、冠词、介词、过去式、动词的第三人称单数形式、名词的复数形式、现在进行时。改错题所占分值一般为10分，其中，介词的使用出现了5次，共10分；一般疑问句出现3次，共6分；形容词比较级出现2次，共4分。其余均出现1次。
从出现频率来看，重点内容应为介词的使用、一般疑问句、形容词比较级。
（二）句型
再试题中，对句型的考察主要以五、六年级所学句型为主，更偏重六年级一些。其中六年级下册所学的一般过去式，及其特殊疑问句、一般疑问句和一般疑问句的肯定否定回答在整个试卷中出现频率最高；其次为比较级的句型；再次为询问别人身高、体重和身体状况的句子；最后为周末的活动。到达某地的方式、询问天气状况、一般将来时和现在进行时偶尔也会出现，但次数明显低于前几种句型。
因此，从卷面中反映出考点的重点主要在六年级下册，辐射六年级上册和五年级的句型。
（三）阅读理解
篇8
关键词：初中英语；一般现在时态在初中英语八种时态中的领导作用
中图分类号：G633.41 文献标识码：B 文章编号：1672-1578（2016）01-0143-01
英语中的时态比较复杂，它不像汉语用"着、了、过"三个字就把时态的含义表现的淋漓尽致。英语中的时态变化根据时间分为现在、将来和过去将来；根据动作方式分为一般现时、进行时、完成时和完成进行时。两种分类结合便产生了十六种时态，而在这十六种时态中，初中阶段占有八种时态。
对于初中的学生而言，学习时态是一件困难而又乏味的事情。主要是时态根据语境是千变万化的，英语的动词时态这一语法现象与我们母语的语法差别较大，学起来也较乏味。而且和中文表达方式的差别增加了学习的难度，尤其是有些时态构成是复杂的，更让"时态"二字在初中英语学习中显得尤为恐怖。下面列举两种时态进行说明。
1.一般现在时
1.1 概念：一般现在时的基本用法有四种。（1）表示现在的状况，如Mr. Green has two children；（2）表示主语所具备的性格或能力，如Ann enjoys listening to the radio. Miss White speaks Chinese very well； （3）表示经常性、习惯性或反复出现的动作或状态，如I usually rest on Sundays. Mr. Brown always gets up early. LiLei goes to see Uncle Wang once a month；（4）表示客观事实和普遍真理，如It never snows in Australia in December. Light travels faster than sound。
1.2 结构：一般现在时的结构在一般情况下用动词原形，当主语是第三人称单数时，谓语动词也要相应变成单数形式，其否定式、疑问式要加助动词do或does。例如：Miss Gao teaches us English. Does your mother work in a factory？
1.3 标志：一般现在时常与下列表示频率的副词或短语连用：always， usually， often， sometimes， seldom， never， twice a week， on Sundays等。
2.现在完成时
2.1 概念：基本用法有两种。（1）表示过去发生的动作对现在造成的影响或结果。（2）表示从过去已经开始，持续到现在的动作或状态，常与表示一段时间的状语连用。
2.2 结构：助动词have（has）+动词的过去分词。
2.3 标志：用法（1）常与下列词语连用：already， yet， just， ever， never， before， recently等；用法（2）常与"since+时间点"或"for+时间段"所构成的表示一段时间的状语连用，也可与包括"现在"在内的表示一段时间的状语连用，如this morning， these days等。
其他几种时态不再一一列举。从以上列举的两种时态我们可以更清楚地知道初中学生学习时态的不易，对他们来说，熟练掌握时态是比较困难的。我认为，要想让学生学好时态，首先要让他们掌握最基本的一种时态，也就是一般现在时。一般现在时态在十六种时态中是最基本也是应用最广泛的时态，它是一切时态的基础。这就要求老师给学生讲解此种时态时一定要脉络清晰，浅显易懂。比如用以下的讲解途径：
2.3.1 首先要告诉学生什么是一般现在时，也就是它的概念。一般现在时表示经常发生或习惯性的动作或状态，一定要举例说明。
-Can I join your club. Dad？ 我能加入你的俱乐部吗，爸爸？
-You can when you get a bit older.等你长大了就可以。
- Can I help you， sir？ 你需要帮忙么？
-Yes， I bought this radio here yesterday， but it desn't work.是的，我昨天在这里买的这台收音机，但它坏了。
2.3.2 在学生明白什么是一般现在时态后，再来将事态的构成。一定要分层次和步骤来分别介绍，先介绍be动词构成的一般现在时，再介绍行为动词构成一般现在时态的方法。在学生知道了基本构成方法后，再逐步交接第三人称单数在一般现在时态中的变化方法。下面是我的课堂示例：
一般现在时的构成
（1）be动词：主语+ be（am ，is， are） +其它。如：
I am a boy.我是一个男孩。
（2）行为动词：主语+ 行为动词+ 其它。如：
We study English.我们学习英语。
其中，对学生一定要讲清楚"什么是第三人称单数"这一关键点，明确"第三人称和单数"两个条件同时具备才可成为"单三"。只有把这样的关键点给学生解释清楚，我想学生对一般现在时态的掌握一定会更为轻松。当然了，在讲完一般现在时态中行为动词的第三人称单数形式后，一定要强调其变化规则，比如：
篇9
一、重点：用法
一般现在时最基本的用法是表示经常发生的或习惯性的动作，还可表示人或事物的特征、能力，以及客观事实、普遍真理等。此外，一般现在时还有一些特殊用法：
（1）一般现在时可以表示按规定、计划或安排将要发生的动作，常见的动词有go， leave， come， start， arrive等。例如：
They start tomorrow afternoon.
他们明天下午动身。
（2）在时间状语从句和条件状语从句中，常用一般现在时代替将来时。例如：
If it is fine tomorrow， we will go to the countryside.
如果明天天气好的话，我们将会去乡下。
一般现在时也常用于戏剧、电影的舞台说明及旁白，还可用于体育比赛的解说。一些科普文章、说明文等也多用一般现在时。
二、难点：判断
我们知道，常与一般现在时连用的时间状语有always， often， usually， sometimes， every day / week / year， in the morning / afternoon / evening， on Sundays/ Mondays等，这都是一般现在时的标志词。不过，判断一个句子该使用何种时态，最重要的依据就是根据句意或上下文看看它是否符合该时态的用法。如always除了可以和一般现在时连用外，还可以用于现在进行时。例如：
Liu Hai always helps Granny Wang with her housework.
刘海一直帮王奶奶做家务。
Jim is always working hard at school.
吉姆在学校总是很努力学习。
三、疑点：运用
英语中一种时态构成的关键是看它的谓语动词，同一个动词在不同的时态中的形式也不同。一般现在时的谓语动词的构成有三种情况：
（1）be动词用am， is， are；
（2）实义动词用原形或第三人称单数形式；
（3）情态动词后接动词原形。例如：
This is a map of China. / We often watch TV. / She likes English very much./ He can speak a little English.
若主语是第三人称单数，在否定句和疑问句中，谓语动词第三人称单数形式要恢复为原形，其助动词要用does。例如：
What time does Liu Ping get up every day?
刘平每天几点起床？
在一般现在时中，副词often， usually， always等通常位于实义动词前面；sometimes比较灵活，位于句首、句中、句尾均可。例如：
He usually reads books in the morning.
他通常在早晨读书。
Sometimes they have their lunch at school.
有时他们在学校吃午饭。
此外，还应注意动词第三人称单数形式的构成，一般情况下，只在动词词尾加-s即可；若词尾是-o， -s， -x， -ch， -sh时，必须在词尾加-es；若词尾是辅音字母加y时，则把y变为i，再加-es。例如：work―works； teach―teaches; study―studies等。
一般现在时的重、难、疑点也是各类考试的考点。咱们在下面的练习中再练练手吧！
[跟踪检测]
一、用括号内所给动词的适当形式填空。
1. ―What time _____ Tom usually _____(get) up?
―He usually_____(get) up at half past six.
2. Lucyoften _____ (have) lunchatschool. Sometimesshe _____ (have) lunch at home.
3. ―What _____ your father _____ (do)?
―He is a driver.
4. Liu Ming _____ (read) English in the morning.
5. My father is always very busy. He _____ ( sleep) only six hours every night.
二、改错。
1. Jack watchs TV at home every evening.
2. Does Tom has any classes on Saturday morning?
3. ―Do you like playing football? ―Yes， I like.
4. Bill doesn’t his homework in the evening.
三、句型转换。
1. They go to school every day. (改为否定句)
They _____ _____ to school every day.
2. He has dinner at school. (改为否定句)
He _____ _____ dinner at school.
3. I like playing football very much. （用he代替I 作主语改写句子）
_____ _____ playing football very much.
4. She often has a cake. （将主语改为复数形式）
_____ often _____ somecakes.
5. Sam never listens to music. （改为肯定陈述句）
Sam _____ _____ to music.
Key：
一、1. does， get， gets2. has， has3. does， do 4. reads 5. sleeps
二、1. watchs watches 2. has have 3. Yes， I like Yes， I do
4. doesn’t doesn’t do
篇10
关键词：意大利语；汉语；三身代词；对比分析
中图分类号：H19 文献标志码：A 文章编号：1002-2589（2013）35-0198-02
三身代词在日常交际以及对外汉语教学中起着十分重要的作用。留学生在习得三身代词过程中，由于受到母语迁移的影响，可能会产生偏误或错误。将学生的母语与汉语进行对比分析是十分必要的。
前人对三身代词的研究主要为对三身代词的本体性研究，包括数量、指称、句法功能、灵活用法等方面。还有部分学者对汉语与其他语言中的人称代词进行了对比性的研究，但暂时没有专门针对意大利学生的相关研究。本文在前人研究的基础上，通过将汉语三身代词与意大利语人称代词进行对比，分析二者在使用功能上的差异性。
一、与汉语语法相比，意大利语人称代词的标志性特点
（一）主语代词在句中通常省略
意大利语的人称代词最显著的特点就是通常情况下，在构成句子时，人称代词会被省略。意大利语的基本句子结构同汉语相同，即S-V-O。但由于在意大利语语法中，动词会根据主语人称的变化而产生六种自身的变化形式，分别有第一人称单数、第一人称复数、第二人称单数、第二人称复数、第三人称单数及第三人称复数这六种变化，因此，在意大利语中，几乎每一个谓语动词都可以表示出谁是动作发出者，所以，如果主语为人称代词而非名词时，通常所用的主语代词会省略。
1.汉意主语代词用法比较
意大利语的主语代词虽然有六个人称，但其中第三人称单数又可分为表示男性的“他”和表示女性的“她”。因为“他”和“她”所指代的都是第三人称单数，因此与它们对应的变化后的动词形式是完全相同的。所以在这种情况下，如果要明确主语的性别，那么主语人称代词是不能省略的。
2.汉意“他”和“她”的使用区别
（二）第二人称代词“您”与第三人称代词“她”词形相同
在汉语中，“您”指代第二人称，“她”指代第三人称，属于两个完全不同的人称代词。但在意大利语中，主语代词“您”和“她”使用的是相同的意大利语单词“lei”。它们的区别在于，当这个单词位于句子的中间而非句首时，如果单词的首字母“L”大写，“Lei”的含义是“您”；如果单词的首字母不大写，那么它的含义则是“她”。（意大利语同英语一样，每句话的第一个单词的首字母应该大写，但句子中间的单词首字母无需大写。）
（三）非重读间接宾语代词和组合代词中的间接宾语代词部分包含了介词含义
意大利语中，间接宾语代词可分为重读间接宾语代词和非重读间接宾语代词。重读间接宾语代词一般用在介词后，因此只包含自身代词的含义。但使用非重读间接宾语代词时，不需要介词，因此代词本身除了有自身的含义，还包含了“对、向、给”等表示受事或关涉对象的介词的含义。由于组合代词是由非重读直接宾语代词lo、la、li、le与非重读间接宾语代词组合而成的新的形式，因此其中的非重读间接宾语代词部分与非重读间接宾语代词相同，也包含了表示受事或关涉对象的介词的含义。
（四）意大利语人称代词不能作定语
汉语的三身代词本身在作定语时一般需要在其与中心语间加上结构助词“的”，如“我们的房子”、“他的姐姐”，即“三身代词”+“的”结构。但在意大利语中，人称代词的六个人称分别有着与其对应的物主形容词。①在意大利语中不存在“三身代词”+“的”结构作定语修饰中心语的用法，而是有专门的形容词作定语。
二、汉语三身代词与意大利语相比的标志性特点
（一）三身代词作主语及宾语时本身词形无变化
三身代词作为人称代词中的一类，在句子中可以充当主语、宾语、定语等句法成分。
在意大利语中，人称代词同样可以在构成句子时充当主语和宾语。但汉语与之相比较的不同点在于，意大利语中主语代词和宾语代词的词形有变化，而在汉语中，三身代词做主语及宾语时词形无变化。
（二）第一人称代词中“我们”与“咱们”的区别
现代汉语普通话的三身代词复数形式比较单一，直接在指代个体的人称代词后加“们”字即可。三身代词中的复数在表示时采用的是同一形式，单数和复数之间呈现出严密的对应性、配套性，如“我――我们”“你――你们”“他――他们”。
但第一人称复数除了可以用“我们”来指代，也可用“咱们”。“我们”和“咱们”二词指代的都是第一人称复数，但二词的用法略有不同。
1.“咱们”包括说话人和听话人双方，称为包括式用法，应用于口语。例如。
（1）咱们哪天再去吃一回吧！
2.“我们”既可只表示说话人一方，也可表示说话人和听话人双方。例如。
（2）你先回去吧，我们再逛逛。（表示说话人）
（3）我们一定要努力学习，然后一起出国留学。（表示双方）
3.“我们”和“咱们”在同一场合出现时，“我们”只表示说话人一方，不包括听话人一方，称为排除式用法。例如。
（4）我们先走了，咱们下次再聊！
例（4）中“我们”表示说话人一方，“咱们”表示说话人和听话人。而在意大利语的主语代词和宾语代词中，指代第一人称复数的分别是“noi”和“ci”，它们分别只有这一种词形。所以意大利语使用者在习得“我们”时，可以很好地理解它的含义，但当他们又遇到“咱们”后，就可能将二者混淆。
（三）第二人称代词“你”的灵活使用
第二人称代词“你”指对话中的听话人一方，但在不同语境中其用法十分灵活。它所指代的对象不再单单是第二人称，而是用来转指其他人称或者只是起到区别和任指的作用。
1.泛指任何一人
（1）事实告诉我们，没有人会无怨无悔地为你付出一切，除了你的父母、家人。
例（1）中的“你”不是针对具体某个听话人，而是泛指任何一个人。用“你”而不用“人们”“某个人”“每个人”，这种用法可以强调谈论的内容，把本应在说话人与听话人以外的第三方变成面对面交谈的听话人，把似乎是发生在别人身上的成自己的事，这样就拉近了说话人与读者的距离，引起其共鸣与注意，使听话者更真切、更直接地感受说话者的意思，保持对所谈内容的兴趣。
2.指说话人“我”
（2）“他的才学，叫你不得不佩服”。
例（2）中的“你”本来指听话人，但有时可指代说话人一方。这里的“你”实际上主要是指“我”。因为本句为引用的句子，说话人在自己的表述中不用“我”，而用“你”，把第二人称放进去，就扩大了动作行为主体的范围，起到了强调前面“他的才学”的作用。在这里，“你”在字面上指第二人称，但在句子的深层意义上隐含了第一人称“我”。而且说话人使用“你”，让听话人听到后更加有同感，更能感同身受。
（四）其他人称代词
俞理明将汉语人称代词分为三身代词和话题人物代词。话题人物代词，表示主观的指称对象，在交谈时，这类代词指称的人随说话人的主观愿望及话题而任意选定，可任意改变。说话人所强调的、在话题中处于中心位置的人，就用自称，如“自己”；与此相反，处于陪衬地位、不被强调或被故意淡化的人，就用旁称，如“别人”；遍指话题涉及的所有的人，就用统称，如“大家”。统称代词的使用有两种情况。在无对立关系情况下，它没有任何偏重，是纯遍指意义的。有时统称代词指称的是一个限定范围，和某一对象相对，这时它和一个三身代词或者己称代词处于对立状态，作用近似旁称代词，但是它没有旁称代词的淡化陪衬的意义，却有己称代词那样的强调意义。和统称代词相对的一方，是处于被排除的个别、单独的人物，统称的一方处于话题中心地位。除了上述各种不同的人称代词外，在各地方言及文言文中还使用其他人称代词。在使用汉语人称代词时，要根据不同的语境、情绪、状态、对象选择合适的人称代词，但在意大利语中，各类人称代词的词形是固定的，没有大量的其他形式的人称代词，因而意大利留学生在习得其他形式的人称代词时，容易与基本的三身代词混淆，同时，选择适合语境的人称代词对意大利留学生来说也是难点。
三、结语
汉语三身代词和意大利语三身代词（人称代词）都有各自的特点，二者之间有着明显的差异性。意大利语第二人称代词“您”与第三人称代词“她”词形相同，都是“lei”，区别在于首字母“L”是否大写。若大写，则为“您”；不大写，则为“她”。意大利语非重读间接宾语代词和组合代词中的间接宾语代词部分包含了对、向、给等表示受事或关涉对象的介词含义，因此在构成句子时不需要再使用介词，这个用法与汉语相比有显著的不同。另外，意大利语人称代词不能作定语，需要代词起修饰作用时，要用与之对应的物主形容词，但在汉语中，三身代词+助词“的”表修饰，这也是二者间的不同。
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[2]王军.意大利语语法[M].北京：外语教学与研究出版社，2006.
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