[J. Austen. Pride and Prejudice, 4; 216]
e.g. «Sometimes Strickland would go down to the reef and come back wit a basket of small, coloured fish that Ata would fry in coconut, or with a lobster…»
[S. Maugham, 3; 111]
e.g. «Stimulated in course of time by the sight of so many successes, he would make another sally, make another loop, would all but have his foot on opposite pavement, would see or imagine something coming, and would stagger back again. There he would stand making spasmodic preparations as if for a great leap, and at last would decide on a start at precisely the wrong moment, and would be roared at by drivers, and would shrink back once more, and stand in the old spot shivering, with the whole of the proceedings to go through again».
[Ch. Dickens, Our Mutual Friend, 5; 505]
The historical past tense of «will» is «would», often reduced in speech to «d. The combination of remoteness and likelihood as the conceptual basis of would generally leads to an interpretation of some event as being distant in time or possibility from the moment of speaking. The remoteness element in would, combined with the epistemic interpretation (deductions or conclusions made by the speaker) is an interpretation of the past habitual behavior.
c) Iterative aspect expressed by Verb + ON and ON / OVER and OVER AGAIN / TIME and TIME AGAIN.
e.g. «Remembering Mr. Dawson's caution to me, I subjected Mrs. Rublle to a severe scrutiny at certain intervals for the next three or four days. I over and over again entered the room softly and suddenly, but I never found her out in any «suspicious action.»
[W. Collins. The Woman in White, 2; 329]
e.g. «She had hovered for a little while in the near neighborhood of her abandoned dwelling, and had sold, and knitted and sold, and gone on. In the pleasant towns of. Chertsey, Walton, Kingston, and Staines her figure came time and time again to be quite well known for some short weeks, and then again passed on.»
[C. Dockens. 5; 477]
e.g. On and on stormed the loud applause. He has gone through all that over and over again. «You could have let that rom time and time again», says she. (Mansfield) [29; 134]
e.g. It was easy to talk on and on.
Men did the same job over and over.
[49, l002, 1025]
d) Syntactic reduplication:
e.g. «Hear the sledges with the bells-Silver bells! What a world a merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night! [E.A. Po. The Bells, 9; 58]
NOTE: The frequentive character of the action (tinkle) is intensified by syntactic reduplication.
e.g. «He talks, talks, talks about protecting women, and when the time comes for him to do some protecting, where is he?» [Mitchell, 29; 134].
The important components of the peripheral field of aspect are the ways of actions which find their positions in such verbal patterns as Verb + on and on/over and over again/time and time again and syntactic reduplications.
2. Inchoative Aspect
a) the model COME + TO VERB: some activity or state which has been gradually approached and has now set in:
e.g.: I came to like the child. He came to like poetry. Poetry came to be his gratest interest.
e.g. «…I don't believe «Da» was beautiful, when I came to think of it, and Mademoiselle's almost ugly». [Galsworthy, 9; 130]
The modal COME + TO VERB can be presented as perfective or terminative meanings:
e.g. «Mr. Bingley and his sisters came to give their - personal invitation for the long-expected ball at Netherfield, which was fixed for the following Tuesday».
[J. Austen. Pride and Prejudice, 4; 90]
e.g. «While the family were in this confusion, Charlotte Lucas came to spend the day with them.» [4; 84]
e.g. «It's gone now», said Betty.» I shall be stranger than I was afore. Many thanks to ye, my dear, and when you come to be as old as I am, may others do as much for you». [4; 102]
b) Gome + to Vinf = Get + To Vinf (in spoken English indicating that some activity or state has just set in)
e.g. How do I get to know you better?
She got to think.
The children didn't like living in the country when, they first moved from London, but they're getting to like it (becoming fond of it).
[45; l63]
He's getting to be (is becoming) quite a good pianist.
He soon got to know (learnt) the wisdom of being patient.
c) Take + to - V ing = the ingressive character of an action orthe beginning of a habit:
e.g. «Then he took to walking (addicted) along the street which he must pass through to get to the shop and he would stand at the corner on the other side as she went along.» (Maugham)
[29; 131]
e.g. «He forced himself at last to finish the magazine/and from the steamer library he culled several volumes of poetry. But they could not hold him, and once more he took to walking.» (J. London)
[3; 115]
d) Fall + to - V ing implies a sudden beginning of the activity:
e.g. «He started to take off his shoes, but fell to staring at the white plaster wall opposite him, broken by long streams of dirty brown where rain had leaked through the roof». (J. Galsworthy) [3; 80]
e.g. «Peggotty fell to kissing the keyhole as she could not kiss me». (Ch. Dickens) [3; 25]
e.g.: «…One of the volumes was a Swinburne. He lay in bed, glancing through its pages, until suddenly he became aware that he was reading with interest. He finished the stanza, attempted to read on, then came back to it. He reasted the book face downward on his breast and fell to thinking». (J. London)
[3; ll6]
e) Phraseological units with verbs BREAK, BURST, FALL, PUT can be used as impression:
e.g. «It just shows a lot o'good you can do when you stick up for your kids», Ada remarked before breaking into a laugh when Johnny clomped into the house that night». [A. Sillitoe, 3; ll8]
e.g. «It is hard to burst into laughter at in ray moments of sentiment, as if my soul was like myself, old and over-grown. Observe, dear lady, what a light is dying on the trees! Does it penetrate your heart, as it penetrates1 mine?» [W. Collins. 2; 257]
e.g. «She burst into tears as she alluded to it, and for a few minutes could not speak another word.» [J. Austen. 4; 278]
e.g. «From there one could look down at the river winding among poplars and willows… Birds broke into song». [J. Galsworthy, 3; 118]
Inchoative Aspect (ingressive aspect) expresses a focus on the onset of situations and is associated with verbs like begin and start. Correlation between morphological, grammatical and semantic means can be found in the frames of the peripheral field of aspect, mood and modality.
3. Patterns with the emphatic DO
Patterns with the emphatic DO may be used to express various emotions, such as: insistence, assurance, affirmation of reply to a question in the affirmative or agreement with what has been said, sympathy, surprise, indignation, irony, mild reproach, admonition and others.
Examples from W. Collins. The Woman in White:
«Have you forgotten the letter he wrote to her at the beginning of her illness? It was shown to you, you read it yourself, and you ought to remember it». - «I do ember it». [3; 344]
«You are heartily welcome, sir, to any think I can tell you», answered Mrs. Clements. She stopped and looked at me wistfully. - «But I do wish,» said the poor woman, «you could have told me a little more about Anne, sir.» [3; 429]
«I am sorry to hear her mother say so.»
«Her mother does say so. How do you know she is dead?»
«I am not at liberty to say how I know it-but I do know it». [3; 438]
«How could I? I was too terrified to move or speak.»
«But when you did move-when you came out - ?»
«I run back here, to tell you what had happened.» [3; 252]
Examples from Austen J. Pride and Prejudice:
«Certainly, «replied Elizabeth - «there are such people, but I hope I am not one of them. I hope I never ridicule what is wise or good. Follies and nonsense, whims and inconsistencies, do divert me, I own, and I laugh at them whenever I can-But these, I suppose, are precisely what you are without.» [4; 58]
«You mean to frighten me, Mr. Darcy, by coming in all this state to hear me? But I will not be alarmed though your sister does play so well. There is a stubbornness about me that never can bear to be frightened at the will of others.» [4; 177]
«After a few minutes reflect ion, however, she continued -» I do remember his boasting one day, at Netherfield, of the implacability of his resentments, of his having an unforgiving temper. His disposition must be dreadful.» [4; 84]
The main function of DO is a syntactical function. The second purpose of DO - using is to express the subtle shades of subjective modal meanings which we can found only in the speech context or situation.
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