我們一起來看下面的例子：

　　My teacher gave interesting assignments and motivating the students.

　　很顯然，這屬于混用語法結構的一個典型錯誤。這會使句子產(chǎn)生歧義：難道是說My teacher gave interesting and motivating assignments to the students? 因為本句中 interesting和motivating 是平行結構. 或者是My teacher gave interesting assignments and motivated the students? 因為亦可以理解成gave和 motivated是平行結構.所以錯誤使用語法會帶來許多意想不到的麻煩。

　　當我們重復使用一個短語或單詞的時候，不僅會給人以詞匯量過小的感覺，有時甚至也會造成誤解。我們來看一個例子：

　　My teacher wrote the assignment on the chalkboard. The assignment was on the chalkboard until the teacher erased the assignment after we had all done the assignment.事實上這句話的觀點會更加清晰，如果我們將重復的詞替換為其他表達的話。我們再來看看改進后的表達：

　　My teacher wrote the assignment on the chalkboard. She erased the board after we had all completed the task.

　　其中 assignment 被替換為 task; teacher 變?yōu)榱藄he; chalkboard 被改為了board. 不但句子顯得更加生動活潑不刻板，信息量也比原來要多了。

　　避免托�？谡Z語法的典型錯誤，能夠做到舉一反三，靈活應用，相信托�？谡Z考試中的其他問題就能迎刃而解了。小編祝各位學子輕松攻破口語語法!