Chapter 9 - Phrases and Sentences: Grammar
This unit presents grammar, the study of describing the structure of
phrases and sentences. The unit starts with descriptions of different types of grammar. Later on,
prescriptive and descriptive approaches to grammar are explained with provided
examples. Finally, structural and immediate constituent analyses as types of
descriptive approach are demonstrated with alternative diagrams.
Unit-9 Phrases and Sentences: Grammar Guiding Questions
1.In your point of view, what is the description
of grammar of a language?
2.Here is a list
of parts of speech in English. Can you label each word
in the sentence below using them?
noun-adjective-verb-adverb-preposition-pronoun-conjunction
“The world is in need of shiny, happy people.”
3.Taking
also your native language into consideration, do you think there
is such a thing like “best grammar”?
1.What
do we mean by “agreement” between categories of a language?
2.What type of gender differences does English have?
3.What
is the difference between “natural gender” and “grammatical
gender”? Does English have both
of them?
4.Why may Latin or Greek
not be considered a good guide to describe
English Grammar?
5.What one exception does
English display in terms of subject-verb agreement when Simple Present
Tense at work?
6.What
is the difference between “descriptive” and “prescriptive” approach to grammar?
7. What
is wrong with the following sentence
in view of a prescriptive approach?
“My main reason was
to see and
to genuinly ask her to marry
me.”
After Reading
1.What grammatical category can fit the slots in these
text frames?
“His __________ was immeasurable.”
“The amount of __________ they had was worth seeing.”
2.Try to make a labeled
and bracketed analysis of the following sentence.
“The
employer discussed the problem with the workers.”
Chapter 10 – Syntax Preview
This chapter reviews the approaches
in the description of syntax - the structure
and ordering of components in a sentence, together with properties
of grammar (e.g. recursion,
surface and deep structure, and structural ambiguity). Furthermore, the symbols used
in syntactic description are introduced with examples. In addition, two different
ways to review
the tree-diagram format are summarized: phrase structure and transformational
rules which enable to move
constituents in the structures prescribed in the phrase structure
rules
Chapter 10 – Syntax Guiding Questions
1-What is the role of grammar in a language?
2- What is the longest
sentence you can produce in Turkish?
3- Is there a fixed order
of phrases in languages you know?
4- Do
you think a single sentence may have two
different meanings?
1-
What do syntactic rules in a language tell about the
grammatical properties of that language?
2-
Consider the following sentences
a)
I like traveling.
b)
You know that I like traveling
c)
It is interesting that you know
that I like traveling.
What does this
set of sentences reveal about the nature
of language?
3-
Write the meaning of the following symbols used in syntactic description?
S:
______________ PN: ______________ Art: ______________ NP: ______________
N:
______________ V: ______________ Adv: ______________
VP: ______________
Adj: ______________ PP: ______________ * ______________ →
______________
( ): ______________ { }: ______________
After You Read
1-
Draw two Phrase Structure trees representing the two meanings
of the following sentences
“The magician touched
the child with a magic stick”
Meaning 1:
Tree 1:
Meaning 2:
Tree 2:
A) “Sera plunged in the snow”
B) “His last article was
published in a popular journal”
This unit focuses on linguistic semantics which deals with
the conventional meaning conveyed by the use
of words and sentences of a language. Then it explains how a semantic approach helps us to understand something
about the nature of language. Furthermore, considering the functions words
have in a sentence, the semantic roles
of the words are exemplified, In relation to
their semantic roles; the lexical
relations that words have are
explained in detail. The unit ends
with the definitions and the examples of those relations and other additional
features.
Chapter 11 – Semantics Guiding Questions
1- What is the problem
with the following syntactically well-formed sentence?
“My shoe was exhausted after a long walk”
2- What is the role of each item in the
following sentence?
“John cut the bread with
a knife in the kitchen”
(hint: “John”
is “the doer of the action”)
While You Read
1- Explain
the differences between the following pair of terms.
Experiencer – agent
Homonym –homophone
Theme – instrument
Source – location
Gradableantonym-non-gradableantonym
After You Read
1- Give examples for each of the following lexical relation from
Turkish?
Synonymy:
Antonym:
Hyponymy:
Prototypes:
Homophony:
Homonymy:
Polysemy:
Metonymy:
Collocation:
This unit is about the study of intended speaker
meaning; i.e. pragmatics. Pragmatics deals with the study of “invisible” meaning,
that is, how we understand or interpret what is meant even when what is
actually said seems to be. In order to interpret what is said, some features
such as context, deixis, reference, anaphora and presupposition are explained
in this chapter. The speech acts, which are basically classified as direct and
indirect, are also given to understand the meaning conveyed by speakers.
Finally, politeness from the pragmatic point of view is focused on form the
face-saving or face threatening acts, as well as negative and positiveface
Chapter 12 – Pragmatics Guiding Questions
Before You Read
1- What are
those people talking about?
A: Give it to me or put it over there.
B: No I won’t.
2- What do the following two statements imply
about the relationship between the speaker and the listener?
“Could you please close the door?”
“Closethedoor!!”
While You Read
1- What is the importance of linguistic
context and physical context in language use?
2- What referent can the
following title have?
Mr. Know-it-all
3- What is the difference between the following
pairs?
Anaphora- antecedent
Direct speech act- indirect speech act
AFTER
1- How many types of deixis
are there? Give examples for each from Turkish.
2- What are the
presuppositions in the following sentence?
“Is she getting married again?”
a) ________________________________________________
b) ________________________________________________
c) ________________________________________________
3- What possible reactions might you get after
the following utterances
“Can you spell your name?”
“You didn’t clean the windows.”
“Are there any tickets left?”
This unit mainly focuses on the way language
is used, and how the language-users interpret the other language-users. It explains
how helpful the ties and
connections which exist in a text or speech are.
By the end
of this unit, you will have
learned how the language-users arrive at an interpretation which is in line with their experience
of the world, and you will
see how the
interpretation differs depending on speech events, background knowledge of the language-users, and the schema
they have.
1. According to
you, what makes a text well written?
2. What helps us
understand messages conveyed in conversations?
3. During
a conversation, how do you indicate that you want to take turn? How do you
indicate that you have finished what you wanted to say?
WHILE YOU READ
1. What are the
four maxims of the co-operative principle?
2. Define the
following terms: cohesion, coherence, conversational interaction and
turn-taking.
3. What types of
cohesive ties can you identify in the following texts? Which one is easier to
understand, why? What is the problem with the other one?
My grandmother once told me a story. It was
actually her favourite. However, I still remember some parts of it, but
unfortunately not the whole. I wish she were alive and told it to me again.
My grandmother told me a story. The story
written by Hemingway was a short but effective one. It was short, but not the
shortest in the class. It falls in to the class of reptiles.
AFTER YOU READ
1. What effect
does background knowledge have on discourse analysis? What is schema?
2. Which of the
four maxims are used in the sentences below?
a.
In short, we have to decrease expenses.
b.
I'm not quite sure, but there might have been some minor problems.
3. Think about
the TV discussion programmes. How do people communicate? What are the problems?
4. What actions
are performed by the speakers in the following conversation?
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