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Understanding Different Approaches to Grammar in Language Learning, Ejercicios de Morfología y Sintaxis

Universitat de València (UV)Morfología y Sintaxis

An overview of the three main approaches to grammar in language teaching and learning: prescriptive, descriptive, and generative. It discusses the principles of Systemic functional grammar and the importance of both grammar of choice and grammar of structure. The text also touches upon the differences between spoken and written language and the identification of various types of phrases.

Tipo: Ejercicios

2020/2021

Subido el 23/11/2022

martamcmx
martamcmx 🇪🇸

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Q1. List the levels that are distinguished in the study of the English Language.
1. Phonology (sound system)
2. Morphology (word structure and word formation)
3. Lexicology (study of lexicon)
4. Syntax -> Which is the one we are focused on the course and it deals with how
sentences and utterances are formed.
5. Semantics (study of conventional linguistic meaning)
Q2. What is the object of study of syntax?
The object of study of syntax is the analysis of how words combine to form sentences
and utterances, which are made of smaller units.
Q3. What does morphology deal with?
Morphology deals with the structure and the rules for word formation, including
derivational affixation clipping, blending, compounding, forming acronyms, and coining
(cf. chapter on lexicology) and inflectional affixation.
Q4. Why is grammar a controversial issue in language teaching and learning?
It is a controversial issue that still raises strong opinions both for and against, especially
with foreign languages. Depending on the different approaches, it could determine
how language is taught and how we use it in diverse ways. Therefore, grammar can be
said to fall under one of these three general approaches:
prescriptive, descriptive, and generative grammar.
Q5. Define prescriptive grammar.
It is an approach which tells us how the English language is used through manuals or
textbooks.
Q6. Define descriptive grammar.
Contrary to the prescriptive grammar, we could describe it as a set of rules which gives
us a proper idea of language is actually used.
Q7. Define generative grammar.
It is an approach which predicts and provides rules for the production of an infinite
number of sentences in a language.
Q8. Why may the choice of one or another grammar influence language learning?
The student should be conscious about which the kind of grammar he/she might be
learning and in which way is he/she going to instruct or be instructed.
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Q1. List the levels that are distinguished in the study of the English Language.

  1. Phonology (sound system)
  2. Morphology (word structure and word formation)
  3. Lexicology (study of lexicon)
  4. Syntax -> Which is the one we are focused on the course and it deals with how sentences and utterances are formed.
  5. Semantics (study of conventional linguistic meaning) Q2. What is the object of study of syntax? The object of study of syntax is the analysis of how words combine to form sentences and utterances, which are made of smaller units. Q3. What does morphology deal with? Morphology deals with the structure and the rules for word formation, including derivational affixation clipping, blending, compounding, forming acronyms, and coining (cf. chapter on lexicology) and inflectional affixation. Q4. Why is grammar a controversial issue in language teaching and learning? It is a controversial issue that still raises strong opinions both for and against, especially with foreign languages. Depending on the different approaches, it could determine how language is taught and how we use it in diverse ways. Therefore, grammar can be said to fall under one of these three general approaches: prescriptive, descriptive, and generative grammar. Q5. Define prescriptive grammar. It is an approach which tells us how the English language is used through manuals or textbooks. Q6. Define descriptive grammar. Contrary to the prescriptive grammar, we could describe it as a set of rules which gives us a proper idea of language is actually used. Q7. Define generative grammar. It is an approach which predicts and provides rules for the production of an infinite number of sentences in a language. Q8. Why may the choice of one or another grammar influence language learning? The student should be conscious about which the kind of grammar he/she might be learning and in which way is he/she going to instruct or be instructed.

Q9. Briefly explain the principles of Systemic functional grammar. Explain the concept of “choice” for functional grammar. The Systemic functional grammar claims that grammar cannot be studied independently but should be dealt with within a broader framework of language and understanding. That is, having a perception of how the elements of a language work. This grammar is merely used in order to understand and explain how significant and functional patterns of words help us create meaning, both in spoken and written English. Q10. What do Carter, Hughes & McCarthy understand by grammar of structure and grammar of choice? Correspondingly, the grammar of choice is as important as the grammar of structure. Grammar of spoken language should be looked at with equal interest as the grammar of written or more formal types of discourse. Carter argues that grammar should be taught with examples taken from real contexts of grammar in use, since it shows authentic communication between speakers in different situations, that is texts from newspapers, radio, TV… Q11. What kind of data should preferably be used in order to exemplify grammatical structures? Many examples should be taken from newspapers, radio, fiction, poetry, television, actual conversations and texts from the internet. Q12. What is the first step teachers/students should consider when studying grammar? Their primary purpose is to move away from negative views of grammar based on old- fashioned ways of teaching and learning a language. Q13. How can grammar help me improve my English? It is a tool to improve our communication skills as we learn how people wrote in the past, we differentiate between colloquial and formal styles, allowing us to read more fluently and be more creative with the language, which all combines to reaching a good command of the English language. Q14. What is a text? What is texture? (cf. 1.4. What is a Text?) A text is a piece of language in use; that is, 'language that is functional', that owns a context and a texture. Q15. What do we mean by intuitions about how language works? Explain using your own words and give an example. We refer to these intuitions of knowing subconsciously the context we are in and so how we should use the language we know in that situation. That is, being aware of the

  • Other textual features can be used to convey meaning e.g. use of images, layout, even white space.
  • Planned, can be edited and revised.
  • Is a permanent record.
  • Punctuation is used to convey or change emphasis and meaning. Q21. Constituent: define, provide an example. How many constituents are there in your example? Underline them. Sentences can be broken into sentence-building units or constituents and then into a sequence of words. Constituents are thus the units that go between the sentence and a sequence of words, and can be made up of constituents themselves. Ex: Edward grows tomatoes as large as grapefruit -> There are three constituents: the subject (Edward), the predicate (grows tomatoes) and the modifier (as large as grapefruit). Then the individual words would be the ultimate constituents of the sentence. Q22. Is there a correspondence between category and function? Explain and illustrate with an example. Category differs from function because category denotes what a word is while function denotes what a word does. Q23. What do we mean by a “unit”? Define and give an example. A unit will be defined as any sequence that constitutes a semantic whole and which has a recognised pattern that is repeated regularly in speech and writing. Q24. In English, what are the structural units of the rank-scale?
  • Text/ discourse
  • Sentence
  • Phrase
  • Word
  • Morpheme
  • Sounds A clause consists of one or more phrases, a phrase consists of one or more words and a word consists of one or more morphemes. Q25. Give examples of a clause, a phrase, and a word. Clause: When it rained they went inside -> which is made up of two clauses. Phrase: He was anxious to eat dinner. -> which is a verb phrase. Word: dog Q26. What is the minimal unit for syntactic analysis? The minimal unit for syntactic analysis is a word.

Q27. Define and give an example of a finite clause (cl. fin.) Finite verbs, and therefore also finite clauses, are marked for either tense or modality. Their function is to relate the verb to the speech event. EX: We were not allowed in because we arrived late. Q28. Define and give an example of a non-finite clause (cl. non-fin.) If the verb-form does not signal either tense or modality, it might be classified as non- finite. EX: You are the only one capable of solving the problem. Q29. Define and give an example of an independent clause. An independent clause is complete in itself, that is, it does not form part of a larger structure. EX: We can hardly wait to see the movie. Q30. Define and give an example of a dependent clause. A dependant clause does not form part of a large structure, being typically related to an independent clause. EX: Whenever you come to visit Q31. How many types of phrases can we identify? How do we identify the different types of phrases? We identify 5 types of phrases: Noun phrases (NP), verb phrases (VP), adjective phrases (AdjP), adverbial phrases (AdvP) and prepositional phrases (PP). By having this notion clear, me would be able to identify them without any difficulty: Phrases are units that centre round one main element, which prototypically cannot be omitted Q32. Define the unit phrase. Give and explain the different types of phrases. Phrases are units that centre round one main element, which prototypically cannot be omitted. Furthermore, the main element can replace the whole structure: films, return good and fluently can have the same syntactic functions as the whole group of which each is head, or, in the case of return, as lexical verb. By contrast, the unit formed by a preposition and its complement, such as on the floor, is rather different. The preposition can’t function alone as a unit. Both elements are obligatory. Examples: Noun phrases: Where nouns are the main focus of the sentence. -> John's bowl of fruit Verb phrases: Where the verb is the main focus of the sentence. -> She was walking to the store.

Pronouns ( you, them ) modal verbs ( could, must ) determiners ( a, the ) prepositions ( of, in ) conjunctions ( and, but ) Q38. Syntactic Structure: define. The term ‘structure’ refers to the relationships that exist between the small units that make up a larger unit. Q39. Differentiate between Experiential, Interpersonal and Textual meaning in Systemic Functional Grammar. Give an example.

  • Experiential: Language is used to organise, understand and express our perceptions of the world and of our own consciousness. It is concerned with clauses as representations.
  • Interpersonal: The interpersonal metafunction is about the social world, especially the relationship between speaker and hearer, and is concerned with clauses as exchanges.
  • Textual: Language is used to relate what is said (or written) to the real world and to other linguistic events. This involves the use of language to organise the text itself Example: Janice will give Chris the bill tomorrow. Experimental: Janice (Agent) will give (process) Chris (recipient) the bill (Affected) tomorrow (Circumstance) Interpersonal: Janice (subject) will give (finite + predicator) Chris (indirect object) the bill (direct object) tomorrow (adjunct) Textual: Janice (theme) will give Chris the bill tomorrow (rhyme) Q40. What are the primary elements common to all types of Phrases? A head (h) preceded by a pre-modifier (m) and followed by a post-modifier (m). Q41. Type of phrases and a brief definition and one example for each of them.
  • NOUN PHRASES (NP). In the case of Noun Phrases, we also distinguish between ‘modifiers’, which describe or classify the head, and ‘determiners’ (d). Example: That new pink bike is mine
  • VERB PHRASES (VP), the lexical verb is regarded as the main element (v), which either functions alone, whether in finite or non-finite form. Example: They were playing football.
  • PREPOSITIONAL PHRASES (PP) there are two obligatory elements: the prepositional head (h) and the complement (c). There is also an optional

modifier (m), which is typically realised by an adverb of degree. Example: She caught the bus on time.

  • ADVERB PHRASES (AdvP): very well done, less rightly said. Example: Don’t talk to me in that tone.
  • ADJECTIVE PHRASES (AdjP): very good, less strict. Example: The movie was not too terrible. Q42. Can we consider discourse as a larger type of sentence? Any structure can be considered to be composed of elements which form a configuration of functions. In this case, the units are structured sequences of sentences, called discourses, which are, in a way, linked in a structured way into larger units, called texts. Q43. Define and give an example of coordination. It is a syntactic structure that links together two or more elements. Example: Alex created the file and Mark copied it. Q44. Define and give an example of subordination. The process of connecting two sentences or parts of a sentence together to show that one part is more important than the other. Example: Because she got home late, she missed her dinner. Q45. Define and give an example of embedding. The process by which one clause is included in another. Example: The girl, who has blue eyes, is very smart.