INTRODUCTION TO GRAMMAR

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Nguy n H ng Di u HULIS - VNU

Course outline

• Subject: Grammar • Number of credits: 3 • Duration: 15 weeks • Course books

– Quirk & Greenbaum (1973) A university grammar

of English

– Close (1974) A university grammar of English -

Workbook

Course outline

• Objective

– to develop an understanding of the fundamentals

• Prerequisite

of English grammar

• Main areas – Morphology – Syntax

– good command of English

Course outline

• Course content – Word formation – Sentence elements – Parts of speech – Phrases – Clauses – Sentences

Course outline

• Class activities

• Self study

– Lectures – Discussion of readings – Presentations – In-class tutorials

– Review of the theory – Practice exercises (Workbook) – Tutorial exercises

Course outline

• Assessment

• Ground rules

– Mini tests + Participation: 10% – Mid-term test: 30% – Final test: 60%

– No coming late – No phone ringing in class – No text message & late call to teacher – All deadlines must be met – Pay due respect to the speaker

Grammar and Linguistics

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Grammar

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Phonology

S C T S U G N I L

Semantics

Discourse Analysis

Grammar and Linguistics

1. Phonology

(the smallest linguistic units)

– Subject: Phonemes

– Subclasses: • Segmental – Vowels – Consonants • Supra segmental – Stress rhythm – Intonation

Grammar and Linguistics

2. Grammar

(the smallest meaningful linguistic units)

– Subject: Morphemes

• Words (parts of speech) • Phrases (NP, VP, etc.) • Clauses (independent & dependent) • Sentences (simple, compound and complex)

– Types of morphemes:

Grammar and Linguistics

3. Semantics

Concerned with: • The meanings of words • Utterances (phrases, clauses and sentences)

3. Discourse analysis Concerned with: • Larger units than sentences • Means of linking sentences (cohesion & coherence) • The relational factors: context

Grammar as a set of rules

• Grammar must be explicitly taught • Grammar is absolute and fixed • Grammar is inherently difficult and

confusing, only apparent to language teachers or linguists

gets a migraine headache.

• ___ My sister Alice, who is older than me,

still lives at home.

• ___ Everyone needs to buy their books

before the first day of class.

Look at the s e nte nc e s be low and de c ide whe the r it is G (grammatic al), N (ungrammatic al) or ? (not s ure ) • ___ She had less problems with the move to a new school than she thought she would. • ___ She lays in bed all day whenever she

Language and change

• How people express themselves vs. How

language experts say they should

• There is no uniform agreement among

experts as to what is “correct” or acceptable • The nature of language: a living, fluid entity that changes in response to changes in society (Sentence 4)

Language is rule-governed • Grammar guides speakers in how to string together symbols, sounds, and words to make coherent, meaningful sentences

• Grammar knowledge is intuitive and reflects the

innate ability of speakers

• One can use and adapt new/unique elements

according to the patterns of the language

Example:

(Jabberwocky by Lewis Carroll)

Beware the J abberwock, my son! The jaws that bite, the claws that catch! Beware the J ubjub bird, and shun The frumious Bandersnatch!

Us ing the pre vious analys is to draw c onc lus ions about the italic ize d words

And, as in uffish thought he stood, The Jabberwock, with eyes on flame, Came whiffling through the tulgey wood, And burbled as it came!

(Carroll, L. (1871) Through the looking glass and what Alice found there)

One two! One two! And through and through The vorpal blade went snicker-snack!