Copula
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The copula "be" poses problems for learners at early stages of language learning. It functions as both an auxiliary verb and a copula. As a copula, it links subjects to predicate adjectives or nouns. As an auxiliary, it indicates progressive aspect. Unlike other verbs like "walk", the copula "be" has more inflected forms across tenses and subjects. It also behaves differently syntactically, requiring no auxiliary for questions or negatives. Finally, some languages lack a copula, which can pose difficulties for learners.
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We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
Grammatical categories and word classes
This work examines some of the grammatical categories of modern English, and it presents a classification of words according to their category and function.
Conjugations
Here is the paragraph with the incorrect verb tenses corrected:
This is the final quarter of my junior year at Evergreen. I enter spring quarter with a deep desire to
create. After spending the first two quarters of the year analyzing other people’s art, I am more than
ready to start making my own. I want the opportunity
Introduction to Morphology
Morphology is the study of word structure and formation. It analyzes the morphemic structure of words. A morpheme is the smallest unit of meaning, and words can consist of free morphemes that can stand alone or bound morphemes that cannot. There are two main types of bound morphemes: derivational morphemes that change a word's meaning or class, and inflectional morphemes that change grammatical information without altering meaning. Words are formed through processes like affixation, compounding, reduplication, blending, and others. Understanding morphology helps with reading comprehension and vocabulary development.
. Morphology. syntax
1. The document provides a syntactic analysis of the sentence "Perhaps you will never find a job as a linguist, but you should at least try." It identifies the word classes, noun phrases, clauses, and sentence type.
2. Various activities are described related to morphology and syntax, including identifying verb tenses and aspects, and distinguishing features of verbs like third person/other persons and singular/plural forms.
3. A graphic organizer of sentence patterns is requested, showing examples of transitive/intransitive verbs, adverb clauses, and other grammatical categories.
Role Of Stress
1. Stress is an important feature of English pronunciation and refers to the prominence given to certain syllables in a word. A stressed syllable is marked with an apostrophe before it in transcription.
2. Factors that make a syllable stressed include loudness, length, pitch, and vowel quality. There are two main types of stress - word stress and sentence stress.
3. Content words like verbs, nouns, adjectives, and adverbs are usually stressed, while function words like articles, prepositions, and conjunctions are usually unstressed.
Tista conceptos
1. The document provides examples of how to use quantifiers such as "many", "much", "some", "any", "a few", and "a little" in English sentences. It explains that quantifiers help indicate number and quantity.
2. It gives examples of using each quantifier in both countable and uncountable nouns. For instance, "many" is used with plural countable nouns while "much" is used with uncountable nouns.
3. The examples help illustrate the different meanings and uses of common English quantifiers in terms of number, amount, and countability. This helps non-native speakers properly incorporate quantifiers into their sentences.
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Copula
- 1. COPULA AND SUBJECT- VERB Presenter: Michelle B. Gepitulan
- 2. The copula be poses the greatest problems at the initial stage. Research on L2 morpheme acquisition has shown that the third person singular present tense –s inflection causes persistent problem for learners even at more advanced stages of proficiency.
- 3. FORM: THE STRUCTURAL ROLES OF BE Be functions as an auxiliary verb as well as a copula, so we should first take stock of these two distinct functions: Copula: John is a teacher tall in Boston . Auxiliary: John is talking to Susan. (progressive aspect)
- 4. WHY THE COPULA BE IS DIFFERENT FROM OTHER VERBS The rule for expanding the verb phrase makes a clear distinction between copular verbs like be and all other verbs in English.
- 5. First of all, be, which is the most frequent verb in English, has more distinct forms with respect to person, number, and tense than any other verb in English.
- 6. The traditional paradigm for be compared with that for a lexical verb such as walk makes this clear:
- 7. COPULA BE Present Tense Past Tense Person Singular Plural Singular Plural 1st I am we are I was we were 2nd you are you are you were you were 3rd he/she/it is they are he/she/it was they were
- 8. VERB WALK Present Tense Past Tense Person Singular Plural Singular Plural 1st I walk we walk I walked we walked 2nd you walk you walk you walked you walked 3rd he/she/it walk they walk he/she/it walked they walked
- 9. a verb like walk has two present-tense forms and one past-tense form: Present: walks – third person singular walk – all other persons and numbers Past: walked – all persons and numbers
- 10. am isare 1st person sg. (I) 3rd person sg. (he, she, it) everything else Present Tense
- 11. was were everything else 1st and 3rd Person sg. (I, he, she, it) Past Tense
- 12. *You is late. *We was on time.
- 13. Second, the copula be may be followed by adjective phrases, a defining characteristic that it shares with many other copular verbs.
- 14. three other types of copulas 1. perception copulas (mental or sensory). The perceiver is sometimes expressed. They appear seem feel look smell sound taste funny (to me).
- 15. 2. state copulas (tend to take participial adjectives) They lie remain rest stand protected.
- 16. 3. change-of-state copulas (often only one or two adjectives go with a given copula). They become come fall get go grow run turn tall. true. ill. wild.
- 17. Third, the syntactic behavior of the copula be, which behaves like an auxiliary verb and has operator function with regard to question formation, negation, and other constructions, is very different from that of other verbs like walk, which require the addition of a do auxiliary as the operator if no other auxiliary verb is present.
- 18. Hal is an engineer. Hall walks to work. Is Hal an engineer? Does Hal walk to work? Hal isn’t a teacher. Hal doesn’t walk home.
- 19. Finally, the copula be does not occur in all languages, but all languages have verbs. Especially in the present tense, many languages have nothing equivalent to the copula be
- 20. In sum, a verb is copular if it is followed by a noun phrase, an adjective phrase, or an adverbial that specifically predicates something about the subject of the verb
- 21. MEANING USE THE COPULA BE AS A LEARNING PROBLEM
- 23. Sometimes, you have to get through your fears to see the beauty of the other side.
- 24. THANK YOU!