This document discusses different approaches to grammar including formal grammar, functional grammar, and corpus linguistics. It addresses how grammar is studied from the perspectives of morphology, syntax, phonology, semantics and pragmatics. The document also contrasts Chomsky's focus on grammatical competence versus functional grammarians' emphasis on language use and communicative purpose. It notes debates around teaching grammar for communication and the role of focus on form, interaction, and discourse.
Fundamental Concepts in Linguistics
1. Langue vs. Parole
2. Competence vs. Performance
3. Linguistic sign vs. Symbol
4. substance &Form
5. Structure & System
6. Syntagmatic and Paradigmatic Relationships
7. Diachronic & Synchronic Approaches
It is my PPt about Semantics and Pragmatics; it only ver basic information about it, but hopefully it will be useful for your educational process or useful as your reading resources. You can contact me if you have a suggestion, critique, or maybe we can discuss this topic further.
This file is created for English literature students in universities especially for BA students. It is adapted from The study of language by George Yule. I hope this will help you
Fundamental Concepts in Linguistics
1. Langue vs. Parole
2. Competence vs. Performance
3. Linguistic sign vs. Symbol
4. substance &Form
5. Structure & System
6. Syntagmatic and Paradigmatic Relationships
7. Diachronic & Synchronic Approaches
It is my PPt about Semantics and Pragmatics; it only ver basic information about it, but hopefully it will be useful for your educational process or useful as your reading resources. You can contact me if you have a suggestion, critique, or maybe we can discuss this topic further.
This file is created for English literature students in universities especially for BA students. It is adapted from The study of language by George Yule. I hope this will help you
Some differences between perfective tenses, simple and progressive (also known as continuous) for non-native speakers to learn how to use them properly. Thanks to PRACTICAL ENGLISH USAGE, by Michael Swan.
In the second of a 6 part series, Vivian Kerr from Grockit
will be giving aspiring MBAs a comprehensive
look at all the different sections of the GMAT
including test prep strategy.
This is part 3 of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
This is part 4 of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
This is the first part of a 5-Day Handbook on the Basics of Sentence Correction that will help you brush-up your basic grammar, especially that required to ace the SC section on the GMAT.
This is a required pre-read for our Sentence Correction course at CrackVerbal.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. Grammar
• Paper:- 12 English language Teaching- I
• Roll No:- 26
• M.A. Part ii Sem iii
• Year:- 2013- 15
• Submitted to:- Smt. S.B.Gardi.
Department of English
M.K.Bhavnagar University.
Prepared By :- Sejal Chauhan
Date: 4/10/2014
2. • The grammar has multiple meanings
• It is used to both to language users
• It is also refer to a particular school of linguistic
thought.
Grammar
How words are formed
How words are
combined
morphology syntax
3. • A study of English grammar includes function words.
Grammar
Includes
phonology semantics
4. Two types of descriptive grammars
Formal grammars Functional grammars
Starting point the form Social interaction
Structure of language
Explain why one linguistic form is
more appropriate than another
Communicative purpose in a
particular context
No attention given to meaning
6. Describe
Grammatical system
What speaker say or
understand someone
else to say
Speaker’s competence Their competence
• Realized the phonetic form of sentences
• Aim of formal grammars to explain syntactic facts
without recourse to pragmatics
7. • Functional grammarians start from a very different
position.
• Different models of functional grammars, theorists
share the conviction that:
The language system… is not considered as an
autonomous set of rules and principles, the uses of
which can only be considered in a secondary phase;
rather it is assumed that the rules and principle
composing the language system can only be
adequately understood when they are analyzed in
terms of the conditions of use. In this sense the study
of language use precedes the study of formal and
semantic properties of linguistic expressions.
(Duck 1991:247)
8. • Thus where a formal grammarian might accept the challenge to
explain how sentence is derived from.
• Functional grammarian is more interested in explain the difference in
use between these two according to the notion ‘perspective’.
• (1) Mark McGuire and Sammy Sasa broke the home run record.
• (2) The home run record was broken by Mark McGuire and Sammy
Sasa.
• both sentence describe the same events.
• But that this event is presented from the participant’s view point in
and from the view point of the result in.
• He or she is then interested in determining what contextual features
influenced the speakers choosing one version over the other.
• functional grammarians see meaning as central.
9. • In Holliday’s systemic functional theory,
Three types of meaning in grammatical stucture can be identified
Experiential
meaning
Interpersonal
meaning Textual meaning
• Grammar in Language Education:-
• Formal and functional approaches is reflected in language
education.
• Influence of transformational grammar
• Teaching practice
10. • Grammatical structure learned in class to communicative
context outside
• Communicative competence
• Communicative approach like role play, information gap
activities
• Target language used for communicative purposes
• SLA researchers who sought to account for grammatical
development by examining how meaning was negotiated in
learner interactions.
• SLA researcher Hatch commented:
‘ One learns how to do conversation, one learns how to interact
verbally and, out of this interaction, syntactic structure are
developed’.
11. • Research:-
• Focus on form:-
• SLA researcher follow Long (1991) in proposing focus on form
• They work within a meaning based or communicative approach
• Aim what form- focused practices are most effective, when they are
best used and with which forms.
• Benefits:-
• Help students ‘notice the gap’ between new features in a target
language’s structure
• How they differ from the learners interlanguage.
• Help students generalize their knowledge to new structure.
12. • Sociocultural theory:-
• Vygotsky’s sociocultural theory
• Donato studies what he termed “collective scaffolding” to see how
language development was brought about through social interaction.
• Donato found evidence that participating in collaborative dialogue,
through which learners could provide support for each other, spurred
development of learners interlanguage.
• Discourse grammar:-
• Investigations of grammar at this level
• For example:- the present perfect operates at this level to frame a
habitual present tense narrative.
• The place of grammar in social interaction.
13. • Corpus Linguistics:-
• This is another area with important implications for
understanding and teaching grammar
• With technological changes, concordance programs can
search massive databases of spoken and written language
to identify example of particular grammatical patterns.
• Example:- using the 320-millions word COBUILD corpus of
British, American and Australian English researchers have
found that insist typically occur in the following
combination:
insist (that)
He insisted that he hadn’t done it.
14. insist on
He insisted on his innocence.
insist on verb + ing
He insisted on testifying.
insist + quote
He insisted, ‘I haven’t done it’.
• what is noteworthy is that not every possible combination of
words and grammatical structures occur
• It seems that words are not freely substituted into grammatical
patterns: once one word is selected, the likelihood of a particular
word or phrase following is increased.
• Teachers of grammar should pay more attention to
conventionalized lexicogrammatical units.
15. • Thus at the end we can say that, there is a little
disagreement that L2 learners need to learn to
communicative grammatically.
• How to characterize the grammar and help L2
learners acquire it is more controversial.
• It should be noted that, as a consequence of the
renewed attention grammar has recently received,
the complexity of the challenge faced by teachers
and researchers is more fully appreciated.
16. • List of some Grammar books:-
1. How English Works : A Grammar Practice Book by
Michael Swan
2. A communicative Grammar of English by Geoffrey
N. Leech
3. An Introduction to English Grammar( Longman
Grammar, syntax and phonology) by Sidney
Greenbaum
4. A Practical English Grammar by Audrey Jean
Thomson
5. Oxford Modern English Grammar by Bas Aarts
6. Fundamental of English Grammar by Batty
Schrampfer Azar
