This document provides an overview of different theories of grammar:
- Traditional grammar focuses on parts of speech and prescriptive rules of English based on Latin.
- Formal grammar analyzes sentence structure but does not account for meaning.
- Functional grammar views language as a tool for making meaning and analyzes whole texts and how meanings are constructed based on social context.
- The document uses examples to illustrate how these grammars differ in their units of analysis, concerns, and views of language and provides exercises for students to practice analyzing texts using functional grammar.
Grammar (noun): the structure and system of a language, usually consider to consist of syntax and morphology. Or
Grammar is the set of rules which help us to understand language.
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language.
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/
Grammar (noun): the structure and system of a language, usually consider to consist of syntax and morphology. Or
Grammar is the set of rules which help us to understand language.
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language.
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/
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
Evaluation EssayAssignmentWe have the opportunity to select.docxturveycharlyn
Evaluation Essay
Assignment:
We have the opportunity to select and evaluate a subject in order to present our overall assessment by supporting it with criteria and evidence. The essay will be approximately 3-5 pages in length, incorporate at least two sources, and include a Works Cited page. Note: Any essay that does not have a Works Cited page will have the final grade lowered by one letter. This assignment is worth a total of 100 points.
Rationale:
The skills used in this assignment are essential creating a coherent essay based on criteria, justification, and evidence as well as creating a discussion based on a controlling idea (e.g., claim).
Process:
1. Select a subject that you’re familiar with that also falls under one of the following categories: commercial product/service, work of art, or performance.
2. Determine 4-5 criteria by which to evaluate the subject and determine to what degree the subject meets each standard.
3. Formulate a claim that represents your overall assessment about the subject.
4. Construct a 3-5 page evaluation essay presents your claim and supports it with criteria, justification, and evidence.
Essay Organization/Structure:
Because this essay is arranged deductively, we’ll use the following essay structure:
Introductory paragraph(s): Provide an engaging lead, background information about the work of subject, and claim.
Body paragraphs: Provide a transition, state the standard being used to evaluate the subject and why/how it’s important, followed by evidence that demonstrates the ways in which the subject meets or doesn’t meet the standard.
Conclusion: Provide an ending that “wraps up” the discussion rather than summarizes it.
Keep in Mind:
We must determine the criteria before we evaluate the subject. We must ask ourselves: What is the general subject? What are the criteria? Why are the criteria important? What is the specific subject? How does the subject meet/not meet each standard? What is my overall claim?
Also, we may use the sources we research any way we want. For instance, we may want to use sources to help present background information about the subject or to help present the evidence. No matter what, though, we must cite and document the sources.
Effective Essay:
An effective evaluation essay will have the following characteristics:
· A narrowed scope and clear, precise claim
· A clear sense of purpose, focus, and perspective
· Development of the overall analysis and evaluation
· An organizational structure appropriate to purpose, audience, and context
· Language and style appropriate to the audience and context
· Appropriate detail, information, and examples
· Proper mechanics (spelling, grammar, punctuation)
Format and Design:
Your essay will follow these format and design requirements:
· Use MLA format where in the upper left-hand corner of the first page, list your name, your instructor's name, the course, and the date; include a title for your essay using standard capitaliz.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. LEARNING OBJECTIVE
• Student will know what Grammar is
• Student will analyze the reason why we need to learn Grammar
• Student will identify the characteristics of Grammar
• Student will recognize the way people talk about Grammar
3. GRAMMAR
• What do you think when you hear the word
‘grammar?’
• As a student in school, you may have thought
of it as a set of exercises to get right in
English class. Now, as a person who is
studying language in some depth, you will find
that grammar is much more.
4. WHAT IS
GRAMMAR?
• Grammar is a theory of language, of how language is put
together and how it works. More particularly, it is the
study of wordings.
• What is meant by wording? Consider the following for a
moment:
Times flies like an arrow.
• This string of language means something; the meaning is
accessible through the wording, that is, the words and
their orders; and the wording in turn, is realized or
expressed through sound or letters.
5. CONT.
• In some theories of grammar, lexicogrammar
is called ‘syntax’, which is studied
independently of semantics. In other theories
of grammar, wordings are characterized such
that they can explain meaning.
6. WHY GRAMMAR?
Why do we need to know about grammar?
• We need a theory of grammar or language
which helps us understand how texts work. As
teachers we need to know how texts work so
we can explicitly help learners learn how to
understand and produce texts – spoken and
written in various contexts for various
purposes.
7. EXAMPLE
Several years ago, one of us overhead a
conversation between a Year 9 student and his
geography teacher. The student was asking the
teacher why he had received a low mark for his
project. The teacher responded that the work ‘just
didn’t hang together’. The boy asked, ‘But how do I
make it hang together?’ the teacher responded by
suggestingthat the student make the work cohere.
8. CONT.
This example is not to criticize students or teachers.
The student would have made the text ‘hang
together’ in the first place had he known how. And
the teacher would have explained in good faith had
he known explicitly how texts, especially geography
texts, worked. Systemic-functional grammar, perhaps
more than any other theory of language, explains how
texts, including texts read and written in schools,
work.
9. CHARACTERIZING LANGUAGE
This is where viewpoints begin to diverge. Notice that
we’ve not used the term ‘the grammar of English’.
Instead, there are several grammars which differ in how
they characterize language, depending on the
purposes of the user. How people have characterized
wordings, that is, devised theories of grammar,
depends on the kinds of questions they have asked
about language,on what they want to find out about it.
10. EXAMPLE OF CHARACTERIZING
LANGUAGE
Consider for a moment the experience of six blind
men meeting an elephant for the first time. One blind
man felt the tail and declared that an elephant was
like a rope; another felt the trunk and decided that an
elephant was like a hose. Another, feeling the ear, felt
an elephant was like an umbrella. Each blind man
developed a theory what elephants are like.
11. THEORIES OF LANGUAGE
(GRAMMAR)
• Theories of language (grammars) are a bit like the
blind men’s experience of the elephant. Each ended
up with somewhat different perspective. And like the
blind men’s experience, theories of language or
grammar are not inherently good or bad, right, or
wrong, true, or false. Rather, grammars are validated
by their usefulness in describing and explaining the
phenomenon called language.
12. CONT.
• As teachers, we can further ask whether the grammar
helps learners and their teachers to understand and
produce texts. As discourse analysts, we can ask how
the grammar sheds light on how texts make meaning.
To the extent that grammar can help with these
questions, it is more useful than another grammar.
• There are three grammars which have had a major
influence on schools in the western world in this
century. Traditional Grammar, Formal Grammar dan
Functional Grammar
13. TRADITIONAL GRAMMAR
• Traditional grammar aims to describe the grammar of
standard English by comparing with Latin. As such, it
is prescriptive. Students learn the names of parts of
speech (nouns, verbs, prepositions, adverbs,
adjectives), analyze textbook sentences and learn to
correct so-called bad grammar. Writers are taught, for
example, not to start sentences with ‘and’, to
make sure the subject agrees with the verb (time
flies – not time fly – like an arrow), to say, ‘I did it’ and
not ‘I done it.’
14. FORMAL GRAMMAR
• Formal grammars are concerned to describe the
structure of individual sentences. Such grammars
view language as a set of rules which allow or
disallow certain sentence structures. Knowledge of
these rules is seen as being carried around inside the
mind. The central question formal grammars attempt
to address is: ‘How is this sentence structured?’
Meaning is typically shunted off into the too-hard box.
15. FUNCTIONA
L GRAMMAR
• Functional grammars view language as a resource for
making meaning. These grammars attempt to describe
language in actual use and so focus on texts and their
contexts. They are concerned not only with the structures
but also with how those structures construct meaning.
Functional grammars start with the question, ‘How do the
meanings of this text realize?’
• Traditional and formal grammars would analyze our
earlier clause as follows:
16. SYSTEMIC
FUNCTIONAL
GRAMMAR
Systemic-functional grammar, on the other hand,
labels elements of the clause in terms of the function each is
playing in that clause rather than byword class.
In these last two clauses, the Participant (‘doer’) roles are
realized by nouns, the Processes (‘doing’) by verbs and
the Circumstance by prepositional phrases. But ‘flying’
and ‘telling’ are two quite different orders of ‘doing’, and in the
above clause ‘like an arrow’ tells how time flies, while ‘of a
tragiccase’ tells what Tim was talking about.
17. SUMMARY
Word class labels are
certainly not useless, but
they will only take you so
far. They do not account
for differences or
similarities to any extent.
To sum up the main
differences in perspective
among the above three
grammars, the following
table is presented.
Formal (+Traditional) Functional
Primary How is (should) this sentence How are the meanings
concern be structured? of this text realized.
Unit of
analysis sentence whole texts
Language syntax semantics
level of
concern
Language = a set of rules for sentence = a resource for meaning
construction making
= something we know = something we do
18. EXERCISE
1. Each of the sentences immediately below consists of two
clauses.Underline each of two clauses in each sentence.
• Get out of here or I’ll scream.
• Mike plays trombone and Pete sax.
• She gets crabby when her back hurts.
• The passenger, who was wearing a seatbelt, wasn’t hurt.
• The passenger who was wearing a seatbelt wasn’t hurt, but
the lady in the back got a nasty bump.
19. EXERCISE
2. ‘Time flies like an arrow’ was segmented as follows:
Time flies like an arrow.
How would you segment:
‘Fruit flies like a ripe banana’
20. EXERCISE
3. Identify in your own words what the purpose of each text below
is. Circle all the Processes – the words which tell you that
something isdoing something, or that something is/was. Make
a list of the doingwords for each text; likewise list all the
being/having words for eachtext.
• How does the choice of Processed used in each text reflect
the purposeof the text?
21. TEXT 1
A man thought he was a dog, so he
went to a psychiatrist. After a
while, the doctor said he was
cured. The man met a friend on the
street. The friend asked him, ‘How
do you feel?’ ‘I’m fine’, the man
said, ‘Just feel my nose.’
(Goldsweig, 1970)
Birds are the only animals with
feathers. These structures make up
the greater part of the wing
surface and act as insulation,
helping them remain warm. Birds
are the most active of the
vertebrate animals and they
consequently consume large
quantities of food.
(Source: Year 7 Science student)
TEXT 2
EXERCISE NO. 3
22. EXERCISE
4. Change the wording of the following to make them less ambiguous.
• Caution! This door is alarmed! (K-Mart, Chatswood, New South
Wales)
• Please excuse Lorelle; she has been under the doctor with pneumonia.
(Note from parent to roll-making teacher)
• If fire alarm bell rings, evacuate quickly and quietly. (Official safety
notices on back of toilet doors, The University of Sidney)