This document provides grammatical descriptions organized into tables with three columns: Structure, Form, and Meaning. The tables describe various grammatical structures including subject-verb agreement, tense-aspect systems, nouns, articles/determiners, prepositions, and conjunctions/connectors. For each structure, the Form column lists grammatical rules and examples while the Meaning column explains the semantic functions associated with the structures. The document aims to concisely define and illustrate key grammatical concepts.
This document provides an overview of grammatical metalanguage and parts of speech. It discusses semantic, structural, and functional criteria for defining parts of speech. The major parts of speech - nouns, verbs, adjectives, and adverbs - are described as open classes that new words can be added to. Minor parts of speech like auxiliaries and prepositions are closed classes. Nouns are defined based on their meaning, position, and grammatical functions. Verbs are defined based on denoting action or state of being and can inflect for tense and aspect. Adjectives modify nouns and some can compare degrees. Adverbs modify verbs and contribute meaning related to direction, manner, time, and frequency.
The document summarizes key topics in morphology, including parts of speech, inflection, and word formation. It discusses how nouns can take plural or possessive forms, verbs can be inflected for tense, aspect, person and number, adjectives can show comparison, and adverbs modify without inflection. Pronouns are inflected for case. Morphemes are minimal meaning units, and morphology examines inflectional and derivational affixes that can change a word's form or part of speech. Examples are provided to illustrate morphological concepts.
The document outlines a lesson plan for teaching present tense verbs. It includes objectives, instructional materials, allotted time, and learning experiences that apply multiple intelligences. The plan involves dividing students into groups for a charades game using present tense verbs. It then has students read and analyze a poem to identify uses of the present tense before completing individual and group worksheet exercises to practice applying the grammar rule. The evaluation philosophy focuses on realism, progressivism, and existentialism by assessing student understanding through application.
This document discusses pronunciation and listening comprehension for teaching English as a foreign language. It focuses on three key areas: 1) Intonation patterns and how they impact communication and comprehension for both native and non-native speakers. 2) The importance of word and sentence stress for conveying new versus old information. 3) Using thought groups and pauses to divide messages naturally when speaking. The document provides examples and explanations for how attention to these suprasegmental features can help language learners improve their pronunciation and listening skills.
This document provides an overview of morphological structure in English words. It discusses morphemes, their classification and identification. Specifically, it defines morphemes, allomorphs, and different types of morphemes. It also explains the relationships between morphemes, roots, stems, bases and affixes in word formation. Key points covered include the differences between free and bound morphemes, derivational and inflectional morphemes, and content/lexical versus grammatical morphemes. Examples are provided to illustrate morphological analysis and identification of morphemes in words.
1. Letter name alphabet spelling and within-word pattern spelling align with Years 1-2 of the Australian Curriculum, focusing on phonics, short vowels, blends, digraphs.
2. Syllables and affixes spelling relates to Years 3-4, with concepts of long vowels, inflectional endings, syllabication, and homophones.
3. Derivational relations spelling corresponds to Years 5-7, exploring word origins, roots, affixes, and morphological relationships between spelling and meaning.
Affixation involves adding prefixes, infixes, or suffixes to word roots or stems to form new words. There are two types of affixes: derivational affixes, which change a word's meaning and/or part of speech, and inflectional affixes, which provide grammatical information without changing a word's core meaning. Blending involves combining parts of two words to form a new word, like smog from smoke and fog. Compounding combines word roots to form new words that behave grammatically as single words, like schoolbus or brothers-in-law. Multi-word verbs consist of a verb and associated word like a preposition, adverb, adjective or noun, as in break
The document discusses morphological typology, which is the classification of languages based on how words are formed from morphemes. It defines key concepts like morphology, typology, and morphological processes. Morphological typology categorizes languages into types based on their word formation processes, such as isolating/analytic languages which form words from single morphemes, and polysynthetic languages which express whole ideas within a single word using many bound morphemes. The document also examines morphological processes including concatenative processes like affixation and compounding, and non-concatenative processes like internal modification and conversion.
This document provides an overview of grammatical metalanguage and parts of speech. It discusses semantic, structural, and functional criteria for defining parts of speech. The major parts of speech - nouns, verbs, adjectives, and adverbs - are described as open classes that new words can be added to. Minor parts of speech like auxiliaries and prepositions are closed classes. Nouns are defined based on their meaning, position, and grammatical functions. Verbs are defined based on denoting action or state of being and can inflect for tense and aspect. Adjectives modify nouns and some can compare degrees. Adverbs modify verbs and contribute meaning related to direction, manner, time, and frequency.
The document summarizes key topics in morphology, including parts of speech, inflection, and word formation. It discusses how nouns can take plural or possessive forms, verbs can be inflected for tense, aspect, person and number, adjectives can show comparison, and adverbs modify without inflection. Pronouns are inflected for case. Morphemes are minimal meaning units, and morphology examines inflectional and derivational affixes that can change a word's form or part of speech. Examples are provided to illustrate morphological concepts.
The document outlines a lesson plan for teaching present tense verbs. It includes objectives, instructional materials, allotted time, and learning experiences that apply multiple intelligences. The plan involves dividing students into groups for a charades game using present tense verbs. It then has students read and analyze a poem to identify uses of the present tense before completing individual and group worksheet exercises to practice applying the grammar rule. The evaluation philosophy focuses on realism, progressivism, and existentialism by assessing student understanding through application.
This document discusses pronunciation and listening comprehension for teaching English as a foreign language. It focuses on three key areas: 1) Intonation patterns and how they impact communication and comprehension for both native and non-native speakers. 2) The importance of word and sentence stress for conveying new versus old information. 3) Using thought groups and pauses to divide messages naturally when speaking. The document provides examples and explanations for how attention to these suprasegmental features can help language learners improve their pronunciation and listening skills.
This document provides an overview of morphological structure in English words. It discusses morphemes, their classification and identification. Specifically, it defines morphemes, allomorphs, and different types of morphemes. It also explains the relationships between morphemes, roots, stems, bases and affixes in word formation. Key points covered include the differences between free and bound morphemes, derivational and inflectional morphemes, and content/lexical versus grammatical morphemes. Examples are provided to illustrate morphological analysis and identification of morphemes in words.
1. Letter name alphabet spelling and within-word pattern spelling align with Years 1-2 of the Australian Curriculum, focusing on phonics, short vowels, blends, digraphs.
2. Syllables and affixes spelling relates to Years 3-4, with concepts of long vowels, inflectional endings, syllabication, and homophones.
3. Derivational relations spelling corresponds to Years 5-7, exploring word origins, roots, affixes, and morphological relationships between spelling and meaning.
Affixation involves adding prefixes, infixes, or suffixes to word roots or stems to form new words. There are two types of affixes: derivational affixes, which change a word's meaning and/or part of speech, and inflectional affixes, which provide grammatical information without changing a word's core meaning. Blending involves combining parts of two words to form a new word, like smog from smoke and fog. Compounding combines word roots to form new words that behave grammatically as single words, like schoolbus or brothers-in-law. Multi-word verbs consist of a verb and associated word like a preposition, adverb, adjective or noun, as in break
The document discusses morphological typology, which is the classification of languages based on how words are formed from morphemes. It defines key concepts like morphology, typology, and morphological processes. Morphological typology categorizes languages into types based on their word formation processes, such as isolating/analytic languages which form words from single morphemes, and polysynthetic languages which express whole ideas within a single word using many bound morphemes. The document also examines morphological processes including concatenative processes like affixation and compounding, and non-concatenative processes like internal modification and conversion.
The document discusses semantic relations in sentences, specifically entailment and presupposition. Entailment is defined as one proposition necessarily following from another based on their truth values. Presupposition is defined as one proposition assuming another is true or known for the first to have a truth value. Both relations are examined through truth tables and examples are provided to illustrate lexical, syntactic, and contextual aspects of each relation.
The document discusses semantic analysis of simple declarative sentences. It defines key terms like predicator, predicate, and arguments. The predicator is the word that makes the most specific contribution to a sentence's meaning and describes the state of the referring expressions. Predicates are words that can function as predicators. Arguments are the referring expressions involved in the predicate. For example, in "Marcus Brutus killed Julius Caesar", "killed" is the predicator and "Marcus Brutus" and "Julius Caesar" are arguments. The document also discusses predicates of different degrees based on how many arguments they typically involve.
Gramatica ii stephan preposições e conjunçõesStephan Hughes
The document discusses the teaching of English grammar, focusing on prepositions and conjunctions. It addresses how these parts of speech are defined, categorized, and highlighted in teaching materials. It also examines theories of grammaticalization and debates around classifying prepositions as semantic or syntactic units. Various classroom challenges around teaching prepositions are outlined.
This document provides an overview of English grammar, including its core components of phonology, morphology, and syntax. It defines key linguistic terms like phonology, morphology, and grammar. Morphology is described as the study of word structures and formation. The document also outlines the typical elements of a sentence, such as subjects, verbs, objects, and adverbials. It distinguishes between different types of verbs like intensive, extensive, intransitive, and transitive verbs. Additionally, it defines the categories of complements and objects that sentences can include, such as subject complements, object complements, direct objects, and indirect objects.
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
The document provides a review of level 1 French concepts including greetings, introductions, family, description, colors, clothing, articles, plurals of nouns, adjectives, subjects/pronouns, -er verbs, other verbs used, and possessive adjectives. It covers key grammar points like gender of nouns, agreements of adjectives and subjects, verb conjugations, and replacing possessive 's with phrases in French. The review is intended to reinforce foundational vocabulary and structures learned in a beginning French class.
Oppositeness and dissimilarity of sense and ambiguityBabar Manzoor
The document discusses different types of relationships between words and meanings:
Binary antonyms are pairs of words that are opposites and cannot both apply, like true/false. Converses describe relationships that switch subjects, like parent/child. Gradable antonyms vary on a scale, like hot/cold. Homonyms have unrelated meanings, like bank, while polysemous words have closely related meanings, like mouth. Sentences can be structurally ambiguous due to word order or lexically ambiguous due to ambiguous words. Referentially versatile phrases like she can refer to different people without being ambiguous.
This document discusses paradigmatic and syntagmatic sense relations. It defines paradigmatic relations as semantic relations between units of meaning that can substitute for each other in the same context. Examples given are hyponymy, where specific terms are included under more general terms, and synonymy, where terms have nearly identical meanings. Syntagmatic relations refer to the linear sequence of terms that occur together. The document also discusses different types of paradigmatic relations like meronymy, where a part relates to a whole, and principles that define meronymic relations.
The document discusses different types of verbs including: linking verbs, transitive verbs, intransitive verbs, and helping/auxiliary verbs. It explains the five principal parts of verbs - infinitive, present tense, present participle, past tense, and past participle. Regular verbs follow predictable patterns of adding "-ed" or "-d" to form the past tense and past participle. Irregular verbs have unpredictable changes in spelling or endings to form their past tense and past participle. Examples of common irregular verb patterns are provided.
Adverbials and other related matters work 2015Viana Nacolonha
This document discusses adverbials and related grammatical concepts. It defines adverbials as words, phrases, or clauses that modify verbs or adjectives by providing additional information about aspects like time, place, manner, etc. There are different types of adverbials including prepositional phrases, adverb phrases, and noun phrases. Adverbials can function as adjuncts within the verb phrase by giving optional extra information. The document also discusses the levels of the verb phrase, the mobility of adverbials, phrasal verbs, and ellipsis.
1. The document discusses various types of word modification and translation in English and Indonesian, including affixes, compound words, word class changes, and lexical equivalence.
2. It provides examples of prefixes, suffixes, and their meanings in English and Indonesian, as well as strategies for translating words with unknown concepts or culturally unique concepts.
3. The relationship between lexical parts, synonyms, antonyms, and reciprocal words are also examined, highlighting that word meanings may differ across languages and contexts.
This document outlines the English curriculum and activities for 1st term and 2nd term. In the 1st term, topics covered in the English practice book include nouns, pronouns, numbers, verbs, sentences, subjects, predicates, and tenses. Corresponding activities include poem recitation, spelling checks, role plays, and quizzes. The 2nd term covers adjectives, prepositions, articles, and writing skills. Associated activities are spell checks, story telling, poem recitation, and dramatization. Formative assessments include classwork, homework, unit tests, and term examinations.
The document discusses several key concepts in Chomsky's Principles and Parameters theory of grammar:
- Language knowledge consists of universal principles and parameters that vary across languages. Parameters specify word order and position of elements in phrases.
- Phrases have a hierarchical tree structure and are headed by certain elements like verbs or nouns. The position of heads relative to complements is specified by the Head Parameter.
- Binding theory addresses the relationship between referring expressions like pronouns and their antecedents within sentences. It defines classes of words and constraints on their reference.
This document discusses the six basic sentence patterns in English:
1. Subject + verb (intransitive verb)
2. Subject + verb + direct object
3. Subject + verb + indirect object + direct object
4. Subject + verb + direct object + objective complement
5. Subject + linking verb + subjective complement
6. Subject + linking verb + adjective complement
It provides examples for each pattern and explains the key elements - subjects, verbs, objects, and complements. Learning these basic patterns is essential for writing well-structured sentences in English.
This document compares and contrasts features of Portuguese and English grammar, including pronouns, verbs, prepositions, word order, and question formation. It also profiles an English language learner from Brazil who struggles with English grammar and writing despite studying English for 6 years in secondary school. The document concludes with implications for instruction, emphasizing a communicative approach and exposure to help learners acquire correct grammar use through communication rather than isolated grammar study.
This document discusses different types of sense relations, including oppositeness, antonymy, contradictoriness, and ambiguity. It defines four basic types of antonymy: binary antonyms, converses, multiple incompatibles (systems), and gradable antonymy. It also distinguishes between homonymy and polysemy as two types of ambiguous words. Finally, it discusses lexical ambiguity from ambiguous words and structural (or grammatical) ambiguity in sentences without ambiguous words.
This document provides an introduction to linguistics and the study of language. It discusses the core components of language including sounds, words, grammar rules, semantics, and more. It explains that languages have finite words but infinite sentences, unlike animal languages which are responses to stimuli. The rules of a language, or its grammar, are learned and include categories like phonology, morphology, syntax, and semantics. Competence in a language differs from performance of it. Descriptive grammars describe rules unconsciously known, while prescriptive grammars dictate how a language should be. There are around 5,000 languages that share universal concepts in their grammars.
I help customers with their queries.
The Simple Present tense is used to express:
- Habitual or repeated actions
- General truths
- Schedules and timetables
For example:
The sun rises in the east.
I go to work every day.
The train leaves at 6 pm.
The Simple Present tense does not express any time frame. It simply states a fact.
The Simple Present tense is formed using the base form of the verb.
For example: help, work, leave
So in the above sentences, the verbs help, go and leave are in their base form as they are in the Simple Present tense.
The Simple Present tense is
The document provides a lesson plan for teaching English phonics to second grade students. It includes exploring why blending sounds produces new words, reviewing the alphabet and capital/lowercase letters. It describes phonics, phonemic awareness, and blending words. Activities are outlined to practice identifying sounds in names, segmenting words, and using Elkonin boxes to represent sounds. Rules for capitalization are also reviewed. The goal is for students to blend and identify stretched out words by their component sounds.
The document provides lesson plans for teaching English phonics to 1st grade students, including identifying letters and sounds, blending consonants and vowels to form words, and segmenting words into individual phonemes. Activities include practicing the alphabet, blending sounds to form words, and using game pieces to represent sounds in words. The goal is for students to understand how letters map to sounds and be able to blend and segment words into their component phonemes.
Grammatical categories and word classesMaría Ortega
This work examines some of the grammatical categories of modern English, and it presents a classification of words according to their category and function.
This document provides an overview of Latin grammatical terms that will be used in an upcoming Latin course. It defines terms related to person, number, mood, voice, tense, conjugation class, principal parts, and verb stems. Key terms defined include the first, second, and third person; singular and plural number; indicative, subjunctive, and imperative moods; active and passive voice; prefect and imperfect tenses; the four conjugation classes; and the principal parts and stems used to conjugate verbs. The document is intended to familiarize students with the terminology before beginning the course.
The document discusses semantic relations in sentences, specifically entailment and presupposition. Entailment is defined as one proposition necessarily following from another based on their truth values. Presupposition is defined as one proposition assuming another is true or known for the first to have a truth value. Both relations are examined through truth tables and examples are provided to illustrate lexical, syntactic, and contextual aspects of each relation.
The document discusses semantic analysis of simple declarative sentences. It defines key terms like predicator, predicate, and arguments. The predicator is the word that makes the most specific contribution to a sentence's meaning and describes the state of the referring expressions. Predicates are words that can function as predicators. Arguments are the referring expressions involved in the predicate. For example, in "Marcus Brutus killed Julius Caesar", "killed" is the predicator and "Marcus Brutus" and "Julius Caesar" are arguments. The document also discusses predicates of different degrees based on how many arguments they typically involve.
Gramatica ii stephan preposições e conjunçõesStephan Hughes
The document discusses the teaching of English grammar, focusing on prepositions and conjunctions. It addresses how these parts of speech are defined, categorized, and highlighted in teaching materials. It also examines theories of grammaticalization and debates around classifying prepositions as semantic or syntactic units. Various classroom challenges around teaching prepositions are outlined.
This document provides an overview of English grammar, including its core components of phonology, morphology, and syntax. It defines key linguistic terms like phonology, morphology, and grammar. Morphology is described as the study of word structures and formation. The document also outlines the typical elements of a sentence, such as subjects, verbs, objects, and adverbials. It distinguishes between different types of verbs like intensive, extensive, intransitive, and transitive verbs. Additionally, it defines the categories of complements and objects that sentences can include, such as subject complements, object complements, direct objects, and indirect objects.
Arabic grammar 1: Basics on nouns that any Classical Arabic and/or Modern Standard Arabic learner should know to be prepared for future grammar studies.
The document provides a review of level 1 French concepts including greetings, introductions, family, description, colors, clothing, articles, plurals of nouns, adjectives, subjects/pronouns, -er verbs, other verbs used, and possessive adjectives. It covers key grammar points like gender of nouns, agreements of adjectives and subjects, verb conjugations, and replacing possessive 's with phrases in French. The review is intended to reinforce foundational vocabulary and structures learned in a beginning French class.
Oppositeness and dissimilarity of sense and ambiguityBabar Manzoor
The document discusses different types of relationships between words and meanings:
Binary antonyms are pairs of words that are opposites and cannot both apply, like true/false. Converses describe relationships that switch subjects, like parent/child. Gradable antonyms vary on a scale, like hot/cold. Homonyms have unrelated meanings, like bank, while polysemous words have closely related meanings, like mouth. Sentences can be structurally ambiguous due to word order or lexically ambiguous due to ambiguous words. Referentially versatile phrases like she can refer to different people without being ambiguous.
This document discusses paradigmatic and syntagmatic sense relations. It defines paradigmatic relations as semantic relations between units of meaning that can substitute for each other in the same context. Examples given are hyponymy, where specific terms are included under more general terms, and synonymy, where terms have nearly identical meanings. Syntagmatic relations refer to the linear sequence of terms that occur together. The document also discusses different types of paradigmatic relations like meronymy, where a part relates to a whole, and principles that define meronymic relations.
The document discusses different types of verbs including: linking verbs, transitive verbs, intransitive verbs, and helping/auxiliary verbs. It explains the five principal parts of verbs - infinitive, present tense, present participle, past tense, and past participle. Regular verbs follow predictable patterns of adding "-ed" or "-d" to form the past tense and past participle. Irregular verbs have unpredictable changes in spelling or endings to form their past tense and past participle. Examples of common irregular verb patterns are provided.
Adverbials and other related matters work 2015Viana Nacolonha
This document discusses adverbials and related grammatical concepts. It defines adverbials as words, phrases, or clauses that modify verbs or adjectives by providing additional information about aspects like time, place, manner, etc. There are different types of adverbials including prepositional phrases, adverb phrases, and noun phrases. Adverbials can function as adjuncts within the verb phrase by giving optional extra information. The document also discusses the levels of the verb phrase, the mobility of adverbials, phrasal verbs, and ellipsis.
1. The document discusses various types of word modification and translation in English and Indonesian, including affixes, compound words, word class changes, and lexical equivalence.
2. It provides examples of prefixes, suffixes, and their meanings in English and Indonesian, as well as strategies for translating words with unknown concepts or culturally unique concepts.
3. The relationship between lexical parts, synonyms, antonyms, and reciprocal words are also examined, highlighting that word meanings may differ across languages and contexts.
This document outlines the English curriculum and activities for 1st term and 2nd term. In the 1st term, topics covered in the English practice book include nouns, pronouns, numbers, verbs, sentences, subjects, predicates, and tenses. Corresponding activities include poem recitation, spelling checks, role plays, and quizzes. The 2nd term covers adjectives, prepositions, articles, and writing skills. Associated activities are spell checks, story telling, poem recitation, and dramatization. Formative assessments include classwork, homework, unit tests, and term examinations.
The document discusses several key concepts in Chomsky's Principles and Parameters theory of grammar:
- Language knowledge consists of universal principles and parameters that vary across languages. Parameters specify word order and position of elements in phrases.
- Phrases have a hierarchical tree structure and are headed by certain elements like verbs or nouns. The position of heads relative to complements is specified by the Head Parameter.
- Binding theory addresses the relationship between referring expressions like pronouns and their antecedents within sentences. It defines classes of words and constraints on their reference.
This document discusses the six basic sentence patterns in English:
1. Subject + verb (intransitive verb)
2. Subject + verb + direct object
3. Subject + verb + indirect object + direct object
4. Subject + verb + direct object + objective complement
5. Subject + linking verb + subjective complement
6. Subject + linking verb + adjective complement
It provides examples for each pattern and explains the key elements - subjects, verbs, objects, and complements. Learning these basic patterns is essential for writing well-structured sentences in English.
This document compares and contrasts features of Portuguese and English grammar, including pronouns, verbs, prepositions, word order, and question formation. It also profiles an English language learner from Brazil who struggles with English grammar and writing despite studying English for 6 years in secondary school. The document concludes with implications for instruction, emphasizing a communicative approach and exposure to help learners acquire correct grammar use through communication rather than isolated grammar study.
This document discusses different types of sense relations, including oppositeness, antonymy, contradictoriness, and ambiguity. It defines four basic types of antonymy: binary antonyms, converses, multiple incompatibles (systems), and gradable antonymy. It also distinguishes between homonymy and polysemy as two types of ambiguous words. Finally, it discusses lexical ambiguity from ambiguous words and structural (or grammatical) ambiguity in sentences without ambiguous words.
This document provides an introduction to linguistics and the study of language. It discusses the core components of language including sounds, words, grammar rules, semantics, and more. It explains that languages have finite words but infinite sentences, unlike animal languages which are responses to stimuli. The rules of a language, or its grammar, are learned and include categories like phonology, morphology, syntax, and semantics. Competence in a language differs from performance of it. Descriptive grammars describe rules unconsciously known, while prescriptive grammars dictate how a language should be. There are around 5,000 languages that share universal concepts in their grammars.
I help customers with their queries.
The Simple Present tense is used to express:
- Habitual or repeated actions
- General truths
- Schedules and timetables
For example:
The sun rises in the east.
I go to work every day.
The train leaves at 6 pm.
The Simple Present tense does not express any time frame. It simply states a fact.
The Simple Present tense is formed using the base form of the verb.
For example: help, work, leave
So in the above sentences, the verbs help, go and leave are in their base form as they are in the Simple Present tense.
The Simple Present tense is
The document provides a lesson plan for teaching English phonics to second grade students. It includes exploring why blending sounds produces new words, reviewing the alphabet and capital/lowercase letters. It describes phonics, phonemic awareness, and blending words. Activities are outlined to practice identifying sounds in names, segmenting words, and using Elkonin boxes to represent sounds. Rules for capitalization are also reviewed. The goal is for students to blend and identify stretched out words by their component sounds.
The document provides lesson plans for teaching English phonics to 1st grade students, including identifying letters and sounds, blending consonants and vowels to form words, and segmenting words into individual phonemes. Activities include practicing the alphabet, blending sounds to form words, and using game pieces to represent sounds in words. The goal is for students to understand how letters map to sounds and be able to blend and segment words into their component phonemes.
Grammatical categories and word classesMaría Ortega
This work examines some of the grammatical categories of modern English, and it presents a classification of words according to their category and function.
This document provides an overview of Latin grammatical terms that will be used in an upcoming Latin course. It defines terms related to person, number, mood, voice, tense, conjugation class, principal parts, and verb stems. Key terms defined include the first, second, and third person; singular and plural number; indicative, subjunctive, and imperative moods; active and passive voice; prefect and imperfect tenses; the four conjugation classes; and the principal parts and stems used to conjugate verbs. The document is intended to familiarize students with the terminology before beginning the course.
Assissment _Properties of language 1st year LMD G6 2021-2022.pdfhakiche2000
This document discusses 13 key properties of human language:
1. Arbitrariness - The relationship between words and their meanings is arbitrary and not inherently connected.
2. Cultural transmission - Languages are passed down from generation to generation through teaching.
3. Productivity - Language allows for an infinite number of novel utterances, unlike animal communication which is stimulus-bound.
4. Displacement - Language allows referring to things not present.
The document summarizes key linguistic features of Philippine languages. It discusses topics such as modes, modifiers, pronouns, demonstrative pronouns, interrogative pronouns, numeral terms, clitic particles, conjunctions, clause structure, non-verbal constructions, language change, the Philippine linguistic situation, distinguishing languages and dialects, and dialectal variation. Several tables are also included that show examples of affixes, pronominal forms, demonstrative pronouns, and mutual intelligibility across Philippine languages.
The document provides information about advanced grammar concepts including articles, reference, and possession. It discusses the different pronunciations of the definite article "the" and the history of the indefinite articles "a" and "an". It also covers the meaning and uses of definite and indefinite articles, types of reference including personal pronouns and demonstratives, and forms of possession including possessive determiners and pronouns.
This document discusses morphology, which is the study of morphemes and how they combine to form words. It defines a morpheme as the smallest unit of meaning and outlines the criteria that morphemes must meet. The document explains that morphemes can be free or bound, and that bases and affixes are two types of morphemes. Specifically, it states that bases carry the principal meaning of a word and that prefixes, suffixes, and infixes are kinds of affixes that occur before, after, or within a base, respectively.
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.
Semantic is the study of meaning in language. It examines meaning at several linguistic levels, including phonology, morphology, and lexical meaning. At the phonological level, sound symbolism refers to an association between a word's sound and its meaning. Morphology considers how word structure and morphemes convey different types of meaning, such as plurality, possession, and tense. Lexical meaning looks at open class words like nouns, verbs, adjectives and adverbs, as well as closed class words like prepositions, determiners and conjunctions. Semantic explores meaning across these linguistic levels to understand how language communicates meaning.
The document discusses textual cohesion and the various linguistic devices that contribute to cohesion in a text. It defines cohesion as the links between different parts of a text that distinguish it from a random sequence. There are five main cohesive devices: reference, substitution, ellipsis, conjunction, and lexical cohesion. Reference involves pronouns and other words that refer back to things mentioned earlier. Substitution and ellipsis involve replacing or omitting words to avoid repetition. Conjunctions link different parts of a text, while lexical cohesion uses repetition of words to create links. Together these devices help create a coherent text by connecting its various parts through linguistic and semantic relationships.
The document discusses comparing the native Kadazan language of Penampang with English in terms of morphology, syntax and semantics. It provides two examples of metaphors that exist in the Kadazan language and how English expresses similar metaphors. The formation of compound sentences is analyzed for both languages, noting they are similar in using coordinators but different in word order. Morphological systems are compared, finding similarities in meaning change with inflectional and derivational morphemes but differences in word length and use of prefixes versus suffixes.
The document discusses the different types of pronouns in English, including personal pronouns, relative pronouns, interrogative pronouns, demonstrative pronouns, possessive pronouns, indefinite pronouns, and reflexive/reciprocal pronouns. It provides examples and explanations of each pronoun type, describing their grammatical functions and how they are used in sentences. The document also discusses determiners and how some pronouns can also function as determiners by modifying nouns.
The document defines and categorizes different types of pronouns in English. It discusses 8 categories of pronouns: personal pronouns, possessive pronouns, demonstrative pronouns, reflexive and emphatic pronouns, interrogative pronouns, relative pronouns, reciprocal pronouns, and indefinite pronouns. For each category, it provides definitions, examples of common pronouns that fall in that category, and sample sentences to illustrate their use.
This document discusses the interaction between morphology and syntax. It begins by defining morphology as concerning word formation, and syntax as concerning rules for combining words into phrases and sentences. While morphology and syntax generally deal with different levels, they interact in several ways. Inflectional morphology carries grammatical meaning and is relevant to syntax. Argument structure, passive and anti-passive constructions, causatives, applicatives, and noun incorporation involve interactions between a verb's arguments and morphology. Clitics, phrasal verbs, and phrasal compounds exist at the morphology-syntax interface.
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This document provides an overview of structural analysis of English syntax, including definitions of key terms and descriptions of paradigms and other aspects of syntax. It discusses inflectional and derivational paradigms for various parts of speech like nouns, verbs, adjectives and adverbs. It also covers intonation patterns, word order, and function words as structural devices used to establish word classes in English.
Grammar and semantics are closely related but also distinct. Grammar is concerned with the formal properties of language, focusing on categories such as tense, gender, number, and syntactic functions. These categories are indicated through form words, morphemes, or word order. However, the relationship between grammatical and semantic categories is complex, as grammatical categories do not always correspond directly to semantic distinctions. For example, notions like gender, number, and person vary across languages and do not always map neatly to concepts like biological sex or quantity. This demonstrates the intertwined but separate nature of grammar and semantics.
Different words have different grammatical functions in sentences. These functions are called word classes or parts of speech, which include nouns, verbs, adjectives, adverbs, prepositions, determiners, pronouns, conjunctions, and complementizers. Words that denote objects and ideas are called content words, while function words that do not denote objects aid the structure of sentences. Verbs inflect based on tense, person, number and voice to indicate grammatical relationships between subjects and objects.
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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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Similar to Seminar paper table of grammatical descriptions (20)
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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Seminar paper table of grammatical descriptions
1. TABLE OF GRAMMATICAL DESCRIPTIONS
(Larsen-Freeman & Celce-Murcia 1999)
STRUCTURE FORM MEANING
1. Subject-and-Verb FORM The General Rule
Agreement
Third Person In the most straightforward cases, the subject and verb
number choice will agree: In the present tense we use the third
Standard grammatical treatments state that for
person singular inflection (-s or the be form) if the subject refers to
verbs other than be, number agreement between the subject
one entity, whether it is a singular proper name, a singular common
and verb (sometimes referred to as subject-verb concord)
noun, a non-count noun, or a third person singular pronoun.
poses a problem only in the present tense, where third
Elsewhere—for nouns or pronouns referring to more than one entity,
person singular forms are explicitly inflected while other
or for first or second person pronouns referring to one entity—no
forms are not.
inflection is used in the present tense:
NUMBER
Third person singular No inflection on verb
inflection on verb
Person Singular Plural
Ist I speak Filipino. We speak Alain walks to school The Reyeses walk to church
Filipino. The bus stops here. These books contain
nd
2 You speak You speak
Filipino. Filipino. good information.
3rd He/she/it (the They speak This mango tastes sweet. I/You want guava.
parrot) speaks Filipino.
Filipino. She wants guava. We/You/They want
guava.
Some Typical Errors
To this formulation, we should add that if the predicate of the
Given the complexity of the choice, the beginning sentence begins with an inflectable tense-bearing auxiliary verbs
such as be or have, it is the auxiliary verb that indicates the third
ESL/EFL learner tends to simplify and leave off altogether the
third person singular inflection. person singular inflection. (nont the main verb):
*Warren live in Vigan. *Vince say he
2. will come. Glenn is walking to school.
Occasionally, however, some learners will This water has boiled for ten minutes.
overgeneralize the inflection and apply it to uninflected
forms, such as modal auxiliaries, or to verbs following
modals.
*Lance cans dance disco. or
*Lance can dances disco.
They also may overuse it as an agreement marker
with subjects of inappropriate person and/or number:
*I/They/You goes to Baguio.
Yet another reason why some learners overuse this
form is that they interpret the –s ending as a plural marker on
the verb to be used in agreement with plural subjects:
*They/The boys goes to malls often.
Agreement errors may be due to phonological or
perceptual factors rather than syntactic or morphological
differences. ESL teachers should be aware of the fact that
some learners of English fully understand the third person
singular present ending and can even produce it
systematically when they write in English; however, they omit
it frequently when they are speaking. One reason for this
according to Larsen-Freeman & Celce-Murcia (1999) is
because the sound system of their native language tends not
to permit final /s/ sounds in particular or final consonants in
general. This supports the fact of similar error committed by
most Filipino ESL learners.
3. 2. The Tense-Aspect
The Formal Characteristics of the Tense-Aspect System Meaning in the English Tense-Aspect System
System
The Grammar Book clearly discussed tense-aspect Simple Aspect refers to events that are conceptualized as complete
system should not be mistakenly understood to tense- wholes. The events are not presented as allowing for further
aspect combinations. The book explains that tense simply development. This aspect stands in contrast to progressive aspect,
relates to time, while aspect concerns with the internal which is incomplete or imperfective—where the event or state is
structure of the action occurring at any time. Hence, the viewed as some portion of a whole and where there is room for
authors argued that the ―long-considered future tense‖ is not further development or change. (Hirtle, 1967) in Murcia (1999).
entirely a tense, but an aspect as explained above. In
addition, future does not carry inflection for future time unlike Examples: Jeffrey and Erwin live in Bulacan. (simple present tense)
others—the simple past, and simple present for either regular Jeffrey and Erwin are living in Bulacan. (present
or irregular verb. In this sense, what have long known, as 12 progressive)
―tenses‖ was trim down only into two, thus, past tense and Simple Present Tenses conveys immediate factuality. (Lewis, 1986
present tense. For the future aspect, modals will and shall in Murcia, 1999)
are used. They further explained that one of the reasons for Examples: I skim the The Philippine Daily Inquirer at breakfast.
displaying the tense-aspect combinations (see the chart The earth rotates around the sun.
below) is to demonstrate that the 12 ―tenses‖ are simply My mother loves orchids.
combinations of tense and aspect aspect. Since the perfect It is a beautiful day.
and progressive aspect markers contribute consistent Simple Past Tense also states facts. What the core meaning of the
meaning regardless of tense, in effect, ESL students have to past tense adds is a sense of remoteness (Knowles 1979 in Murcia
1
learn only the form and meaning of the three tenses (in their 1999). The event can be remote in time , and even if the event is a
2
simple form) and the two aspects (perfect and progressive) to recent one .
develop an understanding of the tense-aspect system of Examples: 1. Princess Lara Quigaman won the Miss International
English. crown in 2006.
2. I finished my term paper!
Simple Future with will (or Contracted ‘ll) is used when the event
is conceptualized a s a whole. One difference in its core meaning is
that events in the future time cannot be factually knowable in the
same way as those in the past or present can. Therefore, because,
strictly speaking, the future can’t be reported on factually, will is said
to be used for strong predictions, not factual reports.
4. Examples: We will cover the first half of the book this term.
We will never know what cures tropical plants possess if
we don’t
become serious about preserving the forests in which
they grow.
Perfect Aspect. The core meaning of aspect is ―prior‖, and it is used
in relation to some other points in time. For instance, present perfect
is used retrospectively to refer to a time prior to now.
Examples: Have you done your homework? (present perfect)
He had left before I arrived. (past perfect)
Mark will have finished all his chores by the time we get
there. (future perfect)
Progressive Aspect is considered to be as being imperfective,
meaning that it portrays an event in a way that allows it to be
incomplete, somehow limited, and always specific.
a. Present Progressive (sometimes called Present
Continuous)
Activity in progress: He is attending a meeting now.
Extended present. I’m studying education at the
Philippine Normal University.
A temporary situation: Andrea is living with her parents.
Repetition or iteration: Marvin is kicking the soccer ball
around the backyard.
Express future: Maricel is coming tomorrow.
Emotional comment on present habit: He’s always
approving
delivering in a clutch situation.
disapproving
He’s forever acting up at these affairs.
A change in progress: Des is becoming more and more
like her mother.
5. b. Past Progressive
An action in progress: He was walking to school at 7:30
in the morning.
Past action simultaneous with some other event that is
usually started in the simple past.: Katie was washing
her hair when the phone rang.
Repetition or iteration of some ongoing past action:
Jober was coughing all night long.
Social distancing: I was hoping you could lend me
P1,000.
c. Future Progressive
An action that will be in progress at a specific time in
the future: Rocky will be taking a test at 8:00 A.M.
tomorrow.
Duration of some specific future action : Lovely will be
working on her thesis for the next three years.
Perfect Progressive Aspect combines the sense of ―prior‖ of the
perfect with the meaning of ―incompleteness‖ inherent in the
progressive aspect.
Example: Elaine has been working hard on a special project.
a. Present Perfect Progressive
A situation or habit that began in the past (recent or
distant) and that continues up to the present (and
possibly into the future: Ramiro has been going out
with Arlene.
An action in programs that is not yet completed: Lorna
has been reading that book.
A state that changes over time: The students have been
getting better and better.
6. An evaluative comment on something observed over
time triggered by current evidence: You’ve been
drinking again!
b. Past Perfect Progressive
An action or habit taking place over a period of time in
the past prior to some other past event or time: Vester
had been working hard, so his doctor told him to take a
vacation.
A past action in progress that was interrupted by a more
recent past action: Onin and Rowel had been planning
to vacation in El Nido, but changed their minds after
receiving the brochure on Boracay.
An ongoing past action or state that becomes satisfied
by some other event: Rellie had been wanting to see
that play, so he was pleased when he won the tickets.
c. Future Perfect Progressive
Durative or habitual action that is taking place in the
present and that will continue into the future up until or
through a specific future time: On Christmas Eve we will
have been living in same house for 20 years.
He will have been keeping a journal for 10 years next
month.
A preposition describes a relationship between other words in a
3. Prepositions
sentence.
Prepositions.Types
7. Prepositions of Time: at, on, and in
We use at to designate specific times.
The train is due at 12:15 p.m.
We use on to designate days and dates.
My brother is coming on Monday.
We're having a party on the Fourth of July.
We use in for nonspecific times during a day, a month, a
season, or a year.
She likes to jog in the morning.
It's too cold in winter to run outside.
He started the job in 1971.
He's going to quit in August.
Prepositions of Place: at, on, and in
We use at for specific addresses.
Daril lives at 350 Bgy. Sapang Bata in Malolos.
We use on to designate names of streets, avenues, etc.
Her house is on Quezon Road.
And we use in for the names of land-areas (towns, counties,
states, countries, and continents).
She lives in Durham.
Durham is in Windham County.
Windham County is in Connecticut.
8. Prepositions of Location: in, at, and on
IN AT ON
(the) bed* class* the bed*
the bedroom home the ceiling
the car the library* the floor
(the) class* the office the horse
the library* school* the plane
school* work the train
* You may sometimes use different
prepositions for these locations.
Prepositions of Movement: to and No Preposition
We use to in order to express movement toward a place.
They were driving to work together.
She's going to the dentist's office this morning.
Toward and towards are also helpful prepositions to express
movement. These are simply variant spellings of the same
word; use whichever sounds better to you.
We're moving toward the light.
This is a big step towards the project's completion.
With the words home, downtown, uptown, inside, outside,
downstairs, upstairs, we use no preposition.
Grandma went upstairs
9. Grandpa went home.
They both went outside.
To (Go to)
1. Under (Create Subfolder under this Folder)
2. In (The file is in the folder)
3. As (Save as)
4. From (Receive message from….)
Common Prepositions:
about by outside according to
above down over because of
across during since by way of
after except through in addition to
against for throughout in front of
around from till in place of
at in to in regard to
before inside toward in spite of
behind into under instead of
below like until on account of
beneath near up out of
beside of upon
besides off with
between on without
beyond out
Concrete and Abstract Nouns A noun is the name of a person, place, or thing.
4. Nouns
The categories of person or place are self-evident.
10. Concrete Nouns Abstract Nouns
PERSON: Bob, girl, swimmer, Ms. Yang, Uncle Bryan.
mother hope PLACE: kitchen, St. James Street, school, Hiroshima
fabric improvement
chocolate evil The category thing, on the other hand, contains several sub-
music desperation ategories: visible things, ideas, actions, conditions, and qualities.
perfume cooperation
VISIBLE THINGS: paper, chair, CD
A noun can also indicate number. Singular nouns IDEAS: harmony, freedom, recession
name one person, place, or thing. Plural nouns name more ACTIONS: competition, exercise, labor
than one person, place or thing. Most plural nouns are CONDITIONS: joy, health, happiness
formed by adding either –s or –es to their singular forms. QUALITIES: compassion, intelligence, drive
The plurals of some nouns, however, are formed in other
ways and must be memorized.
Collective Nouns
Collective nouns name groups of persons or things.
They can be either singular or plural depending on the
meaning.
5. Articles and
Determiners
The is used with specific nouns. The is required when the The Articles
noun it accompanies refers to something that is one of a kind: Articles: The three articles — a, an, the — are adjectives. The is
called the definite article because it names, specifically, a noun; a
11. The moon circles the earth. and an are called indefinite articles because they don't. These words
are also called noun markers or determiners because they are
The is required when the noun it accompanies refers to followed by a noun.
something in the abstract:
The United States has encouraged the use of the private
automobile as opposed to the use of public transit.
The is required when the noun it accompanies refers to
something named earlier in the text. (See below..)
We use a before singular count-nouns that begin with
consonants (a cow, a barn, a sheep); we use an before
singular count-nouns that begin with vowels or vowel-like
sounds (an apple, an urban blight, an open door). If you
would like help with the distinction between count and non-
count nouns, please refer to Count and Non-Count Nouns.
Words that begin with an h sound often require an a (as in a
horse, a history book, a hotel), but if an h-word begins with
an actual vowel sound, use an an (as in an hour, an honor).
We would say a useful device and a union matter because
the u of those words actually sounds like yoo (as opposed,
say, to the u of an ugly incident). We would say a once-in-a-
lifetime experience or a one-time hero because the words
once and one begin with a w sound (as if they were spelled
wuntz and won).
6. Conjunctions and
Logical Connectors
Their relatives, correlative conjunctions, not only denote As their name implies, conjunctions join together elements of thought:
equality, but they also make the joining tighter and more words, phrases, sentences, and paragraphs.
12. emphatic. Coordinating conjunctions are the simplest kind, and they denote
equality of relationship between the ideas they join.
Subordinating conjunctions allow a writer to show which idea is
Coordinating Correlative
more and which is less important. The idea in the main clause is the
Conjunctions Conjunctions
more important, while the idea in the subordinate clause (made
subordinate by the subordinating conjunction) is less important.
and both . . . and
but not only . . . but also
or either . . . or
nor neither . . . nor
for whether . . . or
so just as . . . so too
yet
Examples:
John and Sally built a fish pond.
The train was late, and Tom was tired.
Just as the smell of baking brought back memories,
so too did the taste of the cider.
Coordinating and correlative conjunctions are great when
two ideas are of the same importance, but many times one
idea is more important than another.
The subordinate clause supplies a time, reason, and
condition, and so on for the main clause.
TIME : after, before, since, when, whenever, while, until, as
REASON: although, though, even though, while
13. CONCESSION: although, though, even though, while
PLACE: where, wherever
CONDITION: if , unless, until, in case, provided that,
assuming that, even if
MANNER: as if , as though, how
7. Word Form and
---still on progress--- ---still on progress---
Function
8. Phrases and Clauses
There are several types of dependant clauses: A phrase is a group of related words that lack a subject or a
verb, or both. A phrase cannot stand alone as a sentence, but is used
in sentences as single parts of speech.? There are several types of
phrases: See table of phrase types.
TABLE OF PHRASE AND CLAUSE TYPES
PHRASES A clause is a group of related words that contain both a subject and
function as nouns, adjectives, or adverbs
a verb/predicate, thus it may be able to stand alone as a sentence:
Type Definition Example
Prepositional Acts mostly as I walked to the White dogs are pretty (independent clause); or it may not: Although
phrases adverbs, store. (adverb) white dogs are pretty (dependant clause).?As shown in the
(most common sometimes as With a smile I
type of phrase) adjectives or told the joke. preceding example, a subordinating word is used in dependent
nouns ?begins (adjective) clauses. This word relates the dependent clause to an independent
with a preposition After sunset is
and ends with a a good time to clause, thus giving purpose to the dependent clause: Although white
noun or pronoun. go fishing. dogs are pretty, they are not popular. Such words are either
(noun)
Absolute phrases Has no An uncertain subordinating conjunctions (such as: as, if, while, since) or relative
(noun or pronoun grammatical future looming, pronouns (such as: which, that, who). Not all dependent clauses can
and a participle connection to any I forged ahead.
with modifiers) part of speech, stand alone simply by removing the subordinating word. Dependent
instead modifies clauses are used as single parts of speech being either: a noun, an
the entire rest of
the sentence adjective, or an adverb.
Appositive An appositive is a My English
phrases re-naming or teacher, an
amplification of a excellent
word that author, just
immediately published his
precedes it. second book.
Verbal phrases:
Infinitive phrases Acts as nouns I wanted to
leave.
14. Participle phrases Acts as Flying high in
adjectives the air, the
rocket exploded.
Gerund phrases Acts as nouns Getting the
promotion is
my only hope.
CLAUSES (dependant)
function as nouns, adjectives, or adverbs
Type Definition Example
Relative or Acts as an Bob didn't get the
Adjective adjective and job in
clauses begins with a administration,
relative pronoun: which really
what, which, who, surprised his
that, whatever, friends.
whoever. The dress that
she bought on
Tuesday was torn.
Noun clauses Acts as a noun Whoever stole
my pen must give
it back.
Adverb Acts as an adverb Mary felt happy
clauses by telling when she found
something about her dog.
the verb
Elliptical Grammatically I recommend
clauses incomplete, but (that) you go to
clear in meaning the doctor.?May
omit ―that.?lt;o:p>
I knew he could fix
the car better than
I (could fix the
car). May omit
―could fix the
car.?lt;/i>
9. WH-Questions
FORM MEANING
Variety of Constituents
The following is an inventory of common whh-words and their
15. Statement: Aries wrote an angry memo to his boss before he syntactic/semantic correspondences.
quit.
Subject NP (+human) who Who did it?
A variety of constituents can be questioned in a wh-question, Subject NP (-human) what What went wrong?
as follows: Subject Noun Predicate (+human) who Who is that?
Subject Noun Predicate (-human) what What is that?
1
Subject NP: Who wrote an angry memo to his boss before Object NP (+human) who(m) Who(m) did you
he quit? (Lee) tell? To whom did you tell the story?
Object NP : What did Lee write to his boss before he quit? Object NP (-human) what What did she say?
(an angry memo) det (possessive) whose+NP Whose idea was it?
Object of the Prep.: To whom did Lee write an angry memo det (demonstrtive) which+NP Which excuse did they give?
before he quit? (his boss) or— What+NP What alibi did they use?
det (quantifier; count) how much+(NP) How much (money)
Who(m) did Lee write an angry memo to before he quit? (his did they get?
boss) det quantifier; +count) how many+(NP) How many thieves
were there?
2
Verb Phrase: What did Lee do before he quit? (He wrote an det quantifier+measure word how long How long did it take
angry memo to his boss) them?
Determiner: Whose boss did Lee write an angry memo to ADJ (quality) how How did they look?
before he quit? (his boss) what…like What did they look like?
Adjective: What kind of memo did Lee write? (an angry ADJ (color, size, nationality) What color was it?
memo) Intensifier how+ ADJ How calm did they seem?
Adverbial: When did Lee write the angry memo to his boss? How+ADV How fast did they get away?
(before he quit) VP what..do What did they do next?
Advl (means) how How did they get away?
Advl (direction) where Where did they go?
Advl (position) where Where did they hide?
Advl (time) when When were they discovered?
Advl (manner) how How did she take the news?
Advl (reason) why Why did they confess?
Advl (purpose) what..for What didi they do that for?
Advl (frequency) how often How often does it end this
16. way?
10. Yes-No Questions L2 learners need to know that in a yes/no question the Yes/No questions are often defined as questions for which
first auxiliary verb in the sentence should appear before the either “yes” or “no” is the expected answer.
subject and carry the tense of the question (if there is a
tense). If there is no auxiliary verb, the be copula should be Form: SUBJECT-OPERATOR INVERSION
moved before the subject. If there is no auxiliary verb or be
A syntactic rule inverting the subject and operator gives rise to
copula, then do must be introduced in the auxiliary to make
the characteristics form of yes/no questions in English.
subject-operator inversion possible.
Example:
Consider the following examples:
Vester is studying in Baguio this summer.
With a modal Can she go? +Yes,she can. (+inversion + rising intonation): Is Vester studying in
-No, she can’t. Baguio this summer?
With a phrasal modal Is she able to go? +Yes, she is.
-No, she isn’t.
With perfect aspect Has she gone? +Yes, she has.
-No, she hasn’t.
With progressive aspect Is she going? +Yes, she is.
-No, she isn’t.
If do is the operator in the question, it is also used in
the short answer with the same tense used in the question.
Does she go there often? +Yes, she does. –No,
she doesn’t.