THE NATURE OF GRAMMAR.

Tutor/a: Cristian Felipe canon

Estudiante: lida xiemena bolaños anacona

Código: 1004269505

Grupo: 518017_62

Universidad Nacional Abierta y a Distancia UNAD

Escuela Ciencias de la Educación

Licenciatura en lenguas extranjeras con enfasis en ingles

Introduction to linguistics

Pitalito- Huila

Abril 2019
 Activities to Develop

1. Read the document “Grammar” Chapter 7, pages 80-95, in ‘Yule, G. (2010). The
Study of Language. Cambridge: Cambridge University Press’; found in the Course
Contents, UNIT 1, in the Knowledge Environment; and also read the text
“Grammar” Chapter 4, pages 19-24, in ‘Bauer, Laurie.; The Linguistic Student's
Handbook’

2. Based on the first text, you need to post the following analysis:

Study questions

Identify all the parts of speech used in the following sentence (e.g. woman = noun):

“The woman kept a large snake in a cage, but it escaped recently”.

The = articule, Woman = noun, Kept = verb, A= articule, Large= adjective, Snake= noun,
In = preposition, A = articule, Cage= nou, But = conjunction, It = pronoun, Escaped = verb,
Recently= adverb.

And respond to following analysis:

According to the author, what is an important wrong linguistic view at establishing a proper
English grammar model in eighteenth-century (this conceptual error is even today present
when considering “a good English use”).
 The rules for sentences in English are: You must not divide an infinitive.
phrases with which you went Who did you go with? this ensuring that the
preposition (with) will not go to the end of the sentence.
You should not end a sentence with a preposition. (And) my family and I would
certainly have to be corrected to my family and me in the correct writing in
English, you should never start a sentence with and.

Grammarians state that the structure of sentences in English should be like the
structure of sentences in Latin. This was an approach taken by several influential
grammarians, chiefly in eighteenth-century England, which governed the "proper"
use of English. This view of grammar as the set of rules for the "proper" use of a
language can still be found today and may be best specifically as prescriptive.

What prescriptive rules for the “proper” use of English are not obeyed in the following
sentences and how would they be “corrected”?

the first sentence is incorrect according to the rule of (You must not divide an infinitive)
to be an infinitive the to must go before a verb.

 The old theory consistently failed to fully explain all the data.

Correction:

 The old theory consistently failed fully to explain all the data.

The second sentence is incorrect since a sentence must not end with a preposition.
  I can’t remember the name of the person I gave the book to

Correction:
 I can't remember the name of the person to whom I gave the book.

3. Tasks

 Another term used in the description of the parts of speech is “determiner.”

What are determiners?

Determinants are words that aim to modify nouns or noun phrases, give them additional
context, and add information about quantity, proximity, possession, or certainty.
There is no one type of determinant. Definite or indefinite articles, demonstrative,
quantitative or even possessive articles, are determining factors

 Demonstrative: this, these, that, those.

These are used when there is a reference to what is being talked about, and they are
used to signal.

 Possessives: my, your, his, her, our, their, whose, etc.

Possessive adjectives are determinants that are used to clarify possession.

 Distributive: every, each, half, all, both, either, neither.

they refer to a group of elements, be they people or things, distributive determinants
are used.
 Undefined quantifiers: much, many, few, a few, little, a little, enough, plenty, many,
some, most.
Quantifiers, as the name implies, speak of quantity.

 Determinants of difference: Another, other, the other.

they emphasize differences regarding the noun to which they modify, or speak of
something complementary to it.

 Numerals: one, two, three, four, five, six, seven, etc.

they can specify how many elements are spoken of.

 Pre-determinants: what, rather, such, quiet.

they fulfill the same function as the determinants: to modify the word to which they
precede.

How many examples were included in this chapter?

 She is writing a story about her dog. = (her) Possessives

 She has written a story about her cat and the cat next door. = (her) Possessives
 She had written a story about her goldfish before that. = (her) Possessives, (that)
Demonstrative.
 I thought I had lost my sunglasses, but Ali found it in her car. = (my, her)
Possessives
  Mark needs to win, but he needs to care about that. = (that) Demonstrative.
 They had a problem, so we argued. = (had) Possessives
 Suzy, we need a jacket, so I lent him mine. = (mine) Possessives.
 I have a pen, so Anne gave me one. = (one) Numerals.
 When you give your birthday, people bring you. = (your) Possessives
 She smiled at me yesterday when I saw her, so I think she really likes it. = (her)
Possessives
  In this chapter, we discussed “correction” in grammar.

What is hypercorrection?

it refers to some kind of error or mispronunciation in language that is usually due to a

desire to be too formal or too correct. Usually, those who make the hypercorrection mistake
take a linguistic rule and the application in which they should not be applied.
In English, these errors are often grammatical, and some forms of hypercorrection in this
language involve personal pronouns and the use of prepositions at the end of a sentence.
Hypercorrection can also occur in pronunciation, generally in the cases of people studying a
new language.

 The structural analysis of a basic English sentence (NP + V + NP) is often described
as “Subject Verb Object” or SVO. The basic sentence order in a Gaelic sentence (V
+ NP + NP) is described as “Verb Subject Object” or VSO.

 After looking at the examples below (based on Inoue, 1979),

¿would you describe the basic sentence order in these Japanese sentences as SVO
or VSO or something else?

 Jakku-ga gakkoo-e ikimasu

Jack school to go incorrect
S O V
Jack goes to school correct
S V O

 Kazuko-ga gakkoo-de eigo-o naratte imasu

Kazuko school at English learn be
S O V
 Kazuko is learning English at school
S V O

 Divergence in the syntactic patterns of languages is responsible for the patterns of

errors made by English-language learners. Given that English-language learners
from Korea produce sentences such as *I ice-cream like and *I book read. (Taken
from Gordon T. 2012)

¿what can you say about word order in Korean?

On average, 7,102 languages are spoken in the world, scientists confirm that at least
50 million people use each as their mother tongue and, among all, they reach 4,000
million people, all this to explain that each person adapts to the mother tongue
where we are from, we get used to the vocabulary we hear from the moment we are
in the womb and afterwards (home, school, college, university, etc.)
Obviously, it will seem strange to hear other languages, since in our minds we have
only recorded knowing a language. An example is when tourists travel to Colombia,
a large majority say that we have a very confusing vocabulary.
So I don't blame the Korean language since they understand their communication
between them (lexicon)

4. Based on the second text please answer: In the text we can see that in the history of
linguistics we have two forms to understand grammar: a Prescriptive form and a
Descriptive one.

¿why the second comprehension it is considered a breakthrough in Linguistics?

Prescriptive grammar is over-simplified, a particular form is correct or incorrect,

consider a very small part of the grammatical structure of English for any other
language with a similar prescriptive tradition. The result of prescriptive grammar is
that, although all forms are heard from real languages, the standard, formal, and
written language has less variation available than spoken English, it sounds
perfectly normal to many people, especially in Scotland, but it probably doesn't. be.
t starts from standard, formal and written English. And that is why descriptive
grammar considers a great advance in linguistics, since it is oriented to try not only
to describe a particular language or set of languages, but also to explain why we
refer to ourselves as children. They often have a theoretical structure, a grammatical
model, which they are testing with particular data from a given language.
 Bibliographic references

Bauer, L. (2007). The Linguistic Student’s Handbook. Edinburgh: Edinburgh University

Press. Retrieved from http://bibliotecavirtual.unad.edu.co/login?
url=http://search.ebscohost.com/login.aspx?
direct=true&db=nlebk&AN=194155&lang=es&site=eds-live&scope=site

Yule, G. (2010). The Study of Language. Cambridge: Cambridge University Press.

Retrieved
from https://fac.ksu.edu.sa/sites/default/files/cambridge.the_.study_.of_.language.4th.editio
n.apr_.2010.ebook-elohim.pdf

Educalingo. Hypercorrectness en línea (abr 2020). https://educalingo.com/es/dic-

en/hypercorrectness

Wikilibros (3 jul 2013) Inglés/Gramática/Determinantes https://es.wikibooks.org/wiki/Ingl

%C3%A9s/Gram%C3%A1tica/Determinantes