Download МУ для студентов - Теоретическая грамматика английского

Теоретическая грамматика английского языка
Методические рекомендации для студентов
Аудиторная самостоятельная работа по дисциплине выполняется на учебных
занятиях под непосредственным руководством преподавателя и по его заданию.
Внеаудиторная самостоятельная работа выполняется студентом по заданию
преподавателя, но без его непосредственного участия.
Основными видами самостоятельной работы студентов без участия преподавателей
являются:

формирование и усвоение содержания конспекта лекций на базе
рекомендованной лектором учебной литературы, включая информационные
образовательные ресурсы (электронные учебники, электронные библиотеки и др.);

подготовка к практическим занятиям;

выполнение домашних заданий
Основными видами самостоятельной работы студентов с участием преподавателей
являются:

текущие консультации;

прием и разбор домашних заданий (в часы практических занятий);
Основной формой подготовки к практическим занятиям является самостоятельная
работа студента. Эта форма учебной работы предполагает усвоение студентами основных
понятий и категорий; ознакомление с дискуссионными проблемами; развитие у студентов
умения выражать и обосновывать свою позицию.
Подготовку к практическому занятию студентам необходимо начать с
ознакомления с планом и методическими рекомендациями. Следует также внимательно
прочитать конспективные записи лекций, что позволит полнее понять смысл и основное
содержание вопросов, выносимых на обсуждение. Завершающим этапом подготовки
является работа с основной и дополнительной литературой, рекомендованной к занятию.
Практические занятия помогают лучшему усвоению курса, закреплению знаний,
полученных на лекциях и при изучении литературы. Они прививают студенту навыки
самостоятельного мышления и устного выступления, способствуют умению выражать и
обосновывать свою позицию по научным проблемам.
Планы практических занятий
Seminar № 1. The position of grammar in the structure of language
1. Language as a many-sided phenomenon. The problem of its definition.
2. The levels of language and the relations between them. The position of grammar in
the structure of language.
3. The three aspects in the study of language: syntactics, semantics and pragmatics.
4. General characteristic of the grammatical structure of the English language.
Seminar № 2. The basic notions of morphology
1.
2.
3.
4.
The morphemes, types of morphemes.
The grammatical meaning, its comparison with the lexical meaning.
The grammatical form, types of form building in English.
The grammatical category, types of grammatical categories. The opposition as the
basis of the grammatical category and the method of its analysis. Neutralization and
transposition.
5. The functional semantic category and its structure. The role of functional-semantic
approach to the analysis of lingual facts.
Seminar № 3. The problem of parts of speech and their interaction
1.
2.
3.
4.
The position of parts of speech in the system of the language.
The criteria of classifying the lexicon into parts of speech.
The cognitive-discursive approach to parts of speech.
The system of parts of speech in English. Notional and functional words: the
borderline between them.
5. The field (prototypical) structure of part of speech. Interaction between parts of
speech: syntactic transposition and its function.
Seminar № 4. The noun and its grammatical categories
1. The general characteristic of the noun and its position in the system of parts of
speech.
2. Gender distinctions in the English noun.
3. The grammatical category of number in the English noun.
4. The grammatical category of case in the English noun.
Seminar № 5. The verb and its grammatical categories. Subclasses of verbs
1.
2.
3.
4.
5.
6.
7.
The position of the verb in the system of parts of speech.
Subclasses of verbs.
The grammatical category of tense.
The grammatical category of aspect.
The grammatical category of time correlation.
The grammatical category of mood.
The grammatical category of voice.
Seminar № 6. The non-finite forms of verbs
1. A general outline of verbals: the categorial semantics, categories, syntactic functions.
2. The infinitive and its properties. The categories of the infinitive. Modal meanings of
infinitival complexes.
3. The gerund and its properties. The categories of gerund. The notion of half gerund.
4. The present participle, the past participle, and their properties.
Seminar № 7. The adjective. The adverb
1.
2.
3.
4.
5.
A general outline of the adjective.
Classification of adjectives. The problem of the stative.
The category of adjectival comparison. Elative most-construction.
A general outline of the adverb. Structural types of the adverb.
The interaction of adjective and adverb with other parts of speech.
Seminar № 8. The pronoun and its subclasses
1. A general outline of the pronoun.
2. Subclasses of pronouns and their grammatical categories.
3. Different approaches to the interpretation of the pronoun as a part of speech.
Seminar № 9. English syntax
1. Basic units of syntax: phrase and sentence.
2. The main syntactical categories of the English syntax.
3. Phrase-patterns and sentence-patterns in the English language. Word order of the
sentence and its role.
Seminar №10. Syntagmatic connections of words
1. The phrase in the hierarchy of language units.
2. The notion of collocation and its semantic status.
3. The traditional part of speech classification of phrases. Nominative classification of
phrases. The problem of interpretation of predicative phrases.
4. Agreement and government as two main types of syntactic relations.
5. Adjoinment and enclosure as special means of expressing syntactic relations.
Seminar №11. The simple sentence and its categories
1.
2.
3.
4.
The problem of the sentence definition and its level belonging.
The main categories of the sentence: predicativity; modality; negation.
The system of parts of the sentence in English.
The relations between parts of the sentence and parts of speech, parts of the sentence
and semantic actants.
Seminar №12. The structural and semantic aspects of the sentence
1.
2.
3.
4.
Classification of sentences according to their structure.
The notions of valency, structural minimum and the elementary sentence.
The syntactic processes of extending and compressing the elementary sentence.
The notion of the semantic or the deep structure of the sentence. The semantic types
of sentences.
5. The relations between the formal (surface) and the semantic (deep) structure of the
sentence.
Seminar №13. Composite sentence
1. Classification of sentences according to the number of predicative lines: simple
sentence, composite sentence, semi-composite sentence.
2. Compound sentence. Semantico-syntactic relations rendered by coordination.
3. Complex sentence. The notions of matrix sentence and insert sentence. The main
principles of classifying subordinate clauses. Monolithic and segregative sentences.
Parallel and consecutive sobordination.
4. Semi-composite sentence: semantico-syntactic types.
5. The notions of linking and binding. Types of logical relations between clauses:
elaboration, extension, enchancement.
Seminar №14. The communicative aspect of the sentence and its actual division
1.
2.
3.
4.
5.
6.
Classification of sentences according to the purpose of communication.
The problem of exclamatory sentences,
Transposition on the level of communicative types of sentence.
The actual division of the sentence, its central notions: the theme and the rheme.
Means of expressing the components of actual division.
The text forming function of actual division.
Seminar №15. Classification of utterances from the point of view of pragmatics
1.
2.
3.
4.
Pragmatic syntax.
The notion of communicative intention.
Pragmatic types of the utterances.
Pragmatic transposition of the utterance.
Seminar №16. Textual linguistics
1.
2.
3.
4.
Text as an object of research.
Textual units: the definition of cumuleme and occurseme.
Textual categories.
The difference between the dicteme and the paragraph.
Материалы итогового контроля по дисциплине
Советы по подготовке к экзамену:
При подготовке к экзамену особое внимание следует обратить на следующие
моменты:
1. Отработать и закрепить пройденный материал, знать его специфику и
особенности;
2. Повторить тексты лекций, конспектов подготовки практических занятий.
3. Быть готовым реагировать на вопросы преподавателя в рамках предложенных
тем.
Опыт приема экзамена выявил, что наибольшие трудности при проведении
экзамена возникают по следующим разделам:
- несистематическое посещение занятий ведет к пробелам в изучаемом материале;
- несвоевременная сдача финального теста может привести к снижению оценки.
Для того чтобы избежать трудностей при ответах по вышеназванным разделам,
рекомендуем систематически и вовремя выполнять задания, посещать лекции и
практические занятия.
Материалы итогового контроля по дисциплине
Перечень вопросов к зачету по теоретической грамматике английского языка
(VII семестр)
1. Language as a many-sided phenomenon. The levels of language and the relations
between them.
2. General characteristic of the grammatical structure of the English language.
3. The morphemes, types of morphemes.
4. The grammatical meaning. The grammatical form, types of form building in English.
6. The grammatical category, types of grammatical categories. The opposition as the
basis of the grammatical category and the method of its analysis. Neutralization and
transposition.
7. The functional semantic category and its structure.
8. The position of parts of speech in the system of the language. The criteria of
classifying the lexicon into parts of speech.
9. The field (prototypical) structure of part of speech. Interaction between parts of
speech.
10. The general characteristic of the noun and its grammatical categories: number, case
gender distinctions in the English noun.
11. The position of the verb in the system of parts of speech. Subclasses of verbs.
12. The verb: grammatical categories of tense, aspect, time correlation.
13. The verb: grammatical categories of mood, voice.
14. A general outline of verbals: the categorial semantics, categories, syntactic functions.
15. The infinitive and its properties. Modal meanings of infinitival complexes.
16. The gerund and its properties. The categories of gerund.
17. The present participle, the past participle, and their properties.
18. A general outline of the adjective and adverb.
19. Classification of adjectives. Structural types of the adverb.
20. Subclasses of pronouns and their grammatical categories.
Перечень вопросов к экзамену по теоретической грамматике английского языка
(VIII семестр)
1. Basic units of syntax: phrase and sentence. The main syntactical categories of the
English syntax.
2. Phrase-patterns and sentence-patterns in the English language. Word order of the
sentence and its role.
3. The notion of collocation and its semantic status. The traditional part of speech
classification of phrases.
4. Agreement and government as two main types of syntactic relations. Adjoinment and
enclosure as special means of expressing syntactic relations.
5. The problem of the sentence definition and its level belonging. The main categories
of the sentence: predicativity; modality; negation.
6. The system of parts of the sentence in English. The relations between parts of the
sentence and parts of speech, parts of the sentence and semantic actants.
7. Classification of sentences according to their structure. The notions of valency,
structural minimum and the elementary sentence.
8. The notion of the semantic or the deep structure of the sentence. The semantic types
of sentences.
9. The relations between the formal (surface) and the semantic (deep) structure of the
sentence. The syntactic processes of extending and compressing the elementary
sentence.
10. Classification of sentences according to the number of predicative lines: simple
sentence, composite sentence, semi-composite sentence.
11. Compound sentence. Semantico-syntactic relations rendered by coordination.
12. Complex sentence. The main principles of classifying subordinate clauses.
13. Semi-composite sentence: semantico-syntactic types.
14. Classification of sentences according to the purpose of communication.
15. The actual division of the sentence, its central notions: the theme and the rheme.
Means of expressing the components of actual division.
16. Pragmatic syntax. The notion of communicative intention.
17. Pragmatic types of the utterances. Pragmatic transposition of the utterance.
18. Text as an object of research. The difference between the dicteme and the paragraph.
19. Textual units: the definition of cumuleme and occurseme.
20. Textual categories.
Образец подготовки студентов к одному из семинарских занятий по теоретической
грамматике английского языка: краткое изложение теоретического материала, статья
по данной теме, практическое упражнение.
Seminar №14. The communicative aspect of the sentence and its actual division
The formal means of expressing the theme and the rheme.
Among the formal means of expressing the distinction between the rheme and the theme
investigators name such structural elements of language as
- word-order patterns;
- intonation contours;
- constructions with introducers;
- syntactic patterns of contrastive complexes;
- constructions with articles and other determiners;
- constructions with intensifying particles.
1. The difference between the actual division of sentence signalled by the difference in their
word-order patterns can be most graphically illustrated by the simplest type of transformation.
e.g. The winner of the competition stood on the platform in the middle of the hall. – On the
platform in the middle of the hall stood the winner of the competition.
e.g. Helen should be the first to receive her diploma. – The first to receive her diploma
should be Helen.
In all cited examples, both base sentences and their transforms, the rheme expressed either by
the subject or by an element of the predicate group) is placed towards the end of the sentence,
while the theme is positioned at the beginning of it. This kind of positioning the components of
the actual division corresponds to the natural development of thought from the starting point of
communication to its semantic centre, or from the known data to the unknown/ new data (J.
Mathesius).
Still, in other contextual conditions, the reversed order of positioning the actual division
components (the positioning of the rheme at the beginning of the sentence) is used. It is
connected with emphatic speech.
e.g. It was unbelievable to all of them. – Utterly unbelievable it was to all of them.
e.g. Now you are speaking magic words, Nancy. – Magic words you are speaking now,
Nancy.
2. Among constructions with introducers, the there-pattern provides for the rhematic
identification of the subject without emotive connotations.
e.g. Tall birches surrounded the lake. – There were tall birches surrounding the lake.
Emphatic discrimination of the rheme expressed by various parts of the sentence is achieved by
constructions with the anticipatory it.
e.g. She had just escaped something simply awful. – It was something simply awful that she
had just escaped.
3. Syntactic patterns of contrastive complexes are used to expose the rheme of the utterance
when special accuracy of distinction is needed. This is explained by the fact that the actual
division is always based on some sort of antithesis or contraposition, which in an ordinary
speech remains implicit. Thus, a syntactic contrastive complex is employed to make
explicative the inner contrast inherent in the actual division by virtue of its functional nature.
This can be shown on pairs of nominatively cognate examples of antithetic constructions
where each member-construction will expose its own contrastively present element.
e.g. The costume is meant not for your cousin, but for you. - - The costume, not the frock, is
meant for you, my dear.
4. Determiners. Among them the articles, used as means of forming certain patterns of actual
division, divide their functions so that the definite determiners serve as identifiers of the
theme while the indefinite determiners serve as identifiers of the rheme.
e.g. The man walked up and down the platform. - - A man walked up and down the platform.
e.g. I’m sure Nora’s knitting needles will suit you. - - I’m sure any knitting needles will suit
you.
5. Intensifying particles identify the rheme, commonly imparting emotional colouring to the
whole of the utterance.
e.g. Mr. Stores had a part in the general debate. – Even Mr. Stores had a part in the general
debate.
e.g. Then he sat down in one of the armchairs. – Only then did he sit down in one of the
armchairs.
e.g. We were impressed by what we heard and saw. – We were so impressed by what we
heard and saw.
6. As for intonation as a means of realizing the actual division, it might appear that its sphere is
relatively limited, being confined to oral speech only. On closer consideration this view of
rheme-identifying role of intonation proves inadequate. To appreciate the true status of
intonation in the actual division of the sentence, one should abstract oneself from paper
syntax, i. e. articulately pronounced utterances that form the basis of human language as a
whole.
As soon as the phonetic nature of language is taken account of, intonation with its accentpatterns presents itself as a universal means of expressing the actual division in all types of
lingual contexts. This universal rheme-identifying function of intonation has been described in
terms of logical accent. The logical accent (rhematic accent) is inseparable from the other rhemeidentifying means, especially from the word-order patterns.
Technically, not only notional, but functional units as well can be phrasally stressed in an
utterance. In modern printed texts it is shown by special pgrphic ways of identification, such as
italics, bold type, etc.
e.g. I can’t bring along someone who isn’t invited. – But I am invited!
e.g. Moreover, being a highly intelligent young woman, she’d be careful not to be the only
one affected.
Actual division of the sentence. Functional Sentence Perspective (M.Y. Blokh)
In studying the structure of a sentence, we are faced with a problem which has been
receiving ever greater attention in linguistic investigations of recent years. This is the problem of
dividing a sentence into two sections, one of them containing that which is the starting point of
the statement, and the other the new information for whose sake the sentence has been uttered or
written. This has been termed “functional perspective”. It is necessary to establish the terms
which we will use to denote the sections of a sentence from this viewpoint.
There have been several pairs of terms proposed for this purpose, such as “psychological
subject” and “psychological predicate”, “lexical subject” and “lexical predicate”, “semantic
subject” and “semantic predicate”, and others. Some of these are distinctly unacceptable, as they
either suggest a wrong view of the phenomena in question, or are incompatible with our general
principles for analysing language phenomena.
Thus, the terms “psychological subject” and “psychological predicate”, proposed by the
German scholar H. Paul, obviously will not do, as they introduce a notion of individual
psychology, which lies beyond they sphere of linguistic investigation: the question we are
discussing is not, what individual interpretation an individual reader or hearer may give to a
sentence but what is objectively expressed in it, independently of a hearer’s personal views or
tastes.
The terms “lexical subject” and “lexical predicate”, proposed by Prof. A. Smirnitsky, will
not do either, because they appear to take the whole problem out of the sphere of syntactic study
and to include it into that of lexicology, which, however, has nothing to do with it. We are not
going to analyse the lexical meaning of individual words, which are treated in lexicology, but the
function of a word or word group within a sentence expressing a certain thought; their function,
that is, in expressing either what is already assumed or what is new in the sentence uttered.
We would rather avoid all terms built on the principle of combining the already existing
terms “subject” and “predicate” with some limiting epithets, and use a pair of terms which have
not yet been used to express any other kind of notion. The pair of terms best suited for this
purpose seem to be “theme” and “rheme”, which came into use lately, particularly on the works
of several Czech linguists, who have specially studied the problem, notably with reference to the
English language in this sphere.
The terms “theme” and “rheme” are both derived from Greek, and are parallel to each
other. The term “theme” comes from the Greek root the- “to set” or “establish” and means “that
which is set or established”. The term “rheme” is derived from the root rhe- “to say” or “tell”,
and means “that which is said or told” (about that which was set or established beforehand).
These terms are also convenient because adjectives are easily derived from them: “thematic” and
“rhematic”, respectively.
The means of expressing a thematic or a rhematic quality of a word or phrase in a
sentence to a great extent depend on the grammatical structure of the given language and must
differ considerably, according to that structure. Thus, in a language with a widely developed
morphological system and free word order, word order can be extensively used to show the
difference between theme and rheme. For instance, word order plays an important part form this
viewpoint in Russian. Without going into particulars, we may merely point out the difference
between two such sentences as
Старик вошел. - - Вошел старик.
In each case the word (or the part of the sentence) which comes last corresponds to the
rheme, and the rest of the sentence to the theme. It is quite clear that no such variation would be
possible in a corresponding English sentence. For instance we could not, in the sentence The old
man came in, change the order of words so as to make the words the old man (the subject of the
sentence) correspond to the rheme instead of to the theme. Such a word order would be
impossible and we cannot make the words old man express the rheme without introducing
further changes into the structure of the sentence. In Modern English there are several ways of
showing that a word or phrase corresponds either to the rheme or to the theme.
Define the rheme of the sentence.
1.
2.
3.
4.
I made the trip out of here for curiosity, just to see where you were intending to go.
For it is the emotion that matters.
But it was sister Janet’s house that he considered his home.
It was here, though the place was shadeless and one breathed hot, dry perfume instead of air
– it was here that Mr. Scogan elected to sit.
5. Mr. Scogan liked to sit here, though the place was shadeless and one breathed hot, dry
perfume instead of air.
6. Could it be, he mused, that the reliable witness he had prayed for when kneeling before the
crippled saint, the mirror able to retain what is reflected like the one with the dark, gilded
eagle spread above it before him now, were at fault in so far as they recorded all the facts
when it was, after all, possibly something at another level that more crucially mattered?
7. It was his use of the highly colloquial or simply the ungrammatical expression that fascinated
her in particular, for in neither case, clearly, did he speak in such a manner out of ignorance
of the more elegant expression but, rather, by some design.
8. Only the children, of whom there were not many, appeared aware and truly to belong to their
surroundings, for the over-excited games they played, dashing in and out among the legs of
their elders, trying to run up the escalator that moved only down, and the like, were after all
special games that could be played nowhere but in the station by people who remembered
that it was in the station they were.
9. Even he came.
10. Suddenly the door opened and a little birdlike elderly woman in a neat grey skirt and coat
seemed almost to hop into the room.
11. As for the others, great numbers of them moved past slowly or rapidly, singly or in groups,
carrying bags and parcels, asking for directions, perusing timetables, searching for something
familiar like the face of a friend or the name of a particular town cranked up in red and
gold…
12. The manuscript so wonderfully found, so wonderfully accomplishing the morning’s
prediction, how was it to be accounted for?
13. That laughter – how well he knew it!
14. His weakness, his absurdities – no one knew them better than he did.
15. Jennie leaned forward and touched him on the knee. (the beginning of the story)
16. Except for the Malabor Caves – and they are twenty miles off – the city of Grandrapore
presents nothing extraordinary.
17. It was drizzling and rather cold. (the beginning of the story)
18. That I knew with absolutely lucidity.
19. All this Mr. Huxler saw over the canisters of the tobacco window.
20. Near her, in the easy chair, sits a Monster.
1.
2.
3.
4.
5.
Список литературы, используемой при подготовке к семенарскому занятию:
Blokh, M.Y. A course in Theoretical English Grammar.
Kozlova, L.A. The theory of English Grammar.
Iofik L., Chachoyan L., Pospelova F. Reading on the theory of English Grammar.
Смирницкий, А.И. Синтаксис современного английского языка.
Широких, И.А. Методические указания по теоретической грамматике английского
языка.