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Descripción
| Pregunta | Respuesta |
| TEMA 12 Definition of morphosyntax | MORPHOLOGY= study of grammatical form SYNTAX= study of the relations of words in the sentences MORPHSYNTAX= rules for changing a word's form and combining them into sentences |
| Essential elements of morphosyntax | 1) Morpheme 2) Words 3) Sentence |
| 1. MORPHEME | Smallest unit with meaning of a language. if a morpheme has got different pronunciations it is called an allomorph. FREE= can act as a word and appear with other lexemes BOUND= cannot occur at their own |
| Morphemes are studied by | 1) Inflectional morphology -> the way in which words vary in order to express grammatical meanings. 2) Derivational morphology -> construction of new words |
| 2. WORD | A unit of language which carries meaning and consists of one or more morphemes. Words that have two or more steams are called compound words. |
| Classification of words | 1) Closed classes: proposition, pronoun, determiner, conjuction, modal verb, primary verb. 2) Open classes: noun, adjetive, full adverb, adverb. |
| Processess to form words | 1) Affixation: prefixation, sufixation 2) Compound words 3) Derivation |
| 3. THE SENTENCE | SENTENCE= basic unit of analysis of syntax. It is a set of words expressing meaning. CLAUSE= a set of words that make sense as a unit PHRASE= shorter unit which has the function of a word. "was going = eating" |
| Structure of a sentence | QUIRCK Subject = a noun or a nominal function to which the action relies Predicate= a noun + a complement + object + adverbials |
| Classification of the sentences | SIMPLE SENTENCES= one clause - attributive sentences : quality - predicative sentences: action MULTIPLE SNETENCES= more than one clause -compound sentences: with a co-ordinator -complex sentences: subordinated -adjectival sentences: defining or non-defining -adverbial sentences: related to the main clause by an adverb |
| Essential communicative structures | Provide ss with the techniques and structures to make themselves understood. Depends of: -the internal linguistic laws -the intention of the speaker -the context |
| Essential communicative structures (examples) | -beginning and ending a conversation -information, ideas, opinions -asking people to do things -decisions and interactions -offers and invitations -feelings -good and bad |
| Progressive usage of grammar (linguistic basis) | SAUSSURE: descriptive grammar Difference between language and speech. language= internet human's linguistic abilities speech= patterned behaviour |
| Progressive usage of grammar (linguistic basis) | CHOMSKY, difference between: COMPETENCE= speakers knowledge of the language PERFORMANCE= speaker's use of this rules |
| Progressive usage of grammar (conclusion of the linguistic basis) | We need the grammatical knowledge of a language in order to become communicative competent as the grammatical structures are at the same time the most basic communicative patters. |
| Role of grammar in EFL (approaches to teach) | Grammar can be taught by two approaches DEDUCTIVE= presents the ss a grammatical pattern and they practice by means of written or oral exercises. Best for the irregular patterns but demotivating. INDUCTIVE= gives ss example of different sentences, T guides with questions to deduce what rule has all the examples, and then the ss practice with exercises. Key: to know what to ask and to choose carefully the examples. |
| Role of grammar in EFL (how to teach it) | -meaningful and contextualized activities, not just learning grammar for the shake of grammar (useless) -structural traditional approach -> graded from simple to difficult -functional-notional approach -> select structures with a communicative nature -corkscrew technique -> the structures appear in one unit and are repeated in different units after the first one |
| Role of grammar in EFL (didactic application) | 1. PRESENTATION= meaningful context related to the ss' interests. 2. ISOLATION AND EXPLANATION= sometimes it can be necessary to leave the context behind. 3. PRACTICE = practice to assimilate in several times. |
| Role of grammar in EFL (contributions to a succesfull learning) | UR -pre-learning -value and repetition -success-orientation -heterogeneity -teacher assistance -interesting activities |
| Conclusion | -the knowledges of the rules of a language makes us free on its use. -grammatical competence is an essential part in the communicative competence development. |
| Bibliography | HARMER, J (1989) Teaching and Learning grammar. Longmont LARSEEN-FREEMAN (2000) Techniques and principles in language learning. OUP. |
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