12 Essential Morphosyntactic elements of English language Essential morphosyntactic elements of English language ● Basic communicative structures ● Progressive usage of grammatical categories in spoken and written production to improve communication ●
12.1. Introduction â—?
Morphosyntactic: morphology + syntax A sub-discipline of linguistics that studies word structure. Words are the smallest unit of meaning of syntax and can be related to others by certain rules.
FORMS
Study of rules or patterned relations that govern the way words in a clause, sentence come together.
Many theories of formal syntax offer explanations of the systematic relationships between semantic form and semantic meaning. FUNCTIONS
12.2. Essential morphosyntactic elements of the English language ●
The sentence: as the smallest structural unit that has a profound structure (related to thinking) and the superficial structure (related to speech), containing: nominal syntagm (subject) + verbal syntagm (predicate) .
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Words divided in three groups: –
Primitive (one moneme)
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Derivated (one moneme + affix)
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Compound (syntactic under-the-water or assyntactic also-runs)
Monemes classification –
United (affixes)
- Derivative (diminutives..)
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Flexive (verb conjugation)
- Free (determinants, preps...)
12.2.1. WORD FORMATION AFFIXES
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Prefixes (underpay) Suffixes (book-let)
COMPOUND WORDS ●
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Nouns (motorcycle) Adjectives (flatnosed) Verbs (baby-sit) Reduplicatives (tiptop)
CLIPPING
BLEND JOINING WORDS
Depends on what syllable is clipped:
Motel <- Motor-hotel
Bus -> omnibus Bike -> bicycle Flu -> influenza
CHANGE OF FUNCTION IN THE SENTENCE ● ● ● ●
N to V (to bottle) V to N (a swim) Adj to N (a daily) Adj to V (to empty)
LOANS
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ABBREVIATIONS
NATO
Italian: piano French: champagne Dutch: yatch India: pyjamas
BACK FORMATION OR REGRESSIVE DERIVATION To edit <- editor
12.2.2. SYNTAX ●
CLAUSE FORMATION: every sentence is composed in one or more clauses and expresses a complete thought –
Clauses can be connected through:
SUBORDINATION After As if Although Because Before When If Since Though... –
COORDINATION
For And Nor But Or Yet So
FAN BOYS:
CONJUNCTIVE ADVERBS Accordingly Furthermore Besides Indeed However Nevertheless In contrast Thus..
Independent clauses can be connected with semicolon (;) if they are very close in meaning: My brother studies law; my sister studies medicine.
12.2.2. SYNTAX ●
CLAUSE FORMATION: every sentence is composed in one or more clauses and expresses a complete thought –
Clauses can be connected through:
SUBORDINATION After As if Although Because Before When If Since Though... –
COORDINATION
For And Nor But Or Yet So
FAN BOYS:
CONJUNCTIVE ADVERBS (sentences) Accordingly Furthermore Besides Indeed However Nevertheless In contrast Thus..
Independent clauses can be connected with semicolon (;) if they are very close in meaning: My brother studies law; my sister studies medicine.
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SENTENCE FORMATION: 4 kind of sentences –
Simple:
Speaker's attitude Statements Questions (Yes/no, wh-, tag, alternative) Orders Requests Exclamations Interjections
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Predicate /Subject defined Attributive
Predicative
He is a farmer
He likes oranges *may be passive, reflective, impersonal clauses
Compound: independent clauses connected through coordination, conjuction and semicolon
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Complex: One independent clause with one dependent clause: subordination, through subordination conjuctions
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Adverb: while, because, even though...
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Adjective: who, whom, which, whose, where, when, why
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Noun: that, wh-question word, whether, if
Compound-complex: combination of independent and dependent clauses.
12.3. Basic communicative structures ●
Language Functions of the CEFRL Levels Waystage ●
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Threshold
Carrying out certain transactions (making arrangements, making purchases, ordering food and drink) Giving and obtaining personal and nonpersonal info Establishing and maintaining social and professional contacts (meeting people, inviting and organizing events, exchanging feelings...)
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Vantage
Transactional situations As Threshold but with (contacts with officials, extended vocab and arrangement for structures accomodation, for meal, shopping, public and private transport...) Social interaction Compensation strategies Social conventions Interpretation strategies Socio-cultural aspects.
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12.4. Progressive usage of grammatical categories in spoken and written production to improve communication â&#x2014;?
Teaching grammar in EFL classroom. Questions to reflect on. What are the objectives?
What is students' grade? Are they familiar with grammar terminology?
What is their learning style?
What are the resources and materials available?
Heterogeneous styles Differente approaches
The more, the best. Variety
12.4.1. INDUCTIVE AND DEDUCTIVE APPROACHES Bottom-up: Exercises for discovering rules
Top-down: Explaining the rules for exercising
Prefered: inductive learning exercises. ●
Introduce the grammar concept through a game/ listening
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Ask students to identify the grammar concept
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PBL?
Follow another exercise that more specifically focuses on the grammar concept, inductively. Reading + questioning
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Check responses and ask to explain the grammar concept. Clear up misunderstandings
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Provide exercise to focus on the correct grammar construction
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Ask to explain the concept.
12.4.2. GRAMMAR CHANTS through musical intelligence
Gardner
Useful for problematic forms: musicality and repetition -> automatically acquired. Important: rhythm and teacher guided at the beginning.
12.4.3. SENTENCE AUCTIONS In groups: students are given fake money to bid on correct/ incorrect sentences.
12.4.4. TEACHING GRAMMAR IN SITUATIONAL CONTEXTS Situation / Context
Points of grammar
Recipe or instructions to bake a cake
Imperative verb form Present Continuous tense
Give directions to get to a store, with a map
Present tense Non-referential IT
Discuss plans for a class trip
Future tense If- clauses Conditional tense
Describe a past vacation
Simple past tense Question formation Forms of verb TO DO Word order in negation
Explaining rules for the school cafeteria
Modal verbs Adverbes of time and frequency