Step 3:  The Nature of Grammar

Tutor:

Cristian Felipe Canon

Student:

Lizeth Viviana Lopez Barrios

Code:

1084256736

Group:

64

Universidad Nacional Abierta y a Distancia – UNAD

Escuela de ciencia y educación ECEDU

Programa Licenciatura en lenguas extranjeras con énfasis en inglés

CCAV – Pitalito

04-04-2020
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

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

noun):

Answer:

 The= articles

 Woman= noun

 Kept= verb

 A= articles

 Large= adjective

 Snake= noun

 In= preposition
  A= articles

 Cage= noun

 But= conjunction

 Escaped= verb

 Recently = adverb

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

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”).

2.2. What prescriptive rules for the “proper” use of English are not obeyed in the

following sentences and how would they be “corrected”?

i) La vieja teoría siempre no explicó completamente todos los datos.

In this first sentence the rule was used: You should not split an infinitive, and the right way

is:

 The old theory could not fully explain all the data
(ii) No puedo recordar el nombre de la persona a la que le di el libro

The second sentence the rule was used: you must not finish a sentence with a preposition

the correct way is:

I can't remember the name of the person I gave the book to

2.3. Tasks

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

What are determiners? How many examples were included in this chapter?

The determinants are words that accompany the noun to concretize it, to determine it and to

provide information about it, (gender, number, situation in the space or possession), ie they

are updaters of the noun.

When we say "that ball is mine", the words that and mine are determinants that update and

concretize the noun "ball", specifying that it is not a ball any but of "that" in particular and

that also belongs to me.

The determinants include the Articles and those that traditional grammar called

Determinative Adjectives.
Articles

Are words that accompany nouns that are known to the speaker and the listener.

, the, what, the, the.

When the article precedes prepositions to or from, they are joined with the article, giving

rise to the contracted articles to (the) and the (of the)

Demonstratives

Indicate the proximity or remoteness of the noun.

Near: this, this, these, these.

Oristicity: that, that, those, those.

Away: that one, those, those.

Possessives

Indicate to whom the noun is designated. They refer to:

A possessor: my, my, mine, mine, mine; your, yours, yours, yours; their, his, his, his, hiss,

hiss, hiss.

V holders: ours, ours, ours; yours, yours, yours; yours, yours, yours, yours, yours.

Indefinites

Point to an imprecise amount of what is named.

A, one, any, any, none, few, many, few, too many, quite, others, so many, all, several...

Numerals
Indicate order or a precise quantity. They can be:

Cardinals: one, two, three, four...

Ordinales: first, second, third, fourth...

Fractions: half, third, fourth...

Multipplications: double, triple, quadruple...

2.3.2 In this chapter, we discussed “correction” in grammar. What is

hypercorrection?

Hypercorrect is a term used in linguistics that refers to some kind of error or mis

pronunciation in the language that is usually due to a desire to be too formal or too correct.

Generally, those who make the hypercorrect error take a linguistic rule and apply it in

which it should not be applied. Hypercompensation and hyperforeignism are some of the

most common types of errors. In English, these errors are often grammatical, and some

forms of hypercorrect in this language involve personal pronouns and the use of

prepositions at the end of a sentence. Hypercorrection can also occur in pronunciation,

usually in the cases of people who are studying a new language.

A common hypercorrection in English involves the theme of "you and me" versus "you and

me." Grammatically, the former phrasing should be used before the verb of a sentence, in

which "I'm going to the movies" is correct compared to "I'm going to the movies." Not

understanding the rule and presumably being corrected towards "You and I" many times in

the past, many overcompensate and say, "He goes to the movies with you and me" In this

case, "you and I" would be the really correct term.

2.3.3. 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?

2.3.3.1 Jakku-ga gakkoo-e ikimasu

Jack school to go

(“Jack goes to school”)

SVO

2.3.3.2 Kazuko-ga gakkoo-de eigo-o naratte amass

Kazuko school at English learn be

(“Kazuko is learning English at school”)

VSO

2.3.3.3 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, what can

you say about word order in Korean? (Taken from Gordon T. 2012)

You can see that the structural order used in Korean sentences is different from the order of

sentences in English, given that the structural form of sentences in English are: subject plus

verb plus object, instead the order of The sentences in Korean are: verb plus subject plus

object, which affirms that the order of the sentences in Korean generates a great

grammatical error when passing it to the structural order of the English language.

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?

As an alternative to prescriptive grammar is descriptive grammar, taking into account the

study of language structures and being able to describe them in depth instead of telling

someone else what to say. The line between the two is probably less secure than this might

imply: many descriptive grammarians have seen their work used (or abused) by

prescriptivists. Descriptive grammarians (or descriptive linguists; both are synonyms)

attempt not only to describe a particular language or set of languages, but also to explain

why each language should be as it is in its own structure. often they also have a theoretical

structure, a grammatical model, which they are testing against particular data of a certain

language, we can see that the names of these models contain the grammar of words such as:

case grammar, cognitive, functional, transformational, grammar of construction, sentence

structure grammar, role and reference grammar, scale and category grammar, word

grammar. Without forgetting the difference between the ideas of grammar in the 19th

century and the beginning of the 20th and in the later ones is the introduction of the

generative idea.
Referens

Determiners. (s.f). n/a. Recupered by:

https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/determiners

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.edit

ion.apr_.2010.ebook-elohim.pdf

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

http://www.elabueloeduca.com/aprender/lengua/palabras/determinantes.html

https://www.prucommercialre.com/que-es-hipercorreccion/