Unit 1 - Task 3: The Nature Of Grammar

Course: Introduction to Linguistics

Tutor: Cenaida Gómez

Students: Jhon Alexander Romero

Code. 88.246.244

Group: 518017_36

Universidad Nacional Abierta y a Distancia –UNAD - Cead Cucuta

Bachelor of English as a Foreign Language Cead. Cucuta

November 3- 2020
Activity Guide and Evaluation Rubric - Task 3 - The nature of grammar

1: Checking
- Go to the Learning Environment and check the Course Contents and Bibliographic
References for Unit 1. Read Chapter 7 - Grammar, pages 80-95, in Yule, G. (2010). The Study
of Language. Cambridge University Press. Read also Chapter 4 - Grammar, pages 19-24, in
Bauer, L. (2007). The Linguistic Student’s Handbook. Edinburgh University Press.
- Check your mates’ individual works and give relevant feedback in order to improve. You can
provide some recommendations in terms of contents, presentation, organization, language, etc.
Take in mind that your comments have to be really important. Comments like “excellent work”,
“congratulations”, “good job” are not considered as relevant feedback, just the comments that
allow your partners to improve. It is asked to check at least once each one of your mates’
works. At the end, if you don’t give relevant feedback to any of your mates, your score will be
affected.

Step 2: Analysis

- 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 woman kept a large snake in

article noun verb article adjective nouu preposition

a cage but it escaped recently

 article noun conjuntion pronoun verb adverb
 ¿What prescriptive rules for the “proper” use of English are not obeyed in the
following sentences and how would they be “corrected”?
1. It presents an oversimplification: a particular form is right or wrong.
2. It considers a very small part of the grammatical structure of English(or any other
language with a similar prescriptive tradition); in (4e) it might comment on the use
of as, but would ignore the fact that the word this agrees with the woman in being
singular, or that the verb speak requires a preposition to ,or that the implicit
meaning here is that ‘I spoke to you about the woman .’The result of prescriptive
grammar is that although all of the forms in (2) are heard from real speakers, the
standard, formal, written language has less variation available within it than
spoken English. (2e) sounds perfectly normal to many people, particularly in
Scotland, but it is probably not part of standard, formal, written English.

 The old theory consistently failed to fully explain all the data.
Correction. The old theory consistently failed to explain fully all the data.
 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.
It has two typical characteristics.

- Features that simplify everything.

-Features. Focuses on the small parts of grammatical structure.

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

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

Determiner: Determiners are closely associated with nouns and express notions
such as quantity, definiteness and possession. The phrases the house, this house,
my house, every house, Kim’s house contain the noun house and determiners of
different kinds. Note that although the word this is a determiner in this construction, it
is not always a determiner.
  In this chapter, we discussed “correction” in grammar.

¿What is hypercorrection?

Examples

Many times we try to speak well and that leads us to make mistakes such as:

-¿What did you do yesterday?

-I don't think * that what he told me is true.

-He has always had a fondness * for photography.

-The first because pronouncing an "that" others seems to us finer, better pronounced;
"You said *" "you ate *" or "you greeted *" sounds more elegant than the correct "you
said, you ate, you greeted." Also, of course, by contagion with the second person plural
"you said, ate, saluted."

-The second (Dequeism) because adding the preposition "of" gives style to the whole
phrase. And forcefulness. You will be tired of hearing: "I think of * that, I have been told
of * that ..." in speeches or debates. Don't do it, please, it's horrible.

-The same with the third; that of adding we like. Better two than one. The other day I
heard that the opposite of inflation * is deflation * (I even like this one a bit).

¿Why do we hypercorrect?

The Royal Academy of the Language tells us that a hypercorrection is:

"The deformation of a word due to the wrong correction pruritus, according to the model
of others"

We do this because we are insecure. Do we use our language correctly? Do we speak

well or vulgarly? Do we have enough vocabulary? All these questions crowd our minds
and we want to improve our style. That's where the "hypercorrections" appear. In some
cases this wonder that is the computer corrects our error (or at least alerts us). In other
cases it does not help us and we have to be aware.

- Types of hypercorrections

- Phonic hypercorrections

- Deformation of words due to confusion with others: the case of inflation * or hobby *

-Lexical hypercorrections

Incorrect use of words because their meaning is unknown; for example, confusing
"advertise" with "publish."

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
(“Jack goes to school”)
 Kazuko-ga gakkoo-de eigo-o naratte imasu
Kazuko school at English learn be
(“Kazuko is learning English at school”)
Correction: Something else
 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)
It is in charge of detecting the common mistakes of people who are learning English,
these mistakes are made by Koreans because when they speak first they use the
subject plus the complement because in their native language they handle that structure
in their language that is why they commit that mistake.

 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?
Descriptive grammar. It is the study of language structures, with the purpose of
describing these structures that instead of telling people this is right and this is wrong.
They decide not to look at the horror but because the language has changed and how
people like this are dedicated to saying things in different ways.

Prescriptive grammar.

It has two typical characteristics.

Feature that simplifies everything

Characteristic that focuses on the small parts of the grammatical structure.

A sentence should never end with a proposition

¿Who did you go with?

Correction. ¿Whit whom did you go?

3. Screenshot of forum participation
 Referencias Bibliograficas

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

Press. 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 University
Press. https://drive.google.com/file/d/1B6-
CuF71YxHs9DOgbe0HIuiiM17lPQzd/view
 https://www.victoriamonera.com/hipercorrecciones/