Grammar 1 lecture 2 grammar developments

Grammar 1

1. GRAMMAR 1
Lecture 2
GRAMMAR
DEVELOPMENT
Prepared by Nguyễn Hoàng Hạnh

2. OUTLINE OF LECTURE 2
GRAMMAR DEVELOPMENT
Traditional
I.C.G.
Transformational
Functional
01
02
03
04

3. TRADITIONAL GRAMMAR
-Definition -
Traditionalgrammargenerallyreferstothe
collectionofprescriptiverulesandconcepts
aboutthestructureoflanguagethatiscommonly
taughtinschools.
(Richard Nordquist, 2016)

4. TRADITIONAL GRAMMAR
She
has
an
attractive
face.
●Subject
●3rd singular personal pronoun
●Countable noun
●A part of predicate
●Main verb
●Indefinite article
●Attribute
●Qualitative adjective
●Object
●Countable noun
→A lot of
terminologies

5. TRADITIONAL GRAMMAR
Features
Part of speech
Types of
sentences
Categories

6. TRADITIONAL GRAMMAR
Parts
of
speech
Pro.
V.
Adv.
Interj.
Conj.
Prep.
Adj.
N.

7. TRADITIONAL GRAMMAR
Categories
Gender
Person
Number
Case
Tense
Aspect
Voic
e
Mood

8. TRADITIONAL GRAMMAR
1.Declarative sentence (Statement)
2.Interrogative sentence (Question)
a. Y/N Qs
b. Wh-word (+ How) Qs
c. Alternative Qs
d. Tag Qs
3.Imperative sentence (Command)
4.Exclamatory sentence (Exclamation)

9. IMMEDIATE CONSTITUENT GRAMMAR (I.C.G)
What is a constituent?
1.A constituent is a group of words that function together as a unit.
2.E.g. The girlis very beautiful.
→“the girl” & “is very beautiful” are immediate constituents.
→The subject & the predicate are immediate constituents.
→“the” & “girl” form a constituent..
→“girl” & “is” do not form a constituent because these two have no
meaning while standing next to each other.
3.Constituent can refers to both phrases -phrases and words -words.

10. 1.I.C.G. breaks sentences into hierarchical units
called immediate constituents to analyze their
structure.
2.I.C.G. helps identify the syntactic components
of a sentence.
3.I.C.G. recognises different layers of structure.
4.I.C.G. identifies different meaning.
IMMEDIATE CONSTITUENT GRAMMAR (I.C.G)
-FEATURES -

11. The constituent structure of syntactic units can be diagnosed with the help of
special tests.
1.Replacement/Substitution
E.g. a. [The students]are doing their homework and theylook tired.
b. He stopped [by the river]and we stopped theretoo.
c. Jane is [very excited]and Dave is so, too.
d. Lan [ordered a pizza]and Mai did so, too.
1.Movement/Displacement
E.g. a. They played [in the park]. →[In the park], they played.
b. I have never watched [this film]. →[This film]I have never watched.
IMMEDIATE CONSTITUENT GRAMMAR (I.C.G)

12. 3.Both replacement and movement
E.g. I bought [an interesting book]. →You bought what? →What did you buy?
4.Coordination
E.g. a. She ran [out the door]and [down the street].
b.*She threw [out the door]and [away the window].
5.Cleft sentence
E.g. a. It is [this kind of music]that he enjoys.
b. It was [in this studio]that I took these pictures.
6.Stand-alone
E.g. A: What was he doing when you came?
B: [Doing his homework]/*Doing his.
IMMEDIATE CONSTITUENT GRAMMAR (I.C.G)

13. Prove that the underlined word group in each sentence below is a
constituent by applying at least one constituency test.
1.The children could play football on this field.
2.She presents all the data collect from the surveyto her boss.
3.Those monkeys live in the jungle.
4.He bought me some flowers.
5.It is a shame that they can’t come to the party.
6.The performers was terribly incredible.
IMMEDIATE CONSTITUENT GRAMMAR (I.C.G)
-Further practice -

14. Q. Use I.C.G. to analyze the ambiguity of the
following sentence.
He likes pleasing women.
IMMEDIATE CONSTITUENT GRAMMAR (I.C.G)
-Example 1 -

15. 1.Helikespleasingwomen.
2.Helikespleasingwomen.
→The last line connects main subject and main predicate.
→If an adverb is in the initial position, the last line connects the adv
with the whole sentence.
→Constituent diagram

16. Q. Use I.C.G. to analyze the ambiguity of the
following sentence.
She wants more handsome young men.
IMMEDIATE CONSTITUENT GRAMMAR (I.C.G)
-Example 2 -

17. 1.Shewantsmorehandsomeyoungmen.
2.Shewantsmorehandsomeyoungmen.
→She wants young men that are more handsome.
→Focus on quality.
→She wants more young men that are handsome.
→Focus on quantity.

18. Q. Use I.C.G. to analyze the ambiguity of the following sentence.
1.The middle-aged lady has killed the young policeman with a
very old gun.
2.She is an old French history teacher.
IMMEDIATE CONSTITUENT GRAMMAR (I.C.G)
-Further practice -

21. TRANSFORMATIONAL GRAMMAR (T.G.)
1.Someone stole the car.
2.The car was stolen.
3.The car was stolen (by
someone).
1.T.G. is a theory of syntax developed by
Noam Chomsky in the 1950s as part of
his broader Generative Grammar
framework. It explains how sentences
are structured and how different
sentence forms can be derived from a
common underlying structure.
2.T.G. is also known as transformational-
generative grammar (T-G or TGG). (Richard
Norquist)
E.g. Definition

22. PHRASE STRUCTURES
Phrase structure rules, proposed in Chomsky (1957), are often
used to describe how phrases are formed.
E.g. NP = girl (N)
= A (Det) + girl (N)
= A (Det) + beautiful (Adj) + girl (N)
= A (Det) + very (Adv) + beautiful (Adj) + girl (N)

23. PHRASE STRUCTURES
E.g. VP = read (V)
= slowly (Adv) + read (V)
= slowly (Adv) + read (V) + a book (NP)
= often (Adv) + read (V) + a book (NP) + slowly (Adv)
= often (Adv) + read (V) + a book (NP) + slowly (Adv) + under the tree (PP)

24. PHRASE STRUCTURES
E.g. AdjP = peaceful (Adj)
= very (Adv) + peaceful (Adj)
= reasonably (Adv) + very (Adv) + peaceful (Adj)

25. SYNTAX TREES
Tree diagrams are often used to graphically represent the hierarchical structure of phrases.

26. Draw tree diagrams for the following phrases.
1.a fat cat
2.under the tall tree
3.quietly leave the room
4.usually watch the news in the evening
5.an extremely carefully planned event
6.terribly handsome
SYNTAX TREES
-Further practice -

27. SYNTAX TREES
Sentence = Subject + Predicate
→ S =
NP + VP
→
→Tree diagram

28. TRANSFORMATIONAL GRAMMAR (T.G.)
-Sentence analysis -
Someone stole the car. The car was stolen by someone.

29. TRANSFORMATIONAL GRAMMAR (T.G.)
-Example 1 -
Q. Draw a tree diagram for the following sentence.
I love that man much.

30. →If the sentence has only 1 main verb, that verb will show
both tense & aspect (T&A)

31. TRANSFORMATIONAL GRAMMAR (T.G.)
-Example 2 -
Q. Draw tree diagram for the following sentence.
The young man has brought a new car recently.

32. →All the verbs standing before the main verb will be considered as the auxiliary verbs.
→If the sentence has more than one verb, it is necessary to identify what the main verb is
and what the auxiliary verb(s) is/are.
→One word in the English language can be considered as a special phrase.

33. ABBREVIATIONS IN TREE DIAGRAMS
1. S
2. NP
3. VP
4. V
5. T
6. A
7. Aux
8. Pro
9. N
10. Adj
11. Adv
12. P
13. PP
14. Det.
15. Q
16. No/Num.
17. sing.
18. pl.
19. Deg.
20. AdjP (adjective/adjectival phrase)
21. AdvP (adverb/adverbial phrase)

34. (She is) very pretty. (The girl) in red (is very pretty).
Adjectival phraseAdjective phrase
AdjP
The head must be
an adjective
Any kind of phrase
functioning as an adjective
modifying N/NP

35. (He writes) very quickly (He goes to school) by bus.
Adverbial phraseAdverb phrase
AdvP
The head must be
an adverb
Any kind of phrase
functioning as an adverb
modifying the main verb

36. EXAMPLE
He killed the ladywith a gun.
He killedthe lady with a gun.

37. PRACTICE
Draw tree diagrams for the following sentences:
1.The man will leave early this morning.
2.He killed the lady with a gun.
3.The young girl might like this movie.
4.The students in this class are not very eager to
learn the new subject.