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    Step 3 - The Nature of Grammar

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    Romario García Urbina
    The student analyzed a grammar document and responded to questions about parts of speech, prescriptive grammar rules, determiners, hypercorrection, and differences between descriptive and prescriptive approaches to grammar. The student identified parts of speech in a sample sentence. They explained the incorrect 18th century view that English grammar should follow Latin structure. Examples showed prescriptive rules against splitting infinitives and ending sentences with prepositions. Determiners and examples were defined. Hypercorrection was explained as overapplying grammar rules. Finally, the descriptive approach was summarized as systematically studying real language use without judgments of right/wrong.

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    Step 3 - The Nature of Grammar

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    Romario García Urbina
    300 views5 pages
    The student analyzed a grammar document and responded to questions about parts of speech, prescriptive grammar rules, determiners, hypercorrection, and differences between descriptive and prescriptive approaches to grammar. The student identified parts of speech in a sample sentence. They explained the incorrect 18th century view that English grammar should follow Latin structure. Examples showed prescriptive rules against splitting infinitives and ending sentences with prepositions. Determiners and examples were defined. Hypercorrection was explained as overapplying grammar rules. Finally, the descriptive approach was summarized as systematically studying real language use without judgments of right/wrong.

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    Step 3- The nature of grammar

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    The student analyzed a grammar document and responded to questions about parts of speech, prescriptive grammar rules, determiners, hypercorrection, and differences between descriptive and prescriptive approaches to grammar. The student identified parts of speech in a sample sentence. They explained the incorrect 18th century view that English grammar should follow Latin structure. Examples showed prescriptive rules against splitting infinitives and ending sentences with prepositions. Determiners and examples were defined. Hypercorrection was explained as overapplying grammar rules. Finally, the descriptive approach was summarized as systematically studying real language use without judgments of right/wrong.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    300 views5 pages

    Step 3 - The Nature of Grammar

    Uploaded by

    Romario García Urbina
    The student analyzed a grammar document and responded to questions about parts of speech, prescriptive grammar rules, determiners, hypercorrection, and differences between descriptive and prescriptive approaches to grammar. The student identified parts of speech in a sample sentence. They explained the incorrect 18th century view that English grammar should follow Latin structure. Examples showed prescriptive rules against splitting infinitives and ending sentences with prepositions. Determiners and examples were defined. Hypercorrection was explained as overapplying grammar rules. Finally, the descriptive approach was summarized as systematically studying real language use without judgments of right/wrong.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 5

    Step 3 - The nature of Grammar

    Tutor: Óscar Javier Bohórquez

    Student: Romario García Urbina

    Code: 1051744389

    Group: 518017_50

    Universidad Nacional Abierta y a Distancia UNAD

    School of Education Sciences

    Degree Program in Foreign Languages with an emphasis in English

    Course: Introduction To Linguistics (518017A_761)

    Cartagena de Indias - April 2020


    Activities to Develop
    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):
    “The woman kept a large snake in a cage, but it escaped recently”.

    The=Article
    Woman=Noun
    Kept=Verb
    A=Article
    Large=Adjective
    Snake=Noun
    In=Preposition
    A=Article
    Cage=Noun
    But=Conjunction
    It=Pronoun
    Escaped=Verb
    Recently=Adverb

    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”).

    An incorrect linguistic point of view is the prescriptive approach, which highlights that: It
    is one thing to adopt the grammatical labels (e.g. “noun,” “verb”) to categorize words in
    English sentences; it is quite another thing to go on to claim that the structure
    of English sentences should be like the structure of sentences in Latin. This point of
    grammar is known as the set of rules for the "proper" use of a language.

    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) The old theory consistently failed to fully explain all the data.
    (ii) I can’t remember the name of the person I gave the book to
    In the first sentence, the rule that is not obeyed is the following:
    You must not split an infinitive.
    Its correct form would be: The old theory consistently failed to explain fully all the data.

    In the second sentence, the rule that is not obeyed is the following:
    You must not end a sentence with a preposition.
    Its correct form would be: I can’t remember the name of the person to whom I gave the
    book.
    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?

    A determinant is a word that determines or limits the meaning of a noun, that is, they
    express a reference of the name or noun within a context. A special feature of determinants
    is that they are placed in front of a noun to make clear which noun they refer to.
    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.

    Some examples of determinants in this chapter are:


    The makes a lot of noise.
    I heard a yesterday.
    An old man brought a shotgun to the wedding.
    Gwen took Kingston with her.
    The dog loved the girl.
    The lucky boys found a backpack in the park and they opened it carefully.
    The woman kept a large snake in a cage, but it escaped recently.

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

    It is a term used in linguistics that refers to some type of error or mispronunciation in the
    language that is generally due to a desire to be too formal or too correct. Usually, those who
    make the hypercorrection mistake take a linguistic rule and apply it where it should not be
    applied. In English, these errors are often grammatical, and some forms of hypercorrection
    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.

    An example is the use of "whom" when "who" is the correct form, as in 'Whom do you
    think will be invited to the party this weekend?'
    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”)
    This sentence is described as Subject Object Verb (SOV).

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


    Kazuko school at English learn be
    (“Kazuko is learning English at school”)
    This sentence is described as Subject Object Verb (SOV).

    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)

    Error analysis is too often ignored when learning English in Korea. The focus here is on the
    L2 errors produced due to the primary differences in the sentence surface structures of
    English (L2) and Korean (L1), as well as the relationship of Korean thought and Korean
    culture and syntax in the production of mistakes in English. These include the word order
    SVO versus SOV.
    Basic Korean sentences comprise of the order of subject-object-verb. It is different from
    English sentences organized in the order of subject-verb-object.

    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?
    It is considered a breakthrough in linguistics because, descriptive grammar is based on a set
    of rules about language and how to actually use it, there is no right or wrong language here,
    instead it focuses on the way people use really a language; So this systematically studies
    the description of a language and its structure as used by speakers and writers.
    References

    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

    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.4t
    h.edition.apr_.2010.ebook-elohim.pdf

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