- •С.В. Иванова
- •Ббк 81.2 Англ
- •Foreword
- •Preface
- •Preface to the second edition
- •Major trends in Theoretical Grammar of the English language
- •Classical English grammar
- •Transformational grammar
- •Functional Communicative Approach
- •Cognitive Grammar and Cognitive Linguistics
- •Supplementary literature:
- •2. Major grammatical notions
- •Language as a system
- •Chart 1. Syntagmatic and paradigmatic relations
- •Chart 2. Paradigmatic patterns of a clause by m.A.K. Halliday
- •Interrogative→ “wh”
- •Indicative→ declarative→
- •Imperative → jussive38 →
- •Inclusive
- •Grammatical meaning, grammatical form and grammatical category
- •E.G. Work –worked
- •The notion of opposition in Theoretical Grammar
- •Synthetic and analytic forms
- •Morphology and Syntax as two main parts of grammar
- •Chart 3. The scope of morphology
- •Inflection word-formation
- •3. The notion of a morpheme
- •The idea and the definition of the morpheme
- •Types of morphemes
- •Problems connected with the notion of a morpheme
- •Characteristic features of inflectional morphology and types of word-form derivation
- •4. The parts of speech system
- •In foreign linguistics
- •Introduction to the problem
- •Classification of parts of speech suggested by Henry Sweet
- •3. O. Jespersen’s classification of parts of speech
- •4. Principles of the classification of words suggested by Charles Fries
- •Woggles ugged diggles
- •Uggs woggled digs
- •5. Classifications of parts of speech developed within structuralist linguistics
- •6. R. Quirk’s approach to the problem in his
- •Verb Preposition
- •Interjection
- •Modern grammars of contemporary English
- •5. The parts of speech system
- •In russian linguistics
- •The main criteria for the classification of parts of speech in Russian Linguistics
- •The concept of notional and formal words
- •6. The article
- •1. The status of the article in English
- •2. The number of articles in English
- •3. The categorial meaning and the functions of the article
- •7. Noun and its grammatical categories
- •Introduction. The categories of gender and number
- •The category of case
- •The syntactic function of the noun
- •8. The verb. General characteristics
- •The verb. General overview
- •2. The categories of person and number
- •3. The category of tense
- •9. The category of aspect
- •In modern english
- •The definition of aspect as a verbal category
- •Different approaches to the interpretation of aspect
- •The connection of the aspect interpretation with other lexicological issues: terminative and durative verbs
- •The correlation of the English aspect forms and Russian aspect forms
- •10. The category of retrospective coordination
- •The problem of the Perfect forms in the system of the English language
- •2. Different approaches to the interpretation of perfect forms
- •Interpretation of perfect forms as an independent grammatical category
- •11. The category of mood in modern english
- •1. The category of mood and its semantic content
- •Debatable issues connected with the interpretation of the category of mood
- •12. The category of voice
- •In modern english
- •The nature of the grammatical category of voice
- •2. Debatable problems within the category of voice
- •He told me a story.
- •3. The notion of transitivity
- •13. Syntax
- •Syntax as a branch of grammar
- •Units of syntactic description
- •The theory of phrase
- •Types of syntactic relations (linkage)
- •14. The sentence
- •The sentence: the problem of its definition
- •2. The sentence. Its major categories
- •3. Typology of the sentence
- •15. Sentence as an object of syntactic studies
- •Major features of the sentence as a syntactic unit
- •Syntactic structure of the sentence as an object of linguistic studies
- •Immediate constituents of the sentence: ic analysis
- •Adjoinment - the use of specifying words, most often particles: He did it – Only he did it.
- •The utterance. Informative structure of the utterance
- •Basic notions of pragmatic linguistics
- •Speech act theory. Direct and indirect speech acts. Types of speech acts
- •Discourse analysis as the study of language in use
- •Implicatures of discourse
- •It is only due to making an assumption about the relevance of b’s response that we can understand it as an answer to a’s question.
- •Implicatures and indirectness
- •A List of Selected Bibliography
- •List of reference and practice books
- •Terminological dictionaries
- •Seminars in theoretical grammar
- •Contents
Preface
This manual is intended for students of the English department of Universities. It is designed as a basic course in Theoretical English Grammar. Thus it focuses on the major aspects of English morphology and syntax and introduces a fair amount of linguistic terminology especially related to grammar studies. The material is laid out as a series of lectures (sections), each containing lists of recommended literature and supplementary reading materials.
The manual consists of the theoretical material, references, and a list of topics for the related course of seminars. References include indispensable materials for the students of Theoretical English grammar. Needless to say there is a much wider scope of theoretical and practical sources used in different ways while preparing the course. These wider materials are referred to in footnotes throughout the book. Nevertheless there is a good deal more to investigate in the field of modern English grammar and its description, that’s why students are encouraged to refer to the Internet resources which could make up for the inevitable brevity of any paper based textbook.
The theoretical material may be divided into five parts. The first block is an introduction to the course and contains background information about the major grammatical theories of the XXth- XXIst centuries (Section 1). This vast material is given in the first lecture. It exposes a many-faceted face of modern linguistics and shows major varieties of grammar theory thus revealing the theoretical framework of modern linguistics. The lectures of the next block (Sections 2, 3) focus on major linguistic notions used in grammatical studies. Two lectures (Sections 4, 5) are devoted to the theory of parts of speech. Lectures of the main block (Sections 6-12) dwell upon debatable issues of English morphology, with the verb as the core element of the morphological system. Two lectures (Sections 13, 14) of the final block are related to syntax. It is but a brief overview of basic concepts and issues characterizing the filed of syntax. There is no doubt that the two lectures on syntax are not enough for a modern presentation of this branch of grammar. But they are designed in such a way as to discuss the major notions of syntactic theory. This layout of the manual stems from the original intention to make two manuals: devoted to morphology and to syntax. Nevertheless teaching practice makes it absolutely necessary to introduce the basic areas and assumptions of syntactic theory as well. As it is seen now, this part of the manual will be enlarged and updated.
The material given in the manual is not seen as exhaustive. It is designed as a guide for students. It comprises the basic component of the course in Theoretical English Grammar. Strategies for the use of the manual may be different but as seen by the author students may get familiar with material of the manual and turn to wider sources. Or it is quite possible that students may simply dive into the body of the book and get ready for subsequent seminars and examinations as the material of the lectures contain sufficient information for these forms of student activities.
Thus the aims of the manual are both theoretical and practical. It is supposed to help the students get familiar with major theories and descriptions of English grammar which contribute to understanding the overall system of the language. The material is presented in such a way as to develop awareness of controversial areas and modern approaches to facts of grammar. The layout of the material is aimed at developing analytical thinking, independent judgment and the power of observation on the part of students. In the long run, they should be able to apply their knowledge to teaching practice.