CONCLUSION
I think good teachers must take into consideration different methods so that students can develop grammar skills correctly, that’s why we have worked with some approaches to see students’ reaction to knowledge.
In the presentation of the last class I observed students like to learn grammar due to they feel is part of a complete language acquisition. In addition, students love doing this in a natural and dynamic way.
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GRAMMAR_NOW
GRAMMAR
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BOOK'S SUMMARY
Relational grammar
Lexical-functional grammar
Generalized- phrase structure grammar
* The structure of a sentence has two forms: constituent structure, which is similar to the phrase structure trees of transformational grammar, and functional structure, which contains information about the relations of constituent elements to the clause.
* For a sentence to be grammatical, constituent and functional structure must each be well formed. Furthermore, the two must be mutually compatible.
* The lexicon plays a central role. Unlike in transformational grammar and its direct descendants, lexical entries subcategorize for functional as well as constituent structure.
* There are no transformations or movements of any kind, and the structure of a sentence is not multileveled as in relational grammar. Constituents that in other theories have been moved
Constituent structure in lexical-functional grammar is like that of transformational theories in that it is generated by phrase structure rules.
Functional structure consists of attributes that are specified with particular values. The lexicon in lexical functional Grammar has two interesting elements: the treatment of subcategorizing and lexical rules, as with most recent generative grammars, the function of subcategorization is to determine what constituents can co-occur with a particular lexical item.
Subcategorization is done in terms of function rather than structure, the subcategorization entry also specifies the thematic role that a function is linked with.
Generalized phrase structure grammar represents a return to the interest in formal description that characterized transformational grammar in its early years. Here are the assumptions:
· Explaining aspects of natural language requires a sufficiently complete and precise description of the relevant phenomena.
· A generative grammar should be constructed so that universals appear as consequences of the formal system rather than being merely expressible by it.
. A syntactic structure needs only a single level of analysis. All the information necessary for phonological and semantic interpretation can be presented in this single structure.
. Phrase structure rules are basically constraints on possible constituent structures. They do not specify linear order, only immediate dominance relations.
· The verb phrase has a special status among constituents: it is considered the head of the sentence in much the same way a noun is the head of a noun phrase or a verb is the head of a verb phrase.
.Subcategorization is not simply a lexical quality in Generalized Phrase Structure Grammar as it is in other generative grammars.
.The underlying assumptions and descriptive machinery for generalized phrase structure grammar together suggest the following implications for grammar teaching:
Verbs are the key to the sentence. By teaching verbs and the structures they directly govern, a significant portion of the grammar of a language is covered.
Subcategorization is a feature of all lexical items and directly determines which structures they may appear in.
By the same token, much of the grammatical structure of English is directly linked to the logical structure of lexical items.
Transformational exercises do not represent linguistically relevant stages in a derivation.
As conclusion we have the following:
Transformations can be significantly limited and probably eliminated altogether in the description of the structure of a sentence
Grammatical relations/functions, such as subject, direct object, and so on, are linguistically significant notions both within a language and across languages. Lexical Subcategorization is closely linked to grammar, and the thematic relations, such as agent, patient, and goal, also play a role in determining which verbs can occur in which structures.
The verbs is the central component of a clause and determines a significant amount of the sentence structure. Sentence grammar is to a large degree verb grammar. Syntax and semantics are closely interrelated, and some of the most recent work seems to be drawing them even closer.
Lexical-functional grammar
Generalized- phrase structure grammar
* The structure of a sentence has two forms: constituent structure, which is similar to the phrase structure trees of transformational grammar, and functional structure, which contains information about the relations of constituent elements to the clause.
* For a sentence to be grammatical, constituent and functional structure must each be well formed. Furthermore, the two must be mutually compatible.
* The lexicon plays a central role. Unlike in transformational grammar and its direct descendants, lexical entries subcategorize for functional as well as constituent structure.
* There are no transformations or movements of any kind, and the structure of a sentence is not multileveled as in relational grammar. Constituents that in other theories have been moved
Constituent structure in lexical-functional grammar is like that of transformational theories in that it is generated by phrase structure rules.
Functional structure consists of attributes that are specified with particular values. The lexicon in lexical functional Grammar has two interesting elements: the treatment of subcategorizing and lexical rules, as with most recent generative grammars, the function of subcategorization is to determine what constituents can co-occur with a particular lexical item.
Subcategorization is done in terms of function rather than structure, the subcategorization entry also specifies the thematic role that a function is linked with.
Generalized phrase structure grammar represents a return to the interest in formal description that characterized transformational grammar in its early years. Here are the assumptions:
· Explaining aspects of natural language requires a sufficiently complete and precise description of the relevant phenomena.
· A generative grammar should be constructed so that universals appear as consequences of the formal system rather than being merely expressible by it.
. A syntactic structure needs only a single level of analysis. All the information necessary for phonological and semantic interpretation can be presented in this single structure.
. Phrase structure rules are basically constraints on possible constituent structures. They do not specify linear order, only immediate dominance relations.
· The verb phrase has a special status among constituents: it is considered the head of the sentence in much the same way a noun is the head of a noun phrase or a verb is the head of a verb phrase.
.Subcategorization is not simply a lexical quality in Generalized Phrase Structure Grammar as it is in other generative grammars.
.The underlying assumptions and descriptive machinery for generalized phrase structure grammar together suggest the following implications for grammar teaching:
Verbs are the key to the sentence. By teaching verbs and the structures they directly govern, a significant portion of the grammar of a language is covered.
Subcategorization is a feature of all lexical items and directly determines which structures they may appear in.
By the same token, much of the grammatical structure of English is directly linked to the logical structure of lexical items.
Transformational exercises do not represent linguistically relevant stages in a derivation.
As conclusion we have the following:
Transformations can be significantly limited and probably eliminated altogether in the description of the structure of a sentence
Grammatical relations/functions, such as subject, direct object, and so on, are linguistically significant notions both within a language and across languages. Lexical Subcategorization is closely linked to grammar, and the thematic relations, such as agent, patient, and goal, also play a role in determining which verbs can occur in which structures.
The verbs is the central component of a clause and determines a significant amount of the sentence structure. Sentence grammar is to a large degree verb grammar. Syntax and semantics are closely interrelated, and some of the most recent work seems to be drawing them even closer.
We use the following format to observe a class. We found really interesting details as is shown:
Teacher started brainstorming some ideas about food in order to review some previous information. Teacher prepared in advanced a card with the following question on it: What is your favorite food?
According to Thornbury (1999) Generative grammar involves activities where the teacher sets up the lesson to generate examples sentences of a structure. Then the teacher gave students some worksheets where students had to complete three columns about everything they know about the topic, what they want to know and at the end what they learned. After some time students had a time to share their own information, in this section Communicative Grammar is being considered because is a way to make students able to communicate with others in real conversations.
Then students had to read a text where some grammar points are involved, after reading a text they had to answer questions where some grammatical points were answered in an inductive way.
As a result, all the previous knowledge it is not only a isolated grammar topic to be learn. It is a way to communicate not only verbally but also a written form
According to Thornbury (1999) Generative grammar involves activities where the teacher sets up the lesson to generate examples sentences of a structure. Then the teacher gave students some worksheets where students had to complete three columns about everything they know about the topic, what they want to know and at the end what they learned. After some time students had a time to share their own information, in this section Communicative Grammar is being considered because is a way to make students able to communicate with others in real conversations.
Then students had to read a text where some grammar points are involved, after reading a text they had to answer questions where some grammatical points were answered in an inductive way.
As a result, all the previous knowledge it is not only a isolated grammar topic to be learn. It is a way to communicate not only verbally but also a written form
