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.
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

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miércoles, 26 de mayo de 2010

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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9 comentarios:

  1. soñita28 de mayo de 2010, 8:52

    hi girls

    well, you have done a good job in your lesson plan simple, with all the information to follow the activity

    ResponderEliminar
  2. Anónimo29 de mayo de 2010, 0:57

    Hello

    I really liked your blog, it has great information, just one recommendation, the colors make sometimes difficult to read some parts.

    valentina

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  3. Anónimo30 de mayo de 2010, 5:41

    Hello,
    I'd like to congratulate you on your peer's observation comments and theory. I agree with you when you mentioned some distractors that affect the teaching.
    I saw you contextualized the grammar points, as Thornbury states; it is advisable to let sts discover the grammar points.
    The lesson plan covers all the poinst, and above all it guides the teacher.
    Alma

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  4. Anónimo31 de mayo de 2010, 20:48

    Hello,
    I liked the topic you chose for your lesson. I consider it improtant and up-to-date. Kids and teens need to learn to take care of themselves and having good eating habits is a good way to do so. However I'd like to comment that the type of letter and colors you chose made your blog difficult to read.

    AlejandraTZ

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  5. Anónimo1 de junio de 2010, 21:12

    Hello dear colleagues.

    It is interesting your lesson plan. The instructions and activities are clear and easy to students to follo them. In addition, the activities Sts have to develop are dinamic and communicative.

    I agree with Edith, grammar classes should be dynamic and Sts should interact on it in as well, rather than a boring and tired one. And, I believe it all depends on teachers' lesson plan, the class should be well preapred considering students needs as well as likes and dislikes. Besides, teacher should chose the best method to reach the class' target grammar.
    Well in general I like your lesson plan. It is a good job.
    Olivia Sánchez Solis

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  6. ma ines2 de junio de 2010, 7:50

    Hi! Girls.

    I agree with you when you mention that 'good teachers must take into consideration different methods so that students can develop grammar skills correctly'. Becuase, students learn in different way. It is also interesting for them

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  7. Vian and Judith2 de junio de 2010, 11:11

    Hello, web mates, I can see that the instructions and activities give the impression of being clear and easy so that students can follow them. I can also see that the classroom activities maximized opportunities for learners to use target language in a communicative way for meaningful activities.
    I must add that I also agree with you when mention “good teachers must take into consideration different methods so that students can develop grammar skills correctly. Therefore, I consider that the Deductive and Inductive Methods -- Grammar teaching - of both the overt and covert kind - have a real and essential place in the classroom. Good blog!!!!!!!!!
    On the other hand, the colors make difficult the reading, please be careful next time.
    VIANEY FRANCO.

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  8. Unknown2 de junio de 2010, 15:32

    Hello!
    thanks all for your worthy comments. They make us be better.!!

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  9. Cyntia2 de junio de 2010, 18:27

    Hello!!

    I like the way you plan your lesson, where you use an interesting topic to introduce the target language, it is meaningful for students as you comment in your conclusions, not to teach grammar in isolated form, we have to do it in a communicate way.
    Cyntia :)

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