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23.11.2016

GRAMMAR OF THE
ENGLISH LANGUAGE

LECTURERS

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Ph.D. Pham Thi Thanh Thuy
 Faculty of Foreign Languages
 Room 104 Building 6B, NEU
 Mobile: 0912953737
 Email:
Nguyen Thi Phuong Thu, MA
 Faculty of Foreign Languages
 Room 104 Building 6B, NEU
 Mobile: 0989736067
 Email:

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23.11.2016

Warm up

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For 5‟ please share with your friend
your thought about grammar.

What are your strengths and
weakness in grammar.

Introduction

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Course objectives:
 To provide students theoretical knowledge about
main areas of English grammar (morphemes, words,
phrases, clauses and sentences).
 To provide students exercises so that they can apply
the theories into practice.
 To get the students practice skills in analyzing and
explaining grammar- related phenomena.
 To develop for students critical thinking in judging one
grammatical usage in reality.

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23.11.2016

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Introduction
Learning outcomes:

 Understand some basic concepts of morphology and
syntax.

 Use terminology necessary for the description of word
formation, parts of speech, and sentence elements
and structures.
 Master basic concepts of clauses and sentences.
 Analyze and explain grammatical phenomena related
to syntax.
 Reflect understanding of the main areas of English
grammar on the implications for language learning
and teaching, translation and interpretation.

Course description

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Inputs
Grammar theory
Seminar skills
Writing skills
Applicable research
Presentation skills

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Outputs
 Productive discussion
sessions

 1 research project
carried out
 1. 2000-3000-word
written reports on the
research projects
(discourse analysis)
 1. 15-minute group
presentations on the
research project
(excluding time for
questions)

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Organization

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 Class time: Inputs provided by teacher
 Facebook: kellypham
 Email address:
 Individual work: Group-projects (8
groups)
 Deadlines (see more the syllabus)-might
be adjusted
 By Friday: submit the outline
 By Monday: submit raw materials (collected word files)

 By Wednesday: submit slides
 Friday: Presentation
* Cross-check groups: Check the submitted materials (online)
and provide detail comments NO LATER than 1 day after
submission.

Evaluation

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Attendance, Progress
outcomes, individual
comments:
10%
Assignments
20%
Midterm
10%
Final
60%
100%

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Objectives

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Understand of varieties of English
Define a language
Some ways of thinking about grammar
Grammar development
Grammatical units

Brainstorming

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How many kinds of English? How
many people use English?
What are some reasons/ factors
making English different?

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23.11.2016

English is…

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 Native language: Approximately 400m
(374m) native speakers in Britain, Ireland,
the USA, Canada, Australia, New Zealand,
the Caribbean, India, and Africa.
 Second language: Millions of speakers in

Africa, and India.
 Foreign language: 1 or 2 billion speakers.
 Official and national language in Britain,
Ireland, Canada, USA, Australia, New
Zealand, India, Kenya, Singapore.

English is…

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80% of all computer information is
stored in English
75% of the world‟s mail, telex, and
cable traffic is in English
50% of the world‟s technical and
scientific publications are printed in
English
Used as spoken and written language.
The largest vocabulary of the major
languages (500,000 English words;
only 185,000 German, 100,000
French)

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1. Varieties of English

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 Regional variation:
 Geographical difference is the classic basis for
linguistic variation.
 “Dialects” is resulted from
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Regional separation of English-speaking communities
Socioeconomic
Ethnic
Gender

 Regional variation is predominantly in phonology,
lexical, grammar (less extensive, less obtrusive).
  + North America can distinguish Canadian, New
England, Midland, and Southern.
  + British Isles, Irish, Scots, Northern, Midland,
Welsh, South-western, London- similar varieties.

Education and Social Differences

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Speech in educated and uneducated
people:
 Educated speech: refer to Standard English of

learned professions, the political parties, the
press, the law court and the institutions:
formal; impersonal (one, it, this);
 Uneducated speech: = substandard English.
(e.g. I don’t want no cake)
 British & American English: predominant
standard English.

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23.11.2016

Varieties according to Subject Matter

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 Different discourse  “registers”.
 Register: National standard vs regional
dialect.
 Same speaker: Different lexical items
habitually: law, engineering, football.
 Registers:
 formality;
 mode of communication
 Genre
 Occupation
 Topic

Varieties according to Medium

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Written medium: presumes the
absence of the addresser  frank/
explicit; careful; precise sentence;
Spoken medium: face-to-face talk:
acceptable odd words, supported by
gesture; long explanation; + effect of
stress, rhythm, intonation, tempo

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23.11.2016

Varieties according to Attitude

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Different attitudes toward the hearer/
reader  different styles.
 Stiff >< relaxed
 Formal >< informal
 Cold >< warm
 Impersonal >< friendly
 E.g. It would be hard to address all
uncomfortable factors…  It’s stuffy to tell all
disgusting stuffs.

Varieties according to interference

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Interference = the trace left by
someone‟s native language upon the
foreign language he/she has
acquired.  Singlish;
VietnameseEnglish;
E.g:
 French: I am here since Thursday
 Vietnamese: I was come here yesterday/ I
comed here yesterday

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23.11.2016

2. Concepts of Language

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Language = a means to communicate
meaning
 Literal meaning/ What is meant
 Referential meaning/ What is expressed
 Literal meaning/ Direct meaning
 Nonliteral meaning/ Indirect meaning
E.g. It is 12:00 noon.

Concept of Language

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A language uses sound as its primary
means of expression
 Children learn to talk before learning to write
 Language exist when there is no writing
system.
 Spoken language existed 30,000 years ago
vs. writing is only a few thousand years old
 Language is a mean to relate sounds to
meanings

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Concept of Language: A language is

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distinctively human
The range of meaningful system is
great: gestures; spatial relations;
animal communication, film,
advertising logos, traffic signals,
clothing.

Studies in animal communication prove
no rivals to human communication
(even chimpanzee can only use some
simple signals, not human language)

Concept of Language: A language consistsLOGO

of rules
Rule = unconscious knowledge of
language (pronunciation, sentence
structure…)
Model are formulated and remain
forever invisible.
One learns a language with a
linguistic perspective (know rules) 
get higher level

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23.11.2016

Concept of Language: A language is a

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system
Language rules relate to one another
in a stereophonic system. (not all
come out at the same time)

Language systems have components:
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phonology (sound),
morphology (structure of words),
syntax (principles of sentence structure),
semantics (literal meanings of words and
sentences) and
• pragmatics (meanings that arise when sentences
are used in context).

3. Ways of thinking about grammar

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3.1. Prescriptive grammar
Grammar: the rules governing how a
language is supposed to be used/
normative rules
E.g. – Do not split an infinitive, as in “to
reluctantly leave”.
-Do not end a sentence with a preposition,
as in “Who did she go with?”
-Do not use a plural pronounce with a
singular antecedent, as in “If anyone
comes in late, they should go quitely to
the rear”.

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3. Ways of thinking about grammar LOGO
3.2. Descriptive grammar
The aim: to describe the grammatical
system of a language, that is, what
speakers of the language unconsciously
know, which enables them to speak and
understand the language.
- Embodies constitutive rules and used in
modern science of linguistics.
- E.g. The book fell/ no “book the fell”
(rule: an article precedes its noun).

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E.g.
A1.The Celtics are likely to win.
A2. The Celtics are probable to win.
B1. This is the pen that I had lost.
B2. This is the pen that I didn’t know where
I had put.
C1. America is between the Atlantic and the
Pacific.
C2. The Atlantic is what America is between
the Pacific and.

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4. Grammar development

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4.1. Traditional gram: adaptation of Greek
grammar to Latin by Priscian (6thcentury).
- Contain 8 parts of speech: the noun, verb,
participles, pronoun, preposition, adverb,
interjection, and conjunction.
4.2. Immediate constituent gram (IC)
- IC analysis:
e.g. He likes pleasing women.

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4. Grammar development

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4.3. Phrase structures(PS)
- Its abbreviations: NP for noun phrase, VP
for verb phrase, A for sentence, Ap for
adjective phrase, PP for preposition
phrase, ...

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4.5. Transformational grammar (TG)
TG is a rule which maps one syntacticanalysis tree into another.

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4.6. Functional grammar (FG)
- Halliday defines FG as “essentially a
natural grammar”, in the sense that

everything in it can be explained,
untimately, by reference to how language
us used.
- FG is not a formal grammar
- Two major function/metafunctions:
ideational(content function) &
interpersonal function. Both of them rely
on textual function.

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5. Grammatical units
SENTENCES

SENTENCES

Are analyzed into

Are used to build

CLAUSES

CLAUSES

Are analyzed into

Are used to build

PHRASES

PHRASES

Are analyzed into

are used to build

WORDS

WORDS

Are analyzed into

are used to build

MORPHEMES

MORPHEMES

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5. Grammatical units

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Morpheme = the smallest meaningful
part of a word. {}
E.g. looked  {look}+{ed}

 Free morpheme: can stand alone as
independent word (carry full semantic weight)
(e.g. Look, care,...)
 Bound morpheme:cannot stand alone/ add
meaning or grammatical function of a free
morpheme (e.g. {re-} or {-ed}
 Inflectional Morphemes: create new form of
old word. Verbs (-s; -ed; -en; -ing); Nouns (s;); Adjectives (-er; -est)

Word

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 Word = resist interruption (cannot insert
pieces into words)
 Word = is spelled with spaces on either end.
 Word = cannot be reordered roots and
inflections.
  Nouns = words that can be inflected for
plural, possessive, and possessive plural
  Verbs = words which can be inflected for
third person singular present tenses, past
tense, past participle, and progressive.
  Adjectives = words which can be inflected
for comparative and superlative

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Phrase

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Phrase = a group of words that does
not contain a verb and its subject and
is used as a single part of speech
Phrase = more than a word but
behaves as if it were one word.
E.g. The cow ate cabbage
Different types of phrase: NP, VP,
AdjP; AdvP; Prep. P;

Clause

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Clause = pieces of words together
with basic grammatical structure of
language
Clause = the most directly represents
the most fundamental structure of
meaning
Clause = combinations of 2 phrases:
NP and VP, that are grammatically
and semantically related to each
other  Elements of a clause: subject
(the topic of the sentence) and
predicate (the action of the sentence)

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23.11.2016

Information about syllabus

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What do you expect from the course?
What are you supposed to do in this
course?

Samples of
nouns:

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?
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Outline:
Part
1:

NOUNS
1
2

Definition
2.1: General classification.
Classification
2.2: Grammatical categories.

Part
2

PPRONOUNS
1

Features

2

Types

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Part 1: Nouns

1. Definition:
Thing

Quality

Person

Place
State

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Part 1: NOUNS
I. Definition:
Functions

Subje
ct

Object

Compleme
nt

Attribute

Part of
adverbial
modifier
www.themegallery.com

Company Logo

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23.11.2016

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Eg:

 The students study hard for their exam.
(S)
 They are students of English.
(complement)
 I love students with all my heart. (D.O)
 He wrote a long letter to my students on
“the teacher „s day”.(I.O)
 They are talking about my students.
(prep.O)
 This is an old brick house. (attribute)
 They are working on the field. (part of
adv P)

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Part1: NOUNS
2. Classification
2.1: General classification:

NOU
NS

Common

Proper

Abstract

Concrete

Count

Non- count

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Part1: NOUNS
2. Classification.
2.1: General classification:

NOU
NS

Common

•Common
nouns.
*Refer to
Unique
• Modified by
Name
someconcepts,
entity
numeral
entities
•Cannot
be
General items
qualities,emotion
•
Occur
in
Physical
counted
Eg:
Eg: tree, house,
s
both plural
• Eg:entities
London,
book,…
Eg:
Happiness,

Count
Non- count
Proper
Abstract
Concrete
and single
Eg: chair,
furniture,
Hoa,nouns water,
sadness,…
girl,…
hair,
Marry,..
•Eg: chair,
etc
book, girls,…

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“ art”
1. Art is an important element of
human culture
2. I put my father‟s art up on the
fridge.

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2.
NOTE:
Nouns can be countable
or uncountable depending
on the meaning of each
situation.
•Eg:
- I had many
horrifying experiences
as a pilot.
- This position requires
experience

*

Part1: NOUNS

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2. Classification.
2.2: Grammatical Categories:

NOUNS

NUMBER

GENDER

CASE

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