This is taken from Goeg Yule. Topic is about Grammar.

1. BELTEI INTERNATIONAL UNIVERSITY
Faculty of Education, Arts, and Humanities
Applied Linguistics
Assignment
Lecturer Nourn Vanna
Students En Bousong
Hy Chansopheap
Pov Raksa
Chum Boonroong
Eam Sreynich
Topic Grammar

2. I. Introduction-Grammar
II. Traditional Grammar
A. The parts of speech
B. Agreement
C. Grammatical gender
III. Traditional analysis
IV. The prescriptive approach
Captain Kirk’s infinitive
V. The descriptive approach
A. Structural analysis
B. Constituent analysis
C. Labeled and bracketed sentences
A Gaelic sentence
VI. Conclusion-Summary
VII. Reference
•
Contents

3. The study of how words and their component parts combine to
form sentences and it is also the study of structural relationships
in language, sometimes including pronunciation, meaning, and
linguistic history.
Example:
• 1- boys the lucky
• 2- lucky boys the
I. Introduction-Grammar

4. In order to be grammatical, this type of phrase must have the
sequence:
article + adjective + noun
e.g. The lucky boy.
We need a way of describing the structure of phrases which will
account for all of the grammatical sequences and rule out all the
ungrammatical sequences providing such an account involves us in
the study of grammar. The phrases and sentences can be described
as ill-formed or well-formed.
I. Introduction-Grammar (Cont’)

5. II. Traditional Grammar
• The term Noun, Article, and Adjective are used to label the
grammatical categories of word in a phrase like “the lucky
boy”.
• The origin of language description were originated from
Greek and Latin. However, the newer term of analysis is
based on English language.
• Since there were well-established grammatical descriptions
of these older languages, it seemed appropriate to adopt
the existing categories from these descriptions and apply
them in the analysis of languages like English.

6. The technical analysis can be explained in the sentence below:
The lucky boys found the backpack in the park and
art. adj. noun verb art. noun prep. art. noun prep.
they open it carefully.
pro. verb pro. adv.
A. The Part of Speech

7. • Nouns: are words used to refer to people (boy), objects
(backpack), creatures (dog), places (school), qualities
(roughness), phenomena (earthquake) and abstract
ideas (love) as if they were all “things.”
• Articles: are words (a, an, the) used with nouns to form noun
phrases classifying those “things” (You can have a
banana or an apple) or identifying them as already
known (I’ll take the apple).
• Adjectives:are words used, typically with nouns, to provide more
information about the things referred to (happy
people, large objects, a strange experience).
A. The Part of Speech (cont’)

8. • Verbs: are words used to refer to various kinds of actions
(go, talk) and states (be, have) involving people and
things in events.
• Adverbs: are words used, typically with verbs, to provide more
information about actions, states and events (slowly,
yesterday). Some adverbs are also used
with adjectives to modify information about things
(Really large objects move slowly. I had a very strange
experience yesterday).
• Prepositions: are words (at, in, on) used with nouns in phrases
providing information about time (at five o’clock),
place (on the table) and other connections (with a
knife, without a thought) involving actions and things.
A. The Part of Speech (cont’)

9. • Pronouns: are words (she, herself, they, it, you) used in place of
noun phrases, typically referring to people and things
already known (She talks to herself. They said it
belonged to you).
• Conjunctions : are words (and, but, because, when) used to
make connections and indicate relationships between
events (Chantel’s husband was so sweet and he
helped her a lot because she couldn’t do much when
she was pregnant).
A. The Part of Speech (cont’)

10. • The basic explanation of the function above, Part of Speech only
are identifying most form in language such as English.
• However, not all of them correct, for example the word "bank" in
English is a place where you deposit your money or the shore of
a river. In contrast, in Khmer the word “ធនាគារ” cannot be said as
“ច្រាំងទន្លេរ”.
A. The Part of Speech (cont’)

11. • First you need to understand some categories including
"number", "person", "tense", "voice" and "gender". These
categories can be discussed separately ;however, they mean to
be used only in agreement form.
• Take a look at 1st, 2nd and 3rd person which refer to the first
singular speaker "I", "you" as the singular or plural second
person who involve in listening and then "he/she/it" refer to
some other people as third persons.
• The verb "loves“ ;for example, “Cathy loves her dogs” is the
agreement that verb and the subject Cathy(she) -s follows after
verb.
B. Agreement

12. • In addition, agreement is also be discussed by term of tenses.
The case above, the verb "loves" is in Present Simple only, but it
becomes "Loved" which -ed follows after verbs when you say it
in Past tense.
• Voice also tells you who does the action in sentence or who
receive the action. When you say "Cathy loves her dogs." It is an
active voice. But if you say " Cathy is loved by her dogs." Or just
"Cathy is loved." This is called passive voice.
B. Agreement (cont’)

13. • The final Category is gender agreement. It forces more on
Nouns.
Example: - she -> her
- he -> him
- Cathy -> she / her
- unsure -> it
B. Agreement (cont’)

14. • Grammatical Gender is the common distinction found in English
grammatical Language. When natural sex is based on male and
female, whereas grammatical gender is based on the type of
nouns ( simply referring to masculine or feminine).
• In Spanish: el sol - the sun ( el for masculine) la luna - the moon
(la for feminine)
• In German: die Sonne - the sun (die for feminine) der mond - the
moon (der for masculine) das Feuer- the fire ( das for neuter or
no gender or sexless)
C. Grammatical Gender

15. • To conclude, we should not emphasize this gender distinction
based on sex since French says that le livre (the book) is
masculine while none us or in English consider this as a male. So,
grammatical gender is very useful in a number of languages
(including Latin) but not in English and even French and German
themselves don't define the moon and the sun in the same
"gender" too.
C. Grammatical Gender (cont’)

16. • In traditional grammar books, tables such as the following were often
presented for English verbs, constructed by analogy with similar
tables of forms in Latin grammars. The forms for the Latin verb amare
(“to love”) are listed on the right:
• Present tense, Active voice
First person singular (I) love amo
Second person singular (you) love amas
Third person singular (she) loves amat
First person plural (we) love amamus
Second person plural (you) love amatis
Third person plural (they) love amant
III. Traditional Analysis

17. • Each of the Latin verb forms is different, according to the
categories of person and number, yet the English verb forms are
(with one exception) mostly the same. Thus it makes sense, in
describing a language such as Latin, to have all those descriptive
categories to characterize verb forms, but they don’t really
describe verb forms in English.
III. Traditional Analysis (Cont’)

18. • That was an approach taken by a number of influential
grammarians, mainly in eighteenth-century England, who set out
rules for the “proper” use of English. This view of grammar as a
set of rules for the “proper” use of a language is still to be
found today and may be best characterized as the prescriptive
approach. Some familiar examples of prescriptive rules for
English sentences are:
• You must not split an infinitive.
• You must not end a sentence with a preposition.
• Do not begin sentence with “AND”
IV. The Prescriptive Approach

19. • For example, Who did you go with?
With whom did you go?
Mary runs faster than me.
Mary runs faster than I do.
Mary runs faster than I.
Me and my family
My family and I
IV. The Prescriptive Approach (cont’)

20. Captain Kirk’s infinitive
• The infinitive in English has the form to+the base form of the
verb, e.g. to go, and can be used with an adverb such as boldly.
• For example, Captain Kirk, always used the expression To boldly
go …This is an example of a split infinitive.
• The correct way to say is To go boldly or Boldly to go..
• It is because Latin infinitives are single words and just do not
split.
IV. The Prescriptive Approach (cont’)

21. • Analysis collect samples of the language they are interested and
they describe the structures of the language.
• Describing the regular structures of the language as it is used ,
not according to some view of how it should be used is called
the Descriptive Approach.
V. The Descriptive Approach

22. A. Structural Analysis

23. • One type of descriptive approach. The method employed
involves the use of “ test-frames “ which can be sentences with
empty slots in them.
• Ex.The ___________ makes a lot of noice.
• “ Donkey, car, radio, etc… “ fit in the same test-frame and they
are the examples of the same grammatical category “ noun “. But
“ a dog, the car “ don’t fit the test-frame.
A. Structural Analysis (Cont’)

24. • Among the other forms that comfortably fit these test-frames
are it, the big dog, an old car, the professor with the Scottish
accent, and many more. Once again, we can suggest that these
forms are likely to be examples of the same grammatical
category.
• The common label for this category is “noun phrase.”
A. Structural Analysis (Cont’)

25. • The technique employed in this approach is designed to show
how small constituents (or components) in sentences go
together to form larger constituents. One basic step is
determining how words go together to form phrases.
• Example, An old man brought a shotgun to the wedding.
• An old man => noun phrase
• brought a shotgun => verb phrase
• to the wedding => prepositional phrase
B. Constituent Analysis

26. • This analysis of the constituent structure of the sentence can be
represented in different types of diagrams.
B. Constituent Analysis (Cont’)

27. • An alternative type of diagram is designed to show how the
constituents in sentence structure can be marked off by using
labeled brackets. The first step is to put brackets (one on each
side) round each constituent, and then more brackets round
each combination of constituents.
• For example:
C. Labeled and bracketed sentences

28. • With this procedure, the different constituents of the sentence
are shown at the word level [the] or [dog], at the phrase level
[the dog] or [loved the girl], and at the sentence level [The dog
loved the girl].
• We can then label each constituent using these abbreviated
grammatical terms:
• Art (= article) V (= verb)
• N (= noun) VP (= verb phrase)
• NP (= noun phrase) S (= sentence)
C. Labeled and bracketed sentences (Cont’)

29. • In performing this type of analysis, we have not only labeled all
the constituents, we have revealed the hierarchical organization
of those constituents.
C. Labeled and bracketed sentences (Cont’)

30. A Gaelic sentence
• Here is a sentence from Scottish Gaelic which would be
translated as “The boy saw the black dog.”
For example,
• Chunnaic an gille an cu dubh (Gaelic)
• Saw the boy the dog black (English)
C. Labeled and bracketed sentences (Cont’)

31. C. Labeled and bracketed sentences (Cont’)
The diagram makes it clear that this Gaelic sentence is
organized with a V NP NP structure, which is rather different
from the NP V NP structure we found in the English sentence.

32. The aim is to make explicit, via the diagram, what we believe to be
the structure of grammatical sentences in the language. It also
enables us to describe clearly how English sentences are put
together as combinations of phrases which, in turn, are
combinations of words. We can then look at similar descriptions of
sentences in other languages such as Gaelic, Japanese or Spanish
and see clearly what structural differences exist.
C. Labeled and bracketed sentences (Cont’)

33. • Grammar:
• The phrases and sentences can be described as ill-formed or
well-formed.
• Traditional Grammar:
• A way to set the grammar rule as in table, chart…
• Parts of the speech:
• The terms for the parts of speech are nouns, adjectives, verbs,
adverbs, prepositions, pronouns, and conjunctions.
VI. Summary

34. • Agreement:
• Agreement on number
• Agreement on Person
• Agreement on tense
• Agreement on Voice
• Agreement on Gender
VI. Summary (Cont’)

35. • The Prescriptive Approach
• The view of grammar as a set of rules for the correct or proper
use of a language may be characterized as the Prescriptive
Approach.
• The Descriptive Approach
• Describing the regular structures of the language as it is used,
not according to some view of how it should be used is called
the Descriptive Approach.
VI. Summary (Cont’)

36. • Structural Analysis
• One type of descriptive approach. The method employed
involves the use of “test-frames “which can be sentences with
empty slots in them.
• Constituent Analysis
• This approach is designed to show new small constituents
(components) in sentences go together to form larger
constituents.
VI. Summary (Cont’)

37. • GEORGE, Y. (2010) The Study of the Language Cambridge
VII. Reference

38. Thank You!