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Linguistics, Pragmatics

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Title: Linguistics, Pragmatics


1
Linguistics, Pragmatics Natural Grammar
  • Chen Lin
  • Beijing Foreign Studies University

2
I The Trend
  • 1. The branches, or disciplines, under the
    general title of LINGUISTICS as a science
  • 1) General Linguistics
  • Theoretical Linguistics
  • Applied Linguistics

3
  • 2) Sociolinguistics
  • Historical Linguistics
  • Anthropological Linguistics
  • Psycholinguistics

4
  • 3) Grammar
  • Syntax
  • Lexicon / Lexicology
  • Phonology / Phonetics
  • Semantics / Morphology
  • Stylistics / Rhetoric
  • Corpus Linguistics

5
  • 4) Pragmatics
  • The study of the use of language in
    communication, particularly the relationship
    between sentences and the contexts and situation
    in which they are used.

6
  • Pragmatics includes the study of
  • a. How the interpretation and use of
    UTTERANCES depends on knowledge of the real world
  • b. How speakers use and understand SPEECH
    ACTS
  • c. how the structure of sentences is
    influenced by the relationship between the
    speaker and the hearer.

7
  • Pragmatics is sometimes contrasted with
    SEMANTICS, which deals with meaning without
    reference to the users and communicative
    functions of sentences.

8
  • The general trend today in the study and research
    of Linguistic Science is
  • 1. More emphasis tends to be put on Applied
    Linguistics
  • 2. While different scholars continue to
    pursue their studies in different individual
    disciplines each in his own way, many are trying
    to coordinate the studies of the various
    disciplines for the one general purpose of
    improving the way languages are taught, that is,
    teaching methodology.

9
  • 3. Hence more and more scholars of
    Linguistics, particularly language teachers, are
    turning their attention to the study of
    Pragmatics and its application to the classroom
    teaching of foreign languages.

10
  • In other words, more and more language teachers
    are turning to be more and more pragmatic, paying
    more attention to enabling the students to
    acquire the real Integrated Language Capability,
    to use the language in real, meaningful
    communi-cation, instead of just spoon-feeding
    them with sheer language knowledge, as many did
    in the past.

11
II. Natural Grammar
  • What is Grammar?
  • Grammar is the description of the
    structure of a language and the way in which
    linguistic units such as words and phrases are
    combined to produce sentences in the language.

12
  • Language is used to express ideas. When you
    have an idea, you think of words first, for it is
    words that express the idea. But how are words
    organized ? That is Grammar.

13
  • In other words, Grammar is how words are
    combined in a certain pattern to communicate an
    idea. When you use a word, you are obliged to
    choose from the particular grammar patterns
    associated with the word.

14
  • Hence, we can choose from the vocabulary of a
    language a certain number of the most frequently
    used words and study how they are used in
    patterns, collocations and set phrases.

15
  • As Professor John Sinclair puts it
  • Learners would do well to learn the
    common words of the language very thoroughly,
    because they carry the main patterns of the
    language.

16
  • Lets take the word for as an example
  • I. Patterns
  • 1. for N(noun, or NP, noun phrase)
  • This talk is for teachers.
  • 2. for NP (period of time)
  • Ive talked for half an hour.
  • 3. for -ing
  • I use PPT for explaining my points.
  • 4. verb NP for -ing
  • I dont blame you for not
    understanding me.
  • 5. For NP to-infinitive
  • The talk is for you to comment.
  • 6. Be adj. for N to-infinitive
  • The talk might be difficult for the
    students to understand.
  • 7. NP for NP to-infinitive
  • Theres no need for you to agree with
    me.

17
  • II. Collocations
  • 1. Phrasal verbs arrange for, ask for,
    bargain for, care for, fall for, long for, look
    for, plan for, prepare for, provide for, settle
    for, etc.
  • 2. Nouns frequently followed by for time,
    room, soace, need, desire, hope, chance,
    opportunity, reason, purpose, case, argument,
    plan, arrangement, search, cure,use, etc.
  • 3. Adjectives often followed by for good,
    bad, suitable, ready, famous, sorry, responsible,
    thankful,useful, late, right, wrong, hard,
    difficult, easy, dangerous, usual, unusual,
    possible, etc.

18
  • III. Set Phrases
  • for ages, for long, for now, be all
    for, for all, but for, as for, for the time
    being, for Gods sake, what for (for what)? etc.

19
  • The promoters of this way of learning the
    English Grammar call it NATURAL GRAMMAR, for they
    believe one can learn the English language
    naturally, through its most frequently used
    words.

20
  • However, the argument will be Can we
    BEGIN our learning of the English grammar in this
    way? Perhaps not. The teaching of Natural Grammar
    should be well coordinated with the teaching of
    Traditional Grammar (School Grammar) and
    Lexical-Functional-Grammar. For the students who
    have had a systematic training in Traditional
    Grammar would benefit well in the learning of
    Natural Grammar as an effective consolidation.
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