![]() ![]() So methodology and materials for teaching Spoken Language should be different from that of Written Language. Because in spoken English a complete sentence with formal order rarely occurs. Moreover the concept of complete sentences is mostly concerned with written English rather than with Spoken English. ![]() This sentence with punctuation marks works as a basis for parsing and it occurs in written sentences. Traditionally, grammars take sentence as a starting unit for analysis. We recognize that the phrase the lucky boys is a well-formed piece of English, but that the following two 'phrases' are not at all well-formed: * boys the lucky * lucky boys the (Beside each of these ill-formed structures there is an asterisk (*), which is a conventional way of indicating that a structure is ill-formed, or ungrammatical.) So, we need a way of describing the structure of phrases and sentences which will account for all of the grammatical sequences and rule out all the ungrammatical sequences. However, we have not yet accounted for the fact that these words can only be combined in a limited number of patterns. For example: The luck y boy s Functional lexical derivational lexical inflectional With these descriptions, we could characterize all the words of a language in terms of their phonetic and morphological make-up. For example: δ ǝ l ʌ k i b Ɔ y z voiced fricative voiced stop diphthong We can take the same linguistic expression and describe it as a sequence of morphemes. ![]() We have described linguistic expressions as sequences of sounds which can be represented phonetically. We have already considered two levels of description used in the study of language. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |