Міністерство освіти і науки, молоді та спорту України

Харківський національний педагогічний університет

імені Г.С. Сковороди

Сазонова Я.Ю., Невська Ю.В., Мороз Т.Ю.

Нотатки до лекцій та методичні рекомендації

з курсу комунікативної граматики

англійської мови

для студентів факультету іноземної філології

Харків

2012

Автори: Сазонова Я.Ю., Невська Ю.В., Мороз Т.Ю.

Рецензенти:

Гончар О.В. – Доктор педагогічних наук, професор кафедри іноземних мов Харківської державної академії дизайну та мистецтв.

Каминін І.М. – кандидат філологічних наук, доцент кафедри англійської філології Харківського національного педагогічного університету імені Г.С. Сковороди

Нотатки до лекцій та методичні рекомендації з курсу комунікативної граматики англійської мови / Сазонова Я.Ю., Невська Ю.В., Мороз Т.Ю.

– Х.: ХНПУ імені Г.С.Сковороди, 2012. – 75 с.

Методичні рекомендації містять нотатки до лекцій з курсу комунікативної граматики англійської мови, основні терміни та поняття, що використовуються у курсі, завдання до семінарів, вибрані матеріали та питання для самоконтролю.

Видання допоможе студентам опанувати спецкурс з комунікативної граматики, систематизувати та повторити навчальний матеріал.

Затверджено редакційно-видавничою радою Харківського національного педагогічного університету імені Г.С. Сковороди

Протокол № 2 від 14.02.2012

Видано за рахунок авторів

© Харківський національний педагогічний університет імені Г.С.Сковороди

© Сазонова Я.Ю., Невська Ю.В.,

Мороз Т.Ю.

LECTURE 1.

Communicative Linguistics. Communicative Grammar. Communicative Syntax

Plan

1. Communicative Grammar. General Idea.

2. Communicative Registers as Models of Reality Reflection (after G. Zolotova):

1. the reproductive / descriptive register;

2. the informative register;

3. the generative register;

4. the volitional register;

5. the responsive register.

3. The Notion of Taxis.

4. The Syntactic Field of a Sentence. Functional Paradigm of Sentence Patterns.

KEY TERMS AND NOTIONS: communicative grammar, the principle of isosemicity/non-isosemicity, the subjective perspective of the utterance, compositives, free/determined/tied syntaxemes, communicative register, taxis, modus, dictum, syntactic field of a sentence, functional typology of utterances.

The Syntactic Field of a Sentence.

1. — basic model: Andrew is talking (is talking loudly, is talking English,);

2. — grammar model modifications/alterations: Andrew is talking, was talking; would talk ;I am talking, You are talking, He is talking...;

3. — structural-semantic modifications: Andrew started/finished talking; Andrew may talk/wants to talk/tries to talk; I’d like to tell you…;

4. — communicative-expressive modifications: Is Andrew talking? Andrew isn’t talking. Let him talk! Well, can he have failed to say it?/ He can’t have said it!;

5. — synonymic modifications: Andrew’s talk is of business / is having business talk with a colleague / is negotiating with…;

6. — complicated models: Having met Irene, Andrew spoke French to her; At the meeting Andrew is talking of business; Andrew doesn’t just talk, he also does things!; The girl- friend asks Andrew not to talk of business...

• TASK 1. The initial sentence may be found in different communicative registers, in different textual functions. Analyze the sentence and find out the types of communicative registers:

I hear that Andrew is talking French on the phone. — ___________register;

Andrew often talks on the phone. — ________________________ register;

Andrew speaks French fluently. — _________________________ register.

• TASK 2. Compare the two sentences from the point of view of the theory of syntactic field of the sentence:

1) Andrew is walking in the forest.

2) Andrew is walking to the forest.

5. Functional Typology of Utterances:

1. Actional Utterances: N+V_act

2. Performative Utterances: N+V_fin

3. Characterizing Utterances: V_be+A, N+V+D_qu , N+V+Q

4. Equational Utterances: be-structures

5. Existential and Existential-Locative Utterances: N+V_be+D_place, There+V_be+N+D_place

6. Constative Utterances: X+V_be+N.

SEMINAR 1.

Communicative Registers. Functional Typology of Utterances.

Task 1.

1. Read the list of different Grammars below and say which of the approaches dominated in studying grammar at University.

2. Find out the destination, subject, object, methods, spheres of application, and the names of prominent linguists who developed each trend. Name at least one textbook representing each approach to Grammar.

1. Universal Grammar

2. Descriptive Grammar

3. Functional Grammar

4. Generative Grammar

5. Cognitive Grammar

6. Comparative Grammar

7. Transformational Case Grammar

8. Pedagogical Grammar

9. Content-based Grammar

10. Context-free Grammar

11. Academic Grammar

12. ATN (Augmented Transition Network) Grammar

Task 2.

1. Draw the scheme of a syntactical field of a sentence in your exercise-books and fill it in with your examples.

2. Find examples to the scheme of a syntactical field of a sentence with typical meanings “the subject and its state”, “the subject and its quality”, “the subject and its quantity”, “the subject and his qualification”.

Task 3.

Characterize the action (common / typical / specific; observable / non-observable, etc.), time (current / usual), verb (action / non-action, perfective / non-perfective etc.), register.

Compare the two sentences: 1. The teacher is giving a lesson at the moment.

2. The teacher gives a lesson every day.

Task 4.

What is the difference between the current meaning of the action and the usual one?

Think how the verb can render the difference between the single and the repeated action if the time and aspect are the same. Add words or word combinations that give the predicate the textual meaning of usuality.

• He treats it differently.

• She looks beautiful.

Which registers do the sentences belong to? Which communicative patterns of sentences do they represent?

Task 5.

A lot of interjections and set phrases serve as the language means of responsive utterances in different languages. Read the utterances in Ukrainian and find their English equivalents.

• Ой! Ну! Еге! Еге ж! Атож! А як же! Навряд! Фу! Ого!

• Годі! Давай! Дай ! Ну! Хай!

• Точно! Саме! Онде! Ген! Ото! Ба! ... ще й ..., ... мало не ..., ... це ..., ... то ..., ... ось ....

• Та ви що?! Ось тобі на! Ех ти! Куди тобі! Ще б пак! Не може бути! Будьте здорові! Ні за що!

Task 6.

Find out which communicative registers and communicative types are represented by such utterances. Determine the taxis relations and the subjective perspective of the utterances.

1. “Six foot one inch, perhaps, two inches, dark hair, dark eyes, slim and fit. Not a convincing brother for you,” added Romanov studying her.

Robin pushed back her red hair but didn’t rise. Romanov could sense the nervous expressions on the faces around him that it was Scott who had been on the bus.

2. “It is you who are insolent,” said Robin, standing up. “You drive in front of our coach like a lunatic, nearly sending us down the mountain, then the three of you burst in like a bunch of Chicago mobsters, claiming to be Swiss police. I have no idea who you are or what you are, but I’ll let you into two secrets…”

3. “Yes, yes, go. And bring your father back, whatever you do.”

“It’s all right.”

4. Denis had moved to the piano. There was some expectant whispering among the audience, and Marian’s embarrassment returned.

5. “I must stop crying. Just tell me to, will you, Effingham.”

6. There is a smile of love,

There is a smile of deceit,

And there is a smile of smiles

In which these two smiles meet.

7. Everyone in the room stayed still and silent.

8. “Here are I am,” she said, her foot upon the first stair.

9. That job was everything for her: her life, her husband, her child.

10. “Will you please go and pack Hanna’s things.”

There was a silence. Then Marian said, thickly and heavily, “Why?”

Questions for Self-Control

1. Enlighten the basic features of different approaches to grammar studies.

2. What is the basic idea of the communicative approach in grammar?

3. Enumerate the communicative registers by Zolotova and give their definitions.

4. What sentence modifications comprise its functional paradigm?

5. Characterize the dependence of syntactical patterns on the volume of their functional paradigm.

6. What types of utterances are defined by the logico-functional classification?

7. Reveal the notions of usuality, modus, dictum and taxis.

LECTURE 2. Speech Acts: Basic Сoncepts and Classification

Plan

1. Speech Acts. Basic Сoncepts and Terminology.

2. Classification of Illocutionary Acts.

3. Locutionary Acts: Expressed versus Implied.

4. Illocutionary Acts: Direct versus Indirect.

5. Significant Dimensions in Which Illocutionary Acts Differ One from Another.

6. Indirect Speech Acts.

KEY TERMS AND NOTIONS: locutionary act, illocutionary act, perlocutionary act, the propositional content: expressed / implied, the propositional content condition, direct/indirect illocutionary acts, illocutionary point, illocutionary force, the direction of fit between words and the world, sincerity condition, principles of cooperative conversation, direct/indirect speech acts.

Task 1. Consider the following examples: